Sujet inédit, séries technologiques, LV1


Document A
« "Shall I tell you how Haultrey shot me?"
"Shot you?" said Andrew. "With a gun?"
"With an airgun. It was a long time ago."
"Everything that's happened to you, Grandad," said Emma, "was a long time ago."
"Very true, my sweetheart. This was sixty-five years ago. I was seven."
"So it wasn't as long ago as when you had your hair cut", said Emma, who already showed promise as an arithmetician.
Walter laughed. "Haultrey was a boy I knew. He lived down our road. We used to play down by the river, a whole bunch of us. There were fish in the river then but I don't think any of us were fishing that day. We'd been climbing trees. You could get across the river by climbing willow trees, the branches stretched right across."
And then one of us saw a kingfisher, a little tiny bright-blue bird it was, the colour of a peacock, and Haultrey said he was going to shoot it. I knew that would be wrong, even then I knew. Maybe we all did except Haultrey. He had an airgun, he showed it to us. I clapped my hands and the kingfisher flew away. All the birds went, we'd frightened them away with all the racket we were making. I had a friend called William Robbins, we called him Bill, he was my best friend, and he said to Haultrey that he'd bet he couldn't shoot anything, not aim at it and shoot it. Well, Haultrey wasn't having that and he said, yes, he could. He pointed to a stone sticking up out of the water and said he'd hit that. He didn't, though. He shot me."
"Wow," said Andrew.? "But he didn't mean to, Grandad," said Emma. "He didn't do it on purpose."
"No, I don't suppose he did but it hurt all the same. The shot went into my leg, into the calf, just below my right knee. Bill Robbins went off to my house, he ran as fast as he could, he was a very good runner, the best in the school, and he fetched my dad and my dad took me to the doctor."
"And did the doctor dig the bullet out?"
"A pellet, not a bullet. No, he didn't dig it out." Walter rubbed his leg, just below the right knee. "As a matter of fact, it's still there."
"It's still there?"
Emma got off the arm of the chair and Andrew got off Walter's lap, and both children stood contemplating his right leg in its grey flannel trouser leg and grey-and-white Argyll pattern sock. Walter pulled up the trouser leg to the knee. There was nothing to be seen.
"If you like," said Walter, "I'll show you a photograph of the inside of my leg next time you come to my house."
The suggestion was greeted with rapture. They wanted `next time' to be now but were told by their mother that they would have to wait till Thursday. »
Ruth Rendell, Piranha to Scurfy, Arrow books, 2001

Document B
« Chuckie had been ashamed of his mother ever since he could remember. Shame was, perhaps, the wrong word. His mother provoked a constant low-level anxiety in him. Sometimes, he would comfort himself with thoughts of her incontrovertible mediocrity. She was just an archetypal working-class Protestant Belfast mother. [..]
Caroline Causton looked up and saw him at his bedroom window. He did not flinch.
"What are you up to, Chuckie?" quizzed Caroline.
"Nice evening". Chuckie smiled. His mother, too, was looking at him now. She couldn't remember when she had last seen her son's face split with a smile of such warmth.
"Are you all right, son?"
"I was just listening to you talk", explained Chuckie gently. The two women exchanged looks.
"It reminded me of when I was a kid," he went on. His voice was quiet. But it was an easy matter to talk thus on that dwarf street with their faces only a few feet from his own.
"When I was a kid and you sent me to bed I would sit under the window and listen to you two talk just as you're talking now. When the Troubles started you did it every night. You'd stand and whisper about bombs and soldiers and what the Catholics would do. I could hear. I haven't been as happy since. I liked the Troubles. They were like television."
As Chuckie's mother listened to those words, her face fell and fell again and, as Chuckie finished, she was speechless. She clutched her hand to her heart and staggered. "Shall I call him an ambulance?" asked Caroline.
Chuckie laughed a healthy laugh and disappeared from the window.
Caroline faced his mother. "Peggy, what's got into your boy?"
But Peggy was thinking about what her son had said. She remembered that frightened time well but his memory seemed more vivid, more powerful than her own. She remembered soldiers on the television and on the streets. She remembered parts of her city she'd never seen being made suddenly famous. She remembered the men's big talk of resistance and of civil war, of finally wiping the Catholics off the cloth of the country. Chuckie remembered pressing his head against the wall underneath his bedroom window and the whispers of his mother and her friend. For the first time, she glimpsed how beautiful it might have been to him.
