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Activity 3
DIFFERENTIATION



Life and work during the Industrial Era





Group 1: The environment

Coalbrookdale by night, Philippe-Jacques de Loutherbourg, 1801.
Coalbrookdale by night, Philippe-Jacques de Loutherbourg, 1801.

Group 2: Living conditions

Over London by Rail, Gustave Doré, 1872.

Over London by Rail, Gustave Doré, 1872.

Group 3: Working conditions

Interior of a mill, anonymous artist, 19th century.

Interior of a mill, anonymous artist, 19th century.
Voir les réponses

You are in charge of one painting.

1
Be ready to describe your document. Analyse its content, its construction, the focus points, colours used, etc.


2
How does it represent the Industrial Revolution?


3
Point out the elements of the document that stood out for you.


Useful vocabulary: I can see...
There is... in the foreground / background.
The perspective gives an impression of...
The colour of the... makes it look like...
The... is dark / bright / low / high, so we can imagine...

Let's talk this out!

GROUP WORK
MEDIATION

Share your findings with your classmates and learn about the other documents.

4
Are these documents critical or complimentary of the era?

Your time to shine!

Voir les réponses
5
Select a painting representing life and work during the Industrial Era. Post it on a social network along with a 100-word text illustrating it.



Useful vocabulary: It was painted / drawn / created by... (artist) in... (year).
It represents / depicts... As you can see...
The artist chose... The message conveyed is...

Toolbox

Toolbox
  • colourful ≠ monochromatic (adj.)
  • fiery / blazing ≠ dull / dreary /ˈdrɪəri/ (adj.)
  • light / bright ≠ dark / gloomy (adj.)
  • natural ≠ mechanical (adj.)
  • orderly / neat / tidy (adj.)
  • overcrowded ≠ empty / void (adj.)
  • personifying ≠ dehumanising (adj.)
  • symmetrical (adj.)
  • billowing /ˈbɪˌləʊɪŋ/ smoke / clouds of smoke (exp.)
  • working class (n.)
  • chimney (smoke) (n.)
  • factory floor / ceiling /ˈsiːlɪŋ/ (n.)
  • machines / machinery (n.)
  • movement (n.)
  • perspective /pəˈspɛktɪv/ / contrast (n.)
  • vanishing point (n.)
  • “warm” colours ≠ “cold” colours (n.)
  • illuminate / light up (v.)

From French to English


MEDIATION

La traduction de « on »

  • Le plus souvent, lorsque « on » ne correspond à aucune personne précise et que l’on s’intéresse à celui / celle qui subit l’action et non à celui / celle qui fait l’action, on utilise alors le passif.
  • Ex : Workers were exploited and were forced to work from dawn till dusk. → On exploitait les ouvriers et on les obligeait à travailler du lever au coucher du soleil.

  • On peut aussi utiliser :
  • – you / we
    – somebody / someone

Exercices p. 162

Let's learn!

“I spy with my little eye”

Example:

In “Coalbrookdale by night”, I spy with my little eye, something beginning with H.”
Is it a “house”? No, it isn’t.
Is it a “horse”? Yes, it is!


Over to you!

Comment on the living and working conditions of the working class

Let’s use what you have learnt in
Activity 3
!

You are travelling around England during the 19th century. Write a letter to your family, telling them what you have witnessed on your travels.

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