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> Cours d'anglais > Examens > Brevet > L'anglais au DNB 2021 DIPLOME NATIONAL DU BREVET
TOUTES SERIES - Repère 21LVANME1
Epreuve de Langue Vivante Etrangère : ANGLAIS
SESSION 2021
Durée : 1 h 30 Télécharger le sujet DNB ANGLAIS 2021 <

CORRIGE :

FEUILLE À RENDRE AVEC LA COPIE
I. Compréhension d'un texte écrit (50 points)
L'établissement anglais dans lequel vous passez une année d'échange
souhaiterait modifier son uniforme, mais aimerait en savoir plus sur ce qui existe
dans d'autres pays anglophones. Cet article va vous permettre de vous
renseigner sur une initiative australienne.
A. 1. Vous devez donner les informations principales sur l'établissement en
question. Répondez en français aux questions suivantes.
a. Quel est le nom de l'établissement de l'article ?
...Box Hill's Kingswood College

b. Quel est le nom de la principale de l'établissement ?
...Elisabeth Lenders

2. Vous voulez en savoir plus sur ce que l'établissement australien a décidé.
Cochez la bonne réponse et justifiez votre choix par une citation du texte et
un numéro de ligne.

L'établissement a pris la décision :
NON de ne plus avoir d'uniformes
NON de supprimer les cours de sport
OUI de créer des uniformes plus confortables
NON de modifier les emplois du temps
...In an Australian school first, Box Hill's Kingswood College has partnered with sportswear company 2XU to create a new activewear school wardrobe, (lignes 6 à 9)

B. Vous voulez en savoir plus sur l'initiative de cet établissement.
Répondez en français aux questions suivantes.
1. De quoi 2XU est-il le nom ?
...une entreprise de vêtements de sports (cf. sportswear company 2XU qu'il ne fallait pas indiquer)

2. Quel est son rapport avec l'établissement ?
...L'école leur a demandé de créer un uniforme scolaire proche de vêtements de sports (cf. "to create a new activewear school wardrobe," qu'il ne fallait pas indiquer)

21LVANME1 Page : 4/5
FEUILLE À RENDRE AVEC LA COPIE
C. Vous cherchez à en savoir plus sur les raisons de l'initiative. Dites si ces
affirmations sont vraies ou fausses en cochant VRAI ou FAUX, et justifiez vos
réponses en citant le texte et en indiquant le numéro de ligne.
1. L'initiative est à l'étude depuis plusieurs années.
VRAI
...School principal Elisabeth Lenders said the uniform change had been in the works for several years (lignes 12-12)

2. L'uniforme traditionnel, c'est un blazer et une cravate.
VRAI
...evolving from its traditional blazer and old school tie... (l. ...10...)

3. La principale pense que les élèves de son pays font trop de sport.
FAUX
...School principal Elisabeth Lenders said the uniform change had been in the works for several years [...] and that 90 per cent of young Australians and New Zealanders were not getting the minimum daily levels of activity they needed in order to lead a healthy life.... (l. ...11-14...)

4. D'autres chefs d'établissement trouvent que ce changement est contraignant.
VRAI
...She said discussions with other education leaders then centred on what were the barriers to that and one response was "Well we just can't fit it into the timetable." (l. ...15-16...)

5. La principale pense qu'au XXIe siècle, les élèves doivent pouvoir choisir leur tenue.
VRAI
...Ms Lenders said in the past, a uniform was about all looking the same but in the 21st 20 century it was important for students to be able to choose clothes that suited their body shape and that they liked. (l19-21)

D. 1. Vous poursuivez vos recherches sur cette initiative : vous aimeriez
connaître les raisons qui ont amené l'établissement à opter pour cette décision.
Expliquez en utilisant vos propres mots. Répondez en français.
... Elisabeth Lenders, principale de l'école australienne Kingswood College de Box Hill, dans l'Etat de Victoria voulait que ses élèves soient encouragés à faire plus de sport, parce qu'ils n'en faisaient pas assez. 90% des jeunes Australiens et des jeunes Néo-Zélandais ne font pas la quantité de minimale de sport pour mener une vie saine.

