Lesson premiere euro Monday the 18 th of november
GOAL : designing your own wall of peace
WORDS OF THE DAY :
Measly ( misérable/ insignifiant )
Ex : he gave me a measly sum of 1 euro
She received a 3 measly vote in that referendum
Have the crack = burst out laughing
A pedestrian =a walker
Give me two wee (small) minutes
A wee child = a small child
The lollipop lady = a lady that helps kids crossing the street with a sign that resembles a lollipop
A zebra crossing ( un passage pieton )
You are a credit to your parents= you make your parents proud
(to) be a credit to so = (to) make someone proud
A SHAMROCK ( TREFLE à 4 FEUILLE )
A CLOVER ( trefle à 3 feuilles )
A TaoiSeach = the prime minister of the republic of ireland/ it is pronounced like tea and shock
It is beyond the pale = it is the last straw ( c'est la goutte d'eau qui fait déborder le vase)
STEP 1 TELL YOUR FRIENDS ABOUT OUR TRIP TO IRELAND
STEP 2 DISCOVER THE WALL OF PEACE
https://youtube.com/shorts/VnK3VbifvaQ?feature=shared
2
STEP 4 RECAP ON SOME HISTORICAL INFO
PARTNER A The person depicted in Source B is William
of Orange. Briefly
explain why this person is such an important figure in Irish history.
THE
BATTLE OF THE BOYNE JULY THE FIRST 1690
The
battle was between William of Orange, a Dutch protestant who had recently
been jointly crowned monarch of England, Scotland and Ireland and his
uncle, the Catholic James II.
William
arrived in Ireland on June 14; his invasion force was the largest the country
had ever seen with more than 1,000 horses
he
managed to defeat his uncle crossing the river the Boyne. While William marched
to Dublin, James returned to exile in France.
His
defeat put and end to Catholic hopes. For Protestants in Ulster it ensured the
survival of the Protestant, English-speaking areas. The victory is still
celebrated every July 12 in Northern Ireland by the Orange Order, named after
William of Orange.
PARTNER
B Source D
“In
the midst of this remarkable prosperity Ulster employers were more determined
than ever to resist any move which might weaken or sever their links with
Britain and the empire – the more so as the home market could never hope to
absorb their greatly increased production – and they were supported by the bulk
of the overwhelmingly protestant workers in the shipyard and the engineering
industry.” M Farrell, The Orange State 1983.
QUESTION
: What reasons did the people of Ulster (the Northern
Counties of Ireland) have for wanting to remain part of the British Empire?
PARTNER
B Source E
“This
organisation of Sinn Fein aims at securing international recognition of Ireland
as an independent Irish Republic… we are all united… we want complete and
absolute independence… there is no thought of having a monarchy. Eamon De
Valera, president of Sinn Fein
QUESTION
What were the principle aims of Sinn Fein?
STEP 3 DESIGNING YOUR MURAL AND PREPARING YOUR
PRESENTATION
HOMEWORK NOW IS YOUR TURN : create your own mural
- think
about the message you want to convey AND THE CAUSE YOU WANT TO DEFEND AND
PROMOTE
- think
about the visual elements that you believe would symbolize this message
- Make
a drawing or a collage to shape your mural
- be
prepared to describe it and to explain its meaning : WHAT IS YOUR
PURPOSE???
YOUR
PRESENTATION IS DUE ON THE FIRST SESSION AFTER SCHOOL .
HERE IS ITS FORMAT
1.Your introduction will be about the value of a mural
2. Hence my decision to design a Mural for ……………….
3.DESCRIBE your mural briefly :USE THE VOCABULARY
STUDIED IN CLASS TO DESCRIBE A VISUAL DOCUMENT
4. EXPLAIN
USE THE EXPRESSIONS
STUDIED IN CLASS TO EXPLAIN YOUR PURPOSE IN DESIGNING THAT MURAL so do not say THE AUTHOR but I
.5.CONCLUDE with THE EXPRESSIONS STUDIED IN CLASS cf
paper and explain why people should vote for
your mural
HOW TO DESCRIBE A
VISUAL DOCUMENT
INTRODUCTION :
1)Nature of the document
a picture/ a postcard
a news/sports/fashion photo
a drawing/a cartoon/ a painting
an advertisement/ a poster
an illustration/a shot/a slide (une diapo)
a film still (photo de film)
a comic strip (une BD)/ a strip cartoon ( une BD courte)
a cover(une couverture)
a map
a blurb( une notice publicitaire)
a scene from
It was drawn../painted
in black and white/in colour
It was printed (imprimé)/photocopied/ reproduced
+ tone of the document :
funny/comical/humorous/
witty ( spirituel)/ironical/satirical
old-fashioned/modern/classical/ academic
commonplace( banal)/conventional
romantic
realistic/hyperrealist/
abstract/figurative/impressionist/
surrealist
a cliché/a stereotype
2)Author
the author is known/very famous/ quite well-known (for)/ renowned
(renommé)
unknown/anonymous/
an artist
a photographer
an advertiser
an illustrator/a cartoonist/a painter/
a graphic artist.
