English Lessons

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Fin de la leçon hebdomadaire - retour au sommaire

UNIT 5 · GO NORTH!

UNIT 4 · STOLEN

UNIT 3 · FROM BRITAIN WITH LAUGHS

UNIT 2 · BOLLYWOOD

UNIT 1 · ONCE UPON A FIGHT

English lessons

WEEK 6 - 12/10 = FINAL TASK

WEEK 5 - 02 & 05/10

WEEK 4 - 28/09

WEEK 3 - 18 & 21/09

WEEK 2 - 14/09

WEEK 1 - 07/09

UNIT 1 - ONCE UPON A FIGHT

Après avoir réfléchi à la descrption de la photo, cliquer sur le crayon pour faire apparaître une proposition de trace écrite.

Have a look at the picture and react to it.

This picture represents Martin Kuther King Jr, who is waving at the crowd of people in Washington DC. On the right, there are photographers or journalists who are taking pictures of MLK. In the background, we can see a crowd a people. They may be demonstrating / marching / protesting. In fact, this picture shows the 1963 March on Washington, during which MLK delivered his famous "I Have a Dream" speech. 2023 is the 60th anniversary of this speech.

UNIT 1. ONCE UPON A FIGHT

embody/epitomise = incarner ; embodiment / epitome = incarnation / striggle = lutter / involvement = engagement

to = réussir à

to = échouer à

in = rendre hommage à qqn

in = être bon à qqc

for = être reconnaissant de / pour

in = réussir à

Essayer de faire les exercices d'abord seul puis vérifier les corrections ensuite.Ex 1. Les réponses s'affichent en passant le curseur sur le pictogramme.Ex 2. Il est possible de relier les mots avant le crayon du site (en haut à droite). La correction apparaitra en cliquant sur les mots de la colonne de gauche.Ex 3. Les réponses s'affichent en cliquant sur le "(to)" de chaque ligne.

Vocabulary worksheet

NB : la correction sera disponible dans les travaux de la semaine suivante.

TEXT 3

TEXT 2

TEXT 4

TEXT 1

Activity 1. Reading comprehension. Read the short texts and try to fill in the boxes of the chart.

LESSON 1. Times of fighting

Test yourself! Do you remember last week's lesson?

TEXT 3

TEXT 2

TEXT 4

TEXT 1

Last week, you had to read 4 texts and find the correct elements. Click on the red eye to see the correction.

LESSON 1. Times of fighting

was wasn't was I / he / she / it... ?were weren't were you / we / they ... ?

V + ED 2ème colonne du tableau didn't + V (WH- +) DID + Sujet + V ...?

passée datée terminée

Activity 2. Grammar time!Les textes que tu as lus sont écrits au passé, plus précisément au prétérit. Voilà un rappel du prétérit en anglais.Prends quelques minutes pour voir ce que tu te rappelles à propos de la leçon puis clique sur le crayon pour avoir la correction.

LESSON 1. Times of fighting

Rosa Parks n'a pas donné son siège à un homme blanc donc elle est allée en prison.

Qui était Shirley Chisholm? Qu'a-t-elle fait? Elle est devenue la 1ère femme noire à entrer au Congrès.

MLK delivered his speech in 1963 and he got the Nobel prize in 1964.

Rosa Parks didn't give her seat to a white man so she went to jail / prison.

Who was Shirley Chisholm? What did she do? She became the first black woman to enter Congress.

Martin Luther King a prononcé (= deliver) son discours en 1963 et il a obtenu le prix Nobel en 1964.

Exercice sur le prétérit : traduis les phrases suivantes en anglais, en utilisant le prétérit. Pour la correction, cliquer sur chaque phrase.

LESSON 1. Times of fighting

Une fois les 3 écoutes faites et les questions répondues, passer à la suite pour la correction.

What sort of document is it?

Who speaks?

What is the function of the document?

What does the document tell us?

LESSON 1. Times of fighting

Activity 3. Oral comprehension (part 1)Tu vas entendre un document audio intitulé "The Civil Rights Movement". Ecoute 3 fois le document en essayant de prendre des notes. Concentre-toi sur les données chiffrées ainsi que les événements décrits. Pense également aux questions ci-dessous.

What sort of document is it? It is a documentary.

Who speaks? 4 people speak : 2 journalists / voices-over (one man and one woman); 1 man from an archive recording ; Martin Luther King while he was delivering his speech

What is the function of the document? It is a didactic document because it teaches us historical information. It is also informative.

What does the document tell us?

1954: the Brown v. Board of Education case ended the end of segregation at school. It marked the beginning of the civil rights movement.
1955: Rosa Parks refused to give up her seat to a white man, which led to a bus boycott.
1963: it was the March on Washington, with 200,000 people. Martin Luther KIng Jr delivered his speecg, which changed the consideration of the movement.

LESSON 1. Times of fighting

Activity 3. Oral comprehension - correction

Test yourself! Do you remember last week's lesson?

Après la mise en forme des notes, cliquer sur la flèche afin de voir une trace écrite résumant le document.

1964 : President Lyndon Johnson / Civil Rights Act / segregation 1965 : Voting Right Act / victory / African-Americans1968 : Martin Luther King / assassination / movement died / new forms / continues

1964 : President Lyndon Johnson 1965 : 1968 : Martin Luther King

LESSON 1. Times of fighting

Activity 4. Oral comprehension (part 2)Suite du travail de CO : 3 écoutes du document audio avec prise de notes. Pour la 1ère écoute : n'utiliser aucune aide.Pour la 2ème écoute : cliquer sur l'oeil rouge qui dévoilera des éléments qui permettent de voir la construction du document. Pour la 3ème écoute : cliquer sur l'oeil bleu qui dévoilera des éléments plus précis, potentiellement compris lors des 2 premières écoutes, qui aideront à recréer le sens du document.

Après avoir pris la trace écrite, passer à la "lesson 2"

1964 : President Lyndon Johnson signed the Civil Rights Act, which ended segregation in America. 1965 : President Johnson signed the Voting Right Act which gave every American the right to vote. It was a monumental victory for African-Americans.1968 : Martin Luther King was assassinated. People thought that the movement died with him but it continued and it took new forms.

LESSON 1. Times of fighting

Activity 4. Oral comprehension - correction

<= VideoSi la vidéo ne fonctionne pas, utiliser l'audio :

Après la mise en forme des notes, cliquer sur la flèche afin de voir une trace écrite résumant le document.

Pour cette compréhension orale, deux parcours sont possibles.NIVEAU 1 . AUCUNE AIDE. 3 écoutes espacées d'une minutes avec prise de notes (modalités d'évaluation).NIVEAU 2. 1ère écoute sans aucune aide. Puis, si besoin, faire apparaître la fiche uniquement à partir de la 2ème écoute.

LESSON 2. A Fighter's speech

Activity 1. Oral Comprehension - Video "The March on Washington" (History, 2012)

Washington DC, Capitol / from the Washington monument to the Lincoln Memorial

Joan Baez, Bob Dylan, Mahalia Jackson

250,000 people (a quarter million) / black and white, young and old

Reverend MLK Jr delivered a speech called "I have a dream".As the leader of the movement, he electrified the crowd with his speech His speech referred to Abraham Lincoln, the president who abolished slavery.The speech deals with his dream of equal rights for all.

28 August 1963 / March on Washington for jobs and freedom

LESSON 2. A Fighter's speech

August 29th 1963. The day before, the March on Washington was an incredible success. As a young journalist in Washington DC, you were present at the event to cover it. Write an article about the march. Describe the people, the atmosphere and give details about what happened. (150 words)

Tâche intermédiaire Travail à rendre par mail (Elyco) pour le vendredi 22/09.Le cours est autorisé mais tout aide extérieure est interdite.

LESSON 2. A Fighter's speech

Activité de remédiation.Le travail envoyé la semaine dernière (tâche intermédiaire) a été corrigé et rendu par mail. Une fiche de remédiation, à faire en autonomie, a été jointe à la copie. Objectif : reprendre la séquence ou utiliser le dictionnaire en ligne pour remplir la fiche.

LESSON 2. A Fighter's speech

Part 2.I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression will be transformed into an oasis of freedom and justice.I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today.I have a dream that one day down in Alabama with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification, one day right down in Alabama little Black boys and Black girls will be able to join hands with little white boys and white girls as sisters and brothers. […]

Part 1.I say to you today, my friends, that even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these truths to be self-evident, that all men are created equal.”

Activity 2. Reading Comprehension - Martin Luther KIng Jr's "I Have a Dream" speechObjectif : comprendre un texte et le reformuler dans ses propres motsStep 1. For each part of the text, write a short summary in your own words. (A2 > B1)Step 2. Then analyse the techniques used by King to deliver his speech and convey his message. (B1 > B2)

LESSON 2. A Fighter's speech

Après fait le travail de reformulation, cliquer pour voir des exemples et comparer les idées mises en avant.

Part 4.And when this happens, and when we allow freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, Black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual: Free at last. Free at last. Thank God almighty, we are free at last.

