The award goes to …
In March 2009, the Segal Center for Performing Arts, presented an adaption of the most recent play of the British playwright Karoline Leach: Tryst, described as a melodrama, because is tells the story of stereotyped characters that will develop themselves through a series of high emotions.
The action takes place in Victorian London, where a con man, George Love (C. David Johnson), try to seduce vulnerable and lonely women, expecting to marry them and steal their money. When George met Adelaide Pinchin (Michelle Giroux), a seamstress working in a hat shop, he never would have guessed how different she would be.
I believe that Tryst should win the best play prize. The following text will explain how with two major arguments: the direction, actors, conceptions and scenography were fabulous and the story was really touching.
First, Diana Leblanc direction of Tryst was simple, but still original and efficient. At the very beginning of the play, the comedians are on stage telling a monologue but they don’t seem to see each other. This effect is used many times during the show and it really helps the public to understand the characters. It could have easily dropped into something weird and vague. Both actors suit perfectly their roles. Michelle Giroux is amazing. She literally transforms herself into Adelaide, it shows in her body and her voice. C. David Johnson plays wonderfully his horrible character of a con dandy. The costumes are realistic and the dark tones of the clothes help the public to stay focused on what happens on stage. The set is simple, it can transform into the hat shop, the park, the room, which is useful. The actors make the changes themselves by moving a transparent curtain. It is rare that a play have all those goods points, so I believe that Diana Leblanc and her team should be rewarded for their work.
Second, Leach’s play is special and touching. Alright, the situation may be banal, but the characters aren’t. The public immediately like the poor Adelaide, who’s so hopeless but still naïve and learn how to appreciate George, who’s fascinating. At the climax, it is surprising to see how both characters changes, revealing who they really are. The action moves slowing, it’s true, but it makes the public feel like if what was happening on stage was real. Some people may not like it, but it is the choice of the director and she assumed her decision all along. The action follows a strait line to a surprising, possibly shocking, ending, that leaves no one cold. For all these reasons, I believe that Tryst can interest any kind of public and should win a prize.
To conclude, I would remind my opinion: because of the great work of the Segal Center team and because the play is interesting and touching, I think that Tryst should win the best play of the year prize. I would heavily recommend going watch the play next time it is presented and I look forward to see Karoline Leach’s next works.
498 words
lundi 4 mai 2009
Final Reading Exam
Match the synonym or definition below with the word from the paragraph.
The (number) in parenthesis refers to the paragraph number. / 16
(1) interfering - meddling
(2) Amount of food collected from a field - crops
(3) person who grows plants - breeder
(4) make better - improve
(5) things that are planned - in the pipeline
(6) freedom from harm or danger - safety
(7) occurring in many places - widespread
(8) amount by which something is deficient -shortage
B. Comprehension / 3
1. State the thesis or main point of the text as a whole.
The author thinks that GM food is a good solution to solve the alimentary crisis in Africa.
2. How, well in your opinion, does the author support her point of view? / 3
She supports her point of view with many arguments, but they aren't precises. She writes about some studies and scientists without telling the reader where she got her information. In fact, she's using some subjective phrase to catch our attention like GM foods could save «millions of poor Asian children from going blind». Her ideas aren't always complete.
3. How does this text relate to the readings in our textbook in the unit, GMF? / 4
This text is about GM food, it explains very clearly what it is and names numerous advantages of using this technology.
4. In one or two sentences, write the main idea of each paragraph in your own words. / 24
Paragraph 1
A time goes by, every living creature, every plant changes and breed.
Paragraph 2
The second paragraph talks about breeding programs, how it works, how does the farmers are mixing varieties of plants. The author also tell the reader that it is an inexact porcess.
Paragraph 3
Thomson explains what GM foods is, how it works and what are some advantages of unsing it instead of breeding.
Paragraph 4
In paragraph 3, the author is refuting a critic of the GM foods. She explains that the randomness of insertion should not be considered as a failure, but as something that happens even in the nature. She also discribes the kind of transformations that scientists can do on plants and why.
Paragraph 5
Professor Thomson explains what is the future of GM foods. Scientists would like to be able to changes the plant so that they would be more usefull to the people.
Paragraph 6
She explains that GM foosd are save for human and animal consumption.
Paragraph 7
Some people are scared that GM foods created to resist herbicides could kill animals. The author admits that it is a possibility, although a study on Mornach butterfly larvae shows no negative effects to the larvae who eat GM plants.
Paragraph 8
The author presents GM foods as the best solution disponible to solve the food crisis in Africa.
The (number) in parenthesis refers to the paragraph number. / 16
(1) interfering - meddling
(2) Amount of food collected from a field - crops
(3) person who grows plants - breeder
(4) make better - improve
(5) things that are planned - in the pipeline
(6) freedom from harm or danger - safety
(7) occurring in many places - widespread
(8) amount by which something is deficient -shortage
B. Comprehension / 3
1. State the thesis or main point of the text as a whole.
The author thinks that GM food is a good solution to solve the alimentary crisis in Africa.
2. How, well in your opinion, does the author support her point of view? / 3
She supports her point of view with many arguments, but they aren't precises. She writes about some studies and scientists without telling the reader where she got her information. In fact, she's using some subjective phrase to catch our attention like GM foods could save «millions of poor Asian children from going blind». Her ideas aren't always complete.
3. How does this text relate to the readings in our textbook in the unit, GMF? / 4
This text is about GM food, it explains very clearly what it is and names numerous advantages of using this technology.
4. In one or two sentences, write the main idea of each paragraph in your own words. / 24
Paragraph 1
A time goes by, every living creature, every plant changes and breed.
