UNIT 1

To what extent is bullying a

threat for personal
development and life itself?

Period: September-October 2023

Form: 12th Grade

Teacher: Mr. LARCHER

1
Final Task:
¨ Teamwork:

For the international day against violence and bullying at school (28th of
February), you and your team record a video spot against one specific type of
bullying.

A l’occasion de la journée internationale de lutte contre la violence et le harcèlement scolaire,

toi et ton équipe réalisez une vidéo préventive sur un type de harcèlement spécifique.

¨ Individual assessment:

For the international day against violence and bullying at school (28th of
February), you present a specific type of bullying and give a few pieces of advice
to protect students from being bullied. An organized presentation with a
Powerpoint is required.

A l’occasion de la journée internationale de lutte contre la violence et le harcèlement scolaire,

tu présentes un type de harcèlement spécifique en donnant quelques conseils dans l’objectif de
protéger les élèves du harcèlement. Une présentation organisée à partir d’un diaporama est de
rigueur.

GOALS:
S’impliquer dans la lutte contre le harcèlement scolaire
Parler d’une action habituelle ou d’une vérité générale en utilisant le
présent simple
Repérer, comprendre et réinvestir le lexique du harcèlement
Travailler en groupe autour d’un projet
Réaliser une présentation orale à partir d’un diaporama

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LESSON 1: WHAT KIND ARE YOU?

Act.1 : LET THEM KNOW ABOUT BULLYING.

Scan the QR Code and watch the video. Then, answer the questions below:

§ How many types of people are described?

- Type 1:
- Type 2:
- Type 3:
- Type 4:

§ Analyse the first definition and complete the others:

o The welcoming kind is the one who smiles to anyone.

o The inclusive kind is the one who _________________________________.

o The friendly kind_________________________________________________.

o The respectful kind_______________________________________________.

HELP: To integrate: intégrer ; To talk to someone : parler à quelqu’un ;

everybody/everyone : tout le monde ;
to help someone to do something : aider quelqu’un à faire quelque chose

§ Read the following definition:

Bullying is defined as a behaviour that is repeated, intended to hurt someone either

physically or emotionally, often aimed at certain groups, for example because of
race, religion, gender or sexual orientation.

Now, find the French equivalent for Bullying: _________________

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 § Let’s take a look at this sentence: “Everyone deserves kindness”

Quel est le verbe de cette phrase ? A quel temps est-il conjugué ?

__________________________________________________________________

Par quel pronom personnel sujet peut-on remplacer « Everyone » ?

__________________________________________________________________

Maintenant, complète la phrase suivante :

Au présent simple, on ajoute un ___ à la ______ personne du _________.

Explic
atio
p.18 e ns
Entra t
ineme
p. 20 nt

§ Now, let’s see if you can put things into perspective:

o What type of video is it?

__________________________________________________________________

o Where does it come from?

__________________________________________________________________

o What is its purpose? What does it aim at?

__________________________________________________________________

REMEMBER:

The document under scrutiny is a _______________________________ from

________________________. It aims
at_______________________________________________________________.

HELP: To prevent someone from doing something: empêcher quelqu’un de

faire quelque chose

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ACT.3 WITNESS A BULLYING SITUATION

Before doing this activity, take a look at page 18 tools n°3

Analyse the following document:

Using the WORDBOX, describe the photograph and say what is going on:

The document under scrutiny is a _______________. WORDBOX

Verbs
In the foreground, we can see
___________________________________________________________________________
§ Laugh at sb/make fun of
___________________________________________________________________________
sb: se moquer de
___________________________________________________________________________
quelqu’un
___________________________________________________________________________
§ Record: enregistrer une
___________________________________________________________________________
vidéo
___________________________________________________________________________
§ Encourage: encourager
________________________________________________________________________
In the background, we can see Nouns
___________________________________________________________________________
§ A locker: un casier
___________________________________________________________________________
§ A witness : Un témoin
___________________________________________________________________________
___________________________________________________________________________
Adjectives
___________________________________________________________________________
This situation is _____________________________________.
§ Mean : méchant(e)
§ Intimidated : intimidé(e)
5 § Heartless : impitoyable(e)
ACT. 3 LET’S GO A STEP FURTHER

1) According to you, what is and what is its role?

