DATE: NAME:
CLASS:
MARK:
/20
COMMENTS:
READING COMPREHENSION
Les candidats traitent le sujet sur la copie qui leur est fournie et veillent à :
- respecter l’ordre des questions ; - faire toujours suivre les citations du numéro de la ligne ; - recopier les phrases à compléter en soulignant l’élément introduit ; - Répondre brièvement en anglais aux questions posées sans mention du nombre de mots imposés.
Identify the following information : type of document / s ource / writer
…………………………………………………………………………………………………………………………………… document published ? Include elements from the document in your answer. When was the document
…………………………………………………………………………………………………………………………………… Find the corresponding information :
Name of the competition Founder of the competition
People targeted
Competition of the Year
Country where the competition is held held Location of the Award Ceremony Special Guest Jury member Number of categories The Grand winner
……………
Say whether the following statement are
or
. Justify with one element element from the text text for each statement:
a- The competition is only open to British artists .
………………………………………………………………………………..………………… b- The competition only accepts primary school children.
………………………………………………………………………………..………………… c- The aim of the competition is to discover new talents.
………………………………………………………………………………..…………………
Name the 4 Human Rights issues issues the winners talked talked about in their works . Quote the the text.
…………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… Say if this statement is
or
. Explain your choice in your own words and justify with 2 quotations from
the text. The article is critical of the competition.
…………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… Using elements from the text, explain the participants ’ main motivations and the goal of the article regarding the competition. (40 words)
…………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………
What is the song topic ? Justify your answer by quoting the text .
…………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… What type of narrative narrative is it ? What does it tell tell you about the narrator.
Tick the correct box box and justify your choice by quoting the text .
a first-person narrative
a third -person narrative
…………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… List all the persons mentioned .
…………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… words) (name / origin / occupation / religion / childhood /social What do you learn about the narrator ? (40 words) background )
…………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… Briefly explain what wa s going wrong in the narrator’s country . .
…………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………………………………… List 4 Human Rights that that the narrator was denied denied as a child .
…………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………
or
? Justify your answer by quoting from from the text .
a- He was born in a lower- class family . RIGHT WRONG ………………………………………………………………………………..………………… b- His family were deprived of their belongings. RIGHT WRONG ………………………………………………………………………………..………………… c- He has overcome his trauma now . RIGHT WRONG ………………………………………………………………………………..………………… Identify the repetitions in the song .
………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… What is the effect produced ?
………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… What is the overall tone tone of the song ? Justify your choice by quoting quoting the text .
………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… Read these 2 lines . What does the imagery convey? “ The pain I’m cutting is too much to handle. Who’s there to light up my candle”.
………………………………………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………… Come up with 2 adjectives to describe Emmanuel Jal .
………………………………………………………
………………………………………………….…………
What do you think is the purpose of his song ? What does he hope to achieve ?
………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………….…………………………………………………………… Emmanuel Jal calls himself a “ warchild” . Explain why he may be called so. ( 40 words)
………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………….…………………………………………………………… ………………………………………………………………………………………………………………………………………………………………………… …………………………………………………………………………………………………………….……………………………………………………………
What topic is common common to both documents ?
……………………………………………………………………………………………………………………………………………… Comment on the Power of Words as shown in the documents. Compare and contrast both documents . (50 words)
……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………….…… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………….…………………………………………………………………………………………… ……………………………………………………………………………………………………………………………………………… ……………………………………………………………………………………………………….……………………………………
Amnesty International UK / UK / Blogs Blogs
Amnesty rocks with with the voices of of a new generation generation
Posted 30 Apr 30 Apr 2013, 2013, 10:39pm By Laura F
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 UK proved the power of their voices, expressing themselves on human rights
issues ranging from bullying, to the death penalty, wo men’s rights in Afghanistan and North Korea’s ‘ghost prisoners’. “It’s such an honour to have been part p art of this competition,“ said Holly Holl y Gomez from Woodfarm High School, Scotland who went on to win Sixth Form Reporter of The Year. “I wrote about North K orean political prisoners a prisoners and nd it was difficult to find information because it is kept in so much secrecy. I hope that my article means more people get to hear about the problems and become interested and research it for themselves. It 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.”
The winners were revealed at the afternoon’s glittering awards ceremony, hosted by former -Newsround presenter Sonali Shah and featuring extracts of winning articles, stunning live protest song performances and a special guest performance by competition judge Kate Tempest.
Photojournalist of the Year Eve Wilson, 10, from Laugharne School, Wales hoped that winning would make a real difference: “My photo is of someone being bullied in the playground because they’re paralysed. To a young girl or boy
bullying feels like the end of the world but it’s not and I hope my photo will get people talking about it more.” Liliana Newsam-Smith from Rhodes Avenue Primary School was named Upper Primary Reporter of the Year and had been inspired by another remarkable young activist: “I wrote about girls’ education and focused on Malala Yousefzai. It
enraged me to find out that some girls don’t have education. That should change. I’m just so happy now that the message will go around now and people will wi ll know more about it. ” Isla Ratcliff, from The City of Edinburgh Music School was awarded the Protest Song Competition Lyrics prize for her song Death Row: “I‘ve always been against the death penalty and when I or iginally came up with the melody I wanted to use it to talk about that. A few days earlier Troy Davis was executed so I decided to tell his story. I wanted the song to have meaning and I hope it will raise awareness of the death penalty - we don’t have it in the UK so it’s
easy to forget it still happens in lots of other countries and it’s important i mportant we are aware of that.” The band Gypsy’s Anchor fr om Truro + Penwith College were crowned Protest Song Performance and Overall Winners for their song Full Score.“ Our song is about the contrast in the lives of a child soldier in the Congo and a Western child with all kinds of dispos able things,” said singer Beth Penrose. “There “T here is so much going on in i n the world and we
are so sheltered here. It’s easy to forget other people out there with big problems.”
WAR CHILD
(lyrics by Emmanuel Jal) I believe I’ve I’v e 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 All the people struggling down there Storms only come for a while Then after a while they’ll be gone Blessed, blessed I’m a war child c hild 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) My father was working for the government as a policeman Few years later I heard he joined 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 After a while I saw the tension rising high between the Christian and the Muslim regime We lost our possession My mother, my mother’s mother suffered depression and because of this… I was forced to be a war child kore*) I’m a war child (ane ge kore, kore*) kore*) I’m a war child (ane ( ane ge kore, kore*) I believe I’ve survived for a reason to tell my story to touch lives (touch li ves, touch lives, touch lives, touch lives, touch lives, touch lives, touch lives) I lost my father in this battle My brothers too perished in this struggle All my life I’ve been hiding in the jungle The pain I’m cutting is too much to handle Who’s there please to light up my candle Is there anyone to hear my cry.
* South Sudanese dialect, translation: ‘and I’m crying, crying’