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Pre-Trip Inspection (English) Video | The CDL Schools

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Inside CDL English language requirements

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CDL Pre-Trip Inspection: Step-by-Step Guide

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Learn how to avoid automatic fails, master the brake check, and understand what’s changed in the new testing model.

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Vocabulaire Anglais Transport Logistique

Ce document contient du vocabulaire anglais lié au transport et à la logistique, notamment des termes relatifs aux voitures, aux bateaux, aux avions et aux trains.

Téléchargez aux formats PDF, TXT ou lisez en ligne sur Scribd

logistique le carburateur => the carburettor
la cl de contact => the ignition key
laire denvol => the tarmac le coffre => the boot
larrive => the arrival le compteur kilomtrique => the mileage indicator
les amortisseurs => shock absorbers le chef de gare => the station master
lacclrateur => the accelerator le contrleur => the ticket collector
laccs => the access le contrle des passeports => the passport
un accident de voiture => a car crash control
une amende => a penalty, a fine un camion citerne => a tanker
un aller simple => a single ticket une dcapotable => a convertible
un aller et retour => a return ticket les douanes => the customs
un avion raction => a jet plane lquipage => the crew
un arogare => an air terminal les essuie-glaces => windscreen wipers
un aroglisseur => a hovercraft une pave => a wreck
un aroport => an airport une pave => a wreck
un automobiliste => a car driver lentretien => maintenance
une auto-cole => a driving school une flotte arienne => an air fleet
lalcootest => the breath test alcohol un ferry => a ferry boat
une autoroute => a motorway le frein main => the handbrake
une ancre => an anchor frapp de panique => panic-stricken
une aile => a wing les gilets de sauvetage => life jackets
un break => an estate car le gouvernail => the helm
une boue => a buoy grande circulation => a highway une route
une boussole => a compass

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Ce document contient du vocabulaire anglais lié au transport et à la logistique, notamment des termes relatifs aux voitures, aux bateaux, aux avions et aux trains. by quereur

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Discover learning material, games and much more about the European Union and its activities, for children, teenagers, teachers and parents.

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44 Presidents rap song: teach the US Presidents in Order

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2024 US ELECTIONS 50 states - 341 million Americans (2024) November, 5th 2024 THE ELECTORAL SYSTEM Undirect system - Two-step process Who will be the 47th President ? 1. The Primaries 2. The National Conventions 3. The popular vote 4. The Electoral College 5. Inauguration Day 1.

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Happy Okapi - ABC Phonics & Educational Videos 

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USA Facts for Kids  | American Culture in 5 minutes

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Des reportages en V.O. sur l'actualité hispanophone, avec un quiz associé à chaque vidéo pour tester votre compréhension orale

En relation avec l'article "Víctor Jara y su legado universal"

Le 16 septembre 1973, le chanteur chilien Víctor Jara était exécuté de 44 balles après avoir été torturé dans le stade Chili. La mort de l'artiste est devenue le symbole de la sanglante répression de Pinochet contre son peuple. Ecoutez sa chanson Manifiesto et testez votre compréhension.

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Exposition : "L’Aube du siècle américain : 1919-1944, under the Red White and Blue"

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Exposition temporaire : “L’Aube du siècle américain, 1919-1944” - Mémorial de Caen

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De quelle Amérique venaient les soldats qui donnèrent leur vie, le 6 juin 1944, sur les plages de Normandie ? Quelle est leur histoire, quels étaient leur imaginaire et leur culture ?

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It’s been 20 years since 9/11. Here’s how lives were forever changed

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Many lost loved ones or their sense of safety, went to war or faced discrimination. CNN asked readers to share how their lives changed since 9/11

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Damien Cave and Yousur Al-HlouSept. 9, 2021

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How Students in 12 Countries Are Taught About 9/11 (Published 2021)

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Twelve teenagers born after 9/11 told us what they have learned about the event and its aftermath — and what has been left out.

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U.S. presidential elections 2012 explained (explainity® explainer video)

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Watch key moments from Trump-Harris clash

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The pair had a feisty first meeting, sharing personal insults and criticisms over policy.

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Where Donald Trump stands on 10 key policy issues

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From abortion to trade, here are his policy pledges as he runs for the White House for a third time.

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Where Kamala Harris stands on 10 key issues

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Some of the vice-president’s views have changed since she first entered politics.

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US election 2024: A really simple guide to the presidential vote - BBC News

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Trying to understand it for the first time or need a refresher? This guide can help.

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Introduction
Every four years in November, American voters go to the polls to elect a president. The process of selecting the president, however, begins long before election day. Starting early in an election year, candidates compete in a series of state-by-state contests that determine who wins their political party's nomination. Then the nominees face each other in a national election to decide the presidency.

The Nomination Process
The process of choosing candidates starts with the state primaries and caucuses. Each state holds one or the other, though primaries are much more common. The primaries and caucuses select delegates to represent the state at the national conventions held by the Democratic and Republican parties. In a primary, voters go to a polling place to cast a secret ballot. In a caucus, people gather at a polling place to hear speeches and take part in debates before casting their vote publicly. The significance of the primaries and caucuses is reflected in the time and money that candidates typically spend campaigning for the earliest contests, particularly the Iowa caucus and the New Hampshire primary. A poor performance in either of those states can drive a candidate from the race. A good performance can boost a campaign.

To secure a party's nomination, a candidate must win the votes of a majority of the delegates who will attend the party's convention. More than 4,000 delegates attend the Democratic convention; the Republican convention usually includes about 2,500 delegates. In most Republican primaries the candidate who wins the statewide popular vote is awarded all the state's delegates. By contrast, the Democratic Party divides the delegates proportionally among all candidates who win at least 15 percent of the vote. The nominees of both major parties are usually determined by March or April.

The Democratic and Republican conventions are held during the summer prior to the November election. Shortly before the conventions, each presidential candidate selects a vice presidential running mate. The pair of candidates is known as a ticket. A running mate is often chosen to make the ticket more appealing to voters who might not be that interested in the presidential candidate alone.

For many years the conventions were tense and often corrupt affairs. Delegates and party bosses met behind the scenes and forged deals to decide on a candidate. After the chaotic Democratic convention of 1968, however, reforms reduced the importance of the conventions relative to the primaries and caucuses. Today, most convention delegates are pledged to support a particular candidate, and they merely ratify the choice of the voters. Nevertheless, the conventions are still considered vital. It is there that the parties draft their platforms, which set out the policies of the party and its presidential candidate. The convention also serves to unify each party after what may have been a bitter contest for the nomination.

The General Election
Archival footage supplied by the Internet Moving Images Archive (at archive.org) in association with Prelinger Archives

After the conventions, the presidential candidates have a few months to campaign before the general election. On election day-the Tuesday following the first Monday in November-voters across the country make their choice for president and vice president. However, the final vote comes not from the people but rather from an institution called the electoral college.

The framers of the U.S. Constitution were wary of letting the people choose the president directly. In Article II of the Constitution they vested the election of the president and vice president in the electoral college. Members of the college, called electors, were originally appointed by the legislatures of each of the states. By the end of the American Civil War, all the states chose their electors by direct popular vote. Each state is allowed a number of electors equal to the total of its Congressional representation: one for each House member and one for each of its two senators. The District of Columbia has three electors.

When people cast their vote for a candidate in a general election for the presidency, they actually vote for a slate of electors. All states except Maine and Nebraska use a "winner-take-all" system. In this system, the party of the candidate who receives the most votes is awarded all the state's electors, even if the margin of victory in the state's popular vote is small. Therefore it is possible for a candidate to lose the popular vote and still take the election by winning the electoral vote-an unusual scenario that occurred in 1876, 1888, 2000, and 2016.

The slates of electors meet in their state capitals to cast their votes for president and vice president. The vote occurs on the Monday following the second Wednesday in December. Electors are not bound by the Constitution to vote for the candidates who won the state's popular vote. Some states, however, have laws requiring their electors to do so. Regardless, electors rarely vote for anyone other than their party's candidates.

The electors' votes are delivered to Congress. The candidates are formally elected when Congress counts the electoral votes on January 6 of the next year. The candidates who receive a majority, or more than half, of the votes become president and vice president. Should no candidate receive a majority, the House of Representatives chooses the president. The formal inauguration, or swearing-in ceremony, of the new president occurs on January 20 in Washington, D.C.

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Introduction Every four years in November, American voters go to the polls to elect a president. The process of selecting the president, however, begins long before election day. Starting early in an election year, candidates compete in a series of state-by-state contests that determine who wins their political party's nomination.

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Online Classroom - Documents de début d’année

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Les rituels de début de cours, particulièrement importants pour les jeunes apprenants sont parfois réalisés de façon mécanique sans que les élèves comprennent toujours l'intérêt de donner la date ou de dire le temps qu'il fait. Voici un exemple d'activité introductive qui enrichit le rituel de la date et donne l'occasion d'élargir les horizons culturels des élèves.

Pourquoi un calendrier interactif ? L'idée même du calendrier n'est pas de moi. Project Britain, site très apprécié des professeurs d'anglais en collège, en propose un depuis des années. Récemment, certains éditeurs de manuels ont élaboré des posters ou des agendas à destination des enseignants.

C'est une conversation sur Twitter avec une collègue d'anglais de l'académie de Créteil, Carine Alves, qui est à l'origine de la création de ce calendrier interactif. Carine et moi avons, dans un premier temps, partagé des liens à l'aide d'un document collaboratif créé par Carine. Carine a marqué une pause dans son calendrier, j'ai continué le mien avec plusieurs fois l'envie de l'arrêter !

La création d'un calendrier interactif relevait pour moi de quatre besoins. Premier besoin : je voulais avoir une raison de demander la date à mes élèves ! J'ai souvent négligé le rituel de la date car, même si je le trouvais structurant pour les élèves, je n'en voyais pas toujours la pertinence. A chaque fois qu'un élève me donnait la date, j'avais envie de répondre " So what?"! Je me suis également rendu compte qu'une certaine lassitude s'installait assez rapidement. Avec le calendrier, la curiosité est suscitée. Les élèves aiment particulièrement savoir ce qui est célébré ou ce qui s'est passé le jour de leur anniversaire.

Deuxième besoin : je souhaitais atténuer quelques frustrations. Le monde anglophone est vaste, les professeurs d'anglais ne peuvent pas tout couvrir, des choix doivent être opérés. J'ai regretté plein de fois le fait de ne pas avoir pu aborder tel ou tel thème culturel avec mes élèves, faute de temps. Grâce au calendrier, j'espère semer des petites graines culturelles. Les élèves se construisent quelques repères de base qu'ils pourront choisir de creuser de leur côté ou qu'ils développeront plus tard avec un autre professeur.

Troisième besoin : je voulais mettre en avant le plaisir et le temps de la découverte. Les élèves découvrent une ressource sur laquelle ils ne sont pas évalués. Cela permet de décomplexer un peu. Ce n'est pas du 'travail' !

Quatrième besoin : je souhaitais travailler sur les deux premiers piliers de l'apprentissage mis en évidence par les neurosciences cognitives auxquelles je m'intéresse fortement. En effet, en ajoutant des vidéos et en demandant aux élèves de sélectionner les informations qui leur semblent essentielles, nous pouvons travailler l'attention et l'engagement actif.

Comment ce calendrier a-t-il été créé ?
Pour la partie technique, j'avais le choix entre créer des pages HTML ou utiliser un outil clé en main, Genially. La première option m'aurait demandé beaucoup plus de travail. C'est donc Genially que j'ai choisi.

