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Ce blog est à destination de tous les élèves qui souhaitent enrichir leur connaissance de la langue anglaise. Chaque jour, des cours nouveaux expliqués... (cliquez sur le drapeau de votre choix pour lire la suite dans la langue voulue)

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Thursday 15 october 2009 4 15 /10 /Oct /2009 17:51
- Posted in: 2009-2010 - 1ère L 2
Today,

in spite of technical problems, I decided to continue the lesson on Dancer in the Dark.

Here are the extracts that we "watched" and what we said about them:

Selma has decided to pay the doctor in the afternoon, that's why she can’t wait until the end of the month to get her money back.
She has recently been fired from her job, that's why she can't save up more money.
She is afraid of Bill's reaction, that's why she decides not to count the money.
She is blind and it would take her too much time, that's why she decides not to count money.

At the beginning of the scene, according to Selma, Bill doesn't intend to shoot because he is a good friend. He shouts in order to alert his wife and so as to scare Selma. He is lying about Selma to his wife in order not to give the money back and so as to pass for the victim.














By English Prof
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Thursday 15 october 2009 4 15 /10 /Oct /2009 17:48
- Posted in: For Fun
... this is not because of you... no... this is because of my cat...

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Thursday 15 october 2009 4 15 /10 /Oct /2009 17:28
- Posted in: 2009-2010 - 2nde 2
Today,

after recapitulating what we had said last time about super hero powers, we worked on expressing "ability", "capacity".

Here is what we said about Superman:

Superman can...
  • outrun speeding locomotives.
  • leap tall building.
  • bend steel in his bare hands.
  • cast fire balls.
These are his abilities.

Grammaire: Attention "can" ne peut s'utiliser qu'au présent et jamais après "to"

Si vous devez parler d'une capacité à un autre temps ou après "to", vous devrez utiliser:
(be) able to...

Ex. au prétérit:
  • I wasn't able to take the bus. (je n'ai pas pu prendre le bus)
  • They weren't able to take the bus. (ils n'ont pas pu prendre le bus)

Ex. au futur:
  • I will not be able to go to the cinema with you.

Ex. après "to":
  • I would like to be able to fly.

Then, we worked on body parts. You had to place the letters in the correct order and put each word in a column corresponding to its pronunciation. You will need to know those vocabulary words and their pronunciation by next Thursday.


You can download the body parts exercise here:
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Thursday 15 october 2009 4 15 /10 /Oct /2009 17:20
- Posted in: 2009-2010 - 2nde 5
Hey,

today we learned how to present and describe a picture. There are some strict rules which you need to abide to.


I. Present:
- The different type of visual documents:
a picture, an ad, a photo, a painting, a cartoon, a drawing, a graph, a poster...
- How to introduce the main topic:
(for a picture) The picture was taken...(date/lieu)
It depicts...(sujet général)
It represents...(sujet général)
It deals with... (thème)


II. Describe:

- Locate things and people in space:

in the top / bottom left-hand / right-hand corner.
in the middle
in the background
in the foreground
at the top / at the bottom
on the left / on the right


- Use present Be + ing to talk about actions. Use present simple to talk about feelings or states.

III. Interpret:
- Use verbs that show you understand the goal of the document:

make (us) aware of, criticize, prove, show
, ...

IV. Give your opinion and your tastes:

- Opinion:
to my mind, according to me, as far as I am concerned, ...
- Taste:
I like + noun / verb-ing
I am fond of + noun / verb-ing
...


HW: for next module, you will need to be able to speak about the document in your text book p. 152 for about 2 minutes. You will need to follow the advice given in class. Whether it is going to be graded or not... I don't know yet...
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Thursday 15 october 2009 4 15 /10 /Oct /2009 06:00
- Posted in: Grammar
Grammar_2Part 2: La notion de dénombrable et indénombrable (et dénombreurs)

En plus de l'article zéro Ø qui n'existe pas en français, l'anglais catégorise ses noms d'une autre manière.

