Sujet national, juin 2018, séries technologiques, LV2

Énoncé

Document 1
Sujet national, juin 2018, séries technologiques - illustration 1
Female WWII Pilots: The Original Fly Girls
« Margaret Phelan Taylor grew up on a farm in Iowa. She was 19, had just completed two years of college and was ready for adventure in 1943 when a Life magazine cover story on the female pilots caught her eye. Her brother was training to be a pilot with the Army. Why not her? She asked her father to lend her money for a pilot's license — $500, a huge amount then.
"I told him I had to do it," Taylor says. "And so he let me have the money. I don't think I ever did pay it back to him either."
But there was a problem. She was half an inch shorter than the 5-foot-2-inch(1) requirement.
"I just stood on my tiptoes," she says. When she arrived at Avenger Field in Sweetwater, Texas, where most of the WASPs(2) were trained, "Well, there were a lot of other short ones just like me, and we laughed about how we got in."
Short, tall, slim, wide, they all came in knowing how to fly. The military trained male pilots from scratch, but not the female civilian volunteers.
"They didn't want to bring in a bunch of girls who didn't know how to fly an airplane," says Katherine Sharp Landdeck, associate professor of history at Texas Woman's University, who's writing a book about the WASPs, tentatively called Against Prevailing Winds: The Women Airforce Service Pilots and American Society. "So you have women who are getting out of high school and taking every dime they had to learn how to fly so they could be a WASP."
Once when Taylor was ferrying an aircraft cross-country, somewhere between Arizona and California, she saw smoke in the cockpit. Taylor was trained to bail out if anything went wrong. "But the parachutes were way too big. They weren't fitted to us," she says. Her plane was smoking and Taylor faced a defining moment.
"I thought, 'You know what? I'm not going until I see flame. When I see actual fire, then I'll jump.'"
Was she scared? "No. I was never scared. My husband used to say, 'It's pretty hard to scare you.'" »
Susan Stamberg, www.npr.org, March 9, 2010.

Document 2
« 'Well, would ya like to go to Dublin?'
'Why would I want to do that, Tommy?'
'I know a nice woman in the city who's lookin' for a good girl to work in her house.'
'Oh, really? And what would I be expected to do?'
'You know, cookin', cleanin', that kind of thing.'
Well, I was a girl and I suppose I was a good girl. I knew how to cook and clean and 'that kind of thing' – and I needed a job. I had mixed feelings about going to the big city. I was delighted but also apprehensive.
The morning I left, I crossed the kitchen to the hall to say my goodbyes. Mammy was the only one in the house to wish me well. I picked up the new cardboard suitcase I'd bought in the town that weekend, ready to leave. Mammy was crying. 'Won't you take care?' was all she said. I wanted to put my arms around her but I wasn't comfortable about showing my feelings; my body shrank with tension when we hugged. I was determined to walk out the door with my head held high, and I didn't want to cry.
As I reached the gate, I turned to see Mammy standing in the doorway. Her tears upset me but I had to leave and catch my bus. When I reached the top of Wakley's Hill I stopped and turned round to see if she was still waving me off. She wasn't. I knew there was nothing left for me in Clonmore but, secretly, I hoped she would beg me not to go and give me an excuse to stay at home with her.
Ireland had little to offer the working classes in the 1940s, particularly in rural towns. And Clonmore was in the middle of Ireland's bog land. There was nothing there for a young woman like me. I resented leaving my home to work in somebody else's. »
Maura MURPHY, Don't wake me at Doyles, 2004.

