> What are the different points of view of cinema on the New World?
Malick
> Realistic but difficult to understand
> it’s a story of conquest and also a story of love. People share feelings, they are scared, fight each other, admire or destroy the others’ culture or values.
> tries to find a link between historical events and fiction.
> at the time of colonisation, settlers wanted to conquer new territories, they traded gold and humans. They also tried to convert the Natives to Christianism.
Disney
>Unreal / stereotyped
> idyllic / manichean vision of colonisation.
> Aimed at kids
> gap between fiction and reality.
=> both show 2 sides of the New World : Paradise or Hell / love at first sight or violent.
=> Both films show a heroic character who faces danger but has a weakpoint > love. (Myths and Heroes?? )
The New World was shaped by conflicts and fights for territories and gold so it also corresponds to places and forms of power.
– Globalisation, Wissenwerte animation
Def. A constant flow of goods, people, data and money between countries.
Globalisation has made world a smaller place.
Weigh the pros / good sides and cons / dark sides of globalisation.
New opportunities:
countries are interdependent / the information can be distributed worldwide at an affordable price
sea freight / air freight costs have dropped since 1930 > so it’s cheaper to exhange / sell goods overseas.
Open markets / free market economy > capitalism
Thanks to new technologies, cheaper freight costs and open markets economy allowed big companies to make more profit.
New challenges
Yet some countries such as Africa don’t benefit from it. This is what we call the gap between rich / Western / so-called ‘civilized’ countries and ’emerging’ / ‘developing’ countries. (Third World)
Outsourcing > Financial savings from lower international labor rates is a big motivation for outsourcing/ offshoring.Outsourcing increased global inequalities because the Global South countries tend to over-industrialize while the Global North under-industrializes.
Foreign or overseas companies are managed by a mother firm which might lead to a sophisticated form of colonisation.
=>Globalisation is not only modernizing but also westernizing the native cultures. The power play is leading to the linguicide or linguistic, cultural and traditional genocide.
=>If Globalisation makes the world better, the question is how prepared are we to face all the pros and cons of this global change.
Globalisation makes the world better. The question is how prepared are we to face all the pros and cons of this global change.
–> – All I need by Radiohead.
> Describe: Both kids are the same age but they don’t do the same things for example one goes to school whereas the other one goes to work. The rich kid is wearing the shoes that the poor kid made. Contrary to the poor boy who doesn’t eat breakfast, the rich boy eats cereals for breakfast.
> Comment / What’s the message? This music video shows the inequalities between the rich and the poor / the haves and the have-nots. It’s both a music video and an awareness campaign.
Then the jury will let you pick 1 notion out of 3.
You have 10 minutes to prepare.
I – Prepare a short introduction with an issue:
ex. Idea of Progress
– define ‘progress’
– give your vision of progress > select specific field
– find one question and 2 parts to answer your question.
EX. The idea of progress is linked to the concept of advances in many fields for example technology. It is also related to the idea of knowledge, perfection and happiness. That’s why we can ask ourselves if technological progress is making our lives easier / happier/ healthier … ? ‘
II- Then develop two parts:
What first comes to mind …
1. New technologies = better life? Yes and no.
> Ex. Arab Spring / new weapon of democracy ?
Not just easier > political act ( Wikileaks/ Assange) freedom of speech.
> evolution for gay marriage / women’s rights? Femen / Pussy riots with intense media coverage.
2. scientific progress = cure or disaster?
> For example we studied / I remember … this document helps us understand / raises the issue of …
> What’s more … In my opinion … It seems to me that … But on the other hand …
Ex. Cures: war inventions / Penicilin / prosthesis …
III – Add personal doc / info / opinion
In the end I’d like to mention …
What strikes me is that …
( Chaplin’s Modern Times, wind turbines…)
So I truly believe that …
IV – Conclude:
To conclude progress is the idea that … But to me and thanks to the documents we studied we can say that …
not so easy to distinguish the good from the bad sides, not always ethical …
B. 5 minutes to discuss with your jury / interact / answer questions…
WARNING!: Do NOT use this plan for your oral, your jury will have read this document.
Tips!
Use opinion markers to help you sound coherent.
the more specific your sources and vocabulary the best impression you make.
Avoid simple plans: EX. first : yes, then : no, in the end : I don’t know > make a personal choice from the start and use documents that leads to show your PERSONAL view point.
Never ask the jury for words you don’t know, try to reformulate.
Be careful the story doesn’t always take place at the same time it was published!
Anticipate on the context, notion, characters …
Step 2 – Read the text!
Concentrate on what you understand.(What happens? Who? Where? What about? What’s wrong? How? )
Identify key visual / grammar points (ex. If “ … “ > dialogue, conversation, if be+ing: sthg is happening > description, if preterit > takes place in the past, memories, historical text …, if present perfect > link between past and present, evolution, experience, if plu-perfect > takes place in the past and there’s a flash back. …).
Step 3 – Read the first questions or Global Comprehension / Key Facts section.
