• GC = advanced grammar (C)
  • GB= intermediate grammar (B2)
  • VC= advanced vocabulary (C)
  • VB2= upper intermediate vocabulary
  • VB1= lower intermediate vocabulary
Show Term 1


04/11 to 11/11

16/09 to 23/09 GB: Although, though, even though, in spite of, despite
GC: Although/though/even though/even if/in spite of/despite/while/whilst/whereas
23/09 to 30/09 Collocations C: Quantity and size
30/09 to 7/10 GB: unless / as long as / providing /provided
GC: if… not / unless / whether / providing / provided
7/10 to 14/10 VB2: speaking India: banish boring words
VB1: apologies, excuses and thanks
14/10 to 21/10 VB2: what your body does
TES / S: GB: If I had known
VB1: requests, permission, suggestions
05/11 to 11/11 Academics: making a presentation
11/11 to 18/11 Academics: organising your writing
SEA; Phrasal verbs B: Academic writing
18/11 to 25/11 Collocations: Towns and cities
SEA: talking about exceptions


25/11 to 02/12 VB2 : Towns
SEA: Collocations – Academic writing- structuring an argument
How much does the Queen cost?
02/12 to 9/12

VB2: Politics and public institutions

9/12 to 16/12 GB: To, for, so that (purpose)
SEA: Cambridge First: Word building
16/12 to 23/12 VB2 : concession and contrast
SEA: Cambridge First: Choose a word
6/01 to 13/01 GB: verb + preposition TO, AT
SEA: CAMBRIDGE FIRST B2: use of English / write the word
13/01 to 20/01 GB: verb + preposition OF/FOR/FROM/ON & IN/INTO/WITH/TO/ON
20/01 to 27/01 VB2: Suffixes and prefixes
27/01 to 03/02 VB2: Roots
3/02 to 10/02
10/02 to 17/02


Programme du cycle terminal

Le programme du cycle terminal (tel que publié dans le BO spécial n°9 du 30 septembre 2010)

Le programme d’enseignement spécifique de littérature étrangère en langue étrangère au cycle terminal de la série littéraire (tel que publié dans le BO spécial n°9 du 30 septembre 2010)
Déclinaison des thématiques du programme de littérature étrangère pour l’anglais (Clé des langues, juin 2011)
Déclinaison des thématiques du programme de littérature étrangère pour l’anglais (Eduscol, avril 2014)

Les épreuves du baccalauréat séries L, ES, S

Le niveau visée est en enseignement obligatoire :B2

En enseignement de spécialité C1


Le vocabulaire cible est B2 pour l’enseignement obligatoire, C1 pour l’enseignement de spécialité. Il n’existe pas de liste pour ces niveaux.

Descripteurs du CECRL
Du niveau « avancé » B2 au niveau « autonome » C1

Le passage du niveau B (utilisateur indépendant) au niveau C (utilisateur expérimenté) marque un nouveau changement d'échelle dans la maîtrise de la langue.
En réception, l'élève est capable :
- de comprendre dans le détail des interventions ou des textes longs et complexes, qu'ils se rapportent ou non à son domaine de connaissance ;
- d'apprécier les différences de style et d'identifier les points de vue, explicites ou implicites.
En production, l'élève est capable :
- de s'exprimer sur des sujets complexes de manière détaillée et pragmatique pour parvenir à ses fins ;
- de susciter une réaction, un sentiment précis chez son interlocuteur en utilisant une langue sûre et un style approprié.
En interaction, l'élève est capable :
- de s'exprimer avec spontanéité et pertinence sur des sujets abstraits, complexes et non familiers ;
- de maîtriser les contenus et les codes et argumenter de manière pertinente.

Classroom English

Vous n’avez pas saisi la question

  • Sorry, I didn’t hear the question
  • Sorry, I wasn’t listening
  • Could you please repeat the question (more slowly)?
  • What’s the meaning of (the word) …?
  • I don’t understand the question.
  • (I beg your) pardon?
  • I’m afraid I didn’t get what you said.
  • Could you speak up, please.
  • Could you speak more loudly, please?

Vous avez besoin d’une audition supplémentaire

  • Could you explain that again?
  • Would you mind playing the recording again?
  • Can we listen to it once more?

Vous n’arrivez pas a exprimer votre idée en anglais

  • What’s the English for (the word…)?
  • I have an idea but I can’t say it in English.
  • I just can’t find the right word.
  • I have difficulties in explaining it in English.
  • I need some time to think about it before I can give an answer.

