lesson seconde 1 monday the 4 th of may

 

 

Lesson Monday the 4 th

 

 

AXE 2 VIVRE ENTRE GENERATION

SESSION 9

 

PREPARING MY FINAL TASK

Words of the day

An extended family = a family that includes friends

A close-knit family = a family that is very close and gets along very well

 A multi generational family = a family that includes your grandparents and several generations

 (to) be teased about something  (etre taquiné à propos de qqchose )

Self confident ( avoir confiance en soi )

(to) take place = (to) occur = (to) happen ( avoir lieu)

Ex: the scene takes place at the border control

 

EXTRA WORDS

 The border control ( le controle aux frontiers)

It has just happened ( cela vient d arriver)

It deals with …= it focuses on ..= it tackles…= it is about ( cela traite de )

In an arrogant way = in an arrogant manner ( de façon ..)

In a/ an …. Way = in a / an …. Manner ( de façon …)

 

GRAMMAR POINT 

1. comment traduire MENT comme dans violemmENT ( donc transformer un adj en adverbe)

= LY 

ex: violent = violentLY

2. comment traduire ANT comme dans en criANT = ING 

ex: shoutING ( en criant )  

 

STEP 1 HOW TO WRITE A DIALOGUE

1.       READ THE DOCUMENTS

A LESSON ON HOW TO WRITE A DIALOGUE

 

HOW TO WRITE A DIALOGUE…

 

 

Voici les huit règles d’or qui vous permettront d’écrire un dialogue vivant et authentique qui suscitera l’intérêt de vos lecteurs:

 

1. Déterminez le niveau de langue demandé : est ce une situation formelle ou plus familière ?

Voici par exemple trois manières différentes d’exprimer le désaccord:

 

          Colloquial:     No way! What a load of rubbish! Come on!

                   Standard:      That’s not true! You must be joking! Nonsense!

                         Formal:         I am afraid I totally disagree with you on that subject.

 

 

2. Rédigez une brève introduction qui permettra de présenter le lieu, le moment de la

scène ainsi que les principaux personnages. Pensez à sauter une ligne entre l’introduction et le dialogue lui-même.

             Voici un exemple de courte introduction :

             The scene takes place at night in Inspector Thackeray’s office. Charlie Fry and 

             Teresa McCall have just been arrested for armed robbery.

 

3. Choisissez une des deux formes possibles de dialogue:

 

Vous pouvez écrire un dialogue comme s’il s’agissait d’un extrait de roman combinant de courts passages narratifs et des répliques introduites par des verbes au prétérit.

Exemple :

‘Hello, Amanda speaking’

‘Hi, Amanda !’

‘Is that you, Helen?’, Amanda asked excitedly.’ So, tell me about your students: what are they like?’

 

Vous pouvez également présenter votre dialogue comme une petite pièce de théâtre en utilisant des indica             tions scéniques au présent.

Exemple :

JANET (angry): I really wish you were more reliable, you know! You were supposed to call me!

JENNIFER (hesitating): I know but…..

RAJIV (showing the newspaper on the desk): You see, she’s not responsible! Just have a look at that!

 

 

4. Utilisez une langue orale caractérisée par l’emploi de :

. Formes contractées:   I’ve had….. He’s been….. He’d come……I really can’t stay….

. Tags:   He will come with us, won’t he? You’re not bored, are you?

. Gap fillers:   You see…..You know…..Well, I mean…..Er…..Let me see…

. Réponses courtes:   I think so…I hope not….I’m afraid not….

 

 

For Questions & Answers

English Verb	French Equivalent	Example
To ask	Demander	"Where is the station?" she asked.
To reply / To answer	Répondre	"It's just around the corner," he replied.
To enquire (Formal)	Se renseigner	"What time does the train leave?" he enquired.

Exporter vers Sheets

For Volume & Tone

English Verb	French Equivalent	Context
To whisper	Chuchoter	To speak very quietly (a secret).
To shout / To yell	Crier / Hurler	To speak very loudly (anger or distance).
To mumble	Marmonner	To speak unclearly (tired or nervous).

Exporter vers Sheets

For Emotions & Intent

English Verb	French Equivalent	Context
To complain	Se plaindre	"This coffee is cold," he complained.
To admit	Avouer	"It was my fault," she admitted.
To warn	Prévenir / Avertir	"Don't touch that!" he warned.
To boast	Se vanter	"I'm the best player," he boasted.

Exporter vers Sheets

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3. Practice Example

Notice how the variety of verbs changes the "vibe" of the scene:

"I can't believe we're lost again," Sarah complained, looking at the map.

"I told you to turn left at the church," Mark mumbled under his breath.

"What was that?" Sarah asked, turning toward him.

"Nothing!" Mark shouted, frustrated. "Let's just keep walking."

