RÉUSSIR L`ÉPREUVE D`ANGLAIS Baccalauréat 2015

RÉUSSIR
L’ÉPREUVE
D’ANGLAIS
Baccalauréat 2015
Faire rentrer l’école dans l’ère du numérique
Le mot candidat fait référence aux deux groupes (Masculin et Féminin)
Réussir l’épreuve d’anglais au baccalauréat.
1- Durée de l’épreuve
 L’épreuve dure 2 heures (120 minutes)
2- Coefficient
 Le coefficient de l’épreuve est 2 pour les candidats inscrits en Philo A, C et D et
pour ceux inscrits en NS4, il est réparti de la façon suivante :
 Série Sciences de la Vie et de la Terre (SVT) 1
 Série Lettres, Langues et Arts (LET/LA/ARTS) 3
 Série Mathématiques et Physiques (SMP) 1
 Série Sciences Economiques et Sociales (SES) 1
3- Composition et structure de l’épreuve
 L’épreuve écrite d’anglais comporte trois (3) parties :
 La partie 1 : Compréhension du texte
Cette tâche prévoit deux volets : des questions portant sur la compréhension
globale et d’autres sur la compréhension profonde du texte. Le nombre de
questions retenu sur le texte est de Cinq (5).
La formule envisagée pour les questions sur le texte est celle d’une série
d’interrogations avec where? Whose? Which? What? Justify your answer, Provide
a title for the text.
Dans certains textes on peut demander de mettre des phrases dans le bon ordre
pour retrouver le déroulement logique de texte.
Compétences textuelle et Interprétative attendues
1- Comprendre des lettres personnelles : la description d’évènements, de sentiments,
de souhaits.
2- Comprendre différents types d’écrits quotidiens (Brochures, notes, Catalogues,
récits, articles de journaux).
3- Comprendre les points significatifs d’un texte.
4- Reconnaitre le schéma argumentatif d’un texte.
5- Identifier les conclusions d’un texte.
6- Faire le résumé d’un texte (NS4).
7- Reconstituer les différentes parties d’un texte (NS4)
8- Répondre correctement aux questions posées se référant au texte.
9- Différencier des points de détail nuancés dans un texte (NS4).
Eléments de contenu : Philo A, C et D
Texts chosen should be on: transportation, beaches, banks, supermarkets, sports, religion,
media, arts and culture, home, social activities, leisure activities, music, clothes, airports,
food, health, traffic, internet, hospitals, schools, drugstores.
Eléments de contenu: Nouveau Secondaire
Texts on: daily life, health, travel and tourism, amusement / theme parks, environment,
education, science and technology, professions, media, agriculture.
 La partie 2 : Composantes grammaticales, lexicales et sémantiques.
Exercices variés: lacunaires, QCM, Exercices de transformation, de ré-écriture, remise en
ordre.
Compétences Linguistiques Attendues
1- Utiliser de façon appropriée les temps du passé.
2- Différencier adéquatement les verbes « Wish » et « Hope ».
3- Employer en contexte les synonymes ou antonymes.
4- Etablir la nuance entre « If » et « Even If ».
5- Construire correctement des phrases à la voix active et passive.
6- Employer dans des situations le style direct et indirect.
7- Utiliser adéquatement les comparatifs et les superlatifs.
8- Employer les modaux en contexte.
9- Utiliser les pronoms relatifs en situation.
10- Construire des phrases correctement comportant sujet / verbe / complément.
11- Différencier l’usage de l’indicatif et du subjonctif.
12- Utiliser les cardinaux et ordinaux en contexte.
13- Identifier les mots en contexte.
14- Choisir le mot approprié dans des structures lacunaires.
15- Différencier l’emploi des articulateurs logiques.
16- Utiliser adéquatement les propositions et adverbes.
Eléments de contenu Philo A, C et D + NS4:
Passive voice, relative clauses with: who, whom, that and which, reported speech.
Comparatives and superlatives, compound nouns.
Prepositions + gerunds, form and use of the possessive case, auxiliary verbs, reflexive pronouns.
Prepositions. The past and perfect tenses. Ought/should/must/have to/need for obligation.
Will + Infinitive and “be going to”
The conditional tense; infinitive and gerund constructions, modals. Coordinating conjunctions,
subordinating conjunctions.
Had better/would rather/would prefer/would like/want.
 Partie 3: Production Ecrite
Dans cette tâche qui n’est autre que l’expression personnelle, le candidat doit faire preuve de
réflexion et d’imagination dans la «production libre» qui s’articule en général autour du texte de
compréhension, mais pourra être aussi totalement personnelle.
