PROGRAMMES

2019
DOSSIER
ANGLAIS GRATUIT

T
B1
LE

B2

Dossier
corrigé et
actualisé d’après le
communiqué de pres
se
du 30 juin 2020 du
ministère de l’Éduca
tion
nationale et de la
Jeunesse.

DOSSIER BAC

SPÉCIAL BACCALAURÉAT : TOUT LE MATÉRIEL DE BLOCKBUSTER

TERMINALE REGROUPÉ DANS UN SEUL ET MÊME DOSSIER !

Blockbuster Tle I Reproduction autorisée © EMDL, 2020 I 1

 LE NOUVEAU
Dans ce dossier, vous trouverez tout
BAC, C’EST ce dont vous avez besoin pour
FACILE AVEC préparer l'évaluation commune nº 3
(documents officiels, pages spéciales
TERMINALE ! Bac du livre de l’élève et du livre du
professeur de Terminale).

LES PAGES SPÉCIFIQUES DU LIVRE DE L’ÉLÈVE

Le calendrier du nouveau b ac et la composition de la note
d’anglais
Une carte mentale récapitulative pour chaque axe
Huit sujets guidés pour l’évaluation commune nº 3
Un dossier de méthodologie pour réussir les évaluations communes

LES RESSOURCES SUPPLÉMENTAIRES DU LIVRE DU PROFESSEUR

18 nouveaux sujets à réaliser en autonomie
Les transcriptions des documents audio et vidéo des épreuves
de compréhension de l’oral
Les corrigés ou des exemples de production réalistes
pour tous les sujets de bac de la méthode

DES RESSOURCES INÉDITES COMPLÉMENTAIRES DANS CE DOSSIER

La présentation du nouveau bac
Le programme de langues vivantes du Cycle Terminal
Les grilles d’évaluation officielles des évaluations communes

RETROUVEZ TOUS LES SUPPORTS AUDIO ET VIDÉO

DES SUJETS DE BAC DANS LE PACK DE RESSOURCES
POUR LA CLASSE DE TERMINALE (SUR CLÉ USB)
SOMMAIRE
L’évaluation dans Blockbuster Terminale p. 4
Le contrôle continu p. 4
L’évaluation commune de Terminale p. 4

Programme de langues vivantes de Première et Terminale générale p. 5

et technologique, enseignements commun et optionnel
Préambule p. 5
L’étude de la langue p. 5
Formation culturelle et interculturelle p. 8
L’organisation de l’enseignement p. 10

Évaluations communes de langues vivantes p. 12

Grilles d’évaluation officielles pour les langues vivantes p. 16

Grille pour l’évaluation de la compréhension de l’oral ou de l’écrit p. 16
Tableau de conversion : compréhension de l’oral ou de l’écrit p. 16
Grille pour l’évaluation de l’expression écrite p. 17
Tableau de conversion : expression écrite p. 17
Grille pour l’évaluation de l’expression orale p. 18
Tableau de conversion : expression orale p. 18

Présentation de l’évaluation 3 p. 19

Calendrier et informations p. 20
La classe de Terminale p. 20
Composition de la note du bac – voie générale p. 20
Composition de la note du bac – voie technologique p. 20

Méthodologie pour réussir l’évaluation 3 p. 22

Compréhension de l’oral p. 22
Compréhension de l’écrit p. 23
Compréhension de l’oral et de l’écrit : les critères d’évaluation p. 24
Expression écrite p. 25
Expression écrite : les critères d’évaluation p. 31
Expression orale p. 32
Expression orale : les critères d’évaluation p. 33

Les entraînements à l’évaluation 3 p. 34

Cartes mentales Prepare for the topic!, sujets guidés de type Bac et évaluations de type bac
Axe 1 - Identités et échanges p. 34
Axe 2 - Espace privé et espace public p. 48
Axe 3 - Art et pouvoir p. 62
Axe 4 - Citoyenneté et mondes virtuels p. 76
Axe 5 - Fictions et réalités p. 92
Axe 6 - Innovations scientifiques et responsabilité p. 110
Axe 7 - Diversité et inclusion p. 126
Axe 8 - Territoire et mémoire p. 144

Les solutions pour l’enseignant(e) p. 158

Les transcriptions des documents audio et vidéo des épreuves de compréhension de l’oral et
les corrigés ou des exemples de production réalistes pour tous les sujets de bac

Expressions utiles pour l’épreuve orale p. 210

Expressions utiles pour l’épreuve écrite p. 211
 L’évaluation dans
Blockbuster Tle
À travers l’ensemble du Cycle Terminal, les moyennes des
notes obtenues dans le cadre du contrôle continu sont
prises en compte, à hauteur de 10 % de la note finale, pour
l’obtention du baccalauréat. C’est dire l’importance d’une
évaluation juste et équilibrée, ciblant toutes les activités lan-
gagières pour permettre aux élèves d’attester de leur niveau
en langue. Au contrôle continu viennent par ailleurs s’ajou-
ter trois évaluations communes, dont deux ont été passées
en Première : il reste donc à passer celle de Terminale, qui
est la plus complète.
Le contrôle continu
Toutes les activités langagières sont entraînées à travers
les unités de Blockbuster Tle, et peuvent donc faire l’ob-
jet d’évaluations. Rappelons-le : « évaluer » ne signifie pas
forcément « noter » ; nous souhaitons nous inscrire dans
une perspective résolument positive, la démarche visant
à reconnaître les acquis des élèves pour les encourager
à progresser. L’expression orale sera aisément évaluée en
cours d’unité, au fil de la progression, lors des synthèses ini-
tiales par exemple, ou encore à l’occasion de brefs exposés,
réalisés à une ou plusieurs voix, ou encore pendant la réali-
sation de certaines tâches finales. Certaines de ces tâches
permettront d’évaluer plutôt l’expression écrite, mais toutes
permettent de faire le point sur les connaissances et sa-
voir-faire développés.
La compétence (inter)culturelle n’est pas oubliée, puisqu’il
est très souvent demandé aux élèves de mobiliser les
connaissances culturelles acquises au fil de l’unité. Cette
compétence, mise en avant dès le Cycle 4 et présentée
comme devant être développée au même titre que les com-
pétences linguistiques, est l’une de celles ciblées en prio-
rité par Blockbuster Tle, qui se veut cohérent avec l’inten-
tion première de l’ensemble des programmes de langues
vivantes : inscrire l’apprentissage de la langue dans la
culture.
Les tâches finales proposées sont accompagnées
d’une fiche de méthodologie et de grilles d’évalua-
tion mentionnant les critères de réussite. Ces fiches
sont téléchargeables gratuitement à l’adresse suivante :
www.espacelangues.emdl.fr. Les grilles serviront autant à
l’élève, pour lui permettre de mieux cerner les attentes et
de travailler dans ce sens, qu’à l’enseignant(e) qui, grâce
à elles, sera en mesure de l’évaluer de manière fine, en lui
signifiant les points forts et ceux à améliorer. Elles seront
aussi un support précieux en vue d’une évaluation col-
lective, dont on ne peut que souligner l’intérêt : elle per-
met en effet d’impliquer tout le groupe, non seulement au
niveau de l’écoute, mais aussi au niveau de la ré-
flexion, chaque élève en tirant des enseignements pour
lui/elle-même.
On n’oubliera pas de mesurer également la maîtrise de l’in-
teraction écrite, mentionnée pour la première fois dans les
programmes de langues. On se référera pour cela au tableau
4 I Reproduction autorisée © EMDL, 2020 I Blockbuster Tle
synthétique des descripteurs de l’interaction proposé en
annexe des programmes. Ainsi, Blockbuster Tle offre dans
plusieurs unités des activités qui permettent aux élèves,
grâce à un pad (éditeur de textes collaboratifs), d’écrire sur
un même document partagé à partir de postes informatiques
différents, ou bien de s’adresser des messages écrits.
Échanger des impressions, des points de vue ou des ren-
seignements, réfléchir ensemble à une problématique pour
y apporter une réponse mûrie et nuancée, collaborer en
ligne pour rédiger ou traduire un texte à plusieurs mains...
tout cela sollicite des compétences spécifiques, à entraîner
et à évaluer, notamment la capacité à s’engager dans une
discussion suivie, avec un ou plusieurs interlocuteurs.
Par ailleurs, réagir en temps réel ou en léger différé, de ma-
nière adaptée, dans une langue fluide et compréhensible,
en adaptant son registre de langue à la situation, nécessite
non seulement une réelle aisance en expression, mais aus-
si des compétences accrues en compréhension. Tout ceci
implique une évaluation régulière, précise et réellement in-
formative pour l’élève qui peut ainsi percevoir comment pro-
gresser, et mieux se préparer pour l’évaluation commune de
fin d’année.
L’évaluation commune de Terminale
Pour chacun des 8 axes du programme, Blockbuster Tle pro-
pose un ensemble de pages de préparation au bac avec une
carte mentale pour réviser les thèmes, les problématiques
et les documents travaillés ainsi qu’un dossier complet de
type « évaluation 3 » (compréhension de l’oral, compréhen-
sion de l’écrit, expression écrite et expression orale).
En effet, pour permettre aux élèves d’affronter sereinement
le rendez-vous important que représente l’évaluation com-
mune de fin de Terminale, à chaque axe est associé un sujet
complet de type bac, assorti d’un guidage précis et concret.
Le niveau ciblé est désormais B2, et une nouveauté apparaît
par rapport à la classe de Première puisque les activités com-
prennent des tâches d’expression orale correspondant à la se-
conde partie de l’évaluation commune.
De plus, vous trouverez à la fin de chaque unité de ce livre
du professeur des fiches prêtes à l’emploi pour évaluer les 18
unités du manuel de l’élève. Ces fiches comprennent :
• les documents supports de ces évaluations (les
fichiers audio et vidéo des compréhensions de l’oral
se trouvent dans le pack de ressources pour la classe
de la méthode) ;
• les questions d’exploitation ;
• les solutions de ces activités d’évaluation ou des
exemples de production ;
• les grilles d’évaluation officielles pour les évaluations
communes du baccalauréat (pages 16-18 de ce
dossier).
 Programme
Programme de langues vivantes de Première et Terminale
générale et technologique, enseignements commun et optionnel
I. Préambule
La mondialisation des échanges, le renforcement de la diver-
sité culturelle et linguistique des sociétés et le développe-
ment de la communication électronique rendent aujourd’hui
plus fondamental encore le rôle des langues vivantes. Pour
participer pleinement à ces évolutions économiques, sociales
et culturelles et pour s’intégrer dans le monde d’aujourd’hui
avec confiance et sans appréhension, il est indispensable
que les élèves français parviennent à une aisance suffisante
en langues vivantes, en particulier dans le domaine de la
communication orale.
L’objectif essentiel au lycée est donc de conforter sensible-
ment, dès la classe de seconde et tout au long des trois an-
nées de lycée, les progrès enregistrés ces dernières années
dans la compétence orale. Cette amélioration recherchée ne
dissocie pas pour autant l’oral et l’écrit : ces domaines de la
langue sont complémentaires l’un de l’autre dans les appren-
tissages et s’articulent dans les situations de communication
auxquelles l’élève prend part, quel que soit son niveau dans
chacun d’eux. Les langues vivantes étrangères et régionales
(LVER) contribuent à rendre l’élève actif et autonome ; elles
le mettent en situation d’échanger, de convaincre et de dé-
battre à l’oral, comme de décrire, de raconter, d’expliquer et
d’argumenter à l’écrit. La classe est ainsi un espace où l’élève
apprend à mobiliser des connaissances pour interagir avec
les autres.
Tout aussi prioritairement, en même temps qu’il consolide
ses compétences linguistiques et de communication, l’élève
approfondit au lycée sa connaissance des aires géogra-
phiques et culturelles des langues qu’il apprend, et s’ouvre à
des mondes et des espaces nouveaux grâce à une présenta-
tion dénuée de stéréotypes et de préjugés.
Dans cette perspective, la démarche pédagogique qui
consiste à mettre les élèves en activité dans des situations
de communication propices aux échanges garde tout son in-
térêt au cycle terminal. Un cours de langue vivante est avant
tout un cours où l’on communique et l’on interagit le plus
possible en langue étrangère ou régionale, c’est un temps
et un espace où celle-ci se parle et s’entend. La pratique
systématique de l’oral à partir de documents authentiques
(vidéos, enregistrements, textes et images) est complétée
par le recours régulier à l’écrit qui permet de stabiliser les
acquis et d’enrichir les connaissances. Tout au long du cy-
cle terminal, l’élève développe la recherche documentaire en
langues vivantes : le croisement des sources d’information, la
diversification des modes d’exposition aux langues et l’usage
responsable du numérique contribuent au développement
de l’autonomie et favorisent la construction de la citoyenneté
ainsi que l’éducation aux médias et à l’information.
La pédagogie de projet renforce l’autonomie et la créativité
et amène l’élève à travailler en équipe, à opérer des choix,
à approfondir sa réflexion. L’usage d’un portfolio numérique
pour tous les enseignements des langues et en langues
vivantes peut accompagner l’élève dans la réflexion sur sa
propre progression dans les apprentissages culturels et
linguistiques.
En développant ainsi au lycée ses compétences linguis-
tiques, culturelles et de communication, l’élève se prépare à
l’enseignement supérieur et à un usage plus assuré et spon-
tané des langues vivantes. À travers la pratique des langues
étrangères et régionales, le lycéen consolide aussi sa maî-
trise de la langue française. Il renforce également son sens
critique et esthétique, sa curiosité intellectuelle, sa capacité
à décentrer son point de vue, à prendre du recul et à nuan-
cer ses propos. Il affine progressivement son usage raisonné
des médias et gagne en autonomie dans son rapport aux
apprentissages.
II. L’étude de la langue
Rappel des objectifs de niveaux
de compétences de collège
et définition de ceux de lycée
Tous les élèves pratiquent deux ou trois langues vivantes
étrangères ou régionales : LVA, LVB, LVC.
Les niveaux ciblés au lycée
Rappelons qu’à la fin du collège (cycle 4), les élèves doivent
avoir acquis :
• en LVA, au moins le niveau A2 dans les cinq activités
langagières, les activités proposées permettant même
d’atteindre le niveau B1 dans plusieurs d’entre elles,
• en LVB, le niveau A2 dans au moins 2 activités
langagières.
Le lycée permet aux élèves de poursuivre cette progression :
• en LVA, les élèves de seconde confortent leur niveau B1
pour atteindre le niveau B2 à la fin de la terminale,
• en LVB, les élèves de seconde consolident et
complètent leur niveau A2 pour atteindre le niveau B1 à
la fin de la terminale,
• en LVC, les élèves construisent le niveau A2 en seconde
pour atteindre B1 à la fin de la terminale.
Les descripteurs de niveau de compétences par activités
écrites ou orales, dont les grilles figurent en fin de cette an-
nexe (page 16), offrent une liste non exhaustive de situations
de communication et facilitent l’évaluation des élèves. Les
évaluations régulières en langues vivantes visent à attester
du niveau atteint par chaque élève à la fin du lycée.
Le suivi de la progression de l’élève et par l’élève (portfo-
lio) doit permettre de formuler une proposition de note de
contrôle continu tout en préparant aux différentes épreuves
du baccalauréat. Différentes formes d’évaluation peuvent
contribuer à l’autonomie de l’élève sans pour autant altérer
le temps d’entraînement : auto-évaluation, co-évaluation, etc.
Blockbuster Tle I Reproduction autorisée © EMDL, 2020 I 5
 La langue
Au cycle terminal, la maturité intellectuelle des élèves per-
met de développer une approche raisonnée, comparative et
plus systématisée des différents constituants de la langue,
c’est-à- dire le lexique, la grammaire, la phonologie et l’ortho-
graphe. L’élève est encouragé à mobiliser l’ensemble de son
répertoire linguistique pour développer un usage approfondi
de chaque langue pratiquée.
1 Maîtrise du vocabulaire
Au cycle terminal, l’élève développe l’étendue et la précision
de son lexique. Les contenus culturels définis par le pro-
gramme orientent le choix du lexique. La variété des docu-
ments utilisés offre une grande richesse lexicale qui nourrit
l’expression différenciée et nuancée de l’élève.
La mise en place de séances d’entraînement doit permettre
à l’élève de s’approprier et d’approfondir le lexique de la des-
cription, de l’explication, de la narration et de l’argumentation.
Le contenu lexical d’une séquence de cours a vocation à être
réinvesti activement dans les séquences suivantes.
L’acquisition du vocabulaire ne consiste pas en l’apprentis-
sage de mots isolés. Le vocabulaire est étudié en contexte et
en fonction des besoins de communication, ce qui permet de
comprendre comment les mots s’insèrent syntaxiquement
dans l’énoncé. En outre, ce vocabulaire est mis en réseau par
le recours aux champs sémantiques présents dans le pro-
gramme culturel. Cette démarche facilite la mémorisation
nécessaire et systématique et lui donne tout son sens. Pour
nuancer son expression, l’élève prend appui sur les spécifici-
tés propres aux familles de langues et le cas échéant, sur des
transferts d’une langue déjà connue à une autre. L’élargisse-
ment de la palette lexicale, la fixation de l’orthographe et la
prononciation correcte des mots passent naturellement par
un travail régulier de mémorisation à la maison.
La maîtrise du vocabulaire consiste en la capacité des
élèves, à terme, de choisir, dans leur répertoire, l’expression
adéquate.
2 Correction grammaticale
Dans la perspective de l’acquisition d’une langue vivante,
l’étude de la grammaire est l’un des outils permettant de
complexifier et de perfectionner le maniement de la langue
et d’enrichir la réflexion. C’est en progressant dans la com-
préhension des mécanismes de la langue, que l’élève devient
de plus en plus autonome. À partir des documents abordés
en cours, l’élève est conduit à découvrir les règles d’usage de
la langue, à identifier les points de syntaxe ou de morpholo-
gie constitutifs du document, afin de se les approprier pour
ses propres besoins. Il est ensuite entraîné à les remobiliser
de manière fréquente. Une meilleure maîtrise de la gram-
maire donne sens et cohérence aux énoncés produits.
L’élève est conduit à mobiliser ses connaissances de la langue
française et des autres langues qu’il connaît afin de mieux
saisir la différence ou la proximité avec la langue étudiée. La
comparaison entre les langues et leurs systèmes respectifs
favorise une approche plurilingue de l’apprentissage.
6 I Reproduction autorisée © EMDL, 2020 I Blockbuster Tle
3 Maîtrise phonologique
Au lieu d’ériger la maîtrise phonologique du locuteur natif en
idéal inaccessible à l’élève, le Volume complémentaire (2017)
du CECRL propose d’envisager l’évaluation de la maîtrise
phonologique de manière plus réaliste. Il convient cependant
de la prendre en compte dans le travail sur la langue et dans
l’évaluation de manière plus régulière. Elle ne se réduit pas à
la seule composante de l’accent et son exactitude mais se
compose d’un ensemble d’éléments parmi lesquels l’articula-
tion (incluant la prononciation des sons / phonèmes), la pro-
sodie (incluant l’intonation, le rythme, l’accent tonique, l’accent
phrastique, le débit et le découpage), et l’intelligibilité (acces-
sibilité du sens pour les auditeurs).
Dans le prolongement des apprentissages du collège et de
seconde, l’élève, au cycle terminal, est familiarisé à toutes les
composantes phonologiques qui caractérisent la langue étu-
diée. En milieu scolaire, l’intégration du système sonore est
facilitée par des exercices appropriés reliant son et sens, par
des activités permettant la découverte des régularités, et par
les correspondances à mettre en évidence entre graphie et
phonie. La poésie et la chanson trouvent ici pleinement leur
place, car elles s’appuient sur la mémoire auditive pour créer
des effets de sens. Les documents audiovisuels authen-
tiques sont également d’une importance primordiale pour
familiariser l’élève avec les effets sonores de la langue en sus
de leur contribution à la connaissance de la réalité sociale
et culturelle des aires linguistiques dont ils émanent. C’est
en redonnant à la forme sonore la place qui lui revient dans
les apprentissages que l’on prévient les obstacles à la com-
préhension et les inhibitions souvent liées à un sentiment de
« l’étrange ». Entraîné régulièrement à l’oral, l’élève prend l’ha-
bitude de parler devant ses camarades, de s’enregistrer et
de s’écouter afin de perfectionner sa maîtrise phonologique.
Grâce à ce travail, il gagne en confiance.
L’erreur dans les énoncés des élèves, qu’elle soit lexicale,
grammaticale ou phonologique, fait partie intégrante des
apprentissages et, s’il faut veiller à l’éliminer, elle doit être
considérée comme un moyen de progression qui ne doit pas
brider la prise de parole.
4 Maîtrise de l’écriture
La maîtrise de l’orthographe, et de façon plus générale de
l’écriture lorsqu’il s’agit de langue avec système d’écriture
non alphabétique, consiste en la capacité à copier, orthogra-
phier et utiliser la ponctuation et la mise en page. Elle conso-
lide la confiance en soi de l’élève pour tout ce qui relève de
l’expression écrite. Il est donc important d’avoir recours à des
entraînements réguliers, qui peuvent être brefs.
Le développement de nouvelles formes de communication
écrite, et notamment en interaction (messagerie électro-
nique, dialogues en ligne, réseaux sociaux, blog, etc.), repré-
sente une opportunité d’utilisation de la langue dont l’ensei-
gnant peut tirer profit. Cependant, en raison de l’immédiateté
et de l’instabilité orthographique et syntaxique de ce type
d’énoncés, il convient aussi de rappeler que la maîtrise de
l’écriture, en contexte scolaire, s’obtient, entre autres exi-
gences, par l’assimilation raisonnée des règles qui régissent
le fonctionnement des langues.
Les activités langagières
et leur évaluation
Le CECRL auquel sont adossés tous les programmes fran-
çais de langues vivantes a été enrichi d’un Volume complé-
mentaire (2017) qui prend notamment en compte la diver-
sification culturelle des sociétés et le développement de la
communication numérique. Les paragraphes qui suivent
présentent une synthèse des descripteurs renouvelés de la
communication langagière pour répondre à ces enjeux.
Réception
Définition
La réception comprend la compréhension de l’oral et de
l’écrit. Parmi les situations de compréhension de l’oral (écou-
ter et comprendre) on trouve, par exemple : écouter des an-
nonces publiques, s’informer (médias), être spectateur (ciné-
ma, théâtre, réunion publique, conférences, spectacles), etc.
Parmi les activités de compréhension de l’écrit (lire), on
trouve par exemple : lire pour s’orienter, s’informer ou suivre
des instructions, lire pour le plaisir, etc.
Progressivité
À l’écrit comme à l’oral, l’entraînement doit aider l’élève à ac-
céder au sens en allant du plus accessible (repérage du titre,
identification du thème, accès au sens global et décodage de
la situation d’énonciation, recherche d’information particulière
sur un personnage par exemple, informations détaillées) vers
le traitement d’informations complexes (corrélation d’informa-
tions diverses, lecture de l’implicite du discours, etc.) en fonc-
tion du niveau de compétence visé.
Stratégies
La progression de l’élève passe par l’acquisition de straté-
gies telles : la formulation d’hypothèses (en lien avec la situa-
tion de communication et/ou la typologie des documents),
le repérage d’indices (linguistiques ou non), l’identification,
l’inférence (confrontation d’indices), l’interprétation, etc. En
encourageant l’élève à mobiliser l’ensemble de son propre ré-
pertoire plurilingue (toutes les langues que l’élève peut prati-
quer et auxquelles il est exposé), on lui permet de progresser
plus rapidement en compréhension et de consolider sa ca-
pacité à opérer des transferts d’une langue à une autre. La
possibilité de commencer une langue vivante C en seconde
s’inscrit pleinement dans cette perspective.
Production
Définition
La production comprend l’expression orale et l’expression
écrite. Parmi les situations de production orale, l’élève peut
être conduit à réaliser des annonces publiques réelles ou
fictives, lire un texte travaillé à voix haute, chanter, exposer,
commenter des données ou un événement, faire une courte
revue de presse, plaider, etc.
Parmi les activités d’écriture, l’élève peut prendre un mes-
sage sous la dictée, renseigner un questionnaire, écrire des
articles de presse, rédiger des notes, des comptes rendus,
des résumés et des synthèses, écrire des courriels, réaliser
des écrits créatifs, etc.
Progressivité
Pour qu’elle prenne tout son sens auprès de l’élève, l’ex-
pression écrite ou orale doit s’insérer dans une situation de
communication qui justifie l’usage de la langue concernée.
L’apprentissage des différentes formes de discours offre une
progression naturelle vers l’autonomie de l’élève, de la pa-
raphrase à l’expression créative : décrire, raconter, expliquer,
argumenter. L’adossement d’une activité de production à
une activité préalable de réception permet à l’élève d’opérer
des transferts, notamment lexicaux, qui viennent enrichir son
expression.
Stratégies
La progression de l’élève passe par l’acquisition de stratégies
telles : la répétition ou paraphrase, l’adaptation du message,
l’explicitation, l’illustration, la correction et l’autocorrection,
etc. En s’appuyant sur les connaissances culturelles ou inter-
culturelles qui lui sont propres, l’élève peut plus facilement
adapter son discours à ses interlocuteurs.
Interaction
Définition
En situation d’interaction, l’élève échange avec un ou plu-
sieurs interlocuteurs suivant un principe de coopération
qui construit la conversation. L’interaction orale se déroule
essentiellement sous la forme de discussions formelles ou
informelles, débats, interviews, tours de parole, etc.
L’interaction écrite prend de plus en plus d’importance au
quotidien avec le développement des réseaux sociaux et ou-
tils nomades de la communication : courriel, SMS, tweet, forum
de discussion, écriture collaborative de texte en ligne, etc.
Progressivité
Pour être efficace, l’interaction doit se rapprocher le plus
possible de situations authentiques et plausibles dans les-
quelles l’échange d’informations est une nécessité.
Le changement de registre de langues, la variation du
nombre d’interlocuteurs, l’articulation de l’interaction écrite
et orale (conférences en ligne), la nature et la qualité des in-
formations échangées constituent quelques-unes des pistes
pour installer et complexifier l’interaction dans les pratiques
pédagogiques.
Stratégies
En plus des stratégies de réception et de production, il existe
des stratégies propres à l’interaction qui sont essentielle-
ment liées à la construction commune du sens : la reprise,
la relance, la coopération (verbale et non verbale), l’explicita-
tion, l’illustration, la négociation, etc. jouent par exemple un
rôle fondamental.
À l’articulation des activités
langagières : la médiation
La médiation introduite dans le CECRL consiste à expliciter
un discours lu et entendu à quelqu’un qui ne peut le com-
prendre. En termes scolaires, elle se traduit en une série
d’exercices qui vont de la paraphrase à la traduction.
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 À l’oral comme à l’écrit, l’élève médiateur :
• prend des notes, paraphrase ou synthétise un propos
ou un dossier documentaire pour autrui, par exemple
à l’intention de ses camarades en classe ;
• identifie les repères culturels inaccessibles à autrui et
les lui rend compréhensibles ;
• traduit un texte écrit, interprète un texte oral ou double
une scène de film pour autrui ;
• anime un travail collectif, facilite la coopération,
contribue à des échanges interculturels, etc.
La médiation place l’élève en situation de valoriser l’ensemble
de ses connaissances et compétences.
III. Formation culturelle
et interculturelle
L’apprentissage des langues étrangères a pour objectif pre-
mier d’assurer la communication entre des locuteurs de diffé-
rentes cultures. Au-delà de cette fonction purement utilitaire,
au demeurant indispensable, la communication interlinguis-
tique vise une dimension plus profonde : la connaissance de
la culture et de l’histoire que véhiculent les langues étudiées.
Amorcée au collège, cette dimension de l’apprentissage de la
langue qui associe communication et culture est consolidée
en classe de seconde et pendant le cycle terminal.
Dès son entrée au lycée, l’élève poursuit et accélère son
exploration de plus en plus exhaustive de l’ancrage cultu-
rel propre à chaque langue. La langue vivante étrangère ou
régionale lui permet ainsi d’appréhender un univers nouveau,
de se confronter à un monde plus ou moins éloigné de son
univers habituel et de trouver, dans l’écart et la différence
avec sa propre culture, un enrichissement qui le construira
tout au long de sa vie. La dimension culturelle, indispensable
au dialogue entre civilisations, participe donc à la formation
citoyenne.
L’acquisition progressive de compétences en langues étran-
gères et régionales, la construction des capacités de com-
préhension, d’expression, d’interaction et de médiation s’or-
ganisent, au cycle terminal, autour d’une thématique : Gestes
fondateurs et mondes en mouvement. Cette thématique,
commune à l’ensemble des langues vivantes étrangères et ré-
gionales, peut se décliner différemment pour chaque langue
vivante en fonction de ses spécificités culturelles propres et
permet d’analyser les phénomènes culturels en parcourant
l’histoire de chaque langue et en observant les formes qu’elles
prennent dans le monde d’aujourd’hui.
La thématique Gestes fondateurs et mondes en mouvement
comporte, au cycle terminal, huit axes, qui peuvent être ex-
ploités à des degrés divers dans les différentes langues, en
respectant l’ancrage culturel propre à chaque aire géogra-
phique.
Pour chacune des deux années, les professeurs abordent au
moins six axes sur les huit de la liste, selon un ordre qu’ils
choisissent, chacun d’eux étant envisagé à travers une ou
deux séquences. Pour aborder ces axes, on pourra s’inspi-
rer des exemples de problématiques mentionnés infra qui
les mettent en miroir avec l’aire géographique concernée
et s’appuyer éventuellement sur quelques mots-clés pour
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construire son enseignement. Il serait souhaitable qu’au
moins l’une des séquences abordées dans chacune des an-
nées du cycle le soit dans deux (voire trois) langues vivantes
étudiées par l’élève (interlangue), afin de mettre en valeur la
diversité de l’offre linguistique de l’établissement. La semaine
des langues peut constituer un temps particulièrement pro-
pice à ce travail conjoint.
Axes
1 Identités et échanges
Quel rôle joue la mondialisation dans le dynamisme de
la vie sociale, culturelle et économique dans chaque aire
géographique ? Favorise-t-elle la diversité ou la menace-t-
elle ? Entraîne-t-elle une affirmation de la particularité ?
Modifie-t-elle la particularité locale ou individuelle au profit
d’une « citoyenneté mondiale » ?
La mobilité (intellectuelle, physique...) caractérise le monde
actuel et implique la multiplication des contacts, des
échanges, des partenariats tout en posant les questions de
l’acculturation, de l’intégration, de l’adaptation, de l’inclusion,
etc. Cette mobilité suppose le franchissement de frontières
géographiques et politiques. Les questions liées à l’ouver-
ture et à la fermeture des frontières sont à la source de
nombreuses tensions qui sont traitées différemment selon
l’histoire et la culture des zones géographiques concernées.
Le terme de frontière est appréhendé dans ses différentes
acceptions (frontière historique, culturelle, linguistique, etc.).
Les élèves réfléchissent en particulier aux frontières qui
existent au sein d’une société entre des groupes différents
(entre générations, groupes sociaux, quartiers, clans...). La
perception de la mondialisation comme le sentiment de fron-
tière, la réalité des échanges et de la mobilité dépendent de
la culture et de l’aire géographique étudiées et il conviendra
de les aborder dans ce cadre spécifique.
MOTS-CLÉS : frontières / conflits / contacts / ghettos /
migrations / exils / hospitalité / droit d’asile / choc des
cultures / incompréhension culturelle et-ou linguistique /
frontières invisibles / solidarité / transgression / protec-
tionnisme / mobilité / déclassement social / ascension
sociale / voyages / dépaysement / tourisme / accueil /
médiation / dialogue / mixité / partage
2 Espace privé et espace public
Comment la frontière entre espace public et espace privé
est-elle tracée en fonction des cultures, des croyances, des
traditions et comment évolue-t-elle dans le temps dans
chaque aire géographique étudiée ? L’espace privé (l’ha-
bitation) prend des formes et des dimensions variables et
s’ouvre sur l’extérieur (la rue, les regards, les invités...) selon
des modalités multiples. Étudier les différentes configura-
tions d’espaces privés et publics, leur fréquentation et leurs
transformations permet de mieux comprendre comment est
structurée une société. Par exemple, les femmes ont long-
temps été, ou sont encore, cantonnées à la sphère privée ;
leur accès à la sphère publique (politique, professionnelle,
médiatique, sociale) est un mouvement général qui reste
d’actualité. La redistribution des rôles au sein de la famille est
une conséquence de cette émancipation. Comment s’opèrent
les mutations au sein de ces deux espaces privé et public
(famille, espaces de sociabilité, travail...) ? Les langues elles-
mêmes, dans leur usage, sont conditionnées par cette dis-
tinction (argots, registres...) et les cultures étudiées laissent
apparaître des variations qu’il convient de relever.
MOTS-CLÉS : égalité homme-femme / parité / machisme /
féminisme / droit de la famille / éducation / liberté de
mouvement / émancipation / mixité / émancipation /
télétravail / lieux de convivialité / type d’habitat / espaces
publics / espaces religieux
3 Art et pouvoir
Comment le rapport entre art et pouvoir définit-il les caracté-
ristiques de chaque aire géographique étudiée à différentes
époques ? Le pouvoir s’est toujours appuyé sur l’art et les ar-
tistes pour être célébré, légitimé ou renforcé. Lorsque l’artiste
dépend du pouvoir politique ou économique, son œuvre peut-
elle prendre la forme d’une contestation de celui-ci ? Le rapport
entre art et pouvoir donne lieu à diverses interrogations : l’art
est-il au service du pouvoir ? Le pouvoir sert-il l’art ? L’art peut-
il être un contre-pouvoir ? L’art est-il une forme d’expression
politique ? Peut-on concilier liberté de création et contraintes
diverses ? Il conviendra d’étudier comment ce rapport à l’art a
évolué dans l’histoire pour chaque culture étudiée.
MOTS-CLÉS : architecture (résidences, édifices institu-
tionnels...) / peinture (portraits, art religieux...) / musique
(opéras, hymnes, chants...) / littérature (apologies, satires,
dédicaces...) / cinéma (films de propagande, films patrio-
tiques...) / art officiel / contre-culture / underground / art
engagé / résistance / avant-garde / affiches / caricatures
/ street art / censure
4 Citoyenneté et mondes virtuels
Comment, au sein de chaque aire géographique étudiée, les
rapports du citoyen au pouvoir sont-ils organisés et com-
ment ces relations sont-elles modifiées par le développement
du numérique ? Dans un monde numérisé et ultra-connecté
qui a profondément changé la nature des rapports humains,
comment évoluent les relations entre le citoyen et le pou-
voir ? Restent-elles identiques quelle que soit l’aire culturelle
portée par la langue étudiée ? Les nouveaux espaces virtuels
semblent représenter un progrès dans le partage de l’infor-
mation, l’accès au savoir et la libre expression de chacun. Le
recours massif aux médias numériques conduit cependant à
s’interroger sur ses conséquences, tantôt sur le plan indivi-
duel (difficulté à hiérarchiser l’information et à démêler le vrai
du faux, réduction de l’engagement réel au profit de l’enga-
gement virtuel, permanence des traces numériques avec at-
teinte éventuelle à la vie privée, repli sur soi, nouveaux repères
sociaux), tantôt sur le plan collectif : les intelligences collec-
tives développent des espaces collaboratifs (encyclopédies
collaboratives, wikis, moocs, webinaires, réseaux sociaux...)
qui refondent, au moins en apparence, la nature des relations
sociales.
MOTS-CLÉS : fausses informations / réseaux sociaux /
éducation aux médias / paiements virtuels / données
personnelles / intelligence artificielle / wikis / démocratie
participative / censure et contrôle d’internet / cyber-har-
cèlement / liberté d’expression / usurpation d’identité /
manipulation / blogs / forums / télétravail / lanceur
d’alerte
5 Fictions et réalités
Quels sont les modèles historiques, sociaux ou artistiques
dont chaque population a hérité et quels sont ceux qu’elle re-
cherche ? Pourquoi se reconnaît-on dans une telle représen-
tation et comment reconstruit-on son propre modèle éthique,
esthétique, politique ? Les récits, qu’ils soient réels ou fictifs,
écrits ou oraux, sont à la base du patrimoine culturel des in-
dividus et nourrissent l’imaginaire collectif. Comment sont
véhiculés les croyances, mythes, légendes qui constituent
le fondement des civilisations et transcendent parfois les
cultures ? Les figures du passé demeurent-elles des sources
d’inspiration et de création ? Comment les icônes modernes
deviennent-elles l’incarnation de nouvelles valeurs ? Les
mondes imaginaires offrent à chacun l’occasion de s’évader
de la réalité tout en invitant à une réflexion sur le monde réel :
comment la réalité nourrit-elle la fiction et comment, à son
tour, la fiction éclaire-t-elle ou fait-elle évoluer la réalité dans
une aire culturelle donnée ?
MOTS-CLÉS : utopies / dystopies / littérature / mythologie
/ légendes / croyances / science-fiction / héros / senti-
ment national / super-héros / figures tutélaires / monu-
ments
6 Innovations scientifiques et responsabilité
Quelles réponses chaque aire géographique étudiée
apporte-t-elle aux bouleversements technologiques et
scientifiques actuels ? Le progrès scientifique est à l’ori-
gine d’avancées très positives pour l’humanité, mais donne
également lieu à de nombreuses interrogations sur certains
effets induits concernant, en particulier, le réchauffement
climatique, la réduction de la biodiversité, ou encore l’épuise-
ment des ressources naturelles dans de nombreuses zones
de la planète. La prise de conscience des dangers éventuels
liés à ces innovations scientifiques nourrit une réflexion sur
l’éthique du progrès dans une aire culturelle donnée. Le sa-
vant est-il responsable des usages de ses découvertes ?
Doit-il s’impliquer dans la sphère publique pour peser sur
les décisions politiques ? Quelle marge de manœuvre pos-
sède le citoyen pour faire entendre sa voix ? Comment les
sociétés peuvent-elles prévenir les dérives liées aux innova-
tions technologiques ? Les citoyens tentent d’apporter des
réponses au quotidien, en adoptant de nouveaux modes de
consommation. Les scientifiques, de leur côté, peuvent pro-
poser des solutions qui donnent lieu à diverses formes de
coopération. L’axe invite à observer ces aspects de la ques-
tion dans l’aire culturelle concernée et à explorer les simili-
tudes ou les singularités avec d’autres cultures.
MOTS-CLÉS : recherche génétique / vaccins / robots /
clonage / OGM / nanotechnologies / énergies renouve-
lables / transport / éco-citoyen / ONG / conquête spatiale
/ recyclage / covoiturage / surpopulation / aliénation au
travail / biodiversité / circuit court / bio / croissance verte
/ pollution / dérives sectaires / course à l’armement /
mobilisation
7 Diversité et inclusion
Quelles sont, dans chaque aire géographique étudiée, les ré-
ponses apportées aux questions posées par l’évolution des
sociétés de plus en plus diverses et ouvertes ? Les langues
vivantes jouent un rôle fondamental pour l’insertion et la
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 cohésion sociales dans des sociétés de plus en plus cosmo-
polites. L’étude de la diversité culturelle au sein d’une aire lin-
guistique donnée ou de la variété linguistique au sein d’une
aire culturelle favorise une réflexion sur le rapport à l’Autre et
permet la mise en place de projets interculturels et plurilin-
gues. D’autres formes de diversité peuvent être explorées :
comment évoluent les relations intergénérationnelles ? L’in-
clusion de personnes handicapées est-elle effective ? Quels
éléments culturels conditionnent les relations entre les caté-
gories sociales ? Les questions de la diversité et de l’inclu-
sion gagnent à être abordées ensemble, à travers les arts, les
sciences, le droit, la géopolitique, la sociologie, etc.
MOTS-CLÉS : handicap / intégration / liberté de mouve-
ment / discriminations / générations / minorités / langues
officielles et langues non reconnues / idiolectes / égalité /
émancipation
8 Territoire et mémoire
Comment s’est construit et se transmet l’héritage collectif
dans une aire géographique donnée ? Les espaces régio-
naux, nationaux et transnationaux offrent des repères mar-
quants (dates, périodes, lieux, événements, espaces saisis
dans leur évolution temporelle, figures emblématiques, per-
sonnages historiques, etc.) et permettent de s’interroger sur
la manière dont se construit et se transmet un héritage col-
lectif. Les commémorations traduisent un besoin d’élaborer
et d’exprimer des mémoires individuelles et collectives. La
multiplication des lieux de mémoire pose la question de la
relation complexe entre histoire et mémoires. La mémoire
d’un individu ou d’un peuple trouve son reflet dans le pa-
trimoine ; héritage dont l’évolution dans le temps témoigne
de la relation que chaque peuple entretient avec son passé
et, par extension, la manière dont il se projette dans l’avenir.
À travers la notion d’héritage, les histoires individuelles se
confondent avec le destin collectif ; ces points de rencontre
et de tension entre les histoires personnelles et l’histoire sont
à l’origine de nombreux récits (du témoignage au roman his-
torique).
MOTS-CLÉS : espaces frontaliers / monuments aux morts /
mémoriaux / traces de l’histoire / histoire officielle / devoir
de mémoire / amnistie / amnésie / quartier historique /
patrimoine bâti
IV. L’organisation
de l’enseignement
L’enseignement des langues vivantes doit permettre aux
élèves de s’inscrire dans une dynamique d’ensemble. Ils
sont incités à augmenter leur temps d’exposition à la langue
en dehors des heures de classe : visionnage de films, sé-
ries documentaires, radio (via internet), sources diverses
en version originale grâce aux outils nomades (smart-
phones, tablettes). Au lycée, le recours à des espaces
langues, l’usage raisonné des outils et ressources numé-
riques, le développement de toutes les formes de mobilité
– individuelle, collective et virtuelle –, l’enseignement d’autres
disciplines en langues étrangères ou régionales accrois-
sent l’exposition aux langues et multiplient les opportunités
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d’entraînement à la communication. Chaque enseignant
contribue, à sa mesure, à la mise en œuvre et à l’enrichis-
sement du projet d’établissement (voyages, échanges, sor-
ties culturelles, ateliers, rencontres...). Toutes les initiatives
visant à introduire des énoncés en langues étrangères et
régionales dans le quotidien de la vie scolaire sont les bien-
venues (changement de langues d’interface des différents
programmes et applications exploités par des outils nu-
mériques...). En parallèle, l’enseignant encourage la lecture
suivie en dehors de la classe en veillant à la valoriser par
des activités orales telles que café littéraire, atelier théâtre,
booktube, webradio, concours d’éloquence, lectures expres-
sives... Il est possible de proposer un choix de lectures en
fonction des différents profils et niveaux de compétences.
Lorsque cela est possible dans un établissement, l’animation
d’ateliers d’expression artistique peut être assurée par des
assistants de langues, locuteurs natifs.
En classe, l’enseignant privilégie la mise en place de projets
autour de scénarios pédagogiques qui articulent les entraî-
nements, les contextualisent et aboutissent progressivement
à des productions écrites ou orales (résumé, compte rendu,
exposé, débat, simulations et jeux de rôles...). L’enseignant
s’attache à mettre l’élève en action et l’encourage à prendre
des initiatives à travers les activités proposées. Certains
scénarios peuvent faire l’objet d’une diffusion dans le cadre
du lycée par l’intermédiaire du journal et/ou de la radio, du
Centre de connaissances et de culture (3C, anciennement
CDI), de l’Environnement numérique de travail (ENT), du site
internet de l’établissement...
Place du numérique
Les outils numériques élargissent les possibilités de pratiquer
la langue et facilitent le travail collaboratif, tant dans l’établis-
sement qu’en dehors de celui-ci. Ils contribuent à renforcer
les compétences des élèves et représentent un atout pour
la différenciation pédagogique. Au-delà de la richesse des
ressources documentaires (d’archives ou d’actualité) mises
à disposition, ces outils permettent de mettre en relation des
interlocuteurs aux quatre coins du monde via la plateforme
eTwinning, visioconférence, forums d’échanges, wikis, bloc-
notes numériques, messageries électroniques, etc. Par ail-
leurs, grâce aux tableaux numériques, aux classes mobiles,
aux laboratoires multimédias, aux espaces numériques de
travail, aux kits de baladodiffusion et aux nombreuses ap-
plications collaboratives (blogs, cartes mentales, wikis, fo-
rums, murs collaboratifs, pads collaboratifs...), le numérique
apporte des réponses pédagogiques aux besoins des élèves.
Il importe de veiller à ce que l’usage du numérique ne re-
présente pas une fin en soi, mais apporte un réel bénéfice à
l’apprentissage. Il doit être raisonné et s’accompagner d’une
éducation appropriée aux médias avec l’aide éventuelle des
professeurs documentalistes.
Les supports
Au quotidien, l’enseignant sélectionne des documents au-
thentiques de toute nature (textuels, iconographiques, au-
dio, vidéo...) qui peuvent s’inscrire dans des champs discipli-
naires variés (littérature, art, histoire, géographie, politique,
sociologie, économie, sciences...). La mise en regard de ces
supports permet à l’élève d’appréhender un sujet de manière
de plus en plus complexe et nuancée. Une peinture peut
éclairer un texte, un article de presse peut expliciter un texte
littéraire, une photographie peut entrer en résonnance avec
un poème, un texte littéraire peut être comparé à son adap-
tation filmée...
La confrontation de différents éléments (époques, ap-
proches...) constitue une démarche propice à l’enrichisse-
ment de la langue et de la pensée. L’élève est invité à prendre
du recul pour alimenter une réflexion personnelle et déve-
lopper ses compétences d’expression. L’art et la littérature
offrent un accès privilégié à la compréhension des sociétés
dont on étudie la langue. Il est souhaitable de ne pas se li-
miter à des documents informatifs mais d’élargir à des do-
cuments de fiction, des extraits de théâtre, des poèmes, des
chansons, des romans graphiques, des adaptations de clas-
siques en romans graphiques, des œuvres de science-fic-
tion, des fragments d’opéra ou des synopsis de films, etc.,
afin de développer la culture humaniste, l’imagination et la
créativité des élèves. En outre, la diversité des formes de tra-
vail en classe (individuel, en binômes, en groupes, en classe
entière...) favorise les apprentissages et donne du sens au
projet de la classe, tout en contribuant à rythmer les séances.
Le croisement des disciplines : un levier
pour l’apprentissage des langues
Chaque élève a un rapport personnel, lié à son histoire fami-
liale et scolaire, à plusieurs langues. Cette richesse linguis-
tique est une donnée de départ précieuse pour l’appren-
tissage des langues. En outre, l’apprentissage simultané de
plusieurs langues vivantes (LVA-LVB-LVC) permet des croi-
sements, des transferts et d’autres stratégies d’appropriation.
Il est en particulier établi que la maîtrise d’une langue étran-
gère facilite l’acquisition d’autres langues vivantes nouvelles.
Le français, langue de scolarisation, procure des repères
précieux, notamment toute une terminologie grammaticale
qui facilite la compréhension des mécanismes linguistiques
dans d’autres langues.
L’interdisciplinarité, chaque fois qu’elle est possible (cours de
pratiques artistiques, histoire-géographie, sciences, langue
et littérature françaises, etc.), est utilisée pour nourrir et
étayer l’apprentissage des langues étrangères et régionales.
L’enseignement d’autres disciplines en langues étrangères
et régionales ainsi que les pratiques immersives apportent,
quand ils peuvent être mis en place, des atouts indéniables.
L’enseignement technologique en langue vivante (ETLV) re-
pose sur le programme de langue vivante et sur celui de la
spécialité qui lui sert d’appui. Il est pris en charge conjointe-
ment par deux enseignants, un enseignant de langue vivante
et un enseignant de la spécialité de science et technologie
concernée. La langue vivante est une LVA. Le niveau de
maîtrise visé est B2 : utilisateur indépendant, niveau avancé,
selon la classification du Cadre commun de référence pour
les langues.
L’enseignement technologique en langue vivante permet
une pratique contextualisée de la langue par le croisement
des apprentissages linguistiques et de spécialité. La spécia-
lité fournit aux apprentissages en langue vivante des situa-
tions de communication qui favorisent le développement des
compétences linguistiques, sociolinguistiques, culturelles et
pragmatiques ancrées dans les spécificités technologiques,
scientifiques et culturelles de chaque spécialité. Les activi-
tés orales sont privilégiées, en réception et en production
– prises de parole en continu et en interaction, entre pairs ou
avec les enseignants ; l’écrit trouve sa place dans la prise de
notes, le compte rendu ou la synthèse qui accompagnent et
prolongent le travail de l’oral.
Les thématiques abordées et les progressions développées
font l’objet d’une concertation entre les deux enseignants, de
manière à assurer des apprentissages dans les deux disci-
plines concernées.
La langue vivante C (LVC)
La langue vivante C (LVC) offre à chaque élève l’occasion
d’enrichir sa connaissance des langues en faisant toute leur
place aux langues moins présentes en LVA et LVB. L’élève
qui entreprend l’étude d’une troisième langue vivante étran-
gère ou régionale manifeste souvent pour celle-ci un intérêt
personnel particulier, déterminé par ses acquis scolaires an-
térieurs, parfois par son histoire familiale, ou par sa curiosi-
té intellectuelle. Dans tous les cas, il s’agit d’apports positifs
sur lesquels il convient de s’appuyer. Ces acquis scolaires ou
extra-scolaires ont forgé des compétences linguistiques et
culturelles que l’élève peut réinvestir dans l’apprentissage de
la troisième langue.
Cet enseignement s’étend sur une période plus courte que
pour la LVA ou la LVB ; toutefois la démarche est la même :
l’enseignement y est organisé dans la même perspective de
communication, portant sur une langue usuelle et authen-
tique. La motivation des élèves de LVC exige des activités
variées, nourries dès les premiers cours d’un contenu cultu-
rel riche. L’apprentissage en LVC gagne à intégrer le plus tôt
possible les axes culturels du tronc commun.
En LVC, les axes thématiques étudiés sont les mêmes qu’en
LVA et LVB, mais le contenu des séquences doit être adapté
au niveau de compétences de l’élève. L’objectif de ces sujets
d’étude est de lui fournir la matière nécessaire à la produc-
tion des énoncés les plus consistants possibles, dont la com-
plexité doit s’accroître au rythme d’une progression régulière
tout au long du cycle terminal.
Consultez les tableaux des descripteurs des activi-
tés langagières sur www.education.gouv.fr ou eduscol.
education.fr.
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 Évaluations communes
de langues vivantes

Nous reproduisons ci-dessous les parties de la note de service n° 2019-056 du 18 avril 2019 ayant trait aux épreuves de la
classe de Terminale. Retrouvez le texte intégral à l'adresse : www.education.gouv.fr/bo/19/Hebdo17/MENE1910708N.htm.

BACCALAURÉAT GÉNÉRAL ET BACCALAURÉAT TECHNOLOGIQUE

Épreuves communes de contrôle continu de langues vivantes A et B dans les voies
générale et technologique, à compter de la session 2021 de l’examen du baccalauréat
Texte adressé aux rectrices et recteurs d’académie ; au directeur du service interacadémique des
examens et concours de l’Ile-de-France ; aux inspectrices et aux inspecteurs pédagogiques régio-
naux ; aux chefs d’établissement ; aux professeures et professeurs.
Cette note de service est applicable à compter de la session 2021 du baccalauréat, pour les épreuves
communes de contrôle continu de langues vivantes A et B dans les voies générale et technologique,
à compter de la session 2021 de l’examen du baccalauréat telles que définies dans l’arrêté du 16 juillet
2018 relatif aux modalités d’organisation du contrôle continu pour l’évaluation des enseignements
dispensés dans les classes conduisant au baccalauréat général et au baccalauréat technologique.

Toutes voies et séries

Organisation de l’évaluation
•deux épreuves écrites passées respectivement
aux deuxième et troisième trimestres de l’année
de première ;
• 
une épreuve écrite et orale passée à la même
période que les autres épreuves de contrôle continu
de l’année de terminale.
Objectifs de l’évaluation
Pour tous les candidats des voies générale et techno-
logique, l’évaluation des langues vivantes A et B est
adossée aux niveaux du Cadre européen commun
de référence pour les langues (CECRL). Conformé-
ment à l’article D. 312-16 du code de l’éducation, le
niveau attendu du CECRL est B2 « niveau avancé
ou indépendant » pour la langue choisie en LVA ; B1,
« niveau seuil », pour la langue choisie en LVB, à la fin
des études du second degré.
Les documents supports de l’évaluation ainsi que
les questions posées s’inscrivent dans le cadre des
programmes des classes de première et de terminale
pour les enseignements communs de langue vivante
et relèvent des axes culturels qui y sont définis, tels
que définis dans l’arrêté du 17 janvier 2019 paru au
BOEN spécial n°1 du 22 janvier 2019.
Les épreuves communes de contrôle continu s’ins-
crivent dans la progressivité entre les épreuves de
première et l’épreuve de terminale.
Les fiches d’évaluation et de notation permettent
d’évaluer les prestations des candidats selon le rang
de la langue concernée (LVA ou B).
Structure
CLASSE DE PREMIÈRE
Épreuve 1
COMPRÉHENSION DE L’ORAL
EXPRESSION ÉCRITE
Durée : 1 heure
 1 pour la langue A ;
Niveaux visés : B
A2-B1 pour la langue B
L’épreuve est composée de deux parties.
Les candidats reçoivent dès le début de l’épreuve l’inté-
gralité du sujet, dans lequel figure le titre du document
support de l’évaluation de la compréhension de l’oral.
• La compréhension de l’oral est évaluée à partir d’un
document audio ou vidéo dont la durée n’excède
pas 1 minute 30. Le document est écouté trois fois,
les écoutes étant espacées d’une minute. Durant les
écoutes, les candidats peuvent prendre des notes. À
l’issue de la troisième écoute, les candidats utilisent
le temps dont ils disposent comme ils le souhaitent
pour rendre compte du document oral, en français,
de manière libre ou guidée, puis pour traiter le sujet
d’expression écrite.
• Le sujet d’expression écrite, à traiter en langue cible,
se fonde sur une ou deux questions, en lien avec la
thématique générale du document support de l’éva-
luation de la compréhension de l’oral.
Notation L
 a note globale est sur 20. Chaque partie
est évaluée sur 10 points, à partir des
fiches d’évaluation et notation.

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Épreuve 2
COMPRÉHENSION DE L’ÉCRIT
EXPRESSION ÉCRITE
Durée : 1 heure 30 minutes
Niveaux visés : B
 1-B2 pour la langue A ;
A2-B1 pour la langue B
L’épreuve est composée de deux parties.
Les candidats se voient remettre l’intégralité du sujet
dès le début de l’épreuve et organisent leur temps in-
dividuellement.
• La compréhension de l’écrit est évaluée à partir d’un
ou deux textes. Les candidats en rendent compte
dans la langue cible, de manière libre ou guidée. La
longueur cumulée des textes est comprise entre
2 300 et 4 000 signes, blancs et espaces compris
(entre 700 et 900 pour le chinois et le japonais).
• Le sujet d’expression écrite, à traiter en langue cible,
se fonde sur une ou deux questions, en lien avec la
thématique générale du document support de l’éva-
luation de la compréhension de l’écrit. Le sujet peut
prendre appui sur un document iconographique.
Notation L
 a note globale est sur 20. Chaque partie
est évaluée sur 10 points, à partir des
fiches d’évaluation et notation.
CLASSE DE TERMINALE
Épreuve 3
COMPRÉHENSION DE L’ORAL ET DE L’ÉCRIT
EXPRESSION ÉCRITE ET ORALE
Niveaux visés B2 pour la langue A ;
B1 pour la langue B
L’évaluation se déroule en deux temps :
Le premier temps consiste en une épreuve écrite
de 2 heures.
Elle est composée de deux parties, l’une consacrée à
l’évaluation des compétences de compréhension de
l’oral et de l’écrit, l’autre à l’évaluation des compétences
d’expression écrite. Les candidats reçoivent l’intégrali-
té du sujet dès le début de l’épreuve.
La compréhension de l’oral est évaluée à partir d’un
document audio ou vidéo dont la durée n’excède
pas 1 minute 30. Le document est écouté trois fois,
les écoutes étant espacées d’une minute. Durant les
écoutes, les candidats peuvent prendre des notes.
À l’issue de la troisième écoute, les candidats utilisent
le temps dont ils disposent comme ils le souhaitent
pour rendre compte du document oral, en français, de
manière libre ou guidée, puis pour traiter la compré-
hension de l’écrit et le sujet d’expression écrite.
La compréhension de l’écrit est évaluée à partir d’un
ou deux textes. Les candidats en rendent compte dans
la langue cible. Ils sont guidés par des questions qui
portent également sur la compréhension de l’ensemble
du dossier constitué par les documents supports de
l’évaluation de la compréhension de l’oral et de l’écrit.
La longueur cumulée des textes est comprise entre
2 500 et 4 500 signes, blancs et espaces compris
(entre 800 et 1 000 pour le chinois et le japonais).
Le sujet d’expression écrite, à traiter en langue cible,
se fonde sur une ou deux questions, en lien avec la
thématique générale du dossier constitué par les do-
cuments supports de l’évaluation de la compréhension
de l’oral et de l’écrit.
Le sujet peut prendre appui sur un document
iconographique.
Le second temps consiste en une épreuve orale
individuelle d’une durée de 10 minutes,
sans temps de préparation.
Le candidat a le choix entre trois axes culturels du
programme proposés par l’examinateur.
En tenant compte du choix du candidat, l’examinateur
propose des pistes de discussion : deux documents
iconographiques, ou deux citations, ou un document
iconographique et une citation. Le candidat explique
en langue cible pendant 5 minutes maximum quel
document ou quelle citation illustre à son sens le
mieux l’axe qu’il a choisi et pourquoi.
L’entretien est élargi à des questions plus générales,
portant par exemple sur le travail réalisé par le candi-
dat sur l’axe choisi.
Notation L
 a note globale est sur 20.
La compréhension (de l’oral et de
l’écrit) et l’expression (écrite et orale)
comptent à parts égales et sont éva-
luées à partir des fiches d’évaluation et
notation.
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 Épreuve ponctuelle Les contextes sont les suivants : les projets tech-
Les modalités de l’épreuve ponctuelle des candi- no-logiques ou scientifiques conduits en enseigne-
dats concernés par l’article 9 de l’arrêté du 16 juillet ment de spécialité en STL, STI2D et STD2A, une
2018 relatif aux modalités d’organisation du contrôle situation technologique du secteur de l’hôtellerie et
continu des enseignements dispensés dans les de la restauration en STHR, une organisation (en-
classes conduisant au baccalauréat général et treprise, administration ou association) en STMG,
au baccalauréat technologique sont les mêmes un fait social touchant à la santé ou au bien-être
que pour l’épreuve 3 des candidats passant leurs des populations en ST2S.
épreuves dans le cadre du contrôle continu. Pour chaque candidat, les examinateurs conduisent
Le sujet de cette épreuve est un des sujets des une évaluation conjointe à partir de la fiche d’évalua-
épreuves communes de contrôle continu de termi- tion et de notation.
nale, issu de la banque nationale de sujets.
Épreuve ponctuelle
Cette épreuve se déroule selon un calendrier préci-
sé dans l’article mentionné ci-dessus. Les modalités de l’épreuve ponctuelle des candi-
dats concernés par l’article 9 de l’arrêté du 16 juillet
Voie technologique 2018 relatif aux modalités d’organisation du contrôle
Évaluation de l’enseignement technologique continu des enseignements dispensés dans les
en langue vivante (ETLV) classes conduisant au baccalauréat général et au
baccalauréat technologique sont les mêmes que
Objectifs pour l’épreuve d’ETLV des candidats passant leurs
L’évaluation permet de mesurer la capacité du épreuves dans le cadre du contrôle continu.
candidat à communiquer en langue étrangère sur
des travaux effectués au cours du cycle terminal Pour le ministre de l’éducation nationale
en ETLV, en lien avec l’enseignement de spécialité et de la jeunesse et par délégation,
concerné. Le directeur général
Structure de l’enseignement scolaire
Durée 10 minutes Jean-Marc Huart
(sans temps de préparation)
L’évaluation de l’enseignement technologique de
langue vivante (ETLV) se substitue au second
temps (expression orale) de l’épreuve 3 de la LVA
du candidat. Elle repose sur l’enseignement techno-
logique qui a fait l’objet d’un enseignement d’ETLV
au cours de la classe de terminale. Le jury est com-
posé de deux enseignants, l’un pour l’enseignement
technologique choisi, l’autre pour la langue vivante.
L’évaluation commence par une prise de parole en
continu par le candidat qui dispose d’une durée
maximale de 5 minutes. Cette présentation est sui-
vie d’un entretien avec le jury.
Les ressources utilisées pour la prise de parole en
continu sont produites par le candidat.
L’évaluation s’appuie sur les différents contextes
des enseignements technologiques ou scientifiques
du cycle terminal de la voie technologique.

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Nous reproduisons ci-dessous le communiqué de presse du 30 juin 2020 du ministère de l'Éducation Nationale
et de la Jeunesse annonçant les amendements au comité de suivi de la baccalauréat général et technologique.

DÉCISIONS DU MINISTRE DE L’ÉDUCATION NATIONALE ET DE LA JEUNESSE AUX

PROPOSITIONS D’AMÉNAGEMENTS DU COMITÉ DE SUIVI DU BACCALAURÉAT
GÉNÉRAL ET TECHNOLOGIQUE
Mardi 30 juin 2020
Ce mardi 30 juin, le ministre de l’Éducation nationale et de la Jeunesse a ouvert le comité de suivi de la réforme du
baccalauréat 2021.
Ce comité de suivi a été installé le 24 septembre afin de dialoguer avec l’ensemble des acteurs du système éducatif
et les partenaires sociaux sur la mise en oeuvre de cette transformation majeure, dont l’objectif est de mieux faire
réussir les élèves dans l’enseignement supérieur. L’enjeu est de leur donner plus de choix mais aussi plus de temps
pour approfondir les disciplines au coeur de leur projet de poursuite d’études. De plus, il s’agit de mieux prendre
en compte la régularité de leur travail et leurs progrès par l’introduction d’une part de contrôle continu (40 % de la
note finale du baccalauréat).
Les co-pilotes du comité de suivi, Pierre Mathiot et Jean-Charles Ringard, ont fait la synthèse des propositions du
comité de suivi qui visent à renforcer encore la lisibilité, la simplicité et l’objectivité du nouveau baccalauréat.
Après avoir également échangé avec les délégués du Conseil national de la vie lycéenne, le ministre de l’Éducation
nationale et de la Jeunesse a pris les décisions suivantes :

Pour plus de lisibilité du baccalauréat

 de l’enseignement de spécialité langues, littératures et
l’appellation des épreuves est clarifiée.
• Sur proposition des lycéens, les épreuves communes
de contrôle continu (E3C) sont désormais dénommées
« évaluations communes » pour traduire le fait qu’il
s’agit de devoirs communs réalisés dans le cadre des
heures de classe au cours des années de première et
de terminale. Leur nombre reste inchangé pour valo-
riser le travail régulier et les progrès des élèves. Elles
comptent pour 30 % de la note finale du baccalauréat.
Pour plus de souplesse dans l’organisation
 • Pour faciliter la mise en place de l’enseignement
du contrôle continu :
• Les commissions d’harmonisation n’ont plus lieu après
chaque session « d’évaluations communes » mais res-
pectivement en fin d’année de première et de terminale.
Ainsi, après chaque évaluation les candidats prennent
connaissance de leur note qui, le cas échéant, peut
être harmonisée en fin d’année.
• Le calendrier de passation de ces évaluations com-
munes est fixé par le chef d’établissement après
consultation du conseil pédagogique et délibération
du conseil d’administration. Le calendrier peut ainsi
mieux s’adapter à la progression pédagogique dans
chaque établissement. Pour ce faire, les calendriers des
épreuves terminales et de Parcoursup sont désormais
publiés en début d’année scolaire.
• Aucune évaluation commune n’excède 2h et aucune
épreuve terminale n’excède 4h, à l’exception des ma-
tières comprenant des épreuves pratiques. Ainsi, les
deux évaluations communes de langue vivante en
terminale durent 1h30 pour l’épreuve écrite et 10 min
pour l’épreuve orale. Par ailleurs, l’épreuve terminale
cultures étrangères et régionales dure désormais 3h30
pour l’épreuve écrite et 20 min pour l’épreuve orale.
• Pour favoriser la pratique orale en langue vivante,
l’évaluation commune de l’enseignement de spécia-
lité langues, littératures et cultures étrangères et ré-
gionales qui n’est pas poursuivi en terminale consiste
désormais en un oral de 20 min.
Pour plus d’accompagnement des élèves

et des professeurs :
scientifique en première et en terminale, les profes-
seurs choisiront 3 thèmes sur les 4 inscrits dans le
programme.
• Au niveau national et académique, les formations
destinées aux professeurs consacrées aux « évalua-
tions communes » et à la préparation du grand oral
sont renforcées.
• Les professeurs auront la possibilité d’indiquer dans la
banque nationale de sujets leurs avis sur les sujets.
• Un comité des utilisateurs, composé notamment
d’inspecteurs, de chefs d’établissement et de profes-
seurs, est mis en place afin de rendre plus fonction-
nelles les applications numériques utilisées pour le
baccalauréat.
Pour solenniser l’étape particulière que

constitue le baccalauréat, la proposition des
lycéens de généraliser les cérémonies de remise
du baccalauréat en début d’année a été retenue.
Dans la mesure du possible, elle sera mise en
oeuvre pour les bacheliers de cette session.

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.

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 Grilles d’évaluation officielles
pour les langues vivantes

GRILLE POUR L’ÉVALUATION DE LA COMPRÉHENSION DE L’ORAL OU DE L’ÉCRIT

IDENTIFICATION IDENTIFICATION

POINTS

POINTS

POINTS
SCORE

SCORE

DU CONTEXTE OU DE LA
SITUATION D’ÉNONCIATION
C1 Peut identifier les détails
fins ou l’implicite tout en
les replaçant dans le contexte.
B2 Peut identifier la richesse
d’un contexte ou d’une situation
d’énonciation, y compris en rele-
vant le cas échéant des éléments
implicites.
B1 Peut relever des informations
détaillées sur le contexte
(objet, enjeux, perspective narra-
tive, expériences relatées, etc.) et
établir des liens entre elles.
A2 Peut relever des informations
explicites sur le contexte
(thème, lieux, personnes, événe-
ments, etc.).
A1 Peut relever des informations
isolées simples et les articuler
en partie les unes aux autres.
Pré Peut relever quelques
-A1 données.
IDENTIFICATION
DES RÉSEAUX DE SENS
30 Peut identifier et analyser la
logique interne d’un document
ou dossier en distinguant le cas
échéant ce qui est de l’ordre
de la digression.
20 Peut identifier la cohérence
globale d’un document ou
dossier : identifier les principales
raisons pour ou contre une idée ;
reconstituer une chronologie
d’événements dans un récit ; repé-
rer des sauts ou retours
en arrière, etc.
10 Peut relever l’essentiel des élé-
ments porteurs de sens
d’un document ou dossier : recons-
tituer le plan général d’un texte ;
suivre les points principaux d’une
discussion, d’un reportage ;
identifier des liens de causalité
simples, etc.
5 Peut comprendre globalement
un document ou dossier : identi-
fier le sujet principal, regrouper des
termes d’un même champ lexical.
3 Peut construire une amorce
de compréhension en relevant
des mots ou expressions.
1 Peut relever des mots transpa-
rents.
SCORE
DES STRATÉGIES
DE COMMUNICATION
30 Peut identifier l’articulation 30
de documents.
Peut identifier la tonalité
d’un propos : ironie, humour, stra-
tégies interpersonnelles, etc.
20 Peut repérer une intention 20
en distinguant l’expression
d’un point de vue de l’exposé
de faits.
Peut identifier des éléments im-
plicites de l’articulation
entre des documents.
10 Peut identifier l’expression 10
de points de vue, souhaits
et/ou perspectives.
Peut identifier la nature
de l’articulation entre les docu-
ments (lien chronologique, illustra-
tif, d’opposition, etc.)
5 Peut identifier la nature du 5
(ou des) documents et la mettre
en lien avec quelques éléments
du contenu.
3 Peut relever quelques données 3
ou caractéristiques évidentes
d’un document (dates, titres, para-
graphes, bande son, etc.).
1 Peut relever quelques informa- 1
tions isolées simples.

TABLEAU DE CONVERSION : COMPRÉHENSION DE L’ORAL OU DE L’ÉCRIT

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

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 GRILLE POUR L’ÉVALUATION DE L’EXPRESSION ÉCRITE
COHÉRENCE DE

POINTS

POINTS

POINTS

POINTS
SCORE

SCORE

SCORE

QUALITÉ
DU CONTENU
C1 Peut traiter le sujet et
produire un écrit fluide
et convaincant, étayé
par des éléments (inter)
culturels pertinents.
B2 Peut traiter le sujet et
produire un écrit clair,
détaillé et globalement
efficace, y compris en
prenant appui sur cer-
tains éléments (inter)
culturels pertinents.
B1 Peut traiter le sujet et
produire un écrit intel-
ligible et relativement
développé, y compris
en faisant référence
à quelques éléments
(inter)culturels.
A2 Peut traiter le sujet,
même si la production
est courte.
A1 Peut simplement amor-
cer une production
écrite en lien avec le
sujet.
Pré Peut rassembler
-A1 des mots isolés en
lien avec le sujet.
LA CONSTRUCTION
DU DISCOURS
30 Peut produire un récit
ou une argumentation
complexe en démon-
trant un usage maîtrisé
de moyens linguistiques
de structuration.
20 Peut produire un récit
ou une argumentation
en indiquant la relation
entre les faits et les
idées dans un texte
bien structuré.
10 Peut rendre compte
d’expériences en décri-
vant ses sentiments et
réactions. Peut exposer
et illustrer un point
de vue. Peut raconter
une histoire de manière
cohérente.
5 Peut exposer une ex-
périence ou un point
de vue en utilisant des
connecteurs élémen-
taires.
3 Peut énumérer des
informations sur
soi-même ou les
autres.
1 Peut rassembler des
notes non articulées.
SCORE
CORRECTION DE RICHESSE
LA LANGUE ÉCRITE DE LA LANGUE
30 Peut maintenir tout au 30 Peut employer de ma- 30
long de sa rédaction nière pertinente
un bon degré de cor- un vaste répertoire lexi-
rection grammaticale, cal incluant des expres-
y compris en mobilisant sions idiomatiques, des
des structures com- nuances de formulation
plexes. et des structures variées.
20 Peut démontrer une 20 Peut produire un texte 20
bonne maîtrise des dont l’étendue du
structures simples et lexique et des structures
courantes. Les erreurs sont suffisantes pour
sur les structures com- permettre précision et
plexes ne donnent pas variété des formula-
lieu à des malentendus. tions.
10 Peut démontrer un 10 Peut produire un texte 10
bonne maîtrise des dont l’étendue lexicale
structures simples et relative nécessite
courantes. Les erreurs l’usage de périphrases
sur les structures et de répétitions.
simples ne gênent
pas la lecture.
5 Peut produire un texte 5 Peut produire un texte 5
immédiatement com- dont les mots sont adap-
préhensible malgré des tés à l’intention
erreurs fréquentes. de communication,
en dépit d’un répertoire
lexical limité.
3 Peut produire un texte 3 Peut produire un texte 3
globalement compré- intelligible malgré un
hensible mais dont la lexique pauvre.
lecture est peu aisée.
1 Peut produire un écrit 1 Peut produire quelques 1
mais peu intelligible. éléments stéréotypés.

TABLEAU DE CONVERSION : EXPRESSION ÉCRITE

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

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 GRILLE POUR L’ÉVALUATION DE L’EXPRESSION ORALE

POINTS

POINTS

POINTS

POINTS
SCORE

SCORE

SCORE

EXPRESSION
ORALE EN CONTINU
C1 Peut développer une
argumentation com-
plexe, fondée sur des
références (inter)cultu-
relles, de manière syn-
thétique et fluide tout
en s’assurant de
sa bonne réception.
B2 Peut développer un
point de vue pertinent
et étayé, y compris
par des reformulations
qui ne rompent pas le
fil du discours. Peut
nuancer un propos en
s’appuyant sur des réfé-
rences (inter)culturelles.
B1 Peut exposer un point
de vue de manière
simple en l’illustrant par
des exemples et des
références (inter)cultu-
relles. Le discours est
structuré (relations de
causalité, comparaisons,
etc.).
A2 Peut exprimer un avis
en termes simples.
Le discours est bref
et les éléments en sont
juxtaposés.
A1 Peut exprimer un avis
en termes très simples.
Les énoncés sont
ponctués de pauses,
d’hésitations et de faux
démarrages.
Pré Peut amorcer un pro-
-A1 pos avec quelques
mots mémorisés.
INTERACTION
ORALE
30 Peut interagir avec ai-
sance et contribuer ha-
bilement à la construc-
tion de l’échange, y
compris en exploitant
des références (inter)
culturelles.
20 Peut argumenter et
chercher à convaincre.
Peut réagir avec per-
tinence et relancer la
discussion, y compris
pour amener l’échange
sur un terrain familier
ou sur celui d’aspects
(inter)culturels.
10 Peut engager,
soutenir et clore
une conversation
simple sur des
sujets familiers.
Peut faire référence
à des aspects
(inter)culturels.
5 Peut répondre
et réagir de manière
simple.
3 Peut intervenir simple-
ment mais
la communication re-
pose sur la répétition
et la reformulation.
1 Peut répondre à des
questions très simples
et ritualisées.
CORRECTION DE
LA LANGUE ORALE
30 Peut utiliser avec une 30 Peut employer de ma-
assez bonne maîtrise
tout l’éventail des
traits phonologiques
de la langue cible,
de façon à être toujours
intelligible. Les rares
erreurs de langue
ne donnent pas lieu
à malentendu.
20 La prononciation et 20 Peut produire un dis-
l’accentuation peuvent
subir l’influence d’autres
langues mais l’impact
sur la compréhension
est négligeable.
Les erreurs de langue
ne donnent pas lieu
à malentendu.
10 Peut s’exprimer en
général de manière
intelligible malgré
l’influence d’autres
langues. Bonne
maîtrise des structures
simples.
5 Peut s’exprimer de
manière suffisamment
claire pour être
compris mais la com-
préhension requiert
un effort
des interlocuteurs.
3 Peut s’exprimer de fa-
çon globalement com-
préhensible en utilisant
un répertoire très
limité d’expressions et
de mots mémorisés.
1 Peut prononcer correc-
tement quelques mots
simples.
SCORE
RICHESSE
DE LA LANGUE
30
nière pertinente
un vaste répertoire lexi-
cal incluant des expres-
sions idiomatiques, des
nuances de formulation
et des structures
variées.
20
cours et des énoncés
assez fluides dont l’éten-
due du lexique est suf-
fisante pour permettre
précision et variété des
formulations.
10 Peut produire un dis- 10
cours et des énoncés
dont l’étendue lexicale
relative nécessite
l’usage de périphrases
et répétitions.
5 Peut produire un dis- 5
cours et des énoncés
dont les mots sont adap-
tés à l’intention
de communication,
en dépit d’un répertoire
lexical limité.
3 Peut produire des énon- 3
cés globalement intelli-
gibles malgré
un lexique pauvre.
1 Peut produire quelques 1
éléments stéréotypés.

TABLEAU DE CONVERSION : EXPRESSION ORALE

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

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Présentation de
l’évaluation commune 3
Évaluation commune 3
Classe de Terminale
Note globale s ur 20 (même nombre de points pour toutes les composantes de l’épreuve :
CO, CE, EE et EO / IO)

Premier temps
ÉPREUVE ÉCRITE
Durée
1 heure 30
Niveaux visés
B2 pour la langue A
B1 pour la langue B
L’épreuve commence avec
l’écoute du document audio
ou le visionnage de la vidéo,
après quoi vous disposez de
votre temps comme vous
le souhaitez pour traiter la
compréhension de l’oral,
la compréhension de l’écrit
et l’expression écrite.
Second temps
ÉPREUVE ORALE
Durée
10 minutes
Niveaux visés
B2 pour la langue A
B1 pour la langue B
Le second temps de
l’épreuve commence
par un exposé oral de
5 minutes maximum, et se
poursuit par un entretien
de 5 autres minutes
entre l’examinateur(trice)
et vous.
Partie 1 COMPRÉHENSION DE L’ORAL ET DE L’ÉCRIT
Compréhension de l’oral
Support d’évaluation : Un document audio ou vidéo.
Durée du document : Environ 1’30”.
Organisation : Trois écoutes ou visionnages espacés
d’une minute. Vous pouvez prendre des notes durant
les écoutes et les minutes de pause.
Objectif : Rédiger un compte rendu en français, libre ou guidé.
Compréhension de l’écrit
Support(s) d’évaluation : Un ou deux textes éventuellement
accompagnés d’un document iconographique.
Longueur totale du (des) texte(s) : 2 500 à 4 500 caractères
(ponctuation et espaces compris).
Objectif : Rédiger un compte rendu en français, libre ou guidé.
Partie 2 EXPRESSION ÉCRITE
Support d’évaluation : Deux questions au choix, l’une des
deux pouvant éventuellement prendre appui sur un document
iconographique
Objectif : Traiter l’un des deux sujets en anglais.
Nombre de mots attendus : 120 minimum (environ 12 lignes).
Objectif : Choisir l’un des trois axes culturels proposés
par l’examinateur(trice), puis déterminer lequel des deux
documents qu’il (elle) vous soumet illustre le mieux l’axe
en question.
Supports d’évaluation : Deux documents iconographiques,
ou un document iconographique et une citation, ou deux
citations.
Partie 1 EXPRESSION ORALE
Durée : 5 minutes.
Objectif : Faire un bref exposé en anglais pour expliquer votre
choix.
Partie 2 INTERACTION ORALE
Durée : 5 minutes.
Objectif : Répondre en anglais aux questions plus générales
de l’examinateur(trice), par exemple sur le travail que vous avez
réalisé en cours sur l’axe choisi.
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 Calendrier et
informations

Calendrier de la classe de Terminale

1er TRIMESTRE
SEPTEMBRE OCTOBRE NOVEMBRE DÉCEMBRE

Vacances Toussaint Noël

scolaires
Évaluations
communes

Le calendrier ci-contre est indicatif.

Éducation physique
Selon le communiqué de presse pu- et sportive (EPS)
blié par le ministère de l’Éducation Contrôle en cours de formation
nationale le 30 juin 2020, à partir de
la rentrée 2020, « le calendrier de
passation des évaluations communes Évaluations spécifiques
aux sections
est fixé par le chef d’établissement internationales
après consultation du conseil péda- et binationales
gogique et délibération du conseil
d’administration. Le calendrier peut Évaluations terminales
ainsi mieux s’adapter à la progres- finales et anticipées
sion pédagogique dans chaque
établissement. Pour ce faire, les ca-
lendriers des épreuves terminales Parcoursup
et de Parcoursup sont désormais
publiés en début d’année scolaire. »

Composition de la note du bac - voie générale

ÉVALUATIONS
Philosophie
COMMUNES COEFF. 8 Grand oral
COEFF. 10
Enseignement scientifique
COEFF. 5
Histoire-géographie Enseignement
COEFF. 5 de spécialité
COEFF. 16
Langue vivante A
COEFF. 5 ÉPREUVES
40 % Langue vivante B
COEFF. 5
TERMINALES
de la note
finale
EPS
60 %
COEFF. 5 de la note
finale
Enseignement de spécialité Enseignement
suivi uniquement en Première de spécialité
COEFF. 5 COEFF. 16

Bulletins Français
(épreuves
BULLETINS scolaires
de Première anticipées
SCOLAIRES et de Terminale en Première)
COEFF. 10
COEFF. 10

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 2e TRIMESTRE 3e TRIMESTRE
JANVIER FÉVRIER MARS AVRIL MAI JUIN JUILLET AOÛT

A A
B B Été
C C

Évaluations communes n° 3 :
Histoire-géographie, LVA / LVB,
Mathématiques (voie technologique),
Enseignement scientifique (voie générale)

Contrôle en cours de formation

LV, LLE, Histoire-géographie

2 épreuves Philosophie,
d’enseignement Grand oral
de spécialité

Réponse des candidats

Formulation des vœux Examen des
sur Parcoursup dossiers
Phase complémentaire

Composition de la note du bac - voie technologique

ÉVALUATIONS
Philosophie
COMMUNES COEF. 4 Grand oral
COEF. 14
Mathématiques
COEF. 5
Histoire-géographie Enseignement
COEF. 5 de spécialité suivi
en Terminale n° 2
COEF. 16
Langue vivante A
COEF. 5 ÉPREUVES
40% Langue vivante B
COEF. 5
FINALES
de la note
finale
EPS
60%
COEF. 5 de la note
finale
Enseignement de spécialité Enseignement
selon la série de spécialité suivi
COEF. 5 en Terminale n° 1
COEF. 16

Bulletins Français
(épreuves
BULLETINS scolaires
de Première et anticipées
SCOLAIRES de Terminale en 1re)
COEF. 10
COEF. 10

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 MÉTHODOLOGIE POUR RÉUSSIR L’ÉVALUATION 3

COMPRÉHENSION DE L’ORAL
• Support d’évaluation : un document audio ou vidéo d’environ 1’30”.
• Trois écoutes ou visionnages espacés d’une minute.
• Un compte rendu à produire, par écrit et en français, de ce que vous avez compris.

Appropriez-vous le document

AVANT D’ÉCOUTER
• Lisez l’ensemble de votre sujet de bac et observez attentivement le titre et la source de votre document.
Ils peuvent vous donner des informations précieuses !
• R
 elisez les questions, s’il y en a, pour bien orienter votre écoute. Votre objectif n’est pas de tout comprendre,
mais de rendre compte des éléments les plus importants.
• Mobilisez vos connaissances, repérez en particulier le champ lexical que vous allez devoir exploiter.