Au niveau du contenu, j'ai parcouru quatre ou cinq sources pour chaque jour du calendrier afin de dégager les faits les plus marquants, qu'ils soient sérieux ou plus légers. Ces faits correspondent à des célébrations / festivités, des événements historiques, des figures importantes du monde anglophone, des thèmes de société tels que le réchauffement climatique par exemple, des lieux géographiques, des espèces animales, etc.

J'ai dû procéder à quelques ajustements afin d'avoir un calendrier totalement rempli. Il y a certains jours pour lesquels il a été plus difficile de trouver quelque chose !

Vous pouvez voir le calendrier ici.

A qui ce calendrier s'adresse-t-il ?
Ce calendrier peut s'adresser aussi bien à des collégiens, des lycéens, que des élèves d'école primaire. Les attentes et les exigences ne seront tout simplement pas les mêmes. L'avantage de la vidéo est que l'on peut travailler l'image, même avec un jeune public. Des structures simples comme ' This is ...', ' I can see ...', ' There is a ...' se mettent facilement en place. Le vocabulaire également : ' man', ' woman', ' flag ', etc.

Quand et comment utiliser le calendrier ?
Ce calendrier est devenu mon rituel de classe de début de cours. L'année dernière, je l'ai très souvent utilisé, mais pas forcément à chaque cours non plus. J'y ai consacré cinq minutes, voire dix minutes. Il m'est arrivé de faire plus quand les élèves étaient particulièrement intéressés par le sujet.

Concrètement, un élève me donne la date et je demande à la classe d'anticiper sur le contenu de ce qu'ils vont voir grâce à l'image (parfois animée) que j'ai choisie pour le jour indiqué. Parfois, l'anticipation n'est pas possible. Je lis les premières lignes de l'article. Je préviens mes élèves qu'ils auront quelques questions après la vidéo et qu'ils doivent donc être attentifs pendant le visionnage.

Quelles compétences sont travaillées avec ce calendrier ?
Trois compétences sont travaillées grâce à ce calendrier : la compréhension orale, la compréhension écrite (lorsqu'il s'agit plutôt de montages vidéo associant texte et images), et la production orale (lorsque les élèves restituent les informations essentielles, lorsqu'ils expriment leur avis personnel ou qu'ils font part de leur expérience). La production écrite pourrait être travaillée mais elle nécessite plus de temps.

Auteur(s) :

Laurence Haquet enseigne au collège Marc Chagall à Gasny. Elle fait partie du pôle de compétences anglais de l'académie de Rouen et est également IAN (Interlocutrice académique au numérique) pour les langues vivantes de cette académie.

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Information and articles about developments in English teaching, themes covering different aspects of culture, news and events in the English-speaking world

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Par anglais03 le

Historian Says Don't 'Sanitize' How Our Government Created Ghettos
http://www.npr.org/2015/05/14/406699264/historian-says-dont-sanitize-how-our-government-created-the-ghettos
"Interview Highlights
On using the word "ghetto"
One of the ways in which we forget our history is by sanitizing our language and pretending that these problems don't exist. We have always recognized that these were "ghettos." A ghetto is, as I define it, a neighborhood which is homogeneous and from which there are serious barriers to exit. That's the technical definition of a ghetto.

Robert Weaver, the first African-American member of the Cabinet appointed by President Johnson as his secretary of Housing and Urban Development, described many of the policies that I've described today in a book he published in 1948 called The Negro Ghetto.

The Kerner Commission referred to the ghetto.

This is a term that we no longer use because we're embarrassed to talk about it, and we need to confront our history and stop sanitizing our language and talk openly about what we've done as a nation and what we need to do to undo it. And we can't talk openly if we're going to use euphemisms instead of being explicit about what the reality is."

"In The Ghetto" by Elvis Presley

As the snow flies
On a cold and gray Chicago mornin'
A poor little baby child is born
In the ghetto
And his mama cries
'cause if there's one thing that she don't need
it's another hungry mouth to feed
In the ghetto

People, don't you understand
the child needs a helping hand
or he'll grow to be an angry young man some day
Take a look at you and me,
are we too blind to see,
do we simply turn our heads
and look the other way

Well the world turns
and a hungry little boy with a runny nose
plays in the street as the cold wind blows
In the ghetto

And his hunger burns
so he starts to roam the streets at night
and he learns how to steal
and he learns how to fight
In the ghetto

Then one night in desperation
a young man breaks away
He buys a gun, steals a car,
tries to run, but he don't get far
And his mama cries

As a crowd gathers 'round an angry young man
face down on the street with a gun in his hand
In the ghetto

As her young man dies,
on a cold and gray Chicago mornin',
another little baby child is born
In the ghetto

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BLACK PEOPLE IN THE USA / LA CLIPPERS...

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Par anglais03 le Historian Says Don't 'Sanitize' How Our Government Created Ghettos http://www.npr.org/2015/05/14/406699264/historian-says-dont-sanitize-how-our-government-created-the-ghettos On using the word "ghetto" One of the ways in which we forget our history is by sanitizing our language and pretending that these problems don't exist. We have always recognized that these were "ghettos."

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Newspaper Structure | Twinkl Teaching Wiki - Twinkl

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Here you’ll find information about the newspaper structure which will aid your learners’ creative writing and enhance your teaching.

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Parts of the Newspaper Headline Dateline Lead Drophead The location from where an article is written. In bold text before article Folio Byline The author of the article. Appears before article. KW Record | Local News | Wed. Feb. 27, 2013 | A6 Masthead The first paragraph of a

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Travailler une situation professionnelle pour souligner l’importance de la prononciation en présentiel et en distanciel

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Cet article présente une séquence de M. Peyre-Camy à destination de classes de 1ère et bac professionnel, dans le cadre de la préparation ou du bilan de post PFMP. Elle allie le travail sur le (...)

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In this exercise you will learn the vobabulary necessary to give your opinion in English language but also to ask someone's, to agree or to disagree.

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Activités éducatives (Relier): Expressing opinion in English (language - opinion - agreement - disagreement) - In this exercise you will learn the vobabulary necessary to give your opinion in English language but also to ask someone's, to agree or to disagree.

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Le 10 mars 2023

Semaine féminine dédiée à
Nos Professionn'Elles du Transport, de la Logistique et de la Supply Chain
Portrait du vendredi 10 mars 2023
Cher réseau,

Cinquième et dernier jour de notre semaine consacrée à Nos professionn'Elles du Transport, de la Logistique et de la Supply Chain à #NadaudGTLA.

Romane Lecourt prend la parole aujourd'hui :

"Je suis actuellement en 1ère année de BTS GTLA à Martin Nadaud, je passerai donc le BTS en 2024. Rien ne me prédisposait, à priori, à ces études.

Après un bac général spécialité littéraire (Humanité, Littérature et Philosophie et Histoire-Géographie, Géopolitique et Sciences Politiques) j'ai validé l'an dernier une première année de Licence de Sciences Humaines (Histoire, géographie et sociologie).

J'avais "choisi" cette filière car, avec mes bons résultats dans toutes les matières littéraires, l'Université était la voie "logique".

J'ai rapidement souhaité me réorienter car ces études ne m'ont pas intéressées tant que ça. Je ne voyais pas vraiment quels débouchés et poursuite d'études je pourrais avoir. C'était clairement un choix par défaut.

Il se trouve que j'avais, au collège et au lycée, fait des stages dans une entreprise de transport. Ce milieu m'avait beaucoup plu et en échangeant avec des professionnels du transport (responsable douane et assistant export) pendant ma remise en question sur mes études pendant mon année à l'Université, ils m'ont conseillée le BTS GTLA.

Je me suis renseignée : sur internet, via ces contacts et auprès d'une conseillère d'orientation et je me suis rendue compte que ce secteur m'intéressait beaucoup (débouchés, milieu dynamique, choix variées des activités professionnelles, l'organisation..)

Cette année je viens de finir un stage chez Art Régie Transport (commissionnaire de transport) à Saint-Ouen. J'y ai lié des contacts professionnels ainsi qu'au sein de HKDC EUROPE (l'entreprise de qui m'a fait découvrir le secteur à Tremblay-en-France).

Au sein du BTS à Martin Nadaud, j'apprécie particulièrement qu'on nous ait mis en contact avec des étudiant.e.s tuteur.trice.s de 2ème année. Ma tutrice Bintou Traore, m'a beaucoup aidée pour mon stage chez A.R.T car elle y a elle-même effectué ses stages. J'ai également des contacts avec d'autres étudiant.e.s de deuxième année avec qui j'ai participé à la promotion du BTS au Salon Postbac en janvier.

C'est vrai que les filles dans ce secteur sont encore peu représentées. Mais être une minorité de filles en classe n'est pas spécifiquement un problème, et, peut être même que le fait d'être une minorité peut devenir un avantage pour l'insertion professionnelle au sein des entreprises de transports"
#Journeeinternationaledesdroitsdesfemmes
#transport #logistique #supplychain

#femmes #professionnelles

Cher réseau,

Quatrième jour de notre semaine consacrée à Nos professionn'Elles du Transport, de la Logistique et de la Supply Chain à #NadaudGTLA

Maelle Abouly prend la parole aujourd'hui :

"Je suis en 2ème année de BTS GTLA cette année au lycée Martin Nadaud, je vais donc passer mon BTS d'ici quelques semaines.

Avant de rentrer en BTS, j'ai fait un bac professionnel en logistique au lycée Charlotte-Delbo à Dammartin-en-Goële. Le BTS GTLA était donc la suite logique de ce bac professionnel. Durant ces 2 dernières années j'ai beaucoup aimé l'ambiance en classe, j'ai également apprécié les cours qui m'ont permis d'élargir mes connaissances par rapport à la logistique pure que j'avais apprise jusque là. C'était vraiment très enrichissant.

J'ai effectué mes stages chez Worldwide Flight Services (WFS) , une société de handling à Groupe ADP. Ces stages m'ont permis de découvrir différents métiers du transport et de la logistique. De plus, être restée chez WFS durant tous les stages m'a permis de créer des liens solides avec les équipes.

En effet, j'ai gardé contact avec de nombreux salariés de chez WFS notamment à l'export avec le senior Manager marc rafael que je remercie pour son soutien et ses conseils.

A la rentrée prochaine, j'aimerais beaucoup poursuivre mes études en me replongeant dans de la logistique. Une licence de logistique des œuvres d'art m'intéresserait tout particulièrement.

Nous sommes 5 filles cette année dans la classe de 2ème année BTS GTLA. Bien que ce ne soit pas encore l'égalité, je trouve que c'est une belle évolution et je suis fière de faire partie de cette classe. J'ai beaucoup apprécié être une fille dans ce groupe. Je dirais même qu'il y a beaucoup de soutien entre nous 5.

Dans le secteur professionnel il y avait encore moins de femmes et là aussi j'ai retrouvé une forte cohésion entre les femmes du service où j'étais.Pour en avoir discuté avec elles, je sais avoir fait un choix d'études prometteur d'avenir. Je ne saurais trop conseiller aux jeunes filles de rejoindre nos rangs en transport et logistique !"
#Journeeinternationaledesdroitsdesfemmes
#transport #logistique #supplychain

#femmes #professionnelles
Portrait du mercredi 08 mars 2023 [Promo2022]
Cher réseau,

3ème jour de notre semaine consacrée à Nos professionn'Elles du Transport, de la Logistique et de la Supply Chain à #NadaudGTLA

Andréa HERAUD nous présente son parcours :

"J'ai été diplômée du BTS GTLA en juin 2022 et je suis, cette année, en Licence Professionnelle Commerce International - Collaborateur des Activités Internationales à Sorbonne Université.

J'ai un bac STMG du Lycée Hector Berlioz à Vincennes. Après le lycée j'avais peu d'idées sur mon orientation.Je me suis alors intéressée à la douane et ai cherché le BTS qui s'en rapprochait le plus : le BTS GTLA.

