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 Thursday, May 2nd: >> "Hidden Figures" >> "Facing Challenges" >> Maud's letter >>> vocabulary in notebook notes (with photocopies) >>> vocabulary in Blog notes >>> vocabulary in book, pages 48-49 You must:
>> learn your lesson >> read the two texts (A and B) at the top of page 50. >> answer questions 1, 2, and 3, on page 50. >> BRING YOUR TEXTBOOKS! I'll be back in class, so bring your notebooks!
No need to bring your textbooks : below (= ci-dessous) is the vocabulary from page 49. Make sure you copy the translations and learn them: there will be a vocabulary test after the spring holiday: on MAY 2nd. Here is the document you studied in class, last period (= au dernier cours): Your homework is to make sentences about settings, and feelings and impressions conveyed, about all three pictures. >> In the poster for the movie "Hidden Figures", the scene must take place at NASA / the setting must be NASA. >> ... look(s) + ADJECTIVE. Indeed, ... Etc... The other 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. The test on the unit about superheroes is on February 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 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) Here is the homework for the winter holiday: 1) Revise the lesson about the document page 78 of your textbooks, and the vocabulary page 79. 2) Watch the following video and answer the questions under it: QUESTIONS: 1. When did American comic books appear for the first time? 2. What role did they play in WW2 (= World War Two / the Second World War)? 3. Who was Captain America? 4. What is the WWB and what did it do? 5. Who was Bucky? What was his function? Have a nice holiday! Relax and enjoy the time off, away from school! Take the time to find your bearings (= trouver vos marques) too, and energize for the year to come. Here is the transcript:
"From lawn boy to musician" (Bruce Springsteen, Born To Run, 2016) One Sunday, Frank came into the living room with a guitar instead of his candy wagon accordion. He proceeded to wail (= crier de façon plaintive) through the folk hits (= les tubes folk) of the moment. He sat on the living room floor, guitar in hand, wearing a white t-shirt, black socks, black chinos (= pantalon en toile de coton), and white sneakers (= baskets). I thought this was the coolest thing I’d ever seen up close (= la chose la plus cool que j’avais jamais vue tout près). He was doing a lot better than I was… He took me into his room, showed me how to tune (= accorder) the guitar, taught me how to read chord charts (= grilles harmoniques, grilles d’accords) out of (= à partir de) an American folk music collection (= un recueil de morceaux folk), gave me the book and sent me home. I tuned my guitar as best as I could, and realized immediately I’d have to start from scratch (= et me suis tout de suite rendu compte qu’il me faudrait reprendre tout à zéro). I opened up the book, went to “Greensleeves”, read the opening E minor chord (= accord en mi mineur) - only needs two fingers - and set back to work (= et me suis remis au travail). It was a beginning, a real beginning. Over the next few months (= Au cours des quelques mois qui suivirent), I learned most of the major and minor chords, strummed (= gratté, joué les notes) my way through as many folk standards I could, showed my mom what I was accomplishing (= ce que je réussissais à faire) to her encouragement, then put together the C, F and G chords (= les accords en do, fa et sol) that allowed me to play (= qui m’ont permis de jouer) “Twist and Shout”. This was my first rock and roll song. It was 'Goodbye' to lawn boy (= tondeur de pelouses) and the only real job I would hold my entire life. “Oh, shake it up, baby…” Copy these structures into your notebooks, and write sentences to recap your impressions about your chosen videos (HERE : https://www.weareteachers.com/anti-bullying-videos/):
>> November 14th : NO mini test. Heure en partie dédiée au remplissage de la grille d'auto-évaluation sur le harcèlement :
>> November 16th :
Oral Comprehension test. >> November 20th : Exposés: >>> presentation of the different elements of the poster (go HERE for help) >>> presentation of the concert or festival : talk about the music and the musicians, the festival's atmosphere or environment. >> November 21st : Devoir bilan sur la séquence. Révisions de vocabulaire, de structures (probabilité, conjugaison...). Happy holiday, you all!
Here some dates for November: >> Monday, November 13th and Thursday, November 9th: Monday Musings / Thursday Tidings ; group work to prepare for exposés about your concert poster. >> Monday, November 6th: Mini Test about the lesson on 19th Oct., and on all the vocabulary from the photocopy about music. >> Tuesday, November 14th: OC (= oral comprehension). >> Monday, November 20th: Exposés. In your exposés, you will: - Present the concert: the name of the concert or festival, the artist(s), the genre of their music, the context of the concert. This should all be imagined (= devrait), but you must present it as if it were real (= comme si c'était réel). - Describe the poster: the different elements in the poster, what message and/or feelings they convey. You need to present the elements in a very clear way: use vocabulary of layout (= mise en page) and prepositions. >> go HERE (>> number 3a) - Comment on the concert: the atmosphere, the mood, the tone, the instruments and the artist(s)... How all this made you feel, why you chose to go to this concert, what you liked and did not like about it... >> use simple past (>>> be careful with the irregular verbs)... and your imagination! A few revisions about stative and action verbs might help for the structures on probability: go HERE (>> number 9). There WILL be a Mini Test on Tuesday, October 3rd. It will be on the lesson about presenting the news in class ("Monday Musings" and "Thursday Tidings").
Below (= Ci-dessous), in purple (= en violet), are the notes for your presentations about the news.
>> Please make sure that EVERYONE has these notes in their notebooks. Monday Musings (pour le groupe du Lundi) / Thursday Tidings (pour le groupe du jeudi) est une routine que nous mettons en place pour 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 Musings" / "Thursday Tidings" (choisissez bien le titre en fonction de votre emploi du temps) : 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! ... Well...
I will normally see Euro pupils on Wednesday (Sept. 27th), and group 1 on Thursday. The Mini Test will be next week, on Tuesday, October 3rd. It will be on the notes you took last week and the notes Group 1 will take this week. 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) ! Have a great weekend, too!
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 2, week 1 >> 3:00 pm to 3:55 pm (room I 040)
Monday: CLASS, week 2 >> 4:10 pm to 5:05 pm (room I 040) Tuesday: CLASS >> 4:10 pm to 5:05 pm (room I 040) Thursday: CLASS, week 1 >> 11:10 am to 12:05 pm (room I 040) Thursday: GROUP 1, week 2 >> 11:10 am to 12:05 pm (room I 040) |