Be yourself; Everyone else is already taken.
— Oscar Wilde.
This is the first post on your class blog. I’m just getting this new blog going, so stay tuned for more. Subscribe below to get notified when I post new updates.
Be yourself; Everyone else is already taken.
— Oscar Wilde.
This is the first post on your class blog. I’m just getting this new blog going, so stay tuned for more. Subscribe below to get notified when I post new updates.
| Class : 1ère 4 | Notion : Immigration and inclusion | Séquence : Immigration and inclusion |
| Tuesday June 23rd | ||
| Séance 3 : Correction escape game Multicultural Britain |
| Doc 1 | Video : Multicultural Britain / fixers.org.uk / 13 sept 2017 https://www.youtube.com/watch?v=Az-mi5_Sbts |
| Thématique : People’s view over multiculturalism in Britain Multiculturalism in Britain | |||
| Problématique | How does it feel to have a dual identity ? | ||
| Compétences : S’appuyer sur des mots clés pour repérer des infos clés dans un doc sonore Dégager l’implicite à partir de ce qui est dit | |||
| Stratégies : Savoir construire une argumentation | |||
| LINGUISTIQUE : | |||
| Item 1 : Integration / ability to adapt | Item 2 : Discrimination / segregation / division | Item 3 : Belonging and roots | Autre : Religion and culture / education |
| To adapt To fit in To tailor to To compound To mix To melt To merge To intermingle To socialize To associate | Discriminated Excluded Rejected Cast away Marginalized Stranded Put aside Isolated Cut off | Faiths Religion Belief Roots Belonging Ethnicity Pluri-ethnic Multi-ethnic | Education Upbringing To be raised To be bred To obstruct To muzzle To censor To curb down To repress |
| Valeur : | ||
| Nouveauté : | you are not allowed to + V you are prohibited to + V You are forbidden to + V | Interdiction |
| Rebrassage : | should / shouldn’t + BV | conseil |
| Jalon : | Have to +V Don’t have to + V | Obligation Absence d’obligation |
| PHONOLOGIE : | Should / shouldn’t Auxiliaire forme faible Phonème –ed |
| ESCAPE GAME | MULTICULTURAL BRITAIN | Correction | ||
| Prend connaissance de la correction du escape game puis recopie la trace écrite dans ton cahier. Video multicultural Britain : https://www.youtube.com/watch?v=Az-mi5_Sbts | ||||
| Pros ? | cons ? | |||
| > you can draw from both cultures (the British culture and your native culture). > It makes people open to new cultures to embrace their culture as well. | > When you are in your family you are told to be in a little box. > It is oppressing and limited because they have no choice. > You are not allowed to go out of your native culture. | |||
| > It is a blessing. > Both religions (islam and christianism) are respectful. | ||||
| > It is complicated to fit in because they feel they are neither Black nor White. > Immigrants experience racism. The Paki for example. | ||||
| > It is a really nice environment. | ||||
| > They feel they don’t belong to any of both communities and it is difficult to figure out where they belong to in the world. > It is complicated to find a group of people who understands you. | ||||
| Your opinion ? This video deals with multiculturalism in Britain. Indeed, Britain is a multicultural country. This video portrays 4 teenagers who are Pakistani-British, Pakistani-Bosnian and Barbados-British. They all have a dual belonging (origin / ethnicity). And they explain what makes it difficult for them to get integrated. Is it easy to fit in (to get integrated) when you are torn between 2 cultures ? I agree with the girl who says it is a blessing because being split (torn / divided) between 2 different cultures, you can draw from both cultures. I agree that growing up (being raised / being bred /being educated) in a multicultural environement makes people more open-minded (tolerant / broad-minded)because they learn to accept (to tolerate / to adapt to / to tailor to / to fit with) each other. People socialize and mix (intermingle / compound / associate / merge) their cultures. They acknowledge each other’s difference and they respect each other. It makes people respectful. Yet it is complicated to grow up in an immigrant family because we are torn between our parents’ culture and the French culture. It may feel oppressive (stifling /suffocating) to be limited in our choices. We feel we are not free to be who we want to be be. We feel we are not allowed to (are forbidden to / are prohibited to) choose what we want. We have to repress (have to curb down) who we are. We feel our inner-identity is muzzled (is gagged / is censored) because we have to respect our parents’ culture or religion. It is complicated to fit in because at home or at school we are not the same persons. At school we are not allowed to show signs of our religion whereas at home we have to comply with (have to abide by / have to obey) our parent’s religion. There is also racism. As suburban teenagers we feel discriminated (rejected / excluded / cast away / put aside / marginalized / stranded). Sometimes we are stigmatized (are stereotyped) as immigrants whereas we were born in France. | ||||
| HOMEWORK : Apprendre la leçon en s’entraînant à restituer le sens à l’oral et à l’écrit Remplir tableau lexique Repérage structure et 3 phrases d’application |
| Make your own arguments and get ready to express your opinion : Log on la quizinière : https://www.quiziniere.co Code d’accès : 9EDMOM MULTICULTURALISM I think it is difficult because… |

MULTICULTURAL BRITAIN
STEP 1 :
_____________________________________________________________________________________________
STEP 2 :
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__________________________________________________
__________________________________________________
| PROS | CONS |
STEP 3 : EXRESSION
Intro :
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Part 1 : Pros