Il a été une réelle surprise et un vrai tournant dans mon orientation professionnelle. J'ai découvert l'importance du transport et de la logistique dans l'entreprise et le monde en général. Si je pensais au départ que les débouchés seraient limités, j'en ai vite découvert les multiples opportunités !

J'ai acquis des bases et des connaissances solides pour ma poursuite d'études. Les cours sont très variés. Cela nous de nous reconnaître dans certains et de décider dans quels secteur du transport ou de la logistique nous voulons réellement nous spécialiser.

J'ai fait 3 stages pendant le BTS. Le premier chez Art Régie Transport, une entreprise de transport d'œuvres d'art. Les deux autres dans l'entreprise AEIC Madinina Midexpress au service HUM (Transport de cercueils).

Ces stages m'ont beaucoup apporté grâce à la confiance et à l'autonomie que me donnaient mes tuteurs. Il s'agissait de transports très particuliers et très réglementés qui exigeaient une rigueur absolue.

J'ai beaucoup gagné en maturité, ce qui est un point fort pour s'insérer dans la vie professionnelle à la fin du BTS.

J'ai gardé contact avec mes collègues de Midexpress. Ils m'ont beaucoup aidée pour les projets à rendre lors de mes deux années et pour mon insertion professionnelle.

Je suis aujourd'hui en alternance, au service transport de LA MAISON DU WHISKY - LMDW, où je développe notamment un projet sur la traçabilité de la marchandise à forte valeur ajoutée.

Être une fille dans ce BTS assez masculin n'est pas un sujet que j'ai envisagé lorsque j'ai commencé mon parcours. Et j'ai eu de la chance d'avoir de bonnes personnes dans ma classe pendant mes deux ans.

Dans le monde professionnel, il ne faut pas mentir, être une femme dans le secteur du transport n'est pas toujours chose facile. D'autant plus que nos premiers stages arrivent vite et que nous sommes très jeunes. Cela peut être surprenant à gérer les premières fois. Mais nous sommes bien suivis et, dans mon cas, ça a plutôt été un avantage. En effet, cela m'a beaucoup aidée à forger mon caractère, à prendre confiance en moi et à m'affirmer.

Il y a toujours autour de nous des gens sur qui l'on peut compter et qui nous aident ! "

#Journeeinternationaledesdroitsdesfemmes

#transport #logistique #supplychain #commerceinternational

#femmes #professionnelles

Cher réseau,

Deuxième jour de notre semaine consacrée à Nos professionn'Elles du Transport, de la Logistique et de la Supply Chain à #NadaudGTLA

Youna Breleur prend la parole aujourd'hui :

"J'ai passé deux ans au @lycée Martin Nadaud de 2019 à 2021 pour préparer un BTS Gestion des Transports et Logistique Associée.

Issue d'un baccalauréat STMG option Ressources Humaines passé au Lycée Jean Lurçat à Paris, j'ai découvert le secteur du transport et de la logistique grâce à des proches qui travaillent dans ce secteur et m'avaient incitée à me présenter ma candidature en BTS GTLA.

J'ai eu l'opportunité de réaliser mes stages au sein de l'entreprise TTN +, commissionnaire de transport. J'ai beaucoup aimé la nature du travail dans cette entreprise, notamment le fait que cela nécessitait d'être extrêmement polyvalente et qu'il y ait sans arrêt des allers retours entre le bureau et le terrain. Cela m'a permis de renforcer mes acquis théoriques.

BTS en poche, j'ai poursuivi en licence Bac +3 DDC (Déclarant Douane et Conseil) dans à ISTELI.. J'ai envisagé un temps un Master MTLCI (Management Transport Logistique et Commerce International) pour finalement opter pour une insertion professionnelle directe dans le domaine de la douane qui est définitivement mon domaine de prédilection.

Pas une seconde je n'ai regretté mon choix du transport et de la logistique en tant que femme, au contraire ! Les opportunités y sont nombreuses.

J'ai aujourd'hui un réseau fort de mes anciens camarades de promotion et différents tuteurs de stage.

Je suis actuellement ouverte aux propositions qui me seront faites pour travailler au service douane d'une entreprise de transport."
#Journeeinternationaledesdroitsdesfemmes
#femmes #professionnelles

[Promo2020]

Cette semaine va consacrer la Journée Internationale des droits des femmes, nous ouvrons donc aujourd'hui une semaine féminine consacrée à Nos Professionn'Elles du Transport, de la Logistique et de la Supply Chain à #NadaudGTLA avec le portrait de Alizé Le Payen de la promotion 2020.

Laissons lui la parole :

"J'ai eu la chance de faire partie de la promotion TPL 2020 proposée à l'époque en alternance par le lycée Martin Nadaud et le CFA Ferroviaire 🚂.

Après un baccalauréat professionnel Transport et Logistique au lycée Blanche de Castille à Fontainebleau, j'ai donc préparé à la fois le BTS Transport et Prestations Logistiques et le diplôme de gestionnaire de moyens à la SNCF.

Le rythme d'alternance était soutenu mais mes deux années au @lycée Martin Nadaud m'ont permis de réussir.

Au cours de ma scolarité (Bac et BTS) j'ai eu des expériences professionnelles variées en stage. Toutes m'ont confortée dans mon choix de ce secteur porteur. Et je suis toujours en contact avec mes ancien.ne.s tuteur.trice.s et professeur.e.s.

Je suis, depuis l'obtention de mon BTS, gestionnaire de moyens au sein du centre opérationnel transilien des lignes D et R. Aujourd'hui, mon poste va évoluer. En effet, en fin d'année je vais occuper le poste d'assistante responsable des gestionnaires de moyens.

Je suis très satisfaite de ce choix d'études qui m'a permis de m'insérer très rapidement dans la vie active avec un bon niveau de connaissances. J'avais fait le choix d'études courtes et ce BTS permet une insertion professionnelle directe tout en permettant une progression dans l'entreprise.

En effet, le poste que la SNCF m'a proposé était très intéressant et comprenait des possibilités de formation en interne afin d'évoluer au sein de l'entreprise.

A la SNCF, ou dans le secteur du transport en général, les opportunités sont nombreuses et les évolutions de carrière une réalité. J'en suis la preuve ! Ainsi que mes camarades de promotion avec qui je suis restée en contact et qui ne sont pas forcément restés à la SNCF.

Aujourd'hui, en tant que femme dans le monde du transport, j'encourage tout particulièrement les jeunes filles à se lancer dans ce secteur encore très masculin, mais où les femmes réussissent particulièrement bien ! "
#Journeeinternationaledesdroitsdesfemmes #transport #logistique #supplychain #ferroviaire #femmes #professionnelles

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Le 10 mars 2023 Portrait du vendredi 10 mars 2023 Cher réseau, Cinquième et dernier jour de notre semaine consacrée à Nos professionn'Elles du Transport, de la Logistique et de la Supply Chain à #NadaudGTLA. Romane Lecourt prend la parole aujourd'hui : "Je suis actuellement en 1ère année de BTS GTLA à Martin Nadaud, je passerai donc le BTS en 2024.

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International Women's Day 2024 campaign theme: Inspire Inclusion

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FREE International Women's Day 2024 campaign theme resources to Inspire Inclusion - #IWD2024 #InspireInclusion

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Here are some great tips for writing IWD speeches and presentations

International Women's Day provides a useful opportunity to reinforce the fact that everyone has a role to play in forging a more gender-balanced world. IWD is for celebrating the achievements of women and/or calling for gender parity.

Around the world - from small grassroots gatherings and local celebrations, through to large scale events and press conferences - people everywhere are delivering exciting and engaging speeches and presentations that reinforce a commitment to women's equality and rally action and awareness raising.

Below are some useful points to cover in IWD addresses - whether addressing young children, employees in the workforce, members of the community, public audiences, or the press.

About International Women's Day

Even though International Women's Day is a well-known moment in most countries, it is often helpful to still set some context.

International Women's Day (March 8) is a global day celebrating the social, economic, cultural and political achievements of women. The day also marks a call to action for accelerating gender parity.

The day has occurred for well over a century, with the first​ ​IWD gathering in 1911 supported by over a million people in Austria, Denmark, Germany and Switzerland. Prior to this the​ Socialist Party of America, United Kingdom's Suffragists and Suffragettes, and further groups campaigned for women's equality. Today, IWD belongs to all groups collectively everywhere.

Read more about International Women's Day here.

Engaging topics and angles to cover

Some engaging topics and angles to include in International Women's Day speeches and presentations include:

The rise of women is not about the fall of men

Everyone can play a role in forging gender parity

Gender balance is not solely a women's issue, but also an economic issue

What is bias and how does it play out?

Advocacy, inclusive mindsets and tangible action are needed from all

Speeches and presentations can reference successful women and their achievements and this can provide great context for the speech or presentation and its audience.

Consider using a powerful and engaging IWD video to set some context for a speech and presentation.

Key points to convey

Some engaging angles to elaborate upon may on include:

Many societies have moved on from women having to succeed in a man's world

Gender stereotypes are being challenged and diverse representation of women is more evident

There is still a continuing need worldwide for more progressive mindsets and inclusive behaviors to be forged

There are many examples of gender bias - both conscious and unconscious - and each impacts women

Collectively everyone everywhere can strive for women's equality and continue to make positive gains

Setting some interesting historical context

The path to women's equality has been long and challenging, and here are some reasons why. Each stage provided an important focus in forging the gender agenda further along.

Activism: In the late 1800's and early 1900's, women activists fought hard for equality. The focus was largely on securing the right to vote and equal pay for equal work. These two issues - women's voice and participation in government; and the gender pay gap - largely remain key priorities well over a century later.

Feminism: Fast-forward to the 1970's and widespread feminist action saw women rallying, protesting and lobbying hard for inclusion, influence and equality. Feminists faced many challenges - systemic and societal - not only from opposing men, but also from other women.

Fix the women: The 1980's saw an array of "Fix the Women" programs that were well-meaning in trying to help women become more confident, visible, well-networked and assertive - but many reinforced a notion that women needed to "act like men" and "fit" into existing patriarchal structures and organizations if they were to succeed (all while still being a superwoman in the home). Shoulder pads, power suits, high heels and a loud voice were in fashion.

Change the organization - The 1990's and noughties focused on organizational development: "Maybe if we change or fix the organizational structures, women will thrive?" So a focus on areas like 'women in the boardroom' escalated, as did more diverse recruiting, inclusive talent pipelines, and attention to wider diversity groups beyond gender such as race, LGBT+ and so forth. The introduction of "Top Company" and "Top Women" style lists occurred and as they increased in popularity, the number of new lists launched each year increased exponentially. The number of women's conferences and networks also increased significantly - and continue to play an important and necessary role across all countries. The volume of gender-related research also increased - new insight, new terms and understandings, new phrases, measurement of the extent of problems or success; hard facts and numbers; incremental data.

Men as allies: In more recent years, men as advocates and champions of change has been recognized as a major trend in accelerating women's equality. Many progressive CEOs and influential leaders have committed via formal public channels to helping build diverse and inclusive organizations that challenge stereotypes and bias.

Now the world expects inclusivity: And so here we are. Movements like #MeToo, #TimesUp and the significant global rise in International Women's Day activity in every corner of the world - along with the many female-focused days and initiatives around the world - mean gender is firmly on the agenda. As expectations rise and information spreads faster and wider than ever before, organizations face unprecedented scrutiny from candidates, consumers, communities, investors, governments, and the media in terms of their support for and treatment or women. Many employers now publicly publish annual Diversity, Equity & Inclusion (DEI) reports and participate in various indices and accolades.

