11 février 2008

Anglais Bac Pro : "Banksy and street art" : l'éventualité ; lecture de l'image

BANKSY’S STREET ART

Cette séquence pédagogique fait suite à l’étude de Nighthawks d’Edward Hopper.

OBJECTIFS : présenter un artiste anglais contemporain, exprimer une éventualité,   lire l’image, donner une opinion.

1. Les élèves comparent Nighthawks d’Edward Hopper (1942) et la parodie (subverted/modified painting) réalisée par Banksy (2005).

                     

                     Nighthawks by Edward Hopper

                   

                   

                    Nighthawks by Banksy          

                     

	NIGHTHAWKS BY Edward HOPPER	NIGHTHAWKS BY BANKSY
SCENERY	a street, a coffee bar	a street, a coffee bar
NUMBER OF CHARACTERS	four : three customers and a waiter	five : three customers, a waiter and an English football hooligan outside.
THE CHARACTERS’ ATTITUDE	None of the three customers is apparently looking or talking to the other but instead is lost in their own thoughts. Looking up from his work, the waiter appears to be peering out of the window past the customers.	They are all looking at the hooligan.
THE FIFTH CHARACTER What does he look like ? What has he just done ?		He is dressed only in his Union Jack underpants. He is shaking his fist and looks threatening; he has just thrown two chairs through the window pane. It is cracked.
THE PAINTER’S MESSAGE	Hopper wants to show the loneliness of a large city, incommunicability, emptiness.	Banksy’s purpose is to subvert Hopper’s painting to show that violence is everywhere, anybody can be affected by violence.

Synthèse : expansion de phrases avec l’utilisation de whereas. Exemple : In Hopper’s painting there are four characters whereas in Banksy’s there are five.

2. A

FEW FACTS ABOUT BANKSY

Banksy is a well-known graffiti artist, who prefers to stay anonymous because graffiti is illegal in the UK , so there is uncertainty about his identity and biographical details. His real name may be Robert Banks. He is believed to be born near Bristol and his year of birth has been given as 1974. He is said to be the son of a photocopier engineer. He probably trained as a butcher then started drawing graffiti during the late 1980s. His artwork, which combines graffiti with stencilling technique, soon appeared on walls and bridges throughout London and in cities around the world. It is assumed he uses computers to create the images in his stencils as they look very photorealistic. He also makes sculptures (The murdered phonebox), produces subverted paintings (E. Hopper’s Nighthawks) and stunts (for example, at London zoo, he climbed into the penguin cage and painted « We’re bored of fish » in enormous letters; he hung some of his humorous works in New York museums). Steve Lazarides, who is Banksy’s agent, has a gallery in London ’s Soho , where originals can be bought.  Banksy has also self-published several books that contain photos of his art in various countries as well as some of his canvas work and exhibitions. Some of his works can be seen on his official website. In February 2007, Sotheby’s auction house in London sold three Banksy creations, reaching the highest ever price for a Banksy work at auction : over £ 102,000 for his Bombing Middle England. VOCABULARY : stencil : pochoir stunt : cascade, ici : évènement provocant, réalisé à des fins publicitaires canvas : toile auction : enchères

Les élèves repèrent dans le texte les expressions évoquant l’éventualité, la possibilité, puis complètent la biographie supposée en réutilisant ces expressions :

- be 34 years old

- go to school in

Bristol

-not always observe the school discipline

-be good at art

-be very rich now

3. Look at some of his works and say what are his favourite themes, characters and animals. The message is usually anti-war, anti-capitalist, anti-establishment, or pro-freedom. Subjects include monkeys, rats, policemen, prisoners, soldiers, children …

Oeuvres à présenter aux élèves :

Anarchist rat; the Pulp Fiction killers; The Mild Mild West; Elephant painted pink and gold; Images on Israel’s West Bank barrier; Charles Manson in a prison suit  …

4.« His artworks are often satirical pieces of art. » Give one example.

5. Controversy : classify these arguments for and against Banksy and his artwork.

ARGUMENTS FOR BANKSY	ARGUMENTS AGAINST BANKSY

1. A

journalist, who has interviewed him face-to-face, describes him as « a young man who showed up wearing jeans and a T-shirt with a silver tooth, silver chain, and one silver earring ».

2. Banksy’s parents think their son is a painter and decorator.

3. A

member of the organisation Keep Britain Tidy said : « We are concerned that Banksy’s street art glorifies what is essentially vandalism ».

4.Banksy gets paid for charity work (e.g., Greenpeace) and can demand up to £25,000 for canvases. This is why he has been accused of being careerist by other artists.

5. In

2003 in

a show, Banksy painted on animals and an animal rights association protested.

6. Brad Pitt said : « He does all this and he stays anonymous. I think that’s great. These days everyone is trying to be famous. He has anonymity. »

Imagine other arguments …

6. Production écrite : give your personal opinion about Banksy and his work.

I find Banksy friendly/unfriendly because … I like his art because … I can’t stand his art because …

original – subversive – shocking – provocative - stupid -  . . .

04 décembre 2007

Anglais Bac Pro : "Three paintings by Norman Rockwell" : lecture de l'image

• Norman ROCKWELL

OBJECTIFS : faire découvrir un peintre américain, lire une image

1.      Les élèves effectuent des recherches au CDI sur Norman Rockwell.

When and where was he born ? in

1894 in

New York City When did he die ? in 1978

Was he ð a musician ð a painter ð a photograph ð a sculptor  ð an illustrator ?

How many works did he produce ? over 4000

What were his favourite themes ? everyday American life, civil rights, poverty and space exploration.

Name three of his works. Saying Grace, Mother Tucking Children into Bed, The Problem We All Live With. What do these titles mean in French ?

Who was Ruby Bridges ? This young African American lived in

New Orleans

,

Louisiana

. She was six when she was selected in 1960 to be among the first Black children to integrate the

New Orleans

public school system, based on her high test scores. Up until that time, White and Black children throughout the South, still attended racially segregated schools. As a protest, partisans of segregation boycotted the public school they attended and, for a year, she went to school protected by police. She was the only pupil in the school ! By the beginning of the next school year, the situation calmed down. Ruby grew up to create the Ruby Bridges Foundation, which promotes social change and tolerance through the education of children.

What is the Ku Klux Klan ? It is a racist secret society founded in 1867 which fights against Black integration.

