ENGLISH TEST NAME:
CLASS:
DATE: MARK:
/20
COMMENTS:
READING COMPREHENSION NOTE AUX CANDIDATS Les candidats traitent le sujet sur la copie qui leur est fournie et eillent ! " - respecter l’ordre des !est"o#s $ - %&"re to!'o!rs s!"(re les c"t&t"o#s d! #!)*ro de l& l"+#e $ - recop"er les p,r&ses - co)pl*ter e# souli#nant l’*l*)e#t "#trod!"t $ . R*po#dre r"(e)e#t r"(e)e #t en an#lais &!1 !est"o#s pos*es s&#s )e#t"o# d! #o)re de )ots ")pos*s
$Docu%ent &'
Ide#t"%3 t,e %ollo4"#+ "#%or)&t"o# : t3pe o% doc!)e#t / so!rce / 4r"ter The document under study is an online article (written ) by Laura F which was posted on the the website of Amnesty International UK .
5,e# 4&s t,e doc!)e#t p!l"s,ed 6 I#cl!de ele)e#ts %ro) t,e doc!)e#t "# 3o!r &#s4er The article was published “ ! Apr !" #!$.%
7"#d t,e correspo#d"#+ correspo#d"#+ "#%or)&t"o# :
N&)e o% t,e co)pet"t"o#
&oun' uman i'hts eporter and *rotest +on' ,ompetition
7o!#der o% t,e co)pet"t"o#
Amnesty International
People t&r+eted
&oun' people - talented youn' people- youn' ournalists" photo'raphers" son'writers and performers
Co)pet"t"o# o% t,e 8e&r ……………
The UK -United Kin'dom
Co!#tr3 4,ere t,e co)pet"t"o# "s ,eld Loc&t"o# o% t,e A4&rd Cere)o#3
Spec"&l G!est 9!r3 )e)er
Kate Tempest
N!)er o% c&te+or"es
/
T,e Gr&#d 4"##er
#!$
London
The band 0ypsy1s Anchor 2 *enwith ,olle'e
S&3 4,et,er t,e %ollo4"#+ st&te)e#t &re True or (alse 9!st"%3 9!st"%3 4"t, o#e ele)e#t ele)e#t %ro) %ro) t,e te1t %or e&c, st&te)e#t:
a) The competition is only open to British artists
True
(l.) “&oun' people from across the UK pro3ed the power of their 3oices%
*) The competition only accepts primary school children.
(alse
(l./-4) “said olly 0ome5 from 6oodfarm i'h +chool" +cotland who went on to win +i7th Form eporter of The &ear.%
c) The aim of the competition is to discover new talents.
(alse
(l.#) “I hope it will raise awareness of the death penalty% - (l.) “&oun' people from across the UK
pro3ed the power of their 3oices e7pressin' themsel3es on human ri'hts
issues%
N&)e t,e H!)&# R"+,ts "ss!es "ss!es t,e 4"##ers t&l;ed t&l;ed &o!t "# t,e"r 4or;s 4or;s
“,hild +oldiers% and the ri'ht to
“education%
S&3 "% t,"s st&te)e#t "s True or (alse E1pl&"# 3o!r c,o"ce c,o"ce "# 3o!r o4# 4ords &#d '!st"%3 '!st"%3 4"t, 2 !ot&t"o#s %ro) t,e te1t The article is critical of the competition. 6ron' ;
This article posted on Amnesty International 6ebsite about a competition or'ani5ed
by Amnesty is informati3e and the tone (positi3e)
is full of admiration for this youn'
'eneration of uman i'hts artists “ Amnesty oc8s with the
- “
It%s such an honour to ha3e been part of this competition “ (l./) - “Amnesty celebrated a new 'eneration% (l.$)
=s"#+ ele)e#ts %ro) t,e te1t> e1pl&"# t,e p&rt"c"p&#ts’ )&"# )ot"(&t"o#s &#d t,e +o&l o% t,e &rt"cle re+&rd"#+ t,e co)pet"t"o# ?0 4ords@ The participants1 main moti3ations is to use the power of their 3oices
to denounce" critici5e
and to protest a'ainst human ri'hts abuses. The article aims at raisin' awareness about uman i'hts issues. Than8s to this competition Amnesty UK wants to encoura'e youn' people to ta8e action and spread the word by e7pressin' themsel3es about in order to ma8e a difference in the future. -
=> youn' people will ma8e themsel3es themsel3es heard - they they will become
aware of theses world issues. $Docu%ent +'
5,&t "s t,e so#+ top"c 6 9!st"%3 3o!r &#s4er &#s4er 3 !ot"#+ t,e te1t
The son' deals with ?mmanuel @al1s personal story as a war child and his fi'ht a'ainst child soldiers.
