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TEST PRONOTE évalué: Sur les notions lexicales (technology enhancing human performance vocabulary) & grammaticales (preterit vs present perfect)

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TEST PRONOTE évalué: Sur les notions lexicales (technology enhancing human performance vocabulary) & grammaticales (preterit vs present perfect)

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1-Esports helping young gamers make money, start careers.mp4

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QCM évalué sur COMPARATIFS & SUPERLATIFS:

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QCM évalué sur COMPARATIFS & SUPERLATIFS:

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SPEAKING TEST: PAIR WORK / Job interview 

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SPEAKING TEST: PAIR WORK / Job interview 

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Video comprehension : How employers check job applicants' social media

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Video comprehension : How employers check job applicants' social media

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1-Employers looking at social media accounts when you apply for a job.mp4

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Comment poser une question ?

Grammar time

Don't you need it?

Auxiliaire + négation + sujet + verbe ?

Former une phrase interro-nÉgative

Do you like it?

Auxiliaire + sujet + verbe ?

Former une phrase interrogative

Who is talking?

Qui?

Which do you prefer?

Lequel?

Where will you be?

Où ?

When were you born?

Quand ?

What do you want it for?

Pour...quoi ?

What do you think?

Quoi ?

Choisir un mot interrogatif

How long have they been talking?

Combien de temps ?

How deep is the lake?

Quelle profondeur ?

How far is the station?

Quelle distance ?

How are you?

Comment ?

Why is he cross?

Pourquoi ?

Whose books are they?

À qui?

Choisir un mot interrogatif

How old are you?

Quel âge ?

How often can they meet?

Quelle fréquence ?

How much money do you need?

Combien ?

How many wind turbines are there?

Quel nombre ?

Choisir un mot interrogatif

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Grammar Time - Poser des questions (Foucher)

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Cours de grammaire - Les nouveaux cahiers d'ANGLAIS BTS

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Fiche-méthode : comprendre un document audio ou vidéo

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Fiche-méthode : comprendre un document audio ou vidéo

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3-the dos and don'ts of job interviews-MIP_video_ch01_01.MP4

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Review the basics : how to say numbers in English:

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Review the basics : how to say numbers in English:

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Fiche-méthode: lire des nombres, des tableaux, des graphiques

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Fiche-méthode: lire des nombres, des tableaux, des graphiques

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Review --> how to say numbers, money, decimals, percentages and fractions:

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Review --> how to say numbers, money, decimals, percentages and fractions:

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TEST SUR LES NOMBRES EN ANGLAIS (QUIZ interactif): big numbers, money, fractions, decimals, percentages...

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TEST SUR LES NOMBRES EN ANGLAIS (QUIZ interactif): big numbers, money, fractions, decimals, percentages...

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TEST PRONOTE évalué: Sur les notions lexicales (Esport vocabulary) & grammaticales (passive form)

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TEST PRONOTE évalué: Sur les notions lexicales (Esport vocabulary) & grammaticales (passive form)

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"AI" + "I, Robot" -> reading + speaking task: pair work

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"AI" + "I, Robot" -> reading + speaking task: pair work

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Instructions : interact with your partner to find information about the second film (about the text you haven't read).

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Review basic concepts: A1-A2 Grammar / Be & Have :

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Review basic concepts: A1-A2 Grammar / Be & Have :

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Révisions A1-A2 : speaking cards + exercises

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Révisions A1-A2 : speaking cards + exercises

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All about me : how to introduce yourself like a a pro!

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All about me : how to introduce yourself like a a pro!

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Use the NIPPP formula:

name

Example: 'Hi, I'm Sarah.' or 'My name is Andre, but most people call me Dre.'

information (Where you're from or live)

Example: 'I'm originally from Toulouse, but I live in Albi now.'

profession or passion

Example: 'I'm a student and I also work part-time as a cashier in a supermarket.' or 'I'm passionate about photography.'

personal detail

Example: 'I love hiking and baking in my free time.'

purpose

Example: 'I'm here to hopefully graduate next year and work in the field of IT maintenance.'

