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L’essentiel à transmettre : Ce chapitre propose une plongée dans le monde du gothique et de l’horreur, tel
qu’il a été imaginé par les mastodontes de la littérature britannique et américaine. En découvrant les divers
personnages et auteurs qui ont permis de populariser ce genre tels que Tim Burton ou Jane Austen, nous
nous intéressons au lien qu’ils permettent de faire entre les mondes fictifs sortis de leurs imaginations, et la
réalité dans laquelle vivent ceux à qui ils s’adressent. Les élèves vont ainsi apprendre à décoder les genres
du gothique et de l’horreur, comprendre leur évolution vers la modernité, et sur quels ressorts s’appuient les
auteurs pour créer un sentiment d’effroi. Les élèves devront être en capacité d’analyser les codes de ce genre,
ses influences historiques et mythologiques, afin d’être capables de prendre du recul et de proposer des
opinions documentées et des critiques informées.
Tâche finale 1 : faire une critique de film, raconter une histoire, décrire, illustrer son propos, faire le
lien avec ses connaissances, exprimer ses émotions et son opinion, expliquer ses choix, structurer
son discours, convaincre.
Tâche finale 2 : interagir à l’oral, faire une critique de film, raconter une histoire, décrire, illustrer son
propos, faire le lien avec ses connaissances, exprimer ses émotions et son opinion, échanger des
informations entre pairs, poser et répondre à des questions, expliquer ses choix, argumenter,
convaincre.
Digital Challenge : réaliser une vidéo, raconter une histoire, décrire, illustrer son propos, faire le lien
avec ses connaissances, donner vie à une œuvre, exprimer des émotions par le ton, montrer qu’on a
compris par la voix, argumenter, convaincre.
Tâches intermédiaires
- Activités 1 et 2 : Write the synopsis of a future gothic TV series.
- Activités 3 et 4 : Interview a Gothic series director.
- Activités 5 et 6 : Read a gothic excerpt out loud.
Documents complémentaires
- Podcast : the great books - Castle of Otranto
- Edgar Allan Poe - short stories
- Tim Burton’s movies
- https://www.theguardian.com/books/2004/aug/11/top10s.gothic
- https://www.theguardian.com/culture/gallery/2013/oct/25/10-best-gothic-films-mark-kermode
- https://www.theguardian.com/books/2014/dec/03/lynne-truss-top-10-gothic-novels-wilkie-collins
- Painting : the Nightmare, Henry Fuseli (1781)
You write a review about a short length movie in your high school newspaper.
As a specialist of gothic literature and movie adaptations, you have been invited by BBC4 to present
and review a short length film on the radio.
Your school is organising a gothic video contest you take part in.
3 Activité 5 Fear Factors - Ecouter l’analyse d’une œuvre Over to you 1h Workbook p. 63
p. 130 video interview gothique télévisée, p. 131
comprendre ce qui provoque
la peur
● (15 minutes) Partir de la vidéo qui est la présentation d’un projet où un dessinateur créer des avatars
à la manière des personnages de Tim Burton pour des personnes volontaires. On pourra
accompagner son étude par la fiche fournie à la p. 61 du workbook.
Pour cette activité, deux possibilités peuvent être envisagées :
- soit le groupe entier étudie le document dans son intégralité, à son rythme, sur un ordinateur ou une
tablette, afin de répondre aux questions et de se regrouper pour certaines d’entre elles (recherche
sur Tim Burton, ou le pair work).
- soit les élèves, par petits groupes ou pairs, se voient attribuer un des personnages de la vidéo lors
de son visionnage. Ils peuvent ainsi utiliser des exemples précis pour répondre aux questions.
On peut envisager plusieurs possibilités pour dépasser les difficultés liées à la vidéo :
1. Les élèves peuvent avoir en leur possession un script parcellaire, qui comprend ces mots clefs ainsi
que quelques expressions plus complexes inclues dans la video. Ils pourront remplir le script ou bien
répondre aux questions sur la vidéo à partir de ces informations.
2. On peut également imaginer que, si les élèves travaillent par groupes, seulement certains élèves de
la classe soient en possession de ces mots de vocabulaire. Ils pourraient ainsi collaborer avec les
autres élèves de leurs groupes s’ils connaissent des difficultés pour étudier le document.
● (10 minutes) Partir des Brainstorming questions auxquelles on pourra ajouter la problématique de
l’unité. Ces questions pourront d’ailleurs servir de synthèse ou de devoirs à la maison après cette
première séance sur l’unité.
