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

CULTUREL :	Thématique :  People’s view over multiculturalism in Britain Multiculturalism in Britain
Problématique	How does it feel to have a dual identity ?
METHODO :	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 agree it is good because… MULTICULTURALISM I think it is difficult because…

             MULTICULTURAL BRITAIN

STEP 1 :

1. Solve the puzzle and find out the issue of the lesson :

https://www.jigsawplanet.com/?rc=play&pid=34b91aa434ad

_____________________________________________________________________________________________

STEP 2 :

1. Listen to the 1st part of the video (from the beginning to 1 :36 min) and find out the 4 teenager’s origin :

__________________________________________________

__________________________________________________

__________________________________________________

__________________________________________________

• Watch the video and focus on the pros and cons arguments used by the teenagers to discuss multiculturalism in Britain :

PROS	CONS

STEP 3 : EXRESSION

1. What do you think about having a dual identity ? Discuss the pros and cons of multiculturalism.

Intro :

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Part 1 : Pros

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________

Part 2 : Cons

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Conclu :

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

STEP 1 :

Click on the link and order the pieces of this puzzle of the USA map to unlock the game

Puzzle USA https://frommanylands.com/activities/jigsaw-puzzle-usa

STEP 2 : Multiculturalism explained

1. Have a look at the picture and make your own recipe. Circle the most important ingredients to make a good  multicultural society.

b.Watch the 1st part of this video about multiculturalism (from the beginning to 1 :10 min) and explain Andrew Klavan’s defintion of multiculturalism.

Multiculturalism is when… _______________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

c. Do you agree with Andrew Klavan that multiculturalism in a country like France is a failure ?

Answer this interview and record yourself on your phone (send it to me by mail or whatsapp).

Yes because…

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

No because…

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

STEP 3 :

Have a bit of fun and check your knowledge about the world’s religions, cultures, clothes… Unlock the following games to keep going.

a. World religions : https://frommanylands.com/activities/matching-game-world-religions

b. World cultures : https://frommanylands.com/activities/matching-where-do-i-live-game

c. Countries clothing : https://frommanylands.com/activities/matching-game-country-clothing

STEP 4 : Multiculturalism in the USA

a. Andrew Klavan explains that multiculturalism is a failure in Europe. Is it a failure in the USA ?

Read the following article and focus on the 4 kea ingredients that make it work in the USA and then explain.

Ingredient 1 : __________________________________________________________

Ingredient 2 : __________________________________________________________

Ingredient 3 : __________________________________________________________

Ingredient 4 : __________________________________________________________

Multiculturalism works in the usa because…

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The American tradition of multiculturalism

By Eugene Volokh / Washington Post / January 27, 2015

People talk a lot about “multiculturalism,” whether to praise it or condemn it. […] Here are four constitutional manifestations of this multiculturalism.

Federalism aimed at letting people of each state maintain their own legal and social culture

The premise of federalism is precisely that multiple states, which the Framers envisioned as often having substantial differences in culture, should be able to retain their cultures, including the legal rules that flow from those cultures.

Of course, the Civil War shows the potential cost of this multiculturalism. The Constitution’s toleration of slavery in some states but not others is an illustration of potential drifts. But despite this, the nation remained committed to a good deal of federalism, aimed at letting the people of each state maintain their own legal and social cultures. […]

Religious freedom guaranteeing tolerance 

The Constitution and the Bill of Rights  contemplate a country with a considerable range of religious views and even religious cultures. Some of them (like the Quakers for example) live in relatively homogeneous enclaves. American religious freedom has always included religious tolerance — the willingness to let religious groups live free of deliberate persecution. […]Religious tolerance — coupled with federalism and localism — has often let people live, be free, and pursue happiness in America without having to sacrifice or hide their belief systems. […]

Free speech and economic liberty

The Free Speech Clause, coupled with protection for private property and freedom of movement and action, likewise facilitates multiculturalism and especially the preservation of immigrant cultures. When people come to America, they can live near others from the old country, speak their language with one another, celebrate their old festivals, and start up businesses that cater to their fellow immigrants. They can also organize political movements together with their fellow immigrants. Like it or not, this is a way to guarantee everyone’s free-speech rights, political-participation rights, and economic rights.

