Le 25.10 nous n'avons pas eu le cours magistral ni le TD "commentaire dirigé". Ce dernier sera rattrapé le lundi 03 décembre à 15h, et le premier sera rattrapé le lundi 17 décembre à 15h. I will inform you of the room we are in when I am informed.
JM
...
Wednesday, October 31, 2012
L1 Bloc 2 Social and ethnic identities and conflicts
In a few minutes, you will be able to find here the powerpoint slideshow on Scotland and Wales
here the powerpoint or Ireland and Northern Ireland
and here the MP3 recording of the class on Ireland from the 29th October
Keywords: history of Ireland, podcast, university lecture.
here the powerpoint or Ireland and Northern Ireland
and here the MP3 recording of the class on Ireland from the 29th October
Keywords: history of Ireland, podcast, university lecture.
Tuesday, October 30, 2012
Dictionnaire français-anglais - Traduction - bab.la
Dictionnaire français-anglais - Traduction - bab.la
Someone asked me to advertize this. Tell me what you think.
Someone asked me to advertize this. Tell me what you think.
Petula Clark...'Dance Hall' (1950) - YouTube
Petula Clark...'Dance Hall' (1950) - YouTube
A 1950 representation of an earlier dance hall. (During world war two).
A 1950 representation of an earlier dance hall. (During world war two).
150 ans de musique populaire: British Dance Bands "on the wireless" 1940s - YouTube
British Dance Bands "on the wireless" 1940s - YouTube
British Dance Bands "on the wireless" 1940s - YouTube
An early disc jockey from the Second World war. The music is meant to dance to, but is broadcast on the radio.
British Dance Bands "on the wireless" 1940s - YouTube
An early disc jockey from the Second World war. The music is meant to dance to, but is broadcast on the radio.
Wednesday, October 24, 2012
L1 Bloc 2 Social and ethnic conflicts
Someone wanted to know more about the format of your classroom test.
There will be two parts to it. The first part will be a few short questions (along the lines of "write a paragraph about the 1926 General Strike).
The second part will be a longer question which will oblige you to combine and synthesize information I gave you in class with things you have learned in books, etc. In the second section, you will have a choice between two subjects.
The best marks will be available to students who show they understand the dynamic of these phenomena, and have read something on them.
There will be two parts to it. The first part will be a few short questions (along the lines of "write a paragraph about the 1926 General Strike).
The second part will be a longer question which will oblige you to combine and synthesize information I gave you in class with things you have learned in books, etc. In the second section, you will have a choice between two subjects.
The best marks will be available to students who show they understand the dynamic of these phenomena, and have read something on them.
150 ans ... Première guerre Oh It's A Lovely War Sung By Courtland & Jeffries - YouTube
Chanson ironique très populaire de pendant la guerre.
Oh It's A Lovely War Sung By Courtland & Jeffries - YouTube
Oh It's A Lovely War Sung By Courtland & Jeffries - YouTube
150 ans de musique ...Rock Choir Yorkshire Flashmob, Junction 32 Outlet - YouTube
Le flashmob donne de nouvelles possibilités aux chorales.
Rock Choir Yorkshire Flashmob, Junction 32 Outlet - YouTube
Rock Choir Yorkshire Flashmob, Junction 32 Outlet - YouTube
L3 Britain since 1945, commentary on "The Wind of Change"
In
general this was a good commentary. Relevant details of who the speaker
was, when and in what context it happened were given. The main points
the speaker made and some comments on his style were correctly explained.
His colonial attitude, the attitude of the US to the situation, and the
cold war context were higlighted.
Sources were varied (books and recognized media sources). The English was fluent.
Some comments then on weaknesses and possible improvements:
Language :
Pronunciation : although the phonemes were correctly mastered (no difficulties with “h” or with “th”) word stress was rather uneven. Here are some of the words which were incorrectly stressed : Exchequer, Conservative, decolonization, apartheid, opposition, frontiers, and the phrase “above all”.
** For word stress problems, this website will help you enormously http://www.howjsay.com/ **
Vocabulary
- The verb “to precise” does not exist.
- There was confusion between the verb “to remember” and the verb “to remind”.
- The expressions “in a first part” “in a second part” are purely French.
