Transcript Diapositive 1 - ac

DECOUVERTE DU THEME:
EXPRESSION ORALE
Ce support permet de situer le
contexte, les acteurs, la période.
WHAT SORT OF DOCUMENT IS IT?
AN ADVERT
WHO IS IT AIMED AT?
MOTHERS
WHAT SHOULD THEY DO?
SEND THEM FAR FROM
LONDON
WHY?
TO BE SAFER AND HEALTHIER
WHAT SORT OF DOCUMENT IS IT?
AN ADVERT
WHO IS IT AIMED AT?
CHILDREN/ BOYS
WHAT SHOULD THEY DO?
LEAVE LONDON
WHO IS IT AIMED AT?
PARENTS living in London
WHAT SHOULD THEY DO?
LEAVE THEM IN THE COUNTRY
WHO?
CHILDREN
WHERE?
ON A TRAIN PLATFORM
WHY?
THEY'RE LEAVING
WHO IS IT AIMED AT?
HOST FAMILIES
WHY?
TO CONVINCE THEM TO HOST CHILDREN
FROM LONDON/OTHER BIG CITIES
WHO?
AN EVACUEE
DESCRIBE HIM:
ONE SUITCASE
ONE MUG
A PACKED LUNCH
A LABEL AROUND THE NECK
RECAP
WHO IS GOING WHERE AND WHY?
WHEN?
WHO MADE THESE ADVERTS?
APRÈS LA DÉCOUVERTE DU THÈME, EXPLIQUER AUX
ÉLÈVES LA TÂCHE FINALE:
A: JOUER LE RÔLE D'UN(E) GRAND-PÈRE/GRAND-MÈRE QUI
FUT ÉVACUÉ PENDANT LA GUERRE.
B: JOUER LE RÔLE DU PETIT-FILS/FILLE QUI L'INTERROGE
SUR CETTE PÉRIODE
C:JOUER LE RÔLE DU JOURNALISTE QUI ÉCOUTE LA
CONVERSATION POUR ENSUITE RÉDIGER UN ARTICLE SUR
CETTE PÉRIODE.(une autre séquence a permis de travailler la PE)
RÔLE A: les besoins
- utiliser les 2 prétérits
- exprimer des sentiments
- réponses courtes / longues
- faire répéter les questions
- parler distinctement
RÔLE B: les besoins
- poser des questions ouvertes et fermées
- utiliser les 2 prétérits
- demander de répéter
- exprimer des sentiments
- parler distinctement
RÔLE C: les besoins
- prendre des notes
- rédiger un texte au passé ( 2 prétérits)
- attitude d'écoute active
Exercise/ feelings
1. I was so affected / dizzy / stunned by / when his father died .
Running out of time is something that makes me feel impressed / touched /
nervous.
When I first saw him I was so worried / impressed / affected by him, I forgot
everything I had to say.
You know life can be insecure / impressed / amazed.
She was getting ecstatic / emotional / dizzy with all those people moving around her.
This is not fair, I can't believe my ears, I feel so stunned / impressed / touched by
his behaviour!
I found all those horror paintings quite disturbing. They make me feel a
little in turmoil / stupefied / disconcerted.
My colleague doesn't know what he wants so I get easily amazed / confused /
dizzy.
He looked so depressed /glad /surprised that we knew at once he had failed his
exam.
You look sad / miserable / cheerful today. Have you received good news from
John?
The old lady was always worrying / complaining / suffering about her rude and
noisy neighbours.
We had a hopeless / frightening / dreadful time at the cinema last night. The film
was silly and the actors were awful.
She was frightened / disappointed / relieved when she heard that her son was safe.
You've got what you want. You should be proud / happy / pleased with yourself.
There is nothing to worry / concern / care about:. The situation is under control!
COMPRÉHENSION ÉCRITE:
Support: Goodnight Mr Tom
Answer the questions or fill in the gaps (
EXPRESSION ÉCRITE)
CE SUPPORT PERMET
- DE DÉCOUVRIR CET ASPECT SOCIAL DE LA
GUERRE,
- D'ACQUÉRIR DU VOCABULAIRE SUR CE SUJET
- DE REVOIR L'UTILISATION DES PRETERITS
SUPPORT C E.
Leaving Home
For more than one million children the war meant a separation from their homes and families. Large industrial cities were most
likely to be bombed and the children who lived in them were in great danger. The government encouraged mothers to send their
children to safer homes in the country where they could live safely until the war ended. The scheme was called evacuation and
many
mothers agreed to send their children away. It must have been a heartbreaking decision to make.
The children who were leaving were called evacuees. They were lined up in the school playground with identification labels
attached
to their clothes. Each carried a gas mask, a packed lunch and a small suitcase. After their tearful goodbyes the children were
marched
to the bus or train station. Most evacuees had never been away from home before, many had not even seen the countryside.
