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Annales gratuites Bac S : The rootless student - Expression

Le sujet  2010 - Bac S - Anglais LV1 - Expression Imprimer le sujet
Avis du professeur :
Deux sujets au choix : une lettre, Amit doit écrire à ses parents et leur faire croire qu'il est heureux ; et un sujet de type argumentatif (300 mots).
Pour la lettre, le contenu demandé est simple. Il vous suffit d'exprimer des sentiments de joie, de bonheur en variant les adjectifs. Toutefois cet exercice nécessite une bonne connaissance de la forme qu'il ne faut pas négliger.
Le sujet argumentatif vous invite à développer le thème présenté dans le texte et vous demande de réfléchir sur le choix éducatif des parents, l'indépendance des ados, bref un thème classique et fréquemment étudié en classe.
LE SUJET

Les candidats choisiront de traiter l’UN des deux sujets au choix.

  1. At the end of his first semester at Langford, Amit writes a letter to his parents, pretending he is happy. (300 words)

  2. Should parents interfere with their children’s choices ? (300 words)





At the restaurant his father pulled out the admissions packet for Langford, showing photographs of the campus, smiling students gathered around classroom tables, teachers standing in front of blackboards, caught midsentence by the camera's lens. Academically it was far superior to the school he'd been attending, his father told him, mentioning the percentage of Langford graduates who went on to lvy League colleges. Amit realized, as his father spoke, that the position in Delhi had been accepted. Their house in Winchester already put up for sale. There was no question of his going to school in Delhi; it wasn't worth the trouble to adjust to education in a different country, his father lied, given that eventually Amit would be attending an American college. From Langford, during Christmas and after each academic year came to an end, Amit went
to Delhi to be with his parents, staying in their flat full of servants in Chittaranjan Park, in a barren1 room set aside for his stays. He never enjoyed his visits to Delhi, his broken Bengali2 of no use in that City. It made him miss Calcutta, where all his relatives lived, where he was used to going.
His parents had moved to Delhi the year of India Gandhi's assassination, and the riots that subsequently raged there, the curfews and the constant vigilance with which his parents had to live, meant that Amit remained cooped up inside, without friends, without anything to do. In that sense it was a relief to him to return to this peaceful town. Four years later his parents were back in America, moving to Houston. In Delhi his father had perfected a laser technique to correct astigmatism that earned him invitations to work and teach in hospitals all over the world. After a few years in Houston they'd moved yet again, to Lausanne, Switzerland. They lived in Saudi Arabia now.

At Langford, Amit was the only Indian student, and people always assumed that he'd been born and raised in that country and not in Massachusetts. They complimented him on his accent, always telling him how good his English was. He'd arrived when he was fifteen, for sophomore year, which at Langford was called the fourth form, and by that time friendships and alliances among the boys of his class were already in place. At his high school in Winchester he'd been a star student, but suddenly he’d had to work doggedly to maintain his grades. He had to wear a jacket every morning to his classes and call his teachers "masters" and attend chapel on Sundays. Quickly he learned that his parents' wealth was laughable compared to the majority of Langford boys. There was no escape at the end of the day, and though he admitted it to no one, especially not his parents when they called from Delhi every week-end. He was crippled with homesickness, missing his parents to the point where tears often filled his eyes, in those first months, without warning. He sought traces of his parents' faces and voices among the people who surrounded and cared for him, but there was absolutely nothing, no one, at Langford to remind him of them. After that first semester he had slipped as best as he could into this world, swimming competitively, calling boys by their last names, always wearing khakis because jeans were not allowed. He learned to live without his mother and father, as everyone else did, shedding his daily dependence on them even though he was still a boy, and even to enjoy it. Still, lie refused to forgive them.



Jumpa Lahiri, Unaccustomed Earth, 2008.



LE CORRIGÉ

expression

Sujet 1 :

Il s’agit d’une lettre adressée à des parents d’un certain niveau social. Il faut donc garder un niveau de langue correct et respectueux. Tout d’abord, vous devez suivre les codes de présentation qu’impose la rédaction d’une lettre en indiquant en haut à droite l’adresse de l’expéditeur, sans oublier qu’il se trouve à Langford, ainsi que la date. Démarrez par les salutations à gauche :

- Dear Mom and Dad

Pensez à une phrase introductrice: « I’m writing to let you know that… » ou « It’s such a long time since we’ve been in touch that I felt I must write a few lines ».

Vous pouvez vous appuyer sur la description offerte par la brochure de l’établissement pour parler de l’atmosphère décontractée et conviviale sur le campus. Dans le dernier paragraphe, vous pouvez reprendre des informations sur ses activités quotidiennes en leur donnant une tournure cocasse et optimiste.

Pour la conclusion, ne pas oublier d’inclure des expressions du type: « I’ve got to go now, say hello to… », « I’m looking forward to hearing from you », « With love/lots of love from… »



Sujet 2 :

Le deuxième sujet étant de type argumentatif (Yes/No), il faut structurer votre raisonnement, faire une introduction pertinente, bien répartir les arguments en répondant aux deux aspects de la question et ne pas oublier de conclure:

-Yes: Parents should interfere with their children’s choices given they have the experience and maturity to decide what is best for them. Moreover, they have a responsibility for their children’s future as long as they are children.

-No: However/ Yet, on the other hand, they must give their children some personal space and freedom to teach them autonomy. Children have to learn from their good and bad choices.

Ne pas oublier de varier vos mots de liaison, de construire votre plan en gardant la thèse que vous voulez défendre pour la fin et d’illustrer vos arguments par des exemples.

Enfin, votre conclusion doit apporter la réponse à la question posée dans l’introduction.

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