déroulé du cours résumé du projet : séquence de 3...
TRANSCRIPT
Déroulé du COURS
Résumé du Projet : Séquence de 3 séances, 2 étapes.
ETAPE 1 : Collecte d’informations sur William Shakespeare
et sur Londres à l’époque de Shakespeare (d’après une
CE→S1 et d’après une CO→S2):
S.1 : Compléter la « carte d’identité » de William Shakespeare
d’après sa biographie écrite. CE
S.2 : Obtenir des informations sur Londres à l’époque de Shakespeare
d’après une CO et compléter le plan de Londres.
ETAPE 2 : Tâche finale : Celebrate Shakespeare’s
Month (April) :
2 pistes: - soit en rédigeant une histoire chevaleresque.
- soit par un jeu de Questions/ Réponses.
S.3 : PE : Rédiger une histoire d’après des planches de flashcards
distribuées.
PE/EO : Créer un jeu différencié de Questions/ Réponses sur
Shakespeare.
S.1
Activités
Langagières
Mise en oeuvre Supports
CE
(dominante)
/ EE pour
« Experts »
Les élèves lisent le texte et
complètent les ID Cards
différenciées.
Chaque niveau : Explorers,
Scholars, Experts a une tâche à
accomplir (et un « challenge » à
réaliser pour les élèves qui vont
plus vite) afin qu’ils soient toujours
en activité.
Voir consignes ID Cards.
Texte: “Who was
William Shakespeare?”
+ ID Cards
différenciées.
Who was William Shakespeare?
Grp 1 ‘Explorers’ Grp 2 ‘Scholars’ Grp 3 ‘Experts’
Read the text.
2- Complete William Shakespeare’s Identity Card.
William Shakespeare lived in the late 16th and early 17th century:
he was born on April 26th 1564, in Stratford-upon-Avon in England. He
was a playwright, an actor and a poet. He is considered the best writer of
the English language.
His father was a merchant and William had five brothers and sisters. At
school, he learned about poetry, history, Greek and Latin.
At the age of 18, he married his girlfriend: Anne Hathaway. They had
three childen: one daughter named Susanna and twins named Hamnet and
Judith. (Hamnet died at the age of 11).William lived in London and built a
theatre: The Globe. William wrote a lot of plays like “Julius Caesar”,
“Romeo and Juliet”, “Othello”, “Hamlet”…and sonnets. Queen Elizabeth I
supported William’s work: she liked his plays (tragedies, comedies…) and
his poems. He died on April 23rd 1616 in Stratford-upon-Avon, at the age
of 52.
Q ueen Elizabeth 1 The Globe Theatre
a- Read the text and write the information about William Shakespeare.
b- Challenge!! If you manage, try and do the Scholars ‘grid.
W. Shakespeare’s ID Card ‘Scholars’:
a- Read the text and write the information about William Shakespeare.
b- Challenge!! Use our memory (Hide your text & grid) and in groups write as
much information as you can remember on a paper.
W. Shakespeare’s ID Card ‘Explorers’:
Born :-----------------------------------------------
Occupation :------------------------------------------
Famous for :------------------------------------------
----------------------------------------------------
----------------------------------------------------
Family :---------------------------------------------
----------------------------------------------------
----------------------------------------------------
Died :-----------------------------------------------------------------------------------------------
Hi there !
Born :-----------------------------------------------------------------------
Occupation : a teacher - a doctor - a gardener - a playwright
a merchant - an actor
Famous for: singing- painting- writing- swimming- acting- drawing
Family: Father (job)----------------------------------.----------brothers
and sisters. Married at the age of----------.
Wife’s name:----------------------------------------. Lived in-------------
-------------------and in---------------------------------------------------.
Died in:---------------------------------------------------------------------
Died:------------------------------------------------------------------------
-----------
Hi there !
Who was William Shakespeare? Grp 3 ‘Experts’
Grid n°1
a- Read the text and fill in this Grid n°1.
b- Challenge!! Hide your text. In group, you have 7 minutes to write
down William Shakespeare’s biography: Grid n°2.
