Ressource pédagogique gratuite réservée aux enseignants

Ressource pédagogique gratuite réservée aux enseignants . 40 exercices de renforcement sur le contenu lexical et grammatical du livre . 10 tests d’évaluation avec corrigés, le tout entièrement révisé et réorganisé après trois années d’utilisation en CPGE Une solution “clef en mains” pour le cours de traduction qui représente une réelle économie en temps, notamment pour des collègues enseignant dans des CPGE. Nous vous présentons ici en PDF « feuilletable » les quelques pages d’introduction du fichier Word complet. Ces pages (les 9 premières des 50 du fichier Word d’origine) contiennent l’explication de la méthodologie, avec un exemple d’exercice et son corrigé, et deux plannings‐type qui organisent le travail en traduction d’une CPGE (EC, ENS...) en deux années complètes. Les enseignants intéressés peuvent se procurer le fichier complet avec exercices et corrigés en format Word sans protection de copie, ce qui leur donne la possibilité de « copier‐coller » les exercices et tests d’évaluation pour les intégrer à leur cours à leur guise. Pour obtenir le fichier Word complet par retour de courrier électronique, envoyez un e‐mail à adeniel@to‐groupe.com en précisant votre nom, adresse et établissement d’enseignement. Thème et Versions d’anglais : traduire en classes préparatoires by Sylvie and Charles Watkins – supplementary material “Solution clefs en mains pour le cours de traduction” CONTENTS 1. Introductory remarks • Teaching situations where this material can be used in the classroom • Organisation and presentation of the material • Cumulative learning – “verbatim” and “creative” sentences • Classwork Sentences – recommended method of exploitation • Revision Test Sentences – evaluation and cumulative learning • Suggested workplans 2. Suggested workplan Year One 3. Year One: Classwork sentences – questions 4. Year One: Classwork sentences – suggested answers 5. Year One: Revision test questions 6. Year One: Revision test answers 7. Suggested workplan Year Two 8. Year Two: Classwork sentences – questions 9. Year Two: Classwork sentences – suggested answers 10. Year Two: Revision test questions 11. Year Two: Revision test answers Page 2 Page 6 Page 8 Page 14 Page 22 Page 24 Page 27 Page 29 Page 36 Page 44 Page 46 IMPORTANT NOTE: This material is supplied to you free of charge in a format making it easy for you to cut and paste exercises into worksheets and class tests that you prepare at home. You are asked to communicate only the questions to your classes in printed form. Indeed, it is recommended never to give out the suggested answers except orally to encourage active learning by the pupils (see introductory remarks). Above all, for obvious reasons, you are requested to keep the computer files on your own machine and not to give them to your students or put them on‐line: Ophrys is considering the possibility of publishing some of this material, which would provide extra help for weaker students – but the Revision Tests will remain unpublished and will continue to be usable as evaluation tools. Sharing all this material in digital form with colleagues is of course positively encouraged(!), but please ask anyone you pass this file to not to share it with students. We hope you find this material of use and would be happy to hear any feedback, particularly of mistakes, both in the book or in what follows. The Authors. 1: Introductory remarks on course design and method Teaching situations where this material can be used in the classroom. The following exercises, piloted over three academic years in CPGE, are intended to be of use to colleagues in four rather different teaching situations in two types of classes préparatoires: EC classes preparing for business school and Khâgne classes principally preparing for ENS entrance, and incidentally for business school. It provides class exercises based on the published book for two complete academic years, assuming there to be 20 weeks of actual classwork in each year once public holidays, concours blancs and other factors are taken into account. The 20‐week programme can generally be fitted into a second‐year schedule to end before the written part of the various business school concours in the spring and can be approached in a more leisurely fashion in a first year class where the pace of work is less intensive. The material can therefore be used in two broadly distinct ways corresponding to different teaching situations: either in first and/or second year in the case of EC classes preparing only for business school exams, and where it is extremely rare to find students repeating the year, or in second year alone in the case of the CPGE littéraires A/L, B/L and ENSLSH, where the phenomenon of “cubage” is comparatively