M2GB N°1

17 sept 2025

SITUATION INATTENDUE

UVSQ-S.Boudjenane

PRÉPARER UNE SÉANCE

S.Boudjenane

UVSQ S.Boudjenane

2 AL = Qu’est-ce qu’ils vont « faire »?

• Lire? Ecrire? Ecouter? Parler
• Stratégies à introduire? Comment travailler les stratégies

NB: le professeur s’efface, circule juste pour aider, accompagner, il est le moins »visible » possible pendant les phases d’activités

• •

+problématique et tâche à garder à l’esprit pour ne pas se perdre.

UVSQ S.Boudjenane

Tableau de suivi possible pour garder une trace de ce que vous avez fait

1. Accueil / appel

1. Séance dans la séquence/ Objectifs du jour
2. Rebrassage/ homework/PW/ jeux de réactivation
3. Activité phare et introduction « nouveauté »/ nouvelle séance = nouvelle étape
4. Travail objectif/ activités et ou exercices
5. Trace écrite( avant ou après l’activité)
6. Mise en activité
7. Bilan
8. HW

UVSQ S.Boudjenane

UVSQ S.Boudjenane

Inspé de Versailles

Tableau possible pour préparer la séance

Séquence : Séance n° Date :

Objectifs principaux : Support(s) : AL travaillées :

RAPPEL MUR COLLABORATIF (PADLET): HTTP://ACVER.FR/STAGIAIREANGLAIS

CRÉER UN DIAPORAMA POUR VOTRE COURS?

Avantage: ne rien oublier, écrire moins, revenir en arrière

EX

Step 1: scary stories?

Questions: - qu'en fait-on? - faut-il une trace sur le cahier?

PW no prep/ 5'

Différenciation Groupe 1 Groupe 2

SBKDGY

Short story, part ONE

miles around Edmonton." ”I heard that, too." The kid almost giggled. ”He's too smart for them." I glanced at the zipper bag he held on his lap. "going far?" He shrugged. ”I don't know." The kid was a little shorter than average and he had a slight build. He looked about seventeen, but he was the baby- face type and could have been five years older. He rubbed his palms on his slacks. ”Did you ever wonder what made him do it?" I kept my eyes on the road. ”No." He licked his lips.

I was doing about eighty, but the long, flat road made it feel only half that fast. The redheaded kid's eyes were bright and a little wild as he listened to the car radio. When the news bulletin was over, he turned down the volume. He wiped the side of his mouth with his hand. "So far they found seven of his victims." I nodded. "I was listening." I took one hand off the wheel and rubbed the back of my neck, trying to work out some of the tightness. He watched me and his grin was half-sly. "You nervous about something?" My eyes flicked in his direction. "No. Why should I be?" The kid kept smiling. "The police got all the roads blocked for fifty

Quelle anticipation pour ce document?

Short story, part ONE

miles around Edmonton." ”I heard that, too." The kid almost giggled. ”He's too smart for them." I glanced at the zipper bag he held on his lap. "going far?" He shrugged. ”I don't know." The kid was a little shorter than average and he had a slight build. He looked about seventeen, but he was the baby- face type and could have been five years older. He rubbed his palms on his slacks. ”Did you ever wonder what made him do it?" I kept my eyes on the road. ”No." He licked his lips.

I was doing about eighty, but the long, flat road made it feel only half that fast. The redheaded kid's eyes were bright and a little wild as he listened to the car radio. When the news bulletin was over, he turned down the volume. He wiped the side of his mouth with his hand. "So far they found seven of his victims." I nodded. "I was listening." I took one hand off the wheel and rubbed the back of my neck, trying to work out some of the tightness. He watched me and his grin was half-sly. "You nervous about something?" My eyes flicked in his direction. "No. Why should I be?" The kid kept smiling. "The police got all the roads blocked for fifty

Pour débrousailler mais aussi pour aider ceux qui vont rencontrer des difficultés.

Repérage 1 texte vidéo projeté travail à l'oral coopératif

On your own: read the text again and find out more about: - Group 1: the characters' appearance - Group 2: the characters' actions (2 students on each character) -Group 3: summarize the news - Group 4: work on details (objects, setting) explain their role.

Repérages 2 travail individuel. Que fait l'enseignant? Comment?

circuler, demander si ils veulent de l'aide? apporte-t-on obligatoirement de l'aide?

, but the long,

I was doing about eighty

flat road

made it feel only

. The

half that fast

redheaded

were bright and a

as he listened

kid's eyes

little wild

to the

. When the

was over,

car radio

news bulletin

the volume. He

the side of

he turned

down

wiped

I G LANCED AT

his mouth with his hand.

"So far they found seven of his victims."

nodded.

"I was listening."

and

took one hand off the

wheel

rubbed the

, trying

back of my neck

to work out some of the

tightness

He watched me

his grin was half-sly.

"You nervous about something?"

in his direction.

My eyes flicked

"No. Why should I be?"

The kid

kept smiling.

The police got all the roads blocked for fifty

Characters: physical appearance

Character 1: actions

Places, objects

Character 2: actions

MIGHT 〈

MAY 〈 MUST

Obj grammatical

Atelier 1 Utiliser le tableau de préparation de séance pour analyser les différentes étapes du cours.

UVSQ S.Boudjenane

UVSQ S.Boudjenane