Gender-related conversations and activity are certainly on the rise. Over the years, the term "International Women's Day" was the most discussed topic on Facebook by millions (even more than the Super Bowl). And back in 2018, Pantone's 'Color of the Year' was purple (i.e. women's color). Everywhere, gender is on the mainstream radar and impacting the narrative. Stereotypes, discrimination and bias are more likely to be called out. Men's role in society is more varied and gender roles are more fluid.

We are moving to a very exciting time in history where the world now "expects" diversity, equity and inclusion. The world notices its absence and celebrates its presence.

Step back over the years. For example, International Women's Day 2016 saw people worldwide being asked to support women's equality and develop an inclusive mindset via a #PledgeforParity. Then for International Women's Day 2017, the world was asked to #BeBoldforChange and identify tangible action to help accelerate gender parity. International Women's Day 2018 saw a massive #PressforProgress as the world stepped forward to push the boundaries and go beyond in achieving greater equality for women. International Women's Day 2019 saw groups continue to play a critical role in helping forge a more gender-balanced world as we worked towards a #BalanceforBetter. International Women's Day 2020, amidst the pandemic, saw an important wave of collective individualism as we all strived to be #EachforEqual - because we know that an equal world is an enabled world. Then in 2021, we saw widespread global adoption of the #ChooseToChallenge theme as groups committed to actively watching for and calling out inequity. In 2022, we stepped up and increased awareness of the significant impact that bias has on women's equality - both conscious and unconscious bias. We need to recognize it, and call it out. We called to #BreakTheBias. Now in 2023, we ask that the world truly #EmbraceEquity.

Insightful statistics to include

Download the Women in the Workplace Report report to gain a sense of where women are at on the long road to equality.

Or download the Global Gender Gap report that reinforces the growing urgency for action.

Whether covering the rise of women creatives, the work of women film directors, the status of equal pay, scientific prizes awarded to women, the number of women leading in government, or women in the boardroom - insightful statistics and associated visuals are very engaging.

It is also worthwhile to refer to a summary of actions countries have taken around the world to help forge women's equality.

Use your voice and power on International Women's Day

Influential speakers, engaged audiences - International Women's Day has a global following with a shared purpose.

Let's use the opportunity of International Women's Day speeches and presentations to truly forge the gender agenda further and to make positive gains for women and girls worldwide.

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Here are some great tips for writing IWD speeches and presentations

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International Women's Day provides a useful opportunity to reinforce the fact that everyone has a role to play in forging a more gender-balanced world. IWD is for celebrating the achievements of women and/or calling for gender parity.

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Equality versus Equity: What's the difference as we #EmbraceEquity for IWD 2023 and beyond?

The words equity and e quality are often used interchangeably.

Etymologically, the root word they share is aequus, meaning "even" or "fair" or "equal" - which led to equity being from the Latin aequitas, and equality from aequalitas. Yet, despite these similarities, equity and equality are inherently different concepts, and the IWD 2023 #EmbraceEquity campaign theme seeks to help forge worldwide conversation about this important issue and its impact.

So, what's the difference between equity and - and why is it important to understand, acknowledge and value this?

The IWD 2023 #EmbraceEquity campaign theme seeks to get the world talking about why "equal opportunities are no longer enough" - and can in fact be exclusionary, rather than inclusive.

Defining equality and equity

Image source: Robert Wood Johnson Foundation

Let's start with a basic definition of each word.

Equality means each individual or group of people is given the same resources or opportunities.

Equity recognizes that each person has different circumstances, and allocates the exact resources and opportunities needed to reach an equal outcome.

Examples of key differences

Let's hear from Belgium-based inclusion specialist Tamara Makoni, founder of Kazuri Consulting as she clearly explains the difference between equality and equity - and why it truly matters to #EmbraceEquity.

"Imagine that you are babysitting two children, and they are hungry. You go to the fruit bowl, and you start to pick up two apples to give them to each child. However, you remember at the last moment that one of the children is allergic to apples. Instead, you reach for one apple and one banana, and that way you're being fair," explains Tamara. "You still give one piece of fruit to each child, but you're also being equitable because you're giving each child a legitimate way of satisfying their hunger. If you had gone for two apples, the child who's allergic to the apple would on the surface have a way to satisfy their hunger, but they couldn't do that without getting ill. In this way you're being fair," says Tamara. "You're giving each child a piece of fruit but, you're also giving them something that is in line with their individual needs so they can be successful."

Articulating the difference between equality and equity

Equity can be defined as giving everyone what they need to be successful. In other words, it's not giving everyone the exact same thing. If we give everyone the exact same thing, expecting that will make people equal, it assumes that everyone started out in the same place - and this can be vastly inaccurate because everyone isn't the same.

The concept of ' fairness' can get tricky as it's often assumed that 'being fair' means that everybody gets the same thing. Often, this has been taught when we were growing up, but 'fairness' really only works when we're all the same to start out with.

Early examples in history

One of the earliest examples of equity is found in Medieval England, when English courts settled disputes according to Common Law. Justice was uniform and consistent, but not necessarily fair. For example, if two people both commit theft, but the stolen items have different value, should they receive the same punishment? Since then, Courts have adopted the principle of equity, taking a case-by-case approach to consider differing circumstances.

Equality and equity as political principles

In political terms, equality is one of the foundations of democracy. Equality is based on the belief that all people should have the same opportunities for a happy life. Equity is linked to the ideal that success is based on personal efforts and not social status.

However, ongoing conversation highlights whether equality is enough, and if instead we should look towards equity as a better principle to progress society. Equity acknowledges that people don't begin life in the same place, and that circumstances can make it more difficult for people to achieve the same goals.

Inequity affects many people, but most commonly historically it has marginalized communities such as women, people of color, disabled people, the economically disadvantaged, and those from the LGBTQ+ community.

The goal of equ ity is to change systemic and structural barriers that get in the way of people's ability to thrive.

Equity-based verses equality-based solutions

People who push for equality-based solutions to social issues may believe in impartiality, and that there should be no difference in services and policies.

However, equity-based solutions take into account the diverse lived experiences of individuals and communities, adapting services and policies according to these differences.

Equity is a long-term and sustainable solution, and is a process for addressing imbalanced social systems.

Applying equity to women's advancement

Equality focuses on providing all genders with equal opportunities, such as a woman's right to vote. Yet, women often require more than a level playing field. They need to belong in a global culture that actively promotes and supports them in all aspects of their life, from education to the workplace to health.

Gender is intersectional, and women as a group are truly diverse. Policies that benefit white women, for example, may not benefit women of color due to historical or current inequalities. A shift from gender equality to the process of gender equity is required for meaningful progress.

Working towards true inclusion

Leadership and inclusion specialist and former Criminal Barrister, Sharon Amesu, clarifies: "When we're talking about embracing equity, it's so important that we distinguish between Equity and Equality. Both are important, but they are very different. Here's why it's important to know the difference."

Let's also hear more about equity versus equality from Cammy Watkins through the Conversations for Change series by Inclusive Communities.

Show #EmbraceEquity videos as part of your IWD activity

Around the world people are having meaningful conversations about why equal opportunities aren't enough, and why equal isn't always fair. People start from different places, so true inclusion and belonging require equitable action. If we truly believe in, value and embrace equity, then women are more likely to have access to what's required to succeed. So on IWD engage in those impactful conversations. Raise awareness. Help forge positive change for women.

If you truly believe in forging an equal and inclusive world, then you will truly believe in the need for the world to better understand the difference between equity and equality.

Make it your mission to educate friends, family, colleagues, and the community on the need for equity.

Here's a quick TOP 10 #EmbraceEquity Videos to consider watching and showing.

Let's #EmbraceEquity - together!

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Equality versus Equity: What's the difference as we #EmbraceEquity for IWD 2023 and beyond?

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What's the difference between EQUALITY & EQUITY? What does the International Women's Day (IWD) 2023 #EmbraceEquity theme mean? What are some examples? Belgium-based YouTuber Tamara Makoni founder of Kazuri Consulting explains the differences between equity (the journey) & equality (the outcome)

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March 8 is International Women's Day, a global celebration of the economic, political, academic, and social achievements of women past, present and future. Teachers will want to use this day, not to mention the entire month, to celebrate women.

Education World has gathered a list of resources and websites teachers can use in their classroom to celebrate International Women's Day. This list includes information, lesson plans, and other activities for teachers to use:

1. InternationalWomensDay.com: This site offers teachers a list of videos teachers can use in the classroom. One of the videos is a message by UN Women's Executive Director, and another is from UN Secretary General Ban Ki-moon.

2. UNWomen.org: On UNWomen.org, educators can access background information on International Women's Day, news, speeches and messages, and more.

3. TeacherVision.com: Here, teachers can grab a free printable that will educate their students about the significance of March 8, and suggested activities.

4. GlobalDimension.org: This site offers a list of teaching resources and topic ideas for educators on International Women's Day.

5. PBS News Hour Lesson Plans: This site has a list of International Women's Day lesson plans teachers can use in the classroom.

Article by Kassondra Granata, Education World Contributor

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Five Resources for International Women's Day

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March 8 is International Women's Day, a global celebration of the economic, political, academic, and social achievements of women past, present and future. Teachers will want to use this day, not to mention the entire month, to celebrate women. Education World has gathered a list of resources and websites teachers can use in their classroom to celebrate International Women's Day.

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Introduction

This lesson plan is based on an activity from the British Council publication Integrating global issues in the creative English language classroom, which provides innovative ideas for teaching while raising awareness of the United Nations Sustainable Development Goals.

In this lesson, which supports Goal 5: Gender equality, learners brainstorm jobs, then draw three people doing different jobs. Afterwards they are guided to notice the gender of the people they have drawn and think about why they might have drawn them like that. Then they sort job names in English according to whether they are gendered or not and consider why it's good to use non-gendered terms. Finally, they think about which jobs are important, exciting or interesting and why, and make a display.

This lesson has been adapted from the lesson 'She's a policeman' in the publication Integrating global issues in the creative English language classroom (chapter 6: activity 3 - page 60)

Aims

To raise awareness of learners' own perceptions of gender roles in jobs and encourage an inclusive attitude

To review and learn vocabulary for different jobs

To notice gender in job names

To consider why non-gendered language for jobs is important

To reinforce the use of the present simple for describing jobs

To appreciate how a range of jobs can be important, interesting or exciting

To promote group work and collaboration skills

Age and level

Primary learners (8-12 years) at CEFR level A2 and above

Time

90 minutes approximately or two shorter lessons

Materials

Jobs photos (one copy to display)

Jobs cards (one copy per group, cut up)

Materials for making the poster - paper, colours, scissors and glue (one set per group)

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This lesson plan is based on an activity from the British Council publication Integrating global issues in the creative English language classroom, which provides innovative ideas for teaching while raising awareness of the United Nations Sustainable Development Goals. In this lesson, which supports Goal 5: Gender equality, learners brainstorm jobs, then draw three people doing different jobs.

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The Commission on the Status of Women (CSW) is the principal global intergovernmental body exclusively dedicated to the promotion of gender equality and the empowerment of women. A functional commission of the Economic and Social Council (ECOSOC), it was established by ECOSOC resolution 11(II) of 21 June 1946.

The CSW is instrumental in promoting women's rights, documenting the reality of women's lives throughout the world, and shaping global standards on gender equality and the empowerment of women.

In 1996, ECOSOC in resolution 1996/6 (see p. 20) expanded the Commission's mandate and decided that it should take a leading role in monitoring and reviewing progress and problems in the implementation of the Beijing Declaration and Platform for Action, and in mainstreaming a gender perspective in UN activities.

