Ceci est une compilation d’ exemples
d’activités à mener en co-animation
technologie / anglais
et de séquences à construire .
Merci aux professeurs-formateurs
qui ont bien voulu les mettre à disposition Amélie BARBIER -Nathalie DOURLOT – Michèle PENELON – Mike BLANDFORD Christophe BRISON – Christophe GILLET – Raphaël MORIN - Alexandre RAMOS
Première Séquence
Thèmes à développer
I- Sustainable Development:
A- Life Cycle Assessment and
Recycling
B- Sustainable Development
Debate
C- Urbanisation
D- Fair Trade
II- Energy Mix
III- Systems
A- Dyson Hand Dryer
B- Colibri Coffee Machine
IV- Nuclear Power
• Exemple d’étude de dossiers techniques
A- Propriété Industrielle
B- BAES
C- Serrure biométrique
D- Mannered
E- Neutral Passive House Estate in
Hannover- Kronsberg
• Visites de sites
• Technical Dictionary
• Evaluation
• Ressources
1/ Présentation des objectifs et de la démarche du cours en Co-animation :● 3 types d’activités en anglais (réception , production , interaction)● Types d'activités● Triptyque M.E.I.
2/ présentation technique à l’oral Objectif : chaque élève dit quelques mots avec son vocabulaire● Présenter en 1 minute un objet courant.
Simple Pluri technologiques
I – Sustainable Development
II- Energy Mix
III- Systems
IV- Nuclear Power
Une introduction dès le début d'année
● L'impact environnemental : Analyse du cycle de vie
● Comparer des produits de consommation courante
● Le développement durable
Life cycle assessment is the
process of evaluating the
total effects that a
product has on the
environment over its entire
existence.
Extraction of raw material
… end of life (recycle, reuse,
disposal ...)
Draw the life cycle of
different products
tetrapak vs. glass bottlehttp://www.tetrapak.com/environment/Pages/default.aspx
what it's made of, life of a package, recycling
packaging chips : http://www.storopack.com/en/products-solutions/flexible-protectivepackaging/packaging-chips.html
find out which product (corn vs. polystyrene) is the best and justify.
Expanded corn packaging chips are totally compostable, so can be
added to a compost heap, put into composting facilities , or will break down a
lot faster than polystyrene if they go into landfill.
Ecotainer packaging :http://www.internationalpaper.com/US/EN/Products/ecotainer/ecotainer.html
Draw the life cycle of different products Bic shavers : http://www.bicworld.com/en/products/how-its-manufactured-shavers/
pens + Bic ecolutions, CO2 reduction...)
Nespresso capsuleshttp://www.nespresso.com/#/fr/en/coffee_nespresso/grain_cup
From the bean to the cup: ecolaboration
Sugar cane containers v. foam containers
http://www.ecoproducts.com/va-cms/index.php/paper cup /
foamcup/mug
Debating about the pros and the cons
BBC environmental debate : Develop or Die - BBC Series
Sustainable Development has become the mantra of the 21st Century. No other concept has had aprofound impact on institutional decision-making; forcing governments to change policies andcompanies to re-think how they do business.First commissioned for the BBC this series is made up of two episodes filmed on location in India, China,Vietnam and Malaysia and the third programme an Outside Broadcast debate from Mumbai (Bombay).This series looks at the challenges now facing Asia; how to develop their economies whilst at the sametime handling the growing pressure - mainly from the developed world - to protect the environment,combat pollution and deal with climate change.
http://www.youtube.com/watch?v=ZiB6Vb7PLP8&feature=player_detailpage
Episode 1 – Asia’s big hitters
We look at India's growing automotive industry from Bangalore to the Punjab. (home to
the Reva electric car – known in London as the G-Wizz, which has zero emissions).
We look at China's breakneck construction. ( in Rizhao, on the north eastern seaboard,
90 percent of the homes have solar-thermal heaters, due to government legislation)
Episode 2 – Asia’s growing tigers
In Vietnam we look at the country’s burgeoning tourism industry, already coming under
pressure not to develop unsustainably like its neighbour Thailand. Palm oil: business in
Malaysia. The crop creates global controversy. Conservation versus economic
development, using it for food or for fuel.
Episode 3 – Outside Broadcast from Mumbai (Bombay)
The debate features three leading thinkers, interviewed by Zeinab Badawi on the big issues
that the previous two episodes have raised. (eco-imperialism, historical justice and the
responsibilities of the developed world to the developing economies. Can we have a low
carbon future with a burgeoning free market economy? Do countries need to heavily
legislate to create both a green economy and force a low-carbon future? How do we de-link
economic growth and rising carbon usage?
