Home » 2011 » March (Page 2)

Monthly Archives: March 2011

A2-B1-B2 Nannerl Mozart, Mozart and Amedeus by Milos Forman

INT. A SALON IN THE VATICAN - DAY - 1780'S We see the six-year-old MOZART, also blindfolded, seated in a gilded chair on a pile of books, playing the harpsichord for the POPE and a suite of CARDINALS and other churchmen. Beside the little boy stands LEOPOLD, his father, smirking with pride. OLD SALIERI (V.O.) I admit I was jealous when I heard the tales they told about him. Not of the brilliant little prodigy himself, but of his father, who had taught him everything. The piece finishes. Leopold lowers the lid of the harpsichord and lifts up his little son to stand on it. Mozart removes the blindfold to show a pale little face with staring eyes. Both father and son bow. A Papal Chamberlain presents Leopold with a gold snuff box whilst the cardinals decorously applaud. Over this scene Old Salieri speaks. OLD SALIERI (V.O.) My father did not care for music. He wanted me only to be a merchant, like himself. As anonymous as he was. When I told how I wished I could be like Mozart, he would say, Why? Do you want to be a trained monkey? Would you like me to drag you around Europe doing tricks like a circus freak? How could I tell him what music meant to me?

A1-A2 Safety on the coach or on the bus

Well, I'm so tired of crying, but i'm out
on the road again.
- I'm on the road again.
Well, I'm so tired of crying, but I'm out
on the road again.
- I'm on the road again.
I ain't got no woman
Just to call my special friend.
You know the first time I traveled out
in the rain and snow,
- In the rain and snow.
You know the first time I traveled out
in the rain and snow,
- In the rain and snow.
I didn't have no payroll,
Not even no place to go.
And my dear mother left me when
I was quite young,
- When I was quite young.
And my dear mother left me when
I was quite young,
- When I was quite young.
She said "Lord, have mercy
On my wicked son."
Take a hint from me, mama, please
don't you cry no more,
- Don't you cry no more.
Take a hint from me, mama, please
don't you cry no more,
- Don't you cry no more.
'Cause it's soon one morning
Down the road I'm going.
But I aint going down that
long old lonesome road
All by myself.
But I aint going down that
long old lonesome road
All by myself.
I can't carry you, Baby,
Gonna carry somebody else.

What you must or  mustn't do on the bus...on the coach

Je remplis avec must or mustn't selon l'exemple et le contexte donnés:

1-You ------------- run after the bus.

2-You ----------------------  say "Good morning" when you get on the bus.

3-You--------------------- "Thank you" when you walk out of the bus!

4-You -------------------- be on time.

5-You -----------------  forget    your safety belt.

6-You ------------------ obey the driver.

7-You------------------  be quiet.

8-You ------------------- talk  to the driver.

9-You ----------------  damage the bus.

10- You --------------- clean the mess (papers, chewing-gum etc...)

And some examples given to us by the drivers:

How much  does a bus cost?

How much is a fine for your parents?

How much do you weigh?

How much is the total sum of your weight in case of a crash?

How can you get out of the bus?

subduction earthquake in Japan ?? tsunami [???] – under construction 11th March 2011 piece of news

20 March 2011 Last updated at 11:48 GMT

Two survivors found in quake-hit Japan city Ishinomaki

A composite image of Jin Abe, 16, and his grandmother Sumi Abe, 80, being rescued form their quake-damaged home in Ishinomaki, Miyagi prefecture, on Sunday The pair survived on yoghurt and other food from the refrigerator

An 80-year-old woman and a 16-year-old boy have been plucked from the rubble of a house demolished by the enormous quake which hit Japan nine days ago.

Sumi Abe and Jin Abe – said to be her grandson – “were found under debris”, said a police spokesman in Ishinomaki city, Miyagi prefecture, according to AFP news agency.

The two were in the kitchen when the quake hit on 11 March, a doctor said.

