The year's programme
Cinq séquences, les six axes, avec l'axe 6 « Le Royaume-Uni » obligatoire.
La progression annuelle
Programme de référence : programme d'anglais pour le établissement, Bulletin officiel n° 22 du 29 mai 2025, NOR MENE2504621A, appliqué en 5e à la rentrée 2026. Cinq axes sur six doivent être traités, dont obligatoirement l'axe 6. Cette progression couvre les six.
Introduction
Lessons designed for the start of Cinquième
Starting Cinquième means entering a new world. Students used to have one teacher, one classroom and familiar landmarks. Now they have several teachers, timetables that keep changing and more and more exercise books. Many of them quietly lose their way during the first few weeks. Some are afraid of getting things wrong, others do not dare say that they have not understood, and others carry worries that have nothing to do with school.
These units were built to support this transition, and first of all so that every student feels at ease in class. Nobody learns when they are afraid, exhausted or carrying too heavy a burden. Well-being is not an extra: it is the condition for everything else.
That is why every lesson ends with a two-minute “weather check”. Students say how they feel: happy, tired, anxious, not well at all. They say whether they have understood, whether they felt comfortable taking part, whether they feel under pressure. If they have a worry, personal or in the class, they choose for themselves whether they want to talk about it or not. Their answers stay private. The page encourages them, reassures them, or tells them which adult to turn to. From Cinquième onwards, students learn in this way that they can say “I haven't understood” or “I'm not OK” without being judged.
Every lesson also opens with a clear objective, written at the top of the page. Students know what they are going to learn before they start. They know what will be expected of them at the end. Knowing where you are going already means being less afraid.
At the end of the unit, every student, whatever their situation, can say: I felt I belonged, I understood, I made progress, and I can explain why.
A painting to open every lesson
Every lesson begins with a work of art: Tintoretto, Bruegel, Vermeer, Van Gogh, Aivazovsky, Winslow Homer. This choice is not decorative. It rests on a conviction: the arts, in all their forms, are at the heart of a child's growth. They feed the child's eye, language and thinking.
The earlier this encounter happens, the deeper it takes root. A word becomes attached to an image, the image to an emotion, the emotion to a memory. The word “flood” will stay linked to Poussin's dark canvas. “Nostalgia” will keep the golden light of a harbour painted by Claude Lorrain. What students have seen, they understand better and remember longer.
Over the years, these paintings build a real cultural journey, a small personal museum that everyone carries with them. For some students, it is the first time anyone has shown them a Vermeer or an Aivazovsky. This first encounter can awaken something lasting: curiosity, the pleasure of looking, the wish to go and see the original one day. Giving early access to culture also means giving everyone the same chance to enter it.
A solid framework, growing independence
The structure never changes: a painting to introduce the topic, a text, questions, a rule to learn, an exercise, a dictation, the end-of-lesson weather check. This regularity is reassuring. Students no longer spend their energy working out how the lesson works. They can spend it on learning.
Screen work does not replace the exercise book. Homework is kept, every evening. Students take notes in their exercise book or ring binder, and the teacher checks it regularly. At this age, students still need a written record that they can hold in their hands and read again. They also learn to use highlighters: one colour for the words to remember, another for the rule, another for the example. Little by little, they learn to spot on their own what matters.
Within this framework, independence comes step by step. At first, students answer the questions and discover the answers with the teacher. Then they check their own exercises, which tell them straight away whether they are right. Before each test, they take stock of what they already know and of what they still need to learn. Before handing in a piece of writing, they reread the marking grid and tick the criteria they have met themselves. Self-assessment becomes a habit, not one more test.
Nobody is left behind
Students with learning difficulties follow the same unit as their classmates. They read the same texts, look at the same paintings and take part in the same debate. Only the format changes.
The DYS version:
- changes the font and spaces out the lines;
- colours every other line so that the eye no longer jumps from one line to the next;
- lets students listen to the texts and the instructions;
- turns dictations into gap-fill dictations;
- offers adapted tests, which keep the same text and the same objectives in a more accessible form.
Students are not set apart. They work with the class, at their own pace, without being labelled as the one who does something else. For the teacher, there is only one unit to prepare, not three.
Learning away from the classroom
A student who is ill, in hospital or absent for several weeks quickly loses track. Lessons go on without them, photocopies go missing, and coming back becomes difficult.
Here, everything fits on one page that opens on a phone, a tablet or a computer. Students find today's lesson, the texts, the rules to learn and the corrected exercises. They can work on their own, or with the help of a parent, a teacher from the home tuition service or a hospital teacher. The teacher can:
- remove tabs to lighten the path, then put them back later;
- show or hide the answers depending on what the student can do alone.
The units are flexible. You can follow part of a unit, skip a lesson, go back, work for an hour or for ten minutes depending on how tired the student is that day. The end-of-lesson weather check keeps its full meaning at a distance: a student working alone keeps saying how they are. When they come back to class, they have not caught up on everything, but they are not lost: they know the works, the words and the paintings their classmates are talking about.
The same high standards for everyone
These units never lower the bar. They offer real texts, great painters, precise notions and serious tests. What changes is the way in and the attention paid to each student. At the end of the unit, every student, whatever their situation, can say: I felt I belonged, I understood, I made progress, and I can explain why.
La météo de la classe : mode d'emploi Prof
Le principe. Chaque séance se termine par une « météo » de deux minutes : humeur, compréhension, aisance, pression, puis « J'ai un souci » et « Je souhaiterais en parler / Je ne souhaite pas en parler pour l'instant ». Selon les réponses, la page donne à l'élève un message adapté : encouragement, conseil pour la question non comprise, ou adultes vers qui se tourner et numéros d'aide (3018, Fil Santé Jeunes, 119).
Confidentialité. Les réponses restent sur l'appareil de l'élève, dans la mémoire du navigateur : la page n'envoie rien et le professeur ne les voit pas. L'élève peut les effacer à tout moment. C'est voulu, pour qu'aucune donnée personnelle d'élève ne circule. Pour recueillir l'humeur de la classe, on peut doubler la météo d'une forme collective :
- les cinq symboles affichés au tableau, chaque élève colle une gommette en sortant ;
- trois cartes de couleur (vert, orange, rouge) levées en fin de cours ;
- une boîte à billets anonymes, ouverte par le professeur seul ;
- pour la compréhension : un billet de sortie avec une seule question, « Qu'est-ce qui n'est pas clair ? ».
Réagir sans exposer. On ne commente jamais une météo devant la classe. Un élève qui signale souvent « pluie » ou « orage », ou qui signale un souci, est revu discrètement en fin d'heure, puis, si besoin, orienté vers le professeur principal, le CPE, l'infirmière scolaire, l'assistante sociale ou le psychologue de l'Éducation nationale. Toute situation de harcèlement ou de danger suit le protocole de l'établissement.
Installer l'habitude. Les premières semaines, faire la météo ensemble, en expliquant chaque mot. Les élèves de 6e découvrent souvent qu'on peut dire « je n'ai pas compris » ou « je suis stressé » sans être jugé.
The five units
| Période | Axes | Séquence | Tâche finale |
|---|---|---|---|
| Sept., oct. | 1. Portrait, autoportrait ; 6. Le Royaume-Uni | Royal Portraits | Audioguide d'un portrait (oral en continu) |
| Nov., déc. | 5. Des langues, des lieux, des histoires ; 2. Le quotidien | Around the Table | Article de blog (écrit) |
| Janv., févr. | 4. École et loisirs | Join the Club! | Présenter un club (oral en continu) |
| Mars, avril | 3. Le réel et l'imaginaire | The Real Chocolate Factory | Publicité (écrit) |
| Mai, juin | 6. Le Royaume-Uni ; 2. Le quotidien | Four Nations, One Trip | Voyage en binôme (interaction orale) |
Niveaux visés Prof
Fin de 5e : A1+ en LVB, A2 en LVA. Les grilles indiquent les deux seuils.
Activités langagières : chaque séquence évalue la compréhension de l'oral et de l'écrit, et une activité de production. Sur l'année : deux tâches orales en continu, une interaction, deux tâches écrites.
