Gothic Fiction & The Art of Story Telling - Séquence 3ème-4ème @SelmiTransylEVIANia productions
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Gothic Fiction
&
The Art of Story Telling
Séquence 3ème-4ème
@SelmiTransylEVIANia productions
Niveau CECRL visé : A2+ B1
Rafika SELMI CLG les Rives du Léman, Evian
http://www.gilmant.fr/wordpress/?category_name=miss-selmo
rafika.selmi@ac-grenoble.fr
Les objectifs:
Linguistiques Méthodologie Culturel Citoyen
Lexical Grammaire Phonologie
-Lexique de -Prétérit -Le suspens -La lecture d’un -Le Mythe du
la peur, de simple et extrait littéraire vampire
l’angoisse, du preterit –ing -La
danger modulation de -Bram Stoker
(registre la voix: The art -Lire un texte -Coppola
littéraire) of story telling
-Les phrases -Utiliser un -Film
-Les complexes dictionnaire
vampires, bilingue et -Le Gothique
l’horreur, les -Structures unilingue
monstres contrastives :
(registre While -Résumer un texte
littéraire) en sélectionnant les
-Must informations les
-Les genres La valeur plus importantes.
littéraires épistémique et
(l’épistolaire, radicale. -L’utilisation de
le Gothic) l’outil
informatique.
-Donner son
avis
As for me
// To me // In
my opinion…
L’articula-
tion d’un
récit
Tâche finale1:
Ecrire et Raconter une histoire gothique.
Cette séquence a rencontré un grand succès auprès de mes élèves. Elle leur a permis de
travailler sur des supports authentiques et de travailler le genre Gothique.
Voici une vidéo du résultat final :
http://www.youtube.com/watch?feature=player_embedded&v=7DS9XoD7-Qk
http://www.gilmant.fr/wordpress/?category_name=miss-selmo
1
Détaillée et contextualisée dans les documents annexes.
Rafika SELMI CLG les Rives du Léman, Evian
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Séance1 - Introduction de la thématique Gothique & travail sur l’histoire de Frankenstein -
Activités langagières dominantes de la séance: Compréhension orale, écrite et expression orale.
Accueil des élèves dans le noir. Des lampes torches éclaireront la salle + musique
gothique.
Phase 1 :
- Anticipation de la thématique générale avec le mot « Gothic » inscrit au tableau.
What is “Gothic” for you?
(Selon la plupart des élèves, le gothique se résume à un style vestimentaire ou encore
musical. C’était ainsi l’occasion de leur montrer un autre aspect du « Gothique » tout en
réactivant le vocabulaire vu au cours d’une séquence portant sur Halloween).
Phase 2 :
Vidéo sur le Gothic + fiche de travail.
On aurait pu demander aux élèves de retrouver la définition du gothique, par eux-mêmes, au
travers d'extraits filmiques et romanciers que je projetais d’étudier avec eux, mais je voulais
leur donner un canevas de départ à partir duquel la définition allait être complexifiée.
Compréhension orale : Ma vidéo sur le Gothique2.
(Leur faire compléter la fiche sur les caractéristiques du gothique en leur donnant des
synonymes de certains mots inconnus tels que « gloom »).
1) Projection de la vidéo
2) Lecture de la fiche
3) Projection de la vidéo + fill in the document about « Gothic »
4) Correction
Phase 3 : Frankenstein
Jeu de piste : les élèves sont invités à se déplacer dans la classe, à courir pour reconstituer le
résumé de Frankenstein. Travaillant en îlot, les groupes sont naturellement constitués. (Leur
préciser qu’il y aura une récompense à la clé : des bonbons en forme d’araignée).
Sur leur table une enveloppe. Dans l’enveloppe leur annoncer le jeu et l’énigme.
Disposer des boîtes sur une table au fond de la salle dans lesquelles il y aura les morceaux du
résumé de l’histoire de Frankenstein. Sur chacune des boîtes, coller une image qui renverra à
un indice.
Effacer des lettres dans cette annonce qui, une fois retrouvées puis reconstituées, formeront
le premier mot / indice - indice qui aura un lien étroit avec l’une des images sur les boîtes.
Une fois l’indice identifié et relié à la boîte, les élèves peuvent l’ouvrir et prendre l’un des
morceaux du résumé. Sur ce même passage de ce résumé d’autres lettres auront été effacées.
Ces lettres formeront un mot renvoyant à une autre des images collées sur les boîtes etc…
(ceci garantira une première lecture plus ou moins active du résumé).
Phase 4 :
Une fois tous les extraits du résumé en leur possession, les élèves devront le remettre dans
l’ordre puis résumer à nouveau l’histoire avec leurs propres mots. Par la suite ils devront
identifier les différents endroits dans lesquels Frankenstein s’est rendu pour retracer son
itinéraire sur la carte. L’objectif étant de montrer aux élèves que Frankenstein est ancré en
Haute-Savoie.
(succès garanti !)
2
http://gilmant.fr/GOTHIC_selmi.wmv
Rafika SELMI CLG les Rives du Léman, Evian
http://www.gilmant.fr/wordpress/?category_name=miss-selmo
rafika.selmi@ac-grenoble.fr
Trace écrite :
Frankenstein is a story about a scientist who created a monster. The novel takes place in
Europe in Upper Savoy and in other places.
Homework : Leçon : Etre capable de parler du gothique + Etre capable de raconter
brièvement l’histoire de Frankenstein et d’expliquer l’itinéraire suivi par ce dernier en Haute-
Savoie.
What is the « Gothic » genre?
Watch the video on the Gothic genre and write down all the information you can for each
category.
The Gothic genre is a …………………………….. of …………………………… and
of……………………………….
The atmosphere:
The characters3:
The setting4:
/
3
Les personnages
4
Le décor, les lieux
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Résumé de Frankenstein
Frankenstein
Mary Shelley
The story of Frankenstein takes place in Europe in the 1790’s. It opens with the letters of
Captain Robert Walton to his sister. The letters tell the story of Victor Frankenstein and
his monster.
