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N.B. : Tous les documents audio des évaluations sont dans le manuel numérique enseignant
ou sur le site compagnon enseignant : [Link]/site/115392

Évaluation 1 – Compréhension de l’oral

• Axe 1 – Unit 1, p. 237
• Axe 2 – Unit 6, p. 241
• Axe 4 – Unit 8, p. 250
• Axe 5 – Units 11 & 12, p. 254
• Axe 6 – Unit 13, p. 258

Évaluation 2 – Compréhension de l’écrit

et expression écrite
• Axe 1 – Units 2 & 3, p. 237
• Axe 2 – Units 4 & 5, p. 241
• Axe 4 – Unit 9, p. 250
• Axe 5 – Unit 10, p. 254
• Axe 6 – Unit 14, p. 258

Évaluation 3 – Compréhension de l’oral et de l’écrit,

expression écrite
• Axe 3 – Unit 7, p. 245
• Axe 7 – Unit 15, p. 262
• Axe 8 – Unit 16, p. 266

Évaluation 3 – Expression orale (Évaluation de

l’enseignement technologique en langue vivante)
Rappel : Les projets des doubles-pages ETLV des unités fournissent des entraînements
à la partie 2 de l’évaluation 3.

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L’ÉVALUATION EN CLASSE DE PREMIÈRE SÉRIES

TECHNOLOGIQUES SE DÉROULE EN DEUX TEMPS.
(B.O. Spécial n° 7 du 30 juillet 2020)
[Link]/bo/20/Special7/[Link]

Évaluation 1 (2e trimestre de l’année de 1re) : Compréhension de l’oral

– Durée : 20 minutes (temps d’écoute non compris)
– Niveaux visés : B1 pour la langue A ; A2-B1 pour la langue B
– Notation : La note globale est sur 20 à partir des fiches d’évaluation et de notation.

Évaluation 2 (3e trimestre de l’année de 1re) : Compréhension de l’écrit –

Expression écrite
– Durée : 1 h 30
– Niveaux visés : B1-B2 pour la langue A ; A2-B1 pour la langue B
– Notation : La note globale est sur 20. Chaque partie est évaluée sur 10 points,
à partir des fiches d’évaluation et de notation.

Évaluation 1 – Compréhension de l’oral

Modalités (B.O. spécial n° 7 du 30 juillet 2020) En fonction du degré de compréhension et du détail des
réponses, un total de points-scores sera attribué, allant de 1 à
La compréhension de l’oral est évaluée à partir d’un document 30 pour chacune des 3 colonnes. Ces points-scores permettent
audio ou vidéo dont la durée n’excède pas 1 minute 30. Le de positionner l’élève sur l’échelle du CECRL. Une note com-
document est écouté trois fois, les écoutes étant espacées prise dans la fourchette indiquée (bandeau jaune) lui sera alors
d’une minute. Durant les écoutes, les candidats peuvent prendre attribuée, correspondant au niveau atteint. Cette grille est
des notes. Le titre du document et, éventuellement, les noms valable pour toutes les compréhensions de l'oral proposées
propres sont fournis aux candidats. dans les pages backpack.
À l’issue de la troisième écoute, les candidats disposent de
20 minutes pour rendre compte à l'écrit du document oral, en
français, de manière libre ou guidée.

Critères de réussite
La compréhension de l’oral sera notée selon la grille d’évalua-
tion p. 234. Cette grille permettra aux élèves de se situer par
rapport aux niveaux du CECRL attendus au 2e trimestre de la
classe de 1re, en LVA (Niveau B1) ou en LVB (Niveau A2-B1).

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Évaluation 2 – Compréhension de l’écrit

+ expression écrite

Modalités (B.O. Spécial N° 7 du 30 juillet 2020) Critères de réussite

L’évaluation est composée de 2 parties : La compréhension de l’écrit et l’expression écrite seront notées
Les candidats se voient remettre l’intégralité du sujet dès le selon les grilles d’évaluation p. 234 et 235. Ces grilles permet-
début de l’évaluation et organisent leur temps individuellement. tront aux élèves de se situer par rapport aux niveaux du CECRL
– La compréhension de l’écrit est évaluée à partir d’un ou deux attendus au 3e trimestre de la classe de 1re, en LVA (Niveau
documents. Les candidats en rendent compte en français ou B1-B2) ou en LVB (Niveau A2-B1).
en langue cible, selon la consigne indiquée, de manière libre Les descripteurs permettant de positionner l’élève sur
ou guidée. La longueur cumulée des textes est comprise entre l’échelle du CECRL pour la compréhension de l’écrit sont
2 300 et 4 000 signes, blancs et espaces compris. identiques à ceux utilisés pour la compréhension de l’oral.
– Le sujet d’expression écrite, à traiter en langue cible, se fonde En fonction du degré de compréhension ou de la qualité de
sur une ou deux questions, en lien avec la thématique générale l'expression et du détail des réponses, un total de points-scores
du document support de l’évaluation de la compréhension de sera attribué, allant de 1 à 30 pour chacune des 3 colonnes. Ces
l’écrit. Le sujet peut prendre appui sur un document points-scores permettent de positionner l’élève sur l’échelle du
iconographique. CECRL. Une note comprise dans la fourchette indiquée (ban-
deau jaune) lui sera alors attribuée, correspondant au niveau
atteint. Ces grilles sont valables pour tous les sujets proposés
dans les pages backpack.

L’ÉVALUATION EN CLASSE DE TERMINALE SÉRIES

TECHNOLOGIQUES SE DÉROULE EN DEUX TEMPS.
(B.O. Spécial n° 7 du 30 juillet 2020)
[Link]/bo/20/Special7/[Link]

Évaluation 3 (3e trimestre de l’année de Terminale) : Compréhension de l’oral

et compréhension de l’écrit – Expression écrite et Expression orale (ETLV)
– Niveaux visés : B2 pour la langue A ; B1 pour la langue B
 – Notation : La 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 évaluées à partir des
fiches d’évaluation et de notation ci-après.

1 Le premier temps d’évaluation consiste en une évaluation écrite en 2 parties.

Les candidats reçoivent l’intégralité du sujet dès le début de l’évaluation.
Partie 1 : Évaluation des compétences de compréhension de l’oral et de l’écrit.
Partie 2 : Évaluation des compétences d’expression écrite.

– Durée : 1 h 30

2 Le second temps d’évaluation consiste en une évaluation orale individuelle
(ETLV).
– Durée : 10 minutes (sans temps de préparation)

– Notation : Pour chaque candidat, les examinateurs conduisent une évaluation

conjointe à partir de la fiche d’évaluation et de notation.

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Évaluation 3 – Compréhension de l’oral et de l’écrit

+ expression écrite

Modalités (B.O. Spécial N° 7 du 30 juillet 2020) – Le sujet d’expression écrite, à traiter en langue cible, se fonde
sur une ou deux questions, en lien avec la thématique générale
– La compréhension de l’oral est évaluée à partir d’un docu-
du dossier constitué par les documents supports de l’évaluation
ment audio ou vidéo dont la durée n’excède pas 1 minute 30.
de la compréhension de l’oral et de l’écrit. Le sujet peut prendre
Le document est écouté ou visionné trois fois, les écoutes ou
appui sur un document iconographique.
visionnages étant espacés d’une minute. Durant les écoutes ou
visionnages, les candidats peuvent prendre des notes.
À l’issue de la troisième écoute, les candidats utilisent le temps Critères de réussite
dont ils disposent comme ils le souhaitent pour rendre compte
à l'écrit du document oral, en français, de manière libre ou gui- La compréhension de l'oral, la compréhension de l’écrit et l’ex-
dée, puis pour traiter la compréhension de l’écrit et le sujet pression écrite seront notées selon les grilles d’évaluation
d’expression écrite. p. 234 et 235. Ces grilles permettront aux élèves de se situer
– La compréhension de l’écrit est évaluée à partir d’un ou deux par rapport aux niveaux du CECRL.
documents. Les candidats en rendent compte en français ou En fonction du degré de compréhension ou de la qualité de
en langue cible, selon la consigne indiquée, de manière libre l’expression et du détail des réponses, un total de points-scores
ou guidée. Il peut en outre leur être demandé de répondre en sera attribué, allant de 1 à 30 pour chacune des 3 colonnes.
français ou en langue cible à une question portant sur la com- Ces points-scores permettent de positionner l’élève sur
préhension de l’ensemble du dossier constitué par les docu- l’échelle du CECRL. Une note comprise dans la fourchette indi-
ments supports de l’évaluation de la compréhension de l’oral quée (bandeau jaune) lui sera alors attribuée, correspondant
et de l’écrit. La longueur cumulée des textes est comprise entre au niveau atteint. Ces grilles sont valables pour tous les sujets
2 500 et 4 300 signes, blancs et espaces compris. proposés dans les pages backpack.

Évaluation 3 – Expression orale (Évaluation de

l’enseignement technologique en langue vivante)

Modalités (B.O. Spécial N° 7 du 30 juillet 2020) – un fait social touchant à la santé ou au bien-être des popula-
tions en ST2S ;
L’évaluation de l’enseignement technologique en langue vivante – un projet artistique en S2TMD.
(ETLV) repose sur l’enseignement technologique qui a fait l’ob-
Pour chaque candidat, les examinateurs conduisent une éva-
jet d’un enseignement d’ETLV au cours de la classe de termi-
luation conjointe à partir de la fiche d’évaluation et de
nale. Le jury est composé de deux enseignants, l’un pour
notation.
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 Critères de réussite
5 minutes. Cette présentation est suivie d’un entretien avec
Les sujets seront évalués selon la grille d’évaluation p. 236.
le jury.
Cette grille permettra aux élèves de se situer par rapport aux
Les ressources utilisées pour la prise de parole en continu sont niveaux du CECRL attendus en fin de Terminale, en LVA (Niveau
produites par le candidat. B2) ou en LVB (Niveau B1).
L’évaluation s’appuie sur les différents contextes des enseigne-
En fonction du degré d’expression et du détail des réponses,
ments technologiques ou scientifiques du cycle terminal de la
un total de points-scores sera attribué, allant de 1 à 30 pour
voie technologique.
chacune des 3 colonnes. Ces points-scores permettent de posi-
Les contextes sont les suivants : tionner l’élève sur l’échelle du CECRL. Une note comprise dans
– les projets technologiques ou scientifiques conduits en ensei- la fourchette indiquée (bandeau jaune) lui sera alors attribuée,
gnement de spécialité en STL, STI2D et STD2A ; correspondant au niveau atteint.
– une situation technologique du secteur de l’hôtellerie et de
la restauration en STHR ;
– une organisation (entreprise, administration ou association)
en STMG ;

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Baccalauréat – Évaluations de langues vivantes
Grille pour l'évaluation de la compréhension de l'oral ou de l'écrit

Grilles d’évaluation
© Ministère de l'Éducation nationale, de la Jeunesse et des Sports > [Link]
 Baccalauréat – Évaluations de langues vivantes
Grille pour l'évaluation de l’expression écrite

Grilles d’évaluation
© Ministère de l'Éducation nationale, de la Jeunesse et des Sports > [Link]

bac 235
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236 bac
Grille pour l'évaluation de l’expression orale

Grilles d’évaluation
© Ministère de l'Éducation nationale, de la Jeunesse et des Sports > [Link]
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Identities & Exchanges

p. 8-41

Évaluation 1
1
Compréhension de l’oral (20 points)
Le sujet porte sur l’axe 1 du programme : Identités et échanges.

Vous disposez tout d’abord de cinq minutes pour prendre connaissance des consignes.
Vous allez entendre trois fois le document support de la compréhension de l’oral.
Les écoutes seront espacées d’une minute.
Vous pouvez prendre des notes pendant les écoutes.
À l’issue de la troisième écoute, vous organiserez votre temps (20 minutes) comme vous le souhaitez pour
rendre compte en français du document oral.

Titre du document : There’s Never Been A Better Time To Be A Sneakerhead

Source du document : NPR, 22 December 2020
Noms propres : Jeff Pierre – Jen Chambers and her son, Kian

En rendant compte, en français, du document, vous montrerez que vous avez identifié et compris :
– la nature et le thème principal du document ;
– la situation, les événements, les informations ;
– les personnes (ou personnages), leur fonction ou leur rôle et, le cas échéant, leurs points de vue et la tonalité
(comique, ironique, lyrique, polémique, etc.) de leurs propos ;
– les éventuels éléments implicites ;
– le but, la fonction du document (relater, informer, convaincre, critiquer, dénoncer, divertir, etc.).

Évaluation 2
2 3
Compréhension de l’écrit et expression écrite (20 points)
Le sujet porte sur l’axe 1 du programme : Identités et échanges.
Il s’organise en deux parties : 1. Compréhension de l’écrit - 2. Expression écrite

1. Compréhension de l’écrit 2. Expression écrite (10 points)

(10 points) Vous traiterez en anglais, et en 120 mots au moins,
Give an account of the text in English, l’un des deux sujets suivants au choix :
focusing on the way Ireland aims to Sujet A : As a spokesperson for “Origin Green”, write
promote its image abroad, on the role a promotional article to convince Irish companies and
played by the various actors that take part organisations to join the programme.
in the promotional campaign, and on how Sujet B : “Branding a country is a good way to promote its
successful it has been. culture and identity worldwide”. Develop this sentence and
give examples to illustrate this statement.

