Friday, April 12th

Le Père Cent

Friday, April 5th

Telling a Tale WORKSHEET

A short animation which follows rather closely the traditional pattern and recipe you need to follow for your story. (here you may download all the episodes)

Friday, March 29th

Possible answers to the test:

1. Who is the author of “The Story of an Hour”?

   • The author is Kate Chopin.

2. What is the main character’s name?

   • The main character’s name is Mrs. Mallard.

3. What is the setting of the story?

   • The story is set in the late 19th century in a small room at the Mallard residence during springtime.

4. What news does Mrs. Mallard receive at the beginning of the story?

   • Mrs. Mallard receives news that her husband, Mr. Mallard, has died in a railroad accident.

5. How does Mrs. Mallard initially react to the news of her husband’s death?

   • At first, Mrs. Mallard feels sad and cries when she hears about her husband’s death.

6. Why does Mrs. Mallard go to her room alone after hearing the news?

   • Mrs. Mallard goes to her room alone to be by herself and process her feelings about her husband’s death.

7. What does Mrs. Mallard see outside her window that symbolizes her newfound freedom?

   • Mrs. Mallard sees trees and the sky outside her window, which symbolizes freedom and possibility.

8. How does Mrs. Mallard’s attitude change as she spends time alone in her room?

   • Mrs. Mallard’s attitude changes from sadness to a feeling of freedom and independence.

9. What is the significance of the title “The Story of an Hour”?

   • The title suggests that the events of the story happen within the span of one hour, focusing on the emotional journey of Mrs. Mallard during that time.

10. What happens when Mr. Mallard returns home unexpectedly?

    • When Mr. Mallard returns home unexpectedly, Mrs. Mallard is shocked and ultimately dies of heart failure.

11. How does Mrs. Mallard die?

    • Mrs. Mallard dies of heart failure when she sees her husband, Mr. Mallard, alive after believing he was dead.

12. What role do Louise Mallard’s sister and husband’s friend play in the story?

    • Louise Mallard’s sister and her husband’s friend try to comfort her and support her during her time of grief.

13. How does the author use irony in “The Story of an Hour”?

    • The author uses irony to show how Mrs. Mallard initially feels joy and freedom after her husband’s death, only for those feelings to be shattered when he returns alive.

14. What does the story suggest about the institution of marriage during the time it was written?

    • The story suggests that marriage during that time could be restrictive for women, limiting their freedom and independence.

15. How does Kate Chopin explore the theme of female independence in the story?

    • Kate Chopin explores the theme of female independence by showing how Mrs. Mallard feels liberated when she believes she is no longer bound by marriage.

16. What is the significance of the story’s ending?

    • The ending of the story reveals the tragic consequences of Mrs. Mallard’s brief taste of freedom and the constraints of societal expectations.

17. How does Chopin use symbolism in the story, particularly in relation to the setting?

    • Chopin uses symbolism such as the open window to represent Mrs. Mallard’s desire for freedom and the constraints she feels within her marriage.

18. What does Mrs. Mallard’s reaction to her husband’s death reveal about her character?

    • Mrs. Mallard’s reaction reveals her complex emotions and her desire for freedom and independence.

19. How does the story challenge traditional gender roles and societal expectations?

    • The story challenges traditional gender roles by showing Mrs. Mallard’s desire for independence and her refusal to conform to societal expectations.

20. In what ways does “The Story of an Hour” reflect broader themes and concerns of the late 19th century?

    • The story reflects broader themes of women’s rights and independence during the late 19th century, a time when these issues were beginning to gain attention.

Monday, March 25th

To help you prepare and revise for Friday’s test about “The Story of an Hour”:

Vocabulary:

1. Verbs:

   • React, respond, feel, cry, process, change, symbolize, suggest, explore, reveal, challenge, reflect.

2. Nouns:

   • Author, character, setting, news, attitude, freedom, independence, symbolism, irony, emotion, marriage, gender roles, societal expectations, theme, concern.

3. Adjectives:

   • Main, late, small, springtime, unexpected, emotional, tragic, societal, traditional, complex, broader.

