Travels with a purpose (séries techno LV2)

Merci !

Annales corrigées
Classe(s) : Tle STI2D - Tle STMG - Tle ST2S - Tle STL | Thème(s) : Espaces et échanges
Type : Écrit LV2 | Année : 2013 | Académie : France métropolitaine
Unit 1 - | Corpus Sujets - 1 Sujet
Travels with a purpose

Séries technologiques • LV2


Espaces et échanges




France métropolitaine • Septembre 2013

Séries technologiques • LV2

Text 1

Grand Tour of Europe

Young English elites of the seventeeth and eighteenth centuries often spent two to four years traveling around Europe in an effort to broaden their horizons and learn about language, architecture, geography, and culture in an experience known as the Grand Tour. The Grand Tour began in the sixteenth century and gained popularity during the seventeenth century.

The term Grand Tour was introduced by Richard Lassels in his 1670 book Voyage to Italy. Additional guidebooks, tour guides, and the tourist industry were developed and grew to meet the needs of the 20-something male and female travelers and their tutors across the European continent. The young tourists were wealthy and could afford the multiple years abroad.

The Grand Tourists were primarily interested in visiting those cities that were considered the major centers of culture at the time – Paris, Rome, and Venice were not to be missed. Florence and Naples were also popular destinations. Paris was definitely the most popular city as French was the most common second language of the British elite, the roads to Paris were excellent, and Paris was a most impressive city to the English.

From Paris, Tourists would proceed across the Alps or take a boat on the Mediterranean Sea to Italy. Rome was initially the ­southernmost point they would travel to. However, when excavations began of Herculaneum (1738) and Pompeii (1748), the two sites became major destinations on the Grand Tour.

While the goal of the Grand Tour was educational, a great deal of time was also spent in more frivolous pursuits.

Upon their return to England, Tourists were supposedly ready to take on the responsibilities of an aristocrat. The Grand Tour as an institution was ultimately worthwhile for the Tour has been given credit for a dramatic improvement in British architecture and culture. The French Revolution in 1789 marked the end of the Grand Tour, and in the early nineteenth century, railroads totally changed the face of tourism and travel across the continent.

Matt Rosenberg,

Text 2

You can’t pick up raindrops

Bob and I are Peace Corps volunteers in small, not-quite-a-­village, Puñal, twenty-five miles south of Santiago de los Caballeros in the Cibao Valley of the northern Dominican Republic.

We live on the second floor of the pale lime-green, wooden casa curial or parish house, next to the small wooden church. There is no electricity, running water or sewer. Rent is cheap; twenty-five dollars combined, out of ninety-five we each get monthly. You can buy a lot of rice and beans and Presidente beer with the rest.

The rest of the time, we work on projects: water supplies with water-well hand pumps; grade school and adult English classes, vegetable gardens, and hog production. We introduce new varieties of cigar wrapper tobacco. The local men learn windmill and pump repair. Periodically, the US Information Service loans us a movie projector and generator to show educational and cultural films on the outside wall of the church. What big, festive crowds we have! We do anything to keep busy and to better the lives of the Puñaleros.

We enjoy life here; so quiet at night, so dark, sky full of dazzling stars. Late into the night, we often read by kerosene lamp light. An unknown admirer of the Peace Corps recently contributed 225 ­literary-quality books shipped in big cardboard boxes. We go through them, one by one, choosing according to our interests.

Often, after dark, we are out along the poorly paved road ­running north to Santiago. Here we gather with the older guys at the small tiendas, to spend some of our money on tiny cans of ­sweetened condensed milk, candies or small bottles of red Spanish wine. Along the road, we squat, knees pulled up to our chests, arms resting on our knees, Dominican style, sipping wine and watching the rickety cars and trucks trundle past.

It does not sound very exciting, does it? Actually, it is, perhaps, one of the most rewarding periods of our lives, a chance to withdraw from the rush of modern civilization, and to understand how others live.

John Charles Miller, You can’t pick up raindrops, 2012.


