FILE 2

Transcription

FILE 2

FILE 2
1. Read and learn
a. Phase d’anticipation. On attirera l’attention des
élèves sur les deux illustrations. Pour une meilleure
concentration et participation de tous, on projettera
ces deux dessins au rétroprojecteur. On veillera à
guider les élèves en leur demandant de toujours
décrire ce qu’ils voient pour ensuite en tirer des
conclusions. On notera les productions des élèves au
fur et à mesure pour les encourager à prendre la
parole et les aider à organiser leurs commentaires.
Avec une classe plus lente, on pourra noter au
tableau : where? who? what? problem? pour
déclencher la prise de parole.
Productions possibles :
In the cartoon on the left, the scene takes place at
home. There are three characters: a mom, a dad,
and their son.
The young boy is playing a video game. It’s a
violent one, it must be a “shoot ‘em up” video
game, where you have to shoot at people/
soldiers… On the screen, we can see the man’s
head exploding… the little boy thinks it’s cool, he
looks and sounds excited. His parents are busy: his
mom is watching the news on TV and his dad is
watering the plants… They aren’t listening to him:
his mom wants him to shut up/be quiet because
she wants to watch the news… His dad isn’t
looking at him, he is not interested.
In the cartoon on the right, the scene takes place
at school / in a schoolyard. There are four
schoolgirls. One of them is sitting on a bench, by
herself. She looks sad, lonely and depressed. The
three others are chatting and laughing, having a
good time together. One of them is hiding her
mouth with her hand. I think they are laughing at
the lonely girl… maybe they are saying mean
things, or spreading rumors/rumours. They are
certainly bullying her.
b. On poursuivra logiquement avec le titre du
document, que l’on découvrira sur transparent ou
que l’on renotera en gros au tableau. Les élèves
auront une ou deux minutes pour réfléchir avant
Book pp. 26-27
de proposer des réponses personnelles à cette
question. On les incitera à demander le vocabulaire
qui leur manque. On n’insistera pas si le groupe
bloque soit par manque d’idées soit par refus de
donner un avis personnel sur ce sujet qui demande
une certaine distance quasi auto-critique.
Au besoin, on notera une amorce au tableau :
- A child becomes violent when …
- … makes a child violent.
A child becomes violent when he/she watches too
many violent films on TV or on videos.
Watching violent films makes a child violent.
A child becomes violent when he/she plays violent
video games all day long… for long hours/too
often.
Playing violent games makes/can make a child
violent.
A child becomes violent when his/her parents don’t
look after him/her or don’t listen to him/her.
A child becomes violent when he/she is not happy
at school, when others laugh at him/her, when
he/she feels depressed and lonely…
2
FILE 2
Texte enregistré
lesson
c. On pourra demander aux élèves de préciser de
quel type de document il s’agit avant la première
lecture. On attirera leur attention sur l’encadré
mauve en bas à droite pour y découvrir le nom du
magazine.
It’s a “readers’ corner”. It’s from a magazine called
Teens Today. Readers can send their letters by mail
or e-mail…
Puis on enchaînera par une première lecture
rapide :
Teacher: Now scan the letters and spot the three
answers: don’t read in detail, just spot the three
general answers. Put up your hands as soon as you
have found the three answers. Go!
On attend uniquement :
- television and video games
- parents
- school life
Une fois ces trois réponses fournies, on pourra
poursuivre hors texte, par un échange de quelques
minutes pour pousser le groupe à trouver les
53
FILE 2 • lesson 2
raisons de ces “accusations”. On créera ainsi le
besoin d’utiliser la structure qui sera ensuite
travaillée dans le texte : let someone do something.
Échange possible, plus ou moins long selon ce qui
aura déjà été dit à l’étape précédente. On
complètera ainsi les notes du tableau qui
constitueront la trace écrite.
Teacher: So can you explain why/in what way
television or video games are responsible?
Class: Because they are too violent, because
children kill people, they use weapons, because
young children watch war films or action films…
Etc.
Teacher: What about parents? Why are they
responsible? Why are they to blame?
Class: Because they let their children play violent
video games/watch violent films/play with
weapons... (structure à introduire à la demande)
d. Lecture individuelle silencieuse, suivie d’une
lecture-écoute de ces lettres. On élucidera avec le
groupe les quelques mots qui peuvent poser
problème en entraînant les élèves à se servir de la
formation des mots :
kill - killings (nom)
dead - deadly (placé avant un nom : adjectif)
repeat - repeated - repeatedly (modifie le sens d’un
verbe : adverbe)
e. On laissera les élèves lire à nouveau ces lettres
pour préparer leurs interventions sous forme de
récapitulation et de prise de position.
Pour inciter tous les élèves à parler, on pourra
instituer un roulement : un premier élève parle et
la chaîne ne doit plus s’arrêter, chaque élève
rebondissant sur ce qui vient d’être dit de la
manière suivante :
- I agree with you… / I think so too… Parents /
Video games / School life / Gangs…
ou :
- I disagree / I don’t think so… / In my opinion,
parents… Etc.
On notera ces deux amorces au tableau et on
présentera
l’exercice
comme
un
jeu
d’entraînement, en faisant quatre équipes par
exemple. Chaque équipe doit aller jusqu’au bout
de sa chaîne, mais on peut s’entraider pour ne pas
briser la chaîne : corriger, souffler du vocabulaire,
etc.
On choisira de noter au tableau quelques phrases
incluant les structures essentielles à la leçon, pour
qu’elles soient ultérieurement consignées dans les
cahiers.
54
I agree with Wendy. Parents are to blame.
I think so too, they shouldn’t let their kids play
violent video games all day long!
I agree with you… They should tell them to read
or play with friends instead of letting them watch
violent videos.
I disagree. In my opinion, school life is what makes
a child violent.
I think so too. If a child is unhappy, he will become
violent.
That’s right and if he is bullied, he will become a
bully.
On conclura par une écoute-répétition de tout ou
partie du document, puis par les exercices 1 et 2 du
Think pages 38 et 39 du Workbook.
2. Practise writing
Remarque liminaire : Pour toutes les activités de
production écrite en classe, la présence d’un
assistant qui pourrait également passer dans les
rangs et guider les élèves en difficulté serait
vraiment utile. On peut également envisager de
choisir deux élèves parmi les plus rapides, pas
toujours les mêmes, et leur demander de servir de
personnes ressources pour les élèves les plus en
difficulté.
a. Pour cette partie de préparation écrite, on passera
dans les rangs pour aider à la demande. Selon le
niveau du groupe, on pourra éventuellement mettre
les idées (ou plutôt le vocabulaire) en commun à
partir de la liste proposée en commençant donc par
une séance de brainstorming :
Teacher: Find as many ideas as possible about…
housework: tidy her/his room, water the flowers,
do the washing-up, hoover the floor, etc.
parties: organize parties, go to parties, come back
home late…
friends: phone, invite, spend the night at friends’,
take trips with friends…
bedtime: stay up late & go to bed early, lie in & get
up early
hair: choose his/her hairstyle, dye his/her hair, shave
his/her head
clothes: buy what they like, choose their own
clothes, “decent” clothes, fashionable clothes,
eccentric clothes
Chaque élève préparera deux phrases, plus ou
moins longues et plus ou moins complexes selon le
niveau de chacun. On donnera un temps limite
b. Échange des brouillons. Les voisins ont deux
minutes pour se consulter et s’entre-corriger. Le
professeur interviendra à la demande. Puis chacun
parlera de son voisin.
Théo is strict because he won’t let his kid/his
daughter choose her own clothes!
Nadia is cool because she’ll let her kid/her son
watch what he likes on TV.
Quentin is strict because he’ll make his kid tidy his
room every day.
Jennifer is strict because she won’t let her kid stay
up late.
Etc.
3. Go forward
The six core strengths
It’s almost impossible to know what makes a child violent.
But we do know that children who have these six core
strengths won’t become violent. //
This first core strength is the most important of them all.
Children who can’t make friends, or who are unable to
attach will isolate themselves and they may become
frustrated or indifferent.//
The capacity to join in activities with others is also very
important because we are social animals! Children who are
unable to join groups may feel rejected or excluded and
they may become aggressive or hateful.//
Now, the third core strength, the capacity to self-regulate,
is essential. If a child doesn’t develop it, he won’t be able
to control his actions or reactions. For example, he may
express anger by kicking or hitting another child, or he
may say mean things or hurtful remarks...//
This last core strength is crucial because the source of all
violence is lack of respect, for oneself and for others. When
kids don’t have respect, they value nothing, they don’t
value life, they don’t value love, they don’t value themselves
and so, with no respect, children will become violent, they
will say or do hateful things... but what they hate and
ridicule in others is often what they hate in themselves.//
Now... when children become young adults, they’ll meet
many many different kinds of people and they’ll need to
be able to listen, negotiate, compromise and cooperate.
Having respect is accepting others as they are, and this is
crucial to make friends, join in and be a happy young
adult!
• Cette phase d’anticipation va permettre de
rebrasser ou d’introduire le vocabulaire de la
description d’images. Si possible, on utilisera un
rétroprojecteur pour concentrer l’attention de tous
et faciliter la prise de parole.
Si le groupe bloque, on pourra ainsi pointer tel ou
tel élément du poster qui permet de répondre à la
question très générale posée. On guidera les élèves
à l’aide de mots au tableau, ou d’amorces chaque
fois qu’ils en auront besoin. On veillera à ce qu’ils
mobilisent tout le vocabulaire acquis depuis la
leçon 1.
These posters are about school.
The slogan at the top says: “Keep the cool in
school”. It’s probably against violence at school.
It is against violence, physical or verbal because
the caption reads/says: a campaign against violence
and verbal… What does “abuse” mean?
I suppose it means “calling someone names”.
There are six different headlines, all about friends
and respect… and six different photos in the
middle of the posters…
It’s a campaign by Scholastic: the name of this
organization is in the bottom left-hand corner.
FILE 2 • lesson 2
d’environ six minutes après la séance de
brainstorming. On préviendra les élèves qu’un
voisin devra lire leurs phrases, les corriger puis en
rendre compte à la classe.
• Workbook p. 37 – worksheet 1
On présentera rapidement Bruce D. Perry, qui est
à l’origine de cette campagne lancée en 2002. Pour
plus de renseignements sur cette campagne :
http://teacher.scholastic.com/professional/bruceperry
/cool.htm
On lira le titre de ce script (script authentique à
l’origine mais raccourci et un peu simplifié par
endroits), en précisant que les élèves n’en
entendront qu’un extrait. On s’assurera qu’ils ont
compris le lien entre le titre et les posters :
Teacher: What are the six core strengths? (strength
is the noun for “strong”)
Class: Accept differences, Be a friend, etc.
Teacher: That’s right… So when you have these
core strengths, you are able to…
Class: …accept differences / you are able to make
friends / you are able to think of others / you are
able to think before you act / you are able to join
in activities / you are able to respect yourself and
others.
55
FILE 2 • lesson 2
a. On fera écouter ces trois lignes d’introduction
deux ou trois fois, en ménageant des pauses au
besoin.
Si le temps manque, on pourra envisager de ne
traiter que le premier ou les deux premiers posters
lors de cette première séance sur le texte.
Au besoin, on pourra relever les mots-clés avec les
élèves pour le premier poster, ce qui leur montrera
ce que l’on attend d’eux.
The question is: what makes a child violent?
His answers are: it is impossible to know.
And: if a child has these six core strengths, he won’t
become violent.
b. Deux écoutes globales du discours (jusqu’à la
ligne 25) permettront aux élèves de repérer les
quatre posters dont l’expert parle, puis de les
numéroter.
On corrigera ensemble, en notant au besoin, les
mots-clés qui ont permis aux élèves de décider. On
commencera la trace écrite avec les quatre phrases
du corrigé.
Corrigé et productions possibles :
1. Be a friend (make friends / attach): Children who
don’t have this core strength can’t make
friends/are unable to attach.
2. Join in (join in / activities): Children who don’t
have this core strength are unable to join in
activities.