Grammar
Not many difficulties, but the distinction present perfect/ preterite was not always correctly made. A sentence which begins “Fifty years before” will use the preterite. The best book on this, which is hard to find, is “Le prétérit en anglais” by Anne Trevise.
Content
It was not clear why Rhodesia/Zimbabwe were mentioned. They could certainly be linked into this commentary, since the crisis with Rhodesian UDI was only a few years after this speech, and involved similarly White elites who did not want to share power with Black people. However, the link was not made clear.
The characterization of the audience for the speech was insufficient. The dominant presence would be Boer nationalists, who were the main force behind the apartheid system. There had been a war between the Boers and the British at the end of the nineteenth century, and considerable tension since. The Boers came from the Netherlands a very long time before and viewed themselves as pioneers rather than colonists. This is the explanation for the section on “the first African nationalism”. Furthermore, Boer nationalists were fervently opposed to the USSR, and therefore the mention of anti-communism is aimed more at them, rather than being a spontaneous expression of Macmillan’s feelings.
A few sentences on the Suez crisis as a key turning point which made this speech possible would have been useful.
The opposition to apartheid by Macmillan could be seen as a political expedient. To clarify, we can look at what happens later. Partly because of the need for Britain for allies in the Commonwealth, the Commonwealth carried out sanctions against South Africa in order to express their opposition to apartheid. However, British companies and institutions continued to invest large sums of money in South Africa and Namibia, and one of the political features of the 1980s was wide, especially student campaigns for disinvestment from South Africa. Nelson Mandela was officially considered like a terrorist for a long time.
Those are the comments which came to mind immediately.
Sources were varied (books and recognized media sources). The English was fluent.
Some comments then on weaknesses and possible improvements:
Language :
Pronunciation : although the phonemes were correctly mastered (no difficulties with “h” or with “th”) word stress was rather uneven. Here are some of the words which were incorrectly stressed : Exchequer, Conservative, decolonization, apartheid, opposition, frontiers, and the phrase “above all”.
** For word stress problems, this website will help you enormously http://www.howjsay.com/ **
Vocabulary
- The verb “to precise” does not exist.
- There was confusion between the verb “to remember” and the verb “to remind”.
- The expressions “in a first part” “in a second part” are purely French.
Grammar
Not many difficulties, but the distinction present perfect/ preterite was not always correctly made. A sentence which begins “Fifty years before” will use the preterite. The best book on this, which is hard to find, is “Le prétérit en anglais” by Anne Trevise.
Content
It was not clear why Rhodesia/Zimbabwe were mentioned. They could certainly be linked into this commentary, since the crisis with Rhodesian UDI was only a few years after this speech, and involved similarly White elites who did not want to share power with Black people. However, the link was not made clear.
The characterization of the audience for the speech was insufficient. The dominant presence would be Boer nationalists, who were the main force behind the apartheid system. There had been a war between the Boers and the British at the end of the nineteenth century, and considerable tension since. The Boers came from the Netherlands a very long time before and viewed themselves as pioneers rather than colonists. This is the explanation for the section on “the first African nationalism”. Furthermore, Boer nationalists were fervently opposed to the USSR, and therefore the mention of anti-communism is aimed more at them, rather than being a spontaneous expression of Macmillan’s feelings.
A few sentences on the Suez crisis as a key turning point which made this speech possible would have been useful.
The opposition to apartheid by Macmillan could be seen as a political expedient. To clarify, we can look at what happens later. Partly because of the need for Britain for allies in the Commonwealth, the Commonwealth carried out sanctions against South Africa in order to express their opposition to apartheid. However, British companies and institutions continued to invest large sums of money in South Africa and Namibia, and one of the political features of the 1980s was wide, especially student campaigns for disinvestment from South Africa. Nelson Mandela was officially considered like a terrorist for a long time.
Those are the comments which came to mind immediately.
Tuesday, October 23, 2012
L3 Britain since 1945 John Major and Public services
This article that I wrote on John Major and one of his most important initiatives concerning the public sector should help you understand some fo the important aspects of the Thatcherite view of the public sector.
L1 Bloc 2 Social and ethnic identities and conflicts
I have put two powerpoints up on Eprel to help you revise. There are also links to MP3 versions of the first few classes.
I will give more details of the format of the classroom test soon. It is on the 5th November.
JM
I will give more details of the format of the classroom test soon. It is on the 5th November.