Text 1

1 In the document, find information describing the typical Grand Tourist.

1. Nationality

2. Approximate age

3. Social or economic status (give 2 elements)

2 Find information about the typical Grand Tour.

1. Destinations (2 countries)

2. Approximate duration

3 Right (R) or wrong (W). Justify by quoting the text.

1. Grand Tourists didn’t travel alone.

2. The Grand Tour has a positive impact only on the Grand Tourists themselves.

3. The Grand Tour is still practiced today.

Text 2

1 In the document, pick out information about Bob and the narrator’s situation:

1. occupation

2. host country

3. monthly salary

2 Right (R) or wrong (W)? Answer and justify by quoting the text.

1. Bob and the narrator live in a city.

2. Bob and the narrator live in a house with modern equipment.

3. Bob and the narrator only do intellectual work.

4. Teaching is one of Bob and the narrator’s tasks.

5. In their free time, Bob and the narrator interact
with local people.

6. Bob and the narrator get no personal satisfaction from their experience.

Both texts

1 From the list below, choose

1. the three main motivations that best apply to the travelers in text 1.

2. the three main motivations that best apply to the travelers in text 2.

Justify each motivation by quoting the text.

a) to increase their knowledge.

b) to help local people.

c) to escape city life.

d) to discover exceptional cities.

e) to discover a different lifestyle.

f) to prepare themselves for the future.


> Choose ONE of the following subjects. Write 150 to 180 words.

1 You are in charge of recruiting volunteers for a charitable organization abroad. You meet a group of potential candidates to explain the job profile (necessary qualities, experience, practical abilities…) to them.
2 You have decided to spend a year traveling in foreign countries with a friend. You meet to discuss the details of your plans. Imagine the conversation.

Texte 1


Matt Rosenberg est un géographe américain qui écrit pour le site : depuis plus de 15 ans. Il est auteur de plusieurs livres de géographie et figure régulièrement dans des émissions éducatives comme expert en géographie.

Pour en savoir plus :

Le thème

Le « Grand Tour » était un long périple initiatique et culturel à travers l’Europe aux xviie et xviiie siècles, destiné à parfaire l’éducation des jeunes aristocrates anglais.

Vocabulaire utile à la compréhension

to broaden, l. 3 (élargir) ; to meet the needs, l. 9 (répondre aux besoins) ; wealthy, l. 11 (riche) ; to afford, l. 12 (se permettre financièrement) ; ­supposedly, l. 27 (apparemment) ; to be worthwhile, l. 29 (être profitable).

Texte 2


John Charles Miller est américain ; géologue depuis plus de 40 ans il est devenu auteur de nouvelles de fiction spéculative.

Pour en savoir plus :

Le thème

Le narrateur et son ami Bob sont membres bénévoles de l’agence indépendante américaine « Les Corps de la Paix » en République Dominicaine.

Leur mission consiste à améliorer la vie quotidienne des habitants. Ils vivent comme eux et ne trouvent rien d’héroïque à ce travail qui leur permet de s’échapper de la vie moderne et de redécouvrir une vie simple.

Vocabulaire utile à la compréhension

parish house, l. 5 (maison paroissiale) ; sewer, l. 6 (égout) ; a well, l. 10 (un puits) ; supplies, l. 9 (approvisionnement) ; a hog, l. 11 (un porc) ; a windmill, l. 12 (un moulin) ; to loan, l. 13 (louer) ; shipped , l. 20 (expédié) ; to gather , l. 23 ( [se] rassember) ; to squat, l. 26 (s’accroupir) ; rickety, l. 27 (délabré) ; to trundle, l. 28 (cheminer, avancer lentement) ; rewarding, l. 30 (enrichissant) ; to withdraw, l. 30 ([se] retirer).

Les points de convergence

Les deux articles traitent des bienfaits du voyage.

Le sujet d’expression 1

Pistes de recherche

Expliquez le rôle de l’humanitaire, insistez sur les qualités personnelles, les tâches à accomplir sur place. Le ton doit rester motivant et intéressant. Reprenez quelques idées du deuxième texte mais sans paraphraser ou recopier.

Vocabulaire utile

To set up (fonder) ; DIY (bricolage) ; to roll your sleeves up (retrousser les manches) ; to bottle feed (nourrir au biberon) ; toddlers (les tout-petits).

