Before the holiday, one group had a test. Here is the video and its transcript: "Suffragettes on the red carpet"
A century after the original suffragettes made the headlines for their protest for women's rights, the same scenes are being replayed, but this time, on the red carpet. Whilst the A-listers spoke to the media about the release of their new film, ten women threw themselves onto the floor, in London's Leicester Square, this time in protest of modern-day causes, calling on for greater support for victims of domestic violence. They shouted "David Cameron, take note: 'Dead women can't vote' ". Those involved in the new film also passed comment on the demonstration. Carey Mulligan: "It's really, really, uh, poignant. I think it was before, and it is now. I think, you know… I think, hopefully, it inspires everyone in terms of the way that they view the world. I think we're an imbalanced society at the moment, and that films like this, sparking conversations about how we can correct that balance, is a great thing." Sarah Gavron, director: "It does feel very fitting that on the opening night of "Suffragettes", people are protesting – for their own cause!" Abi Morgan, scriptwriter: "I thought it was rather wonderful, actually. I thought it was in the spirit of the suffragette. It's obviously an incredibly important movement (…), what they're trying to do, so I think it was really nice, I think she would have approved, Emeline Pankhurst, actually." Whilst security attempted to remove the protestors, their efforts seemed only to highlight just how powerful the meaning of this protest became. Quelques notes pour aider à la compréhension : Un siècle après les actions des suffragettes Première sortie du film pendant que les stars du film répondaient aux journalistes une dizaine de femmes se sont jetées sur le sol en plein Leicester Square, à Londres Protestent contre des problèmes d’aujourd’hui Réclament un soutien pour les femmes victimes de violences conjugales Elles ont crié : “David Cam, prenez garde : les femmes mortes ne peuvent pas voter.” Les personnalités du film se sont aussi exprimées sur la question. C’est très émouvant / poignant. Aujourd’hui comme avant. J’espère que cela pourra permettre aux gens de mieux voir la réalité du monde dans lequel nous vivons. Notre société n’est pas équilibrée. Je pense que des films tels que celui-ci, en déclenchant des conversations visant à réduire ces inégalités, sont une très bonne chose. C’est vraiment très approprié que le soir de la sortie du film, il y ait des personnes qui manifestent pour leur propre cause ! Formidable. Dans l’esprit des suffragettes. Et c’est d’une grande importance, cette cause. Emeline Pankhurst aurait trouvé ça bien, je pense. Les gros efforts des agents de la sécurité pour débarrasser le tapis rouge des manifestants ont illustré à quel point cette manifestation était devenue significative. 1) "Facing Challenges"_recap
a) Copy these notes (in purple) into your notebooks: "Facing Challenges", page 50 Moomi, the mother-in-law in text A, blames her daughter-in-law for not giving her any grandchildren. She denies (= Elle nie >> to deny) Yejide’s identity as a woman. It is unfair/unjust that women should be held / considered responsible for fertility issues : women are not only child bearers / mothers, but fully-fledged individuals / individuals in their own rights (= des individus à part entière) ! The woman in text B can’t find (= n’arrive pas à trouver) an executive job (= un travail de direction, un poste à responsabilité). As a woman, she is really too skilled (= vraiment trop compétente) to find a suitable job (= un emploi qui lui convient / approprié). Indeed, there are fewer job opportunities for women than for men. The high-paying jobs are usually reserved for men. In other words, women have to struggle (= doivent lutter) against the glass ceiling. Discrimination in the working world is also unfair. In both texts, the women are confronted with /are faced with (= sont confrontées à) discrimination. They are prejudiced against / are discriminated against (= Elles sont victimes de discrimination / elles subissent la discrimination) because of their gender. They are expected to comply with society’s habits and customs (= On s’attend à ce qu’elles se plient aux / qu’elles se soumettent aux us et coutumes de la société). Actually, the women are on an equal footing with men in neither text (= dans aucun des textes). There is no gender equality. b) A few example sentences >>> practice making others !
2) Revise for the BIG vocabulary test you have Friday, May 3rd: >> "Hidden Figures" >> Maud's letter >> "Facing Challenges" >>> vocabulary in notebook notes (with photocopies) >>> vocabulary in Blog notes >>> vocabulary in book, pages 48-49 Your real, big, vocabulary and lesson test will be on May 3rd.
Not on April 12th. Next week: BRING YOUR TEXTBOOKS... AND look at the post below (= regardez la publication ci-dessous) for the homework. You must: >> read the two texts (A and B) at the top of page 50. >> answer questions 1, 2, and 3, on page 50. >> Fill in this grid: >>> "Fields" = domaines concernés
>>> "Feelings" = feelings of the main characters. That's why you should express probability: you are not sure of how they feel. I'll be back in class, so bring your notebooks!