_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
_________________________________________________________________________________________________
Part 2 : Cons
_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Conclu :
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| Class : 2nde | Notion : Past in the present | Séquence : From slavery to Black lives matter |
| Tuesday June 23rd | ||
| Séance 5 : Black Lives Matter |
| Doc 1 | Text : “The guardian’s view on Black Lives Matter worldwide” https://www.theguardian.com/commentisfree/2020/jun/07/the-guardian-view-on-black-lives-matter-worldwide-a-common-cause |
| CULTUREL : | Thématique : Black Lives Matter movement | ||
| Problématique | To what extent is today’s criminalization of Black people rooted in the past ? | ||
| METHODO : | Compétences : Compréhension de l’écrit. Repérage Aller de l’explicite vers l’implicite | ||
| Stratégies | Savoir identifier des informations et les catégoriser. | ||
| LINGUISTIQUE : | |||
| Item 1 : | Item 2 : | Item 3 : | Autre : |
| Colonization White supremacy Exploitation Slavery Slave-workforce Monetized industrialization | Police brutality Police profiling Discrimination Stereotypes clichés | A fine To be fined Exclusion Profiling Discrimination Police brutality Police violence | To protest To denounce To expose To debunk To gather A gathering To gang up To bunch up |
| Valeur : | ||
| Nouveauté : | Have + V-ed | Present-perfect |
| Rebrassage : | Be + V-ed + by V-ed / didn’t + BV | Voix passive Passé |
| Jalon : |
| PHONOLOGIE : | Auxiliaire have forme faible Auxiliaire be forme faible Phonème –ed |
| Modalité de mise en œuvre : | ||
| Text : “The guardian’s view on Black Lives Matter worldwide” https://www.theguardian.com/commentisfree/2020/jun/07/the-guardian-view-on-black-lives-matter-worldwide-a-common-cause Lis le texte et repère les infos suivantes. Compréhension globale : > Name the countries involved in the Black Lives Matter protests > Pick out in the article the reasons why they protest in each country | ||
| Countries | Protests ? | |
| Compréhension détaillée : Focus on the Bame communities in the UK (BAME = Black Asian Minority Ethnic population) > Explain why the BAME communities protest in the UK ? > Why was the corona virus an issue at stake for the BAME communities in the UK ? | ||
| Correction : | ||
| Recopie la trace écrite dans ton cahier en respectant le code couleur (structures en rouge) Compréhension globale : > Name the cities involved in the Black Lives Matter protests > Pick out in the article the reasons why they protest in each country | ||
| Protests ? | Cities | |
| > In Bristol they toppled a statue of a slave trader > marches to express solidarity and outrage that the richest country should continue to treat its people this way > Demonstrators oppose the racial legacy of slavery > Demonstrators oppose the brutal militarized police response to the protests > They honour the African-American experience > They recognize the commonality of Black struggles > They fight for human rights > Death of David Dungay in Australia > Death of Jimmy Mubemga in Britain > shooting of Mark Duggan in the UK | Berlin Mexico City London Cardiff Glasgow Manchester Bristol Rio de Janeiro Bueno Aires Abuja Nairobi Barcelona Copehagen Paris | |
| Compréhension détaillée : Focus on the BAME communities in the UK (BAME = Black Asian Minority Ethnic population) Explain why the BAME communities protest in the UK ? > Invoking the present and the past > Remembering the abolition of slave trade > Denouncing the industrialization of slavery > Paying the bill for reparations > Empire still seen as a system of exploitation and white supremacy > BAME people die disproportionately as a result of police violence > Not one officer condemned for manslaughter > Disproportionate exclusion of Black boys from school > Disparities in the criminal justice system > Racism is structural > State neglect Why was the corona virus an issue at stake for the BAME communities in the UK ? > Impact of austerity > BAME people are more likely to die of COVID 19 > Poverty, overcrowding and unequal access to healthcare are fatal > Black people in London are twice as likely to be fined for breaching Corona virus regulation BAME communities protested to debunk the myth of white supremacy and denounce (expose) the exploitation of slave-workers. They denounced the industrialization of slavery that was monetized and served to boost the economy of the British Empire. As a result of this structural exploitation, the Empire is still seen as a system of exploitation. Disparities in the criminal justice system are inherited from (are grounded / are rooted into) the colonial past. People protest against the fact the police officers have never been condemned for police brutality because racism is structural. The police have always been acquitted and BAME people have died disproportionately out of police violence ( police brutality). BAME people have always felt neglected by the state because in the past they used to be exploited. The impact of austerity has hit the BAME communities more strongly during the lockdown period. Poverty and unequal access to healthcare have been fatal to many people. Furthermore, because of profiling (racial discrimination), Black people were fined for breaching Corona virus regulation more than white people. | ||
| HOMEWORK : Apprendre la leçon en s’entraînant à restituer le sens à l’oral et à l’écrit Remplir tableau lexique Repérage structure et 3 phrases d’application |
| Class : 2nde | Notion : Past in the present | Séquence : From slavery to Black lives matter |
| Thursday June 18th | ||
| Séance 4 : The system of American slavery |
| Doc | Video “Roots : the system of American slavery” https://www.youtube.com/watch?v=zZkDYr7qsCw |
