Private space and public space Espace privé et espace public - Editions Hatier
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AXE 2 1 How are women
SÉQUENCE
detectives represented
in fiction?
Private space and public space
Espace privé et espace public
PROGRAMME Problématique : txt
Comment la frontière entre espace public
2
et espace privé est-elle tracée en fonction
des cultures, des croyances, des traditions et
comment évolue-t-elle dans le temps dans
How do Hollywood
SÉQUENCE
chaque aire géographique étudiée ? L’espace
love stories reflect
privé (l’habitation) prend des formes et
des dimensions variables et s’ouvre sur
social progress?
l’extérieur (la rue, les regards, les invités…)
selon des modalités multiples. Étudier les
différentes configurations d’espaces privés
et publics, leur fréquentation et leurs trans-
formations permet de mieux comprendre
comment est structurée une société. Par
exemple, les femmes ont longtemps été, ou
sont encore, cantonnées à la sphère privée ;
leur accès à la sphère publique (politique,
professionnelle, médiatique, sociale) est un
mouvement général qui reste d’actualité. La
redistribution des rôles au sein de la famille
est une conséquence de cette émancipa-
tion. Comment s’opèrent les mutations au
sein de ces deux espaces privé et public
(famille, espaces de sociabilité, travail…) ? Les
langues elles-mêmes, dans leur usage, sont
conditionnées par cette distinction (argots, Problématique : Le couple appartient à l’espace privé, mais lorsqu’il est imité à l’écran pour
registres…) et les cultures étudiées laissent le cinéma, cette intimité se fond dans l’espace public. Le cinéma hollywoodien se fait-il le mi-
apparaître des variations qu’il convient de roir de la société, ou influence-t-il la perception du public américain ? Contribue-t-il à l’évolu-
relever. tion de l’image du couple et de la famille, ou bien reflète-t-il simplement cette évolution pour
rester pertinent ?
2 3
2
SÉQUENCE Présentation de la séquence
How do Hollywood love stories
reflect social progress?
Les différentes affiches de comé- Cet extrait d’article nous permet
dies romantiques permettent de d’aborder l’âge d’or hollywoodien
travailler sur la représentation du et la censure opérée par le Hays
couple à différentes époques, d’en Code. Ce document permet de
Objectifs Projets déduire les éléments typiques comprendre comment la société et
du genre, mais aussi de deviner l’industrie du film s’influencent mu-
culturels : le cinéma hollywoodien, l’influence de la
33 Projets intermédiaires :
quelques évolutions sociétales trai- tuellement et quel pouvoir chacune
société américaine sur le cinéma, la censure, les comédies
romantiques hollywoodiennes et leurs stéréotypes.
Prepare a review on one of the tées dans ces films hollywoodiens. a sur l’autre à travers les époques.
films of p. 48 for your school’s film
club. Explain if it is a typical or atypi-
pragmatiques : structurer son argumentation,
2
33 cal Hollywood love story.
analyser un film ou une affiche de cinéma, enregistrer une
SÉQUENCE 2
How do Hollywood love sto-
SÉQUENCE
vidéo pour s’adresser à une audience. PAIR WORK You and your B Influencing the moral codes
friend have just watched one of the ries reflect social progress?
From 1930 to 1968, major Hollywood studios had to use a clearly enough that it
films on p. 50 or 51. Discuss how it
set of moral guidelines which was called the Motion Picture 25 might be imitated. [...]
sociolinguistiques : respecter les règles de poli-
Production Code. It was also known under the name of the
Now, the Production
33
Hays Code after Will H. Hays.
shows that Hollywood love stories
Code was voluntary
For decades, it’s true, the major film studios were for film companies, Wife, Husband And Friend, 1939
tesse et maîtriser les différents registres de langue. A Are love stories evolving? GROUP WORK governed by a production code requiring that their who figured it was a nifty4 way to avoid government
have evolved. pictures be “wholesome1” and “moral” and encourage
what the studios called “correct thinking.”
30 censorship. But it was mandatory for filmmakers, if they
wanted their films to play in American theaters. [...]
GROUP A dir. by Victor Fleming, 1939 GROUP B dir. by Nora Ephron, 1993 GROUP C dir. by James Cameron, 1997 5 But that code, which was officially abandoned 40 years By 1959, the man charged with enforcing the rules con-
ago this year, was the result of a nationwide backlash ceded that if a “moral conflict” provided “the proper
citoyens : respecter l’opinion d’autrui dans une critique
— an outraged reaction to a Hollywood that by 1922
33
frame of reference,” a Code-approved film could deal
had come to seem like a moral quagmire2 [...] 35 with pretty much any topic but homosexuality. [...]
“The code sets up high standards of performance for A year after Some Like It Hot was released, the head
de film, construire une critique efficace et respectueuse, motion-picture producers,” Hays proclaimed when the
10
of the MPA5 began suggesting that some sort of clas-
Projets finaux :
new code was unveiled. “It states the considerations sification system might work better than a censorship
identifier et dépasser les stéréotypes.
which good taste and community value make necessary system that no one was paying attention to. In 1968, his
in this universal form of entertainment.” 40 organization finally shifted from restricting filmmakers
Among those considerations: that no picture should to alerting audiences, using the film-ratings system we
Review a Hollywood love story 15 ever “lower the moral standards of those who see it”
and that “the sympathy of the audience shall never be
know today. [...] And it took just two years after that for
Midnight Cowboy to be re-rated from X to R, without a
méthodologiques : réaliser une vidéo pour You- reflecting the evolution of the couple
thrown to the side of crime, wrongdoing, evil or sin.” single frame being altered. Community standards had
33 GROUP D GROUP E GROUP F
There was an updated, much-expanded list of “don’ts”
and “be carefuls,” with bans on nudity, suggestive danc-
45 changed — as they invariably do.
in the USA for your YouTube channel.
dir. by Sanaa Hamri, 2006 dir. by Peyton Reed, 2006 dir. by Damien Chazelle, 2016 Bob Mondello, Remembering Hollywood’s Hays Code,
Tube (p. 284), faire une recherche internet (p. 276).
