gothic fiction the art of story telling · rafika selmi clg les rives du léman, evian ...

Rafika SELMI CLG les Rives du Léman, Evian http://www.gilmant.fr/wordpress/?category_name=miss-selmo [email protected]

Gothic Fiction

& The Art of Story Telling

Séquence 3ème-4ème

@SelmiTransylEVIANia productions

Niveau CECRL visé : A2+ B1


Les objectifs:

Linguistiques Méthodologie Culturel Citoyen

Lexical

Grammaire

Phonologie

-La lecture d’un

extrait littéraire

-Lire un texte

-Utiliser un

dictionnaire

bilingue et

unilingue

-Résumer un texte

en sélectionnant les

informations les

plus importantes.

-L’utilisation de

l’outil

informatique.

-Le Mythe du

vampire

-Bram Stoker

-Coppola

-Film

-Le Gothique

-Lexique de

la peur, de

l’angoisse, du

danger

(registre

littéraire)

-Les

vampires,

l’horreur, les

monstres

(registre

littéraire)

-Les genres

littéraires

(l’épistolaire,

le Gothic)

-Donner son

avis

As for me

// To me // In

my opinion…

L’articula-

tion d’un

récit

-Prétérit

simple et

preterit –ing

-Les phrases

complexes

-Structures

contrastives :

While

-Must

La valeur

épistémique et

radicale.

-Le suspens

-La

modulation de

la voix: The art

of story telling

Tâche finale1:

Ecrire et Raconter une histoire gothique.

Cette séquence a rencontré un grand succès auprès de mes élèves. Elle leur a permis de

travailler sur des supports authentiques et de travailler le genre Gothique.

Voici une vidéo du résultat final :

http://www.youtube.com/watch?feature=player_embedded&v=7DS9XoD7-Qk

http://www.gilmant.fr/wordpress/?category_name=miss-selmo

1 Détaillée et contextualisée dans les documents annexes.

http://www.gilmant.fr/wordpress/?category_name=miss-selmo


Séance1 - Introduction de la thématique Gothique & travail sur l’histoire de Frankenstein -

Activités langagières dominantes de la séance: Compréhension orale, écrite et expression orale.

Accueil des élèves dans le noir. Des lampes torches éclaireront la salle + musique

gothique.

Phase 1 : - Anticipation de la thématique générale avec le mot « Gothic » inscrit au tableau.

What is “Gothic” for you?

(Selon la plupart des élèves, le gothique se résume à un style vestimentaire ou encore

musical. C’était ainsi l’occasion de leur montrer un autre aspect du « Gothique » tout en

réactivant le vocabulaire vu au cours d’une séquence portant sur Halloween).

Phase 2 :

Vidéo sur le Gothic + fiche de travail.

On aurait pu demander aux élèves de retrouver la définition du gothique, par eux-mêmes, au

travers d'extraits filmiques et romanciers que je projetais d’étudier avec eux, mais je voulais

leur donner un canevas de départ à partir duquel la définition allait être complexifiée.

Compréhension orale : Ma vidéo sur le Gothique2.

(Leur faire compléter la fiche sur les caractéristiques du gothique en leur donnant des

synonymes de certains mots inconnus tels que « gloom »).

1) Projection de la vidéo

2) Lecture de la fiche

3) Projection de la vidéo + fill in the document about « Gothic »

4) Correction

Phase 3 : Frankenstein

Jeu de piste : les élèves sont invités à se déplacer dans la classe, à courir pour reconstituer le

résumé de Frankenstein. Travaillant en îlot, les groupes sont naturellement constitués. (Leur

préciser qu’il y aura une récompense à la clé : des bonbons en forme d’araignée).

Sur leur table une enveloppe. Dans l’enveloppe leur annoncer le jeu et l’énigme.

Disposer des boîtes sur une table au fond de la salle dans lesquelles il y aura les morceaux du

résumé de l’histoire de Frankenstein. Sur chacune des boîtes, coller une image qui renverra à

un indice.

Effacer des lettres dans cette annonce qui, une fois retrouvées puis reconstituées, formeront

le premier mot / indice - indice qui aura un lien étroit avec l’une des images sur les boîtes.

Une fois l’indice identifié et relié à la boîte, les élèves peuvent l’ouvrir et prendre l’un des

morceaux du résumé. Sur ce même passage de ce résumé d’autres lettres auront été effacées.

Ces lettres formeront un mot renvoyant à une autre des images collées sur les boîtes etc…

(ceci garantira une première lecture plus ou moins active du résumé).

Phase 4 :

Une fois tous les extraits du résumé en leur possession, les élèves devront le remettre dans

l’ordre puis résumer à nouveau l’histoire avec leurs propres mots. Par la suite ils devront

identifier les différents endroits dans lesquels Frankenstein s’est rendu pour retracer son

itinéraire sur la carte. L’objectif étant de montrer aux élèves que Frankenstein est ancré en

Haute-Savoie.

(succès garanti !)

2 http://gilmant.fr/GOTHIC_selmi.wmv

http://gilmant.fr/GOTHIC_selmi.wmv


Trace écrite :

Frankenstein is a story about a scientist who created a monster. The novel takes place in

Europe in Upper Savoy and in other places.

Homework : Leçon : Etre capable de parler du gothique + Etre capable de raconter

brièvement l’histoire de Frankenstein et d’expliquer l’itinéraire suivi par ce dernier en Haute-

Savoie.

What is the « Gothic » genre?

Watch the video on the Gothic genre and write down all the information you can for each

category.

The Gothic genre is a …………………………….. of …………………………… and

of……………………………….

The atmosphere:

The characters3:

The setting4:

/

3 Les personnages 4 Le décor, les lieux


Résumé de Frankenstein

Frankenstein

Mary Shelley

The story of Frankenstein takes place in Europe in the 1790’s. It opens with the letters of

Captain Robert Walton to his sister. The letters tell the story of Victor Frankenstein and

his monster.

Walton decided to explore the North Pole where he met Frankenstein, lost and sick. He

rescued him. Frankenstein then told him his story.

Frankenstein describes his early life near the Leman Lake. He grew up in a Swiss family

with his adopted cousin Elizabeth and his friend Clerval. As he grew up, after reading a

book Agrippa Corneille near Thonon les bains5, Frankenstein became obsessed with

bizarre theories about creating humans and he finally managed to create a monster.

Disgusted by the ugliness of the creature Frankenstein decided to run away from him.

The monster wandered like a vagabond near Geneva and finally realized he was rejected

by society. He observed a family and finally became educated. One day, because he wanted

to have a friend he kidnapped a little boy called William but he decided to kill him.

Frankenstein went back home for his little brother’s funeral which took place at the foot of

the Salève. He realized that the monster killed William. Walking in the Mont Blanc,

Frankenstein met with the monster who asked then his creator to create a female partner

for him but Frankenstein after starting his creation abandoned it.