Productions possibles :
1 Mind map :
1. Places
2 a. The character on the picture looks like he came straight out of a cemetary, or a ghastly manor. We do
not know anything about his story, but he could be a beast in some gruesome tale. His hair is dark and wavy,
and looks somewhat wet, as if he was used to living in a place with a lot of rain or mist. His eyes are grisly,
and his look conveys something between fear and melancholy. His hands are like the hands of a demon, they
could inflict agony to any villain like him and make them shriek with fright.
b. I think this character might be from one of Edgar Poe’s short stories or maybe Tim Burton’s creations. HE
looks a lot like Edward Scissorhands. He could be the creation of a mad scientist who did not have time to
finish his work and had to improvise with the hands. The butterfly on his shoulder lets us think that he could
develop some romance or human feelings.
c. Yes, I know a little about Tul Burton’s work, he is an American producer, filmmaker, writer and artist. He
was born in 1958. He is very famous for his peculiar characters - sometimes monsters: they usually have big
eyes, and can be considered quite scary but also moving thanks to their humanness. The subjects he usually
explore in his works are related to death, childhood and the imaginary world of myths and the gothic. Some of
his notable works include The Melancholy Death of Oyster Boy, The Nightmare before Christmas, Sweeney
Todd or more recently Alice in Wonderland.
3 a. The video is quite fun thanks to the people who are being interviewed. You can tell that they are
excited about this project, and the cartoons and really close to what they imagined. On the other hand, it did
feel a little staged and unnatural, and the “models” had some weird ideas.
b. I would actually enjoy participating in this project, out of curiosity for what my character would look like. I
think it might be a fun project to do with friends, in order to compare our characters and have a good laugh.
4 I don’t enjoy scary stories much simply because I prefer watching comedies. I feel like there are enough
scary things in the world, and we don’t need the addition of the Gothic to make it worse. However, I disagree
with the belief that films are scarier than books: I think books allow a much more personal vision of what the
writer wanted to create, because it draws directly from our imagination. Scary movies are usually alright, up to
the point when the monster is revealed - they are actually only scary at the beginning when we are still
wondering what the villain looks like. The big reveal inevitably breaks the spell. Whereas in books, we are
given a choice.
Titre de la vidéo
Lien de la vidéo : LLS.fr/A1P124
Timing : 2’50
- [Woman] I feel like Tim Burton's given me the appreciation for very spooky aesthetics. He's probably the
reason why I love Halloween so much.
- All the other kids had like Disney princess and like Power Ranger stuff. But I always gravitated towards like
skulls and felt kind of weird about it. But now I've just grown to embrace it.
- The fact that these characters weren't what you normally saw on television they were just very different. And
I think I relate to the fact that they weren't perfect.
Document sous licence libre Creative Commons 8
- I think what I love most about Tim Burton's style is the mix of the dark gothic. But it's also quite funny. Being
able to see myself transported into that world I think is gonna be really fun.
- [Man] So for my character I always liked the idea of the dog catcher being the bad guy. But I would love to
be a dog catcher gone rogue.
- We'll go ahead and start with what I feel like are your most Burton-like characteristics of your face.
- [Woman] I really want my friend to be a giant talking crow. I picture my character also being able to talk to
ghosts.
- So my villain, he kills his victims and makes them into like little human meat pastries.
- [Christine] Okay.
- [Matt] Seeing the knife in my hand is a little weird. So instead, I'm going to have my character bludgeon
people with a book about asthma. (record scratch) - Oh yeah? - Yeah. - Okay. (laughs)
So, she had this inventor and before he could finish creating her he died in a fire. So he couldn't fully make
her hands. And she uses her voice to sing as an outlet to express herself.
(gentle music)
- [Man] Open your eyes.
- Oh my God. (laughs) That's so cool.
- Oh my gosh, the dress, it's so pretty and flowy.
- Stop… My puppies, I have so many dogs. (laughs)
- Oh my gosh! She made the background ghosts.
- The way I'm holding the treat bag is so very me. She got my cow lick perfectly.
- She got my hair extra swoopy. She got my beauty mark. And I'm so into this.
- I really like the color scheme. I think it's very goth-like. And I love all the like music sheets just flying all
around.
- She definitely got the book in there, Asthma and it's Perils. I don't know, it's so cool. It does freakishly kind
of look like me.
- It means a lot to me to see myself portrayed as like a Tim Burton character. My inner creepiness is finally
portrayed. (laughs)
- It's really cool to see an Asian Tim Burton inspired character right in front of me. And I think it’s important to
see diverse faces in all kinds of movies. Even animated ones.
- [Matt] I 100% want to see a movie made out of this. So, Tim, get to work. Even if Helena Bonham Carter has
to play me, I'll take it.