Hi there !
Place of Birth + Date:.........................................
Occupation:……………………………………………………………………………………….
Famous
for:……………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Family:………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Died in:…………………………………………………………………………………………………….
Hi there !
Grid n°2
S.2
CO
dominante
1-CO : « Shakespeare’s London »
+ 3 fiches différenciées :
- Explorers & Scholars : même carte
+ même consigne au début. Consigne
différente pour le Recap → donc 2
fiches distinctes.
- Experts : Carte différente pour ce
groupe + différenciation lors du
Recap.
2. Montrer les images « London
Today » aux élèves, puis: Recap
Différencié
- A1- : Phrases de comparaison
London in Shakespeare’s time / London
today : elles sont sur leur fiche, ils
entourent la bonne réponse.
- A1/A1+ + : Une série d’adjectifs
est donnée (sur leur fiche) : ils
produisent les phrases en temps limité.
- A2: D’après le diaporama: « Compare
Shakespeare’s London & London
Today ».
Doc. Audio
“Shakespeare’s
London’’ enregistré par
l’assistante d’anglais du
Collège Jean Lurçat +
Aide CO et carte à
compléter identique
Images : London in
Shakespeare’s
Time/London Today
‘Shakespeare’s London’ Listening Comprehension
‘Explorers’
*adapted from “Brilliant Brits” & read by the English Assistant of Collège Jean Lurçat
(Brive)
1- Famous places in London. Listen and tick √the names you hear :
2- Listen again and Highlight the names you’ve heard on the map
“S hakespeare’s L ondon”
3- In Shakespeare’s London there are also a lot of…
→Circle the right answers
Cinemas - theatres - gymnasiums - swimming-pools
There are ----------------- --------- on their ------------------.
4- Transports in Shakespeare’s London: Circle the right answers
a. b. c. d. e. f. g.
Buckingham Palace
The London Wall
The Tower of London
The London Eye
London Bridge
The River Thames
Whitehall Palace
Victoria Station
St Paul’s Cathedral
Oxford Street
5- Have fun in Shakespeare’s London! Match the picture with its definition:
Activity Definition
*
*
*
a Bear Tamer
a musician
a juggler
6- Right or Wrong? Circle the right answer in blue.
The London Bridge is smaller…today R / W
7- Shakespeare’s London is… Underline the right answer in green.
‘Not different from London today’ – ‘a lot different from London today’
8- We say that Shakespeare’s London is… Underline the right answer.
Magical - Classical - Intellectual - Medieval - Liberal - Comical
RECAP: Look at the pictures and compare Shakespeare’s London to London
Today. Circle the right answer and invent other examples.
a- London is more populated today than in Shakespeare’s Time.
b- It is more polluted. c. The streets were cleaner in Shakespeare’s Times.
d- The streets of London are cleaner today. e- The buildings were higher
‘Shakespeare’s London’ Listening Comprehension
‘Scholars’
*adapted from “Brilliant Brits” & read by the English Assistant of Collège Jean Lurçat
(Brive)
1- Famous places in London. Listen and tick √the names you hear :
2- Listen again and Highlight the names you’ve heard on the map
“S hakespeare’s L ondon”
3- In Shakespeare’s London there are also a lot of…
→Circle the right answers
Cinemas - theatres - gymnasiums - swimming-pools
There are ----------------- --------- on their ------------------.
4- Transports in Shakespeare’s London: Circle the right answers
a. b. c. d. e. f. g.
Buckingham Palace
The London Wall
The Tower of London
The London Eye
London Bridge
The River Thames
Whitehall Palace
Victoria Station
St Paul’s Cathedral
Oxford Street
5- Have fun in Shakespeare’s London! Match the picture with its definition:
Activity Definition
*
*
*
a Bear Tamer
a musician
a juggler
6- Right or Wrong? Circle the right answer in blue.
The London Bridge is smaller…today R / W
7- Shakespeare’s London is… Underline the right answer in green.
