English Class – 2AGL1 G9 · 2017-01-25 · If you participate in The Voice you must sing well,...

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English Class – 2AGL1 G9 Saturday, September 3rd Warm up activity: Guess game. A volunteer among the students chooses a word (object or living creature). The other students asks him or her questions to guess the word. The volunteer can only answer by yes or no. Présentation du cours: - fournitures conseillées: cahier 24*32, 96 pages. Autres fournitures acceptées à condition que les élèves sachent s'en servir aisément. - attentes de l'année de seconde en anglais: les élèves doivent acquérir les compétences et le savoir- faire vu au collège afin de se préparer pendant le cycle terminal au baccalauréat. Les élèves sont ainsi fortement invités à ne pas hésiter à faire des propositions de réponses en cours afin de pouvoir corriger leurs erreurs. Cette année se concentre majoritairement sur une immersion linguistique en classe visant à corriger progressivement les erreurs comises par les élèves. - apprentissage d'une langue: la tâche la plus importante est l'écoute. En effet, il est essentiel de savoir écouter la langue anglaise afin d'en distinguer les structures syntaxiques (différencier les différents mots) et d'en saisir le sens. La deuxième tâche majeure est celle de la prise de parole. En effet, la grammaire est importante mais la prononciation et l'accentuation restent néanmoins plus essentielles dans la compréhension de la chaîne parlée. Les élèves seront ainsi sensibilisés tout au long de l'année sur la phonologie. - réglement du cours: en accord avec ceux de l'établissement. - règle importante: un cours d'anglais permet aux élèves un bain linguistique, vous êtes donc fortement conseillés à parler en anglais autant que fairez se peut. Récap questions personnelles: (doc grille questions: What is your name? Etc...) Interview your classmate Each student must interview his or her classmate. Then, he or she must present the other to the rest of the class. Attention: -s à la 3ème personne du singulier au présent simple Homework: remplir la fiche information à remplir pour le lundi 5 septembre Monday, September 5 th Présentation de la séquence 1 sur une double page :

Transcript of English Class – 2AGL1 G9 · 2017-01-25 · If you participate in The Voice you must sing well,...

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English Class – 2AGL1 G9

Saturday, September 3rd

Warm up activity: Guess game. A volunteer among the students chooses a word (object or livingcreature). The other students asks him or her questions to guess the word. The volunteer can onlyanswer by yes or no.

Présentation du cours: - fournitures conseillées: cahier 24*32, 96 pages. Autres fournitures acceptées à condition que lesélèves sachent s'en servir aisément.- attentes de l'année de seconde en anglais: les élèves doivent acquérir les compétences et le savoir-faire vu au collège afin de se préparer pendant le cycle terminal au baccalauréat. Les élèves sontainsi fortement invités à ne pas hésiter à faire des propositions de réponses en cours afin de pouvoircorriger leurs erreurs. Cette année se concentre majoritairement sur une immersion linguistique enclasse visant à corriger progressivement les erreurs comises par les élèves.- apprentissage d'une langue: la tâche la plus importante est l'écoute. En effet, il est essentiel desavoir écouter la langue anglaise afin d'en distinguer les structures syntaxiques (différencier lesdifférents mots) et d'en saisir le sens. La deuxième tâche majeure est celle de la prise de parole. Eneffet, la grammaire est importante mais la prononciation et l'accentuation restent néanmoins plusessentielles dans la compréhension de la chaîne parlée. Les élèves seront ainsi sensibilisés tout aulong de l'année sur la phonologie.- réglement du cours: en accord avec ceux de l'établissement.- règle importante: un cours d'anglais permet aux élèves un bain linguistique, vous êtes doncfortement conseillés à parler en anglais autant que fairez se peut.

Récap questions personnelles:

(doc grille questions: What is your name? Etc...)

Interview your classmate

Each student must interview his or her classmate. Then, he or she must present the other to the restof the class.

Attention: -s à la 3ème personne du singulier au présent simple

Homework: remplir la fiche information à remplir pour le lundi 5 septembre

Monday, September 5 th

Présentation de la séquence 1 sur une double page :

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Unit 1: Song of myself

Final task: You are entering a casting fot the TV programme of your choice. Introduce yourself,explain who you are, your likes and dislikes, and why you want to take part in the programme.

Steps to follow: 1) Choose a TV programme.2) points to be included in your presentation:- key information about yourself- skills you can rely on- goals you can achieve; hobbies and/or musical tastes

Vocabulary Checklist

- I know how to use the present tense- I know how to introduce myself- I have listened and read about TV shows- I can use gap fillers in my speech

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Personality quiz, textbook p. 19

1) Description and interpretation of the imagea) Who are they?b) What are they doing?c) What may be the topic of this quiz?

Reprise: I can see two young boys and a girl sitting on a bench, in a park. They are listening tomusic. They are using headphones to listen to music. They wear casual clothes. The teenager on theleft corner of the image wears a T-shirt. The topic may be teenagers and their musical tastes.

Remarque sur les structures hypothétiques:Il existe deux manières principales pour former des hypothèses:1) utilisation d'un adverbe (maybe / perhaps)ex: Perhaps / Maybe the topic is music.2) utilisation de l'auxiliaire modal MAY ou MIGHTex: The topic may be music (degré d'hypothèse moyen) The topic might be music (degré d'hypothèse faible)

Rappel: un auxiliaire sert d'aide à un autre verbe. Ils sont utilisés pour former les formes négatives,interrogatives et interro-négatives. Ex: Do you have a pet? (Do= auxiliaire; have=verbe) What do you do? (Do= auxiliaire; do= verbe)

Remarque sur les verbes en V-ING:Le présent en BE+V-ING est utilisé pour les descriptions d'images. Cela s'explique car l'image estinscrite dans une temporalité suspendue qui appelle à une description à un moment T et non à unedescription ayant lieu en tout temps.

- Lecture du poème et points de vocabulaire.

Exercice on the quiz

(doc hand out)

Homework: (for Thursday) finish all exercices.

Thursday, September 8 th

Correction of the exercice on the music quiz:

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- point phonolgique et morphologique.- présentation de l'alphabet phonétique situé en double page au début du manuel Meeting Point.

"I am" poems, p. 20

- list useful adjectives which can be used for the final task:absent-minded: distraitagreeable: agréableambitious: ambitieuxcompassionate: compatissantcunning: astucieuxdemanding: exigeanteasy-going: facile à vivre ; complaisantenthusiastic: enthousiastegrumpy: grognonhard-working: travailleurlazy: paresseuxlikeable: sympathiquenervous: nerveux ; tenduopen-minded: ouvert d'espritrelaxed: détendurespectful: respectueuxshy: timidestubborn: têtu ; entêtétrustworthy: digne de confiance

Reading of the two poems: Each student reads a line and works on his or her pronunciation.

Homework: learn the list of adjectives for Saturday

Saturday, September 10th

Warm up activity: Monster drawing: I am a monster with a big round head. I have no nose but Ihave three eyes. I have only one ear on my left side. I wear a hat. I have three arms but only onehand. I have four legs but only one gigantic foot.

“I am” poem p. 20

Relevé des structures relatives dans les deux poèmes:I'd like to be like my dad who is athletic and tall.I must tidy my room which is an utter pigsty.I worry about my grandmother who is 85 and lives alone.

Attention! Structure différente dans I feel moved when I listen to jazz.Le pronom when vient ici s'ajouter à un adjectif et non à un GN. Nous avons ici une propositioncirconstancielle de temps (Je suis ému quand j'écoute du jazz / au moment où)

Recap proposition relative

Proposition ? Elle comporte un GN et un GV.

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Ex : Dogs bark. (une proposition)I must tidy my room which an utter pigsty. (deux propositions)

Rôle: elle se comporte comme les adjectifs (apport d'une information).

Sujet Complément

Humain/animé Who (the man who/that is here) Who (the man who/that/Ø/ you called)

That That

Ø

Inhumain/inanimé

Which (the dog which/that is here)

Which (the dog which/that/Ø/ you bought)

That That

Ø

Homework: write your poem for Monday.

Instructions: write your own “I am” poem using the following structure:

Title:

I am …I'd like to …I must … I mustn't … I am … I dream of …I try to …I worry about … I remember …

I am …I can …I cannot …I feel … when …I love …I am … a) try to use at least one relative structure using which/who/that... (ex: I like people who are friendlyand laughable; I'd like to buy a house which has a garden, etc...)b) try to make it relevant (ex: if you say you are friendly who cannot say that you hate people, etc)

Monday, September 12th

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Warm up: each student has to find a word beginning with the first letter of their name.

Brainstorming on America's Got Talent: a) What are the candidates doing during the show?b) How many jury members are present in this show?c) What kind of skills are necessary to participate in this show?

Watch Tape Face videoDescribe the images:a) How is the man dressed?b) What does he have on his mouth?c) What is the power of his sunglasses?d) How is the other man dressed?e) What difference is there when the golden man wears his sunglasses?f) What is the main skill of this artist?

Video: Reality TV show:

America's Got Talent: The man wears a black jacket. He has tape on his face hence (d'où) his name Tape Face. He also wears a white T-shirt with black stripes. His face is made up. The other man is one of the hosts. He wears a camel suit and has shiny golden shoes. The aim (but/objectif) of his show is based on mimickry/ mimes.

Find the skills necessary for the following TV shows: (images + brainstorming)The Voice:

If you participate in The Voice you must sing well, you mustn't be shy and you have to have an original voice.

If you were to be chosen in Come Dine With Me you will be paid.

Homework: lire texte Dumped + répondre aux questions (pour jeudi)

Thursday, September 15 th

Beginning: rendre poèmes aux élèves.

Recap erreurs communes:LISTEN TODREAM OF + V-INGIModal + base verbalePRESENT SIMPLE: S à la 3eme personne du singulierWHICH et non WICH

Article on Dumped:

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Could You Survive on a Landfill1?

Some unsuspecting reality TV contestants who signed up for an "eco-challenge" were

dumped on a landfill for three weeks and learned to survive on other people's garbage2.

By Simon Usborne / Independent UK

September 3, 2007

It would be tough3, they were told -- an "eco challenge" in a secret location. They would need to

pack their passports and update their jabs4. Sasha Gardner, a Bournemouth-based glamour model,

was expecting to visit a rainforest or pacific island. "But when we turned up, we weren't at an

airport," she says, "we were in a rubbish dump in Croydon."

Gardner and 10 other contestants are set to be the latest stars of reality TV, but Dumped, a new

series to be screened on Channel 4 early next month, but there will be none of the designer sofas of

the Big Brother house. Their challenge will be to live, eat and sleep for three weeks on a south

London landfill, completing a series of tasks designed to highlight the true scale of what we throw

away.

On the face of it, the "dumpees," who also included a marine engineer, a champion snowboarder

and a tattooist, did not seem like the kind of people who would feel at home surrounded by human

detritus, but then who would? "I honestly thought I was going to leave," says Gardner. "I'd never

even been camping before and I thought there was no way I could live on a dump for three weeks. It

was awful."

1 décharge2 déchets3 dur4 vaccins

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Step 1: Read the text.Step 2: Answer the comprehension part.

- What is the name of the reality TV show mentioned?- How many contestants were there?- Where are the contestants dumped?- Why should they renew their “jabs”?- How long does the TV show last?- True or false:

o One of the contestants is a model.o It’s an easy adventure.o It’s taking place near London.

Listening activity: Christina's classmates: accustom your ears to a presentation.

Pay attention to names, physical descriptions and other characteristics.

Saturday, September 17 th

Warm up: Monster drawing:I have a square head. I have one eye, one nose and three nostrils. I wear a cap with a flower on topof it. I have a large body and two navels on my belly. I have no arms but I have two wings. Finally, Ihave three legs but no feet at all.

Listening activity: Yoshi's document (more difficult and American accent) + guided activity

YASHI – Listening Comprehension Make notes on Yashi’s hobbies. What does he like and dislike doing in his spare time ? Give details on the activity and the frequency.

1. Circle the activities he likes doing :

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Skateboarding listening to music riding his bike driving hiscar Computers playing video games Hanging out

2. Why are pizzas sometimes a problem for Yashi ?

3. Travelling : Where does Yashi like going ?

4. Circle the activities he dislikes doing :

Going on aeroplanes doing homework swimming sportscleaning the car

5. What does Yashi think of museums ?

6. How does he feel about old buildings ?

7. What does Yashi do on Saturdays ?

8. Who does he like to spend time with ? Give the synonym that Yashi uses for “spend time”.

Concept of a TV reality show: Once a TV crew or channel have a project in mind they launch anaudition call to which candidates apply.

