projects

LES CHOIX PÉDAGOGIQUES DE
new
projects
S
PROG
ME
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201
CONSTRUIRE ET CONSOLIDER LES COMPÉTENCES LANGAGIÈRES
New Projects 2de paraît dans un contexte particulièrement porteur pour l’enseignement des langues vivantes. La réforme générale du lycée, dont l’un des axes majeurs
est le renforcement des compétences des élèves dans toutes les disciplines, souligne :
La maîtrise de langues étrangères est aujourd’hui une compétence
fondamentale pour les élèves, aussi bien dans la poursuite de leurs études
que pour favoriser les échanges culturels ou encore préparer une mobilité
au sein de l’espace européen et au-delà.
Le nouveau programme de langues vivantes en classe de seconde réaffirme l’adoption
du CECRL comme outil de référence et vise à développer chez les élèves des compétences de communication dans les cinq activités langagières.
New Projects 2de est le fruit de choix pédagogiques réfléchis que nous vous livrons
dans ce document, choix issus de nos pratiques de classe et des suggestions des très
nombreux utilisateurs de l’édition précédente.
Le site www.editionsdidier.com/new-projects/ vous propose un espace convivial
d'échanges, avec des ressources et des extraits. N'hésitez pas à nous contacter et à
nous poser vos questions.
Bonne découverte !
LES AUTEURS-COORDONNATEURS
J. BAN-LARROSA, C. LENNEVI
À découvrir
- Des parcours cohérents pilotés par une tâche finale : le projet ... p. 2
- Un entraînement dans les cinq activités langagières ................ p. 4
- Des parcours modulables selon l’organisation de l’apprentissage :
groupe classe, groupes de compétences .................................. p. 6
Ainsi que d’autres choix exposés dans les pages suivantes.
DES PARCOURS COHÉRENTS PILOTÉS PAR UNE TÂCHE FINALE : LE PROJET
Ce projet fédérateur (Your project) ainsi que les étapes (Steps) qui y mènent et les com•
pétences visées (Targets) sont clairement annoncés en début de chapitre afin de donner un
fil conducteur et un but identifié à la séquence.
PROJECT
7
CREATIVE WRITING
YOUR
PROJECT
Under
Suspicion
YOUR
PROJECT
d Laura (1944)
(1944), by Otto Preminger
As a member of a Crime
Writers’ Club, write a dialogue in
a detective story.
As a member of a Crime
Writers’ Club, write a dialogue in
a detective story.
STEP 1
Studying a crime scene
STEP 2
Investigating
STEP 1
Studying a crime scene
STEP 2
Investigating
TARGETS
Understanding the main events in a passage
from a thriller, linking tone and meaning.
Understanding the plot of a detective story,
as well as the main characters’ feelings.
Writing a dialogue for a whodunnit, respecting
the key characteristics of this type of writing.
Interrogating
investigation.
someone
in
a
murder
d Clue (1985), by Jonathan Lynn
TARGETS
d The Black Dahlia (2006)
(2006), by Brian De Palma
Palma, adapted from the novel by James Ellroy
Understanding the main events in a passage
from a thriller, linking tone and meaning.
Look at the pictures and comment on them.
Discuss some of the elements many detective
stories share.
Start filling in your logpage.
105
104
Understanding the plot of a detective story,
as well as the main characters’ feelings.
Writing a dialogue for a whodunnit, respecting
the key characteristics of this type of writing.
Interrogating
investigation.
someone
in
a
murder
New Projects 2de, p. 104-105 / Project 7
Le projet ancre la production dans des situations-scénarios qui permettent aux élèves
•
d’être véritablement auteurs de leurs actes de langage, à l’écrit comme à l’oral.
•
Ils ont ainsi la possibilité de donner libre cours à leur inventivité, pour s’exprimer
personnellement dans un contexte défini et communiquer de manière authentique en
anglais, en réinvestissant ce qui a été appris au cours de la séquence.
Chaque projet final est accompagné d’une tâche complémentaire (Follow-up work)
•
destinée à clore la séquence sur un retour ou un approfondissement de la production
attendue (par exemple : après un débat, en écrire le compte-rendu ou après l’écriture d’un
conte, en enregistrer une version sonore).
Le niveau de référence du CECRL choisi pour chaque projet est le B1, qui est le niveau
•
attendu en fin de classe de seconde.
NEW PROJECTS 2DE - 2
YOUR
PROJECT
PROJECT 7
CREATIVE WRITING
As a member of a Crime Writers’ Club,
write a dialogue in a detective story.
X
Choose either Lynley’s
case or Rebus’s case.
In groups, use one of the
situations suggested in the
notebook below or imagine
another situation of your own.
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Start with a review of the case. Do not forget: every piece of information given is important.
List all the information the detective wants to get from the suspects or the witnesses.
Don’t forget to include the detective’s logical deductions.
Make sure you use appropriate punctuation marks (see Strategies).
Follow-up work
Perform the scene.
115
New Projects 2de, p.115 / Project 7
Focus sur
UN PREMIER CHAPITRE POUR BIEN DÉMARRER L’ANNÉE
Le premier chapitre est conçu pour faciliter la mise au travail et le positionnement/
diagnostic.
PROJECT
1
Here & There
dNotting Hill Gate Carnival, London
dHiking in the Grand Canyon, National Park, USA
STEP 1
Getting to know one another
Create a class map
STEP 2
Discovering schools here and
there
Promote your school
Show and tell: one object, one
memory
Atypique dans la mesure où il propose un « mini-projet » à la fin de chacune des deux
•
Steps, Project 1 vise un double objectif :
TARGETS
Understanding the main facts in a factual
audio recording or video.
Understanding an autobiographical text and
making sense of the information in it.
- faire en sorte que les élèves, venus d’horizons différents, apprennent à se connaître,
s’écouter, interagir, collaborer et coopérer ;
Talking about my personal experiences;
talking about my school or another school.
Taking part in a conversation.
Writing a short presentation about a subject
I know well (my school, my autobiography).
Class survey: take a look at these pictures
and those on p. 12.
Pick out the one that most appeals to you.
Briefly explain your choice.
Three spokespersons will recap the choices
made by the class.
Half of us have chosen…
Only two of us…
dPoster by C. Pears for the Empire Marketing Board (1927)
10
11
de
New Projects 2 ,
p.10-11 / Project 1
- permettre d'établir dès les premières semaines un état des lieux de leurs connaissances
sur le monde anglophone et de leurs savoir-faire oraux et écrits.