During the Commission's annual two-week session, representatives of UN Member States, civil society organizations and UN entities gather at UN headquarters in New York. They discuss progress and gaps in the implementation of the 1995 Beijing Declaration and Platform for Action, the key global policy document on gender equality, and the 23rd special session of the General Assembly held in 2000 (Beijing+5), as well as emerging issues that affect gender equality and the empowerment of women. Member States agree on further actions to accelerate progress and promote women's enjoyment of their rights in political, economic, and social fields. The outcomes and recommendations of each session are forwarded to ECOSOC for follow-up.

UN Women supports all aspects of the Commission's work. We also facilitate the participation of civil society representatives.

Methods of work

The Commission adopts multi-year programmes of work to appraise progress and make further recommendations to accelerate the implementation of the Platform for Action. These recommendations take the form of negotiated agreed conclusions on a priority theme. The Commission also contributes to the follow-up to the 2030 Agenda for Sustainable Development so as to accelerate the realization of gender equality and the empowerment of women.

Under its current methods of work, established by ECOSOC resolution 2022/4, at each session the Commission:

Convenes a ministerial segment to reaffirm and strengthen political commitment to the realization of gender equality and the empowerment of women and girls as well as their human rights, and to ensure high-level engagement and the visibility of the deliberations of the Commission, including through ministerial round tables or other high-level interactive dialogues to exchange experiences, lessons learned, and good practices;

Engages in general discussion on the status of gender equality, identifying goals attained, achievements made, and efforts under way to close gaps and meet challenges;

Convenes interactive expert panel discussions and other interactive dialogues on steps and initiatives to accelerate implementation and measures to build capacities for mainstreaming gender equality across policies and programmes;

Considers one priority theme, based on the Beijing Declaration and Platform for Action and the outcome of the 23rd special session of the General Assembly and linkages to the 2030 Agenda for Sustainable Development;

Evaluates progress in implementing agreed conclusions from previous sessions as a review theme;

Discusses emerging issues, trends, focus areas, and new approaches to questions affecting the situation of women, including equality between women and men, that require timely consideration;

Considers in closed meeting the report of its Working Group on Communications;

Agrees on further actions for the promotion of gender equality and the empowerment of women by adopting agreed conclusions and resolutions;

Contributes gender perspectives to the work of other intergovernmental bodies and processes;

Reports on the aspects relating to gender equality and the empowerment of women of the agreed main theme of the Economic and Social Council, in order to contribute to its work; and

Celebrates International Women's Day on 8 March, when it falls within its session.

Multi-year programme of work

The Commission elaborated a multi-year programme of work for the first time in 1987, containing priority themes for discussion and action at its annual sessions, per ECOSOC resolution 1987/24. Subsequently, multi-year programmes of work were adopted in 1996 in ECOSOC resolution 1996/6 (see p. 20), in 2001 in ECOSOC resolution 2001/4, in 2006 in ECOSOC resolution 2006/9, in 2009 in ECOSOC resolution 2009/15, in 2013 in ECOSOC resolution 2013/18, and in 2016 in ECOSOC resolution 2016/3. The theme for 2020 was determined in ECOSOC resolution 2018/8.

A new multi-year programme of work for the years 2021-2024 is contained in ECOSOC resolution ECOSOC resolution 2020/15.

Based on the resolutions from 2018 and 2020, priority and review themes for 2020-2024 are:

2020: Review and appraisal of the implementation of the Beijing Declaration and Platform for Action and the outcomes of the 23rd special session of the General Assembly, and its contribution towards the full realization of the 2030 Agenda for Sustainable Development.

2021: Priority theme: Women's full and effective participation and decision-making in public life, as well as the elimination of violence, for achieving gender equality and the empowerment of all women and girls. Review theme: Women's empowerment and the link to sustainable development (agreed conclusions of the sixtieth session).

2022: Priority theme: Achieving gender equality and the empowerment of all women and girls in the context of climate change, environmental and disaster risk reduction policies and programmes. Review theme: Women's economic empowerment in the changing world of work (agreed conclusions of the sixty-first session).

2023: Priority theme: Innovation and technological change, and education in the digital age for achieving gender equality and the empowerment of all women and girls. Review theme: Challenges and opportunities in achieving gender equality and the empowerment of rural women and girls (agreed conclusions of the sixty-second session).

2024: Priority theme: Accelerating the achievement of gender equality and the empowerment of all women and girls by addressing poverty and strengthening institutions and financing with a gender perspective. Review theme: Social protection systems, access to public services and sustainable infrastructure for gender equality and the empowerment of women and girls (agreed conclusions of the sixty-third session).

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The Commission on the Status of Women (CSW) is the principal global intergovernmental body exclusively dedicated to the promotion of gender equality and the empowerment of women. A functional Commission of the UN Economic and Social Council, the CSW is instrumental in promoting women's rights, documenting the reality of women's lives throughout the world, and shaping global standards on gender equality and the empowerment of women.

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Create your video CV by cpeyrecamy on Genially

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Discover more about Create your video CV ✌️ - Presentation

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Take your newspaper to the next level with this interactive newspaper template. Add news videos, photo slideshows and external links for a complete read!

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Presenting my professional experience Every year, my school organises Erasmus + work placements in a European country. To get the opportunity to take part of this experience abroad, I present my professional experience during an interview with the school's partner. Presenting my company Presenting my professional tasks Presenting my work experience, giving my opinion Presenting my company 3.

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TV commercial carpooling Multiple 60 sec

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Carpooling has been a trend in order to improve traffic situation during the work hours. In order to encourage drivers using carpool, the info graphic video is made with information and statistics sourced from different platforms stating the benefits the drivers could get when they use carpool.

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English news and easy articles for students of English

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Level 3 - English news and easy articles for students of English

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Level 3 news is written in 5000 words. It is for students who want to understand native speakers. Vocabulary and grammar are not reduced.

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Share your videos with friends, family, and the world

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outils très pratique pour entendre un texte écrit "cliquez déposez et écoutez un fichier texte"

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outils très pratique pour entendre un texte écrit "cliquez déposez et écoutez un fichier texte"

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Upload text and documents or convert to mp3 to listen to anywhere anytime.

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Free Text to Speech Online with Realistic AI Voices

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Convert text into ultra-realistic audio. Have any text read aloud with AI Voices. AI text reader for pdfs, books, documents, and webpages.

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Brush up on your road sign recognition skills with our fantastic quiz. Test your knowledge and get road sign ready!

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BAFTA Longlist 2022 - Best Short Film

In a café in Marseille, a man's life begins to unravel when his lunch is disturbed by a chatty stranger.

PUNCH-DRUNK is a(n almost) one-take-wonder from the ‘lunatics’ that brought you DOUGHNUT.

For more info on the inspiration for the film and how it was made, read this lovely interview Liam White did with Directors Notes https://directorsnotes.com/2022/05/03/larry-ketang-liam-white-punch-drunk/

Subtitles available in several languages.

Directed by Larry Ketang & Liam White
Written by Liam White
DOP - Gareth Bowler
Sound - Martyn Ellis
Colour - Andrew McKee
Colin - Barry Ward
George - Corin Silva
The Waitress - Babeth Diamantidis
Produced by Liam White & Larry Ketang

We would like to say a humongous thank you to everyone who helped in the making of this film: it wouldn’t exist without people generously and selflessly giving their time and effort. We love you forever.

‘Well, I watched Punch-Drunk... It’s good! The tension holds, it’s a good story, and the bold idea to have it almost all in one shot works well and heightens the suspense.’ 
- Ken Loach (KES, THE WIND THAT SHAKES THE BARLEY)
‘Loved this. Weird mix of discomfort and voyeuristic pleasure — both drawn and repelled.’ 
- Tony Grisoni (FEAR AND LOATHING IN LAS VEGAS)


If you enjoyed the film, get in touch. If you didn't, don't! info@falsetoothfilms.com
www.falsetoothfilms.com

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Plusieurs enregistrements pour s'entraîner à la compréhension orale

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Plusieurs enregistrements pour s'entraîner à la compréhension orale

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We write news in three different levels of English. We want to help you understand English more. Now all students can enjoy reading and listening to news.

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useful sentences for writing a fil review

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useful sentences for writing a fil review

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THE CINEMA / LE CINÉMA

Christian Lassure

. cinema (n) 1/ (le) cinéma (l'art) ; 2/ (brit.) (abr. de cinema house) cinéma (la salle) (syn. amér. theater) - to go to the cinema aller au cinéma (syn. brit. to go to the pictures - syn. amér. to go to the movies) - cinema complex complexe multisalle (syn. multiplex, pl. multiplexes) - cinema goer spectateur habitué des salles - cinema going fréquentation des salles de cinéma

. BAFTA (n pr) (initiales de the British Academy of Film and Television Arts l'Académie britannique des arts cinématographiques et télévisuels

. distribution (n) distribution

. exhibition (n) exploitation - exhibitor (amér.) propriétaire de salle

. genre (n) genre (de film) - subgenre sous-genre

. movie (n) (amér.) (syn. moins fam. motion picture) film - A-movie film en première exclusivité - B-class movie (abr. B-movie)film de deuxième catégorie, film de 2 e rayon - B-movies (pl) (le) cinéma de deuxième catégorie, (le) cinéma de 2 e rayon - home movie projection privée - silent movie film muet - movie ads annonces de films ( in the local paper, dans la feuille du patelin) - movie hall (amér.) salle de cinéma, cinéma - the movie industry l'industrie du cinéma, l'industrie cinématographique (syn. the movie business)

. poster (n) affiche - promotional poster affiche publicitaire

. scenario (n) scénario (syn. screenplay)

. synopsis (n) (pl. synopses) plan-résumé (du scénario)

. (film/ movie) camera (n) caméra (syn. brit. cine-camera) - the camera's eye l'œil de la caméra - the camera's movement le mouvement de la caméra - hand-held camera caméra à l'épaule - cameraman opérateur (de prises de vue), cadreur (syn. amér. camera operator) - first cameraman chef opérateur

. (film) canister boîte (de film / à film), boîtier (de film / à film)

. clapman (n) machiniste à la claquette - clapper board ardoise à claquette

. cloud tank récipient à nuages (syn. cloud chamber)

. the (film) crew les techniciens, l'équipe technique

. Cut! Coupez !

. dailies (n pl.) négatifs impressionnés de la première journée de tournage

. development hell (les) limbes cinématographiques (masc. pl.), (les) oubliettes cinématographiques (f pl.) - [film] to end up in develoment hell [projet de film] finir dans les limbes, tomber dans les oubliettes, ne pas quitter le stade de la conception, ne pas aboutir

. dresser (n) habilleuse

. footage (n) (litt. longueur en pieds) métrage, (de la) pellicule

. framing (n) cadrage

. gobo (n) pare-lumière

. gaffer (n) chef électricien, chef électro (fam.)

