Archives pour la catégorie Épreuves orales

A press article and a video to illustrate the notion of Spaces and Exchanges

  1. Black Britons

2.  Multicultural Britain

Notion: Spaces and exchanges

Theme : Human exchanges

Key concept: Immigration to the UK – Multicultural Britain – Britishness

Questions :

What effect has immigration had on UK´s society?

How strong is the link that keeps the British together?

To what extent can Britain be considered as a multicultural country?

After having introduced the notion and the question you want to deal with, you need to present the documents that will illustrate your point.

If you choose to raise the question of Britain as a multicultural country, you should define multiculturalism first. (the preservation of different cultures or cultural identities within unified society, as a state or nation).

Both documents help us understand how Britain has evolved towards a multicultural society since the post-war years. Doc 1 deals with the different  waves of Caribbean migrants to Britain while doc 2 focuses on 2 generations, father and son from Kenya.

If the first generation of migrants felt more black than British, it is clearly explained that there is no contradiction for the younger generation (born in the 70´s) between ethnicity and identity as can be seen in the title ¨black Britons¨.

As for doc 2, to the question ¨what’s the best thing about living here, Sunny?¨, the young man answers : ¨The food, the different cultures that come in and bring their spices, their experiences and even their rituals, so you get a taste of the world within this small community¨. 

After presenting the documents, make a personal conclusion by giving your opinion on the documents and if you can by opening up onto another notion or future prospects.

These two documents could also be linked to the idea of progress because the younger generation of black Britons live a better life than their fathers. They feel part of a community, they feel proud to be British but also proud of their origins and this can indeed be considered as great progress for society.

A third document to add to your presentation …….

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 And two other quotes 

Tony Blair (UK Prime Minister 1997 – 2007- Labour Party)

¨A simple way to take measure of a country is to look at how many want in, and how many want out¨.

JFK : ¨Everywhere immigrants have enriched and strengthened the fabric of US life¨.

 

 

 

 

Publicités

How to make a good speech

Another video that explains how the television, print, and online advertisements utilize the three rhetorical strategies.

http://www.readwritethink.org/classroom-resources/lesson-plans/video/persuasive-techniques-advertising-1166.html

These 2 videos will help you  make a good speech, but also  analyse TV commercials and print ads.

Des la classe de seconde, tu devras savoir parler devant un public, faire un expose, présenter un projet, informer ou convaincre. Avant de te lancer dans la rédaction de ton discours (en général entre 3´ et 10 ´) pose toi les questions suivantes:

Combien de temps dois tu parler ? (le temps de parole va déterminer ton plan et son contenu) BE WELL-ORGANISED!

Choisis un sujet qui t´intéresse, que tu connais déjà ou que tu voudrais approfondir (tu dois transmettre ta motivation et ton intérêt a ton audience). Pour les élèves de Terminale, les notions sont assez vastes pour trouver une problématique et des documents qui te concernent tout particulièrement. BE DIFFERENT !  

Organise bien tes idées. Pour cela, écris un plan (an outline) Je donnerai dans un prochain blog les techniques pour écrire un plan cohérent.  BE LOGICAL!

Une idée doit être soutenue par des faits et non ton opinion (fait reference aux textes étudiés en classe d´anglais mais aussi dans les autres classes) BE KNOWELDGEABLE!

Regarde les TED talks   .https://www.ted.com/

They cover a lot of topics :  they will give you information

They are a good practice for the English language : you can listen to them with or without subtitles and also have access to the transcript of the speech :  They will help you improve your listening skills.

The speakers are great communicators : they will help you make a great speech.

 

 

 

 

 

 

 

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Happiness

3 documents to illustrate the theme of social progress

An article, a video, and a radio programme on the topic of happiness  and how it can be related to social progress.

QUESTIONS THAT COULD BE DISCUSSED ALONG WITH THE DOCUMENTS:

  1. What makes progress possible?
  2. To what extent is Social Progress Index (SPI) a better tool to measure social progress?
  3. The United States, the world’s wealthiest country in GDP terms, ranks 16thin “social progress.”  Can the wealth of a country (GDP) be representative of its social progress?
  4. Money cannot buy happiness – To what extent is this proverb true or false?

RADIO PROGRAMME http://www.podcastsinenglish.com/pages/level3.shtml

ARTICLE

Happiness Is an Important Indicator of Societal Progress

Bina Agarwal, a professor of development economics and environment at the University of Manchester, is the author, most recently, of « Gender and Green Governance: The Political Economy of Women’s Presence Within and Beyond Community Forestry. »

UPDATED JULY 2, 2015, 1:30 PM  NY Times

If happiness is defined by an individual’s freedom to choose, and lead, a life he or she has reason to value, it is worth tracking it as a sign of national progress.

There was a time when most economists believed that income was a fair measure of personal well-being, and G.D.P. per capita could adequately reflect a country’s progress.