common, and where students are likely only to have decided to apply for business school after their Hypokhâgne year. Working on business school‐type translation papers will therefore not seem relevant to many students in Hypokhâgne; however, many, but not all, students in Khâgne prepare for business school examinations concurrently with their principle commitment of preparing for the ENS examinations which test very different skills to those tested by business school translation papers. The book used in conjunction with these classwork exercises and revision tests can enable the teacher to cater for much specifically business school preparation in terms of private study of the published book prior to rapid class exercises, thus freeing up precious “tronc commun” class time for activities related to the principle business of Khâgne – preparing students for the BEL (Banque d’Epreuves Littéraires), in the case of A/L and ENSLSH, and the oral de civilisation in the case of B/L. Organisation and presentation of the material The material comprises two series (YEAR ONE and YEAR TWO) of 20 Units of ten sentences each identified by letter, which correspond to the 40 numbered chapters or “Traductions” of the published book. After each series of 20 Units, there is a set of 5 revision tests which evaluate what the student has assimilated over 4 Units. It is envisaged the students will use the book for home study only, in preparation for class the following week and the revision tests every four weeks. The progression through the book is not linear but cyclical. Rather than working through all the versions (littéraires then journalistiques), then all the thèmes grammaticaux and then all the thèmes (littéraires then journalistiques), a cyclical approach is adopted varying the type of exercise, alternating thème and version as well as text type. This cyclical approach is however different in the two sets YEAR ONE and YEAR TWO. YEAR ONE begins with five versions journalistiques and littéraires (version being the more approachable of the two exercises), and then cycles through the four different exercises of thème and version, littéraire et journalistique (making up a total of 20 out of the total of 30 thèmes and versions littéraires and journalistiques), but does not touch the thèmes grammaticaux section. YEAR TWO cycles through the remaining 10 thèmes and versions, littéraires et journalistiques, together with the 10 thèmes grammaticaux. These 10 thèmes grammaticaux chapters are combined with a revision of the vocabulary of the 20 Units of YEAR ONE. Conscientious use by students of the indices at the back of the book and cross references in the footnotes should ensure that this seemingly arbitrary order is not without coherence. This asymmetrical structure is intended to make one or both sets of sentences of use whichever of four teaching situations is concerned: •
•
•
•
In the case of colleagues teaching both EC1 and EC2 classes, it is naturally assumed that YEAR ONE would be used in the first year and YEAR TWO in the second year. In the case of colleagues teaching only in EC1, it is envisaged that using YEAR ONE in EC1 remains of clear relevance, and the students can continue to use the book in private study the following year even if it is not structured into the course taught. In the case of colleagues only teaching in EC2, using YEAR TWO alone is clearly more beneficial than using YEAR ONE in view of the structured revision of YEAR ONE vocabulary concurrently with the study of the thèmes grammaticaux. This will encourage students to cover the YEAR ONE programme in their own time. In the case of colleagues teaching in Khâgne A/L, B/L or ENSLSH, where “cubage” is common and first year Khâgne students will have begun to consider applying for business school, it is envisaged that YEAR ONE and YEAR TWO will be used alternately year and year about. Cumulative learning: “verbatim” and “creative” sentences There are two types of question: “verbatim” sentences which merely expect the student to reproduce a sentence taken verbatim from the chapter studied in the book, and “creative” sentences which for successful translation require the student to combine vocabulary and grammar studied into a previously unseen sentence. Both Classwork Sentences and Revision Test Sentences are a combination of “verbatim” sentences and “creative” sentences in the following proportions: •
•