2. Présentation du tableau The Problem We All Live With.  Les élèves s’expriment librement et le professeur note les commentaires au tableau en les classant selon plusieurs thématiques : setting, characters (clothes, expressions, what they are doing …), colours …. 

Ensuite, reformulation par les élèves dans une grille de lecture de l’image.

                                                                  

TYPE OF DOCUMENT	painting	INTERPRETATION : THE PAINTER’S INTENTIONS
ORIGIN (date, historical context)	1964, school segregation has just been abolished by law
COMPOSITION	a middle shot with a central character
SETTING AND CHARACTERS	The scene takes place on a pavement. The central character, a young African American girl, dressed in white (skirt, socks, shoes), is going to school. She is holding schoolbooks, pens and a ruler. She is walking decisively, with her head up, past a wall stained with tomato and racist graffiti : « Niggers » and a reference to the « KKK ». She is flanked by four white federal marshals who are wearing grey or brown uniforms with yellow armbands saying « deputy US marshal ». The girl is rather small whereas the marshals look proportionally like giants. She is protected by the police because angry people, who are opposed to school integration, don’t want her to enter the school.	The white colour suggests innocence. The red of tomato draws our attention and first suggests blood. The inscriptions help us understand how Ruby may have felt as she entered the school guarded by marshals. The painter wants to dramatize the situation. This is a committed painting. Norman Rockwell wanted to show/his purpose was to emphasize the stupidity and unfairness of racism.
MY OPINION	I think … In my opinion … What I like about the painting is that  … What I don’t appreciate … What I find surprising is that …

2.      Etude du tableau New Kids in the Neighbourhood (1967), aussi intitulé Negro in

the Suburbs.

The context : this painting illustrated an article published in the magazine Look about « the White Flight ». Indeed, white Americans went to live in the residential suburbs of big cities because they feared Black riots in city centres. A few Black people went to settle in these areas too.

This painting depicts an evidently white neighbourhood where a moving van has been parked because a Black family is going to live there.

                                                                     

Les élèves comparent les deux groupes d’enfants.

	CHILDREN ON THE RIGHT	CHILDREN ON THE LEFT
Age	Teenagers	Teenagers
Clothes	They are neatly dressed : jeans, baseball white outfit, shorts, socks and sneakers	They are neatly dressed : white jumper, shorts, socks and sneakers
Centres of interest	baseball and pets (black dog)	baseball and pets (white cat)
Attitude	They are standing with their arms behind their backs,   staring at the other children with curiosity.	They are standing with their arms behind their backs,   staring at the other children with curiosity.
Social class : why ?	middle class (clothes,houses …)	middle class (clothes, houses, furniture …)
Colour of skin	white	black

Conclusion : They are about the same age, they are all as neatly dressed as can be, they belong to the same social class, they’ve got the same interests ; the only difference between them is racial.

What was Norman Rockwell’s message ? He pleaded in favour of racial integration in residential suburbs where Whites were in majority. These innocent-looking Black children could not present a threat to the white world.

What are the common points between the two paintings ? racism, white clothes …

3.      Etude du tableau Saying Grace. Une reproduction en couleurs est distribuée aux

élèves.

This painting was made to illustrate the cover of the Saturday Evening Post issued on November 24, 1951, on Thanksgiving Day.

What is Thanksgiving ? Thanksgiving, or Thanksgiving Day is a traditional North American holiday to give thanks for the things that one has at the conclusion of the harvest season. All the members of a family eat a traditional meal. It celebrates the time when settlers who came to North America from

England

were saved by Native Americans. It is celebrated on the fourth Thursday of November in the United States.

Brief description of the place and the characters in Saying Grace.

                                                                     

Norman Rockwell’s working technique : how did he paint Saying Grace ?

Les élèves, répartis en groupes, réalisent les activités suivantes :

·        the characters : Rockwell asked his elder son to pose as the grandson, he asked

his photographer and a tramp to pose as the two young men seated in front of the grandmother. Imagine the orders he gave them : ‘I want you to …’, ‘I’d like you to …’ : position (sit …), attitude (look, bow head, clasp hands, pray …), clothes …

[Possibilité ensuite d’apporter des accessoires et de faire interpréter cette scène par les élèves, sous forme de sketch.]

·        Choice of the view from the window : Rockwell hesitated between

• ›       a  flowered garden

›       people walking on a pavement

›       railroad lines in an industrial park

Which view did he finally choose ?

·        the inspiration : one day Norman Rockwell received a letter from a reader of the

Post. She had witnessed the following scene in a cafeteria in

Philadelphia

: an old woman and her grandson were saying their prayers before having a modest meal.

Imagine the letter she wrote.

·        the scenery : Rockwell collected  the props he needed to paint this scene.

Make out a list of the objects : tables, chairs, two bags, an umbrella, cups, plates, forks, knives, a tray with a saltcellar, a pepperpot, clothes …

·        Research of locations : Rockwell went to the railroad-station cafeteria and

observed all the details of the inside.

Mise en commun, puis les élèves écrivent un court texte dans lequel ils récapitulent, dans l’ordre qui leur paraît le plus logique, les tâches accomplies par Norman Rockwell avant de peindre le tableau : First … Then … After that …

21 novembre 2007

Anglais Bac Pro : "Holes", roman de Louis Sachar : l'obligation

HOLES BY Louis SACHAR  (

Bloomsbury

Children, ISBN : 0439244196)

OBJECTIFS : faire découvrir une œuvre de littérature de jeunesse, enrichir le champ lexical de la prison, être capable d’exprimer une obligation.

[Ce roman a été traduit en français sous le titre Le Passage ou encore

La Morsure

du lézard. Il est publié aux éditions L’Ecole des Loisirs, collection Médium.]

DEROULEMENT

1.      Description de la première de couverture :

                                                                     

                                                       

What can you see on the front cover ? I can see the title of the book/novel and the author’s name. In the foreground I can see a boy’s face in profile. He’s got blue eyes. He is wearing a red cap back to front. In the same shot behind him I can see holes (connection between the title and the picture). There is a shovel in one hole.

I can see holes in the far distance.

Why do you think the boy is wearing a cap ? Because it’s hot and sunny, to protect himself from the sun.

Can you see any vegetation ? Imagine where the scene takes place. Perhaps in the desert.

Who digs the holes ? Is it the boy ? Why ? Perhaps he is looking for a treasure.

