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)
Vous pourrez télécharger vos textes ici dans le .zip ci-dessous (vous pouvez également les récupérer au secrétariat du lycée en cas de problème; votre liste, tamponnée, est à prendre au secrétariat si vous ne l'avez pas eue le dernier jour de cours):
D'autres s'y sont déjà collé avant vous... n'hésitez pas à faire ce sujet d'entraînement chez vous! Et révisez votre grammaire. Beaucoup d'entre vous ont vraiment besoin de corriger leur groupe verbal et d'être au clair avec leurs temps.
Le sujet Amérique 2012 ici:
Hi guys,
today after correcting your dialogues and finally acting them to get some more points on your grade, we commented and corrected the translation that I made for you from the text about segregation that you were given as a test 2 weeks ago.
Here are some important translation techniques to remember with their examples:
"to be written by ..."
We studied an interesting fact about verbs beginning in gl- : most of them correspond to a verb about "light".
Ex:
to glow -> shine with a red light
to glisten -> shine on a metallic surface ...
Finally, you started to complete a translation exercise dealing with some of the techniques seen in class throughout this year. You can download it again here:
(thanks to Mrs Meneteau for sharing this worksheet)
HW:
- finir l'exercice de traduction (la page en entier = les 3 parties)
Hi guys,
today we first watched the rest of Hitchcock's adaptation of the short story and concluded that it was a rather faithful adaptation where we could see Mary Maloney's folly at the end of the movie above all.
We also concluded our analysis of the story talking about what "pathetic fallacy" was and how it could be applied to our text. Here is what we said:
"to be written by..."
Then, we read the collection of "essay assignments" from the past few years at the baccalauréat and we selected 4 of them explaining why they could relate to our text. You may write one of them for tomorrow if you want to train and me to help correct yourselves. It's optional but I strongly recommend those who didn't have the average 10 at the latest test to write it.
Finally, I gave you your dialogues back. Some of them were better than others. None were absolutely wonderful but you did try to do your best. However I'm really disappointed in some of you who didn't respect the dialogue format that we have been studying for the past month or so... Argh!!!
HW:
- corrigez votre dialogue (grammaire, structures, ...) -> demain, vous serez mis en groupe pour une adaptation de ce dialogue à l'oral. Votre prestation pourra vous rapporter jusqu'à 2 points de bonus sur votre note de départ.
- rapportez la correction du devoir (Segregation) pour la travailler ensemble. Vous devez normalement tous avoir terminé sa lecture et retravailler la traduction en la commentant comme indiqué dans la consigne sur le polycopié. Merci d'arriver préparer pour que ce cours puisse vous profiter au mieux.
- Pensez également à rapporter la fiche avec les sujets d'essay car au verso se trouve un exercice de traduction qui nous servira pour demain également.
- Demain, je vous remettrai votre liste de documents pour l'éventuel rattrapage du bac. Je ne donnerai ce document qu'aux personnes présentes. Les autres devront se
débrouiller pour se le procurer... A bon entendeur...
Hi guys,
today was one of our last lessons for the year... we nearly finished analysing the text "Lamb to the Slaughter - Part 1" and we went on with the study of the short story by Roald Dahl, commenting on the title of the collection "Tales of the macabre and the unexpected", and on Mary's folly.
Here are the notes we took about this extract (the perfect murderess and actress! or almost...):
"to be written by ..."
Finally, we watched the beginning of Hitchcock's 1958 adaptation of the story and commented on the differences between the two documents. You can watch the entire story down here:
HW:
- lire la fin de l'histoire (+ regarder la fin de l'adaptation)
- écrire un court paragraphe sur "Why can we say that Mary Maloney is manipulating us? = the idea of pathetic fallacy".
- connaître le texte et son analyse.
- finir de remplir la grille de mots croisés avec le vocabulaire tiré du texte et de nos commentaires.
More information about... Lamb to the Slaughter; another adaptation made by Roald Dahl himself. Which one do you think is more faithful to the original text...?
Watch it below:
Hey students!
Today we worked a little bit more on analysing our text. We focused our attention on:
- the title
- some clues for the careful reader
- the sort of point of view given (internal point of view)
And we drew some very interesting conclusions...:
"to be written by ..."
HW:
- pour demain, réviser les commentaires possibles sur le texte.
- pour le jeudi 31/05/12: se préparer à jouer l'intégralité de la scène (part 1) en y incluant votre dialogue inventé (je vous rendrai ce dialogue mercredi).
- pour le mercredi 06/06: expression écrite (narration dialoguée)
Hey guys,
today we warmed up with Camille, Cindy, and Kévin's presentation. We also talked about your latest written exam. I will try and correct it over the week end but as you know I'm pretty tired and over-worked at the moment but I'll do my best.
Then we continued with the recap of the text and the analysis of the situation and characters.
Here are the notes we took about Mrs and Mr Maloney's state of mind and some indication of phonology.
"to be written by ..."
HW:
- écrire le dialogue "sous-entendu" par le texte entre Mr & Mrs Maloney qui pourrait expliquer la situation et le geste de sa femme à son encontre (250 mots
env.). Respectez le texte de départ et le format dialogue.
Hi guys,
today you first had to perform the scenes you had prepared about Billie Holiday's life (that she narrated in her auto-biography). You did quite a good job! Congratulations! I might ask you to do it again some time :))
Then we continued the lesson with "trying to kill Marco without being caught by the police"... tough assigment, ain't it?
We commented on the most important things for the "good murderer" to abide by and Marco drew some conclusion: the solution not to get caught by the police might just be not to kill him...
Finally, we started the study of our last text from the year: "Lamb to the Slaughter", a short story by Roald Dahl.
We first started to highlight and comment on the main WH- questions. Let's hope you'll like this last sequence for the year.
