A: les différentes formes verbales
1) Conjuguer
a: V-0-s
- On Mondays, French pupils (go) to school whereas on Sundays, they (not / work)
- What _____ you ____ (do) when you (not / go) to school?
- My brother (not / like) playing tennis. He (prefer) football.
b: Be + V-ing
- What the hell _____ you ______(do)?
- I promise I (not / cheat). I ____ just _________ (put) my copy book back into my schoolbag.
- My mother (cook) while my father (sit) in the sofa.
c: V-ed
- Yesterday, I (see) a man. He (be) very strange. He (look) at me and then he (run) away.
- Where _____ you ______ (go)?
- Last week, I (meet) your ex boyfriend... He (not remember) you!
d: Was / Were + V-ing
- What _____ you ______(do) when JFK was assassinated?
- When the man stabbed her, she (take) a shower.
- Oh, I'm sorry, I (not / listen).
e: Have + participe passé
- ______ you ever ________ (visit) Italy? Yes, I ________.
- He _______ just ________ (finish).
- Where _______ you _______ (be)? I (not / see) you for long!
2) Translate
- Il y a un mois, je suis allé à Londres, j'ai visité des musées. C'était merveilleux.
- Je suis déjà allé à Paris. Mais, je ne suis jamais allé à Rome... J'ai toujours rêvé d'aller là-bas.
- Je déteste regarder la télévision. Je préfère lire a bon livre.
- Que fais-tu le soir chez toi? Rien, je regarde le journal et je vais au lit.
- Mais, qu'est-ce que tu fais? Rien, je vous jure que je travaille!
- Elle rentrait chez elle quand un homme lui a sauté dessus. Il l'attendait dans l'ombre... Quand il l'a vue, il a pris son couteau et...
B: La modalité (ici, la probabilité)
1) Complétez avec le bon modal
- It _____ rain tomorrow. (25% ou je le pense mais je n'ai pas très envie)
- She ______ come (presque 100%)
- it ______ be true (pas possible)
- You _______ be right. (50-50)
2) Traduisez
- Il se peut que le Père Noël t'amène un XBOX, mais il se pourrait qu'il ne t'amène rien si tu n'est pas sage!
- Regarde ces nuages! Il doit pleuvoir à Belfort!
C: Les Quantités
mercredi 19 décembre 2007
mercredi 12 décembre 2007
texts linked with Canada
Multiculturalism's Positive Impacts on CanadaRifaa Ahmed
In 1971, under the leadership of Prime Minister Pierre Trudeau, Canada became the first country in the world to adopt an official policy of multiculturalism. This policy has played a major part in reaching the goal that Canada had been aiming for over the past several years: the creation of a country in which people of varied languages and cultures could live together in harmony. The positive impacts of multiculturalism on the Canadian society, economy, and international standing from a policy of multiculturalism have changed Canada forever.
Multiculturalism has affected Canadian individuals in a profound way by changing their values for the better. With a policy of multiculturalism, Canadians are forced to live in a society made up of people of contrasting cultures, values, and beliefs. This interaction results in toleration between these groups. With Canadians’ toleration of other culturally diverse groups comes a changing perspective, and increased respect of differing lifestyles. As a result, more Canadians feel that everyone has the right to think and behave in a manner according to their conscience. Furthermore, the effects of multiculturalism on Canadian individuals have had a positive effect on Canada’s future and migratory desirability.
In 1971, under the leadership of Prime Minister Pierre Trudeau, Canada became the first country in the world to adopt an official policy of multiculturalism. This policy has played a major part in reaching the goal that Canada had been aiming for over the past several years: the creation of a country in which people of varied languages and cultures could live together in harmony. The positive impacts of multiculturalism on the Canadian society, economy, and international standing from a policy of multiculturalism have changed Canada forever.
Multiculturalism has affected Canadian individuals in a profound way by changing their values for the better. With a policy of multiculturalism, Canadians are forced to live in a society made up of people of contrasting cultures, values, and beliefs. This interaction results in toleration between these groups. With Canadians’ toleration of other culturally diverse groups comes a changing perspective, and increased respect of differing lifestyles. As a result, more Canadians feel that everyone has the right to think and behave in a manner according to their conscience. Furthermore, the effects of multiculturalism on Canadian individuals have had a positive effect on Canada’s future and migratory desirability.