[The inset on the right suggests the metal suitcase Stanley and Zero dig out in chapter 44.]

2.      Lecture de la première partie du texte.

HOLES BY Louis SACHAR Stanley Yelnats’ family has a history of bad luck, so he isn’t too surprised when a miscarriage of justice sends him to a boys’ juvenile detention centre. Chapter 4, part I Stanley felt dazed as the guard unlocked his handcuffs and led him off the bus. He’d been on the bus for over eight hours. « Be careful, » the bus driver said as Stanley walked down the steps. « Thanks for the ride, » Stanley answered. His mouth was dry and his throat hurt. He stepped onto the hard, dry dirt. The land was barren and desolate. He could see a few rundown buildings and some tents. Two tall trees were the only plant life he could see. There weren’t even weeds. The guard led Stanley to a small building. A sign on front said, YOU ARE ENTERING CAMP GREEN LAKE JUVENILE CORRECTIONAL FACILITY. Next to it was another sign which declared that it was a violation of the Texas Penal Code to bring guns, explosives, weapons, drugs, or alcohol into the centre. The guard led Stanley into the building, where he felt the welcome relief of air-conditioning. A man was sitting with his feet up on a desk. He turned his head when Stanley and the guard entered. Even though he was inside, he wore sunglasses and a cowboy hat. He also held a can of soda, and the sight of it made Stanley feel even more thirsty. He waited while the bus guard gave the man some papers to sign. There must have been a small refrigerator behind his desk, because the man in the cowboy hat produced two more cans of soda. For a second Stanley hoped that one might be for him, but the man gave one to the guard and said the other was for the driver. « Nine hours here, and now nine hours back, » the guard grumbled. « What a day. » Stanley thought about the long, miserable bus ride and felt a little sorry for the guard and the bus driver. The man in the cowboy hat walked around the desk to Stanley . « My name is Mr. Sir, » he said. « Whenever you speak to me you must call me by my name, is that clear ? » Stanley hesitated. « Uh, yes, Mr. Sir, » he said. Part 2 Stanley had to take off his clothes in front of Mr. Sir, who made sure he wasn’t hiding anything. He was then given two sets of clothes and a towel. Each set consisted of an orange jumpsuit, an orange T-shirt, and yellow socks. He was also given white sneakers, and an orange cap. He got dressed. Mr. Sir told him he should wear one set to work in and one set for relaxation. « You have to dig one hole each day, including Saturdays and Sundays. Each hole must be five feet deep, and five feet across in every direction. Breakfast is served at 4 :30. » « No one is going to baby-sit you, » he added. « The longer it takes you to dig, the longer you will be out in the sun. If you dig up anything interesting, you are to report it to me. When you finish, the rest of the day is yours. » Stanley nodded to show he understood. Mr. Sir led him outside into the blazing heat. « Take a good look around you, » Mr. Sir said. « What do you see ? » Stanley looked out across the vast wasteland. The air seemed thick with heat and dirt. « Not much, Mr Sir », he said. Mr. Sir laughed. « You see any guard towers ? » « No. » « How about an electric fence ? » « No, Mr. Sir. » « There’s no fence at all, is there ? » « No, Mr. Sir. » « You want to run away ? » Mr. Sir asked him. « If you want to run away, start running. I’m not going to stop you. » Stanley didn’t know what kind of game Mr. Sir was playing. « I see you are looking at my gun. Don’t worry. I’m not going to shoot you. This is for lizards. » « I’m not going to run away, » Stanley said. « Good thinking, » said Mr. Sir. « Nobody runs away from here. We don’t need a fence. Know why ? Because we’ve got the only water for a hundred miles. You want to run away ? You’ll be buzzard food in three days. … You thirsty ? » asked Mr. Sir. « Yes, Mr. Sir, » Stanley said gratefully. « Well, you’re going to be thirsty for the next eighteen months. » VOCABULARY : miscarriage of justice = a situation in which an innocent person is punished by justice dazed = shocked handcuffs =  barren = sterile rundown = ruined weeds = wild plants relief = soulagement can = metal container to produce = to show to grumble = to complain miserable = very sad two sets = two groups jumpsuit = suit (a shirt and trousers) sneakers = sport shoes one foot = 30, 48 cm he nodded = he moved his head blazing = burning wasteland = desert fence =    buzzard =

Part I : What’s the boy’s name ? How many other characters are there ? There are three : the bus guard, the bus driver and Mr. Sir.

Where are they : country, state, building ? They are in

Texas

,

USA

, in a detention centre.

Activity 1 : Number the places where

Stanley

is, in chronological order :

outside – on the bus – inside a small building

Activity 2 : Finish the sentences :

Stanley

felt dazed because . . .

He felt thirsty because . . .

He felt sorry because . . .

he hadn’t drunk for several hours and it was very hot.

he was tired after such a long bus ride.

the guard and the bus driver had to travel nine hours back.

Activity 3 : write down the phrases showing

Stanley

was thirsty :

His mouth was dry and his throat hurt. The sight of [the can] made

Stanley

even more thirsty.

Stanley

hoped that one [can] might be for him.

3. Lecture de la deuxième partie du texte.

Activity : Right or wrong ? Justify your answers.

·       

Stanley

is allowed to wear his own clothes.

·        He needn’t dig holes at the week-ends.

·        Boys start digging early because the weather’s cooler.

·        The detention centre is equipped with a security device.

·       

Stanley

is going to stay in the centre for a year.

4.      Activités portant sur l’ensemble du texte :

Description of the area : fill in the grid :

VEGETATION	BUILDINGS	WEATHER	ANIMALS
hard dry dirt; The land was barren and desolate; Two tall trees were the only plant life he could see. There weren’t even trees; the vast wasteland	a few rundown buildings and some tents	sunglasses; the hottest part of the day; the sun; the blazing heat; the air seemed thick with heat	lizards, buzzards

Conclusion : tick the adjectives that best describe the place :

› hostile   › welcoming   › wet   › dry   ›  infertile  › luxuriant

Tick the sentences that best describe the common points between Mr. Sir and the place :

The place is as unwelcoming as Mr. Sir.

The place is as friendly as Mr. Sir.

Mr. Sir is as hard as the place.

The place is as depressing as Mr. Sir.