Compétences discursive et argumentative attendues.
1- Ecrire un texte articulé.
2- Ecrire des lettres personnelles.
3- Exprimer sa pensée sur un sujet culturel ou de la vie quotidienne.
4- Justifier un point de vue.
5- Résumer des éléments d’information issus de sources divers (NS4).
6- Paraphraser de courts passages écrits (NS4).
7- Analyser des situations spécifiques (NS4).
8- Argumenter des points de vue sur des sujets d’actualité.
9- Opiner sur des thèmes particuliers.
10- Exprimer différents degrés d’émotion.
11- Commenter et critiquer des points de vue opposés (NS4).
12- Synthétiser des informations et des arguments (NS4).
Eléments de contenu : les loisirs, les voyages, l’emploi, l’école, le système scolaire, les
journaux, internet, les sujets d’actualités, les achats, l’environnement, la santé, l’économie.
Types de supports : articles, documentaires, bulletins d’information, lettres personnelles,
rapports.
4- Critères D’évaluation d’une lettre Personnelle
1234-
Respect des consignes
Articulation
Format épistolaire
Syntaxe et Vocabulaire
Consignes à respecter
Cohérence, cohésion, connecteurs logiques
Registre de langue, style idiomaticité (use)
Ponctuation, orthographe, grammaire, choix du vocabulaire (usage)
5- Critères D’évaluation d’un thème à développer.
Organisation logique
Maîtrise de la langue
Qualité de l’argumentation
Fond – Contenu
Compréhensibilité
Introduction, développement, conclusion, cohérence, connecteurs
logiques
Orthographe, ponctuation, vocabulaire, grammaire, cohésion,
idiomaticité, style.
Enoncé explicite, point de vue critique, argumentation cohérente et
convaincante, preuves pertinentes.
Contenu significatif, développement qui fait sens
Compréhension aisée du texte par le lecteur
Indicateurs de performance
Performance Indicators :
Grades 16-20
A paper in this category effectively addresses the writing task.
-
Is well organized and well developed.
Uses clearly appropriate details to support ideas.
Demonstrate syntactic variety and appropriate word choice.
Grade 10-14
A paper in this category
-
Addresses the writing topic adequately but may slight parts of the task.
Is adequately organized and developed.
Uses some details to support or illustrate ideas.
May contain some errors that occasionally obscure meaning.
Grades 4-8
A paper in this category may reveal one or more of the following weaknesses:
Grades 2
-
Inadequate organization and development.
Insufficient details to support generalizations.
An accumulation of errors in sentence structure and usage.
Serious disorganization.
Irrelevant specifics.
Serious and frequent errors in sentence structure and usage.
( Twe Performance Indicators)
Conseils aux candidats
-
Arrivez à l’heure.
Restez concentré tout au cours de l’épreuve.
Maitrisez votre stress.
Apportez le matériel autorisé.
Utilisez utilement le temps imparti.
Evitez les ratures.
Ecrivez lisiblement et soigneusement.
Lisez attentivement la copie avant de la remettre.
« CE QUE TOUT CANDIDAT DOIT SAVOIR POUR REUSSIR CETTE MATIÈRE »
 Formation et emploi du présent de 1'indicatif simple avec adverbes de fréquence;
Formation et emploi du présent à la forme progressive ; Formation et emploi du passé
simple, des adverbes réguliers et irrégulier courants, avec adverbes 1’expression
correspondants ;
 Formation et emploi du passé à la forme progressive ;
 Formation et emploi du passé composé, simple et la forme progressive, avec les adverbes
(still, already, yet) et les prépositions (since, for) ;
 La proposition infinitive
 L'imparfait d'habitude ;
 Le gérondif et son emploi ;
 Le futur avec will et be going to ;
 Les indéfinis some, any, no et leurs composés ;
 Les adverbes so - either - neither - too
Les quantifieurs a lot, much, many, most,...
La structure des phrases conditionnelles; Futur possible; irréel du présent et irréel du passé ;
La structure des phrases conditionnelles ; futur simple, irréel du présent et irréel du passé ;
Expression du souhait au présent, passé et futur ;
Les auxiliaires de modalité ;
Degrés de comparaison des adjectifs et des adverbes
Les discours direct et rapporté
Les voix active et passive
Les différentes formes de questions : Yes / No question, information question, tag question ;
 Formation et emploi du plus-que- parfait
 Les formations réfléchis, possessifs, compléments...