Parental rights as a powerful protector of multiculturalism

Parental rights, which have been expressly recognized by the Supreme Court since the 1920s, further promote multiculturalism, by giving parents broad power to convey their culture to their children. […] Parental rights are not absolute, but they remain powerful protectors for cultures, whether they are immigrant cultures, religious-separatist cultures (such as the Amish), or religious-conservative cultures.

STEP 5 :

Please copy your lesson in your copybook. See attached file lesson 1.

Class : 1ère	Notion : Scientific innovation	Séquence : Collapsology
Monday May 25th
Séance 10 : Collapsology
Doc support 1 : ovie 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. Anticipation 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 ? 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

Modalité de mise en oeuvre : Movie trailer « One species » Isaac Azimov https://www.youtube.com/watch?v=DKTg9RpTLMM     STEP 1 : Regarde la video sans le son et décris 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 landscape > Animal 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, thoughts > It 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 : 1ère	Notion : Scientific innovation	Séquence : Collapsology
Tuesday May 18th
Séance 9 : Correction escape game 2 collapsology
Doc support 1 : Video movie trailer « The Road » https://www.youtube.com/watch?v=94KcI0gLq1A
OBJECTIF CULTUREL :	Thématique : Collapsology
	Problématique : To what extent is scientific innovation double-sided : both leading on to improvements but also to the destruction of our planet.
METHODO :	Compétences :   Lecture et analyse de l’image. 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 ? Who ? Problem ?   Mettre en contexte (« ce que je sais ») Environmental context ? Issue at stake ?   Interpréter et critiquer (« ce que j’en déduis ») Message ?

LINGUISTIQUE :
Item 1 :	Item 2 :	Item 3 :	Autre :
War Famine Nightmarish Hellish Awful Scary Frightening Cannibals Carnivorous Cannibalism To kill To survive Survival Survivors Savage Wild Wilderness nature	Destruction To destroy Devastated Destroyed Damaged Ransacked Pollution To pollute To spoil To waste	Natural disasters Hurricanes To endanger Noxious Toxic Hazardous Risky Dangerous hazardous	The remains To collapse The end of civilization Landmarks Stone age State of nature State of culture

STRUCTURE :	Valeur :
Nouveauté :	Shall + BV	Future
Rebrassage :	Have + V-ed Will + BV Should + BV	Present perfect Future Conseil
Jalon :

PHONOLOGIE :

Faire attention à l’auxiliaire have qui est en forme faible. Faire attention à la réalisation du phonème –ed Auxiliaire will / shall forme faible

Copie active :	Modalité de mise en oeuvre :
Recopie la trace écrite dans ton cahier en respectant le code couleur (structures en rouge). Step 1 : Video movie trailer « The Road » https://www.youtube.com/watch?v=94KcI0gLq1A   Name of the author of the novel “The Road” : Cormac Mc Carthy   Focus on the character’s destiny  in the film and find out 4 kea elements to unlock the door of their destiny : search move hide run protect sacrifice kill   Check on their map. Which direction are they going ?  South   Watch out for dangers ! Name natural disasters that will endanger the planet in the future : Tornadoes Hurricanes Floods Tsunamis   Focus on the character’s living conditions in the film : Describe humanity’s living conditions in the future : The characters are trapped in the wilderness. They have to be on the road because cities have been destroyed (have been ransacked / have been devastated) by natural disasters. They have to survive and they go south because they hope for a better place down south. They dream of some utopic (dream-like) world. Himanity has become carnivorous (cannibalistic) and man is a wolf to man. It is the law of the fittest. Humanity is back to a state of nature and human beings have become survivors on earth because they have destroyed their planet. This is the end of civilization. Cormac Mc Carthy anticipates (foreshadowes / foresees) a dystopic (nightmarish / hellish) future. Men shall have to survive and they shall have to live out of the remains of civilization. He imagines a post-nuclear world and his anticipation novel warns us against the dangers of progress and limitless scientific progress.     STEP 3 : Think about the future… Unlock the puzzle and find out the coded word that describes our civilization’s future : https://www.jigsawplanet.com/?rc=play&pid=1a3af797b49f NIGHTMARE   Why do you think this word is appropriate to describe our planet’s future ? Explain in your own words. Human beings’ living conditions have become a nightmare (nightmarish / hellish) because civilization has collapsed. Civilization has gone back to a state of nature. They have to be on the road because civilized places have been destroyed. They have to wander like hobos in the wilderness. The world has become dangerous (hazardous / unsafe / insecure).

