Séances 4, 5, 6: Letters from evacuees - Anglais Orléans

SÉANCES N°4,5 et 6: Letters from evacuees
Activités langagières
Tâches des séances
Objectif culturel
Stratégies développées en
compréhension écrite
Stratégies développées en
expression orale en
continu
Différenciation
pédagogique
Outils linguistiques
Source du document
De la compréhension de l’écrit vers l’expression orale en continu
Lire et comprendre une lettre pour la lire de manière expressive : mise en
voix d’un texte.
Comprendre un document authentique : lettre d’un enfant britannique
évacué pendant la seconde guerre mondiale
S’appuyer sur les indices para textuels pour identifier la nature du
document et formuler des hypothèses sur son contenu.
Repérer des éléments significatifs (graphiques, syntaxiques,
morphologiques, lexicaux et culturels) permettant de reconstruire le sens
du texte.
Être audible.
Recourir à un schéma intonatif pour exprimer un sentiment.
Mobiliser ses connaissances phonologiques, lexicales, grammaticales et
culturelles.
Reproduire et mémoriser des énoncés.
Moduler la voix, le débit.
Cf. Détail plus bas.
Lexique lié à l’environnement immédiat des enfants.
http://glaitnessclass7.wikispaces.com/WW2+evacuee+letters
Lire et comprendre
Descripteurs des capacités
A2 : Etre capable de comprendre une lettre
personnelle simple et brève.
vers
B1 : Etre capable de comprendre un
enchaînement de faits.
Exemples de tâches
A2: Comprendre le sens général de la lettre
d’un enfant évacué pour restituer l’essentiel de
son contenu et la lire de manière expressive.
vers
B1 : Comprendre l’enchaînement des faits
décrits dans la lettre, ainsi que l’implicite du
message délivré par l’enfant pour pouvoir en
rendre compte dans ses propres mots et la lire de
manière expressive.
Quelle différenciation pédagogique est mise en place ici ? Il convient de préciser que l’objectif de la tâche
sera le même pour tous les élèves puisque tous devront lire leur lettre de manière expressive. Ce type de
travail permettra à l’enseignant de vérifier la compréhension du texte. Néanmoins, nous pouvons observer
que les manières de parvenir à cette production finale sont différentes.
Le premier niveau de différenciation porte sur le contenu puisque je propose aux élèves trois lettres
légèrement différentes. Ces différences portent sur la longueur et sur la densité et la richesse du
vocabulaire employé. A noter que c’est l’enseignant qui proposera la lettre qui convient le mieux aux
besoins de chacun de ses élèves. La différenciation pédagogique ne consiste pas à « individualiser »
l’enseignement mais à proposer aux élèves des objectifs communs à atteindre en empruntant des chemins
en fonction des besoins de chacun et c’est le deuxième niveau de différenciation que je développe cidessous :
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Ce deuxième niveau repose sur le guidage proposé aux élèves pour accéder au sens de la lettre. Dans
chacune des lettres, la première étape (« Before reading ») est commune à tous : il s’agit d’identifier les
éléments para textuels de la lettre (S’appuyer sur les indices para textuels pour identifier la nature du
document et formuler des hypothèses sur son contenu). C’est dans la deuxième partie de la
compréhension que reposent les différences sur les tâches demandées (« Reading »). Le guidage est
moins étroit et les élèves sont davantage invités à entrer dans l’implicite du texte sur le dernier document.
Voici un exemple de critères pour évaluer de manière formative la tâche demandée.
Domaine d’évaluation
Intelligibilité du contenu
Ton
Prononciation
Critères d’évaluation
Rythme de lecture
Fluidité de la lecture
Volume de la voix
Segmentation et ponctuation font sens
Les émotions et sentiments de la lettre sont véhiculés à l’oral.
Accentuation des mots/ des phrases
Prononciation des phonèmes.