‘Not different from London today’ – ‘a lot different from London today’
8- We say that Shakespeare’s London is… Underline the right answer in
blue.
Magical - Classical - Intellectual - Medieval - Liberal - Comical
RECAP: Look at the pictures “London Today”. Work in groups to
compare London in Shakespeare’s Time and London Today. You
can the following adjectives:
big - small - dirty – clean – populated – polluted- busy- noisy- calm …
‘Shakespeare’s London’ Listening Comprehension
‘Experts’
*adapted from “Brilliant Brits” & read by the English Assistant of Collège Jean Lurçat
(Brive)
1- Famous places in London. Listen and tick √the names you hear :
2- Replace the names you’ve heard on the map “S hakespeare’s L ondon”
3- In Shakespeare’s London there are also a lot of…
→Circle the right answers
Cinemas - theatres - gymnasiums - swimming-pools
There are ----------------- --------- on their ------------------.
4- Transports in Shakespeare’s London: Circle the right answers
a. b. c. d. e. f. g.
5- Have fun in Shakespeare’s London! Match the picture with its definition:
Buckingham Palace
The London Wall
The Tower of London
The London Eye
London Bridge
The River Thames
Whitehall Palace
Victoria Station
St Paul’s Cathedral
Oxford Street
Activity Definition
*
*
*
a Bear Tamer
a musician
a juggler
9- Right or Wrong? Circle the right answer in blue.
The London Bridge is smaller…today R / W
10- Shakespeare’s London is… Underline the right answer in green.
‘Not different from London today’ – ‘a lot different from London today’
11- We say that Shakespeare’s London is… Underline the right answer
in blue.
Magical - Classical - Intellectual - Medieval - Liberal - Comical
RECAP: Look at the pictures “London Today”.. Then, work in
groups to compare London in Shakespeare’s Time and London
Today. You have 7 minutes to prepare your oral work.
S.3 PE
EE / PO
PISTE 1 :
PE- différenciée: ‘Celebrate Shakespeare’s
Month’ →Group Work: Inventer une histoire
à partir de flashcards distribuées.
Aide lexicale différenciée 3 Helpboxes:
‘Explorers’, ‘Scholars’,‘Experts’
PISTE 2 :
1-Confection d’un jeu de Questions/
Réponses sur William Shakespeare,
différencié :
→ Chaque groupe : Explorers, Scholars,
Experts reçoit un jeu de cartes avec des
questions à compléter de manière
différenciée.
→ Les questions sont rédigées dans chaque
- Planches de
Flashcards
distribuées
- Fiches Helpbox
différenciées.
-3 planches de jeux de
cartes différenciées.
« grand groupe : Explorers... » et notées
sur
les cartes. / Un élève pioche une question,
celui qui trouve la réponse pose la question
suivante.
Pour les réponses :
- Explorers : conservent la BIO + la ID
Card.
- Scholars : conservent la ID Card.
- Experts : rédigent sans documents.
2-Role-Play : Les sketchs sont joués.
PLACE OF BIRTH:
Where...........he..............?
DATE OF BIRTH:
When.........he...............?
PARENTS :
What..........his ..............’s job ?
BROTHERS & SISTERS:
Did he……….. ………….brothers and sisters?
SCHOOL:
What…………he…………….?
MARRIED OR SINGLE:
………………he get married?
CHILDREN:
Did he………………any children?
JOB: What……………….………….……?
MEMORY GAME EXPLORERS
CREATIONS:
Which famous plays……..he…..……………….?
PLACE OF RESIDENCE:
Where…………..he…………………….?
DATE OF DEATH:
W………………..did he………….…………?
PLACE OF DEATH:
W………………..did he…………………….?
EXTRA QUESTION (PHYSICAL APPEARANCE):
……………he………….a beard?
EXTRA QUESTION:
……………he…………glasses?
PLACE OF BIRTH:
W….............he..............?
DATE OF BIRTH:
W…..........he...............?
