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Work in progress! Nous travaillons encore sur ces fichiers mais nous les mettons à votre disposition afin que vous puissiez commencer votre travail de préparation. Nous les finalisons au fur et à mesure. Merci de votre compréhension Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possibles
Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possibles Programme L’avenir de la planète est un défi partagé par les aires culturelles qui interrogent cette question avec des sensibilités différentes. La préoccupation écologique n’a pas la même ancienneté selon les pays ni la même résonance dans toutes les sociétés. Elle pose la question du rapport à la nature dans chacune des cultures. Au quotidien, le souci de l’environnement dicte des codes de conduite et peut faire l’objet de politiques environnementales qui dépassent les frontières. La cause animale rejoint le débat écologique, elle trouve une expression différente selon les pays avec des débats autour de la chasse ou de la corrida par exemple. Parce que la question environnementale est tournée vers le futur, elle invite à imaginer, à travers l’urbanisme ou encore la littérature, des mondes possibles (par exemple : villes à l’architecture végétalisée, interpénétration ville et nature, etc. Le souci écologique incite à reconsidérer le rapport à la consommation). Séquence 1 : How do British citizens deal with sustainability? Quelles sont les solutions adoptées par les citoyen·ne·s britanniques pour faire face aux enjeux du développement durable ? Quelles sont les mesures prises à titre individuel et collectif pour préserver l’environnement au Royaume-Uni ? Cette séquence propose aux élèves de réfléchir à ces problématiques. Séquence 2 : Can cli-fi save the world? Cette séquence propose aux élèves d’alimenter leur réflexion sur les grands enjeux climatiques par le biais d’œuvres anglophones. Celles-ci invitent les élèves à définir le genre cli-fi (climate-fiction) typiquement anglophone qui vise à sensibiliser la population aux questions climatiques. Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possibles
Objectifs culturels : le développement durable et Projets intermédiaires :
l’écologie au Royaume-Uni, les politiques
environnementales menées par le gouvernement, les List three things you can do in
citoyen·ne·s et les entreprises britanniques your daily life to have a more
sustainable lifestyle.
Objectifs pragmatiques : savoir écrire un courrier
Write a tweet to encourage a
officiel, communiquer pour convaincre en utilisant
British mayor to make his or her
l’écrit et / ou la vidéo
city more sustainable. Suggest to
Objectif sociolinguistique : adapter son registre de decisions he or she could make.
langue à l’interlocuteur·rice
Objectifs citoyens : prendre conscience de son impact
sur l’environnement, adopter un mode de vie Projets finaux :
écologique
Objectifs méthodologiques : réaliser une vidéo courte On your YouTube channel,
(p. 266), écrire un courrier officiel (p. 284) announce five new habits you
Objectifs Grammaire : les adjectifs will adopt for a more
linguistiques : composés, le futur sustainable lifestyle.
Phonologie : la
prononciation de la voyelle a You are a member of a youth
Écriture : les nombres council in London. Write to the
Lexique : le développement mayor to share your ideas for a
durable more sustainable city.
Pick & mix Construire une séquence courte
Proposition 1 Document A (Modélisant) → Document C ou D → Prepare your project p. 147
→ Document E → Project #1
Proposition 2 Document E → Document G (Modélisant) → Prepare your project p. 151 →
DOC F → Project #2
Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possibles
Présentation de la séquence DOC A YouTube et les petites astuces écologiques au quotidien d’Imogen Lucas, qui a acquis une certaine notoriété sur les réseaux sociaux en partageant ses idées pour aider les autres à adopter un mode de vie plus écologique et responsable. DOC B Il s’agit ici d’un schéma explicatif issu du mouvement Fashion Revolution qui permettra de visualiser l’impact de l’industrie textile sur l’environnement. DOC C Article sur le Patch Challenge et le recyclage des vêtements en milieu universitaire. Ce document est un exemple des initiatives qui sont prises sur les campus britanniques pour inciter les jeunes à recycler leurs vêtements plutôt que de consommer à outrance. DOC D Ce document est l’extrait d’un reportage sur le Meat Free Monday, lancé par Paul McCartney et sa famille, et l’impact de l’élevage animal intensif sur la planète. Des données chiffrées sont données pour expliquer ce que coûte la production d'un steak haché en termes de ressources naturelles. Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possibles
DOC E Cet article traite du projet de loi adopté par le gouvernement britannique pour interdire l’usage du plastique dans certains domaines de la vie quotidienne. DOC F Cette vidéo est un reportage sur BedZED, quartier écologique du sud de Londres, et les One planet communities à l’échelle mondiale. Les principes majeurs du projet sont détaillés. DOC G Il s’agit ici d’un reportage et d’une interview du maire de Londres sur la mise en place de la T- Charge à Londres pour lutter contre la pollution. Cette taxe sur les véhicules les plus polluants vise à encourager les automobilistes à abandonner les véhicules nocifs. Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possibles
