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Publié : 4 juillet 2022

Projet Etwinning : A world without books

Corinne Hoffert et ses étudiants de BTS ainsi que ses élèves de Première ont obtenu cette année deux labels nationaux etwinning pour les projets européens My smart smartphone et A world without books dans le cadre d’un projet sur 3 ans (tous trois labellisés) dont l’objectif était d’éduquer à l’usage des réseaux sociaux et de faire la promotion de la lecture.
Cet article est l’occasion de mettre en valeur leur projet, de les féliciter pour l’obtention des labels etwinning et de donner des idées aux enseignants de langues de l’académie.

Le projet en quelques mots

Ce projet, centré sur l’importance de la lecture, s’ouvre sur la lecture critique de Fahrenheit 451 (Ray Bradbury) et de The Fun they Had (Issac Asimov). Il a permis aux élèves d’interagir avec leur partenaires pour analyser la place de la littérature dans la société. De multiples activités en ligne et hors ligne ont permis de découvrir la science fiction. Les sites et applications collaboratives ont pu être utilisés pour produire un ebook commun ainsi que des adaptations filmiques des livres lus.

Les pages publiques des Twinspaces

Chaque projet Etwinning peut être hébergé sur la plateforme collaborative européenne Twinspace. Vous retrouverez sur les pages suivantes, les traces publiques des échanges menés dans le cadre des 2 projets :

Le projet en détails

Pour plus de détails sur les projets, vous retrouverez leurs descriptifs en anglais ci-dessous :


After “Share What you Read” and “International Reading Challenge”, this project is the third project to promote reading in the school.

This project is based on Fahrenheit 451, a novel by Ray Bradbury, and a short story entitled The Fun They Had by Isaac Asimov and was aimed to make the students think about the role of books and their destruction along history, about the consequences of the pandemic on school, and about teaching and learning processes.

The first steps

Apart from the traditional ice breaking activities and choosing a logo, a collaborative timeline, a collaborative e-magazine, a collaborative video and other tasks were proposed.
The aim of this project is to make students aware of the importance of books in our society, in sharing knowledge and collective memory. It is linked to our now traditional reading break, which has been going on for 3 years in our school, during which almost all the classes read in silence for 15 minutes every Thursday afternoon.
So, the project began with a survey about the students’ reading habits and a series of videos to watch on the benefits of reading an open online discussion with the partners on the topic.

The differents skills aimed at

The different tasks proposed were very varied and allowed to improve all the language skills such as reading, speaking, writing, etc., but also technological skills and communication skills. The teachers of this project are aware of the importance of these skills in the job market and want their students to be able to think on their own and express their opinions. For them the role of school is not limited to give knowledge, but also to know where to find it , to be able to analyze it (critical thinking), to deal with it and implement it and to discuss it with others.
The students worked individually and in small groups depending on the task. They were asked to research and select the relevant information to introduce Ray Bradbury, then to create games about this author in order to have the others play.

The use of applications and the discovery of new skills was linked to almost every task. We began to use Bitmoji and Voki for education to have the students introduce themselves, they had to create games to know the partners, their schools and their countries and cities. They also had fun creating Book faces.

So, applications such as Kahoot, Doozy or learning apps were integrated in the process. Google docs and Google slides or canva were a good way to create collaborative products such as a timeline about the history of book destruction.


An important aspect of the project is evaluation ; indeed, every step of the project is evaluated by the students either by a survey or a Flipgrid or Toontastic activity (oral assessment).
Every term the students had a mark based on their investment and the number of items they had carried out.
ETwinning projects are totally integrated in the curriculum here, it is based on the axis n°5 fiction and reality.

  • The students also learned how to create a film ; after reading The Fun They Had, they created their own collaborative adaptation of the short story. They had to imagine the dialogues, sketch the storyboard and shoot their part of the story.
  • As the reading proposed was mostly science fiction, the students created a collaborative e-book about the must read science fiction books or must see science fiction movies .
  • The last part of the project was about e-education and the future of education. The students were asked to present orally their ideal school and the matter was discussed online with the partners as a closing activity.

Creativity and gamification, use of new technologies to make the students read and get introduced to science fiction, evaluation and collaboration were the key words of this project, which developed all the skills required in the French curriculum for the teaching of English in Lycée.