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Voc : household= commonly known emulate = imitate

Group 1: Focus on what is said - Take notes (turn their backs to the board)

Group 2: Focus on what is written - Take notes

Group 3: Listen and Watch to say what doc it is and its topic. Focus on the images.

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Transhumanism — as defined by Max More and the co-founders of the World Transhumanist Association — is “an intellectual and cultural movement that affirms the possibility and desirability of fundamentally ..........................the human condition through applied reason, especially by developing and making widely available technologies to .........................aging and to greatly .......................human intellectual, physical, and psychological .................................................”

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Designer Babies? (learningapps.org)

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Vocabulary task, to get ready for the listening. Match each French word / phrase with its English equivalent.

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Faire lire les deux articles et remplir un tableau avec les éléments pertinents pour croiser les deux docs. Ensuite faire trouver un plan et un problématique.

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Faire lire les deux articles et remplir un tableau avec les éléments pertinents pour croiser les deux docs. Ensuite faire trouver un plan et un problématique.

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Faire rédiger des éléments de connaissance personnelles.

Faire rédiger un ou deux paragraphes explicatifs.

Faire rédiger une intro.

Faire rédiger une conclusion.

A chaque étape les élèves partagent leurs rédactions entre eux, on écoute quelques uns.

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Biologist Explains One Concept in 5 Levels of Difficulty - CRISPR | WIRED

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CRISPR explained in 5 levels of difficulty. Watch the first 3 explanations and complete the diagrams on your worksheet.

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CRISPR explained in 5 levels of difficulty. Watch the first 3 explanations and complete the diagrams on your worksheet.

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Biologist Explains One Concept in 5 Levels of Difficulty - CRISPR | WIRED

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Voc : household= commonly known emulate = imitate

Group 1: Focus on what is said - Take notes (turn their backs to the board)

On American Experience. It was almost a mania that sort of swept through the country. The slogans were simple. Things like better babies and happy families. By the 20s, eugenics was a household word. "You mean they're going to stop me from having children ever? " When Adolf Hitler wrote Mein Kampf, he said, Germans must emulate what the Americans are doing. The Eugenics Crusade on American Experience.

Group 2: Focus on what is written - Take notes

Low grade imbecile mentally 4 to 5 years old - simple menial work

medium grade imbecile mentally 6 to 8 years old - simple manual work

Eugenic and Health exhibit Am eugenics society

The topic that is on everybody’s tongue : sterilization

15 M Ams défective, they say a gigantic enterprise organized for Sterilization of unfit of nation

The Eugenics Crusade What’s wrong with perfect.?

Group 3: Listen and Watch to say what doc it is and its topic. Pay particular attention to the images.

white and black images / crowds of people / a woman is speaking / the entrance of an exhibit / people marching making the Nazi salutes / newspaper clippings /

The trailer of a documentary entitled…. That is going to be broadcast on the TV channel American Experience.

This tv programme will explore a movement that must have taken place in the 1930s/ 1940s in the US while the Nazis were controlling Germany/ during Nazi Germany. The purpose seeems to have been the control of birth , a campaign of sterilization to prevent some Am women from having children because they were deemed unfit (because of intellectual deficiencies for ex). The ultimate goal was to create the perfect society,

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>| 1'23. Listen 3 times, without pausing. Take a 1-minute break between each listening. Then take 10 minutes to recap everything you understood in English.

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ARTICLE When Americans tried to breed a better race

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5 or 10 minute Quick write not assessed, ne pas ramasser, ils lisent la production de 2 autres élèves. (Suivi d’un Quick speak)

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5 or 10 minute Quick write not assessed, ne pas ramasser, ils lisent la production de 2 autres élèves. (Suivi d’un Quick speak)

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Say everything you know about the eugenics movement in the US in the 1920s, 1930s.

React to what you learned.

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- would you like a world full of designer babies?
- do you think over the last centuries, people have tried to create a perfect human? / to get rid of human imperfections and shortcomings?

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Watch and answer the questions

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White Supremacy, Eugenics and the History of Selective Breeding: NBC Left Field

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Easily create beautiful interactive video lessons for your students you can integrate right into your LMS. Track students' progress with hassle-free analytics as you flip your classroom!

