{"id":626,"date":"2021-05-13T13:31:24","date_gmt":"2021-05-13T18:31:24","guid":{"rendered":"https:\/\/site.ac-martinique.fr\/anglais\/?p=626"},"modified":"2021-05-13T13:31:24","modified_gmt":"2021-05-13T18:31:24","slug":"la-cle-anglaise-la-cle-des-langues","status":"publish","type":"post","link":"https:\/\/site.ac-martinique.fr\/anglais\/?p=626","title":{"rendered":"La Cl\u00e9 anglaise  (La Cl\u00e9 des langues)"},"content":{"rendered":"\n<figure class=\"wp-block-image size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/site.ac-martinique.fr\/anglais\/wp-content\/uploads\/sites\/92\/2021\/05\/clelangues.png\" alt=\"\" class=\"wp-image-605\" width=\"117\" height=\"71\" \/><\/figure>\n\n\n\n<p>Cr\u00e9\u00e9 dans le cadre d&rsquo;une convention sign\u00e9e entre la D\u00e9gesco et l&rsquo;ENS de Lyon,  <a href=\"http:\/\/www.ens-lyon.fr\/\" data-type=\"URL\" data-id=\"http:\/\/www.ens-lyon.fr\/\">La Cl\u00e9 des langues<\/a> est un service incontournable de formation continue des enseignants, en relation avec les programmes d&rsquo;enseignement des coll\u00e8ges et lyc\u00e9es. <\/p>\n\n\n\n<p>Les professeurs de langue vivante \u00e9trang\u00e8re y trouveront des ressources scientifiques pour s&rsquo;informer , se former et enseigner. Ces ressources universitaires permettant une actualisation des savoirs et une r\u00e9flexion p\u00e9dagogique et didactique en lien avec les programmes d\u2019enseignement.<\/p>\n\n\n\n<p>La section \u00ab\u00a0Anglais\u00a0\u00bb connue sous le nom de Cl\u00e9 Anglaise propose \u00e9galement des ressources pr\u00eates \u00e0 l&#8217;emploi <\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><strong>Le <a href=\"http:\/\/cle.ens-lyon.fr\/anglais\/se-former\/les-precis-et-le-workbook\/workbook\" data-type=\"URL\" data-id=\"http:\/\/cle.ens-lyon.fr\/anglais\/se-former\/les-precis-et-le-workbook\/workbook\">workbook<\/a>:<\/strong> 10 dossiers documentaires sur des th\u00e8mes culturels en lien avec les programmes du cycle terminal :<\/li><\/ul>\n\n\n\n<p>&#8211; A dream come true?<br>&#8211; Sectarianism in Glasgow<br>&#8211; Environmental issues: degrowth and progress<br>&#8211; Aboriginal Australians and the white population<br>&#8211; Internet: the end of privacy?<br>&#8211; Reclaiming space in New York City<br>&#8211; Angela Davis: becoming an icon<br>&#8211; Madness in Shakespeare<br>&#8211; First person narratives<br>&#8211; Britain and World War One<\/p>\n\n\n\n<ul class=\"wp-block-list\"><li><strong><a href=\"http:\/\/cle.ens-lyon.fr\/anglais\/se-former\/les-precis-et-le-workbook\/precis-de-grammaire\" data-type=\"URL\" data-id=\"http:\/\/cle.ens-lyon.fr\/anglais\/se-former\/les-precis-et-le-workbook\/precis-de-grammaire\">Le pr\u00e9cis de grammaire<\/a>: <\/strong>pr\u00e9sente en 22 chapitres les \u00ab\u00a0grands principes de fonctionnement de l&rsquo;anglais\u00a0\u00bb.<\/li><\/ul>\n\n\n\n<ul class=\"wp-block-list\"><li><strong><a href=\"http:\/\/cle.ens-lyon.fr\/anglais\/se-former\/porte-cles-grammatical\" data-type=\"URL\" data-id=\"http:\/\/cle.ens-lyon.fr\/anglais\/se-former\/porte-cles-grammatical\">Le porte-cl\u00e9s grammatical<\/a><\/strong> propose 15 fiches \u00e0 consulter en ligne ou \u00e0 t\u00e9l\u00e9charger pour aider les professeurs  \u00e0 int\u00e9grer la grammaire de l&rsquo;anglais \u00e0 leur enseignement, en s\u2019appuyant sur la d\u00e9marche communicative:<\/li><\/ul>\n\n\n\n<p>&#8211; Faire am\u00e9liorer l&rsquo;usage des articles<br>&#8211; Faire comparer des \u00e9l\u00e9ments<br>&#8211; Faire exprimer des probabilit\u00e9s<br>&#8211; Faire parler du pass\u00e9<br>&#8211; Faire poser des questions<br>&#8211; Faire travailler les adjectifs<br>&#8211; Faire utiliser certains ind\u00e9nombrables<br>&#8211; Faire utiliser des g\u00e9nitifs<br>&#8211; Faire utiliser des pr\u00e9positions ou des phrasal verbs<br>&#8211; Faire utiliser le passif<br>&#8211; Faire utiliser THERE + BE + sujet