{"id":380,"date":"2011-05-09T16:34:00","date_gmt":"2011-05-09T14:34:00","guid":{"rendered":"https:\/\/www.pedagogie.ac-nice.fr\/lettres-anglais\/2011\/05\/09\/sequence-census-partie-1\/"},"modified":"2011-05-09T16:34:00","modified_gmt":"2011-05-09T14:34:00","slug":"sequence-census-partie-1","status":"publish","type":"post","link":"https:\/\/www.pedagogie.ac-nice.fr\/lettres-anglais\/sequence-census-partie-1\/","title":{"rendered":"S\u00e9quence Census partie 1"},"content":{"rendered":"\n\n\n\n\n
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\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MISE EN \u0152UVRE\u00a0\/ DEROULEMENT<\/span><\/p>\n<\/td>\n

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\u00a0<\/p>\n<\/td>\n<\/tr>\n

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ETAPE 1\u00a0\u00a0<\/span>\u00a0\u00a0\u00a0\u00a0<\/p>\n

Support vid\u00e9o : http:\/\/www.youtube.com\/watch?v=NtW-eIKXon8&feature=channel<\/a><\/span><\/p>\n

Objectif\u00a0<\/span>: Faire inf\u00e9rer \u00e0 partir d\u2019\u00e9l\u00e9ments brefs une introduction du sujet et une d\u00e9finition du mot \u00ab\u00a0census\u00a0\u00bb.<\/p>\n<\/td>\n<\/tr>\n

