Minimalism

Class : TL / LVO	Séquence :  Double-sided idea of progress
Name :  Julie
Date : Thursday May 23rd

 

Lesson :   Minimalism: living out of the remains of civilization		Doc :
Time of the clocks has been disrupted. It is a post-apocalyptic (chaotic/ dystopic) environment. The world has been turned into wilderness (a no man’s land/ a barren land/ a waste land). Human beings have become wanderers (hobos/ vagrants) because civilization has gone back to a state of nature and mankind has become cannibalistic. The world has been moving backward to a stone age. The world has become sterile (unfertile) as illustrated by the negations in the text. It is a godless world. Life has become minimal because human beings live out of the remains of civilization.

 

Item 1 :	Item 2 :	Item 3 :	Autre :
Sterile Unfertile A waste land A barren land A no man’s land State of nature The stone age wilderness	Hobos Vagrants wanderers	Chaotic Dystopic Post-apocalyptic Godless Disrupted Ashes Murk dark	To move forward To move backward The remains The leftovers

 

STRUCTURE :		Valeur :
Nouveauté :	Has + V-ed	Present-perfect
Rebrassage :
Jalon :
Ex :	The time of the clocks has been disrupted
Ex :	Human beings have become wanderers

 

PHONOLOGIE :

Auxiliaire forme faible Phonème -ed

 

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

Cormac Mc Carthy’s dystopic vision of the future

Class :  TL / LVO	Séquence :  Double-sided idea of progress : from utopia to dystopia
Name :  Teacher
Date :  Tuesday May 21st

 

Lesson  : Utopia versus dystopia	CE	Doc :   “The Road” by Cormac Mc Carthy
Cormac Mc Carthy anticipates (envisions / foreshadows) a world which will be devastated (shall be shattered / shall be ransacked) by natural disasters because humanity has been over-consuming and over-producing for decades of industrialization. Human beings shall be homeless (vagrants / wanderers / hobos) like the lonely Jews in the Bible lost in the desert. In the text they are lost in the wilderness as symbolized by the dark wood. It is dark because it is twilight. The characters are between wake and sleep. The night is an escape from the wilderness because in the cave they are in a safe place and they can dream.   The dream symbolizes life because there is light and water in the father’s dream. It is an escape from the dystopic (chaotic) world they are trapped in. As in Plato’s myth of the cave, they build their own utopic representation of the world.   They are on the road because the notion of space and time are disrupted. The time of the clocks doesn’t exist because time is an endless repetition of nights and days and seasons. Time is rythmed by nature because human beings are in the wilderness. They have to escape danger because civilization has become cannibalistic and the world is a no man’s land (a waste land / a barren land). Life is reduced to minimalism. Even words have become minimal between the father and son because this is the end of civilization.

 

Item 1 :	Item 2 :	Item 3 :	Autre :
Twilight Wake Sleep Dark Wilderness The wood A waste land A barren land A no man’s land	Cannibalistic Cannibals carnivorous	To dream Utopic Dystopic endless	A hobo A wanderer A vagrant To wander homeless

 

STRUCTURE :		Valeur :
Nouveauté :
Rebrassage :	Have been + V-ing Have to + V	Present-perfect Obligation
Jalon :

 

PHONOLOGIE :

Auxiliaire forme faible Phoneme -ed

 

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

 

Post-apocalyptic world

Class :  TL / LVO	Séquence :  Double-sided idea of progress : from utopia to dystopia
Name : Séphora
Date : Monday May 20th

 

