As you know, in Weeks 7 and 8 you will be presenting in class. Below is a copy of the sheet I will be using while grading your presentation (worth 20% of your final grade).
Have fun preparing the presentations! I am looking forward to hearing them! Don't forget to get in touch if you have any questions or difficulties!
1. Organization 1 point max
a. logic and structure
b. variety and appropriateness of facts and details
2. Language Level 1.5 max
a. pronunciation .
b. lexical and structural variety
c. phrasing and grammar
3. Quality of the Presentation / Public Speaking Skills .75 points max
a. fluidity of the speech
b. eye contact
c. clarity of expression
4. Overall Effort and Originality .75 points max
a. presentation has been rehearsed
b. extra materials and effort
TOTAL 4 points max
mardi 26 janvier 2010
vendredi 22 janvier 2010
WHY ME?? L1 Prise de Parole Semester 1 grades explained
Below are the grades I gave in S1 for prise de parole, as well as (some) of the reasons why! Bear in mind I have not included the # of absences, which also impact the grade negatively!
Let there be no regrets ... just lessons learned!
grade Comments
2 very little understanding of spoken E, no effort to participate, struggles a great deal; heavy French accent; no effort; inability to read text
2.5 very little understanding of spoken E, no effort to participate, struggles a great deal; heavy French accent; no effort; inability to read text, spoke much French throughout the semester
3 did not appear interested in the class in the least, constant disruptive behavior, spoke a great deal in French and practically spent the hour with her back turned to me. Terrible attitude and poor presentation.
3 does not seem to pay attention and/or comprehend whatever is being said in class; has not made a single voluntary contribution thoughout the semester, answers in very short sentences when asked a question, demonstrates no desire to volunteer or be involved
3 has not made a single voluntary contribution thoughout the semester, answers in very short sentences when asked a question, demonstrates no desire to volunteer or be involved; LL high beginner, heavy F accent, spoke a great deal of French
3 Stopped coming after Week 5, had been doing a great job previously; showed up on the last day of class and proceeded to do her song analysis even though the day was already passed and she had obtained no permission to do so EXTREMELY DISAPPOINTING
4 has not made a single voluntary contribution throughout the semester, answers in very short sentences when asked a question, demonstrates no desire to volunteer or be involved
4 painfully shy; has not made a single voluntary contribution throughout the semester, answers in very short sentences when asked a question, demonstrates no desire to volunteer or be involved; excellent song analysis and song choice, but insufficient for a higher grade
4.5 has not made a single voluntary contribution throughout the semester, answers in very short sentences when asked a question, demonstrates no desire to volunteer or be involved, fair presentation
5 terrible attitude, poor attendance, but a fair NEWS presentation
6 seems to have a reasonably good grasp of the E language, always understands and responds correctly whenever spoken to, has not volunteered any; attitude and unprepared for song presentation; does not seem to take class seriously even though she is very pleasant whenever she feels like talking
7 answers well when asked, never volunteers, intelligent, amazingly broad general knowledge, did not take class seriously, forgot presentation on the last day and was forced to improvise
7 does not volunteer, but always alert and pleasant; seems to understand a great deal of what is being said in class and answers well and thoroughly whenever spoken to, does not seem to have a poor LL even though she does not talk much, grade higher b/c of attitude and perfect attendance
7 has not made a single voluntary contribution throughout the semester, answers in very short sentences when asked a question, demonstrates no desire to volunteer or be involved, yet does a great job when assigned a project
7 shy, English fair; not making too much of an effort, fair song presentation, fair NEWS presentation
7.5 answers well when asked, never volunteers, good understanding of spoken English; no desire to talk; no effort; had to reschedule presentation b/c not ready, excellent presentation on the NEWS which somewhat saved her grade
7.5 shy, talks well and at length when asked, but never volunteers; however, deserves a slightly better grade due to an excellent team presentation in NEWS
7.5 started off extremely well, very involved and daily participation, volunteering; attendance dropped in the latter half of the semester and the grade suffered as a consequence
8 shy, but genuinely started making more of an effort towards the end, language very good but insufficient participation
8 one of the better E speakers among all students, but very inconsiderate; spoke in French considerably more than others, disruptive in class; LL intermediate, no problem understanding and answering questions when asked but NO effort to speak in class, extremely immature
9 volunteers considerably more than the majority of the class, still insufficiently to pass the course, reasonably good NEWS and song analysis; it's a pity she has not been taking the class seriously
10 shy, started making more of an effort towards the end, language very good but participation could be better, still a good student overall
