Programme français 2021-2022

ENTRÉE en Seconde (10th grade)

DEVOIRS DE VACANCES

Tous les devoirs sont à rendre avant la fin de la première semaine de classe.

➢ FRANÇAIS

Pendant l’année, vous lirez les livres qui se trouvent dans la section « Lectures complètes »

(1) : ces livres sont à commander dans l’édition demandée pour la rentrée et des délais de lecture vous

seront précisés le moment venu. Mais vous pouvez commencer à les lire ; les œuvres sont présentées dans

l’ordre dans lequel elles seront vues et étudiées pendant l’année.

En ce qui concerne la liste de « livres d’été » (2), il vous est demandé de choisir 2 titres parmi

ceux proposés et de les avoir lus pour la rentrée. Ces 2 lectures constitueront vos « devoirs » de vacances en

Français et feront l’objet d’une interrogation la semaine de la rentrée. (Vous pouvez vous procurer ces

ouvrages en format papier ou en format numérique, à votre convenance. De plus, c’est également dans cette

liste, que les élèves choisiront les ouvrages sur lesquels ils s’appuieront pour leurs carnets du lecteur

(Travail qui leur sera expliqué en détail à la rentrée)).

1) LECTURES OBLIGATOIRES (œuvres complètes et lectures cursives dans l’ordre dans lequel elles seront étudiées dans l’année) :

Objet d'étude : La poésie du Moyen Age au XVIIIe siècle

(Groupement de textes)

Lecture cursive :

Apollinaire, Alcools, Editeurs Hatier, Classiques et Cie Lycée, ISBN 2401056807

Objet d'étude : Le théâtre du XVIIe au XXIe siècle

Molière, Dom Juan, Editeurs BELIN Education, Classico Lycée, ISBN 2701183413

Lecture cursive :

Eric-Emmanuel Schmitt, La nuit de Valognes, Editeurs MAGNARD, Classiques et Contemporains, ISBN

2210754712

Objet d’étude : La littérature d’idées du XVIIe au XXIe siècle

Voltaire, Micromégas, Editeurs Lgf, Libretti, ISBN 2253149047

Lecture cursive :

Paulo Coelho, L’Alchimiste, Editions 84, ISBN13 9782290004449

Objet d'étude : Le roman et le récit du XVIIIe au XXIe siècle

Honoré de Balzac, Le Colonel Chabert, Editeurs FLAMMARION, ISBN 9782081444621

Lecture cursive :

Emile Zola, La Curée, Editeurs Lgf, Classiques, ISBN 2253003662

Objet d'étude : La littérature d'idées et la presse du XIXe au XXIe siècle

Guy de Maupassant, Bel-Ami, Editeurs Larousse, Petits Classiques Larousse, ISBN 2035839130

International Studies Charter High School 807 SW 25th Avenue ♦ Miami, FL 33135 USA

PH: +1 305-643-2955♦ Fax: +1 305-643-2956 Website: www.ischs.net

Lecture cursive :

Stendhal, Le Rouge et le Noir, Livre de Poche, ISBN13 9782253006206

2) LECTURES D’ETE :

AUTEURS ANTIQUES

- Apulée : Les métamorphoses ou l’âne d’or

- Aristophane : Lysistrata, Les Guêpes…

- Homère : L’Iliade, L’Odyssée

- Euripide : Médée, Electre, Andromaque, Oreste…

- Ovide : Les Métamorphoses

- Pétrone : Le Satiricon

- Sophocle : Antigone, Œdipe roi…

MOYEN-AGE, XVIe S. ET XVIIe siècle

- Chrétien de Troyes : Yvain ou le chevalier au lion, Perceval ou le roman du Graal

