Sujets d’anglais LV1 du BAC 2015, séries A1 et A2, avec corrigé

Le jour de l’examen, chaque candidat choisit un des 2 sujets d’anglais LV1. Les voici tous, tels qu’ils ont été donnés en 2015 aux séries A1 et A2, avec le corrigé de la première question du sujet 1. La première question se fait en ligne, avec la correction tout de suite.

Durée : 3 heures
Coefficient 4
Noté sur 20
2 sujets au choix

Faire la question 1 en ligne

Ce que couvre le sujet

Partie commune: Part one : reading 40% — Le texte « Violence in Schools: A Worldwide Affair » (Adapted from the UNESCO Courier, April 2001.) : un questionnaire à choix multiple de 2 questions. Part two : language use 20% — Un questionnaire à choix multiple.
Sujet 1: Part three : writing 40% — Une production écrite.
Sujet 2: Part three : writing 40% — Une production écrite.

Comment le travailler

Le jour de l’examen, vous traitez un seul des 2 sujets. Prenez cinq minutes pour choisir, puis tenez-vous à votre choix.
La question 1 se fait en ligne sur cette page : répondez d’abord, puis lisez le corrigé.
Relisez les temps des verbes et les accords avant de rendre la copie.
Pour le vocabulaire, relisez la phrase du texte où se trouve le mot : le contexte donne le sens.

L’énoncé complet

BAC 2015 · Anglais LV1

Sujet officiel du BAC 2015, Côte d’Ivoire (A1-A2).

Langue vivante 1 (Anglais), séries A1-A2. Durée : 3 h · Coefficient : 4 en série A1, 2 en série A2 · 20 points. Reading 40 %, Language use 20 %, Writing 40 %.

Partie commune, obligatoire

Exercice 1 · PART ONE : READING 40% · 8 points

Read the text below and do the tasks that follow.

Violence in Schools: A Worldwide Affair

Violence in schools is a worldwide problem: it exists in rich and poor countries alike. It’s

chiefly a male phenomenon, hitting a peak¹ when boys turn 16 years old in some countries, and 13 in

others. Experts agree at least on one point: this violence cannot be pinned to a single cause. Instead,

they point to complex patterns linked to family situations, socio-economic conditions and teaching

methods.

But these are just indicators and do not justify any deterministic explanations.

When researchers say that 10 to 20 percent of risk factors are linked to single-parent families, this

suggests that 80 to 90 percent of such families are not the source of any violence. Likewise, a child

from a black slum area with a teenage mother or a father in jail will not automatically be violent!

Likewise, experts say there is a “hard core²” of violent children about five percent of the total. But in

comparing several schools in similar problem French neighbourhoods³, I’ve found that this figure

can vary between one and 11 percent. The school itself can be an aggravating factor, through high

staff turnover or “ghetto classes” to which poorly-performing students are relegated. These “hard

core” groups, then, cannot be deemed “inalterable”. On the contrary, something can be done about

them.

Should they simply be expelled, as some advocate? Such a measure would only make their

segregation and sense of exclusion worse. And they are, after all, at the root of the whole problem.

The solution lies partly in developing customized projects, but most importantly, in strengthening

economic and social participation.

To put an end to school violence, we need a well-established state with the means to

compensate for inequalities, a state that tries to re-establish diversity in neighbourhoods and schools,

one that does not give up on the notion of justice for children, as some are demanding.

We should also try to lift schools out of their fortresses, so they do not become the symbol of

a society that excludes people. Projects in the Netherlands, Brazil and the United States have shown

that schools can be vibrant places that provide social, medical and cultural services to a

neighbourhood.

In the Brazilian state of Minas Gerais, for example, there is a vocational school where elderly

craftsmen teach their skills to teenagers. Such contact between generations can offer a very social

education. ‘It takes a village to educate a child,’ goes an African proverb. Let’s make an effort to

seek out these opportunities, even in the most heartless⁴ cities.

Adapted from the UNESCO Courier, April 2001.

Notes :

1 hitting a peak = atteignant son paroxysme; 2 hard core = le noyau dur;

3 neighbourhoods = banlieues; 4 heartless = dangereuses, impitoyables.

COMPREHENSION CHECK

A Vocabulary

Match the words or phrases in column (A) with their meanings or synonyms in column (B) according to the text. There are more options in column (B) than in column (A). Write your answers like in the example. Example: 1. male phenomenon = a. something concerning boys only
1. male phenomenon (L. 2)
1. 2. pinned (L. 3)
2. 3. Likewise (L. 8)
3. 4. slum area (L. 9)
4. 5. turnover (L. 13)
5. 6. deemed (L. 14)
6. 7. expelled (L. 16)
7. 8. give up on (L. 22)
8. 9. craftsmen (L. 28)
9. 10. teenagers (L. 28)
10. 11. seek out (L. 30)
1. asomething concerning boys only
2. bchange, renewal
3. clook for
4. dyoung people aged from 13 to 19
5. eIn addition
6. fconsidered
7. gsacked, sent out
8. habandon
9. iattributed
10. jglobal
11. kartisans
12. lghetto
B Comprehension questions

