Infonews n°258 du 13/11/2005
Vocabulary and Facts
From all over the World
Who are those youth?
Discovering Art ( from Riverdeep's Classroom Flyer, November 11th)
- Drawing Trees with Emily Carr
- Perspective with Georgia O'Keefe
- Themes with Kandinsky
- Experimenting with Picasso
- Discovering installation art with Kabakov
The Rosa Parks Bus at the Henry Ford Museum (from [LII New This Week] November
3)
A teaching unit from Josiane Laval
PandemicFlu.gov (from [LII New This Week] November 3)
Getting Ready (from [LII New This Week] November 3)
Hurricane Katrina: The Aftermath (from [LII New This Week] November 10)
More about Dickens
Teenage novelist (from the BBC Learning English Newsletter)
Welcome to London
Arte Radio
Can You Trust Wikipedia?
A lire absolument : "Les Outils du Conseil de L'Europe en classe de langue"
You may choose to deal with the subject or to avoid it. It came up unexpectedly
as I asked my students what was in the news during the holidays, expecting
to hear them mention the death or Rosa Parks. So we talked about what they
had heard in the news, and learnt some vocabulary.... (by the way, what is
the etymology of banlieue? a place for people rejected from the town, from
social life?).
Then I found the viewpoint from Medine in Time Magazine, and my terminales
came to see me at the end of the lesson and offer to bring his cds (unfortunately,
they are all in French!). So it is a topic about which they have something
to say...and this is what communication is about... Here are some voc and site
that can help you:
Vocabulary and Facts
if your students want to talk about it, here are some basic sites presenting
the facts where they can find the vocabulary to talk about it. The 'banlieues'
are called 'poor', 'impoverished', 'working class', 'immigrant-concentrated',
'restive poor' ,'poorer high-rise' suburbs, 'impoverished housing projects'(US),
'poor neighborhoods', 'bleak urban housing estates' , 'high-rise housing estates'
(UK), troubled housing estates (BBC), 'outskirts' sometimes 'banlieues' or
'cités' (when French people speak) and even 'largely Muslim ghettos' (the Times);
the two young boys in the accident which triggered the riots were electrocuted
as they hid in a 'power substation' (US) or 'electricity relay station' (UK)
while apparently 'fleeing' police; the cars were 'torched' , there were 'rampages'
and 'arson attacks hopscotched around the country'. In an attempt to 'guarantee
public order', the government announced emergency measures including 'curfews'
and permission to 'conduct searches for weapons without a warrant, ban public
meetings and order house arrests' and then it 'enforced a ban on gatherings'
'that could threaten trouble' in Paris 'because of tip-offs from internet'.
'Fire bombs' or 'Molotov cocktails' were thrown at a 'mosque' in Carpentras.
The ' demonstrators who have thronged the streets' are called'youngsters',
'youth', 'rioters', 'attackers' 'troublemakers', 'arsonists' or 'vandals'.
http://today.reuters.co.uk/news/NewsArticle.aspx?type=topNews&storyID=2005-11-12T095137Z_01_YUE042397_RTRUKOC_0_UK-FRANCE-RIOTS.xml
http://abcnews.go.com/International/wireStory?id=1305782
http://www.washingtonpost.com/wp-dyn/content/article/2005/11/11/AR2005111101787.html
http://news.scotsman.com/latest.cfm?id=2231482005
a timeline : http://news.bbc.co.uk/1/hi/world/europe/4413964.stm
From all over the World
VOA (sound and text) : http://www.voanews.com/english/2005-11-10-voa54.cfm (focus
on problems facing schools)
CNN ( with a video) : http://www.cnn.com/2005/WORLD/europe/11/03/france.riots/
*** BBC ( sound and script +voc) : http://www.bbc.co.uk/worldservice/learningenglish/newsenglish/witn/2005/11/051109_frenchriots.shtml
( short and excellent to start a debate with allusions to Le Pen)
UK The Times : http://www.timesonline.co.uk/article/0,,13509-1857801,00.html (with
several related articles, more geared towards politics)
UK BBC : http://news.bbc.co.uk/1/hi/world/europe/4419430.stm (an
article stressing police aggressiveness and how M.Sarkozy called the demonstrators
'rabble' )
South Africa : http://www.news24.com/News24/World/News/0,,2-10-1462_1833158,00.html (with
links to other articles)
Canada : http://www.cbc.ca/news/background/paris_riots/ (good
analysis in the 'in depth' report)
India : http://www.hindustantimes.com/news/181_1543421,00050003.htm
Middle East : http://english.aljazeera.net/NR/exeres/153CC963-9001-4B26-B2EA-3F187B8FA4AB.htm (
rather neutral, except for : "Those responsible are groups of young Muslim
men") plus an interesting timeline (they call the riots : the unrest):
http://english.aljazeera.net/NR/exeres/B00B2316-D62D-4974-BD71-59A6C431E502.htm
China : http://news.xinhuanet.com/english/2005-11/12/content_3771252.htm ("Today's
young people don't have role models to look up to")
Switzerland : http://www.swissinfo.org/sen/swissinfo.html?siteSect=143&sid=6229138&cKey=1131726915000
USA Time magazine : http://www.time.com/time/world/article/0,8599,1127429,00.html (
compares it to the Watts riots)
USA New York Times : http://www.nytimes.com/2005/11/06/weekinreview/06smith.html?fta=y (interesting
article stressing how inappropriately France deals with its 'underclass' : "the
French model has so far relied largely on expensive measures to keep poor Muslims
fed, housed and educated [... but] affirmative action, a cornerstone of the
American approach, has been a taboo here.")