20 ing and lustful3 kissing. 40 Years On, NPR, August 8, 2008
The mocking of religion and the depiction of illegal
1. with nothing immoral 2. immoral place 3. passionate
drug use were prohibited, as were interracial romance, 4. excellent 5. Motion Picture Alliance was an American
Prepare a plot summary for an
revenge plots and the showing of a crime method organisation for the preservation of American Ideals
linguistiques :
33 adaptation of a classic Hollywood Pédagogie différenciée TRAIL A
1 Pick out words that explain the aims of the Hays Code.
TRAIL B
1 Find the reasons why the Hays
Grammaire : les verbes prépositionnels, l’ordre des adjectifs. love story. 2 Name at least three things that you see on screen
Code was created.
today which were prohibited with the Hays Code. 2 List the elements which were
Phonologie : les mots commençant par h.
prohibited on screen at the time of the
3 From line 21 to 31, find the sentence that proves Hays Code.
that Hollywood filmmakers were forced to accept this
Écriture : la ponctuation du dialogue.
production code. 3 Identify the reason why this
1 Describe your group’s poster (place, colours, 3 Prepare questions about E-workbook production code cannot really be called
characters, title, attitudes…). your classmates’ posters Fiche à imprimer 4 Explain the difference between the Hays Code and “voluntary”.
Lexique : les films, la société, l’industrie du cinéma.
(title, director, situation…). hatier-clic.fr/lmu1029 the 1968 system. Use the following key words.
2 List typical and atypical elements of 4 Show the difference between the
rate – censorship – end – warn – the public
Hollywood love stories in your poster. 4 Answer your classmates’ questions on your Hays Code and the 1968 system.
group’s poster.
Meet up! Post a recap of the article for the readers of your blog.
Make sure you mention the main points.
Pick
rom-com: romantic comedy
director /daɪrektər/
be in a relationship ≠ be single
break up: split up Prepare your Prepare a review on one of the films of p. 48
for your school’s film club. Explain if it is a Choose one of the film posters
project
& mix
decorum: appropriate argue /ɑːɡjuː/: have an typical or atypical Hollywood love story. and describe it to your classmates
behaviour argument without mentioning the title nor
epic censor
Construire une séquence courte
Grammar Tip p. 224 any of the following words: couple,
Prepositional verbs Too ls p. 52 classic break the standards
Précis
kiss, classic and love story.
“his organization finally shifted from progressive be released When preparing your review, make sure you put
restricting filmmakers to alerting fall in love with sb find Mr or Ms Right the adjectives in the correct order.
Remember OFTACOAM!
48 audiences” get together: become a couple 49
Proposition 1 Proposition 2
Document A Document A
groups A, F, D, E groups A, F, D, E
Prepare your Project p.49 (Modélisant) Document D
Classe inversée
Document C
Prepare your Project p.51
Document E
Document F (Modélisant) PAIR WORK
Project #2
Project #1
4 5
Le pouvoir du cinéma à travers
2 How do Hollywood love stories reflect
SÉQUENCE
la représentation de la société.
Est-elle cruciale pour la pertinence social progress?
La bande-annonce de ce classique des films hollywoodiens, et quel est
de la comédie romantique et l’enjeu sociétal de cette représenta-
familiale nous permet d’aborder la tion de toutes les communautés ?
représentation de la famille et du
divorce. Il s’agit de démontrer com-
Cet article questionne la norme
du couple hétérosexuel à l’écran et
Photo d’ouverture p. 39
ment ce phénomène sociétal est dénonce le manque de représenta-
dépeint dans les films américains. tion des communautés LGBT.
Tips
yy
Faire repérer aux élèves l’absence de parité
How do Hollywood love stories reflect social progress?
E-workbook
SÉQUENCE 2
dans la production d’un film hollywoodien
C Divorcing in Hollywood E LGBT representation
Vidéo
des années 1930.
Fiche à imprimer
hatier-clic.fr/lmu1030
hatier-clic.fr/lmu1033
yy
2017 was a particularly dismal1 year for LGBTQ GLAAD also noted that not a single studio film in
1 Find information about the characters, their
relationships and the situation.
representation in major studio films, according to
GLAAD2’s annual Studio Responsibility Index.
2017 included a transgender character.
The report did, however, praise3 several indie4 releases
Décrire physiquement les personnes sur
le plateau et en déduire une représentation
The advocacy organization released its sixth annu- 25 for their accurate and inclusive LGBTQ representa-
2 List the elements which make us think that 5 al report Tuesday, examining LGBTQ representation tion, like the Chilean transgender drama A Fantastic
Mrs. Doubtfire is an unusual character.
in every major Hollywood release of 2017. This year, Woman and Luca Guadagnino’s Call Me By Your
3 Explain how the couple and the family are
represented.
GLAAD found a “significant drop” in the number of
studio films with a lesbian, gay, bisexual, transgender,
Name. Also, GLAAD said that 2018 has already seen a
number of positive depictions of LGBTQ characters in du couple normalisé hollywoodien dans les années 1930.
or queer character: Only 14 of the 109 films released 30 films like Love, Simon; Annihilation; and Blockers.
4 Using the trailer, write the synopsis of this film. 10 by the major studios in 2017 included a LGBTQ
character, or 12.8 percent. Not only is that down 5.6
Still, the report concludes, the film industry has a long
way to go, and GLAAD is asking studios to commit
to making sure 20 percent of their releases include
yy
Demander aux élèves d’associer la photo à un hashtag (#traditions) et de justifier
percentage points from 2016, but it’s the worst per-
Mrs. Doubtfire, dir. by Chris Columbus, 1993 centage recorded since GLAAD launched its yearly
investigation in 2012. […] The GLAAD report analy- 35
LGBTQ characters by 2021, and 50 percent by 2024.