Multiculturalism has impacted Canada in a financially beneficial way. Businesses and employers have found that cultural diversity in the workplace promotes innovation, stimulates teamwork and creativity, and helps to expand the markets for goods and services; especially since Canada’s exports account for more than 40% of its Gross Domestic Product. As such, it is highly important that Canada has the assets it needs in order to compete as a knowledge-based economy in an increasingly global marketplace. Diversity in cultures among the Canadian people helps greatly to meet this need, as Prime Minister Stephen Harper stated, “Your values of hard work, community support and strong families are making Canada even stronger. Former Prime Minister Jean Chrétien said, “…Canadians have learned that their two international languages and their diversity are a comparative advantage and a source of continuing creativity and innovation.” In a survey of Canadians, 73% felt that Canadian immigrants contributed to the country’s international competitiveness and 65% felt that Canadian immigrants were linked to a better system of health care and public pensions. It is clear that Canada’s policy of multiculturalism has exhibited a large impact on the Canadian economy.
Multiculturalism has also affected Canada’s international standing. Developing nations and newly emerging democracies regularly ask for Canada’s help in providing them with advice and assistance. This is in a great part, because of Canada’s well-known peacekeeping abilities, which are a result of Canada’s success in dealing with its own highly diverse people. People who have immigrated to Canada have done so in order to find a better way of life for themselves. They see Canada as a country that will respond to their needs as newcomers and tolerate their customs and beliefs. Former Prime Minister of Canada, Jean Chrétien, stated that: “…Canadians are, by virtue of history and necessity, open to the world.” The evidence of the desirability of Canada as a multicultural society is clear considering that Canada has been ranked the “first country in the world in which to live”, nine times from the year 1990 to the year 2000.
Canada, as the first country in the world to have an official policy of multiculturalism, stands as a model for all countries in that it is possible for different people to live together in harmony, and in the process, learn, and therefore, benefit, from each other. Multiculturalism in Canada has changed the face of its people, economy, and international standing forever. Canadian individuals are more tolerant and accepting of different people. The Canadian economy has benefited greatly due to the increased market for goods as a result of diversity in both culture and experience among the Canadian employees in the workplace. Canada’s international standing among other countries has improved because of its peacekeeping abilities, and acceptance of immigrants. Of all Canada’s greatest accomplishments it is Canada’s multiculturalism that has proved itself to be a very important aspect of Canadian society.
Canada, as the first country in the world to have an official policy of multiculturalism, stands as a model for all countries in that it is possible for different people to live together in harmony, and in the process, learn, and therefore, benefit, from each other. Multiculturalism in Canada has changed the face of its people, economy, and international standing forever. Canadian individuals are more tolerant and accepting of different people. The Canadian economy has benefited greatly due to the increased market for goods as a result of diversity in both culture and experience among the Canadian employees in the workplace. Canada’s international standing among other countries has improved because of its peacekeeping abilities, and acceptance of immigrants. Of all Canada’s greatest accomplishments it is Canada’s multiculturalism that has proved itself to be a very important aspect of Canadian society.
Demographics
Main articles: Demography of Canada, List of cities in Canada, List of Canadians by ethnicity, and Immigration to Canada
Toronto, Ontario skyline with the CN tower. Toronto is Canada's most populous metropolitan area with 5,113,149 people.[55][56]
Canada's 2006 census counted 31,612,897, an increase of 5.4% since 2001.[57] Population growth is from immigration and, to a lesser extent, natural growth. About three-quarters of Canada's population lives within 150 kilometres (90 mi) of the US border.[58] A similar proportion live in urban areas concentrated in the Quebec City-Windsor Corridor (notably: the Greater Golden Horseshoe anchored around Toronto, Montreal, Ottawa, and their environs), the BC Lower Mainland (Vancouver and environs), and the Calgary-Edmonton Corridor in Alberta.[59]