On pourra éventuellement procéder, à l’issue de ce chapitre, aux évaluations diagnos•
tiques/placement tests nécessaires à la mise en place de groupes de compétence. Des
tests de positionnement sont proposés dans le fichier du professeur, où l'on trouvera
par ailleurs des suggestions supplémentaires d’activités variées, destinées à consolider les
compétences dans les cinq activités langagières.
3 - NEW PROJECTS 2DE
UN ENTRAÎNEMENT DANS LES CINQ ACTIVITÉS LANGAGIÈRES
Au sein de chaque chapitre, les productions orales en continu et en interaction ou les
productions écrites attendues en fin de séquence sont préparées de manière progressive
et nourries en amont dans les Steps par :
des documents sonores, vidéos ou écrits qui entraînent les élèves aux activités lan•
gagières de réception. Inscrits dans une thématique, ces supports donnent les éléments
culturels qui pourront servir au projet ; ils donnent également des modèles du type de discours visé dans cette tâche finale ;
STEP 1
PROJECT 8
DESCRIBING AND EXPLAINING
Exploring a painting and its multicultural aspects
Make sense
1
1 document vidéo
1. Look at Yinka Shonibare’s artwork and read its
An unusual artist
title.
a. Discuss your first impressions in class and justify
them briefly.
b. List questions you would like to ask the artist
about this work.
You are going to watch part of a television
series spotlighting Yinka Shonibare’s artwork.
2. Read the artist’s interview.
Did you find any answers to your questions?
3. Read the interview again. In your
logbook
underline the different elements to be found in this
work, then highlight the reasons why the artist has
used them. Report your findings back to the class.
Draw conclusions about the artist’s intentions.
Make sense
Des activités de réception Make sense
1. Considering the title of the video, discuss what
you expect to see.
2. Watch the video with the sound muted, and focus
on the different works of art you can see.
Describe them to the class, then give your first
impressions about the artist’s work.
3. Watch the video with the sound on, focusing on
Yinka Shonibare’s comments. Discuss what you have
understood.
eYinka Shonibare
4. Watch the video again.
a. In groups, pick out and organise information about:
- the artist’s background;
- the artist’s work.
b. Report your findings back to the class and fill in
your logpage.
c. Explain why Yinka Shonibare can be described as
an “unusual artist”.
4. Explain Yinka Shonibare’s sentence lines 18-19:
“It’s not up to me to give the work meaning – that’s
up to whoever looks at it”.
Fill in your logpage.
Over to you
5.
1 document texte
2
Different shades of culture
e Yinka Shonibare, Culture Unites Us (2009)
F
5
10
15
20
lowers are beautiful things. In this work, entitled Bour-No Boisham-Mo A-Kort-ReTho Koray-Sho-Bi-Ke Whitechapel Gallery (a Bengali title that translates as Culture
Unites Us at the Whitechapel Gallery), I’ve used them as an aesthetic embellishment of the actual prints from the fabrics I use in my work. The fabrics were originally
produced by the Dutch in the 19th century for the Indonesian market – they didn’t
go down so well there and instead became very popular in West Africa. I used to buy
them in Brixton1 market; now they’re being sold in Petticoat Lane market2, in the East
End of London, just around the corner from the Whitechapel Gallery.
The work itself is a mixture of things. It’s a collage of images drawn from the
Whitechapel gallery’s archive; I tried to pick the most iconic ones in relation to the
building’s history, things that people might be familiar with. I’ve used well-known
personalities related to the area as well as those who’ve worked with the gallery over
time. So you can see Picasso’s Guernica as well as David Hockney, who had one of his
first shows at the gallery, and hip-hop artist Dizzee Rascal, who lives locally. The work
is trying to reflect the cultural diversity of the area.
The “100 months to save the world” quote you can see on the top left of the work
was actually taken from a speech Prince Charles made when he visited Rio de Janeiro
in early March. It’s not up to me to give the work meaning – that’s up to whoever
looks at it – I just used the phrase to make a record. I’m not trying to make a point,
but at the moment the print was commissioned, that quote was getting a lot of press
and including it was my way of noting the passing of time. People can link it to what
they want.
Pronunciation
&
logbook p. 86, ex. D
Places and dates in a biography
1 Place names and dates are clearly stressed and
can help you reconstruct a biography.
Grammar
&
Create a “Made in France” collage
a. In groups of 4, discuss 2 or 3 elements you would
like to include in a collage reflecting the cultural
diversity of your school or country.
b. Present them to the rest of the class, explaining
the reasons for your choice.
c. Agree on the elements you find the most relevant,
then make your “Made in France” collage.
logbook p. 86, ex. E
Relative pronouns
When you want to give additional information about
someone or something without repeating yourself,
you can use a relative pronoun.
2 Read the following sentences. Observe the highlighted relative pronouns and the underlined words
they refer to.
“Yinka Shonibare is an artist who describes himself
as bicultural. He uses fabrics that were produced
in the Netherlands. The quote that you can see on
the top left of this artwork, which is on display, is my
favourite one.”
a. Identify which relative pronouns are subjects and
which one refers to a person.
b. Focus on the two sentences with that. In one of
them, that can be omitted. Explain why.
3 Describe one of Shonibare’s artworks, expanding
your description with relative clauses.
& LANGUAGE SKILLS
pp. 130-131
Yinka Shonibare, The Guardian (April 2009)
RECAP
1. multiracial area in South London. Its market mainly sells African and Carribean produce
2. fashion and clothing market in East London
What details can be used to reflect cultural diversity in a painting?
122
123
de
New Projects 2 , p. 122-123 / Project 8
des activités, orales ou écrites, qui permettent aux élèves de s’exprimer de mul•
tiples façons et invitent à différentes formes de travail. Quel que soit le type discursif
attendu dans le projet final, les activités proposées permettent de s’exercer à la narration,
la description, l’explication ou l’argumentation ;
PROJECT 6
DEBATING
Make sense
1. Before reading, consider the title, the photograph,
and the headline of the article. What do you expect
to read?
2. Read the text, paying particular attention to
names. Discuss your findings in class.
3. Read the text again.
a. Highlight in your logbook the information about
the two main editors mentioned.
b. Identify each editor’s opinions on marketable
information.
c. Report your findings back to the class.
a. In groups, list all the questions you would like to
ask her.
b. In pairs, act out the interview.
6.