Frankenstein’s decision not to create a female partner for the monster caused the death of

his father, of his wife Elizabeth and of Clerval. The revengeful monster killed them to

punish Frankenstein.

After telling his story, Frankenstein died on Walton’s expedition. The monster mourning

the death of his creator decides to commit suicide.

5 Mary Shelley, Frankenstein chapter 1 « When I was thirteen years of age, we all went on a party of pleasure to the

baths near Thonon ». Les “baths” auxquelles il fait allusion sont les thermes d’Evian qui rencontraient un grand

succès à ce moment-là. La carte postale ci-dessous révèle la configuration de la ville à l’époque et a permis à mes

élèves de s’ancrer dans la réalité du roman. Ils ont apprécié le fait que l’histoire de Frankenstein se soit en partie

déroulée dans la ville d’Evian, celle qu’ils voient tous les jours et qu’ils ont observée avec beaucoup d’égard et

d’attention depuis la salle de classe.


Frankenstein’s route from Geneva to Upper Savoy

Read the summary on Frankenstein and trace on the map Frankenstein’s route from Switzerland to France.


Séance 2 - Le Gothique à travers un extrait filmique6 et romancier (Frankenstein) -

Activités langagières dominantes de la séance : Compréhension orale, écrite et expression

orale.

Phase 1 : Appel // Warming up // Rebrassage// Correction : Gothic + Résumé de

Frankenstein

Phase 2 :

Extrait littéraire n°1

a) Anticipation : Projection de l’image de Frankenstein

Phase 3 :

b) Distribution de l’extrait tiré du chapitre 5

c) Méthodologie de la CE à laquelle ils sont habitués (Type of document ? Who is the

author? How many characters are there? Where are they? What time of the day is it?)

d) Lecture individuelle avec toolbox

e) Distribution de la BD - reprenant les éléments clés de l’extrait n° 1 (tiré du chapitre 5

et qui se concentre sur la création du monstre) - à remettre dans l’ordre.

Résumé de la scène (au prétérit).

What are the elements of Gothic in this extract? Highlight the elements referring to

Gothic, regarding the characters and the atmosphere. (Remplir le tableau7)

Productions attendues:

Physical description of Frankenstein’s creature “Catastrophe”, “creature”…

Atmosphere: anxiety, candle…

6 Mary Shelley, Frankenstein Chapter 5 7 Tableau (ci –après)permettant aux élèves de se construire une banque de données en vue de leur tâche finale. Les élèves ont rajouté la rubrique “objects”.


Phase4 :

f) Projection d’un court extrait du film8 (celui qui équivaut à l’ouverture du chapitre 5).

en pointant aux élèves le personnage de Victor Frankenstein. (3 :25’ 7 :48)

Point out the differences between the movie and the text.

Productions attendues: In the movie Frankenstein seems not to be scared by the creature

but disappointed when he sees that he doesn’t come to life.

Phase 5:

Lecture/ écoute9 de l’extrait sur fond musical.

Lecture // imitation// prononciation

Trace écrite :

The document is an extract from Frankenstein written by Mary Shelley. It is taken from

chapter 5. It deals with/ it corresponds to the moment when Frankenstein creates his

monster.

On a dreary/ gloomy night of November Frankenstein assembled the body of his monster

and gave life to it. The creature was so ugly and repulsive that Frankenstein was horrified.

He hated him.

He says he is “a catastrophe”.

Homework :

Etre capable de parler de l’extrait (chapter 5) de Frankenstein.

8 http://www.youtube.com/watch?v=SNhbWP01NgQ 9 J’ai choisi d’enregistrer ma voix bien que je ne sois pas native. Outre la dimension phonologique très importante,

il s’agissait pour moi de montrer aux élèves la différence entre lire une histoire et raconter une histoire ainsi que l’importance de capter l’attention de son auditoire en modulant sa voix. http://www.youtube.com/watch?v=P4MBknmm1og

http://www.youtube.com/watch?v=SNhbWP01NgQ

http://www.youtube.com/watch?v=P4MBknmm1og


Frankenstein by Mary Shelley

Chapter 5

IT WAS on a dreary10

night of November that I beheld11

the accomplishment of my toils12

.

With an anxiety that almost amounted to agony, collected the instruments of life around me,

[to] infuse a spark of being into the lifeless thing that lay at my feet13

. It was already one in

the morning; the rain pattered14

dismally against the panes15

, and my candle was nearly burnt

out, when, by the glimmer of the half-extinguished light, I saw the dull16

yellow eye of the

creature open; it breathed hard, and a convulsive motion17

agitated its limbs.

How can I describe my emotions at this catastrophe […]? His limbs18

were in proportion, and

I had selected his features as beautiful. Beautiful! -- Great God! His yellow skin scarcely19

covered the work of muscles and arteries beneath; his hair was of a lustrous black, and

flowing; his teeth of a pearly whiteness; but these luxuriances only formed a more horrid

contrast with his watery20

eyes […]

Oh! no mortal could support the horror of that countenance. […]

10 Dark, gloomy 11 To beheld: to see, to watch. 12 Hard work 13 Giving life to a dead body 14 The rain pattered : it was raining 15 Window 16

Pale 17 Movement 18 Limbs : legs 19 Hardly 20 Viscous

http://www.boutell.com/frankenstein/chapter5.html


The Art of Story-telling 1) Listen to the extract and highlight

- in green : the stressed words

- in yellow : the pauses

- in orange : the passages where the voice volume varies

IT WAS on a dreary night of November that I beheld the

accomplishment of my toils. With an anxiety that almost amounted to

agony, collected the instruments of life around me, [to] infuse a spark of

being into the lifeless thing that lay at my feet. It was already one in the

morning; the rain pattered dismally against the panes, and my candle

was nearly burnt out, when, by the glimmer of the half-extinguished

light, I saw the dull yellow eye of the creature open; it breathed hard,

and a convulsive motion agitated its limbs.

How can I describe my emotions at this catastrophe […]? His limbs

were in proportion, and I had selected his features as beautiful.

Beautiful! -- Great God! His yellow skin scarcely covered the work of

muscles and arteries beneath; his hair was of a lustrous black, and

flowing; his teeth of a pearly whiteness; but these luxuriances only

formed a more horrid contrast with his watery eyes […]

Oh! no mortal could support the horror of that countenance. […]

2) Read the text and imitate the voice on the recording

http://www.boutell.com/frankenstein/chapter5.html


Read the extract taken from Frankenstein (chapter 5) and put the pictures in the correct order.

a) b)

c) d)

e)


Gothic Vocabulary Worksheet

Pick elements corresponding to each category in the different texts and fill in the table.

Characters

Places// Settings

Atmosphere

Important words

Objects (rajouté

par les élèves)

---------------------

---------------------


Séance 3-Le folklore autour de la figure du vampire & les origines du personnage de Dracula-

Activités langagières dominantes de la séquence : Compréhension écrite

Phase 1 : Appel// Warming up// Reprise

Phase 2 : Distribution des textes sur Vlad Tepes et le folklore sur les vampires.