3. Think before you act (control / actions /
reactions): Children who don’t have this core
strength aren’t able to control their actions.
4. Respect yourself and others (respect): Children
who don’t have this core strength are unable to
respect people or themselves.
c. Écoute morcelée comme indiqué dans le script,
jusqu’à la ligne 25.
On fera noter les titres des quatre posters, dans le
bon ordre dans la colonne de gauche du tableau.
Pour les élèves, il s’agira ensuite de bien
comprendre la consigne d’écoute : repérer les
conséquences et noter les mots-clés, qui sont plus
particulièrement dans ce discours les verbes et les
adjectifs (surtout pour les deux premiers posters)
mais les élèves pourront également noter des
noms. De nombreux mots transparents seront très
difficiles à repérer à l’écoute pour les élèves. On
n’insistera pas et on se contentera de ce qu’ils ont
pu repérer. Le but est qu’ils se concentrent, fassent
des efforts, puis rendent compte de ce qu’ils ont
compris. Il faudra impérativement en revanche
garder du temps en fin de séance pour lire et
écouter le discours : les élèves seront surpris du
nombre de mots proches du français qu’ils n’auront
pas reconnus. On s’entraînera alors à les prononcer.
56
Corrigé (Les mots en gras seront plus difficiles à
repérer.) :
- Be a friend: isolate - become frustrated - violent
- Join in: feel rejected - excluded - become aggressive - hateful
- Think before you act: control actions and
reactions - express anger - kicking - hitting - saying
mean things - hurtful remarks
- Respect yourself and others: don’t value love - life
- violent - hateful - hate - ridicule
d. Ces récapitulations pourront intervenir après
l’écoute de chaque poster ou à la fin, selon le degré
de concentration que l’on pourra exiger du groupe.
On notera les productions des élèves pour constituer
la trace écrite en veillant à la bonne mise en place
des phrases complexes en who, en if et when, ainsi
qu’à l’emploi du relatif what et du modal may.
Les phrases seront plus ou moins longues et
complexes selon le niveau du groupe.
- If children can’t make friends, they’ll feel
frustrated and they may become violent.
- Children who can’t make friends/who don’t have
friends will feel…
- If children don’t join in activities/can’t join in
activities/are unable to join in activities, they’ll feel
rejected/excluded/they may become aggressive.
- Children who are unable to join in activities…
- If a child is unable to control his actions or
reactions, he may kick or hit other kids/he may say
mean things…
- Children who don’t respect others will become
violent.
- Children who don’t have respect don’t value
life/love/value nothing.
- Children hate in others what they hate in
themselves. (On pourra aider en fournissant les
mots au tableau, avec des pointillés à la place de
in et de what.)
- Children ridicule in others what they hate in
themselves.
e. Écoute de la ligne 26 à la fin. On procédera à
deux écoutes, la deuxième avec des pauses pour
laisser aux élèves le temps de noter les quatre
verbes : listen, negotiate, compromise, cooperate.
- When children become young adults, they’ll have
to listen… / they’ll have to be able to negotiate…
/ they’ll need to be able to compromise.
- When children grow up, they’ll have to
cooperate… / they’ll need to be able to compromise
/ they’ll have to be able to negotiate…
- Having respect is crucial/essential/very important,
because if you have respect, you’ll become a happy
young adult.
f. Cette dernière étape sera préparée à la maison
soit par des volontaires, soit par l’ensemble de la
classe dans le cas d’un groupe motivé et intéressé.
Les élèves prendront la parole en continu pendant
une minute environ et pourront obtenir une note
d’oral.
On conclura le travail par une écoute-lecture du
texte qui permettra de faire remarquer aux élèves
la difficulté à repérer les mots proches du français
à l’oral. On pourra leur faire remarquer par
exemple que la lettre i en anglais se prononce
souvent /aI/ et que la lettre a souvent /EI/, ce qui
rend un mot comme “isolate” difficile à repérer,
sauf s’ils y pensent ! Autres exemples pour les
entraîner : pale, pile, ideal, identity, lake.
On pourra faire relire certains extraits, après avoir
fait l’exercice 1 du Rhythm’n sounds, Workbook
page 40. Puis on traitera les points 3, 4 et 5 du
Think pages 39 et 40 du Workbook.
Les exercices 2 et 3 du Rhythm’n sounds page 41 du
Workbook pourront être proposés aux élèves en
début de séance suivante, avant l’évaluation orale
de début d’heure.
THINK
Workbook pp. 38-40 – worksheet 2
Remarques pour le professeur :
• Le point 2 a été abordé indirectement dans la
leçon 1 de cette même File 2 (nominalisation en ing).
• Le point 3 est LE piège à francophone. Si on ne
dit pas de will que c’est le futur de l’anglais, tout
se met en place. Si on a dit : will = futur, les ennuis
commencent !
Certes le français fait appel deux fois de suite au
Temps appelé “futur simple” par la tradition
scolaire. Certes le français a une logique
grammaticale différente. MAIS, le français peut
nous aider. Dans “Quand les enfants deviendront
adultes, ils verront que…”, il est possible de faire
comprendre que : les enfants / devenir adultes est
une chose que l’on considère acquise, que l’on ne
remet pas en cause. Dès lors, l’anglais fait appel au
Présent simple, qui est là pour cela, tandis que la
suite de l’énoncé est une prédiction, une suite
logique exprimée par l’énonciateur qui donne un
point de vue, ce qu’il ne fait pas après when ou if.
Voilà pourquoi nous avons recours aux mots
“hypothèse” (if) et “prédiction” dans ce Think (et
ailleurs aussi, on le verra).
• Quant au point 4, le modal may, il pose la
question de la modalisation de l’énoncé par
l’énonciateur, au même titre qu’avec will, can,
must, should, etc. Si la question de la non-présence
du “-s” de la 3e personne est posée, la réponse
peut être que dans : He may feel rejected, si le
sujet de feel rejected est bien he, c’est
l’énonciateur qui se cache derrière may, et
l’énonciateur est hors conjugaison !
FILE 2 • lesson 2
On les fera répéter pour fixer la prononciation et
l’accentuation. Ces quatre verbes seront ensuite
systématiquement réutilisés, puis la classe
proposera une conclusion sur l’importance du
respect.
1 Let someone + V
Corrigé :
sujet 1
V1
sujet 2
a)
They
let
their
children
b)
Their
parents
let
them
V2 + compléments
watch what
they like.
play violent video
games for hours.
• Le V1 de ces deux phrases est let.
Les deux sujets 2 : phrase a) their children - phrase
b) them
Nature du sujet 2 de la phrase b) : them est un
pronom.
• Traduction de la phrase b) : Les parents les
laissent jouer à des jeux vidéo violents.
La différence principale entre l’anglais et le
français est la suivante :
- l’anglais place le sujet 2 entre let et le V2,
- le français place le sujet 2 juste avant le V1 “laisser”.
• Traduction des deux phrases :
Laisse-moi regarder le film ! : Let me watch the
film! - Laisse-moi le regarder ! : Let me watch it!
• Make est un autre V1 qui fonctionne sur le même
modèle que let. (cf. F2 L1)
57
FILE 2 • lesson 2
2 Instead of + V-ing
Corrigé :
• Instead of est toujours suivi d’un nom. Ce nom
peut être V-ing (base verbale + -ing).
Les prépositions comme by, (instead) of, from, at,
on, etc., sont toujours suivies d’un nom, qui peut
être V-ing.
They let them play violent video games for hours
instead of telling them to go and play with their
friends.
• Traduction en anglais : You should go out instead
of watching Japanese cartoons on television.
3 [When / If + Présent], [will + V]
Corrigé :
a) [If a child feels excluded or rejected]
HYPOTHÈSE
[he will become violent].
PRÉDICTION
Parmi les trois traductions proposées, seule la
phrase 1 ne convient pas car may exprime le
possible et non le certain.
5 Who et what, pronoms relatifs
Corrigé :
a) Dans cette phrase, on ne parle que des enfants
qui “can’t make friends” et qui “are unable to
attach”, et non de tous les enfants.
Les deux propositions entre crochets – des
propositions relatives – servent donc à apporter
des précisions, ici, indispensables puisque cela
restreint le nombre d’enfants concernés.
Le sujet de make friends est Children. Le sujet de
are unable to attach est Children.
L’antécédent de who est Children.
b) On ne dit pas que ce les enfants regardent
exactement. On ne dit pas ce qu’ils aiment
exactement.
Si on voulait être plus précis, on pourrait remplacer
what par the films, the programmes, the
cartoons…
[Children won’t be able to control their actions]
PRÉDICTION
[if they do not develop self-regulation].
HYPOTHÈSE
b) [When children become young adults]
FAIT ACQUIS
[they will meet different kinds of people].
ATTENTION : PIÈGE !
Traduction de la phrase de départ : Ils laissent leurs
enfants regarder ce qu’ils veulent.
C’est ce que qui traduit what.
En français, deux mots : ce que.
En anglais, un seul mot : what.
PRÉDICTION
[They won’t show any respect] [when they get older].
PRÉDICTION
FAIT ACQUIS
• Le verbe de la proposition en if ou when est au
Présent simple.
La proposition qui exprime la prédiction comporte
will suivi de la base verbale.
4 May
Corrigé :
• Un seul mot change entre ces deux phrases. Ce
mot est un modal.
• L’énonciateur fait une prédiction dans la phrase 1.
L’énonciateur évoque une simple possibilité dans la
phrase 2.
L’énonciateur semble moins sûr de ce qu’il dit dans
la phrase 2.
Avec le modal may, l’énonciateur (celui qui parle)
dit que, selon lui, il est possible que les choses aient
lieu. Comme les autres modaux, may ne prend pas
de “-s” de la troisième personne du singulier et le
verbe qui le suit est à la base verbale.
58
RHYTHM’N SOUNDS
Workbook pp. 40-41 – worksheet 3
1
Savoir lire une phrase à voix haute :
accentuation et formes faibles
Écoute les phrases, encadre les syllabes accentuées et écris /e/
sous les syllabes que l’on entend à peine. Ready? Off we go!
They let them play violent games for hours // instead of
telling them to go and play with friends. Now… when
children become young adults, // they’ll meet many many
different kinds of people // and they’ll need to be able to
listen, // negotiate, // compromise and cooperate.
Now listen again, check and repeat. Ready? Off we go!
Corrigé :
They let them play vio lent games for
e
e
e
hours in stead of tel ling them to go and
e
e e
e
play with friends .
2 Prononciation de quelques opérateurs avec la
négation
Écoute les phrases suivantes. Quel opérateur as-tu entendu ?
Ready? Off we go!
1. Children who don’t play violent games won’t become
violent.
2. His children can’t make friends with anyone.
3. Parents mustn’t let them do what they like.
4. When they become young adults they won’t show any
respect.
5. If a child doesn’t develop his capacity to self-regulate he
won’t control his actions.
6. They knew they shouldn’t do it and they didn’t.
Now, listen again, check and repeat. Ready? Off we go!
(Reprise des six phrases.)
Remarques pour le professeur :
Le francophone a tendance à vouloir prononcer
une voyelle entre /dId/ et /nt/, entre does /d◊z/ et
/nt/, etc. D’où cet exercice. Des mots tels que
Britain /bRItn/, cotton /kAtn/, etc., sont aussi
concernés pas cette question : absence de voyelle
et vocalisation de la consonne /n/.
Corrigé :
Le “t” de mustn’t ne se prononce pas.
3 Syllabes accentuées
Écoute les mots suivants. Ready? Off we go!
impossible - violent - important - frustrated - capacity aggressive - essential - develop - crucial - negotiate
Listen again and repeat. Ready? off we go!
Corrigé :
im po ssible - vio lent - im por tant frus trat ed - ca pa city - ag gre ssive -
es sen tial - de ve lop - cru cial ne go tiate
WORKBOOK
AT HOME pages 42-45
1 Nouns. 1st paragraph: violence, fights, killings,
weapons; 3rd paragraph: bullies, cliques,
gangs.
Adjectives. 1st paragraph: deadly; 2nd
paragraph: violent; 3rd paragraph: unhappy,
excluded, rejected, violent.