“I1m a war child “ “I belie3e I13e sur3i3ed for a reason to tell my story to touch
li3es .%
5,&t t3pe o% #&rr&t"(e "s "t 6 5,&t does "t tell 3o! &o!t t,e #&rr&tor T"c; t,e correct o1 o1 &#d '!st"%3 3o!r c,o"ce 3 !ot"#+ t,e te1t
a
firstperson narrati3e
?mmanuel @al" the sin'er Bson'writer is the narrator .
“I1m%
- “my% - %6e%- “my story%
It1s
a firstperson narrati3e because ?mmanuel @al tells his own story. It1s a personal testimony.
L"st &ll t,e perso#s )e#t"o#ed The persons mentioned are ?mmanuel @al " his father" his mother" his 'randmother" his
brothers . The “people% from +udan" his home country " the ,hristians and Cuslisms" and the 'o3ernment are also mentioned.
5,&t do 3o! le&r# le&r# &o!t t,e #&rr&tor 6 ?0 ?0 4ords@ ?name / origin / occupation / religion / childhood /social
background @
The narrator is a +udanese (from +outh +udan) sin'erson'writer . e 'rew up in war time and he himself became a child soldier as most of his family was 8illed in the war . e is a ,hristian. e came from a middleclass family as his father was a policeman before oinin' a rebel mo3ement. is father and his brothers fou'ht in the war. Doth his mother and 'rand mother had a mental illness.
r"eB3 e1pl&"# 4,&t 4&s +o"#+ 4ro#+ "# t,e #&rr&tor’s co!#tr3
There was a ci3il war at the time in +udan and a lot of tension between the ,hristians and the Cuslims.
(The country was at war)
L"st H!)&# R"+,ts t,&t t,&t t,e #&rr&tor #&rr&tor 4&s de#"ed &s & c,"ld
The son' is about the ri'ht to li3e in freedom and safety" the ri'ht for children to ha3e a childhood" the ri'ht to food and shelter - the ri'ht to ha3e a family " the ri'ht not to be used as soldiers in a war - the ri'ht to education - the ri'ht to be treated fairly.
,IGHT or -,ONG 6 9!st"%3 3o!r &#s4er 3 !ot"#+ !ot"#+ %ro) t,e te1t
&. He was born in a lower- class family
5RONG
(l.$$) “Cy father was wor8in' for the 'o3ernment as a policeman%
. His family were deprived of their belongings. (l.$/)
RIGHT
“6e lost our possession%
c. He has overcome his trauma now .
5RONG
(l.#/)
“the pain I1m cuttin' is too much to handle%
(l.#E)
“Is there anyone to hear my cry %
Ide#t"%3 t,e repet"t"o#s "# t,e so#+
“I1m a war child% touch li3es % G4
G H
- “child% G 4 - “ I belie3e I13e sur3i3ed for a reason to tell tell my story to
- “blessed% G # - “touch li3es%
G $/
5,&t "s t,e t,e eect prod!ced 6
It 'i3es more power" more impact" more stren'th to the messa'e. The aim is to raise awareness about the issue of child soldiers. e wants to “touch% the hearts of the listeners.
