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Sujet du BAC A2 2011 d’anglais LV2, avec corrigé

Le jour de l’examen, chaque candidat choisit un des 2 sujets d’anglais LV2. Les voici tous, tels qu’ils ont été donnés en 2011, 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 2
  • 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 « Help for Poor Children ! » : un questionnaire à choix multiple de 2 questions. Part three : language use 20 % — 2 textes à trous.
Sujet 1
Part two : writing 40 % — Une production écrite.
Sujet 2
Part two : 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.
  • Dans les questions de compréhension, répondez par des phrases complètes, avec les mots du texte.
  • Relisez les temps des verbes et les accords avant de rendre la copie.

L’énoncé complet

BAC A2 2011 · Anglais LV2

Sujet officiel du BAC A2 2011, Côte d’Ivoire.

Langue vivante 2 (Anglais), série A2. Durée : 3 h · Coefficient : 2 · 20 points. Reading 40 %, Writing 40 %, Language in use 20 %. Au Writing, le candidat traite UNE des deux tâches au choix : cette fiche propose le Task 1 ; le Task 2 est dans la fiche « BAC 2011 — Anglais LV2 — Séries A2 · Sujet 2 ».

Partie commune, obligatoire

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

Read the text below and do the tasks that follow.

Help for Poor Children !

Up until some eighteen months ago -- before I was given the great privilege of
becoming a volunteer for UNICEF, I used to be overwhelmed by a sense of
desperation and helplessness when watching television or reading about the
indescribable misery of the developing world’s children and their mothers.
If I feel less helpless today, it is because I have now seen what can be done and
what is being done by UNICEF, by many other organizations and agencies, by the
churches, by governments and most of all, with very little help, by people
themselves. […]
The question I am most frequently asked is: “What do you really do for the
UNICEF?” Clearly, my task is to inform, to create awareness of the need of
children.
I have known UNICEF a long time. For, almost forty-five years ago, I was one
of the tens of thousands of starving children in war-ravaged Europe to receive aid
from UNICEF, immediately after our liberation. That liberation freed us from
hunger, repression and constant violence. We were reduced to near total poverty,
as it is in the developing world today. For it is poverty that is at the root of all their
suffering – the not-having: not having the means to help themselves. That is what
UNICEF is all about – helping people to help themselves and giving them the aid
to develop […]
So today I speak for those children who cannot speak for themselves: children
who are going blind through lack of vitamins; children who are slowly being
mutilated by polio; children who are wasting away in so many ways through lack
of water; for the estimated 100 million street children in this world who have no
choice but leave home in order to survive, who have absolutely nothing but
courage and their smiles and their dreams; for children who have no enemies yet
are invariably the first tiny victims of war – wars that are no longer confined to the
battlefield but which are being waged through terror, intimidation and massacre –
children who are therefore growing up surrounded by the horrors of violence; for
the hundreds of thousands of children who are refugees. […]
UNICEF’s mandate is to protect every child against famine, thirst, sickness,
abuse, and death. But today we are dealing with an even more ominous threat,
‘man’s inhumanity to man’ with the dark side of humanity that is polluting our
skies and our oceans, destroying our forests and extinguishing thousands of
beautiful animals. Are our children next?

Adapted from Audrey Hepburn, an Elegant Spirit,
by Sean Hepburn Ferrer, 2003.

COMPREHENSION CHECK

  1. Vocabulary: Match the words or expressions from the text in column A with their meanings in column B. There are more meanings than words. Write your answers like the example.
    Example: 3. task = h. duty, mission

    1. 1- overwhelmed (L. 2)

    2. 2- desperation (L. 3)

    3. 4- create awareness (L. 10)

    4. 5- starving (L. 13)

    5. 6- root (L. 16)

    6. 7- going blind (L. 21)

    7. 8- wasting away (L. 22)

    8. 9- waged (L. 27)

    9. 10- tiny (L. 26)

    10. 11- threat (L. 31)

    1. afeeling of no hope
    2. bvery small
    3. cdying of hunger
    4. dlosing weight, growing thinner
    5. emain cause, source
    6. fmade, fought
    7. gdanger, menace
    8. hduty, mission
    9. ishocked, devastated
    10. jmake people know or hear about
    11. klosing their eyesight, cannot see anymore
    12. lsuffering
  2. True/False Statements: Read the text again and say whether the following statements are true (T) or false (F). Then give the line(s) of the text to justify your answers.
    Example: 5.F (L 10-14)

    1. 1- In the past, the narrator used to be shocked by pictures of poverty in the world.

    2. 2- Nowadays, the narrator understands the mission of the UNICEF better.

    3. 3- Raising money for poor children is the principal task of the narrator.

    4. 4- The narrator was assisted by UNICEF in the past.

    5. 6- The aim of UNICEF is to help people to help themselves.

    6. 7- The narrator is speaking for children who cannot speak, see nor hear.

    7. 8- According to the narrator, street children are children born in the streets of big cities.

    8. 9- For the narrator, children are war victims although they have no enemies.