HW:
- relire son texte.
- terminer la fiche guide
- faire les mots croisés (seulement les mots vus en cours / dans le texte)
- préparer le "recap" sur le début de l'analyse du texte (who / where / when)
Files:
- téléchargez le texte (part 1) ici.
- téléchargez la worksheet ici.
- téléchargez les mots croisés ici.
Hi guys,
today we first warmed up with the viewing and analysing of the following video made by Greenpeace.
Here is what we said about it:
"to be written by ..."
Then we commented the translation that I gave you from the text "Southern Trees". Here are some of the modifications you made:
"to be written by ..."
HW:
- vous devez être capable de présenter et jouer (avec la mise en scène) votre saynète sur l'une des parties du texte "Southern Trees" que vous avez
adaptées.
Hi guys,
today was our last lesson on Southern Trees. You'll "just" have to perform the dialogue you invented next time and it'll be completely over.
We first warmed up though with the viewing of the music video about the "Occupy Wall Street" movement.
Here is what we said about it:
"to be written by ..."
In the 2nd part of the lesson, you had to work in groups to complete your homework assignment. I have collected all your copies and will correct them asap.
HW:
- Pour Jeudi 10 mai: se préparer à la "représentation" de votre dialogue. Soyez créatif en termes de mise en scène et juste dans l'interprétation et pertinent dans
le contenu. Votre prestation devra durer entre 3 et 5 minutes. Vous n'aurez pas la possibilité d'avoir de notes.
- devoir de fin de séquence Samedi 12 mai. 3 heures type bac sur le thème de cette séquence avec C.E., Trad., E.E.
More about... Occupy Wall Street here and here.
Download the song here.
Hi guys,
today was back-to-school and I was REALLY surprised (and pissed off) that almost none of you had their dialogues ready... what have you been doing for Pete's sake!?
Well, well. We then continued the class with a vocabulary recap for the sequence to get yourself prepared for one of the last tests of the year about "Songs of Freedom". Here is how we classified things:
"to be written by ..."
Eventually, once you had copied down what was on the board, you started to fill in a worksheet recap about the text "Southern Trees".
HW:
- rendre les dialogues non rendus et/ou les corrections de dialogue.
- finir la worksheet sur le texte
- faire la traduction du texte de la ligne 35 à 45 (vous pouvez vous aider de la fiche guide "Traduction Guidée" que vous trouverez dans la fiche "Open up" sur les "committed singers").
---> Ceci représente beaucoup de travail, je le sais, mais vous le feriez plus régulièrement (ou tout simplement, vous le feriez...) peut être les choses
seraient-elles différentes...? Et ce n'est pas non plus comme si vous étiez en cours pour vendre des melons, n'est-il pas?! So GET TO WORK! and HARDER!
Hi guys,
today we first continued the study of the text entitled "Southern Trees"; we finished dividing it up into 3 parts and justifying our choices.
Here is what we finally said and some of the ideas we jotted down:
"to be written by Kévin"
Then in the second part of the hour, you had to perform "Strange Fruit", and finally you had to begin inventing a dialogue starting from the text {Part III. a) Los Angeles, b) The Downbeat Club, or c) Miami}.
HW:
- pour la fin de la 1ère semaine de vacances, vous devez m'envoyer par mail votre narration dialoguée intégralement rédigée en ayant pensé au point de vue à adopter
et à la mise en scène. Vous devrez être capable lors de la semaine suivant la rentrée de jouer cette saynète intégralement mise en scène (et sans vos notes bien entendu...).
Hi guys,
today we started reading and studying the text entitled: "Southern Trees".
Here is what we have said so far about the possible parts from the document and their content:
"to be written by ..."
HW:
- être capable de jouer le poème "Strange Fruit".
- connaître son vocabulaire.
Hi guys,
today we first talked about the video clip by 30 seconds to Mars "This is War". You can watch it again below:
I forced you'all to speak so that you could watch it entirely and you finally did quite a good job in the end with very interesting interpretations, ideas, and
comments. I wish you did that more freely and spontaneously all the time for ALL of you... What do you think if someone volunteered to make
a complete written presentation of what we have said orally...?
Then we continued the class with a quick recap of your research about the different singers that I had asked you to look up and we concluded this part with the viewing of an extract from the Woodstock festival.
Here is what we wrote today in the copybooks:
"to be written by ..."
Finally, you had to perform the poem "Strange Fruit" and to give each performance a grade, justifying it. Unfortunately many of you hadn't prepared it correctly; so
some presentations were really awkward and even lame... please, prepare yourselves when you come to class... I really hate it when my
students behave like slackers...
HW:
- être sûr de pouvoir faire la prestation demandée (connaître par coeur le poème et l'avoir mis en scène [ = déplacements, ton de voix, gestes symboliques, transmission de message, ...]).
- se préparer au contrôle de vocabulaire qui approche...
- réviser en vue du contrôle de fin de séquence qui aura lieu juste après les vacances de Pâques.
More information about... Woodstock here.
Hi guys,
today after having a quick very informal warm up, we talked about the different lines of analysis that you could draw for the study of the poem "Strange Fruit". Unfortunately, nobody turned in their presentation nor volunteered to make a full presentation...
Then we continued talking about committed songs and committed singers. You had lots of things to say about other committed artists and that was good! Here is what we finally wrote down in your copybooks:
"to be written by ..."
HW:
- faire les recherches demandées sur les 4 artistes engagés dont nous avons parlés à partir des documents (Bruce Springsteen, Marvin Gaye, Bob Dylan, The Clash) = trouver contre / pour quoi ils se battaient et leur chanson la plus emblématique avec une ou deux citations de cette chanson justifiant votre choix.
- travail facultatif sur le mariage (essay 200 words).
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