MĖTHODOLOGIE
EXPRESSION ECRITE :
Série d’exercices méthodologiques visant à faire prendre conscience aux élèves de l’importance d’un
travail préalable à la rédaction axé sur l’analyse du libélé d’un sujet ou de la question posée
Dans ces activités, les élèves apprendront à :
1- Analyser ce qui est demandé pour determiner à quel type de production correspond un sujet
d’expression écrite. Les élèves utiliseront comme support la compilation des sujets du bacacalauréat
correspondant à leur série (ici, Séries Technologiques LV1 et ES/S LV1)
2- Mobiliser les structures et le lexique approprié au sujet, choisir un plan adéquat en s’aidant d’un
diagramme adapté au type de production attendu pour l’élaboration de ce plan.

Sources :
-
Textes et Documents Anglais, Méthodes et techniques, Nathan, 1993, Paris, p. 175
-
http://ccweb.norshore.wednet.edu/writingcorner/writingprocess.html
-
http://www.sdcoe.k12.ca.us/score/actbank/torganiz.htm

Additional links of interest
- http://www.angelfire.com/wi/writingprocess/writing.html
The five steps of the writing process from pre writing to publishing
http://www.angelfire.com/wi/writingprocess/specificgos.html
Specific Graphic Organizer Links: This collection of links allows you to select a specific graphic
organizer to suit your specific needs.
- http://www.parapal-online.co.uk/eap.htm
6 Flash exercises to help students learn how to write different types of academic essays. Includes
argumentative, cause and effect, compare and contrast, descriptions of statistics and a bibliography
exercise. Thesis statements, topic sentences, supporting sentences and examples are used.
Students can also learn how to write letters
- http://members.tripod.com/~lklivingston/essay/index.html
This site gives a great deal of reference support about how to write an essay. It helps students to
understand the basic structures of an essay
- http://essayinfo.com
This site offers guides to efficient essay writing. Includes essay writing basics, a thorough
description of different essay types, and writing tips.
-
http://esl.about.com/library/lessons/blwritingplans.htm
A selection of lesson plans by esl.about.com
Laurence Bernard, Académie de La Martinique, Jan. 2004
Compilation
Des SUJETS D’EXPRESSION ECRITE- ANGLAIS - séries STT, STL, SMS, LV1
au baccalauréat jusque 2003
A
1-How did her parents react to their daughter's
situation (80 words)
B
1- What do you think of Naille's decision? how do
your parents feet about your TV habits ? (150
words)
1- Explain the last sentence in the text : " ... and
Thomas had known that he should not ask what had
happened to the money... " (50 words)
C
2- If you found yourself in a difficult situation, who would you
rather turn to, your parents or your friends ? Give your reasons.
(120 words)
2- Do you think the boy and his mother were right to act as they
did ? What would you have done if you had been in their place ?
(100 words)
D
1- Do you think secret agents have an exciting life ?
Why or why not ? (100 words)
E
1-" People could get used to life without work”.
What does Robin mean by these words ? Do you
agree with her ? Wouldn't it bring about problems ?
(50 words)
F
1 - Public transport or private cars ? Which is better
? Make comparisons. (150 words)
1- Is the quality of life always ruined by
technological progress ? (150 words)
1- Explain why Charles Darrow's He can be
considered a typical American success story. (80
words)
2- Can you find reasons why people enjoy playing games like
Monopoly or trivial Pursuit ? Do you like that kind of games ?
Give your reasons. (120 words)
I
1 - Why did the narrator love her grandmother so
much ? (100 words)
2- Are there differences between the role of a father and the role
of a mother in a family ? (100 words)
J
1- Imagine a continuation to the story (80 words)
K
1-The narrator tries to convince his old friend to jog
in the open air. Write their conversation expressing
opinion and advice (80 words)
1- 15-year-old Linda tries to convince her parents to
buy her a mobile phone. Write the conversation.
(100 words)
1- Write a letter to your member of Parliament
(député) in which you explain what could be done to
make the lives of disabled people better (80 words)
1- Is it always an advantage for a team or a
champion to be well-known? (80-100 words)
1- Imagine that you were the girl’s mother. Relate
the story to the local newspaper (100 words)
1- In your opinion, is it possible to live without
computers today? (100 words)
1- Felicia writes a short letter to her sister to tell her
about her feelings during the interview with the