Step 4 – Use a pencil, underline in your text key facts that are related to the questions.
Where does the scene take place ? > names of places, buildings, cities …
Who are the characters how are they related? > names / nationalities / age / job / family bonds (sister, brother … / adjectives ( grey hair > old / plump / chubby > baby … )
When ? > used to / once upon a time : autre fois, il était une fois / once a week / after that / then / since / for / ago …
Step 5 – Answer the first questions on your exam paper.
Be as specific as you can but don’t add far-fetched comments. (Ex. Story about a little girl who had a bad dream but we don’t know her dream. Q. Why did she wake up? > she woke up because she probably had a nightmare. ( *about green scary monsters just like kids always have.)
Step 6 – Read and check your answers to the first questions.
If you had trouble answering a question or want to add some details later, note down a question mark in the margin as a reminder.
Step 7 – Read the questions from the detailed comprehension / Zoom in ! Sections.
These questions follow the text and focus on events, themes, characters or points of view.
You can answer them one by one but don’t forget to read them all before you start not to repeat yourself.
Step 8 – Chose 1 colour for 1 question and highlight the corresponding details in your text.
Step 9 – Answer detailed comprehension section.
Some questions from this section need to be developed. Always check the instructions and keep an eye on the word count. Use linkwords and opinion markers to clarify your answers.
You will sometimes need to ‘quote / justify with an example’ (copy short parts of the text, not more than one sentence or clause) and ‘reformulate with your own words’ (paraphrase to show you understand)
Ex. Q. How does the narrator feel? (reformulate and justify with an example from the text).
… She was so tired that she fell asleep and dropped her book, as the narrator writes on line 29 “ she could hardly lift her eyelids, and the book she was reading suddenly fell on the floor without her noticing it”….
Step 10 – Read all your answers, check if they’re coherent and grammatically correct.
Tips to guess the meaning of unknown words!
Find what it relates to : a person, a building, a place, a voice …
Deconstruct: prefixes, root, suffixes to find the grammar category it belongs to. (noun, verb, adj, adv … )
Use what you know!Prefixes / sufixes
* un-, in-(im- before ‘b’, ‘m’, ‘p’), dis- > antonyms
able # unable, mature # immature, approve # disapprove.
Suffixes
* – ship / – hood / -ness are nouns most of the time.
(happiness, childhood, relationship.)
* -ly are adverbs most of the time. (strongly)
* – proof: resisting… adjectives most of the time.
(Waterproof)
Be careful with faux amis! (actually: en réalité)
If you really don’t understand the word, zoom out on the whole sentence or paragraph and focus on global comprehension!
Before the exam: tips to improve your vocabulary!
Create words lists related to different topics.* Legendary heroes, real-life heroes, superheroes
* Crossing borders, immigration, The American Dream, a multicultural society, studying abroad, tourism, on the road, trade, commerce, consumption, urbanism, family, love relationships, good / difficult relationships
* Power, democracy, dictatorship, forces of opposition, crime, police, judicial power, power of money, the media
* Evolution of women’ status, scientific discoveries, new technologies, pollution, environmental issues, natural disasters, ecology, food.
Useful wordlist builders websites:
oald8.oxfordlearnersdictionaries.com/academic/
(click on ‘picture’ to see picture dictionary pages, very useful if you want to guess before checking the French translation.)
Create tool boxes, pick the ones no one else uses and the ones you’re confident using ( ex. Opposition markers, comparison markers, opinion markers, agreement/disagreement, contrast, linkwords to add things …)
ex. Sequencing
[*]first,… furthermore,… finally,…
[*]to begin/start with,… in the second place,… moreover,… and to conclude,…
Online training: A2 – Easy science facts / informative texts. Click on Grade 6 pdf files with answers.
2- Don’t hesitate to watch film trailers or films in their original version.
Films and music
– http://www.imdb.com/
check on IMDB for film synopsis and watch trailers (a lot more resourceful than allociné…)
(watch list here)
– https://new.myspace.com/
create a new account on the latest myspace version and get in touch with fellow listeners!
– install spotify or deezer to listen to free online music.
3. On each notion we studied you can watch or listen:
The Idea of Progress
VERBS
– to improve : améliorer
– to discover / experiment
– to allow someone to do sthg: permettre à qq’un de
– to prevent so. from +/ V-ing: empêcher qq’un de
– to disrupt: perturber
– to merge with: se mélanger à
– to collapse: s’effondrer
– to compete with: entrer en compétition avec
– to challenge: défier
– to enhance / upgrade
– to defy the laws of nature
– to travel back in time
– to have an operation: se faire opérer
– to envision: imaginer
– to warn so. about the dangers of sthg: avertir des dangers de
– to make so. aware of sthg: faire prendre conscience à qq’un de
– to care about our future: se soucier de notre futur
– to be responsible for: être responsable de
– to raise an issue: pose un problème / controverse
OUTER SPACE / GALAXIES / STARS …
– outer space: any location outside the Earth’s atmosphere
– astronomy : the branch of physics that studies celestial bodies and the universe as a whole
– constellation : a configuration of stars as seen from the earth- balance
– the Milky Way: the galaxy containing the solar system
harmonious arrangement or relation of parts or elements within a whole (as in a design)
– solar system: the sun with the celestial bodies that revolve around it in its gravitational field
– space missions / spaceships / space invasion / aliens / UFO / Is there life on Mars?
