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Axe 7 Saving the planet, imagining possible futures Sauver la planète, penser les futurs possibles
Axe 7
Saving the planet, imagining possible futures
Sauver la planète, penser les futurs possibles
Programme
L’avenir de la planète est un défi partagé par les aires culturelles qui interrogent cette question
avec des sensibilités différentes. La préoccupation écologique n’a pas la même ancienneté
selon les pays ni la même résonance dans toutes les sociétés. Elle pose la question du rapport
à la nature dans chacune des cultures. Au quotidien, le souci de l’environnement dicte des
codes de conduite et peut faire l’objet de politiques environnementales qui dépassent les
frontières. La cause animale rejoint le débat écologique, elle trouve une expression différente
selon les pays avec des débats autour de la chasse ou de la corrida par exemple. Parce que la
question environnementale est tournée vers le futur, elle invite à imaginer, à travers
l’urbanisme ou encore la littérature, des mondes possibles (par exemple : villes à
l’architecture végétalisée, interpénétration ville et nature, etc. Le souci écologique incite à
reconsidérer le rapport à la consommation).
Séquence 1 : How do British citizens deal with sustainability?

Quelles sont les solutions adoptées par les citoyen·ne·s britanniques pour faire face aux
enjeux du développement durable ? Quelles sont les mesures prises à titre individuel et
collectif pour préserver l’environnement au Royaume-Uni ? Cette séquence propose aux
élèves de réfléchir à ces problématiques.
Séquence 2 : Can cli-fi save the world?

Cette séquence propose aux élèves d’alimenter leur réflexion sur les grands enjeux
climatiques par le biais d’œuvres anglophones. Celles-ci invitent les élèves à définir le genre
cli-fi (climate-fiction) typiquement anglophone qui vise à sensibiliser la population aux
questions climatiques.
Objectifs culturels : le développement durable et Projets intermédiaires :
l’écologie au Royaume-Uni, les politiques
environnementales menées par le gouvernement, les List three things you can do in
citoyen·ne·s et les entreprises britanniques your daily life to have a more
sustainable lifestyle.
Objectifs pragmatiques : savoir écrire un courrier
Write a tweet to encourage a
officiel, communiquer pour convaincre en utilisant
British mayor to make his or her
l’écrit et / ou la vidéo
city more sustainable. Suggest to
Objectif sociolinguistique : adapter son registre de decisions he or she could make.
langue à l’interlocuteur·rice
Objectifs citoyens : prendre conscience de son impact
sur l’environnement, adopter un mode de vie Projets finaux :
écologique
Objectifs méthodologiques : réaliser une vidéo courte On your YouTube channel,
(p. 266), écrire un courrier officiel (p. 284) announce five new habits you
Objectifs Grammaire : les adjectifs will adopt for a more
linguistiques : composés, le futur sustainable lifestyle.
Phonologie : la
prononciation de la voyelle a You are a member of a youth
Écriture : les nombres council in London. Write to the
Lexique : le développement mayor to share your ideas for a
durable more sustainable city.
Pick & mix Construire une séquence courte

Proposition 1 Document A (Modélisant) → Document C ou D → Prepare your project p. 147
→ Document E → Project #1
Proposition 2 Document E → Document G (Modélisant) → Prepare your project p. 151 →

DOC F → Project #2
Présentation de la séquence
DOC A
YouTube et les petites astuces écologiques au quotidien d’Imogen Lucas, qui a acquis une
certaine notoriété sur les réseaux sociaux en partageant ses idées pour aider les autres à adopter
un mode de vie plus écologique et responsable.
DOC B
Il s’agit ici d’un schéma explicatif issu du mouvement Fashion Revolution qui permettra de
visualiser l’impact de l’industrie textile sur l’environnement.
DOC C
Article sur le Patch Challenge et le recyclage des vêtements en milieu universitaire. Ce
document est un exemple des initiatives qui sont prises sur les campus britanniques pour inciter
les jeunes à recycler leurs vêtements plutôt que de consommer à outrance.
DOC D
Ce document est l’extrait d’un reportage sur le Meat Free Monday, lancé par Paul McCartney
et sa famille, et l’impact de l’élevage animal intensif sur la planète. Des données chiffrées sont
données pour expliquer ce que coûte la production d'un steak haché en termes de ressources
naturelles.
DOC E
Cet article traite du projet de loi adopté par le gouvernement britannique pour interdire l’usage
du plastique dans certains domaines de la vie quotidienne.
DOC F
Cette vidéo est un reportage sur BedZED, quartier écologique du sud de Londres, et les One
planet communities à l’échelle mondiale. Les principes majeurs du projet sont détaillés.
DOC G
Il s’agit ici d’un reportage et d’une interview du maire de Londres sur la mise en place de la T-
Charge à Londres pour lutter contre la pollution. Cette taxe sur les véhicules les plus polluants
vise à encourager les automobilistes à abandonner les véhicules nocifs.
Proposition d’exploitation de la photo d’ouverture p. 147
Tips
→ Demander aux élèves de repérer les éléments permettant de situer la marche pour le climat à Londres (Big Ben,
panneau Oxfam).
→ Faire lire les messages inscrits sur les pancartes et la légende pour expliquer le motif de cette manifestation (clean
energy, les cœurs verts).
→ Faire relier l’image aux hashtags #greencities, #sustainablelifetsyle, #ecofriendly.
Info +
AVAAZ est une organisation non gouvernementale internationale de cybermilitantisme. Avaaz - qui signifie « voix » dans
plusieurs langues d'Asie, du Moyen-Orient et de l'Europe de l'Est - a été lancé en janvier 2007 :
https://secure.avaaz.org/page/en/.
Tips:
→ Anticiper le document à partir du titre et demander aux élèves de citer deux de leurs réflexes écologiques.
→ Réaliser une carte mentale avec leurs propositions, qui pourra être enrichie suite à l’écoute puis servir de trace écrite.
→ Mettre en place le lexique de la séquence en proposant un brainstorming à partir du titre.
Script CD 2 piste 14
SUSTAINABLY VEGAN. Number three is to use pencils, refillable pens and stitch notebooks. These are something that
are far more environmentally-friendly especially if you're still at school you don't want to buy stuff that’s wirebound or has
a plastic front or anything like that. If you can get your hands on that, especially if you're in the UK, Muji do a really
wonderful stitched and recycled paperback coloured notebook. Those are wonderful cause they can be completely recycled
and again refillable pens so that you're not buying single-use plastics and throwing them away and pencils that are not in
plastic. The ones that you can just sharpen are so much better so definitely opt for those in terms of your school materials.
And the last one, number 5, is to, to the best of your ability whilst you're out and not in the house, try and not use any
single-use plastics, or just disposable items in general. It's not just plastic that's obviously not necessarily very
environmentally-friendly, it's all single-use items that are built just to be used once and then disposed of. Try and carry a
water bottle with you, or say no to straws, even get a utensil from your kitchen to take out with you. You don't need to go
out and buy any of this kind of things. Or if you have an old jar that you had pasta sauce in or something like that, you can
use that as a water bottle if you don't have a water bottle. You can take a handkerchief with you instead of using any
tissues in any circumstances. Just try and avoid those whilst you're out. I know it's really hard when you're still living at
home to try and change other people's behaviour, but also ensure that you, personally, are just gonna be able to be zero-
waste, but all you can do is your best. Keep doing your research, keep reading things, keep trying to experiment with maybe
even making your own toothpaste or stuff like that.
1 Explain what ‘‘Sustainably Vegan’’ advises teens to do.