HOMEWORK : A faire dans ton cahier Remplir tableau lexique Repérage structure et 3 phrases d’application

GAME 2 : Collapsology

STEP 1:  Preparatory work

1. Unlock the puzzle and find out the title and the name of the author of this novel : __________________________________________________________________________________________________

https://www.jigsawplanet.com/?rc=play&pid=0af12e5acf97

• Who are the main characters of this story ? Have a guess.

___________________________________________________________________________________________________

• Have a look at the atmosphere of the cover. What literary genre do you think the book belongs to : ___________________________________________________________________________________________________

c. Click on the link and watch the opening scene of the movie :

d. Describe the world you see ? Pick out a few words that you hear as well to describe the atmosphere. How does it feel ?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

STEP 2 : Focus on the notion of space

Click on the link and read the first part of this excerpt of the book to try and locate the characters.

https://www.oprah.com/oprahsbookclub/read-an-excerpt-from-the-road-by-cormac-mccarthy/all

1. Where are they ? Describe the landscape. How does it feel ?

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• What do the woods represent according to you ? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Which direction are they going ? _________________________________________________________

• Why don’t they have any precise direction according to you ? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

STEP 2 : Focus on the time :

a. Have a guess, what time is it approximately ? justify by quoting from the text.

____________________________________________________________________________________________________________________________________________________________________________________________________________

b. What about the date ? Pick out elements from the text :

______________________________________________________________________________________________________

c. Why don’t they know about time precisely ?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• Why do they have to be on the road ?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

STEP 3 : About the atmosphere

1. Unlock the puzzle, read and focus on the conversation :

https://www.jigsawplanet.com/?rc=play&pid=0fc2d03d48ae

• Why do you think the conversation between the father and son is so minimal ?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• What can you also say about the style of the text (ponctuation, sentences…) ?

_______________________________________________________________________________________________________________________________________________________________________________________________________________

• How do you feel after reading this opening scene ? Do you feel like reading the book ? Why ? Why not ?

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

GAME 2 : The end of civilization ?

STEP 1:

Solve the puzzle and find out the coded word that describes our civilization’s future : https://www.jigsawplanet.com/?rc=play&pid=1a3af797b49f

_________________________________________________________________________________________________

STEP 2 :

Seek for a refuge on “The Road”. Watch the movie trailer of the film “The Road” and find out kea information. 

1. Name of the author of the novel “The Road” : ____________________________________

• Focus on the character’s destiny  in the film and find out 4 kea elements to unlock the door of their destiny :

____________________        _____________________     _________________________       ____________________

• Check on their map. Which direction are they going ? ________________________________

• Watch out for the enemy !  Who is the enemy ?

_________________________________________________________________________________________________

• Focus on the landscape description in the film : Describe our planet in the future :

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

STEP 3 : Think about the future…

• How does Cormac Mc Carthy describe the future of our civilization ?

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Class : 1ère	Notion : Scientific innovation	Séquence : Collapsology
Tuesday May 12th
Séance 8 : Correction escape game 1 scientific innovation
Doc support 1 : Video « How to recognize a dystopia » by Alex Gender  https://www.youtube.com/watch?v=oeqRuU5s6Ag&feature=youtu.be
OBJECTIF CULTUREL :	Thématique : Collapsology Scientific innovation Dystopia
	Problématique : To what extent is scientific innovation double-sided : both leading on to improvements but also to the destruction of our planet.
METHODO :	Compétences :   Compréhension orale et lecture de l’image. 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 ?Who ?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 :
To manipulate To control To brainwash To overshadow To rule Oppression War Famine Nightmarish Hellish Awful Scary frightening	Destruction To destroy Devastated Destroyed Damaged Ransacked Pollution To pollute To spoil To waste	Natural disasters To endanger Noxious Toxic Hazardous Risky Dangerous hazardous	Scientific innovations Improvments Medical research Biology Genetics Artificial intelligence Robots Space travels Nuclear energies Technological revolution Industrial revolution factories

