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SECONDE PROFESSIONNEL Le récit réaliste; la lettre; le récit fantastique; l'image; le théâtre et la comédie; la presse; la poésie TERMINALE BEP L'information et l'explication; les formes de l'argumentation; les mots et le langage; le discours de la fable; le scénario et le film; le théâtre et la tragédie; le récit autobiographique.

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Working to day .Getting a job.Industrial relations Socialprotection. Getting to know a compagny Corporate culture. Marketing.Advertising. Brand managing Marketing Bonanzas. Retailing.New means of selling. Telephoning Travel and tourism.Transport. Money. Getting global Business and Ethics

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FRAME OF REFERENCE We have used the knowledge base about teaching to identify and create models of teaching and learning that increase student capability. As authors, we succeed by helping our readers inquire more powerfully into our com- mon knowledge base, into their own leaning, and into the learning of their students. CHAPTER 1 BEGINNING THE INQUIRY Creating Commnunities of Expert Learners We open by exploring how to create communities of learners and provide them with a repertoire of models of learning. CHAP TER 2 1 MODELS OF TEACHING AND LEARNING Where Do They Come From and How Are They Used? From the carliest written records in all civilizations we see evidence of the search for good ways of teaching. Here we consider the"modern era" mod- els, in which the search by teachers, behavioral scientists, therapists, and curriculum designers has been accompanied by research to refine and test the products of the inquiry. We classify the models we have selected from our search into four families: social, information-processing, personal, and behavioral systems. THE SOCIAL FAMILY OF MODELS We study the social models first because developing the community of lean ers is critical to all teaching We ind that the social models are designed to achieve serious academic objectives, including the study of social values, public policy, and resolving conflict. for which the social models are emi. nently suited. CHAPTER 3 PARTNERS IN LEARNING From Dyads to Group Investigation We study the "generic" social models, fromn ones in which students learn to be partners in learning to the very powerful and generally useful group investigation model. CHA PTER 4 ROLE PLAYING Studying Social Behavior and Values CHAPTER 5 The study of social behavior and personal values is directly approached through the study of interpersonal problems, the tasks of building personal understanding, and the skills of integrative interaction. JURISPRUDENTIAL INOUIRY Learning to Think about Social Policy values that are difficult to uphold simultaneously. The students learn to analyze cases representing important sociąl issues and to think through how public policy often requires the balancing of several FRAME OF REFERENCE We have used the knowledge base about teaching to identify and create models of teaching and learning that increase student capability. As authors, we succeed by helping our readers inquire more powerfully into our com- mon knowledge base, into their own leaning, and into the learning of their students. CHAPTER 1 BEGINNING THE INQUIRY Creating Commnunities of Expert Learners We open by exploring how to create communities of learners and provide them with a repertoire of models of learning. CHAP TER 2 1 MODELS OF TEACHING AND LEARNING Where Do They Come From and How Are They Used? From the carliest written records in all civilizations we see evidence of the search for good ways of teaching. Here we consider the"modern era" mod- els, in which the search by teachers, behavioral scientists, therapists, and curriculum designers has been accompanied by research to refine and test the products of the inquiry. We classify the models we have selected from our search into four families: social, information-processing, personal, and behavioral systems. ATTATNING CONCEPTS Sharpening the Basic Thinking Skills Students can not only forI) COnepts by classifying data, but thes can a altain concepts formied by scholarS, The concept attairninerit snode is designed to arraijye data s0 hat important concepts can be learned e ciently, In classroom practice, the concept at1ainment rmodel complere the basic inductíve mode by enabling students to alain as well a io fonm concepts, CHAPTER 10 SCIENTIFIC INOUIRY AND INOUIRY TiRAINING The Art of Making Inferences CHAPTER 1l From the time of Aristotle, educators have been secking ways of taking students into the sciences as ficlds of inquiry, helping them study with the methods of science. We explore several nodels that are built around the structures and inquiry strategies of the sciences. Research fron the last few years has continucd to improve our ability to help students learn scientific thinking and use it to explore not only the physical and biological worlds but also the social and literary worlds. MEMORIZATION Getting the Facts Straight 161 standing of the models of learning, has entered our vocabulary. In many circles, memorization developed a bad reputation because poor methods- -generally the rote repetition of poorly understood material-were used so widely. Systematic studies over the last two decades have revolution- ized mnemonics, providing teachers and students with some solid models that dramatically expand student capacity to learn both complex and simp content. Key features are the development of understanding of the modes and skill in using them. Thus, the term metacognition, referring to the under: ATTATNING CONCEPTS Sharpening the Basic Thinking Skills Students can not only forI) COnepts by classifying data, but thes can a altain concepts formied by scholarS, The concept attairninerit snode