19600 crime 3 little pigs

Maintenant regardez la publicité fait par le journal The Guardian et répondez aux questions suivantes.
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1. Le grand titre du journal disait :
« correcte »?

Comment écririons-nous ce titre dans un anglais

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2. Que disent les policiers quand ils entrent chez les cochons?
_______________________ Pigs, _______________________ Pigs, let us _____________.

3. Quels sont les points de vue des lecteurs ? Il y a 11 qui sont donnés, donnez-moi en 4.
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4. Que disait le renard sur la vidéo prise dans le train ?

Quel est son rôle dans l’enquête ?

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5. Quel est le motif des accusés ? Comment le juge les trouvent-ils ?
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6. Quelle est la réaction du public ?
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1. Crime : Mettez les événements dans le bon ordre. (1 =>10)
________ The police investigate
________ The press and public react to the sentence

________ The public reacts to the initial information
________ Witnesses are interviewed during the investigation
________ The criminals are found to be either guilty or innocent
________ A crime is committed
________ There is a trial
________ The press initially informs the public
________ The police make an arrest
________ Expert witnesses for the prosecution or the defendants are called to the bar
Regardez les mots ci-dessous. De quel crime s’agit-il? Connaissez-vous l’histoire ? Essayez de le raconter en anglais à votre classe.

VIDEO AD FOR NEWSPAPER PROBES DEATH OF BIG, BAD WOLF
March 12, 2012 by admin - />
A two-minute ad for Britain’s Guardian newspaper indicates how
journalists of today might have uncovered the true facts behind the “three little pigs” case to show that the
big, bad wolf was actually framed and murdered. The ad describes the many ways a newspaper, by
employing all of the Internet’s resources, including social media, might have reported what actually led up
to the «cooking pot horror”.
Commented Advertising Age: “Who knew an ad to celebrate not just a newspaper, but possibly the entire
journalism industry, could be so good?” The ad was created by the Bartle Bogle and Hegarty (BBH) ad
agency and directed by Ringan Ledgwidge, who wanted to create an “old-fashioned nursery rhymes with a
futuristic contemporary world.”
Vocabulaire : To frame = accusé à tort
to lead up to = conduire à
Après avoir visionné la publicité et avoir lu le texte ci-dessus, dites dans vos propres mots, en
français donc, TOUT ce que vous avez compris du texte (de la source du document jusqu’à la fin du

texte – ne parle pas de la vidéo)

Correction

A faire d’abord l’exercice 1 de la deuxième page, ensuite le « wordle », la vidéo avec les questions et
finalement le texte.
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4 / 10 / 3 / 5 / 9 / 1 / 7 / 2 / 6 / 8

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Try to motivate the students to tell the story. If you can’t, tell it to them and see what they
understand.

1. Big Bad Wolf Boiled Alive –Show the students how in headlines the grammar is not always correct

(The big, bad wolf was boiled alive)
2. Little pigs, little pigs, let us in.
3. Students should respond in either French or English
- The pigs are the victims
- The wolf blew down 2 houses, got what he deserved
- Pigs went too far (against)
- Have every right to defend your property
- C’est ce qui arrive quand vous pénétrez chez quelqu’un (international responses)
- Keep your chinny chin chins up fellas ;
- Boiling someone alive hardly constitutes reasonable force (against)
- Is killing an intruder ever justified (against)
- If you can’t protect yourself in your own home….
- …home is his castle.
- If someone tried to blow my house down, I’d do the same.

Have students notice how many for and against responses there are and also how people hear

about the story and respond to it. (internet – newspapers – twitter – emails etc…)
4. He says “I know the wolf, he had asthma” (could work on reported speech here if you like)

The wolf is a witness (témoin) for the prosecution.
5. Insurance fraud – financial (killed wolf to cover tracks) could no longer pay mortgages.
6. The public supports the pigs saying that the banks made the pigs do it.

Have students express what they know about the actual financial situation the world is in.
Préparation pour le CCF d’anglais – 3ième partie – compréhension d’un texte