r\u00e9el<br>&#8211; Faire utiliser des subordonn\u00e9es relatives<br>&#8211; Faire utiliser des mots lexicaux ou \u00e9nonc\u00e9s n\u00e9gatifs<br>&#8211; Faire utiliser des modaux<br>&#8211; Faire mieux comprendre la logique des formes en -ING<\/p>\n\n\n\n<p><\/p>\n\n\n\n<p><strong>Derni\u00e8res publications sur La cl\u00e9 anglaise<\/strong> (rss):<\/p>\n\n\n<ul class=\"has-dates has-authors has-excerpts wp-block-rss\"><li class='wp-block-rss__item'><div class='wp-block-rss__item-title'><a href='https:\/\/cle.ens-lyon.fr\/anglais\/litterature\/mouvements-genres-concepts-litteraires\/la-litterature-de-langue-anglaise-par-les-textes\/chapitre-1-litterature-de-la-periode-anglo-saxonne'>Chapitre 1 &#8211; Litt\u00e9rature de la p\u00e9riode Anglo-Saxonne<\/a><\/div><time datetime=\"2026-04-28T08:07:51-05:00\" class=\"wp-block-rss__item-publish-date\">28 avril 2026<\/time> <div class=\"wp-block-rss__item-excerpt\">[Dossier] Il est difficile d\u2019inclure les textes anglo-saxons dans la litt\u00e9rature anglaise moderne, car leur langue est tr\u00e8s diff\u00e9rente et peu accessible aujourd\u2019hui. Malgr\u00e9 cela, ces \u0153uvres anciennes ont profond\u00e9ment influenc\u00e9 des auteurs comme Tolkien ou Ezra Pound et constituent un socle culturel majeur. Ce premier chapitre de ((La litt\u00e9rature de langue anglaise par les [&hellip;]<\/div><\/li><li class='wp-block-rss__item'><div class='wp-block-rss__item-title'><a href='https:\/\/cle.ens-lyon.fr\/anglais\/litterature\/mouvements-genres-concepts-litteraires\/la-litterature-de-langue-anglaise-par-les-textes\/chapitre-2-de-la-conquete-normande-a-l-etablissement-de-l-anglais-comme-langue-litteraire'>Chapitre 2 &#8211; De la conqu\u00eate normande \u00e0 l\u2019\u00e9tablissement de l\u2019anglais comme langue litt\u00e9raire<\/a><\/div><time datetime=\"2026-04-28T08:07:51-05:00\" class=\"wp-block-rss__item-publish-date\">28 avril 2026<\/time> <div class=\"wp-block-rss__item-excerpt\">[Dossier] Apr\u00e8s la conqu\u00eate normande de 1066, une \u00e9lite francophone impose le normand en Angleterre, provoquant un profond m\u00e9lange entre fran\u00e7ais et anglais. Peu \u00e0 peu, l\u2019anglais r\u00e9\u00e9merge, enrichi de nombreux emprunts, tandis que le fran\u00e7ais d\u00e9cline \u00e0 partir du XIIIe si\u00e8cle. Au XIVe et XVe si\u00e8cles, l\u2019anglais devient langue officielle et litt\u00e9raire, notamment gr\u00e2ce [&hellip;]<\/div><\/li><li class='wp-block-rss__item'><div class='wp-block-rss__item-title'><a href='https:\/\/cle.ens-lyon.fr\/anglais\/civilisation\/domaine-americain\/the-indo-pacific-area-a-variable-geometry-geopolitical-concept-in-the-face-of-competing-powers'>The Indo-Pacific Area, a Variable-Geometry Geopolitical Concept in the Face of Competing Powers<\/a><\/div><time datetime=\"2026-04-07T09:25:00-05:00\" class=\"wp-block-rss__item-publish-date\">7 avril 2026<\/time> <div class=\"wp-block-rss__item-excerpt\">[Article] The concept of an Indo-Pacific area is gaining prominence in the strategies of all states with interests in the Indian and Pacific Oceans. Rejected by China, this concept is nonetheless used to unite states with which China is in competition, enabling them to develop common strategies. However, its boundaries are never clearly defined, leaving [&hellip;]<\/div><\/li><li class='wp-block-rss__item'><div class='wp-block-rss__item-title'><a href='https:\/\/cle.ens-lyon.fr\/anglais\/litterature\/litterature-britannique\/narrer-la-crise-environnementale-l-ecriture-sensorielle-de-sarah-hall-dans-haweswater-et-the-carhullan-army'>Narrer la crise environnementale : l\u2019\u00e9criture sensorielle de Sarah Hall dans \u00ab Haweswater \u00bb et \u00ab The Carhullan Army \u00bb<\/a><\/div><time datetime=\"2026-04-02T06:55:00-05:00\" class=\"wp-block-rss__item-publish-date\">2 avril 2026<\/time> <div class=\"wp-block-rss__item-excerpt\">[Article] Cet article interroge la mani\u00e8re dont