Part 3.This is our hope. This is the faith that I go back to the South with. […] With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.This will be the day when all of God's children will be able to sing with new meaning: “My country, 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrims' pride, from every mountainside, let freedom ring.”And if America is to be a great nation, this must become true. […] From every mountainside, let freedom ring.

Activity 2. Reading Comprehension - Martin Luther KIng Jr's "I Have a Dream" speechObjectif : comprendre un texte et le reformuler dans ses propres motsStep 1. For each part of the text, write a short summary in your own words. (A2 > B1)Step 2. Then analyse the techniques used by King to deliver his speech and convey his message. (B1 > B2)

LESSON 2. A Fighter's speech

Avant de continuer, s'assurer que le travail sur les techniques utilisées a bien été effectué.

He insists on the idea of togetherness and equal rights (he speaks of freedom as well as the right to go to prison so equality on every single level). He wants freedom everywhere.

MLK wants equality and fraternity / brotherhood between all citizens, especially between black and white people. Moreover, he says that oppression and injustice are very present in America but he hopes for a better future for his children. He wants equality no matter the colour of people’s skin.

MLK says that he has a dream, despite all the difficulties, that every American should be equal because it ios part of the American dream.

He says that equality between all kinds of people (different colours, different religions...) will be the first step towards freedom.

LESSON 2. A Fighter's speech

Other elements:

He criticises the racism of the south of America ; he reminds the audience of slavery, when black people were not free, showing that the situation can get better; he repeats "free at last" three times at the end...

He uses "will" to look towards the future and imagine a better future of equality and freedom for all.

He uses the lexical field of religion and human values (justice, equality, unity, freedom) because he is a religious man and because it means a lot for American people because they are American values. He wants to create a feeling of unity through these values.

He uses binary rhythms (groups of 2 elements) to show unity between what is sometimes opposed.

He directly addresses the audience to make them feel concerned and calls them "my friends". He later uses "we". He wants to show the unity between all citizens.

There are many repetitions at the beginning of sentences / paragraphs (= anaphoras) because he wants to insist on the idea of this dream.

TECHNIQUES USED IN THE SPEECH.Each colour represents a technique. Once you have identified them all, click on the corresponding colour to have an explanation and see if you understand them.

As for the anaphoras, MLK uses epiphoras (repetitions of words at the end of sentences) to insist on the idea of freedom because it is one of his goals / objectives.

__And when this happens, and when we allow freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, Black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual: Free at last. Free at last. Thank God almighty, we are free at last.

__This is our hope. This is the faith that I go back to the South with. […] With this faith we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.This will be the day when all of God's children will be able to sing with new meaning: “My country, 'tis of thee, sweet land of liberty, of thee I sing. Land where my fathers died, land of the pilgrims' pride, from every mountainside, let freedom ring.”And if America is to be a great nation, this must become true. […] From every mountainside, let freedom ring.

__I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression will be transformed into an oasis of freedom and justice.I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character. I have a dream today.I have a dream that one day down in Alabama with its vicious racists, with its governor having his lips dripping with the words of interposition and nullification, one day right down in Alabama little Black boys and Black girls will be able to join hands with little white boys and white girls as sisters and brothers. […]

I say to you today, my friends, that even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream. I have a dream that one day this nation will rise up and live out the true meaning of its creed: “We hold these truths to be self-evident, that all men are created equal.”

LESSON 2. A Fighter's speech

Recap - Do you remember the speech?

It became famous worldwide after the death of George Floyd, a black man who was killed by a police officer during his arrest.

This movement intends to fight against racism police brutality.

This is a protest / march / demonstration of the "Black Lives Matter" movement

Have a look at the picture and react. What do you know about this?Click on the blue logos on the right to get some context and vocabulary.

LESSON 3. Fighting on!

text 2

text 3

text 4

text 1

Need help with the vocabulary?

Recopier le tableau ou télécharger le document

Activity 1. Reading Comprehension - Today's situations (4 texts)Read the texts and fill in the following chart.

LESSON 3. Fighting on!

Activity. Reading Comprehension - Today's situations (4 texts)Correction : click on the chart to see the answers.

LESSON 3. Fighting on!

passer à l'exercice

which

who(m) / that / -

which / that / -

whose

where

for / to / on... who(m)

for / to / on... which

who

Activity 2. GrammarLes propositions relatives. Elles servent à donner une précision sur le nom auquel elles se rapportent. Les pronoms relatifs anglais s'utilisent en fonction de l'antécédent : il faut savoir s'il s'agit d'un être humain ou non.Cliquer sur chaque case pour faire apparaître le ou les pronoms correspondants puis noter dans la leçon.

LESSON 3. Fighting on!

August 29th 2023. Yesterday was the 60th anniversary of the March on Washington and Martin Luther King's "I Have Dream" speech. Crowds of people gathered in Washington to celebrate this historical date. As a young journalist, you were present at the march. Write an article about this anniversary. Say what happened and don't forget to also recall what happened 60 years ago. You will also write about the situation of equality in America today.

Tâche finale - expression écrite (180 mots min.)Travail à rendre par mail (Elyco) pour le vendredi 13/10.Aucune aide (cours, internet...) n'est autorisée.

UNIT 1 - FINAL TASK

30/11 (EVALUATION COMPREHENSION ECRITE - sujet dispo le jour J)

WEEK 6 - voir dans la séquence suivante pour la tâche finale (+ date donnée sur Elyco en temps voulu)

WEEK 5 - 27/11

WEEK 4 - 23/11

WEEK 3 - 13 & 16/11

WEEK 2 - 09/11

WEEK 1 - 16 & 19/10

UNIT 2 - BOLLYWOOD

To start with, test your knowledge about India!

UNIT 2 - BOLLYWOOD

D U B B I N G

A U D I E N C E

S O U N D T R A C K

M U S I C A L

P O S T E R

S C R E E N P L A Y

C H A R A C T E R

B L O C K B U S T E R

P O R T R A Y

Correction: Ex.1. Cliquer sur les mots de la colonne de gauche.Ex.2. Cliquer sur les mots de la colonne de gauche.Ex.3. Cliquer sur les mots à gaucheEx.4. Cliquer sur les blancs pour faire apparaître les mots.

Vocabulary

click when you have thought about the posters

Activity 1. Compare the 2 following posters. WHat are their similarities / differences? What makes one Indian and the other American?

LESSON 1. A BOLLYWOOD RECIPE

American movie : famous hero; darkness and mystery to tease the spectators; special effects with the bats

Indian movie : woman's costume ; man showing his muscular body (traditional masculinity); film released for Diwali; not in English ; impressive special effects

Une fois le travail effectué, cliquer pour voir la correction

Télécharger le fichier

Activity 1. Read the text and answer the questions.

LESSON 1. A BOLLYWOOD RECIPE

1) The document is an online blog article, written by Sam in 2005. It deals with the characteristics of Bollywood movies compared to Hollywood. 2) Bollywood is called Bollywood because it is a portmanteau of Bombay (now Mumbai) and Hollywood, since the city is a huge place for cinema in India. 3) See on the side =>

Activity 2. Correction

LESSON 1. A BOLLYWOOD RECIPE

Pour la correction

LANGUAGE. Les adjectifs composés de sens passif. Ils qualifient le nom auquel ils se rapportent et désignent l’état de ce nom. Par exemple, à la l.1, on peut lire « Mumbai-based…film industry ». On pourrait aussi dire aussi « the film industry based in Mumbai ».Dans ces adjectifs composés, le deuxième mot exprime l’état (l’industrie est basée) et le premier mot vient préciser cet état (basée à Mumbai). Le deuxième mot fonctionne alors comme un participe passé (+ED ou 3ème colonne des verbes irréguliers).Compléter les phrases avec l’adjectif composé adéquat. a) Today, Bollywood counts ………………………………… actors. (that people know well)b) She describes ……………………………………....…………. films. (with the flavour of Bollywood)c) Bollywood often features …………………………..……….. actresses. (of middle age)d) There are often ………………………….……… courtesans in Bollywood movies. (with hearts of gold)

Activity 3. Morphology

LESSON 1. A BOLLYWOOD RECIPE

LANGUAGE. Les adjectifs composés de sens passif. Ils qualifient le nom auquel ils se rapportent et désignent l’état de ce nom. Par exemple, à la l.1, on peut lire « Mumbai-based…film industry ». On pourrait aussi dire aussi « the film industry based in Mumbai ».Dans ces adjectifs composés, le deuxième mot exprime l’état (l’industrie est basée) et le premier mot vient préciser cet état (basée à Mumbai). Le deuxième mot fonctionne alors comme un participe passé (+ED ou 3ème colonne des verbes irréguliers).Compléter les phrases avec l’adjectif composé adéquat. a) Today, Bollywood counts well-known actors. (that people know well)b) She describes Bollywood-flavoured films. (with the flavour of Bollywood)c) Bollywood often features middle-aged actresses. (of middle age)d) There are often gold-hearted courtesans in Bollywood movies. (with hearts of gold)

Activity 3. Morphology

LESSON 1. A BOLLYWOOD RECIPE

LES QUANTIFIEURS : on distingue les quantifieurs des noms dénombrables (countable), c'est à dire que l'on peut mettre au pluriel (table, dog, boy...) des quantifieurs des noms indénombrables (uncountable), c'est à dire que l'on peut pas compter (love, chocolate, racism...).