Vocabulaire supplémentaire
Toolbox
dishevel, muss, tousle, ruffle (verb)
land, area, countryside, farmland, ground (noun)
cave, sanctuary, burrow, cavern, hollow (noun)
smog, smoke, steam, vapour, haze, (noun)
blast, blizzard, cyclone, disturbance, gust, hurricane, snow storm, squall, tempest (noun)
grieve, moan, sob, weep, whimper, bawl (verb)
outcast, fugitive, bum, vagabond, castaway, exile, hobo (noun)
submissive, meek, obedient, passive, dutiful (adj)
delighted, captivated, enchanted, charmed, elated, overjoyed (adj)
abnormal, bizarre, odd, outlandish, preposterous, stilted, unusual, contrived, artificial (adj)
a. Use 10 words from this list and use them to answer the questions in the book.
Productions possibles :
1 I think “women in distress” is the most striking element. I know it is an old literary genre, but I was surprised
that women can be seen as the ideal victims, and shown as weak characters.
2 I can think of The Little Stranger, by Sarah Waters. One of the main characters is a woman, who is a victim
of a ghost from her past. It is a great book that encapsulates the modern Gothic, by preying on the reader’s
fears, using fire as a metonymy for gloom and horror, omens and visions, and supernatural elements.
4 These stories can give the readers the creeps, make them feel uneasy, give them nightmares if they read
them at night. I find those quite nerve wracking, as they keep me on the edge of my seat until I know their
ending. But they are also thrilling in a way that makes me want to share them with my friends!!
5 I enjoy gothic stories in general. What I mostly like about them is the environment of mystery that they
create: they transport us into other worlds, usually in the past, and let us discover them again with a tint of
secrecy. I also like that they use monsters, because to me they are what make a good story.
2 A gothic story
● Le path A correspond à une étude à un niveau B1 alors que le path B est à un niveau B1+. Les élèves
auront en charge l’un des deux paths et répondront aux questions 1 et 2 dans un premier temps (à la
maison ou en classe). Ce travail peut être réalisé en binômes. Dans un second temps, on
recomposera des groupes rassemblant des élèves ayant travaillé sur des paths différents afin de
partager leur travail puis de répondre à la question 3 ensemble.
● Une fiche d’accompagnement à la compréhension est fournie dans le workbook p. 62.
Path A
1-A who : two victims, Mrs de l’Esplanaye and her daughter ; an unknown main character included in a
“group”
when : in the summer of 1840
where : in Paris, more precisely in a large house in the Rue Morgue
2-A when I read the text, I feel a bit anxious because we do not know what happened to the two ladies,
however we can imagine that it was very gruesome. So the extract is successful because it makes me scared.
Path B
1-B In short, a group of people are almost witnesses to a murder : they rush into a house because they hear
cries of terror. Only when they manage to get inside, as they go through every floor of the house, they find
nothing at first, except for a big mess. In the end, they discover a corpse.
2-B the horrific elements are the cries of terror, the locked door, the state of the room they discover, the
blood-covered knife, the stray hair, and the bloody, warm corpse.
Grammar in progress
Il y a des exercices supplémentaires pour cet encadré p. 132 dans le “Language in progress” ainsi qu’une
explication dans le Précis grammatical p. 279.
Productions attendues :
a. Toutes les propositions utilisent “had” + “been” + participe passé, hormis “had stopped”.
b. On comprend que les actions qui sont introduites par “had been” + participe passé se sont déroulées avant
l’action introduite par “had stopped” et elles sont à la voix passive.
Vocabulaire supplémentaire
a. Use the words from this toolbox and match them with words from the activity toolboxes in the
book.
Tips:
> Select the gothic story you want to adapt. (search the internet if necessary).
> Use everything you have learnt so far about gothic literature and vocabulary. Make sure your adaptation has
gothic characteristics in it and is modernized.
> Make it realistic. Find a title for the film. (you can write a short email along to present your synopsis to the
producers. Then, you must decide on your name and email address…)
> Use link words and expressions to structure your synopsis (you can find help on the communication files p.
258-261, methods j’écris en anglais p. 247-250)
> Use as complex sentences and vocabulary as possible (proofread your text!).
Niveau 1 (A1) Niveau 2 (A2) Niveau 3 (B1) Niveau 4 (B1+B2-) Vers B2+
Correction de Langue très Des phrases Phrases correctes. Bonne correction Structures
la langue simple, simples mais Réutilisation du grammaticale, bon complexes.
beaucoup de correctes, des vocabulaire et des réemploi du Expressions
calques du erreurs structures vues vocabulaire vu dans idiomatiques.
français. élémentaires. dans l’unité. l’unité.