Walton decided to explore the North Pole where he met Frankenstein, lost and sick. He
rescued him. Frankenstein then told him his story.
Frankenstein describes his early life near the Leman Lake. He grew up in a Swiss family
with his adopted cousin Elizabeth and his friend Clerval. As he grew up, after reading a
book Agrippa Corneille near Thonon les bains 5, Frankenstein became obsessed with
bizarre theories about creating humans and he finally managed to create a monster.
Disgusted by the ugliness of the creature Frankenstein decided to run away from him.
The monster wandered like a vagabond near Geneva and finally realized he was rejected
by society. He observed a family and finally became educated. One day, because he wanted
to have a friend he kidnapped a little boy called William but he decided to kill him.
Frankenstein went back home for his little brother’s funeral which took place at the foot of
the Salève. He realized that the monster killed William. Walking in the Mont Blanc,
Frankenstein met with the monster who asked then his creator to create a female partner
for him but Frankenstein after starting his creation abandoned it.
Frankenstein’s decision not to create a female partner for the monster caused the death of
his father, of his wife Elizabeth and of Clerval. The revengeful monster killed them to
punish Frankenstein.
After telling his story, Frankenstein died on Walton’s expedition. The monster mourning
the death of his creator decides to commit suicide.
5
Mary Shelley, Frankenstein chapter 1 « When I was thirteen years of age, we all went on a party of pleasure to the
baths near Thonon ». Les “baths” auxquelles il fait allusion sont les thermes d’Evian qui rencontraient un grand
succès à ce moment-là. La carte postale ci-dessous révèle la configuration de la ville à l’époque et a permis à mes
élèves de s’ancrer dans la réalité du roman. Ils ont apprécié le fait que l’histoire de Frankenstein se soit en partie
déroulée dans la ville d’Evian, celle qu’ils voient tous les jours et qu’ils ont observée avec beaucoup d’égard et
d’attention depuis la salle de classe.
Rafika SELMI CLG les Rives du Léman, Evian
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rafika.selmi@ac-grenoble.fr
Frankenstein’s route from Geneva to Upper Savoy Read the summary on Frankenstein and trace on the map Frankenstein’s route from Switzerland to France. Rafika SELMI CLG les Rives du Léman, Evian http://www.gilmant.fr/wordpress/?category_name=miss-selmo rafika.selmi@ac-grenoble.fr
Rafika SELMI CLG les Rives du Léman, Evian http://www.gilmant.fr/wordpress/?category_name=miss-selmo rafika.selmi@ac-grenoble.fr
Séance 2 - Le Gothique à travers un extrait filmique6 et romancier (Frankenstein) -
Activités langagières dominantes de la séance : Compréhension orale, écrite et expression
orale.
Phase 1 : Appel // Warming up // Rebrassage// Correction : Gothic + Résumé de
Frankenstein
Phase 2 :
Extrait littéraire n°1
a) Anticipation : Projection de l’image de Frankenstein
Phase 3 :
b) Distribution de l’extrait tiré du chapitre 5
c) Méthodologie de la CE à laquelle ils sont habitués (Type of document ? Who is the
author? How many characters are there? Where are they? What time of the day is it?)
d) Lecture individuelle avec toolbox
e) Distribution de la BD - reprenant les éléments clés de l’extrait n° 1 (tiré du chapitre 5
et qui se concentre sur la création du monstre) - à remettre dans l’ordre.
Résumé de la scène (au prétérit).
What are the elements of Gothic in this extract? Highlight the elements referring to
Gothic, regarding the characters and the atmosphere. (Remplir le tableau7)
Productions attendues:
Physical description of Frankenstein’s creature “Catastrophe”, “creature”…
Atmosphere: anxiety, candle…
6
Mary Shelley, Frankenstein Chapter 5
7
Tableau (ci –après)permettant aux élèves de se construire une banque de données en vue de leur tâche finale.
Les élèves ont rajouté la rubrique “objects”.
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rafika.selmi@ac-grenoble.fr
Phase4 :
f) Projection d’un court extrait du film8 (celui qui équivaut à l’ouverture du chapitre 5).
en pointant aux élèves le personnage de Victor Frankenstein. (3 :25’ 7 :48)
Point out the differences between the movie and the text.
Productions attendues: In the movie Frankenstein seems not to be scared by the creature
but disappointed when he sees that he doesn’t come to life.
Phase 5:
Lecture/ écoute9 de l’extrait sur fond musical.
Lecture // imitation// prononciation
Trace écrite :
The document is an extract from Frankenstein written by Mary Shelley. It is taken from
chapter 5. It deals with/ it corresponds to the moment when Frankenstein creates his
monster.
On a dreary/ gloomy night of November Frankenstein assembled the body of his monster
and gave life to it. The creature was so ugly and repulsive that Frankenstein was horrified.
He hated him.
He says he is “a catastrophe”.
Homework :
Etre capable de parler de l’extrait (chapter 5) de Frankenstein.
8
http://www.youtube.com/watch?v=SNhbWP01NgQ
9
J’ai choisi d’enregistrer ma voix bien que je ne sois pas native. Outre la dimension phonologique très importante,
il s’agissait pour moi de montrer aux élèves la différence entre lire une histoire et raconter une histoire ainsi que
l’importance de capter l’attention de son auditoire en modulant sa voix.
http://www.youtube.com/watch?v=P4MBknmm1og
Rafika SELMI CLG les Rives du Léman, Evian
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rafika.selmi@ac-grenoble.fr
Frankenstein by Mary Shelley
Chapter 5
IT WAS on a dreary10 night of November that I beheld11 the accomplishment of my toils12.
With an anxiety that almost amounted to agony, collected the instruments of life around me,
[to] infuse a spark of being into the lifeless thing that lay at my feet13. It was already one in
the morning; the rain pattered14 dismally against the panes15, and my candle was nearly burnt
out, when, by the glimmer of the half-extinguished light, I saw the dull16 yellow eye of the
creature open; it breathed hard, and a convulsive motion17 agitated its limbs.