ENVIRONMENT / FAUNA / FLORA
– environment: the totality of surrounding conditions
– an issue: un problème
– life cycle: a series of stages through which an organism passes between recurrences of a primary stage
– dinosaur: any of numerous extinct terrestrial reptiles of the Mesozoic era
– food chain: (ecology) a community of organisms where each member is eaten in turn by another member
– growth: (biology) the process of an individual organism growing organically; a purely biological unfolding of events involved in an organism changing. (to grow: pousser (plante), vieillir, évoluer)
– pollution: undesirable state of the natural environment being contaminated with harmful substances as a consequence of human activities
– predator: any animal that lives by preying on other animals
– prey: animal hunted or caught for food
– oil: a slippery or viscous liquid or liquefiable substance not miscible with water
– climate change: a change in the world’s climate / Global Warming / Greenhouse Effect
– atmosphere: the envelope of gases surrounding any celestial body
– ecosystem: a system formed by the interaction of a community of organisms with their physical environment- sky / wind / water / energy / fossil fuels / wind turbines / soil/ Earth’s surface / pollutants / chemicals / waste / wildlife / endangered species …
NEW TECHNOLOGIES
– competition: the act of competing as for profit or a prize
– computer program: (computer science) a sequence of instructions that a computer can interpret and execute
– data: a collection of facts from which conclusions may be drawn- core
the center of an object
– engineering (ingénierie): the discipline dealing with the art or science of applying scientific knowledge to practical problems / an engineer
– a company / a firm / a corporation: une entreprise
– infrared radiation: electromagnetic radiation with wavelengths longer than visible light but shorter than radio waves.
– wave: onde
– wireless: sans file
– an app’ (apllication)
– software / hardware
– a plug : une prise
– a graphic designer
– online gaming
– to be addicted to : être dépendant à
– an addiction
– screenaholics / textaholics : accros aux écrans
– text messages: textos
– scapegoat: someone who is punished for the errors of others
– right to privacy / intimacy
– touch screen: a computer display that enables the user to interact with the computer by touching areas on the screen
– high-tech: resembling or making use of highly advanced technology or devices
– applied science: the discipline dealing with the art or science of applying scientific knowledge to practical problems
HUMAN BODY
– disease: an impairment of health or a condition of abnormal functioning
– health: la santé / health care: système de santé / couverture sociale
– cell: (biology) the basic structural and functional unit of all organisms
– circulatory system: the organs and tissues involved in circulating blood and lymph through the body
– digestive system: the system that makes food absorbable into the body
– immune system: a system (including the thymus and bone marrow and lymphoid tissues) that protects the body from foreign substances
– molecule: (physics and chemistry) the simplest structural unit of an element or compound
– nervous system: the sensory and control apparatus consisting of a network of nerve cells
– skeletal system: the hard structure (bones and cartilages) that provides a frame for the body of an animal
– brain
– trauma
– surgeon / plastic surgeon / plastic surgery
PLACES AND FORMS OF POWER
– adulation: servile flattery; exaggerated and hypocritical praise
– adversary: someone who offers opposition / opponent / enemy
– agony: intense feelings of suffering; acute mental or physical pain
– annihilate: kill in large numbers
– anonymous: having no known name or identity or known source
– apathy: an absence of emotion or enthusiasm
– assault: attack someone physically or emotionally
– bedlam: a state of extreme confusion and disorder
– blackmail: extortion of money by threats to divulge discrediting information
– to bully / to be bullied: tyraniser / être brutalisé / tyranisé
– blitz: a swift and violent military offensive with intensive aerial bombardment
– capital punishment / death penalty
– collapse: break down, literally or metaphorically
– conspiracy: a plot to carry out some harmful or illegal act (especially a political plot)
– contempt: lack of respect accompanied by a feeling of intense dislike
– crave: have a craving, appetite, or great desire for
– damages: dégats
– debris: the remains of something that has been destroyed or broken up
– defiance: a hostile challenge
– defiant: boldly resisting authority or an opposing force
– defy: resist or confront with resistance
– distress: a state of adversity (danger or affliction or need)
– dread: fearful expectation or anticipation
– gavel: a small mallet/hammer used by a presiding officer or a judge
– harass: annoy continually or chronically
– ingenious: showing inventiveness and skill
– lethal: of an instrument of certain death / lethal injection
– musketeer: a foot soldier armed with a musket
– mutiny : open rebellion against constituted authority (especially by seamen or soldiers against their officers)
– notorious / infamous : known widely and usually unfavorably
– policies: mesures
– political agenda: projet politique
– a target: une cible
– a strike: frappe/attaque
WAR and CONFLICTS
– civil war
– civil unrest
– turmoil
– death toll
– injured
– killed
– shot
– drones
– to plant a bomb
– weapon of mass destruction
– a pilot / aircraft / airplane
– a soldier
– under siege / besieged / catapult / kngights / arrows / shield > Middle Ages
– Triangular slave Trade / slave owners / slavery / War of Independence / / pistols / horses > 18th century
– Civil War / North / Union vs South / Confederates / Lincoln / Abolition of slavery.