- Corneille : Le Cid, Horace

- La Fontaine : Fables

- Molière : Les Femmes savantes, L’Avare, Les Précieuses ridicules, Georges Dandin, L’Ecole des

femmes…

- Racine : Andromaque

XVIIIe siècle

- Beaumarchais : Le Barbier de Séville

- Marivaux : L’île des esclaves, autres pièces de votre choix

- Voltaire : Zadig, Micromégas

XIXe siècle

- Balzac : Le Colonel Chabert, Ferragus, Eugénie Grandet , Le Chef-d’œuvre inconnu

- Barbey d’Aurevilly : Le Bonheur dans le crime

- Flaubert : Trois contes

- Hugo : Notre-Dame de Paris, Quatre-vingt-treize, Le dernier jour d’un condamné, Les Misérables

- Maupassant : Boule de Suif, Pierre et Jean, Une Vie, Le Horla, contes fantastiques ou nouvelles

réalistes…

- Mérimée : Carmen, Colomba, La Vénus d’Ille

- Stendhal : Vanina Vanini

- Zola : Au Bonheur des dames, Germinal, Thérèse Raquin

XXe siècle

- Barjavel : Ravage, La Nuit des temps…

- Beauvoir : Mémoires d’une jeune fille rangée

- Bazin : Vipère au poing

- Camus : La Peste, La Chute

- Cohen : Le Livre de ma mère

- Colette : La Chatte, Sido, Les Vrilles de la vigne…

- Feydeau : Feu la mère de Madame…

- Gary : La Promesse de l’aube

- Gide : La Porte étroite

- Jarry : Ubu roi

- Le Clézio : Désert, Le Rêve mexicain

- Mauriac : Le Mystère Frontenac, Le Sagouin, Thérèse Desqueyroux, Génitrix

- Queneau : Zazie dans le métro

- Vian : L’Ecume des jours

AUTEURS ETRANGERS

- Calvino : Marco Valdo ou les saisons en ville

- Christie : tout ce que vous souhaitez

- Hemingway : Le vieil homme et la mer

- Hoffmann : Les Contes

- Huxley : Le meilleur des mondes

- Kafka : La Métamorphose

- Orwell : La Ferme des animaux, 1984

- Perez-Reverte : Le Tableau du maître flamand…

- Poe : Nouvelles fantastiques

- Pouchkine : La Dame de pique, nouvelles

- Shakespeare : Roméo et Juliette, Beaucoup de bruit pour rien, Songe d’une nuit d’été…

- Zweig : Le Joueur d’échecs, Amok…

Nom : Rentrée en Seconde

Devoirs de vacances

Prénom :

Note : Observations :

Cedevoirestàrendreavantlafindela1èresemainedeclasse.Ilestimpératifd’écrireaustylonoiroubleu.

Touteslesétapesdecalculsdoiventêtrevisibles.

Seuleslesfiguresgéométriquesdoiventêtrefaitesaucrayonaveclestraitsdeconstructionapparents.

Lesréponsesetjustificationsdoiventêtredirectementrédigéessurles9pagesdusujet.Aucune

feuilleadditionnelleneseraconsidérée.

Exercice1:

Effectuerlescalculssuivantsendonnantlerésultatsousformed’unefractionirréductible:a) ( 5 − 4 )× 7

3 9 4

b)7 − 3 : 9 5 20 28

c) ( 1 )2 − ( 1 )4

3 2 Exercice2:

Calculerlesexpressionssuivantespourx=3 ety=− 5 :

a)6 + x2 + y2

b)1 + x3 + y3

c) (x + y)4

d) (x − y)3

Exercice3:

Développeretréduire:

a) 2x(9x + 3)

b) − 3t(5 + 2t)

c) − 5y(− 6 − 2y)

d) (v + 2)(v + 3)

e) (x − 1)(9x + 1)

f) (4a + 5)(3 − 4a) Exercice4:

Factoriser:

a) 2x + 7x

b) 6x − 14x

c) − 16 + 10x

d) x2 − 2x

e) x + x2 + x3

f) 1 + 5x + x2 + 5x3

Exercice5:

Développeretréduire:

a) (x − 5)2

b) (5x + 1)2

c) (x − 4)(x + 4)

d) (4x + 5)2

e) (8x − 7)2

f) x(3x − 4)(3x + 4)

Exercice6: Factoriser:

a) 36x2 − 49

b) 12x2 + 12x + 3

c) 16x2 − 56x + 49

d) 25x3 − 64x Exercice7:

Résoudreleséquationssuivantes:

a) x − 2 =− 1

b) 5x =− 15

c) 5x − 4 =− 2x + 10

d) 4(x − 3) + 2 = 5(x − 3) + 2x Exercice8:

Résoudreleséquationssuivantes:

a) (x − 3)(− 2x − 10) = 0

b) x(2x − 3) = 0

c) (4 − 5x)(− 1 − 2x) = 0

d) 1 − x2 = 0

Exercice9:

Résoudrelesinéquationssuivantesetreprésenterleurssolutionssurunedroite:

a) 3x > 2x − 3

b) − 2x + 3 ≤ 5 − x Exercice10:

Soitf,lafonctiondéfinieparf (x) = x2 + 2x − 5

Calculerf(-1),f(2),f(5)etf(11)

Exercice11:

a)b)c)d)e)

2

Exercice12:

Soitlareprésentationgraphiquedelafonctionf.

a) Quelleestl’imagede1

b) Donnertouslesantécédentsde2

c) Compléter

a.f(-2)=…

b. f : ... � 4

c. f : 0 � … Exercice13:

Soientf (x) = 3

, g(x) =− 2x + 7 et

h(x) = 3

a) Représenterlesfonctionsaffinesf,gethdanslerepèreci-contre.

b) Pourchacuned’elles,préciserlecoefficientdirecteur,l’ordonnée

àl’origineetlescoordonnéesdedeuxpointsdeladroite.

c) Vérifieralgébriquementquelestroisdroitessontconcourantes.

x

Exercice14:Donnerlesexpressionsdesfonctionsaffinesreprésentéesparlesdroites(d1),(d2),(d3)et(d4)

Exercice15:

Lorsdessoldes,unmagasinaccordeuneremisede15%surtouslesarticles.Calculerlesnouveauxprixdesarticlesci-contre:

Exercice16:

Onconsidèrelafigureci-contre:a) démontrerquelesdroites(AB)et(EF)sontparallèlesb) calculerAB

Exercice17:

Exercice18:

Exercice19:

ConstruireM1,M2,M3,M4etM5,lesimagesdeMparlestransformationssuivantes:a) M1estl’imagedeMparlasymétried’axe(AB)b) M2estl’imagedeMparlasymétriedecentreOc) M3estl’imagedeMparlatranslationquienvoieAsurBd) M4estl’imagedeMparlarotationdecentreOetd’angle110°danslesensdesaiguillesd’une

montree) M5estl’imagedeMparl'homothétiedecentreOetderapport-2

Exercice20:

Bobjoueavectroisdéséquilibrésà6facesnumérotéesde1à6.L’unestbleu,unautreestblancetledernierestrouge.Illancelestroisdésetnotelenombreàtroischiffresobtenuaveclechiffredudébleuencentaine,lechiffredudéblancendizaineetlechiffredudérougeenunité.

a) Combienya-t-ild’issuespossiblespourcetteexpérience?b) Quelleestlaprobabilitéd’obtenirunnombreseterminantpar2?c) Quelleestlaprobabilitéd’obtenirunnombrecommençantpar2?d) Quelleestlaprobabilitéd’obtenirunnombrecontenantaumoinsunefoislechiffre2?

Exercice21:

a) Calculerl’étenduedelasérieci-contre.b) Calculerlenombremoyendebutsmarqués

parmatch.c) Calculerlenombredebutsmédiansdelasérie.