“If Hollywood wants to remain relevant with these leur choix.
15 zed each of the seven major studios’ 2017 film releases audiences and keep them buying tickets, they must
D New ways to start a family Classe inversée and assigned each one a grade: failing, poor, insuffi-
cient, good, or excellent. Twentieth Century Fox and
create stories that are reflective of the world LGBTQ
people and our friends and family know,” Ellis said. yy
Faire faire des recherches sur le film en amont et prévoir une activité d’expression
Universal performed best, with “insufficient” ratings,
orale en continu.
Devan Coggan, LGBTQ representation in Hollywood is still
while Paramount, Sony, and Disney earned “poor” rat- ‘bleak,’ GLAAD report finds, Entertainment Weekly, May 22, 2018
Vidéo E-workbook 20 ings. Lionsgate and Warner Bros. both fared the worst, 1. bad 2. Gay and Lesbian Alliance Against Defamation
hatier-clic.fr/lmu1031 Classe inversée receiving “failing” grades. 3. speak highly of something/someone 4. independent movies
hatier-clic.fr/lmu1032
1 Explain what GLAAD does every year. 3 Write GLAAD’s tweet demanding that major
1 Guess what you can expect in the film based film studios reflect today’s couples in their love
on what is written on this poster. 2 Use the figures to explain GLAAD’s stories. (280 characters)
dissatisfaction and demands.
2 Watch the trailer. Identify the elements
making the film both a traditional and an
F Rom-coms for everyone Audio
unconventional Hollywood love story.
CD1 piste 20
3 In your own words, explain how the film
diverts from the “traditional” life plan. 1 PAIR WORK Listen to Greg Berlanti, the director of Love, Simon,
interviewed on NPR (National Public Radio).
A Are love stories evolving?
4 PAIR WORK Act out a short interview of the Student A Student B
GROUP p. 48
film director talking about his intentions for this a. List the elements which make a. Find the elements making this film
film (breaking stereotypes, independent women, this film a typical teenage rom-com. different from a typical rom-com.
etc.). b. Prepare questions about the b. Prepare questions about the
differences with a typical rom-com similarities with a typical rom-com
and ask them to your partner. and ask them to your partner.
2 Identify the reasons why the director released this film.
3 After the interview, NPR takes calls from the audience.
Tips
Call to explain why you think it is important to watch this film.
representation: visibility date: spend time with sb
bond: emotional tie you have a romantic
IVF: in vitro fertilisation
single parent
relationship with
get pregnant
Prepare your PAIR WORK You and your friend
have just watched one of the films Choose two words below and write them
The Back-up Plan, dir. by Alan Poul, 2010 lover: boyfriend/girlfriend
household chores /tʃɔːrz/
cross-dessing: wearing
keep a relationship
private / a secret
get divorced
project on p. 50 or 51. Discuss how it shows
that Hollywood love stories have
down. Close your textbook and use them
to explain how Hollywood rom-coms have yy
Attribuer les affiches à des groupes de trois ou quatre pour pouvoir traiter toutes les
evolved. evolved.
clothes of the opposite have custody /kʌstədi/
affiches à la fois.
divorce – LGBT representation –
sex release: come out in
Grammar Tip Précis p. 231 character – movie – love story
complicated ≠ easy cinema – Hollywood film
Adjective order Too ls p. 52 inclusive coming of age: becoming To compare two things use: short adj.-er +
than or more + long adj. (+ 2 syll.) + than
yy
smitten: in love an adult
Distribuer la fiche d’activités du E-workbook pour proposer un support aux élèves et
“Love, Simon is your typical teenage
50 romantic comedy” stark: severe love at first sight 51
pour pouvoir les accompagner dans les différentes étapes.
yy
Minuter les différentes étapes pour que les groupes puissent avancer à la même
Cette comédie romantique que À travers cette interview de vitesse. On pourrait envisager de donner des rôles aux membres de chaque groupe :
l’on pourrait considérer comme Greg Berlanti, réalisateur de Love, maître du dictionnaire, maître du temps, secrétaire du groupe.
typique chamboule toutefois le Simon, une comédie romantique
plan de vie comme la société l’en- centrée sur un jeune homosexuel,
yy
Si cette activité n’est pas faite en classe, nous pourrions également utiliser une des af-
visageait jusqu’alors. Quelle image ce document soulève la question fiches en guise d’anticipation pour un autre document traitant des évolutions sociales
renvoie la femme célibataire ayant de la représentation de la com- et jouer au jeu des sept erreurs en comparant avec une comédie romantique des
eu recours à une fécondation in munauté LGBT à l’écran et de son années 1930.
vitro, et comment s’inclut-elle dans importance. yy
Vous pouvez communiquer les synopsis suivants pour enrichir la réponse à la ques-
le schéma typique d’une comédie
tion 2.
romantique ?
Synopsis A: A manipulative woman and an arrogant man conduct a turbulent romance during
the American Civil War and Reconstruction periods.
Synopsis B: A widower called Sam Baldwin raises his 8-year-old son, Jonah. When his son
calls in on a nation-wide radio-show, a woman falls in love with his father. The only problem
is that they don’t live on the same coast of the USA.
6 7
Synopsis C: A seventeen-year-old aristocrat falls in love with a kind but poor artist aboard a
4 Answer your classmates’ questions on your group’s poster.
ship in 1912. Réponse en fonction de l’élève ou toute réponse pertinente.
Synopsis D: Kenya McQueen is a successful African-American CPA, she accepts a date with a
man she does not know: an architectural landscaper named Brian, but the date does not last Production possible
long when she realises Brian is white.
The film is entitled… It was directed by… It was released in... In the foreground, we can
Synopsis E: In Chicago, the art dealer Brooke Meyers feels underappreciated and neglected by her
see… In the background, we can see… I think they are in love because… It must be a typi-
immature boyfriend Gary Grobowski and decides to break up with him to make Gary miss her.
cal love story because… It must be an atypical love story because...