Paragraph 2
The second paragraph talks about breeding programs, how it works, how does the farmers are mixing varieties of plants. The author also tell the reader that it is an inexact porcess.
Paragraph 3
Thomson explains what GM foods is, how it works and what are some advantages of unsing it instead of breeding.
Paragraph 4
In paragraph 3, the author is refuting a critic of the GM foods. She explains that the randomness of insertion should not be considered as a failure, but as something that happens even in the nature. She also discribes the kind of transformations that scientists can do on plants and why.
Paragraph 5
Professor Thomson explains what is the future of GM foods. Scientists would like to be able to changes the plant so that they would be more usefull to the people.
Paragraph 6
She explains that GM foosd are save for human and animal consumption.
Paragraph 7
Some people are scared that GM foods created to resist herbicides could kill animals. The author admits that it is a possibility, although a study on Mornach butterfly larvae shows no negative effects to the larvae who eat GM plants.
Paragraph 8
The author presents GM foods as the best solution disponible to solve the food crisis in Africa.
lundi 27 avril 2009
Final Listening
FINAL LISTENING EXAM: Blowin’ in the Wind /50 (20%)
What is Percy Schmeiser’s problem? /4
He's accused to grow Monsanto's special seeds in his field.
What is Roundup used for? /4
Roundup is a weed killer that kills weed without causing any dammages to the crops.
How did the chemical company invent Roundup? /4
They modified the DNA of the seeds to create special ones, resistant to weed killer.
What has Monsanto accused Schmeiser of doing? /4
Using their seeds without paying for it. Usually, people growing Monsanto seeds must sign a contract where they swear to buy new seeds every year.
Why are the farmers pissed off? /4
They can't control what is going on on their own land, because they don't have the ressources to fight a big company like Monsanto.
How did Monsanto initially learn about Schmeiser? /4
The neighbourgs are invited to tell to Monsanto any doubt they have about the people around. Monsanto hired private investigator to test DNA of the crops of Mr. Schmeiser.
Did the company respect its policy on dealing with the farmer? Yes or no. Give a reason. /4
They didn't. They trespassed a private landfield to analyse the DNA of the seed, wich is illegal. In fact, they are suppose to deal with the farmer : Monsanto just accused him.
What tactics did the company use with another farmer? /4
Like they did with Schmeiser, they made secret visits in different fields. They even send an helicopter to spray a chemical product on Mr. Zilinski's crops, to test if he really was using Monsanto seeds.
How did another farmer, Zilinski, get Monsanto’s DNA in his crops? /4
He traded seeds with another farmer (wich is really common) who had Monsanto seeds.
How did the company treat Zilinski? /4
They accused him of stealing. Then, they sent a helicopter to drop weed killer in his field to find out if he was growing Monsanto's seed.
What is Schmeiser’s next step? /4
He wants to fight with Monsanto to prove he was right. He don't believe a company should have the right to do someting like that.
The narrator ends the segment with this question: “But the real question is this, can Monsanto or anybody put a patent on a piece of nature?” What do you think? /6
It is impossible. The wind is blowing those seeds away and it's not the farmer's fault. Accusing someone of stealing those seeds would be like accusing the wind itself. Nature should be treated more respecfully.
What is Percy Schmeiser’s problem? /4
He's accused to grow Monsanto's special seeds in his field.
What is Roundup used for? /4
Roundup is a weed killer that kills weed without causing any dammages to the crops.
How did the chemical company invent Roundup? /4
They modified the DNA of the seeds to create special ones, resistant to weed killer.
What has Monsanto accused Schmeiser of doing? /4
Using their seeds without paying for it. Usually, people growing Monsanto seeds must sign a contract where they swear to buy new seeds every year.
Why are the farmers pissed off? /4
They can't control what is going on on their own land, because they don't have the ressources to fight a big company like Monsanto.
How did Monsanto initially learn about Schmeiser? /4
The neighbourgs are invited to tell to Monsanto any doubt they have about the people around. Monsanto hired private investigator to test DNA of the crops of Mr. Schmeiser.
Did the company respect its policy on dealing with the farmer? Yes or no. Give a reason. /4
They didn't. They trespassed a private landfield to analyse the DNA of the seed, wich is illegal. In fact, they are suppose to deal with the farmer : Monsanto just accused him.
What tactics did the company use with another farmer? /4
Like they did with Schmeiser, they made secret visits in different fields. They even send an helicopter to spray a chemical product on Mr. Zilinski's crops, to test if he really was using Monsanto seeds.
How did another farmer, Zilinski, get Monsanto’s DNA in his crops? /4
He traded seeds with another farmer (wich is really common) who had Monsanto seeds.
How did the company treat Zilinski? /4
They accused him of stealing. Then, they sent a helicopter to drop weed killer in his field to find out if he was growing Monsanto's seed.
What is Schmeiser’s next step? /4
He wants to fight with Monsanto to prove he was right. He don't believe a company should have the right to do someting like that.
The narrator ends the segment with this question: “But the real question is this, can Monsanto or anybody put a patent on a piece of nature?” What do you think? /6
It is impossible. The wind is blowing those seeds away and it's not the farmer's fault. Accusing someone of stealing those seeds would be like accusing the wind itself. Nature should be treated more respecfully.
lundi 20 avril 2009
role play
Title of special interest group : News reporter
Your name : Alice Clément
Biographical information (CV)
Your Life and history : Born in Paris in 1976 (34) , Her dad is a lawyer, Mum 's a teacher. At 18 she left Paris to study in the United States.
Your Personal Job and work experiences : She started to work as reporter in a local journal, then got an opportunity to work at France 3 covering , then she swithched at TV1. Her report on ----- , got a job ar Agence France Presse.
