Fiche récapitulative de niveau du CECRL
Répondre
Archives de catégorie : Classes de Terminales
Evaluation diagnostique et positionnement CO CE EE
Conseils de début d’année
Cliquez sur le lien ici pour avoir les conseils de début d’année pour la classe de Terminale.
Recap of places and forms of power
Problématique:
How important is higher education in shaping young people’s mind and their future life ?
Introduction
A definition of higher education
What is higher education? Why do we need it? Higher education is education provided by universities, colleges, and other institutions that award academic degrees. Higher education includes both the undergraduate (i.e., college) and the graduate (or postgraduate) levels. We study higher education in the perspective of universities as places and forms of power. We will try to explain through the texts we studied how higher education can shape young people’s mind. We start with a definition of higher education. Then, we will focus on the link between higher education and young people’s future.
B)The importance of higer education
It is worthwhile to note that in many western countries, schools and education are compulsory (obligatoire) until 16. It shows that many nations are aware of the importance of education.
Exemples : Develop what you learn in class about the two texts :
- The cost of University : For or against the rise of tuition fees ?
- Coping with the cost, by Crystal.
These two texts show that young people understand what is at stake : Their future.
They demonstrate against the rise of the tuition fees (text 1)
They do their best and work part-time to get a degree. (text 2)
C)The purpose of higher education
a)Higher education seen by Chapter 11’s parents
1)Higher education offers graduates more jobs to choose and opportunities.
2) Higher education improves an individual’s quality of life. Studies show that, compared to high school graduates, college graduates have longer life spans, better access to health care, better dietary and health practices, greater economic stability and security, more prestigious employment and greater job satisfaction, less dependency on government assistance, greater knowledge of government, greater community service and leadership, more volunteer work, more self-confidence, and less criminal activity and incarceration
3) Education is knowledge. When you have knowlege, you can dominate, manipulate or help other people. So, education and knowledge are power !
All these goals of higher education are embodied by Chapter 11’s parents.
- b) Chapter 11 and higer education
-his self-transformation : see text
-The tennis table match with his father
-His interests in anthropology
Chapter 11’s purpose of higher education is different from that of his parents.
Knowledge is freedom. It emancipates you : How does universities emancipate Chapter 11 ?
He has become more independent, more mature, more critical of what he sees. He is close to nature and more respectful to the environment. He is like his idol : John Lennon. What does J.Lennon stand for ?
- D) Universities as places of power
Examples of universities as places of power : Harvard, Eton, Cambridge. They also train and educate most of the heads of states of the world.
Conclusion
Parents pass on values and principles to their children. Education is a foundation of modern and democratic societies. Why is education so important ? It makes ignorance decline. Ignorance means intolerance, wars, destruction.
Recap of Spaces and exchanges
Topic: To what extent can we say that the American Dream is still alive ?
OVERVIEW
Nous allons aborder la notion d’Espaces et d’Echanges sous l’axiome du mythe du Nouveau Rêve Américain.
La problématique sur laquelle nous allons travailler va être de comprendre dans quelle mesure les Etats Unis ont toujours attiré autant d’émigrés.
Cette dynamique qui a fait le succès des Etats Unis est toujours d’actualité à l’heure des flux migratoires vers les pays européens notamment l’Angleterre et l’Allemagne. Les Etats Unis attirent toujours autant d’émigrés même si leurs aspirations diffèrent de celles de leurs prédécesseurs.
Cette thématique nous aide à mettre en évidence la notion de globalisation. Les circuits commerciaux et reseaux d’influence constituent des aires culturelles qui dépassent les frontières géographiques et institutionnelles des Etats. La frontière peut être considérée comme une limite mais aussi comme une protection ou une ouverture vers un espace plus élargi.
L’espace devient fluctuant quand on pense au grand espace virtuel et culturel d’internet. Ainsi, malgré une grande diversité et inégalité au niveau économique et politique, le monde reste un ensemble dans lequel les liens se tissent continuellement. Des échanges de toutes sortes ont lieu dans tous les domaines (arts, histoire, philosophie, politique, religion, pratiques sociales).
Les sociétés sont ainsi travaillées par des conflits entre le particulier et l’universel, les oppositions entre la tradition et la modernité.