For each Unit of 10 Classwork Sentences: 8 “creative” sentences, 2 “verbatim” sentences. For each set of 10 Revision Test Sentences: 6 “creative” sentences, 4 “verbatim” sentences. No “verbatim” sentence in the Classwork Sentences is repeated as a “verbatim” sentence in the Revision Test Sentences. The 4 “verbatim” sentences in each set of 10 Revision Test Sentences originally appeared not in the book, but as “creative” sentences in the Classwork Sentences. Classwork Sentences ‐ recommended method of exploitation. The basic routine envisaged is that the students study a chapter a week at home. The following week, they are given a Unit of “classwork sentences” to be translated into English orally in class. It is important to realize that these are intended as teaching aids for weekly use in the classroom as part of a cumulative learning process rather than as an evaluation of what has been acquired. The intention has been to produce sentences of varying difficulty in each Unit of ten, with hopefully some questions which even the most gifted students will find challenging as well as others that the weaker students might have a fighting chance of getting right if they have studied the chapter in the book with sufficient care. To this end, in each exercise there are, as explained above, two questions which simply require the student to reproduce a segment of English text as it appears in the book, rather than use vocabulary and grammar creatively – these are identified by the words VERBATIM in the suggested answers: the eight other questions all require creative use of language studied. Some of the “creative”questions are long and complex, and these are intended to get students used to translating longer and longer passages of discourse: clearly the weaker students, if confronted with such material with no help will be most discouraged. Hence the importance of the idea of classwork: in order to keep up a reasonable pace (otherwise 10 sentences will take up too much valuable class time) as well as to help the weaker students gain in confidence, an “à la criée” method can be adopted with members of the class spontaneously contributing the next word or phrase in a given question to help things along without waiting to be asked. The teacher moderates the process, and gives references to the book (included in the suggested answers) as the English sentence takes shape: students take short notes rather than laboriously writing out the whole sentence, and then reconstruct the correct sentence in the evening at home. It is advised never to give the students a printed version of the complete answers to the Classwork Sentences, in order to encourage careful revision of the material after the class. To speed up the process of class correction and prepare the follow‐up work at home, it was found expedient during the piloting of these exercises to distribute worksheets with both the questions and skeleton answers in the shape of the references to the book included in the correct answer, but without the translation into English. For example, for Unit A of YEAR ONE (Traduction 15): Worksheet Unit A (Traduction 15): 1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Même les drogués du travail qui font des tas d’heures supplémentaires ont droit aux nouveaux aménagements tels que les horaires à la carte et la réduction du temps de travail. Un peintre travaillant au noir n’aurait sûrement pas fait un travail aussi méticuleux que celui‐là. Maintenant il est au chômage et il se retrouve avec un prêt immobilier qu’il ne peut pas se permettre de rembourser. Il a été très terre‐à‐terre concernant sa retraite anticipée. Oublions le passé. Certains chefs de file syndicalistes modérés voulaient annuler la décision d’avoir recours à la grève prise par vote à main levée jeudi dernier; et cela pour éviter encore un conflit du travail. Il est arrivé juste à temps pour remettre sa lettre de candidature. C’est la femme la plus ambitieuse de l’entreprise. Les entreprises à court de personnel ont souvent recours à des agences de travail temporaire plutôt que de créer de vrais emplois à proprement parler. Il était encore en exercice à l’époque et à ce titre, il aurait pu intervenir. Guide for follow‐up work at home: 1. (Extra words)(Extra words)(Grammar a)(Extra words) (Extra words). 2. (Extra words)(Extra words) (Grammar a) 3. (Extra words) (Footnote 12) (Text 16‐17) (Footnote 20). 4. (Footnote 4) (Extra words). 5. (Footnote 7 VERBATIM) 6. (Text 2) (Footnote 11) (Extra words). 7. (Footnote 13) (Extra words). 8. (Grammar c). 9. (Extra words) (Extra words) (Grammar a). 10. (Practice VERBATIM). The “Guide for follow‐up work at home” at the bottom of the work sheet above is a reduction of the answers given orally with the students taking brief notes in preparation for writing out the full answers later at home: 1. Even workaholics (Extra words) who do piles of overtime (Extra words) get to benefit from the new arrangements such as (Grammar a) flexitime (Extra words) and shorter working hours (Extra words). 2. A moonlighting painter (Extra words) wouldn’t have made such a painstaking (Extra words) job of it (Grammar a) as that / (done such painstaking work as that). 