She advises them to use environmentally-friendly school supplies. She also advises them not to use any single-use
items. They should always carry a bottle of water, not use straws and take utensils from their kitchen. She also
advises them to get educated about zero-waste and encourages them to make things themselves.
2 Define ‘‘zero-waste’’.
When you adopt a “zero-waste” lifestyle, you do your best to reuse, recycle and avoid sending trash to landfills or to
the ocean. You always make sustainable choices so as not to pollute the environment.
3 Guess what her three other tips are and write them down.
Production possible
Maybe she gives pieces of advice concerning food, clothes or means of transport.
Tips
→ Renvoyer les élèves au Culture Tip pour leur permettre de formuler des hypothèses sur l’objectif du document.
→ Anticiper le contenu grâce aux dessins et au titre.
→ Demander aux élèves leurs habitudes sur leurs achats de vêtements.
1 Find out how much water is needed to make clothes and the impact on the ozone layer.
"It takes 2,720 litres of water to make a T-shirt" and "200 gallons of water to make one pair of jeans", which is a
huge quantity of water. One should know as well, that "clothing consumption produces 1,5 tonnes of CO2 x
household x year", which has an enormous impact on the ozone layer.
2 Comment on the problem of waste in the clothing industry.

Waste in the clothing industry is a major problem, in that not only are natural resources wasted in unsustainable
production and manufacturing of clothes, but billions of clothes that are in perfectly good condition are thrown away
instead of being donated or handed down for continued use.
3 PAIR WORK Try to convince your best friend to buy his or her clothes in second-hand shops.
Production possible
“Hi Kate! Do you like my new T-shirt?”
“Oh my God, I can’t believe you’ve bought it! How many T-shirts have you got?”
“I know… But I couldn’t help buying it, it was so cheap!”
“Don’t you know it takes litres and litres of water to make a T-shirt? Why don’t you just buy second-hand clothes?”
“Do you think it would be more sustainable?”
“Of course, it would! And vintage is so fashionable! Come over, I’ll show you!”
Tips
→ Décomposer le titre avec les élèves : up / cycling et les faire anticiper le contenu à partir du titre et du logo.
→ Indiquer Chester sur une carte vidéoprojetée.
→ La fiche d'activité du E-workbook permettra de mieux accompagner les élèves.
→ Ce texte sera l'occasion d'aborder les adjectifs composés.
E-workbook
Corrigé hatier-clic.fr/lmu2000
Fiche à imprimer hatier-clic.fr/lmu073
1 Spot the proper nouns (places, dates). List the events planned on campus.
- "The British Heart Foundation’s Big Stitch event"
- "Queen’s Park Library"
- "the Small Hall"
- "Parkgate Road"
- "Friday 7th December"
- "Pop-up Patch Challenge"
- "Queen’s Park Campus"
- "in the New Year"
2 Show the positive impacts of these events.

These upcycling clothes events facilitate easy donation of gently used clothes that are in need of a new home, the
fixing of clothes that have minor wear and tear or are in need of some embellishing or re-purposing. The events are
easily accessible and are open to the entire community. These events enable the community to practice sustainable
living and provide people with the ability to help both the environment and fellow community members, as well as
practice money-saving skills.
3 You have to promote the pop-up Skills Share event. Write out a 50-word text to present it on the
Facebook event you have created.
Production possible
Hi all! Bored of your clothes and want to help save the earth? If so, practice sustainable shopping and come to Small
Hall on Dec 7 to shop our pop-up pre-loved clothing sale! All proceeds go to ShareAid. (Seeking volunteers to help
repair well-loved clothes: contact us if interested!).
CLASSE INVERSÉE : Ce document se prête à la classe inversée même s'il comporte beaucoup d’informations, il est
plutôt simple d’accès pour un travail en autonomie des élèves.
E-workbook
Fiche de classe inversée hatier-clic.fr/lmu075
Tips:
→ Faire anticiper l'écoute à partir de la description de l'affiche.
→ Faire lire le Culture Tip avant d'initier l’écoute.
→ La fiche d'activité du E-workbook accompagnera davantage les élèves dans le cadre de la classe inversée.
1 Describe the poster and explain what kind of action is promoted.

