I (20 points) :

DEVOIR N°1 : (dans le manuel de référence) - 2.1 How to teach
animals
by B.F. Skinner, December 1951
1. Teaching, it is often said, is an art, but we have increasing
reason to hope that it may eventually become a science. We have
already discovered enough about the nature of learning to devise
training techniques which are much more effective and give more
reliable results than the rule-of-thumb methods of the past. Tested
on animals, the new techniques have proved superior to traditional
methods of professional animal trainers; they yield more
remarkable results with much less effort.
I (20 points) :
a) Ecrivez les mots du paragraphe 1 qui les PREMIERS
correspondent aux schémas accentuels proposés. N'écrivez jamais
plus d'un mot par schéma. Il n'y a pas lieu de renseigner tous les
schémas.
( . = syllabe non-accentuee ; O = syllabe accentuée)
1) O . =
2) . O =
3) O . . =
teaching
become
animals
4) . O . =
5) . . O =
6) O . . . =
8) . . O . =
9) . . . O =
11) . O . . . =
12) . . O . . =
increasing
7) . O . . =
eventually
10) O . . . . =
13) . . . O . =
Seul les mots du paragraphe 1 étaient concernés.
b) Ecrivez le numéro correspondant à la prononciation de la voyelle
accentuée.
Exemple : si SOLUTION se trouvait dans le tableau, il faudrait
écrire 11 . En effet, c'est la deuxième syllabe de "soLUtion" qui est
accentuée et le son vocalique ("voyelle") est le même que dans 11
SHOE.
1 SHIP
6 EYE
11 SHOE
16 BOY
2 BIRD
7 CAR
12 CUP
17 HEAR
3 SHEEP
8 DOG
13 CAKE
18 HAIR
4 HEAD
9 HORSE
14 MOUTH
19 POOR
5 HAT
10 FOOT
15 NOSE
ULTIMATELY=12
IMPORTUNATE=9
METHODICAL=8
ESTABLISHMENT=5
KANGAROO=11
REDUCTION=12
DISCUSSION=12
APPLICABILITY
CONSTITUTION=11
GOODNESS=10
PRIMORDIAL=9
INERTIA =2
PORTUGUESE =3
=1
POSSIBLE =8
PUBLISHED =12
Voici une méthode qui n'est pas infaillible, mais permet, dans la
quasi totalité des cas, d'identifier la prononciation de la voyelle
accentuée.
Vous remarquerez que, dans ce devoir, une des 3 règles de base
était applicable pour chaque mot.
ULTIMATELY=12
KANGAROO=11
CONSTITUTION=11
Règle 2 : ATE
IMPORTUNATE=9
Règle 3 : OO
REDUCTION=12
Règle 1 : i+voyelle
GOODNESS=10
Règle 2 : ATE
Règle 1 :
Règle 3 : OO
METHODICAL=8
i+voyelle
DISCUSSION=12 PRIMORDIAL=9
Règle 1 : IC
Règle 1 :
Règle 1 : i+voyelle
i+voyelle
ESTABLISHMENT=5 APPLICABILITY
INERTIA =2
Règle 1 : ISH
=1
Règle 1 : i+voyelle
PORTUGUESE =3
Règle 1 : ITY
POSSIBLE =8
PUBLISHED =12
Règle 3 : ESE
Règle 1 : IBLE
Règle 1 : ISH
II ( 20 points )
a) (4pts) Relevez dans les paragraphes 5 et 6 QUATRE groupes
verbaux noyaux de proposition et ayant des structures différentes
(un changement de temps n'est pas un changement de structure).
Ne donnez qu'un groupe verbal par structure. N'écrivez que le
groupe verbal noyau (ni sujet, ni complément(s)...). Tout élément
non verbal entraînera la nullité de la réponse.
J'ai surligné tous les groupes verbaux noyaux de proposition.
Mais il ne fallait relever qu'un seul exemple par structure.
Si, par exemple, vous aviez écrit "is contitioned", vous ne pouviez
plus écrire "is given" qui a la même structure.
