TERMINALE S 7

WELCOME to the Terminale S 7 pupils of 2014-2015 !

Ci-dessous dans cet article, tout au long de l'année, vous trouverez divers documents en relation avec le cours d'anglais.

Vous pouvez aussi faire quelques révisions. Vous trouverez des liens vers des sites de ressources et d'exercices interactifs variés dans les articles suivants : "Interesting Links for GRAMMAR", "Interesting Links for VOCABULARY", et "Interesting Links - and info - for BAC and METHOD".

A piece of advice (= un conseil) : mieux vaut en faire peu à la fois et régulièrement, que longtemps à "chaque" fois et peu souvent !

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SCHEDULE of English classes:

Mondays: from 4:10 pm to 5:05 pm (group 2)

Tuesdays: from 8:00 am to 8:55 am (group 1)

Thursdays: from 3:00 pm to 3:55 pm. 

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1) Epreuves d'anglais du Baccalauréat:
- You will find lots of useful information on the final exam you will take this year, in this article.
 

 2) You may want to check your skills at "classroom English": 

 a) Check out this site for an interactive exercise (the explanations are in French!)

= Vous pouvez vérifier (check) vos compétences (skills) dans l'emploi du "classroom English" : allez faire un tour sur le site suivant et faites l'ex. interactif (les explications sont en français !) 

 

   just click on the picture!

b) Here is a sheet you can print (= Voici une feuille que vous pouvez imprimer) and keep in your notebooks if you need help (= si vous avez besoin d'aide):

  REMEMBER :

IN ENGLISH CLASS, WE SPEAK ENGLISH,

because

PRACTICE MAKES PERFECT!! 

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3) "What's up in the news?"

 Ci-dessous (mais aussi en lien dans la colonne "Articles"), un article du blog à consulter régulièrement, pour vous familiariser avec la langue de la presse et bien sûr rester au courant de l'actualité :

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4) Next class:

Our next class is Tuesday morning and Thursday afternoon (in groups). I hope you have your notebooks.

I will also be expecting (= waiting for) a few Expression Notebooks!

 

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5) Qualities and shortcomings:

a) Here is the sheet with the deadlines (= dates when you have to know the words on the list):

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b) Here is a recording of these words, to help you practice your pronunciation:

Pupils in Group 1 have to add (= doivent ajouter) 1 day to the dates above (= doivent ajouter un jour aux dates ci-dessus): 16/09, 23/09, etc...

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6) TEST:

You have a test on Monday, September 22nd (Group 2)

and Tuesday, September 23rd (Group 1).

You will have to know your first lesson:

- my letter;

- likes and dislikes;

- the first 18 words of the qualities and shortcomings list;

- correction of your letters;

- communicating in class: .

Start revising now!

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7) Assignments (= DevoirsMaisons):

Those of you who did not hand in (= qui n'ont pas remis) their assignments last Thursday HAD BETTER (= feraient mieux de) hand them in on Monday (6th) or Tuesday (7th)... or they will sorely regret it...

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8) Next document:

For the next document we will study in class, you will need the vocabulary below.

Copy OR PRINT AND PASTE/GLUE these two drawings into the appendix of your notebooks:

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- "Layout vocabulary" ("layout" = mise en page):

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- "Location prepositions":

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9) My watch is broken...

so I will need your help!

Revise your basics with time-telling here:

Don't forget to use the pause (II) button to have the time to register (= enregistrer) all the information !

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10) Idea of Progress:

Here are the two new documents:

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"Freedom From Want", by Norman Rockwell (in The Saturday Evening Post, 1943)

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Cartoon by Matt Wuerker (2010)

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11) Holiday homework:

a) Revise your lessons.

b) Read text page 63 ("Flash looting"), and answer questions page 27 of your workbook. (Cliquez sur les mots précédents. ATTENTION: vous devrez acheter le TD dès que possible. Cette sorte de publication ne sera pas reproduite par la suite.)

c) Written assignment (= devoir écrit / devoir maison): "D. Writing time" = question n°9, page 63 (in 200 words, +/- 10%).  

Do not forget to indicate the exact number of words used in your essay, and to skip lines (= sauter les lignes)... Also, mind the Golden Rules...

