Séquence WW1 - Anglais LP Rouen

Séquence WW1
Speak
then
about
give
a
the
pictures
title
to
the
document.
HELP :
Lord Kitchener was a famous British marshal (soldier); the sinking = le naufrage
Franz Ferdinand was an Austro-Hungarian “prince” (archduke); a tree lined road = une route
bordée d’arbres
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Séquence WW1
TRACE ÉCRITE :
____________________________________________________________________________________________
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____________________________________________________________________________________________
____________________________________________________________________________________________
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Votre mission :
Dans le cadre de la commémoration du centenaire de la Première Guerre Mondiale, une
rencontre est organisée entre Bolbec et sa ville jumelée, Landkreis-Wittlage située en
Allemagne. Lors de la soirée d’accueil des Allemands, vous devrez effectuer par groupe
de deux une présentation orale en anglais, langue des échanges entre les deux
communautés, d’un des aspects de « la Grande Guerre » choisi au préalable parmi les
suivants :

Les événements déclencheurs.

La vie dans les tranchées.

Les théâtres de guerre (autres que la Bataille de la Somme).

Les types d’armement utilisés.

Les alliances.

Les « leaders » de la guerre.

L’armistice et ses conséquences (Traité de Versailles, évolutions géographiques…)

Les bilans humain et matériel.
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World War I broke out in late Summer 1914, but tension had been building in
Europe since 1900.
The Main Causes
M
A
I
N
Alliances
Imperialism
ilitarism
lliances
Empire
mperialism
ationalism
Militarism
Task 1 : Make sure you know the
terms by completing the sentences.
Nationalism
Germany
Glossary
Agreements or
promises to defend and
help another country.
Trying to build up an
empire.
Where a powerful
country controls
several less powerful
countries.
Building up armed
forces and getting
ready for war.
Having pride in your
country and being
ready to defend it.
Germany wanted to build up her empire. This is known as _____________
Germany also built up her armed forces. This is known as _____________
Britain
As Britain had the most powerful navy in the World, she was worried about other
countries building up their armed forces. We could call this a worry about
______________. Britain, Germany and other countries were keen to have large empires.
Europe
European people were very proud of their countries and would defend their country as
well as they could. This is called ________________.
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Task 2: By 1900 Europe was divided into two alliances. Using the internet or
a map your teacher will show you, add in the names of the major countries
(Great Britain, France, Germany, Austro-Hungary, Italy, Russia) then
colour in the countries: one colour for the Triple Alliance, one colour for the
Triple Entente.
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Task 3: Using your “alliances map”, complete the table below:
Alliance
Countries in the Alliance
Triple Entente
Triple Alliance
Task 4: Complete the following text using the words on the right.
Europe was divided into two _____________. These were called the Triple
____________ and the Triple ____________. Members of each alliance
promised to fight for each other if they were attacked. It would only take
a small incident to spark a war involving all of _____________.
Germany had been trying to build up her navy and her empire. B________
was __________ about this. Both countries raced each other to build the
best navy. There was tension between both countries. This cause is called
______________.
The area to the south-east of _________-__________ was known as the
Balkans. The area was very unstable. The European alliances had different
ideas on how to deal with the problem.
France was keen for ___________ on Germany. Germany had taken land
from the French in 1871, they wanted the land back. They said it had been
__________ from them by Germany.
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Words
stolen
worried
alliances
Europe
Entente
alliance
Austro-Hungary
militarism
revenge
Britain
Séquence WW1
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A trigger event =
the
major
event
HOMEWORK (source : www.SchoolHistory.co.uk)
which caused WW1
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Task 6 : Answer the following questions, make full sentences.
What is a theatre of war ?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Look at the slide show (Theatres of WW1). How many theatres of war were there
during World War 1 ?
_________________________________________________________________
_________________________________________________________________
Write them down in the grid below :
What were their characteristics ? Fill in the following chart