5. The reinforcement gives you a means of control over the
behavior of the animal. It rests on the simple principle that
whenever something reinforces a particular activity of an organism,
it increases the chances that the organism will repeat that
behavior. This makes it possible to shape an animal's behavior
almost as a sculptor shapes a lump of clay. There is of course
nothing new in this principle. What is new is a better understanding
of the conditions under which reinforcement works best.
6. To be effective a reinforcement must be given almost
simultaneously with the desired behavior; a delay of even one
second destroys much of the effect. This means that the offer of
food in the usual way is likely to be ineffective; it is not fast
enough. The best way to reinforce the behavior with the necessary
speed is to use a "conditioned" reinforcer. This is a signal which the
animal is conditioned to associate with food. The animal is always
given food immediately after the signal, and the signal itself then
becomes the reinforcer. The better the association between the two
events, the better the result.
Couleurs associées aux structures :
1° Verbe
2° Modal + Verbe
3° Modal + BE>>Participe passé (passif) + Verbe
4° BE>>Participe passé (passif) + Verbe
1 = gives
2 = will repeat
3 = must be given
4 = is conditioned
b) (6pts) Ecrivez les groupes verbaux correspondants. ( MODAL =
n'importe quel modal )
PRESENT + (BE >> ing) + (BE >> Participe passé) + LEAVE
=> He is being left
PASSE + MODAL + (HAVE >> Participe passé) + TAKE
=> He could/might/should/would have taken
PRESENT + MODAL + (HAVE >> Participe passé) + (BE >>
Participe passé) + THINK
=> He can/may/must/shall/will have been thought
PRESENT + (HAVE >> Participe passé) + (BE >> ING) + WORK
=> He has been working
PRESENT + MODAL + (BE >> ing) + LEND
=> He => He can/may/must/shall/will be lending
PASSE + (HAVE >> Participe passé.) + (BE >> Participe passé) +
SEE
=> He had been seen
Attention aux verbes irréguliers
Voyez ce document nécessaire et suffisant.
Il vous présente les verbes irréguliers (78) à connaître absolument.
Chacun est accompagné d'un exemple et de sa traduction.
Les verbes de l'examen seront choisis parmi eux
c) (5pts) Posez la question portant sur le/les mots entre
parenthèses :
1- A special project focusing on bloggers has (shined a spotlight on
the growing influence of new media).
What has a special project focusing on bloggers done?
2- (The project) was launched last summer.
What was launched last summer?
3- They must set out to bring (the people's) voice to the highest
circles of leadership.
Whose voice must they set out to bring to the highest circles of
leadership?
4- He expects blogs to play an even greater role (in the future).
When does he expect blogs to play an even greater role?
5- They often had (sports cars).
What did they often have?
Pour ce type d'exercice, comme pour le suivant, il est très
important de comprendre le mécanisme de la transformation DANS
LA LANGUE ANGLAISE avant de traduire.
La plupart des erreurs sont dues au fait que vous traduisez, puis
vous vous appuyez sur ce que vous avez trouvé en français pour
re-traduire ensuite en anglais !
Suivez plutôt ces méthodes :
1°) pour la transformation interrogative
Présentation d'une méthode(pps)
+ Leçon en ligne
2°) pour la transformation passive (voyez ci-dessous)
Présentation d'une méthode(PPS)
+ Présentation sonorisée
d) (5pts) Mettez les phrases suivantes au passif.
1. Todd Lucier maintained a popular blog on climate change.
A popular blog on climate change was maintained by Todd Lucier.
2. Blogging may have caught the attention of world leaders
The attention of world leaders may have been caught by blogging.
3. A consortium of non-governmental organizations has
launched the project.
The project has been launched by a consortium of nongovernmental organizations.
4. They must be breaking the monopoly.
The monopoly must be being broken.
5. Many journalists will see the G-20 summit as an opportunity
to make a difference.
The G-20 summit will be seen by many journalists as an
opportunity to make a difference.
ou
The G-20 summit will be seen as an opportunity to make a
difference by many journalists.