Anglais C3 Day3, April 7th

Anglais Cycle 3

Day 3, April 7th

 

  • Choisir un tableau parmi les 3 œuvres proposées ci dessous

Frederick George Cotman One of the Family 1880

David Hockney, Garrowby hill, 1998

William Turner, Bateaux Hollandais dans la tempête,1801

  • Le décrire collectivement d’abord en français puis progressivement en anglais

  • Utiliser le vocabulaire des champs lexicaux requis et proposer des phrases simples en s’appuyant sur les éléments de langage et les repères de progressivité ci-dessous.

  • Elaborer collectivement une trame de description de l’oeuvre (mots clé et phrases inscrites au tableau)
  • Mémoriser d’abord collectivement puis individuellement certains mots, certaines phrases, et les noms des artistes ainsi que les oeuvres décrites
  • S’entrainer à une première prise de parole continue en binômes ou en petits groupes.
  • Mettre en scène cette prise de parole devant le groupe classe

Champs lexicaux

Shapes: square, rectangle, circle, triangle, line, Chinese signs…

Colours: velvet, brown…dark, light, pale… a soft light, blurred (flou), hazy (brumeux)

Characters: man, woman, prince, king, princess, boy, girl, family, brother, sister, baby…

Landscape and scenery depiction (représentation) : different points of view, different framings, different colours, different plans, sky line (ligne d’horizon) frame, tube, Watercolour painting, Seascape (marine sans bateau), a marine (marine avec bateau), horizon (l’horizon), lighthouse, hill, house, ship, sail, sea, ocean, storm, waves, cloud, dog

Clothes: dress, bathrobe, kimono, scarf, shoes, hat, suit (costume), a long dress, a hat with feathers, a stole (une étole)

Portraits: a full-face portrait, a profile portrait, a three-quarter portrait, a full portrait (en pied), a head and shoulders portrait (en buste) …

Objects: chair, table, carpet, door, house, table…furniture, leaf, leaves (feuille/feuilles), basket, ledge (corniche, rebord), flacon (pichet), Still life (nature morte), pewter(étain), fruit (apple, pineapple, grapes, melon, pear, cherry (rries)

Adjectives: small, tall, thin, big, young, old, serious, nice, beautiful, ugly, …

Feelings: angry, sad, proud, happy, surprised, scared, …

Positions: on the right/left, at the top, in the bottom, in the background, on the forehand, next to, between behind, in front of…

Expression of opinion: I feel, I think, I chose, I don’t understand, I like/don’t like, I agree with you/don’t agree with you

Actions and description: I can see, there is/are, standing, sitting, sleeping, smiling, looking….

This artwork is a watercolour on paper.

It’s a seascape.

I see a dog on the beach.

I see a lighthouse on the hill. There is a house next to the lighthouse.

Repères de progressivité et éléments de langage

A1

Exemples d’éléments de langage

L’élève est capable de 

– S’appuyer sur les indices visuels pour identifier la nature du document et le thème central du support et pour comprendre partiellement la description physique des personnages

All the pictures show a family / The artist shows families

In the picture, we can see a mother, a little girl a boy and a baby

The members of the family

Dark clothes, bright colours, dull atmosphere

Dirty clothes, a brown dress with a hole in

Holding the baby in her arms, sitting down in the street, standing next to

Some people in the street

An umbrella, a basket of flowers

L’élève est capable de 

– Repérer des informations isolées, ou répétées plusieurs fois

– Comprendre l’atmosphère générale

She looks unhappy, miserable

The family is in difficulty, no money for food, love, sadness

They look sad, feel sorry for…

The general atmosphere, in the rain

L’élève est capable de

– Reconnaître quelques références culturelles visibles : rôle des couleurs et lien entre couleur et atmosphère

The colours of the painting are all dark except…

Bright colours, symbol of hope and love

His clothes are dirty

Dirty clothes, a brown dress with a hole in

A long, black skirt, a brown cape, a black hat…

A2 

Exemples progressifs d’éléments de langage

L’élève est capable de donner des informations factuelles sur l’œuvre d’art présentée : titre, genre, origine, thème voire éventuellement courant auquel l’œuvre appartient

The title is…

The painter is…

I see a family

I see three children…

I can see families and people.

The mother is wearing a long ribbon.

The father is sitting on a sofa…

There is a cat on the chair…

The title is …. The artist is Norman Rockwell.

No, it’s not a photo! It’s a painting! I can see it at….

The daughters are happy. They are playing on the carpet.

In the foreground, in the background we can see… The boy is standing next to,

The mother is holding the baby in her arms…

This painting is from Norman Rockwell and we can see it at the Chicago museum.

It’s about families / children / people.

This painting shows children playing on the floor

The children are standing next to the parents

The man and the woman are drinking and sitting at the table.

The mother is sitting on an orange chair. She is tall and she is wearing a long grey dress with a white collar.

In the background, there is a red curtain and there are flowers… In the foreground, in the background we can see… The boy is standing next to,

The mother is holding the baby in her arms…

L’élève est capable de répondre aux questions posées en utilisant un vocabulaire limité et des structures grammaticales simples

Il fournit des renseignements précis sur l’œuvre étudiée. (titre, genre, origine, courant artistique auquel l’œuvre appartient)

This painting is from Norman Rockwell It’s about families / children / people.

This painting shows children playing on the floor

The children are standing next to the parents

The man and the woman are drinking and sitting at the table.

The mother is sitting on an orange chair. She is tall and she is wearing a long grey dress with a white collar.

In the background, there is a red curtain and there are flowers…

The artist is …/ the artist was …

He is / was an American artist. He was born in 1923 and painted this picture when he was …. years old

No, he wasn’t a photographer but he was an illustrator and a writer too.

He wanted to show…

You can find this painting in the Chicago museum and also at the MOMA.

It’s a realistic painting

I am going to describe one of these pictures

In the picture, I chose… we can see….

L’élève est capable de donner, clarifier son opinion, réexpliquer un choix

I like this painting because it’s funny / colourful / beautiful…

I don’t like it because It’s sad / the atmosphere is sad…

As I told you, I chose this painting because it’s funny

It makes me think of…

It makes me happy…. I think this painting is quite interesting because….

What I mean is that…

The painter is very talented because….

I chose this picture because you can see the love between…

I think the artist wanted us to feel…

L’élève est capable d’exprimer son accord ou son désaccord

I agree with you

I don’t agree with you! I can’t agree with you! Nonsense! I don’t think so.

I definitely agree with you.

I really / totally don’t agree with you.

I don’t agree at all with you. I disagree with you.

My opinion is very different from yours.

We don’t have the same feeling /opinion / idea

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