Introduction
We decided to touch the notion of Spaces and Exchanges throuh the following question : « To what extent can we say that the American Dream is still alive ? »
At school, we studied the 4 following texts:
1)I was not unwelcome by Chang Rae Lee, Gesture Life (1999)
2) I still believe in the american Dream by Fareed Zakaria, « How to restore the American Dream », Time, October 21, 2010
3)The American Dream is still a dream for most minorities, by Philip M. Deutsch, The Tech online edition, Tuesday, February 11, 2003
and
4)A successful woman, onlineessays.com, Oprah Winfrey’s influence in America.
To tackle our main topic and question, I will first describe the notion of the American Dream and I will then show you the positive and negative points of the American Dream.
- I) The Definition of the American Dream
The American Dream is the notion that the American social, economic and political system makes success possible for every individual. Someone who manages to achieve their version of the American dream is said to be « living the dream ».
The American Dream is not the same for everyone. It has an individual meaning. It is peculiar to every individual. For some people to achieve the American Dream is getting a good job, a big house, food on the table for the family. For others, it may have another meaning such as finding a house in a safe neighborhood, a good school for one’s children, being free and far from war and persecution.
- II) The Positive aspects of the American Dream
A)In the first text that we studied, the protagonist who is of Asian origin managed to integrate quite successfully in his new country.
When he arrived no one / a few people seemed to notice him / people seemed rather indifferent. But after some years – 30 years – people seem to appreciate and respect him. Wherever he goes, he is greeted by the local population.
- Although the narrator expected to be discriminated against rejected / ostracized, people were interested in him and made him feel he was not unwelcomed.
We may think that he was welcomed because he was a doctor and he also play a social part in the society by taking care of people who are sick.
B) The second text is an article from Time. Before going to America, Fareed Zakaria had a mythical idea of America and the American Dream. For him, America was a paradise where everybody lived a wonderful life.The American Dream for him consisted in open land, shiny skyscrapers, fancy cars, cowboy businessmen, sexy actresses… There seemed to be an immense contrast between his native country and the US. By comparison, India seemed far behind. When he came to America on a first visit, the journalist realized it was not what he had imagined. His vision of the American Dream was slightly different.
The situation today is not the same as it used to be. It is a reversed situation. American people seem pessimistic/
discouraged/hopeless about their future whereas Indian people are full of hopes and faith.
After years of stagnation in India, the whole country is coming out /coming to light. It is conveying the image of a booming economy.
However, there are reasons for hope.The reasons for optimism are:
- Economic reasons: America is the largest and the richest market in the world.
- Demographic reasons: it is the only country in the industrialized world where the population is increasing.
- Historical reasons: immigrants have contributed to keep the Dream alive.
The American Dream is a part of American history.
- Cultural and psychological reasons: it’s the only country in the world to have the diversity, the openness, the dynamism which give this country its power / which make this country so powerful and unique.
The diversity, the openness and the dynamism have made this country exceptional and unique. Even if the American economy is not thriving, the US still gives immigrants the opportunity to improve their lives / to remain hopeful for the future / to live in a democracy / to have a shot at the American Dream
This is why Fareed Zakaria is optimistic and values America so much.
III) The Negative aspects of the American Dream
The last text that we studies offers a negative aspect of the American Dream. The author, Philip M. Deutsch regards the American Dream on a more realistic perspective. His position is that « race » is an obstacle which prevents you from attaining the American Dream. He compares the case of White people and Black people in America. The situation of Black people is very alarming. They are more likely to be affected by the plagues of drugs, poverty and illiteracy. Racism is a social plague. Hence the use in America of the Affirmative action, a quota system. A certain percentage of jobs or school vacancies are reserved for members of a certain group.
Conclusion
As we said before, the American dream is a myth and it has different meanings. I will finish my exposé by emphasizing the fate of a great woman like Oprah Winphrey who is the richest Afro-American woman. Thanks to hard work, her self-confidence, her wit, she succeeded in creating a real financial empire of which every black people is proud of. As she started from nothing and rose to fame, we can say that she is the evidence that the American Dream is still alive.