Study the project Mars One: Image “Destination Mars”1) What is the aim of this project?2) What could be the qualifications required for potential candidates?

The aim of this project is to send people on Mars. They will have to live on the planet and be able tosurvive the journey.

Homework: Visit the website www.mars-one.com (For Monday)1) When will the first mission leave for Mars?2) How many contestants applied for this project?

Monday, September 19th

Warm up: "Just a minute" game: no hesitation, no repetition. The aim is to speak for as long as oneminute. The winner is the last one talking and finishing the minute (timer). Topic: Destination Mars,a TV reality show?

Project Mars One: watch trailer.1) Watch the video and write down any important keywords.2) Give the keywords and work together to rephrase3) Use the information from your webquest

Trace écrite: They are looking for people who will live on Mars. Forty four years ago, men visited the moon. Thanks to this TV reality show we will be able to have information about Mars.

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The first mission will leave for Mars in 2026. Two hundred thousand people applied for this project.The inhabitants will remain on Mars, it is a permanent settlement. The main aim is to colonize Mars.

Study of a video application: Ryan MacDonald

1) Put the following quotations in the right order:“to imagine a future and to inspire a generation”

“I want to help make that change happen”

“I would like to go to Mars for a dream”

“this is not a one-way mission”

“humanity's greatest strength is our ability to dream of a better world”

2) Find the missing words:

I like to _____, to take the ____ ____ in life and blow ____ way out of _______ and equally on the converse, I think it is ______ to tackle the big ___ ____ in life and to make ______ ____.

3) Find the adjectives he uses to describe himself:

4) What does he think of any problems?

5) What are the two questions he asks himself? - -

6) What are the props (accessoires) he uses to perfect his video?

Definition: to make light of something: to act as if something is not serious or important

Homework: 1) Think about your casting video:Write a full sentence describing to which TV show you would like to apply and what is your mainskill justifying this application. (Survivor, Come Dine With Me, America's Got Talent, Big Brother, etc)

2) Exercices sur présent simple p. 22 du manuel (1 à 5)

Thursday, September 22 nd

Warm up: Would you rather game (triptico)

Correction of the exercises p. 22

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Récapitulatif présent simple

Le présent simple

I. La formation du présent simple

Le présent simple se forme avec l'auxiliaire do de la manière suivante :

Forme affirmative Forme négative Forme interrogative Forme interro-négative

I work I don't work Do I work? Don't I work?

You work You don't work Do you work? Don't you work?

He/She/It works He/She/It doesn't work Does He/She/It work? Doesn't He/She/Itwork?

We work We don't work Do we work? Don't we work?

You work You don't work Do you work? Don't you work?

They work They don't work Do they work? Don't they work?

✔ Barbara likes swimming.Barbara aime la natation.

✔ Peter and John don't come with us tonight.Peter et John ne viennent pas avec nous ce soir.

✔ Why doesn't he want to come?Pourquoi ne veut-il pas venir ?

✔ What do they think about this new book?Que pensent-ils de ce nouveau livre ?

II. Les emplois du présent simple

Le présent simple sert de façon générale à évoquer des actions du présent de façon purement informative et neutre. Plus précisément, on emploie le présent pour :- Énoncer une vérité générale

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- Parler d'une caractéristique- Parler d'un fait habituel, répété- Exprimer une opinion, une perception, un avis ou un goût- Faire part d'un programme officiel- Énoncer un verdict, une annonce, une déclaration- Mettre des indications scéniques dans des scripts de films, de pièces de théâtre, etc.- Relater un récit ou reportage au présent de narration

✔ The Moon revolves around the Earth.La lune tourne autour de la Terre. (vérité générale)

✔ I find this author very talented.Je trouve cet auteur très doué. (opinion)

✔ We advise you to try again.Nous vous conseillons de réessayer. (avis)

✔ Vicky visits us every now and then. Vicky nous rend visite de temps à autre. (action répétée, habitude)

✔ The train leaves at 5:14 p.m. Le train part à 17h14. (programme officiel)

✔ I pronounce you husband and wife.Je vous déclare mari et femme. (déclaration officielle, verdict)

Brainstorming on the final task: before taking part to an audition, TV channels produce an audition call. How to write an audition call?

1) choose a TV show.2) Explain the aim of your show.3) Give the description of who you are looking for.4) Explain how the casting will be organized.

Homework: You are working for a TV show and are looking for candidates. Write a casting call describing thesetting of your show and give two required skills for candidates. (70-80 words)(You can use either TV shows that we have seen in class)

Example to help you:Casting call for Canada's Got Talent

You think that you are a gifted person whose talents are underestimated? Canada's Got Talent is the right show for you. We are looking for anybody willing to share his or her talent on air. We do not have any preferencesregarding your abilities, you can be a brilliant dancer, an amazing singer or even a rare contortionist. If you were to be chosen by our team you have to be prepared to free your time for the comingweeks.

Saturday, September 24 th

Warm up: Monster drawing: 9 students are given a physical descriptions, they have to describe theirmonster progressively while all draw:1. a triangular face2. two square eyes3. a smiling mouth

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4. one ear with an earring5. long curly hair6. a muscular body7. three nipples8. two tentacles9. a wooden leg

Revision: you are given different skills, find the TV show that might match them.

Collect audition calls from students

Group work: create groups according to each chosen TV shows. Each group is given a hand-out (doc) 1) each group have to find at least five skills that may be useful to take part in this show2) each group have to find at least two accessories which can be used to better the casting video

Name of the show:

• List at least five skills that may be useful to take part in this show

1)

2)

3)

4)

5)

• Find two accessories which can be used to better the casting video

1)

2)

Trace écrite:Come Dine with Meknow how to cook well; dexterous; warm; creative; have good tastes (goût); beautiful dishes; cooking books

The Voicenot to be shy; a moving voice; an original voice; sing different kinds of music; mic; an instrument

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Mars Onecourageous; adventurous; tidy; trustworthy; easy-going; Mars model (maquette); scientific books.

Survivorto be athletic; courageous; adventurous; cunning; ambitious; resourceful; intelligent. Compass (boussole); knife;

X Factorsing; dance; comfortable on stage; mic; guitar.

Homework: envoyer un email à l'adresse suivante: [email protected] Indiquer votre nomet votre classe. Vous recevrez une invitation Eyejot. Inscrivez vous sur ce site (possibilité detélécharger via Appstore)Lundi: nous verrons les modalités nécessaires à la réalisation de votre vidéo.

Monday, September 26th

Warm up: Just a minute game. Topic: How to make a video? Timer Triptico (1 min)

Brainstorming: what can you do when you speak and begin to hesitate or stutter?You can use “gap fillers” try to find examples from students.Give hand-out to all students on rhetorical tools:

Rhetorical tools

What are their function? They are mostly useful to have a fluid speech.

You ask permission to speak Shall I begin/start?

You hesitate

Let me see/ let me think…, you know, …

…, now what's the word for …Actually …/ In fact …

What else?

You want to give your opinion In my view/ in my opinionAccording to us/ them

∆: on ne dit pas: According to me

You want to deviate the topic By the way...Before I forget...I nearly forgot...

You want to conclude In conclusion...To conclude...

You want to say some things differently In other words, ……, I mean, ...

You want to be sure you are understood Do you know what I mean, ……, if you see what I mean.

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-s pronunciation: (doc)

Pronunciation of -s (present simple)

/ɪz/ ou /əz/ (selon variété d'anglais) /s/ /z/

Après les sons :/s/, /z/, /ʃ/, /ʒ/, /ʧ/, ou /ʤ/(terminaisons écrites -s, -x, -z, -ch, -sh,-ce ou -ge) :pass →passes /ˈpɑːsɪz/watch →watches /ˈwɒʧɪz/judge →judges /ˈʤʌʤɪz/

Après lesconsonnes sourdes/p/, /t/, /k/, /f/, et /ɵ/ :look →looks /luks/

Après les consonnes personnes/b/, /d/, /g/, /v/, etc.,et après les voyelles :dig →digs /dɪgz/lie →lies /laɪz/

Exercise: triptico exercise.

Final task preparation form: (doc)

Final task – Preparation Form

1. Choose your TV reality show:

2. List your main skills justifying your application:1)2)3)4)

3. Prepare your video presentation writing the main keywords you will use in your speech

4. Pay attention to the adjectives you use, try to find some precise adjectives:- good at: excellent at, clever at, ...- cool: calm, patient, relaxed, ...- nice: kind, friendly, …

5. Check the pronunciation of your main keywords in a dictionary

6. Speak slowly and distinctly

7. Use gap fillers when you hesitate to keep your speech going

8. GOOD LUCK!

Final task:

Length of performance: 1min to 1min30 (MAX)A faire pour lundi 3 octobre. Use notes to speak (15 keywords) show your notes at the end of the video. Be creative if you want but it will not be important in your notation. How to send your video:

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http://www.dl.free.fr (to [email protected])

Thursday, September 29th

Warm up: your teacher has a topic in mind, ask him questions to find about it. (prjection of alandscape to help you)Topic in mind: Australia.

Brainstorming: what do you know about Australia?1) What is the capital?The capital is Canberra.2) When was it reached by Westerners?It was reached by Westerners (occidentaux) in the eighteenth century.3) What natural attractions are famous in Australia?Uluru and the Great Barrier Reef are two famous natural attractions. 4) What is the official money?The official money is the Australian dollar.5) On which side of the road do they drive?They drive on the left side of the road.

Reading activity: extract from Down Under by Bill Bryson.

Flying into Australia, I realized with a sigh that I had forgotten again who their Prime Minister is. Iam forever doing this with the Australian PM – committing the name to memory, forgetting it(generally more or less instantly), then feeling terribly guilty 5. My thinking is that there ought to beone person outside Australia who knows.

But then Australia is such a difficult country to keep track of. On my first visit, some yearsago, I passed the time on the long flight from London reading a history of Australian politics in thetwentieth century, wherein I encountered the startling fact that in 1967 the Prime Minister, HaroldHolt, was strolling6 along a beach in Victoria when he plunged into the surf and vanished. No traceof the poor man was ever seen again. This seemed doubly astounding to me – first that Australiacould lose a Prime Minister (I mean, come on) and second that news of this had never reached me.

(…)

Australia is the world's sixth largest country and its largest island. It is the only island that isalso a continent, and the only continent that is also a country. It was the first continent conqueredfrom the sea, and the last. It is the only nation that began as a prison.

It is the home of the largest living thing on earth, the Great Barrier Reef, and of the mostfamous and striking monolith, Ayers Rock (or Uluru to use its now official, more respectfulAboriginal name). It has more things that will kill you than anywhere else. Of the world's ten mostpoisonous snakes, all are Australian. Five of its creatures – the funnel-web spider, box jellyfish,blue-ringed octopus, paralysis tick and stonefish – are the most lethal7 of their type in the world.This is a country where even the fluffiest8 of caterpillars can lay out with a toxic nip9, whereseashells will not just sting you but actually sometimes go for you. Pick up an innocuous10 coneshell

5 coupable6 flâner, se promener7 mortel8 duveteux, poilu9 morsure10 inoffensif

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from a Queensland beach, as innocent tourists are all too wont to do11, and you will discover that thelittle fellow inside is not just astoundingly swift12 and testy13, but exceedingly venomous. If you arenot stung or pronged14 to death in some unexpected manner, you may be fatally chomped15 bysharks or crocodiles, or carried helplessly out to sea by irresistible currents, or left to stagger16 to anunhappy death in the baking outback. It is a tough place.

1) Read the text silently2) Answer the following questions:a) Do you have any idea who is the current Australian Prime Minister?b) What happened to Harold Holt in 1967?3) Circle the correct answers:a) Australia is a continent and also a country b) Australia is a prisonc) Australia's wildlife is the most dangerous d) caterpillars are inoffensive4) Do you have any ideas concerning the geography of this odd and faraway country?

React to your reading: what do you know about Australia's geography?

Homework for Saturday: Australia is a country about extremes. The use of the superlatives is thusrequired. Do the following exercise:

11 to be wont to do : avoir coutume de faire12 rapide13 irritable14 prong : dents15 mâcher, dévorer16 tituber, chanceler

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Saturday, October 1st

Warm up: Monster drawing. Two volunteers describe to the rest of the class a drawing given by theteacher. Revision of physical descriptions.