Your Schooling Information : She studied economics in Harvad, United States, where she lived 3 years. She started to write in the journal of the university and notice how much she liked it. Then went back to France and studied at the Sorbonne in journalism.
Your achievements in life : Working for AFP.
Your abilities and competencies : Hability to talk in public
Position statement (for, against or neutral): Neutral (because she's a journalist, real opinion : for)
Because
-Journalist can't take an opinion, they must give the informations to the people to let THEM take a decision, to let them think by themselves.
- There are as many point to be for than against. There are numerous advantages AND disavantages.
- It's important for me to analyse the situation before taking a decision. I need to understand all the points of view.
state three reasons with specific facts or examples (see Persuasive Map).Statement of your point of view on the project giving explanations whether you are pro-project, anti-project or neutral. (10 -15 lines)
Your name : Alice Clément
Biographical information (CV)
Your Life and history : Born in Paris in 1976 (34) , Her dad is a lawyer, Mum 's a teacher. At 18 she left Paris to study in the United States.
Your Personal Job and work experiences : She started to work as reporter in a local journal, then got an opportunity to work at France 3 covering , then she swithched at TV1. Her report on ----- , got a job ar Agence France Presse.
Your Schooling Information : She studied economics in Harvad, United States, where she lived 3 years. She started to write in the journal of the university and notice how much she liked it. Then went back to France and studied at the Sorbonne in journalism.
Your achievements in life : Working for AFP.
Your abilities and competencies : Hability to talk in public
Position statement (for, against or neutral): Neutral (because she's a journalist, real opinion : for)
Because
-Journalist can't take an opinion, they must give the informations to the people to let THEM take a decision, to let them think by themselves.
- There are as many point to be for than against. There are numerous advantages AND disavantages.
- It's important for me to analyse the situation before taking a decision. I need to understand all the points of view.
state three reasons with specific facts or examples (see Persuasive Map).Statement of your point of view on the project giving explanations whether you are pro-project, anti-project or neutral. (10 -15 lines)
GM foods
1. GM foods involves altering the apperance of food - FALSE
2. The genetic modification of food is not a new phenomenon - TRUE
3. Technology exists to make plants resistant to insects - TRUE
4. Health Canada has accepted or approved hundreds of GM foods - FALSE
5. Some approved GM foods include bananas and oranges - FALSE
6. Health Canada has a strict process for evaluating the savety of GM foods - TRUE
7. It takes over ten years to approve GM food - FALSE
8. Health Canada uses many sciences to asses GM foods including chimistry. - TRUE
9. GM food can cure allergies - FALSE
10. Critics of GM foods are worried about superweeds - TRUE
2. The genetic modification of food is not a new phenomenon - TRUE
3. Technology exists to make plants resistant to insects - TRUE
4. Health Canada has accepted or approved hundreds of GM foods - FALSE
5. Some approved GM foods include bananas and oranges - FALSE
6. Health Canada has a strict process for evaluating the savety of GM foods - TRUE
7. It takes over ten years to approve GM food - FALSE
8. Health Canada uses many sciences to asses GM foods including chimistry. - TRUE
9. GM food can cure allergies - FALSE
10. Critics of GM foods are worried about superweeds - TRUE
Pascua Lama
2-3 sentences
Who : Barrick Gold (canadian businessemen) + Chilean and Argentinean gouvernments (they both approuved) VS local farmers + Internationnal Agencies (Reporters)
Barrick gold is helped by the local companies -
Company Minera Nevada S.A. in Chile, and Barrick Exploraciones Argentina S.A. and Exploraciones Mineras Argentinas S.A., in Argentina.
What : A mine, gold and silver and copper.
Where : On the border of Argentina and Chili. In the Andes. Under a glacier, that must be removed to extract gold.
When : 2006. Should start in 2009 and last 20 years.
Why : Extract gold and silver and copper.
Controversy because they must remove a glacier, it could cause problems to the people living there. The glacier would release dangerous components (eg. sulfuric acid, mercury) in the rivers, their only water supply.
+ How :
Who : Barrick Gold (canadian businessemen) + Chilean and Argentinean gouvernments (they both approuved) VS local farmers + Internationnal Agencies (Reporters)
Barrick gold is helped by the local companies -
Company Minera Nevada S.A. in Chile, and Barrick Exploraciones Argentina S.A. and Exploraciones Mineras Argentinas S.A., in Argentina.
What : A mine, gold and silver and copper.
Where : On the border of Argentina and Chili. In the Andes. Under a glacier, that must be removed to extract gold.
When : 2006. Should start in 2009 and last 20 years.
Why : Extract gold and silver and copper.
Controversy because they must remove a glacier, it could cause problems to the people living there. The glacier would release dangerous components (eg. sulfuric acid, mercury) in the rivers, their only water supply.
+ How :
LEL 2
LEL 1
1. Interrest level : This course wasn't really interresting, but still okay. Some questions were a little boring, especially the situation questions, but there was a question about a text on an evironmental problem. I found it fascinating. I was glad to analyse a poem by Emily Dickinson, because last time I had difficulty with poetry. I don't know much about English poetry and I'm always happy to learn new things.
2. Difficulty level : It was intermediate level. The questions weren't really hard to answer, except those in the litterature section. Narrative and explicative texts were easy to understand, but I had some difficulty again with the poetry section.
3. What I learned : I learned to pay attention while reading poetic texts and how to find metaphors. In the text on the environmental problem I learned to distinguish different situations and how to associate problems (what causes them) and their solutions.
4. My score : I had 79. I'm disappointed because I expected a better grade than the one I had at the last LEL, but it took me less time to do this course, so it's okay.