LES EPREUVES D’ANGLAIS EN TERMINALE L
ARTICULATION DES ÉPREUVES ORALES EN ANGLAIS SÉRIE L
1. Pour la série L, articulation de la partie orale des épreuves obligatoires de LV 1 et 2 avec les autres épreuves orales : Langues vivantes 1 ou 2 approfondie (LVA), LV3 (épreuve de spécialité ou facultative) et Littérature étrangère en langue étrangère (LELE)
Comment s’organise la partie orale des épreuves obligatoires de LV1 et 2 avec les autres épreuves orales ponctuelles de langues vivantes en série L ? L’articulation entre les épreuves de langues vivantes en série L s’organise comme présenté dans le tableau ci-dessous.
| Épreuve | Temps de préparation | Déroulé de l’épreuve | Niveau d’exigence attendu (CECRL***) |
| LV1 seule | 10 min |
10 min d’exposé + 10 min de conversation |
niveau B2 |
| LV2 seule | 10 min | 10 min d’exposé
+ 10 min de conversation |
niveau B1 |
| LV1+LVA | 10 min | 10 min d’exposé
+ 10 min de conversation* |
niveau B2 à C1 |
| LV2+LVA | 10 min | 10 min d’exposé
+ 10 min de conversation* |
niveau B1 à B2 |
| LV1 + LELE | 10 min | 10 min d’exposé
+ 10 min de conversation 5 min d’exposé + 5min d’interaction** |
niveau B2 |
| LV2 + LELE | 10 min | 10 min d’exposé
+ 10 min de conversation 5 min d’exposé + 5min d’interaction** |
niveau B1 |
| LV1+LVA+LELE | 10 min | 10 min d’exposé
+ 10 min de conversation* 5 min d’exposé + 5 min d’interaction** |
niveau B2 à C1
niveau B2 |
| LV2+LVA+LELE | 10 min | 10 min d’exposé
+ 10 min de conversation* 5 min d’exposé + 5 min d’interaction** |
niveau B1 à B2 niveau B1 |
| LV3 seule | 10 min | 10 min d’exposé
+ 10 min d’interaction |
niveau A2 * |
à l’oral, l’épreuve LVA1 ou LVA2 se substitue à celle de la LV1 ou LV2
** L’oral de LELE est accolé à celui de LV obligatoire mais il est distinct de ce dernier (il n’y a plus de temps de préparation pour LELE).
Attention : pour l’épreuve de spécialité, le candidat doit choisir entre une LV1 approfondie, une LV2 approfondie et une LV3.
Si le candidat a choisi comme épreuve de spécialité une LV3, il ne peut pas la choisir comme épreuve facultative.
*** Cadre européen commun de référence pour les langues
|
Expression orale (épreuve obligatoire LV1 seule ou LV2, série L uniquement) |
Vous êtes interrogé par un examinateur extérieur à votre établissement. Vous lui présentez la liste des notions étudiées dans l’année et les documents qui les ont illustrées. L’examinateur choisit l’une de ces notions. L’épreuve dure 30 minutes : 10 minutes consacrées à la préparation et 20 minutes à l’interrogation. L’interrogation se déroule en deux parties :
- 10 minutes de prise de parole en continu où vous présentez la notion étudiée (ce que vous avez étudié pendant l’année, votre approche personnelle, ce que vous avez aimé ou pas). Vous pouvez vous appuyer sur les documents que vous avez apportés ;
- 10 minutes en interaction avec le professeur.
|
Expression orale (épreuve orale de langue de spécialité ou LVA), série L, LV1 ou LV2) |
Cette épreuve remplace l’épreuve orale de LV1 ou LV2 si vous avez choisi votre LV1 ou votre LV2 en spécialité. Vous êtes interrogé par un examinateur extérieur à votre établissement. Celui-ci choisit l’une des deux notions que vous présentez parmi celles étudiées pendant l’année. Vous devez avoir constitué pour chacune de ces deux notions un dossier comportant :
- 2 documents étudiés en classe ;
- 1 document de votre choix qui illustre ou complète cette notion.