NAMES
WHERE
WHO
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WHEN
FAMOUS
BATTLES
Séquence WW1
Task 7: Learn more about one of the major events of WW1 by giving each picture
its correct caption. Cut and paste them on your copybook.
1
2
3
5
4
6
7
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At 7.20 am 40,000 pounds of explosive was detonated under a German machine
gun position at Beaumont Hamel.
The bombing had not destroyed the barbed wire.
By the end of the first day 57,000 British soldiers were casualties – 19,000
dead.
General Haig – the man who planned the Battle of the Somme.
Tanks were first used at the Battle of the Somme.
The battle line stretched some 25 miles. By the end of the Battle, the British
had advanced 8 km.
British troops on their way to the Somme. 750,000 men were sent to the Battle
of the Somme.
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Task 8: Match the words on the left with the definitions on the right then copy
into your copybook.
A block of barbed wire and wooden
Communications Trench
obstacles to stop any enemy soldier from
advancing through the trench system.
A break in the barbed wire to allow
Sandbag
soldiers out into no man’s land
An underground shelter. Often used
No Man’s Land
for storage
A channel at the bottom of the
Sump
trench to allow water to drain away.
Trenches between the front line
trenches and the support trenches, used
Trench Block
by messengers to relay messages to the
front line and back.
Wire Break
The area between the opposing sides’
Xx xxx
front lines.
A bag filled with sand to protect the
trench from flooding and the men
Bunker
from bullets.
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PRÉPARATION À LA 3ÈME PARTIE DE L’ÉPREUVE ORALE
The trench, when we reached it, was half full of mud and water. We set to
work to try and drain it. Our efforts were hampered by the fact that the
French, who had first occupied it, had buried their dead in the bottom and
sides. Every stroke of the pick encountered a body. The smell was awful.
Private Pollard
The stench of the dead bodies now is awful
as they have been exposed to the sun for
several days, many have swollen and burst.
The trench is full of other occupants, things
with lots of legs, also swarms of rats.
Sergeant A. Vine
The other one said to me "Chas, I am going home to my wife and kids. I'll
be some use to them as a cripple, but none at all dead! I am starving here,
and so are they at home, we may as well starve together." With that he
fired a shot through his boot. When the medics got his boot off, two of his
toes and a lot of his foot had gone. But the injuring oneself to get out of it
was quite common. Charles Young
Vocabulary help : were hampered = étaient ralentis ; stench = puanteur ; swarm =
colonie ; cripple =infirme ; to swell = gonfler ; gumboots = bottes en caoutchouc ;
whale = baleine ; frostbite = engelure ; to avoid = éviter
All we lived on was tea and dog biscuits. If we got meat once a week we were lucky,
but imagine trying to eat standing in a trench full of water with the smell of dead bodies
nearby. Richard Beasley
If you have never had trench feet described to you. I will tell you. Your feet swell to two or three times their normal size and go
completely dead. You could stick a bayonet into them and not feel a thing. If you are fortunate enough not to lose your feet
and the swelling begins to go down. It is then that the intolerable, indescribable agony begins. I have heard men cry and even
scream with the pain and many had to have their feet and legs amputated. Sergeant Harry Roberts
These feet have trench foot and frostbite caused by standing for hours in a
freezing waterlogged trench. To avoid this condition soldiers were told to
change their socks regularly, wear waterproof footwear or gumboots and
cover their feet with whale oil.
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Task 9 : Après avoir lu le document, répondez en français aux questions posées :
1. De quoi parle ce document ?
____________________________________________________________
____________________________________________________________
2. Qui sont les personnes dont les noms sont en italique ?
____________________________________________________________
____________________________________________________________
3. La vie dans les tranchées était-elle saine ? Pourquoi ?
____________________________________________________________
____________________________________________________________
____________________________________________________________
4. Qu’est-il arrivé au compagnon d’armes de Charles Young ? Pourquoi a t-il fait ça à
votre avis ?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
5. Quelles conséquences physiques la vie dans les tranchées entrainait-elle chez les
soldats ?
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
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Task 10 : Etude de l’affiche et de la bande annonce du film Joyeux Noël
