Exercices détaillés
Prêts pour demain
Anglais 2ndeSéquence 1A2+/B1Écrit + oral
Pack 1 — Who am I online? (New start, new voice)
Alignement programme (voie générale) — Thèmes culturels de seconde : identité, expression de soi, registres (formel / informel). Méthodo CE / EE et oral court.
Lien trame : ouvrir la séquence · Pointeur : education.gouv.fr (Trame ≠ syllabus).
Source · texte original Madame Carole Paoli Pompougnac
Subject: Introducing myself — exchange student profile
Hi everyone,
My name is Léa, I’m sixteen, and I live near Lyon. People often say I’m “quiet,” but my friends know I talk a lot when I feel safe. Online, I post photos of my bike rides — not my face, on purpose. I want people to see what I do, not only how I look.
This year I want to speak English more, even if I make mistakes. Mistakes are proof I’m trying. What about you: do you show the same person at school, at home, and online?
Looking forward to hearing your voice,
Léa
1. Compréhension écrite
- Who is writing, and to whom? What is the purpose of the message?
- Find two pieces of information about Léa’s identity (facts) and two opinions.
- What does she refuse to show online? Why?
- Explain in your own words: “Mistakes are proof I’m trying.”
2. Lexique / langue
- Highlight: quiet / feel safe / on purpose / looking forward to. Give a synonym or paraphrase for each.
- Rewrite Léa’s last question in a more formal register (as for a teacher).
- Conjugate in the present perfect: “I ____ (try) to speak English more this year.”
3. Production écrite
- Durée. 12–20 min (pack) ou 35–40 min si devoir.
- Nature. Write a reply email (120–150 words): introduce yourself, one thing you show / hide online, one goal for English this year.
- Supports. Texte du pack ; plan ; indiquer le nombre de mots ; pas de traducteur IA.
- Attendus. Structure du genre visible ; 120–180 mots sauf consignes contraires ; relecture tâche + langue.
- Critères. Tâche · organisation · langue · consignes.
Cadre BO voie générale — vérifier la session sur education.gouv.fr.
Production orale · consigne stricte- Durée. Prépa 5 min · oral 1–2 min · 2 questions.
- Nature. Prise de parole en continu (A2+/B1) sur : Who am I online? (New start, new voice)
- Supports. Notes mots-clés ; pas de texte lu mot à mot.
- Attendus. Intro courte · 2 idées + exemple · conclusion ; ≥1 chunk de classe.
- Critères. Message · phonologie · fluidité · consigne.
Cadre BO voie générale — vérifier la session sur education.gouv.fr.
Mini tâche finale (optionnelle) — Record a 60-second portrait podcast (phone): name, one hobby, one fear, one hope. Use the frame: “People think I’m… but actually…”
Anglais 2ndeSéquence 2A2+/B1Oral + CE
Pack 2 — Shared city, shared rules (Cities & living together)
Alignement programme (voie générale) — Vivre ensemble, espaces urbains, citizenship light — description, comparaison, proposition.
Lien trame : ouvrir la séquence · Pointeur : education.gouv.fr (Trame ≠ syllabus).
Source · texte original Madame Carole Paoli Pompougnac
City notice — Riverside Park (specimen)
From next Monday, the skate area will close at 9 p.m. Neighbours have complained about noise. A new quiet zone will open near the library for reading and homework. Bikes must stay on the path. Dogs are welcome if kept on a lead.
Some teenagers say: “They’re taking our space.” Others reply: “We all need to sleep.” The city council invites comments until Friday.
1. Compréhension
- List the new rules in three bullet points.
- Who complains? Who might disagree? What is the council’s invitation?
- True / False / Not said: “Skateboarding is forbidden forever.” Justify.
2. Lexique
- Match: neighbours / lead / council / quiet zone → write your own short definitions.
- Make two polite disagreement phrases: “I see your point, but…” / “Would it be possible to…?”
3. Production orale (binômes)
- Role-play: neighbour vs teenager. 90 seconds each, then switch. Agree on one compromise.
Production orale · exposé (consigne stricte)- Durée. Exposé 6–10 min selon niveau + Q&A 2–4 min.
- Nature. Exposé scolaire sur : Shared city, shared rules (Cities & living together)
- Supports. Notes ; ≤6 diapos ; documents du pack ; pas de script lu.
- Attendus. Problématique · 2–3 parties · conclusion · réponses au Q&A.
- Critères. Contenu · structure · langue · supports & interaction.
Cadre BO voie générale — vérifier la session sur education.gouv.fr.
Mini tâche finale (optionnelle) — Photo essay: take / find 3 free images of a shared space; write a 40-word caption each + 1-min talk: “How we live together here.”
Anglais 2ndeSéquence 3Media literacyCE + EE
Pack 3 — Headline or trap? (Screens, news & truth)
Alignement programme (voie générale) — Médias, vérité, fact-checking — lire un titre, vérifier une source, reformuler sans sensationnalisme.
