Séquence 6ème - anglais-pedagogie.web.ac-grenoble.fr

Sophie MILLET - Collège les Mattons - Vizille (38)

Séquence 6ème

« PHYSICAL DESCRIPTION : MONSTERS »

En interdisciplinarité avec les professeurs de lettres, d’histoire et d’arts plastiques


AXE CITOYENNETE

• Etymologie : « monstrare » en latin signifie « montrer ».

• Le « monstre » est, étymologiquement, celui que l’on « montre » du doigt parce qu’il est différent, surprenant, mais est-il pour autant « monstrueux »?

• N’est-ce pas souvent notre attitude de rejet, de moquerie, de mise à l’écart ou d’isolement qui peut le rendre « monstrueux »?


Thème transférable en 4ème/ 3ème

• Thème transférable avec des 4èmes et/ou des 3èmes à partir de l’étude de Frankenstein de Mary Shelley par exemple: la créature du Dr Frankenstein (d’apparence laide et différente) devient monstrueuse à cause de la méchanceté des autres qui le rejettent, le frappent, l’isolent… Intrinsèquement, cette créature est gentille et bienveillante.


INTERDISCIPLINARITE

• En lettres et en histoire, travail sur les monstres de la mythologie gréco-romaine (Centaure, Minotaure, Cerbère, etc…) : appui sur ce travail pour définir ce qu’est un monstre et pour rendre accessible une compréhension écrite « webquest Greek mythology »

• En lettres, « j’ai rêvé de… » : écriture d’un récit d’un cauchemar monstrueux (description et récit d’une attaque au présent) : maîtrise de la langue

• Définition commune d’un « monstre » : mélange de différents animaux, différent de la norme (un seul œil, plusieurs têtes, apparence très hideuse etc…)


• En arts plastiques :

• travail sur l’iconographie des monstres

mythologiques

• réalisation en volume d’un « monstre » de ton

invention en accord avec la définition travaillée en français ET en anglais

• évaluation de leur création en volume


En anglais : fiche descriptive

SEQUENCE « MONSTERS » : 7 / 8 séances

Niveau : A1 / A2 (projet réalisé dans 3 classes

de 6ème 27/28 élèves )

Projet final : Expression écrite : rédiger la

description de ton monstre la plus détaillée possible


• Projet intermédiaire : expression orale, lire la fiche d’identité complétée d’un monstre de « Monstres et Cie » afin que tes camarades devinent de quel monstre tu parles.

• Activité langagière principale : expression écrite

• Activités langagières secondaires : toutes (sauf expression orale en continu)

• Tâche finale : Réaliser une affiche avec, d’un côté, la photo du monstre en volume que tu as fabriqué en Arts Plastiques (fidèle à la définition du monstre travaillée en lettres et en anglais) et, de l’autre côté, la description détaillée de ce monstre.



Compétences travaillées en anglais Compétences culturelles : « mobiliser ses connaissances culturelles pour décrire ou raconter des personnages réels ou imaginaires »

Compétences communicatives langagières :

1) linguistiques : (A1 vers A2) Lexique : description physique (corps, visage), adjectifs (taille, couleurs, personnalité), accessoires (15 mots),

animaux (15 mots), parties du corps des animaux (12 mots), adjectifs pour décrire animaux (6 mots), verbes de mouvement (walk, run, jump, fly, swim, crawl)

Grammaire : savoir utiliser « be », « have got », « can + base verbale », certains verbes ( « look like », « look ») à la 3ème personne du singulier au présent, la place de l’adjectif, l’article « a / an »/ l’article zéro

Phonologie : les différentes réalisations de la lettre « i » , le « i » court et le « i » long en phonétique

2) pragmatiques : savoir organiser des énoncés de façon fonctionnelle dans le discours

Compétences transversales : Compétence 4 (maîtrise des TUIC) : - produire un document numérique texte et image

- utilisation d’un site internet (webquest)

Des stratégies transférables seront données au cours de cette séquence : Stratégies en EE : améliorer la production écrite (mots de liaison, organisation des idées, enrichissement lexical,

règles de ponctuation…)

Stratégies en CE : repérages des mots transparents, appui sur les noms propres, chiffres, illustrations…


Pourquoi l’interdisciplinarité ?

(pour les élèves)

• Pour donner du sens aux apprentissages

• Faire du lien entre les matières pour aider les élèves à mieux comprendre

• Verbaliser dans les 4 matières pour les aider à mieux appréhender ce que nous attendons d’eux

• Pour les motiver

• Pour les aider à mieux mémoriser


Pourquoi l’interdisciplinarité?

(pour le professeur)

- Elle nous fait aller plus loin, elle nous fait gagner en expertise dans d’autres domaines.

- Elle nous offre une ouverture , on peut travailler sur des sujets plus ambitieux (les plus grosses difficultés ayant été levées en Lettres et / ou en Histoire / Géographie).