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Branding: the colour green

Irish food exporters shouldn’t downplay the “Green Island” card, writes Joanna Roberts.
The Emerald Isle. The Green Island. The Food Isle. However Ireland is referred to when you talk about
marketing Irish food abroad, one thing shines through strongly: our association with the colour green. […]
There’s no doubt that Ireland’s association with the colour green is one of the Irish food industry’s strongest
5 assets. It immediately conjures up images of lush1 pastures and verdant land; a fertile country bursting to the
seams with fresh, high-quality produce. And that’s not far from the truth. Each year Ireland produces enough
food to feed 36 million people, nowhere near what the domestic population can consume. More than 80 per
cent of what we produce is sent abroad, with food and drink exports exceeding €9 billion for the first time in
2012. Ireland is the biggest net exporter of dairy ingredients, beef and lamb in Europe.
10 The Department of Agriculture’s Food Harvest 2020 strategy sets out targets to grow Irish food exports
even further. Its plan is for exports to reach €12 billion by 2020 and it identifies three trends that will
provide opportunities for this: a growing global population, increased affluence in the Bric countries2 and
a premium health-related market in Europe and the US.
Marketing will play an important role in allowing Ireland to capitalise on these opportunities. Food Harvest
15 2020 recommends that an umbrella “Brand Ireland” be developed; one that extends Ireland’s association with
the colour green to emphasise its environmental credentials. Enter Origin Green.
“Origin Green is a sustainability development programme that demonstrates the commitment3 of Irish
producers to operating sustainably,” says Una Fitzgibbon, marketing manager for Bord Bia4. “It’s about
the positioning of Irish exports overseas and we’re promoting it internationally.”
20 “Research shows that Ireland has a strong ‘green’ reputation abroad. It’s a source of natural high quality food,
drink and ingredients. It’s a green country, with a temperate climate and lush countryside.
“But that image is not enough to grow food and drink exports. Origin Green builds on that and provides proof
of Ireland’s green credentials.”
Participating companies commit to a sustainability charter covering areas including greenhouse gas emissions,
25 energy conservation, water management, biodiversity, community initiatives and health and nutrition. They
submit a sustainability plan, which is then independently verified, providing a firm platform from which to
market their eco-friendliness.
“In many ways Origin Green replaces ‘Ireland, the food island’ but that never had the level of commitment
because it was more of an image piece,” says Fitzgibbon. “This has the reality behind it. It’s designed to make
30 the most of Ireland’s competitive advantage, plus it’s the right thing to do.” […]
While the reputation of Irish food among the food industry may be strong, that image doesn’t always trickle
down to consumers. Margaret Jeffares runs Good Food Ireland, which aims to promote Irish food to tourists
who are visiting Ireland. […]
By linking high-quality food to the tourism sector, Jeffares says Good Food Ireland is helping to spread the word
35 about Irish ingredients in foreign markets. They have just opened an online shop that allows tourists to source
Irish products when they return home and Jeffares says that in the month since it launched five of the featured
producers have registered with the US Food and Drug Administration to prepare for exporting to the US.
Entering new markets can be daunting5 for small businesses but by promoting their Irishness they can, by
association, benefit from the legwork6 of established exporters. […]

1 luxuriant • 2 Brazil, Russia, India, China • 3 engagement • 4 Irish Food Board (an Irish state agency that promotes sales
of Irish food in Ireland and abroad) • 5 intimidant • 6 travail sur le terrain

The Irish Times, 9 July 2013

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Identities Compte rendu en français :

Ce reportage de la radio américaine NPR aborde le phénomène
& Exchanges des baskets aux États-Unis, et ceux pour qui elles revêtent une
importance toute particulière. Il nous informe de l’évolution de
la mode des baskets. Jeff Pierre est l’un de ces fans de baskets
p. 8-41 qui, lorsqu’il était jeune, représentaient davantage que des

Évaluation 1 chaussures. Elles représentaient à ses yeux une culture propre,

une façon de vivre sa vie d’adolescent avec confiance, les bas-
kets lui permettant de s’intégrer dans son lycée en les arborant
fièrement, une façon pour lui de socialiser avec des élèves dans
1 un nouveau lycée. Il nous parle de ses virées dans les magasins
de chaussures dans le Queens à New York tentant d’obtenir
une paire de baskets au meilleur prix pour sa première journée
Compréhension de l’oral p. 237 de classe.
→ Grille d’évaluation p. 234 de ce Fichier pédagogique Jeff Pierre poursuit en disant qu’il y a ceux qui portent des bas-
kets et il y a les passionnés/mordus qui les collectionnent. Il
Remarque : Les éléments qui apparaissent surlignés dans les
précise qu’il s’est replongé dans ce monde de mordus de bas-
scripts des documents sonores n’ont pas vocation à être repris
kets au cours du confinement dû à la pandémie. Il ajoute que
tels quels dans les comptes rendus des élèves. Seules les idées
ce monde de passionnés de baskets est différent de ce qu’il a
formulées à partir de ces phrases surlignées doivent être prises
connu jadis.
en compte, sans pour autant exiger une exhaustivité. La grille
d’évaluation du CECRL qui accompagne chaque document Jeff Pierre nous parle ensuite de Jen Chambers et de son fils
sonore ou vidéo est la seule garante d’une évaluation critériée Kian, qui est tombé amoureux à 15 ans de cette culture des
qui atteste du niveau attendu des élèves en LVA (B1) et en LVB baskets. Jen se remémore avec nostalgie les longues files d’at-
(A2 ou B1). tente devant les magasins et les échanges entre les gens pré-
sents qui parlaient des baskets qu’ils possédaient ou de celles
script qu’ils désiraient avoir. Tous faisaient partie d’une même com-
munauté de passionnés. De nos jours, avec l’avènement des
Jeff Pierre, host: This is NPR’s LIFE KIT. I’m Jeff Pierre. smartphones et la technologie, les files d’attente ne sont plus
And growing up, sneakers for me weren’t just something les mêmes. Désormais, les stocks de baskets se vident en un
that went on your feet. They didn’t feel like they were just instant en ligne.
a part of the culture. They almost felt like they were the
culture. It was one of the best parts of my childhood. From
the colors to the way people wore them, something as
simple as a clean pair of shoes gave a lot of us the confi-
dence to walk down high school hallways with our heads
held up high, and me a way to connect with people in a Évaluation 2
new school. I even remember spending hours on Jamaica
Avenue in Queens, N.Y., as a kid going in and out of shoe
stores, trying to talk down the price of sneakers so I could
get the final piece of my first day of school outfit. 2 3
But, there are people who wear sneakers and then there
are sneakerheads. The sneakerhead world was something Compréhension de l’écrit p. 237
that I got back into while we were all stuck at home look- → Grille d’évaluation p. 234 de ce Fichier pédagogique
ing for ways to ride out this pandemic. But, the sneaker-
head world was also a lot different from what I remem- – Il s’agit ici de rédiger en anglais un compte rendu du texte.
bered, and I wasn’t the only one who thought so. Les élèves feront un repérage des idées essentielles permet-
tant de répondre aux points donnés dans la consigne, et ils
Jen Chambers: Well, first of all, in my day, you would wait devront rédiger leur compte rendu en structurant leur propos,
outside at NikeTown – right? – and get your sneakers. grâce notamment aux mots de liaison. Le tout doit être cohé-
Jeff Pierre: That is Jen Chambers. She isn’t a sneaker- rent et fluide. Les élèves pourront s’aider de la méthodologie
head, but she’s watched her son Kian, who was 15, fall in proposée dans le manuel p. 200.
love with the culture. She remembers, like me, long lines – Les éléments ci-dessous sont des pistes de réflexion. Tout
on the day of sneaker releases, people talking in line, élément de réponse en cohérence avec le texte sera accepté.
sharing stories about shoes they want or had – building
that community. But today, those long lines at retail – Ireland relies on its reputation as a green country (the sym-
stores, like a lot of things, are changing with smartphone bolic colour of Ireland is green).
apps and technology. Sneakers can now sell out in a mat- – As a green country with verdant land and green pastures,
ter of seconds online. Ireland has the reputation to produce green and high-quality
products (food, drink, dairy products…).
Code couleur : A2 et B1

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– This asset, this good reputation, this Irish identity have been people and for the future. By signing up to the programme, we
put in the service of international trade (export of dairy ingre- will help you to become fully sustainable, and we will all have
dients, beef and lamb to Europe and to the USA). food security.
– A sustainability development programme called “Origin – Together we can commit ourselves to the environment and
Green” aims to go even further by making Ireland a brand that to the future. Together, your industry, your organisation, your
sells on the global market. products, even your Irish identity can grow into a global busi-
ness.
– Eco-friendly Irish companies that produce sustainably can join
“Origin Green” by signing a sustainability charter. Then, if they Sujet B
meet all the requirements, they have the opportunity to be
Pistes
marketed abroad.
Branding a country is a good way to promote its culture and
– Unlike the former “Ireland, the food island” programme, “Ori- identity worldwide.
gin Green” is an efficient way to reach customers and to pro-
– The world is now more like a global village, meaning distances
mote Irish products, to promote Irishness, not only in Ireland,
between countries and continents have been dramatically
but in foreign markets too.
reduced thanks to the development of air travel and the Inter-
net.
– To brand a country means to use usual corporate branding
techniques to promote a country.
Expression écrite p. 237
– It is used to improve the country’s image abroad and promote
→ Grille d’évaluation p. 235 de ce Fichier pédagogique trade, tourism and direct investment.
– Les éléments ci-dessous sont des pistes de réflexion pour – Some countries have become “Brand states”, meaning that
chacun des deux sujets. Tout élément en cohérence avec le they conjure up images and stereotypes that are associated to
texte et sa thématique sera accepté. them: Ireland with its green pastures, amazing landscapes and
folklore (music, legends…), the United States with the National
– L’expression écrite est évaluée ici. Un effort de rédaction tout
Parks, major cities (New York, Washington, Los Angeles), the
particulier est demandé à ce titre. On demandera également
film industry (Hollywood), the Far West…
aux élèves de reprendre les éléments culturels pertinents vus
au cours de l’unité. – Branding a country can also be beneficial to the tourism indus-
try and to exports.
Les élèves pourront s’aider de la méthodologie proposée
– A good country brand can mean great prosperity for its citizens
dans le manuel p. 201.
and its future.
Sujet A – Tourism in Ireland can boost the country’s economy over the
years.
Pistes
– Nevertheless, tourism needs to be regulated in order to pre-
– “Origin Green” is Ireland’s food and drink sustainability pro-
serve the culture and the environment.
gramme. It works along with the Irish government, private com-
panies, farmers, food producers, food manufacturers and – A lack of regulation risks to impact the locals’ lives and the
retailers. environment.
– All private companies, farmers, producers, food manufactu- – It is necessary to find a balance between the necessity of
rers and retailers can join the “Origin Green” programme. developing tourism and the priority of preserving both the
culture and heritage sites of Ireland.
– All they have to do is to apply and meet the requirements of
this sustainability development programme.
– Becoming an “Origin Green member” means that your orga-
nisation will have the tools to produce food and drink in a sus-
tainable manner now and in the future.
– Your organisation will respect the environment and serve local
communities more effectively.
– Joining “Origin Green” will make your organisation more
visible not only in Ireland, but also in foreign markets, in Asia,
America or in Europe. Millions of customers will discover your
products.
– The brand image and identity of your organisation will travel
worldwide and will be connected to high-quality products and
will benefit from the “Irish brand”.
– By joining “Origin Green”, you too can make a change, you
too can make a difference. You will look after nature, you will
look after this generation, but you will also look after the gene-
rations to come because, by joining us, you have a contract with
nature, a contract based on respect for the environment, for

240 bac Axe 1 Corrigés

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Private Space & Public Space

p. 42-75

Évaluation 1
6
Compréhension de l’oral (20 points)
Le sujet porte sur l’axe 2 du programme : Espace privé & Espace public.

Vous disposez tout d’abord de cinq minutes pour prendre connaissance des consignes.
Vous allez entendre trois fois le document support de la compréhension de l’oral.
Les écoutes seront espacées d’une minute.
Vous pouvez prendre des notes pendant les écoutes.
À l’issue de la troisième écoute, vous organiserez votre temps (20 minutes) comme vous le souhaitez pour
rendre compte en français du document oral.

Titre du document : Many Native Americans Can’t Get Clean Water

Source du document : Laurel Morales for KJZZ, a National Public Radio (NPR) member station in Phoenix,
Arizona, 18 November 2019
Noms propres : Four Corners, a region of the Navajo Nation – Darlene Yazzie

En rendant compte, en français, du document, vous montrerez que vous avez identifié et compris :
– la nature et le thème principal du document ;
– la situation, les événements, les informations ;
– les personnes (ou personnages), leur fonction ou leur rôle ;
– le but, la fonction du document (relater, informer, convaincre, critiquer, dénoncer, divertir, etc.).

Évaluation 2
4 5
Compréhension de l’écrit et expression écrite (20 points)
Le sujet porte sur l’axe 2 du programme : Espace privé & Espace public.
Il s’organise en deux parties : 1. Compréhension de l’écrit - 2. Expression écrite

1. Compréhension de l’écrit 2. Expression écrite (10 points)

(10 points) Vous traiterez en anglais, et en 120 mots au moins, l’un des deux
Account for the text in English, sujets suivants au choix :
taking into consideration its nature Sujet A : As a regular reader of The Guardian, react to this article in
and topic, the advantages and the “comments” section, explaining why you agree / disagree with
drawbacks of working from home the arguments and opinion given, and saying whether you think
particularly for women, as well as working from home is really the future of work.
the tone of the journalist. Sujet B : “The remote worker is, for some companies, the ideal
worker” (l. 18) / “What we do need is to rethink how we work”
(l. 25) / “Face-to-face interaction matters” (l. 32).
Comment on the three quotations and give your personal opinion.

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Coronavirus is giving us a glimpse of the future of work

Women working at home are doing more childcare and housework, while virtual work has no knocking-off1 time.
Will this end along with the lockdown2? Don’t bet on it.
Wasn’t it charming when, in 2017, Prof Robert Kelly was giving an interview to the BBC on the shifting
relationship between North and South Korea, and his marvellous daughter stomped in followed by his baby
5 in a walker, and then his stressed-out wife dragged the kids out of the way? We loved the way he tried to keep
his composure in the storm of domestic chaos. That glimpse of home life: the serious man with his geopolitical
analysis and the swagger of his little girl who couldn’t care less… who didn’t relate to that?
In work mode, children don’t figure3. And now that so many work from home, children must be somehow
removed. Women report that, when making Zoom calls, the sight of a child will make them look unprofessional,
10 whereas men fear this less because it makes them look rounded and human. At a certain level of corporate
success, this may be so, but for most people the reality of work from home is fraught4 and muddled5.
As the pandemic has made visible every inequality, it has also shone a light on the domestic front. Women at
home are doing more. More childcare. More home-schooling. More domestic labour. Even if they are working.
The old work-life balance, never achieved in the first place, is now even more severely out of whack6. Balance?
15 It’s walking a tightrope of competing needs. Virtual work has no knockoff time: email, WhatsApp and the
dreaded, supposedly upbeat, Zoom meetings mean workers are available all the time.
This inflexibility is then somehow sold as flexibility, but it assumes the worker is always primed for contact.
The remote worker is, for some companies, the ideal worker. They don’t need a desk or expensive office space.
They don’t need a union. They are malleable and compliant7 at a time when we are all concerned with the job
20 losses to come. They may not be quite as productive, but they are doing enough to make many big companies
think this is the future.
This future can sound bright. No more commuting. Everyone can go and live in the countryside, which we
have apparently all hankered8 for during lockdown. We quit the city and can then afford home offices. How
very free. Only none of it quite delivers9. […]
25 What we do need is to rethink how we work, and the answer cannot be an atomised and depressed workforce.
People like to see each other. In real life. If anything, this situation reminded us that there is something about
human contact, even eye contact, that no tech can yet produce. Spontaneity and laughter is missing from
stilted digital events. Whenever you ask folk about where they got their career breaks or great ideas, it is nearly
always from chance encounters; a snatched conversation on the way to lunch or being asked to step in when
30 someone else was too busy. But how are young people, who already can’t afford city rents, to work in their
cramped flats? When do they get the opportunity to fly, to improvise, to step up to the plate in informal ways?
Face-to-face interaction matters. Serendipity10 is the mother of creation. […]
A post-Covid-19 future must not underestimate the importance of this to economic recovery. The social part
is what makes work bearable for many. For the lucky few, work-life balance feels better than it ever was, but
35 for many, I would wager, we are far from that. Everything is work, and life feels baggy and shapeless. There
is no break, there is no off-switch, there is no childcare. Instead, we are meant to do it all – all the time. If
this is the future, no wonder so many women I know can’t wait to get back to work – just so that they might
actually have a moment to themselves.

