Public cible Cycle 4 / Écouter : A2 ; Parler (EOC), Écrire : A1 à B1 Séquence 10
Making music at the library
Une bibliothèque à Dublin permet aux adolescents d’emprunter des instruments de musique. En lien avec l’association Girls Rock Dublin, la bibliothèque rend les instruments et la musique accessibles à tous.
Transcript
Aisling Moloney, presenter: A Dublin library is proving to be a big hit with teenagers by allowing them to borrow musical instruments. All they need to access the gear library, as it’s called, is their regular library card.
Sinéad Brennan, reporter: Laura, Eva, Michelle and Jessica are going to the library but they’re not here for books. Beneath the bookshelves of Pier Street Library is a multitude of musical instruments which teenagers can borrow.
Eva Dolan, student: You know so many people are interested in learning to play instruments but I suppose they can be expensive and it’s a big commitment but you know with the gear library, you can just try different things out and see how it works, you know.
I didn’t play bass beforehand so I borrowed a bass and I just discovered I really liked it.
Sinéad Brennan: The gear library is a collaboration between a non-profit group, Girls Rock Dublin, and Dublin city libraries.
Gillian Colton, chief librarian: It’s a good way of reducing that barrier, the economic barrier and opening it up to everyone no matter where they’re from or what their background is.
Sally Ó Dúnlaing, Girls Rock Dublin: When you break down that barrier, you know, that’s when you can help people who do have that talent, who do have that desire to do that and then all they need are the tools to do it. We’re just providing the tools.
Sinéad Brennan: Thanks to the gear library, the girls have been able to form a band. It’s called 17-C, after the bus route in between their homes.
Eva Dolan: It’s interesting to disrupt the peace and tranquility of the library but it’s great.
Sinéad Brennan: Of course, if 17-C get really good, you’ll need a ticket, not a library card, to see them play.
Objectifs et démarche pédagogique
Liens avec les programmes
Cycle 4 Langages Art et société
Objectifs culturels
La musique
Les barrières économiques
Objectifs linguistiques
Lexique
hLes bibliothèques : library, borrow, gear library, library card, books, bookshelves, libraries.
hLa musique : musical instruments, play instruments, bass, talent, band, ticket.
Contenu grammatical hLe présent simple
hLes pronoms relatifs : which, where, when, who.
hLe présent en BE + V-ing
Démarche possible
I. GET READY TO WATCH THE VIDEO
1. : Apport lexical.
2. : Description et analyse de l’image figée et émission d’hypothèses sur le thème et les contenus de la vidéo.
CECRL
Peut produire des expressions simples, isolées, sur les gens et les choses. – Parler en continu, A1 Peut décrire les gens, lieux et choses en termes simples. – Parler en continu, A2
Peut présenter son point de vue en termes simples. – Parler en continu, A2
Peut donner brièvement raisons et explications relatives à des opinions. – Parler en continu, B1 II. BUILD UP YOUR KNOWLEDGE
1. à 9. : Vérification des hypothèses et compréhension des informations manquantes par une construction de sens à partir des mots compris et du contexte.
Peut suivre les rubriques du journal télévisé ou de documentaires télévisés présentés assez lentement et clairement en langue standard, même si tous les détails ne sont pas compris. – Écouter, A2
10. : Restitution en français ou en anglais des idées principales du reportage. Cette activité pourra s’inscrire dans une démarche actionnelle (exemples : élaboration d’une synthèse des documents étudiés en classe, rédaction d’un article pour le journal ou site de l’école, utilisation des informations relevées dans un projet interdisciplinaire…). Elle présente le double intérêt de vérifier si les élèves ont bien compris les idées principales du document et elle initie les élèves (notamment en 3e) à élaborer une synthèse dans l’optique de l’épreuve de compréhension de l’oral qui aura lieu en première.
III. CREATE
Proposition de tâches finales qui s’appuient sur les contenus informationnels/culturels et langagiers de la vidéo.
Crée un sondage pour savoir si tes camarades de classe savent jouer des instruments de musique et sinon, pourquoi ? Est-ce que la possibilité d’emprunter un instrument à la bibliothèque les encouragerait à apprendre la musique ?
De quel instrument aimerais-tu savoir jouer ? Pourquoi ?
Élabore une affiche pour encourager tes camarades de classe à emprunter des instruments de musique de la bibliothèque.