1 LORS DE LA PREMIÈRE ÉCOUTE PRENDRE DES NOTES

• Tentez de saisir le sens global du document.
•E
 ssayez d’identifier le nombre de locuteurs,
le contexte, le ton général, la thématique.
• F aites le point : quelles informations vous faut-il
vérifier ? Lesquelles n’avez-vous pas comprises ?
2 LORS DE LA DEUXIÈME ÉCOUTE
• F ocalisez-vous sur les éléments manquants
ou à vérifier.
•C
 omplétez vos notes pour parvenir à une
compréhension plus fine.
3 LORS DE LA TROISIÈME ÉCOUTE
• Vérifiez la justesse de vos informations.
• Relisez vos notes en prenant du recul.
•R
 epérez les éventuelles incohérences et tentez
de les corriger en utilisant la logique.
• V
 ous pouvez noter les informations directement
en français ou plutôt en anglais, si cela vous
semble plus simple.
• Vous pouvez noter en vrac tout ce que vous
comprenez.
• ll peut aussi être intéressant de prendre des notes
sous forme de carte mentale.
• V
 ous pouvez également compléter une grille
de questionnement pour répondre aux questions
suivantes : Qui a fait quoi ? Où ? Quand ?
Comment ? Pourquoi ?
• Ne
 rédigez pas de phrases. Notez des mots
clés et utilisez des abréviations ainsi que des
symboles (=, +, ≥…).
• Indiquez les liens logiques par des flèches
ou d’autres signes et soulignez les informations
principales.

Rendez compte de ce que vous avez compris

• P
 révoyez une brève introduction présentant la nature du document (reportage, interview,
extrait de film, émission de radio ou de télévision, publicité…), ainsi que son thème.
• Expliquez qui parle, à qui, d’où, quand et dans quelles circonstances.
À garder en tête !
Si vous ne comprenez pas bien
• U
 tilisez des connecteurs pour rendre compte de la logique ou de la chronologie des le document, basez-vous sur
informations présentées. N’oubliez pas les éléments implicites que vous avez compris. son titre, sa source, ses images
• Expliquez la fonction du document (vise-t-il à alerter, émouvoir, sensibiliser... ?), dans le cas d’une vidéo et sur
votre logique pour rédiger votre
la façon dont le message est transmis (ton neutre, ironique, militant... ?) et la portée compte rendu.
de ce dernier (son importance, l’impact produit sur son / sa destinataire).
• Concluez brièvement en résumant le message principal du document.

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 bac
COMPRÉHENSION DE L’ÉCRIT
• Support(s) d’évaluation : un ou deux textes en rapport l’un avec l’autre.
• Entre 2 500 et 4 500 caractères au total, ponctuation et espaces compris.
• Éventuellement un ou deux documents iconographiques pour faciliter la compréhension.

Appropriez-vous le(s) document(s)

• L
 isez la consigne pour connaître vos objectifs : parler du sujet principal, caractériser les personnages,
commenter une citation, relier le ou les document(s) à l’axe...
• F aites attention au paratexte pour anticiper la nature du texte : titre, auteur(e), date de publication, source,
illustration ou photo(s) d’accompagnement.
• Appuyez-vous sur les mots transparents et essayez de déduire le sens des mots inconnus.
• M
 ettez en lien les informations que vous avez comprises. Servez-vous de votre sens logique
et de vos connaissances culturelles.

Rendez compte de ce que vous avez compris

FAIRE UN COMPTE RENDU LIBRE RÉPONDRE À DES QUESTIONS

1. En introduction, présentez la nature du document
et sa visée.
2. Énoncez la thématique, la problématique abordée
et le lien avec l’axe ou entre les documents.
3. Développez votre réponse en suivant un plan
ordonné et en utilisant des connecteurs logiques
et / ou chronologiques.
4. Rédigez une conclusion dans laquelle vous pourrez
résumer le message principal des textes et donner
votre impression sur eux.
1. Répondez à chaque question en justifiant votre
propos avec des passages ou des informations
tirés des documents.
2. Pour appréhender les éventuels éléments
implicites (ce qui est sous-entendu ou présupposé),
faites appel à votre sens de la déduction et à vos
connaissances générales. Appuyez-vous sur ce
que vous savez des problématiques de l’axe.
3. Utilisez des connecteurs logiques et / ou
chronologiques pour produire des réponses claires
et ordonnées.

DANS LES DEUX CAS

• A
 ssurez-vous d’avoir bien mentionné le thème principal, la nature
du document et sa fonction (voir « Les critères d’évaluation de la
compréhension », p. 256 de votre manuel).
• Pour relier les documents à l’axe, écrivez au brouillon le titre Pas de stress !
de l’axe et les mots clés dont vous vous souvenez en anglais. Ne rendez surtout pas copie
Recherchez les liens entre le(s) document(s) et ces concepts. blanche ! Rappelez-vous que
tous les éléments pertinents
• Pour relier deux documents entre eux, posez-vous que vous aurez identifiés seront
ces questions : pris en compte et valorisés,
- Abordent-ils des aspects complémentaires, similaires même s’ils ne sont pas ciblés
ou opposés ? par les questions.
- Apportent-ils un éclairage différent sur une situation
ou une problématique ?

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 MÉTHODOLOGIE POUR RÉUSSIR L’ÉVALUATION 3

LES CRITÈRES D’ÉVALUATION DE LA COMPRÉHENSION

Vidéos explicatives
• L’évaluation est basée sur l’échelle du Cadre européen : A1, A2, B1, B2, C1. sur l’évaluation au bac

• Les niveaux visés en Terminale sont B2 pour la LVA et B1 pour la LVB.

• Le (la) correcteur(trice) s’appuie sur la grille d’évaluation de l’Éducation nationale, qui comprend trois critères.
• Votre note dépend de la précision et de la richesse de votre compte rendu ou des vos réponses.
• Votre réussite ne dépend donc pas du nombre d’informations restituées, mais de votre capacité
à les mettre en lien pour faire ressortir le sens de manière plus ou moins fine.

Identification de la situation Identification des réseaux Identification des stratégies

d’énonciation de sens de communication

Qui parle ? À qui ? Où ? Quand ?
De quoi ?
• Vous relevez des informations
explicites sur le contexte (thème,
lieux, personnes, événements…). A2
Û Pour trouver « qui parle »,
regardez la source du document.
Attention, l’auteur(e) n’est pas
forcément celui (celle) qui s’exprime
dans le document !
• V
 ous relevez des informations
détaillées sur le contexte (sujet,
enjeux, point de vue narratif,
expériences rapportées, etc.). B1
• P
 our identifier l’énonciation ou
le (la) destinataire, repérez les
pronoms personnels (I, your, him,
her…). Dans un document audio,
repérez les voix, leur ton ; dans une
vidéo, identifiez les personnes qui
s’expriment.
• V
 ous établissez des liens entre
les informations. B1
• Vous identifiez de façon plus fine
des informations précises, même
lorsqu’elles sont implicites. B2
Û Pour dégager l’implicite, appuyez-
vous sur ce que vous savez de
l’auteur(e), de son époque, des lieux
évoqués, du contexte sociétal ou
historique, des problématiques liées
à l’axe traité.
Comment sont organisées les
informations ? Quelle logique suit
le discours ?
• Vous identifiez le sujet principal
et les termes d’un même champ
lexical, même si vous ne faites pas
de liens entre les éléments relevés.
A2
Û Souvenez-vous que les premières
lignes énoncent souvent l’idée
principale, et les dernières un bilan.
• V
 ous relevez les points principaux
du document : plan général d’un
texte ; points principaux d’une
discussion, d’un reportage ; liens
de causalité simples, etc. B1
Û Dans un texte, les différents
paragraphes abordent souvent une
idée ou un aspect distinct. Dans un
document audio ou vidéo, c’est le
montage qui révèle la structure.
• V
 ous identifiez la cohérence
globale d’un document : principales
raisons pour ou contre une idée ;
chronologie d’événements dans un
récit ; sauts ou retours en arrière,
etc. B2
Û Repérez les connecteurs logiques
(because, however, thus, therefore…),
chronologiques (First, then, finally…),
les dates et les temps verbaux.
Pour quoi faire ? Dans quel(s)
but(s) ? Comment ?
• V
 ous identifiez la nature des
documents (a magazine article,
a news report, a novel excerpt, a
speech…) et la mettez en lien avec
quelques éléments du contenu. A2
• V
 ous identifiez les points de
vue, souhaits ou perspectives,
ainsi que la nature du lien entre
les documents (chronologique,
illustratif, d’opposition...). B1
Û Demandez-vous si une opinion
est plus appuyée que les
autres, si l’auteur(e) ou la
voix off exprime une opinion
personnelle. Appuyez-vous sur
des expressions comme no
doubt, I think, according to, maybe,
apparently…
• V
 ous décelez l’intention de
l’auteur(e) (to inform, to denounce,
to persuade, to touch the reader…).
B2
• V
 ous identifiez la façon dont
l’auteur(e) transmet son message.
B2
Û Repérez le ton employé : The
mood is critical, ironic, concerned,
neutral…

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 bac
EXPRESSION ÉCRITE
• Deux sujets au choix, toujours en lien avec le dossier de documents.
• L’un des deux sujets peut éventuellement prendre appui sur un document iconographique..
• Nombre de mots attendus : 120 minimum (environ 12 lignes).

Lisez attentivement les sujets

• P
 renez le temps de bien lire chaque sujet pour être certain(e) d’en comprendre chaque terme
et de faire le bon choix.
• U
 ne fois votre sujet sélectionné, repérez quel type de texte vous est demandé : une lettre ou un
e-mail, un article, une histoire ou un texte argumentatif pour justifier un choix ou une opinion (voir
« Les types de textes les plus fréquents », p. 258-262 de votre manuel).

Faites un brainstorming

• Au brouillon, jetez vos idées dans l’ordre où elles vous viennent à l’esprit, puis classez-les
en regroupant celles qui vont ensemble.
• M
 obilisez vos connaissances : souvenez-vous des thématiques, des problématiques et des idées
abordées en cours autour de l’axe que vous devez traiter, ainsi que du lexique travaillé.
• Trouvez un plan simple : il vous faut un fil conducteur.

Rédigez un brouillon

• V
 os phrases peuvent être courtes et simples ; tentez néanmoins quelques phrases plus
complexes pour attester de vos compétences linguistiques. Exprimez certaines idées avec des
propositions subordonnées et ajoutez des compléments de lieu et de temps pour préciser votre
propos.
• U
 tilisez des connecteurs logiques ou chronologiques pour faire ressortir la structure de votre
texte, et vérifiez la cohérence des enchaînements.
• S
 oyez malin (maligne) ! Réutilisez certains des mots ou expressions employés dans l’énoncé
de votre sujet et dans les documents de compréhension. Et ce que vous ne savez pas dire d’une
certaine manière, dites-le autrement : utilisez des périphrases !
• Rappelez-vous : une seule idée par paragraphe pour plus de clarté !
• Vérifiez votre brouillon en vous assurant que vous n’avez pas répondu à côté.
• Assurez-vous que vous avez bien écrit le nombre de mots attendus.

Mettez votre texte au propre

pas de stress !
• R
 ecopiez votre brouillon au propre. Soignez votre écriture et utilisez un effaceur Vous avez droit à quelques
pour pouvoir rectifier proprement vos erreurs. lacunes, erreurs ou confusions,
car vous serez toujours évalué(e)
• R
 elisez-vous plusieurs fois pour traquer les éventuelles erreurs de grammaire, de de façon positive.
syntaxe, d’orthographe et de ponctuation. Cela vous évitera de perdre des points
inutilement !

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 MÉTHODOLOGIE POUR RÉUSSIR L’ÉVALUATION 3

EXPRESSION ÉCRITE : LES TYPES DE TEXTES LES PLUS FRÉQUENTS

Rédiger une lettre ou un courrier électronique

• O
 n peut vous demander d’écrire une lettre ou un courriel personnel ou de vous mettre
à la place de quelqu’un d’autre pour écrire.
• V
 eillez à identifier la situation de correspondance (qui écrit à qui, d’où, dans quel contexte
et pourquoi) et à respecter les aspects formels de l’écrit (postal ou électronique).

New
EN-TÊTE
S’il s’agit d’un e-mail, n’oubliez pas
indiquer l’objet.
From: Lynn Wayne <sophie15@yahoo.com> S’il s’agit d’une lettre formelle, vous devez
aussi indiquer le lieu et la date.
To: Roberta Daniels <r.daniels@lincolmhs.edu>
Subject: Permission for activity approval
SALUTATION INITIALE
Dear Mrs Daniels, Choisissez la formule de salutation
adéquate selon le contexte (formel ou
My name is Lynn Wayne, and I am an A level student. I am informel), et selon si vous connaissez
le (la) destinataire ou non (voir « Saluer
writing to you to request your permission to start a vegetable et prendre congé dans une lettre ou un
garden in the back yard of our school. e-mail » sur les rabats de votre manuel).
5 We are a group of students interested in promoting healthy
eating habits, environmental sustainability and community INTRODUCTION
work. Présentez-vous (si l’on ne vous connaît
pas) et indiquez le sujet de votre courriel
We think that having a community garden in the school ou lettre.
would be very valuable. It would allow us to put into practice
10 what we have learned in Biology classes and draw attention
to topics such as healthy eating, climate change and social DÉVELOPPEMENT
responsibility. Explicitez votre demande et justifiez-la
par des faits ou des arguments solides.
The garden would be managed by the Students Association S'il s'agit d'une lettre informelle, racontez
along with members of the not-for-profit Green Community les anecdotes ou les idées que vous
15 Garden, who will lead the students. voulez transmettre.

In addition the garden could serve other educational uses as

well as a gathering place for promoting social interactions. CONCLUSION
Résumez le message principal de votre
We would love to speak with you in person to discuss some courriel
technical and budget issues. Le cas échéant, indiquez la présence
d’une pièce jointe et résumez son
20
Please find attached some general information about contenu.
community gardens provided by Green Community Garden,
including a list of similar projects running in other schools.
SALUTATION FINALE
Thank you for considering our proposal. Elle est obligatoire dans tous les courriels
ou lettres qu’ils soient formels ou
Yours sincerely, informels. Choisissez la plus appropriée
(voir « Saluer et prendre congé dans une
25 Lynn lettre ou un e-mail » sur les rabats de
votre manuel).

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Rédiger un récit
• V
 ous pouvez être amené(e) à imaginer l’incipit ou la fin d’une histoire, à raconter une expérience,
à inventer un extrait de journal intime ou de mémoires, à rédiger la biographie d’une personne...
• Votre texte doit être à la fois cohérent et attrayant : vous devez donner envie aux lecteurs de vous lire !

TITRE
MY BEST FRIEND Choisissez un titre accrocheur, mais qui
ne dévoile pas trop l’histoire.
I met Sue while I was spending my summer break in New
York in 1976. She had just arrived from her small hometown in
Indiana and she was determined to start a completly new life INTRODUCTION
where nobody knew her. Choisissez la voix narrative la plus
adéquate (1re ou 3e personne), situez
5 A lot of people underestimated Sue because of her naive l’action et présentez les personnages.
personality, but I was just fascinated by the mix of recklessness,
interest and sweetness with which she approached everything.
So, when, one summer night, I mentioned that I would go
back to Berckeley in the fall, she decided that we should stay
10 together for a while, and that we would go west. I couldn’t be NŒUD
happier. Captez l’attention des lecteurs en
DÉNOUEMENT
introduisant un élément :perturbateur
We decided to hitch-hike to Chicago. A charming young man Finissez
et en créant une votre histoire.
tension N’oubliez
grandissante.
called Charlie picked us up. Quickly, Sue and Charlie got Mobilisez paslescemarqueurs
que vous voulez dire et
de temps et
closer. Charlie kept laughing at Sue’s jokes and I felt ignored. utilisez quelle émotion oulogiques
des connecteurs pensée voulez-
pour
faciliter vous susciter au lecteur.
la compréhension des faits et les
15 I felt powerless. Back then, I would love to have Charlie’s relations entre les personnages.
qualities and self-confidence. I immediatly hated him. Utilisez des adjectifs et des adverbes
pour décrire les émotions et attitudes des
I wasn’t in a good mood when we stopped at a diner. I didn’t personnages.
laugh at any of his witty comments. Vous pouvez aussi intégrer un dialogue
dans votre récit. Utilisez des éléments de
“Are you all right, Lisa?” la langue orale (« question tags », formes
contractées, réponses courtes…) et des
20
“You are not mad at me, are you?” verbes introducteurs pour préciser le ton
des personnages.
“No, I am not. Of course not. I just feel a bit car sick. Maybe
we should stay here for the night.” I lied hoping that Charlie
wouldn’t wait for us.
DÉNOUEMENT
But it seemed nothing was rushing him back on the road without Soignez votre dénouement : votre histoire
25 us. That is when I started planning how to get rid of him. peut laisser le (la) lecteur(trice) sur une fin
ouverte, tragique, optimiste, comique, avec
une morale, etc.

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 MÉTHODOLOGIE POUR RÉUSSIR L’ÉVALUATION 3

Rédiger un article
• V
 otre but sera de rapporter le(s) fait(s) indiqué(s) dans le sujet ou d’expliquer
la problématique soulevée par la question traitée, toujours en lien avec
le dossier de documents de l’épreuve.
• Il peut vous être demandé de donner votre avis.

TITRE
IS THE ENGLISH LANGUAGE IN DANGER? Il doit faire référence au sujet et peut
anticiper la problématique à traiter.
Languages can not be preserved unchanged. That is a fact. If
any of us tried to read a text written in 12th century English, we
INTRODUCTION
would likely have serious difficulties understanding it or even
Donnez les informations principales
recognising many of the words. sur le sujet : qui, où, quoi…
5 Languages change for many reasons. First of all, languages
adapt to the needs of the speakers in order to refer to new
realities such as new technologies, products or habits. Words
like “e-mail”, “smartphone”, “youtuber” or “texting” are creations
which allow English speakers to talk about them clearly and DÉVELOPPEMENT
10 efficiently. Expliquez la problématique en
jeu et défendez votre ou vos idées
Secondly, different groups of people have different experiences grâce à des arguments (avantages,
of the same language, depending on their region, education, inconvénients, différents points de
job or age. Each group shares words and expressions which vue...) et des exemples.
form their particular way of speaking. Structurez votre propos avec des
connecteurs logiques : in order to,
15 Regarding the influence of other languages, it is said that so that, so, to, because, thanks to,
therefore, etc.
the English language has very few words that are authentic Présentez chacune de vos idées
English words and that the vocabulary is mostly made up of dans des paragraphes distincts (voir
words borrowed from other languages. Born from Anglo-Saxon « Structurer son propos » sur les rabats
dialects, English was influenced by Latin, French, Old Norse de votre manuel).
20 languages and many others. Utilisez des expressions pour donner
votre point de vue (voir « Donner son
avis et prendre position » sur les rabats
As for the situation of English in the world, English is the world’s de votre manuel).
leading second language, spoken by over 750 million speakers
as a lingua franca. Spanglish, Singlish, Globish and Franglish
are just a few examples of the interaction between English and
25 other languages. CONCLUSION
Résumez la problématique et
In conclusion, I would say that there is no such thing as a bad proposez selon les cas votre propre
English dialect. And therefore, there is no reason to fear for the point de vue ou une solution dérivée
strength and survival of the English language in the future. de votre présentation précédente.

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Rédiger un discours
• U
 n discours vise à convaincre un auditoire, à la fois par son contenu (arguments,
exemples...) et par sa forme (ton employé, images, rythme...).
• P
 ensez au contexte : à qui devez-vous vous adresser ? De quel type de discours
s’agit-il : de remerciements, de l’ouverture d’un événement, d’un hommage, d’une
revendication, d’un discours de motivation… ?

SALUTATIONS ET
REMERCIEMENTS
Saluez les destinataires de votre
Honourable UN Secretary General Mr Ban Ki-moon, Respected discours et remerciez la (les)
President General Assembly Vuk Jeremic Honourable UN personne(s) qui vous a (ont) invité(e)
envoy for Global education Mr Gordon Brown, Respected ou le public pour leur présence :
Ladies and Gentlemen, thank you
elders and my dear brothers and sisters, for being here… / Hello everyone, it
is great to be here today!
5 Today, it is an honour for me to be speaking again after a
long time. Being here with such honourable people is a great
moment in my life.
I don't know where to begin my speech. I don't know what INTRODUCTION
people would be expecting me to say. But first of all, thank Vous pouvez vous présenter,
10 you to God for whom we all are equal and thank you to every expliquer pourquoi vous faites ce
person who has prayed for my fast recovery and a new life. (…) discours et quelle est votre thèse
principale.
So here I stand, one girl among many. I speak not for myself,
but for all girls and boys. I raise up my voice—not so that I can
shout, but so that those without a voice can be heard. Those
15 who have fought for their rights: Their right to live in peace. DÉVELOPPEMENT
Their right to be treated with dignity. Their right to equality of Présentez vos idées en
opportunity. Their right to be educated. paragraphes distincts et dans un
ordre précis. Articulez votre discours
Dear friends, on the 9th of October 2012, the Taliban shot me avec des connecteurs logiques et
chronologiques.
on the left side of my forehead. They shot my friends too. They
Créez de l’empathie : ajoutez des
20 thought that the bullets would silence us. But they failed. And anecdotes personnelles. Utilisez
then, out of that silence came, thousands of voices. (…) l’emphase et différentes tonalités
(joie, tristesse, colère…) selon votre
Dear sisters and brothers, we realise the importance of light message.
when we see darkness. We realise the importance of our voice Soyez convaincant(e) : donnez votre
when we are silenced. In the same way, when we were in Swat, opinion de manière tranchée
et argumentée. Utilisez des modaux.
25 the north of Pakistan, we realised the importance of pens and Créez du rythme : utilisez des
books when we saw the guns. répétitions par exemple.
We will continue our journey to our destination of peace and
education. No one can stop us. We will speak up for our rights
and we will bring change to our voice. We believe in the power
30 and the strength of our words. Our words can change the CONCLUSION
whole world. Let us pick up our books and our pens—they Présentez vos conclusions et leurs
implications.
are the most powerful weapons. One child, one teacher, one
Afin de laisser une bonne impression
book and one pen can change the world. Education is the only à l’auditoire, pensez à utiliser une
solution. Education first. citation inspirante ou à lui lancer
un défi.
Vous pouvez conclure en
remerciant l’assistance pour son
attention.
Malala Yousafzai’s speech at the UN (2013)
Û

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 MÉTHODOLOGIE POUR RÉUSSIR L’ÉVALUATION 3

Rédiger un texte argumentatif

• O
 n peut vous demander de réagir à un avis, de donner votre propre
point de vue sur une question, de justifier un choix…
• Il faut bien préparer vos arguments et les justifier avec des exemples pertinents.

I don’t agree with the idea that we young people cannot do INTRODUCTION
much to fight climate change because we do not vote and we Reformulez la citation, l’opinion ou la
do not have decision-making power. situation que vous devez commenter,
ou présentez votre thèse.
I do agree, however, with the view that we young people have Utilisez des expressions pour
exprimer votre accord ou désaccord
5 an obligation to change how climate change is been dealt with (voir « Exprimer son accord ou son
and to demand that our leaders and governments take action. désaccord » sur les rabats de votre
manuel).
I am convinced that climate change is one of the greatest
challenges that the world is facing and that it will particularly
affect the conditions in which young people will live in the
10 future.
Although scientists have been warning us for years about DÉVELOPPEMENT
the serious consequences that we have already begun to Pour justifier votre point de vue,
see, it seems that economic interests take precedence vous pouvez développer la thèse
over all else. Climate change is causing increasingly violent et l’antithèse, et dégager à la fin la
15 natural phenomena, such as tornadoes and storms, rising synthèse, mais vous pouvez tout aussi
bien étayer votre opinion en citant des
temperatures, droughts, floods, loss of biodiversity, etc. arguments pertinents (voir « Donner
Examples such as the bushfires in Australia have not only son avis et prendre position » sur les
caused loss of life to humans, but also irreparable damage to rabats de votre manuel).
the environment. Donnez des exemples pour appuyer
vos arguments.
20 I believe that some people hide behind the excuse that they Structurez votre propos avec
des connecteurs logiques (voir
have no real capacity to bring about significant change, but « Structurer son propos » et « Exprimer
the truth is that there are many things we can do to reverse la cause et la conséquence » sur les
the situation. From becoming aware of each of our actions and rabats de votre manuel).
minimizing our carbon footprint by reducing our consumption
25 (of clothes, objects and especially electronics), to participating
in strikes and protests promoted by movements like Your
Strike for climate, which give voice to this message.
In conclusion, I think we have passed the point where there is CONCLUSION
any room for failing to take action against climate change. We Concluez en résumant votre réflexion
30 can no longer take refuge in excuses. et en exprimant votre avis.

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LES CRITÈRES D’ÉVALUATION DE L’EXPRESSION ÉCRITE
Vidéos explicatives
• L’évaluation est basée sur l’échelle du Cadre européen : A1, A2, B1, B2, C1. sur l’évaluation au bac

• Les niveaux visés en Terminale sont B2 pour la LVA et B1 pour la LVB.

• Le (la) correcteur(trice) s’appuie sur la grille d’évaluation de l’Éducation nationale, qui comprend quatre critères.
• Dans cette partie, l’examinateur(trice) évaluera la qualité du contenu de votre texte, son articulation ainsi que
la correction et la richesse de la langue que vous employez.

COHÉRENCE DE
QUALITÉ LA CONSTRUCTION CORRECTION DE RICHESSE
DU CONTENU DU DISCOURS LA LANGUE ÉCRITE DE LA LANGUE

Comment traitez-vous
le sujet de votre texte ?
• Vous
 traitez le sujet
dans une production
courte. A2
• V
 ous produisez un
écrit intelligible et
relativement développé.
B1
• V
 ous faites référence à
des éléments
(inter)culturels. B1
• V
 ous produisez un écrit
clair, détaillé et efficace.
B2
Comment articulez- Quel type de structures Quel est votre
vous votre texte ? utilisez-vous ? répertoire lexical ?
Pouvez-vous produire • V
 otre texte est • Les mots sont adaptés
des textes complexes ? compréhensible malgré à l’intention de
• Vous articulez des erreurs fréquentes. communication, même
votre texte avec A2 si le répertoire lexical est
des connecteurs • Vous avez une bonne limité. A2
élémentaires. A2 maîtrise des structures • V
 otre étendue lexicale
• V
 ous pouvez exposer simples et courantes. permet de vous
une expérience ou un B1 adapter à l’intention
point de vue. A2 • Vous faites quelques de communication,
erreurs sur des mais vous avez encore
• V
 ous pouvez raconter
structures simples, besoin parfois d’utiliser
une histoire de manière
mais qui ne gênent pas des périphrases et
cohérente. B1
la lecture. B1 répétitions. B1
• Vous pouvez illustrer un
• Vous faites quelques • V
 ous utilisez un lexique
point de vue. B1
erreurs sur des suffisamment étoffé
• V
 ous rendez compte pour permettre une
structures complexes,
d’expériences en précision et une variété
mais qui ne donnent pas
décrivant sentiments de formulations. B2
lieu à des malentendus.
et réactions. B1
B2
• L
 e texte est bien
structuré : dans
votre récit ou
argumentation, vous
indiquez clairement la
relation entre les faits
rapportés et les idées
que vous développez.
B2

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 MÉTHODOLOGIE POUR RÉUSSIR L’ÉVALUATION 3

EXPRESSION ORALE
• 2 phases : expression en continu et expression en interaction.
• 1 axe à choisir entre trois propositions.
• 2 documents au choix, en lien avec l’axe choisi :
deux documents iconographiques, ou deux citations, ou un document iconographique
et une citation.
• 10 minutes maximum : 5 minutes par phase.

Entraînez-vous toute l’année

• Apprenez les expressions utiles proposées sur les rabats de votre manuel.
• Entraînez-vous avec les activités « Vers le bac oral » à la fin de chaque unité.
• C
 onsultez les conseils prodigués dans les fiches méthodologiques des tâches finales orales
(voir espacelangues.emdl.fr).
• Remémorez-vous les sujets et les documents étudiés grâce aux cartes mentales des pages « Prepare for the topic ».
• Créez vos propres cartes mentales avec les documents et concepts que vous avez étudiés sur chaque axe.

PHASE 1 : Expression en continu PHASE 2 : Expression en interaction

Choisissez l’axe qui vous parle le plus, puis le • V

document qui selon vous illustre le mieux l’axe.
Rappelez-vous : vous ne serez pas évalué(e) sur
le choix du document, mais sur votre capacité
à expliquer ce choix en faisant référence aux
connaissances acquises et à la réflexion menée en
cours.
1 P
 résentez d’abord le document :
• s ’il s’agit d’un document iconographique,
vous pouvez commenter ce que vous voyez et
contextualiser l’image (temps, lieu, personnes
concernées…) ;
• s ’il s’agit d’une citation, expliquez comment
vous l’interprétez et la contextualisez
(auteur(e), temps, contexte historique…).
2 Justifiez ensuite votre choix :
• expliquez quel(s) aspect(s) de l’axe le
document illustre précisément ;
• a ppuyez votre propos avec des exemples
étudiés en classe et rendez compte des
problématiques qui leur sont liées. Vous
pouvez aussi emprunter des exemples à votre
expérience personnelle.
3 Dans votre conclusion, proposez une brève
synthèse de ce que vous avez expliqué
précédemment.
 otre objectif est de montrer que vous savez
écouter l’examinateur(trice) et réagir à ses
propos de façon adaptée et fluide. Au niveau B2,
vous devez aussi être capable de relancer la
discussion et d’argumenter. Dans tous les cas,
vous devrez témoigner d’une réflexion culturelle
ou interculturelle.
• L
 ’entretien pourra aussi aller au-delà du sujet
et porter sur le travail réalisé en cours sur l’axe
choisi. C’est le moment de tirer parti de vos
connaissances culturelles.
• N
 ’hésitez pas à faire part des sentiments ou de
la réflexion que vous inspire le document, ainsi
que des questions que vous vous posez à son
sujet.
• R
 appelez-vous que vous pouvez très bien
approuver le propos de l’examinateur(trice)
ou au contraire exprimer un avis différent.
• Pour vous aider à vous lancer, vous pouvez :
- reprendre les termes utilisés dans les questions
qui vous seront posées ;
- reprendre la question entière, en la transformant
en question indirecte ;
- réfléchir à voix haute.
• R
 assurez-vous : vous pouvez demander à
l’examinateur(trice) de répéter ou de reformuler
une question si vous ne l’avez pas (bien) comprise.

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Pour une prestation réussie

SOIGNEZ VOTRE EXPRESSION SOIGNEZ VOTRE ATTITUDE

• Vos phrases peuvent être courtes et simples ; • E
 xprimez-vous tranquillement et faites des
tentez néanmoins quelques phrases plus pauses après les mots importants.
complexes pour montrer vos compétences • Regardez votre examinateur(trice) et adressez-
linguistiques. vous à lui (elle) poliment.
• E
 ssayez d’utiliser un répertoire lexical et des • F aites des gestes pour appuyer vos propos
structures linguistiques variés. et ne restez pas trop immobile.
• Soignez votre prononciation et votre intonation, • M
 ontrez-vous à l’écoute lors de la phase
n’oubliez pas d’articuler ! d’interaction.
• Parlez d’une voix claire et d’un ton convaincu.

LES CRITÈRES D’ÉVALUATION DE L’EXPRESSION ORALE

Vidéos explicatives
• L’évaluation est basée sur l’échelle du Cadre européen : A1, A2, B1, B2, C1. sur l’évaluation au bac

• Les niveaux visés en Terminale sont B2 pour la LVA et B1 pour la LVB.

• Le (la) correcteur(trice) s’appuie sur la grille d’évaluation de l’Éducation nationale, qui comprend quatre critères.
• La grille d’évaluation prend en compte l’expression orale en continu et l’expression orale en interaction.
• Pour ce qui concerne la correction et la richesse de la langue, la prestation est évaluée dans sa globalité.

EXPRESSION INTERACTION CORRECTION DE RICHESSE DE

ORALE EN CONTINU
Comment justifiez-vous
votre choix ?
• Votre discours est bref
et les éléments sont
juxtaposés les uns aux
autres. A2
• V
 ous exprimez un avis
en termes simples. A2
• V
 ous illustrez un
point de vue par des
exemples et des
références
(inter)culturelles. B1
• V
 otre discours est
structuré (relations de
causalité, comparaisons,
etc.). B1
• Vous développez un
point de vue pertinent
et argumenté. B2
ORALE
Comment interagissez-
vous avec
l’examinateur(trice) ?
• V
 ous répondez et
réagissez de manière
simple. A2
• V
 ous faites référence
à des connaissances
(inter)culturelles. B1
• V
 ous pouvez engager,
soutenir et clore une
conversation simple sur
des sujets familiers. B1
• Vous réagissez avec
pertinence et relancez
la discussion, y
compris pour amener
l’échange sur un terrain
familier ou sur celui de
connaissances
(inter)culturelles. B1
• Vous argumentez et
cherchez à convaincre.
B2
LA LANGUE ORALE
 uelles prononciation et
Q Quel est votre
maîtrise des structures
avez-vous ?
• V
 ous essayez de vous
exprimer clairement,
mais la compréhension
requiert un
effort de votre
interlocuteur(trice). A2
• V
 ous vous exprimez
de manière intelligible
malgré l’influence
d’autres langues. B1
• V
 ous montrez une
bonne maîtrise des
structures simples. B1
• Votre prononciation
peut subir l’influence
d’autres langues,
mais l’impact sur la
compréhension est
négligeable. B2
• V
 os erreurs de langue
ne génèrent pas des
malentendus. B2
LA LANGUE
répertoire lexical ?
• V
 os mots sont adaptés
à l’intention de
communication, mais
le répertoire lexical est
limité. A2
• L
 ’étendue de votre
vocabulaire permet
de vous adapter
à l’intention de
communication, mais
vous avez encore parfois
besoin d’utiliser des
périphrases et des
répétitions. B1
• V
 ous produisez un
discours et des énoncés
assez fluides. B2
• V
 ous utilisez un lexique
suffisamment étoffé
pour permettre une
précision et une variété
des formulations. B2

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PREPARE FOR THE TOPIC!

THE ARRIVAL
How were Italians welcomed in the USA?
• Italian immigrants arrived in Ellis Island to start their new life
in the United States.
[Film: “Golden Door”, by Emanuele Crialese Û p. 18]
• At first, they were not well received: a number of Americans AN ITALIAN TALE
met them with hostility.
[Photograph: New York City’s “Little Italy”, Mulberry Street Û p. 20] How has the Italian American
[Audio interview: “A brief history of America’s Mediterranean community changed since
migrants”, PRI Û p. 20] arriving in the USA?

THE INFLUENCE ON / OF AMERICAN CULTURE

How do the Italian and the American cultures influence each other?
• Italian American singers have had a huge impact on
the American music scene from the 1950s to the present.
[Pictures: Italian American singers Û p. 21]
[Podcast: “‘Amore’: Italian American singers in the 20th century”, NPR Û p. 21]
• In the film industry, Italian Americans have often been portrayed
as gangsters.
[Film poster: “The Godfather”, by Francis Ford Coppola Û p. 22]
[Articles: “What is ‘The Godfather’ effect?”, Smithsonian Mag and
“Did ‘The Godfather’ fail Italian Americans after all?”, Ozy Û pp. 22-23]
• Many Americans regard Italian food as their comfort food. However,
these dishes are not common in Italy; they are in fact unique
creations of Italian American immigrants.
[Video report: “How America’s abundance gave way to Italian American cuisine”,
Munchies / Vice Û p. 24]

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 IDENTITIES AND EXCHANGES axe 1

LANGUAGE
Are British English and American
English the same language?

Identities • English might seem the same in

the UK and in the USA, but some
and exchanges differences are hidden below the
surface both in the pronunciation
and in the vocabulary of the two
varieties of English.
[Audio interview: “British and American
English”, SfEP Û p. 32]
• Book titles are sometimes changed
from one country to the other.
[Book covers: Bill Bryson’s British and American
book covers Û p. 32]

THE SPECIAL RELATIONSHIP HISTORY

How do the USA and the UK What has changed in the “special relationship”
influence each other? between the UK and the USA?
• Political, diplomatic and economic ties between the
two countries have always been strong, but how has
this relationship started and how is it today?
[Video report: “What is the special relationship?”, CNBC Û p. 31]

CULTURE
How are the two countries’ cultures linked?
• Stereotypes about each other’s culture are often used
in literature and other cultural productions.
[Short story: “The Canterville Ghost”, by Oscar Wilde Û p. 30]
• Music is very important on both sides of the ocean. Bruce
Springsteen is a striking example of an American star who
managed to address the problems of the working class, not
only in the USA.
[Film: “Blinded by the Light”, by Gurinder Chadha Û p. 28]
• Football or soccer? Is this very British game
going to conquer the USA?
[Video report: “Will Americans ever care about football?”, BBC Û p. 32]

MAKE YOUR OWN MIND MAP

Complete or transform this mind map to get ready for
the exam. Add quotes and keywords in each category.
You can also create new branches and add concepts
and documents for topic 1 that you studied in Première.

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 bac SUJET GUIDÉ
Durée
ÉPREUVE ÉCRITE 1 heure 30

L’ensemble de l’épreuve écrite porte sur l’axe 1 du programme :

Identities and exchanges.
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 Organisez votre temps
connaissance de l’intégralité du dossier. C’est à vous d’organiser votre temps de
Vous allez écouter trois fois le document audio de la partie 1 rédaction, mais attention à la répartition
des points ! Chaque sous-partie vaut autant
(compréhension de l’oral). de points, donc la meilleure stratégie est de
Les écoutes seront espacées d’une minute. diviser votre temps en trois et de ne pas
Vous pouvez prendre des notes pendant et entre les écoutes. déborder sur le temps attribué à chaque
À l’issue de la troisième écoute, vous organiserez votre temps partie.
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.

COMPRÉHENSION DE L’ORAL Note

sur 5 points

Titre du document : Lisez le titre du document

The right to bear arms
in the Second Amendment
prof. 31
Vous recevez toujours un titre pour le
document de compréhension de l’oral. Prenez
le temps de bien le lire ; il vous oriente vers
ce qui est essentiel dans le document et vous
prépare mentalement à le comprendre.
01:24

Fact File (2018) Cette question vous oriente vers l’implicite,

car il n’est pas dit explicitement quel est
l’objectif poursuivi. Pensez à argumenter
Rendez compte en français du document audio, en montrant que votre réponse : par exemple, si vous pensez
vous avez compris : que le but est de faire réflechir l’auditoire ou
a. le thème principal du document ; d’informer, alors donnez des exemples qui
montrent cela dans le document.
b. le but qui est poursuivi par son auteur ;
c. les différents arguments qui sont présentés ;
d. le ou les points de vue mis en avant. Ne confondez pas les deux dernières
questions : la question c attire votre
attention sur les arguments qui sont
avancés, mais ils peuvent très bien aller tous
dans le même sens. La question d souligne
qu’on peut adopter, sur ce sujet, différents
points de vue. On teste ici votre capacité à
percevoir comment se positionne l’auteur.

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 IDENTITIES AND EXCHANGES axe 1

COMPRÉHENSION DE L’ÉCRIT Note

sur 5 points

Titre du document : Lisez attentivement les titres

des textes
Guns vs grief: inside America’s deadliest Il importe de ne pas paniquer, car
cultural chasm souvent les textes contiennent
des éléments complexes ou
inconnus, mais sur lesquels
vous ne serez pas directement
A mass shooting occurs nine out of 10 days in America. Stephen interrogés ! Ce titre par exemple
Marche explores America’s duelling gun cultures, from the world’s n’est pas si facile, notamment avec
largest arms show to a family who helps victims cope. le mot « chasm » qui est assez
rare. Ne bloquez pas dessus, vous
(…) There are two gun cultures in America now, not just one. The first comprendrez plus tard que tout
5 is a celebration of weapons and of the freedom weapons promise, a le texte parle de l’opposition entre
culture of resistance to government, of revolutionary individualism, deux catégories de personnes qui
sont séparées par un véritable
a culture as old as the country itself, and the other, much newer, a gouffre idéologique : c’est cela que
perpetual caravan of mourning for senseless death. These cultures signifie « chasm ».
coexist but do not coincide. The political divisions in Washington,
10 as vicious and irreconcilable as they may be, are not accidents of
process. They are only signs of the far more profound divisions that
lie beneath. Ce texte est construit en grande
partie sur des contrastes ou
[In my visit to the Wanenmacher’s Tulsa Arms Show, it struck] me des comparaisons (« two gun
who the gun people remind me of. They remind me of readers, book cultures, gun people / book
15 people, my people. Half of these guys, it seems to me, are out here people, USA / Canada / Japan »,
buying guns they’re never going to use, buying them just to have etc.). Repérez-les et notez-les
pour vous en souvenir.
them, just like book people buy books to be around books. They
possess the same crazy passion, the same sense of community, the
same belief in the sacrosanct nature of the product. And just
20 like book people, the crowd at Wanenmacher’s believes the
product is good in itself.
How would you feel if the government came for
your books? How would you feel if the government
wanted to restrict dangerous books? (…)
25 Only in America is the gun a totem, a sacred political
object beyond the realm of argument. The gun laws of every
other country provide a balance between public safety and
the rights of people to own weapons. In some places,
like Canada, gun ownership is relatively easy. Over
30 a quarter of Canadian households own some sort
of firearm. In other places, like Japan, while gun
ownership is possible, it’s barely so. There are
only 210,928 citizens licensed to carry firearms in
Japan out of a population of 127 million.
35 In all these other countries, some people think the
rules are too strict, others think that the rules are
too lenient, but the general idea that guns should
be regulated is not disputed. Every other machine is
regulated, so why not guns? Gun politics is esoteric
40 everywhere else. Only in America is the fascination so
total that it defines politics. The symbolism of the gun is vastly
more powerful that any discussion of policy. (…)

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 bac SUJET GUIDÉ

Vous aurez généralement à

Guns just point out an obvious reality. The entire practice of répondre d’abord à des questions
constitutional law in the US is an absurdity. It gives absolute de compréhension explicite (ce
qui est dit clairement dans le
45 significance to meanings that have long since vanished into history. texte), puis à des questions liées
Jefferson himself believed it was the “solemn opportunity” of every à l’implicite comme c’est le cas de
generation to update the constitution “every 19 or 20 years”. Before la question d. En effet, l’auteur ne
Trump, and anything he may or may not have done, there was dit pas directement s’il est pour ou
already a constitutional crisis. There is no way to govern effectively contre : il s’agit de s’appuyer sur des
indices du texte pour répondre de
50 when your foundational document is nonsensical and you worship manière argumentée.
it anyway. Look at what happens when you base your gun policy on Dans cette question, il vous est
the writings of a bunch of guys who had never seen an integrated demandé de vous appuyer sur le
cartridge, never mind an automatic weapon. You get mass murder texte mais pas nécessairement de
nine days out of 10. produire une citation. Vous pouvez
donc soit citer le texte, soit formuler
les mêmes idées avec vos propres
Stephen Marche, The Guardian (2019) mots. En revanche, faites attention
Û

si vous voyez le verbe « quote » :

il faudra alors citer fidèlement un
Answer the following questions in English, using your own words. passage du texte.
a. What is the general topic of the document?
b. Who are the “gun people” mentioned in line 14? Cette question fait appel à votre
compréhension de la stratégie
c. What difference is presented between the USA and other countries d’écriture. Attention à ne pas para-
(Japan, Canada)? phraser ce que dit l’auteur, mais
d. Does the author support or oppose gun restrictions? bien à expliquer pourquoi il établit
Justify your answer with elements from the text. cette comparaison : qu’espère-t-il
obtenir comme réaction de la part
e. In lines 13 to 21, the author compares “gun people” and “book people”. de ses lecteurs ?
What is his objective?
f. In your opinion, how are the recording and the article linked to the topic
“Identities and exchanges”? Comptez vos mots
En général, 120 mots correspondent
à une douzaine de lignes. Ne faites
jamais moins ; mais ne courez pas de
risques en dépassant les 200 mots !

Note
EXPRESSION ÉCRITE sur 5 points Ce sujet vous demande de jouer
un rôle. Vous pouvez défendre le
point de vue que vous souhaitez,
Vous traiterez en anglais l’un des deux sujets suivants au choix. qu’il s’agisse de votre « vrai » point
Répondez en 120 mots au moins. de vue ou non. Ce qui importe, c’est
de correspondre à la situation
imaginée : en l’occurrence, savoir
Sujet A adapter son style à un courrier des
You are a citizen of the city of Tulsa. Next November is the date of the lecteurs. Assurez-vous que vous
connaissez les formules de début
next “Wanenmacher’s Tulsa Arms Show”. You read in the paper that an et de fin pour ce genre de courrier.
anti-gun protest march is organised on the opening day of the show.
Write a letter to the editor of the paper, to state your opinion about
this protest march. Cette dernière phrase doit vous
inciter à ne pas vous précipiter
vers une réponse trop directe. Il
Sujet B s’agit d’argumenter afin de conduire
After another school shooting in 2018, some Americans (including votre correcteur(trice) à travers
President Trump) suggested arming some specially trained teachers une démonstration logique. Même
with guns in schools, to protect the students in case of an attack. quand le sujet est délicat, ce qui est
le cas ici, il faut défendre ses idées
What is your opinion? Present your arguments in an organised way. mais avec sang-froid et respect,
surtout lorsqu’on traite d’une
culture qui n’est pas la nôtre.

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 IDENTITIES AND EXCHANGES axe 1

ÉPREUVE ORALE Durée 10 minutes

Note sur 5 points
Considérez le contexte culturel
Certains sujets peuvent vous toucher
Ce sujet d’expression orale porte sur l’axe 1 du programme : plus que d’autres, mais ne faites pas
Identities and exchanges. l’erreur de croire qu’on vous demande
Il s’organise en deux parties : simplement de donner votre avis
personnel. Au contraire, il s’agit de
1. expression orale en continu ; considérer le contexte (ici, les USA
2. expression orale en interaction. avec leur histoire et leur culture) et de
montrer que vous avez compris quels
sont les enjeux nationaux, en fonction
Vous devrez d’abord parler seul(e) pendant un maximum de de ce contexte particulier.
cinq minutes à partir de la question suivante : Which document
illustrates better the topic “Identities and exchanges”?
Soignez les aspects linguistiques
À l’issue de votre présentation, l’examinateur(trice) vous posera de
nouvelles questions. Cette étape d’échange oral entre vous durera Faites des phrases courtes et simples ;
essayez néanmoins de produire
également un maximum de cinq minutes. quelques phrases plus complexes
pour montrer vos compétences
linguistiques. Soignez la prononciation
et l’intonation !

DOCUMENT A DOCUMENT B

Brady Campaign to prevent gun violence (2010)

Û

Ces deux documents sont certes

absolument opposés, mais ce n’est
First They Came for the Gun Owners: The Campaign
Û

pas parce que vous choisissez

to Disarm You and Take Your Freedoms, Mark W. Smith l’un ou l’autre que vous devez être
(2019) personnellement en accord avec ce
qu’il défend.

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 Évaluation de type bac

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

i-ItalyTV and ANFE (2015)

Rendez compte en français du document, en montrant que vous avez compris :

a. la nature et le thème principal du document ;
b. la situation, les événements, les informations ;
c. le lieu, les personnes et éventuellement les liens entre elles ;
d. les différents points de vue ;
e. les éventuels éléments implicites du document ;
f. la fonction du document (relater, informer, convaincre, critiquer, dénoncer, etc.) et sa portée.

40 I Reproduction autorisée © EMDL, 2020 I Blockbuster Tle

 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 points NOM : COMP
PRÉNOM :

Titre du document : CLASSE :

Titre du
How America became Italian DATE : / /
How Am

Nearly half of Italian immigrants were “birds Italian households allowed for larger portions of Nearl
of passage” who eventually returned to Italy. 30 meatballs and other dishes. of pa
Those who stayed in America often settled Those
Pizza, believed to have originated in Naples,
together, forming poor ethnic neighborhoods. toget
epitomizes Italian Americans’ outsize influence
5 But these barrios were not simply replicas of their 5 But th
on our culture, where pizza took on an entirely
residents’ native country. Regional cultures—which reside
new meaning. Generally, Americans don’t like the
distinguished Sicilians from Neapolitans—blended disting
35 original Neapolitan pizza, whose crust tends to be
along with American customs that children brought along
a bit soggy in the middle—unlike the crispier Italian
home from public schools. home
American version. An Italian restaurant owner who
10 In the early 20th century, Italian immigrant dishes opened a pizzeria in New York featuring Neapolitan 10 In the
were scorned and became the root of slurs like pies told me his customers complain that his pizzas were
“spaghetti bender” and “garlic eater.” Garlic’s 40 are undercooked. “spag
pungency seemed un-American and uncivilized, and punge
Italian Americans have continued to put new spins
the strong smell was seen as evidence of Italians’ the st
on the Neapolitan creation. In Chicago, they created
15 inferiority. Its popularity in American markets and 15 inferio
the deep-dish pizza. New Haven’s legendary
recipes today shows how drastically this perception recipe
Frank Pepe Pizzeria Napoletana is famous for its
has changed and how enmeshed Italian American has ch
45 white clam pizza, as well as its regular red-sauce
culture has become in broader American life. cultur
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 That’s
20 are staples in U.S. homes and restaurants. Big to California Pizza Kitchen. Few foods are more 20 are st
plates of spaghetti and meatballs, baked ziti, and ubiquitous in the American diet, and few are more plates
chicken parmigiana are not common in Italy, but 50 synonymous with American cuisine. chicke
they reflect the unique Italian American culture they r
Italian immigration, at least on a large scale, is
immigrants created. Red sauce became prevalent immig
now a thing of the past. But the influence of Italian
25 in immigrants’ kitchens because canned tomatoes 25 in imm
American culture remains. These immigrants and
were readily available in U.S. markets. Meat was a were
their children did not simply melt into a homogenous
rarity in Southern Italy but abundant in America, rarity
55 stew of Americanism; they created a lively ethnic
and the growing incomes of even working-class and t
community that helped shape mainstream culture.

Vincent J. Cannato, The Washington Post (2015)

Û

Answer the following questions in English, using your own words. Answer the
a. Say what you have understood about: a. Say what
1. the nature and the topic of the document; 1. the na
2. the way Italian cuisine was perceived at first; 2. the wa
3. the reasons why Italian cuisine changed in America. 3. the rea
b. What does this text tell us about the integration of Italian immigrants in America? b. What do
c. Comment on the title “How America became Italian”. c. Commen

24 Unit 1 Blockbuster Tle 24 Unit 1

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 Note Note
EXPRESSION
COMPRÉHENSION
ÉCRITE DE5L’ÉCRIT
sur points sur 5 points NOM : NOM :
PRÉNOM :PRÉNOM :
Vous traiterez en anglais l’un des deux sujets suivants au choix.
Titre du document :
Répondez en 120 mots au moins.
CLASSE : CLASSE :

How America became Italian DATE : DATE

/ :/ / /

Sujet A
Imagine you are an Italian American student. You have just received an email from
Nearly
your Italian cousin whohalf
saysofItalian
Italian immigrants
American cuisine iswere “birdsWrite your
not Italian. Italian households allowed for larger portions of
answer.
of passage” who eventually returned to Italy. 30 meatballs and other dishes.
Those who stayed in America often settled
Sujet B Pizza, believed to have originated in Naples,
together, forming poor ethnic neighborhoods.
epitomizes Italian Americans’ outsize influence
How can diversity enrichbarrios
5 But these our culture?
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.

Vincent J. Cannato, The Washington Post (2015)

Û

Answer the following questions in English, using your own words.

a. Say what you have understood about:
1. the nature and the topic of the document;
2. the way Italian cuisine was perceived at first;
3. the reasons why Italian cuisine changed in America.
b. What does this text tell us about the integration of Italian immigrants in America?
c. Comment on the title “How America became Italian”.

24 TUnit
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 Durée 10 minutes
ÉPREUVE ORALE Note sur 5 points NOM : COMP
PRÉNOM :
Ce sujet d’expression orale porte sur l’axe 1 du programme : CLASSE :
Titre du
Identities and exchanges.
Il s’organise en deux parties :
DATE : / /
How Am
1. expression orale en continu ;
2. expression orale en interaction.
Nearl
of pa
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante : Those
Which document illustrates better the topic “Identities and exchanges”? toget
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral 5 But th
entre vous durera également un maximum de cinq minutes. reside
disting
along
home
10 In the
DOCUMENT were
“spag
punge
the st
15 inferio
recipe
has ch
cultur
That’s
20 are st
plates
chicke
they r
immig
25 in imm
were
rarity
and t
DOCUMENT

Answer the
a. Say what
Poster from the Goodfellas movie, 1. the na
Û

by Martin Scorsese (1990)

2. the wa
3. the rea
b. What do
c. Commen

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.

26 Unit 1 Blockbuster Tle 24 Unit 1

Blockbuster Tle I Reproduction autorisée © EMDL, 2020 I 43
 Évaluation de type bac

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”?

prof. 139 01:21

VOA News (2019)

Rendez compte en français du document, en montrant que vous avez compris :

a. le thème principal du document ;
b. les informations transmises par le document ;
c. les différents points de vue exprimés dans le document ;
d. les différents liens implicites entre les divers éléments ;
e. la fonction et la portée du document (relater, informer, convaincre, critiquer, dénoncer, etc.).

44 I Reproduction autorisée © EMDL, 2020 I Blockbuster Tle

 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 points NOM : COMP
PRÉNOM :

Titre du document : CLASSE :

Titre du
Baseball and cricket DATE : / /
Baseba

Baseball and cricket are regarded as the “national speech and manners typified the American democratic Baseb
pastime” in America and Britain respectively, although spirit. These manners include lots of gum chewing, foul pastim
both have long fallen behind American football and 40 language, the constant spitting, scratching and noisy both h
basketball in the United States, and soccer in the calls to “kill the umpire”, a remark in total contrast to baske
5 UK, as mass spectator sports generating immense the “sportsmanlike” image cultivated in cricket. 5 UK, as
incomes for television and radio through advertising, incom
Last summer, I attended a baseball game in Tampa,
promotions, endorsements and sale of equipment. promo
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. The t
differences in British and American mentalities, It convinced me that whereas cricket remained the differe
10 societies and popular culture than in other walks of same classic game, baseball had evolved into a 10 societ
life. Tourists, long-term residents and even expatriates “multimedia” event that has further increased the life. To
never cease to marvel at how the “other game” appears contrast with cricket by light years. never
to them as a weird and incomprehensible variant or to the
50 The modern baseball spectacle with electronic
mutant version of the familiar one. No one born or mutan
billboards, huge screen television, manipulated
15 brought up in the US, UK and Commonwealth can 15 broug
encouragement of the home town fans to cheer on
claim to be impartial in this dispute. claim
their team, constant commercial promotions, the
Although both sports are popular among mass viewing interminable procession of vendors selling beer, candy, Althou
audiences, cricket retains an aura of aristocratic 55 icecream and blocking your view is not the game I audien
lineage and breeding and would seem out of place grew up with. lineag
20 except when played in immaculate white dress on 20 excep
As an American who lived in Britain for many years,
beautifully cultivated greens such as one finds in beaut
I say this with more than a bit of envy and regret.
Oxford or Cambridge. By contrast, American baseball Oxford
American youngsters have been given a sad lesson
fans revel in the association of the national sport with fans re
60 that winning is all important (recalling manager Leo
the “common man” and the dirt prominently displayed the “co
Doroucher’s famous remark “Nice guys finish last!”)
25 on a baseball player’s uniform after a slide is proof of 25 on a b
and that money and fame, more than playing the
heroism accumulated during a daring run of the bases herois
game and loyalty to the hometown fans, are what
or a narrow escape from a close pitch. or a na
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 Baseb
immigrants’ children and blacks first achieved national accounts, remained true. immig
30 recognition and adulation. Dozens of American 30 recog
Much has changed in Great Britain, yet no one
films have utilized baseball themes to emphasize films
imagines a commercialization of cricket of the kind
the breaking down of class barriers and eventually the br
that has taken place in baseball, no more than a
even of race. It was the Brooklyn Dodgers team that even o
70 change from driving on the left to driving on the
accepted Jackie Robinson, the first black player. The accep
right, or the British giving up their preference for
35 neighborhood of Brooklyn, long stereotyped in film and 35 neighb
tea. Cricket and baseball remain as cousins with
song, was always portrayed in literature and film as song,
similar origins but distinctive personalities like the
supported by simple folk whose working-class dress, suppo
underground and the subway.

Norman Berdichevsky, New English Review (2008)

Û

Answer the following questions in English, using your own words. Answer the
a. Where is the author from? Where has she or he lived before? a. Where is
b. What differences does the author describe between baseball and cricket? What difference do they show between b. What dif
the USA and the UK? the USA
c. “Baseball was the vehicle by which countless immigrants’ children and blacks first achieved national recognition c. “Baseba
and adulation.” What does this sentence suggest about baseball beyond the game? and adu
d. Ultimately, what is the goal of the comparison between cricket and baseball in this text? d. Ultimate
e. In your opinion, how do the audio and the article relate to the topic “Identities and exchanges”? e. In your o

40 Unit 2 Blockbuster Tle 40 Unit 2

Blockbuster Tle I Reproduction autorisée © EMDL, 2020 I 45
 Note Note
EXPRESSION
COMPRÉHENSION
ÉCRITE DE5L’ÉCRIT
sur points sur 5 points NOM : NOM :
PRÉNOM :PRÉNOM :
Vous traiterez en anglais l’un des deux sujets suivants au choix.
Titre du document :
Répondez en 120 mots au moins.
CLASSE : CLASSE :

Baseball and cricket DATE : DATE

/ :/ / /

Sujet A
Imagine that you have lived several years in America and come back to your homeland
just now. You Baseball and cricket
write an email to your are
bestregarded as the
friend in the USA“national speech
to tell him or her and manners typified the American democratic
the differences
pastime” in America and Britain respectively,
between your country and the USA, and give your impressions. 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
Sujet B 5 UK, as mass spectator sports generating immense the “sportsmanlike” image cultivated in cricket.
The article ends with “Cricket
incomes and baseball
for television remain
and radio as cousins
through with similar origins but
advertising,
distinctive personalities like the underground Last summer, I attended a baseball game in Tampa,
promotions, endorsements and and
salethe subway”.
of equipment.
Do you agree with that statement? Justify your answer. 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.

Norman Berdichevsky, New English Review (2008)

Û

Answer the following questions in English, using your own words.

a. Where is the author from? Where has she or he lived before?
b. What differences does the author describe between baseball and cricket? What difference do they show between
the USA and the UK?
c. “Baseball was the vehicle by which countless immigrants’ children and blacks first achieved national recognition
and adulation.” What does this sentence suggest about baseball beyond the game?
d. Ultimately, what is the goal of the comparison between cricket and baseball in this text?
e. In your opinion, how do the audio and the article relate to the topic “Identities and exchanges”?

40 TUnit
Blockbuster le
2 2 41
UnitBlockbuster Tle
46 I Reproduction autorisée © EMDL, 2020 I Blockbuster Tle
 Durée 10 minutes
ÉPREUVE ORALE Note sur 5 points NOM : COMP
PRÉNOM :
Ce sujet d’expression orale porte sur l’axe 1 du programme : CLASSE :
Titre du
Identities and exchanges.
Il s’organise en deux parties :
DATE : / /
Baseba
1. expression orale en continu ;
2. expression orale en interaction.
Baseb
pastim
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante : both h
Which document illustrates better the topic “Identities and exchanges”? baske
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange 5 UK, as
oral entre vous durera également un maximum de cinq minutes. incom
promo
The t
differe
10 societ
DOCUMENT life. To
never
to the
mutan
15 broug
“What I’ve noticed being here is that
claim
many English people are in awe of
America but also deeply resent it.” Althou
audien
lineag
20 excep
beaut
Americanah, Chimamanda Ngozi Adichie (2013) Oxford
Û

fans re
the “co
25 on a b
DOCUMENT herois
or a na
Baseb
immig
30 recog
films
the br
even o
accep
35 neighb
song,
suppo

Answer the
a. Where is
b. What dif
the USA
c. “Baseba
and adu
d. Ultimate
Film poster: The special relationship,
Û

e. In your o
Richard Loncraine (2011)

42 Unit 2 Blockbuster Tle 40 Unit 2

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PREPARE FOR THE TOPIC!

THE ANGEL IN THE HOUSE

What was the traditional role for women in 19th-century
Britain?
• Back then, women usually had to marry young and stay home
without having the possibility to satisfy personal ambitions.
[Painting: “Self-portrait in the painting room”, by Mary Ellen Best Û p. 44]
[Podcast: “Gender in 19th century Britain”, The British Library Û p. 44]

BEHIND THE SCENES

How did British women make
their way into the public sphere
in the 19th century?

SUCCESSFUL WOMEN

How did some women break the rules

imposed by society?
• Mary Shelley was expected to live in the
shadow of her writer husband, but she
managed to publish her masterpiece,
“Frankenstein”.
[Film: “Mary Shelley”, by Haifaa al-Mansour Û p. 42]
• It was unusual for women to have a career in
science, but Ada Lovelace managed to work
as a mathematician.
[Painting: “Portrait of Ada King, Countess of Lovelace
(Ada Lovelace)”, by Alfred Edward Chalon Û p. 45]
[Article: “Ada Lovelace, the first person to understand
the real potential of computers”, Vice Û p. 45]
• Mary Ann Evans had to use her pen name, THE FEMINIST MOVEMENT
George Eliot, to publish her novels.
[Novel and book cover: “The Mill on the Floss”, What rights were women fighting for in 1900?
by George Eliot Û pp. 46-47]
• British women had already won some rights, but
the fight was not over: many fundamental things
like the right to vote in general elections were
not permitted to women.
[Infographic: “Did the suffragettes win women the vote?”,
BBC Û p. 48]
[Quote by Queen Victoria Û p. 48]

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Private space
and public space
IN GOD WE TRUST
How has Protestantism contributed
to shaping American society?
RELIGION IN EVERYDAY LIFE
How present is religion in the lives
of American citizens?
• In the religious South, also known
as the Bible Belt, religion is everywhere:
in schools, offices and public places.
[Image: Churches in Galveston (Texas) Û p. 56]
[Audio: “How to Be Godless in Dixie”, by Neil Carter
Û p. 56]
• Creationism is taught in some schools, but
associations are trying to improve Science
classes.
[Video report: “Welcome to the National Center for
Science Education”, NCSE Û p. 56]
Blockbuster Tle
PRIVATE SPACE AND PUBLIC SPACE axe 2
THE ROOTS OF PROTESTANTISM
How did Protestantism arrive in the USA and what
were the main consequences?
• After the Reformation in Germany, the Protestant
religion spread across Europe. Puritans left Britain
to find freedom of religion in the USA.
[Article: “The Protestant Reformation, explained”, Vox Û p. 54]
• The USA is a Protestant nation where religious
tolerance is one of the most important values.
[Video lesson: “Religious tolerance: made in America” PragerU
Û p. 54]
POLITICS AND RELIGION
How does religion influence politics?
• During the swearing-in ceremony, most presidents
place their hand on the Bible.
[Film still: TV series “Designated Survivor” Û p. 52]
• Religion is embroiled in American political life and
this matches the importance of religion in many people’s
daily lives.
[Article: “Why religion rules American politics”, The Huffington Post
Û p. 55]
MAKE YOUR OWN MIND MAP
Complete or transform this mind map to get ready for
the exam. Add quotes and keywords in each category.
You can also create new branches and add concepts
and documents for topic 2 that you studied in Première.
Prepare for the topic! · AXE 2 61
Blockbuster Tle I Reproduction autorisée © EMDL, 2020 I 49
 bac SUJET GUIDÉ
Durée
ÉPREUVE ÉCRITE  1 heure 30

L’ensemble de l’épreuve écrite porte sur l’axe 2 du programme :

Private space and public space.
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.

COMPRÉHENSION DE L’ORAL Note Lisez le titre du document

Titre du document :
Stay-at-home dads
prof. 45
sur 5 points Vous disposez de quelques instants pour
lire le titre avant d’écouter ou de visionner
le document. Vous pouvez en profiter pour
noter rapidement, sur un brouillon, tous
les mots anglais auxquels ce titre vous
fait penser (par exemple « Dad, father, at
home, children, kids »...). L’écoute va ensuite
01:48 confirmer ou pas vos idées, mais peu
importe : ce premier travail d’anticipation va
NPR (2019)
faciliter votre compréhension.

En rendant compte en français du document, vous montrerez que

vous avez compris :
Prenez toujours le temps de lire, de relire
a. le thème principal du document ; et même de souligner les mots clés dans
b. les informations sur le locuteur (famille, occupations, etc.) ; la consigne, avant la première écoute !
Cette consigne vous fournit des indications
c. les problèmes ou les préjugés qu’il rencontre ; pour orienter votre attention : ainsi, vous
d. la fonction et la portée du document (relater, informer, convaincre, pouvez déjà dessiner un cadre sur votre
critiquer, dénoncer, etc.). brouillon, titré « problems / prejudice », et
vous y noterez ensuite ce qui vous semble
correspondre au fil de l’écoute.

50 I Reproduction autorisée © EMDL, 2020 I Blockbuster Tle

 PRIVATE SPACE AND PUBLIC SPACE axe 2

COMPRÉHENSION DE L’ÉCRIT Note Repérez les mots connus

sur 5 points Une erreur méthodologique
serait de souligner les mots
inconnus dans un nouveau texte :
Titre du document : c’est à éviter. Mieux vaut faire
Pop-up restaurants in private homes are the latest trend l’inverse et tenter de repérer ce
qu’on comprend, même si c’est
encore partiel. Mais attention : si
vous saturez complètement le
Picture the scene: you’re going out to eat at one of London’s hippest new texte de couleurs, de soulignages
restaurants. You’ve dressed up and are ready for a night of intimate fine et de surlignages, cela peut vous
dining—trouble is, first you’ve got to find the place. empêcher de prendre du recul
sur le texte et d’en comprendre
This is dining out with a difference—underground, “pop-up” restaurants l’essentiel.
5 in private homes are the latest foodie fad to hit London.
So why do people go? Is it the atmosphere or the sense of adventure in Orientez la lecture
eating a surprise set menu in a stranger’s home? Is it all about the food, Les questions de compréhension
or nosiness? To find out I decided to start my own—the Savoy Truffle sont toujours écrites après le
Supperclub. texte. Pourtant, il vous est conseillé
de lire les éléments dans l’ordre
10 My husband, Gav, is a professional chef. We love having friends for dinner suivant : d’abord le paratexte
and they started suggesting we open our house to paying guests. Knowing (titre, source, date...), puis les
this was the start of something bigger, we decided to give it a go. It would questions de compréhension et
stretch Gav’s cooking skills and our kitchen’s capacity, while we’d share enfin de revenir vers la lecture du
texte lui-même. Cela oriente votre
the kind of food and atmosphere we’d like to create in our own restaurant lecture et vous fait gagner
15 one day in the comfort and security of our own home. en efficacité.
There’s something both anarchic and liberating about just going for it and
when you start off in an underground fashion (no fire doors, drinks licence
etc.). There is a huge amount of trust involved. In a restaurant there’s a Quelles sont les différences
entre les restaurants traditionnels
divide between the customer and the kitchen. I like the transparency of et les restaurants pop-up ?
20 a home restaurant; you can visit the kitchen, chat to the chef... if things Cherchez des réponses dans
are busy and you need water, you can get it yourself. It breaks down the les paragraphes 5 et 6, puis
barriers that exist in usual restaurants. reformulez-les avec vos propres
mots.
Most “pop-up” restaurants are free or suggest a nominal donation to cover
costs, usually somewhere between £15 and £30. This also means your
25 guests are not formally paying, which is another difference between the
mainstream and the pop-up. Once we’d got the over the legal aspects, we
moved on to converting our front room into a dining room.
Stuffed with books and clutter, furniture and plants, it was hard to imagine
how many tables and chairs we’d be able to squeeze in. Après avoir parlé de manière
30 Lots of emails later, we’d rounded up 14 guinea-pigs brave enough try our générale des restaurants pop-
up, l’auteure se focalise sur son
prototype pop-up night. Another feature of pop-up restaurants is that they expérience personnelle : en
are social events, where guests can interact—equally odd and exciting for quoi est-ce que cela consiste ?
us was the prospect of strangers coming to our house to eat. What unites Repérez des mots clés pour
everyone is a love of food and a thirst for the new—with the incentive that la décrire.
35 they get to nose through our photo collection, check out our books and
see what we keep in our bathroom cabinet.
In many ways, pop-up restaurants are a return to real eating, when dining
out was a social event worth dressing up for and getting excited about,
and food was about fresh, seasonal ingredients cooked well.
40 As the evening got closer, the pressure built up and the standards were
raised. We’d gone from thinking we’d squeeze people in wherever and

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 bac SUJET GUIDÉ

serving food on our ramshackle plates to planning with military precision

how we could move our sofa and armchair into our bedroom, as well as
anything in the kitchen that wasn’t needed for the menu. Our car became
45 a dumping ground for toasters and novelty oils. Gav borrowed plates from
his restaurant so each table would have matching crockery.
By the time our guests arrived, I still hadn’t printed menus. Instead I took a
blackboard outside and chalked up what we would be eating while serving
our diners a welcome glass of Prosecco in the garden. I worried this was
50 amateurish, but one guest, Amy, said being able to enjoy a relaxed aperitif
in a tranquil garden and chatting to the chef and guests was a highlight.
Strangers and friends mingled, and people popped by the kitchen to
see what was going on and were impressed by the relaxed atmosphere.
Although I was waitressing I still got to chat with each table and it was
55 hugely satisfying to be able to tell intrigued guests how much work went
into the dishes and that the veg was supplied by a guest from his farm
seven miles away—where else could you get provenance like that or so
few food miles?
“It’s surprising how much it feels like a restaurant and not just your lounge,”
Il faut relever différentes raisons
60 commented my friend Jillian. qui expliquent qu’il s’agit d’une
expérience positive. S’il est
important d’illustrer votre réponse
Alison Tyler, The Independent (2019) par des citations du texte, cela
Û

n’est pas suffisant. Il convient

Answer the following questions in English, using your own words. d’expliquer les différentes raisons
avec vos propres mots, puis de
a. What do you understand about the topic of this article, the narrator, prendre appui sur des éléments
her husband and their project? du texte. Vous avez le droit de
faire des erreurs (grammaire,
b. Explain what a “pop-up” restaurant is, compared to a regular restaurant. orthographe...), ce n’est pas grave,
c. Explain the ways in which the narrator’s experience is a positive one. mais vous devez absolument
d. Explain the last sentence from the text in your own words. (lines 59-60) reformuler le texte pour prouver
que vous avez compris.
e. Explain how this text illustrates the topic “Private space and public space”.

EXPRESSION ÉCRITE Note

sur 5 points Rédigez un brouillon
Il faut écrire d’abord un brouillon,
mais en laissant beaucoup
Vous traiterez en anglais l’un des deux sujets suivants au choix. d’espace entre chaque ligne afin
Répondez en 120 mots au moins. de pouvoir corriger, compléter ou
remplacer des termes par d’autres
Sujet A au fur et à mesure. La check-list
dans les rabats de votre manuel
Last night you went to a pop-up restaurant. Write an email to a friend vous aidera à améliorer ce brouillon.
to tell him / her what you thought about the experience. Le recopiage est généralement
rapide, il aide à rectifier des détails
et vous permet de rendre une copie
Sujet B propre et lisible.
In an online discussion, you’ve read two comments. Which one do you
agree most with? Why?
“Stay-at-home dads should be accepted in society.” Pour réviser la structure d’un e-mail,
“Stay-at-home dads are irresponsible. Both men and women should be voir « Rédiger une lettre ou un
courrier électronique » p. 258 de
breadwinners in a family.” votre manuel.

52 I Reproduction autorisée © EMDL, 2020 I Blockbuster Tle

 PRIVATE SPACE AND PUBLIC SPACE axe 2

ÉPREUVE ORALE Durée 10 minutes

Note sur 5 points
Parler de l’axe
Ce sujet d’expression orale porte sur l’axe 2 du programme : Observez l’image et lisez la citation.
Private space and public space. Les documents proposés ne
Il s’organise en deux parties : comportent ni le mot « private » ni le
mot « public », mais vous allez devoir
1. expression orale en continu ; expliquer en quoi les documents
2. expression orale en interaction. présentés dans ce dossier peuvent
remettre en cause cette scission
ou opposition communément
Vous devrez d’abord parler seul(e) pendant un maximum de admise entre « espace privé »
cinq minutes à partir de la question suivante : Which document et « espace public ». Tous les
illustrates better the topic “Private space and public space”? documents du dossier ont un lien
avec la maison / l’espace privé et
À l’issue de votre présentation, l’examinateur(trice) vous posera de il serait intéressant de voir en quoi
nouvelles questions. Cette étape d’échange oral entre vous durera l’image et la citation en donnent une
également un maximum de cinq minutes. nouvelle représentation ou définition.

DOCUMENT A

Organisez votre EO
Avant de vous lancer dans le
commentaire de cette image, prenez
le temps de lire la légende afin de
bien comprendre de quoi il s’agit.
Décrivez ensuite brièvement la
photo en identifiant les différents
protagonistes ainsi que les
activités qu’ils sont en train de
faire (utilisez le présent en be +
V-ing). Il faut ensuite élucider le lien
entre l’image et l’axe : en quoi cette
image peut-être liée au thème
« espace privé et espace public » ?

In Maine, the Brown family and the Templeton family homeschool their children.
Û

Etain, Aine, and Tehya work on various activities while Brian Templeton plays
a bass guitar. Press Herald (2016)

DOCUMENT B
Souvent, les citations choisies
se basent sur un paradoxe. Cela
“Imagine: your office chair is permet de marquer les esprits en
your couch. Your commute peu de mots. Ici, le paradoxe fait
écho à celui du titre de l’axe :
is the length of your hallway. parle-t-on de la maison ou du
Think it’s a dream? Not always. travail, s’agit-il d’espace public ou
Work-from-home jobs are very bien d’espace privé ? Pensez à
much a reality. ” bien expliquer cette apparente
contradiction, en employant des
termes comme « It is / It seems
paradoxical that... » ou « There is a
contradiction here, because... ».
Dawn Papandrea, journalist (2018)
Û

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 Évaluation de type bac

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)

Rendez compte en français du document, en montrant que vous avez compris :

a. le thème principal du document ;
b. les informations données sur le personnage principal ;
c. les différences de traitement entre Maggie et son frère ;
d. la fonction et la portée du document (relater, informer, convaincre, critiquer, dénoncer, etc.).

Blockbuster Tle Unit 3 57

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 Note Note
EXPRESSION
COMPRÉHENSION
ÉCRITE DE
sur 5L’ÉCRIT
points sur 5 points NOM : NOM :
PRÉNOM :PRÉNOM :
Vous traiterez en anglais l’un des deux sujets suivants au choix.
Titre du document :
Répondez en 120 mots au moins.
CLASSE : CLASSE :

A bird in a quiet cage DATE : DATE

/ : / / /

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.
The promise of a her
smooth career, 40 overpass that limit; which might reach the busy world,
Imagine this letter, write about feelings andwhich my first
her wishes forcalm
the future.
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
Sujet B and its inmates. Mrs Fairfax turned out to be what she than I possessed; more of intercourse with my kind, of
5 appeared,
Iris Murdoch, a placid-tempered,
a British writer and philosopher,kind-natured woman,
once said, “I think acquaintance
being a woman with variety
is like being Irish... of character, than was here
Everyone saysofyou’re
competent education
important and nice,and
butaverage
you takeintelligence.
second place all within
45 the myGive
time.” reach. I valued
your what
opinion was this
about goodquote.
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.

Jane Eyre, Charlotte Brontë (1847)

Û

Answer the following questions in English, using your own words.

a. Give information about the narrator of this text and about the other characters mentioned (name, age, roles)
and identify their relationships.
b. Explain the narrator’s feeling about her life in Thornfield Hall. What words does she use to describe it?
c. “It is in vain to say human beings ought to be satisfied with tranquillity: they must have action; and they will make
it if they cannot find it.” Explain, in your own words, what the narrator wants to express here.
d. Explain what the writer wants to denounce in this text in a more general way, through the narrator’s words.
e. Explain how this text illustrates the topic “Private space and public space”.

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 Note
EXPRESSION ÉCRITE sur 5 points NOM :
PRÉNOM :
Vous traiterez en anglais l’un des deux sujets suivants au choix. CLASSE :
Répondez en 120 mots au moins. DATE : / /

Sujet A
field Hall. 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...
quote. Everyone says you’re important and nice, but you take second place all the time.” Give your opinion about this quote.

Unit 3 59Blockbuster Tle Unit 3 59

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 Note Durée 10 minutes
ÉPREUVE
EXPRESSION ORALE
ÉCRITE sur 5 points Note sur 5 points NOM : NOM :
PRÉNOM :PRÉNOM :
Vous traiterez
Ce sujetend’expression
anglais l’unorale
des deux
portesujets suivants
sur l’axe au choix. :
2 du programme CLASSE : CLASSE :
Répondez en 120space
Private motsand
au moins.
public space. DATE : DATE / :/ / /
Il s’organise en deux parties :
Sujet A 1. expression orale en continu ;
Jane, the2.narrator of theorale
expression novelen
“Jane Eyre”, has decided to write a letter to her cousin to tell about her life in Thornfield Hall.
interaction.
Imagine this letter, write about her feelings and her wishes for the future.

Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante :
Sujet B Which document illustrates better the topic “Private space and public space”?
Iris Murdoch, a British
À l’issue de writer and philosopher,
votre présentation, once said, “I think
l’examinateur(trice) being
vous a woman
posera is like being
de nouvelles Irish...Cette étape d’échange oral
questions.
Everyone says you’re important and nice, but you take second
entre vous durera également un maximum de cinq minutes. place all the time.” Give your opinion about this quote.

DOCUMENT

“I hate to hear you talk about all women as

if they were fine ladies instead of rational
creatures. None of us want to be in calm
waters all our lives.”

Persuasion, Jane Austen (1817)

Û

DOCUMENT

Poster of the TV show Gentleman Jack, HBO (2019)

Û

60 TUnit
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3 3 59
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Blockbuster Tle I Reproduction autorisée © EMDL, 2020 I 57
 Évaluation de type bac

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

TestTube News (2015)

Rendez compte en français du document, en montrant que vous avez compris :

a. le thème principal du document ;
b. le problème que soulève l’enseignement du créationnisme dans les écoles publiques ;
c. ce qu’est le créationnisme et ce qu’est la théorie de l’évolution ;
d. la raison pour laquelle ces deux théories sont opposées ;
e. l’avis de la Cour Suprême et du gouvernement fédéral sur la question.