5. Rating on ten : I would rate this course 7 on 10. Poetry and narrative texts are more interresting than explicative ones, and harder to understand.
LEL 2
Reading Skills Diagnostic 1: Persuasive Text
1. Interrest level : I didn't find this course especially interresting. Maybe it's because I prefer narrative texts. The subject of the text wasn't fascinating, even though I liked to read the opinion of the author.
2. Difficulty level : It wasn't hard, but I took more time to answer some questions, like those about predicting meanings and finding details.
3. What I learned: All the questions were pointing out a different aspect of the text. I found out I had facility to read correctly a persuasive text, beacause I can easily regnognize opinions, facts, main idea and the purpose of the author. I also worked on identify structure, points of view, meanings and learned some vocabulary.
4. My score : I had 81, which is a good grade. I believe I could have get a better mark if I had payed more attention while reading the questions.
5. Rating : I would this course seven on ten, because even if I found it boring, it helped me a lot to find my weakness in reading persuasive text.
1. Interrest level : This course wasn't really interresting, but still okay. Some questions were a little boring, especially the situation questions, but there was a question about a text on an evironmental problem. I found it fascinating. I was glad to analyse a poem by Emily Dickinson, because last time I had difficulty with poetry. I don't know much about English poetry and I'm always happy to learn new things.
2. Difficulty level : It was intermediate level. The questions weren't really hard to answer, except those in the litterature section. Narrative and explicative texts were easy to understand, but I had some difficulty again with the poetry section.
3. What I learned : I learned to pay attention while reading poetic texts and how to find metaphors. In the text on the environmental problem I learned to distinguish different situations and how to associate problems (what causes them) and their solutions.
4. My score : I had 79. I'm disappointed because I expected a better grade than the one I had at the last LEL, but it took me less time to do this course, so it's okay.
5. Rating on ten : I would rate this course 7 on 10. Poetry and narrative texts are more interresting than explicative ones, and harder to understand.
LEL 2
Reading Skills Diagnostic 1: Persuasive Text
1. Interrest level : I didn't find this course especially interresting. Maybe it's because I prefer narrative texts. The subject of the text wasn't fascinating, even though I liked to read the opinion of the author.
2. Difficulty level : It wasn't hard, but I took more time to answer some questions, like those about predicting meanings and finding details.
3. What I learned: All the questions were pointing out a different aspect of the text. I found out I had facility to read correctly a persuasive text, beacause I can easily regnognize opinions, facts, main idea and the purpose of the author. I also worked on identify structure, points of view, meanings and learned some vocabulary.
4. My score : I had 81, which is a good grade. I believe I could have get a better mark if I had payed more attention while reading the questions.
5. Rating : I would this course seven on ten, because even if I found it boring, it helped me a lot to find my weakness in reading persuasive text.
lundi 6 avril 2009
Bias
Bias: An opinion, a point of view.
It could based on who you are
or where you live
or what you believe or value
ETC
Bias in the media aims to persuade you that they are rigth.
It could based on who you are
or where you live
or what you believe or value
ETC
Bias in the media aims to persuade you that they are rigth.
summarizing
What is it : Putting a text in your own words in a shortened form
What to do first
1. Skim the text (table of contents, index)
2. Pick out the main ideas
3. Find the topic sentence (main idea of a paragraph)
Questions to ask yourself
1. What happened ? (where, when, why)
2. Who is involved ? (how)
3. What is the outcome (consequence) ?
4. Is the essential piece of information included ?
What to do first
1. Skim the text (table of contents, index)
2. Pick out the main ideas
3. Find the topic sentence (main idea of a paragraph)
Questions to ask yourself
1. What happened ? (where, when, why)
2. Who is involved ? (how)
3. What is the outcome (consequence) ?
4. Is the essential piece of information included ?
lundi 30 mars 2009
tryst
Activity 1. Vocabulary study - use a dictionary to define the following words.
cad (bad guy) wits (intelligence) woo (seduce) fleece (steel their money) desert (leaves them)drop names (inventing names, pretending to know someone, something) fabricate (inventing) pull off ( !?) seamstress ( sews hats) milliner ( hat shop) plain-looking (not especially pretty) feigns (pretend, fake) taken aback (surprised) reel in (to manipulate) blandishments (lies) blanch comsummate (make love) brooch ( a jewel)
Activity 2. Plot: put the events in the proper sequence.
PlotAct I __4__ A. Georgia and Adelaide talk in separate monologues - George describes his role as a gigolo and Adelaide talks about her inheritance._9_ B. The next day they meet in the park and things happen fast - Georgia declares his love, asks for her hand in marriage, and she accepts without much questioning._7___ C. The next day, George bumps into her by chance and invites her to lunch as he plays the perfect gentleman.___2_ D. He says that his suits are attractive to women.___6_ E. George enters the shop behind her and asks about the green hat in the window - the seduction of Adelaide has begun.___10_ F. They are married in a coastal resort, book into a hotel, play cards the whole night long but do not make love because Adelaide carries a lot of emotional baggage from the past.___8_ G. Adelaide is touched and accepts his invitation.___1_ H. We first meet George who tells us he wears expensive clothes, just like those worn by the upper class of England.____5 I. The action really starts with George walking down Edgeware Road and coming face to face with Adelaide outside the clothing shop.__3__ J. We meet Adelaide who tells us she works in the back room of a clothing store as a milliner.
