Soluzione Seconda Prova Lingua straniera 2014, Brocca

Pag. 4/31 Sessione ordinaria 2014

Seconda prova scritta

Ministero dell’Istruzione, dell’ Università e della Ricerca

PL0A - ESAME DI STATO DI LICEO LINGUISTICO

Tema di: LINGUA STRANIERA

–

TESTO DI ATTUALITÀ LINGUA FRANCESE

(comprensione e produzione in lingua straniera)

L’amitié à l’épreuve de Facebook

le milliard d’utilisateurs, philosophes et sociologues

Alors que le réseau social a dépassé

s’interrogent sur la nature réelle des liens qui y sont présents.

Mes cent amis sont-ils mes amis ? Quand on demande au philosophe André Comte-Sponville, qui a

beaucoup écrit sur l’amitié, s’il possède un cercle d’amis en ligne, il répond : « Mes enfants avaient

créé, sans me consulter, une page Facebook pour moi. Dans les heures qui ont suivi, j’ai reçu trois

m’est

messages de gens que je ne connaissais pas me demandant si je voulais être leur ami. Cela

apparu une invasion insupportable et un contresens sur l’amitié. J’ai supprimé ma page aussitôt ! ».

Elles n’ont rien à

Selon lui les relations qui se tissent sur le réseau social sont « superficielles » : «

voir avec la parfaite amitié dont parle Montaigne. Une réelle amitié ne peut pas se répandre

Ce n’est pas un ami celui qui est l’ami de tous »… L’amitié

indéfiniment. Aristote disait : « d’intimité pour qu’elle soit partagée avec

suppose trop de confiance, de sincérité, - et de temps ! -

de personnes. Un ami, ce n’est pas seulement quelqu’un avec qui je parle ou j’écris,

des dizaines

mais une personne avec qui je pratique des activités communes, une promenade, un sport, un jeu, un

repas. Comment imaginer qu’un écran puisse y suffire, ou en tenir lieu ? Il vaut certes mieux avoir

des amis virtuels que pas d’amis, mais il serait dangereux et triste de s’en contenter. Mieux vaut

avoir quelques amis réels que des centaines d’amis virtuels sur Facebook.»

Mais certains ne partagent pas l’idée que les relations virtuelles s’opposent au réel. Le psychiatre et

psychanalyste Serge Tisseron écrit ainsi : « Pour les nouvelles générations, les « chats » (1) en ligne

sont tout à fait réels, chargés d’affectivité. D’ailleurs la traditionnelle crise de l’adolescence s’est

Aujourd’hui, les jeunes mènent une vie parallèle et collective sur leur

transformée avec Facebook.

ordinateur, ils se créent leur propre communauté d’amis, une sorte de nouvelle famille à travers les

réseaux sociaux. »

Ainsi l’opposition entre L’Etre et l’Ecran.

virtuel et réel serait dépassée. Stéphane Vial, auteur de

Comment le numérique change la perception, écrit : « Partout dans le monde, des « amis» de toutes

sortes se retrouvent en ligne, font connaissance, se rapprochent, puis ils se retrouvent pour prendre

un verre. Pourquoi se rencontrer par hasard dans un bar, comme avant, sans passer par Internet,

la seule manière d’établir une relation vraie

serait-il ? »

Frédéric Joignot « Le Monde », 4 janvier 2014

Pag. 5/31 Sessione ordinaria 2014

Seconda prova scritta

Ministero dell’Istruzione, dell’ Università e della Ricerca

PL0A - ESAME DI STATO DI LICEO LINGUISTICO

Tema di: LINGUA STRANIERA

–

TESTO DI ATTUALITÀ LINGUA FRANCESE

(comprensione e produzione in lingua straniera)

Compréhension

1. Quelles raisons ont poussé A. Comte-Sponville à supprimer sa page Facebook ?

Pourquoi l’amitié sur internet serait-elle

2. superficielle ?

