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Soutien: Les pronoms: exercices

jeudi, février 2nd, 2017

Pronoms possessifs, réfléchis et réciproques

Les corrections sont sous les exercices et la leçon est dans l’article précédent.

I-  Complétez les phrases suivantes à l’aide d’ un pronom possessif (le pronom personnel correspondant est précisé entre parenthèses) :

a-   Whose jacket is this ? It’s not ___________. (I)

b-   Are these John’s glasses? No, they’re not ________, they’re ________. (he+I)

c-   Leave these pencils alone, they’re not ________! (you)

d-   I brought my books but everyone else forgot ________. (they)

e-   I’m looking for Lucy’s and Simon’s bags. ________ is red and ________ is blue. (she+he)

f-    Their lawnmower ( = une tondeuse) is broken. We can lend them ________. (we)

II-  Complétez les phrases par un pronom réfléchi:

a-   Did you enjoy ____________ ?

b-   The sheep hurt ____________.

c-   I was left all by ____________.

d-   She sees ____________ as a rock star.

e-   It switches off ( = s’éteindre) by ____________.

f-    We managed to do it ____________.

g-   Now, they’ve found ____________ in an impossible situation.

h-   He regards ____________ as an expert.

III- Choisissez le pronom qui convient:

a-   Cats lick ( = lécher) (each other / themselves) clean.

b-   We’ve known (each other / ourselves) for a long time.

c-   She spends ages admiring (her / herself) in the mirror.

d-   They had an argument and no longer talk to (each other / themselves).

e-   They help (each other / themselves) by sharing (= partager) the work.

f-    You two keep repeating (yourself / yourselves / each other).

g-   Our cat and dog love (themselves / each other).

h-   The children splashed (= éclabousser) (themselves / one another).

CORRECTION:

I- Complétez les phrases suivantes par un pronom possessif (le pronom personnel correspondant est précisé entre parenthèses) :

a-   Whose jacket is this ? It’s not mine. (I)

b-   Are these John’s glasses? No, they’re not his, they’re mine. (he+I)

c-   Leave these pencils alone, they’re not yours! (you)

d-   I brought my books but everyone else forgot theirs. (they)

e-   I’m looking for Lucy’s and Simon’s bags. His is red and hers is blue. (she+he)

f-    Their lawnmower is broken. We can lend them ours. (we)

II-  Complétez les phrases par un pronom réfléchi:

a-   Did you enjoy yourself / yourselves ?

b-   The sheep hurt itself /themselves. (‘sheep’ est le singulier et le pluriel du mot ‘mouton’)

c-   I was left all by myself.

d-   She sees herself as a rock star.

e-   It switches off by itself.

f-    We managed to do it ourselves.

g-   Now, they’ve found themselves in an impossible situation.

h-   He regards himself as an expert.

III- Choisissez le pronom qui convient:

a-   Cats lick  themselves clean.

b-   We’ve known each other for a long time.

c-   She spends ages admiring  herself in the mirror.

d-   They had an argument and no longer talk to each other.

e-   They help each other by sharing the work.

f-    You two keep repeating  yourselves.

g-   Our cat and dog love each other.

h-   The children splashed  one another.

Soutien : Les différents pronoms et les adjectifs possessifs

jeudi, février 2nd, 2017
Subject and Object Pronouns par Mr. Drum's Class Two

Photo credit: Mr Drum’s Class Two

Pronoms et adjectifs: complétez le tableau suivant: (la correction se trouve en dessous)

Pronoms personnels sujets

Pronoms personnels compléments

Adjectifs possessifs

Pronoms possessifs

Pronoms réfléchis*

I

you

he

she

it

we

you

they

Pronoms réciproques **:

CORRECTION:

Pronoms personnels sujets

Pronoms personnels compléments

Adjectifs possessifs

Pronoms possessifs

Pronoms réfléchis *

I

me

my

mine

myself

you

you

your

yours

yourself

he

him

his

his

himself

she

her

her

hers

herself

it

it

its

its

itself

we

us

our

ours

ourselves

you

you

your

yours

yourselves

they

them

their

theirs

themselves

Pronoms réciproques **: each other / one another

*Les pronoms réfléchis s’emploient quand le complément et le sujet désignent la même personne.

Exemple: I did it myself : je l’ai fait moi-même.