Act II.__7__ A. She dreams about opening a clothing store together; it would be the perfect fit for them.___4_ B. George makes excuses and convinces Adelaide to take a bath.__2__ C. Saying he has a headache, George does not go to the post office with Adelaide, but returns to the room, hoping to escape with the money and brooch.__10__ D. Unfortunately for her George does the unthinkable.__8__ E. George hesitates, Adelaide prepares to leave, he tries to get her money back, and he becomes angry.__5__ F. Adelaide realizes her brooch is not there and confronts George about his lies, telling him to stop pretending.__6_ G. She takes on an assertive role: she wants to stay with him rather than her parents and proposes a plan to him.__3__ H. But for some unknown reason, George returns to the room to leave the brooch and as he is leaving a second time comes face-to-face with Adelaide.__9__ I. Adelaide decides to stay when she learns about George's troubled past.___1_J. After Adelaide wakes up, she and George head to the bank to withdraw her inheritance and she writes a letter to her family.
Activity 3. Writing and discussion: in small groups.
The elements of plot, theme, character, setting, point of view and style contribute to the overall effect of the play:
What is the writer's purpose? to entertain? to be thought provoking? to state an opinion? to play on the reader's emotions?
What is the writer's tone? Is the writer being ironic? sarcastic? humorous? serious? tongue in cheek?
How does the story begin? Does the writer establish setting or emphasise the background of the situation? Is the character given more emphasis than the setting? How much detail is supplied?
How does the story develop? Is it told through a series of blocks moving rapidly through time and space, like flash backs and flash forwards? Is it being told chronologically?
How does the story end? With a twist or surprise? With a build up to an inevitable climax or are you left hanging, being forced to supply your own ending based on your reading of the little blocks of action the writer supplied?
Who tells the story? Is the story being told through the eyes of a character involved in the action? Is the author standing outside of the action and observing? Is the author observing but within the action?Check the use of the pronoun... if it is I, me, my, our, we then the author is a character within the story. The story is being told in the first person.If the pronouns are: he, she, it, hers, his, they, them, their the author is outside of the action and observing as if he/she was God. This is known as the Eye of God technique.Another way of telling a story is as a series of thoughts, each thought block building up an impression or action. The thoughts can be told in a logical order or as they seemingly occur to the character... at random. This is known as the stream of consciousness technique.
What is the language and style like? The impression the writer wants in the story will be affected by the language he/she tells the story in or has the characters use. The language is important to develop the character and action. The realism of the dialogue will influence our reading of the story and our attitudes to the characters involved.
What images are used? In order to rapidly develop a story the writer relies on the reader recognising particular symbols and references and understanding what he/she intends them to mean, eg. in Maurice Gee's story Schooldays (Maurice Gee - Collected Stories. Penguin Books) the lead character's red hair becomes a symbol for rebellion, challenge and freedom.
What are the characters like? The characters don't have to be fully developed. They need not have a name. They can be identified simply as "the boy", "the girl". "the mother." In other stories it is essential that the characters have fully developed personalities and motivations.
How important is the setting in conveying the ideas and mood of the story? Activity 4. Work in groups of three and write a different ending to the play lasting approximatey 3 minutes.
cad (bad guy) wits (intelligence) woo (seduce) fleece (steel their money) desert (leaves them)drop names (inventing names, pretending to know someone, something) fabricate (inventing) pull off ( !?) seamstress ( sews hats) milliner ( hat shop) plain-looking (not especially pretty) feigns (pretend, fake) taken aback (surprised) reel in (to manipulate) blandishments (lies) blanch comsummate (make love) brooch ( a jewel)
Activity 2. Plot: put the events in the proper sequence.
PlotAct I __4__ A. Georgia and Adelaide talk in separate monologues - George describes his role as a gigolo and Adelaide talks about her inheritance._9_ B. The next day they meet in the park and things happen fast - Georgia declares his love, asks for her hand in marriage, and she accepts without much questioning._7___ C. The next day, George bumps into her by chance and invites her to lunch as he plays the perfect gentleman.___2_ D. He says that his suits are attractive to women.___6_ E. George enters the shop behind her and asks about the green hat in the window - the seduction of Adelaide has begun.___10_ F. They are married in a coastal resort, book into a hotel, play cards the whole night long but do not make love because Adelaide carries a lot of emotional baggage from the past.___8_ G. Adelaide is touched and accepts his invitation.___1_ H. We first meet George who tells us he wears expensive clothes, just like those worn by the upper class of England.____5 I. The action really starts with George walking down Edgeware Road and coming face to face with Adelaide outside the clothing shop.__3__ J. We meet Adelaide who tells us she works in the back room of a clothing store as a milliner.
Act II.__7__ A. She dreams about opening a clothing store together; it would be the perfect fit for them.___4_ B. George makes excuses and convinces Adelaide to take a bath.__2__ C. Saying he has a headache, George does not go to the post office with Adelaide, but returns to the room, hoping to escape with the money and brooch.__10__ D. Unfortunately for her George does the unthinkable.__8__ E. George hesitates, Adelaide prepares to leave, he tries to get her money back, and he becomes angry.__5__ F. Adelaide realizes her brooch is not there and confronts George about his lies, telling him to stop pretending.__6_ G. She takes on an assertive role: she wants to stay with him rather than her parents and proposes a plan to him.__3__ H. But for some unknown reason, George returns to the room to leave the brooch and as he is leaving a second time comes face-to-face with Adelaide.__9__ I. Adelaide decides to stay when she learns about George's troubled past.___1_J. After Adelaide wakes up, she and George head to the bank to withdraw her inheritance and she writes a letter to her family.
Activity 3. Writing and discussion: in small groups.
The elements of plot, theme, character, setting, point of view and style contribute to the overall effect of the play:
What is the writer's purpose? to entertain? to be thought provoking? to state an opinion? to play on the reader's emotions?
What is the writer's tone? Is the writer being ironic? sarcastic? humorous? serious? tongue in cheek?