En français, l'utilisation de l'article défini "un/une" ne pose pas de souci car il est possible dans presque toutes les situations. En revanche lorsque l'on réfléchit sur la grammaire anglaise de manière comparative... cela se corse chez nos amis outre-Manche puisque cet article qui vient dénombrer ("un" en français et "a" en anglais sont bien là pour compter et désigner une unité) est interdit devant certains type de noms.

Ces noms sont les "indénombrables" ou "non-comptables" qui ne sont pas toujours évidents pour nous, francophones.

Choses à savoir sur un indénombrable: on ne peut lui adjoindre d'article indéfini. De plus, le verbe dont il est le sujet ou les auxiliaires de reprise seront mis à une forme du singulier (et ce, même si l'équivalent français est pluriel).

Prenons un exemple pour illustrer:

- "Yesterday at the airport, I was really pissed because my luggage was missing. And they haven't found it yet!"

Trad: "Hier à l'aéroport, j'étais vraiment en colère parce que mes valises avaient été perdues. Et ils ne les ont toujours pas retrouvées!" (non mais c'est vrai, c'est quand même énervant de perdre ses bagages non? moi ça m'arrive TOUT le temps... on s'acharne sur moi).

Lost_luggageEvidemment si vous voulez dire que vous n'avez perdu qu'une valise sur les trois (vous n'êtes parti(e) qu'une semaine mais qu'importe! vous avez emmené toute votre garde robe!! ça vous apprendra tiens! lol), il faut bien que vous puissiez préciser. Et comme l'article "a" vous est interdit, vous aurez recours à un petit tour de passe-passe. Vous pourrez utiliser une formule (ou dénombreur) pour ce faire. Pour le mot "luggage", comme dans beaucoup des cas, il s'agit de "a piece of..."

Ainsi vous direz au guichet des réclamations à l'aéroport à la pauvre hôtesse qui n'y est pour rien: "You douche b*g! You lost the piece of luggage that was the most important to me!"

---------------------------------

Voici une liste non exhaustive des mots les plus usuels qui sont indénombrables contrairement au français où le pluriel est possible ainsi que les dénombreurs qui leur sont associés (source: Grammaire Explicative de l'Anglais, Paul Larreya et Claude Rivère, Ed. Longman, pp. 142-143)

Dénombreurs

Noms

Traductions possibles




A piece of…

Advice

Un conseil / Des conseils

Baggage / luggage

Une valise / Des valises

Evidence

Une preuve / Des preuves

Furniture

Un meuble / Des meubles

Information / news

Une information / Des info…

A blade of…

Grass

Une herbe / De l’herbe

A clap of…

Thunder

Un coup de tonnerre / Le Tonnerre

A flash / bolt of…

Lightning

Un éclair / Des éclairs

An item / article of….

Clothing

Un vêtement / Des vêtements

A slice of …

Bread

Une tranche de pain / Du pain

Toast


A speck of…

Dust

Une poussière / De la poussière

A stroke of…

Luck

Un coup de chance / De la chance

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Wednesday 14 october 2009 3 14 /10 /Oct /2009 19:07

This is the report of the presentation by HAWA.

Report done by Jérémy ADAM

 

This is an article from the NEW YORK TIMES, published on October 5th 2009.

French students get an extract push : Is the headline


A school kitty, encourages French students to go to school in 3 vocational schools in Créteil.

The money is for class projects, from 2,000 euros to 10,000 euros.

Because there is a high rate of absenteeism among vocational school students.

 

Reactions:

-The Minister of Education M.Luc CHATEL

-Trade unions

-Students’ parents

 

They don't agree with the measure.

 

 

Possible Projects:

-School trips for the classes

-Driving license


Then we discussed about your motivations for coming to school

-To pass my BTS

-To succeed in my career

-To have a successful professional life

-To set up a firm.

 

Vocabulary

To avoid +V+ing = éviter de +V

to advertise + cod = Faire la publicité de

Actually = en fait

Currently = actuellement

 Useless = Inutile

Utile = Useful

 

 

Thank you, Jeremy.

