The Food CHapter

I. Les objectifs

II. Le déroulement

a) L'anticipation (séance 1)

Le premier travail consiste en un visionnage sans le son:

- Repérage de qui sont les personnages We can see a black man and a white man in a car. These two men are wearing black suits. They must be FBI agents or gangsters.

- Hypothèses sur ce dont ils sont en train de parler We can guess they are talking about their business, about a robbery or a crime they are about to commit. / They may be talking about...

- Visionnage avec le son: Repérage des mots accentués, répétés / donc importants. We have heard: cheese, beer, 'Le Big Mac'. So, actually, they are talking about food / fast food. Moreover we have heard 'Europe', 'amsterdam', 'paris' and 'differences' so we can derive that they are evoking the food differences which exist between European fast food restaurants and American fast food restaurants.

- Conclusions sur le document: This document's purpose is to anticipate on our chapter to come. So, in your opinion, what are we going to to talk about? We can conclude that this chapter is going to deal with food, fast food restaurant, nutrition...

Le script sera donné ensuite avec un léger travail lexical (rebrassage de l'inférence de manière assez rapide). Il sera préparé en module. Ainsi, l'on travaillera sur l'accent de mot et l'accent de phrase avec d'autres visionnages et l'aide du dictionnaire.

b) Compréhension Orale (séance 2)

- Le même principe que précédemment sera utilisé. Les premières images seront diffusées sans le son (les enfants), avec simplement comme question: Who are they, what may they be doing? These kids are singing. They look happy / They seem to be having fun. They must be young Americans. They may be singing a song they have learnt in class... (Some kids might have eaten too many hamburgers...)

- Puis visionnage du même petit extrait (en fait jusqu'à la citation du fondateur de McDonald's). In fact these kids are singing a song about food and about some American fast food companies. Indeed, we can hear: 'I like food, you like food, Kentucky Fried Chicken, Pizza Hut, McDonald's'. They even make gestures. They must have learnt thise song at school...

Pause réflexive:

La modalité épistémique: de S + modal + V vers S + modal + Have + participe passé (modalité au passé: il se peut qu'il ait..., elle doit avoir..., elle a dû...) S + modal + Be + V-ing (modalité quant à ce qui est en train de se dérouler, tu dois être en train de, il se peut qu'il soit en train de...)

- Reprise de la Compréhension Orale (arrêt avant l'apparition de Morgan à l'écran) Consigne: note down what you hear about food and fast food companies like McDonald's (faire un tableau, d'un côté food and consequences, de l'autre fast food companies like McDonald's)

Des mots comme: biggest, fattest, obese, overweight, diet, ... devraient apparaître, permettant de faire comprendre le thème du film. This documentary is about the negative impact bad food habits are having on the American population. Indeed, it says that nowadays many American people have obesity problems (American has become the fattest nation in the world

Les informations quant à McDo permettront la rédaction d'un paragraphe sur cette firme multinationale.

Une pause réflexive sur le superlatif est envisageable (ou après l'étude du texte)

- Ecoute suivante: avec le texte lacunaire

c) Compréhension Ecrite

- The Problem

The problem is obesity. Many / a lot of / lots of / plenty of / loads of / a great deal of Americans are now either overweight or obese. The narrator says that America has become the fattest nation in the world.

Pause réflexive: Le superlatif

ça sert à situer une chose au-dessus de toute autre dans un ensemble

Exemple: Je suis le plus beau du quartier (Carla Bruni...) I am the cutest / most beautiful / in my neighbourhood.

Comment ça marche? The adj-est in 'ensemble' ___________________ The most adj. in 'ensemble' Réflexion sur les raisons du doublement de consonne:

The biggest _________________ vs ___________________ The Tiger The fattest __________________ vs ___________________ Fate The hottest __________________ vs ___________________ Hotel

Mention du fait que -y ---------------> -iest.

- The reasons for this problem / The causes

Morgan Spurlock says that fewer and fewer Americans eat at home nowadays. / Not many eat at home... / American people eat less and less at home. Most of them eat in fast food restaurants. And food is not healthy in those restaurants. It is too salty and it contains too much fat and too much sugar. Moreover / In addition to this problem / American people don't do enough exercise / they don't do as much sport as they should. So, they don't burn many calories...