1. The poster
a) Describe the document
1) Talk about the document.
- What kind of document is it ? ……………………………………
- What is the title of the film ? ………………………………………
- Who is the director ? ………………………………………………….
- Who are the main actors ?..............................................
2) What was the situation of France in 1914 ?
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
3) Who are the men represented on the document ?
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
4) Whose hands are these ?
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
b) a little bit of history
1) What are WW1’s dates ?
 1913-1915
 1914-1916
 1914-1918
 1914-1945
2) During that war there were :
 about 2 million victims
 about 4 million victims
 about 9 million victims
3) During that war, two important alliances were created : The Triple-Entente and the
Triple-Alliance :
a) Circle in blue the countries belonging to the Triple Entente in 1914.
b) Circle in red the countries belonging to the Triple Alliance in 1914.
France
Germany
The United Kingdom
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Austro-Hungary
Russia
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4) The end of WW1 was signed on :
 November 11th 1918
 December 11th 1918
 November 11th 1917
c) A little bit of vocabulary :
Link the pictures to the words
a)
1) no man’s land
b)
c)
d)
2) a shell 3) barbed wire 4) a trench
2. The trailer
Watch the trailer at http://www.youtube.com/watch?v=KRrr-CDXijs
After the first watching
1) Where does the scene take place ? ..............................................................................................
2) When does it take place ? ………………………………………………………………………………………………………….
3) What different languages can you hear ?...................................................................................
4) Where do the soldiers come from (countries) ?…………………………………………………………………….
5) According to the colours and light, is it a funny film or a sad one ?....................................
After the second watching
1) Which characters can you see in the trailer ?
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
2) Put the following sentences at their right place in the chart :
They are suffering on the front ; They believe that the people’s opinion is the most
important thing ; They represent authority ; They believe that all soldiers have the
same value ; They believe their men are traitors ; They put decorations on Christmas
trees in no man’s land ; They don’t think that the opinion of the French people is the
most important thing.
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The Generals
The soldiers
3) The candles on the trees symbolise
a) hope
b) hatred
c) nostalgia
d) death
4) What message does this trailer convey ?
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
5) Learn more about Christmas 1914 truce
Compléter le texte avec les mots suivants : trêve- soldats - plusieurs camps - guerre Noël - morts - no man’s land - en guerre
La trêve de Noël 1914
En décembre 1914, les soldats sont épuisés. Ils sont également choqués par le nombre
de …………………….. et de blessés de guerre. Quand Noël approche, dans certains camps, les
soldats des différentes nations décident de faire une ………………….. et d’arrêter de
combattre. Cependant, à d’autres endroits, la …………………… continue.
Au front, près de la ville d’Ypres, en Belgique, les soldats allemands installent des sapins
dans la zone du …………………………... Les arbres sont décorés de bougies et de lanternes en
papier. Les allemands commencent à chanter des chansons de ……………………….. Les soldats
français et britanniques les rejoignent et chantent eux aussi. Ils jouent ensemble aux
cartes et au football. Ils échangent des cigarettes contre des cigares et partagent leur
nourriture. Ils enterrent également leurs morts.
La trêve de Noël n’avait pas été organisée mais elle a quand même eu lieu dans plusieurs
endroits au même moment. Dans certains endroits, elle a commencé la veille de Noël et
dans d’autres, le jour de Noël. Dans ……………………………………………., elle a duré une journée,
dans d’autres, plusieurs jours. Plusieurs milliers de ……………………………………. ont vécu cet
événement.
Tout cela a été très mal accueilli par les dirigeants des différents pays
………………………………………. La trêve a été censurée et elle n’a pas été répétée les années
suivantes.
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During World War One, a wide variety of weapons were used:
The main weapon used by British soldiers in the trenches
was the bolt-action rifle. 15 rounds could be fired in a
minute and a person 1,400 metres away could be killed.
Machine guns needed 4-6 men to work them and had to
be on a flat surface. They had the fire-power of 100
guns.
Large field guns (artillery) had a long range and
could deliver devastating blows to the enemy but
needed up to 12 men to work them. They fired
shells which exploded on impact.
