Exercices détaillés
Prêts pour demain
Anglais 1reAxe IdentitésB1–B2Oral 2 min
Pack 1 — Masks we wear (Identities in the making)
Alignement programme (voie générale) — Axes culturels de 1re — constructions identitaires, regard social, nuance (I partly agree…).
Lien trame : ouvrir la séquence · Pointeur : education.gouv.fr (Trame ≠ syllabus).
Source · texte original Madame Carole Paoli Pompougnac
At sixteen I learned to change my voice depending on the room. With teachers I became careful; with friends I became louder; with my grandparents I became softer, almost another person. None of these voices was a lie. Each was a negotiation: how much of me felt welcome?
Online, the negotiation continues. Filters smooth the skin; captions smooth the mood. The question is not only “Who am I?” but “Who am I allowed to be here?” Identity, then, is less a fixed portrait than a collage we keep rearranging.
1. Compréhension
- What does the narrator mean by “negotiation”?
- Explain the metaphor of the collage.
- Find the shift from offline to online — what stays the same?
2. Lexique / langue
- Bank: negotiation / filter / caption / fixed / rearrange.
- Reformulate the last sentence with a concessive: Although…, …
3. Production écrite
- Durée. 20–40 min (pack) ; jusqu’à 1 h en évaluation.
- Nature. Write a 180-word personal response: one “room” where you change, one where you don’t — and why.
- Supports. Documents du pack ; brouillon ; pas d’annale protégée.
- Attendus. Problématique ou thèse · paragraphes · exemples · nombre de mots indiqué.
- Critères. Fidélité / idées · organisation · langue · richesse.
Cadre BO voie générale — vérifier la session sur education.gouv.fr.
Production orale · consigne stricte (axe)- Durée. Prépa 8–10 min · continu 4–5 min · entretien 3–5 min.
- Nature. Oral d’axe : Masks we wear (Identities in the making)
- Supports. Document/citation du pack ; notes de prépa ; pas de script rédigé lu.
- Attendus. Reformuler l’axe · lien doc · exemple cours · nuance.
- Critères. Pertinence · continu · langue · interaction.
Cadre BO voie générale — vérifier la session sur education.gouv.fr.
Mini tâche finale (optionnelle) — Comparative mini-talk (3 min): your collage vs a classmate’s — similarities without copying their story.
Anglais 1reArts & débatCompareOral 4 min
Pack 2 — When an image argues (Art that argues)
Alignement programme (voie générale) — L’art comme prise de position — décrire, interpréter, comparer deux documents (méthode orale).
Lien trame : ouvrir la séquence · Pointeur : education.gouv.fr (Trame ≠ syllabus).
Source · situation originale Madame Carole Paoli Pompougnac (cartels pédagogiques — projeter en classe une œuvre DP / open access au choix)
Document A — museum label (specimen)
“A crowd faces a line of power. The painting does not whisper; it points. Light falls on the victims, not on the rifles. The artist forces the viewer to choose where to look — and what to feel.”
Document B — street mural brief (specimen)
“On a school wall, oversized hands exchange a book instead of a weapon. Bright colours, no blood. The mural argues that education is a form of resistance — quieter, slower, still political.”
1. Compréhension / analyse
- For each document: what is the claim? What visual strategy supports it?
- Compare: violence shown vs violence refused. What changes in the viewer’s role?
- Which document is more “explicit”? Which is more “hopeful”? Justify with quotes.
2. Lexique
- Connectors: whereas / unlike / both / neither / in contrast — write 5 sentences.
3. Oral guidé
- Plan a 4-min comparative oral: 1' A · 1' B · 1'30 compare · 30" stance.
Production orale · exposé (consigne stricte)- Durée. Exposé 6–10 min selon niveau + Q&A 2–4 min.
- Nature. Exposé scolaire sur : When an image argues (Art that argues)
- 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) — Bring a legal image (museum open access / your photo) and write a 60-word “label that argues.”
Anglais 1reFictionPD AustenCE + commentaire
Pack 3 — Pride and prejudice, a first glance (Fiction as mirror)
Alignement programme (voie générale) — Fiction comme miroir social — lecture d’un extrait domaine public, point de vue, ironie.
Lien trame : ouvrir la séquence · Pointeur : education.gouv.fr (Trame ≠ syllabus).
Source · Jane Austen, Pride and Prejudice (1813), domaine public — ouverture du roman
It is a truth universally acknowledged, that a single man in possession of a good fortune, must be in want of a wife.
However little known the feelings or views of such a man may be on his first entering a neighbourhood, this truth is so well fixed in the minds of the surrounding families, that he is considered the rightful property of some one or other of their daughters.
1. Compréhension
- What “truth” is stated? Who seems to believe it most?
- How does Austen make the statement sound ironic? (tone, exaggeration, “universally”)
- What social pressure appears in the second paragraph?
2. Langue / stylistique
- Identify: generalisation, “is considered”, possessive metaphor (“property”).
- Rewrite the first sentence in neutral modern English, then in openly critical English.
3. Production écrite
- Durée. 20–40 min (pack) ; jusqu’à 1 h en évaluation.
- Nature. Commentary guided (220–250 words): How does this opening present marriage as a social market?
- Supports. Documents du pack ; brouillon ; pas d’annale protégée.
- Attendus. Problématique ou thèse · paragraphes · exemples · nombre de mots indiqué.