2. En deux phrases, résumez en français l'idée principale du texte.
......La principale de l'école a demandé à la marque de sport 2XU de créer un uniforme pour les élèves....Pour elle, il est important que les élèves aient une tenue qui leur aille bien et qui leur plaise.
21LVANME1 Page : 5/5
FEUILLE À RENDRE AVEC LA COPIE
II - Expression écrite (50 points)
Vous traiterez le sujet suivant en rédigeant en anglais un texte de 50 à 80 mots.
Pour le journal du collège anglais où vous êtes élève en échange, écrivez un article
dans lequel vous décrivez l'uniforme scolaire idéal.
Afin de respecter l'anonymat de votre copie, vous ne devez pas signer votre
composition, citer votre nom, celui d'un camarade ou celui de votre
établissement.

...Vous êtes donc un(e) élève français(e), qui fait ses études pour une courte période dans un collège anglais, et vous devez rédiger un article en anglais qui explique quel est l'uniforme idéal pour vous. Vous pourriez donc par exemple parler de l'uniforme de l'école et comparer cette tenue avec ce qui est pratiqué en France. Comme on vous demande votre avis, ce serait bien d'utiliser le présent simple et des structures d'opinion (I think...), Vous pouvez aussi utiliser le prétérit simple pour parler de la période où vous étiez en France. Comme on pouvait comparer avec la France, quelques comparatifs pouvaient être utiles (nicer... more comfortable...). Quels sont les avantages d'un uniforme ? Etes-vous pour ou contre ? Aimeriez-vous qu'il y en ait dans votre école en France ?

Postez votre rédaction sur notre forum d'entraide
N'hésitez pas à visiter notre réseau de sites pour vous perfectionner gratuitement en anglais, espagnol, allemand, italien, néerlandais, français, mathématiques, culture générale. FIN DU CORRIGE BREVET / DNB ANGLAIS 2021 << Accueil L'anglais au brevet des collèges

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Corrigé / Correction Anglais : Brevet 2021

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Corrigé / Correction de l’épreuve d’anglais du Diplôme National du Brevet 2021

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Cambodian runner comes last in torrential rain, but wins heart of the nation in a gutsy race

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Everyone in Phnom Penh*, it seems, wants a selfie with Bou Samnang. The Cambodian runner has become a star of the Southeast Asian Games* since her gritty* performance in the 5000 metres.

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1. Answer the survey questions and you will know how much your carbon footprint is.
2. Write a list of things you can do to reduce your carbon footprint.

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Calculate your environmental footprint and learn how you can reduce your impact with WWF’s Footprint Calculator.

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A poem about children in the war and school

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A poem about children in the war and school

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A few weeks ago I heard a story about a child turning up at a school near a refugee camp and being turned away because there was no chair for her. She came back the next day with a broken chair and asked again. I can't remember where I heard the story but it's melded with all the other things I've heard over the last few months about refugee families and lone children.

The ideas and images have been running in my blood like a fever. But this week, with the government's response to children utterly alone in the world (when the Conservative party voted against the UK accepting 3000 unaccompanied child refugees from Syria) I couldn't ignore the story burning in my veins. All other work had to be put aside. So rough and ready as it is, here is my response to their policy:

The Day the War Came

The day war came there were flowers on the window sill
and my father sang my baby brother back to sleep.
My mother made my breakfast, kissed my nose
and walked with me to school.

That morning I learned about volcanoes, I sang a song about how tadpoles turn at last to frogs.
I made a picture of myself with wings.
Then, just after lunch, while I watched a cloud shaped like a dolphin, war came.
At first, just like a spattering of hail
a voice of thunder...
then all smoke and fire and noise, that I didn't understand.

It came across the playground.
It came into my teacher's face.
It brought the roof down.
and turned my town to rubble.

I can't say the words that tell you
about the blackened hole that had been my home.

All I can say is this:

war took everything

war took everyone

I was ragged, bloody, all alone.

I ran. Rode on the back of trucks, in buses;
walked over fields and roads and mountains,
in the cold and mud and rain;
on a boat that leaked and almost sank
and up a beach where babies lay face down in the sand.

I ran until I couldn't run
until I reached a row of huts
and found a corner with a dirty blanket
and a door that rattled in the wind

But war had followed me.
It was underneath my skin,
behind my eyes,
and in my dreams.
It had taken possession of my heart.

I walked and walked to try and drive war out of myself,
to try and find a place it hadn't reached.
But war was in the way that doors shut when I came down the street
It was in the way the people didn't smile, and turned away.

I came to a school.
I looked in through the window.
They were learning all about volcanoes
And drawing birds and singing.