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 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 points NOM : COMP
PRÉNOM :

Titre du document : CLASSE :

Titre du
“In God We Trust” display in Kentucky schools DATE : / /
“In God
marks effort to mix church and state marks e

When students returned to Kentucky public schools Christian nationalism goes mainstream When
last month after summer vacation, they may have For Christian nationalists, Kentucky is a place last m
noticed something different: the words “In God We where powerful politicians are allies and where the notice
Trust” displayed in a prominent location in their population can be sympathetic. This is a state where Trust”
5 school, as is now mandated by law. 45 it is not uncommon for prayers to be read at high 5 schoo
Kentucky’s law could seem innocuous enough; after school graduations. It is a state whose Republican Kentu
all, the words are the national motto and appear on governor, Matt Bevin, has encouraged “each and all, the
American currency. But its critics say it is part of every” student in the state to participate in a “Bring Ameri
something bigger: a concerted, nationwide push by Your Bible To School Day”. It is the same Kentucky somet
10 conservative Christian nationalist groups to inject 50 where the county clerk Kim Davis became a cause 10 conse
religion into society and chisel away at the wall celebre for the Christian Right after she refused to religio
between church and state. issue marriage licenses to same-sex couples in 2015. betwe
The legislative effort Project Blitz is a coalition of In Kentucky, a Bible class bill and a national motto The le
three Christian nationalist groups, including the bill have been signed into law in recent years. (…) In three
15 Congressional Prayer Caucus Foundation, which 55 endorsing Bible class bills this year, Trump seemed to 15 Congr
aims to “protect religious freedom, preserve America’s amplify the sentiment that a prohibition was ending, aims t
Judeo-Christian heritage and promote prayer”. tweeting: “Numerous states introducing Bible Literacy Judeo
In recent years, Project Blitz has pushed for state classes, giving students the option of studying the Bible. In rec
lawmakers to introduce bills like the “In God We Trust” Starting to make a turn back? Great!” McNamara says lawma
20 one, as well as bills encouraging elective Bible classes 60 people like Trump and Bevin have made Christian 20 one, as
in public schools. Over the last two years, six states nationalism mainstream at a time when white in pub
have passed laws similar to Kentucky’s requiring Christians are a minority in America. (…) have
the national motto to be displayed in schools. But Schools push back the na
the national motto and Bible class bills “are like the When the Republican state representative Brandon the na
25 canaries in the coal mine”, said Rachel Laser, president 65 Reed introduced legislation requiring “In God We 25 canari
and CEO of Americans United for the Separation of Trust” be posted in Kentucky public schools last year, and C
Church and State. “They’re indicators of a larger effort, he made it clear that it was about getting God back Churc
which has now been spelled out clearly in the Project in school. (…) which
Blitz strategy to ultimately reach these even more Blitz s
One year later and the words “In God We Trust”
30 direct attacks on religious freedom”, she said. Project 30 direct
70 are now emblazoned in large, imposing letters over
Blitz’s playbook, which is distributed to lawmakers, Blitz’s
doorways and embossed on plaques in school
contains samples of cookie cutter legislation for conta
lobbies. But in some school districts, there are signs
lawmakers to introduce, as well as talking points for lawma
of resistance. In Fayette County, Kentucky’s second
them to defend their positions. But in the playbook, them
largest school district, administrators decided to
35 the national motto and Bible class bills are only the 35 the na
75 comply with the law by displaying enlarged $1 bills,
first steps. first st
which include the national motto. At Jefferson
Additional pieces of legislation include things like a County public schools, the state’s largest district Additi
proclamation of a Christian Heritage Week as well with 169 schools in the Louisville area, administrators procla
as legislation encouraging discrimination based on complied with the law by hanging up small posters as leg
40 gender and sexual identity. (…) 80 offering more of a history lesson than a proclamation. 40 gende

Josh Wood, The Guardian (2019)

Û

Answer the following questions in English, using your own words. Answer the
a. Present “Project Blitz”: its members, its goal, its strategy. a. Present
b. Find one defender of Kentucky’s new legislation and one detractor in the text, and explain each person’s arguments. b. Find one
c. True or false: “Kentucky is a stronghold of Christianity in the USA”. Give three elements to justify your answer. c. True or f
d. What could be at risk if more religiously inspired bills were passed? d. What co
e. Do you think this article shares a favourable, unfavourable or neutral view on the issue? Why? e. Do you t

74 Unit 4 Blockbuster Tle 74 Unit 4

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 Note Note
EXPRESSION
COMPRÉHENSION
ÉCRITE DE5 L’ÉCRIT
sur points sur 5 points NOM : NOM :
PRÉNOM : PRÉNOM :
Vous traiterez en anglais l’un des deux sujets suivants au choix.
Titre du document :
Répondez en 120 mots au moins.
CLASSE : CLASSE :

“In God We Trust” display in Kentucky schools DATE : DATE

/ :/ / /

Sujet A marks effort to mix church and state

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.
When students returned to Kentucky public schools
last month after summer vacation, they may have
Sujet B noticed something different: the words “In God We
Do you think church
Trust” and state should
displayed always be separated?
in a prominent location in their
5 school, as is now mandated by law.
Kentucky’s law could seem innocuous enough; after
all, the words are the national motto and appear on
American currency. But its critics say it is part of
something bigger: a concerted, nationwide push by
10 conservative Christian nationalist groups to inject
religion into society and chisel away at the wall
between church and state.
The legislative effort Project Blitz is a coalition of
three Christian nationalist groups, including the
15 Congressional Prayer Caucus Foundation, which
aims to “protect religious freedom, preserve America’s
Judeo-Christian heritage and promote prayer”.
In recent years, Project Blitz has pushed for state
lawmakers to introduce bills like the “In God We Trust”
20 one, as well as bills encouraging elective Bible classes
in public schools. Over the last two years, six states
have passed laws similar to Kentucky’s requiring
the national motto to be displayed in schools. But
the national motto and Bible class bills “are like the
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
Church and State. “They’re indicators of a larger effort,
which has now been spelled out clearly in the Project
Blitz strategy to ultimately reach these even more
30 direct attacks on religious freedom”, she said. Project
Blitz’s playbook, which is distributed to lawmakers,
contains samples of cookie cutter legislation for
lawmakers to introduce, as well as talking points for
them to defend their positions. But in the playbook,
35 the national motto and Bible class bills are only the
first steps.
Additional pieces of legislation include things like a
proclamation of a Christian Heritage Week as well
as legislation encouraging discrimination based on
40 gender and sexual identity. (…)
Christian nationalism goes mainstream
For Christian nationalists, Kentucky is a place
where powerful politicians are allies and where the
population can be sympathetic. This is a state where
45 it is not uncommon for prayers to be read at high
school graduations. It is a state whose Republican
governor, Matt Bevin, has encouraged “each and
every” student in the state to participate in a “Bring
Your Bible To School Day”. It is the same Kentucky
50 where the county clerk Kim Davis became a cause
celebre for the Christian Right after she refused to
issue marriage licenses to same-sex couples in 2015.
In Kentucky, a Bible class bill and a national motto
bill have been signed into law in recent years. (…) In
55 endorsing Bible class bills this year, Trump seemed to
amplify the sentiment that a prohibition was ending,
tweeting: “Numerous states introducing Bible Literacy
classes, giving students the option of studying the Bible.
Starting to make a turn back? Great!” McNamara says
60 people like Trump and Bevin have made Christian
nationalism mainstream at a time when white
Christians are a minority in America. (…)
Schools push back
When the Republican state representative Brandon
Trust” be posted in Kentucky public schools last year,
he made it clear that it was about getting God back
in school. (…)
One year later and the words “In God We Trust”
70 are now emblazoned in large, imposing letters over
doorways and embossed on plaques in school
lobbies. But in some school districts, there are signs
of resistance. In Fayette County, Kentucky’s second
largest school district, administrators decided to
75 comply with the law by displaying enlarged $1 bills,
which include the national motto. At Jefferson
County public schools, the state’s largest district
with 169 schools in the Louisville area, administrators
complied with the law by hanging up small posters
80 offering more of a history lesson than a proclamation.

Josh Wood, The Guardian (2019)

Û

Answer the following questions in English, using your own words.

a. Present “Project Blitz”: its members, its goal, its strategy.
b. Find one defender of Kentucky’s new legislation and one detractor in the text, and explain each person’s arguments.
c. True or false: “Kentucky is a stronghold of Christianity in the USA”. Give three elements to justify your answer.
d. What could be at risk if more religiously inspired bills were passed?
e. Do you think this article shares a favourable, unfavourable or neutral view on the issue? Why?

74 TUnit
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Unit Blockbuster Tle
60 I Reproduction autorisée © EMDL, 2020 I Blockbuster Tle
 Durée 10 minutes
ÉPREUVE ORALE Note sur 5 points NOM : COMP
PRÉNOM :
Ce sujet d’expression orale porte sur l’axe 2 du programme : CLASSE :
Titre du
Private space and public space.
Il s’organise en deux parties :
DATE : / /
“In God
1. expression orale en continu ; marks e
2. expression orale en interaction.

When
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante : last m
Which document illustrates better the topic “Private space and public space”? notice
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral Trust”
entre vous durera également un maximum de cinq minutes. 5 schoo
Kentu
all, the
Ameri
somet
10 conse
DOCUMENT religio
betwe
The le
“Congress shall make no law three
respecting an establishment 15 Congr
of religion, or prohibiting aims t
Judeo
the free exercise thereof.”
In rec
lawma
20 one, as
in pub
The US Constitution, Amendment I have
Û

the na
the na
25 canari
and C
DOCUMENT Churc
which
Blitz s
30 direct
Blitz’s
conta
lawma
them
35 the na
first st
Additi
procla
as leg
40 gende

Kentucky church offers drive-in Sunday service during pandemic (2020)

Answer the
Û

a. Present
b. Find one
c. True or f
d. What co
e. Do you t

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PREPARE FOR THE TOPIC!

ART TO CELEBRATE THE PAST ART AND CONTROL

How can art be used to commemorate the history How did the apartheid government use
of a nation? films to control South Africans?
• A sculpture portraying Nelson Mandela was • “Joe Bullet” was the first film with an
inaugurated in Durban in memory of the former entirely black cast. The apartheid
president of South Africa. government decided to ban it.
[Image: Mandela’s sculpture, by artist Marco Cianfanelli Û p. 71] [Film poster: “Joe Bullet” Û p. 69]
[Article: “Face of freedom”, Condé Nast Traveller Û p. 71] [Documentary: “The propaganda films of
apartheid-era South Africa”, Al Jazeera Û p. 69]

ARTIVISM IN SOUTH AFRICA

How has South African art
changed since apartheid?

ART AS A COUNTERPOWER
NEW ARTISTS
What is happening in the South African
artistic scene?
• New artists, musicians and fashionistas are
transforming the artistic scene in the Rainbow Nation.
[Documentary: “Shield and Spear”, by Petter Ringbom Û p. 66]
How did South Africans fight the apartheid
government with art?
• A group of exiled poets, playwrights, painters,
musicians, dancers and graphic designers
formed the Medu Art Ensemble to convey their
anti-apartheid ideas.
[Images: Protest newsletter by Medu Art Ensemble and
a theatre play poster Û p. 70]
[Text: “Judging books by their covers”, by Josh MacPhee
Û p. 70]
• A white novelist wrote a novel about a white
character rebelling against the apartheid laws
in order to help the black community.
[Novel: “A Dry White Season”, by André Brink Û p. 68]

• Nelson Makamo is a young painter who has become • Artists cannot be neutral in the apartheid society.
a huge success around the world with his hopeful [Quote by Desmond Tutu Û p. 68]
vision of art and African culture.
[Painting: “We are Angels with Dirty Faces”, by Nelson Makamo
Û p. 72]
[Video interview: “Nelson Makamo becomes a global
phenomenon”, The Daily Show Û p. 72]

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 ART AND POWER axe 3

Art and power

A REBELLIOUS MUSIC
What was the power of reggae in the 1970s?
• Bob Marley is a true Jamaican icon and
his music deeply influenced not only the
artistic scene in Jamaica, but also the
political and social spheres of the country.
[Song: “Get Up, Stand Up”, by Bob Marley Û p. 78]
[Article: “Bob Marley at 70: legend and legacy”,
The Guardian Û p. 78]

FROM JAMAICA WITH LOVE

Why is reggae so important
for Jamaicans?

THE FUTURE OF REGGAE

What is the role of young
Jamaican reggae musicians?
• Koffee, Chronixx and Protoje
are just a few names of young
A WORLD POWER Jamaican singers that create
a kind of music that is both
Is reggae music an asset for Jamaica positive and committed.
worldwide? [Article: “Koffee, the new toast
• Reggae is rooted in Jamaica, but it is of Jamaican reggae”, The Guardian
Û p. 80]
well-known all around the world.
[Promotional video: “Jamaica Reggae
Music”, by Jamieson Daley Û p. 79]
• It is a rebellious music genre that
has also found its place in the UK. MAKE YOUR OWN MIND MAP
[Documentary: “Roots, Reggae, Rebellion”,
BBC Û p. 76] Complete or transform this mind map to get ready for the
exam. Add quotes and keywords in each category.
You can also create new branches and add concepts and
documents for topic 3 that you studied in Première.

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 bac SUJET GUIDÉ
Durée
ÉPREUVE ÉCRITE 1 heure 30

L’ensemble de l’épreuve écrite porte sur l’axe 1 du programme :

Identities and exchanges.
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 Organisez votre temps
connaissance de l’intégralité du dossier. C’est à vous d’organiser votre temps de
Vous allez écouter trois fois le document audio de la partie 1 rédaction, mais attention à la répartition
des points ! Chaque sous-partie vaut autant
(compréhension de l’oral). de points, donc la meilleure stratégie est de
Les écoutes seront espacées d’une minute. diviser votre temps en trois et de ne pas
Vous pouvez prendre des notes pendant et entre les écoutes. déborder sur le temps attribué à chaque
À l’issue de la troisième écoute, vous organiserez votre temps partie.
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.

COMPRÉHENSION DE L’ORAL Note

sur 5 points

Titre du document : Lisez le titre du document

The right to bear arms
in the Second Amendment
prof. 31
Vous recevez toujours un titre pour le
document de compréhension de l’oral. Prenez
le temps de bien le lire ; il vous oriente vers
ce qui est essentiel dans le document et vous
prépare mentalement à le comprendre.
01:24

Fact File (2018) Cette question vous oriente vers l’implicite,

car il n’est pas dit explicitement quel est
l’objectif poursuivi. Pensez à argumenter
Rendez compte en français du document audio, en montrant que votre réponse : par exemple, si vous pensez
vous avez compris : que le but est de faire réflechir l’auditoire ou
a. le thème principal du document ; d’informer, alors donnez des exemples qui
montrent cela dans le document.
b. le but qui est poursuivi par son auteur ;
c. les différents arguments qui sont présentés ;
d. le ou les points de vue mis en avant. Ne confondez pas les deux dernières
questions : la question c attire votre
attention sur les arguments qui sont
avancés, mais ils peuvent très bien aller tous
dans le même sens. La question d souligne
qu’on peut adopter, sur ce sujet, différents
points de vue. On teste ici votre capacité à
percevoir comment se positionne l’auteur.

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 ART AND POWER axe 3

Note
COMPRÉHENSION DE L’ÉCRIT sur 5 points

Titre du document :
Talking about Vonnegut’s “Slaughterhouse-Five”

Demandez-vous tout de suite

The first things you notice about “Slaughterhouse-Five” (published in de quel type de texte il s’agit.
1969) are also the last things. “All this happened,” the narrator begins, Les deux premières lignes vous
putting everything else that will follow into the past tense. Then he donnent déjà un indice ! Le titre
tells us that a guy he knew “really was shot in Dresden for taking a et le paratexte (source et image)
peuvent vous donner d’autres
5 teapot that wasn’t his”. The book ends in more or less the same place, informations précieuses.
give or take a bit of birdsong: “Edgar Derby was caught with a teapot
he had taken from the catacombs. He was arrested for plundering.
He was tried and shot. So it goes.” Réfléchissez aux différents
plans de narration. On peut
It’s funny that Vonnegut cues us up for the story of poor old Edgar dire que, dans ce texte, il y en
10 Derby getting shot right at the start, only to tell it all in a rush, right a trois principaux : 2019, 1969
at the end. But, like most of Vonnegut’s jokes, this one isn’t half so et les années qui suivent le
nonchalant as it first seems. The quick and casual way that Vonnegut bombardement de Dresden
dispenses with this major character seems completely in line with how (1945). Vous pouvez préparer
un tableau à trois entrées pour
death has been dealt to so many others in the chaos around Dresden. prendre des notes sur ces trois
15 One last time, we’re reminded of the futility of war. dates.
The circularity of having the end in the beginning also fits neatly with
the overarching narrative, where everything is out of conventional
order. The story loops back on itself; later scenes echo earlier ones
in curious ways, ideas keep recurring and most events are not shown
20 chronologically. It can feel almost random—although it would be a
mistake to think it is disordered. Nothing in “Slaughterhouse-Five”
is casual.
The alien Tralfamadorians, who apparently kidnap the novel’s hapless
hero Billy Pilgrim, see time differently than humans. (...) Instead of a
25 linear chronology, they see a series of moments—just as we do when
reading “Slaughterhouse-Five”. The Tralfamadorians tell Billy that he
is trapped in each moment “like a bug trapped in amber” and that
it is therefore foolish to talk of cause and effect: “There is no why.”
Just the kind of fun you might expect a science fiction writer like
30 Kurt Vonnegut to indulge in—but there’s more to it again. That idea
of there being no “why” and therefore no blame must seem especially
comforting to Billy after the war, when you might otherwise expect
him to be burdened with survivor’s guilt. Billy has seen dreadful things.
Not long after the war he is hospitalised and meets a character called
35 Eliot Rosewater who has also endured horrors in the war and shares
his sci-fi novels with him. We are told: “They were trying to reinvent
themselves and their universe. Science fiction was a big help.” (…)
In Billy’s head, the war is ongoing—and so in the book we keep seeing
moments from the war, long after we know Billy has returned home.
40 We are told: “Among the things Billy could not change were the past,
the present and the future.” We are also told: “There would always
be wars.”

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 bac SUJET GUIDÉ

Vonnegut’s narrative structure may defy conventional chronology,

but emotionally everything falls in just the right place. The war
45 passages build steadily towards the bombing of Dresden, the horrific
aftermath, the catharsis of the one horribly sad moment when Billy Les éléments paratextuels
cries—and then the pointless death of Edgar Derby. The passages Certains sujets affichent la source
et le nom de l’auteur(e) dès le début
after the war have a similarly steady beat towards Billy’s own demise, du texte, d’autres le font à la fin ;
as well as a kind of understanding of where he might be getting his mais prenez l’habitude de toujours
50 ideas about Tralfamadore. It may all be, as Vonnegut says early on, commencer par bien l’observer. Ici, que
“short and jangled”—but it is also ingenious. pouvez-vous savoir ou imaginer sur
l’auteur et sur le texte ? Pensez-vous,
par exemple, qu’il s’agit plutôt d’un
article de presse ou bien d’une œuvre
Sam Jordison, The Guardian (2019)
Û

de fiction ?

Dans cette dernière question, il vous

Answer the following questions in English, using your own words. est demandé de vous pencher sur
a. Write a paragraph explaining what you understand about: le document de CO et sur celui de
CE afin de les comparer ou de les
• the type of text, associer. N’oubliez pas que ce qui les
• the main topic, relie se trouve au tout début du sujet :
l’axe « Art and power ».
• Vonnegut’s characters and their stories. Demandez-vous si les deux
b. What can you say about Vonnegut’s opinion on war? documents abordent des aspects
Justify your answer by quoting the text. complémentaires, similaires ou
opposés et s’ils apportent un éclairage
c. In the two documents (the audio and the text), what is the link différent sur une situation ou une
between art and war? problématique.

Dans un sujet d’imagination, n’essayez

Note pas d’être absolument original(e), mais
EXPRESSION ÉCRITE sur 5 points concentrez-vous d’abord sur la qualité
et sur la cohérence de votre histoire.
Pour rédiger ce courrier imaginaire,
Vous traiterez en anglais l’un des deux sujets suivants au choix. il vous faudra bien sûr respecter les
Répondez en 120 mots au moins. codes habituels d’un courrier à un(e)
ami(e), mais surtout en venir très vite
au sujet qui vous est proposé. Et pour
éviter tout hors-sujet, n’oubliez pas
Sujet A le titre de l’axe : art et pouvoir. C’est
Imagine that you have visited an exhibition about “American Art bien de ce thème que doit parler votre
and the Vietnam War”. Write an email to a friend explaining how courrier imaginaire, il ne faudrait pas
you feel about the exhibition. simplement raconter que vous avez
passé une journée agréable dans un
musée !
Sujet B
American writer Kurt Vonnegut once said: “I consider writing an act
of good citizenship”. Do you agree with this statement? Present your Relisez-vous
arguments in an organised way. Vérifiez que votre production comporte
bien le nombre de mots attendus : il ne
faut surtout jamais descendre sous les
120 mots demandés. Ensuite, vérifiez
l’orthographe et la ponctuation.

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 ART AND POWER axe 3

Parler d’une image

ÉPREUVE ORALE Durée 10 minutes
Note sur 5 points Certaines images offrent beaucoup de
détails, d’autre moins, mais attention :
Ce sujet d’expression orale porte sur l’axe 3 du programme : il ne vous est pas demandé de décrire
Art and power. de manière très précise tout ce que
vous voyez. Une rapide description
Il s’organise en deux parties : est utile pour commencer, bien sûr,
1. expression orale en continu ; mais il faut surtout garder à l’esprit
qu’il faut principalement parler de
2. expression orale en interaction. l’axe d’étude (ici, « Art and power » )
et non pas décrire une image comme
Vous devrez d’abord parler seul(e) pendant un maximum de si l’examinateur(trice) n’était pas
capable de la voir tout(e) seul(e) !
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 Soignez votre attitude
nouvelles questions. Cette étape d’échange oral entre vous durera
N’oubliez pas de parler d’une
également un maximum de cinq minutes. voix forte et d’un ton convaincu.
Exprimez-vous tranquillement et
faites des pauses après les mots
importants. Regardez votre auditoire
et adressez-vous à lui poliment.

DOCUMENT A Si vous ne savez pas exactement

à quoi un document fait référence,
vous pouvez le comparer à des
documents vus en classe, à des
choses que vous avez apprises dans
d’autres matières. Le plus important
sera de mettre en lien le document
et l’axe d’étude.

DOCUMENT B

U.S. Marine Corps War Memorial, Arlington, Virginia, USA

Û

inaugurated in 1954 (2019)

Stencil art by British street artist Banksy (2003)

Û

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 Évaluation de type bac

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

SABC Digital News (2016)

Rendez compte en français du document, en montrant que vous avez compris :

a. le thème principal du document ;
b. son but ;
c. les témoignages des visiteurs ;
d. la fonction et la portée du document.

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 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 points NOM : COMP
PRÉNOM :

Titre du document : CLASSE :

Titre du
For the Smarteez, fashion is freedom DATE : / /
For the

For a new generation of young people in South 40 How did this photo series develop? What did you For a
Africa, fashion is freedom. When photographer want to capture? Africa
Chris Saunders attended South Africa Fashion Week “It developed naturally, in a purist documentary Chris
almost a decade ago, he noticed “this incredibly well- approach. We met in Rockville, walked down the almos
5 dressed, loud group of guys” outside the shows. road to local outdoor braai (barbecue), and I shot 5 dress
Curious, he decided to say hello and struck up a 45 the group as they were in their daily attire. I wanted to Curiou
conversation with the men. Fortuitously, a friend of capture them for who they were. I always like to ask conve
his had wanted to interview them for a magazine. my subjects how they want to be portrayed, rather his ha
Together, they went to Rockville, Soweto, and than push my identity or agenda onto them.” Toget
10 snapped what would be the first of many shoots of 10 snapp
the Smarteez. Where do the Smarteez shop? What inspires them? the Sm
50 “As a group, the Smarteez all have different skillsets.
As a collective, the Smarteez are unwilling to As a
They all design clothing, but originally they mainly
be limited by the historical burden of apartheid be lim
re-designed older thrifted items from the downtown
or societal expectations of dress. Instead, they or so
shops and markets of inner Johannesburg. I would
15 understand fashion to be a tool of expression and 15 under
say they are inspired by different things as individuals
a declaration of freedom. For Saunders, it is that a dec
55 but use the group as a mechanism to broadcast their
consciousness that makes the Smarteez into a consc
message.”
movement. They are not a fad. movem
How did they Smarteez meet?
“They need a new identity, different from that of “They
20 their forefathers,” Saunders explains. They have not “They all live in different parts of Soweto and originally 20 their f
been content to live out the narrative “that had been met at college. They throw parties and gather in and been c
passed down from apartheid.” 60 around the township. They also frequent the inner passe
city, where they buy materials and socialize.”
Like any bold subculture, the Smarteez are Like
innovators. They are a testament to “abundant Did Soweto embrace them, initially? innov
25 creativity, explosive youth culture, and a manic “No. They saw the brightly dressed, fashionable 25 creati
need for positive expression,” Saunders adds. crowd as threatening. Smarteez often ended up need
By documenting them in a nation that must still 65 in situations where people would verbally abuse By do
combat destitution, disease, and corruption, he is them. However, they were willing to fight for it. Over comb
almost certain: “We could create a new image of time, the community has accepted them more and almos
30 this place.” more. Also, the mass culture around them has been 30 this p
affected and more young people are expressing
What was your first impression of the Smarteez? What
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.” “An e
local context. They dress in bright colors and local
were thrifting way before it was a trend. They were What’s next for Smarteez? were t
35 publicly verbally abused in their community all the “I think since the advent and documentation of the 35 public
time. But they fought through and kept going with Smarteez collective, many new and amazing groups time. B
what they believed—and still do. They became the 75 have emerged in Johannesburg. With the growth and what t
forefathers of a new generation of loud creatives in access of the Internet, more people can communicate forefa
fashion from the townships of Johannesburg.” and broadcast their artistic vision all over the world.” fashio

Mattie Kahn, Refinery 29 (2015)

Û

Answer the following questions in English, using your own words. Answer the
a. Explain what kind of text this is and who are the Smarteez (who, where, what). a. Explain w
b. How do the Smarteez differ from the previous generation? b. How do
c. Were the Smarteez accepted? Justify your answer by quoting the text. c. Were the
d. Explain how the Smarteez can influence other artists. d. Explain h
e. Explain how this text illustrates the topic “Art and power”. e. Explain h

94 Unit 5 Blockbuster Tle94 Unit 5

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 Note Note
EXPRESSION
COMPRÉHENSION
ÉCRITE DE5L’ÉCRIT
sur points sur 5 points NOM : NOM :
PRÉNOM :PRÉNOM :
Vous traiterez en anglais l’un des deux sujets suivants au choix.
Titre du document :
Répondez en 120 mots au moins.
CLASSE : CLASSE :

For the Smarteez, fashion is freedom DATE : DATE

/ :/ / /

Sujet A
Do you think art can be a source of freedom?
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?
Sujet B Chris Saunders attended South Africa Fashion Week “It developed naturally, in a purist documentary
almost
In an online art forum,a you
decade
haveago,
readhethese
noticed “this incredibly
opinions. Which one well-
do you agree with most?
approach. We met in Rockville, walked down the
dressed, loud group of guys” outside the shows.
Kevin: “South African art has not changed since apartheid, it’s really dull!”road to local outdoor braai (barbecue), and I shot
5

Jenny: “What Curious,

I prefer inhe decided
today’s South to African
say hello
art and
scenestruck
is thatupartapays the group
45 tribute as past.”
to our 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
Tshego: “SouthhisAfrican art is not
had wanted to only about them
interview apartheid;
for aitmagazine.
conveys a new image of our country”.
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
60 around the township. They also frequent the inner
passed down from apartheid.”
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.”

Mattie Kahn, Refinery 29 (2015)

Û

Answer the following questions in English, using your own words.

a. Explain what kind of text this is and who are the Smarteez (who, where, what).
b. How do the Smarteez differ from the previous generation?
c. Were the Smarteez accepted? Justify your answer by quoting the text.
d. Explain how the Smarteez can influence other artists.
e. Explain how this text illustrates the topic “Art and power”.

94 TUnit
Blockbuster le
5 5 95
Unit Blockbuster Tle
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 Durée 10 minutes
ÉPREUVE ORALE Note sur 5 points NOM : COMP
PRÉNOM :
Ce sujet d’expression orale porte sur l’axe 3 du programme : CLASSE :
Titre du
Art and power.
Il s’organise en deux parties :
DATE : / /
For the
1. expression orale en continu ;
2. expression orale en interaction.
For a
Africa
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante : Chris
Which document illustrates better the topic “Art and power”? almos
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral 5 dress
entre vous durera également un maximum de cinq minutes. Curiou
conve
his ha
Toget
DOCUMENT 10 snapp
the Sm
As a
be lim
or so
15 under
a dec
consc
movem
“They
20 their f
been c
passe
Like
innov
25 creati
Man riding his bike in Soweto, Johannesburg in front of a
Û

need
mural painting in memory of Nelson Mandela (2017)
By do
comb
almos
30 this p
DOCUMENT
What
“An e
local
were t
35 public
time. B
what t
forefa
fashio

Answer the
a. Explain w
b. How do
c. Were the
…and the people vote for Nelson Mandela,
Û

d. Explain h
Medu Art Ensemble and Judy Seidman (1981)
e. Explain h

96 Unit 5 Blockbuster Tle94 Unit 5

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 Évaluation de type bac

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

prof. 140 01:52

NPR (2018)

Rendez compte en français du document, en montrant que vous avez compris :

a. la nature et le thème principal du document ;
b. les informations données ;
c. l’identité des personnes ;
d. les éventuels divers points de vue ;
e. la fonction du document (relater, informer, convaincre, critiquer, dénoncer, etc.) et sa portée.

72 I Reproduction autorisée © EMDL, 2020 I Blockbuster Tle

 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 points NOM : COMP
PRÉNOM :

Titre du document : CLASSE :

Titre du
How a ghetto reggae star rebranded Jamaica DATE : / /
How a g

At 7 am on 6 February, on what would have been Bob industry, as a new generation of voices such as Jesse At 7 am
Marley’s 75th birthday, the abeng conch shell blows Royal, Kelissa and Kim Nain perform alongside Bob’s Marley
at his old home at uptown Kingston’s 56 Hope Road 35 original bredren including Bongo Herman, Marcia at his
—now the Bob Marley museum—as it did as a call Griffiths and Toots of the Maytals. (…) —now
5 to slave uprisings on the plantation. 5 to slav
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 Today
tourist ticket, drawing more than 60,000 visitors a from her wheelchair during the daytime children’s touris
year. But in the turbulent 1970s, when the downtown 40 event, as pupils from St Andrew prep school sing and year. B
area was torn between superpower ideologies and dance to Redemption Song, while the night’s show area w
10 their local paymasters, it was audacious of Marley to was headlined by the Marley Brothers, Julian and Ky- 10 their lo
insert his ragtag “ghetto star” Rasta crew into Hope Mani, and dynamically led by Damian Marley. insert
Road—also home to Jamaica’s prime minister—a Road—
Marley’s estate is one of music’s biggest earners:
process he described to me in the 1970s as “bringing proces
45 the event was supported and organized by the Bob
the ghetto uptown”. He hoped to make a safe space the gh
Marley Foundation, with similar festivities taking
15 for the gangs of youth who were controlled on their 15 for the
place in London, Lagos, Los Angeles, Singapore,
home turf by opposing political forces: it worked, at home
Paris, Hawaii and New Zealand. (…)
least until gunmen tried to kill him there in 1976. It least u
worked again when he triumphantly returned later in As Marley once explained to me, he wanted to make worke
the decade to build a studio. 50 his music so simple that a child could sing it. Babies the de
famously respond to the directness of his music, and
20 Witnessing police politely dealing with the crowd 20 Witne
reggae’s heartbeat has been credited with healing
gathered for the Marley 75 celebration offered gathe
properties. (…)
a strange disconnect: back then, their presence a stra
outside the gates would have suggested a raid. Above all, Marley effected a triumphant cultural flip, outsid
These are different times, as evidenced by the MC 55 one founded on political truth but also will and vision. These
25 who announces: “Big up to all the Airbnb-ers in (…) 25 who a
Trench Town!”—the dangerous downtown “ghetto” Though the Marley machine has made efforts to Trenc
of Marley’s teenage years. His message has mobilised defang the lion by focusing on his more feelgood of Mar
a peaceful army of international followers, such as crowdpleasers—the One Love effect—his commitment a peac
those holidaymakers venturing where few wealthy 60 to the sufferer, and unflinching confrontation of those
30 Kingstonians go. unpalatable truths as he saw them, is ever more 30 Kingst
The music at Hope Road shows how Marley helped necessary: a cause for continued celebrations like The m
lay the foundation for the island’s enduring music these in Kingston. lay th

Vivien Goldman, The Guardian (2020)

Û

Answer the following questions in English, using your own words. Answer the
a. Give as many details as you can on the celebration that this text deals with (date, reason, place(s), a. Give as m
people present, etc.). people p
b. What can you say about Bob Marley’s house? b. What ca
- Where is it? - Where
- What happened there and when? - What h
- What was it used as and what is it now? - What w
c. What did you learn about Marley’s songs and about reggae more generally? c. What did
d. In what ways has Jamaica changed since Bob Marley’s time? d. In what w

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 Note Note
EXPRESSION
COMPRÉHENSION
ÉCRITE DE5 L’ÉCRIT
sur points sur 5 points NOM : NOM :
PRÉNOM : PRÉNOM :
Vous traiterez en anglais l’un des deux sujets suivants au choix.
Titre du document :
Répondez en 120 mots au moins.
CLASSE : CLASSE :

How a ghetto reggae star rebranded Jamaica DATE : DATE

/ :/ / /

Sujet A
Should songs always be meaningful in your opinion?
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
Sujet B at his old home at uptown Kingston’s 56 Hope Road 35 original bredren including Bongo Herman, Marcia
—now
Imagine that you havethe Bob Marley
visited museum—as
Bob Marley’s it did as awhich
home in Kingston, call is now
Griffiths and Toots
a museum. Writeof the Maytals. (…)
a review
to publish 5on to
its slave
website to explain
uprisings on what you have learned about the singer, reggae and Jamaica.
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.

Vivien Goldman, The Guardian (2020)

Û

Answer the following questions in English, using your own words.

a. Give as many details as you can on the celebration that this text deals with (date, reason, place(s),
people present, etc.).
b. What can you say about Bob Marley’s house?
- Where is it?
- What happened there and when?
- What was it used as and what is it now?
c. What did you learn about Marley’s songs and about reggae more generally?
d. In what ways has Jamaica changed since Bob Marley’s time?

110TleUnit 6
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 Durée 10 minutes
ÉPREUVE ORALE Note sur 5 points NOM : COMP
PRÉNOM :
Ce sujet d’expression orale porte sur l’axe 3 du programme : CLASSE :
Titre du
Art and power.
Il s’organise en deux parties :
DATE : / /
How a g
1. expression orale en continu ;
2. expression orale en interaction.
At 7 am
Marley
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante : at his
Which document illustrates better the topic “Art and power”? —now
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral 5 to slav
entre vous durera également un maximum de cinq minutes. Today
touris
year. B
area w
10 their lo
DOCUMENT insert
Road—
proces
the gh
“Reggae has a philosophy, you know? It’s not just 15 for the
entertainment. There’s an idea behind it, a way home
of life behind the music, which is a positive way of life, least u
which is a progressive way of life for better people.” worke
the de
20 Witne
gathe
Ziggy Marley, singer, son of Bob Marley a stra
Û

outsid
These
25 who a
Trenc
DOCUMENT of Mar
a peac
those
30 Kingst
“The greatness of a man is not in how much wealth The m
he acquires, but in his integrity and his ability to affect lay th
those around him positively.”

Answer the
Bob Marley
Û

a. Give as m
people p
b. What ca
- Where
- What h
- What w
c. What did
d. In what w

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PREPARE FOR THE TOPIC!

A TRUSTWORTHY MEDIA OUTLET?

A PILLAR OF BRITISH SOCIETY
What place does the BBC take in British society?
• The BBC is the best-known media in Britain and it
has become part of the structure of British society
itself.
[TV series: “The Hour”, BBC Û p. 90]
[Infographic: “Ofcom’s first annual report on the BBC”,
Ofcom Û p. 92]
[Article: “The BBC is a unique institution, central to our
culture”, The Guardian Û p. 93]
[Novel: “A Madness of Angels”, by Kate Griffin Û p. 93]
Is the BBC a media committed to truth?
• The BBC is fighting fake news with articles and
informational videos.
[Video report: “An introduction to different types of fake
and false information”, BBC Û p. 94]
[Article: “Fake news: What is it? And how to spot it”, BBC
Û p. 94]
• The BBC has a worldwide reputation of being a
truth teller, but some people argue it is becoming
a vehicle for the propagation of a political agenda,
making it a “noble liar”.
[Essay and book cover: “The Noble Liar”, by Robin Aitken
Û p. 95]

AUNTIE BEEB
The BBC: just another
media outlet?

NEWS ON DEMAND
What is the future of news formats?
• Young people wish to access the news differently
today, and they are keen smartphone users.
That is why the BBC is creating new ways to make
news accessible to them.
[Promotional video: “Prototyping new story formats for news”,
BBC Û p. 96]

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 CITIZENSHIP AND VIRTUAL WORLDS axe 4

Citizenship and
virtual worlds TECHNOLOGIES IN CLASSROOMS
How and why are new technologies used
in American classrooms?
• Video games, virtual reality and digital devices
can be used to motivate students and to make
them learn how to collaborate.
[Documentary: “Future Learning”, GOOD Û p. 100]
• Some American schools provide students with
tablets and computers. Big companies like Google,
Apple and Microsoft play a major role in the market
of educational devices.
[News report: “Why Google, Microsoft and Apple
are fighting for classrooms”, CNBC Û p. 102]
[Quotes: Opinions about education and technology Û p. 102]
EDTECH
How is technology
transforming
education in the USA?

PROTESTS
Is technology in education always beneficial?
• After schools in Kansas decided to use an online
learning platform, students and parents started
organising protests and sit-ins.
[Article and image: “Silicon Valley came to Kansas schools:
that started a rebellion”, The New York Times Û p. 104]

THE FUTURE OF COLLEGES

What can technologies offer to college students?
• American universities offer Massive Open Online
Courses (MOOCs) for students who want to follow
lessons online. Students should be motivated and
committed to succeeding in this path.
[Article: “What college applicants should know about
MOOCs”, US News Û p. 103]
MAKE YOUR OWN MIND MAP
Complete or transform this mind map to get ready for
the exam. Add quotes and keywords in each category.
You can also create new branches and add concepts
and documents for topic 4 that you studied in Première.

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 bac SUJET GUIDÉ

Durée
ÉPREUVE ÉCRITE 1 heure 30

L’ensemble de l’épreuve écrite porte sur l’axe 4 du programme :

Citizenship and virtual worlds.
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.

COMPRÉHENSION DE L’ORAL Note Le titre est choisi avec soin afin de faciliter
sur 5 points la compréhension des candidats.
Dans le cas présent, vous remarquerez que
« robots » est écrit avec les lettres « ro » entre
Titre du document : parenthèses. Cela n’est pas anodin.
Manipulative (ro)bots D’autre part, il est conseillé d’imaginer le
contenu du document et de faire une liste
de tous les mots que ce titre vous évoque,
prof. 69 01:43 au cours des quelques minutes qui vous
sont accordées préalablement à l’écoute (par
exemple : « social media », « to share », « fake
BBC (December 2019) news », « computer », etc.). Vous reconnaîtrez
les mots à l’oral beaucoup plus rapidement si
En rendant compte en français du document, vous montrerez que vous les avez déjà anticipés à l’écrit.
vous avez compris :
a. le thème principal du document ;
b. le contexte de diffusion du document ; Veillez à bien prendre en compte la date
de publication du document et la source.
c. l’identité des intervenants ; Utilisez votre culture générale pour vous
d. les informations et les enjeux de la technologie et des réseaux souvenir des événements marquants de
sociaux dans nos vies ; cette période (ici, décembre 2019). Rattachez
la source (ici, la BBC) à un pays spécifique,
e. les éléments implicites du document ; ou même à une orientation politique dans
f. la fonction et la portée du document (relater, informer, convaincre, certains cas.
critiquer, dénoncer, etc.). Ces éléments sont aussi souvent
indispensables pour analyser correctement
la fonction et la portée du document.

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 CITIZENSHIP AND VIRTUAL WORLDS axe 4

COMPRÉHENSION DE L’ÉCRIT Note Faites une lecture active

sur 5 points Lors de la première lecture d’un
texte, résumez l’idée principale de
chaque paragraphe en un mot ou
Titre du document 1 : deux, que vous inscrirez dans
Mark Zuckerberg said a lot of nothing la marge.
in his big speech Cette technique vous permet
de faire une lecture active, qui
va mobiliser davantage votre
attention et vous engage d’emblée
Mark Zuckerberg is on a transparency tour. Earlier this month, the dans une démarche d’analyse.
De plus, cela vous permet de vous
Facebook CEO held a livestreamed version of the social media repérer beaucoup plus rapidement
company’s normally closed employee Q&As. And on Thursday, dans le texte par la suite. En
he streamed a live talk at Georgetown University about the fonction des questions posées, il ne
5 company’s decisions not to ban outright false political ads and sera pas forcément nécessaire de
about free speech in general. (…) relire tout le texte ; il vous suffira
de vous reporter au paragraphe
On Thursday, Zuckerberg talked about the importance of free correspondant.
speech—giving people a voice—and how it brings people
together. “More people being able to share their experiences
10 and perspectives has always been necessary to build a more Les informations sur la situation
inclusive society,” he said. d’énonciation (qui parle, à qui,
où, quand) dans un article de
He said “together” 14 times in a 40-minute speech. presse comme celui-ci se trouvent
He defended Facebook’s increasingly indefensible decision souvent au tout début du texte.
Vous pouvez aussi y trouver des
to publish political ads that contain lies, saying that to do informations importantes sur le
15 otherwise would be putting too much power in the hands of thème principal et le contexte
tech company. It’s a continuation of Facebook’s “we’re a platform, culturel.
not a publisher” line.
“And while I certainly worry about an erosion of truth, I don’t
think most people want to live in a world where you can only Pourquoi pensez-vous que l’auteur
20 post things that tech companies judged to be 100 percent true,” met en relief cette phrase ? Qu’est-
Zuckerberg said on Thursday. ce que cela vous dit sur l’opinion
de l’auteur sur Mark Zuckerberg ?
“Banning political ads favors incumbents and whoever the media Et sur les intentions du CEO de
chooses to cover.” (…) Facebook ?

Overall, Zuckerberg strung a lot of words together that sounded

25 nice and were inoffensive, but they fell far short of showing that N’oubliez pas de prendre en
Facebook is willing to make the real hard decisions it would take compte la date indiquée ici. Cela
to make its platform healthy. “I believe in giving people a voice vous permet de situer dans le temps
because at the end of the day I believe in people,” he said. l’indication de la première ligne
« earlier this month » et de replacer
le document dans son contexte
historique.
Rani Molla, Vox (October 2019)
Û

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 bac SUJET GUIDÉ
Titre du document 2 :
Sacha Baron Cohen’s scathing attack on Facebook

Cette introduction contextualise

In a speech last night at the Anti-Defamation League (ADL), the actor le document et vous donne des
and comedian Sacha Baron Cohen attacked Facebook and other points de repère (type de texte,
social media platforms for enabling the proliferation of hate speech énonciateur, lieu, etc.).
and misinformation.
5 (…) I’m speaking up today because I believe that our pluralistic
Pour comprendre cette indication,
democracies are on a precipice and that the next 12 months, and the il est nécessaire de se reporter à
role of social media, could be determinant. British voters will go to la date à laquelle le discours a été
the polls while online conspiracists promote the despicable theory prononcé.
of “great replacement” that white Christians are being deliberately
10 replaced by Muslim immigrants. Americans will vote for president while
trolls and bots perpetuate the disgusting lie of a “Hispanic invasion”. L’auteur ne réexplique pas
And after years of YouTube videos calling climate change a “hoax”, the clairement ce qu’est l’Accord de
United States is on track, a year from now, to formally withdraw from Paris. Ici, il vous faut donc faire
appel à vos connaissances
the Paris accords. A sewer of bigotry and vile conspiracy theories that personnelles. D’autres informations
15 threatens democracy and our planet—this cannot possibly be what dans la phrase vous sont données
the creators of the internet had in mind. (« climate change ») qui vous
permettent de lier l’Accord de Paris
I believe it’s time for a fundamental rethink of social media and how à la question environnementale.
it spreads hate, conspiracies and lies. Last month, however, Mark
Zuckerberg of Facebook delivered a major speech that, not surprisingly,
20 warned against new laws and regulations on companies like his. Well,
some of these arguments are simply absurd. Let’s count the ways.
First, Zuckerberg tried to portray this whole issue as “choices… around
free expression”. That is ludicrous. This is not about limiting anyone’s
free speech. This is about giving people, including some of the most
25 reprehensible people on earth, the biggest platform in history to reach
a third of the planet. Freedom of speech is not freedom of reach. Sadly,
there will always be racists, misogynists and antisemites. But I think we
could all agree that we should not be giving bigots a free platform to
amplify their views.
30 Second, Zuckerberg claimed that new limits on what’s posted on social
media would be to “pull back on free expression”. This is utter nonsense.
The first amendment says that “Congress shall make no law” abridging
freedom of speech, however, this does not apply to private businesses
like Facebook. We’re not asking these companies to determine the
35 boundaries of free speech across society. We just want them to be
responsible on their platforms. (…)
It’s time to finally call these companies what they really are—the
largest publishers in history. And here’s an idea for them: abide by basic
standards and practices just like newspapers, magazines and TV news
40 do every day. (…)
Take the issue of political ads. Fortunately, Twitter finally banned them,
and Google is making changes, too. But if you pay them, Facebook will
run any “political” ad you want, even if it’s a lie.

Sacha Baron Cohen, Anti-Defamation League (November 2019)

Û

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 CITIZENSHIP AND VIRTUAL WORLDS axe 4

Answer the following questions in English, using your own words.

Lorsque l’on vous demande de
Text 1 comparer les points de vue de
deux personnes, pensez à surligner
a. What is the main topic of the document? les mots de chaque personne
b. Present the author’s and Zuckerberg’s points of view. d’une couleur différente dans
le texte. Ici, le surlignage des
Do they agree with each other? citations de Mark Zuckerberg (qui
sont toutes entre guillemets dans
Text 2 le document) vous permettra de
c. What is Sacha Baron Cohen’s point of view concerning Facebook? visualiser clairement ce qui relève
Find three elements to present it. de son point de vue, et ainsi de le
distinguer aisément de celui de la
d. Explain the following quote. journaliste Rani Molla.
“We’re not asking these companies to determine the boundaries of free speech
across society. We just want them to be responsible on their platforms.”

Texts 1 and 2
e. Compare the two articles. Find similarities and differences.
Quote the texts to justify your answer.

CEO of Facebook Mark Zuckerberg (left) and Actor Sacha Baron Cohen (right).
Û

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 bac SUJET GUIDÉ

EXPRESSION ÉCRITE Note Faites un brainstorming

sur 5 points
Après avoir choisi un sujet, jetez vos idées au
brouillon dans l’ordre où elles vous viennent
Vous traiterez en anglais l’un des deux sujets suivants au choix. à l’esprit, puis classez-les en regroupant
Répondez en 120 mots au moins. celles qui vont ensemble. Ensuite, créez le
plan de votre production.

Sujet A Rédiger un article

You are a journalist who specialises in online technology.
Write an article to give advice to internet users on how to avoid
manipulation online.
Sujet B
In your opinion, do social media help or threaten civil rights?
Present your arguments in an organised way.
Ce sujet impose de rédiger un article. Il ne
s’agit pas d’une dissertation, ni d’un mail. Un
article comporte certaines conventions qu’il
importe de respecter :
- choix d’un titre, généralement court, clair
et attrayant, et éventuellement d’un sous-
titre ;
- la mention du nom du / de la journaliste
et de la date de publication.
Observez bien le document 1 de l’épreuve
de compréhension de l’écrit, qui peut vous
servir de modèle.
Pour plus de conseils, voir « Rédiger un
article » p. 260 de votre manuel.

Exposer son point de vue

Dans ce cas, il vous sera demandé d’exposer
un point de vue étayé et de l’illustrer de
quelques exemples.
Essayez d’imaginer quels seraient les
avantages et les inconvénients avant de
vous lancer dans la rédaction. Il est important
de ne pas rédiger la réponse d’un trait mais
de bien prendre le temps de dresser la
liste des arguments pour / contre afin de
produire une réponse argumentée.
Surtout, ne commencez pas par « yes / no ».
Il est recommandé d’avancer au moins deux
arguments pour défendre votre point de
vue.
Pour plus de conseils, voir « Rédiger un texte
argumentatif » p. 262 de votre manuel.

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 CITIZENSHIP AND VIRTUAL WORLDS axe 4

ÉPREUVE ORALE Durée 10 minutes

Note sur 5 points
Utilisez votre expérience personnelle
Différenciez-vous des autres candidats
Ce sujet d’expression orale porte sur l’axe 4 du programme : sur ce sujet en faisant appel à votre propre
Citizenship and virtual worlds. expérience du numérique : citez des
Il s’organise en deux parties : exemples précis de réseaux sociaux, de
personnes ou de faits qui ont marqué
1. expression orale en continu ; l’actualité.
2. expression orale en interaction.

Enrichissez votre lexique

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.
Préparez, au cours de l’année, une liste
de synonymes de l’intitulé de chaque
axe (ou d’expressions quasi équivalentes)
qui pourront être utilisés au cours de votre
exposé pour éviter la répétition monotone
de « virtual worlds ». Pensez par exemple à
« social media », « social networks », « digital
sphere », etc.

DOCUMENT A

Elections: Do social media ads work, are they fair?, BBC News (2019)
Û

DOCUMENT B

Parler d’une citation

“With Facebook, more than
2 billion people now have a
greater opportunity to express
themselves and help others.”
Prenez le temps de bien lire la citation
pour être certain(e) de bien la comprendre.
Ce qui compte, c’est votre capacité à
expliciter votre choix de manière pertinente,
en vous appuyant sur vos connaissances.
Remémorez-vous ce que vous avez
étudié en cours en lien avec l’axe et les
problématiques abordées.

Mark Zuckerberg,
Û

speech at Georgetown University (2019)

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 Évaluation de type bac

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?

prof. 141 01:25

Ofcom (2019)

Rendez compte en français du document, en montrant que vous avez compris :

a. le thème de l’enregistrement ;
b. à qui s’adresse le document ;
c. l’identité des personnes entendues ;
d. les différents points de vue ;
e. la fonction et la portée du document (relater, informer, convaincre...).

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 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 points NOM : COMP
PRÉNOM :

Titre du document : CLASSE :

Titre du
Younger viewers now watch Netflix more than the BBC, DATE : / /
Younge
says corporation says co

Broadcaster fears being ‘overtaken by competitors’ as technology firms increasingly dominate on-demand viewing Broad

The BBC is facing a crisis over its youth audience 30 to Netflix and only 29 % to the BBC iPlayer. Children The B
after admitting that young people are spending more aged 5 to 15 spend more time each week online after a
time watching Netflix than all of its BBC TV services (15 hours and 18 minutes on average) than they do time w
each week, and listening to more music on streaming watching TV (14 hours). The average weekly reach each w
5 services such as Spotify than BBC radio stations. of CBBC, once a dominant player in children’s TV, 5 servic
35 among six- to 12-year-olds has fallen dramatically,
The corporation has traditionally dominated the UK The c
from close to 40 % in 2011 to less than 25 % last year.
TV and radio landscape but is having to reinvent the TV an
way it connects with media-savvy young audiences “This generation of children embody the digital way it
who are turning increasingly to digital services— transformation”, said the BBC. “They are the who a
10 mostly provided by US tech companies such as audience group that are changing fastest. Although 10 mostl
YouTube, Apple and Netflix—for entertainment and 40 TV continues to be the main platform for children’s YouTu
news. viewing, what they consider to be ‘TV’ and how they news.
access this is rapidly evolving.”
The BBC said it had found that 16- to 24-year-olds The B
spend more time with Netflix in a week than with Hall also said a key focus would be tackling fake news. spend
15 all of BBC TV including the BBC iPlayer, despite the “This year, we won’t just talk about the challenges 15 all of B
latter’s relative popularity with younger viewers. 45 and distortions of fake news: this year we’ll take them latter’s
on directly”, he said. “We’re going to fight—publicly
“The global media landscape is going to be dominated “The g
and globally—for news that people can trust and
by four, perhaps five, businesses on the west coast by fou
rely on.” He said fake news ate away at trust in the
of America in the years to come”, said the director of Am
media—including the BBC—and blurred the lines
20 general, Tony Hall, in a speech on the BBC’s priorities 20 genera
50 between reality and so-called “alternative facts”. At
over the next year. “Companies with extraordinary over t
a grassroots level, the BBC said it was launching a
technical, financial and creative firepower. Does techn
national training programme in schools to help young
music streaming spell mortal danger to radio? Can music
people to “identify real news and filter out fake or
iPlayer keep pace with a rapidly growing Netflix?” iPlaye
false information”.
25 The BBC said it was the very youngest age groups 25 The B
55 “It seems only a few short years ago that the BBC,
that the corporation was at most risk of losing touch that th
ITV and Sky were thought of as the titans of British
with. 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?” It fou
Google-owned YouTube for on-demand content, half Googl

Mark Sweney, The Guardian (2018)

Û

Answer the following questions in English, using your own words. Answer the
a. After reading the text, what can you say about: a. After rea
- the main topic of the text? - the ma
- the media landscape in the UK before on-demand viewing? - the me
- the media landscape in the UK nowadays? - the me
b. How has the BBC decided to tackle fake news? Why? b. How has
c. Comment on the following quote and explain the journalist’s feeling about this: c. Commen
“The global media landscape is going to be dominated by four, perhaps five businesses “The glo
on the west coast of America in the years to come”. on the w

130 Unit 7 Blockbuster Tle130 Unit 7

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 Note Note
EXPRESSION
COMPRÉHENSION
ÉCRITE DE5 L’ÉCRIT
sur points sur 5 points NOM : NOM :
PRÉNOM : PRÉNOM :
Vous traiterez en anglais l’un des deux sujets suivants au choix.
Titre du document :
Répondez en 120 mots au moins.
CLASSE : CLASSE :

Younger viewers now watch Netflix more than the BBC,

DATE : DATE
/ :/ / /

Sujet A says corporation

The BBC wants to improve its ratings with younger audiences. It asks young English people to share how they use
media outletsBroadcaster
and what they would
fears like
being to see more
‘overtaken on regular TV.
by competitors’ You decide firms
as technology to give your opinion.
increasingly Send an
dominate email
on-demand viewing
to the BBC:
- explain whatThe
you BBC
watch,
is on which
facing platforms
a crisis overand
its why;
youth audience 30 to Netflix and only 29 % to the BBC iPlayer. Children
aftertraditional
- talk about what admittingplatforms
that young likepeople are could
the BBC spending
do tomore aged
interest you 5 to
in its 15 spend more time each week online
programmes.
time watching Netflix than all of its BBC TV services (15 hours and 18 minutes on average) than they do
Sujet B 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,
Do you think the BBC and similar media outlets will disappear with traditional TV programmes? Why (not)?
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

Mark Sweney, The Guardian (2018)

Û

Answer the following questions in English, using your own words.

a. After reading the text, what can you say about:
- the main topic of the text?
- the media landscape in the UK before on-demand viewing?
- the media landscape in the UK nowadays?
b. How has the BBC decided to tackle fake news? Why?
c. Comment on the following quote and explain the journalist’s feeling about this:
“The global media landscape is going to be dominated by four, perhaps five businesses
on the west coast of America in the years to come”.

130TleUnit 7
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 Durée 10 minutes
ÉPREUVE ORALE Note sur 5 points NOM : COMP
PRÉNOM :
Ce sujet d’expression orale porte sur l’axe 4 du programme : CLASSE :
Titre du
Citizenship and virtual worlds.
Il s’organise en deux parties :
DATE : / /
Younge
1. expression orale en continu ; says co
2. expression orale en interaction.
Broad
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”?
The B
after a
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange time w
oral entre vous durera également un maximum de cinq minutes. each w
5 servic
The c
TV an
way it
DOCUMENT
who a
10 mostl
YouTu
news.
The B
spend
15 all of B
latter’s
“The g
by fou
of Am
20 genera
over t
techn
music
iPlaye
Advertising campaign for the BBC, Creative Criminals (2011)
Û

25 The B
that th
with.

DOCUMENT It fou
Googl

“In the world of apps and social media, it is impossible to

avoid spoilers. I once got a notification from the BBC News
app saying that a character in a show I was watching had just Answer the
died! I thought that news notifications are supposed to be for
natural disasters, not for just ruining my afternoon.” a. After rea
- the ma
- the me
- the me
Online quote of Dan Howell, English YouTuber and presenter born in 1991 b. How has
Û

c. Commen
“The glo
on the w

132 Unit 7 Blockbuster Tle 130 Unit 7

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 Évaluation de type bac

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

prof. 142 02:18

wbur (2019)

Rendez compte en français du document, en montrant que vous avez compris :

a. la nature du document et son thème ;
b. qui sont les interlocuteurs ;
c. quelles sont les questions abordées ;
d. quel est le but de cette émission ;
e. le message principal.

88 I Reproduction autorisée © EMDL, 2020 I Blockbuster Tle

 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 points NOM : COMP
PRÉNOM :

Titre du document : CLASSE :

Titre du
School apps track students from classroom DATE : / /
School
to bathroom, and parents are struggling to keep up to bath

A digital hall-pass app that tracks bathroom trips is the latest school software to raise privacy concerns A digi

When Christian Chase wants to take a bathroom It is common for families to take precautions outside When
break at his high school, he can’t just raise his hand. of school, enforcing screen time rules at home and break
40 limiting what photos they post of their children on
Instead, the 17-year-old senior makes a special Instea
social media. But controlling what happens at school
request on his school-issued Chromebook computer. reque
is harder, in part because districts are not required
5 A teacher approves it pending any red flags in the 5 A teac
to inform parents of every type of software students
system, such as another student he should avoid out system
use. (…)
in the hall at the same time, then logs him back in on in the
his return. If he were out of class for more than a set 45 Advocates for using these types of software say they his ret
amount of time, the application would summon an can revolutionize education, helping students gain amou
10 administrator to check on him. valuable skills to prepare them for college and then 10 admin
the workplace. Research on the technology is still in
Heritage High School in Loudoun County, Va., Herita
the early stages.
introduced the software, called e-Hallpass, in introd
September as a way to track trips to the bathroom, 50 Parents also have rights under the Protection of Pupil Septe
the nurse’s office, the Principal or other places Rights Amendment, which requires schools to get the n
15 on campus. It collects the data for each student’s parental permission for any federally funded student 15 on ca
comings and goings so approved administrators can survey or sensitive topic evaluations, such as religion, comin
see pass histories or look for patterns. political views or income. But for the most part, see pa
55 schools are not legally obligated to get permission
“I just think it’s a violation of our privacy, and I don’t “I just
from parents to use specific software in classrooms,
think it’s something that needs to be in place. I would think i
or to let students opt out.
20 understand if it was something for specific people 20 under
or even underclassmen,” said Chase, who started Privacy attorney Brad Shear has two elementary- or eve
an online petition on Change.org to remove the age kids in the Montgomery County schools. an on
technology he calls invasive. 60 He has been vocal about parental privacy rights techn
and successfully lobbied the district to adopt an
As technology becomes more pervasive in schools, As tec
annual “data deletion week.” Now, the school purges
25 parents and students are getting a lesson in data 25 paren
any unnecessary data about students from tools
privacy. Every year, they face the overwhelming task privac
like Google’s education suite, keeping essential
of sorting through the benefits, drawbacks and privacy of sort
65 information such as grades.
implications of each piece of educational software. implic
Families have to decide if they are comfortable with However, if the district does decide to test e-Hallpass Famili
30 how information is being collected and used and in more schools, Shear and other parents are ready 30 how i
whether they want to—or even can—opt their kids to mobilize against it. wheth
out. 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 Hund
used at schools across the country to do everything I will make sure that I get the PTA involved,” Shear used a
35 from track homework to modify behavior. They can said. “This is bathroom big brother.” 35 from t
collect data about intelligence, disciplinary issues, PTA = Parent Teacher Association collec
personalities and schedules. perso

Heather Kelly, The Washington Post (2019)

Û

Answer the following questions in English, using your own words. Answer the
a. Describe the situation: type of document, people, place and time. a. Describe
b. What is Christian Chase explaining? b. What is
c. How does e-Hallpass work? What does it collect? c. How doe
d. What’s the parents’ reaction? d. What’s t

144 Unit 8 Blockbuster Tle 144 Unit 8

Blockbuster Tle I Reproduction autorisée © EMDL, 2020 I 89
 Note Note
EXPRESSION
COMPRÉHENSION
ÉCRITE DE
sur 5L’ÉCRIT
points sur 5 points NOM : NOM :
PRÉNOM :PRÉNOM :
Vous traiterez en anglais l’un des deux sujets suivants au choix.
Titre du document :
Répondez en 120 mots au moins.
CLASSE : CLASSE :

School apps track students from classroom DATE : DATE

/ : / / /

Sujet A to bathroom, and parents are struggling to keep up

Would you choose to attend a tech-free high school? Why (not)?
A digital hall-pass app that tracks bathroom trips is the latest school software to raise privacy concerns
Sujet B
You’re a student
When in an AmericanChase
Christian high school
wants and a lot aofbathroom
to take classes use manyIt isconnected
common fordevices; some
families classes
to take precautions outside
are online andbreak
you have to use some software chosen by the school.
at his high school, he can’t just raise his hand. of school, enforcing screen time rules at home and
Decide whether you consider this to be useful or not and write a letter40 tolimiting
the Principal to give your
what photos they opinion
post of their children on
Instead,
about technology beingthe 17-year-old
used at school. 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.

Heather Kelly, The Washington Post (2019)

Û

Answer the following questions in English, using your own words.

a. Describe the situation: type of document, people, place and time.
b. What is Christian Chase explaining?
c. How does e-Hallpass work? What does it collect?
d. What’s the parents’ reaction?

144TleUnit 8
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90 I Reproduction autorisée © EMDL, 2020 I Blockbuster Tle
 Durée 10 minutes
ÉPREUVE ORALE Note sur 5 points NOM : COMP
PRÉNOM :
Ce sujet d’expression orale porte sur l’axe 4 du programme : CLASSE :
Titre du
Citizenship and virtual worlds.
Il s’organise en deux parties :
DATE : / /
School
1. expression orale en continu ; to bath
2. expression orale en interaction.
A digi
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”? When
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange break
oral entre vous durera également un maximum de cinq minutes.
Instea
reque
5 A teac
system
in the
DOCUMENT his ret
amou
10 admin
Herita
introd
Septe
the n
15 on ca
comin
see pa
“I just
think i
20 under
or eve
an on
techn
Primary school children using virtual reality to learn (2018) As tec
Û

25 paren
privac
of sort
implic
DOCUMENT Famili
30 how i
wheth
out.

Too much Hund

used a
information 35 from t
collec
perso

Answer the
a. Describe
Too much information, Nick Sheperd (2019)
b. What is
Û

c. How doe
d. What’s t

146 Unit 8 Blockbuster Tle 144 Unit 8

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PREPARE FOR THE TOPIC!

HISTORY
LANGUAGE AND LITERATURE
What is the history of Vikings in Great
Britain?
• Vikings reached Britain with their sailing
ships to conquer territories and brought
with them their language and their culture.
[Video: “A brief history of the Viking Age”, VC3
Productions Û p. 118]
[Map: Great Britain at the end of the 9th century,
by Dan Zalezsky Û p. 118]
• Many films and TV series talk about their
raids and invasions of the British territory.
They are portrayed as brave warriors and
soldiers.
[TV series: “Vikings” Û p. 116]
How can Nordic mythology, language and legends
come alive in modern books?
• Writer and professor J. R. R. Tolkien preferred to
teach Nordic sagas instead of Shakespeare at
Oxford and he found inspiration for “The Lord
of the Rings” in Nordic mythology.
[Film poster: “The Hobbit: The Desolation of Smaug” Û p. 119]
[Essay: “Song of the Vikings”, by Nancy Marie Brown Û p. 119]
• “Beowulf” is an Anglo-Saxon epic poem. It is so
influential that it has been translated many
times into modern English and has also become
a comic book.
[Comic book: “Beowulf”, by Ryall and Rodríguez Û p. 120]
[Poem: “Beowulf”, translated by R. M. Liuzza Û p. 121]

A NORSE LAND?
How is Norse culture
retold in Britain today?

VIDEO GAMES

How do video games represent the Viking

Age?
• This period has inspired video games
creators who sometimes have chosen to
remain faithful to history, or sometimes
have taken a more creative approach by
including magic and legends.
[Image: Video game “Total War Saga: Thrones of
Britannia” Û p. 122] ORIGINS
[Review: “Gameplay impressions from a land
of ancient rivalries”, Polygon Û p. 122] What is the origin of the Gothic genre?
• This literary genre dates back to 19th-century
Britain, but then it spread all over the world.
[Documentary: “The Gothic”, The British Library Û p. 134]

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 FICTIONS AND REALITIES axe 5

Fictions and
realities THE DREAM FACTORY
How does Hollywood portray success and ambition?
• Hollywood has always portrayed characters who struggle with
their everyday life. Nonetheless they are bold, ambitious,
beautiful and they manage to get the success they have been
working to achieve.
[Film: “The Great Gatsby”, by Baz Luhrmann Û p. 126]
[Film posters: “Modern Times”, “El Dorado”, “New York, New York” Û p. 128]
[Podcast: “Hollywood dreams of wealth, youth and beauty”, NPR Û p. 128]

…AND ACTION! A BROKEN DREAM

How does the film Is there a dark side to the

industry in the USA depict
the American Dream?
American Dream?
• Many characters follow the
American Dream and want to
succeed, but sometimes there
is no happy ending.
[The novel and the film “The Pursuit
of Happyness” Û p. 129]
[Film poster and review: “The Florida Project” Û p. 130]

CANADIAN GOTHIC
How has the Gothic genre
been reinvented in Canada?

CANADIAN WRITERS
SOUTHERN ONTARIO GOTHIC
What are the main features of the
Southern Ontario Gothic genre?
• The fear of the ordinary,
the resurfacing of repressed
memories and the history of
Canada become elements to
reinvent the Gothic genre.
[Book covers: “Friend of my Youth”,
by Alice Munro and “The Cornish
Trilogy”, by Robertson Davies Û p. 136]
[Audio interview: “Southern Ontario
Gothic”, The Agenda with Steve Paikin
Û p. 136]
What is specific to some Canadian writers who are inspired by the
Gothic genre?
• Alice Munro makes the ordinary look scary. In her stories she shows
how simple situations can become frightening.
[Short story: “Runaway”, by Alice Munro Û p. 137]
• In “Alias Grace”, Margaret Atwood writes about a story based on fact
where crime, nightmares and mystery leave us breathless.
[Essay: “Margaret Atwood: twenty-five years of Gothic tales”, The Criterion Û p. 138]
MAKE YOUR OWN MIND MAP
Complete or transform this mind map to get ready for
the exam. Add quotes and keywords in each category.
You can also create new branches and add concepts
and documents for topic 5 that you studied in Première.

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 bac SUJET GUIDÉ

Durée
ÉPREUVE ÉCRITE  1 heure 30

L’ensemble de l’épreuve écrite porte sur l’axe 5 du programme :

Fictions and realities.
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 ; La langue de rédaction
• traiter le sujet de compréhension de l’écrit en anglais ; Ne vous trompez pas ! Rédigez le compte
rendu de la CO en français, traitez les sujets
• traiter le sujet d’expression écrite en anglais. de CE et d’EE en anglais.

COMPRÉHENSION DE L’ORAL Note Prendre des notes

sur 5 points
Vous avez plusieurs options pour prendre
des notes :
Titre du document : - la méthode linéaire, à savoir noter en vrac
tout ce que vous comprenez ;
The legend of Davy Crockett - la carte mentale ou une grille pour répondre
aux questions suivantes : Qui a fait quoi ?
Où ? Quand ? Comment ? Pourquoi ?
prof. 89 02:04 Il est sans doute plus simple de noter les
informations en anglais, telles que vous les
Stuff You Should Know (2013) entendez, mais rien ne vous interdit d’opter
pour le français ou de mélanger les deux
langues.
Rendez compte du document en français. Pour plus de conseils, voir la section
« Compréhension de l’oral » p. 254 de votre
manuel.

Les critères d’évaluation

Ce sujet n’est pas guidé : on vous demande
tout simplement de rédiger un compte rendu.
Pensez aux critères d’évaluation qui vous
indiquent les éléments que vous ne devez
pas oublier (l’identification de la situation
d’énonciation, des réseaux de sens et de la
situation d’énonciation).
Pour plus de conseils, voir « Les critères
d’évaluation de la compréhension » p. 256
de votre manuel.

94 I Reproduction autorisée © EMDL, 2020 I Blockbuster Tle

 FICTIONS AND REALITIES axe 5

COMPRÉHENSION DE L’ÉCRIT Note Utilisez une stratégie de lecture

sur 5 points
Il existe plusieurs stratégies de
lecture. En voici une qui fonctionne
souvent bien : lisez d’abord le titre,
Titre du document : le sous-titre, la source et la date,
Jesse James: How the myths became legend puis lisez les questions qui vous
sont posées. Ensuite, crayon en
main, faites une lecture soigneuse
du texte lui-même en soulignant
The great Irish wit and playwright, Oscar Wilde, was in the area, on the ce qui vous semble être les
Missouri leg of his famous tour of America. In a letter to an English phrases ou idées importantes.
friend, Wilde wrote about what he saw in the days following Jesse
James’s assassination.
Cet article comprend de
5 In a prescient observation that has since become famous, Wilde said nombreux noms de personnes,
that Americans “are certainly great hero worshippers, and always contemporaines ou bien
take their heroes from the criminal classes.” The Irish wit phrased his disparues. Une astuce pour aider
aphorism with perfect art to sound at first hearing glib and viciously à la compréhension consiste à
dessiner au brouillon de petits
clever. But its cleverness disguises an insight worth pondering. personnages, à côté desquels
10 The Legend of Jesse James Grows on note en mots clés ce qu’on
sait d’eux (leur fonction ou métier
Jesse James’s death was front-page news in “The New York Sun” and par exemple). Puis on relie ces
“The New York Times”. Most everywhere, the spin put on the story personnages entre eux par des
by the newspapers was that a family man, a man of admirable parts, flèches ou des traits qui peuvent
aussi être annotés. C’est un
who happened to be a bandit, had been shot by a base coward and principe proche de la carte
15 member of his own gang. mentale, mais centré sur les
relations entre personnes.
But newspaper stories are ephemeral and quickly forgotten, even
when [they] appear in major newspapers. The first solid sign that
James’s fame would endure was the emergence of “The Ballad of
Vous pouvez créer une timeline
Jesse James,” soon after his death. sur « The Ballad of Jesse James »
20 The “Ballad” was one of America’s great hymns and was handed down au brouillon. Cela vous donnera
des repères temporels.
in various forms by anonymous folk artists who sang the version they
knew for family and friends in places like the Ozarks and elsewhere
in rural Missouri where James’s memory was held dear.
James’s biographer William A. Settle, Jr. believed that no printed copy
25 of the “Ballad” existed before 1900. In the 1920’s, the great folksinger
Bascom Lamar Lunsford, the “Minstrel of the Appalachians,” made
the first known recording. About the same time poet Carl Sandburg
included it in his anthology, “The American Songbag”, and referred
to James as “the great American bandit.”
30 “The Ballad of Jesse James” sums up his legend in a few memorable
stanzas and a refrain, but then that’s precisely what ballads do,
whether their subject is Davy Crockett or John Henry.
The “Ballad” makes James invincible: “There never was a man with the
law in his hand, / That could take Jesse James alive.” It also describes
35 him as coming “from a solitary race,” which makes him very different
from the rest of us, a superhero with no peers, not unlike modern-day
superheroes such as Spider-Man.
The “Ballad” has never gone out of style. Legendary folksingers
like Woody Guthrie and Pete Seeger sang it regularly in public
40 appearances in the mid-20th century. When Seeger composed “The

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 bac SUJET GUIDÉ

Ballad of Jesus Christ,” he sang it to the same tune as “The Ballad

of Jesse James,” implying James had been a martyred hero. More
recently, Van Morrison recorded it and Bruce Springsteen recorded
it in his 2006 album, “We Shall Overcome: The Seeger Sessions”.
45 Why does James’s legend survive? Why is the ballad sung anew by
generation after generation of popular singers? I think the answer is
simple. For the explanation we can turn to one true believer, the St.
Louis-newspaperman with the unforgettable name Robertus Love.
In 1926, Love published a biography of his hero, “The Rise and Fall
50 of Jesse James.” Love declared outright that he believed the legend,
Le compte rendu libre
specifically the Robin Hood part of the legend.
Ce sujet de compréhension ne
Why? Because, wrote Love, “There was pathos in it, there was vous pose aucune question et
chivalric sentiment, there was simple human tenderness… [and] there vous laisse libre d’organiser votre
compte rendu de lecture à votre
was humor.” In short, Love believed it because it was beautiful, and guise. Appliquez les méthodes
55 he wanted to believe about James what was beautiful and poetic. déjà connues pour le compte
Today we continue to believe the legend—and sing the “Ballad”— rendu de compréhension de l’oral :
- définissez qui parle, la nature du
because they say what we want to believe about America’s favorite document et sa visée ;
bandit. We accept the legend because it helps us overlook James’s - énoncez la thématique ;
bad side and makes it easy to love him. - suivez un plan ordonné et utilisez
les connecteurs logiques ;
- rédigez une conclusion où vous
pouvez donner votre avis sur le
Stephen Goode, The Baltimore Post Examiner (2014)
Û

texte lu.
Pour plus de conseils, voir la section
Write a report in English, stating what you understand about this text. « Compréhension de l’écrit » p. 255
de votre manuel.

EXPRESSION ÉCRITE Note

sur 5 points
Argumentez vos opinions
Vous traiterez en anglais l’un des deux sujets suivants au choix. Ces deux sujets vous demandent
Répondez en 120 mots au moins. de réagir à des affirmations :
d’accord ou pas d’accord ? Bien
sûr, il n’y a pas une bonne
réponse et une mauvaise ; vous
Sujet A êtes libre de développer la réflexion
Some American citizens are interviewed about an artistic project: que vous voulez, à condition que
what American personality should be chosen as a model for a statue vous donniez des arguments,
representing “the true American”? Two people give their point of view. des exemples et que votre texte
Which do you agree with more, and why? Present your opinion. soit organisé. Mais soyez tout
de même attentif(ive) à l’identité
de la personne qui est citée, car
“I think President George selon qu’il s’agit d’anonymes ou
“We should choose an
Washington should definitely de spécialistes, les affirmations
anonymous figure, like Uncle
be chosen, as a symbol of our peuvent être plus ou moins
Sam.” (John)
republic.” (Emily) bien informées. Dans le sujet A,
Norman Davies est présenté
comme un historien professionnel,
Sujet B donc on peut supposer qu’il sait
British historian Norman Davies once wrote: “It’s the historian’s job vraiment de quoi il parle. Cela doit
vous rendre un peu modeste dans
not to ridicule the myths, but to show the difference between myth votre réaction !
and reality.” Do you agree with this statement? Present your opinion.

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 FICTIONS AND REALITIES axe 5

L’expression orale en interaction

ÉPREUVE ORALE Durée 10 minutes
Note sur 5 points
Lors de l’entretien, on pourra vous
demander d’approfondir ou de
compléter vos propos ; profitez-en pour
Ce sujet d’expression orale porte sur l’axe 5 du programme : optimiser votre prestation !
Fictions and realities. L’entretien pourra aussi porter sur
Il s’organise en deux parties : le travail réalisé en cours sur l’axe
1. expression orale en continu ; choisi : tirez parti de vos connaissances
culturelles.
2. expression orale en interaction. Pour plus de conseils, voir la section
« Expression orale » pp. 264-265 de
votre manuel.
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”? Les critères d’évaluation
À l’issue de votre présentation, l’examinateur(trice) vous posera de Dans chaque partie de l’épreuve orale,
nouvelles questions. Cette étape d’échange oral entre vous durera l’examinateur(trice) évaluera la qualité
également un maximum de cinq minutes. du contenu de votre discours et la
correction et la richesse de la langue
dans laquelle vous vous exprimez.

DOCUMENT A

 d for the video game “Hard West”, where history and supernatural
A
Û

elements are mixed together, CreativeForge Games (2015)

DOCUMENT B
Dans un commentaire d’image, il
est souvent intéressant de faire des
allers-retours entre ce qu’on décrit
et ce qu’on analyse, en allant du plus
général au plus détaillé. Par exemple,
pour le dessin, on peut commencer
par décrire la situation de dialogue
et les différences physiques et
vestimentaires entre les deux hommes,
afin de commenter d’abord l’écart entre
la fiction et la réalité dans ce contexte
typiquement américain. Puis on peut
revenir vers le dessin de manière
plus détaillée, par exemple en notant
le regard interloqué de l’homme de
gauche, ce qui mène à de nouveaux
commentaires sur la vision qu’ont les
Amérindiens de cette situation.

Cartoon by Branch (1995)

Û

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 Évaluation de type bac

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)

Rendez compte en français du document, en montrant que vous avez compris :

a. le thème principal ;
b. les interlocuteurs ;
c. les liens entre le thème principal et la situation d’aujourd’hui ;
d. la fonction et la portée du document (relater, informer, convaincre, critiquer, dénoncer, etc).

Blockbuster Tle Unit 9 159

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 NOM : COMP
PRÉNOM :

Titre du document : CLASSE :

Titre du
Writer Michael Hirst explores “Vikings” video game DATE : / /
Writer M

Michael Hirst knows how to make history remarkable things for a Dark Age people. We’re Micha
entertaining. His TV series “Vikings” destroys many 35 talking about the 8th, 9th and 10th centuries, so a entert
of the myths about the conquerors who built sturdy long time ago. No one else at the time could have of the
ships and guided them to new lands in honor of done anything remotely similar to what they did. ships
5 their gods. The show, which was one of the most 5 their g
expensive undertakings for History Channel and Why do you think the Vikings have been so expen
one of the rare non-reality series on the network, misunderstood? one o
blends the legendary tales of Norse ruler Ragnar 40 The Vikings are always considered to be the maniacs, blend
Lothbrok and Norse nobleman Rollo with real Viking the uncultured, the pagans who came in and pillaged. Lothb
10 history and an entertaining story that spans many We had that impression because their history was 10 histor
decades. written by Christian monks. In fact, they were decad
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 What
Vikings to life through this TV series? the Saxons or the Francs at the time. What I’m trying Viking
Bringing the Vikings to life is something that I wanted to do with the show is, to some extent, to redeem Bringi
15 to do for a very long time and so it’s an exquisite their reputation, to show that we’ve been living with 15 to do
agony. It’s wonderful because I’m working with a lot clichés for too long. The Viking men loved their agony
of extremely talented people who build these sets, 50 wives and parents loved their children, and they were of ext
and make these costumes and create this world, people. So there’s a lot of work for the show to do and m
who make my words come real. It’s a sort of agony besides being a very entertaining show. who m
20 because of the effort of writing all the episodes, but 20 becau
it’s been the best thing I’ve ever been involved with We’ve seen lots of TV shows have video games it’s be
personally as a writer. (…) based on them. What would the “Vikings” video perso
55 game be?
What do you think it is about the Vikings that has Up to this point, lots of computer games seem to What
stood the test of time? feature Viking-like people and they’re, as I say, always stood
25 We’re interested in the Vikings because they left a the outsiders. They’re always the bad guys. They’re 25 We’re
huge residue, not just across Europe, but also across always the people who come in and wreak havoc and huge r
the world. (…) I grew up near York in the north of 60 kill people without mercy. I personally love the pagan the w
England which is a Viking town. At one stage, the gods. From a righteous point of view, they’re gold Engla
Vikings ran just about the whole of central England. dust because they’re weird and quirky and wonderful. Viking
30 It was called the Dane Law and as the word suggests, Many of the Viking gods are much older than the 30 It was
they gave us some of our laws. They gave us a lot Christian God. So I would like a “Vikings” game really they g
of our language. They gave us a lot of expressions. 65 to be about the relationship between human beings of our
So we’re interested in them because they did such and gods. So we

John Gaudiosi, Chicago Tribune (2014)

Û

Answer the following questions in English, using your own words. Answer the
a. After reading the text, what did you learn about Michael Hirst? a. After rea
b. What is the common opinion about Vikings? b. What is
c. How does Michael Hirst view the Vikings? c. How doe
d. What does he want to do with his TV show? d. What do
e. Did the Vikings have an impact on British culture? e. Did the V

160 Unit 9
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 Note Note
EXPRESSION
COMPRÉHENSION
ÉCRITE DE5L’ÉCRIT
sur points sur 5 points NOM : NOM :
PRÉNOM :PRÉNOM :
Vous traiterez en anglais l’un des deux sujets suivants au choix.
Titre du document :
Répondez en 120 mots au moins.
CLASSE : CLASSE :

Writer Michael Hirst explores “Vikings” video game DATE : DATE

/ : / / /

Sujet A
On a blog, you read different reactions from people who have just read the interview of Michael Hirst.
Which one doMichael
you agreeHirst knows
most with? Why?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
Rose: “I don’t watch Vikings but I just read Michael Hirst’s interview. I didn’t know that Vikings were a more complex
of the myths about the conquerors who built sturdy long time ago. No one else at the time could have
people than we think. I think it’s great that a TV show is trying to be both entertaining and accurate. It’s ambitious!
ships and guided them to new lands in honor of done anything remotely similar to what they did.
I’m gonna start watching the show!”
5 their gods. The show, which was one of the most
Callum: “I don’t like it when
expensive TV becomesfor
undertakings tooHistory
brainy. It’s fictional!and
Channel How do Why
you tell
dowhat’s
you true andthe
think what’s fictional?
Vikings have been so
Anyway, it’s allone
theofsame to Vikings, they don’t exist anymore.
the rare non-reality series on the network, A TV show should focus
misunderstood? on being entertaining,
not teaching us things.”
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.
Sujet B 10 history and an entertaining story that spans many We had that impression because their history was
Write the opening speech of a new exhibition on Vikings, created to showwritten
decades. by Christian
that Vikings were moremonks.
complex In fact, they were
than the traditional violent and barbaric image we have of them. 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.

John Gaudiosi, Chicago Tribune (2014)

Û

Answer the following questions in English, using your own words.

a. After reading the text, what did you learn about Michael Hirst?
b. What is the common opinion about Vikings?
c. How does Michael Hirst view the Vikings?
d. What does he want to do with his TV show?
e. Did the Vikings have an impact on British culture?

160TleUnit 9
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 Durée 10 minutes
ÉPREUVE ORALE Note sur 5 points NOM : COMP
PRÉNOM :
Ce sujet d’expression orale porte sur l’axe 5 du programme : CLASSE :
Titre du
Fictions and realities.
Il s’organise en deux parties :
DATE : / /
Writer M
1. expression orale en continu ;
2. expression orale en interaction.
Micha
entert
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante : of the
Which document illustrates better the topic “Fictions and realities”? ships
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral 5 their g
entre vous durera également un maximum de cinq minutes. expen
one o
blend
Lothb
10 histor
decad
DOCUMENT
What
Viking
Bringi
15 to do
agony
of ext
and m
who m
20 becau
it’s be
perso
What
stood
25 We’re
huge r
the w
Engla
Viking
Re-enactment of a fight between Vikings and Anglo Saxons
Û

at the Jorvik Viking Festival in York, UK (2014) 30 It was

they g
of our
So we

DOCUMENT

“As visions of the future increasingly fail in the face of our present Answer the
moment, literary authors are increasingly looking back, not to comfort us a. After rea
with a sense of known past, or even an easy allegory of the present, b. What is
but instead—motivated by a kind of clue-gathering—to seek reasons c. How doe
for why we are the way we are and how we got here, and at what point
the train began to derail.” d. What do
e. Did the V

Megan O’Grady, New York Time Style Magazine (2019)

Û

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 Évaluation de type bac

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”

prof. 143 01:27

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.).