1

The Alchemist – English II Honors Summer Assignment

Description

This summer you will be reading The Alchemist by Paulo Coelho. Because we will be focusing on multiculturalism and cultural identity throughout your sophomore year, this novel will enable a greater understanding of the content you will encounter in the coming months. As a contemporary novel, The Alchemist responds to the concerns of a generation growing up in an age of rapidly advancing technology and globalization. Coelho’s novel directly cautions against letting fear overpower one’s individual life decisions. The novel also strongly advocates for the power of the individual to take charge of their future, as well as responds to a much older history in terms of the role of religion and spirituality. Paulo Coelho's enchanting novel has inspired a devoted following around the world. The Alchemist, dazzling in its simplicity and wisdom, is about an Andalusian shepherd boy named Santiago who travels from his homeland in Spain to the Egyptian desert in search of treasure buried in the Pyramids. This story breaks down the journey we all take to find the most meaningful treasures in our lives into steps that are at once natural and magical. Santiago shows how along the way we

learn to trust our hearts, read the seemingly inconspicuous signs, and understand that as we look to fulfill a dream, it looks to find us just the same, if we let it.

Key Concepts **(These notes are meant to further your understanding of the novel only.)** The Alchemist is written in a fable format. Generally speaking, fables use recognizable, simple characters and settings in order to illustrate a simple truth about life or human nature. The novel integrates ideas, philosophies, and themes of many faiths, historical periods, and novels. Many of these ideas concern the pursuit of truth, one’s intended destiny and the attainment of personal happiness. Coelho refers to these combined elements as one’s “Personal Legend.” He tells the story of Santiago in order to teach us how we may find and live out our own Personal Legends. Countless faiths and peoples have explored these ideas since ancient times in one form or another. Hinduism, Buddhism, Islam, Taoism, Christianity, Judaism, countless tribal cultures, in addition to ancient and modern philosophers, all attempt to define the idea of one’s Personal Legend (though they may call it by different names), and all subscribe paths to achieving personal fulfillment. Thus, although the legend is about no faith or philosophy in particular, it is about all faiths and philosophies. Alchemy is the medieval “science” of transforming rocks into gold. Alchemy plays an important part in the plot (literal level) of the story, but it also becomes a symbol, or allegorical device, in the legend (figurative level). Coelho is really using characters, events and symbols as tools to show us how to achieve spiritual alchemy. In other words, how do we find or recognize the “gold,” -- our Personal Legend-- in the “rocks” of the everyday, ordinary, simple details of our lives? As Santiago discovers, sometimes the “gold” is not faraway, not glittery, not exotic, and not complicated, but it may require a journey of courage, faith and perseverance to discover what it is and where it is hidden.

ESOL students

2

Vocabulary Definitions and Use (20 Points)

Directions: Define these vocabulary terms in your own words and use them in a sentence.

1. scabbard (37)

2. treasonous (129)

3. elixir (133)

4. brandish (112)

5. dialect (106)

6. flourish (145)

7. prognostication (111)

8. sirocco (146)

9. tether (151)

10. tracts (126)

11. centurion (158)

12. avidly (159)

13. scarab (161)

14. sacristy (163)

15. infidel (34)

3

After Reading Comprehension and Inference

Directions: Answer the questions in complete sentences. They can be typed however handwritten responses will be accepted.

1. What are the effects of Santiago’s adventures on his identity and his self-perception? 2. What cultures do you think would be most likely to accept Coelho’s message that a person should

pursue their dreams and aspire to happiness? 3. Do you believe that the universe will conspire (along with perseverance on your part) to help you

achieve your dreams? 4. What lessons do you think Santiago learned along the way? What lessons will you take-away from

the book? 5. How does Santiago interact with the people of different cultures that he meets as he travels through

a variety of cultural environments? What do you think is the key factor to mutual cultural acceptance?

