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27 avril 2016 3 27 /04 /avril /2016 10:16

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LELE :

Texte officiel :

Cette évaluation s'effectue à la suite de l'épreuve obligatoire ou de l'épreuve de spécialité de la langue choisie par le candidat pour cet enseignement. Elle n'a pas de temps de préparation spécifique. L'examinateur indique au candidat, dès son entrée en salle de préparation, le choix de la notion pour l'épreuve obligatoire ou de spécialité ainsi que la thématique qu'il aura à présenter dans le cadre de l'épreuve de littérature étrangère en langues étrangère. Le candidat a choisi deux thématiques différentes étudiées dans l'année et a constitué pour chacune d'elles un dossier comportant deux extraits d'une ou plusieurs œuvres étudiées (roman, théâtre, poésie) auxquels le candidat a ajouté tout document qui lui semble pertinent pour analyser la réception de la ou des œuvre(s) : extraits de critique, adaptation, illustration iconographique, etc. Immédiatement après l'épreuve obligatoire ou de spécialité, le candidat dispose en premier lieu de 5 minutes pour présenter le dossier portant sur la thématique choisie par l'examinateur et pour justifier son choix de documents. Cette prise de parole en continu sert d'amorce à une conversation conduite par l'examinateur, qui prend appui sur l'exposé du candidat. Cette phase d'interaction n'excède pas 5 minutes. Le niveau attendu pour l'épreuve de littérature étrangère en langue étrangère est le niveau correspondant à celui de la LV1 ou à celui de la LV2.

Notion du programme :

Il n'y pas de traduction officielle.

  • Je de l'écrivain et jeu de l'écriture : The I of The Writer And Writing As A Game / Writers and Writing./The Eye and the I /The Author’s Voice, The Author’s Playing With Language / The Voice of the Writer-Playing with Words / The I of The Writer And The Writer's Eye.

  • La rencontre avec l'autre, l'amour, l'amitié : Meeting The Other, Love And Friendship / Meeting Others, Love And Friendship / The Other in Literature/ Meeting Other People, Love and Friendship / Encountering Other(s), Love and Friendship.

  • Le personnage, ses figures et ses avatars : Characters And Their Representations / Characters And Their Transformation / Characters: From Evolution to Metamorphosis.

  • L'écrivain dans son siècle : The Writer And His-Her Century / Writers In Their Century /The Writer Within His- Her century / The Writer In His-Her Time / The Writer In His Century.

  • Voyage, parcours initiatique, exil : Travelling, Initiation Stories, Exile(s) / Travels, Initiatory Journeys, Exile / Travels, Journeys of Self-Discovery, Exile(s).

  • L'imaginaire : Imagination / Imaginary worlds /(Flights of )Fancy / The World of Imagination / Imagination At Work. / The World Of Make-Believe.

  • Comment traduire le mot dossier : a folder, a file, a portfolio.

Un dossier =

2 extrait d'oeuvres + un document supplémentaire (photo, autre extrait, critique, …)

Pour l'évaluation sur le "nonsense"

Vous vous enregistrez sur l'ordinateur en classe: 5 minutes en continue

Puis vous donnez les pistes de développement pour une interaction avec l'examinateur

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26 avril 2016 2 26 /04 /avril /2016 13:57

This was a TV show about the DARPA challenge. We are trying to see your ability to understand globally:

- what was the challenge?

- what were the difficulties?

- what do we understand about humans?

- in what other areas could the robot be used?

- is the documentary reassuring for humans?

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26 avril 2016 2 26 /04 /avril /2016 13:24

Meet Atlas and Spot. Their engineers are waiting for ideas, creative people to tell them how these robots could be used:

What are they capable of?

Imagine manual jobs they could do.

In what situation could they assist?

What would the engineers have to add to the robots?

Think of different domains:

rescue, medicine, education, service, industry, tourism, entertainement (cinema, television, etc...)

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22 avril 2016 5 22 /04 /avril /2016 13:30

Here is today's audio about Robotics

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23 mars 2016 3 23 /03 /mars /2016 10:28

Write a horror story starting with the following passage:

"When they came out of the cinema, there was a strange feeling in the air. We were talking about the film but we didn't agree: some had liked, others thought it was a bit cliché....

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16 mars 2016 3 16 /03 /mars /2016 11:02

Here is a great BBC documentary about Lewis Carroll. Watch it and explain:

cultural impact (famous fans, examples of events...)
reason for success
Important biographical elements about Lewis Carroll, including controversies

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11 mars 2016 5 11 /03 /mars /2016 13:36

Let's look at these career tests ...in English! Who knows? Besides it's a good way to practice the vocabulary of workplaces!

Maybe your future career is not in France....

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11 mars 2016 5 11 /03 /mars /2016 10:16

Prepare to talk about an article from one of the websites below:

Explore the website and find an article that illustrates what we have seen about the press.

In your 3 minute press review you MUST briefly desrcibe the story but more importantly talk about HOW the article is written:

- does it look serious? Objective?

- what is the layout like?

- is it sensationalist? Why?

- Is there a political dimension to it?

- What kind of people is it trying to attract? Make a precise description (male/female, young/old, educated/uneducated, clever/stupid, etc...)

- Are there any comments under the article? What do they say? What does it show?

- What was the website like generally? Was this article an exception to the rest of the website? What do you deduce about this newspaper (reputation, popularity, typical audience...)

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11 mars 2016 5 11 /03 /mars /2016 08:10

map_of_india.png

Here is a map of India, so you picture it better.

 

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4 mars 2016 5 04 /03 /mars /2016 08:17

Hello there!

For this less on, I would like to organise a written debate, suing the comments section below.

I will read the thread afterwards.

First you must read the Huffington Post blog article, then the other article, to give you arguments and counter arguments. Then react to them.

In your reaction you must interact with other people from the class, say what you think about what they said, REACT, not just make your own comment.

The question is "Why go to university?". Do you agree with what the journalist/student says?

Are there problems about going to Uni in the UK that don't exist in France? What could you do instead of studying? Have you ever thought about it? Do you have friends or relative that chose not to go?

Remember to respect other people's opinion in the classe and do not hesitate to defend opinions you don't necessarily agree with.

To comment, simply press "Commenter cet article", give a false email address and wait a minute or two before your comment appears, then read other people's.

HOMEWORK: reading "Lucy's first job" p. 64 + questions 4p. 65

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IF YOU NEED TO CONTACT ME:

mrdesdevises@hotmail.fr

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