Commentaires :
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Letter n°1:
Descripteur : Etre capable de comprendre le sens général de documents écrits
Tâches: Etre capable de comprendre une lettre personnelle simple et brève pour restituer
l’essentiel de son contenu.
Niveau Visé : A2
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I. BEFORE READING :
1. Without reading the letter, try to find the following information:
- The addressee ? ……………………………………………………………………………………...
- The author ? …………………………………………………………………………………………
- Place ? ……………………………………………………………………………………………….
- Date ? ………………………………………………………………………………………………..
- Historical context ? ………………………………………………………………………………….
- What may this letter be about? Use your knowledge to guess the topic of this letter:
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
II. READING:
2. Now, read the letter and underline the transparent words.
3.
Who are the following characters? Make a sentence to establish links between them:
-
Mrs Sinclairs: ………………………………………………………………………………………..
Liam: ………………………………………………………………………………………………...
Deborah: ……………………………………………………………………………………………..
Auntie Elizabeth: ……………………………………………………………………………………
Father? ………………………………………………………………………………………………
4. When?
-
Moment of the day when the character wrote this letter: ……………………………………………
5.
Where?
Where is the girl? …………………………………………………………………………………..
Where does the scene take place? Find words related to the lexical field of countryside and
make a sentence to describe the children’s new environment:
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
-
6. What? What or who do the following adjectives refer to?
- Scared: ………………………………………………………………………………………………
- Boring: ………………………………………………………………………………………………
- Impatient: ……………………………………………………………………………………………
- Careful: ……………………………………………………………………………………………...
- Unsafe: ………………………………………………………………………………………………
- Annoying: …………………………………………………………………………………………...
 Are these adjectives negative or positive? What can you infer about the character’s feelings?
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……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
7. Use the context to find out the meaning of these following words:
“Last week we had to stay off school as we were very sick”.
 ………………………………………………………………………………………………………...
“When we go and pick the veggies and eggs, she gets cross”.
 ………………………………………………………………………………………………………...
“I must go now, as the light on the candle is flickering”
 ………………………………………………………………………………………………………...
III. AFTER READING :
8. Now, report to the class about Deborah’s situation during the war:
-
Who is she with?
-
Where is she?
-
What’s going on?
-
What about her feelings?
9. Show you understood the letter, read it loudly to your classmates.
5
Letter n°2:
Descripteur : Comprendre le sens général de documents écrits
Tâche: Etre capable de comprendre un enchaînement de faits
Descripteur : Repérer des informations dans un texte
Tâche: Etre capable de localiser des informations recherchées ou pertinentes pour faire un
compte rendu des éléments essentiels.
Niveau Visé : A2/B1
6
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I.
BEFORE READING :
1. Without reading the letter, try to find the following information:
- The addressee ? ……………………………………………………………………………………...
- The author ? …………………………………………………………………………………………
- Place ? ……………………………………………………………………………………………….
- Date ? ………………………………………………………………………………………………..
- Historical context ? ………………………………………………………………………………….
- What may this letter be about? Use your knowledge to guess the topic of this letter:
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
II.
READING:
2. Now, read the letter and underline the transparent words.
3.
Who are the characters? Find out the seven characters mentioned in the letter, write their
names and make a sentence to establish links between them:
-
…………………………: …………………………………………………………………………...
-
…………………………: …………………………………………………………………………...
-
…………………………: …………………………………………………………………………...
-
…………………………: …………………………………………………………………………...
-
…………………………: …………………………………………………………………………...
-
…………………………: …………………………………………………………………………...
-
…………………………: …………………………………………………………………………...
4. Where?
- Where is the girl? …………………………………………………………………………………..
- Where does the scene take place? Find words related to the new place the children live and
make a sentence to describe their new environment:
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
5. What? What does the little girl talk about?
a) From what you can remember about the letter you have just read, number the sentences
below into chronological order:
At school
A new home and a new family
Children’s activities
A hard and long journey
Scottish countryside
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b) Now, read the letter again and identify the paragraphs which correspond to the titles above.