How does the story begin? Does the writer establish setting or emphasise the background of the situation? Is the character given more emphasis than the setting? How much detail is supplied?
How does the story develop? Is it told through a series of blocks moving rapidly through time and space, like flash backs and flash forwards? Is it being told chronologically?
How does the story end? With a twist or surprise? With a build up to an inevitable climax or are you left hanging, being forced to supply your own ending based on your reading of the little blocks of action the writer supplied?
Who tells the story? Is the story being told through the eyes of a character involved in the action? Is the author standing outside of the action and observing? Is the author observing but within the action?Check the use of the pronoun... if it is I, me, my, our, we then the author is a character within the story. The story is being told in the first person.If the pronouns are: he, she, it, hers, his, they, them, their the author is outside of the action and observing as if he/she was God. This is known as the Eye of God technique.Another way of telling a story is as a series of thoughts, each thought block building up an impression or action. The thoughts can be told in a logical order or as they seemingly occur to the character... at random. This is known as the stream of consciousness technique.
What is the language and style like? The impression the writer wants in the story will be affected by the language he/she tells the story in or has the characters use. The language is important to develop the character and action. The realism of the dialogue will influence our reading of the story and our attitudes to the characters involved.
What images are used? In order to rapidly develop a story the writer relies on the reader recognising particular symbols and references and understanding what he/she intends them to mean, eg. in Maurice Gee's story Schooldays (Maurice Gee - Collected Stories. Penguin Books) the lead character's red hair becomes a symbol for rebellion, challenge and freedom.
What are the characters like? The characters don't have to be fully developed. They need not have a name. They can be identified simply as "the boy", "the girl". "the mother." In other stories it is essential that the characters have fully developed personalities and motivations.
How important is the setting in conveying the ideas and mood of the story? Activity 4. Work in groups of three and write a different ending to the play lasting approximatey 3 minutes.
lundi 16 mars 2009
Questions LEAP p.56-58
1. Factors are : Culture, Subculture, Social class,
Reference group, Family, Roles and Status, Age and life cycle stage, Occupation, Economic situation, Lifetsyle, Personality and self-concept, Motivation, Perception, Learning, Beliefs and attitudes
2. Culture is a set of basic values, perceptions, wants and behaviors, learned by a member of society from family and other important institutions.
3. A strong sens of our history, our flag, achievment of our artists and scientists, climate, geogrpahy, social safety net, etc.
4. To discovers new products.
5. Group of people with shared value systems based on common life experiences and situations.
6. Native Canadians, Ethnic Consumers, Internet Users.
7. Three on-reserves branches, 24 Aboriginal banking centers. Importance of public relations trougth sponsorship and scholarship.
8. Because it's some of the fastest-growing markets in Canada.
9. They believe they have been neglected ou misrepresented.
10. Because of the compelling demographic characteristics of users. They're above-average spenders and highly educated with high incomes.
11. People are worried about providing their credit card numbers. They don't like being unable to touch or see a product and they are concerned about their privacy.
12. Relatively permanent and ordered divisions in a society whose members share similar values, interests and behavior.
Reference group, Family, Roles and Status, Age and life cycle stage, Occupation, Economic situation, Lifetsyle, Personality and self-concept, Motivation, Perception, Learning, Beliefs and attitudes
2. Culture is a set of basic values, perceptions, wants and behaviors, learned by a member of society from family and other important institutions.
3. A strong sens of our history, our flag, achievment of our artists and scientists, climate, geogrpahy, social safety net, etc.
4. To discovers new products.
5. Group of people with shared value systems based on common life experiences and situations.
6. Native Canadians, Ethnic Consumers, Internet Users.
7. Three on-reserves branches, 24 Aboriginal banking centers. Importance of public relations trougth sponsorship and scholarship.
8. Because it's some of the fastest-growing markets in Canada.
9. They believe they have been neglected ou misrepresented.
10. Because of the compelling demographic characteristics of users. They're above-average spenders and highly educated with high incomes.
11. People are worried about providing their credit card numbers. They don't like being unable to touch or see a product and they are concerned about their privacy.
12. Relatively permanent and ordered divisions in a society whose members share similar values, interests and behavior.
lundi 2 mars 2009
LEL
All the four courses weren't really interesting, but still okay. The level was pretty much the same: intermediate. Some questions were harder to answer though, especially in the literature section. I should read more poems, so I would understand them more easily. I would rate the four tests 8 on 10. I learned that I have facility to understand narrative and explicative texts, but I should take more time to read them. I also learned that I should read more poetry and pay attention to unknown vocabulary words. My score for the first was 72, the second was 75, the third was 73 and the fourth was 81.
Mid-Term Writing Test
And the oscar should have went to ...
The year 2008 was a good one for the cinema's world. All five movies nominated for the Oscars were excellent, but different. This year Best Picture winner, Slumdog Millionaire, tells the amazing story of a young man who's about the win the Indian version of«Who wants to be a millionaire». The Reader, with Best Actress Kate Winslet, shows us the love story of a Nazi woman during the holocaust. Milk, with Best Actor Sean Penn, represents the fight of Harvey Milk, the first openly gay politician. Frost/Nixon is an adaptation of the legendary interviews about the Watergate scandal. The last but not least, The Curious Case of Benjamin Button, shows us the entire life of a man who was born old and grows younger. My opinion is that Benjamin Button should have won the prize for Best Picture. In the following text, I will tell you why.
First of all, I believe that Benjamin Button is a touching movie representing the whole set of humans emotions.
