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Go to the sequence From Heroes to Legends.... and upload the photos in the column intermediary task... Thank you :)

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Cambridge Dictionary: Dictionnaire anglais, Traductions & Synonymes

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Le dictionnaire de langue et synonymes le plus populaire pour commencer à étudier l'Anglais. Trouvez la définition et le sens des mots, accompagnés de prononciations et traductions.

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Mieux comprendre les épreuves

Consultez la FAQ langues vivantes

Vous y trouverez :

l'explicitation des épreuves de LV1 et 2,

leur articulation avec les épreuves de Littérature étrangère en langue étrangère et de Langue vivante approfondie en série L, avec les épreuves d'Enseignement technologique en LV1 en séries STI2D et STL et de Design et Arts appliqués en série STD2A,

les documents à apporter pour les oraux de la série L,

le détail des dispositions pour les candidats individuels et les candidats handicapés.

Visualiser les possibilités de choix de langues vivantes en LV1 et en LV2 selon les séries :

Séries ES, S, STMG, ST2S, STL, STI2D et STD2A : l'évaluation de la partie orale des épreuves de LV1 et 2 est organisée en cours d'année dans les établissements, sauf lorsque le candidat choisit, au moment de son inscription au baccalauréat, une autre langue que celle qu'il suit en enseignement. Dans ce cas, cette partie d'épreuve fait l'objet d'un oral en ponctuel terminal (même si l'établissement où est inscrit le candidat comprend un enseignement de la langue choisie au baccalauréat par ce candidat).
Schéma des choix possibles de langue vivante en séries ES et S

Série L : les épreuves de LV1 et de LV2 sont organisées en ponctuel terminal. Le choix de la langue en LV1 ou en LV2 est étroitement lié à la langue suivie en enseignement de Littérature étrangère en langue étrangère.
Schéma des choix possibles de langue vivante en série L

Une évaluation des compétences linguistiques

En cohérence avec le cadre européen commun de référence pour les langues (CECRL), les langues vivantes 1 et 2 font l'objet d'une évaluation par compétences linguistiques :

compréhension de l'oral ;

expression orale ;

compréhension de l'écrit ;

expression écrite.

Ainsi, la LV1 et la LV2 sont évaluées à l'écrit comme à l'oral.

Cette évaluation s'organise selon les mêmes modalités pour la grande majorité des séries générales et technologiques : une évaluation en cours d'année en classe terminale dans le cadre normal de la formation.

Une évaluation spécifique des langues vivantes en série Littéraire (L)

En série L, le poids des langues vivantes acquiert un poids très important grâce à trois choix ouverts :

approfondir l'étude de la littérature des langues étudiées en LV1 ou 2 dans un enseignement spécifique : Littérature étrangère en langue étrangère ;

renforcer l'apprentissage d'une langue grâce à la LV1 ou 2 approfondie ;

ouvrir son cursus à trois langues vivantes (étrangères et/ou régionales).

Cela a pour conséquence la mise en place d'une évaluation spécifique des langues dans cette série, puisque la partie orale des épreuves de LV1 et de LV2 est évaluée sous la forme d'un oral terminal, et non en cours d'année.

Réglementation des épreuves de langues vivantes

Arrêté du 29 janvier 2015 (J.O. du 26-2-2015, BOEN n° du 19-3-2015) relatif à la liste des académies de métropole, des départements et régions d'outre-mer et des collectivités d'outre-mer dans lesquelles peuvent être subies les épreuves obligatoires de langues vivantes autres qu'allemand, anglais, espagnol et italien à la session 2015

Note de service n° 2014-003 du 13 janvier 2014 relative aux épreuves de langues vivantes applicables aux baccalauréats général et technologique (hors séries L, TMD, STAV et hôtellerie), BO n° 4 du 23 janvier 2014

Note de service n° 2013-176 du 14 novembre 2013 relative aux épreuves de langues applicables au baccalauréat de la série L à compter de la session 2014, BO n° 43 du 21 novembre 2013
Langues étrangères et régionales pouvant faire l'objet d'épreuves de langues vivantes
En savoir plus
Conseils aux enseignants
Indications sur le choix des supports pour la compréhension orale (évaluation en cours d'année)
Ressources

Pour accompagner ces épreuves, le site Eduscol propose un résumé de plusieurs ressources. Vous pouvez aussi vous référer à l'espace ressources d'accompagnement en langues vivantes.