Vocabulaire ... points
1 point simple. 3 points
4 points
2 points
Flash tests
Find the word that corresponds to each of these definitions.
Document sous licence libre Creative Commons 12
1. Causing disgust, loathing or revulsion
2. A prophetic sign
3. Violent anger, rage
4. To lose consciousness
Les élèves seront divisés en des groupes ou des binômes ayant chacun en charge de répondre aux questions
1 à 2 en classe (prévoir une classe avec un accès internet) ou à la maison. De nouveaux groupes associant
des élèves ayant travaillés sur des images différentes seront constitués afin de répondre ensemble aux
questions 3 et 4.
Si les questions 1-2 se font à la maison, on pourra envisager de demander aux élèves de faire une brève
recherche sur les films dont ces images sont tirées.
The author’s teaching trick! Il pourrait être intéressant de faire en sorte que, même si l’activité
est divisée en trois groupes, un membre de chaque groupe puisse naviguer (à la manière d’un
world café), pour que les élèves croisent leurs visions et opinions.
1 Group 1 This is a still from the movie Edward Scissorhands, it is the same character as the one we studied
in the first activity. He looks tall, lanky and very grim. We can say he is a sort of modern Frankenstein monster,
as he has been created by a mad scientist.
Group 2 This is Jack Skellington, a character from the movie the Nightmare before Christmas, another film
by Tim Burton. He is a skeleton who is famous for being the king of Halloween, but also wants to become the
King of Christmas. He looks like a typical Tim Burton character with his big eyes.
Group 3 Like Edward Scissorhands, Frankenweenie is a testimony of Tim Burton’s fascination for the story
of the Frankenstein monster. Here, the director gives us a more bittersweet taste for it, with a child who loses
his dog, but brings him back to life thanks to a scientific experiment.
2 Group 1 Unlike his environment, Edward Scissorhands is dark and gloomy. He is surrounded by poetic,
almost romantic and very colourful topiaries.
Group 2 Unlike his environment and clothing, which represent happiness and birth, Jack Skellington
embodies death and everything that is scary. He is a skeleton with a Santa Claus costume, like death wrapped
up as a Christmas gift.
Group 3 This one is a bit trickier : family dogs are supposed to be comforting animals, a child’s best friend,
who can even protect them. Here, the dog is zombie-like, he has scars and he looks all patched up. He doesn’t
exactly look like a family dog, but he still has a friendly appearance.
4 I think it makes them look even scarier, since they stand out in those environments. It is like they keep us
on edge, because there is alway a discrepancy between what we expect to see and what they do. In the end,
it makes what is supposed to look normal scary too.
4 Movie corner
Production possible :
1 On the poster for the Mary Shelley movie, we can see that two of the three main characters are women,
which echoes a major element of the gothic. The fact that a man is present next to they may mean that he has
some sort of influence on them. Behind them, in the background, we can see what appears to be a full moon,
fog and a leafless, dead tree.
On the poster for Penny Dreadful, we can see a man whose face is pale, he looks like a vampire with protruding
red lips. He also seems to be suffering from a deep scar that runs across the right side of his face.
2 a.
Exemple de productions possibles :
Edward Scissorhands: a movie directed by Tim Burton in 1990. It is the story of Edward who has scissor
blades for hands. He is an artificially created human but his inventor dies before he could attach hands to him.
Edward is later found by Ped boggs who takes him to her house and he starts living with her, her husband and
their children.
The Haunting of Hill House: this Netflix show is a modern take on a novel written by Shirley Jackson. It is the
story of a family who live in a haunted house, and who have to face their past in the form of ghosts.
b. We can say the series belongs to the Gothic genre because it features a dark, haunted house. Most of
what we see in the trailer takes place at night, the presence of ghosts is highly suggested, and we see the
characters go through violent emotions.
c. The director uses the presence of children in order to build suspense. We mostly see the story through
their eyes, in order to insist on their innocence and make the presence of ghosts even more nerve wracking.
A lot of scenes take place at night, in the dark, and it can be difficult to distinguish danger at first. Finally the
director uses a lot of shrill and high pitched sounds to raise the tension levels.
Vocabulaire supplémentaire
Toolbox
Harrowing / chilling / distressing / traumatic, adj
Demon / devil / phantom / shadow / soul / specter, nouns
Manor / mansion / estate / chateau, noun
Corridor / aisle / hall / lobby / passageway, noun
Lethal / harmful / malignant / mortal / murderous / devastating, adj
Gloomy / bleak / dismal / dreary / murky / forlorn, adj
Desolate / derelict / isolated / uninhabited, adj
Implied / implicit / latent / lurking / unspoken / hinted at, adj
Suspense / anxiety / apprehension / confusion / doubt / tension, noun
Lanky / slender / gaunt / rangy / scrawny / gangly, adj
a. Take 5 words from the list, and think of adverb, verbs, nouns or adjectives that can go with them.
b. Write all these words on separate pieces of paper. Then mix them all up: your objective is to
associate them with their synonyms.