Proposition d’exploitation de la photo d’ouverture p. 147 Tips → Demander aux élèves de repérer les éléments permettant de situer la marche pour le climat à Londres (Big Ben, panneau Oxfam). → Faire lire les messages inscrits sur les pancartes et la légende pour expliquer le motif de cette manifestation (clean energy, les cœurs verts). → Faire relier l’image aux hashtags #greencities, #sustainablelifetsyle, #ecofriendly. Info + AVAAZ est une organisation non gouvernementale internationale de cybermilitantisme. Avaaz - qui signifie « voix » dans plusieurs langues d'Asie, du Moyen-Orient et de l'Europe de l'Est - a été lancé en janvier 2007 : https://secure.avaaz.org/page/en/. Tips: → Anticiper le document à partir du titre et demander aux élèves de citer deux de leurs réflexes écologiques. → Réaliser une carte mentale avec leurs propositions, qui pourra être enrichie suite à l’écoute puis servir de trace écrite. → Mettre en place le lexique de la séquence en proposant un brainstorming à partir du titre. Script CD 2 piste 14 SUSTAINABLY VEGAN. Number three is to use pencils, refillable pens and stitch notebooks. These are something that are far more environmentally-friendly especially if you're still at school you don't want to buy stuff that’s wirebound or has a plastic front or anything like that. If you can get your hands on that, especially if you're in the UK, Muji do a really wonderful stitched and recycled paperback coloured notebook. Those are wonderful cause they can be completely recycled and again refillable pens so that you're not buying single-use plastics and throwing them away and pencils that are not in plastic. The ones that you can just sharpen are so much better so definitely opt for those in terms of your school materials. And the last one, number 5, is to, to the best of your ability whilst you're out and not in the house, try and not use any single-use plastics, or just disposable items in general. It's not just plastic that's obviously not necessarily very environmentally-friendly, it's all single-use items that are built just to be used once and then disposed of. Try and carry a water bottle with you, or say no to straws, even get a utensil from your kitchen to take out with you. You don't need to go out and buy any of this kind of things. Or if you have an old jar that you had pasta sauce in or something like that, you can use that as a water bottle if you don't have a water bottle. You can take a handkerchief with you instead of using any tissues in any circumstances. Just try and avoid those whilst you're out. I know it's really hard when you're still living at home to try and change other people's behaviour, but also ensure that you, personally, are just gonna be able to be zero- waste, but all you can do is your best. Keep doing your research, keep reading things, keep trying to experiment with maybe even making your own toothpaste or stuff like that. 1 Explain what ‘‘Sustainably Vegan’’ advises teens to do. She advises them to use environmentally-friendly school supplies. She also advises them not to use any single-use items. They should always carry a bottle of water, not use straws and take utensils from their kitchen. She also advises them to get educated about zero-waste and encourages them to make things themselves. Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possibles
2 Define ‘‘zero-waste’’.
When you adopt a “zero-waste” lifestyle, you do your best to reuse, recycle and avoid sending trash to landfills or to
the ocean. You always make sustainable choices so as not to pollute the environment.
3 Guess what her three other tips are and write them down.
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Maybe she gives pieces of advice concerning food, clothes or means of transport.
Tips
→ Renvoyer les élèves au Culture Tip pour leur permettre de formuler des hypothèses sur l’objectif du document.
→ Anticiper le contenu grâce aux dessins et au titre.
→ Demander aux élèves leurs habitudes sur leurs achats de vêtements.
1 Find out how much water is needed to make clothes and the impact on the ozone layer.
"It takes 2,720 litres of water to make a T-shirt" and "200 gallons of water to make one pair of jeans", which is a
huge quantity of water. One should know as well, that "clothing consumption produces 1,5 tonnes of CO2 x
household x year", which has an enormous impact on the ozone layer.
2 Comment on the problem of waste in the clothing industry.
Waste in the clothing industry is a major problem, in that not only are natural resources wasted in unsustainable
production and manufacturing of clothes, but billions of clothes that are in perfectly good condition are thrown away
instead of being donated or handed down for continued use.
3 PAIR WORK Try to convince your best friend to buy his or her clothes in second-hand shops.
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“Hi Kate! Do you like my new T-shirt?”
“Oh my God, I can’t believe you’ve bought it! How many T-shirts have you got?”
“I know… But I couldn’t help buying it, it was so cheap!”
“Don’t you know it takes litres and litres of water to make a T-shirt? Why don’t you just buy second-hand clothes?”
“Do you think it would be more sustainable?”
“Of course, it would! And vintage is so fashionable! Come over, I’ll show you!”
Tips
→ Décomposer le titre avec les élèves : up / cycling et les faire anticiper le contenu à partir du titre et du logo.
→ Indiquer Chester sur une carte vidéoprojetée.
→ La fiche d'activité du E-workbook permettra de mieux accompagner les élèves.
→ Ce texte sera l'occasion d'aborder les adjectifs composés.
E-workbook
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Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possibles1 Spot the proper nouns (places, dates). List the events planned on campus.
- "The British Heart Foundation’s Big Stitch event"
- "Queen’s Park Library"
- "the Small Hall"
- "Parkgate Road"
- "Friday 7th December"
- "Pop-up Patch Challenge"
- "Queen’s Park Campus"
- "in the New Year"
2 Show the positive impacts of these events.
These upcycling clothes events facilitate easy donation of gently used clothes that are in need of a new home, the
fixing of clothes that have minor wear and tear or are in need of some embellishing or re-purposing. The events are
easily accessible and are open to the entire community. These events enable the community to practice sustainable
living and provide people with the ability to help both the environment and fellow community members, as well as
practice money-saving skills.
3 You have to promote the pop-up Skills Share event. Write out a 50-word text to present it on the
Facebook event you have created.
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Hi all! Bored of your clothes and want to help save the earth? If so, practice sustainable shopping and come to Small
Hall on Dec 7 to shop our pop-up pre-loved clothing sale! All proceeds go to ShareAid. (Seeking volunteers to help
repair well-loved clothes: contact us if interested!).
CLASSE INVERSÉE : Ce document se prête à la classe inversée même s'il comporte beaucoup d’informations, il est
plutôt simple d’accès pour un travail en autonomie des élèves.
