capes externe d'anglais cafep externe d'anglais

Consigne :
Ministère de I'Education Nationale
CAPES EXTERNE D'ANGLAIS
CAFEP EXTERNE D'ANGLAIS
Session 2006
PREUVE PREPROFESSIONN ELL
Vous disposez d'un dossier constitué des documents suivants :
- Documents A1 à A4 :extraits d'un manuel de seconde publié en 1g8s
- Documents 81 et 82 : extraits d'un manuel de Première publié en 2005.
Ces documents s'appuient sur deux supports partiellement identiques, extraits du
roman de Barry Hines, A Kestret for A Knave, publié en 1968.
En vous appuyant sur I'analyse des documents constituant ce dossier, vous vous
interrogerez sur la prise en compte de la spécificité du support dans une perspective
d'apprentissage.

AI
EPPgli
E Z. A speech frofn the Ifead' l.J":i;"ij:'u
,As
far as I can See there'S been no advance at all in discipline,
decency, manners or morals' And do you know how I lcnow this?
W;rl; I"1i tell you. Because I still have to use this anery day"
Iletrougttt the sticka ro'nd frorn behind his back for the boys
1,o have a looh aL
'It's
fantastic isn't it, that in this day and age' this
-in
,rp"rr.iuoufrc, all-things-bright-and--splendifet?tttT, ug"., ut *"
f
uJy *"V of mnning thls scÈool efficiently is by the-rule" of the
."Ë. g;, why? J.here
should be no need for it norn'. You lot have
got " it on a Piate"'
,I
can understand why we had to use it back in the 'twenties
and,thirties. Those were hàrd times; they bredo hard people, and it
needed hard measures to deal witlrT them. Rut those times bred
p."pi" *itft qualities totally lackin-g8-in you people today' They bred
i"opt* with iespect for u itttt' We knew where we stood in those
CAPES Externe onglois
8. stick: baguette
3. splendiferous:
merveilleux
4, ... is by the rule
ofi ...est tle se senir
de (nie: regle)
5. you've got it on a
plate: vous avez toltt
sur ttn plate-au
6. to breed (bred,
bted\t engendrer
7. to deal with
(rlealt dealt): venir à
bout de
8. lacking: absent 79

9. to chat bawrder
1O. thrashingt cotrection
11. honk coup de
Haxon .
18. greasy: gominé
f3. wlterl: volant
14. ta quote: clter
15. to shoot off
(shof shot): se prëcipiter
16. guts: tripes
17, backbone: énergie
(= colorrne vertébrale)
18. to commenrl
yo:u; d^ont vous puissiez
être frers
19. notlting whatsoe\€r
( - whatever):
absolument fien
80. fodden pâture
81. to wink: cligner
de l'ælL
89, to frown, .Êoncer
les sourclls
88. for want of: âute
de
days, and even today a man will often stop me in the street and sa)'
"Flello
Mr Gryce, temernber me?" Ând we'lI pass the time of day
and chate, and he'll laugh about the thrashingslo I gave him.
'But
what do I get from you lot? A honkll from a greasyl2
yôuth behind the whee113 of some big second-hand car. Or an
obscene remark from a gang-after thq've passed. me.
llhey took it then, but not no-\ÀI, not in this day of the common
man, when eve{y boy quotest4 his rights, and shoot.s off15 home
for his father as soon as I look at him... No gut^sl6... No
backbonel7... yotive nothing to commendls you whatsoeverle,
You're just foddefo for the mass media!'
The boys winkedsl at each other.
'I
don't know. I just don't know.'
He tumed round slowly. The boys met him with serious
expressions, frowningss and compressing their lips as though they
were trying their hardest to solve his problems.
'So
for want of23 abetlnr solution I continue using the cane,
knowing fulIwell that you'llbe back time and time again for some
more...t
I Who is the main character? What is he doing?
Where do you think the scene takes place?
What can w€ guess about the reasons for the
Head's speech? Who are the other iharacters?
2 Use the text and your imelgination to draw the
Head's portrait. Age? Physical appearance?
Character? Values? Educational methods?
3 How do the pupils react to this speech? What
can we suppose about their feelings?
4 The Head compares. pupil-teacher relationships
in the past and in the present: What
does he say and feel about each period? Do
you agree with him? Why? What differences
can you find between education in the past
and loday? Methods, pupil-teacher relationships,
goals, pupil-school relationships, curricufurn,
etc.? Would you have liked to be a
pupil 50 or 60 years ago? Why?