Lesson: Comac Mc Carthy’s “road”: a post- apocalyptic world…	CAV	Doc : Trailer “The Road”
In his anticipation novel, “The Road”, Cormac Mc Carthy describes the world in the future. It will be destroyed (shall be damaged / is fated to be devastated / is doomed to be ransacked) by hurricanes, tsunamis, floods and natural disasters because human beings don’t take care of the planet. They have been consuming more and more since the industrial revolution. Natural disasters are like a revenge of the planet because human beings have been producing more and more and they have been destroying the planet.   In the novel, Comac Mc Carthy foreshadows (foresees / forecasts / envisions / anticipates) the future from now. It is not science- fiction, it is inescapable (unavoidable). The planet has turned into a no man’s land (a waste land / a barren land). Human beings have become vagrants (hobos / wanderers) like the lonely jews of the Bible lost in the desert and wandering for food. The world has turned into a wilderness with no civilization. Human beings have to wake. They have to move and hide from predators because other humans are cannibals.   The title is “the Road” because they have to be on the road in a constant state of wake. They have to be on the look-out for danger. The father and son are on the road because they believe in a utopic world. Cities have been erased from the maps and they survive on the remains of civilization. But if they move, they stay alive.

 

Item 1 :	Item 2 :	Item 3 :	Autre :
Anticipation novel Science fiction To anticipate To envision To foreshadow To forecast To foresee Inescapable Inevitable unavoidable	To survive To wake To hide To be on the look-out Hobos Wanderers vagrants to wander Danger Predators Animals cannibals	A waste land A barren land A no man’s land Sterile Unfertile	Post apocalyptic Chaotic Dystopic Destroyed Ransacked Damaged devastated

 

STRUCTURE :		Valeur :
Nouveauté :	Have to + V	Obligation
Rebrassage :	Shall + BV Will + BV To be fated to + V To be doomed to + V Have been + V-ing	Futur Future Expression de la fatalité Expression de la fatalité Present-perfect
Jalon :
Ex :	Human beings have to hide
Ex :	They have to be on a constant state of wake

 

PHONOLOGIE :

Auxiliaire forme faible

 

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

NASA conference

Class : TL / LVO	Séquence :  Double-sided idea of progress : from utopia to dystopia
Name :  Teacher
Date :  Thursday May 16th

 

News / warm up :  Double-sided progress that leads on to life improvement  and destruction			CAV	Doc :  Trailer “An inconvenient truth” by Al Gore
The planet shall die. The planet shall be destroyed (shall be ransacked / shall be devastated) because of natural disasters. Human beings have been polluting and destroying the planet since the industrial revolution because of mass-production and mass-consumption. Progress leads to the destruction of the planet and politicians should face their responsibility.
Lesson :  Teamwork : NASA conference		CAV	Doc :  video “Chrystil Johnson’s interview”
Team 1 : NASA’s contribution to people’s life	Team 2 : Dr Chrystil Johnson’s career		Team 3 : Why teaching science ?
–          NASA is a federal agency and they can’t advertize to sensitize the people. –          They have very small budget. Their budget represents 1% of the US budget. –          She chose to invest on research that can save people’s life. –          She invested in new technologies to avoid car accidents.	–          She was a high school student. –          She made an internship as a life-guard. –          She studied physics and laser technologies. –          She became an engineer and designed laser technologies. –          She is the head of the department of investments and research at NASA.		–          There is no space school in the US to teach kids. –          There is only 1 school in Australia to teach kids about space. –          She says that everyone can understand if they ask questions. –          Teaching is important because we have to understand the world not to destroy it

 

 

Item 1 :	Item 2 :	Item 3 :	Autre :
New technologies Science Research An engineer Laser technology An internship To study Investments Budget To invest To advertize To sensitize people To warn people	Mass-consumption Consumer society Mass production	To destroy To devastate To damage To ransack Natural disasters Floods Tornadoes Earth quakes Seisms tsunamis

 

STRUCTURE :		Valeur :
Nouveauté :	Shall + BV	Futur
Rebrassage :	Should / shouldn’t + BV Have been + V-ing It is fated to + V It is doomed to + V	Conseil Present perfect Expression de la fatalité Expression de la fatalité
Jalon :
Ex :	The planet shall be damaged by natural disasters
Ex :	Human beings shall destroy the planet