| CULTUREL : | Thématique : Economic system of slavery | ||
| Problématique : To what extent is today’s criminalization of Black people rooted in the past ? | |||
| METHODO : | Compétences : CAV | ||
| Stratégies : Savoir identifier des informations et les catégoriser. | |||
| LINGUISTIQUE : | |||
| Item 1 : | Item 2 : | Item 3 : | Autre : |
| To save the economy To boost the economy Monetized To enslave Slavery Slave-owners Slave-masters To sell / sold To purchase To buy Auction sale | Oppressive stifling Enclaved enclosed | Kinship Ties Family bonds Belonging Heritage To inherit |
| Valeur : | ||
| Nouveauté : | ||
| Rebrassage : | Be + V-ed + by V-ed / didn’t + BV | Voix passive Passé |
| Jalon : |
| PHONOLOGIE : | Auxiliaire be forme faible Phonème –ed |
| Modalité de mise en œuvre : |
| Video “Roots : the system of American slavery” https://www.youtube.com/watch?v=zZkDYr7qsCw Ecoute de la video fragmentée. Part 1 : (From the beginning to 00:45 min) Focus on wealth ? Part 2 : (from 00:45 to 1:15 min) Slave auctions and sales ? Part 3 : (from 1:15 to the end) The system of slavery ? |
| Correction : |
| Recopie la trace écrite dans ton cahier en respectant le code couleur (structures en rouge) Part 1 : (From the beginning to 00:45 min) Focus on wealth ? > Enslaved people represented between 15% and 20% of the total wealth of the South > Slaves are worth more than factories, live stock, currency Part 2 : (from 00:45 to 1:15 min) Slave auctions and sales ? > 19 – 20 year old men cost between $100 and $500 > They are sold with no consideration to parentage They don’t recognize the kinship Part 3 : (from 1:15 to the end) The system of slavery ? > Slavery was central to the economy > They made sure slavery persisted > The slave status is heritable through the line of the mother > Slave societies are the most brutal and oppressive because they made slavery an enclaved system > States passed laws to limit the freedom of slave-owners to free their slaves > A person who was freed had to leave the state > Free black people are dangerous to a slave society because they advertise the possibility of freedom to the enslaved population > Surviving the system took a lot of courage Slavery was a system that sustained the economy and represented between 15% and 20% of the total wealth of the South. Slaves were more valuable than factories and live stock or currency. 20 year-old men cost between $100 and $500 and they are sold with no consideration of belonging (parentage). Slave-owners didn’t recognize kinship (family ties / family bonds). Slaves were not expensive and they could bring a lot of money. They were heavily monetized and they were central to the economy. That’s why southern people made sure slavery persisted. Black slaves inherited slavery from their mother. It is an enclaved (enclosed) system because some states passed laws to limit the freedom of slave-owners to free their slaves. A free slave had to leave the state within 90 days not to advertise the idea of freedom to the enslaved people. Slavery is an oppressive (stifling) system because being a slave was heritable. And Southern states encouraged the system and refused to make Black people free in spite of the abolition of slavery. |
| HOMEWORK : Apprendre la leçon en s’entraînant à restituer le sens à l’oral et à l’écrit Remplir tableau lexique Repérage structure et 3 phrases d’application |
| Class : 2nde | Notion : Past in the present | Séquence : From slavery to Black lives matter |
| Tuesday June 16th | ||
| Séance 2 : The Atlantic slave trade |
| Doc 1 | Video “The Atlantic Slave trade” https://www.youtube.com/watch?v=3NXC4Q_4JVg |
| CULTUREL : | Thématique : Abolition of slavery Atlantic slave trade | ||
| Problématique : To what extent is today’s criminalization of Black people rooted in the past ? | |||
| METHODO : | Compétences : CAV | ||
| Stratégies : Savoir identifier des informations et les catégoriser. | |||
| LINGUISTIQUE : | |||
| Item 1 : | Item 2 : | Item 3 : | Autre : |
| To save the economy To boost the economy Monetized To enslave Slavery Slave-owners Slave-masters Workforce Labour Labour intensive Plantations Tobacco Cotton Sugar cane To sell / sold To purchase To buy | Discrimination Prejudices Stereotypes To be stigmatized To be stereotyped To be criminalized Dehumanized Victimized Branded Shaved Cargo Cattle Underdogs Ill-treated | Warfare Weapons lands |
| Valeur : | ||
| Nouveauté : | Had + V-ed | Past-perfect |
| Rebrassage : | Be + V-ed + by V-ed / didn’t + BV | Voix passive Passé |
| Jalon : |
| PHONOLOGIE : | Auxiliaire have forme faible Auxiliaire be forme faible Phonème –ed |
| Modalité de mise en œuvre : | ||
| Video “The Atlantic slave trade” https://www.youtube.com/watch?v=3NXC4Q_4JVg STEP 1 : Ecoute de la video fragmentée. Prends des notes au fil de l’écoute en classant les infos dans le tableau ci-dessous : | ||
| BEFORE THE SLAVE TRADE Historical facts and purpose ? | Living conditions of slaves | AFTER THE SLAVE TRADE Consequences of the slave trade |
| STEP 3 : Using your notes explain the purpose and the consequences of the slave trade : | ||
| Correction : | ||
| BEFORE THE SLAVE TRADE Purpose ? | Living conditions of slaves | AFTER THE SLAVE TRADE Consequences |