Take down the phrases expressing an obligation :

·        it was a violation of the

Texas

penal code to bring …

·        you must call me by my name

·        had to take off his clothes

·        Mr. Sir told him he should wear …

·        You have to dig one hole each day

·        Each hole must be five feet deep

·        you are to report it

[There must have been …] indiquant une déduction ne doit, bien évidemment, pas être relevé.

PRL sur l’expression de l’obligation : périphrase, obligation interne, externe, conseil insistant, be to …

3.      Production écrite :

Stanley

hasn’t respected the centre’s rules and Mr. Sir makes him copy them fifty times. Imagine the text he has to write. (Copy it only

   once !)

CAMP GREEN LAKE DETENTION CENTRE  RULES Boys have to … get up have breakfast dig call Mr. Sir take off wear (other rules …)

12 novembre 2007

Anglais Bac Pro : "Grace Kelly", chanson de Mika : donner un conseil avec should

GRACE KELLY, CHANSON DE MIKA (2007)

OBJECTIF : comprendre le sens d’une chanson contemporaine ; rebrasser les adjectifs de couleur ; être capable de donner un conseil.

GRACE KELLY (Mika, 2007) Do I attract you ? Do I repulse you with my queasy smile ? Am I too dirty ? Am I too flirty ? Do I like what you like ? I could be wholesome I could be loathsome I guess I’m a little bit shy Why don’t you like me ? Why don’t you like me without making me try ? I try to be like Grace Kelly But all her looks were too sad So I try a little Freddy I’ve gone identity mad ! I could be brown I could be blue I could be violet sky I could be hurtful I could be purple I could be anything you like Gotta be green Gotta be mean Gotta be everything more Why don’t you like me ? Why don’t you walk out the door ! How can I help it How can I help it How can I help what you think ? Hello my baby Hello my baby Putting my life on the brink  Why don’t you like me Why don’t you like me Like yourself ? Should I bend over ? Should I look older Just to be put on your shelf ? I try to be like Grace Kelly But all her looks were too sad So I try a little Freddy I’ve gone identity mad ! I could be brown I could be blue I could be violet sky I could be hurtful I could be purple I could be anything you like Gotta be green Gotta be mean Gotta be everything more Why don’t you like me ? Why don’t you like me ? Why don’t you walk out the door ! Say what you want to satisfy yourself But you only want what eveybody else says you should want Should want I could be brown I could be blue I could be violet sky I could be hurtful I could be purple I could be anything you like Gotta be green Gotta be mean Gotta be everything more Why don’t you like me ? Why don’t you like me ? Why don’t you walk out the door ! I could be brown I could be blue I could be violet sky I could be hurtful I could be purple I could be anything you like Gotta be green Gotta be mean Gotta be everything more Why don’t you like me ? Why don’t you like me ? Why don’t you walk out the door !

1.      Préparation : les élèves font des recherches avant le cours pour répondre aux

questions suivantes : Who was Grace Kelly ? First an actress, then a princess. When and where was she born ? in 1929, in Philadelphia USA. When did she die ? in 1982, in Monacoville. Who did she marry ? She married Prince Rainier III of Monaco.

2.      Audition du début de la chanson : do you know this song ? What is the title ? Who sings it ? Do you like it/him ? What is it about ? Do you understand the words ?

3.      Un exercice de compréhension orale de cette chanson étant particulièrement périlleux, distribution des paroles et écoute intégrale. What is the song about ?

4. Elucidation du vocabulaire (les mots et expressions considérés comme difficiles sont surlignés dans le texte) : à l’aide d’un dictionnaire (bilingue ou unilingue selon le niveau), les élèves associent adjectifs du texte et synonymes :

queasy - flirty - wholesome - loathsome – hurtful – mean –

bad - disgusting - healthy – seductive – insulting – disgusting –

Ils classent les adjectifs en positive et negative.

Ils associent ces expressions et leurs traductions :

All her looks were too sad – I’ve gone identity mad – Walk out the door ! –

How can I help what you think ? – Putting my life on the brink – Just to be put on your shelf

Je ne sais plus qui je suis – Simplement pour être dans le coup – Sors de ma vie ! – Sa beauté était trop triste – En mettant ma vie au bord du gouffre – Comment te faire changer d’avis ?

5. Questions de compréhension écrite :

Who is Mika talking to ? He’s talking to his girlfriend.

What’s his problem ? His girlfriend doesn’t like him.

What’s his reaction ?  (Give examples.) He does all he can to attract her but it doesn’t work. For example, he asks her and himself a lot of questions, he copies celebrities.

Underline all the phrases showing the efforts he makes : I try to be, I could be, Gotta be, Should I ?

What is the connection between Grace Kelly and the song ? There is hardly any connection. When looking at the title we might think the song is about her biography, but it isn’t. Mika just says he copies her to please his girlfriend.

6. Continue the list of colours : I could be brown, I could be blue … and imagine different shades : light, dark … 

Idiom exercise : We say : blue with …   red with …   green with …    (fear ; shame ; cold)

as  yellow as a . . .   as white as a . . .    as black as . . .  (sheet ; coal ;lemon)

7. Production écrite : Mika is writing to the ‘problem page’ section of a magazine to ask for advice. Imagine his letter and the answer. (remue-méninges préalable pour récapituler l’expression du conseil, de la suggestion : I suggest, why don’t you ?, you should, you shouldn’t , imperative …)

Dear . . . , I’m deep in love with a girl. Her name’s … But the problem is. . . . To solve this problem, I’ve tried to . . . but it hasn’t worked.

So what should I do ?

Dear Mr Mika, your problem is very serious. I suggest first … You should tell her … Why don’t you … ? I wish you good luck.

23 octobre 2007

Anglais Bac Pro : "Girl, 15 Charming but Insane" de Sue Limb : jeux d'écriture

GIRL, 15 CHARMING BUT INSANE

OBJECTIFS : étudier la description physique, faire produire des écrits variés, faire découvrir une œuvre de littérature de jeunesse (inciter à lire l’œuvre intégrale en français).

Références :

Limb, Sue. Girl, 15 Charming but Insane.

Bloomsbury

Publishing, 2004, 284 p. 9,33 €.

Limb, Sue. Quinze ans, charmante mais cinglée. Gallimard Jeunesse, 2005, 231 p., 12,00 €.

1. Présentation de la couverture du livre (montage : illustration figurant sur la couverture Gallimard + titre anglais + extrait (adapté) de la quatrième de couverture Bloomsbury : Like any girl her age, Jess wants to be gorgeous, popular and intelligent. But her best friend Flora has beaten her to it. Jess is in love with Ben Jones. Is Ben in love with her too ?

