Theme 4: Self-representation & relationships with others
Unit 1- Self(ie) portraits
Start
How are portraits, self-portraits and selfies related?
Step 1 - Looking at myself
Start
- Dorian is a young man who saw a portrait of him and fell in love with himself. He finds himself so beautiful that he doesn't move. - He is then struck by the thinking of him growing old and starts to cry because he is afraid to become old and horrible. So he has a bad mood and becomes sad. - He wants the portrait to grow old, so that he could stay young.
4. Observe the quotation marks. Who do you think Dorian is talking to? What does it tell about his state of mind?
'How sad it is. (...)'
Dorian is so... that he... (consequence)
ADVICE
Homework
Make a research on the author and the novel. (The Picture of Dorian Gray, Oscar Wilde, 1890).
Check if the hypotheses made in class are true or false.
For Tomorrow
How does the story begins?
How does the story ends?
Correction
Work: On the one hand, Dorian decided to pose for his friend painter. When he saw the picture, he became jealous and vain. So he wanted to become young forever, even if it's technically impossible. However, he met a man named Lord Henry who initiated into junism. After that, Dorian believed that and made a wish to remain young instead of the painting. Next, the wish came true but Dorian made many crimes and killed his friend painter and provoked the suicide of his wife. After some years, he decided to stab the painting with a knife. So, he becomes older and montruous. In fact, Dorian found back his real appearance and the painting too. In the end, Dorian died.
En 10 minutes: Faire une recherche (1 téléphone autorisé par groupe seulement), sur une feuille, sur le livre The picture of Dorian gray: How does the story starts? Evalué
Le souhait
Pour exprimer le souhait, on utilise wish ou if only + V au prétérit modal ou would / could + BV
Attention : Pour le verbe be au prétérit modal, on utilise were à toutes les personnes.
Make a list of 3 magic wishes that you have and share them with your classmates.
Exercise
go!
Correction
a. I wish you (know) how long the exhibition lasts.
Compléter les phrases avec le verbe à la forme qui convient.
b. If only my parents (take) me to the museum more often!
c. She wishes she (not have to) leave so early, the private viewing (=vernissage) has only just begun.
Correction
a. I wish you (know) how long the exhibition lasts.
how long the exhibition lasts.
I wish you
knew
Compléter les phrases avec le verbe à la forme qui convient.
b. If only my parents (take) me to the museum more often!
me to the museum more often!
If only my parents
took
c. She wishes she (not have to) didn’t have to leave so early, the private viewing (=vernissage) has only just begun.
She wishes she
leave so early, the
didn't have to
private viewing has only just begun.
Make a list of 3 magic wishes that you have and share them with your classmates. Aide lexicale: stay forever young charm elegance good looks remain eternal immortal indestructible timeless never-ending delighted joyful.
- I wish I could / were / didn’t have to... - If only I could / were / weren’t / had the chance to... - If only people didn’t... - I wish we could...
Make a list of 3 magic wishes that you have and share them with your classmates. Aide lexicale: stay forever young charm elegance good looks remain eternal immortal indestructible timeless never-ending delighted joyful.
- I wish I could / were / didn’t have to... - If only I could / were / weren’t / had the chance to... - If only people didn’t... - I wish we could...
Step 2 - Self and selfies
Continue
Architecture - architectural - architect Draw - drawing - drawer History - historian Shading - shade - shadow Inspiration - inspired - inspirating - Inspire painting - painter - paint poem - poet - poetry photography - photograph
ART
sculpture - sculpt - sculptor colours - colorfull - coloured art- artist - artistic - artistically
Look and react. Tell what could be the topic of the video.
INTRO // PREVIOUS KNOWLEDGE TRIGGER
Watch the first 24 secondes and check your hypotheses
INTRO // PREVIOUS KNOWLEDGE TRIGGER
Watch from 00:56 to 1:30 and recap.
It’s a video about… It deals with… It goes back to ...
INTRO // PREVIOUS KNOWLEDGE TRIGGER
Watch the entire video. Pick out names, marking events, dates and numbers. Use them to make a timeline of the history of photographic self-portraits.
Timeline
LEARNING SESSION 3 // Contents
1839 Robert Cornelius (American pioneer in photography) produced a daguereotype of himself.
2003
1914
Introduction of the front facing camera (Sony Ericsson mobile phone).
1st teenager to take her own picture using a mirror (Russian Grand Duchess aged 13: Anastasia Nikolaevna).
1970s
Today
First affordable instant cameras (Polaroid).
1900
Up to 17 million selfies uploaded every day.
Beginning of the portable camera.
closure // review 01
Pour parler d'un événement passé, j'utilse le passé simple (prétérit)
flip card
closure // review 01
Le prétérit se décompose en deux parties: - Les verbes réguliers - Les verbes irréguliers
flip card
learning session 2 // mind map
Prétérit
Verbes réguliers
Verbes irréguliers
à apprendre par coeur (liste)
Terminaisons en -ed
closure // review 01
Les verbes réguliers du prétérit se divisent en trois parties selon la prononciation du -ed.
flip card
Verbes réguliers
/id/
/t/
/d/
Wanted - divided...