Exercise: correction of the exercise given as a homework on Australia and superlatives.

1. Australia is the biggest island in the world.2. Australia is the smallest continent on Earth.3. It is also the flattest and one of the sunniest.4. Sydney is the largest and busiest city in the country.5. Uluru / Ayers Rock is the most fascinating sight.6. The Great Barrier Reef is the biggest attraction in Australia.7. The Aborigines have the oldest history on Earth.8. The didgeridoo is the most ancient musical instrument.9. The outback is the driest place in Australia.10. Australia has the best surfing spots in the world.11. Sydney has the most beautiful coast in the world.12. The beaches are the nicest in the world.13. Surfing is the most popular water sport in Australia.14. The Opera House is the most fantastic building in Sydney. 15. Sydney has the trendiest shops in Australia.16. I think koalas are the cutest animals in the world.17. Nicole Kidman is the prettiest Australian actress.

Trace écrite: recap on comparatives and superlatives.

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Comparatives Superlatives

Main use Comparatives are used to compare two things and to highlight the superiority, inferiority, or equality of one term compared to another.

For comparisons in larger groups, you must use the superlative. The superlative designates extremes: the best, the first, the worst, the last, etc.

Superiority a) short adjectives:adj + ER THANPeter is taller than Sandra.

b) long adjectives:MORE + adj + THANA Ferrari is more expensivethan a Mini.

a) short adjectives:THE + adj-ESTTom is the tallest boy of theschool.

b) long adjectives: THE MOST + adjectiveThis is the most pleasant placeon Earth.

Equality Short and long adjectives:AS … adj … ASEnglish is as easy as German.

Does not exist

Inferiority Short and long adjectives:LESS + adj + THANJuly is less cold than January.

Short and long adjectives:THE LEAST + adjectiveThis is the least interestingmovie of the year.

Short adjectives: 1 syllable (eg. Young) + 2 syllable adjectives ending in -y (eg. pretty) Long adjectives: all the other adjectives.

Comparatives:If the adjective ends in "-y" the "y" becomes "i": heavy = heavierIf the adjective ends in "-e" only a "r" is needed: wise = wiserIf the adjective ends with "single vowel + consonant" the consonant is doubled and one adds "-er":big = bigger.Some very common adjectives have irregular forms: good; bad; far.Comparatives: better; worse; farther.Superlatives: the best; the worst; the farthest.

Group activity: 1) Divide the class in two groups. One team is History, the other is Geography.2) Each team reads its own information.3) Question time. Each team ask questions to collect information about the history or geography ofAustralia.

Homework: do not forget the video for Monday.

Monday, October 3rd

Warm up: image description: Sydney's Bay: Port Jackson. Trace écrite: We see some water with boats sailing on it. It is PortJackson. We see the Sydney Opera House and the SydneyHarbour Bridge. In the foreground, in the bottom right corner, we

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see some small houses and a residential area. In the background, in the top left corner we see someskyscrapers. Behind the Sydney Opera House we see some trees and what may bee a park. It is theRoyal Botanic Gardens.

Group activity: 1) Divide the class in two, one team is History the other is Geography.2) Each team reads its own information.3) Question time! Ask questions to collect information about the history or geography of Australia.

Historical timeline:

40,000 BC – The first aborigines arrive from

south-east Asia.

1770 – Captain James Cook charts the east coast

in his HM Endeavour. Cook claims it as a

British possession and names eastern Australia

“New South Wales”

1788 – British Navy captain Arthur Phillip

founds a penal settlement at Sydney. The

Aboriginal population at the time is thought to

number several hundred thousand.

1829 – Colony of Western Australia established

at Perth.

1836 – South Australia established with

Adelaide as its capital.

1850s – Gold is found at several locations

leading to gold rushes. The population increases

three-fold in 10 years to pass the million mark.

An influx of Chinese leads to restrictions to their

entry.

1856 – Australia becomes the first country to

introduce the secret ballot.

1901 – The country is unified.

The Immigration Restriction Act puts a brake on

non-white immigration.

1911 – Canberra is founded and designated as

the capital.

1948 – Australia begins a scheme for

Geographical facts:

Region: Oceania

Size: 7,686,850 km² or 2,967,910 sq mi

Borders: no borders

Coastline: 25,765 km

Longest river: Murray River 2,375 km²

Largest lake: Lake Eyre 9,500 km²

Population: 24,203,300

Density: 2.8/km² or 7.3/sq mi

Populated area: mostly the eastern and

southeastern coasts

Largest city: Sydney (pop. 4,921,000)

Total road network: 913,000 km (559,669 km

being unpaved)

Neighboring countries: Papua New Guinea,

Indonesia, New Zealand, Solomon Islands.

Great Barrier Reef: 2,000 km long

Reptiles: 755 species

Aboriginal languages: 250

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immigration from Europe. People mainly come

from Britain, Italy, Greece and Germany.

1986 – The Australia Act makes Australian law

fully independent of the British parliament and

legal system.

Thursday, October 6 th

Warm up: images. Guess what touristic attraction it might be:Great Barrier Reef Outback

Sydney Harbour Bridge Sydney Opera House

Uluru, Ayers Rock Whitsunday Island

Presentation of final task:

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Unit 2: Down Under and OutbackLycée Corneille - Seconde

Objectives: Tools: Final task:

- Know about the Australian culture and geography- Know how to write about your experience in a chronological order

- preterit and present perfect- comparatives and superlatives- FOR, SINCE, DURING

You are traveling in Australia. You post an entry in your blog to tell your friends about your experience there.

Listening activity: Miki is willing to go to Australia. Hear about her supposed trip.

Miki Australian Tour

1) What is the length of her supposed trip to Australia?

2) Where has she already been in Australia?a) West coast of Australia b) East coast of Australia

3) Where would she like to go?a) up north b) Gold Coast c) Silver Coastd) Cairns

4) What can you do at the Great Barrier Reef?

5) How is the atmosphere along the Great Barrier Reef?

6) What is her opinion regarding Western Australia?

7) How are the little country towns?a) on their own b) historic c) abandoned

Group activity: Cartoon description1) each group is given a cartoon2) each group must write a description of their cartoon which will be marked3) you have 15 minutes to do so

Homework:

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ACROSS DOWN

2. This is an animal that hops on its hind legs and carriesits young in a pouch.

5. If you throw it appropriately it'll come back to you.7. January 26 is called this in Australia.8. This is an egg-laying mammal that lives in water and

has a bill like a duck's.9. This is an Aboriginal musical instrument.11. Some eucalypt trees are called like this.15. You can find this building in Sydney. It has become an

Australian icon.17. This is the most famous city in Australia.18. A u s t r a l i a i s l o c a t e d i n t h e s o u t h e r n

________________.20. The remote interior of Australia is called like this.

1. This is an animal that spends most of its time sleeping intree forks.

3. This is an Australian word that means forest.4. This is the capital city of Australia.6. This is the second largest city in Australia. The

Australian Open and Formula 1 are organised here.10. This is another word for Australia.12. This is a monolith in the Red Centre.13. They are the indigenous people of Australia.14. Australians like to call themselves this way.16. These animals carry their young in a pouch.19. This is a flightless bird.

Saturday, October 8 th

Warm up: correct the crosswords together. The answers are:

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Discovering the origins and culture of the first Australians: the aborigines(doc)I. Image descriptionWe see a man with three children. They are wearing loin cloths. They are barefoot. They are in the outback. They seem to live in harmony with their environment.1) the whole class will work on the article A, and fill the grid given.

Monday, October 10 th

Warm up: read the text given by your teacher. It is a compilation of all the texts you wrote about some cartoons on Australia. Then, I will project the cartoons and you have to tell me which text corresponds to the cartoon.

1. In the first picture, we can see a man who is giving a hug to a kangaroo and he says that the kangaroo is the cutest animal in the world. In the second picture, the man is in a restaurant and he isordering kangaroo meat. This man is a hypocrite because he eats the animal which he found cute.

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2. This drawing represents a classroom turned upside down. We can see a map of Australia at the back of the classroom. On the supposed ceiling of the classroom a student comes in and watches around. There is a ladder leading to the ceiling and on the left, there is a board and a window on the right.

3. There is an Australian family at the beach. There is a man, a woman and a boy. They are here here to picnic and swim but they cannot because there is a sign which says “Beaches closed Australia Day”. There are some jellyfish in the sea so it is too dangerous for them.

4. We can see in the middle a businessman wearing a suit, a tie and a satchel on which it is written “Fossil Fuel Inc.” This happens in the sea. There are dead fish. This man has a mask and a snorkel. We can see smoke coming out of his snorkel. It is a drawing made to shock people sea pollution.

5. In this cartoon we can see two men who are drinking and speaking together. The two men are smiling. The man on the right looks very strange and he is wearing a sheriff uniform. He is also wearing a very odd hat. The man on the left is wearing a singlet. They both have short hair.

6. We see one man who is driving on a road in a car. There is nobody only the man. The man is wearing a hat. The road is a straight line. On the satellite navigator it is written: “straight on mate”.In Australia the road is often straight. You can drive for a week, you will go “straight on mate”.

Correction of the grid on the text:1) enduring – intricate – the land/their natural surroundings2) availability3)

The environment Mobility Means of subsistence

The land (l. 2)natural surroundings (l. 3)seasons (l. 8)

Semi-nomadic (l. 4)meanderers (l. 7)followed (l. 7)Travel (l. 8)

Tools, implements, weapons (l. 5)hunting, fishing, trapping, foraging (l. 6)food, water and shelter (l.9)

4) tribu – confiné à – coutumes5) a) awareness b) reconnaissance c) awful, terrible d) the reconciliation processe) bien que f) un chantier en cours6)

Turning point When Consequences

Public awareness and acknowledgement

1970s Reconciliation process

7) In the 1970s the Australian public started to become aware of the atrocities that the aborigines had been subjected to in the previous century. The Australian population began a reconciliation process with the aborigines but it is not completelyfulfilled.

Connect some information with a picture:

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Homework for Thursday:

Build your vocabularyAssociez chacun des mots de la liste a) à un mot de sens voisin pris dans la liste b). Utilisez un dictionnaire si nécessaire.

a) b)

Far – spectacular – surprising – fun – beautiful –sunny – visiting places – marvellous – advice – amazing – big

Incredible – impressive – sightseeing – dramatic– sun-drenched – tips – fascinating – gorgeous – remote – entertaining – stunning

Thursday, October 13th

Warm up: just a minute game; topic of the day: Travel in Australia.

Connect information with a cartoon (Come on salute)This cartoon depicts the first white settlers who arrived in Australia. It must be when the British flag was raised in 1788. Two British officers are saluting the flag. Their is a smile on the flag instead of the Union Jack, it is ironic because the officer on the right is ordering an aborigine to salute too. The cartoonist denounces the hypocritical attitude of the rulers.

Correction of homework: Build your vocabulary: far: remote marvelous: fascinatingspectacular: dramatic advice: tipssurprising: stunning amazing: incrediblefun: entertaining big: impressivebeautiful: gorgeous visiting places: sightseeingsunny: sun-drenched

Reading activity:

The Stolen GenerationRabbit-Proof Fence by Doris Pilkington

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THE REMARKABLE TRUE STORY OF THREE YOUNG GIRLS WHO CROSS THE HARSH AUSTRALIAN DESERT ON FOOT TO RETURN HOME.

Following an Australian government edict in 1931, black Aboriginal children and children of mixed marriages were gathered up by Whites andtaken to settlements to be assimilated. In this book, award-winning authorDoris Pilkington traces the captivating story of her mother Molly and of three young girls uprooted from her community in South Western Australia.

A Molly and Gracie sat silently on the horse, tears streaming down their cheeks as Constable Riggs turned the big bay stallion17, and led the way back to the depot. A high pitched wail18 broke out. The cries of agonised mothers and the women, and the deep sobs19 of grandfathers, uncles and cousins filled the air. Mollie and Gracie looked back just once before they disappeared through the river gums20.

B When they saw the camp site they almost ran but they didn’t have the energy. They knew exactly where to find their aunt’s camp as they had both been there before. Their aunt greeted them in the traditional manner by crying with them and for those who had passed away since their last meeting.

C Instead of a residential school, the Aboriginal children were placed in an overcrowded dormitory. The inmates21, not students, slept on cyclone beds with government-issue blankets. There were no sheets or pillow slips except on specialoccasions when there was an inspection by prominent officials.

