Looking way beyond disability

Merci !

Annales corrigées
Classe(s) : 1re Générale - 1re ST2S - 1re STI2D - 1re STL - 1re STMG | Thème(s) : Diversity and inclusion
Année : 2020 | Académie : Inédit

Diversity and inclusion

ANGLAIS

42

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Diversity and inclusion

Looking way beyond disability

compréhension de l’écrit et expression écrite

1 h 30

20 points

Intérêt du sujet • Ce n’est pas uniquement en modifiant les lois que le regard sur le handicap changera : des événements sportifs tels que les Jeux paralympiques ont sans doute un impact plus grand dans l’évolution des mentalités.

Document 1A special PE lesson

My first experiences of disability sport were pretty confusing, not to mention painful and slightly humiliating. I lost my sight very suddenly aged 13 in 1984 and, before I could blink, or think, I was whisked away to a “special” boarding school for blind children in Worcester – 200 miles away from my home.

[…] I was pretty […] intrigued, when it came to having my first PE1 lesson.

So, how does sports work with one teacher and 10 blind kids in a class? I’m still not quite sure actually but we all trooped out onto the running track, with everyone cracking jokes and pushing each other, all seeing it as an entirely normal lesson – except me. We were going to do a 100m sprint, I learned. But how do you run if you can’t see? A fairly basic question which, seemingly, I was a bit too embarrassed to ask at that tender age. So I didn’t.

We all lined up at the top of the track, and, as new boy, I was chosen to go first. The teacher stood at the other end with a very loud megaphone. “OK Damon. On your marks, get set, go...” I ran as hard and as fast as I could but something weird was happening. The teacher started shouting “five, five, five!” I didn’t get it. Was he adding maths into our leisure curriculum? “Five, five, five, six, six, six, seven!” I must have been going impressively fast because I could no longer feel the track under my trainers. “Eight, eight, eight, nine!” It was all happening at a dizzying pace and, was it my imagination or was I going slightly downhill? “Nine, nine, nine, 10, 11, ditch, long grass, brambles... Whittington Road”.

Everyone laughed loudly and, as the teacher unravelled me from the bushes, he explained his number shouting system. “Did you not know? Five means you’re running straight towards me, four means you’ve gone a little to the left, six means you’re erring right.” I’d gone off the scale.

Damon Rose, Paralympics: The perils of being a blind athlete,

BBC News, 7 September 2012

1. PE = physical education.

Document 2London 2012: How the world saw the Paralympics

As the final day of the Paralympic Games unfolded across London, media commentators from around the world have reflected on its achievements.

[…] Bahrain’s Gulf Daily went as far as to say that the abiding legacy of London 2012 may not be the victories of the likes of Mo Farah or Bradley Wiggins, but the “fundamental change in the way much of the world looks at disability”. It said the Paralympics “have swiftly taught us to look beyond disability towards achievement”.

Nigeria’s Vanguard newspaper said the games “have given humanity an opportunity to push the limits of human capacity to adapt as evident in the stunning performances of disabled athletes”.

Germany’s Zeit daily said: “The British can not only organise, they can celebrate. With seemingly boundless enthusiasm they cheered in the packed stadiums every last runner to finish the Paralympics.”

Australia’s Canberra Times said: “Those who admire, respect and are inspired by the magnificent feats of athletes with a disability might reflect on folk who show as much courage, determination and perseverance in their daily personal and professional lives”.

[…] Writing for the Australian newspaper, disabled journalist Melanie Reid marvelled at the unique sights of Paralympic events: “80,000 people falling silent so that a blind long-jumper can sprint into her darkness towards the sound of someone clapping.”

“The sight of a young woman, her body frantic with cerebral palsy, achieving serenity on the back of a horse. The potency of men with no legs turned into gods by the menace of their 30 running blades.”

She concluded that the games had somehow made disability “cool”.

BBC News, 10 September 2012

Compréhension de l’écrit 10 points

Answer the following questions in English, using your own words.

Texts 1 and 2

1. What do both texts deal with?

Text 1

2. What terrible thing happened to the narrator and when?

3. What happened to him during the PE lesson? Where did he end up?

4. Why didn’t the narrator ask his teacher for more information about how to run in a straight line?

Text 2

5. This document is:

a) a newspaper article;

b) a collection of newspaper clips;

c) an extract from the Guinness Book of World Records.

6. Look at the following expressions: “stunning performances” (l. 11), “boundless enthusiasm” (l. 13), “magnificent feats” (l. 17). Explain in your own words what they show about the general opinion expressed by all media.

7. How have the London Paralympics changed the perception of disabled people among the public?

Expression écrite 10 points

Vous traiterez en anglais l’un des deux sujets suivants au choix. Répondez en 120 mots au moins.

Sujet A

You are a disabled athlete. Explain why you would like to enter an Olympic competition.

Sujet B

You are in London for the 2012 Paralympic Games. Write an article about the Paralympics and their effects on society.

 

Les clés du sujet

Compréhension de l’écrit

Comprendre les documents

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ang1_2000_00_08C_02

Préparer sa réponse à la question 7

Pour vous mettre sur la voie, pensez aux expressions citées à la question précédente ainsi qu’aux adjectifs choisis par les journalistes : le ton est enthousiaste, les mots utilisés sont très positifs et ne concernent pas seulement la réaction des médias.

Relevez et analysez les mots liés au thème du changement, de la modification (« fundamental change », « taught us to look beyond disability towards achievement », « to make disability cool ») : ils soulignent une avancée, un enseignement, un enrichissement.

Expression écrite

Sujet A

Key ideas. Contrary to preconceived ideas, the words “disabled” and “athlete” are not contradictory. Some disabled people have set ambitious athletic goals and have achieved them, thus turning their handicap into an asset (un atout).

A few tools. This essay is a first-person narrative. After briefly explaining your “story”, explain what motivates you to become a top-level athlete and take part in the Paralympic Games. You have to express strong willpower (volonté), determination and what you will do to achieve your goal.

Sujet B

Key ideas. Since the first Paralympic Games in 1960, disabled athletes have amazed the world by their courage and their accomplishments. The London 2012 Paralympic Games were the largest ever with 4,302 athletes from 14 countries. The public was supportive and the media coverage had never been so important.

A few tools. Think of a catchy headline for your article. Considering the information given above, use powerful words to express your admiration regarding the athletes’ extraordinary performances. Explain how it changed people’s vision of disabled athletes, seeing them first and foremost as incredible human beings able to perform miracles.