Les repères linguistiques sur l'année
| Séquence | Grammaire | Phonologie |
|---|---|---|
| 1. Portraits | prétérit régulier et irrégulier ; comparatifs, superlatifs ; opinion | -ed ; word stress |
| 2. Thanksgiving | much, many, some, any ; prétérit ; should ; impératif | /θ/ ; formes faibles |
| 3. Clubs | présents ; adverbes de fréquence ; superlatif ; connecteurs | intonation des questions |
| 4. Chocolate | will, going to ; If…, you'll… ; prétérit | formes contractées ; voyelles longues et courtes |
| 5. The UK | comparer ; discours indirect ; could, should | schémas intonatifs |
The museum of the year
- The Armada Portrait ; Holbein, Henry VIII.
- Rockwell, Freedom from Want ; Ferris, The First Thanksgiving.
- Jan Steen, The Village School.
- Richard Dadd, The Fairy Feller's Master-Stroke.
- Constable, The Hay Wain.
How I assess my own work
Assessing your own work means learning to look at it the way your teacher does. You learn it from the start of the year, in every unit.
- Before I learn: I read the objective of the lesson. I know what I must be able to do.
- Before the test: in the “Tests” tab, I fill in “Before the test: where am I?”. For each “Not yet”, I read the lesson again or I ask for help.
- Before I hand in my writing or speak: I read the marking grid and tick the “I check” column for each point I have really done.
- After marking: I compare my ticks with my teacher's mark. Where they are different, I write down a tip for next time.
La version « Élève DYS »
Le bouton « Élève DYS », en haut de la page, adapte toute la séquence aux élèves dyslexiques et neuroatypiques :
- une police très lisible (Lexend), des lettres, des mots et des lignes plus espacés, pas d'italique ;
- les lignes des textes alternent deux couleurs pour ne pas sauter de ligne ;
- un bouton « Écouter » lit les textes et les questions à voix haute ;
- les dictées deviennent des dictées à trous ;
- la « Règle de lecture » suit le doigt ou la souris pour isoler une ligne ;
- chaque séquence propose une évaluation aménagée, à choix et à réponses courtes, corrigée automatiquement, et des consignes d'écriture allégées.
Ces aménagements reprennent ceux des PAP et des PPS les plus courants. Le professeur garde la même séquence pour toute la classe, en plusieurs formats.
Pourquoi une « météo » à la fin de chaque séance ?
Pour bien apprendre, il faut se sentir bien. À la fin de chaque séance, la « météo » te permet de dire comment tu te sens, si tu as compris, si tu étais à l'aise ou sous pression. Tu n'es jamais obligé(e) de répondre, et tes réponses restent privées.
Si quelque chose ne va pas, en classe ou en dehors, il y a toujours un adulte à qui en parler. La page te dit qui.
La météo de la classe : mode d'emploi Prof
Le principe. Chaque séance se termine par une « météo » de deux minutes : humeur, compréhension, aisance, pression, puis « J'ai un souci » et « Je souhaiterais en parler / Je ne souhaite pas en parler pour l'instant ». Selon les réponses, la page donne à l'élève un message adapté : encouragement, conseil pour la question non comprise, ou adultes et numéros d'aide (3018, Fil Santé Jeunes, 119).
Confidentialité. La page n'enregistre rien et n'envoie rien : le professeur ne voit pas les réponses. C'est voulu, pour qu'aucune donnée personnelle d'élève ne circule. Pour recueillir l'humeur de la classe, on peut doubler la météo d'une forme collective :
- les cinq symboles affichés au tableau, chaque élève colle une gommette en sortant ;
- trois cartes de couleur (vert, orange, rouge) levées en fin de cours ;
- une boîte à billets anonymes, ouverte par le professeur seul ;
- pour la compréhension : un billet de sortie avec une seule question, « Qu'est-ce qui n'est pas clair ? ».
Réagir sans exposer. On ne commente jamais une météo devant la classe. Un élève qui signale souvent « pluie » ou « orage », ou qui signale un souci, est revu discrètement en fin d'heure, puis, si besoin, orienté vers le professeur principal, le CPE, l'infirmière ou le psychologue de l'Éducation nationale. Toute situation de harcèlement ou de danger suit le protocole de l'établissement.
Installer l'habitude. Les premières semaines, faire la météo ensemble, en expliquant chaque mot. Les élèves de 6e découvrent souvent qu'on peut dire « je n'ai pas compris » ou « je suis stressé » sans être jugé.
Royal Portraits
What do royal portraits tell us about power?
About the unit
Axes et objets d'étude : Axe 1, Portrait, autoportrait : The National Portrait Gallery, l'histoire britannique en image ; Axe 6, Le Royaume-Uni : la famille royale à travers son iconographie.
Fiche d'identité Prof
Niveau visé : A1+ (LVB), A2 (LVA). Durée : 4 séances, plus les évaluations. Période : septembre et octobre.
Repères linguistiques : le prétérit régulier et irrégulier ; les comparatifs et superlatifs ; l'expression de l'opinion (I think, In my opinion).
Phonologie : la prononciation du -ed (/t/, /d/, /ɪd/) ; l'word stress.
Tâche finale : enregistrer l'audioguide d'un portrait royal pour la National Portrait Gallery (expression orale en continu, environ une minute).
Le parcours
Lesson 1: A queen in a painting
Objective: Describe a portrait: clothes, objects, attitude.
Déroulé de la séance Prof
- Projection du portrait : « Who is she? What can you see? »
- Lexique : crown, pearls, dress, globe, window, ships, storm.
- Lecture et écoute du texte, exercice.
- Pair work : « What is she wearing? What is behind her? »
The painting
The Armada Portrait of Elizabeth I
Artiste anglais anonyme, vers 1588. Huile sur bois, Queen's House, Royal Museums Greenwich, Londres.
Voir le tableauText 1: The Armada Portrait
This is Queen Elizabeth I of England. She is wearing a magnificent dress with hundreds of pearls, and a big white lace collar. There is a crown on the table next to her.
Her right hand is on a globe, and her fingers are touching America. This shows that she wants to be powerful all over the world. Behind her, there are two windows. In the first one, the English ships are sailing on a calm sea. In the second one, the Spanish ships are sinking in a storm.
The painting celebrates a famous victory: in 1588, England defeated the Spanish Armada. In my opinion, the queen looks proud and strong.
Complete
Words to know: a portrait
| English | Français | English | Français |
|---|---|---|---|
| in the foreground | au premier plan | in the background | à l'arrière-plan |
| on the left / right | à gauche / à droite | a crown | une couronne |
| proud | fier, fière | powerful | puissant |
| It shows that… | Cela montre que… | She looks… | Elle a l'air… |
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
Lesson 2: The life of Elizabeth I
Objective: Understand a biography; the past and how to pronounce -ed.
Déroulé de la séance Prof
- Frise chronologique au tableau : 1533, 1558, 1588, 1603.
- Écoute puis lecture du texte, compléter la frise.
- Grammaire : prétérit régulier et irrégulier ; phonologie du -ed.
Text 2: Elizabeth, the Virgin Queen
Elizabeth was born in 1533. Her father was King Henry VIII and her mother was Anne Boleyn. When Elizabeth was only two, her mother was executed. Her childhood wasn't easy.
In 1558, she became queen. She was twenty-five. She ruled England for forty-four years. She loved theatre, music and dancing, and in her time, William Shakespeare wrote his first plays.
Elizabeth never married. People called her "the Virgin Queen". She said she was married to England. She died in 1603, and her reign is often called "the Golden Age".
Questions
- When was Elizabeth born? Who were her parents?
- What happened to her mother?
- How old was she when she became queen? How long did she rule?
- Why was she called "the Virgin Queen"?
- Why is her reign called "the Golden Age"? Give one reason from the text.
- In 1533. Henry VIII and Anne Boleyn.
- She was executed when Elizabeth was two.
- Twenty-five. Forty-four years.
- Because she never married; she said she was married to England.
- Because it was a time of art and theatre: Shakespeare wrote his first plays. England also defeated the Armada.
Grammar: the preterite
Pronunciation: -ed
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
Lesson 3: Henry VIII, the biggest king?
Objective: Compare two portraits; comparatives and superlatives.
Déroulé de la séance Prof
- Projection du portrait de Henry VIII à côté de celui d'Elizabeth.
- Lecture du texte, la comptine des six épouses.
- Grammaire : comparatifs et superlatifs ; pair work de comparaison.