 Formation de noms, adjectifs, verbes, adverbes
MINISTÈRE DE L’ÉDUCATION NATIONALE ET DE LA FORMATION PROFESSIONNELLE
(MENFP)
BACCALAURÉAT D’ENSEIGNEMENT GÉNÉRAL
SERIES : (SVT, SES, LLA, SMP)
SESSION ORDINAIRE
JUILLET 2014
FIN D’ÉTUDES SECONDAIRES
ANGLAIS
Consignes : 1. L’usage de la calculatrice programmable est interdit
2. Le silence est obligatoire
3. Le téléphone est interdit dans les salles
Durée de l’épreuve : 2 heures
I- Compétence interprétative (20 pts)
I. Reading comprehension
A- After reading the text, answer the questions below.
Home Is More Than a Building
A few months ago, Pedro Ramirez, 45, lost his job in a grocery store. To pay the bills, he got a
part-time job at night. Several days later, Pedro’s wife, Luisa, gave him a big surprise. She was
pregnant with their sixth child. Pedro was happy but worried. ”How am I going to support another
child without a full-time job?” he wondered.
That evening, Pedro and Luisa got some more news. A fire was coming near their home. By
the next morning, the fire was very close. The police ordered every family in the neighborhood to
evacuate. The Ramirez family moved quickly. While Pedro was gathering their legal documents,
Luisa grabbed the family photographs, and the children put their pets – a cat and a bird – in the
family’s truck. Then, the family drove to the home of their eldest daughter, one hour away.
About 24 hours later, Pedro and Luisa got very bad news. The fire destroyed their home. They
lost almost everything. With no home, only part-time work, and a baby coming, Pedro was even
more worried about the future.
For the next three months, the Ramirez family stayed with their daughter while workers were
rebuilding their home. Many generous people helped them during that difficult time. Friends took
them shopping for clothes. Strangers left gifts at their door. A group of children collected $500 to
buy bicycles for the Ramirez children.
Because of the help from friends and neighbors, the Ramirez family was able to rebuild their
lives. Two months after the fire, Luisa mailed out holiday cards with this message:”Home is more
than a building. ”Home is wherever there is love”.
From Venture 3
Cambridge University Press 2011.
1. How many children does Luisa have?
2. What did the police tell the families in the neighborhood to do?
3. What type of car does the Ramirez family own?
4. How was the Ramirez family able to reconstruct a new way of life?
5. What would be another title for the text?
B- Summarize the text in three (3) complete sentences.
Compétence Linguistique (30 pts)
II- Use of the language
A- Choose the best answer among the possibilities below.
1. He said he would rather__________________________________________________________
a) walk than run b) walked than ran
c) walks than runs
d) walked than running
2. _____________________________________ last year, you would be studying in a university now
a) if only you study hard b) if you studied hard c) if you had studied hard
d) you should study hard
3. He promised me not to pick my apples again, and ______________________________________
a) neither did his brother
didn’t promise
b) so did his brother
c) neither didn’t his brother d) his brother
4. She was very angry with you________________________________________________ her age
a) had better not to ask
d) would rather not ask
b) you should not have asked
c) ought not to ask
5. Walking in the dark_____________________________________________________________
a) my foot struck something hard b) I stepped on something hard c) something hard was struck by my
foot
d) my feet were struck by something hard
B- Complete the following prompts with your own words to form complete and meaningful
sentences.
1. It was important for me__________________________________________________________
2. They have been learning French __________________________________________________
3. I would rather _________________________________________________________________
4. Can you tell me how ___________________________________________________________
5. If I knew the truth I _____________________________________________________________
Compétence Interpersonnelle et Pragmatique (20 pts)
III. Problem – Solving situation
The following statements have negative connotations and do nothing to help communication among
people. By keeping the same message, change the tone so that they become more polite and
positive.
1. Give me back my money; if not I will tell your mother what happened.
2. Remember what I told you the other day. I said I don’t want you to interfere in my business.
3. We can’t give you a ride, we are going up to Pétion-Ville and we are in a hurry.
4. You have to run some errands for me this afternoon; I need to go to Carla’s party tonight.
5. You don’t have an appointment scheduled with us today. You have to check your calendar again.
Compétence discursive et Argumentative (30 pts)
IV. Writing
More and more Haitian professionals are leaving the country in order to find better opportunities
either in the United States or Canada.
The fact of the matter is that they have received mainly their training in the country and the braindrain this situation causes has a negative impact on both our educational system and economy. If you
were one of the government’s advisors what measures would you suggest to be taken to reduce that
trend?
