UNIVERSITE DE TOULON

LLCER anglais S3 - Grammaire et phonologie - Epreuve salariés - janvier 2019-01-17

1 Vous expliquerez le fonctionnement grammatical des segments soulignés du texte ci-dessous Mr. Sherlock Holmes, who was usually very late in the mornings, save upon those not infrequent

occasions when he was up all night, was seated at the breakfast table. 1 stood upon the hearth- rug and picked up the stick which our visitor had left behind him the night before. lt was a fine, thick piece of wood, bulbous-headed, of the sort which is known as a "Penang lawyer." Just under the head was a broad silver band nearly an inch across. "To James Mortimer, M.R.C.S., from his friends of the C.C.H.," was engraved upon it, with the date "1884." lt was just such a stick as the old-fashioned family practitioner used to carry-dignified, solid, and reassuring.

"Well, Watson, what do you make of it?"

Holmes was sitting with his back to me, and I had given him no sign of my occupation.

"How did you know what I was doing? 1 believe you have eyes in the back of your head."

"I have, at least, a well-polished, silver-plated coffee-pot in front of me," said he. "But, tell me, Watson, what do you make of our visitor's stick? Since we have been so unfortunate as to miss him and have no notion of his errand, this accidentai souvenir becomes of importance. let me hear you reconstruct the man by an examination of it."

"I think," said I, following as far as I could the methods of my companion, "that Dr. Mortimer is a successful, elderly medical man, well-esteemed since those who know him give him this mark of their appreciation."

"Good!" said Holmes. "Excellent!"

"I think also that the probability is in favour of his being a country practitioner who does a great deal of his visiting on foot."

"Why so?"

"Because this stick, though originally a very handsome one has been so knocked about that I can hardly imagine a town practitioner carrying it. The thick-iron ferrule is worn down, so it is evident that he has done a great amount of walking with it."

"Perfectly sound!" said Holmes.

"And then again, there is the 'friends of the C.C.H.' 1 should guess that to be the Something Hunt, the local hunt to whose members he has possibly given some surgical assistance, and which has made him a small presentation in return."

"Really, Watson, you excel yourself," said Holmes, pushing back his chair and lighting a cigarette. "I am bound to say that in all the accounts which you have been so good as to give of my own small achievements you have habitually underrated your own abilities. lt may be that you are not yourself luminous, but you are a conductor of light. Sorne people without possessing genius have a remarkable power of stimulating it. 1 confess, my dear fellow, that I am very much in your debt."

He had never said as much before, and I must admit that his words gave me keen pleasure, for 1 had often been piqued by his indifference to my admiration and to the attempts which I had made to give publicity to his methods. 1 was proud, too, to think that I had so far mastered his system as to apply it in a way which earned his approval. He now took the stick from my hands and examined it for a few minutes with his naked eyes. Then with an expression of interest he laid down his cigarette, and carrying the cane to the window, he looked over it again with a convex lens.

Sir Conan Doyle (1902). The Hound of the Baskervilles. Chapitre 1.

Il Répondre aux questions ci-dessous

a) Comment peut-on dégager le phonème en tant qu'unité?

b) Quelle différence existe-il entre les variétés régionales de l'anglais et l'accent en phonologie?

c) Indiquer graphiquement et justifier l'accentuation du mot academician d) Comment distingue-t-on les syllabes fortes des syllabes faibles?

>1

M. FERDJ"ANI

UNIVERSITE DE TOULON

U.F.R. LETTRES & SCIENCES HUMAINES SESSION DE JANVIER 2019

LLCER ANGLAIS 2° ANNEE VERSION

Housekeeping According to Garp

He went into the house and looked for a pair of shoes. About only shoes he owned were running shoes - many pairs. They were in different phases of being broken in. Garp and his children wore clean but rumpled clothes; Helen was a smart dresser, and although Garp did 5 her laundry, he refused to iron anything. Helen did her own ironing,

and an occasional shirt for Garp; ironing was the only task of conventional housewifery that Garp rejected. The cooking, the kids, the basic laundry, the cleaning up - he did them. The cooking, expert the kids, a little tensely but conscientiously; the cleaning up, a 10 little compulsively. He swore at errant clothes, dishes and toys,

he left nothing lie; he was a maniac for picking things up. Sorne mornings, before he sat down to write, he raced over the house vacuum cleaner, or he cleaned the oven. The house never looked was never dirty, but there was always a certain haste to the neatness 15 of it. Garp threw a lot of things away and the house was

things. For months at a time he would allow most of the light bulbs to burn out, unreplaced, until Helen would realize that they were living in almost total darkness, huddled around the two lamps that worked. Or when he remembered the lights, he forgot the soap and the 20 toothpaste.

Helen brought certain touches to the house, too, but Garp took no responsibilities for these: plants, for example; either Helen remembered them, or they died. When Garp saw one that appeared to be drooping, or was the slightest bit pale, he would whisk it out of 25 the house and into the trash. Days la ter, Helen might ask, "Where is

the red arronzo ?"

"That foul thing," Garp would remark. "It had some disease. I saw worms on it. I caught it dropping its little spines all over the floor."

30 Thus Garp functioned at housekeeping.

UNIVERSITE DE TOULON

U.F.R. LETTRES

&

SCIENCES HUMAINES

SESSION/ SEMESTRE : 52 SALLE: W300

DIPLÔME: LLCERJ, DATE : 27/06/2019

ANNÉE: 2018-2019 HEURE EXAMEN: 14h-15h30

CODE Ue -Ecue MATIÈRE: 31 D- Phonétique ang. ENSEIGNANT : A.I. POPESCU DURÉE de L'ÉPREUVE: 1 H 30- 90 minutes DOCUMENTS AUTORISÉS : NON.

1. Define phonetics.

2. Define the syllable and its components.

3. What are consonants? ln what two categories can consonants be divided? Give examples of consonants from bath categories.