security officer (80 words)
1- Do you think it is a good idea to go on such a
long trip completely alone at the age of thirteen?
Explain the advantages and disadvantages of such
an adventure. (200 words)
1- Imagine the conversation at the breakfast table
between the policeman and his wife (80 words)
1- imagine a telephone conversation between Oliver
and a friend of his. Oliver enjoys living in the
country, his friend disagrees (200 words)
1- Write the conversation between the manager and
the man who is announced (80 words)
2-a) What qualities would you like your future husband or wife
to have? Explain.(120 words)
Or b) Do you think parents should interfere in their children’s
choice about their future lives? Explain.(120 words)
2- Do you prefer outdoor or indoor activities? Explain your
reasons. (120 words)
G
H
L
M
N
O
P
Q
R
S
T
U
2- Nicky still loves Charles and tries to persuade him to give up
his job as a British agent and marry her, but, to Charles, his
career is more important than family life. Imagine their
conversation. (100 words)
2- Factory workers are being replaced by machines and
computers. Should we try and stop this trend or are there other
ways of putting an end to unemployment ? (100 words)
2- Should the use of mobile phones be banned in public
transport, in restaurants, in cinemas, in schools? (100 words)
2- Do you think discrimination against disabled people can be
compared to other forms of discrimination? (120 words)
2- Are you personally interested in being a member of a sports
team? Why or why not? (80-100 words)
2- How do you react to the decision made by the head teacher?
Justify your opinion (100 words)
2- Should we be afraid of the technologies of the future? (100
words)
2- Traveling in your own country or in a foreign country can be
an enriching experience. What’s your opinion about this? Justify
with examples (120 words)
Or 2- You are planning a trip similar to Jane’s. Explain how you
would prepare it to make it as successful as possible. (200
words)
2- What do you expect from your future job? (120 words)
2- Give examples of circumstances when sportsmen’s lives are
put at risk. (120 words)
Compilation
Des SUJETS D’EXPRESSION ECRITE, séries ES/S, LV1
au baccalauréat jusque 2003
1) To what extent can archaeology be exciting ?
3) A few days later, Britt confesses her lie to her
mother. Write their conversation.
5) Imagine the end of the story.
7) Imagine what had happened to Anna.
9) Later on, Mrs Rice, Harold and Elsie are talking
about their future plans to get out of their difficult
situation. Imagine their conversation.
11) Milo meets his father in the parlour and complains
about his sisters. Write out their conversation.
13) Imagine the end of the story.
2) You have just moved into a new house. You and a friend of
yours make an unexpected discovery. Write about it.
4) Do you agree with Britt’s belief that “You could have anything
you wanted if only you tried hard enough" ? Justify your answer,
giving examples.
6) Do you enjoy reading detective stories or do you prefer another
type of literature? Explain why.
8) Years later, the narrator is surprised to get a letter from Anna.
What is it about?
10) How important is reading at a time when new technologies
have an ever-increasing importance?
12) Discuss the advantages and difficulties of living in a large
family.
14) Do you enjoy reading detective stories or do you prefer another
type of literature? Explain why
15) Do you agree with Alice’s position and the fact that 16) In what way is music and art in general necessary in life?
being independent is the best way in a couple?
17) Imagine why Ishmael and Hatsue’s relationship
18) Do you think there is any point in commemorating past
came to an end.
historical events, wars, for example?
19) Imagine the interview between the boy and the
20) Write an essay about the following subject: “would you
editor. Write the dialogue.
consider ambition as a quality?
21) Would you feel secure in a country where it is legal 22) “The first thing you have to learn is not to trust anyone”. Do
to carry weapons?
you agree with this statement?
23) Comment on Mrs Wormwood’s statement: “Looks 24) Do you think parents need to get involved in their children’s
is more important than books.”
studies or not? Give some relevant examples.
25) Suppose Judy had been fired. Back home, she talks 26) Is working for such an organization as the FBI a job you would
it over with a firend of hers. She expresses her regrets
like to do? According to which criteria would you choose your
and discusses her future.