How can I describe my emotions at this catastrophe […]? His limbs18 were in proportion, and
I had selected his features as beautiful. Beautiful! -- Great God! His yellow skin scarcely19
covered the work of muscles and arteries beneath; his hair was of a lustrous black, and
flowing; his teeth of a pearly whiteness; but these luxuriances only formed a more horrid
contrast with his watery20 eyes […]
Oh! no mortal could support the horror of that countenance. […]
10
Dark, gloomy
11
To beheld: to see, to watch.
12
Hard work
13
Giving life to a dead body
14
The rain pattered : it was raining
15
Window
16
Pale
17
Movement
18
Limbs : legs
19
Hardly
20
Viscous
Rafika SELMI CLG les Rives du Léman, Evian
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rafika.selmi@ac-grenoble.frThe Art of Story-telling
1) Listen to the extract and highlight
- in green : the stressed words
- in yellow : the pauses
- in orange : the passages where the voice volume varies
IT WAS on a dreary night of November that I beheld the
accomplishment of my toils. With an anxiety that almost amounted to
agony, collected the instruments of life around me, [to] infuse a spark of
being into the lifeless thing that lay at my feet. It was already one in the
morning; the rain pattered dismally against the panes, and my candle
was nearly burnt out, when, by the glimmer of the half-extinguished
light, I saw the dull yellow eye of the creature open; it breathed hard,
and a convulsive motion agitated its limbs.
How can I describe my emotions at this catastrophe […]? His limbs
were in proportion, and I had selected his features as beautiful.
Beautiful! -- Great God! His yellow skin scarcely covered the work of
muscles and arteries beneath; his hair was of a lustrous black, and
flowing; his teeth of a pearly whiteness; but these luxuriances only
formed a more horrid contrast with his watery eyes […]
Oh! no mortal could support the horror of that countenance. […]
2) Read the text and imitate the voice on the recording
Rafika SELMI CLG les Rives du Léman, Evian
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rafika.selmi@ac-grenoble.frRead the extract taken from Frankenstein (chapter 5) and put the pictures in the correct order.
a) b)
c) d)
e)
Rafika SELMI CLG les Rives du Léman, Evian
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rafika.selmi@ac-grenoble.frGothic Vocabulary Worksheet Pick elements corresponding to each category in the different texts and fill in the table. Characters Places// Settings Atmosphere Important words Objects (rajouté par les élèves) --------------------- --------------------- Rafika SELMI CLG les Rives du Léman, Evian http://www.gilmant.fr/wordpress/?category_name=miss-selmo rafika.selmi@ac-grenoble.fr
Séance 3-Le folklore autour de la figure du vampire & les origines du personnage de Dracula-
Activités langagières dominantes de la séquence : Compréhension écrite
Phase 1 : Appel// Warming up// Reprise
Phase 2 : Distribution des textes sur Vlad Tepes et le folklore sur les vampires.
What can you say ? (Les élèves ont une méthodologie dans leur cahier qu’ils utilisent à chaque
fois qu’ils sont face à un texte : ils s’attardent dans un premier temps sur le paratexte et la
composition avant de se lancer dans une lecture plus approfondie).
Productions attendues : This document is a text on Vlad Tepes. It is about his life/ it is a
biography. It is composed of…
Phase 3:
Distribution des questions. Lecture individuelle puis en commun.
Compréhension écrite
Correction en commun
Phase 4 :
Distribution d’un texte à trous pour en faire une synthèse.
Trace écrite :
Vlad Tepes … Dracula& Vampires
Vlad Tepes patronymic was ________which means ____of the _________.
His father, Vlad II Dracul had to proctect ________________ in Eastern
Europe.
Vlad Tepes was called “the _______________” as a reference to his favourite
method of execution. Indeed, Vlad Tepes was known for his excessive cruelty.
Dracula means “ _________ ____ ____ _______________”.
Vlad Tepes inspired __________ ____________ for his epistolary21 novel
Dracula (1897)
Vampires in History
Blood is a symbol of __________. Vampires are seen as _______________.
The word vampire comes from _____________. Eastern Europeans believed that vampires
were __________________________________________________________________.
You can become a vampire if (give 3 elements)
________________________________________________________________
_________________________________________________________________
______________________________________________________________ _ .
21
A novel made of letters
Rafika SELMI CLG les Rives du Léman, Evian
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rafika.selmi@ac-grenoble.frCompréhension écrite
Vlad the Impaler22
Vlad III, Prince of Wallachia (1431–1476), was a member of the House of Drăculești, a branch
of the House of Basarab, also known by his patronymic name: Dracula. He was posthumously
called Vlad the Impaler (Romanian: Vlad Țepeș pronounced [ˈvlad ˈtsepeʃ]), and was a three-
time Voivode of Wallachia, ruling mainly from 1456 to 1462, the period of the incipient
Ottoman conquest of the Balkans. His father, Vlad II Dracul, was a member of the Order of the
Dragon, which was founded to protect Christianity in Eastern Europe.
Vlad III is revered as a hero in Bulgaria. A significant number of Bulgarian common folk and
remaining boyars (nobles) moved north of the Danube, recognized his leadership and became
part of Wallachia, following his raids on the Ottomans.
As the cognomen 'The Impaler' suggests, his practice of impaling his enemies is central to his
historical reputation. During his lifetime, his reputation for excessive cruelty spread abroad, to
Germany and elsewhere in Europe. The total number of his victims is estimated in the tens of
thousands. The name of the vampire Count Dracula in Bram Stoker's 1897 novel Dracula was
inspired by Vlad's patronymic.
His Romanian patronymic Dragwlya (or Dragkwlya) Dragulea, Dragolea, Drăculea is a
diminutive of the epithet Dracul carried by his father Vlad II , who in 1431 was inducted as a
member of the Order of the Dragon, a chivalric order founded by Sigismund of Hungary in 1408.