102 I Reproduction autorisée © EMDL, 2020 I Blockbuster Tle

 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 points NOM : COMP
PRÉNOM :

Titre du document : CLASSE :

Titre du
“Truman”: a surreally big show DATE : / /
“Truman

“The Truman Show,” an ingenious and audacious studio backdrop, and his entire life—including his “The T
satire of media manipulation from director Peter Weir, increasingly dramatic attempts to flee—is the subject satire o
ingratiates itself so slyly—thanks to a performance by of a 24-hour soap opera, broadcast seven days a ingratia
a genial and, yes, subtle Jim Carrey—that it is only in week to millions of avid viewers around the globe. His a genia
5 retrospect that one fully realizes just how deeply its 40 friends and family are all actors, his possessions all 5 retrosp
corrosive wit has bitten into the flesh of our modern, “product placements,” and everything that happens corrosiv
TV-obsessed society. (…) to him is engineered from a huge control booth in TV-obs
the sky (quite literally) by the show’s creator and
Truman Burbank (Carrey) seems to be living the Truman
executive producer. As the megalomaniacal, beret-
American Dream. Like the proverbial man who has Americ
45 wearing Christof, Ed Harris delivers an intense and
10 everything, he’s got a beautiful—if slightly vapid— 10 everyth
seductive portrait of power run amok.
wife, Meryl (Laura Linney), and a good job that’s just wife, Me
a short drive in a new car from his perfect bungalow In a deft, ironic touch, even Truman Burbank’s name a short
and impeccable lawn on the ever-temperate isle of simultaneously evokes both reality (true-man) and and imp
Seahaven. It’s located somewhere just off the U.S. unreality (Burbank, Calif., of course, home to many a Seahav
15 coastline, but it doesn’t really matter exactly where. 50 TV and movie studio). 15 coastlin
The Pollyannaish motto on Truman’s license plates The Po
What Weir and screenwriter Andrew Niccol
says enough: “A nice place to live.” says en
(“Gattaca”) have done is create a shrewd amalgam of
There is something eerily reminiscent of Stepford, surrealism, social commentary and romantic comedy There i
Conn., in this geographically indeterminate town, that registers as wholly original. The comedy makes Conn.,
20 however. The neighbors are all a mite too perky, 55 the film’s mordant message about consumerism 20 howeve
their toothy smiles a tad too wide and too whitened. and corporate excess palatable, while the surrealism their to
Truman himself, who apparently wants for nothing, is leavens the polemic and keeps it from ever becoming Truman
beginning to suffer from his own malaise—a fixation ham-handed. While echoing “Network,” “Capricorn beginni
on escaping the creepy plastic paradise in search of One” and “1984,” as well as the cult television series on esca
25 a long-lost high-school sweetheart who, he has been 60 “The Prisoner,” “The Truman Show” defines its own 25 a long-l
told, was spirited away to the republic of Fiji. niche. told, wa
Try as he might, however, he just can’t seem to get (…) “The Truman Show” is that rare cinematic Try as h
off that darn island. The ferry to the mainland is out experience—a movie so close to pure perfection that off that
of the question due to his childhood fear of water. A it seems a shame to spoil it by even reading a review of the q
30 travel agent informs him that all flights are booked 65 beforehand. Ironically, this intricate satire on the 30 travel a
for months, and when he undertakes a road trip subject of media saturation should be seen by eyes for mon
across the causeway, a nuclear power plant accident untainted by previews, television advertisements or across t
inconveniently blocks all roads out of town. even the opinions of critics in order for its smart, inconve
teasing story to work its full magic.
What Truman doesn’t know is that he can’t leave What T
35 town because town isn’t a town at all but a giant 35 town b

Michael O’Sullivan, The Washington Post (1998)

Û

Answer the following questions in English, using your own words. Answer the
a. What is the nature and the topic of this document? a. What is th
b. Why does the main character seem to be living the American Dream? And what is the reality behind it? b. Why does
c. What is the journalist denouncing? c. What is th
d. According to the journalist, what message is the movie trying to convey? d. According

176 Unit 10 Blockbuster T176

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Unit 10
Blockbuster Tle I Reproduction autorisée © EMDL, 2020 I 103
 Note Note
EXPRESSION
COMPRÉHENSION
ÉCRITE DE5 L’ÉCRIT
sur points sur 5 points NOM : NOM :
PRÉNOM : PRÉNOM :
Vous traiterez en anglais l’un des deux sujets suivants au choix.
Titre du document :
Répondez en 120 mots au moins.
CLASSE : CLASSE :

“Truman”: a surreally big show DATE : DATE

/ :/ / /

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“The Truman Show,” an ingenious and audacious
Show”. 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
Sujet B a genial and, yes, subtle Jim Carrey—that it is only in week to millions of avid viewers around the globe. His
“We accept 5theretrospect
reality of the
thatworld withrealizes
one fully which we’re
just presented.
how deeplyIt’s
itsas simple as that.”
40 friends and says
familyChristof,
are all actors, his possessions all
the character corrosive
played by wit
Ed has
Harris in “The
bitten intoTruman
the fleshShow”.
of ourPresent
modern,your opinion on that
“product statement.
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

Michael O’Sullivan, The Washington Post (1998)

Û

Answer the following questions in English, using your own words.

a. What is the nature and the topic of this document?
b. Why does the main character seem to be living the American Dream? And what is the reality behind it?
c. What is the journalist denouncing?
d. According to the journalist, what message is the movie trying to convey?

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COMP
ÉPREUVE ORALE Note sur 5 points NOM :
PRÉNOM :
Titre du
Ce sujet d’expression orale porte sur l’axe 5 du programme : Fictions and realities. CLASSE :
Il s’organise en deux parties :
“Truman
DATE : / /
1. expression orale en continu ;
2. expression orale en interaction.
“The T
satire o
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante : ingratia
Which document illustrates better the topic “Fictions and realities”? a genia
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral
5 retrosp
entre vous durera également un maximum de cinq minutes. corrosiv
TV-obs
Truman
Americ
10 everyth
DOCUMENT wife, Me
a short
and imp
Seahav
15 coastlin
“The American Dream does not The Po
come to those who fall asleep.” says en
There i
Conn.,
20 howeve
their to
Gerald R. Ford,
Truman
Û

38th President of the United States (1974-1977) beginni

on esca
25 a long-l
told, wa
Try as h
DOCUMENT B off that
of the q
30 travel a
for mon
“On every street in this
across t
country, there’s a nobody
inconve
who dreams of being a
somebody.” What T
35 town b

Tagline from the movie Taxi Driver,

Û

Martin Scorsese (1976) Answer the

a. What is th
b. Why does
c. What is th
d. According

176 Unit 10
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178 Unit 10 Blockbuster T
 Évaluation de type bac

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”

prof. 144 01:37

NPR (2014)

Rendez compte en français du document, en montrant que vous avez compris :

a. le thème principal du document ;
b. les informations détaillées sur Margaret Atwood et son œuvre ;
c. l’identité des différents intervenants et leur point de vue ;
d. la fonction et la portée du document (relater, informer, convaincre, critiquer, dénoncer…).

106 I Reproduction autorisée © EMDL, 2020 I Blockbuster Tle

 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 points NOM : COMP
PRÉNOM :

Titre du document : CLASSE :

Titre du
Perpetual motion DATE : / /
Perpetu

With the rushing of wings, darkness gathered in the cast up a warning, he tried to understand if he should With th
forest behind him. Robert Fraser stretched, rubbed bury it again. forest b
his head with both hands, and cautiously arched his his hea
35 Lifting the bone impulsively, cradling it like an infant
back to ease the pain. back to
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 5 Late th
and held fast, he’d cursed the bloody rocks, the tree him as he straightened, weighed him down as he and hel
stumps, the roots and the land. Ned and Smoke struggled onto the unworked ground at the edge of stumps
had paused, then soothed by his voice leaned back 40 the bush. Releasing the bone, stepping back as it had pau
into their harness with the uncertain excitement fell, he waited; nothing more happened. Fetching his into the
10 of animals remembering previous defeats. He’d shovel he drove it into the earth, to uncover another 10 of anim
strained against the handles, coaxing, driving bone almost immediately. And then a third. One after straine
with his legs and bearing down until he felt the the other he placed them on the ground by the first, with hi
obstruction lifting. He watched incredulously as it 45 meticulously reconstructing what he’d begun to obstruc
broke the surface, an enormous yellow bone rising disinter. (…) broke t
15 to meet him. It was as long and thicker than his leg 15 to mee
With the rushing of wings, darkness gathered in the
and for an instant he heard it like breath escaping and for
forest behind him. The wind subsided, leaving the
the body. “Whoa,” he shouted at the horses, recoiling the bod
earth unnaturally still. The noise of his breath, the
as the bone shuddered against the mouldboard. as the
50 fatigue of the body inside his clothes, the sudden
Smoke was trembling, prancing as if the earth had Smoke
rasp of his shovel against another immense bone—
20 begun to scorch her feet. Even Ned was agitated. 20 begun
these now familiar sounds thundered in his ears
Feeding them strands of tobacco, massaging and Feeding
like blood. High above him, torn and ragged clouds
pulling their ears, he whispered a confidence he pulling
streamed northward as he dropped once more to
scarcely felt. scarcel
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 (…) Wit
25 and cheek, his trousers trembling the length of his curve of bone, he encountered a ridge that must 25 and che
calves, he crouched in concentration, his body folded have been the brow and then the first of two gaping calves, h
down upon a rock. The bone rested across three sockets; both of them, indeed the entire skull, were down u
furrows, with the shadows of clouds rushing on the 60 clogged with dirt. After excavating the interior, he furrows
land. He didn’t see the straggle of wild pigeons shoot rolled it out of the shallow pit and manoeuvred it land. He
30 low over his field, nor hear the querulous shriek of into place among the disinterred and reconstructed 30 low ove
a hawk somewhere in the forest beyond his fence. maze of bones spread out on the tangle of last year’s a hawk
Fearing an evil omen, as if with spring the earth had growth. Fearing

Graeme Gibson (1982)

Û

Answer the following questions in English, using your own words. Answer the
a. Explain what you understand about: a. Explain w
- the different characters, - the diffe
- the time and place of the story. - the time
b. What is the “obstruction” in line 13? What is unnatural about it? b. What is th
c. What discovery is made in the second half of the extract? c. What disc
d. How does the main character feel? d. How does
e. What is the general atmosphere? How is this atmosphere created? Justify by quoting the text. e. What is th

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 Note Note
EXPRESSION
COMPRÉHENSION
ÉCRITE DE5L’ÉCRIT
sur points sur 5 points NOM : NOM :
PRÉNOM :PRÉNOM :
Vous traiterez en anglais l’un des deux sujets suivants au choix.
Titre du document :
Répondez en 120 mots au moins.
CLASSE : CLASSE :

Perpetual motion DATE : DATE

/ :/ / /

Sujet A
Imagine and write an interview with Margaret Atwood, the Gothic author of “Stone Mattress” and “Alias Grace”.
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.
Sujet B his head with both hands, and cautiously arched his
35 Lifting the bone impulsively, cradling it like an infant
back toGothic
How does Canadian ease the pain.reveal the darkest sides of human nature?
fiction
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.

Graeme Gibson (1982)

Û

Answer the following questions in English, using your own words.

a. Explain what you understand about:
- the different characters,
- the time and place of the story.
b. What is the “obstruction” in line 13? What is unnatural about it?
c. What discovery is made in the second half of the extract?
d. How does the main character feel?
e. What is the general atmosphere? How is this atmosphere created? Justify by quoting the text.

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 Durée 10 minutes
ÉPREUVE ORALE Note sur 5 points NOM : COMP
PRÉNOM :
Ce sujet d’expression orale porte sur l’axe 5 du programme : Fictions and realities. CLASSE :
Titre du
Il s’organise en deux parties : DATE : / /
Perpetu
1. expression orale en continu ;
2. expression orale en interaction.
With th
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante : forest b
Which document illustrates better the topic “Fictions and realities”? his hea
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral back to
entre vous durera également un maximum de cinq minutes. 5 Late th
and hel
stumps
had pau
into the
DOCUMENT 10 of anim
straine
with hi
obstruc
broke t
“People’s lives, in Jubilee as elsewhere, were dull, 15 to mee
simple, amazing, and unfathomable—deep caves and for
paved with kitchen linoleum.” the bod
as the
Smoke
20 begun
Feeding
Lives of Girls and Women, Alice Munro (1971) pulling
Û

scarcel
(…) Wit
25 and che
DOCUMENT B calves, h
down u
furrows
land. He
30 low ove
a hawk
Fearing

Answer the
a. Explain w
- the diffe
- the time
b. What is th
c. What disc
d. How does
e. What is th

Book cover of Alias Grace,

Û

Margaret Atwood (2017)

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PREPARE FOR THE TOPIC!
STAYING BEAUTIFUL
How do social media influence the perception of
beauty?
• Looking beautiful on social media has become an
issue for Americans, who are now using more and
more “filters” to edit out their flaws.
[Artwork: “Social media beauty”, Vox Û p. 150]
• Plastic surgery is a consequence of an increasingly
distorted vision of beauty.
[Audio interview: “Snapchat dysmorphia”, wbur Û p. 150]
[Film: “Beauty and the Beholder”, by LaRon Austin Û p. 148]
BETTER, LONGER, FOREVER!
How is science transforming life
BEYOND LIFE
Could death be defeated?
• Scientists are exploring the possibility of using
cryonics to preserve the body after death in the
hope of discovering new technologies to bring
people back to life.
[Illustration: Cryopreservation Û p. 154]
[Novel: “Zero K”, by Don DeLillo Û p. 154]
166 Prepare for the topic! · AXE 6
110 I Reproduction autorisée © EMDL, 2020 I Blockbuster Tle
STAYING YOUNG
How are scientists trying to stop aging?
• Researchers in Boston are experimenting with
a new drug to slow down or even reverse
aging.
[Illustration: “Cheating death” Û p. 151]
[News report: “Fountain of youth?”, WGBH News Û p. 151]
in the USA?
BIOHACKING
How and why are technologies turning us into
“cyborgs”?
• Elon Musk’s Neuralink project is blurring the line
between human and machine in order to help people
with paralysis.
[Article: “Elon Musk reveals his plan to link your brain to your
smartphone”, Vox Û p. 153]
• The evolution of human kind is taking us from
Neanderthal to cyborg.
[Magazine cover: “The next human”, National Geographic Û p. 152]
Blockbuster Tle
 SCIENTIFIC INNOVATIONS AND RESPONSIBILITY axe 6

Scientific
innovations and
responsibility THE CURRENT SITUATION
How is the Australian environment doing?
• Coral reefs are dying due to the higher ocean water
temperature.
[Documentary: “Blue”, by Karina Holden Û p. 158]
• Australia is suffering record-breaking heat waves and
the country is facing massive droughts.
[Cover: “Climate Council Report”, The Climate Council
of Australia Û p. 160]
[Article: “Australia’s heat wave is taking a toll on people,
animals, infrastructure and land”, NPR Û p. 160]

AUSTRALIA 2040
How are Australians responding
to climate change?

A POSSIBLE SOLUTION
What innovations are being
developed to fight global
warming?
• A crowdfunding campaign
was launched to raise
money for a project aiming
at restoring the marine
ecosystem and reversing
global warming.
[Video: “Seaweed Crowdfunding
Campaign”, 2040 Û p. 162]
ACTIVISM
How are citizens reacting to climate change?
• Students across Australia are striking against climate change.
[Picture: Climate Change Awareness rally Û p. 161]
• Young artists are taking a stand by explaining what people can do
to fight climate change as well as political indifference towards it.
[Book cover: “Limelight”, by Solli Raphael Û p. 161]
[Poetry slam: “Make More Minutes Count”, by Solli Raphael Û p. 161]
MAKE YOUR OWN MIND MAP
Complete or transform this mind map to get ready for
the exam. Add quotes and keywords in each category.
You can also create new branches and add concepts
and documents for topic 6 that you studied in Première.

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 bac SUJET GUIDÉ
Durée
ÉPREUVE ÉCRITE 
L’ensemble de l’épreuve écrite porte sur l’axe 6 du programme :
Scientific innovations and responsibility.
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 :
Pipeline protest
vidéo 32 01:46
Al Jazeera (2016)
En rendant compte en français du document, vous montrerez
que vous avez compris :
a. le thème principal du document ;
b. la situation et les événements principaux ;
c. l’identité des personnes ;
d. les points de vue qui sont avancés ;
e. les éventuels éléments implicites du document ;
f. la fonction et la portée du document (relater, informer,
convaincre, critiquer, dénoncer, etc.).
112 I Reproduction autorisée © EMDL, 2020 I Blockbuster Tle
1 heure 30 Lisez les programmes
Il est utile de prendre connaissance des
programmes d’enseignement du cycle
terminal, car on y trouve une description
détaillée des 8 axes du programme. Cette
description énonce certaines questions, qui
pourraient bien se retrouver dans les sujets
du bac !
L’axe « Innovations scientifiques et
responsabilité » pose notamment la
question suivante : « Comment les sociétés
peuvent-elles prévenir les dérives liées aux
innovations technologiques ? ».
Les documents du présent sujet apportent
des éléments de réponse, d’un point de
vue qui est propre à certaines populations
indigènes.
L’objectif de ce titre est de vous fournir des
idées, des hypothèses qui seront à confirmer
quant au contenu du document ; mais il faut
aussi se préparer à entendre ces termes, et
donc réfléchir « dans sa tête » aux sons que
l’on va entendre. Par exemple, en lisant le
mot « pipeline », même si on ne sait pas bien
de quoi il s’agit, on peut déjà envisager une
prononciation à l’anglaise [’paiplain] et non
pas à la française [piplin]. Cela vous prépare
un peu mieux à l’écoute qui va suivre.
Le début du document
Soyez attentif(ive) au début du document.
C’est souvent dans les premières secondes
que sont évoqués le thème et le contexte
que vous allez devoir expliquer.
Comprenez les consignes
Vérifiez avec votre professeur(e) que vous en
comprenez bien chaque terme. Habituez-
vous à considérer la consigne comme
une sorte de check-list, c’est-à-dire une
liste de vérification pour vous assurer que
vous n’avez pas oublié certains aspects du
document. Mais il n’est pas demandé de
répondre à chaque point dans l’ordre.
 SCIENTIFIC INNOVATIONS AND RESPONSIBILITY axe 6

COMPRÉHENSION DE L’ÉCRIT Note

sur 5 points

Titre du document 1 :
When scientists “discover” what Indigenous
people have known for centuries

A team of researchers led by Mark Bonta and Robert Gosford in N’oubliez jamais de repérer
les mots clés d’un texte. Ici,
northern Australia has documented falcons, colloquially termed l’auteur emploie souvent ces trois
“firehawks,” carrying burning sticks to spread fire. It has long been termes : « firehawks », « Traditional
known that birds will take advantage of natural fires that cause (Indigenous) knowledge » et
5 insects, rodents and reptiles to flee and thus increase feeding « Western science / scientists ».
opportunities, but it’s astounding that they would spread fire to La clé pour comprendre ce
document réside dans la
unburned areas. compréhension des interactions
But while new to Western science, the behaviors of the firehawks entre ces trois termes.
have long been known to Indigenous peoples of northern Australia
10 whose ancestors occupied their lands for tens of thousands of
years. Unlike most scientific studies, Bonta and Gosford’s team
foregrounded their research in traditional Indigenous ecological
knowledge.
The worldwide attention given to the firehawks article provides an
15 opportunity to explore the double standard that exists concerning
the acceptance of Traditional Knowledge by practitioners of Western
science.
Traditional Knowledge has become a highly valued source of
information for archaeologists, ecologists, biologists, ethnobotanists,
20 climatologists and others. Yet despite the wide acknowledgement
of their demonstrated value, many scientists continue to have had
Concentrez-vous sur les
an uneasy alliance with Traditional Knowledge and Indigenous oral éléments paratextuels
histories. Le titre du document, son
On the one hand, these types of knowledge are valued when they auteur, le nom du magazine :
rien ne nous donne d’indication
25 support scientific evidence. But when the situation is reversed— quant au pays d’où cela provient.
when Traditional Knowledge is seen to challenge scientific “truths”— Pourtant, cette information est
then its utility is questioned or dismissed as myth. importante car quel que soit
le sujet, les points de vue sont
To return to the firehawks, one way to look at this is that the potentiellement très différents
scientists confirmed what the Indigenous peoples have long known selon qu’ils viennent d’Australie,
30 about the birds’ use of fire. Or we can say that the Western scientists d’Irlande ou du Canada ! Après
finally caught up with Traditional Knowledge after several thousand une première lecture, posez-
years. vous donc la question du cadre
national dans lequel il se situe,
cela sera important pour répondre
aux questions à venir.
George Nicholas, Smithsonian Mag (2018)
Û

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 bac SUJET GUIDÉ
Titre du document 2 :
How Indigenous knowledge advances modern Gérez votre stress
science and technology Réussir une épreuve passe
souvent par une gestion réussie
de son stress ! Et il arrive souvent
qu’on soit inquiet(iète) à cause de
la longueur d’un texte à lire. On
se dit que c’est trop long, qu’on
n’a pas le temps, qu’on ne va pas
tout comprendre... Mais, en réalité,
les textes longs sont souvent
plus accessibles parce qu’ils
contiennent des éléments qui
sont répétés à plusieurs reprises.
C’est le cas de ce texte, qui
contient finalement peu d’idées
mais qui les répète souvent, avec
des exemples variés. Donc : n’ayez
pas trop d’inquiétude devant un
texte long, lisez-le calmement
jusqu’au bout et vous verrez qu’il y
a déjà bon nombre d’éléments qui
sont assez clairs !

R
 oger Jolliffe of the Kwikwasut’inuxw Haxwa’mis First Nation carrying out fieldwork
Û

for the KHFN Bear Research Program on juvenile salmons and invertebrate sampling
(2019)

Remarquez la présence d’un « I »

dans cette phrase (« I have come
Throughout history, Indigenous peoples have been responsible for the across... »). Ce pronom personnel
development of many technologies and have substantially contributed montre que l’auteure parle d’elle-
to science. même, ce qui va beaucoup vous
aider à comprendre son point
As an Indigenous scientist who specializes in combining traditional de vue. Prenez donc le temps
5 ecological knowledge with wildlife ecology research, I have come de relire cette phrase, voire d’en
across many examples where blending both approaches has resulted tenter une traduction rapide au
brouillon : vous verrez qu’elle est
in excellent contributions to modern science. au cœur du propos de l’auteure.
Roots of food and medicine
For centuries, Indigenous people’s lives depended on their knowledge
10 about the environment. Many plant species—including three-fifths Notez les temps verbaux utilisés
of the crops now in cultivation and enjoyed across the globe—were dans le texte. Le prétérit est
domesticated by Indigenous peoples in North, Central and South employé pour parler des origines
America. Corn, squash, beans, potatoes and peppers are just a few du « traditional ecological know-
ledge », le present perfect pour
examples of foods that now contribute vastly to global cuisine! indiquer des actions qui ont
15 Indigenous knowledge about the medicinal properties of plants has encore des retombées sur le
présent et, bien évidemment, le
been instrumental in pharmacological development. For example, as présent simple pour parler de la
settlers arrived in North America, Indigenous people helped newcomers situation actuelle.
cure life-threatening scurvy through tonics that were rich in vitamin C.
The active ingredient in the pain reliever Aspirin was first discovered
20 by Indigenous people who utilized the bark of the willow tree.
Medicinal plant properties are still being recognized to this day as
Indigenous people share their knowledge.

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 SCIENTIFIC INNOVATIONS AND RESPONSIBILITY axe 6

Technology to TEK
Indigenous peoples, with their decades of personal experience
25 combined with that of their ancestors, harbour vast knowledge about
the environment and the ecological relationships within them.
Indigenous knowledge, also known as Traditional Ecological
Knowledge (TEK), is essentially the cumulative body of knowledge
associated with ecological relationships, which is handed down
30 through generations by Indigenous people. TEK has already provided
insight into environmental change, wildlife population monitoring,
sustainable harvesting practices, behavioural ecology, ecological La ponctuation est très
relationships and so much more. importante : l’auteure décide
de terminer son texte avec
Inuit observations have identified several important environmental une phrase exclamative. Cela
35 changes in the Arctic as a result of climate change, and their peut vous en dire plus sur son
knowledge about bowhead whale behaviour helped researchers revise point de vue et peut vous aider
their survey methods to improve population size estimates. With such lorsque vous devrez répondre à
proven value in only a few examples, imagine how TEK can further la question d.
inform science!
Travailler sur deux textes
Jesse Popp, The Conversation (2018) Lorsqu’il y a deux documents
Û

dans l’épreuve de compréhension

écrite, vous êtes interrogés
d’abord sur l’un, puis sur l’autre,
Answer the following questions in English, using your own words. et enfin la dernière question
porte sur les deux ensemble.
Text 1
a. Explain what kind of document it is and which is the main topic.
Ne vous contentez pas d’expliquer
b. Explain in your own words what you have understood about the que ce sont des animaux :
“firehawks”. donnez plus d’informations sur
c. How do Bonta and Gosford consider Indigenous knowledge? le contexte culturel, sur l’étude
que Bonta et Gosford ont menée
Text 2 et sur ce que l’auteur(e) veut
démontrer en écrivant le texte.
d. What can you say about the author and the main topic of the article?
e. Explain the ways in which Indigenous knowledge has advanced science
and technology in the past and today. En général, il est stratégique de
montrer d’abord qu’on a compris
Texts 1 and 2 ce qui les rassemble (leurs
points communs), puis ce qui
f. In your opinion, which text shows a more positive interaction between les distingue (leurs différences).
Western science and Indigenous knowledge? Justify your answer. Ici, la question vous pousse
seulement à trouver ce qui les
distingue, mais rien ne vous
empêche de dire d’abord ce
qui les rapproche. Cela montre
bien que vous avez compris
l’ensemble, et que vous savez
synthétiser.

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 bac SUJET GUIDÉ
Note
EXPRESSION ÉCRITE sur 5 points
N’oubliez pas la structure
de l’évaluation 3
Soyez toujours attentif(ive) à la langue
Vous traiterez en anglais l’un des deux sujets suivants au choix. qui doit être employée dans chaque
Répondez en 120 mots au moins. partie de l’épreuve ! La CO est à
faire en français, mais la CE et l’EE
entièrement en anglais.
Sujet A
Write an article starting with this traditional Iroquois phrase, sometimes
used to open public meetings: “In our every deliberation, we must
consider the impact of our decisions on the next seven generations”. Ce sujet ne renvoie pas uniquement
Is it possible to apply this principle in our technological age? au monde anglophone ; il est plus
Present your opinion and give examples. universel. Toutefois, ne négligez pas le
reste du dossier : vous pouvez exploiter
plusieurs exemples venus des USA et
Sujet B du Canada, afin que votre rédaction
s’appuie sur des points de vue qui ne
What is more important: to develop the economy by using new sont pas uniquement le vôtre.
technologies, or to protect the environment, even if it means less
economic development? Present your opinion in an organised way.

Ce type de sujet à question binaire

n’appelle pas nécessairement de
réponse unique. Si vous avez vous-
même un avis très tranché sur la
question, prenez quand même le
temps d’exposer les arguments qui
vont dans les deux sens, quitte à
conclure ensuite sur celui qui vous
semble le plus convaincant.

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 SCIENTIFIC INNOVATIONS AND RESPONSIBILITY axe 6

ÉPREUVE ORALE Durée 10 minutes

Note sur 5 points

Ce sujet d’expression orale porte sur l’axe 6 du programme :

Scientific innovations and responsibility. Choisissez le document
Il s’organise en deux parties : Ne perdez pas de temps à décider
lequel des deux documents constitue
1. expression orale en continu ; « la meilleure » illustration de l’axe
2. expression orale en interaction. car, en général, on peut aussi bien
défendre l’un que l’autre. Choisissez
rapidement celui qui vous convient le
Vous devrez d’abord parler seul(e) pendant un maximum de mieux, puis concentrez-vous sur votre
cinq minutes à partir de la question suivante : Which document présentation de celui-ci. L’essentiel
illustrates better the topic “Scientific innovations and sera de déterminer comment analyser
le document choisi afin de mettre en
responsibility”? lumière ce qu’il révèle de cet axe.
À l’issue de votre présentation, l’examinateur(trice) vous posera de Pour plus de conseils, voir la section
nouvelles questions. Cette étape d’échange oral entre vous durera « Expression orale » pp. 264-265 de
également un maximum de cinq minutes. votre manuel.

DOCUMENT A
Justifiez votre choix
Après avoir présenté le document,
revenez vers le titre de l’axe et
expliquez quels aspects de celui-ci
sont illustrés sur l’image. Appuyez-
vous sur des exemples vus en classe
et revenez vers des problématiques
qui y sont liées : en quoi parle-t-on
ici d’innovation scientifique et de
responsabilité ? Qu’est-ce qui est
innovant ? Qui est responsable de
quoi, d’après ce que montre l’image ?

Many remote communities have 3G and internet services, such as this one,
Û

Peppimenarti, about 320km south-west of Darwin. The Conversation (2019)

DOCUMENT B

“With any advent in technology,

any technological innovation,
there is the good and the bad.”

Henry Rollins, American musician

Û

and activist born in 1961

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 Évaluation de type bac

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

Vpro Documentary (2018)

Rendez compte en français du document, en montrant que vous avez compris :

a. qui est Darren Moore ;
b. ce que Darren Moore a entrepris et comment il essaie d’y arriver ;
c. la nouvelle qu’il apprend à la fin de la vidéo ;
d. la fonction et la portée du document (relater, informer, convaincre, critiquer, dénoncer…).

Blockbuster Tle Unit 12 209

118 I Reproduction autorisée © EMDL, 2020 I Blockbuster Tle
 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 points NOM : COMPR
PRÉNOM :

Titre du document : CLASSE :

Titre du
How biohackers are trying to upgrade their brains, DATE : / /
How bio
their bodies—and human nature their bod

Even if you haven’t heard the term “biohacking” have full control over your own biology.” He’s very Even if
before, you’ve probably encountered some version of game to experiment on his body: He has stem cells before,
it. Maybe you’ve read about former NASA employee 40 injected into his joints, takes dozens of supplements it. Mayb
Josiah Zayner injecting himself with DNA. Maybe you, daily, bathes in infrared light, and much more. It’s all Josiah Z
5 like me, have a colleague who’s had a chip implanted part of his quest to live until at least age 180. (...) 5 like me,
in their hand. in their
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 These a
lifestyle that’s growing increasingly popular, and not 45 devices to, say, track their sleep patterns. The more lifestyle
just in Silicon Valley, where it really took off. data you have on your body’s mechanical functions, just in S
the more you can optimize the machine that is you. (…)
10 Biohacking is an extremely broad and amorphous term 10 Biohack
that can cover a huge range of activities, from tracking A subset of biohackers called grinders go so far as to that can
your own sleep and diet to changing your own biology implant devices like computer chips in their bodies. your ow
by pumping a younger person’s blood into your veins 50 (…) For some grinders, like Zoltan Istvan, having an by pum
in the hope that it’ll fight aging. (Yes, that is a real thing, implant is fun and convenient: “I’ve grown to relish in the ho
15 and it’s called a young blood transfusion.) and rely on the technology,” he recently wrote in the 15 and it’s
New York Times. (…) Istvan also noted that “for some
The type of biohackers currently gaining the most The typ
people without functioning arms, chips in their feet
notoriety are the ones who experiment—outside notorie
55 are the simplest way to open doors or operate some
of traditional lab spaces and institutions—on their of tradi
household items modified with chip readers.” (...)
own bodies with the hope of boosting their physical own bo
20 and cognitive performance. They form one branch of Some of the highest-risk hacks are being undertaken 20 and cog
transhumanism, a movement that holds that human by people who feel desperate. On some level, that’s transhu
beings can and should use technology to augment very understandable. If you’re sick and in constant beings
and evolve our species. 60 pain, or if you’re old and scared to die, and traditional and evo
medicine has nothing that works to quell your suffering,
Some biohackers have science PhDs; others are Some b
who can fault you for seeking a solution elsewhere?
25 complete amateurs. And their ways of trying to “hack” 25 comple
Yet some of the solutions being tried these days are
biology are as diverse as they are. It can be tricky biology
so dangerous, they’re just not worth the risk. (...)
to understand the different types of hacks, what to unde
differentiates them from traditional medicine, and 65 And here’s another risk associated with biohacking, differen
how safe—or legal—they are. (...) one I think is even more serious: By making ourselves how saf
smarter and stronger and potentially even immortal (a
30 Since it can encompass a dizzying range of pursuits, 30 Since it
difference of kind, not just of degree), we may create
I’m mostly going to look at biohacking defined as I’m mos
a society in which everyone feels pressure to alter
the attempt to manipulate your brain and body in the atte
70 their biology—even if they don’t want to. To refuse
order to optimize performance, outside the realm of order to
a hack would mean to be at a huge professional
traditional medicine. (...) traditio
disadvantage, or to face moral condemnation
35 Dave Asprey, a biohacker, told me that for him, for remaining suboptimal when optimization is 35 Dave A
biohacking is “the art and science of changing the possible. In a world of superhumans, it may become biohack
environment around you and inside you so that you 75 increasingly hard to stay “merely” human. environ

Samuel Sigal, Vox (2019)

Û

Answer the following questions in English, using your own words. Answer the
a. What are biohacking and transhumanism? Explain the two terms, using elements from the text. a. What are
b. What are some of the positive outcomes and some of the main risks of biohacking? b. What are
c. Read this quote: c. Read this
“In a world of superhumans, it may become increasingly hard to stay ‘merely’ human.” “In a world
What is the author’s point of view on a future society where biohacking is the norm? What is th

210 Unit 12
Blockbuster Tle I Reproduction autorisée © EMDL, 2020 I 119
 Note Note
EXPRESSION
COMPRÉHENSION
ÉCRITE DE5L’ÉCRIT
sur points sur 5 points NOM : NOM :
PRÉNOM :PRÉNOM :
Vous traiterez en anglais l’un des deux sujets suivants au choix.
Titre du document :
Répondez en 120 mots au moins.
CLASSE : CLASSE :

How biohackers are trying to upgrade their brains, DATE : DATE

/ : / / /

Sujet A their bodies—and human nature

How are Americans trying to make their lives better and longer?
Write a short article for your blog.
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
Sujet B it. Maybe you’ve read about former NASA employee 40 injected into his joints, takes dozens of supplements
On a blog, youJosiah
read three
Zayner different
injectingreactions fromDNA.
himself with people who have
Maybe you, just read
daily,the article:
bathes in “How biohackers
infrared light, andare trying
much more. It’s all
to upgrade 5their
likebrains,
me, havetheir bodies—and
a colleague who’shuman
had anature”.
chip implanted part of his quest to live until at least age 180. (...)
Which one doinyou their hand.
agree most with? Why? Since biohackers are often interested in quantifying
Emily, 20, Boston:
These“Changing my body
are all types and altering
of biohacking, my mind?
a broad term Ifor
would
a never do aspect
every that!” of themselves, they may buy wearable
Matthew, 24, lifestyle that’s“Enhancing
Sacramento: growing increasingly
our mentalpopular, and not
and physical 45 devices
strength to, say,our
could improve track their
lives sleep ways!”
in many patterns. The more
just in Silicon Valley, where it really took off. data you have on your body’s mechanical
Ashley, 30, Denver: “I can see the possible positive effects, but these experiments on the human body should be regulated.” 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.

Samuel Sigal, Vox (2019)

Û

Answer the following questions in English, using your own words.

a. What are biohacking and transhumanism? Explain the two terms, using elements from the text.
b. What are some of the positive outcomes and some of the main risks of biohacking?
c. Read this quote:
“In a world of superhumans, it may become increasingly hard to stay ‘merely’ human.”
What is the author’s point of view on a future society where biohacking is the norm?

210TleUnit 12
Blockbuster 211
Unit 12Blockbuster Tle
120 I Reproduction autorisée © EMDL, 2020 I Blockbuster Tle
 Durée 10 minutes
ÉPREUVE ORALE Note sur 5 points NOM : COMPR
PRÉNOM :
Ce sujet d’expression orale porte sur l’axe 6 du programme : CLASSE :
Titre du
Scientific innovations and responsibility.
Il s’organise en deux parties :
DATE : / /
How bio
1. expression orale en continu ; their bod
2. expression orale en interaction.

Even if
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante : before,
Which document illustrates better the topic “Scientific innovations and responsibility”? it. Mayb
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral Josiah Z
entre vous durera également un maximum de cinq minutes. 5 like me,
in their
These a
lifestyle
just in S
DOCUMENT
10 Biohack
that can
your ow
“We have long since gone beyond the Moon, touched by pum
down on Mars, harnessed nuclear energy, artificially in the ho
reproduced DNA, and now have the biochemical means 15 and it’s
to control birth; why should death itself, ‘the Last
Enemy’, be considered sacred and beyond conquest?” The typ
notorie
of tradi
own bo
20 and cog
The Immortalist, Alan Harrington (1977)
Û

transhu
beings
and evo
Some b
DOCUMENT 25 comple
biology
to unde
differen
how saf
30 Since it
I’m mos
the atte
order to
traditio
35 Dave A
biohack
environ

Steven Sanchez, who was paralysed from the waist down after a BMX accident,
Û

wears SuitX’s Phoenix, an exoskeleton that helps him to walk again. Answer the
a. What are
b. What are
c. Read this
“In a world
What is th

210 Unit 12
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 Évaluation de type bac

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

CBC News: The National (2020)

Rendez compte en français du document, en montrant que vous avez compris :

a. le thème principal du document ;
b. le déroulement des informations ;
c. l’identité des différents intervenants et leur point de vue ;
d. la fonction et la portée du document (relater, informer, convaincre, critiquer, dénoncer…).

Blockbuster Tle Unit 13 223

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 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 points
Titre du document :
What could sustainable Australian cities
look like in 2040?
It’s 2040.
As you wake and look outside, things might not
look hugely different to 2017—there aren’t any
hoverboards or sky highways—but Australian cities
5 have managed to cut their greenhouse gas emissions
by 80 per cent.
And how your day unfolds will look very different
depending on how we reached this point.
As you step outside some changes are obvious.
10 Renewable energy is now everywhere. You pass
bladeless wind turbines, and solar farms on city
skyscapers. On your way, you walk through an urban
farm and the concrete jungle is greener with roof
and vertical gardens throughout the city. But you’ve
15 had to make some concessions in terms of privacy
and lifestyle.
So what’s changed? And how did we get here?
These are just some of the questions explored in
the final report from the Visions and Pathways
20 2040 research project which looks at how we can
rapidly reduce Australian cities’ emissions to avoid
catastrophic climate change as we approach the end
of what’s being called the “critical decade”.
The team designed two scenarios to demonstrate
25 these positive outcomes—“Green Growth” and a
“Commons Transition”.
The first Green Growth scenario points to the role city
governments, driven by community and stakeholder
action, can play in discouraging organisations and
30 businesses that are not explicitly and proactively
Answer the following questions in English, using your own words.
a. Identify the topic, the time and place of the document.
b. To which document does this article refer?
c. What is the main difference between the Green Growth scenario and the Commons Transition one?
d. Do the authors believe that Australian cities can become sustainable and reduce gas emissions?
Justify your answer with elements from the text.
e. What choices are being made by the authors to pick up the reader’s attention?
f. Explain how this text illustrates the topic “Scientific innovations and responsibility”.
224 Unit 13
NOM :
PRÉNOM :
CLASSE :
DATE : / /
decarbonising. This social and political mobilisation
could help drive out the complicit acceptance and
corruption preventing rapid reduction in fossil fuel
use and development.
35 The Commons Transition scenario paints a new
picture that re-empowers the citizen movement
already evident in sweeping social changes in cities
around the world. It draws on leading innovations
in sharing and shareable cities; peer-to-peer, Open
40 Design Distributed Manufacturing, cooperatives and
platform cooperative movements, as well as some new,
more radical cultural, political and economic initiatives.
To significantly reduce city emissions, our report
shows the accelerated replacement of fossil fuel
45 power stations with 100 per cent clean generation
technologies must be a priority. There’s also an
urgent need to reduce heavy industry and agricultural
production through recycling, lowering consumption
of red meat and reducing exports, which account for
50 the majority of indirect emissions in these sectors.
To achieve overall emissions reductions of 80 per
cent by 2040 and in the critical short term, we
also need to switch from forest clearing to forest
preservation and regeneration, and rapidly increase
55 other land uses that can sequester carbon (capturing
and storing atmospheric carbon dioxide) like
agricultural production systems and urban forestry.
Emissions reductions of this scale can be achieved,
but will require—and drive—massive transformation
60 of our cities and even our societies, economies and
politics.
Dr Seona Candy, Kirsten Larsen and Jennifer Sheridan,
Û
University of Melbourne (2017)
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 Note
EXPRESSION ÉCRITE sur 5 points NOM :
PRÉNOM :
Vous traiterez en anglais l’un des deux sujets suivants au choix. CLASSE :
Répondez en 120 mots au moins. DATE : / /

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!”

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124 I Reproduction autorisée © EMDL, 2020 I Blockbuster Tle
 Durée 10 minutes
ÉPREUVE ORALE Note sur 5 points NOM :
PRÉNOM :
Ce sujet d’expression orale porte sur l’axe 6 du programme : CLASSE :
Scientific innovations and responsability. DATE : / /
Il s’organise en deux parties :
1. expression orale en continu ;
2. expression orale en interaction.

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

Many of the technologies required to get us to a greener future already

Û

exist, Amy Bracks/VEIL (2015)

DOCUMENT

“If you think about how different the world

was 20 years ago, even the type of mobile
phones we were using, these changes can
happen really, really quickly.”

Damon Gameau (filmmaker of the documentary 2040)

Û

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PREPARE FOR THE TOPIC!

PREJUDICE AND VIOLENCE

What stereotypes and negative behaviour are the
African American community enduring?
• Film director Jordan Peele ironically shows how
stereotypes about African Americans are rather
common in ordinary conversations.
[Film: “Get Out”, by Jordan Peele Û p. 174]
• Committed writers talk about police brutality
and violence that lead to the killings of innocent
African Americans.
[Novel: “The Hate U Give”, by Angie Thomas Û p. 176]
[Memoir: “Between the World and Me”, by Ta-Nehisi Coates
Û p. 177]
ACTIVISM
How are activists fighting prejudice?
• Charities and organisations fight to break
stereotypes and show the difficulties that black
people have to go through.
[Illustration: Black Lives Matter Û p. 176]
• Athletes use the space given by ads to speak up
about the need for equality and justice.
[Video ad: “Equals everywhere”, Nike Û p. 178]

USA IN BLACK AND WHITE

How are African Americans
considered and represented
in today’s USA?

ROLE MODELS
How are African Americans achieving
recognition?
• After years of little presence of African
Americans on screen, Hollywood is starting to
produce more inclusive and diverse films.
[Film poster: Marvel’s “Black Panther” Û p. 179]
[Article: “Lessons in Hollywood diversity and black pride”, A PARADISE
Brookings Û p. 179]
• Mainstream politics is becoming the central Why is Hawaii seen as a paradise?
stage for black politicians like Lori Lightfoot, • The lush archipelago offers natural beauty, the
the first black female mayor of Chicago. opportunity to do sports and an inclusive society
[Quote and picture: Lori Lightfoot, Mayor of Chicago where people with many cultural backgrounds live
Û p. 180] together.
[Podcast: “How newly elected mayor might shape [Images: United Air Lines ad and poster of “Blue Hawaii” Û p. 194]
politics in Chicago”, NPR Û p. 180] [Podcast: “The spirit of Hawaiians”, Kauai Talks Û p. 195]
[Article: “Maui, a paradise of racial tolerance?”,
The Huffington Post Û p. 195]

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 DIVERSITY AND INCLUSION axe 7

Diversity and
inclusion STORIES OF SUCCESS
Who are some new models of the British
diverse society?
• There are many stories of success where
people coming from a different cultural
background make it in British society: baker
Rahul Mandal’s story is one of them.
[Magazine cover: Rahul Mandal, winner of “The Great
British Bake Off”, The Times Magazine Û p. 186]
WELCOME TO THE UK? [Article: “Bake Off winner Rahul: For the first two
years in Britain, I didn’t talk to anyone”, The Times
Û p. 186]
How challenging is it
for people from different
cultures to fit in well
in the UK?

DIFFICULTIES
Inclusion: just a game of perspectives?

TROUBLE IN PARADISE? • Intolerance and the need to be accepted

while retaining one’s culture sometimes
make it difficult for people from different
Is Hawaii truly American? cultures to integrate.
[Short film: “Two Dosas”, by Sarmad Masud Û p. 184]
[Novel: “Middle England”, by Jonathan Coe Û p. 187]

GENTRIFICATION
What does gentrification mean for people living in
culturally diverse neighbourhoods?
• People fight to save some neighbourhoods in London
PROTESTS from gentrification which would make them lose their
authenticity.
How can the situation between Native [Graphic novel: “Cosmopolitan London”, by Matt Ferguson Û p. 188]
Hawaiians and the USA be described? [Video: “This is Brixton”, by Shane Duncan Û p. 188]
• Hawaii became the 50th state of the USA in
1959, but since then many Native Hawaiians
have protested against what they see as a
stealing of their land. MAKE YOUR OWN MIND MAP
[Film: “Aloha”, by Cameron Crowe Û p. 192]
[Song lyrics: “Hawaii 78”, by Mickey Ioane Û p. 194]
Complete or transform this mind map to get ready for
[Documentary: “Hawaii, the stolen paradise”, Venispa the bac. Add quotes and keywords in each category.
London / Luis Castro Û p. 196] You can also create new branches and add concepts
and documents for topic 7 that you studied in Première.

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 bac SUJET GUIDÉ

Durée
ÉPREUVE ÉCRITE  1 heure 30

L’ensemble de l’épreuve écrite porte sur l’axe 7 du programme :

Diversity and inclusion.
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.

Si vous ne connaissez pas le mot

COMPRÉHENSION DE L’ORAL
Titre du document :
A decision for the disabled
« disabled », observez-le attentivement.
Note
Vous pourrez ainsi distinguer la racine
sur 5 points
« able » et le préfixe « dis- », qui renvoie
à une négation ou à une opposition.
Sachant cela, pouvez-vous tenter de
deviner le sens de « disabled » ?

vidéo 38 01:38 Les trois visionnages

Lors du premier visionnage, il est
Minnesota Olmstead Implementation Office (2019) conseillé de regarder les images,
sans prendre de notes. Les images
vous aideront à mieux comprendre
En rendant compte en français du document, vous montrerez que le sens global du document
vous avez compris : (nombre de locuteurs, contexte,
ton général, thématique). Lors du
a. le thème principal du document ; deuxième visionnage, prenez des
b. l’identité de Nikki Villavicencio, Elaine Wilson, Lois Curtis et les liens notes, sans forcément regarder les
entre elles ; images à nouveau. Lors du troisième
visionnage, vérifiez la justesse de
c. les différents points de vue ; vos informations, relisez vos notes
d. les événements de 1999 et leurs conséquences sur le monde en prenant du recul et repérez les
d’aujourd’hui ; éventuelles incohérences.
e. les éléments implicites ;
f. à qui s’adresse le document ;
L’identification des réseaux de sens
g. la fonction et la portée du document (relater, informer, convaincre, Dans ces deux questions, il ne
critiquer, dénoncer, etc.). suffit pas de lister des éléments.
Vous devez repérer comment sont
organisées les informations et
l’expliquer de manière structurée.

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 DIVERSITY AND INCLUSION axe 7

Note
COMPRÉHENSION DE L’ÉCRIT sur 5 points

Titre du document :
The Curious Incident of the Dog in the Night-Time
Observez le paratexte
À la différence du reste du texte,
The story is told by Christopher, a teenager with Asperger syndrome, cette première phrase est en
a form of high-functioning autism. italique. Les phrases en italique
en tête d’un texte ne font souvent
Then the police arrived. I like the police. They have uniforms and numbers pas partie du document originel.
and you know what they are meant to be doing. There was a policewoman Ce sont des indications ajoutées
and a policeman. The policewoman had a little hole in her tights on her a posteriori, destinées à faciliter
left ankle and a red scratch in the middle of the hole. The policeman had la compréhension. Ne manquez
5 a big orange leaf stuck to the bottom of his shoe which was poking out pas d’en faire usage.
from one side.
The policewoman put her arms round Mrs Shears and led her back
towards the house. Un simple coup d’œil d’ensemble
doit vous permettre de repérer
The policeman squatted down beside me and said, ’Would you like to tell que le document contient un
10 me what’s going on here, young man?’ passage narratif suivi d’un
dialogue (voir les guillemets, les
I sat up and said, ’The dog is dead.’ sauts de ligne et les nombreux
’I’d got that far,’ he said. énoncés introducteurs de
discours tels que « he asked »
I said, ’I think someone killed the dog.’ et « I said »), ce qui vous conduira
à deviner d’emblée qu’il s’agit
’How old are you?’ he asked. probablement d’un texte
littéraire.
15 I replied, ’I am 15 years and 3 months and 2 days.’
’And what, precisely, were you doing in the garden?’ he asked.
’I was holding the dog,’ I replied.
’And why were you holding the dog?’ he asked.
This was a difficult question. It was something I wanted to do. I like dogs.
20 It made me sad to see that the dog was dead.
I like policemen, too, and I wanted to answer the question properly, but the
policeman did not give me enough time to work out the correct answer.
’Why were you holding the dog?’ he asked again.
’I like dogs,’ I said.
25 ’Did you kill the dog?’ he asked.
I said, ’I did not kill the dog.’
’Is this your fork?’ he asked.
I said, ’No.’
’You seem very upset about this,’ he said.
30 He was asking too many questions and he was asking them too quickly.
They were stacking up in my head like loaves in the factory where Uncle
Terry works. The factory is a bakery and he operates the slicing machines.
And sometimes the slicer is not working fast enough but the bread keeps

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 bac SUJET GUIDÉ

coming and there is a blockage. I sometimes think of my mind as

35 a machine, but not always as a bread-slicing machine. It makes it
easier to explain to other people what is going on inside it.
The policeman said, ‘I am going to ask you once again…’
I rolled back onto the lawn and pressed my forehead to the ground Reformulez
again and made the noise that Father calls groaning. I make this Rien ne sert de citer le texte
40 noise when there is too much information coming into my head lorsque la consigne précise qu’il
from the outside world. It is like when you are upset and you hold faut expliquer avec vos propres
the radio against your ear and you tune it halfway between two mots. Apprenez à reformuler, en
stations so that all you get is white noise and then you turn the utilisant des synonymes. Il est
inutile de reprendre les mots du
volume right up so that this is all you can hear and then you know texte ; cela ne prouve pas au / à
45 you are safe because you cannot hear anything else. la correcteur(trice) que vous avez
compris le sens du document.
The policeman took hold of my arm and lifted me onto my feet.
I didn’t like him touching me like this.
Cette question porte sur un
And this is when I hit him. élément implicite. La réponse
donc n’est pas mentionnée
explicitement dans le texte. Il
The Curious Incident of the Dog in the Night-Time, Mark Haddon (2003)
Û

vous appartient d’imaginer les

pensées du policier au vu de la
situation, des questions qu’il
Answer the following questions in English, using your own words. pose et de son attitude.
a. Identify the characters, the place and the initial situation.
b. Describe the succession of events in the extract. Pour répondre à cette question,
c. What does the policeman probably believe about the dog? concentrez-vous sur le style du
d. What does Christopher compare his brain to? Why? Explain. texte : est-ce que vous voyez des
adjectifs ? Est-ce que vous voyez
e. What does the style of the extract tell us about the narrator? des connecteurs logiques ?
f. ln your opinion, how are the video and the novel extract linked to the topic Qu’est-ce que la présence ou
“Diversity and Inclusion”? l’absence de ces éléments nous
dit du narrateur ?

Il s’agit ici d’un sujet d’invention,

EXPRESSION ÉCRITE Note qui laisse le champ libre à votre
sur 5 points imagination. Veillez à respecter
les critères d’évaluation : qualité
Vous traiterez en anglais l’un des deux sujets suivants au choix. et cohérence du contenu,
correction et richesse de la
Répondez en 120 mots au moins. langue. Il vous sera également
nécessaire de maîtriser les
Sujet A conventions du dialogue :
utilisez l’extrait de Mark Haddon
Imagine Christopher and his therapist are having their first meeting. comme modèle.
They talk about his everyday life, likes and dislikes and fears. Write
their conversation.
Structurez votre production
Ne rédigez pas tout d’un bloc.
Sujet B Organisez votre réponse en
You work for a charity. Write an email to your city council explaining plusieurs paragraphes. Ici, vous
what could be done in your city in favour of the inclusion of people pouvez rédiger un paragraphe
with disabilities. Give precise examples in various domains. pour chaque argument différent
traité (le monde du travail, l’école,
la mode, etc.).

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 DIVERSITY AND INCLUSION axe 7

ÉPREUVE ORALE Durée 10 minutes

Note sur 5 points

Ce sujet d’expression orale porte sur l’axe 7 du programme : Parler de l’axe

Diversity and inclusion. Observez l’image et lisez la citation.
Il s’organise en deux parties : Les documents proposés ne
comportent ni le mot « diversity »
1. expression orale en continu ; ni le mot « inclusion », mais vous
2. expression orale en interaction. allez devoir expliquer en quoi les
documents A ou B se rattachent à
ces notions. Veillez donc à employer
Vous devrez d’abord parler seul(e) pendant un maximum de clairement ces deux mots et à les
cinq minutes à partir de la question suivante : Which document définir dès le début de votre prise
illustrates better the topic “Diversity and inclusion”? de parole. Le « and » n’est pas vide de
sens : efforcez-vous de bien lier l’idée
À l’issue de votre présentation, l’examinateur(trice) vous posera de de diversité à celle d’inclusion, et de
nouvelles questions. Cette étape d’échange oral entre vous durera ne pas les traiter séparément en
également un maximum de cinq minutes. deux parties juxtaposées successives.

DOCUMENT A

DOCUMENT B

“Disability is a matter of perception.

If you can do just one thing well,
you’re needed by someone.”

Martina Navratilova,
Û

American tennis player (2012)

Le lexique du commentaire d’image

Le choix du document pictural
implique que vous maîtrisiez le
lexique du commentaire d’image.
Apprenez du vocabulaire spécifique
pour pouvoir analyser la composition
(« in the top left / right hand corner »,
« at the top », « in the bottom left /
right hand corner », « at the bottom »,
« in the background », « in the
foreground », etc.), la typographie
(« capital letters », « italics », « bold »,
Teen Vogue cover featuring model Jillian Mercado (2019) etc.), et interpréter le message.
Û

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 Évaluation de type bac

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

PBS NewsHour (2019)

Rendez compte en français du document, en montrant que vous avez compris :
a. le thème principal du document ;
b. les circonstances dans lesquelles la journaliste a réalisé cette vidéo (date, évènement marquant) ;
c. les raisons pour lesquelles un groupe d’étudiants est filmé ;
d. l’ampleur du problème soulevé ;
e. la fonction et la portée du document (relater, informer, convaincre, critiquer, dénoncer, etc.).

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 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 points NOM : COMP
PRÉNOM :
Titre du document : CLASSE :
Titre du
Growing up black in America: here’s my story DATE : / /
Growing
of everyday racism of every

I am a black man who has grown up in the United States. In high school I started wondering, as teenagers do, I am a bl
I know what it is like to feel the sting of discrimination. how people go about finding romantic partners. From I know w
As a middle-class, light-skinned black man I also know what I could tell in movies and television shows—my As a mid
that many others suffered (and continue to suffer) a lot 45 principal sources of information—you had to be rich that ma
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 5 worse t
In elementary school, I remember being told that I was worried. Like many young black people, I internalized In eleme
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 one of t
meant to understand; I was different. as much respect. Much to my dismay, my blackness meant t
50 seemed to be the salient thing about me. One of my
I remember the way this kind of backhanded I reme
classmates had a gift for inventing creative ways to
10 compliment stung me, but it took me a long time to 10 complim
make fun of my kinky hair, and he got enough people
understand why it hurt. In truth, though, the comment underst
laughing to send me home in tears for a good part of
rings true. I am “good” by America’s standards, or rings tr
my freshman and sophomore years of high school.
at least “better”: my skin is light, most of the time I at least
dress like a middle-class professional and my manner 55 One year, one of the few black students at my high dress lik
15 of speech betrays a large degree of assimilation in school found a noose hanging in his locker one day. 15 of spee
the white American mainstream (for example, I use The culprit—a white student—was quickly discovered, the whi
phrases like “manner of speech”). and all he had to do to get out of trouble was issue phrases
a lame apology. I thought his punishment should
But as many others have learned, there is no amount But as m
60 have been more severe. I convinced my best friend
of assimilation that can shield you from racism in of assim
to wear black armbands in school to protest. This act
20 this country. Throughout my life, something—the 20 this co
earned me no greater respect, and actually greater
kink of my hair or my “attitude”—would mark me as kink of
ridicule. Several of our teachers thought it was funny
inferior, worthy of ridicule, humiliation or ostracism. In inferior,
and even prompted our classmates to laugh at our
elementary school I got the distinct impression that elemen
65 expense: “Look at Jones,” one teacher said, “starting a
teachers didn’t like me. I got in trouble a lot, and one teacher
revolution.” (Thank you, Mr I forget-your-name!)
25 teacher actually wrote on my report card that I was 25 teacher
“amoral”. In third grade, I had my first black teacher I became so well-practiced in the art of not offending “amoral
and the whole dynamic changed. Mrs Brooks decided racist white people that I ceased to become outraged and the
it was OK if I squirmed in my chair. She taught us by them. it was O
about discrimination and injustice and taught us about d
70 Looking back, I realize that, apart from my black
30 to recite and interpret poetry from the black arts 30 to recit
armband episode, my survival strategy was to make
movement. (Thank you, Mrs Brooks!) movem
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 As I got
around every corner. She assumed that I would be the people that I ceased to become outraged by them, at around
object of discrimination in school and maintained an 75 least when they affected me directly. I knew how to object o
35 intense, vigilant determination to protect me from it. She enter a store, to make eye contact with someone who 35 intense,
monitored everything about my treatment in school, worked there, to smile and say hello as if to say: “Don’t monitor
ready to leap at the slightest slight. Sometimes I thought worry, I’m not trying to steal anything.” Somehow—I ready to
she went too far. I wasn’t chosen to give a speech to my suppose from being followed in stores frequently—I she wen
middle school’s assembly, and so she inquired as to why 80 learned not to carry books into a bookstore, not to middle s
40 I wasn’t chosen, and she insisted that I be given a shot. walk through a store with bags that were not sealed 40 I wasn’t
(Thank you, mom!) or zippered shut, and so on. (Thank

Brian Jones, The Guardian (2018)

Û

Answer the following questions in English, using your own words.

Answer the
a. Who is the author of this document and what is the nature of this excerpt (novel, news article…)?
a. Who is the
b. What is the author denouncing?
b. What is th
c. What hurdles did he have to go through as a child and teenager?
c. What hurd
d. Growing up, what did he finally realise?
d. Growing u
e. How does he cope with the situation now?
e. How does

242 Unit 14 Blockbuster Tle 242 Unit 14

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 Note Note
EXPRESSION
COMPRÉHENSION
ÉCRITE DE5L’ÉCRIT
sur points sur 5 points NOM : NOM :
PRÉNOM :PRÉNOM :
Titreenduanglais
Vous traiterez document : sujets suivants au choix.
l’un des deux CLASSE : CLASSE :
Growing up black
Répondez en 120 mots au moins. in America: here’s my story DATE : DATE
/ : / / /
of everyday racism
Sujet A
You’ve just read the testimony by Brian Jones and you are moved by his story. You decide
to write to himI am a black
to let him man
knowwhothathas grown
you uplike
would in the
to United
help and that thingsInneed
States. high to
school I started wondering, as teenagers do,
change.
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
Sujet B that many others suffered (and continue to suffer) a lot 45 principal sources of information—you had to be rich
You are a member
5 worseof the me.
than group “IntegrateNYC”
I grew up around a and
lot ofyou decide
white to deliverand
people. a speech in be
white to front of of love. I was neither, so I was
worthy
the Supreme In Court to denounce
elementary school,segregation
I rememberinbeing
schoolstoldinthat
your city, and worried.
I was to try to Like
makemany
things
young black people, I internalized
change. Writeone the of
speech.
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
10 compliment stung me, but it took me a long time to
classmates had a gift for inventing creative ways 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.

Brian Jones, The Guardian (2018)

Û

Answer the following questions in English, using your own words.

a. Who is the author of this document and what is the nature of this excerpt (novel, news article…)?
b. What is the author denouncing?
c. What hurdles did he have to go through as a child and teenager?
d. Growing up, what did he finally realise?
e. How does he cope with the situation now?

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 Durée 10 minutes
ÉPREUVE ORALE Note sur 5 points NOM : COMP
PRÉNOM :
Ce sujet d’expression orale porte sur l’axe 7 du programme : CLASSE : Titre du
Diversity and inclusion. DATE : / /
Growing
Il s’organise en deux parties : of every
1. expression orale en continu ;
2. expression orale en interaction.
I am a bl
I know w
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante : As a mid
Which document illustrates better the topic “Diversity and inclusion”? that ma
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral 5 worse t
entre vous durera également un maximum de cinq minutes. In eleme
one of t
meant t
I reme
DOCUMENT 10 complim
underst
rings tr
at least
dress lik
15 of spee
the whi
phrases
But as m
of assim
20 this co
kink of
inferior,
elemen
teacher
25 teacher
“amoral
Rami Malek, winner of Best Actor (“Bohemian Rhapsody”); Olivia Colman, winner of and the
Û

Best Actress (“The Favourite”); Regina King, winner of Best Supporting Actress it was O
(“If Beale Street Could Talk”); and Mahershala Ali, winner of Best Supporting about d
Actor (“Green Book”) during the 91st Annual Academy Awards (2019) 30 to recit
movem
As I got
DOCUMENT around
object o
35 intense,
monitor
ready to
she wen
middle s
40 I wasn’t
(Thank

Answer the
a. Who is the
b. What is th
c. What hurd
Eli Harold, Colin Kaepernick and Eric Reid of the San Francisco 49ers kneel
Û

d. Growing u
during the anthem to protest against police brutality (2016)
e. How does

244 Unit 14 Blockbuster T242

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Unit 14
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 Évaluation de type bac

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

Religion & Ethics NewsWeekly (2017)

Rendez compte en français du document, en montrant que vous avez compris :

a. le thème principal du document ;
b. à qui s’adresse le document ;
c. le déroulement des faits, la situation, les événements, les informations ;
d. l’identité des personnages ;
e. les éventuels éléments implicites du document ;
f. la fonction et la portée du document (relater, informer, convaincre, critiquer, dénoncer, etc.).

Blockbuster Tle Unit 15 257

136 I Reproduction autorisée © EMDL, 2020 I Blockbuster Tle
 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 points NOM : COMPR
PRÉNOM :

Titre du document : CLASSE :

Titre du
British culture wouldn’t exist without DATE : / /
British c
multiculturalism—It’s time to take this tired multicul
debate off the table debate o

A study claiming four in 10 people believe multiculturalism has undermined British culture is just another A study
reminder to the UK’s minority ethnic communities they will never be British enough. reminde

As a born and bred product of British multiculturalism, This constant othering of migrants, first-generation As a bo
it’s hard for me to comprehend the ongoing 30 or otherwise, is tiring. I know immigration—and it’s it’s har
demonisation of immigrants. Growing up in a mixed- not something to fear. My Muslim grandfather grew demoni
race family was getting a new pencil case before the up in India, the son of an army officer supporting race fam
5 start of term; plastering Spice Girls posters on my the British during World War II. He idolised British 5 start of
wall; eating fish and chips on a Friday in the school customs and since his arrival to the UK in the 50s wall; ea
canteen; Sundays spent wrapped in the love of my 35 has dedicated his life to working as a doctor for the canteen
nana’s chicken curries, gulab jaman and jalebis. (...) NHS. He wears tweed and eats marmalade on toast nana’s c
—but he also attends his local mosque and eats lime
At a time when global anti-immigrant sentiment is At a tim
pickle. Surely he’s as British as they come? And isn’t
10 reaching fever pitch, a study claiming that four in 10 reachin
that exciting? (...)
10 people believe multiculturalism has undermined 10 peop
British culture feels like sticking the knife in. It’s just 40 The researchers did find a majority (59 %) of those British c
another reminder to the UK’s migrant or minority surveyed felt diversity brought by immigration had anothe
ethnic communities that they will never be British enriched British culture and 63 % felt migrant workers ethnic
15 enough. supported the economy and brought valuable skills to 15 enough
the UK, so clearly all is not lost. These are the stats we
It’s baffling to me that a sizeable minority of people It’s baff
45 need to be focusing on—the resounding consensus
could feel that British culture is being stifled by could f
that multiculturalism is important and continues to
multiculturalism. Are we talking about the same tea- multicu
make a valuable contribution to our society.
drinking culture that includes chicken tikka masala drinking
20 as a national dish and holds St George as its patron Instead of continuing this tired debate, we should 20 as a nat
saint? (...) be turning our attention to what it means to be saint? (
50 British today, in all its richness and difference, and
To those who don’t support multiculturalism, I’d To tho
celebrating what makes our culture so unique.
love to ask: do you know any immigrant families? love to
That’s where representation in media and popular
Have you taken the time to understand who they Have y
culture becomes so important, along with social
25 are or their stories? Or do you just hate people who 25 are or t
mobility in education and employment. It’s time
don’t look like you? People are scared of what they don’t lo
55 the multiculturalism debate is taken off the table,
don’t know but surely it’s time we stopped indulging don’t kn
because it’s already here. Multiculturalism has
ignorance. (...) ignoran
happened—deal with it.

Lucy Pasha-Robinson, The Huffington Post (2018)

Û

Answer the following questions in English, using your own words. Answer the
a. Describe what the study consisted of and what the results were. a. Describe
b. Explain why the results of the study seem to be problematic. b. Explain w
c. Identify important elements about the author and her family. Why does the author choose to mention them? c. Identify im
d. Does the author agree with the idea that multiculturalism has undermined British culture? d. Does the
Justify your answer with elements from the text. Justify yo
e. Explain why the author writes: “Multiculturalism has happened–deal with it”. e. Explain w

258 Unit 15 Blockbuster T260

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 Note Note
EXPRESSION
COMPRÉHENSION
ÉCRITE DE5L’ÉCRIT
sur points sur 5 points NOM : NOM :
PRÉNOM :PRÉNOM :
Vous traiterez en anglais l’un des deux sujets suivants au choix.
Titre du document :
Répondez en 120 mots au moins.
CLASSE : CLASSE :

British culture wouldn't exist without DATE : DATE

/ : / / /

Sujet A multiculturalism—It's time to take this tired

You are adebate off the table
journalist interviewing the author’s grandfather about his life and his opinion
on multiculturalism. Write the transcript of your discussion.
A study claiming four in 10 people believe multiculturalism has undermined British culture is just another
Sujet B reminder to the UK's minority ethnic communities they will never be British enough.
You are a candidate in the next municipal elections of your town. Prepare a speech in which
you promote multiculturalism.
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.

Lucy Pasha-Robinson, Huffington Post (September 17th, 2018)

Û

Answer the following questions in English, using your own words.

a. Describe what the study consisted of and what the results were.
b. Explain why the results of the study seem to be problematic.
c. Identify important elements about the author and her family. Why does the author chooses to mention them?
d. Does the author agree with the idea that multiculturalism has undermined British culture?
Justify your answer with elements from the text.
e. Explain why the author writes: “Multiculturalism has happened–deal with it”.

260TleUnit 15
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 Durée 10 minutes
ÉPREUVE ORALE Note sur 5 points NOM : COMPR
PRÉNOM :
Ce sujet d’expression orale porte sur l’axe 7 du programme : CLASSE :
Titre du
Diversity and inclusion.
Il s’organise en deux parties :
DATE : / /
British c
1. expression orale en continu ; multicul
2. expression orale en interaction. debate o

Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante : A study
Which document illustrates better the topic “Diversity and inclusion”? reminde
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. As a bo
it’s har
demoni
race fam
5 start of
DOCUMENT wall; ea
canteen
nana’s c
“I am proud that London is a city where, the vast At a tim
majority of the time, Jewish people, Christians, 10 reachin
Muslims, Sikhs, Buddhists, black, white, rich, young, 10 peop
gay, lesbian—don’t simply tolerate each other but British c
respect, embrace, and celebrate each other.” anothe
ethnic
15 enough
It’s baff
Sadiq Khan, Mayor of London (2016)
Û

could f
multicu
drinking
20 as a nat
DOCUMENT saint? (
To tho
love to
Have y
25 are or t
“I recognise the place, I feel at home here, don’t lo
but I don’t belong. I am of, and not of, this place.” don’t kn
ignoran

A New World Order, Caryl Phillips (2001)

Û

Caryl Phillips is a Kittitian-British novelist, playwright and essayist. Answer the

He is often described as a Black Atlantic writer, since much a. Describe
of his work explores the experiences of peoples of the African
diaspora in England, the Caribbean and the United States. b. Explain w
c. Identify im
d. Does the
Justify yo
e. Explain w

260 Unit 15 Blockbuster T260

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Unit 15
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 Évaluation de type bac

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

prof. 145 01:24

NPR (2019)

Rendez compte en français du document, en montrant que vous avez compris :

a. le thème principal du document ;
b. l’identité des personnages intervenant (et éventuellement, les liens entre eux) ;
c. l’anecdote relatée par le principal intervenant ;
d. la fonction et la portée du document (relater, informer, convaincre, critiquer, dénoncer, etc.).

Blockbuster Tle Unit 16 273

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 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 points NOM : COMP
PRÉNOM :

Titre du document : CLASSE :

Titre du
The Hawaiian Queen DATE : / /
The Haw

Lili’uokalani, the reigning monarch of the Hawaiian She expected the day to be one of the most Lili’uoka
kingdom, belonged to an ancient line of chiefs. Long triumphant in her two-year reign, if all went as kingdom
before her birth, her ancestors had paddled double- planned. before h
hulled canoes from Polynesian settlements using the hulled c
40 But that very morning the USS Boston, a warship
5 stars to navigate, [and had] settled on a remote chain 5 stars to
based in the islands with special orders to protect
of volcanic islands they called Hawai’i. of volca
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 On Jan
grandfather was a high chief, two [ships] from the advocate of American expansionism. A small group grandfa
British navy appeared on the horizon. Commanded 45 of conspirators, backed by the envoy, was plotting to British
10 by the explorer James Cook, the ships’ sailors wrest her away from the throne. 10 by the
shattered the splendid isolation of the Hawaiians, shatter
By 1893 a mounting threat to Hawai’i’s independence
bringing deadly diseases, liquors, and firearms. bringing
had also come from within: powerful white sugar
A few decades later, Christian missionaries arrived, planters and merchants sought relief from an A few d
bringing the word of a new god and the printing 50 economic depression by pushing to annex the bringin
15 presses to spread it. By the time Lili’uokalani reached islands to the United States, the primary market for 15 presses
adolescence, Hawai’i had adopted a declaration of Hawaiian sugar. Already, they’d almost completely adolesc
rights, a constitution, a national legislature, and a transformed Hawai’i’s economy. rights,
public education system. public e
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, Lili’uok
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 20 ancient
ornate palace illuminated by electric lights, installed dollars was seized from native Hawaiians and claimed ornate
four years before the White House’s in Washington, by American businessmen. four yea
D.C. Educated by missionaries alongside other high D.C. Ed
It was also the first major gust in the brewing storm
chief’s children, she spoke and wrote fluent English chief’s
60 of American imperialism. As Americans gained a new
25 and Hawaiian, along with a smattering of French, 25 and Ha
belief in their manifest destiny around the globe,
German and Latin. German
Hawaiians lost their country.
She ruled over a kingdom that was independent but She rule
The queen stood watching the troops, facing an
tiny. Lili’uokalani’s island kingdom was isolated and tiny. Lil
impossible dilemma. Should she remain “civil”, risking
virtually defenseless. virtually
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 30 As she
Saturday, January 14, 1893, Hawai’i’s queen planned troops under her commands? Saturda
to substitute a new constitution for the one forced to subs
To do so risked inciting the slaughter of a race of people
upon her brother several years earlier, which had upon h
that was already disappearing. Epidemics had carried
turned Hawai’i’s monarch into a mere figurehead. turned
70 away tens of thousands of native Hawaiians, who
35 Now she aimed to reclaim power for the throne and 35 Now sh
had little resistance to the deadly viruses that swept
her people. her peo
regularly through the islands. What should she do?

Lost Kingdom: Hawaii’s Last Queen, the Sugar Kings and

Û

America’s First Imperial Adventure, Julia Flynn Siler (2012)

Answer the following questions in English, using your own words. Answer the
a. Identify the explicit background information (topic of the extract, date, place, main person and event). a. Identify th
b. Identify the succession of events related in the story. b. Identify th
c. Explain the aim of this document. c. Explain th

274 Unit 16 le
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 Note Note
EXPRESSION
COMPRÉHENSION
ÉCRITE DE5L’ÉCRIT
sur points sur 5 points NOM : NOM :
PRÉNOM :PRÉNOM :
Vous traiterez en anglais l’un des deux sujets suivants au choix.
Titre du document :
Répondez en 120 mots au moins.
CLASSE : CLASSE :

The Hawaiian Queen DATE : DATE

/ : / / /

Sujet A
“There comes a time when you have to choose between turning the page and closing the book”, Unknown.
Lili’uokalani, the reigning monarch of the Hawaiian She expected the day to be one of the most
How does thiskingdom,
quote apply to the to
belonged situation in Hawaii?
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.
Sujet B hulled canoes from Polynesian settlements using the
40 But that very morning the USS Boston, a warship
starsHawaiian
You are a Native
5 to navigate,
back[and had]during
in 1959, settledAmerican
on a remote chain
annexation. based in the islands with special orders to protect
Write a journalofentry
volcanic islands
about they called
the situation Hawai’i.your feelings.
to express 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?

Adapted from Lost Kingdom: Hawaii’s Last Queen, the

Û

Sugar Kings and America’s First Imperial Adventure,

Julia Flynn Siler (2012)

Answer the following questions in English, using your own words.

a. Identify the explicit background information (topic of the extract, date, place, main person and event).
b. Identify the succession of events related in the story.
c. Explain the aim of this document.

276TleUnit 16
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 Durée 10 minutes
ÉPREUVE ORALE Note sur 5 points NOM : COMP
PRÉNOM :
Ce sujet d’expression orale porte sur l’axe 7 du programme : CLASSE :
Titre du
Diversity and inclusion.
Il s’organise en deux parties :
DATE : / /
The Haw
1. expression orale en continu ;
2. expression orale en interaction.
Lili’uoka
kingdom
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante : before h
Which document illustrates better the topic “Diversity and inclusion”? hulled c
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral 5 stars to
entre vous durera également un maximum de cinq minutes. of volca
On Jan
grandfa
British
10 by the
DOCUMENT shatter
bringing
A few d
bringin
Ahuwale ka po’okela i kāu hana iā ha’i 15 presses
It is through the way you serve others adolesc
that your greatness will be felt. rights,
public e
Lili’uok
20 ancient
ornate
Hawaiian proverb four yea
Û

D.C. Ed
chief’s
25 and Ha
DOCUMENT German
She rule
tiny. Lil
virtually
30 As she
Saturda
to subs
upon h
turned
35 Now sh
her peo

Aloha ’Āina Unity March, a protest that aims to raise awareness Answer the
Û

of issues affecting Hawaii’s natural resources (2015) a. Identify th

b. Identify th
c. Explain th

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PREPARE FOR THE TOPIC!
THE FRENCH INFLUENCE
Where can French history be found in the city?
• New Orleans was built by French settlers and it
is still possible to see the French influence in the
architecture of the city.
[Picture: The French Quarter Û p. 208]
[Article: “Where to find French history in New Orleans”,
by Leah Walker Û p. 208]
NOLA
How does New Orleans
reflect the history
of the USA?
HISTORICAL FIGURES AND PLACES
Where can we see memorials to people who changed
history?
• Chef Leah Chase fed civil rights activists in her
restaurant Dooky Chase.
[Picture and quote: Leah Chase Û p. 210]
[Podcast: “Leah Chase, Queen of Creole cuisine”, NPR Û p. 210]
• Louis Armstrong is one of the key figures of the
New Orleans jazz scene. A city tour gives people the
possibility to discover places that were important for
the musician.
[Article: “How to tour Louis Armstrong’s New Orleans”,
Smithsonian Mag Û p. 211]
226 Prepare for the topic! · AXE 8
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MUSIC AND CELEBRATIONS
How do music and celebrations echo the history
of the city and of the country?
• New Orleans is the birthplace of jazz music.
[Film: “A Tuba to Cuba”, by Danny Clinch and T. G. Herrington
Û p. 206]
• During Mardi Gras celebrations, African Americans
dress up as “Indian chiefs” to celebrate their bond
with Native Americans.
[Magazine cover: Off Beat Û p. 209]
[Podcast: “In New Orleans, ’Indian Red’ Is the anthemic
sound of tradition”, NPR Û p. 209]
HURRICANE KATRINA
What do the scars of a city tell us about its history?
• Hurricane Katrina destroyed many neighbourhoods
of the city in 2015 and the reconstruction is still on-
going. However, many landmarks like the Superdome
still stand and have been restored to symbolise that
the city is vibrant and full of life.
[Documentary: “Restoring the musical city of New Orleans
after Katrina”, Smithsonian Channel Û p. 212]
[Article: “New Orleans is still trying to recover from Hurricane
Katrina”, Environmental and Energy Study Institute Û p. 212]
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 TERRITORY AND MEMORY axe 8

Territory and
SPIRITUALITY
memory What is the spiritual force of the Ganges?
• Varanasi is a city where believers perform
religious rituals in the waters of the river, on its
banks or on the ghats, the steps that take you to
the water.
[Documentary: “Holy (Un)Holy River”, by Peter McBride
and Jake Norton Û p. 216]
[Documentary: “Banaras | Varanasi”, Incognito Team Û p. 219]
• When writer Mark Twain visited Varanasi, he
witnessed the activity and the rituals around the
Ganges.
[Image: Ghats on the Ganges bank in Varanasi Û p. 218]
(UN)HOLY RIVER [Novel: “Following the Equator”, by Mark Twain Û pp. 218-219]
• The ashrams are places dedicated to meditation
Ganges: a worshipped or and yoga. They used to be very authentic, but
an abused river? nowadays they meet the interest of Western
people too: what will their future be?
[Images: Art and graffiti at The Beatles Ashram and
yoga practice Û pp. 220-221]
[Article: “Rebuilding on the Beatles, an ashram in India
hopes for revival”, The New York Times Û pp. 220-221]

ECONOMY AND POLLUTION

What is the situation of the waters of the Ganges?
• 40 % of all Indians depend on the Ganges for
drinking water and irrigation.
[Infographic: The polluted Ganga, The World Bank Û p. 222]
• Over 3 billion litres of sewage and industrial waste are
drained every day into the Ganges.
[Infographic: The polluted Ganga, The World Bank Û p. 222]
• The Indian government approved a plan to clean
the river in 2016.
[Video report: “Flesh eating turtles to clean the Ganges”,
Vice / HBO Û p. 222]
• Some Indians believe that the sacred nature of the
river enables it to self-clean, and that no further
action is needed.
[Video report: “Flesh eating turtles to clean the Ganges”,
Vice / HBO Û p. 222]

MAKE YOUR OWN MIND MAP

Complete or transform this mind map to get ready for the exam. Add quotes and keywords in each category.
You can also create new branches and add concepts and documents for topic 8 that you studied in Première.

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 bac SUJET GUIDÉ

Durée
ÉPREUVE ÉCRITE  1 heure 30
L’axe du programme
L’ensemble de l’épreuve écrite porte sur l’axe 8 du programme :
Territory and memory. N’oubliez pas que vous allez traiter d’un seul
axe dans tout le dossier. N’hésitez pas à lire
Elle s’organise en deux parties : la description de chaque axe du programme
1. compréhension de l’oral et compréhension de l’écrit ; et de relire les mots clés qui sont donnés.
Par exemple, pour l’axe 8 « Territoire et
2. expression écrite. mémoire » vous aurez, entre autres, les
mots clés suivants : mémoriaux, traces
de l’histoire, histoire officielle, devoir de
Vous disposez tout d’abord de cinq minutes pour prendre mémoire, patrimoine bâti. Souvenez-vous
connaissance de l’intégralité du dossier. de ces mots, traduisez-les en anglais et
Vous allez visionner trois fois le document vidéo de la partie 1 employez-les dans vos productions !
(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

Les images des vidéos

Titre du document : Attention à ne pas vous laisser trop
The 400th anniversary of slavery in America absorber par l’image lorsque la CO se
base sur une vidéo. Certes, vous obtiendrez
quelques informations visuelles très utiles,
vidéo 45 01:37
mais, de façon générale, les sujets vidéo
sollicitent surtout… votre oreille ! Donc ne
vous concentrez pas trop sur de petits détails
VOA News (2019) visuels, mais surtout sur ce qui est dit.

En rendant compte en français du document, vous montrerez que Repérez la situation d’énonciation
vous avez compris : Repérez les dates, les indications
temporelles et les changements de temps.
a. le thème principal du document ; Attention, il peut y avoir des retours en
b. à qui s’adresse le document ; arrière (une évocation d’événements ou de
faits passés).
c. la situation, les événements, les informations ;
d. l’identité de Calvin Pearson, Bill Wiggins et des autres personnes
mentionnées ; Repérez les éléments implicites
e. les éventuels éléments implicites du document ; Tout n’est pas dit de manière explicite.
f. la fonction et la portée du document (relater, informer, convaincre, Appuyez-vous sur vos connaissances
concernant le contexte historique. Prêtez
critiquer, dénoncer, etc.). attention à l’intonation des voix, pour mieux
appréhender la situation et les différents
points de vue.