4. What are the three qualities of vowels? Give examples of vowels for every quality.

S. Transcribe the following words: eighteenth, ground out, curious, cashier.

6. Read the text below. Write the text in regular English orthography.

SBE

[dar'rena hred 'orstaz fo : IAntf ret ôa ·guamer 'buf.er wrtf woz war v : ^{kud not}

fers ôa 'drna ta'nart ret ôa .tfar'ni : z plers bar va'd3rnia bi :tf]

7. What is the pronunciation of <-s> in the following words: walks, digs, foxes. Explain with phonetical arguments.

8. Transcribe the following utterance:

"Brian drove to the countryside in his Range Rover, had fish and chips with some friends from the Winchester College Chapel Choir, and in the evening went dancing to some groovy music at the club." (35 words)

9. Describe the syllables in the following words, with special focus what kind of words they are from a syllable point of view, the types of syllables they conta in, syllable components, etc.

bath batter

10. Which of the following words are not pronounced with a diphthong?

arrange, change, orange, grange, strange, range, anger, danger, manger, stranger.

Licence 2 anglais LLCER UE 32.a : Littérature anglaise S. Ben-Messahel

Sujet de dissertation :

ln North and South, Elizabeth Gaskell depicts a time when Britain was at the height of its industry. Critics often argue that because Gaskell testified that she wrote the navel to explore the industrialists' point of view, the wider social concerns in North and South are sometimes obscured. Discuss.

UNIVERSITE DE TOULON

U.F.R. LETTRES, LANGUES

&

SCIENCES HUMAINES

SESSION/ SEMESTRE : Session 2 semestre 3 DIPLÔME : Licence LLCER anglais

ANNÉE : 2ème année

CODE Ue - Ecue MATIÈRE : 32.a Littérature britannique DURÉE de L'ÉPREUVE : 3 heures

DATE : 1er juillet 2019

ENSEIGNANT: BEN-MESSAHEL Salhia DOCUMENTS AUTORISÉS: Aucun

Conventions in North and South

UNIVERSITÉ

^DE

TOULON

FACULTÉ DES LETTRES, LANGUES ^ET SCIENCES HUMAINES

SEMESTRE/SESSION : Semestre 1 / Session 1

DÉPARTEMENT : ANGLAIS CODE U.E. / ANNÉE : UE 33a / L2

MATIÈRE : CIVILISATION BRITANNIQUE DURÉE de l'ÉPREUVE : 3h

SALLE : W300

DATE : 10 JANVIER 2019

ENSEIGNANT : K. Tournier-Sol

DOCUMENTS AUTORISÉS : Aucun

COMMENTARY: Rédigez le commentaire de ce texte:

Gender pay gap widening

¹

for women in their 20s, data

²

shows

Figures show gap in age group is five times greater than six years ago, with some women starting careers worse off-3 than male counterparts

⁴

The gender pay gap for women in their 20s is growing after years of decline, with some young women being paid less than men from the start of their careers, figures have revealed. The figures were released on Friday, named as Equal Pay Day and the day of the year when women in effect begin to work for free due to the pay gap.

Gender rights campaigners said the data highlighted⁵ a "national scandai" created by the same power imbalance that allowed sexual harassment and discrimination in the workplace. They wamed that the UK was going backwards⁶ in addressing the issue, with the gulf widening for young women. Sam Smethers, chief executive of the Fawcett Society ^7, said: "The pay gap is widest for older women as it grows over our working lives but we are now seeing a widening of the pay gap for younger women too, which suggests we are going backwards and that is extremely worrying."

Sophie Walker, leader of the Women's Equality party, stressed that the gender pay gap had to be viewed as part of the same power imbalance that had led to a series of sexual harassment scandais in poli tics, the media and entertainment industry. "Unequal pay is one of the main barri ers to equality and is a key factor in sexual harassment and violence against women," she said. "The pay gap is another national scandai that we don't understand, and it has this same national narrative around it that women are somehow choosing this treatment - this idea that inequality is some sort of lifestyle choice."

The gender pay gap for women in their 20s has been widening recently, and is now five times greater than it was six years ago, although older women still face greater pay discrimination than workers at the start of their career. Progress has stalled⁸ on closing the gender pay gap, which now stands at 14.1 % according to the Office for National Statistics, with no movement on the figure in the last three years. At the current rate of change it will take 100 years to close the male-female gap in pay.

According to the ONS, older women face the greatest discrimination, with women in their 50s paid

been eliminated, in the last six years there was a notable increase, from 1. 1 % in 2011 to 5.5% this year. The gap is highest in London (20.7%), followed by the south-east at 16.3%. It is lowest in Wales, at 8.3%, and the north-east, at 10.2%. The gap is higherin the private sector, at 17.1%. Butit has fallen by 4.3% points since 2011, while in the public sector it has plateaued⁹ atjust above 14%.

W alker said that a main reason for the pay gap was that the UK had the most expensive childcare in the world. "It takes away the choice about whether and how much women want to work. And when women take up lower-paid part-time roles and men dominate more senior jobs, there is

à

power imbalance, and that is where harassment thrives¹⁰ because women are being forced into a position of dependency."

Carole Easton, chief executive of the Young Women's Trust, said that discrimination started "from the moment women start work". The Young Women's Trust's research revealed that young female apprentices earned 8% less than their male counterparts, leaving them more than .fl,000 a year worse off. "At this rate, today' s young women will be retired¹¹ before equal pay becomes a reality," Easton said. "Often this is because the sectors women tend to work in - such as administration, health and social care and retail ¹² - are not valued and paid as much as they should be. Government data shows that male graduates¹³ of almost all degree subjects are earning more than women within just a few years of completing their degrees."

Rebecca Hilsenrath, chief executive of the Equality and Human Rights Commission, said: "After more than 45 years since the enactment¹⁴ oflegislation banning¹⁵ sex discrimination at work and in pay, it is shameful that women continue to face barriers that hold them back¹⁶. We simply cannot ignore the scale¹⁷ of the disadvantages that working women face.

The gender pay gap opens early : boys and girls study different subjects in school, and 1Soys' subjects lead to more lucrative¹⁸ careers. They then take different degrees¹⁹ and work in different sorts of jobs.

"Girls and women outperform men at every stage in education, but time after tim~ this success is not translated into rewards²⁰ at work. Women are a vital part of the workforce and any proposals to tackle the gender pay gap must be strong enough to deliver the change everyone wants to see", says Rebecca Hilsenrath.

Alexandra Topping, The Guardian, 10 November 2017.