Did you hurt yourself? Est-ce que tu t’es fait mal?

** Les pronoms réciproques indiquent que les sujets réalisent la même action l’un envers l’autre. ‘Each other’ et ‘one another’ signifient ‘l’un l’autre’ , ‘les uns les autres’. ‘Each other’ s’utilise pour deux personnes et ‘one another’ pour plus de deux personnes (les anglophones font cependant de moins en moins la différence et ont tendance à utiliser plus fréquemment ‘each other’.)

Exemple: Mary and Sue are talking to each other: Mary et Sue sont en train de se parler (Mary parle à Sue et Sue parle à Mary).

Rob, John and Tom looked at one another: Rob, John et Tom se regardèrent.

Soutien STMG: entraînement type bac

lundi, janvier 30th, 2017

Vous pouvez vous entraîner sur le sujet suivant:

Entraînement 1

Vous pouvez m’envoyer les réponses aux questions de compréhension et / ou l’expression écrite dans le casier de collecte ou par mail sur l’ENT.

Je mettrai le corrigé officiel en ligne dans une semaine.

Soutien TES: entraînement type bac

lundi, janvier 30th, 2017

Vous pouvez vous entraîner sur le sujet suivant:

http://www.sujetdebac.fr/annales-pdf/2013/s-es-l-anglais-lv1-2013-metropole-remplacement-sujet-officiel.pdf

Vous pouvez m’envoyer les réponses aux questions de compréhension et / ou l’expression écrite dans le casier de collecte ou par mail sur l’ENT.

Je mettrai le corrigé officiel en ligne dans une semaine.

Soutien: compréhension écrite: Tai-Chi

vendredi, janvier 27th, 2017
Tens of millions of people, both old and young, practice Tai Chi in China and Chinatowns all around the globe. Researchers have found that long term practice of Tai Chi has favourable effects on balance control, flexibility, cardiovascular fitness and also a reduced risk of falls in the elderly. Tai Chi routines are slow and do not involve the use of weights. This makes it especially ideal for the elderly. Studies by the Oregon Research Institute has shown that Tai Chi offers the greatest benefit to older men and women who are healthy but relatively inactive.

Improved cardiovascular and respiratory functions have been found in healthy subjects as well as those who have undergone coronary artery bypass surgery. Those who suffer from heart failure, high blood pressure, heart attacks, arthritis and multiple sclerosis have all benefited from Tai Chi.

A surprising fact about the slow and gentle low impact movements of Tai Chi is that is has been proven to burn more calories than surfing and skiing.

There are a variety of types in Tai Chi. Most of them begin with a series of controlled movements or forms. Some of the types have fanciful names like Grasping the Sparrow’s Tail or Repulse the Monkey. There are many books from which information may be sourced. There are also a growing number of recreational centres, health clubs and residential organisation who conduct Tai Chi sessions each day.Tai Chi is flexible in allowing participants to practice at their own pace. An added benefit is the enlarging of one’s social circle. The lack of urgency in the movements is of special appeal for the elderly. This also means that there is no risk of injuries to life, limb or creaky joints. Intense focus is combined with slow elegant movements that improve agility, strength and balance.

The actual benefit of following a routine of Tai Chi will only be evident after several months of continuous practice. But the enhanced health can translate into a whole new lifestyle. When people start to feel healthier and better, they naturally become more active in their daily life.

One expert in chronic disease prevention opines that a combination of Tai Chi and walking would be a good mix. The most promising fact about Tai Chi is that the practitioners enjoy performing it. This brings the promise of continuity and its long term benefits.

It is indeed easy to tell people to make exercise a part of their daily routine. What is difficult is telling them what to do in the name of exercise. There is a valid reason for this. People’s tastes differ. Some may like rigorous physical exertion that leaves them breathless and sweating heavily. Others may have reasons not to like this or not to be able to like this. One’s age and state of health are important factors. A healthy youngster may take up long distance running. An elderly or sickly person may not last running a long distance.

Tai Chi is perfect for almost everybody because it requires no heavy physical exertion, has no religious connotations and is proven to improve health when done on a regular basis. Further investigation into Tai Chi may throw up greater details, including the fact that there is nothing in it that may be considered controversial in any manner.