Synopsis F: In this musical, Mia and Sebastian are struggling to make it in their respective
careers in Hollywood. They eventually become attracted to each other but there are many
obstacles to their happily-ever-after as she is an aspiring actress and he is a jazz pianist.
1 Describe your group’s poster (place, colours, characters, title, attitudes…).
B Influencing the moral codes TRAILS p. 49
E-workbook Pédagogie différenciée Le Trail A est le parcours le plus guidé. Les élèves sont amenés à formuler
• Corrigé p. 000 • Fiche à imprimer hatier-clic.fr/lmu1029
des réponses similaires, mais la tâche est plus compliquée pour les élèves choisissant le Trail B. On
laissera les élèves choisir eux-mêmes leur parcours, ou au contraire, à les assigner en créant des
groupes homogènes pour éviter toute interprétation et un éventuel découragement des élèves.
2 List typical and atypical elements of Hollywood love stories in your poster.
Tips
GROUP A GROUP B GROUP C yy
Envisager de faire travailler les élèves sur l’âge d’or hollywoodien en leur demandant
Typical Typical Typical de faire une recherche internet et de présenter le résultat sous forme d’exposé.
A couple: a white man and A couple: a white man and A couple: a white man and Cours accéléré sur Hollywood : https://bit.ly/2YT6fZc.
a white woman. They are a white woman blind date, a white woman are stan- yy
Anticiper le texte à l’aide de l’image tirée du film Wife, Husband and Friend (1939).
hugging. There is no one in their mid-thirties. There ding close to each other.
Demander aux élèves d’émettre des hypothèses sur le lien entre les personnages et les
else in the movie poster. is no one else in the movie There is no one else in the
lits jumeaux.
poster. poster.
yy
Inviter les élèves à bien comprendre le travail de médiation en utilisant la méthodolo-
Atypical Atypical Atypical gie p. 289.
Nothing They are not in the same History clashes with their
city (different city lands- personal stories. Their love
capes and times of the is impossible. It is a trage-
day/night). dy/an accident. Trail A Trail B
GROUP D GROUP E GROUP F 1 Pick out words that explain the aims of 1 Find the reasons why the Hays Code was
Typical Typical Typical the Hays Code. created.
A couple: they are in love. A couple: a white man and A couple: a white man and “‘correct thinking’” (l. 4) The Hays Code was “the result of a na-
The title can refer to the a white woman are in bed. a white woman are kissing. “high standards of performance” (l.9) tionwide backlash” (l. 6), “a moral quag-
traditional “something new” She looks at him. They are They look like the perfect “moral standards” (l. 15) mire” (l. 8). It was a moral code directors
that the bride needs to young. match. There is no one else “censorship” (l. 30 – 38) had to follow to avoid censorship.
wear on her wedding day if in the movie poster.
2 Name at least three things that you see 2 List the elements which were prohibited
she wants to make it last.
on screen today which were prohibited with on screen at the time of the Hays Code.
Atypical Atypical Atypical the Hays Code. The Hays Code prohibited anything that:
They do not have the same They are separated by tape It looks like they are flying
Today, we can see nudity, drugs or sexual ––lowered ‘the moral standards’ (l. 15);
skin colour. They are not in the bed. The film is called in the sky. It looks nothing
relationships, crimes, mocking of religions ––did not suit religion (l. 20);
alone in this love story. Her the break-up and we do not like a typical love story.
on screen and these things were prohi- ––was a mocking of religion (l. 20);
family is in between. know if it is a happy-ending.
bited with the Hays Code. ––showed illegal drug (l. 21);
––showed nudity (l. 19);
3 Prepare questions about your classmates’ posters (title, director, situation…). –– showed suggestive or lustful dancing (l. 19);
––could motivate crimes, “wrongdoing, evil
E-workbook or sin.” (l. 17));
• Corrigé p. 000 ––showed interracial romance (l. 22).
8 9
Trail A Trail B Prepare your Prepare a review on one of the films of p. 48 for your school’s film
club. Explain if it is a typical or atypical Hollywood love story.
3 From line 21 to 31, find the sentence 3 Identify the reason why this production project
that proves that Hollywood filmmakers code cannot really be called “voluntary”.
p. 49
were forced to accept this production code. It cannot be called voluntary because some
Tips
“But it was mandatory for filmmakers, if film companies stuck to it because they
they wanted their films to play in Ameri- wanted to avoid “government censorship.”
can theaters.” (l. 30-31) (l. 29-30). Moreover, as it is said on line 31, yy
Encourager les élèves à regarder le résumé de l’intrigue de chaque affiche sur
it was “mandatory”, so it is the contrary IMDb.com ou la bande-annonce du film pour se préparer, et des sites comme
of “voluntary”. If they did not stick to it, Rotten Tomatoes ou sur la catégorie des avis d’IMDb pour parfaire leur analyse du
their movies were not shown in American film.
cinemas. yy
Les élèves peuvent s’appuyer sur la correction de l’activité 2, s’ils ou elles l’ont réalisée,
pour réfléchir aux éléments typiques d’une comédie romantique.
4 Explain the difference between the Hays 4 Show the difference between the Hays
Code and the 1968 system. Use the fol- Code and the 1968 system. yy
Il est possible de réaliser cette activité en classe, et laisser les élèves préparer leurs
lowing keywords. notes à la maison en limitant par exemple le nombre de mots auxquels ils ou elles
The Production Code was used as cen-
auront droit pour réaliser le devoir sur table.
rate - censorship - end - warn - sorship, to prohibit on screen anything
the public which was considered immoral regar-
ding religion. It ended in the 1960’s and
The Production Code was used as Grille d’évaluation
another system was used in order to
censorship, to prohibit on screen • Grille générique p. 000 • Grille modifiable hatier-clic.fr/lmu0000
warn the public. The 1968 system aimed
anything which was considered immo-
at rating movies to avoid children and
ral regarding religion. It ended in the
young people watch movies which were
1960’s and another system was used
not made for them.
in order to warn the public : the 1968
C
Vidéo
system which aims at rating movies to Divorcing in Hollywood hatier-clic.fr/lmu1030
p. 50
prevent children and young people from
watching movies which were not made
for them.
