English Lessons

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UNIT 1 · ONCE UPON A FIGHT

English lessons

WEEK 6 - 12/10 = FINAL TASK (mis en ligne le 12/10)

WEEK 5 - 02 & 05/10

WEEK 4 - 28/09

WEEK 3 - 18 & 21/09

WEEK 2 - 14/09

WEEK 1 - 07/09

UNIT 1 - ONCE UPON A FIGHT

Après avoir réfléchi à la descrption de la photo, cliquer sur le crayon pour faire apparaître une proposition de trace écrite.

Have a look at the picture and react to it.

This picture represents Martin Kuther King Jr, who is waving at the crowd of people in Washington DC. On the right, there are photographers or journalists who are taking pictures of MLK. In the background, we can see a crowd a people. They may be demonstrating / marching / protesting. In fact, this picture shows the 1963 March on Washington, during which MLK delivered his famous "I Have a Dream" speech. 2023 is the 60th anniversary of this speech.

UNIT 1. ONCE UPON A FIGHT

embody/epitomise = incarner ; embodiment / epitome = incarnation / striggle = lutter / involvement = engagement

to = réussir à

to = échouer à

in = rendre hommage à qqn

in = être bon à qqc

for = être reconnaissant de / pour

in = réussir à

Essayer de faire les exercices d'abord seul puis vérifier les corrections ensuite.Ex 1. Les réponses s'affichent en passant le curseur sur le pictogramme.Ex 2. Il est possible de relier les mots avant le crayon du site (en haut à droite). La correction apparaitra en cliquant sur les mots de la colonne de gauche.Ex 3. Les réponses s'affichent en cliquant sur le "(to)" de chaque ligne.

Vocabulary worksheet

NB : la correction sera disponible dans les travaux de la semaine suivante.

TEXT 3

TEXT 2

TEXT 4

TEXT 1

Activity 1. Reading comprehension. Read the short texts and try to fill in the boxes of the chart.

LESSON 1. Times of fighting

Test yourself! Do you remember last week's lesson?

TEXT 3

TEXT 2

TEXT 4

TEXT 1

Last week, you had to read 4 texts and find the correct elements. Click on the red eye to see the correction.

LESSON 1. Times of fighting

was wasn't was I / he / she / it... ?were weren't were you / we / they ... ?

V + ED 2ème colonne du tableau didn't + V (WH- +) DID + Sujet + V ...?

passée datée terminée

Activity 2. Grammar time!Les textes que tu as lus sont écrits au passé, plus précisément au prétérit. Voilà un rappel du prétérit en anglais.Prends quelques minutes pour voir ce que tu te rappelles à propos de la leçon puis clique sur le crayon pour avoir la correction.

LESSON 1. Times of fighting

Rosa Parks n'a pas donné son siège à un homme blanc donc elle est allée en prison.

Qui était Shirley Chisholm? Qu'a-t-elle fait? Elle est devenue la 1ère femme noire à entrer au Congrès.

MLK delivered his speech in 1963 and he got the Nobel prize in 1964.

Rosa Parks didn't give her seat to a white man so she went to jail / prison.

Who was Shirley Chisholm? What did she do? She became the first black woman to enter Congress.

Martin Luther King a prononcé (= deliver) son discours en 1963 et il a obtenu le prix Nobel en 1964.

Exercice sur le prétérit : traduis les phrases suivantes en anglais, en utilisant le prétérit. Pour la correction, cliquer sur chaque phrase.

LESSON 1. Times of fighting

Une fois les 3 écoutes faites et les questions répondues, passer à la suite pour la correction.

What sort of document is it?

Who speaks?

What is the function of the document?

What does the document tell us?

LESSON 1. Times of fighting

Activity 3. Oral comprehension (part 1)Tu vas entendre un document audio intitulé "The Civil Rights Movement". Ecoute 3 fois le document en essayant de prendre des notes. Concentre-toi sur les données chiffrées ainsi que les événements décrits. Pense également aux questions ci-dessous.

What sort of document is it? It is a documentary.

Who speaks? 4 people speak : 2 journalists / voices-over (one man and one woman); 1 man from an archive recording ; Martin Luther King while he was delivering his speech

What is the function of the document? It is a didactic document because it teaches us historical information. It is also informative.

What does the document tell us?