They survived as they were able to get yoghurt and other food from the fridge.

The grandson eventually managed to reach the roof of the house where he flagged down a rescue helicopter, reported Japan’s NHK news service.

The two are now being treated in hospital in Ishinomaki.

“Their temperatures were quite low but they were conscious,” the police spokesman said.

He said details of their condition were not immediately available, though a rescuer was quoted as saying the boy was found shivering and with no feeling in one leg.

Miyagi was the worst-hit in the double disaster of the quake and tsunami of 11 March, with police now saying they fear 15,000 lives could have been lost in that prefecture alone.

On Saturday the military announced a man had been found alive in rubble, but it later turned out that he had been in an evacuation centre and had tried to return to his home.

http://www.guardian.co.uk/world/video/2011/mar/20/japan-survivors-found-after-nine-days

Une forêt pour se protéger des tsunamis

Environnement

«Nous avons protégé la forêt et elle nous a protégés.» Des villageois pauvres du sud de l’Inde racontent comment un projet de conservation de la nature les a sauvés du tsunami et sortis de l’extrême pauvreté.

 

Patrick Alleyn (texte et photos),  Dossier Environnement, International

 

tsunami-inde-environnement

Tamil Nadu, Inde — Nous traversons en chaloupe l’immense forêt marécageuse de Pichavaram, dans le sud de l’Inde. On s’y faufile à travers des canaux, guidés par Nagamuthu, un jeune membre de la tribu Irula. Pichavaram est une mangrove, c’est-à-dire une forêt d’arbres poussant dans l’eau salée et la boue, au bord d’un océan tropical. Dressés, tels des araignées, sur leurs dizaines de racines crochues leur servant de tronc, ils valsent au gré de la houle, réduisant ainsi jusqu’à 90% de l’énergie des vagues. Dans les régions tropicales soumises aux cyclones et ouragans, la nature a heureusement créé cet efficace système de défense des rives.

«Le jour du tsunami, les habitants des villages de Pichavaram ont aperçu trois vagues gigantesques au-dessus de la mangrove, raconte Nagamuthu. Ils ont eu le temps de s’enfuir, car les arbres ont ralenti la violence des vagues. La marée géante a emporté les bateaux, mais sans détruire les maisons. «Un village voisin, situé à la même distance de la mer, mais non protégé par la forêt, a, lui, été dévasté», fait remarquer le pêcheur qui dirige notre barque.

Le tsunami du 26 décembre 2004 a été l’une des pires catastrophes naturelles de l’histoire. L’immense raz-de-marée, provoqué par un tremblement de terre dans l’océan, a fait 280 000 morts dans plusieurs pays d’Asie. «Mais à Pichavaram, nous avons protégé la forêt et elle nous a protégés», conclut Nagamuthu, non sans fierté. Et non sans raison.

Gardiens de la forêt
tsunami-environnement-arbre-protection-inde Nagamuthu coordonne depuis 1996 un vaste projet de sauvetage des arbres de la mangrove de Pichavaram. Il était à peine âgé de 17 ans quand des biologistes marins de la Fondation Swaminathan, un organisme scientifique indien, ont débarqué dans son village à la recherche d’un meneur. Ils voulaient mobiliser les villageois pour enrayer la dégradation de la forêt après les coupes «sélectives» d’arbres, autorisées par le gouvernement dans les années 1970.

«Nagamuthu était le seul habitant du village sachant lire et écrire. Nous voulions transformer les habitants pauvres de la région en gardiens de la forêt, en leur démontrant que son reboisement allait améliorer leurs revenus», expose Selvam, le directeur de ce projet à la Fondation Swaminathan.

