Gothic Fiction
&
The Art of Story Telling
Séquence 3ème-4ème
@SelmiTransylEVIANia productions
Niveau CECRL visé : A2+ B1
Rafika SELMI CLG les Rives du Léman, Evian
http://www.gilmant.fr/wordpress/?category_name=miss-selmo
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Les objectifs:
Linguistiques
Lexical
Grammaire
-Lexique de
-Prétérit
la peur, de
simple et
l’angoisse, du preterit –ing
danger
(registre
littéraire)
-Les phrases
-Les
complexes
vampires,
l’horreur, les -Structures
monstres
contrastives :
(registre
While
littéraire)
-Must
-Les genres
La valeur
littéraires
épistémique et
(l’épistolaire, radicale.
le Gothic)
Méthodologie
Culturel
Citoyen
Phonologie
-Le suspens
-La lecture d’un
extrait littéraire
-La
modulation de
la voix: The art -Lire un texte
of story telling
-Utiliser un
dictionnaire
bilingue et
unilingue
-Le Mythe du
vampire
-Bram Stoker
-Coppola
-Film
-Le Gothique
-Résumer un texte
en sélectionnant les
informations les
plus importantes.
-L’utilisation de
l’outil
informatique.
-Donner son
avis
 As for me
// To me // In
my opinion…
L’articulation d’un
récit
Tâche finale1:
 Ecrire et Raconter une histoire gothique.
Cette séquence a rencontré un grand succès auprès de mes élèves. Elle leur a permis de
travailler sur des supports authentiques et de travailler le genre Gothique.
Voici une vidéo du résultat final :
http://www.youtube.com/watch?feature=player_embedded&v=7DS9XoD7-Qk
http://www.gilmant.fr/wordpress/?category_name=miss-selmo
1
Détaillée et contextualisée dans les documents annexes.
Rafika SELMI CLG les Rives du Léman, Evian
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Séance1 - Introduction de la thématique Gothique & travail sur l’histoire de Frankenstein Activités langagières dominantes de la séance: Compréhension orale, écrite et expression orale.
 Accueil des élèves dans le noir. Des lampes torches éclaireront la salle + musique
gothique.
 Phase 1 :
- Anticipation de la thématique générale avec le mot « Gothic » inscrit au tableau.
What is “Gothic” for you?
(Selon la plupart des élèves, le gothique se résume à un style vestimentaire ou encore
musical. C’était ainsi l’occasion de leur montrer un autre aspect du « Gothique » tout en
réactivant le vocabulaire vu au cours d’une séquence portant sur Halloween).
 Phase 2 :
Vidéo sur le Gothic + fiche de travail.
On aurait pu demander aux élèves de retrouver la définition du gothique, par eux-mêmes, au
travers d'extraits filmiques et romanciers que je projetais d’étudier avec eux, mais je voulais
leur donner un canevas de départ à partir duquel la définition allait être complexifiée.
 Compréhension orale : Ma vidéo sur le Gothique2.
(Leur faire compléter la fiche sur les caractéristiques du gothique en leur donnant des
synonymes de certains mots inconnus tels que « gloom »).
1) Projection de la vidéo
2) Lecture de la fiche
3) Projection de la vidéo + fill in the document about « Gothic »
4) Correction
 Phase 3 : Frankenstein
Jeu de piste : les élèves sont invités à se déplacer dans la classe, à courir pour reconstituer le
résumé de Frankenstein. Travaillant en îlot, les groupes sont naturellement constitués. (Leur
préciser qu’il y aura une récompense à la clé : des bonbons en forme d’araignée).
Sur leur table une enveloppe. Dans l’enveloppe leur annoncer le jeu et l’énigme.
Disposer des boîtes sur une table au fond de la salle dans lesquelles il y aura les morceaux du
résumé de l’histoire de Frankenstein. Sur chacune des boîtes, coller une image qui renverra à
un indice.
Effacer des lettres dans cette annonce qui, une fois retrouvées puis reconstituées, formeront
le premier mot / indice - indice qui aura un lien étroit avec l’une des images sur les boîtes.
Une fois l’indice identifié et relié à la boîte, les élèves peuvent l’ouvrir et prendre l’un des
morceaux du résumé. Sur ce même passage de ce résumé d’autres lettres auront été effacées.
Ces lettres formeront un mot renvoyant à une autre des images collées sur les boîtes etc…
(ceci garantira une première lecture plus ou moins active du résumé).
 Phase 4 :
Une fois tous les extraits du résumé en leur possession, les élèves devront le remettre dans
l’ordre puis résumer à nouveau l’histoire avec leurs propres mots. Par la suite ils devront
identifier les différents endroits dans lesquels Frankenstein s’est rendu pour retracer son
itinéraire sur la carte. L’objectif étant de montrer aux élèves que Frankenstein est ancré en
Haute-Savoie.
(succès garanti !)
2
http://gilmant.fr/GOTHIC_selmi.wmv
Rafika SELMI CLG les Rives du Léman, Evian
http://www.gilmant.fr/wordpress/?category_name=miss-selmo
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Trace écrite :
Frankenstein is a story about a scientist who created a monster. The novel takes place in
Europe in Upper Savoy and in other places.
Homework : Leçon : Etre capable de parler du gothique + Etre capable de raconter
brièvement l’histoire de Frankenstein et d’expliquer l’itinéraire suivi par ce dernier en HauteSavoie.
What is the « Gothic » genre?
Watch the video on the Gothic genre and write down all the information you can for each
category.
The Gothic genre is a …………………………….. of …………………………… and
of……………………………….
The atmosphere:



The characters3:





The setting4:





3
4
/
Les personnages
Le décor, les lieux
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Résumé de Frankenstein
Frankenstein
Mary Shelley
The story of Frankenstein takes place in Europe in the 1790’s. It opens with the letters of
Captain Robert Walton to his sister. The letters tell the story of Victor Frankenstein and
his monster.
Walton decided to explore the North Pole where he met Frankenstein, lost and sick. He
rescued him. Frankenstein then told him his story.
Frankenstein describes his early life near the Leman Lake. He grew up in a Swiss family
with his adopted cousin Elizabeth and his friend Clerval. As he grew up, after reading a
book Agrippa Corneille near Thonon les bains 5, Frankenstein became obsessed with
bizarre theories about creating humans and he finally managed to create a monster.
Disgusted by the ugliness of the creature Frankenstein decided to run away from him.
The monster wandered like a vagabond near Geneva and finally realized he was rejected
by society. He observed a family and finally became educated. One day, because he wanted
to have a friend he kidnapped a little boy called William but he decided to kill him.
Frankenstein went back home for his little brother’s funeral which took place at the foot of
the Salève. He realized that the monster killed William. Walking in the Mont Blanc,
Frankenstein met with the monster who asked then his creator to create a female partner
for him but Frankenstein after starting his creation abandoned it.
Frankenstein’s decision not to create a female partner for the monster caused the death of
his father, of his wife Elizabeth and of Clerval. The revengeful monster killed them to
punish Frankenstein.