3. Quels sont les éléments qui construisent une amitié ?

4. Un écran peut-il remplacer des amis réels ?

Quelle a été l’importance de Facebook pour «

5. les nouvelles générations ? »

6. Comment les jeunes se créent-ils une « nouvelle famille » ?

encore juste d’opposer virtuel et réel

7. Est-il ?

8. Expliquez le sens de la question que pose la dernière phrase du texte.

Production

 Résumez le texte en quelques lignes.

 L’amitié est un lien social très ancien. Existe-t-elle sous de nouvelles formes aujourd’hui ?

Lesquelles ? Exprimez votre opinion personnelle. (de 250 à 300 mots)

____________________________

Durata massima della prova: 6 ore.

È consentito soltanto l’uso dei dizionari monolingue e bilingue.

Non è consentito lasciare l’Istituto prima che siano trascorse 3 ore dalla dettatura del tema.

Pag. 6/31 Sessione ordinaria 2014

Seconda prova scritta

Ministero dell’Istruzione, dell’ Università e della Ricerca

PL0A - ESAME DI STATO DI LICEO LINGUISTICO

Tema di: LINGUA STRANIERA

–

TESTO LETTERARIO LINGUA INGLESE

(comprensione e produzione in lingua straniera)

Prologue

I am an invisible man. No, I am not a spook like those who haunted Edgar Allan Poe; nor am I

one of your Hollywood-movie ectoplasms. I am a man of substance, of flesh and bone, fiber and

liquids -- and I might even be said to possess a mind. I am invisible, understand, simply because

people refuse to see me. Like the bodiless heads you see sometimes in circus sideshows, it is as

though I have been surrounded by mirrors of hard, distorting glass. When they approach me they see

only my surroundings, themselves, or figments of their imagination -- indeed, everything and

anything except me.

Nor is my invisibility exactly a matter of a bio-chemical accident to my epidermis. That

invisibility to which I refer occurs because of a peculiar disposition of the eyes of those with whom I

come in contact. A matter of the construction of their inner eyes, those eyes with which they look

through their physical eyes upon reality. I am not complaining, nor am I protesting either. It is

sometimes advantageous to be unseen, although it is most often rather wearing on the nerves. Then

too, you're constantly being bumped against by those of poor vision. Or again, you often doubt if

you really exist. You wonder whether you aren't simply a phantom in other people's minds. Say, a

figure in a nightmare which the sleeper tries with all his strength to destroy. It's when you feel like

this that, out of resentment, you begin to bump people back. And, let me confess, you feel that way

most of the time. You ache with the need to convince yourself that you do exist in the real world,

that you're a part of all the sound and anguish, and you strike out with your fists, you curse and you

swear to make them recognize you. And, alas, it's seldom successful.

One night I accidentally bumped into a man, and perhaps because of the near darkness he saw

me and called me an insulting name. I sprang at him, seized his coat lapels and demanded that he

apologize. He was a tall blond man, and as my face came close to his he looked insolently out of his

blue eyes and cursed me, his breath hot in my face as he struggled. I pulled his chin down sharp

upon the crown of my head, butting him as I had seen the West Indians do, and I felt his flesh tear

and the blood gush out, and I yelled, "Apologize! Apologize!" But he continued to curse and

struggle, and I butted him again and again until he went down heavily, on his knees, profusely

bleeding. I kicked him repeatedly, in a frenzy because he still uttered insults though his lips were

frothy with blood. Oh yes, I kicked him! And in my outrage I got out my knife and prepared to slit

his throat, right there beneath the lamplight in the deserted street, holding him by the collar with one

hand, and opening the knife with my teeth -- when it occurred to me that the man had not seen me,

actually; that he, as far as he knew, was in the midst of a walking nightmare! And I stopped the

blade, slicing the air as I pushed him away, letting him fall back to the street. I stared at him hard as

the lights of a car stabbed through the darkness. He lay there, moaning on the asphalt; a man almost

killed by a phantom. It unnerved me. I was both disgusted and ashamed. I was like a drunken man

myself, wavering about on weakened legs. Then I was amused.