Email to the Editor
A rival celeb magazine has published a photo of
Bonnie Fuller looking very tired and sleepy. She
decides to write an email to the editor of the
magazine.
Imagine her arguments.
7. Discuss the cartoon below.
4. Explain the question lines 26-29: “Is this boom in
celebrity magazines… destroying serious journalism?”
What answers are given?
Fill in your logpage.
Over to you
5.
Role play: interview
You disapprove of celebrity magazines and you have
the opportunity to interview Bonnie Fuller about
her job.
Extrait de New Projects 2de, p. 93 / Project 6
NEW PROJECTS 2DE - 4
Over to you
Choosing a title
5.
In groups of 4, pick one of the two paintings.
Choose a title for it and explain your reasons.
Appoint someone in your group to report your
findings back to the class.
6.
Vote for the two best titles. Write down
your personal choices on a piece of paper, briefly
explaining them.
CD cover illustration
You want to use one of these paintings for the cover
of a music album.
7.
In groups of 4, list artists who might use this
painting for one of their CD covers. Choose one and
explain your choice.
8. Report your conclusions back to the class.
Extrait de New Projects 2de,
p. 127 / Project 6
des conseils sur les stratégies spécifiques aux types de discours, oraux ou écrits,
•
étudiés en réception ou attendus en production.
STRATEGIES
Preparing for and giving a presentation
1 Prepare clear and concise notes.
You will find it difficult to sound persuasive if you read fully written sentences
that you have prepared beforehand. Instead, use abbreviations and symbols
when you note down your key ideas.
Example: “invention” = invt°; “before” = B4
They have little water to drink because the climate is so dry = little water
t dry climate
Girls don’t have to go to the market, so they can go to school = girls: no market
a school
Your turn: If we have a Time Machine, we will be able to explore the past.
There are three main advantages to buying this new sofa: first it is not very
expensive; secondly it is fully washable; finally, it will look great in our livingroom.
2 Make complete sentences out of notes.
Use notes to identify your main ideas at a glance, then express them in your own words.
Example: Post-it notes: Art Fry / 1970s / 3M company (adhesives) / bookmark stay in
books
The post-it notes were invented by a man called Art Fry. In the 70s, he was
employed at the 3M company which manufactured adhesives. He wanted a
bookmark that would stay in books and not fall out…
Your turn: Microwave oven: 1947 / Percy Spencer / engineer / walk past radar waves in
lab / sweets in his pocket melted
Chocolate bar: Arthur Ganong and George Ensor / candy manufacturers /
hobby: fishing / chocolate in their picnic bag melt / protective heat resistant
wrapper / 1890s
3 Grab your audience’s attention right from the beginning.
Use either a general example or a more personal anecdote to arouse your audience’s
interest in your presentation.
Example: We all know that it takes a lot of time for women with long hair to dry it. Now
thanks to my ultra-fast hair-dryer, this will take much less time.
Your turn: an alarm-clock that wakes you up with a big kiss.
a robot that does your homework for you.
4 Keep your audience’s attention.
Maintain eye contact with your listeners: look at them collectively, then separately from
time to time.
Q Be physically present during your presentation: don’t slouch or keep your hands in your
pockets; try to give as much visual information as you can: write key information on the
boards, use body language ( enumerate your points on your fingers, etc.).
Q Use gap-fillers if you lose your train of thought: “well…”, “what I’m trying to say is
that…”, “in other words…”
Q
32
New Projects 2de, p. 32 / Project 2
Focus sur
LA DÉMARCHE D’ENTRAÎNEMENT
• New Projects 2 distingue clairement activités d’entraînement (dans les Steps 1
et 2) et activités d’évaluation (dans les pages Your project).
de
b. Discuss your findings with your group. Get ready
to report them back to the class.
Make sense
1. a. Judging from the question that has been asked
3. a. Explain in class what you have found out.
(doc. 2), discuss in class which of the following words
you expect to find in the answers:
fashionable – television – books – sheep – alone –
identity
b. Explain the reasons for your choices.
b. Summarise the different reasons why teenagers
follow trends. Fill in your logpage.
2. In groups.
4.
a. Choose two answers and read them carefully.
In your logbook, highlight:
– the different reasons given which explain why
teenagers follow trends;
– any examples given to back up explanations.
Over to you
Join the forum
Write down your own post.
5.
Circular debate
Discuss the following statement:
“If you follow fashion trends you are not yourself.”
Extrait de New Projects 2de, p. 73 / Project 5
Une démarche d’entraînement est systématique•
ment proposée lors de la découverte des documents
(Make sense). Il s’agit, pour l’élève, de se confronter au
support pour en construire le sens avec le groupe ; des
aides à l’accès au sens (et non uniquement à la compréhension de formes) sont données dans le manuel et
le logbook.
•
Chaque Step offre aux élèves la possibilité de s’entraîner sur des segments de la tâche finale (Over to you).
5 - NEW PROJECTS 2DE
DES PARCOURS MODULABLES SELON L’ORGANISATION
DE L’APPRENTISSAGE : GROUPE CLASSE, GROUPES DE COMPÉTENCES
Quelle que soit l’organisation des enseignements (groupe classe ou groupes de com•
pétences), on pourra définir, le temps d’une séquence pédagogique et d’un projet, une
activité langagière dominante et l’articuler plus particulièrement avec une ou deux autres,
par exemple :
- écrire un conte après en avoir lu et raconté ;
- donner son avis écrit après avoir écouté et discuté des opinions diverses ;
- débattre après avoir lu et écouté des textes à portée argumentative ;
- écrire un dialogue après s’être entraîné oralement ;
- etc.
•
Pour tenir compte de l’hétérogénéité particulière de la classe de seconde, les parcours
proposés peuvent être modulés :
- au niveau des activités de réception : on pourra par exemple choisir de ne traiter que
tel ou tel support, en privilégiant l’entraînement à la compréhension soit de l’écrit soit de
l’oral ;
- au niveau des activités de production : on pourra ne donner à faire qu'une des tâches des
Over to you selon le niveau de compétences des élèves et la compétence de production plus
particulièrement visée.
STEP 2
Facing a dilemma:
being yourself or fitting in in Tally’s world
You are going to work in groups.
GROUP A will listen to a presentation on the novel Uglies (doc. 2).
GROUP B will go to page 76 and will read an extract from the novel Uglies (doc. 3).
