EPREUVE n° 2 EXPRESSION ORALE • L’expression orale sera testée au 3ème trimestre dans votre établissement. Cette épreuve compte pour 1/4 de la note finale. Le niveau attendu est B2 pour la LV1 et B1 pour la LV2. Temps de préparation = 10 minutes. Durée de l’épreuve = 10 minutes • Le candidat tire au sort une des 4 notions étudiées dans l’année : Mythes et Héros, Espaces et Échanges, Idée de Progrès, Lieux et Formes du Pouvoir. Il a ensuite 10 minutes pour préparer son intervention orale. • L’épreuve d’expression orale se déroule en 2 temps : - une phase d’expression en continu, d’une durée de 5 minutes pendant laquelle le candidat présente et définit la notion, introduit le thème/problématique lié à cette notion, annonce son plan, présente les documents (parmi ceux étudiés dans l’année et en lien avec le thème et la notion) qu’il a choisi, fait une conclusion. - une phase d’interaction conduite par le professeur qui prend appui sur l’exposé du candidat. Cette phase d’interaction dure 5 minutes maximum. YOUR MISSION Introduction Définir la notion Choisir un thème pour illustrer cette notion Etablir une problématique: c’est la question qui permet de mettre en relation le thème avec la notion Annoncer votre plan Développement - Donner votre opinion, exprimer vos idées concernant la problématique - Illustrer vos arguments avec les documents étudiés en classe - Ne pas oublier d’indiquer le titre/type/auteur et but du document Conclusion - Donner votre opinion et élargir le thème. CHARACTERISTIQUES DES 4 NOTIONS Places and forms of power: Power is the ability to exercise authority and influence over others. It can be exerted in different spheres: economy, politics, media. In order to live together people have to accept laws: these rules create social cohesion but can also lead to conflicts and tensions. Even when authority seems absolute, there are often counter-powers which question it, aim at limiting its excesses: they challenge and resist the power in place. Examples can be: - the power of the media (reality tv, internet vs written press) - Financial power (the power of money) Inequalities between blacks and whites - the fight against oppression and segregation (South Africa, USA) - The American Dream The Civil Rights movement and political recognition : Rosa Parks, Martin Luther King, Malcolm X (can also be linked to the notion of Myths and Heroes) Idea of progress: Progress is a steady evolution, a change towards betterment. It can either be social, technical or scientific and contributes to making the world a better place. Examples can be: Scientific Progress Medical advances, cures for illnesses, cloning, performance enhancing drugs, genetically modified organisms. Technological Progress Technologies to slow down climate change such as hybrid cars, wind turbines, solar panels, biofuel… advances in communication: the internet, social media, mobile phones, video games - how they have changed our lives and the dangers of these modern ways of communication, Robots, automated production, Nuclear Power - for and against Social Progress: Changes in the quality of life - how does progress affect our society? Education, employment, equality, family life/ Women’s rights, human rights, minority rights…/ The idea of liberty, freedom, democracy Myths and heroes: A myth is a popular belief, a tradition or false idea. Social values are often based on myths. A hero can be a mythological figure, a person admired for his/her actions and who is a role model. A hero is ready to sacrifice his/her life in order to make things evolve positively. Examples can be: a patriotic or national hero (sportsman, politician, human rights defender.....) - a fictitious hero (superhero or film star) - an icon or role model (fashion, tv, music) - a defender of common values a politician/king/queen who has achieved international recognition Spaces and exchanges: This notion deals with the geographical and symbolic areas that all societies occupy and the interactions between men and different societies. Our world is built on the exploration and conquest of new spaces. The different cultural, economic, sociological and language interactions have shaped and characterized our modern-day world. An exchange is an act of giving and receiving something else in return. It can also be seen as a continuous movement or circulation. There can be different types of exchanges: people, trade, media. Examples can be: - Trade (the basis of all societies) - Working conditions (telecommuting, internet) Globalization (the world has become a small village) School and education (social diversity / knowledge) comparison of the different educational systems - The Internet / social networks... - the movement of people: Immigration movement across borders (Gap Year) Vous trouverez des tutoriels pour vous aider ici: http://education.francetv.fr/matiere/langues/terminale Vous