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 TERRITORY AND MEMORY axe 8

COMPRÉHENSION DE L’ÉCRIT Note

sur 5 points

Titre du document :
A memorial for the black slaves of Britain
La situation d’énonciation
L’un des critères d’évaluation de la
How’s your Black History Month going so far? I’ve given a dozen CE est l’identification de la situation
talks—including one at a large firm where I was heckled by a d’énonciation.
senior partner who was furious that I was stressing the integral Il s’agit de replacer le document dans
son contexte en montrant que vous
role of black people in British history. I’ve talked to hundreds of avez compris qui parle, à qui, d’où,
5 black people about what life is like for them in predominantly quand et dans quelles circonstances.
white spaces. Pour trouver « qui parle », pensez aux
sources du document.
If I were to boil all those interactions down to one issue, it would Ensuite, pour identifier l’énonciation
be how we remember what really happened—what place it has ou le / la destinataire, repérez les
in the nation, what visual guides exist to help us actually see pronoms ou les déterminants
10 this history, what narratives we tell. And the problem with Black personnels comme « I, my, me we, our,
us ».
History Month is that it’s still just that. A month. Even in the Pour répondre aux questions « Où ? »
best-case scenario where it gets maximum airtime, it’s still just et « Quand ? », repérez les indices
a twelfth of our annual headspace. That’s a minimisation that de lieu, les dates ou indications
echoes the lived experience of black people, still feeling the temporelles et les temps verbaux.
15 pressure to make themselves smaller in a world that too often
regards us as marginal.
That there is very little of this history to see is undeniably part of Après avoir lu ce paragraphe,
the problem. Delivering this message to mostly white audiences, concentrez-vous sur cette citation :
no matter how well intentioned, during the first half of Black « Delivering this message to mostly
20 History Month often makes me feel exoticised. So my survival white audiences (...) during the first
strategy is to spend the second half in Ghana, whose flag blazes half of Black History Month often
makes me feel exoticised ». Qu'est-ce
a black star, because here blackness is a source of both pride que cela nous dit sur le narrateur ?
and normality.
Yet the same pressures of erasure have operated on the way
25 history is remembered in Africa, too. One of the first events I
went to this month, once I arrived in the Ghanaian capital, Accra,
was about a project to take the architectural plans of the almost Relevez, dans ce paragraphe et
50 slave forts—built by the British and other Europeans, and dans le suivant, les termes qui font
référence à la mémoire et aux façons
which pepper the Ghanaian coast—and turn them into pieces de parler des événements passés.
30 of art. These castles are being described as a crucial, visible Comment l’histoire de l’esclavage
part of the puzzle for those still struggling to understand the est-elle visible au Ghana ?
interconnectedness of people of African heritage to British
history.
Another set of artworks, which I have spent this year exploring,
35 is the wrecks of slave ships that are littered across the bed
of the Atlantic Ocean but are barely seen or acknowledged.
These watery graveyards speak to the full scale of European
exploitation of Africans, but also of African resistance and agency,
of remarkable rebellions on the high seas.
40 As I and others have argued before, one reason that British
people feel complacent about Britain’s role in pioneering slavery,
and the racism that underpinned it, is that it happened slightly

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 bac SUJET GUIDÉ

farther away. The Caribbean is Britain’s own Deep South, where

enslavement and segregation as brutal as anything that existed
45 on American soil took place at the hands of British people. And
that distance facilitates denial.
If there is one useful thing we can all do this Black History Month, En ce qui concerne cette question,
it is to bridge that distance. And that raises the question: why is le titre du document ainsi que la
there no memorial to enslaved Africans, on whose backs Britain question que l’auteure pose dans
50 was built, on British soil? les trois dernières lignes du texte
pourraient vous aider : quelle est
l’opinion de l’auteure sur la création
d’un « memorial for the black slaves
Afua Hirsch, The Guardian (2019)
Û

of Britain » ? Quelles sont la fonction

et la portée du document ?

Answer the following questions in English, using your own words.

Comparer deux textes
a. Identify the explicit background information (topic, places, people,
events…) Vous devez mettre en relation les
deux documents du dossier. Pour ce
b. Explain the aim of the document: what message does the author faire, préparez au brouillon un tableau
want to convey? pour y noter les points communs et
c. Explain how the video and the text are related. les différences. Gardez à l’esprit les
« wh- questions » (« what, when, where,
who »), mais surtout l’axe étudié.

Note
EXPRESSION ÉCRITE sur 5 points
Les critères d’évaluation
Prenez le temps de bien lire les
deux sujets pour être certain(e) d’en
Vous traiterez en anglais l’un des deux sujets suivants au choix. comprendre chaque terme et de faire
Répondez en 120 mots au moins. le bon choix.
Vous serez évalué(e) sur 4 critères
qui sont les mêmes pour tous :
- la qualité du contenu ;
Sujet A - la cohérence de la construction
To celebrate Black History Month, your town has organised a series du discours ;
- la correction de la langue ;
of talks about the slave trade. Write the opening speech to present - la richesse de la langue.
the conferences.

Sujet B Repérez le type de texte

Write a short letter to a local newspaper explaining why it is important Qu’est-ce que vous devez produire ?
Un article de presse, une lettre, une
to remember people who were kidnapped and enslaved. Suggest ways histoire, un discours ou vous devez
in which we should commemorate those people. simplement argumenter un choix ou
une opinion ?
Dans le sujet A, on vous demande
d’écrire un discours, alors que, dans le
sujet B, on vous demande d’écrire une
lettre. Souvenez-vous des règles
à suivre : lisez les conseils sur
comment « Rédiger un discours »
p. 261 de votre manuel et comment
« Rédiger une lettre ou un courrier
électronique » p. 258 de votre manuel.

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 TERRITORY AND MEMORY axe 8

ÉPREUVE ORALE Durée 10 minutes

Note sur 5 points

Ce sujet d’expression orale porte sur l’axe 8 du programme : Préparez-vous pendant toute
l’année
Territory and memory.
Comme travail en amont en vue de
Il s’organise en deux parties : l’épreuve orale, révisez le lexique que
1. expression orale en continu ; vous avez utilisé dans les unités
qui portaient sur chaque axe du
2. expression orale en interaction. programme. Appuyez-vous aussi sur
les cartes mentales de résumé de
chaque axe dans votre manuel pour
Vous devrez d’abord parler seul(e) pendant un maximum de réviser les thèmes vus en classe, et
cinq minutes à partir de la question suivante : Which document réemployez les expressions utiles des
illustrates better the topic “Territory and memory”? rabats du manuel.
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 A

Sur cette image, on voit une sculpture.

Lors de votre présentation, posez-
vous des questions : Qu’est-ce qu’elle
représente ? Où est-elle installée ? etc.
Cela vous aidera à commenter
les intentions de l’artiste (Pourquoi
a-t-elle décidé de représenter ce
sujet ? Pourquoi en Tanzanie ?).
Maintenant, vous pouvez expliciter
le lien entre l’image et l’axe d’étude
sans oublier de faire le lien avec
d’autres documents vus en classe.

Memory for the Slaves, a sculpture by Clara Sörnäs

Û

in Zanzibar, Tanzania (1998) Tout d’abord, observez l’image et

lisez la description. Même si vous
DOCUMENT B ne comprenez pas le mot « re-
enactment », observez les dates :
qu’est-ce qui s’est passé en 1811 ?
Et en 2019 ? Faites des suppositions
liées à l’image : réfléchissez aux
vêtements des personnes et à leurs
smartphones !

Cette image a été prise à la Nouvelle-

Orléans. Qu’est-ce que vous savez
de cette ville ? Réutilisez les
connaissances acquises au fil de
l’étude de l’unité « NOLA » : vous
pourrez parler de la population afro-
américaine, de son histoire et de ses
traditions (voir activité 2, « Mardi
Gras Indians »).
Re-enactment of the 1811 German Coast slave rebellion in New Orleans
Û

(2019)

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 Évaluation de type bac

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

prof. 146 01:20

NPR (2020)

Rendez compte en français du document, en montrant que vous avez compris :

a. le thème principal du document ;
b. la fonction et la portée du document (relater, informer, convaincre, critiquer, dénoncer, etc.) ;
c. les circonstances dans lesquelles les auditeurs ont, pour la première fois, rencontré Ronald Lewis ;
d. les informations données sur sa maison ;
e. dans quelle mesure Ronald Lewis est un gardien de la culture noire à la Nouvelle-Orléans.

Blockbuster Tle Unit 17 293

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 Note COMPR
COMPRÉHENSION DE L’ÉCRIT sur 5 points NOM :
PRÉNOM :

Titre du document : CLASSE : Titre du

Ten years later DATE : / / Ten year

Hard to believe it’s been ten years. Sometimes it one thing we did know: We were not going gently into Hard to
seems like a million years ago, sometimes like it was that good night. We were not giving up on New Orleans. seems l
yesterday. But it never seems like it didn’t happen. And with the help of 500,000 of our closest friends yesterd
Even ten years after—with so much rebuilt, restored, around the country—or hell, maybe a million—we put Even te
5 resettled, reconfigured, and entirely reimagined—the 45 on some boots, pulled on some gloves, and got busy. 5 resettle
specter of Katrina still colors life here, in some small specter
If what the magazines and websites have been saying— way, eve
way, even if just a muted gray. In casual conversations
if what the analysts and futurists are predicting—is or socia
or social settings, it comes up. Might take a while, but
true, then New Orleans is the destination for America’s it will co
it will come up eventually. That’s not to suggest that
next generation of young artists, entrepreneurs, and the stra
10 the stranger sitting next to you is ready to collapse 10
50 designers. Millennials, dreamers, and visionaries into a fi
into a fit of despair, rail against the injustice, and then
are here creating the next new business model, itemize
itemize everything he lost. It’s not like that anymore,
designing the next great app, fusing the next landmark thank G
thank God. It was for a really long time, though. And
technology, mixing the next banging cocktail. that tim
that time sucked.
We’re the new Austin. The new Portland. The new Looking
15 Looking back, the hardest thing to wrap your head 15
55 Brooklyn. Hollywood South. Hipster City, USA. The around
around is remembering how many people said: Let it
New New Orleans, the bright new shining city on the go. Let N
go. Let New Orleans wash into the sea.
hill. Except, well, without the hill.
The prevailing sentiment among such folks was The pr
We don’t have any hills. But you get the point. that Ne
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 20 little po
Because not just the levees needed fixing. The roads 60 the same. That is the nature of a place where irony is Becaus
needed fixing, the parks needed fixing, the schools a birthright and contradiction is the dominant hand needed
needed fixing. The jails, which needed fixing, were of fate. needed
being jammed by the judiciary, which needed fixing. being ja
We are innovation and tradition, high-tech and antique, They w
25 They were stressed to the breaking point handling fiber optics and gas lamps, new urbanism and the
25

the massive caseloads delivered by the NOPD, the ma

65 Vieux Carré, Uber cabs and streetcar lines, Airbnb and which n
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— or equi
bounce. which n
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 30 could a
beyond repair? (That was sarcasm.) I acknowledge, and—hard to believe this day has come—you can beyond
looking back now from this side of the rubble and the 70 even regulate our go-cups. But you cannot regulate looking
flood—looking back from this side of history—that soul. You cannot legislate funk. And you cannot pass flood—
even a conservative estimate of the projected cost of an ordinance that makes us ordinary. The best things even a c
35 rebuilding this city, coupled with the dubious integrity about us will never change. 35 rebuildi
and doubtful competence of City Hall at the time… it and dou
There’s a bunch of old nicknames for this city and a was not
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 And it’s
efficient municipality in this great land. But still. We’re triumph, from our shame to our redemption—I know efficient
40 also not the most educated folks you’ll ever meet, but where I live now. Welcome to Lucky Town. 40 also not

1 Dead in Attic: After Katrina, foreword by Chris Rose (2015)

Û

Answer the following questions in English, using your own words. Answer the
a. Identify the place, the time and the initial situation. a. Identify th
b. What was being questioned in the running of the city? b. What was
c. What future can be hoped for for New Orleans? c. What futu
d. Pick a sentence that illustrates the topic of territory and memory. d. Pick a sen
e. Explain the nickname “Lucky Town” given by the author to the city. e. Explain th

294 Unit 17 Blockbuster 294 Unit 17

© EMDL,T2020 I 151
le
Blockbuster Tle I Reproduction autorisée
 Note
COMPRÉHENSION
EXPRESSION ÉCRITE DEsur
L’ÉCRIT
Note sur 5 points NOM :
5 points NOM :
PRÉNOM :
PRÉNOM :
VousTitre duendocument : deux sujets suivants au choix. CLASSE :
traiterez anglais l’un des CLASSE :
Ten years later
Répondez en 120 mots au moins. DATE :
DATE : /
/
/
/

Sujet A
Imagine youHardare to
Chris Rose,it’s
believe thebeen
authortenof “1 DeadSometimes
years. in Attic: After
it Katrina”
oneand it is
thing we did know: We were not going gently into
now ten years
seems after
likethe writingyears
a million of thisago,
excerpt. Write alike
sometimes depiction
it was of thethat
city.
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
Sujet B 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.
You’re a New Orleanian working in New York for the New Yorker magazine and you
specter of Katrina still colors life here, in some small
are asked to write an article about the soul of your home town. Describe If what the magazines
in one paragraph and websites have been saying—
what is Newway, even if soul
Orleans’ just aand
muted
whatgray.
makesIn casual conversations
this city so special. 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.

1 Dead in Attic: After Katrina, foreword by Chris Rose (2015)

Û

Answer the following questions in English, using your own words.

a. Identify the place, the time and the initial situation.
b. What was being questioned in the running of the city?
c. What future can be hoped for for New Orleans?
d. Pick a sentence that illustrates the notion of memory and territory.
e. Explain the nickname “Lucky Town” given by the author to the city.

294 Unitle 17 Blockbuster Tle

Blockbusterautorisée
152 I Reproduction T © EMDL, 2020 I Blockbuster Tle Unit 17 295
 Durée 10 minutes COMPR
ÉPREUVE ORALE Note sur 5 points NOM :
PRÉNOM :
Ce sujet d’expression orale porte sur l’axe 8 du programme : CLASSE : Titre du
Territory and memory. DATE : / / Ten year
Il s’organise en deux parties :
1. expression orale en continu ;
2. expression orale en interaction. Hard to
seems l
yesterd
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante : Even te
Which document illustrates better the topic “Territory and memory”? 5 resettle
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange specter
oral entre vous durera également un maximum de cinq minutes. way, eve
or socia
it will co
10 the stra
into a fi
DOCUMENT itemize
thank G
that tim
15 Looking
around
go. Let N
The pr
that Ne
20 little po
Becaus
needed
needed
being ja
25 They w
the ma
which n
Satchmo SummerFest,. New Orleans official website (2018) or equi
Û

which n
30 could a
beyond
looking
DOCUMENT flood—
even a c
35 rebuildi
and dou
was not
And it’s
efficient
40 also not

Answer the
a. Identify th
b. What was
US Democratic presidential candidate Barack Obama eats gumbo with Leah
Û

Chase during his visit to the Dooky Chase restaurant in New Orleans (2008)
c. What futu
d. Pick a sen
e. Explain th

294 Unit 17
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le
I 153
 Évaluation de type bac

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

prof. 147 01:43

NPR (2019)

Rendez compte en français du document, en montrant que vous avez compris :

a. la nature et le thème principal du document ;
b. la situation, les événements, les informations ;
c. le lieu, les personnes et éventuellement les liens entre elles ;
d. les différents points de vue ;
e. les éventuels éléments implicites du document ;
f. la fonction du document (relater, informer, convaincre, critiquer, dénoncer, etc.) et sa portée.

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 Note COMP
COMPRÉHENSION DE L’ÉCRIT sur 5 points NOM :
PRÉNOM :

Titre du document : CLASSE : Titre du

Ganges: The holy men fasting to death keep a river alive DATE : / / Ganges:

Over th
Over the past two decades, holy men in India have 40 the Himalayas to the Bay of Bengal. Concerns over gone o
gone on dozens of fasts demanding governments the declining water levels and waning health of the honour
honour their promise to revive the polluted Ganges, 2,500km (1,553-mile)-long river, which supports a river r
a river revered by Hindus. The recent death of one of a quarter of India’s 1.3 billion people, have been 5 the mos
5 the most prominent hunger strikers made headlines. mounting for years.
In a qui
In a quiet ashram near the pilgrim town of Haridwar, 45 Hindus revere the river as a god and believe that a young
a young seer says he would die to save the Ganges. bathing in her waters can wash away a person’s sins.
Atmabo
Atmabodhanand is on the 40th day of a fast begun But the Ganges has been choked by more than 1,000 after th
after the ashram’s most prominent resident starved irrigation dams, the water table in its basin shrunk by 10 himself
10 himself to death two months ago. reckless extraction of groundwater and its own water
poisoned by toxic industrial effluent and household The 26
The 26-year-old computer science dropout from 50
Kerala s
Kerala state spends his days lying under a blanket sewage. The river in Haridwar itself caught fire in
1984 when someone put a lit match on the water. on a be
on a bed beneath a mango tree. When night falls and the
and the air gets chillier, he moves inside the spartan “Indians are killing the Ganges with pollution and the
polluted Ganges, in turn, is killing Indians,” says Victor 15 quarter
15 quarters and sleeps.
55 Mallet, author of “River of Life, River of Death”, a new “I am re
“I am ready to die,” he told me. “Our ashram has a history
book on the river.
history of sacrifice.”
“We will die for the river. If the government wants Matri S
Matri Sadan is a leafy, three-acre ashram that sits on the
blood, we will give them blood,” says Swami
on the edge of the river. Atmabodhanand stopped taking
Shivanand, the 72-year-old head of the ashram, who 20
20 taking food on 24 October and now survives on water, s
60 has also fasted in the past.
water, salt and honey—his is the 60th such fast by residen
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
Using a mix of folksy activism and hunger strikes, resident
striker in history, having resorted to more than a
residents have put pressure on successive governments to scrap
dozen fasts, the longest one lasting 21 days. 25
25 to scrap big dams, ban sand mining, clean up the river and pas
and pass laws to protect it. Many governments have 65 But what makes the fasts at the ashram in Haridwar
stand out are their frequency. “Hunger strikers acceded
acceded to their demands in the past.
believe that the voice of hunger has a power A 39-ye
A 39-year-old local seer and ashram resident, Sant Gopal D
disproportionate to its source,” says Prof Sharman
Gopal Das, is currently being force-fed in hospital to keep hi
Apt Russell. “Hunger can strengthen the weak, 30
30 keep him alive.
70 inspire the timid, bully the powerful.” But it w
But it was the death in October of GD Agarwal, an 86-yea
Himanshu Thakkar, a water expert with the advocacy
86-year-old former environmental engineer, that grabbed
group South Asian Network on Dams, says the
grabbed international headlines. Agarwal, also known as Swa
hunger strikes by the seers at Matri Sadan have
as Swami Gyan Swaroop Sanand, died after fasting for 111 d
had “some impact” all right. Sand mining on the 35
35 for 111 days at the ashram.
75 river has been stopped from time to time, and stone Before
Before his death he wrote three letters to Prime crushing factories removed from near the river. “But Ministe
Minister Narendra Modi with his demands. He didn’t my impression is fasting must be a part of a larger receive
receive an answer. strategy in which people from different sections of The lon
The longest Indian river, the Ganges flows from society must be mobilised.”

BBC News (2018)

Û

Answer the
Answer the following questions in English, using your own words.
a. Find the n
a. Find the nature and the topic of the document.
b. Pick out d
b. Pick out details about the places mentioned.
c. Find the li
c. Find the link between the people the text is about and the main topic.
d. Explain w
d. Explain why they think what they are doing is necessary.
e. Explain w
e. Explain what this sentence means: “But my impression is fasting must be a part of a larger strategy in which p
in which people from different sections of society must be mobilised.” (ll. 76-79)

310 Unit 18
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I 155
 Note
COMPRÉHENSION DE L’ÉCRIT
Note sur 5 points NOM :
EXPRESSION ÉCRITE sur 5 points NOM :
PRÉNOM :
PRÉNOM :
VousTitre duendocument : deux sujets suivants au choix. CLASSE :
traiterez anglais l’un des CLASSE :
Ganges: The holy men fasting to death keep a river alive
Répondez en 120 mots au moins. DATE :
DATE : /
/
/
/

Sujet A
Over
You work for the past
a travel two decades,
magazine. Write anholy men
article to in India have
convince people40tothe
visitHimalayas
Varanasi. to the Bay of Bengal. Concerns over
gone on dozens of fasts demanding governments the declining water levels and waning health of the
Sujet B 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
You have just spent a day in Varanasi. Write about what you saw and mounting
5 the most prominent hunger strikers made headlines.
how you felt
forinyears.
your diary.
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.”

BBC News (2018)

Û

Answer the following questions in English, using your own words.

a. Find the nature and the topic of the document.
b. Pick out details about the places mentioned.
c. Find the link between the people the text is about and the main topic.
d. Explain why they think what they are doing is necessary.
e. Explain what this sentence means: “But my impression is fasting must be a part of a larger strategy
in which people from different sections of society must be mobilised.” (l. 76-79)

310 Unitle 18 Blockbuster Tle

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 Durée 10 minutes COMP
ÉPREUVE ORALE Note sur 5 points NOM :
PRÉNOM :
Ce sujet d’expression orale porte sur l’axe 8 du programme : CLASSE : Titre du
Territory and memory. DATE : / / Ganges:
Il s’organise en deux parties :
1. expression orale en continu ;
2. expression orale en interaction. Over th
gone o
honour
Vous devrez d’abord parler seul(e) pendant un maximum de cinq minutes à partir de la question suivante : a river r
Which document illustrates better the topic “Territory and memory”? 5 the mos
À l’issue de votre présentation, l’examinateur(trice) vous posera de nouvelles questions. Cette étape d’échange oral In a qui
entre vous durera également un maximum de cinq minutes. a young
Atmabo
after th
10 himself
The 26
DOCUMENT
Kerala s
on a be
and the
15 quarter
“I am re
history
Matri S
on the
20 taking
water, s
residen
Using a
resident
25 to scrap
and pas
acceded
Poor Hindu pilgrims stand at their campsite at the ritual bathing site at Sangam, A 39-ye
Û

during the Ardh Kumbh Mela festival in Allahabad, India (2014) Gopal D
30 keep hi
But it w
86-yea
DOCUMENT grabbed
as Swa
35 for 111 d
“The Ganga, especially, is the river of India, beloved of her Before
people, round which are intertwined her memories, her Ministe
hopes and fears, her songs of triumph, her victories and her receive
defeats. She has been a symbol of India’s age-long culture The lon
and civilization, ever changing, ever flowing, and yet ever the
same Ganga.”

Answer the
Jawaharlal Nehru (1889-1964), Indian independence activist a. Find the n
Û

and first Prime Minister of India b. Pick out d

c. Find the li
d. Explain w
e. Explain w
in which p

310 Unit 18
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I 157
 axe 1 IDENTITIES AND EXCHANGES
Les pages Prepare for the topic et les sujets bac guidés ont
pour but de préparer les élèves à l’évaluation commune n°3.
Plusieurs usages de ces pages sont envisageables :
• En classe, comme un entraînement guidé. Les élèves
procèdent étape par étape et s’aident des conseils
stratégiques qui figurent sur le côté des documents.
Cette solution permet d’avancer pas à pas pour mettre
les élèves en confiance et répondre à leurs questions au
fil de leur progression.
• À la maison, comme une simulation de l’examen. Les
élèves pourront faire le travail en temps limité pour se
familiariser avec la durée de l’épreuve. De retour en
classe, le professeur recueillera les remarques des élèves,
répondra aux questions et proposera une correction.
• Libre à vous d’utiliser ces pages pour évaluer vos élèves
à la fin du travail sur un axe. Les documents proposés
sont conformes aux textes régissant l’évaluation
commune n°3.
• Les 8 dossiers peuvent également être envisagés comme
des unités « express », permettant de compléter le travail sur
un des 6 axes préconisés par les Instructions Officielles.
En complément des conseils stratégiques qui figurent
en regard des exercices dans chaque dossier, les élèves
peuvent aussi utiliser les pages de méthodologie pour
réussir l’évaluation 3 qui se trouvent en fin de manuel,
p. 254-265. Ces pages peuvent être abordées en amont de
l’entraînement aux activités des dossiers bac ou bien en
parallèle lors de l’entraînement.
ÉPREUVE ÉCRITE
COMPRÉHENSION DE L’ORAL
Dans ce document audio, un locuteur non identifié détaille
une liste d’arguments historiques et politiques pour justifier
le droit au port d’armes aux États-Unis. Du deuxième
amendement aux récentes tueries de masse, en passant par
la conquête de l’Ouest et le système américain de la balance
des pouvoirs, le locuteur énumère, sur un ton factuel, toute
une série d’éléments culturels américains qu’il s’agira pour
les élèves de repérer.
Prof. 31
SCRIPT AUDIO Durée : 01:24
Narrator: The Second Amendment reads as
such: “A well-regulated militia being necessary to
the security of a free State, the right of the people
to keep and bear arms shall not be infringed.”
What you have to keep in mind is that this was
written about 230 years ago and the world was
a very different place. America had just won its
freedom in a bloody and long revolution and was
finding its feet as a new country. It was a hostile
land and for pioneer citizens it was probably better
to have the right to keep a weapon in your house
than otherwise. After all, a hundred years later, the
Wild West was in full effect and everybody was a
target for robbers and murderers and any kind of
undesirable.
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Interestingly, some of the thinking behind the Second
Amendment was to stop the new US Government
from ever becoming tyrannical. Even today, for laws
and bills to be passed, there are many processes it
has to go through, and the President actually has
very few powers, it’s Congress that have the main
influence. And the right to bear arms in this context is
aiming the sights of America’s collective armoury at
the Government in case they start to become tyrants
and dictators like the British Empire they fought so
hard to get away from. The Second Amendment was
not thought up with crazed high school students
with extremist religious views in mind. So that’s the
argument in favour of the Second Amendment.
PRODUCTION POSSIBLE
Le thème principal du document est la culture des armes
à feu aux États-Unis. L’auteur cherche à expliquer
l’origine historique du droit au port d’armes aux
États-Unis en se référant au deuxième amendement.
Il justifie le port d’armes à différents moments de
l’histoire des États-Unis, de leurs origines à nos jours.
Les différents arguments présentés sont la dangerosité
du tout jeune pays à son origine à la fin du XVIIIe
siècle, et la dangerosité toujours présente au XIXe
siècle lors de la conquête de l’Ouest. Le port d’armes
généralisé est aussi montré comme un contre-pouvoir
au gouvernement et au président. Là encore, l’auteur
s’appuie sur l’histoire des États-Unis et leur peur
originelle du joug de l’Empire britannique. Le dernier
argument tente de dissocier le droit au port d’armes des
tueries de masse en disant que les auteurs du deuxième
amendement ne pouvaient pas prévoir la folie de notre
époque. Le point de vue mis en avant dans ce document
est la justification du bien-fondé du port d’armes aux
États-Unis et son côté inattaquable.
COMPRÉHENSION DE L’ÉCRIT
Cet article tiré du quotidien britannique The Guardian
aborde également la question du port d’armes aux États-
Unis. En s’appuyant sur une audacieuse comparaison entre
les amateurs d’armes à feu et les amateurs de livres, il
essaye dans un premier temps d’expliquer l’attachement des
Américains aux armes à feu avant de reléguer cette pratique
culturelle héritée du XVIIIe siècle au rang d’anachronisme
dans notre monde moderne.
PRODUCTIONS POSSIBLES
a. The general topic of the document is America’s gun
culture.
b. The gun people are these American citizens who are
strongly attached to the right to keep and bear arms.
c. The difference between the USA and other countries,
is that in every other country but the USA there is a
“balance between public safety and the right of people to
own weapons.” (ll. 27-28). Canadians own firearms, while
in Japan, gun ownership is possible, but very rare. In these
countries it is believed that guns should be regulated.
d. The author supports gun restrictions because even
if he understands gun culture, as the second and
Axe 1 45
 third paragraphs of the text show, he is also asking
for stricter laws. For instance, he writes: “Every other
machine is regulated so why not guns?” (ll. 38-39).
He goes as far as referring to the Constitution as
“nonsensical” (l. 50). Last but not least, he mentions
the frequency of mass murders (ll. 53-54).
e. By comparing “gun people” and “book people”, the
author tries to make his reader understand the position
of “gun people”. Gun lovers make a community, just as
book lovers do, and they both think that their product
(guns or books) is good in itself. The comparison aims
at making gun lovers look more human.
f. In my opinion, the recording and the article are linked
to the topic “Identities and exchanges” since they
both address the issue of gun ownership in the USA,
which is part of the American culture, but while the
audio clearly tries to justify this right by referring to
the Second Amendment, the article showcases it as an
archaic practice.
EXPRESSION ÉCRITE
Les deux sujets d’expression sont tous les deux formulés
de façon à ce que les élèves se sentent libres d’adopter
le point de vue de leur choix. Le premier devra respecter
les codes d’écriture d’une lettre au rédacteur en chef d’un
journal, tandis que le second devra prendre la forme d’un
essai argumenté.
PRODUCTIONS POSSIBLES
Sujet A
Dear Editor of the Tulsa Post,
I am absolutely outraged by the anti-gun protest march
being organised on the opening of the “Wanenmacher’s
Tulsa Arms Show”. This event is one of the highlights of
the year in Tulsa. Everyone here is expecting to have a
great time, to discover new guns, to try them. This march
is going to ruin everything. Who are these protesters?
What I can tell you is that they are not real Americans.
Any real American knows the Constitution of the USA, and
the Second Amendment clearly states that Americans are
entitled to “keep and bear arms”. Who are these people
to go against our Founding Fathers? I hope the police stop
this march and arrest as many protesters as possible.
I hope you will print my letter.
Best regards,
Adam Thirst
Sujet B
It has been suggested that the answer to school
shootings could be specially trained teachers.
Let’s consider the pros and cons of such a practice.
First, I can understand why this suggestion was made.
Mass shootings are an important issue. And who can
react better to an intrusion than someone inside the
school? Teachers know the building and the students, and
this allows them to have the best reaction.
However, I don’t think the answer to mass shootings
is more guns and more violence. Rather than training
teachers, why not try to fight gun ownership? Why not
pass laws that restrict the right to bear arms? Why not
identify people with psychological issues and offer them
the medical help they need?
46 Axe 1
In conclusion, I really don’t think teachers with guns is
the answer to school shootings.
ÉPREUVE ORALE
Pour ce premier entraînement à l’épreuve orale, deux
documents associant texte et image sont proposés aux
élèves. Le document A est la couverture d’un pamphlet
proarmes qui reprend la rhétorique classique du contrôle
des armes comme cheval de Troie d’une restriction globale
des libertés individuelles. Le document B, par opposition,
est une affiche de la célèbre « Brady Campaign » , qui lutte
contre la prolifération des armes à feu en mettant en avant la
nécessité de vérifier le profil des acheteurs. Les documents
A et B portent donc des discours diamétralement opposés.
PRODUCTIONS POSSIBLES
Document A
Document A better illustrates the topic “Identities and
exchanges” because it is about a very American topic: gun
control. No other country in the world has such a lenient
approach to gun control and gun ownership. Even if there
are people in the United States who are asking for more
control, the Second Amendment allowing the Americans
to “keep and bear arms” has never been overturned. This
proves how important it is for American identity.
This document is a book cover as we can see the author’s
name and the fact that he is a bestselling author
according to “The New York Times” at the bottom of the
document. The book cover is arguing that gun ownership
is an inalienable right and that, if people accept gun
control, then other freedoms will be attacked. The
anonymous hand on the cover, the use of the vague
pronoun “they”, are typical propagandist tricks. But since
this book has been published, it means there are people
ready to buy it, people who are so narrow-minded that
they believe contrary to the rest of the planet that gun
ownership is not a problem.
The imagery is rooted in American symbols: the choice of
colours is reminiscent of the American flag and the man
on the left could be an early settler or a cowboy from the
Wild West.
Document B
Document B better illustrates the topic “Identities and
exchanges” because for one thing it mentions many
countries and suggests the idea of exchanges between
countries. It shows how no country in the world can act
as if they were alone in the world or had the best answer
to any given issue.
This poster uses international figures to highlight the
huge gap between the USA and the rest of the world when
it comes to gun violence. In a way, the message conveyed
by this poster is that Americans should open their eyes
and ears to the rest of the world to start questioning
their identity.
The gun at the bottom of the poster bears the colours
of the American flag. This visual trick is quite effective
to catch the viewers’ attention and make them read the
top part of the poster. Hopefully, this poster can help
narrow-minded Americans change their perspective on
gun violence by opening to other cultures.
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COMPRÉHENSION DE L’ÉCRIT sur 5 pointsGranddaughter: Our family happens
CORRIGÉS ET PRODUCTIONS POSSIBLES
Titre du document :
How America
ÉPREUVE ÉCRITEbecame Italian
Note
NOM : to be really big
and what I was saying before I don’t really think of PRÉNOM :
our Irish side will do that or stuff like that Irish like
CLASSE :
I think of our side as like Italian and Daddy’s side is
all in Israel and we don’t see DATE
them: that /much/ so I
feel like my family here is Italian.

COMPRÉHENSION DE L’ORAL
Nearly half of Italian immigrants were “birds COMPRÉHENSION Italian householdsDEallowed L’ÉCRITfor larger portions of
Ce document vidéo est unwho
of passage” reportage
eventuallyou un documentaire
returned to Italy. 30 meatballs and other dishes.
dans lequel nous voyons a. 1. The document is an article about Italian food
Those who une conversation
stayed in America entre often
une jeunesettled and more preciselyto Italian
femme et sa grand-mère. Toutes deux sont américaines, Pizza, believed haveAmerican
originatedfood.in It was
Naples,
together, forming poor ethnic neighborhoods. published in “The Washington Post”, a very famous
mais l’on5 apprend que la grand-mère est d’origine epitomizes Italian Americans’ outsize influence
But these barrios were not simply replicas of their American newspaper.
italienne. La jeune femme explique qu’il peut lui arriver de on our culture, where pizza took on an entirely
residents’ native country. Regional cultures—which 2. Italian food was despised, and Italian immigrants
se sentir un peu perdue tant ses origines sont variées. En new meaning. Generally, Americans don’t like the
distinguished Sicilians from Neapolitans—blended
effet, son grand-père n’est pas italien, et son père vient 35 were accused
original of being
Neapolitan uncivilized
pizza, whosepeople
crust whose
tends to be
d’Europe de along
l’Estwith
maisAmerican
a également customs
émigréthat childrendu
d’Amérique brought cuisine was disgusting and smelly.
a bit soggy in the middle—unlike the crispier Italian
Sud avanthomed’arriverfromauxpublic schools.
États-Unis. Elle pense donc que 3. Italian
American immigrants
version. were able to
An Italian use ingredients
restaurant ownerthatwho
la multiplicité de ses origines est formidable, mais qu’elle they could not find in their country of origin. Besides,
10 In the early 20th century, Italian immigrant dishes opened a pizzeria in New York featuring Neapolitan
peut être également déroutante. On peut penser ici qu’elle as they became richer, they were able to make bigger
were scorned and became the root of slurs like pies told me his customers complain that his pizzas
a du mal à savoir qu’elle est sa véritable identité, à quelle dishes. As a consequence, they added sauces and
“spaghetti bender” and “garlic
culture elle appartient vraiment. Sa grand-mère comprend
eater.” Garlic’s 40 are undercooked.
meats that the original recipes did not contain.
cela. Maispungency
elle lui dit seemed
(en riant)un-American
que ses origines and italiennes
uncivilized, and
b. First, Italian
Italian immigrants
Americans havewere rejectedto
continued andputscorned
new spinsby
the strong
sont les meilleures. smellelle
Certes, wasplaisante,
seen as mais evidence of Italians’ American people. But their opinion changed throughout
l’on sent on the Neapolitan creation. In Chicago, they created
15 inferiority.
qu’elle tient Its popularity
à ses origines et aux valeursin American
d’humanité markets
qui and the 20th century. As a result, the Italian community
the deep-dish pizza. New Haven’s legendary
recipes
caractérisent today shows
les Italiens. how drastically
Elle souhaite this perception was finally accepted and managed to adjust.
profondément
Frank Pepe Pizzeria Napoletana is famous for its
les avoir transmises
has changed aux and
générations
how enmeshedfutures (et donc American
Italian à
Haswhite
c. 45 America
clambecome
pizza, Italian?
as well Iasthink that in fact
its regular the
red-sauce
sa petite-fille).
culture La has
jeune femme conclut
become in broader en disant
American que ses
life. author
and shows
cheese that ItalianInimmigrants
version. the classicmade Americaway,
American a
influences italiennes sont certainement les plus fortes
That’s also apparent in red-sauce dishes that little more Italianalso
corporations thangot
it used
into to be,act,
the butfrom
one can also
Domino’s
(plus fortes que ses influences irlandaises ou même celles
20 are staples
qui pourraient in U.S. homes
lui venir d’Israël, and restaurants.
via son père). Elle se Big argue that America
to California turned
Pizza ItalianFew
Kitchen. immigrants
foods are intomore
true
American citizens.
plates
sent italienne. Ceof spaghettimontre
programme and meatballs, baked ziti, and
plusieurs choses ubiquitous in the American diet, and few are more
intéressantes : toutparmigiana
chicken d’abord, nous areavons
not deux
common générations
in Italy, but 50 synonymous with American cuisine.
qui échangent
theysur leur culture,
reflect the uniquel’influence
ItaliandeAmerican
nos origines culture EXPRESSION ÉCRITE
et la transmission de certaines
Italian immigration, at least on a large scale, is
immigrants created.valeurs.
Red sauce On nous
becamemontreprevalent
que la jeune
25 in femme
immigrants’est américaine
kitchens et penser tomatoes Sujetnow
on peutcanned
because A a thing of the past. But the influence of Italian
qu’elle estwere
née aux États-Unis, mais American culture remains. These immigrants and
readily available in pour
U.S. elle, ses origines
markets. Meat was a Dear Emilio,
italiennes sont très importantes, probablement parce que their children did not simply melt into a homogenous
rarity in Southern Italy but abundant in America, Thank you for sending me news from Italy. When you visit
c’est celle qui a le plus marqué l’identité de sa famille. stew of Americanism; they created a lively ethnic
and the growing incomes of even working-class us, I will show you how great Italian American food is!
55
À travers l’évocation des origines, de la culture, de la community that helped shape mainstream culture.
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
Vincent J.
ofCannato, The Washington Post
Of (2015)
Û

will have a new perception Italian American dishes!

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 withquestions
Answer the following you guys,in like
English, using your own words.
tomato sauce just like the one our grandmother made
I feel
a. Sayit’s like,you
we’re an understood
Italian American family.
what have about: when we were younger.
Sometimes I forget that Grandpa is not Italian, I
1. the nature and the topic of the document;
think like being from so many different backgrounds I think we should not despise the way our cuisine has
and2. the
havingwaylike
Italian
Daddy cuisine
from,was perceived
I guess EasternatEurope
first; 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
3. the reasons why Italian cuisine changed in America. the favorite dishes of most of my friends and that makes
everything, but him also being an immigrant from
b. WhatAmerica
South does this text tell
is like… andus
thenabout the the
having Italian of Italianme
integration so proud.in America?
immigrants
c. Comment
side, it’s kindon of the
like title
having “How America
all of became Italian”.
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.

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These people came with their own culture therefore We can also notice the people have different origins, for COMP
French culture has been influenced by Italian, North example, there is an Asian woman, white people, a woman
African or Asian dishes. Pizza, couscous and sushi are who must be African American. I think it symbolises the
very popular dishes here. In the UK, Indian and Pakistani USA. This country was inhabited by Native Americans and
food is sometimes even more famous than British food was colonized by people from various European countries Titre du
itself there! in the 17th century and in the centuries that followed How Am
Our languages have been influenced by other cultures, there were immigrants from all over the world.
too. Did you know that the English language is composed All these people certainly had influence on American
of about 7,000 French words? Many other languages culture, and we know that they were influenced by their
influenced this language: algebra comes from Arabic, new country too as they had to adjust. Therefore, there Nearl
pizza is of course Italian, the word pyjama comes from is no doubt that the American melting pot is a perfect of pa
Persian. illustration of the topic “Identities and exchanges”. Those
Therefore, one cannot deny that diversity makes us toget
stronger and richer! 5 But th
reside
disting
ÉPREUVE ORALE along
home
Document A
Document A illustrates the topic very well. It is the poster
10 In the
that promotes a movie that was made by director Martin were
Scorsese. The movie is entitled “Goodfellas” and features “spag
very famous actors like Robert de Niro. punge
First, we can notice the director and the actors have the st
Italian names. So, they must be Americans of Italian 15 inferio
descent. But their first names tend to sound American. recipe
Perhaps they had Italian parents or grandparents, but has ch
they were born in the USA. cultur
Then this poster illustrates the idea of exchanges as their
families had to leave Italy to go to the USA and when That’s
they did so they certainly brought their culture too. It is 20 are st
also an exchange as these men had an influence on the plates
American film industry. chicke
We can guess the movie is about the mafia or gangsters they r
who happen to be Italian. Indeed, we can see a dead immig
body under a bridge in the picture. The mafia was also 25 in imm
the main topic of another very famous movie called “The were
Godfather”. Their presence in the USA must have stayed rarity
in people’s memories and made its mark on history as and t
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. Answer the
a. Say what
Document B
I think that the better picture to illustrate this topic is
1. the na
Document B. 2. the wa
It was taken in the USA during the annual Feast of San 3. the rea
Gennaro festival in New York. It must be an Italian b. What do
American festival because there are garlands with the
colours of the Italian flag. c. Commen
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.

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 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 points NOM : studying in
the militaries, the British students
CORRIGÉS ET PRODUCTIONS POSSIBLES American universities, American film: studios
PRÉNOM
collaborating with British film studios and actors...
Titre du document : Those kinds of things are theCLASSE core of: the special
relationship.
BaseballÉCRITE
ÉPREUVE and cricket DATE : / /
Interviewee 1: If the general population wants it then it
will still be there, regardless of who’s in power, really.
COMPRÉHENSION DE L’ORAL Interviewee 2: It’s one of the few relationships in
Baseball and cricket are regarded as the “national speech
modernand manners
history, that typified the American
won’t really democratic
ever go away.
Le document a été produit
pastime” in Americapar and
VOABritain
News en 2019. Il although
respectively, Because
spirit. Thesewe’ve gone through
manners the dark
include lots of gumtimes, and foul
chewing,
s’intitule “UK-US
both have relationship:
long fallen is it still ‘special’?”
behind Americanetfootball and we’ve gonethe
40 language, through the spitting,
constant best of times.
scratching and noisy
informe lesbasketball
spectateurs in sur
theleUnited
lien privilégié
States,(“special
and soccer in the calls to “kill the umpire”, a remark in total contrast to
relationship”) entre le Royaume-Uni et les États-Unis.
5 UK, as mass spectator sports generating immense the “sportsmanlike” image cultivated in cricket.
Cette relation particulière a d’abord été caractérisée par COMPRÉHENSION DE L’ÉCRIT
incomes for television and radio through advertising,
Winston Churchill au lendemain de la Seconde guerre Last summer, I attended a baseball game in Tampa,
promotions, endorsements and sale of equipment.
mondiale. Il a créé l’expression “special relationship” pour a. TheFlorida,
author my
is an American citizenatwho lived in the
first attendance a baseball game in
définir la relation
The two quigames
unit lesmore
deux pays des points
profoundly de vue
reflect national United
45 Kingdom
fifty years. Theforgame
manyI saw
years.
had changed profoundly.
historique,differences
culturel, militaire, politique et économique.
in British and American mentalities, b. TheIt author writes
convinced methat
thatcricket is traditionally
whereas cricket remained the
La première personne
10 societies andinterviewée ajoute than
popular culture que lainrelation
other walks of associated with the
same classic aristocracy,
game, baseball whereas baseballinto
had evolved is a
entre les États-Unis
life. Tourists, long-term residents une
et le Royaume-Uni est anddes
evenplus
expatriates a more popular game. He also differentiates
“multimedia” event that has further increased the the way
importantes de l’Histoire, et qu’elle est de celles qui ont thecontrast
two sports
never cease to marvel at how the “other game” appears withhave evolved:
cricket baseball
by light years.has morphed
connu le plus de succès, et ce depuis la fin du into a commercialised game, unlike cricket, which
to them as a weird and incomprehensible variant or
XIXe siècle. Cette relation est incarnée par certains duos hasThe
50 modern
remained baseball
faithful spectacle
to its original with
spirit. electronic
Those
mutant version of the familiar one. No one born or
de dirigeants, comme Reagan et Thatcher, Obama et differences
billboards,emphasise the difference
huge screen between
television, an
manipulated
15 brought up in the US, UK and Commonwealth can
Cameron ou Blair et Clinton. Toutefois, il existe des duos aristocratic monarchy
encouragement and home
of the a democratic
town fansrepublic. Theon
to cheer
un peu moins claim to be impartial
amicaux, in this
comme celui dispute.
formé par Theresa immutability
their team,of constant
cricket, ascommercial
opposed to the changes inthe
promotions,
May et Donald Trump, ce dernier ayant publiquement
Although both sports are popular among mass viewing baseball, also highlights
interminable procession a British propensity
of vendors to respect
selling beer, candy,
critiqué la Britannique sur sa gestion du Brexit. and further tradition, and only makes the American
audiences, cricket retains an aura of aristocratic 55 icecream and blocking your view is not the game I
Le deuxième intervenant précise que la relation tendency to evolve (for better or for worse) more
lineage and breeding and would seem out of place grew up with.
est spéciale du fait des liens dans le domaine du obvious.
20 except when played in immaculate white dress on
renseignement ou de la sécurité intérieure, dans celui As an
c. Those American
sentences who lived
suggest in Britainisfor
that baseball so many years,
beautifully cultivated greens such as one finds in
des armées, dans l’éducation (avec les Britanniques qui I say thisthat
democratic withit more
showedthan a bit offaster
tolerance envythan
and the
regret.
étudient aux Oxford or Cambridge.
États-Unis) ou dansBy contrast,du
le domaine American
cinéma etbaseball
whole countryyoungsters
American did. It makes
havebaseball—and
been given baseball
a sad lesson
fans revel in the association of the
non parce que les chefs des deux États ont des affinités. national sport with teams—trailblazers
60 that winning is allinimportant
the long fight for equality
(recalling managerandLeo
the “common man” and the dirt
Enfin, deux personnes sont interrogées et donnent leur prominently displayed acceptance in America.
Doroucher’s famous remark “Nice guys finish last!”)
avis sur25le on
lienaprivilégié
baseball entre
player’les
s uniform
deux pays. after a slide une
D’abord, is proof of
d. Theand
ultimate goal of the
that money andcomparison
fame, morebetween cricketthe
than playing
femme dit heroism
que ce lien perdurera, during
accumulated quelle que soit la
a daring personne
run of the bases andgame
baseball
andisloyalty
to show tothe
theinherent
hometowndifferences thewhat
fans, are
au pouvoir,orpuis un homme
a narrow escapeaffirme
fromqu’il s’agit
a close d’un des
pitch. author noticed
rares liens de l’histoire moderne qui ne pourra jamais
counts most.between America
On the other sideand Britain.
of the TheBritish
Atlantic,
Baseball differences
devotion between theoftwo
thesports
“noble give himhas,
theby most
disparaître, parce quewas the vehicle
les États-Unis et le by which countless
Royaume-Uni 65
occasion
to fair play
to put his observations
game”
and thoughts about
immigrants’ children and
sont restés ensemble à travers le meilleur commeblacks first achieved
le pire. national accounts, remained true.
the two countries into perspective.
recognition and adulation. Dozens of American
30
Much
e. Both topicshas changed
relate in Great
to “Identities andBritain, yet no one
exchanges”
SCRIPT films have utilized baseball themes Prof. to emphasize
139
AUDIO Durée : 01:21 imagines
because they aanalyse
commercialization
the exchanges of between
cricket oftwo
the kind
the breaking down of class barriers and eventually
Voice over: The “special relationship” is a term that has
nations, the taken
USA andplace in baseball,
the UK, through the no lens
moreof than a
even of race. It was the Brooklyn Dodgers team that
coined after World WarRobinson,
II by thenthe
British thechange
special relationship
from drivinginon thethe
case of to
left thedriving
audio on the
firstPrime
70
accepted Jackie black player. The document, and of migration in the case of the article.
Minister Winston Churchill to describe the close right, or the British giving up their preference for
35 neighborhood of Brooklyn, long stereotyped in film and
political, cultural, economic, military and historic They
tea.also show how
Cricket and those two remain
baseball countries,as despite
cousins with
song,
bilateral was always portrayed in literature and film as constantly exchanging with each other, have kept
ties. similar origins but distinctive personalities like the
Charles supported by simple
Kupchan: ...which, folkhas
really whose
beenworking-class
one of the dress, their specificities, and hence fostered two distinct
underground and the subway.
most important, successful relationships in history. identities: the article shows it through a comparison of
Going back, really to the end of the nineteenth the evolutions of baseball and cricket, and the audio
century, the US and the UK have, to some extent, document shows it through
Norman the example
Berdichevsky, of Trump
New English and (2008)
Review
Û

been bound at the hip ever since. May’s relationship, which highlights the differences
Voice over: The
Answer closeness is
the following sometimes
questions inreflected using your ownthat
English, by may exist between the two countries.
words.
the leaders, including Reagan and Thatcher, Bush
a. Where is the author from? Where has she or he lived before?
and Blair, Obama and Cameron at certain times of EXPRESSION ÉCRITE
b. What
their differences
terms. doesstory
It’s a different the author describe
for Trump between baseball and cricket? What difference do they show between
and Prime
the USA
Minister and the
Theresa UK?
May, especially after he publicly Sujet A
criticised her handling
c. “Baseball was the vehicle of Britain’s exit from
by which the immigrants’Hichildren
countless Lauren,and blacks first achieved national recognition
European Union. But
and adulation.” it’s not
What doesjust about
this the leaders.
sentence suggest about baseball beyond the game?
I hope my email finds you well.
Jacob Parakilas: It’s more about the deeply buried
d. Ultimately, what is the goal of the comparison between cricket It has been a weird few
and baseball days:
in this coming back to France
text?
relationship between the intelligence services,
e. In yourthe
opinion, how do the audio and the article has not been as easy as I thought
relate to the topic “Identities and exchanges”?it would be! I thought
between security services, the integration of
I would be happier to eat croissants and be close to

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my family and friends again. However, despite being The quote from “Americanah” is also about English COMP
delightful, all that is not enough to make the move easy! people’s feelings towards Americans. The exchanges
Do you remember how much I hated those endless ads between those two peoples are special—they even share
when we tried to watch anything on TV? I kind of miss a “special relationship” mostly due to their common
them now! In France, there are way less ads on TV (and history: the American colonies were British for over a Titre du
in the streets too, by the way), so, I have to be focused on century, before Americans fought for their independence. Baseba
the show for longer periods at a time, and it’s weird to me! Nowadays, the United States is a greater international
I had also forgotten how in French restaurants, we don’t power than the United Kingdom is. For example, the
tip as much as in the USA, until my mom scorned me for cultural power of the United States has struck people
leaving a 20 € tip to an unpleasant waiter... At least that from other countries with awe, since the 1950s. British Baseb
made him change his attitude! people may resent America because the former colony pastim
How are things back in Portland? I miss you all. is now more powerful than its former master, and has both h
modified what it inherited from the UK: the language, but baske
xoxo,
also sports like rugby... Those changes contributed to UK, as
Fred 5
make the two identities as separate from each other as
incom
possible.
Sujet B
promo
To conclude, despite their shared features and interests
The last words from the article suggest that both sports and their various exchanges throughout the centuries, The t
are related but still quite different from each other. It English and American people, seem to feel that their differe
seems fair: to begin with, both are team sports played identities are still very different. 10 societ
with bats on a broad field. The players in both sports also life. To
wear quite recognisable clothing, which may immediately never
Document B
be identified with the sport it represents. Both sports
The various types of exchanges between different groups to the
also define their respective nations. However, the
resemblances stop there: baseball is more democratic who perceive to have different identities is the topic of mutan
than cricket, and that is a great difference between the “Identities and exchanges”. The “special relationship” 15 broug
two sports, because it means that they could never share between the USA and the UK is a great example of claim
the same audience, for example. exchanges between two groups who feel that they are
unlike each other. Althou
Considering the argument of the piece and the distinction audien
between “undergound” (in the UK) and “subway” (in the Thus, I think that the film poster for The Special
Relationship better illustrates “Identities and lineag
USA), I think that both sports are metaphors for the USA
exchanges”. The poster shows a warm handshake 20 excep
and the UK, so it makes me agree with that statement
even more: the UK and the USA truly are relatives, between two men, and one is even holding the other one beaut
because British people first settled in what is now the by the shoulder. Considering the words “Clinton. Blair.” Oxford
USA, but they are also quite different in style, as is above the title of the movie, I think that the two men fans re
pointed out by the article. are former UK Prime Minister Tony Blair and former US the “co
President Bill Clinton. They were both in power in the 25 on a b
late 1990s and shared a well-documented friendship. The
herois
sentence “Never underestimate the politics of friendship”
ÉPREUVE ORALE or a na
links politics, friendship and the special relationship
on different levels: the friendly relationship between Baseb
Document A the leaders and the political relationship between the immig
The plurals in the topic “Identities and exchanges” imply countries. 30 recog
that there are several identities and several types of I think that the poster is a great example of “Identities films
exchanges to consider. Those identities and the exchanges and exchanges” because of its topic: the special
are correlated, meaning that various identities operate
the br
relationship. Winston Churchill coined the expression
exchanges amongst themselves. The results of those even o
“special relationship” after World War II to strengthen
exchanges are what I would like to discuss. the bond between the USA and the UK. In spite of their
accep
That is why I find that the quote from “Americanah” is special relationship, the UK and the USA have each
35 neighb
the best representation of “Identities and exchanges”. I kept their particular identities. The poster shows both song,
understand it as a statement regarding the relationship stereotypical British and American behaviours: President suppo
between British and American people. It helps question the Clinton’s character is holding the other by the shoulder,
differences between a British and an American identity, and this type of warm behaviour is associated with
but also the reasons why there would be a certain sense of Americans, whereas the more controlled demeanour of
awe and resentment on the Brits’ part. the other, who is keeping his head down, is stereotypically
It is difficult to define a single American or British identity: British. Throughout the years, both countries have
Answer the
both countries are full of unique individuals who may not exchanged a lot and contributed to each other’s wealth.
agree on what being of either nationality means, and who Today, an estimated 1.1 million Americans work for a. Where is
may have nothing in common. However, many stereotypes British companies in the USA and over 1.4 million Britons b. What dif
defining what being American and what being British mean work for US affiliates. Moreover, their shared language the USA
have existed for centuries. Oscar Wilde’s “The Canterville allowed them to exchange a lot, culturally speaking. As c. “Baseba
Ghost” contains prejudices about Brits and Americans. It a conclusion, I really think that the special relationship
and adu
shows British people as being morally blameless and noble is an undeniable example of two identities constantly
and Americans as being very practical and business-savvy. exchanging with each other on many levels, and still d. Ultimate
Those traits are still used to roughly draw a picture of both keeping separate identities. e. In your o
identities today.

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 axe 2 PRIVATE SPACE AND PUBLIC SPACE
Les pages Prepare for the topic et les sujets bac guidés ont
pour but de préparer les élèves à l’évaluation commune n°3.
Plusieurs usages de ces pages sont envisageables :
• En classe, comme un entraînement. Les élèves procèdent
étape par étape et s’aident des conseils stratégiques qui
figurent à côté des documents. Cette solution permet
d’avancer pas à pas pour mettre les élèves en confiance et
répondre à leurs questions au fil de leur progression.
• À la maison, comme une simulation de l’examen. Les élèves
pourront faire le travail en temps limité pour se familiariser
avec la durée de l’épreuve. De retour en classe, le
professeur recueillera les remarques des élèves, répondra
aux questions et proposera une correction.
• Libre à vous d’utiliser ces pages comme évaluation à la
fin du travail sur un axe. Les documents proposés sont
conformes aux textes régissant l’évaluation commune n°3.
• Les 8 dossiers peuvent également être envisagés comme
des unités « express », permettant de compléter le travail
sur un des 6 axes préconisés par les Instructions Officielles.
En complément des conseils stratégiques qui figurent en
regard des exercices dans chaque dossier, les élèves peuvent
aussi utiliser les pages de méthodologie pour réussir
l’évaluation 3 qui se trouvent en fin de manuel, p. 254-265.
Ces pages peuvent être abordées en amont de l’entraînement
aux activités des dossiers bac ou bien en parallèle lors de
l’entraînement.
ÉPREUVE ÉCRITE
COMPRÉHENSION DE L’ORAL
Dans ce document audio est abordée la question des
hommes qui ont fait le choix de rester à la maison pour
élever leurs enfants. Le reportage nous raconte le quotidien
d’un homme au foyer et les obstacles sociaux auxquels il
doit encore faire face. Ce document nous démontre que
certains hommes essayent de conquérir l’espace privé,
un espace domestique qui traditionnellement ne leur
appartient pas. La redéfinition des rôles au sein de la famille
et la contribution croissante des femmes aux revenus du
foyer impliquent une réappropriation de l’espace privé par
les hommes et une redéfinition des rôles sociaux.
Prof. 45
SCRIPT AUDIO Durée : 01:38
Radio presenter: On this Father’s Day let’s hear
about the growing number of stay-at-home dads in
this country. Nationwide, the number of men who are
full-time stay-at-home parents has risen significantly
since the 1970s. But full-time fathers say they still
struggle to be accepted as part of the NPR-wide
project “How to raise a human”. NPR’s Jason Beaubien
has the story.
Ben Sanders: Are you going to help your brother?
Jason Beaubien: It’s mid-morning in a tidy housing
development in the far-flung western suburbs of
Washington, D.C.
Child: Oh, he wasn’t chewing Legos.
Ben Sanders: Well, you can’t play with your Legos and
yoyos at the same time, right?
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Jason Beaubien: Ben Sanders, a former business
executive, is settling disputes over Legos and yoyos.
Sanders, who is raising two boys, has been a full-time
dad for six years.
Ben Sanders: This is a tough a job. There is no breaks, it’s
24/7. There is no vacation, you can’t get sick.
Jason Beaubien: Many of the challenges facing stay-
at-home dads are the same as those facing full-time
mums.
Ben Sanders: The amount of work, it’s crazy. Like, it
takes a while to get used to constantly being on
your feet, constantly, you know… shopping, laundry,
errands, running kids here, running kids there. It is
very busy, it’s very hands-on.
Jason Beaubien: And then there is the fact that some
people still are not comfortable with his decision to
be a stay-at-home parent. Initially, Sanders signed up
for a mum’s group in his neighbourhood, but he didn’t
feel completely welcome. He says finding play dates
for his kids is a bit harder as a dad. Researchers say
that stay-at-home dads still struggle with entrenched
social norms around a man’s role as breadwinner. In
many parts of the country there are so few stay-at-
home fathers that it can be difficult for them to find
each other. And Sanders says that some people just
don’t understand the choice his family has made.
PRODUCTION POSSIBLE
Ce document est un extrait de reportage sur le thème des
pères au foyer réalisé par NPR dans le cadre d’un projet
intitulé « How to raise a human ». Ce reportage a été réalisé
à l’occasion de la fête des Pères. Il s’avère que le nombre
de pères au foyer a augmenté aux États-Unis depuis les
années 1970, mais qu’ils doivent encore faire face à certains
préjugés et obstacles. Le journaliste nous présente Ben
Sanders, un homme au foyer qui occupait précédemment un
poste à responsabilité dans une entreprise et qui élève ses
enfants depuis six ans. Ben Sanders explique lui-même que
c’est un travail difficile et qu’il travaille 24h / 24h. Il ajoute
qu’il a un rythme infernal et qu’il est très occupé parce
qu’il doit s’occuper des courses, du linge et doit déposer
les enfants ici et là. Le journaliste explique alors que les
hommes au foyer ne sont pas totalement acceptés et qu’ils
se heurtent à la norme sociale selon laquelle les hommes
doivent être les pourvoyeurs de la famille. Certaines
personnes ne comprennent d’ailleurs pas pourquoi ces
hommes font ce choix.
COMPRÉHENSION DE L’ÉCRIT
Cet article de The Independent nous présente un nouveau
concept : celui de restaurants éphémères qui prennent
place dans des maisons privées ou dans des lieux atypiques.
L’auteure de l’article raconte comment elle a elle-même tenté
l’expérience de recréer un restaurant dans sa maison, avec son
mari qui est chef cuisinier.
PRODUCTIONS POSSIBLES
a. This article is about pop-up restaurants that are trending
in London today. The narrator is a woman who has
decided to create a pop-up restaurant along with her
Axe 2 79
 husband Gav who is a chef. The pop-up restaurant’s
name is “The Savoy Truffle Supperclub”.
b. Contrary to a regular restaurant that is a place of its own,
pop-up restaurants are temporary “eating events” that
are usually held at someone’s house. Most of the time
people who attend these pop-up restaurants don’t even
know what they are going to have for dinner, whereas in
most regular restaurants customers already have an idea
of what’s on the menu. Another difference is that pop-up
restaurants are a bit “underground” which means they
are hard to find, one has to rely on the Internet or word
of mouth, whereas most restaurants want to attract as
many customers as possible. Most pop-up restaurants are
free or only require a small contribution, whereas one has
to pay at most regular restaurants.
c. Even though it wasn’t easy to organise, her pop-up
restaurant turned out to be a positive experience for her
because it was more than just eating out at a restaurant,
but rather a social event among food lovers. The fact that
people from different backgrounds interacted also made
her feel satisfied.
d. Her friend Jillian expresses how the concept of pop-up
restaurant has changed her dining experience at her
friends’ house. Since the narrator and her husband put a
lot of effort into organising this event (matching plates,
menu, moving furniture into the bedroom), her lounge
truly ended up feeling like a genuine restaurant.
e. This text shows how thin and blurry the line between
public and private space can be. Indeed, pop-up
restaurants consist in bringing something that belongs
to the public space into one’s private space. With this
new concept, people like the narrator and her husband
redefine the notion of what the private space is and
who should be allowed to enter it. People’s homes are
becoming places that are open to strangers and where
public social events can take place.
EXPRESSION ÉCRITE
Les deux sujets d’expression écrite s’inscrivent dans
le prolongement de la compréhension de l’écrit et de
la compréhension de l’oral : l’un est la rédaction d’un
témoignage, tandis que l’autre est un sujet d’argumentation.
PRODUCTIONS POSSIBLES
Sujet A
Dear Barbara,
Guess what I did last night? You won’t believe it, but
I had dinner at a stranger’s place! It’s not what you
think, it was in fact what we call nowadays a “pop-up”
restaurant. The concept is really original, I’m sure you’d
love it. So it’s quite simple: it’s a temporary restaurant
hosted in unusual places. Yesterday, for example, I had
dinner at this couple’s house along with other strangers.
Her husband is a chef so the food was excellent, but what
struck me the most was the effort they both put into it
to make their home look like a real restaurant. We had a
nice glass of wine in their garden and then had dinner in
the lounge. It was really interesting to meet other food
lovers and people open to trying new things. Let me know
if you’re interested in tagging along next time.
Talk to you soon,
Richard
80 Axe 2
Sujet B
Stay-at-home dads are a sign that mentalities are changing
and that is why they should be accepted in society.
First of all, the increase in the number of stay-at-home
dads suggests that more and more women have become
breadwinners; they can fulfil their professional goals while
at the same time supporting their families. Moreover,
stay-at-home dads challenge the norm in the sense that
they do not comply with social pressure which instigates a
gendered distribution of roles within society.
I think it is not fair that some dads are excluded from
mum’s groups just because they are men, this is clearly
discrimination. They should not be mocked for being weak
or unmanly. By becoming stay-at-home dads, these men
refuse to be what society expects them to be but rather
make the free choice of becoming who they want
to be.
ÉPREUVE ORALE
Le document A est une photographie représentant des
enfants éduqués à domicile par un père. Le document B est
une citation qui évoque le télétravail.
PRODUCTIONS POSSIBLES
Document A
This document better illustrates the topic “Private space
and public space” because it features a stay-at-home dad
who homeschools his children and those of his neighbours.
The scene takes place in the Brown’s kitchen in Maine in
the United States. We can see three children from two
different families gathered around the kitchen table to do
their schoolwork. First of all, this scene combines within the
household two activities that are traditionally held outside
the private space: attending school and working (for the
father). This picture redefines what we normally see in
the private space which is often considered as the place
where children relax or play after school. Homeschooling
challenges our habits and makes school become a domestic
matter. Personally, I don’t think homeschooling is a good
idea because teenagers might feel a bit isolated and they
might lack social skills in the future. School should remain
a public space where all kinds of people can interact.
Document B
This quote better illustrates the topic “Private space and
public space” because it tackles the question of working
from home which is becoming a growing trend nowadays.
What is interesting about this quote is that it debunks the
utopian idea according to which there are only positive
aspects to working from home. The first two sentences
underline the advantages of working from one’s home. It
enables people to work from their couch all day while at
the same time considerably reducing their commute time to
nil. This situation might, at first glance, seem like heaven,
but according to journalist Dawn Papadrean, working from
home is far from being a dream. I think that blurring the
lines of the private and the public space is not a good idea
because one could find it hard to concentrate within one’s
own home. The workplace might seem more structured and
organised.
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CORRIGÉS ET PRODUCTIONS POSSIBLES
ÉPREUVE ÉCRITE
field Hall. COMPRÉHENSION DE L’ORAL
Le document est un mini-documentaire de la BBC qui
s’intitule How did George Eliot satirise the way in which
society pigeonholed young women? Ce documentaire
parle plus spécifiquement du personnage principal d’un
quote. livre écrit par George Eliot dont le titre est The Mill on
the Floss. Maggie Tulliver, héroine du livre, y est décrite
comme une jeune fille rebelle, impulsive et dotée d’une
intelligence farouche, vivant avec son père, sa mère et
son frère ainé dans un village fictif appelé St Ogg. Elle
est également décrite comme portant des boucles noires,
arborant une peau foncée à l’image de ses yeux, trop
charmante pour son père qui déclare que le charme est un
atout inutile pour une femme souhaitant réussir dans la
vie. George Eliot fait ici la satire d’une Grande-Bretagne
des années 1820 qui limite le rôle social des femmes. À
l’opposé, le frère de Maggie, Tom, nourrit tous les espoirs
de leur père grâce à son statut privilégié de garçon.
Par conséquent, même s’il est moins brillant que sa sœur,
Tom aura droit à une éducation payée à grands frais par
leur père alors que Maggie devra terminer ses études
à 13 ans.
Ce document a pour rôle d’informer les spectateurs sur
la volonté qu’a eu George Eliot de dénoncer les inégalités
de traitements que subissaient les femmes à l’époque
Victorienne, ayant sûrement pour but, en écrivant son
roman, de se battre pour la liberté et le droit des femmes
de pouvoir vivre comme les hommes.
Vidéo 47
SCRIPT VIDÉO Durée : 01:43
Fiona Shaw: The book’s main character, Maggie
Tulliver, is just a little girl when the story begins.
She lives in the local mill next to the river Floss with
her mother, father and older brother Tom on the
edge of the fictional town of St Oggs.
Maggie has a head of whirled black hair, dark skin
and dark eyes to match. She’s rebellious, impulsive
and fiercely intelligent. Indeed, her father says
about her that she is “too cute for a woman, but
an over cute woman’s no better nor a long tailed-
sheep, she’ll fetch none the bigger price for that.”
Here Eliot was a usual wit in satirising the limited
social role of young women in 1820’s Britain.
A different future awaits Maggie’s brother.
Tom, by virtue of his privilege of being a boy is
destined to play a greater role in society and so
his father sets great store about his future: “I shall
give him an education and set him up to a business
as he might make a nest for himself”, he declares
proudly before sending him off to a private school
at great personal expense.
Although Tom is not the brightest compared to his
sister, needless to say Maggie doesn’t receive the
same education opportunities; her schooling ends
at the age of thirteen.
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COMPRÉHENSION DE L’ÉCRIT
a. The narrator is Jane Eyre, from the eponymous novel
by Charlotte Brontë, written in 1847. Jane is a young
woman who’s just arrived at Thornfield Hall to be
the tutor of a child called Adèle, who used to be a
lively child but who appears to be “obedient” and
“teachable” now. The third character is Mrs Fairfax
who must be the housekeeper and who tells Jane
what to do. Mrs Fairfax is “a placid-tempered,
kind-natured woman, of competent education and
average intelligence.” So Jane is Adele’s tutor and
Mrs Fairfax is the housekeeper and takes care of
Thornfield Hall, and Adèle must be the daughter of the
owner of the house.
b. She thinks it’s quiet and calm. When she talks about
Thornfield Hall, she uses all kinds of words describing
tranquillity, calm and the total absence of action
such as “smooth”, “calm”, “obedient”, “average”.
Everything seems very peaceful but she feels
trapped and she feels the need to “overpass that
limit”. She feels like a bird in a cage, imprisoned
and she wants to run away where there’s a more
“vivid” life.
c. She wants to express that she’s longing for freedom
and agitation. Jane’s feeling of imprisonment is
expressed in this idea of constant tranquillity. She
feels caged, locked in because of the lack of action,
because of the stagnation of things in Thornfield Hall,
she wants to see the world and to “overpass
the limit”.
d. Through Jane’s words, Charlotte Brontë wants to
talk about her experience as a female in Victorian
society, where women were expected to restrain
their desires and resign themselves to a quiet life at
home. As opposed to men, who were expected to have
actives lives in the public sphere. Jane’s feelings of
entrapment / imprisonment can be extended to all
the Victorian women of the time and these words can
constitute Brontë’s feminist manifesto: “Women are
supposed to be very calm generally: but women feel
just as men feel; they need exercise for their faculties,
and a field for their efforts, as much as their brothers
do; they suffer from too rigid a restraint, too absolute
a stagnation, precisely as men would suffer.”
(ll. 67-72)
e. The text illustrates the topic “Private space and
public space” in the sense that it’s a perfect example
of how Victorian women, who were supposed to stay
the “angels in the house” (“they ought to confine
themselves to making puddings and knitting stockings,
to playing on the piano and embroidering bags”
ll. 74-76), had to fight to get away from this standard
so as to make their voices heard, and to finally be able
to open up to the outside world and be on an equal
footing with men. Women had to stand behind the
scenes, were locked in and couldn’t live the life they
wanted.
Unit 3 61
 Note
EXPRESSION order to find a husband. Jane Austen is a perfect example
EXPRESSION ÉCRITE
ÉCRITE sur 5 points NOM :
of those rebellious women who tried to make their voices
heard by criticising such a rigid : society that left no room
PRÉNOM
Sujet A
VousMy
traiterez en anglais l’un des deux sujets suivants au choix. for them.
dear cousin, CLASSE :
Répondez en 120tomots
I’m writing au moins.
you from Thornfield Hall, where I settled DATE : / /
three months ago. Everything is going well: Adèle, my Document B
This second document is obviously a poster for a film or
Sujetpupil,
A is improving day by day, and Mrs Fairfax is taking series broadcast on the BBC, showing a woman dressed
perfect care of me and is a pleasant friend. But for
Jane,thethelast
narrator of the novel “Jane Eyre”, has decided to write a letterastoaher
few days I have been feeling a strange need
cousin to
Victorian mantelland
about her life
looking in Thornfield
directly Hall.
at the viewer.
Imagine this letter, write about her feelings and her wishes
rising inside me, that of going further and seeing what for the The
future. title of this series is “Gentleman Jack” and comes as
the outside world has to offer me. The peace and quiet a counterpoint to this image of a woman in disguise. The
subtitle "Write your own story" confirms to us that the
SujetofBthis place does not correspond to my nature, I feel
the need to see the world, to express myself, to meet story told is surely that of this woman dressed as a man.
Iris Murdoch, a British writer and philosopher, once said, “I think beingThis
people and to make something out of my life that really
a woman
image isis like
verybeing
tellingIrish...
and illustrates perfectly well the
Everyone says you’re important
corresponds to my yearnings. and nice, but you take second place topic
all the “Public
time.” space
Give and
your private
opinion space”this
about andquote.
the position of
Oh, my dear, I’m not made to stay here and knit, draw the Victorian woman in the society mainly led by men.
and play the piano all day long! I want to live, to think, It shows us that this woman, obviously to succeed and
to face what this whole world has to offer, to feel the achieve her goals, must experience masculinity. Indeed,
fire of this world burning inside me. at that time, it was better to be a man in order to
impose oneself at all levels. Only money could make the
Let me hear from you!
difference, but women’s status was relegated to that of
Yours faithfully, housewives. It was therefore difficult for them to assert
Jane. themselves and really choose their lives. Gentleman Jack
seems to be able to create a story for himself/herself
Sujet B that he/she would probably not have been able to follow
I totally agree with this quote, as women have always with a female identity. This image perfectly illustrates
had to fight to be seen and heard, as opposed to men who this opposition between public and private space: what
have always had the first place in the most natural way. became of a woman in Victorian society without the
It is therefore by common agreement, by an indisputable support of a husband?
yet unexplainable standard, that certain natures must
dominate, rather like Great Britain against Ireland as said
in Iris Murdoch’s quote. For example, women in Queen
Victoria’s time were confined to their roles as housewives,
while women from wealthy and middle-class backgrounds
had to take great care of their appearance, of their ability
to evolve in society and to present themselves well, while
their intellectual capacity and their ability to take a stand
were not taken into account. Let us take the example
of the "bluestockings" who were badly considered and
all those women who had to remain in the shadow of
their husbands while they were proposing great things.
Hopefully, times have changed and rights have been won
for women but it’s still unnatural and painful for some
women to impose themselves.

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

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 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 points the 19th century, conflicts with NOM : religious beliefs.
these
CORRIGÉS ET PRODUCTIONS POSSIBLES Evolution supposes that manPRÉNOM evolved: from primates
over time, and that the Earth is billions of years old. In
Titre du document : the past, because the US is mostly CLASSE :
Christian, states
had various laws banning theDATE teaching of
/ evolution in
“In God ÉCRITE
ÉPREUVE We Trust” display in Kentucky schools :
public schools or at least mandating that it be taught
/

marks effort to mix church and state alongside creationism. However, the Supreme Court
COMPRÉHENSION DE L’ORAL has declared that teaching creationism violated
the Constitution’s establishment clause. Public
Dans le document informatif intituléto“Why is creationism schools must be religiously neutral, and science is
When students returned Kentucky public schools Christian
not legallynationalism
considered agoes form ofmainstream
religion. However,
still taught in the USA?”, produit par TestTube News
last month after summer vacation, they may have For Christian nationalists,
some teachers still find ways around Kentuckyfederalislaws,
a place
en 2015, une présentatrice parle du débat qui fait rage
noticed something different: the words “In God We where powerful
by choosing theirpoliticians are allies
words carefully. If theyand where the
educate
depuis 1925 autour de l’enseignement du créationnisme
Trust” displayed in a prominent location in their population
children about cancreationism
be sympathetic. Thisspecifically
but don’t is a state where
dans certaines écoles aux États-Unis. L’enseignement de
5 school, as is now mandated by law. advocate
45 it for it, it’s stillfor
is not uncommon legal.
prayers to be read at high
cette théorie dans des écoles publiques est problématique
Kentucky’sest
car le créationnisme lawune
could seemchrétienne,
théorie innocuousorenough; la after school graduations.
In the end, the debateItwill is rage
a state whose
on, even Republican
though the
Constitutionall, américaine
the words are the national
prévoit mottodeand
la séparation appear on
l’Église federal government
governor, Matt Bevin, has pretty clearly spoken
has encouraged on the
“each and
et de l’État. L’école publique,
American currency.puisqu’elle est financée
But its critics say it is part of issue, instudent
every” favor ofinevolution.
the state to participate in a “Bring
par les États, ne doit donc
something bigger:pasa transmettre d’idées
concerted, nationwide push by
Your Bible To School Day”. It is the same Kentucky
religieuses.
10 conservative Christian nationalist groups to inject where the county clerk Kim Davis became a cause
50

Le créationnisme
religionpromeut l’idée selon
into society laquelle
and chisel awayle monde COMPRÉHENSION
celebre for the Christian
at the wall DE L’ÉCRIT
Right after she refused to
et les êtres humainschurch
between auraient andété créés par Dieu. Ce
state. issue marriage licenses to same-sex couples in 2015.
dernier aurait a. Project Blitz is an alliance of three Christian nationalist
The créé la Terre
legislative ex nihilo
effort et lesBlitz
Project humains
is a coalition of
In Kentucky, a Bible class bill and a national motto
à son image. Certaines personnes, fondamentalistes, groups. It aims at having laws, promoting and
three Christian nationalist groups, including the bill have been signed into law in recent years. (…) In
défendent aussi l’idée selon laquelle la Terre aurait moins motivated by the Christian faith, passed in the United
15 Congressional Prayer Caucus Foundation, which 55 endorsing Bible class bills this year, Trump seemed to
de 10 000 ans. La théorie de l’évolution, quant à elle, States. Their strategy is to push state lawmakers to
aims to “protect religious freedom, preserve America’s amplify the sentiment that a prohibition was ending,
pass legislation by providing them with ideas of bills to
a été développée par Charles Darwin au XIXe siècle. La
Judeo-Christian heritage and promote prayer”. tweeting:
introduce and“Numerous statestointroducing
talking points defend them. Bible Literacy
théorie scientifique de l’évolution contredit les croyances
classes, giving students the option of studying the Bible.
religieusesInà recent
la source years, Project Blitz has
du créationnisme. pushed for state
Elle explique b. Brandon Reed defends his own legislation by implying
lawmakers
que les humains to introduce
descendent bills like the
des primates “In God
et que
Starting to make a turn back? Great!” McNamara says
cetteWe Trust”
that it would be a way of fighting violence in schools
one, as wellsur
as une
billstrès
encouraging elective 60 people like Trump and Bevin have made Christian
Bible classes
évolution
20 s’est faite longue durée. Selon and lower suicide rates among young people, by
la théorie in
depublic
l’évolution, la Terre
schools. Over aurait
the last destwomilliards nationalism mainstream at a time when white
years, six states
bringing God into the schools. On the contrary, Rachel
d’années. have passed laws similar to Kentucky’s requiring Christians are a minority in America. (…)
Laser is against the legislation. She thinks that the
the national
Dans la mesure motto to sont
où les États-Unis be displayed
un pays in schools. Butdisplay of “In
Schools Godback
push We Trust” is a first step to more
majoritairement chrétien,
the national plusieurs
motto Étatsclass
and Bible avaient attacks
When the Republicanfreedom
bills “are like the against religious in the USA. Brandon
state representative
promulgué des lois in
25 canaries quithe
interdisaient
coal mine”, l’enseignement
said Rachel Laser, de president
c. True:
65 Reedtheintroduced
display of “In God We Trust”
legislation in schools
requiring “In God andWe
la théorie de
andl’évolution, ou bien requéraient
CEO of Americans United forqu’elle
the Separation of
other Bible-related
Trust” be posted legislation
in Kentucky(the Bible
public class bill,
schools lastfor
year,
soit enseignée
Church surand
le même
State.plan que leindicators
“They’re créationnisme.
of a larger effort,
example),
he madetheit fact
clearthat
thataitcounty clerk getting
was about refused God
to issue
back
Toutefois,which
la Cour Suprême
has now been a jugé que l’enseignement
spelled out clearly in the Project
marriage licences
in school. (…) to gay couples and the governor’s
du créationnisme était anticonstitutionnel
Blitz strategy to ultimately reach car these
les écoles encouragements to students to participate in a “Bring
even more
publiques One year later and the words “In God We Trust”
30 doivent rester neutres
direct attacks du point
on religious de vueshe
freedom”, religieux.
your Bible to School Day” show that Kentucky is a
said. Project
70 are now emblazoned in large, imposing letters over
Malgré tout, certains
Blitz’s enseignants
playbook, which parlent tout de to
is distributed même stronghold of Christianity.
lawmakers,
du créationnisme en samples
classe, enof faisant attention doorways and embossed on plaques in school
contains cookie cutter àlegislation
ne pas
d. If moreforreligiously inspired billsdistricts,
were passed,
promouvoir cette vision lobbies. But in some school therethe
are signs
lawmakers to du monde. Ainsi,
introduce, as wellilsas
estiment
talkingne points for
principle of equality before the law could be at risk.
pas violer them
la Constitution. of resistance. In Fayette County, Kentucky’s second
to defendLe gouvernement
their positions. But fédéral
in thes’est
The text mentions that Project Blitz promotes bills
playbook,
clairement positionné en faveur de l’enseignement de la largest school district, administrators decided to
35 the national motto and Bible class bills are only the that encourage gender discrimination and Christian
théorie de l’évolution. 75 comply with the law by displaying enlarged $1 bills,
first steps. nationalists also discriminate against people based on
which include the national motto. At Jefferson
Additional pieces of legislation include things
48 like a
sexual orientation, so it really is a possibility.
SCRIPT proclamation
VIDÉO
Vidéo County public schools, the state’s largest district
of a Christian HeritageDuréeWeek as well e. I think
: 01:45
with this
169 article
schoolsshares
in the an unfavourable
Louisville point of view
area, administrators
Lissetteas
Padilla: Teaching
legislation creationismdiscrimination
encouraging in based on on complied
the issue because right from the title,
with the law by hanging up small we are posters
told
schools has been
40 gender hotly debated
and sexual identity.in(…)
the United that the legislation discussed here is mixing “church
80 offering more of a history lesson than a proclamation.
States since the Scopes trial in 1925. Though and state”, which is not right in the USA: the country
the US Constitution forbids the establishment was founded on the ideas of freedom of religion and
of religion, today many state-sponsored public separation of church and state. Moreover, the article
Josh Wood, The Guardian (2019)
Û

schools continue to teach the Christian doctrine states that this type of legislation promotes the
of creationism. So why does the US still teach religious views of a minority, which is not acceptable in
Answer the following questions in English, using your ownawords.
creationism? democracy where the interests of the majority must
a.
Well, first off,
Present in general,
“Project Blitz”:creationism
its members,is the beliefits strategy. be protected. The article also highlights the resistance
its goal,
that Godonecreated the universe out ofnew
nothing of some school districts in Kentucky to show that this
b. Find defender of Kentucky’s legislation and one detractor in the text, and explain each person’s arguments.
and designed humans to resemble himself. Many bill does not reflect the whole state’s beliefs or desires.
c. True or false: “Kentucky
fundamentalists also follow isthe
a stronghold
biblical ideaofthat
Christianity
the in the USA”. Give three elements to justify your answer.
d. What
Earth could
is less be 10,000
than at risk ifyears
moreold.
religiously inspired
But evolution, a bills were passed?
scientific
e. Do youtheory popularized
think this by Charles
article shares Darwin in
a favourable, unfavourable or neutral view on the issue? Why?

