Children at work - Didier

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worked until they couldn’t see / they stopped working when there was no light / they stopped working because they had no glasses. I could not say at what hour we stopped: the work was so interesting, time was not important / the workers lost sense of time / they hadn’t learnt to read the time / the workers were not told the time / workers didn’t mind working long hours. There was no clock in the mill: the employer didn’t have enough money to buy one / clocks hadn’t been invented at that time / it was impossible to have a clock in the mill because of the dust and the heat / it was no use for the workers to know the time / the employers didn’t want the workers to know the time. writing 9 Réfléchir sur la langue : obligation et interdiction Légende : – encadré : mots qui servent à exprimer l’obligation ; – surligné : mots qui servent à exprimer l’interdiction (ou l’absence de permission) ; – souligné : action visée par l’obligation ou l’interdiction (ou l’absence de permission). 1. At times, some young children had to work in the mill for about 19 hours a day. They were not allowed to have more than a one-hour total break. 2. After the Chimney Sweeps Act was passed in 1875, employers were forbidden to send boys up chimneys. 3. Parents were compelled to send their children to work because they couldn’t provide for them. 4. In 1870, the Education Act stated that children between 5 and 12 were to attend school. 5. In 1841, a law was passed stating that children under the age of ten may not work underground. 6. Nowadays, employers must inform the local authorities if they employ a school-age child. They have to get a work permit. Children are not allowed to work without a work permit. In any case they may not work during school hours and they can’t work for more than one hour before school. c. présent passé obligation must – have to had to – were compelled to – were to interdiction / absence de permission may not – are not allowed to – can’t were not allowed to – were forbidden to Conclusion : Must exprime une obligation alors que can’t et may not expriment une interdiction ou absence de permission. Tous ne s’emploient qu’au présent. DEBRIEFING Book p. 24 1. Picture Pistes de relance : – Focus on the label on the pair of jeans. – Who could be wearing this pair of jeans? – Focus on the logo. Explain what the poster is aiming at. – Would you be ready to buy these jeans? – What do you think could be done to stop child labour? 2. Statement Pistes de relance : – Give examples of work children have always done. – Think of different periods in history and give examples of work children did at the time. – Find reasons why the type of work they do now has changed. – Do you think it’s necessary for children to work ? Give your reasons. – Do you think children shouldn’t work ? Give your reasons. 20
ÉVALUATION DE LA COMPRÉHENSION Deux appareils d’évaluation sont proposés : le premier de « type bac » où la compréhension est vérifiée par la production, le second ne vérifiant que la compréhension pour une évaluation de l’activité langagière en elle-même. n Évaluation de la compréhension écrite Appareils d'évaluation Æ Voir textes photocopiables p. 289 n Évaluation de type 1 : corrigé et barème 1. ˝ The main character is a child. 1 pt 2. ˝ Slavery Æ In exchange for a small sum of money, about $16, they agreed to send their son to work in a nearby carpet factory until he had earned enough money to pay back the loan. ˝ Child labour Æ Each morning, six days a week, more than half a million children between the ages of four and fourteen rise before dawn and make their way along dark country roads leading to Pakistan’ s carpet factories. The carpet weavers work 14 hours a day, with only a 30-minute break for lunch. Iqbal Masih was one of these workers. 1,5 pt x 2 = 3 pts 3. a. ˝ wrong Æ “At 6.a.m.” (l. 6) b. ˝ right Æ “More than half a million children between the ages of four and fourteen rise before dawn and make their way along dark country roads leading to Pakistan’s carpet factories.” (l. 1 à 3) c. ˝ right Æ “In exchange for a small sum of money, about $16, they agreed to send their son to work in a nearby carpet factory.” (l. 12 à 14) d. ˝ wrong “Iqbal was told he would be paid three cents a day for his work.” (l. 15) e. ˝ wrong Æ “Iqbal went to the local police to complain. He told them that his boss had beat him up and showed them the bruises on his arms.” (l. 33 à 35) f. ˝ wrong Æ “One of the police officers glared at Iqbal. He told him he had no right to complain he’d better stick to his work and do what he was told. The officer grabbed Iqbal by his sore arm and led him back to the factory. If he tries this again, chain him to his loom, the officer told Arshad.” (l. 35 à 39) g. ˝ wrong Æ “Even when Iqbal hurt so much he could hardly move, he fought back.” (l. 40) 1 pt ¥ 7 = 7 pts 4. Iqbal was born in a very poor family. His parents didn’t have enough money to feed their children or to buy them clothes / to support their children / to provide for them, that’s why they accepted to sell him to a carpet factory owner. 3 pts 5. The boss didn’t want carpet weavers to talk because if they talk they make mistakes and if they make mistakes they have to do the job again and the boss loses money. 2 pts 6. Carpet weavers have to get up very early to report to work at 6 a.m. They are compelled to work for 14 hours with only a 30-minute break for lunch. If they are late or if they complain they can be beaten or hung upside down. They are not allowed to talk to each other while they are working and they have to work in a very dark environment. They earn very little money. 4 pts n Évaluation de type 2 : corrigé et barème Information about the country and work environment Details about working conditions Details about the main character and his background The main character’s actions Bonus: the main character’s personality Pakistan – carpet factories – child labour (more than half a million children…) have to get up very early to report to work at 6 a.m. / compelled to work for 14 hours with only a 30-minute break for lunch / if late, can be beaten or hung upside down / not allowed to talk to other children while working / have to work almost in the dark / earn very little money Iqbal – started work when he was four – very poor parents – farmers – lived near Lahore – was sold by his parents ($16) The main character’s actions he complained to the police about being beaten / fought back strong – not submissive 3 pts 8 pts (1,5 pt / élément) 5 pts 4 pts 2 pts Project 1 - Children at work 21
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Page 25: LOGPAGE Logbook p. 4 Child labour i

Children at work - Didier

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