Caroline was unmoved. "Is he on drugs?" »
Adapted from Robert Mc Liam Wilson, Eureka Street, 1996

I. Compréhension de l'écrit
Questions on document A
1 Who are the characters present and what's the relationship between them? How old are they?
a) List the characters who appear in the story.
b) "He didn't do it on purpose.". Who and what do the underlined words refer to? What caused the incident? (25 words)
c) Compare Walter's and Haultrey's behaviour. What does it reveal about their personalities? Justify your answer (40 words) and quote the text.
3  Read from "It's still there?" to the end of the text.
a) What does "it" refer to?
b) The word "there" appears in italics. What does it imply about the children's feelings? (15 words)
c) Find two quotations which express the same feelings (indicate the line).
4 What vision do the children have of Walter? How important is he in their lives? (40 words)
Questions on document B
5 In what country does the story take place?
6 Give precise information about Chuckie's family, and background (social and religious).
7 Say how the two women present in the passage are connected.
a) Where exactly are all the characters?
b) What mood is Chuckie in now and what causes that mood? (20-30 words)
c) In your own words, explain why "The two women exchanged looks." (20-30 words)
a) In your own words, say what effect Chuckie's words have on his mother and explain how it shows. (20 words)
b) How does the other woman react? Why? (30 words)
a) Drawing information from the text, explain what "the Troubles" were. (40 words)
b) Contrast the mother's and Chuckie's perceptions of "the Troubles". (50 words)
Questions on document A and B
11 In document A, the children idolize their grandfather, and in document B, Chuckie glorifies the Troubles. Is this idolatry of a heroic figure or event presented in a positive way in both stories? Explain.
II. Expression écrite
Choisir un seul des deux sujets suivants (250 mots +/- 10  %).
1 Do parents and grandparents play the same role in children's lives? Give examples.
2 To what extent can TV affect the distinction between fiction and reality in people's minds? Illustrate your answer with examples.

Le sujet pas à pas

I. Compréhension de l'écrit
Questions on document A
Comprendre la question
Vous devez identifier les personnages présents et établir le lien de parenté entre eux.
Comprendre la question
On vous demande :
a) d'énumérer les personnages qui figurent dans l'histoire.
b) d'identifier à quoi renvoient « he » et « it » dans la citation, puis d'expliquer la cause de l'incident.
c) de comparer le comportement de Walter et de Haultrey pour analyser leur personnalité. Vous devez rédiger votre réponse en y intégrant des citations.
Mobiliser ses connaissances
Vous aurez besoin de ce lexique :
rater : (to) miss
être indifférent : (to) not mind  + V-ing/ not be interested in  + V-ing
vouloir : want to +  Verbe
Comprendre la question
Dans la dernière partie du texte, on vous demande :
a) d'expliquer à quoi renvoie « it » dans « It's still there? »
b) d'expliquer ce que l'emploi de l'italique pour « there » implique au sujet des sentiments des enfants.
c) de trouver deux citations qui expriment les mêmes sentiments
Mobiliser ses connaissances
Il vous faudra exprimer l'étonnement :
surprise/ amazement/ astonishment
surprised/ amazed/ astonished
Comprendre la question
Il s'agit d'analyser la place que prend Walter dans la vie des enfants. Quelle importance a-t-il pour eux ?
Mobiliser ses connaissances
Il vous faudra exprimer :
Le degré de proximité : intimate/ close/ attached
Le plaisir : like/ love/ enjoy/ appreciate  + Complément + V-ing
L'affection : fond/ adoring/ devoted/ caring/ attentive
Questions on document B
Comprendre la question
On vous demande de préciser le pays dans lequel l'action se passe.
Mobiliser ses connaissances
Le pays n'est pas nommé, mais on vous indique la ville : Belfast.
Comprendre la question
Vous devez repérer tous les éléments au sujet de la famille de Chuckie, de son milieu religieux et social.
Comprendre la question
Il s'agit d'indiquer ce qui lie les deux femmes. Sont-elles de la même famille, des amies, ou de simples voisines ?
Comprendre la question
On vous demande :
a) d'expliquer où se trouve chacun des personnages.
b) d'identifier l'humeur de Chuckie et expliquer ce qui la provoque.
c) d'expliquer pourquoi les deux femmes échangent un regard. Que pensent-elles?
Mobiliser ses connaissances
Chuckie 'smiled'. Son sourire montre qu'il est :
contented/ cheerful/ happy/ jovial
It reminded me of when I was a kid. Cela lui rappelait sa jeunesse.
remember/ recall  + V-ing
nostalgic/ emotional about the past
Comprendre la question
Vous devez :
a) expliquer l'impact des propos de Chuckie sur sa mère, en indiquant comment cela se manifeste.
b) analyser la réaction de l'autre femme en précisant ce qu'elle fait et pourquoi.
