INTRODUCTION DU COMMENTAIRE Rédigez la première étape de
l'introduction : présentez en quelques
lignes l'auteur, Jean Anouilh.
Lisez ci-contre la deuxième étape de
l'introduction, qui correspond à la
présentation de l'ouvre et à la situation
de l'extrait
Médée a été écrite en 1946 et créée en en mars 1953 au
théâtre de l'Atelier, dans une mise en scène de Barsaca
Si Anouilh reprend les éléments du mythe de la
magicienne, fille de roi, petite-fille du Soleil, au moment
où celle-ci est abandonnée de Jason, il se distingue de
Corneille par plusieurs éléments : il recentre néanmoins
l'intrigue sur le couple Médée-Jason pour opposer deux
visions du monde antithétiques, il fait de Médée une
bohémienne vivant dans une roulotte et il choisit
l'écriture en prose, en un bloc, sans actes ni scenes
Le passage que nous allons étudier se situe presqu'à la
fin de la tragédie, lorsque Médée tue ses enfants et
l'avoue à Jason La pièce diffère de la version de
Corneille puisque c'est Médée qui mourra et non Jason
Ainsi, nous allons nous demander quel portrait de Médée
dresse Anouilh dans cet extrait
Lisez ci-contre la troisième étape de
L'introduction, qui correspond à la
présentation du projet de lecture,
Rédigez la quatrième étape de
l'introduction, qui correspond à
l'annonce du plan :
1 -Un personnage ambigu, qui suscite
à la fois terreur et pitié
II - Une héroïne tragique qui retrouve
symboliquement une forme de liberté

Which pair of verbs best completes this sentence? emmanuel: vous avez étudié l'économie à l'université? hélène: non, j’ai la physique et raphaël le chinois. a. étudiais, a étudié b. étudiais, étudiait c. étudié, a étudié d. étudié, étudiais

Conjugue le verbe danser à la deuxième personne du pluriel. (conjugate the verb: danser in the second person of the plural.

100 points and branliest. i know its a lot to aks but try and answer this becoming a lifelong learner learning a language opens doors to a world of opportunity. of course, in order to really benefit from your studies, you’ll need to do more than just complete assignments. you’ll need to set habits that will tie you to french and its cultures even beyond the classroom. students who become lifelong learners of french have some basic characteristics and habits that you should develop if you want to get the most from your experience learning french here are some of them: lifelong learners: have friends with whom they regularly converse in the target language. (this could be friends in school, neighbors or friends in the community.) regularly get information from target language sources (newspapers, magazines, internet french related news group (with parent’s approval), tv programs, radio, etc. that are produced by and for native speakers.) participate in activities of the target culture (celebrating holidays, seeing movies or plays of/in the target culture, preparing or eating dishes from the target culture, reading books or magazines from the target culture, etc.) someone who has developed these habits is on the way to becoming a lifelong learner. these types of habits reinforce a strong connection to the language and culture and develop a love and better understanding of that culture. think for a minute about the resources available. do you have friends who are native french speakers? do you ever watch french channels on television? you can probably think of several online sources. maybe you have some stores or restaurants in your community that are run or frequented by french speakers. also think about when you could do this on a regular basis—remember that it’s setting the habits that will make the most difference. using the table below as a guideline, write what you plan to do. for the language or culture resources column, try to identify three different resources: 1. a friend or contact 2. an information source, and 3. a cultural activity. in the what i will do column, describe as specifically as you can what you will do. and in the when i will do it column, write when you plan on doing these activities. see the sample below to see how you might fill out your own table. you will have opportunities to follow up and report on your regular practice of engaging french resources close to home. you will be asked in a follow up assignment to report on what you have done.