STRUCTURE :	Valeur :
Nouveauté :	Shall + BV	futur
Rebrassage :	Have + V-ed Will + BV Should + BV	Present perfect Future Conseil
Jalon :

PHONOLOGIE :

Faire attention à l’auxiliaire have qui est en forme faible. Faire attention à la réalisation du phonème –ed Auxiliaire will / shall forme faible

Copie active :	Modalité de mise en oeuvre :
Recopie la trace écrite dans ton cahier en respectant le code couleur (structures en rouge). Step 1 : Definition of dystopia : Video « How to recognize a dystopia » by Alex Gender  https://www.youtube.com/watch?v=oeqRuU5s6Ag&feature=youtu.be   What does Utopia mean  ? > Come from the greek for “no place” What did dreams and progress turn into ? Give kea words. > Nightmare of war, famine and oppression What word was used by Thomas More in his 1516 book to talk about an ideal society ? > Utopia Dystopia comes from the Greek what does it mean ? > the not good place During the industrial revolution and because of new industrial technology, instead of gaining more freedom, where happened to labourers ? > imprisoned in slums and factories What were the main changes of our new century in the early 20th century ? > Medical advances, mass media Focus on new technologies after World War 2 and give examples of some inventions ? > Atomic energy, Artificial intelligence and space travels What about the future as described in dystopian literature ? > Robots turned against human beings, crime-plagued cities, TV screens broadcast deadly mass-entertainment, depleted resources on earth, threat of nuclear war, disappearance of human rights What about modern anxieties ? > About inequality, climate change, epidemics   Dystopian literature portrays a nightmarish (hellish / awful) world. The ideal of utopic society turned into a nightmare because of war, famine and oppression. Instead of providing more freedom, industrial technologies imprisoned human beings in slums (ghettos) and factories. Human beings were enslaved in factories because of standardization. Medical advances and mass media turned dangerous (noxious / detrimental / destructive) to society. Genetics and biological research may endanger society if they don’t abide by ethical (moral) limits. Writers imagine dystopic societies in which robots will turn against humanity. TV screen will broadcast mass-entertainment to brainwash (manipulate / control) people. Human rights will disappear. That’s why we should worry about growing inequalities, climate change and epidemics because our world has changed since the technological revolution and the inventions of atomic energies, artificial intelligence and space travels. We have pushed the limits of what was possible but we have also endangered our society.   STEP 2 : Our society will (shall) be dystopic in the future because human beings will (shall) be brainwashed (shall be manipulated) by mass- media entertainment. Humanity will (shall) be conditioned by genetics. The planet will (shall) be destroyed by industrial technologies and the planet will (shall) be affected by climate change. Natural disasters shall (will) destroy the planet and put humanity at risk.   STEP 3 : George Orwell envisions (anticipates / foreshadows) a dystopian society overshadowed (ruled / controlled) by Big Brother. Human beings will (shall) be enslaved. Freedom will turn into slavery. The wold will be turned upside down. So scientific innovations may destroy the planet instead of improving our lives.

HOMEWORK : A faire dans ton cahier Remplir tableau lexique Repérage structure et 3 phrases d’application

GAME 1 : A dystopic future ?

Step 1 : Listen to this video definition of dystopia and find the clues :

1. What does Utopia mean  ?

________________________________________________________________________________________________

• What did dreams and progress turn into ? Give kea words.

________________________________________________________________________________________________

• What word was used by Thomas More in his 1516 book to talk about an ideal society ?

________________________________________________________________________________________________

• Dystopia comes from the Greek what does it mean ?

________________________________________________________________________________________________

• During the industrial revolution and because of new industrial technology, instead of gaining more freedom, where happened to labourers ?

________________________________________________________________________________________________

• What were the main changes of our new century in the early 20^th century ?

_________________________________________________________________________________________________

•  Focus on new technologies after World War 2 and give examples of some inventions ?

_________________________________________________________________________________________________

• What about the future as described in dystopian literature ?

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

• What about modern anxieties ?