Tips
Meet Up ! Post a recap of the article for the readers of your blog. Make sure you yy
Faire anticiper les élèves à partir de la photo et de ce qu’ils ou elles imaginent et leurs
mention the main points. connaissances cinématographiques : qui tombera amoureux·se dans ce film ? Qui sont
les personnages ? Qui est la dame âgée ? Les élèves ont peut-être déjà vu le film, et
Production possible certain·e·s peuvent peut-être déjà répondre à ces questions.
To avoid censorship, filmmakers had to follow a set of rules called the Hays Code. It yy
Attirer l’attention des élèves sur le titre du document pour immédiatement cibler le
was called this way after Will H. Hays who created it. Society and cinema have in- phénomène sociétal dont il est question dans cette comédie.
fluenced each other from the 1930’s Golden Age of Hollywood, to today. yy
Encourager les élèves à prendre des notes sous forme de carte heuristique. Vous pou-
Religious groups were furious with filmmakers because they were showing things that vez ensuite leur faire réaliser un arbre généalogique pour mieux élucider les relations
they did not consider to be moral. For example, they used to show nudity, crimes and des personnages.
even used to mock religion. So, some filmmakers joined the Motion Picture alliance and
created the Hays Code. It was a list of things they could not show any longer in their
1 Find information about the characters, their relationships and the situation.
films if they wanted to avoid censorship or any backlashes. It was not really mandatory
but if they did not follow this set of rules, they were likely not to be released in cinemas. Mr Hillard, Daniel: father of three children, about to get divorced, unemployed at the begin-
ning of the film.
Then, they decided it was not working very well. Thus, they decided to create the rating Daniel’s brother: a makeup-artist, helps Daniel, disguises him as a woman.
system we know today. It was and still is used to warn people of the film’s content. In- Mrs Doubtfire: Daniel in disguise, the nanny/housekeeper, takes care of the three children.
deed, every film was assigned a rating from X to R. Eventually, this allowed filmmakers The woman with the bun: a social worker, helps Daniel to find a job.
not to be censored any longer. Mrs Hillard: looking for a nanny for her three children, getting divorced, Daniel’s ex-wife.
The handsome man: Daniel’s ex-wife’s new boyfriend.
General situation: Daniel Hillard = unemployed, about to lose his children’s custody
y asks his brother to make him become a woman to find a job.
10 11
2 List the elements which make us think that Mrs Doubtfire is an unusual character. 1 Guess what you can expect in the film based on what is written on this poster.
Mrs Doubtfire is not a typical character because: We can expect that the woman and the man will fall in love and get together as a
––she is a man: cross-dressing as a woman; couple. But I also think that they will not be married before they get pregnant. May-
––she is a housekeeper who looks after her own children; be they will do everything that is written/expected of them but in a different order.
––she does not always remember she is a woman (on the bus or her breast burn); The woman might hide her wish to become a mother from him because she hides
––she is ready to have her children + wife back; baby shoes behind her back. She also looks at the audience as if she was sharing
––she likes doing the chores; her secret with us.
––he has to lie about being a man to make his wife fall in love with him again.
2 Watch the trailer. Identify the elements making the film both a traditional and an
3 Explain how the couple and the family are represented. unconventional Hollywood love story.
––The movie starts with a divorce and a single-parent household, which is different from A traditional love story:
traditional Hollywood love stories. ––the main character is in her mid-thirties and wants a baby,
––Daniel is ready to have his family back.- It deals with: how a single/divorced mother ––she thought she would be married with kids by now,
can cope/deal with children and a new relationship. ––she has not found Mr Right,
––Questions: “what happens to children when parents get a divorce?”, “how is divorce for ––she is pretty and well-dressed,
the parents?” ––she seems to have it all but she misses a man (and a baby),
––About the one who does not want it. ––they meet in a romantic surprising way,
–– It depicts a woman who is tired of taking care of her husband and her children on her own. ––she chats with her friend at the gym about a man,
––a typical romantic dinner in a garden,
4 Using the trailer, write the synopsis of this film. ––they kiss in front of her house.
An unconventional love story:
Production possible ––she wants a baby but does not focus on finding love,
A couple is about to get separated and to be divorced. The father is ready to do his best ––she asks her best friend to help her to have a kid through IVF,
to have his family back. He is depicted as a child too and is not happy with his ex-wife’s ––the main character is pregnant before she meets the father,
boyfriend. So, he decides to disguise as a woman housekeeper to get closer to his wife ––a woman is seen delivering her baby: not very glamorous for Hollywood,
and get his family back, or at least not to lose his children’s custody. ––she freaks out when she finds out she is pregnant.
3 In your own words, explain how the film diverts from the “traditional” life plan.
D
Vidéo
New ways to start a family hatier-clic.fr/lmu1031
p. 50 In this film, Hollywood shows that a woman does not necessarily need a man to
be happy, and that she can even become a mother without one too. Society has
evolved, and single women can have access to an IVF without a partner in the USA.
Classe inversée Ce document se prête à la classe inversée car l’intrigue du film est difficile d’accès Women do not need to be married to become pregnant anymore. There is not just
tant elle s’écarte du schéma traditionnel. Nous laisserons davantage de temps aux élèves pour la one path to build a strong and healthy relationship. A couple does not undeniably
comprendre grâce à cette activité en classe inversée. Il sera important de travailler en amont sur les need to meet, get married, and then have children. A man can raise a child who is
attentes des élèves d’une comédie romantique, et de leur faire repérer comment ce « plan de vie » not his (a different kind of family).
est chamboulé dans The Back-up Plan (2010). Cette activité en autonomie permettra aux élèves de se
sentir plus à l’aise en classe lors de la mise en commun, notamment pour la question 1 du manuel
avec l’étude de l’affiche.