1 break • 2 confinement • 3 are not included • 4 stressant • 5 confus • 6 hors de contrôle • 7 accommodant, conciliant •
8 dreamt about • 9 tenir ses promesses • 10 heureux hasard

The Guardian, 4 May 2020

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Private Space Yazzie: There’s no water in the windmill. It’s dry because

& Public Space it’s not blowing. The only way they have water is if it’s
blowing.

p. 42-75 Morales: Yazzie says the windmill water isn’t safe for
humans anyway. Officials told her arsenic and uranium
Évaluation 1 levels are too high.

Code couleur : A2, B1, C1

6 Compte rendu en français :
Ce reportage de Laurel Morales pour la station de radio locale
Compréhension de l’oral p. 241 américaine KJZZ présente la situation des Amérindiens de Four
→ Grille d’évaluation p. 234 de ce Fichier pédagogique Corners, une région de la nation Navajo, à travers le témoignage
de Darlene Yazzie. Pour nous, ouvrir le robinet ou tirer la chasse
Remarque : Les éléments qui apparaissent surlignés dans les d’eau pour avoir de l’eau peut sembler normal, mais Darlene
scripts des documents sonores n’ont pas vocation à être repris Yazzie doit s’approvisionner en eau potable à 9 miles de chez
tels quels dans les comptes rendus des élèves. Seules les idées elle. C’est un service payant qui coûte un peu plus d’un dollar
formulées à partir de ces phrases surlignées doivent être prises pour deux tonneaux, sans compter l’essence dépensée pour
en compte, sans pour autant exiger une exhaustivité. La grille s’y rendre, et le prix doit augmenter le mois prochain. Plus de
d’évaluation du CECRL qui accompagne chaque document deux millions d’Américains n’ont pas accès à l’eau potable, et
sonore ou vidéo est la seule garante d’une évaluation critériée les Amérindiens sont parmi les plus touchés. Pour ses moutons
qui atteste du niveau attendu des élèves en LVA (B1) et en LVB assoiffés et pour les animaux en général, Darlene Yazzie prend
(A2 ou B1). de l’eau à l’éolienne, mais quand il n’y a pas de vent, il n’y a pas
d’eau. Cette eau-là n’est pas potable pour les humains car elle
script contient trop d’arsenic et d’uranium.

Rachel Martin, host: For many of us, turning on the tap

or flushing the toilet is something we take for granted.
But a report released today shows more than 2 million
Americans live without these conveniences, and Native
Americans are more likely to have trouble accessing water
than any other group. From member station KJZZ, Laurel
Morales reports from the Four Corners region of the Nav- Évaluation 2
ajo Nation.
Laurel Morales, byline: The nearest water station for Dar-
lene Yazzie is 9 miles away.
4 5
(SOUNDBITE OF COINS CLANGING)
Morales: She counts her dimes and nickels to pay for Compréhension de l’écrit p. 241
water. It costs a little more than a dollar plus gas money → Grille d’évaluation p. 234 de ce Fichier pédagogique
to fill up two 50-gallon barrels, and she’s just been told
the price is going up next month. – Il s’agit ici de rédiger en anglais un compte rendu du texte.
Les élèves feront un repérage des idées essentielles permet-
Darlene Yazzie: I can’t see. There it goes. tant de répondre aux points donnés dans la consigne, et ils
Morales: Yazzie lugs a T-shaped key as tall as her out to devront rédiger leur compte rendu en structurant leur propos,
the well, where she drops it down into the hole and turns grâce notamment aux mots de liaison. Le tout doit être cohé-
the crank to open the valve. rent et fluide. Les élèves pourront s’aider de la méthodologie
proposée dans le manuel p. 200.
Yazzie: Wooh!
– Les éléments ci-dessous sont des pistes de réflexion. Tout
Morales: I think I just got sprayed. élément de réponse en cohérence avec le texte sera accepté.
Yazzie: Where is it? – This is an article from The Guardian about the journalist’s
Morales: Right on top. opinion about the future of work, particularly for women, ana-
lysing the experience of the Covid-19 pandemic.
(SOUNDBITE OF WATER RUNNING)
– The journalist adopts a critical tone on working from home.
Morales: Water gushes into the plastic barrel. A cool mist
from a leak in the hose rains over us. This is Yazzie’s drink- – Women in particular have to cumulate working online, taking
ing water. For her animals, she drives to a windmill. But care of children and doing the housework, because online work
today it’s empty and the sheep are thirsty. never stops. They work more, on all fronts, than men.

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– When children disrupt an online meeting, people perceive Sujet B

this positively if the worker is a man, and negatively if the wor- Pistes
ker is a woman.
– The first quotation seems to show only the point of view of
– Companies appreciate this because it makes workers avai- the companies. Remote workers are considered ideal because
lable at all times. Workers from home do not need a desk and they cost less money and energy: they do not need an office
they do not protest, because they fear they might lose their space, they are less likely to unite to protest against working
jobs. conditions, but they still do their work well because they fear
losing their jobs. In addition, they are available at all times and
– What seems free, flexible and ideal is in fact a source of stress
are very compliant.
for workers.
– I think the second quotation sums up the article. After showing
– The conclusion is that people need to see each other in real the advantages and drawbacks of remote working, the journa-
life and that working together is essential. Interaction is neces- list comes to the conclusion that we have not yet found a solu-
sary. This must be taken into account for the future of work. tion for the future. We must learn from this experience of
working from home during the Covid-19 pandemic. However,
the first quotation shows that companies may not agree with
this reflection.
Expression écrite p. 241 – “Face-to-face interaction matters” is another quotation that
→ Grille d’évaluation p. 235 de ce Fichier pédagogique concludes the article, showing that it is very difficult to work on
one’s own. Interaction brings creativity and new thoughts and
– Les éléments ci-dessous sont des pistes de réflexion pour ideas, not to mention that it is a condition to improve workers’
chacun des deux sujets. Tout élément en cohérence avec le well-being.
texte et sa thématique sera accepté.
– In my opinion, after this experience, workers should be allowed
– L’expression écrite est évaluée ici. Un effort de rédaction tout to choose or, if possible, should be offered more flexibility by
particulier est demandé à ce titre. On demandera également combining several days at the office with several days working
aux élèves de reprendre les éléments culturels pertinents vus from home if they wish to do so.
au cours de l’unité.
Les élèves pourront s’aider de la méthodologie proposée
dans le manuel p. 201.

Sujet A
Pistes
– I am a regular reader of The Guardian and I would like to give
you my opinion about this article.
– I agree that working from home can be a source of stress and
that it is not as flexible as it seems. Workers should have a right
to disconnect. They should have a personal space where they
can work, but if they work from home and they do not have a
special room, it can be difficult. Women should not have to
cumulate so many tasks, and if all men did their own part maybe
working from home would become easier.
– I disagree that working from home is as difficult as you say.
Some people appreciate working on their own, at their own
pace. Some people like working from home because they can
organise their own schedule.
– I think that workers should be allowed to choose between
working with other people at the office and working from home.
It would be a fair solution for everyone.
– I disagree with this article. It assumes that all types of jobs can
be done from home and assumes that the future of work
concerns only computers and things that can be done online.
It only concerns a minority of people.

244 bac Axe 2 Corrigés

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Art & Power

p. 76-87

Évaluation 3
7
Compréhension de l’oral et de l‘écrit, expression écrite
Le sujet porte sur l’axe 3 du programme : Art et pouvoir.

Il s‘organise en trois parties :

1. Compréhension de l’oral
2. Compréhension de l’écrit et de l’ensemble du dossier
3. Expression écrite
Vous disposez tout d’abord de cinq minutes pour prendre connaissance de la composition de l’ensemble du
dossier et des consignes qui vous sont données.
Vous allez entendre trois fois le document de la partie 1 (compréhension de l’oral).
Les écoutes seront espacées d’une minute.
Vous pouvez prendre des notes pendant les écoutes.
À l’issue de la troisième écoute, vous organiserez votre temps (1 h 30) comme vous le souhaitez pour rendre
compte en français du document oral et pour traiter en anglais la compréhension de l’écrit (partie 2) et le sujet
d’expression écrite (partie 3).

Les documents
Document 1 :
Titre : A Black Presence In The Art World Is “Not Negotiable”
Source du document : NPR special correspondent Susan Stamberg and Kerry James Marshall, African-American
artist, 28 March 2017
Noms propres : The 1965 Watts riots: series of violent confrontations between Los Angeles police and residents
of Watts and other predominantly African-American neighbourhoods of South Central Los Angeles

Document 2 :
Titre : How art is being used to explore America’s shameful legacy of lynching
Source du document : The Guardian, 31 July 2017

Document 3 :
Titre : How the art world can step up for Black Lives Matter
Source du document : The Independent, 13 June 2020

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1. Compréhension de l’oral (10 points)

Vous rendrez compte du document 1 en français, en prêtant particulièrement attention :
– à sa nature et à son thème principal ;
– aux personnes qui s’expriment et à leur témoignage ;
– à la fonction et à la portée du document (relater, informer, convaincre, critiquer, dénoncer, etc.).

2. Compréhension de l’écrit et de l’ensemble du dossier (10 points)

a. Compréhension du document 2
Give an account of document 2 in English and in your own words, paying particular attention to:
– the main topic;
– the main exhibitions mentioned and their goal;
– people’s opinion and feelings about the importance of art.

b. Compréhension du document 3
Give an account of document 3 in English and in your own words, paying particular attention to the nature
of the text, the social context, the writer’s feelings about the art world and the reasons why she is writing.

c. Compréhension de l’ensemble du dossier (documents 1, 2 et 3)

Consider the three documents (1, 2 and 3) and compare the roles and powers of art that are presented in
the dossier.

3. Expression écrite (10 points)

Vous traiterez en anglais, et en 120 mots au moins, l’un des deux sujets suivants au choix :
Sujet A : As the director of the Brooklyn Museum, write a speech to inaugurate the museum’s latest exhibition
on racial persecution and explain the role of art in fighting racism.
Sujet B : “Art can […] transport us to other worlds, histories and viewpoints to better understand the world
we live in now” (document 3, l.16 -17). Develop this sentence and give examples to illustrate this statement.

246 bac Axe 3

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Document 2 :
How art is being used to explore America’s shameful legacy of lynching
A new exhibition at the Brooklyn Museum examines the history of racial persecution in the US while steering
clear of explicit violence.
With eerie1, welded2 sculptures, tar-coated3 gold panels and a menacing piano affixed to a tree, a set of black
American artists is exploring the history of racially motivated violence in the US through a new exhibit at
5 the Brooklyn Museum. The Legacy of Lynching: Confronting Racial Terror in America […] traces the links
between slavery, segregation and mass incarceration.
“There haven’t been any exhibits that try to present the perspective, reflections, and responses to lynching
by survivors and victims,” explains Bryan Stevenson, a public-interest lawyer and the founder of the Equal
Justice Initiative [EJI]. In fact, this is the first time a major art museum has used lynching as the central theme
10 of a show. […]
James Baldwin once wrote, “Not everything that is faced can be changed; but nothing can be changed until it
is faced,” and this quote acts as a sobering opener to the exhibit that’s later echoed in Glenn Ligon’s text-based
works, which pay homage to Baldwin. Organized in conjunction with the EJI, the show concretizes a detailed
digital report on lynchings with an interactive map, audio recordings and original photographs. […] The Legacy
15 of Lynching memorializes victims and their families, while challenging complacency4 in the face of injustice.
Next spring EJI will open a six-acre memorial in Montgomery, Alabama, to honor the lives of more than 4,000
African-American lynched from 1877 to 1950 – whose names will be engraved on a series of columns. The
organization has asked that counties claim columns and install them at the original sites where the lynching
took place. At least 33 lynchings were reported in Florida’s Orange County, 40 in Illinois’ St. Clair County
20 and 48 in Mississippi’s Leflore County. (In the state of Mississippi alone, 654 lynchings have been documented
for this 73-year span.)

1 strange and scary • 2 soudé • 3 recouvert de goudron • 4 auto-satisfaction, suffisance

The Guardian, 31 July 2017

Document 3 :
How the art world can step up for Black Lives Matter
Dear art world, we have a problem.
In the days after the death of George Floyd, my Instagram feed began to fill with images that were different
to the usual fluffy skirts of Monet or Koons’s jewel-tone balloon dogs, posted by art-world chums. They were
replaced with frequent appearances of powerful artworks by black artists: David Hammons’s African-American
5 Flag or Glenn Ligon’s neon light spelling “America”. But curiously, these images seemed not to be coming
from the institutions where these artworks are held. The cultural institutions, the galleries and museums, were
largely silent; many taking up to a week to respond to the social debate, some still yet to respond at all. […]
Perhaps the art world thinks it’s enough that visibility for black artists is incrementally increasing. Hey, there
have been some blockbuster shows and Basquiat retrospectives and auctions1 breaking records. […]
10 But we shouldn’t pat ourselves on the back2 just yet. A report in 2018 concluded that just 2.37 per cent of all
acquisitions and gifts and 7.6 per cent of all exhibitions at 30 prominent American museums had been of work
by African-American artists in the preceding decade. It’s a pitiful number, considering that African Americans
make up more than 12 per cent of the US population and are creating some of the most compelling art and
narratives of our time. […]
15 Art leads to empathy – and empathy leads to justice. I urge us to be aware of the role we have to play in
standing up to racial bias. Art can help us understand our own subjectivity and transport us to other worlds,
histories and viewpoints to better understand the world we live in now. I have faith in the power of a diverse,
decolonised art world, and I have faith in the power of art. Let’s do better and be better. Together.