Commentaires à l’oral sur le document : Do you find this girl (Jess) « charming » ? Do you think she is « gorgeous » ? Why ? Why not ? Imagine what Flora looks like. (prettier, nicer hair, more smiling …) Imagine why Jess is considered « insane ». For example, what does she do at home ? What does she do at school ?

2. Lecture du premier chapitre réécrit.

I. VIRGO : A VERY FAT MAN WILL SIT NEXT TO YOU ON THE BUS AND HE WON’T HAVE HAD A BATH SINCE CHRISTMAS. Eyes, nose, lips. Jess was drawing a face on her hand. She should have been making notes for her history essay : a list of ‘Reasons why King Charles I was Unpopular’. But instead she was drawing a love-tattoo of the beautiful Ben Jones. A touch of Leonardo Di Caprio, a hint of Prince William, a suggestion of Brad Pitt . . . Oh no ! It didn’t look like Ben Jones at all. It looked like an iguana. Art wasn’t Jess’s strong point. She coughed in a signal to her friend Flora that communication was desired. A cough in the rythm of the latest Justin Timberlake single. Flora looked up from the next desk, and Jess held the tatoo up to her. Flora smiled and immediately glanced furtively at Miss Dingle and went back to her work. Miss Dingle – Dingbat to her fans – was glaring from the teacher’s desk. ‘Jess Jordan ! What’s your pwoblem ?’ ‘Oh God, Miss, there are so many,’ sighed Jess. ‘Get on with your work,’ shouted Miss Dingle, trying to sound terrifying, even though she had a little voice and couldn’t pronounce her ’R’s. Everybody hid their faces in their books and laughed – as silently as possible, of course. ‘And the west of you !’ shouted Miss Dingle. ‘Be quiet and get on with witing your List of Weasons. I’m quite tempted to put the whole gwoup in detention ! Don’t push me too far !’ Nobody wanted to stay behind after school. Jess picked up her dictionary and tried to look intelligent. She turned the pages, hoping for a rude word. Suddenly she had an idea. Hey ! Maybe you could consult the dictionary, a bit like the Tarot. Think of a question, then open it at random. Jess closed her eyes and concentrated. Will Ben Jones and I ever be in love ? Her finger jabbed at a word. Parsley. A well-known garden herb, used for flavouring soup. Maybe there was a hidden meaning. Perhaps you could make a boy fall in love with you by rubbing parsley behind your ears, or putting parsley in his pants while he was swimming. ___________________________________________________________ Jess suddenly caught Dingbat’s eye again. A dangerous moment. Quickly she copied down the title of the history essay. ‘Reasons why King Charles I was Unpopular.’ All she had to do was read chapter six of the history book. First she looked at the pictures. Charles I had sad, haunted eyes and a stylish goatee. Flora had told her he had been only about five feet tall. Some kind of Hobbit, obviously. And then he had had his head chopped off. ‘Reasons why King Charles I was Unpopular.’ Jess looked at Flora, who had written three pages already. She picked up her pen and let her imagination run away. This was always dangerous. Reasons why King Charles I was Unpopular 1 He never changed his pants. 2. He refused to grow. 3. He passed a law saying that everybody taller than him had to have their legs cut off. 4. He slurped his soup. 5. He used to bottle his farts and sell them to the tourists. At this point Jess’s inspiration dried up and she began to think about Ben Jones again. She formed a plan to steal a bit of DNA from Prince William and Brad Pitt. She ought to be able then to genetically create a Ben Jones lookalike, in case the real didn’t want her. Jess started another list : ‘Reasons why Ben Jones is Popular.’ This was much easier than the history list. 1.      Hair like golden grass (if only I could picnic on it). 2.  Eyes blue enough to swim in. 3.  A cute, slow smile that could defrost Antarctica . … Suddenly, the bell rang. Everybody put down their pens. Jess’s best friend, the goddess Flora, was the only person in the class who hadn’t finished working yet. She was writing harder than ever, her golden hair glittering. One grain of her divine dandruff could make the blind see again. ‘Jess Jordan !’ thundered Miss Dingle in her little voice. ‘Will you come up here and show me your List of Weasons, please !’ (Adapted from Girl, 15 Charming but Insane by Sue Limb (2004) Vocabulary : Charles I (1600-1649) a hint = un soupçon to glare at someone = to look angrily at someone to sigh = soupirer at random = au hasard to flavour = assaisonner to rub = frotter haunted eyes = des yeux hagards a goat = un bouc ; a stylish goatee = un bouc (barbiche) élégant five feet = environ 1,50 m he had had his head chopped off = il avait eu la tête tranchée farts = pets cute = mignon to defrost = dégivrer, décongeler to glitter = briller a dandruff = une pellicule

3. Questions de compréhension globale :

-Where does the scene take place ?

-What lesson is it ?

-Without looking at the text, do you remember what the essay is about ?

-Who’s Miss Dingle ?

Questions de compréhension détaillée (première partie) :

-What details show Jess is crazy about Ben ? She draws a tattoo of his face on her hand ; she thinks he is as gorgeous as celebrities like Leonardo Di Caprio, Prince William and Brad Pitt.

-Is Jess good at drawing ? No, because her drawing of Ben’s face looks like an iguana.

-What’s Miss Dingle’s problem ? She can’t pronounce her ‘R’s and she has a little voice.

-What shows Jess isn’t interested in history at all ? She thinks about Ben ; she plays with the definitions of the dictionary.

(Deuxième partie)

-What details show « Flora has beaten Jess to it » ? Flora is prettier than Jess ; she works harder and better too.

-Why do the pupils laugh at Miss Dingle ? She is ridiculous because she believes she has authority over them whereas she hasn’t.

-Do you think Jess will have good marks ? No, because she has written a humorous essay.

4. Les élèves relisent le texte et relèvent les parties du corps qui y sont évoquées :

eyes, nose, lips, face, hand, ears, goatee, head, legs, hair … Ensuite, grâce à un dictionnaire ou à leurs propres connaissances, ils les caractérisent par des adjectifs.

ex : slanting eyes …

5. Différents jeux d’écriture : les élèves se répartissent en groupes (il peut s’agir de groupes de niveaux)et, par tirage au sort, en utilisant des dictionnaires, réalisent les productions écrites suivantes :

-describe the following personalities : Charles I, Leonardo Di Caprio, Prince William, Brad Pitt, a Hobbit. Your friends will have to guess who is who.