is designed to arraijye data s0 hat important concepts can be learned e ciently, In classroom practice, the concept at1ainment rmodel complere the basic inductíve mode by enabling students to alain as well a io fonm concepts, CHAPTER 10 SCIENTIFIC INOUIRY AND INOUIRY TiRAINING The Art of Making Inferences CHAPTER 1l From the time of Aristotle, educators have been secking ways of taking students into the sciences as ficlds of inquiry, helping them study with the methods of science. We explore several nodels that are built around the structures and inquiry strategies of the sciences. Research fron the last few years has continucd to improve our ability to help students learn scientific thinking and use it to explore not only the physical and biological worlds but also the social and literary worlds. MEMORIZATION Getting the Facts Straight 161 standing of the models of learning, has entered our vocabulary. 191 In many circles, memorization developed a bad reputation because poor methods- -generally the rote repetition of poorly understood material-were used so widely. Systematic studies over the last two decades have revolution- ized mnemonics, providing teachers and students with some solid models that dramatically expand student capacity to learn both complex and simp content. Key features are the development of understanding of the modes and skill in using them. Thus, the term metacognition, referring to the under: SYNECTICS Enhancing Creative Thought anetV of content areas. Out of industrial psychology have come ways of teaching people of all ages how to use analogies to help define and solve problems. Again, students are taught the metacognitions of the model-how to use metaphors to enhance writing, expand conceptual understanding, and approach problems in a wide CHAPTER 13 LEARNING FROM PRESENTATIONS Advance Organizers CHAPTER 14 CONTENTS THE DEVELOPING INTELLECT How can learning from lectures, readings, references, and databases become active rather than passive? The pioneering work of David Ausubel has led to a model whereby students learn structures of ideas, which they use to under- stand and master material from lectures and readings. Cognitive Development, Learning Styles, and Adjustable Models 261 We use the Piagetian framework for analyzing intellectual development. We study our students and consider how the information-processing models can be adapted to fit the learning styles of students in various stages of development. INQUIRY ON PERSONAL MODELS PART We examine just a few of the studies that link personal and academic goals. Essentially, the researches and developers test the thesis that as self-esteem and self-actualization rse, so does the competence to educate oneself. THE BEHAVIORAL SYSTEMS FAMILY OF MODELS CHAPTER19 MASTERY LEARNING AND PROGRAMMED INSTRUCTION CONTENTS All the creators of models of teaching are optimists, but none more so than the behavioral systems designers. They see us as a collection of learned behaviors that can always be enhanced. WNhatever behaviors we have learned that do not work well, such as phobias, we can unlearn; we can then substi- tute productive patterns for those behaviors. CHAPTER 20 DIRECT INSTRUCTION Breaking down complex objectives into smaller pieces, providing opportu- nities to learn and frequent knowledge of results, the developers of these models take the position that the complicated just takes a little longer. From social learning theory and the study of effective teaching comes a tight design paradigm in which tasks and reinforcements are used consistently. LEARNING FROM SIMULATIONS Training and Self-Training Simulations take us where we cannot go, such as to the halls of international policymakers and into the space shuttle. They also enable us to practice complex skills, like flying and driving, in safe environments where we can correct our mistakes without real-life crashes. CHAPTER22 INQUIRY ON BEHAVIORAL MODELS Tips for Teaching PART V We look at somne of the tasks of teaching and inquire into some classroom management strategies from the behavioral stance. SYNTHESIZING AND APPLYING MODELS OF TEACHING 347 CHAPTER 23 EQUITY We create multimodel curricula and schools and study how they can create equity and bring high states of growth to all learners. Gender, Ethnicity,: and Socioeconomic Background 365 We study how demographic factors often affect learning and how to use models of teaching to create equal achievement where inequity has so often been the case. CHAPTER 24 CREATING CURRICULA The Conditions of Learning CHAPTER 25 Robert Gagné has been the instructional design master of the last half- century. We study his principles and use them to assemble multiple-models curricula. Global education and the teaching of literacy to "overage" begin- ning readers are our examples. LEARNING STYLES AND MODELS OF TEACHING Making Discomfort Productive CHAPTER To learn is to change, and change is frequently uncomfortable. We study how to lead students into more complex learning styles and how to create "optimal mismatches" between their current behavior and the potential for creating greater power and integrated capacity for them as learners. 26 NATURE AND NURTURE The Brain and Its Environment CONTENTS CHAPTER 27 AT RISK ENVIRONMENTS FOR STUDENTS SERIOUSLY The study of the physiological structures and processes of learning-the nature and functioning of our neurological system-is receiving much atten- tion these days. We reflect particularly on the optimism that is resulting, from the ways that schools can increase learning ability to the enriching role of continued complex learning throughout life. A Multiple-Models Approach We visit a school for students who are in trouble, socially and academically, and consider how that school shows us how a convergence of models can impact students many would have given up as lost.