For more help on the written assignment, you should go to the article entitled "Interesting links - and info - for BAC and method" of this blog, and read the corresponding section (Expression écrite), near the end of the page.

There are also useful (= utiles) pages at the end of the book (pages 172-174) you might want to check out (= aller voir)...

Vous ferez ce travail au brouillon, attendrez lundi et mardi de la rentrée que je vous rende vos DM d'avant les vacances, et ensuite mettrez votre travail au propre pour me le remettre le jeudi 6 novembre.

Please spread the word! (= Faites passer le message, svp !)

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12) Bank holiday:

Group 1 is on holiday today (Armistice Day - war remembrance day). Good for them!

However, they still have work to do for Thursday. Here are the instructions in French:

Ecoutez l'enregistrement ci-dessous une seule fois. Pour que vous puissiez travailler en autonomie sans aide ni préoccupation pour le minutage, j'ai prévu un enregistrement dans lequel les trois écoutes sont enregistrées avec les pauses d'une minute entre chaque écoute, ainsi que les dix minutes prévues pour la mise en forme et au propre de votre copie. 

Juste avant chaque nouvelle écoute, vous entendrez un bip vous l'annonçant, et vous entendrez un bip plus long à la fin des dix minutes, vous annonçant la fin de l'exercice. 

Vous n'aurez pas à cliquer sur le bouton pause ; laissez défiler le document jusqu'au dernier bip.

A la fin des dix minutes, le stylo doit être posé et la copie rendue.

La note que vous obtiendrez ne sera pas comptabilisée pour votre moyenne, donc faites cet exercice dans les conditions de l'examen (minutage, aucune aide extérieure pour le lexique ou autre) : vous saurez ainsi ce que votre travail vaut vraiment et ce sera un bon entraînement.

Conseils :

- Vous pouvez prendre des notes dès le début de la première écoute ; certains le déconseillent (cf. manuel page 175), mais je nuance ceci car cela dépend vraiment de vos compétences (quelqu'un de lent mais qui a peu de difficultés en compréhension préfèrera prendre des notes dès la première écoute / quelqu'un qui a des lacunes et difficultés, au contraire, devra mobiliser toute sa concentration lors de la première écoute pour chercher à comprendre au moins le sens global de l'enregistrement...).

- N'oubliez pas que la rédaction doit être faite en français ;- il s'agit de noter dans l'ordre de l'enregistrement tous les éléments que vous avez compris. Il ne s'agit ni d'un résumé, ni d'une traduction. De plus, aucun commentaire sur ce que vous avez compris ne doit apparaître.

- Il faut aussi présenter le document en une phrase d'introduction : type de document, nombre de personnes qui parlent...

Good luck!

Avant de commencer l'écoute, munissez-vous d'une feuille de brouillon et d'une copie propre. Assurez-vous d'avoir 16 minutes devant vous sans que personne ne vienne vous interrompre dans votre travail... coupez votre portable...

Here is the recording (mp3) with its title:

"Sharing information":

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13) The video of the recording AND transcript:

a) Here is the video:

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b) Here is the transcript:

 

Every day, you take advantage of (1) all kinds of services – mobile, social media, free Internet search, and more. When you use these services, you’re sharing (2) information about yourself - with friends, with businesses (3), while you’re out and about (4), while you’re at home. That information  is shared and sold – within businesses, with their affiliates (5), with ad networks (6).

So on a typical day you might shop at a store and use a loyalty card (7) to take advantage of a sale ; and your shopping habbits may be shared or sold.

You might need to fill a prescription, and your prescription history may be shared or sold.

You might use a daily coupon app to get a deal (8) at a nearby restaurant, and your location information may be shared or sold.

You might visit a new site where you notice an ad for your favorite brand (9) of shoes. It’s an online sale, this weekend only, so you buy a pair. And the articles you read and your shoe preferences may be shared or sold.

You might log in to a social network, and see that your friends are filling out an all-about-me quizz. You get the quizz app and share your answers, and your quizz responses and profile information may be shared or sold.

A regular day: you’ve taken care of business, used some free services, gotten some good deals, and revealed all kinds of information about yourself.  So at the end of the day, the question is “Who has your information, and where is it going next ?”