Extrait de New Projects 2de, p. 74 / Project 5
Les activités de Over to you permettent l’entraînement à diverses compétences, toutes
•
constitutives de l’activité langagière principale. Elles ciblent des activités langagières
différentes et sont graduées dans leur complexité. Même si la tâche finale doit être visée par
tous on pourra, selon la classe et le temps dont on dispose, choisir de clôturer une séquence
sur l’un de ces Over to you. Par exemple, l’activité Best Invention Award dans Project 2, ou les
activités Creative writing workshop dans les Projects 4 ou 7.
PROJECT 4
DESCRIBING AND EXPLAINING
Make sense
1. Before reading the text, consider the picture and
imagine what sort of superhero The Rememberer
might be.
2. Read the text. Say what you have understood
about The Rememberer. Discuss the different periods
of this character’s life.
3. In groups, focus on these different periods.
Highlight in your
logbook what you have
understood about:
– the Rememberer’s main characteristics;
– the main events in The Rememberer’s life;
– other people’s attitudes towards The Rememberer.
4. Report your findings back to the other groups
in your own words. Take notes as you listen to your
classmates.
5. Recap what the other groups have said and explain
why the character is called “The Rememberer”.
6. Complete your
logpage.
Over to you
7.
9.
Do you like The Rememberer?
Why? Why not?
8.
10.
Creative writing workshop
Write a continuation to The Rememberer’s life in
about 100 words.
Words
&
logbook pp. 36-38, ex. A to E
Using link words
to write a coherent story
When telling a story, it is important to use link words
to help the reader understand what is happening.
Words such as when, after that, then, and will help you
show time connections.
Words such as so, therefore, that’s why, because, as
will help you emphasise logical connections.
& LANGUAGE SKILLS
RECAP
“Soon I will be invincible”
8.
Start from the cover above to imagine a superhero.
Just list your ideas and take notes.
Use your logpage if necessary.
Chain speaking
Creative writing workshop
Write a continuation to The Rememberer’s life in
about 100 words.
In groups, start from the cover to imagine a
superhero. In turns, add a detail to what a member
of your group has just said.
Use the following notes about Iron Man’s history to
write a coherent paragraph, including link words.
– 21 years old, Tony Stark takes over his father’s
company.
– The company becomes a successful corporation.
– Hit by a piece of shrapnel during a testing of new
technology in Vietnam.
– Captured by the communists.
– Forced to make new weapons.
– Makes armour.
– Uses the armour to escape.
– Decides to use his new armor to help mankind.
New Projects 2de, p. 63 / Project 4
pp. 66-67
List elements you must not forget to include when creating a new superhero.
Illustrate them with examples.
63
NEW PROJECTS 2DE - 6
UNE CONSOLIDATION DES COMPÉTENCES LINGUISTIQUES
Sur chaque double-page, la phonologie, le lexique et/ou la grammaire sont systéma•
tiquement les objets de points précis : les Zoom on. Les particularités de la langue orale,
l’acquisition et l’enrichissement du lexique ainsi que les phénomènes grammaticaux ou
syntaxiques sont abordés en contexte, puis travaillés spécifiquement dans des exercices
thématiquement liés au chapitre.
Words
&
logbook pp. 26-28, ex. A to G
Pronunciation
&
logbook p. 29, ex. H
Expressing regret
Tone units
Regrets can be expressed with groups of words or
phrases that make a single unit of meaning.
1 Read the following sentences and pick out groups
of words expressing regret.
I apologise for acting so badly – I am sorry about forgetting our appointment – I was wrong for chewing
gum – I blame myself for missing our appointment.
2 Identify what they have in common and how they
differ.
Oral English is divided into blocks and in each block
there is one stressed element which carries the
meaning.
3 You have forgotten your logbook: from memory,
express your regret to your teacher in four different
ways.
&
LANGUAGE SKILLS
Grammar
&
logbook p. 29, ex. I
Emphasising your statements
To emphasise what you say you can use the auxiliary
do in positive statements.
4 Observe the following examples and describe the
verbal forms:
I do feel sorry – I did misbehave – I did have a terrible
headache – He does eat too many crisps.
5 Your dog did eat your homework and you feel you
are not responsible. Explain this, emphasising your
statements.
pp. 48-49
Extrait de New Projects 2de, p. 43 / Project 2
Les pages Language skills invitent l’élève à revenir sur les faits de langue ciblés dans le
•
chapitre au travers de tâches communicatives contextualisées, spécifiques à chacune des
activités langagières. Certains points font l‘objet d‘une réflexion sur la langue dans le
Logbook.
Pour la langue orale, des entraînements au repérage et à la reproduction des régularités de
l‘anglais sont proposés dans les rubriques Listening et Speaking des pages Language skills,
et dans les rubriques Words du Logbook.
SPEAKING
READING
3. Rephrasing
4. Asserting people’s rights
6. Understanding long sentences
7. Inferring the meaning of words
A celeb couple is suing Hello magazine because
it has published photos of their wedding without
their consent.
Read the following opinions posted on the Hello
website and rephrase them.
a. Look at the cartoon and explain the situation.
b. Imagine what the woman can say to emphasise
the couple’s rights and how the man can answer
to emphasise his own rights.
People should be entitled to be left alone.
When a sentence seems too long to understand, it
can be helpful to identify the main idea by reducing
the sentence as much as possible.
“Celebrity news often makes the front page
of British tabloid newspapers, providing a
formidable distribution channel for stories about
celebrity affairs, addiction and parenthood.”
a. Read the sentences about newspapers in the
19th century below.
b. Identify the main information.
1. “Famous faces began appearing in
newspapers, which were becoming increasingly
widespread, and carrying images of people such
as writers and actors as well as politicians and
businessmen.”
2. “Mark Twain was a distinctive figure with
his white hair and white suit, and like many
celebrities of today, was reported to have used
a clipping service to record all of his press
coverage.”
3. “The way celebrities were depicted in
newspapers was also changing, especially in
the US, with more focus on their personal lives
starting to creep in broadsheets as well as
tabloids.”
c. Sum up what you have understood.
Read this short extract from Diva of Celebrity
Journalism (textbook p 92).
a. Focus on the words in bold letters in the text
and use the context (i.e. other words from the
same paragraph) to infer their meaning.
b. Suggest a possible translation for each one.
a.
I think their action against Hello
is complete and utter folly. It’s a
magazine with a huge circulation,
they must accept their stardom and
all that comes with it.
Anita, New York, USA
b.