future job? Do you think you are likely to keep that job for all your
working life?
27) Imagine what had happened to Anna
28) Years later, the narrator is surprised to get a letter from Anna.
What is it about?
29) Imagine the conversation between the teacher and
30) Are you ambitious and do you think that ambition is necessary
Monty Roberts when they met again.
to succeed in life?
31) Write about something strange or unexpected you
32) According to Mommy, the aim of school is to “educate your
suddenly discovered in your childhood, and the
mind”. Discuss this statement.
consequences it had for you.
33) Imagine the letter Elizabeth writes her relatives to
34) Would you be ready to leave your homeland to follow the one
tell about what happened and what she is going to do. you love abroad? Give your reasons.
35) In Dublin, Signora happens to meet someone she
36) “Same as me…looking for ancestors” (l.42). Comment and
used to know and who expresses surprise at Signora’s
explain. Why do some people need to fing their roots?
return. Write out their conversation.
37) Imagine the dialogue between Joan and his
38) Where would you rather live if you were given the choice? At
rescuers.
the seaside, in the mountains, in the countryside, in a big city…?
Give your reasons.
39) Would you like to go and live in another country?
40) Imagine Signora’s past life
What would motivate your decision? What difficulties
would you be faced with?
41) Write an article published by a journalist after the
42) Is it right for Man to interfere with the laws of nature? Give
scene, in which he mentions each party’s motivations
examples and say what you think.
and problems.
43) Imagine what happened next. (dialogue or/and
44) The soldier tells the same story to a friend. Imagine his
narration)
version of events. (150 words)
45) There are various ways of communicating today. Which do
you prefer and why. (150 words)
Pour répondre par écrit en un paragraphe à une question posée, il faut analyser ce qui est demandé, puis mobiliser
le lexique et les structures necessaires, enfin présenter et développer l’idée centrale du paragraphe en créant entre
les phrases qui le composent des liens logiques et de la cohérence
I- Analyser ce qui est demandé
1-Description :
Describe a situation in which you have felt out
of place
2- Comparison
Are things changing? Describe and compare a
father’s and a mother’s responsibilities now
and fifty years ago.
3- Narration:
Retell the end of “Little red riding Hood” so
that she has the upper hand.
4- Hypothèse, souhait:
Would it be an advantage to live in a world in
which everybody has the same skin colour,
whatever the colour?
5- Explication:
Explain why teenage girls may be particularly
at risk from tobacco advertising
6- Opinion:
Do you think that animals should live in their
natural habitats?
II- Mobiliser le lexique et les
structures pour
Nommer , qualifier, localiser la
situation dans le temps et dans
l’espace
Nommer et qualifier:
Utiliser comparatifs et superlatifs,
exprimer ressemblances et
contrastes
Utiliser les formes verbales relatives
au passé et exprimer des relations
temporelles.
Décrire personnages et actions
Utiliser le conditionnel (irréel du
présent et du passé, préterit modal)
Utiliser les conjonctions qui
expriment la condition,
Parler de ce qui n’existe pas.
III- Présenter l’idée centrale du
paragraphe
Sous forme déclarative :
Never in my life have I felt more ill at ease
than on the day when I arrived at a dress-up
party in my bathing-trunks
En annonçant une généralité :
Men and women are supposed to have equal
rights and opportunities.
Sous forme déclarative :
It is not easy to fool little girls nowadays as it
used to be.
En faisant une citation :
Alvin Toeffler writes in « future Shock » :
‘Given our new fast accumulating knowledge
of genetics, we shall be able to breed whole
races of blue people – or for that matter,
green, purple, or orange.’
Exprimer des faits objectifs,
En annonçant les faits :
exprimer des opinions, les nuancer à Authority showed that almost 25% of 15l’aide d’auxiliaires modaux et
year-od girls smoke compared with only 17%
d’adverbes, utiliser les mots de
of boys.
liaison qui expriment des relations
causales
Définir le problème, exprimer le
En posant une question :
pour et le contre en utilisant les
Caged and safe or wild and free ?
mots de liaison necéssaires,
présenter et justifier le point de vue
choisi
TASK 1: Analysez ce qui est demandé dans les sujets d’expression écrite (déterminez le type de
production attendue )
TASK 2: (in English) Match the writing forms with their purpose and examples