. key grip chef machiniste - best boy grip assistant machiniste

. klieg light lampe à arc

. lighting (nv) éclairage - lighting director chef de l'éclairage

. property (n) accessoire - property man accessoiriste (syn. property master) - property room magasin des accessoires - abrév. prop ; the props les accessoires - hand prop accessoire de tournage - set prop accessoire de scène - prop gun arme factice

. (film) reel (n) bobine de film (syn. spool)

. rain tower tour à pluie, machine à pluie

. rushes (n pl) épreuves de tournage

. (film) set (n) plateau (de tournage, décors construits (pl) - on set sur le plateau (de tournage), sur le tournage - Charlie Chaplin on the set of his film 'Limelight' Charlie Chaplin sur le plateau de son film Les feux de la rampe

. to shoot (v) ( shot, shot) (tr) filmer, tourner (un film) (syn. to film) - to shoot from the shoulder filmer (avec une) caméra à l'épaule, cadrer à l'épaule - This film was shot in black and white Ce film fut tourné en noir et blanc - shooting (nv) prises (pl) de vue, tournage (syn. filming) - outdoor shooting tournage en extérieurs, extérieurs (pl) - shooting team équipe de tournage

. shot (n) 1/ prise de vue (syn. take) ; 2/ plan - to be out of shot être hors champ ≠ to be in shot être dans le champ - the shots on location les extérieurs - basic shot plan - oblique shot plan oblique - shot/ reverse shot champ et contrechamp (syn. shot/ countershot) - stock shot plan d'archives - les différents types de plan :
- selon la distance par rapport à la scène :
long shot plan général (PG), plan d'ensemble (syn. distance shot (un) lointain) - wide long shot plan large - extreme long shot plan de grand ensemble - medium long shot plan de demi-ensemble (PDE), plan large - medium shot plan moyen (PM) (var. mid-shot)
- selon la distance par rapport aux personnages :
American shot plan américain (PA) (syn. cowboy shot - three-quarters shot) - close-medium shot plan italien (PI) - close shot plan rapproché (PR), plan poitrine, premier plan - close-up ( shot) gros plan(GP) - extreme close-up très gros plan (TGP) - full shot plan en pied - tight shot plan serré (syn. close shot)
- selon l'angle vertical :
high-angle shot plongée - low-angle shot contre-plongée - extreme low-angle shot forte contre-plongée
- selon le type de déplacement :
panoramic shot panoramique (horizontal) (abr. pan shot) - travelling shot travelling (franglais) - travelling and pan shot pano-travelling (franglais) - tracking shot plan de poursuite - static shot plan fixe
- selon le nombre de personnages :
two shot(abr. 2S) plan à deux (personnes) - three shot (abr. 3S) plan à trois (personnes)
- selon la mimique des personnages :
reaction shotplan de réaction
- selon la partie du film :
establishing shot plan de situation - closing shot plan final

. soundperson (n) technicien son (syn. sound engineer, ingénieur du son, anglic.)

. sound recorder preneur de son

. spool (n) bobine (syn. reel)

. stagehand (n) machiniste

. (film) stock de la pellicule - a stock shot un plan d'archives

. tank (n) réservoir (d'eau), bassin (aquatique) - studio water tank bassin aquatique de studio

. take (n) prise (de vue) - retake 2 e prise

. wrap dans l'expression It's a wrap! " C'est dans la boîte ", cri signifiant que le plan d'un film est terminé et qu'on peut passer au suivant

. extra (n) figurant(e) - to work as an extra faire de la figuration

. the leading man la vedette masculine - the leading lady la vedette féminine

. to play (v) (tr) jouer, interpréter - the players les acteurs, les interprètes, la distribution (sg)

. side kick / sidekick (nc/n) acolyte, faire-valoir

. credits (n pl) (abr. de credit titles) générique (n sg)

. dialogue (brit.) / dialog (amér.) (n) dialogue

. to edit (v) (tr) monter (un film) (syn. to cut) - (film) editing (nv) montage - computer editing montage sur ordinateur - editing table table de montage - ( film) editor chef monteur (syn. film cutter) - sound editor monteur son - to put a film together faire le montage d'un film

. freeze frame arrêt sur image

. gagman (n) auteur de gags, expert ès gags, gagman (anglic.)

. sound (n) (le) son - sound editor monteur son - sound effects effets sonores - sound picture film sonore (syn. talking film - anton. silent film film muet) - soundperson technicien son (syn. sound engineer, ingénieur du son, anglic.) - soundtrack bande sonore

. splicing (nv) collage (l'opération)

. theme music musique de la bande originale

. title (n) titre

. voice off (screen) voix hors champ (le narrateur est présent dans la scène mais non visible)

. voice-over (pl voice-overs) voix sur dialogue, commentaire sur image (le narrateur n'est pas présent dans la scène)

. (film) buff (fam.) cinéphile (syn. film fan - film enthusiast - cinema lover) - film club ciné-club (syn. film soc) - film festival festival cinématographique (abr. film fest) - film goer spectateur, habitué des salles (syn. cinema goer - picture goer) - film library cinémathèque

. Coming soon (locution) Prochainement (dans les salles)

. the flicks (n) (vieilli) le ciné, le cinoche - going to the flicks aller au cinoche

. the local (n) le cinéma du quartier

. newsreel (n) bobine d'actualités, actualités cinématographiques (pl)

. pop corn pop corn - pop corn maker appareil à pop corn

. seat (n) siège, fauteuil

. screener (n) 1/ vidéo promotionnelle de film, DVD promotionnel de film, bande de présentation ; 2/ film volé pris à l'écran, version piratée prise en salle

. teaser (n) bande-annonce

. tip (n) pourboire (pour l'ouvreuse)

. usherette (n) ouvreuse

NB : Dans les expressions ci-dessous, le terme anglais film est interchangeable avec movie et vice versa.

. adult film film pour adulte (syn. X film)

. adventure film film d'aventures

. animated cartoon dessin anim&eacute (abr. cartoon)

. animated movie film d'animation

. art-house cinema cinéma d'art et d'essai - art-house film film d'art et d'essai

. auteur cinema cinéma d'auteur

. biopic (n) (pl biopics) (abr. de biographical picture film biographique) biographie filmée

. blockbuster (n) superproduction (américaine), grosse machine hollywoodienne

. buddy movie (amér.) duo de choc, binôme de flics, film à tandem, tandem infernal

. comedy (n) comédie - musical comedy comédie musicale

. cult film film mythique, film culte (anglic.)

. disaster film film catastrophe

. drama (n) drame, dramatique (n)

. fantasy film film fantastique - heroic fantasy film épopée fantastique

. genre cinema le cinéma de genre

. gore film film grandguignolesque, film sanguinolent (syn. gory film)

. historical film film historique (syn. period film)

. horror film film d'épouvante, film d'horreur - scream queen actrice de films d'horreur

. horse opera (amér.) western de 2 e catégorie

. love story histoire d'amour, romance

. period film film historique (syn. historical film)

. remake (n) reprise, nouvelle adaptation, nouvelle moûture, version modernisée

. road movie balade en roue libre, folle équipée

. science-fiction film film d'anticipation scientifique, film de science-fiction (anglic.) (var. sci-fi film)

. screwball comedy comédie loufoque - a screwball un excentrique

. seminal film film phare

. slasher film (film d'horreur où des jeunes gens se font tailler en pièces l'un après l'autre à coups de couteau, de hache, de machette, etc., par un assassin masqué) capilotade d'ados - slasher assaillant armé d'un couteau

. snuff movie (film porno où l'action culmine avec le meurtre effectif d'un des protagonistes) assassinat filmé, mise à mort filmée, meurtre réel filmé

. spy film film d'espionnage

. swashbuckler (n) film de cape et d'épée

. thriller (n) film à gros frissons, film d'angoisse

. vigilante film film de justicier - a vigilante un justicier

. war film film de guerre

. weepie (n) film qui fait pleurer, mélo

. western (n) western - spaghetti western western à l'italienne

. youth film film pour la jeunesse

. the bad guy (amér.) le méchant

. the career girl la jeune carriériste

. the laconic backwoodsman l'homme des bois peu causant

. the Latin lover le séducteur méditerranéen

. the vamp la femme fatale

En Grande-Bretagne :

. the British Board of Film Classification ( BBFC)

. -12 rating film interdit aux moins de 12 ans (-12a rating : sauf avec accompagnement parental)

. -15 rating film interdit aux moins de 15 ans

. -18 rating film interdit aux moins de 18 ans

Aux États-Unis, depuis 1996 :

. the MPA ratings board le comité de référencement cinématographique de la MPA ( Motion Picture Association)

. G - General Audiences film pour tous publics

. PG - Parental Guidance Suggested surveillance parentale conseillée

. PG-13 - Parents Strongly Cautioned surveillance parentale fortement conseillée (film déconseillé aux moins de 13 ans)

. R - Restricted avec accompagnement parental pour les moins de 17 ans

. NC-17 - Adults Only film pour adultes seulement

. bad movie daube (fém.) (fam.)

. dud movie (amér.) navet

. flopperoo (n) (amér.) four complet (syn. brit. a flop un bide)

. to break box office records battre tous les records d'affluence

. smasheroo (n) (amér.) succès fracassant (syn. smash hit film qui crève les écrans)

. tear jerker film à l'eau de rose

. turkey (n) navet (syn. amér. dud)

Pour imprimer, passer en mode paysage
To print, use landscape mode

© Christian Lassure - English For Techies

Complété le 28 mai 2008 - 23 août 2008 - 5 décembre 2008 - 12 juillet 2010 - 7 novembre 2011 - 19 août 2014 - 20 septembre 2015 - 15 juillet 2017 - 8 juin 2019 - 5 octobre 2021 - 27 octobre 2021 - 30 octobre 2021 - 31 juillet 2021 - 9 août 2022 - 14 septembre 2022 - 26 novembre 2022 - 30 janvier 2023 - 26 février 2023 - 5 août 2023

Augmented on May 28th, 2008 - August 23rd, 2008 - December 5th, 2008 - July 12th, 2010 - November 7th, 2011 - August 19th, 2014 - September 20th, 2015 - July 15th, 2017 - June 8th, 2019 - October 5th, 2021 - October 27th, 2021 - October 30, 2021 - July 31st, 2022 - August 9th, 2022 - September 14th, 2022 - November 26th, 2022 - January 30Th, 2023 - February 26th, 2023 - August 5th, 2023

This page remains subject to additional edits / La présente page est susceptible d'être modifiée

home tech voc gen voc grammar EtoF FtoE exam papers texts

pronunciation manuals franglais dictionaries publications Q&A images links

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The words of the cinema / Les mots du cinéma - Christian Lassure

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Revoyez le vocabulaire et la grammaire en autonomie 

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Revoyez le vocabulaire et la grammaire en autonomie 

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Les "interactive books" sont très utiles

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Voici une activité pour apprendre / réviser les différentes matières scolaires.

Par défaut, c'est le mode 'Apprendre' que j'ai choisi.
En cliquant en bas à droite, vous avez la possibilité de choisir d'autres modes d'apprentissage.

Vous pouvez également retrouver ces modes en cliquant 'Voir cette liste'.

Mrs. Haquet

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Collège Marc Chagall - Quizlet - School Subjects

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Voici une activité pour apprendre / réviser les différentes matières scolaires. Par défaut, c'est le mode 'Apprendre' que j'ai choisi. En cliquant en bas à droite, vous avez la possibilité de choisir d'autres modes d'apprentissage. Vous pouvez également retrouver ces modes en cliquant 'Voir cette (...)

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Main Film Genres

Genre Sub-Sections
Film Genres Overview | Main Film Genres | Best Pictures - Genre Biases | Summary of Top Films by Genre | Top 100 Films by Genre | AFI's Top 10 Film Genres Film Sub-Genres | Other Major Film Categories | Film Sub-Genres Types (and Hybrids)

Definition of Film Genres

Film Genres: Film genres are various forms or identifiable types, categories, classifications or groups of films. (Genre comes from the French word meaning "kind," "category," or "type"). Genres provide a convenient way for scriptwriters and film-makers to produce, cast and structure their narratives within a manageable, well-defined framework (to speak a common 'language'). Genres also offer the studios an easily 'marketable' product, and give audiences satisfying, expected and predictable choices.

Genres refers to recurring, repeating and similar, familiar or instantly-recognizable patterns, styles, themes, syntax, templates, paradigms, motifs, rules or generic conventions that include some of the following:

Components of Film Genres

1. The creation of a

characteristic SETTING or PERIOD:

- modern day

- specific decade or year

- historical or fictional

- urban/rural, etc.

with various stereotypes, props, or icons

Horror: Dark and isolated foreboding places and unexplained things, located in forests or woods, out-of-the-way camp grounds or areas (off the beaten path), graveyards or cemeteries, basements, attics, spooky castles, haunted houses, abandoned buildings or structures, locked doors to remote rooms

Sci-Fi: Outer space, in a planetary system or on a planet, or in the future or parallel universe or dimension, or in a virtual world, or during time travel, with laser blasters and spaceships, aliens, etc.