Mobiliser ses connaissances
Il vous faudra exprimer :
La confusion : perplexed/ bewildered/ at a loss/ disconcerted
La stupéfaction : lost for words/ dumbstruck/ speechless/ shocked
L'inquiétude : worried/ concerned/ anxious
Comprendre la question
Il s'agit d'indiquer :
a) ce que « the Troubles » signifie.
b) la différence entre la perception de cette réalité de Chuckie et celle de sa mère.
Mobiliser ses connaissances
Vous pouvez compléter les éléments dans le texte par vos connaissances personnelles : que savez-vous de la lutte en Irlande du Nord ? Qui est l'ennemi des Catholiques ? Qui sont les résistants ? Qui sont les soldats − des Irlandais ou bien une autre nationalité ?
Procéder par étapes
  1. Repérez les différentes parties du texte où Charlie et sa mère réagissent par rapport à l'évocation de `the Troubles'.
  2. Analysez comment chaque personnage évoque cette période : de manière positive ou négative ? Essayez d'expliquer pourquoi.
  3. Rédigez votre réponse avec vos propres termes.
Question on documents A and B
Comprendre la question
On vous demande d'expliquer si la vénération d'un personnage ou d'un événement héroïque est présentée de manière positive dans les deux textes.
Mobiliser ses connaissances
Il vous faudra exprimer :
La vénération : admiration/ adulation/ idolization/ hero-worship ;(to) admire/ worship/ venerate/ adore
Le contraste : whereas/ while  + Sujet + Verbe
II. Expression écrite
Comprendre la question
Il s'agit de dire si les parents et grands-parents jouent le même rôle dans la vie d'un enfant. Étayez vos arguments avec des illustrations.
Mobiliser ses connaissances
Vous allez pouvoir parler de :
La disponibilité des grand parents
  • retired, available
  • free time/ leisure activities
  • babysitters
  • family tradition/ experience/ memories
  • calm/ serene/ relaxed/ tranquil
Des difficultés des parents
  • work/ job pressure/ pressure of time
  • household responsibilities
  • worry/ anxiety
Procéder par étapes
  • Préparez vos idées : des arguments pour et contre les parents et les grands-parents.
  • Rédigez votre réponse :
  1. Introduction (reformulation du sujet)
  2. 1er paragraphe = « thèse » (Exemple : les parents sont mieux parce que…)
  3. 2e paragraphe = « antithèse » (Exemple : les grands-parents sont mieux parce que…)
  4. Conclusion (rappel du sujet et votre avis personnel circonstancié)
  • Contrôlez la qualité de votre anglais.
Comprendre la question
Il s'agit de dire si la télévision peut amener les gens à confondre la fiction et la réalité. Vous devez étayer vos arguments avec des illustrations.
Mobiliser ses connaissances
Vous allez pouvoir parler de :
  • La crédulité des gens :naive/ innocent/ gullible/ credulous
  • Les types d'émission :films/ series/ news/ bulletins/ documentaries/ reality shows
  • La célébrité :stardom/ fame/ celebrity ; stars/ celebrities/ actors ; famous/ well-known/ celebrated/ renown
  • L'identité :identify with/ empathize with/ relate to ; regard/ consider something to be
  • La réalité :real world/ real life/ truth/ actuality
  • La fiction :fiction/ fantasy/ dream world/ make-believe world/ myth
Procéder par étapes
  • Préparez vos idées : des arguments pour et contre la télévision.
  • Rédigez votre réponse en respectant la structure d'un essai argumentatif :
  1. Introduction (reformulation du sujet)
  2. 1er paragraphe = « thèse » (Exemple : la télévision amène les gens à confondre fiction et réalité parce que…)
  3. 2e paragraphe = « antithèse » (Exemple : la télévision ne crée pas de confusion entre la fiction et la réaité parce que…)
  4. Conclusion (votre avis personnel)


I. Compréhension de l'écrit
Questions on document A
1 The characters present are: Walter, the grandfather; Andrew, his grandson and Emma, his granddaughter.
a) The characters who appear in the story are: a bunch of friends: Walter, Haultrey, William Robbins (Bill) and other boys, Walter's father and a doctor.
b) "He" refers to Haultrey and "it" refers to Haultrey's shooting at Walter. Since Haultrey couldn't shoot at the kingfisher or any other bird, he wanted to show that he was able to shoot at something but he missed the stone in the river and shot Walter.