9 atteindre un plateau, plafonner

10 prospérer, se développer

11 à la retraite

12 commerce

13 diplômés

14 adoption, promulgation

15 qui interdit

16 qui les empêchent d'avancer

1 7 ampleur, degré

18 lucratif. rentable, rémunérateur

19 diplômes

UNIVERSITÉ

^DE

TOULON

FACULTÉ DES LETTRES ET SCIENCES HUMAINES

SESSION/ SEMESTRE DÉPARTEMENT CODE U.E. / ANNÉE MATIÈRE

DURÉE de !'ÉPREUVE SALLE

DATE

ENSEIGNANT

DOCUMENTS AUTORISÉS

: Semestre 1 / Session 2

: ANGLAIS

: UE 33a

: CIVILISATION BRITANNIQUE

:3h

:Y002

: 27 JUIN 2019 : K. Tournier-Sol

: Aucun

COMMENTARY: Rédigez le commentaire de ce texte:

DEATH OF THE TRADITIONAL FAMILY

Women are more likely to give birth before they turn 25 than get married, according to official statistics that illustrate how British family life has been transformed in a generation.

By Harry Wallop

According ta the Office for National Statistics, the most radical changes have been ta child-rearing¹ and marriage. lts figures showed that 30% of women under 30 had given birth by the age of 25, while 24% had married: the first time that having children had become the first major milestone² of adult lite, ahead of marriage. This was in sharp contrast ta their parents' generation. ln 1971 three-quarters of women were married by 25, and hait had given birth. The statistics also showed that the percentage of households comprising the traditional nuclear family - a couple with children - tell from 52% ta 36% between 1971 and 2008. Sorne 1.66 million children were being brought up by an unmarried couple, up from one million 10 years aga.

The number brought up by married parents dropped from 9.57 million ta 8.32 million.

Dr Richard Woolfson, a leading family expert and child psychologist, said: "The nature of family lite has changed significantly in the last 30 years. The traditional nuclear family of two parents and 2.4 children has become a museum piece. "The single-parent family carried all sorts of social and moral judgments back then [in 1971]. That is just not the case any more. "The couple who do not get married is now socially acceptable in a way that it never was before." Dr Woolfson said it was impossible ta say if children raised outside the traditional family were unhappier, but he added: "You have ta ask what sort of families will today's children create. Where

Iain Duncan Smith, the former³ Conservative leader and chairman of the Centre for Social Justice, said the figures "mattered hugely". He added: "One in 12 children will experience their parents breaking up by the age of five if those parents are married.

But that figure is one in two if the parents are cohabiting. Marriage is not just a piece of paper." Mr Duncan Smith called for the tax system to favour those who choose marriage over living together. "lt is not our job, as politicians, to lecture4, but the problem has been caused by successive UK governments centring on the child, and forgetting the parent," he said. "We now know that children suffer hugely if they don't get the balance of two parents in their upbringing⁵• Those with two parents are less likely to take drugs, more likely to do well at school, more likely to get jobs."

However, the ONS figures suggested that those who got married were staying together for longer. An average marriage lasted 11.6 years in 2005, up from less than 1 O years in the mid-1990s.

Sue Palmer, a child expert and author of Taxie Childhood, said many of the statistics relating to the breakdown in the traditional family were linked indirectly to separate figures showing that 30% of girls and 31 % of boys were overweight or obese. She said: "The more parents work, the more the children stay at home and are rïot playing outside with their friends."

r

1

A spokesperson⁶ for the Department for Children, Schools and Families said: "We know that the make-up⁷ of the family unit is changing but that doesn't mean the family is breaking down. lt is Government's raie to support families in all shapes and sizes, which is why our policies are aimed at empowering and advising parents to make the best choices for their children. We are investing f:250 million in local services for parents, particularly those in challenging circumstances and last December the first ever Government relationship summit looked at what more we can do to support children and families and give extra help to families experiencing relationship breakdown."

The Dai/y Telegraph, 15 April 2009.

3 ancien

4 Sermonner, réprimander

5 éducation

6 Porte-parole

7 la composition

UNIVERSITÉ DE TOULON

FACULTÉ DES LETTRES ET SCIENCES HUMAINES SESSION/ SEMESTRE

DÉPARTEMENT CODE U.E. / ANNÉE MATIÈRE

DURÉE de !'ÉPREUVE DATE ET HEURE SALLE

: session 1, semestre 3 : LLCER anglais : 33b / 2018-2019

: civilisation des Etats-Unis : 4 heures

: 7 janvier 2019, 13h30 -17h30 :amphi W300

ENSEIGNANT : P.-F. Peirano

DOCUMENTS AUTORISÉS: pas de documents autorisés

I. Answer TWO of the following six questions (4 pts).

- The origins and the development of Abolitionism.

- What were the main features in the presidency of Andrew Jackson?

- What regions were acquired by the United States in the 1840's?

- Wha t was the "Dred Scott decision"?

- When and why were the Confederate States of America founded?

- The tensions between President Andrew Johnson and Congress in the early years of "Reconstruction".

II. Commentary on ONE of the two texts OR essay-writing (16 pts).

Text 1. Henry Clay, "A General Review of the Debate on the Compromise Bills", a speech delivered in the U.S. Senate (July 22^nd, 1850).

It has been objected against this measure that it is a compromise. It has been said that it is a compromise of principle, or of a principle. Mr. President, ¹ what is a

sake of peace, one party abates

²

his extreme demands in consideration of an

5

abatement of extreme demands by the other party; it is a measure of mutual

concession - of mutual sacrifice. [ ... ]

Sir, adjustment in the shape of a compromise may be made without producing any such consequence as have been apprehended. There may be a mutual forbearance.

³

You forbear upon your side to insist upon the application of the

lo

restriction named as the Wilmot Proviso.

⁴

Is there any violation of principle there?

The most that can be said - even assuming the power to pass the Wilmot Proviso, which is denied - is that there is a forbearance of the power to pass the proviso. So, on the other hand, if there was a power in the Constitution of the United States authorizing the

establishment

of slavery

in

any of the Territories, if there was

a

15 power under the Constitution to establish slavery, the forbearance to exercise that

power would be necessary and would be no violation of the Constitution.