D As soon as the other girls leftthe dormitory, Molly beckoned22 the two sisters to come closer to her, then she whispered urgently. “We’re not going to school, so grab your bags. We’re not staying here.” Daisy and Gracie were stunned and stood staring at her. “What did you say?” asked Gracie. “I said, we’re not going home to Jilagong.” (…) “How are we going to find our way back home? It’s a long way from home”. “We’ll find the rabbit-proof fence23 and follow that allthe way home.”

E One day about midday, when the sun was high in the azure sky, Daisy and Gracie heard an excited shriek24 from Molly who, as usual, was walking ahead of them. “Here it is. I’ve found it. Come and look,” she yelled as she laughed and waved her arms. “What is it?” asked Gracie. “What are you shouting for?” “I’ve found the rabbit-proof fence. See,” she said, pointing to the fence. “This will take us all the way toJilalong.”

F Molly, Daisy and Gracie werevery much at home in this part of the country. They evaded capture by practising survival skills inherited from their nomadic ancestors. “My legs are sore,” cried Gracie. “I can’t walk.” “My legs hurt too,” chimed in Daisy. “Mine are sore too,” said Molly.“But we can’t hang around hereall day, we gotta walk on further.” (…) The progress was slow and laborious but they persisted.

17 étalon18 gémissement19 sanglots20 gommiers (arbres)21 pensionnaires22 faire signe à23 A boundary between certain Australian States, marked by a fence though whih rabbits are unable to pass24 cri perçant

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Homework: Arrange the six extracts on Rabbit-Proof Fence in the correct order +

1) Compléter ce texte à l’aide d’un des mots de la liste ci-dessous. Faîtes les changements grammaticaux nécessaires.Close to – dispossessed of – driven off – drought (sécheresse) – hunting – plague – reservations – savages – scarce (peu abondant/rare) – self-sufficient

For centuries, the Aborigines lived by __________. They lived very _________ Nature, knew how to survive in a hostile environment. They had adapted remarkably well to the __________ and a dryenvironment. They knew how to use _____ resources. They were independent, _____________, contented and free. They were _______________ their land by white settlers. They were ___________ their land by mining companies. They were considered primitive __________ who had to be saved. They were isolated in _____________. Alcoholism became a __________.

Saturday, October 15 th

Homework correction: 1) Compléter ce texte à l’aide d’un des mots de la liste ci-dessous. Faîtes les changements grammaticaux nécessaires.Close to – dispossessed of – driven off – drought (sécheresse) – hunting – plague – reservations – savages – scarce (peu abondant/rare) – self-sufficient

For centuries, the Aborigines lived by hunting. They lived very close to Nature, knew how to survive in a hostile environment. They had adapted remarkably well to the drought and a dry environment. They knew how to use scarce resources. They were independent, self-sufficient contented and free. They were dispossessed of their land by white settlers. They were driven off their land by mining companies. They were considered primitive savages who had to be saved. They were isolated in reservations. Alcoholism became a plague.

Reading activity summary (Rabbit-proof fence):

Three children aborigines are uprooted and taken away against their will in a residential school where they are not in good care. The three girls escape and decide to follow the rabbit-proof fence. They begin a 1500 miles journey across the Australian outback. It is based on a true story.

Order of the texts: A – C – D – F – E – B

Listening activity: Kevin Rudd’s speech in 20081) listen to it once2) read the questions3) two listenings

Kevin Rudd’s speech Get Ready1) What is the opposite of the following words?- right: wrong - dignity: indignity- backward: forward - future: past- justice: injustice

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2) What is the English word for:- s’excuser: to apologize - une excuse: an apology- guérir: to heal - espérance de vie: life expectancy- chagrin / peine: hurt / pain

3) Find the nouns derived from the following roots (racines):- mauvais traitement (treat): mistreatment - perte (lose): loss- enlèvement (remove): removal - souffrance (suffer): suffering- humiliation (degrade): degradation - réussite (achieve): achievement

4) Read these words aloud and find out the odd man (trouvez l’intrus):history – human – honour – happen the /h/ is not pronounced

5) a) Pick out as many stressed words as you can. Circle the words that are repeated.

b) Use the words you have picked to fill in the following grid.

Who is the speech for? Past Decision taken

6) Fill in the following grid. You may have to listen to the recording several times:

What was done? To whom? Consequences

7) Summarize briefly the speech using some the following vocabulary:apologize to somebody for somethingdeliver a speechcall for reconciliationbridge the gaptackle issues / handle a problem (s’attaquer à un problème)

Homework: listen to the audio file at home and finish to fill out this grid + build your vocabulary

1) Classez ces mots en deux colonnes en fonction du champ lexical auquel ils appartiennent : actions ou impressions :Unbelievable – discover – visit – amazing – tour – walk about – stunning – experience – fascinate – explore – try – tasteImpressions :

Actions :

2) Complétez cette lettre à l’aide des mots ou expressions pris dans la liste ci-dessous :Are worth – breathtaking – cosmopolitan – fabulous – famous – lively – a lovely time – place –

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sightseeing – touristy Hi everyone, Australia is a ________ country. We had ________ everywhere. We’ve done a lot of ______ in Sydney which is a very _______ and ______ city. We had a look around some indigenous galleries. They _________ a visit, I love the paintings we saw because they are quite abstract and look very modern. We then discovered the amazing beaches along the Great Barrier Reef. The landscapes are ___________. We will soon fly to Darwin to see Uluru. I’ve always dreamt of seeing this _______ _________ even if it’s a bit ___________. I’ll tell you everything as soon as I get back.

Love to you all, XXX Jennifer

Monday, October 17 th

Warm up: take a minute to describe a cartoon:1) who are they?2) where is it?3) what is the message behind this cartoon?

This cartoon depicts aborigines living in theoutback. The cartoonist denounces the poorliving conditions of the Aboriginal population.Alcoholism is denounced as being a plaguewhile access to education and governmentseems to be out of reach for them.

Homework correction:1) Classez ces mots en deux colonnes en fonction du champ lexical auquel ils appartiennent : actions ou impressions:Unbelievable – discover – visit – amazing – tour – walk about – stunning – experience – fascinate – explore – try – tasteImpressions: unbelievable – amazing – stunning – fascinate

Actions: discover – visit – tour – walk about – experience – explore – try – taste

2) Complétez cette lettre à l’aide des mots ou expressions pris dans la liste ci-dessous :Are worth – breathtaking – cosmopolitan – fabulous – famous – lively – a lovely time – place – sightseeing – touristy Hi everyone, Australia is a fabulous country. We had a lovely time everywhere. We’ve done a lot of sightseeing in Sydney which is a very lively and cosmopolitan city. We had a look around some indigenous galleries. They are worth a visit, I love the paintings we saw because they are quite abstract and look very modern. We then discovered the amazing beaches along the Great Barrier Reef. The landscapes are breathtaking. We will soon fly to Darwin to see Uluru. I’ve always dreamt of seeingthis famous place even if it’s a bit touristy. I’ll tell you everything as soon as I get back.

Love to you all, XXX Jennifer

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Listening activity (suite):5) a) Pick out as many stressed words as you can. Circle the words that are repeated.

b) Use the words you have picked to fill in the following grid.

Who is the speech for? Past Decision taken

Indigenous peoples of thisland

Stolen Generations

Mistreatmentwrongs of the past

Turn a new page righting thewrongs of the past movingforward with confidence to

the future

6) Fill in the following grid. You may have to listen to the recording several times:

What was done? To whom? Consequences

Laws and policies ofsuccessive Parliaments

governments removal ofchildren from their families,

communities, country

Our fellow Australians their descendants, their

families, the mothers, fathers,brothers, sisters

a proud people and a proudculture

Inflicted profound griefsuffering and loss

pain and hurtbreaking up of families and

communitiesindignity and degradation

7) Summarize briefly the speech using some the following vocabulary:apologize to somebody for somethingdeliver a speechcall for reconciliationbridge the gaptackle issues / handle a problem ( s’attaquer à un problème )

Kevin Rudd, former Australian Prime Minister, delivered a speech to Parliament on February 13 th 2008. He apologized to the Aboriginal people and families for what they endured. He called for reconciliation and pledged the government to bridge the gap between indigenous and non-indigenous Australian’s living conditions. He wanted government to tackle this large issue and improve the situation.

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Writing activity; You are an Aboriginal person who just listened to Kevin Rudd’s speech and you write him a letter in which you describe your feelings concerning his speech. Toolbox: 1) choose what is your reaction2) choose who you are (someone who experienced the Stolen Generation; someone who was born in a residential camp, etc)3) tell us about your story.

Homework: 1) finish your writing activity2) train your ears by listening to the speech again (anticipate for evaluation of oral comprehension after the holidays)3) learn about For and Since by watching a Youtube video:https://www.youtube.com/watch?v=ee5nbfFK5Xk Take notes about the video and bring them with you in class.

Thursday, November 3 rd

Warm up: Speak on the following topic: What did you during your holidays?

Show and tell: list of volunteers and instructions:From now on, each class will begin with one of you standing in front of the class and presenting something that is important for you. You will have two options:a) you can speak for about one minute to present your object/subject to the class. The other classmates have to listen and prepare questions to ask to the person talking. b) you can have the students guess your object/subject. You will have to answer all the questions you are asked about your show and tell.

For and Since: recap and exercise1) What did you learn from the video you had to watch?Trace écrite:For = durée d’une action (mesurable); compatible avec present perfect et preterit; present perfect + for = durée toujours valable au moment présent; preterit + for = durée située dans le passé et plus valable au moment présentSince = point de départ de l’action; information calendaire après since

2) exercise yourself: a) answer some exercisesb) write at least four sentences to construct an exercise for next class (work in pairs)

I. Compléter les phrases suivantes avec for ou since :1) John has been living here for five years.2) I stayed in that bus for seven hours.3) We have been going to that pace every summer since I was eight.4) It has been snowing since ten in the morning.5) She has been sitting there for two hours now.6) You haven’t been saying a word since you opened that letter.7) We will be in the city for a couple of days.8) Justin has been living in New York for ten months.9) We have been waiting for you for 45 minutes.

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10) They have been studying in there since the library opened.11) She has been crying ever since she read that email.12) They have been sleeping for twelve hours.13) I haven’t been sleeping since that noise woke me up.14) We haven’t been talking since the test begun. II. Reformuler les phrases suivantes en utilisant since. On donne la date à laquelle on parle entre parenthèses.1) (December) She has been replacing Mrs Koch for three months.She has been replacing Mrs Koch since September.2) (November) I have been working here for six months.She has been working here since May. 3) (Saturday) He’s been staying home for five days.He’s been staying home since Tuesday.4) (2016) We’ve been living in London for four years.We’ve been living in London since 2012.

• Les énoncés que vous avez formulé en classe seront utilisés pour former une évaluation sur For et Since. L’évaluation aura lieu lundi 7 novembre.

Saturday, November 5 th

Warm up: 1) Show and Tell presentation2) revision of vocabulary on Triptico, each student is assigned a term and has to either translate it orgive its synonym. Far = remotespectacular = dramaticsurprising = stunning fun = entertainingbeautiful = gorgeoussunny = sun-drenchedvisiting places = sightseeingmarvelous = fascinatingadvice = tipsamazing = incrediblebig = impressivediscover = découvrirvisit = visitertour = visiterwalk about = se promenerexperience = éprouver / ressentirhunting = chasseclose to = près descarce = peu de …self-sufficient = auto-suffisantdriven off = être chasséplague = peste / fléauto be worth something = valoir quelque chosebreathtaking = à couper le souffle

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touristy = touristique

Anticipation work: School of the Airproject wordle on educational and health issues in the outback:1) give them a couple of minutes to think about sentences they could formulate from this wordle.2) collective writing and making sense of the picture:Living in the outback implies living in a remote area where children do not have access to school. The first flight of the Royal Flying Doctor Service of Australia took place from Cloncurry, Queensland, in 1928. Living in the outback also implies health issues due to the vastness of the outback. Access to education is thus allowed thanks to radio and technology.