Lien trame : ouvrir la séquence · Pointeur : education.gouv.fr (Trame ≠ syllabus).
Source · texte original Madame Carole Paoli Pompougnac (situation pédagogique type « une »)
BREAKING? “Teenagers’ phones destroy all friendships overnight, study shows”
Posted 07:12 · Shared 12k times · Source: “Daily Buzz Online”
A short post claims a “new study” proves phones kill friendships in one night. The article quotes “experts” but names none. The study link is broken. In the comments, one user writes: “My group chat is the only reason I survived exams.” Another: “Check the date — this ‘study’ is from a marketing blog.”
1. Compréhension / media literacy
- Underline three warning signs that the headline may be misleading.
- What is missing for a trustworthy report? (author, date, method, named expert…)
- Paraphrase the two comments: which one is a personal experience? which one is a fact-check move?
2. Langue
- Transform the headline into a cautious sentence using may / might / according to.
- Vocabulary: claim / prove / source / shared — write one sentence each in a school context.
3. Production écrite
- Durée. 12–20 min (pack) ou 35–40 min si devoir.
- Nature. Rewrite an honest 80-word mini-report: what we know / don’t know / what to check next.
- Supports. Texte du pack ; plan ; indiquer le nombre de mots ; pas de traducteur IA.
- Attendus. Structure du genre visible ; 120–180 mots sauf consignes contraires ; relecture tâche + langue.
- Critères. Tâche · organisation · langue · consignes.
Cadre BO voie générale — vérifier la session sur education.gouv.fr.
Production orale · consigne stricte- Durée. Prépa 5 min · oral 1–2 min · 2 questions.
- Nature. Prise de parole en continu (A2+/B1) sur : Headline or trap? (Screens, news & truth)
- Supports. Notes mots-clés ; pas de texte lu mot à mot.
- Attendus. Intro courte · 2 idées + exemple · conclusion ; ≥1 chunk de classe.
- Critères. Message · phonologie · fluidité · consigne.
Cadre BO voie générale — vérifier la session sur education.gouv.fr.
Mini tâche finale (optionnelle) — Fact-check mini-report (half page): choose one viral claim (classroom list) and apply 4 checks: Who? When? Evidence? Alternative source?
Anglais 2ndeSéquence 4Fiction PDLecture + oral
Pack 4 — A sonnet that travels (Stories that travel)
Alignement programme (voie générale) — Fiction / patrimoine littéraire en langue anglaise — lecture d’un sonnet domaine public, reformulation, performance courte.
Lien trame : ouvrir la séquence · Pointeur : education.gouv.fr (Trame ≠ syllabus).
Source · William Shakespeare, Sonnet 18 (1609), domaine public — Wikisource / Project Gutenberg
Shall I compare thee to a summer’s day?
Thou art more lovely and more temperate:
Rough winds do shake the darling buds of May,
And summer’s lease hath all too short a date:
Sometime too hot the eye of heaven shines,
And often is his gold complexion dimm’d;
And every fair from fair sometime declines,
By chance or nature’s changing course untrimm’d;
But thy eternal summer shall not fade,
Nor lose possession of that fair thou ow’st;
Nor shall death brag thou wander’st in his shade,
When in eternal lines to time thou grow’st:
So long as men can breathe or eyes can see,
So long lives this, and this gives life to thee.
1. Compréhension
- What comparison opens the poem? Why is summer “not perfect” according to the speaker?
- What does the poet claim can make beauty last? Quote the couplet.
- Gist in modern English (3 sentences).
2. Lexique / langue
- Match archaic forms: thee / thou / hath / ow’st → modern equivalents.
- Find three nature images and one “writing / poetry” image.
3. Production écrite
- Durée. 12–20 min (pack) ou 35–40 min si devoir.
- Nature. Rewrite 4 lines as a short Instagram caption (contemporary tone) without losing the main idea.
- Supports. Texte du pack ; plan ; indiquer le nombre de mots ; pas de traducteur IA.
- Attendus. Structure du genre visible ; 120–180 mots sauf consignes contraires ; relecture tâche + langue.
- Critères. Tâche · organisation · langue · consignes.
Cadre BO voie générale — vérifier la session sur education.gouv.fr.
Production orale · consigne stricte- Durée. Prépa 5 min · oral 1–2 min · 2 questions.
- Nature. Prise de parole en continu (A2+/B1) sur : A sonnet that travels (Stories that travel)
- Supports. Notes mots-clés ; pas de texte lu mot à mot.
- Attendus. Intro courte · 2 idées + exemple · conclusion ; ≥1 chunk de classe.
- Critères. Message · phonologie · fluidité · consigne.
Cadre BO voie générale — vérifier la session sur education.gouv.fr.