4 PAIR WORK Act out a short interview of the film director talking about his inten-
tions for this film (breaking stereotypes, independent women, etc.).
E-workbook Nous insisterons sur les thèmes à aborder dans cette interview : les stéréotypes de la femme
• Corrigé p. 000 • Fiche de classe inversée hatier-clic.fr/lmu1032 célibataire, l’horloge biologique revue par Hollywood, les femmes indépendantes, et la place
de l’homme dans la famille.
Tips
Il sera intéressant de revoir la méthodologie de la prise de parole en interaction p. 294.
yy
Faire d’abord réfléchir les élèves au schéma de vie traditionnel en leur faisant ré-
pondre à la question 1 de la fiche d’activité ou du manuel et confronter leurs attentes
d’une comédie romantique avec cette bande-annonce.
yy
Faites repérer aux élèves la to-do list, les flèches et les regards des personnages.
yy
Faire également anticiper sur le titre en demandant aux élèves de réfléchir à ce que
serait the original plan en comparaison du back-up plan.
12 13We would like to see our friends and families in your stories, and not just the clas-
E LGBT representation p. 51 sic straight couple you keep showing.#InclusiveIsBetter
We are the audience and I am unsure we will keep buying tickets to see your
movies if you fail to give an inclusive representation of the world as we know it.
Tips #BetterRepresentation
Only 12.8% of major film studios portrayed a LGBT character in 2017. This is far
yy
La difficulté de ce document réside dans la multiplicité des informations chiffrées : les
from being enough! @UniStudios, you need to do better! If you don’t, we won’t go
élèves devront reconnaître et associer les chiffres sans se tromper pour ne pas risquer
to the cinema! You must portray American society better. This is not my America/
un contresens. Pour cela, la fiche à imprimer permet aux élèves de guider leur com-
USA. #BetterRepresentation
préhension et de manipuler les données.
yy
En ce qui concerne la question de production, demander aux élèves d’écrire leur tweet
seul·e·s ou en binômes.
yy
Il est également possible de voter pour la meilleure publication en postant les publi-
cations en direct sur AnswerGarden.ch ou un autre outil TICE, et de la poster ensuite
F Rom-coms for everyone p. 51
réellement sur le compte Twitter® de la classe, ou de poster la publication directement
à la société de production Warner Bros® par exemple : https://www.wbgood.com/
about.
Tips
yy
Anticiper à partir de l’affiche du film en demandant aux élèves de repérer Simon, et
yy
Vous trouverez également sur la fiche à imprimer une mise en page pour la question
d’essayer de deviner quels sont les couples représentés dans ce film.
quatre de production qui aidera les élèves à se mettre en situation et à poster comme
s’ils ou elles étaient membres du GLAAD. yy
Discuter avec les élèves du sous-titre : Everyone deserves a great love story, qu’est-ce que
cela peut signifier ? Si les élèves connaissent le film, lier cette citation au problème de
représentation dans les comédies romantiques hollywoodiennes.
E-workbook
yy
Le pair work de la première question permettra de gagner du temps, mais également
• Corrigé p. 000 • Fiche à imprimer hatier-clic.fr/lmu1033
de faire interagir les élèves en créant un déficit d’informations. Pour la suite les élèves
peuvent travailler seul·e·s ou à deux.
1 Explain what GLAAD does every year.
––GLAAD: investigates the representation of Lesbian, Gay, Bisexual, Transgender Audio
people in films released by major film studios. Script CD1 piste 20
––Yearly report: rate studios.
LULU GARCIA-NAVARRO. Love, Simon is we would be honoring a lot of those traditions,
––Aim: include and depict everyone on screen.
your typical teenage romantic comedy: a boy, but also circumventing them, you know.
a mystery love interest, misunderstandings, LULU GARCIA-NAVARRO. We should men-
2 Use the figures to explain GLAAD’s dissatisfaction and demands. treachery and annoying and goofy teachers. tion that this is the first time a gay teenage
2017 report: major film studios did not do enough - did not represent everyone in The title character Simon is, in fact, delibera- romance has been out in wide release from
their films tely typical. Now is Greg Berlanti, he directed a major studio.
Demands: take this matter more seriously - better represent the US society the film And he joins us from the Warner Bros.
GREG BERLANTI. Correct, you know, when I
“a significant drop” lot. Good morning.
first read the script, it was - I just found myself
“14 of the 109 films released by the major studios included a LGBT character” GREG BERLANTI. Good morning, nice to be here. sort of crying inexplicably at the end and won-
(=12.8%)
LULU GARCIA-NAVARRO. So the big reveal in dering why that was happening. And, I had
-5.6 points compared to 2016
this film is revealed right away, and that is of been a closeted teen myself, and I just realized
“worst percentage since its creation in 2012”
course that Simon is gay. Why did you want to just the power of representation in something
0 transgender characters in a 2017 Hollywood movie
set this story up to look like a typical teenage like this was so evocative for me. And I went in
romantic comedy? and said to the studio: ‘You realize that there’s
3 Write GLAAD’s tweet demanding that major film studios reflect today’s couples in never been a teen rom-com with a gay kid at
GREG BERLANTI. We were really conscious
their love stories. (280 characters)
throughout of having as many of the traditions the center’. And having grown up in the ‘80s,
and tropes that one would find in — whether it when there was a lot of great teen coming-of-
Productions possibles
was a young adult romantic comedy or an adult age movies, I never sort of saw myself or our
There was no sufficient, accurate, nor inclusive portrait of a LGBT+ character in romantic comedy — but changing the gender storylines on the screen. And so, it was real-
your movies in 2017. #InclusiveIsEveryone of the romantic interest, and actually having, ly powerful to me and we obviously hoped it
The Gay and Lesbian Alliance Against Defamation report gave you a failing grade you know, a gay protagonist at the center of it, would be to the audience as well.