Check your answers of the previous activity.
6.
What? What can you infer about the characters’ feelings? and
 Pick up all the adjectives used to describe their feelings. Are these adjectives negative or
positive? Make sentences to express them.
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………
7. Use the context to find out the meaning of words in bold and translate the sentences into
French:
“When we arrived at the station we got sorted into groups of ten and we went on the train””.
 ………………………………………………………………………………………………………...
“When we arrived we all got off and we went up a very long road and my legs were awfully sore and
stiff”.
 ………………………………………………………………………………………………………...
“Our home is very small and me and Thomas share a bunk bed”.
 ………………………………………………………………………………………………………...
“My plimsolls burst at the toe but Mrs. Scott taught me how to stich them up”.
 ………………………………………………………………………………………………………...
8. Did you identify some grammar or spelling mistakes in Ellen’s letter? Underline and correct
them.
III.
AFTER READING :
9. Now, report to the class about Ellen’s situation during the war:
-
Who is she with?
-
Where is she?
-
What does she do in her new family?
-
What about her feelings?
10. Show you understood the letter, read it loudly to your classmates.
9
Letter n°3:
Descripteur : Comprendre le sens général de documents écrits
Tâche: Etre capable de comprendre un enchaînement de faits
Descripteur : Repérer des informations dans un texte
Tâche: Etre capable de localiser des informations recherchées ou pertinentes pour en faire
un compte rendu oral.
Niveau Visé : B1
10
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I.
BEFORE READING :
1. Without reading the letter, try to find the following information:
- The addressee ? ……………………………………………………………………………………...
- The author ? …………………………………………………………………………………………
- Place ? ……………………………………………………………………………………………….
- Date ? ………………………………………………………………………………………………..
- Historical context ? ………………………………………………………………………………….
- What may this letter be about? Use your knowledge to guess the topic of this letter:
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
II.
READING:
2. Now, read the letter and underline the transparent words.
3. When?
-
Moment of the day when the character wrote this letter: ……………………………………………
4.
Who are the characters? Find out the seven characters/animals mentioned in the letter,
write their names and make a sentence to establish links between them:
-
…………………………: …………………………………………………………………………...
-
…………………………: …………………………………………………………………………...
-
…………………………: …………………………………………………………………………...
-
…………………………: …………………………………………………………………………...
-
…………………………: …………………………………………………………………………...
-
…………………………: …………………………………………………………………………...
-
…………………………: …………………………………………………………………………...
5. Where?
- Where is the girl? …………………………………………………………………………………..
- Where does the scene take place? Find words related to the new place the children live and
make a sentence to describe their new environment:
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
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6. What? What does the little girl talk about?
c) Take notes concerning each of the following topics developed in Jennifer’s letter. Write
down the key words and report what she says in your own words :
- A quiet village:
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
- The host family and their home:
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
- At school:
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
- Her activities:
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
7.
What? What can you infer about the character’s feelings?
 Pick up all the adjectives used to describe her feelings. Are these adjectives negative or positive?
Make sentences to express them.
 ………………………………………………………………………………………………………...
……………………………………………………………………………………………………………
8. Use the context and your knowledge to explain in English the meaning of these following
sentences:
“Getting lined up ready to get picked war very nerve wracking bit we were chosen by an amazingly
welcoming family”.
 ………………………………………………………………………………………………………...
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
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“At school Carie helps with the bullies that call us “townies” but everything else is great”.
 ………………………………………………………………………………………………………...
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
“I feel very upset at night that might not be safe I dearly miss all the family. Every night I hope the
war will end soon and that everyone is safe and happy”.
 ………………………………………………………………………………………………………...
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
9. AFTER READING :
10. Now, report to the class about Jennifer’s situation during the war:
-
Who is she with?
-
Where is she?
-
What does she do in her new family?
-
What about her feelings?
11. Show you understood the letter, read it loudly to your classmates.
14