– World War I / World War II / shells / H Bomb / Nuclear bomb / radioactive weapons / to wipe out / to defeat / to be defeated
– on the frontline / trenches
– Cold War / USSR / Communism / Space race.
– Vietnam War / Napalm
– War in Afghanistan / War in Iraq / Guantanamo / Ben Ladden
Counterpowers
– a trial: un procès
– to be convicted: être accusé
– street protest / power of the press/ freedom of speech / social networks as a weapon of democracy
– the Arab Spring
– uprising : soulèvement
– assault weapons / automatic weapons / rifle / grenade / Molotov cocktail / bullets / ammunitions
– civil unrest: agitation
– rhetorics / power of speech
– to disagree with
– to oppose sthg
– to stand against sthg
– to fight for your rights
– to be allowed to do sthg
– to allow so to do sthg
– to forbid / ban
– to caricature / mock / make fun of / mimic: imitate (a person or manner), especially for satirical effect.
– a placard: a sign posted in a public place as an advertisement
– poker face: a face without any interpretable expression (as that of a good poker player)
Myths and Heroes
– to achieve one’s goal
– to go beyond one’s limits
– to come to so’s rescue
– to draw the attention
– to dress up as
– living proof of the American Dream
– to make one’s dream come true
– to achieve one goal
– to succeed
– most powerful / best / strongest player
– from poor social background
– started as destitute immigrants
– climbed up the social ladder
– reached the top
– land of opportunity
Can money buy happiness?
– strong-minded
– to have strong will-power
– to earn money
– to get richer and richer
– the Gold rush
– gold-diggers
– the rich / the haves // the poor / the havenots
– expensive // cheap
– Dollar notes / bills
– wealth / be wealthy
– land of plenty
The road / spirit of adventure
– to represent / epitomize / embody
– going far west
– to travel and discover new territories, amazing landscapes
– cowboys and Indians
Statue of Liberty / Immigrants / Melting Pot / Ellis Island
– hope for immigrants
– after a long journey from Europe
– to start from scratch / start a new life
– new way of life / better living conditions
– but before you can emigrate you have to pass tests on Ellis Island
– you need money, you must be healthy and speak English to be allowed to live In the United States.
– not every one can enjoy the American Dream.
– land of freedom
Hollywood / Broadway
– to get famous
– to achieve stardom
– glamour and success
– a popular icon
Lesson Plan.
1- Power of the people / The American Dream? doc study + We are the 99%!
KEY FACTS:
Different forms of power:
– political powers (judicial / executive/ legislative)
– 4th power : the Media
– power of protest (street demonstrations and the arts)
– power of the imagination
The American Dream: rags to riches stories vs poverty, racism. Not real for everyone. More a myth than a dream come true. Something to hope for. Disillusion?
We are the 99 % > motto of Occupy Wall Street movement against the ‘haves’. Gap between the Rich and the Poor.
Issues at stake: Does the American Dream still exist?
What power do we have against our government?
KEY WORDS:
a
to make a dream come true / to achieve a goal
to pursue happiness
to reach / to fulfil
to succeed
rags to riches story
to climb up the social ladder
inequalities
gap between …
social background
the upper class / the middle class / the lower class
the haves vs the have-nots
to demonstrate / to protest against
to call for justice
tear gas
to smash windows
to hold a placard
WE ARE THE 99%!
2- Gun violence / School Shooting LC + KKK + LC training Bac
Key Facts:
– the right to carry a gun
– different laws for different states
> the US Constitution guarantees the right for each state to pass some legislations. ( EX. Stand your Ground Law / right to carry a gun / death penalty / gay marriage)
– 2nd Amendment allows people to carry guns
– December 14th School Shooting in New Town, Connecticut
– hot debate on gun control
Key Words:
– to hide
– to shoot
– injured
– the killer / the shooter / the gunman
– a report / a news flash
– an interviewer / an interviewee
– a weapon
– a carnage / a rampage / a slaughter
– a blood bath
– to register
– tearful
– nevertheless
– to dodge
Bac Training voc KKK
– white supremacists
– slaves
– to burn
– to lynch
3- Trayvon Martin / Stand your Ground Law + LC Bac
Key words:
– a hoodie
– to march
– to rally
– to call for justice
– to shout
– son
– teenager
– neighbourhood watch captain
– unarmed
– right or wrong
– to pay a tribute to
Key facts:
– debate or right to carry gun
– right to kill in self-defense
– stand your ground law in Florida > different state jurisdictions
– Trayvon Martin > race prejudice
Issues raised:
– How far can stereotype lead us?