 

PHONOLOGIE :

Auxiliaire forme faible Phonème -ed

 

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

Global warming and collapsology

Class :  TL / LVO	Séquence :  Progression versus regression
Name : Séphora
Date :  Monday May 13th

 

Lesson : Human betrayal : mass-production and mass consumption		Doc :   Video about Global Warming
“An inconvenient truth” is a film by Al Gore about the destruction (the collapse) of the planet and natural disasters like tsunamis, floods, earth quakes (seisms), hurricanes (tornados). Buildings have been collapsing (have been falling) because of earth quakes. Floods have been destroying (have been devastating) the planet. Global warming has been provoking the destruction of the planet. 2005 was the hottest year because temperatures have been growing up (have been increasing) since the industrial revolution and mass-production. The planet has been unsettled by global warming and pollution. There will (shall) be natural disasters in the future. It is inescapable (inevitable / unavoidable).

 

Item 1 :	Item 2 :	Item 3 :	Autre :
Tsunamis Floods Hurricane Tornados Earthquakes Seisms Natural disaster To destroy To collapse To fall	Gloabal warming Pollution Industrial revolution Mass-production	Inescapable Unavoidable Inevitable	Unsettled Unbalanced Damaged Devastated destroyed

 

STRUCTURE :		Valeur :
Nouveauté :	Have been + V-ing	Present-perfect
Rebrassage :	Shall + BV Will + BV	futur
Jalon :
Ex :	Human beings have been destroying the planet
Ex :	Mass-consumption has been polluting the world

 

PHONOLOGIE :

Auxiliaire forme faible

 

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

British identity or multiculturalism

Class :  TL / LVO	Séquence :  Multicultural spaces and exchanges
Name :  Assimine
Date :  Thursday May 9th

 

Lesson :   British identity or multiculturalism	CAV	Doc :  Video “British identity” by Identity Britannia
It is a video from identity Britannia, an organization claiming for a national identity. They want immigrants to be British and to fit in (get integrated / adapted to) their society. Immigrants have to tailor to British culture because they are not accepted and they are secluded in their community and marginalized. They want British to be a landlocked (isolated) nation. They question diversity (pluri-ethnicity / multiculturalism) and set up diversity barriers as a way to exclude immigration and target the BAME communities. There is a rise of islamophobia.   The video presents London in a subjective (biased) way because they target Islam and Muslim people. They use Arabic calligraphy and the Muslim prayer. It targets the BAME communities (Black Asian Minority Ethnic population / non-white). The word “BAME” was coined in the 70’s when Black people protested for Black power. Today it represents non-white people and immigrants.   Being British means having documents (papers / the ID / the citizenship / nationality) and being born in Britain for immigrants. It is easy for immigrants to get integrated because Britain is a pluri-ethnic (multicultural) country. They think they don’t have to fit in and adapt British culture. Immigrants think they should embrace multiculturalism and be themselves whereas rightist (nationalist / chauvinistic) people oppose diversity and claim for a British identity.

 

Item 1 :	Item 2 :	Item 3 :	Autre :
To adapt To fit In to tailor To get integrated To assimilate	Diversity Pluri-ethnicity Pluri-ethnic multicultural BAME communities Muslim prayer Arabic islamophobia	Documents Papers ID Citizenship nationality	Rightist Far right wing Chauvinistic nationalist

 

STRUCTURE :		Valeur :
Nouveauté :
Rebrassage :	Should / shouldn’t + BV Don’t have to + V Have to + V	Conseil Non obligation Obligation
Jalon :

 

PHONOLOGIE :

Should Auxiliaire forme faible Phonème -ed

 

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

Multiculturalism in Europe and in the USA

Class :  TL / LVO	Séquence :  Multicultural spaces and exchanges
Name :  Teacher
Date :  Tuesday May 7th

 