5. Passive forms
People, whether celebrities or not, should
have the right to privacy. It’s simply a
matter of respect and appreciation for
other human beings. Why violate others’
wishes, for money and publicity?
You are an anti-paparazzi
activist.
Use the photo to argue your
case.
Celebrities are not treated
as ordinary citizens…
Bonnie Fuller climbed to the top of the
magazine profession with relentless
efficiency. Star Magazine is her latest
stop. Although Star is chock full of all the
gossip you’d expect, it also has a dark side:
unblinking adoration of celebrities is out,
and in is a good dose of reality.
Rebecca Lang, CBS News (Nov. 24, 2004)
8. Distinguishing between opinions,
arguments and examples
Read the following article and pick out the opinion
expressed, the arguments and the examples.
“I don’t feel sorry for celebs. They have to
accept they have chosen to be in the public
eye. Most of our photos are done with the
stars’ consent, then they moan about press
intrusion. One particular female celebrity
makes sure the press is tipped off to know
her every move, then they complain about
us.”
OK Magazine (April 2009)
Bill Crist, USA
Extrait de New Projects 2de, p. 98 / Project 6
Extrait de New Projects 2de, p. 99 / Project 6
Deux précis en fin de manuel permettent de trouver une explication sur un point de pro•
nonciation ou de grammaire. Le précis de prononciation offre systématiquement à l‘élève la
possibilité d‘entendre sur son CD audio les exemples cités, et de s‘entraîner en autonomie à partir de courts enregistrements.
7 - NEW PROJECTS 2DE
DES PROPOSITIONS CLÉ EN MAIN POUR L’ÉVALUATION
La tâche finale est l’occasion d’évaluer les acquis en fin de chapitre. Une grille d’évalua•
tion avec barème prenant en compte le niveau A2 est suggérée dans le fichier du professeur
comme aide à l’évaluation de cette tâche.
Exemple d'évaluation en production écrite :
- tâche finale : Write a fairy tale with a difference.
- Suggestion de grille d’évaluation (professeur)
■ Suggestion de grille d’évaluation (professeur) :
Cohérence et cohésion
Recevabilité linguistique
Degré 1
Peut mettre en adéquation
sa production avec le sujet
proposé : un conte + respect
longueur minimale indiquée
= 2 pts
Traitement du sujet
Peut juxtaposer
une série d’événements
= 2 pts
La langue est partiellement
compréhensible
= 2 pts
Degré 2
Peut dans ce conte
adapter son langage au
genre : expressions
typiques
= 3 pts
Peut relier une série
d’événements en un
discours qui s’enchaîne
= 3 pts
La langue est compréhensible
malgré des erreurs
(orthographe, formes
verbales) et un lexique limité
= 3 pts
Peut prendre en compte tous
les éléments spécifiques au
genre :
storyline / plot /characters
= 6 pts
Peut relater des
événements
chronologiquement à
l’aide de connecteurs
variés
= 4 pts
La langue est compréhensible
et globalement correcte
= 4 pts
Peut introduire une
différence pour détourner le
conte
= 8 pts
Peut mettre en
adéquation les
connecteurs utilisés et
les temps utilisés
= 6 pts
Utilise une gamme assez
étendue de vocabulaire et de
structures appropriés
= 6 pts
Degré 3
Degré 4
Bonus
Total
(max.)
Originalité des idées
= 2 pts
Les objectifs de relecture ont
été atteints = + 1pt
8 pts + 2 pts
6 pts
Guide pédagogique Projects 2de, p. 255
6 pts + 1 pt
Par ailleurs, le guide pédagogique et le CD classe proposent pour chaque chapitre du manuel :
•
- une évaluation de la compréhension écrite ;
- une évaluation de la compréhension orale (appareil d’évaluation, critères et barème pour
une évaluation positive).
DEBRIEFING
Logbook p. 125 127
p Voir introduction, p. 18 de ce guide.
3
What I need to work on
1. a. The ministers tried the slipper on the foot of
all the girls… and on Cinderella’s foot as well… Surprise! The slipper fi
fitted perfectly.
“That awful untidy girl cannot have been at the ball,”
snapped the stepmother.. Suddenly she broke off, for
the fairy had appeared.
“That’s enough!” she exclaimed, raising her magic
wand. In a flash, Cinderella appeared in a splendid
p
dress, shining with youth and beauty. Her stepmother
p
and stepsisters gaped at her in amazement.
c. There was once a miller
With a daughterr as lovely as a grape.
He told the king that she could
Palier 3
Spin gold out of common straw.
He then summoned the girl
And locked her in a room full of straw
And told her to spin it into gold
Or she would die like a criminal
Toutes les informations principales sont relevées et mises en relation. L’essentiel est
compris.
Name of tale, the man’s opinion, the girl’s opinion:
2. Order of events: b - d - h - e - I - g - f - a - c
3. 1. Cinderella felt very happy after her godmother
gave her a beautiful dress.
2. She counted grains of rice while her stepsisters
were having fun.
3. Jack ran away as soon as the ogre fell asleep.
4. The witch gave Hansel good food until he was fat
enough to be eaten.
5. Gretel pushed the witch ino the oven after her
brother had opened the cage.
« Cœur de sens » ici – au moins 5 / 10 si on a :
Snow White, people think it is lovely and romantic but very dark, girl agrees: all tales very
dark.
5à8
Palier 4
Tout le contenu informatif est compris. Certains détails significatifs du document sont
relevés.
More details explaining narrator’s opinion.
10
Upsetting, little guys nice and funny but can’t protect and help her, wicked Queen poisons
heroine, she is paralysed.
Note de l’élève = ........ / 10
x 2 = ........ / 20
Bonus : informations supplémentaires qui « ajoutent au sens ».
Bonus: additional information
2
Petrified, every girl dreams of handsome prince who will come and save her no matter
what bad things happen to her, end is a punchline, life learning stories.
ÉVALUATION
DE LA COMPRÉHENSION
2. Compréhension écrite : “Would you tell this story to your children?”
p. 172-173 du manuel
On pourra couper le texte à la ligne 50. (Si une photocopie est fournie, penser à numéroter les lignes.)
B1 / B2 : Texte relativement long plus proche de B2 que B1, mais le projet se situe en fin de manuel.
Nous avons fait le choix de deux documents traitant de l’impact des contes de fées sur les jeunes enfants.
Si l’enseignant le souhaite, à l’issue de ces deux évaluations, un débat en classe – en demi-groupes – pourra
être organisé sur ce thème - children shouldn’t be told fairy tales – les élèves disposant déjà d’un certain
nombre d’arguments qu’ils pourront compléter et illustrer de manière personnelle.
