Professional Documents
Culture Documents
Josette STARCK
Lycée Richelieu, Rueil-Malmaison
Formateur IUFM Versailles
Pascale CAMPS-VAQUER
Collège Les Vallées, La Garenne-Colombes
Formateur IUFM Versailles
Dominique SANTONI
Collège-Lycée Buffon, Paris
Isabelle ZIMMER
Lycée Léonard de Vinci, Saint-Michel-sur-Orge
Paul LARREYA
Professeur de linguistique anglaise
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Intellectuelle n’autorise, aux termes de l’article L. 122-5, que les copies ou reproductions strictement réservées à l’usage du copiste et
non destinées à une utilisation collective, d’une part, et, d’autre part, que les analyses et les courtes citations dans un but d’exemple et
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S O M M A I R E
Avant-propos p. 4
Unit 4 HEROES p. 61
3
AVANT-PROPOS
I. Nos choix
Plusieurs objectifs majeurs ont présidé à la conception de Meeting Point 2de.
1) Nous avons tout d’abord voulu mettre en œuvre le CECRL, qui vise à faire évoluer les
pratiques en matière d’enseignement et d’évaluation. Nous nous sommes posé plusieurs
questions. Comment réellement mettre en pratique le CECRL ? Comment renouveler nos
pratiques ? Comment motiver les élèves ? Comment s’aider du CECRL ?
Pour s’adosser aux programmes officiels et rendre notre enseignement plus communicatif,
nous avons conçu des projets pédagogiques qui s’articulent autour d’une tâche et d’un
contenu culturel. Chaque séquence met en jeu différentes activités langagières et permet
d’enseigner une langue de culture et de communication.
2) Le pilotage par la tâche est au cœur de nos préoccupations. Cette démarche actionnelle
donne du sens à tout l’apprentissage au cours de l’unité. C’est pourquoi elle est annoncée
dès le début de l’unité. Les contenus culturels, la tâche et les objectifs linguistiques sont
étroitement liés.
La tâche se définit comme la mise en œuvre de compétences données (skills) pour parvenir
à un résultat concret, identifiable, observable.
La tâche doit être une vraie situation de communication, une situation authentique et aussi
naturelle que possible. Elle doit permettre à l’élève de mobiliser et réinvestir tout ce qu’il a
appris. Elle permet de s’entraîner, mais aussi de s’approprier et de mémoriser ce qui a été
introduit auparavant.
Il est important de souligner que la tâche détermine l’activité langagière dominante.
Dominante ne veut cependant pas dire exclusive. Toutes les autres activités langagières
peuvent être travaillées au cours d’une unité.
3) Le but de l’apprentissage en classe de seconde est de passer d’un niveau A1 ou A2
à un niveau B1.
4) Quelles conséquences ces objectifs ont-ils sur notre enseignement ?
k La tâche détermine l’activité langagière travaillée au cours de la séquence et
oriente ainsi tout le projet. L’activité langagière privilégiée sera le fil conducteur de l’unité.
Elle s’appuiera sur les autres activités sans les exclure.
k Des micro-tâches, tâches intermédiaires (jeux de rôles, comptes rendus de textes,
de documents iconographiques par exemple) devront préparer la mise en place de la tâche
finale. Toutes les compétences ne sont pas nécessairement travaillées au cours de l’heure.
k Ceci impose d’alterner les activités langagières travaillées dans chaque projet.
k Les cinq activités langagières, pas seulement celles de compréhension et de production
écrite, seront travaillées. L’expression orale et ses deux volets (en continu et en interaction)
sont importants dans un enseignement communicatif : ceci implique de développer la parole
de l’élève et par conséquent de limiter le questionnement magistral.
k La langue devient alors un moyen de réaliser une tâche et n’est plus un objet d’étude en soi.
k L’objectif est de construire une pratique communicative : pourquoi lit-on, pourquoi
parle-t-on ? Le but est de développer l’oral en particulier, de donner de vraies raisons
d’apprendre, de communiquer (information gap) et de prendre la parole.
k L’approche choisie a pour but de dédramatiser la parole de l’élève avec des aides à la
prise de parole et une auto-évaluation positive (des descripteurs positifs : je peux, je sais).
Le projet, qui est centré sur la tâche, permet de donner aux élèves les moyens de
s’exprimer, de les remettre au centre de leur apprentissage.
4
k Notre souci a aussi été de répondre à l’hétérogénéité des classes de Seconde en
offrant des documents très divers et de difficulté variable.
k Il nous apparaît important de diversifier les activités, de ne pas privilégier l’analyse
de texte et le commentaire de texte. Tout texte n’est pas à « essorer ». Certains serviront
uniquement à une récolte d’informations et ne mériteront pas que l’on s’y attarde.
k Nous n’avons pas négligé l’acquisition lexicale (lexique et phonologie sont liés) et
syntaxique par un entraînement régulier tout au long de l’année.
k Notre préoccupation constante a été de préserver, en l’enrichissant et en l’élargissant, une
démarche que les professeurs connaissent et maîtrisent bien : approche méthodologique,
ainsi que la réflexion sur la langue en contexte.
Avec Meeting Point nous avons donc cherché à concevoir un manuel novateur qui, tout en
tenant compte des acquis antérieurs dans l’enseignement des langues, s’inscrit résolument
dans une mise en œuvre réaliste et très concrète du CECRL.
Nous avons aussi voulu tenir compte des acquis de collège : un professeur de collège et
un autre, à cheval sur les deux cycles, nous ont guidés dans cette démarche et nous ont
permis de construire un parcours très progressif.
5
5) Chaque groupe d’unités se termine sur une évaluation sommative de l’activité langa-
gière dominante. Un entraînement avant l’évaluation finale est proposé à chaque fois.
Ce galop d’essai aidera l’élève à faire le point sur ses acquis avant l’évaluation sommative.
6) La fin du manuel comprend des pages de lecture suivie (Reading corner), un renfor-
cement lexical, un précis grammatical, une liste de verbes irréguliers, une double page de
phonologie et quelques pages de méthodologie (Commenter une scène de film, Commenter
un document visuel, Comprendre les consignes).
Tout au long du manuel, nous avons eu à cœur de rester réalistes et concrets : enseignants
sur le terrain, nous avons testé les unités et les documents en classe ; les mises en œuvre
du Fichier pédagogique et les productions proposées ont été élaborées en cours.
6
4) Consolidation des acquis
k Le travail phonologique est intégré dans les unités pour que l’élève prenne confiance.
La rubrique Improve your pronunciation permet de travailler la prononciation des mots clés de
l’unité. Ces rubriques sont téléchargeables sur le site compagnon pour permettre à l’élève de
préparer ces exercices à la maison tout en écoutant un modèle phonologique authentique.
k Le travail lexical (Build up your vocabulary) ainsi que le renforcement lexical (p. 251
à p. 254) est aussi étroitement lié à la thématique et à la tâche finale. L’apprentissage du
lexique se fait en contexte et a pour but d’aider l’élève à enrichir sa palette lexicale.
k La double page de Language at work consacrée à la grammaire a deux finalités :
examiner le fonctionnement de la langue en contexte, observer des faits de langue, en
déduire des règles de fonctionnement. Ensuite, opérer un transfert et manipuler ces faits
de langue dans des contextes différents pour vérifier que les connaissances étudiées sont
bien utilisées. Nous avons intégré à chaque fois un document iconographique afin que la
grammaire soit tout le temps utilisée en contexte.
k De nombreuses fiches du Workbook sont suivies d’une rubrique Action! pour un
guidage de la prise de parole et incitent les plus faibles à se lancer à l’oral.
➼ Tous ces types de mise en œuvre amènent à limiter le questionnement magistral
et à développer la parole de l’élève.
5) Ouvrir l’élève au monde de l’art
k En plus de l’unité 10 (Life is Art) et des différents supports iconographiques qui jalon-
nent le manuel nous avons souhaité prolonger le projet sur New York (unité 5 : City of
Glass) et faire travailler les élèves sur des représentations de la ville mythique par des
artistes de différentes époques. Ce Art Project a pour but de découvrir des œuvres
d’art, d’acquérir des repères historiques et culturels, de situer ces œuvres dans le temps et
de s’interroger sur le sens de ces tableaux ou photos.
Song of myself
S’exprimer à l’oral en continu :
les descripteurs du CECRL
Niveau A2 Niveau B1
Grille d’auto- Je peux utiliser une série de phrases ou Je peux m’exprimer de manière
évaluation d’expression pour décrire en termes simple pour raconter des
simples ma famille et d’autres gens, expériences et des événements.
mes conditions de vie, ma situation Je peux donner brièvement les
actuelle. raisons de mes opinions et projets.
Ma prononciation, parfois encore Je peux raconter l’intrigue d’un livre
hésitante, me permet de me faire ou d’un film et exprimer mes réactions.
comprendre en général. Ma prononciation est assez bonne
pour me faire comprendre.
Étendue Possède un répertoire restreint, Montre une bonne maîtrise du
du lexique peut communiquer en termes vocabulaire, malgré des erreurs
simples sur des situations concrètes lorsqu’il s’agit d’exprimer une
de la vie quotidienne (informations pensée plus complexe. Peut
personnelles et familiales), peut décrire combiner de nouvelles expressions.
son environnement proche. Utilise des Peut se servir avec une correction
structures élémentaires, des blocs suffisante de tournures et d’expressions
lexicalisés et des phrases simples. fréquemment utilisées et associées
à des situations plutôt prévisibles.
Phonologie La prononciation est en général La prononciation est clairement
suffisamment claire pour être intelligible même si un accent
comprise malgré un net accent étranger est quelquefois perceptible
français, mais l’interlocuteur devra et si des erreurs de prononciation
parfois faire répéter. surviennent occasionnellement.
Correction Utilise des structures simples Peut se servir avec une correction
correctement, mais fait encore des suffisante d’un répertoire
erreurs élémentaires qui ne gênent de tournures et expressions
pas le sens. fréquemment utilisées et associées
à des situations plutôt prévisibles.
Discours Peut raconter une histoire ou décrire Peut enchaîner quelques points
structuré quelque chose avec une simple liste de et donner des explications.
et organisé points successifs.
Les connecteurs logiques utilisés sont
simples : « et », « mais » et « parce que ».
Aisance Peut se faire comprendre dans Peut s’exprimer avec une certaine
à l’oral une brève intervention, même si aisance, malgré quelques problèmes
les pauses et les faux démarrages de formulation ayant pour conséquence
sont nombreux. A recours à des des pauses et des redémarrages.
reformulations et des gestes pour Peut faire un exposé s’il a été
combler le manque de lexique. préparé à l’avance.
UNIT 1 • 11
UNIT
1 SONG OF MYSELF
Nous avons choisi de commencer l’année avec deux unités plus courtes pour faciliter
la transition avec la classe de troisième. Parler de soi, de ses goûts a été traité au collège
et doit donc être familier aux élèves. Ce vocabulaire concret sera rebrassé et approfondi
au cours de l’unité. Nous avons en outre sélectionné des thèmes qui devraient intéresser
les adolescents de cette tranche d’âge : musique, téléréalité…
12 • UNIT 1
Activités langagières dominantes
N. B. : les titres en gras indiquent les documents à étudier afin de réaliser la tâche finale.
Nous vous rappelons que les Help! sont enregistrés sur le CD classe.
UNIT 1 • 13
UNIT
1 SONG OF MYSELF
MANUEL k P. 18
TUNE IN!
> Mise en œuvre : cette activité de sensibilisation pourra être menée rapidement.
1. Get ready
Dans un premier temps, on demandera aux élèves de lire rapidement les passeports p. 18.
Ils doivent repérer les informations principales concernant les personnes.
a. Écoute et prise de notes : on fera écouter quatre courts enregistrements et on demandera
aux élèves de prendre des notes pour identifier les enregistrements correspondant aux deux
passeports. Pour aider les élèves dans leur prise de notes, on pourra fournir la grille suivante.
Full name
Nationality
Date of birth
Age
Place of birth
Residence
Job
Date passport
was issued
Date passport
will expire
Cette grille pourra être (rétro)projetée à l’aide d’un transparent ou d’un vidéoprojecteur. On
pourra donner un transparent à un élève qui complétera la grille au fur et à mesure de l’écoute.
On reprendra la grille et on la complètera, en la corrigeant collectivement au fur et à mesure.
14 • UNIT 1
b. Synthèse : les élèves doivent maintenant présenter les deux jeunes personnes qu’ils ont
écoutées à l’aide de leurs notes. Cela donnera lieu à une prise de parole en continu sur
chaque personne qui pourra servir de base à la trace écrite.
Productions possibles : Shani is Jamaican / a Jamaican citizen / comes from Jamaica,
a Carribean island. She was born in Manchester, on February 1989, she is in her twenties,
early twenties. She is an actuary (a statistician of an insurance company who calculates risks
and premiums). Her passport is valid until 2018.
2. Tell me more
> Mise en œuvre
k Avec une classe fragile il sera peut-être utile de réviser les constructions interrogatives.
On pourra commencer par un brainstorming afin de revoir rapidement les questions les plus
usuelles (nom, âge, adresse, nationalité, téléphone…) que les élèves manipulent depuis la 6e.
k On utilisera ensuite la fiche ci-dessous, soit (rétro)projetée, soit distribuée en copie
à la classe.
k Travail en binômes : les élèves pourront s’interroger pour apprendre à mieux se connaître.
Vous pourrez utiliser la grille page suivante (fiche photocopiable sur le site compagnon).
N. B. : tous les élèves auront la même fiche de travail.
UNIT 1 • 15
UNIT
1 SONG OF MYSELF
1. Before speaking, work on your own. You have two minutes to fill in the grid with
information about yourself. You will use these elements to answer your friend’s questions.
About me:
Name My…
Age I am…
Date of birth I was born...
Place of birth I…
Nationality I…
Residence I live in a town \taÁn\, in a village \"vIlIdZ\, in a city.
(address) I live at…
Height I am… tall.
I have…
Family (brothers / sisters)
… only child / the eldest… / older than… / younger than...
My… a…
Parents’ occupation
My... works in / for...
Music My favourite…
Books My...
TV series I love / enjoy…
Travels I have visited / been…
Hobbies
Dreams
Qualities I think I am...
Defects I am...
2. Interview! Ask your friend about himself / herself and fill in this grid.
About my friend:
Name
Age
Date of birth
Place of birth
Nationality
Residence
(address)
Height
Family (brothers / sisters)
Parents’ occupation
Music
Books
TV series
Travels
Hobbies
Dreams
Qualities
Defects
16 • UNIT 1
k Présentation croisée : enfin les élèves pourront présenter leur partenaire à la classe. Ils
pourront ainsi utiliser la troisième personne du singulier : s/he lives, s/he hopes, s/he has...
UNIT 1 • 17
UNIT
1 SONG OF MYSELF
2. React
Productions possibles : The quiz is well-made, relevant, too obvious, too simple…
Prolongements possibles :
1. La question 5 (What is the role of music in your life?) pourra être davantage exploitée
et donner lieu à un sondage.
a. Mise en œuvre du sondage : on pourra faire bâtir un sondage à la classe en dehors
des heures de cours, les résultats pourront être donnés en classe et commentés par tous.
Voici quelques pistes.
– When do you listen to music? While you are doing your homework, on your computer, on
your way to school, in your bathroom, in your room, during the breaks at school?
– What influences you in your choice of music? Your friends, ads on TV, magazines, TV
shows, the radio stations you listen to?
– What is your favourite type of music?
b. Exploitation du sondage : les résultats pourront être présentés à la classe et commentés
à l’aide de transparents ou d’un PowerPoint élève.
c. Trace écrite possible : Listening to music plays an important part in our lives. We spend
a lot of time / of our spare time listening to music or even singing. We are addicted to music,
we can’t do without our iPod / without listening to music every day. We listen to music when
we are feeling depressed, stressed, nervous, when we are in a good / bad mood… We are all
music lovers / very keen on music…
2. Appropriation et mémorisation du lexique du quiz grâce à la fiche ci-dessous (fiche
photocopiable sur le site compagnon).
18 • UNIT 1
4. Lisez la transcription phonétique, puis écrivez le mot correspondant.
\mju…"zISEn\ \"kØltSEr\ \Æp∏…sE"nœlIti\
\"O…gEnaIzd\ \E"tSi…v\ \mIs"tIErIEs\
\"bIznIs\ \E"pIErEns\
5. Travaillez sur la formation des mots et complétez le tableau qui suit. Puis vérifiez
à l’aide d’un dictionnaire.
Rappels
1. Au début d’un mot (= préfixe) 2. À la fin d’un mot ( = suffixe)
k Adjectif : un-, dis-, im-, in- k Adjectif ou adverbe : -ly
( = préfixes négatifs) k Adjectif : -ed, -y
k Nom : -ness, -(at)ion, -ance, -(i)ty
important
honesty
organized
tidy
fitness
loyal
CORRIGÉ
1. a. lyrics g. kind of music
b. spend time h. not care
c. tune i. be concerned about
d. rehearse j. get to know
e. band k. achieve one’s goals
f. search information
2. a. What kind of music do you like?
b. I don’t care about what other people think about my tastes.
c. It takes time to get to know somebody.
3.
\œ\ cat \eI\ snake \A…\ shark \E\ gorilla
chatting • bad favourite • name • party • started appreciate • equally
information • able • • about • attractive
taste • same
UNIT 1 • 19
UNIT
1 SONG OF MYSELF
20 • UNIT 1
2. Train your ears
Ce travail sur l’accentuation et les liaisons consonne-voyelle préparera l’activité 3. b.
3. Over to you
a. Les élèves échangeront sur les raisons de leur préférence pour tel ou tel poème. Insister pour
qu’ils justifient leurs choix. Cette activité pourra être menée en binômes ou en groupes.
Productions possibles : I prefer the first poem because I’m like the first teenager, I enjoy
travelling to new places, discovering the world. Unlike / Contrary to the second teenager
I’m very tidy and I’m sporty.
I prefer the second poem because I’m just like her. I love going to the beach and I can get
angry when people laugh at me. However I hate jazz. I prefer listening to R&B / rap music.
b. Les élèves liront à haute voix le poème de leur choix. On pourra faire un enregistrement
de leur lecture en salle multimédia pour qu’ils travaillent leur prononciation.
c. L’écriture du poème pourra être réalisée en individuel ou en binôme, en classe ou à la maison
avec ou sans l’aide de la fiche du Workbook, p. 6.
Une fois les poèmes rédigés, le professeur pourra en choisir un, l’écrire ou le faire écrire
sur un transparent, le (rétro)projeter et le corriger collectivement. Les meilleurs poèmes
pourront être affichés dans la classe.
Production possible :
Pragmatic but zany1
I am pragmatic but zany
I’d like to learn the tango which originated in Argentina
I must read more Dickens who is one of Britain’s greatest authors
I mustn’t be impolite since that is unbecoming of a lady
I am pragmatic but zany
I dream of becoming a playwright
I try to be well-informed
I worry about my grandmother who is 85 and lives alone
I remember Hurricane Gilbert which ravaged the Caribbean
I am pragmatic but zany
I can be angry when I disappoint myself
I can be friendly when I am at a party
I feel sad when it is overcast
I feel moved when reading Baudelaire
I believe in living within one’s means
I love pineapple juice and Jane Austen novels
1. crazy or unusual in a way that is amusing
Shani Robinson, 2009
UNIT 1 • 21
UNIT
1 SONG OF MYSELF
22 • UNIT 1
2.
Who is Sebastian speaking to? What for?
teachers • friends • classmates candidate • class president
➼ PART 2
➼ PART 3
II. Action!
k Recap 1: Sebastian plans to promote himself as a future candidate for class president.
That’s why he addresses his friends and fellow classmates and teachers too.
k Recap 2: Sebastian is ready to support his schoolmates to make changes at school. He
wants to promote their needs, opinions and ideas because many students are not satisfied
and think the prices in the cafeteria are too expensive, the breaks between classes are too
short and they are given too much homework.
k Recap 3: As a referee, Sebastian often makes important decisions. He has to apply the
rules to everyone. So he is a responsible young man and his school friends can trust him
and count on him: He is reliable. Because of all his skills and qualities, Sebastian can voice
other people’s opinions and get them moving.
3. Recap
> Mise en œuvre
k L’élève s’appuiera sur ses notes et les amorces données dans le manuel.
k Pendant qu’un élève prendra la parole, on pourra demander aux autres de prendre des
notes sur ce qui est dit sur un transparent. Ces derniers pourront avoir des tâches ciblées,
repérer les erreurs de prononciation, lexique et grammaire. On pourra procéder à une
reprise collective avec correction des erreurs les plus importantes. Les notes prises sur
le transparent pourront être (rétro)projetées et corrigées collectivement. Elles pourront
ensuite servir de base à une trace écrite.
UNIT 1 • 23
UNIT
1 SONG OF MYSELF
Productions possibles : The recording deals with Sebastian’s plan to promote himself
as candidate for class president.
First, he explains that he can be a spokesperson for his friends. He voices his friends and
fellow classmates’ ideas, needs, opinions and demands. Then, he asks them if they would
like to make changes around the school because he wants to have cheaper prices at the
cafeteria, for example. He can defend them and improve their working conditions. Finally he
mentions the fact that he works as a referee in his free time so he’s used to applying the rules
to everyone and to making important decisions.
He also wants to convince them he’s the right person for the job. He insists on his skills and
qualities because he wants to be sure his classmates know he’s responsible, trustworthy and
reliable. He gives the reasons why he wants to become class president.
k La prestation de l’élève pourra être évaluée par ses camarades. Ils trouveront p. 54 et
55 du manuel les structures utiles pour commenter ce qui a été dit.
k On pourra aussi se servir de la grille fournie p. 55 pour évaluer la prise de parole.
4. REAL TV MANUEL k P. 21
1. Read and match
Réponses : 1B • 2C • 3A
2. Watch a video
Voir p. 412-413 et 431-432.
24 • UNIT 1
5. a. On utilise le présent simple pour faire le portrait de quelqu’un, pour parler de ses goûts
(1. a), de son apparence (4. a), de tout ce qui le caractérise (4. c).
b. On emploie aussi le présent simple pour parler d’une habitude, d’une action qui se
répète (3. a, b, c et d).
> Practice
Productions possibles : When they arrive at work, my masters always check their e-mails.
After that, their secretary gives them their mail, they open it and read it. Then they check
their diary to see what appointments or meetings they have and they start working. At around
10:00, I know they never miss the break and they have tea or coffee with their colleagues.
They occasionnally phone each other. After the break they usually go to their meetings or
appointments outside. They are always stressed / freaked out when they have to present a
new project in front of their partners or rivals!
At lunchtime they manage to eat out twice a week together so they go to a nice restaurant to
unwind / relax. Or they have lunch at the cafeteria with the rest of the staff they work with.
In the afternoon, they start working again and it’s really hectic as they say they never have
time to rest.
Every day they go back home at 8:00. They have dinner at 8:30. They only eat out at weekends
because they are exhausted. They never go to bed before 11:30 because the only moment
when they can talk and sort out everyday problems is in the evening.
UNIT 1 • 25
UNIT
1 SONG OF MYSELF
Nom : Classe :
Total = / 20 points
26 • UNIT 1
UNIT
2 HALL OF FAME
Hall of fame
Nous poursuivons ici la phase de révision et d’approfondissement initiée avec l’unité 1,
Song of myself. C’est pourquoi cette unité ne compte que six pages, comme la précédente.
Nous introduisons ici un texte littéraire authentique de Sue Townsend (p. 26-27 du manuel)
avec fiche d’entraînement à la compréhension écrite. L’étude de documents iconographiques
pourra aussi être abordée au cours de ces pages, notamment grâce à l’illustration du texte
littéraire et au tableau de Rockwell servant de follow-up work au texte et reproduit dans le
Workbook ainsi que sur un transparent.
N. B. : pour les descripteurs du CECRL se rapportant à l’expression orale en continu, voir p. 11.
UNIT 2 • 27
UNIT
2 HALL OF FAME
N. B. : les titres en gras indiquent les documents à étudier afin de réaliser la tâche finale.
Nous vous rappelons que les Help! sont enregistrés sur le CD classe.
1. Your favourites
> Mise en œuvre
I. EXPLOITATION DES DEUX AFFICHES
a. Le professeur fera observer en silence les deux affiches.
b. On pourra diviser la classe en deux et donner à chaque groupe une image à observer
de près. On demandera ensuite aux élèves de fermer leurs livres et de dresser la liste
de tous les éléments qu’ils auront remarqués et mémorisés sur leur affiche.
Pour localiser les différents éléments sur l’affiche, les élèves pourront se reporter aux
p. 281-282 du manuel (« Commenter un document visuel »).
28 • UNIT 2
On pourra classer ces éléments dans une grille de ce type.
Title
People / Characters
Striking elements
Actors
Date
Dominant colours
Productions possibles :
k Affiche 1
Title Pirates of the Caribbean / The Curse of the Black Pearl
People / Characters girl, three men (two young men, an older man)
pirates, sword, boat, ship, fight, battle, boats on fire, skulls, lying
Striking elements
on the ground, headband, a hat, a ring
Actors Johnny Depp and Keira Knightley
Date July 9
Black and red (the sea seems to be on fire), there’s very little
Dominant colours
light, the whole picture is very dark.
k Affiche 2
Title Juno
People / Characters Two teenagers
– A brown sweatshirt, yellow shorts, mid-calf socks, black snea-
kers, yellow wristband, yellow headband
– Boy taller than the girl
Striking elements
– An orange and white striped T-shirt, a pregnant teenager,
blue jeans, a brown skirt, black sneakers with orange shoelaces,
brown leather jacket
Actors Ellen Page and Michael Cera
Dates December
Dominant colours Yellow, orange and green
UNIT 2 • 29
UNIT
2 HALL OF FAME
➼ PART 2
2. young lady – kidnapped – crew – ship – good guy – get back – sailor – help – adventure
Clues: ship, sailor, island Title: Pirates of the Caribbean
30 • UNIT 2
> TRACK N° 2
a) boy – long – journey – save – country – evil – people – creatures – powerful – jewellery –
powers b) Who? young boy Goals? long journey to save his country and his people and
destroy a very powerful piece of jewellery which has evil powers Enemies: evil people and
creatures Clues: adventure, quest, fiction Title: The Lord of the Rings
> TRACK N° 3
1. favourite – movie – dialogue – teenage girl – pregnant – decide – baby – give – character –
teenage – boy – reminds – friend – high school – band – music – favourite – musicians
2. Main character: teenage girl Turning point: gets pregnant Decision: have the baby and
give it to a good family Clues: teenage girl gets pregnant Title: Juno
Approfondissements possibles :
1. The first person speaks about the film Pirates of the Caribbean. She mentions / introduces
three characters: a sailor, the good guy, and the lovely girl. The first one is played by Johnny
Depp, the second is Orlando Bloom, and Keira Knightley is the pretty girl. She sums up the
film plot / the story of the film in a few words. It’s all about the girl being kidnapped, and the
adventures that follow.
2. The second interview is about the film The Lord of the Rings; she says she loves Frodo
who is of average height with bright blue eyes, curly brown hair and pointed ears. He is a nice
person. He has got a good friend who is shorter and a bit plump with blond hair. He is very
naïve, but very loyal.
3. The third interview deals with the film Juno. The two main characters are teenagers. First,
there is a girl who gets pregnant and decides to have the baby and give it to a good family,
then there is a boy who is on the poster.
UNIT 2 • 31
UNIT
2 HALL OF FAME
Productions possibles : I haven’t seen this film yet but I have heard it is very good. / I don’t
know this movie.
I quite like this film but I much prefer... I enjoyed watching it last summer.
As for me I am very fond of adventure films because they are so relaxing. I recommend... /
I can’t stand romantic comedies and I usually watch thrillers.
Informations complémentaires
Voici les définitions de trois genres cinématographiques et quelques exemples.
k Action films usually include high energy, physical stunts and chases, possibly with
rescues, battles, fights, escapes, destructive crises (floods, explosions, natural disasters,
fires, etc.), non-stop motion, and adventurous, often two-dimensional “good-guy” heroes
(or recently, heroines) battling “bad guys”.
Examples: 48 Hours, Die Hard, Air Force One, Jurassic Park, Speed, The Terminator, Twister...
k Adventure films are usually exciting stories, with new experiences or exotic searches
or expeditions for lost continents, “jungle” and “desert” epics, treasure hunts, disaster films,
or searches for the unknown.
Examples: Apollo 13, The Deep, Indiana Jones and the Temple of Doom, Little Big Man,
Lawrence of Arabia, Robinson Crusoe, Water World...
k Epics (historical dramas, war films) often cover a large expanse of time and deal with an
historical or imagined event, mythic, legendary, or heroic figure. War films show the horror
and heartbreak of war, and actual combat fighting.
Examples: Shakespeare in Love, Bridge on the River Kwai, Butch Cassidy and the Sundance
Kid, Ghandi, Gone with the Wind, Schindler’s List...
2. Your choice
> Mise en œuvre 1
k Cette première tâche intermédiaire (Prepare your task) peut être préparée à la maison
ou en classe. On demandera aux élèves d’apporter un poster, une photo de film ou d’un ac-
teur et de préparer une prise de parole en continu sous forme de mots clés, par exemple :
– Name of the film / star – His / Her personality
– Sort of film – Quick summary of the plot
– Physical description of the hero – Reasons for my choice
Le temps de parole sera d’une minute, une minute trente.
k Pendant qu’un élève s’exprime, on pourra demander aux autres de prendre des notes
sur un transparent, éventuellement en se concentrant sur des points spécifiques (repérer
les erreurs de prononciation, de lexique et de grammaire). On pourra procéder à une
reprise collective avec correction des erreurs les plus importantes. Les notes prises sur le
transparent pourront être (rétro)projetées et corrigées collectivement. Ces notes pourront
ensuite servir de base à une trace écrite.
k Cette question pourra aussi donner lieu à un travail d’expression écrite (80 mots).
32 • UNIT 2
> Mise en œuvre 2
On pourra diviser la classe en deux groupes, ou former des paires d’élèves. Le groupe A ou
l’élève A sera chargé de parler de son film favori ou de sa star préférée au groupe B ou à
l’élève B. Ensuite, ce sera le tour de ce dernier.
k Si la classe est organisée en pairwork, on distribuera la grille ci-dessous (fiche téléchargeable
sur le site compagnon) afin que les élèves s’interrogent mutuellement (révision de la forme
interrogative).
k On procèdera enfin à une présentation croisée : chaque élève récapitulera ce qu’il a
appris des goûts de son voisin (passage à la 3e personne) : X likes… very much because…
he / she thinks… looks…
Pairwork
GRID A
1. Fill in the first column in silence. Find a title in each of the 4 categories (either in
English, or in French).
2. Interview your friend and fill the column “My friend’s opinion”. Ask your friend if he /
she likes or does not like the films selected, and why or why not.
GRID B
1. Fill in the first column in silence. Find a title in each of the 4 categories (either in
English, or in French).
2. Interview your friend and fill the column “My friend’s opinion”. Ask your friend if he /
she likes or does not like the films selected, and why or why not.
UNIT 2 • 33
UNIT
2 HALL OF FAME
34 • UNIT 2
CORRIGÉ DE LA FICHE
1. arm = 7 back = 5
elbow = 6 hand = 8
leg = 13 finger = 12
neck = 2 ankle = 17
shoulder = 3 belly-button = 9
knee = 14 thumb = 11 3
chest = 4 fist = 10 4
10 9
toe = 16 foot (pl.: feet) = 15
2.
3.
1 = nose
2 = cheek
3 = forehead
4 = eyebrow
5 = mouth
6 = face
7 = chin
8 = lip
9 = ear
10 = eye
11 = tooth (pl.: teeth)
12 = hair
a. moustache b. beard c. glasses d. make-up e. wrinkles
6
{ 2
5
1
7
11 8
12
4.
5. a. pointed
b. curly
c. handsome
d. straight
e. sun-tanned
f. attractive
UNIT 2 • 35
UNIT
2 HALL OF FAME
Productions possibles : Clooney is pale and clean-shaven, whereas Willis is sun-tanned and
he is growing a beard.
The first drawing is effective because it makes fun of B. Willis, but I think the second one is
far-fetched.
I don’t agree: I think it is hilarious, pathetic, because he has lost all his charm. He is no longer
handsome, a sex symbol. He looks ridiculous.
2. Guess who?
Cette activité pourrait donner lieu à un jeu de Who’s Who? en binômes ou en groupes.
Un élève décrit l’une des quatre caricatures au reste de la classe (dont les livres sont fermés)
et ses camarades doivent deviner de qui il s’agit.
Réponses (de gauche à droite) : Angelina Jolie – Mr Bean / Rowan Atkinson – Britney
Spears – Amy Winehouse
Productions possibles :
– Angelina Jolie: The American Hollywood star is portrayed with full and sensual lips. She
looks ugly, although she is glamorous and one of the world’s most beautiful women.
– Mr Bean / Rowan Atkinson: We are immediately struck / We immediately notice Mr Beans’s
bushy eyebrows and black hair. The caricature of the British comedian and actor is close to
reality. He is said to be bug-eyed and weak-chinned.
– Britney Spears looks like a bimbo (an attractive but unintelligent young woman). She looks
like a sex bomb with her low-necked tank top. She is holding a can of Coke.
– Amy Winehouse: The British singer and song-writer, looks gothic. She is dressed in dark
clothes, wears heavy make-up. I quite like this caricature of a famous singer who has got dark
hair and black eyes. Her head and her mouth are distorted, whereas her body is tiny. She
looks like a rebel. Her make-up is too heavy. She looks weird, drunk, stoned.
Informations complémentaires
Mr Bean became a cult favourite in the British series Blackadder, and an even bigger star in
big screen comedies including Four Weddings and a Funeral and Love Actually.
36 • UNIT 2
Productions possibles : A teenager is seen from behind. He is wearing a hooded (fleece)
jacket and jeans. He is watching the pedestrians, the passers-by walking in the street. He is
on his own / alone / by himself.
He looks lonely / lonesome, isolated, cut off from the others, miserable, depressed, gloomy.
He seems to be an outsider, a misfit, on the fringe of society. He seems to be an outcast
(a person who is rejected or excluded from a group or from society). He is without friends.
As he is seen from behind, we can suppose he symbolizes teenagers who feel rejected by
their friends and families. There is a huge gap between him and the passers-by. This gap may
suggest this young boy has problems communicating with others.
1. Get ready
Une première lecture rapide du texte (skimming) devrait permettre aux élèves de repérer
rapidement des informations clés.
Réponses : a. Adrian Mole, 16 b. Saturday April 2nd; it’s his birthday. c. Manchester d. his
parents, a waitress, the dog, three policemen, a desk sergeant e. a fish lorry, Manchester
railway station café, a park bench, in the vicinity of the Blood Transfusion Headquarters
UNIT 2 • 37
UNIT
2 HALL OF FAME
10. “There was nothing about me on the six o’clock news.” (l . 26)
11. Size and build: small for his age
Face and hair: mousey hair / disfigured skin
Clothes: green school blazer / orange waterproof trousers / a blue shirt / balaclava helmet /
brown Doc Martens
Pet: mongrel dog
The words are negative.
12. Adrian Mole / The police officer, desk sergeant
II. ACTION!
➼ RECAP PART 1
1. He’s miserable, so he pretends to have run away.
2. We are told that it is his 16th birthday and he is the eldest child of the family.
3. His mongrel dog is his friend.
4. He feels miserable because nobody has said “Happy Birthday” to him. So, he writes himself
a birthday card because he feels lonely and wants to celebrate his birthday. He thinks his
parents miss him.
5. All alone in the streets.
➼ RECAP PART 2
6. He feels anxious and miserable because he is going to spend another night on the streets.
7. He’s afraid of spending one more night alone on the streets. He wants to say he has been
reported missing by the police. He seems anxious because no one has reacted.
8. His portrait and that of his dog are negative because he is not self-confident. We realize
that he has run away to cry for help.
9. Not reported missing.
N. B. : les synthèses proposées dans le Workbook pourront être traitées au fur et à mesure
(c’est-à-dire après l’étude de chaque partie du texte) ou à la fin de l’élucidation du texte.
La synthèse partielle pourra se faire individuellement ou par binômes. Un élève ou un
rapporteur de binôme pourra faire la synthèse à l’oral. Si la synthèse est faite à l’écrit, le
professeur pourra donner à un ou deux groupes un transparent qu’il (rétro)projettera et l’on
corrigera collectivement. Cette synthèse pourra servir de base à une trace écrite.
3. Story telling
> Mise en œuvre
On encouragera la classe à utiliser le Help! On pourra aussi se servir du Action! du Workbook
pour préparer la prise de parole en continu visant à résumer le texte.
Dans le cadre d’une classe fragile, on divisera la classe en deux. On demandera à chaque
groupe de préparer un résumé oral de ce qu’il a lu. Le premier parlera de la matinée et de
l’après-midi du jeune héros, alors que le second s’attachera à la soirée d’Adrian Mole.
38 • UNIT 2
Chaque groupe écoutera les autres avec attention et prendra des notes. Il pourra intervenir
à tout moment pour demander des explications et corriger si nécessaire.
Productions possibles : The hero is a teenager who is quite small, not so strong and who is
wearing a green school blazer and orange trousers. He’s got a dog.
He left his home because he felt lonely. He hitch-hiked Manchester Railway Station and was
so embarrassed he pretended to be asleep.
We learn it is his birthday today. But he is alone / lonely / isolated and miserable. He went to
the railway café to get some food, but could not stay and he feels both angry and sad.
Indeed, he keeps thinking about his parents and their reaction when they realise he has run
away. Maybe they will take no notice, won’t care a damn about him.
So he writes himself a birthday card and writes his own message inside to cheer himself up.
I think he can’t stand his parents’ indifference towards him. They probably haven’t got any
present for him.
He feels so desperate that he hides his situation: He doesn’t want anyone to see he is neglected.
Yet he decides to call the police and ask for help. However they don’t care.They think it is a
practical joke, he is joking / kidding, he is taking them for a ride, pulling their legs.
