Corrigé Bac S LV1 Anglais 2014

Description

Document A
[The narrator recalls his sea voyage to England as a child.]
His name was Mr Fonseka and he was travelling to England to be a teacher, I would visit him
every few days. He knew passages from all kinds of books he could recite by heart, and he sat at
his desk all day wondering about them, thinking what he could say about them. I knew scarcely
a thing about the world of literature, but he welcomed me with unusual and interesting stories,
stopping abruptly in mid-tale and saying that s 5 omeday I should find out what happened after
that. ‘You will like it I think. Perhaps he will find the eagle.’ Or, ‘They will escape the maze
with the help of someone they are about to meet...’ Often, during the night, while stalking the
adult world with Ramadhin and Cassius, I’d attempt to add to the bare bones of an adventure Mr
Fonseka had left unfinished. [. . .]
10 I tried to coax him up on deck a few times, but his porthole and what he could see through it
seemed enough nature for him. With his books [. . .] as well as a few family photographs, he had
no need to leave his time capsule. I would visit that smoky room if the day was dull, and he
would at some point begin reading to me. It was the anonymity of the stories and the poems that
went deepest into me. And the curl of a rhyme was something new. I had not thought to believe
15 he was actually quoting something written with care, in some far country, centuries earlier. He
had lived in Colombo1 all his life, and his manner and accent were a product of the island, but at
the same time he had this wide-ranging knowledge of books. He’d sing a song from the Azores or
recite lines from an Irish play.
I brought Cassius and Ramadhin to meet him. He had become curious about them, and he
20 made me tell him of our adventures on the ship. He beguiled2 them as well, especially Ramadhin.
Mr Fonseka seemed to draw forth an assurance or a calming quality from the books he read. [. . .]
Mr. Fonseka would not be a wealthy man. And it would be a spare life3 he would be certain to
lead as a schoolteacher in some urban location. But he had a serenity that came with the choice of
the life he wanted to live. And this serenity and certainty I have seen only among those who have
25 the armour of books close by.

Sujets

• Langue
• 2014
• BAC
• Enseignement des langues étrangères
• Sujet
• Scientifique
• Baccalauréat scientifique
• Annales
• Révision
• sujet bac
• bac s
• annales bac
• sujets bac
• anglais

Informations

• Publié par: Studyrama
• Publié le: 18 novembre 2015
• Nombre de lectures: 93 093
• Langue: English

Extrait

BACCALAURÉAT

Série : ES - S

Épreuve : Anglais

Session 2014

Durée de l’épreuve: 3 heures

Coefficient : 3

PROPOSITION DE CORRIGÉ

1

COMPREHENSION Plusieurs exemples de réponses sont donnés à titre indicatif. Il est possible de donner une réponse exacte en la formulant de différentes manières, avec différents niveaux de langue.L͛iŵpoƌtaŶt est l͛edžaĐtitude de la ƌĠpoŶse ;et la ĐoƌƌeĐtioŶ de la laŶgueͿ. Cette pƌopositioŶ de ĐoƌƌigĠ ĐoƌƌespoŶd au niveau attendu pour des élèves de terminales. Document A A. Mr Fonseka is crazy about literature and the common point of his activities is that he spent his tiŵe aƌouŶd his ďooks eitheƌ ͞he sat at his desk all daLJ ǁoŶdeƌiŶg aďout theŵ͟ liŶe ϰ, oƌ ͞he͛d siŶg a soŶg fƌoŵ the Azoƌes͟ liŶe ϭϲ, ͞oƌ ƌeĐite liŶes fƌoŵ aŶ Iƌish plaLJ͟ liŶe ϭϳ. B. Kind :͞he had ďeĐoŵe Đuƌious aďout theŵ͟line 19 Captivating: ͞he ǁelĐoŵed ŵe ǁith uŶusual aŶd iŶteƌestiŶg stoƌies͟line 4 Serene :͞he had a seƌeŶitLJ͟line 23 Knowledgeable: ͞he kŶeǁ passages fƌoŵ all kiŶdsof ďooks͟line 2 C.3.͞he ǁelĐoŵed ŵe ǁith uŶusual aŶd iŶteƌestiŶg stoƌies͟line 4 4.͞hemade me tell hiŵ of ouƌ adǀaŶtuƌes oŶ the ship͟line 20 D. Wrong : -Mr. Fonseka would not be a wealthLJ ŵaŶ͟ liŶe ϮϮ -͞It ǁould ďe a spaƌe life͟ liŶe ϮϮ D͛autƌescitations étaient acceptables. Document B E. The two characters go to the cinema together because they are on a date. It is showed by the fact that : -He graped her hand -They were scared to make a move to disrupt the tenderness of the moment -He offers another date the week after F.IŶ faĐt, the Ŷaƌƌatoƌ Elias ǁas ƌeallLJ foĐused oŶ Peŵďe͛s ƌeaĐtioŶ ǁatĐhiŶg the ŵoǀie. G. Her attitude changed because the light went on. H.ϭ. ͞eŶigŵatiĐ attƌaĐtioŶ that he felt foƌ heƌ͟ liŶe Ϯϵ Ϯ. ͞a ǁoŵaŶ so alieŶ to the life he had led͟ liŶe ϯϬ I. Elias aŶd Peŵďe seeŵ to ďe fƌoŵ diffeƌeŶt Đultuƌes, that is ǁhLJ the authoƌ uses ͚eŶigŵatiĐ͟ liŶe Ϯϴ ͞a jigsaǁ puzzle͟ liŶe Ϯϳ oƌ ͞ the keLJ to a ŵagiĐ ǁoƌld͟ liŶe ϮϮ. The ďoth feel attƌaĐted ďLJ soŵeoŶe from a different origin, and because of the tradition they have to hide to be able to meet up.