Urbanisation means the growth of cities. About half the
world’s population live in cities, and most of the population
growth in the future is expected to take place in cities. It is
predicted that by 2015, the world’s six
largest cities will each have more than 20 million inhabitants.
These are some of the effects of urbanisation:
> increased pollution
> increased energy consumption
> land no longer used for food production
> loss of natural habitats
> decline of rural towns and villages as people leave them
to live in cities
1. What is one consequence of an increasing human population?
More waste will be produced.
Raw materials will be conserved.
Natural gas reserves will increase.
2. Where is toxic waste released from?
Only from factories.
Only from farms.
From factories, farms and households.
3. How can rivers be polluted?
Only if waste is discharged into them.
Only if toxic chemicals are washed off the land.
Directly from waste dischaged into them and when toxic chemicals wash off the
land.
4. One problem with sulfur dioxide from burning fuels is that it:
Causes acid rain.
Causes alkaline rain.
Damages the ozone layer.
5. How do lichens indicate levels of air pollution?
Only bushy lichens can grow in very polluted air
Lichens cannot grow at all in very polluted air
Most lichen grow best in very polluted air
6. Chlorofluorocarbons, CFCs, are nearly all banned from production and use.
What is the main reason for this?
They damage the ozone layer.
They cause acid rain.
7. They cause global warming. Which of the following statements is true of
commercial fishing?
Over-fishing is reducing stocks in the seas.
Losing one type of fish makes no difference to the rest of the ecosystem.
Extinction means the fish stocks are low but will build up with time.
8. Which of the following is not true of deforestation?
Tree habitats where many species live are lost.
Loss of photosynthesising vegetation contributes to climate change.
Replanting trees can replace the original habitats
http://www.fairtrade.net/
What is Fair trade...
http://www.bbc.co.uk/news/uk-england-11136797
Cocoa farmers
Energy mix
http://lightbucket.wordpress.com/2008/02/28/energy
-mix-and-carbon-emissions-country-by-country/
different sources
how it works
+ and -
Dyson hand dryer
Colibri hot drink machine
Dyson airblade Presentation
http://www.dysonairblade.co.uk/
http://www.dyson.co.uk/handdryers/default.asp
comparison with paper towels, with warm air hand dryers, how
it works, what people think, how much it saves, carbon
footprint, life cycle, bacteria, saving time, energy and
protecting the environment : advantages / drawbacks
Interview : (preferably without French subtitles) Pick out
arguments to convince in Mr Dyson's speech
Colibri coffee machinehttp://www.coffeeshrine.com.au/n-w-colibri-c3-
espresso.html
explanation and analysis of the diagrams, pictures and
instructions
compare with other systems
coffee fair trade
Analysing different press articles about the Tsunami
in Japan and its consequences on the environment.
Looking for basic information
Identifying and studying the journalist's point of
view
Preparing a TV debate about
nuclear power plants
A –Propriété Industrielle
Veille concurrentielle : recherche de productions de BAES à l’étrangerFire Alarms and Emergency Lighting
Après la présentation du brevet sur les patins en ligne PROMILES:
Présenter en trinôme, en Anglais, un brevet étranger (pas trop complexe) à la classe
Prix du brevet le plus séduisant / Prix de la meilleure présentation
B- BAES
C- La serrure biométrique / The fingerprint door lock
Fingerprint Core
Fingerprint Recognition
1. Les élèves prennent connaissance de la notice technique
(compréhension écrite) → savoir la résumer de manière
simple, sans utiliser trop de lexique technique.
2. Possibilité de visionner un ou plusieurs documents vidéos
(compréhension de l’oral) → comprendre un document
audio/vidéo + s’approprier des structures/du lexique
2. (suite)
Différentes vidéo peuvent être trouvées sur Internet:
• Vidéo publicité (peu de lexique technique)
• Vidéo de démonstration ( lexique et structures appropriés, plus concret): How does it work ?
• Vidéo ‘Mythbusters’ (programme Télé US où des spécialistes d’effets spéciaux
utilisent leurs compétences et testent la validité de ‘mythes’ : croyances populaires,
rumeurs Internet, etc …) : ici, ils démontrent de manière concrète les limites des
serrures biométriques.
• Reportage critique sur l’utilisation controversée de la biométrie (‘fingerprint recognition’ ici) pour entrer à Disneyworld.
Les élèves peuvent visionner différents documents vidéos puis les résumer à leurs
camarades (Interaction orale)
→ savoir synthétiser, savoir comprendre et répondre aux questions.
3. Travail en groupes (par 3 ou 4) : travail sur différents projets
Plusieurs scénarios sont possibles :
Jeux de rôle divers (PPC et PPI)
• le père (ou la mère) décide de faire installer une serrure biométrique – débat en
familles, certain(e)s ne sont pas d’accord…
• le commercial/les commerciaux de l’entreprise démarchent auprès de clients potentiels.
