Here are the videos we will work on tomorrow
Video 1 on negotiating
By visiting this page, you will not only be able to watch the video again, but you will also have the dialogue written down.
Video 2 on negotiating
mardi 26 février 2013
lundi 11 février 2013
grammar
a page done by the university
http://www.fst.univ-cezanne.fr/fileadmin/FST/Documents/FACULTE/LABO_LANGUES/Tenses_L1.pdf
http://www.fst.univ-cezanne.fr/fileadmin/FST/Documents/FACULTE/LABO_LANGUES/Tenses_L1.pdf
Exposés licence
I will ask Mohamed and Prince to make their presentations available to the students, since they were interesting and well documented.
Meanwhile there is a link on the causes and effects of the Kobe seism in 1996 in Japan.
Very interesting link that will teach you quite a lot, not only in terms on technical vocabulary, but also on the impacts of earthquakes
Here is another link on Flood Risks in Dakar from 2010
Enjoy, you will learn a lot about it.
Meanwhile there is a link on the causes and effects of the Kobe seism in 1996 in Japan.
Very interesting link that will teach you quite a lot, not only in terms on technical vocabulary, but also on the impacts of earthquakes
Here is another link on Flood Risks in Dakar from 2010
Enjoy, you will learn a lot about it.
lundi 21 janvier 2013
Licence bridges
Lire le texte suivanthttp://metals.about.com/b/2012/05/31/why-corrosion-matters.htm
Take notes
- name of the bridge and nickname (why ?)
- date of construction
- locatiion
-length
- date of the failure (age of the bridge)
- number of vehicles on the bridge when it collapsed
-number of victims
- reason for the colapse
-what are the elements which accelerated the failure
-what are the different corrosion prevention techniques
Now, from your notes, present the document
Take notes
- name of the bridge and nickname (why ?)
- date of construction
- locatiion
-length
- date of the failure (age of the bridge)
- number of vehicles on the bridge when it collapsed
-number of victims
- reason for the colapse
-what are the elements which accelerated the failure
-what are the different corrosion prevention techniques
Now, from your notes, present the document
jeudi 13 décembre 2012
Jack the ripper scenario
Classe de seconde
Documents supports: images et texte cned en ligne+ bbc learning the suspects
Act 1
Getting into it...
Description of the images
You are sent on the scene think about the questions to ask
Now read the cover of the book and pick out the main information (wh questions)
Recap orally
Read the first page and highlight the main elements
Mise en commun
Travail de recherche de vocabulaire
Complete the inspector's report
Act 2
Questioning the witness
In pairs
Role play, one witness and one inspector
Two witnesses
Echange de role
Travail sur les questions
Complete the report of the inspector
Repérage des formes verbales et classification
Repérage des voix passives pourquoi la forme est elle utilisée?
A qui s'adresse-t-on?
Act 3
The two inspectors working on the first two murders meets and try to find clues.
They exhange information on their respective cases and try to find similarities in the two cases.
Play out the conversation. At the end of it, you must have gathered quite as many elements on the first murde as on the second.
Act 4
A stalemate
The investigation does go anywhere
Public opinion is getting critical
An article is written
Read it
Pick out the elements that determine the point of view
You are a private detective and you are very interested in the article
You collect as many data as you can and write a letter to the police explain how much and why you are interested in the case.
Act 5
you have finally convinced the police to include you in your instigation
You work in a team of 5.
Each one of you focuses on one suspect
After having analysed your file very closely and having read the files of the other members of the team, you all meet, exchange information and decide your ideal culprit.
Finally, you write a memo of the meeting.
The
Act 3
The two inspectors working on the first two murders meet and exchange information on your respective suspects
Documents supports: images et texte cned en ligne+ bbc learning the suspects
Act 1
Getting into it...
Description of the images
You are sent on the scene think about the questions to ask
Now read the cover of the book and pick out the main information (wh questions)
Recap orally
Read the first page and highlight the main elements
Mise en commun
Travail de recherche de vocabulaire
Complete the inspector's report
Act 2
Questioning the witness
In pairs
Role play, one witness and one inspector
Two witnesses
Echange de role
Travail sur les questions
Complete the report of the inspector
Repérage des formes verbales et classification
Repérage des voix passives pourquoi la forme est elle utilisée?
A qui s'adresse-t-on?
Act 3
The two inspectors working on the first two murders meets and try to find clues.
They exhange information on their respective cases and try to find similarities in the two cases.
Play out the conversation. At the end of it, you must have gathered quite as many elements on the first murde as on the second.
Act 4
A stalemate
The investigation does go anywhere
Public opinion is getting critical
An article is written
Read it
Pick out the elements that determine the point of view
You are a private detective and you are very interested in the article
You collect as many data as you can and write a letter to the police explain how much and why you are interested in the case.
Act 5
you have finally convinced the police to include you in your instigation
You work in a team of 5.
Each one of you focuses on one suspect
After having analysed your file very closely and having read the files of the other members of the team, you all meet, exchange information and decide your ideal culprit.
Finally, you write a memo of the meeting.
The
Act 3
The two inspectors working on the first two murders meet and exchange information on your respective suspects
jeudi 6 décembre 2012
Taking part in a conversation
Taking part in a conversation
1° Signaling that you have something
to say
Could I ask a question ?
I've got a question I'd like to ask...
I'd like to comment on that
I think we haven't considered the
question of …
We need to take into account the fact
that ….
One thing I'd like to mention is...
2° Interrupting
Can I just cut you here for a
moment...
I'm sorry to interrupt you but....
Sorry to cut you, but...
If you don't mind, I'd like to add
something
3° Responding to a comment
I think X made an interesting point
I'd like to add something to what X
said
Can I come back to what X said
4° Agreeing
+ Reason : I agree with you
because...