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Tips:
→ Faire anticiper l'écoute à partir de la description de l'affiche.
→ Faire lire le Culture Tip avant d'initier l’écoute.
→ La fiche d'activité du E-workbook accompagnera davantage les élèves dans le cadre de la classe inversée.
1 Describe the poster and explain what kind of action is promoted.
The poster contains 4 pictures of delicious-looking meatless meals to promote Meat Free Monday: the movement to
cut back on meat products at least one day a week to practice healthy, sustainable living. The poster is an ad
endorsed by the Meat Free Monday Foundation.
2 Listen to the recording and use three figures to explain what it is about.
The recording is about the resources that are used to produce meat and the reasons why it is necessary to reduce
our consumption of meat. 2,350 litres of fresh water are needed to produce just one beef burger and more than 95%
of soy is used to feed farmed animals. We are also told that almost 1/3 of all land on Earth is devoted to livestock
production.
Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possibles3 Sum up the consequences of animal agriculture on the environment.
Animal agriculture requires much space, water and cereals and it releases vast amounts of greenhouse gases into
the atmosphere, which is the reason why Meat Free Monday would help reduce our carbon footprint.
4 In groups, draw a parallel between the poster and the audio document. Present your findings to the
class.
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Meat Free Monday is an action that was launched by the McCartneys in order to reduce the carbon footprint of
British citizens. Indeed, as it takes a lot of natural resources to produce meat, they decide to make everybody join
the cause and adopt a simple habit to make a difference. Everyone is therefore asked not to eat meat on Mondays.
List three things you can do in your daily life to have a more sustainable lifestyle.
- Conseiller aux élèves d’utiliser les documents étudiés et le lexique.
- Possibilité pour les élèves de s’inspirer de leurs propres actions pour l’environnement, mettre un
dictionnaire à disposition.
- Cette activité peut être donnée en travail à la maison, notée ou non.
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I try to have a sustainable lifestyle thanks to simple habits. For example, I cycle to school and I always avoid using
plastic bags when I go shopping. I also decided to eat less meat two months ago.
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Tips
→ Faire anticiper la lecture du texte à partir de l’image et du titre.
→ Faire un brainstorming en classe sur les objets en plastique du quotidien qui pourraient être concernés.
→ Leur demander d’expliquer les trois petits signes.
1 Describe the advert and say where you could find it.
The advert, issued by Ecostrawz, promotes the use of wheat drinking straw that seem totally ecological since they
are “100% natural.” They are sold in the UK because the price is written in British Pounds. The ad is probably
published in magazines or in restaurants where you can buy meals to take away.
2 Read the text and focus on the figures. Explain the decision of the British government.
The decision of the British government is to ban the distribution and use of plastic straws, stirrers, and cotton buds
by October 2020 in order to create a more environmentally-conscious world. Billions of plastic straws and cotton
buds are used each year in England alone. The impact on the environment is extremely negative, especially for the
marine habitat and life, as the decomposition of plastic takes hundreds of years and over 150 million tons of plastic
currently reside in the world’s oceans. Thus, though single-use plastic products are handy, the UK government’s
decision aims at protecting the environment.
3 Focus on environmental organisations (l. 25-31) and sum up their reactions to the project.
Environmentalists support the initiative and organisations are quite enthusiastic. They think banning both the
distribution and use of single-use plastic items helps keep them out of the oceans, but they also want the
companies’ responsibility to be taken into account.
Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possibles4 Imagine a written message for the customers of a supermarket explaining why they won’t find the three plastic
items any more.
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Dear customers, in an effort to promote sustainability and to cut back on single-use plastic items for the protection of
the environment, the government has decided to prohibit the distribution and sale of plastic straws, stirrers, and
cotton buds. Therefore, these items will no longer be available in supermarkets throughout the UK. We apologise for
any inconvenience and thank you for helping us live sustainably and protect the earth.
Pédagogie différenciée : Le Trail A est le parcours le plus guidé. Les élèves sont amenés à formuler des réponses
similaires, mais la tâche est plus compliquée pour les élèves choisissant le Trail B, où les questions amènent les élèves à
accéder à l'implicite du document.
Tips
→ Faire deviner ou donner le mot sustainable s’il n’a pas été encore vu.
→ Possibilité d'effectuer un travail d'anticipation par la description de la capture d'écran, en particulier avec one planet
communities.
→ Faire lire le Culture Tip aux élèves pour faciliter l'accès au sens.
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Script DVD
POORAN DESAI (One Planet Communities Director). We now know that if everyone on Earth consumed as much as the
average European, for example, three planets’ worth of resources to support us. So what we need to do is create places
where it’s easy for people to lead a one-planet lifestyle.
And sustainable communities can play an important part of that, because a lot of our impacts are in the energy use in the
home, and the way we lead our lives.
As we finished BedZED, we were looking at how to communicate the lessons from BedZED. And that’s how the concept
of one-planet living was developed, and alongside it, ten guiding principles of sustainability, which go from very hard
sustainability principles, like zero carbon and zero waste, to softer ones, like promoting health and happiness, and equity
and fair trade. And this framework and set of principles have been used in the One Planet Communities network, which is
a network of developers around the world, who are applying the principles to create sustainable communities. So the
monitoring from this project, and some of the ideas from it, have helped set up a property development company, which is
building zero-carbon homes in Brighton and Middlesbrough for example. It’s also helped inspire communities all around
the world, from cities in the Middle East, like Masdar city, through to Australia, China, Sonoma Mountain Village in
California for example… So it’s been very important in terms of spreading this message globally.