I went inside.
My footsteps echoed in the hall
I pushed the door and faces turned towards me
but the teacher didn't smile.
She said, there is no room for you,
you see, there is no chair for you to sit on,
you have to go away.

And then I understood that war had got here too.

I turned around and went back to the hut, the corner and the blanket
and crawled inside.
It seemed that war had taken all the world and all the people in it.

The door banged.
I thought it was the wind.
But a child's voice spoke
"I brought you this," she said "so you can come to school."
It was a chair. A chair for me to sit on and learn about volcanoes, frogs and singing
And drive the war out of my heart.

She smiled and said "My friends have brought theirs too, so all the children here can come to school"

Out of every hut a child came and we walked together,
on a road all lined with chairs.
Pushing back the war with every step.

When Jackie Morris read this poem by Nicola Davies she was immediately inspired to paint this beautiful, hauntingly sad picture of the chair that wasn't available to a refugee child who had already lost everything. Illustration: Jackie Morris

Jackie's beautiful illustration of a sad empty chair has prompted a Twitter campaign #3000chairs where illustrators, artists and ANYONE who wants to join in is invited to draw/paint/sketch an empty chair and post it on Twitter using #3000chairs. Use the hashtag to see the hundreds that have already been posted - and look out on the Guardian children's books site for a gallery of empty chair highlights soon.

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The Day the War Came - a poem about unaccompanied child refugees

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A few weeks ago I heard a story about a child turning up at a school near a refugee camp and being turned away because there was no chair for her. She came back the next day with a broken chair and asked again.

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As war, climate change, persecution, and hunger challenges escalate, the number of refugees worldwide, and the challenges facing them and their host countries, continue to grow.

And while we adults struggle with what to do and how (or whether) to help, many children may also be seeking understanding and wanting some answers.

Talking with children about global issues can be challenging; but it's necessary and important that we do so (in age-appropriate ways), so that they can feel safe, educated, and empowered.

Here are 16 children's picture books that can help start the conversation about refugees.

12. The Journey by Francesca Sanna
2016. Grades 1-4.
The Journey is the story of a family's journey to flee their war-torn country to find safety in another land. As war breaks out, and the father is killed, the surviving members of the family make the difficult decision to flee for a better life somewhere else. What follows is a perilous trek to find safety and the hope of a better tomorrow: "the farther we go ... the more we leave behind."

For more suggested resources check out our online Resource Center.

Our curated Pinterest board has several additional resources about immigration and refugee issues.

We would love to hear from you. Let us know what you think about our content by leaving us a comment or by emailing us at feedback@humaneeducation.org.

Get in-depth training for helping your students become solutionaries. Apply for one of our grad programs in humane education!

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16 Children's Picture Books About Refugees - Institute for Humane Education

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As war, climate change, persecution, and hunger challenges escalate, the number of refugees worldwide, and the challenges facing them and their host countries, continue to grow. And while we adults struggle with what to do and how (or whether) to help, many children may also be seeking understanding and wanting some answers.

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Children’s books about refugees that help kids understand the experience of fleeing one’s home for a new land.

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Zoe Weil's first TEDx became among the 50 most popular a year after its upload. See the video that has helped launch the solutionary movement.

THE WORLD BECOMES WHAT WE TEACH

This short book provides the vision, rationale, and ideas for educating a generation of solutionaries.

Hyungjoon Jin
After teaching & bringing professional development to educators in Guatemalan indigenous communities, Hyung returned to the United States to bring humane education into his Denver high school science classroom.

IHE co-founder, Zoe Weil, was featured in episode 7 of Apple TV's original series "Dear ..."

In the episode, Zoe reads a letter she wrote to Jane Goodall, sharing her story of growing up wanting to be like Jane and telling her how gratifying it was when they shared a stage decades later as fellow humane educators dedicated to creating a compassionate, sustainable world.

Are you inspired to create such a world?

Take the next step by downloading our free guidebooks and resources, enrolling in our Solutionary Micro-credential Program, or learning more about our graduate programs.

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Institute for Humane Education | Educating the Solutionary Generation

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Inspired.Inspiring.Solutionary. We help educators teach about human rights, environmental preservation, and animal protection to create a world where all can thrive. Be part of creating the solutionary generation Discover resources and programs that enable students of all ages to develop equitable, sustainable and humane solutions to interconnected problems. We provide tools for educators to teach about social justice, environmental sustainability, and animal protection and promote solutionary thinking & action.