Sujet national, juin 2019, séries technologiques, LV2

Énoncé

Document 1
« The scene is set during a schoolgirl rowing(1) competition on the Yarra River in Australia. The narrator is Leni. She is a member of her school's rowing crew(2).
Laura gathers us in a grassy spot out of the way of the crowd. She has the results of the race, on times.
"Firstly, I'm thrilled with how you raced today. It was strong, consistent rowing," she says.
"St Ann's beat us," I prompt, glumly.
"St Ann's won the Schoolgirls Division One in 33.04. You guys were second in 33.24."
"They were twenty seconds ahead?" says Rachel. She sighs through her nose. "They always beat us."
"Let's not be too disappointed. Second is a very solid result."
Solid. Something about the word makes me unhappy. I'm the stroke(3) of our crew and when we don't win, I take it personally. I'm desperate to be elected Captain of Boats in a few weeks' time, so every race counts.
"This is a pre-season, fun race. So we have a little competition on our hands. Gives us something to train for,' Laura says. 'Get a feed and hit the drinks station. Meet back at the boat to row home in an hour and a half."
Penny Mission grabs me as I head for the school tent on shaky legs. She's in Year Ten – the year below me – and seems keen to be mates. She's sweet, but I'm so busy training I don't have much time for new friends.
"Don't worry about St Ann's, Leni," she says. "You rowed really well today. We all did." She gives me a hug, which I find awkward and wriggle out of. I don't like touching, especially in public. "We beat thirteen other first crews today," she reminds me.
"But not the crew that counts," I add.
Penny droops and looks deflated. I can never see the glass half full. My brother, Cristian, says it's not a good character trait.
"Come on," I say, forcing a smile. "Let's eat. I'm so hungry I could eat half a cow." »
Pip Harry, Head of the River, 2014

Document 2
« The narrator remembers his school days at Repton, a Public School(4) in the 1930s
It was always a surprise to me that I was good at games. It was an even greater surprise that I was exceptionally good at two of them: one called fives, the other squash-racquets. Fives, which many of you will know nothing about, was taken seriously at Repton.
Fives is possibly the fastest ball-game on earth, far faster than squash and the little ball ricochets around the court at such a speed that sometimes you can hardly see it. You may find it hard to believe, but I became so good at it that I won both the junior and the senior school fives in the same year when I was fifteen. Soon I bore the splendid title 'Captain of Fives' and I would travel with my team to other schools like Shrewsbury and Uppingham to play matches. I loved it. It was a game without physical contact and the quickness of the eye and the dancing of the feet were all that mattered.
A boy who is good at games is usually treated with great civility by the masters at an English Public School. In much the same way, the ancient Greeks revered their athletes and made statues of them in marble. Athletes were the demigods, the chosen few. They could perform glamorous feats beyond the reach of ordinary mortals. Even today, fine footballers and baseball players and runners and all other great sportsmen are much admired by the general public and advertisers use them to sell breakfast cereals. This never happened to me, and if you really want to know, I'm awfully glad it didn't.
But because I loved playing games, life for me at Repton was not totally without pleasure. Game-playing at school is always fun if you happen to be good at it, and it is hell if you are not. I was one of the lucky ones, and all those afternoons on the playing-fiends and in the fives courts and in the squash courts made the otherwise grey and melancholy days pass a lot more quickly. »
Roald Dahl, Tales of Childhood, 1984

I. Compréhension de l'écrit
Questions on document 1
A.  Complete the following summary with the words in italics. Copy the numbers and the answers onto your paper.
second / girls / race / sports
The story is about a (1) ...... competition between different schools.
The characters participating in the competition are only (2) .......
The winner of the (3) ...... is St Ann's. The narrator's team finished (4) .......
Pour cette première question, il s'agit de repérages de base : la nature de la compétition ; l'identité des participants ; ce que St Ann's a gagné et le rang de l'équipe de la narratrice.
B.  Who are the following characters? Match each element on the left with the appropriate element on the right. One element on the left is used twice.
1) Leni
2) Penny Mission
3) Laura
4) Rachel
a) crew coach
b) crew member
c) narrator and crew member