trouverez du vocabulaire relatif à chaque notion dans les pages suivantes: Myths and Heroes http://www.franglish.fr/4notions/hero_sound/index.html The Idea of Progress http://www.franglish.fr/4notions/progress_sound/index.html Places and Forms of Power http://www.franglish.fr/4notions/power_sound/index.html Spaces and Exchanges http://www.franglish.fr/4notions/space_sound/index.html Useful vovabulary for a commentary: http://www.franglish.fr/comment/index.htm Vocabulary training here: http://www.franglish.fr/4notions/index.htm More vocabulary and definitions here: https://mrs10verdun.files.wordpress.com/2013/09/notions-voc-pdf-376k.pdf Erreurs classiques qui font HURLER les examinateurs: http://www.franglish.fr/howlers/index.htm TIPS AND VOCABULARY 1. During preparation time - Write the complex vocabulary you have memorized Collect and organize your ideas/opinion (don’t write sentences!) - Pick up some ideas that you will use later during the interaction time. 2. Expression en continu Introduce yourself and greet the examiner ; Respect the timing (5 min only) ; Keep eye contact with the examiner ; Use gap fillers when you hesitate ; - Rephrase when you’re not sure the examiner has understood you ; - Try to convince (yourself and) the examiner that you are interested in this notion. 3. How to introduce the notion - I’m going to talk about the notion of progress / spaces and exchanges / myths and heroes /places and forms of power - The notion I’m going to deal with is the idea of progress… - To begin with / to start with, I’d like to give a definition of… - Let me begin by giving a definition of … 4. How to introduce the theme I’m going to speak about… My topic is … - I would like to illustrate this notion through the theme of… - To my mind the theme which best illustrates the notion is … - In relation to the notion, the subject of my presentation will be … 5. How to phrase the key question - We may answer the question … - We may wonder to what extent this theme illustrates the notion of … 6. How to introduce your outline/plan 1st possibility - My presentation will fall into 3 parts: first of all, I will concentrate on…. , then I will analyze ….. before finally focusing on … - Firstly/ first/ first of all, I will be interested in…, then I’ll study…, eventually I’ll say a few words about… 2nd possibility - In order to (= so as to) illustrate this notion / this theme / the fact that…, I have chosen two documents - Let me explain the reason why I have chosen … - To my mind (=in my opinion, in my view…), the documents that best illustrate the notion… are… - For example / for instance / let’s take the case of / take for example / in particular / particularly 7. How to talk about a document studied in relation to the notion Say what the document is about : - The document deals with, is about… - It focuses on a major issue... - It raises the problem of … - It indicates / it shows / it suggests / it proves that… - It describes / it draws our attention to the fact that - It points out = it underlines = it stresses the fact that It is a good example of… b) Explain the author’s or narrator’s point of view FOR: He, she approves of … He, she sides with… He, she stands for … He, she advocates… AGAINST: He, she denounces, condemns ... He, she criticizes, blames, reproaches GN for Ving... He, she disapproves of… He, she warns us against … NEUTRAL: He, she analyses, comments on, reveals, informs us that… The author / poet / journalist / painter / film director/ singer / artist wants to draw our attention on ... His, her aim is to… c) How to explain the link with the notion you have to talk about - It is an interesting/apt/relevant illustration of… in so far as … - In many respects the document/the recording/the report shows that/proves that… - Both documents make us realize that/make us aware that/make us understand that … - In both documents / in the three documents, the idea put forward is… 8. Give your opinion on the key question In my opinion / in my view / to my mind... From my point of view... As far as I am concerned, I think that … I strongly believe that… I’m afraid I disagree about the idea that… I have the feeling that … We are given the impression that … We must acknowledge that… We must not forget that … We should keep in mind that… Nothing will change unless… I am all in favour of ... I am under the impression that.. I am convinced that... There can be no doubt that... I would like to point out that… 9. To conclude - To conclude, I would like to say that… - In a nutshell... - To conclude / in conclusion, I could say that … - I’d like to end by saying that… 10. To make him/her aware that you’ve finished And that would be all I have to say about this notion./ My presentation is now finished/over. EXPRESSION EN INTERACTION DON’T FORGET TO: develop your answer, justify your opinion with arguments and examples, - give