__________________________________________________________________________________________________________________________________________________________________________________________________

STEP 2 : Log on the escape game webpage and find out 10 kea words hidden in the grid related to scientific innovations. https://learningapps.org/display?v=p6jmdafvc18

STEP 3 : Use those 10 kea words and describe our future :

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

STEP 4 : Click on the following link to unlock George Owell’s puzzle and find out the 3 idioms hidden in the text : use them to describe our civilization’s future : xhttps://www.jigsawplanet.com/?rc=play&pid=0118527b1061

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

1ère	Séquence : Scientific innovations
Séance : Class debate
Tuesday May 5th
Problématique :	Who is guilty for destroying the planet ?
Compétences :	Savoir argumenter en s’appuyant sur des exemples Mobiliser l’ensemble du lexique et des structures vues en classe S’appuyer sur les documents vus en classe
Stratégie :	2 équipes

1. Revois quelques expressions idiomatiques qui t’aideront à intervenir dans le débat : Que pourrais-tu dire en anglais pour …

Dire que tu n’es pas d’accord : Dire que tu es d’accord :	I agree with you I disagree with you
Interrompre quelqu’un : Dire que tu veux ajouter un argument : T’excuser / demander pardon :	Sorry to interrupt you, I would like to add an argument
Dire que tu n’as pas compris ce que la personne a dit : Lui demander ce qu’elle veut dire : Demander à quelqu’un ce qu’il a dit :	Sorry, I didn’t understand, what did you say ?
Demander à quelqu’un d’expliquer : Demander à quelqu’un de répéter : Demander à quelqu’un de parler plus fort :	Could you explain please Could you repeat please Could you speak up please
Demander un instant de réflexion : Demander à quelqu’un de patienter : Demander de l’aide :	Let me think of it, just a minute please Wait a bit please Can you help me please
Dire à quelqu’un qu’il a raison : Dire à quelqu’un qu’il a tort : Dire à quelqu’un que ce qu’il dit est intéressant mais…	Yes you’re right Sorry but you’re wrong What you say is interesting but…
Dire que vous voulez qu’on vous laisse finir : Dire que vous voulez vous expliquer : Dire que vous voulez qu’on vous laisse vous exprimer :	Let me finish please Let me make it clear to you Let me talk please
Exprimer ton opinion : Demander à quelqu’un quelle est son opinion : Demander à quelqu’un ce qu’il pense de… :	What’s your opinion ? What do you think of it ?

• Révise le lexique de la séquence :

Consumerism	Environement	Pollution
Mass-consumption Mass-production To consume Consumers To buy To produce Producers Production Industry Industrial revolution Companies Corporations Megamarketers Multinationals industrialization	Landscape Nature Wilderness Global warming Hot Warm Natural disasters Hurricanes Tornadoes Floods Water level Melting of ice Greenhouse emission Renewable energies Recycling To recycle To save the planet To protect The earth	Destruction To destroy Devastated Destroyed Shattered Damaged Ransacked Pollution To pollute To spoil To waste Nuclear waste Plastic waste Natural resources To exploit

• Révise les structures de la séquence : donne des exemples

Conseil : They should + V > They shouldn’t + V >

Present-perfect : Have + V-ed > Have + been + V-ing >

Futur : Will + BV > Won’t + BV >

Comparatif : More + adj long + than > Adj court + -er + than >

• Anticipe les arguments pour compléter le plan détaillé de ce débat sur media power :

(ne fais pas de phrases rédigées, anticipe 5 arguments et exemples en pensant à mobiliser lexique et structures).

Team 1 : Politicians and big megamarketers are guilty	Team 2 : Consumers are guilty
1/ Big media marketers > Industrial revolution                   > Technological revolution                     > Advertizing	1/ Consumer-society killing the planet > Widespread consummerism                   > Survivalism                     > Minimalism
2/ Politicians’ responsibility > Capitalism                     > Building mass-culture and consumer-society                     > State pushing for over-production instead of recycling or renewable energies	2/ People’s responsibility to save the planet > Boycotting brands                     > Acting responsibly to save the planet           > Environmental activism sensitizing people
3/ The system of globalization > Globalization                   > Western world versus eastern world	3/ Behind globalization > People should interpret globalization                   > Inequities of globalization