at providing such a thing. #LGBT+ #Representation
14 151 PAIR WORK Listen to Greg Berlanti, the director of Love, Simon, interviewed on NPR
(National Public Radio). Too
in thels
Spotlight Corrigés
Student A Student B
a. (Often) the same plot : a boy, a love a. The main character : a young (tee-
se ar
Practigra z précis de phonétique, p. 000
interest, misunderstandings, betrayals, nage) girl + love interest : a boy.
your mm
etc. The main protagonist : a normal This movie : Simon has a huge secret
teenager. y he is gay (quickly revealed)
1 a. We looked at almost all the stars on 2 a. Gone With the Wind is an old Ameri-
First time a major studio releases a gay
Hollywood boulevard. can film.
romance.
b. She apologised for not playing cards b. Titanic is a famous disaster film.
b. Who falls in love in the movie? b. What makes it similar to a typical with us because but she preferred
What makes the movie a different rom- rom-com? c. Sleepless in Seattle is an American
watching Mrs. Doubtfire on TV. It’s a clas- romantic comedy.
com? Who falls in love in the movie? sic film which refers to divorce.
Who are the main characters? d. In La La Land Emma Stone plays a
c. I’ve listened to this interview, Kate wonderful young actress who falls in
Winslet was talking about her job and the love in L.A.
2 Identify the reasons why the director released this film. film Titanic.
––He was himself a “closeted teen”. d. The babysitter looks after the children 3 a. The major American film studios
––The first time he read the script he cried. when their parents go to the cinema. weregoverned by the Hays Code.
––Question of representation = important because powerful. e. I went to Griffith Park and walked up to b. The best Hollywood film companies
––Grew up in the 1980’s = rom-coms = very popular y no love stories with gay the top of Mount Lee where the Hollywood have made a fortune.
characters. sign is located. c. This is a poster of my favourite pro-
––Representation = important y helps teenagers to talk about it. f. The film Brooklyn deals with an Irish gressive film.
girl who wants to fulfill the American d. The Back-up Plan is a 2010 American
3 After the interview, NPR takes calls from the audience. Call to explain why you dream. love story.
think it is important to watch this film. g. The film industry largely depended on
the Hays Code to know what they were
Production possible
allowed to show in their films.
I have watched this movie and I would like to say/explain why/the reasons why it
is an important film to watch…
––it gives more visibility to same-sex couples;
ve nciation
Impropro z précis de phonétique, p. 000
––gay teens may find models on screen to follow or to feel close to;
your nu
––it is helpful for teens who want to come out (of the closet);
––it is a message of hope for closeted teenagers everywhere in the United States of
4 hotel • hospital • holiday • horrible • b. humorists, humour : prononcé
America.
hilarious : prononcé c. honestly, honourable : non prononcé ;
hour • honest : non prononcé horrible : prononcé
Prepare your PAIR WORK You and your friend have just watched one of the films d. hours : non prononcé ; Hollywood :
on p. 50 or 51. Discuss how it shows that Hollywood love stories 5 a. hotels, Hollywood : prononcé prononcé
project have evolved.
−−Ce n’est pas un débat mais l’échange permet aux élèves de se complé-
p. 51 ter/nuancer leurs propos.
−−Temps de préparation : réfléchir aux points abordés - prise de notes
(10 mots-clés maximum).
−−Travail en autonomie : le ou la professeur·e pourra aider les groupes
pour la prononciation et/ou intonation.
Grille d’évaluation
• Grille générique p. 000 • Grille modifiable hatier-clic.fr/lmu0000
16 17on g skills
Work wr z précis de phonétique, p. 000 Project #1
your itin
Review a Hollywood love story reflecting
6 a. “You know, I have just watched 7 (A dialogue inspired by the trailer for the evolution of the couple in the USA for
Love, Simon and I’m really happy that the The Back-up Plan, 2010) your YouTube channel.
LGBT community is more visible today,” “Will you be my baby daddy?”, she asked Mise en place
she said enthusiastically. agitated.
• Pour choisir la comédie romantique sur laquelle se basera leur critique, les élèves peuvent
“You’re right, it took time but now we’ve “Is this a joke?”, he suspiciously asked. bien sûr utiliser un film présent dans la séquence ou de leur choix en cherchant de nouveaux
made it to Hollywood,” he said jokingly.
“No, it’s not! You are my best friend, and I films. Rediriger les élèves vers la page Go4It (p. 57 du manuel) pour stimuler leur curiosité, et
b. “Hi,” she said joyfully. want you to do it!”, she explained. faciliter leur travail de recherche. S’ils ou elles ne peuvent pas regarder l’intégralité du film, les
“Get away from me!”, the woman screa- “Well… I’m not sure I’m ready to become a élèves peuvent se baser sur les résumés de l’intrigue et sur les bandes-annonces.
med. “I don’t know you.” father…”, he declared. • Il s’agit d’une intervention préparée face à une caméra. Les élèves peuvent s’enregistrer à la
“I understand… But you don’t have to be a maison ou sur un temps de cours si l’établissement dispose de matériel (tablettes, caméra, ou
real father,” she clumsily pleaded. même téléphones portables). Les élèves peuvent préparer leur intervention mais n’utiliser que
des notes non-rédigées pour éviter toute tentation à la lecture. Leur conseiller de préparer un
plan avec quelques mots-clés par partie. Cette consigne peut bien sûr être adaptée pour les
Buyoild up z précis de phonétique, p. 000 élèves les moins à l’aise.
ur vocabulary • Bonifier le travail des élèves les plus créatif·ves et qui auront réalisé des vidéos esthétiques.