74 Unit le4 Blockbuster Tle

168 I Reproduction
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T © EMDL, 2020 I Blockbuster Tle Unit 4 77
 have a hand on the Bible when they are sworn-in... Those COMP
EXPRESSION ÉCRITE
elements show that Christianity is part of the American
public space through its representatives which seemingly
Sujet A
contradicts the Constitution. Moreover, the quote is clear
“In God We Trust”: from $1 bills to our school Titre du
about the attitude of Congress regarding religion but
On Back to School Day, all the students of Louisville High
School discovered the new addition to the main hall of
does not clearly indicates what citizens should do. The “In God
free exercise of religion may be understood by some as
the school: the golden inscription “In God We Trust” the right to share their religious beliefs in public spaces.
marks e
displayed on the walls. The presence of the national For example, in some public schools, some teachers
motto is due to a new law in the state, which requires pray before starting their classes, believing that they
schools to display it in a prominent location. exercise their religious freedom. Because of this type of When
The reception of the display was not unanimous. interpretation, politicians and Christians often use the last m
Some students just did not care for it: “I don’t mind it, second part of the quote from the First Amendment to notice
it’s just there, you know”, said an anonymous student in justify the omnipresence of Christianity in the United
Trust”
sophomore year. Others were very enthusiastic about it, States, when in fact, the first part would be equally
like Tom, a freshman, who exclamed that, “It’s wonderful
5 schoo
important if the state wanted to make sure that it
that the school reminds us of the important things like remains religiously neutral. Kentu
our faith!”. And some people were actually shocked by As a conclusion, I think that the First Amendment shows all, the
the new display: “I don’t think it’s ok to force us to see that the law needs to be as clear as possible when Ameri
that at school. I don’t think that is even constitutional”, regulating religion. Otherwise, people could understand somet
declared Tina. what they want to in order to preserve and promote their 10 conse
What do you think about it? Tell us in the comments! religious ways. religio
betwe
Sujet B Document B The le
I think church and state should always be separated for The topic “Private space and public space” made me three
several reasons. First, I would like to argue that in a explore the thin line that sometimes exists between 15 Congr
given country, all citizens do not share the same faith. what belongs to a private space and what belongs to aims t
It would not be fair to choose just one religion to follow public spaces. In some cases, private spaces are clearly Judeo
or fund if all people are not believers of that religion. separated from public spaces, but the example of religion In rec
Besides, some people do not believe in God, and it would in the USA shows us that it is not always so. In that lawma
not be fair for them to have to follow religious principles particular case, the limits between public and private 20 one, as
to be considered good citizens. Moreover, religious practice are blurred, and religion is not limited to
in pub
scriptures are very old documents that are meant to be the home.
have
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
the na
man holding a sign to promote a church service
that is supposed to be understood literally, so I don’t
the na
best represents the topic. Unlike the quote from the
think that it would be wise to use allegories to enforce 25 canari
Constitution, the picture shows the influence of personal
laws in today’s society. and C
practices on a public space. I think this picture represents
a scene which took place in the United States, perhaps in
Churc
the Bible Belt. It shows a man on a roadside, encouraging
which
people to attend a church service at a Christian centre. Blitz s
ÉPREUVE ORALE direct
His sign and the billboard on the right seem to indicate 30

Document A that it is Sunday worship. Blitz’s

In private spaces, people may expect to enjoy privacy and
to do whatever they want as long as they do not harm
others. In public spaces, behaviours are more regulated
because those spaces are shared by all people, and no one
should be able to enjoy them more than others.
The uncertainty as to where religion belongs leads me to
think that document A is a better representation of the
topic “Private space and public space”. A Constitution is a
legal document, which sets a series of principles and laws
which then become the reference for the way the political
system works and the way people live in the country.
The First Amendment to the US Constitution states:
“Congress shall make no law respecting an establishment
of religion, or prohibiting the free exercise thereof.”
That quote, the “establishment clause”, prohibits the
instatement of a religion of state or the prohibition
of a religion by the state, while it clearly establishes
freedom of religion. I think that the quote highlights the
paradoxical relationship of US government with religion.
On the one hand, the Constitution rules that the state
should not favour any religion, but on the other hand,
the national motto is “In God We Trust”. Presidents
The picture is an example of a clear display of religion conta
in the public space. As a French person, it is quite lawma
uncommon for me: in France, secularism prevents people them
from showing their faith in the public space. Religion is 35 the na
considered as something that should remain in private first st
spaces. In the United States, however, people are free to Additi
promote their religion freely, even in public spaces. The procla
difference between the two countries shows how variable as leg
the limits between what’s public and what’s private is. 40 gende
This picture also reminds me of another one I studied in
class, which represented many signs advertising churches
in a small city in the Bible Belt. I think that both pictures
show that in the United States, religion is not a topic
that is meant to stay at home, to be hidden from others.
They highlight how crucial faith is in the lives of many Answer the
American cities. a. Present
To conclude, the picture helps us see that in America, b. Find one
people do not consider religion as something which
should be limited to private spaces, but as something c. True or f
which is fully part of the landscape of cities. d. What co
e. Do you t

74 Unit 4
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I 169
 axe 3 ART AND POWER
Les pages Prepare for the topic et les sujets bac guidés ont
pour but de préparer les élèves à l’évaluation commune n°3.
Plusieurs usages de ces pages sont envisageables :
• En classe, comme un entraînement. Les élèves procèdent
étape par étape et s’aident des conseils stratégiques qui
figurent à côté des documents. Cette solution permet
d’avancer pas à pas pour mettre les élèves en confiance et
répondre à leurs questions au fil de leur progression.
• À la maison, comme une simulation de l’examen. Les élèves
pourront faire le travail en temps limité pour se familiariser
avec la durée de l’épreuve. De retour en classe, le
professeur recueillera les remarques des élèves, répondra
aux questions et proposera une correction.
• Libre à vous d’utiliser ces pages comme évaluation à la
fin du travail sur un axe. Les documents proposés sont
conformes aux textes régissant l’évaluation commune n°3.
• Les 8 dossiers peuvent également être envisagés comme
des unités « express », permettant de compléter le travail
sur un des 6 axes préconisés par les Instructions Officielles.
En complément des conseils stratégiques qui figurent en
regard des exercices dans chaque dossier, les élèves peuvent
aussi utiliser les pages de méthodologie pour réussir
l’évaluation 3 qui se trouvent en fin de manuel, p. 254-265.
Ces pages peuvent être abordées en amont de l’entraînement
aux activités des dossiers bac ou bien en parallèle lors de
l’entraînement.
ÉPREUVE ÉCRITE
COMPRÉHENSION DE L’ORAL
Dans ce document, Melissa Ho, commissaire d’exposition
du Smithsonian American Art Museum présente l’exposition
« Artists Respond » sur la guerre du Vietnam. Des artistes de
tous bords ont produit dans cette sombre décennie (1965-
1975) des œuvres très diverses qui interrogent la guerre bien
sûr, mais aussi le pouvoir politique et la place des minorités
(Afro-Américains, femmes) dans la société américaine.
Prof. 57
SCRIPT AUDIO Durée : 01:50
Melissa Ho: “Artists Respond” is an exhibition
that looks at the impact of the Vietnam War on
American art. It focuses specifically on the period
1965 to 1975.
What you’ll see in the show is that there were artists
of all kinds who were asking the question in a
moment of crisis, of national reckoning, what does
art do? Should it stay separate and elevated from
real world and current events? Or can it somehow
find a way to weigh into them?
I think visitors might be surprised to see that the
show is not entirely photojournalism and protest art.
In fact, most of it does not fall into those categories
and it’s art that engages with the war through its
imagery, through its emotional tenor, through its
political engagement, and through engagement
with broader themes like violence and power
and mortality. And it also shows the art world in
transition. It’s a moment when there is much greater
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pluralism being expressed through the visual
arts. People of color and women are increasingly
demanding to be heard. It’s no accident that
you can find that while looking at work made in
response to the Vietnam War because among other
things the military draft was a really galvanizing
political issue for a lot of minority communities.
I really hope that in a way, the experience of walking
through the show is almost a kind of time travel where
you can either remember, or experience secondhand
for the first time, this moment in American history.
PRODUCTION POSSIBLE
Ce document audio présente une exposition sur l’art
produit aux États-Unis entre 1965 et 1975 pendant la
guerre du Vietnam. L'audio est destiné au public potentiel
du musée ou à la presse.
La personne qui parle explique que les artistes posent
beaucoup de questions, et pas uniquement sur la guerre
entre 1965 et 1975. Contrairement aux attentes du public,
il n’y a pas que des photos de guerre dans l’exposition.
Il y a une grande variété d’œuvres dont le thème est la
violence, le pouvoir ou la mort. Elle explique aussi que c'est
une période où les minorités, à savoir les femmes et les
Afro-Américains, veulent être entendues. L’implicite du
document est que cette exposition ne présente pas que des
œuvres qui traitent de la guerre, comme on pourrait s’y
attendre, mais aussi des œuvres sur la société américaine.
Ce document cherche à informer le spectateur potentiel sur
l’exposition. Elle est factuelle et la personne qui s’exprime,
probablement la commissaire de l’exposition, parle sur
un ton neutre. Mais en suggérant que les spectateurs
pourraient être surpris par l’exposition, elle cherche quand
même à les convaincre de venir la voir.
COMPRÉHENSION DE L’ÉCRIT
Cet article offre une analyse du célèbre roman de Kurt
Vonnegut, Slaughterhouse-Five. Le journaliste se concentre
sur la dimension circulaire de l’œuvre. Il questionne aussi le
lien entre science-fiction et récit de guerre, le roman ayant
en partie pour cadre le bombardement de Dresde et pour
protagonistes des extra-terrestres qui enlèvent Billy Pilgrim,
le héros. Cet article interroge la capacité de la littérature à
rendre compte de l’expérience de la guerre.
PRODUCTIONS POSSIBLES
a. This text is a newspaper article taken from “The
Guardian”. In this article about the famous novel
“Slaughterhouse-Five” by Kurt Vonnegut, Jordison
praises the writer’s achievement, 30 years after the
novel was first published in 1969. He expresses his
opinion about Vonnegut’s narrative technique and
his use of science-fiction to denounce the atrocity of
war. One of the characters, Edgar Derby, dies at the
beginning of the novel. Another character, Billy Pilgrim,
survives war but returns home traumatised. We don’t
have to forget that, being a sci-fi novel, some of the
characters are also aliens (the Tralfamadorians). One
last character that is mentioned in the article is Eliot
Rosewater, who is presumably a soldier who has also
“endured horrors in the war” (l. 35).
Axe 3 115
b. Vonnegut is against war. The journalist points out the
number of deaths in Dresden, “Death has been dealt to
so many others in the chaos around Dresden.” (l. 14) He
also denounces the violence and the atrocities of war:
“Billy has seen dreadful things” (l. 33); “Eliot Rosewater
who has also endured horrors in the war” (l. 35).
Vonnegut also thinks that war is absurd as Edgar Derby’s
story shows he “was shot in Dresden for taking a teapot
that wasn’t his” (ll. 4-5) and the author of the article
says that reading Vonnegut’s work “we’re reminded of
the futility of war” (l. 15).
c. These two documents share a similar link between
art and war: they show how art can, on the one hand,
portray war and on the other hand, denounce its
violence. Although the two documents address different
wars (the Vietnam War and World War II) and feature
different art forms (visual arts and literature), they both
tackle the issue of violence and how it affects people.
EXPRESSION ÉCRITE
Le sujet A s’inscrit dans le prolongement de la compréhension
de l’oral en proposant un sujet d’invention, tandis que le sujet B
fait écho à la compréhension de l’écrit en proposant une
citation de Kurt Vonnegut, soumise à la réflexion du candidat.
PRODUCTIONS POSSIBLES
Sujet A
From : cynthia@email.com
To: sam@email.com
Subject: exhibition on American art and the Vietnam War
Dear Sam,
How are you? I went to see an amazing exhibition at the
Smithsonian American Art Museum. At first, I thought it
would be boring because I don’t like museums and we had
already spent so much time studying wars in class. But I
was really surprised because there were more works about
life in the USA during the war than works about the soldiers
in Vietnam. There were a lot of works by women and that
pleased me because, you know, I am a feminist! At the time,
women were starting to raise their voice, to demand to be
heard. If you feel like seeing it, I would gladly go with you.
Let me know.
Cynthia
Sujet B
I would like to try to question the concepts of “writing”
and “good citizenship”. First, we can say that citizens are
people who live in a democracy. Thus, what defines being
a good citizen is abiding by the rules and supporting the
democratic system. Second, “writing” can take on many
forms: poetry, drama, essays, etc. But since Kurt Vonnegut
is a novelist, we can limit our reflection to novels.
To me, novels allow the readers to think about the world
they live in. And this is important because to be a good
citizen we need to be enlightened. Furthermore, writers
sometimes tackle painful issues in their novels, such as
wars. So, they take it upon themselves to enlighten their
fellow citizens, even if they might suffer in the process.
We shouldn’t forget that writers need to be aware of the
injustices of the world, to be able to retell them for their
audiences, and this is also another very democratic action.
116 Axe 3
In a nutshell, writing can question power, and this is also
essential to democracy. To conclude, I would agree with
Kurt Vonnegut and say that I also consider writing as an
act of good citizenship.
ÉPREUVE ORALE
Le document A est une photo d’un monument en hommage
aux Marines américains, montrant six hommes plantant
un drapeau américain sur l’île d’Iwo Jima, au Japon, acte
symbolique de la victoire des forces alliées sur l’ennemi
japonais. Le document B est une photographie d’une œuvre
de l’artiste Banksy, célèbre pour ses prises de position
pacifistes. Tandis que le document A peut être vu comme une
célébration par l’art du pouvoir militaire, le document B peut
être perçu comme une dénonciation de la violence armée.
PRODUCTIONS POSSIBLES
Document A
This document better illustrates the topic “Art and power”
because it features many art forms and addresses the
issue of war, which is a demonstration of power.
First, document A is a photograph, and photography is
an art form. Also, the photograph represents a sculpture,
which is another art form.
Second, the event depicted in document A is the raising
of an American flag by American soldiers on the island of
Iwo Jima. This island was the scene of battles between
Americans and Japanese in the Pacific. The American flag is
a very famous symbol of power because the United States is
one of the most powerful countries on the planet.
Third, if we look at the sculpture, we can also see how it
expresses the idea of power in many ways. The six soldiers
form a compact group, they seem united, and union is a
form of power. They are here to support each other. This
memorial symbolises the great military power of the USA
and it stands so that nobody forgets that. In some ways,
this monument is similar to the one in memory of Nelson
Mandela that we studied in Unit 5.
I hope I have been able to convey the idea that document
A was better at illustrating the topic “Art and power”.
Document B
This document better illustrates the topic “Art and power”
because Banksy is a famous street artist who creates
graffiti around the world. He became very famous even if
nobody knows his identity.
Banksy is known for his commitment. He has embraced
many causes: police violence, gay rights, global warming,
homelessness, war… He often uses art to criticise power.
This document shows a stencil of a very young girl holding
a bomb that is a symbol for war and it is covered by a
big red “NO”. Document B illustrates the topic “Art and
power” because it is simple in its execution, but powerful in
its message. With a stencil and only two colours (red and
black) Banksy conveys a powerful message. The word “no”
is only composed of two letters but it is a powerful word.
Here it is used to denounce the proliferation of bombs
or the violence imposed on innocent children. Maybe the
artist wants to denounce that in some countries little
girls are in danger of coming across bombs. Or he wants
to shock us because the little girl is holding a bomb as she
would hold a teddy bear.
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 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 points COMPRÉHENSION DE L’ÉCRIT
NOM :
CORRIGÉS ET PRODUCTIONS POSSIBLES
PRÉNOM :
a. This is an article which contains an interview with
Titre du document : the photographer Chris Saunders. CLASSEIt is: about his first
encounter with the Smarteez, aDATE contemporary / young
For the Smarteez,
ÉPREUVE ÉCRITE fashion is freedom :
artistic movement essentially dedicated to fashion.
/

Most of its members originate from Soweto. They

usually dress in very bright colours.
COMPRÉHENSION DE L’ORAL
For a new generation of young people in South Compared
b.40 How didtothisprevious
photoartistic
seriesmovements,
develop? What the did you
Cette vidéo est un fashion
reportageistélévisé SABCWhenNews. photographer
Nous Smarteez are contemplating the past and are not
Africa, freedom. want to capture?
entendonsChris
deux Saunders
journalistes qui nousSouth
présentent burdened by the apartheid past. They consider their
attended AfricauneFashion Week “It and
style developed naturally,
their fashion in atopurist
as a tool expressdocumentary
their
expositionalmost
ayant lieu au musée
a decade ago,d’art Oliewenhuis
he noticed “this àincredibly well-
Bloemfontein en Afrique du Sud. L’exposition qui crée
approach.
freedom We met
and their freshinSouth
Rockville,
Africanwalked
identity. down the
5 dressed, loud group of guys” outside the shows.
déjà le buzz présente des œuvres contre l’apartheid et se c. At road to localinoutdoor
first people braai accept
Soweto didn’t (barbecue),
them forandtheir
I shot
Curious, he decided to say hello and struck up a waytheofgroup
dressing and they
as they werewere verbally
in their violent
daily attire. (“Theyto
I wanted
nomme « #Amandla, [Re]form, Debate, [Re]dress? ». Une 45
conversation with the men. Fortuitously, a friend of
voix off, nous explique alors que l’exposition présente des were publicly
capture verbally
them for whoabused
theyinwere.
theirI community
always like all to ask
œuvres quihis had
sont deswanted
signes deto résistance
interview visuelle
them for a magazine.
depuis themytime.” “Theyhow
subjects sawthey
the brightly
want todressed, fashionable
be portrayed, rather
Together, they went to Rockville,
1965. Elles abordent les problèmes qu’a dû affronter Soweto, and crowd
thanaspush
threatening.”)
my identityHowever,
or agenda theyontobegin to accept
them.”
snapped what would be the first
un pays qui se remet de siècles d’injustice. Le but de
10 of many shoots of them more and more, also because more and more
l’exposition estSmarteez.
the d’encourager le public à débattre et à
Where
young do the
people Smarteez
started to dressshop? What
in bold inspires them?
colours.
découvrir l’art contestataire à travers les yeux de plusieurs Because
d. 50 they resisted
“As a group, the abuse
the Smarteez and rejection,
all have different theskillsets.
As a collective, the Smarteez are unwilling to Smarteez
artistes engagés. D’après la conservatrice du musée, après They allbecame
designmore than just
clothing, but aoriginally
trend of theyyoungmainly
l’apartheidbe limitedpasbyaisé
il n’était thedehistorical burden
parler du passé parceof que
apartheid people dressed in
re-designed vivid
older colour.items
thrifted They frombecamethethe voice
downtown
or encore
le sujet était societal expectations
épineux. of dress. Instead,
Elle dit qu’aujourd’hui est they of the new generation. Thanks to their determination
shops and markets of inner Johannesburg. I would
understand
venu le 15temps fashion
d’en parler. Deux desto be a tool indiquent
visiteurs of expression and they have paved the way for other fashion designers
say they are inspired by different things as individuals
a declaration
qu’ils apprécient of freedom.
l’exposition ainsi que sa For Saunders, it is that
dimension coming from the Johannesburg townships. They
55 but use the group as a mechanism to broadcast their
historique.consciousness
La femme précisethat qu’elle ressent
makes thelesSmarteez
émotions into a represent a new generation of young South Africans
message.”
who wish to distance themselves from the weight of the
des artistes. Le visiteurThey
movement. sud-africain
are not indique
a fad. que l’intérêt
de cette exposition est de rappeler à ses compatriotes d’où past.
How Thanks to social
did they mediameet?
Smarteez and the Internet, this type
ils viennent“They need a new
et d’apprendre identity,
aux jeunes desdifferent from that of
choses qu’ils of collective can even reach remote audiences.
“They all live in different parts of Soweto and originally
ignorent. La fonction de ce document est d’informer les have not
20 their forefathers,” Saunders explains. They e. This article clearly illustrates the topic “Art and
beenetcontent
Sud-Africains to live outdethe
de leur conseiller narrative
visiter “that had been
l’exposition.
met at college. They throw parties and gather in and
power”, because the Smarteez are a movement made
60 around the township. They also frequent the inner
passed down from apartheid.” by people who express themselves through the art of
SCRIPT VIDÉO
Vidéo 49 city, where
fashion. they buyamaterials
They promote new vision andof socialize.”
South African
Like any bold subculture, the Smarteez Durée : 02:02 are
youth
Didshowing
Soweto how,
embracethanks to art,
them, they can change the
initially?
Journalist 1: An art exhibition
innovators. They are about the
a testament to “abundant
resistance against apartheid is on display at the perception of people living in Soweto and inspire new
25 creativity, explosive youth culture, and a manic “No. toThey
people sawthemselves
express the brightly dressed,
freely. fashionable
It is a step beyond
Oliewenhuis Artpositive
Museum in Bloemfontein.Saunders adds.
need for expression,” the pain caused by apartheid, it is a message ended
crowd as threatening. Smarteez often up
of joy and
Journalist 2: The name of the exhibition
By documenting them in a nation Amandla—
that must still in situations where people would verbally abuse
freedom.
65
“#Amandla! in fact—[Re]form, Debate, [Re]dress?”, them. However, they were willing to fight for it. Over
combat destitution, disease, and corruption, he is
has already created a lot of buzz, let’s take a look.
almost certain: “We could create a new image of time, the community has accepted them more and
Voice over: Visual resistance from 1965, artworks EXPRESSION
more. Also, theÉCRITE
mass culture around them has been
30 this place.”
depicting issues of a country still recovering from
affected and more young people are expressing
the injustices
What wasofyour a past spanning
first of the Smarteez? Sujet A
over centuries.
impression
70 themselves in similar ways, making it less of a fad
“An explosion of creativity. Punk rock, but in a I think that art can indeed be a source of freedom. Art
The exhibition aims to encourage the public to
debate resistance or protest art by looking at the andenables
usually more of anartist
the accepted form of
to express hisexpression.”
or her point
past local
through context.
the eyesThey dressartists
of activist in bright
such ascolors and of view about the society
What’s next for Smarteez?in which he / she lives. In
Julianwere
Motauthrifting way before
and Simon it was a trend. They were this sense,
Maarten... art can be a source of personal liberation.
35 publicly verbally abused in their community all the
Curator: The importance of the exhibition for me was “I think since the advent and documentation of the
Moreover, art can be used as a tool to achieve freedom.
time. But they fought through and
conversation. Remember, after the apartheid it was kept going with Smarteez
This was collective,
the case during the many new and
apartheid amazing
with groups
committed
what they believed—and still do. They
the TRC and I think that that conversation was a bit became the have emerged in Johannesburg. With the
artists such as the Medu Art Ensemble who used drawings
75 growth and
hot, itforefathers of a new and
was a bit controlled generation
now it’s of loud
time forcreatives
us access of
in and posters the Internet, more people can
to illustrate and to convey messages of communicate
to befashion
free, to from
have that conversation.
the townships of Johannesburg.” freedom
and for the black
broadcast South
their Africans.
artistic visionFinally,
all overart
theoften
world.”
Voice over: A history of pain embedded in all colours challenges social norms and, because it often tends to
and shapes are preserved for generations to come. be in constant revival, it can be a way for one to free the
Visitor 1: It’s quite good, it brings out the negative sides artist from the strains of social norms and
Mattie conventions,
Kahn, Refinery 29 (2015)
Û

of the past. such as it is with the Smarteez who try to differentiate

Answer
Visitor 2: The theexhibition
followingisquestions in English,
really beautiful; using
it brings out your ownthemselves
words. from older generations with their new look
theExplain
artisticwhat
expression and their new impact on South African society.
a. kind ofoftext
thethis
history.
is andThe whoartwork
are the Smarteez (who, where, what).
here is amazing like you have this connection with
b. How do the Smarteez differ from the previous generation?
the artists, you can feel what they are feeling.
c.
VisitorWere
3: It’sthe Smarteez
a very nice thingaccepted?
because Justify
it reminds your
usanswer
of by quoting the text.
d. Explain
where how the
we come from,Smarteez
what wascan influence
happening andother
this artists.
coming generation… it teaches them… it
e. Explain how this text illustrates the topic “Artis going to and power”.
teach them a lot of things that they were not aware of.

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Sujet B fought against the apartheid regime from abroad. They COMP
I think I agree most with Jenny. Under the apartheid used to create protest posters, and this is one of them.
regime, South African art was controlled very closely but The first reason why I think this document best illustrates
since the end of the apartheid, art has been playing the the topic “Art and power” is because this work of art
role of a cure to the wounds caused by years of injustice. clearly show a protest against the people who were in Titre du
Thanks to artists such as Marco Cianfanelli, South power during the apartheid regime. It shows that all For the
Africans are today able to recall the struggles of our black South Africans are united against a group of people
forefathers. His tribute to Nelson Mandela is symbolically and laws that made their lives miserable.
very strong because it was erected at the very same place Moreover, the style of the poster, which is very linear
where he was arrested near Durban. According to me and without many details, shows perfectly the fact that For a
the function of art is to teach the next generations about people are united, in a group. This is a way of depicting Africa
what their forefathers have achieved in the name of unity and showing that, if people stay together, they can Chris
freedom and peace; art is meant to teach us a historical also elect a black leader that will lead the way to improve almos
lesson. the lives of millions of people. 5 dress
Finally, I think this artwork not only defies the power, it Curiou
also promotes it: there might be an election, since people conve
ÉPREUVE ORALE are told to vote. This is how the poster also endows a his ha
political leader giving him the support both of the people Toget
Document A and of the Medu Art Ensemble. snapp
10
Document A is a picture of a graffiti painting, taken in the Sm
South Africa, in which we can see three Nelson Mandela
heads. Each portrait of Nelson Mandela represents an As a
important event of his life. In class, we learned that in be lim
1993 he was awarded the Nobel Peace Prize, in 1994 or so
he became the first black South African President and 15 under
in 2000 he celebrated his 90th birthday. The painting is a dec
a bit worn away so we can suppose that it was made a consc
long time ago. We can also guess from the biker in the movem
foreground and from the pavement that this graffiti is
placed by the road or in a random location; clearly this “They
artwork is not displayed in a museum. 20 their f
The first reason why I think this document best illustrates been c
the topic “Art and power” is because this work of art passe
deals with a political issue: it is meant to teach us about
the life of South Africa’s political hero and about his Like
achievements. Art can deal with political issues in order innov
to teach the future generation remembrance. 25 creati
It also relates to the topic because the goal of the artist need
was probably to pay tribute to Nelson Mandela which By do
could be considered as a way to prolong his memory and comb
his legacy. This committed work of art shows that art can almos
have the power to make people remember their common 30 this p
past. This reminds me of a work of art we have studied in
class: Marco Cianfanelli’s sculpture in memory of Nelson What
Mandela. Art is there so that we don’t forget a painful “An e
past. local
Finally, I think this document illustrates the topic were t
because, being a work of street art, it illustrates the idea 35 public
according to which art can be a form of power as it can
time. B
trigger a “social conversation”. In this case, art is not
excluded from the masses but rather it is displayed within
what t
their neighbourhoods and townships, which makes it a
forefa
powerful tool of communication. fashio

Document B
Document B is a poster by the Medu Art Ensemble. In
the background we can see a group of black people. We
Answer the
can spot mine workers, students, a mother with a child
and also some soldiers, while in the foreground there is a a. Explain w
slogan pushing people to work for Nelson Mandela. The b. How do
colours are mainly white, orange and black. c. Were the
As I discovered in the unit, the Medu Art Ensemble was a
d. Explain h
group of exiled South African artists (poets, playwrights,
painters, musicians, dancers, and graphic designers) who e. Explain h

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 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 pointsGussie Clarke: Thank you for the
NOM :
opportunity to spread
CORRIGÉS ET PRODUCTIONS POSSIBLES the word to the world. You said it well. PRÉNOM :
Martin: Well, thank you for that. CLASSE
But the: world already
Titre du document : knows about reggae. So why was it important for
How a ghetto
ÉPREUVE ÉCRITEreggae star rebranded Jamaica reggae to get this official recognition?
DATE : / /
Clarke: As with any innovation, recognition needs
to be placed at the head of those who created it.
COMPRÉHENSION DE L’ORAL So, as a country, we are somewhat of a cultural
At 7 am on 6 February, on what would have been Bob industry,
powerhouse.as a So
newwegeneration
felt that it of
wasvoices such asfor
appropriate Jesse
Ce document est une
Marley’s interview
75th du the
birthday, producteur de musique
abeng conch shell blows Royal,
it to be,Kelissa and recognised,
you know, Kim Nain perform
as withalongside
many other Bob’s
Gussie Clarke effectuée
at his old home paratune journaliste.
uptown Elle commence
Kingston’s things webredren
56 Hope Road 35 original do, thatincluding
we were the innovators
Bongo Herman, of this
Marcia
par présenter—now le reggae
the Bob et en particulier
Marley un évènement
museum—as it did as a call genre of and
Griffiths music.
Toots of the Maytals. (…)
récent 5lié àtoceslave
genre de musique : son inscription
uprisings on the plantation. sur Martin: So, for the three people who might not be
la liste du patrimoine culturel immatériel de l’UNESCO, The celebration
familiar with reggaefeatures
already,a could
strong youfocus
tell usona family.
little
rejoignantToday,
ainsi dethenombreux
museumarts et savoir-faire
is the Jamaican capital’s hottest Rita Marley,
bit about Bob’s
what widow,
makes putsreggae?
reggae in a regal appearance
provenanttourist
de divers paysdrawing
ticket, (du Tajikistan
more ou de Slovénie
than 60,000 visitors a Clarke:
fromThe hermost
wheelchair duringabout
known factor the daytime
reggae children’s
par exemple). Ce document a une visée informative
year. But in the turbulent 1970s, when the downtown 40 event, is aboutasthe
pupils from St
message in Andrew
the music.prepAnd school
that sing and
et explicative.
areaBienwasque
tornGussie Clarke
between donne sa vision
superpower ideologies and dance
message to has
Redemption
resonatedSong, while the
with people on thenight’s
lowershow
personnelle
10
de ce
their qu’est
local le reggae,itilwas
paymasters, cherche uniquement
audacious of Marley to was headlined bybase.
socio-economic the Marley Brothers,
You know, it tells Julian
you and Ky-
à l’expliquer et non pas à convaincre le public anglophone something about troubleled and
insert his ragtag “ghetto star” Rasta crew into Hope Mani, and dynamically byhold
Damianon, keep good
Marley.
de cette émission. Ce document semble s’adresser plus and have faith. And that, you know, love your
Road—also home to Jamaica’s prime minister—a
particulièrement aux gens qui ne connaissent pas ou qui Marley’s
brother and estate
be a is oneguy.
good of music’s biggest earners:
process he described to me in the 1970s as “bringing
connaissent mal le reggae même si, d’après la journaliste, 45 the event was supported and organized by the Bob
the ghetto
ces personnes sont très uptown”.
rares. He hoped to make a safe space Marley Foundation, with similar festivities taking
On apprend
15 forque
theGussie
gangs Clarke
of youth estwho were controlled
un producteur de on their place in London, Lagos, Los Angeles, Singapore,
home les
musique depuis turfannées
by opposing
1970 etpolitical forces: it worked, at COMPRÉHENSION DE L’ÉCRIT
que beaucoup Paris, Hawaii and New Zealand. (…)
least until
de titres connus gunmen
lui sont triedIltoa kill
associés. aussihimfondé
there in 1976. It
le studio Music
worked Works
againàwhen
Kingston returned later in a. ThisAstext
et s’est beaucoup
he triumphantly Marley
dealsonce
withexplained to me, of
the celebration hewhat
wantedwouldto make
have
investi dans la demande de reconnaissance
the decade to build a studio. du reggae been Bob Marley’s 75th birthday had he not died.Babies
50 his music so simple that a child could sing it. It
comme patrimoine culturel immatériel de l’UNESCO. took place onrespond
famously February to6th, 2020 in BobofMarley’s
the directness his music,house
and
Witnessing
La journaliste
20
commence police
par politely dealing
le féliciter with the crowd in Kingston, but there were other events organised in
de sa réussite reggae’s heartbeat has been credited with healing
dans cettegathered for the et
dernière instance Marley 75 celebration
lui demande pourquoi offered theproperties.
rest of the(…)
world: “in London, Lagos, Los Angeles,
a strange disconnect:
cette reconnaissance était nécessaire backsi then,
tout letheir
monde presence Singapore, Paris, Hawaii and New Zealand” (ll. 47-48).
connait déjà le reggae.
outside Il lui répond
the gates would alors
haveque le reggae,a raid. TheAbove
suggested peopleall, Marleywere
present effected a triumphant cultural
Rita Marley—Bob’s widow, flip,
comme touteThese autre
areinnovation / création,
different times, doit être by the MC 55
as evidenced onefrom
pupils founded on political
St Andrew truth “Redemption
who sang but also will and vision.
Song”,
officiellement
25 whoreconnu
announces:ainsi “Big
que lesuppersonnes
to all theetAirbnb-ers
le in the(…) Marley Brothers, Julian, Ky-Mani, and Damian
pays qui en sont àTown!”—the
Trench l’origine. Elledangerous
lui demande ensuite “ghetto” Marley.
downtown
de donnerof une Though the Marley machine has made efforts to
Marley’s teenage years. His message sur
définition du reggae en ironisant haslemobilised b. Thedefang
address theof lion
Bob Marley’s
by focusing houseonishis
56 more
Hope Road in
feelgood
peu de personnes
a peaceful qui army
n’ont of
jamais entendu parler
international de such as uptown Kingston.
followers, At the time Bob Marley bought it,
cette musique. Ce à quoi il répond que le plus important crowdpleasers—the One Love effect—his commitment
those holidaymakers venturing where few wealthy 60Hope Road was in a wealthy neighbourhood of Kingston
dans ce style de musique est le message qu’il porte. Pour to the sufferer, and unflinching confrontation of
as the Prime Minister lived there too.
Kingstonians go.
lui, ce message consiste à dénoncer les problèmes, à
30
In unpalatable
1976, gunmentruths came as he saw
to Bob them,
Marley’s is ever
house more
and tried
garder la foi,
Theàmusic
aimerat son prochain
Hope Roadet à essayer
shows how Marley helped to kill necessary:
him. Later in the same decade, he built a musiclike
a cause for continued celebrations
d’être quelqu’un
lay thede bien.
foundation for the island’s enduring music studio these in Kingston.
there.
Prof. 140 Today, his house has become a museum and the “hottest
SCRIPT AUDIO Durée : 01:52 tourist ticket” (ll. 6-7) with more than 60,000 visitors a
Michel Martin: It is probably Jamaica’s most year. Vivien Goldman, The Guardian (2020)
Û

recognisable and influential musical genre, and c. Marley’s songs were designed to be simple enough for
now it has
Answer thebeen recognised
following by theinUnited
questions Nations.
English, using your ownawords.
child to sing them. Indeed, babies seem to like this
Reggae has earned an entry on UNESCO’s
a. Give as many details as you can on the celebration that this textofdeals
type musicwith
and(date,
a lot of people
reason, believe it can have
place(s),
representative list of the Intangible Cultural healing properties.
peopleofpresent,
Heritage Humanity,etc.).
joining hundreds of other I have also learned that Marley tried to tell the truth
b. What can you say about art
traditions from embroidery BobinMarley’s
Tajikistanhouse?
to about political problems and to ease people’s pain in his
bobbin laceismaking
- Where it? in Slovenia. And one of the songs.
people pushing to recognise reggae on this list was d. Jamaica has changed a lot since Bob Marley’s time, as
- What happened there and when?
Augustus Clarke, known as Gussie. He’s been a the ghetto where he comes from, which is called Trench
- What
leading was itproducer
reggae used as and what ispublisher
and music it now? since
Town, is now a place where tourists may stay: “Big up
theWhat
c. 1970sdid
and
youhaslearn
many hits to
about his name.
Marley’s He’sand
songs alsoabout reggaetomore generally?
all the Airbnb-ers in Trench Town!” (ll. 25-26).
theInfounder
d. of Music
what ways Works studio
has Jamaica in Kingston,
changed andMarley’s time?
since Bob Also, during Marley’s time, when policemen came to his
he was tapped by the Ministry of Culture to help house, they were often coming to raid it (probably in
make the case for reggae. And he’s with us now search of drugs) whereas today they are there to deal
from his office in Kingston, the capital. with the crowd that comes to attend the celebration.
Gussie Clarke, thank you so much for joining us. Finally, Bob Marley’s house at Hope Road really
Congratulations. changed things, as gangs of youth who used to be

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 controlled by political forces in the ghetto could come solutions. Music seems to be very powerful if thanks to it COMP
to his home which had become a safe space for them, you can change a people’s mentality, just like reggae did
particularly after the opening of a studio there. in Jamaica. Indeed, as we've learned in this unit, during
Thanks to him, a lot of new artists were able to emerge Bob Marley’s life, Jamaicans were close to a civil war and
and are now famous (such as Jesse Royal, Kelissa and his music, his lyrics, helped soothe people and unite them, Titre du
Kim Nain). which shows how powerful art can sometimes be. How a g
Ziggy, as Bob Marley’s son, probably wants to honour his
legacy and to promote the same ideals while taking into
EXPRESSION ÉCRITE account the changes the world has known since his father
died. I believe that he sings protest songs about current At 7 am
Sujet A problems in order to open people’s eyes and to make them Marley
I believe that protest songs are extremely important react. However, he probably also sings smooth and happy at his
as they carry messages in a beautiful way to a large songs because he seems to want people to be joyful. —now
audience. It is particularly true when they are written There seems to be a balance between entertainment and 5 to slav
in English as many people can understand them around seriousness in his music but thanks to this quote, we
the world. For example, Bob Marley’s songs, which were understand that for him, dealing with important matters Today
written in the 1970s at a time of political and social and helping people progress in a positive way is what touris
struggles in Jamaica, had an important impact on people. reggae really means. year. B
They helped unite Jamaicans and calm gang violence in area w
the country. Without incredible lyrics like the ones
Document B 10 their lo
of “Redemption Song” for example, people might not
have listened to him and they might have kept on fighting I believe that Bob Marley’s quote illustrates best the insert
each other. topic “Art and power” because it really shows that he, Road—
as a singer and by extension an artist, had only one goal: proces
However, music is an art and art does not always have
to affect—which means to have an effect on—people who the gh
to be meaningful. For instance, I really enjoy the song
listened to him in a positive way. Indeed, a singer can for the
“Smells like teen spirit” by Nirvana even though it is 15
choose to write protest songs and to broadcast them home
complete nonsense!
around the world in order to make people think and least u
react instead of just watching and waiting when there
worke
Sujet B are political or social troubles. That way, artists can
Hello everyone! have a power over people and ask them to protest, to
the de
I am writing this review because I just came back from fight against injustice and to change the world. For Bob 20 Witne
Jamaica, and visiting Bob Marley’s house on Hope Road Marley, making music was not about money or fame but gathe
was the best part of my trip. I really enjoyed the visit it was about being truthful / honest and about trying to a stra
because I learned a few things about this great man’s life convey important messages to people in Jamaica but also
outsid
that I hadn’t heard before. For example, I now know that in the rest of the world.
These
he was shot at in December 1976 in that very house in Reggae has proved the existence of the power of music by
25 who a
uptown Kingston, where normally, people lived peacefully stopping the violence and by soothing and uniting people
as it was far away from the ghettos. Also, I learned that in Jamaica at a time when gangs were fighting each other
Trenc
he was so brave that he went to perform on stage just and killing people daily in Jamaica. It certainly shows that of Mar
a few days after, even though he still had a bullet in his art can be powerful / can have an impact, even if it comes a peac
arm! These were crazy times! Despite these terrible from a very small country. those
events, this house had a great influence on people when The reference to wealth in the quotation could also be 30 Kingst
Bob Marley made his studio there and helped a lot of applied to Jamaica as a country. Throughout this unit we
new reggae artists to become famous.
The m
have learned that, although Jamaica is not a large, nor
lay th
So, what do you say? Have I convinced you to come? economically wealthy, it has a great impact on the whole
I certainly hope so! world thanks to reggae music.
Best,
G.

Answer the
ÉPREUVE ORALE a. Give as m
people p
Document A b. What ca
In my opinion, Ziggy Marley’s quote illustrates best - Where
the topic “Art and power”. Indeed, he says that
- What h
music—which is a form of art—is not just entertainment,
that it has more power than just that. He explains that - What w
reggae, in particular, has a philosophy, an idea behind c. What did
it, which is to live positively and also to progress and d. In what w
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

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 axe 4 CITIZENSHIP AND VIRTUAL WORLDS
Les pages Prepare for the topic et les sujets bac guidés ont
pour but de préparer les élèves à l’évaluation commune n°3.
Plusieurs usages de ces pages sont envisageables :
• En classe, comme un entraînement. Les élèves procèdent
étape par étape et s’aident des conseils stratégiques qui
figurent à côté des documents. Cette solution permet
d’avancer pas à pas pour mettre les élèves en confiance et
répondre à leurs questions au fil de leur progression.
• À la maison, comme une simulation de l’examen. Les élèves
pourront faire le travail en temps limité pour se familiariser
avec la durée de l’épreuve. De retour en classe, le
professeur recueillera les remarques des élèves, répondra
aux questions et proposera une correction.
• Libre à vous d’utiliser ces pages comme évaluation à la
fin du travail sur un axe. Les documents proposés sont
conformes aux textes régissant l’évaluation commune n°3.
• Les 8 dossiers peuvent également être envisagés comme
des unités « express », permettant de compléter le travail
sur un des 6 axes préconisés par les Instructions Officielles.
En complément des conseils stratégiques qui figurent en regard
des exercices dans chaque dossier, les élèves peuvent aussi
utiliser les pages de méthodologie pour réussir l’évaluation 3
qui se trouvent en fin de manuel, p. 254-265. Ces pages peuvent
être abordées en amont de l’entraînement aux activités des
dossiers bac ou bien en parallèle lors de l’entraînement.
ÉPREUVE ÉCRITE
COMPRÉHENSION DE L’ORAL
Ce document est tiré de « The Inquiry », une émission
radiophonique de la BBC. La première diffusion date du
5 décembre 2019. À l’approche des élections générales
britanniques du 12 décembre 2019, l’émission interroge la
possibilité de préserver les élections des manipulations à
l’œuvre sur les réseaux sociaux.
Prof. 69
SCRIPT AUDIO Durée : 01:45
BBC Presenter: Item one: bots. Put simply,
social media bots are accounts run by computers
that can perform straightforward tasks.
Samantha Bradshaw: This might involve following
prominent politicians, for example, to make them
seem like they have a greater support base.
BBC Presenter: This synthetic boost in popularity
is made possible through the use of these bots.
They are accounts that are computer-operated.
They don’t need a human at a keyboard. And they
can pump out what looks like genuine, positive
feedback at an extremely fast pace.
Samantha Bradshaw: Another thing that they might do
is they might share or retweet emotional, emotive
content. And what the bots do is they’ll like and
share this stuff to generate virality.
BBC Presenter: Masses of likes spread the message
rapidly and widely. In social media speak, help it go
“viral”. Something Samantha says can also be paid for.
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Samantha Bradshaw: It’s fairly easy to buy likes or
tweets for the average consumer. You will have to
do an Internet search, and type in “I want to buy
tweets.” There will a bunch of different services that
will pop up. Once you purchase the amount of likes
or retweets that your heart desires, usually over a
period of 24 to 48 hours, you’ll start to see a bunch
of fake accounts engage with that content, in order
to generate those likes or retweets that you bought.
BBC Presenter: Ok, so it spreads the message really,
gives it momentum.
Samantha Bradshaw: Yeah, it can give it momentum or
give it this false sense of popularity.
BBC Presenter: Or credibility.
Samantha Bradshaw: Exactly.
PRODUCTION POSSIBLE
Cet extrait d’une émission radiophonique a été diffusé sur
une chaîne radio de la BBC.
La journaliste britannique annonce un premier sujet, les
« bots ». Il s’agit de comptes sur les réseaux sociaux,
pilotés par des ordinateurs, capables d’effectuer des
tâches simples. L’experte interrogée précise qu’il peut
s’agir par exemple du suivi des publications de politiciens
en vue, afin d’afficher un taux de soutien plus fort qu’il
n’est en réalité et de faire le buzz.
Ce service peut être acheté : il est relativement facile
de faire l’acquisition des mentions « J’aime » ou bien des
tweets pour un consommateur standard. Il suffit d’une
recherche Internet.
La journaliste synthétise les propos de son invitée ainsi : les
bots diffusent massivement la publication.
L’experte confirme et ajoute que cela confère aussi au
message un faux semblant de popularité et de crédibilité.
Cette émission de radio s’adresse à tous les citoyens et
les informe de ce nouveau phénomène. Elle a également
pour but de dénoncer ces pratiques virtuelles qui visent à
manipuler les électeurs et faussent le débat démocratique.
COMPRÉHENSION DE L’ÉCRIT
Ces deux documents traitent du même sujet, à savoir la
liberté d’expression, en ciblant plus particulièrement Mark
Zuckerberg et sa célèbre plateforme, Facebook. Le premier
est un article publié sur un site d’information en ligne, tandis
que le second est la transcription d’un discours de Sacha
Baron Cohen, prononcé devant la Anti-Defamation League,
une association américaine qui lutte contre l’antisémitisme
et les discriminations.
PRODUCTIONS POSSIBLES
a. The text is about Mark Zuckerberg’s speeches on freedom
of expression and his Facebook policies.
b. The author does not share Zuckerberg’s opinions at all. She
argues Zuckerberg’s speeches are useless. She reproaches
the founder of Facebook with his decision to continue
publishing untrue political ads. Zuckerberg believes it is
not up to Facebook to censor any kind of speech.
c. Firstly, Cohen complains about the unlimited spread of
fake news and hate speech on social media. Secondly,
Axe 4 149
 he is outraged by the fact that Zuckerberg is not willing
to take action to censor that kind of speech. Thirdly, he
blames Facebook for not taking responsibility over the
content posted on their website.
d. One could say that private social media firms such as
Facebook, are not expected to define the limits of free
speech. Cohen only wishes for them to answer for the
content that is published virtually on their apps.
e. The two authors believe Facebook is not taking sufficient
action against fake news, slanderous speech and libels.
Both refer to a speech that Zuckerberg delivered in
October 2019 and disapprove of it, while noticing its
significance nonetheless (“his big speech” document 1,
in the title; “a major speech” document 2, l. 19). Both
mention the issue of political ads on social media and
deplore Facebook’s refusal to check the accuracy of the
ads they publish. Both dismiss Zuckerberg’s arguments
(Cohen claims they are “absurd”, l. 21, while Molla
says in her title that they contain “a lot of nothing”).
A notable difference is that Molla focuses on Facebook
specifically whereas Cohen also refers to other social
media, even if the stress is laid on Facebook.
EXPRESSION ÉCRITE
Les deux sujets constituent un prolongement des thèmes de
la compréhension de l’oral et de l’écrit. Le sujet A propose la
rédaction d’un article de presse, tandis que le sujet B est un
écrit de type argumentatif.
PRODUCTIONS POSSIBLES
Sujet A
Don’t judge a post by its likes or retweets
Some insightful guidance can help to avoid manipulation
online.
By John Priest, online technology reporter
13th May 2020
Fake news is rampant in our day and age. In this article,
we suggest a few tips to avoid the pitfalls of social media
manipulation.
First, avoid clicking on posts that are suggested to
you. They are often computer-generated based on your
personal information. Also, do not believe everything that
is published online. Check the sources carefully. When
reading online comments, you’d better not waste time
and energy arguing with unknown aggressive people.
They are most probably trolls or robots. Besides, you
ought not to judge the accuracy of a post by the number
of its likes or shares. They might come from bots, which
are mere robots designed to behave like a human being.
In a nutshell, you should always refer to a variety of
sources. Stay alert to the possibility that the information
conveyed might be wrong at all times.
Sujet B
It is hard to determine whether social media help or
threaten civil rights. On the one hand, platforms such as
Facebook favour international communication and can
be used to support charity work. On the other hand, such
power of communication may also be misused and lead
to the spread of fake news or inappropriate content. A
case in point is that of Molly Russell. The 14-year-old
committed suicide after having viewed self-harm images
150 Axe 4
on Instagram. Molly’s father claims that the social network
“helped” to kill his daughter.
Furthermore, the lack of transparency on social media and
the huge quantity of fake news circulating online makes it
easy for manipulators to influence voters.
All in all, social media can be a menace to civil rights such
as the right to vote or the right to privacy. But at the end
of the day, social media bear the advantage of giving a
voice to anyone anywhere, and as such, they are strong
purveyors of freedom of speech.
ÉPREUVE ORALE
Le document A porte sur la légitimité des publicités politiques
diffusées sur les médias sociaux et leur possible impact sur
des élections. La citation du PDG de Facebook provient du
même discours que celui qui est commenté dans les deux
documents de l’épreuve de compréhension de l’écrit.
PRODUCTIONS POSSIBLES
Document A
The topic under study is “Citizenship and virtual worlds”.
Two such “worlds” are depicted in the BBC picture:
YouTube and Facebook. The logos of the two companies
are printed on a paper ballot which is being inserted in
a ballot box. The picture obviously relates to the British
general elections of December 2019, but it also deals with
the more general issue of the impact of social media on
elections. The body of the person voting is out of the frame,
making it impossible to find out who is voting. Similarly, it is
often hard to know who is hiding behind an online post on
Facebook or YouTube. Another problem is that of political
ads. The political ads run by Facebook or YouTube can be
sponsored by anyone and spread libels since social media
consider that they are not responsible for the content of
the videos published on their websites. Furthermore, social
websites collect data on their users so as to suggest videos
to them depending on their age, location, etc.
Thus, the virtual worlds, making use of every citizen’s
personal data, are very likely to have an impact on the real
world.
Document B
The topic under study is “Citizenship and virtual worlds”.
Who can better talk about virtual worlds than Zuckerberg,
the self-made social media tycoon? I believe his quote
addresses the notion of citizenship on social media. Being
a citizen means being a member of a country and as such,
having rights and duties. The right to free speech can
be one the rights guaranteed by a country for instance.
Facebook is a website that is used in many countries
around the world. Consequently, we might be tempted to
think that Facebook has redefined the notion of citizenship
and transformed it into something global. Indeed,
Facebook allows anyone to express their views without
any censorship and reach an extremely wide audience that
knows no borders.
However, this redefinition of citizenship is not without risk.
Such a wide audience means that the content published on
the website might be unmanageable.
To sum up, if Facebook gives people a “greater
opportunity” to “help others” as Zuckerberg claims, one
could argue the opposite as well.
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COMPRÉHENSION DE L’ÉCRIT sur 5 points NOM :it, I’m in my
30-year-old woman: I mean, I watch
CORRIGÉS ET PRODUCTIONS POSSIBLES
thirties, early thirties but, onPRÉNOM
average: I would
probably give it a late forties, fifties age range. I just
Titre du document : CLASSE :
feel it’s more of a mature channel, reaching out to a
YoungerÉCRITE
ÉPREUVE viewers now watch Netflix more more
thanmaturetheaudience
BBC, with more DATE :boring/ topics.
/

says corporation
COMPRÉHENSION DE L’ORAL COMPRÉHENSION DE L’ÉCRIT
Broadcaster fears being ‘overtaken by competitors’ as technology firms increasingly dominate on-demand viewing
Le document que nous avons écouté est probablement un
a. The text deals with / talks about the evolution of how
reportage portant sur la BBC et dans quelle mesure ses
people use broadcasters and especially the BBC’s fear
programmes Thereflètent
BBC is la vie etales
facing expériences
crisis du public
over its youth audience 30of staying
to Netflix and only 29 % to the BBC iPlayer. Children
behind competitors who provide on-demand
qui les regarde. On y entend
after admitting thatdifférentes
young people voixare
féminines
spending more viewing. aged 5Lately
to 15younger
spend viewers
more time use each
more week
on-demandonline
dont une journaliste
time watching qui introduit le reportage
Netflix than et trois
all of its BBC TV services viewing (15 hours and 18 minutes on average) than they do
such as Netflix than regular media outlets like
autres voix eachqui donnent
week, andleur avis sur
listening tolamore
programmation de
music on streaming watching TV (14 hours). The average weekly reach
the BBC, and the BBC is worried about it. The article
la BBC. 5 services such as Spotify than BBC radio stations. of CBBC,
explains howonce a dominant
the BBC player inviewers
is losing younger children’s
andTV,it
Il y a une première femme qui explique qu’elle n’a pas le also
35 mentions
among six- the problem of fake
to 12-year-olds hasnews.
fallen dramatically,
sentimentThe que corporation
la BBC reflète has
sa traditionally dominated the UK
vie ou son expérience.
to reinvent the Before on-demand viewing, the media landscape in
from close to 40 % in 2011 to less than 25 % last year.
TV and radio
C’est une entreprise quilandscape
essaye de but is having
traiter de thèmes
the UK was largely dominated by the BBC and also
variés pour way parler à beaucoup
it connects withdemedia-savvy
gens, mais elle youngresteaudiences ITV“This generation of children embody the digital
and Sky who were considered as titans of the
traditionnelle
whoetare un turning
peu vieillotte. Elle explique
increasingly que pour
to digital services— British transformation”, said the BBC.
media. Younger audiences used“They
to watch are the
que la BBC lui corresponde
10 mostly providedilby faudrait
US tech qu’elle parle de such as
companies theaudience
BBC, 40%group thatCBBC
watched are changing
in 2011. fastest.
The BBCAlthough
was
thèmes commeYouTube, la diversité
Apple and et l’égalité des sexes.
Netflix—for entertainment and 40theTV continues to be the outlet,
main platform for of
children’s
most important media it was part the
Ensuite, on entend une mère célibataire donner son avis.
news. establishment.
viewing, what they consider to be ‘TV’ and how they
Elle affirme que pour apprécier la BBC il faut être plus âgé access this
Nowadays, theismedia
rapidly evolving.”has evolved
landscape
et aimer laThe BBC said
politique. Les it had found proposés
programmes that 16- to ne24-year-olds
sont
drastically with on-demand viewing especially with
pas faits pour
spend les more
mèrestimecélibataires qui ont
with Netflix in beaucoup
a week than with Hall also said a key focus would be tackling fake news.
younger audiences. Young people turn to on-demand
d’enfants15 et
all qui
of BBCont besoin de tout the
TV including avoir
BBC au iPlayer,
même endroit,
despite the viewing “This for
year, we won’t just talk about the challenges
entertainment like Netflix or Apple. They
rapidement, que ce
latter’s soit les
relative histoire drôles
popularity ou tristes.
with younger viewers. 45 and distortions of fake news: this year we’ll take them
spend half as much time on Netflix as on TV. The
On entend une dernière femme qui a une trentaine on directly”,
British he said. “We’re
media landscape will begoing to fight—publicly
dominated by four
“The global media landscape
d’années et qui explique qu’elle regarde la BBC, mais
is going to be dominated
or and American
five globally—for news that businesses
entertainment people canbecause trust and
by four, perhaps five, businesses
qu’elle considère que le public visé a plutôt 40 voire on the west coast
they have
rely on.”aHelot said
of money and can
fake news ateinvest
away inatbrand new
trust in the
of America
50 ans. C’est une chaîne in the years to come”,
qui s’adresse saidmature
à un public the director
original content whilethe
media—including the BBC—and
BBC doesn’tblurred
have the thesame
lines
20 general,
en parlant de sujets Tony
plusHall, in a speech
« ennuyeux ». on the BBC’s priorities means.
50 between reality and so-called “alternative facts”. At
Ce document a pour but d’informer les gens with
over the next year. “Companies sur extraordinary
a grassroots level, the BBC said it was launching a
la perception de la BBC
technical, par la jeune
financial and génération et
creative firepower. Does b. The BBC has decided to fight fake news more
national training programme in schools to help young
notamment de montrer
music streamingque la BBCmortal
spell a tendance
danger à to radio? Can energetically. In the past, they mostly talked about
s’adresseriPlayer
à un public it people
and to “identifyitreal
the distortions newsbut
created andtheyfilter out fake or
decided
keeppluspaceâgé et a
with à rapidly
oublier growing
les femmes et
Netflix?”
les personnes plus jeunes. Il a pour but de faire réfléchir to fight
false harder and
information”. more publicly. They will create
25 The BBC said it was the very youngest age groups
les spectateurs et sûrement la BBC elle-même sur ses a national training programme for schools and try
55 “It seems only a few short years ago that the BBC,
that the
contenus pour corporation was at most risk of losing touch to be more present for young people. Fake news is
les améliorer. ITVchallenge
a real and Sky were thought
for young of astoday
people the titans of British
and helping
with.
media”, said Hall. “But what about now:
them face this problem will help the BBC attract their where does
Prof. 141
It
SCRIPT AUDIO found that more than 80 % of children
Durée : 01:25go to the BBC fit in to the new media world?”
attention and gain their trust. The BBC is thought of
Sian: Hi, Google-owned
I’m Sian from the YouTube
Contents forStandards
on-demand content, half as a reliable news source and they want to prove it to
team at Ofcom. We’ve recently published a review young people.
of the BBC’s News and Current Affairs output. We c. Nowadays, on-demand viewing is how
Mark people,
Sweney, The Guardian (2018)
Û

travelled all around the country talking to audiences and especially young people, prefer to access
about how the BBC reflects their lives and their entertainment and news. There are four or five
experiences.
Answer Here’s a sample
the following of what
questions we found.
in English, using your owncompanies
words. who dominate this market: Netflix, Apple,
Young woman:
a. After Whenthe
reading I think
text,of the can
what BBC,you
I don’t
say think
about:it Google and YouTube, and they are all American. They
necessarily relates to me. It tries to stay broad for are powerful and they have enough money to produce
- the main topic of the text?
it to cover a lot of people. I think of it as more, quite content as fast as people want it. The journalist is
- the media
traditional and landscape in themoving
not necessarily UK before
with on-demand
the viewing?
not happy about this because it is an unfair fight with
- the times.
current media landscape in the UK nowadays? other media outlets who have less power and money
b. How
Single has Unless
mother: the BBCyou’re
decidedmaybeto tackle fakeanews?
older and bit Why? and he is probably worried also that these American
more into politics a lot, it’s not really aimed for
c. Comment on the following quote and explain the journalist’s companies will make
feeling about this: British media outlets obsolete
single mums with loads of kids and they need and that the British culture will lose impact on its own
“The global media landscape is going to be dominated by four,
the news quick and the funny stories and the sad
perhaps five businesses
territory because of the American on-demand viewing
on the west coast of America
stories and everything in between. in the years to come”. services. The BBC is part of the establishment, of
Young woman: I think to relate more to me, I think the the British identity and it is challenged by this new
articles need to tell a bit more of a story, and also to American way of consuming news.
talk a bit more about diversity and gender equality
as well.

130 Unitle 7 Blockbuster Tle

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 Howell complains about the digital world where you get COMP
EXPRESSION ÉCRITE
notifications about things that may not be considered
news, like spoilers on a trendy show.
Sujet A
I would say the first document, the ad, illustrates the
From: ludo@google.co.uk Titre du
topic “Citizenship and virtual worlds” better because it
To:
Subject: How I use media outlets
gives access to complete and trustworthy information. Younge
In my opinion, it is the responsibility of citizens to be
well-informed and find reliable sources. By choosing a
says co
Hello,
media outlet that gives you both sides of a story, you can
I’m writing to tell you how I use social media and
understand it better and understand the world better.
what I would like to see more on regular TV. I am a Broad
It also allows you to make up your own mind about the
fifteen-year-old boy and I live in Derby, Derbyshire.
issue. Here we can see on the left side, a group of men
I usually watch funny TV shows on the telly like Little The B
sitting in the shadow of a lorry. They have water in
Britain and my parents make me watch the news with
large bottles and they look like immigrants. If you only after a
them everyday. But mostly I watch my shows and I get
have this side of the story you don’t really understand time w
the news on my smartphone and my tablet. It’s much
the news but when you look at the right side of the ad, each w
easier and I always have it on me, so when I have a
which is presented as the other side of the story, you can servic
minute I can check the news or watch my favourite 5
see a man standing and taking notes who is probably a
TV shows. The c
police officer, because he is wearing a uniform. We can
I think that the BBC needs to change a lot to interest TV an
imagine that the men sitting are immigrants trying to
young people. It’s very traditional and even part of
cross the border from Mexico to America. Choosing an way it
a time we don’t see anymore. With on-demand viewing,
impartial and reliable news source is a responsible way to who a
you have a lot of choice and you can watch what you
use virtual worlds and that’s why this document is more mostl
want when you want it. It’s true that the BBC has
10
relevant than the other. YouTu
websites where you can watch the programmes you
missed but still it feels like it’s pretending to go digital. news.
It should offer on-demand viewing services and be more Document B
The B
interactive and engaging. The topic “Citizenship and virtual worlds” is about what
people, citizens, can do to use virtual worlds in a good
spend
Thank you for reading my email, all of B
way and here especially to get reliable and useful news. 15
Ludo latter’s
The two documents are both very interesting. They both
talk about news and virtual worlds. The first document is “The g
Sujet B an ad campaign by the BBC saying that on the BBC you
The BBC and similar old-fashioned media outlets seem
by fou
can see both sides of the story, not just one side. And the
to have difficulties moving on with the digital age but I of Am
other document is a comment on a website where Dan
don’t think they will completely disappear like traditional 20 genera
Howell complains about the digital world where you get
TV programmes. notifications about things that may not be considered
over t
First of all, the BBC is part of the British identity, it is a news, like spoilers on a trendy show. techn
pillar of British society so it can’t disappear in a minute. I think the second document, the quote, illustrates music
It is true that it looks made for an older and more mature the topic better. It is an online quote and Dan Howell iPlaye
audience but young people today will grow up and complains that the notifications he receives are not
grow old and they might learn to appreciate the BBC’s
25 The B
always important news. He received a notification that
programmes. that th
revealed crucial information about a show he is watching
Besides, the transition to the digital age is still ongoing and that spoiled his show. He is not happy about it and
with.
and no one really knows what is going to happen and raises the question of what is important / noteworthy It fou
how people will consume content and entertainment in news and what isn’t. Is it really necessary to receive a Googl
five or even ten years’ time. I think the BBC will learn notification about that from the BBC News app? How is
to evolve and adapt to the digital age while keeping its that news?
identity as a reliable and trustworthy news source and a It also raises the question of all the information we
public service. The BBC is different from other profitable receive all the time that may not be wanted. He is acting
media outlets; it was not created to make money but to as a citizen who considers the news as something that
offer reliable and quality news and programmes so it can needs to be selected and worthwhile. Is it really the role Answer the
change and follow the digital age on its own terms. of news to tell you how a TV show ends? a. After rea
- the ma
- the me
ÉPREUVE ORALE - the me
Document A b. How has
The topic “Citizenship and virtual worlds” is about what c. Commen
people, citizens, can do to use virtual worlds in a good “The glo
way and here especially to get reliable and useful news. on the w
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

130 Unit 7
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 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 pointsSCRIPT AUDIO NOM :
Prof. 142
Durée : 02:18
CORRIGÉS ET PRODUCTIONS POSSIBLES
Meghna Chakrabarti: Well, joining me now
PRÉNOM :
from Berkeley California is Lois Beckett. She’s a
Titre du document : CLASSE :
senior editor for The Guardian, and her article last
School apps
ÉPREUVE ÉCRITE track students from classroom week is headlined “Under Digital DATESurveillance:
: / / How
American Schools Spy on Millions of Kids” and
to bathroom, and parents are struggling to keep
we’ve got a uplink to that at onpointradio.org.
COMPRÉHENSION DE L’ORAL Lois Beckett, welcome to the programme.
A digital hall-pass app that tracks bathroom trips is the Lois
Il s’agit d’un programme radio où des invités peuvent
latestBeckett: Great to talk
school software withprivacy
to raise you. concerns
Meghna Chakrabarti: So I wonder if you could start
intervenir. On entend la présentatrice de l’émission qui
by just giving us an example, I mean one of the
présente son invitée, une journaliste du Guardian qui se
When Christian Chase wants to take a bathroom examples
It is common thatfor you use right
families at theprecautions
to take top of your outside
story,
trouve en Californie. L’émission a pour but de présenter
les dangers break at his high
qui peuvent school,
exister he can’técole
lorsqu’une just raise
fait lehis hand. of school, enforcing screen time rules at home itand
about how, um, a Missouri school district decided
wanted to turn to a form of digital surveillance on
40 limiting what photos they post of their children on
choix d’utiliser
Instead,les nouvelles
the 17-year-oldtechnologies senior et en particulier
makes a special its students.
certains logiciels censés protéger les élèves. Le ton de la social media. But controlling what happens at school
request on his school-issued Chromebook computer. Lois Beckett: So schools for a long time have
présentatrice semble relativement neutre, en revanche le ismonitored
harder, inwhat partkids because districts are not required
5 A teacher approves it pending any red flags in the do on the Internet in a very
ton de la journaliste montre une certaine méfiance et elle to inform parents of every type of software students
basic way by blocking certain websites like porn
cherche à system,
mettre en such as another
garde les parents. student he should avoid out
use. (…)
in the hall at the same time, then logs him back in on sites, sort of limiting what students can search for
Elle lui demande si elle a un exemple à lui donner de
hisenreturn. on school computers.
surveillance ligne Ifdueheàwere out of class
l’utilisation for more than a set 45 Advocates
des nouvelles for using these types of software say they
amount of time, the application would Whatrevolutionize
we’re talking education,
about now ishelping something very gain
technologies à l’école. La journaliste lui répond quesummon an can students
administrator to check on him.ceux à caractère different than that. It’s technology
valuable skills to prepare them for college and then that integrates
certains10 sites sont bloqués, par exemple
withworkplace.
student’s school emailonaddresses, the shared
pornographique et que certaines recherches sont limitées the Research the technology is still in
Heritage High School in Loudoun County, Va., Google documents that they’re using to do school
mais elle aborde aussi la collecte de données telles que the early stages.
introduced the software, called e-Hallpass, in
les adresses électroniques ou le partage de Google doc
assignments, their chats to each other. So, what
September as a way to track trips to the bathroom, happened
50 Parents alsoin have
this school
rights district
under the in Missouri
Protection is of Pupil
pour des devoirs à la maison. Ces technologies ont fini
the nurse’s office, the Principal or other places one Friday
Rights night last fall,
Amendment, whichthe school
requires principal
schools to get
par dévier et alerter un chef d’établissement dans le
onvendredi
campus.soir It collects the dernier
data foralors eachqu’ilstudent’s of the middle
parental school for
permission in Afton, Missourifunded
any federally was juststudent
Missouri 15 un à l’automne
sitting home watching TVevaluations,
and he getssuch an alert on
était paisiblement
comingsen andtrain
goings de regarder
so approved la TV. Il a reçu un can
administrators survey or sensitive topic as religion,
his phone. The alert comes from a surveillance
signal sur see
son pass
portable. Un élève
histories or lookétait forenpatterns.
danger selon le political views or income. But for the most part,
company, Bark, that scans everything that students
logiciel, cela lui a été signalé, il a alors appelé les parents 55 schools are not legally obligated to get permission
“I just think it’s a violation of our privacy, and I don’t are writing to each other.
de l’élève immédiatement pour savoir si tout allait bien. from parents
think it’s something that
Ce genre d’événements est devenu monnaie courante needs to be in place. I would And so withinto use specific
literally minutessoftware
the principal in classrooms,
was
or
on to
the let students
phone with opt
the out.
parents talking about the
understand
partout aux États-Unis.
20 if it was something for specific people
or even underclassmen,” said Chase, who started situation,attorney
Privacy asking if Brad the student
Shear was
has safe,
two and that
elementary-
La présentatrice s’interroge alors : étant donné que
an online petition on Change.org to remove the kind of
age thing
kids in isthe
nowMontgomery
happening all the time inschools.
County
Google est partout, est-ce une forme de surveillance qui
schools across the country.
va au-delàtechnology
des utilisationshe callsde classe,
invasive. par exemple lors 60 He has been vocal about parental privacy rights
d’échanges de courriels depuis les comptes personnels ou Meghna Chakrabarti: Ok,
and successfully lobbiedbut arethethedistrict
districts tothat
adopt an
As
par des drives ?
technology becomes more pervasive in schools, use this technology, are they monitoring the
annual “data deletion week.” Now, the school purges
25 parents and students are getting a lesson in data electronic communications that are, sort of, under
L’invitée conclut en disant que cela dépend des écoles any unnecessary databecause
about you students from tools
privacy. Every year, they face the overwhelming task the districts’ umbrella, mentioned
et des compagnies, elle explique qu’au départ elle like
ofexplorer
sorting through the benefits, drawbacks and privacy Google and there’s lots of Google for school,essential
Google’s education suite, keeping right?
cherchait à la surveillance depuis les adresses 65 information such astogrades.
implications of each piece of àeducational So the kids can talk each other though that or
électroniques ou les documents propres l’école et software.
Familiespersonnels
have to decide if theyouare comfortable with write these emails or their documents
However, if the district does decide to test e-Hallpass that you said,
non les portables des élèves encore
but what about all their accounts outside of that
leurs comptes
30 how personnels
information surisles réseaux
being sociaux.
collected and used and in more schools, Shear and other parents are ready
umbrella? Does the software monitor all that?
Elle regrette que cela
whether theyse want
retrouve to—or finalement
even can—optrelié : their kids to mobilize against it.
l’adresse électronique de l’école est parfois utilisée pour Lois Beckett: So, it really depends on the company
out.
des comptes Instagram par exemple, ce qui créé une “I
andwillthenot allowdistrict.
school this app Whatto Ibe
wasutilized
lookinginatmy kids’
confusion. Hundreds of applications, big and small, are being 70 primarily
schools, was
period. monitoring
If the app of school
ends up computers,
getting rolled out
used at schools across the country to do everything Ischool
will accounts,
make sure not schools
that I get themonitoring
PTA student’s
involved,” Shear
L’émission cherche à alerter et sensibiliser les élèves
from track homework to modify behavior. They can private
said. cellisphones
“This bathroom or theirbig individual
brother.” social media
et parents d’élèves sur la récupération de données et
35
accounts. But that gets messy because sometimes
l’intrusioncollect
de l’école datadansaboutla vie privée des élèves.
intelligence, La
disciplinary issues, PTA = Parent Teacher Association
you use a school email address to sign up for your
surveillance est due à l’arrivée
personalities and schedules.massive des nouvelles
Instagram account and then some of those alerts
technologies dans les écoles et cela pose un problème
will come back to that school email.
éthique selon l’invitée.
Heather Kelly, The Washington Post (2019)
Û

Answer the following questions in English, using your own words.

a. Describe the situation: type of document, people, place and time.
b. What is Christian Chase explaining?
c. How does e-Hallpass work? What does it collect?
d. What’s the parents’ reaction?

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 COMPRÉHENSION DE L’ÉCRIT Sujet B COMP
Dear Mr/Mrs Principal,
a. This document is an extract from The Washington Post I am writing to you today to express my opinions on this
which was published in October 2019. It deals with school’s use of technology.
the concern students and parents have about data The software that has been chosen for this school is,
Titre du
being collected by software and apps at schools overall, very good. It works well and explains the course School
in America. content adequately. However, regarding the online to bath
The title suggests that parents feel trapped and want classes, some students learn at a slower pace than
to protect their children. others and some students require extra explanation from
b. Christian Chase shares his experience; he has to the teacher, and these students will suffer with online A digi
use his Chromebook to ask the teacher to go to the classes, which don’t adapt to the different levels.
bathroom. More surprisingly, it is not the teacher who Furthermore, I am struggling with the time consuming
answers directly, but the authorisation is given by a element of the connected devices. In some classes it When
flag popping on his device. He is 17 years old and not takes the students and teachers time to get the hardware break
happy about being tracked; the software collects data set up to work correctly and this is taking away student’s
about the time spent out, makes sure he does not meet valuable learning time. This problem needs to be Instea
a classmate and even send a message to the teacher if addressed. reque
he takes too much time out! Yours sincerely, 5 A teac
c. e-Hallpass can track trips to the bathroom, the Maelo F. system
nurse’s, the principal’s and other places. Hence Chase in the
started a petition online as he feels he is robbed of his his ret
privacy. ÉPREUVE ORALE amou
d. It is explained that families can choose if they want 10 admin
to use an app or not. Parents often limit time spent Document A Herita
online at home or make sure photos are posted with Virtual worlds seem to be a part of normal citizenship introd
certain limits, but at school it is different, sometimes today. I believe the first picture is an excellent
Septe
they are not asked by the administration. representation of this. The picture shows six young
EdTech fans say it is a fantastic opportunity for
the n
children sitting on the floor of what looks like a classroom
students. with VR headsets on. The picture does not give any
15 on ca
Mr Shear, as a parent, created the “data deletion indication of what the children are experiencing on the comin
week” when all the data collected by school is deleted, VR headset, but I believe this picture is poignant as the see pa
only keeping grades. age of the children shocked me. “I just
This article shows the limits of EdTech and how it can When I think back to my time at primary school, lessons
be difficult to adapt to a school where you are always
think i
involving technology were minimal. Now it is a part
tracked as a student, or how helpless you can feel as
20 under
of everyday life. While these children look very young
a parent. (possibly too young to be using VR headsets) the earlier
or eve
these children get acquainted with this new technology,
an on
the better. This will give these children a helping hand techn
EXPRESSION ÉCRITE in their education as virtual worlds have a lot to offer As tec
students today and will be used more in future.
Sujet A 25 paren
I wouldn’t attend a tech-free high school. Primarily,
privac
Document B of sort
I believe I would be at a disadvantage when I leave
Citizenship and virtual worlds go hand in hand in today’s implic
school. The world of work and education demands a high
modern society. It seems we rely on computers and the Famili
level of technological skill. I believe the rise of tech in
Internet more and more, with the use of tablets and
high schools, university education and employment will 30 how i
smart phones ever increasing.
continue on its current trajectory. wheth
Both of these documents highlight the topic, but
Furthermore, I believe that certain apps and programs out.
personally, I think that the second document better
can assist me in learning and understanding. A concept
illustrates the concept of a virtual world: we can see a Hund
that would be difficult to explain through textbooks could
school which has the shape of a laptop. On the screen used a
be better taught interactively using an app or fsoftware
we can see students but they have no real faces, they from t
which shows the student how it works. A lot of students 35
are avatars! It contains more information than the first collec
learn more effectively by seeing how something works, as
document and mentions a very important point. Is the
opposed to having it explained. perso
information held in school computers about students safe?
My final point relates to training. Tech is being used And if this were to fall in the wrong hands, what would the
in training students to achieve their full potential in repercussions be? With the increasing use of technology in
subjects such as science, where it would be expensive or schools, steps need to be taken consistently to guarantee
impractical to let every student carry out an experiment the information held is safe.
in real life, but using new technological advances allows Answer the
However, there are positive steps to the concept of
each and every student to have the same valuable a. Describe
citizenship and virtual worlds. All citizens will have data
experience.
held about them on government data systems. It would b. What is
appear that this is just part of everyday life now. It is a c. How doe
much more effective system than paper files.
d. What’s t

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 axe 5 FICTIONS AND REALITIES
Les pages Prepare for the topic et les sujets bac guidés ont
pour but de préparer les élèves à l’évaluation commune n°3.
Plusieurs usages de ces pages sont envisageables :
• En classe, comme un entraînement guidé. Les élèves
procèdent étape par étape et s’aident des conseils
stratégiques qui figurent sur le côté des documents.
Cette solution permet d’avancer pas à pas pour mettre
les élèves en confiance et répondre à leurs questions au
fil de leur progression.
• À la maison, comme une simulation de l’examen. Les
élèves pourront faire le travail en temps limité pour se
familiariser avec la durée de l’épreuve. De retour en
classe, le professeur recueillera les remarques des élèves,
répondra aux questions et proposera une correction.
• Libre à vous d’utiliser ces pages pour évaluer vos élèves
à la fin du travail sur un axe. Les documents proposés
sont conformes aux textes régissant l’évaluation
commune n°3.
• Les 8 dossiers peuvent également être envisagés comme
des unités « express », permettant de compléter le travail sur
un des 6 axes préconisés par les Instructions Officielles.
En complément des conseils stratégiques qui figurent en
regard des exercices dans chaque dossier, les élèves peuvent
aussi utiliser les pages de méthodologie pour réussir
l’évaluation 3 qui se trouvent en fin de manuel, p. 254-265.
Ces pages peuvent être abordées en amont de l’entraînement
aux activités des dossiers bac ou bien en parallèle lors de
l’entraînement.
ÉPREUVE ÉCRITE
COMPRÉHENSION DE L’ORAL
Dans cet extrait du très populaire podcast « Stuff You Should
Know » (10 millions de téléchargements par mois), Josh Clark
et Chuck Bryant abordent sur un ton léger le célèbre Davy
Crockett. Leur dialogue fait la part des choses entre légende
et réalité. Davy Crockett a-t-il réellement tué 105 ours en
une seule année ? A-t-il combattu son premier ours à l’âge
de 3 ans ? L’échange se conclut sur l’idée que de tels héros
légendaires existent dans le monde entier.
Prof. 89
SCRIPT AUDIO Durée : 02:04
Man 1: For a long time, Davy Crockett
personified the conquering of the Indian, the wrestling
of the bear, the taming of this land… through America.
He was born in Tennessee, near Knoxville.
Man 2: East Tennessee, yeah, Greene County.
Man 1: He spent most of his life there. His autobiography
was titled “Davy Crockett of Tennessee”. There are
few people who definitively lived who have more
legends and possible half-truths swirling around
them than Davy Crockett.
Man 2: Yeah, I think some people out there might even
think that he wasn’t even a real dude, that he was
just like a tall-tale guy…
Man 1: He very much lived.
Man 2: He was a rough and tumble guy.
Man 1: For sure. Supposedly he killed 105 bears in a year.
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Man 2: And he killed one when he was only three.
Man 1: That’s the Disney legend. And also, we should
say the idea that he was King of the Wild Frontier,
that term, that label came directly from Disney
as well. He obviously didn’t wrestle a bear when
he was only 3 but he was a very well-known bear
hunter. Whether he killed 105 or not, that’s kind of
up for debate. If you think of Davy Crockett and
you’re an American, all these images come to mind,
it’s a national hero, he’s complex and everything.
Think about how every single country has at least
somebody like that.
Man 2: Sure.
Man 1: And just how totally unaware we are of those
people that are like that in all those other countries.
Man 2: Yeah, like who is Finland’s Davy Crockett?
Man 1: Exactly. But it’s neat to think that there is
somebody like that out there for… at least one for
every country on the map.
Man 2: France has a Davy Crockett I’m sure.
Man 1: Sure, Napoleon.
Man 2: Davy Croquette (man imitates a French accent,
they both chuckle). And you know what, in Listeners’
Mail we should ask for your country’s version of Davy
Crockett.
Man 1: Yeah, let’s do that.
PRODUCTION POSSIBLE
Même si le contexte nous renseigne peu sur la nature de
l’enregistrement de « Stuff You Should Know », il doit
s’agir d’une émission de radio ou d’un podcast populaire
car le mot « stuff » est plutôt familier.
Deux hommes discutent de Davy Crockett. L’un d’entre
eux semble en savoir plus que l’autre, car il est capable
de donner plus d’indications précises ou de dissiper la
légende. Ainsi, il explique qu’il est peu probable que Davy
Crockett ait vraiment tué 105 ours en une seule année ou
bien qu’il ait terrassé un ours à l’âge de trois ans, mais il
confirme que Davy Crockett était connu pour être un très
bon chasseur d’ours. Il existe d’ailleurs une autobiographie
de Davy Crockett à laquelle le premier homme fait
référence. Il explique aussi que Disney a contribué à bâtir
la légende de Davy Crockett. À la fin, ils disent que tous
les pays ont un personnage de légende semblable à Davy
Crockett. En France, cela pourrait être Napoléon.
COMPRÉHENSION DE L’ÉCRIT
Cet article de presse tiré du Baltimore Post Examiner se
penche sur la légende de Jesse James. Apparue très peu
de temps après sa mort en 1882, la légende de Jesse James
perdure encore aujourd’hui grâce aux nombreux biographes
et chanteurs célèbres qui n’ont cessé de la perpétuer année
après année. L’article explique la façon dont le bandit est
devenu un héros, à la faveur des choix biographiques opérés
par les colporteurs de sa légende.
PRODUCTION POSSIBLE
This article from a Baltimore-based newspaper was
published in 2014. It deals with the legend of Jesse
James, a famous American bandit.
Axe 5 197
First, let us focus on William A. Settle, Jr. He is one of
Jesse James’ many biographers. He seems to be the only
person who is interested in the truth. He studied “The
Ballad of Jesse James” and concluded that “no printed
copy of the Ballad existed before 1900” (ll. 24-25).
More surprisingly, the other biographer mentioned by
the article, Robertus Love, isn’t so keen on the reality
of Jesse James’ life. He confessed in his biography that
“he believed the legend” (l. 50). He even compared Jesse
James to Robin Hood. Furthermore, we would also expect
newspapers to focus on the reality of Jesse James’ life,
but some newspapers actually helped to build the legend
by choosing to put the emphasis on the positive aspects
of his life, printing that he was “a family man, a man of
admirable parts” (l. 13).
Finally, we discover that“The Ballad of Jesse James” has
helped to carry his legend to the present day. The Ballad
lyrics make him “invincible” (l. 33). Not unlike a superhero,
as Stephen Goode points out, he is also “from a solitary
race” (l. 35). Then, the article explains that many famous
folk singers have sung the Ballad throughout the 20th
century, and even in the 21st century.
Stephen Goode explains that people have chosen to believe
what was beautiful about Jesse James because as Oscar
Wilde said, Americans are “great hero worshippers” (l. 6).
EXPRESSION ÉCRITE
Les deux sujets d’expression écrite demandent aux élèves
d’exprimer leur propre opinion. On peut espérer que cela
favorise une production diverse et variée. Pour réussir le
sujet A, les élèves devront connaître George Washington et
Oncle Sam, tandis que pour réussir le sujet B, il leur faudra avoir
en tête une définition claire et précise de ce qu’est un mythe.
PRODUCTIONS POSSIBLES
Sujet A
First, I would like to say that I think it is a great idea to
interview American citizens before the statue is made
because this way, we can be sure that people will like it.
But what is a true American?
I like the idea of a statue of George Washington because
he is such an important figure in American history. Not
only was he the first President of the USA, but he also
supervised the writing of the Constitution. He is a true
American because he served his country and he can be an
inspiring character, but I am not sure that all Americans
can recognise themselves in him.
Uncle Sam, for one, embodies generosity and kindness,
values that a true American holds dear. And what is
more, Uncle Sam is anonymous and legendary. Maybe this
would make it easier for Americans to identify with him.
Personally, I would choose Uncle Sam because there are
already many statues of George Washington.
Sujet B
I agree with Norman Davies. I think that ridicule is never
a good choice.
In my opinion, historians should study myths, because
they belong to history. They reveal something about the
people who invented them. In fact, you have to study
myths to make sure they are different from reality.
Personally, I would like to study history and I would like
to study myths and legends. For instance, if you take
Jesse James, I would love to study why people turned him
198 Axe 5
into a legend. I would be interested in finding out why
they chose to remember or forget certain aspects of his
life and personality. It would teach me about what people
were like at the end of the 19th century.
ÉPREUVE ORALE
L’entraînement à l’épreuve d’expression orale propose deux
documents très différents. Le document A, une publicité,
pourra séduire les fans de jeux vidéo. Le document B, un
dessin de presse, peut être plus difficile à aborder mais les
conseils stratégiques en regard du document devraient
encourager les élèves à s'y confronter.
PRODUCTIONS POSSIBLES
Document A
For me, document A fits with the topic “Fictions and
realities” because it is about the Far West, which is both a
reality and a fiction.
The name of the game “Hard West” plays with the sonority
of Far West. In this advert for a video game, the word West
is made of blue stars and red stripes, just like the American
flag, so we can assume that the game is based on the reality
of the Far West. The character in the background has a
beard and a moustache typical of the 19th century so the
creators of the video game must have studied the reality of
the Far West to create realistic imagery.
But at the same time, it is a game, so it is a fiction. And
what’s more, the caption says that there are supernatural
elements in the game, which makes it even more fictional.
The character in the foreground seems to be a sort of
cyborg or android. I don’t know if this game is inspired
by it, but it makes me think of the TV show “Westworld”.
This show is about a Far West theme park, with androids
and a lot of violence.
Document B
Document B better illustrates the topic “Fictions and
realities” because it is about the reality of contemporary life
in the USA, about the relationship between white Americans
and Native Americans. And the cartoon shows how white
Americans see Native Americans through fiction.
In this cartoon, we can see a slim Native American,
dressed in modern casual clothes and an overweight
white male wearing almost nothing but a Native
headdress. The fact that they are standing facing
each other can be a way of expressing the reality of
the opposition between Native Americans and white
Americans. The sad look on the Native man’s face
expresses his disappointment. This is very realistic.
The white man’s ignorance is showing in the speech balloon.
He thinks his costume is faithful to Native culture, so he
thinks it is “honouring” Native culture. But really what he
takes for reality is all the fictions he has heard about Native
Americans all his life. He may be a sports fan, since a few
famous sports teams in the USA use Native imagery, like
the New York Redskins or Cleveland Indians.
But this is a cartoon, so it is a fiction. Would such an
encounter really happen in the real world? I’m not
sure. But this fiction helps to address the real issue of
misunderstanding between Native and white Americans.
Native Americans are still fighting for their culture and
their rights to be respected by white Americans.
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 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 pointsNeil Gaiman: I think we can learn
NOM : The place where
a lot.
CORRIGÉS ET PRODUCTIONS POSSIBLES I keep going around, where my head keeps going PRÉNOM :
is Ragnarok, it is the final chapter where we are
Titre du document : describing the end of days with CLASSE :
brother against
brother and mother against son DATEand: sister fighting
Writer Michael
ÉPREUVE ÉCRITE Hirst explores “Vikings” video game /
sister, and the idea that the seas become a dead…
/

Journalist: But are we inextricably heading that way?