Liked - washed - danced...
Lived - agreed...
Quand "-ed " est précédé du son /t/ ou /d/
Quand "-ed" est précédé de tous les autres sons
Quand "-ed" est précédé du son /k/, /s/, /p/, /f/ ou /sh/
closure // review 01
RECAP!
- In 1839, Robert Cornelius produced a daguereotype of himself. - In 1900, they created the portable camera. - In 1914, a teenager took her own picture using a mirror. -In the 1970s, they created the first affordable instant camera. - In 2003, Sony Ericson invented the front facing camera. - Since the last few years, people uploaded up to 17 million selfies every week.
Homework: Pour jeudi 19: Evaluation d'entrainement au DS
Point phonologie
Le -s à la troisième personne Le -s final s'entend toujours en anglais. Il y a trois prononciations possibles pour le -s à la troisième personne du singulier: [s], [z], ou [iz]. La prononciation est différente en fonction du son de la dernière syllabe de la base verbale.
flip card
Ecoutez les mots suivants et classez-les en fonction de la prononciation du -s final.
Seems, symbolises, hates, loves, wishes, paints, draws, describes.
Ecoutez les mots suivants et classez-les en fonction de la prononciation du -s final.
Seems, symbolises, hates, loves, wishes, paints, draws, describes.
Point phonologie
- Prononciation [iz] quand le son final du mot est [s], [z], [sh] ou [tch] Exemple: kisses / quizzes / wishes / watches
flip card
Point phonologie
- Prononciation [s] quand le son final du mot est [p], [t], [k], [th] ou [f] Exemple: stops / clocks / bats.
flip card
Point phonologie
- Prononciation [z] pour tous les autres sons.
flip card
Homework Pour demain: Lisez les phrases en veillant à bien prononcer le -s final pour les verbes soulignés. Puis écoutez et vérifiez.
This photo shows my mum leaving the house early on a Sunday morning. The sun illuminates the street. I chose it because she likes to go for a walk on her own now and then. It represents her need to be alone. She never manages to go for a walk during the week because she uses her car a lot and comes home quite late.
3. Faites des phrases sur les goûts et les habitudes d’un(e) ami(e) avec les verbes suivants. Veillez à bien prononcer le -s.
like – love – wish – want – play – practice.
closure // review 02
Point grammaire: Les temps du présent
En Anglais, il existe plusieurs temps du présent. • Le présent simple sert à exprimer les goûts, les opinions, les vérités générales, et les habitudes.
- À la forme affirmative, il n’y a pas d’auxiliaire.
- À la forme négative et interrogative, on utilise l’auxiliaire do / does.
closure // review 02
• Le présent en be + V-ing sert à exprimer une action en cours, à décrire quelque chose et à exprimer une intention. On utilise l’auxiliaire be à toutes les formes (am / is / are). Attention : les verbes d’état (be, belong, seem…) et de goût / d’envie (love, want…) ne s’emploient pas à la forme be + V-ing.
closure // review 02
• Le présent en be + V-ing sert à exprimer une action en cours, à décrire quelque chose et à exprimer une intention. On utilise l’auxiliaire be à toutes les formes (am / is / are). Attention : les verbes d’état (be, belong, seem…) et de goût / d’envie (love, want…) ne s’emploient pas à la forme be + V-ing.
Exercise
1. Mettez les verbes entre parenthèses à la forme du présent simple qui convient.
a. She (take) a lot of selfies whenever she (be) is on a trip.
b. Modisakeng (be) an artist who (use) self-portraits as a message.
c. It (not always be) not always easy to recognize Cindy Sherman on her self-portraits.
d. On this self-portrait, Francis Bacon (no look) very happy, (do) does he?
Exercise
1. Mettez les verbes entre parenthèses à la forme du présent simple qui convient.
a. She (take) a lot of selfies whenever she (be) is on a trip.
b. Modisakeng (be) an artist who (use) self-portraits as a message.
c. It (not always be) not always easy to recognize Cindy Sherman on her self-portraits.
d. On this self-portrait, Francis Bacon (no look) very happy, (do) does he?
Exercise
2. Mettez les verbes entre parenthèses à la forme du présent be + V-ing qui convient.
a. (you/go) to your art class next Saturday? b. I (just/watch) a documentary about Vivan Maier. c. What (Vivian Maier/do) in this photo? d. She (stand) near a shop-window.
e. He (not/pay) attention to what the guide is saying.
Exercise
2. Mettez les verbes entre parenthèses à la forme du présent be + V-ing qui convient.
a. (you/go) to your art class next Saturday? b. I (just/watch) a documentary about Vivan Maier. c. What (Vivian Maier/do) in this photo? d. She (stand) near a shop-window.
e. He (not/pay) attention to what the guide is saying.