What can you say ? (Les élèves ont une méthodologie dans leur cahier qu’ils utilisent à chaque

fois qu’ils sont face à un texte : ils s’attardent dans un premier temps sur le paratexte et la

composition avant de se lancer dans une lecture plus approfondie).

Productions attendues : This document is a text on Vlad Tepes. It is about his life/ it is a

biography. It is composed of…

Phase 3:

Distribution des questions. Lecture individuelle puis en commun.

Compréhension écrite

Correction en commun

Phase 4 :

Distribution d’un texte à trous pour en faire une synthèse.

Trace écrite :

Vlad Tepes … Dracula& Vampires

Vlad Tepes patronymic was ________which means ____of the _________.

His father, Vlad II Dracul had to proctect ________________ in Eastern

Europe.

Vlad Tepes was called “the _______________” as a reference to his favourite

method of execution. Indeed, Vlad Tepes was known for his excessive cruelty.

Dracula means “ _________ ____ ____ _______________”.

Vlad Tepes inspired __________ ____________ for his epistolary21

novel

Dracula (1897)

Vampires in History

Blood is a symbol of __________. Vampires are seen as _______________.

The word vampire comes from _____________. Eastern Europeans believed that vampires

were __________________________________________________________________.

You can become a vampire if (give 3 elements) ________________________________________________________________

_________________________________________________________________

______________________________________________________________ _ .

21 A novel made of letters



Vlad the Impaler22

Vlad III, Prince of Wallachia (1431–1476), was a member of the House of Drăculești, a branch

of the House of Basarab, also known by his patronymic name: Dracula. He was posthumously

called Vlad the Impaler (Romanian: Vlad Țepeș pronounced [ˈvlad ˈt sepeʃ]), and was a three-

time Voivode of Wallachia, ruling mainly from 1456 to 1462, the period of the incipient

Ottoman conquest of the Balkans. His father, Vlad II Dracul, was a member of the Order of the

Dragon, which was founded to protect Christianity in Eastern Europe.

Vlad III is revered as a hero in Bulgaria. A significant number of Bulgarian common folk and

remaining boyars (nobles) moved north of the Danube, recognized his leadership and became

part of Wallachia, following his raids on the Ottomans.

As the cognomen 'The Impaler' suggests, his practice of impaling his enemies is central to his

historical reputation. During his lifetime, his reputation for excessive cruelty spread abroad, to

Germany and elsewhere in Europe. The total number of his victims is estimated in the tens of

thousands. The name of the vampire Count Dracula in Bram Stoker's 1897 novel Dracula was

inspired by Vlad's patronymic.

His Romanian patronymic Dragwlya (or Dragkwlya) Dragulea, Dragolea, Drăculea is a

diminutive of the epithet Dracul carried by his father Vlad II , who in 1431 was inducted as a

member of the Order of the Dragon, a chivalric order founded by Sigismund of Hungary in 1408.

Dracula literally means "Son of the Dragon". In Modern Romanian, the word drac has adopted

the meaning of "devil" (the term for "dragon" now being balaur or dragon). This has led to

misinterpretations of Vlad's epithet as characterizing him as "devilish".

Vlad's cognomen Țepeș ("Impaler") hints at his favourite method of execution. It was attached to

his name posthumously, in ca. 1550.

Early life

Vlad was born in Sighișoara, Transylvania, in the Kingdom of Hungary (today part of Romania),

in the winter of 1431 to Vlad II Dracul, future voivode of Wallachia. Vlad's father was the son of

the celebrated Voivode Mircea the Elder.

Reputation for cruelty

Even during his lifetime, Vlad III Țepeș became famous as a tyrant taking sadistic pleasure in

torturing and killing. He is shown in crypto-portraits made during his lifetime in the role of cruel

rulers or executioners. After Vlad's death, his cruel deeds were reported with macabre gusto in

popular pamphlets in Germany, reprinted from the 1480s until the 1560s, and to a lesser extent in

Tsarist Russia.

Impalement was Vlad's preferred method of torture and execution. Several woodcuts from

German pamphlets of the late 15th and early 16th centuries show Vlad feasting in a forest of

stakes and their grisly burdens outside Brașov, while a nearby executioner cuts apart other

victims. It was reported that an invading Ottoman army turned back in fright when it

encountered thousands of rotting corpses on the banks of the Danube. It has also been said that in

1462 Mehmed II, the conqueror of Constantinople, a man noted for his own psychological

warfare tactics, returned to Constantinople after being sickened by the sight of 20,000 impaled

corpses outside Vlad's capital of Târgoviște.

22 https://en.wikipedia.org/wiki/Vlad_the_Impaler


Vampires in History23

Life force: blood

A curse: une malédiction

To spread: étendre

23 Mac Donald Fiona & Celev Penko Dracula (Bram Stoker) Book House Brighton, p.42 2007



Vlad Tepes

1) Vlad Tepes the third was the Prince of ……………………………..

2) What is the patronymic name of Vlad Tepes?

3) Who was his father? What mission did he have?

4) Why was Vlad Tepes the third called “the Impaler24

”? What does “tepes” mean?

5) What other name did the patronymic of Vlad Tepes inspire?

6) What does “Dracula” mean?

7) When and when was Vlad Tepes born?

8) How was Vlad seen/ considered at the time?

9) What was Vlad’s favourite execution method of execution?

Vampires in History

1) Fresh blood is a symbol of………………………………………………………

2) How are vampires described according to the legends of different countries?

……………………………………………………………………………….......

3) Where does the modern word “vampire” come from?

4) What did Eastern Europeans believe on vampires?

5) What magical powers did they have?

6) What things can turn a human into a vampire?

24 L’empaleur


Séance 4 –Le personnage de Dracula et l’œuvre de Bram Stoker –

Activités langagières dominantes de la séance : Compréhension orale/ écrite et expression

écrite

Phase 1 :

Appel/ Warming up/ Rebrassage de Vlad tepes

Phase2 :

Distribution de la lettre de Dracula25

Leur laisser le temps de découvrir la lettre (de s’extasier) Who is the author ? (Même si certains font le lien entre Vlad Tepes, beaucoup

d’élèves sont surpris d’apprendre qu’il s’agit de Dracula).

Pour s’assurer de la bonne compréhension du lien entre Vlad Tepes et Dracula

diffuser le début du film de Coppola en montrant Vlad Tepes au départ qui finalement

devient Dracula (selon Bram Stoker) (6 :00 7 :00)

What type of document is it?


The document is a letter to us by D… Dracula

Lecture/ écoute de la lettre : Jouer le film sans montrer les images, Dracula lit la lettre

(08:22 08 :54)

Phase3: Highlight on the letter all the geographical places given. (London//The Carpathians//

the Borgo Pass).