1. Compréhension orale : A frightening tale
CD classe, piste
no
• Appareil d’évaluation
p Voir p. 306 de ce guide.
• Corrigé
Genre of the text
11
Phase d’anticipation avant l’écoute (individuelle – les élèves peuvent rassembler leurs idées sur papier. Pas
de mise en commun orale puisqu’il s’agit d’une évaluation).
- Exact place: High School/English class
- Characters present: students (J. Greenberg/Lisa Berg/Rose Kane)
+ the narrator (teacher)
- Topic: fairy tales: Hansel and Gretel (accepter violence and horror)
Elements from the tale
- Characters: Hansel and Gretel: two children – their father and their stepmother – a witch (a mean old cannibal)
- Storyline: wicked stepmother – father wanted to get rid of the children
(lose his kids in the woods and let them starve to death).
children: prisoners of the witch who wanted to fatten them and cook them
to eat them. The kids pushed her into the fire. And escaped.
Effects of tales on the
children
- On the one hand: frighten children: (horrible – violent – nightmares) –
affected children’s behaviour with adults. Æ need of psychotherapy
- On the other hand: children enjoy them - have enjoyed them for hundred
of years - ring a bell in children’s minds: children also have - horrible ideas
in their minds
• Appareil d’évaluation
p Voir p. 305 de ce guide.
• Corrigé et barème
Paliers de compréhension
Points
attribués
Palier 1
Mots isolés ou expressions courantes, sans qu’une mise en réseau assure
la compréhension du message.
Elements about the fairy tale mentioned
Walt Disney, first movie, Snow-White, terrified, romantic, lovely, Queen, poisons, heroine,
nice, funny, protect, young, Prince.
1à2
selon
quantité
fairy tale ✓ autobiography
press article
Information about the
general situation
Palier 2
Des informations sont comprises mais la collecte est incomplète, conduisant à une
compréhension lacunaire.
Effects on the man
As a child, terrified him, nightmares for years.
256
NEW PROJECTS 2DE - 8
3à4
selon
quantité
• Proposition de barème :
- Seuil 1 = 08 / 20 : tous les éléments soulignés et en italiques sont renseignés.
- Seuil 2 = 12 / 20 : l’élève a trouvé les éléments du conte soulignés ou bien les effets soulignés sur les enfants.
- Seuil 3 = 16 / 20 si l’élève a trouvé les éléments du conte + les effets.
- Seuil 4 : + 1 pt par élément supplémentaire. NB : ce qui figure entre parenthèses constitue 1 seul élément.
Project 11 - Once upon a time…
257
Guide pédagogique Projects 2de, p. 256-257
ENCOURAGER LES ÉCHANGES AU SEIN DE LA CLASSE
L‘appareil pédagogique, qui guide sans téléguider, assure la participation active des
•
élèves. Il encourage la circulation de la parole d‘élève à élève.
La mise en œuvre proposée suggère des formes de travail et des modalités de prise de
•
parole (travail et échanges en groupe avant mise en commun) visant à dédramatiser la
pratique de la langue pour les élèves : l‘aide dont on peut avoir besoin vient d‘abord des
camarades. Les « erreurs », corrigées entre pairs et avec le professeur, sont des étapes de
l‘apprentissage.
Ainsi, l‘appareil pédagogique aide les élèves les moins à l‘aise et valorise les plus à l‘aise en
favorisant les échanges d‘idées et de compétences.
•
Il soutient les efforts d‘attention et d‘écoute (écoute active et participation sont
encouragées par des appels à réactions, une incitation à la prise de notes et par des pauses
récapitulatives à intervalles réguliers).
STEP 1
PROJECT 2
EXPLAINING
Talking about an invention: explaining its benefits
3
Fresh food
without a fridge
2
The pot-in-pot consists of two earthenware pots, one placed
inside the other. The space between the two pots is filled
with wet sand. Vegetables are put in the smaller inner pot,
which is covered with a damp cloth. The water contained
in the sand between the two pots evaporates, which causes
a drop in temperature of several degrees, cooling the inner
container, and preserving the perishable foods inside.
M
5
10
15
20
25
ohammed Bah Abba, in Nigeria, […] was selected as a Rolex Awards Laureate1
in 2000 for this ingenious technique that requires no external energy supply
to preserve fruit, vegetables and other perishables in hot, arid climates. The
pot-in-pot cooling system, a kind of “desert refrigerator”, helps subsistence farmers
by reducing food spoilage and waste thus increasing their income2 and limiting the
health hazards of decaying foods. […]
To understand the relevance of Abba’s […] project, it is necessary to
look at the geography of northern Nigeria and the restricted lives led by
the people. This region is primarily a semi-desert scrubland inhabited by
a large, mostly agriculture-based population, the majority of whom live in
abject poverty. […] Young girls are particularly enslaved because they are
forced to go out each day and rapidly sell food that would otherwise perish,
in order to add to the meagre family income.
A key reason for the pot-in-pot’s success is the lack of electricity in most
of the northern rural communities, for without electricity there can be no
refrigeration. Even in towns and cities the power supply is erratic3. Most
of the urban poor cannot afford refrigerators. […]
Abba’s first trials of the pot-in-pot proved successful. Eggplants, for
example, stayed fresh for 27 days instead of three, and tomatoes and peppers
lasted for three weeks or more. African spinach, which usually spoils after
a day, remained edible after 12 days in the pot-in-pot. […]
The impact of the pot-in-pot on individuals’ lives is overwhelming.
“Farmers are now able to sell on demand rather than ‘rush sell’ because of
spoilage,” says Abba, “and income levels have noticeably risen […]. Perhaps
most significantly for the advancement of the female population, Abba’s
invention liberates girls from having to hawk4 food each day. Instead, they
are now free to attend school and the number of girls enrolling in village
primary schools is rising. […]
The Q-Drum
You are going to watch
a presentation for the Q-drum,
invented by Hans and Piet
Hendrikse from South Africa.
Over to you
Make sense
1. Look at the photograph of the Q-Drum and guess
what it consists of.
5.
Speaking from notes
a. Read and make sense of the following notes about
an invention called “The Aquaduct”.
2. Group work.
Group A will watch the video with the sound muted.
Group B will listen to the soundtrack without watching
the video.
a. Pick out as much information as you can, and
discuss your findings with your group.
b. Summarise and compare your findings with the
other group.