2 Pour remplacer les couleurs : la lettre de Nigel
est en gras, la lettre de Wendy est soulignée,
la lettre de Terrence est en italique.
- Nigel writes from Peyton, Col.: 1/ Television
and video games are responsible. 2/ They let
their children watch what they like. 3/ fights
and killings are often the main ingredients of
the stories, and in most video games, the child
plays with deadly weapons.
- Wendy writes from Boston, Mass.: 1/ Parents
are to blame. 3/ School authorities shouldn’t
let bullies, cliques or gangs frighten and
oppress everybody else in the schoolyard.
3/ They let them play violent video games for
hours instead of telling them to go and play
with friends.
- Terrence writes from Chicago, Ill.: 1/ School
life is what makes a child violent. 2/ Action
films and cartoons show too much violence:
2/ If a child is unhappy, if he feels excluded or
rejected or if he is repeatedly bullied, he will
become violent. 4/ There’s no parental control!
FILE 2 • lesson 2
Now … when chil dren be come young
e e
a dults, they’ll meet ma ny ma ny dif ferent
e
kinds of peo ple and they’ll need to be
e
e
e
a ble to lis ten, ne go tiate, com promise and
e
e
e
co o perate.
e
Remarque : le mot “adult” est prononcé avec
l’accent britannique dans cet exercice. Les élèves
l’entendront avec l’accent américain dans la leçon.
On pourra le leur faire remarquer.
3 Réponses variables selon les élèves. On veillera
aux constructions en faisant noter trois
exemples.
Parents shouldn’t let their children play violent
video games.
They mustn’t let them smoke cigarettes.
They should let them go out with friends on
Saturday nights.
4 Do you want my opinion about school?
Teachers make students feel uncomfortable by
giving them silly tests! Well, I say they should
let them develop their creativity instead of
torturing them! And who wants to learn
about dead people or far away countries? I
think that instead of teaching history or
geography, schools should train students for
59
FILE 2 • lesson 2
very well-paid jobs, so they can travel around
the world during their holidays! Isn’t that an
excellent idea?
5 a. It’s almost impossible to know what makes
a child violent . But we do know that children
who have these six core strengths won’t
become violent .
This first core strength is the most important
of them all. Children who can’t make friends,
who are unable to attach will isolate
themselves and they may become frustrated
or indifferent .
The capacity to join in activities with
others is also very important because we are
social animals ! Children who are unable to
join groups may feel rejected or excluded
and they may become aggressive or hateful.
Now, the third core strength, the capacity to
self- regulate , is essential . If a child doesn’t
develop it, he won’t be able to control his
actions or reactions . For example , he may
express anger by kicking or hitting another
child, or he may say mean things or hurtful
remarks …
This last core strength is crucial because the
source of all violence is lack of respect , for
oneself and for others. When kids don’t have
respect , they value nothing, they don’t
value life, they don’t value love, they don’t
value themselves and so, with no respect ,
children will become violent , they will say or
do hateful things… but what they hate and
ridicule in others is often what they hate in
themselves.
Now… when children become young adults ,
they’ll meet many many different kinds of
people and they’ll need to be able to listen,
negotiate , compromise and cooperate .
Having respect is accepting others as they
are, and this is crucial to make friends, join
in and be a happy young adult !
c. almost: presque
anger: colère (adjectif : angry)
lack of: manque de
6 a) Children who can’t make friends, or who are
unable to attach will isolate themselves and
they may become frustrated or indifferent.
b) Children who are unable to join groups may
feel rejected or excluded and they may
become aggressive or hateful.
60
c) If a child doesn’t develop it, he won’t be
able to control his actions or reactions. For
example, he may express anger by kicking or
hitting another child, or he may say mean
things or hurtful remarks…
d) They’ll need to be able to listen, negotiate,
compromise and cooperate.
7 a) When I am 18, I will travel round the world.
b) If children don’t value themselves, they will
have no respect and when they become adults,
they will be unable to cooperate with others.
c) When Karen finishes school, she will work as
an apprentice in a restaurant.
d) If you don’t go to school this morning, I will
tell dad when he comes back from work.
8 a) Parents are responsible/Parents are to blame
because they let their children watch what
they like.
b) What is crucial in life is to respect others.
c) What she hates in others is what she hates
in herself.
d) If he is unable to make friends, he will feel
excluded and he may become hateful.
EXERCISES LESSON 2
Book page 36
5 a) He’ll never let you drive his Porsche.
b) They made me open my suitcases and they
took all my things out.
c) Let me try!
d) My mum made me tidy my room / she won’t
let me go to Greg’s birthday.
e) He makes us work really hard.
f) I won’t let them hurt you.
6 a) If children play video games for hours
instead of making friends, they will feel
isolated and they may become violent.
b) When I am older, I will study psychology and
I will help children in crisis.
c) When children who don’t have respect grow
up, they may get into trouble.
7 a) Do you know what she wants for her
birthday?
b) Parents who let their children watch violent
programmes on TV are not doing their job.
c) I don’t like people who use their power to
make other people do what they want.
WRITE
Exemples de productions possibles :
It is almost impossible to know what makes a
teenager miserable and frustrated, but I think that
teenagers who have lots of friends will be happy
and kind.
What is essential for a teenager is to be loved and
respected in his family and at school. If a teenager
is miserable at home, he may become hateful or
aggressive at school. If he is alone and feels
excluded, he will feel worthless and he may get
bad marks. Then he won’t want to go to school any
more. He will play truant and he may get into
serious trouble, he may steal or deal in drugs…
SPEAK
Exemples de productions possibles :
Violence in the media and in video games: there is
violence everywhere so young people / teenagers
think it is natural and normal to be violent and
aggressive. They get used to it and they don’t think
it is bad / cruel / mean to hit someone.
Violence in the media and in video games can
contribute to school violence because some kids
think that violence will make them look stronger,
more powerful… like heroes in movies. They want
to be the heroes, the winners, the leaders, the first,
the best.
I think insufficient school security or authority
contributes to school violence because bullies are
never punished / never caught…
The school authorities pick on pupils who get bad
marks but those who hit others never get
detentions or are never excluded from school / or
they always come back.
Victims of bullying are frightened, so they don’t
want to rat. But everybody knows who the bullies
are!
School security isn’t strict enough. Lots of pupils
have knives or cigarettes or drugs… they deal in
the school yard or just outside the school gate and
nobody stops them!
Parents are responsible. They let their children do
what they want. They never punish them when
they are violent or mean or when they don’t show
respect.
Parents are to blame because they work a lot, they
are never at home, they don’t look after their
children. Teenagers who are always on their own /
alone at home will feel isolated, sad / miserable,
they won’t do their homework so they will get bad
marks …and they will become aggressive and
hateful at school. Then one day, they may play
truant and they may get into very serious trouble…
FILE 2 • lesson 2
8 a) If a child feels excluded, he/she may become
violent one day.
b) When she’s older, she will understand.
c) Let him do his exercise instead of giving him
all the answers.
Pupils are to blame for school violence. They are
often very mean and cruel to others, especially to
those who are “different”: those who are too fat
or too thin, too stupid or too intelligent…
61
FILE 2
Guided Tour
Textes enregistrés
Ce Guided Tour montre que le droit à l’école est un
droit récent, et qu’il est loin d’être universel. On
aborde ensuite les problèmes qui aujourd’hui
touchent l’école en Grande-Bretagne et aux USA,
de l’absentéisme au port d’arme.
1 Livres fermés. Courte étape de warming up. La
première question fera prendre conscience que le
travail des enfants n’est pas une réalité si lointaine, ni dans le temps, ni dans l’espace.
Pour prendre la parole sur la deuxième question,
les élèves pourront s’appuyer sur les leçons qu’ils
viennent d’étudier (problème du “bullying”, etc.).
Après quelques interventions, on fera ouvrir les
livres et regarder les illustrations, pour compléter
les réponses.
Suggestions pour guider les productions :
When I hear the expression “child labour”, I think
of the Middle Ages/I think of a very long time ago/
I think of the third-world/Africa/Thailand, etc.
There are some problems in schools, like bullying.
We saw in the lessons that there is a lot of bullying
in schools. There is also a lot of violence: some
students fight; some students even attack teachers.
I saw a documentary on television about weapons
in schools, especially in America. There is also the
problem of drugs because some people sell drugs
in schools…
2 Remarques liminaires :
- Chaque page est étudiée individuellement. Ainsi,
si par manque de temps le professeur hésite à
étudier le Guided Tour dans son intégralité, il
pourra choisir de privilégier certains aspects plutôt
que d’autres : le travail des enfants, le problème de
l’absentéisme et de la criminalité en GrandeBretagne ou le problème des armes aux États-Unis.
- À chaque page, on laissera les élèves découvrir les
textes à leur rythme, puis on les fera écouter pour
fixer la prononciation et l’intonation.
a) Un premier examen de la page 29 permettra
d’en identifier le thème, grâce aux illustrations
d’abord, puis à l’aide de mots-clés récurrents.
All the illustrations and photos show children and
teenagers. The children are not playing, some of
them are working, like in the illustration in the
62
Book pp. 28-31
top left-hand corner of page 29. It shows a man
who is hitting a teenager. In the black and white
photograph in the top right-hand corner, some
teenagers are working in a mine. And in the
illustration in the bottom left-hand corner of page
29, I can also see young workers.
There are also a lot of words like “boys and girls”,
“teenagers”, “children”, “work”, “working day”,
or “child labour” in the last document. So this page
is about children and work, about child labour.
On laissera ensuite quelques minutes aux élèves
pour leur permettre de choisir l’une des
illustrations et de lire le ou les textes qui s’y
rapportent. Selon le groupe, on pourra demander
aux élèves soit de prendre des notes avant de
prendre la parole, soit d’improviser directement à
l’oral. Les élèves pourront travailler seuls ou par
paires pour se préparer.
Les élèves décriront d’abord le document choisi,
puis feront part de leur réaction. On les
encouragera à demander le vocabulaire dont ils
auront besoin. Les descriptions pourront être plus
ou moins détaillées en fonction du niveau du
groupe ou du temps disponible.
The picture in the top left-hand corner shows a
textile factory/mill. There’s a very big machine.
There are some adults, men and women. A lot of
the adults (especially the two women) are looking
at the child in the foreground. The man in the
foreground is hitting the child with a kind of...
how do you say “fouet” in English?... with a kind
of whip. The child looks scared, and he’s raising his
arms. Maybe the child is not working hard enough,
so the master wants to punish him. The child is
wearing old dirty clothes, so he’s probably poor.
The title of the document is “The White Slaves of
England”. So the child is compared to a slave. The
text at the top of the page says that boys and girls
from poor families had to work in terrible
conditions. And the chronology says that in the
19th century, children had to work long hours in
factories. I think it is very shocking. 12 hours a day
is a lot for a child. And the children couldn’t go to
school after the age of 9, so they couldn’t learn and
get a better job later. I saw a film called Oliver
Twist, and it showed kids in the 19th century, and
they had to work very hard, and even steal. Kids
were really like slaves.
The colour photograph shows some children. They
are at school, but they are not in a building, they
are in a tent. I think it’s in India, because the lady
in the middle is wearing traditional Indian clothes.
One of the children is writing something on the
blackboard. It’s a poor school because the children
don’t have chairs and desks, they have to sit on the
floor. But they are very clean, their clothes are very
white, and their hair is very tidy. There is a man in
the background, on the left-hand side. He does
not look Indian. He’s looking at the classroom. He’s
wearing a T-shirt that has the same logo as the
logo at the bottom of the document. It’s a logo for
a charity called “Care”. And the caption at the top
of the document explains what the charity does:
“We believe it is the right of every child to be in
school and learn”. Under the logo, I can read
“CARE India”, so the charity helps children go to
school/teaches children in poor countries like India.
The document is probably a leaflet, to ask people
to support/give money to the charity. The text
underneath says that 125 million children in the
world don’t go to school. That’s a very high
number. I think it’s terrible, because children
should be able to learn, they shouldn’t have to
work. It’s often poor people who don’t have access
to education.