After telling his story, Frankenstein died on Walton’s expedition. The monster mourning
the death of his creator decides to commit suicide.
5
Mary Shelley, Frankenstein chapter 1 « When I was thirteen years of age, we all went on a party of pleasure to the
baths near Thonon ». Les “baths” auxquelles il fait allusion sont les thermes d’Evian qui rencontraient un grand
succès à ce moment-là. La carte postale ci-dessous révèle la configuration de la ville à l’époque et a permis à mes
élèves de s’ancrer dans la réalité du roman. Ils ont apprécié le fait que l’histoire de Frankenstein se soit en partie
déroulée dans la ville d’Evian, celle qu’ils voient tous les jours et qu’ils ont observée avec beaucoup d’égard et
d’attention depuis la salle de classe.
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Frankenstein’s route from Geneva to Upper Savoy
Read the summary on Frankenstein and trace on the map Frankenstein’s route from Switzerland to France.
Rafika SELMI CLG les Rives du Léman, Evian
http://www.gilmant.fr/wordpress/?category_name=miss-selmo
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Rafika SELMI CLG les Rives du Léman, Evian
http://www.gilmant.fr/wordpress/?category_name=miss-selmo
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Séance 2 - Le Gothique à travers un extrait filmique6 et romancier (Frankenstein) Activités langagières dominantes de la séance : Compréhension orale, écrite et expression
orale.
Phase 1 : Appel // Warming up // Rebrassage// Correction : Gothic + Résumé de
Frankenstein
Phase 2 :
Extrait littéraire n°1
a) Anticipation : Projection de l’image de Frankenstein
Phase 3 :
b) Distribution de l’extrait tiré du chapitre 5
c) Méthodologie de la CE à laquelle ils sont habitués (Type of document ? Who is the
author? How many characters are there? Where are they? What time of the day is it?)
d) Lecture individuelle avec toolbox 
e) Distribution de la BD - reprenant les éléments clés de l’extrait n° 1 (tiré du chapitre 5
et qui se concentre sur la création du monstre) - à remettre dans l’ordre.
 Résumé de la scène (au prétérit).
What are the elements of Gothic in this extract? Highlight the elements referring to
Gothic, regarding the characters and the atmosphere. (Remplir le tableau7)
Productions attendues:
 Physical description of Frankenstein’s creature “Catastrophe”, “creature”…
 Atmosphere: anxiety, candle…
6
Mary Shelley, Frankenstein Chapter 5
Tableau (ci –après)permettant aux élèves de se construire une banque de données en vue de leur tâche finale.
Les élèves ont rajouté la rubrique “objects”.
7
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Phase4 :
f) Projection d’un court extrait du film8 (celui qui équivaut à l’ouverture du chapitre 5).
en pointant aux élèves le personnage de Victor Frankenstein. (3 :25’ 7 :48)
Point out the differences between the movie and the text.
Productions attendues: In the movie Frankenstein seems not to be scared by the creature
but disappointed when he sees that he doesn’t come to life.
Phase 5:
Lecture/ écoute9 de l’extrait sur fond musical.
Lecture // imitation// prononciation
Trace écrite :
The document is an extract from Frankenstein written by Mary Shelley. It is taken from
chapter 5. It deals with/ it corresponds to the moment when Frankenstein creates his
monster.
On a dreary/ gloomy night of November Frankenstein assembled the body of his monster
and gave life to it. The creature was so ugly and repulsive that Frankenstein was horrified.
He hated him.
He says he is “a catastrophe”.
Homework :
Etre capable de parler de l’extrait (chapter 5) de Frankenstein.
8
http://www.youtube.com/watch?v=SNhbWP01NgQ
J’ai choisi d’enregistrer ma voix bien que je ne sois pas native. Outre la dimension phonologique très importante,
il s’agissait pour moi de montrer aux élèves la différence entre lire une histoire et raconter une histoire ainsi que
l’importance de capter l’attention de son auditoire en modulant sa voix.
http://www.youtube.com/watch?v=P4MBknmm1og
9
Rafika SELMI CLG les Rives du Léman, Evian
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Frankenstein by Mary Shelley
Chapter 5
IT WAS on a dreary10 night of November that I beheld11 the accomplishment of my toils12.
With an anxiety that almost amounted to agony, collected the instruments of life around me,
[to] infuse a spark of being into the lifeless thing that lay at my feet13. It was already one in
the morning; the rain pattered14 dismally against the panes15, and my candle was nearly burnt
out, when, by the glimmer of the half-extinguished light, I saw the dull16 yellow eye of the
creature open; it breathed hard, and a convulsive motion17 agitated its limbs.
How can I describe my emotions at this catastrophe […]? His limbs18 were in proportion, and
I had selected his features as beautiful. Beautiful! -- Great God! His yellow skin scarcely19
covered the work of muscles and arteries beneath; his hair was of a lustrous black, and
flowing; his teeth of a pearly whiteness; but these luxuriances only formed a more horrid
contrast with his watery20 eyes […]
Oh! no mortal could support the horror of that countenance. […]
10
Dark, gloomy
To beheld: to see, to watch.
12
Hard work
13
Giving life to a dead body
14
The rain pattered : it was raining
15
Window
16
Pale
17
Movement
18
Limbs : legs
19
Hardly
20
Viscous
11
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The Art of Story-telling
1) Listen to the extract and highlight
- in green : the stressed words
- in yellow : the pauses
- in orange : the passages where the voice volume varies
IT WAS on a dreary night of November that I beheld the
accomplishment of my toils. With an anxiety that almost amounted to
agony, collected the instruments of life around me, [to] infuse a spark of
being into the lifeless thing that lay at my feet. It was already one in the
morning; the rain pattered dismally against the panes, and my candle
was nearly burnt out, when, by the glimmer of the half-extinguished
light, I saw the dull yellow eye of the creature open; it breathed hard,
and a convulsive motion agitated its limbs.
How can I describe my emotions at this catastrophe […]? His limbs
were in proportion, and I had selected his features as beautiful.
Beautiful! -- Great God! His yellow skin scarcely covered the work of
muscles and arteries beneath; his hair was of a lustrous black, and
flowing; his teeth of a pearly whiteness; but these luxuriances only
formed a more horrid contrast with his watery eyes […]
Oh! no mortal could support the horror of that countenance. […]
2) Read the text and imitate the voice on the recording
Rafika SELMI CLG les Rives du Léman, Evian
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Read the extract taken from Frankenstein (chapter 5) and put the pictures in the correct order.
a)
b)
c)
d)
e)
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Gothic Vocabulary Worksheet
Pick elements corresponding to each category in the different texts and fill in the table.
Characters
Places// Settings
Atmosphere
Important words
Objects (rajouté
par les élèves)
-----------------------------------------
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Séance 3-Le folklore autour de la figure du vampire & les origines du personnage de DraculaActivités langagières dominantes de la séquence : Compréhension écrite
Phase 1 : Appel// Warming up// Reprise
Phase 2 : Distribution des textes sur Vlad Tepes et le folklore sur les vampires.