Someone who eats so many calories and does so little exercise that they might die of a heart-attack.

- An impressive example

Two girls who were too fat / were overweight / decided to sue McDonald's. McDonald's called the suit frivolous. A frivolous action is a suit which is useless, ridiculous and which aims at getting money.

- Another interesting case: Liebeck vs McDonald's

http://en.wikipedia.org/wiki/Liebeck_v._McDonald%27s_Corp.

Stella Libeck is a woman who sued McDonald's. This woman obtained / received / was awarded / 620,000 dollars, which is preposterous / a scandal or which is normal. She had burnt herself spilling her cup of coffee on her lap. She had bought it from a McDonald's drive-thru and then she had opened the lid to put some cream and sugar. The coffee was so hot that she suffered third-degree burns.

Légère pause réflexive:

Had + p.p.: placer une action avant une autre dans le passé

Definition de certains termes importants:

A lawyer / a consellor / an attorney

a trial

a suit / a lawsuit

a juror

Pause réflexive: Les propositions subordonnées relatives

A quoi ça sert? Comment ça marche? (le choix du pronom relatif / le relatif de phrase)

Séance après les vacances

1. Correction du Devoir de Vacances

This is the opening scene of the film / movie / entitled Romeo and Juliet. It is a modern adaptation of the original play by William Shakespeare which was first staged in 1595.

Since it is an adaptation, we can notice that the film maker has changed some elements.

Indeed, in the 16th century, people fought with swords or daggers, they rode horses. Gas stations, the television didn't exist...

Here, we can see that swords and daggers have been replaced with firearms / weapons / guns... Cars have replaced the horses. The prologue of the play is said by a journalist / a news presenter / a news anchor. Finally, the first Italian newspaper appeared in 1639, so we can affirm that there weren't any newspapers in Shakespeare's play.

Not only has the play been modernised, but its setting has been changed to. Indeed, in Shakespeare's masterpiece, the scene was set in Italy, in 'Fair Verona'. In the motion picture by Baz Lhurmann, the story unfolds in the USA. He has moved the action from Verona to Verona Beach.

One things is almost the same: the text. The screenplay writer has just shortened it a little.

These changes and the fact that the text is almost the same gives an interesting impression of modernity without altering the feelings Shakespeare wanted to create. The poetry is intact.

Pause réflexive.

La différence entre V-ed et Have + p.p.

Séance 2: Devoirs de Vacances

http://www.dailymotion.com/relevance/search/romeo+++Juliet/video/x1kkig_romeo-juliet-opening_shortfilms

Activity 1: Watch the first 2 minutes and 35 seconds.

1. Type of Document

2. Focus on the images

When Shakespeare wrote this play, he set the story in the city of Verona, Italy. Moreover, the play was first staged in 1595...

In the passage you saw, what elements seemed different from the original version?

Hints: swords, daggers... horses...

3. Focus on the words which you can hear (and you can read)

People mentioned (family names you heard or read) / Place(s) mentioned

So, in your opinion, what is the role of this passage in Shakespeare's play? Justify.

Now, note down as many words as you can hear. If you don't understand them go to:
http://www.wordreference.com/fr/

From the words you understood, what can you say about the feelings these people have for each other.

When you are finished with that, send your answers to:

seb.vieille@wanadoo.fr

(please try to write paragraphs to answer questions 2 and 3)

Première séance

These activities were done in the classroom.

• Activity number 1: Speaking and reading

I wrote the title on the blackboard:

Shakespeare Forever

Then, the pupils' role was quite simple: Tell me everything they knew about William Shakespeare.

He was a playwright and a poet in the 16th or 17th Century. He wrote plays:

- Comedies like A Midsummer Night's Dream, Much Ado About Nothing, The Taming of the Shrew...
- Tragedies like Romeo and Juliet, Richard III, Hamlet...

Not being specialists in Shakespeare, the kids were supposed to ask questions about what they did not know:

Where and When was he born?

Where did he live? / Where did he grow up?
Did he have a wife and children?
What other plays did he write?