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Fiche-méthode: How to introduce yourself in English

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Fiche-méthode: How to introduce yourself in English

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How to introduce yourself in English (2)

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Speaking task --> introduce yourself :

Where do you come from ?

prepare a short introduction / introduce your hometown

Where are you from? Are you from a big city or a small town? What does it look like ?

Where did you grow up? What did you study? How do you like to spend your free time?

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Video comprehension : Cybathlon (Cyborg Olympics)

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Video comprehension : Cybathlon (Cyborg Olympics)

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Robotics vocabulary, do these interactive exercises and then copy the answers on your worksheet:

-What is a robot --> definition :

https://learningapps.org/view46531159

-Exercise 1 :

https://learningapps.org/view46526637

-Exercise 2 :

https://learningapps.org/view46526292

-Exercise 3 :

https://learningapps.org/view46530219

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The 3 laws of robotics: Anticiper l'écoute de la vidéo avec ce QUIZLET

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The 3 laws of robotics: Anticiper l'écoute de la vidéo avec ce QUIZLET

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Anticiper l'écoute avec ce QUIZLET (préparer le vocabulaire nécessaire à la compréhension de la vidéo)

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Évaluation d'expression orale / Speaking activity-Introduce yourself 

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Évaluation d'expression orale / Speaking activity-Introduce yourself 

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SPEAKING activity - introduce yourself (your hometown, your free time activities, your family, your studies, your dream job...) using expressions we studied in class (3 to 4 minutes speaking time).

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JOB INTERVIEW->

A/ You are an employer looking for a technician, prepare questions to select the best applicant (ask about the candidates' professional experience, studies, skills, personality, hobbies, personal details, availability, goals, difficulties...). Prepare at least five or six questions.

B/ You are an applicant looking for a job, prepare yourself for the interview, prepare questions about the company and the position.

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Use Canva to build your resume, don't forget to include a skills section at the top of the page with both your soft skills and your hard skills:

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Use Canva to build your resume, don't forget to include a skills section at the top of the page with both your soft skills and your hard skills:

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In the UK education sector, there are a wide range of qualification types offered by the United Kingdom awarding bodies. Qualifications range in size and type, can be academic, vocational or skills-related, and are grouped together into different levels of difficulty. In England, Wales and Northern Ireland, qualifications are divided into Higher Education qualifications, which are on the Framework for Higher Education Qualifications (FHEQ) and are awarded by bodies with degree awarding powers, and Regulated qualifications, which are on the Regulated Qualifications Framework (RQF) and are accredited by Ofqual in England, the Council for the Curriculum, Examinations and Assessment in Northern Ireland and Qualifications Wales in Wales. In Scotland, qualifications are divided into Higher Education qualifications, Scottish Qualifications Authority qualifications and Scottish Vocational Qualifications/Modern Apprenticeships, which are on the Scottish Credit and Qualifications Framework (SCQF). Scottish Higher Education Qualifications are on both the SCQF and the FHEQ.

Qualifications are grouped together into different levels. Each level corresponds to a particular qualification's degree of difficulty. However, qualifications within one level can cover a huge range of subjects and take different amounts of time to complete, often expressed in terms of credits.

In England, Northern Ireland and Wales, the levels are contained within the Regulated Qualifications Framework (RQF), which superseded the Qualifications and Credit Framework from 1 October 2015. There are nine levels of difficulty in the framework, from entry level (which is sub-divided into 3) to level 8.

Higher education qualifications are contained in the Framework for Higher Education Qualifications (FHEQ). The FHEQ corresponds with levels 4 to 8 of the RQF. Scotland has its own education system and its own twelve level system, the Scottish Credit and Qualifications Framework. These can also be equated with the European Qualifications Framework.