The painting
Portrait of Henry VIII
Hans Holbein the Younger, about 1537. Oil on wood, Thyssen-Bornemisza Museum, Madrid. The large full-length portrait was destroyed in a fire in 1698; we know it from copies, like the one at the Walker Art Gallery in Liverpool.
Voir le tableauText 3: Henry and his six wives
Henry VIII was king of England from 1509 to 1547. In his portraits, he looks enormous: his shoulders are wider than the painting, his clothes are richer than a church, and he stands with his legs apart, like a giant. Holbein wanted to make him look like the most powerful man in the world.
Henry is famous because he married six times. British children learn a little rhyme to remember what happened to his wives: "Divorced, beheaded, died; divorced, beheaded, survived."
Henry wanted a son. He broke with the Pope in Rome and created the Church of England so that he could divorce. But in the end, his most famous child was a daughter: Elizabeth I.
True or false?
Grammar: comparatives and superlatives
Mid-unit quiz (end of Lesson 3) Prof
Le sujet et sa correction se trouvent dans l'onglet « Évaluations ».
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
Lesson 4: Be the museum guide!
Objective: Prepare and record the final task.
Déroulé de la séance Prof
- Écoute du modèle d'audioguide.
- Choix d'un portrait royal (Elizabeth I, Henry VIII, ou un autre portrait de la National Portrait Gallery).
- Préparation, entraînement avec la colonne « Je vérifie », enregistrement.
A model audio guide
Welcome to room twelve. In front of you, you can see Queen Victoria. She was queen from 1837 to 1901, longer than any king or queen before her. In this portrait, she is wearing a black dress because her husband, Prince Albert, died in 1861. She looks sad and serious. In my opinion, it is one of the most moving portraits in the gallery. Now, please go to room thirteen.
Final task
Record the audio guide for a royal portrait at the National Portrait Gallery. Speak for about one minute.
- Welcome the visitors and say who the person is.
- Describe the portrait: clothes, objects, background.
- Tell two facts about the person's life in the past.
- Use a comparative or a superlative.
- Give your opinion: In my opinion… / I think…
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
The tests
Three steps: a mid-unit quiz, a listening, reading and language test, a spoken final task.
Before the test: where am I?
For each sentence, tick what is true for you today. If you tick “Not yet”, read the lesson again or ask for help before the test.
| I can… | Not yet | Getting there | I can do it |
|---|---|---|---|
| I can describe a portrait (foreground, background). | |||
| I can use regular and irregular past forms. | |||
| I can pronounce -ed. | |||
| J'emploie comparatifs et superlatifs. | |||
| Je donne mon opinion (In my opinion…). |
Test 1: mid-unit quiz (out of 10)
Quick test
- Translate into English: au premier plan, à l'arrière-plan, une couronne, puissant.
- Give the preterite: become, write, love, be (she).
- When did Elizabeth become queen? Why was she called the Virgin Queen?
- Comparative: Henry / big / Elizabeth. Superlative: the Armada Portrait / famous / portrait.
- What does the globe show in the Armada Portrait?
- in the foreground, in the background, a crown, powerful.
- became, wrote, loved, was.
- In 1558. Because she never married.
- Henry is bigger than Elizabeth. The Armada Portrait is the most famous portrait.
- That she wanted to be powerful all over the world.
Test 2: listening, reading and language (out of 20)
Part 1 : Listening (6 points)
Hello everyone, I'm Daisy, your guide today. The National Portrait Gallery opened in London in 1856. It is next to Trafalgar Square. Today, it has more than two hundred thousand portraits: kings and queens, but also scientists, writers, musicians and sports stars. And the best news? Entry is free! Our most popular room is the Tudor room, with Henry VIII and Elizabeth I. Follow me, please!
- When did the gallery open?
- Where is it?
- Who can you see in the portraits? Give three examples.
- How much is a ticket?
- What is the most popular room?
Part 2 : Reading (6 points)
Number one in the National Portrait Gallery is not a king or a queen. It is a portrait of William Shakespeare, called the Chandos portrait. It was the first painting that the gallery received, in 1856: a gift from a rich lord. In the portrait, Shakespeare has got a little beard and a gold earring. He looks calm and intelligent. Nobody knows for sure who painted it, but many experts think it is the only portrait of Shakespeare made during his life.
- Who is in portrait number one?
- Why is it number one?
- Describe Shakespeare in the portrait (two details).
- Who painted it?
- Why is the portrait special for experts?
Part 3 : Grammar (8 points)
- Preterite: The gallery (open) in 1856. It (receive) a portrait of Shakespeare.
- Ask a question in the preterite about Shakespeare's portrait.
- Compare: the Tudor room / popular / the other rooms. Shakespeare / famous / writer in England (superlative).
- Give your opinion on the Chandos portrait in one sentence.
- In 1856.
- In London, next to Trafalgar Square.
- Three parmi : kings, queens, scientists, writers, musicians, sports stars.
- It's free.
- The Tudor room.
- William Shakespeare.
- It was the first painting the gallery received.
- A little beard, a gold earring ; he looks calm and intelligent.
- Nobody knows for sure.
- It may be the only portrait made during his life.
- opened ; received.
- Exemple : When did the gallery receive it? / Did Shakespeare wear an earring?
- The Tudor room is more popular than the other rooms. Shakespeare is the most famous writer in England.
- Exemple : In my opinion, he looks calm and clever.
Marking grid: test 2
| Skill | Points | A1+ atteint si | A2 atteint si |
|---|---|---|---|
| Listening | 6 | 3/6 | 5/6 |
| Reading | 6 | 3/6 | 5/6 |
| Language: prétérit, questions, comparatifs, opinion | 8 | 4/8 | 6/8 |
Adapted test 2 (out of 20) DYS
- 1856
- Trafalgar Square
- free
- the Tudor room
- William Shakespeare
- a gold earring
- opened
- received
- more popular
- In my opinion
2 points for each correct answer, out of 20. Under 10: not yet secure; 10 to 15: good; 16 and above: very good.
Adapted writing or speaking test:
- Speak for 30 seconds instead of one minute.
- You can keep a card with 5 key words.
- Useful phrases: This is… / She is wearing… / She was born in… / In my opinion…
- Pronunciation is only marked in its own line.
The grid stays the same, with only the points asked; your mark is worked out on those points, then out of 20.
Test 3: final task, l'audioguide (out of 20)
| Criterion | Not yet | A1+ | A2 |
|---|---|---|---|
| Content: welcome, who it is, description, two facts, opinion (6 points) | 0 to 2 | 3 to 4 | 5 to 6 |
| Past forms: regular and irregular verbs (4 points) | 0 to 1 | 2 to 3 | 4 |
| Comparatif ou superlatif (2 points) | 0 | 1 | 2 |
| Lexique du portrait (3 points) | 0 | 1 to 2 | 3 |
| Pronunciation: -ed, word stress, intonation (3 points) | 0 | 1 to 2 | 3 |
| Fluency: parle sans lire (2 points) | 0 | 1 | 2 |
Around the Table
Thanksgiving, Juneteenth: whose story do American holidays tell?
About the unit
Axes et objets d'étude : Axe 5 : un patrimoine, des histoires, l'exemple de Thanksgiving ou Juneteenth aux États-Unis ; Axe 2 : autour de la table.
Fiche d'identité Prof
Niveau visé : A1+ / A2. Durée : 4 séances, plus les évaluations. Période : novembre (Thanksgiving tombe le quatrième jeudi de novembre).
Repères linguistiques : les quantifieurs much, many, some, a lot of ; le prétérit ; should / shouldn't ; l'impératif dans une recette.
Phonologie : les formes faibles (of, to, at, from) ; le son /θ/ de Thanksgiving, thankful.
Tâche finale : écrire un article de blog sur un repas de fête, réel ou imaginaire.
Point de vigilance : l'histoire du « premier Thanksgiving » est racontée de façons différentes selon les points de vue. La séquence fait entendre aussi la voix des Wampanoag.
Le parcours
Lesson 1: Freedom from Want
Objective: Describe a festive meal; much, many, some, a lot of.
Déroulé de la séance Prof
- Projection du tableau de Rockwell : « Who are these people? What are they celebrating? »
- Lexique du repas, lecture du texte.
- Grammaire : les quantifieurs.
Culture : le tableau fait partie d'une série de quatre, « The Four Freedoms », peinte en 1943 pendant la Seconde Guerre mondiale.