South Africa : http://iafrica.com/news/worldnews/534364.htm (read
this article which relates the violence in France to possible consequences
in other countries of Europe, going as far as mentioning an 'Eurabian civil
war' or an 'Euro-intifida'
http://iafrica.com/news/worldnews/534364.htm
Who are those youth?
the Guardian : http://www.guardian.co.uk/frontpage/story/0%2C16518%2C1637465%2C00.html (rude
language, rap style)
the Daily Telegraph : http://www.telegraph.co.uk/news/main.jhtml?xml=/news/2005/11/09/wfran309.xml
NPR : http://www.npr.org/templates/story/story.php?storyId=5004897 (criticizing
the "one France" republican point of view)
** Time magazine : http://www.time.com/time/europe/html/051114/viewpoint.html interesting
view point from a French rapper from Le Havre, Médine (membre du collectif
La Boussole).
Qui est Médine? Le commentaire le plus intéressant que j'ai trouvé est sur
ce site où
vous pouvez aussi écouter des extraits de son dernier album : "Jihad,
le plus grand combat est contre toi-même" :
"Nous croyons au départ à un album promouvant la culture musulmane, mais
c’est de ce tromper que de comprendre cet album dans ce sens.Au contraire cet
album pose un regard objectif sur le monde actuel.Certes la culture musulmane
de Médine est perceptible sur ses textes mais il ne s’en sert que pour éclairer
(et bien) notre savoir franco-français.Les textes sont d’une rare qualité narrative."
http://www.stylehiphop.com/article-a-1251-type-dossier.html
Le site de son label annonce son site perso pour le 22 novembre http://www.dinrecords.fr/.
Vous aussi pouvez trouver des infos sur lui sur ce site (artistes, Médine).
Voyez aussi ces infos sur leur clip à propos de comment monter un label indépendant
: http://www.rap2k.com/albums-rap-11562-le-prix-de-l-independance.html
In the same line, read this article from iAfrica : "French rap tells story
behind riots"
http://entertainment.iafrica.com/features/544762.htm
and if you want to learn more about French hip hop and rap, see:
this short article from wikipedia :
http://en.wikipedia.org/wiki/French_rap
or this thesis paper about "
On the recontextualization of hip-hop in European speech communities: a contrastive
analysis of rap lyrics"
http://web.fu-berlin.de/phin/phin19/p19t1.htm
Discovering Art ( from Riverdeep's Classroom Flyer, November 11th)
Drawing Trees with Emily Carr
Emily Carr was a famous Canadian artist, and elementary students can examine
her works online and discuss her use of line and imagery. They will also
create their own trees using bold, thin, thick, wavy, or straight lines,
understanding how line can add to interpretation.
the lesson : http://www.kinderart.com/arthistory/emilycarr.shtml
her works : http://www.emilycarr.com/artcard.html and http://www.emilycarr.com/posters.html
Perspective with Georgia O'Keefe
Discussion questions will guide upper elementary students through a critique
of Georgia O'Keefe's
"Sky Above Clouds IV", a painting with immense dimensions and overhead
perspective. Students will create their own bird's eye view sketches, paying
attention to pattern, shapes, lines, and repeated color.
http://www.artic.edu/artaccess/AA_Modern/pages/MOD_FamAct3.shtml#
Themes with Kandinsky
Students will be invited to carefully explore the themes and objectives in
the Kandinsky Composition 8. Paying particular attention to color, students
will discuss the "inner character" of things as compared to outer
appearances, with mention of non-objective composition, emotion, essence, shape,
and line. They will then create their own non-objective paintings, given the
criteria they have discussed in class.
http://www.artic.edu/artaccess/AA_Modern/pages/MOD_FamAct3.shtml#
Experimenting with Picasso
Pablo Picasso was certainly one of the most inventive artists of all time.