Le sujet d’expression 2

Pistes de recherche

Décidez où vous allez partir et pour quoi faire : voyage plutôt éducatif ou caritatif ? Vous devez vous mettre d’accord : pensez aux expressions de comparaison, de préférence, de justification.

Vocabulaire utile

Euro-railing = l’achat d’un billet unique pour voyager partout en Europe – un moyen facile et très utilisé par les étudiants britanniques afin de découvrir l’Europe à petit prix.

Pour en savoir plus :



Text 1

11. They were English.

2. They were “20-something male and female travelers” (l. 10).

3. They travelled with their tutors and could afford to spend a few years abroad. When they came back they were ready to start their adult lives as aristocrats.

21. They visited France and Italy.

2. They spent two to four years travelling.

31. Right. “travelers and their tutors” (l. 10).

2. Wrong. “... and the tourist industry were developed” (l. 9) “the Tour has been given credit for a dramatic improvement in British architecture and culture” (l. 29-31).

3. Wrong. “The French Revolution in 1789 marked the end of the Grand Tour” (l. 31-32).

Text 2

11. They are Peace Corps volunteers (l. 1).

2. They work in the Dominican Republic (l. 3).

3. They earn 95 dollars a month (l. 6-7).

21. Wrong. They work in “not-quite-a-village” (l. 1).

2. Wrong. The house has “no electricity, running water or sewer” (l. 6).

3. Wrong. They work on projects for clean water: “water supplies with water-well hand pumps” (l. 9-10) and produce food “vegetable gardens, and hog production” (l. 11).

4. Right. “grade school and adult English classes” (l. 10).

5. Right. “after dark ... we gather with the older guys “ (l. 22-23).

6. Wrong. “it is ... one of the most rewarding periods of our lives” (l. 29-30).

Both texts

11. The travelers in text 1 want to:

a) increase their knowledge: “the Grand Tour was educational” (l. 25).

d) discover exceptional cities: “interested in visiting those cities that were considered the major centers of culture at the time” (l. 13-14).

f) prepare themselves for the future: “upon their return to England, ­Tourists were supposedly ready to take on the responsibilities of an aristocrat” (l. 27-28).

2. The travellers in text 2 want to:

b) help local people: “we work on projects: water supplies... grade school... vegetable gardens” (l. 9-11).

c) escape city life: “a chance to withdraw from the rush of modern civilization” (l. 30-31).

e) discover a different lifestyle: “to understand how others live” (l. 31-32).


1 Guidelines

Thank you for coming today.

As you know, we’re going to Malawi in March to continue work on the orphanage that was set up in 1995. Our main job while we are there will be to repaint the school rooms but don’t worry, you don’t need any DIY experience, you just need to be ready to roll your sleeves up and get to work!

It won’t all be painting and cleaning though! In the afternoon when it is too hot to work you will be helping out in the baby centre. You can expect to learn how to bottle feed a baby, and many hours of play and care for babies and toddlers who appreciate the attention. If you have experience in babysitting then this will help but isn’t essential. The most important thing is to be ready to share your love!

The trip will be hard work but lots of fun. It will be a life-changing experience for everyone.

I hope you are up for the challenge! Now, does anyone have any questions?

2 Guidelines

Me: So, euro-railing, are you still up for going?

Elaine: Yes! Of course! I’ve always wanted to visit Europe. I’m so excited!

Me: So we need to get planning, let’s start with our top 5 cities.

Elaine: Well, we have to go to Paris; no trip to Europe would be complete ­without visiting the most romantic city in the world. Maybe we’ll find boyfriends!!

Me: Ha ha! Who knows! I’m more interested in seeing the museums, to be honest – The Louvre for example.

Elaine: Of course, I was only joking. Paris is a definite then. What about you? Which city is top of your list?

Me: Venice. I’ve always dreamed of riding in a gondola.

Elaine: Wouldn’t you prefer Rome? The architecture is much more impressive.

Me: Everyone goes to Rome: Venice is so much more original with its canals.

Elaine: You’ve got a point.

Me: Talking of original, how about Barcelona? The cathedral there is amazing, I’ve seen pictures online.

Elaine: Hmm I’m not a fan of Spain, I’d prefer to go to Germany and see the remains of the Berlin wall.

Me: That’s 3 cities already and we’ve hardly started!