Tips:
> Get ready by making researches about the director and the film (take notes but keywords only)
> Imagine the questions you can ask or be asked.
> Make sure you can interact (methodology p. 251-252 and communication files p. 258-261)
> Use as complex sentences and vocabulary as possible (proofread your text!)
> Pay attention to your pronunciation and intonation (speak clearly and loud enough, be convincing!)
Flash tests
Associate the following nouns with adjectives from the following list.
Adjectives: Lanky / slender / gaunt / rangy / scrawny / gangly / gloomy / bleak / dismal / dreary / murky /
forlorn / desolate / derelict / isolated / uninhabited
Nouns: lobby, apprehension, phantom, specter, aisle
Activité p. 131 :
Documents textes : c’est ici le vocabulaire utilisé qui peut poser problème, ainsi que l’implicite. Les élèves
peuvent être amenés à repérer l’ironie et l’exagération utilisées par Jane Austen. On pourra ainsi leur donner
le temps de faire des recherches sur l’œuvre afin qu’ils en comprennent le sens.
5 Fear factors
Productions possibles :
Path A
1-A In the video, the directors are evoking the state horror movies and tv shows have been in for the past
few years, and how they built their own show in order to steer away from that state. On the poster, we can see
a woman whose face is half covered with scary mansion. It might be related to what they say about our lives
being full of ghosts, and the importance of our past. Here, the house represents the woman’s past.
2-A He talks about how he uses the camera to show some things and hide others, in order to make people
scared about elements of mystery. The main technique used is framing, but creating a safe space and forcing
viewers to look at uncomfortable things are also mentioned.
3-A The video made me feel a bit uneasy because it becomes clear that we are manipulated by the director,
and that he uses our fears to do so. The fact that he mentions “red meat” is both scary and interesting since it
shows that viewers are ravenous for elements that will make them feel uncomfortable.
Path A
1-B The video is a promotional interview for a Netflix show called The Haunting of Hill House. The director
aims at showing a glimpse of the ropes of the series, in order to make the viewers want to see more (“there is
a lot of red meat for horror fans”). He intends to make them feel more comfortable too, as they will be more
aware of the tricks he’s been using while in development.
2-B The directors used regrets, memories, shame, grief and guilt in order to captivate viewers. In short, he
wants them to feel long lasting emotions, as opposed to just being startled, which had become a trademark
for horror shows.
3-B The video made me feel a bit uneasy because it becomes clear that we are manipulated by the director,
and that he uses our fears to do so. The fact that he mentions “red meat” is both scary and interesting since it
shows that viewers are ravenous for elements that will make them feel uncomfortable. It also made me curious
about watching the show, because I wanted to see if he was going to be successful in his endeavours.
Grammar in progress
Cet encadré est associé à l’exercice 4 p. 132 et davantage d’explications sont disponibles dans le Précis
grammatical p. 268.
6 Words of mystery
> La classe sera divisée en 3 groupes, chacun en charge d’étudier un des textes (en classe ou à la maison).
Ils pourront répondre ensemble aux questions 1 à 3 dans un premier temps. Avant de se regrouper avec des
élèves ayant travaillé sur des textes différents, mettre en commun puis répondre aux dernières questions.
Productions possibles:
1 Text A In this extract, a woman is in her room, and there is a storm outside. She is exploring the room,
and settling in, just about to go to bed. She seems to be very aware of her surroundings, and her thoughts
show that she is a little anxious.
Text B A woman is inspecting a piece of furniture. She soon realises that it is locked, but she does have a
key so she tries to open it. As she does, she realises that she cannot do so, and becomes alarmed by this
fact.
In both extract, the text feels bulky and the sentences are accumulations of elements and feelings (with lots of
commas), so as to make us discover the room and the cabinet as the main character does.
2 The main character is in turns: bold, anxious, courageous, curious ( Text A ) ; interested, startled, cautious,
alarmed, stunned, dissatisfied ( Text B )
3 The scene feels more mysterious thanks to the storm outside the house, the layout of the room with the
many curtains which seem to hide mysterious things, the anxious character of the woman, the fire dying away
( Text A ), the locked cabinet, the candle lit room, her tremulous hand, the wind roaring down the chimney (
Text B ).