JM
Monday, October 22, 2012
L1 Bloc 2 classroom test
Your first classroom test will take place in class on Monday 5th November. More details about it, its format etc. will be available here on this blog in a few days' time.
Sunday, October 21, 2012
John Mullen- Teaching blog: Grammar - supposed to
A lot of my students have a problem with the expression "supposed to". Here is a page that should help.
John Mullen- Teaching blog: Grammar - supposed to
John Mullen- Teaching blog: Grammar - supposed to
Saturday, October 20, 2012
Friday, October 19, 2012
L3 Britain since 1945 Marking
We are on schedule, so your classroom test will be on 12th November. It will last two hours.
There will be a text commentary and another short question.
You need to be reading about the history of Britain since 1945.
The marking for the whole course will be based on
1) The classroom test
2) The oral "exposé"
3) One piece of homework
4) The final exam in January
There will be a text commentary and another short question.
You need to be reading about the history of Britain since 1945.
The marking for the whole course will be based on
1) The classroom test
2) The oral "exposé"
3) One piece of homework
4) The final exam in January
L3 class : Britain since 1945
Here is a recording of class four, in two parts
The first part
and the second part
It is about the 1960s and the 1970s.
The first part
and the second part
It is about the 1960s and the 1970s.
Thursday, October 18, 2012
M1 Enseignement Méthodologie du commentaire de texte de civilisation
J'ai mis l'accent lors de nos cours sur les questions à ne pas oublier quand on commente un texte, commentaire structuré autour de la question "que fait ce document?" Quelques étudiants m'ont posé des questions sur le problématique. Il y a beaucoup de types de problématique qui peuvent être bien utilisé pour le même document, et mon expérience est que la majorité des étudiants qui ont une mauvaise note l'ont parce qu'ils oublient des questions telles que celles dont j'ai parlé, ou qu'ils ne centre pas leur écrit sur le document. Le problématique est rarement, je trouve, le problème principal. Néanmoins, ces conseils sont utiles :
Méthodologie du commentaire de texte de civilisation
Méthodologie du commentaire de texte de civilisation
M1 enseignement
So, next class 8 November.
Homework for 15 November - spend a lot of time on it.
There will be replacement classes which will be on Mondays at 3:30pm in early December. (One week the lecture, and another week the text commentary). I will give you dates as soon as I have managed to find a room.
Homework for 15 November - spend a lot of time on it.
There will be replacement classes which will be on Mondays at 3:30pm in early December. (One week the lecture, and another week the text commentary). I will give you dates as soon as I have managed to find a room.
M1 Enseignement : The Mark Steel Lectures-Lord Byron 1/3 - YouTube
The Mark Steel Lectures are a series of radio and television programmes. Written and delivered by Mark Steel, each scripted lecture presents persuasive, yet witty, arguments for the importance of a historical figure.
They are amusing, but have a serious purpose. There are quite a number of them - choose the ones you like.
The Mark Steel Lectures-Lord Byron 1/3 - YouTube
They are amusing, but have a serious purpose. There are quite a number of them - choose the ones you like.
The Mark Steel Lectures-Lord Byron 1/3 - YouTube
The first world war: the real lessons of this savage imperial bloodbath | Seumas Milne | Comment is free | The Guardian
A fierce debat is starting up in Britain in the run-up to the centenary of the First World War. A "savage imperial bloodbath" or (as The Times writes) an "essentially just war"? Historians and journalists prepare their arguments. Every month there are thirty new books published in English on the First World War (and ten in French!). This article from The Guardian sums up the anti-imperial position:
The first world war: the real lessons of this savage imperial bloodbath | Seumas Milne | Comment is free | The Guardian
The first world war: the real lessons of this savage imperial bloodbath | Seumas Milne | Comment is free | The Guardian
Wednesday, October 17, 2012
M1 enseignement : postes au CAPES
Antoine Mioche, Président du Jury du CAPES externe
d'Anglais, nous informe que le ministère de l'Education nationale vient de
mettre en ligne le nombre de postes ouverts à la session 2013 normale des
concours du CAPES et du CAFEP : respectivement 1050 (2012 : 790) et 120 (2012 :
120).