The poster contains 4 pictures of delicious-looking meatless meals to promote Meat Free Monday: the movement to
cut back on meat products at least one day a week to practice healthy, sustainable living. The poster is an ad
endorsed by the Meat Free Monday Foundation.
2 Listen to the recording and use three figures to explain what it is about.
The recording is about the resources that are used to produce meat and the reasons why it is necessary to reduce
our consumption of meat. 2,350 litres of fresh water are needed to produce just one beef burger and more than 95%
of soy is used to feed farmed animals. We are also told that almost 1/3 of all land on Earth is devoted to livestock
production.
3 Sum up the consequences of animal agriculture on the environment.
Animal agriculture requires much space, water and cereals and it releases vast amounts of greenhouse gases into
the atmosphere, which is the reason why Meat Free Monday would help reduce our carbon footprint.
4 In groups, draw a parallel between the poster and the audio document. Present your findings to the
class.
Production possible
Meat Free Monday is an action that was launched by the McCartneys in order to reduce the carbon footprint of
British citizens. Indeed, as it takes a lot of natural resources to produce meat, they decide to make everybody join
the cause and adopt a simple habit to make a difference. Everyone is therefore asked not to eat meat on Mondays.
List three things you can do in your daily life to have a more sustainable lifestyle.
- Conseiller aux élèves d’utiliser les documents étudiés et le lexique.
- Possibilité pour les élèves de s’inspirer de leurs propres actions pour l’environnement, mettre un
dictionnaire à disposition.
- Cette activité peut être donnée en travail à la maison, notée ou non.
Production possible
I try to have a sustainable lifestyle thanks to simple habits. For example, I cycle to school and I always avoid using
plastic bags when I go shopping. I also decided to eat less meat two months ago.
Grille d’évaluation
Grille d’évaluation modifiable hatier-clic.fr/lmu2999
Tips
→ Faire anticiper la lecture du texte à partir de l’image et du titre.
→ Faire un brainstorming en classe sur les objets en plastique du quotidien qui pourraient être concernés.
→ Leur demander d’expliquer les trois petits signes.
1 Describe the advert and say where you could find it.
The advert, issued by Ecostrawz, promotes the use of wheat drinking straw that seem totally ecological since they
are “100% natural.” They are sold in the UK because the price is written in British Pounds. The ad is probably
published in magazines or in restaurants where you can buy meals to take away.
2 Read the text and focus on the figures. Explain the decision of the British government.
The decision of the British government is to ban the distribution and use of plastic straws, stirrers, and cotton buds
by October 2020 in order to create a more environmentally-conscious world. Billions of plastic straws and cotton
buds are used each year in England alone. The impact on the environment is extremely negative, especially for the
marine habitat and life, as the decomposition of plastic takes hundreds of years and over 150 million tons of plastic
currently reside in the world’s oceans. Thus, though single-use plastic products are handy, the UK government’s
decision aims at protecting the environment.
3 Focus on environmental organisations (l. 25-31) and sum up their reactions to the project.
Environmentalists support the initiative and organisations are quite enthusiastic. They think banning both the
distribution and use of single-use plastic items helps keep them out of the oceans, but they also want the
companies’ responsibility to be taken into account.
4 Imagine a written message for the customers of a supermarket explaining why they won’t find the three plastic
items any more.
Production possible
Dear customers, in an effort to promote sustainability and to cut back on single-use plastic items for the protection of
the environment, the government has decided to prohibit the distribution and sale of plastic straws, stirrers, and
cotton buds. Therefore, these items will no longer be available in supermarkets throughout the UK. We apologise for
any inconvenience and thank you for helping us live sustainably and protect the earth.
Pédagogie différenciée : Le Trail A est le parcours le plus guidé. Les élèves sont amenés à formuler des réponses
similaires, mais la tâche est plus compliquée pour les élèves choisissant le Trail B, où les questions amènent les élèves à
accéder à l'implicite du document.
Tips
→ Faire deviner ou donner le mot sustainable s’il n’a pas été encore vu.
→ Possibilité d'effectuer un travail d'anticipation par la description de la capture d'écran, en particulier avec one planet
communities.
→ Faire lire le Culture Tip aux élèves pour faciliter l'accès au sens.
E-workbook
Script DVD
POORAN DESAI (One Planet Communities Director). We now know that if everyone on Earth consumed as much as the
average European, for example, three planets’ worth of resources to support us. So what we need to do is create places
where it’s easy for people to lead a one-planet lifestyle.
And sustainable communities can play an important part of that, because a lot of our impacts are in the energy use in the
home, and the way we lead our lives.
As we finished BedZED, we were looking at how to communicate the lessons from BedZED. And that’s how the concept
of one-planet living was developed, and alongside it, ten guiding principles of sustainability, which go from very hard
sustainability principles, like zero carbon and zero waste, to softer ones, like promoting health and happiness, and equity
and fair trade. And this framework and set of principles have been used in the One Planet Communities network, which is
a network of developers around the world, who are applying the principles to create sustainable communities. So the
monitoring from this project, and some of the ideas from it, have helped set up a property development company, which is
building zero-carbon homes in Brighton and Middlesbrough for example. It’s also helped inspire communities all around
the world, from cities in the Middle East, like Masdar city, through to Australia, China, Sonoma Mountain Village in
California for example… So it’s been very important in terms of spreading this message globally.
Trail A Trail B
1 Explain what is said about the habits of Europeans in 1 Explain why Europeans need to lead a more
their daily lives. sustainable lifestyle.
Europeans consume so much that if everyone did the It is important for Europeans to change their habits
same we would need three planets’ worth of because they consume so many natural resources that
resources. one planet earth will never be enough.
2 Name at least three guiding principles of 2 Try to list the 10 guiding principles of sustainability
sustainability BedZED has led to. BedZED has led to.
BedZED has enabled people to grow aware of such The ten guiding principles of sustainability are zero
principles as zero carbon, zero waste or fair trade for carbon, zero waste, the promotion of health and
instance. happiness, equity, fair trade, sustainable transport,
sustainable water, local food, land and wildlife and
local economy.
3 Pick out the names of cities or countries where 3 Pick out the names of all the cities and countries. Use
BedZED has been developed. them to explain the development of the project
BedZED has also been developed in other British cities worldwide.
such as Brighton or Middlesborough and in foreign The project has gone global because it involves many
countries likes Australia or China. different cities and countries such as Brighton and
Middlesborough in the UK. It’s also developed in cities
in the Middle East, like Masdar city, and in different
countries like Australia, China, or the US with Sonoma
Mountain Village in California.
Imagine the dialogue between an estate agent and the potential buyer of a sustainable
apartment. Speak about the objectives and principles of the creators of BedZED.
Production possible
“This apartment seems very comfortable, but can you guarantee its sustainability?”
“Definitely. If you buy it, you will join the BedZED community, that is very much focused on sustainability. For
example, your electricity will come from solar panels.”
“I’m afraid it might be too expensive.”
“No, you shouldn’t worry about that. Solar energy is the most affordable and renewable energy source. What’s
more, we try to ban plastic in the residents’ everyday life so you can make compost in the garden. All the
materials used to build your apartment are renewable and eco-friendly.”
“Great news! Thank you, I’ll think about it.”
Tips
→ Anticiper le document en proposant aux élèves d’émettre des hypothèses sur la légende de la vidéo.
→ Demander aux élèves d’envisager deux solutions possibles pour réduire la pollution, afin de mettre en place le
vocabulaire.
→ Faire une carte mentale avec les propositions, puis la compléter suite à l’écoute. Elle pourra servir de trace écrite.
Script DVD
JOURNALIST. It’s called “The Toxicity Zone”. The T-charge covers the same area as the existing Congestion Charge Zone.
The drivers of older, more polluting vehicles pay an extra £10 on top of the existing £11.50. But London isn’t alone:
Birmingham, Leeds, Southampton, Derby and Nottingham are all considering imposing charges for some polluting diesel
vehicles by 2020. And in Oxford, a ban has been proposed, to stop all petrol and diesel cars from travelling in parts of the
city, by 2020.
The London mayor Sadiq Khan is behind the scheme, which he sees as a public health priority.
SADIQ KHAN. Here in London, more than 9,000 people die prematurely because of the air – more than 9,000! There are
children whose lungs are underdeveloped, there are adults who suffer consequences because of the air, from asthma to
dementia to stroke. This is part of a package of measures to clean up the air in London.
1 Focus on the figures and places to explain what the T-charge consists in.
The T-charge consists in making the drivers of polluting vehicles pay an extra £10 charge on top of the existing
£11.50 if they want to drive in the streets of London.
2 The mayor of London has a top priority. Use keywords to explain what it is.
Public health is Sadiq Khan’s top priority. It is necessary to clean up the air because there were over 9,000
premature deaths due to pollution.
3 Write a short paragraph to explain the mayor’s plan to London inhabitants on the official website of the
city.
Production possible
Dear fellow citizens, in order to protect the health of our children and elderly, we have made an important decision
to reduce pollution in London. From now on, all the drivers of polluting diesel vehicles will have to pay a £10 charge
called the T-charge if they are to circulate in London. This tax will be added to the existing £11.50 and it aims at
cleaning up the air we all breathe, because your health is what matters most to us!
Write a tweet to encourage a British mayor to make his or her city more sustainable.
Suggest two decisions he or she could make.
- Insister sur le fait que le texte préparé doit être court et percutant.
- Montrer un exemple : https://twitter.com/sadiqkhan/status/870363123517181953.
- Veiller au respect de la ponctuation et de son bon usage ici.
Production possible
@britishmayor help us save the earth and the creatures that live in it! Make reusable bags more affordable than
plastic and prohibit the use of single use plastic items in general. Maybe increase taxes on plastic production for
companies? Please think about the turtles!
Corrigés
Les adjectifs composés
1. a. A nature-friendly project respects the environment.

b. These projects are time-consuming. You can spend long hours studying them!
c. Biofuels are eco-friendly. They don’t harm nature as much as fossil energy!
d. Why did you use dark-green to paint the leaves? You should have used light-green.
2. a. In the countryside we are lucky to live in an environmentally-friendly atmosphere.

b. You can contribute to saving the planet if you buy second-hand clothes.
c. Imogen Lucas is a well-known vegan advocate in the UK.
d. This lake has turned light-green because of the water lilies.
Le futur
3. a. They always sort out their rubbish.