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Les modalités des épreuves de langues vivantes aux baccalauréats général et technologique

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Consultez la FAQ langues vivantes Vous y trouverez : l'explicitation des épreuves de LV1 et 2, leur articulation avec les épreuves de Littérature étrangère en langue étrangère et de Langue vivante approfondie en série L, avec les épreuves d'Enseignement technologique en LV1 en séries STI2D et STL et de Design et Arts appliqués en série STD2A, les documents à apporter pour les oraux de la série L, le détail des dispositions pour les candidats individuels et les candidats handicapés.

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Retrouvez les annales et corrections gratuites du bac série S pour l'épreuve d'Anglais LV1 des sessions 2018, 2017 et précédentes.

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Rule 1 : ENGLISH ONLY !
Rule 2 : A WORD A DAY IMPROVES YOUR GRADES RIGHT AWAY !
Rule 3 : 1,2,3... QUIET... :)
Rule 4 : THE EXPERT IN ANYTHING WAS ONCE A BEGINNER :)

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Play games, have fun and enjoy your English vocabulary at the same time !

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Play games, have fun and improve your English vocabulary at the same time.

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To help you out with the essay-type questions...

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To help you out with the essay-type questions...

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It is a bit of a myth that there is a 'one size fits all' structure for IELTS Writing task 2 essays. Whilst the exam task criteria is the same each time, ie. you must write a minimum 250 words in approximately 40 minutes, there are actually 5 different types of Task 2 essays and each has a slightly different structure.

Many IELTS websites will suggest that you organise your essay in a specific way. It will probably look something like this:

If you are aiming for a Band Score of around 5 or 6, then this kind of generic structure will probably be enough in each case. However, if you are aiming for a higher score, it is crucial that you familiarise yourself both with the different variations of essay types you might be given and the most effective way to organise your response.

The 5 most common types of Task 2 essays are:

Opinion (often Agree or Disagree)

Advantages and Disadvantages

Problem and Solution

Discussion (Discuss both views)

Two-part Question

In an Opinion essay, you need to clearly express what you personally feel about the given topic. If you are asked direct questions like in the task below, then it is up to you how balanced or one-sided you choose to answer. You can address both parts of the question equally or focus mainly on one side, depending on your point of view.

Have newspapers become a thing of the past or do they still have an important role to play in people's lives today?

In a task like the one below, where you are asked to what extent you agree or disagree, it is very important that you state this explicitly at the beginning and then again at the end of your essay. Do you agree fully, mainly, partly or not at all?

Computers have made it possible for people to work from home instead of working in offices every day.This should be encouraged as it good for both workers and employers. To what extent do you agree or disagree?

Remember: this is also considered an 'argument' essay and you should try to convince the reader that your opinion is right. In this case, I suggest that your essay structure should look something like this:

Simon at www.ielts-simon.com, a former IELTS examiner, explains how to structure an opinion essay depending on the extent to which you agree.

Advantages and Disadvantages essays:

In an Advantages and Disadvantages essay such as the one below, you need to discuss the positive and negative perspectives equally and to clearly explain why you think something is an advantage or a disadvantage. It is common to start Paragraph 1 with the advantages, however this is optional.

Nowadays many students have the opportunity to study some or all of their course in a foreign country. What are the advantages and disadvantages of studying abroad?

A possible structure for this type of question is:

Problem and Solution essays:

In a Problem and Solution essay, such as the one below, you need to think carefully about how to respond to the questions posed. It is also important that you address all parts of the task. The first question will refer to the problem or cause and the second question will refer to the solution. Try to limit yourself to answering these questions only and don't introduce any further questions/points of your own otherwise you might stray off task.

Overpopulation is a major problem in many urban centres around the world. What problems does this cause? How can we solve the issue of overpopulation?

Try this structure to organise your essay:

In a Discussion essay, such as the one below, you will be presented with two sides of an issue and you will need to examine both perspectives equally before giving your own conclusion.

In today's competitive world, many families find it necessary for both parents to go out to work. While some say the children in these families benefit from the additional income, others feel they lack support because of their parents' absence. Discuss both sides and give your opinion.

In this case, your essay structure could look like this:

In a Two-part question essay, such as the example below, you will get two questions. You must answer both questions fully otherwise you risk getting a low score for Task Achievement.

In today's society, success is often measured in terms of wealth and possessions. Do you think these are the best measure of success? What makes a successful person?