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    Vous pouvez aussi à la place des verbes introducteurs faire usage de petites indications sur l’attitude des personnages : she nodded ( elle acquiesca), he shrugged ( il haussa les épaules, peut suggérer l’impuissance ou l’ignorance), she sighed ( soupira-t-telle, peut suggérer l’exaspération ou la tristesse), he shook his head ( il fit non de la tête), she looked up ( elle leva les yeux au ciel)…

 

 

5. Etoffez vos phrases à l’aide d’adverbes : curiously (avec curiosité), kindly 

      (gentiment), quietly (calmement), drily (sèchement), loudly (d’une voix forte),  

      rudely (impoliment), impatiently, shyly (timidement), scornfully (avec

      mépris),nervously, suspiciously (avec méfiance), angrily, nicely, calmly….

 

 

2.       GIVING BACK THE DIALOGUE

3.       COPY IT BACK INTRODUCING THE  REPORTED VERBS  to be picked and graded again

homework 

1° interviewez vos parents ou grands parents     TO PREPARE YOUR FINAL TASK INTERVIEW YOUR FOREFATHERS

To be done for tomorrow. Just brief notes on the information collected. Ask your parents and your grandparents

WHERE DOES YOUR FAMILY COME FROM ?

INTRODUCE US TO ONE OF YOUR ANCESTORS  who came from another country or just who moved out and went to live in another city .

1)       Give us their name and  origin and their personality

2)       tell us where they come from and why they moved

3)       tell us about their feelings on discovering their new environment

4)       Tell us about their experience: what did this move bring them ?Was is a positive or a negative experience?What were the advantages and drawbacks of their decision?

5)       How did they adjust to this new world? What are the things that have changed in their life?What are the things that they brought from their country and that they still do here?

6)       Finally from their experience, would you be ready to do the same and go and live abroad?

7)       IF YOU FAMILY WAS BORN AND RAISED IN FRANCE  tell us about a major event in their life  /

-        What happened?

-        Where did it take place ?

-        Who was involved ?

-        How did they feel then ?

-        What impact did it have on their life ?

-        What lesson did they draw from it ?

-        + YOU CAN COMPLETE WITH  the answer to this question : would you be ready to live abroad , where and why ?

INCLUDE THIS INFORMATION IN YOUR STORY REMEMBER TO USE THE TECHNIQUE STUDIED IN CLASS

2° VOICI CE QUE JE VOUS DEMANDEREZ DE REDIGNER EN CLASSE DEMAIN 

 

 

WRITE YOUR PROMPT  INCLUDE THE FOLLOWING ELEMENTS

Here are the essential elements to include in a prompt to get the best results:

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1. The Core "Characters"

Don't just give names; give the AI a "vibe" or a specific trait to work with.

• Physical descriptions: "My grandfather had very large, rough hands from working on a farm."
• Personality traits: "My mother is the 'glue' of the family; she is very patient and loves gardening."
• Roles: Who was the adventurer? Who was the storyteller?

2. Setting the Scene

B1 students are learning to describe places in more detail.

• Location: "The story takes place in a small, foggy village in northern Italy in the 1950s."
• Atmosphere: "The house always smelled like roasted coffee and old books."

3. Key Narrative Events

A story needs a "spark." Give Gemini a specific moment to expand upon.

• The Journey: "Write about the time my parents moved to a new country with only two suitcases."
• The Milestone: "Describe my grandmother’s first day of school when she was six years old."
• The Conflict: "A story about a time the family had no electricity during a big storm."

4. Desired Tone and Style

Tell Gemini how you want the story to feel. This helps students practice emotional vocabulary.

• Nostalgic: "Write it like a warm memory."
• Humorous: "Make the story funny and lighthearted."
• Inspiring: "Focus on how hard my ancestors worked to succeed."

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Example Prompt Template for B1 Students

If you're stuck, try filling in these blanks:

"Write a story about my [Family Member]. They were [Personality Trait] and lived in [Location]. One day, [Important Event] happened. Use [Tone: e.g., happy/dramatic] language. Please use the past ING  and past simple tenses."

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Tips for Better Results

• Request Specific Tenses: Since B1 learners focus on narrative tenses, add: "Please use a mix of Past Simple, Past Continuous, and used to."
• Ask for Dialogue: "Include a conversation between my father and my uncle."
• Vocabulary Level: "Use B1-level English vocabulary so I can understand and practice."

 3° TEST COMPREHENSION ECRITE 

APPRENDRE LES MOTS DU JOUR 

 

An extended family = a family that includes friends( une famille étendue) 

A close-knit family = a family that is very close and gets along very well( une famille soudée) 

 A multi generational family = a family that includes your grandparents and several generations

 (to) be teased about something  (etre taquiné à propos de qqchose )

Self confident ( avoir confiance en soi )