1

The Alchemist – English II Honors Summer Assignment

Description

This summer you will be reading The Alchemist by Paulo Coelho. Because we will be focusing on multiculturalism and cultural identity throughout your sophomore year, this novel will enable a greater understanding of the content you will encounter in the coming months. As a contemporary novel, The Alchemist responds to the concerns of a generation growing up in an age of rapidly advancing technology and globalization. Coelho’s novel directly cautions against letting fear overpower one’s individual life decisions. The novel also strongly advocates for the power of the individual to take charge of their future, as well as responds to a much older history in terms of the role of religion and spirituality. Paulo Coelho's enchanting novel has inspired a devoted following around the world. The Alchemist, dazzling in its simplicity and wisdom, is about an Andalusian shepherd boy named Santiago who travels from his homeland in Spain to the Egyptian desert in search of treasure buried in the Pyramids. This story breaks down the journey we all take to find the most meaningful treasures in our lives into steps that are at once natural and magical. Santiago shows how along the way we

learn to trust our hearts, read the seemingly inconspicuous signs, and understand that as we look to fulfill a dream, it looks to find us just the same, if we let it.

Key Concepts **(These notes are meant to further your understanding of the novel only.)** The Alchemist is written in a fable format. Generally speaking, fables use recognizable, simple characters and settings in order to illustrate a simple truth about life or human nature. The novel integrates ideas, philosophies, and themes of many faiths, historical periods, and novels. Many of these ideas concern the pursuit of truth, one’s intended destiny and the attainment of personal happiness. Coelho refers to these combined elements as one’s “Personal Legend.” He tells the story of Santiago in order to teach us how we may find and live out our own Personal Legends. Countless faiths and peoples have explored these ideas since ancient times in one form or another. Hinduism, Buddhism, Islam, Taoism, Christianity, Judaism, countless tribal cultures, in addition to ancient and modern philosophers, all attempt to define the idea of one’s Personal Legend (though they may call it by different names), and all subscribe paths to achieving personal fulfillment. Thus, although the legend is about no faith or philosophy in particular, it is about all faiths and philosophies. Alchemy is the medieval “science” of transforming rocks into gold. Alchemy plays an important part in the plot (literal level) of the story, but it also becomes a symbol, or allegorical device, in the legend (figurative level). Coelho is really using characters, events and symbols as tools to show us how to achieve spiritual alchemy. In other words, how do we find or recognize the “gold,” -- our Personal Legend-- in the “rocks” of the everyday, ordinary, simple details of our lives? As Santiago discovers, sometimes the “gold” is not faraway, not glittery, not exotic, and not complicated, but it may require a journey of courage, faith and perseverance to discover what it is and where it is hidden.

NON ESOL STUDENTS

2

Before Reading Short – Response

Directions: Before you begin to read the Alchemist, do some background research. Pick one topic from the list below and write a 2-3 paragraph response. Be sure to include the sources used (MLA format).

Topics for Research: 1) Who is Melchizedek? What role does he play in the Old Testament?

2) What are the Five Pillars of Islam? What is the Koran?

3) Explore the concept of Soul of the World as different religions and philosophies define it.

4) Research levanters, siroccos and other regional weather features described in the book.

For the short response, you will include:

1. An introductory paragraph with background information about the topic.

2. One (or more) supporting paragraph where the bulk of your information resides. This paragraph will answer the question and give further thoughts.

3. A concluding paragraph that summarizes what you have written in the previous paragraph(s).

This paragraph should present ideas with new language and vocabulary in order to leave the reader with a detailed understanding of the topic your chose to research.

After Reading ________________________________Mapping Out the Journey Using Google Maps, Google Earth, or Microsoft PowerPoint, map out Santiago’s journey. Include obstacles he encounters and the lessons he learns in their geographically correct locations. Provide a key that identifies the encounter or lesson as theme, symbolism, progress (towards personal journey), or hindrance.

Steps for success:

i. Draw or create a large map displaying the countries between Spain and Egypt. ii. Identify at least 10 major encounters and/or lessons learned and place them on the map with

identifying markers (i.e. color code them, label them with words, etc.) iii. Develop an analysis. Your analysis should include the encounter or lesson and a brief description of

how it adds to Santiago’s journey.