Activity 4. Grammar

LESSON 1. A BOLLYWOOD RECIPE

much

little

many

much

many

few

many

little

few

"popcorn" est indénombrable donc "few" impossible

"progress" est indénombrable donc "many" impossible

"blockbusters" au pluriel donc "much" impossible

"movies" au pluriel donc "little" impossible

(cliquer sur chaque N° de phrase pour avoir la réponse; pour l'ex1, cliquer sur le mot en rouge pour avoir l'explication)

2. Complétez avec much, many, few ou little.a. There are ……………… posters for this film in the city: I’m not sure it will be a success.b. There was ……………….. chance that he received an award because he didn’t play in ……………….. films. c. I love Bollywood movies: there is so ……………….. love between the characters and so ………………….. plot twists. d. There are …………….. cinemas in India but the industry produces ……………….. films. e. I know very ……………… about India because I’m not very………………. interested in this country.

1. Chassez l’intrus dans les énoncés suivants et expliquez votre choix.a. I have watched some / few / many / little Bollywood movies.b. My daughter eats little / much / few / a lot of popcorn while she watches movies.c. This director has made much / little / some / many progress in her technique.d. There are had some / many / lots of / much blockbusters which are worth being watched.

Activity 4. Grammar - exercise

LESSON 1. A BOLLYWOOD RECIPE

Activity - Work on two Bollywood movies' trailers./!\ Ce travail est construit différemment de celui fait en classe, mais la conclusion est la même. Il faudra donc le faire en parallèle du déroulement du cours qui reposera sur une activité d'interaction.

LESSON 1. A BOLLYWOOD RECIPE

Activity - Imagine your own Bollywood movie! Imagine a brief plot for your own Bollywood movie. Choose the title, your hero or heroine, his or her posture and action.Ce travail est une préparation à la tâche finale. Il est important de commencer à réfléchir à un concept de film qui correspondrait aux éléments de Bollywood. Y consacrer environ 40 minutes puis passer à la suite.

LESSON 1. A BOLLYWOOD RECIPE

N. Kidman (level 1) A. Ray (level 2) P. Chopra (level 3)

Activity - Oral comprehensionListen to the three interviews and take notes about what each actress says.

LESSON 2. WHICH IDENTITY?

Activity - Work on two Bollywood movies' trailers./!\ Ce travail est construit différemment de celui fait en classe, mais la conclusion est la même. Il faudra donc le faire en parallèle du déroulement du cours qui reposera sur une activité d'interaction.

LESSON 1. A BOLLYWOOD RECIPE

Etant absent ce jeudi 23 novembre, le travail à faire est le suivant :=> Entraînement à la compréhension écrite, comme pour un DSIl faut bien prendre le temps de lire le texte, puis de reformuler dans un texte structuré.Le travail n'est pas à renvoyer. Une correction sera faite lors du cours du lundi 27 (et est accessible sur ce Genially au jour du lundi 27 - week 5 dans le sommaire)

LESSON 3. A Stronger Identity

Hates “Bollywood” = not a place; not the same as Hollywood : have their own identity, like America. Bollywood = like a flavourMisunderstanding. Dance is part of the Indian culture and story through songs

Question : would you swap Hollywood for Bollywood?No. Actors like gypsies : go where cinema is. Borders are blurring, don’t need to move. Bollywood + and + international. Knows many languages.Compared to Brad Pitt and Angelina Jolie (with her husband) but just to make a reference, not important to her

Question: is India getting closer to Hollywood in terms of style and substance?Does India want it? Important to maintain your identity, to make movies that are your own

Activity - Oral comprehensionListen to the three interviews and take notes about what each actress says.

LESSON 2. WHICH IDENTITY?

Organisation du cours :- Faire la correction, en autonomie, du compte-rendu de compréhension écrite faite jeudi dernier. - Télécharger le fichier correspondant et surligner tous les éléments qui avaient été mis dans le compte-rendu.S'il ne s'agit que d'un mot, sans le sens de la phrase, il faut simplement le souligner car l'item n'est pas validé. Pour qu'un item puisse être validé, il faut bien que l'idée complète soit rédigée dans la copie.Le reste de l'heure servira aux révisions de la tâche finale (vocabulaire, oralité...)

LESSON 3. A Stronger Identity

Télécharger le sujet puis faire l'évaluation.Bien penser à reformuler les réponses pour ne pas juste recopier le texte.Aucune aide n'est autorisée.NB : la langue n'entre pas dans le barème, seule la compréhension est notée.

Evaluation - compréhension écrite

+ 11/01

WEEK 6 - 22/01 = fin de la séquence en classe, mais cette séquence aura été finie de ton côté. Tu peux en profiter pour travailler le cours en vue de la tâche finale qui aura lieu jeudi 25 janvier+ 25/01 : TACHE FINALE en 1h

WEEK 5 - 18/01

WEEK 4 - 08/01

WEEK 3 - 21/12

WEEK 2 - 11/12 (TÂCHE FINALE UNIT 2) + 14/12

WEEK 1 - 07/12

UNIT 3 - FROM BRITAIN WITH LAUGHS

The second picture shows people playing in a casino. On the left, we recognize James Bond, a famous spy. The man on the right must be his rival / his enemy. The two pictures are related to spy stories!

The first picture shows two children, dressed in dark clothes. The boy seems to be fighting, while the girl is wearing sunglasses. In the background, we can see the faces of adults, as well as a strange island and a plane. We can imagine that the kids are special kids going on a mission.

Have a look at these two pictures and describe them. Click on the picture to show a description.

UNIT 3. FROM BRITAIN WITH LAUGHS

goal

protect

neutralising

threat

rival

archenemy

sabotage

train

improvise

trap

classy

smart

suit

bowtie

purpose

undercover

infiltrate

carry out

secret agent

Correction : lorsque tu as trouvé les mots, clique sur les pointillés pour faire apparaître le mot.

Ex. 1. Fill in the blanks with the following words. Archenemy - bowtie - warry out - classy - goal - improvise - infiltrate - neutralise - protect - purpose - rival - sabotage - secret agent - smart - suit - threat - train - trap - undercover

Correction : cliquer sur les flèches correspondant au sens des mots une fois qu'ils sont trouvés

Correction : cliquer sur les images

BULLETPROOF (VEST)

RING

EXPLOSIVES

MICROPHONE

BULLET

WEAPON

TRACKING DEVICE

BLADE

Ex. 2. Find 7 words that can qualify a gadget or a mission.

Ex. 3. Move each word under the correct picture.

WEAPON

TRACKING DEVICE

RING

MICROPHONE

EXPLOSIVES

BULLET

BULLETPROOF (VEST)

BLADE

Fichier imprimable

Build up your vocabulary

Once you have thought about the qualities, click to discover them!

Activity 1. Brainstorming : what qualities do you need to be a spy?

LESSON 1. Becoming a spy

Une fois les mots notés, passer à la suite.

Use the dictionary for the words you don't know.

be observant

be intelligent / clever

think fast

be adaptable

be a good liar

handle pressure

pay attention to detail

follow your instinct

be agile

be fearless

be available to save the day

be resourceful

be discreet

Activity 1. Brainstorming : what qualities do you need to be a spy?

LESSON 1. Becoming a spy

EXPRESSION ORALE - 1 minute 30You are a young filmmaker and you have a project for a new Bollywood movie.Send your project to the producers and convince them that they should choose your ideas for the next Bollywood blockbuster.In your presentation you will :- introduce yourself;- explain your film (story, characters, Bollywood ingredients...);- convince them that your movie is the best.You can add any information which you find relevant. TRAVAIL A RENVOYER PAR MAIL

FINAL TASK (UNIT 2)

Une fois le travail terminé, cliquer pour accéder à la correction

NB : si tu choisis un degré élevé, tu peux ensuite choisir un degré plus "simple" en cas de difficulté, mais pas de changement inverse.

Activity 2. Reading : Read the text and answer the questions.Activité différenciée : choisis ton niveau de difficulté.Niveau 1 : questions très guidées. peu de reformulation. Niveau 2 : questions un peu guidées Reformulation modérée.Niveau 3 : questions larges, comme pour une évaluation. travail de reformulation.

LESSON 1. Becoming a spy

QUESTION 3

QUESTION 4

QUESTION 1

QUESTION 2

Activity 2. Reading : Read the text and answer the questions - CORRECTION (à partir de la fiche n°2)

LESSON 1. Becoming a spy

Activity 2. Grammaire : Le comparatif Dans le texte : fewer ; higher; more unusual

LESSON 1. Becoming a spy

A terminer pour la semaine suivante

Exercice. Traduire les phrases suivantes en utilisant le comparatif. a) Les espions britanniques sont plus drôles que les espions américains.b) Plus un espion s’entraîne dur, plus il devient bon.c) Pour être espion, il faut être aussi intelligent que courageux. d) Son ennemi juré est plus petit mais il est plus dangereux.

correction

Correction

British spies are funnier than American spies. The harder a spy trains, the better he gets. To be a spy, you need / have to be as intelligent as courageous. His archenemy is smaller but he is more dangerous.