1 vente aux enchères • 2 se féliciter, se congratuler

The Independent, 13 June 2020

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Art & Power Compte rendu en français :

Ce reportage de la radio américaine NPR présente l’artiste
Kerry James Marshall. Il traite de son histoire personnelle et de
sa création artistique au cours d’un entretien entre le journaliste
p. 76-87 et l’artiste.
Kerry James Marshall est un artiste de 61 ans, né dans la ville
Évaluation 3 de Birmingham en Alabama. Il était enfant lorsque Martin Luther
King fut incarcéré dans les prisons de la ville. Plus tard, il démé-
nagea avec sa famille à Los Angeles, peu avant les émeutes de
7 Watts.
Le musée d’Art contemporain de Los Angeles tient actuelle-
Compréhension de l’oral p. 246 ment une exposition qui retrace l’ensemble de son œuvre. Sa
création peut se définir par la volonté de remettre la couleur
→ Grille d’évaluation p. 234 de ce Fichier pédagogique noire au centre de l’art.
Remarque : Les éléments qui apparaissent surlignés dans les Ses œuvres sont exubérantes et profondes, uniquement com-
scripts des documents sonores n’ont pas vocation à être repris posées de personnages noirs. L’artiste souhaite redonner à la
tels quels dans les comptes rendus des élèves. Seules les idées culture noire une place majeure dans les musées.
formulées à partir de ces phrases surlignées doivent être prises Kerry James Marshall explique d’abord qu’il peint des person-
en compte, sans pour autant exiger une exhaustivité. La grille nages noirs en raison de ses propres origines, puisqu’il est
d’évaluation du CECRL qui accompagne chaque document afro-américain. Il dit ensuite que l’histoire de l’art est malheu-
sonore ou vidéo est la seule garante d’une évaluation critériée reusement trop centrée sur des représentations de personnes
qui atteste du niveau attendu des élèves en LVA (B2) et en LVB blanches. Il veut par conséquent faire exister la culture noire
(B1). dans les musées grâce à ses créations. Selon l’artiste, cela per-
met de donner une visibilité à l’invisible, ce qui signifie que la
script création artistique est un moyen de lutter contre les discrimi-
nations raciales en réaffirmant sa propre identité.
David Greene, host: The artist Kerry James Marshall has
a remarkable history. He was born in Birmingham, Alabama,
and was a little boy when Martin Luther King Jr. was in
jail there. Later, his family moved to Los Angeles not long
Compréhension de l’écrit
before the Watts riots. The paintings he makes are both
exuberant and deep. A retrospective of his work is at the et de l'ensemble du dossier p. 246
Museum of Contemporary Art in Los Angeles. And NPR → Grille d’évaluation p. 234 de ce Fichier pédagogique
special correspondent Susan Stamberg says the artist’s
path onto museum walls has been quite deliberate. – Il s’agit ici de rédiger en anglais des comptes rendus des
textes. Les élèves feront un repérage des idées essentielles
Susan Stamberg, byline: Kerry James Marshall puts the permettant de répondre aux points donnés dans la consigne,
color black in everything he paints. And he only paints et ils devront rédiger leurs comptes rendus en structurant leur
Black people. propos, grâce notamment aux mots de liaison. Le tout doit être
Kerry James Marshall: Well, for an obvious reason (laugh- cohérent et fluide. Les élèves pourront s’aider de la métho-
ter). One of the reasons I paint Black people is because I dologie proposée dans le manuel p. 200.
am a Black person. And in the history of painting as we – Les éléments ci-dessous sont des pistes de réflexion. Tout
come to know it and understand it and appreciate it, there élément de réponse en cohérence avec le texte sera accepté.
are fewer representations of Black figures in the historical
record than there are figures of other people – of White
figures, let’s say. a. Document 2

Stamberg: He’s also determined to populate museums – A new exhibition at the Brooklyn Museum deals with racial
with Black culture. segregation, from the history of slavery to the problems of
mass incarceration today.
Marshall: That’s the idea. The hope was always to make
sure these works found their ways into museums so they – The exhibition revolves around the theme of lynchings, which
could exist alongside everything else that people go to is a first in the art world.
the museum to look at, all the other things that people – The exhibition does not show explicit violence but presents
say are the best that can be done. reflections on the subject and responses to racial brutality
Stamberg: 61 years old, relaxed but purposeful in his through the testimonies of victims.
speaking and thinking, Marshall makes the invisible visible – The goal of the exhibit is to make the visitors face the pro-
– paintings of daily life, people doing ordinary things, blem through artistic creation, and hopefully make a change,
planting gardens, picnicking, getting haircuts. as suggested by the homage to James Baldwin: “nothing can
be changed until it is faced”.
Code couleur : A2, B1, C1

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– The exhibit shows records and original photographs to pay Les élèves pourront s’aider de la méthodologie proposée
tribute to the victims and their families. dans le manuel p. 201.
– In the next few months, a memorial will be erected in Mont-
Sujet A
gomery, Alabama, to commemorate the African-American vic-
tims of lynchings. The names of the victims will be engraved Production possible (181 mots)
on columns placed where every lynching took place. Dear friends of the Brooklyn Museum,
Welcome to the official opening of our latest exhibition: The
b. Document 3 Legacy of Lynching. The central theme of the exhibition will be
– The text is an open letter addressed to the art world, and the painful history of African-American persecution, from the
published in the British daily The Guardian. era of slavery to the burning issues of police brutality and mass
incarceration of our time.
– The author explains that she noticed an important problem
At the Brooklyn Museum, we believe that art can make a change
in the art world in the wake of George Floyd’s death.
by allowing people to learn about the history and sufferings of
– She noticed that most of the artworks published on social a community. This is the point of our exhibition.
media to pay tribute to George Floyd were made by Black As James Baldwin once said, “nothing can be changed until it
artists, whose pieces were never exhibited in museums. is faced”. And if we have decided to make this quote the sym-
– She was surprised by the very slow response of art institutions bol of our new exhibition, it is because we think art has the
and museums to the Black Lives Matter movement. power to teach lessons about the past, so as to change the
future.
– People usually take for granted that Black art’s representation
It was important for us to show the testimonies of survivors to
is increasing but the author thinks museums just do not do
bring a new perspective and pay tribute to the victims of racial
enough to promote African-American art. For example, only
injustice and cruelty.
7.6% of all exhibitions at 30 prominent American museums dis-
played the works of African-American artists in the past decade. We hope the exhibition will contribute to the change we are all
expecting in our society. Let us make this change together!
– The author argues that, through the representation of other
worlds and other cultures, art creates empathy, which can ulti-
mately lead to a sense of justice. This is the reason why it is
Sujet B
important to increase the representation of African-American
artists in museums if we want to contribute to the change and Les éléments ci-dessous sont des pistes de réflexion. Tout élé-
make a difference. ment en cohérence avec le texte et sa thématique sera accepté.

c. Documents 1, 2 et 3 Pistes
– The role of art is to broaden our knowledge and make us dis-
– The three documents under study revolve around the theme
cover new perspectives by appealing to our emotions (we can
of African-American art and its representation.
be shocked, outraged, surprised or moved by a piece of art).
– They all stress the importance of promoting Black art in order – Appealing to people’s emotions is the best way to raise their
to make a change, because art is a powerful medium against awareness of an important issue, and ultimately change the
racial discrimination. future and make a difference. For example, an exhibition of
– Document 1 describes an African-American artist’s wish to photographs from the segregation era in America, or South
paint only Black figures in his paintings in order to denounce Africa, could make us sympathise with the victims of racial
the omnipresence of White characters in the world of traditio- oppression and discrimination. The viewer might feel the need
nal artistic creation. to become an activist and change his or her own world.
– Another example: Street art is a powerful way to denounce
– Document 3 also underlines the need for Black artworks to
the corruption of our society or the oppression of minorities.
be represented in exhibitions.
By breaking the law, and painting disturbing subjects, some
– Documents 2 and 3 insist on the fact that displaying artists like Banksy may provoke reactions and actually lead to
African-American artworks in exhibitions can make people the changing of the law.
understand a trauma, and make the change finally happen. – However, for art to transport us to other worlds and histories,
– In documents 2 and 3, we learn that people need to face their art exhibitions should not be limited to the same traditional
history in order to avoid repeating the same mistakes. representations, or iconic artists. For instance, discovering Afri-
can and Indigenous art could help us to understand foreign
cultures, and therefore respect them.

Expression écrite p. 246

→ Grille d’évaluation p. 235 de ce Fichier pédagogique
– L’expression écrite est évaluée ici. Un effort de rédaction tout
particulier est demandé à ce titre. On demandera également
aux élèves de reprendre les éléments culturels pertinents vus
au cours de l’unité.

Corrigés Axe 3 bac 249

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Citizenship & Virtual Worlds

p. 88-111

Évaluation 1
8
Compréhension de l’oral (20 points)
Le sujet porte sur l’axe 4 du programme : Citoyenneté et mondes virtuels.

Vous disposez tout d’abord de cinq minutes pour prendre connaissance des consignes.
Vous allez entendre trois fois le document support de la compréhension de l’oral.
Les écoutes seront espacées d’une minute.
Vous pouvez prendre des notes pendant les écoutes.
À l’issue de la troisième écoute, vous organiserez votre temps (20 minutes) comme vous le souhaitez pour
rendre compte en français du document oral.

Titre du document : “Serious” Video Games for Education, Activism

Source du document : Farai Chideya and “News & Notes” tech expert Mario Armstrong, NPR,
28 December 2005
Noms propres : Free Dive (a serious game); E3 (Electronic Entertainment Expo)

En rendant compte, en français, du document, vous montrerez que vous avez identifié et compris :
– la nature et le thème principal du document ;
– la situation, les événements, les informations ;
– les personnes (ou personnages), leur fonction ou leur rôle et, le cas échéant, leurs points de vue et la tonalité
(comique, ironique, lyrique, polémique, etc.) de leurs propos ;
– les éventuels éléments implicites ;
– le but, la fonction du document (relater, informer, convaincre, critiquer, dénoncer, divertir, etc.).

Évaluation 2
9
Compréhension de l’écrit et expression écrite (20 points)
Le sujet porte sur l’axe 4 du programme : Citoyenneté et mondes virtuels.
Il s’organise en deux parties : 1. Compréhension de l’écrit - 2. Expression écrite

1. Compréhension de l’écrit (10 points) 2. Expression écrite (10 points)

Answer the following questions in English, Vous traiterez en anglais, et en 120 mots au moins, l’un
using your own words: des deux sujets suivants au choix :
a. After reading the text, what can you say about Sujet A : “Deepfakes are the most dangerous form of
– the main topic of the text? crime through artificial intelligence.” (l. 1)
– the people concerned by that problem Say if you agree or not with this statement, explain why
(victims and observers)? and give examples.
– their opinions on the topic? Sujet B : You work for a start-up and you have just created
b. How do you understand the passage from a deepfake application. Imagine the conversation you have
“As well as deepfake content” (l. 26) to the with your boss about it. Try to persuade him / her that it is
end? What does it tell us about the use of not a dangerous application. Explain all the fun activities
deepfake and AI in our future lives? that you can do by using deepfake technology.

250 bac Axe 4

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Deepfakes are the most dangerous crime of the future, researchers say.
Deepfakes are the most dangerous form of crime through artificial intelligence, according to a new report
from University College London.
The term “deepfake” refers to a video where artificial intelligence and deep learning – an algorithmic learning
method used to train computers – has been used to make a person appear to say something they have not.
5 Notable examples of it include a manipulated video of Richard Nixon’s Apollo 11 presidential address and
Barack Obama insulting Donald Trump.
The authors said that deepfake content is a danger for a number of reasons: a prominent1 one is that it would
be difficult to find. This is because while deepfake detectors require training through hundreds of videos and
must be victorious in every instance, malicious individuals only have to be successful once.
10 A second reason is the variety of crimes deepfakes could be used for, such as discrediting a public figure by
impersonating2 a family member. The long-term effect of this could lead to a distrust of audio and video
evidence in general, which the researchers say would be an inherent societal harm3.
“People now conduct large parts of their lives online and their online activity can make and break reputations.
Such an online environment, where data is property and information power, is ideally suited for exploitation
15 by AI-based criminal activity”, said Dr Matthew Caldwell who authored the research.
“Unlike many traditional crimes, crimes in the digital realm4 can be easily shared, repeated, and even sold,
allowing criminal techniques to be marketed and for crime to be provided as a service. This means criminals
may be able to outsource5 the more challenging aspects of their AI-based crime.” […]
However, many people consider the use of online disinformation to be a strong precursor to the development
20 of deepfakes. In 2019, the Conservative Party doctored6 a video of now-Labour leader Kier Starmer to suggest
that he had performed worse in an interview than he had done.
A similar action was taken by Republican supporters in America, leading to an edited version of a video of
Democratic speaker Nancy Pelosi that made her appear intoxicated7 – a video that was shared by Donald Trump.
While not deepfakes themselves, they have shown that there is a market for video content that could diminish
25 the appearance of political opponents.
As well as deepfake content, the researchers found five other crimes that utilised artificial intelligence which
could be of a high concern in the future.
These include using driverless cars as weapons, using machine learning to tailor phishing messages, disrupting
machine-controlled systems, writing fake news, and harvesting8 online information for blackmail9.

1 important • 2 imitating • 3 mal • 4 domaine • 5 externaliser • 6 falsifier • 7 drunk • 8 collecting • 9 chantage

The Independent, 5 August 2020

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Citizenship Armstrong: Yeah, and they are the largest buyer of game

& Virtual Worlds

simulations. They spend a lot of money on this, and part
of this, I look at as a recruitment tool, part of it as how
they actually effectively train some of their military before
p. 88-111 they go out into real combat war zones.

Évaluation 1 Code couleur : A2, B1

Compte rendu en français :

8 Ce reportage de la radio américaine NPR aborde le phénomène

nouveau des « jeux sérieux ». En effet, nous pouvons voir que
ces jeux ont des qualités éducatives et ne sont pas réservés
Compréhension de l’oral p. 250 exclusivement aux enfants. Les domaines de la santé, des
sciences et de l’industrie ainsi que l’armée utilisent ces jeux
→ Grille d’évaluation p. 234 de ce Fichier pédagogique dans le cadre de la formation professionnelle. La journaliste de
NPR a rencontré un spécialiste des nouvelles technologies. Le
Remarque : Les éléments qui apparaissent surlignés dans les
spécialiste précise que ces jeux apportent autre chose que le
scripts des documents sonores n’ont pas vocation à être repris
simple divertissement. Un exemple est donné : Free Dive est
tels quels dans les comptes rendus des élèves. Seules les idées
un jeu qui permet de contrôler la douleur chez les enfants
formulées à partir de ces phrases surlignées doivent être prises
malades ou blessés qui doivent subir des interventions doulou-
en compte, sans pour autant exiger une exhaustivité. La grille
reuses. En se concentrant sur le jeu, ils gèrent mieux leur dou-
d’évaluation du CECRL qui accompagne chaque document
leur, ce qui facilite le travail des soignants. Ces jeux se retrouvent
sonore ou vidéo est la seule garante d’une évaluation critériée
aussi dans le milieu de l’armée qui développe ce système. Les
qui atteste du niveau attendu des élèves en LVA (B1) et en LVB
militaires sont les plus gros acheteurs de jeux de simulation, ils
(A2 ou B1).
y investissent beaucoup d’argent. Ils leur servent à la fois d’ou-
til de recrutement et de formation / entraînement avant d’aller
script
combattre réellement sur les zones de guerre.
Chideya: An emerging genre called serious games is
showing that video games can be valuable educational
tools, and they’re not just for kids. Professional fields from
health and science industries to the military are incorpo-
rating serious games into their training procedures. But
what are serious games? For an explanation, NPR’s Farai
Chideya turned to “News & Notes” tech guru Mario
Évaluation 2
Armstrong.
Mario Armstrong reporting: Serious games are games 9
that can enhance policy change, games that can have
some type of social impact, games that are being created
for health care, for financial literacy, for the military. These Compréhension de l’écrit p. 250
are games that really have some value, other than just an
→ Grille d’évaluation p. 234 de ce Fichier pédagogique
entertainment value.
– Les élèves feront un repérage des idées essentielles permet-
Chideya: Give me an example.
tant de répondre aux points donnés dans la consigne, et ils
Armstrong: A great example of this genre of serious devront répondre en structurant leur propos, grâce notamment
games would be Free Dive. Effectively what it does is it… aux mots de liaison. Le tout doit être cohérent et fluide. Les
is a pain control game that’s being looked at by hospitals élèves pourront s’aider de la méthodologie proposée dans
across the country to help ease the suffering of sick or le manuel p. 200.
injured children who may have to go under some painful
–Tout élément de réponse en cohérence avec le texte sera
medical procedures, and what they have found is by allow-
accepté.
ing kids to actually play this game while they’re going
through some of these uncomfortable medical proce- a. – The main topic of the text: A report from a London uni-
dures, that they actually can deal with pain in a much versity explains that deepfakes are using artificial intelligence
better way, so they’re not focused on it, and it allows the for criminal purposes. A deepfake is a video using artificial
operations to go through a lot more smoothly. intelligence and deep learning (a method to train computers).
This leads to make people, especially famous ones, say things
Chideya: What about the military? We have talked a little
they have not said. It manipulates real facts into fake ones.
bit about the fact, when we did our little visit to the E3
Convention, that the military is developing video games. – The people concerned by that problem (victims and observ-
ers): Consequently, this tool can be used for criminal purposes