Mini tâche finale (optionnelle) — In pairs: rewrite the sonnet’s idea as a 45-second dialogue between “Time” and “the Poem.”
Anglais 2ndeSéquence 5EnvironmentArgumenter
Pack 5 — One small green choice (Our planet, our choices)
Alignement programme (voie générale) — Environnement et responsabilité — proposer, justifier, convaincre à l’oral et à l’écrit (niveau A2+/B1).
Lien trame : ouvrir la séquence · Pointeur : education.gouv.fr (Trame ≠ syllabus).
Source · texte original Madame Carole Paoli Pompougnac
Student proposal — “Meat-free Monday” at the canteen
We suggest one vegetarian menu day per week. Reasons: lower carbon footprint, cheaper protein options (beans, eggs), and discovering new tastes. We are not asking everyone to become vegetarian. We ask for a trial month, then a class vote. Objections we already heard: “Not filling enough,” “Tradition,” “What about athletes?” Our answers: keep calories high with carbs + legumes; tradition can include change; athletes already use plant protein in many countries.
1. Compréhension
- What exactly is proposed? For how long?
- List two arguments for and three objections already anticipated.
- Is the tone aggressive or conciliatory? Quote a phrase that proves it.
2. Lexique
- Build a mini-bank: footprint / trial / legumes / filling / vote.
- Write two sentences with should / shouldn’t and two with could.
3. Production écrite
- Durée. 12–20 min (pack) ou 35–40 min si devoir.
- Nature. Poster text (80–100 words): slogan + 3 bullets + call to action.
- Supports. Texte du pack ; plan ; indiquer le nombre de mots ; pas de traducteur IA.
- Attendus. Structure du genre visible ; 120–180 mots sauf consignes contraires ; relecture tâche + langue.
- Critères. Tâche · organisation · langue · consignes.
Cadre BO voie générale — vérifier la session sur education.gouv.fr.
Production orale · exposé (consigne stricte)- Durée. Exposé 6–10 min selon niveau + Q&A 2–4 min.
- Nature. Exposé scolaire sur : One small green choice (Our planet, our choices)
- Supports. Notes ; ≤6 diapos ; documents du pack ; pas de script lu.
- Attendus. Problématique · 2–3 parties · conclusion · réponses au Q&A.
- Critères. Contenu · structure · langue · supports & interaction.
Cadre BO voie générale — vérifier la session sur education.gouv.fr.
Mini tâche finale (optionnelle) — Class proposal poster: group of 3 — visual + oral 90 sec defence before a “council” of classmates.
Anglais 2ndeSéquence 6FuturEE + EO
Pack 6 — Message to my future self (Looking ahead)
Alignement programme (voie générale) — Se projeter, parler de projets, hypothèses (will / going to / might) — clôture d’année méthodo.
Lien trame : ouvrir la séquence · Pointeur : education.gouv.fr (Trame ≠ syllabus).
Source · texte original Madame Carole Paoli Pompougnac
Interview card — “Future me” (to be recorded)
Q1. Where might you live in ten years?
Q2. What skill will you still be learning?
Q3. What advice would today’s you give to that future person?
Q4. Name one fear and one hope that might change.
Sample answer (model): “I might still live in France, but I hope I’ll have spent a year abroad. I’ll still be learning how to speak in public. Advice: keep notebooks — future-you forgets the hard days. Fear: failing exams. Hope: that fear becomes fuel.”
1. Compréhension du modèle
- Identify future forms: will / might / hope + will.
- Which answer is personal advice? Which is a prediction?
2. Langue
- Write 5 sentences about your future using: will / won’t / might / I’d like to / I’m planning to.
3. Production écrite
- Durée. 12–20 min (pack) ou 35–40 min si devoir.
- Nature. Prepare answers to Q1–Q4 (notes only, not a full script).
- Supports. Texte du pack ; plan ; indiquer le nombre de mots ; pas de traducteur IA.
- Attendus. Structure du genre visible ; 120–180 mots sauf consignes contraires ; relecture tâche + langue.
- Critères. Tâche · organisation · langue · consignes.
Cadre BO voie générale — vérifier la session sur education.gouv.fr.
Production orale · consigne stricte- Durée. Prépa 5 min · oral 1–2 min · 2 questions.
- Nature. Prise de parole en continu (A2+/B1) sur : Message to my future self (Looking ahead)
- Supports. Notes mots-clés ; pas de texte lu mot à mot.
- Attendus. Intro courte · 2 idées + exemple · conclusion ; ≥1 chunk de classe.
- Critères. Message · phonologie · fluidité · consigne.
Cadre BO voie générale — vérifier la session sur education.gouv.fr.
Mini tâche finale (optionnelle) — Write a sealed letter to your future self (150 words) to reopen in Terminale — keep a copy in your portfolio.