Exercise
3. Voici des réponses. Utilisez les mots entre parenthèses pour retrouver les questions.
a. Because he loves art. (Why – John – want – to paint – his own portrait?)
b. Not often, only when I’m on a night out. (You – often – take – selfies?) c. The Picture of Dorian Gray. (What – book – you – read?) d. I think he’s trying to take a selfie while cycling! (What – that man – do?)
Exercise
3. Voici des réponses. Utilisez les mots entre parenthèses pour retrouver les questions.
a. Because he loves art. (Why – John – want – to paint – his own portrait?)
b. Not often, only when I’m on a night out. (You – often – take – selfies?) c. The Picture of Dorian Gray. (What – book – you – read?) d. I think he’s trying to take a selfie while cycling! (What – that man – do?)
Exercise
4. Complétez les phrases en mettant le verbe à la forme qui convient : présent simple ou présent be + V-ing. a. In this photo, I (sit) on a bench (read) a book. But I (not/do) that very often. It (not/represent) who I am.
b. People sometimes (think) museums can be boring, but I (love) going to modern art museums, they (often/exhibit) works of art I (find) funny and original.
c. Look at him! He (ride) his bike and (take) a selfie! It’s dangerous!
d. (you/go) to the exhibition with me tomorrow? You can come with your friend if she (like) the artist.
Exercise
4. Complétez les phrases en mettant le verbe à la forme qui convient : présent simple ou présent be + V-ing. a. In this photo, I (sit) on a bench (read) a book. But I (not/do) that very often. It (not/represent) who I am.
b. People sometimes (think) museums can be boring, but I (love) going to modern art museums, they (often/exhibit) works of art I (find) funny and original.
c. Look at him! He (ride) his bike and (take) a selfie! It’s dangerous!
d. (you/go) to the exhibition with me tomorrow? You can come with your friend if she (like) the artist.
closure // review 02
Activity !
Guessing game: Describe a famous person without giving their name. Include something in your description that represents the person (object, symbol). The class will guess who it is.
Step 3- Representing yourself
Look and REACT !
Continue
Observe the pictures
Look and REACT !
Continue
Tool box
- Sketch : croquis
- Watercolour
- Wire : fil de fer
- Abstract ≠ figurative
- Imaginative = inventive
- Made out of
- Obvious = evident
- Surprising = unexpected
- In stark contrast with = extremely different from
- Similar to = like
- The opposite of = the contrary of
Q1. Name the different types of art you can see (drawing - engraving - sculpture - painting - photography). -> What is/are the common point(s) between the pictures?
Tool box
- Sketch : croquis
- Watercolour
- Wire : fil de fer
- Abstract ≠ figurative
- Imaginative = inventive
- Made out of
- Obvious = evident
- Surprising = unexpected
- In stark contrast with = extremely different from
- Similar to = like
- The opposite of = the contrary of
1. List the different types of art you can see (drawing - engraving - sculpture - painting - photography). -> What is/are the common point(s) between the pictures?
1. Photography (1) – painting (2: graffiti style, 4: watercolour, 6: classical painting) – sculpture (3: wire sculpture – 5: wooden sculpture).
2. Match the artists with their self-portrait. Use the captions and quotations to help you.
Puzzle class
Every group will have a self-portrait and you will have to complete the table with your picture and its description.
Puzzle class
After that, you will go get the information of the other self-portrait by sending one of your group into to another group to take the information (picture and description). You will have to complete the whole table.
6 groups of 4 5 minutes 3. Prepare a detailed description of a self-portrait .
6 groups of 4 You have 5 minutes to find the other descriptions
Picture 1:
The artist is a woman but in the photograph it is a man who is represented. We can see an old man who doesn't have hair (= bald). It is a transformed photograph. He has a long necklace. He is wearing a fur collar. He is holding something in his hand.
Picture 2:
This self-portrait represents a black man with red mouth, nose and eyes. He is wearing a yellow t-shirt. On the bottom left, there is a message left by the artist that says: "Self-portrait as a Heel". Maybe it is a message that the artist wanted to pass, it could also be the title of the painting.
Picture 3:
We can see a sculpture made out of wire. It's an abstract self-portrait of Alexander Calder. It shows a head with a single wire.
Picture 4:
This self-portrait shows a doubled-face head with a child in the middle. The background is blue and the center is white and the faces are red. Louise Bourgeois may wanted to represent her family.
Picture 5:
This picture is the self-portrait of Erik Olson. We can see a sculpture shaped like a tree. However, at the same time, we can see a body. It is a wooden sculpture, made out of a pile of pieces of wood painted in blue, red, white, and black.
Picture 6:
This self-portrait is a deformed face of a man, because the artist loathes his face. The colours are blue, white, brown, and pink.
Work in pair 4. Compare the two self-portrait with the corresponding photos. Note down the differences and Imagine why the artist portrayed themselves this way.
She / He may want to symbolise / represent ...
All the self-portraits look different from their artists. They all look abstract. The artists use paintings, wire, wooden sculpture. The way they draw is different. They may want to symbolise their own personnalities.