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La vid\u00e9o pr\u00e9sente p\u00eale-m\u00eale divers \u00e9l\u00e9ments relatifs au recensement 2010 de fa\u00e7on \u00e9nigmatique.<\/div>\n
\u00a0<\/div>\n
1. Watch the video. Take notes about <\/em>:\u00a0\u00a0\u00a0\u00a0<\/div>\n
– what you heard.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/div>\n
– what you saw.<\/div>\n
\u00a0<\/div>\n
Remarques<\/span><\/div>\n
a. On peut diviser la classe en 2 groupes charg\u00e9s de l\u2019une de ces deux t\u00e2ches.<\/div>\n
b. Il est possible de pr\u00e9voir un document d\u2019aide au visionnage comprenant la prononciation des termes ou expressions propos\u00e9s (ex.: en<\/span>velope > 100, questionnaire > [kwest\u222b\u2202’ne\u2202], etc.).<\/div>\n
\u00a0<\/div>\n
Consigne<\/em>\u00a0: Watch the video and tick \/ circle the elements you need to talk about the video<\/em>.<\/div>\n
\u00a0<\/div>\n
NB<\/span>: Ce document comprendrait une liste d\u2019\u00e9l\u00e9ments vus dans la vid\u00e9o.<\/div>\n
2010 \u2013 census -10 \u2013 a clock \u2013 an X ( a cross\/ a tick ) \u2013 a house \u2013 a block of houses (a street \/ a city) \u2013 a form \/ a questionnaire \u2013 a survey – an envelope \u2013 a web site (address) \u2013 the US<\/em><\/div>\n
Cette liste de mots pourrait introduire, en jalon, des termes mentionn\u00e9s dans les supports suivants de la s\u00e9quence ou n\u00e9cessaires pour prendre la parole \u00e0 propos des supports.<\/div>\n
\u00a0<\/div>\n
2. Mise en commun en classe, au tableau, en deux colonnes.<\/div>\n
– What I saw:<\/em><\/div>\n
– What I heard:<\/em><\/div>\n
\u00a0<\/div>\n
Commentaries<\/span>:<\/div>\n
(propositions compl\u00e9mentaires des \u00e9l\u00e8ves)<\/div>\n
\u00a0Les \u00e9nonc\u00e9s des \u00e9l\u00e8ves peuvent contenir certains des \u00e9l\u00e9ments suivants:<\/div>\n
\u00a0Drums \u2013 a voice\u00a010 minutes – 10 questions – answers – help (need) \u2013 move – mail<\/div>\n
\u00a0<\/div>\n
Dans le cas o\u00f9 le slogan n\u2019aurait pas \u00e9t\u00e9 rep\u00e9r\u00e9 (\u201cWe can\u2019t move forward until you mail it back\u201d), un visionnage suppl\u00e9mentaire peut \u00eatre effectu\u00e9 en classe enti\u00e8re.<\/div>\n
\u00a0<\/div>\n
3. Consigne : Guess what the video is.\u00a0<\/em><\/div>\n
Si n\u00e9cessaire, proposer un choix : a game \u2013 a quiz \u2013 a school test \u2013 an advertisement \u2013 a survey – an investigation<\/div>\n
\u00a0<\/div>\n
4. Synth\u00e8se :<\/div>\n
a) En groupes<\/span>:<\/div>\n
De petits groupes d\u2019\u00e9l\u00e8ves sont constitu\u00e9s pour pr\u00e9parer des \u00e9nonc\u00e9s qui seront mis en commun en classe enti\u00e8re.<\/div>\n
Consigne<\/span>: Prepare an oral presentation of the video in groups.<\/div>\n
\u00a0Rebrasser certaines expressions permettant d’introduire le support.<\/span><\/div>\n
Exemples\u00a0: \u00a0 The video \/ the document \/ it is about\u2026..<\/em><\/div>\n
\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 It takes place in \u2026..<\/em><\/div>\n
\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 It lasts \u2026..<\/em><\/div>\n
\u00a0<\/em><\/div>\n
\u00a0A l’issue des travaux de groupes, en anglais, quelques \u00e9l\u00e8ves prennent la parole en continu \u00e0 propos de la vid\u00e9o.<\/div>\n
\u00a0\u00a0<\/span><\/div>\n
NB<\/span>: Pour d\u00e9velopper l’utilisation de l’anglais dans les groupes:<\/div>\n
– d\u00e9signer des r\u00e9f\u00e9rents charg\u00e9s de faire respecter l’utilisation de l’anglais dans chaque groupe<\/div>\n
– travailler en temps limit\u00e9.<\/div>\n
\u00a0<\/div>\n
b) En classe enti\u00e8re, au tableau<\/span>:<\/div>\n
On envisage de dessiner un tableau comprenant deux parties, dont le contenu variera selon les r\u00e9sultats des \u00e9changes.<\/div>\n
Le contenu de la partie de droite permet \u00e0 la classe de d\u00e9finir le travail restant \u00e0 accomplir \/ les t\u00e2ches suivantes.<\/div>\n
\u00a0<\/div>\n
What we know<\/em><\/div>\n
What we would like to know<\/em><\/div>\n
\u00a0<\/em><\/div>\n
Exemples<\/span>:<\/div>\n
The video is an American advertisement. It is about a form \/ a questionnaire.It takes place in 2010, in the USA<\/em><\/div>\n
There are 10 questions.The test lasts 10 minutes. \/ It takes 10 minutes to fill the form.People have to fill the form and mail it \/ send it. The slogan on the envelope is \u201cWe can\u2019t move forward until you mail it back\u201d.<\/em><\/div>\n