11 Even though she is shy, she did her best to talk and participate in class. Respectful and hard working!
11 quite a few absences; positive contribution to class discussion whenever present; volunteers in class LL OK overall, really improved towards the second half of the semester!
11.5 volunteers, respectful, makes an effort, very pleasant and well-intentioned, LL also fairly good, volunteered to present on the first day and did a great job
12 joined the class later (hence the absences), great song analysis of an extremely unusual song, considerate; great work ethic; volunteered often and extremely involved
12 many absences; not shy; intervenes a lot when present, English mediocre, but not hard to understand when he talks, many mistakes but not bad overall, forgot song on the day of the presentation
13 somewhat shy but nonetheless polite, talkative, extremely involved, volunteers, respectful, makes an effort, very pleasant and well-intentioned, LL intermediate; excellent song analysis
13.5 Polite, talkative, extremely involved, volunteers, respectful, makes an effort, very pleasant and well-intentioned, LL high intermediate, one of the top students in the class
14 remarkable work ethic and a great student; even if fairly shy, but original, involved, not afraid to take risks
14.5 great attitude, took the class seriously and attempted to volunteer at every opportunity, spoke a great deal more than the rest, LL high intermediate, few mistakes, very determined, pleasant and motivated,
15 added the course later; best student in all of L1; considerate, polite, involved; constant volunteer, leader in class, excellent participation and a great presentation, LL high intermediate. one of the best L1 students this semester.
20 native speaker, deserves the top mark not because of her LL which she did not learn like the others but for her pleasant; considerate attitude; always animated, willing to talk and extremely tactful and respectful towards the others
jeudi 21 janvier 2010
A picture is worth a thousand words
And I mean the one I asked you to submit last week, you guys.
I have close to 300 students. Learning the names at the beginning of the semester is a tremendous challenge. Remembering who is who at the end of the semester (when those extra points for effort really count) is tough. And a lot of you could REALLY benefit from me remembering you.
Out of all the students I asked for a picture, roughly 1/3 gave me one. It could have been anything, really - even a black and white copy of a real picture. 2/3 did not bother.
Call it a cultural difference if you will, but this picture situation is quite exasperating. Whenever I ask students to do something and give them a week, it never occurs to me that it would not get done. I do not walk into class thinking, would they have remembered? I walk into a classroom, three-hole puncher in hand, ready to file the attendance sheet - last and first name, day and class time + picture.
Which brings me to my next point. Not completing an assignment you have been given talks about your attitude and the level of commitment to the class you are taking. And poor attitude is ... well, we went over that in class and illustrated it with specific examples, I don't want to repeat myself.
The one thing I would repeat though is the exact thing I said whenever I distributed the attendance sheets in Week 1. Without an attendance sheet, I would not mark you as present.
And I didn't.
I have close to 300 students. Learning the names at the beginning of the semester is a tremendous challenge. Remembering who is who at the end of the semester (when those extra points for effort really count) is tough. And a lot of you could REALLY benefit from me remembering you.
Out of all the students I asked for a picture, roughly 1/3 gave me one. It could have been anything, really - even a black and white copy of a real picture. 2/3 did not bother.