3. Watch the video again, focusing on the commentary. Find as many details as possible about: the
reason why the Q-Drum was invented, how it works,
its possible benefits.
4. Report your findings back to the class and discuss
how important this invention is. Fill in your
logpage.
3UREOHPZLWKZDWHUWUDQVSRUWDWLRQ
:RPHQZDONORQJGLVWDQFHVWRJHWZDWHU
GLIßFXOWKHDY\
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b. Present the invention to your classmates.
STRATEGY
Understanding a recording
Concentrating on the words that you recognise
will help you make sense of a recording, even if
you are not used to the accent of the speaker.
Rolexawards.com
1. every two years the Rolex Institute attributes prizes to innovative
inventors who contribute to making the world a better place
2. salary 3. irregular
4. sell in a market, usually shouting to attract clients’ attention
Make sense
1. Before reading, focus on the title and the
photographs. Guess what the invention consists of.
2. Skim-read the two texts to find more about the
invention. Use what you have understood to explain
what you see in the illustrations.
Pronunciation
&
logbook p. 18, ex. E
Used to + V
Numbers and quantities are often useful when you
are explaining something. These words are heavily
stressed as they are very important to the meaning of
your explanation.
Used to + V indicates that a past situation no longer
exists.
Before the invention of the pot-in-pot, many girls
used to miss school in order to sell their vegetables
on the market.
Describe how people managed before the invention
of these devices:
the printing press
the freezer
google
3. Read the text again.
Go to your
logbook and use three different
colours to highlight information about the region and
its people, and information about Abba’s invention.
Fill in your logpage and report your findings back
to the class.
4. Say how the invention of the pot-in-pot has
changed people’s lives.
Grammar
Stress on numbers and quantities
& LANGUAGE SKILLS
RECAP
pp. 34-35
Summarise what information should be mentioned when someone is talking about
an invention. Give examples.
26
27
Over to you
Make sense
New Projects 2de, p.26-27 / Project 2
1. Look at the photograph of the Q-Drum and guess
what it consists of.
Speaking from notes
a. Read and make sense of the following notes about
an invention called “The Aquaduct”.
2. Group work.
Group A will watch the video with the sound muted.
Group B will listen to the soundtrack without watching
the video.
a. Pick out as much information as you can, and
discuss your findings with your group.
b. Summarise and compare your findings with the
other group.
3. Watch the video again, focusing on the commentary. Find as many details as possible about: the
reason why the Q-Drum was invented, how it works,
its possible benefits.
4. Report your findings back to the class and discuss
how important this invention is. Fill in your
5.
logpage.
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:RPHQZDONORQJGLVWDQFHVWRJHWZDWHU
GLIßFXOWKHDY\
7KH$TXDGXFWWULF\FOHÌELJWDQNÌSHGDO
ßOWHUZDWHU
 &OHDQ GULQNDEOH ZDWHU Ì LPSURYH SHRSOH›V
OLYHVÌHQYLURQPHQWDOO\IULHQGO\ÌORZFRVW
b. Present the invention to your classmates.
STRATEGY
Understanding a recording
Concentrating on the words that you recognise
will help you make sense of a recording, even if
you are not used to the accent of the speaker.
9 - NEW PROJECTS 2DE
ACCOMPAGNER L’ÉLÈVE DANS SES APPRENTISSAGES
•
Chaque chapitre donne des outils méthodologiques pour les compétences de réception
ou de production :
- de brefs encarts Strategy, centrés sur un point particulier en lien avec les activités
proposées sur la page, jalonnent l’apprentissage (par exemple, Stressed words in recordings, Reading a narrative ou Improvisation) ;
STRATEGY
Reading a narrative
When reading a narrative it is important to
understand its coherence. Paying attention
to pronouns (he, she, I…; mine, yours…),
possessive adjectives (my, your, her, his…),
and logical markers (so, because…) will help.
Extrait de New Projects 2de, p. 45 / Project 3
- la page Strategies (voir p. 5 de ce document), en regard de la page Your project, centrée
sur des domaines plus généraux (Preparing for and delivering a presentation, Looking for
words, How to write a dialogue ou Revising your first draft…) donne des outils qui pourront
être utilisés lors de la réalisation du projet final.
STRATEGIES
Looking for words
When speaking or writing, you sometimes want
to express something very precisely but can’t find
the exact right word. Here are a few simple ways
to make up for missing words.
1 Use a word with a similar meaning, or with which it is closely associated.
Example: minuscule a extremely small
malin a very intelligent
Your turn: find a word with a similar meaning for each of the words below.
extra-terrestre a
guéri a
inconsolable a
intègre a
2 Use an antonym or a phrase with the opposite meaning.
Example: frêle a not very strong
échouer a not able to succeed
Your turn: find an antonym for each of the words below.
âgé a
oublier a
paresseux a
garder pour soi a
rapide a
ralentir a
vulnérable a
courageuse
3 Use a definition to explain what you mean.
Example: judicieux a analyses the situation before acting
prévoyant a thinks of the consequences
Your turn: find a definition for each of the words below.
imprévisible a
les habitants a
l’espèce humaine a
escalader a
un adolescent a
un ouragan a
4 Use a concrete example to illustrate your idea.
Example: en bonne santé a never needs a doctor
il a des pouvoirs surhumains a he’s very strong, he can leap over tall
buildings, run faster than a speeding bullet…
Your turn: use an example to illustrate each phrase below.
la sécurité des habitants a
le bien-être a
avoir une bonne mémoire a
alter ego a
bien travailler à l’école, être bon élève a
5 If you really have trouble saying things differently, don’t forget you can
also use body language and mime! In all cases, don’t use French because you
will not be understood!
64
NEW PROJECTS 2DE - 10
New Projects 2de, p.64 / Project 4
• Le cahier d’activités (Logbook) propose pour chaque chapitre :
- une grille à compléter (la logpage) qui synthétise les éléments caractéristiques du type
discursif abordé dans le chapitre ; elle permet aux élèves de réfléchir à leur démarche
d’apprentissage et d’en tirer parti au moment de réaliser leur projet ;
- des activités systématiques de phonologie et de phonétique ;
- des activités systématiques d’enrichissement lexical ;
- une réflexion sur certains faits de langue ;
- un entraînement renforcé à la compréhension ;
- une auto-évaluation (debriefing) qui permet à l’élève d’établir un bilan sur ce qu'il a fait
et appris au cours du chapitre. Les descripteurs de compétences fournis, en lien direct avec
ce qui a été proposé, permettent de se positionner et de constater ses marges de progrès.