Trail A Trail B
1 Explain what is said about the habits of Europeans in 1 Explain why Europeans need to lead a more
Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possiblestheir daily lives. sustainable lifestyle.
Europeans consume so much that if everyone did the It is important for Europeans to change their habits
same we would need three planets’ worth of because they consume so many natural resources that
resources. one planet earth will never be enough.
2 Name at least three guiding principles of 2 Try to list the 10 guiding principles of sustainability
sustainability BedZED has led to. BedZED has led to.
BedZED has enabled people to grow aware of such The ten guiding principles of sustainability are zero
principles as zero carbon, zero waste or fair trade for carbon, zero waste, the promotion of health and
instance. happiness, equity, fair trade, sustainable transport,
sustainable water, local food, land and wildlife and
local economy.
3 Pick out the names of cities or countries where 3 Pick out the names of all the cities and countries. Use
BedZED has been developed. them to explain the development of the project
BedZED has also been developed in other British cities worldwide.
such as Brighton or Middlesborough and in foreign The project has gone global because it involves many
countries likes Australia or China. different cities and countries such as Brighton and
Middlesborough in the UK. It’s also developed in cities
in the Middle East, like Masdar city, and in different
countries like Australia, China, or the US with Sonoma
Mountain Village in California.
Imagine the dialogue between an estate agent and the potential buyer of a sustainable
apartment. Speak about the objectives and principles of the creators of BedZED.
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“This apartment seems very comfortable, but can you guarantee its sustainability?”
“Definitely. If you buy it, you will join the BedZED community, that is very much focused on sustainability. For
example, your electricity will come from solar panels.”
“I’m afraid it might be too expensive.”
“No, you shouldn’t worry about that. Solar energy is the most affordable and renewable energy source. What’s
more, we try to ban plastic in the residents’ everyday life so you can make compost in the garden. All the
materials used to build your apartment are renewable and eco-friendly.”
“Great news! Thank you, I’ll think about it.”
Tips
→ Anticiper le document en proposant aux élèves d’émettre des hypothèses sur la légende de la vidéo.
→ Demander aux élèves d’envisager deux solutions possibles pour réduire la pollution, afin de mettre en place le
vocabulaire.
→ Faire une carte mentale avec les propositions, puis la compléter suite à l’écoute. Elle pourra servir de trace écrite.
Script DVD
JOURNALIST. It’s called “The Toxicity Zone”. The T-charge covers the same area as the existing Congestion Charge Zone.
The drivers of older, more polluting vehicles pay an extra £10 on top of the existing £11.50. But London isn’t alone:
Birmingham, Leeds, Southampton, Derby and Nottingham are all considering imposing charges for some polluting diesel
vehicles by 2020. And in Oxford, a ban has been proposed, to stop all petrol and diesel cars from travelling in parts of the
city, by 2020.
Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possiblesThe London mayor Sadiq Khan is behind the scheme, which he sees as a public health priority.
SADIQ KHAN. Here in London, more than 9,000 people die prematurely because of the air – more than 9,000! There are
children whose lungs are underdeveloped, there are adults who suffer consequences because of the air, from asthma to
dementia to stroke. This is part of a package of measures to clean up the air in London.
1 Focus on the figures and places to explain what the T-charge consists in.
The T-charge consists in making the drivers of polluting vehicles pay an extra £10 charge on top of the existing
£11.50 if they want to drive in the streets of London.
2 The mayor of London has a top priority. Use keywords to explain what it is.
Public health is Sadiq Khan’s top priority. It is necessary to clean up the air because there were over 9,000
premature deaths due to pollution.
3 Write a short paragraph to explain the mayor’s plan to London inhabitants on the official website of the
city.
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Dear fellow citizens, in order to protect the health of our children and elderly, we have made an important decision
to reduce pollution in London. From now on, all the drivers of polluting diesel vehicles will have to pay a £10 charge
called the T-charge if they are to circulate in London. This tax will be added to the existing £11.50 and it aims at
cleaning up the air we all breathe, because your health is what matters most to us!
Write a tweet to encourage a British mayor to make his or her city more sustainable.
Suggest two decisions he or she could make.
- Insister sur le fait que le texte préparé doit être court et percutant.
- Montrer un exemple : https://twitter.com/sadiqkhan/status/870363123517181953.
- Veiller au respect de la ponctuation et de son bon usage ici.
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@britishmayor help us save the earth and the creatures that live in it! Make reusable bags more affordable than
plastic and prohibit the use of single use plastic items in general. Maybe increase taxes on plastic production for
companies? Please think about the turtles!