The painting
Freedom from Want
Norman Rockwell, 1943. Huile sur toile, Norman Rockwell Museum, Stockbridge (Massachusetts).
Voir le tableauText 1: A family table
In this painting, a big American family is sitting around a long table. Three generations are together: grandparents, parents and children. The grandmother is bringing an enormous roast turkey. The grandfather is standing behind her. Everybody is smiling.
On the table, there is some celery, a dish of cranberry sauce and some fruit. There isn't much food yet, but there are many glasses of water. In the bottom right corner, a man is looking at us, as if he is inviting us to the meal.
The painter wanted to show a simple idea: in a free country, nobody should be hungry.
Questions
- How many generations are around the table?
- What is the grandmother bringing?
- What is on the table? Give three things.
- What is strange about the man in the corner?
- What message does the painter want to give?
- Three.
- An enormous roast turkey.
- Celery, cranberry sauce, fruit, glasses of water.
- He is looking at us, as if he is inviting us.
- In a free country, nobody should be hungry.
Grammar: much, many, some, a lot of
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
Lesson 2: 1621, whose story?
Objective: Understand a historical story in the past; compare two points of view.
Déroulé de la séance Prof
- Projection du tableau de Ferris : « Is this picture true? »
- Lecture des deux textes : le récit traditionnel et le point de vue wampanoag.
- Tableau de comparaison, discussion.
Le tableau de Ferris, peint près de 300 ans après les faits, contient des erreurs : les coiffes à plumes sont celles des peuples des Plaines, pas des Wampanoag.
The painting
The First Thanksgiving, 1621
Jean Leon Gerome Ferris, about 1912-1915. Oil on canvas. A picture that was copied many times, and very idealised.
Voir le tableauText 2a: The traditional story
In 1620, a ship called the Mayflower sailed from England to America. On board, there were about a hundred passengers. Many of them were Pilgrims: they wanted to practise their religion freely. They arrived in winter and built a colony called Plymouth. The first winter was terrible, and half of them died.
In the spring, a Native American man called Tisquantum, or Squanto, helped them. He spoke English and showed them how to grow corn. In the autumn of 1621, the Pilgrims had a good harvest. They celebrated with a big meal for three days, with about ninety Wampanoag men and their leader, Massasoit.
Text 2b: Another point of view
The Wampanoag people lived in this land for thousands of years before the Pilgrims came. For them, 1621 was not the beginning of a happy story. In the following years, many Native Americans died of diseases brought from Europe, and they lost most of their land.
Since 1970, every Thanksgiving Day, some Native Americans meet in Plymouth for a "National Day of Mourning". They want people to remember their history too.
Questions
- When did the Mayflower sail? Why did the Pilgrims leave England?
- What happened during the first winter?
- How did Squanto help them?
- Who came to the meal in 1621?
- Why is Thanksgiving a sad day for some Native Americans?
- Why should we listen to both versions of the same story? You can answer in French.
- In 1620. They wanted to practise their religion freely.
- Half of them died.
- He spoke English and showed them how to grow corn.
- About ninety Wampanoag men and their leader, Massasoit.
- Because after 1621, their people died of diseases and lost their land.
- Parce qu'une fête nationale raconte souvent l'histoire du point de vue des vainqueurs ; l'autre version complète et corrige l'image.
Mid-unit quiz (end of Lesson 2) Prof
Le sujet et sa correction se trouvent dans l'onglet « Évaluations ».
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
Lesson 3: Thanksgiving today
Objective: Describe a celebration today; understand a recipe in the imperative.
Déroulé de la séance Prof
- Écoute du texte de Mia.
- Questions, puis lecture de la recette.
- Phonologie : /θ/ et les formes faibles.
Text 3: Mia's Thanksgiving
Hi, I'm Mia and I live in New York. Thanksgiving is on the fourth Thursday of November. It's my favourite holiday! In the morning, we watch the Macy's Parade on TV, with giant balloons floating between the skyscrapers.
In the afternoon, my whole family arrives: my grandparents, my aunts, my cousins. There are usually about twenty people! We eat turkey with stuffing, mashed potatoes, sweet potatoes and cranberry sauce. For dessert, there is always pumpkin pie. Before the meal, everybody says what they are thankful for. This year, I'm thankful for my new baby brother!
Questions
A recipe : pumpkin pie (the easy way)
You need: some pastry, 400 grams of pumpkin purée, 2 eggs, 150 grams of sugar, a little cinnamon and 200 millilitres of cream.
Put the pastry in a pie dish. Mix the pumpkin, the eggs, the sugar, the cinnamon and the cream. Pour the mixture onto the pastry. Bake it for 45 minutes. Don't eat it hot: wait until it is cold!
Find the verbs in the imperative and two expressions of quantity.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
Lesson 4: Juneteenth, a new holiday
Objective: Discover another holiday from American history; should / shouldn't; prepare the final task.
Déroulé de la séance Prof
- Lecture du texte, questions.
- Grammaire : should / shouldn't.
- Préparation de l'article de blog avec la colonne « Je vérifie ».
Text 4: Juneteenth
On the 19th of June 1865, soldiers arrived in Galveston, Texas, with important news: the Civil War was over and all enslaved people were free. In Texas, many people didn't know about it before that day!
Since then, African American families have celebrated this day, called "Juneteenth" (June + nineteenth). They have picnics and barbecues, they listen to music and they read the history of their ancestors. In 2021, Juneteenth became a national holiday in the United States.
Questions
- What happened on the 19th of June 1865?
- Where did it happen?
- Where does the name "Juneteenth" come from?
- How do people celebrate it?
- When did it become a national holiday?
- Soldiers announced that the war was over and that enslaved people were free.
- In Galveston, Texas.
- June + nineteenth.
- With picnics, barbecues, music and history.
- In 2021.
Grammar: should / shouldn't
Give two pieces of advice to a French student who is spending Thanksgiving in an American family.
Final task
Write a blog post (about 80 words): "Our celebration meal". Describe a real or imaginary family celebration.
- Say what the celebration is and when it is.
- Say who comes and what you eat, with much, many, some, a lot of.
- Tell one memory in the past: Last year, …
- Say what you are thankful for.
- Give one piece of advice to your readers with should.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
The tests
Three steps: a mid-unit quiz, a listening, reading and language test, a written final task.
Before the test: where am I?
For each sentence, tick what is true for you today. If you tick “Not yet”, read the lesson again or ask for help before the test.
| I can… | Not yet | Getting there | I can do it |
|---|---|---|---|
| J'emploie much, many, some, a lot of. | |||
| I can tell a historical event in the past. | |||
| I can understand two points of view on the same story. | |||
| I can give advice with should. | |||
| I can write a short blog post. |
Test 1: mid-unit quiz (out of 10)
Quick test
- Much or many? How … people? How … sauce? There aren't … potatoes.
- When did the Mayflower arrive in America?
- Who helped the Pilgrims? How?
- Why do some Native Americans call Thanksgiving a "Day of Mourning"?
- Preterite: sail, build, help, have.
- many ; much ; many.
- In 1620.
- Squanto (Tisquantum) ; he showed them how to grow corn.
- Because after 1621 their people died and lost their land.
- sailed, built, helped, had.
Test 2: listening, reading and language (out of 20)
Part 1 : Listening (6 points)
Good morning, America! It's Thanksgiving Day and here we are in New York for the Macy's Thanksgiving Day Parade. The first parade was in 1924. Today, more than three million people are watching in the streets, and millions more on TV. Look at the sky: here come the giant balloons! Some are as tall as a five-floor building. And at the end of the parade, as always, Santa Claus arrives. That means Christmas is coming!
- Where is the parade?
- When was the first parade?
- How many people are watching in the streets?
- How tall are some balloons?
- Who arrives at the end? What does it mean?
Part 2 : Reading (6 points)
Did you know that Canada has a Thanksgiving too? Canadian Thanksgiving is on the second Monday of October, more than a month before the American one. Why earlier? Because in Canada, which is further north, the harvest finishes earlier. Canadians also eat turkey and pumpkin pie, but many families have a quieter day, without parades. Some people go for a walk in the forests, which are red and orange in October.
- When is Canadian Thanksgiving?
- Why is it earlier than in the USA?
- What do Canadians eat?
- Give one difference with the American Thanksgiving.
- What colour are the forests in October?