your opinion about the documents studied in class (positive or negative arguments). EXPRESSIONS TO INTERACT Agree: I think so I suppose so I guess so That’s just what I think I agree with you about it I do agree with you Exactly / Precisely / Obviously / By all means/ It is certainly true that… Disagree: I don’t really think so I don’t fully agree with you I don’t agree with you on that point I disagree with you I have mixed feelings about I am totally against Involve the examiner: Imagine … Would you agree to, would you wish to ... Do you mean that … ? Don’t you think that… ? Isn’t it+adjectif+to+Verb…? Shouldn’t + S + V … ? Clarify your speech: Let me put it another way = let me say it differently... What I mean is that... In other words... Convince the examiner: I’m quite sure that … I’m convinced that... I do believe that... I think it would be a brilliant idea, a great idea to+V... It would be fantastic if … When you don’t understand the question: I am not sure I understand what you mean. I am terribly sorry but I haven’t understood the question. I must admit I don’t know much about this. I am sorry, what did you say? Do you mind repeating what you have just said? Adding information: I would like to make another point... I would also like to say... Gap-fillers: Well / So ... Let me think, see ... You know / You see I mean /What I mean is... Do you see what I mean? The thing, problem, point is ... Anyway what I'm trying to say is… How can I say this,… I suppose, guess so ... In a way ... Actually / Basically... How shall I put it ? ... DEFINITIONS OF THE NOTIONS MYTHS AND HEROES: Mythologie manages to evoke the human condition in its entirety. Our history was first transmitted orally and often through stories of heroes, places or communities. To understand a myth is to take an interest in the heroes and tales that are the foundation of our collective identities. The universal character of mythology allows us to highlight the unique ways in which each cultural era has interpreted human experience and created great works as an expression of it. Each period borrows or modernises certain myths or creates entirely new ones. A hero might be a fictional or real character who has left his or her mark on our traditions, history or day to day life. Popular cultured counter-culture never cease to produce their own heroes ( folklore, comic strips, etc) Le mythe évoque la condition humaine dans son ensemble, son histoire transmise d'abord oralement et souvent incarnée par un héros, un lieu ou une communauté. Interroger les mythes, c'est s'intéresser aux héros et aux récits qui fondent une identité collective. Le caractère universel du mythe permet de mettre en évidence la façon particulière dont chaque aire culturelle interprète l'expérience humaine et construit des œuvres pour l'exprimer. Chaque époque emprunte et réactualise certains mythes ou en crée de nouveaux. Le héros peut être un personnage fictif ou réel qui a marqué la tradition, l'histoire, la vie quotidienne. La culture populaire et la contre-culture ne cessent de produire leurs propres héros (folklore, bandes dessinées, etc.). THE IDEA OF PROGRESS: Considered as a principal means of orientation in a complex world, the concept of progress has accompanied the greatest moments in history. It informs and overthrows heritage and traditions, bringing with it a great variety of evolutionary processes as well as resistance to change. The acceleration of advanced sciences and technologies and the cult of innovation and progress have been, for several decades, the reason for an increased awareness of the possible consequences of such technologies. This notion allows you to address issues of: the effects of progress on society ( new liberties, new constraints, new alienations) / the impact of codes of communication ( the evolution of languages and register) / the ethics of progress and responsibility / the diachronic ( evolution in time) vision of arts and technology / the notion of modernity and the avant-garde in the arts / the illusion of progress, utopias 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 donner aux élèves des éléments de contextualisation qui leur permettent d'établir des relations pour mieux appréhender les enjeux relatifs à l'idée de progrès. Cette notion permet notamment d'aborder : - les effets du progrès sur le fonctionnement des sociétés (nouvelles libertés, nouvelles contraintes et nouvelles aliénations) ; - l'impact sur les codes de la communication (évolution des langues et langages) ; - l'éthique du progrès et la responsabilité ; - la vision diachronique des arts et des techniques ; - la notion de modernité et d'avant-garde dans les arts ; - l'illusion du progrès, les utopies. PLACES AND FORMS OF POWER: Power is a source of political, social and personal reflection and often revealing of the tensions and conflicts that are to be