PARENTS :
W…..........his ..............’s job ?
BROTHERS & SISTERS: ……..he……….. ……………………. &…………………………?
SCHOOL:
W……………he…………….?
MARRIED OR SINGLE:
………………he get married?
CHILDREN:
…….he………………any children?
JOB: What……………….………….……?
MEMORY GAME SCHOLARS
CREATIONS:
Which famous plays……..he…..……………….?
PLACE OF RESIDENCE:
W…………….he…………………….?
DATE OF DEATH:
W…………………..he….…………?
PLACE OF DEATH:
W………………..did he…………………….?
EXTRA QUESTION (PHYSICAL APPEARANCE):
……………he………….a beard?
EXTRA QUESTION:
……………he………………glasses?
DATE OF BIRTH ?
PLACE OF BIRTH ?
PARENTS ?
BROTHERS & SISTERS ?
STUDIES ?
SINGLE or MARRIED ?
CHILDREN ?
PLACE OF RESIDENCE ?
MEMORY GAME EXPERTS
JOB ?
CREATIONS ?
DATE OF DEATH ?
PLACE OF DEATH ?
EXTRA QUESTION 1 ?
EXTRA QUESTION 2 ?
WRITTEN EXPRESSION: Use these ‘Medieval’ cards to invent an amazing story…
WRITTEN WORK: Use these Playmobil Cards to invent an amazing story...
WRITTEN EXPRESSION: Use these ‘Manga Cards’ to create an amazing story...
Write a wonderful story… HELPBOX « EXPLORERS »
Expression to start the story: “Once upon a time…”
First, then, after that…
Expressions to finish the story: The end, In the end…, They lived happily ever after…
DESCRIBE A PERSON
PLACES
- Inside: a castle,
a palace, a cottage, a villa,
a tower, a cave…
- Outside : a forest, a wood, at
the sea-side, a river…
PREPOSITIONS
VERBS: to meet, to walk, to talk≈ have a conversation, to quarrel, to fight, to die
ADJECTIVES
+ Physical Appearance: pretty, sweet, cute, handsome (for a boy) /Personality: nice,
friendly, generous, clever, imaginative, with a sense of humour…
- Physical Appearance: ugly, dirty / Personality: mean, crazy, cruel, silly, horrid…
-amazing, magical, huge, surprising…
BE in the PAST: I, He, She, It →WAS / You, We, They → WERE
CLOTHES & ACCESSORIES
1-helmet 2- armour 3-shield 4-sword
1
3 4
2
dress
Write an amazing story… HELPBOX “SCHOLARS”
----------------------------------------------------------------------------
Write an amazing story… HELPBOX “EXPERTS”
USEFUL EXPRESSIONS
Expressions to order the story: First, secondly, then, afterwards, after that, in the end…
Link words: so, thus, as…
Expression to start the story: “Once upon a time…”
First, secondly…, then, after that…
Expressions to finish the story: The end, In the end…, They lived happily ever after…
PLACES
- Inside: a castle, a palace, a cottage, a villa, a tower, a farmhouse, a cave…
- Outside: a forest, a wood, at the sea-side, a river…
VERBS: to meet, to walk, to talk≈ have a conversation, to quarrel, to fight, to die
BE in the PAST: I, He, She, It →WAS / You, We, They → WERE
DESCRIBE A PERSON
ADJECTIVES
+ Physical Appearance: pretty, sweet, cute, handsome (for a boy) /Personality: nice, friendly,
generous, clever, imaginative, with a sense of humour…
- Physical Appearance: ugly, dirty / Personality: mean, mad, cruel, silly, horrid…
-amazing, magical, huge, surprising…
USEFUL VERBS
To meet, to share, to make friends, to get on well, to quarrel, to argue, to fight…
DESCRIBE SOMEBODY’S CHARACTER
+ ADJECTIVES: clever, open-minded, friendly, sociable, with a sense of humour…
-ADJECTIVES: mean, nasty, mad, silly, selfish, dishonest…