DECOUVERTE DU THEME: EXPRESSION ORALE Ce support permet de situer le contexte, les acteurs, la période.

1. DECOUVERTE DU THEME: EXPRESSION ORALE Ce support permet de situer le contexte, les acteurs, la période.

2. WHAT SORT OF DOCUMENT IS IT? AN ADVERT WHO IS IT AIMED AT? MOTHERS WHAT SHOULD THEY DO? SEND THEM FAR FROM LONDON WHY? TO BE SAFER AND HEALTHIER

3. WHAT SORT OF DOCUMENT IS IT? AN ADVERT WHO IS IT AIMED AT? CHILDREN/ BOYS WHAT SHOULD THEY DO? LEAVE LONDON

4. WHO IS IT AIMED AT? PARENTS living in London WHAT SHOULD THEY DO? LEAVE THEM IN THE COUNTRY

5. WHO? CHILDREN WHERE? ON A TRAIN PLATFORM WHY? THEY'RE LEAVING

6. WHO IS IT AIMED AT? HOST FAMILIES WHY? TO CONVINCE THEM TO HOST CHILDREN FROM LONDON/OTHER BIG CITIES

7. WHO? AN EVACUEE DESCRIBE HIM: ONE SUITCASE ONE MUG A PACKED LUNCH A LABEL AROUND THE NECK

8. RECAP WHO IS GOING WHERE AND WHY? WHEN? WHO MADE THESE ADVERTS?

9. APRÈS LA DÉCOUVERTE DU THÈME, EXPLIQUER AUX ÉLÈVES LA TÂCHE FINALE: A:JOUER LE RÔLE D'UN(E) GRAND-PÈRE/GRAND-MÈRE QUI FUT ÉVACUÉ PENDANT LA GUERRE. B: JOUER LE RÔLE DU PETIT-FILS/FILLE QUI L'INTERROGE SUR CETTE PÉRIODE C:JOUER LE RÔLE DU JOURNALISTE QUI ÉCOUTE LA CONVERSATION POUR ENSUITE RÉDIGER UN ARTICLE SUR CETTE PÉRIODE.(une autre séquence a permis de travailler la PE)

10. RÔLE A: les besoins - utiliser les 2 prétérits - exprimer des sentiments - réponses courtes / longues - faire répéter les questions - parler distinctement RÔLE B: les besoins - poser des questions ouvertes et fermées - utiliser les 2 prétérits - demander de répéter - exprimer des sentiments - parler distinctement RÔLE C: les besoins - prendre des notes - rédiger un texte au passé ( 2 prétérits) - attitude d'écoute active

11. Exercise/ feelings 1. I was so affected / dizzy / stunned by / when his father died . Running out of time is something that makes me feel impressed / touched / nervous. When I first saw him I was so worried / impressed / affected by him, I forgot everything I had to say. You know life can be insecure / impressed / amazed. She was getting ecstatic / emotional / dizzy with all those people moving around her. This is not fair, I can't believe my ears, I feel so stunned / impressed / touched by his behaviour! I found all those horror paintings quite disturbing. They make me feel a little in turmoil / stupefied / disconcerted. My colleague doesn't know what he wants so I get easily amazed / confused / dizzy. He looked so depressed /glad /surprised that we knew at once he had failed his exam. You look sad / miserable / cheerful today. Have you received good news from John? The old lady was always worrying / complaining / suffering about her rude and noisy neighbours. We had a hopeless / frightening / dreadful time at the cinema last night. The film was silly and the actors were awful. She was frightened / disappointed / relieved when she heard that her son was safe. You've got what you want. You should be proud / happy / pleased with yourself. There is nothing to worry / concern / care about:. The situation is under control!

12. COMPRÉHENSION ÉCRITE: Support: Goodnight Mr Tom Answer the questions or fill in the gaps ( EXPRESSION ÉCRITE) CE SUPPORT PERMET - DE DÉCOUVRIR CET ASPECT SOCIAL DE LA GUERRE, - D'ACQUÉRIR DU VOCABULAIRE SUR CE SUJET - DE REVOIR L'UTILISATION DES PRETERITS