News / warm up :  Multiculturalism in the USa and in Europe : a failure ?		CE		Doc :  Washington post “Multiculturalism in Europe and in the USA
America is a nation of immigrants but in the USA immigrants don’t have the same socio-economic status. Minorities are designated racially and ethnically and they have been secluded (have been marginalized / have been segregated / have been rejected) since the first massive waves of immigration from Europe, China and Japan in the 19th century because immigrants fled poverty.   Since Obama’s reelection in 2012, immigrants have had more rights with the DREAM Act and the DACA agreements. Immigrants don’t have to adapt (to tailor) to America’s mainstream culture because of the free speech clause that guarantees freedom of speech and freedom of faith. There is no national identity in America unlike in Europe because it is a nation of immigrants.
Team work : Multiculturalism in Europe		CE	Doc : Doc :  Washington post “Multiculturalism in Europe and in the USA
Multiculturalism in Europe	Ethnicity and diversity in Europe	A failure ?
-Very few indigenous people in Europe -Landlocked nations (The Basques, The Catalans) are stranded and they are chauvinistic – Europe has been an immigration continent because of immigration from the former colonies in the post-war period – Diverse ethnic minorities	– Diversity has increased because of post-war immigration – European states deal differently with minority groups – In France the building of the national identity is very important	-Multiculturalism is a failure for Merkel, Cameron (Britain’s Prime Minister) and Sarkozy because of the concept of the national identity -immigration is perceived as a danger to the national identity and to social cohesion -confusion between multiculturalism and immigration – The rise of nationalism has encouraged islamophobia and xenophobic views

 

Item 1 :	Item 2 :	Item 3 :	Autre :
Landlocked nations Stranded Isolated Marginalized secluded	Ethnic minorities Ethnicity Diversity Multiculturalism Minority groups BAME communities Xenophobia Islamophobia Xenophobic Chauvinistic nationalism	To adapt To tailor	Free speech clause Freedom of speech Freedom of faith

 

STRUCTURE :		Valeur :
Nouveauté :	Have + V-ed	Present-perfect
Rebrassage :	Have to + V Don’t have to + V	Obligation Non obligation
Jalon :	Since	Point de départ
Ex :	Since Obama’s reelection immigrants have had more rights
Ex :	Minorities have been rejected since the first waves of immigration

 

PHONOLOGIE :

Auxiliaire forme faible Phonème -ed

 

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

Extra-homework : Finaliser conducteur radio

Multiculturalism in the USA

Class :  TL / LVO	Séquence :  Multicultural spaces and exchanges
Name :  Teacher
Date :   Monday May 6th

 

Team work : Multiculturalism in the USA			CE		Doc :   “Crossed views over multiculturalism in Europe and in the USA” from Washington Post
Team 1 : multiculturalism	Team 2 : Diversity and pluri-ethnicity	Team 3 : A failure ?
–          The USA is a country of immigration. –          Wave of immigration after WW2 –          Immigrants from Europe fled poverty –          19th century immigration from China and Japan –          Ethnies are defined by their racial belonging	–          Minorities are designated ethnically and racially –          The different ethnic groups don’t have the same history of immigration –          They don’t have the same socio-economic status –          2.1% of Japonese-Americans are unemployed and 6 % of Asian-Americans are jobless	–          Obama’s reelection as a reminder of the value of the  USA as a nation of immigrants –          He opened a path for undocumented immigrants with the DREAM Act and the DACA agreements
Lesson :  Multiculturalism : A failure in the USA ?			CE	Doc :  :   “Crossed views over multiculturalism in Europe and in the USA” from Washington Post
It is about multiculturalism in the USA. America is a nation of immigrants and people from different origin (ethnicity), culture and faith (religion) have to live together. They have to mix and they have to get integrated because America is a melting-pot. But they don’t have to tailor (to adapt to) the mainstream culture because it is a salad-bowl. They have to assimilate but they are allowed to respect (are allowed to follow / are allowed to abide by) their native culture.   It creates communitarianism because people are split (are cut off / are cast away / are secluded) from each other. It creates division, but Obama’s reelection reasserted the value of America as a nation of immigrants. Moreover he opened a path for undocumented immigrants with the DREAM Act.   But minorities don’t have the same socio-economic status because they don’t have the same history of immigration and they are designated racially. Muslims have been put aside (have been cast away / have been marginalized) since September 11th. People are scared of (are frightened by) radical Islamism. There is a rise of islamophobia in the USA.