Then I gave you several articles, all of them related to CONSUMERS.
In groups you had to analyze them and
1. Make a presentation of your own article
2. Give vocabulary notes.

Homework for January 6th : All groups will have to pick up a spokesperson to  present their documents.

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Wednesday 14 october 2009 3 14 /10 /Oct /2009 19:04

 

The Current Event
By Laura Chambon

Headline: "Iphone explosions prompt French crisis talks"

a senior executive: un cadre supérieur
consumer affairs
Iphone incidents in France.
screens exploded

Thank you Cathleen for this report


Then I handed back your essays about targets and products and explained a few things to improve your written English.

Then you handed me Paper 1

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Wednesday 14 october 2009 3 14 /10 /Oct /2009 18:53
Current event?
Then I gave you several articles, all of them related to CONSUMERS.
In groups you had to analyze them and
1. Make a presentation of you own article
2. Give vocabulary notes.

Homework for January 13th : All groups will have to present their documents.
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Wednesday 14 october 2009 3 14 /10 /Oct /2009 14:55
- Posted in: 2009-2010 - Tale STG
Today,

we had time to clarify who was responsible for the bombing in the pub in Guilford. Here is what we wrote after viewing this scene:



Who is responsible for the bombing?

The beggar can't be responsible for the bombing because he doesn't have the money.
Moreover, he was going to sleep in the park.
The two friends can't have planted the bomb.They were in the park at at the time of the attack. We can hear the sound / chime of the clock at 8 pm.


Then, we talked about grammar and reviewed how to express possibility and impossibility in the past.

GRAMMAIRE: Can't exprime l'impossibilité, l'improbabilité totale.

Dans un contexte passé, vous noterez la structure:
- can't have + p. passé.



Here are some examples:
"to be written by Chéryl"

Finally, you were able to watch a new extract from "In the Name of the Father". You had to classify the groups of people and speak about their roles and their attitudes. You can watch the scene again below.

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Wednesday 14 october 2009 3 14 /10 /Oct /2009 14:49
- Posted in: 2009-2010 - 2nde 5
Today,

we did a warm up about the visit of President Nicolas Sarkozy to our school. It led us to talk about the school system briefly. Here is what we said about the levels:

Warm up: "to be written by Malik"

Then, we continued working on the text about Superman and we saw the techniques to use in order to understand a text better. Here is what we wrote in the copybook:

"to be written by Malik"

Finally, we started a new activity about body parts. You need to complete the exercise below for Friday but also to classify the words in columns according to their pronunciation.

You can download the document again below:
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Wednesday 14 october 2009 3 14 /10 /Oct /2009 14:28
- Posted in: 2009-2010 - Tale STG
After interrogating one of your classmates on "A new generation of soldiers", we started studying a new document about Aids.

Here is a link to the advertisment campaign:


  • Here are some important elements to describe a picture:

- The document depicts / represents ...
- It deals with ...
- In the background...

  • and for its interpretation:

- It is controversial.
- It symbolizes ...
- It compares ... to ...

  • Important vocabulary that we have used so far for this document:

- an ad / an advertisment / a campaign against ...
- a master race
- the Jewish community
- (to) kill = (to) murder
- a (mass) murderer
- a disease
- a vaccine / a cure / a treatment
- a red ribbon
- (to) have sex
- (to) protect yourself against
- syringe
- breast-feeding
...

HW: For next time, you need to be able to present the document and to talk about AIDS in English.
- Definitions of AIDS and HIV.
- How can you get AIDS?
- What do you do if you are contaminated?
- Can it be cured?
- How do you protect yourself against the disease?


You can find answers to some of these questions here:
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Wednesday 14 october 2009 3 14 /10 /Oct /2009 13:57
- Posted in: 2009-2010 - Tale LV2
Hey,

we worked on the picture with the two black men who were hanged on trees and here is what we said:

The picture actually deals with racial segregation in the US in the 1950's. It depicts two black men who are hanged on a tree. The crowd / mob (connotation négative) is celebrating:
  • their death
  • their sentence/verdict
  • white supremacy.