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Preface to the third edition List of symbols How to use this book Chart ofthe International Phone tic Alphabet 1 Introduction 2 The production of speech sounds 2.1 Articulators above the larynx 2.2 Vowel and consonant 2.3 English short vowels 3.2 Diphthongs 3.3 Triphthongs 3 Long vowels, diphthongs and triphthongs 3.1 Long and short vowels 4 Voicing and consonants 4.1 The larynx 4.3 Plosives 4.2 Respiration and voicing 4.4 English plosives 4.5 Fortis and lenis 5 The phoneme 5.1 The phoneme 5.3 Phonology 5.2 Symbols and transcriptio Contents 6 Fricatives and affricates 6.1 Production of fricatives and affricates 6.2 The fricatives of English 6.3 The affricates 6.4 Fortis consonants 7 Nasals and other consonants 7.1 Nasals 7.2 The consonant I 7.3 The consonant r 7.4 The consonants j and w 8 The syllable 8.1 The nature of the syllable 8.2 The structure of the English sylable 8.3 Syllable division 8.4 Practical conclusions 9 Strong and weak syllables 9.1 Strong and weak 9.2 The ə vowel ("schwa") 10 Stress in simple words 9.3 Close front and close back vowels 9.4 Syllabic consonants 10.1 The nature of stress 10.2 Levels of stress 11 Complex word stress 11.1 Complex words 11.2 Suffixes 11.3 Prefixes 10.3 Placement of stress within the wordo 11.4 Compound words 11.5 Variable stress 11.6 Word-class pairs 12 Weak forms 13 Problems in phonemic analysis 13.1 Affricates 13.2 The English vowel system 13.3 Syllabic consonants 13.4 Clusters of s plus plosives 13.5 Schwa (ə) 13.6 Distinctive features 13.7 Conclusion 14 Aspects of connected speech 14.1 Rhy thm 14.2 Assimilation 14.3 Elision 144 Linking 15 Intonation 1 15.1 Form and unction in intonation 15.2 Tone and tone languages 15.3 Complex tones and pitch height 15.4 Some functions of English tones 16 Intonation 2 16.1 The tone-unit l6.2 The structure of the tone-unit 17 Intonation 3 16.3 Pitch possibilities in the simple tone-unit 17.1 Fall-rise and rise- fall tones followed by a tail 17.2 High and low heads 18 Functions of intonation 1 17.3 Problems in analysing the form of intonation 17.4 Autosegmental treatment of intonation 19 Functions of intonation 18.1 The attitudinal function of intonation 19.1 The accentual function of intonation 19.2 The grammatical function of intonation Contents 19.3 The discourse function of intonation 19.4 Conclusions o Further areas of study in phonetics and phonology 20.1 Laboratory phonetics 20.2 The study of variety Recorded exercises Unit 2: English short vowels Unit 4: Plosives Unit 3: Long vowels. Diphthongs and triphthongs Unit 5: Revision Unit 6: Fricatives and affricates Unit 7: Further consonants Unit 8: Consonant clusters Unit 9: Weak syllables Unit 12: Weak forms Unit 13: Revision Unit 14: Elisions Unit 10: Word stress Unit 11: Complex word stress Unit 17: Intonation Unit 15: Tones Unit 16: The tone-unit Unit 18: Intonation: extracts from conversation Unit 19: Transcription of connected speech Unit 20: Further practice on connected speech