Decide whether the statements below are true or false according to the text. Write (T) for True and (F) for False. Then, give the line(s) of the text to justify your choice. Example: 1-F (L. 2)
1. 2. Boys aged from 13 to 19 years are the most violent at schools.
2. 3. For experts, violence in schools has only one source.
3. 4. It is very easy to explain the phenomenon of violence in schools.
4. 5. Children's family situations are the only cause of violence in schools.
5. 6. If a child comes from an unstable family, he automatically becomes violent at school.
6. 7. By separating bad students from good students, school can aggravate violence among students.
7. 8. To reduce violence in schools, violent students should be expelled.
8. 9. To end violence in schools, students should be involved in economic and social projects.
9. 10. Violence in schools is the result of social inequality and injustice.
10. 11. If old craftsmen teach their skills to students, they will have a good social education.

À vous de jouer

Faites la première question ici

2. pinned (L. 3)
3. Likewise (L. 8)
4. slum area (L. 9)
5. turnover (L. 13)
6. deemed (L. 14)
7. expelled (L. 16)
8. give up on (L. 22)
9. craftsmen (L. 28)
10. teenagers (L. 28)
11. seek out (L. 30)

Cliquez sur votre réponse : la correction s’affiche tout de suite.

Le corrigé de cet exercice est offert, à la fin de l’énoncé

Exercice 2 · PART TWO : LANGUAGE USE 20% · 4 points

Choose the right word or expression from (a, b, c, d) to fill in the gaps in the sentences below. Write your answers like in the example. Example: 11-b
11. “You (...) go and see a doctor as soon as possible”, he warned her.
a) would rather b) had better c) could d) can
1. 1. It's easy for two people to communicate with (...) on the Internet.
2. 2. What happens (...) often is that people forget to protect themselves.
3. 3. You must get lots of information about AIDS, (...) you can catch it.
4. 4. People find (...) easier to use condoms than to observe abstinence.
5. 5. There were four times (...) victims as in the last plane crash.
6. 6. Our teachers always do (...) to help us succeed at school.
7. 7. If students go on behaving this way, (...) many of them will be dismissed.
8. 8. You have absolutely no idea of (...) could happen to you if you dare go there at this time.
9. 9. Our mother advised (...) to be careful as we were about to leave.
10. 10. She (...) more opportunities if she had stayed on in the United States.

Sujet 1 (au choix)

Exercice 3 · PART THREE : WRITING 40% · 8 points

Do one of the two tasks below. (25 lines)
**

Task A
Your Australian pen-friend asked you the following questions in his/her last letter:
- How was violence introduced into your schools and universities?
- What are the authorities doing to solve the problem of violence in schools in your country?
- Don't you think violence in schools can ruin your future?
Write the reply to his/her letter.

Sujet 2 (au choix)

Exercice 3 · PART THREE : WRITING 40% · 8 points

Do one of the two tasks below. (25 lines)
**

Task B
“ The use of violent methods by students in claiming their rights does not only delay their education; above all, it ruins the future of the whole society. ” Do you agree or disagree with that statement? Give reasons and examples to explain your point of view. Specify how student Unions should fight for their rights without using violence.

Sujet imprimé depuis scholio.tech. Les corrigés détaillés sont dans l’application Scholio.

Corrigé offert

Corrigé de la question A. Vocabulary (exercice 1)

La réponse

2 → i (attributed) · 3 → e (In addition) · 4 → l (ghetto) · 5 → b (change, renewal) · 6 → f (considered) · 7 → g (sacked, sent out) · 8 → h (abandon) · 9 → k (artisans) · 10 → d (young people aged from 13 to 19) · 11 → c (look for). Not used: j (global).

La démarche

pinned to = attributed to; Likewise = in addition; slum area = ghetto; turnover = change; deemed = considered.
expelled = sent out; give up on = abandon; craftsmen = artisans; teenagers = young people aged 13 to 19; seek out = look for.
Corrigé officiel (DECO, barème national) : 20 pts sur 100 (2 pts par mot), soit 0,4 point par mot sur 20.

Les erreurs à éviter

Likewise means « in the same way / in addition », not « global ».

Les corrigés complets des 2 sujets sont dans l’application

Dans Scholio, l’élève traite ce sujet en temps limité, comme le jour de l’examen. À la fin, chaque question est corrigée, avec la démarche détaillée et les points du barème officiel. Il voit tout de suite où il a perdu des points.

Faire ce sujet dans l’application

Tous les sujets d’anglais du BAC A1, année par année

Les autres sujets du BAC A1 2015

Toutes les annales du BAC A1

Une question sur les annales du BAC ? Écrivez-nous.

Nous vous expliquons comment elles fonctionnent et comment votre enfant peut s’en servir.

+225 07 68 62 46 37

Écrire sur WhatsApp Essayer une leçon gratuite