numéro 1 du soutien scolaire en ligne
numéro 1 du soutien scolaire en ligne

Corrigé bac anglais LV1 Amérique du Sud 2018

Préparation bac 2019 grâce à notre corrigé de l'épreuve de LV1 2018 donnée en Amérique du Sud. Ta prof de soutien scolaire en ligne t'en dit plus dans cet article.

Here are some possibilities of answers for the 2018 South American A-Level paper in English. Don’t worry you can do it!!
Voici quelques possibilités de réponses pour le sujet du bac d’anglais d’Amérique du Sud en 2018 proposées par ta e-prof de soutien scolaire en ligne.

Sujet bac anglais compréhension écrite

Corrigé bac anglais LV1 Amérique du Sud 2018

corrigé bac anglais amérique du sud 2018

Corrigé de ce sujet de bac anglais 2018

Doc A :

  1. Why did Pritha Sen move to Delhi?
    She moved to Delhi for professional reasons: to take up a job as a journalist (line 5) in a media organization (lines 2&3)
  2. “She felt alone” (line 3) How can you explain that?
    Pritha Sen moved to Delhi from Kolkata for her job and she didn’t know many people there. In the text, the author says on line 1, “she knew almost nobody”.
  1. What changed that situation? Use elements from the text to support your answer.
    We can say that food, traditional Bengali food changed the situation. She made friends thanks to the food she cooked:
    “The acquaintances sat by her table, (line 6)... the aromas wove their enchantment, (line 9)....”becoming friends”, (line 11).
  2. How did people feel as they “sat by her table” (line 7)? Use elements from the text to support your answer.
    The food aromas worked their magic on them. The people who sat by her table were attracted by the food and we can even say that they were under the spell of the aroma and became curious. They seemed to want to know more about the food: “slowly, more and more people came to eat at my table”, (line 9).
    They were happy and enjoying their time together: “ laughing, singing, playing the guitar, getting to know each other – becoming friends”, (line10)
  3. What lessons did Pritha Sen learn when she was in Delhi?
    Pritha understood that sharing the traditional food that she cooked could help her meet people and make friends: “That’s when I understood that when we open our table to others, we build relationships, love and trust”, (line11).
  4. To what extent can Pritha Sen’s story be seen as a “tale”, (line20)?
    The story has become a tale because it is like a children story, like a happy ending legend: it appears that Pritha’s magic wok and magic cooking turned a difficult and sad situation into a happy one and “the magic wok banished her loneliness forever”.
    “The magic power of food” can develop friendship, help families and communities stay together and even enhance celebrations, (line 20 to 22).

 Bangali Fish Curry

Bangali Fish Curry



soutien scolaire anglais en ligne

préparation bac 2019 anglais LV1

bac anglais 2019

7a) Where is the scene set? 
The scene is set in a school because the author speaks about “a four-day suspension” (line 18) and “recess” (line 21).

7b) Where is Mai Thi from?
Mai Thi comes from Vietnam, (line 5).

8) Why is Mai Thi initially rejected?
Because the other children say that people “in Vietnam eat rats”, (line 5) and because Mai Thi is different to them.

9) Who takes her defence and how?
A boy called Danny defends her when he sees Mai Thi crying. He decides to throw his tray with food and drinks at the nasty pupil and then he punches the boy and breaks his nose: “Danny took his entire tray......broke his stupid nose”, (line 12 to line 17).

10 a) What initiatives help Mai Thi integrate? 
Mrs Bigio and Mrs Baker brings two trays filled with fried bananas, a recipe from Vietnam for the children to taste.
Mrs Bigio has prepared them especially for the pupils. The author describing the fried bananas, says: “the kind of smell that makes you hungry just thinking about it”, (line 26).

10 b) What impact does the discovery of Vietnamese food and culture have on the way Mai Thi is perceived?
The pupils eat the delicious bananas and enjoy them. They start looking at Mai Thi differently and sing a Vietnamese song that Mai Thi teaches them. Here again, we can see that the children are happy and that they have accepted Mai Thi when the author says the song “ could have been about elephants and we wouldn’t know it since we only knew two words of Vietnamese” (line 34). This experience makes the children more tolerant, accepting and Mai Thi is integrated in the class and accepted by others.

11 a) Compare and contrast the different ways Danny and the adults try to take care of Mai Thi.
Danny uses violence to get his message across when he throws his tray at the pupil and when “he breaks his stupid nose” whereas the adults use a non-violent strategy: they decide to teach the class about Vietnamese culture getting them to try a Vietnamese recipe.

11 b) Why are the adults more successful in changing the relationship to Mai Thi?

Because the adults are teaching the pupils that they have the wrong idea about Vietnam. They also want the children to become more tolerant and they want them to learn about Vietnam as a country, as a civilisation so that they can become more open-minded to people with differences. This method will have a long lasting effect as it will help the child understand the culture and therefore it will change their attitude not only toward Mai Thi but also towards all Vietnamese people and hopefully towards all people from different countries.

  1.  “It’s a recipe from Vietnam,” she said. “Mrs Bigio has made them for our class.” We cheered. “The caramel sauce is called nuoc mau. Did I say that correctly, Mai Thi Huong?” (lines 27-30). Analyse this quotation to show how cuisine has been used by the characters to bring the school community together.

    The Vietnamese recipe has worked its magic and has brought all the school community together. The children cheered when Mrs Bigio brought in the fried bananas. Mrs Baker asked Mai Thi if her pronunciation of “nuoc mau”, (“caramel sauce” in her own language), was correct. Mai Thi Huong was able to use her expertise: she was able to teach the pronunciation of the word as well as teach the class a Vietnamese song.
    Vietnamese cooking had become a teaching theme and brought all the children together as they all tasted the same recipe and sang a song about bananas together including Mai Thi Hiong. Cooking and food tasting became the common factor between al the pupils allowing them all share the same experience and realise that there was no need to bully Mai Thi because she came from a different country. Cooking allowed all the children to ‘gel together’.

Vietnamese Fried Bananas

Vietnamese Fried Bananas



  1.  Sharing food can sometimes bring people together. How does this idea apply to both texts? 

    prof anglais soutien scolaireSharing food is the central theme in both texts: in both stories it allows people to make connections and build relationships: it allows people to become more human.
    For Pritha Sen who moved to Delhi to start a new job in journalism in the first text, sharing food plays a major role: it “banishes her loneliness forever”, it allows her to make friends.
    In the second text, it is exactly the same for Mai Thi who is accepted by the other children in her class once they have tasted a recipe from her country.
    Food is part of someone’s identity and represents part of their culture.
    When Pritha shares traditional Bengali food with the people she meets, she creates a link with these people and builds relationships.
    When Mrs Baker and Mrs Bigio get the class to taste traditional Vietnamese recipe, they know that sharing food is about the experience we have together which brings us closer. And this is what happens for the children who accept Mai Thi as their friend in the end. 

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