- Critères. Fidélité / idées · organisation · langue · richesse.
Cadre BO voie générale — vérifier la session sur education.gouv.fr.
Production orale · consigne stricte (axe)- Durée. Prépa 8–10 min · continu 4–5 min · entretien 3–5 min.
- Nature. Oral d’axe : Pride and prejudice, a first glance (Fiction as mirror)
- Supports. Document/citation du pack ; notes de prépa ; pas de script rédigé lu.
- Attendus. Reformuler l’axe · lien doc · exemple cours · nuance.
- Critères. Pertinence · continu · langue · interaction.
Cadre BO voie générale — vérifier la session sur education.gouv.fr.
Mini tâche finale (optionnelle) — Read the extract aloud twice: once “serious,” once with ironic distance — class votes which fits better.
Anglais 1reCirculationsSynthèseDossier
Pack 4 — Crossing lines (Circulations & borders)
Alignement programme (voie générale) — Circulations, frontières, mobilités — articuler 2–3 documents, synthèse courte.
Lien trame : ouvrir la séquence · Pointeur : education.gouv.fr (Trame ≠ syllabus).
Source · textes originaux Madame Carole Paoli Pompougnac (mail + note + slogan)
Doc 1 — email (student exchange)
“I’m excited but scared: new language, new rules, new silences. Crossing a border is not only showing a passport; it’s accepting that my jokes may not land.”
Doc 2 — city transport note
“Night buses restored on weekends. Aim: safer returns for workers and students. Cost shared by region and city.”
Doc 3 — protest placard
“Borders on maps ≠ borders on empathy.”
1. Compréhension croisée
- What kind of “border” appears in each document (physical, social, emotional, administrative)?
- Which document is personal? civic? militant? Justify.
- One tension: mobility as opportunity vs mobility as inequality.
2. Méthodo synthèse
- Write a 120-word synthesis: common theme + 2 contrasts + open question. No document-by-document paraphrase.
3. Lexique
- Bank: passport / land (joke) / restored / empathy / inequality.
Production orale · exposé (consigne stricte)- Durée. Exposé 6–10 min selon niveau + Q&A 2–4 min.
- Nature. Exposé scolaire sur : Crossing lines (Circulations & borders)
- 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) — Dossier 3 docs (yours): one personal note, one factual info, one slogan — then 3-min oral synthèse.
Anglais 1rePersuasionPD speechEO discours
Pack 5 — Words that move a crowd (Voices that persuade)
Alignement programme (voie générale) — Persuasion orale — ethos / pathos / logos, structure d’un discours court.
Lien trame : ouvrir la séquence · Pointeur : education.gouv.fr (Trame ≠ syllabus).
Source · Abraham Lincoln, Gettysburg Address (1863), domaine public — ouverture et clôture
Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.
[…]
…that this nation, under God, shall have a new birth of freedom—and that government of the people, by the people, for the people, shall not perish from the earth.
1. Compréhension / rhétorique
- What historical founding idea is recalled in the opening?
- Identify one appeal to values and one memorable parallel structure.
- Why might short sentences and repetition help a mourning crowd?
2. Langue
- Explain “four score and seven” in modern English.
- Invent your own triple structure for a school cause (of / by / for…).
3. Production orale
- Write and deliver a 2–3 min persuasive speech on a school issue. Mark ethos / pathos / logos in the margin.
Production orale · consigne stricte (axe)- Durée. Prépa 8–10 min · continu 4–5 min · entretien 3–5 min.
- Nature. Oral d’axe : Words that move a crowd (Voices that persuade)
- Supports. Document/citation du pack ; notes de prépa ; pas de script rédigé lu.
- Attendus. Reformuler l’axe · lien doc · exemple cours · nuance.
- Critères. Pertinence · continu · langue · interaction.
Cadre BO voie générale — vérifier la session sur education.gouv.fr.
Mini tâche finale (optionnelle) — Peer feedback grid: clarity · emotion · evidence · ending — 5 points each.
Anglais 1reMock oralMéthodoEO 5 min
Pack 6 — Mock oral axis card (Year craft)
Alignement programme (voie générale) — Entraînement oral type axe — organisation 5 minutes, interaction, justification culturelle.
Lien trame : ouvrir la séquence · Pointeur : education.gouv.fr (Trame ≠ syllabus).
Source · sujet original Madame Carole Paoli Pompougnac
Oral card — Axis practice
Notion hook: “Belonging today is chosen as much as inherited.”
Documents: choose two from your year portfolio (one literary/artistic · one civic/media).
Task: Present your axis angle (1'), analyse doc 1 (1'30), doc 2 (1'30), conclude with a personal stance (1'). Expect 2 follow-up questions.
1. Préparation (20–25 min)
- Write a one-sentence thesis linking the hook to your two docs.
- For each doc: claim + 2 precise references + one limit.
- Prepare 3 possible follow-up answers.
2. Langue utile
- Frames: “This document highlights… / What strikes me is… / I partly agree because… / To nuance this…”
3. Mise en œuvre
- Timer 5 min + 2 questions from a partner playing “examiner.”
Production orale · exposé (consigne stricte)- Durée. Exposé 6–10 min selon niveau + Q&A 2–4 min.
- Nature. Exposé scolaire sur : Mock oral axis card (Year craft)
- 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) — Portfolio checklist: 6 docs labelled by axis, 6 thesis sentences, 1 recorded mock.