Sports: Sports arenas or other venues (track, football baseball or soccer field, boxing ring, race track, basketball or tennis courts, etc.), with teams, athletes, referees, judges, coaches and competition or combat displaying physical skill or endurance, crowds and audiences and fans

2. The use of

CHARACTERS (or stock characterizations):

Crime: the hard-boiled detective or private eye, police officer, gangsters, hoodlums, criminals, robbers, murderers, a mob boss, inmates, fugitives, a gun-for-hire, jewel robbers, arms or drug dealers, car thieves, con artists, unforgettable villain(s)

3. The use of

REPRESENTATIVE CONTENT

and SUBJECT MATTER:

(the storyline, themes, narrative or plot)

resonant with other films in the genre category

Comedy: witty dialogue, spoofs, parodies (i.e. Mel Brooks, Airplane! (1980), the Scream trilogy), gross-out humor and slapstick (pratfalls, sight-gags), clownish comedies with central comic figure(s) (Marx Bros., Chaplin, Laurel & Hardy, Mae West, Martin & Lewis, Bob Hope, Harold Lloyd, Danny Kaye, Robin Williams, Woody Allen, Will Ferrell, Pee-Wee Herman, Eddie Murphy, etc.), rites of passage, fish-out-of-water, mistaken identity, traditional dating rituals (will he/she or won't he/she?), cross-dressing, 'screwball' comedies, romantic comedies, sex comedies, black comedies (absurdist situations)

Crime: who-dun-its, heists or capers, robberies, rival gangs, police procedurals, the FBI, an avenging detective, arch-villains, organized crime and criminal syndicates, gangster and mob family tales, hit-men, gang-race warfare, bootlegging, counter-cultural heroes, tension with a ticking clock, real-life criminal portraits, violence and nihilism

4. The use of

FILMING TECHNIQUES AND FORMATS:

camera angles (use of low and high angles) and shooting style (hand-held or stationary, POV, or 'found footage')

lighting (high-key, or low/dark lighting)

the style of editing (length of edits, use of jump cuts)

color schemes

make-up and costuming (use of blood, masks, special effects)

5. The use of

MUSIC AND AUDIO:

- to enhance or emphasize various characteristics

- to advance the plot

- to create a mood or atmosphere (danger, adventure, laughter, fear, sensual, excitement)

Romance or Comedy: upbeat

Horror: foreboding, eerie

Drama: depressing, dramatic

Sci-Fi: other-worldly

Main Film Genres

Main Film Genres: Listed below are some of the most common and identifiable film genre categories, with descriptions of each type or category. If you're interested in the chronological history of film by decade - visit the section on Film History - by Decade or the multi-part section on Milestones in Film History.

Genre Types
(represented by icons)

Genre Descriptions

Select an icon or film genre category below, read about the development and history of the genre, and view chronological lists of selected, representative greatest films for each one (with links to detailed descriptions of individual films).

Action films usually include high energy, big-budget physical stunts and chases, possibly with rescues, battles, fights, escapes, destructive crises (floods, explosions, natural disasters, fires, etc.), non-stop motion, spectacular rhythm and pacing, and adventurous, often two-dimensional 'good-guy' heroes (or recently, heroines) battling 'bad guys' - all designed for pure audience escapism. Includes the James Bond 'fantasy' spy/espionage series, martial arts films, video-game films, so-called 'blaxploitation' films, and somesuperhero films. (SeeSuperheroes on Film: History.) A major sub-genre is the disaster film. See also Greatest Disaster and Crowd Film Scenes and Greatest Classic Chase Scenes in Films.

Adventure films are usually exciting stories, with new experiences or exotic locales, very similar to or often paired with theaction film genre. They can include traditional swashbucklers or pirate films,serialized films, and historical spectacles (similar to the epics film genre), searches or expeditions for lost continents, "jungle" and "desert" epics, treasure hunts, disaster films, or searches for the unknown.

Comedies are light-hearted plots consistently and deliberately designed to amuse and provoke laughter (with one-liners, jokes, etc.) by exaggerating the situation, the language, action, relationships and characters. This section describes various forms of comedy through cinematic history, including slapstick, screwball, spoofs and parodies, romantic comedies, black comedy (dark satirical comedy), and more. See this site'sFunniest Film Moments and Scenes collection - illustrated, also Premiere Magazine's 50 Greatest Comedies of All Time, and WGA's 101 Funniest Screenplays of All Time.

Crime (gangster) films are developed around the sinister actions of criminals or mobsters, particularly bankrobbers, underworld figures, or ruthless hoodlums who operate outside the law, stealing and murdering their way through life. The criminals or gangsters are often counteracted by a detective-protagonist with a who-dun-it plot. Hard-boiled detective films reached their peak during the 40s and 50s (classicfilm noir), although have continued to the present day. Therefore, crime and gangster films are often categorized asfilm noir or detective-mystery films, and sometimes as courtroom/crime legal thrillers - because of underlying similarities between these cinematic forms. This category also includes various 'serial killer' films.

Dramas are serious, plot-driven presentations, portraying realistic characters, settings, life situations, and stories involving intense character development and interaction. Usually, they are not focused on special-effects, comedy, or action, Dramatic films are probably the largest film genre, with many subsets. See alsomelodramas, epics (historical dramas), courtroom dramas, or romantic genres. Dramaticbiographical films (or "biopics") are a major sub-genre, as are 'adult' films (with mature subject content).

Epics include costume dramas, historicaldramas, war films, medieval romps, or 'period pictures' that often cover a large expanse of time set against a vast, panoramic backdrop. Epics often share elements of the elaborateadventure films genre. Epics take an historical or imagined event, mythic, legendary, or heroic figure, and add an extravagant setting or period, lavish costumes, and accompany everything with grandeur and spectacle, dramatic scope, high production values, and a sweeping musical score. Epics are often a more spectacular, lavish version of abiopic film. Some 'sword and sandal' films (Biblical epics or films occuring during antiquity) qualify as a sub-genre.

Horror films are designed to frighten and to invoke our hidden worst fears, often in a terrifying, shocking finale, while captivating and entertaining us at the same time in a cathartic experience. Horror films feature a wide range of styles, from the earliest silent Nosferatu classic, to today's CGI monsters and deranged humans. They are often combined withscience fiction when the menace or monster is related to a corruption of technology, or when Earth is threatened by aliens. Thefantasy and supernatural film genres are not always synonymous with the horror genre. There are many sub-genres of horror: slasher, splatter, psychological, survival, teen terror, 'found footage,' serial killers, paranormal/occult,zombies, Satanic, monsters, Dracula, Frankenstein, etc. See this site'sScariest Film Moments and Scenes collection - illustrated.

Musical/dance films are cinematic forms that emphasize full-scale scores or song and dance routines in a significant way (usually with a musical or dance performance integrated as part of the film narrative), or they are films that are centered on combinations of music, dance, song or choreography. Major subgenres include themusical comedy or the concert film. See this site's Greatest Musical Song/Dance Movie Moments and Scenes collection - illustrated.

Sci-fi films are often quasi-scientific, visionary and imaginative - complete with heroes, aliens, distant planets, impossible quests, improbable settings, fantastic places, great dark and shadowy villains, futuristic technology, unknown and unknowable forces, and extraordinary monsters ('things or creatures from space'), either created by mad scientists or by nuclear havoc. They are sometimes an offshoot of the more mysticalfantasy films (orsuperhero films), or they share some similarities withaction/adventure films. Science fiction often expresses the potential of technology to destroy humankind and easily overlaps withhorror films, particularly when technology or alien life forms become malevolent, as in the "Atomic Age" of sci-fi films in the 1950s. Science-Fiction sub-categories abound: apocalyptic or dystopic, space-opera, futuristic noirs, speculative, etc.

War (and anti-war) films acknowledge the horror and heartbreak of war, letting the actual combat fighting (against nations or humankind) on land, sea, or in the air provide the primary plot or background for the action of the film. War films are often paired with other genres, such asaction, adventure, drama, romance, comedy (black), suspense, and evenhistorical epics and westerns, and they often take a denunciatory approach toward warfare. They may include POW tales, stories of military operations, and training. See this site'sGreatest War Movies (in multiple parts).

Westerns are the major defining genre of the American film industry - a eulogy to the early days of the expansive American frontier. They are one of the oldest, most enduring genres with very recognizable plots, elements, and characters (six-guns, horses, dusty towns and trails, cowboys, Indians, etc.). They have evolved over time, however, and have often been re-defined, re-invented and expanded, dismissed, re-discovered, and spoofed. Variations have included Italian 'spaghetti' westerns, epic westerns, comic westerns, westerns with outlaws or marshals as the main characters, revenge westerns, and revisionist westerns.

They are broad enough to accommodate practically any film ever made, although film categories can never be precise. By isolating the various elements in a film and categorizing them in genres, it is possible to easily evaluate a film within its genre and allow for meaningful comparisons and some judgments on greatness. Films were Genre Categories:
not really subjected to genre analysis by film historians until the 1970s. All films have at least one major genre, although there are a number of films that are considered crossbreeds or hybrids with three or four overlapping genre (orsub-genre) types that identify them.

The Auteur System can be contrasted to the genre system, in which films are rated on the basis of the expression of one person, usually the director, because his/her indelible style, authoring vision or 'signature' dictates the personality, look, and feel of the film. Certain directors (and actors) are known for certain types of films, for example, Woody Allen and comedy, the Arthur Freed unit with musicals, Alfred Hitchcock for suspense and thrillers, John Ford and John Wayne with westerns, or Errol Flynn for classic swashbuckler adventure films.

By the end of the silent era, many of the main genres were established: the melodrama, the western, the horror film, comedies, and action-adventure films (from swashbucklers to war movies). Musicals were inaugurated with the era of the Talkies, and the genre of science-fiction films wasn't generally popularized until the 1950s. One problem with genre films is that they can become stale, cliche-ridden, and over-imitated. A traditional genre that has been reinterpreted, challenged, or subjected to scrutiny may be termed History of the Genre Development:
revisionist.

Many films currently do not fit into one genre classification. Many films are considered hybrids - they straddle several film genres. There are many examples of present-day filmmakers reflecting familiar elements of traditional or classical genres, while putting a unique twist on them.

There are many genres or film types that were once popular staples but have mostly fallen out of fashion nowadays, such as big-budget musicals (stolen from Broadway), large-scale romantic epics, classic film noirs, nature documentaries, spoof or parody comedies, 'spaghetti westerns,' YA (young adult) book adaptations, Devil/Satanic or vampire horror films, classic 'creature feature' or 'monster' movies, political-election campaign films, 'found footage,' mockumentaries, inner-city 'hood' films, adult-rated animations, Cold War thrillers, various sports films, women-in-prison (WIP) and other exploitational sub-types such as 'torture porn' and 'slasher' films, and classic who-dun-its. The two mainstream genre areas of war epics and westerns have also struggled in recent years.

Stages of Genres: There are basically five different stages of genres as they have progressed and developed through cinematic history:

1. Primitive or Early: the earliest and purest genre form with iconography, themes, and patterns starting to develop

2. Classical or Traditional: this stage marked the growth, popularity and solidification of the genre and clear establishment of its characteristics and prototypes, setting a 'benchmark'

3. Revisionist: a reinterpretation, recasting, or questioning of the original genre, with greater complexity of themes while retaining many of its characteristics and iconographic elements

4. Parodic: the spoofing or mocking of the genre by over-exaggeration of the characters and the genre's traditional themes

5. Extended or Mixed as Hybrids: the blending, modification or creative extension or melding of various genre elements as the genre categories evolved, i.e., a sci-fi western, a comedic war film, etc.