Trace on the map the route indicated in the letter (by Dracula)

25 Mac Donald Fiona & Celev Penko Dracula (Bram Stoker) Book House Brighton, p.5, 2007 Lettre présentée sous forme de parchemin roulée et nouée d’un fil d’or (fil pour emballage cadeau).


Phase4 : Jeu de piste Dracula : Reconstituer le résumé

Organisation du jeu de piste (similaire à celui de Frankenstein)

Disposer 5 enveloppes sur chacune d’entre elles des images.

Donner aux élèves questions/ énigmes qu’il faut résoudre(en groupe) (l’une après

l’autre). Je dois valider chaque indice et leur montrer ensuite une des images

correspondant à l’une des enveloppes pour qu’ils puissent par la suite piocher dans

ces enveloppes une partie du résumé. Une fois les 5 parties du résumé collectées, les

élèves doivent remettre le résumé dans l’ordre.

(Une fois cette étape passée, je distribue à chacun, une version complète pour qu’ils

puissent écrire leur propre résumé).

Résumé individuel pour qu’ils s’imprègnent tous de l’histoire.


Trace écrite :

Dracula is a novel written by Bram Stoker in 1897. It deals with vampires.

Jonathan the main character writes a journal and tells us the story. He works in

London for a law firm. He has to buy a property for Dracula in London. Jonathan

goes to Dracula’s castle, where he sees many strange things and understands he

is a prisoner. Dracula discovers so many things about Jonathan (his family and

friends) that he decides to go to England where he turns Lucy into a vampire.

When Jonathan escapes from the castle and goes back to England, Mina is slowly

becoming a vampire so Jonathan and his friends kill Dracula to save her.

New words:

A law firm: a lawyer

Homework :

Être capable de raconter l’histoire de Dracula.

Recherche sur personnages (chacun en choisi 1) + fiche lecture26

(qui sera ramassée puis

corrigée 3 séances plus tard)

26 Une webquest est en cours d’élaboration.


Read the letter, place on the map the different places mentioned and trace the

route.


Dracula by Bram Stoker

A summary

Jonathan Harker works for a law firm in London. He has to buy a beautiful property in London for Count Dracula of Transylvania…

Jonathan goes to Dracula’s castle in the Carpathians and he starts

to see strange things. He discovers that he is a prisoner of Dracula’s

castle and it’s too late because Dracula knows a lot of things about

Jonathan’s life, his family, his fiancée Mina and her beautiful friend

Lucy…

While Jonathan is locked away in Dracula’s castle. Dracula travels to England

changing shape several times (dog, bat, green mist). Once in England he turns Lucy

into a dreadful vampire. Van Helsing a vampire slayer convinces Lucy’s fiancé to

kill her by cutting her head and thrusting a stake through her heart…

Jonathan escapes from Dracula’s castle and is

reunited with Mina, his fiancée but soon after that,

Mina starts behaving in a very weird way. She’s

slowly becoming a vampire…

Mina is not yet a vampire so to save her without killing

her, Jonathan, Van Helsing and their friends decide to kill

Dracula.


Jeu de piste (questions)

2. Something you put a stamp on and you send by post…. : ___________________________

1. Give a synonym for darkness. It starts with the letter G _ _ _ _

5. I suck people’s blood, I’m a _ _ _ _ _ _ _

3. You kill vampires with this object. Put the letters in the right order to find what it is:

S _ _ _ _

E t a k

4. Bram Stoker novel is an EP _ _ _ _ _ _ _ Y novel. (a novel made of letters)

2. Something you put a stamp on and you send by post…. : __________________________

1. Give a synonym for darkness. It starts with the letter G _ _ _ _

5. I suck people’s blood, I’m a _ _ _ _ _ _ _

3. You kill vampires with this object. Put the letters in the right order to find what it is:

S _ _ _ _

E t a k

4. Bram Stoker novel is an EP _ _ _ _ _ _ _ Y novel. (a novel made of letters)


A vampire-slayer: Un tueur de vampires

(Document tiré de : Mac Donald Fiona & Celev Penko Dracula (Bram Stoker) Book House Brighton, p.6,

2007)


Dracula

Let’s see how much you can find out on Bram Stoker’s characters.

Pick a character from the list. Look for information about him or her

on the internet and fill in the grid. Feel free to add anything you think is

important.

Your character

Full name Age Job

Physical description in Coppola’s movie

Personality

Role in the story

Explain why you chose him or her.

Anything you want to add

Liens suggérés pour la recherche :

http://en.wikipedia.org/wiki/Category:Dracula_characters

http://fr.wikipedia.org/wiki/Dracula#Personnages_principaux

http://en.wikipedia.org/wiki/Category:Dracula_characters

http://fr.wikipedia.org/wiki/Dracula#Personnages_principaux


Séance 5 -Etude d’un extrait du chapitre 2 de Dracula de Bram Stoker (The shaving scene)-

Activités langagières dominantes de la séance : Compréhension écrite et expression orale

Phase 1:

Appel// Warming up //Rebrassage : Résumé sur Dracula

Phase 2:

Anticipation : Image tirée du film sur laquelle Dracula fait danser Mina face à un miroir

sans pour autant être reflété sur ce miroir.


Dracula or the man has no reflection on the mirror.

Phase 3:

Distribution du texte avec une ligne d’introduction pour resituer l’extrait: « Jonathan Harker

left London for Transylvania he is now in Dracula’s castle ».

Méthodologie de la compréhension écrite: Paratexte

Productions attendues : This document is an extract from Dracula, from chapter 2. It was

taken from Jonathan Harker’s journal.

Phase 4:

Read the text and underline all the elements referring to vampires’ super powers.

(l. 3-5 // l. 8- 10 // l. 11 // l. 15-16).

Phase 5 :

a) Distribution d’images d’une bande-dessinée à remettre dans l’ordre en relisant le

texte.

b) Write a story-board27

. Describe the pictures.

Productions attendues :

e- Jonathan is shaving. Dracula is standing just behind him but has no reflection on the

mirror.

d- While shaving Jonathan cuts himself.

a- Dracula wants to kill Jonathan because he is bleeding.

c- The crucifix protects Jonathan and Dracula is scare/ terrified by it.

B & f- Jonathan looks out of the window and understands that Dracula’s castle is a prison and he is a prisoner.

27 Expliquer que le story-board décrit scrupuleusement et de manière concise une image/ scène et que c’est une étape obligée dans la conception d’un film.


c) Correction

Phase 6 :

Trace écrite :

e- Jonathan is shaving. Dracula is standing just behind him but has no reflection on the

mirror.

d- While shaving Jonathan cuts himself.

a- Dracula wants to kill Jonathan because he is bleeding.

c- The crucifix protects Jonathan and Dracula is scared/ terrified by it.

b&f- Jonathan looks out of the window and understands that Dracula’s castle is a prison

and he is a prisoner.