She / He may want to symbolise / represent ...
Step 4- Visions of the world
Vocabulary
Garment = item of clothing focus on= concentrate on reflect on= think about Symbolic = representative Aspire to = aim to Copy = imitate relate to= identify with
echo= recall highlight= underline look like= resemble Dominated Oppressed Symbolise= stand for
Compare and contrast
Compare and contrast
RECAP! The documents are photographs. In both pictures, it's the same man. In the first picture, we can see the portrait of the man, and in the second picture, we can see the man painting graffiti. The man is a painter of graffiti. In the second picture, the man is wearing a mask to protect himself from the paint.
Compare and contrast
Mohau Modisakeng was born in the township of Soweto, on the outskirts of Johannesburg, South Africa, in 1986. His work is included in public collections such as the Johannesburg Art Gallery or the Saatchi Gallery in London. township= poor black urban ghetto in South Africa outskirts= périphérie
Artist's life: The artist was born in the poor urban ghetto (=township) called Soweto, near Johannesburg. His work is exposed in famous galleries throughout the world. Country: South-Africa Style: Self-portraits wearing a trilby hat or blinkers. Light-dark contrast. Mixture of realism and symbolism. Techniques used: photographs with much black and white. Use of a tripod. Possible message Interesting information
Possible message: The blinkers symbolise the human head: its vision is narrowed/reduced. He uses the blinkers to show that it allows people to be concentrated/ focused on a particular task and people cannot (can't) understand themselves or history since they control what they want to understand. The trilby hat represents "manhood".It symbolises black people's aspiration to belong to a better class, to dress like the white colonial gentlemen, to show they are equal. Interesting information: His father belonged to a generation of migrant workers who moved from rural areas to cities like Johannesburg.
Can could could pouvoir Have had had avoir
RECAP!
Expression du but
- He represents himself in order to express what he feels.
- He practices a lot to become an artist.
- He worked hard so that people would know him.
Pour exprimer le but, on utilise: in order to + BV, ou to + BV ou so that + phrase. Attention! On ne peut pas utiliser for sauf lorsqu'il y a deux sujets (for somebody to do something)
Verbe conjugué
Infinitif
Base Verbale
WAS
BE
TO BE
HAVE
TO HAVE
HAD
DO
DONE
TO DO
"Don't judge a book by its cover."
L'habit ne fait pas le moine
Expression du but
1. Complétez avec to, in order to, ou so that.
I need to know a lot about this painter (?) do my oral presentation. -> I need to know a lot about this painter in order to do my oral presentation.
a. How about going to the museum so that I can finally see this exhibition!
b. He decided to give up his job in order to concentrate on his work as an artist.
c. He needs a lot of time alone to be creative.
Expression du but
2. Reliez les phrases ave to, in order to, ou so that. Faites les changements nécessaires. I chose warm colours for my painting. I wanted to represent Africa. -> I chose warm colours in order to represent Africa.
a. He wants to come with us. He says he can tell us all about the artist.
b. The artist used red and yellow. He wanted to symbolize warmth and light.
c. You should read a book about this painter. You would learn a lot about him.
VOCABULARY
Describe and give the settings
Vivian Maier, Self-portrait, 1950s
a woman 2 women (=wimin)
Describe and give the settings
RECAP: The photo shows a street in a city, probably in New York. We can see people in the street and two women window-shopping. The photograph is a self-portrait because the artist is the photographer on the right of the picture. She is taking a photograph in a mirror. The background of the photograph is blurred. It is a photograph in black and white. The photo can be divided into two parts: On the left, we can see people strolling, the two women window-shopping and the buildings. On the right side, we can see Vivian Maier, she is alone, seperated from the population and she is the main character of the photograph. Judging by the colours and the clothing of people, the picture may takes place during the 1950s.
Vivian Maier, Self-portrait, 1950s
Describe and give the settings
Say why she chose to represent herself this way. Vivian Maier may have wanted to represent herself in the city in which she was born and in which she had spent a lot of time. She probably wanted to honour the people she saw in the street, rather than herself. That is why she is not at the center. It reflects the fact that she is a discreet observer of other people's lives.
Vivian Maier, Self-portrait, 1950s
Test (1) - Irregular verbs
- They / be / artists in the 20th century.- She / have / a talent for photography. - Mahau Modisakeng / do / photographs with accessories. - He / go / to South Africa for holidays. She / take / pictures in a mirror.
Describe and give the settings
Describe and give the settings
Read and imagine why Vivian Maier represented herself in this environment.
Artist's life
Describe and give the settings
Born in the Bronx, New York. Worked as a nanny for 40 years. Took a lot of pictures during her free time.
Country
USA
Style
Self-portraits, photography, indirect representation of her in everyday life situations.
Interesting information
Describe and give the settings
She became famous after her death, when her work went viral during the purchase auction.
Présenter l'un des deux artistes vus en classe. 1 minute de présentation Préparation en classe.
