canadian wilderness 4e

UNIT 3 - Canadian wilderness

Dans cette unité: Tu vas découvrir:

Tu seras capable de:

-Différentes régions du Canada -Les peuples premiers du Canada -Certains enjeux écologiques

-Décrire une image et l'interpréter -Identifier le sujet d'une vidéo et repérer les infos essentielles -sélectionner des infos pertinentes dans un article de presse. -Echanger des infos en les explicitant -Suivre les points principaux d'une conversation

FINAL TASK: Write a newspaper article to raise awareness on Canadian wilderness

UNIT 3 - Canadian wilderness

Lesson 1 - Let's explore Canada

Lesson 2 - Intrusions

Lesson 3 - A land of legends

Lesson 4 - Fight for your future

FINAL TASK

UNIT 3 - Canadian wilderness

Lesson 1 Let's explore Canada

Lesson 1 - Let's explore Canada

Look at the map and answer these questions: 1) Where is Canada? 2) What can you say about Canada's geography and weather? 3) What languages do people speak in Canada? 4) What does the Canadian flag look like? 5) Which animals can you see in Canada? 6) What activities can people do ?

Lesson 1 - Let's explore Canada

Fill in the worksheet

Lesson 1 - Let's explore Canada

Look at this picture: What do you notice?

How many languages can you identify? What does it tell you about the history of the Canadian people?

Lesson 1 - Let's explore Canada

Look at the map again, can you spot Nunavut?

Inuit live in Nunavut, Greenland and Nunavik (North of Quebec)

Lesson 1 - Let's explore Canada

Different people, different ways of life

Describe the photo. Guess the topic of the video

Lesson 1 - Let's explore Canada

Who are the indigenous people of Canada?

-First Nations -Inuit -and metis

How long have they lived in Canada?

They have lived in Canada for thousands of years

Lesson 1 - Let's explore Canada

How many indigenous communities are there in Canada?

There are over 600 distinct indigenous communities.

How many indigenous languages exist?

There are over 60 different indigenous languages.

Lesson 1 - Let's explore Canada

What is different from one indigenous community to another?

They have their own languages, belief systems and laws.

What do indigenous peoples share?

They have common traditions: they feel connected to the Earth. They live in balance with the Earth (they give back and never take too much). They are caretakers of their lands.

Lesson 1 - Let's explore Canada

What is different from one indigenous community to another?

They have their own languages, belief systems and laws.

What do indigenous peoples share?

They have common traditions: they feel connected to the Earth. They live in balance with the Earth (they give back and never take too much). They are caretakers of their lands.

Lesson 1 - Let's explore Canada

Look at these photos, what do they represent?

Lesson 1 - Let's explore Canada

Watch the end of the video and check your guesses

Lesson 1 - Let's explore Canada

Who are these people? What are they protecting?

Lesson 1 - Let's explore Canada

FIND THE SECRET CODE TO UNLOCK YOUR PASSPORT

Lesson 1 - Let's explore Canada

Prononciation de la lettre "a"Listen to these words and put them in the right column

nation, lands, Canada, all, languages, laws, traditions, share, past, caretaker, valuesnature, colonization, canadians, water, trade, alter, animals, habitats, balance

/eɪ/

/æ/

/ɔː/

/ə/

/eə/

/ɑː/

Lesson 2 - Intrusions

Observe and react

Lesson 2 - Intrusions

Lesson 2 - Intrusions

Watch the video and describe what you see

Lesson 2 - Intrusions

This area needs to be protected because...

it is beautiful and wild. There are mountains and the rainforest. We see a small brook (un ruisseau) and the Great Bear sea. There are some wild animals too: a wolf, a grizzly bear, puffins (des macareux), sea otters (loutres de mer) and herrings (des harengs). There is no human activity, we see no town, no deforestation, no oil tankers because they are banned from there. This area needs to be protected because animals live in peace and nature is preserved from human activities and pollution, it needs to remain untouched.