COMPRÉHENSION DE L’ORAL Neil Gaiman: I don’t think that there’s any inextricably,
Michael Hirst knows how to make history remarkable things
but I do love the fact for
thatait’s
Dark
thereAge people.
for us as a We’re
Cet enregistrement est His
entertaining. une TV
interview
series de Neil Gaiman,
“Vikings” warning.about the 8th, 9th and 10th centuries, so a
destroys many 35 talking
un scénaristeof thede myths
bandes-dessinées et écrivain.who built sturdy
about the conquerors long time ago. No one else at the time could have
Le journaliste
ships quiand
l’interroge
guidedest uneto
them femme. Le thème
new lands in honor of done anything remotely similar to what they did.
principal5 de cette
their interview
gods. The show,est la which
mythologie
was nordique
one of the most COMPRÉHENSION DE L’ÉCRIT
et ses légendes.
expensiveNeil Gaiman a toujours
undertakings for été fasciné
History par
Channel and Why do you think the Vikings have been so
cette mythologie, depuis ses six ans. Il l’a découverte misunderstood?
a. Michael Hirst is a writer who loves Vikings and has
one of the rare non-reality series on the network,
à travers les BD comics américaines comme Thor. wanted to writeareabout them for a longto
time. He maniacs,
is
blends the legendary tales of Norse ruler Ragnar 40 The Vikings always considered be the
Il trouvait ces histoires étranges, parfois drôles et currently writing the
Lothbrok and Norse nobleman Rollo with real Viking
sombres. Il s’agit de son cycle mythique préféré car il y a
the uncultured, thescenario and episodes
pagans who came in andfor the TV
pillaged.
10 history and an entertaining story that spans many
show Vikings.
We had that impression because their history was
tous ces personnages puissants qui vont vers Ragnarok,
la bataille decades.
de la fin du monde. b. Thewritten
commonbyopinion aboutmonks.
Christian Vikings is
Inthat
fact,they
they were
arefascinating,
violent, pagan and merciless.
earnest people whoseThey attitude
are always towards
La journaliste revient sur une histoire en particulier où
What’s it been like bringing the history of the presented as the outsiders, the bad guys who came
45 women, for example, is much more enlightened than
Odin, dieu nordique le plus puissant, veut construire
Vikings to life to invade, kill and destroy everything.
un mur pour empêcher lesthrough
trolls et this TV series?
les géants d’entrer. the Saxons or the Francs at the time. What I’m trying
Elle souligne la ressemblance
Bringing the Vikingsfrappante et amusante
to life is something that I wanted c. Michael
to do with the show is, Vikings
Hirst’s view on the to someisextent,
very different
to redeem
avec la 15situation
to do for politique
a veryactuelle
long time (notamment
and so it’sla an exquisite from
their reputation, to show that we’veare
the common view. He thinks they beeninteresting
living with
volonté deagony.
DonaldIt’sTrump de construire
wonderful becauseunI’mmur entre with a lot
working people whofor
clichés did too
a lotlong.
for British culture.men
The Viking Theyloved
were good
their
les États-Unis et le Mexique par peur d’une forme people who loved their wives and their children. They
of extremely talented people who build these sets, 50 wives and parents loved their children, and they were
d’invasion). Ellemake
demande treated women better than the Saxons or the Francs.
and theseà Neil Gaiman,
costumes s’il create
and pense que
this world, people. So there’s a lot of work for the show to do
ces histoires mythiques peuvent nous aider à trouver d. Thebesides
purpose of his show is to entertain of course
who make my words come real. It’s a sort of agony being a very entertaining show.
un sens aux conflits d’aujourd’hui. Neil Gaiman répond but he also wants to highlight another view on Vikings.
20 because of the effort of writing all the episodes, but
que l’on peut en apprendre beaucoup et qu’elles peuvent HeWe’ve
wants to show
seen that
lots ofthe
TVVikings
showswerehavenot just games
video
it’s been the best thing I’ve ever been involved with
servir d’avertissement. Ces derniers temps il pense savage and violent people only interested in killingvideo
personally as a writer. (…) chapitre, où tout based on them. What would the “Vikings”
constamment à Ragnarok, au dernier and destroying.
game be? 55
le monde s’affronte : frère contre frère, mère contre fils, e. The Vikings had a great impact on British culture,
What do you think it is about the Vikings that has
sœur contre sœur. Up to this point, lots of computer games seem to
stood the test of time? they influenced the language: there are Viking
Ce document est une interview de promotion de la feature
words Viking-like
in the people and
English language. they’re,
They as I say, always
also influenced
25 We’re
mythologie interested
nordique, il sert in the Vikings
à informer sur because
celle-ci etthey left a
the outsiders. They’re always the bad guys. They’re
the laws because for quite a while, the Vikings
à montrerhuge les liens entrenot
residue, cesjust
histoires
acrossfictionnelles
Europe, butetalso across
always the
controlled thepeople
centre who come inand
of England andit wreak havoc and
was called
la réalité qui
theprésentent
world. (…) une situation
I grew up near similaire.
York inIl the
nousnorth of
thekill
60 people without mercy. I personally love the pagan
“Danelaw”.
invite à réfléchir
England surwhich
la situation actuelle
is a Viking en regard
town. At onedesstage, the
gods. From a righteous point of view, they’re gold
histoires mythiques
Vikings ran porteuses
just about d’enseignement.
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, EXPRESSION
Many of theÉCRITE
Viking gods are much older than the
Vidéo 50
SCRIPT they
VIDÉO gave us some of our laws. TheyDurée
gave: 01:52
us a lot Christian God. So I would like a “Vikings” game really
of our
Journalist: Whylanguage. They gave
Norse mythology? a lot of expressions. Sujet
us made
What
A
65 to be about the relationship between human beings

Soit?
we’re interested in them because they did such
you do
Neil Gaiman: I’ve been in love with Norse mythology
since I was a kid, I was probably six years old when
I would
andsay that I agree more with Rose. I think TV
gods.
should try to be ambitious and not just entertain us.
A lot of people are watching TV everyday and TV shows
are really popular at the moment. So, script writers
John Gaudiosi, Chicago Tribune (2014)
Û

I discovered the Marvel comics “Thor”. I loved how know that they can have some influence on the people
strange, funny sometimes and also dark they were. who watch them, they can teach them things. Moreover,
Answer the following
These wonderful questions
tales of trickster in English,
Loki, of wiseusing
but your own words.
historical shows are based on real events, it’s a great
untrustworthy Odin, of huge powerful mighty but
a. After reading the text, what did you learn about Michael opportunity
Hirst? to create a universe that’s historically
not necessarily the brightest hammer in the bag accurate and teach some history to the audience while
b. What is the common opinion about Vikings?
Thor and the way that they were all heading toward they are having fun.
c. How does
Ragnarok, theMichael Hirst view the
end of everything, the Vikings?
battle that’s
It’s the best way to teach actually!
gonna
d. Whatfinish
doesthe
heworld.
want toIt was just his
do with my TVfavourite
show?
myth cycle. It would be a shame to miss such an opportunity.
e. Did the Vikings have an impact on British culture? A lot happened during those times so the scenario will
Journalist: In the story “The Master Builder”, Odin the
be complex. Of course, you need to fill in some blanks
most powerful Norse god proposes a wall to keep
because we don’t know exactly what happened every
out the giants and the trolls. I suppose it made
moment of every day but that’s where script writers
me laugh with this sort of contemporary political
come in. It is quite funny that life from the past can
reference. How do you think history and mythology
become such a fascinating story to us.
help us make sense of the great ructions going on
in the western politics at the moment?

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I would say that I agree more with Callum. When I We can see that in current TV shows like “Vikings” which COMP
start watching a show, I watch it because it’s fun and is an accurate show. The show uses historical events,
entertaining. I don’t think script writers need to focus clothes and places to recreate what it must have been like
on being accurate, they need to focus on being fun and to be a Viking at that time.
captivating! To conclude, I’d say that fictions and realities influence Titre du
Following history to the letter can make the TV show each other: history and real stories inspire new stories Writer M
less entertaining. It limits what script writers can do and and fiction keeps old stories alive.
the surprises you can get on the show. If you’re making
a historically accurate TV show, you can’t, for example, Document B
decide that one character betrays the other if that’s not Micha
To me, the quote is more relevant to illustrate the topic
what really happened. Also, if it’s historically accurate, entert
“Fictions and realities” because it talks about how
you can easily be spoiled by articles or information you of the
authors use the past as inspiration for writing books
already know and it makes the TV show less interesting. ships
today.
To conclude, I think we can use historical topics, they are their g
Reality inspires fiction, helps authors to find inspirations. 5
fascinating times, but we should let script writers have expen
Also those authors are writing about the past to bring
enough freedom from history. one o
it back to us and try to understand who we are. What
happened in the past is not presented as the golden age, blend
Sujet B it is looked at with a critical point of view to try to explain Lothb
Hello everyone, how we became the people we are now. 10 histor
Thank you for being here today on the opening day of “Beowulf”, for example, is a story that has been written decad
the exhibition “Vikings, A New Age”. and rewritten a few times by different people. Each writer
When we imagined this exhibition, we wanted to show says something else about the story and tries to add his / What
something new about Vikings and not the usual stereotype her truth about who we are. Viking
of a violent and aggressive people. The Vikings were So, fiction is used to make sense of the past and the Bringi
more than that. They had an important influence on present. Again, it goes both ways. Reality won’t survive 15 to do
British culture and that is what we tried to show with this time without fiction and fiction needs reality for some
agony
exhibition. inspiration.
of ext
You will first see the invasions which happened, and the and m
violence that came with it, but then, as you go along, you who m
will see how Vikings settled on British soil and blended in.
20 becau
There was the Danelaw territory for quite a while, which
it’s be
gave us some of our laws.
perso
Also, in our language, we have words coming from the
Vikings. Finally, the exhibition ends on a third part What
gathering all the adaptations that have been made about stood
Vikings, and comparing it to the reality to show how,
in our imagination, they progressively became only violent 25 We’re
brutes while that’s not who they actually were. huge r
Thank you for listening to me, I hope you will enjoy the w
the exhibition. Engla
The director of the museum Viking
30 It was
they g
ÉPREUVE ORALE of our
So we
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. Answer the
We can see people in the foreground dressed as Anglo- a. After rea
Saxons and Vikings with accurate outfits, holding shields b. What is
and wearing helmets. In the background, we can see
people who probably came to watch the reenactment. c. How doe
The scene is taking place in York, a region that was d. What do
invaded by the Vikings in the past. The battle is a real e. Did the V
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.

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 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 points NOM
And the hardest thing I had to do: every day:
CORRIGÉS ET PRODUCTIONS POSSIBLES childcare. You think about that, when: you’ve got
PRÉNOM
young children, next to your rent or your mortgage,
Titre du document : the biggest expense you getCLASSE :
every month’s this one:
“Truman”: a surreally big show childcare. That was the hardest
DATEthing
: I /had to
/ do
ÉPREUVE ÉCRITE every day. And to leave my little boy with somebody
I did not know and hope everything was ok. Man,
COMPRÉHENSION DE L’ORAL that tore me to pieces every day!
“The Truman Show,” an ingenious and audacious studio backdrop, and his entire life—including his
Dans ce document audio,manipulation
satire of media Chris Gardner fromestdirector
interrogé Peter Weir, increasingly dramatic attempts to flee—is the subject
par un présentateur. Ce dernier
ingratiates itself annonce que
so slyly—thanks to aGardner
performance et by COMPRÉHENSION
of a 24-hour soapDE L’ÉCRIT
opera, broadcast seven days a
son fils ont vécu dans
a genial and,layes,ruesubtle
et il lui
Jim demande
Carrey—that comment it is only in week to millions of avid viewers around the globe. His
cela s’est passé.
5 retrospect that one fully realizes just how deeply its
This
a. 40 articleand
friends wasfamily
published in “The
are all Washington
actors, his possessions all
Pour Chriscorrosive
Gardner, wit la réalité de sainto
situation étaitofbien Post”, in 1998. It is a review of “The Truman Show”,
has bitten the flesh our modern, “product placements,” and everything that happens
différente de la fiction [adaptée de son livre, « The Pursuit a movie in which Truman Burbank lives a perfect life
TV-obsessed society. (…) to him is engineered from a huge control booth in
of Happyness »]. Il admet que dans le film, les choses in fictional Seahaven. What Truman does not know,
devaient être faitesBurbank
d’une certaine façon. Par exemple,
the sky (quite literally) by the show’s creator and
however, is that he is the hero of his own 24-hour
Truman (Carrey) seems to be living the
Jaden Smith, 5 ans à l’époque, joue le rôle de son fils, soapexecutive
opera. producer. As the megalomaniacal, beret-
American Dream. Like the proverbial manquiwho has
45 wearing Christof, Ed Harris delivers an intense and
avait en10réalité 14 mois. Chris Gardner ajoute
everything, he’s got a beautiful—if slightly que cela vapid— b. The town is a whole movie set, but he is not aware of
change tout, car son fils à lui portait encore des couches. seductive portrait of power run amok.
it. His life is made to resemble the textbook American
wife, Meryl (Laura Linney), and a good job that’s just
Dans le film, il y a drive
a short une scène
in a newdanscar unefromsallehisdeperfect
bain. bungalow Dream. Indeed,
In a deft, ironichetouch,
has the perfect
even Trumanwife,Burbank’s
Meryl, hasnamea
L’acteur Will Smith s’ingénue à jouer avec
and impeccable lawn on the ever-temperate isle ofla lumière good job close to home and lives in a seamless
simultaneously evokes both reality (true-man) and house
du soleil, pour créer un univers parallèle, comme s’ils with a well-cut grass. Truman
Seahaven. It’s located somewhere just off the U.S. unreality (Burbank, Calif., ofseems
course, tohome
have ittoall.
manyBut a
devaient trouver une grotte pour y passer la nuit. Le jeu the reality behind this dream is quite different. His
15 coastline, but it doesn’t really matter exactly where. 50 TV and movie studio).
auquel Chris Gardner jouait en réalité avec son enfant entire life is a lie: his family and friends are all actors
The Pollyannaish
était très simple : ils jouaientmottoau « roi on duTruman’s
silence », license
et plates andWhat
he is scrutinised
Weir and byscreenwriter
millions of viewers,
Andrew24/7.Niccol
As
devaient parsaysconséquent
enough: “Arester nice place
le plustosilencieux
live.” possible. the(“Gattaca”)
movie unfolds,
havehe starts
done to feelaill-at-ease,
is create shrewd amalgambecauseof
Ainsi, ils devenaient « invisibleseerily
There is something », et ne répondaient
reminiscent of Stepford, of this flawlesssocial
surrealism, existence. This is why
commentary and he tries tocomedy
romantic escape
jamais aux personnes qui frappaient à la porte. thethat
island, even ifasa wholly
series of eventsTheprevents himmakes
from
Conn., in this geographically indeterminate town, registers original. comedy
Gardner poursuit et insiste sur le fait que s’occuper de succeeding.
20 however. The neighbors are all a mite too perky, 55 the film’s mordant message about consumerism
son enfant était la chose la plus difficile à faire pour c. Truman’s life is not meantpalatable,
to be realistic, but surrealism
is rather
their toothy smiles a tad too wide and too whitened. and corporate excess while the
lui au quotidien. Il souligne que, quand on a un jeune an leavens
ironic representation of a TV-obsessed society.
Truman himself, who apparently wants for nothing, is
enfant, la dépense la plus importante du foyer, à côté du
the polemic and keeps it from ever becoming
In the review, the journalist explains how Truman, a
loyer ou du beginning to sufferdufrom
remboursement prêthis own malaise—a
immobilier, c’est safixation ham-handed. While echoing “Network,” “Capricorn
true man, wants to escape this unreality, created only
on escaping the creepy plastic
garde. Laisser son enfant sous la garde d’un inconnu, paradise in search
en of One” and “1984,” as well as the cult television series
for TV. The journalist is therefore denouncing the social
espérant a long-lost
25 que tout se high-school
passe bien, étaitsweetheart who,difficile.
tout aussi he has been 60 “The Prisoner,” “The Truman Show” defines its own
manipulation and reality distortion of movies.
Il conclut told,
en disant que celaaway
was spirited lui déchirait le cœurofchaque
to the republic Fiji. niche.
d. Throughout the movie, the viewer is made to
jour.
Try as he might, however, he just can’t seem to get understand
(…) “Thethat we need
Truman to question
Show” is thatourrare
relationship
cinematic
Ce document audio a donc pour but de montrer l’envers to films and the film industry. According
off that darn island. The ferry to the mainland is out experience—a movie so close to pure to the
perfection that
du décor hollywoodien et de rétablir l’équilibre entre la journalist,
of the question due to his childhood fear of water. A
réalité et la fiction.
it seems“The Truman
a shame Show”
to spoil is even
it by meantreading
to convey
a review
travel agent informs him that all flights are booked
30
the message that we have to see beyond a movie and
65 beforehand. Ironically, this intricate satire on the
remember it is an entertainment, not the true
for months, and when he undertakes Prof.a143
road trip subject of media saturation should be seen by eyes
SCRIPT across
AUDIOthe causeway, a nuclear powerDurée reflection of our life.
plant: 01:27
accident untainted by previews, television advertisements or
inconveniently
Show host: You and yourblocks
kid areallhomeless
roads out of town. even the opinions of critics in order for its smart,
together. How was that? Where did, where did you? teasing storyÉCRITE
EXPRESSION to work its full magic.
WhereWhat Truman
did you sleep?doesn’t
And how…know is that he can’t leave
35 town because town isn’t a town at all but a giant
Chris Gardner: Well, let me say this to you. There were Sujet A
major differences between reality and the film. Now Playing my own role in a show would be really
in the film, they have to do things a certain way. tempting, but bringing my life, even if fictional, to the
Michael O’Sullivan, The Washington Post (1998)
Û

Jaden Smith plays my son as a five-year-old. My screen would feel intrusive. Indeed, my motivation
son was 14 months old... in life is not to climb the social ladder or make it as a
Answer
Show the following questions in English, using your own
host: Ok. words.
glamorous character.
a. Gardner:
Chris What is the nature
...that and the
changes topic of He
everything. thiswas
document?
still The tale of the underdog who goes from rags to riches
in diapers. Right? And there was a scene
b. Why does the main character seem to be living in the film the American
is an invention
Dream? And of Hollywood.
what is theIfreality
I were the main
behind it?
that takes place in the bathroom, and Will, in the character of a 24-hour soap opera, the show would
c. What is the journalist denouncing?
sun, creates this alternative universe and plays this only be a distortion of the truth, and not a
d. According
game about beingto thecavemen.
journalist,
Wewhat
needmessage
to find aiscave,
the movie trying to convey?depiction of my life. I would not be
straightforward
someplace to spend the night. I had a game of play able to assert myself the way I want to, and my whole
with my son and the game was really simple. The existence would be a complete fiction.
game was called “Shhhhh”. And that meant that no In conclusion, TV-reality is a fiction which only
matter what anybody said on the other side of that shows characters in a scripted way. My dream is to
door, no matter how hard they pound on the door, build a happy future for myself, far away from the
we’re not here, we’re invisible. cameras.

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Sujet B However, these movies are filled with effortless happy COMP
When the character of Ed Harris says that we are endings and positive turnarounds. If one feeds on these
presented with a reality of the world, I believe it refers movies as a source of inspiration, I believe it can easily
to the way the movie industry chooses to depict reality. become difficult to get back to the harsh reality of the
In a movie, facts are shown through a filter, and we world. Titre du
have the choice to believe what we see, or not. This is The function of movies is to make us dream and escape “Truman
why I think that we should question the version of the reality, but I think they also need to show the world in
world presented to us in every movie or show we see. a more truthful light. We are all a somebody, only our
To me, movies are meant to entertain us, make us think, achievements are not shown on the big screen.
react and feel emotions, but they are not the same as “The T
the reality we experience every day. What is more, I am satire o
convinced that people working for the movie industry ingratia
have the responsibility to show society in a more a genia
truthful light. 5 retrosp
corrosiv
TV-obs
ÉPREUVE ORALE Truman
Document A Americ
This quote reminds me of that passage from “The Pursuit
10 everyth
of Happyness”, in which Gardner says, “as long as
wife, Me
I kept my mental focus on destinations that were ahead, a short
I protected myself from despair”. I find it resonates with and imp
Ford’s quote because they both convey the idea that we Seahav
need to be alert to truly experience reality. So, this quote 15 coastlin
illustrates better the topic of “Fictions and realities”. The Po
The American Dream is a destination, and people who says en
go for it are met with obstacles along the way. Yet, I
strongly believe that all they need is to keep their focus, There i
that is to say, not fall asleep. Conn.,
According to what we studied in class, to make a dream 20 howeve
come true is hard work, but it is worth it. If people their to
believe that they are doomed to fail, they will probably Truman
fail. But I understand from this quote that, if people keep beginni
their motivation and if they keep in mind what goal they on esca
are going towards, then American people could have a 25 a long-l
positive denouement. told, wa
Finding your motivation from a fiction can be one way
of keeping your focus, especially when this fiction was Try as h
inspired by true events. Still, I reckon that reality off that
is not always about happy endings and glitter. So, to of the q
achieve their goal, people need to stop dreaming, 30 travel a
to start acting. for mon
across t
Document B inconve
I really like this tagline from the movie “Taxi Driver”,
What T
because it reflects well the topic of “Fictions and
realities”. Indeed, when reading this sentence,
35 town b
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. Answer the
Hollywood movies are built in such a way that they a. What is th
make us feel as if we, too, can become someone. Many b. Why does
plots focus on the hero or heroine climbing the social
ladder, getting their life back together, finding a long- c. What is th
lost relative, or even getting a long-coveted promotion. d. According
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.

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 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 points
The title story is about a woman NOM : named Verna, a
CORRIGÉS ET PRODUCTIONS POSSIBLES
serial husband-killer who signs up for
PRÉNOM : an Arctic
cruise. Meeting the other passengers, she notes
Titre du document : CLASSE :
the nametags—a Fred, a Dan, a Rick, a Norm, a
Perpetual
ÉPREUVE motion
ÉCRITE Bob, another Bob, then another. DATEThere
: / are /a lot of
Bobs on this trip. One of them turns out to be the
man who sexually assaulted Verna in high school.
COMPRÉHENSION DE L’ORAL He doesn’t recognise her, which makes it easier to
With the rushing of wings, darkness gathered in the exactuprevenge.
cast a warning, he tried to understand if he should
Cet extraitforest
provient d’unehim.
behind émission
Robertde Fraser
la radiostretched,
américainerubbed But I itloved
bury the other stories. They’re wild and
again.
NPR. L’animatrice
his headcommence
with bothpar présenter
hands, Margaret arched his
and cautiously strange and sharp. They take on death and
35 Lifting the bone impulsively, cradling it like an infant
Atwood, avant
backde tolaisser la parole
ease the pain. à une critique littéraire dreadfulness and the uses of fantasy. Is Atwood
qui commente le dernier recueil de nouvelles publié par or a corpse,
being wicked hehereheard it again:
exactly? Maybea what
telluric sigh, an
I really
5 Late
l’écrivaine. that morning
Les auditeurs sontwhen his ploughshare
ainsi informés had caught
de l’actualité infinitely
mean is thatresigned
she’s and mournful
a writer who’s breath
having that resisted
a little fun
littéraire et incités
and heldàfast,
découvrir cette publication
he’d cursed the bloodyrécente.
rocks, the tree him
whileasinsisting
he straightened, weighed
on telling the truth. him down as he
Margaret Atwood
stumps,est en roots
the premier lieuthe
and décrite
land.comme
Ned and Smoke Host: struggled onto theofunworked
The collection stories by ground
Margaret atAtwood
the edge of
une écrivaine
hadcanadienne
paused, then auxsoothed
multiplesbyfacettes. Elleleaned back 40 the
his voice bush.“Stone
is called Releasing the bone,
Mattress”. steppinghad
Meg Wolitzer back
our as it
est l’auteur primé de poèmes, de romans dystopiques,
into their harness with the uncertain excitement review.
fell, he waited; nothing more happened. Fetching his
de recueils
10 of d’essais
animals ou encore de livres pour
remembering enfants.
previous defeats. He’d shovel he drove it into the earth, to uncover another
Elle est aussi connue pour ses prises de
strained against the handles, coaxing, position sur driving bone almost immediately. And then a third. One after
l’environnement. Âgée de 74 ans, son compte Twitter
with his legs and bearing down until he felt the the other he placedDEthem
COMPRÉHENSION on the ground by the first,
L’ÉCRIT
compte plus d’un demi-million d’abonnés.
obstruction lifting. He watched incredulously as it 45 meticulously reconstructing what he’d begun to
La critique littéraire commente le dernier recueil de a. Thedisinter.
main character is Robert Fraser, a farmer. Ned
broke the surface, an enormous yellow bone rising (…)
nouvelles publié par Atwood (intitulé en français : Neuf and Smoke are his two horses. They are ploughing. The
15 to meet him. It was as long and thicker than his leg
contes). Elle affirme que les écrivains choisissent le format With
story the place
takes rushing
in aoffield
wings, darkness
enclosed by agathered in the
fence, next to
andafin
de la nouvelle for de
an montrer
instant différents
he heard aspects
it like breath
d’eux- escaping forest inbehind
a forest, him.
the late The wind
morning in thesubsided, leaving the
spring season.
mêmes en the body.
un seul “Whoa,”
livre. he shouted
Ils peuvent at the horses,
faire preuve de dureté recoiling
earth unnaturally
as theà la bone b. It is a huge bone (“anstill. The noise
enormous ofbone”
yellow his breath,
l. 14), the
et de tendresse fois, shuddered
d’humour et against the etc.
de tristesse, mouldboard.
Dans fatigue of the body leg,
inside
as
50 long as the farmer’s andhis clothes,
thicker. the sudden
It seems to
ce recueil,Smoke
l’accentwas est mis sur un aspect
trembling, que la
prancing asjournaliste,
if the earth had
rasp ofa his
produce low,shovel againstsound
eerie human another (“Itimmense bone—
was as long
faute de20trouver
begununtomot plus juste,
scorch her feet.appellerait
Even Ned « acerbe ».
was agitated.
andthese
thicker
nowthan his leg sounds
familiar and for an instant heinheard
thundered it
his ears
La nouvelleFeeding
éponymethem présente l’histoire
strands de Verna,
of tobacco, une
massaging and likelike
breath escaping
blood. High abovethe body”
him, ll.torn
15-17
and/ragged
“he heardclouds
meurtrièrepulling
en sérietheir
de ses différents
ears, maris. Lorsa de
he whispered sa
confidence he it again: a telluric
streamed sigh, anasinfinitely
northward he dropped resigned
once and
more to
croisière dans l’Arctique,
scarcely felt. elle rencontre plusieurs hommes mournful breath.” ll. 36-37)
55 his knees on the wet earth. Clearing carefully with
parmi les passagers. Il y a plusieurs Bob à bord. L’un d’eux
(…) With
se trouve être strands
celui qui of dirty
a agressé hair slapping
sexuellement Vernahisquand
forehead c. Thehis
farmer
handsunburies
and beltone bone
knife, after another,
following the hardand even
plunging
elle était
25 au
andlycée. Il nehis
cheek, la reconnaît pas, ce qui the
trousers trembling facilitera
length la of his a skull
curveeventually.
of bone, Ultimately, he uncovers
he encountered anthat
a ridge entire
must
vengeancecalves,
de Verna.
he crouched in concentration, his body folded skeleton.
have been the brow and then the first of two gaping
Le recueil contient
down upon d’autres nouvelles.
a rock. The bone « Acerbes
rested»across
n’est three d. At sockets;
first, Robert
bothFraser is nonplussed
of them, and
indeed the fearful.
entire Hewere
skull, does
peut-être furrows,
pas le meilleur
with the mot pour lesof
shadows qualifier,
clouds maisrushing on the not
60 know whether
clogged he should
with dirt. After bury the bone
excavating again
the or not.
interior, he
ce que Meg Wolitzer
land. He didn’tveutseedirethepar là, c’estofque
straggle wildl’auteur
pigeons shoot Herolled
believes such a discovery might be a portent.
it out of the shallow pit and manoeuvred In spiteit
entend30s’amuser tout en s’attachant à dire
low over his field, nor hear the querulous la vérité. shriek of of his
intouneasiness,
place amonghe decides to dig upand
the disinterred the reconstructed
bones.
a hawk somewhere in the forest beyond his fence. e. Themaze setting is ominous,
of bones spreadgloomy
out onand
thespine-chilling
tangle of last since
year’s
Fearing an evil omen, as if with spring the
Prof. earth
144 had it is encompassed
growth. by the “darkness” of a wild setting—
SCRIPT AUDIO Durée : 01:52 the word is repeated twice. The movement of the birds
Melissa Block, Host: There are many versions seems to take on a sinister significance throughout
of Margaret Atwood. You might know her as an the passage. Besides, the narrative appeals to various
Graeme Gibson (1982)
Û

award-winning poet. You may remember her senses like sight (“torn and ragged clouds” l. 53), touch
dystopian novels “The Handmaid’s (“the wet earth” l. 55) and especially hearing (“shriek
Answer the following questions inTale” or “The
English, using your own words.
Year of the Flood.” Maybe you’re familiar with her of a hawk” ll. 30-31), which contributes to creating
a. Explain
books what youher
for children, understand about: or her
essay collections, an eerie atmosphere. The blood-curdling discovery of
- the different characters,
work as an environmental activist. Or, you might bones suffuses the text with the presence of death and
know Margaret Atwood from Twitter. The 74-year-old enhances its Gothic style.
- the time and place of the story.
Canadian has more than half-a-million followers.
b. What
Well, nowiswe’re
the “obstruction”
going to hearinabout
line 13?
herWhat
latestis unnatural about it?
c. What discovery is made in the second half of the extract? EXPRESSION ÉCRITE
publication, a collection of short stories called
“Stone
d. HowMattress.” Here’scharacter
does the main Meg Wolitzer
feel? with a review. Sujet A
Mege.Wolitzer: Writing short stories
What is the general atmosphere? Howcan be a is
way
thisforatmosphereJournalist: Firstly,by
created? Justify your style the
quoting of writing
text. has been defined
authors to show different sides of themselves. as “gothic” or also “wicked” by some reviewers. Do you
You can be tough, tender, minimalist, maximalist, agree with those adjectives?
funny and sad all in one book. But in “Stone
Mattress”, Margaret Atwood emphasises one side Margaret Atwood: Maybe they call it “wicked” because
in particular. For lack of a better word, I’ll call it the I’m a female writer. They might not even notice it if a man
wicked side. wrote it. Let’s say I’m interested in the human psyche,
in the violence that may erupt out of the blue within any
human being, in our deepest fears, in power, in murder.

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I enjoy exploring the shadowy parts of human nature. In other words, Jubilee, even though it does not actually COMP
J: Some of your readers consider your work prophetic. exist, is just like any real town and could be any city in
Especially “The Handmaid’s Tale”, published in 1985. Canada. Paradoxically, choosing a fictional name is a way
Over the last few years, we’ve seen women dressed as of making the city more realistic and bringing it closer to
handmaids demonstrating in Canada and in the USA. the reader’s experience. The reader is thus led to believe Titre du
We’ve seen protesters holding signs bearing the slogan that the same story might happen where he lives. Perpetu
"Make Margaret Atwood fiction again". What do you Secondly, the quote is fiction in itself. It comes from a
think of those protests? work of fiction written by Nobel-prize winner Alice Munro.
MA: Well, I feel they are legitimate. I believe some of Although fictional, the Canadian author’s stories are
women’s rights are being taken away. Nowadays, the right grounded in reality, as we saw in Unit 11. Indeed, they With th
of women to do what they want with their bodies is under belong to the Southern Ontario Gothic genre as they forest b
threat. Actually, my fiction is not prophetic at all. It’s all usually take place in Southern Ontario, where Munro his hea
real. What I put in the novel has happened in the past. was born, and sometimes harness the history of Canada. back to
Munro stages seemingly ordinary characters whose lives
J: Is there anything that makes your work specifically Late th
might seem “dull” or “simple” at first glance but are in
5
Canadian? and hel
fact complex and full of secrets, taboos or repressed
MA: I was born in Ottawa. I studied in Toronto. But memories. There is more to them than meets the eye as stumps
Canadian literature wasn’t taught in universities at is expressed by the metaphor of the “deep caves paved had pau
the time. In fact, when I started writing, there was no with kitchen linoleum”. Her fiction is true-to-life and into the
such thing as Canadian literature. So, even though I’m focuses on what lies behind the surface. If you scrape off 10 of anim
from Ontario, my models were foreign. I’m glad I’ve put the everyday varnish, you will uncover profound, sombre straine
Canada on the literary map now. Some of my stories are stories. Her postulate is that reality makes great fiction.
set in Canada. “Alias Grace” for instance is grounded in
with hi
The quote can thus be read as a metatextual reference obstruc
Canadian history. It is based on the story of Grace Marks to her own style of writing.
and events that happened there in 1843. Again, broke t
To conclude, Munro’s fiction blurs the border between to mee
my stories are inspired by real facts. 15
fiction and reality.
J: You’ve written novels, poetry, short story collections and for
like “Stone Mattress”, children’s books, works of criticism the bod
and even a graphic novel series. Why write in so many
Document B as the
different genres? I’d rather argue in favour of document B since it blends Smoke
various elements of fiction and reality. begun
MA: Why shouldn’t I? I’m a prolific writer. I can write 20
The book cover is a photograph of a real woman Feeding
on any surface. Any genre will do.
impersonating the “Grace” of the novel’s title, sitting
pulling
in a dark cell after her conviction. Grace, the novel’s
Sujet B heroine, is herself a mix of truth and fiction. As we
scarcel
Canadian Gothic fiction, like traditional Gothic, explores learned from a press article in class, Margaret Atwood (…) Wit
the themes of power, fear, and desire. Thereby, it sheds has taken inspiration from 19th century Canadian 25 and che
light on the darkest sides of human nature. By “darkest history to write this story of an Irish maid accused of a calves, h
sides”, we mean that Canadian Gothic fiction dwells double murder. Even though the novel is based on a true
down u
on the taboo, on family secrets, on shocking violence, story, the Canadian author has added a lot of fictional
furrows
on repressed memories, on unmentionable events or elements to the plot, such as Doctor Simon Jordan, the
traumatic experiences. For example, in “Alias Grace”, character of the psychiatrist. The novel has discernible
land. He
Grace Marks is accused of having killed her employer and Gothic features, which clearly inscribes it in the Southern 30 low ove
a housekeeper. She does not remember having committed Ontario Gothic literary genre. a hawk
the crime. The story revolves around the psychiatrist who Furthermore, the photograph on the book cover is Fearing
tries to determine whether she is innocent or guilty by actually a still from a Netflix miniseries adapted from the
jogging her memory. novel. As such, it testifies to the real popular success that
Thus, the literal darkness of traditional Gothic seems the book has been met with.
to have given way to a more figurative darkness in We might wonder whether the fact that the novel is based
Canadian Gothic. The material dark places of traditional on a true story makes it more successful, or adds to the Answer the
Gothic such as haunted castles, or graveyards, have reader’s interest. a. Explain w
disappeared. Darkness is more psychological in Southern One would think so, judging from the other “bestselling” - the diffe
Ontario Gothic. In “Runaway”, Munro hints at the causes title by Atwood mentioned at the bottom of the book
underlying Carl’s threatening behaviour. He seems to cover. Although “The Handmaid’s Tale” is a 1985
- the time
relish the feeling of power that his intimidating behaviour dystopia set in a hypothetical future, Atwood claims b. What is th
affords him. Nevertheless, by the end of the extract, the that “there is nothing in the book that didn’t happen, c. What disc
story mockingly reveals his fearful nature, which brings somewhere”. Now, the novel has also materialised
him closer to the figure of an antihero. d. How does
into reality as it has led to feminist protests and
demonstrations. e. What is th
In a nutshell, Margaret Atwood seems to relish the
ÉPREUVE ORALE overlap between fiction and reality, which is highlighted
by this book cover.
Document A
To my mind, the quote illustrates the topic better.
Firstly, the quote refers to a fictional town—Jubilee—
which is likened to any other town (“as elsewhere”).

le
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 axe 6 SCIENTIFIC INNOVATIONS AND RESPONSIBILITY
Les pages Prepare for the topic et les sujets bac guidés ont
pour but de préparer les élèves à l’évaluation commune n°3.
Plusieurs usages de ces pages sont envisageables :
• En classe, comme un entraînement. Les élèves procèdent
étape par étape et s’aident des conseils stratégiques qui
figurent à côté des documents. Cette solution permet
d’avancer pas à pas pour mettre les élèves en confiance et
répondre à leurs questions au fil de leur progression.
• À la maison, comme une simulation de l’examen. Les élèves
pourront faire le travail en temps limité pour se familiariser
avec la durée de l’épreuve. De retour en classe, le
professeur recueillera les remarques des élèves, répondra
aux questions et proposera une correction.
• Libre à vous d’utiliser ces pages comme évaluation à la
fin du travail sur un axe. Les documents proposés sont
conformes aux textes régissant l’évaluation commune n°3.
• Les 8 dossiers peuvent également être envisagés comme
des unités « express », permettant de compléter le travail
sur un des 6 axes préconisés par les Instructions Officielles.
En complément des conseils stratégiques qui figurent en regard
des exercices dans chaque dossier, les élèves peuvent aussi
utiliser les pages de méthodologie pour réussir l’évaluation 3
qui se trouvent en fin de manuel, p. 254-265. Ces pages peuvent
être abordées en amont de l’entraînement aux activités des
dossiers bac ou bien en parallèle lors de l’entraînement.
ÉPREUVE ÉCRITE
COMPRÉHENSION DE L’ORAL
Le document est un reportage vidéo d’Al Jazeera sur les
manifestations contre la construction d’un oléoduc sur une
réserve Sioux du Dakota du Nord.
Vidéo 32
SCRIPT VIDÉO Durée : 02:02
Journalist: In a symbolic show of their
determination to protect the water and land they
hold sacred, Native Americans took to traditional
canoes near a protest camp in North Dakota.
They want to stop construction of an oil pipeline
that would tunnel beneath the Missouri River just
outside the Standing Rock Sioux reservation.
Native man: It’s not a matter of if a pipeline spills but
when a pipeline spills. We have significant risk to
a vast amount of drinking water supply to North
Dakota, South Dakota, Iowa, all the way down.
Journalist: Tribal officials say pipeline construction
would also destroy sacred prayer sites and burial
grounds. About 1,000 people live in the camp in
tents and tepees. They’ve set up a self-sufficient
community. Volunteers bring food, cooks prepare
soup and vegetables. Others are assigned to chop
wood for fires and hot water. There’s a school and a
clinic. What began as a local protest has become a
much broader movement, bringing together Native
peoples from more than 100 tribes from across the
US and Canada.
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Mille Lacs Ojibwe: It’s all about environmental justice.
Our creator has provided us with everything we need,
from the land, the water… and when you have the
potential, a big business, big companies coming in
and want to devastate our land for the name of profit,
that is totally unacceptable to us as Indian people.
Journalist: A US federal judge is due to rule on
September 9th on whether pipeline construction
should stop for new environmental studies. No
matter how the court rules, tribal officials say, “The
legal battle will continue”.
PRODUCTION POSSIBLE
Le thème principal du document est l’opposition des
Amérindiens à la construction d’un oléoduc sur leur
réserve, une terre sacrée.
Un juge fédéral doit rendre sa décision en septembre,
mais les porte-paroles amérindiens disent que la bataille
judiciaire n’est pas terminée. Environ un millier de
personnes campent sur le site de Standing Rock. Ils se sont
organisés pour la cuisine et l’école. Il y a même une clinique
dans le camp. La première personne interviewée est sûre
que l’oléoduc va polluer la terre et l’eau de la réserve.
Trois personnes parlent dans la vidéo. Un journaliste
d’Al Jazeera nommé Rob Reynolds, un homme non
identifié et une femme nommée Mille Lacs Ojibwe.
L’homme interrogé met en avant la pollution, l’aspect
environnemental. La femme oppose la dimension
sacrée de la terre à l’appétit financier des industriels
du pétrole. Le journaliste a un point de vue informatif,
il donne les indications précises de lieux, des chiffres
et se réfère aux discours officiels des porte-paroles
amérindiens et au procès en cours.
La contestation des Amérindiens pourrait être balayée par
une décision de justice qui favoriserait les intérêts capitalistes
des compagnies pétrolières. Le document est principalement
informatif, même s’il semble plutôt pro-amérindien.
Aucun représentant de la compagnie pétrolière n’est
interrogé pour défendre le point de vue de la compagnie.
COMPRÉHENSION DE L’ÉCRIT
Ce sujet est composé de deux documents éclairant la relation
entre science « occidentale » et savoirs autochtones. Le
document 1, un article scientifique provenant du magazine
publié par la Smithsonian Institution, s’intéresse aux faucons
pyromanes d’Australie, tandis que le document 2, extrait
d’un essai scientifique met en avant les multiples apports des
cultures autochtones au développement de la science moderne.
PRODUCTION POSSIBLE
a. This document is an article from a science magazine
called “Smithsonian Mag”. It discusses how Western
science has just discovered a fact that Native
peoples of Australia have known for tens of thousands
of years.
b. The “firehawks” are birds which spread fire in order
to cause “insects, rodents and reptiles to flee” (l. 5)
and eat them. Indigenous peoples had known this for a
long time, but Western scientists needed to confirm it
Axe 6 229
 was true by studying the falcons with all their modern
technology.
c. Bonta and Gosford respect and trust Indigenous
knowledge because they have brought this knowledge
to the foreground.
d. The author is a Native woman who is a scientist. She
is able to see how traditional knowledge and modern
science can work together. She explains in this text how
Indigenous knowledge has improved people’s lives in
the Western world.
e. For instance, Indigenous peoples in America have
domesticated crops that are now used in the whole
world (ll. 12-14). They also informed the creation of
Aspirin and they helped cure the first settlers who
lacked vitamin C, thanks to their “knowledge about the
medicinal properties of plants” (l. 15). Inuit have also
helped scientists with whale population size estimates.
f. In my opinion, Text 2 shows a more positive interaction
between Western science and Indigenous knowledge.
There are a lot of examples about food, medicine,
climate change whereas in Text 1, Indigenous
knowledge is valued while Western science is criticised,
as we can see in the last paragraph (ll. 28-32).
EXPRESSION ÉCRITE
Les deux sujets permettent au candidat de mettre en tension
les deux concepts-clés de l’axe 6 « innovation scientifique »
et « responsabilité », en s’appuyant sur une phrase issue de
la sagesse iroquoise d’une part et sur une interrogation du
dogme capitaliste de la croissance économique d’autre part.
PRODUCTIONS POSSIBLES
Sujet A
“In our every deliberation, we must consider the impact of
our decisions on the next seven generations”: I think it is
possible to apply this principle in our technical age. Science
allows us to forecast the impact of our actions.
For instance, we know that our carbon dioxide emissions
are not sustainable. The 2015 climate conference held in
Paris encouraged countries to curb their carbon emissions,
but the first thing Donald Trump did when he became
president was to say he wouldn’t respect Obama’s promises
because it went against his country’s economic interest.
We choose to close our eyes on the future because we
don’t want to change the way we live. We should rely less
on technology, fly less, change our smartphones less often.
When we plan our holidays, we can find out how much
carbon we are going to produce if we fly. Maybe we could
take a train and accept to travel closer to home. So yes,
I think we should still apply the Iroquois principle.
Sujet B
According to me, it is more important to protect the
environment because once we have destroyed the planet
there won’t be any economic development to discuss.
First and foremost, we don’t even need to oppose economic
growth and environmental protection. Most of our
problems today come from fossil fuels. If we developed
new technologies relying on solar energy, we wouldn’t have
to worry about pollution.
Furthermore, the economy can grow with less technology
and more traditional knowledge valuation. For instance,
230 Axe 6
instead of using harmful pesticides, we could revert to the
way our grandparents farmed the land: by planting crops
that protect each other. For instance, I know that basil
protects tomatoes!
However, to develop new technologies, we need rare
metals. Should we protect the Earth and stop building
smartphones? I don’t think it is possible.
In a nutshell, even if I think that protecting the
environment is a priority, we cannot stop innovation.
ÉPREUVE ORALE
Le document A pourra attirer les élèves qui se sentent
plus à l’aise avec les images, mais la question de la
responsabilité liée aux avancées technologiques peut
être plus difficile à percevoir. Le document B ne devrait
pas poser de problème de compréhension et présente
l’avantage d’être très ouvert.
PRODUCTIONS POSSIBLES
Document A
Document A is a photograph which shows how technology
allows the whole world to be connected.
In the background, we can see some trees and some fields,
so we can conclude that this family lives in the country.
In the foreground, we can see an Aboriginal woman and
four children. She is holding a digital tablet. What can she
use it for? To watch weather forecasts in order to improve
her farming? To help her children attend virtual classes so
they can have an education even if they live too far from a
school? The mother holds the tablet; she is responsible for
it. We can assume she will teach her children how to use it.
We can argue that, on the one hand, states are responsible
for making sure that technology connects everyone on the
planet but, on the other hand, we could also oppose that
these Indigenous people might not need to be connected.
Do they want to? This document better illustrates the
topic “Scientific innovations and responsibility” because it
doesn’t show us what to think.
Document B
This document better illustrates the topic “Scientific
innovations and responsibility” because it is open
for discussion. We can think of many examples of
technological innovation. But since this is a quote from a
musician, we can limit our examples to the music field.
Let’s start off by discussing the invention of compact discs.
It allowed music to be stored more easily but the sound of
a CD is not as good as the sound of vinyl.
The Internet has allowed music to be even more easily
accessible to the public, but it caused the collapse of the
whole economic system based on record sales. To this day,
musicians are still struggling to make a living out of music.
The MP3 player is a good technological innovation in the
sense that it makes it possible for people to bring their
music with them wherever they go. But they contain
rare metals that we could mark out for more relevant
technology.
We could keep on discussing the quote from Henry Rollins
with more examples and this is why I think it is the
document that better illustrates the topic.
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I 191
 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 pointsDarren Moore: I’ve sent off my sample,
NOM : DNA sample
CORRIGÉS ET PRODUCTIONS POSSIBLES for analysis and I got the results back. I'm about to PRÉNOM :
open them… Ah, here we are… results... Oh my God!
Titre du document : God, this is good. It’s not 47.7,CLASSE
which: should be still
How biohackers good, it’s 46.8. I’m getting younger!
ÉCRITE are trying to upgrade their brains, DATE : / /
ÉPREUVE
their bodies—and human nature
COMPRÉHENSION DE L’ORAL COMPRÉHENSION DE L’ÉCRIT
Ce document estifunyou
reportage
haven’tsurheard la luttethecontre
termle“biohacking” a. Biohacking
have fullmeans
Even control changing
over your and ownimproving human
biology.” He’s very
vieillissement. Nous entendons la reporter en voix-off puis
before, you’ve probably encountered some version of biology gamebytoputting
experiment electronic on his devices
body:(“a Hecolleague
has stemwho’s cells
l’interview de Darren Moore, un millionnaire à la retraite
it. Maybe you’ve read about former NASA employee hadinjected
a chip implanted
into his in their
joints, hand”
takes ll. 5-6)
dozens of or substances
supplements
qui a travaillé dans l’immobilier. Il habite à Phoenix dans
40
into people’s bodies that canlight,bothand control and increase
l’Arizona, Josiah
dans une Zayner injecting
résidence himself
sécurisée withautour
bâtie DNA. Maybe
d’un you, daily, bathes in infrared much more. It’s all
like me, have a colleague who’s had a chip implanted their performances
part of his quest (“the
to liveonesuntilwhoat experiment
least age 180.(...)(...)
on
golf. Il répond aux questions depuis chez lui, ensuite
5
their own bodies with the hope of boosting their physical
depuis un in their où
institut hand.
il reçoit des soins. Il est accompagné
andSince biohackers
cognitive performance” are often interested
ll. 19-20 / “theyin mayquantifying
buy
dans son projet d’une femme, probablement son épouse.
These are all types of biohacking, a broad term for a wearable devicesof
every aspect to,themselves,
say, track their theysleepmay patterns”
buy wearable
On sent que ce projet est essentiel pour cet homme. En
lifestyle that’s growing increasingly popular, and not 45ll. 44-45).
effet, Darren Moore a entrepris de rallonger sa durée de
devicesTranshumanism
to, say, track their is like an ideology.
sleep patterns.The Thepeople
more
just in Silicon Valley, where it really took off. who believe
data you in
haveit think
on that body’s
your we should use technology
mechanical functions, to
vie en prenant des traitements expérimentaux dont une
optimise
the theyou
more human can race (“human
optimize the beings can
machine that and is should
you. (…)
substance qui n’a été auparavant
10 Biohacking is an extremely testée
broad queand suramorphous
des souris. term
use technology to augment and evolve our species”
Pour chaque thatmédicament
can cover aqu’il hugeprend,
rangeilofévalue les risques.
activities, from tracking ll. 21-23).
A subset of biohackers called grinders go so far as to
Parfois il y en a peu alors il le teste. Il s’offre les services
your own sleep and diet to changing your own biology b. Biohacking implant devices
enables people like computer
to have fun chips within gadgets
their bodies.
d’un institut spécialisé dans la recherche de l’immortalité
by pumping a younger person’s blood into your veins 50connected (…) For some
to a grinders,
chip implanted likeinto
Zoltantheir Istvan,
bodies having
(“For an
qui dépend du soutien financier et du bon vouloir des
in the hope that it’ll fight aging. (Yes,
géants de la Silicon Valley. De plus, il se paie de coûteux
that is a real thing, implant
some is
grinders, fun(...)and
havingconvenient:
an implant “I’ve
is grown
fun and to relish
15 and it’s called a young blood transfusion.)
massages électriques et des thérapies glaciales à l’oxygène convenient”
and rely on ll. 50-51).
the These
technology,” gadgets
he can
recently do things
wrote in the
comme cure de jouvence. Il apprend à la fin de la vidéo que that handicapped
New York Times. people can’t, also
(…) Istvan like opening
noted that doors “for(“for
some
The type of biohackers currently gaining the most some people without functioning arms, chips in their
l’analyse de son échantillon d’ADN révèle qu’il a rajeuni, people without functioning arms, chips in their feet
notoriety are the ones who experiment—outside feet are the simplest way to open doors or operate some
passant de 47,7 à 46,8 ans. 55 are the simplest way to open doors or operate some
of traditional lab spaces and institutions—on their household items” ll. 53-56). The main risks are for some
Le document vise à informer les spectateurs des avancées household items modified with chip readers.” (...)
own bodies with the hope of boosting their physical sick people to try very unsafe forms of biohacking
de la science contre le vieillissement. On nous présente
20 and cognitive performance. They form one branch of (“Yet
Somesomeof of
thethe solutions being
highest-risk hackstried these undertaken
are being days are so
cette quête de façon objective mais on entend quelques
transhumanism, a movement that holds that human dangerous,
by people they’re
who just desperate.
feel not worth the On risk”
some ll. level,
63-64). that’s
touches sarcastiques au sujet des demi-dieux de la Sillicon
beings can and should use technology
Valley et de la fortune nécessaire pour bénéficier de ses to augment In addition,
very this
understandable.text warns If us
you’rethat many
sick anddesperate
in constant
soins. Aprèsand evolve
avoir vu ce our species. un spectateur pourrait
reportage, people
60 pain,already
or if you’reusing oldbiohacking
and scared totomakedie, their lives
and traditional
facilementSomeêtre épaté et séduit par les résultats et se sentir better are running
medicine has nothing big risks
that(“Some
works toofquell the your
highest- suffering,
biohackers have science PhDs; others are risk hacks are being undertaken by people who feel
envieux. Pour conclure, ce document nous montre que who can fault you for seeking a solution elsewhere?
25 complete amateurs. And their ways of trying to “hack” desperate”
rajeunir biologiquement devient possible grâce à la science. Yet somell.of57-58).the solutions being tried these days are
biology are as diverse as they are. It can be tricky c. The author’s point of view is that people who won’t
so dangerous, they’re just not worth the risk. (...)
to understand the different types of hacks, what accept to use biohacking will certainly be discriminated
SCRIPT differentiates
VIDÉO them from traditionalVidéo Durée
51
medicine,
: 02:04 and 65 And here’s
against and blamed another risk associated
by those who will (“awith societybiohacking,
in which
how safe—or legal—they
Voice over: In a gated community built around are. (...) one I think is even more serious:
everyone feels pressure to alter their biology—even By making ourselves
of pursuits, if they don’t want to” ll. 69-70). There will be a huge
a golf course smarter and stronger and potentially even immortal (a
30 Since it in
can Phoenix,
encompass Arizona, there lives
a dizzying another
range
do-it-yourself life going
extender. difference
differencein performances
of kind, not just between the superhumans
of degree), we may create
I’m mostly to This
look real estate millionaire
at biohacking defined as and the others (“To refuse a hack would mean to be at a
and early retiree uses a society in which everyone feels pressure to alter
the attempt to amongst
manipulate other things
your the and body in
brain huge professional disadvantage” ll. 70-72).
experimental FOXO 4 Dry, a substance that until now 70 their biology—even if they don’t want to. To refuse
order to optimize performance, outside the realm of
has only been tested on mice. It has spectacularly a hack would mean to be at a huge professional
turned traditional medicine.clocks
back the biological (...) of the mice.
disadvantage,
EXPRESSION or to face moral condemnation
ÉCRITE
Darren35 Moore:
Dave Whatever
Asprey, aI take, there’s atold
biohacker, kindmeof risk
that for him, for remaining suboptimal when optimization is
analysis that I do. is
biohacking Some
“thethings,
art and there’s a very
science of low risk, the Sujetpossible.
changing A In a world of superhumans, it may become
I takeenvironment
it. And you know,aroundthe you
question is: how you
and inside likelysoisthat
it you Dear followers, hard to stay “merely” human.
75 increasingly
to help, well, that’s weighed into it as well.
Lately, I came across an old copy of National Geographic.
Voice over: As with so many earthly matters, it seems Its headline was “The next human”. What will it be like?
to be only a question of time and money before Hard to say but what I know is that we have never had
Samuel Sigal, Vox (2019)
Û

our lives can be lengthened considerably. But how so much science close at hand to make our lives better,
the immortality industry will change the future of especially here in the USA. We are about to erase any
humanitythe
Answer is in part reliant
following on the good
questions intentions
in English, using your own source of concern from the surface of the Earth.
words.
of and financial injections by the demigods of
a. WhatValley.
are biohacking andwealthy
transhumanism? Today, plastic surgery allows anyone who doesn’t feel
Silicon And if you’re enough youExplain the two terms, using elements from the text.
comfortable in their skin to have body parts redone. We
b.
canWhat
chooseare to
some
spendof the
yourpositive
money on outcomes
expensive and some of the main risks of biohacking?
can be just as beautiful as we wish.
electro-massages
c. Read this quote: and freezing oxygen therapies for
We also dream of unlimited knowledge, don’t we? Guess
a reviving
“In a worldboost. So if you’re lucky
of superhumans, youbecome
it may might just increasingly what:
hard toElon
stayMusk
‘merely’ human.”
is about to find a way to connect your
hangWhaton is
long
theenough.
author’s point of view on a future society where biohacking is the norm?
brain to your smartphone thanks to thread implants.

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Enhanced intelligence for all!
Good-looking and smart... what else? Young and healthy
for sure! You are going to like it: a doctor from Harvard
now manages to control the gene of aging responsible for
lots of diseases. This will enable us to live in better health
for longer!
Sujet B
I agree with the post from Emily because it is scary
to imagine some devices implanted into your brain. I
don’t like the idea of biohacking because our minds and
bodies should stay natural. It reminds me of Dr Sinclair’s
breakthrough. He found a way to cure diseases due to
aging and to prevent our bodies from growing old but who
knows if this won’t be hazardous after all?
It is also true that human enhancement could improve
Document B COMPR
Obviously to me the document that represents the
topic “Scientific innovations and responsibility” best is
the second one. Indeed it shows a young man wearing
an exoskeleton to help him walk again. This is what Titre du
innovation is all about: it is science’s responsibility to How bio
make any human’s life better. Especially if a human is sick
or disabled. The goal of technological innovation should
their bod
always be to make the world a better place, not destroy
it. I can imagine how happy this man is to be able to walk
again and go on with his life like before. For sure, going Even if
from a wheelchair to this machine is a great innovation.
before,
Besides it can change the life of warehouse workers it. Mayb
by preventing injuries or help elderly people remain
Josiah Z
physically autonomous by enabling them to keep on lifting
like me,
or carrying things by themselves. What’s more, I don’t
5

our lives, as said in Matthew’s post. Everybody wants find this invention too intrusive; there are no threads or
in their
to live better and longer. Moreover the life of disabled electric devices implanted into the body, no chip... the These a
people would be much better if their minds were linked person using the exoskeleton is still a hundred percent lifestyle
to a machine helping them with their movements. So why human.
not have devices implanted in our bodies if it makes us
just in S
Having said that, responsibility is not only about doing
smarter and our lives more comfortable? This is what Elon things right but also about making sure innovations don’t 10 Biohack
Musk has in mind. fall in the hands of evil people. For instance, I’ve heard that can
Anyway, I think the post from Ashley is right. that the US army has been spending millions of dollars in your ow
Governments around the world should make sure these the development of exoskeletons. They expect to increase by pum
innovations aren’t used in the wrong way or there would the mobility and strength of their soldiers who often in the ho
be reverse effects. have to carry very heavy loads on dangerous terrain. In 15 and it’s
addition, it could be a way to improve their combat skills
and allow them to stay alive. But my point is that if this The typ
ÉPREUVE ORALE technology were used by a war freak, it could lead to the notorie
creation of an unstoppable army. As a conclusion, I’d say of tradi
Document A that we all know that the way to hell is paved with good own bo
This is definitely the document that illustrates the intentions. 20 and cog
topic “Scientific innovations and responsibility” best. transhu
Innovation is about crossing limits, the limits imposed beings
by Nature on us. This quote mentions some of the most and evo
important breakthroughs of all times. It is the duty of
scientists to answer questions and solve problems to Some b
improve the living conditions of humans as well as their 25 comple
future. biology
That is why sending satellites and robots into space to to unde
explore Mars is essential for Man to know more about the differen
closest planet to Earth. But who knows if it was necessary how saf
to spend all those millions in projects that don’t change
our daily lives at all today? 30 Since it
Secondly, nuclear energy appeared as the most efficient I’m mos
way to produce energy for large numbers of people. the atte
Yet, nuclear accidents or attacks caused the deaths of order to
thousands of people and the waste pollutes the planet. traditio
Next, it is now possible to save a child with a genetic
problem using the DNA of a brother or sister. Doctors
35 Dave A
can select an embryo for parents so they will have biohack
better chances to have a healthy child. But is it right to environ
challenge Nature?
Last but not least, it seems the last limit that Science
has to cross now is death. It is possible today to increase
life expectancy but for some it is not enough. They want
to hack into the body to prevent it from dying. However,
scientists’ responsibility is to innovate to make the world Answer the
a better place but not at any cost. I’m not sure that a. What are
eliminating death will make our lives better. What will b. What are
be the meaning of life if it never stops? Something that
cannot be lost cannot be precious. If life is not precious, c. Read this
it will lose its beauty. To conclude, is this a responsible “In a world
innovation or is it going too far? What is th

210 Unit 12
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 CORRIGÉS ET PRODUCTIONS POSSIBLES
ÉPREUVE ÉCRITE
COMPRÉHENSION DE L’ORAL
Ce document est extrait d’un reportage télévisé. Il a
pour but d’informer les téléspectateurs au sujet de la
situation dramatique en Australie en raison des incendies
exceptionnels. Il dresse un bilan sombre et explique
pourquoi les Australiens manifestent en dénonçant
l’inaction de leur Premier ministre.
Un reporter recueille sur place l’avis de plusieurs
manifestants. La première personne interviewée est une
femme. Elle regrette qu’il ait fallu attendre une situation
grave comme celle d’aujourd’hui pour que les gens prennent
conscience du problème écologique. Le journaliste demande
ensuite à une autre femme ce qui doit changer. Elle lui
répond : d’abord le Premier ministre et seulement alors
la situation pourra lentement s’améliorer. Une troisième
manifestante s’exprime. Elle se dit préoccupée par le
charbon, expliquant que plus on brûle du charbon, plus la
terre se réchauffe.
Le reporter indique ensuite que beaucoup de
manifestants présents dans la foule font référence à
une commission gouvernementale qui, il y a 12 ans,
avait alerté le gouvernement en soulignant que s’il ne
faisait rien pour réduire drastiquement les émissions
de gaz à effets de serre, le pays connaîtrait alors des
feux de brousse gigantesques. Beaucoup de participants
à la manifestation estiment que cette prophétie s’est
malheureusement réalisée.
Cela renforce, implicitement, l’idée que le gouvernement
est responsable (en partie tout au moins) de la situation
dramatique actuelle.
On voit ensuite des images illustrant les propos du
journaliste en voix-off. Ce dernier égraine une liste de faits
dramatiques suite aux incendies. Il indique que rien que
dans un état australien, plus d’un millier de maisons ont
été réduites en cendres depuis le Nouvel An, que 1/4 de
millions de personnes ont dû fuir en raison de l’avancée
des feux, que la fumée étouffe de vastes étendues, que
l’absence de touristes, effrayés par les conséquences à
long terme sur la santé, coûte à la ville de Sydney jusqu’à
50 millions de dollars australiens par jour. Il termine en
disant que même lorsque la fumée se dégage enfin, c’est
l’inquiétude qui fait des ravages chez les habitants.
Vidéo 52
SCRIPT VIDÉO Durée : 01:36
Demonstrators: They’re the climate criminals!
They’re the cause of this crisis!
Voice over: As Australia burns, protests are ignited
connecting the catastrophic fires with heat waves and
droughts driven by climate change.
Demonstrator 1: It feels like it’s come to a crucial
breaking point where the country has to come to this
point for anyone to actually take notice.
Voice over: And their anger is directed at Australia’s
Prime Minister Scott Morrison who they argue has
done far too little.
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Reporter: What needs to change?
Demonstrator 2: Our Prime Minister!
Reporter: And then?
Demonstrator 2: And then we’ve got a long road to
recovery after that.
Demonstrator 3: I’m concerned about the coal and the
more coal we burn, the hotter the Earth will be.
Reporter: Many people, in this crowd, are pointing to a
government commission, which, 12 years ago, warned
if the Australian government didn’t do something to
radically reduce its greenhouse gas emissions, that
the country would experience catastrophic fires. Many
now believe that it is a prophecy that has come true.
Voice over: More than a thousand homes have burned to
ash just since New Year’s and just in one Australian
state. A quarter of a million people are now being
urged to flee the latest fire advance driven by a new
heat wave. Smoke chokes vast areas amid warnings of
long-term health impacts potentially scaring tourists
and costing Sydney alone up to 50 million a day. Even
when the smoke briefly clears, worries injure.
COMPRÉHENSION DE L’ÉCRIT
a. This text is an extract from an online article written by
Dr Seona Candy, Kirsten Larsen and Jennifer Sheridan,
researchers from the University of Melbourne. It
explores what Australian cities need to do to become
sustainable by 2040 and what it would look like.
b. This article refers to the final report of a research
project called “Visions” and “Pathways” 2040.
c. The “Green Growth” scenario is based on actions led
by government and companies whereas the “Common
Transition” one depends on citizens’ movements.
d. According to the authors, Australian cities are able
to achieve sustainability by 2040. Nevertheless, they
warn the reader that, to succeed, everyone must take
unprecedented actions. “Emissions reductions of this
scale can be achieved, but will require—and drive—
massive transformation of our cities and even our
societies, economies and politics” (ll. 58-61).
e. To pick up the reader’s interest, the authors begin
the article with a detailed description of what being a
citizen in a sustainable Australian city would be. They
also use the personal pronoun “you”. This storytelling
technique allows the reader to picture himself living
there. Therefore, he can relate to this vision in an
emotional way and feel more concerned.
f. This text shows how scientific innovation can lead
to a positive outcome. What is implied here is that
transitioning to clean energy relies on people but also
on leading technologies. It all depends on how we
choose to use these scientific advances. It is therefore
an illustration of the possible positive link between
scientific innovation and responsibility.
EXPRESSION ÉCRITE
Sujet A
Dear Mr / Mrs Jones,
I am writing to you to seek your support for an eco-friendly
project for our school.
Unit 13 227
As you know, I am part of the movement Youth For
Climate, and ecology is a matter dear to my heart.
We worked hard with a group of students to come up
with a list of ten actionable ideas that we could easily
implement in our school.
Let me give you some examples to convince you. One of
our ideas, for instance, deals with school meals. Because
vegetarian meals have a lower carbon footprint, we would
like you to consider offering a meat-free day once a week.
Another idea would revolve around waste. We would
like to encourage students and teachers to sort out their
rubbish by placing recycling bins in the playground and
in each classroom. Soon it would be second nature for
everyone to throw their apple cores into the food waste
and their used paper scraps in the recycling.
As you see, these ideas are easy to do but very efficient.
I would like to request a meeting with you to further
discuss this topic and explore more ideas.
Thank you for your consideration and your time. I look
forward to hearing from you.
Sincerely,
Alex
Sujet B
I agree the most with Joanna. I strongly believe she is
right when she says that these unprecedented Australian
bushfires are a reminder that there is no planet B.
Now is the time to take action to preserve the Earth from
destruction. Scientists have warned us that we need to
reduce climate change before we hit a point of no return.
All over the world, animals and plants, such as koalas and
corals are dying, highlighting the urgency of this situation.
In my view, we must consider this issue as a global
topic. All the countries need to unite on this subject and
cooperate to achieve ambitious but feasible targets such
as the one decided at the Paris Agreement.
Yet, as Joanna does, I think that every human on Earth
needs to take on responsibility. Carpooling, recycling,
vegetarian eating, local consumption, using renewable
energies are within reach.
ÉPREUVE ORALE
Document A
The first document is a photomontage made in 2015.
Throughout an everyday life scene, it portrays what a
sustainable Australian city could look like. The second
document is a quote by Damon Gameau, explaining how
fast technology and, as a result, society is changing.
In my opinion, document A best reflects the topic
“Scientific innovations and responsibility”. Here are the
reasons why I made this choice.
Nowadays, we know that climate change has become a
real issue in the world. Everywhere the landscape is being
slowly transformed and damaged.
Experts agree that if nothing is done to dramatically
reduce global warming by 2040, countries such as
Australia will face unprecedented consequences. Because
of pollution and uncontrolled CO2 emissions, our entire
ecosystem is threatened. Seen from this angle, scientific
innovations seem rather malicious. Yet, scientific
advances can also help to create a better future.
228 Unit 13
For instance, in class, we have studied a video which
presented an innovative project based on seaweed
platforms. This is an example of the positive link between
scientific innovations and responsibility.
It is up to our society to decide whether or not we want to
promote this type of project and use wisely technology.
This picture lays out the key features of what greener cities
could look like. In this photomontage, we can see several
types of transports: share bikes, tramways. I cannot spot
any cars. Therefore, we can imagine that this city has made
some choices to favour electric and public transports.
In this picture, the buildings’ design is also quite different
from what we know nowadays. There are a lot of plants /
green walls / plant walls.
Two signs are giving more information about this future
city. On one sign it says “Welcome to Australia’s first
carbon neutral city!”.
In conclusion, I think that this picture perfectly
represents the topic “Scientific innovations and
responsibility”. Technology has caused many
environmental and social problems, but it is also key to
addressing global challenges. Used in a responsible way,
scientific innovations can help us save the environment.
Document B
The first document is a photomontage made in 2015.
Throughout an everyday life scene, it portrays what a
sustainable Australian city could look like. The second
document is a quote by Damon Gameau, explaining how
fast technology, and as a result society, is changing.
In my opinion, document B best reflects the topic
“Scientific innovations and responsibility”. Here are the
reasons why I made this choice.
Technology has profoundly shaped society, the economy
and the environment. Damon Gameau took the example of
mobile phones to illustrate his point. I find it particularly
accurate.
Only a few decades ago, no one could have predicted the
role of mobile phones in our society today.
This scientific innovation brought significant
improvements in our daily life. Of course, smartphones
help us to keep in touch with others, but they allow us to
do so much more (working remotely, paying for goods,
watching movies and so on…).
But technological breakthroughs also bring challenges.
We know, for instance, that mobile phones are damaging
the environment mainly due to the greenhouse emissions
coming from production. And the same goes for many
other scientific innovations which seem to be a mixed
blessing. On the one hand, they improve our daily comfort
but in the long run they end up destroying the planet.
Yet, scientific advances can also help create a better
future. In class, we have studied a video which presented
an innovative project based on seaweed platforms. This
is an example of the positive link between scientific
innovations and responsibility…
In this era of rapid technological change, it is a challenge
for society to ensure that we are using scientific
innovation in a responsible positive way.
In conclusion, I think that this quote perfectly represents
the topic “Scientific innovations and responsibility”. It
highlights how scientific advances are requiring us, as
individuals and as a society, to be more responsible in
order to preserve our future.
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 axe 7 DIVERSITY AND INCLUSION
Les pages Prepare for the topic et les sujets bac guidés ont
pour but de préparer les élèves à l’évaluation commune n°3.
Plusieurs usages de ces pages sont envisageables :
• En classe, comme un entraînement. Les élèves procèdent
étape par étape et s’aident des conseils stratégiques qui
figurent à côté des documents. Cette solution permet
d’avancer pas à pas pour mettre les élèves en confiance et
répondre à leurs questions au fil de leur progression.
• À la maison, comme une simulation de l’examen. Les élèves
pourront faire le travail en temps limité pour se familiariser
avec la durée de l’épreuve. De retour en classe, le
professeur recueillera les remarques des élèves, répondra
aux questions et proposera une correction.
• Libre à vous d’utiliser ces pages comme évaluation à la
fin du travail sur un axe. Les documents proposés sont
conformes aux textes régissant l’évaluation commune n°3.
• Les 8 dossiers peuvent également être envisagés comme
des unités « express », permettant de compléter le travail
sur un des 6 axes préconisés par les Instructions Officielles.
En complément des conseils stratégiques qui figurent en regard
des exercices dans chaque dossier, les élèves peuvent aussi
utiliser les pages de méthodologie pour réussir l’évaluation 3
qui se trouvent en fin de manuel, p. 254-265. Ces pages peuvent
être abordées en amont de l’entraînement aux activités des
dossiers bac ou bien en parallèle lors de l’entraînement.
ÉPREUVE ÉCRITE
COMPRÉHENSION DE L’ORAL
Cette vidéo de 2019 présente une jeune militante en situation
de handicap qui se réfère à une décision judiciaire prise par la
Cour suprême des États-Unis en 1999, la décision Olmstead.
On pourra en déduire que cette vidéo a été réalisée pour
célébrer le 20e anniversaire de cette décision.
Vidéo 38
SCRIPT VIDEO Durée : 01:43
Nikki Villavicencio: Transportation is really
important to me. It’s like the veins of accessibility
in my opinion because if I have the ability to go
where I want to go, I’m in the community. I’m more
productive.
Voice over: Nikki isn’t just a part of her community, as
a disability rights advocate, she’s helping to build a
better community. She applauds pioneers like Lois
Curtis and Elaine Wilson.
Nikki Villavicencio: Well, I think what’s amazing
about the Olmstead decision, and Lois and Elaine,
was that they were fighting for something very
monumental to their own lives. They wanted to
have the choice and freedom to live the way that
they wanted to.
Voice over: These two women lived in an institution in
the state of Georgia. They asked to be moved into
the community, that didn’t happen. So, they sued.
Ruth Bader Ginsburg: Our task is to decide what that
anti-discrimination provision means...
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Voice over: In June 1999, the Supreme Court issued the
Olmstead decision. It basically says that if a person
with a disability chooses to live in the community,
a state must make reasonable accommodations to
make this happen. The Minnesota Olmstead Plan
lays out concrete and measurable things that must
be done in the areas of housing, transportation,
employment, education, among others.
PRODUCTION POSSIBLE
Le document traite de l’intégration des personnes en
situation de handicap dans la société.
Il s’agit d’un reportage créé par un organisme chargé de
mettre en œuvre la décision Olmstead dans le Minnesota,
aux États-Unis.
Nikki Villavicencio, une activiste handicapée qui se
déplace en fauteuil roulant, est interviewée. Elle évoque
l’accessibilité des transports aux personnes en situation
de handicap, élément essentiel à leur inclusion dans la
communauté selon elle. Puis, elle fait l’éloge de Elaine
Wilson et Lois Curtis, qu’elle considère comme des
pionnières.
En 1999, ces deux activistes, elles-mêmes en situation de
handicap, qui vivaient dans un établissement spécialisé
dans l’État de Géorgie, ont saisi la Cour suprême afin de
réclamer l’intégration dans la communauté qui leur avait été
refusée. Les juges de la Cour, dont Ruth Baden Ginsburg,
ont tranché en majorité en leur faveur. Ce jugement est
connu sous le nom de décision Olmstead. Il déclare que si
une personne en situation de handicap choisit de vivre au
sein de la communauté, l’État se doit de lui proposer des
aménagements raisonnables, à cette fin.
Le plan Olmstead du Minnesota définit des objectifs
concrets et mesurables en faveur des personnes en
situation de handicap dans différents domaines :
le logement, le transport, l’emploi, l’éducation, etc.
Cette vidéo, destinée aux citoyens du Minnesota
en priorité, a donc une visée informative et
commémorative.
COMPRÉHENSION DE L’ÉCRIT
Cet extrait est tiré de The Curious Incident of the Dog in
the Night-Time de Mark Haddon, une œuvre qui figure
au programme de la spécialité LLCER anglais en classe
de Première, dans l’axe d’étude « La confrontation à la
différence ».
PRODUCTIONS POSSIBLES
a. The characters are the narrator, Christopher, the
policeman, the policewoman, Mrs Shears. Christopher’s
uncle, Terry, is mentioned, but is not present in the
extract. The scene takes place in a garden. At the outset,
two police officers arrive on the “crime” scene as Mrs
Shears’s dog has been found dead.
b. The policewoman comforts Mrs Shears and brings her
back home. The policeman conducts an interrogation
of Christopher, who tries to reply as best as he can. He
then fails to answer a question, throws himself on the
ground and starts groaning. The policeman touches his
arm against his will. Christopher gives him a blow.
Axe 7 279
c. He must believe that Christopher has killed the dog.
d. Christopher compares his brain to a bread-slicing
machine. It is an easily understandable representation of
what goes on in his brain when he has too many questions
to answer at once. His brain cannot process too great a
quantity of information, just like the slicer cannot process
too much bread at the same time.
e. The narrator uses linking words such as “and” or “but”
a lot. The descriptions of some minor items are very
detailed, which may reveal that the narrator suffers from
high-functioning autism.
f. Both documents deal with the inclusion of people with
disabilities in society. They both refer to a minority group
that tries to become integrated in spite of obstacles. Both
Nikki and Christopher are faced with different types of
disabilities (one is physical, the other isn’t) and different
issues: accessibility in transport on the one hand,
incomprehension / expression on the other hand. Both
documents highlight the fact that society is diverse: not
everyone has the same abilities or ways of thinking.
EXPRESSION ÉCRITE
Le sujet A est un écrit d’invention de type dialogue, tandis que
le sujet B devra être rédigé sous la forme d’un courriel. Les
élèves peuvent se référer à la page 258 pour la méthodologie.
PRODUCTIONS POSSIBLES
Sujet A
“Can you tell me about something you appreciate?”
the therapist asked.
“I love dogs. They are friendly and they never judge you,”
Christopher replied.
“Do you have a dog?”
“I had a whippet when I was younger.”
“Why don’t you have it anymore?”
“He died when he was 11 years and 5 months and 9 days.”
“I’m sorry to hear that. Let’s change the subject.
Now, what do you dislike?”
“I hate it when people ask me a lot of questions that
I can’t process in my mind.”
“Am I going too fast?” he said.
“No, it’s fine.”
“What are you afraid of?”
“I’m scared of meeting new people.”
“What do you do on a daily basis at home?”
“I make my bed when I get up. And I brush my teeth.”
Sujet B
From: Disability Foundation <info@disability.org>
To: City Council <communityservice@city.gov >
Subject: Favouring the inclusion of people with disabilities
Dear Councillors,
We are activists working for the Disability Foundation. We
try to support the inclusion of disabled people in various
ways and would like to ask the City Council to consider the
following proposals for our city.
First, we suggest public transport be made easy to access
for all. We believe transport is a crucial issue. Greater
accessibility enables disabled people to find a job and work
without having to rely on other people. For example, all
underground stations should be equipped with lifts.
280 Axe 7
Secondly, we demand that a certain percentage of housing
in each city be adapted for disabled people. Indeed,
able-bodied people can move into any house whereas
disabled people have to look for adapted accommodation.
That is why a number of disabled-friendly flats and houses
in every city should be reserved for the disabled.
We know your time is valuable and we appreciate your
attention.
Yours faithfully,
Disability Foundation
ÉPREUVE ORALE
Teen Vogue (document A) est un magazine en ligne dérivé
de Vogue qui s’adresse spécifiquement aux adolescent(e)s.
Martina Navratilova, l’auteure de la citation du document B est
une joueuse de tennis américaine d’origine tchécoslovaque,
reconnue au niveau international et engagée dans diverses
associations de défense des droits des femmes et des
personnes LGBT.
PRODUCTIONS POSSIBLES
Document A
The magazine cover highlights the diversity of beauty and
raises the question of the inclusion of physical disabilities
within the beauty industry.
Indeed, the cover draws our attention to the dawning
representation of disability in the world of fashion, as
indicated by the title in capital letters. It features a model
in a wheelchair, placed at the very centre of the cover.
That is why the best representation of the topic is that
of Jillian Mercado in my opinion. She is an embodiment
of the inclusion of diversity in the fashion world, which
is well-known for usually favouring stereotypes. She has
brought diversity in a sector which is rather hostile to
diversity. Firstly, because she is a wheelchair user and we
hardly ever see models with physical disabilities. Secondly,
her name reveals that she is of Latino descent. Thus, she
also brings some ethnic diversity to the fashion industry.
Thanks to her, fashion has become more inclusive.
Document B
To my mind, the quote by Martina Navratilova better
represents the topic “Diversity and inclusion” since
it does not refer to any specific type of disability and
directly supports the inclusion of diversity in all domains.
The American athlete points out the fact that there is
no such thing as disability in itself. Disability is relative
and diverse. So much so that what someone construes
as a disability at first glance can become an asset in
a different situation, and vice versa. Navratilova’s
definition of “disability” is highly inclusive. We all have
strengths and weaknesses. For example, someone in
a wheelchair is only “disabled” when going from one
place to another if no transport is easily accessible to
them. From the moment buses are fitted with wheelchair
ramps, they are able to move freely again, as anyone
else. Navratilova stresses the fact that no one should be
excluded on the grounds of a so-called disability since it is
enough to be able to perform one activity well to be useful
in society. Society is so diverse that you can always find
someone in need of the things you can do properly, even if
there is only one such thing.
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 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 pointsSreenivasan: On the 65th anniversary
NOM : of Brown vs Board
CORRIGÉS ET PRODUCTIONS POSSIBLES of Education last month, students from across New PRÉNOM :
Titre du document : York City gathered in Times Square. They handed
CLASSE :
out newspaper declaring “Retire segregation” and
Growing up black in America: here’s my story
called for the city’s public schools
DATE to
: be /integrated.
/
ÉPREUVE ÉCRITE
of everyday racism Girl: It’s been 65 years since segregation in schools on
the basis of race was ruled unconstitutional.
COMPRÉHENSION DE L’ORAL Sreenivasan: A UCLA study of public schools, in 2014,
I am a black man who has grown up in the United States. In high
and school
again I started
this year, foundwondering, as teenagers
that New York remains thedo,
Il s’agit d’un flashwhat
I know d’information
it is like tosuivi
feeld’un reportage
the sting of discrimination. mostpeople
how segregated statefinding
go about for African American
romantic students
partners. From
diffusé parAs la achaîne américaine
middle-class, PBS qui s’adresse
light-skinned black manà tous les know
I also with 65%
what of them
I could tell ininmovies
intensely segregated
and televisionschools.
shows—my
téléspectateurs.
that many Il dénonce
others la ségrégation
suffered qui persiste
(and continue dans a lot
to suffer) The study found it was the 2nd most segregated
45 principal sources of information—you had to be rich
les écoles de l’État de New York et plus particulièrement
5 worse than me. I grew up around a lot of white people.
statewhite
and for Latino
to bestudents.
worthy ofWe satIdown
love. with three
was neither, so I was
dans la ville de New York, alors que les États-Unis ont New York City high school students, members of the
In elementary school, I remember being told that I was worried. Like many young black people, I internalized
récemment célébré le 65e anniversaire de la loi qui, en 1954 group “Integrate NYC” who have been meeting with
one of the “good ones”—not like the “bad ones” I was
rendait la ségrégation dans les écoles américaines anti-
the ideadistrict
school that I would haveurging
leadership, be twice as good
them to get half
to implement
meant to
constitutionnelle, understand;
comme I was different.
nous le rappelle le présentateur. as much respect. Much to my dismay, my
what they call a real integration plan for the next blackness
Le journaliste 50 seemed to be
of the salient thing about me. One of my
I remember the way this kind ofquebackhanded
met en avant un rapport montrant la ville generations students.
de New 10York se trouve parmi les villes ayant le plus grand classmates had a gift for inventing creative ways to
compliment stung me, but it took me a long time to
nombre d’écoles où la ségrégation fait rage. Il annonce alors make fun of my kinky hair, and he got enough people
understand why it hurt. In truth, though, the comment
que dans le cadre de son rapport sur la diversité et l’équité laughing to send me home in tears for a good part of
rings true. I am “good” by America’s standards, or COMPRÉHENSION DE L’ÉCRIT
dans les écoles de la ville de New York, il a rencontré un my freshman and sophomore years of high school.
at least “better”:
groupe d’étudiants my skin
luttant contre is light,
ce type most of the time I
de ségrégation a. This text is a news article from The Guardian published
dressetlike
dans les écoles a middle-class
a visité un quartierprofessional
de Brooklyn and ayantmymis manner 55in June
One 2018
year, and
one entitled
of the few black students at my high
“Growing up black in America,
au point15unofplanspeech betrays a large
pour promouvoir degreeCe
la diversité. ofreportage
assimilation in here school found a noose hanging
is my story of everyday racism”. in Brian
his locker
Jones, one
theday.
fait partie the
d’une white
sérieAmerican
de reportages mainstream
intitulés «(for example,
Chasing the I use author, The culprit—a
is an Africanwhite student—was
American who has quickly
decided discovered,
to
dream », ou « Poursuivre
phrases un rêveof
like “manner ». speech”). giveand all he hadoftowhat
a testimony do to get outtoofbetrouble
it means black inwas the issue
US
Ce même journaliste en voix-off s’est rendu à Times Square, a lame and
nowadays apology.
to show I thought
how blackhis punishment
American peopleshould
have
But as many others have learned, there is no amount
un mois plus tôt, lors de l’anniversaire mentionné plus haut, to deal
60 havewithbeen racism
moreonsevere.
a regular basis.
I convinced my best friend
of assimilation that can shield you from racism in
et explique que des milliers d’étudiants de la ville de New b. Brian Jonesblack
to wear is from a middle-class
armbands in school family. Through
to protest. This act
20 this country. Throughout my life, something—the
York, principalement afro-américains, se sont réunis et ont hisearned
testimony,me heno wants
greatertorespect,
denounce theactually
and fact that no
greater
distribué deskinkjournaux
of my hairayant orpour
my “attitude”—would
gros titre : « Retirer mark
la me as matter how integrated you are in the mainly white
ridicule. Several of our teachers thought it was funny
ségrégation inferior,
dans lesworthy
écolesof! ridicule, humiliation
» Le journaliste or ostracism.
enchaîne avec In US society, as long as you are black, you will have to
and even prompted our classmates to laugh at our
un rapportelementary
établi entre school
2014 etI 2019
got the surdistinct
l’état des lieux
impression that face racism sooner or later. He explains that black
65 expense: “Look at Jones,” one teacher said, “starting a
de la ségrégation
teachers dans les écoles,
didn’t like me.alertant
I got inles autorités
trouble a lot, and one Americans are victims of the prejudices people can
sur la ville de New York, qui possède
revolution.” (Thank you, Mr I forget-your-name!)
25 teacher actually wrote onlemy plusreport
grand card
nombrethat I was have about them based on their skin colour.
d’écoles où“amoral”.
la ségrégation envers les Afro-Américains est la
In third grade, I had my first black teacher c. In Ithis became so well-practiced
testimony, in the artthat
the author explains of not offending
he has had
plus élevée. and65 the
% d’entre
whole eux se trouvent
dynamic changed. dans desBrooks
Mrs écoles decided to go through
racist whiteracism
peoplesince
that Ihe was ato
ceased child.
become At school,
outraged
majoritairement
it wasnoires.
OK if ICette étude in
squirmed montre aussi que
my chair. Shel’État
taught us teachers by them. used to dislike him and made him understand
de New York est le 2e état le plus discriminant pour les
about discrimination and injustice and taught us that he was not a good kid, an amoral kid. His
élèves d’origine latino-américaine. Looking whether
classmates,
70 back, I realize that,orapart
on purpose from tomymake
not, used black
30 to recite and interpret poetry from the black arts
Le journaliste a rencontré trois étudiants, membres armband episode, my survival strategy
him feel that he was different by saying that he was was to make
movement. (Thank you, Mrs Brooks!)
du mouvement « New York city intégrée » qui ont “a good one” compared to other black Americans withso
myself as non-threatening as possible. I became
récemmentAs rencontré desI responsables
I got older, observed that demyl’éducation
mother saw racism a darker skin colour.
well-practiced It hurt
in the art ofhimnotaoffending
lot at thatracist
time.white
He
pour leur demander
around every de mettre
corner.enShe place urgemment
assumed that Iun
would be the waspeople discriminated against
that I ceased at schooloutraged
to become though his by mother
them, at
plan d’intégration
object ofdans les écoles pour
discrimination les générations
in school and maintained an 75tried to make
least whensuretheythat he wasn’t.
affected He wasI even
me directly. knewbullied
how to
d’étudiants à venir. at university because of the
35 intense, vigilant determination to protect me from it. She enter a store, to make eyeway his hair
contact withlooked,
someone andwho
monitored everything about my treatment Vidéo 53in school, he worked
recalls that
there,another
to smileblack
and American
say hello as student found
if to say: “Don’t
I thought a nooseworry,inI’mhis locker that had been put here by a white
SCRIPT VIDÉO Durée : 01:47
ready to leap at the slightest slight. Sometimes not trying to steal anything.” Somehow—I
Hari Sreenivasan:
she went too Thefar.
landmark
I wasn’t 1954
chosen to give a speech to my student,
Supreme suppose who didn’t even get any sanctions.
from being followed in stores frequently—I
Courtmiddle
decision Brown vs Board of Education d. As he grew up, he realised that he would have to make
school’s assembly, and so she inquired as to why 80 learned not to carry books into a bookstore, not to
declared school based racial segregation to be twice as much effort to get some respect and that the
40 I wasn’t chosen, and she insisted that I be given a shot. walk through a store with bags that were not sealed
unconstitutional. It was intended to desegregate best strategy to avoid being in trouble was to make
(Thank you, mom!)
schools, but that isn’t exactly what happened, at sureoryou
zippered shut,aand
don’t have so on.
confrontation with a white
least in New York State. Researchers have found American person.
that New York City has some of America’s most e. Today, he pays attention to the way he behaves,
BrianHeJones,
triesThe Guardian
at (2018)
Û