Le reste du cours du jour repose sur une activité en interaction, difficilement transposable à distance car il ne s'agit que de brefs textes destinés à déclencher la parole.Ainsi, il semble préférable de travailler sur la tâche finale de la séquence précédente, qui est à retrouver par ici :

Recap des activités faites avant les vacances Tâche intermédiaire : à rendre si possible (120 mots).Now that you know more about spies and CHERUB, write your own application letter to join the school!Use what you know about the school to show your motivations and speak of your qualities to convince Mac to choose you as their next recruit !Rappels méthode de la lettre

LESSON 1. Becoming a spy

correction des 3 vidéos

(Les vidéos sont classées par difficulté)

Video 2

Video 3

Video 1

Activity 1. Watch two of the three videos. Copy out the grid and take some notes:

LESSON 2. Spy It Up!

Activity 2. Now that you know more about spies and their gadgets, it's time for you to invent 2 new gadgets for spies.Think of their shape, their secret feature and say how and when they can be used. => Un enregistrement oral présentant les 2 gadgets peut être renvoyé par Elyco (tâche facultative).

LESSON 2. Spy It Up!

Activity 1. Video - clip from TV series Sherlock ("A Study in Pink", 2010)Watch the video and fill in the worksheet:(Si la vidéo ne fonctionne pas, elle est récupérable ici : )Une fois la vidéo écoutée 3 fois et la fiche complétée, accéder à la correction et comparer avec les notes prises lors des 3 écoutes.

LESSON 3. MEETING A SPY...

Activity 2. GRAMMAR - Le present perfect* CONSTRUCTION.(+) HAVE (auxiliaire au présent) + PARTICIPE PASSE (-ED / 3ème colonne)(-) HAVE + NOT + PP(?) (WH- +) HAVE + SUJET + PP ... ? * EMPLOIS1) Expérience / bilan, avec "ever, never, always, already"...Ex. I have never seen a James Bond movie.2) Passé proche ("venir de"), avec "just"Ex. She has just left the room. 3) Evénements commencés dans le passé et se poursuivant dans le présent, avec "since" + date / "for" + duréeEx. We have lived in London since 2011. /!\ Ne pas confondre avec le prétérit, qui s'emploie pour les actions passées, datées, terminées. Ex. I have lost my keys and I can't get home. Yesterday, I lost my keys.

LESSON 3. MEETING A SPY...

Correction des exercices en cliquant sur les verbes dans l'ex1 et sur les phrases dans l'ex2

M has just spoken with Watson but hasn't learnt much about Sherlock.

have discovered

has betrayed

have not found

has told

Has Watson managed

Watson has known Sherlock for only 1 day.

has achieved

1) Conjugate the verbs to speak of the people’s experiences. a) James Bond ……………………………………… (achieve) his goal without killing anyone.b) They ……………………………………… (discover) the truth because someone ………… ………………… (tell) them.c) She ……………………………………… (betray) the spy.d) I ………………………………………. (not find) any clues on the crime scene.e) ………………………………………………….. (manage / Watson) not to say any secret? 2) Translate into English. a) Watson connaît Sherlock depuis 1 jour seulement. b) M vient de parler avec Watson mais n’a pas beaucoup appris à propos de Sherlock.

Activity 3. Exercices de grammaire sur le present perfect

LESSON 3. MEETING A SPY...

A faire en 1h (SANS AIDE NI SUPPORT) et à renvoyer par mail :ENGLISH – WRITING (200 words – 1/3 tps 140 words)You are a young French spy and you are looking for a job as a spy in a foreign country. That’s why you decide to send an application letter to the British Secret Intelligence Service, MI6. Your contact is a person called “CB”. In your letter, you will:- introduce yourself;- speak of your experience as a spy so far;- explain the different gadgets you have already used. Your goal is for you to be chosen by M, so put your skills forward and be convincing. (Bonus tip: British spies love humour.)

FINAL TASK

FINAL TASK 28/03

WEEK 6 - 18/03

WEEK 5 - 14/03

WEEK 4 - 19/02 + 22/02

WEEK 3 - 15/02

WEEK 2 - 05/02 + 08/02

WEEK 2 - 01/02 : PAS COURS CE JEUDI

WEEK 1 - 25/01

UNIT 4 - STOLEN GENERATION

CONCLUSION: We can notice that Australia will be the main topic of the unit. It will also deal with Aboriginal people and something that happened to them. That's why they are marching in the second picture.

CONCLUSION:

Picture 2. The picture shows a march / a demonstration composed of many Aboriginal people. The sign in the background refers to the "Stolen Generations" while the banner criticises someone for a bad action that they committed. In their opinion, being sorry is not enough.

Picture 3. The picture shows a city located on the coast. On the left, we can see a famous monument : Sydney's opera. This means that this picture was taken in Australia.

Picture 1. The picture shows a group of Indigenous / Aboriginal men playing a music instrument (= a didjeridoo). They are in the wild / in the middle of a desert.

Have a look at these pictures (click on the icon one after the other). Write a short description of each picture, then conclude about the main topic of this new unit.

UNIT 4. STOLEN GENERATIONS

Have a look at the double page about Australia. Take a few minutes to read it and make sure that you understood it. Then, close the page and answer the questions to see if your memory is good!(NB: en cas d'erreur, ne pas hésiter à jeter un oeil au document)

MEMORY CHALLENGE !

UNIT 4. STOLEN GENERATIONS

A finir pour jeudi

These pictures show many Aboriginal children, with white adults. On the right, the woman is religious (= a nun) and on the left we can imagine the man is a teacher.These children were educated by white people, as during colonial times, to make them more "European".

ACTIVITY 1. LOOK AT THE PICTURES AND REACT. (click on the pictures to get some elements)ACTIVITY 2. ORAL COMPREHENSIONGOAL: Understand what the "Stolen Generation" is. STEP 1. Watch the video and take some notes.STEP 2. Download the mindmap and complete it with the few notes that you have. STEP 3. Watch the video again and complete the mindmap. If you need it, you can have another look at the video.

LESSON 1. A DARK PAST

3) GRAMMAIRE. LA VOIX PASSIVELire la leçon et la noter.Puis passer aux exercices.

1) Remédiation tâche finale : voir le fichier envoyé avec la copie corrigée

2) Let's resume the lesson !Have a look at the correction of the mindmap

LESSON 1. A DARK PAST

“Do sorry” = They want the government to act properly, not just say they’re sorry.

National Day of remembrance, to pay tribute to the Stolen Generation / celebrated every year

Aboriginal flag reading “National Sorry Day 26 May)

What does the message mean?

What does the date mean?

What is it?

A) A political improvement...ACTIVITY 1. Have a look at the pictures and answer the questions. Once you've answered the questions, click on them to see the answers.

LESSON 2. Towards Reconciliation?

Prendre le temps de prendre des notes et de recréer du sens avant de regarder la correction

ACTIVITY 2. Oral Comprehension.Watch the video entitled "Kevin Rudd's Apology Speech" (2008)and answer the few questions.Who speaks? Tone of voice?Where? To whom? The speech is divided in 3 parts. Identify them and take notes about the contents. How does Kevin Rudd manage to recreate a link with Aboriginal people? Focus on the techniques he uses. (3 écoutes maximum)

LESSON 2. Towards Reconciliation?

Who? Kevin Rudd, Prime Minister Tone of voice: solemn, serious speechWhere? in ParliamentTo whom? The Australian people, mainly Aboriginal people and other MPsStructure of the speech?Remembering what happened (PAST) : here to honour Aboriginal peoples (oldest culture in history) + reflection on past mistreatments / dark chapter of history (Stolen generation) + wants to “turn a new page”Apologies (PRESENT): for laws of successive parliaments / for inflicting grief and sufferings / for removing children from their family, community, country / for indignity and degradation + apologies to the families, descendance, mothers, fathers, brothers, sisters… + wants to “heal” the nationTowards the future (FUTURE): not forget so it doesn’t happen again + close gap between all Australians (= equality) + mutual respect and reponsibilityHow does Kevin Rudd manage to recreate a link with Aboriginal people? Calls them “fellow Australians” and refers to their beliefs (the country) = creates a bond, a linkSays “we” on behalf of Parliament = not just him but all political class (and Australians?) = he wants everybody to feel concerned Repeats his apologies + focuses on equality at the end

Rappel grammatical : la volontéWANT> WANT TO + VEx. Kevin Rudd wants to turn a new page. > WANT SOMEBODY TO + VEx. He wants all the Aboriginals to feel included. WOULD LIKE> WOULD LIKE TO + V Ex. He would like to create a united nation. > WOULD LIKE SOMEBODY TO + VEx. Aboriginals would like the government to act more than just say sorry.

LESSON 2. Towards Reconciliation?

Une fois les questions faites, passer à la correction

B) But a social reservation.Reading comprehension - Read the text and answer the questions.Rappel : l'objectif de la CE est bien de reformuler les idées donc il faut bien s'efforcer de faire cette reformulation.