4. Phrases and Expressions:

   • At the beginning of the story, during springtime, within the span of one hour, when Mr. Mallard returns home unexpectedly, during her time of grief, in relation to the setting, to be by herself, a feeling of freedom and independence, the tragic consequences, societal expectations, gain attention.

Sentence Structures:

1. Simple Sentences:

   • The author of “The Story of an Hour” is Kate Chopin.
   • Mrs. Mallard initially feels sad when she hears about her husband’s death.
   • Mrs. Mallard goes to her room alone to be by herself and process her feelings.
   • The title suggests that the events of the story happen within the span of one hour.

2. Compound Sentences:

   • Mrs. Mallard initially feels sad, but her attitude changes as she spends time alone in her room.
   • The story suggests that marriage during that time could be restrictive for women, limiting their freedom and independence.

3. Complex Sentences:

   • When Mr. Mallard returns home unexpectedly, Mrs. Mallard is shocked, and ultimately dies of heart failure.
   • Kate Chopin explores the theme of female independence by showing how Mrs. Mallard feels liberated when she believes she is no longer bound by marriage.

4. Comparative Sentences:

   • The story reflects broader themes of women’s rights and independence during the late 19th century, similar to other works of literature from that time.
   • Mrs. Mallard’s reaction reveals her complex emotions, unlike other characters in the story who may react differently to similar situations.

5. Descriptive Sentences:

   • The setting of the story is a small room at the Mallard residence during springtime, which creates a sense of confinement and contrast with the theme of freedom.
   • Mrs. Mallard’s attitude changes from sadness to a feeling of freedom and independence, highlighting the complexity of her emotional journey.

Friday, March 22nd

Study-guide: The Story of an Hour

Monday, March 18th

Writing an essay, a guided expression.

Introduction:

• Start with a brief overview of the story and its significance.
• Introduce Kate Chopin as the author and provide context about her writing during the late 19th century.
• Mention the themes and literary techniques that will be discussed.

Thesis Statement:

• The Story of an Hour explores the themes of freedom and the constraints of marriage through the experiences of the protagonist, Louise Mallard, revealing the complexities of human emotions and societal expectations.

Body Paragraphs:

1. Freedom and Repression:

• Discuss Louise Mallard’s initial reaction to her husband’s death, which includes a mix of grief and unexpected freedom.
• Highlight how the news of her husband’s death serves as a catalyst for her thoughts on her own independence.
• Use quotes such as “There would be no one to live for her during those coming years; she would live for herself” to support the analysis of her newfound freedom.

2. Irony and Unexpected Twists:

• Explore the irony in Louise Mallard’s reaction to her husband’s death, where she experiences moments of joy and liberation.
• Discuss the unexpected twist of Mr. Mallard’s return and its impact on Louise’s emotional state.
• Analyze the irony in the ending, where Louise’s moment of liberation ultimately leads to her demise.
• Quote phrases like “Free! Body and soul free!” to illustrate the irony and unexpected turns in the story.

3. Symbolism and Imagery:

• Examine the symbolism of the open window and its representation of freedom and possibility for Louise.
• Discuss the vivid imagery of springtime and nature, which contrasts with Louise’s internal turmoil.
• Analyze how Chopin uses symbolism and imagery to enhance the themes of the story.
• Use phrases like “The open window symbolizes Louise’s desire for freedom” to support the analysis.

Conclusion:

• Summarize the key points discussed in the essay, reiterating the significance of freedom and the constraints of marriage in “The Story of an Hour.”
• Reflect on the lasting impact of the story and its relevance to contemporary discussions about gender roles and societal expectations.

Friday, March 15th

The story first appeared in Vogue in 1894:

Guided reading (PPT file)

Monday, March 4th

The Story of an Hour (link to the PDF file of the short-story)

by Kate Chopin (link to her entry in Wikipedia)

Friday, February 16th

K-PAX (to watch during the holidays), some info on imdb.com

Monday, February 12th

Watch The Second Renaissance from the Animatrix series, you may need the transcript.

Thursday, February 5th

orals + The Gun (see below)

Monday, January 29th

The Gun by Philip K. Dick (PDF)

The Gun, online reading

The Gun, EPUB format, for e-readers, tablets, phones etc

The Gun, audiobook (MP3)

The Gun, the YouTube version where you may listen and read at the same time

Friday, January 26th

orals + Tenses, some exercises

Collaborative pad

Monday, January 22nd

orals + Writing a short poem

Thursday, January 18th

orals + Writing a short poem

Monday, January 15th

Oral presentations

What makes a hero? – Matthew Winkler

Writing a short poem

Friday, January 12th

Vincent, a short animation by Tim Burton on YouTube.