segregated schools. In the first of a two-part report especially when he goes shopping. to smile
examining
Answer theschool diversity
following and equity
questions in New York
in English, using your ownthe shop owner; he makes sure he doesn’t carry any
words.
City, I met with a group of students protesting open bags to prevent people from thinking that he is
a. Who is theand
segregation author of athis
visited document
district and what
in Brooklyn with ais the nature going
of thistoexcerpt (novel, news article…)?
steal something. He has become fatalistic.
b. What
plan is the author
to increase denouncing?
diversity. This is part of our ongoing
series
c. What“Chasing
hurdlesthe
didDream,
he havepoverty and opportunity
to go through as a child and teenager?
in America”.
d. Growing up, what did he finally realise?
Girl: We are “Integrate NYC”.
e. How does he cope with the situation now?

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 represented in the US nowadays and I know that the COMP
EXPRESSION ÉCRITE
situation there is still tense. Black American people are
still victims of prejudices based on their race and skin
Sujet A
Brian Jones
colour. Some people think they are criminals and thus, Titre du
they are more likely to be the victims of police brutality. Growing
353 Queen Street
We also have learned that recently, some black American
Boston artists have been recognised for their talent, thanks to
of every
N4G 57F excellent movies like “Black Panther”, highlighting their
USA African roots and culture. So, this picture shows that in
2019, they have been rewarded just as they should have I am a bl
Dear Mr Jones, been way earlier for their talent. It celebrates black I know w
I’m Marie, a French student in high school. I’ve just read artists. As a mid
the testimony that was published in The Guardian last In conclusion, I think that black artists can now show that ma
week and I want to let you know how sad I was to read how talented they can be and can also make people 5 worse t
about what you still have to go through being black in the understand how proud they are to be of African descent In eleme
USA. and this will make mentalities change in the USA. one of t
I think you need to carry on fighting and not to give up. meant t
People need to know what all black Americans have to Document B
deal with on a daily basis and that it must not be the Document B is a photograph that was taken in 2016 at an
I reme
norm. You shouldn’t let people treat you like that! American football game. It shows three black American
10 complim
Why don’t you start an organisation just like “Black Lives athletes kneeling down before the game, as the national underst
Matter”? Or how about writing a letter to the President anthem was played. rings tr
to make him understand that something needs to be done In my opinion, document B best reflects the topic at least
to help raise people’s awareness about this problem? “Diversity and inclusion”. Here are the reasons why I dress lik
It is such a shame I can’t travel in the US right now. I made this choice. 15 of spee
would love to meet you and tell you how much this fight In class we have learnt that sport is one of the main the whi
is not over. Let’s keep in touch and see what we can do fields that has allowed black American athletes to get phrases
together thanks to social media. recognition whereas in society, black Americans are still
Yours sincerely, the victims of prejudices based on their race and skin
But as m
Marie colour. of assim
Having more diversity in sport gives hope for a better 20 this co
tolerance in US society. First of all because it allows kink of
Sujet B inferior,
African American people to have icons to identify with,
My dear fellow American citizens,
and not only see white American heroes. It also allows elemen
I’m here today to raise your awareness about a problem them to be proud of who they are, of their own African teacher
that has been poisoning our school for too long. As you roots. And since we know that they are still the victims teacher
may have heard in the news, our schools, here, in New
25
of injustices, of police brutality, this makes me think that “amoral
York City, and in the 21st century, are still the most there is going to be a brighter future for them.
segregated schools in the US. A law was passed in 1954 and the
In conclusion, I’ll say that this picture shows how things it was O
to end segregation in public schools however, the problem
are changing for black Americans in the US towards more about d
has remained.
tolerance and inclusion. It shows that though they are
65% of black American students attend school in a 30 to recit
still considered as inferior by some, they are also praised
segregated school. We need to make things change! We and rewarded for their talent and hence better accepted.
movem
need to react and not let this problem affect the future
As I got
generation.
around
Why can’t black and white students get along? Why can’t
we impose more diversity in schools? How about taxing
object o
public schools which decide to segregate their students?
35 intense,
It is such a shame, more than 65 years after this law was
monitor
passed, to still be here and realise that things have not ready to
changed. she wen
Let’s fight together for more tolerance! Let’s fight middle s
together for our future! 40 I wasn’t
(Thank

ÉPREUVE ORALE
Document A Answer the
Document A is a picture of the award-winning actors and
actresses, taken during the 91st Annual Academy Awards
a. Who is the
on February 24, 2019 in Hollywood, California. In my b. What is th
opinion, document A best reflects the topic “Diversity and c. What hurd
inclusion”. Here are the reasons why I made this choice.
d. Growing u
In class we have studied how black American people are
e. How does

242 Unit 14
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 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 pointsJournalist: The South London project
NOM : where the Khan
CORRIGÉS ET PRODUCTIONS POSSIBLES family lived was notorious for its violence. PRÉNOM :
Khan: It was a tough housing project, and you know,
Titre du document : CLASSE :
you get a choice to either defend yourself, or to
British culture
ÉPREUVE ÉCRITE wouldn't exist without get beaten up and, you know, be :the victim
DATE /
bullying. So at an early age, all my brothers, I’ve
/ of

multiculturalism—It's time to take this tired got 6 brothers and a sister, we joined the local
debate off
COMPRÉHENSION DE L’ORAL the table boxing club, because it made you streetwise, you
had to look after yourself, had to make sure you’re
Dans cet extrait d’un documentaire sur le maire de safe. Really important. But other skills you learn in
Londres, laAjeunesse et les origines
study claiming four inde10Sadiq Khan
people sont multiculturalism
believe boxinghasasundermined
well: how toBritish culture is just
be magnanimous, howanother
to be
mises en lumière.
reminder Le to
reportage
the UK'sprovient
minorityd’un média
ethnic communities they willa never
team player, howenough.
be British to keep fit.
américain, Religion & Ethics NewsWeekly, le documentaire Interviewer: What do you think now that you’re
est donc destiné aux auditeurs et auditrices de la chaîne, in the position you’re in, does street fighting
mais également à celles
As a born andet ceux
bred qui veulent
product en savoir
of British multiculturalism, This constant othering of migrants, first-generation
still help?
davantageit’ssur hard
le maire fordeme
Londres. L’histoire de lathe
to comprehend famille
ongoing Khan:
30 or otherwise,
Well, someoneis tiring. I know is
said politics immigration—and
street fighting, it’s
de Sadiq Khan est relatée.
demonisation ofSes parents, originaires
immigrants. Growing upduin a mixed- not
howsomething to fear. My
to defend yourself, Muslim
how to make grandfather
sure you grew
Pakistan, ont
raceimmigré au Royaume-Uni
family was getting a new oùpencil
son père
case before the expose
up your the
in India, opponents’
son of an weaknesses,
army officer howsupporting
to
travaillait comme chauffeur de bus. Khan explique always be moving, don’t stand still. But these
5 start of term; plastering Spice Girls posters on my the British during World War II. He idolised British
qu’à l’époque où sa famille est arrivée à Londres, une are life skills.
wall; eating fish and chips on a Friday in the school
atmosphère très raciste régnait sur la ville : on pouvait
customs and since his arrival to the UK in the 50s
canteen;sur
voir des pancartes Sundays spent
les portes deswrapped
hôtels, desinchambres
the love of my 35 has dedicated his life to working as a doctor for the
d’hôtes ou des boîtes de nuit qui interdisaient l’entréejalebis. (...)
nana’s chicken curries, gulab jaman and NHS. He wears tweed and eats marmalade on toast
aux Irlandais, —but he also attends
COMPRÉHENSION his local mosque and eats lime
DE L’ÉCRIT
At aauxtimeNoirs
when – toute
globalpersonne non blanche
anti-immigrant sentiment is
en somme – et aux chiens. Sadiq Khan a six frères et une pickle. Surely he’s as British as they come? And isn’t
10 reaching fever pitch, a study claiming that four in
sœur, et ils vivaient tous ensemble dans un logement a. Thethat
study’s aim was
exciting? (...) to sound out public opinion
10 people believe multiculturalism has undermined
social. Le quartier était réputé pour être violent : Khan et on multiculturalism. The results show that forty
British culture feels like sticking the knife in. It’s just
ses frères ont rejoint le club de boxe local pour apprendre
The researchers
percent
40 didthat
of people think find multiculturalism
a majority (59 %)has
of had
those
another
à se défendre et pour reminder to the
ne pas être UK’s de
victimes migrant or minority
harcèlement. a negative
surveyedinfluence on British
felt diversity culture.
brought by immigration had
Il ajoute que la boxe lui a permis d’acquérir d’autres be British
ethnic communities that they will never b. Theenriched British
results are culture
quite and 63
surprising % felt
since migrant
famous workers
items of
enough.
qualités15telles que la magnanimité, la coopération en supported
British culturethe
areeconomy
of foreign and brought valuable
origin—Indian skills
in this case to
équipe et la forme physique. Lorsque le journaliste lui with
thetea
UK,and
so chicken tikka
clearly all masala.
is not Moreover,
lost. These are thethey are
stats we
It’s baffling to me that a sizeable minority of people problematic and even worrying
demande si le combat de rue l’aide encore en tant que 45 need to be focusing on—thebecause they consensus
resounding highlight
could feel that British culture is being stifled by an that
anti-immigrant feeling,
maire de Londres, Khan répond que la politique c’est multiculturalism is which seems
important to come
and both to
continues
multiculturalism.
comme le combat de rue, qu’il Arefaut
wesetalking about
défendre, the same tea-
utiliser from ignorance andcontribution
a fear of theto Other.
make a valuable our society.
drinking
les faiblesses de sonculture thatetincludes
adversaire toujourschicken
être dans tikka masala c. By using her example and that of her grandfather,
asmanière
l’action.20De a national dish and
générale, holds
Sadiq KhanStmet
George as its
l’accent surpatron Instead of continuing this tired debate, we should
the author emphasises several elements pertaining
le fait que saint?
ses expériences
(...) ont fait de lui la personne qu’il be turning
to their diverseour attention
culture: to what
the Spice Girls, itfish
means
and to be
est aujourd’hui. Il prône l’idée qu’à Londres, si quelqu’un British
chips,
50 today,
tweed, the in all its
NHS, on richness and difference,
the one hand, and her and
To those who don’t support multiculturalism, I’d
travaille dur et a un peu d’aide, il / elle peut tout réussir. celebrating traditional
grandmother’s what makes Indianourdishes,
culture limeso unique.
Nous pouvonslovedire
to ask:
que ledobut
youduknow any est
document immigrant
de le families?
pickle and where
That’s the Muslim faith, on the in
representation other hand.
media andHere,
popular
présenter de manière objective, mais également de mettre they
Have you taken the time to understand who
theculture
goal is probably
becomes to show the varietyalong
so important, of influences
with social
en avant, aremanière
25 de or theirplusstories? Or doleyou
implicite, just hate
parcours people who
atypique existing in a culture and thusand howemployment.
multiculturalism
mobility in education It’sworks.
time
de Sadiq Khan,
don’tl’érigeant
look like comme un modèle
you? People britannique
are scared du they
of what
Thethe
d. 55 author strongly disagrees
multiculturalism debatewith
is this
takenidea.
off On
thethe
table,
rêve américain.
don’t know but surely it’s time we stopped indulging contrary,
becausesheit’s
sides with the
already people
here. who think that has
Multiculturalism
ignorance. (...) immigration has “enriched British culture” (l. 42)
Vidéo 54 happened—deal with it.
SCRIPT VIDÉO Durée : 01:45 and “brought valuable skills to the UK” (ll. 43-44). By
Khan: My life experiences have made me the giving personal examples, she highlights the richness
person who I am. of multiculturalism in order to show that it is not
Lucy Pasha-Robinson, Huffington Post (September 17th, 2018)
Û

“something to fear” (l. 31).

Journalist: Khan’s story is a British accented version
of the American
Answer dream.questions
the following He was born one of eight
in English, using your owne. The author states that this process has existed
words.
children to immigrant parents from Pakistan and for quite some time now and that there is no going
a. Describe what the study consisted of and what the resultsback. were.Therefore, people should accept and embrace
grew up poor. The family lived in public housing,
b.
andExplain whyworked
his father the results
as a of
busthe study
driver in seem
an to be problematic. multiculturalism instead of still questioning it.
atmosphere
c. of outright
Identify important racism. about the author and her family. Why does the author chooses to mention them?
elements
Khan: Whenthe
d. Does my author
dad firstagree
came,with
there
thewere
ideasigns in
that multiculturalism has underminedÉCRITE
British culture?
London, in hotels, guest houses, and clubs saying EXPRESSION
Justify your answer with elements from the text.
“No Irish, no Blacks, no dogs”. And by “black”, if you
e. Explain
weren’t whyyou
white, thewere
author writes:
black. One“Multiculturalism
of his children is has happened–deal
Sujet A with it”.
now the mayor of a city he chose to call home. That Journalist: Good morning Mr Pasha. A recent study
speaks wonders of London. The London promise is found out that 4 in 10 people believe multiculturalism has
very simple: you work hard, you get a helping hand, undermined British culture. We would like to know more
you can achieve anything. about your own experience. Could you tell us about your
youth?

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Mr Pasha: I was born in 1930, in Delhi, India. My father
was an army officer who fought alongside the British
during World War II. My parents were not wealthy,
but they made sacrifices so that I could pursue my
medical studies.
Journalist: When did you leave India and come to Britain?
Mr Pasha: I arrived in Liverpool in 1955, 7 years after
India’s independence, and I started working for the
NHS. People were not welcoming at all and it was a real
struggle to find a decent flat to live: it was really tough.
As my studies were done in India, many thought I was
not capable of doing my job properly in the UK.
Journalist: Would you qualify your life experience as
multicultural?
Mr Pasha: For sure! I kept my Muslim faith, I enjoy
eating traditional Indian food such as lime pickle and
jalebis. However, I also like marmalade, I wear tweed and
I love watching BBC shows. But more importantly, I spent
70 years living and working in Britain. I don’t think I’ve
undermined British culture in any way. On the contrary,
I believe I have actively participated in the welfare of this
country.
Sujet B
Good afternoon ladies and gentlemen.
I am here today as your candidate in the next municipal
elections. Many of you already know me: you bought
groceries in my parents’ shop or I went to school with
your children. However today, I want to share my story a
little more with you. My parents left their mother country,
Pakistan, 30 years ago, in order to make a better living
in the UK. They have worked 6 days a week for 30 years
now so that my sister and I could have everything we
needed. It was not always easy, I was bullied at school
because of my accent, and I still have to endure racist
comments at times. There have been many attacks on
multiculturalism, saying that it has undermined British
culture. However, what is British culture? In this town,
all I can see is people from different origins living
together harmoniously and children all playing together in
school playgrounds. Our shops, our clothes, our language
and our culture are multicultural and cosmopolitan. There
will still be people who will attack this idea. But I believe
we can help this community and society as a whole to
become more tolerant and open-minded.
I am here today to become the best representative this
community, our community, needs and deserves and
I need your help to achieve this goal. Thank you.
ÉPREUVE ORALE
Document A
I believe Sadiq Khan’s quote best illustrates the topic
“Diversity and inclusion”.
First, in this quote, Sadiq Khan presents on the same level
a multitude of people, characterised by certain aspects
of their lives. By using different words and adjectives
pointing to religion, origin, social and economic level,
sexual orientation, Khan’s goal is to show that London is
a multicultural and diverse city where everyone is on an
equal footing, a city where people, who do not necessarily
resemble one another, live together in what could be called
a melting pot.
262 Unit 15
Furthermore, Khan claims that Londoners not only tolerate COMPR
each other but “respect, embrace, and celebrate each
other”. Here, he makes a distinction between the notion
of tolerance and the broader idea of inclusion. Diversity is
obviously a process at work in London—as demonstrated Titre du
before—however, it does not necessarily go along with the British c
idea of inclusion. People can tolerate one another without
being a united and truly respectful community. Khan
multicul
highlights that in London, people are genuinely inclusive debate o
since they appreciate, like and perhaps even defend other
people’s culture.
Finally, Sadiq Khan could be considered as the epitome of A study
the notions of diversity and inclusion. He has Indian origins reminde
and comes from a humble family, financially speaking. Yet,
the fact that he was elected Mayor of London truly shows
that Londoners—in their majority—have no prejudice As a bo
against multiculturalism and maybe even wish to promote it’s har
this idea. If indeed, London appears today to be very demoni
diverse and inclusive, it was not always the case. Although race fam
today Caribbean culture is celebrated during the Notting start of
5
Hill Carnival, in the 1960s, people from Caribbean origins
wall; ea
had to rebel against the outright racism of the time.
canteen
To conclude, we can add that people from other foreign
nana’s c
countries as well come to London to work. Therefore, the
ideas of diversity and inclusion in London goes even beyond At a tim
people with British nationalities since the city welcomes 10 reachin
many people from all around the world. 10 peop
British c
Document B anothe
In my opinion, Caryl Phillips’ quote from “A New World ethnic
Order”, is the best illustration for the topic “Diversity and 15 enough
inclusion” and I will show my opinion in three parts.
On the one hand, the persona of the quote claims that he/
It’s baff
she “recognise[s] this place” and that he/she “feel[s] at could f
home here”. Here, Phillips emphasises a sense of recognition multicu
and knowledge of a place, and even a sense of belonging at drinking
first since the character “feel[s] at home”. We can argue 20 as a nat
that if someone recognises a place, this probably means that saint? (
it is a place where one has not been for a long time: the idea
of spatial diversity here appears, under a positive light. To tho
On the other hand, he adds that he does not “belong”, love to
that he is “of, and not of, this place”, thus nuancing his Have y
previous words. By making a distinction between feeling at 25 are or t
home and belonging to a place, Phillips may be highlighting don’t lo
the influence of other people on one’s perception of a don’t kn
place. We can argue that he wants to show that although ignoran
one can consider a place as home, other people are not
willing to include strangers or newcomers. Here, he clearly
brings to light the hardships related to the notions of
diversity and inclusion.
Although this quote is taken from a work of fiction, Caryl
Phillips being a Kittitian-British novelist, we can wonder if Answer the
his words echo his own life and struggles and to what place a. Describe
he is referring when he mentions “here”. Considering that
the experiences of peoples of the African diaspora are at
b. Explain w
the heart of his work, we can question the meaning of the c. Identify im
word “here”. Indeed, the African people were taken away d. Does the
from their own land due to triangular trade and forced into Justify yo
slavery: the existence of a “here” synonymous with “home”
e. Explain w
seems to be at odds.
To conclude, Phillips seems to be deconstructing the ideas
of diversity and inclusion by pointing out the difficulties
people coming from somewhere and living somewhere
else may have to fit in and to belong, and by hinting at
a collective trauma.
260 Unit 15
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COMPRÉHENSION DE L’ÉCRIT sur 5 points COMPRÉHENSION DE L’ÉCRIT
NOM :
CORRIGÉS ET PRODUCTIONS POSSIBLES
PRÉNOM :
a. The document is an extract from “Lost Kingdom: Hawaii’s
Titre du document : Last Queen, the Sugar Kings, and America’s
CLASSE : First Imperial
Adventure”, a novel based on the life of the Queen
The Hawaiian
ÉPREUVE ÉCRITEQueen
DATE : / /
Lili’uokalani, written by Julia Flynn Siler and published in
2012. The scene takes place on one of the islands of the
kingdom, on Saturday January 14, 1893. The Queen has
COMPRÉHENSION DE L’ORAL to substitute a new constitution and reclaim the power
Lili’uokalani, the reigning monarch of the Hawaiian She expected the day to be one of the most
of the throne and her people. She was born in Hawaii but
Dans cet enregistrement,
kingdom, belonged une journaliste
to an ancientnouslineexplique
of chiefs. Long triumphant in her two-year reign, if all went as
was educated by missionaries, and speaks fluent English,
pourquoi Larrybefore Kimura, habitant
her birth, de Hawaï, had
her ancestors n’a pas voulu double-
paddled planned.and some other languages.
Hawaiian,
oublier seshulled
racines hawaïennes.
canoes from Polynesian settlements using the TheBut
b. 40 passage covers
that very a large time
morning the span, as the Queen
USS Boston, a warship
Grâce à 5lui,stars
la langue hawaïenne
to navigate, [andperdure, comme
had] settled on nous
a remote chain reminisces about the past. The reigning
based in the islands with special orders monarch,
to protect
l’apprend le présentateur de l’émission.
of volcanic islands they called Hawai’i. Né d’un mariage
Lili’uokalani comes
U.S. interests, from a long
steamed intofamily of monarchs.
Honolulu On
harbor. Aboard
biculturel, son père étant japonais et sa mère native de
January 18, 1778, the British navy, commanded by the
Hawaï, Larry OnKimura
January nous
18, confie
1778, when qu’aucunthede ses parents
queen’s great-great- was the United States envoy to the islands, a tireless
explorer James Cook, invaded the archipelago. A few
ne parlait sa langue maternelle
grandfather was a high avec chief,
les enfants, et qu’il from
two [ships] a the advocate of American expansionism. A small group
decades later, Christian missionaries arrived and changed
grandi en parlant anglais. Tout le poussait donc
British navy appeared on the horizon. Commanded à oublier 45 of conspirators, backed by the envoy, was plotting to
the Hawaiian living system. When Lili’uokalani was in
ses racines
10 by hawaïennes,
the explorer mais James
il a refusé cet état
Cook, thedeships’
fait. sailors
herwrest heryears,
teenage away the
from the throne.
kingdom enacted a declaration of
Enfant dans les années 1950, il est aujourd’hui
shattered the splendid isolation of the Hawaiians, âgé de 73
rights,
By 1893 a mounting threat tolegislature
a constitution, a national and a public
Hawai’i’s independence
ans et se souvient d’un épisode particulier vécu
bringing deadly diseases, liquors, and firearms. avec son
education system. By the year 1893, white
had also come from within: powerful white sugar planters
sugar
jeune frère. Il raconte qu’ils allaient au cinéma regarder
and merchants transformed the Hawaiian economy.
A few decades
les films d’Indiens later, Christian
et de cowboys missionaries arrived,
et que lui encourageait planters and merchants sought relief from an
Several years before January 14, 1893, Lili’uokalani’s
les Indiens. Quand ilsthe
bringing jouaient
word aux of acowboys
new god et aux
andIndiens,
the printing 50 economic depression by pushing to annex the
brother was forced to accept a new constitution. Later on,
il voulait15 toujours
pressesjouer à l’Indien.
to spread it. By Ilthe
a donc
time toujours été reached
Lili’uokalani theislands
land wastoannexed
the United States, the
by American primary market for
businessmen.
attiré par son côté natif. Hawai’i had adopted a declaration of
adolescence, c. This extract focuses on the queen’s dilemma,completely
Hawaiian sugar. Already, they’d almost as she is
Larry Kimura conclut
rights, en ajoutant qu’il
a constitution, trouvaitlegislature,
a national étrange queand a transformed Hawai’i’s economy.
torn between her two cultures.
l’identité hawaïenne soit ignorée,
public education system. alors qu’elle constituait
une partie de l’identité de sa famille. Il avait tout de What happened to the Kingdom of Hawai’i was one
même compris, Lili’uokalani herself
étant enfant, que spanned
si le Japon theavait
worlds of the most audacious
une of both
EXPRESSION55 ÉCRITE land grabs of the Gilded Age,
ancient Hawai’i and the West.
culture japonaise forte, ce n’était pas le cas de Hawaï.
20 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 Sujetdollars A was seized from native Hawaiians and claimed
four years before the White House’s Prof.
in 145
Washington, I feelbythat this
Americanquote resonates with the dilemma of the
businessmen.
SCRIPT AUDIO Durée : 01:24
D.C. Educated by missionaries alongside other high Queen Lili’uokalani, and to a greater extent, applies to
Journalist 1: The man credited with keeping It was also the first major gust in the brewing storm
chief’s children,
the Hawaiian languageshe fromspoke and wrote fluent English Hawaii.
dying… 60 of American imperialism. As Americans gained a new
and Hawaiian,
Larry25Kimura: along with a smattering of French, The history of the archipelago of Hawaii was marked by
Larry Kimura…
German and Latin. manybelief inepisodes,
painful their manifest
during destiny around
which Native the globe,
Hawaiians
Journalist 1: … did not grow up speaking that language. Hawaiians lost their country.
were gradually robbed of their land and their identity.
JournalistShe2:ruled
Larryover a kingdom
Kimura, grew upthat was independent
in Hawaii speaking but Some now feel they are Hawaiians by birth, but American
English. The queen stood watching the troops, facing an
tiny.His dad was from
Lili’uokalani’s Japan.
island His momwas
kingdom wasisolated and by force. For them, it mustShould
be difficult to turn“civil”,
the page
Native Hawaiian. impossible dilemma. she remain risking
virtually defenseless. and forget about their roots.
65 her overthrow and the surrender of native Hawaiian
Larry Kimura: Both of my parents never used their first
30 As she
language withleft
us the
theirpalace to except
children, step into
theyher carriage on On the
would...
other and
culture hand,sovereignty?
other Hawaiian Or inhabitants,
should she who ordercomethe
from different cultural backgrounds, may feel that it is
Saturday, January 14, 1893, Hawai’i’s
Journalist: Larry says, even though everything around queen planned troops under her commands?
necessary to turn the page on a painful past or even put
him wasto substitute
pushing him a new constitution
to forget for the
his Hawaiian one forced an end to this difficult chapter.
roots, To do so risked inciting the slaughter of a race of people
upon
as a kid her1950s,
in the brother several
he was years
trying earlier,
to push back.which had As forthat me,was
I think thatdisappearing.
already it is possible Epidemics
to look on tohadthe carried
Journalistturned
2: He’sHawai’i’s
73 now andmonarch
he wasinto a mere about
reminiscing figurehead. future, without forgetting what our culture is made up of.
70 away tens of thousands of native Hawaiians, who
Now
all35this withshe
hisaimed
younger to brother.
reclaim power for the throne and
had little resistance to the deadly viruses that swept
her people.
Larry Kimura: He said, we should go and watch the
Sujetregularly
B through the islands. What should she do?
cowboy and Indian shows at our local theatre, you
would be cheering for the Indians. And that’s it. August 21, 1959
Yes. And I remember when we played cowboy and Today Hawaii is becoming the 50th state of the United
Indian, I always wanted to be the Indian. States! Everybody in my family is celebrating, cheering
Adapted from Lost Kingdom: Hawaii’s Last Queen, the
Û

Journalist 2: You were just always drawn to the more and applauding withKings
Sugar people in America’s
and the streets. From
First the Adventure,
Imperial
indigenous side of it... look of it, this annexation seems like good news… ButSiler
Julia Flynn I (2012)
feel torn. My Native friend, Hohana, told me the other
Larry Kimura: Yes, yes. It was kind of weird to me to
Answer theHawaiian
followingwasquestions in English, using daywords.
that her family feels that they are taking away our
think that... so... ignored, because that your own
identity. “They” means the Americans.
a.
wasIdentify
part ofthe explicit
who background
we, we, I am. And “we”information
meaning(topic
my of the extract, date, place, main person and event).
family. I knew, While I want to believe that this situation is a good thing
b. Identify the of course, asofI grew
succession eventsup,related
Japan in
was
the story. for us, for our land, for coming generations, my heart
very Japanese. And this place, Hawaii, was not very
c. Explain the aim of this document.
Hawaiian. feels broken. I have this pervading feeling that we are,
indeed, being robbed of something. To me, Hawaii is not
American, and yet, English is my language. We may be
facing a turning point in the history of this archipelago…

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 ÉPREUVE ORALE COMP

Document A
This quote reminds me of the conflict within Hawaii. In Titre du
fact, I believe that this sentence illustrates better the
topic of “Diversity and inclusion”.
The Haw
The use of the general “you” makes it easier for me to
interpret it. It could apply to the way the United States
behaved towards Hawaiians. Stealing their land and Lili’uoka
forcing annexation on Hawaii shows a forced inclusion kingdom
and, therefore, no greatness can be felt. Still, it could also before h
apply to Hawaiian people’s reaction, which demonstrates hulled c
open-mindedness as well as resilience.
5 stars to
The quote also echoes the Aloha spirit, which is a code of volca
of ethics for the community and a spiritual guidance
towards sharing life together. To me, this quote implies On Jan
that if you decide to exclude and not consider others, grandfa
you are opposed to the idea of multiculturalism. I have British
learned that this diversity is at the very heart of the 10 by the
Hawaiian society. shatter
Lastly, I reckon we could also learn from this quote and bringing
try to apply its message in our everyday life. Indeed,
we too are living in a rainbow society so behaving in A few d
a positive way with others should constitute our goal bringin
towards greatness. 15 presses
adolesc
Document B rights,
To me, the picture representing the people protesting public e
in the streets illustrates better the topic of “Diversity
and inclusion”. At the top of the photograph, I can see
Lili’uok
the Hawaiian flag made up of the Union Jack and the 20 ancient
American Flag. We can also see the popular unofficial ornate
flag (also known as the Kanaka Maoli flag). The variety of four yea
flags illustrate the many cultural layers of the archipelago D.C. Ed
of Hawaii. chief’s
Moreover, the people in the streets seem to be protesting 25 and Ha
for a cause, which means they want to defend their land German
against a form of destruction and/or change.
To me, this picture shows that Hawaii is a land of many,
She rule
many cultures, many countries, many languages and
tiny. Lil
many identities. This diversity makes it unique and virtually
the protesters are aware of that. But this picture also 30 As she
demonstrates that for diversity to exist, every opinion
Saturda
needs to be considered. I imagine that those people
to subs
marching want their voice to be heard and they want
people in Hawaii, and to a greater extent, in the USA, to
upon h
take into account their attachment to their land. turned
35 Now sh
her peo

Answer the
a. Identify th
b. Identify th
c. Explain th

le
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 axe 8 TERRITORY AND MEMORY
Les pages Prepare for the topic et les sujets bac guidés ont
pour but de préparer les élèves à l’évaluation commune n°3.
Plusieurs usages de ces pages sont envisageables :
• En classe, comme un entraînement. Les élèves procèdent
étape par étape et s’aident des conseils stratégiques qui
figurent à côté des documents. Cette solution permet
d’avancer pas à pas pour mettre les élèves en confiance
et répondre à leurs questions au fil de leur progression.
• À la maison, comme une simulation de l’examen. Les
élèves pourront faire le travail en temps limité pour se
familiariser avec la durée de l’épreuve. De retour en
classe, le professeur recueillera les remarques des élèves,
répondra aux questions et proposera une correction.
• Libre à vous d’utiliser ces pages comme évaluation à la
fin du travail sur un axe. Les documents proposés sont
conformes aux textes régissant l’évaluation commune n°3.
• Les 8 dossiers peuvent également être envisagés comme
des unités « express », permettant de compléter le
travail sur un des 6 axes préconisés par les Instructions
Officielles.
En complément des conseils stratégiques qui figurent
en regard des exercices dans chaque dossier, les élèves
peuvent aussi utiliser les pages de méthodologie pour
réussir l’évaluation 3 qui se trouvent en fin de manuel,
p. 254-265. Ces pages peuvent être abordées en amont de
l’entraînement aux activités des dossiers bac ou bien en
parallèle lors de l’entraînement.
ÉPREUVE ÉCRITE
COMPRÉHENSION DE L’ORAL
Dans cette vidéo de VOA News, le service de diffusion
internationale par radio et télévision du gouvernement
américain, le fondateur d’une association mémorielle et un
historien relatent les débuts de l’esclavage en Virginie, qui
était alors une colonie anglaise, en 1619. Ils insistent sur
la vie de labeur et de souffrance infligée aux esclaves
africains.
Vidéo 45
SCRIPT VIDÉO Durée : 01:52
Journalist: Four centuries ago, a privately
owned English vessel named The White Lion sailed
these waters carrying human cargo to trade for
food and supplies. Founder of “Project 1619”, Calvin
Pearson, walks the grounds of today’s Fort Monroe
in Hampton, Virginia. On this strip of land called
Point Comfort then, the first enslaved Africans
landed in colonial Virginia. It marked the beginning
of an odyssey of millions of Africans being brought
to America as slaves for more than 200 years.
Calvin Pearson: The first Africans who were brought
here were destined for a life of servitude. They had
to work the plantations, from sunup to sunset, the
tobacco fields, the corn fields. They had to work
these fields with no hope of ever being free.
Bill Wiggins: It makes me feel goose bumps and a sad
nostalgia.
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Journalist: Historian Bill Wiggins says the first captured
Africans had no legal status until the Virginia colony
formally legalised lifelong slavery in 1661.
Bill Wiggins: I just can’t imagine the sailing into the bay
of these chained individuals in a strange land, not
knowing anything about where they were.
PRODUCTION POSSIBLE
Le thème principal de ce document est l’esclavage aux
États-Unis.
Le document s’adresse au public de VOA News, qui est
probablement une chaîne d’information américaine, d’après
l’accent du présentateur et des personnes interrogées.
Le reportage s’intéresse au premier bateau qui a débarqué
des esclaves en Virginie, à Fort Monroe, qui était alors
nommé Point Comfort. Le bateau s’appelait le White Lion.
Ce premier débarquement d’esclaves a eu lieu en 1619.
À cette époque, la Virginie était une colonie anglaise.
Deux hommes sont interrogés : Calvin Pearson, fondateur
de « Project 1619 », une association qui se bat pour la
mémoire de ce triste épisode de l’histoire mondiale, et Bill
Wiggins, un historien.
À plusieurs reprises, il est dit que la Virginie était une
colonie anglaise au XVIIe siècle. L’implicite de ce document
est donc que les Anglais sont eux aussi responsables de
cette sombre page de l’histoire mondiale.
En tant que reportage, ce document cherche à informer les
Américains, pour entretenir la mémoire par des faits et des
témoignages précis.
COMPRÉHENSION DE L’ÉCRIT
Dans cet article engagé paru dans le quotidien anglais The
Guardian, la journaliste Afua Hirsch réclame la construction
d’un Mémorial de l’esclavage au Royaume-Uni. Afua Hirsch
défend l’idée que les Britanniques se voilent la face au sujet
de leur responsabilité, car l’esclavage se passait loin du
territoire national, dans les Caraïbes.
PRODUCTIONS POSSIBLES
a. The writer of the article is probably a black historian
whose job is to teach people about slavery. She talks
about Black History Month, saying that the problem
is that one month out of twelve is not enough. She
explains that it is easy for Brits to turn a blind eye
on this part of their history since it didn’t happen in
the British Isles but far away in the Caribbean. She
also explains how slavery is remembered in Ghana.
Ghanaians are resorting to art to remember this part
of their history.
b. The message of the document, as its title explicitly
announces, is that there is a strong need for some
memorials about slavery in Britain. The historian wants
to convince the readers of The Guardian that it is a
shame that there still isn’t a single one today, as she
points out (ll. 48-50).
c. The video and the text both tackle the sensitive issue of
the memory of slavery and how it is linked to territory.
In both the UK and the USA, black historians are
fighting to keep the memory alive. But while slavery has
Axe 8 315
 left marks on the American soil, it didn’t on the British
Isles, and this makes it easier for the British people to
forget about this part of their history.
EXPRESSION ÉCRITE
Les sujets proposent deux formes différentes, un discours
(sujet A) et une lettre (sujet B), mais ils invitent tous deux
les élèves à réfléchir à la question de l’esclavage et à activer
leurs connaissances sur le sujet, dans le cadre du travail sur la
notion de territoire et mémoire. Le sujet A demande peut-être
une meilleure maîtrise de la thématique, alors que le sujet B
fait plutôt appel aux sentiments.
PRODUCTIONS POSSIBLES
Sujet A
Dear citizens of my beloved Detroit, it is with great
pleasure that I am delivering this opening speech
today. You all know my dedication to the memory of our
ancestors’ sufferings.
The first talk of the month will be held on Monday
12th at the Public Library where my fellow teacher at
Princeton University, Samuel Hampton, will talk about the
importance of archives.
The second talk will take place on Sunday 18th at the
Automotive Museum and will focus on transportation
during the slave trade. The talk will be given by Mary
Goldenstein, head curator of the Museum.
The last talk will be held at the City Hall itself where
our mayor will speak about the work done by her
administration to document the city’s inhabitants’ origins.
Thank you all for your attention. Let Black History Month
begin!
Sujet B
Dear Editor-in-chief of “The Brighton News”,
I am writing to you today because as you know it is Black
History Month and I haven’t read anywhere, neither in
your paper nor elsewhere, that anything is being done to
commemorate the millions of Africans who were kidnapped
and enslaved for hundreds of years.
I know that a lot of school teachers tell their students
about slavery, so why don’t you interview a teacher to
ask them about how they teach slavery and how school
children react to it?
I have a friend who is a singer and she specialises in
traditional African songs. She will be giving a concert on
October 13th. You could write an article about her.
I know there are other concerts scheduled in the city in
relation to Black History Month. Why don’t you broadcast
them live on your website? You would help people
commemorate slavery and you would gain some attention
from the public. It would be a win-win situation.
Thank you for reading my letter.
Best regards,
Ashley Crawley
316 Axe 8
ÉPREUVE ORALE
Le sujet propose deux approches différentes du travail
de mémoire. Dans une démarche classique, le document
A présente une sculpture. Le document B offre une vision plus
contemporaine du travail de mémoire, avec la reconstitution
d’événements historiques. Ce document sera peut-être plus
difficile à cerner par les élèves.
PRODUCTIONS POSSIBLES
Document A
Document A better illustrates “Territory and memory”
because it is a photograph of a sculpture commemorating
slavery. A sculpture can embody memory and makes it
visible on a specific territory. This sculpture addresses the
issue of slavery as we can see five black figures chained
together. The figures are all bowing their heads and they
all have a sad look on their faces, which invites us to think
about the sufferings of the millions of slaves.
The sculptures are half buried, and their limbs aren’t really
distinguishable. This expresses the idea that the Africans
who were enslaved were defenceless. The fact that the
figures are buried also reminds us of how slavery is always
leaving marks on the territory where it happens. This
memorial is in Tanzania, a country on the east coast of
Africa. The east coast of Africa is less famous for its slave
trade and this sculpture will help people remember it. This
is why I think this document better illustrates the topic
“Territory and memory”.
Document B
New Orleans is a territory with a rich history and
therefore a lot to remember. This year we studied in class
how New Orleans is the birthplace of jazz, how it used
to be a French colony and how this has left marks on the
city and on its inhabitants. In the photograph we can see
people commemorating slavery through the re-enactment
of a slave rebellion.
Re-enacting history is a great way to remember because
people are active and they use their bodies to re-enact.
They need to be involved, much more than when they
watch a documentary on TV or walk by a memorial. We
can see that people have dressed up, so they have had
to research themselves about what people wore in 1811.
They look happy, even if they are re-enacting a tough
episode. They are filming themselves so they will be able
to share it with their relatives and watch it again. This
is a great way to keep the memory of slavery alive, to
pass it on to the younger generations, so that they never
forget. This is why I think this document better illustrates
the topic “Territory and memory”.
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 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 points NOM : and the social aid
Ronald Lewis: The Mardi Gras Indian
CORRIGÉS ET PRODUCTIONS POSSIBLES
and pleasure clubs is the true black history here in PRÉNOM :
New Orleans. I’m not leaving my home. This is home.
Titre du document : CLASSE :
Only way I won’t be here is I’m forced out of here.
Ten years
ÉPREUVE later
ÉCRITE Steve Inskeep: The audience ofDATE
this programme
: / /
followed along for years as he rebuilt his house and
his museum better than before—and even authored
COMPRÉHENSION DE L’ORAL a book on Mardi Gras Indian traditions.
Hard to believe it’s been ten years. Sometimes it one thing we did know: We were not going gently into
Cet enregistrement
seems likeest un extrait
a million years d’un
ago,reportage
sometimes radio
like it was that good night. We were not giving up on New Orleans.
consacré àyesterday.
la disparition But d’un homme,
it never seems visiblement connu
like it didn’t happen. COMPRÉHENSION
And with the help DE L’ÉCRIT
of 500,000 of our closest friends
sur les ondes,
Evennomméten years Ronald Lewis, àso
after—with l’âge
muchde 68 ans. restored,
rebuilt, Le around the country—or hell, maybe a million—we put
but de ce document est d’informer les auditeurs du décès a. The situation depicted in this text is the one of the city
5 resettled, reconfigured, and entirely reimagined—the 45 on some boots, pulled on some gloves, and got busy.
de cette personne, mais aussi de revenir sur les raisons of New Orleans, 10 years after the hurricane. In this
specter of Katrina still colors life here, in some small foreword from “1 Dead in Attic: Afterhave
Katrina”, the
qui l’ont fait connaître du public. Le ton employé par le If what the magazines and websites been saying—
way, even if just a muted gray. In casual conversations
journaliste est neutre et celui de Ronald Lewis est, dans author Chris Rose is remembering how the time just
if what the analysts and futurists are predicting—is
les archives or sonores
social settings,
utiliséesit ici,
comes up. Mightengagé,
relativement take a while, but after the hurricane was and he’s talking about what the
true, then New Orleans is the destination for America’s
it will
empreint d’émotion. come up eventually. That’ s not to suggest that future could be for his city.
next generation of young artists, entrepreneurs, and
10 the stranger sitting next to you is ready to collapse According to the author, many of the city’s
C’est en 2005, dans le contexte de l’ouragan Katrina, b. 50 designers. Millennials, dreamers, and visionaries
into a fitdeofladespair,
que les habitants rail against the
Nouvelle-Orléans et lesinjustice,
auditeurs and then infrastructures needed to be fixed: the levees first, but
are here creating the next new business model,
itemize de
de cette émission everything
radio onthe lost. It’sparler
entendu not likede that
Ronaldanymore, also the roads and the parks. Schools and jails needed
designing the next great app, fusing the next landmark
fixing as well as some institutions such as the police
Lewis pourthank la première
God. It fois.
was Ilforavait alors,
a really dans
long un though.
time, appel And
téléphonique,that décrit la situation qui se déroulait sous ses
time sucked. andtechnology, mixing
the judiciary. The the
rolenext banging
of the cocktail.
city council during
yeux dans son quartier du Lower Ninth Ward. Tout était thisWe’re
crisisthe
wasnew
alsoAustin.
challenged.
The new Portland. The new
détruit 15et Looking
il ne restait back,
rienthe
de hardest
sa maison. thing to wrap your
Il s’agissait de head In Brooklyn.
c. 55 spite of this rather dark
Hollywood depiction,
South. theCity,
Hipster post-Katrina
USA. The
sa maison around
de famille.is remembering
Celle-ci avaithow many people
été détruite said: Let it
par les society
New could be muchthe
New Orleans, brighter
brightand
newmuch more
shining city on the
eaux, de mêmego. Letqu’un
NewpetitOrleans
muséewash into theàsea.
consacré la tradition successful. According to what the magazines and
hill. Except, well, without the hill.
de Mardi Gras qu’il avait érigé dans son jardin. websites have been saying, Chris Rose tells us that
The prevailing sentiment among such folks was
Dans ce reportage, on entend Ronald Lewis préciser qu’à NewWeOrleans
don’t have any hills.
will rise But its
up from youashes.
get the
Hepoint.
portrays
that New Orleans—bless her charming, offbeat
l’occasion de Mardi Gras, ce sont les Afro-américains the “new New Orleans” as a centre of attraction for
20 little powdered-sugar heart—was not worth fixing. The more New Orleans changes, the more she remains
qui défilent en se parant de costumes traditionnels the whole next generation. The city will attract young
Because not just the levees needed fixing. The roads 60 the same. That is the nature of a place where irony is
amérindiens. Il confie que cette coutume est le fondement artists, young business leaders and scientists from all
de la cultureneeded
noire fixing, the parks needed
à la Nouvelle-Orléans. fixing,
Lewis the schools
a, au a birthright
over andHecontradiction
the country. compares New is the dominant
Orleans hand
to other
needed fixing. The jails, which
fil du temps et suivi par cette chaîne de radio, restauré needed fixing, were of fate.
trendy and blooming cities.
son muséebeing et même jammedsignéby unthe judiciary,
ouvrage which needed
sur l’héritage de fixing. d. TheWe
sentence that illustrates
are innovation the notion
and tradition, of territory
high-tech and antique,
Mardi Gras.
25 They Nous werecomprenons
stressed dans to thecetbreaking
enregistrement
point handling andfiber
memory could
optics andbegas
“The morenew
lamps, Newurbanism
Orleans changes,
and the
à quel point theil est attaché,
massive non seulement
caseloads à sa maison
delivered by theetNOPD, theVieux
moreCarré,
it remains
à son musée, mais aussi à acelotqu’ils représentent pour la not fit
65 Uberthe
cabssame.” (ll. 59-60)
and streetcar because
lines, Airbnbitand
which needed of fixing, and who were depicts how the
the Hotel past can be
Monteleone. embedded
We’re Dixielandin the
jazzpresent
and sissy
communauté afro-américaine
or equipped to handlede lathis
Nouvelle-Orléans.
city’s crime situation— and will certainly always be. The history of New
bounce.
which needed the most fixing of all. You wonder: How Orleans, these traces of the past take place in the
30 could
SCRIPT AUDIOanyone have thought New Orleans was broken Prof. 146 public
Youspace, in the New
can regulate Orleanians’
our smoking anddaily livesour
regulate andmusic
in
Durée : 01:20
beyondHost: repair? (That washassarcasm.) their mind-sets.
and—hard to believe this day has come—you can
Steve Inskeep, Ronald Lewis died. I acknowledge, Foreven
instance, the our
waygo-cups.
they handle
looking back now from
People in New Orleans knew his name—andthis side of the rubble
so and the 70 regulate Butdifficult
you cannotsituations
regulate
likesoul.
Hurricane
You cannot legislate funk. And you inhabitants
Katrina, the optimism of the cannot pass
flood—looking
did listeners back frombecause
to this programme this sideweoffirsthistory—that
may be evidence from the long and sometimes dark
even a Lewis
met Ronald conservative
amid the estimate
wreckage of the projected cost of
of Hurricane an ordinance that makes us ordinary. The best things
history of the city (slavery, segregation, natural
35 rebuilding
Katrina. In 2005,thiswe city, coupled
stood listeningwith asthe dubious
he took a integrity about us will never change.
disasters, etc.).
phone andcalldoubtful
while standing
competencein NewofOrleans’
City Hall at the time… it
Lower Ninth e. TheThere’ s anicknamed
author bunch of oldthe nicknames
city “Lucky for this as
Town” citypeople
and a
was notWard.
a sure bet. living
75 there
whole are very
bunch more optimistic,
now, but they see
taking hopeofeven
stock this in
past
Ronald Lewis: Hello. Yeah. I’m right here at Deslonde
And it’s true, we are neither the most logical nor desperate
decade situations
of and they never give
transformation—from our up. Theyto
despair keep
our
and Johnson Street by...
efficient municipality in this great land. But still. We’re on triumph,
believingfrom
that our
tomorrow
shame will
to be better
our than today
redemption—I know
Steve Inskeep: Just behind Lewis was a wall of rock
40 also
where not the repaired
engineers most educated
a breach folks you’ll
in the meet, but andwhere
everJust
levee.
on re-imagining things. Being
I live now. Welcome luckyTown.
to Lucky also means
having friends and we are told that New Orleans have
in front of him was a concrete porch, the only thing
a half-million of them.
left of the house where he was born.
1 Dead in Attic: After Katrina, foreword by Chris Rose (2015)
Û

Ronald Lewis: Our family house, all those the new

houses they built on Deslonde—they’re gone—you EXPRESSION ÉCRITE
Answer
know, like,thegone-gone,
following notquestions
no rubble, in English,
no nothing.using your own words.
Steve Inskeep:the
a. Identify Ronald
place,Lewis lost everything.
the time and the initial Hissituation.
own Sujet A
house was flooded out, as was a tiny backyard New Orleans, 2025.
b. What was being questioned in the running of the city?
museum that he ran. It honoured the tradition of This year, Mardi Gras was as festive as it has always
c. What
Mardi Grasfuture can be
Indians, hoped
African for for New
Americans whoOrleans?
dressed been. Well, except the 2020 edition which almost had
likePick
d. Native Americans
a sentence thatand danced in
illustrates theparades.
notion of memory and toterritory.
be cancelled because of the COVID-19, this dreadful
e. Explain the nickname “Lucky Town” given by the author pandemic
to the city.which had tried, in turn, to put us down.

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No city in the world was protected from this virus but Document B COMPR
ours, because of our tradition of people mingling and Document B is a photograph that was taken in 2008 and
celebrating all the time, was very vulnerable. But once shows the US Democratic presidential candidate Barack
again, we showed resilience and turned despair into Obama eating gumbo with Leah Chase at the Dooky Chase
triumph. restaurant in New Orleans. Titre du
For a couple of years New Orleans has become a hub for In my opinion, document B best reflects the topic Ten year
state-of-the art innovations and high technology. Start-up “Territory and memory”. Here are the reasons why
companies and talented IT workers from all over the I made this choice.
world came to NOLA, inspired by the unique soul of our In class we have learnt that Leah Chase was an iconic
city and our ability to bounce back at any time. What is figure of New Orleans as she took an active part in the
Hard to
the most heart-warming is not the new dollars, but it’s fight for the advancement of coloured people in the 1950s seems l
to see people keeping on wandering in the Vieux Carré or and in the 1960s. She turned the family corner shop into a yesterd
taking jazz tours on the Steamboat Natchez riverboat, nice restaurant where black and white people could come Even te
listening to Louis Armstrong’s eternal music. and sit at the same table to enjoy a fine dinner during 5 resettle
Segregation. This place rapidly became a place where specter
Sujet B Civil Rights leaders, politicians and artists would gather. way, eve
The soul of NOLA Moreover, this picture shows the first black President of or socia
New Orleans is often said to be a city with a soul. But the United States, a country that has, in 2008, turned its it will co
what does it really mean? Usually, people have souls, not back on a past of slavery and segregation. 10 the stra
things or cities. So what makes NOLA so special? Does In conclusion, I’ll say that the Dooky Chase restaurant, into a fi
it come from its inhabitants? Maybe. We tend to smoke more than being just a place where the culinary heritage
itemize
too much, to listen to too loud music and not to be very is transmitted from generation to generation, is also
thank G
eco-friendly, but we’re trying to get better and laws a place where people imagined how to live together in
peace on the same land. So, I think that this picture
that tim
have helped us in that sense. But laws cannot regulate
our desire to party, to celebrate ancient traditions, to perfectly represents the topic “Territory and memory”. 15 Looking
be together whatever happens and to cheer ourselves up around
when bad times come. go. Let N
Does it come from its history? It certainly does. New
Orleans has always been a crossroads of cultures, a land The pr
of arrivals and departures, the French, the Spanish, etc. that Ne
New Orleans has also been a land of struggles, against 20 little po
slavery, against racism and against segregation. Becaus
Does it come from its heritage? No doubt. Our food, needed
our music and our traditions are the epitome of New needed
Orleans’ soul. being ja
25 They w
the ma
ÉPREUVE ORALE which n
or equi
Document A which n
Document A is a picture of a band playing on stage 30 could a
during the Satchmo Summer Festival in New Orleans. beyond
It shows four musicians and a singer playing jazz looking
(trumpet, clarinet, trombone) in a cheerful atmosphere.
flood—
In my opinion, document A best reflects the topic
even a c
“Territory and memory”. Here are the reasons why I
made this choice.
35 rebuildi
and dou
In class we have studied the role that music and
especially jazz music has always played in New Orleans
was not
and how it is an integral part of the city’s soul. We have And it’s
also seen examples of music being able to connect people efficient
to their roots. 40 also not
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.
Answer the
In conclusion, I think that considering music as a way to
start a conversation and to understand people and places a. Identify th
better will build bridges instead of building walls: this is b. What was
the link between document A and the topic “Territory and c. What futu
memory”.
d. Pick a sen
e. Explain th

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 Note
COMPRÉHENSION DE L’ÉCRIT sur 5 pointsMan 1: You have work. You haveNOM :
tensions. You seem to
CORRIGÉS ET PRODUCTIONS POSSIBLES have committed some wrongdoings. You know this PRÉNOM :
thing deep down inside. Now you come over here.
Titre du document : You take a dip. You feel that,CLASSE :
you know, I’m in the
Ganges:ÉCRITE
The holy men fasting to death keepcompany of some
a river alive holy people, some
DATE : saints.
/ /And
ÉPREUVE then you, you know, step inside this holy water. And
you feel inside that you have... you know, you have
COMPRÉHENSION DE L’ORAL cleansed yourself. And now I’m going back to my
Over the past two decades, holy men in India have home
40 the as a new person,
Himalayas you of
to the Bay know?
Bengal. Concerns over
Ce document gonea étéondiffusé
dozensà laofradio.
fasts On entend d’abord
demanding une
governments the declining water levels and waning health of the
présentatrice puis their
honour une journaliste
promise toquirevivefait un reportage
the pollutedenGanges, 2,500km (1,553-mile)-long river, which supports
Inde. Celle-ci nous
a river parle d’un
revered rassemblement
by Hindus. The recentà l’occasion
death of one of a quarter of India’s
COMPRÉHENSION DE 1.3 billion people, have been
L’ÉCRIT
d’une célébration qui s’appelle Kumbh Mela. Cet
5 the most prominent hunger strikers made headlines.
événement mounting for years.
est une sorte de pèlerinage qui attire 120 millions de a. This document is an article that was published on the
personnes,Incea qui
quieten ashram
fait le plus near the rassemblement
grand pilgrim town of Haridwar, 45 Hindus revere the river as a god and believe that
website of the BBC, the most famous British TV channel
a young
d’êtres humains au seer
monde. says he would die to save the Ganges. andbathing in her waters
radio station. can
It deals wash
with theaway
people a person’s
who stopsins.
Elle commence par décrire l’endroit
Atmabodhanand is on the: le40th
soleilday
est rouge et begun
of a fast eating
But the Ganges has been choked by more Ganges
to protest against the pollution of the than 1,000
commenceafterà poindre
the ashram’s most prominent resident de
à l’horizon. Des hommes sont vêtus starved andirrigation
to make dams,
the government do something
the water table in its basin about it. by
shrunk
vêtements10 himself et
orange to portent
death two desmonths
guirlandesago.de fleurs. Mais b. Thereckless
journalist went to Matri Sadan, an ashram
extraction of groundwater and its own water located
l’on peut voir que cela se déroule bien à notre époque, car near a town which is called Haridwar and where many
50 poisoned by toxic industrial effluent and household
The 26-year-old computer science dropout from
même les moines prennent des selfies ! pilgrims go. It is located near the Ganges as this text
Kerala state spends his days lying under a blanket sewage. The river in Haridwar itself caught fire in
Elle nous parle ensuite de ce que les gens font. Ils is about the way some people fight to save it from
ondans
a bed beneath a mango 1984 when someone put a lit match on the water.
descendent les eaux du Ganges et s’ytree. Whenbien
baignent, night falls pollution.
and the air gets chillier, he moves inside the spartan “Indians are killing the Ganges with pollution and the
qu’elles soient très froides. Ils en tremblent et un enfant en c. The journalist met a hunger striker whose name is
quarters
a les lèvres bleues.
15 and sleeps. polluted Ganges, in turn, is killing Indians,” says Victor
Atmabodhanand. He is 26 years old and comes from
55 Mallet, author of “River of Life, River of Death”, a new
La journaliste
“I aminterviewe
ready toundie,” ingénieur
he toldquime.nous dit ashram
“Our que les has a a state called Kerala. He stopped eating to save the
eaux du Gange peuvent laver tous nos péchés, qu’elles nous
bookand
Ganges on the river.
force his government to take measures.
history of sacrifice.”
nettoient et nous débarrassent de nos tensions. Et lorsque Another
“We willactivist,
die forSanttheGopal
river. Das,
If theis government
currently in wants
Matri Sadan is a leafy, three-acre ashram that sits hospital
l’on est à cet endroit, on sent que l’on est en compagnie de blood,and wehewill
is being
givefedthem
against his willsays
blood,” so that he
Swami
on the edge of the river. Atmabodhanand stopped does not die. As
saints. Shivanand, thean72-year-old
86-year-oldhead hunger striker
of the died who
ashram, in
20 taking food on 24 October and now survives on October, which was covered by newspapers in many
Ce reportage a pour objectif de nous informer, car peu 60 has also fasted in the past. (…)
water, salt and honey—his is the 60th such fast by
de gens connaissent ce festival. Par ailleurs, on entend other countries, the authorities probably don’t want
residents Hunger
another as a to
person formdie,of
aspolitical
it wouldprotest
tarnish is notimage.
their new to
l’enthousiasme de la since it wascefounded
journaliste, qui nousindonne
1997. une
image trèsUsing
positive
India—Gandhi is arguably the most
d. They certainly think that the measures taken by the famous hunger
a de
mixl’événement. Aucune critique
of folksy activism and hungeret strikes,
aucun avisresidents
contradictoire n’est apporté striker in are
government history, havingand
not enough resorted to more
that without thisthan a
have put pressure onquant aux vertus
successive governments
purificatrices des eaux du Gange. dozen
kind fasts, the
of protest, longest
nothing will one lasting
be done. 21 days.
Even Gandhi (…)
25 to scrap big dams, ban Le butmining,
sand est donc bienup
clean dethe river
nous présenter les pèlerins used hunger strikes as a political tool. So it must be a
and pass laws toetprotect
cette célébration de manière have
it. Many governments 65 But what makes the fasts at the ashram in Haridwar
positive. powerful weapon.
stand out are their frequency. “Hunger strikers
acceded to their demands in the past. (…)
e. In believe
fact, not that
everybody thinks of
the voice that fasting has
hunger is enough.
a power
A 39-year-old local seer and ashramProf.
SCRIPT AUDIO
resident,
147 Sant Water expert Himanshu Thakkar explains that Sharman
what
disproportionate to its source,” says Prof
Gopal Das, is currently being force-fedDurée : 01:43
in hospital to they are doing can influence the government, but the
Radio30presenter: Apt Russell. “Hunger can strengthen the weak,
keep himThe biggest gathering of
alive. impact would be much bigger if other people joined
human beings anywhere in the world has kicked 70 inspire the timid, bully the powerful.”
them. He says different sections of society, which
off inBut it was
India. theKumbh
It’s the deathMela,in October of GD
an ancient Agarwal, an
Hindu Himanshu
probably means Thakkar, a water
politicians, expert with the
manufacturers, advocacy
people
86-year-old
pilgrimage to dip informer
the waters environmental
of the Ganges engineer,
River. that whose religion is not necessarily Hinduism, people
group South Asian Network on Dams, says the
Up tograbbed
120 millioninternational
people areheadlines.
expected Agarwal,
to do so byalso known
from every strikes
hunger social class, should
by the seers alsoatprotest.
Matri SadanTherefore,
have
as Swami Gyan
March—among them, Swaroop Sanand,
this past week, diedIndia
NPR’s after fasting hunger-strikers would beallless isolated
had “some impact” right. Sandand together
mining on the
35 for 111 days
correspondent at theFrayer.
Lauren ashram. (…) they
75 would
river hasbe much
been more powerful.
stopped from time to time, and stone
Lauren Frayer:
BeforeThere’s
his death a huge,
he red sun three
wrote just peeking
letters to Prime
out over the horizon. AndModi
I’m crushed crushing factories removed from near the river. “But
Minister Narendra with hisindemands.
with men He didn’t
my impression is fasting must be a part of a larger
dressed in orange sarongs. EXPRESSION ÉCRITE
receive an answer. (...)They’re draped in strategy in which people from different sections of
garlands of marigold flowers. Sign of the times, these
HinduThemonkslongest
are alsoIndian
takingriver, the
selfies Ganges flows from
of themselves Sujetsociety
A must be mobilised.”
on the way to the Ganges River. They have lined If you are looking for an authentic, sumptuous and
the banks with sandbags so that it’s easy to step inspiring city in Northern India, then Varanasi is
down into the waters. But it’s chilly. And people are definitely the place to go! BBC News (2018)
Û

dunking the
Answer in here. You canquestions
following see that they’re absolutely
in English, using your ownVaranasi
words.(also called Benares) is one of the oldest cities
shivering—dunking
a. Find the nature and andthe
thentopic
running out.document.
of the There’s a in the world and for Hindus it is a sacred place. They
little boy next to me who’s just blue lips and shaking. believe that Shiva and Parvati were standing there when
b. Pick out details about the places mentioned.
Man 1: The water’s, you know, very cold all day. it was created. Tens of thousands of pilgrims come to this
c.
SoFind the link
but once youbetween the people
have a bath, it’s sortthe
of atext is about and the
miracle, citymain topic.
to go down the ghats, the stairs that enable them to
know?why they think what they are doing is necessary.bathe, and purify themselves in the waters of mystical
youExplain
d.
Radio presenter:
e. Explain Engineer-turned-pilgrim
what this sentence means: “But Nirajmy impression isMother
Shukla fastingGanga,
must bethe Ganges River.
a part of a larger strategy
says the waters wash away sin. Varanasi is also
in which people from different sections of society must be mobilised.” (l. 76-79) very much appreciated for its fabulous
palaces, its temples, and its fort.

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And of course, Varanasi is a place where you can relax, It is very interesting to notice that this quote is mainly COMP
practise yoga, meditate and enjoy great food and lovely about the Ganga, which is what the Ganges River is often
sunsets by the Ganges. called in India. It shows that this river has always been
The spiritual capital of India is waiting for you! there, that it has witnessed all the events that took place
in the history of this country. It was there when India Titre du
Sujet B lost conflicts or wars and also when India won them. So it Ganges:
was there when India became independent in 1947.
March 21, 2019
The Ganges River has always been loved and worshipped
When I arrived in Varanasi, I was excited and a little
by the people who live on its banks. The way the man
scared too. I longed to see this beautiful city. But I was Over th
speaks about it shows that this river is like a person or a
afraid as I had heard about dead bodies burning on the
deity, which is what Hindus believe. They call it Mother gone o
banks of the Ganges before being thrown into the river.
Ganga. Like a mother, it remembers what happened honour
Varanasi is a colourful city with sumptuous palaces. before their births, it saw them become adults, it was a river r
When I walked to the ghats, I was immediately dazzled present when their ancestors died. So the Ganga river the mos
by the number of people who were chatting, eating, doing
5
knows everything, which is the reason why this quote
business on the stairs. There were even barbers! All the illustrates the topic so well.
In a qui
tourists I met looked as fascinated as I was. a young
But this place is also disturbing. I knew the Ganges River Atmabo
was polluted and yet I did not expect its waters to be that after th
filthy! Pilgrims even bathed in it and drank the water to 10 himself
purify their bodies and souls!
Fascinating, beautiful, colourful, unsettling. This is
The 26
Varanasi. Kerala s
on a be
and the
ÉPREUVE ORALE 15 quarter
“I am re
Document A history
I think that Document A is a very good illustration of the Matri S
topic “Territory and memory”. It shows pilgrims who are on the
participating in a festival in Allahabad, a very big Indian
20 taking
city through which the Ganges River runs. These people
water, s
are Hindus and the name of the festival is Ardh Kumbh
Mela. Perhaps it takes place every year.
residen
The people we see certainly live in the same country Using a
and share the same religious beliefs. But as Hinduism is resident
the main religion in India, not only in the north of the 25 to scrap
country, some of them might not live near Allahabad at all and pas
and they may have travelled for days to take part in the acceded
festival. As we can see, they are not rich at all therefore
going to Allahabad must be some kind of sacrifice for
A 39-ye
them. So it shows how important these celebrations are
Gopal D
for Hindus. 30 keep hi
The pilgrims must have been taught about Hinduism by But it w
their parents and grandparents and they are probably 86-yea
transmitting the same values to their children, which grabbed
illustrates the idea of memory perfectly well. as Swa
The caption says that they are at a ritual bathing site, 35 for 111 d
which shows that it is a religious tradition. They must
believe that the waters can purify their bodies and their
Before
souls. In spite of their being really poor, they may believe
Ministe
that the gods they worship can make their present lives receive
or their future lives better. So it is not only about the The lon
past and the present but also about the future, as Hindus
believe in reincarnation.

Document B Answer the

I think that Document B is a very good illustration of the a. Find the n
topic “Territory and memory“, because, first of all, we
b. Pick out d
can see the words memories and age-long culture and,
in addition, the quote is about the Ganges River, so a c. Find the li
specific territory in India. So I would like to explain what d. Explain w
the quote means and what it shows about the memories e. Explain w
of the people who live in Northern India.
in which p

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 EXPRESSIONS UTILES POUR L’ÉPREUVE ORALE…
S’EXPRIMER SUR prof. 08
DONNER SON AVIS prof. 11
UNE IMAGE OU UNE CITATION élève 08 ET PRENDRE POSITION élève 11

y D
 ocument A is a(n) illustration / picture / y In my opinion… / From my point of view…
painting / book cover / poster / film still / y To me… / To my mind… / To my knowledge…
campaign…
y P
 ersonally, I think / believe / consider /
y Document B is a quote by… / from… understand that...
y I
 t was taken / made / painted / written / … y I’m quite / pretty convinced / sure that...
in + year / place / by…
y What
 I find incredible / impressive / unpleasant
y We can see… / There is… / There are… about… is that…
y T
 he document shows / illustrates the topic y What strikes me the most is...
of… well because…
y The author is a well-known artist / writer…
y The quote deals with / expresses…
y Judging from what we see, I’d say that… GÉRER LES « BLANCS » prof. 12
y T
 he artist / The author wants us to think / ET GAGNER DU TEMPS élève 12
believe / feel / realise…
y I wonder if / how… y Er… / Well… / So…
y It seems that… y Let me think…
y It looks like… / as if… y You know…
y I’d say that…
y I mean… / I suppose… / I guess…
y T
 hat’s a good question. I’ve never thought
about that before…
EXPRIMER SES prof. 09
PRÉFÉRENCES ET ÉMOTIONS élève 09

y I think it is good / great / fine… PRÉCISER SA PENSÉE

y I like this a lot because...
y I prefer + nom / V-ing to + nom / V-ing
y I’m (very) interested in + nom / V-ing
y I’m worried / excited about + nom / V-ing
y I’m fond of… nom / V-ing
y I can’t stand... nom / V-ing
y It makes me feel uncomfortable / happy…
y I find it easy / hard / heartbreaking to + V…
prof. 13
ET DEMANDER UNE PRÉCISION élève 13
y What I mean / am trying to say is that...
y In other words,…
y Let me put it in another way / in other words.
y ( I’m) Sorry, could you repeat what you said? /
Could you say that again? / Would you mind
repeating?
y If I understand correctly, you mean that…
y When you say…, do you mean…?

EXPLICITER LE LIEN ENTRE

LE DOCUMENT ET L’AXE
prof. 10
élève 10
EXPRIMER SON ACCORD prof. 14
OU DÉSACCORD élève 14

y T
 he document that best represents /
illustrates the topic… is… because… y That’s a very good point.
y I
 t shows / illustrates the fact that… / the y I couldn’t agree more.
situation in… y I agree (with you).
y The idea that… became common in… y I think you’re right.
y Let me give you an example. y Indeed! / Sure! / Exactly!
y I
 n class, we discussed the topic / concept / y ( I’m afraid) I disagree / I can’t agree with you
aspect / problem… on that point.
y I
 n class, we read an excerpt from the y That may be true, but remember / consider that...
novel… / a newspaper article… y I
 understand your point, but… / I see what you
y In class, we saw a video / a film about… mean, but…
y We focused on how… y I agree with you up to a point.

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EXPRESSIONS UTILES POUR L’ÉPREUVE ÉCRITE…
SALUER ET PRENDRE CONGÉ prof. 01 REVENIR SUR UNE IDÉE DÉJÀ
DANS UNE LETTRE OU E-MAIL prof. 04
élève 01 ÉVOQUÉE OU LA RÉSUMER élève 04

y To whom it may concern, / Dear Mr or Mrs,
y Dear Mr Johnson / Mrs Johnson,
y Dear grandma, / Dear Pete,
y Hello, / Hi,
y Yours faithfully, / Yours sincerely,
y Kind regards, / Best regards, / Best wishes,
y Take care! / (Lots of) Love / Hugs and kisses,
y They told / stated / claimed that...
y They wondered / asked whether / if…
y They hinted / suggested…
y They underlined / emphasised that...
y They ordered / told him / her / them to + V
y As I already pointed out before / previously…

COMPARER ET CONTRASTER prof. 05

STRUCTURER SON PROPOS prof. 02 élève 05
élève 02
y This is much / slightly worse / better than...
INTRODUIRE y This is more / less + adjectif + than…
y First of all,… / First and foremost,… y This is (not) as + adjectif + as...
y T
 o begin with, / To start with, I will focus y Compared to… / In contrast to…
on + nom / V-ing
y In comparison with…
y Firstly, I’ll examine the way… / how...
y Instead of + V-ing...
ORGANISER SES IDÉES y Contrary to / Unlike + nom...
y Second(ly),… / Third(ly),… y While / Whereas + phrase
y Next,… / Then,… y Although / Even though + phrase
y As for… / Regarding… y However / Nevertheless…

AJOUTER QUELQUE CHOSE

y In addition,… / Furthermore,… / Moreover,…

DONNER DES EXEMPLES EXPRIMER SON ACCORD prof. 06

y For example,… / For instance,…
OU SON DÉSACCORD élève 06

y To illustrate my point...
y such as… y I agree / disagree with the point about...
y I (don’t) share the same opinion as…
CONCLURE
y I have a different opinion to…
y Finally, / Last but not least, it can be said…
y It may be true that…, but...
y To conclude,... / Lastly,…
y In short,… / In conclusion,… / In brief,…
y For the reasons above,…
y As a conclusion,… SITUER DANS LE TEMPS prof. 07
élève 07

y On Monday / Saturday / …
EXPRIMER LA CAUSE y In + mois / année…
prof. 03
ET LA CONSÉQUENCE élève 03 y One day…
y I
 n those days / times,… / At that time,… /
Back then,…
y Due to / Because of / Thanks to + nom / V-ing
y Now,… / Nowadays,… / These days,…
y Since + phrase
y Soon,… / In the future,...
y As a result,… / As a consequence,…
y Some days / years later…
y Consequently,… / Thus,… / Therefore,…
y When / As soon as… + phrase
y This leads to / results in / causes a
+ nom / V-ing y While… + phrase
y T
 his results from / is a consequence to / y Then,… / Later,…
is due to / is caused by + nom / V-ing y Finally,…/ At the end,…

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