b. They are meeting up with the leader of this charity tomorrow afternoon.
c. She usually washes her clothes using eco-friendly products.
d. He is transfering all the signatures of this petition to the mayor next Monday.
4. a. For sure will need a lot of green energy like wind farms and biofuels to save the planet!
b. The member of this NGO is to make a speech next month at the Save the Planet conference.
c. I am going to collect rubbish by the seashore this afternoon.
d. I will send you the petition if you want to back up this eco-friendly project.
La prononciation de la voyelle a
5. leaf /iː/ • lake /eɪ/ • ban /æ/ • sunbeam /iː/ • map /æ/ • lane /eɪ/ • cottage /ɪ/ •
sustainability /eɪ/ ; /ə/
6. a. aware /ə/ • danger /eɪ/

b. thatched /æ/ • cottage /ɪ/
c. cream /iː/ • farm /ɑː/
d. farm /ɑː/ • far /ɑː/ • away /eɪ/ • local /ə/ • supermarket /ɑː/
Les nombres
7. In twenty seventeen / two thousand seventeen, twenty-four thousand nine hundred and seventy-
one people took part in Veganuary and stopped eating meat for a month. There are sixty-eight thousand
eight hundred and forty-one places in the world where vegans can enjoy a good meal. In London there are
eight hundred and sixty-three different locations in the city centre. The average price of a vegan meal is
fifteen pounds.
8. There are seven billion people on planet Earth. How much is one billion? It would take you thirty-one
years, two hundred and fifty-nine days, one hour, forty-six minutes and forty seconds counting one number
a second to reach a billion. If each person buys one shirt and one jacket, how many items would that be on our
planet?
1. a. An international meeting will be held next year to promote sustainable development in the world.
b. When they go shopping, my neighbours use reusable cotton shopping bags instead of disposable plastic bags.
c. Our association aims at making every city greener so please sign this petition!
d. This brand new energy-saving light bulb is great: it creates the same amount of light without creating wasted
heat.
e. Last week there was a huge demonstration that gathered hundreds of people. They marched to demand glo-
bal action against climate change.
f. Good food habits and daily physical activity are essential to a healthy lifestyle.
2.
Production possible
Kelly Smith is twenty-three years old and lives In London. Sustainable development is very important to her,
that's why she has an eco-friendly lifestyle in order to reduce her carbon footprint and environmental impact.
She only eats healthy and organic food and repurposes her clothes instead of throwing them away. She re-
frains from using disposable cutlery when she eats out. Finally, she tries to make her friends aware of their
consumption of natural resources. She often offers them energy-saving light bulbs so that they can start chang-
ing their mindset.
Mise en place des projets
Projet 1
On your YouTube channel, announce five new habits you will adopt for a more sustainable
lifestyle.
- Pour ce projet, les élèves doivent se filmer pour transmettre un message : la conviction, la clarté et le dynamisme
seront déterminants.
- Possibilité pour les élèves de s’inspirer des YouTubeurs·ses qu’ils·elles suivent dans leur vie quotidienne.
- Inciter les élèves à répertorier soigneusement les décisions qu'ils·elles veulent mettre en avant et à les hiérarchiser.
- Travailler l'intonation et la force de conviction.
- Choisir un cadre approprié pour filmer leur vidéo, par exemple dans un parc, un jardin ou devant des affiches engagées
pour l'environnement.
- Ils et elles devront veiller à ne pas parler trop vite pour laisser le temps à leur public de s'imprégner du message
Fiches de méthodologie N°12 p. 266 et N°20 p. 280
Projet 2
You are a member of a youth council in London. Write to the mayor to share your ideas for a
more sustainable city.
- Conseiller aux élèves de sélectionner trois idées principales puis des idées secondaires prenant appui sur les idées
principales.
- La lettre ayant un caractère officiel, insister sur le fait qu'ils et elles devront adopter le registre adéquat et soigner la
présentation.
- Les élèves pourront utiliser les cartes mentales de leurs propositions éventuellement réalisées en cours.
Fiches de méthodologie N°22 p. 284 et N°7 p. 258
Grille projet 1
Expression orale en continu – Announce five new habits
Niveaux du CECRL
A1 A2 B1
Critères évalués
Mes idées sont simples, apprises Mes interventions correspondent à Mes arguments et interventions sont
par cœur. Il y a très peu de différents modes d’action pour variés et je prends en considération
références au développement protéger la planète et je propose un différentes solutions pour adopter un
durable. point de vue informé. mode de vie plus écologique.
Contenu culturel Je reprends des choses vues et
ajoute des petites variantes et mon
point de vue personnel.
0-1 2-3 4
Communication faussée par une Une utilisation modérée des notes. Des qualités communicatives mises
utilisation exclusive des notes. Communication adaptée mais peu en avant dans un exposé clair et
Pragmatique et socio- Beaucoup de silences et de faux structurée. structuré. Utilisation adaptée des
linguistique démarrages. notes.
0-1 2-3 4
Prononciation correcte de mots L’ensemble du discours est De rares erreurs de prononciation,
isolés. compréhensible. Il y a quelques mais il y a un bon effort au niveau de
Phonétique Discours difficilement intelligible car erreurs de prononciation qui ne l’intonation et de l’articulation.
la prononciation fausse le sens. gênent pas à la compréhension. Résultat proche de l’authentique.
0-1 2-3 4
Les phrases sont très simples. Il y a Les phrases sont simples et courtes. Les phrases sont plus longues et
des erreurs de grammaire (verbe La syntaxe est respectée et les correctes avec peu d’erreurs de
manquant...) ou de syntaxe (ordre structures travaillées réutilisées grammaire. Les éléments vus dans
Grammaire des mots...). même avec maladresse. cette séquence sont réutilisés avec
habileté.
0-1 2-3 4
Les mots de vocabulaire sont très Le vocabulaire est simple mais plus Vocabulaire précis relatif aux
simples. riche avec une utilisation de champs lexicaux étudiés (écologie,
Lexique Des néologismes (inventions de synonymes quand cela est possible. environnement, développement
mots à partir du français). durable).
0-1 2-3 4
Grille projet 2
Expression écrite en continu – Write to the mayor
Niveaux du CECRL
A1 A2 B1
Critères évalués
Mes idées sont simples, il y a très Les idées que j’ai choisies sont Ma lettre prend en considération
peu de références au adaptées au développement différents points de vue sur le
développement durable. durable. J’ajoute des informations développement durable.
Contenu culturel pertinentes.
0-1 2-3 4-5

Ma lettre est peu claire et organisée. Ma lettre est claire. J’utilise Ma lettre est bien organisée. Mon
Pragmatique et socio- Mes phrases sont très simples. quelques mots de liaison, mes discours est structuré.
linguistique phrases sont construites.
0-1 2-3 4-5
Grammaire des mots...). même avec maladresse. ce chapitre sont réutilisés avec
habileté.
0-1 2-3 4-5
simples. riche avec une utilisation de champs lexicaux étudiés (écologie,
Lexique Des néologismes (inventions de synonymes quand cela est possible. environnement, développement
mots à partir du français). durable).
0-1 2-3 4-5
AXE 7 Saving the planet, imagining possible futures
SÉQUENCE 1 How do British citizens deal with sustainability?
#ecology #greencities #environmentalpolicies

Is ecology becoming a priority in How do political measures Are environmental policies
the UK? contribute to a more sustainable efficient in the UK?
way of life?
Documents Photo d’ouverture Document E Documents E, F et G
du manuel
Documents E, F et G
Vos
recherches
Réponse à la Yes, especially based on the Political measures can work They do successfully reduce the
question announcement that climate to push sustainable measures amount of single-use plastic
change will be irreversible in 11 forward and generate a large items both used and
years at most, the UK is taking amount of support behind distributed, which in turn
steps forward towards saving such movements, in part by reduces plastic items that litter
both the environment and the using political power to the earth and put wildlife in
creatures that live in it, starting prohibit or promote certain danger.
with restricting the sale of practices.
single use plastic items, and
promoting sustainable living.
#sustainablelifestyle #ecofriendly
How are British citizens What can each Briton do to have a positive impact
changing their habits to be more on the environment?
eco-friendly?
Documents Documents B et C Documents A, B, C et D
du manuel
Vos
recherches
Réponse à la They are buying sustainably, recycling (both Each individual can try to eat less meat, donate
question clothes and products), and reducing their use of their clothes and shop for eco-friendly products,
single-use plastic items (in part due to new and buy reusable products to replace single-use
governmental policies). plastic items.
SYNTHÈSE
What actions do people take to protect the environment in the UK?

In general, people try to limit their meat intake by following trends such as Meat Free Monday,
shop and buy sustainably, take steps to reduce their carbon footprint by walking / biking to
work instead of driving, and reducing their use of single-use plastic items.
How do they raise awareness for a more sustainable way of life?