«Les gens ici sont très pauvres. Pour combler leurs besoins de base, ils coupaient les arbres ou faisaient brouter sans contrôle leurs animaux autour de la mangrove, des pratiques néfastes pour son écosystème», poursuit Selvam. Avec un financement de l’Agence canadienne de développement international (ACDI) et du Centre de recherche en développement international (CRDI), deux organismes du gouvernement canadien, les scientifiques indiens ont démarré le chantier environnemental à Pichavaram.

Les villageois ont planté des arbres et, pour les alimenter d’eau fraîche, creusé des canaux. «Des pans entiers de la mangrove ont repris vie. Sous les arbres, les crevettes, les crabes et les poissons se sont multipliés. La pêche est devenue abondante», se rappelle le père de Nagamuthu.

tsunami-inde-environnement

Pour protéger l’environnement, les scientifiques croyaient qu’il fallait d’abord combattre la pauvreté dans ces villages isolés. Ainsi, les villageois cesseraient les activités nuisibles pour la forêt, mais aussi se mobiliseraient contre tout projet du gouvernement ou de riches investisseurs pouvant la menacer.

La Fondation a donc construit une école. «On s’est aussi battu devant les tribunaux pour faire reconnaître aux membres de la tribu Irula leurs droits comme population indigène discriminée en Inde. Ainsi, des places devaient leur être réservées dans les collèges», rapporte le biologiste.

Et le jeune Nagamuthu d’enchaîner: «Aujourd’hui, les gens de mon village conseillent le ministère des Forêts, et nous avons reçu le mandat de patrouiller la mangrove pour dénoncer toute coupe illégale.»

Le modèle de Pichavaram — gestion de l’environnement par les communautés pauvres elles-mêmes — a ensuite été reproduit pour la protection d’autres mangroves en Inde. C’est aussi un modèle promu de plus en plus dans le monde, en particulier par les Nations unies, pour protéger les écosystèmes en péril — forêts, rivières, terres agricoles… Car, les pauvres sont toujours les premières victimes de la destruction de l’environnement.

tsunami-inde-environnement

«Quand j’étais enfant, les hommes du village ne portaient que des caleçons qu’ils achetaient usagés au marché!», se souvient Nagamuthu. À 8 ans, je devais conduire les chèvres au champ. Je voyais les enfants d’autres villages se rendre à l’école. De moi-même, j’ai décidé de m’y inscrire. Mais, à 13 ans, j’ai dû retourner dans la mangrove pour pêcher. Sans filet ni bateau, j’étais expert pour attraper les crabes à mains nues!» rigole-t-il. Nagamuthu poursuit maintenant des études par correspondance en sociologie.

Destruction d’une protection naturelle
L’impact du tsunami de 2004 aurait été bien moindre si les humains n’avaient pas détruit les mangroves, estiment les spécialistes du Programme des Nations unies pour l’environnement (PNUE).

En effet, plus du tiers de ces écosystèmes côtiers a disparu depuis 20 ans, pour céder la place à des hôtels, des routes ou des bassins d’élevage de crevettes. Souvent dans ces «fermes» à crevettes, les riches investisseurs abandonnent les installations après quelques années à peine, une fois la terre contaminée. Jetés au chômage, les habitants pauvres se retrouvent sans aucune ressource dans un champ de boue et de sel.

Le soir tombe. Nagamuthu nous presse de rentrer, car les filets des petits pêcheurs se dresseront bientôt sur le parcours de notre barque. «Le tsunami a créé auprès des gouvernements un intérêt nouveau pour les mangroves, constate le scientifique Selvam. Mais, je crains que cet intérêt ne s’estompe à mesure que le tsunami s’effacera des mémoires.»

http://www.lemonde.fr/week-end/portfolio/2011/03/18/tsunami-des-images-pour-le-japon_1494543_1477893.html

http://www.japanquakemap.com/

http://www.bbc.co.uk/news/world-asia-pacific-12743417

Radiation fears after Japan blast

By Richard Warry BBC News


The Japanese authorities say radiation levels from the Fukushima Daiichi nuclear plant have started to climb to potentially harmful levels.