Dracula literally means "Son of the Dragon". In Modern Romanian, the word drac has adopted
the meaning of "devil" (the term for "dragon" now being balaur or dragon). This has led to
misinterpretations of Vlad's epithet as characterizing him as "devilish".
Vlad's cognomen Țepeș ("Impaler") hints at his favourite method of execution. It was attached to
his name posthumously, in ca. 1550.
Early life
Vlad was born in Sighișoara, Transylvania, in the Kingdom of Hungary (today part of Romania),
in the winter of 1431 to Vlad II Dracul, future voivode of Wallachia. Vlad's father was the son of
the celebrated Voivode Mircea the Elder.
Reputation for cruelty
Even during his lifetime, Vlad III Țepeș became famous as a tyrant taking sadistic pleasure in
torturing and killing. He is shown in crypto-portraits made during his lifetime in the role of cruel
rulers or executioners. After Vlad's death, his cruel deeds were reported with macabre gusto in
popular pamphlets in Germany, reprinted from the 1480s until the 1560s, and to a lesser extent in
Tsarist Russia.
Impalement was Vlad's preferred method of torture and execution. Several woodcuts from
German pamphlets of the late 15th and early 16th centuries show Vlad feasting in a forest of
stakes and their grisly burdens outside Brașov, while a nearby executioner cuts apart other
victims. It was reported that an invading Ottoman army turned back in fright when it
encountered thousands of rotting corpses on the banks of the Danube. It has also been said that in
1462 Mehmed II, the conqueror of Constantinople, a man noted for his own psychological
warfare tactics, returned to Constantinople after being sickened by the sight of 20,000 impaled
corpses outside Vlad's capital of Târgoviște.
22
https://en.wikipedia.org/wiki/Vlad_the_Impaler
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rafika.selmi@ac-grenoble.frVampires in History23
Life force: blood
A curse: une malédiction
To spread: étendre
23
Mac Donald Fiona & Celev Penko Dracula (Bram Stoker) Book House Brighton, p.42 2007
Rafika SELMI CLG les Rives du Léman, Evian
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rafika.selmi@ac-grenoble.frCompréhension écrite
Vlad Tepes
1) Vlad Tepes the third was the Prince of ……………………………..
2) What is the patronymic name of Vlad Tepes?
3) Who was his father? What mission did he have?
4) Why was Vlad Tepes the third called “the Impaler24 ”? What does “tepes” mean?
5) What other name did the patronymic of Vlad Tepes inspire?
6) What does “Dracula” mean?
7) When and when was Vlad Tepes born?
8) How was Vlad seen/ considered at the time?
9) What was Vlad’s favourite execution method of execution?
Vampires in History
1) Fresh blood is a symbol of………………………………………………………
2) How are vampires described according to the legends of different countries?
……………………………………………………………………………….......
3) Where does the modern word “vampire” come from?
4) What did Eastern Europeans believe on vampires?
5) What magical powers did they have?
6) What things can turn a human into a vampire?
24
L’empaleur
Rafika SELMI CLG les Rives du Léman, Evian
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rafika.selmi@ac-grenoble.frSéance 4 –Le personnage de Dracula et l’œuvre de Bram Stoker –
Activités langagières dominantes de la séance : Compréhension orale/ écrite et expression
écrite
Phase 1 :
Appel/ Warming up/ Rebrassage de Vlad tepes
Phase2 :
Distribution de la lettre de Dracula25
Leur laisser le temps de découvrir la lettre (de s’extasier)
Who is the author ? (Même si certains font le lien entre Vlad Tepes, beaucoup
d’élèves sont surpris d’apprendre qu’il s’agit de Dracula).
Pour s’assurer de la bonne compréhension du lien entre Vlad Tepes et Dracula
diffuser le début du film de Coppola en montrant Vlad Tepes au départ qui finalement
devient Dracula (selon Bram Stoker) (6 :00 7 :00)
What type of document is it?
Productions attendues:
The document is a letter to us by D… Dracula
Lecture/ écoute de la lettre : Jouer le film sans montrer les images, Dracula lit la lettre
(08:22 08 :54)
Phase3:
Highlight on the letter all the geographical places given. (London//The Carpathians//
the Borgo Pass).
Trace on the map the route indicated in the letter (by Dracula)
25
Mac Donald Fiona & Celev Penko Dracula (Bram Stoker) Book House Brighton, p.5, 2007
Lettre présentée sous forme de parchemin roulée et nouée d’un fil d’or (fil pour emballage cadeau).
Rafika SELMI CLG les Rives du Léman, Evian
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rafika.selmi@ac-grenoble.frPhase4 :
Jeu de piste Dracula : Reconstituer le résumé
Organisation du jeu de piste (similaire à celui de Frankenstein)
Disposer 5 enveloppes sur chacune d’entre elles des images.
Donner aux élèves questions/ énigmes qu’il faut résoudre(en groupe) (l’une après
l’autre). Je dois valider chaque indice et leur montrer ensuite une des images
correspondant à l’une des enveloppes pour qu’ils puissent par la suite piocher dans
ces enveloppes une partie du résumé. Une fois les 5 parties du résumé collectées, les
élèves doivent remettre le résumé dans l’ordre.
(Une fois cette étape passée, je distribue à chacun, une version complète pour qu’ils
puissent écrire leur propre résumé).
Résumé individuel pour qu’ils s’imprègnent tous de l’histoire.
Rafika SELMI CLG les Rives du Léman, Evian
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rafika.selmi@ac-grenoble.frTrace écrite :
Dracula is a novel written by Bram Stoker in 1897. It deals with vampires.
Jonathan the main character writes a journal and tells us the story. He works in
London for a law firm. He has to buy a property for Dracula in London. Jonathan
goes to Dracula’s castle, where he sees many strange things and understands he
is a prisoner. Dracula discovers so many things about Jonathan (his family and
friends) that he decides to go to England where he turns Lucy into a vampire.
When Jonathan escapes from the castle and goes back to England, Mina is slowly
becoming a vampire so Jonathan and his friends kill Dracula to save her.