The document on pages 28-29 is about the USA.
The title is “Lunch Hour”. The right-hand side
shows young people in a mine, in their lunch break
maybe. On the left, we have a photograph of
teenagers. They are not working, they are carrying
books, so I think they’re at school, and maybe
they’re also going to have lunch. On the left, the
teenagers are not dirty or sitting on the ground.
They look very clean and energetic, they are
walking and they look happy. The text on the left
says that in 1911, American kids from poor families
were exploited, they worked very hard. But now
things have changed and kids have rights. Child
labour is eliminated, so the future generation will
be happier.
The last document on the page, in the bottom
right-hand corner, is like a card. In football, a red
card is used when a player has done something
very wrong; the referee tells the player to leave the
pitch. Here, the card is used to say that child labour
is very wrong, and it should leave the pitch, it
should be eliminated.
The other documents on the page show that child
labour existed in the past, or still exists in poor
countries like India. But this text says that child
labour is a problem in western countries too. I’m
very surprised, because I don’t know anybody who
is exploited like that/I know that in America,
especially in California, in New Mexico or in
Florida, there are a lot of illegal Mexican
immigrants. They don’t have documents, so they
have no legal protection. So the boss can exploit
them and pay them very little, because they have
no choice. They have to accept the conditions. I
think the idea of the red card is a very good idea,
it’s a good advert because it’s a short slogan, but
it’s very clear.
FILE 2
The picture in the top right-hand corner shows two
teenagers. It’s an old black and white photograph.
It’s a photo, not a drawing, so it shows a real
situation. The two boys are working in a mine.
They are using a pony to pull a cart. The cart is
probably full of coal. One of the boys is carrying a
lamp (in the foreground): that means they are
working in the dark, in a dark tunnel. The boys are
very dirty and they look very tired. The text says
that even in the early 20th century, conditions were
hard for teenage miners. I feel very sorry for the
boys because it’s hard to spend all day in the dark,
in the mine, and the job is very tiring.
b) Repérages sur la page 30.
- On demandera aux élèves de regarder la photo et
le poster, et de lire le texte en haut de la page 30.
Le slogan du poster, “Stay in School”, suggérera
que les jeunes que l’on voit sur la photo sont en
train de sécher les cours et traînent dans la rue.
Truancy is when pupils don’t go to school, they
skip school, they play truant. They hang out in the
street instead of going to school, like in the
photograph, page 30.
- Pour cette question, on fera relire le premier texte
de la page, et lire le troisième texte.
If a student skips school too often, the British
government can fine the parents or even send
them to prison. Police officers use surveillance
cameras or they patrol the streets to find kids who
play truant.
- On fera observer le logo et le texte de
“Readability”, puis on fera relire le troisième texte.
Link between school results and truancy: if children
don’t do well at school, they don’t like it, so they
63
FILE 2
play truant. And if they skip school too much, they
can’t get good results when they come back to
school.
Link between truancy and youth crime: a lot of
pupils commit offences or crimes when they should
be at school. When the students are at school,
they’re not stealing things or breaking cars... If the
police reduce truancy, they will reduce youth crime.
- Les élèves auront déjà rencontré l’expression “rat
on someone” dans les leçons. Ils seront donc en
mesure de comprendre le jeu de mot, à l’aide du
texte accompagnant le poster.
When you rat on someone, you tell on them, you
give information on them. A rat is also a drug
dealer. So the word rat is repeated, but it means
two different things in this slogan: the police want
people to rat (give information) on rats (dealers).
It’s a pun on the word “rat”.
I think the police chose rats to represent drug
dealers because dealers are compared to vermin,
rats are ugly and they eat rubbish and they can
give you diseases. Everybody thinks that rats are
disgusting, and the police suggest that dealers are
also disgusting. When you find a rat at home, you
try to get rid of it, to kill it, and the police also want
to get rid of dealers.
c) Repérages sur la page 31.
- On laissera aux élèves le temps de parcourir la
page avant de choisir l’aspect qui les frappe le plus.
- I think that the statistics are really shocking,
especially “Guns are used in 80% of the murders
committed by kids under the age of 17”, because
that means that kids can have access to guns.
When you get angry and you fight somebody with
your fists, you can’t really kill them. But if you get
angry and you have a gun, then you can really hurt
or even kill the other person.
- I thought that the U.S. was a very rich country, so
I’m very surprised to read that child poverty has
nearly doubled since the 1970s.
- I think the yellow poster is very good. It gives you
a scary statistic. The drawing is striking because it’s
simple, but you really imagine the 9 kids, because
you see the bullet holes. You imagine you are at
the fun fair and the kids are like targets. I like the
dollar sign in the word “Gun$”: it tells you that
some people make a lot of money when they sell
guns, and they don’t think of the victims.
- I’m really shocked by the last text: there are a lot
64
of safety regulations when you want to buy a toy
gun, or even a teddy bear! But when you want to
buy a real gun, then it’s easy. It’s mad!
- I imagined that a lot of kids get hurt at school,
because there are a lot of guns. But in fact school
is quite safe, since only 1% of young victims are
injured at school.
- On fera relire (et écouter) la page, et on
demandera aux élèves de lever la main dès qu’ils
auront repéré un élément de réponse. On pourra
également leur demander d’écrire leurs réponses
sur leur cahier, puis corriger en grand groupe.
There are poster competitions, organized by
teenagers, to get high school students to think
about the impact of gun violence.
There are metal detectors in schools, like in the
photograph.
Some organizations, like Kidz Voice-L.A, lobby for
new laws about guns, and they also organize
peace marches or demonstrations.
d) Cette question vise à faire prendre conscience
que l’école est un droit qui ne va pas de soi et qu’il
faut le défendre. Ce type d’idée entre dans le cadre
des instructions officielles, qui nous invitent à faire
réfléchir les élèves sur un certain nombre de
notions “citoyennes”.
On pourra faire travailler les élèves en groupes de
4 ou 5, pour qu’ils puissent faire une liste
d’arguments. On pourra demander à chaque
équipe de trouver quelques arguments “pour” et
quelques arguments “contre”. Ou on pourra
demander à certaines équipes de se charger
uniquement des arguments “pour” ou “contre”,
au choix.
- Arguments for the obligation:
If kids have to go to school, that means they can’t
work, so adults can’t force kids to work (not like in
the 19th century or in developing countries).
Sometimes, kids don’t feel like studying, but if they
have to go to school, then they learn things and
maybe they will get a better job later.
On page 30, the book says that a lot of offences
committed by youths happen during times when
they should be at school. So if kids have to stay at
school, at least they won’t commit offences and
they won’t get into trouble.
If kids don’t go to school, they can get bored / they
can’t make friends / they may feel lonely.
On page 31, the Guided Tour says that only 1% of
- Arguments against the obligation:
Sometimes, kids hate school, and they don’t do
well at school. They want to get a job, but it’s not
possible because the law says they have to stay at
school until the age of 16. So the kids feel they are
wasting their time at school instead of getting
money and experience.
Children who don’t like school are often very
unhappy. They feel excluded when they get bad
marks and they may become aggressive or hateful.
They should have the right to leave school and
learn a… how do you say “métier” in English? A
trade. They should have the right to learn a trade.
People should be able to choose what they want
to do. / Freedom is a right, even for kids!
And we should be free to choose the subjects we
like. It’s okay to go to school, but why can’t we
choose what we like?
Some parents need the children to help at home…
If the kid has to go to school, he can’t help at
home.
...
3 Quiz
(Les questions sont enregistrées une fois sans les réponses, puis
une deuxième fois avec les réponses.)
Q. 1: Over 50 years ago, education was declared a
fundamental human right. But many children still can’t go
to school. Do you know how many children in the world
don’t go to school today?
A.: 125 million children don’t go to school today.
Q. 2: Today, schools are confronted to many problems.
Can you name two of these problems?
A.: One problem is truancy, i.e. when pupils skip school.
Another problem is drugs and drug dealers. And in the
USA, weapons at school are a big problem too.
Q. 3: In the USA, how many people are killed by gunfire
each year?
A.: Nearly 30,000 people are killed by gunfire each year.
Q. 4: In a British campaign, drug dealers are compared to
vermin. What is the name of this campaign?
A.: The name of this British campaign is “Rat on a Rat”.
Q. 5: How many kids die every day in the USA because
of guns?
A.: In the USA, 9 kids a day die because of guns.
Q. 6: In the USA, are there more safety regulations for toy
guns or for real guns?
A.: In the USA, there are more safety regulations for toy
guns than for real guns.
Q. 7: In Britain, when did the Factory and Workshop Act
raise the minimum working age to 11?
A.: In 1891.
Q. 8: This organization is based in Los Angeles. Teenagers
lobby for gun control legislation and they organize peace
marches. What is the name of this organization?
A.: The name of this organization is “Kidz Voice-L.A.”
FILE 2
young victims are injured at school. That means
that the other victims are injured when they are
not at school. It is safer to stay in school.
...
PROJECT WORK
On laissera aux élèves la liberté de choisir sur quel
thème ils veulent travailler. On les encouragera
dans un premier temps à faire quelques recherches
préliminaires sur le thème (dates, statistiques, etc.),
afin de trouver des idées d’images ou de slogans.
Ce travail pourra être mené en collaboration avec
le professeur d’arts plastiques, qui pourra
consacrer un ou deux cours à la réalisation des
posters.
Background information
About child labour in the 19th century. Legal
landmarks
- 1802: the Health and Morals of Apprentices
Act limited the work of children in textile mills
to 12 hours per day and prohibited night work;
it required some elementary education to be
provided, but this was rarely done.
- 1832: the report of the Select Committee on
the Bill for the Regulation of Factories described
appalling conditions, excessive hours and cruelty
to children in factories.
- 1833: Mills and Factories Act. Holidays for the
children and teenagers: all day on Christmas Day
and Good Friday, and 8 half days a year.
- 1842: the Mines and Collieries Act prohibited
the employment underground of women and
children under ten in mines and collieries.
Children were often employed in mines because
they were small enough to fit in small tunnels
and shafts.
- The document titled “The White Slaves of
England” (on page 29 of the Guided Tour) is the
cover of a book published in 1853, in which Cobden
examines the working conditions of children.
Child labour in developing countries: some facts
- Of the children who lack access to school, two
thirds are girls.
65
FILE 2
- In Sub-Saharan Africa, overall primary school
education has declined to 50% since 1960.
- 98% of non-literates live in developing
countries.
- About 20 million children worldwide are
refugees without access to quality education.
- For every year beyond fourth grade that girls go
to school, family size drops by 20% and wages rise
by 20%. But more girls than boys drop out.
- India continues to have the world’s largest
number of child labourers. About 100 million
Indian children are not in school, and many are at
work. 45% of children who join school drop out
before completing even the 5 years of primary
schooling. Only 55% of the children in India
complete primary education. About 330 million
Indians cannot read and write.
- The Global Campaign for Education (GCE) was
founded in 1999 by a group of NGOs and
teachers’
unions,
including
Education
International, Oxfam International, Global March
Against Child Labour, Actionaid, and national
NGO networks from Bangladesh, Brazil and South
Africa.
The GCE actively encourages and supports the
formation of national platforms, bringing
together community groups, unions, education
NGOs, churches, youth, women, etc. to create
broad-based citizen pressure for action on the
Education for All goals.
About truancy in Britain
- 1996: the Education Act requires parents to
ensure their children go to school.
- 2000 Education Act: the maximum penalty for
allowing a child to truant is £ 2,500 and/or 3
months’ imprisonment. Some people think that,
instead of fining the parents, the government
should tackle the social and family problems that
are the root cause of truancy. It’s a chicken and
egg situation…
- 75% of children who are out of school have an
adult with them. It’s also that condoning of
truancy which is worrying.
- 8% of persistent truants pass five or more GCSEs
at grade A to E, as opposed to 54% of nontruants.
- The government is considering docking child
benefit to parents of persistent truants, to
reinforce parental responsibility.