Residents living within 30km (18 miles) of the plant have been advised to leave the area, or to stay indoors, and try to make their homes airtight.

Experts have stressed that swift action should be able to minimise any impact on human health.

What are the immediate health effects of exposure to radiation?

Exposure to moderate levels of radiation – above one gray – can result in radiation sickness, which produces a range of symptoms.

Nausea and vomiting often begin within hours of exposure, followed by diarrhoea, headaches and fever.

After the first round of symptoms, there may be a brief period with no apparent illness, but this may be followed within weeks by new, more serious symptoms.

At higher levels of radiation, all of these symptoms may be immediately apparent, along with widespread – and potentially fatal – damage to internal organs.

Exposure to a radiation dose of four gray will typically kill about half of all healthy adults.

For comparison, radiation therapy for cancer typically involves several doses of between one and seven gray at a time – but these doses are highly controlled, and usually specifically targeted at small areas of the body.

Radiation dose
Source: World Nuclear Association
2 mSv/yr (millisieverts per year) Typical background radiation experienced by everyone (average 1.5 mSv in Australia, 3 mSv in North America)
9 mSv/yr Exposure by airline crew flying New York-Tokyo polar route
20 mSv/yr Current limit (averaged) for nuclear industry employees
50 mSv/yr Former routine limit for nuclear industry employees. It is also the dose rate which arises from natural background levels in several places in Iran, India and Europe
100 mSv/yr Lowest level at which any increase in cancer is clearly evident.
350 mSv/lifetime Criterion for relocating people after Chernobyl accident
1,000 mSv single dose Causes (temporary) radiation sickness such as nausea and decreased white blood cell count, but not death. Above this, severity of illness increases with dose
5,000 mSv single dose Would kill about half those receiving it within a month

How is radiation sickness treated?

The first thing to do is to try to minimise further contamination by removing clothes and shoes, and gently washing the skin with soap and water.

Drugs are available that increase white blood-cell production to counter any damage that may have occurred to the bone marrow, and to reduce the risk of further infections due to immune-system damage.

There are also specific drugs that can help to reduce the damage to internal organs caused by radioactive particles.

How does radiation have an impact on health?


Radiation and cancer

 

  • Most experts agree even small doses of ionising radiation – as low as 100 millisieverts – can increase the risk of cancer, but by a very small amount.
  • In general, the risk of cancer increases as the dose of radiation increases. Exposure to one sievert of radiation is estimated to increase the lifetime risk of fatal cancer by around 5%.
  • The thyroid gland and bone marrow are particularly sensitive to ionising radiation.
  • Leukemia, a type of cancer that arises in the bone marrow, is the most common radiation-induced cancer. Leukemias may appear as early as a few years after radiation exposure.
  • Other cancer can also result from exposure to radiation, but may not develop for at least a decade. These include cancers of the lung, skin, thyroid, breast and stomach.

 

What are the most likely long-term health effects?

Cancer is the biggest long-term risk.

[…]

[…]

The biggest risk was that radioactive iodine could get into their system, raising the risk of thyroid cancer.

To counter that risk, people – in particular children – could be given tablets containing stable iodine which would prevent the body absorbing the radioactive version.

The Japanese already have a lot of iodine in their natural diet, so that should help too.

How does Fukushima compare to Chernobyl?

Professor Gerry Thomas, who has studied the aftermath of the Chernobyl disaster, said: “It is very unlikely that this will turn into anything that resembles Chernobyl.

“In Chernobyl you had a steam explosion which exposed the reactor core, which meant you had a lot of radiation shooting up into the atmosphere.”

Prof Thomas said although the Chernobyl disaster had led to a rise in thyroid cancer cases, the only people affected were those living in the immediate area of the explosion and who were young at the time.