1954: the Brown v. Board of Education case ended the end of segregation at school. It marked the beginning of the civil rights movement.
1955: Rosa Parks refused to give up her seat to a white man, which led to a bus boycott.
1963: it was the March on Washington, with 200,000 people. Martin Luther KIng Jr delivered his speecg, which changed the consideration of the movement.

LESSON 1. Times of fighting

Activity 3. Oral comprehension - correction

Test yourself! Do you remember last week's lesson?

Après la mise en forme des notes, cliquer sur la flèche afin de voir une trace écrite résumant le document.

1964 : President Lyndon Johnson / Civil Rights Act / segregation 1965 : Voting Right Act / victory / African-Americans1968 : Martin Luther King / assassination / movement died / new forms / continues

1964 : President Lyndon Johnson 1965 : 1968 : Martin Luther King

LESSON 1. Times of fighting

Activity 4. Oral comprehension (part 2)Suite du travail de CO : 3 écoutes du document audio avec prise de notes. Pour la 1ère écoute : n'utiliser aucune aide.Pour la 2ème écoute : cliquer sur l'oeil rouge qui dévoilera des éléments qui permettent de voir la construction du document. Pour la 3ème écoute : cliquer sur l'oeil bleu qui dévoilera des éléments plus précis, potentiellement compris lors des 2 premières écoutes, qui aideront à recréer le sens du document.

Après avoir pris la trace écrite, passer à la "lesson 2"

1964 : President Lyndon Johnson signed the Civil Rights Act, which ended segregation in America. 1965 : President Johnson signed the Voting Right Act which gave every American the right to vote. It was a monumental victory for African-Americans.1968 : Martin Luther King was assassinated. People thought that the movement died with him but it continued and it took new forms.

LESSON 1. Times of fighting

Activity 4. Oral comprehension - correction

<= VideoSi la vidéo ne fonctionne pas, utiliser l'audio :

Après la mise en forme des notes, cliquer sur la flèche afin de voir une trace écrite résumant le document.

Pour cette compréhension orale, deux parcours sont possibles.NIVEAU 1 . AUCUNE AIDE. 3 écoutes espacées d'une minutes avec prise de notes (modalités d'évaluation).NIVEAU 2. 1ère écoute sans aucune aide. Puis, si besoin, faire apparaître la fiche uniquement à partir de la 2ème écoute.

LESSON 2. A Fighter's speech

Activity 1. Oral Comprehension - Video "The March on Washington" (History, 2012)

Washington DC, Capitol / from the Washington monument to the Lincoln Memorial

Joan Baez, Bob Dylan, Mahalia Jackson

250,000 people (a quarter million) / black and white, young and old

Reverend MLK Jr delivered a speech called "I have a dream".As the leader of the movement, he electrified the crowd with his speech His speech referred to Abraham Lincoln, the president who abolished slavery.The speech deals with his dream of equal rights for all.

28 August 1963 / March on Washington for jobs and freedom

LESSON 2. A Fighter's speech

August 29th 1963. The day before, the March on Washington was an incredible success. As a young journalist in Washington DC, you were present at the event to cover it. Write an article about the march. Describe the people, the atmosphere and give details about what happened. (150 words)

Tâche intermédiaire Travail à rendre par mail (Elyco) pour le vendredi 22/09.Le cours est autorisé mais tout aide extérieure est interdite.

LESSON 2. A Fighter's speech

Activité de remédiation.Le travail envoyé la semaine dernière (tâche intermédiaire) a été corrigé et rendu par mail. Une fiche de remédiation, à faire en autonomie, a été jointe à la copie. Objectif : reprendre la séquence ou utiliser le dictionnaire en ligne pour remplir la fiche.

LESSON 2. A Fighter's speech

Part 2.I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression will be transformed into an oasis of freedom and justice.I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today.I have a dream that one day down in Alabama with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification, one day right down in Alabama little Black boys and Black girls will be able to join hands with little white boys and white girls as sisters and brothers. […]

Part 1.I say to you today, my friends, that even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these truths to be self-evident, that all men are created equal.”