What can you say ? (Les élèves ont une méthodologie dans leur cahier qu’ils utilisent à chaque
fois qu’ils sont face à un texte : ils s’attardent dans un premier temps sur le paratexte et la
composition avant de se lancer dans une lecture plus approfondie).
Productions attendues : This document is a text on Vlad Tepes. It is about his life/ it is a
biography. It is composed of…
Phase 3:
Distribution des questions. Lecture individuelle puis en commun.
Compréhension écrite
Correction en commun
Phase 4 :
Distribution d’un texte à trous pour en faire une synthèse.
Trace écrite :
Vlad Tepes … Dracula& Vampires
Vlad Tepes patronymic was ________which means ____of the _________.
His father, Vlad II Dracul had to proctect ________________ in Eastern
Europe.
Vlad Tepes was called “the _______________” as a reference to his favourite
method of execution. Indeed, Vlad Tepes was known for his excessive cruelty.
Dracula means “ _________ ____ ____ _______________”.
Vlad Tepes inspired __________ ____________ for his epistolary21 novel
Dracula (1897)
Vampires in History
Blood is a symbol of __________. Vampires are seen as _______________.
The word vampire comes from _____________. Eastern Europeans believed that vampires
were __________________________________________________________________.
You can become a vampire if (give 3 elements)
________________________________________________________________
_________________________________________________________________
______________________________________________________________ _ .
21
A novel made of letters
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Compréhension écrite
Vlad the Impaler22
Vlad III, Prince of Wallachia (1431–1476), was a member of the House of Drăculești, a branch
of the House of Basarab, also known by his patronymic name: Dracula. He was posthumously
called Vlad the Impaler (Romanian: Vlad Țepeș pronounced [ˈvlad ˈtsepeʃ]), and was a threetime Voivode of Wallachia, ruling mainly from 1456 to 1462, the period of the incipient
Ottoman conquest of the Balkans. His father, Vlad II Dracul, was a member of the Order of the
Dragon, which was founded to protect Christianity in Eastern Europe.
Vlad III is revered as a hero in Bulgaria. A significant number of Bulgarian common folk and
remaining boyars (nobles) moved north of the Danube, recognized his leadership and became
part of Wallachia, following his raids on the Ottomans.
As the cognomen 'The Impaler' suggests, his practice of impaling his enemies is central to his
historical reputation. During his lifetime, his reputation for excessive cruelty spread abroad, to
Germany and elsewhere in Europe. The total number of his victims is estimated in the tens of
thousands. The name of the vampire Count Dracula in Bram Stoker's 1897 novel Dracula was
inspired by Vlad's patronymic.
His Romanian patronymic Dragwlya (or Dragkwlya) Dragulea, Dragolea, Drăculea is a
diminutive of the epithet Dracul carried by his father Vlad II , who in 1431 was inducted as a
member of the Order of the Dragon, a chivalric order founded by Sigismund of Hungary in 1408.
Dracula literally means "Son of the Dragon". In Modern Romanian, the word drac has adopted
the meaning of "devil" (the term for "dragon" now being balaur or dragon). This has led to
misinterpretations of Vlad's epithet as characterizing him as "devilish".
Vlad's cognomen Țepeș ("Impaler") hints at his favourite method of execution. It was attached to
his name posthumously, in ca. 1550.
Early life
Vlad was born in Sighișoara, Transylvania, in the Kingdom of Hungary (today part of Romania),
in the winter of 1431 to Vlad II Dracul, future voivode of Wallachia. Vlad's father was the son of
the celebrated Voivode Mircea the Elder.
Reputation for cruelty
Even during his lifetime, Vlad III Țepeș became famous as a tyrant taking sadistic pleasure in
torturing and killing. He is shown in crypto-portraits made during his lifetime in the role of cruel
rulers or executioners. After Vlad's death, his cruel deeds were reported with macabre gusto in
popular pamphlets in Germany, reprinted from the 1480s until the 1560s, and to a lesser extent in
Tsarist Russia.
Impalement was Vlad's preferred method of torture and execution. Several woodcuts from
German pamphlets of the late 15th and early 16th centuries show Vlad feasting in a forest of
stakes and their grisly burdens outside Brașov, while a nearby executioner cuts apart other
victims. It was reported that an invading Ottoman army turned back in fright when it
encountered thousands of rotting corpses on the banks of the Danube. It has also been said that in
1462 Mehmed II, the conqueror of Constantinople, a man noted for his own psychological
warfare tactics, returned to Constantinople after being sickened by the sight of 20,000 impaled
corpses outside Vlad's capital of Târgoviște.
22
https://en.wikipedia.org/wiki/Vlad_the_Impaler
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Vampires in History23
Life force: blood
A curse: une malédiction
To spread: étendre
23
Mac Donald Fiona & Celev Penko Dracula (Bram Stoker) Book House Brighton, p.42 2007
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Compréhension écrite
Vlad Tepes
1) Vlad Tepes the third was the Prince of ……………………………..
2) What is the patronymic name of Vlad Tepes?
3) Who was his father? What mission did he have?
4) Why was Vlad Tepes the third called “the Impaler24 ”? What does “tepes” mean?
5) What other name did the patronymic of Vlad Tepes inspire?
6) What does “Dracula” mean?
7) When and when was Vlad Tepes born?
8) How was Vlad seen/ considered at the time?
9) What was Vlad’s favourite execution method of execution?
Vampires in History
1) Fresh blood is a symbol of………………………………………………………
2) How are vampires described according to the legends of different countries?
……………………………………………………………………………….......
3) Where does the modern word “vampire” come from?
4) What did Eastern Europeans believe on vampires?
5) What magical powers did they have?
6) What things can turn a human into a vampire?
24
L’empaleur
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Séance 4 –Le personnage de Dracula et l’œuvre de Bram Stoker –
Activités langagières dominantes de la séance : Compréhension orale/ écrite et expression
écrite
Phase 1 :
Appel/ Warming up/ Rebrassage de Vlad tepes
Phase2 :
Distribution de la lettre de Dracula25
 Leur laisser le temps de découvrir la lettre (de s’extasier)
Who is the author ? (Même si certains font le lien entre Vlad Tepes, beaucoup
d’élèves sont surpris d’apprendre qu’il s’agit de Dracula).
 Pour s’assurer de la bonne compréhension du lien entre Vlad Tepes et Dracula
diffuser le début du film de Coppola en montrant Vlad Tepes au départ qui finalement
devient Dracula (selon Bram Stoker) (6 :00  7 :00)
 What type of document is it?
Productions attendues:
The document is a letter to us by D… Dracula
 Lecture/ écoute de la lettre : Jouer le film sans montrer les images, Dracula lit la lettre
(08:22 08 :54)
Phase3:
 Highlight on the letter all the geographical places given. (London//The Carpathians//
the Borgo Pass).
 Trace on the map the route indicated in the letter (by Dracula)
25
Mac Donald Fiona & Celev Penko Dracula (Bram Stoker) Book House Brighton, p.5, 2007
Lettre présentée sous forme de parchemin roulée et nouée d’un fil d’or (fil pour emballage cadeau).