Homework : Etre capable de décrire les étapes de l’intrigue.


Dracula by Bram Stoker (1897)

Chapter 2

Jonathan Harker left London to go to Transylvania. He is now in Dracula’s

castle. (Here is an extract from his journal)

8 May. — […] I only slept a few hours […] and […] got up. I had hung my shaving28

glass by the window, and was just beginning to shave [when] suddenly I felt a hand on

my shoulder, and heard the Count's voice saying to me, "Good morning." […]I had

not seen him [although] the reflection of the glass covered the whole room behind me.

[…] I had cut myself slightly, but did not notice it at the moment. Having answered the

Count's salutation, I turned to the glass again to see […] there could be no error,

[because] the man was close to me, and I could see him over my shoulder, but there was

no reflection of him in the mirror! The whole room behind me was displayed29

, but there

was no sign of a man in it, except myself.

[…] I saw that the cut30

had bled a little, and the blood was trickling31

over my chin32

.

[…]. When the Count saw my face, his eyes blazed33

with a sort of demoniac fury, and he

suddenly made a grab34

at my throat. I drew away35

and his hand touched […] the

crucifix […]. Then he withdrew36

without a word. […]

I went into the dining room, breakfast was prepared, but I could not find the Count

anywhere. So I breakfasted alone. It is strange that as yet, I have not seen the Count eat or

drink. He must be a very peculiar37

man! After breakfast I did a little exploring in the

castle. I went out on the stairs, and found a room looking towards the South.

The view was magnificent […] The castle is on the very edge of a terrific precipice. A

stone falling from the window would fall a thousand feet38

without touching anything! As

far as the eye can reach is a sea of green tree tops39

, with occasionally a deep rift where

there is a chasm40

. […]

But I am not in heart to describe beauty, [because] when I had seen the view I explored

further41. Doors, doors, doors everywhere, and all locked […]

The castle is a veritable prison, and I am a prisoner!

28 To shave you use a razor 29 Reflected by the mirror 30 Jonathan cut himself while shaving 31 Flowing slowly 32 The lower part of a head 33 Shine in a very bright way 34 To make a grab : to catch 35 Se retirer 36 He left 37

Strange 38 1 foot = 1 mètre 39 A forest 40 Un gouffre 41 More


Storyboard

Read the extract from Jonathan’s journal, put the pictures in order and write a story board42.

a) c) e)

b) d) f)

1)

2)

3)

4)

5)

6)

42 A story board : Description of the scenes that will be included in the movie


The Art of Story-telling 1) Listen to the extract and highlight

-in green : the stressed words

-in yellow : the pauses

-in orange : the passages where the voice is low

8 May. — […] I only slept a few hours […] and […] got up. I had hung my shaving43

glass by the window, and was just beginning to shave [when] suddenly I felt a hand

on my shoulder, and heard the Count's voice saying to me, "Good morning." […]I

had not seen him [although] the reflection of the glass covered the whole room behind

me. […] I had cut myself slightly, but did not notice it at the moment. Having answered

the Count's salutation, I turned to the glass again to see […] there could be no error,

[because] the man was close to me, and I could see him over my shoulder, but there was

no reflection of him in the mirror! The whole room behind me was displayed44

, but there

was no sign of a man in it, except myself.

[…] I saw that the cut45

had bled a little, and the blood was trickling46

over my chin47

.

[…]. When the Count saw my face, his eyes blazed48

with a sort of demoniac fury, and

he suddenly made a grab49

at my throat. I drew away50

and his hand touched […] the

crucifix […]. Then he withdrew51

without a word. […]

I went into the dining room, breakfast was prepared, but I could not find the Count

anywhere. So I breakfasted alone. It is strange that as yet, I have not seen the Count eat

or drink. He must be a very peculiar52

man!

2) Read the text and imitate the voice on the recording

43 To shave you use a razor 44 Reflected by the mirror 45 Jonathan cut himself while shaving 46 Flowing slowly 47 The lower part of a head 48

Shine in a very bright way 49 To make a grab : to catch 50 Se retirer 51 He left 52 Strange


Séance 6 – Raconter la scène du rasoir (prétérit simple et prétérit be + ing) et étudier différences

entre film et texte-

Activités langagières dominantes de la séance : Compréhension écrite et expression orale.

Phase 1 :

Appel// Warming up// Rebrassage

Phase 2 :

Après avoir décrit au présent les images du story-board (m’assurant ainsi de la bonne

compréhension de l’extrait) les élèves sont amenés à raconter l’histoire au passé. Il faut

insister sur le fait que le temps du récit est le passé simple. Noter au tableau les mots:

Where ? When ? Who ? What ?


The document is an extract from Dracula (chapter 2) written by Bram Stoker. It is taken from

Jonathan’s journal. The story takes place on the 8th

of May at night in the Carpathians in

Transylvania, in Dracula’s castle.

At the beginning, Jonathan was shaving when suddenly Dracula touched him on his

shoulder. Jonathan didn’t see Dracula’s reflection on the mirror, startled/ surprised he cut

himself.

Then he eventually understood that a lot of strange things were happening and that he was

the Count’s prisoner.

Phase 3 :

PRL (voir fiche)

Exercice d’application :

Pour que les élèves s’imprègnent de la structure, j’ai donné des exemples en français à

traduire…

Les élèves devaient piocher dans une boîte plusieurs phrases en français à traduire. J’ai

utilisé leurs prénoms pour rendre l’exercice amusant.

Exemples :

Les 4eme 8 étaient en train de danser quand soudain(ement), Mickael Jackson arriva.

Marie était en train de chanter avec les One Direction quand soudain(ement), Pierre

poussa un cri.

Phase 4 :

Polycopié : Repérage des éléments constitutifs d’une histoire.

Phase 5 :

Lecture/ imitation du texte53…

le suspens…

l’accélération de la voix…

Moduler le son de sa voix.

Fiche de prononciation= Enregistrement de l’histoire

53J’ai choisi d’enregistrer ma voix bien que je ne sois pas native. Outre la dimension phonologique très importante il s’agissait pour moi de montrer aux élèves la différence entre lire et raconter et l’importance de capter l’attention de son auditoire en modulant sa voix. http://www.youtube.com/watch?v=m4_hMUhPWAg

http://www.youtube.com/watch?v=m4_hMUhPWAg


Phase 6 :

Projection film (24 :54-28 :06)

Différences entre film et texte. What are the differences between the movie and the text?

Insister sur le fait qu’il faut repérer les éléments divergents mais qui sont traités aussi bien

dans le texte que dans le film.

Phase 7 :

Trace écrite:

Dracula by Bram Stoker: The Shaving scene (Chapter 2)

The document is an extract from Dracula (chapter 2) written by Bram Stoker. It is taken

from Jonathan’s journal. The story takes place on the 8th

of May at night in the Carpathians

in Transylvania, in Dracula’s castle.

