Objectif

O~A'I-Les not,ions àu Baccalauréat '

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:t-t'idée de'progrès

Lors de l'épreuve orale, tous les élèves devront présenter une des notions du programmeétudiées pendant l'année. Les modalités de cette épreuve varient selon les séries. La notionsera soit tirée au sort par l'élève, soit choisie par l'examinateur.

• Pour les séries ES, S et STG : L'élève tire au sort une des notions étudiées dans l'année, la présente, puis s'entretientavec l'examinateur qui prend appui sur l'exposé entendu.

e, Pour la série L:- Épreuve d'anglais obligatoire: L'élève présente une liste des notions étudiées dans l'année et les documents qui lesillustrent. L'examinateur choisit une notion, s'ensuit une présentation en continu par l'élève puis en interaction avecl'examinateur.- Enseignement de spécialité (Languevivante approfondie) : L'élève présente deux dossiers, chacun sur une notion étudiéedans l'année, comportant deux documents étudiés en classe et un document choisi par l'élève. L'examinateur choisit unenotion, s'ensuit une présentation e,ncontinu par l'élève puis en interaction avec l'examinateur.Cet oral sera suivi pour les élèves concernés de l'épreuve en littérature en langue étrangère,

On n'attend pas un exposé appris par cœur mais que vous vous appuyiez sur ce que vousavez appris pour faire part de vos idées ou donner votre avis.

B Comment vous préparer?Quelle que soit votre série, nous vous conseillons de constituer des dossiers par notionétudiée en classe, en y classant les documents choisis. Les élèves de série L ajouteront aumoins un document de leur choix, illustrant ou complétant deux notions choisies.

R Classez les document~ choisis dans un tableau de ce type:

mllil&t~for the oral exam

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Page du manuel où se Type de document (texte, Justificationtrouve le document image, audio, vidéo) (quelques mots clés)

Exemple: p. 64 Article de presse medecine baby • baby designer e

cure • satisfaction • gene selection

El Comment présenter une notion?a. Donnez la/les définition(s) de la notion et évoquez rapidement les thèmes étudiés pendantl'année en lien avec la notion: par exemple Higher, Stronger, Faster (dopage) ...

b. Choisissez une unité. Illustrez la notion avec un document étudié et justifiez ce choix:- texte: résumez brièvement, commentez et précisez les buts visés par l'auteur.- document iconographique: dites de quel type de document il s'agit (peinture, photographie...),décrivez, commentez et indiquez les intentions de l'artiste.- enregistrement audio : dites de quel type de document il s'agit (reportage, publicité ...),racontez ce qui est dit, évoquez les différents points de vue si nécessaire.- document vidéo: dites de quel type de document il s'agit (extrait de film, documentaire ...),faites un compte rendu détaillé et mentionnez les intentions du réalisateur.c. Concluez en donnant votre opinion.

iii Comment enrichir votre expression?Au fil de l'année, classez le vocabulaire appris sous forme de tableaux ou de cartes mentales.Rappel: une bonne performance à l'examen est liée à une participation soutenue en cours.

Entraînez-vous régulièrement à utiliser les amorces ci-dessous. Améliorez votre prononciationen écoutant et en répétant le modèle fourni.

D How to introduce your topie-1 am going ta talk about the notion of progress / Spaces and exchanges / Myths and heroes/ Locations and forms of power.- First of ail 1would like to give a definition of...- (ln order) ta illustrate the notion, 1have chosen two documents ... /- Let me explain the reason why 1have chosen... /- To my mind, the documents that seem ta best illustrate the notion are...

o How to talk about a document Vou have studied in relation to the notiona. Say what the document is about.- It deals with / focuses on a major issue. / It raises the problem of...-It indicates / shows / implies / suggests / proves that...- He/She describes / depicts / draws our attention ta the fact that... .- He/She refers ta / mentions ...- He/She shows / points out that / underlines / emphasizes that (souligne que) ...- He/She argues /claims / contends that (soutient /affirme que)...b. Explain the author's or narrator's point of view

. For. Against

HejShe approvés of ...HejShesides with ..;'·HejShe stands for -,HejSheadvocates .

HejShe criticizes j blamesGN for sth j V-ING

HejShe abjects ta V-ING

HejShe disapproves of...HejShe warns us against...HejShe denounces j condemns j

exposes...