\u00a0etc.<\/div>\n
\u00a0<\/div>\n
Exemples<\/span>:<\/div>\n
Why are there houses? Why is there a city? Who fills the form? What is the quiz about? What is the US Census Bureau? What is a census? Why do they organize a census?<\/div>\n
etc.<\/div>\n
\u00a0<\/div>\n
Les \u00e9l\u00e8ves proposent des r\u00e9ponses aux interrogations de la partie de droite.<\/div>\n
Une d\u00e9finition du mot \u00ab\u00a0census\u00a0\u00bb extraite d’un dictionnaire unilingue peut fournir une aide si n\u00e9cessaire.<\/div>\n
\u00a0<\/div>\n
NB<\/span> : Scholastic<\/em> a publi\u00e9 des ressources utilisables gratuitement par les enseignants\u00a0:<\/div>\n
http:\/\/www.census.gov\/schools\/pdf\/CN_SCH_ELL_LESS_F_508compv2.pdf<\/a><\/span><\/div>\n
Les bandes dessin\u00e9es tr\u00e8s simples p.6 et p.13 de ce document peuvent fournir des pistes pour acc\u00e9der au sens.<\/div>\n
Le reste du document peut \u00eatre exploit\u00e9 selon les besoins des \u00e9l\u00e8ves et les objectifs du professeur, en classe ou en travail donn\u00e9 \u00e0 la maison.<\/div>\n
\u00a0<\/div>\n
Homework\u00a0<\/em>\u00a0\u00a0\u00a0<\/div>\n
> Pr\u00e9parer une intervention orale \u00e0 propos du document vid\u00e9o.\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/div>\n
> Pr\u00e9parer une intervention orale pour r\u00e9pondre aux points \u00e9voqu\u00e9s dans la colonne de droite du tableau<\/div>\n
> Proposer une t\u00e2che de compr\u00e9hension de l’\u00e9crit \u00e0 l’aide du support disponible sur<\/div>\n
http:\/\/www.census.gov\/schools\/pdf\/CN_SCH_ELL_LESS_F_508compv2.pdf<\/a><\/span>\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/div>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\n\n\n\n\n\n
1<\/td>\nS\u00e9quence Census introduction<\/a><\/td>\n<\/tr>\n
2<\/td>\nS\u00e9quence Census partie 1<\/a><\/td>\n<\/tr>\n
3<\/td>\nS\u00e9quence Census partie 2<\/a><\/td>\n<\/tr>\n
4<\/td>\nS\u00e9quence Census partie 3<\/a><\/td>\n<\/tr>\n
5<\/td>\nS\u00e9quence Census partie 4<\/a><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MISE EN \u0152UVRE\u00a0\/ DEROULEMENT \u00a0 ETAPE 1\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Support vid\u00e9o : http:\/\/www.youtube.com\/watch?v=NtW-eIKXon8&feature=channel Objectif\u00a0: Faire inf\u00e9rer \u00e0 partir d\u2019\u00e9l\u00e9ments brefs une<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"colormag_page_container_layout":"default_layout","colormag_page_sidebar_layout":"default_layout","ngg_post_thumbnail":0,"footnotes":""},"categories":[85],"tags":[],"class_list":["post-380","post","type-post","status-publish","format-standard","hentry","category-sequences-en-ligne"],"rttpg_featured_image_url":null,"rttpg_author":{"display_name":"norco","author_link":"https:\/\/www.pedagogie.ac-nice.fr\/lettres-anglais\/author\/norco\/"},"rttpg_comment":0,"rttpg_category":"S\u00e9quences en ligne<\/a>","rttpg_excerpt":"\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 MISE EN \u0152UVRE\u00a0\/ DEROULEMENT \u00a0 ETAPE 1\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Support vid\u00e9o : http:\/\/www.youtube.com\/watch?v=NtW-eIKXon8&feature=channel Objectif\u00a0: Faire inf\u00e9rer \u00e0 partir d\u2019\u00e9l\u00e9ments brefs une","post_mailing_queue_ids":[],"_links":{"self":[{"href":"https:\/\/www.pedagogie.ac-nice.fr\/lettres-anglais\/wp-json\/wp\/v2\/posts\/380","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.pedagogie.ac-nice.fr\/lettres-anglais\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.pedagogie.ac-nice.fr\/lettres-anglais\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.pedagogie.ac-nice.fr\/lettres-anglais\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.pedagogie.ac-nice.fr\/lettres-anglais\/wp-json\/wp\/v2\/comments?post=380"}],"version-history":[{"count":0,"href":"https:\/\/www.pedagogie.ac-nice.fr\/lettres-anglais\/wp-json\/wp\/v2\/posts\/380\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.pedagogie.ac-nice.fr\/lettres-anglais\/wp-json\/wp\/v2\/media?parent=380"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.pedagogie.ac-nice.fr\/lettres-anglais\/wp-json\/wp\/v2\/categories?post=380"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.pedagogie.ac-nice.fr\/lettres-anglais\/wp-json\/wp\/v2\/tags?post=380"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}