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17 novembre 2017

1stmg

Corrigé deuxième tableau:

Paragraph one: the questions they ask him

At the beginning, what questions do they ask him?

At the beginning, the soldiers ask him three questions, one about his name, one about his origin and one about his master’s name.

His answer

What is his answer / what does he answer?

He answers that he doesn’t know, except for the name of his master, Colonel Billy.

Other question + his answer

What other question do they ask him and what does he answer?

They ask him if he will fight for the Union and he answers yes of course.

Paragraph two: the name they give him + his role in the company

What name do they give him, and what role do they give him?

They call him “Starlight” and he becomes their Drummer Boy.

His feelings with the soldiers of the Union

How does he feel?

He feels very satisfied, very happy.

Paragraph three, the end: who/he/meet + what/he/do

At the end, who does he meet, and what does he do to this man?

At the end, he sees Colonel Billy and he kills him; but the boy dies too.

 

Posté par pescarob à 13:58 - - Commentaires [0] - Permalien [#]


16 novembre 2017

TL

Rappel DS jeudi 23/11, deux possibilités au choix:

Rédaction sur "God Bless America" dans le cadre de "Spaces & Exchanges", c'est à dire en quoi ce texte peut illustrer les termes de la notion

OU

Rédaction sur les deux textes à la fois, "Zokar Travels" et "God Bless America", qui englobe les remarques de façon synthétique, en insistant sur les thèmatiques communes, les différences, etc.

400/500 mots (minimum) dans chaque cas.

Posté par pescarob à 17:28 - - Commentaires [0] - Permalien [#]

15 novembre 2017

TES3

Finalisation préparation travail n° 1 "The life and death of Shakepeare, his rebirth as national hero". Deux groupes seront désignés mardi 21 pour échange questions-réponses, après rapide période de mise au point en classe.

Posté par pescarob à 17:52 - - Commentaires [0] - Permalien [#]

1L lele

DS "Tom Sawyer" part 1 = sybthèse du cours + expression libre en rapport avec le texte.

Posté par pescarob à 17:49 - - Commentaires [0] - Permalien [#]

1STMG

Résultat travail lundi:

General presentation of the document:

Subject of the question

Formulation of the question

Answer to the question

Nature.

What type of document is this?

This document is a text, it is entitled “the little drummer boy”.

Origin.

Where does it come from?

It comes from the website “www(…)”, a site about the history of the American Civil War in literature.

Author.

Who wrote it?

We don’t know the author’s name, it is not mentioned.

Date of publication.

When was it published?

We don’t know when it was published EITHER (non plus).

Where + when.

Where and when does the action take place?

The action takes place in October 1864, somewhere in the southern states.

The main character.

Who is the main character?

The main character is a little black boy, an emancipated slave who becomes drummer boy for the Union.

The other characters.

Who are the other characters?

The other characters are a few officers of the Union, and Colonel Billy, the boy’s old master / ex master / former master.

Suite à prévoir en demi-classe: tableau questions / réponses sur "the complete summary of the main action in the text".

Rappel = dernier DS du trimestre lundi 20, portant sur les deux tableaux ci-dessus.

Posté par pescarob à 17:41 - - Commentaires [0] - Permalien [#]


14 novembre 2017

TL

Travail 2 ( GatsbyDOC_2 ) Consigne: Focus on doc 2 and explain the decisive role played by the two most famous movie adaptations in the development of the Gatsby myth, more than half a century after the novel came out. You will first need to decide what exactly this myth is about and for that, you should interpret the messages conveyed by GQ Magazine (colors, style, caption, the car, the actors themselves of course, etc.)

Posté par pescarob à 19:15 - - Commentaires [0] - Permalien [#]

TES2

Début notion 2, "Myths & Heroes, Queens of England". Distribution du dossier complet (documents t consignes)

Début travail 1.

Docs et consignes pour travail 1:Queens1pdfdocx

Présentation par un groupe envisagée pour vendredi 17.

Posté par pescarob à 19:12 - - Commentaires [0] - Permalien [#]

TLV2

Suite travail notion 2, "the idea of progress". Vocabulaire terminé et première activité préparée, groupes prêts pour présentation orale jeudi, en particulier Clément, Inès, Jean-Raphael, Cannelle.

Rappel consignes activité 1: 

1) Define the idea of “progress”, evoke the main fields it may cover and then focus on the approach chosen in class. Summarize the story in the play, situate the passage. Present the second text (nature, source, date, author, setting [where + when], main characters, and main facts). Say what you are going to do with these two texts.

Pour résumer "The Taming of the Shrew": SHrewSummaryPaint

Textes: 

 I)                                                         “The Taming of the Shrew”

 

Thy husband is thy lord, thy life, thy keeper,
Thy head, thy sovereign; one that cares for thee,
And for thy maintenance commits his body
To painful labour both by sea and land,
To watch the night in storms, the day in cold,
Whilst thou liest warm at home, secure and safe;
And craves no other tribute at thy hands
But love, fair looks and true obedience;
Too little payment for so great a debt.
Such duty as the subject owes the prince
Even such a woman oweth to her husband (...)
I am ashamed that women are so simple
To offer war where they should kneel for peace;
Or seek for rule, supremacy and sway,
When they are bound to serve, love and obey.