According to the 2001 census, it has 34 ethnic groups with at least one hundred thousand members each, with 83% of the total population claiming they are white.[60] The largest ethnic group is English (20.2%), followed by French (15.8%), Scottish (14.0%), Irish (12.9%), German (9.3%), Italian (4.3%), Chinese (3.7%), Ukrainian (3.6%), and First Nations (3.4%); 40% of respondents identified their ethnicity as "Canadian."[61] Canada's aboriginal population is growing almost twice as fast as the Canadian average. In 2001, 13.4% of the population belonged to non-aboriginal visible minorities.[62]
In 2001, 49% of the Vancouver population and 42.8% of Toronto's population were visible minorities. In March 2005, Statistics Canada projected that people of non-European origins will constitute a majority in both Toronto and Vancouver by 2012.[63] According to Statistics Canada's forecasts, the number of visible minorities in Canada is expected to double by 2017. Roughly one out of every five people in Canada could be a member of a visible minority by 2017.[64]
Main articles: Demography of Canada, List of cities in Canada, List of Canadians by ethnicity, and Immigration to Canada
Toronto, Ontario skyline with the CN tower. Toronto is Canada's most populous metropolitan area with 5,113,149 people.[55][56]
Canada's 2006 census counted 31,612,897, an increase of 5.4% since 2001.[57] Population growth is from immigration and, to a lesser extent, natural growth. About three-quarters of Canada's population lives within 150 kilometres (90 mi) of the US border.[58] A similar proportion live in urban areas concentrated in the Quebec City-Windsor Corridor (notably: the Greater Golden Horseshoe anchored around Toronto, Montreal, Ottawa, and their environs), the BC Lower Mainland (Vancouver and environs), and the Calgary-Edmonton Corridor in Alberta.[59]
According to the 2001 census, it has 34 ethnic groups with at least one hundred thousand members each, with 83% of the total population claiming they are white.[60] The largest ethnic group is English (20.2%), followed by French (15.8%), Scottish (14.0%), Irish (12.9%), German (9.3%), Italian (4.3%), Chinese (3.7%), Ukrainian (3.6%), and First Nations (3.4%); 40% of respondents identified their ethnicity as "Canadian."[61] Canada's aboriginal population is growing almost twice as fast as the Canadian average. In 2001, 13.4% of the population belonged to non-aboriginal visible minorities.[62]
In 2001, 49% of the Vancouver population and 42.8% of Toronto's population were visible minorities. In March 2005, Statistics Canada projected that people of non-European origins will constitute a majority in both Toronto and Vancouver by 2012.[63] According to Statistics Canada's forecasts, the number of visible minorities in Canada is expected to double by 2017. Roughly one out of every five people in Canada could be a member of a visible minority by 2017.[64]
lundi 3 décembre 2007
Chapitre 4
Ce chapitre porte sur la Canada et a pour objectifs principaux:
Communication:
- Comprendre une publicité (audio-vidéo)
- comprendre un texte à caractère informatique
- analyser un document iconographique (type carte)
- s'exprimer en continue (à partir d'un modèle type publicité)
Fonctions / Notions:
- Emettre des hypothèses (modalité épistémique)
- Parler d'un bilan / d'une expérience / d'une situation qui a commencé dans le passé et qui se prolonge dans le présent ==> HAVE + V-EN (+ For / Since)
- Parler des quantités: Dénombrables VS indénombrables
Quantifieurs
- Argumenter
- cause (verbal et nominal)
- conséquence
- but
- opposition
Lexique: Lexique géographique, Lexique lié au Canada
Pour commencer, on fait un Brainstorming afin que les élèves disent ce à quoi le mot Canada leur fait penser (but du jeu, obtenir des stéréotypes et autres lieux communs)
Puis, il s'agit de faire écouter le document suivant aux élèves (d'abord sans l'image)
Consigne: Identify the type of document + Justify your guess.
Communication:
- Comprendre une publicité (audio-vidéo)
- comprendre un texte à caractère informatique
- analyser un document iconographique (type carte)
- s'exprimer en continue (à partir d'un modèle type publicité)
Fonctions / Notions:
- Emettre des hypothèses (modalité épistémique)
- Parler d'un bilan / d'une expérience / d'une situation qui a commencé dans le passé et qui se prolonge dans le présent ==> HAVE + V-EN (+ For / Since)
- Parler des quantités: Dénombrables VS indénombrables
Quantifieurs
- Argumenter
- cause (verbal et nominal)
- conséquence
- but
- opposition
Lexique: Lexique géographique, Lexique lié au Canada
Culture: Le Canada, sortir des lieux communs
Activité 1:Pour commencer, on fait un Brainstorming afin que les élèves disent ce à quoi le mot Canada leur fait penser (but du jeu, obtenir des stéréotypes et autres lieux communs)
Puis, il s'agit de faire écouter le document suivant aux élèves (d'abord sans l'image)
Consigne: Identify the type of document + Justify your guess.
L'objectif ici est d'obtenir des hypothèses et de l'argumentation
This document must be a political speech. Indeed, thanks to his voice we can say that he wants to convince people. Moreover, we can hear people clapping.
I hear a music I heard in a cartoon, so it may be a cartoon.
We heard 'Canada' so it might be a commercial for tourism in Canada.