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Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possiblesCorrigés Les adjectifs composés 1. a. A nature-friendly project respects the environment. b. These projects are time-consuming. You can spend long hours studying them! c. Biofuels are eco-friendly. They don’t harm nature as much as fossil energy! d. Why did you use dark-green to paint the leaves? You should have used light-green. 2. a. In the countryside we are lucky to live in an environmentally-friendly atmosphere. b. You can contribute to saving the planet if you buy second-hand clothes. c. Imogen Lucas is a well-known vegan advocate in the UK. d. This lake has turned light-green because of the water lilies. Le futur 3. a. They always sort out their rubbish. b. They are meeting up with the leader of this charity tomorrow afternoon. c. She usually washes her clothes using eco-friendly products. d. He is transfering all the signatures of this petition to the mayor next Monday. 4. a. For sure will need a lot of green energy like wind farms and biofuels to save the planet! b. The member of this NGO is to make a speech next month at the Save the Planet conference. c. I am going to collect rubbish by the seashore this afternoon. d. I will send you the petition if you want to back up this eco-friendly project. La prononciation de la voyelle a 5. leaf /iː/ • lake /eɪ/ • ban /æ/ • sunbeam /iː/ • map /æ/ • lane /eɪ/ • cottage /ɪ/ • sustainability /eɪ/ ; /ə/ 6. a. aware /ə/ • danger /eɪ/ b. thatched /æ/ • cottage /ɪ/ c. cream /iː/ • farm /ɑː/ d. farm /ɑː/ • far /ɑː/ • away /eɪ/ • local /ə/ • supermarket /ɑː/ Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possibles
Les nombres 7. In twenty seventeen / two thousand seventeen, twenty-four thousand nine hundred and seventy- one people took part in Veganuary and stopped eating meat for a month. There are sixty-eight thousand eight hundred and forty-one places in the world where vegans can enjoy a good meal. In London there are eight hundred and sixty-three different locations in the city centre. The average price of a vegan meal is fifteen pounds. 8. There are seven billion people on planet Earth. How much is one billion? It would take you thirty-one years, two hundred and fifty-nine days, one hour, forty-six minutes and forty seconds counting one number a second to reach a billion. If each person buys one shirt and one jacket, how many items would that be on our planet? 1. a. An international meeting will be held next year to promote sustainable development in the world. b. When they go shopping, my neighbours use reusable cotton shopping bags instead of disposable plastic bags. c. Our association aims at making every city greener so please sign this petition! d. This brand new energy-saving light bulb is great: it creates the same amount of light without creating wasted heat. e. Last week there was a huge demonstration that gathered hundreds of people. They marched to demand glo- bal action against climate change. f. Good food habits and daily physical activity are essential to a healthy lifestyle. 2. Production possible Kelly Smith is twenty-three years old and lives In London. Sustainable development is very important to her, that's why she has an eco-friendly lifestyle in order to reduce her carbon footprint and environmental impact. She only eats healthy and organic food and repurposes her clothes instead of throwing them away. She re- frains from using disposable cutlery when she eats out. Finally, she tries to make her friends aware of their consumption of natural resources. She often offers them energy-saving light bulbs so that they can start chang- ing their mindset. Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possibles
Mise en place des projets
Projet 1
On your YouTube channel, announce five new habits you will adopt for a more sustainable
lifestyle.
- Pour ce projet, les élèves doivent se filmer pour transmettre un message : la conviction, la clarté et le dynamisme
seront déterminants.
- Possibilité pour les élèves de s’inspirer des YouTubeurs·ses qu’ils·elles suivent dans leur vie quotidienne.
- Inciter les élèves à répertorier soigneusement les décisions qu'ils·elles veulent mettre en avant et à les hiérarchiser.
- Travailler l'intonation et la force de conviction.
- Choisir un cadre approprié pour filmer leur vidéo, par exemple dans un parc, un jardin ou devant des affiches engagées
pour l'environnement.
- Ils et elles devront veiller à ne pas parler trop vite pour laisser le temps à leur public de s'imprégner du message
Fiches de méthodologie N°12 p. 266 et N°20 p. 280
Projet 2
You are a member of a youth council in London. Write to the mayor to share your ideas for a
more sustainable city.
- Conseiller aux élèves de sélectionner trois idées principales puis des idées secondaires prenant appui sur les idées
principales.
- La lettre ayant un caractère officiel, insister sur le fait qu'ils et elles devront adopter le registre adéquat et soigner la
présentation.
- Les élèves pourront utiliser les cartes mentales de leurs propositions éventuellement réalisées en cours.
Fiches de méthodologie N°22 p. 284 et N°7 p. 258
Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possiblesGrille projet 1
Expression orale en continu – Announce five new habits
Niveaux du CECRL
A1 A2 B1
Critères évalués
Mes idées sont simples, apprises Mes interventions correspondent à Mes arguments et interventions sont
par cœur. Il y a très peu de différents modes d’action pour variés et je prends en considération
références au développement protéger la planète et je propose un différentes solutions pour adopter un
durable. point de vue informé. mode de vie plus écologique.
Contenu culturel Je reprends des choses vues et
ajoute des petites variantes et mon
point de vue personnel.
0-1 2-3 4
Communication faussée par une Une utilisation modérée des notes. Des qualités communicatives mises
utilisation exclusive des notes. Communication adaptée mais peu en avant dans un exposé clair et
Pragmatique et socio- Beaucoup de silences et de faux structurée. structuré. Utilisation adaptée des
linguistique démarrages. notes.
0-1 2-3 4
Prononciation correcte de mots L’ensemble du discours est De rares erreurs de prononciation,
isolés. compréhensible. Il y a quelques mais il y a un bon effort au niveau de
Phonétique Discours difficilement intelligible car erreurs de prononciation qui ne l’intonation et de l’articulation.
la prononciation fausse le sens. gênent pas à la compréhension. Résultat proche de l’authentique.
0-1 2-3 4
Les phrases sont très simples. Il y a Les phrases sont simples et courtes. Les phrases sont plus longues et
des erreurs de grammaire (verbe La syntaxe est respectée et les correctes avec peu d’erreurs de
manquant...) ou de syntaxe (ordre structures travaillées réutilisées grammaire. Les éléments vus dans
Grammaire des mots...). même avec maladresse. cette séquence sont réutilisés avec
habileté.
0-1 2-3 4
Les mots de vocabulaire sont très Le vocabulaire est simple mais plus Vocabulaire précis relatif aux
simples. riche avec une utilisation de champs lexicaux étudiés (écologie,
Lexique Des néologismes (inventions de synonymes quand cela est possible. environnement, développement
mots à partir du français). durable).