- Elle est une grande source de plaisir, elle nous fait sortir de nos routines, elle nous offre des pratiques nouvelles.


SEANCE 1 en salle informatique (lexique et phonologie)

• Fiches « the body », « the face », « physical description » du CD-Rom Enjoy English 6ème

• Travail sur la prononciation, répétitions

• Jeux du CD Rom Enjoy English 6ème (matching games, fiches vierges à

compléter, écouter les mots prononcés, s’entrainer à les prononcer…)

• Vocabulaire travaillé : « knees, hair, eyes, nose, arms, legs, hands, fingers,

toes, ears, mouth, teeth, feet, head, face, small, tall, strong, weak, fat, slim, ugly, beautiful… »

• Fiche phonétique à compléter : « i long, i court »

• feet, teeth, knees, weak, ears… // slim, thin, ugly, beautiful,…)

• Homework : fiche « Mike » à compléter, s’entraîner à prononcer les mots

de la fiche « i long, i court »


BODY PARTS IN A MONSTER


SEANCE 2 : « be / have got ? »

• Correction du homework : • 1) fiche « body parts » sur Mike : répétitions chorales et individuelles • 2) fiche « i long, i court » : répétitions chorales et individuelles

• Au tableau « he / she is ……adjectives……. »

« he / she has got … (adj) … noun(s) …»

• Pratique raisonnée de la langue

« be » plus adjectifs, « have got » plus noms

• Expression orale :

• 1) describe your English teacher • 2) guessing games


• Describe one of your teachers, your friends will have to guess who you are describing (interroger 3 ou 4 élèves)

• Pick out one piece of paper in the hat, describe

the pupil you’ve just picked as precisely as you can so that your friends can guess who you are describing (interroger 3 ou 4 élèves)

• Compréhension écrite : Enjoy English 6ème p. 38

• Homework : relire texte p.38 / TD p. 32


SEANCE 3 : « Monsters University »

• Correction du homework : TD p. 32

• Trace écrite :

Write down the characteristics we use to describe people under the correct verb column « HAVE GOT » or « BE ».

STRAIGHT HAIR –BLUE EYES – FAT – SMALL –

TALL – SLIM – STRONG ARMS

WEAK LEGS – HAIRY – UGLY –A SMALL NOSE – BEAUTIFUL


HAVE GOT

BE

He / she has got…

He / she is …


Trace écrite à coller dans le cahier

• Conclusion :

• Je dois utiliser « he/she/it has got » devant un

……………………………………………….…..

ex : ……………………………………………………………………………………

• Je dois utiliser « he/she/it is » devant un ou plusieurs

………………………………………………………

ex : ……………………………………………………………………………………

(38)

Sullivan Mike

Sophie MILLET - Collège les Mattons - Vizille



• With the help of the “tool box accessories”, try to find the three animals Sullivan is a mixture of.

• He looks like a …………..…………………….…….. because he is

……..………………………..…. and ………………………………………….

• He looks like a ……………………………….... because he has got

…………………………………………. on his head.

• He looks like a …………………….……….……because he has got

…………………………………………………………


• Conclusion 1 :

• Sullivan is a monster because he is …………………………………………………..

• What about Mike, the green “monster”?

• What surprises you? Is he different from you? YES / NO

• Which similitudes and differences can you notice ?

• He has got 2 ………………….……, 2 …………………… and 1 ………..…………………

(similitudes)

BUT

• he has only got 1 …………… (like a cyclops) and 3 ………………..……… (differences)

• he hasn’t got …………………. ( his legs and arms are attached to his head)


• Conclusion 2 :

• A monster is a creature which is either

…………………………………………………………

or …………………………………….…………………

• How do these two “monsters” look ?

• Circle the right answers :

terrifying aggressive harmless kind

smiling friendly scary


• Conclusion 3 :

• Is a monster necessarily aggressive, bad? YES / NO •

• A monster can be very ……………………………….……………………..……………

• You can be different from the norm but not necessarily “monstrous”…

• From the observations you’ve just done, which definition of a monster could you

give?

•

• Definition of a monster : A monster is a creature which is •

• 1)……………………………………………………………………………………………………………

• or / and

• 2)……………………………………………………………………………………………………………

• and • 3)……………………………………………………………………………………………………………


• Can these two monsters live in “real life”? YES / NO

• Why can they live?

• They can live because

…………………………………………………………………………………………………..

…………………………………………………………………………………………….……

………………………………………………………………………………..………………….

• Homework : • Apprendre la définition d’un “monstre” . • Complète les “cartes d’identité de monstre” de Sullivan et de Mike

avec les informations manquantes recueillies pendant le cours.



(38)

SÉANCE 4

• Correction du homework :

One pupil reads Sullivan’s identity card, one pupil reads Mike’s identity card Do you agree? What could be added?