4. Follow-up work
En début d’année le travail sur le tableau de Norman Rockwell pourra être mené en classe.
Les élèves s’aideront des p. 281-282 du manuel (« Commenter un document visuel ») pour
localiser les objets et les personnages.
Le tableau pourra être étudié en s’appuyant sur la fiche du Workbook ou (rétro)projeté en
couleur grâce au transparent n° 1.
On peut fournir les aides lexicales suivantes.
Atmosphere People’s description Place Actions
friendly a uniform at the counter order a drink
relaxed cap stool: tabouret have a break
tense holster floor: sol chat
inquisitive boots lean over
casual clothes smile at sb
tiny: minuscule
bulky: volumineux
strong
well-dressed
well-behaved
clean-shaven: rasé de près
UNIT 2 • 39
UNIT
2 HALL OF FAME
Ensuite, on amènera la classe à comparer les deux fugitifs, celui du texte et celui du tableau.
Les deux ambiances sont très différentes.
Productions possibles : The runaway in the painting looks cheerful and relaxed, whereas
Adrian Mole is ill-at-ease and sad. I think Adrian Mole is more desperate and unhappy. The
little boy is neither scared nor anxious. He is not as worried as the teenager.
The policeman in the painting looks nice and understanding, whereas in the text the police
officer sounds bored and uninterested.
40 • UNIT 2
– Devant -er, le -y final précédé d’une consonne se transforme en -i : funnier.
– Les adjectifs courts contenant une voyelle suivie d’une consonne doublent leur consonne
finale : bigger.
– La règle orthographique de redoublement des consonnes ne concerne pas les consonnes
suivies d’un -e muet.
> Practice
1. a. James Bond is more attractive and better-looking than Indiana Jones.
b. The kids in South Park are lazier and funnier than the Simpsons.
c. Cinderella is more romantic and prettier than Ugly Betty.
d. Ironman is more energetic and stronger than Spiderman.
e. Terminator is more determined and crazier than Mr Bean.
2. The black woman is trendier than the old fair-haired woman. She is slimmer / thinner. She is
happier too. She is obviously younger and taller than the lady on the left. Her hair is thicker.
She looks livelier than the fair-haired lady. She is more outspoken than the old lady.
The old woman is not as fashionable as the black woman. She is fatter. She is not as slim /
thin as the young woman. She is older. She is uglier than the black woman. She is sadder too.
She is more old-fashioned.
The man on the left is not as young as the man on the right. He is shorter. He is not as tall.
He is colder because it’s raining. He is quieter than the young man.
UNIT 2 • 41
UNIT
3 MAKE A WISH
Make a wish
Au travers de cette unité, nous avons souhaité aborder tous les types de rêve : construire un
monde de paix et de fraternité, connaître une existence meilleure, pouvoir vivre de sa passion…
Nous avons également voulu familiariser les élèves avec différents types de documents (bande
dessinée, chanson, texte littéraire, enregistrement audio authentique, article de journal,
poèmes, discours politique…).
N. B. : pour les descripteurs du CECRL se rapportant à l’expression orale en continu, voir p. 11.
42 • UNIT 3
Activités langagières dominantes
N. B. : les titres en gras indiquent les documents à étudier afin de réaliser la tâche finale.
Nous vous rappelons que les Help! sont enregistrés sur le CD classe et que les exercices
Improve your pronunciation sont téléchargeables sur le site compagnon.
UNIT 3 • 43
UNIT
3 MAKE A WISH
1. Get ready
> Mise en œuvre possible :
k Le travail pourra être mené collectivement ou donner lieu à un travail en binômes suivi
d’une reprise collective.
44 • UNIT 3
k En début d’année quelques questions pourront aider les élèves à analyser le document :
– What are people doing?
– What does this gap / chasm symbolize?
– What are the artist’s goals? Is the message optimistic or pessimistic? Why?
Productions possibles : We are immediately struck by the bridge that is being built over a
chasm. We can see men and women building a bridge over a huge and deep chasm between
two high and steep mountains. It could represent people living in two different worlds, countries
or continents. The gap / the great divide may symbolize the limit between the North and South,
developing and developed countries, different ethnic groups or religious groups, people who
are enemies, borders between countries. It may symbolize cultural differences: food, lifestyle,
religion, values. Everyone is participating / giving a hand. They are helping one another. It’s a
common achievement. They are trying to bridge the gap, that is to say to overcome prejudices,
to have relations / contacts / exchanges with people on the other side. These people are trying
to break down barriers. It seems to be a long and difficult process that will take a long time.
The message is quite optimistic because it means that everything is possible when we make
an effort and try to overcome our differences. This illustration is idealistic and hopeful. I believe
this dream could come true if everybody tried. The themes of the song may be peace and
communion between people.
UNIT 3 • 45
UNIT
3 MAKE A WISH
d. This a committed song. John Lennon denounces all the causes of division and the sources
of conflict, the selfishness, violence and greed of man. He refers to / hints at conflicts and
invasions of territories, we can imagine soldiers, heads of states led by jingoism, and extremism
leading to wars. He also denounces religious intolerance. In stanza 4, he criticizes the feeling of
jealousy between men, due to their possessions and their desire to always own more and more
things instead of sharing things and living like brothers in harmony.
3. Recap
k Ce Recap se fera à l’aide de la fiche correspondante du Workbook p. 14 tout en insistant
sur la structure de cette prise de parole grâce aux mots de liaison proposés.
k Ce travail pourra faire l’objet d’une préparation à la maison.
46 • UNIT 3
Grille d’évaluation de la prise de parole
Compte rendu clair et audible 0 1 2
Compte rendu complet et organisé 0 1 2 3 4 5
Prononciation 0 1 2 3 4
Correction de la langue 0 1 2 3 4
Richesse de la langue 0 1 2 3 4
Utilisation des gap fillers 0 1
Total des points / 20
Prolongements possibles :
k On pourra évidemment faire écouter la chanson de John Lennon.
k Les professeurs qui le désireront pourront donner (ou demander aux élèves de trouver)
quelques données biographiques sur le chanteur, notamment dans la seconde partie de sa
vie, marquée par son militantisme pour la paix.
k Par ailleurs, une partie de l’unité 9 du manuel, Destination Liverpool, traite de la carrière
des Beatles.
4. “I have a dream”
Objectifs :
k faire ressortir les similarités entre cet extrait du célèbre discours de Martin Luther King
et la chanson de John Lennon ;
k préparer les élèves à découvrir un autre extrait de discours, p. 40.
UNIT 3 • 47
UNIT
3 MAKE A WISH
5. Song writing
> Mises en œuvre possibles :
k travail individuel, en binômes ou en groupes ;
k travail en classe ou à la maison ;
k les poèmes pourront être (rétro)projetés, commentés et corrigés en classe ;
k on pourra élire le meilleur poème, l’afficher, l’imprimer dans le journal du lycée, ou le mettre
sur le site du lycée, s’il y en a un.
k On trouvera des exemples de poèmes à l’adresse suivante :
www.globalclassroom.org/mlk.html
Grille d’évaluation de la production écrite
Respect de la forme 0 1 2 3 4
Poème original et intéressant 0 1 2 3 4 5
Richesse de la langue 0 1 2 3 4 5 6
Correction de la langue 0 1 2 3 4 5
Total des points / 20
1. Get ready
Exploitation du tableau : la préparation pourra être individuelle ou donner lieu à un travail
en binômes ou en groupes.
Écrire quelques questions au tableau pourra aider à analyser le tableau :
– What is this young woman doing?
– What impressions are given?
– What explains her attitude?
On demandera aux élèves d’observer l’image accompagnant le texte pour en faire ressortir
les lieux et le personnage, ce qui aidera à la compréhension de la première phrase du texte :
a house on a hill.
Productions possibles : This painting is entitled Christina’s World and was painted in 1948
by Andrew Wyeth. In the foreground, a young woman is turning her back to us and is half lying
on a field facing two huge houses in the background. Although she is not looking at us, we can
almost feel she is staring at these houses. The huge gap between the woman and the houses
in the distance suggests she is an outsider, she does not belong to this world or that she may
be estranged from this world. She may be envying these people. She may have been rejected
by her family. She may feel lonely and miserable. She may be desperate because she has
nobody to talk to, who can understand her.
48 • UNIT 3
Informations complémentaires
The woman crawling through the tawny grass was the artist’s neighbor in Maine, who,
crippled by polio, “was limited physically but by no means spiritually”. Wyeth further
explained, “The challenge to me was to do justice to her extraordinary conquest of a
life which most people would consider hopeless.” He recorded the arid landscape, rural
house, and shacks with great detail, painting minute blades of grass, individual strands of
hair, and nuances of light and shadow. In this style of painting, known as magic realism,
everyday scenes are imbued with poetic mystery.
www.moma.org
Corrigé : The narrator must be a young boy or girl whose father works for rich people / whose
father is a gardener and who dreams of having a beautiful / comfortable / luxurious house
like rich people. She / He must be poor / belong to the working-class.
UNIT 3 • 49
UNIT
3 MAKE A WISH
11.
Possessions Actions
will own won’t forget • will ask • will offer • will ask… to stay • will sit •
will squeak • will ask • will say • will be happy
12. k “passing bums” (l. 23), “them” (l. 24)
k “happy” (l. 29)
II. 1. He / She belongs to a poor, working-class family who must live in dire straits. The narrator
is only a child and envies the houses where his / her father works. He / She looks forward to
having such a house one day, to being generous and giving shelter to bums.
2. For the narrator, a house on a hill corresponds to the world of the haves, an impossible
world he / she cannot afford to buy and live in.
He / She must be eager to have such a house.
Approfondissement possible : He / She is envious of wealthy people who own big and
comfortable houses. He / She has stopped going for walks in these neighbourhoods because
he / she can’t tell his / her family he / she is ashamed of their attitude, he / she is tired of it,
he / she is embarrassed and resentful. He / She is aware of the gap between the haves and
the have-nots. He / She is aware that rich people look down on him / her, ignore those who are
worse off. They are selfish, self-centered. They don’t have to live in awful conditions. That’s why
the narrator will never forget his / her origins / past. When he / she owns his / her own house,
he / she will help the homeless, the underdogs. He / She will be generous and warm-hearted.
3. Speak in chains
a. Les élèves s’appuieront sur leurs notes dans le Workbook ; chaque élève fournira une phrase,
le suivant enchaînera et devra écouter ce qui vient d’être dit. On veillera à ce que les phrases
s’enchaînent assez vite.
b. Ici, on rebrassera (ou mettra en place) les structures de l’opinion.
Productions possibles : In my opinion the woman in the painting and the narrator both look
envious, they both stare at houses on the hills. They are outsiders, are cut off from people.
The woman has a long way to go, has difficulty reaching her goal. It gives an impression of
loneliness. There is a parallel between the two situations.
3. DREAMS MANUEL k P. 35
50 • UNIT 3
k Après lecture du texte, les élèves se tourneront vers leur Workbook pour étudier ce court
poème et en apprécier la forme.
k Concernant la question b., qui constitue une mini-tâche, on s’aidera du Action! de la fiche
du Workbook qui apporte toute l’aide nécessaire. Un élève proposera ses réponses et le reste
de la classe les complétera.
2. How to pronounce
k Grâce au CD classe n° 1 piste 13, les élèves pourront travailler spécifiquement sur la
prononciation de ce poème avant de se lancer dans sa lecture à haute voix, cette lecture
pouvant faire l’objet d’une évaluation.
k Il est vivement conseillé de faire lire le poème à haute voix ; cet exercice est un bon
entraînement à la prise de parole car il permet aux élèves de prendre conscience de la
mélodie de la langue anglaise et de mettre en place plusieurs phénomènes phonologiques.
k Le poème peut aussi être appris par cœur et récité en classe.
UNIT 3 • 51
UNIT
3 MAKE A WISH
a. Avant de travailler sur cette compréhension orale, le professeur invitera les élèves à décrire
et commenter l’image de la p. 35 en leur demandant d’émettre des hypothèses quant au
contenu de l’interview.
Productions possibles : I can see a boy who is daydreaming in a tree. He is barefoot and
is looking up at the sky. He looks quiet and may be dreaming about his life, his future or his
goals. Maybe he wants to become an astronaut or an explorer. I think everyone needs to have
peaceful moments to reflect on what they want in life.
52 • UNIT 3
Le professeur pourra ensuite demander aux élèves ce qu’ils savent de George Lucas
(a famous American director / directed Star Wars…).
UNIT 3 • 53
UNIT
3 MAKE A WISH
in every film festival in the world and kind of changed the whole animation department.
Meanwhile all the other guys were going around saying, “Oh, I wish I could make a movie.
I wish I was in a production class.” So then I got into another class and it wasn’t really a
production class but I managed to get some film and I made a movie. And, I made lots of
movies while in school while everybody else was running around saying, “Oh, I wish I could
make a movie. I wish they’d give me some film.”
positive = negative =
pass fail
What you get after each test: grades
1. 2. terrible • auto accident
3. when he graduated
4. Réponse libre
5.
Type of student Turning point Consequences
a terrible student a bad auto accident made him apply himself more • wanted
to make something out of his life
6. a) an extra day • an extra day • two extra days
b) Réponse libre
c) He felt lucky he was given extra days to live and do something with his life.
7. before
8. gift
9. mechanic • race • wasn’t
10. Before the accident, he wanted to become a car mechanic and was only interested in race.
11. but the accident
12. m’appliquer
13.
Topics of interest Discovery
anthropology • social sciences • films • film schools
psychology • photography
14. photography • unless • related
15. a) Réponse libre
b)
School he decided
Why? People’s reaction? Why?
to go to
film school – loved the idea of making films – said it was a crazy thing
– loved photography – thought he was silly
54 • UNIT 3
16. a) I wish I could make a movie.
b) The other film students said that.
c) not moved
d) focused
17. a) animation • class • minute • operate • camera • test • award • festival • manage to
b) His first class was an animation class and he had one minute to operate a camera. It was
a test. He made a movie based on this one minute film and won awards in film festivals with
that film. Then he managed to make other movies.
b. Les élèves jouent le rôle d’un journaliste et doivent, en utilisant leurs notes, présenter en
une minute le parcours du réalisateur George Lucas.
Conseillez-leur d’inventer le nom d’une radio et de penser à une phrase de lancement.
Ils doivent s’entraîner à adopter un ton vivant pour leur présentation qui pourra se faire
de plusieurs façons : en classe devant les autres élèves, au labo de langues ou encore à
la maison en s’enregistrant et en remettant ensuite l’enregistrement au professeur.
Productions possibles : Everybody knows George Lucas, who is a famous film director. But
did you know that he had a terrible auto accident during his childhood. After that, he decided to
apply himself more at school and to make something out of his life. Although everybody said it
was a crazy idea, he kept dreaming about going to film school to make films. He persevered /
never lost hope, he was determined and believed in himself. He stuck to his dreams to make
films, he held on to his dream. He fulfilled his dream when he made a one-minute film for his
animation class and it became his first film which won many awards. It is very encouraging to
hear George Lucas share his personal experience and prove that you can succeed if you believe
in yourself.
Informations complémentaires
This recording reminds us of Henry David Thoreau: “Go confidently in the direction of your
dreams! Live the life you have imagined.”
INTERACTION
Questions posées correctement 0 1 2 3 4 5
Total des points /5
UNIT 3 • 55
UNIT
3 MAKE A WISH
1. Get ready
a. On demandera tout d’abord aux élèves de parcourir des yeux l’ensemble du document.
Dans le cas d’une classe fragile, on pourra éventuellement attirer leur attention sur certains
éléments en leur donnant quelques mots : Kind of text? Source? Illustration? Beginning of
the text?
Productions possibles : It’s a press / newspaper article. / It’s an article from a magazine.
It dates back to 2008. A photograph illustrates the article whose headline is “The daughters
of immigrants often make career choices their moms don’t understand.” The article may
deal with this woman’s life and dreams. She must be a singer / an artist and maybe she has
dreamt of becoming a singer since she was a child. Perhaps her mother disapproves of /
objects to her choice and doesn’t understand why / her motives.
b. On demandera ensuite aux élèves de lire les deux premières phrases de l’article et d’y réagir
immédiatement en affinant leurs hypothèses.
Productions possibles : The article may deal with the problems girls have with their mothers
who have immigrated from foreign countries when they choose a job their parents don’t accept.
Mothers may want their daughters to marry or have great jobs. Maybe they want them to become
doctors or lawyers. Perhaps parents, especially mothers, had different dreams or expectations
for their daughters. They may want a better life for them.
56 • UNIT 3
d. Words connected with conflict: clash (l. 5) • conflict (l. 5) • painful (l. 6) • inexplicable (l. 14)
e. The word “dream” is repeated four times.
Approfondissement possible : The mother expected her daughter to go to university. She
was looking forward to seeing her daughter climb the rungs of the social ladder. For the mother
who is an immigrant, education is a way of escaping poverty, a chance of improving one’s
living conditions, of changing classes. Her dream was shattered when Sparlha announced she
wanted to become a musician. The mother may think being a singer is a risky job. She may
be disappointed. Sparlha realizes her mother had sacrificed her life for her sake, to give her
children better prospects. She dedicated her life to her children. She never fulfilled her own
dreams. That’s why the daughter wants to seize the opportunity she is given and honour her
mother at the same time.
3. Invent a dialogue
k Le professeur divisera la classe en deux groupes : ceux qui joueront le rôle du ou de la
journaliste (et devront donc s’inventer une identité avec un nom de chaîne et préparer leurs
questions en accord avec ce qu’ils ont appris dans l’article) et ceux qui joueront Sparlha.
Ces derniers devront donc revoir leurs notes pour répondre aux questions.
k On privilégiera le naturel de l’interview en faisant préparer les questions (ce qui fera l’objet
d’un travail à la maison) sans que les élèves qui joueront Sparlha en prennent connaissance
à l’avance.
k Critères d’évaluation (proposition de barème) : voir grille p. 55.
UNIT 3 • 57
UNIT
3 MAKE A WISH
> Practice
1. 1.E 2.D 3.A 4.B 5.C
2. – If I were as small as a fly, I would be practically invisible and would go everywhere and spy
on people.
58 • UNIT 3
– If I won the lottery, I would have a big party with all the people I love and would travel around
the world / abroad, I would buy a lovely house, I would buy lots of presents for my friends.
– If I didn’t have to work later, I would spend my time helping people / I would do just what I want!
– If my teachers were replaced by computers, I wouldn’t have to go to school.
– If only more women were managers, business would change.
– If school wasn’t compulsory, I would stay in bed for hours in the morning / I would not learn
anything.
– If guns disappeared, the world would be a better place / fewer people would die!
3. – If I were Paris Hilton, I wouldn’t have to work.
– If work didn’t exist, people would be on holiday all the time.
4. It will be terrible if I lose my mobile phone.
It will be a disaster if my mother forgets to wake me up in the morning.
It will be terrible if I don’t have good grades in English!
It will be terrible if nobody speaks to me.
5. I wish …
– pupils were able to have all their afternoons free.
– the cafeteria served fries and ice creams everyday / the food was better, the place was
not as noisy.
– I didn’t have any homework to do. / I only had homework in the subjects I like.
– I could create my own timetable: I would only work from 10 to 12 in the mornings and 2 to 4
in the afternoons.
– teachers didn’t give us any work to do and didn’t complain about our being lazy, would be
happy with us all the time.
– I didn’t have to learn but knew everything automatically!
UNIT 3 • 59
UNIT
3 MAKE A WISH
I chose to run for president at this moment in history | because I believe deeply that
we cannot solve the challenges of our time | unless we solve them together| – unless
we perfect our union by understanding that we may have different stories, | but we
hold common hopes; | that we may not look the same | and we may not have come
from the same place, | but we all want to move in the same direction | – towards a
better future for our children |and our grandchildren.
60 • UNIT 3
UNIT
4 HEROES
Heroes
L’objectif de cette unité est, d’une part, de faire connaître aux élèves des personnalités dont
ils n’ont pas forcément entendu parler (Sir Edmund Hillary, Cathy Freeman, Dian Fossey…)
et, d’autre part, de parler de types de héros très différents (défenseur de l’environnement ou
des droits de l’homme, détenteur de records, héros du quotidien…) afin d’aborder et / ou de
rebrasser des champs lexicaux extrêmement variés. Enfin, choisir des héros proches de l’âge
des élèves (Bethany Hamilton, Sebastian Clover, Ishmael Beah, Mattie Stepanek) ne devrait
pas les laisser indifférents.
N. B. : pour les descripteurs du CECRL se rapportant à l’expression orale en continu, voir p. 11.
UNIT 4 • 61
UNIT
4 HEROES
N. B. : les titres en gras indiquent les documents à étudier afin de réaliser la tâche finale.
Nous vous rappelons que les Help! sont enregistrés sur le CD classe et que les exercices
Improve your pronunciation sont téléchargeables sur le site compagnon.
62 • UNIT 4
TUNE IN! MANUEL k P. 42
2. Role play
> Mise en œuvre
k Au préalable, le professeur peut procéder à un brainstorming afin de déterminer quelles
expressions peuvent être utilisées lorsqu’un bureau éditorial se réunit.
Productions possibles : Good afternoon, we have to decide today what picture would be
best for the book How to Be a Hero. Look, I’ve found this super shot: What do you think? He
looks handsome, doesn’t he?
Suggérer aux élèves d’utiliser des gap fillers ainsi que des mots de liaison pour articuler les
cinq arguments à trouver.
k On pourra mettre en place l’activité intitulée Just a minute sur le site de l’Académie de
Caen (rubrique : « Débats Citoyens, Quelques activités d’entraînement possibles »). Un
premier élève doit essayer de parler pendant une minute. Il ne doit pas se répéter, être hors
sujet ou hésiter (mais peut et doit même utiliser des gap fillers). S’il ne respecte pas ces
règles, le premier élève qui brandit une carte « Hésitation », « Répétition » ou « Déviation »
prend la parole et le time-keeper remet son chronomètre à zéro.
k On pourra également demander aux élèves d’apporter la photo de la personne qui, à
leurs yeux, illustrerait au mieux ce livre.
k Le lexique de la rubrique Help! pourra être fixé à l’aide de la fiche suivante (disponible
sur le site compagnon en version photocopiable).
UNIT 4 • 63
UNIT
4 HEROES
CORRIGÉ
Objectifs :
– compétences langagières : compréhension écrite, expression écrite, production orale
en continu et / ou interaction ;
– compétences linguistiques : amener les élèves à parler plus longtemps en étoffant leurs
productions grâce à des éléments biographiques.
64 • UNIT 4
b. et c. Corrigé : A5 • B 6 • C8 • D4 • E1 • F7 • G3 • H2
Productions possibles : Alexander Fleming was a scientist as it was a bacteriologist.
He became famous because he discovered penicillin and he is now considered the father
of modern medicine. He must have been a very persevering man.
Prolongement possible : on pourra suggérer un Follow-up work en demandant aux élèves de
faire de brèves recherches sur l’un de ces héros et de se préparer à le présenter à la classe
pour le cours suivant.
2. Pairwork
Le Pairwork (Workbook, p. 22, activité I) permettra aux élèves d’identifier les informations
devant figurer dans une biographie et de travailler les questions qui s’y rapportent : When was
he / she born? When did he / she die? What is / was he / she famous for? Il est nécessaire
que la classe ait bien compris au préalable les règles d’un travail en binôme : le français
est à proscrire et il faut écouter son / sa camarade en lui demandant de répéter si besoin.
Plusieurs schémas d’organisation sont possibles : partager la classe en groupes de 2 (un
élève A, un élève B) ou en 2 groupes (l’équipe A et l’équipe B). Laisser les élèves travailler
en autonomie environ 5 minutes. Le Recap qui permet de clore les échanges individuels et
de recentrer l’attention de la classe peut servir à constituer la trace écrite du cours ou à faire
un travail écrit individuel.
UNIT 4 • 65
UNIT
4 HEROES
CORRIGÉ
1. a. famous d. daring g. selfless
b. dedicated e. clever h. generous
c. brave f. triumphant i. energetic
2. a. sporty b. awarded c. helmet d. overcome e. record-breaker
3. a. nineteenth c. difficulties e. accomplish
b. achieve d. energetic f. explorer
4.
\Å\ comme dog \O…\ comme horse \EÁ\ comme boat \Ø\ comme sun
shot • goggles sporty • born hero • devoted discover • become •
gloves
66 • UNIT 4
2. ON BEING A CHAMPION MANUEL k P. 44
Objectifs :
– compétences langagières : compréhension écrite et orale, production orale en continu
et / ou en interaction ;
– compétences linguistiques : s’entraîner à repérer les éléments accentués de la chaîne
parlée ainsi que s’approprier des schémas intonatifs et accentuels.
1. Get ready
> Mise en œuvre possible
k On pourra commencer par exploiter l’illustration en renvoyant les élèves à la p. 280
de leur manuel (paragraphe : « Plans et angles »).
Productions possibles : This photo looks intriguing. It takes time to realize it is a low-angle
shot. It is taken in a glacier, in the middle of a crevasse, people are climbing up a cliff, we
can see shoes with crampons, the climbers in the background are holding ice axes. It must
be very dangerous, these people are reckless, daredevils. It requires a lot of skill / courage /
determination to go up this wall of ice. It must be thrilling / exhilarating / scary / a fantastic
experience.
k On écoutera ensuite l’enregistrement du poème en entier (CD classe n° 1, piste 20). Le
professeur pourra demander de repérer les mots clés. Les élèves trouveront assez facilement
champion, winner, hero, spirit, life mais aussi peut-être challenge, optimist, game.
k Avec une classe faible, l’enseignant peut concevoir une étape préliminaire d’anticipation :
il fournira les transcriptions phonétiques des mots à repérer, en y glissant des intrus
(pessimist, live, willing, shampoo…) pour guider le travail de repérage lors de l’écoute.
UNIT 4 • 67
UNIT
4 HEROES
3. Recap
Pour le récapitulatif on demandera aux élèves de s’appuyer sur les amorces de la p. 44
du manuel et sur l’exercice Action! p. 24 du Workbook. Ces réponses pourront donner lieu
à un travail individuel, en binômes ou en groupes, être préparées en classe ou à la maison.
La prise de parole en continu d’un élève ou d’un rapporteur sera suivie d’une reprise de la
classe.
a. Productions possibles : Anybody can be a hero provided he / she is ready to get involved,
be committed, to fight to achieve his / her goals. Heroes are not necessarily famous people,
they can be ordinary, average citizens who resist, try to overcome difficulties.
The qualities needed are optimism, energy, willpower. Heroes need to be determined, strong-
willed, wilful, resolute, defiant, strong-minded. Fighting against pressure entails / implies /
requires a lot of moral courage. A hero is someone who wants to win life’s battles and who
has enough courage to face any challenges and hardships, such as illness, suffering, personal
problems, unhappy love stories or failures... He or she embodies courage, determination,
positive thinking, energy, which means a hero must be brave, strong-willed, active... He /
She can’t be complaining all the time, asking others for help, or waiting for better times. He /
She has to face the problems of life and find solutions. It’s a person who is never grumpy or
sad; on the contrary he / she is always optimistic and creative. Besides, Mattie thinks a hero
doesn’t act alone because human beings are members of a group; your actions can help
others. Therefore solidarity, friendship and mutual aid are important values.
b. Pour faciliter la recherche d’idées on pourra poser une question-relais : “Can you think
of ordinary heroes?”
Productions possibles : Firefighters, policemen, doctors, nurses are ordinary heroes because
they are able to sacrifice their own safety and sometimes even their lives. Firefighters can be
admired for their courage, generosity and sense of sacrifice. They are as courageous as French
Doctors or people working for relief organizations.
c. Productions possibles : Mattie has become a hero because this young boy had a tragic
fate, he fought against his disease very courageously. He wrote poems that are worth reading
and learning, because he is the living example of an ordinary hero, he embodies all the qualities
he praises. He has become a role model for many American teenagers. He never gave up and
fought till the end.
d. Les structures se rapportant à likes et dislikes seront rebrassées ici. Réponse libre.
e. Réponse libre.
II. 1. a winner / an optimist • determined and courageous • gives up • fights • life is difficult •
accepts the challenges of life • everybody
2. Réponse libre.
68 • UNIT 4
4. Speak up
> Mise en œuvre possible
k Il est vivement conseillé de faire lire le poème à haute voix ; cet exercice est un bon
entraînement à la prise de parole car il permet aux élèves de prendre conscience de la
mélodie de la langue anglaise et de mettre en place plusieurs phénomènes phonologiques.
k La lecture oralisée peut se faire en alternant à chaque vers une voix de fille et une voix
de garçon. On peut imaginer d’autres organisations (un élève dit un vers, son voisin le suivant,
et ainsi de suite, de la façon le plus naturelle possible).
k Le poème peut aussi être appris par cœur et récité en classe.
III. 1. \I\ winner • hero • require • spirit • even • live \aI\ require • life \i…\ team • each
2. et 3. A champion is a winner, 3
A hero... 3
Someone who never gives up 3
Even when the going gets rough. 5
A champion is a member of 3
A winning team... 3
Someone who overcomes challenges 3
Even when it requires creative solutions. 5
A champion is an optimist, 3
A hopeful spirit... 3
Someone who plays the game, 3
Even when the game is called life. 5
There can be a champion in each of us, 3
If we live as a winner, 3
If we live as a member of a team, 3
If we live with a hopeful spirit, 3
For life. 5
UNIT 4 • 69
UNIT
4 HEROES
➼ DEUXIÈME VARIANTE
– Diviser la classe en 3 groupes, avec un rapporteur pour chaque groupe. Le groupe A lira le
premier paragraphe, le groupe B le paragraphe Heroic Rescue, et le groupe C le paragraphe
Rewards for Bravery. Chaque groupe traitera la partie correspondante du Workbook.
– Lors du Recap, toute la classe devra écouter avec attention les rapporteurs des autres
groupes et prendre des notes. Bien sûr les autres membres de l’équipe peuvent intervenir
à tout moment pour aider le rapporteur et compléter son compte rendu. L’histoire pourra
ainsi être résumée à la chaîne.
– L’illustration du texte pourra servir de prise de parole en continu en début de cours suivant.
L’élève devra commenter la photo et réutiliser ce qui a été dit au cours précédent.
Corrigé :
a. – New York • Wesley Autrey • Cameron Hollopeter.
– 50 = Autrey’s age • 20 = Hollopeter’s age
– subway • train • subway station • platform • track
b. – Autrey: 50 • construction worker • Navy veteran • 2 young daughters
– Hollopeter: 20 • New York Film Academy student
– 1: He jumped off the platform. 2: He rolled with the victim between the tracks.
3: He protected the victim with his body. 4: He didn’t move while five cars passed.
c. – Michael Bloomberg: New York City Mayor • Donald Trump: businessman
– $10,000 from Donald Trump • $5,000 from the New York Film Academy • a trip to
Disney World • one year of free subway rides
– Subway superhero • real-life Superman • an angel • a great man
Productions possibles (Recap) : The hero happened to be in the subway waiting for a train
when he saw a young man fall onto the tracks as a train was entering the station. The victim
was a young man called Hollopeter, a 20-year-old student who nearly died. Autrey, an army
veteran, certainly a very fit man, jumped onto the track in-between the rails and used his
body to protect the young man. As he stepped back onto the platform he became an instant
hero and received many rewards, such as the city bronze medallion and thousands of dollars.
But most amazingly, Autrey declared he is not a hero, just a plain citizen who acted without
thinking twice.
70 • UNIT 4
CORRIGÉ DE LA FICHE DU WORKBOOK (P. 25)
➼ PART 1
1. a) Wesley Autrey • Cameron Hollopeter b) New York c) 50: Autrey’s age • 20: Hollopeter’s
age d) subway • train • subway station • platform • track e) male • 20
➼ PART 2
2. – construction worker – Navy veteran – has 2 young daughters
3. 1. He jumped off the platform. • 2. He rolled with the victim between the tracks. •
3. He protected the victim with his body. • 4. He didn’t move while five cars passed.
4. (from left to right and from the top downwards) platform • car • tracks
➼ PART 3
5. 1. Michael Bloomberg, Mayor 2. Donald Trump, businessman
6. 10,000: 10,000 dollars award Donald Trump gave Autrey • 5,000: 5,000 dollars award
the New York Film Academy gave Autrey
7. a trip to Disney World • a year of free subway rides
8. Subway superhero • real life Superman • an angel • a great man
2. Role play
> Mise en œuvre
k On pourra utiliser le Action! du Workbook p. 26 qui fournit des amorces et des noms
de radios new-yorkaises.
k Les élèves peuvent préparer leur script à la maison, mais il faudra les prévenir qu’ils
ne pourront pas lire leurs notes lors de leur prise de parole mais seulement des mots clés.
k Certains élèves souhaiteront peut-être s’enregistrer ou se filmer et ajouter des jingles
et des bruitages. Il faudra les y encourager et les amener à jouer leur rôle de façon
convaincante.
k On peut aussi accepter d’autres scénarios : une interview entre un journaliste et un
témoin de l’accident, un adjoint au maire de New York, ou Autrey en personne.
k Voici un exemple de fiche qui a servi d’amorces à la prise de parole d’élèves.
Description: Description:
Description:
Description:
UNIT 4 • 71
UNIT
4 HEROES
Prolongement possible : après cette activité, les élèves pourront comparer leurs productions
à la réalité en visionnant l’interview de Wesley Autrey disponible sur YouTube.
1. Get ready
> Mise en œuvre
a. k Le professeur pourra demander aux élèves de faire une recherche préalable sur Dian
Fossey et de présenter ces informations lors d’une prise de parole en continu en début
de séance.
k Sinon, l’enseignant procédera à une anticipation sur les gorilles ; il notera au tableau
Gorillas? et demandera à la classe ce qu’elle sait.
Productions possibles : They are big monkeys living in Africa. I think they are an endangered
species. They live in groups or communities with one male leader. They are wild and fearless.
Males usually bang their chests with their fists to deter enemies from approching the group.
k Ensuite le professeur pourra se servir de l’encadré jaune en haut de la page du manuel.
Nous suggérons d’en faire une copie sur transparent ou de noter ces informations au
tableau afin que la classe se concentre sur les gorilles avant de s’intéresser à Dian Fossey.
Le professeur demandera aux élèves de le lire en silence en mémorisant le maximum
d’informations. Puis l’enseignant cachera l’encadré ou fera fermer le manuel. Il pourra
noter au tableau des amorces du type : Gorillas are / do… because / which means / so…
Compared to human beings, they… Les élèves diront ce dont ils se souviennent.
k L’anticipation sur les gorilles avec l’encadré jaune en haut de la page du manuel peut aussi
se faire en binômes ou en groupes. Seule une partie de la classe a accès aux informations sur
les gorilles. Le reste de la classe doit préparer des questions pour le premier groupe. Suivant
les compétences de la classe, le professeur pourrait envisager deux types d’amorces :
– Groupe assez autonome : food? lifespan? size? weight (kg)? protection status?
– Groupe plus fragile : What food ... eat? How long ... live? How tall ...? How heavy ...?
.... protected?
Les élèves procéderont à une récapitulation en groupes.
Productions possibles : They are omnivorous, which means they eat anything from meat to
plants, either fish or berries. They can live up to 35 years which is longer than cats and dogs.
What is amazing is their size; they can be up to 1.8m standing which is as tall as a grown-up
man, but they weigh from 135 to 220kgs, so much heavier than us. Sadly they are greatly
endangered, hunted down for their meat, their heads and hands which are collected as
trophees. They also suffer from deforestation which destroys their habitat.
72 • UNIT 4
Informations complémentaires
Mountain gorillas are found in the Virunga volcanic mountains of Central Africa (south-west
Uganda, north-west Rwanda, eastern Democratic Republic of Congo and Uganda’s Bwindi
Impenetrable Forest). They are threatened by poaching, loss of habitat, and disease.
– Poaching: They have been killed for their heads, hands, and feet, which are sold to
collectors. Infants are sold to zoos, researchers, and people who want them as pets.
Poaching for meat is particularly threatening in regions of political unrest. Most of them
live in areas of war and political unrest in central Africa.
– Habitat loss: The forests where mountain gorillas live are surrounded by rapidly
increasing human settlement. The resulting deforestation limits the gorillas’ territory.
– Disease: Humans and gorillas are genetically quite similar, so gorillas are vulnerable to
many of the same diseases as humans. Groups visited by tourists have the greatest risk.
3. Watch a video
Voir p. 414-415 et 433-435.
Prolongements possibles :
k D’autres vidéos sont disponibles sur le site de l’association Dian Fossey Gorilla Fund :
www.gorillafund.org/gorilla_videos/index.php
k En Follow-up work, les élèves pourront présenter une espèce menacée (en faisant
un clip pour une association de protection) ou une personne ayant consacré sa vie à la
protection d’une espèce (Jane Goodall et les chimpanzés, Roxanne Kremer et les dauphins,
Alan Rabonowitz et les jaguars…). Pour plus d’informations :
www.myhero.com/myhero/go/directory/directory.asp?dir=earthkeeper
4. Role play
Voir corrigé de la fiche du Workbook page suivante (exercice II).
UNIT 4 • 73
UNIT
4 HEROES
74 • UNIT 4
6. New Zealander
➼ PART 2
7. “humanitarian work” (l. 22)
8. “modest abilities” (l. 24) • “ordinary person with ordinary qualities” (l. 28)
9. In private: Ed Public figure: a quintessential Kiwi • Sir Ed
10. determination • humility • generosity
“ordinary person with ordinary qualities” (l. 28)
Corrigé :
– Edmund Hillary is from New Zealand.
– He was the first man to reach the Everest peak on May, 29 1953.
– “... devote much of his life to aiding the mountain people of Nepal and set up the Himalayan
Trust through which he built schools, hospitals and bridges in the region.” (l. 15) “... he wished
to be remembered mostly for his humanitarian work.” (l. 21)
– “He never liked to be known as a hero, preferring to be called ‘Ed’ and considering himself
just an ordinary beekeeper.” (l. 17) “Adventuring can be for the ordinary person with ordinary
qualities, such as I regard myself,” (l. 28)
Ensuite on incitera les élèves à dire ce qu’ils ont appris dans ce texte, en utilisant les amorces
fournies en bas de la p. 47 du manuel.