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Anglais lycée : Modaux - savoir exprimer les différents degrés de probabilité

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Anglais lycée : savoir parler d'un événement dans le futur

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Anglais lycée : savoir utiliser le style direct pour rapporter des paroles

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White Supremacy, Eugenics and the History of Selective Breeding: NBC Left Field

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White Supremacy, Eugenics and the History of Selective Breeding: NBC Left Field

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White Supremacy, Eugenics and the History of Selective Breeding: NBC Left Field

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White Supremacy, Eugenics and the History of Selective Breeding: NBC Left Field

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White Supremacy, Eugenics and the History of Selective Breeding: NBC Left Field

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1) Research about her for 5-10 minutes then compare what you found with your neighbor.
2) Read the article, then in groups discuss what you read and make a chart about what Republicans / Democrats think of her, what progress did she bring about? and what were the limits of this progress?
3) Debate in the House of Representatives: should we put Margaret Sanger on the new $20 bill?

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Read, practice, remember

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objectif : se familiariser avec la traduction

SPE LLCE 1E

A LA TRADUCTION - 1

INTRODUCTION

* Vous devez tenir compte du niveau de langue : - Soutenu ( je suis quelque peu à court d'argent) - Courant ( je n'ai pas d'argent ) - Familier ou argotique ( J'ai pas d'argent / j'ai pas une tune) * Il vous faut choisir le temps approprié , en particulier pour traduire le prétérit : imparfait, passé simple, passé composé... * Vous devez respecter la concordance des temps et prendre garde à l'orthographe et aux accords. * A la relecture, votre traduction devra donner l'impression d'avoir été directement écrite en français.

La traduction est tout autant un exercice d'anglais que de français

objectif : manipuler les différents procédés de traduction

SPE LLCE 1E

A LA TRADUCTION - 2

INTRODUCTION

Heureusement, il est parfois possible de traduire littéralement. (he has a daughter, translation is a difficult exercise, etc.).

How old are you?

Wet paint!

Let's shake hands!

A demain!

Avez-vous du feu?

We don't have much time left.

La traduction littérale peut aboutir à des absurdités. Il faut rendre le sens et ne pas traduire mot à mot.

La traduction littérale

C'est le procédé qui consiste à remplacer à remplacer un mot d'une catégorie grammaticale par un/des autre(s) sans changer le sens.Ex : She spoke well of you . → Elle a dit du bien de toi. L'adverbe well devient un GN du bie

La transposition

Now, it's your turn! (send me your answers by email)

La transposition - 2

Ce chassé croisé peut être complet ou bien incomplet (si le verbe anglais décrit le mode de déplacement normal du sujet).

He ran out of the kitchen

They have decided to fly back home

He cycled across Scotland

They hurried down the stairs

Il a remonté la 55° rue en voiture

Le soldat sortit de l'abri en rampant

C'est un procédé utile pour la traduction des verbes suivis d'une préposition ou d'une particule . Ex : She swam across the river → Elle a traversé la rivière à la nage

Le chassé-croisé

Now, it's your turn! (send me your answers by email)

Le chassé-croisé - 2

She sang the child asleep

He managed to slam the door shut

Il faut inverser l'ordre des actions pour rétablir une traduction plus naturelle. On effectue une sorte de chassé-croisé également. Ex : He worked himself to death -> Il s'est tué à la tâche

Structure moyen - résultat

Now, it's your turn! (send me your answers by email)

The box broke open

The dog licked the plate clean

La structure moyen-résultat - 2

Il faut souvent employer plus de mots dans la langue d'arrivée que dans la langue de départ. On peut étoffer par un nom, un verbe, un adjectif, une relative ... Ex : He looked at the children around him. → Il regarda les enfants qui se trouvaient autour de lui

L'étoffement

Now, it's your turn! (send me your answers by email)

L'étoffement - 2

Until the small hours of the morning (jusqu'à une heure)

Consumer society (la société de)

Firewood (du bois de)

Cette technique consiste à traduire en changeant de point de vue : on dit la même chose mais vu autrement ... He lives on the top floor. -> Il habite au dernier étage

La modulation

Now, it's your turn! (send me your answers by email)

La modulation - 2

Trouvez les équivalents de ces expressions en français:

Quelqu'un vous remercie, vous lui répondez : You're welcome!