The Business and Technology Education Council (BTEC) is a provider (existing as part of Pearson Education Ltd) of secondary school leaving qualifications and Further education qualifications in England, Wales and Northern Ireland. Whilst the T in BTEC has been mistakenly understood to stand for Technician, according to the DFE (2016) it actually stands for Technology. [1]

BTEC qualifications, especially Level 3, are accepted by many universities (excluding Cambridge and Oxford unless combined with more qualifications) when assessing the suitability of applicants for admission, and such universities may base their conditional admissions offers on a student's predicted BTEC grades.

A General National Vocational Qualification, or GNVQ, is a certificate of vocational education in the United Kingdom. The last GNVQs were awarded in 2007.

The qualifications relate to occupational areas in general, rather than a specific job. They could be taken in a wide range of subjects. There are different levels of GNVQ, namely the Intermediate level (equivalent to four General Certificates of Secondary Education) and Advanced level (equivalent to two Advanced-level General Certificates of Education).

GNVQs were available to people of all ages. Schools and colleges offered these courses and they could be studied alongside GCSEs or A levels. The GNVQ generally involved a lot of coursework (6-8 large assignments), which allowed holders to show their skills when applying for jobs.

AS level and A (Advanced) level qualifications at level 3 on the RQF focus on traditional study skills. They normally take two years to complete full-time in school or college, and can be taken part-time. AS and A levels are available in a wide range of academic and applied (work-related) subjects, and are often used as entry into higher education.

In Scotland, students usually take Highers and Advanced Highers.

The T Level qualification is a new level 3 qualification, intended as a technical-based equivalent of A levels. As of September 2020, there were 193 colleges planning to offer some T Levels by 2022.

A bachelor's degree is a course of higher education academic study leading to a qualification such as a Bachelor of Arts (BA) or Bachelor of Science (BSc). They are sometimes known as 'undergraduate' or 'first' degrees.

A bachelor's degree is designed to give learners a thorough understanding of a subject, and usually takes three years to complete full-time in England, Wales and Northern Ireland; in Scotland 'ordinary' bachelor's degrees normally take three years while bachelor's degrees with honours take four years.

Bachelor's degrees are at level 6 on the FHEQ in England, Wales and Northern Ireland; Scottish ordinary bachelor's degrees are at level 9 of the SCQF and honours bachelor's degrees at level 10. All UK bachelor's degrees are first cycle (end of cycle) qualifications in the Bologna Process.

Some awards titled bachelor's for historical reasons are actually master's-level degrees, e.g. Oxford's Bachelor of Philosophy (BPhil). Conversely, the Scottish MA is actually a bachelor's degree which has retained its historical title.

Graduate diploma

A graduate diploma (called an advanced diploma at some universities) is an FHEQ Level 6 award, equivalent to the final year of a bachelor's degree and generally offered to graduates who already hold a bachelor's degree in a different subject. Graduate diplomas may enable students to apply for postgraduate studies such as master's degree or postgraduate diplomas, but do not qualify as first-cycle qualification in the Bologna process.

The 14-19 Diploma was a qualification for 14- to 19-year-olds, offering a more practical, hands-on way of gaining the essential skills employers and universities look for. The 14-19 Diplomas were at levels 1 to 3 on the NQF. From September 2008, Diplomas in five subject areas were made available in selected schools and colleges around the country. Further subjects were added every year until 2011 when there were 17 subjects available. Diploma courses were cancelled from September 30, 2013 onwards by the coalition government due to issues surrounding its popularity and how the qualifications were "viewed by employers and universities".

Entry level qualifications are known as 'certificates' or 'awards', and are designed for learners who are not yet ready to take qualifications at level 1 on the RQF.

They may be appropriate for learners who do not have traditional qualifications, or who have been away from learning for a long time. They are available in a variety of subjects, and at the three different sub-levels of the RQF's entry level.

Foundation Degrees are higher education qualifications that combine academic study with workplace learning. They have been designed jointly by universities, colleges and employers, and are available in a range of work-related subjects. They are broadly equivalent to the first two years of a bachelor's degree.or ordinary National Diploma/Certificate

Foundation Degrees are at level 5 on the FHEQ; they are not offered in Scotland.