Call it a cultural difference if you will, but this picture situation is quite exasperating. Whenever I ask students to do something and give them a week, it never occurs to me that it would not get done. I do not walk into class thinking, would they have remembered? I walk into a classroom, three-hole puncher in hand, ready to file the attendance sheet - last and first name, day and class time + picture.
Which brings me to my next point. Not completing an assignment you have been given talks about your attitude and the level of commitment to the class you are taking. And poor attitude is ... well, we went over that in class and illustrated it with specific examples, I don't want to repeat myself.
The one thing I would repeat though is the exact thing I said whenever I distributed the attendance sheets in Week 1. Without an attendance sheet, I would not mark you as present.
And I didn't.
L2 Debating Schedule
In case you haven't written everything down, here is the debating schedule for Wednesdays!
Jan 27, 2010
Internet dating - looney or practical?
Charles-Hubert(+) / Justine (-)
Homosexual couples should not be given the right to adopt children.
Maude (+) / Lise (-)
Feb 3, 2010
Organic food is just another fad designed to make people spend money.
Louisa (+) / Lola (-)
Should students have a part-time job while studying if they need money?
Louis-Adrian (+) / Vivien (-)
Feb 10, 2010
Advertising is manipulative and a waste of time
Lise (+) / Louisa (-)
The institution of marriage and the nuclear family - a thing of the past?
Alexia (+) / Manon (-)
Feb 17, 2010
If men have the right to become fathers at 60, why should women be refused?
Charles-Hubert(+) / Justine (-)
Should French universities be more selective in their admissions policy?
Manon (+) / Alexia (-)
March 3, 2010
Facebook - a great idea for socializing or an invasion of privacy?
Lola (+) / Lise (-)
Euthanasia - mercy or murder?
Alexia (+) / Heloise (-)
March 10, 2010
The smoking ban is a mistake and it limits the freedom of one social group.
Justine (+) / Charles-Hubert(-)
If university education represented a financial sacrifice, students would be a lot more motivated and would benefit more from the time they spend there
Maude (+) / Louisa (-)
March 17, 2010
The negative aspects of fast food are grossly overrated
Louis-Adrian (+) / Vivien (-)
France has not done enogh to integrate immigrants into its society.
Louis-Adrian (-) / Vivien (+)
Jan 27, 2010
Internet dating - looney or practical?
Charles-Hubert(+) / Justine (-)
Homosexual couples should not be given the right to adopt children.
Maude (+) / Lise (-)
Feb 3, 2010
Organic food is just another fad designed to make people spend money.
Louisa (+) / Lola (-)
Should students have a part-time job while studying if they need money?
Louis-Adrian (+) / Vivien (-)
Feb 10, 2010
Advertising is manipulative and a waste of time
Lise (+) / Louisa (-)
The institution of marriage and the nuclear family - a thing of the past?
Alexia (+) / Manon (-)
Feb 17, 2010
If men have the right to become fathers at 60, why should women be refused?
Charles-Hubert(+) / Justine (-)
Should French universities be more selective in their admissions policy?
Manon (+) / Alexia (-)
March 3, 2010
Facebook - a great idea for socializing or an invasion of privacy?
Lola (+) / Lise (-)
Euthanasia - mercy or murder?
Alexia (+) / Heloise (-)
March 10, 2010
The smoking ban is a mistake and it limits the freedom of one social group.
Justine (+) / Charles-Hubert(-)
If university education represented a financial sacrifice, students would be a lot more motivated and would benefit more from the time they spend there
Maude (+) / Louisa (-)
March 17, 2010
The negative aspects of fast food are grossly overrated
Louis-Adrian (+) / Vivien (-)
France has not done enogh to integrate immigrants into its society.