-Use the Internet and find out the real answers to the history essay.

-Like Jess, write the answers to the following essays in a humorous way : ‘Reasons why Napoleon lost the Battle of Trafalgar in 1805’ ; ‘Reasons why  Shakespeare wrote Hamlet’ ; ‘Reasons why Leonard da Vinci painted the Mona Lisa‘ ; Reasons why fewer and fewer people read the paid press’ ; ‘Reasons why more and more children get fat’ …

-Like Jess, choose a question you are asking yourself at the moment (Will I pass my exam ? Will I receive nice presents at Christmas ? Will my parents help me pay for my driving lessons ?…). Draw one word among those proposed (giraffe, lorry, toothbrush …). Copy the definition and find out the « hidden meaning ».

-Ask a friend what sign he/she is and imagine a humorous prediction.

6. Mise en commun.

04 septembre 2007

Anglais Bac Pro : "Nighthawks" d'Edward Hopper : décrire un tableau

NIGHTHAWKS BY Edward HOPPER (1942)

OBJECTIFS : faire découvrir un peintre américain, lire une image, rebrasser plusieurs temps grammaticaux.

1.      Les élèves effectuent des recherches au CDI sur Edward Hopper.

When and where was he born ? in

1882 in

New York City When did he die ? in 1967 What art made him famous : ð music ð sculpture ð photography ð painting ?

What were his favourite themes ? solitude, gas stations, motels, railroads, empty spaces, city life, light …

Name three of his works. House by the Railroad, Gas, Nighthawks. What do these titles mean in French ?

                                                                

                                                      Nighthawks, Art Institute of Chicago, 1942

2.      Présentation du tableau Nighthawks. Le terme « nighthawk » est pris ici dans

l’acception de « night owl » : oiseau de nuit, noctambule. Les élèves s’expriment librement et le professeur note les commentaires au tableau en les classant selon plusieurs thématiques : setting, characters (clothes, expressions, what they are doing …), colours …. 

Ensuite, reformulation par les élèves dans une grille de lecture de l’image.

TYPE OF DOCUMENT	painting	INTERPRETATION : THE PAINTER’S INTENTIONS
ORIGIN (date, historical context)	Nighthawks dates from 1942. E. Hopper began painting it immediately after the attack on Pearl Harbor . After this event there was a large feeling of gloominess over the country. The scene was inspired by a coffee bar in Greenwich Village, Hopper’s home neighborhood in Manhattan .
COMPOSITION	It is a long-distance shot of an American coffee bar.
SETTING AND CHARACTERS	The scene takes place in a coffee bar/small restaurant /diner late at night. The curved windowpane makes the glass visible and shows the characters in a room hermetically sealed off from the outside. The bar has no door to enter it or go out. The three walls of the counter form a triangle. Three customers are sitting at stools around the counter. The bar is extremely bright. There are two coffee machines in the right hand corner. There are cups/mugs on the counter. There is an advertisement for Phillies cigars on top of the bar. The city night is illuminated only by the fluorescent light from the bar. The street is empty outside the bar. We can see shops in the background. There are three customers and a waiter. The waiter, who is dressed in white, is standing on the right, behind the counter. Looking up from his work, he appears to be peering out of the window past the customers. The two customers who are facing the waiter are touching each others’ hands. The ginger-haired woman is wearing a red dress. Her husband or boyfriend has got a dark suit and tie and a grey hat. The couple’s noses resemble beaks. The third character is a man sitting alone, with his back to us. They all hunch their shoulders. None of the three is apparently looking or talking to the other but instead is lost in their own thoughts. Who are the nighthawks ?	That illustrates the idea of confinement and entrapment. The waiter seems to be trapped. That means that the people inside are exposed and vulnerable. The harsh electric light sets it apart from the night outside. There is a contrast between the bright bar and the dark street. That means he isn’t really paying attention to them. They are a couple. It must be a reference to the title. That implies a contrast between the loneliness of the customer on his own and life in couple. They are on the defensive. Hopper wanted to show/ his purpose was to show  the loneliness of a large city, incommunicability, emptiness. Some critics think this painting illustrates existential loneliness : the sense that we have of being on our own in the human condition.
MY OPINION	I think … In my opinion … What I like about the painting is that  … What I don’t appreciate … What I find surprising is that …

3.      Production écrite : Imagine for each customer a few biographical elements :name, age, job, problems …

Then imagine two things they did in the morning, two things they have

just done, two things they are going to do when they leave the coffee bar.

07 juillet 2007

Anglais Bac Pro : sujet d'examen : "Forced marriages"

ANGLAIS : SUJET D'EXAMEN : BACCALAUREAT PROFESSIONNEL

TEXTE          

                                              FORCED MARRIAGES

The practice of forced marriage was very common among the upper classes in Europe until the 1900s, and is still a common practice in South Asia, the Middle East and Africa.

For example, sixteen-year old Maya thought she was going on a routine trip to Pakistan. But, on arrival, she found that the journey was a ruse to force her to marry against her will. As part of the Muslim marriage ceremony, she was supposed to nod her consent. When it came to it, her aunt pushed her head down and this was enough to convince the priest that she consented.

On returning to the United Kingdom, Maya told the authorities what had happened and they revoked her husband's visa to enter the UK.

Maya is just one of a minority of young British women, mostly from Asian backgrounds, who are forced into marriage.

Some estimates put the number of women forced to marry at 1,000 a year. The campaign group Southall Black Sisters (SBS) says this is not an overestimate. It says women may be abducted, imprisoned or just "emotionally blackmailed" into marrying against their will.

Forced marriage is against British law and the law in Asian countries and is not tolerated by the Muslim faith which requires the consent of both parties.

At the begnning of August, the Home Office announced that it had set up a working group to look into forced marriage. This group will inform people about the problem, identify the role of education in reducing forced marriage and say how the police and social services should respond to it.