New words:
A law firm: a lawyer
Homework :
Être capable de raconter l’histoire de Dracula.
Recherche sur personnages (chacun en choisi 1) + fiche lecture26 (qui sera ramassée puis
corrigée 3 séances plus tard)
26
Une webquest est en cours d’élaboration.
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rafika.selmi@ac-grenoble.frRafika SELMI CLG les Rives du Léman, Evian http://www.gilmant.fr/wordpress/?category_name=miss-selmo rafika.selmi@ac-grenoble.fr
Read the letter, place on the map the different places mentioned and trace the route. Rafika SELMI CLG les Rives du Léman, Evian http://www.gilmant.fr/wordpress/?category_name=miss-selmo rafika.selmi@ac-grenoble.fr
Dracula
by Bram Stoker
A summary
Jonathan Harker works for a law firm in London. He has to buy a beautiful property in London for
Count Dracula of Transylvania…
Jonathan goes to Dracula’s castle in the Carpathians and he starts
to see strange things. He discovers that he is a prisoner of Dracula’s
castle and it’s too late because Dracula knows a lot of things about
Jonathan’s life, his family, his fiancée Mina and her beautiful friend
Lucy…
While Jonathan is locked away in Dracula’s castle. Dracula travels to England
changing shape several times (dog, bat, green mist). Once in England he turns Lucy
into a dreadful vampire. Van Helsing a vampire slayer convinces Lucy’s fiancé to
kill her by cutting her head and thrusting a stake through her heart…
Jonathan escapes from Dracula’s castle and is
reunited with Mina, his fiancée but soon after that,
Mina starts behaving in a very weird way. She’s
slowly becoming a vampire…
Mina is not yet a vampire so to save her without killing
her, Jonathan, Van Helsing and their friends decide to kill
Dracula.
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rafika.selmi@ac-grenoble.frJeu de piste (questions)
2. Something you put a stamp on and you send by post…. : ___________________________
1. Give a synonym for darkness. It starts with the letter G _ _ _ _
5. I suck people’s blood, I’m a _ _ _ _ _ _ _
3. You kill vampires with this object. Put the letters in the right order to find what it is:
S____
Etak
4. Bram Stoker novel is an EP _ _ _ _ _ _ _ Y novel. (a novel made of letters)
2. Something you put a stamp on and you send by post…. : __________________________
1. Give a synonym for darkness. It starts with the letter G _ _ _ _
5. I suck people’s blood, I’m a _ _ _ _ _ _ _
3. You kill vampires with this object. Put the letters in the right order to find what it is:
S____
Etak
4. Bram Stoker novel is an EP _ _ _ _ _ _ _ Y novel. (a novel made of letters)
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rafika.selmi@ac-grenoble.frA vampire-slayer: Un tueur de vampires (Document tiré de : Mac Donald Fiona & Celev Penko Dracula (Bram Stoker) Book House Brighton, p.6, 2007) Rafika SELMI CLG les Rives du Léman, Evian http://www.gilmant.fr/wordpress/?category_name=miss-selmo rafika.selmi@ac-grenoble.fr
Dracula
Let’s see how much you can find out on Bram Stoker’s characters.
Pick a character from the list. Look for information about him or her
on the internet and fill in the grid. Feel free to add anything you think is
important.
Your character
Full name
Age
Job
Physical description in Coppola’s
movie
Personality
Role in the story
Explain why you chose him or her.
Anything you want to add
Liens suggérés pour la recherche :
http://en.wikipedia.org/wiki/Category:Dracula_characters
http://fr.wikipedia.org/wiki/Dracula#Personnages_principaux
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rafika.selmi@ac-grenoble.frSéance 5 -Etude d’un extrait du chapitre 2 de Dracula de Bram Stoker (The shaving scene)-
Activités langagières dominantes de la séance : Compréhension écrite et expression orale
Phase 1:
Appel// Warming up //Rebrassage : Résumé sur Dracula
Phase 2:
Anticipation : Image tirée du film sur laquelle Dracula fait danser Mina face à un miroir
sans pour autant être reflété sur ce miroir.
Productions attendues:
Dracula or the man has no reflection on the mirror.
Phase 3:
Distribution du texte avec une ligne d’introduction pour resituer l’extrait: « Jonathan Harker
left London for Transylvania he is now in Dracula’s castle ».
Méthodologie de la compréhension écrite: Paratexte
Productions attendues : This document is an extract from Dracula, from chapter 2. It was
taken from Jonathan Harker’s journal.
Phase 4:
Read the text and underline all the elements referring to vampires’ super powers.
(l. 3-5 // l. 8- 10 // l. 11 // l. 15-16).
Phase 5 :
a) Distribution d’images d’une bande-dessinée à remettre dans l’ordre en relisant le
texte.
b) Write a story-board27. Describe the pictures.
Productions attendues :
e- Jonathan is shaving. Dracula is standing just behind him but has no reflection on the
mirror.
d- While shaving Jonathan cuts himself.
a- Dracula wants to kill Jonathan because he is bleeding.
c- The crucifix protects Jonathan and Dracula is scare/ terrified by it.
B & f- Jonathan looks out of the window and understands that Dracula’s castle is a prison
and he is a prisoner.
27
Expliquer que le story-board décrit scrupuleusement et de manière concise une image/ scène et que c’est une
étape obligée dans la conception d’un film.
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rafika.selmi@ac-grenoble.frc) Correction Phase 6 : Trace écrite : e- Jonathan is shaving. Dracula is standing just behind him but has no reflection on the mirror. d- While shaving Jonathan cuts himself. a- Dracula wants to kill Jonathan because he is bleeding. c- The crucifix protects Jonathan and Dracula is scared/ terrified by it. b&f- Jonathan looks out of the window and understands that Dracula’s castle is a prison and he is a prisoner. Homework : Etre capable de décrire les étapes de l’intrigue. Rafika SELMI CLG les Rives du Léman, Evian http://www.gilmant.fr/wordpress/?category_name=miss-selmo rafika.selmi@ac-grenoble.fr
Dracula
by Bram Stoker (1897)
Chapter 2
Jonathan Harker left London to go to Transylvania. He is now in Dracula’s
castle. (Here is an extract from his journal)
8 May. — […] I only slept a few hours […] and […] got up. I had hung my shaving28
glass by the window, and was just beginning to shave [when] suddenly I felt a hand on
my shoulder, and heard the Count's voice saying to me, "Good morning." […]I had
not seen him [although] the reflection of the glass covered the whole room behind me.