Productions possibles : Sir Edmund Hillary was a famous New Zealander, or a Kiwi, if you
prefer. He became famous in 1953 when he reached the top of Mount Everest / because he
was the first man to reach the top of Mount Everest. It was a tremendous achievement / a huge
victory because people had tried and failed again and again. He used his international fame
to help the people of Nepal get a better life. He was so generous that he gave / he devoted
much of his time and money to building schools, hospitals and roads. Yet he was a very humble
man who enjoyed beekeeping and regarded himself as an ordinary person even though he had
become the most famous mountaineer of the 20th century.
UNIT 4 • 75
UNIT
4 HEROES
➼ PART 2
4. When I was little, I read a book about Sir Edmund Hillary and he’s been my hero ever since.
I remember watching an interview in which he recalled his boyhood.
5. the Himalayas • the Antarctic
6. adventure • adventurer • funds • involved • raise
7. read • books • competent • mountaineer • climbing • helping • organizing • leading •
less • more active • sporty
8. Childhood: dreamed a lot • read books about adventure
Youth: competent mountaineer • did a lot of climbing
Later years: helping Sherpas • raising funds • leading expeditions
➼ PART 3
9. interested • humanitarian • friendships
10. k buildings: schools • hospitals k transport: roads • bridges k protection of the
environment: environmental matters • huge number of tourists • rubbish
11. At the end of his life he became involved in humanitarian causes and in the protection of
the environment, especially in Nepal.
12. inspiration • explorer • fulfilled • dream • risks • achieve • goals
76 • UNIT 4
3. A famous Kiwi
Les élèves pourront s’appuyer sur le Action! du Workbook p. 30.
1. War times
> Mises en œuvre possibles
➼ PREMIÈRE VARIANTE
On pourrait demander aux élèves d’observer rapidement la couverture du livre et de dire de
quoi il parle à leur avis. Ils auront certainement repéré les mots true story et child soldier et
fait le lien avec la photo du jeune Africain portant un fusil. Ils rempliront ensuite la fiche du
Workbook p. 31-32.
➼ DEUXIÈME VARIANTE
La découverte du livre et de l’histoire d’Ishmael Beah peut se faire en groupes ou en
binômes. L’équipe ou l’élève A se concentrera sur la couverture du livre et fera les activités
du Workbook intitulées Part 1 et Part 2, l’équipe ou l’élève B lira le texte Rebel with a cause
et travaillera la Part 3 du Workbook. Chaque groupe ou élève récapitulera ce qu’il a appris
pendant que le reste de la classe ou le second élément du binôme prendra des notes avec
l’aide de l’enseignant (voir grille de Pairwork du Fichier Pédagogique p. 79-80).
UNIT 4 • 77
UNIT
4 HEROES
➼ PART 2
2. a) everybody = people in Sierra Leone • you = Ishmael • I = Ishmael Beah • us = US children
b) Sierra Leone • Africa
c) an autobiography
d) 12 = Beah’s age • fifty = conflicts all over the world • 300,000 = number of child soldiers •
one = Ishmael, one of the child soldiers
e) war and violence: fighting • attacking • violent • terrible act • fought • rebels
the army: conscripted • AK-47 • soldiers
➼ PART 3
3. a) I = Ishmael Beah • us / we = children in Sierra Leone
b) tâches • se venger
c) k loss: perte k starvation • survive
d) Key problem: civil war
Consequences on children: families are killed • surviving children starve • they have to
join the army • children become soldiers
Reasons for joining the army: they lost their families • starvation • they want to belong
to a group / to take their revenge
e) Past: joined the army to survive • wanted to avenge the deaths of his family • had to get
some food • was to be part of the army
Present: have been rehabilitated • not a soldier anymore but a child
f) children all over the world: “it’s a global issue” (l. 10), “all over the world” (l. 11)
78 • UNIT 4
Pairwork
PUPIL / GROUP A
1. Work in silence! Write your answers with information collected in the extract.
Sort of book
Beah’s age when it happened
His companions of war
His actions in the conflict
Reason for his endurance
His decision
His new school friends’ interests
Number of child soldiers
PUPIL / GROUP B
1. Work in silence! Write your answers with information collected in the extract.
Major disaster in Sierra Leone
Consequences for children
New job to survive
Causes of Beah’s enrolment
His obsession
Beah’s opinion on his role
The change in his life
His new fight
UNIT 4 • 79
UNIT
4 HEROES
2. Work in silence! Prepare questions to ask your partner on the front and back covers.
My questions: My friend’s answers:
Sort of book? What ?
Beah’s age when
How ?
it happened?
His companions
Who did ?
of war?
His actions in the
What ?
conflict?
Reason for his How ?
endurance? (survive on + name / live on)
What ?
His decision?
(decide / choose to + BV)
His new school What ?
friends’ interests (be interested in + V-ING)
Number of child
How many ?
soldiers
3. Speak! Ask the questions written in your grid, and answer your partner’s questions.
Productions possibles :
a. A Long Way Gone is an autobiography written by young Ishmael Beah. It is definitely a true
and sad story. He was just 12 years old when war started in Sierra Leone and his whole family
was slaughtered. He was an orphan who lost all his family in the war. He explains he was
forced / drafted into the army to survive, to get food and clothes and to defend himself. Like
many other children he felt vulnerable / desperate / miserable. He couldn’t fend for himself.
He was not self-sufficient and he depended entirely on adults. As he says, “the need to be
safe and to be part of something” explains why he felt hopeless / helpless / defenceless /
weak. That’s the reason why the army gave him a sense of belonging. He was also eager to
take his revenge and strike back. Like 300,000 other child soldiers he was made to kill and
torture. He was mistreated / ill-treated / brutalised. Adults drugged him to prevent him from
rebelling or running away. When children are drafted into the army, they are compelled to
do the most dangerous jobs. Children were manipulated, brainwashed and had to endure a
terrible ordeal.
b. When eventually he escaped he became a spokesperson for ill-treated and defenceless
children enrolled into armies all over the world. He feels it is his duty to defend their rights /
speak out for children. His aim is to put an end to the use of child soldiers / to the exploitation
of children in conflicts. A huge number of children are involved in wars. It is a widespread
phenomenon, a global problem, that’s why he spoke before the United Nations. The exploitation
of children should be banned and the law should be enforced. Children should be protected and
prevented from being involved in conflicts all over the world.
3. Role play
On s’appuiera sur le Action! du Workbook p. 32.
80 • UNIT 4
LANGUAGE AT WORK MANUEL k P. 49-51
> Le superlatif
1. the fastest • the most intelligent • biggest • the prettiest • the worst • the richest •
the most successful • the best • the most generous
2.
Adjectifs ayant
Adjectifs courts Adjectifs longs
un superlatif irrégulier
fast • big • pretty • rich intelligent • successful • bad • good
generous
UNIT 4 • 81
UNIT
4 HEROES
’s = génitif (expression
’s = is (be) ’s = has (have)
de la possession)
b•e•g a•f c•d•h
> Practice
1. a. the tallest • the most honest
b. the youngest • the best • the most important
c. the fastest • the bravest • the youngest
2. a. There are many / a lot of records held by Americans.
b. When he was twenty (years old) he wrote his first novel.
c. My hero has (got) brown hair.
d. Shackleton was never cold and never scared / frightened!
e. You are right, he was lucky not to have died / not to die.
3. Margaret Brown became famous as one of the lucky survivors of the Titanic tragedy and
was then nicknamed “The Unsinkable Molly”. She was born in Missouri in 1867. Later she
moved to Colorado where she met her husband James who worked for the silver mines.
He struck it immensely rich and the family went to live in Denver. Molly travelled around
the world. She was on her way home on the transatlantic liner Titanic when the ship hit an
iceberg and sank. During the disaster she helped victims and everybody acclaimed her
heroism. Back home she gave money to poor immigrants who were on board. She was
an incredible woman who spoke her mind and joined many causes such as the rights of
women or the education of all children.
4. Terry Fox was both a Canadian humanitarian, an athlete and a cancer activist, certainly one
of Canada’s greatest heroes. He was born on July 28, 1958 in Winnipeg, Manitoba and spent
his childhood near Vancouver. Unfortunately he discovered he had bone cancer in 1977,
82 • UNIT 4
when he was only 19 years old. He had to have his right leg cut off above the knee. He was
such a brave young man that in hospital, he decided to run across Canada and raise money
for cancer research. He called his long journey “the Marathon of Hope”. He wanted to get
attention and collect money. He actually managed to raise $1 from each Canadian citizen.
It took him 18 months, 5,000 kilometers (3,107 miles) to prepare his long race. Eventually,
on April 12, 1980, he left from St John’s, Newfoundland and managed to run 42 kilometers
(26 miles) every day through Quebec and Ontario. He stopped running on September 1,
1980 after 143 days and 5,373 kilometers (3,339 miles). Terry Fox died on June 28, 1981.
In 2005, he was the first Canadian to be portrayed on coins and the Terry Fox dollar was
issued to honour this great hero’s memory. Today, the Terry Fox Run is organized around
the world every year in order to raise money for cancer research.
Corrigés :
1. a.
Exprimer son admiration Structurer le discours Donner son opinion
– such a lovely lady – and – He inspires me because
– both beautiful and the most – also – For me, she is a symbol of
generous person I’ve heard and – for example – She is a true inspiration
read about – sadly to me
– so good-looking – to conclude
– I wish I could be as good as him. – that’s why
– I think he’s awesome!
– the most courageous woman
– an amazing person
– she received many awards
b.
Exprimer son admiration Structurer le discours Donner son opinion
– he / she’s incredible – consequently – in my opinion
– he is a great guy – later on – to my mind
– he / she’s a tremendous hero – that’s how
– what a genius! – thanks to him / her
– eventually
2. A. a. “My hero is a young surfer called Bethany Hamilton. She intended to become
professional and was very talented. She was surfing with friends on Halloween morning
in sunny Hawaï when a 14-foot tiger shark bit and took off her left arm. Her courage
was tremendous: Not only did she swim to safety and save her life, but she went back
surfing a month later with only one arm. She turned a negative into a positive and she
was my age, only 14, when it happened. She inspired me to go on with my dream. I am her
biggest fan!”
B. a. Seuls figurent les mots porteurs. Les signes prennent la place du verbe être ou des
connecteurs logiques.
UNIT 4 • 83
UNIT
4 HEROES
Nom : Classe :
84 • UNIT 4
PRENDRE LA PAROLE EN CONTINU MANUEL k P. 54-55
CORRIGÉ
3. Les groupes de sens sont marqués | à l’intérieur d’une phrase et || à la fin d’une
phrase. Les mots porteurs de sens sont en gras.
When I’m not watching soccer on TV | , I like to watch crime shows | like CSI: Las Vegas. ||
My other guilty pleasure is | video games ||. I’ve always loved playing console games |
with friends | or playing computer games | on my own. ||
City of glass
Comprendre à l’écrit : les descripteurs du CECRL
Niveau A2 Niveau B1
Grille d’auto- Je peux lire des textes courts Je peux comprendre des textes
évaluation et simples : lettres personnelles simples dont la langue est
simples, cartes postales, prospectus, courante, des textes narratifs,
menus, horaires et trouver un des textes informatifs liés à la vie
renseignement spécifique dans des quotidienne.
documents de la vie quotidienne Je peux comprendre des lettres
courants et familiers. personnelles qui décrivent des
expériences et impressions.
Lire pour Peut comprendre des textes courts Peut comprendre un texte lié au
s’informer et simples, le message simple d’une programme scolaire ou à un sujet
et discuter lettre ou d’une carte postale qui qui l’intéresse particulièrement
lui est adressée ainsi que quelques et repérer les informations
informations contenues dans une essentielles.
annonce, un prospectus, un menu, Peut comprendre rapidement les
une notice sur des sujets qui lui informations principales contenues
sont connus. dans une lettre, un prospectus, un
Peut identifier le sujet d’un texte, court document officiel.
d’une lettre ou d’un article de Peut comprendre les points
journal. principaux contenus dans un récit,
Peut identifier la nature d’un texte. une lettre ou un article de presse
Peut comprendre un texte court et relatant des faits.
simple ou descriptif sur un sujet Peut prélever et réunir des
lié au programme scolaire, à la vie informations dans différentes
quotidienne ou à un fait divers. parties d’un texte ou plusieurs
Peut repérer et comprendre les textes pour accomplir une tâche
informations importantes contenues spécifique.
dans un texte, une lettre ou un Peut comprendre les principaux
article sur un sujet qui est familier. arguments d’un article de presse,
Peut comprendre des règlements d’un texte narratif, ou d’un extrait
et des instructions lorsqu’ils sont de roman contemporain avec l’aide
énoncés clairement. d’un dictionnaire si nécessaire.
Peut comprendre un récit simple.
86 • UNIT 5
Nous avons souhaité parler de New York, car c’est un lieu d’échanges, à la fois sociaux et
culturels, par excellence. C’est en outre une ville extrêmement moderne pourtant marquée du
sceau du passé. Ses monuments emblématiques ainsi que bien sûr Ellis Island et les différentes
vagues d’immigration qui s’y sont succédé permettent d’aborder le passé et par là le thème de
la mémoire. Le titre même de l’unité s’est imposé comme un clin d’œil à l’ouvrage homonyme
de Paul Auster, paru en 1985, qui constitue le premier volet de The New York Trilogy.
UNIT 5 • 87
UNIT
5 CITY OF GLASS
N. B. : les titres en gras indiquent les documents à étudier afin de réaliser la tâche finale.
Nous vous rappelons que les Help! sont enregistrés sur le CD classe et que les exercices
Improve your pronunciation sont téléchargeables sur le site compagnon.
88 • UNIT 5
TUNE IN! MANUEL k P. 60-61
Anticipation
On pourra procéder à un brainstorming sur New York de différentes manières.
k Noter « New York » au tableau et demander aux élèves de réagir.
Productions possibles : Although New York is one of the most famous cities in the United
States, it is not the capital. The capital is Washington D.C. New York is famous for its world-
famous monuments such as the Statue of Liberty, the Empire State Building... New York is also
well-known because of the terrorist attacks which occurred on September 11th, 2001. The Twin
Towers collapsed when two planes crashed into them, killing thousands of people. New York is
well-known because of its big financial district with Wall Street and the Stock Exchange.
k Ajouter « City » à « New York » et demander aux élèves de réagir.
Productions possibles : We say New York City because New York is located in the state of
New York. Its capital is Albany.
Demander aux élèves de situer cet État ainsi que la ville d’Albany sur la carte des États-Unis
dans leur manuel (rabat arrière).
k Montrer (au rétroprojecteur par exemple ou avec la caméra de table du labo multimédia)
une carte de New York avec les cinq boroughs afin que les élèves identifient Brooklyn, le
Bronx, le Queens, Staten Island et qu’ils visualisent que Manhattan est une île. Voici deux
adresses de sites où trouver des cartes :
www.en.wikipedia.org/wiki/Borough_(New_York_City)
www.students.ithaca.edu/%7Ekyeung1/week07/lab05/lab05.html
1. Which is which?
> Mise en œuvre possible
L’objectif étant de repérer les informations essentielles et d’inférer le sens des mots inconnus
à partir du contexte, de la dérivation et de la composition, ce travail pourra être mené en
binômes avec récapitulation collective. Dans le cadre d’une classe fragile, on pourra former
cinq groupes et confier un monument à chaque groupe. À l’intérieur du groupe, les élèves
travailleront individuellement ou en binômes.
k Anticipation des difficultés : avant de commencer les activités de la p. 60, on s’assurera
que les noms des monuments sont prononcés correctement grâce à un exercice rapide de
matching (voir fiche page suivante, téléchargeable sur le site compagnon).
k À l’issue des activités a. et b., on proposera aux élèves de faire une synthèse des
informations essentielles concernant chaque monument afin qu’ils les mémorisent. Un
tableau récapitulatif pourra être complété à la maison puis projeté en classe pour faciliter
la correction (voir fiche page suivante, téléchargeable sur le site compagnon).
UNIT 5 • 89
UNIT
5 CITY OF GLASS
2. Complétez ce tableau (toutes les cases ne pourront pas être pas remplies).
90 • UNIT 5
CORRIGÉ DE LA FICHE DU WORKBOOK (P. 33-34)
1.
BROADWAY
E. 89 ST.
The Guggenheim Museum
LEXINGTON AVENUE
CENTRAL
FIRST AVENUE
FIFTH AVENUE
PARK
BR
OA
DW
AY
The Chrysler Building
SEVENTH AVENUE
Times Square
E. 43 ST.
W. 42 ST. E. 42 ST.
LEXINGTON AVENUE
East R
The United Nations
BRO
W. 34 ST. E. 34 ST.
A
Headquarters
DW
er iv
AY
FIRST AVENUE
The Flatiron W. 23 ST.
FIFTH AVENUE
E. 23 ST.
M A N H AT TA N
W. 14 ST. E. 14 ST.
ST.
W. HOUSTON ST. E. HOUSTON
Hu
dso
BROADWAY
nR
ive
r
B R O O K LY N
NEW
JERSEY
Scale : 1 km
UNIT 5 • 91
UNIT
5 CITY OF GLASS
c.
Composition Nature grammaticale Sens prévisible
sky + line nom horizon
sky + scraper nom gratte-ciel
the + tall + est adjectif au superlatif le plus haut, le plus grand
crescent + shaped adjectif composé en forme de croissant
car + radiators nom composé radiateurs (de voiture)
auto + maker nom composé constructeur automobile
2. The Flatiron
a. Réponses libres.
b.
Composition Nature grammaticale Sens prévisible
un + usual adjectif inhabituel, étrange
bare + leg + ed adjectif aux jambes dénudées
3. Back in 1930, the chairman of General Motors Corporation hired architect William Lamb
to design the world’s tallest building and Lamb based his design on the simple shape of a
sharpened pencil.
92 • UNIT 5
➼ PART 2
4. business • money • office
5. empty • unoccupied
6. “the Empty State Building”
7. windy • covered in fog
8. top / spire designed for Zeppelins to dock there • impossible • because of windy conditions
➼ PART 3
9. bomber • Zeppelins • crashed • killing • elevator • operator • fell • survived
10. 1945 • 79th-80th • 300 meters
11.
Date First accident Consequences Final result
1945 bomber crashed – 3 crew members and 11 office the building was
into the 79th floor workers died reopened for business
– the elevator fell 300 meters the following Monday
– the elevator operator survived
➼ PART 4
12. climb • climbed • climber
13. gorilla (King Kong) • French climber (Alain Spiderman Robert)
14. climbed • reached • warning • nets • safety • devices
15. A French climber climbed up the Empire State Building without warning and without any
security device.
➼ PART 5
16. k 86 (th floor): observation deck k 1576: number of steps to reach the top k 10 (minutes):
record to climb up the steps k 73: number of elevators
17. athletic • jog • run up race • climb
18. You may go on top of the building and see the view / various coloured lights.
II. ➼ RECAP 1 AND 2
a) In 1930, the chairman of the car company General Motors hired an architect, William
Lamb, to design the world’s tallest building. It was nicknamed “the Empire State Building”
and had the shape of a sharpened pencil.
b) It should have be nicknamed “the Empty State Building” because many offices were
unoccupied when it opened.
➼ RECAP 3
One day, a bomber crashed into the Empire State Building and unfortunately 14 people were
killed in the accident. It’s unbelievable that the elevator operator survived after the elevator
fell 300 meters.
➼ RECAP 4
King Kong and Alain Robert have one thing in common: They have both climbed up the
building to reach the top using only their hands and feet, with no nets and no safety devices.
Unlike Alain Robert, King Kong is a fictitious character; Alain Robert is a real man!
UNIT 5 • 93
UNIT
5 CITY OF GLASS
94 • UNIT 5
1. ELLIS ISLAND MANUEL k P. 62-63
1. Get ready
Corrigé :
c. sight • embodiment • thought • deportation • expectedly
d. close • inside
e. eventually • however
N. B. : l’illustration de cette page fait l’objet du transparent n° 4.
I. ➼ PART 1
1. dream • America
2. millions • arrived • island • dream • life • came • true • doomed • remain
3.
Number What? Where? Types of immigrants?
millions arrived at Ellis Island America – those whose dream came true
– those who were doomed to stay there
➼ PART 2
4. place • disappointment • symbol • hope
5. Ellis Island is the place where all the people who wanted to enter the United States of America
to live the American Dream arrived. It could be a place of disappointement even if it was near
a symbol of hope.
6. She appears like a recurring thought, suddenly, unexpectedly, the embodiment of the American
Dream, so tantalizingly close and yet so far away for those who were confined here.
7. “She” refers to the Statue of Liberty, “embodiment of the American Dream”.
8. Ellis Island was a place of disappointment. The Statue of Liberty was the embodiment
of the American Dream / hope.
➼ PART 3
9. a) k 60: number of years immigrants have arrived at Ellis Island k 12,000,000: number
of immigrants who have entered Ellis Island k 1,100: number of immigrants who arrived
in one day at Ellis Island (1907) k 1: one day (1907)
b) 1892 and 1907
10.
Number of immigrants When? How long?
– total: 12 million – first arrival: 1892 for 60 years
– most massive arrival: – most massive arrival:
11,000 on one day 1907
UNIT 5 • 95
UNIT
5 CITY OF GLASS
➼ PART 4
11. climbed • stairs • doctors • examined • decided • free • hospital • deportation
12. 1954 • museum
13. They had to be examined by doctors.
1) They could be sent to the hospital to be held for treatment and possible deportation.
2) They could be free to go.
II. ➼ RECAP 1
Millions of people arrived at Ellis Island because they wished to achieve their American
Dream. On the one hand, some of them managed to have their dream come true. On the
other hand, for others, this dream remained unfulfilled.
➼ RECAP 2
Ellis Island sometimes represented disappointment because immigrants were confined there
and eventually deported. They were forbidden to enter the United States where they hoped to
start a new life. On the contrary, for sixty years, the Statue of Liberty has symbolized the hope
for freedom and a better life. Even if they were confined on Ellis Island, the immigrants still
considered the Statue of Liberty the embodiment of the American Dream.
➼ RECAP 3
Before, Ellis Island was an immigrant processing centre where people were examined by
doctors. They were either sent to hospital or sent back home when they were not allowed
to enter the USA. Nowadays, Ellis Island is a museum.
N. B. : les productions des élèves liées au Action! du Workbook constitueront la trace écrite
sur ce document audio.
Informations complémentaires
If the immigrant’s problem was curable, immigrants were sent to the island’s hospital. If it
was not, the steamship company that brought them would have to pay to send them back.
Those who were ill, too old, weak or unable to read in any language were sent back to Europe.
In 1911, for example, approximately two percent of those who came were deported. In a few
cases, families were even split up, hence the nickname: the “Isle of Tears”. Families were torn
apart / broken up / separated.
96 • UNIT 5
➼ Part 3
She beckons the tired, the poor, the huddled masses of the world and for more than sixty
years beginning in 1892 they spilled onto the docks of Ellis Island, twelve million of them all
together. Once in 1907 more than eleven thousand arrived in one day.
➼ Part 4
The immigrants climbed the steep stairs into the Great Hall. Doctors examined them and
decided who was free to go and who was sent to the south side of the island to the hospital
to be held for treatment and possible deportation. Off-limit to the public, it is this extraordinary
place we would like to show you. Ellis Island finally closed in 1954. The immigrant processing
centre was restored and is now a museum.
3. Watch a video
Voir p. 416-417 et 436.
➼ PARAGRAPH A
1.
Medical
Questioning Result
examination
doctors registration desk • interpreter • could not answer • allowed to sit •
name • nationality • occupation • try again • immigrants detained for
read • write • prison • money • further questioning
going
2. those: immigrants who failed • the others: immigrants who had gone through the medical
inspection • them: immigrants who had gone through the medical inspection • your: the
immigrant who is questioned
3. undergo = subir (clue: a medical exam)
flustered = bouleversé (clue: so flustered that they could not answer, allowed to sit and rest
and try again)
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➼ PARAGRAPH B
4. busy + -est: superlative form. The word is an adjective. Meaning: le plus fréquenté, le plus actif.
5. landed = débarquaient • glimpse = aperçu
6. The travelling conditions were appalling, yet it was the only way for immigrants to fulfil the
American Dream.
Approfondissement possible: After so many dark days on board crowded ships, the Statue
of Liberty was the symbol of all the immigrants’ dreams / freedom to start out a new life / to
start from scratch. The USA represented the Promised Land, a land of plenty and enterprise.
The Statue of Liberty symbolized the Golden Door.
➼ PARAGRAPH C
7.
Where? Number of immigrants Number of doctors Goals?
inspection numerous: they 2 check diseases,
hall formed long lines infections, physical
and mental
abnormalities
8. aroused = éveillait (clue: suspicion) • further: plus ample (clue: further inspection)
➼ PARAGRAPH D
9. immigrants • crossed • Atlantic • steerage • crowded • uncomfortable • deck
➼ PARAGRAPH E
10.
Illness Medical acts
blinding disease • infections • contagious pull up • medical detentions • look
and infectious diseases • symptoms beneath • swift movement • grab eyelid
➼ PARAGRAPH F
12. 1) “... they were herded onto special ferryboats...”
2) “... the immigrants had numbered identity tags pinned to their clothing.”
3) “Officials hurried them along...”
13. It is the preterite. Infinitive: hurry. Meaning: pressai(en)t
II. ACTION!
1. 1§ D • 2§ B • 3§ F • 4§ C • 5§ E • 6§ A
2. ➼ PARAGRAPH A
a) ... you had to undergo a thorough medical exam.
b) ... you moved on to the registration desk.
c) ... you were allowed to sit and rest and try again.
d) ... you could be detained for further / additional examinations or questioning.
98 • UNIT 5
➼ PARAGRAPHS B, C
The Statue of Liberty first symbolized freedom and many immigrants fled persecutions.
They also expected a better future and the Statue of Liberty represented numerous
opportunities. They could start a new life and give a better education to their children.
If some diseases were suspected after the first examination, the immigrants received a chalk
mark and had to go through further inspection and undergo a thorough medical exam.
➼ PARAGRAPH E
American authorities feared the newly-arrived could contaminate American citizens. They
were afraid of contagious diseases and infections. That’s why they decided to have some
immigrants detained, to separate them from the others to receive a specific treatment
which may enable them to be cured and enter the States.
➼ PARAGRAPH F
To my mind / To me, they were treated like cattle. I don’t think they deserved such inhuman
treatment. It’s really disturbing. I don’t see why they should be treated so badly / why
everything (money, past life...) should be checked so precisely.
I don’t agree with you, I can understand why they were treated this way because too many
immigrants wished to enter the States. The authorities tried to check as many details as
possible to avoid problems.
Informations complémentaires
k Legal inspection
A legal inspector had about two minutes to ask you a series of twenty-nine questions. Here
are some of them:
– What’s your name?
– Where do you come from?
– Why did you come here?
– How much money do you have? Where did you get it? Let me see it.
– Do you have any friends here? Any relatives? Anybody to sponsor you, to come out here
and take care of you?
– Are you an anarchist?
– Who paid for your passage?
– Did you have a contract in Europe to work in America?
k The Great Hall known as the Main Registry Hall
Once on Ellis Island, the immigrants climbed the stairs to the Great Hall for medical and legal
examinations. Doctors stood at the top of the stairs and watched the new arrivals for signs
of illness as they climbed the staircase leading to the Great Hall, where they would face a
barrage of questions and examinations. Doctors processed immigrants by the thousands.
They checked immigrants without their knowing, they tracked down diseases, because the
state feared they might be a burden on the economy and would bring in diseases, illiteracy,
radical ideas. They also wanted to select the strongest and the fittest workers. The US
needed a strong and healthy labour force. At that time this hall was covered by a network of
metal railings: Bars divided the floor area into alleys and passageways. And the immigrants
would have to stand there holding their children and their luggage and move down from one
medical examination to the next. The Great Hall was the large waiting room of Ellis Island.
UNIT 5 • 99
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Immigrants waited here for their interviews with legal inspectors after finishing their medical
exams. It was inhumane.
k The voyage
The passengers that had to come to Ellis travelled in steerage, that is to say the bottom part
of the steamship that is underneath the waterline. There were no windows, no ventilation,
the ceiling was very low (5 or 6 feet high), the passengers slept on triple bunk beds. And
the largest steamships could hold 1,500 to 2,000 passengers. Third-class passengers were
packed / crammed in steerage. It was an ordeal because the boat was overcrowded. They
travelled in appalling / dreadful / awful conditions. They could catch contagious diseases.
It took them two weeks to get to New York City.
Prolongements possibles :
k Un extrait de Titanic de James Cameron ou de America, America d’Elia Kazan (plus
particulièrement vers la fin du film, lorsque le héros arrive à Ellis Island) permettra aux
élèves de mieux visualiser les lieux et les événements évoqués.
k La photographie de la p. 62 du manuel pourra servir de synthèse à cette double page,
par le biais d’une prise de parole en continu, et permettra de vérifier les acquis des élèves.
Productions possibles : The immigrants are having their first glimpse of the Statue of
Liberty. They can be seen from behind. A small child is pointing at the Statue of Liberty in
the background. They are turning their backs to Europe and the old world. They are looking
forward to the future, to starting a new life in America. The young boy stands for the future
generations who will have a higher standard of living, better prospects. His parents may flee
poverty, may emigrate for economic, religious or political reasons. The Statue of Liberty
represents a shelter for the oppressed. These immigrants have not been to Ellis Island yet.
On demandera aux élèves, en classe ou à la maison, de lire les textes et de compléter la fiche
de leur Workbook (p. 42 à 44). Ils feront ensuite un compte rendu des textes en s’appuyant
sur la rubrique Recap p. 64 du manuel. On leur demandera enfin d’étudier les documents
visuels de la p. 65 du manuel (en répondant aux questions et en s’aidant de la rubrique Help!)
et de les associer aux textes.
➼ APPROCHE COMMUNICATIVE
On pourra diviser la classe en six groupes (chaque groupe se chargeant d’un document,
soit écrit soit iconographique).
– Les groupes A, B et C travailleront sur les textes, en classe ou à la maison, complèteront
la fiche de compréhension du Workbook et répondront aux questions du Recap du manuel.
– Les groupes 1, 2 et 3 travailleront sur le tableau et les deux photos en s’appuyant sur le
Help!. Ils auront pour tâche de présenter ces documents au reste de la classe.
Un rapporteur sera choisi dans chaque groupe et il / elle fera une présentation orale de
une à deux minutes du document sur lequel son groupe aura travaillé.
100 • UNIT 5
Des élèves pourront être désignés pour prendre des notes et faire un compte rendu écrit
de la séance.
Informations complémentaires
Brownsville is a neighbourhood of Brooklyn. It is located in eastern Brooklyn, New York.
Brownsville has a population over 65,000. Over half the population lives below the poverty
line and receives public assistance. Brownsville is predominantly African American and
West Indian including people from Jamaica, Guyana, Trinidad and Tobago, Puerto Rico,
Barbados, Haiti, and the Dominican Republic. The vast majority of households are rented.
UNIT 5 • 101
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2. Recap
Productions possibles :
Text A: In this passage / excerpt a mother and her child may be looking at Central Park
through a window in a building nearby. It is the beginning of winter because the mother says
that it is “the first snow of the season”. Also, the tall trees have lost their leaves and yet what
is described is both colourful and beautiful. There are a lot of people who are busy in the park:
taxi drivers, skaters, cyclists and children who are visiting the zoo. The narrator, who is the
child, seems to enjoy the view and to be fascinated by what he / she sees.
Text B: The narrator is a young child of an immigrant. He / She is poor / poverty-stricken /
destitute. For him / her, New York is a “foreign city” because he / she doesn’t live in Manhattan;
he / she lives in a ghetto far from the skyscrapers / cut off from the city. He / She feels
excluded / rejected: “We were the end of the line.” He / She feels he / she is an outsider, he /
she is on the fringe of society. He / She belongs to the world of the have-nots, the underdogs who
are excluded from the consumer society, a world of wealth / affluence. The city attracts him /
her like a magnet. Skyscrapers fascinate him / her because they symbolize wealth and power.
He / She is probably envious of the life people live in Manhattan. He / She probably wishes he /
she could integrate into this society but he / she feels like a foreigner. He / She knows he /
she doesn’t belong in the city. He / She is aware of the gap between wealthy people and poor
immigrants. He / She is also aware that he / she is at the bottom of the social ladder.
Text C: According to this text, the New York subway is terrifying and scary because it is easy
to lose one’s way and being lost in New York City is a serious problem. It’s a grim vision of
the subway and urban life. People seem to be lonely and we feel pity for them. We can easily
understand why some of them prefer to take the bus because it is less frightening even if it is
not as cheap and as fast. This text gives a depressing, gloomy, scary and frightening image of
the subway.
102 • UNIT 5
Picture 2: This photo was taken in Central Park; indeed, in the background, I can see some
buildings. In the foreground, some people are ice-skating. It is sunny although it is winter. The
trees have almost lost their leaves. It seems to be a lot of fun, I would like to go there. This
photograph converys a very positive vision of the city. It corresponds to text A.
Picture 3: This is a photo in black and white. It was taken in New York City, in Manhattan, as
in the middle, there’s the Empire State Building. This photo wasn’t taken recently because
there are no other skyscrapers on the photo whereas, on the map, the Empire State Building is
surrounded by other buildings. In the foreground there is a little girl who is peeping / peeking
through a hole between two boards. Maybe she lives in a ghetto, in Harlem and she isn’t
allowed to go to the other neighbourhood in Manhattan. She may feel excluded and lonely. She
seems tiny compared to the skyscraper in front of her. The wooden board symbolizes the social
divide / gap between the haves and the have-nots. It may also symbolize segregation which was
abolished in the sixties. This photo is very geometrical and doesn’t give a very positive image of
the city. It corresponds to text B.
Organize your story using the following expressions and the vocabulary below.
For two weeks At the end of the day
On December 10, 1859 On the following day
During the day One week later
At noon After a few weeks
First Every month
Then All day long
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Productions possibles :
1. It was a heart-rending decision to make, but on December 10, 1859, Luigi decided to leave.
He couldn’t possibly go on living this way. With no regular job, it had become very difficult to
pay for the children’s studies. His wife, though heartbroken and moved, tried not to show her
sorrow and helped him to pack. Luigi was stressed and scared but he had made up his mind
even though he was sure to miss his family.
2. For two weeks he had been on board a ship as a steerage passenger in unhealthy living
conditions. Finally Luigi reached freedom in the harbour of this beautiful, gigantic city. He
was really excited when he made out the shore from the deck.
3. Luigi first felt confused, lost and lonely. How would he manage to look for a job and
accommodation in this city where he knew no one?
4. And yet on the following day, he found a job in a factory on an assembly line. Even if
the environment was bleak, Luigi was no longer desperate. He would be able to survive and
help his family.
5. Luigi had found lodgings in a cramped, messy garret. Because he was sleepless he could
not help staring at the picture frame with the photo of his family. And of course he felt lonely,
nostalgic and homesick.
6. After a few weeks, Luigi was proud and glad to send the first bills / banknotes to his
relatives. He had eventually become the breadwinner now. He knew it was his duty to
support his family. He was the only one who could possibly give them money. So he only
kept a very small amount of his wages to pay his rent and his food.
104 • UNIT 5
> Build up your vocabulary
1. a.
Nom Verbe Adjectif Adverbe
height heighten high highly
length lengthen long
width widen wide widely
tallness tall
strength strengthen strong strongly
depth deepen deep deeply
thickness thicken thick thickly
b. Les suffixes -ght, -th et -ness sont ajoutés au mot noyau pour former un nom. Le suffixe
-en est ajouté pour former un verbe (et indiquer une transformation) tandis que le suffixe -ly
est ajouté pour former un adverbe.
2. a. crescent-shaped = nom + nom-ed • horse-drawn = nom + participe passé • barelegged =
adjectif + nom-ed • nationwide = nom + adjectif
b. Le premier mot détermine / qualifie le second.
c. – star-shaped • steel-made • a worldwide problem
– dégradé par les intempéries • balayé / recouvert par les eaux • les yeux grands ouverts /
écarquillés • qui a le mal du pays
3. a. Dans toutes ces phrases, c’est le premier adjectif qui exprime le point de vue subjectif
de l’énonciateur.
Quand on utilise plusieurs adjectifs devant un nom, on place en premier celui ou ceux qui
exprime(nt) le point de vue subjectif de l’énonciateur.
b. Ces mots sont invariables car ils sont ici employés comme adjectifs.
k Les formes verbales en gras sont composées des éléments grammaticaux suivants :
auxiliaire BE + participe passé du verbe.
k L’auxiliaire BE est l’élément conjugué.
2. Dans l’énoncé a, on s’intéresse en premier lieu à celui qui a fait construire.
Dans l’énoncé b, on s’intéresse en premier lieu à l’objet construit.
L’agent est Donald Trump.
Il est introduit par la préposition by.
3. – L’agent est seulement mentionné dans l’énoncé a.
– La Trump World Tower a été conçue par l’architecte polonaise Marta Rudzka.
On a beaucoup admiré ce bâtiment.
L’équivalent anglais d’une forme française en « on » est souvent une forme passive.
UNIT 5 • 105
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4. a. Dans cette forme verbale, on trouve un auxiliaire modal + be + participe passé du verbe.
b. Ce sont les éléments have + been qui expriment le passé.
– pour faire référence à un fait présent, la forme verbale se compose de : auxiliaire modal +
be + participe passé du verbe.
– pour faire référence à un fait passé que l’on juge possible ou probable, la forme verbale
se compose de : auxiliaire modal + have + been + participe passé du verbe.
> Practice
1. a. The place where New York is located was discovered by Giovanni da Verrazano in 1524.
b. The area where New York is now situated was occupied by the Algonquins in the 16th century.
c. A trading post (named New Amsterdam) was established by the West Indian Company on
the island of Manhattan in 1624.
d. The island was bought by the settlement’s first governor for a small sum of money in 1626.
e. New Amsterdam was renamed New York by the English after they seized the city in 1664.
f. The city was taken by George Washington after the end of the hostilities with the English in
1783.
