LITTLE RED RIDING HOOD
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11
pages
Documents scolaires
Le téléchargement nécessite un accès à la bibliothèque YouScribe Tout savoir sur nos offres
Publié par
Nombre de lectures
49
Niveau: Secondaire, Collège, Sixième
LITTLE RED RIDING HOOD Objectifs lexicaux : champs lexical du corps / habillement / nourriture Objectifs linguistiques : HAVE GOT / SOME – ANY / THERE IS – THERE ARE / BE GOING TO Objectifs communicatifs: Savoir demander si on a quelque chose ou s'il y a qqch / Savoir exprimer le futur proche / Savoir décrire les particularités d'un animal / Développer l'aisance à l'oral par le théâtre. Objectifs méthodologique : Apprendre à reconstruire logiquement un texte à partir d'un soutien visuel. SEANCE 1 : WHAT HAVE I GOT IN MY BASKET? Language: Have you got any apple pies, bread, butter, cakes, cheese, chocolate, honey, icecream, soup? Resources: Plastic food or food flashcards, bag or basket, a) Bring a basket or bag to class with a variety of plastic foods or flashcards inside. Ask your children to guess what you've got inside. (At this stage your children may just produce minimal language such as ‘bread!' or ‘bananas!'). Introduce THERE IS........ / THERE ARE.............. What do you think I have in my basket? There is...../there are.............. b) Give the basket/bag to your children. Ask them to take out/put in different food items. Now ask them, “Have you got any (bread) in your basket/bag?” “No, I haven't got any / Yes, I have some” “Is there any honey in your basket? “Yes, there is some / No,
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LITTLE RED RIDING HOOD Objectifs lexicaux : champs lexical du corps / habillement / nourriture Objectifs linguistiques : HAVE GOT / SOME – ANY / THERE IS – THERE ARE / BE GOING TO Objectifs communicatifs: Savoir demander si on a quelque chose ou s'il y a qqch / Savoir exprimer le futur proche / Savoir décrire les particularités d'un animal / Développer l'aisance à l'oral par le théâtre. Objectifs méthodologique : Apprendre à reconstruire logiquement un texte à partir d'un soutien visuel. SEANCE 1 : WHAT HAVE I GOT IN MY BASKET? Language: Have you got any apple pies, bread, butter, cakes, cheese, chocolate, honey, icecream, soup? Resources: Plastic food or food flashcards, bag or basket, a) Bring a basket or bag to class with a variety of plastic foods or flashcards inside. Ask your children to guess what you've got inside. (At this stage your children may just produce minimal language such as ‘bread!' or ‘bananas!'). Introduce THERE IS........ / THERE ARE.............. What do you think I have in my basket? There is...../there are.............. b) Give the basket/bag to your children. Ask them to take out/put in different food items. Now ask them, “Have you got any (bread) in your basket/bag?” “No, I haven't got any / Yes, I have some” “Is there any honey in your basket? “Yes, there is some / No,
- nourriture objectifs
- asking them
- objectifs lexicaux
- arctic wolves live
- little red
- wolf
- champs lexical du corps
- can wolves
Publié par
Nombre de lectures
49
Objectifs lexicaux : champs lexical du corps / habillement / nourriture Objectifs linguistiques : HAVE GOT / SOME ANY / THERE IS THERE ARE / BE GOING TO Objectifs communicatifs: Savoir demander si on a quelque chose ou s’il y a qqch / Savoir exprimer le futur proche / Savoir décrire les particularités d’un animal / Développer l’aisance à l’oral par le théâtre. un texte à partir d’un soutienObjectifs méthodologique : Apprendre à reconstruire logiquement visuel. Language:you got any apple pies, bread, butter, cakes, cheese, chocolate, honey,Have icecream, soup? Resources:Plastic food or food flashcards, bag or basket, a) Bring a basket or bag to class with a variety of plastic foods or flashcards inside. Ask your children to guess what you’ve got inside. (At this stage your children may just produce minimal language such as ‘bread!’ or ‘bananas!’). IntroduceTHERE IS........ / THERE ARE.............. you think I have in my basket?What do There is...../there are.............. b) Give the basket/bag to your children. Ask them to take out/put in different food items. Now ask them, “Have you got any (bread) in your basket/bag? “No, I haven’t got any / Yes, I have some “Is there any honey in your basket? “Yes, there is some / No, there isn’t any. Deux Flascards pour appuyer les énoncés:
PRL SOME / ANY: ANY s’emploie lorsque l’on n’est pas sûr qu’il y a quelque chose (donc quand on demande s’il y a qqch) et dans les phrases négatives. SOME s’emploie lorsque l’on est sûr qu’il y a ce que l’on veut. PRL : IL Y A = THERE IS (sg) / THERE ARE (PLUR) Voir worbook New Step In p. 71-72 c) Play the game again, with different food items. Repeat and drill the target structure “Have you got ANY ( ) in your basket/bag?
d) Ask your children to draw 5 things they would take to their grandma’s e) When your children have finished drawing, model the questions by asking them “Have you got some ( ) in your basket? f) Divide the class into pairs and ask the children to ask and answer each other’s questions.