It

is said that the bill presents the state of coercion

^{5 -}

that members are coerced

in

order to get what they want, to vote for that which they disapprove. Why, sir, what coercion is there? Is there any coercion in the numerous

treaties

made by

-lo the United States? Is there any more coercion than in the passage of a bill containing

a variety of clauses, some of which you approve and others of which you disapprove? Can it be said, on the part of our northern friends, that they are coerced to vote for the bill because they have not got the Wilmot Proviso incorporated

in

the territorial part of the same bill? We were induced to take the bill and the

whole of it

<.5 together, on account of the superior amount of good it contains. [

...

]

It

is said, Mr. President, that this "omnibus",

⁶

as it is called, contains too much.

I thank, from the bottom of my heart, the enemy of the bill who gave it that denomination. The omnibus is the

vehicle of the people, of the mass of the people.

2 To abate: se calmer/ s'apaiser/ diminuer.

3 Forbearance: tolerance.

4 Actually, this proviso was never implemented, as it was rejected by the U.S. Senate twice.

5 Coercion: la contrainte/ la coercition.

6 An omnibus (here): un projet de loi « fourre-tout » (this term designated ail the measures that were proposed under the direction of Henry Clay in 1850).

@

S',J,

And this bill deserves the name for another reason: that, with the exception of two 3o measures, it contains all that is necessary to give peace and quiet to the country.

Sir, I have been in repeated consultation with my friend Mr. Cass⁷ during the progress of this measure, and also with other democratic⁸ friends upon this measure.

Repeatedly have I been in consultation with them upon the subject of this bill. I regret only that our consultations have not been more numerous. On the subject of 35 slavery, the treatment of California, the Territories, the adjustment of the boundaries of Texas, the fugitive-slave bill, and the bill for abolishing the slave-trade, there is no difference of opinion between my democratic friends and myself; but there has been perfect union during all our consultations. Allow me to say that there is nota solitary example in which a subject connected with party politics, on which we might have

4o

^heretofore9 differed in the progress of the administration of our government, has been adverted to.¹⁰ We spoke of those measures which absorbed all our thoughts, which animated all our anxieties - the subject of pacifying, if possible, the distracted¹¹ parts of the country - a subject upon which, between us, there was a perfect coincidence of opinion.

Text 2. Frederick Douglass,¹² extracts from "What the Black man wants", a speech given in Boston, Massachusetts, in January 1865.

I have had but one idea ¹³ for the last three years, to present to the American people. I am for the "immediate, unconditional, and universal" enfranchisement of the black man, in every State of the Union. Without this, his liberty is a mockery; without this,

7 Senator Lewis Cass, from Michigan, was, at the time, one of the leading supporters of the doctrine of

"popular sovereignty" (as you well know, of course!).

8 Henry Clay is not referring to the Democratic Party, but to those who support a democratic form of

you might as well almost retain the old name of slavery for his condition; for, in fact,

5

if he is not the slave of his individual master, he is the slave of society, and holds his liberty as a privilege, not as a right. He is at the mercy of the mob,

¹⁴

and has no means of protecting himself.

It may be objected, however, that this pressing of the negro' s

¹⁵

right to suffrage is premature. Let us have slavery abolished, it may be said, let us have labor lo organized, and then, in the natural course of events, the right of suffrage will be extended to the negro. I do not agree with this. The constitution of the human mind is such, that if it once disregards

¹⁶

the conviction forced upon by a revelation of truth, it requires more time to produce the same conviction afterwards. [

...

] This is the hour. The American people are now in tears. Our streets are in mourning, and under 15 the chastisement

¹⁷

of this Rebellion we have almost corne up to the point of conceding this great, this ail-important right of suffrage. I fear that if we fail to doit now, if Abolitionists fail to press it now,

we may not see, for centuries to corne, the

same disposition that exists at this moment.[

...

]

I want the elective franchise, for one, as a colored man, because ours is a .lo peculiar government, based upon a peculiar idea, and this idea is universal suffrage.

If I were in a monarchical or aristocratie government, where the few bore rule

¹⁸

and the many were subject, it would do me no great violence. Mingling with the mass, I should partake of the strength of the mass. But here, where universal suffrage is the rule, to rule us out is to make us an exception, to brand

¹⁹

us with the stigma of

,l5

inferiority. Therefore, I want the franchise for the black man.

There are, however, other reasons. I believe that when the tall heads

²⁰

of this Rebellion shall have been swept down, there will still be that spirit of treason

14 The mob: la foule.

15 As you well know, "negro" was not an offensive word at the time.

16 To disregard: ne pas prêter attention à.

17 The chastisement: le châtiment/ la punition.

18 To bear rule: to have power.

19 To brand (here): marquer.

2

°

Frederick Douglass is referring to the heads of the Confederate Government.

©

growing up there, and interfering with the quiet operation of the Federal Governrnent. That spirit will still remain; and whoever sees the Federal Government .3o extended over those Southern States will see that Government not only in a strange land, but in an enemy' s land. [ ... ] A United States marshal or judge will be surrounded there by a hostile element. That enmity will not die out in a year, will not die out in an age. [ ... ] Now, where will you find the strength to counterbalance this spirit, if you do not find it in the negroes of the South? They are your friends, and

35

have always been your friends. They were your friends even when the Government did not regard them as such. [

...

] When the [Northern] generals sent their underlings

²¹

to hunt the flying negro back from our lines into the jaws

²²

of slavery, from which he had escaped, the negroes thought that a mistake had been made, that the intentions of the Government had been misunderstood by the officers, and they

4o continued to corne into our lines, pointing out the dangers that threatened us. They are our only friends in the South, and we should be true to them, and see toit that

²³

they have the elective franchise.

Essay-writing (choose ONE of the two subjects).

Achievement

²⁴

and failure in the American territorial expansion from the 1830s to the 1850s.

Compromises

²⁵

and tensions in the debate on slavery (1848-1861).

21 An underling (pejorative): un subalterne/ un sous-fifre.

22 The jaws: les mâchoires.

UNIVERSITÉ DE TOULON

FACULTÉ DES LETTRES ET SCIENCES HUMAINES SESSION / SEMESTRE

DÉPARTEMENT CODE U.E. / ANNÉE MATIÈRE

: session 2, semestre 3 : LLCER anglais : 33b / 2018-2019

: civilisation des Etats-Unis DURÉE de !'ÉPREUVE : 4 heures

DATE ET HEURE : 26 juin 2019, 8h00 -12h00

SALLE : amphi Y 002

ENSEIGNANT : P.-F. Peirano

DOCUMENTS AUTORISÉS: pas de documents autorisés

I. Answer TWO of the following six questions (4 pts).

• What was known as the theory of "Nullification"?