Le comportement de quelqu'un vous exaspère: That'll do!

Un enfant se tient mal : Behave yourself!

Quelqu'un éternue : Bless you!

Au début d'un repas : Enjoy your meal!

Il est rare que l'on dispose de deux expressions identiques dans les deux langues ... On dira à celui qui vient d'obtenir son permis : Well done ! → Bravo !

L'équivalence

BEWARE OF THE TRAITORS:MACHINE TRANSLATORS!

CONCLUSION

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objectif : se familiariser avec la traduction SPE LLCE 1E A LA TRADUCTION - 1 INTRODUCTION * Vous devez tenir compte du niveau de langue : - Soutenu ( je suis quelque peu à court d'argent) - Courant ( je n'ai pas d'argent ) - Familier ou argotique ( J'ai pas d'argent / j'ai pas une tune) * Il vous faut choisir le temps approprié , en particulier pour traduire le prétérit : imparfait, passé simple, passé composé...

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Jennifer Doudna on the future of gene editing, KPBS 2019 : Learn more about CRISPR - WATCH up to 3m10. Then complete the worksheet with the correct questions. Be very careful this activity will be followed by a quiz on ecole directe

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Jennifer Doudna on the future of gene editing, KPBS 2019 : Learn more about CRISPR - WATCH up to 3m10. Then complete the worksheet with the correct questions. Be very careful this activity will be followed by a quiz on ecole directe

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Jennifer Doudna, Co-Founder Of CRISPR, On The Future Of Gene Editing

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Create a mind map like this to sum up your knowledge about gene-editing

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Create a mind map like this to sum up your knowledge about gene-editing

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Matching sentences then classifying them into benefits and drawbacks 

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Matching sentences then classifying them into benefits and drawbacks 

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SCRIPT  - Doudna on the future of gene editing KPBS News

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SCRIPT  - Doudna on the future of gene editing KPBS News

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SCRIPT

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Jennifer Doudna on the future of gene-editing - KPBS, 2019

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Jennifer Doudna on the future of gene-editing - KPBS, 2019

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Who is the most controversial? Darwin or Doudna?

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Who is the most controversial? Darwin or Doudna?

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Revision cards on the 2 scientists.

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In 1831, aged 22, Charles Darwin set off on a five-year voyage around the world. He was fascinated by the variety and distribution of wildlife and fossils he discovered. After much thought, Darwin devised the theory of natural selection to explain his observations. The theory proposes that:

Individuals of a species that are best adapted to their environment survive. This is the survival of the fittest.

The survivors reproduce and pass on their favourable characteristics to their offspring. This is natural selection.

Over many generations, natural selection results in new species.

Darwin's ideas were controversial at the time. Evolution challenged the dominant view that God created the animals and plants. Today, the theory of evolution is broadly accepted amongst scientists, but some religious people still challenge the theory.

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Darwin v Doudna: Who was the greatest scientist?

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In 1831, aged 22, Charles Darwin set off on a five-year voyage around the world. He was fascinated by the variety and distribution of wildlife and fossils he discovered. After much thought, Darwin devised the theory of natural selection to explain his observations.

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Watch the 2009 CBS report and Fill in the blanks of this summary (exercice sur doc papier avec lexique)

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Watch the 2009 CBS report and Fill in the blanks of this summary (exercice sur doc papier avec lexique)

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The report takes place at ...................................................... in 2009, where they invented and performed ............................................................................(PGD).
Pr Jeff Steinberg, who's a pioneer in InVitro Fertilization, says by next year (2010), there will be a .......................... accuracy for choosing a ...................................., and about .....................accuracy in choosing a ....................................... PGD was first used to screen for..............................., then for ....................... selection and is now used to choose ................................................ as well. He adds that we should not bury ...........................................................
A couple, Kristen and Matt Landon, selected the ................of their daughter, but when asked about genetic trait selection, the father says he would have considered it as .............................., but wouldn't have gone .............................with it .
A recent US survey shows that ................. people support the use of PGD to build a "....................................." baby, because it could help ............................................................diseases.
Dr Steinberg concludes this CBS report by saying if PGD can also be used for ...................................reasons, that shouldn't .................................. away, and that as a physician, he wants to ............................everything to his patients that ........................can offer.