I. Compréhension de l'écrit
Document 1
A. Answer the following questions about Margaret, using words from the document.
1.  Which job did Margaret want to get?
2.  What year did she make her decision?
3.  What was the historical context at the time?
4.  Where did she finish her training for this job?
Vous devez répondre à quatre questions au sujet de Margaret en prélevant des mots dans le document : 1. le travail qu'elle souhaite obtenir ; 2. l'année de sa prise de décision ; 3. le contexte historique à l'époque ; 4. l'endroit où elle a terminé sa formation. Attention : les questions ne sont pas dans l'ordre des réponses dans le document. Ne négligez pas le paratexte.
B. True or false? Answer and justify by quoting the text.
1.  Both male and female pilots were obliged to have flying experience before training.
2.  Some of the women were very young.
3.  Margaret faced a dangerous situation in her plane.
Identifier les éléments clés dans chaque affirmation pour retrouver le passage pertinent dans le document. Il suffit d'en analyser le sens pour savoir si l'affirmation est vraie ou fausse.
C. Pick out the two sentences showing that Margaret was really motivated. Copy them onto your paper and justify each sentence by quoting the text.
1. She wanted to be on the cover of Life magazine.
2. She asked her dad to pay for her training.
3. She dreamt of doing the same job as her father.
4. She pretended to be taller to join the Army.
5.  She wanted to fly to Europe.
Deux des cinq affirmations dans cette liste illustrent le degré de motivation de Margaret. On vous demande de les identifier et de citer le texte pour justifier chaque activité. Vous avez besoin de rechercher des versions reformulées de ces idées dans le document.
Complete the following sentences by choosing the right element and copy them onto your paper.
1. The parachutes were adapted to
a. men only.
b. women only.
c. both men and women.
2)  As a consequence,
a. men and women could get training about how to deal with fire on a plane.
b. women had better equipment in case of danger.
c. women in the cockpit had no reason to be afraid.
d. men had better protection than women.
Il s'agit de compléter chaque phrase en sélectionnant la bonne suite dans la colonne à droite.
Les parachutes étaient conçus : a. uniquement pour les hommes, b. uniquement pour les femmes, c. pour les hommes et les femmes. 2. Par conséquence, a. on pouvait former les hommes et les femmes à gérer un incendie à bord, b. les femmes étaient mieux équipées en cas de danger, c. les femmes dans le cockpit n'avaient aucune raison d'avoir peur, d. les hommes étaient mieux protégés que les femmes.
Identifier les éléments clés dans chaque affirmation pour retrouver le passage pertinent dans le document. Il suffit d'en analyser le sens pour savoir quelle suite convient pour clore la phrase.
E.  Quote one sentence from the text describing Margaret's personality.
On vous demande de prélever dans le document une phrase qui évoque la personnalité de Margaret. Intéressez-vous aux passages qui concernent Margaret en particulier : la description de sa personnalité se fera à l'aide d'un adjectif ou bien d'un nom.
Document 2
F.  Copy the following sentences and complete them with words from the text.
The scene takes place in ...... (country) in ...... (time period). The narrator is moving to ...... (city) to get a ...... at a woman's house.
Il s'agit de compléter le résumé du document à l'aide de quatre mots : le pays où se passe l'histoire, l'époque, la ville où la narratrice se rend et ce qu'elle compte trouver chez une femme. Aidez-vous des indices dans ce résumé pour construire le sens du document. N'oubliez pas que les noms propres sont signalés par une majuscule.
G.  What could the narrator say to her employer? Choose the two appropriate answers. Quote the text to justify each answer.
Sujet national, juin 2018, séries technologiques - illustration 2
On vous demande de choisir ce que la narratrice pourrait dire à son employeur. Vous devez choisir deux affirmations parmi les quatre proposées et justifier à l'aide de citations. Repérez les mots clés dans chaque affirmation et comparez avec les commentaires de la narratrice dans le document.
H.  Who thinks what? Match each element on the left with the appropriate element on the right. Copy the number and the appropriate letter onto your paper.
1. "I'm sad and I just can't hide it."
2. "I'm sad but I don't want to show it."
3. "I'm sad but I accept the situation."
4. "I need to see you one more time."
5. "I feel uncomfortable about cleaning another person's house."
a. only the narrator.
b. only the narrator's mother.
c. the narrator and her mother.

Cette question porte sur les sentiments de la narratrice et de sa mère. Pour chaque réplique imaginée, vous devez indiquer si elle correspond au sentiment d'un seul des personnages (en précisant lequel) ou bien aux deux.
Documents 1 and 2
I.  What are these young women's reasons for leaving their homes? Match each reason on the left with the appropriate answer on the right.
1. There is no other option.
2. It is a life-changing opportunity.
3. It is a real personal choice.
a. ONLY document 1
b. ONLY document 2
c. Document 1 AND document 2

Cette question porte sur les motivations principales des protagonistes des deux documents. On vous présente trois motivations et vous devez indiquer si chacune correspond à un seul document (en précisant lequel) ou bien aux deux.
II. Expression écrite
Choose one of the following subjects (150 words minimum).
A.  You are Emma or Trevor. You have decided to leave home to study in another town.
Imagine the conversation with your parents when you tell them about your decision.
Comprendre la question
Il s'agit de rédiger la conversation entre un jeune de 18 ans et ses parents. Celui ou celle qui s'appelle Emma ou Trevor a pris la décision d'emménager dans une autre ville pour poursuivre ses études. Il/elle annonce la nouvelle à ses parents.
Mobiliser ses connaissances
  • La forme interrogative : Auxiliaire + sujet + Verbe
– Les pronoms interrogatifs : where/ when/ what/ why + aux + S + V ?
  • L'expression de la volonté :
– want to + V/ would like to + V
  • L'expression de préférence :
– I prefer to + V/ I'd rather + V
  • Le lexique en lien avec les études :
– hard work/ difficult exams
– live away from home/ live in a bed-sit/ share a flat
– be homesick/ miss your family or your friends
Procéder par étapes
1. 
Préparez vos idées pour le contenu de la conversation sous forme de notes :
• L'annonce de la décision ;
• les questions et arguments des parents ;
• les réponses du jeune.
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 Jane or Timothy. You take part in a speech contest in your school. The subject is:
Defend your choice of a career!
Speak about the career or the job that you would like to have.
You know you will face obstacles, but you want to show that you are determined to be successful.