• What were the main features in the presidency of Andrew Jackson?

• What regions were acquired by the United States in the 1840' s?

• What events widened the gap between the "North" and the "South" in the 1850s?

• The consequences of the presidential election of 1860.

• The differences between "Presidential Reconstruction" (1865-1869) and

"Congressional Reconstruction" (1869-1873).

IL Commentary on ONE of the two texts OR essay-writing (16 pts).

Text 1. "On the reception of Abolition petitions", a speech by John C. Calhoun¹ delivered

in

the United States Senate (February 6^th, 1837).

The peculiar institution in the South-that on the maintenance of which the very existence of the slaveholding States depends- is pronounced to be sinful2 and

1 At the tune, John C. Calhoun was a United States Senator from South Carolina.

2 Sinful: immoral.

odious, in the sight of God and man; and this with a systematic design of rendering us hateful in the eyes of the world-with a view to a general crusade against us and 5 our institutions. This, too, in the legislative halls of the Union; -and yet, we, the representatives of twelve of these sovereign States against whom this deadly war is waged,

³

are expected to sit here in silence, hearing ourselves and our constituents day after day denounced, without uttering a word.

I do not belong to the school which holds that aggression is to be met by

lo concession. Mine is the opposite creed,

⁴

which teaches that encroachments

⁵

must be met at the beginning. If we concede an inch, concession would follow concession - compromise would follow compromise, until our ranks would be so broken that effectua! resistance would be impossible. As widely as the incendiary spirit of abolition has spread, it has not yet infected this body, or the great mass of the 15 intelligent and business portion of the North; but unless it be

⁶

speedily stopped, it will spread and work upwards till it brings the two great sections of the Union into deadly conflict. This is not a new impression with me. [ ... ]

The consequence would be inevitable. A large portion of the Northern States believed slavery to be a sin, and would consider it as an obligation of conscience to l.o abolish it if they should feel themselves in any degree responsible for its continuance,

-and that this doctrine would necessarily lead to the belief of such responsibility.

Standing at the point of time at which we have now arrived, it will not be more difficult to trace the course of future events. They who imagine that the spirit now abroad in the North, will die away of itself without a shock or convulsion, have

-l,5

formed a very inadequate conception of its real character; it will continue to rise and

spread. Already it has taken possession of the pulpit,7 of the schools, and, to a

considerable extent, of the press; those great instruments by which the mind of the

rising generation will be forrned. [ ... ] The conflicting elements would burst the Union asunder,

⁸

powerful as are the links which hold it together. Abolition and the

3o

Union cannot co-exist. As the friend of the Union I openly proclaim it,-and the

sooner it is known the better.

We of the South will not, cannot surrender our institutions. To maintain the existing relations between the two races, inhabiting that section of the Union, is indispensable to the peace and happiness of both. Be it good or bad, the peculiar

35 institution has grown up with our society, and is so interwoven with it, that to destroy it would be to destroy us as a people. [ ... ] All we want is concert, to lay aside all party differences, and unite with zeal and energy in repelling approaching dangers.

Text 2. President Abraham Lincoln's First Inaugural Address (March 4¹\ 1861).

Fellow Citizens of the United States: [ ... ]

Apprehension seems to exist among the people of the Southern States, that by the accession of a Republican Administration, their property, and their peace, and personal security, are to be endangered. There has never been any reasonable cause

5

for such apprehension. Indeed, the most ample evidence to the contrary has all the while existed. [ ... ] I do but quote from one of those speeches when I declare that "I have no purpose, directly or indirectly, to interfere with the institution of slavery in the States where it exists. I believe I have no lawful right to do so, and I have no inclination to do so." Those who nominated and elected me did so with full

lo knowledge that I had made this, and many similar declarations, and had never recanted

⁹

them. [ ... ]

There is much controversy about the delivering up of fugitives from service or labor. The clause I now read is as plainly written in the Constitution as any other of

8 To burst asunder: faire éclater en morceaux.

9 To recant: se déjuger/ changer d'avis.

its provisions: "No person held to service or labor in one State, under the laws 15 thereof,

¹⁰

escaping into another, shall, in consequence of any law or regulation therein,

¹¹

be discharged from such service or labor, but shall be delivered up on daim of the party to whorn such service or labor may be due."

It

is scarcely questioned that this provision

¹²

was intended by those who made it, for the reclairning of what we call fugitive slaves; and the intention of the law-

..!,a

giver is the law. To the proposition, then, that slaves whose cases corne within the

terrns of this clause, "shall be delivered up," their oaths

¹³

are unanirnous. Now, if they would make the effort in good ternper, could they not, with nearly equal unanimity, frame and pass a law, by means of which to keep good that unanimous oath? [ ... ]

.t.5

It

is now seventy-two years since the first inauguration of a President under our national Constitution. During that period fifteen different and greatly distinguished citizens, have, in succession, administered the executive branch of the govemment. They have conducted it through rnany perils; and, generally, with great success. I now enter upon the sarne task for the brief constitutional terrn of four

3o

years, under great and peculiar difficulty. A disruption of the Federal Union heretofore

¹⁴

only rnenaced, is now forrnidably

¹⁵

atternpted.

I hold, that in contemplation of universal law, and of the Constitution, the

Union of these States is perpetual. Perpetuity is irnplied, if not expressed, in the

fundarnental law of all national governments. [ ... ] The Union is perpetual, confirrned

35 by the history of the Union itself. The Union is rnuch older than the Constitution.

It

was forrned in fact, by the Articles of Association in

1774. It

was matured and

continued by the Declaration of Independence in

1776. It

was further rnatured and

the faith of all the then thirteen States expressly engaged that it should be perpetual, by the Articles of Confederation in 1778. And finally, in 1787, one of the declared

4o

objects for ordaining and establishing the Constitution, was

"ta form a more perfect Union."

But if destruction of the Union, by one, or by a part only, of the States, be lawfully possible, the Union is

less

perfect than before the Constitution, having lost the vital element of perpetuity.

45

It follows from these views that no State, upon its own mere motion, ¹⁶ can lawfully get out of the Union, -that

resolves

and

ordinances

to that effect are legally void;¹⁷ and that acts of violence, within any State or States, against the authority of the United States, are insurrectionary or revolutionary, according to circumstances.