Do you think these two documents correctly illustrate your definition of a monster ?

1 Sophie MILLET - Collège les Mattons - Vizille 2

(38)

Document 1 perfectly illustrates the definition of a monster because this

monster is the mixture of three animals :

it looks like……………………… because it has got ………………………………. .

it looks like …………………..… because it has got ………….…………………… .

it looks like ………………..…….because it has got ………………………………. .

Document 2 perfectly illustrates the definition of a monster because the text

is “different but best friends”:

a monster is ………………….. from the norm but it is not necessarily

…………………………………….. . On this document, the two monsters

look ……………………………Sop…hi…e M…IL…LET…- C…ol…lèg…e le…s M…a…tto…ns.-.V.i,zitllehey are ………………………

(38)


(38)

Observe the poster of « Monsters university », with the help of the tool box « accessories », can you complete these sentences :


a humorous effect). Sophie MILLET - Collège les Mattons - Vizille (38)

• Sullivan has got …………………………………………………………………..

• Mike has got ………………………………..and……………………….……..

• They both look like ……………………………… going to university.

• Do monsters go to university? YES / NO ?

Who goes to university? Human beings / Monsters ?

So, which impact do these accessories create on the monsters ?

Accessories humanize the monsters and give them a social role (which

may create a humorous effect).

• CONCLUSION

When you create a monster, think about the accessories you may add to

your monster which can humanize it and give it a social role (it may create


• Compréhension orale :

Tim’s box « my English monster »

Listen to the description of the two monsters I am going to read, draw the monsters.


Description à lire aux élèves, ils dessinent le monstre

1 : « My English monster has got 2 legs and 4 feet. It’s got 3 blue arms with 2 fingers each. Its neck is very long. On its face, it’s got 2 long brown ears, 3 pink eyes and a small nose. It’s got a big green mouthwith 5 black teeth. »

2 : « My English monster has got a long thin body.

It’s got 7 short legs with many toes. It hasn’t got any arms (it has no arms) but 4 beautiful wings and a long tail. It’s got 10 small purple eyes and a very long thin nose. It’s got long curly red hair.


• Homework :

« My English monster » : draw a monster, write its description.

Get ready to read it to the class, your friends will have to draw your monster.


SEANCE 5 : phonologie • Remplir les deux fiches « les réalisations de la lettre

« i » » et « le i court et le i long en phonétique » avec les nouveaux mots de vocabulaire appris

• Répétitions chorale / individuelle • TOYS : I am going to show you many toys, tell me the

word in English with the right pronunciation • (a dinosaur, a tail with spines, a cow, a tie, a bear, a

gorilla, a centipede, an octopus with tentacles, a crocodile with big teeth, a bat with wings, a crab with pincers, a sticky toad, a pig, a monkey, hairy, a prickly hedgehog…)

• Homework : Aller sur le site et faire les exercices de répétitions et d’orthographe (lien phonie/graphie)

• http://www.anglaisfacile.com/exercices/exercice- anglais-2/exercice-anglais-68287.php

http://www.anglaisfacile.com/exercices/exercice-anglais-2/exercice-anglais-68287.php

http://www.anglaisfacile.com/exercices/exercice-anglais-2/exercice-anglais-68287.php




SÉANCE 6 • Correction du homework :

Who wants to read his or her description to the class? The others will have to draw it.

• Vocabulary revision :

With the help of your "tool boxes", describe these toys, expected words :

"a dinosaur , a long tail with spines, a hedgehog, spines, a slug, sticky, horns, a crocodile, big teeth, a cow, soft the opposite of prickly..."


• Watch this movie segment from Monsters, Inc « Meet the Scarers » (1mn50) .

• https://www.youtube.com/watch?v=42CID4rsjkU

Then, in a pair-work, get ready to describe one of the monsters you are going to see in this extract .

• Pair-work : written expression 10-15mn

With your partner, complete the monster’s identity card I am going to give you.

Use both your « accessories tool box » and your « animals and some of their attributes tool box ».

Your description should be as complete as possible so that your friends can guess which monster you are talking about.

At the end of the preparation, one pupil of each pair group will come and read his or her description to the class, your friends will have to guess which monster you are talking about.

https://www.youtube.com/watch?v=42CID4rsjkU


DIFFERENCIATION

Exemple de fiches différenciées à compléter par les élèves.

Niveau de guidage différent selon les besoins des élèves.



Oral comprehension : One pupil of each group comes and reads the description, the others have to listen to the end before proposing which monster.