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Il Explain the link wlth the notion Vou have to talk about- The narrator's attitude is typical of... / The narrator embodies ... (incarne)- It is an interesting / apt (approprié) / relevant illustration of... in sa far as...- ln many respects the extract from / the recording / the report shows that... / proves that...- We could also relate this poem / this song ta ...- Both the article and the ad / film prove / show / expose / indicate / make us realize / becomeaware that / understand that...-ln both documents / in the three documents, the idea / the argument put forward is...- There is a relationship between ... and...- The author / poet / playwright / journalist / painter / film director / singer / artist wants tadraw our / the reader's / the audience's / the viewer's attention ta ...

D Make a personal conclusion and give your opinion on the document- 1have the feeling that... - l'm afraid 1disagree with the idea that...- 1cannot help thinking that... - 1would like ta raise an objection.- l'm well aware that... - It is worth mentioning that...- We are given the impression that... - We should keep in mind that...- We must acknowledge that... - We must not forget that...

Objectif Prép

III Read the definitions carefully.What definition(s) does your document illustrate? •

MYTH1. an ancient stor§ about gods, heroes andmagic '.2. a. popular belier,or tradition ~mbodymg theideals and institutlons of a s~clety

. b. an unfounded or false notion ,. . bodym'g an idea3. a theme or character type emoouyu .

HERO1. a. a mythol0 . -=_~-= _

. endowed with ln' _ - --:5-. =-:- -gure oftenb &- ~- .~. a person adrni::: :: _ . __ ~:: .~lY

noble qualities 3,2-= _ _ ~ eve~ents,2. the main c•..._- =". -~;; :'

Lli:I.I"'~ =a.- _ 1t1~~ _

work, an even ~=-=---:-=:. -~- - dramatic...!~ _..L..l "--= --=~ t

3: an object of~: ;-=.bon: icon/ro emo:::e:- -- - and devo-

fil BrainstormingHere is a list of questions Vou can ask yourself abou refully,a. What category does the hero(ine) in the document yo stndlec •.••o:J""- ••. I·n?Is he/she ...- a legendary, mythical, medieval, modern, realistic herof e .- a patriotic and national hero(ine), a champion: pionee c- a hero(ine) recognized by society because of his/ e a -E~ ':-: - =-an/firewoman,a member of a rescue team ...?- a defender of common values such as the environ e~?- a sportsman/sportswoman who breaks records?- a fictitious hero(ine): comics (superheroes), cine a...?b. What are the hero(ine)'s qualities?Does the hero(ine) embody courage, hope, generosit ,c. How are the hero(ine)'s qualities revealed?

d. The hero(ine)'s role-Is he/she a role model?- What belief / tradition / ideals does he/she emoocvë-Is he/she used as a propaganda tool for a poli ical o PE ·s·-....::. __ -====:e. What is an anti-hero?If the character's behaviour does not corres 0

for example), he/she can be defined as an anti- ef. Which myths does your document remind yoTurn to the following website for more info a

-= =-= '",z -- tard or corrup

fOI Build up your vocabularyUsing a separate sheet of paper, complete histo the notion,

-Anti-nero? Mythes)illustrate<l

Role

Ideales) embodied

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El Read the definitions carefully.What definition(s) does your document illustrate?

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~. the~bilityor official.capacity.to exercise .control.sauthority (the State,the govërnrnent, political organization) ..a.strength ;r force exerted or capable of being exérted; might (puissànce)

r"3. aperson, group, or nation -having greatinfluence or control over others

!II BrainstormingHere is a list of questions Vou can ask yourself about the notion. Read them carefully.a. Being in power- Who has power? What are the different forms of power? Over whom?- Period oftime?- How is power exerted? Where? ..• p. 258-261- What for? .- What are the values of thosewho have power?- What are the consequences?

b. Power struggles- How to get more power?Use this mind map tosummarize your ideas:- Who witl yield? Resist? Why?- Is there a kind of fascination?Hate / hatred?- Who dominates? Is it a master / slave relationship?

, What are the relationships between the different social classes?

c. The limits to power-Is power abused?- Are there counterpowers? Is power limited? How?

fil Build up your vocabularyUsing a separate sheet of paper, complete this mind map during the year with words referringto the notion.