This amazing story gives great opportunities to a director and David Fincher did a really good job. All the actors were extremely true to their characters, especially Brad Pitt who had the hard job to plays Benjamin at every age. The movie opens with the birth of Benjamin and, already, you notice how important emotions are. The despair of the father, who chooses to abandon his child, is tangible. Because the movie is about the whole life of a man, the public follows Benjamin in his most interior reflections. All the scenes with his beautiful soul mate Daisy are moving and well thought. Fincher never let Benjamin’s story fall into a melting pot of clichés on the impossible love. When Benjamin and Daisy finally «meet in the middle» the movie reaches it climax.
Another interesting point of this film is that there is always a big contrast in the action. For example, during the tragic events following the birth of Benjamin, when Mr. Button is so lost and sad, the entire city is celebrating the end of the World War One. Different elements are put in opposition during the whole movie. Benjamin himself could be a second example: it is fascinating to see this young boy, looking like a senior, going through all the steps of childhood being considered like a fully grown man.
Because The Curious Case of Benjamin Button perfectly reflects the different feelings a man can live in an interesting story, opposing different things at all times, I believe it should have won the Oscar. In fact, the cinematography, the sets, the costumes and, of course the make up and special effects were impressive and of quality. I can’t understand why Fincher’s film didn’t won. Many people have enjoyed watching it and, I’m sure, many others will.
446 words
The year 2008 was a good one for the cinema's world. All five movies nominated for the Oscars were excellent, but different. This year Best Picture winner, Slumdog Millionaire, tells the amazing story of a young man who's about the win the Indian version of«Who wants to be a millionaire». The Reader, with Best Actress Kate Winslet, shows us the love story of a Nazi woman during the holocaust. Milk, with Best Actor Sean Penn, represents the fight of Harvey Milk, the first openly gay politician. Frost/Nixon is an adaptation of the legendary interviews about the Watergate scandal. The last but not least, The Curious Case of Benjamin Button, shows us the entire life of a man who was born old and grows younger. My opinion is that Benjamin Button should have won the prize for Best Picture. In the following text, I will tell you why.
First of all, I believe that Benjamin Button is a touching movie representing the whole set of humans emotions.
This amazing story gives great opportunities to a director and David Fincher did a really good job. All the actors were extremely true to their characters, especially Brad Pitt who had the hard job to plays Benjamin at every age. The movie opens with the birth of Benjamin and, already, you notice how important emotions are. The despair of the father, who chooses to abandon his child, is tangible. Because the movie is about the whole life of a man, the public follows Benjamin in his most interior reflections. All the scenes with his beautiful soul mate Daisy are moving and well thought. Fincher never let Benjamin’s story fall into a melting pot of clichés on the impossible love. When Benjamin and Daisy finally «meet in the middle» the movie reaches it climax.
Another interesting point of this film is that there is always a big contrast in the action. For example, during the tragic events following the birth of Benjamin, when Mr. Button is so lost and sad, the entire city is celebrating the end of the World War One. Different elements are put in opposition during the whole movie. Benjamin himself could be a second example: it is fascinating to see this young boy, looking like a senior, going through all the steps of childhood being considered like a fully grown man.
Because The Curious Case of Benjamin Button perfectly reflects the different feelings a man can live in an interesting story, opposing different things at all times, I believe it should have won the Oscar. In fact, the cinematography, the sets, the costumes and, of course the make up and special effects were impressive and of quality. I can’t understand why Fincher’s film didn’t won. Many people have enjoyed watching it and, I’m sure, many others will.
446 words
lundi 2 février 2009
sentence variety
IC : independant clause = subject/verb/full idea
DC : dependant clause = subordinating, conjonction + S+ V, not full idea
P : phrase = preposition/incomplete thought
1. During this term 3200 students are registered at csl. (During this term = P) (3200 students are registered at csl = IC)
2. DC + IC + Subordinating conjonction : where, while, because.
eg: Because I like the students, I enjoy teaching at CSL.
While my friends are having fun Okafé, I'm studying.
3. IC+ IC + coordinating conjonction (and, or, but, so, for)
Jimmy listens well, and he likes to correct mistakes.
I like butterflies, but my sister prefers kittens.
4. IC + IC + semi-colon (;)
CSL is a big school; it offers many arts and science programs.
I like chocolate; it tastes good.
5. IC + IC + semi-colon + adverb conjonction (however, furthermore, indeed)
Most students at CSL are hard working ; however, some are not.
I like to go to the gym ; in fact, i go twice a week.
DC : dependant clause = subordinating, conjonction + S+ V, not full idea
P : phrase = preposition/incomplete thought
1. During this term 3200 students are registered at csl. (During this term = P) (3200 students are registered at csl = IC)
2. DC + IC + Subordinating conjonction : where, while, because.
eg: Because I like the students, I enjoy teaching at CSL.
While my friends are having fun Okafé, I'm studying.
3. IC+ IC + coordinating conjonction (and, or, but, so, for)
Jimmy listens well, and he likes to correct mistakes.
I like butterflies, but my sister prefers kittens.
4. IC + IC + semi-colon (;)
CSL is a big school; it offers many arts and science programs.
I like chocolate; it tastes good.
5. IC + IC + semi-colon + adverb conjonction (however, furthermore, indeed)
Most students at CSL are hard working ; however, some are not.
I like to go to the gym ; in fact, i go twice a week.
lundi 26 janvier 2009
movie
1. What questions.
What are you reviewing?
Frost/Nixon
What is it about? What is the plot or storyline?
Interview of ex-president Nixon by David Frost to find out the truth about the Watergate scandal, where both men will fight and finally reveal themselves.
What is the theme ?
Truth.
What is the director's purpose ?
Illustrate this legendary interview.
What genre or classification does it fit?
Drama, Historical
What is the tone? What is the point of view? What is the mood.