Students will study Picasso's work, in particular his "Woman with the
Yellow Hair", and create their own continuous line profile drawing of
a class member. They will then create a cut-up collage after exploring Picasso's
cubism techniques.
http://www.guggenheim.org/artscurriculum/lessons/collections_picasso.php
Discovering installation art with Kabakov
When Kabakov was creating art in Moscow during the 1970's, only government-approved
art was allowed. Because of these restrictions, Kabakov began an alternative
art scene which developed in his apartment studio. His work evolved into installations,
where he would create a habitat based upon a character, then add music, theater,
poetry, sculpture, etc. Introduce your students to Kabakov's art and stories
with the viewing discussion guide here, and then use the "Art Explorations" to
help your students create their own environmental model installations, incorporating
literature (characters), art, and social sciences.
http://www.guggenheim.org/artscurriculum/lessons/russian_enl.php?dispvar=9
http://www.guggenheim.org/artscurriculum/lessons/russian_L9.php
The Rosa Parks Bus at the Henry Ford Museum (from [LII New This Week] November 3)
"On December 1, 1955, Rosa Parks, a 42-year-old African American woman
who worked as a seamstress, boarded ... [a] Montgomery City bus to go home
from work. On this bus on that day, Rosa Parks initiated a new era in the American
quest for freedom and equality." This site provides information about
the restoration of this historic bus and images of the bus. Also includes a
chronology, a bibliography, and links to additional information.From the Henry
Ford Museum.
http://www.hfmgv.org/exhibits/rosaparks/default.asp
[ with a detailled and interesting timeline of her life, where we discovered
that in 1943 she had already been denied the right to vote and been put off
a bus for refusing to enter through the back door:
http://www.hfmgv.org/exhibits/rosaparks/chronology.asp
A teaching unit from Josiane Laval
Josiane Laval has prepared for her students ( teenagers, intermediate level
or lower) a complete teaching unit packed with photos and cartoons, to make
them aware of what segregation was. There is also an illustrated life of Rosa
Parks, and how to use the Breaking News. It is really an excellent document.
To get it, write to Josiane:
josianelaval@yahoo.fr
PandemicFlu.gov (from [LII New This Week] November 3)
The "official U.S. government Web site for information on pandemic flu
and avian influenza"
provides links to U.S. government information and material from other sources
on vaccines, travel and workplace safety, planning and response, research,
and related topics. Includes a link to the November 2005 "National Strategy
for Pandemic Influenza," outlining the federal government's strategy for
handling the possibility of an influenza pandemic.
http://www.pandemicflu.gov/
and to see the last figures from the WHO : http://www.who.int/csr/disease/avian_influenza/country/en/
Getting Ready (from [LII New This Week] November 3)
"This handy guide is meant to encourage you to take the steps necessary
to be ready" for a natural disaster, such as stocking up on water and
food, having an evacuation plan, and what to carry in your car. Also includes
considerations for disaster preparedness at work and for school emergencies.
From the office of Senator Barbara Boxer.
http://api-ec.api.org/about/index.cfm?bitmask=001002006000000000
Hurricane Katrina: The Aftermath (from [LII New This Week] November 10)
Collection of articles on issues relating to rebuilding the areas of the
Gulf Coast affected by Hurricane Katrina. Also includes background information
about the hurricane, photos, graphics, reading suggestions, and related links.