Answer the following questions using complete sentences
1. From paragraph 1, how popular is Tai Chi ?

 

2. (a) From paragraph 2, what are the effects of Tai Chi on people with cardiovascular and respiratory problems ?

(b) From paragraph 2, what was the effect of Tai Chi on persons who had had coronary artery bypass surgery ?

 

3. (a) From paragraph 5, what is the flexibility inherent in Tai Chi ?

(b) From paragraph 5, what are the two factors that make Tai Chi attractive to the elderly ?

 

4. (a) From paragraph 8, what are the important factors to be considered when planning an exercise regime ?

(b) From paragraph 8, mention the factors that make Tai Chi an ideal choice for everybody.

 

5. What is the special characteristic of Tai Chi that makes it ideal to improve ones health ?

Characteristic : ___________

Reason : ____________

 

6. Based on the passage, write a summary of :

• The importance of having an exercise regimen

• The superiority of Tai Chi as a choice of an exercise regimen

REPONSES DONNEES DANS UNE SEMAINE

Soutien: compréhension écrite: games for change

mercredi, janvier 25th, 2017
Have you ever played World of Warcraft or Counter-Strike? For many, playing video games is a favorite pastime. Parents worry that these games may be too violent and may negatively affect their children. However, a group of video game creators believe that video games can help educate people about real-world tragedies. These video game designers and other humanitarians recently met in New York City for the 3rd annual Games for Change conference.Although there is violence in the games that these humanitarians create, the violence reflected is caused by real-life situations such as racism or war. For example, in the game Darfur is Dying, the player takes on the role of a Sudanese refugee traveling to a well to get water while avoiding the deadly militia terrorizing the country. This game sheds light on the bloody civil war being played out in Sudan. Darfur is Dying has been downloaded more than 750,000 times and continues to grow in popularity. Another game tackling real-world problems is PeaceMaker. In this adventure game, players can choose to be either the Israeli Prime Minister or the Palestinian President. The object of this game is to promote a peaceful resolution for the volatile situation between Israel and Palestine.

In only two years, attendance at the Games for Change conference has grown from 40 activists in attendance in 2004 to 250 this year. These humanitarians are excited to use this form of media to spread awareness of problems in the world. Through their games, they create hope for a better future and a better world.

1. The game designers mentioned above want to _____.
(A) develop games that would teach people about the world
(B) educate children on how to end violence in their own lives
(C) negatively affect the youth of America
(D) start up a conference to stop the war in Darfur
 

 

2. What is the main difference between regular games and the games mentioned above?
(A) The quality of the graphics is far superior in regular games.
(B) Downloads take twice as much time for the new games.
(C) The violence in regular games isn’t as bloody.
(D) The violence in the new games is based on real-life scenarios.
 

 

3. Which of the following wouldn’t be a title of a Games for Change video game?
(A) Fighting Famine
(B) Football Fantasy 2008
(C) Bring Peace to the Middle East
(D) Eliminating Terrorism
 

 

pastime leisure activity
take on undertake
shed light on clarify, explain

REPONSES DONNEES DANS UNE SEMAINE

Soutien: auxiliaires et formes verbales

mercredi, janvier 25th, 2017

Les différents auxiliaires et les formes verbales qui leur sont associées:

 

A l’actif, ‘be’ est toujours suivi d‘un verbe + ing.

Au passif, il est suivi du participe passé (verbes réguliers + ed ou 3ème colonne des verbes irréguliers)

‘Have’ est toujours suivi du participe passé

‘Do/does/did’ sont suivis de la base verbale (= l’infinitif sans ‘to’)

Les modaux ( must, can, could, may, might , shall, should, will,would ) sont suivis de la base verbale.

 

Exercice:

Mettez les verbes entre parenthèses à la forme qui convient (base verbale, verbe + ing ou participe passé)
1-    I will (go)________ and (see) ________ him tomorrow.
2-    Have you (meet) ________ John?
3-    Were you (sleep) ________?
4-    I wouldn’t (do) ________ that!
5-    May I (make) ________ a suggestion?
6-    America was (discover) ________ by Christopher Columbus.
7-    Did you (speak) ________ to her?
8-    Can you (walk) ________  on your hands?
9-    We are (leave) ________ for Mexico.
10-    He has (break) ________ a leg.
11-    You could (join) ________ us later.
12-    He was just (tell) ________ me a joke.
13-    She might (be) ________ right.
14-    He doesn’t (listen) ________ to you.
15-    The book was (write) ________ by Agatha Christie.
16-    They had (leave) ________ when we arrived.
17-    She must (stop) ________ now.