4 In my opinion, excerpt B is more mysterious, since it is reminiscing of Edgar Poe’s short story where the
room was also locked. It gives a stifling feeling of mystery, and the truth is locked away from us. The elements
all seem to be gathering against her, as she is left dumbfounded in front of the cabinet.
5 These extracts have all the elements of a gothic story : the bad weather, the anxious female character, the
old, dreary house, and mystery in the form of the cabinet.
Horror has been changing. It got to a point where the genre was content just to startle people. Now we’re
seeing audiences are much more sophisticated. In our show, I wanted to go back to when horror was actually
about something more profound than just being afraid. One of the things that I believe is that our lives are full
of ghosts, I think they take a lot of forms and they can be regrets and memories and shame and grief and guilt
and all sorts of things. For an audience, it’s about forcing them to look at things that are uncomfortable and
the safe space that the genre creates.
//
The way you move the camera and what you show and what you don’t show is the fundamental notion that
what you don’t see is scarier than what you do. Mike envisioned that from day one. He did this by framing
carefully, by planning what camera moves show us what when… he has a lot of red meat in this for horror
fans.
Vocabulaire supplémentaire
bold, courageous, adventurous, audacious, daring, fearless, resolute, adj
curious, interested, inquisitive, adj
cautious, circumspect, leery, prudent, tentative, vigilant, wary, watchful, adj
dissatisfied, annoyed, begrudging, disappointed, adj
anguish, bereavement, despair, discomfort, gloom, heartache, misery, affliction, desolation, noun
disgrace, culpability, regret, remorse, responsibility, irritation, humiliation, stigma, noun
agitate, alarm, astonish, astound, awe, shock, stagger, shake up, stun, verb
a. In turns, imagine characters that are completely opposite, using the adjectives from the list
above.
b. Memory game: write each word onto card then divide them in categories, then lay them all out in front of
you. You must remember them, then turn the cards around and find out the words that go in the same
categories.
Niveau 1 (A1) Niveau 2 (A2) Niveau 3 (B1) Niveau 4 (B1 + B2) Vers B2+
Fluidité Débit haché. De Débit lent, Débit correct. Bonne fluidité, Langue fluide.
nombreuses quelques Des pauses intonation claire et
pauses hésitations respiratoires naturelle. Jeu d’acteur
0,5 point convaincant.
Flash tests
On pourra imaginer que ces exercices soient proposés comme travail supplémentaire, en remédiation pour
des élèves qui auront connu des difficultés dans les doubles pages précédentes, afin de consolider leurs
acquis.
Si un point particulier a été développé lors de l’étude des doubles pages, certains de ces exercices pourront
être proposés en auto et inter évaluation entre les élèves, sur temps de cours.
Enfin, on pourra proposer quelques-uns de ces exercices lors de la préparation de la tâche finale, afin de
s’assurer que les élèves maîtrisent les notions clefs de la séquence, et puissent les utiliser.
Grammar in progress : Le premier point grammatical porte sur les verbes à particules qui pourront servir
pour toutes les tâches intermédiaires et finales. Les autres points abordés sont les adverbes et la concordance
des temps qui seront aussi très utiles aux élèves dans la réalisation des tâches.
Vocabulary in progress : Cette activité permettra de renforcer les acquis des élèves à la fin de la séquence.
C’est une étape nécessaire, voire indispensable avant de se lancer dans la réalisation de l’un des 3 projets
proposés en p. 134-135.
La rubrique “Let’s practice subtitling” consiste à écrire les sous-titres d’une bande-annonce. C’est une
activité qui sera très utile à tous les projets finaux puisque les élèves pourront comprendre les méthodes
utilisées pour transmettre par la fiction des sentiments comme la peur ou l’angoisse typique du gothique.
Le “Collaborative learning” est un défi à réaliser en groupes pour revoir de manière assez ludique le
vocabulaire essentiel de toute l’unité.
4 He burnt the wood he had cut with his brother the year before.
She had already read the book but she bought it anyway.
6
1. Mansion
2. Sharp
3. Vampire
4. Gruesome
5. Downpour
6. Graveyard
7. Ghoul
8. Howl
9. Zombie
10. Guilt
8 Whisper, growl, shout, howl, shriek: it’s probably too late by the time your hear the last one
Cell, morgue, coffin, grave, cemetery: by order of appearance when your life goes down the drain
Corpse, flesh, skeleton, bone: by order of disappearance when you’re in the coffin
11 Vidéos de la double-page
Titre de la vidéo : The Haunting of Hill House Trailer
Lien de la vidéo : LLS.fr/A1P133
Timing : 00’00 à 02’35
Corrigé de l’option 1
Stop motion once again brings us a delightful piece of gothic and poetry with The Maker, a short animated film
by Christopher and Christine Kezelos, of Zealous Collective. This award winning retelling of Mary Shelley’s
Frankenstein recounts the story of a strange creature on a race with time to achieve a beautiful creation.