1) to take advantage of = profiter de

2) to share = partager

3) business = les affaires / businesses = des entreprises, des compagnies

4) to be out and about = être en promenade, à l'extérieur

5) an affiliate = un partenaire, un associé

6) an ad network = un réseau publicitaire

7) a loyalty card = un carte de fidélité

8) to get a deal = faire/profiter d' une bonne affaire

9) a brand = une marque (d'un produit)

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14) Social networks:

a) As I was surfing around to find some of the articles that 'inspired' some of you for your papers on Social Networks, I came accross an article I thought might be of some interest to you. It doesn't directly deal with the topic at hand (dangerous tool in the hands of users), but it still might be useful when talking about New Techs and the idea of progress. Here it is (click on the logo):

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b) You might also start going to this article to check for more input (= données, infos) on the subject.

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c) I asked you to do some research to find out how the date of publication of the article we are studying might give you very relevant information. I think (a few of) you should also do a little bit of research on the Arab Spring, because there seems to be some confusion when dealing with it in your papers...

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15) TEST:

You have a test on Thursday, December 11th. It will be on the documents studied concerning new technologies:

- "Flash looting"

- the cartoon by Wuerker and Norman Rockwell's illustration

- "Sharing information - a day in your life"

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 16) From one notion to the other:  

Here is a video to talk about Idea of Progress as well as Places/Seats and Forms of Power:

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Enjoy!

.re is the recording (mp3) with its title:

"Sharing information":

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17) "Understanding the social media":

a) Here is the recording:

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b) Here is the transcript:

Now that we’re living most of our lives online, all of us are vulnerable to the Internet, and the difficulty with young people is: they may not have experienced the dangers of not being able to escape your past until it’s too late.

I like to tell the story of Stacy Snyder, the young 22-year-old teacher in training who posted a picture of herself on Myspace, wearing a pirate’s hat and drinking from a plastic cup that said "drunken pirate". Her supervisor at the school said she was promoting drinking, and she was fired. She sued and was unable to get her job back and she had to pick an entirely different career. So I think that’s a very dramatic example of just how vulnerable all of us are to being judged out of context by a single image or ill-chosen picture; and once you do that, it may be very hard to escape your past.

I have students of course who are educating themselves about this, and right before they apply for jobs – I teach at a law school – they’ll often go onto their Facebook pages and clean it up. They’ll take down some of the embarrassing pictures, although they tell me they have to leave up one or two just so that their employers don’t think that they have something to hide. They have to seem to be authentic in that way.
But there are other forms of education. There is a movement in Europe on behalf of digital forgetting which is having marches and rallies, which I think is tremendously helpful (...)

 Source: "Understanding the social media: an interview with Jeffrey Rosen"Jeffrey Rosen, professor of law at The George Washington University,
interviewed by Clifford Armion
29th November 2012, Hôtel de Région, Lyon 

La Clé des Langues (Lyon: ENS LYON/DGESCO). ISSN 2107-7029. Mis à jour le 10 janvier 2013. 

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Here is the complete interview:

Clifford Armion: What do you think of the generation we call the digital natives? Are they vulnerable when they use the internet and the social networks?

Jeffrey Rosen: Now that we’re living most of our lives online, all of us are vulnerable to the internet. The difficulty with young people is that they may not have experienced the dangers of not being able to escape your past until it’s too late. I like to tell the story of Stacy Snyder, the young 22 year old teacher in training who posted a picture of herself on Myspace wearing a pirate’s hat and drinking from a plastic cup that said drunken pirate. Her supervisor at the school said she was promoting drinking and she was fired. She sued and was unable to get her job back and she had to pick an entirely different career. That’s a very dramatic example on how vulnerable all of us are to being judged out of context by a single image or ill chosen picture and once you do that it may be very hard to escape your past.

C.A.: How do you educate a child or a young adult to use the internet responsibly and to be careful when creating his digital identity? Is it the role of the parents or the role of the state to do that?