– Are guns protecting or killing people?
– Are states more powerful that the federal state?
4 – Death penalty / Lawyer’s speech / Asking for Mercy
METHOD Listening Comprehension
STEP 1 > A2
Get ready!
WH-questions
Who is speaking?> noises, context, accents, questions, intonations, male/ female, young / old…
What about?> keywords / intonation/ stress (accentuation de mots)
Where?> cities, places, noises, atmosphere, accents
When?> dates, numbers, sound quality.
STEP 2 > A2>B1
Zoom in!
Who > who is mentioned by the speaker
Relationship between speakers or people they talk about.
Age? (ex. Journalist / interviewer / interviewee // boy / dad … )
Job? Creative director …
Name? ( 1st name is enough ‘ex. Alex’)
Reaction? Surprise (“Oh my God”! No way! …) Making Jokes (“You’re / Stop kidding me!” + laughs) Scared / sad ( hesitation uhmm… hang on … no I mean … Like … soooo horrible! )
STEP 3 > A2 > B1 > B2
Zoom out!
more details + link between ideas / coherence
reactions / points of view / play on words / humour / irony…
(I totally agree / right okay well.. / as you can see … )
METHOD IMAGE STUDY
IMAGE STUDY METHOD
KEY FACTS! STEP 1 Describe (imagine you describe it to someone who doesn’t see it! Spot interesting elements.
ZOOM IN! STEP 2 What’s the topic*? Who is it aimed at*? Why?
ZOOM OUT! STEP 3 Comment on what you find original or interesting. Can you find any funny / ironic / symbolic elements?
CONCLUDE / FINAL STEP: Implicit references and the author’s point of view. What is the effect / scope of this image?
VOCABULARY To present a doc Nature:
a newpaper article / an extract from a narrative text / a short story / a novel / a forum post on a blog / an extract from a website / a play …
a drawing / a cartoon / a painting / a sketch / a diagram
Source :
It is an extract from…
It was published on + day / In + date
It was written by (author) …
Key facts
This document / Document 1 / On Document 1
shows …
illustrates …
deals with …
tackle the issue of …
We can see / We can read « … »
Personal comments
What strikes me the most is …
What I find interesting is …
The way is shows … is interesting / ironic / surprising/ controversial ..
To comment on common points and differences between docs
Common points
for 2 docs : Use ‘both’
ex. Both documents show a good side of progress …
They both have a positive vision of progress.
They both illustrate …
We can see a good side of progress in both documents …
for more than 2 docs use ‘all’
All the documents deal with / They all deal with
We can see in all the documents…
Differences between 2 or more docs
Unlike document 1, Document 2 shows …
Doc 1 deals with … whereas docs 2 illustrates …
Contrary to doc 1, doc 2 …
Doc 1 … on the contrary doc 2 …
On one hand doc 1 … but on the other hand it …
> Listening Comprehension training for BAC. Method/ Tips/ Practice.
STEP 1 METHOD > A1-A2
QUESTIONS
STRATEGIES / CLUES
What’s the nature of the document?
– sound quality + noises – live / recorded / edited or not – monologue / dialogue / conversation – music / soundtrack / jingles
TV news report: 2 or more voices / 1 presenter (standard accent) + interviewees > (more difficult / foreign or regional accent.)
“live from / thanks for watching / I’m … on BBC / CNN … our correspondent reports…”
Documentary: specific details / past tense + music in the background
Live report: no music, no editing.
Interview: questions (rising or falling intonation)
Recording: conversation
Ad : prices / music / catchphrase
Extract from a movie scene or film trailer: dialogues + sound effects
…
Who is speaking?
– Voices: female / male / young/ old
– Accents > nationalities (ex. US accent ‘t’ > ‘d’ / ‘ain’t / gonna / wanna // UK accent : explosive consonants and diphtongues ‘hello > helleuuh/ Harry Potter > HHHHarrry Pottaaa” …)
– names if said
What is this document about?
– key words / questions
When does it take place?
– dates / numbers (two thousand and twelve 2012 / the twenties 1920s … ago / in the past / right now / at the moment
Where does it take place?
Names of cities / countries
background noises / atmosphere
in a café / at the restaurant / in a train station / street protest / crowd…
STEP 2 > LC Training N°1 > A2
1- Nature?
5. CLUES
a. Ad ? Cartoon?
Ad? Or Cartoon? / Animated film for kids >> it’s an ad for a toy gun called ‘Detective Set’ by Mattel a famous toy brand/ an American brand.
An ad is TO sell products / has a commercial aim whereas a cartoon is to make kids laugh. > we can hear prices > “Brand new …” “ 7 dollars for” “includes” > a catchphrase with rhymes ‘…you can tell it’s Mattel’ in the end > funny music / sound effects at the beginning and gunshots that sound artificial / toy?
b. Ad for Assassin’s Creed 3? Interview? Tv report? >> a documentary on the making of a video game. / a demo of a ideo game
“ pegi 18 “> if you’re under 18 you’re not allowed to watch. / used for video games.