3. Now he is on the dole (Extra words) and saddled with (Footnote 12) an unaffordable (Text 16‐17) mortgage (Footnote 20) to pay. 4. He was very matter‐of‐fact (Footnote 4) about his early retirement (Extra words). 5. Let’s let bygones be bygones (Footnote 7 VERBATIM) 6. Some moderate labour leaders (Text 2) wanted to overrule (Footnote 11) the strike vote by show of hands last Thursday in order to avoid yet another industrial dispute (Extra words). 7. He made it just in time (Footnote 13) to deliver his letter of application (Extra words). 8. She is the most ambitious woman in (Grammar c) the company. 9. Understaffed (Extra words) companies/concerns often call on temping (Extra words) agencies rather than creating jobs as such (Grammar a) / real jobs. 10. He still held office at the time and as such he could have intervened (Practice VERBATIM). The references in brackets refer to the exact source for the question: ‘Text’ refers to the question paper, ‘Help to translate’ refers to the preliminary help with the question paper, ‘Translation’ refers to the Suggested translation and ‘Footnote’ refers to the explanatory notes attached to the Suggested translation (“footnote” and “help to translate” numbers are sometimes given to help locate the target expression in the text or translation, e.g. Text 4‐5); the three grammar points in each chapter are identified as Grammar a, Grammar b and Grammar c. ‘Practice’ and ‘Extra words’ refer to the sections so titled. Revision Test Sentences – evaluation and cumulative learning. Unlike the Classwork sentences, the Revision Test sentences are intended to be used as evaluation tools. One test of ten revision sentences is given for each chronological set of four Units: in each revision test there are four sentences taken directly from the more difficult questions in the classwork sentences, one sentence from each of the four Units in the set. These four more difficult sentences appear verbatim as they appeared in the classwork Unit, but, as explained above, they are not those sentences in the classwork that were taken verbatim from the book. There are therefore three distinct stages in the learning process with verbatim repetition of various structures studied at the previous stage. The other six are less demanding in terms of memory, but more so in terms of genuine linguistic competence in that they require creative use of the vocabulary and grammar covered. This strategy of recycling structures verbatim in a three‐stage process from home study of the book through classwork to the revision tests is intended to encourage the weaker student to revise the classwork as well as the book before each revision test and so have a reasonable chance of being able to perform creditably. The suggested answers to the Revision Test Sentences are given in chronological order of the Units covered by the test, with the verbatim question from each Unit of Classwork Sentences flagged and in bold type, for example: VERBATIM – Unit A Traduction 15. Each sentence thus flagged is generally followed by at least one “creative” question based on material from the same chapter or “Traduction” in the book. Suggested workplans. In the above explanation, the term Unit has been frequently used to refer to a set of 10 classwork Sentences. In the workplans, the term “Unit” refers to all the home study prescribed for the week in question, involving a chapter of the book (called “Traduction N°...”) and a reading task in the shape of a given number of pages from a novel that the class is expected to read over the course of the year. These two exercises of reading and translation can be treated together in class on a routine basis, with worksheets made up by adding chosen extracts from the novel to the Classwork Sentences for the week. Similarly, some kind of comprehension or vocabulary exercise on the pages covered in the novel can be included in the Revision Tests. During the three academic years this material was piloted in a tronc commun class in Khâgne B/L, the Classwork Sentences and vocabulary work on passages from the novel took up approximately 30 minutes each week. The suggested workplans are schedules that have actually been used in a Kh B/L class; they are the result of local constraints as well as the contingencies of the calendar and the nature of the exam being prepared for. This explains the week in January for which no work on the translation book is expected, as the students are fully occupied during the Christmas holidays with work related to the ENS oral de civilisation. 2: SUGGESTED WORK PLAN YEAR ONE Translation and reading Schedule
Thèmes et versions d’anglais: Traduire en classes préparatoires (Ophrys) & North and South by Elizabeth Gaskell
Week N° Week
.