2

Documents A et B J.The ĐoŵŵoŶ poiŶt ďetǁeeŶ the ĐhaƌaĐteƌ͛s ƌelatioŶships iŶ ďoth doĐuŵeŶts is that theLJ ďoth admire each other. - Mr Fonseka for his knowledge of literature. - Pembe for her difference and attractiveness. K.Each of the characters of both documents can offer something to the other. - the narrator of the first document listens Mr Fonseka, coping with his loneliness for a while. He also entertains him by telling him fun stories about the adventures on the ship. - Elias is able to offer Pembe affection, tenderness, entertainment at the cinema and the richness of another culture. L. 1. The characters face obstacles: - The narrator of the first document faces MrFoŶseka͛s ǁill to staLJ aloŶe iŶ his ͞tiŵe Đapsule͟ -Elias has to deal ǁith Peŵďe͛s feaƌ aŶd shLJŶess. 2. The activities they do allow them to erase their difference, to bridge the gap between them, to share a pleasant moment without having to deal with problems–a way to get away from reality.

3

EXPRESSION Il fallait bien lire la consigne et choisir deux expressionsdaŶs le sujet. L͛edžigeŶĐe de ϭϱϬ ŵots pouƌ chaque sujet est habituelle et raisonnable compte tenu des sujets proposés. La précision « 150 mots au moins» permettait aux candidats inspirés ou habitués à des écrits plus longs de ne pas se sentir frustrés. La notation tient compte de : -le respect de la ĐoŶsigŶe ;Ŷoŵďƌe de ŵots, …Ϳ -la structure -l͛adĠƋuatioŶet la pertinence de vos idées -la correction de la langue (grammaire, lexique et syntaxe) SUJET 1 : « Pembe writes in her diary about her special relationship with Elias » pour tous Vous pouviez mettre en évidence les opinions de Pembe sur le film, ses émotions par rapport au rendez-vous (le fait Ƌu͛il lui pƌeŶŶe la ŵaiŶ, sa tiŵiditĠ ƋuaŶd la luŵiğƌe se ƌalluŵeͿ et soŶ impatience pour le prochain rendez-vous. Au Ŷiǀeau de ĐoŶtƌaiŶte d͛ĠĐƌituƌe,le journal nécessitait une forme telle que » Dear diary », avec la date. SUJET 2 : « How can differences between people enrich their relationships » uniquement pour les ES S L Le texte représentait une aide pour trouver des idées de départ. Devons-nous avoir peur des différences ou plutôt en tirer profit. En quoi ses divergences enrichissent-elle les relations ? Il s͛agissait de doŶŶeƌ ǀotƌe opiŶioŶ. Il Ŷ͛LJ a pas ǀƌaiŵeŶt de ƌĠpoŶse juste ou fausse. Il fallait simplement défendre vos idées, aƌguŵeŶteƌ ǀos affiƌŵatioŶs. “i ǀous dites Ƌue Đ͛est possiďle,il fallait doŶŶeƌ des edžeŵples. De la ŵġŵe ŵaŶiğƌe, si ǀous affiƌŵez Ƌue Đe Ŷ͛est pasil fallait possible, expliquer pourquoi. SUJET 3 : « Art brings people together. Discuss » uniquement pour les LVA OŶ ǀous deŵaŶdait de dĠďattƌe suƌ le sujet de l͛aƌt.Il faisait référence à la possibilité de considérer l͛aƌt, la Đultuƌe sous toutes ses foƌŵes peiŶtuƌe, litĠƌatuƌe, photogƌaphie, ĐiŶĠŵa, ŵusiƋue… etĐ Đoŵŵe ŵoLJeŶ de ƌasseŵďleƌ les hoŵŵes: pƌĠtedžte de l͛ĠǀğŶeŵeŶt, ĠĐhaŶge des idĠes, appaƌteŶaŶĐe à uŶ ŵouǀeŵeŶt, teŶdaŶĐe d͛uŶe ĠpoƋue,… Pour gagner des points, il fallait bien entendu introduire le sujet, développer de manière logique (en utilisant des mots de liaison), illustrer vos propos, et conclure.

4