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Message de juliepandaroux posté le 12-04-2018 à 00:15:47 (S | E | F)
Bonsoir à tous !
Je dois passer un oral (nous sommes un groupe de 3) qui consiste en la présentation d'un cours de 6e sur la romanisation en histoire mais l'exposé doit être présenté en anglais. Je souhaiterais si possible, avoir un avis sur notre présentation orale s'il vous plaît ? Nous aimerions corriger les erreurs les plus marquantes.
Merci pour votre aide et vos remarques !
Voici notre texte :
We chose to do a lesson entitled "The Roman empire and it’s citizens" in sixth grade. This lesson fits in the third theme of the program: The Roman Empire in the Ancient World.
In the first year of cycle 3 was discussed the conquest of Gaul by Caesar. The sequence of conquests results in the creation of a vast empire marked by the diversity of societies and cultures that compose it. His unity is assured by the imperial power, the romanization and the mythical myth of the Urbs. This lesson is an opportunity to study the concept of romanization. The inductive approach is specifically indicated for dealing with romanization. We therefore have something to say about the places of Roman culture (forum, baths, theaters) which inscribe the city and its inhabitants in the Roman Empire.
This lesson can be completed in two hours, evaluation not included. It would be one of the last lesson of our sequence. Our lesson problematic would be:
How does the city of Lyon testify to the Romanization of the Empire?
The purpose of our first activity is to begin the sequence in a fun way, with a support (a comic) and characters that the students know well, and generally enjoy.
This activity allows us to approach the main notion of the sequence, which is romanisation: thanks to these three excerpts, students can see how the Gauls appropriate certain elements of Roman culture.
The spatial frame of the sequence also appears, with the Gallic leader (Gaul) and the Romans (the Roman Empire).
Staging : the documents are projected on the board, and the teacher interacts with the students
Our second activity is a case study entitled “Lyon: a roman city”.
Through this case study, students are guided by questions aimed at understanding the forms of Romanization in a city, but also at understanding that Romanization is a tool for demonstrating the power and prosperity of a city. Roman Empire. This power is reflected in the construction of many Roman buildings (which can be found in documents 1 and 2). The answer to the questions will be the written record of the lesson. In order to help the students who wish in their approach a vocabulary section has been inserted into the case study.
We considered to finish, the realization of a summative evaluation. This test will come at the end of the session to assess the achievements and validate the skills. Its main purpose is to see if students can recognize the signs of Romanization, the key concept of this lesson.
Therefore the questions are the same as those seen during the activity done in class, the goal is not to take the students unprepared but to allow them to apply a method together.
The only notion that will not be given to them is that of romanization, however, it has been seen in class, they know they have to learn it, and the questions are formulated in ways that, they remember or not, they can find it.
Indeed all the questions are only steps to arrive at the last: Why Arles is a good example of the Romanization of the Empire? Which is a more reflexive question, compared to other issues that needed to extract information from documents. This last question will lead students to justify, and therefore write in English.
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Modifié par lucile83 le 12-04-2018 08:05
Message de juliepandaroux posté le 12-04-2018 à 00:15:47 (S | E | F)
Bonsoir à tous !
Je dois passer un oral (nous sommes un groupe de 3) qui consiste en la présentation d'un cours de 6e sur la romanisation en histoire mais l'exposé doit être présenté en anglais. Je souhaiterais si possible, avoir un avis sur notre présentation orale s'il vous plaît ? Nous aimerions corriger les erreurs les plus marquantes.
Merci pour votre aide et vos remarques !
Voici notre texte :
We chose to do a lesson entitled "The Roman empire and it’s citizens" in sixth grade. This lesson fits in the third theme of the program: The Roman Empire in the Ancient World.
In the first year of cycle 3 was discussed the conquest of Gaul by Caesar. The sequence of conquests results in the creation of a vast empire marked by the diversity of societies and cultures that compose it. His unity is assured by the imperial power, the romanization and the mythical myth of the Urbs. This lesson is an opportunity to study the concept of romanization. The inductive approach is specifically indicated for dealing with romanization. We therefore have something to say about the places of Roman culture (forum, baths, theaters) which inscribe the city and its inhabitants in the Roman Empire.
This lesson can be completed in two hours, evaluation not included. It would be one of the last lesson of our sequence. Our lesson problematic would be:
How does the city of Lyon testify to the Romanization of the Empire?
The purpose of our first activity is to begin the sequence in a fun way, with a support (a comic) and characters that the students know well, and generally enjoy.
This activity allows us to approach the main notion of the sequence, which is romanisation: thanks to these three excerpts, students can see how the Gauls appropriate certain elements of Roman culture.
The spatial frame of the sequence also appears, with the Gallic leader (Gaul) and the Romans (the Roman Empire).
Staging : the documents are projected on the board, and the teacher interacts with the students
Our second activity is a case study entitled “Lyon: a roman city”.