Educational issues in the outback: the School of the Air (video)Video: https://www.youtube.com/watch?v=5WKlknzRcUU School of the Air Documentary Instructions:1) Watch the video for the first time trying to find information concerning:Numbers and dates:Names: Locations: 2) Watch the video again and reinforce your information + try to find information concerning the functioning of the School of the Air and its evolution:School of the Air:Evolution: 3) Write on the board all that have been found by the students and gather all information, begin a trace écrite:The first School of the Air was created in 1951 in Alice Spring. It first used radio to spread education in the remote areas of the outback. Then, the use of technology allowed further communication between teacher, students and their families.

Tools needed for your final task: the present perfect and the preterit1) what do you know about it?2) brief recap: (doc)3) doc savoir-faire: différence entre prétérit et present perfect4) train yourself with the exercise

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Savoir faire : choisir entre preterit et present perfect

Il y a deux étapes principales :1) Repérer la présence de marqueurs temporels (ils permettent d’ancrer la phrase dans un moment précis du passé)ex : Last Monday / Yesterday / When I was young / Two years agoI went to the movie theater last week.

2) Repérer la présence de liens avec le présent (now ou so permettent d’établir un lien entre une action passée et son impact sur le moment présent : I have washed the car, now it is clean ; for ou since permettent d’établir un bilan sur une période donnée : They have not been to the restaurant for ten years)

I. Compléter les phrases suivantes en conjuguant les verbes entre parenthèses au preterit ou au present perfect selon le cas :1) She (to buy) a new car yesterday.2) I (never eat) anything so delicious.3) He (to go) to San Francisco last year.4) They (to start) their new jobs two weeks ago.5) We (to know) each other for ten years.6) It (to rain) yesterday.

Homework: contrôle sur For et Since lundi. + exercise to finish for Monday

Monday, November 7 th

Evaluation on For and Since: (hand out, I will put the questions once we will have done the correction)

Warm up: Show and tell presentation

School of the Air Documentary (summary)1) Collective brainstorming on the documentary:Summary made by students’ answers

2) Watch it a last time and complete the summary if needed.

Tool box for final task: present perfect and preterit1) Correction of homework:I. Compléter les phrases suivantes en conjuguant les verbes entre parenthèses au preterit ou au present perfect selon le cas :1) She (to buy) bought a new car yesterday.2) I (never eat) have never eaten anything so delicious.3) He (to go) went to San Francisco last year.4) They (to start) started their new jobs two weeks ago.5) We (to know) have known each other for ten years.6) It (to rain) rained yesterday.

Toolbox for final task: present perfect and present perfect + be -ing

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Récapitulatif (doc)Le present perfect

Formation : il se forme avec l’auxiliaire have ainsi que du verbe conjugué au participe passé. Si le verbe est régulier, la terminaison sera -ed. Si le verbe est irrégulier, il faut connaître sa conjugaison.

Les emplois : Emploi Indices particuliers à cet emploi

Résultat dans le présent d’une action passée,évoquée de façon neutre

Adverbes comme ever, never, already, yet

Action du passé ayant lieu dans un cadretemporel toujours présent au moment de

l’énonciation

Indication de temps faisant référence à un cadretemporel toujours en cours (recently, lately,

these days, this morning, etc)

Piège : Ne pas confondre le prétérit simple et le present perfect. Même s’ils peuvent tous les deux setraduire par du passé composé en français, ils ont chacun leurs caractéristiques propres :

Caractéristiques propres au prétérit Caractéristiques propres au present perfect

Action prise uniquement dans un contexte passédétaché du présent

Action mise en lien avec le présent

Ex : Peter worked well. (dans la période passée dont il est question)Peter has worked well. (d’où les résultats observés aujourd’hui)

Le present perfect Be-ing

Formation : il se forme avec l’auxiliaire have suivi de l’auxiliaire be sous la forme participe passé etdu verbe mis à la forme en -ing : I have been working

Les emplois : il sert de façon générale à évoquer des actions du passé qui ont une continuité dans le présent, en ajoutant un caractère descriptif et/ou appréciatif.

Emploi Indices particuliers à cet emploi

Résultat dans le présent d’une action passée,évoquée avec une nuance appréciative (positive

ou négative)/

Action du passé ayant lieu dans un cadretemporel toujours présent au moment de

l’énonciation, avec insistance sur le déroulementcontinu de l’action

Indication de temps faisant référence à un cadretemporel toujours en cours (recently, lately,

these days, this morning, etc)

Ex : This man has probably been drinking too much. (résultat dans le présent d’une action passée)Craig has been studying a lot lately. (action passée ayant toujours lieu)

Astuce : On peut employer le present perfect be -ing dans les structures habituellement habituées avec le present perfect simple pour ajouter une nuance descriptive et/ou appréciative.We have just been washing the car. (insistance sur l’effort, la durée, etc)

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Exercise yourself:II. Compléter les phrases suivantes en conjuguant les verbes entre parenthèses au present perfect simple ou au present perfect + be -ing1) I (to read) a lot of books lately.2) We (to wait) for you for a whole hour now.3) He (to feel) quite nervous lately.4) We (not to find) the perfect apartment yet.5) They (to clean) their room for three hours now, they must be exhausted6) She (not write) her Christmas cards yet.

Thursday, November, 10 th

Focus on the American presidential election system: Study of the electoral college through a video.Study of the maps of the different states and the counties.

1) Listening activity and methodology:Title: Cassie, a girl from the outbackMethodology: how to listen a document and understand its meaning;1) Brainstorming: how do you take notes to understand a document2) Give them methodology:1) anticipation: regarder le titre du document et émettre des hypothèses sur ce que vous pouvez trouver dans ce document2) organisation: prise de note thématique ou linéaire3) première écoute: nombre de locuteurs; mots associés au titre; mots répétés; attention aux noms propres, aux dates, aux chiffres, aux lieux, etc.4) relecture des notes pour essayer de faire sens et savoir ce qui doit être complété lors de la deuxième écoute.5) reformulation et restitution de la compréhension du document

Cassie, a girl from the outbackFirst listening: Pay attention to names, repeated words, numbers, locations. Collect information: organize themes (animals, locations, other elements)Second listening: read your notes and try to complete what is missing.Collect information: complete themes and everything

Saturday, November 12 th

Warm up: What have we done last time?What is our final task? You are traveling in Australia. You post an entry in your blog to tell your friends about your experience there. What are we going to do today?1) End of listening activitya) application2) Revisions for the final task: exercises and how to be ready.a) present perfect and preterit

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Cassie, a girl from the outbackGive them each a spidergram and complete it after the third listening.

Third listening: complete the spidergram.

Exercise on the transcription: Cassie’s transcriptions: put those words in the correct order to make sentences.

1) is name Casie hello my 2) I at my life have my mom lived Pyramid Station along with

and my whole little Emma sister dad

3) station is Pyramid a station cattle

4) 1865 established Pyramid Station and situated betweenis Roebourne was in and Whim Creek.

5) Sometimes go to Kangam Pool got we in athe pussy wagon car dad strange running

6) We dusty the use to travel Pyramid isover cars which very

7) Pyramid named hill is after a

8) It here very is dry out.

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1) Hello, my name is Casie. 2) I have lived at Pyramid Station my whole life along with my mom, my dad, and my little sis’ Emma.

3) Pyramid Station is a cattle station.

4) Pyramid Station was established in 1865 and is situated between Roebourne and Whim Creek.

5) Sometimes we go to Kangam Pool in the pussy wagon, a strange car dad got running.

6) We use the cars to travel over Pyramid which is very dusty.

7) Pyramid is named after a hill.

8) It is very dry out here.

2) Revisions for the final task: exercises and how to be ready.a) present perfect and preterit

Fill the blanks in the following text using the correct tense.

Hi everyone, I post this article today to share with you some of the latest news from my travel throughout Australia. Two weeks ago, I (visit)______________ Uluru with some friends. I (always dream) _________________ of seeing this famous place. After that I (go) ________ to dive (plonger) in the Great Barrier Reef and I (see)____________ some stunning and gorgeous fish there. It (be)_________ a great pleasure to discover the amazing beaches along the Eastern coast. From there I (drive) _______ south to reach Sydney where I (visit) __________ the Sydney Harbour Bridge and the amazing Opera House. Then I (fly) ___________ to Darwin to see some crocodiles and meet some aboriginals. There I (encounter) _____________ some young Australians who (tell) ____________ me about their special schools. They (live) _____________too far away from any schools so they use technology to go to what is called the School of the Air. This (allow) ______ hundreds of Australians living in the outback to have access to education. Now I (be) __________ in Perth since Monday. I am currently planning what I will do for the rest of my travel there. I hope you are all well,

Nicolas

Monday, November 14 th

Warm up: What have we done last time?What we are going to do today: 1) Last revisions and method for your final task 2) Unit 3: anticipation and beginning.

1) Last revisions and how to be ready for your final task:

a) Finish the correction of the exercise given on Saturday:Hi everyone, I post this article today to share with you some of the latest news from my travel throughout Australia. Two weeks ago, I visited Uluru with some friends. I had always dreamed of seeing this famous place. After that I went to dive (plonger) in the Great Barrier Reef and I saw some stunning and gorgeous fish there. It was a

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great pleasure to discover the amazing beaches along the Eastern coast. From there I drove south to reach Sydney where I visited the Sydney Harbour Bridge and the amazing Opera House. Then I flew to Darwin to see some crocodiles and meet some aboriginals. There I encountered some young Australians who told me about their special schools. They live too far away from any schools so they use technology to go to what is called the School of the Air. This allows hundreds of Australians living in the outback to have access to education. Now I have been in Perth since Monday. I am currently planning what I will do for the rest of my travel there. I hope you are all well,

Nicolasb) Revision of knowledge through pictures:Great Barrier Reef Uluru / Ayers Rock

Sydney Harbour BridgeSydney Opera House

Your final task: how to be ready?You are traveling in Australia. You post an entry in your blog to tell your friends about your experience there.

Steps to follow:1) Build your itinerary. (List all the places you visited and where you are when you write; complete your knowledge by looking on the internet if needed).2) Choose on which aspect(s) you wish to insist: nature and environment; touristic places; aboriginal history; art, etc3) Review the lessons and select what you want to use and what vocabulary can help you.4) You can speak about what you have learned about the Aboriginals (Stolen Generations, relation to Nature) and/or children in the outback (School of the Air, etc)

Tips for writing:1) Be careful to your verb tenses:2) Do not use good, bad, big, interesting:good: great / pleasant / delightfulbad: harmful / dangerous / awful / dreadful / appalling / terrible

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big: impressive / huge / large / enormous / giganticinteresting: attractive / exciting / fascinating / entertaining / thrilling

2) Unit 3: Liverpoola) brainstorming on Liverpool: spidergram:Brainstorming: Liverpool: football club (red jersey; hooligans; violence); The Beatles (John Lennon; Paul McCartney; George Harrison; Ringo Starr); North West; Historical city.

The Capital of the North: a) where exactly is located Liverpool? (project map with different points)b) hand out map of Liverpool:

c) Divide the class in pairs: each group has to decide of a direction from one point to another. Example: You are at the Tourist Information Centre and you want to go to the post office. You take left on Hartley Quay. Then, you go straight ahead into Hanover Street. At the corner of Ranelagh Street and Church Street, turn left onto Church Street and right onto Basnett Street. You will find thepost office there. d) have four pairs describe their directions and have the other draw it on their map to find the destination.Homework: be ready for your final task on Thursday

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Saturday, November 19 th

Warm up: What did we do last time?What will be your final task? Oral ComprehensionWhat are we to do?1. Listening activity: lost tourists in Liverpool2. Liverpool, Capital of Culture in 2008

Anticipation: reactivate notions: have some other examples from the students

Tools to be ready for the Listening Activity: vocabulary (places in Liverpool, Landmarks, Directions):Lexical tools: how to give directions?

Places in Liverpool Landmarks Directions

The Docksthe waterfrontlibrary: bibliothèqueTown Hall: mairie

Traffic lightszebra / pedestrian crossingroundabout: rond-pointlane: chemin, ruelle(a) crossroads: carrefour

Walk straight on / ahead / alongtake the first street on the right /leftwalk across / over / as far askeep / carry on going / walkingfollowcross

1. Listening activity: lost tourists in Liverpoola) anticipation: what can we expect from the title of the document (write hypotheses on the board)b) listen to it once and look for the following themes: places and peoplelocations:how many people talk: Three people are talkingOne man, a Liverpudlian who gives directions to two lost tourists.One man, a tourist who is willing to go to the Cavern ClubOne woman, a tourist who wants to go to the Beatles Story and then Saint George's Hall.Collect findings.c) find locations on your maps.d) Second listening: try to draw the itinerary given to the two tourists on your map.d) compare drawingse) final listening: f) Where is the Beatles Story? Where is the Cavern Club? Where is St George’s Hall?