2. a. Central Park was created according to the plans drawn up by Frederick Law Olmsted and
Calvert Vaux.
b. The Chrysler Building was built in 1930. It was the tallest skyscraper in the world then.
c. Fake crowns of the Statue of Liberty can be bought on the ferryboat.
d. The Flatiron is known all over the world because of its strange shape.
e. Many neighbourhoods of New York like DUMBO (Down Under the Manhattan Brooklyn
Overpass) have been rehabilitated over the past few years.
f. Many movies / films are shot in New York because it is a romantic city.
3. We can see New York and we can recognize the United Nations Headquarters and the
Empire State Building. The city might have been struck / hit by heavy rain / a twister /
tornado. Now it is hit by a violent storm with heavy rain. The city will soon be submerged
by a huge tidal wave and it will probably be completely flooded. People will be drowned
under this enormous wave. Most of the inhabitants may have been evacuated already but
some of them may have stayed in the city. Some skyscrapers will be knocked down by the
wave and will collapse. Some inhabitants will probably be injured and be drowned and they
will be rescued only if a hero(ine) is courageous enough to risk his / her life to organize help!
106 • UNIT 5
Project
– idea associated with the monument? 1
– “The New Colossus”?
• what 1
• subject 2
– sculptor’s goal? 2
– financed by? 2
Who…
– first thought of a monument to liberty? 1
– sculpted it? 1
– designed its internal framework? 1
– decided to raise funds to build its pedestal? 1
When…
– was it erected in New York? 1
– was it declared a national monument? 1
– was the statue’s restoration completed
(explain the date)? 1
Where…
– was the Statue of Liberty first seen? 1
– is it situated (as many details as possible)? 1
How…
– tall is the statue (torch included)? 1
– long is its nose? 1
– thick is the statue’s “skin”? 1
CORRIGÉ
UNIT 5 • 107
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5 CITY OF GLASS
Who…
– first thought of a monument to – Laboulaye and Bartholdi first thought of creating
liberty? a monument to liberty.
– sculpted it? – Bartholdi sculpted the statue.
– designed its internal framework? – Eiffel designed its internal framework.
– decided to raise funds to build its – Pulitzer decided on nationwide fund-raising for its
pedestal? pedestal.
When…
– was it erected in New York? – It was erected in New York in 1886.
– was it declared a national – It was declared a national monument in 1924.
monument?
– was the statue’s restoration – The statue’s restoration was completed on July
completed (explain the date)? 4th, 1986 for the statue’s centennial celebration.
Where…
– was the Statue of Liberty first – It was first seen in Paris in 1880.
seen?
– is it situated (as many details as – It is situated on Liberty Island, which used to be
possible)? named Bedloe’s Island, on star-shaped Fort Wood.
How…
– tall is the statue (torch included)? – The statue is 92.99 metres high from the ground
to the top of the torch.
– long is its nose? – Its nose is 1.48 metre long.
– thick is the statue’s “skin”? – The skin is 2.37 millimetres thick.
Prolongements possibles :
On pourra proposer de courtes webquests sur chaque personnage célèbre mentionné
dans le prospectus.
• Auguste Bartholdi
www.inventors.about.com/library/inventors/blliberty.htm
– When was he born and when did he die? – What was his job?
– What feeling(s) did he want to show the United States? – What is he famous for?
• Gustave Eiffel
www.en.wikipedia.org/wiki/Gustave_Eiffel
– When was he born and when did he die? – What was his occupation?
– What was his major achievement in France?
– How did he contribute to the building of the Statue of Liberty?
• Emma Lazarus
www.jwa.org/exhibits/wov/lazarus/
www.en.wikipedia.org/wiki/The_New_Colossus
– When was she born and when did she die?
– What is her most famous poem? What is its subject? Quote a few lines.
• Joseph Pulitzer
www.en.wikipedia.org/wiki/Joseph_Pulitzer
www.en.wikipedia.org/wiki/Pulitzer_Prize
– When was he born and when did he die? – Where did he come from? – What is he famous for?
108 • UNIT 5
UNIT
6 WILD WILD WEST
Structures de k se plaindre
communication k exprimer l’incapacité
k exprimer l’obligation
k exprimer la cause et la conséquence
UNIT 6 • 109
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6 WILD WILD WEST
N. B. : les titres en gras indiquent les documents à étudier afin de réaliser la tâche finale.
Nous vous rappelons que les Help! sont enregistrés sur le CD classe et que les exercices
Improve your pronunciation sont téléchargeables sur le site compagnon.
110 • UNIT 6
probablement qu’y figurent le nom de l’État, et une image symbolique de celui-ci (ainsi, un
cow-boy orne fréquemment les plaques du Texas, du Nevada, Rodeo State, et du Wyoming),
ou un paysage caractéristique de la région, comme Crater Lake pour l’Oregon ou le Mont
Rushmore pour le Dakota du Sud.
➼ VARIANTE 1 : PRISE DE PAROLE EN CONTINU AVEC PRISE DE NOTES
– Après l’observation et la mémorisation des éléments clés de la page, un élève peut décrire
dans les grandes lignes l’une de ces plaques ; son voisin, ou les élèves de son groupe, ont
leurs livres fermés et doivent deviner de quel État il s’agit.
– On pourra lancer une recherche Internet sur les différents États mentionnés p. 72, leur
devise, leur symbole :
www.50states.com/
www.globalcomputing.com/states.html
Productions possibles :
– Arizona: This plate is beautiful and makes me think of the desert because I can see a cactus
in the bottom left-hand corner and several little cacti in the background. There’s a yellow glow
over the mountain range. This probably shows a typical dry landscape in the South-West of the
USA where the sun is burning hot. In fact most of the state is desert.
– Washington: I can tell this state is by the ocean; indeed the plate is all blue and there is a
whale jumping out of the water. Indeed whales are swimming not far from the shores in Seattle
bay. The motto says “Endangered Wildlife” certainly because people try to protect them.
– Colorado: The plate is blue (for the sky) and white. There is a big mountain range covered
in snow. It must be the Rocky Mountains / Rockies. Right in the centre there is the American
national emblem: the bald eagle with spread wings.
N. B. : l’aigle mérite à lui seul une recherche.
The eagle represents freedom. It became the national emblem in 1782 when the great seal
of the USA was adopted. It shows an eagle bearing / with a shield on its breast. In his right
talon he is holding an olive branch, in his left a bundle of arrows, and in his beak he is carrying
a scroll inscribed with the motto: E pluribus Unum. The olive branch and arrows denote the
power of peace and war which is exclusively vested in Congress (compare this to the phrase
common today: “war and peace”). The thirteen arrows tightly aligned are a symbol of strength
in unity. An accurate translation of the motto is: “Out of many, one”.
– Idaho: This plate is less colourful than the others; it is brown, beige and dark-green. I can
see a man on the left grooming or planting a young tree. The Idaho state tree is the Western
white pine. The man seems to be dressed in a park ranger uniform. In the background there
are fir trees. Indeed forests are the greatest asset of the North-West states and cover 2/3
of Idaho. Lumber is one of its main resources.
– Utah: I love this number plate! There is a stony arch in the middle, on orange sandy ground.
It is characteristic of Arches National Park which preserves over 2,000 natural sandstone
arches, like the world-famous Delicate Arch, as well as many other unusual rock formations.
Delicate Arch has become the state symbol. This rock formation is surprising. I remember
similar landscapes from westerns. The sky is blue and there is either white dust or some
clouds on the skyline. Utah is a desert state and its most famous city, Salt Lake City, was
founded by the Mormons.
➼ VARIANTE 2 : PAIRWORK
On pourra organiser un travail en binômes grâce à la fiche page suivante, téléchargeable
sur le site compagnon.
UNIT 6 • 111
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6 WILD WILD WEST
2. Ask your partner for the missing information to fill in this grid and answer your
partner’s questions with the elements you know.
Entered State Famous
State name Capital city
the Union nickname monument / scenery
Utah
Colorado
Arizona
Montana
3. Get ready to recap what you have learnt about these four western states.
112 • UNIT 6
2. Ask your partner for the missing information to fill in this grid and answer your
partner’s questions with the elements you know.
Entered State Famous
State name Capital city
the Union nickname monument / scenery
California
Idaho
Oregon
Washington
3. Get ready to recap what you have learnt about these four western states.
1. Get ready
Exploitation de l’image : We are immediately struck by the stagecoach and horses galloping
at full speed to escape a group of Indians. This is a typical scene from a western: The Indians
outnumber the Whites. The travellers are besieged by Indians on a dangerous journey. The
Indians use arrows and spears to kill the people in the stagecoach. This painting is striking
because it is full of movement, it conveys an impression of danger and isolation. This scene
is a typical western drama.
Informations complémentaires
In 1966 Norman Rockwell made his only appearance as an actor in a Hollywood movie.
Norman Rockwell played poker player “Busted Flush” in the 1966 remake of John Ford’s
classic hit Stagecoach. Rockwell painted twenty oil portraits, one preliminary and one final,
of each of the movies’ ten stars, as well as this image of the stagecoach on its perilous
journey to Cheyenne. The film relates the story of nine people aboard a stagecoach en route
to Cheyenne, Wyoming, during an Indian uprising. A group of unlikely travelling companions
find themselves on the same stagecoach to Cheyenne.
Productions possibles : The term “Wild West” immediately makes me think of the Conquest
of the West, westerns, Indians and the US cavalry, settlers going west in their waggons, the
Gold Rush and miners hunting for gold, trappers, fur-traders, cowboys and ranchers raising
cattle, Frontier heroes such as David Crockett or Buffalo Bill, sheriffs tracking outlaws, the
massacres of Indians.
UNIT 6 • 113
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3. Recap
Les élèves les plus solides se serviront des mots donnés dans le manuel, tandis que les plus
fragiles rempliront le résumé à trous proposé dans le Workbook p. 46
➼ PART 2
2. a) – settlement (l. 7) – settlers (l. 9)
b) – colonists (l. 12) – wilderness (l. 12)
c) expect; a verb; s’attendre à
d) travel
3. a) west • European • East coast • inland • America • New World • colonies
b) early 1800s
c) People: Europeans • settlers
Transport: covered waggons • stagecoach
d) “in search of land, natural resources like water, and animals to hunt” (l. 9)
“to start a new life” (l. 10)
“Colonists wanted to claim a piece of the wilderness before someone else did.” (l. 12)
“They wanted good fertile land that could be farmed and hunted.” (l. 12)
“Most people were lured to the West by the promise of land, the hope of finding gold or
the idea of a place where they could practise their religion without persecution.” (l. 14)
e) posters (broadsides) • advertisements • letters from family and friends
f) a geographical limit between a settled and developped territory and the wilderness
114 • UNIT 6
2. AN EPIC JOURNEY WEST MANUEL k P. 74-75
A. Jefferson’s mission
UNDERSTANDING THE TEXT
> Mise en œuvre
k Lecture individuelle en classe ou à la maison.
k Confrontation des résultats par binômes et prise de parole en continu d’un ou plusieurs
rapporteurs.
Productions possibles : President Thomas Jefferson had just bought a huge area of land
west of the Mississippi River. He chose Lewis and Clark to lead the expedition, explore that
area and find the most direct route to the Pacific. He thought it would make it easier to
transport goods from one side of the country to the other. The explorers also had to collect
information about plants, animals, climate and geographical features along the way.
UNIT 6 • 115
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➼ PART 2
5. Lewis: 29; Clark: 33
6. bachelors
7. resourceful • tough • veterans • hunters • travellers
8. clever
9. curiosity • knowledge
10. Réponse libre.
11. Lewis and Clark, the leaders of the expedition, were officers in the US Army, were smart
and experienced. They were enterprising and had a taste for adventure. They also both had
a friendly and humorous personality.
➼ PART 3
12. education • childhood • Jefferson’s secretary • training • scientific disciplines • confident •
doctor • medicinal • plants • cartographer • map-maker • boatman • journalist • level
head • sunnier temperament • longer, happier life
13.
Lewis Clark
Education – formal in childhood Job – cartographer
– Jefferson’s personal secretary – map-maker
– boatman
– journalist
Specialized in scientific discipline Personality – level-headed man,
– happy temperament
Job doctor
Other quality understood medicinal plants
Recap : les élèves s’appuieront sur leurs notes dans le Workbook pour faire un compte rendu
de cette compréhension orale.
116 • UNIT 6
Grille d’évaluation de la production orale
Reprise des informations données dans le document 0 1 2 3 4
Récit au prétérit 0 1 2 3 4
Compte rendu clair et audible 0 1 2 3 4
Prononciation 0 1 2 3 4
Correction de la langue 0 1 2 3 4
Total : / 20
2. FOCUS ON SACAGAWEA
> Mises en œuvre possibles
k Travail collectif de toute la classe sur l’ensemble du texte.
k Diviser la classe en deux moitiés et donner à chaque moitié une partie du texte seulement.
À l’intérieur du groupe, le travail peut se faire individuellement ou par binômes. Lors de la
prise de parole en continu du rapporteur, le reste de la classe prend des notes.
k La question 11 de la p. 49 du Workbook peut être utilisée pour une récapitulation ou un
contrôle des connaissances en début de cours.
➼ PART 2
6. to Lewis and Clark
7. Sacagawea’s asset / advantage: She spoke American and two Native American languages.
Role in the expedition: interpreter, translator, guide
Why?: She was born and raised in the Shoshone tribe, lived with the Minitari and married
a Canadian trapper.
8. “foraged for roots, nuts and berries” (l. 13) • “taught Lewis and Clark the medicinal value
of native plants” (l. 15)
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C. The expedition
Voir p. 417-418 et 437-439.
1. Memory game
Ce premier contact avec le texte passera par la lecture et la mémorisation.
a. Les mots qui sont attendus sont :
– Part 1: Lewis and Clark, Nez Perce, gold, mountains, bloodshed, government, peace…
– Part 2: tired, killed, death, no food, sick, sad, fight...
– Part 3: live in peace, laws, brothers, equal rights, country, animal, race, men...
b. En plus des titres des trois parties, les élèves auront repéré Washington D.C., 1877 et 1879.
118 • UNIT 6
CORRIGÉ DE LA FICHE DU WORKBOOK (P. 50-52)
➼ PART 1
1. k “your”: White people k “our”: Indian (country) k “them”: Lewis and Clarkk “their”: Nez
Perce’s (country)
2. Lewis and Clark
3. made friends • agreed to let them pass • never to make war • promise
4. peacefully
5. this time / period of peace
6. a) “But” (l. 4) b) “men have found gold in the mountains”
7. a) war • trouble • bloodshed • avenged • killed b) make friends • never to make war •
live in peace
8.
Compromise Hope Results
– “and agreed to let them – “thinking that then we – “We were mistaken.” (l. 7)
pass through their country and could have peace” (l. 7) – “The white men would
never to make war on white not let us alone.” (l. 7)
men” (l. 2)
– “We gave up some of our
country to the white men” (l. 6)
9. – helpful: “made friends” (l. 2), “agreed to let them pass through their country” (l. 2)
– faithful: “This promise the Nez Perce have never broken.” (l. 3)
– peaceful: “never to make war” (l. 3), “we lived quietly” (l. 4), “wishes to live at peace” (l. 10)
– reliable: “labored hard to avoid trouble” (l. 6)
➼ PART 2
10. Weather conditions: “cold” (l. 12), “perhaps they are freezing to death” (l. 18)
The Indians’ living conditions: “no blankets” (l. 13), “no food” (l. 17), “The little children
are freezing to death.” (l. 13)
Chief Joseph’s feelings: “tired” (l. 11), “my heart is sick and sad” (l. 20)
Chief Joseph’s decision: “I will fight no more against the white man.” (l. 22)
➼ PART 3
11. a) He is on a visit to Washington D.C. He is speaking to the American government
b) all
12. He uses the passive voice to underline that Indians are victims, what they have to undergo.
13. treat all men alike • the same laws • an even chance • all brothers
14. “All men were made by the same Great Spirit Chief.” (l. 26) • “The earth is the mother of
all people” (l. 26)
Dans le cadre d’une classe fragile, on demandera à chaque groupe de préparer un résumé
oral de ce qu’il a lu dans sa partie du texte et qui répondra aux questions du manuel p. 77.
Un rapporteur désigné pourra faire la synthèse à l’oral. Chaque groupe écoutera les autres
avec attention et prendra des notes. Il pourra intervenir à tout moment pour demander des
explications et corriger si nécessaire.
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Si la synthèse est faite à l’écrit, le professeur pourra fournir aux élèves un transparent qui
sera (rétro)projeté et l’on corrigera collectivement. Cette synthèse pourra servir de base à
une trace écrite.
Corrigés du manuel :
a. Recap: Part 1
– The first explorers were Lewis and Clark and their party.
– The Indians were friendly, peaceful and welcoming. They were faithful friends, kept their
promises and thought the Whites were trustworthy. We can imagine they were curious and
eager to meet the newcomers.
– The turning point in their relationship happened when gold prospectors arrived, invaded the
territory and scanned the area to find gold. Their greed for more land had no limit and they drove
the Indians away from their territory.
– The Indians tried to remain peaceful at all costs accepting any sacrifice imposed on them.
They desperately tried to keep their promise because they were as good as their word.
Besides they feared the Whites might retaliate if the Indians became violent. They did their
best to avoid war. But they were deceived, deluded.
b. Recap: Part 2
– The Indians have just been defeated and have surrendered in the Bear Paw Mountains after a
last fight. Now their situation is appalling because they have been driven out of their lands. They
are needy / in dire straits. We can presume another truce was broken, driving the Indians into
battle. Unfortunately the Nez Perce are left starving and freezing to death. They are destitute
and the white man feels no compassion.
– Of course Chief Joseph feels betrayed, desperate, cheated, sick at heart and hopeless. He
can’t trust the white men any longer and knows his tribe is doomed. He has given up the struggle.
This is a very emotional speech meant to arouse sympathy and compassion. He focuses on the
fate of little children who live in dreadful conditions.
– Consequently he has decided to give up his lands and surrender / yield to the white man’s
power. He has to stop fighting and accept his enemy’s decision, come what may.
– We can draw a parallel between this sad testimony and the photo of the Nez Perce leader.
Indeed his sad and hopeless expression matches his words. This is a real photo of an Indian chief.
He has got earrings and necklaces, probably to show his high rank in the tribe. What strikes me
most is his sad expression. He looks both tired and desperate, sad / unhappy and hopeless.
c. Recap: Part 3
– At that time the Indians were considered second-class citizens, “savages” who had fewer,
limited rights. There was this saying often heard in old western movies: “The only good Indian
is a dead Indian”, this excused any violence or murder.
– Chief Joseph dreams of being treated on an equal footing, of being given the same rights as
white men. He resents the white men’s attitude. Chief Joseph’s main claims are for justice and
equality for both Whites and Native Americans. He asks for legitimate dignity and respect. He
wishes the men of his tribe could be regarded as equals and could live in harmony with Nature
and other human beings. The loss of land entails the loss of religious and cultural values.
Exploitation de la gravure p. 76 :
Cette image peut servir au contrôle des connaissances en début du cours suivant et donner
lieu à une prise de parole en continu sur la partie 2 du texte. Le professeur pourra noter au
tableau les amorces suivantes : weather? people? transport? situation? colours? / atmosphere?
120 • UNIT 6
On peut aussi décider de (rétro)projeter la gravure et de fabriquer des caches qui serviront à
isoler des parties de l’image. On pourra ainsi guider l’observation de la classe. On montrera :
1) un groupe d’Indiens, 2) la moitié gauche du document, 3) le cavalier sur le cheval blanc,
4) le tableau en entier.
Productions possibles : This painting shows a group of people plodding through the snow.
Their march seems to be difficult because they are struggling through bad weather. A strong
wind is blowing in their faces and slowing them down. Even the horses are bending their heads.
The people at the front are Indians / Native Americans wearing leather clothes.
I think it shows a tribe moving away, with children and baggage in a cart. They are followed /
guarded by soldiers on horseback, dressed in blue and black uniforms. There is a long line of
soldiers and Indians. This could be a picture of an Indian deportation into a reservation. They
had to leave their lands for the white men and stay in restricted zones. It reminds us of the Trail
of Tears. American troops forced hundreds of Cherokee Indians to leave their homes in Georgia
and move to the “Indian Territory” of Oklahoma. In 1838, about 7,000 American troops moved
in and began the forced removal. Many Native Americans suffered from exposure, disease,
and starvation while en route to their destinations. The journey was hard, and many Cherokee
suffered or even died, for example 4,000 of the 15,000 relocated Cherokee. Many cried. That’s
why this journey is called the “Trail of Tears”.
3. Writing workshop
Cette production écrite se fera soit en classe soit à la maison, et soit individuellement soit
par équipe de deux rédacteurs.
k Faire ressortir les grandes parties de l’article à écrire, par exemple : Chief Joseph’s
identity – the Nez Perce tribe’s location in the US – meeting Lewis and Clark – gold
prospectors – fights and surrenders – cold, hunger, starvation – visit to Washington D.C.,
1879.
k Ramasser les articles pour les faire lire au reste de la classe. On peut imaginer soit de
redistribuer les articles en désordre à chacun, soit de les afficher, soit encore de former
des groupes de lecteurs (4 à 5 élèves) qui auront en charge de sélectionner le ou les deux
meilleurs articles. Chaque groupe ira voir un autre groupe et ensemble ils affineront leur
sélection pour qu’en fin de course il ne reste que deux ou trois favoris.
k Au rétroprojecteur, l’enseignant pourra faire une correction linguistique ciblée d’articles
sélectionnés.
k Tous les articles pourront aussi être évalués.
On trouvera un article très bien fait sur le site suivant, qui pourra servir de corrigé aux élèves :
www.powersource.com/gallery/people/joseph.html
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4. Reading aloud
4. réduites
5. I am tired of fighting. Our chiefs are killed. It is cold and we have no blankets. The little
children are freezing to death. My people – some of them have run away to the hills and
have no blankets and no food. No one knows where they are – perhaps they are freezing to
death. Hear me my chiefs, my heart is sick and sad. From where the sun now stands I will
fight no more against the white men.
6. I am tired of fighting. Our chiefs are killed. It is cold and we have no blankets. The little
children are freezing to death. My people – some of them have run away to the hills and
have no blankets and no food. No one knows where they are – perhaps they are freezing to
death. Hear me my chiefs, my heart is sick and sad. From where the sun now stands I will
fight no more against the white men.
7. I am tired of fighting. Our chiefs are killed. It is cold and we have no blankets. The little
children are freezing to death. My people – some of them have run away to the hills and
have no blankets and no food. No one knows where they are – perhaps they are freezing to
death. Hear me my chiefs, my heart is sick and sad. From where the sun now stands I will
fight no more against the white men.
122 • UNIT 6
vengeful • accepting • furious • peaceful • successful • defeated • understanding •
interested • anxious • disregarded • confident • hostile
Gold prospectors Nez Perce White farmers Lewis and Clark
CORRIGÉ
1. a. desperate b. deceived c. reliable
2. a. greedy c. friendly e. hopeless (accepter aussi hopeful) g. trustworthy
b. faithful d. desperate f. needy h. helpful
3. Gold prospectors: successful • interested • hostile
Nez Perce: accepting • furious • peaceful • defeated • anxious • disregarded
White farmers: vengeful • furious • successful • interested • confident • hostile
Lewis and Clark: peaceful • successful • understanding • interested
4. a. The Indians starved / were starving to death.
b. They were not considered / regarded with respect.
c. They were tired of fighting.
d. They suffered from hunger.
e. They wanted to avoid trouble.
UNIT 6 • 123
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124 • UNIT 6
3. I can see a group of riders galloping in a desert. They look like regular cavalry soldiers of
the US army. They may be charging a group of enemies. Some have guns or rifles ready for
the shoot. It may show a battle scene during the Indian Wars.
4. This painting is quite spooky. There is a person on horseback, but I can’t tell if it’s a man or
a woman, but he or she looks tired and miserable. He or she belongs to a group of travelling /
fleeing people. On another horse there is a bag or a cover and a skinny dog is following. They
look cold to death walking on white ground, probably snow. This could be a group of Indians
going to a new reservation, leaving behind their homes and favourite hunting grounds.
k On passera ensuite à la rédaction de l’article proprement dite. Cet entraînement à
l’expression écrite sera à faire en devoir à la maison, en s’inspirant des images travaillées,
ou en classe. On renverra aux conseils p. 80 et 260-261 du manuel quant à l’usage
des temps du récit. Comme l’article est un récit à la première personne, il semble important
que les élèves incluent des sentiments, des émotions, des impressions.
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> Practice
1. a. How long was the journey to Oregon?
b. What was the best time of the year to start the trip?
c. Why did some people want to travel all the way to Oregon?
d. What happened if you met Indians on the way?
e. How did the Indians make buffalo meat last a long time?
2. The US government encouraged people to settle in Oregon. Half a million people crossed
the Rocky Mountains, deserts and rivers to settle there. They had to leave the Mississippi
River in spring to arrive before the first snows. Approximately twenty thousand people died
along the way. They endured extreme weather, illness, and attacks by Native Americans.
The construction of the railroad brought an end to the waggon trains.
3. I’d like to tell you about Crazy Horse who was both a visionary Indian / Sioux chief and a
brilliant leader. He was considered a brave warrior by his tribe and a man of supreme courage
by his enemies. He devoted his whole life to fighting for freedom and defending the values
and traditions of the Lakota tribe. He was born in 1849, and was known to have stolen horses
from other tribes before the age of 13, which shows what a daredevil he was. From 1865 to
1868 he started fighting against white settlers in Wyoming because they were trespassing
on the tribe’s land. The major event of these years of battle was in 1867 when his warriors
destroyed W.J. Fetterman’s brigade at Fort Phil Kearny. Of course he became a real hero
when he led the charge against / attacked troops led by the famous General Custer in 1873.
126 • UNIT 6
Crazy Horse became the leader of the Indian resistance and worked on an alliance with
another Indian tribe, the Cheyenne in, 1876. Together they triumphed at Little Bighorn on June
17, 1876 which ended up with the destruction of Custer’s Seventh Cavalry eight days later
and with the General’s death. Unfortunately he could not win, but he was the last important
chief to surrender on May 6, 1877. In September 1877, he was arrested by General George
Crook. But he did not accept his fate easily and struggled / fought against the guards on the
way to jail. As a consequence, a soldier stabbed him in the back.
4. a. When the expedition was over, they had walked / covered 3,700 miles.
b. They had discovered 122 animals and 178 plants unknown at that time.
c. They had explored a huge territory and made detailed maps.
d. Jefferson was thrilled because they had fulfilled all the goals he had set for them.
– Diviser la classe en deux moitiés : une équipe jury et une équipe de candidats. Inverser
les équipes au bout de quinze à vingt minutes.
– Chaque équipe possède sa feuille de questions préparées (en classe ou à la maison). Elle
dispose ou non du manuel, du cahier de notes et du Workbook selon le choix du professeur.
– La réponse doit être donnée tout de suite, à l’oral ou à l’écrit.
– L’équipe candidate peut choisir le niveau de difficulté souhaité (activité à 1, 2 ou 3 points).
– Le professeur peut fixer le nombre de questions minimum à poser.
– Les échanges doivent se faire uniquement en anglais.
– L’équipe jury attribue les points au fur et à mesure des questions.
➼ VARIANTE 2
– Former des équipes de quatre (deux jurys, deux candidats) et suivre les mêmes modalités
que ci-dessus.
– Le professeur passe de groupe en groupe pour vérifier que les échanges se font bien en
anglais et que le jury comptabilise bien les points.
Corrigés :
Exemple 1. 1b • 2b • 3c
Exemple 2. 1d • 2a • 3e • 4c • 5b
Exemple 3. ACROSS: 1) Missouri 3) emigrant 7) leader 9) jail 10) persecution 11) mob
DOWN: 2) settlement 4) Utah 5) trail 6) Wyoming 8) wagon
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Robot dreams
Nous avons choisi ce thème des robots car il permet d’aborder et / ou de rebrasser le
vocabulaire lié à l’ensemble des avancées technologiques actuelles, ce qui sera notamment
très utile aux élèves se destinant à une filière STI. Ce sujet ouvre en outre la voie à une
réflexion sur les rapports entre hommes et robots et au-delà sur la conception d’une société
de plus en plus mécanisée, voire robotisée.
Structures de k comparer
communication k exprimer désirs et rêves
128 • UNIT 7
Activités langagières dominantes
N. B. : les titres en gras indiquent les documents à étudier afin de réaliser la tâche finale.
Nous vous rappelons que les Help! sont enregistrés sur le CD classe et que les exercices
Improve your pronunciation sont téléchargeables sur le site compagnon.
UNIT 7 • 129
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130 • UNIT 7
1. THAT’S SCI-FI! MANUEL k P. 85
> Mises en œuvre possibles
Le repérage des informations essentielles pourra donner lieu à un travail individuel à la maison.
Les élèves pourront rapidement confronter leurs réponses avant une reprise collective. Le Go
further portant sur l’implicite pourra être traité en classe, en binômes par exemple, puis être
suivi d’une reprise avec toute la classe. Pour réagir aux propos de leurs camarades les élèves
s’aideront de la fiche d’évaluation de la prise de parole en interaction p. 181 du manuel.
2. Go further
Productions possibles :
a. Hoovering and washing are dull activities. They can be tiring for old people. Cleaning gutters
may be a dirty job. Detecting mines and opening a new chamber in a pyramid or exploring Mars
can be dangerous. Helping to find glasses is a dull activity but it’s not tiring. Reminding someone
to take medication is neither tiring nor dangerous nor dirty but it can be boring sometimes.
Checking on someone’s health is reassuring.
b. The scientists will use Genghis and the Pyramid Rover. The military will use Ariel. Everybody can
use Roomba, Scooba and Looj and My Real Baby. Specific robots will be used by the elderly and
the disabled.
3. Watch a video
Voir p. 419-420 et 440-441.
UNIT 7 • 131
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132 • UNIT 7
hiring humans, he decided to hire robots because they were nicer than human beings, well-
behaved, welcoming, friendly, polite. They were not grumpy.
e. The two characters in the background may be spying on the robot (the new receptionist).
They must be curious to see how he deals with the job. They may be jealous because he
was hired for the job and not them. They may be envious bcause the robot’s job is not as
exhausting as theirs.
One of the two characters may be the person speaking, the boss. He’s checking to see if
everything is all right with this new, unusual clerk. He wants to see if the robot is doing well / if
he has no problems / if he is nice enough. He wants to be sure he has made the right decision/
choice.
2. Go further
On incitera les élèves à échanger leurs opinions et leurs réactions sur le message du dessin
humoristique au cours d’une discussion. Pour évaluer leurs camarades, les élèves pourront
s’appuyer sur la fiche concernant la prise de parole en interaction p. 181 du manuel.
Ces questions pourront donner lieu à un travail individuel, en binômes ou en groupes si la
classe le permet.
Il faut insister pour que les élèves expriment une opinion personnelle (cela leur permettra
de rebrasser les structures de l’opinion, en gras ci-dessous).
Productions possibles :
a. In my view the cartoonist may want to denounce the predominant role played by robots in
our society. Working conditions are getting tougher and tougher, I mean, if people are not
competitive enough, robots replace them on the spot. Robots can work long hours without
complaining, without asking for a salary or a rise. Robots are submissive and never rebel
against any decision. In other words, they are obedient, contrary to some people who go on
strike and have many demands, always ask for more.
I don’t agree with you. I feel the cartoonist wants to warn workers against the dangers of
becoming too demanding. By requiring rises, fewer working hours, ideal working conditions,
they may choose to follow a dangerous path. Bosses may want to get rid of them and to use
robots instead, because robots are submissive, obedient and they never complain.
In my opinion, the cartoonist just wants to emphasize the fast development of new technology.
To me, the cartoonist wants to say that managers want to replace men by robots because
they do not have to pay them. So it is a way of saving money.
To sum up, I’d say the cartoonist foresees hardships for workers who can easily be
dismissed / be made redundant. He seems to say that the future in store for workers is
rather dark / gloomy. Unskilled, illiterate people will be laid off. Although the cartoon is
humorous, it is not very optimistic / it’s pessimistic for human beings.
b. I cannot deny that robots’ presence is more and more prevailing in industry but I don’t
understand why the cartoonist shows us a robot as a clerk. I really think it’s science-fiction:
Robots are mainly used to accomplish dull / boring, dangerous, tiring and dirty tasks. As far as
interesting jobs are concerned, I don’t think that they will be able to replace men. In other words,
I know it is impossible to see robots make decisions, initiate awareness campaigns, have social
relationships, invent up-to-date products, negotiate with people, plan long-term projects as they
cannot think. All the jobs requiring psychology cannot be carried out by robots. Do you see what
I mean? To me a human brain cannot be replaced so easily. To sum up I’d say I can’t imagine
UNIT 7 • 133
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robots as a threat. Robots are only an empty shell. They have no soul, no feelings, no thoughts.
They only represent helping hands for humans.
I don’t believe they can reach independence, autonomy yet.
I disagree with you. I don’t see why they shouldn’t replace men in the near future, as long as
a scientist discovers a programme that enables robots to adapt to different situations.
Don’t you think that it’s not so easy?
N. B. : cette partie sera synthétisée grâce à l’exercice Action!, p. 56-57 du Workbook, et
pourra servir de trace écrite. Les élèves plus solides pourront faire leur compte rendu écrit
eux-mêmes.
Prolongement possible : on pourra faciliter la mémorisation du lexique de la rubrique Help!
grâce à l’exercice suivant.
Traduisez ces phrases. Les mots en gras se trouvent dans le Help!, p. 86.
1. Il veut se débarrasser de cet employé de bureau.
2. Ces gens sont envieux, curieux et jaloux.
3. Ils viennent d’embaucher une personne très obéissante.
4. Certains prévoient que de nombreux travailleurs se révolteront contre leurs patrons.
5. Il nous a avertis du danger, mais nous n’avons pas écouté.
CORRIGÉ
1. He wants to get rid of this / that clerk.
2. These / Those people are envious, curious and jealous.
3. They have just hired a very obedient person.
4. Some people foresee that many workers will rebel against their bosses.
5. He warned us against the danger but we didn’t listen to him.
134 • UNIT 7
2. I find this cartoon worrying and shocking because it shows that human beings can be victims
of unemployment because they can be replaced by robots / they have defects. I don’t think it
is science-fiction because robots are more and more elaborate / sophisticated. I understand
why robots could be used by managers instead of men because robots never rebel against
them. They don’t think that working conditions are painful or difficult!
I find this cartoon amusing because I know it is impossible to replace men, as robots cannot
be creative. I think it is science-fiction because robots cannot plan a project.
I don’t find this cartoon amusing. I find it scary.
UNIT 7 • 135
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➼ PART 1
4. k Jason McKinley is a journalist / a reporter. k Robin Duffle is a scientist.
5. favourite • programme • London • exhibition • robots • taking • place • discoveries •
robotics
6.
What are they speaking about? Where?
robots • discoveries • robotics London • exhibition
➼ PART 2
7. robots • becoming • humanlike
8. He has a sense of touch that is like ours, that is to say human.
➼ PART 3
9. skin • thin • wrap • fingers • covered • detect • pressure • temperature • complicated •
jobs
10.
New material? Bodypart ? How? What for?
thin skin fingers wrap • covered detect pressure, temperature •
do complicated jobs
11. There’s a chance the new skin will be better than human skin because it may be able to
detect if the environment is light or dark or if it’s noisy.
> ACTION!
➼ RECAP PART 1 (INTRODUCTION)
The two people are Jason McKinley, a journalist and Robin Duffle, a famous scientist.
They are at the London Robot Exhibition about robots. Jason McKinley is interviewing
Robin Duffle about her latest discoveries in the programme Into the Future.
136 • UNIT 7
3. HUMANS AND ROBOTS MANUEL k P. 87
N. B. : cette illustration a également été utilisée par le groupe Queen en couverture de son
album News of the World, sorti en 1977.
UNIT 7 • 137
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2. Compare
On organisera ici un travail de groupe. Le résumé dans le Workbook (question a., p. 56)
s’adresse aux élèves plus fragiles. Les plus solides traiteront la question b. La correction
pourra se faire à l’aide d’un transparent rétroprojeté ou d’un tableau numérique interactif.
138 • UNIT 7
CORRIGÉ DE LA FICHE
a. He was so upset that there were tears in his eyes.
b. He is wounded / harmed and looks like a defenceless puppet.
c. He feels guilty and responsible for the situation.
d. This powerful robot is scary and dangerous.
e. This robot has taken power over men.
f. He has wounded / harmed / injured him. Has he done it on purpose?
Informations complémentaires
Isaac Asimov (1920-1992) was a Russian-born American writer and professor of
biochemistry, best known for his works of science-fiction and for his popular science books.
Asimov was one of the most prolific writers of all time, having written or edited more than
500 books. He is also regarded as a master of the science-fiction genre all over the world.
Asimov’s most famous work is the Foundation series. His other major series are the Galactic
Empire series and the Robot series.
1. Get ready
Productions possibles :
a. I expect to find the words tough, flames, risky and hostile.
b. The text will deal with robots working in a hostile environment, doing tough jobs. Humans
are no longer taking risks since robots replace them and are doing risky tasks. They replace
firemen in the fight against fire. It will help save human lives.
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7 ROBOT DREAMS
b. – “They” refers to the robots Elvex saw. “Some” refers to a certain category of robots.
– “They are working, Dr Calvin. I see some who are mining in the depths of the earth,
and some who are laboring in heat and radiation. I see some who are laboring in factories
and some who are working undersea.” (l. 6)
c. Dr Calvin asks these two questions.
d. The phrases in bold letters reveal that Elvex is very young (he must have been built recently).
He has little experience of the outside world since he has not left the testing station yet.
That’s why we can conclude that Elvex is clear-sighted. Though he has seen very little, he
knows a lot about his fellow robots. So Elvex must be very careful and observe a lot.
e. – The activities mentioned in the text are mining and laboring in heat and radiation.
– They are working in the depths of the earth, in factories and undersea.