Form
Narrative
Expository
Persuasive
Descriptive




Purpose
to argue or persuade
to inform
to entertain
to describe




Examples
story, poem, report, essay
essay
story (personal, true or imaginative), fable,
poem, play, biography
Recount, Report, Explanation, Procedure
TASK 3: What form do these prompts correspond to? Write E for Expository, N for Narrative,
D for Descriptive or P for Persuasive






Write a story. . .
Tell about a time when . . .
Write a poem . .
Describe a special place and explain why it
is special.
Describe the most important person in
your life.
Describe the animal's habitat in your
report.











Persuade your audience that . . .
Convince your audience that . . .
Does watching violence on television . . .
Should students wear school uniforms?
Recount (tell) what happened when . . .
Retell a story.
Record the events . . .
Write a report on . . .
Explain how to . . .
Describe the procedure for . . .
Explain the procedure used
First Steps Framework:
1. Recount or retell



Orientation with who, where, when, what, why
Events in time order
Concluding statement or ending
2. Report




Topic statement
Examples
Description with supporting details
Summary
3. Explanation
 Definition of phenomenon
 Sequenced explanation
 Description of parts
 Operations (how and why)
 Applications
 Comments and/or evaluation
4. Procedure
 Goal, purpose, or aim
 Tools, equipment, materials, data
 Description of specific steps
 Evaluation and testing to determine if goal
was met
First Steps Framework:
1. Orientation
 Who, when, where
2. Events that lead to a complication or problem
 Sequence of important events
 Details that enhance story development
3. Complication or problem
 Real-life complication or problems for main
characters
 Other minor complications or problems
4. Resolution
Complication or problem solved in a satisfactory way
First Steps Framework:
1. Thesis
 Point of view or position
 Background information
2. Argument
 Support for position
 Evidence
 Detailed examples
3. Reiteration
 Conclusion that summarizes important points
 Concise redefinition or review of position.
Key Features:
1. Recount or retell
 Relevant background
 Time sequence
 Selected details
 Descriptive language
 Linking words
 Conclusion or ending
2. Report
 Identified audience
 Framework fits need
 Logical organization
 Detailed descriptions
 Accurate definitions
 Knowledgeable voice
3. Explanation
 Identified Audience
 Framework fits need
 Examples and details
 Specific vocabulary
 Linking words
 Cause and effect
 Knowledgeable voice
4. Procedure
 Identified Audience
 Framework fits need
 Sequence of steps
 Visuals support text
 Precise vocabulary
 Knowledgeable voice
First Steps Framework:
Description is used in all forms of writing to
create a vivid impression of a person, place,
object, or event.
First Steps does not recognize this a a separate
form, but an integral part of the other three.
Key Features:
 Descriptive language: adjectives, adverbs, sensory
words
 Active verbs
 Detailed examples create a picture
 Shows instead of tells
 Imagery, metaphor. simile
Key Features:
 Specific audience
 Thesis statement with summary of
arguments to follow
 Logical organization
 Relevant information included
 Detailed support with examples
 Links part to whole
 Specific Vocabulary
 Object style
 Consistent tense
 Knowledgeable voice
TASK 4: What form do the following first steps and key features (basic characteristics) correspond to?
Cut them out and reorganize them in pairs
Key Features:
 Strong story line
 Defined characters
 Details enhance plot, setting, characters,
and events
 Descriptive language
 Effective dialogue
 Organization supports plot development
 Pacing builds suspense