2. Liverpool, Capital of Culture in 2008a) give hand out and have students read the instructions.b) individual reading and answer questions a), b) and c)

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Homework: train your ears for the coming CO: pronunciation exercises p. 121 (audio file on pronote)

Monday, November 21th

Warm up: What did we do last time? (ask questions on the vocabulary)What are we to do?1. Improve your phonological awareness2. Liverpool Capital of Culture: end of the document3. Correction of final task Unit 2

1. Improve your phonological awarenessa) Correct exercises p. 121b) trace écrite: réalisation des graphèmes -o- -oo- -i- -ous-

2. Liverpool Capital of Culture 2008Correct exercise and collective summary (trace écrite: have a student go on the computer and write the sentences suggested by other students; correct together and have them write)

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3. Correction tâche finale Séquence 2:Erreurs récurrentes:- expression du but avec pour + verbe: TO + BV- différences entre their, they’re, there, homophonie et différences de sens- doubles pluriels: childrens- ordre syntaxique: adjectif + nom - adjectifs de nationalité: Majuscule- I’m et I- it’s et it et its

Thursday, November 24 th

Warm up: What did we do last time?What are we to do?

Summary of the text:Liverpool was created in 1208, in the thirteenth century. It is located in the North-West of England. Liverpool is famous for its harbour which is one of the most important of England and Liverpool has developed economically ever since.It is a modern and cosmopolitan city, it became in 2008, the European capital of culture.

1. Listening activity: A testimony from a Liverpudliana) anticipation: what can we expect to hear in this document?Use the description of this picture to help you:

The theme may be poverty and socialrealities in Liverpool.

b) first listening without the guidec) collect impressions and main themesd) use the guide to accompany your understanding of the text

A testimony from a Liverpudlian

Part 1: [Useful words: Liverpudlian: a native resident of Liverpool; harsh: hard; peers: people you know who are the same age or social status as you]1) Focus on the introduction and reorder the stressed words you have heard:1986 – returned – Liverpudlian – eighteen – exiled – infrequently _3______5_________2_______ 4____ 1________ 6_____________________________

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2) Peter’s youth: underline the words you have actually heard:

unlimited limits limited opport u nities employment

unt i dy tidy l i tter bitter fortunately

fortune place pace univ e rsity universal

take esc a pe unempl oy ment glad f o rtunate

3) Classify these words into the corresponding columns of the grid:

Economic situation Living conditions Turning point in Peter’s life

Unemploymentlimited

opportunities

Litteruntidy

Fortunateplace

universityescape

Part 2: row = rangée4) How did Peter feel when he visited Liverpool? Circle the adjective you hear:depr e ssing – oppressing – repressing 5) a) Read the following definition of terraced houses: rangée de maisons de style uniforme.b) Pick out as many words as you can related to this definition:_________same; row upon row; one up; one down6) Organize your notes:

Whose? Characteristics Date of renovation

His grandparent's house The toilets are outside; modernized

1982

Part 3:7) Liverpool in the newspapers: match each number with the correct element:4 . . shooting 183 . . shooting incidents 418 . . first pages 311 . . dead 118) Use these elements to complete Peter’s conclusion:The example of an 18 years old accused of shooting dead an eleven years old boy contributes to giving Liverpool a negative / bad / tarnished image.9) Reorder the last sentence:( 5 ) since I left ( 2 ) my accent ( 4 ) in the years( 1 ) I am relieved that ( 3 ) has become much reduced

Recap:Peter left Liverpool (date / reason) in 1986 when he was eighteen and was fortunate enough to have a place in a university.His visits were infrequent because he still saw too much violence, $ùToday in the newspapers, ___________________________________________________________Peter feels _________________________________________ of his hometown.

Saturday, November 26 th

Warm up: What did we do last time?What are we to do?1. Listening activity: a football fan

1. Listening activity:

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a) anticipation: analyze the title of the document and the image on Show Racism the Red Card and have them describe it.Possible production: There are two football players holding a sign that says “Show Racism the Rec Card”. What can we expect to hear in the document entitled “a football fan”?

Hypotheses:

phonological tools:

inferiorlow or lower in place or

position /ɪnˈfɪərɪə/

threatenThe use of movements to Topromise to harm or punish

someone/ˈθrɛtən/

gestureexpress thought or emotion

/ˈdʒɛstʃə/

abuse to speak insultingly orharshly to or about someone

/əˈbjuːz/

b) time for choice: you can choose how you want to listen to this document. You can either have a guide to help you or simply take notes following the methodology we have seen and answer some questions as we go through the listening activity:

Choice 1 Choice 2

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Show Racism the Red Card Guide for listening activity

Part 1: [Useful word: Emile Heskey]1) How many voices can you hear? ________There are two voicesWho are they? (supporter, club manager, journalist, policeman?) ______They are a journalist and a supporter. This is probably a radio interview. __

2) What does the man think of the policy taken by the club?O agree O disagree O does not know its policyHe agrees with LFC's policy against racism.

3) Underline the words you hear in the audio file:

shocking sh o cked shouts animal

ab u se m o nkey military n oi ses

noses sp i tting swearing Bilboa

Barcel o na Yugosl a via

Latvia E ngland

4) Organize these words:Racist acts Countries

Racist abusemonkey noisesspitting

EnglandSpain

5) What happened to Emile Heskey in 2000? In 2000 he suffered from racist abuse coming from Yugoslavia supporters when he played for England in Barcelona.

Part 2:6) Find the words associated with:- being different: ___color- verbal violence: insulting; abuse;

7) Why do the racists feel so strong?They feel safe and powerful

Part 3: [Useful word: target = cible; to stand for= défendre qqch]What happened to John Barnes? __He was a target of racist fans when he came to Liverpool.

Questions

Part 1How many voices can you hear?

Who are they?

What does the man think of the policy taken by the club?

What did you hear concerning racist acts?

Where did they take place?

What happened to Emile Heskey in 2000?

Part 2:Why are people deemed different?

What sort of verbal violence is he talking about?

Why do the racists feel so strong?

Part 3:What happened to John Barnes?

What was his reaction?

Part 4: What should happen to anyone found guilty of racist behavior at the match?

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What was his reaction? _He called for white fans to stand against racism

Part 4: 8) Pick out a word that belongs to the same family as:- expel (renvoyer): ___ ejected________ - field: ground __________________________________Racist fans should be ejected from the ground

9) What sanctions are suggested for racist fans? (tick the correct answers)O be expelled from the stadium O be put in prisonO be banned from stadium for ever O pay a big fine (amende)O be banned from stadiums for a year.

10) What mustn’t they do?They mustn't spitThey mustn't do racist gestures. They mustn't do like monkeys / make monkey noises / imitate monkeys. MUST: modal (obligation) et MUSTN't (interdiction).

How must football fans behave in a stadium?

What mustn’t they do?

Summary of the document:

Homework: watch a short video on how to express obligation, interdiction and lack of obligation:1. take notes on the video2. answer a quiz on Pronote3. write a sentence using one of the modals on the Google Drive document.4. Summary of the document

Monday, November 28 th

Warm up: What did we do last time?What are we to do?To be able to listen to a document requires to be able to speak English easily.1. Trace écrite of a football fan2. Expression de l’obligation, de l’interdiction et de l’absence d’obligation 3. Radio spot on racism in stadium (group activity)

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1. Summary of the audio document, “a football fan”The document is about racism in stadiums. It is a journalist who interviews and football fan and talks about racist abuse. Emile Heskey was the first to be victim of racist abuse in 2000. John Barnes called for white fans to stand against racism. Racist fans must be banned from stadiums for ever or be put in prison.

2. Expression de l’obligation, de l’interdiction et de l’absence d’obligationa) prise de notes sur la vidéob) work in pairs and write two sentences that can be used in an exercise

Homework: Work on your vocabulary on Quizlet.

Thursday, December 1 st

Warm up: What did we do last time?What are we to do?1. Exercises on modals2. Construct a radio spot

1. Exercises on modals:

Les auxiliaires modaux Ils servent d’aide au verbe et exprime le point de vue de l’énonciateur

Marc can swim (capacité physique)Marc may clean the dishes (probabilité)

Particularités des modaux :

1) pas de -s à la troisième personnedu singulier2) ne sont pas suivies de TO3) sont suivis uniquement d’une base verbale4) ne peuvent pas être mis à la forme en -ING ou au participe passé

* he cans swim

* he can to swim

* he must can swim

* he musting swim

Obligation - on utilise MUST ou HAVE TO (ils sont généralement interchangeables)- MUST : obligation émanant du point de vue de l’énonciateur- HAVE TO : obligation indépendante du point de vue de l’énonciateur- SHOULD : idée de conseil ou d’obligation aténuée

You must / have to enter by the main door.

You should watch the game it isreally fascinating.

Interdiction - on utilise MUST NOTobligation de ne pas- traduction possible : « tu ne dois pas »

You must not insult the other supporters.

One must not be a racist.

Absence d’obligation - on utilise DO NOT HAVE TO You do not have to watch all

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- ne pas confondre avec interdiction-traduction possible : « tu n’es pas obligé de »

games to enjoy football.

1) You mustn't smoke in class.2) You should / do not have to eat Nutella with some bread.3) You mustn't spit on the football players.4) You mustn't steal.5) You should tidy your room, it would be more agreeable.6) You have to / must / should be happy, it is important.7) You should watch TV to get information.8) We must / have to brush our teeth after eating.9) You must / have to finish your homework if you want to spend some time with your friends.10) One mustn't run in the corridor, according to school’s reglementation.11) You must / have to / should / do not have to go to Australia to see kangaroos.12) You mustn't smoke in the classroom.13) You must / have to use the toilet if you don’t want to explode.14) You musn't spit anywhere or on anyone.

2. Construct a radio spot:a) You make a radio spot to explain how a football fan must behave in a stadium. You have to work in groups and each of you will have a specific role. You will have 20 min to write your script and decide who will read it. The workshop and the oral production is evaluated and will be your first mark for the second semester.

Do’s Don’ts

respectbehave oneself: bien se conduirewatch out: faire attentionreport to somebodygo by the rules: observer les règlessit in the standscheer = encouragesupport a teamclap one’s hands

racismthrow abuse at somebody = to insult somebodyspit: cracherthreaten: menacershow contempt: montrer du méprismake rude gestures: faire des gestes déplacés

Invent a radio spot1. Write your script: how must a football fan behave in a stadium?2. You can report some incidents and racist acts that happen during a football match3. You can speak about Liverpool FC policy against racism4. Explain how supporters must behave: (ex: Supporters must … ; They cannot … ; Stewards are allowed to …, etc)5. What are the possible sanctions?6. Conclude with a catchphrase or a slogan

N° Role Responsibilities

1 Language master S ’ a s s u r e q u e l e g r o u p ecommunique en anglais

2 Modal master S’assure que les modaux sont

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correctement utilisés

3 Organization master S’assure que le groupe est dansles temps

4 Slogan master A le mot final concernant leslogan

5 Writer Ecrit le script qui devra être lupar la suite.

b) work for 20 minutes on your radio spotc) act it out in front of the class.

3. Radio spots:Each group is given a form and has to evaluate the other group according to their performance.

Homework: bring your script for Saturday for the remaining groups.

Saturday, December 3 rd

Warm up: What did we do last time?What are we to do?1. Radio spots: listen to it2. Watch another campaign: Dear White Fella3. The Transatlantic Slave Trade: CE

1. Radio spots: act it ou in front of the classa) each group will act its radio spot in front of the class and the other groups have to pay attention and evaluate their performance.b) radio spotsc) give back forms with evaluations

2. Dear White Fellaanticipation: TV spot; author: Benjamin Zephaniah (poet)what can you expect to hear? (write hypotheses)a) watch the video and find the main themes of the videob) find the idea behind the poemc) summary of the document

2. Dear White Fella (video)a) watch the video and find the main themes of the videob) find the idea behind the poemc) summary of the documentA man says that white people change colors and that black people do not change color. White people are pink when they are born, blue when cold, green when sick, yellow when scared, grey when dead, and red when sunburned. Despite the different colors of white people they have the cheek to call black people colored.

Homework: 1) aller sur le blog et s’y inscrire + 2) lire les textes et chercher le vocabulaire.