Correction de l’exercice:

Mettez les verbes entre parenthèses à la forme qui convient (base verbale, verbe + ing ou participe passé)
1-    I will go and see him tomorrow.
2-    Have you met John?
3-    Were you sleeping?

4-    I wouldn’t do that!
5-    May I make a suggestion?
6-    America was discovered by Christopher Columbus. (Attention à la forme passive, le sujet subit l’action)
7-    Did you speak to her?
8-    Can you walk on your hands?
9-    We are leaving for Mexico.
10-    He has broken a leg.
11-    You could join us later.
12-    He was just telling me a joke.
13-    She might be right.
14-    He doesn’t listen to you.
15-    The book was written by Agatha Christie. (passif)
16-    They had left when we arrived.
17-    She must stop now.

Soutien: la formation des temps

mercredi, janvier 25th, 2017

I- Les temps simples:

a- Le présent: sujet + base verbale = They read

Ne pas oublier le ‘s’ de la troisième personne du singulier: He reads

Son auxiliaire = do / does (il porte la négation et il est placé avant le sujet dans les interrogatives) = I don’t like – Does he like…?

b- Le prétérit: verbe + ed ou 2ème colonne des verbes irréguliers: He imagined –  She saw

Son auxiliaire = did : We didn’t go  –  Did you eat…

Attention après do/does/did, on a une base verbale.

 

II- Les temps ‘perfect’: ils ont en commun l’auxiliaire have (au présent pour le present perfect et au prétérit pour le pluperfect). Cet auxiliaire est toujours suivi du participe passé.

a- le présent perfect: auxiliaire have + participe passé   He has been

b- le pluperfect: auxiliaire had + participe passé   He had been

 

III- Les temps formés avec des modaux: (le modal est toujours suivi d’une base verbale)

a- le futur: sujet + will + base verbale:   You will see / you won’t see / will you see

b- le conditionnel: sujet + would + base verbale:  She would like

 

IV- Action décalée dans le passé après un modal: comme on ne peut pas mettre de verbe au passé après un modal puisque celui-ci est toujours suivi de la base verbale, on utilise un auxiliaire qui décale l’action dans le passé: ‘have’ qui lui, est toujours suivi du participe passé

a- le futur antérieur: sujet + will + have + participe passé: He will have seen

b- le conditionnel passé: sujet + would + have + participe passé: He would have seen

 

V- Les temps en be + ing:

a- le présent en be + ing= auxiliaire be au présent + verbe en -ing : I am going (la formation est inclue dans le nom de ce temps be au présent + ing)

b- le prétérit en be + ing = auxiliaire be au prétérit + verbe en -ing: I was going (même remarque, on a ici be au prétérit + ing)

c- le futur en be + ing = will + be + ing: I will be flying

d- le présent perfect en be + ing = have/has + been + verbe en -ing: I have been waiting

e- le pluperfect en be + ing = had + been + verbe en -ing: I had been waiting

 

Exercice: mettez les verbes suivants aux temps demandés:

1- to go – négatif – prétérit simple – he:

2- to watch – interrogatif – present perfect en be + ing – you:

3- to live – affirmatif – présent en be + ing – we:

4- to wash – affirmatif – pluperfect en be + ing – I:

5- to want – négatif – présent simple – she:

6- to open – négatif – futur – you:

7- to like – interrogatif – conditionnel passé – you:

8- to laugh – affirmatif – prétérit en be + ing  – she:

9- to explode – affirmatif – present perfect – it:

10- to walk – négatif – futur en be + ing – he:

11- to follow – interrogatif – pluperfect – we:

12- to listen – affirmatif – conditionnel – I:

Correction de l’exercice:

1- He didn’t go

2- Have you been watching?

3- We are living

4- I had been washing

5- She doesn’t want

6- You won’t open

7- Would you have liked?

8- She was laughing

9- It has exploded

10- He won’t be walking

11- Had we followed?