| > From the late 15th to the mid 19th Century.Spanning 3 continents. > Brought more than 10M Africans to the Americas. > Began with the Portuguese colonies in the 14th century. > Not enough indentured servants to cultivate all the new lands. > Europeans looked to Africa to meet the massive demand for labour. > Slaves were sold as an exchange for weapons. > African kingdoms prospered out of the slave trade. > Capturing slaves became a motivation for war. > To avoid slave raids they needed European firearms which they bought with slaves. > Outlawed in 1807 | > Brutalities. > Were shaved and branded. > Were loaded onto ships to America. > Men were crammed below deck. > Lack of sanitation provoked diseases. > Undisciplined slaves were thrown over board. > Ears were cut as a proof of purchase. > Were afraid of being eaten by white people. > Committed suicide or starved themselves to escape suffering. > Survivors were dehumanized and treated as cargo. > Women and children were abused by the crew. | > Long term demographic effect because they took all the men away. > Slaves were sold into slavery because they were viewed as criminals, debtors or prisoners of war. > To justify slavery white people developed a racist ideology claiming that Africans were biologically inferior. > Economic collapse and warfare and instability. |
| The slave trade started in the 14th century. It span (linked / connected) 3 continents until 1807. In 1807 it was outlawed but Black people had been enslaved from the late 15th to the mid 19th century. The slave trade had brought more than 10M Africans to the Americas because of the lack of workforce (labour) to cultivate the tobacco and sugar cane plantations. Because slaves were sold as an exchange for weapons, African kingdoms prospered out of the slave trade. They captured slaves and justified slavery because slaves were considered as criminals or debtors. They were criminalized and they were also considered as an inferior race. The ideology of racism was invented to justify slavery. Slaves have always been mistreated. They were shaved and branded and loaded like cargo onto ships to America. Their ears were cut as proof of purchase because they were treated as underdogs. They were dehumanized. It had long-term consequences because Black people have always been stigmatized as biologically inferior. The abolition of the slave trade in 1807 had long term demographic consequences because they had taken all the men away from the African continent and it also had economic consequences because in most African countries warfare had put the economy at risk and countries had been left in chaotic and unstable situations. |
| HOMEWORK : Apprendre la leçon en s’entraînant à restituer le sens à l’oral et à l’écrit Remplir tableau lexique Repérage structure et 3 phrases d’application |
Like father like son ? Education and transgression.
Hanif Kureishi’s first novel was the semi-autobiographical “The Buddha of Suburbia”, published in 1990. It portrays Karim, an Indian born and raised suburban teenager from South London struggling for social integration and sexual identity. A comic coming-of-age novel, The Buddha of Suburbia draws a satirical portrait of race relations and multiculturalism in Britain during the 1970s.
Part 1 :
One day, when my father came home from work, he put his briefcase away behind the door and stripped to his vest and pants in the front room. He spread the pink towel with the rip in it on the floor. He got onto his knees – and he was by no means a flexible man – placed his arms beside his head, and kicked himself into the air.
‘I must practise,’ he said.
‘Practise for what, Dad?’
Now he was standing on his head on the pink towel. His stomach sagged. His balls and prick fell forward. The muscles on his arms swelled and he breathed energetically. My grandmother, who was not unkind but no physical radical, came into the room with a cup of tea. She looked at Dad and looked at me. […]
Soon my mother hurried into the room to see the spectacle. She wore an apron and wiped her hands again and again on a tea towel.
‘Oh God, Haroon,’ she said to my father. ‘Oh God, oh God, oh God. All the front of you’s sticking out like that so everyone can see!’
She looked at me violently.
‘You encourage him to be like this!’
‘No I don’t.’
‘Why don’t you stop him then?’
She sat down and held her head. ‘Why can’t he be a normal husband?’ […]
He softened. ‘By the way, Margaret, coming to Mrs Cooper’s tonight?’
‘No,’ she said.
‘Oh come on, sweetie. Please. Let’s just go out together for once.’
‘But it isn’t me that Cheryl wants to see,’ my mother said. ‘It’s you. She ignores me. She treats me like muck. I’m not Indian enough for her.’
‘You could wear a sari,’ he said.
Part 2 :
This was my opportunity. ‘I’ll come with you then, to Cheryl’s, if you want me to. I’d planned to go to the chess club but I’ll make the effort.’ […]
‘Okay,’ Dad said to me. ‘You get changed, Karim.’ He turned to my mother. ‘Margaret, Margaret. If only you’d come.’
‘I’m not wanted.’
‘You’re pathetic,’ I said hotly.
‘Yes, I’m pathetic.’
I charged upstairs to get changed. I could hear my parents talking downstairs. Would he persuade her to come? I hoped not. My father was more cheerful when my mother wasn’t around.
It took me a long time to get ready. But at seven o’clock I came down dressed for Cheryl’s. I had on turquoise flared trousers; a blue and white flower-patterned see-through shirt; blue suede boots with Cuban heels, and a scarlet Indian waistcoat with gold stitching around the edges. On my head I had a brown headband. On top of all this I put on my grandmother’s furcoat, strapping a belt around my stomach. I was right up to date. […]
He could be kind like that. Unlike Mum, he was no big conformist. In the living-room my mother was watching TV and eating a big bag of sweets. Without turning round she said: ‘Karim, don’t show yourself up. Get changed! You can’t go out like that!’
‘What about Grandma?’ I said.
‘What about her?’
‘Well … she’s got blue hair,’ I said.
‘But she’s a woman. And you’re not a woman!’
My father and I got out of the house as quickly as we could. At the top of the street we caught a bus. It wasn’t far – about four miles to the Coopers’. But my father wouldn’t have been able to get there without me. I knew the streets and every bus route and short-cut perfectly. I spent as much time as I could outside the house.