Maximum 8 complete sentences
Minimum 6 complete sentences
MINISTÈRE DE L’ÉDUCATION NATIONALE ET DE LA FORMATION PROFESSIONNELLE
(MENFP)
BACCALAURÉAT D’ENSEIGNEMENT GÉNÉRAL
SERIES : (SVT, SES, LLA, SMP)
SESSION ORDINAIRE - JUILLET 2014
FIN D’ÉTUDES SECONDAIRES
CLÉ DE CORRECTION
ANGLAIS
I. Compétence interprétative
Réponse :
1. Luisa has five children.
2. The police told the families to evacuate.
3. The Ramirez Family own a truck.
4. The Ramirez Family was able to reconstruct a new way of life with the help of many generous
people.
5. « There is no better place like home » (Possible answer among many others)
B- Summarize the text in three (3) complete sentences (main idea + supporting details)
II. Compétence linguistique
A- Use of the language
Réponse :
1.
2.
3.
4.
5.
(a) walk than run.
(c) If you had studied hard.
(b) so did his brother.
(b) you should not have asked.
(d) my feet were struck by something hard.
B.- Complete…..
1. to tell him what I think about the situation
2. for three years now; since 2006
3. stay here, than going to the beach during the holidays.
4. to get to the bus station?
5. would behave differently.
Compétence interpersonnelle et Pragmatique
III. Problem – Solving situation
Réponse :
1. Would you mind giving me my money back, otherwise your mother will be informed of what
happened.
2. I would like you to recall what I said the other day. « I would appreciate your not interfering
in my own matters »
3. We are very sorry that we’re not able to give you a ride. The fact of the matter is that we are
heading to Petion ville and we are almost out of time.
4. Would you mind running some errands for me this afternoon, I plan to attend Carla’s party
tonight.
5. I am afraid that there is no appointment booked for you with us today.
I would suggest that you verify your calendar to see if I am not mistaken.
Critères d’évaluation
1- Organisation logique
2- Maîtrise de la langue
3- Qualité de
l’argumentation
4- Fond – Contenu
5- Compréhensibilité
Introduction, développement, conclusion, cohérence,
connecteurs logiques
Orthographe, ponctuation, vocabulaire, grammaire,
cohésion, idiomaticité, style.
Enoncé explicite, point de vue critique, argumentation
cohérente et convaincante, preuves pertinentes.
Contenu significatif, développement qui fait sens
Compréhension aisée du texte par le lecteur
5 pts
7 pts
8 pts
5 pts
5 pts
Clé de correction (05)
Proposition du correcteur
“Water and your health”
I. Reading Comprehension (6 pts / bonne réponse: 30 pts)
A- 1. Water is important to our physical and emotional well-being and even to our
appearance.
2. Our body gets rid of water through sweat, tears, urine, and through our breath as
well.
3. The author has recommended not to be fooled by the liquid nature of coffee and
tea, caffeinated soft drinks, and alcohol that actually contribute to dehydration.
4. Many authorities recommend drinking at least eight glasses of water – two quarts
– everyday.
5. Our body needs water because this element is vital for transporting nutrients
within our bodies and for removing wastes. It is also necessary for regulating our
temperature and lubricating our joints.
II. Grammar (30 pts au total)
A. (10 pts: 1 pt / bonne réponse)
1. a – the. 2. the – the.
3. an – the.
4. a – 
5. the – a.
B. (10 pts: 2 pts / bonne réponse)
1. (c) answer. 2. (c) must have. 3. (a) most of which. 4. (b) was seen
5. (c) take
C. (10 pts: 2 pts / bonne question)
1. Whose house was she staying at?
2. How long will it take you to go there?
3. How high is it about? / How short must it be?
4. Whom (who) did John meet on Fifth Avenue?
5. When did the workers go on strike?
III. Vocabulary (10 pts)
A- (5 pts: 1 pt / bonne réponse)
1. permanent. 2. discuss. 3. omit.
4. brother’s or sister’s daughter
B- (5 pts: 1 pt / bonne réponse)
1. unhappy 2. illegal. 3. misunderstand
4. dishonest
5. immature.
5. pants.
IV. Writing (30 pts au total)
A- (Phrase à compléter, au moins 8 mots venant du candidat) – Pourvu que la phrase
soit compréhensible. (10 pts: 5 pts / phrase correcte).
Exemple
1. Neither of the men was able to solve the problems brought up by some taxpayers at that meeting.
Exemple
2. She is not interested in gaining or losing any weight, but just feel well as
usual.
B- Choix d’un des sujets proposés. (20 pts à l’appréciation du correcteur qui se
basera sur la forme, le fond, l’agencement des idées, le respect de la structure et
l’orthographe propres à la langue anglaise).