Beginning
Unit
Traduction
N°
Translation type & author or
source
Grammar
Extra words
Version journalistique US
workers, The New York
Times (Sept 2007)
SUCH … AS / SUCH AS … /
SUCH THAT … / AS SUCH THE MOST … / MOST … THE MOST … IN / THE
MOST … OF
Work
North and South
3
16th Sept
A
Traduction
N° 15
Ecricome
Lv1 2008
4
23rd Sept
B
Version journalistique A
Traduction
throwaway society, New
N° 16
Polytechniqu Statesman (Aug 2008)
e PSI 2009
Clothes
5
30th Sept
C
Traduction
N° 8 Hec
Lv2 2008
Pets
6
7th Oct
D
Traduction
N° 17 E3a
2009
7
14th Oct
Revison
test 1 Units
A-D
E
Version littéraire
Traduction
N° 1
Boyd Restless
Polytechniqu
e 2007
WILL : its various
Laughing and
8 Homesickness
meanings - Adjective
smiling
(ii) & 10
order -Determination: the
Wrought from
indefinite article
Iron and Gold
8
4th
November
F
Traduction
N° 28 HEC
Lv1 2007
How to translate French
imparfait – How to
translate ‘aller faire’ and
‘venir faire’ – Devoir
faire, ne pas devoir faire :
obligation and absence of
obligation
Body
language and
facial
expressions
9
11th Nov
10
18th Nov
Modal verbs in the past:
Globalisation
G
Traduction
N° 9
Centrale MP
2007
11
25th Nov
H
Traduction
N° 35
Ecricome
Lv1 2007
12
2nd Dec
Revison
test 2 Units
E-H
J
Traduction
N° 2
Polytechniqu
e 2008
9th Dec
K
13
Traduction
N° 29 Hec
Lv1 2008
Subject-pronouns in
nominal participial
clauses with the -ING
form - STILL or ALWAYS?
- TO BE TOLD / TO BE SAID
How to translate ‘il se
Version littéraire James
Herriot, Favourite Dog Stories trouve que’ - To hear sb
(1995)
do / to hear sb doing Short questions
Version journalistique Private IF clauses - IF or
WHETHER? - to let / to
data, The Guardian (Nov
leave
2007)
Thème littéraire
Lévy Et si c’était vrai...
ARMISTIC BANK
HOLIDAY
Version journalistique It’s a
whole new world. Time
AUX + HAVE + -EN -
Billion, million,
thousand, hundred,
dozen: noun and
adjective - ONE ANOTHER
– EACH OTHER – ONESELF
Thème journalistique Les jeux How to translate general
video, Le Monde (oct 2006)
notions: the use of
articles Ø, A and THE –
Dates - How to translate
large quantities
Version littéraire
AS as a conjunction Kent Haruf, Plainsong (1999) BOTH and THE TWO HAVE SB DOING STH
Thème littéraire
Sébastien Japrisot, Un long
dimanche de fiancailles
(1991)
Privacy on
the net
SHOULD and OUGHT TO How to translate ‘faire
faire quelque chose’ Modifiers and
comparison
Nationality
words
Parts of the
body
2 Roses and
Thorns (i)
2 Roses and
Thorns (ii) & 4
Doubt and
Difficulties (i)
4 Doubt and
Difficulties (ii)
7 New Scenes
and Faces & 8
Homesickness (i)
12 Morning Calls
14 The Mutiny
15 Masters and
men
17 What is a
strike?
18 Likes and
Dislikes & 19
Angel Visits (i)
19 Angel Visits
(ii) & 20 Men &
Gentlemen
22 A Blow and
its Consequences
Elections and
23 Mistakes &
politics
24 Mistakes
cleared up
14
16th Dec
15
6th Jan
16
13th Jan
L
17
20th Jan
M
18
27th Jan
Revison
test 3 Units
J-M
CONCOURS BLANC 1
TEST ON TUTORIAL TEXTS :.