The Buddha of Suburbia by Hanif Kureishi
| Father’s : | Elements from the text | interpretation |
| Physical description | ||
| Attitude | ||
| Feeling |
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
| Mother’s : | Elements from the text | interpretation |
| Physical description | ||
| Attitude | ||
| Feeling |
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
| Class : 1ère Spé | Notion : Meeting people | Séquence : Multiculturalism and diversity |
| Tuesday June 9th | ||
| Séance 9 : Education, social integration and transgression |
| Doc 1 | Texte “The Buddha of Suburbia” by Hanif Kureishi | Class work Team work |
| Thématique : Multiculturalism in Britain Being a suburbian teenager born and bred Family traditions versus transgression and westernization | |||
| Problématique : How does it feel to have a dual identity ? Is there any determinism as to being born in an immigrant family ? | |||
| Compétences : Dégager l’implicite à partir de ce qui est dit Interpréter l’implicite à partir de l’explicite | |||
| Stratégies : Regrouper des arguments dans un tableau | |||
| LINGUISTIQUE : | |||
| Item 1 : Integration / ability to adapt | Item 2 : Conformism / transgression | Item 3 : Body language and feelings | Autre : Culture / education |
| To adapt To fit in To tailor to To look like A role-model An icon Iconic figure To ape To imitate to be fascinated bewitched | A housewife Wife / husband Dutiful law-abiding respectful to abide by the rule to respect / disrespect unusual atypical dull gloomy oppressive stifling trapped transgression to transgress severed cut off from authoritative stern severe strict | To womanize A womanizer To appeal to To attract Attractive Eye-catching Appealing To show off Introvert /extrovert Frivolous Exuberant to be torn to feel bitter bored heavy-hearted dismal murky dreary appearance-conscious clothe-conscious to seduce to seethe with anger to boil with anger angry upset furious | Belonging Ethnicity Pluri-ethnic Multi-ethnic Education Upbringing To be raised To be bred To curb down To repress Traditions Customs Habits to blame so for + ing to prevent so from + ing to reproach so for + ing to ban so from |
| Valeur : | ||
| Nouveauté : | Unlike | Opposition |
| Rebrassage : | should / shouldn’t + BV | conseil |
| Jalon : | Whereas While | Opposition |
| PHONOLOGIE : | Should / shouldn’t Auxiliaire forme faible Phonème –ed |
| Texte “The Buddha of suburbia” by Hanif Kureishi) STEP 1 : Anticipation par le paratexte (titre, auteur…) : > What about ? > Social context ? > Problem ? > imagine STEP 2 : Lis le texte en faisant un repérage code couleur Part 1 : Compare and contrast the father and the mother : > Physical description > Attitude > Feeling |
| Copie active : | |
| Recopie la trace écrite dans ton cahier en respectant le code couleurs (structures en rouge) STEP 1 : Texte Anticipation par le paratexte (titre, auteur…) : What about ? It may be about an Indian immigrant family who lives in the suburb in Britain. The parents may be religious and traditional (old-fashioned). The son may want to westernize. It is an autobiographical novel about transgression and education. The main character Karim is a suburban teenager, who transgresses family traditions and education to get integrated in the British society. He is torn between conformism and anti-conformism. As a teenager, he is also questioning his sexual identity. Social context ? The book was written in the 70’s at a time of change in manners and morals. Hippism was a movement led by youngsters worldwide who questioned the legitimacy of rules and traditions. For Britain, the 60’s and 70’s were also years of change with the election of Prime Minister Wilson who led his campaign on change. It was also the birth of Pop culture with the Beattles who were the forerunners of a new fashion and a brand new way of life in Britain. They paved the way to modernity and put an end to years of conservatism. Problem ? > imagine The son may want to break free. As a teenager he may want to emancipate and he may want to breathe free from his family; he may want to break free from his parents’ authority. He may want to disobey his parents and break the rule. He may want to transgress family rules and traditions so as to westernize. He may want to cut the umbilical cord. He may need to be severed from his family because he may have had a strict / stern / authoritative / rigid and traditional education. STEP 3 : Lis le texte en faisant un repérage code couleur Part 1 : Focus on the father and the mother : Physical description / attitude / feeling ? | |
| Father | Mother |
| Physical description ? > Stripped to his vest > His stomach sagged > pink towel > Anti-hero > Aging > Hippy style | Physical description ? > Wearing an apron > Not Indian enough for her > Housewife > She conforms to the British way of life |
| Attitude ? > By no means a flexible man > Now standing on his head > He breathed energetically > The muscles on his arms swelled > all the front of you sticking out so everyone can see > I must practice > why can’t he be a normal husband > Ridiculous attitude > Frivolous > Pretending to be athletic > Extrovert > Exhibitionist > Anti-conformist | Attitude ? > Wiped her hands again and again > all the front of you sticking out so everyone can see > Nervous > Obsessive > Strict > rigid > Introvert |
| Feeling ? > He softened quiet | Feeling ? > Looked at me violently > disquiet > anger |