Essay-writing (choose ONE of the two subjects).

• Was slavery the only factor that led to the America Civil War?

• Continuity and discontinuity in the policy of "Reconstruction".

16 A motion (here): une praposition.

17 Void (here): nul(le).

UNIVERSITE DE TOULON U.F.R. LETTRES & SCIENCES HUMAINES

SESSION/ SEMESTRE: Session 2 SAllE:Y104

DIPLÔME : LLCER 2 DATE: 28/06/2019

ANNÉE: 2018-2019 HEURE EXAMEN: 13h30-15h00

CODE Ue - Ecue MATIÈRE : 33 C - Exp.Comp. ENSEIGNANT : A.I. POPESCU DURÉE de L'ÉPREUVE: 1 H 30-90 minutes DOCUMENTS AUTORISÉS : NON.

1. Write a review of a film that you have seen recently!.

No less than 500 words.

Do not repeat the review you turned in during the semester. Make sure to follow the following steps:

-A creative title for your review.

- Introduction:

In the opening of your review, provide some basic information about the filin. Y ou may include filin's name, year, director, screenwriter, and major actors. - Y our introduction, which may be longer than one paragraph, should also begin to evaluate the filin, and it should allude to the central concept of the review. A filin review does not have to contain a thesis or main daim, but it should focus on a central analysis and assessment.

- Synopsis: a brief summary of the filin.

- Description: describe the experience of watching the film, what makes the film stand out.

-Analysis:

In order to explain your impression of the filin, consider how well the filin utilizes formal techniques and thematic content. How do the filin's formal techniques (such as cinematography, editing, mise-en-scène, lighting, diegetic and non-diegetic sound, genre, or narrative) affect the way the filin looks, feels, and sounds to you? How does the thematic content (such as history, race, gender, sexuality, class, or the environment) affect your experience and interpretation? Also, do the formal techniques work to forward the thematic content?

- Conclusion:

The closing of your fùm review should remind the reader of your general thoughts and impressions

Examen d'Espagnol / Session 2 Cours ; L V3 Espagnol Date : 24/06/2019 Durée: 1 heure

1. Verbos Tiempo Presente. Lisez attentivement et conjuguez les verbes entre parenthèses. (30 pts) 1. i,D6nde ..... los servicios, por favor? (Estar)

2. Tu ................ todas las mafianas muy temprano. (Ducharse) 3. Mis padres y yo ...... _ ..... ir al cine. ( Querer)

4. Maria no ............ tonterias. (Decir)

5. En mi pueblo los almacenes .......... al medio dia. (Cerrar)

6. Mi hija y sus amigas .......... en el restaurante del instituto. (Almorzar) 7. Paco ............ en la play a. (Bafiarse)

8. 1., •••••••••••••••••••• ayudanne ? (Poder)

9. Usted ................ la barba todos los dias. (Afeitarse) 10. Yo ........... a los ni:fios.(Sonreir)

11. Z,Cuantas horas .................. tu? (Dormir)

12. Vosotras .................. el pelo tres veces a la semana. (Lavarse) 13. Ustedes .............. las flores del jardin muy a menudo. (Regar) 14. El ni:fio ........... 1.40 cm. (Medir)

15. Yo ................. a las 22h. (Acostarse)

Il. La bora. Indiquez l'heure selon chaque cas. (10 pts) a) 15h50 b) 20h30 c) 7h15 d) 9h 40 e) 00h45 Ill. Los numeros. Complétez selon le cas. (10 pts) a) 6En qué piso vives ^? En el (7°) ........ .

b) En octubre celebramos nuestro (18°) ........ _ ......... aniversario de boda.

c) Alfonso XIII: ................ .

d) Mi padre naci6 en el aiio ( 1941) ............ .

e) Esa ciudad cuenta con 6.902. 898 habitantes: ......... .

•••• A

^Brasil

Lima ~

V

l'erii

1 . . ..

^{~ -Paz Boli~~ DBrasilia}

4 __ fi - _ F

Cbile ·

Paragmy

.

^.

.

^-.

. J

Université de Toulon - UFR Lettres, Langues et Sciences Humaines Licences 2-3 et Masters 1-2

Session 1 - Semestres 3-5 et 1-3 Examen d 'Italien L V3

Durée: 1h30

Enseignant responsable : Giuseppe Lovito Documents autorisés : aucun

1. Insérez l'article indéfini approprié devant le nom correspondant, puis mettez les noms au pluriel et transformez les articles indéfinis dans les articles partitifs correspondants.

6 points (0,20 pt pat mot correct)

Exemple : un quademo dei quaderni

1. finestra 2. albero 3. _ _ g10co

4. _ _ insegnante (femminile) 5. assoc1az10ne

6. zucchero 7. _ _ risposta 8. _ _ sport 9. _ _ operaia 10. straniero

2. Accordez l'adjectif qualificatif au nom correspondant et puis mettez tous les mots au pluriel.

8 points (0,20 pt par mot correct)

Ex. : il museo apertQ 1 muse1 aperti

1. la ragazza allegr_

2. lo studente brav 3. la pizza buon_

4. l' amico gentil_

5. il treno veloc

6.

il signore antipatic_

. .

7. la mamma dole _r

8.

lo stadio grand_

9. l' operaio fortunat_

10. la compagna intelligent_

3. Indiquez le contraire de chaque adjectif qualificatif figurant ci-dessous.

2 points (0,20 pt par mot correct) Ex. : allegri tristi

1. facile 2. buona 3. p1ene 4. piccoli

5.

hello 6. alto 7. fredda 8. nuove 9. corti

10. stretti

4. Attribuez à chaque définition le mot correspondant.

2 points (0,20 pt par mot correct)

1. È il numero che segue l'otto e che precede il dieci:

2. Inizia il 21 dicembre:

3. È il primo giorno della settimana:

4. Dopo il numero quindici c' è il numero 5. Tra ottobre e dicembre:

6. Stamattina, questo pomeriggio, stasera e 7. È il giorno che viene dopo il venerdi:

8. Il secondo mese dell'anno:

9. È chiamata "la bella stagione": ·,

10. Dieci per dieci (l0xlO): _r

5. Complétez chaque phrase avec le verbe conjugué comme il faut et avec la préposition appropriée.

2 points (0,20 pt par mot correct)

1. Serena e Lorenzo (loro - andare) _ _ _ _ _ - - -cinema sabato sera.

2. Luciana (lei - essere) _ _ _ _ _ in Italia _ _ _ vacanza.

3. (Io - essere) _ _ _ _ _ _ _ _ supermercato a fare la spesa.