No need to bring your textbooks. I hope you enjoyed our last session in class, before the holiday!
During the holiday, the only thing you can do is revise. One way to do this is to watch videos in English (with pauses and repetitions, to practice comprehension and speech...). You can also surf this blog and find grammar, syntax and vocabulary exercises... Go HERE (Revisions) if you need some inspiration. Don't forget : practice makes perfect. >> Light but regular practice will go a much longer way than heavy but sporadic revisions. Don't forget that you have a test on Friday, February 9th!
1) Opening illustration, page 78 of the textbook: >> the flag of the USA - fifty stars that symbolize/represent/stand for the fifty states - thirteen stripes that represent the first thirteen colonies of the country 2) Vocabulary in the mind map, page 79 3) Recordings - oral comprehension; a) video about Stan Lee as creator or co-creator of Spiderman: >> Trace écrite = In the interview of Stan Lee by the journalist, we learn a lot about Spiderman. His best quality is that young people can relate. / can identify with him. Indeed, his mask allows him / permits him to be (+ BV) totally/utterly/completely covered. In addition, / Moreover, / What's more, with his superpowers, he is able to fight / he can fight / he is capable of fighting many villains. b) recording about how Spiderman came to be: >> corresponding worksheet with correction:
c) Captain America: >> corresponding notes:
4) Text page 82 >> notes:
5) Assignments: a) Recording: Make a recording of a presentation: you present yourself. You are a superhero with superpowers! >> name >> physical appearance >> outfit >> qualities, skills, shortcomings >> superpowers >> cause / mission / purpose in life >> an anecdote Vous devez vous enregistrer et mettre votre fichier sur une clé usb - ou me l'envoyer comme je vous l'ai indiqué en classe. ATTENTION conjugaison : - description (les six premiers points de la liste ci-dessus) >> les deux présents - anecdote >> le temps du récit d'événements dans le passé >> le prétérit (et autres si nécessaire) b) conjugation exercise sheet: >> this is to do for Friday, February 2nd. If you do not have it, you need to ask your classmates for a copy. c) TEST - February 9th: >> test on everything studied in this unit. Make a recording of a presentation: you present yourself.
You are a superhero with superpowers! >> name >> physical appearance >> outfit >> qualities, skills, shortcomings >> superpowers >> cause / mission / purpose in life >> an anecdote Vous devez vous enregistrer et mettre votre fichier sur une clé usb. ATTENTION conjugaison : - description (les six premiers points de la liste ci-dessus) >> les deux présents - anecdote >> le temps du récit d'événements dans le passé >> le prétérit (et autres si nécessaire) In the interview of Stan Lee by the journalist, we learn a lot about Spiderman. His best quality is that young people can relate. / can identify with him. Indeed, his mask allows him / permits him to be (+ BV) totally/utterly/completely covered.
In addition, / Moreover, / What's more, with his superpowers, he is able to fight / he can fight / he is capable of fighting many villains. Translation:
1. Ils ne peuvent pas être en train de répéter : le studio est fermé. >> They can't / cannot be rehearsing : the studio is closed. 2. Mon copain chante juste. Il adore plus que tout chanter avec son groupe. >> My friend sings in tune / in key. He is mad about / He is crazy about singing with his band. 3. Mes parents sont certainement en train d’écouter le nouvel album qui est sorti la semaine dernière. >> My parents must be listening to the new album (which was) released last week. 4. Je ne supporte pas les gens qui chantent faux. >> I can't stand / I can't bear people who sing out of tune / off key. >> I can't stand / I can't bear people singing out of tune / off key. 5. Mon père est intéressé par les compositeurs de la musique classique du dix-septième siècle. Il est peut-être en train d’écouter un morceau écrit par Henry Purcell, maintenant. >> My father / My dad is interested in composers of classical music from the seventeenth century. He may ( / might) be listening to a piece (a work) written by Henry Purcell. 1) For December 15th:
Learn your lesson and vocabulary from page 79 (box 3). 2) For January 12th: Make a recording of a presentation: you present yourself. You are a superhero! >> name >> physical appearance >> outfit >> qualities, skills, shortcomings >> superpowers >> cause / mission / purpose in life >> an anecdote >> November 17th :
NO mini test / Exposés about your favorite, chosen song. >> November 24th : Devoir bilan sur la séquence. Révisions de vocabulaire, de structures (probabilité, conjugaison...). >> Elèves bénéficiant du Tiers Temps : Compréhension Orale en salle i 040, le mardi 21 novembre à 12h05 (prévoir maximum une demi-heure). Ceux qui ne souhaitent pas faire cette épreuve supplémentaire seront notés sur l'épreuve passée en classe avec leurs camarades, comme leurs camarades. Happy holiday, you all! Here are some important dates in November: >> Mondays, November 6th and 13th: Monday Musings and group work to prepare for exposés about your chosen song (from the bling test songs). >> Prepare your notes for a recap about which song you preferred on Friday:
>> Friday, November 10th: - Mini Test about the lesson about probability on the present, and on all the vocabulary from the photocopy. >> You may also need to revise these expressions (from the small photocopy): - I like it / I have chosen it because it makes me feel... - It makes me want to dance. - It makes me think about... - It reminds me of... (= cela me rappelle...) - It makes me feel relaxed/happy/excited/nostalgic/sad ... - I really like the guitar solo / beat / bass line / instrumental part / background vocals ... - It’s suitable for ... (= cela convient pour..., cela va bien avec...) / It’s ideal for ... A few revisions about stative and action verbs might help: go HERE (>> number 9). - OC (= oral comprehension). >> Friday, November 17th: Exposés. In your exposés, you will: - Present the song: the title, the artists, the genre, the date of release of its album. Your reasons for choosing it. - Describe the song: the musical aspects, but also the lyrics and the story. - Comment on the song: the atmosphere, the mood, the tone, the instruments... How all this makes you feel, why you chose the song, what you like and do not like about it...