J.R.: I think you tell stories like the one I’ve just told. By giving examples of people who have suffered in tangible ways because of their internet profiles you may persuade people to live more responsibly. I have students who are educating themselves about this and right before they apply for jobs – I teach at a law school – they’ll often go to their Facebook page and clean it up. They’ll take down some of the embarrassing pictures although they tell me they have to leave up one or two so that their employers don’t think they have something to hide. They have to seem to be authentic.
There are other forms of education. There is a movement in Europe on behalf of digital forgetting which is having marches and rallies which I think is tremendously helpful. There are also technologies that can help educate people. Google has a feature called Google Goggles that will ask you to think twice before you send an email late on Saturday night so that if you’ve been drinking a little too much, maybe you shouldn’t send the email. It asks you to wait until the next morning and think better of it. Most of all we need to be educating ourselves as citizens and thinking “what sort of face do we want to present to the world? How important is our reputation? What an offence to dignity do we experience when we are judged out of context on the basis of pictures, photos or chat intended in one context and which are wrenched out of context. It’s a terrible indignity and I think the costs are very serious.

C.A.: During the Arab Spring, we’ve seen that social networking was a central element of the uprising. Internet is also increasingly used by mainstream politicians as a medium of information, or a medium of propaganda. Is there a difference between the internet and the more traditional media in the way it is used to propagate ideas?

J.R.: It is such an important and complex question. In the most obvious sense, the internet can disseminate political content very broadly and that can both engage and help organise, as happened during the Arab spring, or it can enrage and create violence as happened in response to the anti-Muhammad video which set the Middle-East ablaze a few months ago. The precise role of the social media in the Arab Spring is contested. There are some, like Malcolm Gladwell of the New Yorker, who say that “the revolution will not be tweeted”, that the social media can be useful in helping coordinate groups that are already organised. It cannot create those groups out of whole cloth and it’s not itself responsible for political change. Of course the threats to liberty that we’ve seen in the wake of the Arab Spring confirm the fact that the internet by itself is not a panacea that guarantees individual rights. There’s also the possibilities for tremendous freedom of expression and empowering people who wouldn’t have had access to the media before. But there are also new opportunities for repression. The efforts of Egypt to pull the switch on the internet during the Arab Spring, and more recently calls throughout the Middle-East to censor the anti-Muhammad video as a form of blasphemy were reminders that freedom will not necessarily flourish just because everyone now has access to Tweeter and the web. There’s also the very interesting new role of intermediaries like Google and Facebook who now have more power over free speech and free expression than any king or president or judge. It was the lawyers of Google who decided to leave up the anti-Muhammad video in some countries and to take it down in others despite the calls by both President Obama and the president of Egypt for the video to come down everywhere.

C.A.: The Los Angeles Times recently published an article on how President Obama called on Americans to use the social media to pressure Congress. Could this become common practice?

J.R.: I saw that fascinating article and what’s so interesting about it is that it’s the first time the president has turned to social media to try to circumvent lobbyists and to reach Congress directly. Usually it was the other way round. The most recent example of this was an online protest against the ‘stop online piracy act’, a very draconian copyright bill which President Obama had initially supported, but after a huge online protest which mobilised thousands of netizens, the White House backtracked and decided to oppose this bill. So before now we’ve seen social media organising in ways that have challenged both the president and Congress, and of course the bill died in Congress after those protests too. Now for the first time we’re actually seeing the president of the United States trying to mobilise young people using social media. We’ll see how effective it is. He’s up against some pretty serious lobbyists and entrenched political interests, so it will be a good test of the ability of social media to get some traction. I think it is encouraging that President Obama is turning to social media in order to get his message out.

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18) This week:

I will not hold class (= faire cours) for Group 2 this Monday afternoon (15/12), as I will be at a class staff meeting. Those of you in Group 2 who wish to attend class with Group 1 on Tuesday morning at 8:00 am are more than welcome to join us. I personally recommend it.

We should normally finish talking about "1984 - Apple" and also deal with the recording above.

 

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19) In case you need a recap:

- Extract from Michael Ondaatje's The Cat's Table (2011).

- Extract from Elif Shafak's Honour (2012).

- "Thxgving": a 2011 cartoon by Matt Wuerker.

- Norman Rockwell’s "Freedom from Want".

- "Flash Looting”: CNN article, August 17th, 2011.

- "Sharing information: a day in your life": a video by OnGuardOnline.com.