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Vocabulary training: Designer Babies… doc 2

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Vocabulary training: Designer Babies… doc 2

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Match the pairs to find synonyms, or to form common phrases with adjectives and nouns that go together, to prepare for the next oral understanding.

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Path A: Designer Babies... a decade later!

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Path A: Designer Babies... a decade later!

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The whole video with no breaks.
👂 and 📝

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Chinese researcher claims to have made 1st genetically edited babies

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Path B: Designer Babies... A decade Later

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Path B: Designer Babies... A decade Later

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Fill in the blanks of the script! Open 2 different tabs, 1 with this activity, the other with the plain video, to be able to listen again to the part you're filling in.
👂 and 📝

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Chinese Researcher Claims to Have Made 1st Genetically Edited Babies

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Watch the video part by part. When the video stops, you have to fill in the blanks. You can open the video in another window, so as to listen to the same bit over and over again.

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Create a new series about genetics (it can include one or more subjects that we have studied in this unit) for Netflix. Prepare a presentation. Pitch your project to the Netflix production board.

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Create a new series about genetics (it can include one or more subjects that we have studied in this unit) for Netflix. Prepare a presentation. Pitch your project to the Netflix production board.

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From the Theory of Evolution to Transhumanism GRILLE EVALUATION

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Show the picture and let the pupils react.

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Le nombre d'espaces vides dépendent du mode de jeu sélectionné.

La vidéo sera arrêter jusqu'à ce que toutes les blancs dans la ligne sont remplis.

Si la vidéo arrête votre vie va baisser, quand votre vie est épuisée le jeu se termine.

Pour écouter une ligne à nouveau, appuyez la touche de "rappel". Vous pouvez également faire glisser vers la gauche sur les paroles.

Pour ignorer un mot, appuyez sur le bouton ou la touche "onglet". Vous pouvez également faire glisser vers la droite sur les paroles.

Soyez conscient: les deux actions sont pénalisés avec peu de vie.

Lorsque vous remplissez les blancs que vous obtenez des points.

Si vous faites des erreurs, vous perdrez des points, vivre et bonus.

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Elements Science - Epigenetics Explained By A Bear | Clip Vidéo, Paroles et Karaoke

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Le nombre d'espaces vides dépendent du mode de jeu sélectionné. La vidéo sera arrêter jusqu'à ce que toutes les blancs dans la ligne sont remplis. Si la vidéo arrête votre vie va baisser, quand votre vie est épuisée le jeu se termine. Pour écouter une ligne à nouveau, appuyez la touche de "rappel".

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C) Try to define « Epigenetics » using the words from the following cloud.

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C) Try to define « Epigenetics » using the words from the following cloud.

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👁️ the video, and 📝 .

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What is epigenetics? - Carlos Guerrero-Bosagna

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Birth Control, Planned Parenthood and Racism.

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Should We Fear Designer Babies? BBC The Inquiry

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Should We Fear Designer Babies? BBC The Inquiry

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Try to list the arguments in favor of / against "Designer Babies"

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The Inquiry - Should We Fear ‘Designer Babies’? - BBC Sounds

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The technology to edit our baby’s DNA has arrived

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Transhumanism: Will humans evolve to something smarter? | A-Z of ISMs Episode 20 - BBC Ideas

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In groups of 2 : Prepare a presentation of the topic assigned to you.

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Prepare a short presentation and find the issue raised by the document.

Locate and describe each element in relation with the film (use the dice to help you).

Link to find missing information : https://en.wikipedia.org/wiki/Gattaca

voc: to stand for - to represent - to make me think of -

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Prepare a short presentation.(use the dice to help you answer all the questions).

Locate and describe each element in relation with the story. Concentrate on the main subject.

Link to find extra information : https://en.wikipedia.org/wiki/Brave_New_World

voc: to stand for - to represent - to make me think of etc

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Prepare a short presentation.(use the dice to help you answer all the questions and this site: https://en.wikipedia.org/wiki/The_Creation_of_Adam).

Draw a link with the document posted below.