L’épreuve dure 40 minutes, dont 10 minutes consacrées à la préparation, 10 minutes de prise de parole en continu où vous présentez votre dossier et justifiez vos choix, et 20 minutes en interaction avec le professeur.
|
Expression orale (épreuve obligatoire de littérature étrangère en langue étrangère (LELE), série L) |
Cette épreuve a lieu à la suite de l’épreuve obligatoire ou de l’épreuve de spécialité de la langue que vous avez choisie pour cet enseignement (LV1 ou LV2). Vous êtes interrogé par un examinateur extérieur à votre établissement. L’examinateur choisit l’une des deux thématiques du programme de littérature étrangère en langue étrangère que vous présentez. Vous devez avoir constitué pour chacune de ces deux thématiques un dossier comportant :
- 3 textes extraits d’une ou de plusieurs œuvres étudiées en classe (roman, théâtre, poésie) ;
- des documents de votre choix qui permettent d’analyser la réception de la ou des œuvres (extrait de critique, adaptation, illustration iconographique, etc.).
L’épreuve dure 30 minutes, dont 20 minutes consacrées à la préparation (10 minutes qui s’ajoutent aux 10 minutes de temps de préparation de l’oral auquel il est accolé), 10 minutes consacrées à la prise de parole en continu où vous présentez votre dossier et vous justifiez vos choix de documents et 10 minutes en interaction avec le professeur.
Quatre conseils à retenir pour un oral réussi
- Vous devez présenter l’une des quatre notions du programme de terminale. Il vous est conseillé de trouver une problématique reliant la notion que vous devez présenter aux documents que vous avez étudiés en classe avec votre professeur.
- Présentez un plan organisé en plusieurs parties (introduction, deux ou trois arguments ou idées importantes, conclusion). Pensez à relier les idées entre elles par des liens logiques.
- Vous serez surtout évalué sur votre niveau de langue. Il faut donc soigner votre expression, votre prononciation et votre accent. Reprenez-vous si vous pensez avoir fait une faute et parlez à un rythme normal.
- N’oubliez pas que l’interaction compte pour moitié de la note finale. Montrez que vous comprenez les questions. Ne laissez pas l’examinateur parler seul : vous devez prendre part à l’échange.
MYTHS AND HEROES
INTRODUCTION
A myth or a legend embodies the main ideological aspects (aspirations, desires, fears, hopes) of a people and its environment.
Heroes come as vehicles of the great aspirations and expectations of a people at a certain period of time. It means that myths can change all through the times even if some traits can be repeated. Also, myths interact.
So we understand well that myths are part of the identity of a people, they help explain a people or civilization.
In America for example, you have the myth of the American Dream, the frontier, the barrier between civilization and savagery, wilderness. They helped justify colonization, immigration and the genocide of Indians.
You also have the myth of the Manifest Destiny which permit America to invade Central America and the Caribbean (Cuba, Grenada).
Other examples of heroes are Marylin Monroe, Romeo and Juliette, Frankenstein (the myth to create humanity, to be a God)
So why do peoples create heroes ? For the same reasons as myths are created. People need to find models to identify with and stand for beauty and other virtues like tolerance, tenderness, forgiveness. It helps cope with and forget the daily problems.
So, it is quite human to develop and create myths. Myths and heroes give peoples common backgrounds. They identify themselves through myths and heroes. They give people a sense of togetherness, of belonging to the same community.
Heroes can be fictitious like Captain America, Spiderman, Superman. But they also can be real people like Rosa Parks, Gandhi, ML.King Nelson Mandela, even Barack Obama who symbolize progress, tolerance, equality, some aspects of living the American Dream.
It is also worthwhile to point the villains or the bad heroes (Al Capone), the rebel (Robin Hood) and the influence of science on the power of the super-heroes.
Science and technology help develop the power of both evil and goodness of the super-heroes.
Also we realize that with the information technology revolution, new heroes have been created. They are people like you and me who thanks to a reality programme can emerge as heroes
As a conclusion, we can say that heroes and myths may be be figments of a people’s imagination but they have a very important social and ideological function which is quite human as they help individuals develop a sense of belonging not only to a people but also to the mankind.
LISTES DES TEXTES
–War film posters
–Tigerland, by Joel Schumacher(p.96),-We were soldiers by Randall Wallace (p.98) The Fighting Sullivans by A.Baxter and T.Mitchell (p.100),-Platoon by Oliver Stone (p.102), First Blood by Ted Kotcheff (p.102)
–Film Review (p101)
–The Gulf wars (p.104)
-We, the British (p.154)
SOME TOPICS TO TACKLE DURING YOUR ORAL PRESENTATION
How are heroes portrayed in US movies ?
What are the main functions of myths and heroes ? What are myths and heros for ?