les romans de Sarah Hall mobilisent une po\u00e9tique sensorielle et ph\u00e9nom\u00e9nologique pour offrir aux lecteur\u00b7rices une exp\u00e9rience incarn\u00e9e du monde. En explorant l\u2019\u00e9paisseur multisensorielle de ses r\u00e9cits, il s\u2019agit de montrer comment la sollicitation des cinq sens engage une perception \u00e9largie de la crise environnementale, d\u00e9passant la seule [&hellip;]<\/div><\/li><li class='wp-block-rss__item'><div class='wp-block-rss__item-title'><a href='https:\/\/cle.ens-lyon.fr\/anglais\/civilisation\/domaine-americain\/wilderness-and-new-functions-of-rural-areas-in-the-american-west-the-example-of-montana'>Wilderness and new functions of rural areas in the American West: the example of Montana and the environmental rush at the origin of socio-territorial fragmentations<\/a><\/div><time datetime=\"2026-03-19T03:40:00-05:00\" class=\"wp-block-rss__item-publish-date\">19 mars 2026<\/time> <div class=\"wp-block-rss__item-excerpt\">[Article] Mountain landscapes, wildlife and outdoor sports, glorified in literature and cinema, are the driving forces behind amenity migrations to the Rocky Mountains in Montana. These developments are transforming ranches from agricultural properties into luxury residences or protected areas, reflecting the renewal of the functions of these attractive rural spaces. However, this gentrification of the [&hellip;]<\/div><\/li><li class='wp-block-rss__item'><div class='wp-block-rss__item-title'><a href='https:\/\/cle.ens-lyon.fr\/anglais\/litterature\/litterature-britannique\/the-bog-bodies-in-seamus-heaneys-north-1975'>The bog bodies in Seamus Heaney\u2019s \u00ab North \u00bb (1975)<\/a><\/div><time datetime=\"2026-03-12T06:00:00-05:00\" class=\"wp-block-rss__item-publish-date\">12 mars 2026<\/time> <div class=\"wp-block-rss__item-excerpt\">[Conf\u00e9rence] Seamus Heaney is one of the most famous Irish poets. He was born in a Catholic family in County Derry, Northern Ireland, in 1939 but spent most of his adult life in the Republic of Ireland. Writing poetry about the past, the natural environment, and what he termed &quot;the sense of place&quot;, Seamus Heaney [&hellip;]<\/div><\/li><li class='wp-block-rss__item'><div class='wp-block-rss__item-title'><a href='https:\/\/cle.ens-lyon.fr\/anglais\/civilisation\/domaine-britannique\/les-public-schools-britanniques-au-xxeme-siecle-ruptures-et-continuites'>Les \u00ab public schools \u00bb britanniques au XX\u00e8me si\u00e8cle : ruptures et continuit\u00e9s<\/a><\/div><time datetime=\"2026-03-03T10:35:00-05:00\" class=\"wp-block-rss__item-publish-date\">3 mars 2026<\/time> <div class=\"wp-block-rss__item-excerpt\">[Conf\u00e9rence] Cette pr\u00e9sentation revient sur l&#039;\u00e9volution des ((public schools)) britanniques au XX\u00e8me si\u00e8cle, aux prises avec deux conflits mondiaux et des changements politiques et socio-culturels majeurs qui auraient pu, peut-\u00eatre auraient d\u00fb, signer la fin de ces institutions d&#039;\u00e9lite. Il s&#039;agira donc d&#039;\u00e9valuer l&#039;impact des deux guerres, des r\u00e9formes politiques inabouties qui mobilisent jusqu&#039;aux campagnes [&hellip;]<\/div><\/li><li class='wp-block-rss__item'><div class='wp-block-rss__item-title'><a href='https:\/\/cle.ens-lyon.fr\/anglais\/civilisation\/domaine-americain\/the-super-bowl-and-bad-bunnys-halftime-show'>The Super Bowl and Bad Bunny&#039;s halftime show<\/a><\/div><time datetime=\"2026-02-25T07:15:00-05:00\" class=\"wp-block-rss__item-publish-date\">25 f\u00e9vrier 2026<\/time> <div class=\"wp-block-rss__item-excerpt\">[Question d&#039;actualit\u00e9] This page offers a selection of resources (news articles, videos, podcasts, and statistics) regarding the cultural and economic issues surrounding the Super Bowl and the 2026 halftime show.