I would say these activities are harassing / tough, dull, dangerous / risky, dirty and boring.
f. The robots are “bowed down with toil and affliction, weary of responsibility and care” and
they need “rest”.
3. Recap
Productions possibles :
a. We learn that Elvex is a newly-built robot because he is only ten days old. He has been
constructed recently and he is very young. Elvex hasn’t left the testing station yet, so some
things in his system can still be fixed. He hasn’t got much experience about life and the
outside world, and yet Elvex knows a lot already, especially about his fellow robots.
b. In Elvex’s dream, robots are working in hostile environments: undersea, in the depths of
the earth. They are doing tough, dangerous, risky jobs such as mining and they are doing
dull tasks because they work in factories. Consequently they are bowed down with toil and
affliction. They labour a lot and feel depressed. They are weary of responsibility and care.
They have a lot of responsibilities and they have much to take care of. No wonder they should
be exhausted. They are hard-working, painstaking so they need to have some rest. The robots
are oppressed and subservient to men.
c. Elvex is a clear-sighted robot who realizes that robots are exploited. That’s why he exposes /
denounces / questions the way robots are treated. He complains about their working conditions.
As he realizes robots must protect their lives, we can say Elvex is caring.
He could become a leader guiding the robots’ rebellion.
d. clear-sighted • denounces / exposes • complains • protect • caring • leader • rebellion
e. Dr Calvin is the expert, so she is responsible for Elvex. She is the one who has to check on Elvex
to see if everything is all right. Therefore she investigates what Linda Rash reported. She wants to
know what Elvex dreamt of exactly. She wants to discover if Elvex is dangerous or not. She asks
questions to see if Elvex knows a lot about the robots’ working conditions. Her questions reveal that
she is clever: She knows how to get the useful information. She is worried / anxious, concerned,
alarmed at hearing Elvex. She fears that sooner or later Elvex may feel superior to human beings.
She feels that Elvex knows too much already and could start a rebellion. She dreads his reaction.
She may decide to destroy Elvex. She may decide to send him to jail. She may change his
programme / system so that he can no longer dream.
140 • UNIT 7
4. Creative writing
Les élèves pourront faire cette rédaction à la maison en s’aidant des p. 222-224 de leur
manuel. Voici une proposition de corrigé.
February 25th, 2009
Dear Sir,
I obeyed your orders, I questioned the newly-built robot called Elvex whose registration number
is 226708. He answered all my questions and I’m afraid I must report an alarming problem.
Although Elvex hasn’t left the testing station yet, he seems to be a clear-sighted robot and
knows a lot about the robots’ working conditions. He keeps dreaming about his fellow-robots
labouring in hostile, risky environments. He clearly exposed the robots’ living conditions as
awful.
That’s why I’m really worried about his future reactions. I fear that he may urge the other robots
to rebel against us. He sounded as if he had human feelings because he said the robots needed
rest. I feel he could be a potential leader.
What shall I do? / What do you advise me to do? I think we have to make a quick decision
before it’s too late and we have trouble with him and the other robots.
Dr Calvin
UNIT 7 • 141
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7 ROBOT DREAMS
142 • UNIT 7
Productions possibles :
I can understand her reaction. First she is frightened because she is experienced and responsible
for Elvex so if anything happened she would be considered guilty. Then Elvex can really be
dangerous for human beings because he is very clever and has already understood that robots
are exploited by men and he could lead a rebellion against men.
I don’t agree with you. / I don’t see things that way. I find it awful that she can get rid of Elvex
so easily. I think she should have carried out a more thorough investigation / a more detailed
investigation to understand what had really happened. She should have tried to examine his
system before killing him.
Prolongement possible : on pourra faciliter la mémorisation du lexique des p. 88 à 90
du manuel grâce à la fiche suivante (téléchargeable sur le site compagnon).
UNIT 7 • 143
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7 ROBOT DREAMS
CORRIGÉ
1. Les sujets des formes verbales soulignées sont les pronoms relatifs which, that et who.
144 • UNIT 7
2. Les pronoms relatifs which, that et who remplacent a machine, a robot et the scientist. On
appelle ces groupes nominaux des antécédents parce que le pronom relatif les remplace
et qu’ils sont placés avant ce pronom.
3. Dans l’énoncé a, l’antécédent désigne un non-humain (a machine). Dans l’énoncé b,
l’antécédent désigne un non-humain (a robot). Dans l’énoncé c, l’antécédent désigne un
humain (the scientist).
Lorsque l’antécédent fait référence à un humain, on emploie who.
Lorsque l’antécédent fait référence à un non-humain, on emploie that ou which.
4. Dans l’énoncé d, le pronom relatif est where. Il sert à préciser le lieu.
5. Dans l’énoncé e, le pronom relatif est whose. Il permet d’établir un lien de possession entre
robot et dream. Ici, l’équivalent français de whose est « dont ».
k Déduisez
– On utilise des pronoms relatifs pour remplacer des groupes nominaux et pour relier
deux propositions dans une même phrase.
– Lorsque le pronom relatif est sujet, on utilise who pour remplacer un nom désignant un
humain.
– Lorsque le pronom relatif est sujet, on utilise that ou which pour remplacer un nom
désignant un non-humain.
2. OBSERVEZ.
3. COMPAREZ.
> Practice
1. a. The robotics expert has created an amazing robot which / that looks very much like him.
b. The scientist who designed a robot thinks he is God.
c. This robot works on batteries which / that can be replaced easily.
d. I’ve seen a robot which / that has very sensitive sensors and almost feels emotions.
e. I’ve just read an article on robots used in Cambodia which / that can find and destroy
landmines.
f. The visitors who spent all afternoon playing with robots were astonished.
UNIT 7 • 145
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7 ROBOT DREAMS
2. a. The robots which / that / Ø the army owns often intervene in dangerous places.
b. The miniature robots which / that / Ø doctors tested are really reliable.
c. The android which / that / Ø I saw will talk in the very near future.
d. The autonomy of the robot which / that / Ø I bought lasts twenty-four hours.
e. The humanoid which / that / Ø was presented yesterday in Tokyo offers incredible resources.
3. a. The man who decided to create Frankenstein was a doctor. He wanted to give birth to a
perfect human being who would surpass any other being. In order to give life to this creature
he used body parts that / which he found in cemeteries or mortuaries, where he spent most
of his nights.
The creature, whose name was Frankenstein, turned out to be ugly, so ugly that his master
felt disgusted and ran away from it.
The monster, who had feelings, resented his situation. He wanted to make friends with people,
who kept rejecting him, because they were frightened by him. Frankenstein was ravaged by
sadness and wished to take revenge on his master, who had left him alone.
b. On pourra donner ce travail à faire à la maison et l’évaluer.
146 • UNIT 7
NEW ROBOT PUPPET “HAS A HEART”
Name
Potential users
Designer’s name
Physical description
Physical reactions
Emotions / feelings
Main characteristic
Potential users
Potential users?
Robot’s skills? –
–
Designer’s name?
Where?
UNIT 7 • 147
COMPRENDRE UN TEXTE MANUEL k P. 96-97
CORRIGÉ
True Brits
Comprendre à l’oral : les descripteurs du CECRL
Niveau A2 Niveau B1
Grille d’auto- Je peux comprendre un message Je peux comprendre les éléments
évaluation simple et clair me concernant, principaux d’une émission de
concernant ma famille, mon télévision ou de radio sur des
environnement proche, mon travail. sujets d’actualité ou sur des sujets
Je peux comprendre un message concernant la vie quotidienne si on
contenant des mots et des me parle lentement et en articulant.
expressions sur des sujets Je peux comprendre des informations
familiers. factuelles si le message est court
et si la personne s’exprime dans un
anglais standard.
Comprendre Peut repérer l’information Peut comprendre les informations
des émissions essentielle d’un passage court essentielles d’un document
de radio et sur un sujet courant. Les locuteurs authentique, sur des sujets familiers
enregistrements doivent parler lentement et et si le locuteur s’exprime dans
articuler. un anglais standard et parle assez
lentement.
Comprendre en Pas de descripteurs. Peut suivre un exposé court
tant qu’auditeur et structuré sur un sujet familier
et dont l’anglais est standard.
Comprendre une Peut identifier le sujet de la Peut suivre les points essentiels d’une
interaction entre discussion à condition que les longue discussion si les locuteurs
locuteurs natifs locuteurs parlent lentement et s’expriment dans un anglais standard
articulent. et articulent.
UNIT 8 • 149
UNIT
8 TRUE BRITS
150 • UNIT 8
Activités langagières dominantes
Prendre
k faire le compte rendu oral d’un document
sonore (p. 102-104)
la parole
en continu
k National symbols, stéréotypes
et symboles nationaux (p. 103) X
k jeu de rôles : incarner un guide de musée
(p. 103)
k jeu de rôles : raconter une réunion
à laquelle on a assisté (p. 108)
k faire le compte rendu oral d’un texte
(p. 108)
Écrire
k les légendes d’un cartoon (p. 102)
k un texte sur les codes sociaux français
(p. 105)
Lire
k Experience the Lake District, extrait
de guide touristique (p. 106)
k The Daffodils, extrait du poème de
Wordsworth (p. 107)
k I don’t understand!, extrait de roman
(p. 108) X X
N. B. : les titres en gras indiquent les documents à étudier afin de réaliser la tâche finale.
Nous vous rappelons que les Help! sont enregistrés sur le CD classe et que les exercices
Improve your pronunciation sont téléchargeables sur le site compagnon.
UNIT 8 • 151
UNIT
8 TRUE BRITS
L’étude de cette page peut se préparer avec l’aide du Workbook, p 59. Au préalable,
le professeur pourra montrer la carte des îles Britanniques disponible sur le rabat avant
du manuel, au cas où les élèves auraient une vision floue de ces notions géographiques.
Prolongements possibles :
k Nous engageons vivement les élèves à visiter le site de l’école Woodlands, dans le
Kent, qui propose une mine d’informations (cartes, rappels historiques simples, blasons,
symboles nationaux, historique des devises anglaises, écossaises et galloises, drapeaux…).
Concernant les îles Britanniques, il faut se rendre directement à l’adresse suivante :
www.woodlands-junior.kent.sch.uk/customs/questions/britain.html
k Les élèves pourront préparer des mini exposés sur tous ces sujets à partir de recherches
faites à la maison ou en salle informatique.
Informations complémentaires
Il est important que les élèves prennent conscience des différentes entités constituant le
Royaume-Uni pour éviter de froisser les susceptibilités lorsqu’ils se rendront outre-Manche.
Ils devraient ainsi savoir que le nom complet du Royaume-Uni est the United Kingdom of
Great Britain and Northern Ireland depuis 1922 (le Pays de Galles fait partie de l’Union depuis
1536, l’Écosse depuis 1707 et l’Irlande depuis 1801). Le drapeau s’appelle d’ailleurs the
Union Jack et est constitué par une superposition des croix de saint Georges, saint Patrick
et saint Andrew, les saints patrons du Pays de Galles, de l’Écosse et de l’Irlande. L’Angleterre
constitue le plus grand pays de l’Union : 130 410 km2 (sur un total de 244 023 km2) et
abrite environ 84 % de la population. Depuis 1707, la capitale du Royaume-Uni est Londres
où siègent la plupart des institutions. L’anglais est la langue commune à tous les habitants,
même si de nombreux habitants parlent écossais ou gallois.
152 • UNIT 8
k Pour une classe plus fragile qui aurait des lacunes lexicales, on peut distribuer une fiche
avec différents noms de métier et demander aux élèves de souligner ceux qui apparaissent
sur le dessin. Si nécessaire, on procédera de la même manière pour les adjectifs.
k Après avoir rouvert le manuel, le professeur encouragera les réactions. Il pourra ainsi
demander oralement ou noter au tableau : Right? Wrong? Opinion? Any reaction? On incitera
les élèves à utiliser les adjectifs listés en question b et les expressions du Help!
k Pour une classe en difficulté il faudra, peut-être, passer par une étape lexicale intermédiaire
d’association des adjectifs avec leur contraire (humble ≠ arrogant, generous ≠ stingy…).
Productions possibles :
Different types of Britons are portrayed / caricatured.
– The cartoon says the Royal family is humble. But the drawing represents haughty people.
They seem to be full of themselves / think much of themselves. They don’t look humble at
all: They are not smiling, they are pulling faces, they look bored and aloof. I think they look
haughty / contemptuous / superior / arrogant, posh and snobbish.
– The drawing shows people holding an umbrella because it is raining, yet it says “Welcoming
as the weather”, so it’s quite the opposite. British weather is generally considered awful, rainy
and very wet. “It’s raining cats and dogs” or “It’s pouring” are commonly used.
– It is funny because the cartoon says the perfect Brit should be as polite as a punk, but
punks are not polite at all / anything but polite. They are seen as rude, violent, boisterous
people who can’t behave.
– English food is said to / thought to / believed to be inedible, tasteless; people have no
culinary talents. I’ve heard about / tasted boiled mutton with mint sauce, for example.
– The Union Jack, in the middle, may suggest / imply that people are jingoistic (a jingo is a
person who combines excessive patriotism with contempt for other countries).
– British judges are portrayed as drunkards. We immediately recognize them because they
wear wigs.
– The Horse Guards are never relaxed, they have to keep standing for hours without showing
any emotions or feelings. They are as stiff as wood.
– Scottish people are believed to be misers / tight-fisted people.
– Welsh people are said to speak a dialect, which is very hard to understand, almost
incomprehensible.
To sum up this drawing is humorous / ironic / satirical. It is based on a contrast between
the caption and the drawing. It makes fun of the most famous British clichés / prejudices.
2. Creative writing
> Mise en œuvre
On pourra diviser la classe en deux groupes ou en binômes. Chaque groupe ou élève du
binôme serait chargé de trouver entre 5 et 10 stéréotypes soit sur les Français, soit sur les
Britanniques. Lors de la mise en commun des informations, les groupes décideront de lister
les clichés du plus fréquent au moins répandu, ou du plus farfelu au plus réaliste. Le site de
l’école Woodlands regorge également d’idées sur ces clichés :
www.woodlands-junior.kent.sch.uk/customs/questions/stereotypes.htm
UNIT 8 • 153
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8 TRUE BRITS
Productions possibles :
* Les mots en gras peuvent être notés au tableau pour servir d’amorces.
On peut prolonger ce travail en groupes par un atelier d’écriture (et d’illustration le cas échéant).
Les deux meilleurs textes seront mis en regard et serviront de trace écrite commune à la classe.
3. Listen
> Script de l’enregistrement
➼ Part 1
Tania: To me this cartoon is not amusing at all. Well... I mean it is based on stereotypes
only. Well… Let’s take the example of the Queen: She is viewed as arrogant, aloof, unable
to share feelings. And we all know this is not the truth!
➼ Part 2
She has to follow a very strict protocol and cannot behave as she likes. I remember all the
big hype after Princess Diana’s sudden death. All she wanted was to protect the young
princes from the media and she ended up being accused of being too distant! I don’t think
it’s fair! It seems to me this cartoon gives a negative image of British people. Foreign people
are convinced that the Scots are stingy or English cooking is disgusting. I’m fed up with all
these clichés! I didn’t even smile once! It’s a tourist’s vision of Great Britain.
➼ Part 3
Ruth: I don’t agree with you! This cartoon is hilarious. This is how irony works! Caricature is
an essential ingredient to make people laugh! Things have to be exaggerated and provoking
to make people react. And honestly, you can’t deny there are some true aspects in this
cartoon, can you?
154 • UNIT 8
➼ Part 4
I mean the royal family are not funny on any level and are a bunch of upper-class snobs.
Besides they live at public expense! Look, I love the rain, but you can’t say we live in a very
sunny country and Welsh is also very difficult to understand... When it comes to being sober,
I think there is still progress to be made! Don’t you think so? What about binge drinking at
weekends? We’ve heard all this many times, but I quite like this tongue-in-cheek message.
➼ PART 2
5. follow • protocol • death • protect • media • accused • distant
6.
Incident Goal Interpretation
Princess Diana’s death protect the princes from the Queen was viewed
the media as distant
➼ PART 3
10. don’t agree
11. hilarious • provoking • exaggerated • react
12. Ruth has a positive point of view because she thinks “this cartoon is hilarious.” She thinks
this because it is provocative and exaggerated, it makes people react. She thinks it is true
up to a point.
➼ PART 4
13. k Royal Family k upper-class k rain • not very sunny k Welsh k difficult to understand
k sober • binge drinking • progress
14. a) “I like this tongue-in-check message.”
b) « J’apprécie ce message ironique. »
UNIT 8 • 155
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8 TRUE BRITS
> ACTION!
➼ RECAP PARTS 1 AND 2
Tania doesn’t find the cartoon amusing because she thinks it is biased. She defends the Queen
because she doesn’t think she is insensitive. She supports the Queen’s attitude after Princess
Diana’s death because all she wanted was to protect the young princes from the media, though
it was interpreted in a negative way. She was said to be distant and aloof. Tania protests against
the vision of Great Britain which is full of clichés, stereotypes and prejudices against British
people. She’s fed up with clichés / stereotyped visions. She concludes by saying that she
doesn’t find it fair!
➼ RECAP PARTS 3 AND 4
Contrary to / Unlike Tania, Ruth thinks / finds that the cartoon is hilarious because it is
exaggerated. Because the cartoon is provocative, she is certain that people will react to it.
In her opinion the aspects viewed in the cartoon are true. She gives several examples which
she considers are not just clichés, such as Welsh as a difficult language, or binge drinking at
weekends. Even if all this has been heard many times, she thinks the tongue-in-cheek message
is effective.
1. Get ready
> Mise en œuvre possible
k Le professeur demandera aux élèves de relever dans le texte les noms de nationalité
et leur fera remarquer la présence d’un mot français. Ceci devrait les aider à identifier le
point de vue adopté ici. Ensuite, il fera classer les images associées au mot English en deux
colonnes :
Les élèves réagiront ; il se peut que tous ne connaissent pas la maladie de la vache folle et
que ce ne soit pas un symbole prépondérant à leurs yeux. Il faudra les encourager à trouver
d’autres symboles de l’Angleterre qui leur semblent plus évidents : Big Ben, les taxis londoniens,
Buckingham Palace, par exemple.
k Après avoir lu le texte de Stephen Clarke, l’enseignant pourra diviser la classe en 3 groupes
chargés de trouver d’autres symboles britanniques. Le groupe 1 s’attachera aux lieux et
monuments ; le 2 aux personnes célèbres, réelles ou imaginaires ; le 3 aux objets typiques.
Le travail de recherche peut se faire à la maison. Là encore, le site de l’école Woodlands est
très riche. En classe, après quelques minutes de réflexion, on demandera une récapitulation
collective. Après chaque prise de parole, le reste de la classe réagira et complétera, si
nécessaire.
156 • UNIT 8
Productions possibles :
a. The point of view given here is a French one. When people think of England, or the UK,
most of them quote the Queen or David Beckham as people who embody the nation.
b. I don’t agree with the narrator because the Rolling Stones are not as famous as the Beatles.
For me, another strong symbol is Big Ben which represents London. What comes to mind first is
a cup of tea with milk.
b. Pour la compréhension orale, les élèves pourront utiliser la fiche d’entraînement du Workbook,
p. 62-63, et le Action! pour récapituler ce qu’ils ont appris des symboles nationaux.
UNIT 8 • 157
UNIT
8 TRUE BRITS
➼ GET READY
1. symbolizes • cliché • monarchy • government • international • privileges
2. 1 Head of State 2 monarch 3 rule 4 duties 5 role 6 taxes 7 citizen
➼ PART 1
3. a) k monarchy k the Prime Minister and the government rule the country.
Ruth thinks that monarchy is old-fashioned nowadays because the monarch doesn’t play
any significant political role as far as important decisions or international problems are
concerned. The monarch cannot be compared to a world leader such as Barack Obama.
The Prime Minister is the person in charge of political issues. The monarch is just a symbol.
4. angry
➼ PART 2
5. true • modern • simplicity • authenticity • architecture
6. the Gherkin, the Tate Modern • 21st century • Constable • Christmas
7. Stereotypes: simplicity • authenticity • countryside • rural England
Reality: modern architecture • modern England
8. Of course rural England still exists but I don’t think the countryside best represents modern
England.
158 • UNIT 8
> ACTION!
➼ PART 1
Tania is fed up with the monarchy because she thinks it is old-fashioned. She thinks
monarchs are just puppets because they do not play any significant political role. She
thinks monarchs are useless as far as important political decisions are concerned. Only the
Prime Minister and the government rule the country. The monarchy is just another cliché
about Great Britain. To her, all British citizens should be equally treated. So she finds it fair
that the Queen should pay taxes like any other British citizen.
➼ PART 2
Tania and Ruth are discussing the stereotyped representation of England. They disagree
with each other. Their vision is contradictory. On the one hand, Tania thinks that Constable’s
painting that represents rural England best conveys what England’s values really are:
simplicity, authenticity. On the other hand Ruth thinks that this vision is old-fashioned, that
London architecture is very modern and best represents her country. According to Tania, love
of Nature is an important value. To Ruth it doesn’t represent 21st-century England.
3. Recap
Avant de mettre en place le jeu de rôles, on pourra faire une première synthèse des tableaux.
Productions possibles : The portrait of Henry VIII glorifies England because he represents
England’s power. The portrait shows that England is a domineering nation. The dagger
conveys the idea that England is ready to fight to defend its territory if it is attacked by
enemies. Henri VIII embodies a powerful nation because the King looks impressive and
imposing. The other painting by Constable symbolizes England’s peaceful countryside.
This vision shows that England is a rural country / England before the Industrial Revolution.
UNIT 8 • 159
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8 TRUE BRITS
CORRIGÉ
1. a. quiet = peaceful c. elegant = stylish e. artificial ≠ natural
b. despise = show contempt d. powerless ≠ powerful f. polite ≠ rude
2. a. domineering c. embarrassed e. arrogant
b. awful d. kingdom f. glorify
3. a. Scottish people are said to be stingy.
b. The Queen embodies the British monarchy.
c. This painting conveys the impression that the countryside is peaceful.
d. The British are often considered bad cooks.
e. The United Kingdom is composed of two parts: Great Btritain and Northern Ireland.
1. Guessing game
> Mises en œuvre :
1. PREMIÈRE VARIANTE
k On commencera par faire lire en silence puis à haute voix les mots du Help! (voire à les
faire écouter) pour s’assurer de leur compréhension et de leur prononciation.
k Ensuite on demandera à la classe de décrire les photos. Attention, nous conseillons de ne
pas donner les noms des plats tout de suite pour laisser la porte ouverte à des suppositions
et des réactions.
160 • UNIT 8
k Les élèves choisiront une image et diront ce qu’elle leur inspire, sans en indiquer le
numéro. Le reste de la classe devra trouver de quelle photo il s’agit. On incitera les élèves
à donner leur opinion et à dire si cela leur semble appétissant (ou pas). L’enseignant
pourra noter au tableau cette amorce : Yummy or yukky? en l’expliquant et en l’étoffant
éventuellement avec : It looks good. It’s worth trying. It’s disgusting / revolting / special.
It makes my mouth water. Have a go / a try. No thank you. It tastes sweet / salty / spicy...
k Le professeur notera les meilleures productions au tableau et suggérera des expressions
pour enrichir les phrases.
Productions possibles :
– Picture 1: This photo shows a delicious dessert made of apples and served with either cream,
custard or vanilla ice cream. I wish I could have some today at the canteen, fat chance!
– Picture 2: There are a cup and a tea pot in the photo. It all looks good / scrumptious. You
can serve the drink with a little cake called a scone which is cut in half. People put butter and
raspberry jam on them, and sometimes even cream. It may be very fattening but so yummy!
– Picture 3: This is the traditional British fast food. It is composed of fish in batter and chips.
I have had it before and it is excellent, you’d be surprised.
– Picture 4: This dish is composed of slices of meat with what looks like potatoes or doughnuts.
I think the meat is either beef or pork. It could be a main dish. There are green vegetables as
well, such as peas and broccoli.
– Picture 5: It looks like an Indian dish with an orange creamy sauce and rice. I think it can be
served hot or mild. It looks interesting.
– Picture 6: This looks like a dessert or some ice cream. I think it’s vanilla with strawberry and
cream. I have never tried this before, but I could.
– Picture 7: Traditional English breakfasts are a real meal composed of bacon and eggs,
sometimes baby sausages, mushrooms and baked beans, yuk! You’re not hungry anymore
after that.
– Picture 8: I can see a plate with some cheese and wholemeal bread. Is it a snack? There is
some fruit and salad as well. It looks really good.
k Enfin, le professeur donnera les noms des plats et la classe tentera de les associer aux
images.
1. apple pie 2. cream tea 3. fish and chips 4. roast beef and Yorkshire pudding = roast dinner =
traditional Sunday dish 5. chicken tikka massala (It has become a British national dish.) 6. trifle
7. cooked breakfast 8. ploughman’s lunch
2. SECONDE VARIANTE
UNIT 8 • 161
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8 TRUE BRITS
Pair work
1. Write: fill in this grid in silence.
2. Speak and make your friend guess which dish you are describing.
Don’t mention either its number or its name if you know it.
EXAMPLE: “In this dish there is / are... I think it is quite sweet, and served for...”
3. Listen to your friend and guess which dish your friend is talking about.
4. Together with your friend can you match these names with the photos?
cream tea = ploughman’s lunch = chicken tikka massala =
apple pie = trifle = cooked breakfast =
fish and chips = roast beef & Yorkshire pudding =
2. Yummy! Yucky!
Les élèves connaissent-ils la Marmite \"mA…maIt\ ? C’est peu probable, il ne faut donc pas
hésiter à les renvoyer au site. Mais avant, ils peuvent émettre des suppositions en regardant
simplement la photo du manuel. Le professeur pourra utiliser ces prompts, suivant le niveau
de la classe :
– classe faible : I think, I suppose, perhaps, maybe it is, it looks like…
– classe plus solide : It must be, It can’t be, It may / might be...
Il faut encourager les réactions et les commentaires du reste de la classe.
Productions possibles : It could be a sort of spread, maybe some jam, but the colour is
strange though. I don’t know any fruit of that colour.
162 • UNIT 8
Maybe it is the English Nutella, a kind of chocolate paste.
I don’t agree with you because the name doesn’t refer to anything sweet. Marmite makes me
think of a soup, or a cream for sauces.
Informations complémentaires
Née en 1902, la Marmite est une marque britannique de pâte à tartiner à base de levures,
substances végétales naturelles et très riches en vitamine B1. La Marmite peut se
consommer étalée sur des toasts, ou encore servir de base à des sandwiches. Marmite
est un indénombrable en anglais : I hate / love Marmite.
3. Listen
La compréhension orale se fera à l’aide de la fiche d’entraînement du Workbook, p. 63-64.
La recette évoquée ici est celle du trifle.
UNIT 8 • 163
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8 TRUE BRITS
4. Recap
Lors du récapitulatif oral, les élèves devront classer les plats du plus appétissant au moins
appétissant et justifier leur choix. Ils pourront s’aider de la rubrique Action!, p. 64 du Workbook.
Productions possibles : I think I’d love to taste the trifle because I’ve got a sweet tooth and
it’s nearly teatime.
I don’t fancy the roast beef because I’ve heard it is over-cooked in Britain and I love my meat
rare. The puddings look delicious. I’d like to try exotic dishes because they must be spicy.
Prolongements possibles :
1. Does it ring a bell? Read this recipe.
Mince 1lb (450gr) of lamb meat. Chop or dice 1 onion, 1 carrot, 10 mushrooms, then cook them
in oil for a couple of minutes. Add 1 tablespoon of flour, then some ketchup or some stock. Bring
to the boil, stirring constantly. Put in the meat. Spoon the mixture into a baking dish.
Peel 2 ½ lb (1.1kg) potatoes, and boil them. Drain them and mash with hot milk and butter.
Pour on top of the meat mixture in the dish. Bake in the oven for 35-40mn until bubbling
(heat 180°C).
a. What French dish does it remind you of?
b. Which of the following names correspond to the recipe?
Steak and kidney pie Mince meat Mixed potato salad Sweet bread Shepherd’s pie
Corrigé: les élèves découvriront la recette du Sherperd’s pie ou Cottage pie qui fait penser à
notre hachis parmentier, à l’exception des viandes utilisées : du mouton dans le plat anglais
et du bœuf haché en France.
2. On pourra faciliter la mémorisation du lexique étudié p. 104 grâce aux exercices suivants
(fiche téléchargeable sur le site compagnon).
164 • UNIT 8
CORRIGÉ
1. \i…\ comme sea \I\ comme fish \aI\ comme my
beans • cream • beef chicken • chips • pudding rice • pie • Marmite
5. Watch a video
Voir p. 420-421 et 442-443.
UNIT 8 • 165
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8 TRUE BRITS
3. When people win a game, they should not boast and look superior. On the contrary, fair
play and modesty are well-regarded. That’s why a good player would say: “I was just lucky,
and my team was helpful.”
4. If you are walking in a corridor, keeping right is a must to avoid blocking the way of people
walking in the other direction. You would never see people walking at random and sliding from
left to right to avoid others in the opposite direction.
2. Table manners
Le professeur pourra distribuer la fiche du Workbook (p. 64-65) avec les deux tableaux
nécessaires au pair work et l’utiliser en activité de lecture.
– Given the context tick the correct translation for the word “stiff”.
● mince ● strict ● immobile ● impassible
c. What is your face like when you “keep a stiff upper lip”?
● smiling ● irritated ● expressionless ● scared
d. Pick out situations when people experience negative feelings.
e. List the attitudes linked with “keeping a stiff upper lip”.
Recap
a. Explain in your own words what “keep a stiff upper lip” means / is. Use the following
words.
courageous • self-control • master • overcome (vaincre) • resist • show no signs •
reveal • strong
b. List the situations when you should “keep a stiff upper lip”. Use the following words.
confronted with • dramatic • be frightened • be cross / furious with • upset • miserable
166 • UNIT 8
CORRIGÉ
a. lip
b. upper and stiff
– suffix: -er + root: up (upper means supérieur)
– impassible
c. expressionless
d. They are frightened. They are afraid of taking risks. They feel it is dangerous.
e. They don’t show emotions. They hide the fact that they are terrified or angry or miserable
or disappointed. Their faces betray no emotions. They always keep a stiff upper lip.
➼ RECAP
Productions possibles :
a. They show no signs of weakness. They do not want to reveal that they are panic-stricken,
scared to death, furious or sad. They want to master their emotions and feelings. They only
display self-control. They want to prove to themselves and others that they are courageous
in any circumstances. It’s a way of overcoming weaknesses or emotions.
b. When I’m confronted with a dramatic situation such as an accident, I should try to be
calm and dial 999 so that the person can be rescued as quickly as possible.
When I feel upset because someone has made fun of me, I should try not to show I have
been hurt because there’s no point in being cross with this person. I’d better ignore him /
her in the future.
When I feel frightened because I’m alone, I should try to keep a stiff upper lip to give the
impression that I’m not an easy prey.
UNIT 8 • 167
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8 TRUE BRITS
2. Guessing game
Productions possibles :
It can’t be the first photo because although we see that the mountains are not very high,
the vegetation is dry and it looks like a desert.
It can’t be the second photo because we can see high, snowy peaks in this photo and I don’t
think there is snow in the Lake District.
It must be the third photo because we can see a lake, and the mountains are not very high.
It looks peaceful and I’m sure it’s a nice place to go hiking.
3. Key information
Corrigé :
a. area = 885 square miles • highest peak = 3,210 feet (equivalent in French = 978,40 m) •
number of lakes = 16
b. – On April 15, 1802 Wordsworth and his sister saw beautiful daffodils.
– In 1951 the Lake District National Park was created.
– In 1804 Wordsworth wrote his most famous poem The Daffodils.
c. Hiking and boating (sailing) are mentioned in the text. Tourism is the main economic
activity in the region.
Prolongement possible : une fois ces informations essentielles repérées, un élève pourra
faire une prise de parole en continu et rendre compte de cet extrait de guide touristique.
4. The Daffodils
Productions possibles :
a. The biggest photo, the one on the left, best matches the stanza I’ve just listened to / I’ve
been listening to.
b. The narrator is in the Lake District.
He’s probably gone for a walk in the mountains as lines 1 and 2 suggest “wandered, high o’er
vales and hills”. He’s near a lake and under trees (“beside the lake, beneath the trees”).
It must be Spring because he can see flowers and daffodils grow in April in England.
The narrator feels “lonely” at the beginning of the stanza but after discovering the flowers,
he seems soothed and delighted because the image conveyed by the daffodils is an image
of lightness and cheerfulness and life “fluttering and dancing”.
Prolongement possible : cette strophe pourra être apprise par cœur et récitée en classe.
168 • UNIT 8
5. Quiz
Pour cette activité on pourra diviser la classe en deux. Les élèves prépareront des questions
qu’ils poseront aux membres de l’autre groupe qui devront répondre livre fermé. On pourra
attribuer un, deux ou trois points selon la difficulté de la question. L’équipe qui aura le plus de
points sera déclarée gagnante. Pour ce mini défi lecture, les réponses se feront uniquement
en anglais.
Productions possibles :
– Who wrote the famous poem The Daffodils?
– What is the main economic activity in the Lake District?
– Where is the Lake District located?
– Why is it called the Lake District?
– When was a national park created in the Lake District?
– Can you quote the first line of the poem?
– Can you remember another line from the poem?
– Can you remember the name of one county that is part of the park?
– How many major lakes are there?
– Can you name another famous English poet?
– Who was Wordsworth with when he saw these beautiful daffodils?
UNIT 8 • 169
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8 TRUE BRITS
II. Action!
2. ROLE PLAY
Productions possibles : Hello, I just thought I could give you a quick call to tell you about
the most hilarious meeting I’ve just had with my collègues français Bernard, Jean-Marie and
the others. Yes, I’m fine, I just wonder how we are going to work together. You see they all
think they can speak English well, but I thought they were speaking Hungarian, no kidding!
I am not making fun of them, well, not really. Wait until they ask me to speak French. They
were so embarrassed when they realized I could not understand them. It was pathetic...
yes, they had difficulty introducing themselves. Everybody was so ill-at-ease. They really
should attend English lectures, otherwise we won’t be able to work together. I hope the
company will pay for that!
170 • UNIT 8
CORRIGÉ
1. Paul West is puzzled by his French colleagues. He’s wondering if they are speaking a Central
European language.
2. During the meeting he is astounded.
3. He makes fun of / laughs at their awful / dreadful pronunciation.
4. He makes fun of / laughs at them and find them pathetic.
5. They have difficulty speaking English.
6. Thet are panic-stricken, ill-at-ease, very embarrassed.
7. Are you good at languages?
UNIT 8 • 171
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8 TRUE BRITS
Remarque générale sur le choix entre a et an, et sur le choix entre \Di…\ et \DE\ pour the : ce qui
détermine ce choix, c’est la prononciation (la forme orale), et non la forme écrite ; il arrive qu’un
mot commence dans sa forme écrite par une voyelle mais dans sa forme orale par une consonne
(exemples : unique, one k a unique situation, a one-eyed man), et inversement (hour \aÁEr\).
3. Sherlock Holmes est détective.
À la différence du français, on emploie l’article indéfini (a / an) lorsqu’on indique la catégorie
à laquelle appartient quelque chose ou quelqu’un, donc devant les noms de métier.
4. a. Pour les premier et deuxième groupes de mots soulignés (the name + the bell), on emploie
the, car ces mots sont définis par ce qui suit. Pour le troisième groupe de mots soulignés (the
Houses of Parliament), on emploie the, car le mot fait référence à un élément connu de tous.
b. Pour le premier groupe souligné (the chime), on emploie the, car le mot est défini par ce
qui suit. Pour le deuxième groupe de mots soulignés (the sound), on emploie the, car le mot
est défini par le contexte. Pour le troisième groupe de mots soulignés (the New Year), on
emploie the, car le mot fait référence à un élément connu de tous.
c. Pour le premier groupe de mots soulignés (the clock), on emploie the, car le mot est défini par
le contexte. Idem pour le deuxième groupe de mots soulignés (the time).
d. Pour le groupe de mots the Millenium Bridge, on emploie the, car le mot fait référence à
un élément particulier et bien défini qui est connu de tous.
5. Les noms de pays au singulier s’emploient sans article. Les noms de pays au pluriel sont
précédés de l’article défini the.
> Practice
1. a. Ø Pubs • Ø People • Ø friends • Ø Pub food • Ø restaurant food • the bar • Ø Beer •
a popular drink
b. The people • a festival
c. an island • the sea
d. Ø milk • Ø cream • Ø butter • Ø cheese • Ø apples • Ø cider • a popular drink
2. Ø Miniskirts • the British designer • Ø Miniskirts • Ø controversy • Ø car crashes •
the symbol • Ø London • the pop culture capital • the world
3. Ø Scotland’s capital • The heart of Edinburgh • the castle • the kings of Ø Scotland •
Ø centuries • a busy cultural life • an International festival • Ø Musicians • Ø actors •
Ø singers • the world • Ø Australia • Ø Canada • Ø Japan • the United States •
the Netherlands • the city • the evening • the opera house • the theatres • the concert
halls • the cafés • the pubs • Ø small groups • Ø poetry
4. a. Brick Lane is a famous street in Great Britain. Immigrants coming from Bangladesh and
India settled there.
b. Monica Ali is a novelist, she wrote a novel about that area.
c. Londoners go to Brick Lane to eat a curry / have a curry.
172 • UNIT 8
YOUR TASK MANUEL k P. 112-113
Critères d’évaluation de la tâche finale : à titre indicatif, nous proposons la grille suivante.
Le professeur sera bien sûr libre d’élaborer sa propre grille ou de faire évoluer le nombre de
points attribué à chaque critère.
Nom : Classe :
UNIT 8 • 173
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9 DESTINATION LIVERPOOL
Destination Liverpool
Nous avons choisi Liverpool car cette ville est rarement traitée dans les manuels d’anglais.