About illiteracy
- The Volunteer Reading Help charity aims to
66
develop new reading skills and increase
confidence in children, through the sustained
support of trained volunteers.
- Many children still face poverty and
discrimination, stopping them from achieving their
full potential. In 1998-1999, there were 4.5 million
children in the U.K. living in poverty, and 2 million
children in households with no working adult.
- Some children are more likely to be excluded
from school than others: children with special
needs are 6 times more likely; African-Caribbean
children are more than 4 times more likely; and
children in care are 10 times more likely than
average to be excluded.
About the “Rat on a Rat” campaign
Freddy, a rodent rich on the proceeds of drug
dealing, is the star of this advertising blitz aimed
at encouraging people to snare drug-dealing
vermin in the heart of their communities.
Important covert operations are carried out, based
on information given (anonymously) by the public.
The “rat on a rat” message is displayed on
perimeter fence panels at football stadia, in
football programmes and on roadside poster
sites. Posters are also displayed in washrooms at
pubs and clubs and on beermats. Local press and
radio stations are also targeted by the campaign.
The campaign has three main elements:
enforcement, partnership and education. Drugs
education is an important element in the
Metropolitan Police Schools Involvement
Programme which reaches nearly 1 million school
children in London.
About bullying
A recent government study indicated that around
10% of primary and 4% of secondary school
pupils in England were being bullied at least once
a week. As a result, they were less able to
concentrate, and sometimes stayed away from
school. Some of them even harmed themselves.
Aggressive and anti-social boys are often popular
with their classmates. In later years, it can be
difficult to make bullies adjust their behaviour,
once they have made a connection between
being anti-social and gaining popularity. They
may internalise the idea that aggression,
popularity and control naturally go together, and
they may not hesitate to use physical aggression
as a social strategy because it has always worked
in the past.
VIDEO
Liberty Foundation,
South Africa
Sequence 1: Music
Sound only
(01:46)
Sequence 2: Facts and figures
(02:34)
FILE 2
About gun violence in the U.S.
- Gun violence is a national epidemic: it is the
second leading cause of injury-related deaths in
the United States, after car accidents.
- Guns continue to be the least regulated and
most lethal consumer product in America.
- Kidz Voice-L.A. has made itself heard, speaking
at city council meetings and lobbying individual
members. 50 kids are killed by guns each year in
Los Angeles.
N.B.: Of those 50 kids, only one is white.
- Conservatives in the U.S. often make a
connection between crime and the breakdown of
traditional family values, welfare dependency and
violence in the media, especially the music industry
promoting gangsta rap songs like Ice-T’s 1992
“Cop Killer”, a revenge fantasy against a corrupt
policeman (“I’m about to kill me somethin’. A pig
stopped me for nothin’”). But most experts say
that the causes of crime are also tied to socioeconomic factors: poverty, abusive families,
hopelessness and violence in homes and
neighborhoods.
- Poverty, combined with easy access to
handguns (which can sell for only $75 on the
street) and drugs make a deadly combination.
On a given day, some 135,000 students are
carrying guns.
- In the USA, 9% of all crime guns are recovered
from children under the age of 17.
- 7 million guns for 10 million homes in Canada:
Canada has as many guns as the U.S., yet the
number of murders by shooting is much lower
in Canada.
- Michael Moore’s 2002 film Bowling for
Columbine looks into the controversial issue of
gun control and violence in America. The
Second Amendment of the constitution of the
United States gives Americans the right to bear
arms. Moore’s journey starts at Columbine High
School where he interviews people directly
affected by the shooting there. The title of the
film is inspired by the fact that the two
Columbine High School killers bowled the
morning before the tragedy. Moore also
interviews politicians and personalities,
including actor Charlton Heston (who belongs
to the National Rifle Association, and is a
staunch defender of the right to carry weapons).
- The initials NRA, on the poster carried by the
young protester, page 31 of the Guided Tour,
refer to the National Rifle Association, which
lobbies the U.S. government against an increase
in gun regulations.
Sequence 3: Liberty Foundation
Complete document
67
FILE 2
Guided Tour File 2 - Video
Liberty Foundation, South Africa
Before watching: say all you know about child labour in third-world countries and in Western
countries (history, problems, etc.).
Sequence 1: Music (sound only)
a) Listen to the music and describe it: instruments, style, country, feelings, etc.
...................................................................................................................................................................................................................................................................................................
...................................................................................................................................................................................................................................................................................................
b) Imagine what images could go with this music: do you think this music accompanies a detective
story? a love scene? a documentary? a commercial? Make your own suggestions.
a) Watch this sequence and describe the images: who, what, where, when? What is this document
about?
...................................................................................................................................................................................................................................................................................................
...................................................................................................................................................................................................................................................................................................
...................................................................................................................................................................................................................................................................................................
What type of document do you think it is?
...................................................................................................................................................................
b) Watch this sequence again, paying attention to the captions, then fill in the gaps:
- ....................... miles to school
- 17 .................................................. teachers
- 8-year-old
- 674
-
- 1 ....................................................................................
- 11
.....................................
...............................
minds
windows
......................................................
-1
............................
roof leaks
learning channel
-3
........................................................
................................................................
chairs
c) In the list above, circle 2 adjectives that describe the school’s equipment and working conditions.
d) How are the teachers and pupils described?
...................................................................................................................................................................................................................................................................................................
e) Do you think the students get good results ? Why, or why not ?
Sequence 3: Liberty Foundation (complete document)
a) The Liberty Foundation is a charity. Explain what it does.
...................................................................................................................................................................................................................................................................................................
...................................................................................................................................................................................................................................................................................................
Look at your Guided Tour, page 29, and find another charity that does the same type of work.
...................................................................................................................................................................................................................................................................................................
b) How do you think charities are financed?
...................................................................................................................................................................................................................................................................................................
c) Watch the document again, paying attention to the statistics at the end. What percentage of
pupils have passed the Matric test in the last 5 years?
............................................................................................................................
d) A lot of adverts for charities make you feel sorry, but what does this advert insist on?
Is it a good idea? Why or why not?
.......................................................................................................................................................................................
Why do you think this foundation chose the name “Liberty”?
................................................................................................................................................................................................................................................................................................
68
© Éd. Didier
...................................................................................................................................................................................................................................................................................................
In the past, a lot of children had to work. During
the Industrial Revolution for example, many
children worked in very difficult conditions. There
were some laws to protect children, like the Mills
and Factories Act in 1833. The Act limited the
working day to 12 hours for children over 9, and it
said that children under 9 had to go to school. But
conditions were really hard for children from poor
families and the law didn’t really protect them.
They were just like slaves.
But child labour hasn’t disappeared. It exists in
many countries, especially in developing countries
like India, or in Africa. Some organizations and
charities try to fight it, but today, 125 million
children in the world still don’t go to school, and
many have to work to buy food. People think that
child labour is only a problem in developing
countries, but child labour exists in the Western
world too. In France or in Britain, some refugee
children are forced to work and they are exploited
because they have no passport, because they came
into the country illegally. Once I watched a
documentary, and they explained that in the
United States a lot of Mexican children are illegal
immigrants and they are exploited: they work very
hard for very little money, just like in the 19th
century...
Sequence 1: Music (sound only)
a) Après quelques interventions, on passera la
séquence 1 une première fois. Les élèves se
concentreront uniquement sur la musique.
Parce qu’il s’agit d’une publicité de type
“humanitaire”, on aurait pu s’attendre à ce qu’elle
joue sur la pitié des spectateurs (violons, nobles
sentiments, etc.). Cette étape attirera donc
l’attention des élèves sur le côté énergique et
positif du document, côté sur lequel on reviendra
à la fin de l’exploitation.
On incitera les élèves à demander le vocabulaire
nécessaire pour décrire les sons qu’ils ont entendus.
Ils prendront des notes pendant cette première
écoute, puis on leur laissera quelques minutes pour
qu’ils puissent noter leurs impressions et
remarques avant de prendre la parole.
This music is quite lively and fun. There are some
drums and other percussion instruments. There are
also voices. The voice doesn’t sing a song, it’s just
(how do you say “fredonner une mélodie” in
English?) humming a tune. It’s quite a repetitive
tune. There is also a saxophone, or maybe it’s a
clarinet, I’m not sure.
I think it’s African/This music sounds African,
because of the percussion – a lot of African music
uses drums. But it’s not really like traditional
African music, it’s a bit more modern than that. It’s
more like the “world music” style.
It’s quite a happy tune, very (how do you say
“insouciant” in English?) carefree. It’s cheerful, soft
and friendly. It’s not aggressive at all.
FILE 2
Pour préparer les élèves à visionner cette
publicité, on les laissera dire ce qu’ils savent sur le
travail des enfants et l’absence de scolarisation
dans certains pays, développés ou non. Ils pourront
en particulier se servir de ce qu’ils auront appris
page 29 du Guided Tour pour prendre la parole à
ce sujet.
b) On repassera la séquence en demandant aux
élèves de dire quelles images et quel type de
document ils associent à cette musique. Cela leur
permettra de mieux apprécier le contraste entre
leurs attentes et la nature du document.
It’s difficult to imagine images just with a bit of
music! I imagine a sunny landscape, maybe in
Africa or in the Bahamas, and people running on
a beach and having fun. / I imagine people dancing
and playing music, maybe in a Black area in the city
or in a park / I imagine people on a boat, on the
sea. There’s a soft wind because the music is not
violent so there isn’t a lot of wind and there isn’t
a storm...
I don’t think this music accompanies a detective
movie, because it isn’t mysterious enough, there
isn’t any suspense in this music, and it’s not scary.
I don’t think it’s a love scene, because music for
love scenes is more romantic, and slower: in love
scenes, you often hear a violin when the lovers are
kissing. If there’s a couple, then it’s probably not
adults, because this is a “young” kind of music,
more fun. So it could be a couple of teenagers
holding hands and running in a park?
It could be a documentary. I don’t think it is a
documentary on sports, because the music is not
fast enough, and you don’t feel like someone is
making a big effort. It could be a documentary on
tourism, and it could show people discovering an
African country (the title of the document
mentions South Africa). So you could have images
of a safari, and you could have people in a Jeep
driving through the Savannah, and taking
photographs of elephants or giraffes.
It could also be a commercial. The music is quite
“young”, so it would be an advert for something
69
FILE 2
young. Maybe it’s for a mobile phone, with images
that show young people with mobile phones,
talking to each other in many different places: the
camera would go very quickly from one teenager
to the next. They would be carefree, like the music.
Or this could also be the music for a fashion show.
(How do you say “vitesse”?) The speed of the music
is good for a fashion show, with models walking
back and forth on the catwalk.
a) Après s’être concentrés sur la musique, les élèves
porteront leur attention sur les images. Puis on
leur demandera d’identifier le type de document
dont il s’agit.
This document was filmed in Africa. There are a lot
of children outdoors and in a classroom. They are
playing and having fun, and later they are sitting
in class. The images are strange because they are
like (how do you say “au ralenti”?) in slow motion
and fragmented. This document is probably about
a school, because the captions mention books and
teachers and pupils. This looks like an advert for a
school. The title of the document includes the
word “Foundation”, so it’s probably an advert for
a foundation that runs a school or that helps
schools, or that promotes education in some way.
b) On repassera la séquence en demandant aux
élèves de se concentrer sur les légendes qui
apparaissent en bas de l’écran, et de compléter.
Corrigé : 4 miles to school - 8 year-old shoes - 7 roof
leaks - 11 broken windows - 3 unuseable chairs - 17
passionate teachers - 674 hungry minds - 1
television - 1 Liberty learning channel
c) Dans cette liste, les élèves pourront encercler ou
souligner deux adjectifs qui reflètent la pauvreté
de cette école: broken et unuseable.
On leur fera remarquer que d’autres termes
reflètent cette pauvreté, par exemple old shoes et
roof leaks.
d) Cette liste fait aussi apparaître les
caractéristiques positives qui compensent ces
conditions de travail difficiles.
The teachers are described as “passionate”. So they
love their work and they do a good job despite the
difficult working conditions. The pupils are curious,
they love to learn, they have “hungry minds” so
they always want to learn more.