Homework
Check out the artist's self-portrait on Vivian Maier's official website. Find information (people, places, things, techniques used, how she represented herself).
Write "Vivian Maier Photographer" on Google.
Irregular verbs (2)
- They (devenir) artists.- She (savoir/connaître) how to take photos in a mirror. - You (écrire) something about her. - It (montrer) how talented he is. - He (pouvoir) paint many things.
Secondes 18
Emilie Quiquempoix
Created on September 27, 2023
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Transcript
Theme 4: Self-representation & relationships with others
Unit 1- Self(ie) portraits
Start
How are portraits, self-portraits and selfies related?
Step 1 - Looking at myself
Start
- Dorian is a young man who saw a portrait of him and fell in love with himself. He finds himself so beautiful that he doesn't move. - He is then struck by the thinking of him growing old and starts to cry because he is afraid to become old and horrible. So he has a bad mood and becomes sad. - He wants the portrait to grow old, so that he could stay young.
4. Observe the quotation marks. Who do you think Dorian is talking to? What does it tell about his state of mind?
'How sad it is. (...)'
Dorian is so... that he... (consequence)
ADVICE
Homework
Make a research on the author and the novel. (The Picture of Dorian Gray, Oscar Wilde, 1890).
Check if the hypotheses made in class are true or false.
For Tomorrow
How does the story begins?
How does the story ends?
Correction
Work: On the one hand, Dorian decided to pose for his friend painter. When he saw the picture, he became jealous and vain. So he wanted to become young forever, even if it's technically impossible. However, he met a man named Lord Henry who initiated into junism. After that, Dorian believed that and made a wish to remain young instead of the painting. Next, the wish came true but Dorian made many crimes and killed his friend painter and provoked the suicide of his wife. After some years, he decided to stab the painting with a knife. So, he becomes older and montruous. In fact, Dorian found back his real appearance and the painting too. In the end, Dorian died.
En 10 minutes: Faire une recherche (1 téléphone autorisé par groupe seulement), sur une feuille, sur le livre The picture of Dorian gray: How does the story starts? Evalué
Le souhait
Pour exprimer le souhait, on utilise wish ou if only + V au prétérit modal ou would / could + BV Attention : Pour le verbe be au prétérit modal, on utilise were à toutes les personnes.
Make a list of 3 magic wishes that you have and share them with your classmates.
Exercise
go!
Correction
a. I wish you (know) how long the exhibition lasts.
Compléter les phrases avec le verbe à la forme qui convient.
b. If only my parents (take) me to the museum more often!
c. She wishes she (not have to) leave so early, the private viewing (=vernissage) has only just begun.
Correction
a. I wish you (know) how long the exhibition lasts.
how long the exhibition lasts.
I wish you
knew
Compléter les phrases avec le verbe à la forme qui convient.
b. If only my parents (take) me to the museum more often!
me to the museum more often!
If only my parents
took
c. She wishes she (not have to) didn’t have to leave so early, the private viewing (=vernissage) has only just begun.
She wishes she
leave so early, the
didn't have to
private viewing has only just begun.
Make a list of 3 magic wishes that you have and share them with your classmates. Aide lexicale: stay forever young charm elegance good looks remain eternal immortal indestructible timeless never-ending delighted joyful.
- I wish I could / were / didn’t have to... - If only I could / were / weren’t / had the chance to... - If only people didn’t... - I wish we could...
Make a list of 3 magic wishes that you have and share them with your classmates. Aide lexicale: stay forever young charm elegance good looks remain eternal immortal indestructible timeless never-ending delighted joyful.
- I wish I could / were / didn’t have to... - If only I could / were / weren’t / had the chance to... - If only people didn’t... - I wish we could...
Step 2 - Self and selfies
Continue
Architecture - architectural - architect Draw - drawing - drawer History - historian Shading - shade - shadow Inspiration - inspired - inspirating - Inspire painting - painter - paint poem - poet - poetry photography - photograph
ART
sculpture - sculpt - sculptor colours - colorfull - coloured art- artist - artistic - artistically
Look and react. Tell what could be the topic of the video.
INTRO // PREVIOUS KNOWLEDGE TRIGGER
Watch the first 24 secondes and check your hypotheses
INTRO // PREVIOUS KNOWLEDGE TRIGGER
Watch from 00:56 to 1:30 and recap.
It’s a video about… It deals with… It goes back to ...
INTRO // PREVIOUS KNOWLEDGE TRIGGER
Watch the entire video. Pick out names, marking events, dates and numbers. Use them to make a timeline of the history of photographic self-portraits.
Timeline
LEARNING SESSION 3 // Contents
1839 Robert Cornelius (American pioneer in photography) produced a daguereotype of himself.
2003
1914
Introduction of the front facing camera (Sony Ericsson mobile phone).
1st teenager to take her own picture using a mirror (Russian Grand Duchess aged 13: Anastasia Nikolaevna).
1970s
Today
First affordable instant cameras (Polaroid).
1900
Up to 17 million selfies uploaded every day.