Or, son patrimoine est extrêmement riche et permet d’aborder différents aspects de l’histoire
et de la culture britanniques : la musique des Beatles, le racisme dans les stades de football,
ou encore le commerce triangulaire des esclaves sur lequel la richesse de Liverpool fut
fondée au XVIIIe siècle.
174 • UNIT 9
Activités langagières dominantes
N. B. : les titres en gras indiquent les documents à étudier afin de réaliser la tâche finale.
Nous vous rappelons que les Help! sont enregistrés sur le CD classe et que les exercices
Improve your pronunciation sont téléchargeables sur le site compagnon.
UNIT 9 • 175
UNIT
9 DESTINATION LIVERPOOL
176 • UNIT 9
> Script de l’enregistrement
Clerck: Good morning Sir, what can I do for you?
Tourist 1: Hi! I’m afraid I’ve got lost. I’d like to go to The Cavern Club but I’m not sure about
the way.
Clerck: Alright, we’re here: Maritime Museum and you want to go there: The Cavern Club.
You could walk there, it’s not very far.
Tourist 1: Sure!
Clerck: Actually, if you’re a Beatles fan, you’re not very far from The Beatles Story, it’s really
worth visiting.
Tourist 1: Oh, I’ve been there already.
Tourist 2: Sorry to interrupt, I heard you mention The Beatles Story, am I far from there?
Clerck: Not at all, make a right immediately after leaving the Desk, walk straight ahead and
turn right again into Gower Street.
Tourist 2: Thanks very much.
Clerck: Now, back to you: To go to The Cavern Club, you’ll have to take Hartley Quay, turn
left, then turn right into James Street, that leads to Lord Street, then turn left into North
John Street and on your right is Matthew Street.
Tourist 1: Thank you very much!
Tourist 2: Excuse me. I was thinking about going to St. George’s Hall after The Beatles
Story.
Clerck: Oh, that’s quite a distance! You could take the Merseyrail or a taxi.
Tourist 2: Oh, no, I’d rather walk.
Clerck: Once you are at The Beatles Story, you will head East, leave Gower St, cross
Wapping Avenue, take Paradise Street on your left, then turn right into Hanover Street. You
could stop at the Neptune Theatre on your way. It is worth the detour.
Tourist 2: Really? OK, I could do that.
Clerck: Then keep going down Ranelagh Street, turn left in Lime Street and continue along
the street. There you are: on your right, you’ll have the Empire Theatre and the Odeon Cinema
and on your left St. George’s Hall.
Tourist 2: This is very helpful, thanks a lot! Goodbye!
UNIT 9 • 177
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9 DESTINATION LIVERPOOL
Tourist 1 Tourist 2
4. A testimony
> Script de l’enregistrement
➼ Part 1
I am an exiled Liverpudlian. I left the city in 1986, aged eighteen, and have returned only
infrequently ever since. The Liverpool I grew up in was harsh, with limited opportunities
and unemployment was very high. The place was untidy and litter was commonplace.
I was fortunate enough to gain a place at university, and this proved to be my escape route.
If I hadn’t escaped, I would probably have been trapped there for life – as indeed has
happened to my own parents and I am sure to many of my peers.
➼ Part 2
In the early days after leaving, I remember my visits were particularly depressing, the inbound
train passing through suburbs containing row upon row of identical, two-up, two-down
terraced houses. My own grandparents lived in such a house, and I remember the toilet was
outside until the house was modernised in 1982. Their situation was by no means unique.
I made the same train journey up there in mid-2008, and saw the same streets and the same
houses, and the same litter. By all appearances, time had stood still.
178 • UNIT 9
➼ Part 3
But time hasn’t stood still. Liverpool has long been notorious for its violence. On my last
visit I picked up the local paper and read of four fatal shooting incidents on the first three
pages! Even at this time, there is an ongoing court case of an eighteen-year-old accused
of shooting dead an eleven-year-old boy. These events contribute significantly to how many
people perceive Liverpool, and certainly I would be very unlikely to volunteer my place of
birth in a conversation. I am also relieved that my accent has become much reduced in the
years since I left.
➼ PART 1
1. exiled • Liverpudlian • 1986 • eighteen • returned • infrequently
2. limited • unemployment • untidy • litter • fortunate • place • university • escape
3.
Economic situation Living conditions Turning point in Peter’s life
limited • unemployment untidy • litter fortunate • place • university • escape
➼ PART 2
4. depressing
5. b) row upon row • identical • two-up • two-down • same
6.
Whose? Characteristics Date of renovation
his grandparents’ house no indoor toilet • modernised 1982
➼ PART 3
7. 4: shooting incidents • 3: first pages • 18: shooting • 11: dead
8. The example of an 18-year-old accused of shooting dead an 11-year-old contributes
to giving Liverpool a negative / tarnished image.
9. I am relieved that my accent has become much reduced in the years since I left.
> ACTION!
1. Peter left Liverpool in 1986 when he had a place in university / went to university.
2. His visits were infrequent because he still saw litter and unemployment everywhere.
3. Today in the newspapers, you can read about shooting incidents that give a tarnished
image of Liverpool.
4. Peter feels relieved he has got rid of his accent, because he felt ashamed of his hometown.
Approfondissement possible : Peter gives a very negative vision of Liverpool, he portrays a
grim reality. He gives a gloomy, unflattering vision of Liverpool. This town was notorious for
its slums in the nineteenth and first half of the twentieth centuries. Going to university was
a way out of poverty; he used to live in a poor community. People used to live in dilapidated,
shabby, squalid houses. They lived in cramped conditions. That’s why he longed to flee a
world of misery and want.
UNIT 9 • 179
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9 DESTINATION LIVERPOOL
1. Get ready
a. On insistera sur le fait que l’on recherche des prénoms et on donnera le temps nécessaire
aux élèves pour relever les quatre prénoms des Beatles qui se trouvent dans le texte 2,
ligne 7 (John, Paul, George and Ringo).
b. Productions possibles : I can see four men painted on a bus, their faces more precisely.
They look young and have 60s hairstyles. They must be the Beatles: John, Paul, George and
Ringo.Liverpool is their native town. The Beatles’ fans are making a pilgrimage to Liverpool
to see the musicians’ birthplace. This bus must be taking them to Penny Lane, the Cavern…
➼ PART 1
1. I: the narrator • a Beatles’ fan • a witness of the scene
that: such an atmosphere • such reactions • such a show
2. The public was waiting for the Beatles.
“The four lads” refer to the group.
3. k place: the theatre (l. 8) k city: Britain’s second city (l. 13)
4. k balcon: balcony (l. 8) k fauteuils d’orchestre: stalls (l. 7)
k scène: stage (l. 4) k rangées: rows (l. 8)
5. terrific (l. 2) • on and on (l. 2) • screams (l. 3) • frantic (l. 3)
6. secouristes: First Aid men (l. 6)
7.
Who is here to control the public? Number of victims Action
First Aid men (l. 6) • police officers (l. 6) “Many female fans fainted, patrolled (l. 7)
and up to thirty were
evacuated” (l. 9)
180 • UNIT 9
8.
Type of reaction Consequences
fainted (l. 9) • shouting their love (l. 10) were evacuated (l. 9)
9. amazing • extraordinary • incredible • eventful • unusual
10. they were carried away by their emotions
➼ PART 2
11. k 1961: first year when the Beatles played in the Cavern Club k 1963: last year when
they played in the Cavern k 275: number of gigs played by the Beatles in the Cavern
k 40: forty years later
12. k Name of the club: the Cavern k Type of equipment: a sound system k Type of music:
the “Mersey beat” / pop music
13. k stardom: suffix = -dom + root = star = célébrité
k unparalleled: prefix = un- + suffix = -ed + root = parallel = inégalé / sans égal
14. Mathew Street (l. 12) • Abbey Rd Oyster Bar (l. 15) • Abbey Rd shop (l. 15) • Lucy in the
Sky with Diamonds café (l. 16) • Lennon bar (l. 17)
15. “Abbey Road” and “Lucy in the Sky with Diamonds” must be / are two of their songs.
16. The Cavern Club has been restored as it was before.
> ACTION!
➼ PART 1
This concert was crazy and amazing!
It provoked extreme and enthusiastic reactions among the fans.
For example some women were hysterical, shouted and fainted.
➼ PART 2
The Beatles’ success started in 1961 when they were spotted in the Cavern Club.
Their influence was / marked the development of the Mersey beat and they have
remained popular in Liverpool. Their myth has persisted and a lot of shops make
money from their names.
UNIT 9 • 181
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9 DESTINATION LIVERPOOL
182 • UNIT 9
CORRIGÉ DE LA FICHE DU WORKBOOK (P. 71-73)
➼ PART 1
1. The interviewee is a Beatles’ specialist. Keywords: written a book.
2. – March 1957 – July 1957 – 1958
3. – John – Paul – George Harrison
4. guitar
5. John Lennon formed the band.
John heard him play the guitar and added him to the band.
Paul McCartney suggested a new recruit.
He asked Harrison to join the group.
6. John (Lennon) met Paul (McCartney) at school.
McCartney had made friends with Harrison on the morning bus ride to the Liverpool Institute.
7. They all met when they were at school and, after John founded his band, he added Paul and
then Harrison. They became the Beatles.
➼ PART 2
8. – Liverpool – Hamburg, Germany – Cavern Club
9. – February 1961 – 1962
10. “292” corresponds to the number of their appearances at the Cavern Club.
11. They started playing in Hamburg but made their first appearance at the Cavern Club in Liverpool.
➼ PART 3
12. Keywords in the journalist’s question: Brian Epstein • helped • them
13. record • owner • watch • enthusiastic • energy • manager • drummer • replace
14. Brian Epstein was a record store owner and was immediately impressed by the Beatles.
He was struck by their energy and charisma.
Ringo Starr became the drummer of the band.
The Beatles were very successful.
➼ PART 4
15. k the Beatles’ appearance: new look • unusual • suits and hairstyle
k their personality: unconventional • charming • humorous • creative
16. – hopped – sang – played
17. simple, touching, catchy songs
18. The Beatlemania was the success they had with the audience who loved their new look,
their personalities and songs.
➼ PART 5
19. \E"fISEli\ officially • \E"pIEr\ appear • \"A…ftEwEdz\ afterwards
20.
End of the group Reasons John Paul
December 29th 1970 tensions – famous for political activism – successful career
– fought for peace – continues to
– murdered in Manhattan produce albums
UNIT 9 • 183
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9 DESTINATION LIVERPOOL
21. Tensions appeared and put an end to the band in 1970. Then, they started solo careers but
John was murdered after fighting for peace and only Paul continues to produce albums.
Prolongement possible : une chanson des Beatles pourra être étudiée (Help, Strawberry
Field, Eleanor Rigby…).
184 • UNIT 9
2. SHOW RACISM THE RED CARD MANUEL k P. 117
UNIT 9 • 185
UNIT
9 DESTINATION LIVERPOOL
➼ PART 3
16. Barnes started playing for Liverpool and was abused. Some fans were racist, but Barnes
kept his temper. He never reacted publicly to the taunts but proved his worth with talent
and dignity. Barnes was one of the first Blacks to play for the English national team. He
broke the colour barrier quietly.
17. Incident: suffered from racist abuse Reactions: called for white fans to stand against racism
➼ PART 4
18. k ejected k ground
19. be expelled from the stadium • be put in prison • be banned from stadiums for ever
Approfondissement possible : The supporter is calling the radio station to tell people he
sides with / he supports Liverpool Football Club’s stand against racism. He has witnessed
racist acts in and around the stadium and feels people should fight against discrimination
and help the stewards. He recalls how shocked he was in 2000 when a player E. Herskey
was a victim of prejudice. Never ever should this happen again. Indeed, racist supporters
should be forbidden from either spitting, throwing abuse or making rude gestures because a
player doesn’t match their ideal physical appearance or ethnic origin. He voices his opinion
that such people are a disgrace to sport and football. Radical measures should be taken,
such as expelling the guilty ones from the stadium and taking their season tickets off them
for ever, if need be. Yet legal action is not enough as long as supporters themselves don’t
stand by the authorities and make racists feel like outsiders. Indeed, everybody should try
and curb racist extremists by having a positive attitude and reporting unlawful behaviour.
186 • UNIT 9
2. Understanding the poem
> Mise en œuvre : le professeur pourra utiliser la fiche du Workbook pour guider les élèves.
Puis lors du récapitulatif il demandera de répondre aux cinq questions du livre. À noter que le
texte est enregistré sur le CD classe n° 2, piste 15.
Productions possibles :
a. I can see it’s a poem because the end of the lines rhyme / have the same sound: like “basis”
and “racist” or “understood” and “good”. The lines all start with capital letters, even in the
middle of a sentence. It’s free verse.
b. I think “wanna” is colloquial; it corresponds to “I want to”. Just the same, “cos” is familiar for
“because”. I think “not one comment that’s said is racist” would be “there is not any comment
which is said to be racist” in standard English.
c. The target of the poem are young football fans. The author himself is certainly a football fan.
He wants the young supporters to share his views on “good games”. He wants to denounce
violence and racism, to promote tolerance, to make people aware of an acute problem, a
widespread phenomenon. He dreams of a better world and wants people to evolve and get rid of
their prejudice.
d. That is certainly the reason why he uses substandard English, to make himself understood,
to speak the same language as young football fans. Indeed youngsters often use those
familiar expressions in songs as well.
e. A “good game” is a football match devoid of any violence or aggression. The poet thinks a
match is a kind of friendly or brotherly meeting where thousands of people share in the positive
mood of the physical contest. Racism, violence, discrimination, prejudice, insults, foul language
or abuse are out of place in the arena. Therefore a “good game” is 90 minutes of sheer
pleasure, fun and support for a town, a city or a country’s team.
UNIT 9 • 187
UNIT
9 DESTINATION LIVERPOOL
4. Watch a video
Voir p. 421-422 et 444-446.
Le vocabulaire de cette page pourra être fixé à l’aide de la fiche suivante (téléchargeable
sur le site compagnon).
188 • UNIT 9
Check your vocabulary
1. Retrouvez les synonymes de ces mots.
a. cheer = c. insult (verb) = e. colloquial =
b. be careful = d. impolite = f. despise =
2. Complétez le tableau avec des mots de la même famille ; utilisez un dictionnaire
si besoin.
Verbes Noms Adjectifs
protect protection protective
threaten
respectful
hatred
support
convinced
pride
CORRIGÉ
1. a. encourage b. watch out c. abuse d. rude e. familiar f. show contempt for
2.
Verbes Noms Adjectifs
threaten threat threatening
respect respect respectful
hate hatred hateful
support support / supporter supportive
convince conviction convinced
pride pride proud
UNIT 9 • 189
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9 DESTINATION LIVERPOOL
➼ PART 1
1. Europe • America 2. in America 3. k slavery k colonists
4. un système structuré à grande échelle 5. k slavery k slaves
6.
Where did the Production?
Who needed What characterized
What for? workforce come
workers? this agriculture?
from?
the Europeans to exploit the from Africa – cotton, coffee, tobacco
American colonies – needed a large workforce,
but was very profitable
190 • UNIT 9
➼ PART 2
7. – successful – sweetened – owner
8. vast personal fortunes • wealth • invest • banking • profits • benefited
9. slave owners • people from the working class
10. iron • coal • banking
11. tobacco • coffee • chocolate • sugar
people from the working class
12. The British economy was changed: “changed • increased • demand”
13. Colonists sold their tobacco or cotton crops to European traders.
More and more people in Europe wanted coffee or sugar.
Planters planted more cotton to make up for the demand.
A cheap labour force was more and more needed.
➼ PART 3
14. k 1699: date when the slave ship Liverpool Merchant sailed to West Africa
k 1740: date when Liverpool merchants led the British slave trade
k 1.5 million: number of Africans Liverpool was responsible for transporting
k 10 per cent: percent of slaves transported through Liverpool
15. suffix = -ly + root = cheap = à moindre coût, de façon peu onéreuse
16. k lead k bring
17. impliqués
18. a slave ship • from Liverpool to West Africa
19.
Reasons for the expansion of Liverpool Who took part in the trade?
– located in Britain’s new industrial – the city’s merchants
heartland – citizens
– a harbour on the Atlantic – mayors
b. Corrigé :
Part 1
– Europe, Africa and America were involved in the trade.
– Three groups of people are mentioned: the Europeans, slaves (human beings treated as
property) and European colonists in the Americas.
– Cotton, coffee, tobacco, sugar were grown in the colonies and required a lot of field hands.
– These crops were highly profitable because the workers were not paid for their hard work.
Part 2
– amass vast fortunes, wealth, grand houses, profits, benefited
– Bankers decided to invest the slave trade money in the iron or coal industry, and build big
houses.
– People could buy coloured cotton, tobacco, coffee, chocolate, sugar.
– Slaves helped colonists grow new products that were cheap. These goods were sold in
Europe for a good profit. The money from sugar and tobacco was spent on buying new slaves
who could grow more sugar to be sold in Europe and match the growing demand.
UNIT 9 • 191
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9 DESTINATION LIVERPOOL
Part 3
– It was the first slave ship to sail from Liverpool to West Africa.
– In October1699 the Liverpool Merchant left the Mersey River, in Liverpool.
1.5 million Africans were transported into slavery by Liverpool slave ships.
In the 1740s, Liverpool was the leader of the British slave trade.
– Liverpool became one of the main trading cities because of its location in Britain: It was a
harbour on the Irish Sea (international trade) and at the same time national trade with the
inland was made easy by the many rivers and canals connected to the city.
– “Nearly all the principal merchants and citizens of Liverpool, including many of the mayors,
were involved.” (l. 51)
c. On encouragera la classe à utiliser le Help! et à se servir du Action! du Workbook pour
préparer la prise de parole en continu qui récapitule le texte. Les élèves peuvent se reporter
à la p. 54 du manuel (« Prendre la parole en continu ») où ils trouveront une liste de gap fillers.
Approfondissement possible : The Transatlantic Slave Trade was a well-organised and highly
profitable business. Colonists from America could grow new products which would sell well in
Europe, such as cotton, coffee, sugar or tobacco. Yet these crops needed many field hands
to grow. Therefore African slaves were brought to the New World to work for free, and this
enabled plantation owners to become immensely rich. Indeed the slave owners managed to
export these exotic crops to Europe and cash in vast profits while their spending on manpower
remained reasonable. By and by, the European working class came to enjoy these plantation
goods and rely on their regular arrival in Britain. The more they bought, the more slaves arrived
in the colonies to enlarge the plantation fields. A whole system was born; Liverpool (or Nantes
in France) was a leading city in Europe for the trade. Thousands of African slaves travelled on
Liverpool ships and many well-known citizens took part in this ghastly human bondage.
192 • UNIT 9
> Script de l’enregistrement
➼ Part 1
Journalist: So Mr Potter, you have found an incredible document in your father’s attic.
Mr Potter: Indeed. My ancestor’s ship’s log. Captain Peter Potter entered the ship’s
routine, destination, trading accounts, everything that happened on board The Essex.
➼ Part 2
Journalist: Could you give us some details?
Mr Potter: Well, I’m afraid to say The Essex was a slave ship built in Liverpool in 1770.
Journalist: Oh really? What exactly do you know about this ship?
Mr Potter: She left Liverpool on June 13th 1783, with 33 sailors and a big cargo for trading
with African chiefs: mainly coloured beads, razors and tea. On July 16th, a month later, she
stopped at Cape Verde islands for water and fresh food. She arrived at Bassa Cove, on the
west coast of Africa on August 18th. They stayed there for 7 months...
Journalist: Gosh, that’s a long time!
Mr Potter: Yes, trading with the African chiefs was very slow. Eventually the ship left Africa
on March 25th 1784 with 330 slaves on board.
➼ Part 3
Journalist: How long did the passage last?
Mr Potter: The passage took 51 days. Unfortunately 48 Africans died during that horrible
crossing. They stayed in the Caribbean 70 days, about 2 months and a half, and left for
Europe on July 15th.
➼ Part 4
Journalist: What happened to the slaves afterwards? Do we have any information?
Mr Potter: Oh yes, everything is carefully registered in the ship’s log. Apparently the
auction took place on July 12th and they sold badly because they were not in good health.
Anyway there was enough money to make a substantial profit and to get sugar and ivory
back home to England.
Journalist: When did she arrive in Liverpool?
Mr Potter: She was towed into the docks on September 1st 1784, one year and 47 days later.
➼ PART 1
1. descendant of the Captain of The Essex, Peter Potter 2. in his father’s attic
➼ PART 2
3. Liverpool. Built in 1770 4. June 1783 5. the number of sailors
6. cargo • chief • coloured • beads • razors • tea • July 16th • 1 month later • water •
food • August 18th • 7 months
7. Products from England: beads • tea • razors
Stop over at the Cape Verde: what for?: for water and fresh food
After leaving Africa: left on March 1784 with 330 slaves on board, and the passage took
51 days
UNIT 9 • 193
UNIT
9 DESTINATION LIVERPOOL
➼ PARTS 3 AND 4
8. k 51: number of days the passage took k 2.5: months they stayed in the Caribbean
k 48: number of Africans who died k July 12th: the day when the auction took
k 70: number of days they stayed place
in the Caribbean k July 15th: the day when they left for Europe
9. not in good health
10. Departure date from Africa: July 15th Number of slaves on board: 330
Number of days at sea: 1 year and 47 days What happened to some slaves: 48 died
Number of days in the Caribbean: 70 days Departure date for Britain: July 15th
11. Anyway there was enough money to make a substantial profit and get sugar and ivory back
home to England.
b. On s’appuiera sur le Action! du Workbook pour aider les élèves à reformuler leurs notes.
Corrigé :
– The trip took the ship from Europe to Africa, with one stop for water and food on the way. She
stayed 7 months anchored along the western coast of Africa for the trading of slaves. Then she
left for the Caribbeans. But 48 slaves died during the horrible passage and nearly all the others
arrived in bad health. They were sold and the money used for trading sugar. The round trip took
The Essex back to Europe one year and 47 days later with a new, highly profitable cargo.
– She left Liverpool on June 13th 1783 with 33 sailors led by Captain Peter Potter.
– The sailors had a big cargo of coloured beads, razors and tea to exchange for slaves, once
in Africa.
– She arrived on the west coast of Africa on August 18th and stayed there for 7 months.
The ship left Africa on March 25th 1784 with 330 slaves on board.
– The ship arrived in the Caribbeans 51 days later / in mid-April. Of the 330 slaves taken
in Africa, 48 had died during the crossing, so there were 282 slaves on board.
– She left for Europe on July 15th with sugar and ivory.
194 • UNIT 9
b. L’association picture / aspect of the slave trade se fera également avec l’aide du Help!
L’expression on board aura été vue lors de l’étude des p. 118-119 ou sera donné par
le professeur ; forced march et transport below deck seront repérés dans le Help!
c. On reprendra ici les éléments fournis en b. en étoffant ce qui deviendra la trace écrite.
d. On insistera sur la nécessité d’exprimer une opinion personnelle et de la justifier.
Productions possibles :
Picture 1. We can see a ship at sea. The corpse of a black man is floating in the water on the
left. Maybe the other two black spots in the water are other corpses. The scene looks peaceful
but then you see the corpses, it’s shocking! This corresponds to the Middle Passage, on board
ship from Africa to America. To me, this picture is the worst because of the presence of the
corpses in the ocean. Something terrible must have happened, maybe they were killed by
traders.
Picture 2. Strong, muscular black slaves, men and women, are standing, chained and wearing
shackles. They look resigned. On the left, a white man, a trader, is standing with an arm / a rifle
in his hand. He looks mean. The scene is cruel and is probably set in Africa: It’s a forced march
before boarding the ship. This picture is the most revolting: The slaves look big and strong but
have been captured and are chained and treated like prisoners to be dragged away from Africa.
It’s the end of freedom for them.
Picture 3. Slaves are lying on bunk beds: they are chained even at night. They have no living
space to move. This illustrates the transport below deck on board ship. This picture shocks me
most because the slaves are presented like merchandise / goods on shelves. It’s inhumane!
Prolongement possible : on pourra rapprocher l’image 1 du tableau de Turner, The Slave
Ship, et montrer les correspondances entre les deux œuvres.
2. Writing workshop
> Mise en œuvre :
k Cet entraînement à l’expression écrite pourra donner lieu à un travail individuel en
classe ou à la maison. On peut aussi envisager un travail en binômes ou en groupes.
k On pourra exiger que tous les mots du Help! soient réemployés et soulignés dans la
production écrite.
k On pourra subdiviser la production écrite en trois parties :
– in Africa: chains and shackles / attitudes
– on board ship to America: conditions and traders’ attitudes
– what happened to the slaves during the Passage
Prolongement possible : le vocabulaire pourra être fixé à l’aide de la fiche suivante
(téléchargeable sur le site compagnon).
UNIT 9 • 195
UNIT
9 DESTINATION LIVERPOOL
a. d.
b. e.
c. f.
3. Complétez avec les mots appropriés.
The majestic three-mast The Enterprise set from Liverpool in Spring 1798.
Her sailors travelled in bad conditions: They slept on below .
Her Captain, John Ravenger, was a man who treated his men harshly:
He often used his to punish them when they did not .
Any sailor who challenged him was in a cell and lived with
on his wrists and on his feet to prevent him from escaping.
CORRIGÉ
1.
mots transparents faux amis
capture • port • cruel • profitable • passage = traversée • consume = consommer •
chain sensitive = sensible
2. a. heartland b. workforce c. handcuffs d. warehouse e. waterfront f. seaman
3. The majestic three-mast The Enterprise set sail from Liverpool in Spring 1798. Her sailors
travelled in bad conditions: They slept on bunk beds below deck. Her Captain, John
Ravenger, was a cruel man who treated his men harshly: He often used his whip to punish
them when they did not obey. Any sailor who challenged him was locked in a cell and lived
with handcuffs on his wrists and shackles on his feet to prevent him from escaping.
196 • UNIT 9
LANGUAGE AT WORK MANUEL k P. 121-123
> Practice
1. a. Présent : phrase 1. Passé : phrases 3 et 4. Avenir : phrase 2.
Obligation : phrases 2 et 3. Interdiction : phrase 4. Permission : phrase 1.
2. 1 must 2 can’t 3 needn’t 4 will be able to 5 can 6 must
UNIT 9 • 197
UNIT
9 DESTINATION LIVERPOOL
ENTRAÎNEZ-VOUS
> Script de l’enregistrement
Everybody has heard about the tragedy of the Titanic. But how much do you really know
about it? Titanic, then the largest ship in the world, left Southampton for New York on
Wednesday 10 April 1912. On board were 922 passengers, later rising to 1,316 after stops
at Cherbourg and Queenstown, Ireland. With her crew of 892 she carried 2,208 people
in all. Her 20 lifeboats could only carry about half of the people on board. At 11.40 p.m.
on the night of Sunday 14 April she struck an iceberg to the south-east of Newfoundland,
which fatally damaged the hull. The ship sank over two and a half hours later with the
loss of over 1,500 lives. Titanic was registered in Liverpool and so carried the city’s name
on her stern, but she sailed from Southampton, and never visited Liverpool. Besides, the
Titanic had strong links with her home port. Did you know? Captain Smith of the Titanic
lived in Waterloo, near Liverpool, for 40 years, before moving to Southampton in 1908.
The eight heroic musicians in the Titanic’s band were recruited by music agents of Liverpool.
Fred Clarke, as well as all the other musicians, famously kept playing while the Titanic sank.
The Liverpool-based Cunard liner Carpathia rescued all 705 survivors of the Titanic disaster.
J. Bruce Ismay, chairman of the White Star Line, had fine houses in Liverpool and on the
Wirral. He escaped from the Titanic by climbing into one of the last lifeboats to be lowered,
but only after helping many other passengers into boats. Fred Fleet, the Titanic’s lookout
who spotted the iceberg, was originally from Liverpool. He always said that if he had been
supplied with binoculars, the ship might have been saved.
Corrigé :
1. b. a3 • b2 • c5 • d4 • e12 • f6 • g9 • h8 • i7 • j10 • k11 • l1
2. b. 10 (April) 1912 • 922 • 1,316 • 892 • 2,208 • 20 • 11.40 (p.m.) • 14 (April) • 1,500 •
40 • 1908 • 705
c. 1. Nombre de passagers à Southampton : 922 5. Nombre de passagers au total : 1,316
2. Nombre de canots : 20 6. Nombre de victimes : over 1,500
3. Heure : 11.40 p.m. 7. Nombre de membres d’équipage : 892
4. Date du départ : Wednesday 10 April 1912 8. Date de la tragédie : Sunday 14 April
3. a. captain • musician • chairman • lookout
b. captain: Edward Smith • musician: Fred Clarke • chairman: Bruce Ismay • lookout: Fred Fleet
198 • UNIT 9
4. 1. Right 2. 8 3. Wrong (he had lived in Waterloo, near Liverpool, for 40 years, before moving
to Southampton in 1908). 4. 705 5. Southampton
UNIT 9 • 199
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9 DESTINATION LIVERPOOL
➼ Part 6
Liverpool grew from a town of around 77,000 people in 1801 to a bustling city of almost
700,000 people in 1901. It explores some of the impacts that this tremendous growth had in
terms of health, in terms of jobs and in terms of education and in terms of housing. This sec-
tion of the exhibition also looks at the experience of some of the people who flooded into this
booming city in the 19th century. It looks at the experience of the Irish, the most significant
migrant group to settle in 19th century Liverpool; what they experienced in terms of escaping
famine and arriving in Liverpool. How many came as part of a journey to the New World but
remained, forming strong communities that would have a significant impact upon the city’s
accent, culture, politics and religious beliefs. The exhibition also looks at the other communi-
ties who arrived in Liverpool at this time and made it one of the most multicultural cities in Bri-
tain by 1900. The role that Liverpool ships played on the emigration routes to America meant
that millions of migrants passed through the city. Some came from Africa, some came from
Russia and China. Others came from closer to home, from Wales and from Scotland and from
the Lancashire area. This made Liverpool a truly world city because escaping famine, persecu-
tion or in search of work, many diverse communities chose to make Liverpool their home.
200 • UNIT 9
5 a. What centuries are mentioned? – – 2
b. Name two means of transportation which helped the city grow.
– – 2
c. Pick out three objects made or sold in Liverpool.
– – – 3
d. What economic sectors developed fast?
– – – 3
/ 10
6 Find information about:
a. the number of inhabitants in 1801 = in 1901 = 2
b. the country of origin of a major group of immigrants: 1
c. the century they migrated to Liverpool: 1
d. the reason for emigrating: 1
e. the impact they had on the city:
– –
– – 4
f. Where did the other waves (vagues) of immigrants come from? Name:
– one continent:
– two countries:
– three areas in the UK:
– – – 5
g. Reasons for emigrating:
– – – 3
/ 17
Total : / 40 points
Corrigé :
1. a. the Merseyside Maritime Museum b. the 800th birthday of the city
2. a. Life before Liverpool / the very early history of Liverpool. b. There were actually people
living around the Mersey for around 9,000 years.
3. a. 1207 b. King John c. a place from which troops and supplies could leave England to
invade Ireland d. seven streets
4. a. The population of the city was increasing and shipping developped very fast.
b. the docks c. in 1715 d. the Transatlantic Slave Trade
5. a. – 18th century – 19th century b. – the railways – the canals c. – matches – tobacco –
sugar d. – dock technology – shipping lines – shipbuilding
6. a. inhabitants in 1801 = 77,000, in 1901 = 700,000 b. Ireland c. 19th century
d. escaping famine / on their way to the New World e. – accent – culture – politics –
religious beliefs f. – Africa – Russia and China – Wales, Scotland, Lancashire
g. – escaping famine – persecution – in search of work
UNIT 9 • 201
UNIT
10 LIFE IS ART
Life is art
Nous avons choisi de travailler le Pop Art car les élèves sont en général très sensibles à
cette forme d’art, dont les thèmes font partie de leur quotidien, sans même qu’ils en aient
conscience. Ces œuvres sont faciles d’accès et permettent de déclencher la parole. Grâce
à cette approche artistique, certains élèves que l’on n’entend jamais s’expriment enfin
en classe.
202 • UNIT 10
Activités langagières dominantes
N. B. : les titres en gras indiquent les documents à étudier afin de réaliser la tâche finale.
Nous vous rappelons que les Help! sont enregistrés sur le CD classe et que les exercices
Improve your pronunciation sont téléchargeables sur le site compagnon.
UNIT 10 • 203
UNIT
10 LIFE IS ART
In front of the sink we can see a table which is covered with all sorts of food ready to be eaten.
In the foreground we can see a huge yoghurt, and in the bottom right-hand corner a very
big tin of sliced pineapple.
On the left, next to the yoghurt, there is a hot dog and behind it, pancakes with honey on them.
A loaf of bread which has been opened can be seen between the pancakes and the tin of
pineapple.
Completely on the left there is a piece of bacon and behind it a carton of milk, a glass and
some fruit.
On the far side of the table (beyond the pancakes), we can see cereals in a big cardboard
box, and also different sorts of cereals, all in small boxes, and a red pot in between.
There is some coffee in a coffee-pot on the cooker.
Informations complémentaires
Ruscha took photographs of gas stations on the legendary Route 66 highway which
connects Oklahoma to Los Angeles. The view of the road has an economic aspect.
This painting gives an impression of a cold and dehumanized world.
204 • UNIT 10
CORRIGÉ DE LA FICHE DU WORKBOOK (P. 82)
Informations complémentaires
Sur le site du musée Andy Warhol de Pittsburgh, on trouvera une mine d’informations
et de documents sur le Pop Art à utiliser en classe. Citons notamment :
– un PowerPoint remarquable qui peut être téléchargé à l’adresse suivante :
www.edu.warhol.org/20c_ppt.html et faire l’objet d’un travail au vidéoprojecteur
ou en salle multimédia ;
– une chronologie interactive : www.edu.warhol.org/20c_timeline.html
1. Over to you
> Mise en œuvre
k Ce travail pourra être préparé à la maison. De retour en classe les élèves pourront
confronter rapidement leurs réponses en binômes. Une prise de parole en continu pourra
ensuite avoir lieu et être suivie d’une reprise collective.
k Si nécessaire, les élèves les plus fragiles traiteront la question a., tandis que les plus
solides s’attaqueront à la question b. qui est plus abstraite.
k L’analyse pourra être complétée en écoutant l’enregistrement rattaché à la question 2
(Listen to an art fan).
Productions possibles :
a. What I find the most striking / incredible / impressive / unpleasant is that… What strikes
me most is…
The sculpture is in the middle of a room in an art gallery. It is surprising to see a hyper realistic
sculpture. This woman looks real.
She is a plump housewife pushing her trolley in a supermarket. She is in her thirties or forties /
is middle-aged. She is wearing a tight blue skirt and a pink T-shirt. She is still in her rollers.
UNIT 10 • 205
UNIT
10 LIFE IS ART
Her trolley is full to the brim. This woman seems to be overfed / to overeat. The trolley is
full of big cartons, cans, bottles, we can even recognize the brands of the products she has
bought.
b. It is a mirror of our consumer society. This woman embodies the American way of life, a
society based on consumption. The artist uses objects from our everyday life. He certainly
wants to denounce overconsumption. People are brainwashed into buying more and more.
TV commercials urge us to buy more and more.
The artist denounces / exposes our consumer society. He wants to make us aware of an
ugly reality. We are shopaholics. This sculpture warns us about the dangers of our consumer
society. It is a satire of today’s society.
Description
Feelings Why?
of the woman
First shocked, it’s gross – plump woman pushing realistic and cruel
her shopping cart
– fat American
housewife
Afterwards – shocking and revolting – typical housewife – makes people aware
– realistic and cruel – cart full to the brim of the danger of
– ugly scene consumer society
– a mirror of our – doesn’t want to look
consumer society like this woman in a few
years
206 • UNIT 10
Julia: It’s realistic because it is an everyday scene, a very commonplace situation. This
woman is a typical housewife in her rollers, her tight skirt, and with her cigarette. Her cart
is full to the brim: cans, bottles, bags. She’s bought loads of food, and piles of junk food.
She’s just bought all this food to feed her family. We can actually read all the brand names.
It is also cruel because this scene is really ugly, but that’s what we can see every time we
go to the supermarket. It’s a mirror of our consumer society. Consumers want to buy more
and more. The artist is very clever. It is so shocking, so revolting, it makes you aware of our
consumer society and all its drawbacks. And honestly I don’t want to look like this woman
in a few years.
Prolongement possible : on pourra faciliter la mémorisation du lexique de la rubrique Help!
grâce à l’exercice suivant.
CORRIGÉ
1. The / This sculpture is a harsh criticism of our consumer society.
2. It shows the drawbacks of our consumer society.
3. The / This woman is ugly.
4. The stack of products is gross.
5. To denounce the drawbacks of our society, the artist exaggerated a few points.
6. The artist denounces a society in which people have shopping carts / trolleys that are full
to the brim. He wants people to be aware of this situation.
UNIT 10 • 207
UNIT
10 LIFE IS ART
1. Get ready
Productions possibles : It’s ugly! Very kitschy! The statue is tiny compared to the bank notes.
The woman is sitting on a pile of money. Does she really have a huge fortune, or does she
dream of making big money? She wishes she won the lottery / married a millionaire / earned
a lot of money / inherited a fortune.
The song may be about a person dreaming of a better future, a woman who has lost a lot of
money gambling or on the stock exchange. It represents the American Dream. The narrator
may be an immigrant who is attracted to the States and dreams of new and better opportunities.
208 • UNIT 10
➼ PART 2 (stanzas 3, 4 and 5)
11. rich
12. k “they”: people with morals
k “my”: the narrator
k “you”: the narrator (the rich / wealthy man)
13. “you”: the consumer society.
14. “it”: the narrator’s funeral / burial
15.
Material life Solitude
– all those material things (l. 29) – lonely (l. 36)
– Consume more than you need (l. 32) – I feel lonely (l. 40)
– queen (l. 35) – my sadness and loneliness (l. 48)
– all my mountains o’ things (l. 39)
II. ACTION!
➼ RECAP 1 (stanzas 1, 2 and 3)
1. The narrator is probably a needy person. She may be poor, underpaid, badly off, even
destitute.
