TechExpAng2020-Corrigé

REPUBLIQUE DU CAMEROUN

Paix-Travail-Patrie

REPUBLIC OF CAMEROON

Peace-Work-Fatherland

MINISTERE DE L’ENSEIGNEMENT SUPERIEUR

MINISTRY OF HIGHER EDUCATION

COMMISSION NATIONALE D’ORGANISATION

DE L’EXAMEN NATIONAL DU BREVET

DE TECHNICIEN SUPERIEUR (BTS)



REPUBLIC OF CAMEROON

Peace-Work-Fatherland

MINISTRY OF HIGHER EDUCATION

NATIONAL COMMISSION FOR

THE ORGANIZATION

OF BTS EXAM

Examen National Du Brevet De Technicien Supérieur - Session 2020

Corrigé

Introduction

Ce document présente une correction détaillée de l’épreuve écrite de Techniques d’expression anglaise du Brevet de Technicien Supérieur, session 2020. L’épreuve est composée de quatre sections : compétence linguistique (grammaire et vocabulaire), compréhension de texte, traduction d’expressions idiomatiques et composition écrite. Les réponses sont expliquées de manière pédagogique.

1 Section 1 : Language Competence

1.1 Grammar

1.1.1 Complete the blank space with the appropriate form of the word in brackets. (2.5 marks)

1. This is the worst job I can think of. (bad)
   
   Explication : Superlatif de l’adjectif “bad” (mauvais) est “worst” (le pire).


2. The length and the width of the rectangle have been measured. (be)
   
   Explication : Forme passive du present perfect : have + been + participe passé.


3. The road construction enterprise in Cameroon is not busy. (busy)
   
   Explication : L’adjectif “busy” (occupé) est requis après “is not”.


4. Halves of the car iron shaft must be soldered by the mechanic. (half)
   
   Explication : “Half” (moitié) au pluriel devient “halves”.


5. Nelson Mandela lived 95 years. His death will be celebrated every year. (life)
   
   Explication : Le verbe “to live” (vivre) au passé simple : “lived”.

1.2 Vocabulary (5 marks)

1.2.1 A) Complete the sentence with the appropriate form of the word given in brackets. (2.5 marks)

1. My wife trades in dress production and her workshop is situated near the market. (produce)
   
   Explication : “Production” (production) est le nom dérivé de “produce”.


2. His parents started an enterprise which is highly profitable today. (profit)
   
   Explication : “Profitable” (rentable) est l’adjectif dérivé de “profit”.


3. I do electrical engineering at the University of Technology. (engineer)
   
   Explication : “Engineering” (génie) est le domaine d’étude dérivé de “engineer”.


4. The flight to Paris from the Douala Airport is at 10 p.m. (fly)
   
   Explication : “Flight” (vol) est le nom dérivé de “fly”.


5. Don’t forget to claim for your receipt when you pay for anything. (receive)
   
   Explication : “Receipt” (reçu) est le nom dérivé de “receive”.

1.2.2 B) Reconstruct a meaningful phrase by taking an element from each box once only. (2.5 marks)

Exemple : To work hard in an exam

Boîtes pour la reconstitution

Verb	Object	Complement
To deliver	a loan	in a cash book
To place	land	for goods
To obtain	food	from the bank
To preserve	a consignment of goods	in a refrigerator
To record	an order	to a customer

a) To deliver a loan to a customer.

Explication : “To deliver” (livrer) s’associe avec “a loan” (un prêt) et “to a customer” (à un client).

b) To place an order for goods.

Explication : “To place an order” (passer une commande) et “for goods” (pour des marchandises).

c) To obtain food from the bank.

Explication : “To obtain” (obtenir) avec “food” (nourriture) et “from the bank” (de la banque).

d) To preserve a consignment of goods in a refrigerator.

Explication : “To preserve” (conserver) avec “a consignment of goods” (un envoi de marchandises) et “in a refrigerator” (dans un réfrigérateur).

e) To record a loan in a cash book.

Explication : “To record” (enregistrer) avec “a loan” (un prêt) et “in a cash book” (dans un livre de caisse).

2 Section 2 : Reading Comprehension

Extrait : Social Media and Cyberbullying

1. Complete the following statement :
   
   Those who are cyberbullied
   
   c) feel manipulated or excluded socially
   
   Explication : Le texte mentionne que le harcèlement en ligne inclut la manipulation et l’exclusion sociale.


2. What advantage of social media does the author see?
   
   L’auteur mentionne que les médias sociaux ont permis une communication à un tout nouveau niveau et ont changé la façon dont les gens communiquent.
   
   Réponse : Social media has brought communication across the world to an entirely new level and changed the way people communicate.


3. To what extent has cyberbullying affected teenagers according to Thomas Billitteri?
   
   Thomas Billitteri affirme que parmi les adolescents utilisant les médias sociaux, quarante pour cent ont déclaré avoir été cyberharcelés au moins une fois.
   