William Shakespeare 1593.

 

 

II)                                                        “The Ballad of the Sad Café”

 

Love reversed the character of Marvin Macy. For two years he loved Miss Amelia but he did not declare himself. He stood near the door of her house, his cap in his hand, his eyes docile and longing and misty grey. He reformed himself completely. He saved his wages. No longer did he lie around on the ground, singing and playing his guitar. He learned good manners: he trained himself to rise and give his chair to a lady and he quit swearing and fighting. So for two years he improved his character in every way. Then one evening he went to Miss Amelia, carrying a bunch of swamp flowers, a sack of chitterlings and a silver ring. That night Marvin Macy declared himself.

And Miss Amelia married him. She walked with great steps in the church wearing her dead mother's bridal gown, which was at least twelve inches too short for her. As the marriage lines were read, Miss Amelia kept making a strange gesture: she would rub the palm of her hand down the side of her wedding gown. She was looking for the pocket of her overall and being unable to find it her face became impatient, bored and exasperated. At last when the marriage was done she hurried out of the church, not taking the arm of her husband but walking at least two paces ahead of him.

The church is no distance from the store so the bride and groom walked home. She began to talk about some business with a farmer. In fact she treated her groom in exactly the same manner she would have used with a customer. But so far all was well; the town was happy, people had seen what love had done to Marvin Macy and hoped that it might also reform his bride. They counted on the marriage to tone down Miss Amelia's temper, to put a bit of “bride fat” on her, and to change her into a calculable woman.

They were wrong. This is what happened: at supper the bride took second servings of everything but the groom picked with his food. Then she went about her ordinary business – reading the newspaper, finishing the inventory of the stock, and so forth. At eleven o' clock the bride took a lamp and went upstairs, the groom followed close behind her. After less than half an hour, she came downstairs, her face was red, she slammed the kitchen door and gave it an ugly kick. Then she controlled herself, she read the Farmer's Almanac, drank coffee and had a smoke with her father's pipe. Her face had returned to her natural color. The she went to her office, wrote a few words in her note-pad and then uncovered her new typewriter that she was just learning how to use.

That was the way she spent the whole of her wedding night.

 

Carson Mc Cullers, The Ballad of the Sad Café, 1953.

Posté par pescarob à 19:04 - - Commentaires [0] - Permalien [#]

TES3

Début notion 2, Mythes and Heroes, William Shakespeare. Distribution des premiers documents et des premières consignes pour séance de questions/réponses entre groupes. Péparation commencée et poursuivie demain. Prévoir premier passage mardi 21.

ShakespeareActivity_1

Activity n°1. The life and death of Shakespeare and his rebirth as a national hero.

Prepare several questions and their corresponding answers on Shakespeare’s life and career (doc 1), about the image (doc 2) and about the short text (doc 3).

Posté par pescarob à 18:43 - - Commentaires [0] - Permalien [#]

12 novembre 2017

1L lele

Given that I still haven't received anything about "Tom Sawyer, Part 1" and that there is a test Wednesday, here is a little personal correction for your preparation of the test. Of course, it's MY correction so you may want to complete with the personal remarks you made during the successive preparations.

Part 1

In the beginning, Tom decides to trade (exchange) some of his toys and objects for tickets of different colors, hoping that he will get enough tickets from his friends in order to receive a Bible from Mr. Walters. Line 1, the verb “exhibited” is interesting because it reveals Tom might be excessively proud of his little insignificant possessions, they make him feel important, in a sense he is a bit shallow and superficial. In the same time, it may also mean he is clever because he manages to give these objects more value than they have, and to convince his friends to accept the trade. Here the lexical field of business and commerce is used a lot by the narrator, the idea is to show that Tom is buying his prize, what he does has nothing to do with deserving (mériter) or “winning”, line 6, in fact it’s also worse than buying, it’s cheating. The notion of corruption is implicit but very present.

Tom’s motivations have nothing to do with the satisfaction of possessing a Bible, all he wants is “the glory and the éclat that came with it”, line 10. Obviously, this boy needs to be the center of attention, to be in the spotlight.

When Becky walks in, Tom falls in love with her at first sight. The problem, in a way, is that he starts “showing off”, he starts acting, that is to say he starts behaving in a way that is not natural, which is confirmed by the word “art”, as in “artificial”. Even when it comes down to love (when love is concerned), Tom is not totally honest.

Then line 27, the verb “demanded” suggests Tom is really convinced that he truly deserves the Bible, he is authoritarian and persuaded of his superiority. Again, maybe it’s just that he is a very good actor, even if the end of the passage will not confirm this idea, as we shall see.

The fact the narrator calls Tom “the new hero” line 29 is totally ironic in the sense that there is nothing heroic in what he has done, on the contrary. At the end, his incapacity to answer properly is a form of justice, or maybe it’s just the moral of the story: crime doesn’t pay!

Posté par pescarob à 15:16 - - Commentaires [0] - Permalien [#]