At the beginning, Jonathan was shaving when suddenly Dracula touched him on his

shoulder. Jonathan didn’t see Dracula’s reflection on the mirror ; startled/ surprised, he cut

himself.

Then he eventually understood that a lot of strange things were happening and that he was

the Count’s prisoner.

Differences between the text and the movie54

: (Introduction de la structure contrastive

“while”)

In the movie the date given by Jonathan’s voice over is not the 8th

of May while in the text

it is taking place on the 8th

of May.

Moreover, in the movie, Dracula breaks the mirror using his superpowers; he also licks

Jonathan’s blood on the razor while in the text he doesn’t.

Homework :

Etre capable de raconter ce qui se passe dans la scène du rasoir.

Fiche vocabulaire (mots croisés) réactivant le lexique Gothique (vu au cours de la séquence ou

rencontré à l’occasion d’un projet antérieur portant sur Halloween).

54 Le parallèle établi permet de montrer aux élèves que l’adaptation cinématographique d’un roman ne consiste pas en une répétition de l’œuvre originale.


Prétérit Simple et Prétérit Be+Ing

1) Prétérit Simple

a) Souligne les verbes au prétérit dans les phrases ci-dessous.

[…] I only slept a few hours and got up […] I turned to the glass again to see.

On forme le prétérit des verbes réguliers en ajoutant la terminaison …….. à leur base

verbale. Note l’exemple des phrases ci-dessus. ……………..

Pour le prétérit des verbes irréguliers, pas de règle : il faut les apprendre par cœur !

Note les exemples des phrases ci-dessus. …………….. et ……………….

Le prétérit est un temps qui permet de parler d’événements qui ont eu lieu à un

moment précis du …………… et qui sont totalement coupés du …………….

2) Prétérit be-ing

b) Souligne be et souligne –ing dans la phrase ci-dessous.

I was beginning to shave.

Le prétérit be-ing, c’est ……………….conjugué au ………………………..+ la base

verbale du verbe suivie de la terminaison……………………………..

On emploie le prétérit be-ing quand on veut :

- expliquer dans quelle situation on se trouvait quand quelque chose s’est passé.

- signaler une chose particulièrement intéressante ou étonnante qui justifie un

sentiment ou une réaction.

What makes a good Gothic story?

Dans le texte surligne :

En vert l’introduction (les éléments de la situation d’énonciation : date, lieu,

l’atmosphère…)

En jaune une péripétie (une action, un fait mineur)

En orange le nœud de l’action (the climax)

En bleu éventuellement une autre péripétie

En rose la situation finale

Entoure en rouge tous les mots qui font référence aux sentiments éprouvés

par les personnages.


Gothic Vocabulary

Across Down

2. Lugubre 1. Squelette

5. Hanté 3. Malédiction

6. I suck blood 4. Loups-garous

8. Diable 7. Anxiété

9. We kill vampires with this object 8. Ruine

12. Croix religieuse 10. The symbol of life and strength

13. Assoiffé de sang 11. Araignée

16. Les éléments de la nature rentrent en collision 14. Esprits

17. On y enterre les morts 15. Maudit// maudite


Séance 7: -Tâche intermédiaire-

-Activités langagières dominantes de la séance : Expression écrite en intéraction-

Phase 1 :

Appel// Warming up// Rebrassage

Phase 2 : Expression écrite

You were doing something when suddenly happened to you. Write your scary anecdote or

story.

It has to be short and scary (les élèves voulaient donner un twist humoristique à leur

histoire, je les ai donc autorisés même si cela allait à l’encontre des caractéristiques du

gothique).

You have to use the Preterit Be+ing and the preterit (simple).

Phase 3:

1ère

partie de l’heure :

a) Rédaction (7 min)

b) Autocorrection (limiter la quantité de production à 7 lignes maximum) (3 min)

Je passe dans les rangs pour vérifier que les consignes sont respectées et pointer du

doigt les erreurs de structure.

2ème

partie de l’heure : Twiducate – Poster sur le réseau Twiducate l’anecdote.

Pour utiliser Twiducate se référer à un des articles de Laurence Gilmant55

.

- Intérêt de l’utilisation de Twiducate -

Imiter Jonathan Harker dans la scène du miroir.

Transposition du support épistolaire aux technologies de notre époque

Favoriser l’interaction. Après avoir posté leur message, les élèves doivent poster

des commentaires à leur binôme. Réagir à l’histoire.

Les élèves ont complètement adhéré au format de la tâche intermédiaire et

continuent à poster des messages.

Exemples de productions :

1er texte

I was in a gloomy castle in South Africa; there were spiders and two skeletons

dancing on the floor. I was brushing my hair when suddenly a creepy zombie

took my hand and kissed me!

May 31, 2013 - 3:47 AM by: Lara (3)

Commentaires:

Oh my God Lara! Zombies! Here’s my story:

One dark monday of september, i was walking in a strange graveyard whith tombs, dead trees and hangmans...

i walked from three houres, when I saw a girl dressed whith a black dress, dark hairs, long nails and teeth...

she come to me and talk " Hello, I'm a vampire, and I want to drink your blood ! ... " I do not answered ,

because I'm scared ... When suddenly, she took me by the neck .. and .. she has throwing lots of confetti over

me!

55 http://www.ac-grenoble.fr/disciplines/anglais/articles.php?lng=fr&pg=1356

http://www.twiducate.com/home.php?searchbydate=May%2031,%202013

http://www.twiducate.com/home.php?searchbyname=1160898383

http://www.twiducate.com/viewcomments.php?pid=136999722266

http://www.ac-grenoble.fr/disciplines/anglais/articles.php?lng=fr&pg=1356



May 31, 2013 - 4:00 AM by: Juliette (3)

Amazing ... These are SWAGGY STORIES !!!!! ♥♥♥

May 31, 2013 by: Chiara

I was at graveyards with my Friend and Count Dracula, It was dark . Me and Count Dracula was

speaking when suddenly one little white light appeared, the zombies came out of the tombs . Then I

woke up i noticed that it was only a dream.

May 31, 2013 - 4:11 AM by: Axel (0)

Séance 8 –Extrait de Dracula, Jonathan Harker et les Brides-

Activités langagières dominantes de la séance : Compréhension orale

Phase 1 :

Anticipation

Projection de 3 images: Chambre… Expression (visage) de Jonathan + Image de la BD

“Something strange happened last night but I can’t remember what…”

Le point de départ de cette étape d’anticipation: “Something strange happened last night but

I can’t remember what…”

What can you say?


There are 3 pictures. On the first one Jonathan looks scared. On the second one he is

sitting on the bed. On the last one, he says “Something strange happened last night but

I can’t remember what”

Jonathan doesn’t know what happened to him last night.

Phase 2 :

Distribution du document écrit (Extrait coupé pour amener par la suite les élèves à émettre

des suppositions sur ce qui est arrivé à Jonathan):

Présentation du document

(cf. méthodologie)

Have a look at the document… What can you say?