• Homework :

Visit the British Council site and play the game « Create your monster »

http://learnenglishkids.britishcouncil.org/en/ make-your-own/make-your-monster

http://learnenglishkids.britishcouncil.org/en/make-your-own/make-your-monster



SEANCE 7 en salle informatique • Written comprehension :

Pair work (the same pair as yesterday) : work with your partner, read the texts to find the ten right answers, your work will be evaluated :

• Names : ……………………………………………………………… / 20

………………………………………………………………

• Webquest :

Quiz : « monsters of Greek mythology for kids » Once you’ve finished and got ten right answers, you can go and play « create your monster » on this site : ENJOY !!!

• Visit the british council site and play the game : “create your monster”




Monsters of Greek Mythology Test Quiz






Ancient Greece Monsters and Creatures of Greek Mythology

History >> Ancient Greece

Centaurs

The Centaurs were half-man half-horse creatures. Their upper half was human, while their lower half had four legs like a horse. In general, centaurs were loud and vulgar. However, one centaur named Chiron was intelligent and skilled in training. He trained many of the Greek heroes including Achilles and Jason of the Argonauts.

Cerberus

The Cerberus was a giant three-headed dog that guarded the gates of the Underworld. Cerberus was the offspring of the feared monster Typhon. Hercules had to capture Cerberus as one of his Twelve Labors.

Charybdis

Charybdis was a sea monster that took the shape of a giant whirlpool. Any ships that came near Charybdis were pulled down to the bottom of the sea. Ships that passed through the Strait of Messina had to either pass by Charybdis or face the seas monster Scylla.

Chimera

The chimera was a giant monster that was a combination of many animals including a goat, lion, and snake. It was an offspring of Typhon. The Chimera was feared throughout Greek mythology as it could breathe fire.

http://www.ducksters.com/history/

http://www.ducksters.com/history/ancient_greece.php


Cyclopes

The Cyclopes were one-eyed giants. They were famous for making Zeus his thunderbolts and Poseidon his trident. Odysseus also came into contact with a Cyclops while on his adventures in the Odyssey.

Furies

The furies were flying creatures with sharp fangs and claws who hunted down murderers. There were three main furies who were sisters: Alecto, Tisiphone, and Magaera. The "Furies" is actually a Roman name. The Greeks called them the Erinyes.

Griffins

The griffin was a combination of a lion and an eagle. It had the body of a lion and the head, wings, and talons of an eagle. Griffins were said to live in northern Greece where they guarded a huge treasure.

Harpies

The harpies were flying creatures with the faces of women. The harpies are famous for stealing the food of Phineus every time he tried to eat. Jason and the Argonauts were going to kill the harpies when the goddess Iris intervened and promised that the harpies would not bother Phineus any longer.


Hydra

The hydra was a fearsome monster from Greek Mythology. It was a giant snake with nine heads. The problem was that if you cut one head off, more heads would quickly grow back. Hercules slew the hydra as one of his Twelve Labors.

Medusa

Medusa was a type of Greek monster called a Gorgon. She had a woman's face, but had snakes for hair. Anyone who looked into Medusa's eyes would be turned to stone. She was once a beautiful woman, but was turned into a Gorgon as punishment by the goddess Athena.

Minotaur

The Minotaur had the head of bull and the body of a man. The Minotaur came from the island of Crete. He lived underground in a maze called the Labyrinth. Each year seven boys and seven girls were locked into the Labyrinth to be eaten by the Minotaur.


Pegasus

Pegasus was a beautiful white horse that could fly. Pegasus was the horse of Zeus and the offspring of the ugly monster Medusa. Pegasus helped the hero Bellerophon to kill the chimera.

Satyrs

Satyrs were half-goat half-man. They were peaceful creatures who loved to have a good time. They also liked to pull pranks on the gods. The Satyrs were associated with the god of wine, Dionysus. The satyr Silenus was perhaps the most famous satyr. He was the son of the god Pan.

Scylla

Scylla was a terrible sea monster with 12 long tentacle legs and 6 dog-like heads. She guarded one side of the Strait of Messina while her counterpart Charibdis guarded the other side.


Sirens

The Sirens were sea nymphs who lured sailors to crash on the rocks of their islands with their songs. Once a sailor heard the song, he could not resist. Odysseus encountered the Sirens in his adventures on the Odyssey. He had his men put wax in their ears so they could not hear the song, then he tied himself to the ship. This way Odysseus could hear their song and not be captured.

Sphinx

The Sphinx had the body of a lion, the head of a woman, and the wings of an eagle. The Sphinx terrorized the city of Thebes, killing all those who could not solve its riddle. Finally, a young man named Oedipus solved the Sphinxes riddle and the city was saved.

Typhon

Typhon was perhaps the scariest and most powerful of all the monsters in Greek Mythology. He was called the "Father of all monsters" and even the gods were scared of Typhon. Only Zeus could defeat Typhon. He had the monster imprisoned underneath Mount Etna.

Documents

Séquence 6ème - anglais-pedagogie.web.ac-grenoble.fr