LESSON 2. Towards Reconciliation?

a) Write a short paragraph introducing the text (nature, author, date, main subject)b) Rephrase the arguments concerning the proposal (pros (= in favour) v. cons (= against)). c) Focus on the different opinions presented in the text and explain them.d) How does the author explain the result?

a) Write a short paragraph introducing the text (nature, author, date, main subject)The text is an article, written by Hilary Whiteman, a journalist from CNN and published on October 14 2023. It deals with the result of a referendum in Australia. Australians voted against the recognition of Indigenous people in the Australian constitution to give them more credit and power. b) Rephrase the arguments concerning the proposal (pros (= in favour) v. cons (= against)). PROS: the proposal will help First Nations to get more help and support because the community is touched by many problems such as suicide, domestic violence or prison. It will also modernise the country’s constitution and bring more equality between Australians. CONS: the proposal means that First Nations don’t have a voice in Australian, which is not true. “No” proponents also say that it is useless because Australia already has structures to help First Nations and it is not detailed enough.c) Focus on the different opinions presented in the text and explain them.Anthony Albanese = Prime Minister. He seems to be in favour of the proposal as he thinks that Aboriginal people are too often marginalised in society. He says that this “no” will not divide the country but everybody should stay united, beyond the disagreement. Warren Mundane = leader of the “no” campaign. He says that the referendum should have never taken place and it is a lie to say First Nations don’t have a voice in the decisions of Australia. d) How does the author explain the result? The author says that the “no” won because the campaign created doubt in the voters’ minds by saying the country would be divided and would be a threat to the country’s unity. In fact, they created an atmosphere of fear to get their point followed.

LESSON 2. Towards Reconciliation?

Mots de liaison

Pronoms relatifs

Verbes irréguliers

Voix passive

Programme du jour : Fin de la correction du texteTravail en binôme : création d'un journal TV qui annonce les résultats du référendum + passages à l'oralEtant donné les activités, tu peux soit reprendre les parties du cours que tu as manquées, afin de mieux les maîtriser, soit faire des exercices de grammaire (soit les 2).

LESSON 2. Towards Reconciliation?

Hour 1.- Let's recap what we did before the holiday!- en classe : suite de la préparation de la tâche intermédiaire (JT sur le référendum)

LESSON 2. Towards Reconciliation?

This artwork is composed of different masts with sails. The sails are decorated with Aboriginal art. It represents the mix between Aboriginal culture and the ships of the first settlers, who colonised Australia. It aims at showing some unity between First Nations and Australians.

Hour 2.Have a look at the picture and react. => What can you see? click on the magnifying glass to get some vocabulary words=> What do you think this artwork symbolises?

LESSON 3. Expressing reality through art

Reconciliation through artA group of Aboriginal artists are working on a major sculpture that will go on show on the shores (1) of Sydney this weekend. It is hoped the sculpture, which takes the form of 11 ship masts draped with sails representing the First Fleet (2), will prompt discussions about reconciliation. The sails will be painted on one side with Aboriginal art, and on the other side with white paint. [...]“I thought it would be visually spectacular, but also a political statement that would be really easily recognisable,” lead artist Tereasa Trevor said. “So, it’s almost like the sails are mirrors for the culture that existed here prior to (3) the arrival of the First Fleet.” Aboriginal elder Aunty Denise Bloomfield has been involved in the project. “I’m a Stolen Gen, and it’s helped me to release a lot of the pain that I’ve had over the years,” she said. She hoped the sculpture would build upon conversations around reconciliation and Indigenous recognition. “Hopefully we can finally unite as a nation, and I mean actually look at each other and see each other as brother and sister, not as enemy. What I’d like to see is reconciliation between both cultures, and to see it permanent.”Adapted from Robert Virtue, abc.net.au, August 3rd, 20171. coast ; 2. The 11 ships that first arrived from England to Australia in 1787; 3. beforeQuestions:Explain how this sculpture combines two cultures.Comment on the main purpose of this project.

Hour 2. Now read the text about this artwork and answer the questions.

LESSON 3. Expressing reality through art

1) Explain how this sculpture combines two cultures.Representation of the European arrival (First Fleet) mixed with Aboriginal Art on the sails (one side white, one side painted) – sails showing what existed before the Europeans settled in Australia 2) Comment on the main purpose of this project.Put forward Indigenous art and culture = way to mix / blend them as a way to reconcile both sides + Give a political range to art + Bring conversation between all Australians in order to reconcile over the past events

Hour 2. Now read the text about this artwork and answer the questions.

LESSON 3. Expressing reality through art

Sally Morgan, Taken Away (1987)

Vesna Rozman, Too Young to Hide (2016)

Jacqui Stewart, Hope Beyond the Window (2011)

Activity : Study the 3 paintings below. Describe them and analyse them : what is symbolic? What about the colours? ...Click on the paintings to have a better look at them!

LESSON 3. Expressing reality through art

All these paintings are meant to raise awareness about what happened in Australia until the 1970s. These works focus on the sufferings and losses of the Aboriginal families and show the whites’ action towards them. These works actually criticise the power of the White Australians over the First Nations people.

LESSON 3. Expressing reality through art

WEEK 8 - 27/05 - tâche finale / disponible le jour J

WEEK 7 - 23/05

WEEK 6 - 13/05 + PAS COURS JEUDI 16/05

WEEK 5 - 15 + 18/04

WEEK 4 - 11/04

WEEK 3 - 04/03

WEEK 2 - 28/03

WEEK 1 - 21/03

UNIT 5 - Go North!

The pictures are linked because they both show views of nature and wilderness. Yet, the second picture shows that there are dangers and so the environment is the topic of this new unit. Moreover, both picture were taken in Canada.

This picture is very different. A forest is burning as we can see the flames and the smoke rising. A helicopter can be seen in the middle. It may be checking on the location or pouring water over the forest. This picture shows the dangers that nature can encounter.

This is a landscape, with 2 bighorn sheep in the foreground. In the background, we can snowy mountains and a lake, as well as hill in the middle ground. The picture shows wildlife and the beauty of nature.

Have a look at the 2 pictures and describe them. Then, try to find the link between the pictures.

UNIT 5. GO NORTH!

Yellow : Canadian province / Blue : Monument / Red : City / Green : Park

Now, let's find out more information about Canada! Use the internet if you need.

UNIT 5. GO NORTH!

Replacer "mentalement" les termes à leur place sur l'infographie puis vérifier.

snow and ice cover

biodiversity

mitigation

drought

forest fires

melting of

warming

greenhouse gas emissions

natural factors and human activity

precipitation

cliquer sur les lettres de chaque question pour faire apparaître les réponses. Ne cliquer QUE si tu as la réponse, puis vérifier le reste.

melting of...

extreme precipitation

forest fires

natural factor

drought

Biodiversity

mitigation

Human activity

flood

Greenhouse gas emissions / warming

1. Match expressions related to climate change with the corresponding definitions. Biodiversity / Drought / Extreme precipitation / Forest fires / Flood / Greenhouse gas emissions / Human activity / Melting of snow and ice-cover / Mitigation / Natural factor / Warming a) The gases in the atmosphere that raise the surface temperature of planets: b) The variety of plant and animal life in the world or in a particular habitat: c) Various actions for recreation, living, or necessity done by people: d) Unusually large amount of water covering a land that is usually dry: e) Reduction in how harmful, unpleasant, or bad something is: f) Liquid water forming as a consequence of an increase in temperatures: g) A prolonged period of low rainfall leading to shortage of water: h) A set of elements present in nature: i) A fire burning in an area of land with many trees, that is difficult to control: j) The amount of rain or snow experienced in a location substantially exceeds what is normal:2. Complete the infographic with some of the expressions.

Time to build up your vocabulary!

UNIT 5. GO NORTH!

Faire l'exercice puis vérifier la correction (une fois l'exercice fini)

3. Phrasal verbs. Le phrasal verb est un verbe suivi d'une particule, ce dernier peut être un adverbe ou une préposition. La particule ajoutée change le sens du verbe. Les prépositions les plus courantes sont out, up, away, on, in, under, from…-For each phrasal verb, circle the correct synonym.1° To find out = to discover / to analyse2° To die out = to find a solution / to become extinct3° To cool down = to become nicer / to become colder4° To run out of something = when something is not available anymore / when something is available5° To give up = to stop doing something / to give a present to someone6° To cut down on = to reduce / to stop doing something7° To wipe out = to stop doing something/ to eliminate- Complete the sentences with phrasal verbs.a) In the recent years, Canadian organizations and the Government have tried to ………………..…………….. solutions to tackle environmental issues.b) Canadians were asked to …………….…………….. greenhouse gas emissions in their everyday lives.c) A lot of species have started to ………….………………….. in the last few years, and some other have been ………………………………… over the years.d) Saving energy at home was one of the easy ways to ………………………….……………. the earth.

Time to build up your vocabulary!

UNIT 5. GO NORTH!

Ne passer à la correction qu'une fois la worksheet terminée

PART 1. Watch the video called "Canadian wildlife in decline" and use the worksheet. Answer the questions.