252 bac Axe 4 Corrigés

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such as damaging personalities and politicians’ reputations. It – This implies that using AI for fun purposes can be very gra-
can break their careers for unfair reasons. It is obvious that tifying. It opens up a world of possibilities. You can make serious
everyone is concerned by this technology since everyone uses people say stupid things and make dead people speak.
the Internet and data can be collected and shared multiple
times or sold for criminal intentions. Some people say that
disinformation was the ancestor of deepfake. Indeed, real docu- Sujet B
ments were used to manipulate reality and discredit a person’s
Production possible (161 mots)
reputation. The journalist gives examples of politicians using
this device. Alex: I have just created this deepfake app which will be much
fun to use.
– Their opinions on the topic: So, the result of this situation is
Boss: I wonder who might be using this app, and why?
that the public will not trust any audio or video documents
anymore. Alex: I’m sure people will love it, especially teenagers. They
love using this type of technology on their phones.
b. Not only is AI used to create malevolent deepfake contents, Boss: Is this app going to be profitable for our company?
but it is also used for other criminal activities concerning our Alex: This app is going to bring us more audience and they will
daily lives. For instance, driverless cars can be turned into use our other apps. It will be beneficial for our start-up. People
weapons, private information could be used for blackmail… All will enjoy using it because you can make people say silly things
this means that people are powerless and become the victims or act stupidly. Think of what happened to the Queen’s last
of criminals using AI. To conclude, the journalist is quite pessi- Christmas speech… That was funny!
mistic about the future because this technology can become
Boss: Don’t you think some people may use it for wrong rea-
extremely dangerous in our everyday life, by taking control of
sons? Have you thought of the legal implications for our com-
sensitive data or devices as some researchers explain. How are
pany?
people going to defend themselves?
Alex: Well, I must admit that I have not. But, not to worry. This
app is revolutionary, and it will give a good brand image of our
company. Trust me!

Expression écrite p. 250

→ Grille d’évaluation p. 235 de ce Fichier pédagogique

– L’expression écrite est évaluée ici. Un effort de rédaction tout

particulier est demandé à ce titre. On demandera également
aux élèves de reprendre les éléments culturels pertinents vus
au cours de l’unité.
Les élèves pourront s’aider de la méthodologie proposée
dans le manuel p. 201.

Sujet A
Les éléments ci-dessous sont des pistes de réflexion. Tout élé-
ment en cohérence avec le texte et sa thématique sera accepté.

Pistes
– I agree with this statement. Indeed, technology using AI may
lead to dangerous criminal situations.
– People cannot control what is done to their personal data
once it is on the Internet, and AI can transform anything that is
personal and cause a lot of damage to your personal or profes-
sional life.
– The problem with this technology is that no one can defend
you. It is difficult to find who is responsible for the manipulation
of your data. People are powerless / defenceless.
– Governments or organisations can fall prey to international
criminals or hackers who wish to destroy them. Politicians and
celebrities are also victims of this technology, although they
sometimes use it to discredit an opponent.
– This technology can be used for entertainment as well.

Corrigés Axe 4 bac 253

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Fictions & Realities

p. 112-149

Évaluation 1
11 12
Compréhension de l’oral (20 points)
Le sujet porte sur l’axe 5 du programme : Fictions et réalités.

Vous disposez tout d’abord de cinq minutes pour prendre connaissance des consignes.
Vous allez entendre trois fois le document support de la compréhension de l’oral.
Les écoutes seront espacées d’une minute.
Vous pouvez prendre des notes pendant les écoutes.
À l’issue de la troisième écoute, vous organiserez votre temps (20 minutes) comme vous le souhaitez pour
rendre compte en français du document oral.

Titre du document : This Is “Creepy”: Lawrence Wright Wishes His Pandemic Novel Had Gotten It Wrong
Source du document : Mary Louise Kelly, host, and Lawrence Wright, Pulitzer Prize winner, NPR, 28 April 2020
Nom propre : Kongoli, name of the virus

Vous rendrez compte, en français, de ce que vous avez compris du document.

Évaluation 2
10
Compréhension de l’écrit et expression écrite (20 points)
Le sujet porte sur l’axe 5 du programme : Fictions et réalités.
Il s’organise en deux parties : 1. Compréhension de l’écrit - 2. Expression écrite

1. Compréhension de l’écrit 2. Expression écrite (10 points)

(10 points) Vous traiterez en anglais, et en 120 mots au moins, l’un des deux
sujets suivants au choix :
Give an account of the text in
Sujet A : Comment on the following statement: “The film business
English, taking into consideration
has struggled with bringing in women’s voices, and trusting them.
its nature and topic, the evolution
That’s why, when we get an exciting moment like a Brave, or a
described and its causes as well as
Frozen, we embrace it. It’s shocking that we are having all these first
the tone of the journalist.
moments. But the truth is, women create the characters of women
they want to see, and that’s why the films are successful.” (l. 37- 40)
Sujet B : Write a letter to Melissa Silverstein to tell her that you
agree or disagree with her views, or if you have mixed feelings.

254 bac Axe 5

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How Disney’s princesses got tough

After decades of selling young girls damsels in distress, Disney has finally made a run of films with strong female
roles. It’s just a shame it took them so long.
If you asked anyone a decade ago who would be leading the charge to engineer […] feminist social change –
specifically, through influencing the narratives of mass-market blockbuster films – Disney would arguably be
5 the bottom of the list. If anything, it was considered the most conservative of the major studios, with its series
of fairytale cartoons playing a significant part in schooling generations of girls in the arts of home-making,
dressing nicely and meeting Prince Charmings. Its live-action fare1, likewise, conformed to a family-friendly
model that relied on the likes of Pirates of the Caribbean, The Princess Diaries and The Chronicles of Narnia.
Now, however, the picture is somewhat different. The impact of certain films has been dramatic: the 2012
10 Pixar animation Brave, set in a quasi-medieval Scotland; Frozen, the 2013 blockbuster loosely based on The
Snow Queen; and the first Alice in Wonderland. All have featured self-reliant2 female protagonists for whom
romantic love is not the endgame, in stories where male agency has been eliminated or largely sidelined 3. In
effect, boyfriends have been replaced by mothers and sisters as thematic motors. Alice Through the Looking
Glass follows the same model: perhaps even more noticeably so, considering that the central figure is 19 and
15 attempting to forge a career as a merchant-naval trader in the far east.
Writer and activist Melissa Silverstein – founder and editor of the Women and Hollywood initiative – is arguably
the most influential critic of gender issues in contemporary cinema. […]
“Disney has been giving us characters for decades that we, as a culture, can relate to,” she says. “With Brave,
and Frozen, and the Alice movies, feminist women are behind those things. That makes a difference. Disney
20 makes other kinds of movies that don’t necessarily fit into this category – so it’s hard for me to say something
extraordinary is happening across the board4.”
“We have to interrupt the cycle that starts very young,” she says. “It’s the power dynamic, that girls have to be
saved. We want girls to be the heroes of the stories; they don’t have to be saved. Girl characters need to be as
fully fleshed out5 as male characters; they can’t only be striving for6 romance.
25 “They have to be individuals in the world, because that is what girls expect to see. And not only girls – we need
boys to see these girls being characters that have backbone7, so they understand in real life girls are equal.”
What Silverstein is alluding to, of course, is the studio’s history with Disney Princesses; a branded concept that
actually only dates from 2000, despite mining the company’s eight-decade back catalogue. Disney Princesses –
which encompasses toys, games, figurines and multiple fashion accessories – has been a huge money-spinner8
30 for the company, with an estimated revenue of more than $5.5bn, but the studio seems to be in retreat from the
values it defined. Silverstein calls it “the princess-industrial complex” and describes it as “almost the downfall
of civilisation”. “This is what we’ve been teaching girls: wear pink, look pretty, wear makeup. I want that to
go away. That is not stuff that helps girls become empowered young women. This is stuff people use to keep
women docile.” […]
35 Disney has been pushing forward on issues our culture has been talking about and I think that’s great, but
that comes with responsibility too.
“The film business has struggled with bringing in women’s voices, and trusting them. That’s why, when we
get an exciting moment like a Brave, or a Frozen, we embrace it. It’s shocking that we are having all these first
moments. But the truth is, women create the characters of women they want to see, and that’s why the films
40 are successful.”

1 film d’action • 2 autonomous • 3 put aside • 4 de manière systématique • 5 étoffées • 6 chercher à atteindre, viser •
7 courage • 8 mine d’or

The Guardian, 26 May 2016

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Fictions & Realities

Compte rendu en français :
Cette interview sur la radio américaine NPR de l’écrivain Law-
rence Wright, lauréat du Prix Pulitzer, aborde la question d’une
p. 112-149 pandémie racontée dans un livre intitulé The End of October
commencé en 2017 et achevé au milieu de l’été 2019, bien avant
Évaluation 1 la pandémie de Covid-19. Les événements fictifs qui y sont
racontés devaient servir d’avertissement, or, la vraie vie n’at-
tend pas nécessairement les mises en garde.

11 12
Le roman évoque donc un virus qui apparaît en Asie et se répand
à travers les continents, paralysant les systèmes de santé, détrui-
sant l’économie et tuant des quantités de personnes dans le
Compréhension de l’oral p. 254 monde.
La journaliste insiste sur le fait qu’il s’agit bien d’une œuvre de
→ Grille d’évaluation p. 234 de ce Fichier pédagogique fiction sur un virus fictif appelé Kongoli. Mais elle précise que
Remarque : Les éléments qui apparaissent surlignés dans les lorsque le romancier a écrit une note aux lecteurs où il précisait
scripts des documents sonores ou vidéo n’ont pas vocation à prier pour que ces événements ne voient jamais le jour, il devait
être repris tels quels dans les comptes rendus des élèves. bien avoir imaginé le moment auquel ces derniers pourraient
Seules les idées formulées à partir de ces phrases surlignées avoir lieu.
doivent être prises en compte, sans pour autant exiger une Lawrence Wright explique que, ayant discuté avec des experts
exhaustivité. La grille d’évaluation du CECRL qui accompagne médicaux, il savait que ces derniers se doutaient tous que cela
chaque document sonore ou vidéo est la seule garante d’une allait arriver. Ils ignoraient juste quand cela arriverait.
évaluation critériée qui atteste du niveau attendu des élèves
en LVA (B1) et en LVB (A2 ou B1).

script

Mary Louise Kelly, host: Let’s talk now about a new novel
that opens – even before the title page, before Chapter 1
– opens with a note. “Dear reader, it begins, the events
depicted in The End of October were meant to serve as
a cautionary tale, but real life doesn’t always wait for Évaluation 2
warnings.” The author who wrote that is Pulitzer Prize
winner Lawrence Wright. His novel is about a virus that
starts in Asia, sweeps across continents, cripples the 10
health care system, wrecks the economy and kills scores
of people worldwide. The book is The End of October
and Lawrence Wright joins me now. Compréhension de l’écrit p. 254

Hey there. → Grille d’évaluation p. 234 de ce Fichier pédagogique

Lawrence Wright: Thank you. It’s good to talk to you – Il s’agit ici de rédiger en anglais un compte rendu du texte.
again, Mary Louise. Les élèves feront un repérage des idées essentielles permet-
tant de répondre aux points donnés dans la consigne, et ils
Kelly: You too. I will underscore this is fiction. You have devront rédiger leur compte rendu en structurant leur propos,
written a fictional story about a fictional virus called Kon- grâce notamment aux mots de liaison. Le tout doit être cohé-
goli. But when you wrote that note to the reader, that you rent et fluide. Les élèves pourront s’aider de la méthodologie
pray these events never come to pass, you must have proposée dans le manuel p. 200.
been imagining a moment where they could.
– Les éléments ci-dessous sont des pistes de réflexion. Tout
Wright: Well, I knew from talking to all these medical élément de réponse en cohérence avec le texte sera accepté.
experts that something like this was going to happen.
They all knew it. They just didn’t know when. – Disney is changing its way of representing girls or young
women after decades of conventional, conservative views on
Kelly: When did you start and finish writing this? their roles.
Wright: Oh, I think I started it in 2017, and I turned in the – The female protagonists that have been featured lately no
final draft July, I think, midsummer of 2019. longer comply with the stereotyped characters. On the contrary,
Kelly: So before anyone anywhere had ever heard of COVID- they have the same qualities as their male counterparts.
19 or the coronavirus crisis that we’re all living through. – For example, Brave and Frozen have replaced the traditional
Wright: Right. independent male figures and focused on relationships between
women making romance a secondary consideration.

Code couleur : A2, B1

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– For Melissa Silverstein, a feminine activist and prominent critic

of gender issues in today’s cinema, this trend must develop: Sujet B
people should forget the cliché images of girls being fragile Production possible (148 mots)
creatures and consider them as strong as boys.
Dear Ms Silverstein,
– She also criticises Disney for its by-products, because “that
is not stuff that helps girls become empowered young women.”
I am writing to you today to thank you for your action! You voice
– To conclude, if women can make films that voice their opinion so many daughters’ and sisters’ and nieces’ opinion! It was high
and are successful, it is because they create roles that the femi- time someone did it!
nine public is expecting. You are so right when you keep repeating that we do not need
to see young women being saved by strong, good-looking male
heroes! It induces so many wrong ideas in our little girls’ minds.
Real life is not like that. I totally agree with you when you point
out that we want girls as heroines! Society has changed. It is so
true to explain that the films we watch should change too and
reflect women’s views.
Expression écrite p. 254
So, many thanks again, dear Ms Silverstein. Keep saying out
→ Grille d’évaluation p. 235 de ce Fichier pédagogique loud what many do not dare to express. My friends and I couldn’t
agree more with your action and we will support you.
– L’expression écrite est évaluée ici. Un effort de rédaction tout
particulier est demandé à ce titre. On demandera également
aux élèves de reprendre les éléments culturels pertinents vus Alex, who completely share your views.
au cours de l’unité.
Les élèves pourront s’aider de la méthodologie proposée
dans le manuel p. 201.

Sujet A
Les éléments ci-dessous sont des pistes de réflexion. Tout élé-
ment en cohérence avec le texte et sa thématique sera accepté.