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

2) Write down a 60-word paragraph in which you describe the kind of person
you are (give at least 2 examples), then say what you will do and what
you won’t do if you witness a bullying situation.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

HELP: “If I witness a bullying situation, I won’t …………………… but I will …………”
“Will” s’utilise de la manière suivante :
- Sujet + will/won’t + Base verbale

HOMEWORK:
- Faire les exercices page 20 sur le présent simple et
apprendre la règle (emploi + valeurs) page 18
- Apprendre le vocabulaire page 4 et page 5.
- S’entraîner à utiliser les expressions « to prevent…. »
page 4 et « to help…. » page 3
- ________________________________________

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LESSON 2: CALLING ME FAT DOES NOT MAKE
YOU LOOK BETTER

Act. 1: Let’s talk together

https://www.sunjournal.com/2023/05/10/fat-shaming-is-bullying/

§ Describe orally the document above. You can use the following words
to help you organize your ideas:
- Type
- Origin
- Objects/people
- Purpose

ESSENTIAL QUESTION: what type of bullying does this document

denounce? (Use the picture page 1)

__________________________________________________________________________

Are you accustomed to this type of bullying? Give other examples:

__________________________________________________________________________

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Act.2 Learning from someone experience

My bullying story and how I overcame it…

§ Say as much as you can about this title

My name is Stephanie, I’m 16 and I have a bullying experience I would like to share
as I would love to inspire and help young people through traumatic times. I was bullied
for 3 years by five boys. In my opinion, bullying is disgusting but it continues to be in
life hoping to destroy people’s lives when in fact it makes them stronger. So, here is
my story…

I was only 12 years old when the bullying first started, however, I did not reach out and
tell someone until I was 13 years old. In Year 7 it was mostly verbal bullying. I was
called ‘fat’ constantly and had jokes made about me. By this time, I thought it was the
worst it could have been, but I was wrong.

I was then physically bullied, the leader of the bullies punched me on my left arm, he
left a bruise and he kicked my leg and left a bruise as he “wanted to” because it was
“a joke”. I kept this to myself as I thought it won’t happen again. My mum had noticed
the bruises but I had claimed that I “walked into a door” and I had “hit my leg on the
table”. I finally found the courage to tell my mum about the bruises. My mum and
grandmother took me down to the school into the LSC (Learning Support Centre). I
then became intimidated, as his friends called me a snake and a grass. The boy was
isolated for one day to see if his behaviour had changed. However, the next day him
and his friends lined up to push me on the floor. I have never felt so embarrassed in
my life. (…)

With the support from my family and Arc Theatre I built up the courage to express my
thoughts on my bullying experience.

Bullies never win when you stand up and say no. I proved that theory right. With the
help of my supportive network of friends and family, I am proud to say I am stronger
than I ever knew I could be!

https://www.jackpetcheyfoundation.org.uk/our-stories/blogs/my-bullying-story-and-how-i-
overcame-it/

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 § Write down a short description of the document (you can use REMEMBER page 4)

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

§ Read the text again and find the English equivalent of these following
words:

Partager : Traumatisant :

Dégueulasse : Cependant :

Donner un coup de poing : Hématome :

Remarquer : Se lever :

Être fier(e) : qui soutient :

§ Answer the following questions:

1) How many types of bullying are discussed in the text? Name them.
___________________________________________________________________________
___________________________________________________________________________

2) Why was Stephanie called a “snake”?

___________________________________________________________________________
___________________________________________________________________________

3) According to Stephanie’s story, can we say that bullying is gradual

(progressif)? Justify your answer.

___________________________________________________________________________
___________________________________________________________________________

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 § Take a look at this sentence:

“In my opinion, bullying is disgusting but it continues to be in life hoping to destroy

people’s lives when in fact it makes them stronger.”

Remember: To express one’s opinion in English, we can use _____________, “I

think that” or “To me”.

La forme comparative p.19

Quel est l’adjectif qui découle du mot « stronger » ? _____________
Quel impacte la terminaison a-t-elle sur l’adjectif ? _________________________

Training: rewrite the sentence using the two other expressions

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

CCF TRAINING

A partir du texte, complète les informations du tableau :

TYPE DE DOCUMENT

PERSONNAGE(S)

INFORMATIONS SIGNIFICATIVES

ORIGINE

INFORMATIONS IMPLICITES

L’INTERET DU DOCUMENT

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Maintenant, rédige en français le compte rendu du texte en respectant les
indications :

Présentation du document :

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Résumé de l’histoire (personnages + informations significatives) :

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

Présentation du ou des messages implicites :

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Intérêt du document et son impact sur le lecteur :