Vous devez indiquer pour chaque personnage s'il est coach, membre de l'équipe ou bien narratrice et membre de l'équipe.
C.  The results of the race: the crew's perceptions and attitudes.
1) True or False? Justify each answer with a quote from the text.
a) Laura is satisfied with the race.
b) Rachel is upset about the result.
c) The narrator feels responsible for the results of the team.
d) Penny Mission is angry at the narrator because of the race.
2. Complete the following sentence with the characters' names in italics. Write the letters and the corresponding answers onto your paper
Leni / Penny / Laura / Rachel
(a) ...... and ...... are disappointed whereas (b) ...... and ...... try to remain positive.
On vous invite d'abord à valider ou à invalider chaque affirmation en justifiant votre réponse à l'aide d'une citation du texte. Pour chaque affirmation, il faut d'abord identifier le passage correspondant et ensuite analyser le sens du passage pour comprendre si l'affirmation est vraie ou fausse. Indiquer votre réponse sur votre copie en recopiant la partie du passage le plus pertinent.
Ensuite, vous devez analyser le rôle des quatre personnages pour identifier celles qui sont déçues et celles qui essaient de rester positives.
D.   The narrator's attitude towards Penny Mission.
1) The narrator isn't friends with Penny Mission. Find the reason in the text (one quote).
2)  Finish the following sentence with the appropriate element. Copy the letter and your answer onto your paper.
At the end of the text, the narrator
a)  tries to be nicer towards Penny who looks disturbed.
b)  goes away, alone, because she is irritated.
c)  realises she has hurt Penny and she says she is sorry.
D'abord, il s'agit de repérer la citation dans le texte qui montre que la narratrice et Penny Mission ne sont pas amies.
Pour la deuxième question, vous devez sélectionner la meilleure proposition au sujet de l'attitude de la narratrice à la fin du texte. Il faut indiquer la lettre et la réponse sur votre copie.
Questions on document 2
E.  Pick the information card which corresponds to the narrator. Copy the correct number onto your paper.
1.
School name:
Repton
Status: teacher
Favourite sports:
Fives and football
2.
School name:
Shrewsbury
Status:
present-day pupil
Favourite sports:
Fives and squash
3.
School name:
Repton
Status: ex-pupil
Favourite sports:
Fives and squash
4.
School name:
Shrewsbury
Status: teacher
Favourite sports:
Fives and baseball

Il s'agit de repérer la fiche d'identité qui correspond au narrateur. Recopiez le numéro de la fiche sur votre copie.
F.  The game of Fives.
1.  The following sentences are true. Justify each one with a quote from the text.
a)  Fives was a popular game at the narrator's school.
b)  The players must be quick.
2.  Pick out the correct sentence about the narrator and justify with a quote from the text.
a)  He was a talented Fives player who was not good at other sports.
b)  He was a talented Fives player but he did not really enjoy practising it.
c)  He was a talented Fives player, which was a revelation to him.
Ces deux questions portent sur le jeu nommé « Fives ». Dans la première question, vous devez justifier chacune des affirmations à l'aide d'une citation.
Ensuite, on vous demande de sélectionner l'affirmation qui décrit correctement le narrateur en la justifiant à l'aide d'une citation.
G.   The status of sports players.
1)  Choose the 2 correct endings to the following sentence. Copy the letters and the answers onto your paper.
The narrator compares his school to ancient Greece. BOTH in Greece and in his school, great athletes
a)  were honored by marble statues.
b)  participated in religious ceremonies.
c)  were highly considered.
d)  had a privileged position.
2)  True or False? Justify each answer with a quote from the text.
a)  The narrator wanted to be as famous as football players.
b)  Sport helped the narrator enjoy life at school.
Ces deux questions portent sur le statut des membres des équipes sportives. Dans la première question, vous devez sélectionner deux suites pour expliquer comment on traitait les grands athlètes à la fois en Grèce et à l'école du narrateur. Il faut indiquer les deux lettres et les réponses sur votre copie.
Ensuite, on vous demande de valider ou d'invalider chaque affirmation en justifiant votre réponse à l'aide d'une citation du texte.
Question on documents 1 and 2
H.  Who could think what? Match each number with the corresponding sentence. One number will be used twice.
1. Only the narrator in document 1
2. Only the narrator in document 2
3. Both narrators
a) I hate losing.
b) You have to be good at sport or even the best!
c) I want to be recognised.
d) Sport is fun.

