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Guide Pédagogique Projects Doing Things with Words guide pédagogique projects doing things with words Coordination pédagogique Juliette Ban-Larrosa et Jean-Louis Picot Agrégés de l’université Inspecteurs d’Académie Inspecteurs Pédagogiques Régionaux Auteurs Sylvain Basty Professeur certifi é Lycée André Boulloche, Livry-Gargan (93) Benjamin Baudin Professeur agrégé Lycée André Boulloche, Livry-Gargan (93) Francis Laboue Professeur certifi é Lycée Robert de Mortain, Mortain (50) Claudine Lennevi Professeur agrégé Lycée Marie Curie, Vire (14) Pour la langue orale Jeremy Reyburn Inspecteur d’Académie Inspecteur Pédagogique Régional Conception maquette : Marc & Yvette Couverture : Agence Mercure Mise en page : IGS « Le photocopillage, c’est l’usage abusif et collectif de la photocopie sans autorisation des auteurs et des éditeurs. Largement répandu dans les établissements d’enseignement, le photocopillage menace l’avenir du livre, car il met en danger son équilibre économique. Il prive les auteurs d’une juste rémunération. En dehors de l’usage privé du copiste, toute reproduction totale ou partielle de cet ouvrage est interdite. » « La loi du 11 mars 1957 n’autorisant, au terme des alinéas 2 et 3 de l’article 41, d’une part, que les copies ou reproductions strictement réservées à l’usage privé du copiste et non destinées à une utilisation collective » et, d’autre part, que les analyses et les courtes citations dans un but d’exemple et d’illustration, « toute représentation ou reproduction intégrale, ou partielle, faite sans le consentement de l’auteur ou de ses ayants droit ou ayants cause, est illicite. » (alinéa 1er de l’article 40) - « Cette représentation ou reproduction, par quelque procédé que ce soit, constituerait donc une contrefaçon sanctionnée par les articles 425 et suivants du Code pénal. » © Les Éditions Didier, Paris 2008 - ISBN : 978-2-278-06310-9 - Achevé d’imprimer par Jouve en octobre 2008 Dépot légal : 6310/01 2 SOMMAIRE Introduction ............................................................................................................... p. 5 Project 1 – Children at work ............................................................................. p. 21 Project 2 – Shot at Dawn ..................................................................................... p. 46 Project 3 – Upstairs Downstairs ..................................................................... p. 74 Project 4 – Dear Mrs Roosevelt ....................................................................... p. 93 Project 5 – Black and white music ................................................................. p. 120 Project 6 – Buy Buy ................................................................................................ p. 141 Project 7 – New frontiers .................................................................................... p. 165 Project 8 – Melting pots and pans .................................................................. p. 185 Project 9 – The Big Read ..................................................................................... p. 223 Textes photocopiables ........................................................................................... p. 253 3 Introduction I. LES CHOIX DIDACTIQUES ET PÉDAGOGIQUES DE PROJECTS Projects 1re propose un outil permettant de donner du sens à la communication en classe d’anglais. Conçu dans le respect des programmes du cycle terminal (2002), dans la continuité des programmes du collège, et des orientations du CECRL auxquels ceux-ci sont adossés, il est aussi fondé sur la conviction essentielle, par ailleurs préexistante aux textes mentionnés ci-dessus, qu’on apprend une langue vivante pour communiquer. Communiquer, c’est échanger, écouter, lire, raconter, expliquer, discuter, argumenter, questionner, répondre, convaincre, séduire…, à l’écrit comme à l’oral. Dire, c’est donc faire, d’où le sous-titre de ce manuel : Doing things with words. n Projects aide les élèves à communiquer de multiples façons : – en leur en donnant l’occasion, l’envie et le besoin, en fondant la communication sur des échanges réels ; - en leur proposant un véritable entraînement, en les aidant à se construire des compétences et à devenir de plus en plus autonomes ; – en proposant des situations de communication motivantes. Toute communication suppose une intention, un destinataire, un contenu, un contexte. Inscrits dans une démarche actionnelle, les neuf « projets » de Projects contextualisent et ancrent la parole dans des situations-scénari qui permettent aux élèves d’être auteurs de leurs actes de langage, à l’écrit comme à l’oral. Tout au long