Activity 2. Reading Comprehension - Martin Luther KIng Jr's "I Have a Dream" speechObjectif : comprendre un texte et le reformuler dans ses propres motsStep 1. For each part of the text, write a short summary in your own words. (A2 > B1)Step 2. Then analyse the techniques used by King to deliver his speech and convey his message. (B1 > B2)

LESSON 2. A Fighter's speech

Après fait le travail de reformulation, cliquer pour voir des exemples et comparer les idées mises en avant.

Part 4.And when this happens, and when we allow freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, Black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual: Free at last. Free at last. Thank God almighty, we are free at last.

Part 3.This is our hope. This is the faith that I go back to the South with. […] With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.This will be the day when all of God's children will be able to sing with new meaning: “My country, 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrims' pride, from every mountainside, let freedom ring.”And if America is to be a great nation, this must become true. […] From every mountainside, let freedom ring.

Activity 2. Reading Comprehension - Martin Luther KIng Jr's "I Have a Dream" speechObjectif : comprendre un texte et le reformuler dans ses propres motsStep 1. For each part of the text, write a short summary in your own words. (A2 > B1)Step 2. Then analyse the techniques used by King to deliver his speech and convey his message. (B1 > B2)

LESSON 2. A Fighter's speech

Avant de continuer, s'assurer que le travail sur les techniques utilisées a bien été effectué.

He insists on the idea of togetherness and equal rights (he speaks of freedom as well as the right to go to prison so equality on every single level). He wants freedom everywhere.

MLK wants equality and fraternity / brotherhood between all citizens, especially between black and white people. Moreover, he says that oppression and injustice are very present in America but he hopes for a better future for his children. He wants equality no matter the colour of people’s skin.

MLK says that he has a dream, despite all the difficulties, that every American should be equal because it ios part of the American dream.

He says that equality between all kinds of people (different colours, different religions...) will be the first step towards freedom.

LESSON 2. A Fighter's speech

Other elements:

He criticises the racism of the south of America ; he reminds the audience of slavery, when black people were not free, showing that the situation can get better; he repeats "free at last" three times at the end...

He uses "will" to look towards the future and imagine a better future of equality and freedom for all.

He uses the lexical field of religion and human values (justice, equality, unity, freedom) because he is a religious man and because it means a lot for American people because they are American values. He wants to create a feeling of unity through these values.

He uses binary rhythms (groups of 2 elements) to show unity between what is sometimes opposed.

He directly addresses the audience to make them feel concerned and calls them "my friends". He later uses "we". He wants to show the unity between all citizens.

There are many repetitions at the beginning of sentences / paragraphs (= anaphoras) because he wants to insist on the idea of this dream.

TECHNIQUES USED IN THE SPEECH.Each colour represents a technique. Once you have identified them all, click on the corresponding colour to have an explanation and see if you understand them.

As for the anaphoras, MLK uses epiphoras (repetitions of words at the end of sentences) to insist on the idea of freedom because it is one of his goals / objectives.

__And when this happens, and when we allow freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, Black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual: Free at last. Free at last. Thank God almighty, we are free at last.

__This is our hope. This is the faith that I go back to the South with. […] With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.This will be the day when all of God's children will be able to sing with new meaning: “My country, 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrims' pride, from every mountainside, let freedom ring.”And if America is to be a great nation, this must become true. […] From every mountainside, let freedom ring.

__I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression will be transformed into an oasis of freedom and justice.I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today.I have a dream that one day down in Alabama with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification, one day right down in Alabama little Black boys and Black girls will be able to join hands with little white boys and white girls as sisters and brothers. […]

I say to you today, my friends, that even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these truths to be self-evident, that all men are created equal.”

LESSON 2. A Fighter's speech

Recap - Do you remember the speech?

It became famous worldwide after the death of George Floyd, a black man who was killed by a police officer during his arrest.

This movement intends to fight against racism police brutality.

This is a protest / march / demonstration of the "Black Lives Matter" movement

Have a look at the picture and react. What do you know about this?Click on the blue logos on the right to get some context and vocabulary.

LESSON 3. Fighting on!

text 2

text 3

text 4

text 1

Need help with the vocabulary?

Recopier le tableau ou télécharger le document

Activity 1. Reading Comprehension - Today's situations (4 texts)Read the texts and fill in the following chart.

LESSON 3. Fighting on!

Activity. Reading Comprehension - Today's situations (4 texts)Correction : click on the chart to see the answers.