Other than the obvious reference to Shelley’s masterpiece, the short film takes his roots in the gothic genre:
the baroque music, the strange yet charming creature, the sense of magic and emotion, and the dark room in
which the main character evolves all come together in a Burtonesque setting.
The Maker does not need spoken words and dialogue to move us viewers : it does so with the depth of the
main character’s eyes, his agitation and anxiety as he reaches his deadline, and the sensational violin that
sweeps us away into a final waltz, as we find ourselves cheering for his success… only to be befuddled once
again with the ending twist. I would heartily recommend this short film, as well as its sequel that was released
some time later: if you enjoy being unexpectedly moved by strangeness, go pay this rabbit like creature a visit!
Nb of words: 199
Niveau 1 (A1) Niveau 2 (A2) Niveau 3 (B1) Niveau 4 (B1 + B2) Vers B2+
Réalisation de Contenu très Article court, Article assez long, Article complet et Utilise
la tâche pauvre, hors- quelques présence d’éléments argumenté. l’humour,
sujet ou plagiat. caractéristiques du gothiques, l’implicite.
gothique. justifications. Structures
1 point complexes.
2 points 3 points 4 points
Compréhension Relevé de mots Comprend le Relève les principaux Comprend l’implicite. … points
orale isolés. message essentiel. éléments du
discours.
0,5 point 1 point 1,5 points 2 points
Cohérence / Pas ou peu Des efforts Bonne utilisation des Discours structuré
organisation d’organisation d’organisation, mots de liaison, des en paragraphes, des
du discours. quelques mots de paragraphes idées hiérarchisées.
liaison, pas ou peu de distincts.
paragraphes.
0,5 point 1 point 1,5 points 2 points
Recevabilité Langue très Des phrases simples Syntaxe correcte. Peu d’erreurs, Expressions
linguistique simple, des mais correctes, des Réutilisation du vocabulaire riche. idiomatiques,
calques du erreurs élémentaires. vocabulaire et des structures
français. structures de l’unité. complexes.
1 point 2 points 3 points 4 points
… points
Contenus Pas ou peu de Quelques références Exploitation Des références à
culturels contenu à ce qui a été vu dans cohérente des l’unité et à des
culturel. l’unité. contenus culturels de connaissances
l’unité. personnelles.
0,5 point 1 point 2 points 3 points
On attendra tout de même une présentation de la genèse du film et du réalisateur, l’histoire et l’appartenance
du film au genre gothique avec une description des éléments présents dans le film, une opinion personnelle
et une recommandation.
Niveau 1 (A1) Niveau 2 (A2) Niveau 3 (B1) Niveau 4 (B1 + B2) Vers B2+
Cohérence / Pas ou peu Des efforts Bonne utilisation des Discours structuré en
organisation d’organisation d’organisation, mots de liaison, des paragraphes, … points
du discours. quelques mots de paragraphes hiérarchisation des
liaison distincts. idées
0,5 point 1 point 1,5 points 2 points
Libre.
Niveau 1 (A1) Niveau 2 (A2) Niveau 3 (B1) Niveau 4 (B1+/B2-) Vers B2+
Apport Pas de vidéo Vidéo courte qui Vidéo qui Vidéo complète La production est
Numérique rend compte de présente le (montage, effets claire, et
certains gothique et inclut sonores…) s’approche des
éléments du des techniques modèles étudiés.
gothique cinématographiqu
es. … points
0 point 1 point 2 points 3 points
Recevabilité Langue très Des phrases Syntaxe correcte. Peu d’erreurs, bon Expressions
linguistique simple, beaucoup simples mais Réutilisation du réemploi des idiomatiques.
de calques du correctes. Des vocabulaire et des structures de l’unité.
français. erreurs structures de
1 point élémentaires. l’unité. … points
2 points 3 points 4 points
2 1. Jane and Rochester go back to the castle in Thornfield and spend the night together.
2. In the morning, Miss Ingram storms into the castle, having realised Rochester had been lying to her about
his fortune.
3. Rochester and Miss Ingram have an argument while Jane watches everything from the first floor.
4. Jane decides to run away, as she no longer believes Rochester is an honest man.
Réalisation de Contenu très Article court, Article d’une longueur Article complet et Utilise
la tâche pauvre, hors- quelques correcte. Justifie la argumenté. l’humour,
sujet ou plagiat. caractéristiques du présence éléments Justifie de manière l’implicite.
gothique. gothiques, explique pertinente sa Structures
ses préférences. préférence. complexes.