Now they
faced long anxious journeys to unknown places. Even their mothers did not know where they would end up.
On arrival in a country town, the children were looked over by the local people who would then select the children they wanted to
take home. Often the nicest and healthiest looking and best dressed children were chosen first; it must have been very
distressing for those who were left until last.
Many evacuees came from overcrowded homes in poor areas, some of them had never even slept in a bed before. These
children
suffered from head lice and skin diseases, they only had one set of tattered, dirty clothing. For these children evacuation was a
blessing; in the country they were better fed and cared for than when they were at home.
For them the countryside offered fresh air, freedom and fun.
However, some children came from richer, middle class homes and were appalled to find themselves in farm workers’ cottages
that
lacked comforts they were used to. Imagine their horror as they were forced to bathe in a tin bath in the kitchen in front of
everyone or
when they had to use an outside toilet.
Although some children settled happily into their new homes, many others were very homesick. They missed their families and
friends and the bustle of city life. Often the country children would tease them, calling them “the invading hoards” or “vackees”.
Parents tried to visit their children but many fathers were away fighting and mothers found the journey long and expensive. It
was
Worksheet:
1 How many children were evacuated during the war?
2 Evacuation means leaving _________ and going to ______________ .
3 How could the children be identified?
4 What did they bring with them?
5 Some children were chosen very quickly because they were ______,________,_______.
6 Some children loved their new life: fill in the grid
Living conditions before
Living conditions now
Never slept in a bed
Better fed
Head lice
Better cared for
Skin diseases
Fresh air
Dirty clothing
freedom
fun
7 Why was it hard for richer children?
8 What did the local children call the city children?
9 Parents couldn't visit their children very often. Why?
COMPRÉHENSION ORALE
SUPPORT: MY EVACUATION STORY
1) LISTEN AND FILL IN THE GAPS : témoignage pour insister sur
le côté « vrai » , phonologie.
2) EXPRESSION ÉCRITE: RECAP USING THE WORDS
FOUND:exercice qui prépare la tâche du journaliste en particulier.
http://kmi4schools.e2bn.net/rostra/news.php?r=855&t=2&id=2953
My Evacuation Story
As I was standing on the platform waiting for the train, I was clinging onto my mums arm
determined that I wasn't going to leave her. I was frightened and scared and I didn't know where
I was going to end up as well as not knowing what family I was going to. As I was hugging my
mum I wished that the war would finish and we could all go back home to our families.
Eventually it was time to say a final goodbye to our families. I could see that every one in our
family had tears in their eyes and were upset, but I was trying not to show how upset and sad I
was. I finally gave my family a hug and a kiss and gradually I climbed into the carriage. Already
sitting there was my best friend Millie. Having Millie there made me feel a bit better. Finally
everybody was sitting on the train and it began moving slowly. I gave one last wave to my family
before we went into a tunnel. All of a sudden every one that I knew was out of sight and all I had
was a photo of my family in my suitcase but I didn't get it out because it would make me very
sad so I just sat in the carriage praying that I would go to a nice family that looked after me well.
The journey seemed to go on for ever and ever, but eventually the train came to a halt.
Everybody scrambled off and we were guided into a church. It was in Cornwall. I thought to
myself that was about a hundred miles away from my family."Ok everyone we are in Cornwall.
Tomorrow morning people from the town will come and collect you, but for now I would like you
to get some sleep." Before very long it was morning and surrounding me were lots of adults
looking for children to take and I was the first child to get picked. AMAZING!!!!! My hosts name
was Laura she lived by herself and was very nice she looked after me well and I was very
happy. Eventually the war finished and I went back home to my family. We are all very happy.
By Megan
COMPRÉHENSION ECRITE
SUPPORT: AUTRE TÉMOIGNAGE
READ THE TEXT AND FIND THE QUESTIONS
CORRESPONDING TO THE UNDERLINED
ELEMENTS:exercice qui prépare la tâche du petit-fils:
savoir poser des questions ouvertes et fermées.
Chaque groupe travaille sur une moitié de texte: tous les
élèves s'entrainent sur les 2 tâches finales: poser des
questions et répondre.
The platform was crowded when Mum and I finally got my ticket. Children were clinging
to their mums, and mums were clinging back. I caught sight of my best friend, Jessica
(1) already sitting in a carriage, reading a book. (2) . Jessica was over the moon (3)
about being evacuated, as she was treated like a slave at home (4) . All of a sudden
the clock struck 10:00 am, and the guard shouted
"ALL ABOARD!!!!" This was it. The big moment. Tears were streaming down my face
(5) as I clambered into the carriage that Jessica was sitting in. The last whistle blew and
all the doors shut as the train slowly started moving out of the platform. I looked back to
see my mum weeping (6) into a white handkerchief, and then the train plunged into a
tunnel and into the endless maze of the London Underground....