LESSON 3. Fighting on!

passer à l'exercice

which

who(m) / that / -

which / that / -

whose

where

for / to / on... who(m)

for / to / on... which

who

Activity 2. GrammarLes propositions relatives. Elles servent à donner une précision sur le nom auquel elles se rapportent. Les pronoms relatifs anglais s'utilisent en fonction de l'antécédent : il faut savoir s'il s'agit d'un être humain ou non.Cliquer sur chaque case pour faire apparaître le ou les pronoms correspondants puis noter dans la leçon.

LESSON 3. Fighting on!

August 29th 2023. Yesterday was the 60th anniversary of the March on Washington and Martin Luther King's "I Have Dream" speech. Crowds of people gathered in Washington to celebrate this historical date. As a young journalist, you were present at the march. Write an article about this anniversary. Say what happened and don't forget to also recall what happened 60 years ago. You will also write about the situation of equality in America today.

Tâche finale - expression écrite (180 mots min.)Travail à rendre par mail (Elyco) pour le vendredi 13/10.Aucune aide (cours, internet...) n'est autorisée.

UNIT 1 - FINAL TASK

WEEK 6 - 12/10 = FINAL TASK

WEEK 5 - 02 & 05/10

WEEK 4 - 23/11

WEEK 3 - 13 & 16/11

WEEK 2 - 09/11

WEEK 1 - 16 & 19/10

UNIT 2 - BOLLYWOOD

To start with, test your knowledge about India!

UNIT 2 - BOLLYWOOD

Correction: Ex.1. Cliquer sur les mots de la colonne de gauche.Ex.2.Ex.3.Ex.4. Cliquer sur les blancs pour faire apparaître les mots.

Vocabulary

WEEK 6 - 12/10 = FINAL TASK

WEEK 5 - 02 & 05/10

WEEK 4 - 28/09

WEEK 3 - 18 & 21/09

WEEK 2 - 14/09

WEEK 1 - 07/09

UNIT 3 -

WEEK 6 - 12/10 = FINAL TASK

WEEK 5 - 02 & 05/10

WEEK 4 - 28/09

WEEK 3 - 18 & 21/09

WEEK 2 - 14/09

WEEK 1 - 07/09

UNIT 3 -

WEEK 6 - 12/10 = FINAL TASK

WEEK 5 - 02 & 05/10

WEEK 4 - 28/09

WEEK 3 - 18 & 21/09

WEEK 2 - 14/09

WEEK 1 - 07/09

UNIT 3 -

Who Was Shirley Chisholm? Shirley Chisholm is best known for becoming the first Black congresswoman (1968), representing New York State in the U.S. House of Representatives for seven terms. She went on to run for the 1972 Democratic nomination for the presidency—becoming the first major-party African-American candidate to do so. Throughout her political career, Chisholm fought for education opportunities and social justice. Chisholm left Congress in 1983 to teach. She died in Florida in 2005.

Who Was Rosa Parks? Rosa Parks was a civil rights leader whose refusal to give up her seat to a white passenger on a segregated bus led to the Montgomery Bus Boycott. Her bravery led to nationwide efforts to end racial segregation. Parks was awarded the Martin Luther King Jr. Award by the National Association for the Advancement of Colored People, the Presidential Medal of Freedom and the Congressional Gold Medal.

Barack Obama forever changed black America Black America’s conception of ourselves was forever changed by Barack Obama’s presidency. For African Americans, the first family helped to unlock the transformational potential that always existed in democracy’s beating heart, but which too often excluded black Americans. Today, that is no longer the case. Barack and Michelle Obama changed how black folks thought of themselves and the wider nation they lived in. Obama’s attainment of the nation’s highest office illuminated the depth and breadth of black genius in American society, helping to inspire millions of young people to dream bigger dreams. For black America, the euphoria of election day in 2008 did not elicit post-racial fantasies articulated by the mainstream press. Instead, the presence of the Obamas on the world stage confirmed deep-seated truths about black excellence, love and humanity that we’ve always taken for granted despite white denial of these very truths. Barack and Michelle Obama, along with their intelligent and energetic daughters Sasha and Malia, set a new standard for American society, normalizing the once unthinkable prospect of having a black president and first family in the White House. Together, they broke powerful barriers installed by the nation’s brutal history of slavery, Jim Crow and institutional racism. The Guardian, January 2017