Lesson 2 - Intrusions

Lesson 2 - Intrusions

Le present perfect

Pour faire le bilan de ce que l'on a accompli has/ have + Participe passé du verbe

V régulier: -ed

3e colonne des v irréguliers

I have been to Canada but I have never explored British Columbia

Lesson 2 - Intrusions

Le present perfect

Tu peux t'informer sur l'expérience de quelqu'un en utilisant le present perfect et l'adverbe ever (au moins une fois) ou already (déjà).

Have you ever heard of the Inuit people?

Has she already met a shaman?

Lesson 2 - Intrusions

IN-CLASS ACTIVITY

Do the exercise in your notebook

1) Write the verbs in the present perfect to explain the present situations: My parents are very angry because I (break) ........................................... Mum's favorite vase and my brother (damage) ........................................ his tablet. On top of that, we (not do) ......................................................our homework for tomorrow.

Lesson 2 - Intrusions

IN-CLASS ACTIVITY

Do the exercise in your notebook

2) Write the verbs in the present perfect to explain the present situations: This river is badly polluted : a lot of fish (die) ........................................... and the water (turn)..............................................yellow. 3) Tim is worried: he (not read) ..................................his lesson and he (forget)............................................his textbook.

Lesson 2 - Intrusions

IN-CLASS ACTIVITY

Do the exercise in your notebook

4) Your best friend wants to become a ranger and work in the Great Bear Rainforest. Help him to prepare his interview.

Sleep in a tent Track animals Put out a fire Ride a boat Survive by yourself in the wild

Have you ever....?

Yes/ No, I ....

Lesson 2 - Intrusions

IN-CLASS ACTIVITY

Do the exercise in your notebook

5) Write complete questions to test your friend's environmental awareness.

Ex: Hear about climate change -> Have you ever heard about climate change? -refuse plastic bags ->..............................................................? -buy second-hand items -> .....................................................? -give away clothes you no longer wear->................................? -try to use less water ->............................................................? -consider not having a car->....................................................?

Lesson 2 - Intrusions

Lesson 2 - Intrusions

Look at the screenshot and describe it

Lesson 2 - Intrusions

What's her name? What's her job? Where is she? What is her problem? How does she feel?

Lesson 3 - A land of legends

Describe the picture and guess what problems they've had

Lesson 3 - A land of legends

Watch the video, check your guesses and learn more

Lesson 3 - A land of legends

Lesson 3 - A land of legends

Pair work: read the text about one of these creatures, fill in information and be ready to exchange Decide which creature might be responsible for the damage on the construction site

Lesson 3 - A land of legends

Lesson 3 - A land of legends

Lesson 4 - Fight for your future

After her research, Madelyn decides to meet chief Ogichidaa, the tribe's leader and shaman. Watch the video and learn more about the Kitasoo legends.

The Kitasoo bighouse was built in 2001 and the opening was attended by over 1000 people from many Nations.

Lesson 4 - Fight for your future

After her research, Madelyn decides to meet chief Ogichidaa, the tribe's leader and shaman. Watch the video and learn more about the Kitasoo legends.

Lesson 4 - Fight for your future

1. Watch the video and write down all the words and expressions you recognize about these two topics.

Sasquatch: messenger / a powerful spirit / always been a protector / take a physical form in times of need, when we are in danger / protect nature /tribes Mother Nature: in serious danger / these pipelines are destroying sacred lands, killing wildlife / the pipelines are polluting our water resources

Lesson 4 - Fight for your future

2. What sort of problem is Chief Ogichidaa describing?

Mother Nature is in danger again, the Kitasoo’s sacred lands are in danger because of the pipeline project. The pipelines are a big cause of pollution.

Lesson 4 - Fight for your future

3. How does Madelyn feel about the Sasquatch?

At the beginning: sarcastic. / At the end: doubtful.

Watch the video again and pick out information toexplain those feelings.

"The Sasquatch is an environmental activist?" / "I’m trying to keep an open mind, but this legend is hard to believe. I need to collect more evidence."

Lesson 4 - Fight for your future

4. Recap what Madelyn has learnt about the Sasquatch

The Sasquatch has always been a messenger. It has always been a protector. It has always taken a physical form to protect nature and the tribes. It has always been present in times of need. It has always appeared when the tribes are in danger.

Lesson 4 - Fight for your future

Read the text messages between Madelyn and Okwi. What has Madelyn decided to do?