The German army were the first to use chlorine gas at the battle of Ypres in 1915. Chlorine gas causes a burning
sensation in the throat and chest pains. Death is painful – you suffocate! The problem with chlorine gas is that the
weather must be right.
Mustard gas was the most deadly weapon used. It was fired into the trenches in shells. It is colourless
and takes 12 hours to take effect. Effects include – blistering skin, vomiting, sore eyes, internal and
external bleeding. Death can take up to 5 weeks.
The Zeppelin, also known as blimp, was an airship that was used during the early
part of the war in bombing raids by the Germans. They carried machine guns and
bombs. However, they were abandoned because they were easy to shoot out of
the sky.
Tanks were used for the first time in the First World War. They were developed to
cope with the conditions on the Western Front. The first tank was called ‘Little
Willie’ and needed a crew of 3. Its maximum speed was 3mph and it could not cross
trenches.
The more modern tank was not developed until just before the end of the war. It
could carry 10 men, had a revolving turret and could reach 4mph.
Planes were also used for the first time. At first they were used to deliver
bombs and for spying work but became fighter aircraft armed with
machine guns, bombs and some times canons. Fights between two
planes in the sky became known as ‘dogfights’
Torpedoes were used by submarines. The Germans used torpedoes to blow
up ships carrying supplies from America to Britain.
The Germans torpedoed the passenger liner Lusitania on May 1st
1915 which sank with a loss of 1,195 lives. Americans were outraged
and joined the war in 1917 on the side of the allies.
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Task 11: Consignes de travail “First World War Weapons”
Diviser la classe en groupes de 2 élèves, distribuer à chacun des groupes l’un des
paragraphes du document intitulé First World War Weapons . Ils devront:
 Lire leur document et compléter les informations les concernant sur le tableau ;
 Retrouver dans la classe qui possède les informations sur les autres types
d’armes et compléter le tableau selon les informations obtenues. Pour y parvenir
chaque groupe sera chargé de poser des questions à l’un des autres groupes.
 Au préalable et après la lecture de leur document, chaque groupe / binôme
travaillera à l’élaboration des questions à poser aux autres groupes en s’aidant
de la légende suivante et des rappels grammaticaux proposés.
Légende:
1 = NAME OF THE WEAPON
2 = EFFECTS / DAMAGES
3 = WHERE
4 = WHO / COUNTRY
5 = OTHER INFORMATION
Lien vers le tableau à compléter
REMEMBER ! Répondez aux questions
Dans quel ordre met-on les différents éléments qui constituent une question ?
…………………………………………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………………………………..........
Quel élément de la question porte la marque du temps ? Que remarquez-vous concernant
le groupe verbal ?
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
Pouvez-vous nommer quelques mots interrogatifs et donner leur signification ?
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
Repérez les groupes verbaux dans le texte qui vous a été donné. A quel temps sont-ils ?
…………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………
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Task 12 : Have a look at the following document, then answer the questions:
Nation
Total Number
of servicemen
engaged in the
war.
Number of
deaths.
Austria
7,800,000
1,200,000
Britain (inc
Empire)
8,904,467
908,371
France
8,410,000
1,357,800
Germany
11,000,000
1,773,700
Italy
5,615,000
650,000
Russia
12,000,000
1,700,000
Turkey
2,850,000
325,000
United States
4,355,000
126,000
1) Which country had the most soldiers in WW1 ?
……………………………………………………………………………………………………………………………………………………
2) Which country had the least soldiers in WW1 ?
……………………………………………………………………………………………………………………………………………………
3) Which country had the highest number of deaths ?
……………………………………………………………………………………………………………………………………………………
4) Which country had the least number of deaths ?
……………………………………………………………………………………………………………………………………………………
5) Draw a graph in your copybook to show the numbers of soldiers of each country
and the number of deaths.
RAPPEL : LE SUPERLATIF
Il se forme en ajoutant la terminaison –EST aux adjectifs dits courts (une à deux syllabes
maxi) ou bien en utilisant THE MOST devant les adjectifs dits longs (plus de deux
syllabes).
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Task 13: Read this document and do the quiz at the following link
http://www.historyonthenet.com/WW1/versaillesquickquiz.htm
World War One ended at 11am on 11th
November 1918. In 1919, Lloyd George of
England, Orlando of Italy, Clemenceau of
France and Woodrow Wilson from the US
met to discuss how Germany was to be made
to pay for the damage world war one had
caused.
However, negotiations between the 'big four' Lloyd George of England, Orlando of