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Main Film Genres Genre Sub-Sections Film Genres Overview | Main Film Genres | Best Pictures - Genre Biases | Summary of Top Films by Genre | Top 100 Films by Genre | AFI's Top 10 Film Genres Film Sub-Genres | Other Major Film Categories | Film Sub-Genres Types (and Hybrids) Definition of Film Genres Film Genres: Film genres are various forms or identifiable types, categories, classifications or groups of films. (Genre comes from the French word meaning "kind," "category," or "type").

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14, 15 & 16 October 2021: Three days of celebration of the Erasmus+ Programme in Europe and beyond during the #ErasmusDays. A unique opportunity to organize an event, share your Erasmus experience or spread the word about your project. International mobility and European citizenship are once again at the heart of the #ErasmusDays 2021.

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Forwarding in Europe ( Norher Europe, Easter Europe, Souther Europe, Western Europe) and in Asia ( Northeast Asia, East Asia, South Asia, West Asia ) , storage facilities: in Lithuania, in Poland, in England, in Spain, in Italy, in Russia, in Sweden, in Ukraine, in Germany. For the last twenty years of successfully operating in Lithuania, in Poland, in England, in Spain, in Italy, in Russia, in Sweden, in Ukraine, in Germany, and rapidly growing company offers you the logistics, transport, distribution and warehousing services.

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Forwarding in Europe ( Norher Europe, Easter Europe, Souther Europe, Western Europe) and in Asia ( Northeast Asia, East Asia, South Asia, West Asia ) , storage facilities: in Lithuania, in Poland, in England, in Spain, in Italy, in Russia, in Sweden, in Ukraine, in Germany.

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Theory and Practical Driving Test | REGITRA

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Road traffic rules. We would like to inform you that the Road Traffic Rules which were valid until the 15th of February 2013 have been translated into English. The same Road Traffic Rules were later updated. For our clients'...

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Level 1: Beginner’s Basic Driving Skills - How-2-Drive

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Learning to drive is an exciting journey but it can also be intimidating. Our free learner driver guide will start you off on the right foot!

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Road signs USA

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Road signs UK

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Ecrivez votre texte, il est transformé en phonétique et vous pouvez l'écouter

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Hi! Got an English text and want to see how to pronounce it? This online converter of English text to IPA phonetic transcription will translate your English text into its phonetic transcription using the International Phonetic Alphabet. Paste or type your English text in the text field above and click "Show transcription" button (or use [Ctrl+Enter] shortcut from the text input area).

Features:

Choose between British and American* pronunciation. When British option is selected the [r] sound at the end of the word is only voiced if followed by a vowel, which follows British phonetic convention.

The International Phonetic Alphabet (IPA) symbols used.

The structure of the text and sentences in it (line breaks, punctuation marks, etc.) is preserved in phonetic transcription output making it easier to read.

An option to vary pronunciation depending on whether words are in stressed or weak position in the sentence, as in connected speech (checkbox "Show weak forms"). Weak forms are italicized in the output.

Words in CAPS are interpreted as acronyms if the word is not found in the database. Acronym transcriptions will be shown with hyphens between letters.

In addition to commonly used vocabulary the database contains a very substantial amount of place names (including names of countries, their capitals, US states, UK counties), nationalities and popular names.

You can output the text and its phonetic transcription along each other side-by-side or line-by-line to make back-reference to the original text easier. Just tick the appropriate checkbox in the input form.

Where a word has a number of different pronunciations (highlighted in blue in the output) you can select the one that agrees with the context by clicking on it. To see a popup with a list of possible pronunciations move your mouse cursor over the word.
Note that different pronunciations of one word may have different meanings or may represent variations in pronunciation with the same meaning. If unsure which pronunciation is relevant in your particular case, consult a dictionary.

The dictionary database is regularly amended with most popular missing words (shown in red in the output).

The text can be read out loud in browsers with speech synthesis support (Safari, Chrome).

*) American transcriptions are based on the open Carnegie Mellon University Pronouncing Dictionary.

We encourage students of linguistics/phonetics to do their own work during their assignments and remind them that submitting transcriptions produced by this website for academic credit is a breach of academic integrity.

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Hi! Got an English text and want to see how to pronounce it? This online converter of English text to IPA phonetic transcription will translate your English text into its phonetic transcription using the International Phonetic Alphabet. Paste or type your English text in the text field above and click "Show transcription" button (or use [Ctrl+Enter] shortcut from the text input area).

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The blog of roadtogrammar.com. Blogging on topics of interest to ESL teachers and students.

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Le vocabulaire de la mécanique en anglais

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Le vocabulaire de la mécanique en anglais

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Le vocabulaire de la mécanique en anglais

En anglais, mécanique se dit " mechanics". Dans cette fiche d'anglais, nous allons vous faire découvrir quels sont les termes utilisés par les garagistes et constructeurs automobiles. L'industrie étant de plus en plus portée vers l'export de matériels, il est important de comprendre les termes anglais pour pouvoir travailler dans ce domaine.

Les métiers de la mécanique

Quels sont les métiers liés au domaine de la mécanique ? Voici les équivalents anglais des métiers que vous recherchez.

Les types de v

Pour travailler dans la mécanique, il faut savoir quels sont les engins et véhicules que vous utilisez, car certaines pièces seront différentes. Connaissez-vous tous les mots de cette liste en anglais ?

Au garage : les constituantes d'un véhicule

Quels sont les noms anglais associés aux pièces détachés que vous connaissez ? Voici quelques-unes d'entre elles.

Les outils

Maintenant que vous connaissez les pièces d'un véhicule, voici les outils que vous pouvez utiliser.

La peinture

Dans ce domaine, certains verbes spécifiques sont utilisés. Voici quelques exemples.

Divers

Et pour finir, une expression

Vous connaissez désormais le vocabulaire de base pour travailler dans le domaine de la mécanique. Pour approfondir vos connaissances, découvrez le vocabulaire technique pour travailler dans l'aéronautique ainsi que le vocabulaire pour faire du vélo en anglais.

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En anglais, mécanique se dit " mechanics". Dans cette fiche d'anglais, nous allons vous faire découvrir quels sont les termes utilisés par les garagistes et constructeurs automobiles. L'industrie étant de plus en plus portée vers l'export de matériels, il est important de comprendre les termes anglais pour pouvoir travailler dans ce domaine.

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The Cop26 climate conference finally came to a close on Saturday evening, as delegates agreed a package after days of tortuous negotiations. However, there was disappointment when a commitment for all 196 signatories to phase out coal was watered down after lobbying from China and India.

In total the pledges will limit global heating to 2.4C - well above the 1.5C required to avert catastrophic environmental consequences - with the biggest polluters required to return next year with improved emissions targets. Cop26 president Alok Sharma, who made an emotional apology for the failure to keep the coal commitment, said: 'We have kept 1.5C within reach, but its pulse is weak.'

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Cop26 ends with deal, but frustration over watered down coal commitment - video report

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The Cop26 climate conference finally came to a close on Saturday evening, as delegates agreed a package after days of tortuous negotiations. However, there was disappointment when a commitment for all 196 signatories to phase out coal was watered down after lobbying from China and India.

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World Games | World Geography Games Online

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Learn continents, oceans, rivers, islands, mountains and more with entertaining map quizzes to test your knowledge of world geography.

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There's so much to discover about the European Union! Have fun with this series of games and quizzes. There are games for different age groups and at different levels, and each game can be played at home or as part of a school lesson.

There's so much to discover about the European Union! Have fun with this series of games and quizzes. There are games for different age groups and at different levels, and each game can be played at home or as part of a school lesson.

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There's so much to discover about the European Union! Have fun with this series of games and quizzes. There are games for different age groups and at different levels, and each game can be played at home or as part of a school lesson.

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Europe : les pays - Quiz de géographie - Seterra

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Vous avez un test de géographie sur l'Europe mais n'avez aucune idée où se situe la Moldavie ? Vous aimeriez pouvoir situer Malte sur la carte pour vos prochaines vacances ? Ce quizz est la solution à vos problèmes.

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Enregistrements avec des QCM pour tester votre compréhension sur divers sujets.

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Enregistrements avec des QCM pour tester votre compréhension sur divers sujets.

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Vous allez écouter 3 fois un enregistrement de 1 min30 dont le titre vous est communiqué au début de l'épreuve avant la première l'écoute. Chaque écoute sera séparée d'une pause de 1 minute pour la prise de notes. Vous aurez finalement 10 minutes pour rendre compte par écrit en français de ce que vous avez compris.

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Vous trouverez des liens vers des exemples de compréhension orale niveau bac général mais utilisables en pro puisque niveau visé B1+

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Vous trouverez des liens vers des exemples de compréhension orale niveau bac général mais utilisables en pro puisque niveau visé B1+

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Comment ça se passe?

Vous allez écouter 3 fois un enregistrement de 1 minute 30. Le titre vous est communiqué au début de l'épreuve avant la première l'écoute. Chaque écoute sera séparée d'une pause de 1 minute pour la prise de notes. Vous aurez ensuite 10 minutes pour résumer par écrit en français de ce que vous avez compris.

Comment rédiger son compte rendu?

Il faut résumer en français ce que vous avez compris, avec autant de détails que possible sans commenter ni donner son avis.
Pour cela il peut être utile de préparer un tableau en 3 colonnes. Vous pouvez compléter vos notes au fil des écoutes.
● Avant la première écoute
Préparez votre brouillon et essayez d'anticiper le contenu du document à partir du titre,
● Pendant chaque écoute
Concentrez-vous et mémorisez un maximum. N'essayez pas d'écrire et écouter en même temps.
● Pendant les deux pauses de 1 minute
Rajoutez les éléments que vous avez mémorisés dans votre tableau. Ne mettez sur le brouillon que des éléments/mots essentiels. C'est à partir de ce brouillon que vous rédigerez des phrases complètes directement sur la copie.
● Pendant les 10 dernières minutes
Réorganisez vos notes pour construire le plan du résumé en utilisant des mots de liaison pour établir les liens logiques entre les paragraphes. Dans votre introduction annoncez la nature du document, et l'identité du ou des locuteurs. Concluez
éventuellement par un commentaire sur l'attitude du locuteur.

Comment s'entraîner?

Voici quelques liens pour vous aider à vous entraîner:

Sur YouTube vous trouverez le super site de Mrs S avec des dizaines d'entraînements formatées en condition de bac: 3 écoutes ponctuées de pauses d'une minute, puis 10 minutes pour rédiger en français votre résumé, jusqu'au bip final. Vous y trouverez également le script et le vocabulaire pour vous aider avec le texte. Voici quelques exemples:

Catégories : Compréhension orale, Les 4 notions, Uncategorized

Tags: améliorer compréhension orale anglais bac, épreuve compréhension orale anglais bac, compréhension orale, compréhension orale anglais bac, improving listening comprehension

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S'entraîner pour la compréhension orale du BAC

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Comment ça se passe? Vous allez écouter 3 fois un enregistrement de 1 minute 30. Le titre vous est communiqué au début de l'épreuve avant la première l'écoute. Chaque écoute sera séparée d'une pause de 1 minute pour la prise de notes.

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complétez les colonnes et vérifiez vos réponses en consultant le document correction

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A Free Online Audio Dictionary of English Pronunciation, Definition and Translation.

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Grille nationale d'évaluation bac pro LVA situations A et B

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Grille nationale d'évaluation bac pro LVA situations A et B