Write your speech. Be convincing!
Comprendre la question
Vous vous mettez dans la peau de Jane ou Timothy. Il s'agit de rédiger un court discours défendant votre choix de carrière à l'occasion d'un concours d'élocution à votre lycée. Vous devez évoquer les difficultés qu'il faudra surmonter tout en montrant que vous êtes bien déterminé(e) à réussir. Votre discours doit être convaincant.
Mobiliser ses connaissances
Pour ce discours, il faut mobiliser :
  • Les différentes formes verbales :
– have + Ven pour exprimer la décision prise ;
– Le présent pour évoquer des faits ou situations actuels ;
– le futur (will + V) pour évoquer l'avenir.
  • L'expression de la volonté :
– want to + V/ would like to + V
  • L'expression du goût :
– I like/ love/ dislke/ hate + Ving
– I don't mind + Ving
  • L'expression de capacité au futur :
– will be able to + V
  • L'expression d'obligation au futur :
– will have to + V
  • Les conjonctions pour articuler votre discours :
– pour exprimer le contraste : but
– 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. Lister les tâches que vous aurez à accomplir, ainsi que les difficultés que vous anticipez. Indiquer quelques arguments pour montrer votre détermination.
2. Rédigez votre discours en essayant de recourir à des synonymes pour limiter les répétitions.
3. Contrôlez la qualité de votre anglais.
(1)5-foot-2-inch: 1.57 metre.
(2)WASPs: Women Airforce Service Pilots.

Corrigé

I. Compréhension de l'écrit
Document 1
A. 
1. a pilot.
2. 1943.
3. WWII.
4. Avenger Field in Sweetwater.
B.  
1. False "The military trained male pilots from scratch, but not the female civilian volunteers."
2. True "So you have women who are getting out of high school"
3. True "Her plane was smoking and Taylor faced a defining moment."
C.  
2. She asked her dad to pay for her training: "She asked her father to lend her money for a pilot's license".
4. She pretended to be taller to join the Army: "I just stood on my tiptoes".
D.  
1. The parachutes were adapted to (a) men only.
2. As a consequence, (d) men had better protection than women.
E.  "Was she scared? 'No. I was never scared.[…].'"
Document 2
F.  The scene takes place in Ireland in the 1940s. The narrator is moving to Dublin to get a job at a woman's house.
G. 
2.  I want to earn money: "I needed a job."
3.  I know how to take care of a house: "I knew how to cook and clean and 'that kind of thing'".
H. 
1. "I'm sad and I just can't hide it."
b. only the narrator's mother.
2. "I'm sad but I don't want to show it."
a. only the narrator.
3. "I'm sad but I accept the situation."
c. the narrator and her mother .
4. "I need to see you one more time."
a. only the narrator.
5. "I feel uncomfortable about cleaning another person's house."
a. only the narrator.

Documents 1 and 2
I. 
1. There is no other option.
b. ONLY document 2
2. It is a life-changing opportunity.
c. Documents 1 AND 2
3. It is a real personal choice.
a. ONLY document 1

II. Expression écrite
A. Emma: Mum, Dad. I've decided to move to Valenciennes after high school.
Dad: Have you found a job there?
Emma: No, not at all. I want to continue my studies.
Mum: But why Valenciennes? You can continue your studies here, can't you?
Emma: Only if I want to study commerce. But I don't.
Dad: What do you want to do, then?
Emma: I'd like to be a nurse, so I want to go to nursing school.
Mum: A nurse! That's what my mother wanted me to do, but I didn't want to leave home.
Dad: Are you sure, Emma? You know that it means a lot of hard work, difficult exams – and living away from home!
Emma: Well of course I'll miss you, but Valenciennes is not that far away. I hope to come home every weekend!
Mum: Have you thought about where you will live?
Emma Yes, together with three friends from school, we're going to share a flat to save money.
B. The career that I have chosen is repair man. My grandfather was the repair man in his village and I would like to follow in his footsteps. My family still lives in the same village, and I like the idea of being a general repair man. It means doing a bit of everything – mechanics, plumbing, masonry, carpentry, decorating, even computers or smartphones. I like variety and I like helping people. Besides, I don't like travelling and I hate big towns. So, being the repair man in my own village would be ideal for me!
It means working at any time and having to follow the evolution of technology. I suppose there will be more and more home automation systems too, but I can take on the challenge and I don't mind learning how to do new things. I like the idea of being my own boss, but I'll have to learn accountancy to manage my business properly!