Vers Le Portfolio Comprendre Pour Agir

Votre Travail Dans Le Dossier 4

1.      1. Qu’est-de que vous avez appris à faire dans ce dossier ?

  Cochez les propositions exactes.

ü  Comprendre l’heure

ü  Demander à quelqu’un un horaire

ü  Proposer une sortie

ü  Comprendre un programme de théâtre

ü  Exprimer des projets immédiats

ü  Parler de ses projets immédiats

ü  Parler de ses activités habituelles

ü  Décrire quelqu’un

ü  Annoncer un événement familial

ü  Comprendre une action passée

ü  Donner la date d’un événement

2.    2.  Quelles activités vous ont  aide(e) à apprendre ?

 Voici une liste de savoir-faire de communication.

 Notez en face de chaque savoir-faire le numéro

 De la leçon et de l’activité qui correspondent.

-comprendre des horaires de lieux publics à l’oral                          L1, 1

-rédiger un questionnaire                                                               L3, 1

-parler de sa fête préférée                                                             L3, 2-3

-raconter une journée passée                                                         L2, 7-8

-comprendre des information sur une fête                                       L3, 8-10

-écrire un petit texte sur la journée type d’une personne                  L3, 4

-comprerndre des faits passes                                                        L2, 10-12

-proposer un programme de fête                                                    L3, 11-13

-parler de ses rythmes de vie                                                          L1, 9

Votre Autoévaluation

1.      1. Cochez d’abord les cases qui correspondent aux savoir-faire que vous êtes capable de réaliser maintenant et faites le test donne par votre professeur pour vérifier vos réponses. Puis, reprenez votre fiche d’autoévaluation, confirmez vos réponses et notez la date de votre réussite. Cette date vous permet d voir votre progression au cours du livre.

Je Peux	Acquis	Presque	Date De La Réussite
Comprendre des informations sur les jours et les heures	ü		28 septembre 2010
Comprendre l’emploi du temps d’une personne à l’écrit	ü		29 septembre 2010
Comprendre les sentiments d’une personne par  rapport à ses activités quotidiens	ü		30 septembre 2010
Proposer un programme d’activités par écrit	ü		1 octobre 2010
Donner des informations sur les lieux et les lieux et les moments à l’écrit	ü		5 octobre 2010
Donner des informations sur la journée type d’une personne	ü		6 octobre 2010

2.      2. Apres le test, demandez à votre professeur ce que vous pouvez faire pour améliorer les activités pas encore acquises.

ü          Exercices de comprendre orale

ü          Exercices de compréhension écrite

ü          Exercices de production orale

ü          Exercices de production écrite

ü          Exercices de grammaire

ü          Exercices de vocabulaire

                Exercices de phonétique

          Autres (vidéo…)

French Fries...

                

                    My Monday mundane was quite boring and suddenly I got hungry and craved for French Fries. So I asked my dorm-mates who wanted to order food with me. Then after calling at the fast food delivery, I waited in the common area. As I was waiting I wondered where French Fries came from, was it from France? That's why they called it French Fries?. So I searched in the internet for information.

                  I found out that French-fried potatoes are thin strips of deep-fried potato. North Americans often refer to any elongated pieces of fried potatoes as fries, while in other parts of the world, most notably the United Kingdom  Australia, Ireland and New Zealand, long, thinly cut slices of fried potatoes are called fries to distinguish them from the thickly cut strips called chips.French fries are known as frites or pommes frites in French, a name which is also used in many non-French-speaking areas, and have names that mean "fried potatoes" or "French potatoes" in others.

                  The French term 'frite' (passive past participle of frire) in 'pommes de terre frites' unambiguously denotes deep frying, unlike the English 'fried', which may also refer to sautéing or pan-frying, so 'French fried' may simply mean 'deep-fried'. Thomas Jefferson at a White House dinner in 1802 served "potatoes served in the French manner". In the early 20th century, the term "French fried" was being used for foods such as onion rings orchicken, apart from potatoes.

                   I was also amazed how certain countries call their French Fries. In France and French speaking Canada, fried potatoes are called "pommes de terres frites" , "pommes frites" or more simply (and commonly) "frites", while in  Spain, fried potatoes are called "patatas fritas". Another common form in which the potatoes are cut into irregular shapes and seasoned with a spicy tomato sauce, are called "patatas bravas". There are also variants such as "thick-cut fries", "steak fries", "shoestring fries", "jojo fries", "crinkle fries", and "curly fries". I was totally craving for French Fries. mmmmm...