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Prepare a short presentation.(use the dice to help you answer all the questions)

Draw a link with the document posted below.

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Prepare a short presentation and find the issue raised by the document.

Locate and describe each element in relation with the film (use the dice to help you).

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pamphlet,  the Human Betterment League of North Carolina, 1950. State Library of North Carolina

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Prepare a short presentation.(use the dice to help you answer all the questions).

Draw a link with the document posted below.

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Prepare a short presentation (use the dice to help you). Find the issue raised by the document.

Find more information on:

https://edition.cnn.com/style/article/david-vintiner-transhumanism/index.html

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Prepare a short presentation of docs 8a & 8b.(use the dice to help you answer all the questions).

Concentrate on the MAIN theme of each novel.

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Doc 8b Never Let Me Go by Kazuo Ishiguro

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Doc 8b Never Let Me Go by Kazuo Ishiguro

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Never Let Me Go is a 2005 science fiction novel by the British author Kazuo Ishiguro. It was shortlisted for the 2005 Man Booker Prize (an award Ishiguro had previously won in 1989 for The Remains of the Day), for the 2006 Arthur C. Clarke Award and for the 2005 National Book Critics Circle Award. magazine named it the best novel of 2005 and included the novel in its " 100 Best English-language novels published since 1923-the beginning of TIME". It also received an ALA Alex Award in 2006. A film adaptation directed by Mark Romanek was released in 2010; a Japanese television drama aired in 2016.

Never Let Me Go, Ishiguro's sixth novel, takes place in an alternate reality of England during the 1990s in which human cloning is authorized and performed. Ishiguro started writing Never Let Me Go in 1990. It was originally titled "The Student's Novel."

The story begins with Kathy H., who describes herself as a carer, talking about looking after organ donors. She has been a carer for almost twelve years at the time of narration, and she often reminisces about her time spent at Hailsham, a boarding school in England, where the teachers are known as guardians. The children are watched closely and are often told about the importance of producing art and of being healthy (smoking is considered a taboo, almost on the level of a crime, and working in the vegetable garden is compulsory). The students' art is then displayed in an exhibition, and the best art is chosen by a woman known to the students as Madame, who keeps their work in a gallery. Kathy develops a close friendship with two other students: Ruth and Tommy. Kathy develops a fondness for Tommy by looking after him when he is bullied and having private talks with him. However, Tommy and Ruth form a relationship instead.

In an isolated incident, Miss Lucy, one of the guardians, tells the students that they are clones who were created to donate organs to others (similar to saviour siblings) and that after their donations, they will die young. She implies that if the students are to live decent lives, they must know the truth: their lives are already predetermined. Miss Lucy is removed from the school as a result of her disclosure, but the students passively accept their fate.

Ruth, Tommy, and Kathy move to the Cottages when they are 16 years old. It is the first time they are allowed in the outside world, but they keep to themselves most of the time. Ruth and Tommy are still together, and Kathy has some sexual relationships with other men. Two older housemates, who had not been at Hailsham, tell Ruth that they have seen a "possible" for Ruth, an older woman who resembles her and thus could be the woman from whom she was cloned. As a result, the five of them go on a trip to see her, but the two older students first want to discuss a rumour they have heard: that a couple can have their donations deferred if they can prove that they are truly in love. They believe that the privilege is for Hailsham students only and so wrongly expect that the others know how to apply for it. They find the possible, but the resemblance to Ruth is only superficial, which causes Ruth to wonder angrily whether they were all cloned from "human trash".

During the trip, Kathy and Tommy separate from the others and look for a copy of a music cassette tape that Kathy had lost when at Hailsham. Tommy's recollection of the tape and desire to find it for her make clear the depth of his feelings for Kathy. They find the tape of Songs After Dark by Judy Bridgewater, and Tommy shares with Kathy a theory that the reason Madame collected their art was to determine which couples were truly in love and cites a teacher who had said that their art revealed their souls. After the trip, Kathy and Tommy do not tell Ruth of the found tape or of Tommy's theory about the deferral.