Louis-Adrian (-) / Vivien (+)
mercredi 20 janvier 2010
L1 Prise de Parole Assignment, Week 3
As we said in class, in Week 3, we will be discussing a Preventive Ad (Publicité de prévention
smoking
drinking
binge drinking
drug abuse
teenage pregnancy
AIDS/HIV, STDs
drinking
binge drinking
drug abuse
teenage pregnancy
AIDS/HIV, STDs
Looking forward to a great discussion!
mardi 19 janvier 2010
STAPS Syllabus, Spring 2010
Course Description The course content has been designed in order to teach students essential vocabulary and communication skills necessary for a career in sports. The course aims at developing oral and reading comprehension of sports-related texts, fundamental translation skills and basic oral expression. All lesson units are centered around a particular topic, and introduce and drill vocabulary and expressions characteristic of it.
Course Materials Course Materials will be distributed at the beginning of each class. In the case of an absence, the students will be responsible for making their own copies of the handouts.
Grading The Final Grade in the class will be calculated as follows
Midterm Exam (taken in-class in Week 6): 20%
Oral Presentation (in class, Week 7 or 8): 20%
In-class participation: 20%
2 Quizzes (unannounced): 10%
Final Exam (Week 11): 30%
Attendance and Participation Students are expected to come on time, complete assigned pre-class reading (where appropriate) and participate actively during class-time. Failure to respect the working environment and contribute to the lesson will negatively impact the overall participation grade. Scheduled exams and presentations may not be postponed or re-taken unless the student was prevented from attending by a family emergency or a serious medical problem (both to be justified appropriately).
Below is a tentative Syllabus for the Spring Semester. Each Unit will include a listening comprehension activity, followed by a text + a variety of vocabulary-building and translation exercises, as well as an oral discussion of important information. Please note that this syllabus is subject to change.
Week 1, January 12/13, 2010 General Introduction(s): The students, the teacher, the course; Asking Questions
Week 2, January 19/20, 2010 Unit Topic: South Africa 2010 / Song Analysis
Week 3, January 26-27, 2010 Unit Topic: Water Sports / The Human Body Cont’d
Week 4, February 2/3, 2010 Film: Bend It Like Beckham
Week 5, February 9/10, 2010 Film: Bend It Like Beckham Discussion
Midterm Exam Review
Week 6, February 16/17, 2010 Midterm Exam
Week 7, March 2/3, 2010 Sports Hall of Fame # 1
Week 8, March 9/10, 2010 Sports Hall of Fame # 2
Week 9, March 16/17, 2010 Unit Topic: Eating Right
Week 10, March 23/24, 2010 Unit Topic: Sport and Entertainment: The WWE
Week 11, March 30/31, 2010 FINAL EXAM
Week 12, April 6/7, 2010 Final Exam Correction and Last Day of Classes
Course Materials Course Materials will be distributed at the beginning of each class. In the case of an absence, the students will be responsible for making their own copies of the handouts.
Grading The Final Grade in the class will be calculated as follows
Midterm Exam (taken in-class in Week 6): 20%
Oral Presentation (in class, Week 7 or 8): 20%
In-class participation: 20%
2 Quizzes (unannounced): 10%
Final Exam (Week 11): 30%
Attendance and Participation Students are expected to come on time, complete assigned pre-class reading (where appropriate) and participate actively during class-time. Failure to respect the working environment and contribute to the lesson will negatively impact the overall participation grade. Scheduled exams and presentations may not be postponed or re-taken unless the student was prevented from attending by a family emergency or a serious medical problem (both to be justified appropriately).
Below is a tentative Syllabus for the Spring Semester. Each Unit will include a listening comprehension activity, followed by a text + a variety of vocabulary-building and translation exercises, as well as an oral discussion of important information. Please note that this syllabus is subject to change.