N
Traduction
N° 10
Centrale MP
2008
Traduction
N° 36
Ecricome
Lv1 2008
Traduction
N° 3 Hec
Lv1 2007
Version journalistique Not the Quantifiers: small
ace in the pack, The
quantities - - The
Economist (Oct 2007)
imperative form –
Inversions
Thème journalistique MarieHow to translate French
Hélène et Laurent de
journalistic tense usage Cherisey, Passeurs d’espoir
How to translate
(2005)
‘permettre’: ‘Allow’,
‘enable’, ‘permit’ and
‘make it possible to’ How to translate PAR
Version littéraire
THE …-ER / THE …- ST Iris Murdoch, The Bell (1986) Relative clauses: defining
and non-defining- ALL
THE MORE / LESS … AS /
3rd Feb
P
Traduction
N° 30 Hec
Lv1 2009
20
10thFeb
Q
Traduction
Version journalistique Fairly
N° 11
safe, The Economist (July
Centrale MP 2008)
2009
21
3rd March
22
10th March
23
17th March
R
Traduction
N° 37
Ecricome
Lv1 2009
Thème journalistique Les
Européens parlent l’anglais,
Le Monde (sept 2008)
24
24th March
Revison
test 4 Units
N-R
S
Traduction
N° 4 Hec
Lv1 2009
Version littéraire
Joseph O’Neill, Netherland
(2008)
25
31st March
T
Traduction
Thème littéraire
N° 31 Mines Juliette Lévy, Le Rendez-vous
Ponts 2007
(2004)
U
Traduction
N° 12 ENS
LV1 MP
2008
Traduction
38 MinesPont 2008
Revison test 5
Units S-V
Waste and
recycling
People’s
physical
appearance
28 Comfort in
Sorrow
30 Home at Last
32 Mischances &
34 False and
True
SINCE
19
This year’s calendar
did not permit the use
of these last two units
in second year.
Immigration
Thème littéraire
Jérôme Clément, Plus tard tu
comprendras (2005)
How to translate French Rooms in the
passé compose – Word
house
order in questions and DO
as an auxiliary – Noun
determination: parts of
the body
Grammar: THIS or THAT? Sports
- Passive infinitive
structures and the
conditionnel
journalistique - MAY: its
various meanings
35 Expiation
36 Union Not
Always Strength
CONCOURS BLANC 2
V
Version journalistique :
US Health Care, Scientific
American Magazine
“Plural” nouns as
adjectives in NN
structures - SUCH ...
THAT; SO...THAT; SO ... AS
TO - Verb patterns
Noun phrases: N + N, N’S
+ N or N + preposition +
N - AFTER or
AFTERWARDS? - HERE or
THERE?
How to translate ON How to translate SOIT …
SOIT and NI … NI - How
to translate French
imparfait + depuis
AS…AS – Auxiliaries
used to avoid repetition –
uses of the –ING form
Thème journalistique. Les
EACH and EVERY –
langues en France – Le Nouvel intended and accedental
Observateur
consequences pour que,
de sorte que – complex
comparatives: emphasis,
concession and causality
Verbs of
speech
Sounds
The family
Health care
The European
Union
42 Alone! Alone!
50 Changes at
Milton & 51
Meeting Again
7: SUGGESTED WORK PLAN YEAR TWO (Sections 3 – 6 contain Year One Classwork and Revision Test material – questions and suggested answers ; sections 8‐11 contain material for Year Two) Translation and reading Schedule
Thèmes et versions d’anglais: Traduire en classes préparatoires (Ophrys) & Hard Times by Charles Dickens
Week N° Week
1.
Beginning
Unit
Traduction
N° &
concours
Version littéraire
Traduction
N° 5 Banque Anita Desai, The Zigzag way
Agro Veto
(2005)
2007
Traduction
N° 18
Translation type & author or
source
Grammar
Extra words
How to translate ce qui
and ce que: which or
what? - Resultative
structures - so and such
Aspects and tenses
(renforcement)
Verbs of
movement
3
17th Sept
A
4
24th Sept
B
5
1st Oct
C
Thème littéraire Georges
Traduction
N°32
Simenon, Le Relais d’Alsace
Banque Agro (1933)
Veto 2007
6
8th Oct
D
Traduction
N° 19
7
15th Oct
E
Traduction
N° 13 ENS
Lv1 MP
2009
Vocab
traductions
1& 28
Traduction
Thème journalistique Obama How to translate inverted The