    9. 10- Armed conflicts make children grow up in an atmosphere of terror and horrors of violence.

    10. 11- The narrator seems to think that "man is a permanent danger for man."

À vous de jouer

Faites la question A ici

  1. 1- overwhelmed (L. 2)

  2. 2- desperation (L. 3)

  3. 4- create awareness (L. 10)

  4. 5- starving (L. 13)

  5. 6- root (L. 16)

  6. 7- going blind (L. 21)

  7. 8- wasting away (L. 22)

  8. 9- waged (L. 27)

  9. 10- tiny (L. 26)

  10. 11- threat (L. 31)

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 3 · PART THREE : LANGUAGE USE 20 % · 4 points

  1. A

    Choose the appropriate words in brackets to make the passage meaningful.
    Write your answers like the example. Example: 1. between

    In (7), two words in brackets are correct: write your answer.

    About 165 million children (1) between the age of 5 and 14 are involved in child labour, according to a new report by the International Labour Organization (ILO) released in Geneva, Switzerland.
    Most of the children in (2) …………… countries across the globe including Nigeria work long hours in (3) …………… conditions. While calling on governments to (4) …………… education as means of preventing child labour, the ILO stated child labour is (5) …………… associated with poverty.
    Many poor families are (6) …………… to afford school fees or other school costs. The family may (7) …………… on the contribution that a working child makes to the household's (8) ……………, education. And when a family has to make a (9) …………… between sending either a boy or a girl to school, it is often the girl who (10) …………… out.
    In order to (11) …………… the Millennium Development Goal, the ILO called for a good quality education for children irrespective of gender.

    Adapted from VANGUARD, May 17, 2008.

  2. B

    Fill in the gaps with the appropriate words from the box below. Some words can be used more than once. Write your answers like the example. Example: 1 - on

    later – from – in – of – on – up – with

    When Mrs. Martha Onuch watched (1) on TV recently, how one of the women Non Governmental Organisation (2) …………… Nigeria hailed and rewarded some grown up girls (3) …………… about 16 and 17 years of age at a ceremony in Lagos (4) …………… January 24th for keeping their virginity in this society full (5) …………… temptations, she was so moved and vowed that such honour would never elude her if the organisation would be consistent (6) …………… the awards.
    At least, she has a 2 ½ year old girl, Ojemene, whom she has promised to guide safety to clinching such honour. As a devout member of a well-known congregation, the mother (7) …………… five had relied (8) …………… the biblical injunction as enshrined in the Book, that says when you "train a child in the way he should go, when he is old, he will not depart (9) …………… it".
    But little did she know that barely three month (10) ……………, her dreams would be dealt (11) …………… by a cruel and devastating blow by someone she least excepted.

Sujet 1 (au choix)

Exercice 2 · PART TWO : WRITING 40 % · 8 points

Choose only one of these tasks below and do it on your answer sheet.

Sur Scholio, chaque tâche est une fiche : celle-ci propose le Task 1 ; le Task 2 est dans la fiche « BAC 2011 — Anglais LV2 — Séries A2 · Sujet 2 ».

  1. Task 1

    After reading the text about the missions of UNICEF, your teacher gives you the following Chinese proverb to discuss: “Give a man a fish and feed him for a day. Teach him how to fish and he’ll feed himself for a lifetime”. Do you agree with that proverb? Support your arguments with concrete examples. (20 to 25 lines)

Sujet 2 (au choix)

Exercice 2 · PART TWO : WRITING 40 % · 8 points

Choose only one of these tasks below and do it on your answer sheet.

Sur Scholio, chaque tâche est une fiche : celle-ci propose le Task 2 ; le Task 1 est dans la fiche « BAC 2011 — Anglais LV2 — Séries A2 · Sujet 1 ».

  1. Task 2

    As a member of the NGO “SOS for Children”, write a letter to the UNICEF representative in your country, asking him or her to provide some help to the street children in your country. The ideas below may help you:
    - clearly state the objective of the letter;
    - give a detailed description of the situation of street children in the country;
    - say clearly what you expect of UNICEF. (20 to 25 lines)

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

Corrigé offert

Corrigé de la question A (exercice 1)

La réponse

1 → i (shocked, devastated) · 2 → a (feeling of no hope) · 4 → j (make people know or hear about) · 5 → c (dying of hunger) · 6 → e (main cause, source) · 7 → k (losing their eyesight, cannot see anymore) · 8 → d (losing weight, growing thinner) · 9 → f (made, fought) · 10 → b (very small) · 11 → g (danger, menace). Not used: l (suffering).

La démarche

  1. overwhelmed = devastated; desperation = feeling of no hope; create awareness = make people know; starving = dying of hunger; root = main cause.

  2. going blind = losing their eyesight; wasting away = growing thinner; waged = fought; tiny = very small; threat = menace.

  3. Barème Scholio : 0,3 point par mot.

Les erreurs à éviter

desperation is a feeling (no hope), not suffering.

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. Il voit tout de suite où il a perdu des points.

Faire ce sujet dans l’application

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