Part 3 : Grammar (8 points)
- Much / many / a lot of: There are … balloons. There isn't … time.
- Preterite: The first parade (be) in 1924. The Pilgrims (eat) with the Wampanoag.
- Comparative: Canada / far north / the USA.
- Give two pieces of advice to a tourist at the parade with should / shouldn't.
- In New York.
- In 1924.
- More than three million.
- As tall as a five-floor building.
- Santa Claus (1 pt) : Christmas is coming (1 pt).
- On the second Monday of October.
- Because Canada is further north (1 pt) and the harvest finishes earlier (1 pt).
- Turkey and pumpkin pie.
- It's quieter, there are no parades ; it's in October.
- Red and orange.
- many (ou a lot of) ; much.
- was ; ate.
- Canada is further north than the USA.
- Exemple : You should arrive early. You shouldn't stand in the street.
Marking grid: test 2
| Skill | Points | A1+ atteint si | A2 atteint si |
|---|---|---|---|
| Listening | 6 | 3/6 | 5/6 |
| Reading | 6 | 3/6 | 5/6 |
| Language: quantifieurs, prétérit, comparatif, should | 8 | 4/8 | 6/8 |
Adapted test 2 (out of 20) DYS
- New York
- 1924
- Santa Claus
- the second Monday of October
- the harvest finishes earlier
- red and orange
- many
- much
- ate
- should
2 points for each correct answer, out of 20. Under 10: not yet secure; 10 to 15: good; 16 and above: very good.
Adapted writing or speaking test:
- Write 40 words instead of 80.
- Use the starters: For [holiday], we eat… / My … comes… / Last year, … / I'm thankful for…
- Word bank: turkey, pie, cake, family, cousins, presents, delicious.
- Spelling is only marked in the « Forme » criterion.
The grid stays the same, with only the points asked; your mark is worked out on those points, then out of 20.
Test 3: final task, l'article de blog (out of 20)
| Criterion | Not yet | A1+ | A2 |
|---|---|---|---|
| Content: celebration, guests, meal, memory, thanks, advice (6 points) | 0 to 2 | 3 to 4 | 5 to 6 |
| Quantifieurs (3 points) | 0 | 1 to 2 | 3 |
| Past forms in the memory (3 points) | 0 | 1 to 2 | 3 |
| Should (2 points) | 0 | 1 | 2 |
| Vocabulary of food and celebrations (3 points) | 0 | 1 to 2 | 3 |
| Layout: titre, environ 80 mots, ponctuation (3 points) | 0 | 1 to 2 | 3 |
Join the Club!
What can students learn outside the classroom?
About the unit
Axe et objets d'étude : Axe 4, École et loisirs : les clubs à l'école ; découvrir des formes scolaires inhabituelles. Lien avec l'axe 1 : les yearbooks.
Fiche d'identité Prof
Niveau visé : A1+ / A2. Durée : 4 séances, plus les évaluations. Période : janvier et février.
Repères linguistiques : présent simple et présent be + -ing ; les adverbes de fréquence ; les superlatifs (« most likely to ») ; l'expression de l'opinion ; les connecteurs (but, however, because).
Phonologie : l'intonation montante et descendante des questions.
Tâche finale : créer un club et le présenter à la classe pour convaincre des membres (expression orale, environ une minute, avec une affiche).
Le parcours
Lesson 1: Chaos in the classroom
Objective: Describe a scene with be + -ing; give rules with should.
Déroulé de la séance Prof
- Projection du tableau de Jan Steen : « Is it a good class? »
- Description collective, lecture du texte.
- Jeu : chaque élève choisit un enfant du tableau et dit ce qu'il fait ; la classe le retrouve.
The painting
The Village School
Jan Steen, vers 1670. Huile sur toile, National Gallery of Ireland, Dublin.
Voir le tableauText 1: What a mess!
This is a school in the Netherlands, more than three hundred and fifty years ago. The teacher is sitting at his desk, but he isn't teaching. He is sharpening his pen. A little boy is crying because the teacher punished him.
Behind them, the other students aren't working. Some children are laughing, a boy is sleeping on his book, and another one is climbing on a table. A girl is the only one who is reading. In the background, an old woman is trying to calm everybody down. What a mess!
Questions
- Where and when is this school?
- What is the teacher doing?
- Why is the little boy crying?
- What are the other students doing? Give three actions.
- Write two rules for this class with should and shouldn't.
- In the Netherlands, more than 350 years ago.
- He is sharpening his pen.
- Because the teacher punished him.
- Laughing, sleeping, climbing on a table, reading.
- Exemple : The students should listen. They shouldn't climb on the tables.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
Lesson 2: After-school clubs
Objective: Talk about your activities; present simple and adverbs of frequency.
Déroulé de la séance Prof
- Écoute des trois témoignages.
- Tableau à compléter : name, club, day, activities.
- Grammaire : adverbes de fréquence ; pair work « How often do you…? »
Text 2: Three students, three clubs
Noah: I'm in the robotics club. We meet every Tuesday after school. We build little robots and we program them on a computer. Next month, we are going to take part in a national competition!
Grace: I always go to the drama club on Fridays. We play games, we improvise and we rehearse a play. At the end of the year, we perform it in front of the parents. I'm sometimes nervous, but I love it.
Ethan: I'm in the eco club. We meet on Wednesday lunchtimes. We usually work in the school garden, and we recycle paper and plastic. I never miss a meeting because I want to protect the planet.
Complete the table
Grammar: how often?
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
Lesson 3: The yearbook
Objective: Discover the yearbook; use the superlative.
Déroulé de la séance Prof
- Lecture du texte sur les yearbooks.
- Les « superlatives » : Most likely to…
- Atelier : la page de yearbook de la classe (seulement des titres positifs, votés avec bienveillance).
Point de vigilance : les titres doivent valoriser chaque élève. On peut aussi les attribuer à des personnages célèbres plutôt qu'aux élèves.
Text 3: What is a yearbook?
In American high schools, at the end of the year, every student gets a yearbook. It's a big book with the photos of all the students, the teachers, the clubs and the sports teams. Friends write funny messages in each other's yearbooks.
One famous page is called "Senior Superlatives". The students vote for the "Best Smile", the "Most Likely to Become Famous", the "Funniest Student" or the "Most Creative". It's a way to celebrate everyone's talents.
Questions
- What is in a yearbook?
- What do friends write in it?
- What are "Senior Superlatives"? Give two examples.
- Is there a yearbook at your school? Would you like one? You can answer in French.
- Photos of the students, teachers, clubs and teams.
- Funny messages.
- Titles that students vote for: Best Smile, Most Likely to Become Famous, Funniest Student, Most Creative.
- Réponse libre.
Grammar: the superlative
Mid-unit quiz (end of Lesson 3) Prof
Le sujet et sa correction se trouvent dans l'onglet « Évaluations ».
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
Lesson 4: Create your club!
Objective: Prepare and present the final task.
Déroulé de la séance Prof
- Lecture du modèle.
- En binôme : inventer un club, faire l'affiche.
- Préparation de la présentation, entraînement avec la colonne « Je vérifie », passage.
- Vote de la classe : quel club rejoindrais-tu ?
A model pitch
Hello everyone! Do you like animals? Then join the Pet Rescue Club! We meet every Thursday at lunchtime in room 14. We usually help at the animal shelter near the school, and we sometimes organise a cake sale to buy food for the dogs and cats. Last year, we found homes for twelve cats! In my opinion, it's the most useful club in the school. You should come: it's fun, it's free and the animals need you!
Final task
Create a new club for your school. Make a poster and present your club to the class to convince new members (about one minute).
- Name of the club, day, time and place.
- What you usually do (present simple, frequency adverbs).
- A project for the future (going to).
- A superlative: the most…, the best…
- Convince: You should… / Join us!
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
The tests
Three steps: a mid-unit quiz, a listening, reading and language test, a spoken final task.
Before the test: where am I?
For each sentence, tick what is true for you today. If you tick “Not yet”, read the lesson again or ask for help before the test.
| I can… | Not yet | Getting there | I can do it |
|---|---|---|---|
| I can talk about my activities with adverbs of frequency. | |||
| I can tell the present simple and be + -ing apart. | |||
| J'emploie le superlatif. | |||
| I can give my opinion with a linking word. | |||
| I can present a club and convince people. |
Test 1: mid-unit quiz (out of 10)
Quick test
- Put in the right order: usually / we / in the garden / work. I / late / am / never.