N° 39 Mines et l’environnement, Le Monde relative clauses into
environment
Ponts 2009
(nov 2008)
English - How to
translate defining and
non-defining relative
clauses into French Comparative and
superlative forms of
adjectives and adverbs
Verb patterns
Vocab
Traduction
(renforcement)
traductions 9
N° 21
& 35
Traduction
Version littéraire William
The past tense: simple
Shops
N° 6 Banque Boyd, Restless (2006)
and continuous aspects Agro Veto
How to translate ‘le
2008
même que’, ‘la même
que’, ‘les mêmes que’ Stop to do / stop doing
Faire faire / The passive Vocab
Traduction
(renforcement)
traductions 2
N° 22
& 29
Traduction
Thème littéraire Patrick
might and could to
Music
N° 33
Modiano, Dimanches d’Août express advice and
Banque Agro (1986)
reproach - Compounds of
Veto TB
some, any and no - Yes2008
no questions and short
answers
REVISION
TEST 1 (Units
A-D)
8
22nd Oct
F
9
12th Nov
G
10
19th Nov
H
11
26st Nov
J
REVISION
TEST 2 (Units
E-H)
12
3rd Dec
K
13
10th Dec
L
Traduction
N° 20
Version journalistique Put
green cars on the highway,
Newsweek (Dec 2008)
Hard Times By
the beginning of
the week, read to
the end of:
Book I
Chapter 3
Vocab
Chapter 4
traductions 15
& 16
For, since, ago and before Jobs
Chapter 5
– tenses and aspects How to translate ‘habits’
- How to translate
emphasis
Modal verbs
Vocab
Chapter 6
(renforcement)
traductions 8
& 17
Compound adjectivesTransport
since: ‘depuis’ or
puisque’? - The passive
Determination
(renforcement)
Chapter 7
Chapter 14 (All
Saints holiday: 7
chapters)
Chapter 15
Chapter 16
Book II
Chapter 1
Chapter 2
14
17th Dec
15
7th Jan
16
14th Jan
M
Traduction
N° 23
17
21stJan
N
Traduction
N° 14
Ecricome
Lv1 2007
CONCOURS BLANC
TEST ON TUTORIAL TEXTS
REVISION
TEST 3 (Units
J-M)
Version journalistique Higher
education in the US, The
Economist (Mar 2006)
18
28th Jan
P
Traduction
N°24
19
4th Feb
Q
Traduction
N° 40
Banque Iena
Lv1 2009
20
11th Feb
R
Traduction
N° 25
21
18th Feb
S
Traduction
Version littéraire
N° 7 Banque Zadie Smith, On Beauty
Agro Veto
(2005)
2009
T
Traduction
N° 26
REVISION
TEST 4 (Units
N-R)
22
25th Feb
23
18th March
24
25th March
25
1st April
26
8th April
27
15th April
REVISION
TEST 5 (Units
S-V)
Thème journalistique
L’industrie automobile, Le
Monde (oct 2008)
Points divers 1 : How to
translate ‘dont’,
Extraposition, Word
order in questions
Genitives with nonhuman entities - Word
order with numerals Complex verb structures:
V (+preposition) + S +
V-ing
Points divers 2 :
Concessive clauses –
‘wish’ to express regret
have + -en in “breaking
news” and “stock taking”
meaning effects in
context (effet bilan) Names of countries: the
or Ø? - no and not in ‘no
better’, ‘not better’
Points divers 3 : Time
clauses – WOULD RATHER
– HAD BETTER
Shall, will and be going
to - Possessive adjectives
- to make + object +
adjective
Vocab
traductions
10& 36
Education
Vocab
traductions 3
& 30
The car
industry
Chapter 4 (Xmas
holidays, read
tutorial texts)
Chapter 5
Chapter 6
Chapter 7
Vocab
Chapter 8
traductions 11
& 37
Arm and
Chapter 9
hand motion
Points divers 4 : How to Vocab
translate ‘de plus en plus’ traductions 4
and ‘de moins en moins’ & 31
– how to translate ‘deux
fois plus’, ‘trois fois
plus’, ‘deux fois moins’,
‘trois fois moins’
Chapter 10
Concours Blanc
U
Traduction
N° 34 Hec
Lv2 2007
Thème littéraire
Didier Van Cauwelaert, Un
aller simple (1994)
‘Tell’ and ‘say’ and the
problem of transitivity How to translate French
present participles - How
to translate ‘naître’,
‘mourir’ and ‘être mort’
Verbs of sight
EASTER MONDAY
V
Traduction
N° 27
Points divers 5 : How to Vocab
translate ‘plus…, plus…’ traductions 12
and ‘moins …, moins…’ & 38
Chapters 11 & 12