Master professionnel rédaction-traduction
|
15 novembre
|
|
22 novembre
|
|
29 novembre
|
|
6 décembre
|
|
13 décembre
|
|
20 décembre
|
|
10 janvier
Above are the remaining dates for your classes, the last one being the exam. However, this leaves one more class, which we will do on a Friday morning in late November or early December.
|
John Mullen- Teaching blog: 150 ans de musique populaire - lectures
Trois articles sur la musique populaire britannique.
John Mullen- Teaching blog: 150 ans de musique populaire - révision
John Mullen- Teaching blog: 150 ans de musique populaire - révision
150 ans de musique populaire britannique
Dans les années 1980 des groupes tels que The Pogues voulaient mélanger punk rock et chanson folk. Notez particulièrement les "anti-héros" genre loser.
The Pogues Streams Of Whiskey - YouTube
The Pogues Streams Of Whiskey - YouTube
150 ans de musique populaire britannique
Fairport Convention était dès les années 1960 un des groupes anglais les plus importants.
Fairport Convention - Si tu dois partir - YouTube
Fairport Convention - Si tu dois partir - YouTube
150 ans de musique populaire britannique
Beaucoup d'artistes ont voulu mélanger une esthétique rock aux chansons folk traditionnelles.
Runrig - Live in Loch Lomond - Loch Lomond - YouTube
Runrig - Live in Loch Lomond - Loch Lomond - YouTube
150 ans de musique populaire britannique
En Angleterre, le folk revival produisait des chanteuses telles que Sandy Denny et Maddy Prior.
Sandy Denny & The Strawbs-Who Knows Where The Time Goes-1967 - YouTube
Sandy Denny & The Strawbs-Who Knows Where The Time Goes-1967 - YouTube
150 ans de musique populaire britannique
The Chieftains se concentraient sur des morceaux instrumentaux.
The Chieftains - O'Sullivan's March - YouTube
The Chieftains - O'Sullivan's March - YouTube
150 ans de musique populaire britannique
En Irlande, The Dubliners étaient un des groupes les plus influents et sont devenus des vedettes internationales dans les année 1970.
The Dubliners-Rocky Road to Dublin - YouTube
The Dubliners-Rocky Road to Dublin - YouTube
150 ans de musique populaire britannique
Le revival des années 1960 produit une vague de versions de chansons traditionnelles chantées autrement
The Corries - The Wild Mountain Thyme - YouTube
The Corries - The Wild Mountain Thyme - YouTube
The King's Singers - Greensleeves - YouTube
Une vision traditionnelle de la façon de chanter des chansons folk. Le folk est conçu comme l'âme de la nation, peut-être.
The King's Singers - Greensleeves - YouTube
The King's Singers - Greensleeves - YouTube
Option transversale 150 ans de musique populaire
Il y a eu un problème informatique hier: le logiciel des emplois du temps des enseignants m'a envoyé dans une salle, et l'emploi du temps en ligne des étudiants a envoyé les étudiants dans une autre. Le temps que j'ai eu l'information, j'ai dû commencé le cours presqu'une heure en retard, et plusieurs étudiants étaient déjà partis, ce que je comprends bien.
Rendezvous mardi prochain à 16h précises dans l'amphi bleu en tout cas. Entre temps je mettrai en ligne quelques exemples supplémentaires pour illustrer le cours de mardi dernier, et un enregistrement du premier cours de l'année dernière, à l'intention des étudiants qui ont manqué le cours.
Rendezvous mardi prochain à 16h précises dans l'amphi bleu en tout cas. Entre temps je mettrai en ligne quelques exemples supplémentaires pour illustrer le cours de mardi dernier, et un enregistrement du premier cours de l'année dernière, à l'intention des étudiants qui ont manqué le cours.
Tuesday, October 16, 2012
Monday, October 15, 2012
Sunday, October 14, 2012
M1 enseignement lectures
From Thursday, the lecture class at 1 pm will be in room i2 219. Don't get lost, and make sure everyone knows.
Friday, October 12, 2012
L3 Britain since 1945 Musique ethnique et identité culturelle
Click here for an excellent article in French about music and immigrants in Britain.