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Phase4 :
Jeu de piste Dracula : Reconstituer le résumé
 Organisation du jeu de piste (similaire à celui de Frankenstein)
Disposer 5 enveloppes sur chacune d’entre elles des images.
Donner aux élèves questions/ énigmes qu’il faut résoudre(en groupe) (l’une après
l’autre). Je dois valider chaque indice et leur montrer ensuite une des images
correspondant à l’une des enveloppes pour qu’ils puissent par la suite piocher dans
ces enveloppes une partie du résumé. Une fois les 5 parties du résumé collectées, les
élèves doivent remettre le résumé dans l’ordre.
(Une fois cette étape passée, je distribue à chacun, une version complète pour qu’ils
puissent écrire leur propre résumé).
 Résumé individuel pour qu’ils s’imprègnent tous de l’histoire.
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Trace écrite :
Dracula is a novel written by Bram Stoker in 1897. It deals with vampires.
Jonathan the main character writes a journal and tells us the story. He works in
London for a law firm. He has to buy a property for Dracula in London. Jonathan
goes to Dracula’s castle, where he sees many strange things and understands he
is a prisoner. Dracula discovers so many things about Jonathan (his family and
friends) that he decides to go to England where he turns Lucy into a vampire.
When Jonathan escapes from the castle and goes back to England, Mina is slowly
becoming a vampire so Jonathan and his friends kill Dracula to save her.
New words:
A law firm: a lawyer
Homework :
Être capable de raconter l’histoire de Dracula.
Recherche sur personnages (chacun en choisi 1) + fiche lecture26 (qui sera ramassée puis
corrigée 3 séances plus tard)
26
Une webquest est en cours d’élaboration.
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Rafika SELMI CLG les Rives du Léman, Evian
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Read the letter, place on the map the different places mentioned and trace the
route.
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Dracula
by Bram Stoker
A summary
Jonathan Harker works for a law firm in London. He has to buy a beautiful property in London for
Count Dracula of Transylvania…
Jonathan goes to Dracula’s castle in the Carpathians and he starts
to see strange things. He discovers that he is a prisoner of Dracula’s
castle and it’s too late because Dracula knows a lot of things about
Jonathan’s life, his family, his fiancée Mina and her beautiful friend
Lucy…
While Jonathan is locked away in Dracula’s castle. Dracula travels to England
changing shape several times (dog, bat, green mist). Once in England he turns Lucy
into a dreadful vampire. Van Helsing a vampire slayer convinces Lucy’s fiancé to
kill her by cutting her head and thrusting a stake through her heart…
Jonathan escapes from Dracula’s castle and is
reunited with Mina, his fiancée but soon after that,
Mina starts behaving in a very weird way. She’s
slowly becoming a vampire…
Mina is not yet a vampire so to save her without killing
her, Jonathan, Van Helsing and their friends decide to kill
Dracula.
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Jeu de piste (questions)
2. Something you put a stamp on and you send by post…. : ___________________________
1. Give a synonym for darkness. It starts with the letter G _ _ _ _
5. I suck people’s blood, I’m a _ _ _ _ _ _ _
3. You kill vampires with this object. Put the letters in the right order to find what it is:
S____
Etak
4. Bram Stoker novel is an EP _ _ _ _ _ _ _ Y novel. (a novel made of letters)
2. Something you put a stamp on and you send by post…. : __________________________
1. Give a synonym for darkness. It starts with the letter G _ _ _ _
5. I suck people’s blood, I’m a _ _ _ _ _ _ _
3. You kill vampires with this object. Put the letters in the right order to find what it is:
S____
Etak
4. Bram Stoker novel is an EP _ _ _ _ _ _ _ Y novel. (a novel made of letters)
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A vampire-slayer: Un tueur de vampires
(Document tiré de : Mac Donald Fiona & Celev Penko Dracula (Bram Stoker) Book House Brighton, p.6,
2007)
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Dracula
Let’s see how much you can find out on Bram Stoker’s characters.
Pick a character from the list. Look for information about him or her
on the internet and fill in the grid. Feel free to add anything you think is
important.
Your character
Full name
Age
Job
Physical description in Coppola’s
movie
Personality
Role in the story
Explain why you chose him or her.
Anything you want to add
Liens suggérés pour la recherche :
http://en.wikipedia.org/wiki/Category:Dracula_characters
http://fr.wikipedia.org/wiki/Dracula#Personnages_principaux
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Séance 5 -Etude d’un extrait du chapitre 2 de Dracula de Bram Stoker (The shaving scene)Activités langagières dominantes de la séance : Compréhension écrite et expression orale
Phase 1:
Appel// Warming up //Rebrassage : Résumé sur Dracula
Phase 2:
Anticipation : Image tirée du film sur laquelle Dracula fait danser Mina face à un miroir
sans pour autant être reflété sur ce miroir.
Productions attendues:
Dracula or the man has no reflection on the mirror.
Phase 3:
Distribution du texte avec une ligne d’introduction pour resituer l’extrait: « Jonathan Harker
left London for Transylvania he is now in Dracula’s castle ».
Méthodologie de la compréhension écrite: Paratexte
Productions attendues : This document is an extract from Dracula, from chapter 2. It was
taken from Jonathan Harker’s journal.
Phase 4:
Read the text and underline all the elements referring to vampires’ super powers.
(l. 3-5 // l. 8- 10 // l. 11 // l. 15-16).
Phase 5 :
a) Distribution d’images d’une bande-dessinée à remettre dans l’ordre en relisant le
texte.
b) Write a story-board27. Describe the pictures.
Productions attendues :
e- Jonathan is shaving. Dracula is standing just behind him but has no reflection on the
mirror.
d- While shaving Jonathan cuts himself.
a- Dracula wants to kill Jonathan because he is bleeding.
c- The crucifix protects Jonathan and Dracula is scare/ terrified by it.
B & f- Jonathan looks out of the window and understands that Dracula’s castle is a prison
and he is a prisoner.
27
Expliquer que le story-board décrit scrupuleusement et de manière concise une image/ scène et que c’est une
étape obligée dans la conception d’un film.
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c) Correction
Phase 6 :
Trace écrite :
e- Jonathan is shaving. Dracula is standing just behind him but has no reflection on the
mirror.
d- While shaving Jonathan cuts himself.
a- Dracula wants to kill Jonathan because he is bleeding.
c- The crucifix protects Jonathan and Dracula is scared/ terrified by it.
b&f- Jonathan looks out of the window and understands that Dracula’s castle is a prison
and he is a prisoner.
Homework : Etre capable de décrire les étapes de l’intrigue.
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Dracula
by Bram Stoker (1897)
Chapter 2
Jonathan Harker left London to go to Transylvania. He is now in Dracula’s
castle. (Here is an extract from his journal)
8 May. — […] I only slept a few hours […] and […] got up. I had hung my shaving28
glass by the window, and was just beginning to shave [when] suddenly I felt a hand on
my shoulder, and heard the Count's voice saying to me, "Good morning." […]I had
not seen him [although] the reflection of the glass covered the whole room behind me.