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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HOMEWORK:
- A partir de la vidéo (scanner le QR code à gauche),
faire une liste des choses à faire en cas de
harcèlement scolaire (en anglais)
- Apprendre le vocabulaire extrait du texte
- Apprendre l’expression de l’opinion personnel
- ________________________________________________
- ________________________________________________

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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LESSON 3: Do something to change people’s life
instead of making fun of them

Bullied boy in Memphis gets help from classmates – FOX54 News

The audio is available on WILAPA – documents partagés

Listen to the document and answer the questions below:

§ Write down a short description of the document

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

§ Identify the people who speak:

- 1st character: § Antoine

- 2nd character: § The anchor-man
- 3rd character: § Michael
- 4th character: § Alexia Lorensa
§ Chrisotpher
- 5th character:

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 § Listen to the document one more time and find the stress on the
following words:

Warming, student, Freshman, bullied, reports, life, period

Quel est le point commun entre ces mots sur le plan phonétique ?

___________________________________________________________________________

§ Circle the right answers:

1) The story takes place:

- In Missipi
- Out of Memphis
- In the United-Kingdom

2) Michael was bullied:

- Over the way he would speak
- Over his taste
- Over his clothes

3) Christopher is a:
- Tennis player
- Basketball player
- Football player

4) What did Christopher give to Michael?

- Few clothes
- Old books
- Video games

5) Michael was making fun of for:

- Three weeks
- Thirteen months
- Three days

6) Who is Antoine?
- A bully
- Christopher’s friend
- A teacher of the school

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 7) What was the colour of the shoes Antoine gave Michael?
- Yellow
- Green
- Blue

8) How did Foxnews know about Michael’s experience?

- Students recorded a video of Christoper and Antoine giving clothes to
Michael
- Michael published his story on Facebook
- Antoine works for FoxNews
9) What was Christopher and Antoine intention?
- They wanted to have a new friend
- They wanted to become famous
- They just wanted to put a stop to bullying

Let’s go a step further

Is it easier to help someone who is being bullied than running away?

Write down a 100-word paragraph to answer this question. Do not forget to use
as many examples as you can to support your ideas.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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CCF TRAINING

A partir du document audio, complète les informations du tableau :

TYPE DE DOCUMENT

PERSONNAGE(S)

INFORMATIONS SIGNIFICATIVES

ORIGINE

INFORMATIONS IMPLICITES

L’INTERET DU DOCUMENT

Maintenant, rédige en français le compte rendu du document en respectant les

indications :

Présentation du document :

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Résumé de l’histoire (personnages + informations significatives) :

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
__________________________________________________________________________

Présentation du ou des messages implicites :

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Intérêt du document et son impact sur le spectateur :

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

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 TOOLS
N°1 Le présent simple

+++ : Le présent simple exprime aussi une action ponctuelle ou une vérité
générale !

N°2 Les pronoms relatifs

N°3 Le present Be + ing

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N°4 La forme comparative

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 Training

o Le present simple

Exercice 1

Complétez les phrases au présent simple:

1.Sarah (work) ________ in a hospital.

2.She (be) ________ a doctor.
3.John (teach) ________ English in a new school.
4.His students (come) ________ from all over the world.
5.Paul usually (go) ________ to work by car.
6.On the train Tom (have) ________ time to work on his laptop.

Exercice 2

Complétez les phrases au présent simple à la forme négative:

1.The children (be/not) ________ tired.

2.Tina (have/not) ________ any brothers or sisters. 3.I (drink/not) ________ alcohol.
4.She (like/not) ________ snails.
5.I (be/not) ________ from Spain.

Exercice 3

Complétez les phrases au présent simple à la forme interrogative:

1.(have/you/a car) _______________ ? 2.(speak/they/French) _______________ ?

3.(be/I/wrong) _______________ ? 4.(play/he/soccer) _______________ ? 5.(be/you/on
vacation) _______________ ?

o Les pronoms relatifs

Complète les phrases avec le pronom relatif qui convient.

1. My parents chose the hotel__________ seemed to be the nicest.

2. An architect is someone ___________ designs buildings.

3. My mother spoke to the man________ was standing next to her.

4. Please, don't take the books __________ are in my bedroom.

5. It is a pension ________ is very high.

6. Their son, ___________ is good at maths, wants to be an engineer.

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7. Being a teacher is a job ___________ demands a lot of patience!