+ Elaboration : I think you are
right. Indeed, ….
+ Example : Of course, that's
true. For example/ For instance
+ Modulation : On the whole I tend
to agree with you. Yet/ However...
On the one hand, I quite agree with you, but on the other hand...
5° Disagreeing
+ Reason : I don't agree with X
because...
+ Opinion : I disagree with what
you said. In my view./opinion...
+ Modulation : I don't think X is
right. However...
6° Refering to readings
According to what X said in his
lecture/ book...
The author argues that....
He/ She stated that....
7° Guessing/ Speculating
Perhaps
Maybe
It's difficult to be sure, but we may+
BV
It could be....
I'm just guessing, I'm not hundred per
cent sure, but I think that..
mardi 2 octobre 2012
the seven wonders of the ancient world
The Seven wonders of
the ancient world
a webquest
Task
Ancient civilization constructed some incredible
architectural masterpieces based on primitive tools!These wonders continue to amaze
our present day historians and archaeologists. Your task will be to share
information with the class concerning these ancient wonders.
Imagine that you have been transported from your English
class via time machine to ancient civilization.
Before you depart, you have been given an important
assignment. You are to visit each of the Seven Wonders of the Ancient World.
You need to gather interesting facts about each of them. To assist you in your
quest, you’ll want to complete a web card guide for each Wonder, which will
provide you with a handy outline for gathering information .
When you return, you will be featured as a “kid reporter” for
KYW News Radio. Prepare a two- minute presentation for the station’s “Student
Reporter” news feature about your favorite Wonder you visited.
Process
1. Complete the web card guide for each of the Seven Wonders of The Ancient World.
Student Reporter
1. Prepare your report as if you actually visited the site. Be sure to include data such as:
a) time period of construction
b) location
c) highlights about the structure itself
d) what impressed you the most about it
1. Prepare your report as if you actually visited the site. Be sure to include data such as:
a) time period of construction
b) location
c) highlights about the structure itself
d) what impressed you the most about it
e) You will make an
oral presention of your findings to your classmates. You will be helped with a
powerpoint of word document which can include several pictures.
Remember your audience
is your classmates…So present the report in a style that will appeal to them.
Resources
http://www.history.com/topics/seven-ancient-wonders-of-the-world
http://unmuseum.mus.pa.us/wonders.htm
http://unmuseum.mus.pa.us/wonders.htm
Webquest Factsheet
The seven wonders of
the world
Group members :
Written mark :
Oral presentation:
Name of the wonder :
Location :
When built, who by and why :
Materials used :
Size :
When destroyed and how :
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Name of the wonder :
Location :
When built, who by and why :
Materials used :
Size :
When destroyed and how :
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|
Name of the wonder :
Location :
When built, who by and why :
Materials used :
Size :
When destroyed and how :
|
|
Name of the wonder :
Location :
When built, who by and why :
Materials used :
Size :
When destroyed and how :
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Name of the wonder :
Location :
When built, who by and why :
Materials used :
Size :
When destroyed and how :
|
|
Name of the wonder :
Location :
When built, who by and why :
Materials used :
Size :
When destroyed and how :
|
|
Name of the wonder :
Location :
When built, who by and why :
Materials used :
Size :
When destroyed and how :
|
The Seven Wonders of the Ancient World
are a collection of landmarks, including
buildings and statues, that became fa-
mous for their size and the skill required
to build them. They were amazing feats
of art and architecture. Greek travelers
in the 1st and 2nd century BC wrote of
these wonders in guidebooks.
between 280 and 247 BC on an island
near Alexandria, Egypt. It guided boats
into the Alexandria harbor. For centuries
it was the tallest structure on Earth. An
earthquake may have caused it to fall
into the sea. It can be viewed today on
the ocean floor off the Egyptian coast.
The Great Pyramid of Giza is the oldest
and largest of the three pyramids near
El Giza, Egypt. The oldest of the Seven
Wonders of the Ancient World, it’s the
only one still in
existence. It was built as
a tomb for fourth
dynasty Egyptian
Pharaoh Khufu. It was
the tallest struc-
ture in the world for
almost 4000 years.
The Temple of Artemis was a Greek
temple dedicated to a goddess
Greeks identified as Artemis. It was
sited at Ephesus (in present-day Tur-
key), and was completely rebuilt three
times before its eventual destruction in
401. Only the foundation and some
fragments of the building remain.
The Statue of Zeus at Olympia was
made by the Greek sculptor Phidias,
circa 432 BC on the site where it was
erected in the Temple of Zeus, Olym-
pia, Greece. It was made of ivory and
gold-covered bronze. None of it re-
mains, although its image can be
found on Greek coins from that time.
The Mausoleum at Halicarnassus was a
The Mausoleum at Halicarnassus was a
tomb built between 353 and 350 BC at
Halicarnassus (now Bodrum, Turkey) for
Mausolus, a satrap (governor) in the
Persian Empire, and his wife Artemisia II
of Caria. The structure was designed
by Greek architects. It was decorated
with statues of people and animals.
The Hanging Gardens of Babylon were
built in the ancient city-state of Baby-
lon, near present-day Al Hillah, Babil, in
Iraq. The gardens were built by the
Babylonian king Nebuchadnezzar II
around 600 BC. He constructed the
gardens for his wife, who longed for
the trees and plants of her homeland.
The Colossus of Rhodes was a statue of
the Greek god Helios, built on the
Greek island of Rhodes between 292
and 280 BC. It stood over 107 ft (30 m)
high, making it one of the tallest statues
of the ancient world. Made of iron and
brass atop a marble pedestal, it was
destroyed in an earthquake in 226 BC.
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