Higher Technical Qualifications in digital skills are to be available from September 2022, and cycle 2 Digital, Construction, and Health and Science Higher Technical Qualification routes are expected to be available from September 2023.

GCSEs (General Certificate of Secondary Education) are the main qualification taken by 14- to 16-year-olds (adults can take them as well) in England and Wales. They are available in a wide range of academic and applied (work-related) subjects, and as a 'short-course' option (equivalent to half a full GCSE).

GCSEs are at levels 1 and 2 on the RQF, depending on the grade achieved.

The Scottish equivalent of GCSE is the National 5 qualification.

HNCs (Higher National Certificates) and HNDs (Higher National Diplomas) are work-related higher education qualifications.

HNCs can take one year to complete full-time. HNDs take two years full-time (both can be studied part-time). They are highly valued by employers, and can count towards membership of professional bodies and other employer organisations.

HNCs and HNDs are at levels 4 and 5 of the FHEQ.

The International Baccalaureate (IB) Diploma Programme is an internationally recognised qualification for students aged 16 to 19. It is based around detailed academic study of a wide range of subjects. The student is required to take at least one language, a science, maths, English, and a humanity. The sixth option can be used to pursue an arts subject (drama, music, art, etc.) or another language, or science, or humanity. The IB also encompasses a Core of Theory of Knowledge (ToK), CAS (Creativity, Action, Service), and the Extended Essay (EE). This leads to a single qualification.

The IB Diploma Programme is at level 3 on the RQF.

Key Skills qualifications were designed to develop the skills that are commonly needed in education and training, work and life in general. They have been replaced by "Functional Skills" in England, "Essential Skills" in Northern Ireland and "Essential Skills Wales" in Wales.

Postgraduate qualifications are higher education qualifications at levels 7 or 8 of the FHEQ/levels 11 or 12 of the SCQF which require that learners have already completed a bachelor's degree. Most postgraduate qualifications will include taught and research elements, and are defined as either 'taught' or 'research' qualifications depending on which of these predominates. While all UK universities have taught degree awarding powers and can award taught postgraduate degrees, only bodies with research degree awarding powers may award research degrees.

Generally, they fall into three categories:

In addition to these, primary qualifications in medicine ( Bachelor of Medicine, Bachelor of Surgery), dentistry ( Bachelor of Dental Surgery) and veterinary science ( Bachelor of Veterinary Science), and integrated master's degrees (e.g. Master of Engineering, Master of Physics, etc.) are undergraduate-entry courses that lead to postgraduate-level degrees (FHEQ level 7/SCQF level 11). The Scottish MA and the Oxbridge MA are not postgraduate qualifications.

In addition to postgraduate qualifications, the UK has graduate qualifications. These are short courses at FHEQ level 6/SCQF level 10 or 11 (bachelor's degree level); which last up to one year, lead to Graduate Certificates and Graduate Diploma, and require students to have already gained a first degree.

Skills for Life (sometimes referred to as Basic Skills qualifications) are designed to help learners develop their reading, writing, maths and ICT skills. There is also a Skills for Life qualification in English for Speakers of Other Languages (ESOL).

They are available for those learners who are over 16 years of age, have left compulsory full-time education and do not have an up-to-date English or maths qualification at level 2 (such as a GCSE) on the NQF. In some cases, schools can offer the qualifications for 14- to 16-year-olds.

Skills for Life qualifications are available at entry level on the RQF.

Vocational qualifications (also known as Vocationally Recognised Qualifications, or VRQs) are designed to give learners the skills and knowledge to do a particular job, work in a particular industry, or acquire more general skills. They are offered by awarding bodies such as City and Guilds, Edexcel, OCR, NCFE and ABC Awards.

They are available at various levels on the RQF, and in different sizes.

The range of vocational qualifications includes competence-based National Vocational Qualifications (NVQs) which can be taken at work, college, or as part of an Apprenticeship. They are based on national standards for various occupations, and cover the practical, work-related tasks designed to help learners do a job effectively. NVQs are at levels 1 to 7 on the RQF.