Vincent Malloy vs Vincent Price

Monday, January 8th

with my very best wishes for 2024!

Prepare yourself to talk about:

• something you like
• something you know about
• something which can be talked about in English

1. => search the web IN ENGLISH for information and vocabulary,
2. Google is mainly going to give you results in French, try another search engine called Duckduckgo which can be easily switched to another language and location => https://duckduckgo.com/settings
3. => compile a long list of elements (nouns, adjectives,  VERBS, phrases, sentences etc. 
4. => prepare your presentation using the collected material
5. => you may bring some pictures or a extremely short video clip on your phone
6. => you need about 300 words to talk for a few minutes.

Friday, December 22nd

Yesterday, December 21st was Yule: the winter solstice.

Monday, December 18th

• The Passive
• How to translate the ubiquitous French “ON”

Monday, November 28th

Born a Crime by Trevor Noah

Friday, November 24th

List of verb & structures to use for the exercise => Reported speech.

To threaten S1 to do Sthg -> menacer qq1 de faire qqch

To suggest Sthg to S1 -> suggérer qqch à qq1

To urge S1 to do Sthg -> presser qq1 de faire qqch

To deny having done Sthg -> nier avoir fait qqch

To offer (S1) to do Sthg -> offrir/proposer (à qq1) de faire qqch

To refuse to do Sthg -> refuser de faire qqch

To remark about Sthg -> faire une remarque à propos de qqch

To agree (with S1) about Sthg -> être d’accord (avec qq1) à propos de qqch

To warn S1 about Sthg -> avertir/prévenir qq1 à propos de qqch

To advise S1 about Sthg / to advise S1 to do Sthg -> conseiller qq1 à propos de qqch / de faire qqch

To apologize to S1 (about Sthg) -> présenter ses excuses …

To add Sthg -> ajouter qqch

To insist about Sthg -> insister sur qqch

To admit Sthg to S1 -> admettre qqch à qq1

To inform S1 about Sthg -> informer qq1 de qqch

To remind Sthg to S1 -> rappeler qqch à qq1

To remember Sthg -> se rappeler de qqch

To complain about Sthg (to S1) -> se plaindre de qqch à qq1

To announce Sthg to S1 -> annoncer qqch à qq1

To promise Sthg to S1 -> promettre qqch à qq1

to explain Sthg to S1 -> expliquer qqch à qq1

to admit Sthg (to S1) -> admettre qqch à qq1

to ask S1 (about Sthg) -> demander qqch à qq1

To wonder about Sthg -> se demander qqch

To greet S1 -> saluer qq1

To welcome S1 -> accueillir qq1

to refuse to do Sthg -> refuser de faire qqch

To introduce S1 (to S1 else) -> présenter qq1 (à qq1 d’autre)

To call S1 -> apeller qq1

Here you may check your answers.

Then you may take a look at this exercise :

1. Compound adjectives
2. Compound nouns

Monday, November 20th

a very useful trick, especially to present documents, to talk about a text, a video etc : Reported Speech

Friday, November 17th (small group, the rest of the students are visiting Studyrama)

1. Howlers – most common mistakes to avoid
2. Compound adjectives
3. Compound nouns
4. Word formation

Friday, October 20th

HOMEWORK 

The aim behind watching The Circle (the link opens to IMDB.com – the American equivalent of AlloCiné.fr) is to write a film review about it, here you may find a few tips about writing a film review and here too (chapitre Movie Review Outline). This review (400 words +/- 10% – please indicate it) is to be handed in the week after the holidays, use ECLAT to send me your homework, but please copy and paste your texte directly into it. NO ATTACHED FILE.

To watch The Circle use this link.

Monday, October 16th

The modals (simple chart to be completed with elements from the complete chart below).

The modals (complete chart)

1. Certainly, Tina knows that smoking is forbidden 

Tina MUST KNOW that smoking is forbidden.

