Belfast

I - Introduction

a - Describe the picture :

What ? When? Where? Who?

Use  the vocabulary of the description.

.

b- The trailer

Identify the atmosphere and have an inkling of the plot, the evolution of the situation in Belfast and in the boy's life.

.

c - Featurette

Who are the characters?

What are they talkig about?

What do you think aout the atmosphere of the shooting?


II - The movie

III - History


a - General facts

TÉLÉCHARGER h...ts-1.docx

 b - Historical facts

TÉLÉCHARGER h...-1-5.docx

c- Nancy Mulligan

TÉLÉCHARGER N...èves.docx

IV  - Grammar practice


1. Reported Speech (Discours Indirect)


Belfast's history is rich with personal stories, political statements, and historical narratives. Reported speech enables students to convey these perspectives accurately.

Key Points:
- Verbs to Introduce Reported Speech: say, tell, explain, claim, admit, deny, suggest.
- Tense Changes:
- Direct: "We want peace," they said.
- Reported: They said that they wanted peace.

Practice:
- Convert famous quotes from figures involved in the Northern Ireland conflict into reported speech.

  • John Hume  :
    "Difference is of the essence of humanity. Difference is an accident of birth and it should therefore never be the source of hatred or conflict."
    → John Hume said that difference was of the essence of humanity and that it should never be the source of hatred or conflict.

  • Gerry Adams  :
    "Peace is not merely the absence of violence. Peace is the presence of justice."
    → Gerry Adams claimed that peace was not merely the absence of violence but the presence of justice.

  • David Trimble  :
    "You don't make peace with your friends; you make peace with your enemies."
    → David Trimble explained that you didn't make peace with your friends but with your enemies.

  • Make some resesearches and find, then write 2 other examples


    • 2. Debating Techniques 


    Understanding Belfast's socio-political context requires the ability to express and debate differing viewpoints respectfully.Key 

    Phrases:
    - Agreeing and Disagreeing:
    - I agree with... because...
    - I see your point, but I believe...
    - While it's true that..., it's also important to consider...- Moderating Opinions:
    - perhaps, it seems, to some extent, arguably, on the one hand... on the other hand...

    Practice:
    Organize a group debate on a historical question such as: 

    1. "Was the Good Friday Agreement the best solution for lasting peace in Northern Ireland?"
    2. "Should young generations be taught more about The Troubles in school?"
    3. "Is it better to forget or to remember painful historical events?"
    4. "Do commemorative events help communities heal or keep wounds open?"
    5. "Should former paramilitary members be allowed to participate in politics?"
    6. "Is economic development more important than cultural reconciliation in post-conflict Northern Ireland?"

    IV - Final task : "Voices of Belfast"

    Objective:
    In groups of 3-4, you will create and perform an oral presentation that gives voice to different perspectives from Belfast during and after The Troubles. The presentation should incorporate emotional vocabulary and demonstrate a deep understanding of the historical and social context.

    Instructions for Students:

    1. Choose a Perspective:
      Each group will select a specific point of view to present, such as:

      • A resident living in Belfast during The Troubles.

      • A journalist covering the conflict.

      • A politician advocating for peace.

      • A young person growing up in post-conflict Belfast.

    2. Prepare Your Script:

      • Write a dialogue or monologue for each group member, ensuring each person speaks for 2-3 minutes.

      • Use emotional vocabulary to express feelings like fear, hope, anger, grief, pride, and reconciliation.

      • Include at least one reported speech and one inversion in your script.

      Example with Reported Speech:
      "My father always said, 'We must never forget our roots,' and I carry that with me today."

      Example with Inversion:
      "Never have I felt such fear walking down my own street."

    3. Visual Support:

      • Use photos, drawings, or symbols relevant to your perspective as part of your presentation.

    4. Rehearse and Perform:

      • Practice your presentation as a group to ensure smooth transitions and clear delivery.

      • Perform in front of the class, focusing on expressing emotions and engaging your audience.

    Assessment Criteria:

    1. Use of Emotional Vocabulary (accuracy and variety)

    2. Correct Use of Grammar Structures (reported speech and inversion)

    3. Clarity and Fluency in Speaking (pronunciation, intonation, and expression)

    4. Group Collaboration and Creativity (balanced participation and engaging storytelling)