When Ruth finds out about the tape and Tommy's theory, she takes an opportunity to drive a wedge between Tommy and Kathy. Shortly afterward, she tells Kathy that even if Ruth and Tommy were to split up, Tommy would never enter into a relationship with Kathy because of her sexual history. A few weeks later, Kathy applies to become a carer, meaning that she will not see Ruth or Tommy for about ten years.

After that, Ruth's first donation goes badly and her health deteriorates. Kathy becomes Ruth's carer, and both are aware that Ruth's next donation will probably be her last. Ruth suggests that she and Kathy take a trip and take Tommy with them. During the trip, Ruth expresses regret for keeping Kathy and Tommy apart. Attempting to make amends, Ruth hands them Madame's address, urging them to seek a deferral. Shortly afterward, Ruth makes her second donation and completes, an implied euphemism for dying and donating their remaining organs.

Kathy becomes Tommy's carer, and they form a relationship. Encouraged by Ruth's last wishes, they go to Madame's house to see if they can defer Tommy's fourth donation, taking Tommy's artwork with them to support their claim that they are truly in love. They find Madame at her house, and also meet Miss Emily, their former headmistress, who lives with her. The two women reveal that guardians tried to give the clones a humane education, unlike other institutions. The gallery was a place meant to convey to the outside world that the clones are in fact normal human beings with a soul and deserve better treatment. It is revealed that the experiment failed, which is why Hailsham was closed. When Kathy and Tommy ask about the deferral they find out that such deferrals never existed.

Tommy, knowing that his next donation will end his life, confronts Kathy about her work as a carer. Kathy resigns as Tommy's carer but still visits him. The novel ends after Tommy's "completion", and Kathy drives up to Norfolk and briefly fantasizes about everything she remembers and everything she lost.

Never Let Me Go stems from a song that Kathy listened to throughout her life. Kathy found the song "Never Let Me Go" on a Judy Bridgewater tape she purchased at one of the Sales of Hailsham. When Kathy would feel alone, she would play the song on repeat. Kathy often used to sing to and dance to the chorus: "Baby, never let me go." On one occasion, while dancing and singing, she notices Madame watching her and crying. Madame explains the encounter when they meet at the end of the book. While Kathy reveals to the reader that she was simply thinking about holding a child, Madame connects the dancing and the song to what they are doing to the children. She is overwhelmed by guilt and sadness and thus starts to cry when she sees Kathy.

In another section of the book, Kathy refers to the three main characters "letting each other go" after leaving the cottages.

Main characters

Kathy - The protagonist and narrator of the novel. She is a 31-year-old clone who was raised to be an organ donor. During her childhood, Kathy is free-spirited, kind, and loving, and she stands up for what is right. At the end of the novel, Kathy is a young woman who does not show much emotion when she looks back on her past. As an adult, she criticises people less and is accepting of the lives of her friends.

Tommy - A male donor and a childhood friend of Kathy. He is introduced as an uncreative and isolated young boy at Hailsham. He has a bad temper and is the object of many tricks played on him by the other children because of his short temper. Initially, he reacts by having bad temper tantrums, until Miss Lucy, a Hailsham guardian, tells him something that for the short term positively changes his life: it is okay if he is not creative. He feels great relief. Years later, Miss Lucy tells him that she should not have said that, and Tommy goes through another transformation. Once again upset by his lack of artistic skills, he becomes a quiet and sad teenager. As he matures, Tommy becomes a young man who is generally calm and thoughtful.

Ruth - A childhood friend of Kathy, Ruth is a female donor from Hailsham who is described by Kathy as bossy. At the start of the novel, she is an extrovert with strong opinions and appears to be the center of social activity in her cohort, but she is not as confident as the narrator initially perceived. She had hope for her future, but her hopes are crushed as she realises that she was born to be a donor and has no other future. At the Cottages, Ruth undergoes a transformation to become a more aware person and begins to think about things in depth. She constantly tries to fit in and be mature and repudiates things from her past if she perceives those things will negatively affect her image. She threw away her entire collection of art by fellow students, which were once her prized possessions, because she sensed that the older kids at The Cottages looked down on it. She becomes an adult who is deeply unhappy and regretful. Ruth eventually gives up on all of her hopes and dreams and tries to help Kathy and Tommy have a better life.