From the website for New Scientist magazine.
http://www.newscientist.com/channel/earth/hurricane
Rebuilding the Gulf Coast
News stories and other features about the process of rebuilding the areas damaged
in 2005 by hurricanes Katrina and Rita. Topics include economic impact, environmental
effects, insurance claims, levee repair, and local and federal efforts towards
rebuilding damaged rural and urban areas. Includes a lesson plan and links
to related news reports. From the Public Broadcasting Service (PBS) Online
NewsHour and Louisiana Public Broadcasting. (including a lesson plan)
http://www.pbs.org/newshour/local/gulfcoast/
More about Dickens
You found lots of documents about Dickens in the past Infonews. They are
all on this page:
http://perso.numericable.fr/~dreymondch46/infonews/themes/olivertwist.html
Since then, here are some new sites recommended by colleagues:
- Catherine Serreau
http://www.bbc.co.uk/drama/bleakhouse/
http://www.bbc.co.uk/drama/bleakhouse/animation.shtml
http://www.bbc.co.uk/arts/multimedia/dickens/
- Béatrice Firobind
http://lve.scola.ac-paris.fr/anglais/dickens.php
- Laurence Jeanjean
http://www.ac-amiens.fr/pedagogie/anglais/multimedia/theme/olivertwist.htm
- Jürgen Wagner
http://www.bbc.co.uk/schools/victorians/flash/start_flash.shtml
http://www.victorians.org.uk/
http://www.icteachers.co.uk/children/cyberhunts/vichunt/vichunt.htm
Teenage novelist (from the BBC Learning English Newsletter)
Listen to this audio file from the BBC. What is said is explained and commented
as it goes, so that the difficult words and notions are repeated several times.
There is a script and a few words are explained and there is also a quiz afterwards.
Here is the summary : "In the programme today we meet a young British
writer. Catherine Banner is only 16 years old and her first novel 'The Eyes
of a King' is due to be published in 2007. We find out more about the writer
and her novel."
http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1446_entertainment/ (script
at the end of the page)
audio : http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1446_entertainment/ram_files/novelist.ram
script : http://www.bbc.co.uk/worldservice/learningenglish/radio/specials/1446_entertainment/scripts/teenage_novelist.pdf
Welcome to London
Our colleague Laure Peskine recommanded this site from the BBC where you
can find listening activities about London. Here is the introduction to the
course: "'Welcome to London' is an intermediate English language course
allowing users to practise their reading, listening and pronunciation skills.
It follows two characters, John and Fiona, through a series of situations as
they arrive and settle down in the city.
So, if you are coming to visit, or live, in London or you want to find out
more about what the city has to offer - then this course may be for
you."
<http://www.bbc.co.uk/worldservice/learningenglish/multimedia/london/index.shtml>http://www.bbc.co.uk/worldservice/learningenglish/multimedia/london/index.shtml
Note also in this course the part about working in London, with audio files
about work conditions and reading material about job applications.
<http://www.bbc.co.uk/worldservice/learningenglish/multimedia/london/unit5/>http://www.bbc.co.uk/worldservice/learningenglish/multimedia/london/unit5/
here are some British CV examples
<http://www.musicalenglishlessons.org/cv-examples.htm>http://www.musicalenglishlessons.org/cv-examples.htm
Arte Radio
Laure Peskine also informs us that you can download audio files of radio
programs and interviews from Arte Radio site (but without scripts). Go to:
<http://www.arteradio.com/tuner.html>http://www.arteradio.com/tuner.html
and choose "recherche par thème" then "English"
and you get to the 19 audio files in English in the archives .
Dictionary ( from Elisabeth Buffard on eTeach)
here is a site to replace the Webster which is now a paying resource. There
is a definition in english, and you can hear the word's pronunciation:
http://encarta.msn.com/encnet/features/dictionary/dictionaryhome.aspx
Can You Trust Wikipedia?
In this October 2005 article, subject experts were asked for opinions about
sections of the popular online, open access encyclopedia Wikipedia, in the
wake of "the founder of the online encyclopedia ... admitt[ing] some of
its entries are 'a horrific embarrassment.'" Includes ratings and comments
on specific entries. From the Guardian Unlimited, the online companion to the
British newspaper The Guardian.
http://technology.guardian.co.uk/opinion/story/0,16541,1599325,00.html
[ One of my readers wondered because I made regularly reference to wikipedia.
As this article shows, it is not fully reliable (an average of 5/10, but for
the articles I recommended so far, I found the information globally correct
and I liked the links. ]
A lire absolument : Les Outils du Conseil de L'Europe en classe de langue
La dernière Lettre Flash du ministère
ftp://trf.education.gouv.fr/pub/edutel/flash/201005_langues_etrangeres.pdf
nous annonce les nouveautés pour les deux rentrées à venir:
- une bonne nouvelle que l'on attendait : l'allègement des groupes de langue
en terminale mis en place (théoriquement) en 2005 dans les classes des séries
générales sera élargi à la rentrée 2006 aux séries technologiques et professionnelles.