• un commercial explique à ses techniciens comment installer cette serrure et comment
elle fonctionne.
Réaliser un film vidéo qui explique comment la serrure biométrique
fonctionne et comment elle s’installe sur une porte (PPC + utilisation des TICE)
Monter un diaporama pour expliciter ce qu’est une serrure
biométrique, comment elle fonctionne et les limites de l’outil ( production écrite
+ utilisation des TICE)
Séance visant à faire prendre conscience aux
élèves de l’importance de l’isolation du
bâtiment avant même de penser au chauffage.
D - Mannered
On peut écouter les réponses spontanées des élèves d’abord…
On peut ensuite leur proposer un document papier où ils
doivent choisir l’élément qui correspond à l’image projetée, et
l’intégrer dans une réponse orale
A To close windows when ventilation is not
necessary
B To cover internal walls with a thermal insulator
C To grow grass on the roof
D To have no doors and windows
E To inject foam into wall cavities
F To install double glazed windows
G To lay glass wool in the attic
H To place a non-conductor on the floor
I To protect hot water pipes with a thermal sleeve
J To use hermetic rubber joints on windows
Matching exercice: Propositions de dessins
You can insulate a building
by injecting foam into wall cavities
This is a very good idea. This practice is adopted in the Faeroe Islands
… By growing grass on the roof
http://www.greenroofs.com/blog/wp-content/uploads/2009/08/torshavn-bobstrong_reuters.jpg
E- Neutral Passive House Estate in Hannover- Kronsberg
Architecture and building, energy and environment
● 6 à 7 séances de travail
● Travail en groupes
● 1 séance de présentation des exposés et diaporamas.
Voir également le diaporama ‘Passive House’ de Mike Blandford et Christophe Brison
The term passive house (Passivhaus in German) refers to the
rigorous, voluntary, Passivhaus standard for energy efficiency
in buildings. It results in ultra-low energy buildings that
require little energy for space heating or cooling. A similar
standard, MINERGIE-P, is used in Switzerland. The standard
is not confined only to residential properties; several office
buildings, schools, kindergartens and a supermarket have also
been constructed to the standard. Passive design is not the
attachment or supplement of architectural design, but an
integrated design process with the architectural
design. Although it is mostly applied to new buildings, it has
also been used for refurbishments.
1/ What is a passive house ?
2/ Where is Hannover ?
3/ Group work : 2 to 5 students
Reasons to get ventilation
1/ different zones, control, in/ out, supply / exhaust
locating things, east / west / north / south
2/ central ventilation system,(VMC double flux) p.30
(‘Take Action’ chez Nathan) + internet
3/ network p.27 ( ‘Take Action’ chez Nathan)
Consumption of energy : heating, hot water, lighting
4/ solar panels > heating
5/ solar panels > hot water supply
6/ energy plant > heating
7/ energy plant > hot water supply
8/ lighting
9/ household appliances
10/ outdoor thermograph pictures & insulation
11/ Standards : comparison between different European
countries
12/ Dos, don'ts and regular maintenance (daily, weekly,
monthly, yearly)
site industriel : barrage hydroélectrique, société innovante
(isolant, transport ...)
site de recherche : INES (Chambéry), ...
ville ; organisation, bâtiments
Compte rendu
Activité filée sur l'année : rédaction d'un lexique
français-anglais illustré à l'usage des techniciens.
Fiches papier ou site internet
A l’heure actuelle, les modalités du
baccalauréat 2013 ne sont pas publiées au J.O.
Cependant les propositions de l’Inspection Générale pour ce
co-enseignement technologie-LV1 vont dans le sens d’une
évaluation à l'oral :
présentation d’un projet avec une partie en anglais
+ 10' entretien avec le jury.
Pour faire suite à la 1ère journée de formation de juin, une 2ème journée nous permettra de réfléchir à l’évaluation
de ce co-enseignement
Programmes : B.O. N°3 du 17 mars 2011
http://www.education.gouv.fr/pid25173/special-n-3-du-17-mars-2011.html
Guide d'équipement :
http://eduscol.education.fr/pid24435-cid53463/guide-des-equipements-sti2d.html
Guide d'accompagnement (projet) :
http://sti.ac-orleans-tours.fr/spip/article.php3?id_article=942
Supports techniques : Enseignement transversal et spécialités
http://ac-lyon.pairformance.education.fr
Connexion : adresse académique ([email protected])
Code : Numen
Activation d'une activité: 10STI2DLyon
Site collaboratif STI
http://www2.ac-lyon.fr/collab/sti/index.php