Minor characters

Madame (Marie-Claude) - A woman who visits Hailsham to pick up the children's artwork. Described as a mystery by the students at Hailsham, she appears professional and stern, and a young Kathy describes her as distant and forbidding. When the children decide to play a prank on her and swarm around her to see what she will do, they are shocked to discover that she seems disgusted by them. In a different circumstance, she silently watches Kathy dance to a song called "Never Let Me Go" and weeps at the sight. Neither talks about it until years later. Kathy interpreted the song's meaning as a woman who cannot have a baby, but Madame wept at the thought of clones not being permitted to live long, happy, and healthy lives, unlike humans.

Miss Emily - Headmistress of Hailsham. She can be very sharp, according to Kathy. The children thought that she had an extra sense that allowed her to know where children were hiding.

Miss Lucy - A teacher at Hailsham with whom the children feel comfortable. She is one of the younger teachers at Hailsham and tells the students very frankly that they exist only for organ donation. She feels a lot of stress at Hailsham and is fired for what she tells the students.

Miss Geraldine - A guardian at Hailsham who works with younger students with teaching art.

Chrissie - Another female donor, who is slightly older than the three main characters and was with them at the Cottages. She and her boyfriend, Rodney, were the ones who found Ruth's possible, the person from whom Ruth might have been cloned, and they took Kathy, Tommy, and Ruth to Norfolk. She completes (dies because of her organ donations) before the book ends.

Rodney - Chrissie's boyfriend, the one who originally saw Ruth's possible. He and Chrissie are mentioned to have broken up before she completed.

Ishiguro has stated that the novel began with a plot involving a nuclear bomb, but that he then began to wonder "what the 20th century might have looked like if the incredible developments that took place in nuclear physics, culminating in the creation of the atom and hydrogen bombs, had taken place instead in the field of biology, specifically in cloning."

In Contemporary Literature, author Anne Whitehead highlights the novel's focus on healthcare as particularly thought-provoking, with Kathy's status as a "carer" defining much of her adult life. Whitehead writes, "[Kathy's] preoccupations with professional success and with minor inconsistencies in the system mean that she is not addressing either her own imminent death or the larger inequities and injustices at work," and wonders, "Is 'caring,' viewed in this light, a form of labor that is socially valuable because Kathy is making a positive difference to others (preventing "agitation"), or-given the political resonances of Ishiguro's choice of word here-is it a means of preventing resistance and unrest?"

John Mullan speculates that the novel's modern setting is "calculated to have a defamiliarizing effect. While this novel measures carefully the passing of time, its chronology, we soon realize, is removed from any historical reality that we can recognize."

Louis Menand, in The New Yorker, described the novel as "quasi-science-fiction", saying, "even after the secrets have been revealed, there are still a lot of holes in the story [...] it's because, apparently, genetic science isn't what the book is about".

Sarah Kerr, in The New York Times, characterizes the novel's setup as "potentially dime-store-novel" and "an enormous gamble," but elaborates that "the theme of cloning lets [Ishiguro] push to the limit ideas he's nurtured in earlier fiction about memory and the human self; the school's hothouse seclusion makes it an ideal lab for his fascination with cliques, loyalty and friendship."

Horror author Ramsey Campbell labeled it one of the best horror novels since 2000, a "classic instance of a story that's horrifying, precisely because the narrator doesn't think it is".

Joseph O'Neill from The Atlantic suggested that the novel successfully fits into the coming of age genre. O'Neill writes that "Ishiguro's imagining of the children's misshapen little world is profoundly thoughtful, and their hesitant progression into knowledge of their plight is an extreme and heartbreaking version of the exodus of all children from the innocence in which the benevolent but fraudulent adult world conspires to place them".

Theo Tait, a writer for The Telegraph, wrote: "Gradually, it dawns on the reader that Never Let Me Go is a parable about mortality. The horribly indoctrinated voices of the Hailsham students who tell each other pathetic little stories to ward off the grisly truth about the future-they belong to us; we've been told that we're all going to die, but we've not really understood".

In 2019, the novel ranked 4th on The Guardian's list of the 100 best books of the 21st century.

Mark Romanek directed a 2010 film adaptation of Never Let Me Go starring Carey Mulligan as Kathy, Andrew Garfield as Tommy, and Keira Knightley as Ruth.