2. She belongs to the working-class, the have-nots, the underprivileged. She feels excluded
from the world of wealth and affluence. She must be in dire straits.
3. She dreams of becoming rich / wealthy /well-off, of belonging to the upper class, of living
in a mansion. She wishes she could enjoy wealth, material comfort, a high standard of
living / have better living conditions. She wishes she were able to afford luxurious things
such as caviar and champagne, more consumer goods. She wishes someone could wait
upon her. She wishes her dreams came true, were fulfilled.
She can’t bear / put up with her life any longer. She craves for a new life, a higher social
status. She wants to escape poverty, a life of misery. She feels bitter, trapped, hopeless
and frustrated. She longs to have a better future.
Approfondissement possible : The first narrator must belong to the working class; indeed
he / she is an employee. In the first stanza, the narrator voices his / her bitterness, his / her
resentment. He / She wishes he / she could become his / her own boss to be able to make
his / her own schedule. He / She may be sick and tired of being at someone’s beck and call.
The narrator’s dreams will never come true; he / she won’t be able to achieve his / her life-
long dream. He / She might not even be able to retire and enjoy some well-deserved holidays
(“I’ll be working till I’m in my grave”). No wonder he / she is bitter! We notice that his / her
dreams were very materialistic and that he / she aimed at impressing others. If he / she had
been well-off, he / she would have boasted to make other people envy him / her. In the last
paragraph, we understand that the narrator contends that fate has been unfair to him / her
because, more than anybody else, he / she knows the worth of these material rewards. This
narrator doesn’t only speak in his / her name, he / she is a spokesperson for all the hard-
working people who are poorly-paid and who will never manage to fulfil their dreams.
4. A wealthy person speaks in this part, he / she belongs to the upper class, has made a
fortune / big money.
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5. He / She lives in a consumer society where people are brainwashed, are told to keep buying.
He / She lives in a material world where people throw away things very easily. He / She lives
in a world with no spiritual values. Consumerism dominates / prevails, money rules the world.
6. Despite all his / her possessions and his / her social status, he / she feels lonely and
miserable.
Approfondissement possible : The second narrator might be a company manager or a
factory director. At any rate, he / she must have been other people’s boss and not a very
kind, flexible and understanding boss, since the word “exploiting” is used. He / She doesn’t
seem to be remorseful or to have pangs of conscience.
Nevertheless, he / she listens half-heartedly to religious people who remind him / her that
being very rich is a sin and that God’s Kingdom belongs to poor people. They advise him /
her to give away his / her fortune; they might not be utterly disinterested.
Lines 33, 34, 35: In our consumer society, people consume more and more; either they
become richer (queen) but they take the risk of losing their souls because they have a
material life and not a spiritual life or they become poorer and get into debt (“pauper”)
and they live in their dreams.
As the saying goes, money can’t buy happiness and indeed, this person doesn’t seem fulfilled.
He / She feels lonely / lonesome (“keep my sadness and loneliness at bay”); maybe even
more so as he / she is growing older. In the past, he / she may have befriended some people
but he / she may have taken advantage of them to achieve some professional goal (“good
people are only my stepping stones”) so these friendships didn’t last. Because he / she
treated people unfairly and ruthlessly, he / she has enemies that he / she dreads (“keep all
my enemies away”).
The lyrics of this song are quite depressing. Both narrators are bitter and sad. The first one
wishes he / she had become his / her own boss in order to enjoy more freedom and to earn
more money. He / She doesn’t mention any personal achievement that might have made
his / her life worth living for. The second one had money, but he / she earned it in a morally
questionable way so that, as he / she is growing older, he / she finds himself / herself lonely.
3. Recap
Voir corrigé de la fiche du Workbook, ci-dessus et page précédente.
4. Go further
a. Voir corrigé de la fiche du Workbook, ci-dessus et page précédente.
b. Productions possibles :
– It is better to be poor than to be rich with no friends.
– Money doesn’t make you happy.
– Money doesn’t create happiness when you gain it by exploiting others.
– The narrator prefers being poor (and to keep dreaming) to losing his / her soul.
Prolongements possibles :
– Si l’on dispose de la chanson de Tracy Chapman, on pourra la faire chanter en karaoké.
– Ce texte peut être mis en parallèle avec le poème de Edwin-Arlington Robinson, intitulé
Richard Cory, mis en musique par Simon and Garfunkel sur l’album Sounds of Silence (1966).
Ce poème reprend les mêmes thèmes que ceux évoqués dans les trois dernières strophes.
210 • UNIT 10
3. BIG SPLASH MANUEL k P. 129
1. President Elect
N. B. : on trouvera une excellente analyse de ce tableau sur le site suivant :
www.blackdogonline.com/media/books/pdf/pop_art_book_spreads.pdf
Productions possibles : President Elect can be divided into three parts with, from left to right,
are a close-up of John F. Kennedy’s face / a portrait from an election poster, a woman’s hands
holding a slice of cake, and a portion of an automobile.
Informations complémentaires
In President Elect, Rosenquist uses ads for Swans Down Devil’s Food Mix from 1954 and a
Chevrolet car advertisement, and juxtaposes them.
Kennedy was the first presidential candidate to use the power of the media to political ends.
The consumer products selected represent American symbols of affluence, technological
success and middle class standards of living – the typical promises of politicians.
The artist wants to warn us about a growing emphasis on marketing, consumerism and
packaging. As Rosenquist explains, “The face was from Kennedy’s campaign poster. I was
very interested at that time in people who advertised themselves. What did they put on an
advertisement of themselves? So that was his face. And his promise was half a Chevrolet
and a piece of stale cake.”
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➼ PART 2
5.
Characteristics Consequences
– dynamic: “nearly half of America’s could participate in mass culture
population was under 18 years old”
– consumer society = rich
➼ PART 3
6.
How many? Role played Impact
95% of homes had TV brought images of war, incredible change in the
poverty, racism way people reacted to
political decisions
7.
Who? For Against
individual Americans advocated peace, justice, rebelled against the
became activist leaders freedom, equality involvement of US troops
in the Vietnam War
212 • UNIT 10
> Script de l’enregistrement
➼ Part 1
Journalist: Why the Swinging Sixties?
A history teacher: Well... I’ll try to answer this question as best I can. First I think John
Kennedy’s election has much to do with this expression. When he was sworn in as US
President in January 1961, he was welcomed as a breath of fresh air. He and his glamorous
young wife, Jackie, seemed to sum up the optimism and vitality of the new decade. He
promised America could beat the Soviet Union in the Space Race. Remember Neil Armstrong
landed on the moon in 1969. America was in the middle of the Cold War. And Kennedy
promised a safer, freer world. Don’t forget that segregation was abolished in the USA in 1964.
➼ Part 2
Journalist: Why was America so dynamic? What were the other important factors?
A history teacher: First in 1960, nearly half of America’s population was under 18 years
old. And secondly, this generation was also rich and could take part in mass culture with
all its characteristics: movies, television, radio, advertising, toys, forms of art, photography,
games, etc.
➼ Part 3
Journalist: What about television? Did it have an impact on people’s lives?
A history teacher: It certainly did. The other striking phenomenon of the Swinging Sixties
was TV. Colour TV arrived in the early 60s. By the end of the decade, 95% of homes had at
least one TV, bringing newly visible images of war, poverty and racism. And of course, it was
not surprising to see an incredible change in the way people acted and reacted to political
decisions, for example.
Journalist: What exactly do you mean by this?
A history teacher: Political activism built up so quickly during the ’60s, and many individual
Americans became activist leaders. They called for peace, justice, freedom and equality,
and many people rebelled against the involvement of American troops in the Vietnam War,
for example.
3. Kennedy’s assassination
a. President Kennedy was killed in Dallas on November 22, 1963. The USA was in shock.
b. et c. Voir corrigé de la fiche du Workbook ci-dessous.
➼ PART 1
1.
Event Role played Device used Interpretation
JFK’s event largely – silkscreens of all the the assassination was
assassination covered by personalities of his day covered by the media all
the media – repetition of the same over the world = big hype
image around the event
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➼ PART 2
2. Type of photograph: news photographs that appeared in the media. Photographs were taken
from Life Magazine.
3. 4: The couple drove through the city.
2: Lyndon Baines Johnson took the oath and became President.
1: They landed at the airport.
3: Jackie Kennedy attended a ceremony in Washington.
4. standing stunned • grieving • in mourning • she is beaming
➼ PARTS 3 AND 4
5. \Ti…m\ = theme • \"aIkÅn\ = icon • \"hO…ntId\ = haunted • \"trœdZIk\ = tragic
6. combines • important • themes • Warhol • work • fascinated • stars • public figures •
mass media • people
7. Warhol painted stars to show the influence of the media on people.
8. time • death
9. happy • smiling • grieving
10. Warhol was also haunted by time and death. Time passes and stars are also mortal.
214 • UNIT 10
Prolongement possible : Choose an icon representative of your country or our times. Then create
an original Pop Art repetitive portrait of the icon you have chosen.
Informations complémentaires
Roy Lichtenstein often used “Ben-day dots”. The Ben-day dots printing process, named
after illustrator and printer Benjamin Day, is similar to Pointillism. Depending on the effect,
colour and optical illusion needed, small coloured dots are closely-spaced, widely-spaced
or overlapping.
2. La classe pourra être divisée en deux moitiés, qui chacune traitera une partie du tableau.
Productions possibles :
a. – On the left-hand side we are given the girl’s stream of consciousness, her interior
monologue: “I tried to see things from Mom and Dad’s viewpoint.”
– She is thinking about her boyfriend, she is trying to forget him, to put this affair out of her
mind. However, she can’t, she is still in love with him, she can’t help thinking about him.
She wishes they were still together. She feels lost and lonely, desperate, down-hearted and
depressed.
– She has just split up with her boyfriend.
b. – On the right-hand side the daughter doesn’t feel like eating, she’d rather be alone. She
wishes her mother could leave her alone. The mother wants to cheer her up because she is
worried about her daughter’s health.
– The mother is worried about her daughter and tries to comfort her / cheer her up whereas
the girl wants to be left alone.
3. a. The girl must have been dumped, or she may have dumped her boyfriend. They may have
quarrelled, and decided to split up.
b. Cette question donnera lieu à un roleplay. On laissera aux élèves quelques minutes pour
préparer leur dialogue. On vérifiera qu’ils n’ont bien que des notes sous les yeux et non des
phrases complètes.
Productions possibles :
“You should forget this boy. He is not worth it! You’d better forget him. Go out, see your
friends, meet people, do what you like.”
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“I feel drained, I can’t go out, I have no energy left. I don’t want to go out. Don’t you understand
that I need some time to get over all this?”
“Of course we do, darling. But you need some fresh air and new faces.”
“Oh, please, give me a break!”
The girl leaves the room and slams the door.
c. The girl may forget Eddie and fall in love with somebody else. They may also make it up and
be happy ever after.
4. This is a very familiar situation / a real-life situation / a classic and romantic situation. It is
an everyday life / ordinary crisis. It is quite humorous to read these words, to see this kind
of situation represented in a painting. It is a parody of romantic love stories.
5. Les élèves pourront faire des montages qu’ils présenteront à la classe et qui seront commentés.
Prolongements possibles :
k Une fois le tableau étudié, on pourra demander aux élèves de préparer une prise de
parole en continu : You are a museum guide and you explain this painting.
k On pourra demander aux élèves de dessiner / créer un portrait à la manière de Roy
Lichtenstein. Le logiciel suivant leur sera très utile : www.photofiltre.com
k Les élèves les plus motivés pourront découvrir un document PowerPoint sur Roy Lichtenstein
à cette adresse : www.teachnet-uk.org.uk/2006 Projects/Art-Presentations/Presentations/
Une fois sur cette page, cliquer à droite sur l’onglet PowerPoint, puis en bas de la page sur The
Work of Roy Lichtenstein.
2. The man is bald, pot-bellied, plump, stout, bearded, sloppy and slouching.
The woman is slim = slender, skinny, tall, attractive, smart = elegant, fashionable, made-up
and long-haired.
216 • UNIT 10
> Le quasi-certain, le possible et l’impossible : must, may / might, can’t
1. Must n’exprime pas la quasi-certitude dans les énoncés b et d.
Les deux valeurs de must sont la quasi-certitude et l’obligation.
2. Valeur de can’t dans la 1re phrase : impossibilité, dans la 2e phrase : impossibilité.
3. a.
Quasi-certain Possible / peu probable
– The house is empty. The owner must be – There are palm trees in their garden –
outside. they may live in Malibu.
– The girl looks quite young – she must be – She may change her mind and call him.
in her twenties. – They might make it up one day, but I
– The girl has not spoken a word for days. doubt it.
Her parents must be worried.
b. – The house is empty. The owner is certainly outside. La maison est vide. Le propriétaire
est sûrement dehors.
– There are palm trees in their garden – perhaps they live in Malibu. Il y a des palmiers dans
leur jardin. Ils habitent peut-être à Malibu.
– The girl looks quite young. She is certainly in her twenties. La fille a l’air assez jeune. Elle a
sûrement / certainement entre vingt et trente ans.
– Perhaps she will change her mind and call him. Elle va peut-être changer d’avis et l’appeler.
– The girl has not spoken a word for days. Her parents are certainly worried. La fille n’a pas
parlé depuis des jours. Ses parents doivent être inquiets.
– Perhaps they will make it up one day, but I doubt it. Ils pourraient se réconcilier un jour,
mais j’en doute.
4. a.
Porte sur le passé Porte sur le présent Porte sur l’avenir
• She doesn’t want to call • The artist may want to warn • She may find
Eddy – they must have us against overconsumption. another solution soon.
quarrelled. • She doesn’t want to see him
• There is nobody at home – anymore – she must be fed up
they may have gone shopping. with him.
• He’s such a nice person • She may be dreaming.
– he can’t have said such
horrible things.
b. On utilise :
– le modal + base verbale pour parler d’un fait situé dans le présent ou l’avenir
– le modal + be + V-ING pour parler d’une action qui se déroule au moment où l’on parle
– le modal + have + participe passé pour parler d’un fait situé dans le passé.
UNIT 10 • 217
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> Practice
1. a. Elle est sans doute fâchée. k must
b. Elle écoutera peut-être ses conseils. k may
c. Elle ne sait pas trop si elle va lui téléphoner. k may / might
d. Elle va peut-être lui téléphoner. k may
e. Il se peut qu’il achète ce tableau. k may
f. Ce tableau ne peut pas être à la Tate Modern, il est trop ancien. k can’t
g. Ce tableau est sûrement au Museum of Modern Art. k must
2. a. He must be lonely.
b. Her parents must be supportive.
c. Her parents may manage to cheer her up.
d. The woman may be in her forties.
e. He may be abroad.
f. They may know the truth.
g. They must know the truth.
h. He may tell her the whole truth.
3. a. Il doit être cinéaste.
b. Elle a dû blesser ses sentiments.
c. Il va peut-être lui écrire pour /et s’excuser.
d. Il a peut-être eu une aventure / liaison avec une autre femme.
e. Elle pourrait lui pardonner. / Il se pourrait qu’elle lui pardonne.
4. Cet exercice pourra être traité à l’écrit ou à l’oral.
Productions possibles :
a. The painter is Roy Lichtenstein. This painting is charcacteristic of his style. It looks like a
comic strip with the bubble at the top. The composition is also characteristic of this painter:
He uses flat primary colours, dark lines and thick outlines.
b. The girl may be in an appartment / flat / a loft in Manhattan. There are stairs in the left-
hand corner of the painting. She may be in Manhattan since we can see skyscrapers in the
background. She is obviously thinking about her boyfriend / lover. She is expecting him and
he must be late. He hasn’t turned up. She wonders why he is late.
c. She is wearing gloves because it may be cold / freezing outside. She may also be going to
a party and has to be well-dressed / dressed up. She is also wearing a white raincoat over a
blue low-necked dress / T-shirt.
d. She may be in her late twenties or thirties. She may belong to the upper middle-class since
she lives in a loft in Manhattan. She looks worried / anxious.
e. The man she is waiting for must be an actor or a film director, or a photographer since she
mentions the studio.
f. The man may have been delayed, may have had an accident, may be stuck in a traffic jam,
may still be working because he may be dreadfully / desperately overworked and behind in
his work.
g. He may turn up in a few minutes and apologize / he may call her to tell her he will come
soon or to tell her he is through with her, that he is fed up with her and wants to break up /
finish with her.
218 • UNIT 10
YOUR TASK MANUEL k P. 136-137
1. Avant l’écoute
On complétera la grille qui sera (rétro)projetée (disponible sur le site compagnon).
Audio guides 1 2 3 4
1. Introduction
– nature (painting, sculpture, drawing, date, name of the artist,
art movement)
– dominant theme(s)
2. Striking elements
– who? famous? unknown?
– probable job / occupation
– age
– looks
– clothes
– accessories
3. Techniques used by the artist
– repetition, contrast, collage
– dominant colours
4. Interpretation
– what do the different elements symbolise?
– links with other Pop Art works of art?
– what are the goals of the artist?
– impressions given
5. Overall impressions
– informative
– convincing ≠ unconvincing
– well-organized
– complete
– shallow = superficial
– accurate
2. Pendant l’écoute
Il s’agit de procéder à une écoute avec prise de notes en parallèle. Avant d’écouter les
audioguides sur Duane Hanson, on fournira le mot suivant : burden et sa signification :
fardeau. Dans le cadre d’une classe fragile, on pourra distribuer aux élèves les fiches
récapitulatives suivantes.
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1. TEN MARILYN
Date
Fascination for?
Technique used
Goal
Main characteristics
Interpretation
– Repetition
– The black and white portrait
2. TEN MARILYN
Date
Fascination for?
Origin of the portrait
Why was Marilyn chosen?
Technique used
Goal
Main characteristics
Interpretation
– Repetition
– The black and white portrait
Made of?
Characteristics
Who?
Goals?
Impressions Duane Hanson
wanted to give?
Made of?
Characteristics
Who?
Goals?
Impressions Duane Hanson
wanted to give?
220 • UNIT 10
3. Après l’écoute
On travaillera sur les critères retenus en confrontant les points de vue et en exigeant
toujours une justification du choix.
UNIT 10 • 221
Young Woman Shopper, audio guide 2
4. This is a life-size sculpture made of synthetic resin. Duane Hanson added human hair,
dressed the model in real clothes and gave it real bags to carry. The artist portrays ordinary
Americans. People are frozen in their activities. The sculpture is so realistic that the woman
can be mistaken for a living person. When describing this sculpture, Duane Hanson said:
“I like the physical burdens this woman carries. She is weighed down by all her shopping
bags and purchases, and she has almost become a bag herself. She carries physical
burdens – the burdens of life, of everyday living.” With her sad eyes and worn clothes, this
woman looks lonely, isolated, and resigned. We are shown slices of real life. For Duane
Hanson, men live lives of quiet desperation. The sculptor focuses on the resignation and
despair of ordinary lives.
C.
> Script de l’enregistrement
My parents did not have the benefit of college. They didn’t get to go to college. They were
from a very rural part of the Middle West. College to them was always a dream. For us, it
was always a requirement. We knew – because they told us – we’d go to college. And they
worked very hard to pay for it, and to provide it for all four kids. And I was the first member
of my family to graduate from college, and to get a degree in physics, and to start teaching.
And my parents were very proud. To me, that’s the American Dream, for one generation to
keep building the dream for later generations.
A world of geeks
S’exprimer à l’oral en interaction :
les descripteurs du CECRL
Niveau A2 Niveau B1
Grille d’auto- Je suis capable d’interagir avec Je peux développer une argumentation
évaluation assez d’aisance dans des situations claire en élargissant et confirmant
structurées et de courtes mes points de vue par des arguments
conversations à condition que et exemples pertinents (sujets
l’interlocuteur m’aide le cas échéant. d’actualité, de débat…).
Je suis capable de faire face à des Je peux prendre part sans
échanges courants simples. préparation à une conversation
Je peux poser des questions, sur des sujets familiers, d’intérêt
répondre à des questions et échanger personnel ou qui concernent la vie
des idées et des renseignements quotidienne.
sur des sujets familiers dans des Je peux intervenir pour vérifier et
situations prévisibles de la vie confirmer le détail d’une information.
quotidienne (travail, loisirs…). Je peux engager, soutenir et clore
Je suis capable de comprendre une conversation en tête à tête sur
suffisamment pour alimenter la des sujets familiers ou d’intérêt
conversation. personnel.
Cohérence Discours peu développé, les Produit un discours simple, clair et
du discours / connecteurs logiques utilisés sont cohérent. Peut enchaîner quelques
contenu simples : « et », « mais », et « parce points et donner des explications,
que ». présenter des arguments.
Interaction Peut répondre à des questions Peut comprendre son interlocuteur,
simples, peut suivre une soutenir une conversation (la
conversation simple sans pouvoir commencer, la poursuivre, la clore)
l’alimenter. sur des sujets familiers.
Peut répéter une partie de ce que
quelqu’un a dit pour confirmer la
compréhension ou rebondir sur les
arguments.
Peut faire de brefs commentaires
sur les points de vue des autres
pendant une discussion.
Adaptation Peut communiquer lors d’un échange Sait utiliser des formules de politesse
au contexte simple et direct sur des sujets familiers. pour entrer en contact avec l’autre.
Aisance Peut se faire comprendre dans une Peut parler relativement longtemps
à l’oral brève intervention, les pauses avec un débit assez régulier malgré
et les faux démarrages sont quelques problèmes de formulation
acceptés. avec des pauses.
Peut continuer à parler sans aide.
UNIT 11 • 225
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11 A WORLD OF GEEKS
Niveau A2 Niveau B1
Phonologie Prononciation en général Prononciation clairement
suffisamment claire pour être intelligible même si un accent
comprise malgré un net accent étranger est quelquefois perceptible
français, mais l’interlocuteur devra et si des erreurs de prononciation
parfois faire répéter. surviennent occasionnellement.
Correction Utilise des structures simples Peut se servir avec une correction
grammaticale correctement, mais fait encore des suffisante d’un répertoire
erreurs élémentaires qui ne gênent de tournures et expressions
pas le sens. fréquemment utilisées et associées
à des situations plutôt prévisibles.
Afin d’ouvrir la partie du manuel consacrée à l’expression orale en interaction, nous avons
choisi un thème à propos duquel les élèves ne manqueront pas de trouver facilement des
arguments et sur lequel ils auront forcément un avis. En outre, il nous semblait impossible
de traiter les points « Échanges » et « Lien social » du programme sans aborder le domaine
des ordinateurs, des téléphones portables et autres jeux vidéo.
226 • UNIT 11
Activités langagières dominantes
UNIT 11 • 227
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228 • UNIT 11
Prolongement possible : on pourra enfin procéder à un travail de mémorisation du lexique
de base en demandant aux élèves de fermer leur livre et de traduire, à l’écrit ou à l’oral, les
phrases suivantes.
1. J’ai mon propre ordinateur.
2. J’utilise mon ordinateur pour chercher des informations.
3. As-tu un téléphone portable ? (pour « téléphone portable », demander un mot britannique
et un mot américain)
4. J’envoie souvent des messages à mes amis.
Corrigé
1. I have my own computer.
2. I use my computer to search information.
3. Do you have a mobile / mobile phone (GB), cellphone / cell / cellular phone (US).
4. I often send messages / text messages to my friends. / I often text my friends.
1. Get ready
Si ce travail n’est pas préparé à la maison, on pourra laisser aux élèves un temps de réflexion
pour trouver des arguments. Ils pourront s’appuyer sur la p. 88 du Workbook.
On pourra organiser la classe en trois groupes :
– the do-nothing type of vacation
– sports-orientated people
– cultural / educational holidays
Pour préparer à la tâche finale, on encouragera les élèves à confronter leurs points de vue
en reprenant les structures de l’accord et du désaccord. Si nécessaire, les renvoyer aux
expressions de la p. 154 du manuel qui seront utiles au débat.
Productions possibles : I’m not sports-orientated, I love sunbathing, bathing, lying in the
sun on a beach. I love blue skies, palm trees, blue waters, deckchairs, swimming-pools,
reading a book by a swimming-pool and getting tanned.
I enjoy hiking, hill-walking, mountaineering, walking along deserted trails, breathing some
fresh air, being away from it all. Being on holiday means physical exercise and life in the open,
camping, rock-climbing.
I prefer visiting a country, going sightseeing, seeing monuments with my own eyes, visiting
museums, meeting the natives, discovering exotic places, new customs.
Les différents arguments seront synthétisés au tableau et constitueront la trace écrite.
UNIT 11 • 229
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230 • UNIT 11
2. CELLPHONE MANIA MANUEL k P. 146-147
Anticipation
k Les illustrations de la p. 136 pourront donner lieu à un entraînement à la prise de parole
en continu et à un jeu Just a minute inspiré de l’Académie de Caen (Débats Citoyens, Quelques
activités d’entraînement possibles). On divisera la classe en deux moitiés et on attribuera une
image à chaque groupe. À l’intérieur du groupe, les élèves travailleront individuellement ou par
binômes. Un rapporteur prendra la parole et le reste du groupe complètera éventuellement
ce qui a été dit. On demandera aux rapporteurs de parler pendant une minute sans s’arrêter.
Il / Elle peut hésiter et employer des gap fillers, mais ne doit pas se répéter. Un time-keeper
vérifiera que toutes ces règles sont suivies. Si un élève ne parvient pas à tenir le temps
demandé ou à respecter les règles, on recommencera avec un autre rapporteur.
k On pourra demander à des élèves de prendre des notes, qui pourront ensuite être
(rétro)projetées pour être corrigées et enrichies par la classe entière.
Productions possibles :
– First picture: The girl’s eyes and mouth are replaced by mobile phones. That may mean
that she cannot speak and see by herself anymore. She is addicted to her phone, she can’t
do without it. She and her friends don’t communicate directly anymore, only on / through the
phone. She has no eyes, no brain, she has become a non-person, she is no longer a human
being, she has lost her freedom / is alienated.
– Second picture: The wall has got eyes watching the shadow of a teenager / girl. These eyes
might symbolize parents or friends always knowing where you are, thanks to the mobile phone.
The eyes are threatening. This reminds me of George Orwell’s Big Brother: It is an authoritarian
regime, a dictatorship. Big Brother is watching citizens all the time and tracking them. It reminds
me of the Thought police who arrest Winston in the book. With this device, nothing can go
unnoticed, people can’t escape / flee. This seems to be an eye detector that could prevent
everyone from doing what they want freely. People have no private life, no inner life.
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232 • UNIT 11
if their children are not in the right place. It reminds us of Big Brother. Besides, a kid might be
fed up and want to get rid of this chain.
k La discussion sur les avantages et les inconvénients donnera lieu à un travail en groupes
ou en binômes. Un rapporteur (ou plusieurs) sera choisi dans chaque groupe et les éléments
de réponses seront synthétisés par les élèves soit dans leur cahier, soit au fur et à mesure
dans la grille fournie page précédente (rétroprojetée à l’aide d’un transparent ou reproduite
au tableau).
k On peut aussi mettre en place une activité proposée par l’Académie de Caen et intitulée
Circular debate. On fixe un nombre impair d’élèves (5 par exemple) dans chaque groupe et
chaque élève avance un argument qui est immédiatement contredit par l’élève qui a parlé
avant lui.
k Enfin, on peut organiser un Yes-but game. Deux rangées d’élèves A et B se font face.
L’élève A avance un argument et retourne à la fin de la file des A. L’élève B qui lui fait face doit
avancer un argument contraire et va lui aussi à la fin de la file des B. L’équipe gagnante est
celle qui a trouvé le plus d’arguments lorsque le jeu est déclaré terminé par le professeur (dès
que celui-ci sent que les élèves sont à court d’idées).
k Quel que soit le type de débat, on encouragera les élèves à utiliser les expressions de
communication de la p. 144 et on utilisera la p. 89 du Workbook pour enrichir l’expression.
Productions possibles :
– Debate text A:
“I believe it’s a shame! Boys don’t need to have a virtual girlfriend, it’s ludicrous, they’d better
chat real ones up! This is absurd / nonsense / rubbish! No way!”
“Exactly, this is pathetic: Teenagers had better be nice to their girlfriends and try to understand
them.”
“Why don’t they find real girlfriends and learn how to deal with them?”
“I see your point but, on the other hand, it can be useful to get good ideas for your future
girlfriend.”
“You must be joking! If I were the girlfriend of a boy who uses this device, I wouldn’t let him
use it: It would be the device or me!”
“I believe that some very shy people may find it handy / reassuring, it could give them more
confidence afterwards in real life.”
– Debate text B:
“Parents had better try to talk more to their children.”
“It is alarming! Some parents feel the need to have this kind of device instead of trusting their
own children.”
“I totally disagree, they can trust them but still want to use modern technology for security /
safety reasons. What’s more, parents always worry and want to know where their kids are.”
3. Role play
a. L’analyse de cette image pourra donner lieu à une prise de parole en continu en début de
cours par exemple.
Productions possibles : The boy with a flashy and colourful shirt has a mobile phone around
his neck. It’s locked around his neck with a chain that could symbolize his attachment to the
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phone, maybe his dependence. He probably cannot live without it. He’s like a dog with his
lead: never out of reach and constantly attached to his phone. He can be contacted at any
time even in the middle of the night. His phone must be on all day long. He is the symbol of
an addict. It’s humorous but effective. We can’t see his face, and the photographer did it on
purpose, because many people can identify with him.
b. Le professeur partagera la classe en deux groupes. Chacun préparera des arguments pour :
– un(e) ami(e) qui veut un(e) petit(e) ami(e) virtuel(le) ;
– des parents intéressés par le nouveau type de surveillance décrit dans le texte B.
Les amorces proposées dans le Workbook p. 89 (question 2 b.) ainsi que le vocabulaire
du Help! p. 147 du manuel aideront les élèves à enrichir leur expression.
Productions possibles :
– To your friend who wants a virtual girlfriend or boyfriend
Come off it! You can’t possibly compare a real girlfriend and a virtual one. It’s a total waste of
money!
If you choose a virtual girlfriend, you will practise before having a real one.
Do you see yourself with a virtual programme, talking to it and pretending it’s your girlfriend?
It’s just a substitute, you can’t live in a world of fantasy!
How can you imagine it’s the same thing as building a relationship and having a real girlfriend?
Have you ever thought about the loss of time / fun it could be?
Why don’t you try it for a while and see what you think about it?
Why don’t you get out more often and try to find yourself a real boyfriend and build a relationship?
Such a device is risky if you spend too much time on it. There is a real lack of warmth, it’s not
a real relationship.
Be careful, you can become cut off from the real world instead of facing reality.
– To parents who want to adopt cellphone surveillance
You always are on my back, trying to trace me wherever I go!
I understand you want to feel reassured because you’re afraid of losing me but I will feel
watched and tracked.
I know it’s for my safety and your peace of mind and you think this is for my own good but
I am reliable.
But I think it’s too disrespectful. This will limit my freedom and you will be spying on me!
Don’t you think that it could be easier to trust me and not prevent me from going where I want
when I want?
What about my freedom and sense of responsibility?
Stop worrying and imagining the worst!
Anticipation
On utilisera l’image de la p. 148 du manuel en anticipation.
Productions possibles : The boy in the foreground is fascinated by the game he is playing.
He is computer-addicted. He is glued to the screen. He is hooked on computer games. He is
the perfect image of a couch potato. He is sitting comfortably in a huge green armchair. He
can’t spend much time outside. He can download all the software programmes he wants and
234 • UNIT 11
may have no contact with the outside world. He lives in a virtual world which has replaced the
real one. He may be computer-dependent. It may have consequences on his health, he may
become overweight, obese if he doesn’t do any exercise / practise any sport. The two boys
are not playing with each other, but with computers. Their computers may isolate children
from one another, from their brothers and sisters, from their parents.
2. Follow-up work
a. Productions possibles :
– Could you live without video games?
– How many hours a day do you play?
– Don’t you miss your friends if you don’t see them?
– What is the most important thing for you: hanging out with your friends or playing video
games?
– Do you think you lead a normal life?
– Do you see yourself as an addict?
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3. Discuss
Les amorces fournies p. 90 du Workbook ainsi que le vocabulaire du Help! et les amorces
p. 149 du manuel constitueront une aide précieuse dans le cadre de ce premier mini débat.
Celui-ci donnera lieu à un travail écrit ou oral.
k Travail écrit : on pourra diviser la classe en deux et demander à chaque groupe de trouver
un maximum d’arguments. La production d’un élève pourra être (rétro)projetée, corrigée et
enrichie collectivement.
k Travail oral : les mises en œuvre décrites p. 233 pourront être réutilisées ici (Circular
debate, Yes-but game).
Productions possibles :
– Yes, computer games can be addictive
“Recent studies suggest / prove / show that spending too much time playing computer
games can really become an addiction. Today we know that it can become an addiction
like alcohol or drugs or other illegal substances. Just imagine the damage! It’s a distracting
activity, worse than watching TV! If you spend too many hours playing, then you will become
more and more obsessed. Playing too much on your computer may become addictive if
nobody is there to stop you and your mood can change but don’t you think that an addiction
is something serious and, as such, can be harmful?”
“Indeed, it may be unhealthy because you don’t go out so much, see your friends or do any
other activity.”
“You’re right, what’s more, teenagers who have no limits can become addicted like junkies:
They need to continue the game and they just can’t stop!”
“It can be dangerous for your psychological and emotional health and lead to health disorders.
You can become moody and the consequences for your social life can be huge / dramatic!”
236 • UNIT 11
– No, computer games aren’t addictive
“It can become addictive but only if you exaggerate and spend all your time playing.”
“I see your point but ‘gamers’ are not like junkies, it’s not a drug! Don’t you think that people
exaggerate when they say it’s like taking drugs? It’s entertaining first of all, you can have fun
whenever you want, even if your friends are not around. On the other hand, it can develop
your imagination and certain skills or reflexes.”
“I totally believe that it depends on how long you play. If you know when to stop, it’s funny and it
can increase your imagination. Youngsters / Young people can really enjoy themselves / have
a great time thanks to computer games. They can take pleasure in playing and discovering new
adventures and new graphics corresponding to new worlds!”
4. Growing up online
Productions possibles (exploitation de l’image) :
It’s a close-up shot of a teenager’s face. What immediately catches the eye are the purple and the
green colours. Our attention is also focused on the eyes. The teenager’s eyes look like a screen:
They are square. He / She is expressionless. The atmosphere is spooky. This person is glued to
the screen. The light is artificial. His / Her nose looks weird because it has lost its shape. This
makes the teenager look dehumanised. It may suggest she / he is addicted to the screen and has
lost contact with the real world. It may also mean that computer addicts are alienated.
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do whatever they want, show any photo or video of themselves and their friends. Some can
be shocking and some parents wonder if wicked people can’t have access to these photos
and do their kids harm. Some kids are addicted to the Internet, because they no longer feel
complete without computer interaction and their online personalities.
Journalist: Thank you very much.
4. It is fun to meet people in cyberspace and to communicate with other people who have
the same interests throughout the world.
Computers offer a form of escape and diversion.
Some users may begin living / live artificial lives and create virtual worlds and have
different personalities online.
Teenagers who are insecure can assume a completely different person.
Computers have become indispensable for shy people because it raises their self-
confidence.
➼ PART 2
5. control
6. out of reach • parental
7. Activities online – are talking
– showing photos or videos
– visiting websites
Relationships with parents – are out of reach (of their parents)
– totally invisible relationships with their parents
➼ PART 3
8. a. fear • safety
b. psychopath • a potential murderer
c. Some parents fear for their children’s safety.
9. Activities Consequences
– have an online personality they think they can do whatever they want
– show photos
– show videos
– nobody’s watching what they’re doing
238 • UNIT 11
4. TECH I.T. EASY MANUEL k P. 150
UNIT 11 • 239
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11 A WORLD OF GEEKS
see a teenager neglect his computer. He is not addicted to his computer although there are
many temptations. The cartoonist may suggest that some kids can resist temptation and stick
to more traditional pastimes. The balloon may refer to what his friends tell him when they
make fun of him.
Similarities Differences
– the invasion of technologies in our lives – The first character, like the third and
– the desire to fight against these addictions fourth characters, admit they are hooked
for the characters in the first, third and on their computer or cellphone and want
fourth cartoons to get rid of them whereas the mother
in the second cartoon is keeping up with
modern technology.
240 • UNIT 11
> Build up your vocabulary
1. a. keyboard = dessin n° 3 (accepter également le clavier des n° 2 et 4) b. mouse = n° 5
c. laptop = n° 4 d. desktop = n° 2 e. screen = n° 1 (accepter également l’écran des n° 2
et 4) f. click = n° 5 g. plug in = n° 2 et 4 h. scroll = n° 5.
2. I spend a lot of time surfing on the Internet. Sometimes, I log in my password to read my
e-mails. I can browse everywhere because I have a wireless connection. It is also fast thanks
to the broadband connection. Sometimes, I download some videos. It’s awful when my
computer crashes.
> Practice
1. a. I can’t stand seeing him skipping meals to play on his computer.
b. If you go on / keep spending so much time in front of your computer, you’ll have a headache.
c. I love designing games for children / children’s games.
d. Instead of going out with her friends, she browses on the Internet every night.
e. Having a computer in your bedroom stops / prevents / keeps you from doing your homework.
f. I’m looking forward to having an MP3 player.
2. Cette activité pourra faire l’objet d’un travail écrit. On s’assurera au préalable que les
élèves ont bien repéré le nom de Calvin dans le vocabulaire donné en aide et bien compris
qu’il s’agit du nom du petit garçon. On leur demandera également de réviser tout ce qui a
été fait dans Language at work.
Productions possibles : This is a Calvin and Hobbes cartoon drawn by Bill Watterson in 1988.