Who Was Malcolm X? Malcolm X was a minister*, human rights activist and prominent Black nationalist leader who served as a spokesman for the Nation of Islam during the 1950s and 1960s. Due largely to his efforts, the Nation of Islam grew from a mere 400 members at the time he was released from prison in 1952 to 40,000 members by 1960. A naturally gifted orator, Malcolm X exhorted Black people to cast off the shackles** of racism "by any means necessary," including violence. The fiery*** civil rights leader broke with the Nation of Islam shortly before his assassination in 1965. * religious official; ** chains; ***ardent

Who Was Martin Luther King Jr? Martin Luther King Jr. was a Baptist minister* and civil-rights activist who had a seismic impact on race relations in the United States, beginning in the mid-1950s. Among his many efforts, he delivered his famous “I Have a Dream” speech in 1963. Through his activism and inspirational speeches, he played a pivotal role in ending the legal segregation of African American citizens in the United States. King won the Nobel Peace Prize in 1964, among several other honors. He continues to be remembered as one of the most influential and inspirational African American leaders in history. * religious official

Kamala Harris’ Historic Win Brings Hope, Power to Black Women After Four Hard Years Kamala Harris is America’s first Black Vice President-elect of the United States of America, and the first woman to be elected to the seat. The power of this historic moment runs deep for us. We’re celebrating a century of fighting for Black people and the 100th year anniversary of women’s voting freedom in our country. This is history in the making. Vice President-elect Kamala Harris stands on the shoulders of hundreds of thousands of Black women who shaped this election as they fought, organized, ran for office and voted in order for us to reach this moment. During this momentous occasion, I think of all the women who came before us, as their sacrifices are brought to fruition. From revolutionaries like Harriet Tubman to trailblazers like Shirley Chisolm, Black women have historically dared to challenge white supremacy, and were long kept from ascending to the heights of power because of it. Harris’ appointment has been a project in building power nearly 400 years in the making. And we’re not done.Her win is a testament to the power of Black voters, and the powerful infrastructure of racial justice organizations that overcame the widespread voter suppression and ballot suppression attempts, to make sure Black voices were heard, respected and included. Essence.com, November 2020

COVID-19 Has Devastated The Black Community. Here’s Why And What Needs To Change.I am Black. I am a woman. I am a physician. […]I’ve practiced medicine on both coasts. I was one of only six Black students in my medical school class, one of a mere three Black residents in my residency class and the only Black allergy and immunology fellow in my class. I was the only Black physician in my group at my last hospital appointment. I am very aware of my Blackness, yet the impact of COVID-19’s racial disparities still surprised me. During a recent Zoom conference call with colleagues, I suddenly realized that, while I have had several family members, family friends and acquaintances who have fallen ill with and died of COVID-19, my colleagues have had none. The single obvious difference between my colleagues and me? I am Black, and New Orleans is my hometown.In my family, five cousins tested positive for COVID-19. Sadly, two died. […] Each day there is another call, text or post about someone I know who has gotten sick or passed away from COVID-19. The grief and anxiety is profound, especially when compounded by recent news of police violence against and harassment of Black people.I know I am not alone. A recent poll showed Black Americans are twice as likely to know someone who has tested positive or died from COVID-19. Why? It is complicated. Underlying health disparities and social determinants of health play a large role. But, Black Americans have also had less access to COVID-19 testing and medical care. We have been turned away from testing sites, and our symptoms have been minimized. For too many, this has proven fatal. For others it is yet another reminder that Black Americans are not afforded the same opportunities as other Americans, even during a pandemic. Huffington Post, March 2020

A Black sheriff's deputy in Louisiana condemned police brutality and institutionalized racism. Then he died by suicide A Louisiana sheriff's deputy died by suicide on Monday after recording and posting to social media videos of himself condemning institutionalized racism and describing his struggle as a Black law enforcement officer in a system that he says condones police brutality against Black people. Lafayette Parish Deputy Clyde Kerr III, 43, died from a self-inflicted gunshot wound to the head, according to a preliminary coroner's report. He was outside the Lafayette Parish Sheriff's Office, according to Capt. John Mowell. Kerr became a deputy in 2015, Mowell said. He was a New Orleans native, Army veteran and father of two boys. In the videos posted online, he spoke about the police killings of Black Americans such as Breonna Taylor in Louisville, Kentucky, and George Floyd in Minneapolis -- which sparked nationwide protests last summer against police brutality and racial injustice. "I've had enough of all of this nonsense, serving a system that does not give a damn about me or people like me," Kerr said in one video, speaking directly to the camera. "You have no idea how hard it is to put a uniform on in this day and age with everything that's going on. […] This is my protest against police brutality and everything else that comes along with it in this broken, wicked, worldly system that does not give a damn about people," the deputy said.CNN, February 2021