[…] I had cut myself slightly, but did not notice it at the moment. Having answered the
Count's salutation, I turned to the glass again to see […] there could be no error,
[because] the man was close to me, and I could see him over my shoulder, but there was
no reflection of him in the mirror! The whole room behind me was displayed 29, but there
was no sign of a man in it, except myself.
[…] I saw that the cut30 had bled a little, and the blood was trickling31 over my chin32.
[…]. When the Count saw my face, his eyes blazed 33 with a sort of demoniac fury, and he
suddenly made a grab34 at my throat. I drew away35 and his hand touched […] the
crucifix […]. Then he withdrew36 without a word. […]
I went into the dining room, breakfast was prepared, but I could not find the Count
anywhere. So I breakfasted alone. It is strange that as yet, I have not seen the Count eat or
drink. He must be a very peculiar37 man! After breakfast I did a little exploring in the
castle. I went out on the stairs, and found a room looking towards the South.
The view was magnificent […] The castle is on the very edge of a terrific precipice. A
stone falling from the window would fall a thousand feet38 without touching anything! As
far as the eye can reach is a sea of green tree tops39, with occasionally a deep rift where
there is a chasm40. […]
But I am not in heart to describe beauty, [because] when I had seen the view I explored
further41. Doors, doors, doors everywhere, and all locked […]
The castle is a veritable prison, and I am a prisoner!
28
To shave you use a razor
Reflected by the mirror
30
Jonathan cut himself while shaving
31
Flowing slowly
32
The lower part of a head
33
Shine in a very bright way
34
To make a grab : to catch
35
Se retirer
36
He left
37
Strange
38
1 foot = 1 mètre
39
A forest
40
Un gouffre
41
More
29
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Storyboard
Read the extract from Jonathan’s journal, put the pictures in order and write a story board42.
a)
c)
b)
d)
e)
1)
2)
3)
4)
5)
6)
42
A story board : Description of the scenes that will be included in the movie
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f)
The Art of Story-telling
1)
Listen to the extract and highlight
-in green : the stressed words
-in yellow : the pauses
-in orange : the passages where the voice is low
8 May. — […] I only slept a few hours […] and […] got up. I had hung my shaving43
glass by the window, and was just beginning to shave [when] suddenly I felt a hand
on my shoulder, and heard the Count's voice saying to me, "Good morning." […]I
had not seen him [although] the reflection of the glass covered the whole room behind
me. […] I had cut myself slightly, but did not notice it at the moment. Having answered
the Count's salutation, I turned to the glass again to see […] there could be no error,
[because] the man was close to me, and I could see him over my shoulder, but there was
no reflection of him in the mirror! The whole room behind me was displayed 44, but there
was no sign of a man in it, except myself.
[…] I saw that the cut45 had bled a little, and the blood was trickling46 over my chin47.
[…]. When the Count saw my face, his eyes blazed 48 with a sort of demoniac fury, and
he suddenly made a grab49 at my throat. I drew away50 and his hand touched […] the
crucifix […]. Then he withdrew51 without a word. […]
I went into the dining room, breakfast was prepared, but I could not find the Count
anywhere. So I breakfasted alone. It is strange that as yet, I have not seen the Count eat
or drink. He must be a very peculiar 52 man!
2) Read the text and imitate the voice on the recording
43
To shave you use a razor
Reflected by the mirror
45
Jonathan cut himself while shaving
46
Flowing slowly
47
The lower part of a head
48
Shine in a very bright way
49
To make a grab : to catch
50
Se retirer
51
He left
52
Strange
44
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Séance 6 – Raconter la scène du rasoir (prétérit simple et prétérit be + ing) et étudier différences
entre film et texteActivités langagières dominantes de la séance : Compréhension écrite et expression orale.
Phase 1 :
Appel// Warming up// Rebrassage
Phase 2 :
Après avoir décrit au présent les images du story-board (m’assurant ainsi de la bonne
compréhension de l’extrait) les élèves sont amenés à raconter l’histoire au passé. Il faut
insister sur le fait que le temps du récit est le passé simple. Noter au tableau les mots:
Where ? When ? Who ? What ?
Productions attendues :
The document is an extract from Dracula (chapter 2) written by Bram Stoker. It is taken from
Jonathan’s journal. The story takes place on the 8th of May at night in the Carpathians in
Transylvania, in Dracula’s castle.
At the beginning, Jonathan was shaving when suddenly Dracula touched him on his
shoulder. Jonathan didn’t see Dracula’s reflection on the mirror, startled/ surprised he cut
himself.
Then he eventually understood that a lot of strange things were happening and that he was
the Count’s prisoner.
Phase 3 :
PRL (voir fiche)
Exercice d’application :
Pour que les élèves s’imprègnent de la structure, j’ai donné des exemples en français à
traduire…
Les élèves devaient piocher dans une boîte plusieurs phrases en français à traduire. J’ai
utilisé leurs prénoms pour rendre l’exercice amusant.
Exemples :
 Les 4eme 8 étaient en train de danser quand soudain(ement), Mickael Jackson arriva.
 Marie était en train de chanter avec les One Direction quand soudain(ement), Pierre
poussa un cri.
Phase 4 :
Polycopié : Repérage des éléments constitutifs d’une histoire.
Phase 5 :
Lecture/ imitation du texte53…
 le suspens…
l’accélération de la voix…
Moduler le son de sa voix.
 Fiche de prononciation= Enregistrement de l’histoire
53
J’ai choisi d’enregistrer ma voix bien que je ne sois pas native. Outre la dimension phonologique très importante
il s’agissait pour moi de montrer aux élèves la différence entre lire et raconter et l’importance de capter l’attention
de son auditoire en modulant sa voix.
http://www.youtube.com/watch?v=m4_hMUhPWAg
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Phase 6 :
Projection film (24 :54-28 :06)
Différences entre film et texte. What are the differences between the movie and the text?
Insister sur le fait qu’il faut repérer les éléments divergents mais qui sont traités aussi bien
dans le texte que dans le film.
Phase 7 :
Trace écrite:
Dracula by Bram Stoker: The Shaving scene (Chapter 2)
The document is an extract from Dracula (chapter 2) written by Bram Stoker. It is taken
from Jonathan’s journal. The story takes place on the 8th of May at night in the Carpathians
in Transylvania, in Dracula’s castle.
At the beginning, Jonathan was shaving when suddenly Dracula touched him on his
shoulder. Jonathan didn’t see Dracula’s reflection on the mirror ; startled/ surprised, he cut
himself.
Then he eventually understood that a lot of strange things were happening and that he was
the Count’s prisoner.
Differences between the text and the movie54: (Introduction de la structure contrastive
“while”)
In the movie the date given by Jonathan’s voice over is not the 8 th of May while in the text
it is taking place on the 8th of May.
Moreover, in the movie, Dracula breaks the mirror using his superpowers; he also licks
Jonathan’s blood on the razor while in the text he doesn’t.