<\/div><\/li><li class='wp-block-rss__item'><div class='wp-block-rss__item-title'><a href='https:\/\/cle.ens-lyon.fr\/anglais\/litterature\/litterature-britannique\/the-didactic-potential-of-climate-fictions-in-the-transmission-of-scientific-knowledge-challenges-strategies-and-limits'>The Didactic Potential of Climate Fictions in the Transmission of Scientific Knowledge: Challenges, Strategies and Limits<\/a><\/div><time datetime=\"2026-02-05T03:55:00-05:00\" class=\"wp-block-rss__item-publish-date\">5 f\u00e9vrier 2026<\/time> <div class=\"wp-block-rss__item-excerpt\">[Article] It has been unanimously observed that climate change entails numerous scalar challenges on a level of complexity that exceeds the reach of human understanding and imagination, thereby pushing the limits of literary representation. Yet, multiple scholars, from the fields ecocriticism to risk communication, have recognised the essential, didactic function of storytelling and the humanising [&hellip;]<\/div><\/li><li class='wp-block-rss__item'><div class='wp-block-rss__item-title'><a href='https:\/\/cle.ens-lyon.fr\/anglais\/langue\/linguistique\/metaphores-et-representations-sociales-dans-les-noms-de-metiers'>Pourquoi dit-on \u00ab a big producer \u00bb plut\u00f4t que \u00ab*a high producer \u00bb ? M\u00e9taphores et repr\u00e9sentations sociales dans les noms de m\u00e9tiers du type \u00ab high executive \u00bb en anglais contemporain<\/a><\/div><time datetime=\"2026-01-15T05:15:00-05:00\" class=\"wp-block-rss__item-publish-date\">15 janvier 2026<\/time> <div class=\"wp-block-rss__item-excerpt\">[Article] Pourquoi dit-on ((a big producer)) plut\u00f4t que ((*a high producer)) ; et quelle diff\u00e9rence y a-t-il entre ((a chief officer)) et ((a top officer)) ? Cet article se propose de r\u00e9pondre \u00e0 ces questions en \u00e9tudiant des noms de m\u00e9tiers de l\u2019anglais contemporain du point de vue des repr\u00e9sentations sociales qu\u2019ils v\u00e9hiculent et des [&hellip;]<\/div><\/li><\/ul>","protected":false},"excerpt":{"rendered":"<p>Les professeurs de langue vivante \u00e9trang\u00e8re y trouveront des ressources scientifiques pour s&rsquo;informer , se former et enseigner. Ces ressources universitaires permettant une actualisation des savoirs et une r\u00e9flexion p\u00e9dagogique et didactique en lien avec les programmes d\u2019enseignement.<\/p>\n","protected":false},"author":237,"featured_media":605,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[30,32],"tags":[],"class_list":["post-626","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-ressources","category-ressources-pedagogiques"],"_links":{"self":[{"href":"https:\/\/site.ac-martinique.fr\/anglais\/index.php?rest_route=\/wp\/v2\/posts\/626","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/site.ac-martinique.fr\/anglais\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/site.ac-martinique.fr\/anglais\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/site.ac-martinique.fr\/anglais\/index.php?rest_route=\/wp\/v2\/users\/237"}],"replies":[{"embeddable":true,"href":"https:\/\/site.ac-martinique.fr\/anglais\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=626"}],"version-history":[{"count":1,"href":"https:\/\/site.ac-martinique.fr\/anglais\/index.php?rest_route=\/wp\/v2\/posts\/626\/revisions"}],"predecessor-version":[{"id":627,"href":"https:\/\/site.ac-martinique.fr\/anglais\/index.php?rest_route=\/wp\/v2\/posts\/626\/revisions\/627"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/site.ac-martinique.fr\/anglais\/index.php?rest_route=\/wp\/v2\/media\/605"}],"wp:attachment":[{"href":"https:\/\/site.ac-martinique.fr\/anglais\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=626"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/site.ac-martinique.fr\/anglais\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=626"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/site.ac-martinique.fr\/anglais\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=626"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}