0-1 2-3 4
Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possiblesGrille projet 2
Expression écrite en continu – Write to the mayor
Niveaux du CECRL
A1 A2 B1
Critères évalués
Mes idées sont simples, il y a très Les idées que j’ai choisies sont Ma lettre prend en considération
peu de références au adaptées au développement différents points de vue sur le
développement durable. durable. J’ajoute des informations développement durable.
Contenu culturel pertinentes.
0-1 2-3 4-5
Ma lettre est peu claire et organisée. Ma lettre est claire. J’utilise Ma lettre est bien organisée. Mon
Pragmatique et socio- Mes phrases sont très simples. quelques mots de liaison, mes discours est structuré.
linguistique phrases sont construites.
0-1 2-3 4-5
Les phrases sont très simples. Il y a Les phrases sont simples et courtes. Les phrases sont plus longues et
des erreurs de grammaire (verbe La syntaxe est respectée et les correctes avec peu d’erreurs de
manquant...) ou de syntaxe (ordre structures travaillées réutilisées grammaire. Les éléments vus dans
Grammaire des mots...). même avec maladresse. ce chapitre sont réutilisés avec
habileté.
0-1 2-3 4-5
Les mots de vocabulaire sont très Le vocabulaire est simple mais plus Vocabulaire précis relatif aux
simples. riche avec une utilisation de champs lexicaux étudiés (écologie,
Lexique Des néologismes (inventions de synonymes quand cela est possible. environnement, développement
mots à partir du français). durable).
0-1 2-3 4-5
Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possiblesAXE 7 Saving the planet, imagining possible futures
SÉQUENCE 1 How do British citizens deal with sustainability?
#ecology #greencities #environmentalpolicies
Is ecology becoming a priority in How do political measures Are environmental policies
the UK? contribute to a more sustainable efficient in the UK?
way of life?
Documents Photo d’ouverture Document E Documents E, F et G
du manuel
Documents E, F et G
Vos
recherches
Réponse à la Yes, especially based on the Political measures can work They do successfully reduce the
question announcement that climate to push sustainable measures amount of single-use plastic
change will be irreversible in 11 forward and generate a large items both used and
years at most, the UK is taking amount of support behind distributed, which in turn
steps forward towards saving such movements, in part by reduces plastic items that litter
both the environment and the using political power to the earth and put wildlife in
creatures that live in it, starting prohibit or promote certain danger.
with restricting the sale of practices.
single use plastic items, and
promoting sustainable living.
#sustainablelifestyle #ecofriendly
How are British citizens What can each Briton do to have a positive impact
changing their habits to be more on the environment?
eco-friendly?
Documents Documents B et C Documents A, B, C et D
du manuel
Vos
recherches
Réponse à la They are buying sustainably, recycling (both Each individual can try to eat less meat, donate
question clothes and products), and reducing their use of their clothes and shop for eco-friendly products,
single-use plastic items (in part due to new and buy reusable products to replace single-use
governmental policies). plastic items.
SYNTHÈSE
What actions do people take to protect the environment in the UK?
In general, people try to limit their meat intake by following trends such as Meat Free Monday,
shop and buy sustainably, take steps to reduce their carbon footprint by walking / biking to
work instead of driving, and reducing their use of single-use plastic items.
How do they raise awareness for a more sustainable way of life?
In general, awareness is raised through the use of facts and statistics to showcase the benefit
that living sustainably has on individuals, the community, and the environment. Posters, news
stories, governmental restrictions and regulations all contribute to raising awareness of the
importance of living sustainably.
Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possiblesObjectifs culturels : se familiariser au courant Projets intermédiaires :
artistique cli-fi à travers la littérature et le
cinéma Write a Wikipedia article giving a
definition of cli-fi and explaining why it
is worth reading this type of fiction.
Objectifs pragmatiques : organiser et
Choose a climate change documentary
structurer ses arguments, respecter la mise en
or a cli-fi film. Explain your choice and
page d’une 4e de couverture
why it is a good way to raise awareness
Objectifs sociolinguistiques : s’exprimer dans on climate change.
un registre de langue propre à être compris·e par
tou·te·s Projets finaux :
Objectifs citoyens : sensibiliser aux enjeux des
questions climatiques actuelles, prendre Take part in The Big Question on
conscience du rôle de la création artistique pour BBC2. Today’s debate is: can cli-fi
susciter questionnement et réflexion sur change people’s behaviour on
l’environnement climate?
Objectifs méthodologiques : créer une affiche
ou un dépliant (p. 261), analyser une image (p. Create the back cover of a cli-fi story
264) taking place in an English-speaking
Objectifs Grammaire : can et could, country.