Musique ethnique et identité culturelle
Musique ethnique et identité culturelle
M1 Enseignement : Cromwell: Richard Harris, Alec Guinness, Robert Morley, Dorothy Tutin, Frank Finlay, Timothy Dalton, Patrick Wymark, Patrick Magee, Nigel Stock, Charles Gray, Michael Jayston, Richard Cornish, Geoffrey Unsworth, Ken Hughes, Bill Lenny, Andrew Donally, Irving Allen: Movies & TV
Amazon.com: Cromwell: Richard Harris, Alec Guinness, Robert Morley, Dorothy Tutin, Frank Finlay, Timothy Dalton, Patrick Wymark, Patrick Magee, Nigel Stock, Charles Gray, Michael Jayston, Richard Cornish, Geoffrey Unsworth, Ken Hughes, Bill Lenny, Andrew Donally, Irving Allen: Movies & TV
If you can find this DVD in France, it is quite good for revision of the civil war period.
If you can find this DVD in France, it is quite good for revision of the civil war period.
L3 Britain since 1945 To Whom It May Concern - YouTube
Adrian Mitchell, British 1960s poet, performing an anti-Vietnam poem in 1965
To Whom It May Concern - YouTube
To Whom It May Concern - YouTube
Thursday, October 11, 2012
Wednesday, October 10, 2012
M1 Enseignement BBC - Wales - Music - History of Welsh rock and pop
BBC - Wales - Music - History of Welsh rock and pop
Signs of Welsh identity - the history of Welsh rock and pop music.
Signs of Welsh identity - the history of Welsh rock and pop music.
1960's Offshore Pirate Radio Stations - YouTube
For a long time, the BBc had a monopoly on radio in the UK. Private radio stations got round this by broadcasting from ships, outside the legal restrictions. They were called "pirate radio stations".
1960's Offshore Pirate Radio Stations - YouTube
1960's Offshore Pirate Radio Stations - YouTube
M1 Enseignement commentaire dirigé
I have put a slightly modified version of part one of the documents booklet up on Eprel.
If you have already downloaded and printed it, don't worry - the new version only has page numbers added.
At tomorrow's class we will be setting up oral text commentaries. if there is a document you are particularly interested in commenting, tell me tomorrow. However, to respect the reality of the examination, I may choose your documents for you.
If you have already downloaded and printed it, don't worry - the new version only has page numbers added.
At tomorrow's class we will be setting up oral text commentaries. if there is a document you are particularly interested in commenting, tell me tomorrow. However, to respect the reality of the examination, I may choose your documents for you.
Text commentaries should last for a maximum of twenty
minutes, so be sure not to waste time with comments which are not winning you
points. You should prepare your
commentary very seriously – it is best to record yourself beforehand and listen
for problems of pronunciation (especially « h » and « th »,
which are eliminatory errors.
All students should prepare every document beforehand to get
the most out of their classmates’ work.
After each commentary, I will talk about the strong points
and the weak points, missing elements and so on. After the class, the student
will write up a corrected and improved version of their text commentary, which
I will put up on Eprel for everyone to consult and learn from.
Here is the list of documents which students will comment on.
We will fix all this tomorrow.
Here is the list of documents which students will comment on.
|
Date
|
Document
|
student
|
|
11 October (class 2)
|
|
|
|
18 October (class 3)
|
Engels on the Land Plan p10
|
|
|
Freedom or death p20
|
|
|
|
8 November (class 4)
|
Debate on conciliation bill p16
|
|
|
Mr Callaghan’s desserts p24
|
|
|
|
15 November (class 5)
|
Anglo-Irish treaty p26
|
|
|
Let’s set the course p36
|
|
|
|
22 November (class 6)
|
Getting it in writing p40
|
|
|
Instrument of government p41
|
|
|
|
29 November (class 7)
|
The End of the peer show p44
|
|
|
Edward Heath’s view p56
|
|
|
|
6 december (class 8)
|
Crime and sin p7
|
|
|
Civil partnership act p8
|
|
|
|
13 December (class 9)
|
Our duty in India p1
|
|
|
Statute of Westminster p5
|
|
|
|
20 December (class 10)
|
Debates on the slave trade p32
|
|
|
Leviathan p47
|
|
|
|
10 janvier (class 11)
|
Sovereignty of parliament p52
|
|
|
Habeas Corpus Act
|
||
|
17 janvier (class 12)
|
Contrôle final de contrôle continu
|
|
We will fix all this tomorrow.
Subscribe to:
Posts (Atom)