Les élèves peuvent s’inspirer des vidéos sur YouTube, et s’imaginer un nom de chaîne, des
1 a. Mia fell in love with Sebastian the 2 renvois vers du contenu factice qu’ils auraient réalisé auparavant, etc. Les inviter à s’approprier
first time they met. la méthodologie de la réalisation de vidéo (p. 284).
Production possible
b. The Hays Code was used to censor
Hollywood films for more than 30 years.
My favourite rom-com is Love, Simon z Fiche méthodo N°11 p. 284
because it is an atypical love story where
c. The main character in The Back-up Plan a boy is smitten with another boy. The
is single and she wants to get pregnant
Project #2
film breaks the standards by showing
all by herself. an emotional tie between different people
d. In this coming of age film, the teenager and communities. They finally get together
learns about the difficulties of adulthood. after Simon is forced to come out of the
Prepare a plot summary for an adaptation
e. We need more representation of the closet and show that we can change what
of a classic Hollywood love story.
LGBT community in today’s films. many people think to be decorum. They
have a happy ending and I like that it is a
message of hope for everyone. Mise en place
• De la même façon que pour le projet 1, inciter les élèves à choisir une histoire d’amour
typique dans la page Go4It (p. 57 du manuel) qui présente à la fois des comédies roman-
tiques atypiques et des histoires d’amour attendues mais classiques pour le genre. Les élèves
peuvent compléter leurs recherches par des résumés trouvés sur IMDb.com ou par des
critiques cinématographiques comme celles de rottentomatoes.com par exemple.
• Pousser les élèves à travailler en autonomie sans l’aide de leur cahier, ou bien les laisser
trouver des exemples d’évolutions dans les divers documents étudiés en classe.
• Possibilité pour les élèves de travailler en groupes : adapter les consignes et proposer une
écriture collaborative. Divers outils TICE sont à leur disposition (p. 286).
• Il serait intéressant de travailler en interdisciplinarité et de proposer le scénario jugé le
plus original et abouti par les élèves au club/cours de théâtre de l’établissement. Les élèves
peuvent ainsi travailler ensemble sur l’écriture de la pièce, se réapproprier les personnages,
jouer en anglais. C’est une jolie finalité pour travailler sur le dépassement des stéréotypes.
z Fiche méthodo N°20 p. 300
18 19© Hatier 2018 - Fiche photocopiable.
20
barêm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��������������������������������������������������������������
Pre
pa
you re
pro r
jec
t
Expression orale en continu – Review a Hollywood love story
Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, apprises par cœur. Il y a J’évoque l’évolution du couple américain et je Mes arguments et interventions sont variés et je
très peu de références aux comédies romantiques propose un point de vue informé sur les comédies montre que le cinéma hollywoodien doit refléter au
américaines. romantiques. mieux la société américaine.
Je reprends des choses vues et ajoute des petites
variantes et mon point de vue personnel.
0-1 2-3 4
Pragmatique et Communication faussée par une utilisation exclusive Une utilisation modérée des notes. Communication Des qualités communicatives mises en avant dans
socio-linguistique des notes. Beaucoup de silences et de faux démar- adaptée mais peu structurée. un exposé clair et structuré. Utilisation adaptée des
rages. notes.
0-1 2-3 4
Phonétique Prononciation correcte de mots isolés. L’ensemble du discours est compréhensible. Il y a De rares erreurs de prononciation, mais il y a un bon
Discours difficilement intelligible car la prononciation quelques erreurs de prononciation qui ne gênent effort au niveau de l’intonation et de l’articulation.
fausse le sens. pas à la compréhension. Résultat proche de l’authentique.
0-1 4
Grammaire Les phrases sont très simples. Il y a des erreurs de Les phrases sont simples et courtes. La syntaxe est Les phrases sont plus longues et correctes avec peu
grammaire (verbe manquant...) ou de syntaxe (ordre respectée et les structures travaillées sont réutilisées d’erreurs de grammaire. Les éléments vus dans ce
des mots...). même avec maladresse. chapitre sont réutilisés avec maladresse.
0-1 2-3 4
Lexique Les mots de vocabulaire sont très simples. Le vocabulaire est simple mais plus riche avec une Vocabulaire précis relatif aux champs lexicaux
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. étudiés (la production d’un film et la représentation
français). de la société).
0-1 2-3 4
Total : ����������������������������������������/20
barêm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��������������������������������������������������������������
Pre
pa
yo re
pro ur
jec
t
Expression écrite en continu – Prepare a plot summary
Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, il y a très peu de références Le film que j’ai choisi est un classique du genre. Mon résumé de scénario prend en considération
aux éléments typiques d’une comédie romantique. J’ajoute des éléments atypiques. différents aspects de l’évolution de la société amé-
ricaine.
0-1 2-3 4-5
Pragmatique et Mon résumé de l’intrigue est peu clair et organisé. Mon résumé de l’intrigue est clair. J’utilise quelques Mon résumé de l’intrigue est bien organisé. Mon
socio-linguistique Mes phrases sont très simples. mots de liaison, mes phrases sont construites. discours est structuré et donne envie d’en savoir
plus sur le film.
0-1 2-3 4-5
Grammaire Les phrases sont très simples. Il y a des erreurs de Les phrases sont simples et courtes. La syntaxe est Les phrases sont plus longues et correctes avec peu
grammaire (verbe manquant...) ou de syntaxe (ordre respectée et les structures travaillées sont réutilisées d’erreurs de grammaire. Les éléments vus dans ce
des mots...). même avec maladresse. chapitre sont réutilisés avec maladresse.
0-1 2-3 4-5
Lexique Les mots de vocabulaire sont très simples. Le vocabulaire est simple mais plus riche avec une Vocabulaire précis relatif aux champs lexicaux
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. étudiés (la production d’un film et la représentation
français). de la société).
0-1 2-3 4-5
Total : ����������������������������������������/20
© Hatier 2018 - Fiche photocopiable.
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