c) Walter's and Haultrey's behaviours are totally different. Haultrey doesn't mind shooting at birds, he is not interested in what he is shooting at, he only wants to play with his gun: "… and Haultrey said he was going to shoot it." and "Well, Haultrey wasn't having that and he said, yes, he could.". On the contrary, Walter disapproves of Haultrey's shooting and knows that birds are more important than simply playing with a gun: "I knew that would be wrong, even then I knew." and "I clapped my hands and the kingfisher flew away."
a) "It" refers to the bullet/pellet in Walter's calf.
b) "there" in italics implies that the children are amazed and can't imagine that the pellet is still in Walter's calf. It shows they can't believe what they are told.
c) - "[…] and both children stood contemplating his right leg […]" - "The suggestion was greeted with rapture.". "They wanted 'next time' to be now […]"
4 The children are obviously close to their grandfather; they love him and like him telling them stories. He is kind and they admire him. He is very important for them; his attitude shows he is a caring person and he feels concern for his grandchildren.
Questions on document B
5 The story takes place in Northern Ireland (Ulster).
6 Chuckie's family is Irish. They are protestants, they are working-class. His mother's first name is Peggy.
7 The two women present in the passage have known each other for quite a long time, they are friends.
a) Chuckie is at the window in his room upstairs. The two women are in front of the house.
b) Chuckie seems happy while remembering the past when his mother and her friend were in front of the house talking about the troubles.
c) "The two women exchanged looks." because they are quite surprised at his words and behaviour. Not only does he talk to them but he also smiles, which is unusual.
a) His mother is perplexed, confused by this unusual attitude. She understands why he has changed so much and the reasons for his behaviour in the past years. She is speechless.
b) The other woman's reaction is different. She doesn't understand Chuckie's reaction in the same way. She expresses astonishment and even concern about Chuckie's mental health.
a) "The Troubles" refer to the time when the Catholics rebelled against the Protestants in Northern Ireland. It ended in a civil war. There were fights and conflicts between the British soldiers and the IRA.
b) For Chuckie, "the Troubles" were a good period of time. He made no difference between fiction on television and reality, whereas his mother has a negative point of view. For her it was a troubled period which was dangerous and frightening.
Question on documents A and B
In Document A, the children's innocent fascination with their grandfather's childhood is natural and healthy, whereas Chuckie's idolization of the Troubles is disconnected from reality. Indeed, he remembers the powerful images on TV without considering the horror and pain that the events inflicted on the population. It's not surprising that his mother's friend thinks he is out of his mind.
II. Expression écrite
1 In my opinion, grandparents play a very important role in their grandchildren's lives all the more so since we live in a youth-oriented society.
Most parents are torn between their working day with their job pressure, and their household responsibilities. They don't have much time left to listen to the youngsters who have become more independent from adults. The first advantage of grandparents is that since they're retired, they have more time to devote to their grandchildren. When both parents work and when their children are very young, grandparents can look after the children in a more loving way than regular baby-sitters. They keep contact with family traditions better than any stranger would. Then, as they are not really in charge of the education of their grandchildren, they are in a position not to worry about authority and guide the children in a gentler way. As they are no longer under the pressure of time and of work, they feel more relaxed and peaceful than parents and they can communicate calmness and serenity to the young people. They are more receptive and have time to listen to the trifles that worry children and that parents would laugh at. Besides, their experience and their memories of the historical events they have lived through, and of the old styles and customs they have known provide a different outlook on life which may be extremely profitable to their grandchildren. They can give many small or funny details that no book can supply. When grandchildren and grandparents communicate and exchange ideas, instead of living in two separate worlds which brings no good to either, they will tremendously enjoy each other's company and benefit from it.
2 Needless to say TV can affect the distinction between fiction and reality.
This is particularly true for young children and teenagers. Both watch television a lot and quite often not in the presence of their parents since a lot of them have a TV set in their bedroom now. They watch a lot of films and series and are quite gullible as everyone is at that age. It takes time to be able to analyze what is shown on TV. Young people have difficulty in making the difference between what is real and what is fiction so much so that sometimes what is shown in news bulletins is not far from what can be seen in a TV programme. Violence in the news and violence in a film or serial is not very different. Some kids will tend to think that when you are faced with a problem, you can solve it by violence as easily as in a film or as in a TV serial. Teenagers easily identify with the would-be stars or singers and they think they can do the same, that is to say rise to stardom and earn their living just having fun acting or singing. Unfortunately not everybody can become famous, it takes time and sweat to succeed. But that is not the way it appears on TV. Kids are told anybody can become well-known just in a few weeks or even instantly.
It is the parents' role to tell them that it isn't that way in real life and to teach them that entertainment and reality are different.