The role and functions of anti-heroes ?
NOTION DE PROGRES
AN INTRODUCTION TO THE NOTION OF PROGRESS
What is progress ? What does Progress mean ?
Progress, basically, is improvement. Usually the word is used in reference to either scientific advances or the modernization of society, but it can also refer to improvements in quality of life and understanding.
The Evolution of Human Thought
The evolution of human thought over time is viewed as fueling overall improvements of the human condition. For example, the development and proliferation of the idea of universal human rights over past few centuries can be described as contributing to the overall advancement of humanity. Similarly, the development of free market and democratic principles can be viewed as leading to the widespread political and economic empowerment of the masses.
Technological Innovation
Improvements in technology over time can also be viewed as contributing to the advancement of humankind throughout history. For instance, early innovations in agriculture are described as leading to the end of hunting and gathering and the development of fixed communities. Agriculture provided populations with ample food and more free time for developing new trades and ways of life. More recently, rapid advancements in technology since the start of the Industrial Revolution are widely understood to have led to marked improvements in average income, education, health and life expectancy, particularly in the developed world.
Measuring Progress
Many measurements of progress focus on specific problems. For instance, it is possible to measure progress in the fight against poverty by measuring changes in income over time.
Similarly, it is possible to measure progress in the effort to combat AIDs by taking note of advances in the medical field.
Other approaches take a broader view to defining progress, focusing on the advancement of humankind over all of history, specific time periods, or within certain societies. For example, the empowerment of women and minority groups, particularly African Americans, is often pointed to as signs of progress in American society.
Impacts of the Idea of Progress
The idea of progress has had and continues to have a major impact on humankind. We can see it at work today in international initiatives such as the United Nations Millennium Development Goals, which aims to achieve such ambitious goals as cutting in half the proportion of people living in hunger worldwide by 2015.
The election of Barack Obama is often described as a culmination of the progress achieved by African Americans within the United States. Similarly, the progressive movement is defined by a belief that vast improvements can be made in a number of areas of American society, including the economy, energy, the environment, healthcare and foreign policy. Its rhetoric often highlights to the America’s history of economic, political and technological achievements as evidence that future progress is possible.
Differing Views of Progress
Views about progress vary markedly among groups with different beliefs. For instance, communist thought defined progress as the inevitable shifting of power over society from a small group of elites to the working class.
Many communist thinkers believed progress could only be achieved through violent revolution.
On the other hand, capitalist thought would define progress as the establishment of a mutually beneficial relationship between workers and entrepreneurs, with each receiving just compensation for contributing their time and labor.
Muslim extremists strongly disagree with those who see economic globalization as contributing to progress by proliferating the economic models and culture of Western world.
http://www.ehow.com/about_5098516_idea-progress.html#ixzz2snJbgGbx
L’IDEE DE PROGRES
Considéré comme outil principal d’orientation dans la complexité du monde, le concept de progrès a accompagné les grands moments de l’histoire. Il traverse et bouscule les héritages et les traditions, entraînant une grande variété de processus d’évolution ainsi que des résistances face au changement.
Relayé par un développement des technologies de pointe, une accélération des avancées scientifiques et techniques, le culte de la nouveauté et du progrès fait l’objet, ces dernières décennies, d’une prise de conscience accrue des conséquences possibles qui en résultent.
À partir de documents authentiques de toute nature, contemporains ou antérieurs, il convient de trouver des éléments de contextualisation qui permettent d’établir des relations pour mieux appréhender les enjeux relatifs à l’idée de progrès.
Cette notion permet notamment d’aborder plusieurs idées-force :
-En quoi les technologies nouvelles constituent des avancées (conditions de vie) notamment en ce qui concerne le télétravail.
Les effets du progrès sur le fonctionnement des sociétés (nouvelles libertés, nouvelles contraintes et nouvelles aliénations.
L’éthique du progrès et la responsabilité ;
Textes (Manuel Password English) :
Telecommute Nation (P116)
Economic opportunities (p.118)
Different relationships (p.120)
Does it suit everyone? (p122)
The impact of technology on daily life (p.56)
Un autre axe de notre analyse vise à réfléchir sur ce à quoi ressemblerait la vie sans technologie!
Textes :
Student unplug. p.56
What if petrol disappeared? p.55