PROJECT
5
EXPLAINING
In or Out
LOGPAGE
Note down your findings throughout Project 5 here.
Discussing different options
What are the options?
Who?
Possible reasons for
making such a choice
DEBRIEFING
Before working on Your Project, fill in chart 1 and compare what you have learnt with your
classmates. Fill in chart 2 after working on Your Project.
In our world
(textbook p. 72)
• following trends
• not following trends
1 What I have done
In steps 1 and 2…
What I have learnt /
What I have learnt to do
Activities & documents
I have read about celebrity
stories in factual and
fictional texts.
In Tally’s world
(textbook p. 74-76)
• Tally
• Shay
I have discovered and summarised different points of view
on the issue of celebrity news
coverage.
I have learnt how to respond
to other people’s opinions.
I have developed my listening
and reading skills.
In JLS’s world
(textbook p. 78)
• Jonathan
Livingston
Seagull
2 Where I stand
When I worked on the final project,
I was able to:
With very little help
With a lot of help
give arguments to back up my opinions
add weight to my arguments by providing
relevant facts and examples
ask others what they think about the topic
under discussion
respond to other people’s opinions
convince other people of my point of view
46
rephrase sentences to ensure I have
understood the main information
Logbook New Projects 2de, p. 46 et p. 69
Project 6 - Hitting the headlines
69
11 - NEW PROJECTS 2DE
NEW
PROJECTS
DOING THINGS WITH WORDS
]
LES OUTILS POUR LA CLASSE ET L'ENSEIGNANT
– Testez-le gratuitement jusqu'au 31/12/2010
– Licence enseignant offerte pour 20 licences élève achetées.
Plus d’informations sur www.manuelnum.editionsdidier.com
LE MANUEL NUMÉRIQUE
DONNEZ UNE AUTRE DIMENSION À VOS COURS !
Le manuel numérique comprend :
STEP 1
- l'intégralité du manuel papier,
- des accès directs à l’audio et aux
vidéos,
- des documents à vidéoprojeter,
- une palette graphique.
3
PROJECT 8
DESCRIBING AND EXPLAINING
Exploring a painting and its historical aspects
4 Requiem
to the 1960S
Memento: a reminder of the past
African-American
Civil Rights Movement
(1955–1968):
reform movement in
the United States to get
voting rights for African
Americans and abolish
racial discrimination.
During this period
various demonstrations or
protests such as marches,
boycotts and sit-ins were
organised and violently
repressed.
En plus, pour la licence enseignant :
You are going to watch a video in which
K. J. Marshall explains the background to his
Memento series.
on the pictures. Describe what you have seen.
eJacob Lawrence, Confrontation at the Bridge (1974)
2. Watch the whole video. Discuss in class what
you have understood.
3. Watch the video again and collect
information about:
– Kerry James Marshall’s sources of inspiration;
– what he tried to do with his Memento series.
4. Report your findings back to the class and
complete your logpage.
- le guide
- le logbook
- les audios pour évaluer
la compréhension orale.
emento #5 is the final painting in Chicago-based artist Kerry James Marshall’s
Memento series, a five-part elegy1 to the Civil Rights movement of the 1960s.
The monochromatic painting on unstretched canvas depicts a black angel
standing at the centre of a living room and facing outward. Solemnly, the figure draws
closed a glittery, silver curtain, symbolically concluding a decade of peaceful civil disobedience, courageous marches, visionary speeches, righteous legislation, explosive riots
and tragic deaths. Behind the angel, at left and right, are the faces of four assassinated
leaders: President John F. Kennedy, Senator Robert F. Kennedy, the Reverend Martin
Luther King, Jr. and Malcolm X. Each year of the tumultuous decade is counted out
between the glitter strands, and fragments of the word “Remember” are also visible.
At the bottom of the painting, Marshall has written, “What a Time. What a Time.”
Words
Make sense
Discuss your first impressions in class, briefly justifying
them by describing what you can see.
2. Read the interpretive note below the painting.
a. Discuss what you have understood about it.
b. Does it differ from your initial impressions?
logbook pp. 84-85, ex. A to C
When you study a painting, you have to consider
formal elements such as line, shape, and colour.
1 Each of the adjectives below is used to describe
1. a song or a poem composed for the dead
1. Take a close look at the painting.
&
Describing formal elements
The Nelson-Atkins Museum of Art
magnétophone
numérique
5. Exhibition time
Another African American artist, Jacob Lawrence, has
represented the Civil Rights Movement in one of his
paintings, Confrontation at the Bridge (1974).
In groups:
a.
discuss similarities and differences between the
two paintings.
c.
M
10
Over to you
b.
Write an interpretive note for Confrontation at
the Bridge.
eKerry James Marshall, Memento # 5 (2003)
5
palette
d’outils
Make sense
1. Watch the first minute of the video, focusing
3. a. Read the note again and in your
logbook
highlight in two different colours:
– descriptive elements;
– references to the historical context.
b. Organise your findings and report them back to
the class.
4. a. Explain why the artist has written: “What a Time.
What a Time”.
b. Discuss the mood captured in the painting and
how the painter has managed to convey this mood.
Fill in your logpage.
Record your interpretive note for an audio clip.
Mood and feelings
A work of art often captures a mood, a feeling or an
emotion:
anger, rage, peace, harmony, sadness, happiness,
fear, solitude, melancholy…
one of these formal elements. Sort them into groups
according to which of the elements they can describe.
Some of the adjectives fit into more than one group.
irregular
intense
curved
vivid
horizontal
precise
vertical
solid
harmonious
organic
square
cool
geometric
straight
blurred
pale
triangular
warm
3 Read the following sentences. The highlighted
words will be useful to comment on mood, feeling
and emotion.
“Vertical lines and shapes convey a feeling of calm
and order. Diagonals are more dynamic and suggest
movement. Broken lines are suggestive of anger.
Dark colours may give a feeling of melancholy
whereas bright colours evoke life and happiness.”
2 Look at the painting on the opening pages of this
chapter and try to express how the artist has used
line, shape and colour.
4 Look at Basquiat’s painting on pages 120-121
and comment on the mood, feeling or emotion it
captures.
& LANGUAGE SKILLS
RECAP
pp. 130-131
List important elements to consider when studying a painting.
125
124
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