Vous devez analyser l'attitude de chaque narrateur pour déterminer si chaque proposition à droite aurait pu être prononcée par le narrateur du premier document, celui du deuxième ou bien par les deux.
II. Expression écrite
Choose ONE of the following subjects (150 words minimum).
A.  You are Sue or Trevor. Your best friend is the captain of the sports team. He/she thinks winning is essential. You defend the idea that sport should be fun. Write the conversation.
Comprendre la question
Il s'agit de rédiger la conversation entre un(e) jeune (Sue ou Trevor) et sa/son meilleur(e) ami(e) qui est capitaine de l'équipe de sport et qui pense qu'il est essentiel de gagner. Au contraire, le jeune défend l'idée que le sport doit être un divertissement.
Mobiliser ses connaissances
Pour ce genre de conversation, il faut mobiliser :
  • L'expression de l'opinion :
– I think / don't think … ; I'm sure / not sure…
– To my mind; in my opinion; if you ask me
  • L'expression de l'accord et le désaccord :
– agree / disagree  \Rightarrow I don't agree with you
– we're not on the same wavelength / we don't see eye to eye
  • L'expression de l'importance :
– What is important is … What matters is …; What counts is …
– As important as; more important than; the most important + nom
  • Le lexique en lien avec le sport
– Play well /: badly; lose / win; score goals
– game / (friendly) match / championship
– keep fit / socialise / have fun
Procéder par étapes
1) 
Préparez vos idées pour le contenu de la conversation sous forme de notes :
• Le point de départ de la conversation
• Les arguments et contre-arguments de chacun ;
• Le mot de la fin.
2)  Rédigez votre conversation en indiquant dans la marge le prénom de chaque interlocuteur et en veillant à la suite logique entre les répliques.
3)  Contrôlez la qualité de votre anglais.
B.  You are Emily or Miles. On Saturday afternoons, you coach a team of 8-year-olds. You make a speech to motivate your team just before the competition (choose the sport). Write your speech.
Comprendre la question
Vous vous mettez dans la peau de Emily ou Miles, coach d'une équipe d'enfants de 8 ans dans le sport de votre choix. Il s'agit de rédiger un discours motivant à prononcer juste avant une compétition.
Mobiliser ses connaissances
Pour ce discours, il faut mobiliser :
  • Les différentes formes verbales :
– have + Ven pour parler des succès ou échecs passés ;
– Le présent pour évoquer des faits ou situations actuels ;
– le futur (will + V) pour évoquer l'avenir.
– L'impératif : Play hard! Don't lose your concentration!
L'expression de la volonté :
– want to + V/ would like to + V: I want you to …
  • L'expression de l'importance :
– What is important is … What matters is …; What counts is …;
– It isn't important ; it doesn't matter;
– As important as; more important than; the most important + nom.
  • Le lexique en lien avec le sport :
– play well: badly; lose / win; score goals;
– game/ (friendly) match / championship;
– team/ individual player; play collectively / individually;
– have fun/ enjoy yourselves.
  • Les conjonctions pour articuler votre discours :
– pour exprimer le contraste : but / on the other hand;
– pour exprimer la raison : because / as / since;
–  pour exprimer le but : so that / in order that.
Procéder par étapes
1)  Préparez vos idées pour le contenu de votre discours sous forme de notes.
2)  Rédigez votre discours en essayant de recourir à des synonymes pour limiter les répétitions.
3)  Contrôlez la qualité de votre anglais.
(1)rowing: aviron (to row: ramer).
(2)crew: team.
(3)stroke: rower who sits in the front seat.
(4)A Public School is a private school in the UK