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Monday, December 5 th

1. The Transatlantic Slave Trade: CEa) anticipation: analyze the map

Lexical tools: Western Africa; the Caribbeans, the West Indies, head for, be bound for, cross, empty / fill the bulk of a ship, a cargo load.

Trace écrite:The map represents the transatlantic slave trade. Ships leave Liverpool and head for Western Africa. They are empty and then fill their bulk with slaves. Ships cross the Atlantic Ocean and arrive in the Caribbeans. They sell the slaves they have loaded in their ships so they can buy coffee or cotton. Then, they come back to Britain.

b) read the three textsc) vocabulary questions:d) answer the following questions:

Part 11) Which continents were concerned by the trade?Western Europe, Africa and America were involved in the slave trade. 2) How many groups of people are mentionedThree groups of people are mentioned: the slaves, the traders (economists) or European colonists inAmerica.3) List the plants grown in the colonies. What was this type of agriculture based on?The plants grown in the colonies are cotton, coffee, tobacco and sugar. It is based on the work of slaves, or in other words on not paying a workforce (main d'oeuvre)4) Why did the slave trade generate so much profit?Because you do not have to pay your workers.Part 25) Pick out words showing that the slave trade was profitable“amass vast personal fortunes”; “wealth'; successful; benefited; grand houses.6) What did the bankers do with the slave trade money?The bankers invested in other areas: iron, coal and banking. 7) List the new products that everybody could buy.People could buy colored cotton, coffee, chocolate, tobacco and sugar. 8) How did the slave trade work?English generated a lot of profit and transformed England in the first economy.

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Part 39) What was the Liverpool Merchant?It was the first slave ship which sailed from Liverpool to Western Africa. 10) What do these numbers correspond to? 1699 ; 1,5 ; 1740s (make sentences with them)In 1699 the Liverpool Merchant left Liverpool from the Mersey River. 1,5 million Africans were transported into slavery. In the 1740s, Liverpool was the leader of the British slave trade. 11) What explains Liverpool’s economic boom.The location of Liverpool is important because the city is central in Britain and was a harbour. RecapIn the 1740s Liverpool was really involved in the transatlantic slave trade and that is how it gained its reputation. The slave trade was well-organized. Ships left Liverpool for Western Africa and take slaves. It was also profitable for European colonists who sold their products.

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Homework: Réviser ce que vous avez vu sur le slave trade pour être prêt pour la CO évaluée qui aura lieu jeudi.

Thursday, December 8 th

Evaluation intermédiaire: Compréhension Orale: document Unesco, Behind the glory, Liverpool Mercantile City.

Évaluation de la Compréhension Orale – Liverpool and the Slave Trade

Descripteurs du CECRL :Niveau A2 Niveau B1

Peut repérer l’information essentielle d’un passage court sur un sujet courant. Les locuteursdoivent parler lentement et articuler.

Peut comprendre les informations essentielles d’un document authentique, sur des sujets familiers et si le locuteur s’exprime dans un anglais standard et parle assez lentement.

Lexical tools: - thrive: prospérer /θraɪv/ - carve: sculpter / tailler /kɑːv/

- relief: bas-relief /rɪˈliːf/ - weapons: armes /ˈwɛpən/

- wealth: richesse /wɛlθ/ - board: embarquer /bɔːd/

- bustle: fourmiller de /ˈbʌsəl/ - average: moyenne /ˈævərɪdʒ/

- testimony: témoignage /ˈtɛstɪmənɪ/ - tightly: étroitement /ˈtaɪtlɪ/

1. Circle the words you hear in Part 1: /5

- North West - North East - sixteenth century

- seventeenth century

- eighteenth century

- nineteenth century

- maritime - bustle - cargo - dock walkers - dog walkers - Albert Duck

- Albert Dock - sailing - selling - property - prosperity - whales

2. Answer some questions: /6a) Where is located Liverpool? /1________________________________________________________________________________b) When was Liverpool the largest port town in Britain? /1________________________________________________________________________________c) What sort of trade brought immense wealth to Liverpool? /1________________________________________________________________________________d) What was the symbol of Liverpool at the time? /1________________________________________________________________________________e) What is the name of the port? /1________________________________________________________________________________f) To what is inscribed the port town of Liverpool? /1________________________________________________________________________________

3. Tick the correct answers (Part 2): /2

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a) Where is carved the trade in which merchants specialized?- It is carved on their houses. - It is carved on their ships.b) Who were traded as merchandise?- African people were traded as merchandise but not children.- African people were traded as merchandise and even their children.

4. Answer some questions on Part 2: /9 (Help: "amunition")a) What were shipped to Africa from Liverpool? /2________________________________________________________________________________________________________________________________________________________________b) Why were weapons given to Africans? /2________________________________________________________________________________________________________________________________________________________________c) Who were the Africans to be enslaved (rendu à l'esclavage)? /1________________________________________________________________________________d) How were slaved transported to the Caribbeans? (Tick the correct answers) /1- they were free and helped on the ship - they were packed tightlye) What goods were brought back to Liverpool in exchange of slaves? /2________________________________________________________________________________f) How was called this form of trade betwwen England, Africa and the Caribbeans? /1________________________________________________________________________________

5. Circle the correct numbers in Part 3: /1,51807 1817 268

368 278 45

35 40 30

6. Answer some questions on Part 3: /5,5a) When was the slave trade abolished? /0,5________________________________________________________________________________b) What was the function of the building before being a museum? /1________________________________________________________________________________c) How many slaves were sold on the contract and at what price? (you have to be precise) /2________________________________________________________________________________________________________________________________________________________________d) To what was this price equal at the time? /2________________________________________________________________________________e) What is Liverpool trying to fight today? /1________________________________________________________________________________

Total: /30/20

Saturday, December 10 th

Warm up: What did we do last time?What are we to do?1. Commentaries on the evaluation2. The Essex, a slave ship (a new CO)

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1. Commentaries on the evaluationA good work in general, really good for what will come afterward. Do not have to worry, good elements, and good answers.

2. The Essex, a slave shipa) anticipation: description of the painting

It is a slave ship. There is the Union Jack waving on top of the mast. It is a painting which is exhibited in a Liverpool's museum.We can see a sailing ship. This painting may have been made in the nineteenth century.

b) listening activity in groups:

The EssexUseful words: attic: grenier – ship log: journal de bord – cargo: chargement, cargaison – beads: perles

Part 1: 1) Who is Mr Potter? He is the descendant of the captain of The Essex.2) Who was Peter Potter? Peter Potter was the captain of The Essex.3) Where did he find the documents? He found the documents in his attic.

Part 2:4) About the Essex:City of origin?: It was built in Liverpool Built in 17705) Pick out the date of departure from Liverpool? Month: June Year: 17836) Read the following words aloud. Then circle those you have heard on the recording:

c a rgo carpet cheap chief c o lored cold

birds beads erasers r a zors tea coffee

Jul y 16 th 1 month l a ter 2 months later w a ter wanted food

meat August 8th Au gust 18 th 7 months 8 months 9 months

7) What were the products taken from England? The products were tea, razors and colored beads.8) What for did they stop over at Cape Verde? They stopped there to take water and food.9) When did they leave Africa? They left Africa on March 25th 1784.10) How many slaves were on board and how long was the journey? There were 330 slaves on board.

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Homework for Monday: Work on your vocabulary on Quizlet

Monday, December 12 th

Warm up: Questions1. Finish the listening activity on The Essex in groups2. Correct the evaluation on the Slave Trade3. Workshop: numbers and pronunciation

1. Finish the listening activity on The Essex in groups

Parts 3 and 4:11) What do these figures and dates correspond to?- 51: number of days the passage took - 2,5: number of months they stayed in the Caribbeans- 48: number of Africans who died - July 12th: when the auction took place- 70: number of days they stayed in the Caribbeans - July 15th: the day they left Europe

12) Pick out the words related to illness:not in a good health13) Complete this:- Departure from Africa: ? - Number of slaves on board: 330- Number of days at sea: 1 year and 47 days - What happened to some slaves: some died- Number of days in the Caribbeans: 70 days - Departure date for Britain: July 15th14) Listen and reorder the following words( 6 ) to England ( 5 ) and black ivory back home( 3 ) to make a substantial profit ( 1 ) anyway( 2 ) there was enough money ( 4 ) and get sugar

Summary of the document:The Essex left Europe in June 1783 and made a stop in Cape Verde for fresh water and food. Then, she went to Africa to take slaves from African chiefs. She stayed there for seven months. Then she went to the Caribbeans and 48 slaves died during the passage. The auction took place on July 12 th and three days later she headed back to Liverpool.

2. Correct the evaluation on the Slave Trade

1. Circle the words you hear in Part 1: /5

- North West - North East - sixteenth century

- seventeenth century

- eighteenth century

- nineteenth century

- maritime - bustle - cargo - dock walkers - dog walkers - Albert Duck

- Albert Dock - sailing - selling - property - prosperity - whales

2. Answer some questions: /6a) Where is located Liverpool? /1Liverpool is located in the North West of England.b) When was Liverpool the largest port town in Britain? /1

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Liverpool was the British largest port town in the eighteenth and nineteenth centuries.c) What sort of trade brought immense wealth to Liverpool? /1The maritime trade brought immense wealth to the city.d) What was the symbol of Liverpool at the time? /1The sailing ship was the symbol of Liverpool at the time. e) What is the name of the port? /1The port is named Albert Dockf) To what is inscribed the port town of Liverpool? /1The port town of Liverpool is inscribed as a World Heritage Site as testimony of an important era in British History.

3. Tick the correct answers (Part 2): /2a) Where is carved the trade in which merchants specialized?- It is carved on their houses. - It is carved on their ships.b) Who were traded as merchandise?- African people were traded as merchandise but not children.- African people were traded as merchandise and even their children.

4. Answer some questions on Part 2: /9 (Help: "amunition")a) What were shipped to Africa from Liverpool? /2Guns and ammunitions were shipped from Liverpool to Africab) Why were weapons given to Africans? /2Weapons were given to Africans so that they fight each other and start tribal wars. c) Who were the Africans to be enslaved (rendu à l'esclavage)? /1The Africans who lost and were made captives by other tribes were enslaved.d) How were slaved transported to the Caribbeans? (Tick the correct answers) /1- they were free and helped on the ship - they were packed tightlye) What goods were brought back to Liverpool in exchange of slaves? /2Sugar and coton were brought back to Liverpool in exchange of slaves. f) How was called this form of trade betwwen England, Africa and the Caribbeans? /1It was called the slave triangle.

5. Circle the correct numbers in Part 3: /1,51807 1817 268

368 278 45

35 40 30

6. Answer some questions on Part 3: /6,5a) When was the slave trade abolished? /0,5The slave trade was abolished in 1807.b) What was the function of the building before being a museum? /1This museum was a former warehouse, or a factory, before being a museum. c) How many slaves were sold on the contract and at what price? (you have to be precise) /2The contract is for the sale of 268 slaves at a price of 35 to 40 pounds a person.d) To what was this price equal at the time? /2This was equal to the annual salary of an average working man in those days. e) What is Liverpool trying to fight today? /1Today Liverpool is trying to fight racial discrimination.

Total: /30/20

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3. Workshop: numbers and pronunciation

Thursday, December 14 th

1. The Middle Passage2. The Beatles

1. The Middle Passagea) study the three pictures and summarize each of them

Type here

Type here

Type here

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Homework for ThursdayJanuary 5 th

1) Writing activity: Tell theslaves’ story from Africa toAmerica with the help of whatwe have seen in class. (120words)

2. The BeatlesFrom left to right, we can see Paul McCartney, John Lennon, Ringo Starr and George Harrison.

Type here

Listening activity: Abbey Road, 44 th anniversary1. What was the original title of the album? Why?

2. Where is located Abbey Road’s crossing?

3. How is the popularity of this for tourists?

4. What other example of The Beatles mania is given?

5. Is it a safe activity?

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Thursday, January 12 th

Warm up: What did we do before the holidays?What are we to do today?1. Example of a presentation2. The Beatles (video)3. Texts on The Beatles

1. Example of a presentationA few years ago, I traveled in Asia, namely Vietnam, Lao, Cambodia and Thailand, and visited many cities and villages there. Today I will speak about one in particular that struck me at the time and remains a happy memory of this travel. The name of this city is My Tho. It is located in the South of Vietnam in the Mekong Delta. It is a really small town where few tourists go and we had some difficulty to go there. First of all we were lost on a bus and were dropped along the highway. We had to walk there and we found an empty hotel to sleep. The only restaurant was closed but we managed to have some food served but we ordered some chicken legs which were really leags and not thighs or wings. Afterwards, we had some difficulty to leave the town because no one spoke a word of English. However, it is a striking memory because it is where I learned to ride a motorbike and it was really exotic.