The two dead men may have committed a crime. It's a scene of overt deep-rooted racism
. (c'est une scène qui montre un racisme profondément ancré)
When I look at this picture, I feel sick. It's sickening.

Vocabulary:
to be hanged - to be whipped - to be burnt to death - to be beaten to death - to be tortured - to be tarred and feathered.


Construction des mots :
- suffixe " -en" => pour former un verbe
- suffixe " -ing" => pour former un adjectif
ex: sickening --> qui rend malade = répugnant; threatening = menaçant.

Then we worked on the beginning of the song Strange Fruit by Billie Holiday. Here is what we have said about it so far:

THE SONG : Strange Fruit - Billie Holiday

The introduction is melancholy. The minor chords convey sad feelings. I feel stressed out at the beginning because the song may evoke something dramatic. But the rhythm is slow and relaxing / soothing.

You can watch a live performance of Billie Holiday below:



or with a better audio quality here.
More about the picture here.
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Tuesday 13 october 2009 2 13 /10 /Oct /2009 16:52
- Posted in: For Fun
Be careful to the way you pronounce [i] and [i:], because it could mean lots of different things... I let you judge with this funny video:

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Tuesday 13 october 2009 2 13 /10 /Oct /2009 11:15
- Posted in: 2009-2010 - Tale LV2
Today,

after highlighting the link words and the main arguments in Manon's paper, you had to correct your own mistakes.

We then started our new sequence. It's going to deal with Afro American music. But for the moment, we have only commented on this picture... As you I didn't show you the whole photograph but only the bottom of it... what you said might seem gruesome. Here is what we wrote in the copybook anyway:

The document is a photograph/picture. It depicts/represents a party that is taking place in the US in the 50's, according, to me because men are wearing hats and women are wearing old-fashioned dresses.
The mob / crowd may be celebrating the end of the war. They look like they are dancing. They are smiling. They are having a good time. A woman in the foreground is pregnant. She is enjoying herself. However, a man in the foreground is staring at us/looking at us intensely.


Here is the complete picture:


http://filipspagnoli.files.wordpress.com/2008/08/lynching.jpg
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Monday 12 october 2009 1 12 /10 /Oct /2009 21:47
Début de correction de la CE et en même temps apprentissage de l'étude d'un texte inconnu en vue d'une Compréhension Ecrite...


(On devait surligner des mots du texte)

"comprehension écrite"

I) THE CHARACTERS

a crowd: line 1

I: l1-l3-l4-l6-l9-l10-l11-l14-l16-l20-l24-l26-l27-l31-l32-l34

ME: l2-l6-l8-l13-l17-l26-l32...

le "I" et le "me" renvoient à l'auteur : c'est une autobiographie

Girls and Boy : l5-l33 (the pupils)
she: l17
Somebody: l11 (one person)
the children:l14 (the pupils)
the teacher: l8-l13-l15-l16-l37
Richard : l20-l22

II) The location (le lieu)

The new school : l2
the blackboard : l3-l9-l31-l35

III) The moments

The first day at the new school : l2

IV) Les mots transparents

paralysed : l1
presence : l1
adress: l3-l4-l12
letter : l7-l24
impulse : l13 and refuse : l13
confidence : l17 and tenderly l17
desperately : l24
paralysing : l25
collect : l32
exclusion : l34

PS: RICHARD WRIGHT is the narrator and the main character of the  story

To be continued...

Thank you Yassir for your notes.
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Song of the moment

Abonnez-vous !

 

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Grammar of the Week

Si l'auxiliaire WOULD (prétérit de WILL) est souvent utilisé ...

http://englishonline-reverso.typepad.com/photos/uncategorized/2008/02/18/rolls_royce.jpg
(cliquez sur l'image pour lire la suite de l'article...)

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