- Translate into English: toujours, parfois, souvent, jamais.
- What is a yearbook?
- Superlative: creative, funny.
- Describe what two students are doing in Jan Steen's painting.
- We usually work in the garden. I am never late.
- always, sometimes, often, never.
- A book with photos of the students, teachers and clubs, given at the end of the year.
- the most creative ; the funniest.
- Exemple : A boy is sleeping. A girl is reading.
Test 2: listening, reading and language (out of 20)
Part 1 : Listening (6 points)
Hi, I'm Zara. I'm in the chess club at my school in Manchester. We meet twice a week, on Mondays and Thursdays. Our teacher, Mr Patel, is the best chess player in the city! I usually win against my friends, but I sometimes lose against the older students. In March, we are going to travel to London for a big tournament. I'm a bit scared but very excited!
- What club is Zara in?
- When do they meet?
- Who is Mr Patel?
- Does Zara always win?
- What is going to happen in March?
Part 2 : Reading (6 points)
At some primary schools in Britain, children have lessons in the woods! They are called "Forest Schools". Once a week, the students put on their boots and waterproof coats and go outside, even when it's raining. They build shelters with branches, they light small fires with an adult, they observe insects and they learn to use tools. The idea comes from Denmark. Teachers say that children become more confident and more independent.
- Where do students have lessons in a Forest School?
- How often do they go?
- What do they do? Give two activities.
- Which country does the idea come from?
- What do teachers say about it?
Part 3 : Grammar (8 points)
- Present simple or be + -ing: Look! The children (build) a shelter. They (go) to the forest every Friday.
- Place the adverb: They go outside (always). It is cold (often).
- Superlative: Mr Patel is (good) player in the city. It's (exciting) day of the year.
- Give your opinion about Forest Schools with a connector (because, but).
- The chess club.
- Twice a week, on Mondays and Thursdays.
- Their teacher, the best chess player in the city.
- No, she sometimes loses against older students.
- They are going to travel to London for a tournament.
- In the woods.
- Once a week.
- Two parmi : build shelters, light fires, observe insects, use tools.
- Denmark.
- Children become more confident and independent.
- are building ; go.
- They always go outside. It is often cold.
- the best ; the most exciting.
- Exemple : I think it's a great idea because children learn outside, but it can be cold.
Marking grid: test 2
| Skill | Points | A1+ atteint si | A2 atteint si |
|---|---|---|---|
| Listening | 6 | 3/6 | 5/6 |
| Reading | 6 | 3/6 | 5/6 |
| Language: présents, adverbes, superlatif, opinion | 8 | 4/8 | 6/8 |
Adapted test 2 (out of 20) DYS
- chess club
- Mondays and Thursdays
- the best chess player in the city
- travel to London
- in the woods
- once a week
- Denmark
- are building
- They always go outside.
- the best
2 points for each correct answer, out of 20. Under 10: not yet secure; 10 to 15: good; 16 and above: very good.
Adapted writing or speaking test:
- Speak for 30 seconds instead of one minute.
- Keep your poster in front of you with 5 key words.
- Starters: Join the … club! / We meet on… / We usually… / You should come because…
- You can present with a partner.
The grid stays the same, with only the points asked; your mark is worked out on those points, then out of 20.
Test 3: final task, présenter son club (out of 20)
| Criterion | Not yet | A1+ | A2 |
|---|---|---|---|
| Content: nom, horaires, activités, projet, argument (6 points) | 0 to 2 | 3 to 4 | 5 to 6 |
| Present simple and adverbs of frequency (3 points) | 0 | 1 to 2 | 3 |
| Going to et superlatif (3 points) | 0 | 1 to 2 | 3 |
| Convaincre : should, questions au public (3 points) | 0 | 1 to 2 | 3 |
| Pronunciation and intonation (3 points) | 0 | 1 to 2 | 3 |
| Aisance et affiche (2 points) | 0 | 1 | 2 |
The Real Chocolate Factory
How did a real chocolate village inspire an imaginary factory?
About the unit
Axe et objets d'étude : Axe 3, Le réel et l'imaginaire : mondes réels, mondes rêvés, de la cité idéale de la famille Cadbury à l'imaginaire de Roald Dahl ; rêveries initiatiques (naviguer avec Mark Twain).
Fiche d'identité Prof
Niveau visé : A1+ / A2. Durée : 4 séances, plus les évaluations. Période : mars et avril.
Repères linguistiques : le futur avec will et be going to ; l'hypothèse (If you eat…, you'll…) ; le prétérit ; I would love to.
Phonologie : les formes contractées (I'll, it'll, won't) ; voyelles longues et courtes (sweet / bit).
Tâche finale : inventer une confiserie et écrire la publicité de sa future usine (expression écrite, environ 80 mots).
Les œuvres de Roald Dahl sont évoquées sans être reproduites : on peut lire en classe un extrait de Charlie and the Chocolate Factory dans l'édition de l'établissement.
Le parcours
Lesson 1: An imaginary world
Objective: Describe an imaginary painting; give an opinion.
Déroulé de la séance Prof
- Projection du tableau de Richard Dadd : « What can you see? Is it real? »
- Lecture du texte, questions.
- Expression de l'opinion : I think it's… because…
The painting
The Fairy Feller's Master-Stroke
Richard Dadd, 1855-1864. Huile sur toile, Tate Britain, Londres.
Voir le tableauText 1: A tiny world in the grass
At first, you only see grass, daisies and hazelnuts. But look closer! Dozens of tiny people are hiding between the flowers: fairies, a king and a queen, soldiers, musicians and old men with long beards.
In the middle, a man is holding an axe above his head. He is going to break a hazelnut in two. Everybody is waiting and watching. What will happen when the nut breaks? Nobody knows!
The painter worked on this picture for nine years. He painted every detail with a tiny brush. In my opinion, it is strange, magical and a little scary.
Questions
- What do you see at first?
- Who is hiding between the flowers? Give three examples.
- What is the man in the middle going to do?
- How long did the painter work on this picture?
- What is your opinion? Use I think… because…
- Grass, daisies and hazelnuts.
- Fairies, a king, a queen, soldiers, musicians, old men.
- He is going to break a hazelnut with an axe.
- Nine years.
- Exemple : I think it's fascinating because there are lots of tiny details.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
Lesson 2: Bournville, a dream village
Objective: Understand the story of a real ideal village; the past.
Déroulé de la séance Prof
- Situer Birmingham sur une carte.
- Écoute puis lecture du texte.
- Comparaison : la vie d'un ouvrier en ville / à Bournville.
Text 2: The Cadbury brothers
In the 19th century, the cities of England were dirty and crowded. Factory workers lived in small, dark houses, and many children were ill. George and Richard Cadbury made chocolate in the centre of Birmingham, but they had a dream.
In 1879, they moved their factory to the countryside, south of the city. They called the place Bournville. Then, George Cadbury built a whole village for the workers: houses with gardens and fruit trees, parks, schools, a swimming pool and sports fields. The rent was cheap, and the workers could breathe fresh air.
Today, Bournville is still there, and you can visit Cadbury World, a chocolate museum next to the factory.
True or false?
Grammar: the preterite (revision)
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
Lesson 3: The boy who tested chocolate
Objective: Understand how real life feeds imagination; if sentences.
Déroulé de la séance Prof
- Lecture du texte sur Roald Dahl.
- Questions, puis lien entre Bournville et l'usine imaginaire de Willy Wonka.
- Grammaire : If + présent, will + verbe.
Text 3: Roald Dahl at Repton
Roald Dahl was born in Wales in 1916. His parents were from Norway. When he was a teenager, he went to a boarding school called Repton.
Every term, the Cadbury company sent boxes of new chocolate bars to the students. Each box had twelve bars inside, and the boys tested them and gave them marks. Young Roald loved it! He dreamt that one day, he would work in a chocolate factory and invent a fantastic new bar.
Many years later, in 1964, he wrote Charlie and the Chocolate Factory, the story of a poor boy who wins a visit to the most amazing chocolate factory in the world.
Questions
- Where was Roald Dahl born? Where were his parents from?
- What did Cadbury send to Repton?
- What did the students do with the chocolate?
- What was Roald's dream?
- How did this real experience become a story?
- In Wales. From Norway.