 

Item 1 :	Item 2 :	Item 3 :	Autre :
Islamophobia Fear Frightened Afraid scared	To get integrated To assimilate To tailor To adapt	Division Communitarianism Communities Split Divided Separated Segregated Stranded Excluded Secluded Marginalized Cast away Put aside Cut off from	Religion Faith Ethnicity Pluri-ethnic Racially ethnically

 

STRUCTURE :		Valeur :
Nouveauté :	Have + V-ed	Present-perfect
Rebrassage :	Have to + V Don’t have to + V To be allowed to + V	Obligation Non obligation Permission
Jalon :
Ex :	Muslims have been put aside
Ex :	Muslims have been marginalized because of the fear of radical islamism

 

PHONOLOGIE :

Auxiliaire forme faible Phonème -ed

 

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

Extra-homework :  Finaliser conducteur radio

space and exchanges

Class : TL / LVO	Séquence :  Multicultural spaces and exchanges
Name :  Assimine
Date : Thursday April 11th

 

Fiche de synthèse : Space and exchanges	EE / EO	Doc :  Fiche de synthèse
II – Multicultural Exchanges   1.       Multiculturalism and colonial exchanges   a)      Doctrine of multiculturalism in Britain ð  People should respect and acknowledge each other’s differences ð  Different people from different cultures, origins (ethnicities) and religion (faith).   b)      Britain is a salad bowl ð  Mix (compound) and hybridization of different cultures, ethnicities and faiths (Doc. Article Washington Post “Multiculturalism in Britain” + Video. “Multicultural Britain”   c)       Citizenship ð  Doc. Iconographic. “Citizenship” + Article Washington Post “Multiculturalism in the USA” + “Multiculturalism in France” ð  In France, immigrants have to abide to secularism and France built a strong national identity whereas in the USA they neglected the building of a national identity.   2.       National Cohesion and national identity   a)      Federalism in the USA ð  Doc. Washington Post “ Multiculturalism USA” ð  America is split (is divided) because each state is allowed to pass its own rules (laws) Obama’s election brought back cohesion but raised the question of the national identity   b)      National cohesion and discrimination è Doc. Washington Post -> France, Britain, USA è In the USA the free speech clause facilitates multiculturalism but it encourages division and communtarianism è The USA is nation of immigrants Immigration is viewed as a threat to national cohesion è Only 26% of people think multiculturalism makes France better. è Muslim people face discrimination (job discrimination) and they make a large proportion of the prison population è Muslim people feel singled out (secluded / marginalized / cast away / rejected) by the revisions of secular rules (2013 Charte de laicité)   c)       Failure of multiculturalism and communitarianism in Britain è Doc. Washington Post “Multiculturalism in Britain” è Prime Minister Cameron said multiculturalism was a failure because communities are segregated (are secluded) the one from the other. è Immigrants from the BAME communities (non-white) tend to accept low paid jobs and it lowers the wages and it brings pressure on public services. è They have negative views on Islam. è Multiculturalism is a failure because exchanges are still based on white supremacy (domination) and it creates division and discrimination (xenophobia).       3.       Rise of Nationalism   a)      Rise of islamophobia è Muslim ban in the USA.   b)      Rise of nationalism è Chauvinism and patriotism in Britain.   c)       Neo-colonialism è Building of a Frenchness that would include instead of excluding ethnic minorities.