Through this case study, students are guided by questions aimed at understanding the forms of Romanization in a city, but also at understanding that Romanization is a tool for demonstrating the power and prosperity of a city. Roman Empire. This power is reflected in the construction of many Roman buildings (which can be found in documents 1 and 2). The answer to the questions will be the written record of the lesson. In order to help the students who wish in their approach a vocabulary section has been inserted into the case study.
We considered to finish, the realization of a summative evaluation. This test will come at the end of the session to assess the achievements and validate the skills. Its main purpose is to see if students can recognize the signs of Romanization, the key concept of this lesson.
Therefore the questions are the same as those seen during the activity done in class, the goal is not to take the students unprepared but to allow them to apply a method together.
The only notion that will not be given to them is that of romanization, however, it has been seen in class, they know they have to learn it, and the questions are formulated in ways that, they remember or not, they can find it.
Indeed all the questions are only steps to arrive at the last: Why Arles is a good example of the Romanization of the Empire? Which is a more reflexive question, compared to other issues that needed to extract information from documents. This last question will lead students to justify, and therefore write in English.
-------------------
Modifié par lucile83 le 12-04-2018 08:05
Réponse : Aide/Roman empire de gerondif, postée le 12-04-2018 à 11:36:02 (S | E)
Bonjour
erreurs en bleu, suggestions en vert (ou pas)
We chose to do(me paraît maladroit) a lesson entitled "The Roman empire and it’s(à l'oral, on n'entendra pas l’erreur mais c'est its) citizens" in sixth grade. This lesson fits in the third theme of the program: The Roman Empire in the Ancient World.
In the first year of cycle 3 was discussed(soit we discussed, soit was discussed en fin de phrase, ce qui fait assez lourd et pompeux) the conquest of Gaul by Caesar. The sequence of conquests results in (on dirait une phrase de site internet reprise et traduite mais le présent de narration historique ne marche pas en anglais, mettez un prétérit) the creation of a vast empire marked by the diversity of societies and cultures that compose it. His(propriétaire humain??) unity is(prétérit)assured by the imperial power, the romanization and the mythical myth of the Urbs. This lesson is an opportunity to study the concept of romanization. The inductive approach is specifically indicated for(me semble être du blabla pédagogique traduit; J'aurais mis particularly relevant to) dealing with romanization. We therefore have something to say (cela fait bizarre, nous avons quelque chose à dire) about the places of Roman culture (forum, baths, theaters) which inscribe the city and its inhabitants in the Roman Empire.
This lesson can be completed (j'aurais dit directement will last) in two hours, evaluation not included. It would be one of the last lesson(pluriel) of our sequence. Our lesson problematic would be:
How does the city of Lyon testify to the Romanization of the Empire?
The purpose of our first activity is to begin the sequence in a fun way, with a support (a comic) and characters that the students know well, and generally enjoy (enjoy est en général suivi d'une activité I enjoy talking to him mais I appreciate him, I fancy him, I like him).
This activity allows us to approach the main notion of the sequence, which is romanisation: thanks to these three excerpts, students can see how the Gauls appropriate(prétérit) certain elements of Roman culture.
The spatial frame of the sequence also appears, with the Gallic leader (Gaul) and the Romans (the Roman Empire).
Staging : the documents are projected on the board, and the teacher interacts with the students
Our second activity is a case study entitled “Lyon: a roman city”.
Through this case study, students are guided by questions aimed at understanding the forms of Romanization in a city, but also at understanding that Romanization is a tool for demonstrating the power and prosperity of a city. Roman Empire (bizarre, cette insertion). This power is reflected in the construction of many Roman buildings (which can be found in documents 1 and 2). The answer to the questions will be the written record of the lesson. In order to help the students who wish(maladroit) in their approach(virgule) a vocabulary section has been inserted into the case study.
We considered to finish, the realization of a summative evaluation. This test will come at the end of the session to assess the achievements and validate the skills. Its main purpose is to see if students can recognize the signs of Romanization, the key concept of this lesson.
Therefore the questions are the same as those seen during the activity done in class, the goal is not to take the students unprepared but to allow them to apply a method together.
The only notion that will not be given to them is that of romanization, however, it has been seen in class, they know they have to learn it, and the questions are formulated in ways that, they remember or not,(mal construit: whether the remember it or not) they can find it.
Indeed all the questions are only steps to arrive at(fait français traduit) (to reach, to lead to) the last one: Why Arles is (inverser) a good example of the Romanization of the Empire? Which is a more reflexive question, compared to other issues that needed to extract information (à inverser mettre information comme sujet d'un infinitif passif)from documents. This last question will lead (invite, entice, ask) students to justify, and therefore write in English.
Réponse : Aide/Roman empire de juliepandaroux, postée le 12-04-2018 à 12:49:15 (S | E)
Merci beaucoup d'avoir pris le temps de tout lire ! J'ai essayé de corriger en suivant vos indications.
Voici le texte corrigé :
We chose to realise a lesson entitled "The Roman empire and its citizens" in sixth grade. This lesson fits in the third theme of the program : The Roman Empire in the Ancient World.