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QUIZ (2 documents à distribuer aux élèves : « The big wolf quiz + Wolf file fact « ) (useful document : quiz) a) Elicit from your children how much they know about wolves, e.g. What do wolves look like? (big dogs) Has anyone ever seen a wolf? Where do they live? (Arctic, mountains and plains of America and Asia) Do you like them? Why? b) Now guide them through the quiz: 1.What colour are they?Elicit the different colours wolves could be. 2.How many wolves are in a family pack?have big families? Do they like to play and hunt in a bigDo they group? 3.How long are they from nose to tail? Are they as big as Spaniels, for example, or German Shepherds? You might like to give your children a tape measure to make the potential size of the wolf more concrete in terms of metres and centimetres. 4.How many teeth have wolves got?How many teeth have we got? (32) Do wolves have more or less? 5.How much do wolves weigh?How much do you weigh? Do wolves weigh more or less? 6.What do wolves eat?other animals (carnivores), vegetables (herbivores) or both (omnivores)?Do they eat 7.How many years do wolves live?How old do you think dogs live? 8.How fast can wolves run?Do they run as fast as a horse (50 kilometres an hour) or a cheetah? c) The children make their guesses and find the answers in the Wolf Fact File. d) As an extension activity, the children might like to research another animal and produce a Fact File of their findings. Name Grey Wolf, Red Wolf, Arctic Wolf. Colour Grey, red, brown, black, white. Age Wolves live up to 12 years. Family Wolves are social animals. They live with families, or packs, of 6-7 wolves. Home Grey and Red Wolves live in the woods and the mountains. Arctic Wolves live in the Arctic snow. Description They are very intelligent. They are 1.3 - 1.8 metres long from nose to tail. They have got 42 teeth. They weigh 35 - 50 kilogrammes. They can run up to 50 kilometres an hour. Diet Wolves are carnivores. They hunt and eat rabbits, birds and deer. Did you know? The wolf is the biggest animal in the dog family!
2 3 All children get a worksheet on which they will have to associate the flashcards to the nouns they refer to. They do that by themselves in a first time, and after a while we share our conclusions by using the following pattern: The drawing A refers to eyes....
A
The le Shoes : Ears:
F
B
A nightdress: Teeth: The head;
G
L
C
H
M
A tail : The arm: The nose:
D
A hood: A tummy: A nightcap:
I
N
E
J
A cloak: Eyes: Glasses:
O
4 5 Chaque élève dispose d’un jeu d’images résumant l’histoire du petit chaperon rouge (sauf la dernière image, car ils devront imaginer la suite). Je leur laisse 2mn pour analyser le déroulement des faits, puis leur distribue les parties de l’histoire écrite dans le désordre. Par paires ils devront remettre les bouts de l’histoire dans l’ordre en inscrivant un numéro sur chaque bout d’histoire.
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Lorsqu’ils sont parvenus à reconstruire l’histoire, je leur demande d’imaginer la fin : What is going to happen ? They are going to have a party / they are going to eat the cake / they are going to drink wine / ... PRL : BE GOING TO + BV me permet de parler de ce qui va se passer
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4 6 3- 7 &% ' ! Scene 1 At Little Red Riding Hood’s home Mum: Good morning, Little Red Riding Hood. LRRH: Hello, Mum! Mum: Look, here’s a cake for Grandma. LRRH: Mmm! Yummy! Mum: Put it in the basket, please, and go to Grandma’s. LRRH: Yes, Mum. Bye, bye! Scene 2 In the wood LRRH: It’s a fantastic day. Look at the flowers! Flowers for Grandma! Wolf: Hello! LRRH: Hello! Wolf: What’s your name, little girl? LRRH: My name’s Little Red Riding Hood. What’s your name? Wolf: I’m the Big Bad Wolf! What’s in your basket, Little Red Riding Hood? LRRH: A cake for Grandma! Wolf: Mmm! Yummy! LRRH: Bye, bye, Big Bad Wolf! Wolf: Bye, bye, Little Red Riding Hood! Scene 3 At Grandma’s Wolf: Hello, Grandma! Grandma: Aargh! A wolf! Help! Photocopiable Material Scene 4 The wolf jumps into Grandma’s bed LRRH: Hello, Grandma! Wolf: Hello, Little Red Riding Hood! LRRH: How are you? Wolf: Oh
very bad! LRRH: Grandma, what big eyes! Wolf: Yes! All the better to see you! LRRH: Grandma, what big ears! Wolf: Yes! All the better to hear you! LRRH: Grandma, what a big nose! Wolf: Yes! All the better to smell you! LRRH: Grandma, what big teeth! Wolf: Yes! All the better to eat you! LRRH: Aaargh!! Scene 5 LRRH: Help! Help! A wolf! Woodcutter: A wolf?! You big bad wolf! LRRH: Thank you, woodcutter! Woodcutter: Where’s Grandma? Grandma: I’m here! Thank you, woodcutter! LRRH: Grandma, you’re OK! Grandma: Yes, let’s have a party! LRRH: HURRAY!