 

Item 1 :	Item 2 :	Item 3 :	Autre :
Faith Religion Ethnicity Roots origin BAME communities Communitarianism Muslim ban Frenchness Secularism secular	Split Divided Segregated Excluded Marginalized Singled out Secluded Cut off from Cast away Put aside	Discriminated Stereotyped Stigmatized Islamophobia Xenophobia Patriotism Chauvinism nationalism	Public services Low paid jobs To lower wages To put pressure on

 

STRUCTURE :		Valeur :
Nouveauté :
Rebrassage :	Be + V-ed + by Whereas Have + V-ed Should + BV Have to + V	Voix passive Opposition Present perfect Conseil Obligation
Jalon :
Ex :
Ex :

 

PHONOLOGIE :

Phonème -ism

 

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

Extra-homework :  Teamwork > préparation conducteur radio

From colonial spaces to multicultural exchanges

Class : TL / LVO	Séquence : Multicultural spaces and exchanges
Name : Séphora
Date : Tuesday April 9th

 

Fiche de synthèse : colonial spaces and immigration exchanges	EE / EO		Doc :  Fiche de synthèse
As an introduction, I will focus on the notion of space and exchanges. I will question the causes and consequences of multicultural exchanges.   Is there reciprocity in the exchanges between the dominators and the dominated? To what extent are exchanges based on disparities (inequalities) between the dominators and the dominated? Can we really talk of exchanges?   In the first past, I will talk about the spaces where the British Empire established it colonial domination. Then in the second part, I will talk about the consequences of decolonization and immigration exchanges.
Plan détaillé :		Doc :
Intro:  Space and Exchanges   Topic  ->  From colonial spaces to immigration exchanges ->  Multiculturalism   Problem?  -> Exchanges?   Plan : 1. Colonial domination 2. Decolonization and immigration(multicultural)   A)     Colonial space and exchanges   1.       Cultural domination : a.       In India > Film « Gandhi » > Gandhi’s autobiography b.      In South-Africa > Apartheid > Mandela’s commitment > Soweto uprising c.       In Nigeria > Biafra > Fela Kuti’s pan African dream   2.       Economic dominated : a.       In India > The Salt March b.      In South Africa > Land division > The Umuzi c.       In Nigeria > Biafra >Fela Kuti’s protest     3.       Political domination a.       In India > Paradox of British Empire’s domination b.      In South-Africa > apartheid c.       In Nigeria > Fela Kuti’s fight for Black power   Ø  Dominator / dominated relationship   II. Decolonization and multicultural exchanges a.       Cultural exchanges b.      Economic exchanges c.       Political exchanges   Ø  Exchanges based on disparities

 

Item 1 :	Item 2 :	Item 3 :	Autre :
Islamophobia Xenophobic Nationalism Discrimination Singled out Marginalized Excluded Stranded secluded Communitarianism Communities Split Divided federalism	Colonization Colonizers Settlers Colonized Dominated Overshadowed Controlled Ruled Submitted Subjugated Subdued Exploited Enslaved Obedient Dutiful Law-abiding To follow To comply with To abide by	Public services To boost the economy To bring pressure To put jobs at risk Parental rights Free speech clause	Multiculturalism Diversity Open-minded Broad-minded Tolerant To undermine culture To enrich culture National identity National cohesion Divided Split Torn Political opinion faith

 

STRUCTURE :		Valeur :
Nouveauté :
Rebrassage :	Should + BV Whereas Unlike It is forbidden to + V It is prohibited to + V It is not allowed to + V Used to + BV Be > was / were V-ed / didn’t + BV Be + V-ed + by	Conseil Opposition Opposition Interdiction Interdiction Interdiction Passé révolu Passé Passé Voix passive
Jalon :
Ex :
Ex :

 

PHONOLOGIE :

Should Auxiliaire forme faible Phoneme -ed

 

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
Extra-homework :  Finaliser part 2 fiche de synthèse
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