4. Luca (lui - avere) _ _ _ _ _ del cioccolato e del latte _ _ _ preparare il dolce.

5. Oggi pomeriggio (noi - andare) _ _ _ _ _ _ _ stadio.

Université de Toulon - UFR Lettres, Langues et Sciences Humaines Licences 2 et 3 LEA, LLCER Anglais, LLCER Espagnol

Session 2 - Semestres 3 et 5

Examen d'italien LV3 (34a / 34b5/ 33c / 54b5 / 53c) Durée: 1h30

Enseignant responsable : Giuseppe Lovito Documents autorisés : aucun

1. Insérez l'article indéfini approprié devant le nom correspondant, puis mettez les noms au pluriel et transformez les articles indéfinis dans les articles partitifs correspondants.

3 points (0, 10 pt paf mot correct)

r

Exemple : un quademo dei quaderni

1. finestra

2. albero

3. _ _ gioco

4. _ _ insegnante (femrninile) 5. assoc1az10ne

6. zucchero 7. _ _ risposta 8. _ _ sport 9. _ _ operaia 10. straniero

2. Accordez l'adjectif qualificatif au nom correspondant et puis mettez tous les mots au pluriel.

4 points (0, 10 pt par mot correct)

Exemple : il museo apertQ 1 muse1 aperti

1. la ragazza allegr_

2. lo studente brav ,., la pizza buon_

.)

.

4. l' amico gentil_

5. il treno veloc

6. il signore antipatic_

7. la mamma dole

8. lo stadio grand_ ^r

9. l' operaio fortunat_

10. la compagna intelligent_

3. Indiquez le contraire de chaque adjectif qualificatif figurant ci-dessous.

2 points (0,20 pt par mot correct) Exemple : allegri tristi

1. facile 2. buona 3. p1ene 4. piccoli 5. bello

4. Attribuez à chaque définition le mot correspondant.

2 points (0,20 pt par mot correct)

1. È il numero che segue l'otto e che precede il dieci:

2. Inizia il 21 dicembre:

3. È il primo giorno della settimana:

4. Dopo il numero quindici c'è il numero 5. Tra ottobre e dicembre:

6. Stamattina, questo pomeriggio, stasera e 7. È il giorno che viene dopo il venerdi:

8. Il secondo mese dell' anno: ^·,

9. È chiamata "la bella stagione": ^r

10. Dieci per dieci (l0xlO):

5. Répondez aux questions suivantes avec des phrases complètes (sujet, verbe, complément).

3 points (0,50 pt par réponse correcte)

1. Di solito ache ora fai colazione?

2. In generale, quali sono le cose da bere che preferisci?

3. Che cos'è la macedonia?

4. Che cosa mangi di solito a pranzo?

5. Ache ora ceni abitualmente?

6. Che cosa fai solitamente la sera prima di andare a dormire?

6. Complétez chaque phrase avec le verbe conjugué comme il faut et avec la préposition appropriée.

6 points (0,20 pt par mot correct)

1. (Tu- andare) _ _ _ _ _ con i tuoi amici _ _ _ discoteca questa sera?

2. (Io-avere) _ _ _ _ _ del cioccolato e del latte _ _ _ preparare il dolce.

3. (Noi- essere) _ _ _ _ _ a pranzo^{1 _ _ _} casa dei nonni questa domenica.

4. Luca non (lui - avere) _ _ _ _ _ più benzina² _ _ _ sua macchina.

5. Domani tu e Stefania (voi - andare) _ _ _ _ _ _ _ _ z10 _ _ _ montagna _ _ _ sciare.

6. Oggi (noi- avere) _ _ _ _ _ un problema _ _ _ le finestre _ _ _ museo.

7. Questa mattina tu (essere) _ _ _ _ _ _ _ _ università, io (andare) _ _ _ _ _ _ _ _ fare

spese _ _ _ centro commerciale. ^.,

8. I vicini di casa di Silvia (loro - avere) _ _ _ _ _ un gatto molto bello. r 9. Sabato sera io e il mio ragazzo (noi - andare) _ _ _ _ _ _ _ _ teatro.

10. Questo fine settimana zia Lucia (lei- andare) _{- - - - -- - -}Marsiglia.

11. Le mie scarpe (loro - essere) _{- - - - -- - -}zamo.

12. (Noi-avere) _ _ _ _ _ una Citroën spaziosa e confortevole.

13. Per cucinare³ il piatto di oggi (io - avere) _ _ _ _ _ bisogno _ _ _ quattro patate grandi.

UNIHR~lî~

•

îOUlON•VAR Português Nome do aluno:

b (:

c> L \ \)

<: ~ ~ VrinrC e l ..

¹

L-J

i

eA1'"~ ~ -

Turma:

1) Imagine que você se tornou um « nômade digital », ou seja, alguém que pode viajar trabalhando ... Descreva sua profissào, sua rotina, suas viagens, etc ... (4 pontos)

2) Faça uma breve descriçào sobre sua aparência fisica, utilizando o vocabulario sobre o corpo humano e seus conhecimentos em português (3 pontos)

3) Crie duas frases, utilizando o PRESENTE do modo IMPERA TIVO AFIRMATIVO, para dar orientaçôes às pessoas sobre como proteger o meio ambiente. Utilize a

r

pessoa do plural (2 pontos)

UNIVcRSlff

•

TOUlON-VAR

Português

Nome do aluno: Tunna:

4) Conjugue os verbos entre parênteses na 2a pessoa do singular (você) (2 pontos):

_ _ _ _ _ (bater) os ovos corn o açucar, 6leo, achocolatado e farinha, depois (adicionar) a agua quente e por ultimo o fermento em p6.

(assar) em fomo corn temperatura média por 40 rmnutos,

_ _ _ _ _ (desenformar) quente. r

Cobertura: _ _ _ _ (colocar) todos os ingredientes em uma panela e _ _ _ _ _ (levar) ao fogo até que levante fervura, _ _ _ _ _ (despejar) ainda quente em cima do bolo.