2. Who questions.
Who wrote (Peter Morgan), directed (+ producer, Ron Howard) or acted (Frank Langella and Michael Sheen) it?
What else have they done?
Howard - (directed) Cinderella Man, Da Vinci Code. Also producer = actor
Morgan - (writer) The other Boleyn girl, The Queen, Frost/Nixon (the movie is based on his play, where Langella and Sheen were also playing the lead roles)
Langella - (actor) The caller, The Tale of Despereaux
Sheen - (actor) Underworld, the Queen, Blood Diamond
Who are the main characters in the story?
David Frost and Richard Nixon.
Who is the intended audience?
Adults, interested in history and politics.
Who has said what about this? Why?
Considered like one of the movie of the year. Nominated for five oscars. The critic is extremely positive : incredible performances, real emotions, sharp dialogues.
3. Where and when questions.
When does the action take place?
summer 1977
Where does the action take place ? California
What are you reviewing?
Frost/Nixon
What is it about? What is the plot or storyline?
Interview of ex-president Nixon by David Frost to find out the truth about the Watergate scandal, where both men will fight and finally reveal themselves.
What is the theme ?
Truth.
What is the director's purpose ?
Illustrate this legendary interview.
What genre or classification does it fit?
Drama, Historical
What is the tone? What is the point of view? What is the mood.
2. Who questions.
Who wrote (Peter Morgan), directed (+ producer, Ron Howard) or acted (Frank Langella and Michael Sheen) it?
What else have they done?
Howard - (directed) Cinderella Man, Da Vinci Code. Also producer = actor
Morgan - (writer) The other Boleyn girl, The Queen, Frost/Nixon (the movie is based on his play, where Langella and Sheen were also playing the lead roles)
Langella - (actor) The caller, The Tale of Despereaux
Sheen - (actor) Underworld, the Queen, Blood Diamond
Who are the main characters in the story?
David Frost and Richard Nixon.
Who is the intended audience?
Adults, interested in history and politics.
Who has said what about this? Why?
Considered like one of the movie of the year. Nominated for five oscars. The critic is extremely positive : incredible performances, real emotions, sharp dialogues.
3. Where and when questions.
When does the action take place?
summer 1977
Where does the action take place ? California
asking questions
Leap p. 27
Modal (question word)
Auxiliary
Subject
Verb
Rest
Example Yes/No Questions :
Was Elizabeth loud enough ? Is Valentine's Day the same in England? Has everyone spoken? Do Safaris have real wild animals ?
Modal:
Can I ask a question ?Should I be afraid of rhinoceroses ? Would you dare to jump from a parachute?
What did Gabrielle talk about ? Where would you like to travel ? Who would you like to be your valentine ? When did Valerie visit Phi Phi?
Modal (question word)
Auxiliary
Subject
Verb
Rest
Example Yes/No Questions :
Was Elizabeth loud enough ? Is Valentine's Day the same in England? Has everyone spoken? Do Safaris have real wild animals ?
Modal:
Can I ask a question ?Should I be afraid of rhinoceroses ? Would you dare to jump from a parachute?
What did Gabrielle talk about ? Where would you like to travel ? Who would you like to be your valentine ? When did Valerie visit Phi Phi?
LeL#1
Little report on online experiences
1. interrest level : eg. This course was really --- (great/okay/loosy/boring)
2. difficulty level : it was intermediate level
3. what I learned : 3 specific examples eg. i learned that (, )are important
4. my score : MY score eg. 60%
5. rating on ten : rate the course eg. 9 on 10
1. interrest level : eg. This course was really --- (great/okay/loosy/boring)
2. difficulty level : it was intermediate level
3. what I learned : 3 specific examples eg. i learned that (, )are important
4. my score : MY score eg. 60%
5. rating on ten : rate the course eg. 9 on 10
lundi 19 janvier 2009
wikki treasure hunt
What is the Learning Express Library?
Where is Mr. B's office?
What percentage of the course is reading and listening worth?
How many students are registered in the class?
What are Mr. B's office hours?
What is the 48 hour rule?
What is the first assignment?
What is ELLLO?
How many threads are found in the discussion forum?
Do you have to go to the Grande Bibiliotheque to register?
What is the blog URL of the last student on the class list?
How many pages appear when you type "grammar" in the "Search this site" box?
How many items are listed in the Student Contract?
What is the name of the class textbook?
How many items are there in the "Writing Correction Code"?
Where is Mr. B's office?
What percentage of the course is reading and listening worth?
How many students are registered in the class?
What are Mr. B's office hours?
What is the 48 hour rule?
What is the first assignment?
What is ELLLO?
How many threads are found in the discussion forum?
Do you have to go to the Grande Bibiliotheque to register?
What is the blog URL of the last student on the class list?
How many pages appear when you type "grammar" in the "Search this site" box?
How many items are listed in the Student Contract?
What is the name of the class textbook?
How many items are there in the "Writing Correction Code"?
Freddie
Using the GAINS's profile, I interviewed my classmate Freddie to learn about her Goals, Achievements, Interests, social Network and Skills.
Frederique has many goals. Because she studies cinema, she expects to make really good movies. She's not scared of hard work. There is a short-film contest at the end of the session and she intend to win the first price.
She wants to get her DEC easily and, later, become an important figure of the cinema's world.
Fred is an amazing girl, proud to work in a special camp for kinder garden children with an handicap. If her career in cinema turns out to be different from what she expected, she would like to work with kids again.
She is interested in many things, in which, happily, she's skilled. Frederique likes to realize movies, of course, but she's also good at photo, drawing and painting.
She's a fan of rock music.
As you can see, Fred is quite an extraordinary girl who lives her passion with enthusiasm.
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