2. Listening activity: The Beatles (video)Watch the video and answer some questions:1) What was the original title of the album? Why?The original name of the album was Everest, named after the brand of cigarettes smoked by The Beatles' engineers. But they did not want to climb Mount Everest so they took the photo outside the studios on Abbey Road's crossing.2) Where is located Abbey Road’s crossing?It is located in London just outside the studios of The Beatles.3) How is the popularity of this crossing for tourists?It is popular since millions of people cross it every year. They take photos in the same position taken by The Beatles. 4) What other example of The Beatles mania is given?In the video, we have a groom and a bride, they cross Abbey Road's crossing and the theme is The Beatles. 5) Is it a safe activity?It is very dangerous because of the traffic. There were some minor accidents in the past. Drivers are upset and honk (klaxonner).

3. CE: The Beatles

Text 1 Text 2

Never have I heard anything like that! Thenoise was terrific and just went on and on, thescreams were frantic1 when the Beatles finallyarrived on stage. Everybody was eager to seethem, and the audience suddenly went wild2

when they appeared. First Aid men and policeofficers, men and women, patrolled the stalls,the balcony and the rows in the theatre. Many female fans fainted, and up to thirty

Between March 1961 and August 1963, TheBeatles played a staggering 275 gigs1 in a clubon Matthew St called the Cavern, which wasessentially a basement with a stage and a soundsystem. They shared the stage with other localbands who helped define the “Mersey beat2”, butit was John, Paul, George and Ringo whoemerged into the sunlight of super-stardom,unparalleled success and crass3 marketing.

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were evacuated, hysterical and wretched3,shouting their love for the four lads. Everyonewas standing, no one could remain seated. Theyoungsters of Britain’s second city wereoverjoyed, wriggling and mad with excitement.

1 . frénétiques 2. go wild: devenir fou 3 . trèsmalheureuses

Forty years later, the club is gone, the bandhas long broken up and two of them are dead,but the phenomenon lives on. Walk downMatthew St today and you will be overwhelmed4

by the business cashing in on5 their name andsuccess. There’s an Abbey Road Oyster Bar, anAbbey Road shop, a Lucy in the Sky withDiamonds café and a Lennon bar – and that’sbefore you stumble on Cavern Walks shoppingmall6. Even the Cavern was brought back to life,with the same name but a different location.

1. concerts 2. pop music of the 1960s that originatedin the Merseyside area, especially Liverpool 3.outrancier 4. submergé 5. cashing in on: quiexploite 6. centre commercial

Guide for reading activity: The Beatles, Past and PresentPart 1:1. “Never have I heard anything like that.” (l. 1) Who do the underlined pronouns refer to? Tick the correct answer(s).- “I”: O the narrator O a Beatles’ fan O a policeman O a witness of the scene- “that”: O such an atmosphere O so many people O such reactions O such a show

2. Who was the public waiting for?They were waiting for The Beatles.What expression is used to refer to the group? “the four lads” lad = boy3. Where was the concert given? Quote the text.- place: theatre - city: Britain's second city

4. Name the different parts of a theatre. In the text find the English equivalents of:- balcon: balcony fauteuils d’orchestre: stalls- scène: stage - rangées: rows

5. Pick out words referring to the noise in the theatre.Terrific; on and on; frantic; screams6. Find the English word for secouristes in the text:First Aid men7. Organize your notes and fill in the grid with key words only.

Who is here to control thepublic?

Number of victims Action

First Aid menpolice officers

Up to thirty fans fainted (s'évanouir)

Patrol and evacuate fainted fans

8. What characterizes the reactions of women? Quote key words only.Type of reaction Consequences

Hysterical and wretched; shouting theirlove

They were evacuated

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9. Tick the adjectives that best qualify this concert.O amazing O extraordinary O incredible O boring O endlessO eventful O unusual

10. The last sentence means that:O people could control their emotions O people started fighting with one another O they werecarried away (emportés) by their emotionsPart 211. What do the following dates and figures correspond to?- 1961: beginning of their career in the Cavern – 1963: last year in the Cavern- 275: number of gigs in the Cavern - 40: number of years later12. What details are given about the beginnings of the group?- Name of the club: the Cavern- Type of equipment: a sound system- Type of music: Mersey beat / pop music13. Observe the way these words are built.- “stardom” (l. 8): circle the suffix, find the root (racine) and translate it: célébrité- “unparalleled” (l. 9): circle the prefix then the suffix, find the root and translate it: inégalé / sans égal

14. List all the places associated with The Beatlesthe Cavern / Matthew St / Abbey Road Oyster Bar / Abbey Road; Lennon Bar; Lucy in the Sky withDiamonds café 15. What do you think “Abbey Road” and “Lucy in the Sky with Diamonds” are?They could be the titles of some of their albums or songs. 16. Tick the correct answer. “Even the Cavern was brought back to life...” (l. 18-19) means that:O the club has disappeared O even the Cavern Club has been restored as it was before

O The Beatles influenced many singers

RecapPart 1: Just a concert? Beatles fans during a concertUse: crazy – amazing – extreme – hysterical – enraptured – frantic – frenzied – enthusiastic This concert was amazing, frantic and terrific. It provoked enthusiastic and extreme reactions among the fans.For example some women fainted, were hysterical and shouted their love.

Part 2: The Beatles, more than a simple storyUse: be spotted (remarqué) – be successful – myth – persist / remain (rester) – impact – exploitThe Beatles’ success started in 1961 when they were spotted in the Cavern.Their influence impacted on the development of the Mersey beat. The Beatles' myth persisted

throughout the years.

Monday, January 16 th

1. Training for the final task: The Titanica) read the hand out altogether and translate if needed

Guide for listening activity The Titanic

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Phonological awareness: Match the words with their corresponding pronunciation.3- liner2- canoe5- Atlantic4- ocean12- passenger6- survivor9- cross8- sink7- unsinkable10- crash11- iceberg1- lifeboat

- /ˈlaɪfbəʊt/- /kəˈnuː/ - /ˈlaɪnə/ - /ˈəʊʃən/ - /ətˈlæntɪk/ - /səˈvaɪvəʳ/ - /ˈʌnˈsɪŋkəbl/ - /sɪŋk/ - /krɒs/ - /kræʃ/ - /ˈaɪsbɜːɡ/ - /ˈpæsɪndʒə/

Part 1:1. Read aloud in English the following numbers:10 – 14 – 20 – 30 – 40 - 800 – 890 – 892 – 922 – 1,316 – 1,360 – 1912 – 1914 – 1,400 – 1,500 –2,215 – 2,208 – 2,222

2. Circle the numbers you hear in the document and fill the grid:1. Number of passengers at Southampton 922 5. Total number of passengers 2,208

2. Number of canoes 20 6. Number of victims 1,500

3. Hour 11,40 pm 7. Number of crew members 892

4. Date of departure 10 April 1912 8. Date of the accident 14 April 1912

Part 2:3. In the following list what are the four jobs evoked in Part 2? Tick the correct answers:O sailor O captain O mechanic O musician O singer O pianist O agentO chairman O passenger O lookout O cook O maid

4. Associate the four following names with the four jobs:- Edward Smith: captain - Fred Fleet: lookout- Bruce Ismay: chairman - Fred Clarke: musician

5. Answer some questions:- There were 2,208 people on board the Titanic. O Right O Wrong _________________________- Were there 8, 10 or 18 musicians on the Titanic? 8- The captain had always lived in Liverpool. O Right O Wrong he lived in Waterloo nearLiverpool- Did the liner Carpathiasave 705 or 750 people? 705- Did the Titanic leave from Southampton, Liverpool or Ireland? Southampton

Homework: be ready for your final task

Thursday, January 19 th

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Final task:

curator /kjʊəˈreɪtə/ conservateur

charter /ˈtʃɑːtə/ charte

troops /truːp/ troupes

supplies /səˈplaɪ/ provisions

tenants /ˈtɛnənt/ locataires

to cope with /kəʊp/ affronter quelque chose

tide /taɪd/ marée

railways /ˈreɪlˌweɪ/ chemin de fer

shipping /ˈʃɪpɪŋ/ navigation

matches /mætʃ/ allumettes

banking /ˈbæŋkɪŋ/ opérations bancaires

Lancashire /ˈlæŋkəˌʃɪə/ Lancashire

Final task Unit 3: Destination Liverpool

Part1:1. Tick the correct answer:Where does the exhibition take place? O the Merseyside Maritime Museum O the InternationalSlavery Museum O the Museum of LiverpoolThis exhibition celebrates: O the 2008 capital of culture O the annual city festival O the 800th

birthday of the city O the 600th birthday of the city

Part 2:2. What period of time is Liz Stewart speaking about?Liz Stewart is speaking about the life before Liverpool / the very early history of Liverpool3. How long have people lived around the Mersey?There were people living around the Mersey for around 9,000 years.

Part 3: 4. Find information about the charter (charte)a) When exactly was it written? 1207b) Who signed it? King Johnc) What was the city used as? A place for troops and supplies could leave England to invade Irelandd) How many streets were there? Seven streets

Part 4:5. What problem was the city confronted with? The increase of the population6. What was renovated? O the cathedral O the docks O the market place7. When was the work finished? In 17158. What other trade helped the city develop? The Transatlantic Slave Trade

Part 5:

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9. What centuries are mentioned: - 18th century - 19th century10. Name two means of transportation which helped the city grow.- the railways- the canals11. Pick out three objects made or sold in Liverpool.- matches- tobacco- sugar12. What economic sectors developed fast?- dock technology- shipping lines - shipbuilding

Part 6: Find information about:a) the number of inhabitants in 1801: - 77,000 in 1901: - 700,000b) the country of origin of a major group of immigrants: Irelandc) the century they emigrated to Liverpool: 19th centuryd) the reason for emigrating: escaping famine / on their way to the New Worlde) the impact they had on the city:- accent - culture- politics - religious beliefsf) Where did the other waves (vagues) of immigrants come from? Name:- one continent: Africa- two countries: - Russia - China- three areas in the UK:- Wales - Scotland - Lancashireg) reasons for emigrating:- escaping famine - persecution - in search of work

Total: ______ / 40

______ / 20

Saturday, January 21 st

Warm up: What did we do before the holidays?What are we to do today?1. City presentation2. Presentation of the final task3. Brainstorming on New York City4. CE New York monuments

2. Presentation of the final taskUnit 4: City of Glass, New York City

Final task: You will make a presentation of a chosen

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element of New York City to your classmates. You will first have to construct a leaflet about this element before making a power point presentation. (Work in pair, around 2 to 3 min)

Steps to follow:1) Choose a New York City element (a monument, a cultural venue, a historical fact, etc)2) Realize a leaflet including a short description and a chronological table.3) Realize a power point presentation on your chosen topic.4) Present your work in front of your classmates.

What I need to be able to do:1) I have enough information on New York history and culture.2) I know how to write a leaflet.3) I know how to organize a chronological table.4) I know how to make a power point.

3. Brainstorming on New York Citya) build a spidergramb) Study the map of New York City

c) What do we already know:

New York City has a big popularity. NYC has the Statue of Liberty. The surname of NYC is the “Big Apple.” NYC is composed of five boroughs. The capital of the state of New York is Albany. There are several monuments like the Met or the Empire State Building.

New Jersey

Staten Island

Queens

Brooklyn

Bronx

Manhattan

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Monday, January 23 rd

4. CE New York monuments

Which is which?a) Read each description and match it with the corresponding monument or place. Justify your choices with keywords from the texts.b) Focus on the five descriptions. Learn how to guess the meaning of words you don’tknow and find more details about each monument or place with the help of your guide.c) With the help of the descriptions, locate the different monuments or places on the map of Manhattan.

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Page 71: English Class – 2AGL1 G9 · 2017-01-25 · If you participate in The Voice you must sing well, you mustn't be shy and you have to have an original voice. If you were to be chosen
Page 72: English Class – 2AGL1 G9 · 2017-01-25 · If you participate in The Voice you must sing well, you mustn't be shy and you have to have an original voice. If you were to be chosen