70
e) Avec de telles conditions de travail, on pourrait
s’attendre à ce que les résultats de ces élèves aux
examens soient assez médiocres. Les statistiques
données dans la séquence 3 viendront démentir
cet a priori.
I don’t think the students can really learn in those
conditions. The school is too poor, the pupils
cannot work properly. If they have to walk 4 miles
to school, they must be really tired. And they
probably have to work when they get home to
make money for their families, so they can’t do
any homework. Or maybe they have to do chores
at home, like get some water from a (how do you
say “puits”?) well, or look after smaller brothers
and sisters. If their families are poor, they can’t
afford to buy any books, so I think the kids can’t
learn a lot.
I think the kids probably do well, because they
really want to get a good qualification, to get a
good job when they’re older. They don’t want to
be poor like their parents, so they know they must
work hard and do well in the exams. They don’t
care if they don’t have access to books or
computers. They have hungry minds so they find
other ways of learning, and their teachers help
them.
Sequence 3: Liberty Foundation
(complete document)
a) La fin du document explicite la fonction de cette
fondation : elle encourage le développement de
l’éducation. Ainsi, le Liberty Learning Channel
donne accès à des informations jusque là difficiles
à obtenir, constituant ainsi un outil pédagogique
inestimable et une ouverture sur le monde.
On demandera ensuite aux élèves de se souvenir
de l’ONG mentionnée page 29 du livre.
The Liberty Foundation encourages education in
poor countries like South Africa. For example, it
runs a Learning Channel which gives schools
information about lots of different topics. So even
if the school is poor and has no books or resources,
the kids can watch the Learning Channel and have
access to information.
Charities like CARE also work to encourage
education. The Guided Tour, p. 29, shows a leaflet
for CARE India. India is a poor country, and in India
a lot of kids have to work. Charities like CARE build
schools for poor children who can’t afford
education and they send teachers to poor
countries.
I think that charities don’t get any money from
governments. (How do you say ONG?) A lot of Non
Governmental Organizations have to raise money,
because they don’t get funds from governments.
So they organize advertising campaigns, fund
raising events, they collect money in the streets
with collection boxes, etc.
c) On insistera sur le contraste entre les conditions
de travail et le taux de réussite de ces élèves : 100%
d) Il s’agit ici d’attirer l’attention sur la stratégie de
Liberty : montrer que l’organisme fait du bon
travail (100% de réussite) et encourager ainsi les
bienfaiteurs à sponsoriser les initiatives de la
Fondation. Pour finir, on pourra s’interroger sur le
choix du terme “Liberty”.
A lot of charities make you feel sorry for the
victims. Here the kids are not victims, even if
they’re poor. They are successful kids, and they all
pass their exams because they really want to learn,
and their teachers are passionate. The Liberty
Learning Channel helps them get good results, and
they’re very proud of these results. So the charity
insists on success more than it insists on poverty.
I don’t think it’s a good idea, because I don’t think
that a television channel is enough to teach these
students properly. So I don’t think this is an honest
advert. The images and the music are very happy,
and they don’t show us the reality. These kids are
really poor and it’s insulting to show a happy
image of them just to please the sponsors and
make us feel better.
I think it’s a good strategy. There are so many
humanitarian adverts that make you feel sorry for
kids, or that show kids dying of hunger/starving to
death. In the end nobody sees these adverts any
more, or we don’t want to see them. But Liberty
presents a different image, a very positive image.
So you feel like you can do something really useful
when you give them money. You think that giving
them money is like a good investment. It makes a
difference to those kids.
Maybe that’s why the charity chose the name
“Liberty”: it suggests that education can give kids
freedom, the freedom to leave poverty and to live
in more comfortable conditions.
WORKBOOK
A GUIDED TOUR page 46
1 Mills and Factories Act / Factory and Workshop
Act: Britain, 1833 - 1891
From mine to school: USA, 1911-1940
125 million children don’t go to school: in the
world, today
50,000 pupils play truant: England, today every day
Police give talks on drugs: the USA and Britain,
today
Rat on a Rat campaign: Britain, today
30,000 people killed by gunfire: the USA, every
year
Kidz Voice-L.A: Los Angeles, USA, today
FILE 2
b) Il s’agit de faire prendre conscience aux élèves
de la visée de cette publicité : récolter des fonds.
2 a) They worked in terrible conditions for very
little money.
b) Younger children are no longer allowed to
work.
c) 125 million children still don’t go to school.
d) 50,000 pupils skip school/play truant.
e) The government has decided to crack down
on truancy.
f) Only 1% of young victims are injured at
school.
g) Easy access to handguns/guns is a major
problem in the USA.
h) There are more regulations for toys than
for real guns.
71
FILE 2
Creative writing
Cette rubrique va permettre aux élèves de
travailler la production écrite en classe, avec l’aide
du professeur.
Nous avons conçu ces Creative writing de telle
manière que les élèves travaillent à plusieurs et
qu’ils coopèrent dans la réalisation d’une
production mais aussi qu’ils acquièrent les souscapacités constitutives de l’expression écrite.
Il conviendra sans doute pour la mise en place de
ce premier Creative writing de l’année de bien
expliquer aux élèves ce que l’on attend d’eux : à
savoir qu’ils vont travailler à plusieurs pour créer
un texte et que les travaux seront exposés dans la
classe ou mis à disposition pour être lus par les
autres élèves.
Selon la classe dont on a la charge et ce qui paraît
le plus opportun, les groupes formés pourront être
des groupes de niveau, des groupes hétérogènes
ou bien simplement laissés au choix des élèves.
1. On commencera par demander aux élèves de
lire l’exemple d’acrostiche proposé et de découvrir
comment il est construit : chaque lettre du mot-clé
est le point de départ d’une courte phrase à
l’impératif qui illustre ou élargit le thème, ici
“respect”.
• Puis les élèves placés par groupe de quatre vont
à leur tour faire le choix d’un mot. Le professeur
passera entre les groupes pour écouter les
propositions des élèves et suggérer, à ceux qui ont
du mal à trouver des idées, de relire les pages des
leçons de File 2.
- school, friend, racism, love…
• Une fois que chaque groupe a trouvé son mot, on
demandera aux élèves de travailler ensemble et
de composer une liste de verbes commençant par
les lettres du mot qu’ils ont sélectionné. Les élèves
pourront se servir du lexique ou de dictionnaires
mis à leur disposition.
• Cette étape de brainstorming est essentielle pour
que les élèves apprennent à coopérer et pour leur
mettre le “pied à l’étrier” mais elle doit se
poursuivre par un temps de travail et de réflexion
personnelle où les élèves vont mobiliser leurs
acquis.
L’important est ici que les élèves se mettent à écrire
en sachant que leur texte va être relu, par euxmêmes, et par leurs camarades et qu’il ne s’agit en
aucun cas d’un texte définitif mais d’un texte qui
va être amélioré.
72
Book p. 32
On montrera aux élèves grâce à un ou deux
exemples que les verbes trouvés déclencheront des
idées… Ils pourront demander de l’aide à tout
moment pour le bon emploi d’un verbe nouveau
trouvé dans le lexique.
On montrera également aux élèves qu’ils ont toute
liberté pour changer la règle : s’ils ne trouvent pas
de verbe pour telle ou telle lettre, qu’ils
commencent par un autre mot !
Exemple : FRIEND
Find a good friend.
Respect him or her… always! / Rely on him or her!
Invite your friend to parties, to your place… /
Involve yourself…
Encourage your friend. / Engage yourself in
activities with your friend. / Exchange views and
opinions.
Never reject your friend.
Defend your friend… always! / Develop your
friendship…
• Puis les élèves échangeront (à l’intérieur d’un
même groupe) leurs productions. Le professeur
pourra, s’il le souhaite, donner collectivement des
consignes de relecture et veiller à ce que les élèves
mettent en place ce qui a été vu dans la Strategie
de File 1 : se relire avec comme objectif de vérifier
et d’enrichir le lexique.
Cette étape débouchera sur l’écriture d’un
acrostiche reprenant les meilleures idées du
groupe. On veillera à ce que chaque groupe
présente son acrostiche clairement en sautant au
moins deux lignes.
• Les acrostiches seront à nouveau échangés mais
cette fois-ci entre les groupes pour être à nouveau
relus, améliorés, corrigés à l’aide d’un crayon de
couleur. Les acrostiches passeront ainsi de groupe
en groupe jusqu’à revenir au groupe d’origine qui
décidera alors d’accepter ou de refuser les
propositions faites.
Il s’agit ici d’une excellente occasion donnée aux
élèves de prendre conscience du fait qu’un texte
terminé est le résultat de toute une série de textes
intermédiaires.
Les acrostiches une fois terminés seront réécrits au
propre et si possible exposés.
2. On pourra limiter cette activité à l’écriture d’un
poème à partir d’un thème choisi, en respectant
une contrainte non pas de rimes, mais d’une
Au cas où on déciderait de faire composer le poster
également en vue d’une exposition posters +
poèmes, on sollicitera alors l’aide du professeur
d’arts plastiques et on donnera une quinzaine de
jours aux élèves pour terminer leur travail graphique.
• Les élèves, en paires ou en groupes de cinq élèves
au maximum, devront tout d’abord se mettre
d’accord sur le choix du thème. On pourra leur
fournir une liste d’idées s’ils bloquent : violence,
racism, friendship, respect, drugs, smoking,
alcohol, truancy, guns.
Puis on analysera en grand groupe la structure du
slogan proposé en exemple : il s’agit d’impératifs
(un impératif positif, un impératif négatif). Il est
court, percutant, et il rime.
Le poème en revanche, on le fera observer, tire sa
régularité de la reprise de la structure “Let me +
V”, mais les vers ne riment pas.
On laissera aux élèves le choix du type de poème
qu’ils voudront composer. Il est important de leur
dire qu’ils vont essayer plusieurs formules et qu’ils
choisiront celle qui marche le mieux, selon ce qu’ils
voudront dire, selon les mots et les structures qu’ils
voudront ou sauront employer. Ils se sentiront ainsi
libres d’expérimenter.
Fun Page
The Logical Song
Chanson enregistrée
Background information:
In 1979, The English quintet Supertramp surveyed
the wreckage on the battlefield in “the war between
the sexes” in their sixth album Breakfast in America.
The sarcastic humor of Breakfast in America starts
with the striking cover image, which is seen as if
through an airplane window. A plump, maniacally
grinning, and very American waitress stands in for
the Statue of Liberty, her back turned to a New
York skyline constructed of kitchen utensils, egg
cartons, and condiment holders.
• Dans le même ordre d’idées, on conseillera aux
élèves de commencer par rechercher tous les mots
qui leur viennent à l’esprit à propos de ce thème,
en se servant du lexique ou de dictionnaires mis à
leur disposition au besoin.
Dans un deuxième temps, ils utiliseront ces mots
dans des phrases, pour ensuite seulement chercher
à donner une régularité au poème.
On les incitera à travailler ensemble, à s’entrecorriger, toujours de manière constructive, à
chacune des étapes de cette rédaction.
Les élèves trouveront plus aisé de rédiger grâce à
cette alternance de travail individuel et collectif,
comme ils trouveront plus facile, moins ingrat, de
relire les autres.
Il est important que le groupe garde de bons
souvenirs de ces moments de rédaction.
Exemple :
Slogan : Don’t reject me! Accept me!
Poème :
Why do you pick on me?
Why do you say mean things?
Why do you ignore me?
Why do you reject me?
Why don’t you accept me?
Why? Why? Why?
Why me?
You know… you might like me!
FILE 2
structure répétée comme “Let me + V” ou “Why do
you + V…”, “What about + V-ing …”, etc.
Book p. 33
The conflict between the American ideal and the
American reality runs through the album’s 10 songs,
finding its most eloquent voice on the second track,
The Logical Song, which examines the familiar artrock theme of the Romantic artist struggling to find
his place in the harsh modern world.