A1-A2-B1-B2 Alice in Wonderland by Tim Burton – Lewis Carroll

 

Thanks to Laurence Prat-Bouch’is for sharing her work! Académie de Rennes


Lewis Carroll’s real name was Charles Lutwidge Dodgson. He was born on 27 January 1832

in Daresbury in the Cheshire, England.

He was the third son of a pastor.

When he was a child he loved creating puppet shows.

He was also fond of logic and mathematic games.

In 1851, he went to Oxford University. A few years later, he got his diploma in mathematics.

He taught at the university and also took religious classes. He became a deacon in 1861.

He worked on mathematics and, at the same time, published short stories in a magazine called The Train.

In 1865, he published his most famous novel Alice’s Adventures in Wonderland. In 1871 he published its sequel Through the Looking GlassAlice’s Adventures in Wonderland was written for a little girl who liked listening to his stories very much. Her name was Alice Liddell, she was the daughter of his friends.

At first, his stories were for kids, but adults got interested in them too and liked to find hidden messages in them.

Lewis Carroll was also a photographer.

He died in Guileford, on 14 February 1896 of influenza.

He was 65.


Doc 2 : Speak about the film.

1-     What genre is it ?

a) comedy                       

b)  fantasy                 

c) science fiction

2-     Who is the director ?

a) James Cameron               

 b) Steven Spielberg             

c)Tim Burton

3-     Who is the main actor ?

a) Johnny Depp   

  b) Daniel Radcliffe                

c) Robert Patterson

4-     Who is the main actress ?

a) Kristen Stewart       

  b) Mia Wasikowska            

    c) Zoe Saldana

 

Doc 3 : Complète avec les mots du mots-croisés.

Alice Kingsleigh was  a 6 year-old ……………..  when she discovered ………………….. . She is now 19      and she returns to this …………………. world.

She …………..   down  into a    …………  . When she arrives in the magic world she finds herself in a room with …………..  of ………….  . The …………...   she must go  ……………..  is very small. Alice ………….. a ………… and she ……………….. very small.

The world outside reminds* her of the bad ……..……..  she had when she was a child.

In the ………………… she will ……………… very bizarre creatures : cruel ……………… and talking  …………..    . Some will be friendly whereas others will be enemies.

Do you remember the plot*?

*Remind= rappeler  *plot=intrigue

 

Doc 4 : Watch the trailer of the film and say what you can : who / where / what … about ?

 

Doc 5: who is who ? And who is missing ?

a             b           c                     d                 e              f                 g              h

 

1-The Mad Hatter           2- Tweedledee and Tweedledum                    3- Alice                  4- the White Queen

5- The Catterpillar           6- The Angry Mouse       7-The Red Queen                     8- The grey Hare (very fond of tea !)

9- The White Rabbit          10- the Cheshire Cat

Act 6 : Recap : who / where / what … about ? Traduis le paragraphe.

Alice retourne au pays des merveilles. Ses amis lui disent que la reine rouge a pris le pouvoir et terrifie tout le monde.

Ils lui montrent une vieille carte. Alice sera le champion de la reine blanche et se battra contre le  « jabberwocky ».

Elle réussira bien sûr, la reine blanche redeviendra la reine du pays des merveilles et exilera sa méchante sœur.

*Terrify= terrifier /

……………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………………………………

 

 

Ces phrases sont au futur, observe la formation

Sujet + auxiliaire WILL (not) +  BV +  (complément) pas de conjugaison, ‘will’ pour tous les sujets

Ex :      Alice          will   not            succeed.            La forme contractée de ‘will   not’ est ‘won’t’

 

Homework exercise : make sentences in the future. Will / won’t ?

White queen / win ? the  white queen will win

Red queen / win   ? the red queen  won’t win

Red queen / lose à

Mad hatter / marry Alice

Red queen / cut off Alice’s head

The catterpillar / become a butterfly

Alice / kill the jabberwocky

Alice / stay in Wonderland

Alice’s friends / stay in Wonderland

 

Alice fights the jabberwocky

 

 


Alice in Wonderland 's  characters.