- Boxes of new chocolate bars.
- They tested them and gave them marks.
- To work in a chocolate factory and invent a new bar.
- He used his memories to imagine Willy Wonka's factory in Charlie and the Chocolate Factory (1964).
Grammar: If…, you'll…
Mid-unit quiz (end of Lesson 3) Prof
Le sujet et sa correction se trouvent dans l'onglet « Évaluations ».
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
Lesson 4: Invent your sweet!
Objective: Talk about plans with will and going to; prepare the final task.
Déroulé de la séance Prof
- Grammaire : will et going to.
- En groupe : inventer une confiserie extraordinaire.
- Écriture de la publicité, relecture avec la colonne « Je vérifie ».
Grammar: will or going to?
A model advert
Are you tired? Are you bored? Try the Moonbar! It's a chocolate bar with a heart of blue caramel that glows in the dark. If you eat one, you'll feel as light as an astronaut! Next year, we are going to open a factory on a hill near Bordeaux, with a garden of chocolate trees. Visitors will travel in a glass lift. Come and taste the future!
Final task
Invent a new sweet and write the advert for your future factory (about 80 words).
- Name and describe your sweet: shape, colour, taste.
- Say what will happen if people eat it: If you eat…, you'll…
- Present your factory project with going to.
- Make a promise with will.
- Use a comparative or a superlative to convince.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
The tests
Three steps: a mid-unit quiz, a listening, reading and language test, a written final task.
Before the test: where am I?
For each sentence, tick what is true for you today. If you tick “Not yet”, read the lesson again or ask for help before the test.
| I can… | Not yet | Getting there | I can do it |
|---|---|---|---|
| I can understand the story of Bournville and Roald Dahl. | |||
| J'emploie will et going to. | |||
| J'emploie If…, you'll… | |||
| I can tell a story in the past. | |||
| I can write an advert. |
Test 1: mid-unit quiz (out of 10)
Quick test
- Why did the Cadbury brothers build Bournville? Give two reasons.
- Who was Roald Dahl? What did he do at Repton?
- Preterite: build, make, send, write.
- Complete: If you (eat) too much, you (be) sick.
- Translate into English: Je vais ouvrir une usine. Tu vas adorer !
- Cities were dirty and crowded ; workers lived in dark houses ; children were ill.
- A British writer, author of Charlie and the Chocolate Factory ; he tested Cadbury chocolate bars.
- built, made, sent, wrote.
- eat ; will be (you'll be).
- I'm going to open a factory. You'll love it!
Test 2: listening, reading and language (out of 20)
Part 1 : Listening (6 points)
Welcome to Cadbury World! Today, you are going to discover the story of chocolate. First, you will travel back in time to meet the Aztecs. They drank chocolate as a cold, spicy drink. Then, you will see how we make our famous bars. And at the end of the visit, you will get free chocolate! Please don't touch the machines, and remember: if you lose your group, go to the gift shop.
- Where are the visitors?
- Who will they meet first?
- How did the Aztecs drink chocolate?
- What will they get at the end?
- What should you do if you lose your group?
Part 2 : Reading (6 points)
Samuel Clemens grew up in a small town on the Mississippi River in the 1840s. As a boy, he watched the big steamboats every day and dreamt of becoming a pilot. When he was twenty-two, his dream came true: he steered steamboats on the great river. Sailors measured the depth of the water and shouted "Mark twain!", which meant the water was deep enough. Later, Samuel became a writer and chose that cry as his pen name: Mark Twain. In his novels, Tom Sawyer and Huckleberry Finn have wonderful adventures on the river of his childhood.
- Where did Samuel Clemens grow up?
- What was his childhood dream? Did it come true?
- What did "mark twain" mean?
- Who are Tom Sawyer and Huckleberry Finn?
- Like Roald Dahl, how did Mark Twain use his real life?
Part 3 : Grammar (8 points)
- Preterite: He (grow up) on the Mississippi. He (choose) a pen name.
- If-clause: If you (visit) the Mississippi, you (see) steamboats.
- Going to: write one project for your summer holidays.
- Will: write one prediction about chocolate in the future.
- At Cadbury World.
- The Aztecs.
- As a cold (1 pt), spicy drink (1 pt).
- Free chocolate.
- Go to the gift shop.
- In a small town on the Mississippi River.
- To become a steamboat pilot (1 pt) ; yes, at twenty-two (1 pt).
- That the water was deep enough.
- Characters (heroes) of his novels.
- He used his childhood on the river to write his novels.
- grew up ; chose.
- visit ; will see.
- Exemple : I'm going to visit my cousins.
- Exemple : Chocolate will be healthy one day.
Marking grid: test 2
| Skill | Points | A1+ atteint si | A2 atteint si |
|---|---|---|---|
| Listening | 6 | 3/6 | 5/6 |
| Reading | 6 | 3/6 | 5/6 |
| Language: prétérit, if, going to, will | 8 | 4/8 | 6/8 |
Adapted test 2 (out of 20) DYS
- Cadbury World
- the Aztecs
- cold and spicy
- free chocolate
- Mississippi
- a steamboat pilot
- the water was deep enough
- chose
- will see
- am going to
2 points for each correct answer, out of 20. Under 10: not yet secure; 10 to 15: good; 16 and above: very good.
Adapted writing or speaking test:
- Write 40 words instead of 80.
- Starters: My sweet is called… / It is… / If you eat it, you'll… / Next year, we are going to…
- Word bank: sweet, crunchy, colourful, delicious, magic, factory, glass lift.
- A drawing of the sweet can replace the description.
The grid stays the same, with only the points asked; your mark is worked out on those points, then out of 20.
Test 3: final task, the advert (out of 20)
| Criterion | Not yet | A1+ | A2 |
|---|---|---|---|
| Content: the sweet is described, the factory is presented (5 points) | 0 to 1 | 2 to 3 | 4 to 5 |
| If…, you'll… (3 points) | 0 | 1 to 2 | 3 |
| Going to and will used correctly (4 points) | 0 to 1 | 2 to 3 | 4 |
| Comparatif ou superlatif (2 points) | 0 | 1 | 2 |
| Vocabulary: goût, couleur, forme (3 points) | 0 | 1 to 2 | 3 |
| Advert style: questions, exclamations, about 80 words (3 points) | 0 | 1 to 2 | 3 |
Four Nations, One Trip
From north to south: one kingdom, many identities?
About the unit
Axes et objets d'étude : Axe 6, Le Royaume-Uni : du Nord au Sud, un Royaume-Uni aux multiples identités ; découvrir le patrimoine britannique grâce au National Trust ; la BBC. Axe 2 : rythmes de vie, les moyens de déplacement.
Fiche d'identité Prof
Niveau visé : A1+ / A2. Durée : 4 séances, plus les évaluations. Période : mai et juin.
Repères linguistiques : comparatifs et superlatifs ; going to ; should / could ; le discours indirect simple (She said that…) ; les connecteurs.
Phonologie : les schémas intonatifs ; voyelles longues et courtes.
Tâche finale : en binôme, préparer et présenter un voyage dans les quatre nations du Royaume-Uni (interaction orale, environ deux minutes).
Le parcours
Lesson 1: Four nations
Objectif : connaître les quatre nations, leurs capitales, leurs symboles.
Déroulé de la séance Prof
- Projection du tableau de Constable : « Where is it? Is it typical? »
- Carte muette du Royaume-Uni à compléter.
- Lecture du texte, tableau des nations.
- Le drapeau : quelles croix le composent ?
The painting
The Hay Wain
John Constable, 1821. Oil on canvas, National Gallery, London. The Suffolk countryside, which became the very image of rural England.
Voir le tableauText 1: One kingdom, four nations
The United Kingdom is made of four nations: England, Scotland, Wales and Northern Ireland. England is the biggest and its capital is London, which is also the capital of the whole country. The capital of Scotland is Edinburgh, the capital of Wales is Cardiff and the capital of Northern Ireland is Belfast.
Each nation has its own patron saint and national day: Saint George for England on the 23rd of April, Saint Andrew for Scotland on the 30th of November, Saint David for Wales on the 1st of March and Saint Patrick for Ireland on the 17th of March.
The British flag, the Union Jack, mixes the crosses of Saint George, Saint Andrew and Saint Patrick. Wales is not on it: the Welsh have their own flag with a red dragon!