It’s a text taken from Dracula (chapter 4). It’s an extract from Jonathan’s journal. The

document is composed of a text and of a picture.










http://www.twiducate.com/viewcomments.php?mid=1369998045445&pid=136999722266




Phase 3:

Une fois cette étape passée, je demande aux élèves de reconstruire le sens en répondant aux

questions suivantes (inscrites au tableau) :

Who/ What/Where?


Jonathan slept in his room in Dracula’s castle. When he woke up he understood that weird/

strange events happened last night.

Phase 4:

Now I want you to read the text and underline all the sentences referring to strange

things that happened to Jonathan.

Then underline Jonathan’s assumptions (suppositions) / the things Jonathan thinks

happened to him.

Le but de cette étape est non seulement de faire découvrir aux élèves le sens du texte

mais aussi et surtout de les mettre dans la même position que Jonathan Harker,

ignorant les faits de la veille au soir.


the Count must have carried me here

If it was the Count [who] carried me here and undressed me, he must have been hurried in his

task

Certaines de mes classes ont voulu transposer au discours indirect les explications de Jonathan.

He thought that the Count must have carried him there. Dracula must have undressed him very

quickly.

Réflexion sur la langue: (fiche polycopiée)

Exercices d’application:

Make assumptions on what happened to Jonathan.


Jonathan must have been sleepwalking.

Dracula must have been in Jonathan’s room.

The count must have drunk Jonathan’s blood.

Trace écrite:

It’s a text taken from Dracula (chapter 4). It’s an extract from Jonathan’s journal. The

document is composed of a text and of a picture.

Jonathan slept in his room in Dracula’s castle. When he woke up he understood that weird/ strange events happened last night.

He thought that the Count must have carried him here. Dracula must have undressed him

very quickly.

The 4eme 4’s assumptions:

Jonathan must have been sleepwalking.

Dracula must have been in Jonathan’s room.

The count must have drunk Jonathan’s blood.

New words:

To sleepwalk

To make assumptions: To make suppositions


Dracula Bram Stoker

Chapter 4

(Jonathan Harker's Journal Continued)

I awoke in my own bed. If […] I had not dreamt, the

Count must have carried me here. I tried to satisfy myself

on the subject56, but could not arrive at any

unquestionable result. […] My clothes were folded57 […]

in a [certain] manner which was not my habit58. My

watch was still unwound59, and I am rigorously

accustomed to wind it […] before going to bed […] …

But these things are no proof60, […] I had certainly been

much upset. I must watch for proof. Of one thing I am

glad. If […] the Count carried me here and undressed me,

he must have been hurried61 in his task, [because] my

pockets are intact. I am sure this diary would have been a

mystery to him which he would not have brooked62. He

would have taken or destroyed it…

56 I tried to understand what happened to me. 57Pliés 58

A habit: une habitude 59 To wind a watch: régler sa montre. 60 Proof: preuve 61 He must have done that very quickly 62 Tolerated


-Le modal Must-

Observe les phrases suivantes et choisi quelle traduction convient le mieux à

chacune d’entre elles.

1) I must watch for proof.

2) The Count must have carried me here.

a) Le Comte m’a certainement porté jusqu’ici. b) Je dois chercher des preuves.

1

2

Must peut être utilisé de 2 manières différentes. Il a donc plusieurs

valeurs.

Le contexte est donc très important pour déterminer de quelle valeur il

s’agit.

Il peut exprimer une …………………………………….. que l’on s’impose,

une sorte de devoir. (Phrase n° )

ou

Il peut exprimer une ……………………………. et l’énonciateur en est

quasiment certain. (Phrase n° )

Pour exprimer une quasi-certitude en anglais on construit la phrase de la

manière suivante :

Sujet+ Must + Present perfect : Aux Have –Participe passé + complément.


Séance 9 :

Phase1 :

Appel// Warming up// Rebrassage.

Phase2 :

So we still don’t know what happened to Jonathan, right?

Phase 3:

Distribution de la suite du texte.

L’aide apportée par l’image est importante. Elle permet aux élèves d’opposer une phase de

questionnements, de doutes (1ère

partie du texte) à une autre phase, cette fois-ci de certitude

(texte du jour). Jonathan sait ce qui s’est passé la nuit dernière.

Les élèves ont déjà émis des hypothèses lors de la séance précédente, cette séance découle

naturellement de ce qui a été fait précédemment.

Phase 4 :

-Distribution du document

-Présentation du document

-Reconstruction du sens

« So what happened to Jonathan? » «How did/does Jonathan feel? »


Jonathan was attacked by Dracula’s brides. He was and is so scared.

Phase 5:

PRL : Les phrases complexes

+ exercices d’application.

Phase 6 :

Trace écrite

Phase 7 :

Imitation lecture.

Phase 8 :

Tâche finale

a) Distribution de la lettre cachetée63

63 Achat de la cire à cacheter et d’un sceau avec l’initiale « D » sur le site Hiéroglyphes (service d’envoi excellent). http://www.hieroglyphes.fr/shop/prod/fromcat/SC4e11bc8f63616/id/SP4e11bc96b18fe/Baton_de_cire_Banque_Herbin.html

http://www.hieroglyphes.fr/shop/prod/fromcat/SC4e11bc8f63616/id/SP4e11bc96b18fe/Baton_de_cire_Banque_Herbin.html

http://www.hieroglyphes.fr/shop/prod/fromcat/SC4e11bc8f63616/id/SP4e11bc96b18fe/Baton_de_cire_Banque_Herbin.html


b) Lecture (S’assurer de la bonne compréhension de la consigne). c) Expression écrite

d) Inter-correction

e) Entraînement à la lecture sur fond musical « gothique »

f) Lecture + Réalisation du film :

Libérer un grand espace dans le centre de la salle. Faire asseoir les élèves en cercle, comme s’ils

étaient assis autour d’un feu de camp. Décor : feu de camp (boite à chaussures et flammes découpées dans des feuilles colorées). Eteindre les lumières et utiliser des lampes torches. Faire asseoir les élèves et les faire raconter leur histoire en diffusant un fond musical dit

« gothique »64

Eventuellement, clavier sans fil en main pourquoi ne pas les surprendre avec un cri plus ou

moins effrayant succès de la séance garanti !

64 La bande originale des films Dracula by Francis Ford Coppola, Jaws ou encore la musique que l’on entend sur la vidéo d’ouverture de ma séquence.


… I look round this room, [where it] has been to me so

full of fear, [all I see] now [is] a sort of sanctuary65,

[because] nothing can be more dreadful66 than those

awful67 women, who were, who are, waiting to suck my

blood.

65 A place where Jonathan feels safe 66 Scary 67 Horrible


-WHO, WHERE, WHICH, dans les phrases complexes-

Pour éviter des répétitions et former des phrases complexes, on peut utiliser

who, which et where pour relier deux phrases indépendantes.