Lesson 4 - Fight for your future

Lesson 4 - Fight for your future

Describe the picture. Can you guess now what has happened to Madelyn? Watch the video and check your guesses.

Lesson 4 - Fight for your future

What does Madelyn decide to do?

She will do what she can to help because saving the planet is everyone's fight.

What action will she have to take?

She will have to take action too and she will have to try and protect the planet against big polluters. She won’t ignore the tribe’s protests. She will have to listen to them. She will have to take their claims into account. She will have to report the pipeline damage to the government.

Lesson 4 - Fight for your future

Pour exprimer une obligation à venir, une nécessité envisagée

WILL have to + BV

Pour exprimer une obligation dans le futur, on emploi have to, combiné à l'auxiliaire du futur: will Ex: Oil companies will have to respect new tribal laws.

Lesson 4 - Fight for your future

Do the exercises in your notebook:

1) We need to reduce our air pollution! To express our future obligations, match elements from each cloud.

ride save

speed limits bikes energy public transportation using cars in towns

stop improve reduce

Lesson 4 - Fight for your future

Do the exercises in your notebook:

2) What will they have to do? Ex: Tim is going to Canada in January (warm clothes) ->He will have to take warm clothes She wants to watch wild animals (binoculars) ->................................................................................... They want to organise a demonstration (banners) ->....................................................................................

Lesson 4 - Fight for your future

Lesson 4 - Fight for your future

Critères de réussite: Tu es un journaliste qui rapporte ce qu'a vécu Madelyn. Tu fais un bilan, il faut donc utiliser le present perfect. Tu rapportes ce que Madelyn compte faire pour aider la cause d'Ogichidaa, il s'agit d'une nécessité envisagée, utilise "will have to". Présente Madelyn, parle de son métier, de sa rencontre avec les peuples indigènes de Colombie Britannique, de leur lien avec la nature et des problèmes que le projet de pipeline risquent de causer. Décris cette créature fantastique qu'est le Sasquatch et son lien avec la culture des Kitasoo. Parle des solutions envisagées par Madelyn pour ne pas endommager la Forêt pluviale de l'ours.

Lesson 4 - Fight for your future

Critères de réussite: -Le respect des consignes : rédiger un article de journal, avec un titre accrocheur, un sous titre qui résume le contenu, le corps de l'article et une conclusion. -La syntaxe -La richesse du vocabulaire -La correction grammaticale -La richesse des idées, des références culturelles.

Lesson 4 - Fight for your future

STEPS TO SUCCESS

TITLE

CONCLUSIONS

5) Propose solutions to help preserve the Great Bear Rainforest

1) Choose a captivating title and write an introduction

BODY OF THE ARTICLE

2) Introduce Madelyn: her job, the pipeline project

3) Report what she has learnt about the Kitasoo people and their relationship to nature

4) Write about indigenous legends, desribe the Sasquatch

The Europeans had very different values from those of the Indigenous people. They took their land and their ressources : they cut down trees, caused deforestation and altered ecosystems. They reduced habitats for wildlife and indigenous people. The fur trade led to the overhunting of animals like beavers. Industrial activities like mining contributed to pollution of rivers, lakes and the air.

They are indigenous people protesting in the streets against a pipeline project. They are trying to protect water from contamination, erosion, alteration of water flow and chemical pollution.

This is a picture of a trilingual stop sign in Nunavut (largest Canadian territory). The two first languages are English and French and the third one is Inuktut. Inuktut is particularly significant, as it is the traditional language of the Inuit people and widely spoken across the territory.

The linguistic diversity reflects both the cultural heritage of the Inuit population and the historical influences of English and French in Canada. Canada's history is rich and complex, shaped by Indigenous cultures, European colonization, and its evolution into a modern nation.

These were the iconic sailing ships used by explorers during the Age of Discovery. The French were the first Europeans to establish a lasting presence in Canada. In 1534, Jacques Cartier claimed the land for France. In 1608, Samuel de Champlain founded Quebec City, marking the beginning of New France.

For the introductory paragraph: • Have you ever thought about …? • What would you do if …? • Do you like + verb+ing …? • How important is it for you to …? • What would life be like if …?