12- I would listen

Soutien: les mots interrogatifs

mercredi, janvier 25th, 2017

Question mark
Creative Commons License photo credit: Margaret Anne Clarke

Quel mot interrogatif employez-vous si la question porte :

1-sur une personne : ___ did you meet ?

2- sur un objet: ____ did you find ?

3- sur un lieu : _____ is my bag ?

4-sur le temps : ____ were you born ?

5-sur la cause : ___ is he here ? because …

6-sur la façon, la manière : ___ did you do ?

7- sur un choix : _____ country do you prefer ? England or Germany?

8- sur la possession : _____ car is this ?

9-sur l’heure : ____ ____ is it ?

10- sur la description : ____ is he ____ ?

11- sur la couleur : ____ ______ is your car ?

12- sur la provenance : _____are you ____ ?

13- sur l’état de santé : ___are you ?

14- sur l’âge : ___ ___ is she ?

15-sur le prix : ___ ____ is the T-shirt ?

16- sur la quantité avec un nom indénombrable : ___ ____ hope is there left ?

17- sur la quantité avec un nom dénombrable : ___ ____ books have you got ?

18- sur la durée : ___ ____ will this trip last ?

19- sur une distance : ___ ___ is the hospital from here ?

20- sur la fréquence : ___ _____ do you go to the cinema ?

21 -sur le but : ____did you do that ___ ?

22- sur la taille d’une personne: ___ ____ is he?

23- sur la hauteur: ___ ____ is this building?

Réponses:

1-sur une personne : WHO (qui) did you meet ?

2- sur un objet: WHAT (que) did you find ?

3- sur un lieu : WHERE (où) is my bag ?

4-sur le temps : WHEN (quand) were you born ?

5-sur la cause : WHY (pourquoi) is he here ? Because

6-sur la façon, la manière : HOW (comment) did you do ?

7-sur un choix: WHICH (quel/lequel) country do you prefer? England or Germany?

8- sur la possession : WHOSE (à qui) car is this ?

9-sur l’heure: WHAT TIME (quelle heure) is it?

10-sur la description =: WHAT is he LIKE? (à quoi ressemble-t-il?)

11- sur la couleur : WHAT COLOUR (quelle couleur) is your car ?

12-sur la provenance: WHERE are you FROM ? (D’où viens-tu?)

13- sur l’état de santé : HOW are you ? (Comment allez-vous ?)

14- sur l’âge : HOW OLD (quel âge) is she ?

15-sur le prix : HOW MUCH (combien) is the T-shirt ?

16- sur la quantité avec un nom indénombrable : HOW MUCH (combien) hope is there left ?

17- sur la quantité avec un nom dénombrable : HOW MANY (combien) books have you got ?

18- sur la durée : HOW LONG (combien de temps) will this trip last ?

19-sur une distance: HOW FAR (à quelle distance) is the hospital from here?

20-sur la fréquence: HOW OFTEN (tous les combien) do you go to the cinema?

21 -sur le but: WHAT did you do that FOR? (Dans quel but as-tu fais cela?)

22- sur la taille d’une personne: HOW TALL (quelle taille) is he?

23- sur la hauteur: HOW HIGH (quelle hauteur) is this building?

Soutien: les pronoms sujets et compléments

mercredi, janvier 25th, 2017

Les pronoms sujets

I = je

you = tu

he = il (garçon, homme)

she = elle (fille, femme)

it = il / elle (animaux, objets, non-humain)

we = nous

you = vous

they = ils / elles (humain et non-humain)

 

 

Les pronoms compléments :

me = me, moi, m’

you = te, toi, t’

him = lui, le, l'(masculin)

her = lui, la, l’ (féminin)

it = lui, le / la, l’ (neutre)

us = nous

you = vous

them = leur, les

 

Le pronom complément est toujours placé après le verbe en anglais.

 

Exemples :

He is talking to me : il me parle

He is talking to her : il lui parle (à elle, en parlant d’une femme)

He is talking to him : il lui parle (à lui, en parlant d’un homme)

 

 

Exercice : remplacez les mots soulignés par un pronom sujet ou complément :

The teacher is looking at Mary and me.

Susan is waiting for John and Mary.

John and Mary are speaking to Susan.

I am listening to John.

 

Corrigé de l’exercice :

He is looking at us.

She is waiting for them.

They are speaking to her.

I am listening to him.