Homework :
Etre capable de raconter ce qui se passe dans la scène du rasoir.
Fiche vocabulaire (mots croisés) réactivant le lexique Gothique (vu au cours de la séquence ou
rencontré à l’occasion d’un projet antérieur portant sur Halloween).
54
Le parallèle établi permet de montrer aux élèves que l’adaptation cinématographique d’un roman ne consiste
pas en une répétition de l’œuvre originale.
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Prétérit Simple et Prétérit Be+Ing
1) Prétérit Simple
a) Souligne les verbes au prétérit dans les phrases ci-dessous.
[…] I only slept a few hours and got up […] I turned to the glass again to see.
On forme le prétérit des verbes réguliers en ajoutant la terminaison …….. à leur base
verbale. Note l’exemple des phrases ci-dessus. ……………..
Pour le prétérit des verbes irréguliers, pas de règle : il faut les apprendre par cœur !
Note les exemples des phrases ci-dessus. …………….. et ……………….
Le prétérit est un temps qui permet de parler d’événements qui ont eu lieu à un
moment précis du …………… et qui sont totalement coupés du …………….
2) Prétérit be-ing
b) Souligne be et souligne –ing dans la phrase ci-dessous.
I was beginning to shave.
Le prétérit be-ing, c’est ……………….conjugué au ………………………..+ la base
verbale du verbe suivie de la terminaison……………………………..
On emploie le prétérit be-ing quand on veut :
- expliquer dans quelle situation on se trouvait quand quelque chose s’est passé.
- signaler une chose particulièrement intéressante ou étonnante qui justifie un
sentiment ou une réaction.
What makes a good Gothic story?
Dans le texte surligne :
En vert l’introduction (les éléments de la situation d’énonciation : date, lieu,
l’atmosphère…)
En jaune une péripétie (une action, un fait mineur)
En orange le nœud de l’action (the climax)
En bleu éventuellement une autre péripétie
En rose la situation finale
Entoure en rouge tous les mots qui font référence aux sentiments éprouvés
par les personnages.
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Gothic Vocabulary
Across
2. Lugubre
5. Hanté
6. I suck blood
8. Diable
9. We kill vampires with this object
12. Croix religieuse
13. Assoiffé de sang
16. Les éléments de la nature rentrent en collision
17. On y enterre les morts
Down
1. Squelette
3. Malédiction
4. Loups-garous
7. Anxiété
8. Ruine
10. The symbol of life and strength
11. Araignée
14. Esprits
15. Maudit// maudite
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Séance 7: -Tâche intermédiaire-Activités langagières dominantes de la séance : Expression écrite en intéraction-
Phase 1 :
Appel// Warming up// Rebrassage
Phase 2 : Expression écrite
You were doing something when suddenly happened to you. Write your scary anecdote or
story.
It has to be short and scary (les élèves voulaient donner un twist humoristique à leur
histoire, je les ai donc autorisés même si cela allait à l’encontre des caractéristiques du
gothique).
You have to use the Preterit Be+ing and the preterit (simple).
Phase 3:
1ère partie de l’heure :
a) Rédaction (7 min)
b) Autocorrection (limiter la quantité de production à 7 lignes maximum) (3 min)
Je passe dans les rangs pour vérifier que les consignes sont respectées et pointer du
doigt les erreurs de structure.
2ème partie de l’heure : Twiducate – Poster sur le réseau Twiducate l’anecdote.
 Pour utiliser Twiducate se référer à un des articles de Laurence Gilmant55.
- Intérêt de l’utilisation de Twiducate  Imiter Jonathan Harker dans la scène du miroir.
 Transposition du support épistolaire aux technologies de notre époque
 Favoriser l’interaction. Après avoir posté leur message, les élèves doivent poster
des commentaires à leur binôme. Réagir à l’histoire.
 Les élèves ont complètement adhéré au format de la tâche intermédiaire et
continuent à poster des messages.
Exemples de productions :
er
1 texte
I was in a gloomy castle in South Africa; there were spiders and two skeletons
dancing on the floor. I was brushing my hair when suddenly a creepy zombie
took my hand and kissed me!
May 31, 2013 - 3:47 AM by: Lara
(3)
Commentaires:
Oh my God Lara! Zombies! Here’s my story:
One dark monday of september, i was walking in a strange graveyard whith tombs, dead trees and hangmans...
i walked from three houres, when I saw a girl dressed whith a black dress, dark hairs, long nails and teeth...
she come to me and talk " Hello, I'm a vampire, and I want to drink your blood ! ... " I do not answered ,
because I'm scared ... When suddenly, she took me by the neck .. and .. she has throwing lots of confetti over
me!
55
http://www.ac-grenoble.fr/disciplines/anglais/articles.php?lng=fr&pg=1356
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May 31, 2013 - 4:00 AM by: Juliette
(3)
Amazing ... These are SWAGGY STORIES !!!!! ♥♥♥
May 31, 2013 by: Chiara
I was at graveyards with my Friend and Count Dracula, It was dark . Me and Count Dracula was
speaking when suddenly one little white light appeared, the zombies came out of the tombs . Then I
woke up i noticed that it was only a dream.
May 31, 2013 - 4:11 AM by: Axel
(0)
Séance 8 –Extrait de Dracula, Jonathan Harker et les BridesActivités langagières dominantes de la séance : Compréhension orale
Phase 1 :
 Anticipation
Projection de 3 images: Chambre… Expression (visage) de Jonathan + Image de la BD
“Something strange happened last night but I can’t remember what…”
Le point de départ de cette étape d’anticipation: “Something strange happened last night but
I can’t remember what…”
What can you say?
Productions attendues :
There are 3 pictures. On the first one Jonathan looks scared. On the second one he is
sitting on the bed. On the last one, he says “Something strange happened last night but
I can’t remember what”
Jonathan doesn’t know what happened to him last night.
Phase 2 :
Distribution du document écrit (Extrait coupé pour amener par la suite les élèves à émettre
des suppositions sur ce qui est arrivé à Jonathan):
Présentation du document
(cf. méthodologie)
 Have a look at the document… What can you say?
Productions attendues:
It’s a text taken from Dracula (chapter 4). It’s an extract from Jonathan’s journal. The
document is composed of a text and of a picture.
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Phase 3:
Une fois cette étape passée, je demande aux élèves de reconstruire le sens en répondant aux
questions suivantes (inscrites au tableau) :
Who/ What/Where?
Productions attendues:
Jonathan slept in his room in Dracula’s castle. When he woke up he understood that weird/
strange events happened last night.
Phase 4:
 Now I want you to read the text and underline all the sentences referring to strange
things that happened to Jonathan.
 Then underline Jonathan’s assumptions (suppositions) / the things Jonathan thinks
happened to him.
 Le but de cette étape est non seulement de faire découvrir aux élèves le sens du texte
mais aussi et surtout de les mettre dans la même position que Jonathan Harker,
ignorant les faits de la veille au soir.