                 It was fun to know such facts about one of my favorite comfort foods. Then my " waiting in vain craving" was put to an end when our order came just in time for our snack. I enjoyed eating pommes de terres frites! Delicieux!

    

Moi...

Sheila, 20 ans

Mince, elegante, decontractee. Artiste, creative et genereuse, je suis independante. Je m'interesse a l'art. Je suis etudiante. J'aime les voyages, la peinture et la photographie. Je deteste grenouilles et les lezards. J'adore les poissons et les oiseaux.

French 10 Project....

          

        One of our French10 requirements was to make a presentation that would incorporate the lessons learned in our French subject. Our group, the "Ecoutez" group composed of dawn, ariel, erika, joyce and me decided to make a short film and music video. At first we were not sure of the concept that we would use. Then, after suggesting several themes, we decided to make a Korean short film and dubbed it in French language.

           We planned the things that we would do in our presentation. First, we made the script of the short film in English language. We assigned the characters and translate the script in French language. Then we decided when and where would be our shooting for the film. 

           During the shooting, we were all excited at the same time enjoying the activity. We had so much fun as we shoot our scenes at Palma Hall. We felt that we were shooting a real Korean- French movie. We internalized our characters and showed our best acting skills. After that, we had the music video. I enjoyed every scene we made and I enjoyed their company.

          After shooting the scenes, we recorded the script in French language and incorporated it in the short film. We made some revisions and editing. We polished the film and music video.

          Then when the time came for us to present the project, we were all excited and a little bit scared because we don't know what would be the reactions of our classmates. As we presented the short film and music video, we were all laughing nevertheless we enjoyed the presentation.

          We learned a lot in the project that we made. We were able to review our past lessons in French 10 and be able to apply it in our presentation. We also enjoyed each other's company and we will sure cherish the moments we shared together.

French Movie... La Haine...

The movie La Haine is about the three guys namely Vinz who is Jewish, Hubert who is black and Said who is Arabic and their struggles in the society they are living. They are from immigrant families living in an impoverished multi-ethnic French housing project, which is a place upshot with riots. They are young men from lower rungs of the French economic ladder in which rampant unemployment is a problem. The three men hang out and wander the streets as a way of filling their days and sometimes caught up in skirmishes between police and youths who are into the use of drugs. The movie shows the two important issues about social problems and these are social deprivation and cultural alienation because of a high concentration of young people from immigrant backgrounds which resulted riots in French society. It also emphasizes the perspective about “hatred” as a strong emotion which can lead to violence. The concepts which were discussed in our Anthropology class were also raised in the film such as the topic about society and culture as the idea that society constitutes a set of relationships that configure a patterned phenomenon. Also the issue about races and the traits that are distributed which is due to migration.

While to most outsiders Paris seems the very picture of beauty and civility, France has had a long and unfortunate history of cultural alienation in which there is intolerance toward outsiders, and this powerful drama takes an unblinking look at a racially diverse group of young people trapped in the Parisian economic and social underclass. The film actually shows the struggles of the three men as they continue to unfold the issues in their society. The issue about social deprivation is shown when a guy named Abdel Ichaha who is a friend of theirs has been tortured by the police and lies in a comma. The negative effects of violence in one’s life is evident when Vinz found a police revolver gun lost in the riot and he vows that if their friend dies, he will use the gun to kill a cop. Then when he heard the death of his friend, he wanted revenge and it had boosted his anger against the police men. Cultural alienation is also reflected when one day, they took a train to Paris where Hubert and Said was caught by sadistic Parisian plainclothes police. They also got into a scuffle with a group of racist skinheads, the circumstance seem poised for tragedy not until Vinz came in and break the fight by pointing his gun to the skinheads and they had trapped on of their members. It revealed how people foreign in the place are treated. This is also the situation where Vinz discovered that he is not a heartless gangster by letting the skinhead flee before he would continue to shot him with the gun. When they got home and split up to their own homes,Vinz turned over the gun to Hubert and decided to change and potentially opening the door to personal growth. But he was shot to death by a cop. Hubert and the policeman slowly and deliberately point their guns at each other. The movie ended as Said closed his eyes then a shot was heard without any indication who may have been hit.