5 "You're just fodder for the mass media!":
What does the Head mean? ls it true or not?
Give examples of children being "fodder for
the mass media" (on TV, in the news, books,
MAIN TOPICS
A few guidelines
Barr-y I'IINES, Kes (1968), @ Darry Hines,
advertising, music, etc.). What are the media's
goals? Why is this a new phenomenon?
6 Caning and thrashing... How does the Head
iustify corporal punishment? Do you agree
with himT Try to list as many positive and
negative aspects of corporal punishment as
you can think of (for the pupils, the teachers,
education in general, society at large, etc.),
Would you be in favour of some sort of
corporal punishment? Why? Do you think
discipline at school should be stricter than it is
today? Why?
Useful functions
COMPAFISON _ GETTING S,O. TO DO S, THING _
OBLIGATION _ PAST _ PROBABITITY _ PROHIB.
rroN - REGRET - nerÀoncx.
Useful vocabulary
4, peapte, THETR wAys AND cHARAcTERs -
7, rerLrrucs AND AppREcrATroN - 8. ;uoce-
MENTs AND EVALUATToN - 14. eoucaroN AND
sclENcES - 16. rxE vreora.
EPP&i1
;i i'i,ï:r,,ili:ii: -+ rto longer / not... any longer (Gr: 16, 5 4)
f;11.i.',::ii[i:.] Draw up a list of some changes in French education over the last century. Use both no
'. l,i.-".:,llÏg longerandnot...anylongerforeachsentence,accordingtothefollowingpattern.(You
-r:.: '' r., l:' :-:
could also give your opinion about these various changes, stating whether you find them
: t:r::;r,,ili'i positive or negative.l
CAPES Externe onqlois

. '1.;
,;,, :.i , .. i
A
:ri,.., The teachers no longer thrash the pupils.
"' The teachers don't thrash the pupits any longer,
EPP
Jh
Hints: (leave) school at a very early age, (be) kept in after the lessons, (have) term
. schools, boys (wearl ties at school, (bully) the new pupils, (be) given books on
prize day, etc.
--+ "Because I still have to use this every day.'
lmagine what the Head could reproach the pupils with, using the following pattern:
Although I asked yau to work, yau still don't.
Although I asked you not to smake in the toilets, you still do.
Hlnfs.'respect your teachers, learn your lessons, do your homework, bully the young
ones, stop throwing pellets at Mr. Garfield, play with the fire extinguishers, stop
liltering the classrooms, thro\ù orange peel in the yard, stick chewing gum under
the chairs and tables, carve obscenities on the tables, use the staff toilets, etc.
"jtl]âi.t + -... there's been no advance...lThere should be no need.,,/.., the wheel of some big
tll;:,,.i$|t car.../No guts... No backbone... You've nothing to cormmend you.../... you'll ba back for
..1r.-;rlli-. .l''l soma more..." (Gr:2, 55 1d, 1e - 5,5 7l
't, ,,;;.,i Using sorne, any. no and their compounds (body/-one, -thing, -where), complete the
.,,,:.;, :ii.' rri following dialogue between two pupils.
.,iil.:: ,'l-r srMoN (coming outof the Head's office and holding back histears): BlimeylThethrashing
,:'r".i;*';-;i 11 he gave me! I'd never...
..":,,,',;li; eeren (passing by): What's the matter, mate? ---- wrongT
; ",,, ..ri." jt, slMoN: lt's the Head,,, He caught ---- of us smoking in the tailets heard him
". i,"l,'r; i' coming, He pounced on me like ---- big cat on a mouse!
:ri-irir t:lJ'i ,i eerEn: Wasn't there ---- on the lookout autside?
'-rit1.iii.ijllrr
stMoN: Course there was! But he didn't see ---- I The Head tiptoed behind the toilets
1, i1.'")l ,;.. without making ---- noise, and there he was, leaving us ---- time to rush away...
.i;;,.,;.1yi.,"-,,,..q.l,;.: We were cornered, thore was __-_ to go!
';. r '.,, ,,'y eerea: How come you were the only one to get caught? Didn't he get ---- of the others?
,t, r, , "::,i srMoN: Iwas the one with the fag in my mouth!