In general, awareness is raised through the use of facts and statistics to showcase the benefit
that living sustainably has on individuals, the community, and the environment. Posters, news
stories, governmental restrictions and regulations all contribute to raising awareness of the
importance of living sustainably.
Objectifs culturels : se familiariser au courant Projets intermédiaires :
artistique cli-fi à travers la littérature et le
cinéma Write a Wikipedia article giving a
definition of cli-fi and explaining why it
is worth reading this type of fiction.
Objectifs pragmatiques : organiser et
Choose a climate change documentary
structurer ses arguments, respecter la mise en
or a cli-fi film. Explain your choice and
page d’une 4e de couverture
why it is a good way to raise awareness
Objectifs sociolinguistiques : s’exprimer dans on climate change.
un registre de langue propre à être compris·e par
tou·te·s Projets finaux :
Objectifs citoyens : sensibiliser aux enjeux des
questions climatiques actuelles, prendre Take part in The Big Question on
conscience du rôle de la création artistique pour BBC2. Today’s debate is: can cli-fi
susciter questionnement et réflexion sur change people’s behaviour on
l’environnement climate?
Objectifs méthodologiques : créer une affiche
ou un dépliant (p. 261), analyser une image (p. Create the back cover of a cli-fi story
264) taking place in an English-speaking
Objectifs Grammaire : can et could, country.
linguistiques : l’hypothèse avec if / la
projection
Phonologie : le suffixe -ion
Écriture : la rédaction d’une
4e de couverture
Vocabulaire : la fiction
climatique
Pick & mix Construire une séquence courte

Proposition 1 Document A GROUP WORK (Modélisant) → Document B → Prepare your project p. 157 →
Document C → Project #2
Proposition 2 Document A GROUP WORK ou F → Document D → Prepare your project p. 159 →

Document E (Modélisant) → Project #1
Présentation de la séquence
DOC A
Les 3 couvertures de romans cli-fi, associées à leur synopsis par un exercice de matching, permettront aux élèves
d’aborder le thème par des éléments iconographiques sur lesquels apparaissent les caractéristiques des œuvres cli-
fi.
DOC B
Le support vidéo permettra aux élèves de saisir la définition du genre cli-fi et l’étendue de toutes les productions,
artistiques ou non, que ce genre prend en compte.
DOC C
L’extrait de Carbon Diaries de Saci Loyd est un classique britannique du genre cli-fi. Le fait que la narratrice soit
une adolescente qui rédige un journal permettra aux élèves de s’identifier et comprendre les ressorts d’un roman
cli-fi.
DOC D
À travers l’étude comparée des deux affiches du film Geostorm à gauche, et du documentaire An Inconvenient
Sequel, Truth to Power à droite, les élèves sont amené·e·s à s’interroger sur l’impact et le rôle éducatif des films
catastrophes ou documentaires dans la mobilisation de l’opinion pour le climat.
DOC E
Ce document est une interview avec Al Gore, qui présente son film An inconvenient sequel: Truth to power, la
suite de An inconvenient truth sorti en 2006. Il amène les élèves à s’interroger sur les liens que ce documentaire
entretient avec la fiction et notamment les films catastrophes et les choix de mise en scène opérés par Al Gore
pour que son message touche le plus grand nombre.
DOC F
Le document F est un article issu du média en ligne collaboratif animé par des journalistes
www.theconversation.com. Il amène les élèves à se questionner puis à se positionner sur le rôle des cli-fi, sur leur
manière d’informer et sensibiliser les gens aux questions climatiques. Est-ce par une identification que permet la
création artistique (romans, films) ou par l’exposé de données scientifiques précises ?
Proposition d’exploitation de la photo d’ouverture p. 147
Tips
→ Faire repérer les éléments suivants : polar bear, ice , iceberg , London , River Thames.
→ Faire relever rapidement aux élèves le thème des questions climatiques, puis les amener à exprimer leur surprise par
un questionnement : do you think it is reality or a representation of art? Is it realistic / plausible?
→ Proposer ce travail en groupes pour laisser la possibilité aux élèves d’élaborer leurs réponses et de faire le lien avec
les hashtags #climatechange, #clifi par exemple :
- un groupe sur la ville de Londres (Thames / Parliament / water),
- un groupe sur ce qui a trait au climat (sky / polar bear / ice floe).
Tips
→ Projeter les couvertures ou permettre aux élèves de les agrandir (tablettes, PC, smartphones).
→ Faire lire le Word Spot.
→ Rechercher les mots transparents dans les synopsis.
→ Minuter chaque étape pour rythmer les activités.
E-workbook
1 Describe the covers: colours, natural elements, buildings…

There are three book covers.
Colours: Hot and cold colours have been used to emphasise the connection to climate. They refer to hot and cold
weather.
Natural elements: You can see some natural disasters, such as floods, heatwaves or droughts, storms…
Buildings: Some book covers feature cityscapes, you can recognise New York or Washington D.C.
There are no humans. Nature has overwhelmed the world.
2 Imagine what the stories are about.

The story of the first book cover can be about a flood happening suddenly in an American city (New York).
The second may be about a countdown before an inevitable natural catastrophe.
The last one may be about an island as the ultimate place to live in.
3 Read your group’s text and match it with the right cover.
Group 1: The Island at the End of the World
Group 2: Odds against Tomorrow
Group 3: Sixty Days and Counting
4 In groups, explain the story in your own words and share it with the class.
Toute production cohérente qui reprend les éléments d'intrigue du roman étudié.
Tips
→ Anticiper avec le titre du document.
→ Utiliser des outils numériques pour individualiser l’écoute (tablettes, smartphones).
→ Regarder la vidéo du début à 1’00’’.
→ Relever les mots transparents et les mots accentués pour faciliter l’accès au sens.
→ Possibilité de réaliser la question 4 en classe en groupes ou en binômes, ou de la préparer à la maison ; dans ce cas,
possibilité d'interroger quelques élèves en expression orale en continu au début du cours suivant.
1 Introduce the person speaking and the topic.

Stéphanie LeMenager is a teacher / is working at the Radcliffe Institute at Harvard University. She’s speaking
about "What is cli-fi?".
2 Explain the speaker’s hope about cli-fi and define the word ‘‘cli-fi’’ precisely.
She’s hoping to learn if there are real solutions that can be found in the new literary works that deal with cli-fi.
Cli-fi means climate fiction.
3 List three literary genres that have been used in cli-fi.