FAQ
Mad Tea Party ideas
Downloads
Links
Conclusion

Character descriptions

Alice's Adventures in Wonderland

ost popular characters:

Alice (AAiW & TtLG; all chapters);

Caterpillar (AAiW; Chapter 4, 5);

Cheshire Cat (AAiW; Chapter 6, 8);

Jabberwock (TtLG; Chapter 1);

Mad Hatter (AAiW; Chapter 7, 11);

Queen of Hearts (AAiW; Chapter 8, 9, 11, 12);

White Rabbit (AAiW; Chapter 1, 2, 4, 8, 11, 12);


Other characters, in order of appearance:

Alice’s sister (Chapter 1, 12); in the beginning of the story she’s reading a very boring book (according to Alice). In the end Alice wakes up in her lap and tells her her adventures. She is presented as a reasonable adult, who, in the end, recognizes Alice's own adult-like qualities.

Dinah (Chapter 1, 2, 3, 4); she is Alice’s cat. She isn’t physically there in the book but Alice talks about her many times, especially about the fact that she is good at hunting and killing animals. Therefore she does play an important role.

Mouse (Chapter 2, 3); this is one of the creatures that fell into the pool of Alice’s tears. He tries to dry the others by telling them the driest story he knows.

Duck (Chapter 2, 3); he also fell into Alice’s pool of tears. He is said to be modeled after Canon Duckworth (see the Story Origins section).

Dodo (Chapter 2, 3); another creature that fell into the pool. He suggests to do a Caucusrace to get dry. He is said to be modeled after Dodgson (Carroll) himself (see the Story Origins section).

Lory (Chapter 2, 3); Also fell into the pool. She is said to be modeled after Alice's sister, Lorina (see the Story Origins section).

Eaglet (Chapter 2, 3); Also fell into the pool. She is said to be modeled after Alice's other sister, Edith (see the Story Origins section).

Old Crab with daughter, several birds (among them a Magpie and a Canary with kids) (Chapter 3); they are also part of the party that fell into Alice’s pool of tears.

Mary Ann (Chapter 4); the White Rabbit’s housemaid. She isn’t physically there in the book but the Rabbit mistakes Alice for her.

Pat (Chapter 4); an employee of the White Rabbit. The Rabbit orders him to get Alice’s arm out of his window.

Bill (Chapter 4, 11, 12); he is a lizard and also employed by the White Rabbit. He has to go down the chimney to get Alice out. Later he is a member of the jury during the trial.

2 Guinea pigs (Chapter 4); they are part of the group that tries to get Alice out of the Rabbit’s house.

Puppy (Chapter 4); very playful, and as Alice is very small he almost runs her over.

Pigeon (Chapter 5); she mistakes Alice for a serpent because of her long neck. She tries to protect her eggs.

Frog-Footman (Chapter 6); he serves at the house of the Duchess.

Fish-Footman (Chapter 6); he brings an invitation from the Queen to the Duchess’ house.

Duchess (Chapter 6, 8, 9); she is very ugly and mistreats her baby. She is also fond of finding morals in things. She tries to be in everyone's good books (especially the Queen's one) by acting very complimentary.

Baby/pig (Chapter 6); as a baby it constantly howls and sneezes because of the pepper. When Alice takes it outside it turns into a pig.

Cook (Chapter 6, 11); she makes soup with too much pepper and throws things at the Duchess, the baby and Alice. Later she is a witness in the trial.

March Hare (Chapter 7, 11); he is holding a tea party with the Hatter and the Dormouse. The party will continue forever, as they live in a frozen time. Later on, the March Hare is a witness during the trial.

Dormouse (Chapter 7, 11); another member of the tea party and witness. He constantly falls asleep and is mistreated by the Hare and the Hatter.

