Anglais 2de
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Unité de transition collège/lycée
1 • Generations living together
Ch. 1
Food for joy, food for ploy
Ch. 2
No future? No way!
2 • Working worlds
Ch. 3
Working in Silicon Valley
Ch. 4
STEM women rock!
3 • Neighbourhoods, cities and villages
Ch. 5
Ticket to ride
Ch. 6
South Afri...cans
Ch. A
Dreaming city stories - Digital content only
Ch. num
Diners and Pubs
4 • Representation of self and relationships with others
Ch. 7
Fashion-able
Ch. 8
Look at me now!
Ch. B
Inking the future - Digital content only
5 • Sports and society
Ch. 9
Spirit in motion
Ch. 10
Athletic scholarship
6 • Creation and arts
Ch. 11
“You see but you don’t observe!”
Ch. 12
From silent to talkie
Ch. C
Copying or denouncing? - Digital content only
7 • Saving the planet, designing possible futures
Ch. 13
Young voices of change
Young voices of change
Ouverturep. 182-183
A short history of US youth activism
Activityp. 184
Book club corner
Activityp. 185
Modern day activists
Activityp. 186-187
Why do young activists get involved?
Activityp. 188
Building the future
Activityp. 189
Language in progress
Languep. 190-191
Final project
Final Projectp. 192-193
Severn Suzuki’s speech at U.N. Summit, 1992.
Reading Cornerp. 194-195
Exercices d'entraînement
Exercices
Ch. 14
Biomimicry: a sustainable solution?
Ch. num
National Parks
8 • The past in the present
Ch. 15
Twisted tales
Ch. 16
The Royals
Ch. num
The Royals 2.0 "Family Business"
Ch. D
All Hallows' Eve - Digital content only
Ch. num
Spooky Scotland
Fiches méthode
Précis
Ch. 18
Précis culturel
Ch. 19
Précis de communication
Ch. 20
Précis phonologique
Ch. 21
Précis grammatical
Verbes irréguliers
Rabats
Révisions
Nos dossiers d'actualité
Dossier d'actualité
Unit 13
Activity 4

Why do young activists get involved?

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Video

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Placeholder pour Group of women protesting for equality.Group of women protesting for equality.
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Group of women protesting for equality.
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Questions
Differentiation
Read the text.
Workbook p. 93
Then, click on your path!
A
or
B

Path A

1-A
Pick out as many words as possible from the video.
2-A
Make a short presentation of it (Who? What? Where? When?)

3-A
List the places mentioned.
4-A
What do they have in common?
Useful vocabulary
The action takes place in...
It shows...
The places mentioned are all...
Path B

1-B
Make a list of the expressions (more than 2 words) you hear in the video.
2-B
What type of video is it? What is its aim?

3-B
List the elements that make young people more effective activists.

4-B
Do you agree?

Useful vocabulary
This video aims at + V-ing...
I definitely agree with the idea that...
Being... makes her / him more effective.
Let's talk this out!
Pair work
Mediation

5
Imagine other reasons why teen activists are more effective.

6
In your opinion, what could stop them? What do they need?

Useful vocabulary
Teen activists can really make a difference because...
What could stop / prevent them from achieving their aims is...
In order to succeed in being taken seriously, they need to..
Afficher la correction
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Toolbox

Toolbox

  • indeed (adv.)
  • whereas (adv.)
  • protesting crowd /ˈkraʊd/ (n.)
  • be responsible for (v.)
  • be targeted for / be the target of (v.)
  • be upset / be angry at (v.)
  • feel concerned by (v.)
  • make the world a better place (v.)
  • raise awareness /əˈwɛənɪs/ (v.)
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Over to you!

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Post a comment

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and / or
!

Post a comment on the video page to give your own opinion about teen activism (120 words).
Explain why you think teen activists can really make a difference.
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