                                                                              From BBC News Online : UK/Internet

Lexique :

to nod her consent : dire oui d'un signe de tête

to abduct : kidnapper

Southall : quartier de Londres

Home Office : ministère de l'Intérieur

to set up : mettre en place

QUESTIONS :

COMPREHENSION

I. Lisez le texte attentivement. Dites si les affirmations sont vraies (right) ou fausses (wrong) et justifiez en citant le texte. (4 points)

1. Maya decided to go to Pakistan to marry.

2. During the ceremony she said she didn't want to get married.

3. Maya's husband isn't allowed to live in the UK any more.

4. Most of the girls who are forced to marry are of African origin.

II. Répondez aux questions en français. (4 points)

1. Environ combien de femmes sont concernées par les mariages forcés en Grande-Bretagne chaque année ?

2. Quels moyens de pression sont parfois utilisés par les parents pour obliger les jeunes filles à se marier ?

3. En quoi les mariages forcés sont-ils illégaux ?

4. Quels seront les objectifs du groupe de travail mis en place par le ministère de l'Intérieur ?

COMPETENCES LINGUISTIQUES

III. Des membres de "SBS" viennent en aide à une jeune fille qui va se marier contre son gré. ils lui conseillent :

-de se rendre dans un cmmissariat de police

-de dire à ses parents qu'elle accepte le mariage

-de ne pas s'enfuir ou se cacher

-de téléphoner à l'association régulièrement.

Vous exprimerez leurs conseils en anglais en utilisant should. (4 points)

IV. Complétez ce tableau. (4 points)

COUNTRY                                                     NATIONALITY

Britain                                                             British

. . . . . .                                                               Indian

Spain                                                                . . . . . .

. . . . . .                                                               German

China                                                                 . . . . . .

. . . . . .                                                                French

Japan                                            . . . . . .

. . . . . .                                            Swiss

Portugal                                         . . . . . .

EXPRESSION     

Vous rédigerez un texte de 50 mots environ en anglais dans lequel vous expliquerez pourquoi il est préférable que des époux se choisissent librement. (4 points)               

02 juillet 2007

Anglais Bac Pro : "Revenge", film TV : prétérit simple/prétérit be + ing

« ALFRED HITCHCOCK PRESENTS » : REVENGE (1955) – Durée : 22 mn

OBJECTIFS : faire découvrir une fiction télévisuelle courte, remarquablement construite; employer le prétérit simple et le prétérit be+ ing en situation.

Cette fiction en noir et blanc est disponible à la vente en VOST, sous le titre "C'est lui !", dans un coffret Universal.

Proposition de découpage : extrait n° 1 : début jusqu’à 7 mn 40 (Elsa prend un bain de soleil.)

Activité (destinée à vérifier la compréhension de la situation initiale): fill in the grid.

	Elsa	Carl
Job	ballerina/ballet dancer	engineer
Relationship : ·         good friends ·         just married couple ·         married for ten years
Why is she/he in California ?	She had a small breakdown so her doctor prescribed lots of rest, sun and sea.	He could transfer to his plant in California .
Relationship with Mrs Ferguson	neighbour	neighbour

Extrait n° 2 : 7 mn 41 (voitures le long de la côte) jusqu’à 11 mn 50 (Carl embrasse Elsa.)

Lieutenant Walton questions Carl Spann. He wants to know all he did and saw after he arrived at the campsite. Put all these actions in the right order, using the past simple or the past continuous.

I (wave) at Mrs Ferguson who (read) a magazine outside her caravan. I remember she (wear) a sunhat. I (get) out of the car and I (take) three bags of groceries. I (call) Elsa but she didn’t answer. So I (open) the door and I (go) into the caravan. The radio (play) so I (turn) it off. A cake (burn) in the oven and it (smoke) the kitchen out. I (open) the oven, I (turn) it off and  (take) the cake out. I (open) the door to Elsa’s room and I (see) she (lie) on the floor.  I (take) her in my arms and I (lay) her on her bed. She (hold) a carnation in her left hand. I (put) a blanket on her and I (call) our neighbour, Mrs Ferguson. I (make) Elsa drink a little alcohol. Then she (start) to speak  and I (ask) her a few questions. I (tell) Mrs Ferguson to call a doctor.

Mise en commun ; les élèves justifient leur choix des temps.

Extrait n° 3 : 11 mn 51 jusqu’à 15 mn 05 (Carl embrasse Elsa.)

The questioning continues. Do you remember the lieutenant's questions ?

LIEUTENANT : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?

CARL              : About five. Maybe a few minutes after.

LIEUTENANT : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ? 

CARL              : Yeah. Except I stopped to get some groceries.

LIEUTENANT :      . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?

Mrs FERGUSON : No, not a thing.

LIEUTENANT : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ?

Mrs FERGUSON : I was doing some shopping at the market, in town. 

Extrait n° 4 : 15 mn 06 jusqu’à 17 mn (Carl to his wife : « Do you wanna ride around a little before we go to the hotel ? »)

Imagine what is going to happen.

Extrait n° 5 : 17 mn 01 jusqu’à la fin.

What do you think of the conclusion ?

Activité : Match the characters with their roles in the story :

Elsa – Mrs Jones – Lieutenant Walton -  a darked-haired man in a grey suit

WITNESS – SUSPECT – VICTIM – INVESTIGATOR

Production écrite :

Imagine the arguments Carl’s lawyer puts forward in court to defend him. Use two verbs in the past continuous.(10 lines)

You can start like this : Your Honor, members of the jury, this is not an easy case to decide. ...

TOOLBOX deep in love   happy   vague description    salesman    regret     very few clues       take the law into his own hands   nervous breakdown    imaginary world    emotional shock upset    by mistake   murderer    to have a clean police record   other victims     to assault    aggressor

28 juin 2007

Anglais Bac Pro : "Stolen car" : la voix passive

                                                             STOLEN CORVETTE

OBJECTIFS : rebrasser la voix passive, enrichir le vocabulaire de l'automobile. Ce thème peut convenir à une classe de baccalauréat industriel (maintenance, mécanique automobile).

1. Warming up : expression orale à partir de la photo.

                                                                      

Do you know this man ? Who do you think he is ? What sort of car is this ? Imagine why he is posing in this car. Perhaps he is  a race car champion. Perhaps he has won it. Perhaps it's an advertisement.