Week 1, January 12/13, 2010 General Introduction(s): The students, the teacher, the course; Asking Questions
Week 2, January 19/20, 2010 Unit Topic: South Africa 2010 / Song Analysis
Week 3, January 26-27, 2010 Unit Topic: Water Sports / The Human Body Cont’d
Week 4, February 2/3, 2010 Film: Bend It Like Beckham
Week 5, February 9/10, 2010 Film: Bend It Like Beckham Discussion
Midterm Exam Review
Week 6, February 16/17, 2010 Midterm Exam
Week 7, March 2/3, 2010 Sports Hall of Fame # 1
Week 8, March 9/10, 2010 Sports Hall of Fame # 2
Week 9, March 16/17, 2010 Unit Topic: Eating Right
Week 10, March 23/24, 2010 Unit Topic: Sport and Entertainment: The WWE
Week 11, March 30/31, 2010 FINAL EXAM
Week 12, April 6/7, 2010 Final Exam Correction and Last Day of Classes
Licence d'anglais, HELPFUL EXPRESSIONS, Part 2
USEFUL EXPRESSIONS FOR STARTING AND CONDUCTING A DEBATE / DISCUSSION
Asking for clarification of a point
Could you please explain exactly what you meant by ...
I didn’t quite follow your meaning when you said ‘…’.
Could you clarify your point, please?
Could you elaborate on your idea about …
Giving clarification
Well, what I was trying to say / explain was…
Yes, of course – to sum up, the point was…
Yes, the idea I was trying to put across was…
Asking for an opinion
What do you think about…?
Could you tell us how you feel about…?
Would you agree that…?
Do you think it is fair to say that…?
Giving an opinion
Well, frankly I believe that’s…
My personal feeling is…
I can see the point, but I’m afraid I can’t entirely agree with that statement as…
In a nutshell, I think that…
Expressing agreement
Yes, that’s a very interesting point that you’re making…
Yes, I find your argument extremely convincing.
I couldn’t agree more!
Yes, absolutely!
Expressing disagreement
Well, I’m afraid I find that remark entirely misguided.
Well, I must say that I’m not at all convinced by your argument!
There’s perhaps some truth in what you say, but I think you can’t deny that…
Expressing doubts
I agree on the whole with what you’re saying, but…
That’s as may be, but…
That’s all very well, but…
I’m afraid I don’t find your argument totally convincing – don’t you think that…
I’m afraid I have difficulty accepting that point of view.
Dealing with doubts and objections
Oh, but I can honestly assure that…
Well, maybe if we look at it another way…
Perhaps you are forgetting that…?
The idea may seem difficult / controversial at first glance, but if we consider that…
Yes, you have a point, but I think if you come back to the facts / statistics / data, you will agree that…
Courtesy of Professor Anna Hellier, thank you very much!
Asking for clarification of a point
Could you please explain exactly what you meant by ...
I didn’t quite follow your meaning when you said ‘…’.
Could you clarify your point, please?
Could you elaborate on your idea about …
Giving clarification
Well, what I was trying to say / explain was…
Yes, of course – to sum up, the point was…
Yes, the idea I was trying to put across was…
Asking for an opinion
What do you think about…?
Could you tell us how you feel about…?
Would you agree that…?
Do you think it is fair to say that…?
Giving an opinion
Well, frankly I believe that’s…
My personal feeling is…
I can see the point, but I’m afraid I can’t entirely agree with that statement as…
In a nutshell, I think that…
Expressing agreement
Yes, that’s a very interesting point that you’re making…
Yes, I find your argument extremely convincing.
I couldn’t agree more!
Yes, absolutely!
Expressing disagreement
Well, I’m afraid I find that remark entirely misguided.
Well, I must say that I’m not at all convinced by your argument!
There’s perhaps some truth in what you say, but I think you can’t deny that…
Expressing doubts
I agree on the whole with what you’re saying, but…
That’s as may be, but…
That’s all very well, but…
I’m afraid I don’t find your argument totally convincing – don’t you think that…
I’m afraid I have difficulty accepting that point of view.
Dealing with doubts and objections
Oh, but I can honestly assure that…
Well, maybe if we look at it another way…
Perhaps you are forgetting that…?
The idea may seem difficult / controversial at first glance, but if we consider that…
Yes, you have a point, but I think if you come back to the facts / statistics / data, you will agree that…
Courtesy of Professor Anna Hellier, thank you very much!