While the musical settings are worlds apart,
Supertramp’s basic message isn’t really that
different from that of bands like the Clash or the
Sex Pistols (though the latter would strongly object
to that). “When I was young, it seemed that life
was so wonderful, a miracle, oh it was beautiful,
magical,“Hodgson croons in The Logical Song,
unfurling a string of well-chosen adjectives over a
jaunty, rolling piano. “But then they showed me a
world where I could be so dependable, clinical,
intellectual, cynical.”
73
FILE 2
Like many in the ’70s, Davies and Hodgson long for
a world where it’s OK to dream, but they don’t
overly idealize the dreamers.
Driven by the singles Goodbye Stranger, The
Logical Song, and Take the Long Way Home, the
album eventually sold more than 18 million copies
worldwide. But to focus unduly on the radio hits is
to slight a disc that works best as a wonderfully
moody and very personal travelogue, cataloguing
overheard Casual Conversations, pausing for a
moving prayer with Lord Is It Mine, and ending
with the beautiful ballad Child of Vision, which
poses a question that’s as valid today as it was in
1979, and which could perhaps only be asked by a
stranger visiting a strange land.
“You’re messing up the water/You’re rolling in the
wine,” Supertramp sings. “You’re poisoning your
body/You’re poisoning your mind/You gave me
Coca-Cola/You said it tasted good/You watch the
television/It tells you that you should/How can you
live in this way?”
June 30, 2002, by Jim DeRogatis Pop Music Critic
On commencera par faire écouter la chanson en
entier deux fois. Puis les élèves pourront
éventuellement réagir, en essayant de dater la
chanson, en disant s’ils la connaissent ou non…
peut-être l’ont-ils entendue à la radio ou avec leurs
parents, en disant ce qu’ils ont compris (certains
auront repéré des adjectifs, en particulier ceux
terminés par -cal).
Puis on pourra passer à une écoute plus détaillée.
On fera écouter les trois premiers vers de la
chanson en demandant aux élèves de se concentrer
sur les premiers mots et de trouver de quoi il s’agit.
When I was young/life
On écrira au tableau sur la partie gauche “when I
was young” en titre et dessous life. Puis on
demandera aux élèves d’écouter à nouveau et de
trouver tous les adjectifs qui décrivent “life”
“when I was young”. Les adjectifs seront ensuite
mis en commun au tableau puis on écoutera à
nouveau pour vérifier que tous les adjectifs
proposés se trouvent effectivement dans la
chanson.
On fera écouter ensuite les trois vers suivants, en
demandant aux élèves de trouver le sujet de ces
vers : birds (in the trees). On écoutera à nouveau
en leur demandant de relever les adverbes. La liste
sera mise en commun, puis vérifiée à l’écoute. Tous
les mots trouvés seront placés dans la colonne
“when I was young”.
74
On passera ensuite à l’écoute des six vers suivants.
On demandera aux élèves (avant même d’essayer
de comprendre les paroles) de se concentrer sur le
rythme et la mélodie : l’atmosphère change et
donc les choses dites, les émotions exprimées vont
changer elles aussi.
On fera écouter plusieurs fois le vers n° 7 pour que
les élèves comprennent ce qui se passe : then they
sent me away… que l’on écrira au milieu du
tableau. Puis on demandera aux élèves d’écouter
à nouveau et de relever tous les adjectifs qu’ils
entendent.
Cette liste sera mise en commun et écrite au
tableau sous la colonne “they sent me away”.
Parmi ces adjectifs que les élèves auront été
capables de retrouver à l’oreille, il y en aura sans
doute dont ils ne connaîtront pas le sens et que
l’on explicitera ou que l’on laissera d’autres élèves
expliciter par des synonymes, des opposés ou des
traductions. (dependable = responsible)
On passera ensuite aux vers 13 à 20 qui constituent
en quelque sorte le refrain.
On fera à nouveau réfléchir les élèves au
changement de mélodie et de rythme. Un refrain
moins saccadé, plus mélancolique aussi.
On le fera écouter plusieurs fois en demandant
aux élèves les mots qu’ils ont repérés et le message
qui leur semble essentiel. Il se trouve qu’il est
justement très facile à percevoir.
Réponse attendue :
Tell me who I am.
Pour les vers 21 à 27 on procédera de même :
repérage des noms (tous terminés par -al, sauf
vegetable) et des adjectifs (tous terminés par able)… On les notera à droite du tableau. Puis on
tentera de faire repérer le mot now, qui sera noté
en tête de cette troisième colonne.
Une fois tous ces adjectifs au tableau, on pourra
demander aux élèves d’attribuer des + (plus) ou des
– (minus) aux adjectifs, noms et adverbes qu’ils ont
réussi à dégager du texte selon le sens positif ou
négatif que les élèves leur attribuent… sachant
que les auteurs de la chanson mettraient
certainement plusieurs signes négatifs à “sensible”
et “logical”.
Exemple = magical (+++) / practical (–) / cynical (–
–) / a criminal (– – –)
L’évolution dans le temps (la vie du narrateur) et au
cours de la chanson est négative, pour en arriver à la
négation même de l’humanité du narrateur =
human being & a vegetable (a vegetable is what you
On pourra ensuite faire ouvrir les livres et faire lire
et écouter la chanson en entier pour poursuivre le
travail de compréhension à l’écrit.
On demandera aux élèves de repérer les pronoms
personnels sujets et d’expliquer qui ces pronoms
représentent. On les guidera, bien entendu :
Line 7: they = parents
Line 10: they = teachers
Line 17: you = listeners / everybody
Line 18: we = human beings
Line 21: you = listeners / everybody
Line 22: they = employers / police / government /
representives of society
Line 24: direct speech, “they” (police, government,
etc.) are speaking, they are saying “we” want you
to be… a vegetable
Pour conclure, on pourra revenir sur le refrain :
Please tell me who I am…
He doesn’t know who he is because parents,
school, teachers, employers, society want
him/expect him to be logical, intellectual, etc.
Because if you are different, they will say you are
a fanatical, a criminal…
Society doesn’t want you to be YOU (an artist / a
dreamer / a poet who listens to birds singing
happily…)…
Society wants you to be sensible, logical… a
vegetable… (Don’t think! Be sensible! Be a
vegetable!)
FILE 2
call a man whose brain has been damaged / who is
unable to move or think or who is in a coma!).
75
FILE 2
Strategies
How to improve your vocabulary
Remarque liminaire : On pourra répartir les
activités de cette double page de Strategies sur
trois séances en consacrant une vingtaine de
minutes à la partie 1 et deux fois vingt minutes
pour la partie 2.
PART I
a. Les préfixes donnés en exemple transforment
un mot en son contraire.
On peut facilement deviner le sens des préfixes
d’origine latine ou grecque utilisés en anglais car
ils sont également utilisés en français.
À noter que seul le préfixe un- n’est pas utilisé en
français.
On rappellera aux élèves d’avoir toujours le réflexe
de penser à la composition des mots ; quand ils
rencontrent un mot qui leur paraît nouveau, qu’ils
aient le réflexe de le “décomposer”, c’est-à-dire
de se poser la question suivante : n’est-il pas
composé d’un mot connu et d’un préfixe ?
b. Il s’agit ici de bien faire remarquer aux élèves
qu’en contexte neutre, ces préfixes ne sont pas
accentués, ce qui signifie qu’ils peuvent être
difficile à repérer à l’écoute.
On ajoutera qu’à l’écoute, on ne peut reconnaître
logiquement que ce que l’on connaît. D’où le tip :
il faut savoir que ces préfixes existent pour les
reconnaître à l’écoute.
Adjectifs :
co rrect & inco rrect
vi sible & in vi sible
po lite & impo lite
pa tient & im pa tient
comf ortable & un comf ortable
im por tant & unim por tant
o be dient & diso be dient
a gree able & disa gree able
Verbes :
pack & un pack
dress & un dress
a gree & disa gree
co nnect & disco nnect
c. On pourra guider les élèves dans la recherche de
quelques-uns des exemples suivants :
- verbes : dislike, disqualify, disapprove, discourage,
unplug, untie, unlock
76
Book pp. 34-35
- adjectifs : incredible, inhuman, invincible,
invulnerable, unsafe, untidy, unsuccessful,
unpleasant,
unsure,
unlucky,
impossible,
improbable, imprecise
Les élèves penseront peut-être à la règle qui
s’applique au français du m devant p et b. À part
cette règle simple, il est impossible à ce stade d’en
expliciter d’autres. On pourrait dire que uns’emploie plutôt devant des mots d’origine
saxonne mais cette règle n’est pas très utile pour
les élèves : savent-ils que “confortable” en français
vient de l’anglais, ce qui explique l’emploi de
“un” ?
Il faudra conclure que pour enrichir son
vocabulaire, mieux vaut rechercher si tel ou tel mot
forme son contraire à l’aide d’un préfixe et les
mémoriser ensemble. On pourra se procurer
quelques dictionnaires unilingues (qui fournissent
les contraires et les synonymes en marge, comme
le Collins Cobuild) et faire rechercher certains des
adjectifs proposés ci-dessus, charge aux élèves de
découvrir où sont notés les contraires.
PART II
A•
a. Courte étape de brainstorming… Les élèves
devraient pouvoir trouver au moins un ou deux
mots pour chaque suffixe (voir les exemples
enregistrés en b. ci-dessous) et on notera les
conclusions :
-er permet de former des noms à partir de verbes.
-ly permet de former des adverbes à partir
d’adjectifs.
-ed et -ing permettent de former des adjectifs à
partir de verbes.
-al permet de former des adjectifs à partir de noms.
-ful et -less permettent de former des adjectifs à
partir de noms.
b. Les élèves constateront que l’accent de mot ne
se déplace pas, ces suffixes sont neutres : ils ne
changent pas l’accentuation du mot et ils ne sont
pas accentués.
On fera répéter plus particulièrement les mots
nature - nation et natural - national avec la
transformation de la diphtongue /EI/ en sonvoyelle /•/ du fait de l’ajout du suffixe.
teach - teach er
paint - paint er
gar den - gar dener
act - act or - act ress
ha ppy - ha ppily
rude - rude ly
ge neral - ge nerally
per sonal - per sonally
in terest - in terested - in teresting
shock - shoc ked - shock ing
bore - bor ed - bor ing
na ture - na tural
na tion - na tional
lo gic - lo gical
use - use ful - use less
help - help ful - help less
c. On montre ici aux élèves qu’il est possible de
dégager un sens général de ces suffixes et que cela
peut leur permettre de deviner le sens d’un mot.
Lors de l’activité suivante, on leur montrera que
comprendre ce qu’un mot signifie et ne pas être
bloqué dans une lecture par exemple, ne signifie
pas que l’on saura toujours facilement trouver le
mot équivalent en français. Comprendre et
traduire sont deux exercices mentaux différents. Il
est important que les élèves ne pensent pas que
s’ils ne savent pas traduire, ils n’ont pas compris.
On laissera les élèves réfléchir quelques minutes
puis ils fourniront leurs réponses.
Corrigé :
interested: qui ressent de l’intérêt
interesting: qui crée, qui déclenche de l’intérêt
natural: qui se rapporte à la nature
colourful: qui est plein de couleurs
useless: qui est sans utilité
d. Corrigé :
1. Il est très serviable.
Cet outil est très pratique.
2. I’m bored. = Je m’ennuie. (Un adjectif est traduit
par un verbe.)
Autres exemples :
colourful posters = multicolores (préfixe multi- en
français)
This tool is useless = inutilisable
Forget it! It’s useless! = inutile
B•
a. Une fois de plus, les suffixes ne sont pas
accentués et ne changent pas le schéma accentuel
du mot. Ce sont des suffixes neutres.
FILE 2
Corrigé :
happy – happiness
mad – madness
wise – wisdom
free – freedom
bore – boredom
king – kingdom
child – childhood
man – manhood
friend – friendship
king – kingship
On fera remarquer la transformation de la
diphtongue /aI/ de wise en /I/ dans wisdom.
b. On peut facilement deviner le sens des noms
dérivés mais à nouveau, le problème de traduction
est épineux car il s’agit d’avoir un vocabulaire
fourni en français également… et certains mots
peuvent présenter des pièges ! Heureusement, en
général, on dispose d’un contexte pour préciser le
sens mais il n’est pas toujours possible de se passer
d’un dictionnaire. Exemples :
man - manhood
Hors contexte, les élèves diront peut-être : le genre
humain (mankind)… et le français ne fournit pas
de mot qui recouvre cette notion d’âge d’homme.