13. SUPPORT C E. Leaving Home For more than one million children the war meant a separation from their homes and families. Large industrial cities were most likely to be bombed and the children who lived in them were in great danger. The government encouraged mothers to send their children to safer homes in the country where they could live safely until the war ended. The scheme was called evacuation and many mothers agreed to send their children away. It must have been a heartbreaking decision to make. The children who were leaving were called evacuees. They were lined up in the school playground with identification labels attached to their clothes. Each carried a gas mask, a packed lunch and a small suitcase. After their tearful goodbyes the children were marched to the bus or train station. Most evacuees had never been away from home before, many had not even seen the countryside. Now they faced long anxious journeys to unknown places. Even their mothers did not know where they would end up. On arrival in a country town, the children were looked over by the local people who would then select the children they wanted to take home. Often the nicest and healthiest looking and best dressed children were chosen first; it must have been very distressing for those who were left until last. Many evacuees came from overcrowded homes in poor areas, some of them had never even slept in a bed before. These children suffered from head lice and skin diseases, they only had one set of tattered, dirty clothing. For these children evacuation was a blessing; in the country they were better fed and cared for than when they were at home. For them the countryside offered fresh air, freedom and fun. However, some children came from richer, middle class homes and were appalled to find themselves in farm workers’ cottages that lacked comforts they were used to. Imagine their horror as they were forced to bathe in a tin bath in the kitchen in front of everyone or when they had to use an outside toilet. Although some children settled happily into their new homes, many others were very homesick. They missed their families and friends and the bustle of city life. Often the country children would tease them, calling them “the invading hoards” or “vackees”. Parents tried to visit their children but many fathers were away fighting and mothers found the journey long and expensive. It was up to the evacuees to adapt to their new circumstances the best they could.

14. Worksheet: 1 How many children were evacuated during the war? 2 Evacuation means leaving _________ and going to ______________ . 3 How could the children be identified? 4 What did they bring with them? 5 Some children were chosen very quickly because they were ______,________,_______. 6 Some children loved their new life: fill in the grid 7 Why was it hard for richer children? 8 What did the local children call the city children? 9 Parents couldn't visit their children very often. Why?

15. COMPRÉHENSION ORALE SUPPORT: MY EVACUATION STORY 1) LISTEN AND FILL IN THE GAPS : témoignage pour insister sur le côté « vrai » , phonologie. 2) EXPRESSION ÉCRITE: RECAP USING THE WORDS FOUND:exercice qui prépare la tâche du journaliste en particulier. http://kmi4schools.e2bn.net/rostra/news.php?r=855&t=2&id=2953

16. My Evacuation Story As I was standing on the platform waiting for the train, I was clinging onto my mums arm determined that I wasn't going to leave her. I was frightened and scared and I didn't know where I was going to end up as well as not knowing what family I was going to. As I was hugging my mum I wished that the war would finish and we could all go back home to our families. Eventually it was time to say a final goodbye to our families. I could see that every one in our family had tears in their eyes and were upset, but I was trying not to show how upset and sad I was. I finally gave my family a hug and a kiss and gradually I climbed into the carriage. Already sitting there was my best friend Millie. Having Millie there made me feel a bit better. Finally everybody was sitting on the train and it began moving slowly. I gave one last wave to my family before we went into a tunnel. All of a sudden every one that I knew was out of sight and all I had was a photo of my family in my suitcase but I didn't get it out because it would make me very sad so I just sat in the carriage praying that I would go to a nice family that looked after me well. The journey seemed to go on for ever and ever, but eventually the train came to a halt. Everybody scrambled off and we were guided into a church. It was in Cornwall. I thought to myself that was about a hundred miles away from my family."Ok everyone we are in Cornwall. Tomorrow morning people from the town will come and collect you, but for now I would like you to get some sleep." Before very long it was morning and surrounding me were lots of adults looking for children to take and I was the first child to get picked. AMAZING!!!!! My hosts name was Laura she lived by herself and was very nice she looked after me well and I was very happy. Eventually the war finished and I went back home to my family. We are all very happy. By Megan

17. COMPRÉHENSION ECRITE SUPPORT: AUTRE TÉMOIGNAGE READ THE TEXT AND FIND THE QUESTIONS CORRESPONDING TO THE UNDERLINED ELEMENTS:exercice qui prépare la tâche du petit-fils: savoir poser des questions ouvertes et fermées. Chaque groupe travaille sur une moitié de texte: tous les élèves s'entrainent sur les 2 tâches finales: poser des questions et répondre.