| Compare the father / mother : Unlike the mother who seems strict (rigid / stern / authoritative / severe), the father looks frivolous. Unlike the mother who seems to conform to the stereotype of the perfect housewife, the father looks anti-conformist. Besides, he behaves like an extrovert whereas the mother sounds like an introvert. Unlike the father, she also sounds nervous and angry (furious / upset / disquieted /agitated / bothered).The antagonism (the contrast / the opposition) between the father and the mother creates a comic effect. Part 2 : Focus on the narrator Karim : Physical description ? > turquoise flared trousers > a blue and white flower-patterned see-through shirt > blue suede boots with Cuban heels > a scarlet Indian waistcoat with gold stitching around the edges > a headband > his grandmother’s furcoat Attitude ? > I spent as much time as I could outside of the house Karim is dressed up like a hippy in a very anti-conformist way. He seems to be embracing the pop culture of his time, challenging (transgressing) codes and rules. As a teenager, he yearns for freedom. He feels the need to escape home and family ties. He needs to be severed from his family so as to emancipate. He is torn between his family culture and his need to emancipate and transgress family rules. |
| HOMEWORK : Apprendre la leçon en s’entraînant à restituer le sens à l’oral et à l’écrit Remplir tableau lexique Repérage structure et 3 phrases d’application |
| Class : Tale L | Notion : Idea of progress | Séquence : Survivalism | |||
| Séance 10 : Collapsology | |||||
| Doc support 1 : Movie trailer « One species » Isaac Azimov https://www.youtube.com/watch?v=DKTg9RpTLMM | |||||
| OBJECTIF CULTUREL : | Thématique : Collapsology Science and ethics Anthropocene | ||||
| Problématique : To what extent has progress endangered the planet ? | |||||
| METHODO : | Compétences : Lecture et analyse de l’image. Réflexion sur les enjeux de la séquence. Rebrassage du lexique et des structures en lien avec la thématique de la séquence. | ||||
| Stratégies : Décrire objectivement (« ce que je vois ») What about ? Problem ? Mettre en contexte (« ce que je sais ») Environmental context ? Political context ? Issue at stake ? Interpréter et critiquer (« ce que j’en déduis ») Message ? | |||||
| LINGUISTIQUE : | |||
| Item 1 : | Item 2 : | Item 3 : | Autre : |
| Mass-consumption Mass-production To consume Consumers Pollution Population Over-population Green power supplies Carbon dioxide CO2 exhaustion Green house effect Green house gaz Atmosphere Ozone layer Human species | Destruction To destroy To pollute To spoil To waste Nuclear waste Plastic waste Natural resources To exploit The lungs Viable Livable To pile up To chop down | To torture To inflict pain To attack To subject To subdue To submit To fight To lead in the direction To sweat Efforts To face problems To solve To bring solutions | Collaborative To gather To unite To collaborate To cooperate Cooperative Communal To combine efforts Concerted Conjoint |
| STRUCTURE : | Valeur : | |
| Nouveauté : | Ought to + V | Conseil |
| Rebrassage : | Should+ BV | Conseil |
| Jalon : | For Since Have been + V-ing | Expression de durée Point de depart Present-perfect |
| PHONOLOGIE : | Faire attention à l’auxiliaire be ou have en forme faible. Faire attention à la réalisation du phonème –ed |
| Regarde la video et aide-toi des déclencheurs de parole pour en restituer le sens. Movie trailer « One species » Isaac Azimov https://www.youtube.com/watch?v=DKTg9RpTLMM Modalité de mise en oeuvre : STEP 1 : Regarde la video sans le son et decries ce que tu vois. What about ? |
| STEP 2 : Ecoute de la video fragmentée. Appuis-toi sur les déclencheurs de parole pour en restituer le sens. Segment 1 : (du début à 0:44) What about the world today ? Human activity ? Segment 2 : (de 0:44 à 1:47) Problem ? Solution to the problem ? Segment 3 : (de 1:47 à la fin) Saving the planet ? |
| Copie active : | Modalité de mise en oeuvre : | |
| STEP 3 : Recopie dans ton cahier en respectant le code couleur la proposition de trace écrite. (Rouge pour les structures) What about ? > The planet and the beauty of the landscapeAnimal species > Human activity = scientific innovation, pollution, deforestation, city life > Natural disasters = storms, hurricanes, floods, melting of ice It is a video narrated by science-fiction writer Isaac Asimov who popularizes science through his books. The video shows pictures of our planet. It shows how beautiful and precious animal species and landscapes are. It seems to praise the beauty of nature and warn us against the dangers of pollution, scientific innovation (progress), city life and deforestation. Human beings have been polluting the planet and they have been destroying nature. They have been shaping the landscape to build cities. But they have provoked disorder and natural disasters. The video shows pictures of storms (hurricanes / tornadoes), floods, tsunamis. It also seems to warn people against the dangers of global warming and the melting of ice on the poles. What about the world today ? > So fragile > We can’t subject the earth to the torture we have inflicted upon it Human activity ? > We are piling more and more carbon dioxide in the atmosphere > We are chopping down the lungs of the earth at great rate > Life and death problems go to the roots of the viability of the planet itself making the earth a lot less livable Isaac Asimov explains that the world has become so fragile that we shouldn’t subject the earth to the torture we have inflicted upon it. We ought to stop destroying the planet because we have been piling more and more carbon dioxide. We have been polluting more and more. We have been chopping down the lungs of the planet at a great rate because of massive deforestation. We have made the earth a lot less viable. Problem ? > Ocean > Pollution > Atmosphere > Over-population > We are facing problems that transcend nations > Greenhouse gases affect the entire planet Solution to the problem ? > All human beings are facing the same problem > It is important that we face the problems together as a unit > The only way we can solve the problem is by human collaborative solution All human beings are facing the same problem and we ought to face the problem together. We ought to find collaborative solutions. We have been polluting oceans, the atmosphere. We have been destroying the planet. We are facing problems that transcend nations. Saving the planet ? > The human species is one species > Who is going to fight and to lead in the direction > Miracle don’t happen > Sweat, efforts, thoughtsIt is up to us to help The human species ought to act collaboratively. Human beings ought to cooperate (to collaborate / to combine) to solve the problem because we are one species. We ought to fight in the same direction. Isaac Asimov thinks that miracle don’t happen and that change requires commitment (involvement), action, efforts and sweat. He thinks it is up to everyone to help. It is everyone’s responsibility. |
