Memory and Remembrance: Telling Oneself

Extract

[...] We are still facing an autobiography. The third text is an excerpt from the work that is both autobiographical and fictional by Georges Pérec W or the Memory of Childhood. He explains in a paradoxical way that he doesn't actually have any childhood memories and that the fact of telling himself through his writing will just allow him to create his own path, therefore his own life without real memories of when he was young. Document D is an oil on canvas painting by the artist René Magritte. [...]

[...] Students sometimes understand better when it's their peers who explain it to them. It's a way to exchange their ideas and see if they've understood well. They learn to work as a team. This last exercise focuses on the pronoun function between direct object and indirect object. They have a fifty-fifty chance, but I will obviously ask them to justify their answer so that it doesn't just rely on luck. A final correction will be made, and the lesson will be written as the exercises progress, thus advancing logically in the explanation of the pronominal voice. [...]

[...] This will allow a review of the variations of pronouns according to the persons associated with the verb. Finally, to conclude, I will obviously end with the most complex exercises that are in document F. There are three different ones. They mainly deal with the pronominal voice and the pronoun more particularly, and its function. It is therefore necessary to review the function of the pronoun in the pronominal form. If the pronoun is reflexive, it does not impact the agreement of the past participle. [...]

[...] I won't ask them more about this text because it is quite dense and I'm afraid it will confuse them with other notions. Next, I will ask them to work on document E. Thanks to this corpus, they will have to highlight the verbs in the pronominal form and write to the right of the sentences the infinitive form when the verb is conjugated. This is similar to what I asked them in the previous exercise, but this time they are more autonomous. [...]

[...] To organize the use of exercises for students, it is advisable to have in mind the notions that students have learned during the different cycles. I will start with the exercise in document G. I will have a student read aloud this story written by another student. I will ask them for their impression without telling them exactly what we will be discussing. I will ask them to focus on the verb forms and if they notice anything particular. They have already seen the notion of pronoun, so they have the possibility of finding the term 'pronominal verb' or 'pronominal voice'. [...]