Exemple : during his early manhood = lorsqu’il
était jeune homme
De la même façon, les mots kingdom (le royaume)
et kingship (la royauté) ne pourront pas être
inférés avec l’aide seule des suffixes.
c. Ainsi alertés sur les problèmes de traduction, les
élèves réfléchiront à ces trois mots.
- politeness ne posera aucun problème.
- womanhood leur rappellera manhood et ils
pourront s’en sortir.
- On pourra leur proposer une phrase pour
contextualiser relationship : The relationship
between the two countries became very
friendly… : Les relations… (pas de suffixe en
français…).
77
FILE 2
,
FICHE DE RE VISION
Que réviser et comment réviser en vue du prochain contrôle ?
Prévois 25 minutes de travail sur chaque texte à réviser, autant que possible réparties sur
plusieurs jours. Organise ton planning de révisions :
Date du contrôle : .
. . . . . . . . . . . . . . . . . . . . . . . .
– 25 minutes de travail sur “. . . . . . . . . . . .
– Quand ? . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . .
”, livre p. .
. . . . . .
– Quand ? . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . .
”, livre p. .
. . . . . .
– Quand ? . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . .
”, livre p. .
. . . . . .
– Quand ? . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . . . . . . .
”, livre p. .
. . . . . .
Que faire pendant ces 25 minutes ?
- Relire le texte (en le réécoutant si tu as la cassette ou le CD) ainsi que les notes du cahier
correspondantes.
- Rechercher dans le lexique les mots oubliés, les noter et les mémoriser.
- Relire la rubrique Think correspondante.
- Refaire les exercices du Workbook et du livre correspondants : cacher les réponses, les refaire
au brouillon puis vérifier avec les corrections. Au besoin, prévoir de refaire ceux que tu as vraiment ratés.
- Apprendre le Memo par cœur, en le réécoutant si possible pour avoir des phrases-modèles en
tête.
Après ces révisions, vérifie que tu sais :
➝ Parler de l’influence exercée sur les autres en employant les expressions : make someone do
something, let someone do something.
➝ Faire des comparaisons.
➝ Donner des conseils (should + V, shouldn’t + V).
➝ Utiliser V-ing après des prépositions (by + V-ing , instead of +V-ing).
➝ Faire des suppositions (utiliser If suivi du Présent simple) et parler des conséquences prévisibles (avec will + V ou may + V, si on est moins sûr).
➝ Évoquer un événement qui aura lieu à coup sûr (when + Présent simple) et prédire ce qui se
passera à ce moment-là (will + V).
➝ Dire ce que l’on est capable ou incapable de faire (able / unable + to + V).
➝ Utiliser les relatifs who (Children who are unable to make friends will become violent.) et what
(What she hates in others is what she hates in herself.).
New Live 3e – File 2 – Fiche de révision
78
Name: .
Class: .
FILE 2
TEST ❋ FILE 2
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . . . .
Mark: .
. . . . . . . . . . .
/40
VOCABULAIRE (10 points)
a) Note dix adjectifs différents qui pourraient définir comment se sent une victime de
brutalités ou de harcèlement à l’école.
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.........................................................................................................................................................................................................................................................................................................
b) Note dix verbes (ex. : frapper) ou expressions (faire tricher quelqu’un) qui décrivent ce que
fait une “petite brute” aux autres ou ce qu’elle leur fait faire.
.........................................................................................................................................................................................................................................................................................................
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.........................................................................................................................................................................................................................................................................................................
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EXERCICES (10 points)
a) (3 p.) Complète les phrases suivantes avec : to give, give, giving ou to play, playing, play
ou to look, look, looking selon le cas.
- You should
…………………………………
him some cookies instead of
…………………………………
him chewing gum and
sweets!
- Look! They’re threatening her because she doesn’t want ………………………………… them her lunch money!
- Some children learn how to speak by ………………………………… with dolphins.
- Dad, will you let me ………………………………… with my new video game if I finish my homework before tea?
- He thinks bullying will make him ………………………………… bigger and tougher! Ridiculous!
b) (3p.) Complète les phrases suivantes avec le verbe fourni à la forme qui convient.
- When she ………………………………………………… (be) older, she ………………………………………………… (be) a famous psychologist.
- If he ………………………………………………… (tell) the Headteacher, we ………………………………………………… …………………………………………………
(make) him pay for it.
- When he
……………………………………………………………
(leave) school next year, he
…………………………………………………………………
(join) the Red Cross Organization.
79
FILE 2
c) (4 p.) Traduis.
Les parents ne devraient pas laisser leurs enfants regarder des films violents à la télévision.
.........................................................................................................................................................................................................................................................................................................
.........................................................................................................................................................................................................................................................................................................
Cette voiture est plus confortable mais elle n’est pas aussi rapide.
.........................................................................................................................................................................................................................................................................................................
.........................................................................................................................................................................................................................................................................................................
Je ne sais pas ce que tu veux.
.........................................................................................................................................................................................................................................................................................................
Les enfants qui sont incapables de se faire des amis risquent de se sentir exclus.
.........................................................................................................................................................................................................................................................................................................
COMPRÉHENSION ORALE (10 points)
Lis les consignes pour savoir ce que tu vas devoir repérer pendant les écoutes.
“Have a stammer” signifie bégayer.
a) (1 p.) Première écoute complète : repère qui parle. Dis tout ce que tu sais sur ces deux
personnes (nom et famille ou métier). Réponds en anglais.
.........................................................................................................................................................................................................................................................................................................
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.........................................................................................................................................................................................................................................................................................................
b) (1 p.) Écoute de la première partie deux fois. Réponds en anglais :
- Who is she talking about?
.....................................................................................................................................................................................................................
- Pick out three verbs to explain the problem:
.........................................................................................................................................................................................................................................................................................................
c) (2 p.) Écoute de la deuxième partie deux fois. Repère quatre informations à propos du
garçon. Réponds en français ou en anglais au choix.
-
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-
.....................................................................................................................................................................................................................................................................................................
-
.....................................................................................................................................................................................................................................................................................................
-
.....................................................................................................................................................................................................................................................................................................
d) (2 p.) Écoute de la troisième partie deux fois. Repère le comportement des autres enfants
et les conséquences. Réponds en anglais.
- Pick out three things that the other kids do:
.........................................................................................................................................................................................................................................................................................................
.........................................................................................................................................................................................................................................................................................................
- Pick out two adjectives that describe the way he feels:
80
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FILE 2
- Explain the consequences:
e) (4 p.) Écoute de la quatrième partie trois fois. Remplis les blancs.
Doctor Jackson:
Which is a very …………………………………… reaction! If a child feels …………………………………… and
excluded, he …………………………………… become …………………………………… and aggressive…
Helen:
Doctor Jackson:
How can I …………………………………… him, doctor?
First, you …………………………………… tell the Head about John and the other kids! He will
understand and he
……………………………………
……………………………………
to John. Help him to
……………………………
activities with other children, why not in a club, after
. He will learn how to make …………………………………… and when he has
……………………………………
one or two
be able to help: he will speak to the
kids about the importance of …………………………………… .
Then, you should
………………………………
……………………………………
……………………………………
friends, he will feel
……………………………………
and
!
……………………………………
EXPRESSION ÉCRITE (10 points)
Rédige un tract destiné aux parents sur le thème de la violence à l’école.
- Dans une première partie, tu pourras rappeler ce que font les “petits tyrans”.
- Dans une deuxième partie, parler des victimes, de leurs sentiments, des conséquences…
- Dans une troisième partie, dire ce que les parents devraient faire ou ne pas faire, et pourquoi !
Tu peux également choisir un tout autre plan. Le tract devra être clair et bien présenté, d’une
quinzaine de lignes environ.
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© Éd. Didier
81
FILE 2
Corrigé TEST :
Vocabulaire
a) scared, hurt, worthless, worried, afraid, angry,
alone, lonely, depressed, uncomfortable, invisible,
unsafe, insecure, excluded, rejected, oppressed,
terrified, frightened, threatened, etc.
b) hurt, trouble, bully, bother, annoy, oppress, hit,
kick, slap, push, shove, call someone names, say or
write mean things, spread rumors/rumours, say
hurtful remarks, make someone do something
they don’t want to do, make someone steal, make
someone cheat, ignore, leave someone out of
activities, make them feel invisible / unsafe, ridicule
someone, laugh at someone, etc.
Exercices
a) give - giving / to give / playing / play / look
b) is - will be / tells - will make / leaves - will join
c) Parents shouldn’t let their children watch violent
films on television.
This car is more comfortable but it isn’t as fast.
I don’t know what you want.
Children who are unable to make friends may feel
excluded.
Compréhension orale
Hello everybody and welcome to our talk show. Today our
guest is Doctor Jackson an expert on children in crisis.
Let’s take the first call. Hello!
Helen: Hello, I’m Helen.
Doctor Jackson: Hi Helen, what seems to be your problem?
Helen: I’ve just received a letter from the Head of my son’s
school. He says John is always annoying the other kids…
Doctor Jackson: Annoying… What do you mean…?
Helen: Well… hitting or kicking or shoving…
Doctor Jackson: I see… /// Does this surprise you?
Helen: Yes! John is a very quiet boy… He spends hours in
his room playing video games.
Doctor Jackson: Does he have many friends?
Helen: No… he feels excluded…
Doctor Jackson: Is it because he is unable to make friends?
Helen: No, it’s the other kids. They reject him…
Doctor Jackson: But why?
Helen: Because he is different ! He has a stammer… /// and
the other kids are always laughing at him, saying mean
things, calling him names… it’s horrible! He feels so lonely
and depressed! He doesn’t want to go to school any
more… and now… he is becoming aggressive! He is
becoming a bully! ///
Doctor Jackson: Which is a very normal reaction! If a child
feels rejected and excluded, he will become violent and
aggressive…
82
Helen: How can I help him, doctor?
Doctor Jackson: First, you should tell the Head about John
and the other kids! He will understand and he may be able
to help: he will speak to the other kids about the
importance of respect.
Then, you should talk to John. Help him to join in
activities with other children, why not in a club, after
school. He will learn how to make friends and when he has
one or two good friends, he will feel stronger and happier!
a) Doctor Jackson: expert on children in crisis.
Helen: mother, her son is John. (He is a bully.)
b) Her son, John. annoying, kicking, hitting,
shoving
c) - A quiet boy. - Plays video games for hours.
- Feels excluded. - Is rejected. / Others reject him. /
He has a stammer. / He is different.
d) - laughing at him, saying mean things, calling
him names
- lonely, depressed
- He doesn’t want to go to school any more and he
is becoming aggressive/a bully.
e) Doctor Jackson: Which is a very normal reaction!
If a child feels rejected and excluded, he will
become violent and aggressive…
Helen: How can I help him, doctor?
Doctor Jackson: First, you should tell the Head
about John and the other kids! He will understand
and he may be able to help: he will speak to the
other kids about the importance of respect.
Then, you should talk to John. Help him to join in
activities with other children, why not in a club,
after school. He will learn how to make friends
and when he has one or two good friends, he will
feel stronger and happier!
Expression écrite
Violence at school
Bullying is a big problem at school.
- What do bullies do?: Bullies annoy/bother/oppress
other kids. They say mean things or they hit or slap
or shove them. Sometimes they ignore them or
leave them out of activities, etc.
- How do victims feel?: Victims feel unsafe and
uncomfortable. Sometimes they feel worthless.
They are scared and they don’t want to go to
school anymore. They may feel excluded and they
may become bullies one day.
- What should parents do?: Parents should talk to
their children. They shouldn’t let them play violent
video games for hours. They shouldn’t let them
watch what they like on television.

FILE 2

Transcription

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