linguistiques : l’hypothèse avec if / la
projection
Phonologie : le suffixe -ion
Écriture : la rédaction d’une
4e de couverture
Vocabulaire : la fiction
climatique
Pick & mix Construire une séquence courte
Proposition 1 Document A GROUP WORK (Modélisant) → Document B → Prepare your project p. 157 →
Document C → Project #2
Proposition 2 Document A GROUP WORK ou F → Document D → Prepare your project p. 159 →
Document E (Modélisant) → Project #1
Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possiblesPrésentation de la séquence DOC A Les 3 couvertures de romans cli-fi, associées à leur synopsis par un exercice de matching, permettront aux élèves d’aborder le thème par des éléments iconographiques sur lesquels apparaissent les caractéristiques des œuvres cli- fi. DOC B Le support vidéo permettra aux élèves de saisir la définition du genre cli-fi et l’étendue de toutes les productions, artistiques ou non, que ce genre prend en compte. DOC C L’extrait de Carbon Diaries de Saci Loyd est un classique britannique du genre cli-fi. Le fait que la narratrice soit une adolescente qui rédige un journal permettra aux élèves de s’identifier et comprendre les ressorts d’un roman cli-fi. Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possibles
DOC D À travers l’étude comparée des deux affiches du film Geostorm à gauche, et du documentaire An Inconvenient Sequel, Truth to Power à droite, les élèves sont amené·e·s à s’interroger sur l’impact et le rôle éducatif des films catastrophes ou documentaires dans la mobilisation de l’opinion pour le climat. DOC E Ce document est une interview avec Al Gore, qui présente son film An inconvenient sequel: Truth to power, la suite de An inconvenient truth sorti en 2006. Il amène les élèves à s’interroger sur les liens que ce documentaire entretient avec la fiction et notamment les films catastrophes et les choix de mise en scène opérés par Al Gore pour que son message touche le plus grand nombre. DOC F Le document F est un article issu du média en ligne collaboratif animé par des journalistes www.theconversation.com. Il amène les élèves à se questionner puis à se positionner sur le rôle des cli-fi, sur leur manière d’informer et sensibiliser les gens aux questions climatiques. Est-ce par une identification que permet la création artistique (romans, films) ou par l’exposé de données scientifiques précises ? Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possibles
Proposition d’exploitation de la photo d’ouverture p. 147
Tips
→ Faire repérer les éléments suivants : polar bear, ice , iceberg , London , River Thames.
→ Faire relever rapidement aux élèves le thème des questions climatiques, puis les amener à exprimer leur surprise par
un questionnement : do you think it is reality or a representation of art? Is it realistic / plausible?
→ Proposer ce travail en groupes pour laisser la possibilité aux élèves d’élaborer leurs réponses et de faire le lien avec
les hashtags #climatechange, #clifi par exemple :
- un groupe sur la ville de Londres (Thames / Parliament / water),
- un groupe sur ce qui a trait au climat (sky / polar bear / ice floe).
Tips
→ Projeter les couvertures ou permettre aux élèves de les agrandir (tablettes, PC, smartphones).
→ Faire lire le Word Spot.
→ Rechercher les mots transparents dans les synopsis.
→ Minuter chaque étape pour rythmer les activités.
E-workbook
Corrigé hatier-clic.fr/lmu2000
Fiche à imprimer hatier-clic.fr/lmu079
1 Describe the covers: colours, natural elements, buildings…
There are three book covers.
Colours: Hot and cold colours have been used to emphasise the connection to climate. They refer to hot and cold
weather.
Natural elements: You can see some natural disasters, such as floods, heatwaves or droughts, storms…
Buildings: Some book covers feature cityscapes, you can recognise New York or Washington D.C.
There are no humans. Nature has overwhelmed the world.
2 Imagine what the stories are about.
The story of the first book cover can be about a flood happening suddenly in an American city (New York).
The second may be about a countdown before an inevitable natural catastrophe.
The last one may be about an island as the ultimate place to live in.
3 Read your group’s text and match it with the right cover.
Group 1: The Island at the End of the World
Group 2: Odds against Tomorrow
Group 3: Sixty Days and Counting
4 In groups, explain the story in your own words and share it with the class.
Toute production cohérente qui reprend les éléments d'intrigue du roman étudié.
Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possiblesTips
→ Anticiper avec le titre du document.
→ Utiliser des outils numériques pour individualiser l’écoute (tablettes, smartphones).
→ Regarder la vidéo du début à 1’00’’.
→ Relever les mots transparents et les mots accentués pour faciliter l’accès au sens.
→ Possibilité de réaliser la question 4 en classe en groupes ou en binômes, ou de la préparer à la maison ; dans ce cas,
possibilité d'interroger quelques élèves en expression orale en continu au début du cours suivant.
1 Introduce the person speaking and the topic.
Stéphanie LeMenager is a teacher / is working at the Radcliffe Institute at Harvard University. She’s speaking
about "What is cli-fi?".
2 Explain the speaker’s hope about cli-fi and define the word ‘‘cli-fi’’ precisely.
She’s hoping to learn if there are real solutions that can be found in the new literary works that deal with cli-fi.
Cli-fi means climate fiction.
3 List three literary genres that have been used in cli-fi.
Philosophy, poetry, novels (youth fictions)
4 Explain the goal of cli-fi and give some examples.
Production possible
Cli-fi means climate fiction. It covers a wide range of literary works whose goal is to tell the story of climate change.
It goes from novels, such as young adult novels, to philosophy and memoirs. It’s not necessarily fictional.
Tips
→ Demander aux élèves de décrire le document en haut à droite (carte de rationnement) et de mettre en lien cette
description avec la forme et le titre du document.
→ Faire repérer les dates dans l’extrait et dans le nom du roman pour faire émerger le genre du journal intime et l’aspect
contemporain des événements décrits.
→ Faire relever les noms de pays dans l’extrait pour donner la mesure de l’ampleur des phénomènes décrits.
1 Pick out the consequences of the carbon restrictions on the narrator’s life.
Because of the carbon restrictions, the narrator feels extremely cold. She is only allowed heat in her room an hour a
day. / She is forbidden to heat her room over an hour a day, therefore she is chilled to the bone / she is freezing.
2 Read the highlighted expressions and explain the narrator’s feelings in your own words.
Laura feels tired of the cold / fed up with the cold / has enough of the cold. She can no longer put up with the cold.
The situation is unbearable. She's scared.