After the tunnel finished, Jessica spoke to me "Want a game of monopoly?" she asked,
revealing a game of travel monopoly out of her pocket.
"Yes Please!" I answered enthusiastically and we started playing.
Many hours later the train came to a juddering halt in Devon. The billeting officer (7)
came through the train telling a few people to get off. As he plodded into our carriage, I
prayed my worst nightmare wouldn't come true. It did. The billeting officer pointed a
finger at Jessica
"You. Out." Reluctantly Jessica got up, hauled her case off the luggage rack and stepped
off the train.
Around 5 minutes later the train started moving out of the station and a
tear trickled down my cheek and onto my lap. I was leaving Jessica
behind. My best friend. We'd been together all our lives and here I was
parting with her, ready for a life alone....
I must have been travelling for 8 hours ( 8) when the scarlet train stopped
in St.Ives station. The billeting officer stomped into my carriage and,
pointing at me grunted "You up get off the train." This was it. The big
moment for me.
The 50 or so children (9) who were still on the train were shepherded
off it and onto the platform. Then we were herded into a grimy village hall
and told to sit on benches.
After around half an hour, people started wandering into the hall and kids
started to get chosen; old and young, rich and poor, pretty and ugly
(10) adults came into the hall, and they all chose someone. Finally it
was just me and another girl left. However, a very poor couple came
through the doors, all dressed in rags and covered in dirt. The couple
inspected Gemma (the other girl) and me, had a word with my teachers
and took Gemma out of the door with them. Just me left. Would I be taken
back to London, back to the blitz?
TÂCHE FINALE:
1) E O I ENTRE 2 ÉLÈVES
2) PRISE DE NOTES D'UN TROISIÈME ÉLÈVE
POUR E E .
40 YEARS LATER, YOU AND YOUR
GRANDFATHER/GRANDMOTHER ARE SPEAKING ABOUT
HIS/HER EXPERIENCE.
HE/SHE WAS AN EVACUEE DURING WW2.
Un troisième élève , journaliste, prend des notes afin de
rédiger un article sur la vie de cet enfant durant cette période.
WORKSHEET used by the grandson/granddaughter
and by the journalist
AGE? DATE?
FAMILY?
TOWN?
WHAT... ON THAT DAY?
WHERE?
HOW?
FEELINGS?
LENGTH OF STAY?
Les 3 acteurs se préparent : prise de notes autorisées.
E O I : CONVERSATION = questionnement entre le
grand-père et son petit-fils sur cette période.
Interaction possible avec le journaliste (si besoin)
pour préciser, modifier un fait.
E E : le journaliste écrit un article .
Grille d'évaluation distribuée aux élèves qui noteront
2 critères : ils prennent conscience des critères de
réussite de la tâche et maintiennent leur attention
pendant tout l'exercice.
EVALUATION DU JOURNALISTE:
Grille d'évaluation de l'écrit:
- soin dans la présentation du travail et dans l'écriture: 1 2 3
- orthographe et ponctuation: 1 2 3
- adéquation avec ce qui a été entendu/ tri des informations: 1 2 3
- réutilisation du lexique appris 1 2 3
- grammaire « pauvre »/ correcte/riche: 1 2 3
- enchaînement des idées avec mots de liaison simples ( and/ but...) 1 2
- texte organisé/structuré: 1 2 3
EVALUATION DU GRAND-PÈRE:
Accomplissement de la tâche:
Peut parler d'événements passés/ peut décrire dans le passé/peut donner des
repères temporels: 1 2 3
Interaction:
Formes de politesse élémentaires/variées: 1 2
Se débrouille lors de questions imprévisibles: 1 2 3
Aisance à l'oral:
Utilisation des notes sans les lire/peu de longues pauses/reformulation 1 2 3
Énoncés très courts et hésitations/aisance suffisante/assurance: 1 2 3
Phonologie:
Accent français peu compréhensible/des efforts/bonne prononciation 1 2 3
Grammaire et lexique:
Réinvestissement (très)limité/suffisant/ (assez) riche 1 2 3
EVALUATION DU PETIT-FILS:
Accomplissement de la tâche:
Peut poser des questions ouvertes/fermées/utilise les 2 prétérits: 1 2 3
Interaction:
Formes de politesse élémentaires/variées: 1 2
Se débrouille lors de réponses « inattendues »:: 1 2 3
Aisance à l'oral:
Utilisation des notes sans les lire/peu de longues pauses/reformulation 1 2 3
Énoncés très courts et hésitations/aisance suffisante/assurance: 1 2 3
Phonologie:
Accent français peu compréhensible/des efforts/bonne prononciation 1 2 3
Grammaire et lexique:
Réinvestissement (très)limité/suffisant/ (assez) riche 1 2 3