LESSON 1. The significance of nature

Fin de la 1ère heure

Now, compare the correction to your notes.

LESSON 1. The significance of nature

FINAL TASK - UNIT 4You are a radio journalist for an Australian radio. A new exhibition about Aboriginal Art has just opened in Sydney. Create the radio report about it.Introduce the subject, explain the situation, give some contextual elements and speak of the people's reactions after the exhibition. L'enregistrement sera envoyé par ELyco. 2 minutes sont attendues.

Le cours a pris un peu de retard la semaine dernière. Il faut donc que nous finissions la vidéo sur la situation de la vie sauvage au Canada.Pour revenir à la correction de la vidéo :De plus, étant donné la fermeture de la messagerie Elyco, merci d'envoyer la tâche finale de la séquence 4 (fichier audio) à l'adresse suivante : clement.boisiaux@ac-nantes.fr Pour revoir le sujet de la TF : Une fois la correction de la vidéo terminée, passer à la suite.

LESSON 1. The significance of nature

A terminer pour la semaine prochaine

1) Flash the code and watch the video. Focus on the problems faced by the Inuits because of climate change.2) Show how their way of life is directly related to nature.3) Explain what the SMARTICE project is.

1) Read the text and show how forests are a key element to the Canadian way of life.2) Focus on the problems Canadian forests are facing because of climate change.3) Spot the priority for forests.

Canada’s forests are some of the largest in the world. They have enormous economic, cultural, environmental, and recreational value for Canadians of all walks of life. Forests clean the air, water and soil. They support abundant and important populations of plants and animals. They are a vital economic resource, sustaining a thriving* wood, pulp and paper industry. They allow people to practice traditional hunting and trapping lifestyles, preserving culture and providing an essential food source in isolated and northern communities. They sustain a profitable tourism and recreation economy, offering rest, refuge, and adventure to both Canadians and visitors. Our forests are also vulnerable to climate change.Ken Zielke has studied and worked in the forests of British Columbia for over thirty years. From Zielke's standpoint, climate change poses a variety of threats to Canada’s forests. Most worrisome are the potential for more destructive insect outbreaks, more intense and more frequent wildfires, and shifts in weather patterns that threaten our trees and the industries and communities that depend on them. Moving forward, it is clear that we need to take steps to protect our forests and ourselves from what could be a climate catastrophe. (…) “We need to start adapting”. The effects of climate change on Canada’s forests are already evident. The mountain pine beetle has caused extensive forest damage in British Columbia and now threatens Alberta as well. Forest fire seasons have become longer and more destructive, as illustrated by the massive 2016 Fort McMurray fire and the record-setting 2017 and 2018 British Columbia wildfire seasons. And shifts in weather have started to cause die-back in sensitive species such as aspen** that are facing increased drought stress and higher temperatures. This means that as forests die, or are burned or logged, we are losing a powerful natural resource that’s been keeping climate change from getting even worse. From https://climateatlas.ca/ *thriving = vivant **aspen = tree

Part 2. The impact of climate change on traditional communities=> Study the 2 documents (video + text) and answer the questions.

LESSON 1. The significance of nature

DOCUMENT 1. SmartICE and Inuits Problems faced by Inuits because of climate change : In the recent years, travel routes for Inuits have become more and more dangerous with more and more people falling into the ice. This is a direct consequence of ice melting. Inuits’ way of life and nature : Inuits need the ice because it’s necessary for their survival; They do hunting, fishing, go to work or practise cultural activities. Explain the SmartICE project : This is a social enterprise company which relies on both indigenous knowledge and new technologies to make travel routes safer. Youth are directly integrated in the project and show a great respect towards their land. // Way to bridge the gap between communities.DOCUMENT 2. Canadian forests Forests and Canadian way of life : Largest in the world / Used in economy, culture, environment, recreational activities / Forests clean the air, water, soil / Place of refuge, to find rest / Also used for traditional practices : hunting, food… Problems of Canadian forests : Insect outbreaks, like the mountain pine beetle / frequent wildfires / some trees are dying / high temperatures and drought / deforestation Priority for forests : Need to start adapting or it would be a climate catastrophe

Recap des 4 documents - passages à l'oral en classe / prendre la correction

LESSON 1. The significance of nature

Forests will grow if humans connect more to the land.

If you take care of your environment, you become aware of where your food comes from.

(The) Species would survive if Western societies reduced their carbon footprint.

Les espèces survivraient si les sociétés occidentales réduisaient leur empreinte carbone (= carbon footprint).=Si tu prends soin de ton environnement, tu te rends compte (= become aware of) d’où vient ta nourriture.= Les forêts se développeront/grandiront si les humains se connectent davantage à la terre. =

have

will practise

melts

accepted

wouldn't protest

rise

=> Faire la leçon de grammaire avant de passer à l'exercice de traduction. Cliquer sur les pointillés pour voir la correction, puis cliquer sur le trombone pour faire l'exercice d'application. Vérifier ensuite les réponses en cliquant sur chaque phrase.

télécharger fiche

ACTIVITY - GRAMMAR : L'hypothèse

LESSON 1. The significance of nature

Vancouver is a very developed city, as we can see with its skyscrapers (= gratte-ciel), its harbours and the stadium. Moreover, it mixes natural landscapes (=paysages) and cityscapes (= paysages urbains). Indeed, there is a huge park in the middle ground, and we can see a mountain range in the background. What's more, it is surrounded by wate, so the city is a perfect mix between nature and urban life.

1) In CitiesHave a look at this picture of Vancouver. What can you notice?

LESSON 2. Rethinking Human Activity

Vancouver, a leading sustainable1 city (investec.com, March 2022)Vancouver is not just a place of incredible natural beauty – it is also one of the most sustainable cities in the world. From my time there, it became clear that a focus on the environment and sustainability is not only possible but has created a thriving2 beautiful city. […]Our taxi ride from Vancouver airport to our hotel was the first hybrid car, and taxi, I have had the privilege of being in. The city is focused on transforming its public transport options to be more sustainable by utilising the latest clean energy techniques as well as adding electric and hybrid busses. The city encourages alternative forms of transport like walking and cycling and has invested in protected bike lanes and improved crosswalks. The city’s goal is to have more than 60% of all trips made up by walking, cycling or public transport by 2040. In terms of private transportation, Vancouver was one of the first cities in the world to adopt electric vehicles. Although we didn’t see many charging stations lining the streets, the city now requires all new city condos3 to have an electric vehicle charging station. It was evident there was no smell of petrol or car fumes walking through the city, which shows how sustainable public transportation is an important step in decarbonisation and adds to our general health and wellbeing. 1. durable; 2. prosperous; 3. buildings made for people to live inI read that 90% of residents within [Vancouver] now have a maximum five-minute walk to get to green spaces and city parks, thanks to the action plan to create more green spaces. Stanley Park, which is one of the largest green spaces in North America, has the most beautiful views, which could easily motivate anyone to take up some form of outdoor activity. Part of the green initiatives have been focused on urban planning and ensuring2 that the city design is as efficient as possible. All new buildings are required to be energy efficient and older buildings are being retrofitted3 to become as energy efficient as possible. […]Recycling within the city has been another key focus of the sustainability plans. Every rubbish station throughout the city requires you to sort your waste, with the goal of reducing the levels of waste sent to landfills. Sorting your rubbish and recycling seems like an embedded part of life, with even our hotel requiring us to sort our rubbish. By enabling people to recycle and making it easy, people have naturally adopted the process. A waste management company, which ranked the world’s greenest cities in line with their recycling efforts noted that Vancouver has increased its recycling rate from 40% to over 60% within the last 10 years. The city has a strategic plan in place called Zero Waste, which aims to create a zero-waste community by 2040 by supporting sustainable resources.durable ; 2. making sure ; 3. renovated

ACTIVITY. READING. Read the text about Vancouver and underline the reasons why it is a "sustainable city" (utiliser l'outil "stylo" de Genially). Then rephrase these notes.

LESSON 2. Rethinking Human Activity

REPRISE DU TRAVAIL DE JEUDI. ACTIVITY. READING. Read the text about Vancouver and underline the reasons why it is a "sustainable city" (utiliser l'outil "stylo" de Genially). Then rephrase these notes.

LESSON 2. Rethinking Human Activity

ACTIVITY. READING. Here are the reasons why Vancouver can be seen as a sustainable city:

LESSON 2. Rethinking Human Activity

He'd better but second-hand clothes rather than buy new clothes.

You should use public transport instead of taking your car all the time.

(cliquer sur chaque pictogramme APRES avoir réfléchi à où mettre chaque terme)

Recycle

Sort waste

Compost

Buy second-hand clothes

Reduce water consumption

Ride a bike

Use renewable energy

Use public transport

Carpool or Carshare

ACTIVITY. VOCABULARY + GRAMMAR

LESSON 2. Rethinking Human Activity

B) In the wildSTEP 1. Rappels méthodologiques de la CE : suivre le diaporama avant de passer à la suite.