So, in this case, I suggest organising your ideas in the following way:

Please bear in mind that these structures are my suggestions; they are not fixed in stone and you can adapt them to fit what you want to say. However, I highly recommend using these templates to practise organising your ideas into paragraphs then developing them into an essay, in preparation for the writing exam. Having a clear idea of these essay structures will help you stay on task in the exam, manage your time more efficiently and express your ideas clearly.

Remember too to use linking words and phrases to connect your sentences and paragraphs together to improve your scores in Coherence and Cohesion. Stay tuned for a blog post on this topic very soon!

We will soon be launching IELTS Write, where you can supercharge your writing score! Sign up to IELTS Write to access a variety of exclusive IELTS Writing tasks. Our experienced IELTS tutors will give you quick, detailed feedback on your writing. Sign up and you'll be the first to know when we launch!

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The 5 different types of Task 2 essay structures

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It is a bit of a myth that there is a 'one size fits all' structure for IELTS Writing task 2 essays. Whilst the exam task criteria is the same each time, ie. you must write a minimum 250 words in approximately 40 minutes, there are actually 5 different types of Task 2 essays and each has a slightly different structure.

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To help you out with your irregular verbs !!

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Sophie has just arrived home after a work trip to the United States which turned into a nightmare.

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To help you out with your irregular verbs (list and quiz)

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This site has been updated and relocated under a new name to International School Tutors.

If you are unable to find what you are looking for on the new site, send an email to the webmaster via the Contact page.

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This site has been updated and relocated under a new name to International School Tutors. If you are unable to find what you are looking for on the new site, send an email to the webmaster via the Contact page.

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Give it a try

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Think about the CAPITAL LETTERS (nationality, country, language, month, day...)
Avoid contractions (they are >< they're)
Think about the FORMAT (space, structure...)
Don’y copy the questions !
Only hand in your work...
Don’ forget to write the number of the essay question you have chosen.
Write the second par (EE) on a new page.
Justify your answers

SPELLING MISTAKES :
=> I agree / I disagree / I don’t agree  (with something or someone)
=> For example / for instance
=> ‘I’ and not ‘i’
=> woman => women
=> child => children
=> man => men
=> 1 person + SING / 2 people + PLU    (Peoples means ‘peuples’)

GRAMMATICAL MISTAKES :
=> le but s’exprime par TO / IN ORDER TO
=> ADJECTIVES can never be plural.
=> le 's' de 3ème personne : he learns / he doesn't learn
=> to be considered as
=> revoir they're (they are), their (leur), there (là), there are (il y a)
=> some answers SUCH AS
=> to talk TO someone
=> explain something to someone
=> tell someone something

=> I am interestED IN this painting.   => This painting is interestING.
=> To MAKE a decision
=> As it is mentioNed line 10,...
=> ON the internet / ON facebook
=> in the photo / drawing
=> on the graph
=> another (one word) situation
=> to be aFraid of doing something
=> to be addicted to
=> I am interestED in / This book is interestING
=> to divorce / to marry someone
=> to get married WITH someone
=> FinaLLY
=> It reminded me OF something
=> to SPEND my time doing something
=> ANOTHER
=> I ask myself
=> We talked to each other
=> We know each other
=> I am involved in something
=> "For me" is to express its effect on you or it's benefit for you, whether it's good or bad.

"To me" is more to express opinion.
That's difficult for me. That sounds difficult to me

=> advantages / drawbacks or pros /cons
=> it is BOTH good and bad.
=> Both texts shows...
=> I know HOW to do something
=> I learn HOW to do something
=> a lot of people / lots of people
=> to leave - left - left (partir ) >< to live - lived - lived (habiter)
=> I want / would like someone TO BE happy

VOCABULARY
=> an event

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to commit a crime
to be condemned
to be sentenced to death
to be judged
Ha ha !
to be under arrest
concurrence = COMPETITION
to steal something FROM someone
dire quelque chose = to say something
dire quelque chose à quelqu'un = to tell someone something
a child => two children
to die => he dies, he died
death - to be dead
to make peace
gun => pan (French) / Bang (English)
to be better than / to be the best
there is / are
their shoes
I took them
they are there !
to carry a gun / to wear pants
To earn money (wages) / to win money (lottery)
To be determined

cloning / the cloning of something
créer => To create / creating
this limit => These limits
that limit => those limits
a life => Two lives
to be important to someone
On the one hand... on the other hand