2. Certainly, Tina knew that smoking was forbidden. 

Tina MUST HAVE KNOWN that smoking was forbidden.

3. It is possible that Tina didn’t know that smoking was forbidden.

Tina MAY NOT HAVE KNOWN that smoking was forbidden.

2 videos:

Réviser la grammaire anglaise de base, spécial débutants : les modaux  // Léa English (in French)

Complete Guide to English Modal Verbs // Oxford Online Grammar Lesson  (in English)

Monday, October 9th

you need to work with 2 windows side-by-side (one for the sound, the other for the exercise, or you may listen to the sound file on your smartphone)

The Bear and The Dragon by Tom Clancy – American accent + extract from a spy novel – you may download the mp3 file or listen to it directly below.

and/or

Harry Potter by J.K. Rowling – British accent – extract from the first chapter of the first volume – you may download the mp3 file or listen to it directly below.

Friday, October 6th

Carrie Reichardt, artist and craftivist

Below you will find 3 examples of what may be said about some art pieces by Carrie Reichardt.

Medium and Location: The ceramic tile glued on a graffitied wall suggests an intentional juxtaposition of different art forms. The use of ceramics, a traditional and somewhat fragile medium, contrasts with the raw and often transient nature of graffiti. This combination may symbolize the merging of different perspectives or the idea that messages of love can endure in unexpected places.

Typography: The bold black letters of “Love Trumps Hate” draw attention to the message, making it a focal point of the artwork. The decision to use red for the word “love,” especially in the iconic Coca-Cola font, adds layers of meaning. It could be interpreted as a commentary on the commercialization of love or an attempt to associate love with a universally recognized and pervasive symbol, thereby emphasizing its importance.

Message: The phrase “Love Trumps Hate” is a clear political statement. It suggests that love is more powerful than hatred and can overcome negativity or opposition. The use of the word “Trumps” might be a deliberate play on words, possibly referencing both the concept of triumphing over hate and alluding to contemporary political discourse.

Context and Social Commentary: Carrie Reichardt is known for her socially engaged art, often addressing political and humanitarian issues. The placement of the artwork on a graffitied wall could be a deliberate choice to engage with the public, bringing the message directly to the streets where people from diverse backgrounds can encounter it.

References to Popular Culture: The use of the Coca-Cola font for the word “love” could be a nod to the influence of popular culture on our perceptions and values. It might suggest that love, like a globally recognized brand, is something that transcends cultural and linguistic barriers.

Overall Impact: The artwork appears to be a call for unity and positivity in the face of division and animosity. By employing bold typography, vibrant colors, and a mix of artistic mediums, it seeks to capture attention and convey a message that resonates with the public.

As always, interpretations can vary, and viewers may find additional layers of meaning based on their own perspectives and experiences.

Medium and Composition:
The use of a plate as a medium is interesting, as it is a common household item associated with domesticity and daily life. Placing it on a graffitied wall disrupts the traditional context of the plate and brings it into the realm of street art. The juxtaposition of the small blue bird and the video-surveillance cameras creates a visual tension and raises questions about the coexistence of nature and technology.

Symbolism:
The small blue bird perched on a branch often carries symbolic associations with freedom, nature, and simplicity. In contrast, the presence of two video-surveillance cameras introduces a modern and often intrusive element associated with surveillance, control, and loss of privacy. This contrast might suggest a commentary on the encroachment of technology and surveillance on our natural world.

Message:
The message “HAVE HOPE” in bold black letters at the bottom of the plate provides a clear directive to the viewer. It seems to encourage optimism and resilience, even in the face of potentially conflicting or challenging elements represented by the surveillance cameras. The juxtaposition of nature and surveillance equipment could imply a call to maintain hope and a connection to the natural world despite the encroachments of modern society.

Context and Social Commentary:
Similar to the previous artwork, the placement on a graffitied wall suggests a deliberate effort to engage with a broader audience, possibly making a statement about the state of the world and the need for hope within urban environments. The juxtaposition of the bird and surveillance cameras could also be read as a commentary on the intersection of the natural and artificial in our increasingly technologically saturated world.