Une fois cette écoute terminée et les hypothèses écrites, une deuxième écoute peut avoir lieu, mais cette fois-ci avec les images:
Actually, it's a commercial for a beer.
Les grandes lignes sont posées, on peut entrer dans le détail à l'aide d'une écoute fractionnée (en trois parties) :
Part 1: stereotypes
I'm not a lumberjack or a fur trader. I don't live in an igloo. I don't eat blubber or own a sled (sleigh/sledge) and I don't know Jimmy or Sally or Suzy from Canada although I'm sure they're really really nice.
In the first part of the commercial, 'Joe' makes fun of the different stereotypes which exist about Canada. Indeed for many people, all Canadians or most of them are lumberjacks or fur traders. Everybody knows that Canada is a cold country so some people think that many Canadians live in igloos...
Part II:
In this part of the commercial, he compares his country with the USA and he 'criticizes' the USA. He wants to show that is country is different or else better than the USA and other countries.
1st big difference: I believe in peace keeping, not police. It shows that in Canada there is less violence. In the USA, you can carry a weapon whereas in Canada, they have 'gun controle'.
2nd big difference: Diversity, not assimilation. Canadians are more tolerant. In some countries, immigration is linked with the notion of assimilation. Canada is a multicultural society.
Canada is the best nation of hockey...
Ici, il sera possible d'utiliser l'opposition et le document permettra une remise au clair du superlatif.
Conclusion:
This ad uses different means to attract people / to catch their attention:
- it is funny / It uses humour
- But, it also appeals to the national feelings / national pride / patriotism. Indeed, it shows that Canadians can be proud of their country and that they don't have to feel inferior to the USA.
Ce travail donnera lieu par la suite à un passage à l'oral des élèves qui devront réaliser un speech en utilisant leur vécu. Qu'ils soient 'blonde', 'maghrebin(e)', 'petit(e)' ou autre, il leur sera demandé d'utiliser les stéréotypes dont ils sont parfois victimes pour en rire et en faire une bonne pub (drôle et pas agressive).
mercredi 31 octobre 2007
Deuxième chapitre de l'année
Préparations de cours du deuxième chapitre basé sur:
poème page 22 de Going Places intitulé: The Man Who Thinks He can.
Chanson de John Lennon: Working Class Hero
Texte page 24 de Going Places intitulé: From Homelessness to Harvard
Objectifs Séance 1 Séance 2
Séance 3 Séance 4 Séance 5
Séance 6 English Test
poème page 22 de Going Places intitulé: The Man Who Thinks He can.
Chanson de John Lennon: Working Class Hero
Texte page 24 de Going Places intitulé: From Homelessness to Harvard
Objectifs Séance 1 Séance 2
Séance 3 Séance 4 Séance 5
Séance 6 English Test
jeudi 25 octobre 2007
Objectifs de ce Chapitre
I. Communication, Méthode
a) Compréhension Orale
- S'efforcer de comprendre les consignes par l'habitude et par le questionnement en cas de non-compréhension
- Comprendre un document audio video de type interview.
Comprendre de qui il s'agit et ce qui est dit pour présenter la personne (en s'appuyant si besoin est sur l'image)
Comprendre les questions qui sont posées pour ensuite avoir des attentes quant aux réponses qui sont données.
Faire un 'scanning auditif' c'est à dire repérer les mots que l'on comprends et voir dans le context de la question comment ils peuvent m'aider à comprendre la réponse.
b) Expression Orale
- Etre capable de prendre la parole de façon spontannée ou après une préparation afin d'apporter au cours une phrase simple voire complexe (mais surtout pas des mots)
- Etre capable de jouer la scène d'interview en respectant les points phonologiques de ce chapitre
c) Compréhension Ecrite
- anticiper le contenu d'un document en se servant du paratexte (photos, titre, sources)
- Vérifier les hypothèses de travail
- Repérer dans le texte les éléments structurants tels les personnages, les lieux mentionnés et les repères temporels
- Passer ensuite du de qui ou ce dont on parle à ce qu'on en dit.
d) Expression Ecrite
- Réaliser une biographie en utilisant des information glanées sur le net et en maniant les repères temporels et les connecteurs chronologiques.
- Donner son avis dans un essai coordonné et argumenté.