found in social groups. Power is exercised through various complex relations either imposed or accepted, often interiorized. Power implies also opposition: how is power limited and how is it resisted? This notion can be addressed, for example, from the following angles: emblematic institutions of power ( the court, the castle, parliament, prison, the tribunal, capitals, etc) / the power of the media ( the press, public opinion, etc) / the lust for power and resistance to power ( historical personalities, great figures, civil disobedience, war and pacifism) / power and conquest ( the fight for equality and liberty, conquests and retreats, questions of equality, the right to vote) / power and the arts ( representation and mise en scene of power, submission, praise and patronage, official art, denunciation, satire, fable and caricature) / language and power Le pouvoir est à la fois source de l'intégration politique, sociale et personnelle et révélateur des tensions et des conflits au sein du groupe. Le pouvoir s'exerce à travers un ensemble de relations complexes subies ou acceptées, souvent intériorisées. Le pouvoir implique aussi des contre-pouvoirs : comment limite-t-on le pouvoir, comment lui résiste-t-on ? Cette notion peut être abordée à titre d'exemple sous les angles suivants : - lieux institutionnels emblématiques du pouvoir (Cour, château, parlement, prison, tribunal, capitales, etc.) ; - pouvoir des médias (la presse, « quatrième pouvoir », l'opinion publique, etc.) ; - goût du pouvoir et résistance au pouvoir (les personnalités qui font l'histoire, les grandes figures, la désobéissance civile, la guerre et le pacifisme) ; - pouvoir et conquêtes (luttes pour l'égalité et la liberté, conquêtes et reculs ; la question de la parité ; le droit de vote) ; - arts et pouvoir (sa représentation, sa mise en scène ; la soumission : louanges, art officiel ; la dénonciation : satire, fable, caricature) ; - langue et pouvoir. SPACES AND EXCHANGES: A society can be understood from the dual perspectives of cohesion and openness both of which encourage us to think further about that society’s position in the world. The geography of international trade and networks of influence - and the discovery and conquest of new worlds - constitute cultural phenomena which often go beyond national boundaries. The frontier as a limit between two spaces will be seen as much as a protection against outsiders as an opening and an address to broader horizons. Space can evolve and take various forms: the re-appropriation of symbolic spaces, the loss of our bearings in modern towns, the invention of new modes of exchange, the constitution of new regional gatherings, real spaces and virtual spaces. We notice today that despite large inequalities in global development, the world has never been so integrated owing to the links between peoples and nations that have become ever more direct. Exchanges of all kinds - the borrowings between languages, between cultures, in literature, the arts, the sciences and technologies, in philosophy and religion, between political and social institutions, and even in our daily habits - have taken on a new amplitude as places and peoples, languages and world visions unify. Every society is therefore challenged by conflicts between the individual and the universal that reflect also on oppositions between tradition and modernity. Une société peut être abordée du double point de vue de sa cohésion et de son ouverture, ce qui amène à s'interroger sur son inscription dans le monde. La géographie des circuits commerciaux et des réseaux d'influence, mais aussi les découvertes et la conquête de terres nouvelles constituent des aires culturelles qui dépassent souvent les frontières des États. La frontière comme limite entre deux espaces sera vue tantôt comme protection contre l'autre ou au contraire ouverture et appel vers un espace plus grand. L'espace peut évoluer et prendre des contours variés : réappropriation des espaces symboliques, perte des repères dans les villes mondes, invention de nouveaux modèles d'échanges, constitution de grands ensembles régionaux, espaces réels, espaces virtuels. On constate aujourd'hui qu'en dépit d'une grande inégalité au niveau des développements, le monde n'a jamais été aussi intégré, tant les liens de toute nature entre peuples et pays sont devenus étroits. Les échanges de toutes sortes, les « emprunts » de langue à langue, de culture à culture en littérature, dans les arts, les sciences, les techniques, la philosophie, la religion, les institutions politiques et sociales et plus généralement dans les usages quotidiens, ont pris une nouvelle ampleur dans l'unification des espaces et des peuples, des langues et visions du monde. Chaque société est ainsi travaillée par des conflits entre particulier et universel, que recoupent souvent des oppositions entre tradition et modernité.