In the first year of cycle 3 the conquest of Gaul by Caesar has been studied. The sequence of conquests resulted in the creation of a vast empire marked by the diversity of societies and cultures that compose it. The empire unity was assured by the imperial power, the romanization and the mythical myth of the Urbs. This lesson is an opportunity to study the concept of romanization. The inductive approach is particularly relevant to dealing with romanization. In order to do this, we choose to study the places of Roman culture (forum, baths, theaters for example) which inscribe the city and its inhabitants in the Roman Empire.
This lesson will last two hours, evaluation not included. It would be one of the last lessons of our sequence. Our lesson problematic would be:
How does the city of Lyon testify to the Romanization of the Empire?
The purpose of our first activity is to begin the sequence in a fun way, with a support (a comic) and characters that the students know well, and generally enjoy (enjoy est en général suivi d'une activité I enjoy talking to him mais I appreciate him, I fancy him, I like him).
This activity allows us to approach the main notion of the sequence, which is romanisation: thanks to these three excerpts, students can see how the Gauls appropriate certain elements of Roman culture.
The spatial frame of the sequence also appears, with the Gallic leader (Gaul) and the Romans (the Roman Empire).
Staging : the documents are projected on the board, and the teacher interacts with the students
Our second activity is a case study entitled “Lyon: a roman city”.
Through this case study, students are guided by questions aimed at understanding the forms of Romanization in a city, but also at understanding that Romanization is a tool for demonstrating the power and prosperity of a city. This power is reflected in the construction of many Roman buildings (which can be found in documents 1 and 2). The answer to the questions will be the written record of the lesson. In order to help the students in their approach, a wordbox has been inserted into the case study.
We considered to finish, the realization of a summative evaluation. This test will come at the end of the session to assess the achievements and validate the skills. Its main purpose is to see if students can recognize the signs of Romanization, the key concept of this lesson.
Therefore the questions are the same as those seen during the activity done in class, the goal is not to take the students unprepared but to allow them to apply a method together.
The only notion that will not be given to them is : romanization, however, it has been seen in class, they know they have to learn it, and the questions are formulated in ways that, whether they remember it or not they can find it.
Indeed all the questions are only steps to reach to the last one: Why is Arles a good example of the Romanization of the Empire? Which is a more reflexive question, compared to other issues that needed information to extract from documents. This last question will invite students to justify, and therefore write in English.
Merci de nous avoir aidé !
Réponse : Aide/Roman empire de gerondif, postée le 13-04-2018 à 17:22:38 (S | E)
Bonjour
We chose to realise(organize, set up, teach, prepare) a lesson entitled "The Roman empire and its citizens" in sixth grade. This lesson fits in the third theme of the program : The Roman Empire in the Ancient World.
In the first year of cycle 3 the conquest of Gaul by Caesar has been studied. The sequence of conquests resulted in the creation of a vast empire marked by the diversity of societies and cultures that compose (prétérit) it. The empire unity was assured by the imperial power, the romanization and the mythical myth of the Urbs. This lesson is an opportunity to study the concept of romanization. The inductive approach is particularly relevant to dealing with romanization. In order to do this, we choose(prétérit) to study the places of Roman culture (forums, baths, theaters for example) which inscribe (le dictionnaire ne donne que le sens de graver) (link...to, associate...with) the city and its inhabitants in the Roman Empire.
This lesson will last two hours, evaluation not included. It would be (serait ou sera ? SI vous eêtes sûres de vous, sera, it will be)) one of the last lessons of our sequence. Our lesson problematic would(idem) be:
How does the city of Lyon testify to the Romanization of the Empire?
The purpose of our first activity is to begin the sequence in a fun way, with a support (a comic) and characters that the students know well, and generally enjoy (enjoy est en général suivi d'une activité I enjoy talking to him mais I appreciate him, I fancy him, I like him).
This activity allows us to approach the main notion of the sequence, which is romanisation: thanks to these three excerpts, students can see how the Gauls appropriate(pretérit) certain elements of Roman culture.
The spatial frame of the sequence also appears, with the Gallic leader (Gaul) and the Romans (the Roman Empire).
Staging : the documents are projected on the board, and the teacher interacts with the students
Our second activity is a case study entitled “Lyon: a roman city”.
Through this case study, students are guided by questions aimed at understanding the forms of Romanization in a city, but also at understanding that Romanization is a tool for demonstrating the power and prosperity of a city. This power is reflected in the construction of many Roman buildings (which can be found in documents 1 and 2). The answer to the questions will be the written record of the lesson. In order to help the students in their approach, a wordbox has been inserted into the case study.
We considered to finish, the realization of a summative evaluation. This test will come at the end of the session to assess the achievements and validate the skills. Its main purpose is to see if students can recognize the signs of Romanization, the key concept of this lesson.
Therefore the questions are the same as those seen during the activity done in class, the goal is not to take the students unprepared but to allow them to apply a method together.
The only notion that will not be given to them is : romanization, however, it has been seen in class, they know they have to learn it, and the questions are formulated in ways (in such a way) that, whether they remember it or not,(pause) they can find it.
Indeed all the questions are only steps to reach
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