18. The platform was crowded when Mum and I finally got my ticket. Children were clinging to their mums, and mums were clinging back. I caught sight of my best friend, Jessica (1) already sitting in a carriage, reading a book. (2) . Jessica was over the moon (3) about being evacuated, as she was treated like a slave at home (4) . All of a sudden the clock struck 10:00 am, and the guard shouted "ALL ABOARD!!!!" This was it. The big moment. Tears were streaming down my face (5) as I clambered into the carriage that Jessica was sitting in. The last whistle blew and all the doors shut as the train slowly started moving out of the platform. I looked back to see my mum weeping (6) into a white handkerchief, and then the train plunged into a tunnel and into the endless maze of the London Underground.... After the tunnel finished, Jessica spoke to me "Want a game of monopoly?" she asked, revealing a game of travel monopoly out of her pocket. "Yes Please!" I answered enthusiastically and we started playing. Many hours later the train came to a juddering halt in Devon. The billeting officer (7) came through the train telling a few people to get off. As he plodded into our carriage, I prayed my worst nightmare wouldn't come true. It did. The billeting officer pointed a finger at Jessica "You. Out." Reluctantly Jessica got up, hauled her case off the luggage rack and stepped off the train.

19. Around 5 minutes later the train started moving out of the station and a tear trickled down my cheek and onto my lap. I was leaving Jessica behind. My best friend. We'd been together all our lives and here I was parting with her, ready for a life alone.... I must have been travelling for 8 hours ( 8) when the scarlet train stopped in St.Ives station. The billeting officer stomped into my carriage and, pointing at me grunted "You up get off the train." This was it. The big moment for me. The 50 or so children (9) who were still on the train were shepherded off it and onto the platform. Then we were herded into a grimy village hall and told to sit on benches. After around half an hour, people started wandering into the hall and kids started to get chosen; old and young, rich and poor, pretty and ugly (10) adults came into the hall, and they all chose someone. Finally it was just me and another girl left. However, a very poor couple came through the doors, all dressed in rags and covered in dirt. The couple inspected Gemma (the other girl) and me, had a word with my teachers and took Gemma out of the door with them. Just me left. Would I be taken back to London, back to the blitz?

20. TÂCHE FINALE: 1) E O I ENTRE 2 ÉLÈVES 2) PRISE DE NOTES D'UN TROISIÈME ÉLÈVE POUR E E . 40 YEARS LATER, YOU AND YOUR GRANDFATHER/GRANDMOTHER ARE SPEAKING ABOUT HIS/HER EXPERIENCE. HE/SHE WAS AN EVACUEE DURING WW2. Un troisième élève , journaliste, prend des notes afin de rédiger un article sur la vie de cet enfant durant cette période.

21. WORKSHEET used by the grandson/granddaughter and by the journalist Les 3 acteurs se préparent : prise de notes autorisées.

22. E O I : CONVERSATION = questionnement entre le grand-père et son petit-fils sur cette période. Interaction possible avec le journaliste (si besoin) pour préciser, modifier un fait. E E : le journaliste écrit un article . Grille d'évaluation distribuée aux élèves qui noteront 2 critères : ils prennent conscience des critères de réussite de la tâche et maintiennent leur attention pendant tout l'exercice.

23. EVALUATION DU JOURNALISTE: Grille d'évaluation de l'écrit: - soin dans la présentation du travail et dans l'écriture: 1 2 3 - orthographe et ponctuation: 1 2 3 - adéquation avec ce qui a été entendu/ tri des informations: 1 2 3 - réutilisation du lexique appris 1 2 3 - grammaire « pauvre »/ correcte/riche: 1 2 3 - enchaînement des idées avec mots de liaison simples ( and/ but...) 1 2 - texte organisé/structuré: 1 2 3

24. EVALUATION DU GRAND-PÈRE: Accomplissement de la tâche: Peut parler d'événements passés/ peut décrire dans le passé/peut donner des repères temporels: 1 2 3 Interaction: Formes de politesse élémentaires/variées: 1 2 Se débrouille lors de questions imprévisibles: 1 2 3 Aisance à l'oral: Utilisation des notes sans les lire/peu de longues pauses/reformulation 1 2 3 Énoncés très courts et hésitations/aisance suffisante/assurance: 1 2 3 Phonologie: Accent français peu compréhensible/des efforts/bonne prononciation 1 2 3 Grammaire et lexique: Réinvestissement (très)limité/suffisant/ (assez) riche 1 2 3

25. EVALUATION DU PETIT-FILS: Accomplissement de la tâche: Peut poser des questions ouvertes/fermées/utilise les 2 prétérits: 1 2 3 Interaction: Formes de politesse élémentaires/variées: 1 2 Se débrouille lors de réponses « inattendues »:: 1 2 3 Aisance à l'oral: Utilisation des notes sans les lire/peu de longues pauses/reformulation 1 2 3 Énoncés très courts et hésitations/aisance suffisante/assurance: 1 2 3 Phonologie: Accent français peu compréhensible/des efforts/bonne prononciation 1 2 3 Grammaire et lexique: Réinvestissement (très)limité/suffisant/ (assez) riche 1 2 3