II. Fonctions langagières et Notions
Décrire une image_____________ éléments pour situer / BE + V-ing
Parler de faits passés ___________ V-ed
Situer dans le passé ____________ Les prépositions / AGO / First, then, next, afterwards, after that, finally
Rapporter les paroles de qqn_______ les changements du Discours Direct vers le Discours indirect / Les pronoms personnels / Les adjectifs possessifs
Argumenter:
Exprimer la cause___________ because / Since / . Indeed,
Exprimer la conséquence______ Therefore / So / That's why / Consequently / As a consequence
Exprimer le but____________ To / So as to / In order to + V
Exprimer l'opposition ________ Whereas / While / on the contrary / but / in opposition
Contrary to / Unlike
Exprimer la concession_______ Although / though / even though / Even if
Nevertheless / Nonetheless / Still / However / Yet
III. Lexique
- Lexique du cinéma- Verbes de discours
- Lexique biographique
IV. Culture
le cinéma AméricainJames Bond
V. Phonologie / Phonétique
Le schéma intonatif des questionsles réalisation de la désinance -ed
Séance1 (Activités faites en cours)
I. Description d'image
L'image proposée est un tableau représentant des anciennes célébrités du cinéma Américain, assis dans un cinéma et peints de face.
Ce qui est attendu:
This document is a painting which represents American celebrities (actors, actresses, directors...). These people are sitting in a cinema room / theater. They are watching a film or looking at the painter.
With this painting, we are under the impression that these celebrities are staring at us / looking at us / watching us. So we can say that this painting is based on a reversal of the roles. Indeed, in general, we, viewers or spectators, watch these people on the screen.
II. Compréhension Ecrite
Distribution d'un texte parlant de Marylin Monroe sans mentionner son nom.
Objectif: retrouver de qui il s'agit et être capable de justifier en s'appuyant sur le texte.
This text is about Marylin Monroe because (. Indeed) she says: "...". Moreover / Besides, she adds: "..." Finally, she concludes saying: "..."
Laisser de la place entre les lignes afin de permettre une reformulation utilisant le discours indirect:
This text is about Marylin Monroebecause (. Indeed) she says that... Moreover, she adds that... Finally, she concludes saying that...
Prise en trace écrite de ces quelques notes, puis:
Pause Réflexive:
1. A quel temps la personne raconte-t-elle son histoire? Et Pourquoi?
Elle utilise V-ed parce qu'elle fait référence à des actions qui sont passées, (datées), terminées.
Le -ed marque une rupture, ici entre le moment de l'énonciation et le moment où l'action a eu lieu. Voir le Schéma sur http://vieilleanglais1.blogspot.com (page 2)
2. Quelle(s) différence(s) y a-t-il entre les premiers énoncés et les reformulations?
L'on est passé du discours direct au discours indirect. Ici, peu de différences car le temps utilisé pour introduire les parties de discours est le présent. Seuls changent:
- la pontuation
- les pronoms personnels sujets comme objet et les adjectifs possessifs
III. Expression Orale avec préparation à l'écrit
Choose one celebrity and say what you know about him or her.
Laisser des dictionnaires à dispositions.
Préparation: 5 minutes
Expression Orale:
Passage d'un élève (volontaire si possible) puis détails ajoutés par d'autres.
Réalisation d'une trace écrite à partir de ce qui a été dit par les élèves. Soulignement des verbes au passé.
Puis, voir ce qui n'a pas été dit.
Partant de là, voir quelles questions poser quant à cette célébrité.
When / Where was he born?
Did he act in other films?
Did he get married? Did he have children?
When / Where did he die?
Noter le fonctionnement des questions au passé V-ed.
Devoirs à la maison:
Lesson: be able to present the painting and to explain how we discovered that the text was about Marylin Monroe
+ Look for information about the celebrity you picked and try to answer the questions we asked.
lundi 22 octobre 2007
Devoirs de vacances
http://www.youtube.com/watch?v=Jt0eqVAwhP8
Ce lien vous emmenera vers le document sur lequel j'aimerais que vous travailliez. Je vous demande de regarder et surtout d'écouter les premières 4 minutes et 28 secondes.
Global Understanding
- Title
- Type of document
- People speaking
- The two topics / subjects you can hear about.
Going into details
1. Career
Focus on Johnny Depp's filmography
- Title of the films he played in.
- Awards he won or nominations he received.
2.Early lifetime
- note down the questions that are asked
- Then note down as many words as you can from the answers given by Johnny Depp.
So, what can you say about Johnny Depp's...
- parents' jobs
Did his parents' jobs have consequences on his childhood?
- first guitar
Why was it important for johnny?
- Puberty
Finally, when you are finished with this, write a paragraph about Johnny Depp's childhood and career using your answers.
Send your answers and your paragraph to: seb.vieille@wanadoo.fr
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