11. ModesTemps_Axe1 by Lionel Meinertzhagen

Fiche signalétique

Matière : Les modes et les temps Public visé : 6ème primaire/1ère secondaire Compétences sollicitées : Macrocompétences LIRE

Pages

2, 3, 5, 8

3 3, 4 4

15-16

9-10

5, 12, 13-14

Microcompétences • Orienter sa lecture en fonction de la situation de communication o Anticiper le contenu d’un document en utilisant ses indices externes et internes (illustrations, images, première et quatrième pages de couverture, typographie...) o Saisir l’intention dominante de l’auteur (informer, persuader, enjoindre, émouvoir, donner du plaisir) o Adapter sa stratégie de lecture en fonction du projet, du document et du temps accordé : lecture intégrale ou sélective o Adopter une vitesse de lecture favorisant le traitement de l’information • Elaborer des significations o Gérer la compréhension du document pour ! dégager les informations explicites ! découvrir les informations implicites (inférer) ! vérifier des hypothèses émises personnellement ou proposées. ! percevoir le sens global afin de pouvoir • dégager la thèse et identifier quelques arguments. • Dégager l’organisation d’un texte o Reconnaître un nombre diversifié de documents en identifiant la structure dominante : ! Narrative o Repérer les marques de l’organisation générale : ! Modes et temps verbaux

• 9, 12

•

3-4, 5 • 9-11 •

ÉCRIRE

17 17 PARLERÉCOUTER COMPÉTENCES TRANSVERSALES

• • • •

Percevoir la cohérence entre phrases et groupes de phrases tout au long du texte o Repérer les facteurs de cohérence ! Système des temps Tenir compte des unités grammaticales o Comprendre le sens d’un texte en ! reconnaissant les marques grammaticales (nominales et verbales) Percevoir les interactions entre les éléments verbaux et non verbaux o Relier un texte à des éléments non verbaux Orienter son écrit en fonction de la situation de communication o En tenant compte des critères suivants : ! De l’intention poursuivie (informer, raconter, décrire, persuader, enjoindre, donner du plaisir) ! Du destinataire ! Du projet, du contexte de l’activité

Saisir l’information Traiter l’information Utiliser l’information Communiquer l’information

Objectif global : Percevoir la variation du verbe en mode, temps, personne/nombre. Discriminer les différents temps et les différents modes. Objectifs opérationnels : • • • • • • •

Comprendre un message incomplet/imparfait (pp. 2, 3, 5, 8) Justifier son choix (pp. 4, 10) Apparier des représentations iconographiques variées et du texte (p ; 11) Classer dans le temps (p. 12) Consulter un manuel de référence (p. 12) Utiliser un tableau à double entrée (p. 14) Interpréter (p. 16)

Prérequis : La notion de verbe, les paramètres de variation du verbe. Notes liminaires : Il va de soi que le professeur est invité à s’inspirer de tel canevas, mais non sans l’adapter à son public, ses (propres) intentions, l’actualité, sa terminologie, etc.

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