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Sujet du BAC A2 2014 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 2014, 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 « Dressed for survival » (Adapted from The Economist , September 3, 1994.) : un questionnaire à choix multiple de 2 questions. Part three: language in use 20% — 2 questions, dont un QCM et un texte 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 2014 · Anglais LV2

Sujet officiel du BAC A2 2014, 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 A ; le Task B est dans la fiche « BAC 2014 — Anglais LV2 — Séries A2 · Sujet B ».

Partie commune, obligatoire

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

Read the text below and do the tasks that follow.

Dressed for survival

The Seattle school board recently voted to encourage its nearly 100 elementary and high
schools to adopt codes for what students may or may not wear. Matters have been left fairly vague,
but baggy jeans, overcoats, sports-team jackets, bandannas¹ and baseball caps are frowned on; and
school uniform is preferred, if schools want to try; it is considered a notable improvement.
California schools have even gone further. For the first time in a major school district, the
57,000 students in Long Beach public schools will be required to wear blue-and-white uniforms
when they begin classes this term. This may become a state-wide model. On August 24ᵗʰ, Pete
Wilson, California Governor, signed a bill² allowing school districts to choose uniforms for their
students.
Critics of the new policies, which include the American Civil Liberties Union and thousands
of adolescents, accuse schools of taking a simplistic approach to school violence, one that infringes
students rights and perhaps even smacks of³ racism: most codes single out gang clothing that has
emerged from the urban black culture. Dress-code supporters retort that doing away with gang-
related clothing will reduce fighting over real or imagined slights⁴ between students, while making
the classes more businesslike. As one Seattle school-board member put it, students often act the way
they are dressed.
Backers of classroom dress standards repeat the arguments that have long been familiar in
Britain. School uniforms will level the playing field in class rooms by removing the messages of
social and economic status carried in clothes; uniforms tailored to individual schools may enhance a
school sense of community and student self-esteem. That appears to be the case in Long Beach,
where uniforms at one school are credited with helping⁵ to reduce a sky-high absentee rate.
Uniforms, of course, also help ease parental tension. One Long Beach parent says the new
standards will probably save him 45 minutes every weekday morning, now spent arguing with
teenagers over what to wear to school.

Adapted from The Economist, September 3, 1994.

Notes: bandannas¹: foulards (scouts) ;
slights⁴: insultes, offences;

a bill² : un projet de loi;
credited with helping⁵: supposés aider.

smacks of³ : frise un peu;

COMPREHENSION CHECK

  1. Vocabulary

    Match the words or expressions 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-g.

    1. frowned on (L. 3)

    1. 2. required (L. 6)

    2. 3. allowing (L. 8)

    3. 4. infringes (L. 11)

    4. 5. single out (L. 12)

    5. 6. retort (L. 13)

    6. 7. doing away with (L. 13)

    7. 8. backers (L. 17)

    8. 9. tailored to (L. 19)

    9. 10. enhance (L. 19)

    10. 11. arguing (L. 23)

    1. apermitting
    2. bchoose, select
    3. cspecially made for
    4. dreply, say
    5. ereinforce, increase
    6. fquarrelling
    7. gdisapproved of
    8. hviolates
    9. iordered, asked
    10. jsupporters
    11. kabolishing, prohibiting
    12. lmaking clothes

  2. Comprehension questions

    Say whether these statements are true (T) or false (F) according to the text. Give the line(s) of the text to justify your answers. Write your answers like in the example. Example: 1-T (L. 1- 2).

    1. 2. In the Seattle schools any kind of clothes is permitted.

    2. 3. The Governor of California was opposed to school uniforms in his state.

    3. 4. The American Civil Liberties Union thinks that imposing school uniforms is a good thing.

    4. 5. The American Civil Liberties Union said that the new policies were against urban black culture.

    5. 6. The abolition of gang-related clothing will reduce violence in schools.

    6. 7. Students' behaviour is often influenced by the clothes they wear.

    7. 8. In Britain, it is believed that school uniforms hide students' social classes.

    8. 9. Some people think that school uniforms increase a sense of community in students.

    9. 10. School uniforms have reduced the number of absent students in a School of Long Beach.

    10. 11. School uniforms are also beneficial to parents.