BACCALAUREAT

THE STEP AHEAD

EPREUVE n° 2

EXPRESSION ORALE

• L’expression orale sera testée au 3ème trimestre dans votre établissement. Cette épreuve compte pour 1/4 de la note finale. Le niveau attendu est B2 pour la LV1 et B1 pour la LV2.

Temps de préparation = 10 minutes.

Durée de l’épreuve = 10 minutes

• Le candidat tire au sort une des 4 notions étudiées dans l’année : Mythes et Héros, Espaces et Échanges,

Idée de Progrès, Lieux et Formes du Pouvoir. Il a ensuite 10 minutes pour préparer son intervention orale.

• L’épreuve d’expression orale se déroule en 2 temps :

- une phase d’expression en continu, d’une durée de 5 minutes pendant laquelle le candidat présente et définit la notion, introduit le thème/problématique lié à cette notion, annonce son plan, présente les documents (parmi ceux étudiés dans l’année et en lien avec le thème et la notion) qu’il a choisi, fait une conclusion.

- une phase d’interaction conduite par le professeur qui prend appui sur l’exposé du candidat. Cette phase d’interaction dure 5 minutes maximum.

YOUR MISSION

Introduction

a)Définir la notion
b)Choisir un thème pour illustrer cette notion
c)Etablir une problématique: c’est la question qui permet de mettre en relation le thème avec la notion
d)Annoncer votre plan

Développement

- Donner votre opinion, exprimer vos idées concernant la problématique

- Illustrer vos arguments avec les documents étudiés en classe

- Ne pas oublier d’indiquer le titre/type/auteur et but du document

Conclusion

- Donner votre opinion et élargir le thème.

CHARACTERISTIQUES DES 4 NOTIONS

Places and forms of power:

Power is the ability to exercise authority and influence over others. It can be exerted in different spheres: economy, politics, media. In order to live together people have to accept laws: these rules create social cohesion but can also lead to conflicts and tensions. Even when authority seems absolute, there are often counter-powers which question it, aim at limiting its excesses: they challenge and resist the power in place.

Examples can be:

- the power of the media (reality tv, internet vs written press)

- Financial power (the power of money)

-Inequalities between blacks and whites - the fight against

oppression and segregation (South Africa, USA)

- The American Dream

-The Civil Rights movement and political recognition : Rosa Parks, Martin Luther King, Malcolm X (can also be linked to the notion of Myths and Heroes)

Idea of progress:

Progress is a steady evolution, a change towards betterment. It can either be social, technical or scientific and contributes to making the world a better place.

Examples can be:

-Scientific Progress

Medical advances, cures for illnesses, cloning, performance enhancing drugs, genetically modified organisms.

-Technological Progress

Technologies to slow down climate change such as hybrid cars, wind turbines, solar panels, biofuel… advances in communication: the internet, social media, mobile phones, video games - how they have changed our lives and the dangers of these modern ways of communication, Robots, automated production, Nuclear Power - for and against

-Social Progress:

Changes in the quality of life - how does progress affect our society? Education, employment, equality, family life/ Women’s rights, human rights, minority rights…/ The idea of liberty, freedom, democracy

Myths and heroes:

A myth is a popular belief, a tradition or false idea. Social values are often based on myths.

A hero can be a mythological figure, a person admired for his/her actions and who is a role model. A hero is ready to sacrifice his/her life in order to make things evolve positively.

Examples can be:

-a patriotic or national hero (sportsman, politician, human

rights defender.....)

- a fictitious hero (superhero or film star)

- an icon or role model (fashion, tv, music)

- a defender of common values

-a politician/king/queen who has achieved international

recognition

Spaces and exchanges:

This notion deals with the geographical and symbolic areas that all societies occupy and the interactions between men and different societies. Our world is built on the exploration and conquest of new spaces. The different cultural, economic, sociological and language interactions have shaped and characterized our modern-day world. An exchange is an act of giving and receiving something else in return. It can also be seen as a continuous movement or circulation. There can be different types of exchanges: people, trade, media.

Examples can be:

- Trade (the basis of all societies)

- Working conditions (telecommuting, internet)

-Globalization (the world has become a small village)
-School and education (social diversity / knowledge) comparison of the different educational systems

- The Internet / social networks...