Licence d'anglais: Oral Presentations, HELPFUL EXPRESSIONS
Attention Licence students! Here are some useful expressions for your presentation!
USEFUL EXPRESSIONS AND VOCABULARY FOR A TALK
Introducing a point with authority
It seems quite clear that…
There can be no doubt that…
I am (absolutely) convinced that… and I shall set out to prove my point to you.
I sincerely believe that…
The most important point I wish to make is that…
My first point is…
First, I’d like to focus on…
To start with, I’d like to draw your attention to…
I intend to demonstrate that…
In the course of this talk / presentation, we shall see that…
There are two/three main arguments supporting my position…
In fact the subject is not clear-cut, but the two main positions are as follows:
Some people would have us believe that…, however it is quite clear that that view is misguided and that…
Stressing or underlining the importance of a point
I would like to stress that…
I ought to point out that…
The central problem is …
The principle argument is…
And here, I would like to underline the importance of this point…
Transitions (winding up and moving on)
Let me recap briefly on the main points here…
So what I’ve been concentrating on here essentially is…
In other words,…
In a nutshell, what it amounts to is this…
To sum up what I’ve been focussing on so far is…
Let me leave you with a final thought on this point…
And now let’s turn out attention to…
Now I / we shall move on to…
The next point to consider is…
In a similar way,…
Concluding
And that brings us to the end of the discussion,…
Perhaps I could conclude by saying…
What it all boils down to essentially is this:
So I leave you to ask yourselves whether…
And here is a final thought for you to consider…
Art History, A Day @ the Museum: Oral Presentation Guidelines
Oral Presentation: “A Day at the Museum”
Students are expected to choose a painting from the list of world masterpieces (available in-class in Week 1, 2 and 3), and act as museum docents (guides) while introducing it to the class. Students are expected to conduct research and “teach” their chosen masterpiece in front of the class in Week 7 or 8. Below are the guidelines of the presentation:
In your oral presentation, you will be expected to provide information about
You may bring an outline of your presentation, however, you will not be allowed to read from a text you have written in advance.
You will be expected to talk for a minimum of 5 minutes. Longer presentations are welcome.
You will be graded on clarity, originality and thoroughness. An evaluation sheet will be distributed in-class Week 5.
The presentations will be organized according to the chronological order of the masterpieces.
Deadline to sign up for a presentation: January 25th, 2010.
Students are expected to choose a painting from the list of world masterpieces (available in-class in Week 1, 2 and 3), and act as museum docents (guides) while introducing it to the class. Students are expected to conduct research and “teach” their chosen masterpiece in front of the class in Week 7 or 8. Below are the guidelines of the presentation:
In your oral presentation, you will be expected to provide information about
the artist
the artistic movement the painting belongs to
the specific time period
a detailed physical description of the masterpiece
an analysis of its meaning and significance
any other relevant information
the artistic movement the painting belongs to
the specific time period
a detailed physical description of the masterpiece
an analysis of its meaning and significance
any other relevant information
You may bring an outline of your presentation, however, you will not be allowed to read from a text you have written in advance.
You will be expected to talk for a minimum of 5 minutes. Longer presentations are welcome.
You will be graded on clarity, originality and thoroughness. An evaluation sheet will be distributed in-class Week 5.
The presentations will be organized according to the chronological order of the masterpieces.
Deadline to sign up for a presentation: January 25th, 2010.
Art History Syllabus, Spring 2010
Course Description The course content has been designed in order to help future art historians acquire essential vocabulary and communication skills necessary for their profession. The course aims at developing oral and reading comprehension of art-related texts, fundamental translation skills and basic oral expression. All lesson units are centered around a particular field of art history, and introduce and drill vocabulary and expressions characteristic of it.