[…] I had cut myself slightly, but did not notice it at the moment. Having answered the
Count's salutation, I turned to the glass again to see […] there could be no error,
[because] the man was close to me, and I could see him over my shoulder, but there was
no reflection of him in the mirror! The whole room behind me was displayed 29, but there
was no sign of a man in it, except myself.
[…] I saw that the cut30 had bled a little, and the blood was trickling31 over my chin32.
[…]. When the Count saw my face, his eyes blazed 33 with a sort of demoniac fury, and he
suddenly made a grab34 at my throat. I drew away35 and his hand touched […] the
crucifix […]. Then he withdrew36 without a word. […]
I went into the dining room, breakfast was prepared, but I could not find the Count
anywhere. So I breakfasted alone. It is strange that as yet, I have not seen the Count eat or
drink. He must be a very peculiar37 man! After breakfast I did a little exploring in the
castle. I went out on the stairs, and found a room looking towards the South.
The view was magnificent […] The castle is on the very edge of a terrific precipice. A
stone falling from the window would fall a thousand feet38 without touching anything! As
far as the eye can reach is a sea of green tree tops39, with occasionally a deep rift where
there is a chasm40. […]
But I am not in heart to describe beauty, [because] when I had seen the view I explored
further41. Doors, doors, doors everywhere, and all locked […]
The castle is a veritable prison, and I am a prisoner!
28
To shave you use a razor
29
Reflected by the mirror
30
Jonathan cut himself while shaving
31
Flowing slowly
32
The lower part of a head
33
Shine in a very bright way
34
To make a grab : to catch
35
Se retirer
36
He left
37
Strange
38
1 foot = 1 mètre
39
A forest
40
Un gouffre
41
More
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rafika.selmi@ac-grenoble.frStoryboard
Read the extract from Jonathan’s journal, put the pictures in order and write a story board42.
a) c) e)
b) d) f)
1)
2)
3)
4)
5)
6)
42
A story board : Description of the scenes that will be included in the movie
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rafika.selmi@ac-grenoble.frThe Art of Story-telling
1) Listen to the extract and highlight
-in green : the stressed words
-in yellow : the pauses
-in orange : the passages where the voice is low
8 May. — […] I only slept a few hours […] and […] got up. I had hung my shaving43
glass by the window, and was just beginning to shave [when] suddenly I felt a hand
on my shoulder, and heard the Count's voice saying to me, "Good morning." […]I
had not seen him [although] the reflection of the glass covered the whole room behind
me. […] I had cut myself slightly, but did not notice it at the moment. Having answered
the Count's salutation, I turned to the glass again to see […] there could be no error,
[because] the man was close to me, and I could see him over my shoulder, but there was
no reflection of him in the mirror! The whole room behind me was displayed 44, but there
was no sign of a man in it, except myself.
[…] I saw that the cut45 had bled a little, and the blood was trickling46 over my chin47.
[…]. When the Count saw my face, his eyes blazed 48 with a sort of demoniac fury, and
he suddenly made a grab49 at my throat. I drew away50 and his hand touched […] the
crucifix […]. Then he withdrew51 without a word. […]
I went into the dining room, breakfast was prepared, but I could not find the Count
anywhere. So I breakfasted alone. It is strange that as yet, I have not seen the Count eat
or drink. He must be a very peculiar 52 man!
2) Read the text and imitate the voice on the recording
43
To shave you use a razor
44
Reflected by the mirror
45
Jonathan cut himself while shaving
46
Flowing slowly
47
The lower part of a head
48
Shine in a very bright way
49
To make a grab : to catch
50
Se retirer
51
He left
52
Strange
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rafika.selmi@ac-grenoble.frSéance 6 – Raconter la scène du rasoir (prétérit simple et prétérit be + ing) et étudier différences
entre film et texte-
Activités langagières dominantes de la séance : Compréhension écrite et expression orale.
Phase 1 :
Appel// Warming up// Rebrassage
Phase 2 :
Après avoir décrit au présent les images du story-board (m’assurant ainsi de la bonne
compréhension de l’extrait) les élèves sont amenés à raconter l’histoire au passé. Il faut
insister sur le fait que le temps du récit est le passé simple. Noter au tableau les mots:
Where ? When ? Who ? What ?
Productions attendues :
The document is an extract from Dracula (chapter 2) written by Bram Stoker. It is taken from
Jonathan’s journal. The story takes place on the 8th of May at night in the Carpathians in
Transylvania, in Dracula’s castle.
At the beginning, Jonathan was shaving when suddenly Dracula touched him on his
shoulder. Jonathan didn’t see Dracula’s reflection on the mirror, startled/ surprised he cut
himself.
Then he eventually understood that a lot of strange things were happening and that he was
the Count’s prisoner.
Phase 3 :
PRL (voir fiche)
Exercice d’application :
Pour que les élèves s’imprègnent de la structure, j’ai donné des exemples en français à
traduire…
Les élèves devaient piocher dans une boîte plusieurs phrases en français à traduire. J’ai
utilisé leurs prénoms pour rendre l’exercice amusant.
Exemples :
Les 4eme 8 étaient en train de danser quand soudain(ement), Mickael Jackson arriva.
Marie était en train de chanter avec les One Direction quand soudain(ement), Pierre
poussa un cri.
Phase 4 :
Polycopié : Repérage des éléments constitutifs d’une histoire.
Phase 5 :
Lecture/ imitation du texte53…
le suspens…
l’accélération de la voix…
Moduler le son de sa voix.