Pistes
– For years the films people have been given to watch have
hardly represented women’s opinions. They were mostly
reduced to meek / docile / submissive / obedient / unambitious
creatures who were not capable of thinking by themselves.
– It has been extremely hard – and it is still difficult – for women
not only to be heard through a work of fiction, but also to be
trusted in the delivery of their opinion.
– It is necessary that fictitious characters that are portrayed in
Brave or Frozen represent an evolution in the way feminine
figures are depicted, both physically and morally.
– Showing it through animated films for children is extremely
positive as it gives a new image of girls and women to the little
ones who are not exposed to preconceived ideas and can the-
refore grow up without biased views / thinking.
– Thinking that it took until the 21st century for clichés to be
broken and women’s voices to be heard and listened to is just
unbelievable – but one could say “better late than never”.
– Even if this trend is new, it is acknowledged because it repre-
sents a deep need that hopefully will get a lasting, wider assent.

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Scientific Innovations & Responsibility

p. 150-173

Évaluation 1
13
Compréhension de l’oral (20 points)
Le sujet porte sur l’axe 6 du programme : Innovations scientifiques et responsabilité.

Vous disposez tout d’abord de cinq minutes pour prendre connaissance des consignes.
Vous allez entendre trois fois le document support de la compréhension de l’oral.
Les écoutes seront espacées d’une minute.
Vous pouvez prendre des notes pendant les écoutes.
À l’issue de la troisième écoute, vous organiserez votre temps (20 minutes) comme vous le souhaitez pour
rendre compte en français du document oral.

Titre du document : NASA Announces New Moon Mission

Source du document : Mary Louise Kelly, host, NPR, and member station WFME Brendan Byrne, in Orlando,
Florida, 22 December 2020
Noms propres : NASA’s Kayla Barron – Jessica Meir, astronaut – NASA’s new Moon missions Artemis

En rendant compte, en français, du document, vous montrerez que vous avez identifié et compris :
– la nature et le thème principal du document ;
– la situation, les événements, les informations ;
– les personnes (ou personnages), leur fonction ou leur rôle et, le cas échéant, leurs points de vue et la tonalité
(comique, ironique, lyrique, polémique, etc.) de leurs propos ;
– les éventuels éléments implicites ;
– le but, la fonction du document (relater, informer, convaincre, critiquer, dénoncer, divertir, etc.).

Évaluation 2
14
Compréhension de l’écrit et expression écrite (20 points)
Le sujet porte sur l’axe 6 du programme : Scientific Innovations & Responsibility.
Il s’organise en deux parties : 1. Compréhension de l’écrit - 2. Expression écrite

1. Compréhension de l’écrit 2. Expression écrite (10 points)

(10 points) Vous traiterez en anglais, et en 120 mots au moins, l’un des
deux sujets suivants au choix :
Give an account of the text in English,
Sujet A : Could we say that e-waste recycling has become a
focusing on the state of e-waste recycling
global challenge? Give examples to illustrate your point of
in the world and its consequences on
view.
people’s health and the environment,
and on the solutions that could lead Sujet B : As a United Nations spokesperson, you write a
to improving the lives of millions of report in which you encourage nations to recycle electronic
people worldwide, while protecting the waste, focusing on the positive impact of e-waste recycling for
environment. the local populations (economy, health, the environment…).

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10bn of precious metals dumped each year in electronic waste, says UN

At least $10bn (£7.9bn) worth of gold, platinum and other precious metals are dumped every year in the
growing mountain of electronic waste that is polluting the planet, according to a new UN report.
A record 54m tonnes of “e-waste” was generated worldwide in 2019, up 21% in five years, the UN’s Global
E-waste Monitor report found. The 2019 figure is equivalent to 7.3kg for every man, woman and child on
5 Earth, though use is concentrated in richer nations. The amount of e-waste is rising three times faster than
the world’s population, and only 17% of it was recycled in 2019.
Electronic and electrical goods, from phones and computers to refrigerators and kettles, have become
indispensable in modern societies and enhance1 lives. But they often contain toxic chemicals, and soaring
production and waste damages human health and the environment, and fuels the climate crisis.
10 The report blames lack of regulation and the short lifespan of products that are hard or impossible to repair.
Experts called the situation a “wholly preventable global scandal”.
People in northern Europe produced the most e-waste – 22.4kg per person in 2019. The amount was half as
much in Eastern Europe. Australians and New Zealanders disposed of 21.3kg per person, while in the US
and Canada the figure was 20.9kg. Averages across Asia and Africa were much lower, at 5.6kg and 2.5kg per
15 person respectively.
E-waste contains materials including copper 2, iron, gold, silver and platinum, which the report gives a
conservative value of $57bn. But most are dumped or burned rather than being collected for recycling. Precious
metals in waste are estimated to be worth $14bn, but only $4bn-worth is recovered at the moment.
Europe had the highest recycling rate in 2019, at 42%, with Asia second at 12%. But across North and South
20 America, and Oceania, the rate was 9% and in Africa it was 0.9%.
In low– and middle-income countries, some e-waste is recycled but usually by unsafe practices, such as burning
circuit boards to recover copper. This releases highly toxic metals such as mercury, lead3 and cadmium4, “causing
severe health effects to workers as well as to the children who often live and play near e-waste activities”, the
report said.
25 It estimated that 50 tonnes of mercury from monitors, energy-saving light bulbs and other e-waste is dumped
each year. Furthermore, gases released from discarded fridges and air-conditioning units were equivalent to
98m tonnes of atmospheric carbon dioxide in 2019. […]
“E-waste is a very big problem because the amount is growing at a very rapid pace each year, and the level of
recycling is just not keeping up pace,” said Kees Baldé at the UN University, based in Bonn. […]
30 “The biggest problem is that, in many countries, there are no collection systems,” said Mijke Hertoghs, at the
UN’s International Telecommunication Union. “The companies that bring the equipment on the market are
not being held accountable for the end-of-life disposal.”
But Hertoghs said the value of the metals being dumped presented an opportunity. Baldé agreed: “If [collection
and recycling] were better organised, the economies of scale would go up and I think there are opportunities
35 for creating a new economy and new jobs. There would be a huge income for many people.” Recycling would
also cut the environmental impact of mining for new metal: “One gram of gold has a massive footprint.”
“Improper e-waste recycling is a major emerging hazard, silently affecting our health and that of future
generations,” said Maria Neira at the World Health Organization. She said one in four childhood deaths
resulted from pollution, including e-waste.
40 In 2018, the ITU5’s governing body set a target of increasing e-waste recycling from 17% to 30% by 2023.
But, as things stand, said Hertoghs: “It’s totally unrealistic to achieve that goal.” Since 2014, the number of
countries with national e-waste policies or laws in place has only increased from 61 to 78, out of a total of
193 UN member states.

1 make better, improve • 2 cuivre • 3 plomb • 4 soft metal • 5 International Telecommunication Union

The Guardian, 2 July 2020

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Scientific Innovations technologies all the time. But there is so much yet to

& Responsibility
discover.

Code couleur : A2, B1

p. 150-173
Compte rendu en français :
Évaluation 1 Ce reportage de la radio américaine WMFE nous informe sur
le nouveau programme de la NASA appelé Artemis, du nom
de la sœur jumelle du dieu Apollon. Ce programme prévoit
13 l’entraînement de 18 astronautes (9 hommes et 9 femmes) pré-
alable à une mission sur la Lune, la première depuis presque
cinquante ans. Le lancement est prévu depuis le Kennedy Space
Compréhension de l’oral p. 258 Center en Floride.
L’une des particularités de cette mission est qu’une femme
→ Grille d’évaluation p. 234 de ce Fichier pédagogique (Kayla Barron) posera pour la première fois le pied sur la Lune.
Remarque : Les éléments qui apparaissent surlignés dans les En contemplant le ciel, Kayla Barron se prend à imaginer ce
scripts des documents sonores n’ont pas vocation à être repris qu’elle ressentira une fois qu’elle posera son pied sur la surface
tels quels dans les comptes rendus des élèves. Seules les idées lunaire et lorsqu’elle apercevra la Terre depuis la Lune. Cette
formulées à partir de ces phrases surlignées doivent être prises pensée la rend très enthousiaste tant elle lui semble impossible.
en compte, sans pour autant exiger une exhaustivité. La grille Jessica Meir, une astronaute, précise que la mission Artemis
d’évaluation du CECRL qui accompagne chaque document prendra la suite des expériences essentielles menées par la
sonore ou vidéo est la seule garante d’une évaluation critériée mission Apollo. Ces expériences scientifiques avaient changé
qui atteste du niveau attendu des élèves en LVA (B1) et en LVB notre vision du système solaire. Elles sont aujourd’hui encore,
(A2 ou B1). grâce aux nouvelles technologies, des références scientifiques
qui continuent de nous révéler des choses à partir des échan-
script tillons lunaires. Jessica Meir conclut en disant qu’il nous reste
encore beaucoup à découvrir.
Mary Louise Kelly, host: NASA recently announced the
18 astronauts who will start training for a mission to the
Moon, launching from the Kennedy Space Center in Flor-
ida. It’ll be the first human mission to the Moon in nearly
50 years, and it will include the first woman to set foot on
the lunar surface. From member station WMFE in Orlando,
Florida, Brendan Byrne reports.
Brendan Byrne, byline: These days, NASA’s Kayla Barron Évaluation 2
finds herself gazing at the night sky, staring at the Moon
and imagining what it would be like to stand on the lunar
surface and look back at Earth. 14
Kayla Barron: And, you know, I think that’s something
that I can’t really wrap my head around. But it just fills me
Compréhension de l’écrit p. 258
with this excitement, you know, the opportunity to do
something that seems pretty impossible. → Grille d’évaluation p. 234 de ce Fichier pédagogique
Byrne: Barron may get that opportunity now that she’s – Il s’agit ici de rédiger en anglais un compte rendu du texte.
been selected for NASA’s Artemis cadre, a group of Les élèves feront un repérage des idées essentielles permet-
18 astronauts – nine women and nine men – who will train tant de répondre aux points donnés dans la consigne, et ils
for the agency’s next Moon shot. NASA’s new Moon mis- devront rédiger leur compte rendu en structurant leur propos,
sions are called Artemis. In Greek mythology, Artemis is grâce notamment aux mots de liaison. Le tout doit être cohé-
the twin sister of Apollo. rent et fluide. Les élèves pourront s’aider de la méthodologie
proposée dans le manuel p. 200.
For astronaut Jessica Meir, Artemis will pick up where
Apollo left off, conducting crucial experiments on the –Tout élément de réponse en cohérence avec le texte sera
lunar surface. accepté.
Jessica Meir: If you look at the scientific experiments that – Electronic components of phones, refrigerators, or any elec-
were conducted on the Apollo missions, they changed tronic objects that are used in everyday life are toxic and can
the way that we see our solar system. And we are still, to have harmful effects on people’s health and on the environ-
this day, learning from those very samples using newer ment, making the climate crisis even worse than it is today.

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– Thus, recycling electronic waste that contains poisonous com- Sujet B

ponents like mercury or lead, is indispensable to protect
Pistes
people’s health and the environment.
– Save energy, reduce pollution, reduce greenhouse gas emis-
– There is more and more electronic waste in the world but sions, make a positive difference to the environment.
only 17% of such waste was recycled in 2019.
– Preserve natural resources by extracting less.
– If done formerly with safety measures, recycling electronic – Handle and manage toxic substances and metals (mercury,
waste could have a positive impact on local populations (health, lead, cadmium…), thus reducing harmful effects on health and
living conditions…) as well as on the economy in developing the environment.
countries.
– Create jobs (professional recyclers, a new market for recycled
– Indeed, electronic waste contains valuable materials and pre- materials…) and a healthier economy (strengthen the economy).
cious metals like copper, iron, gold, silver and platinum that – Recover and use recycled precious metals (gold, iron, silver,
may be recovered, reused and recycled, and re-injected into copper…).
the economy, leading to job creations and a new source of
– All toxic metals and chemicals can be used again, resulting in
income, and it could also slow the search for new metal, which,
fewer landfills and a healthier planet.
in turn, could have a positive impact on the environment.
– Improve a company’s brand reputation if prone to focus on
recycling electronic waste.
– Recycling reduces the production costs of goods by avoiding
Expression écrite p. 258 manufacturing components from the beginning.
→ Grille d’évaluation p. 235 de ce Fichier pédagogique – Some big companies have their own recycling process. They
dispose of electronic waste for future reuse. This policy needs
– Les éléments ci-dessous sont des pistes de réflexion pour
to be encouraged.
chacun des deux sujets. Tout élément en cohérence avec le
texte et sa thématique sera accepté.
– L’expression écrite est évaluée ici. Un effort de rédaction tout
particulier est demandé à ce titre. On demandera également
aux élèves de reprendre les éléments culturels pertinents vus
au cours de l’unité.
Les élèves pourront s’aider de la méthodologie proposée
dans le manuel p. 201.

Sujet A
Pistes
– Electrical and electronic devices have become ubiquitous /
essential in today’s everyday life.
– The collection and responsible disposal of electronic waste is
definitely a growing global challenge, and adequate measures
should be taken to address this challenge, to be able to turn a
toxic source of pollution into a sustainable resource.
– Promoting responsible e-waste management is a challenge
because developed countries do not wish to recycle e-waste
mainly because of high labour costs.
– They export e-waste to developing countries to avoid this,
thus creating serious health and environmental threats to local
populations if not safely managed, if not properly disposed of
or recycled.
– The challenge would be to have a recycling policy that could
benefit us all without exporting our electronic waste to deve-
loping countries, thinking that this is not our problem anymore,
because recycling is everyone’s problem.

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Diversity & Inclusion

p. 174-185

Évaluation 3
15
Compréhension de l’oral et de l’écrit, expression écrite
Le sujet porte sur l’axe 7 du programme : Diversité et inclusion.

Il s‘organise en trois parties :

1. Compréhension de l’oral - 2. Compréhension de l’écrit et de l’ensemble du dossier - 3. Expression écrite
Vous disposez tout d’abord de cinq minutes pour prendre connaissance de la composition de l’ensemble du
dossier et des consignes qui vous sont données.
Vous allez entendre trois fois le document de la partie 1 (compréhension de l’oral).
Les écoutes seront espacées d’une minute.
Vous pouvez prendre des notes pendant les écoutes.
À l’issue de la troisième écoute, vous organiserez votre temps (1 h 30) comme vous le souhaitez pour rendre
compte en français du document oral et pour traiter en anglais la compréhension de l’écrit (partie 2) et le sujet
d’expression écrite (partie 3).

Les documents
Document 1 :
Titre du document : Record Number Of Britons Are Using Food Banks
Source du document : Ari Shapiro, NPR, 23 December 2014
Noms propres : Peter Brogan – Stanford Malcolm – the “We Care” food bank in Southeast London

Document 2 :
Titre : Johnson makes U-turn on free school meals after Rashford campaign
Source du document : The Guardian, 16 June 2020

1. Compréhension de l’oral (10 points)

Vous ferez le compte rendu en français du document audio (document 1).