Conjugue-os, agora, na 1 ^a pessoa do plural :

_ _ _ _ _ (bater) os ovos corn o açucar, 6leo, achocolatado e farinha, depois (adicionar) a agua quente e por ultimo o fermento em p6.

(assar) em fomo corn temperatura média por 40 minutos, _ _ _ _ _ ( desenformar) quente.

Cobertura: _ _ __ (colocar) todos os ingredientes em uma panela e _ _ _ _ _ (levar) ao fogo até que levante fervura, _ _ _ _ _ (despejar) ainda quente em cima do bolo

Adaptado de: https://www.redesagrado.com/sagrado-coracao- marilia/ upload/files/ProfPaula Veblmperativo.pdf

5) Complete corn o verbo IR no PRESENTE DO INDICATIVO (A) e as preposiçoes adequadas (B) (2,5 pontos) :

a) Eu (A) _ _ _ (B) _ _ _ Sào Paulo (B) _ _ _ ônibus das 15h.

b) N6s (A)__ _ (B) _ _ _ Rio de Janeiro (B) _ _ _ aviào.

UNIVtRSlî~

•

îOUlON-VAR Português

Nome do aluno: Turma:

6) Complete as lacunas conjugando corretamente o verbo VIR no PRESENTE DO INDICATIVO (2,5 pontos)

a) Tu _ _ _ _ na festa de hoje a noite ? b) Minhas tias _ _ _ _ em casa toda semana c) Eu _ _ _ _ aqui très vezes por semana d) A gente _ _ _ _ sempre que pode

e) Você sempre _ _ _ _ falar corn ela f) Elas _ _ _ trabalhar hoje

g) Meu namorado _ _ _ _ passar as férias comigo h) Vocês _ _ _ _ cedo ?

i) Eles _ _ _ _ aqui todas as manhàs.

j) Meus pais _ _ _ _ me visitar no final do ano.

7) Complete (no presente do indicativo): "Às vezes, as ideias nao _ , ou _ muito numerosas. Todas as pessoas _ as necessidades locais, poucas _ auxiliar." (1,5 ponto)

a) Veem; vêm; vêm; veem;

b) Vêm; vêm; veem; vêm.

c) Vêm; vêm; vêm; vêm.

d) Veem; veem; veem; vêem.

e) Vêm; veem; veem; vêm.

8) Complete corn os pronomes indefinidos « tudo »ou« todo (a)(s) » (2,5 pontos)

a) 0 grupo tem 25 turistas. Os 25 turistas visitaram a catedral. _ _ _ os turistas visitaram a catedral.

b) Vou levar laranjas, morangos, bananas, cerejas e uvas para o meu primo, ele adora _ _ _ os tipos de fruta.

c) Na festa de finalistas, havia muitos tipos de bolos. No fim, ja nào havia nenhum bolo, os convidados comeram _{- - -}

d) Foi um campeonato de futebol muito competitivo. _ _ _ as equipes jogaram bem.

e) A Joana estava doente e nào conseguia corner. Parece que _ _ _ lhe fazia mal.

f) No Jardim Zool6gico, _ _ _ os animais têm um tratador, uma pessoa que lhes da comida _{- - -}os <lias.

g) Ontem foi um dia muito cansativo ... Estive _ _ _ a manhà e _ _ _ a tarde a ajudar na recolha do lixo no parque da cidade.

h) _ _ _ os pafses da Uniào Europeia têm dificuldades econômicas.

Tirado de : http://www.cibercursoslp.com/Files/todo-tudo.pdf

Examen de chinois - UFR - l2/L3/M2 - 1 •r semestre -Rattrapage du 02/09/19 I. P/Jonétique - système PinYin. Remplissez les blancs (14 x O. 5

=

7 points).

l) Le chinois est une langue à tons. En chinois sont marqués successivement par

_ _ _ qui apparaît dans beaucoup de mots exemple

standard, il y a _ tons. Les tons A part ces 4 tons, il existe un dissyllabiques, en 2• position, par

2) En chinois contemporain, la plupart des mots sont constitués d' une ou de deux syllabes. Les syllabes peuvent comporter soit une seule voyelle (merci d' indiquer les 6 voyelles simples _ _ _ _ _ _ _ _ _ _ _ _ _ _ ), soit des combinaisons de voyelles, soit encore une terminaison nasale (merci d' indiquer 5 voyelles nasales terminées par lettre « n » _ _ _ _ _ _ _ _ _ _ _ _ _ _ et 4 voyelles nasales terminées par lettres « ng » _ _ _ _ _ _ _ _ _ _ _ _ _ _ _

3} Dans les cas suivants, quelle lettre ajoutons-nous pour marquer la frontière des syllabes

Lorsque la voyelle« i » constitue toute seule la syllabe, on ajoute devant« i ». « i )) s, écrit donc à - -

Lorsque la voyelle ⁽⁽ u » constitue toute seule la syllabe, on ajoute devant« u ». « u » s ' écrit donc à

Lorsque la voyelle « [l » constitue toute seule la syllabe, on ajoute devant « U ». « ^U »s'écrit donc à _ _

4) Lorsque deux syllabes au Ton 3 se suivent, la première se prononce au _ __ .

Il. Traduisez les phrases suivantes en Français (6 x O. 5

=

3 points)

1. Ta ^p~ dà

ma.

2.

3.

a) Elle a peur du cheval.

b) Il a peur du cheval blanc.

c) Il ^{a peur du grand cheval.}

d) Elle a peur du grand cheval.

Mâma mâi bÈio, Bàba m~·i b~u.

a) ~aman vend èes journaux, Papa achète des journaux.

b) Maman achète des journaux, Papa vend des journaux.

c) Maman et Papa achètent et vendent des journaux.

d) ~!aman vend des journaux, Papa achè:e un journal.

Wo •✓ ai

he

^{hêi k.~f,;Ï}

a) J' ^{aime le café.}

n:, _J' r. imeo 1JoJ i re ^{d11 ca~'.~} noir.

cl F ^{a l!lle du c.:aC1~ noir.}

ci) \/ous d li1JCJl1S 1Jo Lre 1 ? ca~\~ nn 1. r·.