Beginning of the portable camera.
closure // review 01
Pour parler d'un événement passé, j'utilse le passé simple (prétérit)
flip card
closure // review 01
Le prétérit se décompose en deux parties: - Les verbes réguliers - Les verbes irréguliers
flip card
learning session 2 // mind map
Prétérit
Verbes réguliers
Verbes irréguliers
à apprendre par coeur (liste)
Terminaisons en -ed
closure // review 01
Les verbes réguliers du prétérit se divisent en trois parties selon la prononciation du -ed.
flip card
Verbes réguliers
/id/
/t/
/d/
Wanted - divided...
Liked - washed - danced...
Lived - agreed...
Quand "-ed " est précédé du son /t/ ou /d/
Quand "-ed" est précédé de tous les autres sons
Quand "-ed" est précédé du son /k/, /s/, /p/, /f/ ou /sh/
closure // review 01
RECAP!
- In 1839, Robert Cornelius produced a daguereotype of himself. - In 1900, they created the portable camera. - In 1914, a teenager took her own picture using a mirror. -In the 1970s, they created the first affordable instant camera. - In 2003, Sony Ericson invented the front facing camera. - Since the last few years, people uploaded up to 17 million selfies every week.
Homework: Pour jeudi 19: Evaluation d'entrainement au DS
Point phonologie
Le -s à la troisième personne Le -s final s'entend toujours en anglais. Il y a trois prononciations possibles pour le -s à la troisième personne du singulier: [s], [z], ou [iz]. La prononciation est différente en fonction du son de la dernière syllabe de la base verbale.
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Ecoutez les mots suivants et classez-les en fonction de la prononciation du -s final.
Seems, symbolises, hates, loves, wishes, paints, draws, describes.
Ecoutez les mots suivants et classez-les en fonction de la prononciation du -s final.
Seems, symbolises, hates, loves, wishes, paints, draws, describes.
Point phonologie
- Prononciation [iz] quand le son final du mot est [s], [z], [sh] ou [tch] Exemple: kisses / quizzes / wishes / watches
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Point phonologie
- Prononciation [s] quand le son final du mot est [p], [t], [k], [th] ou [f] Exemple: stops / clocks / bats.
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Point phonologie
- Prononciation [z] pour tous les autres sons.
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Homework Pour demain: Lisez les phrases en veillant à bien prononcer le -s final pour les verbes soulignés. Puis écoutez et vérifiez. This photo shows my mum leaving the house early on a Sunday morning. The sun illuminates the street. I chose it because she likes to go for a walk on her own now and then. It represents her need to be alone. She never manages to go for a walk during the week because she uses her car a lot and comes home quite late.
3. Faites des phrases sur les goûts et les habitudes d’un(e) ami(e) avec les verbes suivants. Veillez à bien prononcer le -s. like – love – wish – want – play – practice.
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Point grammaire: Les temps du présent
En Anglais, il existe plusieurs temps du présent. • Le présent simple sert à exprimer les goûts, les opinions, les vérités générales, et les habitudes. - À la forme affirmative, il n’y a pas d’auxiliaire. - À la forme négative et interrogative, on utilise l’auxiliaire do / does.
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• Le présent en be + V-ing sert à exprimer une action en cours, à décrire quelque chose et à exprimer une intention. On utilise l’auxiliaire be à toutes les formes (am / is / are). Attention : les verbes d’état (be, belong, seem…) et de goût / d’envie (love, want…) ne s’emploient pas à la forme be + V-ing.
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• Le présent en be + V-ing sert à exprimer une action en cours, à décrire quelque chose et à exprimer une intention. On utilise l’auxiliaire be à toutes les formes (am / is / are). Attention : les verbes d’état (be, belong, seem…) et de goût / d’envie (love, want…) ne s’emploient pas à la forme be + V-ing.
Exercise
1. Mettez les verbes entre parenthèses à la forme du présent simple qui convient. a. She (take) a lot of selfies whenever she (be) is on a trip. b. Modisakeng (be) an artist who (use) self-portraits as a message. c. It (not always be) not always easy to recognize Cindy Sherman on her self-portraits. d. On this self-portrait, Francis Bacon (no look) very happy, (do) does he?
Exercise
1. Mettez les verbes entre parenthèses à la forme du présent simple qui convient. a. She (take) a lot of selfies whenever she (be) is on a trip. b. Modisakeng (be) an artist who (use) self-portraits as a message. c. It (not always be) not always easy to recognize Cindy Sherman on her self-portraits. d. On this self-portrait, Francis Bacon (no look) very happy, (do) does he?
Exercise
2. Mettez les verbes entre parenthèses à la forme du présent be + V-ing qui convient. a. (you/go) to your art class next Saturday? b. I (just/watch) a documentary about Vivan Maier. c. What (Vivian Maier/do) in this photo? d. She (stand) near a shop-window. e. He (not/pay) attention to what the guide is saying.