| HOMEWORK : A faire dans ton cahier Remplir tableau lexique Repérage structure et 3 phrases d’application |
| Class : Tale L | Notion : Idea of progress | Séquence : Survivalism | |||
| Thursday June 11th | |||||
| Séance 9 : Minimalism | |||||
| Doc support 1 : Video « How to be a minimalist » https://www.youtube.com/watch?v=14NwNY1tEVg | |||||
| OBJECTIF CULTUREL : | Thématique : Minimalism Consumerism | ||||
| Problématique : To what extent has consumerism become a major issue ? | |||||
| METHODO : | Compétences : Compréhension de la vidéo. Réflexion sur les enjeux de la séquence. Anticipation du lexique et des structures en lien avec la thématique de la séquence. | ||||
| Stratégies : Décrire objectivement (« ce que je vois ») What ? Problem ? Mettre en contexte (« ce que je sais ») Environmental context ? Economic context ? Issue at stake ? Interpréter et critiquer (« ce que j’en déduis ») Message ? | |||||
| LINGUISTIQUE : | |||
| Item 1 : | Item 2 : | Item 3 : | Autre : |
| The essentials Superficial To minimize To reduce A packing party To get rid of To let go of To throw away Happiness Success Successful Popular fame | To improve To make better To declutter Health Healthy A diet To practice exercise | To be trapped To be tricked To be manipulated To be brainwashed To take control To make mistakes To correct mistakes mindlessly | Consumption To buy To sell Materialism Minimalism Priorities Phones Laptops New technologies A fancy car To earn money cash |
| STRUCTURE : | Valeur : | |
| Nouveauté : | Should + BV | Conseil |
| Rebrassage : | Be + V-ed + by | Voix passive |
| Jalon : | More + adj long + than Adj court + -er + than | Comparatif |
| PHONOLOGIE : | Faire attention à l’auxiliaire have qui est en forme faible. Faire attention à la réalisation du phonème –ed |
| Video « How to be a minimalist » https://www.youtube.com/watch?v=14NwNY1tEVg Modalité de mise en oeuvre : STEP 1 : Regarde la video de façon fragmentée en suivant les déclencheurs de parole pour en restituer le sens. Part 1 : (début > 01:54 min) Happiness ? Success ? Part 2 : (01:54 > 2:37 min) Definition of materialism ? Part 3 : (1:13 min > fin) 10 kea steps to minimalism ? |
| Copie active : | Modalité de mise en oeuvre : | |
| STEP 2 : Recopie dans ton cahier en respectant le code couleur la proposition de trace écrite. (Rouge pour les structures) Part 1 : (début > 01:54 min) Happiness ? > Cash in the bank, fancy car, a big house, being popular don’t equate to happiness Success ? > There is a concept of what happiness and success look like > A good life is defined by having the latest phones, laptops, fashion and an aesthetic décor at home > Fame and material possession don’t equate to happiness > Our life is surrounded by superficial things > Cash in the bank, earning money, having a fancy car or a big house doesn’t make people happy. > Being successful and popular doesn’t make people happier because fame and material possession don’t equate to happiness. > It is superficial. > We should not focus on superficial things in our life but we should focus on the essential things. > A good life is defined by having material possession but it is a lie to make people consume more and more. Part 2 : (01:54 > 2:37 min) Definition of materialism ? > Materialism draws out the societal norm of a good fulfilling life > Living with less to make room for more > Identifying the essential > Letting go of the rest We should live with less to make room for more in our lives. We should identify the essential and we should get rid of what is superficial. Part 3 : (1:13 min > fin) 10 kea steps to minimalism ? > Step 1 : Identifying essentials > Step 2 : A packing party to let go of what you won’t use > Step 3 : Having a minimalist approach to new technologies and minimize the time using new technologies mindlessly > Step 4 : Money doesn’t buy better habits = improve your life by healthy financial habits and relationships > Step 5 : Declutter your mental clutter and remove yourself from people who affect your life negatively > Step 6 : Focus on real priorities and think what you would like your priorities to be > Step 7 : Health is a vehicle not a destination = simple diet and exercise routine > Step 8 : Grow meaningful relationships = quality over quantity > Step 9 : Course correction = don’t make the same mistakes to move forward > Step 10 : Life is an acquired taste so get rid of the excess We should identify essentials. We should make a packing party to pack what we don’t use and we should let go of what we don’t use. We should also have a minimalist approach to new technologies and minimize time using new technologies mindlessly. We should improve our life by healthy financial habits because money doesn’t buy happiness. We should open our mind and remove negative people from our life. We should focus on real priorities and reorganize our priorities. We should take care of our health by having a healthy diet. We should practice exercise. We should not make the same mistakes twice if we want to move forward. So we should correct our mistakes. We should get rid of the excess to improve our life. |