Complete
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
Lesson 2: Getting around
Objective: Compare means of transport; comparatives and superlatives.
Déroulé de la séance Prof
- Lecture du tableau des trajets.
- Écoute du dialogue à la gare.
- Pair work : « What's the fastest way to go to Edinburgh? »
Travelling from London
| To | By train | By coach | By plane |
|---|---|---|---|
| Edinburgh | about 4 h 30 | about 9 h | about 1 h 20 |
| Cardiff | about 2 h | about 3 h 30 | no flight |
| Belfast | train + ferry, about 9 h | coach + ferry, about 12 h | about 1 h 20 |
Times are approximate, for the exercise.
Text 2: At King's Cross station
Tom: Hello, I'd like a ticket to Edinburgh, please.
Clerk: Single or return?
Tom: Return, please. Is the train faster than the coach?
Clerk: Much faster! The train takes about four and a half hours. The coach is cheaper, but it takes twice as long.
Tom: And what's the most beautiful part of the journey?
Clerk: Near Berwick, the train runs along the sea. You should sit on the right!
Grammar: comparing
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
Lesson 3: Auntie BBC and the National Trust
Objective: Discover two British institutions; simple reported speech.
Déroulé de la séance Prof
- Lecture des deux textes en groupes, puis échange d'informations.
- Grammaire : He said that… / She told us that…
Text 3a: The BBC
The BBC, the British Broadcasting Corporation, started in 1922. It is a public service: most British households pay a licence fee to watch TV, and there are no adverts on BBC channels. The British sometimes call it "Auntie", because for a hundred years it has been in every living room, like a member of the family. Every day, millions of people listen to BBC radio and watch the BBC weather forecast.
Text 3b: The National Trust
The National Trust is a charity created in 1895 to protect beautiful places in England, Wales and Northern Ireland. Today, it looks after hundreds of castles, old houses and gardens, and hundreds of kilometres of coastline. It has millions of members. On a sunny Sunday, a British family could visit a castle, have a picnic in its gardens and walk along the cliffs.
Questions
- When did the BBC start? Why is it special?
- Why is it called "Auntie"?
- When was the National Trust created? What does it protect?
- What could a family do on a sunny Sunday?
- In 1922. It is a public service with no adverts, paid by a licence fee.
- Because it has been in every living room for a hundred years, like a member of the family.
- In 1895. Castles, old houses, gardens and coastline.
- Visit a castle, have a picnic, walk along the cliffs.
Grammar: reported speech
Mid-unit quiz (end of Lesson 3) Prof
Le sujet et sa correction se trouvent dans l'onglet « Évaluations ».
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
Lesson 4: Plan your UK trip
Objective: Prepare and present a trip in pairs.
Déroulé de la séance Prof
- Lecture du modèle de dialogue.
- En binôme : choix de l'itinéraire, des transports, des visites.
- Répétition avec la colonne « Je vérifie », puis présentation.
A model dialogue
Lina: So, where are we going to start?
Hugo: In London, of course! We could visit the BBC and the National Portrait Gallery.
Lina: Then we're going to take the train to Cardiff. It's faster than the coach.
Hugo: Good idea. After that, I'd love to see Edinburgh Castle. Should we fly?
Lina: No, the train is more beautiful: it runs along the sea! And we'll finish in Belfast for Saint Patrick's Day.
Final task
With a partner, plan a trip through the four nations and present it as a dialogue (about two minutes).
- Visit the four capitals.
- Choose your transport and compare it (faster, cheaper, the most…).
- Say what you are going to visit in each nation.
- Make suggestions: We could… / We should… / I'd love to…
- Ask and answer questions: take turns!
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
My end-of-lesson weather check
Take two minutes for yourself. Your answers stay private: they are only kept on this device, the page sends nothing and nobody else can see them. If you want, you can show them to your teacher.
The tests
Three steps: a mid-unit quiz, a listening, reading and language test, a spoken final task with a partner.
Before the test: where am I?
For each sentence, tick what is true for you today. If you tick “Not yet”, read the lesson again or ask for help before the test.
| I can… | Not yet | Getting there | I can do it |
|---|---|---|---|
| I know the four nations, their capitals and their symbols. | |||
| I can compare means of transport. | |||
| I can report what someone said. | |||
| I can make suggestions (could, should). | |||
| I can talk with a partner to plan a trip. |
Test 1: mid-unit quiz (out of 10)
Quick test
- Name the four nations and their capitals.
- Which crosses are on the Union Jack?
- Superlative: fast, cheap.
- When did the BBC start? Why is it called "Auntie"?
- England, London ; Scotland, Edinburgh ; Wales, Cardiff ; Northern Ireland, Belfast.
- The crosses of Saint George, Saint Andrew and Saint Patrick.
- the fastest ; the cheapest.
- In 1922 ; because it is like a member of the family.
Test 2: listening, reading and language (out of 20)
Part 1 : Listening (6 points)
And now, the weather for tomorrow. In Scotland, it's going to be cold and windy, with snow on the mountains. In Northern Ireland, there will be some rain in the morning, but it will be sunny in the afternoon. In Wales, it's going to be cloudy. And in the south of England, it will be the warmest place in the country, with nineteen degrees in London. Have a lovely evening!
- What will the weather be like in Scotland?
- When will it rain in Northern Ireland?
- What about Wales?
- Where will it be the warmest? What temperature?
Part 2 : Reading (6 points)
In the north of England, near the border with Scotland, you can walk along Hadrian's Wall. The Roman emperor Hadrian ordered his soldiers to build it in the year 122. It was about 117 kilometres long, from one coast to the other. It protected the Roman province from the tribes of the north. Today, it is a World Heritage Site. Many people walk the whole wall in about a week, and they sleep in small guest houses on the way.
- Where is Hadrian's Wall?
- Who built it? When?
- How long was it?
- Why did the Romans build it?
- How long does it take to walk the whole wall?
Part 3 : Grammar (8 points)
- Compare: Scotland / cold / England. London / warm / place in the UK.
- Reported speech: "It is going to snow," said the presenter. The presenter said that…
- Going to: write one thing you are going to do at Hadrian's Wall.
- Suggestion: give two ideas for a UK trip with We could / We should.
- Cold and windy (1 pt), with snow on the mountains (1 pt).
- In the morning.
- It's going to be cloudy.
- In the south of England, in London (1 pt), nineteen degrees (1 pt).
- In the north of England, near the border with Scotland.
- The Roman soldiers, on the orders of Hadrian (1 pt), in 122 (1 pt).
- About 117 kilometres.
- To protect the Roman province from the tribes of the north.
- About a week.
- Scotland is colder than England. London is the warmest place in the UK.
- The presenter said that it was going to snow.
- Exemple : I'm going to walk along the wall.
- Exemple : We could visit Cardiff. We should take the train.
Marking grid: test 2
| Skill | Points | A1+ atteint si | A2 atteint si |
|---|---|---|---|
| Listening | 6 | 3/6 | 5/6 |
| Reading | 6 | 3/6 | 5/6 |
| Language: comparer, discours indirect, going to, suggestions | 8 | 4/8 | 6/8 |
Adapted test 2 (out of 20) DYS
- cold and windy
- in the morning
- the south of England
- 19 degrees
- the north of England
- 122
- 117 km
- colder
- was going to
- could
2 points for each correct answer, out of 20. Under 10: not yet secure; 10 to 15: good; 16 and above: very good.
Adapted writing or speaking test:
- Present a trip to two capitals instead of four.
- You can read from a card with key words.
- Starters: First, we are going to… / Then, we could… / The train is faster than…
- Your partner can help you: it's a dialogue!
The grid stays the same, with only the points asked; your mark is worked out on those points, then out of 20.
Test 3: final task, planning a trip in pairs (out of 20)
| Criterion | Not yet | A1+ | A2 |
|---|---|---|---|
| Content: quatre capitales, transports, visites (5 points) | 0 to 1 | 2 to 3 | 4 to 5 |
| Interaction: questions, answers, both partners speak (5 points) | 0 to 1 | 2 to 3 | 4 to 5 |
| Language: comparatifs, going to, could / should (5 points) | 0 to 1 | 2 to 3 | 4 to 5 |
| Culture : symboles, institutions, lieux (3 points) | 0 | 1 to 2 | 3 |
| Pronunciation and intonation (2 points) | 0 | 1 | 2 |