Séance 1: Anticipation, mise en place du contexte et d'une partie du lexique, aperception de l'un des concepts centraux du chapitre.
1) Description d'images / Emission d'hypothèses
The first image is a map of Texas. Texas is one of the 50 states which form the USA. The biggest or most famous cities in Texas are Houston, Dallas or San Antonio, yet the capital city of this state is Austin. (voir comment ils connaissent ces villes, afin de faire appel au vécu de chacun...)
The second image (Image number 2) shows a rifle and more precisely a sniper. Lexique des armes (à feu) en partant de l'archilexeme pour aller vers le plus précis: arm, weapon / firearm / gun / rifle / (shotgun) / sniper.
The third image shows a black car, a limousine. It is a presidential car. It may have been the preisdent's car in the 60s or 70s. It may have been president Kennedy's car (the president / president Kennedy)
We are probably / certainly /going to study the assassination / the murder / the killing of president Kennedy.
2) Vérification des hypothèses / compréhension orale (l'un des deux)
autre document (pour la culture personnelle, car c'est un document célèbre : http://www.youtube.com/watch?v=4CjWbemTNcw
Compréhension du Document:
Two women were talking about a product, a jacket with zippers, when suddenly a man interrupted the TV show to announce President Kennedy had been shot.
He said: "President Kennedy has been shot..." and "there was blood".
So, now we know that we are going to study JFK's assassination. Maybe we are going to investigate this case (this murder) in order to discover who killed JFK, when, and why.
Distribution du premier texte.
Séance 2: Compréhension Ecrite / Expression Orale
I. Pre-reading
Type of document / Origin. + Imagine the topic
II. Global Understanding
Remplissage de la grille afin de bien repérer les différentes personnes mentionnées dans le texte.
III. Going into details
1) JFK was sitting next to his wife Jackie at the back of the car. Governor Connally was sitting next to his. And at the front, there was the driver and an agent of the Secret Services. (The secret services are in charge of the protection of the president / The Federal Bureau of Investigation is a police which is in charge of investigating in the U.S.A whereas the Central Intelligence Agency / is in charge of the other countries / investigates abroad) - précision afin que les élèves ne se méprennent pas sur le rôle des Secret Services. According to one of the witnesses the three shots came / were fired from the right rear. Pause assez rapidde sur: La femme de Kennedy / sa femme / la sienne Puis, retrouver comment dire mon ami / le mien / ton frère / le tien / son mari / le sien ...
2) "The identity of the assassin or the assassins was not immediately known but a young man was taken into custody" /was arrested/was put under arrest." "... Authorities believed the fatal shots were fired by a white man..."
"The murder weapon was reported to be a 30-30 calibre rifle" "The rifle ... was found near the corner window of the building from which the shots were fired" "Three empty cartridges cases were on the floor"
Pause Réflexive:
a) A quelle forme verbale sont les éléments en gras? Pourquoi?Il s'agit du passif. Le passif correspond à une mise en avant d'un élément de la phrase... Ben oui, ce dont on parle dans une phrase, c'est le sujet. Donc, si l'on veut donner de l'importance à un élément de la phrase, on le met en position sujet...
Si je dis: "Someone shot the president", le président n'est pas l'élément important de la phrase. Donc, si je veux mettre l'accent sur le président (qui, disons-le au passage n'est pas celui qui fait l'action, alors je vais dire: _____________________.
b) Donc, comment ça marche, le passif?
Sujet + Be (conjugué au temps ou à la forme souhaitée) + p.p. (+ complément d'agent introduit par by)
3) President Kennedy "went to Dallas yesterday at the start of an intensive political tour" -> He was campaining for his re-election". Dallas was not a safe place; indeed it was considered the centre of Conservatism (Kennedy was a liberal / Democrat) and in October a U.S. ambassador had been spat upon by a heckler and hit by another. / Obtenir Had been en faisant référence à l'idée que l'on transpose au passé le passage de l'article. Faire référence à la notion de passé dans le passé déjà aperçue dans une séquence précédente.
Ici, une pause culturelle s'impose sur le 'système politique Américain' / l'opposition entre Républicains (Conservateurs) et les Démocrates (plus Libéraux) avec une possible comparaison avec le système Français. Appel à l'actualité pour voir si les élèves connaissent les candidats Démocrates et le candidat favorit chez les Républicains et s'ils savent de quel parti Mr Bush est un membre. Enfin, afin de bien faire comprendre ce que les plus Conservateurs / Extrémistes lui reprochaient
Devoirs à la maison: lesson + read the article again and finish the worksheet + Turn into the passive form: "The Americans had elected JFK in 1960 and someone killed him in 1963", "I will punish you!", "Someone told me that you still loved me"
Séance 3
- Reprise du cours précédent
- Correction des DMs avec une réflexion sur la dernière phrase: la traduction du ON par un passif et l'emploi du passif avec des verbes à double argument tel que tell, send, lend, ... (verbes d'échanges / de communication...)
- Synthèse des DMs et fin de la compréhension écrite: "the president and Mrs Kennedy were looking at a dog ... when the gunfire came" "He was waving when the first shot hit him..."
Pause Réflexive: Was / Were + V-ing
Le pendant de BE + V-ing mais dans le passé. On place le sujet à l'intérieur de l'action, mais au passé. Souvent utilisé avec une autre action en V-ed qui vient l'interrompre ou qui survient au cours de la précédente. Le classique: "Elle prenait une douche quand il la poignarda."
Comment ça marche: Affirmation: S + Was / Were + V-ing + C Négation: S + Wasn't / Weren't + V-ing + C Question: (Wh) + Was / Were + S + V-ing (+C)?