- "Understanding the social media”: an excerpt from an interview

of Jeffrey Rosen (November 29th, 2012).

- “1984 – Macintosh by Apple”: a commercial (January 22nd, 1984).

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20) Holiday homework:

This is the time to be festive, to relax, and have tons of fun!

It is also the time for revisions... Yeah, yeah, I know: not so festive!

Here it is, then:

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a) Preparation for oral presentations about the notion(s) studied (as I explained in class):

Your job is to make flash cards (= des fiches de révision) in order to present the notion to the class, using 3-4 documents from the list above. You need to (= Vous avez besoin de / Vous devez) think of how the documents you've chosen are related and serve to tackle a problem question (/ quel est le fil conducteur, et quelle est la problématique ?).

You need to make precise plans on these flash cards. Do not, however, write complete sentences that you would be tempted to read: you will use your notes to help remember the ideas and some expressions, but you must not read your sentences. This is an  interactive communication exercise.

The main notion (= one flash card) is "The idea of progress", with the theme of New communication technologies, but you should also prepare a card for the notion "Seats and Forms of Power", with the same theme (but different angle and ideas).  

This is lots of work, and you really shouldn't wait for the end of the holiday to carry it out.
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b) Enjoy your holiday:

Some of us (yes: this means 'me too') were a bit tired and probably too irritated the week before Christmas, and I think we all need this break.

So I wish you all a very nice holiday and hope to see you in top form next year!

I will ask a few of you to talk about the holiday, about what they did with their friends and/or relatives (= members of the family), about how they celebrated Christmas and the New Year.

(= Je demanderai à quelques-uns d'entre vous de parler des vacances, de ce qu'ils ont fait avec leurs amis et/ou famille, de la façon dont ils ont fêté Noël et le Nouvel An).

Prepare this with this vocabulary (just click on the picture below!):

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  21) Practice makes perfect:

Here are a few recordings for you to practice the Oral Comprehension exercise. You can do them 'for free': I'll grade them to let you know how you've done, but they will not count in the trimester's average mark, since it's on a voluntary basis.

[Ecoutez les enregistrements ci-dessous une seule fois. Pour que vous puissiez travailler en autonomie sans aide ni préoccupation pour le minutage, j'ai prévu des enregistrements dans lesquels les trois écoutes sont enregistrées avec les pauses d'une minute entre chaque écoute, ainsi que les dix minutes prévues pour la mise en forme et au propre de votre copie. 

Juste avant chaque nouvelle écoute, vous entendrez un bip vous l'annonçant, et vous entendrez un bip plus long à la fin des dix minutes, vous annonçant la fin de l'exercice. 

Vous n'aurez pas à cliquer sur le bouton pause ; laissez défiler le document jusqu'au dernier bip.

A la fin des dix minutes, le stylo doit être posé et la copie prête à être rendue.

La note que vous obtiendrez ne sera pas comptabilisée pour votre moyenne, donc faites cet exercice dans les conditions de l'examen (minutage, aucune aide extérieure pour le lexique ou autre) : vous saurez ainsi ce que votre travail vaut vraiment et ce sera un bon entraînement.]

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a) "Social networks":

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b) "Fines for distracted mobile users":

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c) "Steve Jobs":

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IF you cannot read / listen to the recordings by clicking on the pink play buttons, then try these simple steps:

Right click on the play button, and click on / select "Enregistrer la cible du lien sous" to download the mp3 file onto your computer (into any folder you choose). Then, from your computer, you can listen to the recording the same way you listen to your favorite music!

Comments

[Isabel Michaud]

Vous avez fait un super travail et il est encore utile pour les élèves de maintenant même si les programmes changent les sujets restent encore les mêmes en 2019.
Congrats, Guys,

[Mrs. C.]

Hmmm... Of course, I prefer the second link, since it is in English, contrary to the first...


Mrs. C.

[Mrs. C.]

Thanks a lot, Justine! Good job!


See you tomorrow!


Mrs. C.

[Justine]

Interesting links for strange fruit :


- http://www.edmu.fr/2013/02/billie-holiday-strange-fruit.html


- http://www.ladyday.net/stuf/vfsept98.html