- the movement of people: Immigration

-movement across borders (Gap Year)

Vous trouverez des tutoriels pour vous aider ici: http://education.francetv.fr/matiere/langues/terminale

Vous trouverez du vocabulaire relatif à chaque notion dans les pages suivantes:

Myths and Heroes

http://www.franglish.fr/4notions/hero_sound/index.html

The Idea of Progress

http://www.franglish.fr/4notions/progress_sound/index.html

Places and Forms of Power

http://www.franglish.fr/4notions/power_sound/index.html

Spaces and Exchanges

http://www.franglish.fr/4notions/space_sound/index.html

Useful vovabulary for a commentary:

http://www.franglish.fr/comment/index.htm

Vocabulary training here:

http://www.franglish.fr/4notions/index.htm

More vocabulary and definitions here:

https://mrs10verdun.files.wordpress.com/2013/09/notions-voc-pdf-376k.pdf

Erreurs classiques qui font HURLER les examinateurs: http://www.franglish.fr/howlers/index.htm

TIPS AND VOCABULARY

1. During preparation time

- Write the complex vocabulary you have memorized

-Collect and organize your ideas/opinion (don’t write sentences!)

- Pick up some ideas that you will use later during the interaction time.

2. Expression en continu

-Introduce yourself and greet the examiner ;
-Respect the timing (5 min only) ;
-Keep eye contact with the examiner ;
-Use gap fillers when you hesitate ;

- Rephrase when you’re not sure the examiner has understood you ;

- Try to convince (yourself and) the examiner that you are interested in this notion.

3. How to introduce the notion

- I’m going to talk about the notion of progress / spaces and exchanges / myths and heroes /places and forms of power

- The notion I’m going to deal with is the idea of progress…

- To begin with / to start with, I’d like to give a definition of…

- Let me begin by giving a definition of …

4. How to introduce the theme

-I’m going to speak about…
-My topic is …

- I would like to illustrate this notion through the theme of…

- To my mind the theme which best illustrates the notion is …

- In relation to the notion, the subject of my presentation will be …

5. How to phrase the key question

- We may answer the question …

- We may wonder to what extent this theme illustrates the notion of …

6. How to introduce your outline/plan

1st possibility

- My presentation will fall into 3 parts: first of all, I will concentrate on…. , then I will analyze ….. before finally focusing on …

- Firstly/ first/ first of all, I will be interested in…, then I’ll study…, eventually I’ll say a few words about…

2nd possibility

- In order to (= so as to) illustrate this notion / this theme / the fact that…, I have chosen two documents

- Let me explain the reason why I have chosen …

- To my mind (=in my opinion, in my view…), the documents that best illustrate the notion… are…

- For example / for instance / let’s take the case of / take for example / in particular / particularly

7. How to talk about a document studied in relation to the notion

a)Say what the document is about :

- The document deals with, is about…

- It focuses on a major issue...

- It raises the problem of …

- It indicates / it shows / it suggests / it proves that…

- It describes / it draws our attention to the fact that

- It points out = it underlines = it stresses the fact that

-It is a good example of…

b) Explain the author’s or narrator’s point of view

FOR:

He, she approves of …

He, she sides with…

He, she stands for …

He, she advocates…

AGAINST:

He, she denounces, condemns ...

He, she criticizes, blames, reproaches GN for Ving...

He, she disapproves of…

He, she warns us against …

NEUTRAL:

He, she analyses, comments on, reveals, informs us that…

The author / poet / journalist / painter / film director/ singer / artist wants to draw our attention on ...

His, her aim is to…

c) How to explain the link with the notion you have to talk about

- It is an interesting/apt/relevant illustration of… in so far as …

- In many respects the document/the recording/the report shows that/proves that…

- Both documents make us realize that/make us aware that/make us understand that …

- In both documents / in the three documents, the idea put forward is…

8. Give your opinion on the key question

-In my opinion / in my view / to my mind...
-From my point of view...
-As far as I am concerned, I think that …
-I strongly believe that…
-I’m afraid I disagree about the idea that…
-I have the feeling that …
-We are given the impression that …
-We must acknowledge that…
-We must not forget that …
-We should keep in mind that…
-Nothing will change unless…
-I am all in favour of ...
-I am under the impression that..
-I am convinced that...
-There can be no doubt that...
-I would like to point out that…

9. To conclude

- To conclude, I would like to say that…

- In a nutshell...

- To conclude / in conclusion, I could say that …

- I’d like to end by saying that…

10. To make him/her aware that you’ve finished

And that would be all I have to say about this notion./ My presentation is now finished/over.

EXPRESSION EN INTERACTION

DON’T FORGET TO:

-develop your answer,
-justify your opinion with arguments and examples,

- give your opinion about the documents studied in class (positive or negative arguments).