8. What was the name of the horse _____________ won the race ?

9. This is the teacher __________ punished me last Thursday.

10. That man is a journalist _______ works for The Daily Mail.

o Le present be+ing

Exercice 1 : COMPLETE LES ESPACES VIDES PAR « am », « is » ou « are ».

a) Paul, what ___________you doing ? →I ________ painting the garage door.

b) What __________ the children doing ? →They ___________ playing with the dog in the garden.
c) What ____________ your sister doing ?→She __________ watching* TV. (*watch = regarder)
d) What ______________ dad doing ?→He _________ eating a sandwich in the kitchen*. (*kitchen
cuisine) e) What ___________ you doing ?→We ______________ doing our* homework. (*our =
nos)

Exercice 2 : OBSERVE CES IMAGES ET REDIGE DES PHRASES POUR DIRE CE QU’ILS SONT EN TRAIN
DE FAIRE

1. 1) _____________________________________________________________
2. 2) _____________________________________________________________
3. 3) _____________________________________________________________
4. 4) _____________________________________________________________
5. 5) _____________________________________________________________

Exercice 3 : METS CES PHRASES A LA FORME NEGATIVE.

a. They’re visiting the Tower of

London.→___________________________________________________________
b. We are eating a sandwich in
London.→____________________________________________________________
c. I’m watching the squirrels* (*=les
écureuils).→________________________________________________________ d. Tim and Anissa
are walking near the Shard. (*=marcher)→______________________________________________

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 o La forme comparative

Mettre l’adjectif entre parenthèse a la forme qui convient:

1.How is your mother now? Is she any ________? (Good) 2.August is ________than July in
France. (Hot)
3.She is ________than her friend. (Pretty)
4.Sam is the ________boy in the class. (Smart)

5.Your cat is big, but mine is ________(Big)

6.What is the ________country in the world? (Large) 7.Tom is the ________ friend I have.
(Good)
8.Her painting is , but yours is ________ (Bad)
9.There is no animal ________ than the lion. (dangerous) 10.Kenny is the ________ of the
two. (Tall)
11.A car is ________ than any other vehicules. (Useful) 12.Who is the ________ guitarist?
(Great)
13.A knife is the ________ of all tools. (Useful) 14.Helium is ________ than air. (Light)

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 My word box

Nouns

- a bully/bullies : un harceleur/Harceleurs
- a bullied : un harcelé
- bullying : le harcèlement
- a rumor : une rumeur
- a witness : un témoin
- behavior : le comportement
- teasing : moqueries
- Gossips : ragots, commérages
- The aim : l’objectif
- Weakness : faiblesse

Adjectives

- unwanted : indésirable
- former: ancien-ne
- optimistic : optimiste
- pessimistic : pessimiste
- shy : timide
- weak : faible
-

Verbes

- to be aggressive towards sb : agresser

- to bully : Harceler
- to slander : Calomnier
- to discourage, to dishearten : Décourager
- to demoralise : Démoraliser
- to devalue : Dévaloriser
- to discredit , to bring into disrepute : Discrediter
- to humiliate : Humilier
- to shout abuse at sb : Insulter, injurier
- to despise : Mépriser
- to belittle : Rabaisser
- to reject : Rejeter
- to avoid : Eviter

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 - to deserve : Mériter
- to stomp : Ecraser, Piétiner
- to have a weakness for something : avoir un faible
pour quelque chose
- to behave : se comporter
- to misbehave : mal se conduire
- to have a good/bad reputation : avoir une
bonne/mauvaise reputation
- to act on impule : céder à une impultion

Expressions

- to drag someone through the mire/mud : Trainer quelqu’un

dans la boue
- to treat someone like dirt : Traiter quelqu’un plus bas que
terre
- to put sb out to pasture : Mettre quelqu’un au placard
- to hit rock bottom : Toucher le fond
- to make a fool of oneself : Se ridiculiser
- to fly of the handle : Péter un cable
- to blow a fuse : Peter un plomb

Useful words/expressions

- As surprising as it may seem : Aussi surprenant que cela

puisse paraître
- First of all : En premier lieu
- Besides : D’ailleurs
- However : Cependant
- Morevover : De plus
- Indeed : En effet
- Even though : Même si
- It seems to me that : Il me semble que
- Among : parmi
- According to : Selon

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My own words
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Information about the final tasks

Teamwork

Before producing the video spot, your team must send a detailed
script to Mr. LARCHER. Moreover, the spot must be recorded inside
the high school.

Individual assessment

You can send your presentation to Mr. LARCHER via WILAPA if you
want to be corrected before the oral exam. In addition, you must
answer the general problematic (front cover “to what extent…”).

Break a leg!
Bonne chance

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