Italy, Clemenceau of France and Woodrow Wilson of America did not go smoothly.
Wilson believed that his fourteen points was the only way to secure everlasting peace.
The French however, wanted the defeated nations to be punished severely and believed
Wilson's plan too lenient. Privately Lloyd George sided with Wilson although he was
concerned about the threat from Communism, however, the British public, like
Clemenceau, wanted Germany punished severely.
After prolonged discussion agreement was eventually reached. The Germans were
summoned to Versailles to sign the treaty on 28th June 1919.
Although Germany was not happy with the Treaty they had little choice but to sign.
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Terms of the Treaty of Versailles
There were a total of 440 clauses in the final treaty. The first 26 clauses dealt with
the establishment of the League of Nations. The remaining 414 clauses spelled out
Germany's punishment:
General Clauses
The establishment of the League of Nations
War Guilt clause
Germany to accept blame for starting the war.
Financial Clauses
Reparations - Germany was to pay for the damage caused
by the war. The figure of £6,600 million was set some
time after the signing of the treaty.
Military Clauses
Army - was to be reduced to 100,000 men and no tanks were allowed
Navy - Germany was only allowed 6 ships and no submarines
Airforce - Germany was not allowed an airforce
Rhineland - The Rhineland area was to be kept free of German military personnel and
weapons
Territorial Clauses
Anschluss - Germany was not allowed to unite with Austria.
Land - Germany lost land to a number of other countries. Alsace-Lorraine was returned
to France, Eupen and Malmedy were given to Belgium, North Schleswig was given to
Denmark. Land was also taken from Germany and given to Czechoslovakia and Poland.
The League of Nations took control of
Germany's colonies
This map shows the areas that Germany
lost following the Treaty of Versailles.
The Other Defeated Nations
The Treaty of Versailles determined the punishment that Germany should face. Other
treaties determined the fate of those countries that had fought with Germany Austria-Hungary, Bulgaria and Turkey. Austria and Hungary were divided and therefore
signed separate treaties
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Task 14 :
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1. « Remembrance », what verb does it evoke?
Website to visit :
http://resources.woodlands-junior.kent.sch.uk/customs/remembrance.html
2. When is Remembrance Day? Which date does it correspond to?
3. Where is the National ceremony?
4. Which objects are put in front of memorials?
5. What is the name of the red flower symbol of remembrance?
6. Where did that flower grow?
7. What music is played with a bugle (kind of trumpet) during the ceremony?
8. What do people do after that music?
9. What do people traditionally wear?
10. Search and read the poem “Flanders Fields” by John McCrae. Who speaks?
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WWI 1914-2014/ Remembrance Day/ webquest/ clues (si nécessaire pour les
élèves les plus faibles)
1
2
3
4
Vous avez déjà vu ce verbe dans un document précédent
When = vous cherchez une date historique, laquelle?
Where = vous cherchez un lieu
Object= mot transparent
In front of = devant
5
6
Where = vous cherchez un lieu
Grow = pousser
7
On cherche le nom du morceau
Bugle= c’est un instrument de musique
8
Do = verbe faire
After = après
9
What = on cherche un objet, une chose
Wear = porter (un vêtement)
10
Who = on cherche qui parle dans ce poème
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Which countries formed the Triple
Alliance?
Which Countries formed the Triple Entente?
Germany, Austria-Hungary, Italy
France, Britain, Russia
France, Germany, Italy
Russia, Britain, Germany
France, Germany, Italy
Russia, Britain, Germany
Germany, Austria-Hungary, Italy
France, Britain, Russia
When did World War One begin?
Summer 1914
Summer 1918
Winter 1914
Winter 1918
Who assassinated Franz Ferdinand?
People were proud of their countries and
prepared to fight to defend them. This is
called:
Nationalism
Militarism
Imperialism
Stupid
Which country had the most soldiers?
Principal Gavrillo
Gavrilo Princip
Pavlio Garip
Gari Principle
What is the name of the space between
the two sides’ front lines?
Germany
Austria-Hungary
Britain
Russia
In the trenches, what did the expression
‘Going over the top’ mean?
Free for all
No man’s land
Nothing land
Empty space
What were sandbags used for?
Becoming suicidal
Talking too much
Going out of the trench to fight
Going insane
What was a trench block?
To protect the men from bullets
To stop the trench from collapsing
To protect artillery
All of these
A
A
A
A
 2002 www.historyonthenet.co.uk
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ball of barbed wire and wood
trench that was flooded
trench that was taken by the enemy
trench that had collapsed