1 point 3 points
2 points 4 points
… points
Cohérence / Pas ou peu Des efforts Bonne utilisation des Discours structuré
organisation d’organisation d’organisation, mots de liaison, des en paragraphes, des
du discours. quelques mots de paragraphes idées hiérarchisées.
liaison, pas ou peu de distincts.
paragraphes.
0,5 point 1 point 2 points 3 points
Recevabilité Langue très Des phrases simples Syntaxe correcte. Peu d’erreurs, Expressions
linguistique simple, des mais correctes, des Réutilisation du vocabulaire riche. idiomatiques,
calques du erreurs élémentaires. vocabulaire et des structures
français. structures de l’unité. complexes.
1 point 2 points 3 points 4 points
… points
Contenus Pas ou peu de Quelques références Exploitation Des références à
culturels contenu à ce qui a été vu dans cohérente des l’unité et à des
culturel. l’unité. contenus culturels de connaissances
l’unité. personnelles.
0,5 point 1 point 2 points 3 points
WB p. 61
1 Libre.
Recording:
Face → a pale face, an angry face, a horrible face
Personality → crazy, mean, ruthless
Clothes / body → dark clothes, a monstrous body, ripped clothes
2 LLS.fr/A1P124
1) The people interviewed are people who signed up for the event. They are random people.
2) They are fascinated by his work.
3) They have to imagine what they would look like as a Tim Burton character.
3 Libre.
Piste de production possible : Random people meet an illustrator who is inspired by Tim Burton. Together
they create spooky characters — mostly villains — which represent the specificities of their personalities and
physical features.
WB p. 61
2 A gothic story
WB p. 62
Character 1: victim
Character 3: murderer
3 “cries of terror” ; “the cries had stopped” ; “a bloody sickening scene” ; “a scene of horror” ; “blood
everywhere” ; “a sharp knife” ; “pulled from a human head” ; “the dead body of the daughter”
4 Production possible :
Today, on July 7, 1840, in Paris, Mrs L'Espanaye and her daughter were found dead or missing at the
hands of a strong and violent individual, in a horrid scene. The police are investigating.
5 Fears factors
WB p. 63
1 a. The title tells us that this TV series could revolve around a house which has ghosts that come to
trouble its inhabitants.
Gothic elements = "Haunting" (likely presence of ghosts) and mysterious house
c. The picture is divided into two parts. In the bottom half, we can see the mouth of a woman. In the top half,
we can see Hill House. The woman's eyes are representing by the windows of the house. The general
atmosphere is dark, gloomy and cloudy.
Gothic elements = woman with pale skin, stormy weather, a scary mansion, dark atmosphere, terrified
characters
2 LLS.fr/A1P130
a. Cinema vocabulary: “the way you move the camera” ; “framing carefully” ; “planning what camera moves
Document sous licence libre Creative Commons 30
show us what when”
Gothic elements: “memories “ ; “shame” ; “grief” ; “horror” ; “ghosts”
Scary elements: “startle” ; “being afraid” ; “look at things that are uncomfortable” ; what you don’t see is
scarier than what you do”
b. Horror has been changing. It got to a point where the genre was content just to startle people. Now we’re
seeing audiences are much more sophisticated. In our show, I wanted to go back to when horror was
actually about something more profound than just being afraid.
3 1) False
2) False
3) True
4 Libre.
6 Words of mystery
WB p. 64
Text A
3 “the window curtains seemed in motion” ; “she were the last person up in the house” ; “had never caught
her notice before”
Text B
1
closely = with a careful attention
absolutely = with great power and intensity
till = as before, even now
mysteriously = in a deliberately enigmatic manner
strangely = in an unusual or surprising way
very = in an important, extreme way
3 “so very odd” ; “it resisted her utmost strength” ; “how strangely mysterious!”
4 Libre.
2 Practice!
1) The young man cried out when he saw the corpse.
2) As soon as I saw the mansion, I felt like I needed to walk away from here.
3) She tried to reach the phone but the line was cut off.
3 Gloomy mansion
Dark forest
Foggy atmosphere
Woman in distress
Stormy weather
Full moon
Ominous crow
4 1) Brooding = /ˈbruːdɪŋ/
2) Moon = /muːn/
3) Soothing = /ˈsuːðɪŋ/
4) Shook = /ʃʊk/
5) Spooky = /ˈspuːki/
6) Cook = /kʊk/