Exercise
2. Mettez les verbes entre parenthèses à la forme du présent be + V-ing qui convient. a. (you/go) to your art class next Saturday? b. I (just/watch) a documentary about Vivan Maier. c. What (Vivian Maier/do) in this photo? d. She (stand) near a shop-window. e. He (not/pay) attention to what the guide is saying.
Exercise
3. Voici des réponses. Utilisez les mots entre parenthèses pour retrouver les questions. a. Because he loves art. (Why – John – want – to paint – his own portrait?) b. Not often, only when I’m on a night out. (You – often – take – selfies?) c. The Picture of Dorian Gray. (What – book – you – read?) d. I think he’s trying to take a selfie while cycling! (What – that man – do?)
Exercise
3. Voici des réponses. Utilisez les mots entre parenthèses pour retrouver les questions. a. Because he loves art. (Why – John – want – to paint – his own portrait?) b. Not often, only when I’m on a night out. (You – often – take – selfies?) c. The Picture of Dorian Gray. (What – book – you – read?) d. I think he’s trying to take a selfie while cycling! (What – that man – do?)
Exercise
4. Complétez les phrases en mettant le verbe à la forme qui convient : présent simple ou présent be + V-ing. a. In this photo, I (sit) on a bench (read) a book. But I (not/do) that very often. It (not/represent) who I am. b. People sometimes (think) museums can be boring, but I (love) going to modern art museums, they (often/exhibit) works of art I (find) funny and original. c. Look at him! He (ride) his bike and (take) a selfie! It’s dangerous! d. (you/go) to the exhibition with me tomorrow? You can come with your friend if she (like) the artist.
Exercise
4. Complétez les phrases en mettant le verbe à la forme qui convient : présent simple ou présent be + V-ing. a. In this photo, I (sit) on a bench (read) a book. But I (not/do) that very often. It (not/represent) who I am. b. People sometimes (think) museums can be boring, but I (love) going to modern art museums, they (often/exhibit) works of art I (find) funny and original. c. Look at him! He (ride) his bike and (take) a selfie! It’s dangerous! d. (you/go) to the exhibition with me tomorrow? You can come with your friend if she (like) the artist.
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Activity !
Guessing game: Describe a famous person without giving their name. Include something in your description that represents the person (object, symbol). The class will guess who it is.
Step 3- Representing yourself
Look and REACT !
Continue
Observe the pictures
Look and REACT !
Continue
Tool box
Q1. Name the different types of art you can see (drawing - engraving - sculpture - painting - photography). -> What is/are the common point(s) between the pictures?
Tool box
1. List the different types of art you can see (drawing - engraving - sculpture - painting - photography). -> What is/are the common point(s) between the pictures?
1. Photography (1) – painting (2: graffiti style, 4: watercolour, 6: classical painting) – sculpture (3: wire sculpture – 5: wooden sculpture).
2. Match the artists with their self-portrait. Use the captions and quotations to help you.
Puzzle class
Every group will have a self-portrait and you will have to complete the table with your picture and its description.
Puzzle class
After that, you will go get the information of the other self-portrait by sending one of your group into to another group to take the information (picture and description). You will have to complete the whole table.
6 groups of 4 5 minutes 3. Prepare a detailed description of a self-portrait .
6 groups of 4 You have 5 minutes to find the other descriptions
Picture 1:
The artist is a woman but in the photograph it is a man who is represented. We can see an old man who doesn't have hair (= bald). It is a transformed photograph. He has a long necklace. He is wearing a fur collar. He is holding something in his hand.
Picture 2:
This self-portrait represents a black man with red mouth, nose and eyes. He is wearing a yellow t-shirt. On the bottom left, there is a message left by the artist that says: "Self-portrait as a Heel". Maybe it is a message that the artist wanted to pass, it could also be the title of the painting.
Picture 3:
We can see a sculpture made out of wire. It's an abstract self-portrait of Alexander Calder. It shows a head with a single wire.
Picture 4:
This self-portrait shows a doubled-face head with a child in the middle. The background is blue and the center is white and the faces are red. Louise Bourgeois may wanted to represent her family.
Picture 5:
This picture is the self-portrait of Erik Olson. We can see a sculpture shaped like a tree. However, at the same time, we can see a body. It is a wooden sculpture, made out of a pile of pieces of wood painted in blue, red, white, and black.
Picture 6:
This self-portrait is a deformed face of a man, because the artist loathes his face. The colours are blue, white, brown, and pink.
Work in pair 4. Compare the two self-portrait with the corresponding photos. Note down the differences and Imagine why the artist portrayed themselves this way.
She / He may want to symbolise / represent ...
All the self-portraits look different from their artists. They all look abstract. The artists use paintings, wire, wooden sculpture. The way they draw is different. They may want to symbolise their own personnalities.
She / He may want to symbolise / represent ...