“completely fresh” equivalent of “brand new” in a. technical vocabulary / explanations
“different location / Boston / New York” + sound effect very good quality > recent doc.
2- Who is speaking?
a. 2 men
Two different voices but same accent / one voice prsents the product’s features + catch phrase / the other voice gives the price.
b. Alex Hutchinson > a creative director
3- What about?
a. Prices / weapons >
“The new Tommy Burst Detective Set” “7 dollars” “birds eye” “reloaded” “shots” “fire” “balls”
b. new video game
new features ‘fresh’.
4- Date?
a.1960s ad for Mattel
Old recording / old style of music
b. 2012
The game was released in 2012. > personal knowledge + ‘creative director’ new kind of job.
Transcript DOC 1 You can tell it’s Mattel, it’s swell!
Some fun when Snubby Gun plays private eye and you can have the same kinda fun with Mattel’s Tommy Burst Detective Set. The Tommy Burst has automatic ball’s direction, fire off a burst of ten shots, pull the balls again, you’re reloaded! Or fire a single shot like a rifle, the Tommy Burst alone is 3 dollars. In the detective set you also get the Snub-Nose 38 and snap-draw shoulderholster.
The pistol fires ringin’ stick and caps and and shoots safe shooting shells. The exciting new Tommy Burst Detective set includes wallet, badge and ID card. 7 dollars wherever toys ‘r sold. You can tell it’s Mattel, it’s swell!
swell: swag: class/top/chouette! – kinda=kind of – shots: coups de feu – reloaded: recharger – a rifle: fusil – shoulder holster: un étui que l’on porte à l’épaule- safe: sauf – shells: cartouches de balles – wallet: portefeuille – ID identificaton – wherever: peu importe où – toys: les jouets-
Transcript DOC 2 Assassin’s Creed III
Peggi eighteen. Hi! My name is Alex Hutchinson /crea’d’ive/ (US for creative) director of Assassin’s Creed III. And I’m excited to show you some of our brand new city game play. So there’re two new city locations in Assassin’s Creed III. One being New York and this particular /city/ being Boston. Both were /recrea’d’ed/ (US for creative) at around 1.3 scale based on historic maps we discovered from the 18th century so lots of key landmarks from the period are still there but the overall vibe of the city, the overall feel of the buildings around those landmarks is completely fresh!
creative director: directeur de création – brand new: tout nouveau – locations: endroits – both: les 2 – scale: échelle- maps: cartes – century: siècle – landmarks: points de repère – overall- général – fresh: refait à neuf/ frais
Transcript DOC 3 Black or White intro. /Poor sound quality/ different volume / /Loud rock music + Knock Knock Knock on door/
“Hey! Turn that noise off!”
“What? Dad it’s the best part!”
“Turn it off! It’s too late for this!”
“Dad it’s the best part, come one!”
“No, turn it of naow!”
“No, this is … I wanna (US for want to) listen to it okay!” / carries on shouting/
“Yeah too late sure.. Eat this!” / Michael Jackson’s song starts / new sound quality/ high volume/
loud: fort – to turn sthg off: éteindre – too late: trop tard – eat this! : prends ça!
Practice finding KEYWORDS and ACCENTS
Listen to the words on this website http://www.thefreedictionary.comType your word in the search bar Click on the flag to choose the American or British pronunciation.
January 11th
METHOD RECAP’
STEP 1 > A2 Get ready!
WH-questions
Who is speaking?> noises, context, accents, questions, intonations, male/ female, young / old…
What about?> keywords / intonation/ stress (accentuation de mots)
Relationship between speakers or people they talk about.
Age? (ex. Journalist / interviewer / interviewee // boy / dad … )
Job? Creative director …
Name? ( 1st name is enough ‘ex. Alex’)
Reaction? Surprise (“Oh my God”! No way! …) Making Jokes (“You’re / Stop kidding me!” + laughs) Scared / sad ( hesitation uhmm… hang on … no I mean … Like … soooo horrible! )
STEP 3 > A2 > B1 > B2 Zoom out!
more details + link between ideas / coherence
reactions / points of view / play on words / humour / irony…
(I totally agree / right okay well.. / as you can see … )
KKK / 5 points training quiz correction. A2 > B1>B2
Transcript /
…. Bedford Forest a Confederate General founded the Ku Klux Klan. The image of the Klan in white hoods killings blacks by the light of burning crosses would forever be etched in the American mind.
The way White Supremacists made sure that ex-slaves would fall back into place or nearly back into place was terrible. Beating people up, burning down their houses, shooting them, just the usual mayhem of personal violence.
A2 Wh? scary music + 1man / 1 woman
scary music + interview / 2 voices / 1 man / presenter / 1 woman / interviewee or witness /
‘ / ‘ white’ ‘black’ / American
burning / shooting / beating / terrible / violence> maybe a horror film scene or trailer ?