Cependant, bien que le nombre soit théoriquement fixé à 20, il n'en est pas
fait mention explicitement dans la Lettre Flash.
- en 2006-2007, les nouveaux programmes de collège basés sur le Cadre Européen
Commun de Référence en Langues (CECRL) entreront en vigueur, ainsi que l'évaluation
des compétences orales des élèves de STG (série technologique tertiaire)en
cours de formation. Cette évaluation reposera aussi sur le CECRL.
- À compter de la rentrée 2007, une possibilité
de certification en langues vivantes étrangères, gratuite et reconnue, calée
sur le cadre européen commun de référence pour les langues (CECRL) sera offerte
aux élèves au cours de leur scolarité. La certification sera conçue en étroite
relation avec un organisme international reconnu, choisi à
cet effet pour chaque langue. Dans chaque école ou établissement, la certification
relèvera de la responsabilité
des enseignants.
Vous pourrez retrouver les informations sur le plan de rénovation des langues
et des liens vers les divers documents mentionnés sur Eduscol:
http://eduscol.education.fr/D0067/prl.htm
Voyez aussi cette page sur le CECRL qui propose un lien vers le texte ( 190
pages à lire petit à
petit) mais met surtout en relief la redéfinition de la compétence de communication
en relation avec les activités de communication langagière et la notion de
tâche (approche actionnelle)
http://eduscol.education.fr/D0067/default.htm
Cependant, pour la majorité d'entre nous, ces documents semblent trop compliqués
et surtout trop théoriques. Francis Goullier, IG représentant national auprès
de la Division des Politiques Linguistiques du Conseil de l'Europe, qui présente
le CECRL lors de conférences partout en France depuis plusieurs années et a
contribué
à la mise en place du plan de rénovation, a compris notre soucis et publie
un livre qui va enfin nous aider à comprendre ce que l'on attend de nous et
comment le CECRL peut se mettre en place simplement et normalement dans nos
classes. Ce document doit rejoindre au CDI de votre
établissement la version papier du CECRL, qu'il complète très efficacement.
http://www.editionsdidier.com/publications/138413.html
Les Outils du Conseil de L'Europe en classe de langue
par Francis Goullier (128 pages)
Paru le 26/10/2005 aux Editions Didier
Prix : 9,5 € (prix de lancement)
Référence : 4729109
Code ISBN : 2278058452
Code EAN : 9782278058457
http://www.editionsdidier.com/publications/234071.html
Ce ouvrage vise à clarifier le rapport entre le CECRL et du PEL (Portfolio
Européen des Langues), à définir les contributions du CECRL et du PEL à une
rénovation de l'enseignement des langues vivantes, à illustrer le plus concrètement
possible comment un enseignant de langue peut exploiter les ressources de ces
outils, et enfin à montrer que ces deux outils ne représentent pas une orientation
fondamentalement différente dans la dynamique de l'enseignement des langues
depuis plusieurs années, mais qu'ils sont des leviers essentiels pour atteindre
les objectifs qui sont déjà les notres.
Il montre comment utiliser ces outils pour décrire et analyser les matériaux
et démarches pédagogiques, avec des exemples concrets tirés de manuels en FLE,anglais,allemand
et espagnol. Il montre des exemples de tâches communicatives dans divers manuels
de langues vivantes, explique comment l'analyser, l'intégrer à une séquence
pédagogique et en évaluer les composantes selon l'échelle des niveaux de compétence
en langues.
Il propose aussi des pistes concrètes pour utiliser le CECRL et le PEL pour
conduire la classe, développer l'autonomie des élèves et l'auto-évaluation,
et évaluer les performances des élèves lors de tests ou d'évaluations.
C'est l'outil indispensable pour mettre en place les "nouveautés" annoncées
dans la lettre Flash!
Ceci est un message de la LISTE INFONEWS
réalisé par Christine Reymond
lycée Blaise Pascal, Rouen, France
Les commentaires et réflexions entre [ ] ne reflètent que mon opinion personnelle.
Les archives ne sont pas à jour, mais le site Infonews est à nouveau en ligne:
http://perso.numericable.fr/~dreymondch46/infonews/une1.htm
Pour vous inscrire et recevoir Infonews gratuitement chaque dimanche:
http://listes.ac-rouen.fr/wws/info/liste-infonews
ou envoyez un message à
Christine.Reymond@ac-rouen.fr