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Epreuve d'anglais au Brevet 2001

Un sujet pour les cracs! Un sujet (trop?) compliqu et trs (trop?) long. Les points de grammaire abords sont assez compliqus pour ce niveau, et la notation est assez stricte. Bonne chance! Vous avez 1h30!

L'orthographe et la prsentation sont notes sur 2 points.

I - COMPREHENSION ECRITE (6 points)

Lunchtime at Monroe was always the same. When the bell rang at the end of morning classes, students went to their lockers. Then the ones who didn't eat in the cafeteria took their lunches to the quad: a large square in the centre of the school. It was the eating-and-meeting place.

The inside of the quad was no-man's land. To get from one side to the other, students walked around the quad. Nobody at Monroe walked across the quad. Everybody knew it, so nobody did it.

Then one day, a new student arrived. She was called Lisa. she was nice, but she didn't make friends easily. She was timid and her clothes were... just not right. It was her first day, and the morning was difficult. She couldn't find her classes and arrived late to each one. Finally, the lunch bell rang. She went to her locker to get her lunch and her books for all her afternoon classes.

Lisa walked across the quad to her class. She was in the centre of the quad when she realised something was wrong. It was absolutely silent and hundreds of eyes were watching her. Cruel, cold, mocking eyes.

Lisa fell. She was in the centre of the quad, and she couldn't get up. All those faces started laughing at her, fingers pointing at her. She was terrified. She couldn't move.

From the perimeter, a tall boy appeared. He was walking rigidly to the centre, to Lisa. The laughter got quieter, and then it stopped. The boy walked in the silence, his eyes fixed on the girl. He simply picked up her lunch bag and the books, then he put his arm under hers and looked into her eyes. She stood up. They walked across the silent quad, and the people on the perimeter moved to let them .

The next day, at lunchtime, a bizarre thing happened. When the bell rang at the end of the morning classes, from all parts of the school, different groups of students walked across the quad. No one could say why it was okay now, but it was.

Adapted from "Nobody Does That", by Chris Blake (Esay Going, Septemeber / October 1999).

Exercice 1:
Ce document est extrait:
- d'un roman
- d'une nouvelle publie dans un magazine
- d'une biographie de Marilyn Monroe
- d'un article de journal

Exercice 2:
Voici 7 titres correspondant aux 7 paragraphes du texte. Recopiez dans le tableau ci-dessous la lettre correspondant au numro du paragraphe.
a) the accident
b) a new student
c) a new rule
d) lunchtime at Monroe
e) breaking the rule
f) a helpful boy
g) the quad

Exercice 3:
Voici une srie de phrases qui expriment des faits ou des ractions apparaissant dans le texte. Numrotez-les de 1 7 en suivant l'ordre chronologique.
______ A boy rescued Lisa.
______ Students never crossed the quad.
______ Lisa fell down.
______ The students stopped mocking Lisa.
______ Lisa was frightened.
______ Crossing the quad was OK.
______ Lisa crossed the quad.


Exercice 4:
Relisez attentivement les paragraphes 5 et 6 et rpondez aux questions suivantes en franais:
- O se trouve Lisa dans ces deux paragraphes? __________________________________________________
- Qu'a-t-elle fait d'inhabituel? __________________________________________________________________
- Comment les autres ont-ils ragi? _____________________________________________________________
- Qui est intervenu? Dans quel but? _____________________________________________________________
- Quelle consquence l'incident a-t-il eu dans la vie de l'cole? -> a) Quelle action les tudiants ne faisaient-ils pas auparavant? _____________________________________________________________________

b) Que font-ils volontiers maintenant? ___________________________________________________________________________


Exercice 5:
Voici une liste d'adjectifs caractrisant les personnages du texte. Recopiez en face de chaque nom les adjectifs qui vous semblent correspondre le mieux:
shy - cruel - friendly - lonely - hostile - heroic - mocking - terrified - helpful

Lisa: ____________________________________________________________
The boy: _________________________________________________________
The students: _____________________________________________________

II - COMPETENCES LINGUISTIQUES (5 points)

Exercice 1:

a) Relevez dans le texte 5 mots appartenant au vocabulaire de l'cole. _________________________________________________

b) l'un d'eux est typiquement britannique. Lequel? __________________________________________________________________

Exercice 2:
Dans le texte, relevez 10 verbes diffrents au prtrite rgulier en ED et classez-les suivant leur prononciation:

Exercice 3:
Mettez le verbe entre parenthses au prtrite simple pou au prtrite progressif selon le cas:
1. When she _________________________ (see) the tall boy, he _________________________ (walk) rigidly towards her.
2. The students _________________________ (leave) the classroom as soon as they _________________________ (hear) the bell.
3. While the pupils _________________________ (have) lunch, something strange _________________________ (happen).
4. While she _________________________ (lie) on the ground, she _________________________ (realise) all the pupils _________________________ (watch) her.



Exercice 4 :
Compltez le dialogue suivant l'aide de mots choisis dans la liste ci-dessous:
my - his - our - her - yours - mine - their - ours

- Hello, John! This car is new, isn't it? Is it _________________________ ?
- Yes, it's _________________________ .
- It looks like my daughter's. _________________________ new car is blue too. We wanted to change _________________________ but we couldn't afford it. We have just had the roof of _________________________ house repaired!


Exercice 5 :
Dave explique son ami Greg l'itinraire qu'il doit suivre pour rentrer de l'cole. Compltez ce texte avec l'une des prpositions suivantes (attention! chaque prposition ne peut tre utilise qu'une fois).

opposite - at - from - in - into - on - to - over

"Walking _________________________ Paddington school _________________________ my house is not very difficult. You must cross the road _________________________ the traffic lights, turn right _________________________ Bridge Street and go _________________________ the bridge. When you are _________________________ Lexington Avenue, it's the second house _________________________ your left, just _________________________ Tesco's."

III- PRODUCTION ECRITE (7 points).

Vous tes arriv(e ), la rentre dernire, dans un nouveau collge. Dcrivez votre premire journe (vnements, ractions et sentiments) dans un paragraphe d'une cinquantaine de mots.

Corrig