EXPRESSIONS TO INTERACT

Agree:

I think so

I suppose so

I guess so

That’s just what I think

I agree with you about it

I do agree with you

Exactly / Precisely / Obviously / By all means/

It is certainly true that…

Disagree:

I don’t really think so

I don’t fully agree with you

I don’t agree with you on that point

I disagree with you

I have mixed feelings about

I am totally against

Involve the examiner:

Imagine …

Would you agree to, would you wish to ...

Do you mean that … ?

Don’t you think that… ?

Isn’t it+adjectif+to+Verb…?

Shouldn’t + S + V … ?

Clarify your speech:

Let me put it another way = let me say it differently...

What I mean is that...

In other words...

Convince the examiner:

I’m quite sure that …

I’m convinced that...

I do believe that...

I think it would be a brilliant idea, a great idea to+V...

It would be fantastic if …

When you don’t understand the question:

I am not sure I understand what you mean.

I am terribly sorry but I haven’t understood the question.

I must admit I don’t know much about this.

I am sorry, what did you say?

Do you mind repeating what you have just said?

Adding information:

I would like to make another point...

I would also like to say...

Gap-fillers:

Well / So ...

Let me think, see ...

You know / You see

I mean /What I mean is...

Do you see what I mean?

The thing, problem, point is ...

Anyway what I'm trying to say is…

How can I say this,…

I suppose, guess so ...

In a way ...

Actually / Basically...

How shall I put it ? ...

DEFINITIONS OF THE NOTIONS

MYTHS AND HEROES:

Mythologie manages to evoke the human condition in its entirety. Our history was first transmitted orally and often through stories of heroes, places or communities. To understand a myth is to take an interest in the heroes and tales that are the foundation of our collective identities. The universal character of mythology allows us to highlight the unique ways in which each cultural era has interpreted human experience and created great works as an expression of it. Each period borrows or modernises certain myths or creates entirely new ones.

A hero might be a fictional or real character who has left his or her mark on our traditions, history or day to day life.

Popular cultured counter-culture never cease to produce their own heroes ( folklore, comic strips, etc)

Le mythe évoque la condition humaine dans son ensemble, son histoire transmise d'abord oralement et souvent incarnée par un héros, un lieu ou une communauté. Interroger les mythes, c'est s'intéresser aux héros et aux récits qui fondent une identité collective. Le caractère universel du mythe permet de mettre en évidence la façon particulière dont chaque aire culturelle interprète l'expérience humaine et construit des œuvres pour l'exprimer. Chaque époque emprunte et réactualise certains mythes ou en crée de nouveaux.

Le héros peut être un personnage fictif ou réel qui a marqué la tradition, l'histoire, la vie quotidienne. La culture populaire et la contre-culture ne cessent de produire leurs propres héros (folklore, bandes dessinées, etc.).

THE IDEA OF PROGRESS:

Considered as a principal means of orientation in a complex world, the concept of progress has accompanied the greatest moments in history. It informs and overthrows heritage and traditions, bringing with it a great variety of evolutionary processes as well as resistance to change.

The acceleration of advanced sciences and technologies and the cult of innovation and progress have been, for several decades, the reason for an increased awareness of the possible consequences of such technologies.

This notion allows you to address issues of: the effects of progress on society ( new liberties, new constraints, new alienations) / the impact of codes of communication ( the evolution of languages and register) / the ethics of progress and responsibility / the diachronic ( evolution in time) vision of arts and technology / the notion of modernity and the avant-garde in the arts / the illusion of progress, utopias

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 donner aux élèves des éléments de contextualisation qui leur permettent d'établir des relations pour mieux appréhender les enjeux relatifs à l'idée de progrès.

Cette notion permet notamment d'aborder :

- les effets du progrès sur le fonctionnement des sociétés (nouvelles libertés, nouvelles contraintes et nouvelles aliénations) ;

- l'impact sur les codes de la communication (évolution des langues et langages) ;

- l'éthique du progrès et la responsabilité ;

- la vision diachronique des arts et des techniques ;

- la notion de modernité et d'avant-garde dans les arts ;

- l'illusion du progrès, les utopies.