B1 1 man / presenter + interviewee or witness / woman
+ > ‘forest’ / ‘ white’ ‘black’ ‘slaves’ / American mind (founded in 1865 at the same time as slavery was abolished/ armed gang of White Supremacists who were against the abolition of slavery / beginning of the Segregation Period
> personal knowledge on US History)
> woman is not a witness because the KKK was very violent in 1920s and if the recording was from the 1920s the quality would be really bad…
>> Historical documentary or TV report on the Ku Klux Klan ? Redcente but with serious info and makes you re-live the events with dramatic sound effects.
B2 Reaction of woman + ‘terrible’ context mentioned
she uses the past and says terrible / slaves / … > terrible events in the past / American mind > trauma (repetitions / anaphora to insist -ing beating, burning, shooting, ))
directed by Peter Jackson, adapted from J.R.R. Tolkien (1956)
Example of film analysis in the light of the 4 notions you have to study for the BAC:
> places and forms of power
The Temptation of the Ring : powers and counter powers.
The temptation of the ring is the motivating force behind every action in The Lord of the Rings, whether characters are fighting the temptation, nurturing it, denying it, or preventing someone else from giving in to it. Characters of every race pursue the ring. No one, apparently, is immune to its temptation, and Frodo is no exception. Though he is chosen as ring-bearer because he is most resistant to the ring’s lure, Frodo must constantly fight his desire for it. The ring is the center of the trilogy, and it gains multiple, changeable meanings as Frodo’s journey proceeds. Created by the evil Sauron, it is at first synonymous with its maker’s evil power. Those who encounter the ring are overcome with longing for power over others, and the ring could give more power to Sauron. For all, the ring suggests the dangerous urges that lurk even in the most pure-hearted beings of Middle-earth. It also suggests slavery and weakness, since whoever gives in to the temptation of the ring becomes a slave to it. As the trilogy proceeds, new symbols emerge to counteract the temptation of the ring. The sword Anduril suggests good and unity, rather than evil and disunity. When Elrond presents the sword to Aragorn, he says that the fate of Arwen has been linked to the fate of the ring: as the ring grows stronger, she grows weaker. Arwen, therefore, serves as a kind of symbol herself, the very opposite of Sauron: the anti-ring, the symbol of hope and good.
> the idea of progress
Mordor as the final destination of both an epic journey and a spiritual quest.
Frodo and Sam’s destination is Mordor, specifically the volcanic Mount Doom, in which they intend to destroy the ring of power. Their destination is always looming in the horizon but the closer they get to it, the more unattainable it seems. Mordor is the place that drives their every action and the goal they hold above all else. Their journey takes on epic proportions, outlasting two tremendous battles. This journey takes Frodo to the dark side of his soul. The many delays in the journey to the actual Mordor suggest that Frodo must confront his internal Mordor.
> myths and heroes
The Shire: Home Sweet Home
Nostalgia for home burdens Frodo and Sam during their journey, and Sam speaks of it very often. When they travel to Mordor, Sam focuses on the return journey whereas Frodo wants to carry on no matter what. The Shire is a happy place untouched by the tumult disturbing much of Middle-earth, it seems for them a kind of paradise. In Frodo’s and Sam’s memories, the Shire becomes a sort of Eden, where life was perfect and could be perfect again, if they can only get back. The thought of returning animates them and gives them strength in their darkest moments. Yet the Shire is an illusion because when they come back, only Sam can enjoy his return, Frodo is still obsessed by his journey. They have seen and experienced too much, and they have become adults now, with many painful memories. So the Shire as an embodiment of innocence and childhood memories no longer exists.
> places and exchanges
Journeys
The Lord of the Rings is a trilogy about a journey, but this large journey consists of many smaller journeys that advance the greater one. Individuals and groups are constantly setting off for someplace, to pursue a goal of their own, rescue someone, or escape. Merry and Pippin engage in an unintentional journey when they join forces with Frodo and Sam early in The Fellowship of the Ring. Aragorn takes many dramatic journeys across Middle-earth on his horse, a Lone-Ranger-type figure taking the brave and necessary steps to save his people. Gollum journeys with Frodo and Sam and also within his own conflicted soul. The elves journey to their land of immortality, though Arwen elects to remain behind—her own journey will be one that leads her to Aragorn and a mortal life. The last time we see Frodo in The Return of the King, he is embarking on yet another journey, this time with the elves, to pursue his next adventure. A constant feeling of movement stretches through all three films, and, though the destinations are always clear, the journeys often seem to have no end in sight. The map of the trilogy mirrors the different races that animate the Lord of the Rings universe. Each journey thus takes on a symbolic meaning implying unity with or opposition to a family, race or powerful character.