"..,,. i.,.i, percnt What d'you mean?
i.iun;: srrvror.r: We were sharing one! The others didn't have ---- in their mouths. That's why he
;:,.ji;; couldn't saY ---- !
peren: And so he gave you a caning.,
j. srMoN: Yeah.,, And a good one, too.,,
: pETER: ln my sister's school, they don't cane---- anymore. The Headmistress says there
will ---- longer be ---- corporal punishment in her school. Says she's against it.
srMoN: They are lucky!
pErEF: Yeah... She says ---- child is stupid enough not to listen to reason. That's what
sne saYs.'
what about the kidsT
They're all right. Of course, ---- teachers are stricter than others, but on the
whole, they've got ---- problems with them,
You know what? There are times I wish I were a girl,..
--+ o... there's been no advance.../There should be no need..."
--+ "Hehroughtthestickroundfrombehindfortheboystohavealookat.'
(Gr: 18,5 3e)
--> o,,. the only way of running this school,.." (Gr: 20, 5 3)
---+ "The boys winked at each other.' (Gr: 5, 55 2, 4l
---+ o... compressing their lips as though they were trying..." (Gr: 8, $ 2d) a1
CAPES
Externe onqlois Session 2006 Prê,prof
essionnelfe
4

@rrMENil4
f. afl
r' 8s
1. Translation
1 - ll n'y avait personne dans la pièce.
2 - ll me regarde comme sij'étais un monstre.
3 - ll a sorti sa nouvelle voiture pour que tout le
monde l'admire.
4 - Est-ce que tu habites toujours à Chicago ?
5 - Non. Je n'aime plus cette ville. Je préfère
New York, mais j'ai encore beaucoup d'amis à
Chicago.
6 - Tu veux encore du thé?
7 - Ou'est-ce que vous faites là | ll ne devrait y
avoir personne dans cette salle de classe !
B - lls se regardèrent un long moment, se
sourirent et coururent l'un vers l'autre.
9 - Une bonne correction... C'est ce que tu
veux? C'est la seule façon de te faire travailler?
2. Written or oral work: A nonsensical school
In the small vilfage of Tongue-in-Cheek, there is
a very strange school... Just look at the school
rules which are posted on the bulletin board in
the hall.
THE TEN GOLDEN RULES OF TONGUE.IN.CHEEK SCHOOT
| - Pupils are nat allowed to leave the classroom
during a lesson unless they have to go on
an important date with a girlfriend.
2 - lt is forbidden to smoke during a lesson, but
pupils may offer their teachers a cigar if they
happen to have a good Havana.
3 - Pupils must not invite teachers to a cheap
fast food restaurant. The only invitations which
will be accepted by a teacher will have to be to a
luxury inn in a high-class area.
4 - Pupils are expected to know their lessons. lf
they do not, they will not be permitted to enter
the classroom before they havo given their
teacher a huge home-made pudding.
5 - Pupils must be happy at school and must
show everyone they are, Every morning, for five
minutes, all the pupils will be required to sing
nice love songs.
6 - Any pupil who cannot sing or does not trust
his singing abilities will be forbidden to sing. Of
course, tltis pupil will not be allowed to leave the
classroom while the others are singing.
7 - At the end of the school year, pupils may not
leave school before they have rewarded their
teachers with at least one "Thank you So much,
Dear Mr. X... or Mrs. Y..., you are the best
teacher I have ever had or will ever have". (TheV
can show their gratitude differently: cf. Rule 4.)
8 - Work is a serious matter and pupils have to
be serious. Every pupil will be required to be
serious for five minutes every day, from 9.30 to
9,35. After 9,35, he may become normal again.
9 - Eating in class is prohibited unless there is
ments, discipline problems, the exams, the pupils'
future, the various extra-curricular activities
in the school, the pupils' behaviour in and out of
school, the need to keep the school tidy, pupilteacher
relationships, etc.
Useful functions
ADVICE _ DESIRE AND WISHES _ DISLIKING -
GETTING S.Q. 'TO DO S. THING _ INTENTION _
f_-.--_-
I cAPEsExterne o lois
OLLOW-UP WOR
enough for everyone to have a share (including a
double share for the teacher).
10 - Pupils.are permitted to ignore these rulet
but if so, thby will be severely punished (sitting
in the front row for a whole year, eating one o:
the frogs from the school pond, etc.)
After you have read these rules,
1l List all the structures expressing obligation,
pormission and prohibîtion.
2) Add a few rufes to the fist. keeping in minc
that this is a nonsensical school...
3) lmagine the school rules of a very strict (ano
normall school, using as many of the above
expressions as you can.
A few hints: be late, bring pets into clads, smoke
on the school premises. feave school before 4
o'clock, speak rudely to the teachers, talk during
the lessons, etc.