des neuf parcours proposés, les élèves sont en action quand ils utilisent la langue. n Projects favorise la participation active des élèves. Ce manuel proposant un appareil pédagogique qui guide sans téléguider : – il fait confi ance aux élèves et part de ce qu’ils savent – et ont appris en cours d’anglais, dans d’autres disciplines ou en dehors de l’école ; – il aide les élèves les moins à l’aise et valorise les plus à l’aise en favorisant les échanges d’idées et de compé- tences en travail en groupe ; – il encourage la circulation de la parole d’élève à élève (“discuss with the class” / “discuss in your group”, “report to the other groups”…) ; – il soutient les efforts d’attention et d’écoute (écoute active et participation sont favorisées par des appels à réactions, une incitation à la prise de notes et par des pauses récapitulatives à intervalles réguliers). La communication est donc fondée sur des échanges réels au sein de la classe. n Projects prend en compte la part de l’individuel et du collectif dans la construction des compétences. Les compétences se construisent dans le groupe classe ; la construction collective se fait par échanges et mutua- lisation. Le manuel fait part égale à la construction de compétences individuelles et collectives, et l’individuel est l’aboutissement de tout un travail collectif. 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. n Projects tient compte d’un certain degré d’autonomie de la part des élèves. L’autonomie s’apprend, comme toutes les compétences humaines. Les neuf chapitres sont bâtis pour accompagner les élèves dans l’acquisition d’une autonomie langagière. Le guidage s’assouplit de chapitre en chapitre pour tenir compte des acquis méthodologiques réalisés au fur et à mesure de l’année. Il s’assouplit aussi d’étape en étape à l’intérieur de chaque chapitre. Les rubriques Plan, Do, Check des pages Your Project sont là pour proposer aux élèves les répertoires de stratégies nécessaires à la conduite de la tâche fi nale. Dans le Logbook, les pages Debriefi ng leur proposent des critères pour s’auto-évaluer et un support de réfl exion sur leurs marges de progrès. Enfi n, la rubrique More About… leur suggère des pistes de travail en autonomie pour aller plus loin dans la découverte des thèmes et notions abordés dans le chapitre. n Projects propose la construction progressive des compétences de communication. En langue seconde tout autant qu’en langue maternelle, les compétences de communication se construisent progressivement. Les programmes du Palier II du collège prévoient le niveau B1 comme objectif à atteindre à la Introduction 5 fi n de la classe de troisième et les programmes du cycle terminal précisent que le niveau attendu à la fi n du lycée dans la plupart des activités de communication est B2. Les élèves de 1re ont les deux années du cycle terminal pour s’approcher ou atteindre le niveau B2, voire le dépasser. C’est pourquoi les projets proposent des parcours modulables et des tâches de diffi culté croissante, allant de B1 à B2. Ces parcours donnent lieu, au choix, à deux tâches fi nales de niveau de diffi culté différent, à partir d’un scénario commun. Ainsi, pour le chapitre 4 par exemple, le professeur dans sa classe pourra choisir de mener les élèves soit à la réalisation du projet 1 (écrire une lettre) soit à la réalisation du projet 2 (la rédaction d’une lettre de requête extravagante) en bâtissant un parcours dont la durée ne dépassera pas 4 semaines ; il lui faudra donc opérer des choix au niveau des supports à étudier en classe ou en dehors de la classe, en autonomie, pour favoriser l’exposition massive à la langue seconde. Nous proposons des descripteurs qui permettent de positionner les élèves aux niveaux de compétence atteints. Les compétences se construisent aussi de façon rigoureuse, et le manuel propose aux élèves de procéder par étapes. Le projet fi nal est méthodiquement préparé par le travail de réception et de production mené dans les Steps 1 et 2, où les élèves ont la possibilité de s’entraîner (Over to you) sur des segments de la tâche fi nale. Ce projet est toujours, nécessairement, une tâche de production orale ou écrite, et les étapes intermédiaires tiennent compte de cette orientation ; mais les activités de réception font l’objet d’un entraînement rigoureux en amont pour doter les élèves des outils conceptuels, langagiers, linguistiques et méthodologiques nécessaires à la réali- sation de la tâche fi nale. Les cinq activités langagières sont travaillées dans chaque chapitre, car nous partons du principe que production et réception sont liées. En situation d’interaction, orale ou écrite, on ne peut adresser un
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