3 Explain why the last paragraph is important for the context of the story.
The last paragraph emphasises the idea that this is not only a UK-related situation. Indeed, we are told about the
Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possiblessituation in other European countries (Italy, France), which indicates that the problem is becoming alarming.
4 Write a short paragraph to describe the impact of climate change on Europeans in the story.
Production possible
Climate change is making people’s lives more and more difficult. Winters are becoming extremely cold and, due to
the carbon restrictions, people are not allowed to heat their houses or flats as much as they would need. This
passage underlines the fact that the cold is overwhelming human life. Nature is stronger than Man. The excerpt also
implies that this phenomenon is not only related to the UK because the blackout caused by the falling tree on the
Swiss border has an impact on the UK and all over Europe.
Info +
Saci Lloyd est une auteure et enseignante britannique qui a publié des romans jeunesse : The Carbon Diaries 2015, en
2009, et en 2010, The Carbon Diaries 2017. Ce sont deux romans de cli-fi.
Write a Wikipedia article giving a definition of cli-fi and explaining why it is worth
reading this type of fiction.
- L’écoute préalable du document B aidera les élèves à trouver des arguments.
- Possibilité de travailler en binômes ou en groupe, en cours, en salle informatique ou à la maison.
- Possibilité de réaliser ce travail en collaboration avec des outils numériques par exemple (Google doc) afin de
s’approcher du mode de fonctionnement de Wikipedia.
Production possible
Cli-fi means climate-fiction / is a new genre of fiction which is about climate, more precisely about natural disasters,
such as floods, or hurricanes. It is different from sci-fi because there are no supernatural elements in cli-fi. The goal
of cli-fi is to tell the story of climate change through fictive books, such as novels or poems, but there are also cli-fi
films. It always deals with the impacts of climate change and global warming as in The Carbon diaries 2015 by
Saci Lloyd, published in 2009, which is about a year in the life of Laura, a sixteen-year-old student in London, as
the UK imposes carbon rationing in the wake of weather-related disasters.
Grille d’évaluation
Grille d’évaluation modifiable hatier-clic.fr/lmu2999
Tips:
→ Identifier le type de films dans les affiches.
→ Renvoyer les élèves vers le Word Spot.
→ Lister les autres productions cinématographiques du même type.
→ Faire émerger des catégories (fiction et non fiction).
E-workbook
Corrigé hatier-clic.fr/lmu2000
Fiche à imprimer hatier-clic.fr/lmu081
1 PAIR WORK Describe your poster to your partner.
- On the poster for the film Geostorm, the image is divided into three parts: the bottom part with a tiny character, the
top part with a huge blue wave and the left and right parts showing buildings. The character is holding a child. For
me, it shows the disproportion between the mighty strength of nature and the fragility of humans. Apparently, the
story is about a giant wave / a tsunami endangering a major city. It looks terrifying. It looks like a disaster film.
Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possibles- On the poster of An Inconvenient Sequel: Truth to Power, we can see a big sand glass in the foreground. The name
of the film is written below in red and black letters. The background is light blue or grey. The sentence “Fight like
your world depends on it” is written on the top. In the sand glass, at the top, we can see the Earth which seems to
be melting and at the bottom of the sand glass, there is a dark city with chimneys smoking representing pollution. I
think the message conveyed is that pollution is destroying the earth and that our time is counted.
2 Discuss which poster you would choose to denounce climate change. Explain why.
Production possible
For me, the Geostorm poster best denounces climate change because we can identify with the feelings of the tiny
character in front of a huge wave.
The Truth to Power poster is the most efficient at denouncing climate change because it makes you think about the
message. The sand glass underlines that time is running out and also highlights that the planet is dissolving
because of pollution emissions.
CLASSE INVERSÉE : Ce document se prête à la classe inversée même s'il comporte beaucoup d’informations, il est plutôt
facile d’accès pour un travail en autonomie des élèves.
E-workbook
Corrigé hatier-clic.fr/lmu2000
Fiche de classe inversée hatier-clic.fr/lmu083
Tips
→ Utiliser des outils numériques pour individualiser l’écoute (baladodiffuseurs, tablettes, smartphones).
→ Faire lire le Culture Tip avant l’écoute en anticipation avec la lecture du titre.
→ Faire le lien avec le document D, en particulier s’il n’a pas été étudié. Il pourra alors être utilisé en anticipation.
→ Faire faire des recherches sur Al Gore et son engagement en faveur de l’écologie.
Script DVD / hatier-clic.fr/lmu082
AL GORE (film). It is right to save humanity. It is wrong to pollute this Earth. It is right to give hope to the future generations.
AL GORE (interview). There are millions of people in the US who understand that the climate crisis is real and that we
have the solutions now. And this movie will tell you everything you need to know about the crisis and the solutions.
LINDSAY CAMPBELL. I was actually surprised at what a hopeful movie it is. Would you describe it that way?
AL GORE. Absolutely and people come away from the movie feeling incredibly hopeful even though they have an increased
awareness of how high the stakes are.
LINDSAY CAMPBELL. I am curious if you are more proud of being a Nobel Prize recipient or of your credit on IMDb in
Thirty Rock.
AL GORE. Well, there are lots of people who know the latter more than the former that’s for sure. But it was, it was certainly
an honour to receive that award in, in Oslo. And it gave me a better chance to communicate with more people around the
world.
LINDSAY CAMPBELL. If you and all of the people that you have trained do in fact save the planet, who will play you in
the superhero movie?
AL GORE. Well, thank you very much. My cape is out at the dry cleaner.
Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possiblesVous pouvez aussi lire