Pag. 7/31 Sessione ordinaria 2014

Seconda prova scritta

Ministero dell’Istruzione, dell’ Università e della Ricerca

PL0A - ESAME DI STATO DI LICEO LINGUISTICO

Tema di: LINGUA STRANIERA

–

TESTO LETTERARIO LINGUA INGLESE

(comprensione e produzione in lingua straniera)

Something in this man's thick head had sprung out and beaten him within an inch of his life. I began

to laugh at this crazy discovery. Would he have awakened at the point of death? Would Death

himself have freed him for wakeful living? But I didn't linger. I ran away into the dark, laughing so

hard I feared I might rupture myself. The next day I saw his picture in the Daily News, beneath a

caption stating that he had been "mugged." Poor fool, poor blind fool, I thought with sincere

compassion, mugged by an invisible man! From Invisible Man by Ralph Ellison

Answer the following questions.

What is the protagonist’s main problem?

1.

2. How does the protagonist feel about being invisible?

3. What happened to him one night?

4. What does the man he bumped into look like?

5. What does the protagonist ask him to do?

6. Does the white man see the protagonist? Justify your answer by referring to the text.

How do you explain the protagonist’s aggression

7. towards the white man? Substantiate your

answer by referring to the text.

8. Does the protagonist justify his aggression? If yes, how?

Summarize the content of the passage in about 120 words.

Composition:

Do you think that being invisible is a common experience for people? Can you recognise any

individuals or groups among people that you know that are considered invisible? By whom? For

what reasons? What is your reaction? Write a 300-word paragraph on the topic.

Alternatively

In Ellison’s view “the nature of our society is such that we are prevented from knowing who we

are”. (Callahan, John F. Ed. Ralph Ellison’s Invisible Man: a Casebook. Oxford: Oxford University

Press, 2004.). Discuss your views on the topic by writing a 300-word paragraph.

__________________________

Durata massima della prova: 6 ore.

È consentito soltanto l’uso dei dizionari monolingue e bilingue.

Non è consentito lasciare l’Istituto prima che siano trascorse 3 ore dalla dettatura del tema.

Pag. 8/31 Sessione ordinaria 2014

Seconda prova scritta

Ministero dell’Istruzione, dell’ Università e della Ricerca

PL0A - ESAME DI STATO DI LICEO LINGUISTICO

Tema di: LINGUA STRANIERA

–

TESTO DI ATTUALITÀ LINGUA INGLESE

(comprensione e produzione in lingua straniera)

The 3 Rs - ready, respectful and resilient: A school has put pupils' character formation before exam

results

For 14-year-old Laurentiu Filip, it has taught him how to channel his curiosity. He is brimming with

enthusiasm as he tries to make an etching in his art lesson. Jasmin Smith, aged 13, thinks it has given her

the self-control to persevere with tasks she has been set at school. Welcome to the Bedford Academy,

which has become the UK pioneer for a learning programme from the United States aimed at building

character among pupils.

The scheme, which has been operating in the Kipp (Knowledge is Power Programme) charter schools in

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the US on which Michael Gove, the Secretary of State for Education, partly modelled his free school

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programme eschews the "exams factory" approach in an attempt to give pupils the character they need

to battle against the odds academically in disadvantaged areas.

In the US, educators have drawn up a list of 24 characteristics which schools should develop in their

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pupils. Bedford Academy has whittled the list down to a "magnificent seven" grit, zest, optimism, social

intelligence, gratitude, curiosity and self-control. "We're looking to develop students' characters," said

Emma Orr, possibly the first deputy headteacher in the country to be given specific responsibility for this

list in her job description. "These are seven attributes that are going to make students successful."

Each pupil is given a passport that their teachers mark if the pupil shows they have used any of the seven

attributes to good effect in lessons. They can work their way into getting bronze, silver, gold or platinum

awards in each area, thereby earning a certificate that can be presented to potential employees.