Obedi~ncè""_ .0·'0- ~ ••.•_ ••..

(?~b.se~iie~~~.(assuj~tt!~s_~nient).y

, Yield = give in (céder) .• ..! -._et _"_~.....o...... "'- _~'_._-,-.. ~

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Prép ara tiJ'1"henotion of,progress (L~idéerie prDgrès) l

D Read the definitions carefully.What definition(s) does your document illustrate? •

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PROGRESS '1

1. forward rnovement • advance • development

2. graduaI betterrnenr; especiaIly: the progressive development of humankind

D BrainstormingHere is a list of questions Vou can ask yourself about the notion. Read them carefutly.

a. What type of progress: tethnical, scientific, social?

b. Who are the people concerned by progress: individuals (scientific laboratories), scientists,private agencies, companies, governments ... ?

c. Where is the action set: i n an (imaginary) society or real (town, country, continent) place?

d. Which period of time is concerned (the past, the present, the future)?

e. What is at stake in the document (medical problems, physical performances, domination,dehumanization, innovations, inequalities in economie, technical, scientific development,globalization, ...)?

f. What are the advantages and drawbacks?- Is it profitable j beneficial or is it a potential danger for human beings? Why?- What are the dangers associated with technical progress?- What is the impact (positivejnegative)? For whom?

g. What are the author's intentions:- positive (praise: faire l'éloge)- negative (question: remettre en cause)- ambivalent (does the author have mixed feelings)?

h. Utopia or Dystopia?Focus on the fotlowing definitions:• Utopia: an ideally perfect place especially in its social, political and moral aspect• Dystopia: an imaginary place or state in which the living conditions are appalling (deprivation,oppression, terror, ...)- Does the author describe an idealized and a perfect world? (Utopia)- Is the action set in a repressive and controlled State? Is man's life controtled by technology?- Has technology evolved tao rapidly? (Dystopia)

~ Build up your vocabu LaryUsing a separate sheet of paper, complete this grid during the yearwith words referring tothe notion.

Advantages 1 Progress Drawbacks 1

eure diseases ... 1 Scientific progress ctossboundaties» ethical problems ... r

upgrade education ... 1 Social progress 11

en able sb to do stti ... 1 Technical progress dehumanize '. eut off {rom the real world. ..11

reuve d'expression orale1.' .'r

III Readthedefinitions carefully.What definition(s) doesyour document illustrate?

EXCHANGE 1 FLOW1.. a continuous output (production) . •

, ous movement or circulanon. All2 a contmu d'~pes of exchanges: people, trade, me la, etc.

general movement or tendency3. a

H BrainstormingHere is a list of questions vou can ask yourself about the notion. Read them carefully.a. Economie sense-It is not limited to an exchange of goods.-Work- Trade and business

b. Exchanges / Flows- What are the different types of exchange?- When (past, present, future)?- What impact does globalization have on exchanges?- Who are the groups involved: individuals, companies, communities, associations, NGOs,governments, social networks, regions, cities, countries / nations, continents?- How are the different forms of exchanges linked ta new technologies evolving? What arethe consequences of the advent (arrivée) of the Internet?- How are working conditions evolving (speed, closeness, telecommuting, virtual or realspaces ...)?c. Have the relations between the North and the South evolved (outsourcing and technologytransfers, migration patterns)?- Where? New poles of attraction • new areas of development • emerging powers • impacton the environment· entanglement of the world economy

d. What are the limits?- What is the impact (positive 1 negative? For whom?)- Who benefits from the exchanges? Are they balanced? Who are the losers / the victirns? Why7

e. Exchanges and culture (tourism •..)-Is there an exchange ofideas (information, ideas, media ...)?- Are exchanges a means of meeting other people, getting to know them?

f. What are the author's goals?Is the vision positive (praise: faire l'éloge), negative (question: remettre en cause), ambivalent(does the author have mixed feelings)?

~ Build up your vocabularyUsing a separate sheet of paper, complete this mind map during the year with words referringto the notion.

Positive points Negative points

New technologies Areas 1Spa cesvirtuall real spaces

._._;. .... __ ..,....,...__t. .. -::.-. (" ··;':',:i:i~i'

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Causesmigrationpoverty

;.'Groups

relief organisations,NGOs, ...

. impactimprove '. reiect= threaten