Vous (croyez que vous) n’avez pas d’idée particulière sur le sujet discuté

  • I have no idea (at all about this point).
  • I have no specific opinion about it.
  • I don’t know what to say.
  • I have nothing else to say about it.
  • I have nothing to add.
  • I wanted to say exactly the same as X.

Vous n’etes pas sûr de votre réponse ou vous hésitez

  • I’m not sure but I believe that / I think that…
  • I don’t know exactly but I think that…
  • What I’ve understood is that…
  • How shall I put it? Well, let’s say that…
  • Perhaps… / Maybe…
  • I suppose that…
  • I’ve got mixed feelings: on the one hand… on the other hand…
  • I’m in two minds: on the one hand… on the other hand…

Vous voulez soutenir, compléter on contredire l’opinion d’un camarade

  • I (totally) agree with X when (s)he says that…
  • I share X’s point of view when (s)he says that…
  • X is right when (s)he says that…
  • What X has said is quite true and…
  • I’d like to add something (to what X has said).
  • I disagree / don’t agree with X when (s)he says that…
  • X is wrong when (s)he says that…
  • What X has said is quite true but..
  • In my opinion, what X has said is nonsense because…
  • X has made a point but…

Vous arrivez en retard ou vous avez oublié une de vos affaires

  • I apologise for being late: I was…
  • Sorry, I’m late: I was …
  • I’m sorry, I’ve forgotten…

Demandes diverses au professeur ou à vos camarades

  • Could you switch on the light, please?
  • I don’t fell very well, may I go out? / I feel sick, may I go out?
  • Can I go to the toilet, please?
  • Could you please move aside? I can’t see the blackboard.
  • Could you please shut your case? I can’t see the blackboard.
  • Could you please write it on the right / left / top / of the blackboard? It’s too shiny.

Quelques consignes données par le professeur

  • Get your things ready.
  • Put your things away.
  • Spell the word…, will you.
  • Make a note for your homework for the next lesson.
  • Sum up the text in your own words.
  • Make a summary of the text.
  • Don’t prompt him!
  • Any comments?

Methodologie Orale
BAC ANGLAIS – Méthodologie expression orale 1

BAC ANGLAIS – Méthodologie expression orale 2

1. Myths and heroes

A myth can be defined as a story about gods or heroes, it can be a popular belief or a tradition or a false notion. A hero can be a mythological figure, a person who is admired for his or her achievements, a superhero or maybe a role model or an icon.

Examples can be:

a patriotic or national hero (sportsman, politician, human rights defender…..)
a fictitious hero (superhero or film star)
an icon or role model (fashion, tv, music)
a defender of common values
a politician/king/queen who has achieved international recognition

2. Locations and forms of power: (also called Places and forms of power or Seats and forms of power)

In politics and social science, power is the ability to influence the behavior of people. In order to live together members of a community accept rules, regulations, laws. This helps to create social cohesion but can also lead to conflicts and tensions. Even when authority seems absolute, there are always counter-powers which question it, aim at limiting its excesses and resist it.

Examples can be:

the power of the media (reality tv, internet v written press)
Financial power (the power of money) Inequalities between blacks and whites – the fight against oppression and segregation (South Africa, USA)
The American Dream
The Civil Rights movement and political recognition : Rosa Parks, Martin Luther King, Malcolm X (can also be linked to the notion of Myths and Heroes)

3. The idea of Progress

The idea of progress can be defined as an improvement, a development or a change – a technical, scientific or social advance which contributes to making the world a better place.

Examples can be:

Scientific Progress – Medical advances, cures for illnesses, cloning, performance enhancing drugs, genetically modified organisms.
Technological Progress- technologies to slow down climate change such as hybrid cars, wind turbines, solar panels, biofuel…..
advances in communication: the internet, social media, mobile phones, video games – how they have changed our lives and the dangers of these modern ways of communication
Robots, automated production
Nuclear Power – for and against
Social Progress: changes in the quality of life – how does progress affect our society?
Education, employment, equality, family life
Women’s rights, human rights, minority rights ……
The idea of liberty, freedom, democracy

4. Spaces and Exchanges

This notion deals with the geographical and symbolic areas that all societies occupy and the interactions between men and different societies. Our world is built on the exploration and conquest of new spaces. The different cultural, economic, sociological and language interactions have shaped and characterised our modern-day world.

Examples can be:

Trade (the basis of all societies)
Working conditions (telecommuting, internet)
Globalization (the world has become a small village)
School and education (social diversity / knowledge) comparison of the different educational systems
The Internet / social networks…
the movement of people: Immigration movement across borders (Gap Year)

Course Materials

Course Content

Leçons Statut










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