In Japan 2014, the Horipro agency produced a stage adaptation in called Watashi wo Hanasanaide (). Directors include Ken Yoshida, Takeyoshi Yamamoto, Yuichiro Hirakawa, and Akimi Yoshida.

In 2016 under the same title, Tokyo Broadcasting System Television aired a television drama adaptation set in Japan starring Haruka Ayase as Kyoko Hoshina and Haruma Miura as Tomohiko Doi.

A television series adaptation was in the works at FX and was to be produced by DNA TV, Searchlight Television and FXP, with Andrew Macdonald, Allon Reich, Marc Munden and Melissa Iqbal executive producing. It would have premiered on Hulu in the United States, Star in other territories and Star+ in Latin America with Viola Prettejohn, Tracey Ullman and Kelly Macdonald starring. However, in February 2023, it was announced that FX had cancelled the series before production began.

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Never Let Me Go is a 2005 science fiction novel by the British author Kazuo Ishiguro. It was shortlisted for the 2005 Man Booker Prize (an award Ishiguro had previously won in 1989 for The Remains of the Day ), for the 2006 Arthur C.

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ACTIVITY The pros & cons of designer babies

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ACTIVITY The pros & cons of designer babies

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Cut up the pros and cons
Groups of 4: class the arguments into pros and cons.
Each student memorizes two arguments
Group class: debate practice

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Ethics of designer babies - class the FOR & AGAINST

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Ethics of designer babies - class the FOR & AGAINST

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b) Warm-up: build-a-baby 'Our perfect baby would have... /would be...'

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b) Warm-up: build-a-baby 'Our perfect baby would have... /would be...'

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What would the perfect baby be like, for you? Pair-work, “use” celebs’ genes for each physical or personality trait.

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extract from the British TV series  years and years

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extract from the British TV series  years and years

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I'm transhuman. I'm going to become digital - BBC

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Bethany puts a phone in her hand | Years And Years Episode 2

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Bethany explains to Stephen and Celeste about the operation | Years And Years Episode 5

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Class the arguments

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1. Bioelectronics - implants /hearing aids /pacemakers
2. Eyes - sight
3. Hearing
4. Speech
5. Acquiring new senses - Qualia
6. Brain interventions
7. Brain enhancement - Neuralink (Elon Musk)
8. Bionic hand/arm
9. Bionic leg
10. Ekoskeleton
11. Zapata Flyboard Air / Invisibility Cloak /  Nanobot

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In pairs, present, describe and analyse the document. Then say how it relates to the articles you studied.

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Artificial Intelligence Revolution, Skyhorse publishing, September 22, 2020, 

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CCTV girl, Richard J Williams, 2008, oil on canvas

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1) Classify these elements, using your understanding of the 3 documents. Ask questions if necessary.

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1) Classify these elements, using your understanding of the 3 documents. Ask questions if necessary.

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Read, practice, remember

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objectif : se familiariser avec la traduction

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This document is a bar graph showing the results of a survey of public opinion on three different human enhancement applications: robotic exoskeletons, gene editing and computer chip implants. The respondents had to say whether they approved or disapproved of them or if they felt unsure about them. It was conducted by the PEW American research centre - an American Think Tank and conducted over a week in July 2021. The results show that the public remains very cautious about human enhancement in general and especially with widespread use of computer chip implants in the brain to allow people to far more quickly and accurately process information: 56% say this would be a bad idea for society, while just 13% think this would be a good idea.

We could have imagined that people would welcome the arrival of robots helping workers for manual labor. Yet surprisingly 42% are not sure how it could impact society and 24% even think it is a bad idea - which means that more than 60% of respondents are rather against this prospect. Similarly, 39% say they are not sure about the potential implications for society if gene editing is widely used to change the DNA of embryos even with the purpose of greatly reducing a baby’s risk of developing serious diseases or health conditions over their lifetime.

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Entrainement ETOFFEMENT / MODULATION + corrigé

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Entrainement ETOFFEMENT / MODULATION + corrigé

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Entrainement EQUIVALENCE / RESULTATIVES + corrigé

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Entrainement EQUIVALENCE / RESULTATIVES + corrigé