Today, few would disagree that quality-of-life assessments should be multidimensional. The United Nations Development Programme, for example, ranks countries by an annual human development index that aggregates income, life expectancy and education. But are even these factors fully adequate for measuring social well-being?

Quality-of-life assessments that account for happiness and life satisfaction go beyond what G.D.P. can show.

In 2008, President Nicolas Sarkozy of France designated a commission led by Joseph Stiglitz and Amartya Sen, both Nobel laureates, to identify which indicators best measure the economic performance and social progress of nations “beyond G.D.P.” I was a member of that commission, and we identified many factors in addition to income and wealth that determine quality of life, including health, education, environmental conditions, social connections, political voice and security.

Yet these are still objective indicators. They tell us little about a person’s own assessment of his or her well-being.

Subjective indicators, like happiness and life satisfaction, capture an important dimension of well-being that is missed by objective measures. Self-reporting also shows the importance people place on having dignity and a voice, as well as access to democratic institutions.

But there are limits to self-reporting when it comes to public policy. Poor women in India, for instance, are much more likely than men to say they are well, even when a doctor’s examination suggests otherwise. Perhaps they cannot afford to take time off work when they are ill, or they are socialized into discounting personal well-being. Reliance on subjective measures could also make governments complacent about social injustice, using the “she is poor but happy” defense.

Ultimately, we need both objective and subjective measures to accurately reflect quality of life on a global scale. And especially when it comes to framing policy, measurement and quantification, even when it comes to happiness, is important.

What’s more, if enough people feel that their happiness depends on living in an environmentally sustainable and equal world, the pursuit of happiness could even be good for the planet.

VIDEO

Social progress index

 

 

 

TABLEAU RÉCAPITULATIF

POURQUOI UN TABLEAU RÉCAPITULATIF?

You are going to study many documents over the school year. The same document can illustrate several notions according to the theme or topic it covers. For example, the notion of progress includes various themes, such as social progress, medical progress, technological progress etc. It is important for you to determine which theme it tackles in order to formulate your question.

On peut résumer ce paragraphe sous forme de schéma

Notion →thème →problématique →documents (1/2/3) →your answer

Ainsi n´attends pas la fin de l´année scolaire pour sélectionner tes documents. Pour t´aider à préparer l´épreuve d´expression orale je te recommande de faire un tableau récapitulatif dès maintenant. Ce tableau t´aidera à visualiser tous les documents étudiés en classe et à les classer par notion. Tu sais qu´un document peut illustrer plusieurs notions.

Exemple: Une vidéo que nous avons étudié  en classe et qui traite de l´avortement sélectif (Gendercide) en Inde  (documentaire BBC Ïndia´s missing girls) peut illustrer les notions de pouvoir (the power of the press to inform, raise awareness, and make people act), et aussi la notion de progrès (gender equality in modern-day India).

IMPORTANT: Tu n´as que 5´pour présenter la notion, ta problématique,  les documents qui l´illustrent, et apporter une réponse ou une opinion sur le sujet. Il est donc important que TU NE CHOISISSES PAS TES THÈMES ET  DOCUMENTS AU HASARD. Prends un thème qui t´intéresse, dont tu as envie de parler parce que tu connais particulièrement bien le sujet et/ou tu te sens concerné  par lui. Il sera important d´étudier un maximum de documents en classe qui couvrent plusieurs thèmes à l´intérieur de la même notion. Tu pourras aussi inclure un document personnel que tu apprécies particulièrement et dont tu as envie de parler. Ainsi la notion de pouvoir peut être abordée  sous de multiples angles. Pouvoirs (for example, The hegemony of the British Empire, power symbols) et contre-pouvoirs (Women, minorities, Black power, power of the art, power of the press (the 4th power) etc.  Propose des thèmes qui t´intéressent en relation avec la notion, voire présente un document en classe et exerce toi  avec tes camarades au jeu des questions/réponses autour de ce document. Why did you choose this document? what issue does it raise?

Le tableau t´aidera à sélectionner les thèmes qui t´intéressent et les documents qui vont avec.

MAINTENANT LE TABLEAU….. (C´est Patricia Lick, professeur d´espagnol au lycée français du Salvador qui m´a donné l´idée du tableau)

LE TABLEAU

4 colonnes :

  1. NOTIONS 2) DOCUMENTS 3) THÈMES ABORDES 4) QUESTIONS IT RAISES (problématiques)

Exemple:

 

 

Notions

Write the name of the document in front of the notion it illustrates. The same document can illustrate various notions. Then identify its theme, its key concepts, and the questions it raises. 
DOCUMENTS THEMES KEY CONCEPTS QUESTIONS
Idea of Progress

Define the notion here

BBC Documentary Ïndia´s missing girls social progress

 

 women empowerment

women´s rights

 

Is gender equality a fact in modern-day India?