2. Compréhension écrite : texte n° 1

Activité n° 1 : remplir la grille suivante :

• Man's name :

• Type of car :

• Country :

• Problem with the car :

    Activité n° 2 :  retrouver dans le texte l'équivalent des expressions suivantes :

• sa voiture avait été retrouvée

• elle n'est pas à vendre

• depuis, il avait déménagé

• on était en train de la charger sur un porte-conteneurs à destination de la Suède

• une voiture ancienne

• il avait renoncé à tout espoir

• nous avons parcouru des dossiers

• des modèles identiques sont vendus aux enchères

Activité n° 3 : associer dates et ce qu'elles représentent :

Jan. 17, 2006 - 1968 - Jan. 22, 1969 - 10,000 - 80,000 - 5,000 - 6,000 - 50,000 to 100,000 -

... is the price of the car in 1968.

... is the price a man in Sweden paid for the car.

... is the date when the article was written.

... is the number of cars stolen in New York City in 1969.

... is the date when the car was made.

... is the number of records the police examined.

... is the price a car can be sold on the Internet.

... is the date when the car was stolen.

Activité n° 4 : voix passive : relever les formes passives du texte et indiquer le temps employé.

Activité n° 5 : Alan Poster constate que sa voiture a subi des transformations. Utiliser les verbes suivants à la voix passive:

to repaint - to change - to replace - to add - to steal -

Ex : My car has been repainted. The wheels have been changed. The engine has been replaced. An automatic transmission has been added. The tank has been stolen.

Activité n° 6 : reconstituer l'histoire de mémoire en utilisant les formes verbales suivantes :

bought - was stolen - was bought - was loaded - looked through - has recovered - will be restored then given

STOLEN CORVETTE RECOVERED AFTER 37 YEARS    Jan. 17, 2006 - Alan Poster's Corvette was a brand new 1968 blue classic car when it disappeared 37 years ago. Now he's been reunited with his dream car.          The Corvette was stolen from a New York garage on Jan. 22, 1969. In November the car was identified as stolen as it was being loaded onto a container ship bound for Sweden.  The car had recently been bought for $ 10,000 by a man in Sweden who did not know it had been stolen nearly forty years before.  "This is a miracle," Poster said excitedly when police told him that his car had been recovered. He had since moved to California and had given up hope long ago of seeing the car again. A strange journey Poster had owned the car only for two months when it was stolen from the garage -one of nearly 80,000 stolen cars in New York City that year. The New York Police Department played a big role in the Corvette's recovery. "We went through about 5,000 records over the course of four days here to locate this report,", a detective said, which led them to Poster. When detectives called, Poster didn't believe it was actually the NYPD. He was very surprised. He thought it was a joke at first. No one knows where the Corvette has been all this time. It was apparently never registered or insured, or the vehicle identification number would have revealed it had been stolen. The car is now silver with a red interior. The original 327-cubic-inch engine has been replaced by a 454 big block Chevy engine. The car has a stolen automatic transmission that wasn't introduced until the mid-1980s, and the gas tank is missing. The car's classic design, however, has survived. Today the car that cost $6,000 in 1968 is a classic. Similar models are auctioned on Web sites for $50,000 to $100,000. But Poster said his Corvette is not for sale. "I plan to restore it and keep it", he said. He also plans to give it to another young driver with the same name- his teenage daughter.                        Adapted from ABC News

11 juin 2007

Anglais BAc Pro : sujet d'examen : "Talking cameras"

TEXTE

                                        Big brother is shouting at you

Big brother is not only watching you - now he is shouting orders too. Britain's first 'talking' surveillance cameras have arrived in Middlesbrough. The system allows control room operators to yell through microphones at citizens who they see misbehaving.

According to Councillor Barry Coppinger, it is hoped the new cameras will provide extra security for anyone visiting the town centre by discouraging anti-social behaviour. He said :"Since the day the cameras were installed, people's response has been interesting. A lot of them are quite surprised when they hear the voice for the first time and feel guilty. It's like a public humiliation in a way, but it means that the person won't do it again. The voice addresses the person who is dropping litter for example, directly by saying 'could the gentleman in the green jacket please pick that up' or by warning ' your behavior is being monitored, it's being recorded'. It can be very embarrassing and the system will help to change the attitudes of those who cause trouble. People will think twice."

There was one incident when two men started fighting outside a nightclub. One of the operators warned them over the loudspeakers and they looked up, amazed, stopped fighting and went off in opposite directions. Another time a cyclist riding in a pedestrian area was ordered to stop.

In 2005, Middlesbrough's network helped to catch 678 offenders. It also helped locate fifteen missing people.

Apparently the offenders are the only ones who find the audio cameras intrusive. There have been no complaints about infringement of people's rights because the vast majority of them want to feel safe.

                                                       Source : Internet (Adapted)

Lexique :

to yell : hurler

amazed : très surpris

infringement : atteinte

QUESTIONS

A. Répondez en français aux questions suivantes, en utilisant uniquement les informations contenues dans le texte et en justifiant vos réponses. 5 pts

1. Quelle est l'originalité des caméras installées à Middlesbrough ?

2. Selon M. Coppinger, dans quel but ont-elles été mises en service ?

3. Comment la plupart des gens réagissent-ils lorsqu'ils sont pris en flagrant délit ?

4. Quel délit deux hommes ont-ils commis devant une boîte de nuit ?

5. Quel délit un cycliste a-t-il commis ?

B. Traduisez en français les deux derniers paragraphes (de "In 2005 ..." à "... feel safe". 3 pts

C. En utilisant l'impératif, dites en anglais à trois habitants de Middlesbrough :

• de ramasser un papier
• de ne pas écrire sur le mur
• d'aider une dame âgée à traverser la rue  3 pts

D. Recopiez les phrases suivantes en mettant les phrases entre parenthèses à la forme exigée par le contexte. 5 pts

1. Middlesbrough (to install) new cameras in 2005.

2. The operators (to check) the cameras every day.

3. Ten cameras (to replace) last year.

4. Fifty more cameras (to arrive) next year.

5. If the city centre system (to be) a success, it will be extended into residential areas.

6. Jack Bonner generally (to mange) the system.

7. Yesterday the police (to arrest) four offenders.

8. Be careful ! Look ! The camera (to watch) you.

9.This system (use) by other towns for a few years.

10.The police hope criminality (to decrease) in the future.

E. Answer the following question in 6 to 8 lines in English. 4 pts

How would you react if talking cameras were installed in your town ?

Vous pouvez commencer ainsi : I live in (Noisy le Sec). If talking cameras were installed in my town, I'd ... I wouldn't ...

Ce sujet a été élaboré selon les normes du CECRL, mais n'a pas été testé officiellement.