Grading The Final Grade in the class will be calculated as follows
- Midterm Exam (taken in-class in Week 6): 25%
- Oral Presentation (in class, Week 7 or 8): 20%
- In-class participation: 20%
- Final Exam (Week 13): 35%
Below is a tentative Syllabus for the Spring Semester. Each Unit will include a listening comprehension activity, followed by a text + a variety of vocabulary-building and translation exercises, as well as an oral discussion of important information. Please note that this syllabus is subject to change.
Week 1, January 11, 2010 General Introduction(s):
Week 2, January 18, 2010 Unit Topic: Architecture
Week 3, January 25, 2010 Unit Topic: Installation Art
Week 4, February 1, 2010 Film: The Girl with the Pearl Earring
Week 5, February 8, 2010 Film: The Girl with the Pearl Earring Discussion
Week 6, February 15, 2010 Midterm Exam
Week 7, March 1, 2010 A Day at the Museum (Oral Pres) # 1
Week 8, March 8, 2010 A Day at the Museum (Oral Pres) # 2
Week 9, March 15, 2010 Unit Topic: Photography
Week 10, March 22, 2010 Unit Topic: Archaeology
Week 11, March 29, 2010 Catching-up and Final Exam Review
Week 12, April 5, 2010 off – Easter Holidays
Week 13, April 12, 2010 FINAL EXAM
Say what??
Following a tradition my brother and I started on the train going home to and from Sofia (last century), I have been collecting funny / bizarre / outrageous things I hear people say for years. Every once in a while, I’ll come up with a Top 10 (hey Midd kinds, remember “Do we take it easy, or do we take it as usual?”).
This time, I am modifying the Top 10 to reflect my experience of someone living in France and teaching English at the “fac”. Some of the statements have been reported to me by other people, but in any event, they are all hilarious. I’d like to dedicate this collection to my flat mates as well as my lovely fellow-lecturers!
10. The word “development” (as well as to develop, development, developing) which did all of Licence 3 in. Regardless of how much effort I put into teaching that one, I am sure my students would still mispronounce it!
9. She Who Has Conceived. I am quoting here from a cover letter I read not too long ago: “Dear Sir or Madam, As I have conceived a project to leave for England, …” Ouch.
8. The three people in STAPS who clearly paid no attention. Listening comprehension on the final exam: “This is a running event. It was inspired by a Greek legend. The contestants run for more than 42 km”. Answer: Sprint.
7. The word “promise”. Seriously. If I heard one more promais, I think I would shoot myself. I can’t believe that all of License 2 walked unscathed after they debauched this simple, everyday word! I have composed a short poem for the occasion (Neli ft Robert Frost)
Some say the world will end in fire,
Some say in ice
I say your grade’s fate is dire
As soon as you tell me “promais”.
6. Jonathan (happy) upon guessing where the wine came from (Noz, a Big Lots equivalent where we frequently shop) – “C’est d’chez nous, ca!”
4. The one who wants to make sure everything is OK. This one is the doctor my flat mate Noah shadows at Pontchaillou, the local hospital. The guy is apparently quite fluent in English, and always makes a point of asking Noah whether he understood everything that’s been going on (exchanges are always in French and Noah is not fluent). How does he make sure they are on “the same page”? “Was that good for you?”. How do you even keep a straight face here? Said polite and considerate question is asked many times in the course of the visit!
3. Final Exam, Art History. “Discuss the importance of the Campbell Soup Cans for the development of Andy Warhol’s artistic philosophy” : “Now the one thing which we can state about Warhol is that he was a gay. And together with this he had cans. And the cans were in his philosophy, and with a large importance”. You’re not sayin’!
2. The “proposer”. You know, the guy who is super nice and wants to have a coffee with the Lecteur? Oh, there аre quite a few of those, and they brighten up our lives so! But regardless of how many times you tell them that “propose” is usually done on one knee, ring in hand, they will still “propose a beer”. God bless ‘em, anyway, bad English and all.
1. I haven’t picked the top contender yet. Second semester, here we come!
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