Step 4- Visions of the world
Vocabulary
Garment = item of clothing focus on= concentrate on reflect on= think about Symbolic = representative Aspire to = aim to Copy = imitate relate to= identify with
echo= recall highlight= underline look like= resemble Dominated Oppressed Symbolise= stand for
Compare and contrast
Compare and contrast
RECAP! The documents are photographs. In both pictures, it's the same man. In the first picture, we can see the portrait of the man, and in the second picture, we can see the man painting graffiti. The man is a painter of graffiti. In the second picture, the man is wearing a mask to protect himself from the paint.
Compare and contrast
Mohau Modisakeng was born in the township of Soweto, on the outskirts of Johannesburg, South Africa, in 1986. His work is included in public collections such as the Johannesburg Art Gallery or the Saatchi Gallery in London. township= poor black urban ghetto in South Africa outskirts= périphérie
Artist's life: The artist was born in the poor urban ghetto (=township) called Soweto, near Johannesburg. His work is exposed in famous galleries throughout the world. Country: South-Africa Style: Self-portraits wearing a trilby hat or blinkers. Light-dark contrast. Mixture of realism and symbolism. Techniques used: photographs with much black and white. Use of a tripod. Possible message Interesting information
Possible message: The blinkers symbolise the human head: its vision is narrowed/reduced. He uses the blinkers to show that it allows people to be concentrated/ focused on a particular task and people cannot (can't) understand themselves or history since they control what they want to understand. The trilby hat represents "manhood".It symbolises black people's aspiration to belong to a better class, to dress like the white colonial gentlemen, to show they are equal. Interesting information: His father belonged to a generation of migrant workers who moved from rural areas to cities like Johannesburg.
Can could could pouvoir Have had had avoir
RECAP!
Expression du but
- He represents himself in order to express what he feels.
- He practices a lot to become an artist.
- He worked hard so that people would know him.
Pour exprimer le but, on utilise: in order to + BV, ou to + BV ou so that + phrase. Attention! On ne peut pas utiliser for sauf lorsqu'il y a deux sujets (for somebody to do something)
Verbe conjugué
Infinitif
Base Verbale
WAS
BE
TO BE
HAVE
TO HAVE
HAD
DO
DONE
TO DO
"Don't judge a book by its cover."
L'habit ne fait pas le moine
Expression du but
1. Complétez avec to, in order to, ou so that. I need to know a lot about this painter (?) do my oral presentation. -> I need to know a lot about this painter in order to do my oral presentation. a. How about going to the museum so that I can finally see this exhibition! b. He decided to give up his job in order to concentrate on his work as an artist. c. He needs a lot of time alone to be creative.
Expression du but
2. Reliez les phrases ave to, in order to, ou so that. Faites les changements nécessaires. I chose warm colours for my painting. I wanted to represent Africa. -> I chose warm colours in order to represent Africa. a. He wants to come with us. He says he can tell us all about the artist. b. The artist used red and yellow. He wanted to symbolize warmth and light. c. You should read a book about this painter. You would learn a lot about him.
VOCABULARY
Describe and give the settings
Vivian Maier, Self-portrait, 1950s
a woman 2 women (=wimin)
Describe and give the settings
RECAP: The photo shows a street in a city, probably in New York. We can see people in the street and two women window-shopping. The photograph is a self-portrait because the artist is the photographer on the right of the picture. She is taking a photograph in a mirror. The background of the photograph is blurred. It is a photograph in black and white. The photo can be divided into two parts: On the left, we can see people strolling, the two women window-shopping and the buildings. On the right side, we can see Vivian Maier, she is alone, seperated from the population and she is the main character of the photograph. Judging by the colours and the clothing of people, the picture may takes place during the 1950s.
Vivian Maier, Self-portrait, 1950s
Describe and give the settings
Say why she chose to represent herself this way. Vivian Maier may have wanted to represent herself in the city in which she was born and in which she had spent a lot of time. She probably wanted to honour the people she saw in the street, rather than herself. That is why she is not at the center. It reflects the fact that she is a discreet observer of other people's lives.
Vivian Maier, Self-portrait, 1950s
Test (1) - Irregular verbs
- They / be / artists in the 20th century.- She / have / a talent for photography. - Mahau Modisakeng / do / photographs with accessories. - He / go / to South Africa for holidays. She / take / pictures in a mirror.
Describe and give the settings
Describe and give the settings
Read and imagine why Vivian Maier represented herself in this environment.
Artist's life
Describe and give the settings
Born in the Bronx, New York. Worked as a nanny for 40 years. Took a lot of pictures during her free time.
Country
USA
Style
Self-portraits, photography, indirect representation of her in everyday life situations.
Interesting information
Describe and give the settings
She became famous after her death, when her work went viral during the purchase auction.
Présenter l'un des deux artistes vus en classe. 1 minute de présentation Préparation en classe.
Homework
Check out the artist's self-portrait on Vivian Maier's official website. Find information (people, places, things, techniques used, how she represented herself).
Write "Vivian Maier Photographer" on Google.
Irregular verbs (2)
- They (devenir) artists.- She (savoir/connaître) how to take photos in a mirror. - You (écrire) something about her. - It (montrer) how talented he is. - He (pouvoir) paint many things.