3)Dates
in the twenties( the 20s)/on the year ...../ in ........../
to date back from (…1943)/ to date from (1943)
to take place/ to occur/ to
happen
4)Source
to be published
it can be seen in......
it was issued in......
a book
a newspaper
a magazine
an issue( un numéro de magazine ...)
a leaflet/ a brochure
a catalogue/ a sequence
DESCRIBING AN ICONOGRAPHIC DOCUMENT
|
Elements you have to describe. |
What I can see?(explicite) |
How those elements make me feel?(implicite) |
|
THE LAY OUT |
the setting(le décor) the frame(le cadre) the scene is set in/by (se situer) to take place/ to be located in/ to be situated in... use the prepositions and expresssions of places... ( the person) is: -facing the photograph -in profile -in close up (gros plan) - in medium close shot( close shot= plan rapproché) -in low angle/high-angle shot (contre-plongée/plongée) the character is seen in full shot( plan moyen/ nous voyons une partie
de ses jambes) - the picture is divided into.... parts. - the main feature is ...( la
caractéristique principale est...) There’s a contrast between.... Symmetrical volumes Horizontal/vertical lines. the skyline( la ligne d’horizon) the focal point/a striking feature ( le trait le plus frappant) clear blurred( flou) to sharpen the contrast (accentuer le
contrast) to merge/blur into (se fondre dans..) a balanced distribution (une répartition
équilibré) to stand out( ressortir) bright pale dark areas of light and shadow harsh( crue) vivid(vif) soft dim(pâle) the play of light and shade( le jeu de
l’ombre et de la lumière) dull( terne) warm¹
cold colour the photo shows/portrays... On this picture we can see.. This is a view of.. We can clearly distinguish... -We can make out/notice/recognize/spot -the colours have been carefully chosen. |
Everything makes us think... Every detail seems to indicate. It creates/produces the impression../we’re under the impression
that.../it conveys the impression that ... What catches my attention is that.../what strikes me is that... The whole picture conveys a feeling of (traduit un sentiment de) It is tinted with.. We mustn’t forget the symbols. It symbolizes../it represents.../ The characters seem to be drawn from real life. This detail underlines(to underline= souligner) the importance of.... This implies that/suggest that ... |
|
THE LOCATION The elements in the setting |
|
|
|
THE CHARACTERS Their clothes their movements and position their physical description their feelings |
They look like +nom (ils ressemblent à) They look+adj (ils ont l’air...) They seem+adj they seem to be+adj they wear ... they are dressed with.... they have put on...(ils ont mis...) |
|
DRAWING CONCLUSIONS /INTERPRETING
-
We
might conclude/ infer/ surmise/ draw/ understand/ grasp from the data that …
-
The
graph seems to indicate that
-
The
over-all trend would seem to point out at + noun
-
Judging
by …. We can conclude that …
-
It
suggests that…/ it hints that../ alludes to /implies/brings to mind/infers/
points out that..
-
It
highlights/emphasizes/sheds a light on/ lay a light on/brings to the fore/
dwells on ( s’attarder sur..)
-
It
discloses/ unveils/ unravels
-
It
is obvious/ noticeable/ evident / conspicuous/ manifest/ apparent / distinct/
plain / for everyone to see/ for all to see/ crystal clear/ unmistakable/
glaring that …
-
What is there for everyone to see is…/ in
plain sight/ in view/
PURPOSE OF THE AUTHOR
|
As the author
says../As the author puts it .. In the author’s own
words “…” That point is
underlined in the following statement,I quote ….. The author wants to
draw the reader’s attention to …/he draws our attention to … The text aims at
convincing people that … The author alludes
to …(faire allusion à) The author mentions
that …// he makes no mention of … As X stresses in
this interview.. |
The author lays
emphasis on …/stresses that …./highlights that …/underlines that … We are made to
understand that … The journalist takes
into account …( prendre en compte) He objects to …/he
disapproves of … He is critical of … We might consider
that he is prejudiced against…/biased against … The author looks at
both sides of the problem. He is critical of … He supports the
opinion that … |
- We might conclude/ infer/ surmise/ draw/ understand/ grasp from the data that …
- The graph seems to indicate that
- The over-all trend would seem to point out at + noun
- Judging by …. We can conclude that …
- It suggests that…/ it hints that../ alludes to /implies/brings to mind/infers/ points out that..
- It highlights/emphasizes/sheds a light on/ lay a light on/brings to the fore/ dwells on ( s’attarder sur..)
- It discloses/ unveils/ unravels
- It is obvious/ noticeable/ evident / conspicuous/ manifest/ apparent / distinct/ plain / for everyone to see/ for all to see/ crystal clear/ unmistakable/ glaring that …
- What is there for everyone to see is…/ in plain sight/ in view/
PURPOSE OF THE AUTHOR
As the author says../As the author puts it .. In the author’s own words “…” That point is underlined in the following statement,I quote ….. The author wants to draw the reader’s attention to …/he draws our attention to … The text aims at convincing people that … The author alludes to …(faire allusion à) The author mentions that …// he makes no mention of … As X stresses in this interview..
| The author lays emphasis on …/stresses that …./highlights that …/underlines that … We are made to understand that … The journalist takes into account …( prendre en compte) He objects to …/he disapproves of … He is critical of … We might consider that he is prejudiced against…/biased against … The author looks at both sides of the problem. He is critical of … He supports the opinion that |
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