Elsie, Lacie and Tillie (Chapter 7); they are three sisters in the Dormouse’s story. They live in a treacle well. It is said that they represent the Liddell sisters (see Story Origins page).

Five, Seven and Two (Chapter 8); they are playing cards and the Queen’s gardeners. They’re painting roses red because they planted white ones by mistake.

Knave of Hearts (Chapter 8, 11, 12); he carries the crown and is later accused of stealing tarts.

King of Hearts (Chapter 8, 9, 11, 12); The Queen of Hearts’ incompetent husband. She completely dominates him. The King doesn’t have much notion of how a trial works, but is rather stubborn.

Flamingos and hedgehogs (Chapter 8, 9); they are used as mallets and balls during the game of croquet.

Gryphon (Chapter 9, 10, 11); he takes Alice to the Mock Turtle. With him he explains the Lobster Quadrille to Alice.

Mock Turtle (Chapter 9, 10); he seems to be very sad and constantly sobs. He tells Alice about his schooldays.

Jurors (Chapter 11, 12): twelve creatures act as members of the jury during the trial of the stolen tarts. Among them is Bill, the lizard.

2 Guinea-pigs (Chapter 11); they are being suppressed during the trial for cheering.


Expression orale en continue (P.P.C.)

 

Sujet A film review.

Choose a film you have seen (recently or not) and talk about it for at least 1 minute.

Give your opinion =

I like / I don’t like this movie because….

 

 

Help: title, actors, characters, story / plot, genre, director, year, blockbuster or not…

Suivez la démarche faite en cours.

 

 

Critères de réussite :

Attitude

2 points 1 point 0 point
 

1. Je sais me faire entendre ( force, ton…) et comprendre :

Je parle avec un débit adapté : ni trop lent, ni trop rapide

 

tout le temps parfois jamais
 

2. Je regarde mon auditoire

 

la plupart du temps parfois peu / jamais

 

 

 

peu / jamais

 

3. Je fais des efforts de prononciation

 

la plupart du temps parfois
 

4. J’adopte une posture correcte, non relâchée (je ne suis pas accoudé(e),

avachi(e) contre un mur, les mains dans les poches…)

la plupart du temps parfois peu / jamais
 
5. Je suis capable de parler sans lire mes notes, je respecte l’intonation tout au long de mon exposé lecture occasionnelle lecture systématique

Contenu

     
A. J’annonce les principaux éléments (titre, date de sortie, réalisateur, acteurs…) Sans oubli 1 ou 2 éléments oubliés Plus de 2 oublis
 

B.Je fais un compte-rendu du film, de façon à ce que l’auditoire comprenne

bien l’histoire (attention : c’est un résumé, pas un développement !!)

 

complet peu complet pas complet du tout
 

C. Je sais donner mon avis (j’aime, je n’aime pas parce que…)

(donner la raison : « because… »)

 

parfaitement un peu pas du tout
D. Je m’exprime avec une syntaxe qui permet à mon auditoire de me

comprendre

parfaitement un peu Pas du tout

(incompréhensible)

F. J’utilise le lexique vu en classe (point A) et je montre que j’ai cherché

celui qui me manquait

parfaitement presque toujours pas du tout

 

Total :        …                / 20 points

Nota bene : ne perdez pas cette grille et présentez-la au professeur lorsque vous serez interrogé

CE. Alice and Sherlock, from Take it Easy magazine (n°3 - 2010)

1. Before reading.

From the title of this document, can you cross out the odd word of each series and match

the series to its character.

  detective – rabbit – murder – mystery – London                                         A. Alice

?  Wonderland – chocolate – rabbit – white – visit                                                  B. Sherlock

2. After reading.

1. Tick the correct answer.

This document is o  a biography.

o  a film review.

o  a fairy tale.

2. Alice in Wonderland Right (vrai) or wrong (faux)

Find in the text, the sentences which justify your answer.