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I. Les fées de la géographie II. Un morceau de Toscane III. L'île au milieu des fièvres IV. La passion de la perspective V. Le grand rendez-vous VI. Rhizome et broderie VII. Un jour, mon prince viendra VIII. La politique du regard IX. Un livre de mille hectares X. L'amitié XI. Un canal XII. Le contentement des fontaines XIII. Le bonheur mathématique XIV. De la bonhomie XV. L'archipel Une terrasse à Saint-Germain. De la géométrie pure à Fontainebleau. L'aurore à Sceaux. Les fleurs à Trianon. Le défi de Saint-Cloud. Un jardin de miroirs à Chantilly. À l'ouest de Trianon, un repentir ou une prémonition. Une rivière à Marly. XVI. La fidélité et la trahison XVII. Embrasser Sa Sainteté XVIII. Les couleuvres XIX. Grand amour XX. Tester, marcher, prier Reconnaissance de dettes Sur l'histoire générale des jardins Quelques bibles Sur Le Nôtre Sur les sciences et les techniques du temps Sur Louis XIV et Versailles Sur les Tuileries Sur le XVIIme siècle Quelques autres compagnons de promenade

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My summer holydays : matt’s on holiday. At Sean’s. A fishing trip. Did you enjoy it ? Atrip to New York. At camp Kinyia. THE AUTUMN TERM : Well done Jake. Which one’s the best. New from australia Bon fire Night. toffe apples .A visit to the dentist’s.WINTERTIME : more snow. Resolutions. The hauted tower what shall we watch. You will cross the sea. Shopping

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Connaissez –vous la France ? STUDIO 21. Le jeu des champions MAGAZINE : Oh ! moi…les filles.Qui est cette fille ? Joyeux anniversaire ! La vielle usine.Tu ne viens pas avec nous ? C’est catastrophe ! Ils ont l’air méchants,la caverne d’Alibaba Demain ,les clones. Activités magazines, Repères culturels, Conjugaisons, Précis grammatical.

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Part one: verbs-Basic forms and Uses 1. Present tense 2. Present tense of irregular verbs 3. Negative sentences 4. Interrogative sentences 5. Imperative 6. Passé composé 7. Imperfect; Imperfect versus passé composé 8. Reflexive verbs 9. Future and conditional; conditional sentences (1) 10. Pluperfect, Future perfect, and past conditional; conditional sentences(2) 11. Passé simple 12. Present participles; uses of the infinitive Part two: Nouns and their Modifiers; Pronouns 13. Nouns: gender, number, and articles; uses of articles 14. Stressed pronouns; subject-verb agreement 15. Possessive and demonstrative adjectives and pronouns 16. Interrogative adjectives and pronouns 17. Adjectives; comparative and superlative 18. Objet pronouns Part Three: Other Elements of the sentence 19. Numbers; Time; dates 20. Adverbs 21. Negatives and indefinites 22. Prepostions; Prepositions with geographical names Part Four: Verbs in Two-Clause Sentences 23. Relative clauses 24. The present subjunctive 25. The past subjunctives; literary subjunctives 26. The subjunctive (continued) Part Five: Idiomatic Usage 27. The passive voice and substitudes for the passive 28. Important idioms and Proverbs Verb charts Answers Index

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Modalités de l’epreuve d’anglais renforcé Composition et ojectifs de l’ouvrage Recommandations JANE AUSTEN AND HER TIMES Jane Austen Historical and literary background WORK SHEETS Plot synopsis, The characters. Who says what in pride and prejudice ? Key words. Dramatic irony. Pride and prejudice, a map. A pride and prejudice Quiz A SHORT STUDY OF THE NOVEL The structure, characterisation, pride and prejudice as a marriage novel Education in pride and prejudice, The ironic vision in pride and prejudice MORE FOOD FOR THOUGHT Topics for further discussion,critical comments, The craft f fiction,pride and prejudice on film