PLACES AND FORMS OF POWER:

Power is a source of political, social and personal reflection and often revealing of the tensions and conflicts that are to be found in social groups. Power is exercised through various complex relations either imposed or accepted, often interiorized. Power implies also opposition: how is power limited and how is it resisted?

This notion can be addressed, for example, from the following angles: emblematic institutions of power ( the court, the castle, parliament, prison, the tribunal, capitals, etc) / the power of the media ( the press, public opinion, etc) /

the lust for power and resistance to power ( historical personalities, great figures, civil disobedience, war and pacifism) / power and conquest ( the fight for equality and liberty, conquests and retreats, questions of equality, the right to vote) / power and the arts ( representation and mise en scene of power, submission, praise and patronage, official art, denunciation, satire, fable and caricature) / language and power

Le pouvoir est à la fois source de l'intégration politique, sociale et personnelle et révélateur des tensions et des conflits au sein du groupe. Le pouvoir s'exerce à travers un ensemble de relations complexes subies ou acceptées, souvent intériorisées. Le pouvoir implique aussi des contre-pouvoirs : comment limite-t-on le pouvoir, comment lui résiste-t-on ?

Cette notion peut être abordée à titre d'exemple sous les angles suivants :

- lieux institutionnels emblématiques du pouvoir (Cour, château, parlement, prison, tribunal, capitales, etc.) ;

- pouvoir des médias (la presse, « quatrième pouvoir », l'opinion publique, etc.) ;

- goût du pouvoir et résistance au pouvoir (les personnalités qui font l'histoire, les grandes figures, la désobéissance civile, la guerre et le pacifisme) ;

- pouvoir et conquêtes (luttes pour l'égalité et la liberté, conquêtes et reculs ; la question de la parité ; le droit de vote) ;

- arts et pouvoir (sa représentation, sa mise en scène ; la soumission : louanges, art officiel ; la dénonciation : satire, fable, caricature) ;

- langue et pouvoir.

SPACES AND EXCHANGES:

A society can be understood from the dual perspectives of cohesion and openness both of which encourage us to think further about that society’s position in the world. The geography of international trade and networks of influence - and the discovery and conquest of new worlds - constitute cultural phenomena which often go beyond national boundaries.

The frontier as a limit between two spaces will be seen as much as a protection against outsiders as an opening and an address to broader horizons. Space can evolve and take various forms: the re-appropriation of symbolic spaces, the loss of our bearings in modern towns, the invention of new modes of exchange, the constitution of new regional gatherings, real spaces and virtual spaces.

We notice today that despite large inequalities in global development, the world has never been so integrated owing to the links between peoples and nations that have become ever more direct. Exchanges of all kinds - the borrowings between languages, between cultures, in literature, the arts, the sciences and technologies, in philosophy and religion, between political and social institutions, and even in our daily habits - have taken on a new amplitude as places and peoples, languages and world visions unify. Every society is therefore challenged by conflicts between the individual and the universal that reflect also on oppositions between tradition and modernity.

Une société peut être abordée du double point de vue de sa cohésion et de son ouverture, ce qui amène à s'interroger sur son inscription dans le monde. La géographie des circuits commerciaux et des réseaux d'influence, mais aussi les découvertes et la conquête de terres nouvelles constituent des aires culturelles qui dépassent souvent les frontières des États.

La frontière comme limite entre deux espaces sera vue tantôt comme protection contre l'autre ou au contraire ouverture et appel vers un espace plus grand. L'espace peut évoluer et prendre des contours variés : réappropriation des espaces symboliques, perte des repères dans les villes mondes, invention de nouveaux modèles d'échanges, constitution de grands ensembles régionaux, espaces réels, espaces virtuels.

On constate aujourd'hui qu'en dépit d'une grande inégalité au niveau des développements, le monde n'a jamais été aussi intégré, tant les liens de toute nature entre peuples et pays sont devenus étroits. Les échanges de toutes sortes, les « emprunts » de langue à langue, de culture à culture en littérature, dans les arts, les sciences, les techniques, la philosophie, la religion, les institutions politiques et sociales et plus généralement dans les usages quotidiens, ont pris une nouvelle ampleur dans l'unification des espaces et des peuples, des langues et visions du monde. Chaque société est ainsi travaillée par des conflits entre particulier et universel, que recoupent souvent des oppositions entre tradition et modernité.

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