Philosophy, poetry, novels (youth fictions)
4 Explain the goal of cli-fi and give some examples.
Production possible
Cli-fi means climate fiction. It covers a wide range of literary works whose goal is to tell the story of climate change.
It goes from novels, such as young adult novels, to philosophy and memoirs. It’s not necessarily fictional.
Tips
→ Demander aux élèves de décrire le document en haut à droite (carte de rationnement) et de mettre en lien cette
description avec la forme et le titre du document.
→ Faire repérer les dates dans l’extrait et dans le nom du roman pour faire émerger le genre du journal intime et l’aspect
contemporain des événements décrits.
→ Faire relever les noms de pays dans l’extrait pour donner la mesure de l’ampleur des phénomènes décrits.
1 Pick out the consequences of the carbon restrictions on the narrator’s life.
Because of the carbon restrictions, the narrator feels extremely cold. She is only allowed heat in her room an hour a
day. / She is forbidden to heat her room over an hour a day, therefore she is chilled to the bone / she is freezing.
2 Read the highlighted expressions and explain the narrator’s feelings in your own words.
Laura feels tired of the cold / fed up with the cold / has enough of the cold. She can no longer put up with the cold.
The situation is unbearable. She's scared.
3 Explain why the last paragraph is important for the context of the story.
The last paragraph emphasises the idea that this is not only a UK-related situation. Indeed, we are told about the
situation in other European countries (Italy, France), which indicates that the problem is becoming alarming.
4 Write a short paragraph to describe the impact of climate change on Europeans in the story.
Production possible
Climate change is making people’s lives more and more difficult. Winters are becoming extremely cold and, due to
the carbon restrictions, people are not allowed to heat their houses or flats as much as they would need. This
passage underlines the fact that the cold is overwhelming human life. Nature is stronger than Man. The excerpt also
implies that this phenomenon is not only related to the UK because the blackout caused by the falling tree on the
Swiss border has an impact on the UK and all over Europe.
Info +
Saci Lloyd est une auteure et enseignante britannique qui a publié des romans jeunesse : The Carbon Diaries 2015, en
2009, et en 2010, The Carbon Diaries 2017. Ce sont deux romans de cli-fi.
Write a Wikipedia article giving a definition of cli-fi and explaining why it is worth
reading this type of fiction.
- L’écoute préalable du document B aidera les élèves à trouver des arguments.
- Possibilité de travailler en binômes ou en groupe, en cours, en salle informatique ou à la maison.
- Possibilité de réaliser ce travail en collaboration avec des outils numériques par exemple (Google doc) afin de
s’approcher du mode de fonctionnement de Wikipedia.
Production possible
Cli-fi means climate-fiction / is a new genre of fiction which is about climate, more precisely about natural disasters,
such as floods, or hurricanes. It is different from sci-fi because there are no supernatural elements in cli-fi. The goal
of cli-fi is to tell the story of climate change through fictive books, such as novels or poems, but there are also cli-fi
films. It always deals with the impacts of climate change and global warming as in The Carbon diaries 2015 by
Saci Lloyd, published in 2009, which is about a year in the life of Laura, a sixteen-year-old student in London, as
the UK imposes carbon rationing in the wake of weather-related disasters.
Tips:
→ Identifier le type de films dans les affiches.
→ Renvoyer les élèves vers le Word Spot.
→ Lister les autres productions cinématographiques du même type.
→ Faire émerger des catégories (fiction et non fiction).
E-workbook
1 PAIR WORK Describe your poster to your partner.

- On the poster for the film Geostorm, the image is divided into three parts: the bottom part with a tiny character, the
top part with a huge blue wave and the left and right parts showing buildings. The character is holding a child. For
me, it shows the disproportion between the mighty strength of nature and the fragility of humans. Apparently, the
story is about a giant wave / a tsunami endangering a major city. It looks terrifying. It looks like a disaster film.
- On the poster of An Inconvenient Sequel: Truth to Power, we can see a big sand glass in the foreground. The name
of the film is written below in red and black letters. The background is light blue or grey. The sentence “Fight like
your world depends on it” is written on the top. In the sand glass, at the top, we can see the Earth which seems to
be melting and at the bottom of the sand glass, there is a dark city with chimneys smoking representing pollution. I
think the message conveyed is that pollution is destroying the earth and that our time is counted.
2 Discuss which poster you would choose to denounce climate change. Explain why.
Production possible
For me, the Geostorm poster best denounces climate change because we can identify with the feelings of the tiny
character in front of a huge wave.
The Truth to Power poster is the most efficient at denouncing climate change because it makes you think about the
message. The sand glass underlines that time is running out and also highlights that the planet is dissolving
because of pollution emissions.
CLASSE INVERSÉE : Ce document se prête à la classe inversée même s'il comporte beaucoup d’informations, il est plutôt
facile d’accès pour un travail en autonomie des élèves.
E-workbook
Fiche de classe inversée hatier-clic.fr/lmu083
Tips
→ Utiliser des outils numériques pour individualiser l’écoute (baladodiffuseurs, tablettes, smartphones).
→ Faire lire le Culture Tip avant l’écoute en anticipation avec la lecture du titre.
→ Faire le lien avec le document D, en particulier s’il n’a pas été étudié. Il pourra alors être utilisé en anticipation.
→ Faire faire des recherches sur Al Gore et son engagement en faveur de l’écologie.
Script DVD / hatier-clic.fr/lmu082

AL GORE (film). It is right to save humanity. It is wrong to pollute this Earth. It is right to give hope to the future generations.
AL GORE (interview). There are millions of people in the US who understand that the climate crisis is real and that we
have the solutions now. And this movie will tell you everything you need to know about the crisis and the solutions.
LINDSAY CAMPBELL. I was actually surprised at what a hopeful movie it is. Would you describe it that way?
AL GORE. Absolutely and people come away from the movie feeling incredibly hopeful even though they have an increased
awareness of how high the stakes are.
LINDSAY CAMPBELL. I am curious if you are more proud of being a Nobel Prize recipient or of your credit on IMDb in
Thirty Rock.
AL GORE. Well, there are lots of people who know the latter more than the former that’s for sure. But it was, it was certainly
an honour to receive that award in, in Oslo. And it gave me a better chance to communicate with more people around the
world.
LINDSAY CAMPBELL. If you and all of the people that you have trained do in fact save the planet, who will play you in
the superhero movie?
AL GORE. Well, thank you very much. My cape is out at the dry cleaner.
LINDSAY CAMPBELL. Go get that back.
AL GORE. Maybe Morgan Freeman, I don’t know.

LINDSAY CAMPBELL. Excellent choice.
1 Watch the video and identify the type of movie that is being discussed (fictional or non-fictional?).
It’s a film but it’s non-fictional. It focuses on the world climate crisis. It says that it is real and that there are
solutions nowadays to stop it.
2 Find elements showing the reasons behind Al Gore’s film and give its goals.
The elements to pick out are: "Millions of people in the US who understand that the climate crisis is real", "we have
the solutions now", "everything, you need to know about the crisis and the solutions".
Al Gore made this film to show the American audience that there are solutions to fight climate change. His objective
is to raise people’s awareness of climate issues. His Nobel Prize gave him the necessary credibility to communicate
to a larger audience about climate issues.
3 Pick out the arguments which give hope to future generations.