3. Written work: Two fetters...
This is the first day at schoof. Mr. Faraday, a
young inexperienced biology teacher, is giving
his first lesson to the fifth-formers, a lessoR
during which quite a few unexpected things
happen..,
lmagine and write two letters wrilten by twc
different people about this lesson.
1) The first letter will be written by Mr. Faraday
to his parents.
2) The second letter will be written by a pupil tc
one of his friends.
Hints: The same events will appear in both
letters, but of course, from two different points
of view: how Mr. Faraday introduced himsell
the pupils' reactions and feelings, the teachels
attitude, etc.
Useful functions
DISL'KING * GETTING S.O, TO OO S. THING *
INTENTION - LIKING _ REOUESTS.
Useful vocabulary
3. rpr BoDy AND rrs AcrtvrTrcs - 4. pEopLE,
THEIR wAys AND cHARAcTERS - 5, euonorus
- 6. lcrtvtrrcs oF THE MIND AND coMMUNrcATroN
- 7, reEuruGs AND AppREc,ATtoN.
4. Written or oral work: A speech from the Head
Just for once, imagine you are the Head of a
school for boys and girls from 12 to 18. lt is the
beginning of the year and you have to deliver a
speech in front of all the pupils, teachers and
staff. What will your speech be like?...
Hints: Among many possible topics, you could
deal with the following ones: last year's achieve-
LIKING _ OBLIGATION _ PROHIBITION - PUR-
POSE _ REGRET - REOUESTS.
Useful vocabulary
3. ruE BoDy AND rrs AcnurEs - 4. pEopLE,
THETR wAys AND cHARACTERS - 6. acnvrles
oF THE MIND AND coMMUNtcATtoN - 7. reetrNGs
AND AppREcrATroN L luocgtvrErurs
AND EvALUATToN - 9. socrnl ATTrruDEs -
14. eoucnloN AND scrENces.
EPPgtf
5

B1
Barry Hines was born in 1 939
in Yorkshire into a working-class
family. After finishing schoo[,
he did various jobs, âmongst
others, teaching, before he
started his career as a writer,
His most popular novet
A Kestrel for a Knave
[19ô81 was made into a
fitm - Kes - by the British
fitm-maker Ken Loach
in 1 969.
I Help!
1. gear lgla/: (here)
clothes
2. sheen l[nl: vernis
3. stick: baguette
4. fodder for the mass
media: proie facile
pour les médias
zf '*,'**
Çe Vlfhat a Generation!
(
I've taught in this city for over thirry-five years now; rnany of your parents were
pupils under me in the old city schools before this estate r fas built; and I'm certain
that in all those years I've never encountered a generation a.s difficult to handie as
this one. I thought I understood young people, I should be able to with all my
experience, yet there's something happening today that's frightening, that makes
me feel that it's all been a waste of time... Like it's a waste of time standing here
talking to you boys, becanse you won't take a blind bit of notice of rvhat I'm
saying. I knolv what you're thinking now, you'ïe thinking, why doesn't he get on
rvith it and let us go, instead of standing there babbling on? That'-s what you're
thinking isn't it, MacDowall?'
'No,
sir.'
'Oh,
yes, it is. I can see it in your eyes, Iad, they're glazed over. You're not
interested. Nobodl, çan tell you ânything, can theS Macl)owa]l?
You know it all, you young people, you think you're so
sclphisticated rvith all your geod and 1'our music, But the
trouble is, it's only superficial, just a slreen' ivith nothing
worthwhile or solid underneath. As far as I can see theret been
no advance at all in discipline, decency' manners or morals. And
do you know how I know this? Well, I'll tell 1rcu. Because I stiii
have to use this every dny'
He brought the stickt rouild from behind his lrack for t]re
boys to have a look at.
'lt's
fantastic isn't it, that in this clay and age, in this
superscientific, all-things-bright-and-splendiferous age, that the
zs only way of running this sclrool efficiently is by the rule of the
cane, But why? There should be ncr need for it norry.You lot have
got it on a plate.
'I
can understand why we had to use it back in the
'tlr'enties 'thirties.
and Those were hard times: thev bred hard
people, and it needed hard rneasures to deal with them. But those tirnes bred
people rvith qualities totally lacking in you people today.
They bred people with respect for a start. We knew rryhere lve stood in those
clays, and even today a man will often stop rne in the street and say "Hello Mr
Gryce, remember me?" And we'll pass the time of day and chat, and he'll laugh
about the thrashings I gave him.