5,&t "s t,e o(er&ll to#e o% o% t,e so#+ 6 9!st"%3 3o!r c,o"ce c,o"ce 3 !ot"#+ t,e te1t
The o3erall tone of the son' is sadness (sad)
and sufferin' (painful)
(l.#/) “ The pain I1m
cuttin' is too much to handle “ -(l.#E)% is there anyone to hear my cry "% as the son' deals with a serious issue" war and child soldiers. It is a 3ery emotional son'.
Re&d t,ese t,ese 2 l"#es 5,&t does t,e ")&+er3 co#(e36 “ The pain I’m cutting is too much to handle. Who’s there to light up my candle”.
Jn the one hand" the ima'ery con3eys pain and sufferin'" but on the other other hand
the words
“li'ht% and “candle% con3ey some hope. Co)e
!p 4"t, 2 &d'ect"(es to descr"e E))&#!el 9&l
?mmanuel @al is bra3e and coura'eous as he sur3i3ed the atrocities of the ci3il war as a child soldier.
e is a committed sin'er son'writer who writes son's to tell the world about his
personal story. - he is determined. - inspirin' .
5,&t do 3o! t,"#; "s t,e p!rpose o% o% ,"s so#+ 6 5,&t does ,e ,ope to &c,"e(e &c,"e(e 6
Throu'h his own story as a war child" he hopes to raise awareness about the issue of child soldiers and let the world 8now that many children1s ri'hts are denied in some countries where children are forced to ser3e as soldiers in the war.
E))&#!el 9&l c&lls ,")sel% ,")sel % & 4&rc,"ld E1pl&"# 4,3 ,e )&3 e c&lled so ? 0 4ords@
I a'ree with the fact that he may be called a “war child% as he 'rew up in wartime . e was illtreated as a child and forced to become a child soldier in his home country. e was denied the ri'ht to a family and to li3e in safety. e must ha3e been tortured by his captors. $Docu%ent & and Docu%ent +'
5,&t top"c "s co))o# to ot, doc!)e#ts doc!)e#ts 6
Doth documents illustrate the *ower of 6ords and uman i'hts abuses.
Co))e#t o# t,e Po4er o% 5ords &s s,o4# "# t,e doc!)e#ts Co)p&re &#d co#tr&st ot, doc!)e#ts ?F0 4ords@ Doth documents illustrate the *ower of 6ords in so far youn' people use the power of their 3oices to ma8e themsel3es heard about fundamental ri'hts or to con3ince people to ta8e action (ta8e a stand) . The words used in both documents are meanin'ful and powerful . The # documents are a 'ood illustration of the different tools the youn' 'eneration may use to raise awareness about uman i'hts abuses around the world - to e7press themsel3es about the 3iolation of uman i'hts. They ha3e the power to denounce uman i'hts abuses and ma8e people react . 6e are dealin' with # documents raisin' the issue of uman i'hts. ,ontrary to the article " document # is a protest son'
based on a true story which aims at “touchin' people1s li3es% .