“The climate crisis is real”
“We have the solutions now”
“This movie will tell you everything you need to know about the crisis and the solutions”
“People come away from the movie feeling incredibly hopeful even though they have an increased awareness of
how high the stakes are.”
4 Write a review of the film showing why it is a good way to educate yourself on climate change.
Production possible
Al Gore’s film is certainly a good way to educate yourself on climate change. Everyone knows now that it has
already started but nobody knows how to act or where to get reliable information. His documentary gives a lot of
information to understand climate issues. It is educational. But it doesn’t aim at scaring people. Often,
documentaries give you the feeling that nothing can be done because it is too late. On the contrary, Al Gore’s film is
hopeful as it shows what can be done and how to make it happen.
Pédagogie différenciée : Le Trail A est le parcours le plus guidé. Les élèves sont amené·e·s à formuler des réponses
similaires, mais la tâche est plus compliquée pour les élèves choisissant le Trail B, où les questions amènent les élèves à
accéder à l'implicite du document.
Tips
→ Décrire le document iconographique (lieu, situation), laisser les élèves émettre des hypothèses sur ce document
(fiction, réalité ?), travailler sur le titre en anticipation.
→ Encourager les élèves à exprimer leurs impressions et les amener à faire le lien entre le titre du document et
l’iconographie.
→ Ce document permettra aux élèves de trouver des arguments si vous choisissez le project 1.
Trail A Trail B
1 List the vocabulary linked to scientific studies and 1 Explain the method used in An Inconvenient Truth
use it to show it has no impact on people. and the problem with this method.
"Climate" / "scientists" / "facts" / "graphs" / "statistics" An Inconvenient Truth is an example of scientific
/ "methods" / "fossil fuels" production that has no real impact on large audiences
This document shows that scientists explanations because it is loaded with graphs and statistics. This
which are too complex have no real impact on large kind of non-fictional creation fails to reach large
audiences. audiences.
2 Explain the solution found to raise people’s 2 Pick out three characteristics of cli-fi and explain how
awareness on climate change. they can impact people’s minds.
Cli-fi or climate fiction can be the solution to reach a By making people care about and individually connect
larger audience because it explores the consequences to climate change.
of climate change on characters’ lives. It can connect Cli-fi might encourage audiences to modify their
people to climate change issues by making them everyday lives and look for personal solutions.
identify with the characters.
3 Find some advantages cli-fi has compared to 3 Describe the long-term effect cli-fi can have on
scientific studies. people.
Cli-fi explores how the world may look when climate Through the use of compelling storylines, dramatic
change is happening and its consequences on people’s visual effects and characters, people feel concerned
life. It can use fascinating storylines, dramatic visuals with climate change issues and find their own
and characters to make people care about and connect solutions. The message conveyed by cli-fi is full of hope
to climate change issues. that’s why it is more efficient.
Say what you find more impactful when talking about climate change: scientific facts or cli-fi?
Production possible
In my view, scientific facts are more reliable to raise awareness about climate change because they are
trustworthy, measurable and precise. Without precise and detailed information, we wouldn’t be able to
understand and anticipate the real impacts of global warming.
I strongly believe that only climate fiction can make people feel concerned about climate issues. Scientific facts
and figures are too complicated to be fully understood. They are abstract and don’t say anything about everyday
life. I personally think that stories like Interstellar, which deals with a relation between a father and a daughter,
are more convincing and make us think about the potential dangers of global warming.
Choose a climate change documentary or a cli-fi film. Explain your choice and why it
is a good way to raise awareness on climate change.
- Possibilité de réaliser ce travail en temps limité en cours et de l'évaluer.
- Renvoyer à la fiche de méthodologie Expression Orale p. 280.
- Possibilité de demander aux élèves de visionner la bande-annonce de Geostorm ou An inconvenient truth ou The Day
After Tomorrow en version originale sur YouTube par exemple.
Production possible
• As I see it, the most efficient way to raise awareness is fiction and I’m going to explain my view with an example:
the film The Day After Tomorrow. When I watched it, I thought the film was very powerful, and the fact that it was
set in a real city and not a fictional country made it easy to relate to the characters. It got me thinking that
something like this could happen if we don't take care of our planet. Since then I’ve been trying to recycle as much
as possible.
• For me, it is clear that documentaries are the best films to raise people’s awareness on climate issues. Indeed, cli-fi
films are not very realistic, they are more spectacular in a Hollywood kind of way. Documentaries, like The Year
Before the Flood, show you the actual consequence of climate change. It is not about fiction but about what is really
happening around the globe. Seeing real problems touches my heart more than a Hollywood blockbuster. Climate
change can have disastrous consequences, but they won't necessarily be "spectacular".
Can et could
1. a. Politicians can’t lie about climate change, we can see it happening. (impossibilité / capacité)
b. Limiting carbon emissions could slow down the melting of the ice cap. (probabilité)
c. You can demonstrate to fight for a better world. (capacité /permission)
d. The weather could get a whole lot worse in the years to come. (probabilité)
e. Our grand-parents could live their life without thinking about climate change. (possibilité dans le passé)
f. "I never knew that cold could kill people like that." (capacité dans le passé)
2. a. (Due to climate change), the UK could also face threats to its water security and supply.
b. The government estimates that 27-59 million people could be living in areas affected by water supply deficits
by the 2050s (source: theguardian.com).
c. Hurricanes cannot destroy entire cities.
d. Cli-fi can / could help people become aware of global warming.
e. I didn’t know that climate change could affect the planet so rapidly.
L’hypothèse avec if / la projection

3. If we do nothing…
- the earth’s temperature will rise / increase.
- the ozone layer will be destroyed.
- the Antarctic ice sheet will melt.
Le suffixe -ion
4. deforestation • condition • emission • station • solution • restriction • pollution • prediction • na-
tion • corporation
5. Les mots terminés par -ion sont accentués sur la première syllabe avant cette terminaison.
6. a. Living conditions are becoming more and more difficult due to the pollution caused by green-
house gas emissions.
b. One solution would be to implement restrictions, but the government could be faced with the opposition of the
population.
c. The destruction of forests is called deforestation.
La rédaction d’une 4e de couverture
7. On acceptera toutes les propositions qui reprendront les codes des Cli-fi :
- futur proche ;
- personnages auxquels il est aisé de s’identifier (adolescent·e·s) ;
- un contexte lié aux pays anglophones ;
- une ou des conséquences du changement climatique ;
- une situation du quotidien et l’inquiétude liée à ce qui risque d’arriver ;
- de 5 à 10 lignes.
8. On acceptera toutes les propositions qui reprendront les codes des Cli-fi :
- futur proche ;
- personnages auxquels il est aisé de s’identifier (adolescent·e·s) ;
- un contexte lié aux pays anglophones ;
- une ou des conséquences du changement climatique ;
- une situation du quotidien et l’inquiétude liée à ce qui risque d’arriver ;
- de 5 à 10 lignes.
1. a. Climate fiction, commonly abbreviated as cli-fi, is a literary genre.