'But
lvhat do I get from you lot? A honk from a greasy youth behind the wheel
of some big second-hand car, Or an obscene remark fronr a gang - after they've
passed rne.
'They
took it then, but not nc,w, not in this day of the comnron man, when
every boy quotes his rights, and shoots off home for his father as soon as I look at
him... No gut$... No backbone... Yorlve nothing to commend you whatsoever.
You're just fodder for the mass media!"
He .slashed the' stick in front of their chests, making the air swish in its u'ake,
then he lurned round ar:d leaçred straight-arn:red on the mantelshelf-, shaking his
head. The boys winked at each other.
'I
clon't know. I just don't knorv.'
Barry Iline.s, A Kestrel fctr a Krrnrc, I968.
CAPES
Exlerne onqlois Session 2006 ssionnelle
6

MENT
'1"
Have a look at the photo. Eescribe it.
What do you think the text is about?
l. Find the following,information about the document:
title - author - date of publication - type of text.
1. ldentify the main tharacter (name . job - age.
experience).
?, Tick the correct answer.
In this excerpt, the main character is ...:
a, teaching a class O b. punishing a pupil t
c, lecturing some pupils û
3. What does the main character think of the generation
of pupils he is teaching? Who does he compare it to?
4, What method of education does the narrator use to
deal with such pupils?
1. Using the context guess the meaning o{ the words
in bold letters.
a. "... instead of standing there babbling on?" (1. 9)
b. ",,. the only way of running this school..." (1. 24-20
c. "... and he'll laugh about the thrashings I gave him."
( l. 34-3s)
d. "A honk from a greasy youth behind the wheel of
[...] car" (1. 36-37)
!. Use the following affixes to form as many words as
you can from the 3 words given below,
dis-. -ful. -er. -ing r -ly r -i6s r -x$g
a. teach (verb) b. respeqt {noun) c. coward (noun)
- Make a sentence related to the text with each of the
newly-coined words.
L Pick out the adjectives thât best characterise this
generation according to Mr Gryce. Justify by quoting
from the text,
superficial . well-mannered . spoilt by their parents .
cowardly. disrespectTul . critical I arrogant
?, In what way does the generation Mr Gryce is
teaching differ from the previous generation?
3. Find in the text references to the pupils'reaction to
their teacher's long monologue and analyse them.
i 4. Who do you think MacDowall is? Why does Mr
Gryce specifically address him?
5. What can you guess about Mr Grycet feelings
towards his job and his pupils from his monologue?
The text was written in 1968. What do you know
about young people in the late sixties? Does it help
you understand Mr Gryce's confusion?
Translate into French from line 13 to 18 "Nobody
can
tell you.,. manners or morals."
YWorkbook
1. After listening to Mr Gryce. two boys are
discussing what he said, Write their conversation
(about 200 words).
?. ls it important for a teacher to keep in touch with
what interests his pupils? Write about 200 words,
Culturnl f!les, p, 2lo (now "fu"^*:,,)
\ l
''L.ik*
it'r fi !iir;,rsts *{ tirni tt;:l*diriq ii{l'i:l înliiii!ï'1:r:!
ynu hc.'yl, h{:{fiti$* 1,tùll !,,/*11't i.irilL'l:l irlitlri lljï $li
il4ilr{:{. r*hûf i'ru :;nyirr11." (1, 6-8)
".".
*lrfi *rilr'l t*riLly i:r llurt'i ,i.,rili it{tùi! i;tix!} irx;i ri}
Iliir sirsÈt ;lnrl :;;lvj
'i'.Tllllu
I'"'1r iirycli, lt:trrtiriit*r ri.rrT'
,l'.ilr"i tri*'ll,],r1t, tli4 i:iiii$ t;i tj;,t,i irir.:l ii';.:1., .;iiij l:r,'ll
ïriii;ir :ll;i.rti. t,ir* i.lt'llIiillr; i rrilr,rr,l irirl " (1, 33-35)
1, Lisez attentivement les phrases ci-dessus et
repérez les mots qui permettent de renvoyer à
l'avenir.
à. À quelle catégorie grammaticale appartiennent
ces mots ?
3^ lsolez chacune des phrases qui renvoient à l'avenir.
Est-ce qu'elles renvoient uniquement à l'avenir ou
est-ce qu'eiles expriment quelque chose de plus ?
) firammar f ilo 6
,^*, (,
EPP"tt+
CAPES Externe onqlqis Session 2006 Prê,orof essionnelle