| HOMEWORK : A faire dans ton cahier Remplir tableau lexique Repérage structure et 3 phrases d’application |
| Class : Tale L | Notion : Idea of progress | Séquence : Survivalism | |||
| Tuesday June 9th | |||||
| Séance 8 : Minimalism | |||||
| Doc support 1 : Movie trailer « Minimalism : a documentary about the important things » https://www.youtube.com/watch?v=0Co1Iptd4p4 | |||||
| OBJECTIF CULTUREL : | Thématique : Minimalism Consumerism | ||||
| Problématique : To what extent has consumerism become a major issue ? | |||||
| METHODO : | Compétences : Compréhension de la vidéo. Réflexion sur les enjeux de la séquence. Anticipation du lexique et des structures en lien avec la thématique de la séquence. | ||||
| Stratégies : Décrire objectivement (« ce que je vois ») What ? Problem ? Mettre en contexte (« ce que je sais ») Environmental context ? Economic context ? Issue at stake ? Interpréter et critiquer (« ce que j’en déduis ») Message ? | |||||
| LINGUISTIQUE : | |||
| Item 1 : | Item 2 : | Item 3 : | Autre : |
| Renewable energies To protect To save The earth The planet Environment Global warming Recycling Renewable energies Waste treatment Sustainable technology Green economy The planet The earth Our habitat | Destruction To destroy Devastated Destroyed Damaged Ransacked Pollution To pollute To spoil To waste Natural resources To exploit | To be trapped To be tricked To be manipulated To be brainwashed To take control To become aware Awareness To sensitize people To lose one’s mind To be obsessed obsession | Consumption To buy To sell Mass-consumption Mass-production To acquire To own To get Shopping Black Friday Compulsory consumption Materialism minimalism |
| STRUCTURE : | Valeur : | |
| Nouveauté : | Should + BV | Conseil |
| Rebrassage : | Have + V-ed Be used to + V-ing Be + V-ed + by | Present perfect Habitude Voix passive |
| Jalon : | More + adj long + than Adj court + -er + than | Comparatif |
| PHONOLOGIE : | Faire attention à l’auxiliaire have qui est en forme faible. Faire attention à la réalisation du phonème –ed |
| Movie trailer « Minimalism : a documentary about the important things » https://www.youtube.com/watch?v=0Co1Iptd4p4 Modalité de mise en oeuvre : STEP 1 : Regarde la video de façon fragmentée en suivant les déclencheurs de parole pour en restituer le sens. Part 1 : (début > 00:26 min) Consequence of consumerism ? Part 2 : (00:26 > 1:13 min) Info about materialism ? Consequence ? Part 3 : (1:13 min > fin) What they think about minimalism ? Changes in their life ? |
| Copie active : | Modalité de mise en oeuvre : | |
| STEP 2 : Recopie dans ton cahier en respectant le code couleur la proposition de trace écrite. (Rouge pour les structures) Part 1 : (début > 00:26 min) Consequence of consumerism ? > We spend so much time on the hunt > We get wrapped up in the huntIt makes us miserable > Black Friday shopping is crazy People spend a lot of time shopping. They are used to being on the hunt. They are used to consuming a lot. They are used to buying (are used to purchasing) new items all the time. They are wrapped up (are trapped / are tricked) by the consumer-society. Consumption makes people miserable and crazy. For Black Friday, people get wild (savage). They become crazy (insane / mad). They lose their mind. Part 2 : (00:26 > 1:13 min) Info about materialism ? > We as a culture have lost our minds > The American Dream has increased tremendously in material terms > It has been sold to us for more than 100 years by those who want to make a lot of money The consumer society makes people lose their mind because they are manipulated (are brainwashed) by advertising. People think achieving (fulfilling) the American Dream means acquiring material things. Consumerism has been sold to people for more than 100 years by profit-seekers. Consumerism sustains the economy. Consequence ? > We are obsessed with new items > People realize that they have been tricked > You are not going to get happier by consuming more People are obsessed with getting new products. They are obsessed by fashion. But they realize that they have been tricked (have been manipulated) by the system because consuming more doesn’t make them happier. Materialism is not the kea to happiness. Part 3 : (1:13 min > fin) What they think about minimalism ? There is nothing wrong with consumption but the problem is compulsory consumptionWe are tired of acquiring things because that’s what we are supposed to doIt was not just about getting rid of stuffs but it was about taking control of one’s life and stop being told what to do The main problem is compulsory consumption because people buy more and more. People are brainwashed into buying more and more. That’s why minimalists want to take control of their life. Minimalism is a way to protect oneself from the consumer-society. Changes in their life ? > He reduced things in his life and found out that he had 51 things in his life > She sold 90% of her stuff > She moved stuff and realized what she had sacrificed > This thing that doesn’t make us happy is also causing the degradation of our habitat > Minimalism is a way of thinking that stopped the madnessWhen you recognize that this life is yours then everything changes When people recognize that this is their life and that mass-consumption is causing the degradation (destruction) of the planet, they understand that they should stop buying. They realize that they should get rid of material possessions to feel happy. Selling things that they have or reducing things in their life makes people happier. |
| HOMEWORK : A faire dans ton cahier Remplir tableau lexique Repérage structure et 3 phrases d’application |