Productions attendues :
 the Count must have carried me here
 If it was the Count [who] carried me here and undressed me, he must have been hurried in his
task
Certaines de mes classes ont voulu transposer au discours indirect les explications de Jonathan.
He thought that the Count must have carried him there. Dracula must have undressed him very
quickly.
Réflexion sur la langue: (fiche polycopiée)
Exercices d’application:
Make assumptions on what happened to Jonathan.
Productions attendues:
Jonathan must have been sleepwalking.
Dracula must have been in Jonathan’s room.
The count must have drunk Jonathan’s blood.
Trace écrite:
It’s a text taken from Dracula (chapter 4). It’s an extract from Jonathan’s journal. The
document is composed of a text and of a picture.
Jonathan slept in his room in Dracula’s castle. When he woke up he understood that weird/
strange events happened last night.
He thought that the Count must have carried him here. Dracula must have undressed him
very quickly.
The 4eme 4’s assumptions:
Jonathan must have been sleepwalking.
Dracula must have been in Jonathan’s room.
The count must have drunk Jonathan’s blood.
New words:
To sleepwalk
To make assumptions: To make suppositions
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Dracula
Bram Stoker
Chapter 4
(Jonathan Harker's Journal Continued)
I awoke in my own bed. If […] I had not dreamt, the
Count must have carried me here. I tried to satisfy myself
on the subject56, but could not arrive at any
unquestionable result. […] My clothes were folded57 […]
in a [certain] manner which was not my habit58. My
watch was still unwound59, and I am rigorously
accustomed to wind it […] before going to bed […] …
But these things are no proof60, […] I had certainly been
much upset. I must watch for proof. Of one thing I am
glad. If […] the Count carried me here and undressed me,
he must have been hurried61 in his task, [because] my
pockets are intact. I am sure this diary would have been a
mystery to him which he would not have brooked62. He
would have taken or destroyed it…
56
I tried to understand what happened to me.
Pliés
58
A habit: une habitude
59
To wind a watch: régler sa montre.
60
Proof: preuve
61
He must have done that very quickly
62
Tolerated
57
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-Le modal Must-
Observe les phrases suivantes et choisi quelle traduction convient le mieux à
chacune d’entre elles.
1) I must watch for proof.
2) The Count must have carried me here.
a) Le Comte m’a certainement porté jusqu’ici.
b) Je dois chercher des preuves.
1
2
Must peut être utilisé de 2 manières différentes. Il a donc plusieurs
valeurs.
Le contexte est donc très important pour déterminer de quelle valeur il
s’agit.
Il peut exprimer une …………………………………….. que l’on s’impose,
une sorte de devoir. (Phrase n° )
ou
Il peut exprimer une ……………………………. et l’énonciateur en est
quasiment certain. (Phrase n° )
Pour exprimer une quasi-certitude en anglais on construit la phrase de la
manière suivante :
Sujet+ Must + Present perfect : Aux Have –Participe passé + complément.
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Séance 9 :
Phase1 :
Appel// Warming up// Rebrassage.
Phase2 :
So we still don’t know what happened to Jonathan, right?
Phase 3:
Distribution de la suite du texte.
L’aide apportée par l’image est importante. Elle permet aux élèves d’opposer une phase de
questionnements, de doutes (1ère partie du texte) à une autre phase, cette fois-ci de certitude
(texte du jour). Jonathan sait ce qui s’est passé la nuit dernière.
Les élèves ont déjà émis des hypothèses lors de la séance précédente, cette séance découle
naturellement de ce qui a été fait précédemment.
Phase 4 :
-Distribution du document
-Présentation du document
-Reconstruction du sens
« So what happened to Jonathan? » «How did/does Jonathan feel? »
Productions attendues :
Jonathan was attacked by Dracula’s brides. He was and is so scared.
Phase 5:
PRL : Les phrases complexes
+ exercices d’application.
Phase 6 :
Trace écrite
Phase 7 :
Imitation lecture.
Phase 8 :
Tâche finale
a) Distribution de la lettre cachetée63
63
Achat de la cire à cacheter et d’un sceau avec l’initiale « D » sur le site Hiéroglyphes (service d’envoi excellent).
http://www.hieroglyphes.fr/shop/prod/fromcat/SC4e11bc8f63616/id/SP4e11bc96b18fe/Baton_de_cire_Banque_
Herbin.html
Rafika SELMI CLG les Rives du Léman, Evian
http://www.gilmant.fr/wordpress/?category_name=miss-selmo
[email protected]
b)
c)
d)
e)
f)
Lecture (S’assurer de la bonne compréhension de la consigne).
Expression écrite
Inter-correction
Entraînement à la lecture sur fond musical « gothique »
Lecture + Réalisation du film :
 Libérer un grand espace dans le centre de la salle. Faire asseoir les élèves en cercle, comme s’ils
étaient assis autour d’un feu de camp.
 Décor : feu de camp (boite à chaussures et flammes découpées dans des feuilles colorées).
 Eteindre les lumières et utiliser des lampes torches.
 Faire asseoir les élèves et les faire raconter leur histoire en diffusant un fond musical dit
« gothique »64
Eventuellement, clavier sans fil en main pourquoi ne pas les surprendre avec un cri plus ou
moins effrayant succès de la séance garanti !
64
La bande originale des films Dracula by Francis Ford Coppola, Jaws ou encore la musique que l’on entend sur la
vidéo d’ouverture de ma séquence.
Rafika SELMI CLG les Rives du Léman, Evian
http://www.gilmant.fr/wordpress/?category_name=miss-selmo
[email protected]
Rafika SELMI CLG les Rives du Léman, Evian
http://www.gilmant.fr/wordpress/?category_name=miss-selmo
[email protected]
… I look round this room, [where it] has been to me so
full of fear, [all I see] now [is] a sort of sanctuary65,
[because] nothing can be more dreadful66 than those
awful67 women, who were, who are, waiting to suck my
blood.
65
A place where Jonathan feels safe
Scary
67
Horrible
66
Rafika SELMI CLG les Rives du Léman, Evian
http://www.gilmant.fr/wordpress/?category_name=miss-selmo
[email protected]
-WHO,
WHERE, WHICH, dans les phrases complexes-
Pour éviter des répétitions et former des phrases complexes, on peut utiliser
who, which et where pour relier deux phrases indépendantes.
•
[I look round this room] + [This room has been to me so full of fear ]
 I look round this room, [where it] has been to me so full of fear
•
[Nothing can be more dreadful than those awful women] + [Those
awful women were […] waiting to suck my blood]
 Nothing can be more dreadful than those awful women, who were […]
waiting to suck my blood.
•
[My clothes were folded in a certain manner] + [This manner was
not my habit]
 My clothes were folded […] in a [certain] manner which was not my habit
On utilise le pronom …………………. pour remplacer un groupe nominal
qui fait référence à des humains ou des animaux familiers considérés
comme des humains.
On utilise le pronom ………………. pour remplacer un groupe nominal
qui fait référence à un lieu.
On utilise …………. pour remplacer des animaux ou des choses.