Peut écrire des expressions et des phrases simples isolées. – Écrire, A1
Peut écrire une série d’expressions et de phrases simples reliées par des connecteurs simples tels que « et »,
« mais » et « parce que ». – Écrire, A2
Peut écrire un énoncé simple et bref sur des sujets familiers ou déjà connus. – Écrire, B1
Peut produire des expressions simples, isolées, sur les gens et les choses. – Parler en continu, A1 Peut décrire les gens, lieux et choses en termes simples. – Parler en continu, A2
Peut présenter son point de vue en termes simples. – Parler en continu, A2
Peut donner brièvement raisons et explications relatives à des opinions. – Parler en continu, B1
Compléments
Sites internet
hhttps://www.girlsrockdublin.com/
hhttps://www.youtube.com/watch?v=PeLoyrDqL_A : The World’s Most Magnificient Libraries.
Overseas Impressions
hPlaying the piano – B1 : https://www.reseau-canope.fr/notice/playing-the-piano-niveau-b1.html
Corrigés des activités
I. GET READY TO WATCH THE VIDEO 1. Develop your vocabulary!
a) What different things can you borrow from a library?
books, movies/DVDs, CDs
b) Identify these different musical instruments. Write the name under each picture.
bass – trumpet – cello – flute – clarinet – French horn
trumpet clarinet bass French horn cello flute
II. BUILD UP KNOWLEDGE
1. Listen to the presenter, Aisling Moloney, and get some general information about the report.
Where? city: Dublin establishment: library
Who? teenagers
What do you need to borrow something from the library? a library card 2. Now, listen to the reporter and tick the names she mentions.
Laurie Eva Mindy Julia
Laura Ella Mitchell Jessica
Lily Emma Michelle Jewels 3. Listen and complete the sentences.
a) The students are not in the library for books.
b) They can borrow musical instruments from this library.
4. Find out what people want to learn to do but sometimes can’t.
Activity people want to learn play instruments
Why can’t some people do this activity? It’s expensive and a big commitment.
costs a lot of money = expensive
5. What did Eva discover thanks to the library?
She discovered the bass (guitar).
6. What two groups collaborate to make the gear library possible?
Dublin libraries and an association, Girls Rock Dublin
7. According to Gillian Colton, what kind of barrier is the library reducing?
the economic barrier 8. Listen to Sally Ó Dúnlaing.
a) According to her, reducing this barrier helps people who have: (Tick the answers.)
determination desire talent too many things to do b) What do these people need? (Tick the answer.)
time tips tools
9. Listen to the end of the report and answer the questions.
a) What did the girls form?
They formed a band.
b) What is its name?
17-C
c) Why did they give it that name?
It is called 17-C after the bus route between their houses.
d) What will you need to see them if they get really good?
Fic he d’activités
Making music at the library
Nom : Classe : Date :
Séquence 10
I. GET READY TO WATCH THE VIDEO 1. Develop your vocabulary!
a) What different things can you borrow from a library?
b) Identify these different musical instruments. Write the name under each picture.
bass – trumpet – cello – flute – clarinet – French horn
2. Look at the freeze-frame. What can you say about it? Where is this? Who and what do you see? What do you think the people are doing?
II. BUILD UP KNOWLEDGE
1. Listen to the presenter, Aisling Moloney, and get some general information about the report.
Where? city:
establishment:
Who?
What do you need to borrow something from the library?
2. Now, listen to the reporter and tick the names she mentions.
Laurie Eva Mindy Julia
Laura Ella Mitchell Jessica
Lily Emma Michelle Jewels 3. Listen and complete the sentences.
a) The students are not in the library for .
b) They can borrow from this library.
4. Find out what people want to learn to do but sometimes can’t.
Activity people want to learn
Why can’t some people do this activity? It’s and a big .
costs a lot of money =
Fic he d’activités
Nom : Classe : Date :
Making music at the library
Séquence 10
5. What did Eva discover thanks to the library?
6. What two groups collaborate to make the gear library possible?
7. According to Gillian Colton, what kind of barrier is the library reducing?
8. Listen to Sally Ó Dúnlaing.
a) According to her, reducing this barrier helps people who have: (Tick the answers.)
determination desire talent too many things to do b) What do these people need? (Tick the answer.)
time tips tools 9. Listen to the end of the report and answer the questions.
a) What did the girls form?
b) What is its name?
c) Why did they give it that name?
d) What will you need to see them if they get really good?
10. Recap in English or in French all the information you have learnt thanks to the video and your findings.
III. CREATE
Create a survey to know if your classmates know how to play a musical instrument. If not, why?
Would being able to borrow a musical instrument from the library make them want to learn music?
What instrument would you like to learn to play? Why?
Make a poster to encourage your classmates to borrow musical instruments from the gear library.
