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In this lesson, we'll have a look at the impact of social class on one's daily life, and at the different social class that can be found in the United Kingdom.
We'll also explore the different stereotypes that are associated to social class in the UK, as well as the phenomenon of social appropriation.

Let me remind you that when you send me your work, you must rename your document with NAME and CLASS.

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1. Vocabulary activity
2. Picture / Listen to the recording
3. Video: The Class Sketch

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1.a First and foremost, you need vocabulary. Start by having a look and try to memorize most of these words.
You can then practice thanks to the Quizlet below (and play 'Gravity'!).

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to get familiar with the vocabulary, and revise for the test.

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2.a Look at the picture and answer the questions on your copybook:
- How do you interpret it?
- What problems/issues in the British society does the picture express?

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- Does it change your interpretation of the picture?
- Sum up the two points of view of the students (15 words each).

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1.2 British students on the class system

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- Look at the picture: what can you imagine about the three people and their relationship?

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and check your ideas.
https://www.youtube.com/watch?v=9tXBC-71aZs

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2.2 The class sketch - JohnCleese.RonnieBarker.RonnieCorbett -1966

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3.c Fill the document with the information you can hear from the video.

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3.c Fill the document with the information you can hear from the video.

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Explain in English the different meaning of these two expressions:
- "I look up to him"
- "I look down on him"

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According to you, what is the message of this video? Do you agree with it?
Do you think a similar sketch could be made about France?

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For next time: learn the vocabulary: you will have a TEST on this vocabulary only.

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Check your answers and correct the mistakes.

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Check your answers and correct the mistakes.

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--> See documents below

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SESSION 1 - MC - SOCIAL CLASS - CORRECTION - LANGUAGE REMEDIATION

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Here are two activities to revise and practice your vocabulary. You must have learnt it before doing these activities (go to Session 1).

1. Adele's background

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2. The odd one out

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1. British humour - self-mockery [autodérision]

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1. British humour - self-mockery [autodérision]

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The British are well-known for their sense of humour and laughing at themselves. Here are some examples of class comedy. Enjoy!

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Look at the book cover and read the tweets below.
Do you think the tweets match the definition given on the book cover?
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Help: What we can see here...
There is a reference / a parallel / an allusion...
a parody

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Come up with another #middleclassproblem.

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a. Look at the picture below: it is taken from a BBC Comedy tweet. What kind of report do you expect it to be?
b. "When posh people go to Lidl": what do you think happens?

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a. Watch the video (you can watch it a few times, and take notes). Is it what you expected?

b. React: what do you think of it? Do you find it funny?

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Help: What I find the most surprising / striking / ridiculous / interesting / unpleasant     about this video is that.....
What strikes me the most about this parody is that.....

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Think of another "when posh people" scenario. Prepare a tweet, a title, a picture and a caption.

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You can practise your pronunciation with these two activities. Read the instruction and listen to the audio below to do the exercises.

a. Vowel sounds

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a. Vowel sounds

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b. Links between the consonants

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b. Links between the consonants

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1. Revise your vocabulary
2. Picture: 7 social classes
3. Text: Class is not just about your job

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1.a Mémorisation = répétition.
On révise le vocab, en utilisant le Quizlet ci-dessous.

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pour approfondir sa maîtrise du vocabulaire.

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Read the article. Sum up in your own words what each of these terms correspond to:
- economic capital
- cultural capital
- social capital

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Introduction

There have been a number of ways of the generations to define and classify class. In many cases, it can be related to a hereditary position or inherited/generated wealth. However, wealth and title rarely nowadays give a clear definition of social position. Does a lottery winner suddenly become Upper Class or Elite simply because or new found wealth ? Most people would argue not.

To create a better picture, social classes can be structured via elements of Economic, Cultural and Social 'Capital' (Marx would be proud). By considering all three elements rather than just money or just social position, a clearer definition of class is the aim.

Economic Capital

For the purposes of this argument, we will define Economic Capital as disposable wealth regardless of source. This is not the usual position and many would consider all assets to be included under Economic Capital but it's not that easy.

Firstly, let's consider someone who inherits with an inherited castle or stately country home. All very grand but if no cash is also inherited then that person would be asset rich but cash poor. In general terms, it could be argued that they have substantial Economic Capital but if they can't afford to eat because they have no cash then that's not a very good situation. To create cash, the asset would be sold and then they would have Economic Capital and can spend but that's not always possible.

We appreciate that this is simple but in modern society surely real Economic Capital is what you can buy not what you have. We are a consumer society and having last year's handbag just doesn't cut it. Cash is king and spending it is genuine Economic Capital.

In short, therefore, disposable cash is, we would consider, a better definition of modern day Economic Capital than cash and assets.

Social Capital

This is generally defined as the quantity and social status of friends, family and other connections. At a simple level, knowing a judge would boost Social Capital better than knowing a window cleaner.

Again, it's not as clear cut with the advent of social media. The number of people with the magic '500+' connnections on LinkedIn or hundreds of 'friends' on Facebook would, under a simplistic definition, all boost Social Capital. However, clearly, that's unlikely to be the case and in reality only a minor handful of those contacts actually mean anything.

With this in mind, it's better to consider the quantity, social status and quality of the connection. More so, it's not so much how well that contact is known but perhaps how easy it is to leverage that contact.

Cultural Capital

Let's define this as the sum of both your cultural 'assets' and your cultural 'income'. To be clear, Cultural Assets are things already known - such as the names of the families in Romeo and Juliet. Cultural Income is going to see the latest production of Romeo and Juliet. We know, we defined Economic Capital as only consisting of Income or more correctly disposable income. However, we consider the definition of Cultural Capital to be better defined with both asset and income. Sorry.

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There have been a number of ways of the generations to define and classify class. In many cases, it can be related to a hereditary position or inherited/generated wealth. However, wealth and title rarely nowadays give a clear definition of social position.

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a. Look at the picture. How does it compare with the picture 3.1 from Session 1 ("I know my place") ? (similarities/differences)
[Use comparison expressions such as: compared to / contrary to / as opposed to / whereas ...]

b. Now read the description for each group:
- Can you identify the criteria used to categorize people?
- Can you think of examples of each type of capital described?

! Be careful: you are not asked to copy the sentences, but to explain in your own words.

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2.2 Add information about each group to the graph.

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2.2 Add information about each group to the graph.

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- How do the curves compare to each other? Are they all alike?

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2.3 React: look at the illustration again.

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2.3 React: look at the illustration again.

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a. Analyse how they have chosen to represent each group visually:
think about what messages these representations send.
b. What problems can you see with categorizing people in this way?

[Use expressions such as:
- The purpose = the objective
- According to me,
- I believe that...
- however
- that's why
- the problem is....
...]

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3. CE - Read the article and answer the questions.

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3. CE - Read the article and answer the questions.

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A ne regarder qu'après avoir répondu tout.e seul.e.