À vous de jouer

Faites la question A ici

  1. 2. required (L. 6)

  2. 3. allowing (L. 8)

  3. 4. infringes (L. 11)

  4. 5. single out (L. 12)

  5. 6. retort (L. 13)

  6. 7. doing away with (L. 13)

  7. 8. backers (L. 17)

  8. 9. tailored to (L. 19)

  9. 10. enhance (L. 19)

  10. 11. arguing (L. 23)

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 IN USE 20% · 4 points

  1. A

    Select the most appropriate words from the box to fill in each numbered gaps.
    Write your answers like in the example.
    Example: 1-understand

    havingpublicityawayimpactruleTherefore
    contrastonexposedunderstandoutside

    In some Ivorian high schools, it is compulsory for girls to have their hair cut every two weeks or so. It is not always easy to (1) understand the idea behind such a (2) ……………. But some people argue that (3) …………… girls cut their hair is a way of keeping them (4) …………… from fashion, and helping them focus more (5) …………… their studies.

    In **(6)** ……………, some other people say that school girls cannot escape from the **(7)** …………… of fashion just because of short haircut. The thing is that once **(8)** …………… the school yard, they are **(9)** …………… to all sorts of fashion **(10)** …………… on television, the Internet, and even on large signboards in the streets. **(11)** ……………, claiming that such a school policy will keep school girls away from fashion is just an illusion.

  2. Choose the most appropriate words to fill in the gaps. Write your answers like in the example.
    Example: 1-whose

    1- Look at that woman. She’s the one (...) daughter had an accident last year.
    a- who b- which c- whom d- whose

    1. 2- Nobody knew (...) she has been living these last three months.

    2. 3- Perhaps she (...) with some relatives since the death of her daughter.

    3. 4- She's (...) mourning her late daughter.

    4. 5- All the villagers regard her (...) a wicked witch.

    5. 6- The poor woman was accused (...) having killed her daughter by witchcraft.

    6. 7- She is (...) person I have ever met.

    7. 8- (...) could imagine she was not guilty?

    8. 9- (...) village knows about the fight between her and her daughter just before she passed away.

    9. 10- Now, people say she is living (...) in the middle of her late husband's plantation.

    10. 11- She has never had her hair cut (...) her daughter passed away.

Sujet 1 (au choix)

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

Do one of the two tasks below. (20 - 25 lines)

Sur Scholio, chaque tâche est une fiche : celle-ci propose le Task A ; le Task B est dans la fiche « BAC 2014 — Anglais LV2 — Séries A2 · Sujet B ».

  1. Task A

    The English Speaking Club of your school is organising a writing competition on the following topic: “When students wear uniforms, they behave better; they avoid being involved in violent actions as they can be easily identified and punished by teachers and school authorities.” Do you agree or disagree with that statement? The best article will be published in your school magazine.

Sujet 2 (au choix)

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

Do one of the two tasks below. (20 - 25 lines)

Sur Scholio, chaque tâche est une fiche : celle-ci propose le Task B ; le Task A est dans la fiche « BAC 2014 — Anglais LV2 — Séries A2 · Sujet A ».

  1. Task B

    Your English teacher has asked you to give a presentation on the following topic: “The wearing of uniforms should not be compulsory in schools in Côte d’Ivoire.” Write your presentation using some of the following ideas:
    - uniforms violate students’ right to wear what they want;
    - some families may not afford the price of uniforms;
    - students can miss classes because they have no uniforms;
    - the whole issue of uniforms may be an obstacle to children’s schooling;
    - the wearing of uniforms is only a big business for traders;
    - uniforms will never suppress social classes in schools.

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

Corrigé offert

Corrigé de la question A (exercice 1)

La réponse

2 → i (ordered, asked) · 3 → a (permitting) · 4 → h (violates) · 5 → b (choose, select) · 6 → d (reply, say) · 7 → k (abolishing, prohibiting) · 8 → j (supporters) · 9 → c (specially made for) · 10 → e (reinforce, increase) · 11 → f (quarrelling). Not used: l (making clothes).

La démarche

  1. required = ordered; allowing = permitting; infringes = violates; single out = select; retort = reply.

  2. doing away with = abolishing; backers = supporters; tailored to = specially made for; enhance = increase; arguing = quarrelling.

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

Les erreurs à éviter

tailored to is not « making clothes »: it means specially adapted to each school.

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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