To answer those questions, they opened their books pages 130-131.
They read the text and could answer the questions

He was born in 1564 in Stratford-upon-Avon. He probably attended the grammar school in Stratford until he was 15. In 1582 he married Anne Hathaway and had three Children.
He then worked in London and became a partner in the New Globe Theater.
In addition to the plays we mentioned, he wrote Macbeth in 1605...

Puis vint le moment tant attendu de la pause réflexive (qui comme chacun le sait se passe en Français, parce que la grammaire peut paraître complexe alors n'en rajoutons pas!!)

Question simple: De quoi venons-nous de parler? et Vers quel choix cela nous a mené d'un point de vue grammatical?

Parler de Faits passés

Nous avons utilisé V-ed (appelé ainsi parce que pour conjuguer on prend la base verbale et on ajoute -ed)

Fonctionnement:

Affirmations: S + V-ed + C
Questions: (Wh-) + did + S + V (+C)?
Négations: S + Did not + V + C

A quoi ça sert:

A parler d'actions passées, datées et terminées.
Ben oui, mais pourquoi?

En fait, la marque -ed, marque une rupture. C'est pourquoi, V-ed peut servir à parler du passé parce qu'il y a une rupture entre le moment où s'est déroulée l'action et celui où l'on parle



Pour le moment, ça n'a l'air de rien, mais gardez cela à l'esprit pour plus tard...

• Activity number 2: Understanding Texts and Matching

Read the texts pages 130-131 and match them with the photos

Play one is... because we can read... an

d the picture shows...

Play 2 is ... Indeed, the text says... Moreover...

In text 3, ... therefore it corresponds to...

Devoirs à la maison: Leçon, être capable de présenter Shakespeare et de parler des quatre pièces dont nous avons parlé. + Aller sur http://vieilleanglais1.blogspot.com/ et regarder la séance devoirs de vacances.

Shakespeare Forever / Objectifs / Ce qui sera le plus important

1. Fonctions et Notions

• Etre capable de parler de faits passés

Utiliser V-ed

• Situer dans le passé

in the xth century / in + year or month / on + day

X seconds or minutes or days or weeks or months or years or centuries or milleniums ago.

First or At first / then, later, afterwards, after that / Finally

• Parler des souhaits, de l'irréel et d'actions conditionnelles

- wish / if only

- V-ed (if)

would + V

• Argumenter

La cause: because / since / . Indeed

La conséquence: So / therefore / that's why / consequently / as a consequence

Ajout d'information: Moreover / what's more / besides / And

Opposition:

A is... / on the contrary / but / whereas / While ... B is

Contrary to / Unlike / A, B is...

2. Communication / Méthodologie

Compréhension Orale

• Comprendre les consignes
• Comprendre un document Vidéo: Travailler à partir des images afin de comprendre le message audio + Repérer les informations essentielles + repérer et comprendre des mots afin d'établir des champs lexicaux et donc de comprendre le message.
• Comprendre une biographie sur internet ou sur une encyclopédie: repérer les dates, informations essentielles ou susceptibles d'être réutilisées.

Expression Orale

• Participer au cours: de manière spontannée ou après une préparation, être capable de s'exprimer en faisant des phrases (d'abord simples, puis complexes)
• Utiliser les documents audios et les textes afin de faire le lien entre l'écrit et la prononciation.
• Jouer une scène, un passage d'une pièce en se servant d'un modèle audio/vidéo

Compréhension Ecrite

• Comprendre une biographie: anticiper et se créer des attentes avant de lire le texte. Se poser des questions puis faire un skimming du texte afin de trouver les réponses à ses questions.
• Comprendre un texte dramaturgique: repérer les parties parlées et les didascalies / s'intéresser d'abord au connu pour inférer ensuite le sens des mots inconnus / repérer et élucider les métaphores.

Expression Ecrite

• Rédiger une biographie: savoir utiliser les jalons / repères temporels / et savoir organiser un récit chronologique. Savoir utiliser des informations que l'on a trouvé sur Internet ou sur une encyclopédie.
• Rédiger un essai afin de donner son avis sur un problème donné

Inférer le sens des mots inconnus

Utiliser un logiciel de Dictionnaire