   Réponse : Forty percent of teenagers using social media have at least once claimed to have been cyberbullied.


4. Where is cyberbullying occurring most?
   
   Le texte indique que le cyberharcèlement se produit principalement sur les plateformes de médias sociaux comme Facebook, et peut survenir à tout moment, même en dehors de l’école.
   
   Réponse : On social media platforms (like Facebook), and it can occur around the clock, even when school is not in session.


5. Give two related consequences of cyberbullying mentioned in the text.
   
   
   
   
   • Lower self-esteem (less self-esteem than those not bullied online).
   
   
   • Increased risk of suicidal thoughts (30% more likely to think about committing suicide).
   
   
   
   


6. What role must the following people play to reduce cyberbullying?
   
   
   
   
   • The young people must : be vigilant, report bullying, not participate in bullying, and use social media responsibly.
   
   
   • The parents must : supervise their children’s online activities, maintain open communication, and educate them about online risks.
   
   
   • The cybercrime professionals must : develop technical and legal solutions to combat cyberbullying and prosecute offenders.
   
   
   • The school should : implement anti-bullying policies, educate students about cyberbullying, and provide support for victims.
   
   
   
   

3 Section 3 : Translation of idiomatic/proverbial expressions (5 marks)

3.1 To English (2.5 marks)

1. Avoir du pain sur la planche. → To have a lot on one’s plate.


2. Au fil du jour. → As the day goes by.


3. Tourner autour du pot. → To beat around the bush.


4. Rendre l’âme. → To pass away / To give up the ghost.


5. Chaque chose a son temps. → Everything in its own time.

3.2 To French (2.5 marks)

6. To use one stone to kill two birds. → Faire d’une pierre deux coups.


7. Prevention is better than cure. → Mieux vaut prévenir que guérir.


8. To live within one’s means. → Vivre selon ses moyens.


9. Charity begins at home. → Charité bien ordonnée commence par soi-même.


10. Unity is strength. → L’union fait la force.

4 Section 4 : Written Composition (10 marks)

4.1 a) Report on internship difficulties (150 words)

Modèle de réponse :

To: Mr. Akebe, Academic Supervisor

From: Akonji Esoh, Marketing student at Wexford University, Soh-Nijkwa

Date: [Date]

Subject: Difficulties encountered during my internship



Dear Mr. Akebe,



I am writing to report the difficulties I faced during my internship at [Company Name]. Firstly, the lack of structured training made it challenging to understand the company’s procedures. Secondly, the workload was uneven, with periods of excessive tasks followed by idle time. Additionally, communication barriers with some staff members hindered my learning process. The limited access to necessary software tools also affected my productivity. Despite these challenges, I sought guidance from my mentor and proactively engaged in tasks. I believe these experiences have strengthened my problem-solving skills. I would appreciate your advice on how to better handle such situations in the future.



Yours sincerely,

Akonji Esoh

4.2 b) Causes and consequences of rural exodus

Points clés :

Causes :

• Lack of employment and economic opportunities in rural areas.


• Poor infrastructure (schools, hospitals, roads).


• Search for better education and healthcare services.


• Attraction of cities (modern life, entertainment).

Consequences on development :

• Urban overpopulation, pressure on infrastructure.


• Rural depopulation, aging agricultural population.


• Increased unemployment and poverty in cities.


• Unbalanced national development.

4.3 c) Laptops: necessity for students?

Points for agreement or disagreement :

Agree :

• Access to information and online educational resources.


• Tool for production (word processing, presentations).


• Learning essential digital skills.


• Flexibility for distance learning.

Disagree :

• High cost, not accessible to all.


• Can be distracting (social media, games).


• Traditional learning (books, notebooks) remains effective.


• Health risks (eyes, posture).

Conclusion

Cette correction détaille les réponses attendues pour chaque section de l’épreuve. Le candidat doit veiller à la clarté, à la grammaire et à la pertinence des réponses.

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Résumé du document

Ce document est le corrigé de l’épreuve de Techniques d’expression anglaise du BTS (session 2020). Il comprend quatre sections.

La Section 1 (compétence linguistique) donne les réponses aux exercices de grammaire (mise au bon format des mots) et de vocabulaire (dérivation, reconstitution de phrases à partir de boîtes). Les explications sont fournies.

La Section 2 (compréhension de texte) traite du texte sur le cyberharcèlement : réponses aux questions avec références au texte.

La Section 3 (traduction) donne les traductions anglaises et françaises de dix expressions idiomatiques.

La Section 4 (composition écrite) propose un modèle de rapport de stage (150 mots), une liste de causes et conséquences de l’exode rural, et des arguments pour/contre l’utilité des ordinateurs portables pour les étudiants.