(Trouve dans le texte la / les phrases qui justifie(nt) ta réponse).

a)     There is no difference between the Alice in the book (by Lewis Carroll) and the Alice in the

film.                                                                              o  Right               o Wrong

…………………………………………………………………………………………………………

b)  Alice has no friends in Wonderland.                                   o  Right               o Wrong

…………………………………………………………………………………………………………

c)  The movie / film is full of surprising, quite crazy and unrealistic parts.

o  Right               o Wrong

…………………………………………………………………………………………………………

d)  The film was made by Tim Burton.                               o  Right               o Wrong

…………………………………………………………………………………………………………

e) Alice’s Adventures in Wonderland by Lewis Carroll is an unknown book.  Not many persons

have read it.                                                                            o  Right               o Wrong

…………………………………………………………………………………………………………

3. Sherlock Holmes

a) Pick out in the text, 3 elements characterizing  the Sherlock Holmes in the book by Sir Arthur Conan Doyle and the Sherlock in the film.

Sherlock in the book                     Sherlock in the film

-                                                                                                                                             -

-                                                                                                                                             -

-                                                                                                                                             -

b)adjectives for the film? or for the book?

calm  - thoughtful – athletic –  risk-taking  –  serious  -  extremist

Sherlock Holmes in the book : ……………………………………………………….

Sherlock Holmes in the film : …………………………………………………………

E V W I A F E L I C I A
W G P O T I O N X R E D
B U N G N S M A L L E R
T E J A F D H S O P S I
D L C E R G E H T L C N
J R U O U T H R A O B K
Q I E O M L S M L Z R F
S G R A U E I L N A Z Y
D H R Y M N F A L L N T
T O N Y A P E O P L E D
W H O T I B B A R F X X
P F I R M E E T L O T S
ANIMALS BECOME DOOR
DREAM DRINK FALL
GIRL HOLE LOTS
MEET PEOPLE POTION
RABBIT SMALLER STORY
STRANGE THROUGH WONDERLAND
E V W I A F E L I C I A
W G P O T I O N X R E D
B U N G N S M A L L E R
T E J A F D H S O P S I
D L C E R G E H T L C N
J R U O U T H R A O B K
Q I E O M L S M L Z R F
S G R A U E I L N A Z Y
D H R Y M N F A L L N T
T O N Y A P E O P L E D
W H O T I B B A R F X X
P F I R M E E T L O T S
ANIMALS BECOME DOOR
DREAM DRINK FALL
GIRL HOLE LOTS
MEET PEOPLE POTION
RABBIT SMALLER STORY
STRANGE THROUGH WONDERLAND

 

A2-B1-B2 New Zealand

an extract from the BBC

I talk to my neighbour, who says she has spent 10 minutes just looking at a butterfly when she should be tidying up. Life seems unreal and time seems to unravel.

We keep telling ourselves time will put this right. With time, the aftershocks will lessen. With time, power and water and sewage will be restored. With time, our roads will be repaired. With time our houses will be rebuilt. With time.

But at the moment time goes slowly. Time brings us pain and anguish – and fear that we might not have the strength to get through this. Time brings despair because all that we have built up has gone and our future is in jeopardy.

Quake map Tuesday’s quake was less energetic but more destructive

Researchers are investigating the relationship between September’s Magnitude 7.1 quake and last month’s 6.3 event.

The latter is very much considered to be an aftershock from the first, even though they were separated by six months.

The former occurred about 40km to the west, rupturing a similar length of fault. The most recent quake ruptured about 15km of fault.

What scientists need to know now is the nature of any “seismic gap” between the two; that is, a segment of fault which was not broken in either tremor but which may have been loaded with additional strain because of both those events.

Jaxa
The Advanced Land Observing Satellite (Alos) was launched in 2006

[email protected]

More on This Story

Related Stories

Categories

March 2011
M T W T F S S
« Feb   Apr »
 123456
78910111213
14151617181920
21222324252627
28293031