As a student, I was able to reflect the movie with the situation going on in our society. We are actually experiencing social problems that truly exhaust us. Social deprivation is one issue, our environment is being engulfed with corrupt officials that deprive us with societal progress and wealth. With the wrong doings of these ruthless people, we are actually denied of our rights to fight for true justice and clean government. This problem also resulted with insurgents fighting against the government through wars. Just like in the movie, the youths are eager to fight the police as a sign of revenge in the government. The youths are able to express their grievances despite of social deprivation. Just like in our community, there are rallies on the streets to show protests against the unjust government. The film also reflected the power of language as a way of showing anger and strong emotions. With the way we express ourselves, language serves as a bridge in breaking the barrier in relating our inner thoughts.

The movie had a huge impact in the French society, as it emphasizes the mixes of ethnics that influenced them to override the importance of solidarity against the police. As concepts about culture and society refer to phenomenon that are real and not simply an abstraction, the film was able to show the real situation of the people in France who seemed to be deprived of their peaceful living as the rampant violence continue to engulf the place. As what we have discussed in Anthropology class, Turner stated that the creative tension between rebelliousness and social order could resolve itself in various ways. It could become a radical force of change, but it could also become absorbed into the social system, eventually becoming part of the established order. The societal issues shown by the film should serve as an eye opener to the true situations that the people around the world are experiencing. We should not keep our mouth shut, our eyes closed and our hearts locked. Start fighting for our rights, search for justice and open our hearts for unity. It is truly an exploration towards a better view about life but when a mystery is too overpowering, dare not disobey.

VERS LE PORTFOLIO Comprendre pour agir

Votre travail dans le dossier 3

1.      Quelles sont vos decouvertes dans ce dossier?

Cochez les propositions exactes

√ faire connaissance

√ parler de sa famille

√ demander a quelqu’un son identite

√ proposer une activite a quelqu’un

√ exprimer ses gouts de facon simple

√ fixer un rendez-vous

√ comprendre un itineraire

√ accepter ou refuse rune invitation

√ ranconter une activite pasee

   ecrire une letter administrative

2.      Ou faites-vous ces activites dans le livre?

Notez en face de chaque activite le numero de la lecon et de l’activite qui correspondent.

-comprendre les gouts de quelqu’un a l’ecrit                                  L1, 3-8

-decrire la vie, les gouts de quelqu’un a le’ecrit                              L1, 9-11

-parler de son caractere                                                                L2, 1-9

-fixer le lieu et l’heure d’un rendez-vous a l’oral                             L3, 3-12

-comprendre la description physique de quelqu’un                         L2, 10-12

-parler de ses animaux prefers a l’oral                                            L1, 1-2

-parler des qualities at des defaults                                                 L2, 13-14

-donner des instructions a l’ecrit                                                     L3, 8-11

-comprendre une conversation telephonique                                   L3, 1-2

Votre autoevaluation

1.      Cochez d’abord les cases qui correspondent aux activites de communication que vous etes capable de realiser maintenant et fiates le test donne par votre professeur pour verifier vos responses. Puis, reprenez votre fiche d’autoevaluation, confirmez vos responses et notez la date de votre reussite. Cette date vous permet de voir votre progression au cours du livre.

Je peux	Acquis	Presque acquis	Date de la reussite
Comprendre une demande de rendez-vous a l’oral	√		14 septembre 2010
Comprendre a l’oral une invitation amicable a faire quelque chose	√		15 septembre 2010
Comprendre le relation entre les personnes		√	8 septembre 2010
Comprendre les souhaits d’une personne		√	10 septembre 2010
Comprendre une invitation publicitaire pour un voyage	√		16 septembre 2010
Donner des informations sur un voyage (heure de depart, arrivee, date…)	√		16 septembre 2010
Accepter/refuse rune invitation	√		17 septembre 2010

2.      Après le test, demandez a votre professeur ce que vous pouvez faire pour ameliorer les activites pas encore acquises.

√ exercises de comprehension orale

√ exercises de comprehension ecrite

   exercises de production orale

√ exercises de production ecrite

√ exercises de grammaire

√ exercises de vocabulaire

√ exercises de phonetique

   autre (video…)