It is more emotional and conseuently has more impact. Jn top of that" the sin'er tells us about
his own story story and e7periences as a war child " which 'i3es more power to the
messa'e that he wants to deli3er. ?mmanuel @al1s protest son' hi'hli'hts the fact that words can also be used to heal people in pain. $Docu%ent &' Amnesty International UK / UK / Blogs
A)#est3 roc;s 4"t, t,e (o"ces o% & #e4
+e#er&t"o# By Laura F
Posted 30 Apr 30 Apr 2013, 2013, 10:39pm Amnesty celebrated a new generation of human rights journalists, photographers,
songwriters and performers at today’s Young Human Rights Reporter and Reporter and Protest Song competition award competition award ceremony in London. Young people from across the ! pro"ed the power of their "oices, e#pressing themsel"es on human rights issues ranging from bullying, to the death penalty, women’s rights in $fghanistan and %orth !orea’s &ghost prisoners’. '(t’s such an honour to ha"e been part of this competition,' said Holly )ome* from +oodfarm High School, Scotland who went on to win Si#th orm Reporter of -he Year. '( wrote about %orth !orean political prisoners a prisoners and nd it was difficult to find information because it is ept in so much secrecy. ( hope that my article means more people get to hear about the problems and become interested and research it for themsel"es. (t is so important that young people become more aware of human rights issues because they will be the ones dealing with them when they grow up./ -he winners were re"ealed at the afternoon’s glittering awards ceremony, hosted by former0%ewsrou former0%ewsround nd presenter Sonali Shah and featuring e#tracts of winning articles, stunning li"e protest song performances and a special guest performance by competition judge !ate -empest. Photojournalist of the Year 1"e +ilson, 23, from Laugharne School, +ales hoped that winning would mae a real difference4 ' difference4 '5y 5y photo is of someone being bullied in the playground b playground because ecause they’re paralysed. -o a young girl or boy bullying feels lie the end of the world but it’s not and ( hope my photo will get people taling about it more./ Liliana %ewsam0Smith %ewsam0Smith from Rhodes $"enue Primary School was named pper Primary Reporter of the Year and had been inspired by another remarable young acti"ist4 '( wrote about girls’ education and focused on 5alala Yousef*ai. (t enraged me to find out that some girls don’t ha"e education. -hat should change. (’m just so happy now that the message will go around now and people will now more about it. / (sla Ratcliff, from -he 6ity of 1dinburgh 5usic School was awarded the Protest Song 6ompetition Lyrics pri*e for her
song 7eath Row4 Row4 '(&"e always been against the death penalty and when ( originally came up with the melody ( wanted to use it to tal about that. $ few days earlier -roy 7a"is was e#ecuted so ( decided to tell his story. ( wanted the song to ha"e meaning and ( hope it will raise awareness of the death penalty 0 we don’t ha"e it in the ! so it’s easy to forget it still happens in lots of other countries and it’s important we are aware of that./ -he band )ypsy’s $nchor from -ruro 8 Penwith 6ollege were crowned Protest Song Performance and 9"erall +inners for their song ull Score.' Score.' 9ur song is about the contrast in the li"es of a child soldier in the 6ongo and a +estern child with all inds of disposable things,/ said singer :eth Penrose. '-here is so much going on in the world and we are so sheltered here. (t’s easy to forget other people out there with big problems./
$Docu%ent +'
WAR CHILD
?l3r"cs 3 E))&#!el 9&l@ I believe I’ve survived for a reason to tell my story to touch lives I believe I’ve survived for a reason to tell my story to touch lives ll the people struggling down there !torms only come for a while Then after a while they’ll be gone Blessed" blessed I’m a war child I’m a war child I believe I’ve survived for a reason to tell my story to touch lives #touch lives" touch lives" touch lives" touch lives" touch lives" touch lives" touch lives$ %y father was working for the government as a policeman &ew years later I heard he 'oined a rebel movement that was formed to fight for freedom I didn’t understand the politics behind all this (cause I was only a child fter a while I saw the tension rising high between the )hristian and the %uslim regime *e lost our possession %y mother" my mother’s mother suffered depression and because of this+ I was forced to be a war child I’m a war child (&#e +e ;ore> ;ore,$ I’m a war child # &#e +e ;ore> ;ore,$ I believe I’ve survived for a reason to tell my story to touch lives #touch lives" touch lives" touch lives" touch lives" touch lives" touch lives" touch lives$ I lost my father in this battle %y brothers too perished in this struggle ll my life I’ve been hiding in the 'ungle
The pain I’m cutting is too much to handle *ho’s there please to light up my candle Is there anyone to hear my cry.
So!t, S!d&#ese d"&lect> tr&#sl&t"o#: &#d I’) cr3"#+> cr3"#+’