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Qualification types in the United Kingdom - Wikipedia

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In the UK education sector, there are a wide range of qualification types offered by the United Kingdom awarding bodies. Qualifications range in size and type, can be academic, vocational or skills-related, and are grouped together into different levels of difficulty. In England, Wales and Northern…

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Prepare a survey --> write a questionnaire on the topic of gaming. Write down at least 5 questions to interview your classmates (you will share your Google form with them, then you will analyse the results of your survey).

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Prepare a survey --> write a questionnaire on the topic of gaming. Write down at least 5 questions to interview your classmates (you will share your Google form with them, then you will analyse the results of your survey).

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Grammar Time - La voix passive (Foucher)

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Cours de grammaire - Les nouveaux cahiers d’ANGLAIS BTS

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Découvrir et apprendre le lexique & les notions grammaticales de la séquence Esports :

La voix passive

QUIZLET

Exo1

Exo2

Exo3

Exo4

Exo5

Exo6

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Video comprehension: Young professional gamers

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Video comprehension: Young professional gamers

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Reading practice: Video games are good for you

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Reading practice: Video games are good for you

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Technology enhancing human performances : SPEAKING ACTIVITY

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Technology enhancing human performances : SPEAKING ACTIVITY

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Technology enhancing human performances : SPEAK for 2 minutes to describe and explain the role of one of these tehnological devices that help improve human performances without saying their name. Your classmates have to guess which technological device you described.

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Comment utiliser le prétérit et le present perfect ?

Grammar time

It didn't/did not meet the requirements.

Négation :

Did it sell well?

Interrogation :

She made her decision. (verbe irrégulier)

He worked hard. (verbe régulier)

Affirmation :

Construction du Prétérit

No, I have never seen it.

Négation :

Have you eaten it?

Interrogation :

They have never won. (verbe irrégulier)

He has played soccer. (verbe régulier)

Affirmation :

Construction du present perfect

On l'utilise lorsqu'il s'agit de faire un bilan d'expérience et de parler d'une action qui a commencé dans le passé et continueaujourd'hui.

Present perfect

On l'utilise lorsqu'il s'agit de raconter un fait qui s'est déroulé dans le passé et qui est fini.

Prétérit

Conditions d'utilisation

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Grammar Time - Prétérit et present perfect (Foucher)

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Cours de grammaire - Les nouveaux cahiers d'ANGLAIS BTS

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn – any subject, in any language, on any device, for all ages!

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Paralyzed man walks using robotic suit

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Georgeanna Hall - BreakingNewsEnglish.com - Level 3

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QUIZLET : Technology Helping Human Performance

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QUIZLET : Technology Helping Human Performance

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HEADS UP : SPEAKING GAME TO REVIEW THE VOCABULARY

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HEADS UP : SPEAKING GAME TO REVIEW THE VOCABULARY

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Vocabulary - Speaking activity : heads up

RULES

Students have to guess words/phrases from the descriptions given by their team.

Game

1. The teams take turns playing.

2. One student from the team stands at the front of the class, facing their team.

3. The words are projected behind that student (so he can’t see them). The rest of the students in their team describe the words, and the student at the front guesses.

4. The student at the front has 3 minutes to correctly guess as many words as possible (with a maximum of 30 seconds per word, then he skips the word after 30 seconds if he hasn't found it).

5. After each team has had one turn : the team with the most points at the end of the game wins.

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Nouvelle séquence : "Of robots and robotics"

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Nouvelle séquence : "Of robots and robotics"

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NEXT GENERATION ROBOTS BOSTON DYNAMICS 2018.mp4

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The Three Laws of Robotics _ full version.mp4

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Exercices interactifs: compléter le script.

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Exercices interactifs: compléter le script.

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Voir la vidéo une seconde fois et compléter le script (différenciation: exercices interactifs).

- The three laws of robotics (version difficile)

- The three laws of robotics (version facile)

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Unit 7 Flashcards Les Nouveaux Cahiers d’Anglais BTS