Color Palette:
The use of a small blue bird may have intentional color symbolism. Blue is often associated with calmness, tranquility, and hope, reinforcing the positive message conveyed by the words “HAVE HOPE.” The color contrast between the blue bird, the surveillance cameras and the harsh pink-painted concrete background may further emphasize the tension between natural and artificial elements.

Overall Impact:
This artwork appears to convey a message of hope in the face of challenges, using symbolic imagery that prompts viewers to reflect on the coexistence of nature and technology. The deliberate placement on a graffitied wall suggests a desire to make art accessible to a diverse audience and to spark conversations about contemporary issues.

As always, interpretations can vary, and viewers may find additional layers of meaning based on their own perspectives and experiences.

Medium and Composition: The use of a ceramic tile on a dark concrete wall creates a stark contrast that draws attention to the artwork. Placing it against a dark background with a colorful high street in the distance adds layers of visual interest. The ceramic material suggests durability and permanence, contrasting with the transient nature of the consumer society referenced in the inscription.

Symbolism: The black crow, a common symbol in various cultures and often associated with mystery and intelligence, holding a sign with a reference to Hamlet’s famous soliloquy (“to be or not to be”) introduces a layer of literary and cultural symbolism. The substitution of “to be” with “to buy” transforms the existential question into a commentary on consumerism, suggesting that the choices related to buying or not buying have profound implications.

Cultural Commentary: The inscription “to buy or not to buy, is that the question?” directly engages with contemporary societal concerns about consumer culture. It prompts viewers to reflect on the significance and impact of their purchasing decisions, echoing broader discussions about materialism and the consequences of consumer choices.

Literary Allusion: Referencing Hamlet’s soliloquy adds depth to the message. By connecting a timeless question about existence with the modern dilemma of consumerism, the artwork suggests a continuity of human concerns across different time periods. It also implies that our choices in the consumer society have become existential questions in their own right.

Composition and Context: The placement of the ceramic tile against a dark concrete wall, with a vibrant high street visible in the background, creates a juxtaposition of urban elements. This composition may symbolize the clash between the often sterile and impersonal nature of consumer culture (represented by the concrete wall) and the lively, colorful world that exists beyond it.

Overall Impact: This artwork appears to be a thought-provoking commentary on the intersection of literature, culture, and contemporary societal issues. By combining a literary allusion with a visually striking image, it invites viewers to consider the profound implications of consumer choices within the broader context of human existence.

As with any artwork, interpretations can vary, and viewers may find additional layers of meaning based on their own perspectives and experiences.

Monday, October 2nd

Carrie Reichardt, artist and craftivist

Friday, September 29th

Carrie Reichardt, artist and craftivist

Monday, September 25th

1. He DRANK on Saturday night with his friends Bill and James.
2. He IS DRINKING whisky now, that’s really not like him.
3. He WAS DRINKING at the time his wife left him.
4. He HAD DRUNK before he finally left the pub.
5. He DRINKS . He is an alcoholic.
6. He HAS BEEN DRINKING. Look at him, he is in such a state!
7. He HAD BEEN DRINKING before he drove home!
8. He HAS DRUNK three pints of Guinness.

Reading Tartan, a short-story by George Mackay Brown.

Friday, September 22nd

==> Use the 8 forms of DRINK to complete the following sentences.

1. He…………………… on Saturday night with his friends Bill and James.
2. He ……………………  whisky now, that’s really not like him.
3. He …………………… at the time his wife left him.
4. He …………………… before he finally left the pub.
5. He…………………… . He is an alcoholic.
6. He ……………………. Look at him, he is in such a state!
7. He …………………… before he drove home!
8. He …………………… three pints of Guinness.

Monday, September 18th

Friday, September 15th

Re-write the story using Morag’s point of view, and write it in the first person (350 words +/-10%)

• put yourself in her shoes an visualize the landscape (see photos below) and the scene (the Vikings coming ashore)
• collect vocabulary and information in the short-story which you are going to recycle in your own version.
• use this form to copy and paste your short-story and send it by Friday, September 29th.

Monday, September 11th

Reading Tartan, a short-story by George Mackay Brown.

Visualizing the scene by drawing elements. The scene takes place in the north of Scotland, near Durness and it looks like this when the weather is good!

Friday, September 8th

General introduction and a short history of the English Language.

=> homework: watch the video