2. Compréhension de l’écrit 3. Expression écrite (10 points)

et de l’ensemble du dossier (10 points) Vous traiterez en anglais, et en 120 mots au moins, l’un
a. Compréhension du document 2 des deux sujets suivants au choix :
Give an account of document 2 in English in Sujet A : You are an English-speaking public figure and
your own words, paying particular attention you are upset by the hunger crisis in England. You want
to the nature of the text, the situation (place, to raise your voice for poor people. Write an open letter
people involved), the actions (problems, to the British government at 10 Downing Street, London,
project, evolution), and the points of view. to ask for actions against hunger. You will include: your
b. Compréhension de l’ensemble du dossier experience as a child, some life challenges you have faced,
(documents 1 et 2) how social aids helped you and why it is important to
Consider the two documents (1 and 2) and organise social assistance in a rich country.
explain briefly what the different situations Sujet B : Why is it important to see public figures get
have in common. involved in the fight against hunger?

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Document 2 :
Johnson makes U-turn on free school meals after Rashford campaign
Boris Johnson has been forced into a humbling U-turn over providing food vouchers1 for some of England’s
poorest families after a campaign launched by the footballer Marcus Rashford threatened to engulf his
government in another crisis.
5 In an embarrassing about-face2, the prime minister said that on Tuesday he had called the England and
Manchester United striker3 to explain the reversal, and made the remarkable claim that he had only become
aware of Rashford’s interest in the issue earlier in the day.
Yet 24 hours before, No 10 had rejected the footballer’s plea4 for it to keep paying for the £15-a-week vouchers
over the summer, and ministers had been sent out to defend the government’s position. But with Conservative
10 MPs5 threatening to rebel against the government, Downing Street retreated and announced a new £120m
“covid summer food fund” for 1.3 million pupils in England.
Appearing at the coronavirus daily briefing on Tuesday, Johnson said he had called Rashford, 22, to congratulate
him on his campaign. “I thank him for what he’s done,” he said.
Rashford, who has written about the food poverty he experienced as a child, said of the reversal on Twitter: “I
15 don’t even know what to say. Just look at what we can do when we come together, THIS is England in 2020.”
Later, he posted a second statement saying the campaign was a way of issuing a cry for help from vulnerable
parents all over the country.
“I stand proud today knowing that we have listened, and we have done what is right. There is still a long way
to go but I am thankful to you all that we have given these families just one less thing to worry about tonight.”
20 “The wellbeing of our children should ALWAYS be a priority,” he wrote.
The policy change was announced just hours before the government was expected to argue against feeding
hungry children during the summer at an opposition day debate.
Until then, Downing Street had argued it would not award free school meal vouchers in England outside
term time6.
25 Asked if Rashford’s pleas had helped to change Johnson’s mind, his spokesman said: “The prime minister
welcomes Marcus Rashford’s contribution to the debate around poverty, and respects the fact that he has been
using his profile as a sportsman to highlight important issues.”
He said families entitled to free school meals would receive a one-off voucher at the end of the school term,
worth £15 a week for the six-week school break, which they could spend in supermarkets.
30 Scotland and Wales would also continue with the voucher programme, while Northern Ireland’s first minister,
Arlene Foster, said she would be proposing that the scheme be extended over the summer “if the necessary
finances can be secured”.
On Monday, after Rashford had written an open letter asking the government to reverse its policy, Downing
Street said Johnson would respond “as soon as he can” and a Department for Education spokesman said the
35 national voucher scheme7 was not being extended.
After the reversal, Gary Lineker, the TV presenter and former England striker, who had supported the campaign,
tweeted: “Great to see @ManUtd’s number 10 changing policy at number 10. Extraordinary campaign and
win for the brilliant @MarcusRashford.” […]
Kevin Courtney, the joint general secretary of the National Education Union, said: “There should never have
40 been any hesitation on the part of government. The hardship and struggle under our current benefit system
and support for those living in poverty will not end with the containment of this virus. Covid-19 is a natural
phenomenon – poverty is not.” […]
Football rivals to Manchester United also praised Rashford, who last week supported the Black Lives Matter
campaign.
45 Manchester City tweeted: “Fantastic work MarcusRashford, making Manchester proud.” Liverpool FC wrote:
“Children in our region will benefit because of the actions of this remarkable role model.”

1 bon alimentaire • 2 volte-face, revirement • 3 attaquant • 4 appel, requête • 5 Member of Parliament •

6 fin du trimestre • 7 plan, projet

The Guardian, 16 June 2020

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Diversity & Inclusion Compte rendu en français :

Ce reportage de la radio américaine NPR aborde la question
de la faim dans des pays comme les États-Unis ou le Royaume-
p. 174-185 Uni. La présentatrice introduit tout d’abord le sujet en soulignant
un paradoxe. Citant le journaliste Ari Shapiro, elle déclare que
Évaluation 3 des économies en pleine croissance et un chômage en baisse
n’empêchent pas pour autant la précarité alimentaire d’une
partie de la population.
15 Ari Shapiro évoque l’exemple de Peter Brogan. Ce dernier a
mené l’existence confortable d’un homme de la classe moyenne
Compréhension de l’oral p. 262 pendant cinquante ans : une maison, un travail, une famille. Mais
il y a six mois, la fin de sa relation a sonné le glas de sa vie confor-
→ Grille d’évaluation p. 234 de ce Fichier pédagogique table. Puis Peter a sombré dans la dépression et l’alcoolisme.
Remarque : Les éléments qui apparaissent surlignés dans les Peter Brogan témoigne ensuite de son expérience dans la rue.
scripts des documents sonores n’ont pas vocation à être repris Il dormait dans un parc non loin d’un restaurant McDonald’s où
tels quels dans les comptes rendus des élèves. Seules les idées il se rendait pour mendier de la nourriture et où il utilisait les
formulées à partir de ces phrases surlignées doivent être prises toilettes pour se laver. Son estomac vide le réveillait la nuit et
en compte, sans pour autant exiger une exhaustivité. La grille le contraignait à fouiller dans les poubelles pour calmer sa faim.
d’évaluation du CECRL qui accompagne chaque document Il décrit cette expérience comme un retour à un état primitif où
sonore ou vidéo est la seule garante d’une évaluation critériée le seul but était de trouver quelque chose de comestible.
qui atteste du niveau attendu des élèves en LVA (B2) et en LVB Aujourd’hui, Peter Brogan est sobre et a retrouvé un logement
(A2 ou B1). social et une activité de volontariat à la banque alimentaire “We
Care” de Londres.
script Un autre bénévole, Stanford Malcolm, est interrogé. Il décrit
ce qu’il est en train de mettre en rayon après un week-end
Audie Cornish, host: The United Kingdom is struggling
chargé à la banque alimentaire : des céréales pour le petit déjeu-
with a problem that’s all too familiar to Americans. The
ner, des carottes, des haricots rouges, des spaghettis, et des
economy is growing. Unemployment is dropping. But
haricots blancs à la sauce tomate. Il ajoute que les bénéficiaires
growing numbers of people don’t have enough to eat.
peuvent choisir jusqu’à dix articles pour la somme d’une livre.
NPR’s Ari Shapiro reports this crisis has sparked a national
debate about hunger in a wealthy country.
Ari Shapiro, byline: For the first 50 years of his life, Peter
Brogan led a comfortable, middle-class existence. He had Compréhension de l’écrit et
a house, a job, a relationship. Then about six months ago,
the relationship fell apart, and so did his life. Between de l’ensemble du dossier p. 262
alcoholism and depression, he couldn’t keep his head
→ Grille d’évaluation p. 234 de ce Fichier pédagogique
above water.
– Il s’agit ici de rédiger en anglais un compte rendu du texte.
Peter Brogan: I was begging outside McDonald’s just to
Les élèves feront un repérage des idées essentielles permet-
get a cup of tea off somebody. And then I would use the
tant de répondre aux points donnés dans la consigne, et ils
toilet facilities there to wash up. And sleep – I was sleep-
devront rédiger leur compte rendu en structurant leur propos,
ing in a park not too far from here.
grâce notamment aux mots de liaison. Le tout doit être cohé-
Shapiro: The physical pain of hunger was so insistent, it rent et fluide. Les élèves pourront s’aider de la méthodologie
would wake him up in the middle of the night and send proposée dans le manuel p. 200.
him rummaging through trash cans.
– Les éléments ci-dessous sont des pistes de réflexion. Tout
Brogan: You’re turning over anything – anything that you élément de réponse en cohérence avec le texte sera accepté.
see that might be possibly edible. It’s extraordinary. You
a. Document 2
become sort of lowered to sort of a more animalistic
sense. And you become basically a scavenger. – The newspaper article focuses on a British social issue: the
fight against hunger, especially children’s holiday hunger.
Shapiro: Today, he’s sober, living in subsidized housing
and volunteering at the “We Care” food bank in South- – When holidays come, children from poor families do not
east London. Another volunteer named Stanford Malcolm receive the amount of food they get at school, because their
is stocking the empty shelves after a busy weekend. families are too poor.
Stanford Malcolm: There’s corn flakes, carrots, kidney – That is why a system of £15-a-week vouchers had been put
beans, spaghetti, baked beans. in place in 2020 during the Covid-19 crisis to help these families
to buy food.
Shapiro: People can choose 10 items and they are asked
to pay a pound. – However, Downing Street had decided to stop the aid in the
summer.
Code couleur : A2, B1, B2

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– So Manchester United number 10 player Marcus Rashford Sujet A

decided to get involved in the fight against children’s hunger. Production possible (252 mots)
– Marcus Rashford talks from experience as he himself suffered If I am writing to you today, it is because we need your help.
from holiday hunger in his childhood. So, he wanted to be the Seeing so many people suffer from hunger in our developed
spokesperson of poor families, because for him the children’s country makes me upset. Millions of children suffer from hun-
well-being should be a priority. ger, especially during school holidays. If children suffer, it is
because millions of adults suffer in silence too.
– At first, Prime Minister Boris Johnson refused to extend the
programme of vouchers through the summer. As a former poor child, I experienced the pain of going to bed
on an empty stomach and I want to be the spokesperson for
– But Marcus Rashford wrote an open letter to the government those who suffer in silence. I know what it means to wake up in
and Conservative MPs put pressure on Downing Street. the middle of the night because your empty stomach aches.
– Downing Street yielded and announced a new £120m “Covid That is why I demand that a regular food voucher programme
summer food fund” for 1.3 million pupils in England: families be set up to relieve the poorest families year round. Families
entitled to free school meals would receive a £15 a week vou- who are on free school meals should be given priority to fight
cher for the six-week school break. holiday hunger.
I also demand to open more food banks where people would
– Scotland, Wales and Northern Ireland plan to do the same
have to pay a cheap price for the food they choose. Choosing
with their poor families.
one’s own food and paying for it helps you to feel like a human
– Marcus Rashford’s action was praised by TV presenter Gary being.
Lineker, football rivals like Liverpool and his own club. Of course, other food banks should also provide free food for
– Marcus Rashford declared he was proud of what England can homeless people or extremely poor people.
do when everyone works together. To finish, I also ask you to take the importance of hygiene into
consideration: everyone should have access to public showers
– The well-being of a society comes with concessions on eco-
at least twice a week. A system of tokens or vouchers could be
nomic priorities.
set up to control the fair access to regular showers for everyone.
I look forward to receiving a positive answer from you. Together,
b. Documents 1 et 2 we can fight hunger.

– Both documents illustrate the issue of hunger in developed

countries: a growing economy and low employment rate do Sujet B
not mean a fair access to food.
Les éléments ci-dessous sont des pistes de réflexion. Tout élé-
– Both documents show that anyone can one day be hit by ment en cohérence avec le texte et sa thématique sera accepté.
hunger: the first focuses on adults facing the consequences of
life challenges like job loss and divorce whereas the second Pistes
focuses on children suffering from holiday hunger.
– It is important that public figures should get involved in the
– However, both documents show solutions: document 1 gives fight against hunger, because they are more likely to be listened
the example of food banks where people can keep some to by politicians than average people.
dignity by paying a very low price for the items they choose. – As they are famous, their call will have a greater impact than
Homeless or poor people can also be employed by the food an unknown citizen’s call.
banks, which is a way to start all over again.
– They will be more efficient in mobilising companies, associa-
– Document 2 shows how public figures like football players tions, charities and political leaders quickly. So, it will be easier
can get involved personally in the fight against hunger. They and faster to put solutions into practice.
can be spokespersons and raise their voices to demand social – Politicians know public figures can influence people; so taking
relief for poor people. They can also influence politics. Docu- a public figure’s demand into consideration will bring you the
ment 2 indeed proves that a government can help through sympathy of the population.
political measures like food vouchers.
– Since public figures are role models for many people, they will
inspire other citizens to fight for a cause.
– It is also a way for the public figure to be closer to the popu-
lation.
Expression écrite p. 262
→ Grille d’évaluation p. 235 de ce Fichier pédagogique
– L’expression écrite est évaluée ici. Un effort de rédaction tout
particulier est demandé à ce titre. On demandera également
aux élèves de reprendre les éléments culturels pertinents vus
au cours de l’unité.
Les élèves pourront s’aider de la méthodologie proposée
dans le manuel p. 201.

Corrigés Axe 7 bac 265

 Axe 8 B1-B2
backpack
Get Ready for your Exam!

Territory & Memory

p. 186-199

Évaluation 3
16
Compréhension de l’oral et de l’écrit, expression écrite
Le sujet porte sur l’axe 8 du programme : Territoire et mémoire.
Il s‘organise en trois parties :
1. Compréhension de l’oral - 2. Compréhension de l’écrit et de l’ensemble du dossier - 3. Expression écrite
Vous disposez tout d’abord de cinq minutes pour prendre connaissance de la composition de l’ensemble du
dossier et des consignes qui vous sont données.
Vous allez entendre trois fois le document de la partie 1 (compréhension de l’oral).
Les écoutes seront espacées d’une minute.
Vous pouvez prendre des notes pendant les écoutes.
À l’issue de la troisième écoute, vous organiserez votre temps (1 h 30) comme vous le souhaitez pour rendre
compte en français du document oral et pour traiter en anglais la compréhension de l’écrit (partie 2) et le sujet
d’expression écrite (partie 3).

Les documents
Document 1 :
Titre du document : Native American Protesters to Appear in Court in Arizona
Source du document : Alisa Reznick, Arizona Public Media reporter, 12 October 2020
Noms propres : Quitobaquito Springs : sources dans le monument national d’Organ Pipe Cactus dans le comté
de Pima, en Arizona – O’odham : tribu amérindienne du sud-ouest des États-Unis – Organ Pipe Cactus National
Monument : monument national et une réserve de biosphère en Arizona

Document 2 :
Titre : “This land feeds our souls”: the battle to save the Rockies from big coal
Source du document : The Guardian, 9 February 2021

1. Compréhension de l’oral (10 points)

Vous rendrez compte du document 1 en français, en prêtant particulièrement attention :
– à sa nature et à son thème principal ;
– aux personnes qui s’expriment et à leur témoignage ;
– à la fonction et à la portée du document (relater, informer, convaincre, critiquer, dénoncer, etc.).