Fiche de prononciation= Enregistrement de l’histoire
53
J’ai choisi d’enregistrer ma voix bien que je ne sois pas native. Outre la dimension phonologique très importante
il s’agissait pour moi de montrer aux élèves la différence entre lire et raconter et l’importance de capter l’attention
de son auditoire en modulant sa voix.
http://www.youtube.com/watch?v=m4_hMUhPWAg
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rafika.selmi@ac-grenoble.frPhase 6 : Projection film (24 :54-28 :06) Différences entre film et texte. What are the differences between the movie and the text? Insister sur le fait qu’il faut repérer les éléments divergents mais qui sont traités aussi bien dans le texte que dans le film. Phase 7 : Trace écrite: Dracula by Bram Stoker: The Shaving scene (Chapter 2) The document is an extract from Dracula (chapter 2) written by Bram Stoker. It is taken from Jonathan’s journal. The story takes place on the 8th of May at night in the Carpathians in Transylvania, in Dracula’s castle. At the beginning, Jonathan was shaving when suddenly Dracula touched him on his shoulder. Jonathan didn’t see Dracula’s reflection on the mirror ; startled/ surprised, he cut himself. Then he eventually understood that a lot of strange things were happening and that he was the Count’s prisoner. Differences between the text and the movie54: (Introduction de la structure contrastive “while”) In the movie the date given by Jonathan’s voice over is not the 8 th of May while in the text it is taking place on the 8th of May. Moreover, in the movie, Dracula breaks the mirror using his superpowers; he also licks Jonathan’s blood on the razor while in the text he doesn’t. Homework : Etre capable de raconter ce qui se passe dans la scène du rasoir. Fiche vocabulaire (mots croisés) réactivant le lexique Gothique (vu au cours de la séquence ou rencontré à l’occasion d’un projet antérieur portant sur Halloween). 54 Le parallèle établi permet de montrer aux élèves que l’adaptation cinématographique d’un roman ne consiste pas en une répétition de l’œuvre originale. Rafika SELMI CLG les Rives du Léman, Evian http://www.gilmant.fr/wordpress/?category_name=miss-selmo rafika.selmi@ac-grenoble.fr
Prétérit Simple et Prétérit Be+Ing
1) Prétérit Simple
a) Souligne les verbes au prétérit dans les phrases ci-dessous.
[…] I only slept a few hours and got up […] I turned to the glass again to see.
On forme le prétérit des verbes réguliers en ajoutant la terminaison …….. à leur base
verbale. Note l’exemple des phrases ci-dessus. ……………..
Pour le prétérit des verbes irréguliers, pas de règle : il faut les apprendre par cœur !
Note les exemples des phrases ci-dessus. …………….. et ……………….
Le prétérit est un temps qui permet de parler d’événements qui ont eu lieu à un
moment précis du …………… et qui sont totalement coupés du …………….
2) Prétérit be-ing
b) Souligne be et souligne –ing dans la phrase ci-dessous.
I was beginning to shave.
Le prétérit be-ing, c’est ……………….conjugué au ………………………..+ la base
verbale du verbe suivie de la terminaison……………………………..
On emploie le prétérit be-ing quand on veut :
- expliquer dans quelle situation on se trouvait quand quelque chose s’est passé.
- signaler une chose particulièrement intéressante ou étonnante qui justifie un
sentiment ou une réaction.
What makes a good Gothic story?
Dans le texte surligne :
En vert l’introduction (les éléments de la situation d’énonciation : date, lieu,
l’atmosphère…)
En jaune une péripétie (une action, un fait mineur)
En orange le nœud de l’action (the climax)
En bleu éventuellement une autre péripétie
En rose la situation finale
Entoure en rouge tous les mots qui font référence aux sentiments éprouvés
par les personnages.
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rafika.selmi@ac-grenoble.frGothic Vocabulary Across Down 2. Lugubre 1. Squelette 5. Hanté 3. Malédiction 6. I suck blood 4. Loups-garous 8. Diable 7. Anxiété 9. We kill vampires with this object 8. Ruine 12. Croix religieuse 10. The symbol of life and strength 13. Assoiffé de sang 11. Araignée 16. Les éléments de la nature rentrent en collision 14. Esprits 17. On y enterre les morts 15. Maudit// maudite Rafika SELMI CLG les Rives du Léman, Evian http://www.gilmant.fr/wordpress/?category_name=miss-selmo rafika.selmi@ac-grenoble.fr
Séance 7: -Tâche intermédiaire-
-Activités langagières dominantes de la séance : Expression écrite en intéraction-
Phase 1 :
Appel// Warming up// Rebrassage
Phase 2 : Expression écrite
You were doing something when suddenly happened to you. Write your scary anecdote or
story.
It has to be short and scary (les élèves voulaient donner un twist humoristique à leur
histoire, je les ai donc autorisés même si cela allait à l’encontre des caractéristiques du
gothique).
You have to use the Preterit Be+ing and the preterit (simple).
Phase 3:
1ère partie de l’heure :
a) Rédaction (7 min)
b) Autocorrection (limiter la quantité de production à 7 lignes maximum) (3 min)
Je passe dans les rangs pour vérifier que les consignes sont respectées et pointer du
doigt les erreurs de structure.
2ème partie de l’heure : Twiducate – Poster sur le réseau Twiducate l’anecdote.
Pour utiliser Twiducate se référer à un des articles de Laurence Gilmant55.
- Intérêt de l’utilisation de Twiducate -
Imiter Jonathan Harker dans la scène du miroir.
Transposition du support épistolaire aux technologies de notre époque
Favoriser l’interaction. Après avoir posté leur message, les élèves doivent poster
des commentaires à leur binôme. Réagir à l’histoire.
Les élèves ont complètement adhéré au format de la tâche intermédiaire et
continuent à poster des messages.
Exemples de productions :
er
1 texte
I was in a gloomy castle in South Africa; there were spiders and two skeletons
dancing on the floor. I was brushing my hair when suddenly a creepy zombie
took my hand and kissed me!