- Recap des phrases avec SHOULD / HAD BETTER

LESSON 2. Rethinking Human Activity

QUESTIONS - PARCOURS DIFFERENCIES

TEXTE

B) In the wildSTEP 2. Now you can start reading the text.- Cliquer sur l'icône texte pour accéder au document- Après lecture du texte, cliquer sur le document des questions. 3 parcours sont proposés : 3 étoiles : questions sans aide, comme pour une évaluation2 étoiles : carte mentale à compléter, qui apporte un peu d'aide 1 étoile : avec plus d'aide et un découpage plus précis des attentes L'objectif est de choisir l'un des 3 parcours pour s'auto-évaluer sur sa compréhension du texte. Il est possible de commencer avec le niveau 3 ou 2 puis de passer au niveau inférieur si cela reste trop difficile. En revanche, l'inverse n'est pas possible.Prendre le temps de bien faire les questions du niveau choisi.Une fois terminé, passer à la correction.

LESSON 2. Rethinking Human Activity

1) Write a short paragraph to introduce the text (nature, author, date, source, main idea). The text is an article, written by Helen Pike and published on the website of CBC News. It was written on 17th April 2023 . The text deals with a Canadian project of including citizens to have a look at maps in order to find where beavers dams are located so it can help preserve the environment. 2) Explain the goal of the project and how it works. The goals of this project is to create maps locating the dams, to understand how they work and to protect the wilderness from natural disasters (floods, fires, droughts…). It is possible to identify the dams thanks to an online research platform called Zooniverse. This permits to save a lot of time because people don’t have to look for the dams : they locate them and then go and see them. 8 people analyse the images to make sure there is no mistake. 3) Explain how important humans are in the success of the project. This project was created by the Miistakis Institute and the Alberta Riparian Habitat Management Society. In the text, the MI is represented by Holly Kinas who is a conservation analyst. She says that locating the dams is important because it saves a lot of time and it permits to be more efficient. The ARHMS is represented by Amy McLeod explains that beavers are important to the ecosystem.Moreover, citizens are asked to do that so they are asked to get involved in this project. Without these “detectives”, the project could not exist. 4) Focus on beavers. a) What happened in the past? In the past, beavers could be found everywhere in Canada, but Europeans (European settlers) eliminated almost all the beavers in the country. Yet, they managed to repopulate their ecosystems. b) Explain both their positive and negative impacts on nature.+ : Imitating beavers can help us understand new techniques against climate change. / Beavers help protect the environment from floods. / Beaver dams reduce the consequences of floods and droughts. / Beavers dams create water reserves which can prevent drought- : Beavers destroy important trees by cutting them down. / Beavers can be dangerous for the farming industry because they flood the fields.

LESSON 2. Rethinking Human Activity

Activity : Now, present a project in favour of the environment in front of an assembly. Write the short speech presenting the project.

LESSON 2. Rethinking Human Activity

project

award

prize

diploma

won

science

Ontario

teenagers

The picture shows 5 teenagers . Some of them are holding a diploma or a prize so they must have won an award . In fact, they have received an award for an innovative science project with the Ontario science centre.

The picture shows 5 ................................ . Some of them are holding a .......................... or a ......................... so they must have .................. an ........................ . In fact, they have received an ..................... for an innovative ........................ ....................... with the .............................. science centre.

Click on the link to discover the picture. Click on the numbers to try and guess what the picture is about. Then, reveal the text and fill in the blanks with the words. you can MOVE the words. When you're finished, click on the text to make the solutions appear.

LESSON 3. Pushing Youth Innovation

Now, read the text and identify the qualities or the requirements needed to be a candidate for the project.

LESSON 3. Pushing Youth Innovation

Now, read the text and identify the qualities or the requirements needed to be a candidate for the project. - Be Canadian- Be between 14 and 18 years old- Be good at science - Be interested in science- Be able to work in groups/teams - Be courageous to present an innovative project

LESSON 3. Pushing Youth Innovation

Once the reading and the questions are finished, you can click on the wheel to reveal the answers.

Activity : Read the two shorts texts and answer the questions.

LESSON 3. Pushing Youth Innovation

Une fois le travail terminé, il faudra passer par un temps d'auto-évaluation. Utilise la grille ci-contre pour évaluer ton travail et voir les colonnes qu'il faut travailler. (objectif : B1+)Chaque colonne correspond à un nombre de points score. Il faut ensuite additionner les points score pour obtenir un résultat, qui correspond en bas à une note.Par ex. 40 pts score = 17/20 ; 20 pts score = 10/20Il est possible de mettre des notes intermédiaires si les items de 2 niveaux sont validés (par exemple 7 pts score si tu te trouves entre le A2 et le B1).

Activity : Now, let's practise for the final task !You are a student who takes part in a climate march in a big Canadian city. As the leader of the march, you are asked to deliver a speech to start the march. Write the speech you will deliver, to encourage people to join the cause. (150 words)

LESSON 3. Pushing Youth Innovation

FINAL TASK - WRITING

Durée : 1h - 160 motsL'expression écrite doit être faite sans aucune aide et envoyée à l'adresse suivante : clement.boisiaux@ac-nantes.frYou are a student at a Canadian high school and you are part of an association that is committed (= engagé) against climate change. As the association’s new president, you are asked to deliver a speech to explain what the association does in favour of the environment to all the other students at school. Write this speech.You will speak of Canada’s environment as well as your projects at school in favour of the environment. Encourage the others to join the association, so be convincing. Contraintes : utiliser au moins 2 fois les structures de l’hypothèses et donner au moins 2 conseils.

actor

Who Was Shirley Chisholm? Shirley Chisholm is best known for becoming the first Black congresswoman (1968), representing New York State in the U.S. House of Representatives for seven terms. She went on to run for the 1972 Democratic nomination for the presidency—becoming the first major-party African-American candidate to do so. Throughout her political career, Chisholm fought for education opportunities and social justice. Chisholm left Congress in 1983 to teach. She died in Florida in 2005.

1° To find out = to discover / to analyse 2° To die out = to find a solution/ to become extinct 3° To cool down = to become nicer/ to become colder 4° To run out of something = when something is not available anymore/ when something is available 5° To give up = to stop doing something/ to give a present to someone 6° To cut down on = to reduce/ to stop doing something 7° To wipe out = to stop doing something/ to eliminate a) In the recent years, Canadian organizations and the Government have tried to find out solutions to tackle environmental issues. b) Canadians were asked to cut down on greenhouse gas emissions in their everyday lives. c) A lot of species have started to die out. in the last few years, and some have been wiped out over the years. d) Saving energy at home was one of the easy ways to cool down the earth.

actress

Who Was Rosa Parks? Rosa Parks was a civil rights leader whose refusal to give up her seat to a white passenger on a segregated bus led to the Montgomery Bus Boycott. Her bravery led to nationwide efforts to end racial segregation. Parks was awarded the Martin Luther King Jr. Award by the National Association for the Advancement of Colored People, the Presidential Medal of Freedom and the Congressional Gold Medal.

Barack Obama forever changed black America Black America’s conception of ourselves was forever changed by Barack Obama’s presidency. For African Americans, the first family helped to unlock the transformational potential that always existed in democracy’s beating heart, but which too often excluded black Americans. Today, that is no longer the case. Barack and Michelle Obama changed how black folks thought of themselves and the wider nation they lived in. Obama’s attainment of the nation’s highest office illuminated the depth and breadth of black genius in American society, helping to inspire millions of young people to dream bigger dreams. For black America, the euphoria of election day in 2008 did not elicit post-racial fantasies articulated by the mainstream press. Instead, the presence of the Obamas on the world stage confirmed deep-seated truths about black excellence, love and humanity that we’ve always taken for granted despite white denial of these very truths. Barack and Michelle Obama, along with their intelligent and energetic daughters Sasha and Malia, set a new standard for American society, normalizing the once unthinkable prospect of having a black president and first family in the White House. Together, they broke powerful barriers installed by the nation’s brutal history of slavery, Jim Crow and institutional racism. The Guardian, January 2017

Who Was Malcolm X? Malcolm X was a minister*, human rights activist and prominent Black nationalist leader who served as a spokesman for the Nation of Islam during the 1950s and 1960s. Due largely to his efforts, the Nation of Islam grew from a mere 400 members at the time he was released from prison in 1952 to 40,000 members by 1960. A naturally gifted orator, Malcolm X exhorted Black people to cast off the shackles** of racism "by any means necessary," including violence. The fiery*** civil rights leader broke with the Nation of Islam shortly before his assassination in 1965. * religious official; ** chains; ***ardent

acclaim

It is an extract from a novel. The characters are James, a pupil, and Mac, the director of the school. The document shows a conversation between Mac and James, as Mc wants to recruit James to join the CHERUB school for spies .

1) Identify the situation: what? (nature of the document); who? (characters: names and roles); what about? (what is going on?)

Who Was Martin Luther King Jr? Martin Luther King Jr. was a Baptist minister* and civil-rights activist who had a seismic impact on race relations in the United States, beginning in the mid-1950s. Among his many efforts, he delivered his famous “I Have a Dream” speech in 1963. Through his activism and inspirational speeches, he played a pivotal role in ending the legal segregation of African American citizens in the United States. King won the Nobel Peace Prize in 1964, among several other honors. He continues to be remembered as one of the most influential and inspirational African American leaders in history. * religious official

international

4) Rephrase the reason why CHERUB recruits children.