English Lessons

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Transcript

Après avoir réfléchi à la descrption de la photo, cliquer sur le crayon pour faire apparaître une proposition de trace écrite.

UNIT 1. ONCE UPON A FIGHT

embody/epitomise = incarner ; embodiment / epitome = incarnation / striggle = lutter / involvement = engagement

Vocabulary worksheet

TEXT 3

TEXT 2

TEXT 4

TEXT 1

Activity 1. Reading comprehension. Read the short texts and try to fill in the boxes of the chart.

LESSON 1. Times of fighting

Test yourself! Do you remember last week's lesson?

TEXT 3

TEXT 2

TEXT 4

TEXT 1

Last week, you had to read 4 texts and find the correct elements. Click on the red eye to see the correction.

LESSON 1. Times of fighting

passée datée terminée

Activity 2. Grammar time!Les textes que tu as lus sont écrits au passé, plus précisément au prétérit. Voilà un rappel du prétérit en anglais.Prends quelques minutes pour voir ce que tu te rappelles à propos de la leçon puis clique sur le crayon pour avoir la correction.

LESSON 1. Times of fighting

Exercice sur le prétérit : traduis les phrases suivantes en anglais, en utilisant le prétérit. Pour la correction, cliquer sur chaque phrase.

LESSON 1. Times of fighting

LESSON 1. Times of fighting

Activity 3. Oral comprehension (part 1)Tu vas entendre un document audio intitulé "The Civil Rights Movement". Ecoute 3 fois le document en essayant de prendre des notes. Concentre-toi sur les données chiffrées ainsi que les événements décrits. Pense également aux questions ci-dessous.

LESSON 1. Times of fighting

Activity 3. Oral comprehension - correction

Test yourself! Do you remember last week's lesson?

LESSON 1. Times of fighting

LESSON 1. Times of fighting

Activity 4. Oral comprehension - correction

LESSON 2. A Fighter's speech

Activity 1. Oral Comprehension - Video "The March on Washington" (History, 2012)

LESSON 2. A Fighter's speech

Tâche intermédiaire Travail à rendre par mail (Elyco) pour le vendredi 22/09.Le cours est autorisé mais tout aide extérieure est interdite.

LESSON 2. A Fighter's speech

Activité de remédiation.Le travail envoyé la semaine dernière (tâche intermédiaire) a été corrigé et rendu par mail. Une fiche de remédiation, à faire en autonomie, a été jointe à la copie. Objectif : reprendre la séquence ou utiliser le dictionnaire en ligne pour remplir la fiche.

LESSON 2. A Fighter's speech

LESSON 2. A Fighter's speech

Après fait le travail de reformulation, cliquer pour voir des exemples et comparer les idées mises en avant.

LESSON 2. A Fighter's speech

Avant de continuer, s'assurer que le travail sur les techniques utilisées a bien été effectué.

LESSON 2. A Fighter's speech

LESSON 2. A Fighter's speech

Recap - Do you remember the speech?

LESSON 3. Fighting on!

text 2

text 3

text 4

text 1

Activity 1. Reading Comprehension - Today's situations (4 texts)Read the texts and fill in the following chart.

LESSON 3. Fighting on!

Activity. Reading Comprehension - Today's situations (4 texts)Correction : click on the chart to see the answers.

LESSON 3. Fighting on!

LESSON 3. Fighting on!

Tâche finale - expression écrite (180 mots min.)Travail à rendre par mail (Elyco) pour le vendredi 13/10.Aucune aide (cours, internet...) n'est autorisée.

UNIT 1 - FINAL TASK

To start with, test your knowledge about India!

UNIT 2 - BOLLYWOOD

Vocabulary