May 31, 2013 - 3:47 AM by: Lara (3)
Commentaires:
Oh my God Lara! Zombies! Here’s my story:
One dark monday of september, i was walking in a strange graveyard whith tombs, dead trees and hangmans...
i walked from three houres, when I saw a girl dressed whith a black dress, dark hairs, long nails and teeth...
she come to me and talk " Hello, I'm a vampire, and I want to drink your blood ! ... " I do not answered ,
because I'm scared ... When suddenly, she took me by the neck .. and .. she has throwing lots of confetti over
me!
55
http://www.ac-grenoble.fr/disciplines/anglais/articles.php?lng=fr&pg=1356
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rafika.selmi@ac-grenoble.frMay 31, 2013 - 4:00 AM by: Juliette (3)
Amazing ... These are SWAGGY STORIES !!!!! ♥♥♥
May 31, 2013 by: Chiara
I was at graveyards with my Friend and Count Dracula, It was dark . Me and Count Dracula was
speaking when suddenly one little white light appeared, the zombies came out of the tombs . Then I
woke up i noticed that it was only a dream.
May 31, 2013 - 4:11 AM by: Axel (0)
Séance 8 –Extrait de Dracula, Jonathan Harker et les Brides-
Activités langagières dominantes de la séance : Compréhension orale
Phase 1 :
Anticipation
Projection de 3 images: Chambre… Expression (visage) de Jonathan + Image de la BD
“Something strange happened last night but I can’t remember what…”
Le point de départ de cette étape d’anticipation: “Something strange happened last night but
I can’t remember what…”
What can you say?
Productions attendues :
There are 3 pictures. On the first one Jonathan looks scared. On the second one he is
sitting on the bed. On the last one, he says “Something strange happened last night but
I can’t remember what”
Jonathan doesn’t know what happened to him last night.
Phase 2 :
Distribution du document écrit (Extrait coupé pour amener par la suite les élèves à émettre
des suppositions sur ce qui est arrivé à Jonathan):
Présentation du document
(cf. méthodologie)
Have a look at the document… What can you say?
Productions attendues:
It’s a text taken from Dracula (chapter 4). It’s an extract from Jonathan’s journal. The
document is composed of a text and of a picture.
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rafika.selmi@ac-grenoble.frPhase 3:
Une fois cette étape passée, je demande aux élèves de reconstruire le sens en répondant aux
questions suivantes (inscrites au tableau) :
Who/ What/Where?
Productions attendues:
Jonathan slept in his room in Dracula’s castle. When he woke up he understood that weird/
strange events happened last night.
Phase 4:
Now I want you to read the text and underline all the sentences referring to strange
things that happened to Jonathan.
Then underline Jonathan’s assumptions (suppositions) / the things Jonathan thinks
happened to him.
Le but de cette étape est non seulement de faire découvrir aux élèves le sens du texte
mais aussi et surtout de les mettre dans la même position que Jonathan Harker,
ignorant les faits de la veille au soir.
Productions attendues :
the Count must have carried me here
If it was the Count [who] carried me here and undressed me, he must have been hurried in his
task
Certaines de mes classes ont voulu transposer au discours indirect les explications de Jonathan.
He thought that the Count must have carried him there. Dracula must have undressed him very
quickly.
Réflexion sur la langue: (fiche polycopiée)
Exercices d’application:
Make assumptions on what happened to Jonathan.
Productions attendues:
Jonathan must have been sleepwalking.
Dracula must have been in Jonathan’s room.
The count must have drunk Jonathan’s blood.
Trace écrite:
It’s a text taken from Dracula (chapter 4). It’s an extract from Jonathan’s journal. The
document is composed of a text and of a picture.
Jonathan slept in his room in Dracula’s castle. When he woke up he understood that weird/
strange events happened last night.
He thought that the Count must have carried him here. Dracula must have undressed him
very quickly.
The 4eme 4’s assumptions:
Jonathan must have been sleepwalking.
Dracula must have been in Jonathan’s room.
The count must have drunk Jonathan’s blood.
New words:
To sleepwalk
To make assumptions: To make suppositions
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rafika.selmi@ac-grenoble.frDracula
Bram Stoker
Chapter 4
(Jonathan Harker's Journal Continued)
I awoke in my own bed. If […] I had not dreamt, the
Count must have carried me here. I tried to satisfy myself
on the subject56, but could not arrive at any
unquestionable result. […] My clothes were folded57 […]
in a [certain] manner which was not my habit58. My
watch was still unwound59, and I am rigorously
accustomed to wind it […] before going to bed […] …
But these things are no proof60, […] I had certainly been
much upset. I must watch for proof. Of one thing I am
glad. If […] the Count carried me here and undressed me,
he must have been hurried61 in his task, [because] my
pockets are intact. I am sure this diary would have been a
mystery to him which he would not have brooked62. He
would have taken or destroyed it…
56
I tried to understand what happened to me.
57
Pliés
58
A habit: une habitude
59
To wind a watch: régler sa montre.
60
Proof: preuve
61
He must have done that very quickly
62
Tolerated
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rafika.selmi@ac-grenoble.fr-Le modal Must-
Observe les phrases suivantes et choisi quelle traduction convient le mieux à
chacune d’entre elles.
1) I must watch for proof.
2) The Count must have carried me here.
a) Le Comte m’a certainement porté jusqu’ici.
b) Je dois chercher des preuves.
1
2
Must peut être utilisé de 2 manières différentes. Il a donc plusieurs
valeurs.
Le contexte est donc très important pour déterminer de quelle valeur il
s’agit.
Il peut exprimer une …………………………………….. que l’on s’impose,
une sorte de devoir. (Phrase n° )
ou
Il peut exprimer une ……………………………. et l’énonciateur en est
quasiment certain. (Phrase n° )
Pour exprimer une quasi-certitude en anglais on construit la phrase de la
manière suivante :
Sujet+ Must + Present perfect : Aux Have –Participe passé + complément.
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