Corrigé

I. Compréhension de l'écrit
Questions on document 1
A.  The story is about a 1) sports competition between different schools.
The characters participating in the competition are only 2) girls.
The winner of the 3) race is St Ann's. The narrator's team finished 4) second.
B.  
1. Leni is the narrator and crew member (c).
2. Penny Mission is a crew member (b).
3. Laura is the crew coach (a).
4.  Rachel is a crew member (b).
C.  
1. 
a)  False: "St Ann's beat us", "I prompt, glumly".
b)  True: "She sighs through her nose." They always beat us".
c)  True: I'm the stroke(5) of our crew and when we don't win, I take it personally".
d)  False: "You rowed really well today".
2. (a) Leni and Rachel are disappointed whereas (b) Penny and Laura try to remain positive.
D.  
1. She's sweet, but I'm so busy training I don't have much time for new friends.
2. At the end of the text, the narrator
a- tries to be nicer towards Penny who looks disturbed.
Questions on document 2
E.  
3. School name: Repton
Status: ex-pupil
Favourite sports: Fives and squash
F.  
1. 
a)  "Fives, …, was taken seriously at Repton".
b)  "Fives is possibly the fastest ball-game on earth".
2.  
c)  "It was an even greater surprise that I was exceptionally good at two of them/ I became so good at it that I won both the junior and the senior school fives in the same year".
G. 
1.  The narrator compares his school to ancient Greece. BOTH in Greece and in his school, great athletes.
c)  were highly considered.
d)  had a privileged position.
2. 
a)  False: "This never happened to me, and …, I'm awfully glad it didn't".
b)  True: "because I loved playing games, life for me at Repton was not totally without pleasure".
Question on documents 1 and 2
H.  
1. Only the narrator in document 1
a) I hate losing.
c) I want to be recognised.
2. Only the narrator in document 2
d) Sport is fun.
3. Both narrators
b) You have to be good at sport or even the best!

II Expression écrite
A.  Captain: Are you alright? You didn't play as well as usual today!
Me: I'm surprised you say that. I had great fun today. It was a good match!
Captain: But we lost, didn't we!
Me: That's not what counts the most, is it? Enjoying ourselves is more important than anything else!
Captain: I'm not sure I agree with you there. There are lots of other people who are ready to take your place in the team if you don't think we're out there to win!
Me: You're not serious, are you? Today's game wasn't part of the championship. It was a friendly game with a team I particularly appreciate for its fair play and strong team spirit.
Captain: You should play every game as if it were / was the most important game in your life. It's the only way to improve your skills.
Me: I'm not sure we're on the same wavelength, here. I play sports to keep fit and socialise, not to win necessarily.
Captain: We'll continue this conversation in my office next week!
B.  You're all here, boys and girls? Gather round and listen. I have something important to say. This is the most important match of the year. You've played brilliantly up till now and deserve your place in the final. You can be really proud of yourselves.
Well done! Now, it's important to go out there in the right frame of mind. First and foremost, don't forget that what counts most is to enjoy yourselves and play a good game. Okay, it's an important match, but if you play really well and still lose, it doesn't matter. On the other hand, if you play badly and lose, that's tragic, because you'll be doubly miserable – miserable at playing badly and miserable at losing. That's not the right plan, is it? So let's keep in mind that we should make the most of the game. Remember, you're a team. I don't want to see any of you trying to play it individually. And don't let the other side intimidate you – they're on their home ground, but you're superior in rapidity and dodging techniques, so go out there and show them how good you are!