4) The Aftermaths of the killing
JFK's body was... / Governor Connally... / Lyndon Baynes Johnson...
Article 2: Arrested Man Lived in Russia Lecture de l'article afin de répondre à:
- Name / Age / Occupation of the 'Arrested Man' - Circumstances of the arrestation - Reasons why he was a good suspect
Lee Harvey Oswald, aged 24, was arrested in ..., by... after he had killed officer J. Tippit (In fact, Tippit had been killed on the street, not in the theatre. And first, Oswald was only suspected of this murder.)
He was the ideal suspect because he worked in the building from which the shots were fired. Furthermore he was a communist, was married with a Russian and had lived in Russia. He was therefore an Un-American (amener ce concept une fois que les élèves auront expliqué un peu la guerre froide...). Finally, he was certainly a sharpshooter / an excellent sniper / because he had been a Marine.
So, to sum everything up:
Diffusion de l'image suivante qui présente l'assassinat de JFK selon les conclusions officielles.
Write a paragraph to explain this scheme and to summarize what we know about what happened on Dealey Plaza:
Distribution de l'image suivante et description. (Ne pas coller!!!!!!!!)
Lee Harvey Oswald was assassinated. So, the case is closed! The murderer was murdered.
Devoirs à la Maison: Lesson + Find elements about Oswald's death (Day / Place / Murderer / Circumstances) and create a front page article to report this event in which you will also talk about Oswald's life... (Inventer un journal et faire une vraie mise en page en utilisant la photo. Il faudra le nom du journal, un headline, un sub-headline et un article d'environ 150 mots.)
Séance 4: Inverstigating the murder
- Ramassage des DMs
- Recap (au cours duquel il sera fait mention des "three bullets that were shot" + "the shots came from the Texas Schoolbook Depository which was backwards".)
- Description d'images / Expression Orale
Rediffusion au rétroprojecteur du schéma de Dealey Plaza avec repérage des différents éléments importants + lecture du court texte au dessus de l'image.
Rediffusion du film de Zapruder
1° Visionnage: Chronométrage entre le passage derrière le panneau (1er coup de feu) et le coup de feu fatal (3eme coup de feu)
Conclusions: Oswald shot three shots in 6 seconds. The first shot missed. The third shot made Kennedy's head explode / blew Kennedy's head off / was the lethal shot. So, one shot is remaining.
Diffusion au rétroprojecteur des deux images suivantes: (lexique du corps humain)
Konnaly was wounded in several parts of his body. One of his ribs was broken, his lung was perforated. Then, the bullet broke his right wrist and it finally hurt his left knee. Before hurting Connally, the bullet had been through kennedy's neck.
Les élèves devraient être étonnés... Leur montrer qu'avec une certaine position, cette hypothèse est envisageable.
Puis diffuser une version 'enhanced' du film de Zapruder avec les numéros des 'frames'. Faire une pause à l'image 224 du film et demander si selon eux il est possible que la même balle ait blessé JFK et Connally.
If Connally had been hurt by the same bullet as JFK, he wouldn't have been able to hold his hat in his right hand. / How could he hold his hat in his right hand with a broken wrist?
It seems unelikely that all these wounds were made by the same bullet. But the shots were fired in six seconds. So Oswald could only shoot three bullets. And if four bullets were shot, it means that there were more than one shooter...
Fin de l'exploitation du Zapruder Film / avec le schéma de Dealey Plaza sur le mur à côté
Watching the end of the film, do you think it is coherent with the plan / scheme / of the crime scene?
When Kennedy is hit by the last bullet, his head is projected backwards. It suggests that the lethal shot came from the front, yet Oswald shot from the back...
In fact, these are strange facts that led people to wonder whether Oswald was really JFK's murderer, let's see other ones.
http://www.youtube.com/watch?v=dJP_m5mv0IU
Circumstances:
People speaking:
Message + why is it interesting?
In this document, a man is talking to journalists. It's a press conference. The man is announcing president Kennedy's death. Showing his right temple, he says:
"It was a simple matter of a bullet right through the head."
He seems to say / to imply / to show / that the bullet came from the front.
DMs: leçon
Séance 5
Correction des Articles.
Reprise du cours précédent remplacée par une Compréhension Orale évaluée: (le document ne sera pas passé en entier car il est bien trop long. La première moitié sera exploitée (c'est déjà bien long!!) Le document sera écouté deux fois: une fois sans pause, une fois avec des pauses. Il sera expliqué ensuite aux élèves que s'ils ne savent pas expliquer ce qu'ils ont compris en langue cible, il leur est possible d'expliquer en français car cette évaluation ne tient pas compte de l'expression, mais seulement de la compréhension.
http://www.youtube.com/watch?v=4nCf3C7R8dg
Distribution d'une grille d'écoute permettant de rebrasser les blessures occasionnées par la balle magique, ce qu'il est advenu des deux autres et ce que certains spécialistes pensent de la dite balle.
Ramassage des travaux
Travail de groupe: Recherche sur le web.
If you accept the idea that there were several snipers on Dealey Plaza, you accept the idea of a plot. And, among the people who might have wanted to get rid of Kennedy, to kill Kennedy, it is possible to mention:
The mafia / Lyndon Baynes Johnson / the CIA / The FBI / Fidel Castro
Les élèves se répartissent par groupe. Chaque groupe prend un des suspects cités ci-dessus.
Deux consignes:
- Connexion with JFK / relationship with JFK
- Reason(s) why he / they might have wanted to get rid of JFK
- Do you think he / they did it? Justify.
Passage à l'oral (qui, si le temps fait défaut aura lieu à la séance suivante)
Séance 6: Passage à l'oral fiche de Révision
Séance 7: Devoir final
1 commentaire:
tres intiresno, merci
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