Rafika SELMI CLG les Rives du Léman, Evian
http://www.gilmant.fr/wordpress/?category_name=miss-selmo
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-Tâche finale personnalisée (contextualisée) + sceau à la cire à cacheter -
Dear (prénom de l’élève),
Welcome to Room 1.7, I am anxiously expecting to hear your
Gothic story. One of Bram Stoker’s characters has to be mentioned
in your story.
You cannot take more than 30 minutes to write it. Then you will have
to re-read it and correct it. Eventually you will have to practise reading it
with the right tone.
Countess Selmi will attend the making of your story and thanks to your
modern technologies, what you people call … videos, I will watch and hear
your productions, but be careful, I may not be very far from you.
Your friend,
D
Rafika SELMI CLG les Rives du Léman, Evian
http://www.gilmant.fr/wordpress/?category_name=miss-selmo
[email protected]
The Art of Writing & Telling a Gothic Story
Tâche finale: Grille d’évaluation
Points
Respect des consignes:
0 - 2 pts
A1+
Respect des codes du récit et du genre Gothique
Complexité de la production
Alternance temporelle (temps prétérit simple et
prétérit be-ing et émission d’hypothèses)
L’art de raconter une histoire (Modulation de la voix)
Originalité de la production
Pas assez satisfaisant:
entre 0 et 10/20
Satisfaisant :
entre
10 et 15/20
Très satisfaisant :
entre 15 et 20/20
Rafika SELMI CLG les Rives du Léman, Evian
http://www.gilmant.fr/wordpress/?category_name=miss-selmo
[email protected]
2 -3 pts
A2
3 - 4 pts
A2+/ B1
@TransylEVIANia productions
Exemples de Productions Ecrites avant correction finale
Exemple 1 (classe de 3ème)
It was on a gloomy night of January, I think it was the 2nd, because it was just after new
year.
I woke up in the basement of a huge monument. I knew that it was really big because I
couldn't get out of it easily, it was a real labyrinth.
I was really worried, I was running everywhere, when suddenly I met a little girl who was
singing on a corner of a place.
I tried to talk to her, but she was singing all the time. I couldn't remember what she was
saying in her song exactly but I knew that she was talking about the Devil.
I tried to touch her but suddenly she screamed and her voice became loud and hard, she
pointed her finger in my direction and said "You will die."
I looked in my pocket if I had something to use against her, I found a bible and I threw it in
her direction, she screamed a second time and became normal.
To be sure she wasn't doomed; I hit her, she vanished.
According to me, it must have been the Devil's Daughter because when she died, some stairs
appeared in front of me; I climbed up them and arrived into a college.
The college's name was "Les rives du Leman". As soon as I saw the sun my skin started to
burn. What was I becoming? What was I? Who aaaAAAAm I?
Exemple 2 (classe de 4ème)
On a dreary night of October, I was sleeping in my orphanage, when suddenly I heard
voices saying my name. “Aimie...Aimie !” But there was nobody in my bedroom. I
opened my window : “Aimie...Aimie !” The voices came from the forest. So I jumped
through the aperture and ran away. Five minutes later, I arrived in a place where there
were a lot of tombs. And...I saw two silhouettes, between two big candles. I walked, and I
saw better. It was a man, tall and thin, with brown hair, and a woman, a little bit smaller,
with long black hair...but...they looked like my parents ! “No, it's impossible ! They were
died in a car accident four years ago !” I walked again, and the two persons turned
around. Their faces were skinny and emaciated. The eye of the man fell from its orbit.
Now, I was sure that they mustn't have been my parents. I was scared. But when they saw
me, they spoke with a soft voice : “Aimie ! Come with us ! Come ! Join us !” I answered
: “No ! No thank you ! I must go back home ! Now !” I ran in the direction of the
orphanage. The two monsters followed me ! “AIMIE ! AIMIE !” they screamed with
horrible voices. I was terrified. I turned around and I fell on a root. The last thing that I
saw was the two horrible things throwing themselves on me...
Rafika SELMI CLG les Rives du Léman, Evian
http://www.gilmant.fr/wordpress/?category_name=miss-selmo
[email protected]
Exemple 3 (élève de 4ème)
It was a long time ago…
My friend the count Dracula bought a magnificent house in my country, France. He invited me
so I went to his house .The count was waiting in his magnificent garden with a dog and a cat but,
strangely, the cat had two tails and the dog was green. We entered in the house. A very strange
house. They where candles and skulls everywhere, and, in some skulls, they was...blood.
It was dark, there were bats , sometimes the cat was meawing :<< Meeeeeew!!!>>, sometimes
the count was laughing :<<Mouahahahaha>>, I was anxious. We arrived at the dinner room
where we had dinner but strangely, the count wasn't eating or drinking. I drank in … a skull, it
was...vine. The count told me to wait and he went in the kitchen with the cat, and I was waiting
with the dog when suddenly skulls arrived and... insulted me!!!I took my sword (It was a really
long time ago, year 1777 I think) and destroyed these skulls but strangely, the dog stayed calm. I
was destroying the last when suddenly the count arrived and bit me. The dog barked and the
count told me that he was a vampire and that he turned me into it. And I told him that I was a
werewolf. We laughed because that was funny. But we wanted to kill some humans. The dog
barked and we were drinking lots of blood!
Exemple 5 (élève de 3ème)
I am Bastien and I’m going to tell you my story…
I was in a gloomy forest and I walked alone. I can’t remember the
date. I went home with a gun because the area was not safe. I was
walking towards a tree to climb it up and see where I stood when
suddenly a zombie jumped on me! I shot him on the head and fled.
I looked back and I realized that there were hundreds of zombies
pursing me. I ran faster and sometimes I shot behind me but very
quickly they caught me. One of them grabbed my leg and knocked
me! He bit me while the other came back. I cried, I fought, I hit
them, I shot them, I begged them but they were so many and so
heartless!!! They devoured me…
Ask yourself this question: if I’m dead, how can I tell you my
story?
I must have become a ghost.
Rafika SELMI CLG les Rives du Léman, Evian
http://www.gilmant.fr/wordpress/?category_name=miss-selmo
[email protected]
Bibliographie
Documents audio
http://www.youtube.com/watch?v=P4MBknmm1og
http://www.youtube.com/watch?v=m4_hMUhPWAg
Documents filmiques
Francis Ford Coppola Dracula (Bram Stoker) 1992
http://gilmant.fr/GOTHIC_selmi.wmv
http://www.youtube.com/watch?v=SNhbWP01NgQ
Ouvrages
Bram Stoker, Dracula,
Mary Shelley, Frankenstein
Mac Donald Fiona & Celev Penko Dracula (Bram Stoker) Book House Brighton, 2007
Site internet
https://en.wikipedia.org/wiki/Vlad_the_Impaler
Articles
Gilmant Laurence http://www.ac-grenoble.fr/disciplines/anglais/articles.php?lng=fr&pg=1356
Rafika SELMI CLG les Rives du Léman, Evian
http://www.gilmant.fr/wordpress/?category_name=miss-selmo
[email protected]