2. Compréhension de l’écrit et de l’ensemble 3. Expression écrite (10 points)

du dossier (10 points) Vous traiterez en anglais, et en 120
a. Compréhension de l’écrit mots au moins, l’un des deux sujets
Using your own words, give an account of document 2, focusing suivants au choix :
particularly on: Sujet A : Write the speech that
– the reasons that led to the protest against coalmining in Alberta; Jolayne Gardner will give on TV to
– Jolayne Gardner’s occupation and her opinion on the land and coalmining; defend her land.
– the outcome of the battle between the community and the government. Sujet B : “These fights never end. If
b. Compréhension de l’ensemble du dossier (documents 1 et 2) it’s coalmines one day, it’s pipelines
Drawing information from both the text (document 2) and the audio the next day, and then it’s logging.”
(document 1), explain the meaning of this statement: (l. 42-43) Do you agree with Latasha
“This land feeds our souls” (l. 5). Calf Robe? Justify.

266 bac Axe 8

 backpack
Get Ready for your Exam!

Document 2 :
“This land feeds our souls”: the battle to save the Rockies from big coal
To the east of the Bluebird Valley ranch, the grasslands of the Canadian prairies extend beyond the horizon.
To the west, the fields rise, and then sharply erupt into the Rocky Mountains.
Cattle graze1 the 3,600 hectares (9,000 acres) of the Bluebird, an hour south-west of Calgary, and on hot summer
5 days rancher Jolayne Gardner’s children jump into the chilly waters of a creek that threads the rolling hills.
“This land feeds our souls,” says Gardner. “But realistically, what happens here also impacts over a million
people and their water supply.”
For months, the Gardners and other ranchers in southern Alberta had been living in fear that the land around
them would be transformed into opencast2 coalmines after rules protecting the wilderness were abruptly
10 rescinded3 last year.
While there is a long history of coalmining in the mountainous regions of the province, no new mines have
been built since 1974. But with the change in policy, drill sites4 and nearly 70km of new exploration roads
through critical wildlife habitats were given the go-ahead on once-protected land, pitting the community
against mining companies and a local government keen to extract the land’s resources.
15 Ranchers and environmentalists in the area first started sounding the alarm over the summer, circulating
petitions and creating Facebook groups to raise awareness. Those efforts received a substantial boost in
January after the country singing star Corb Lund, a chronicler of Alberta’s farming and ranching culture,
voiced his concerns.
“My understanding is that you can have either coalmining or clean water, but you can’t have both,” he told
20 his fans in a video posted to social media on 12 January, titled Mountains Not Mines.
Lund, who has released 11 albums, has long worried that the unique landscape of southern Alberta would be
developed by industry. […]
More than 100,000 people signed a number of petitions to halt the sale of coal leases5 and thousands of letters
were sent to political leaders, a groundswell6 of opposition that caught the government of Alberta by surprise.
25 Last month, amid the growing backlash7, Alberta’s energy minister, Sonya Savage, announced that a recent
sale of 11 coal leases in December would be cancelled. Then, on Monday, she said that the 1976 coal mining
policy would be reinstated. “Albertans have spoken loud and clear and we have heard them,” she said in a
statement. People power had prevailed.
For nearly half a century, Alberta’s rugged landscape had been protected by its coal policy, which barred
30 exploration and mining in wilderness areas. In May, however, as oil prices plunged and the province’s economic
outlook darkened, Alberta’s energy minister reversed the longstanding regulation, calling it an “outdated”
policy and promising to attract new investment to the province. […]
After ending the coal policy, the Alberta government went on to sell leases covering nearly 2,000 hectares to
Australian mining companies including Atrum Coal and Montem Resources.
35 The Alberta government argued that opening up new coalmines would create jobs in a province heavily reliant
on8 the unpredictable fortunes of the oil industry. […]
Despite Monday’s announcement that the Alberta government would reinstate the coal policy and consult with
the public as it develops new guidelines, six previously approved exploration projects can still move ahead […]
“The land is woven into the fabric of our culture and our identity. Every aspect of our lives is connected to
40 the land,” says Latasha Calf Robe, a community organiser with the Blood Tribe. “And all of that is at risk of
disappearing. You can’t rebuild a mountain.” […]
“By protecting treaty rights, we are protecting the land, we are protecting the mountains, we are protecting
the wildlife,” she says. “Because these fights never end. If it’s coalmines one day, it’s pipelines the next day,
and then it’s logging9.”
45 Even with the victory, the Gardners see a long fight ahead to ensure full protection of the land around them.
“My husband and I always say this is the fight of our lives. I don’t want this for my grandchildren,” says Jolayne.
“If enough people know what’s at stake and what it means to lose, I think that we’ll win.”

1 paître • 2 à ciel ouvert • 3 abrogées • 4 sites de forage • 5 accord de location • 6 lame de fond • 7 vive réaction •
8 qui compte sur • 9 abattage forestier

The Guardian, 9 February 2021

Axe 8 bac 267

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Corrigés

Territory Unidentified protester #3: Whose land?

& Memory Unidentified protesters: O’odham land.

Reznick: It’s a rare oasis at Organ Pipe Cactus National
Monument that’s sacred to O’odham tribes whose ances-
p. 186-199 tral land spans Arizona and northern Mexico. Organizers
like B. Lewis say the wall is cutting through it with
Évaluation 3 abandon.
B Lewis: It’s been terrifying, mortifying, horrific to see
16 where your ancestors are buried and your history, your
culture have been plummeted through by a wall of hate.

Compréhension de l’oral p. 266 Code couleur : B1, B2

→ Grille d’évaluation p. 234 de ce Fichier pédagogique Compte rendu en français :
Remarque : Les éléments qui apparaissent surlignés dans les Ce reportage de la radio américaine Arizona Public Media pré-
scripts des documents sonores n’ont pas vocation à être repris sente la manifestation d’Amérindiens contre la construction sur
tels quels dans les comptes rendus des élèves. Seules les idées leurs terres sacrées d’un mur d’acier, mis en place par le gou-
formulées à partir de ces phrases surlignées doivent être prises vernement Trump pour ralentir l’immigration mexicaine. Cette
en compte, sans pour autant exiger une exhaustivité. La grille manifestation a eu lieu le 12 octobre, journée des peuples pre-
d’évaluation du CECRL qui accompagne chaque document miers que beaucoup appellent aujourd’hui Columbus Day (jour
sonore ou vidéo est la seule garante d’une évaluation critériée de Christophe Colomb). Les manifestants ont bloqué l’autoroute
qui atteste du niveau attendu des élèves en LVA (B2) et en LVB à 60 kilomètres de la frontière mexicaine en Arizona, en priant,
( B1). chantant et criant. Les policiers ont envoyé du gaz lacrymogène,
des fumigènes et des balles en caoutchouc sur les manifestants
script qui ne voulaient pas partir. Onze personnes ont été arrêtées.
Les manifestants interpellaient les autorités en évoquant la terre
Native American protesters who were tear-gassed by law des O’odham. Ce site classé monument national est une oasis
enforcement on Indigenous Peoples Day in Arizona are rare qui est sacrée pour les tribus O’odham, dont les terres
in court today. Indigenous Peoples Day is what many peo- s’étendent de l’Arizona au nord du Mexique. L’organisateur de
ple today call Columbus Day. They were protesting con- la manifestation, B. Lewis, explique que ce qui est horrible est
struction of President Trump’s border wall across sacred de voir la terre où ses ancêtres sont enterrés ainsi que leur his-
sites. Arizona Public Media’s Alisa Reznick reports. toire être ravagées par un mur de haine. Ce document montre
Alisa Reznick, byline: On October 12, demonstrators la détermination des peuples indigènes à protéger et préserver
blocked the highway near an immigration checkpoint leurs terres et leur histoire.
almost 60 miles from the Arizona-Mexico border, praying,
singing and shouting.
Compréhension de l’écrit et
(SOUNDBITE OF PROTEST)
de l’ensemble du dossier p. 266
Unidentified protester #1: Shame on you.
→ Grille d’évaluation p. 234 de ce Fichier pédagogique
Unidentified protester #2: Shame on you.
– Il s’agit ici de rédiger en anglais un compte rendu du texte.
Unidentified protester #1: Shame on you and all your Les élèves feront un repérage des idées essentielles permet-
ancestors. tant de répondre aux points donnés dans la consigne, et ils
devront rédiger leur compte rendu en structurant leur propos,
Reznick: Arizona Department of Public Safety officers
grâce notamment aux mots de liaison. Le tout doit être cohé-
pressed into the crowd with tear gas.
rent et fluide. Les élèves pourront s’aider de la méthodologie
(SOUNDBITE OF TEAR GAS DETONATING) proposée dans le manuel p. 200.
Reznick: A videographer with the protesters shared foot- – Les éléments ci-dessous sont des pistes de réflexion. Tout
age of state troopers firing smoke canisters, tear gas and élément de réponse en cohérence avec le texte sera accepté.
rubber bullets when the crowd refused to leave. They
a. Document 2
arrested 11 people. Indigenous groups have protested
here since the 30-foot steel border wall began advancing – The reasons that led to the protest against coalmining in
this summer on Quitobaquito Springs. Alberta: Coalmining stopped in 1974 in this region of Canada,
even though the area used to be exploited before. A 1976
(SOUNDBITE OF PROTEST)
policy protected the land from exploration and mining. But in
Unidentified protester #3: Whose land? May 2020, because of the economic situation of the province,
the energy minister decided to allow coalmining again in order
Unidentified protesters: O’odham land.
to attract new investments and improve the economic situation.

268 bac Axe 8 Corrigés

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Corrigés

This decision sparked a rebellion among the inhabitants of The energy minister says she has heard us but she hasn’t can-
Alberta as well as environmentalists. celled all the exploration projects! Should we let her go on des-
troying our land or would we keep on fighting?
– Jolayne Gardner’s occupation and her opinion on the land
and coalmining: The Gardners are ranchers. Jolayne believes I’m telling you once more: this land feeds our soul. Once we let
the land needs to be protected from exploitation and desecra- the businessmen exploit the soil, there will be no turning back.
tion. Both the wildlife habitat and the community have to be It will be too late.
preserved regarding coalmining risks polluting the water and So, let’s go on fighting together, both the future of the land and
destroying their resources. She is willing to fight the govern- the planet are at stake!
ment and is aware that this fight will last but she is determined
to save the land so that her grandchildren can live in a preser-
ved area where men and nature live in harmony. Sujet B
– The outcome of the battle between the community and the Les éléments ci-dessous sont des pistes de réflexion. Tout élé-
government: The energy minister stated that she heard the ment en cohérence avec le texte et sa thématique sera accepté.
community’s grievances. As a consequence, the sale of 11
leases were cancelled and the government announced they Pistes
would consult with the public for further projects. However, six – Today, unfortunately, we know the consequences that capi-
previously approved projects are not cancelled yet, so the situa- talism and its choices can have on the planet: pollution, global
tion is not totally settled. The government reached a compro- warming, and climate change.
mise that does not entirely satisfy the community.
– It is true that if resources exploitation are not regulated, some
people will not stop digging further because their financial inte-
rests come first.
b. Documents 1 et 2
– Even if it can bring back investments and help the economy
Natives are very attached to their lands. Their territories are to grow by creating new jobs, there are other ways today of
sacred because they carry the souls of their ancestors as well reviving an economy.
as their history. Therefore, it is a part of their identity and des-
– Protecting the land and its resources is not essential only for
troying and exploiting it is disrespectful to both their ancestors
nature; it also means preserving people’s identity and culture.
and their culture. It feeds their soul insofar as the land is the
connection they have with their past, which is transmitted from – Another example: the Amazon forest. The extensive exploi-
generation to generation. tation of the forest endangers the ecosystem of the world and
leads to the extinction of some species.
– The priorities of governments must change so that we can
offer a bright future to our children.
Expression écrite p. 266
→ Grille d’évaluation p. 235 de ce Fichier pédagogique
– L’expression écrite est évaluée ici. Un effort de rédaction tout
particulier est demandé à ce titre. On demandera également
aux élèves de reprendre les éléments culturels pertinents vus
au cours de l’unité.
Les élèves pourront s’aider de la méthodologie proposée
dans le manuel p. 201.

Sujet A
Production possible (199 mots)
My fellow citizens,
I am here today to tell you how much I care about the land I
have been living in since I was a child.
This land feeds my soul: it means that like the other members
of my community, I am one with this territory, we are one with
nature and its resources.
We will not let profit-oriented businessmen exploit our soil and
our soul. I will not let my grandchildren grow up in a world where
profit comes first.
Our land is ancestral. Our wildlife, our mountains, our sites, our
water are unique. As ranchers, it is our duty to preserve our
land.
While our fight has led to some victories, we mustn’t stop rai-
sing our voices.

Corrigés Axe 8 bac 269

 CRÉDITS TEXTES

p. 238 By Joanna Roberts, © The Irish Times, 22 July 2013, DR ; p. 242 Suzanne Moore, 4 May 2020,
© Guardian News & Media Ltd 2021 ; p. 247 Document 2 : Anna Furman, 31 July 2017, © Guardian
News & Media Ltd 2021 ; Document 3 : © Aindrea Emelife / The Independent, 13 June 2020 ; p. 251
© Adam Smith / The Independent, 5 August 2020 ; p. 255 By Andrew Pulver, 26 May 2016, © Guard-
ian News & Media Ltd 2021 ; p. 259 Damian Carrington, 2 July 2020, © Guardian News & Media Ltd
2021 ; p. 263 Heather Stewart, Helen Pidd, Rajeev Syal, 16 June 2020, © Guardian News & Media Ltd
2021 ; p. 267 Leyland Cecco, 9 February 2021, © Guardian News & Media Ltd 2021.

CRÉDITS SONORES

p. 237 © 2020 National Public Radio, Inc. Excerpt from an NPR report titled “There’s Never Been A
Better Time To Be A Sneakerhead” was originally broadcast on NPR’s Life Kit on December 22, 2020,
and is used with the permission of NPR. Any unauthorized duplication is strictly prohibited ; p. 241
Laurel Morales, KJZZ ; p. 245 © 2017 National Public Radio, Inc. Excerpt from an NPR report titled
“Kerry James Marshall: A Black Presence In The Art World Is ‘Not Negotiable’” was originally broadcast
on NPR’s Morning Edition on March 28, 2017, and is used with the permission of NPR. Any unauthor-
ized duplication is strictly prohibited ; p. 250 © 2005 National Public Radio, Inc. Excerpt from an NPR
report titled “‘Serious’ Video Games for Education, Activism” was originally broadcast on NPR’s News
& Notes on December 28, 2005, and is used with the permission of NPR Any unauthorized duplication
is strictly prohibited ; p. 254 © 2020 National Public Radio, Inc. Excerpt from an NPR report titled “This
Is ‘Creepy’: Lawrence Wright Wishes His Pandemic Novel Had Gotten It Wrong” was originally broad-
cast on NPR’s All Things Considered on April 28, 2020, and is used with the permission of NPR Any
unauthorized duplication is strictly prohibited ; p. 258 WMFE/DR ; p. 262 ©2014 National Public Radio,
Inc. Excerpt from an NPR report titled “Record Number Of Britons Are Using Food Banks” was origi-
nally broadcast on NPR’s All Things Considered on December 23, 2014, and is used with the permission
of NPR Any unauthorized duplication is strictly prohibited ; p. 266 : AZPM/DR.

271