It will be on the notes for "Monday Musings" and on the notes you took in class on Friday, Sept. 29th.
Below (= Ci-dessous), in purple (= en violet), are notes that EVERYONE must now have in their notebooks.
You must learn this vocabulary for next week's mini test. This mini test will be on Friday, October 6th. It will be on (= Il portera sur) the notes in this blogpost ("Monday Musings") AND on the notes from Friday, Sept. 29th's lesson (in your notebooks = dans votre cahier). IF YOU WERE ABSENT IN CLASS, YOU HAVE TO CATCH UP (= Vous devez rattraper) THE LESSON : YOU HAVE TO COPY THE NOTES INTO YOUR NOTEBOOK, AND LEARN THE NEW VOCABULARY. "Monday Musings" est une routine que nous mettons en place pour nos lundis lorsque vous serez en demi-groupes. Il s'agit de présenter un fait d'actualité (internationale, locale...) qui aura eu lieu dans les quinze jours précédant la présentation. C'est une présentation orale individuelle, avec une prise de parole en continu, devant la classe, en anglais. Il ne s'agit pas de lire un texte rédigé, mais de se servir de notes (mots clés sous forme de liste) pour communiquer de l'information à ses camarades. Here are the notes: "Monday Tidings" : oral presentations about the news 1) Present the event (briefly = brièvement) >> Today, I am going to talk about... 2) Present the sources (you can go HERE) >> I heard about it / I saw it on the news / on the Internet / on the radio / on _ TV 3) Reasons for choosing this event: (une raison de faire quelque chose = a reason for BVing) >> I chose this event because... 4) The event: >> preterit = simple past >> details 5) Comments: >> adjectives >> expressions of opinion (go HERE) >> probability about people's feelings and thoughts >>> Ex : He must feel really silly (= bête, idiot), now! ... If you were on a school field trip (= sortie scolaire) today, you missed (= vous avez raté) today's English class.
We played a game called "Find Someone Who". You must copy your classmates notes for next week's mini test. 1) I hope your first full week is going well! Before Monday, don't forget to follow instructions from this blog's Welcome page. I've added this note: PLEASE remember to come in class with your name paper ready to put on your desks! = MERCI de penser à venir en cours avec votre étiquette de prénom déjà prête (grosses lettres visibles de loin) ! 2) Next week is also a bit special (= La semaine prochaine aussi sera un peu spéciale) : no English class on Friday, Sept. 22nd...
BUT there will be English class on Tuesday, Sept. 19th, from 2:00 to 3:55 pm. Have a great weekend, too! This is the blog page for your class.
Here you will find complements to your notes taken in class, some exercises and links (= liens... en général représentés par le mot HERE ou par une image) to help you practice language notions and to do some research when necessary, and more information about your homework and assignments. There can also sometimes be more personal messages that I address to the whole class. This is not a replacement for an agenda. For your first assignment, you must go HERE and be ready to put these class procedures into practice at our next class. For your second assignment, you must go HERE, and read the article carefully and with an open mind. This is for next week. Let me now welcome you to Camille Jullian! I wish you all a good back-to-school, and I hope we will have a great year together. Monday: GROUP 1 >> week 2, 5:10 pm to 6:05 pm (room I 040)
GROUP 2 >> week 1, 5:10 pm to 6:05 pm (room I 040) Friday: CLASS >> 4:10 pm to 6:05 pm (room I 040) |