 Past, present, or future tense
 Strong voice
Key Features:
 Descriptive language: adjectives, adverbs, sensory words
 Active verbs
 Detailed examples create a picture
 Shows instead of tells
 Imagery, metaphor. simile
NARRATIVE
First Steps Framework:
1. Orientation
 Who, when, where
2. Events that lead to a complication or problem
 Sequence of important events
 Details that enhance story development
3. Complication or problem
 Real-life complication or problems for main characters
 Other minor complications or problems
4. Resolution
 Complication or problem solved in a satisfactory way
Key Features:
 Strong story line
 Defined characters
 Details enhance plot, setting, characters, and events
 Descriptive language
 Effective dialogue
 Organization supports plot development
 Pacing builds suspense
 Past, present, or future tense
 Strong voice
First Steps Framework:
1. Thesis
 Point of view or position
 Background information
2. Argument
 Support for position
 Evidence
 Detailed examples
3. Reiteration
 Conclusion that summarizes important points
 Concise redefinition or review of position.
Key Features:
 Specific audience
 Thesis statement with summary of arguments to follow
 Logical organization
 Relevant information included
 Detailed support with examples
 Links part to whole
 Specific Vocabulary
 Object style
 Consistent tense
 Knowledgeable voice
First Steps Framework:
1. Recount or retell
 Orientation with who, where, when, what, why
 Events in time order
 Concluding statement or ending
2. Report
 Topic statement
 Examples
 Description with supporting details
 Summary
3. Explanation
 Definition of phenomenon
 Sequenced explanation
 Description of parts
 Operations (how and why)
 Applications
 Comments and/or evaluation
4. Procedure
 Goal, purpose, or aim
 Tools, equipment, materials, data
 Description of specific steps
 Evaluation and testing to determine if goal was met
Key Features:
1. Recount or retell
 Relevant background
 Time sequence
 Selected details
 Descriptive language
 Linking words
 Conclusion or ending
2. Report
 Identified audience
 Framework fits need
 Logical organization
 Detailed descriptions
 Accurate definitions
 Knowledgeable voice
3. Explanation
 Identified Audience
 Framework fits need
 Examples and details
 Specific vocabulary
 Linking words
 Cause and effect
 Knowledgeable voice
4. Procedure
 Identified Audience
 Framework fits need
 Sequence of steps
 Visuals support text
 Precise vocabulary
 Knowledgeable voice
EXPOSITARY
DESCRIPTIVE
First Steps Framework:
Description is used in all forms of writing to create a vivid
impression of a person, place, object, or event.
First Steps does not recognize this a a separate form, but an
integral part of the other three.
PERSUASIVE
(Answer to task 4)
TASK 5: Use the following model to compose four pages for each of the four forms
(Descriptive, Expository, Narrative, Persuasive) Each page should be copied in your notebook
Descriptive
(Model Page)
Purpose: (use task 2)
Examples: (task 2)
Cues words in prompt:
(task 3)
First Steps Framework:
(Task 4) – Stick the
corresponding “first steps” here
Key Features:
( Task 4) and stick the
corresponding key features
here
(Answers to tasks 2-5)
Descriptive
Purpose: to describe
Examples: Story, Poem, Report, Essay
Cues words in prompt:



Describe a special place and explain why it is special.
Describe the most important person in your life.
Describe the animal's habitat in your report.
First Steps Framework:
Description is used in all forms
of writing to create a vivid
impression of a person, place,
object, or event.
First Steps does not recognize
this a a separate form, but an
integral part of the other three.
Key Features:





Descriptive language:
adjectives, adverbs,
sensory words
Active verbs
Detailed examples create a
picture
Shows instead of tells
Imagery, metaphor. simile
Narrative
Purpose: to entertain
Examples: Story (personal, true, imaginative), Fable, Myth, Poem, Play, Biography
Cues words in prompt:



Tell about a time when . . .
Write a story. . .
Write a poem . . .
First Steps Framework:
1. Orientation
 Who, when, where
2. Events that lead to a
complication or problem
 Sequence of important
events
 Details that enhance story
development
3. Complication or problem
 Real-life complication or
problems for main
characters
 Other minor
complications or problems
4. Resolution
 Complication or problem
solved in a satisfactory
way
Key Features:









Strong story line
Defined characters
Details enhance plot,
setting, characters, and
events
Descriptive language
Effective dialogue
Organization supports plot
development
Pacing builds suspense
Past, present, or future
tense
Strong voice
Persuasive
Purpose: to argue or persuade
Examples: Essay, Position Paper
Cues words in prompt:




Persuade your audience that . . .
Convince your audience that . . .
Does watching violence on television . . .
Should students wear school uniforms?
First Steps Framework:
1. Thesis
 Point of view or position
 Background information
2. Argument
 Support for position
 Evidence
 Detailed examples
3. Reiteration
 Conclusion that
summarizes important
points
 Concise redefinition or
review of position.
Key Features:










Specific audience
Thesis statement with
summary of arguments to
follow
Logical organization
Relevant information
included
Detailed support with
examples
Links part to whole
Specific Vocabulary
Object style
Consistent tense
Knowledgeable voice
Expository
Purpose: to inform
Examples: Recount, Report, Explanation, Procedure
Cues words in prompt:







Recount (tell) what happened when . . .
Retell a story.
Record the events . . .
Write a report on . . .
Explain how to . . .
Describe the procedure for . . .
Explain the procedure used . . .
First Steps Framework:
1. Recount or retell
 Orientation with who, where, when, what, why
 Events in time order
 Concluding statement or ending
2. Report
 Topic statement
 Examples
 Description with supporting details
 Summary
3. Explanation
 Definition of phenomenon
 Sequenced explanation
 Description of parts
 Operations (how and why)
 Applications
 Comments and/or evaluation
4. Procedure
 Goal, purpose, or aim
 Tools, equipment, materials, data
 Description of specific steps
 Evaluation and testing to determine if goal was
met
Key Features:
1. Recount or retell
 Relevant background
 Time sequence
 Selected details
 Descriptive language
 Linking words
 Conclusion or ending
2. Report
 Identified audience
 Framework fits need
 Logical organization
 Detailed descriptions
 Accurate definitions
 Knowledgeable voice
3. Explanation
 Identified Audience
 Framework fits need
 Examples and details
 Specific vocabulary
 Linking words
 Cause and effect
 Knowledgeable voice
4. Procedure
 Identified Audience
 Framework fits need
 Sequence of steps
 Visuals support text
 Precise vocabulary
 Knowledgeable voice
DIAGRAMS can be
used to help you start
answering a question or
developing a subject
2
1
3
4
5
6
7
8
9
10
TASK 6: What diagrams correspond to the following descriptions on how , when, or why use them.
Write the appropriate number
diagram n° ……
.- useful for examining similarities and differences in characters, stories, poems, etc
a prewriting activity to enable students to organize thoughts or textual quotations prior to writing a compare/contrast essay.
This activity enables students to organize similarities and differences visually
diagram n° ……
-a spider map is used to describe a central idea: a thing, a process, a concept, a proposition. The map may be used to
organize ideas or brainstorm ideas for a writing project. Key frame questions: What is the central idea? What are its
attributes? What are its functions?
diagram n° ……
- requires students to identify a problem and consider multiple solutions and possible results.
diagram n° ……
- A Fishbone Map is used to show the causal interaction of a complex event (an election, a nuclear explosion) or complex
phenomenon (juvenile delinquency, learning disabilities).
Key frame questions: What are the factors that cause X ? How do they interrelate? Are the factors that cause X the same as
those that cause X to persist?
diagram n° ……
-used to show similarities and differences.
Key frame questions: What are being compared? How are they similar? How are they different?
diagram n° ……
- attempts to show how a series of events interacts to produce a set of results again and again, such as the life cycle or a
cycle of poor decisions.
Key frame questions: What are the main events in the cycle? How do they interact and return to the beginning again?
diagram n° ……
-used for time lines showing historical events, ages (grade levels in school), degrees of something (weight), shades of
meaning, or rating scales (achievement in school).
diagram n° ……
-shows how family members are related.
Key frame question: Who are my ancestors? How are they related on the Family Tree?
diagram n° ……
-a nonlinear activity that generates ideas, images and feelings around a stimulus word. As students cluster, their thoughts
tumble out, enlarging their word bank for writing and often enabling them to see patterns in their ideas. Clustering may be a
class or an individual activity.
diagram n° ……
-used to describe the stages of an event, the actions of character or the steps in a procedure.
Key questions: What is the first step in the procedure or initiating event? What are the next stages or steps? How does one
event lead to one another? What is the final outcome
(answers)TASK 6:What diagrams correspond to the following descriptions on how , when, or why
use them. Write the appropriate number
diagram n° …5…
.- useful for examining similarities and differences in characters, stories, poems, etc
a prewriting activity to enable students to organize thoughts or textual quotations prior to writing a compare/contrast essay.
This activity enables students to organize similarities and differences visually
diagram n° …6…
-a spider map is used to describe a central idea: a thing, a process, a concept, a proposition. The map may be used to
organize ideas or brainstorm ideas for a writing project. Key frame questions: What is the central idea? What are its
attributes? What are its functions?
diagram n° …9…
- requires students to identify a problem and consider multiple solutions and possible results.
diagram n° …7…
- A Fishbone Map is used to show the causal interaction of a complex event (an election, a nuclear explosion) or complex
phenomenon (juvenile delinquency, learning disabilities).
Key frame questions: What are the factors that cause X ? How do they interrelate? Are the factors that cause X the same as
those that cause X to persist?
diagram n° …4…
-used to show similarities and differences.
Key frame questions: What are being compared? How are they similar? How are they different?
diagram n° …3…
- attempts to show how a series of events interacts to produce a set of results again and again, such as the life cycle or a
cycle of poor decisions.
Key frame questions: What are the main events in the cycle? How do they interact and return to the beginning again?
diagram n° …8…
-used for time lines showing historical events, ages (grade levels in school), degrees of something (weight), shades of
meaning, or rating scales (achievement in school).
diagram n° …2…
-shows how family members are related.
Key frame question: Who are my ancestors? How are they related on the Family Tree?
diagram n° …1…
-a nonlinear activity that generates ideas, images and feelings around a stimulus word. As students cluster, their thoughts
tumble out, enlarging their word bank for writing and often enabling them to see patterns in their ideas. Clustering may be a
class or an individual activity.
diagram n° …10…
-used to describe the stages of an event, the actions of character or the steps in a procedure.
Key questions: What is the first step in the procedure or initiating event? What are the next stages or steps? How does one
event lead to one another? What is the final outcome
- TASK 7: Now, choose 2 subjects from the list and use two different diagrams to develop those subjects
- TASK 8: Fill in the grid for each subject
Sujet
libélé
Analyser ce qui est Diagramme illustré
demandé
Lexique et structures
Utiliser ………..…..
pour …………
- TASK 9 : Write your essay ( to be handed to your teacher )
Rédiger la premère partie
(80 words)