They recruit children because kids can do many things that adults cannot do. Plus, they can help catch criminals.

star

films

Kamala Harris’ Historic Win Brings Hope, Power to Black Women After Four Hard Years Kamala Harris is America’s first Black Vice President-elect of the United States of America, and the first woman to be elected to the seat. The power of this historic moment runs deep for us. We’re celebrating a century of fighting for Black people and the 100th year anniversary of women’s voting freedom in our country. This is history in the making. Vice President-elect Kamala Harris stands on the shoulders of hundreds of thousands of Black women who shaped this election as they fought, organized, ran for office and voted in order for us to reach this moment. During this momentous occasion, I think of all the women who came before us, as their sacrifices are brought to fruition. From revolutionaries like Harriet Tubman to trailblazers like Shirley Chisolm, Black women have historically dared to challenge white supremacy, and were long kept from ascending to the heights of power because of it. Harris’ appointment has been a project in building power nearly 400 years in the making. And we’re not done.Her win is a testament to the power of Black voters, and the powerful infrastructure of racial justice organizations that overcame the widespread voter suppression and ballot suppression attempts, to make sure Black voices were heard, respected and included. Essence.com, November 2020

- People there: A school with teachers + 280 students/pupils + headmaster : Mac - Facilities (=equipments/services): 4 swimming pools, 6 indoor tennis courts; football field, gymnasium, shooting range … = a lot for sports + gardens - Quality of education: only 10 pupils in classes, 2 foreign languages, many students go to top universities - Secret characteristic: the pupils are trained to become spies

2) What sort of place is “CHERUB”? Give its characteristics.

a. Explain his feelings and how they evolve in the text.At first he is doubtful because he doesn’t know what Mac exactly wants. Then he’s embarrassed because Mac compliments him about his maths skills. Then, Mac surprises him when he says they recruit pupils to become spies. Finally, he sounds excited to join the school and we can imagine he’s going to agree. b. What qualities and flaws does he have? + : good at maths, clever/intelligent, physically fit, likes trouble - : not so good at other school subjects, easily gets into trouble

3) Focus on James:

famous

COVID-19 Has Devastated The Black Community. Here’s Why And What Needs To Change.I am Black. I am a woman. I am a physician. […]I’ve practiced medicine on both coasts. I was one of only six Black students in my medical school class, one of a mere three Black residents in my residency class and the only Black allergy and immunology fellow in my class. I was the only Black physician in my group at my last hospital appointment. I am very aware of my Blackness, yet the impact of COVID-19’s racial disparities still surprised me. During a recent Zoom conference call with colleagues, I suddenly realized that, while I have had several family members, family friends and acquaintances who have fallen ill with and died of COVID-19, my colleagues have had none. The single obvious difference between my colleagues and me? I am Black, and New Orleans is my hometown.In my family, five cousins tested positive for COVID-19. Sadly, two died. […] Each day there is another call, text or post about someone I know who has gotten sick or passed away from COVID-19. The grief and anxiety is profound, especially when compounded by recent news of police violence against and harassment of Black people.I know I am not alone. A recent poll showed Black Americans are twice as likely to know someone who has tested positive or died from COVID-19. Why? It is complicated. Underlying health disparities and social determinants of health play a large role. But, Black Americans have also had less access to COVID-19 testing and medical care. We have been turned away from testing sites, and our symptoms have been minimized. For too many, this has proven fatal. For others it is yet another reminder that Black Americans are not afforded the same opportunities as other Americans, even during a pandemic. Huffington Post, March 2020

A Black sheriff's deputy in Louisiana condemned police brutality and institutionalized racism. Then he died by suicide A Louisiana sheriff's deputy died by suicide on Monday after recording and posting to social media videos of himself condemning institutionalized racism and describing his struggle as a Black law enforcement officer in a system that he says condones police brutality against Black people. Lafayette Parish Deputy Clyde Kerr III, 43, died from a self-inflicted gunshot wound to the head, according to a preliminary coroner's report. He was outside the Lafayette Parish Sheriff's Office, according to Capt. John Mowell. Kerr became a deputy in 2015, Mowell said. He was a New Orleans native, Army veteran and father of two boys. In the videos posted online, he spoke about the police killings of Black Americans such as Breonna Taylor in Louisville, Kentucky, and George Floyd in Minneapolis -- which sparked nationwide protests last summer against police brutality and racial injustice. "I've had enough of all of this nonsense, serving a system that does not give a damn about me or people like me," Kerr said in one video, speaking directly to the camera. "You have no idea how hard it is to put a uniform on in this day and age with everything that's going on. […] This is my protest against police brutality and everything else that comes along with it in this broken, wicked, worldly system that does not give a damn about people," the deputy said.CNN, February 2021

English Lessons

More creations to inspire you

Transcript

Après avoir réfléchi à la descrption de la photo, cliquer sur le crayon pour faire apparaître une proposition de trace écrite.

UNIT 1. ONCE UPON A FIGHT

embody/epitomise = incarner ; embodiment / epitome = incarnation / striggle = lutter / involvement = engagement

Vocabulary worksheet

TEXT 3

TEXT 2

TEXT 4

TEXT 1

Activity 1. Reading comprehension. Read the short texts and try to fill in the boxes of the chart.

LESSON 1. Times of fighting

Test yourself! Do you remember last week's lesson?

TEXT 3

TEXT 2

TEXT 4

TEXT 1

Last week, you had to read 4 texts and find the correct elements. Click on the red eye to see the correction.

LESSON 1. Times of fighting

passée datée terminée

Activity 2. Grammar time!Les textes que tu as lus sont écrits au passé, plus précisément au prétérit. Voilà un rappel du prétérit en anglais.Prends quelques minutes pour voir ce que tu te rappelles à propos de la leçon puis clique sur le crayon pour avoir la correction.

LESSON 1. Times of fighting

Exercice sur le prétérit : traduis les phrases suivantes en anglais, en utilisant le prétérit. Pour la correction, cliquer sur chaque phrase.

LESSON 1. Times of fighting

LESSON 1. Times of fighting

Activity 3. Oral comprehension (part 1)Tu vas entendre un document audio intitulé "The Civil Rights Movement". Ecoute 3 fois le document en essayant de prendre des notes. Concentre-toi sur les données chiffrées ainsi que les événements décrits. Pense également aux questions ci-dessous.

LESSON 1. Times of fighting

Activity 3. Oral comprehension - correction

Test yourself! Do you remember last week's lesson?

LESSON 1. Times of fighting

LESSON 1. Times of fighting

Activity 4. Oral comprehension - correction

LESSON 2. A Fighter's speech

Activity 1. Oral Comprehension - Video "The March on Washington" (History, 2012)

LESSON 2. A Fighter's speech

Tâche intermédiaire Travail à rendre par mail (Elyco) pour le vendredi 22/09.Le cours est autorisé mais tout aide extérieure est interdite.

LESSON 2. A Fighter's speech

Activité de remédiation.Le travail envoyé la semaine dernière (tâche intermédiaire) a été corrigé et rendu par mail. Une fiche de remédiation, à faire en autonomie, a été jointe à la copie. Objectif : reprendre la séquence ou utiliser le dictionnaire en ligne pour remplir la fiche.

LESSON 2. A Fighter's speech

LESSON 2. A Fighter's speech

Après fait le travail de reformulation, cliquer pour voir des exemples et comparer les idées mises en avant.

LESSON 2. A Fighter's speech

Avant de continuer, s'assurer que le travail sur les techniques utilisées a bien été effectué.

LESSON 2. A Fighter's speech

LESSON 2. A Fighter's speech

Recap - Do you remember the speech?

LESSON 3. Fighting on!

text 2

text 3

text 4

text 1

Activity 1. Reading Comprehension - Today's situations (4 texts)Read the texts and fill in the following chart.

LESSON 3. Fighting on!

Activity. Reading Comprehension - Today's situations (4 texts)Correction : click on the chart to see the answers.

LESSON 3. Fighting on!

LESSON 3. Fighting on!

Tâche finale - expression écrite (180 mots min.)Travail à rendre par mail (Elyco) pour le vendredi 13/10.Aucune aide (cours, internet...) n'est autorisée.

UNIT 1 - FINAL TASK

30/11 (EVALUATION COMPREHENSION ECRITE - sujet dispo le jour J)

To start with, test your knowledge about India!

UNIT 2 - BOLLYWOOD

D U B B I N G

A U D I E N C E

S O U N D T R A C K

M U S I C A L

P O S T E R

S C R E E N P L A Y

C H A R A C T E R

B L O C K B U S T E R

P O R T R A Y

Vocabulary

click when you have thought about the posters

Activity 1. Compare the 2 following posters. WHat are their similarities / differences? What makes one Indian and the other American?

LESSON 1. A BOLLYWOOD RECIPE

Activity 1. Read the text and answer the questions.

LESSON 1. A BOLLYWOOD RECIPE

Activity 2. Correction

LESSON 1. A BOLLYWOOD RECIPE

Activity 3. Morphology