Recommanded Films:
Places and Forms of Power
The Great Dictator
12 Angry Men
Detachment
Amistad
The Madness of King George
Gladiator
Mr. Nobody
V for Vendetta
Eternal Sunshine of the Spotless Mind
Dracula
Good Morning Vietnam
Green Street Hooligans
The Thin Red Line
To KIll a Mocking Bird
Mississippi Burning
The Lives of Others
Drive
A History of Violence
Elephant
Bowling for Columbine
Murder in the First
Myths and Heroes
Real-Life heroic stories
Argo
127 Hours
Into the Wild
The Way Back
The Straight Story
Catch Me If You Can
Hotel Rwanda
Dead Man Walking
Schindler’s List
Midnight Express
The Pianist
Biopics / Legendary historical figures
Spartacus
Robin Hood
Amadeus
Gandhi
The King’s Speech
Ray
Ali
Malcolm X
Invictus
Milk
The Queen
The Social Network
Heroines
The Girl with teh Dragon Tattoo / Millenium trilogy
Now it’s one of the worst school shootings in the US history. 26 people gunned down in a US primary school in Connecticut. 20 of them young children. Pupils had tried to hide from the killer in classrooms and closets but the blood bath ended only when he turned the gun to himself. A woman believed to be his mother was also found dead at her house.
(inaudible) Gayane Chichakyan reports now on the massacre of innocent life.
There are still lots of questions as to what happened at that elementary school in Connecticut, the shooter has not been officially identified at this point but according to various reports he was Adam Lanza, a 20-year old who went into his mother’s kindergarten class, she was a teacher at that school and wiped out the entire class. 20 children were killed in the carnage, 18 children died at the scene, 2 at the hospital. Those were 5-year-olds, 6-year-olds small children. The shooter also targeted and killed 6 adults. Adam Lanza’s mother the teacher was also found dead in her home she lived near the school. The suspected three uuh the suspected shooter had three guns on him as he went into the school: two hand guns and one semi-automatic weapon, all reportedly registered to Adam Lanza’s mother. A witness said there must have been one hundred rounds fired. After killing all these people Adam Lanza reportedly shot himself.
There has been a number of horrifying shootings at schools in the US in the past but never has there been a rampage that killed this many small children.
In 2007 a student killed thirty two people at Virginia Tech.
We of course remember the Columbine massacre in Colorado where two students shot and killed twenty four.
The children killed in Connecticut were very … very young.
We heard president Obama doing a tearful speech this Friday but nevertheless the White House has pretty much dodged questions on its gun policy.
FINAL REPORT
Une journaliste présente un des pires fusillades de l’histoire des Etats-Unis qui a eu lieu dans une école primaire du Connecticut et lors de laquelle vingt-six personnes ont trouvé la mort. Les élèves avaient pourtant tenté de se cacher dans les classes et dans des placards pour ne pas être repérés par le tueur mais le bain de sang ne s’est terminé que lorsque le tueur a retourné son arme contre lui. Une femme, la mère présumée de l’assassin a aussi été retrouvée morte chez elle.
La journaliste annonce alors un compte rendu du massacre des innocents par une reporter dont on ne comprend pas le nom.
La reporter dit que l’on se pose encore beaucoup de questions sur ce qui s’est passé dans cette école élémentaire du Connecticut. Le tireur n’a pas été identifié officiellement jusqu’ici mais selon plusieurs comptes-rendus il s’agit de Adam Lanza, un jeune homme de vingt ans, qui s’est introduit dans la classe de maternelle de sa mère, qui enseignait dans cette école et a anéanti la classe tout entière. Vingt élèves ont été tués dans le carnage, dix huit enfants sur place, deux à l’hôpital. Il s’agissait de petits enfants âgés de 5 ou 6 ans. Le tireur a aussi pris pour cible et tuer six adultes. La mère d’Adam Lanza a aussi été retrouvée morte chez elle, elle habitait à côté de l’école. La reporter hésite lorsqu’elle aborde le type d’armes utilisées par le tireur ce qui montre son émois.
Elle explique ensuite que le tueur avait trois armes à feu lorqu’il est entré dans l’école, deux revolvers ainsi qu’une arme semi-automatique toutes déclarées au nom de sa mère selon certaines informations. Un témoin dit avoir entendu cent rafales. Après avoir tué ces personnes Adam Lanza se serait tué.
D’autres fusillades ont déjà eu lieu dans des écoles aux Etats Unis mais il n’y a jamais eu de tuerie comptant de si jeunes enfants parmi les victimes. Elle évoque alors deux incidents. En 2007 un étudiant a tué trente deux personnes à l’université de Virginia Tech. Elle dit qu’on se souvient évidemment du massacre de Columbine dans le Colorado, lors duquel deux étudiants ont tiré et tué vingt quatre personnes. Elle conclut avec une certaine émotion que les enfants tués dans le Connecticut étaient très très jeunes.
Elle parle ensuite du discours larmoyant prononcé par Barack Obama le vendredi précédent. Elle affirme que malgré ce discours, la Maison Blanche a bel et bien évacué toutes questions concernant leur politique en matière de port d’armes.
Classroom materials and teaching tips from TEFL lifer Alex Case. See the drop-down menus under the photo for thousands of photocopiables and articles, and for how to support TEFLtastic
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