b. It deals with climate change and relies on fact-based information.
c. The story line / plot in cli-fi novels shows the frightening / catastrophic / worrisome consequences of
human activities on climate.
d. It aims at raising people’s awareness of climate change issues.
e. Cli-fi novels feature a storyline and a pessimistic near future in which characters’ stories and actions touch
people’s hearts.
2. On attend ici toute production cohérente d’une dizaine de lignes maximum prenant la forme d’un cour-
riel.
Utilisation de 10 mots de la carte mentale au minimum.
Utilisation d’arguments développés dans les deux doubles-pages.
Mise en place des projets
Projet 1
Take part in The Big Question on BBC2. Today’s debate is: can cli-fi change people’s behaviour
on climate?
- Possibilité de réaliser ce travail en baladodiffusion avec des MP3 ou des smartphones sur lesquels les élèves
s’enregistrent, avec une caméra, devant vous et devant la classe. Il peut aussi être réalisé à la maison par les élèves s’ils
et elles se filment. Ceci facilitera la correction.
- Pour celles et ceux qui souhaitent mettre en scène leur débat devant la classe, il est nécessaire de donner un temps de
préparation d’environ 10 minutes aux élèves, qui ne travailleront pas ensemble pour favoriser la spontanéité dans les
échanges. Autre option : possibilité de proposer aux élèves qui ont le même rôle de préparer en groupes.
- Possibilité pour les élèves de prendre appui sur une liste de mots (limiter à 10-15) afin d’éviter la lecture de phrases
préparées à l’avance. Si certains élèves ne sont pas suffisamment à l’aise ou autonomes dans l’usage de la langue, vous
pouvez adapter ces consignes en les laissant utiliser davantage de mots ou des débuts de phrases ; toutefois la notation
sera différente avec une minoration des points de la compétence pragmatique (jusqu’à 3 points).
- Informer les élèves de leur rôle au dernier moment pour favoriser l’improvisation et un travail de préparation plus
complet à la maison dans tous les rôles possibles.
- Favoriser la prise de risque des élèves par l’obtention de points bonus. Par exemple, si l’élève s’applique à jouer son
personnage dans le débat en prenant un ton particulier, vous pouvez valoriser son travail de 0.5 à 1 point notamment si
celui-ci a réussi à ajouter de nouvelles informations ou des anecdotes propres à donner du crédit à son rôle dans le
débat d’idées.
Fiches de méthodologie N°20 p. 280
Projet 2
Create the back cover of a cli-fi story taking place in an English-speaking country.
- Inciter les élèves à l’autonomie et les faire réfléchir seul·e·s à des intrigues possibles. Ils et elles pourront prendre des
phénomènes étudiés dans la séquence ou s’inspirer d’autres phénomènes climatiques qui les intéressent.
- Ne pas hésiter à encourager les élèves à dessiner ou utiliser des images libres de droits afin de personnaliser leur
couverture.
- Rappeler aux élèves que l’objectif de la couverture et des informations données sur la 4e de couverture est de donner
envie de lire le livre.
- Les élèves qui auront produit des 4e de couverture particulièrement réussies pourront voir leurs réalisations gratifiées
d’un bonus de 0.5 point pour une couverture qui attire le regard, à 1 point pour un travail original avec l’ajout de nouvelles
informations.
Fiches de méthodologie N°22 p. 284
Grille projet 1
Expression orale en interaction – Take part in The Big Question
Niveaux du CECRL
A1 A2 B1
Critères évalués
Mes idées sont simples, apprises Je propose un point de vue informé. Mes arguments et interventions sont
par cœur. J’ai pu communiquer une Je reprends des choses vues et variés et je prends en considération
ou deux idées. ajoute des petites variantes et mon différents points de vue.
Contenu culturel point de vue personnel.
0-1 2-3 4
Je me suis exprimé·e à l’aide de Je m’aide peu de mes notes. J’utilise C’est une réelle situation de
phrases très simples. Je lis un texte quelques mots de liaison, mes communication. Je parle de façon
sans en faire sens. phrases sont construites. J’essaie spontanée, avec très peu de notes.
Pragmatique et socio- d’adapter mon discours à mon Mon discours est structuré. J’adapte
linguistique: auditoire. parfaitement mon discours à mon
auditoire.
0-1 2-3 4
Prononciation correcte de mots L’ensemble du discours est De rares erreurs de prononciation,
isolés. compréhensible. Il y a quelques mais il y a un bon effort au niveau
Phonétique Discours difficilement intelligible car erreurs de prononciation qui ne de l’intonation et de l’articulation.
la prononciation fausse le sens. gênent pas à la compréhension. Résultat proche de l’authentique.
0-1 2-3 4
habileté.
0-1 2-3 4
simples. riche avec une utilisation de champs lexicaux étudiés (cli-fi,
Lexique Des néologismes (inventions de synonymes quand cela est possible. urgence climatique).
mots à partir du français).
0-1 2-3 4
Grille projet 2
Expression écrite en continu – Create the back cover of a cli-fi story
Niveaux du CECRL
A1 A2 B1
Critères évalués
Mes idées sont simples, il y a très Le phénomène étudié est cohérent. Mon travail prend clairement en
peu de références aux phénomènes J’ajoute des informations compte un pays anglophone.
étudiés. Je ne mentionne pas pertinentes. Je mentionne
Contenu culturel clairement un pays anglo-saxon. brièvement un pays anglo-saxon.
0-1 2-3 4-5

Ma 4e de couverture est peu claire et Ma 4e de couverture est claire. Ma 4e de couverture est bien
organisée. J’utilise quelques mots de liaison, organisée. Mon discours est
Pragmatique et socio- Mes phrases sont très simples et ne mes phrases sont construites et structuré et clairement adressé aux
linguistique: s’adressent pas aux lecteurs. s’adressent parfois aux lecteurs. lecteurs.
0-1 2-3 4-5
habileté.
0-1 2-3 4-5
simples. riche avec une utilisation de champs lexicaux étudiés (cli-fi,
Lexique Des néologismes (inventions de synonymes quand cela est possible. urgence climatique).
mots à partir du français).
0-1 2-3 4-5
AXE 7 Saving the planet, imagining possible futures
SÉQUENCE 2 Can cli-fi save the world?

#thinkofpossibleworlds #climatechange
How does cli-fi help us think about alternative How is climate change addressed both in cli-fi and
futures? in scientific publications?
Documents Photo d’ouverture Photo d’ouverture
du manuel
Documents C, E et F Documents A, B, E et F
Vos
recherches
Réponse à la Climate fiction or cli-fi helps us think about Cli-fi and scientific publications aim at raising
question alternative futures because it tells the story of people’s awareness on climate change issues,
climate change thanks to fascinating storylines, though not in the same way. The first relies on
close characters and action set in the near future. fiction while the second is based on statistics, facts,
graphs and figures. As a consequence, they don’t
reach the audience in the same way.
#clifi #powerofliterature
What is cli-fi? What are this literary genre’s How can a literature genre help raise awareness
characteristics? about ecological questions?
Documents Documents A, B, C et D Documents A, B et F
du manuel
Vos
recherches
Réponse à la Cli-fi or climate fiction is a new literary and film Literature can help raise awareness about
question genre that deals with climate change. Mainly ecological questions because it helps people
fictional, it may also be non-fictional (memoirs). identify with characters and a plausible situation.
Moreover, cli-fi often has a message of hope
encouraging people to tackle climate issues.
SYNTHÈSE
How can cli-fi help raise awareness about climate change?

Cli-fi can help raise awareness because it relies on stories that look authentic and characters we can identify with
(Interstellar, Carbon diaries). Cli-fi allows the readers to connect to climate issues using powerful storylines,
dramatic visuals and believable characters.
Is cli-fi more or less efficient than using scientific facts?

They don’t reach the same audiences as they don’t use the same means. On the one hand, scientific publications
target audience with a scientific background who can manage facts, graphs, figures and statistics. For a larger
audience, it may seem overwhelming. On the other hand, cli-fi conveys a message of hope and encourages people to
act on their own to tackle climate issues.

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Work in progress!

Séquence 1 : How do British citizens deal with sustainability?

Séquence 2 : Can cli-fi save the world?

Pick & mix Construire une séquence courte

Proposition 2 Document E → Document G (Modélisant) → Prepare your project p. 151 →

1 Explain what ‘‘Sustainably Vegan’’ advises teens to do.

2 Comment on the problem of waste in the clothing industry.

2 Show the positive impacts of these events.

1 Describe the poster and explain what kind of action is promoted.

Les adjectifs composés

1. a. A nature-friendly project respects the environment.

2. a. In the countryside we are lucky to live in an environmentally-friendly atmosphere.

3. a. They always sort out their rubbish.

6. a. aware /ə/ • danger /eɪ/

Fiches de méthodologie N°12 p. 266 et N°20 p. 280

Fiches de méthodologie N°22 p. 284 et N°7 p. 258

Expression orale en continu – Announce five new habits

Expression écrite en continu – Write to the mayor

0-1 2-3 4-5

SÉQUENCE 1 How do British citizens deal with sustainability?

#ecology #greencities #environmentalpolicies

What actions do people take to protect the environment in the UK?

How do they raise awareness for a more sustainable way of life?

Pick & mix Construire une séquence courte

Proposition 2 Document A GROUP WORK ou F → Document D → Prepare your project p. 159 →

1 Describe the covers: colours, natural elements, buildings…

2 Imagine what the stories are about.

1 Introduce the person speaking and the topic.

3 List three literary genres that have been used in cli-fi.

4 Explain the goal of cli-fi and give some examples.

1 PAIR WORK Describe your poster to your partner.

Script DVD / hatier-clic.fr/lmu082

AL GORE. Maybe Morgan Freeman, I don’t know.

3 Pick out the arguments which give hope to future generations.

L’hypothèse avec if / la projection

1. a. Climate fiction, commonly abbreviated as cli-fi, is a literary genre.

Fiches de méthodologie N°20 p. 280

Fiches de méthodologie N°22 p. 284

Expression orale en interaction – Take part in The Big Question

Expression écrite en continu – Create the back cover of a cli-fi story

0-1 2-3 4-5

SÉQUENCE 2 Can cli-fi save the world?

How can cli-fi help raise awareness about climate change?

Is cli-fi more or less efficient than using scientific facts?

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