• [I look round this room] + [This room has been to me so full of fear ]

I look round this room, [where it] has been to me so full of fear

• [Nothing can be more dreadful than those awful women] + [Those

awful women were […] waiting to suck my blood]

Nothing can be more dreadful than those awful women, who were […]

waiting to suck my blood.

• [My clothes were folded in a certain manner] + [This manner was

not my habit]

My clothes were folded […] in a [certain] manner which was not my habit

On utilise le pronom …………………. pour remplacer un groupe nominal

qui fait référence à des humains ou des animaux familiers considérés

comme des humains.

On utilise le pronom ………………. pour remplacer un groupe nominal

qui fait référence à un lieu.

On utilise …………. pour remplacer des animaux ou des choses.


-Tâche finale personnalisée (contextualisée) + sceau à la cire à cacheter -

Dear (prénom de l’élève),

Welcome to Room 1.7, I am anxiously expecting to hear your Gothic story. One of Bram Stoker’s characters has to be mentioned in your story.

You cannot take more than 30 minutes to write it. Then you will have to re-read it and correct it. Eventually you will have to practise reading it with the right tone.

Countess Selmi will attend the making of your story and thanks to your modern technologies, what you people call … videos, I will watch and hear your productions, but be careful, I may not be very far from you.

Your friend,

D


The Art of Writing & Telling a Gothic Story

Tâche finale: Grille d’évaluation

Points

Respect des consignes:

0 - 2 pts

A1+

2 -3 pts

A2

3 - 4 pts

A2+/ B1

Respect des codes du récit et du genre Gothique

Complexité de la production

Alternance temporelle (temps prétérit simple et

prétérit be-ing et émission d’hypothèses)

L’art de raconter une histoire (Modulation de la voix)

Originalité de la production

Pas assez satisfaisant: entre 0 et 10/20

Satisfaisant : entre 10 et 15/20

Très satisfaisant : entre 15 et 20/20


@TransylEVIANia productions

Exemples de Productions Ecrites avant correction finale

Exemple 1 (classe de 3ème)

It was on a gloomy night of January, I think it was the 2nd, because it was just after new

year.

I woke up in the basement of a huge monument. I knew that it was really big because I

couldn't get out of it easily, it was a real labyrinth.

I was really worried, I was running everywhere, when suddenly I met a little girl who was

singing on a corner of a place.

I tried to talk to her, but she was singing all the time. I couldn't remember what she was

saying in her song exactly but I knew that she was talking about the Devil.

I tried to touch her but suddenly she screamed and her voice became loud and hard, she

pointed her finger in my direction and said "You will die."

I looked in my pocket if I had something to use against her, I found a bible and I threw it in

her direction, she screamed a second time and became normal.

To be sure she wasn't doomed; I hit her, she vanished.

According to me, it must have been the Devil's Daughter because when she died, some stairs

appeared in front of me; I climbed up them and arrived into a college.

The college's name was "Les rives du Leman". As soon as I saw the sun my skin started to

burn. What was I becoming? What was I? Who aaaAAAAm I?

Exemple 2 (classe de 4ème)

On a dreary night of October, I was sleeping in my orphanage, when suddenly I heard

voices saying my name. “Aimie...Aimie !” But there was nobody in my bedroom. I

opened my window : “Aimie...Aimie !” The voices came from the forest. So I jumped

through the aperture and ran away. Five minutes later, I arrived in a place where there

were a lot of tombs. And...I saw two silhouettes, between two big candles. I walked, and I

saw better. It was a man, tall and thin, with brown hair, and a woman, a little bit smaller,

with long black hair...but...they looked like my parents ! “No, it's impossible ! They were

died in a car accident four years ago !” I walked again, and the two persons turned

around. Their faces were skinny and emaciated. The eye of the man fell from its orbit.

Now, I was sure that they mustn't have been my parents. I was scared. But when they saw

me, they spoke with a soft voice : “Aimie ! Come with us ! Come ! Join us !” I answered

: “No ! No thank you ! I must go back home ! Now !” I ran in the direction of the

orphanage. The two monsters followed me ! “AIMIE ! AIMIE !” they screamed with

horrible voices. I was terrified. I turned around and I fell on a root. The last thing that I

saw was the two horrible things throwing themselves on me...


Exemple 3 (élève de 4ème)

It was a long time ago…

My friend the count Dracula bought a magnificent house in my country, France. He invited me

so I went to his house .The count was waiting in his magnificent garden with a dog and a cat but,

strangely, the cat had two tails and the dog was green. We entered in the house. A very strange

house. They where candles and skulls everywhere, and, in some skulls, they was...blood.

It was dark, there were bats , sometimes the cat was meawing :<< Meeeeeew!!!>>, sometimes

the count was laughing :<<Mouahahahaha>>, I was anxious. We arrived at the dinner room

where we had dinner but strangely, the count wasn't eating or drinking. I drank in … a skull, it

was...vine. The count told me to wait and he went in the kitchen with the cat, and I was waiting

with the dog when suddenly skulls arrived and... insulted me!!!I took my sword (It was a really

long time ago, year 1777 I think) and destroyed these skulls but strangely, the dog stayed calm. I

was destroying the last when suddenly the count arrived and bit me. The dog barked and the

count told me that he was a vampire and that he turned me into it. And I told him that I was a

werewolf. We laughed because that was funny. But we wanted to kill some humans. The dog

barked and we were drinking lots of blood!

Exemple 5 (élève de 3ème)

I am Bastien and I’m going to tell you my story… I was in a gloomy forest and I walked alone. I can’t remember the date. I went home with a gun because the area was not safe. I was walking towards a tree to climb it up and see where I stood when suddenly a zombie jumped on me! I shot him on the head and fled. I looked back and I realized that there were hundreds of zombies pursing me. I ran faster and sometimes I shot behind me but very quickly they caught me. One of them grabbed my leg and knocked me! He bit me while the other came back. I cried, I fought, I hit them, I shot them, I begged them but they were so many and so heartless!!! They devoured me… Ask yourself this question: if I’m dead, how can I tell you my story? I must have become a ghost.


Bibliographie

Documents audio



Documents filmiques

Francis Ford Coppola Dracula (Bram Stoker) 1992



Ouvrages

Bram Stoker, Dracula,

Mary Shelley, Frankenstein

Mac Donald Fiona & Celev Penko Dracula (Bram Stoker) Book House Brighton, 2007

Site internet

https://en.wikipedia.org/wiki/Vlad_the_Impaler

Articles

Gilmant Laurence http://www.ac-grenoble.fr/disciplines/anglais/articles.php?lng=fr&pg=1356





https://en.wikipedia.org/wiki/Vlad_the_Impaler

http://www.ac-grenoble.fr/disciplines/anglais/articles.php?lng=fr&pg=1356