First, Calvin and Hobbes are watching TV, they seem to be enjoying themselves. Calvin loves
spending his time in front of TV, even during the weekend. When his father arrives, he stops
them from watching TV. He can’t stand seeing his son spending all his free time like the rest of
his generation in front of a screen; he is fed up with seeing them glued to a screen instead of
playing outside, exercising and enjoying the beautiful day they have. That’s why he throws them
out. Once they are out, Calvin and Hobbes seem to agree but in fact they go to Susie’s, a friend
of Calvin’s, to watch TV with her. What is funny here is that when Calvin is out, we imagine he’s
UNIT 11 • 241
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going to have fun like a little boy of his age but finally he just meets his friend to keep watching
TV. They look forward to watching more and more programmes. They are so used to watching
TV passively that the little girl even mentions Calvin has to hurry up because it’s a commercial,
as if it were vital! They can’t help being attracted to TV and spending a lot of time in front of it
whereas they could spend time playing, cycling or just chatting together.
242 • UNIT 11
Time-keeper
Parents Children
Elèves qui Elèves qui
prennent des prennent des
notes et évaluent notes et évaluent
Psychologists Video game designers
Productions possibles :
– PARENTS
NO
“You know, that could sound surprising but my kids really don’t exaggerate with new
technologies. They have mobile phones but don’t use them too often and the Internet is not
an obsession for them.”
“I couldn’t agree more: My kids enjoy playing with video games and they don’t spend too
much time playing, they just have fun!”
YES
“As far as I’m concerned, if we’re talking about mobile phones, I believe they use it far too
much. All day long, they’re hooked to them! And video games… my son has changed, he has
become moody and doesn’t want to do anything else!”
“You’re right, the phone has become an obsession. My daughter can’t help checking her text
messages all the time!”
– CHILDREN
NO
“My parents gave me my first mobile phone. They said they felt reassured to know where I was
and I don’t think it means they don’t trust me.”
“I believe playing video games is what got me interested in graphics and I have so much fun
playing with friends! I’m not isolated at all.”
YES
“I disagree: My mother is always calling me! If I switch my phone off, she becomes nervous.
It’s as if she were spying on me! I had to explain to her I switch if off when I’m at school / for
classes.”
“You must be joking! My parents don’t trust me, they think I live in a world of fantasy because
I play video games and they’re worried about my social life. I’m reliable!”
– PSYCHOLOGISTS
NO
“That all depends on what you’re talking about: The Internet can be a very good tool for curious
teenagers and so can video games if they improve their skills and imagination. Video games can
develop creative and imaginative minds.”
YES
“On the other hand, teenagers who have no limits can become addicted to their phones or
their computers and this can become harmful and cause damage for their health and their
mood. It can become a real and serious addiction!”
“Parents should be more cautious with their children and limit their access to the Internet.
They don’t realize how harmful this can be.”
UNIT 11 • 243
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244 • UNIT 11
UNIT
12 MOTHER EARTH
Mother Earth
L’ensemble de cette unité est fondé sur des documents visuels très frappants et facilement
décodables qui devraient permettre de déclencher facilement la parole. Le thème choisi,
la défense de l’environnement, sera familier aux élèves voire leur tiendra à cœur. Ce sujet
d’actualité fait désormais partie intégrante du « Lien social » qui se tisse, notamment entre
les pays industrialisés et ceux du Sud.
N. B. : pour les descripteurs du CECRL se rapportant à l’expression orale en interaction,
voir p. 225-226.
UNIT 12 • 245
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12 MOTHER EARTH
N. B. : les titres en gras indiquent les documents à étudier afin de réaliser la tâche finale.
Nous vous rappelons que les Help! sont enregistrés sur le CD classe et que les exercices
Improve your pronunciation sont téléchargeables sur le site compagnon.
1. Danger ahead
> Mises en œuvre possibles
1. Le professeur pourra traiter les trois documents à la fois ou choisir le(s) cartoon(s) à traiter
avec toute la classe.
2. On pourra aussi diviser la classe en trois groupes. Chaque groupe se verra confié un
document à travailler à l’aide des questions p. 156 et de la colonne correspondante du Help!
p. 157. Au sein de chaque groupe, le travail se fera, au choix du professeur, individuellement
ou à deux. Chaque binôme comprendra alors un rapporteur qui prendra la parole devant la
classe entière. On pourra charger un élève de prendre des notes sur transparent, puis
(rétro)projeter ces notes, les corriger et les enrichir. Elles pourront servir de trace écrite finale.
246 • UNIT 12
a. Productions possibles :
– Cartoon 1: The first cartoon deals with the plundering of the Earth / of the Earth’s resources.
Men are holding hammers and are hammering at the Earth. The Earth is compared to a piggy
bank which greedy men are trying to break to get all its treasures. These men are smiling /
grinning. They are wearing suits that remind us of CEOs, executives in big firms who are
unaware of the consequences of their acts. Each man may symbolize a continent / countries
looking for gold, oil, diamonds, gas, or raw materials to feed their industries. They are involved
in a global race for raw materials. This cartoon is pessimistic, and alarming. It hints that one
day the piggy bank will be empty and we will have exhausted the resources of the planet. The
pig looks dumbfounded, its eyes are wide open and its ears folded. It may suggest that the
Earth is paralysed, powerless in the face of man’s madness. The Earth is a treasure-trove ready
for the taking. But man’s greed, carelessness and selfishness will lead to a disaster. Men are
responsible for the destruction of the planet. The whole world is responsible.
Title: The piggy bank
– Cartoon 2: We are immediately struck by a skinny little boy who meets a polar bear. The
boy may be from Africa and meets a bear who is supposed to live at the North / South pole.
The cartoon is based on a discrepancy between Africa and the poles. It warns us about the
dangers of global warming. Nature’s balance has been upset. The earth is cracked / parched,
it has become a desert, which implies that there is a shortage of water / a severe drought.
People try to escape drought and move from one continent to another. The polar bear is
threatened with extinction, wildlife is endangered. Humanity is on the verge of extinction.
The whole world is at stake. It is a strange encounter. The man and the animal are the
only survivors. It is a very pessimistic vision, an apocalyptic vision. Man is confronted with
extinction. In my opinion it is not realistic / it is over-exaggerated.
Title: Strange encounter
– Cartoon 3: Man’s evolution is represented in the cartoon. The different stages are clear:
the fish, the dinosaur, the monkey, the Neanderthal man, then the Homo sapiens. Man has
dominated / tamed the planet. The man in red trousers looks bewildered. He is the only man
left, the only survivor of a civilization. The traces of this civilization are a truck sinking into the
sea, with an oil drill, rockets / nuclear missiles, a gas station, a plant releasing / belching
black fumes into the air and a building. The wheel of the truck symbolizes nuclear waste, toxic
waste dumped into the sea. Exhaust pipes symbolize cars that pollute the air. The island has
become a wasteland. The Earth has become a rubbish dump / a dumping site. It’s scary,
alarmist.
Title: Look at this mess!
b. La comparaison entre les trois documents sera l’occasion de rebrasser les structures
de la comparaison, de la préférence et de l’opinion.
Productions possibles : The three cartoons raise topical / environmental issues / crucial
problems. They all focus on the danger of pollution. They are striking / provocative / thought-
provoking.
Prolongement possible : pour vérifier l’acquisition du lexique du Help! p. 157, on pourra
proposer la fiche suivante (téléchargeable sur le site compagnon).
UNIT 12 • 247
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12 MOTHER EARTH
CORRIGÉ
1. Many people have become aware of global warming.
2. Have we used up the Earth’s resources?
3. Greenhouse gases, oil spills and factory fumes threaten our planet.
4. We realize that we are all responsible for pollution and that we are all involved in the fight
against global warming.
5. Many animal species are endangered / threatened by global warming.
6. Many people may die because / as a result of drought
7. The planet / Earth can’t be turned into a rubbish dump.
8. The artist wants to warn the reader about the dangers of nuclear waste.
9. These drawings are realistic, but scary. I prefer this one because it is humorous.
2. Watch a video
Voir p. 423-424 et 447.
3. Oral account
Voir p. 447.
248 • UNIT 12
1. ALERT MANUEL k P. 158-159
1. Get ready
> Mise en œuvre possible : la lecture des deux articles du Workbook (p. 92) pourra
se faire à la maison, si le professeur le souhaite. La synthèse des textes pourra être menée
à l’aide de la grille fournie dans le Workbook (p. 93).
1. Narrator: stanzas 1, 3, 5, 7, 8, 9, 10
The authorities: stanzas 2, 4, 6, 11
➼ STANZAS 1 AND 2
2. k What’s happening?: “what’s going on?” (l. 6)
k Is anyone responsible?: “Who’s to blame?” (l. 6)
k There is no water: “dry as paper” (l. 4)
UNIT 12 • 249
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12 MOTHER EARTH
➼ STANZA 5
5. knew • they let us just drink on
Approfondissement possible : The narrator relates a personal experience. One day someone
discovered there was no water. He wondered what was happening / what the problem was.
He was surprised, puzzled. He asked his neighbour what was going on. Nobody knew. They
asked the authorities who replied that there had been a minor incident, but the inhabitants
shouldn’t worry. They used an understatement (a figure of speech in which a person
deliberately makes a situation seem less important or serious than it is). The narrator is ironic
and sarcastic. The authorities denied the truth, they said it was just a drop. The narrator
denounces the hypocrisy of the authorities / big companies who knew the water supply had
been contaminated, that it was a mass poisoning. The narrator accuses them of lying, of
manslaughter. He wants to report a crime. He asks them to acknowledge the truth. They kept
people uninformed, and did it on purpose.
➼ STANZAS 6, 7 AND 8
6. “in a week” (l. 23) • “the week is over” (l. 24) • “it’s grown into years” (l. 25)
7.
Promise Reality Victims
– “they’ll have it cleaned up – “But the week is over” (l. 24) – “But I drank that water
in a week” (l. 23) – “and now it’s grown into for years, my wife and my
– “since I was told that I years” (l.25) children!” (l. 28-29)
should be calm / there’s
nothing to fear” (l. 26-27)
➼ STANZA 9
8. fight (l. 31) / fought (l. 32)
9. bear + able (suffix) = supportable
10. Who can help me now? + We are condemned. (see: lost, l. 32)
Approfondissement possible : The authorities promised they would take measures / steps.
They promised they would cope with the problem and that it wouldn’t take long. However they
didn’t keep their promises. They tried to reassure the population, to comfort them. But they
didn’t do anything, although everybody was concerned that women and children were the
victims / casualties. The narrator is trapped / defenceless / powerless / weak against the
authorities. He is helpless / hopeless / crushed by powerful people. He is fed up to the back
teeth. / He can’t stand their lies anymore. Their answers are stereotyped. The population has
been deluded / deceived for ages. People are puppets in the hands of unscrupulous people,
of hypocrites. This is a committed song. It denounces the situation in developing countries
or in countries where people are sacrificed to economic profits. No country is mentioned,
no name is given, it can happen anywhere in the world.
250 • UNIT 12
Prolongement possible : pour vérifier l’acquisition du lexique du Help! p. 158, on pourra
proposer la fiche suivante (téléchargeable sur le site compagnon).
CORRIGÉ
1. What is the extent of the damage?
2. The water shortage threatens / endangers mankind.
3. Are they going to cope with / tackle this problem soon?
4. They are unscrupulous, tell lies, and want to deceive the population.
5. They are guilty, because they deny the truth.
6. They will never keep their promises.
7. The narrator is puzzled, revolted, because he feels trapped.
8. Weak people are deceived / deluded and fed up with all these lies.
9. The narrator denounces the hypocrisy of the authorities.
UNIT 12 • 251
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252 • UNIT 12
2. TURNING GREEN MANUEL k P. 160-161
Cette double page sera traitée très rapidement par une classe solide. Une classe fragile
s’appuiera sur les images p. 161 pour trouver les mots manquants.
2) Grâce à la fiche suivante, on pourra demander à chaque groupe de repérer dans chaque
article des mots qui seront ensuite réutilisés dans le role play.
UNIT 12 • 253
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12 MOTHER EARTH
Words to remember
Find the English equivalent of (in the order of the text) :
Text 1 Text 3
consommation: règle:
transformer en: inciter qqn à:
économiser: voyage:
de plus: banlieusard:
Text 2 Text 4
dans l’ensemble: de plus:
chiffre: tissu:
dû à: épicerie:
habitude:
nocif / nuisible:
empreinte écologique:
jusqu’à:
CORRIGÉ
Text 1 consumption Text 3 rule
turn into urge sb to
save trip
furthermore commuter
Text 2 on the whole Text 4 moreover
figure cloth
due to grocery store
habit
harmful
carbon footprint
up to
2. Role play
Le jeu de rôles permettra de réutiliser de façon personnelle et vivante tout ce qui a été vu
précédemment. Les élèves pourront s’appuyer sur des photos p. 161 pour nourrir le débat.
Ils pourront également s’inspirer du document audio Save our planet téléchargeable sur le
site compagnon. Ils pourront ainsi aller plus loin et proposer d’autres solutions, dont voici
quelques exemples :
– Check your tyres can improve gas mileage.
– Consume less, share more, live simply.
– Have your house insulated, change your lightbulbs.
– Hang up your clothes on a clothes line to dry them rather than load them in a dryer.
254 • UNIT 12
LANGUAGE AT WORK MANUEL k P. 162-164
> Practice
1. a. Environmentalists want to make consumers shut off their computers after each work
session.
b. The new boss won’t let us leave our offices without making sure our computers, printers,
desklights are turned off. The goal is to make us save energy and reduce gas emissions.
c. Environmentalists suggest drivers should have their tyres regularly checked and properly
inflated to reduce their gas consumption.
d. The price of oil makes people walk or bike or ride public transport to go to work.
e. To consume less energy my parents will have our house properly insulated.
UNIT 12 • 255
UNIT
12 MOTHER EARTH
256 • UNIT 12
b. We will soon be confronted with an energy crisis. The world’s demand for energy – oil,
coal, gas – is rising. More renewable sources of energy, like wind, solar and hydro power,
will be used in the next two decades. Governments want to develop public transport and
clean energy sources to reduce oil consumption and the greenhouse effect.
UNIT 12 • 257
UNIT
12 MOTHER EARTH
Pendant qu’un groupe de 8 élèves débat, on confiera aux autres diverses tâches :
– écouter et repérer les erreurs de lexique, prononciation, grammaire ;
– commenter ce qui est dit (voir structures utiles p. 55 du manuel) ;
– faire office de secrétaires de séance en prenant des notes qui pourront ensuite servir de
base à un compte rendu oral ou écrit ;
– faire office de time-keeper, c’est-à-dire distribuer la parole de la manière la plus équitable
qui soit.
Une fois toutes les équipes entendues, on pourra prononcer le vainqueur.
Productions possibles :
– Ad n° 1: Tarzan is going to crash, to land in a wasteland. All the trees have been logged.
Tarzan is going to kill himself because of deforestation / logging. It is very humorous and
at the same time it is a very gloomy vision of the future. The sky is dark: It suggests the end of
the world. It is a mixture of gloom and humour. We are doomed, but let’s laugh. The advertisers
resorted to humour and a shock tactic to alert us, to sensitize us to the state of the planet.
They want to shock us into awareness.
– Ad n° 2: In the foreground of this ad, we can notice a teenager lying on the beach. In the
background, two other people can be seen in the sea. They seem to be as young as the first
teenager. The clues / hints that show us that they’re on the beach are the sand and the sea.
The beach is littered with garbage, cans and bottles. What immediately catches our attention is
the garbage on the beach as well as the numerous / huge number of seagulls. They look as if
they are searching for food or as if they want to attack the teenager who is sunbathing. This ad
is symbolic because it asserts that humans, by threatening nature / upsetting nature’s balance,
are threatening themselves. They’re on the brink of disaster. The target of this ad is teenagers.
The advertisers chose to show the teenager’s back only in order to convey the message that it
could be any teenager. Everyone can identify with him. Every young person lying on the beach or
not has to be concerned and get committed to the protection of our planet. The caption with the
words “you’re rubbish” is a pun. They want to drive the message home. It’s a manner of saying:
“You’re responsible for the state of the planet, you are worthless, inconsiderate.” The goal of
the ad is to make people feel responsible for the state of the planet. If mankind upsets Nature,
Nature will retaliate. Man may also be threatened with extinction. The seagulls refer to / draw
a parallel between this ad and the movie Birds, by Alfred Hitchcock. It is scary and disturbing
because it looks as if the birds are about to attack the teenager.
– Ad n° 3: Our attention is immediately caught by a man looking at himself in a mirror and
frowning. We can’t help noticing his cracked skull. This is a very powerful visual device to
suggest that our planet is threatened with drought, with global warming. This young man,
maybe a yuppie, is obviously concerned with his appearance and wrinkles, and getting old.
He doesn’t care about the state of the planet, he is blind, he doesn’t worry about what is
happening in the rest of the world. He is not facing the problem, he is turning his back on the
problem of global warming. He may also be turning his back on the problem of developing
countries. He has blinkers, has a short-sighted, a short-term vision of the world. He is
unaware of reality, of what is going on. He is selfish / self-centred, trapped in consumption.
He is shallow. This ad is forceful, disgusting, it gives us the creeps. For some people the ad
is funny because the advertisers used a very smart / clever device. But it is grim humour.
For others it bothers them. It makes them feel uneasy, the ad gives them the creeps, makes
their hair stand on end, they find it scary / frightening / shocking / revolting / gross. This
258 • UNIT 12
ad is clearly an indictment of our selfishness, of consumers who are only worried by their
looks and appearances. The man stands for the average consumer in the developed world.
The advertisers call on us to join the fight against global warming.
– Ad n° 4: This striking image is a clear reference to floods, storms, hurricanes; it may also
be a reference to Katrina. It looks as if the environment were talking to us. The advertisers
resort to a visual device to make us aware of the link between floods, hurricanes and global
warming. They have resorted to a shock tactic to make us aware of the impending disaster /
an acute problem / the threat / the danger / the impact of global warming on our planet.
They want to alert us / sensitize us / shock us into awareness. The message conveyed is
clear: It’s high time we acted. We are on the brink of disaster, if we don’t act now we are
doomed. We are all concerned. They want to frighten us into acting / reacting. They want
to urge us to do something.
UNIT 12 • 259
UNIT
13 ALL THE WORLD’S A STAGE
Structures de k ordonner
communication k regretter, reprocher, se plaindre
k refuser
260 • UNIT 13
Activités langagières dominantes
Workbook Fiches
Manuel
photocopiables
Lire et prendre k
A suitable boy, Oscar Wilde (p. 170
et 172) X
la parole
en interaction k
The right decision, Jane Austen (p. 174) X
k lecture à haute voix (p. 170, 172, 174) X
Écouter
k site compagnon, U13–Your task (3),
(4), A suitable boy et Your task (5),The
right decision
N. B. : les titres en gras indiquent les documents à étudier afin de réaliser la tâche finale.
Nous vous rappelons que les Help! sont enregistrés sur le CD classe et que les exercices
Improve your pronunciation sont téléchargeables sur le site compagnon.
1. On stage!
Corrigé :
– giving a play at a theatre: performance
– person in a play: actor
– person who gives instructions to actors and actresses: stage director
– practice before playing in public: rehearsal
– accessories used on stage: props
– people who come to watch a play: spectators / audience
– all the actors in a play: cast
– clothes actors and actresses wear: costumes
– story of a play: plot
– place in which a play takes place: setting
UNIT 13 • 261
UNIT
13 ALL THE WORLD’S A STAGE
In your book (p. 158), read the review of A Midsummer Night’s Dream, a play by
Shakespeare written in 1595, which contains five of the words in the puzzle. It will help
you fill in the crossword below.
1
ACROSS 2 3
2. all the actors in a play
5. platform on which actors appear
4
6. giving a play at a theatre
8. person who gives 5 6
instructions to actors
and actresses 7
DOWN 8
2. A quarrel
> Mise en œuvre :
k On laissera 5 à 10 minutes à la classe pour préparer un dialogue.
k Un ou plusieurs groupes joueront leur dialogue, le reste de la classe prendra des notes
et évaluera la prestation. Un groupe pourra s’occuper de la prononciation, un autre de la
grammaire, un autre du lexique.
k La classe commentera la prestation à l’aide de la p. 55 du manuel (« Réagissez à la prise
de parole de quelqu’un »).
Critères d’évaluation : à titre indicatif, nous proposons la grille suivante. Le professeur sera
bien sûr libre d’élaborer sa propre grille ou de faire évoluer le nombre de points attribué à
chaque critère.
Voix audible 0 1 2
Présence sur scène (occupe l’espace, exprime des sentiments) 0 1 2 3 4
Interaction avec le partenaire 0 1 2 3 4
Texte cohérent, intéressant, original 0 1 2 3 4
Correction de la langue 0 1 2 3
Prononciation 0 1 2 3
Total des points / 20
262 • UNIT 13
1. WEDLOCK MANUEL k P. 169
Informations complémentaires
Britain’s Forced Marriage Unit, established in 2005, receives around 5,000 calls and deals with
about 300 cases each year – figures that officials fear are just the tip of a very large iceberg.
UNIT 13 • 263
UNIT
13 ALL THE WORLD’S A STAGE
2. The padlock and the chain symbolize: prison • the lack of freedom • arranged marriages •
a trap • powerlessness • torture • oppression.
3. The parents are certainly responsible for this arranged marriage. It may also symbolize
the pressure of a whole community.
III. 1. This poster was published in Great Britain by Britain’s Forced Marriage Unit.
2. campaign poster • was printed • illustrate forced marriages • because • suicides and
murders
3. The targets: South Asians in Britain.
to prevent people from marrying against their will, to urge them to get support, to warn
about danger, to show that Great Britain = country where basic Human Rights are enforced
4. Réponse libre.
IV. Réponse libre.
Exploitation de l’image : We are immediately struck by the imposing lady who is wearing
a fur coat, a string of pearls, earrings, and a hat. She looks stern / haughty / severe /
impressive / authoritative / aloof / curt. She is quite tall to reinforce the idea that she is
in full command of the scene. The young girl standing next to her may be her daughter. She
looks meek, submissive and obedient. The two women are both looking in the same direction.
The woman does not look satisfied at all. She looks quite scornful / contemptuous. Judging
from the background we may think this woman belongs to the upper class or the aristocracy.
The room looks big and luxurious, is overlooking a park. She may live in a mansion or a castle.
A waiter / butler can be seen standing in the background.
264 • UNIT 13
4.
News Reactions
engaged to Mr Worthing disapproval • surprise • indignation
Pardon me • not engaged • I, or your father • will inform you
Reaction
Mother: amazed • objects to Gwendolen’s decision •
parents must decide • cross / angry
Key questions
2. Recap
On pourra greffer ici les questions du manuel.
Productions possibles :
a. She is looking for a son-in-law who belongs to the same social class / to the upper class or the
aristocracy, who is wealthy / well-off / who has enough income / who has good prospects.
She tries to determine if his social position / status is good enough for her precious daughter.
UNIT 13 • 265
UNIT
13 ALL THE WORLD’S A STAGE
4. How to pronounce
N. B. : ce texte est enregistré sur le CD classe n° 3, piste 4 (ainsi que sur le site compagnon,
U13–Your task (3)).
266 • UNIT 13
CORRIGÉ DE LA FICHE DU WORKBOOK (P. 99-100)
k Syllabes accentuées
Gwendolen: I am engaged to Mr Worthing, mamma.
k Mot(s) mis en relief
Lady Bracknell: Pardon me, you are not engaged to anyone. When you do become engaged
to someone, I, or your father will inform you of the fact. And now I have a few questions to
put to you, Mr Worthing.
k Mots porteurs de sens
While I am making these inquiries, you, Gwendolen, will wait for me below in the carriage.
k Intonation
Gwendolen: Mamma! 5
k Voyelle de la syllabe accentuée
Lady Bracknell: In the carriage, Gwendolen!
k Intonation
Gwendolen: Yes, mamma. 5
k Les groupes de souffle (nous avons utilisé ici une double barre en fin de phrase)
Lady Bracknell: I feel bound to tell you | that you are not down on my list of eligible young
men| , although I have the same list as the dear Duchess of Bolton has || . We work together,
in fact || . However| , I am quite ready to enter your name | , should your answers be | what
a really affectionate mother requires || .
k Intonation
Lady Bracknell: Do you smoke? 3 (interrogation fermée)
Jack: Well, yes, I must admit I smoke. 5 (déclaration positive)
k Liaisons consonne-voyelle entendues
Lady Bracknell: I am glad to hear it. A man should always have an occupation of some kind.
How old are you?
Jack: Twenty-nine.
Lady Bracknell: What is your income?
Lady Bracknell: In land, or in investments?
k Syllabes accentuées
Jack: In investments, chiefly.
Lady Bracknell: That is satisfactory.
Critères d’évaluation : à titre indicatif, nous proposons la grille suivante. Le professeur sera
bien sûr libre d’élaborer sa propre grille ou de faire évoluer le nombre de points attribué à
chaque critère.
UNIT 13 • 267
UNIT
13 ALL THE WORLD’S A STAGE
5.
In what? Where exactly? Reactions
“In a hand-bag.” (l. 24) “In the cloak-room at Victoria – “A hand-bag?” (l. 25)
Station. It was given to him in – “I confess I feel somewhat
mistake for his own.” (l. 30) bewildered by what you have
just told me.” (l. 33)
6. Jack: May I ask you then what you would advise me to do? I need hardly say I would do
anything in the world to ensure Gwendolen’s happiness.
Lady Bracknell: I would strongly advise you, Mr Worthing, to try and acquire some relations
as soon as possible, and to make a definite effort to produce at any rate one parent, of
either sex, before the season is quite over.
Jack: Well, I don’t see how I could possibly manage to do that. I can produce the hand-bag
at any moment. It is in my dressing-room at home. I really think that should satisfy you,
Lady Bracknell.
Lady Bracknell: Me, sir! What has it to do with me? You can hardly imagine that I and Lord
Bracknell would dream of allowing our only daughter – a girl brought up with the utmost care
– to marry into a cloak-room, and form an alliance with a parcel? Good morning, Mr Worthing!
II. Les mots clés sont en gras dans le texte ci-dessous.
Approfondissement possible : Jack explains he has no idea who his parents are, because he
was found in a hand-bag in Victoria station. He was adopted by Mr Cardew. Lady Bracknell
is stunned, shocked, outraged and indignant. She makes fun of Jack’s origins, she looks down
on him. She is very haughty and scornful. She is obviously prejudiced against people who
are below / beneath her and do not belong to the same social class. She is stand-offish and
snobbish. She has no compassion for him, she is heartless and callous. She doesn’t think
much of an orphan who was adopted. The only thing that matters is his social status. That’s
why she rejects Jack’s offer, she disapproves of such a marriage. Even if Jack is ready to do
his best / utmost to make Gwendolen happy, Lady Bracknell does not care.
268 • UNIT 13
Information complémentaire
The season (l. 39) is the London Season, i.e. a series of social events (Royal Ascot, etc.)
held every year in or near London and attended by people from the highest social class.
2. Recap
Les questions a. et b. seront traitées à l’aide du Workbook (rubrique Action!).
Productions possibles :
c. Jack must be disappointed, feel miserable, hopeless, at a loss. He must be devastated, he may
also feel humiliated. He answered honestly, was straightforward and outspoken: That’s why he
may resent being humiliated by Lady Bracknell. He is romantic and idealistic, but he only met
disdain. He realizes how snobbish Lady Bracknell is.
d. A really affectionate mother may want to know if Jack is really in love with her daughter
Gwendolen, what he likes, what his pastimes are. She may want to know what books he likes,
what sports he practises, she may want to know more about him and his father Mr Cardew.
The order in which she asks her questions is puzzling and reveals what her main concerns are.
She asks questions about secondary matters and comes to more serious matters afterwards.
4. Role play
Réponses libres ; les élèves s’appuieront sur leurs notes dans le Workbook et leurs réponses
aux questions du manuel.
Critères d’évaluation : à titre indicatif, nous proposons la grille suivante. Le professeur sera
bien sûr libre d’élaborer sa propre grille ou de faire évoluer le nombre de points attribué à
chaque critère.
INTERACTION
Questions posées correctement 0 1 2 3 4 5
Total des points / 5
UNIT 13 • 269
UNIT
13 ALL THE WORLD’S A STAGE
5. How to pronounce
N. B. : ce texte est enregistré sur le CD classe n° 3 piste 6 (ainsi que sur le site compagnon,
U13–Your task (4)).
270 • UNIT 13
Critères d’évaluation : à titre indicatif, nous proposons la grille suivante. Le professeur sera
bien sûr libre d’élaborer sa propre grille ou de faire évoluer le nombre de points attribué
à chaque critère.
Voix claire et audible 0 1 2
Implication personnelle, ton juste 0 1 2 3
Intonation 0 1 2 3
Réalisation des liaisons consonne-voyelle 0 1 2 3 4
Accentuation des mots porteurs de sens 0 1 2 3 4
Prononciation correcte 0 1 2 3 4
Total des points /20
7. Watch a video
Voir p. 425-426 et 448-449.
UNIT 13 • 271
UNIT
13 ALL THE WORLD’S A STAGE
2. Recap
Les élèves s’appuieront sur leurs notes du Workbook (cf. réponse ci-dessus).
Prolongements possibles :
k What are Mrs Bennet’s feelings at the end of the scene?
Productions possibles : She must be mad at her husband because he did not side with her /
support her. She is outraged at her daughter’s decision. She never thought Lizzy could challenge
her authority. She must be desperate and drained. She certainly resents her husband’s
decision. Both her husband and her daughter have offended and ridiculed her.
k Role play
– Mrs Bennet meets her best friend and tells her what has just happened.
– Lizzy narrates the scene to one of her sisters.
272 • UNIT 13
3. How to pronounce
N. B. : ce texte est enregistré sur le CD classe n° 3 piste 8 (ainsi que sur le site compagnon,
U13–Your task (5)).
UNIT 13 • 273
UNIT
13 ALL THE WORLD’S A STAGE
274 • UNIT 13
Autres changements de ce type :
– yesterday k the day before
– last week / month / year k the week / month / year before
– ago k before
> Practice
1. a. Gwendolen asked why she had to go into the carriage.
b. Lady Bracknell asked if she / Gwendolen had told her father she was engaged.
c. Lady Bracknell asked if she / Gwendolen was joking.
d. Gwendolen asked how her mother / Lady Bracknell knew Jack had been found.
e. Gwendolen asked if there was a solution.
2. LIZZY: “I will never marry Mr Collins. I was very polite but Mr Collins was too ridiculous and
self-centred.”
MRS BENNET: “That’s incredible! That’s amazing! How could you refuse such a proposal?
Mr Collins is quite wealthy.”
LIZZY: “I will never marry such an awful man!”
MRS BENNET: “Stop arguing and listen to me. Girls are not supposed to argue and have to
obey their parents. I will immediately speak to your father about it.”
3. Mr Bennet explained he had sent for Lizzy on an affair of importance. He added that he
understood that Mr Collins had made her an offer of marriage and asked if it was true.
Lizzy replied that it was.
Mr Bennet answered that it was very well and asked if she had refused this / that offer
of marriage.
Lizzy answered / told him she had.
Mr Bennet added they now came to the point. He added Lizzy’s mother insisted upon her
accepting it and asked Mrs Bennet if it was so / if it was true / if it was correct.
Mrs Bennet replied she insisted upon Lizzy accepting this offer or she would never see her
again.
Mr Bennet replied that an unhappy alternative was before her / Elizabeth. From that day
she must be a stranger to one of her parents. He explained that her mother would never
see her again if she did not marry Mr Collins, and he would never see her again if she did.
4. Calvin told his father that he had decided he wanted to be a millionaire when he grew up.
The father replied / answered that Calvin would have to work pretty hard to get a million
dollars. Calvin protested and declared that he wouldn’t, but his father would. The father was
astonished and Calvin explained that he just wanted to inherit his father’s fortune / money.
UNIT 13 • 275
Grille d’évaluation de la performance : on pourra utiliser la grille p. 267.
Corrigés
1. a. Pardon me, you are not engaged to anyone.
What has it to do with me?
b. In the cloak-room at Victoria Station. \Et\ = forme réduite
I was in a hand-bag. \wEz\ = forme réduite
What would you advise me to do? \tE\ = forme réduite
We would never dream of allowing our only daughter to marry you. \Ev\ and \tE\ = formes
réduites
c. I must admit I smoke.
What is your income?
In land, or in investments?
d. A man should always have an occupation of some kind.
e. An old gentleman of a very | charitable and kindly disposition | found me |, and gave
me the name of Worthing, because | he happened to have a first-class ticket for Worthing |
in his pocket at the time.
CORRIGÉ
Pour Contre
a. – I would like to experience the freedom – It’s impossible because I need to keep in
of being on my own. touch with my parents in case they need me.
– I hate being tied to an object. – I can’t possibly imagine not keeping in
touch with my friends, even for a week.
b. – I know good from bad so I let anybody – I don’t want anybody to have access
have access to my Facebook page. to private information about me.
– I think privacy is important.
c. – It could help me go to bed earlier – I don’t want my parents to interfere
and sleep. with my private life. I’m old enough to be
– It could help me concentrate on my independent.
homework. – I need my access to the Internet to do my
– It could stop me spending hours chatting homework even at 11 p.m.
with unknown people.
d. – When we are all dressed the same – I don’t think it helps. Criminals want to
way, we go unnoticed. rob us of our MP3 players or up-to-date
– Not only to prevent racketing but also cellphones, smart phones.
to diminish social differences. – They are not really interested in clothes.
A mind to murder
S’exprimer à l’écrit : les descripteurs du CECRL
Niveau A2 Niveau B1
Grille d’auto- Je peux écrire des textes courts Je peux écrire un texte simple
évaluation et simples : lettres personnelles et cohérent sur des sujets
simples, cartes postales, familiers ou qui m’intéressent
messages et notes sur des sujets personnellement. Je peux écrire
courants et familiers, formulaires. des lettres personnelles
pour décrire expériences et
impressions.
Production Peut écrire une série Peut écrire des textes articulés
écrite générale d’expressions et de phrases sur des sujets variés dans son
reliées par des connecteurs domaine, dont les éléments sont
simples (et, mais, parce que). connectés / reliés.
Écriture Peut écrire une suite de phrases Peut écrire des descriptions
créative et d’expressions simples sur simples et directes sur divers
sa famille, ses conditions de vie, sujets familiers.
des loisirs, le travail actuel ou le Peut faire le compte rendu
dernier en date. Peut écrire des d’expériences en décrivant ses
biographies imaginaires et sentiments et ses réactions dans
des poèmes courts et simples un texte simple et articulé.
sur les gens. Peut faire la description d’un
Peut écrire sur les aspects événement, d’un voyage récent,
quotidiens de son environnement : réel ou imaginé.
les gens, les lieux, le travail ou les Peut raconter une histoire.
études, avec des phrases reliées
entre elles. (niveau A2+)
Peut faire une description brève
et élémentaire d’un événement,
d’activités passées et
d’expériences personnelles.
278 • UNIT 14
L’objectif poursuivi dans cette unité est de rendre les élèves acteurs de leur enseignement
en leur demandant de trouver la solution d’énigmes policières (Tune in, The Wembly
Kidnapping), de remettre un texte dans l’ordre (Scream) ou d’écrire une histoire à partir
d’illustrations. Vu le succès actuel des différentes séries policières à la télévision, il y a fort
à parier que ce thème les motive. Enfin, cela leur permettra de découvrir deux grands noms
de ce genre littéraire : Sir Arthur Conan Doyle et Mary Higgins Clark.
UNIT 14 • 279
UNIT
14 A MIND TO MURDER
N. B. : les titres en gras indiquent les documents à étudier afin de réaliser la tâche finale.
Nous vous rappelons que les Help! sont enregistrés sur le CD classe et que les exercices
Improve your pronunciation sont téléchargeables sur le site compagnon.
280 • UNIT 14
TUNE IN! MANUEL k P. 186-187
1. Case study
> Mises en œuvre possibles :
k Dans le cadre d’une classe fragile, on pourra (grâce à un scan ou une photocopie)
commencer par montrer le texte dans le désordre et garder les images dans l’ordre. On
pourra aussi faire l’inverse. Les élèves devront lire le texte et réordonner le récit, puis
répondre aux questions p. 187.
k On pourrait aussi commencer par donner à une moitié de la classe les images dans
l’ordre, à l’autre les textes dans le désordre. Ceux qui ont les images les décrivent à l’autre
groupe. Les élèves doivent lever le doigt dès qu’ils savent de quelle image il s’agit.
k On peut aussi tout simplement faire découvrir le texte et les images dans l’ordre et
procéder à un travail individuel ou en binômes sur les questions a, b, c et d, suivi d’un
compte rendu oral à la classe. La question e pourra être soumise à la classe entière.
Productions possibles :
b. The story is about a young man, James Trudd, who killed his Uncle Tobias. He arranged things
so that the police thought his Uncle Tobias committed suicide.
c. James Trudd shot his uncle in the head at four o’clock. He ramaged through his papers. James
left his uncle slumped across his desk. He was probably in his office writing letters.
d. On organisera un travail en binômes ou en groupes. Les élèves utiliseront la colonne clues
de la rubrique Help! ainsi que les amorces proposées pour expliquer comment l’inspecteur
Key a résolu l’affaire.
Plusieurs versions devraient être suggérés et on poussera les élèves à réagir et à interroger
leur camarade pour avoir des compléments d’information. Ils utiliseront l’aide à l’expression
de la fiche « Prendre part à une conversation » (p. 180-181). Les productions des élèves
feront l’objet d’une trace écrite.
Productions possibles :
– He could guess James was the murderer as Uncle Tobias couldn’t have posted the letter
after 4:30, which is the approximate time of his death. He should have posted the letter
before killing himself, and then his letter would have been collected at 4:30. Yet the time
when the mail is supposed to be collected is 8:30 in the morning on the following day. It is
always printed / stamped on the envelope.
– Judging from the handwriting on the envelope, Inspector Key came to the conclusion that
Uncle Tobias didn’t write the letter. He compared James’s and Tobias’s handwritings and he
realized that James’s handwriting corresponded to the one on the envelope.
– Judging from Uncle Tobias’s handwriting, Inspector Key concluded that he was right-handed
so someone put the gun in his left hand. The inspector could see that the weapon was in
Uncle Tobias’s left hand so he couldn’t have shot himself in the head.
– Solving the mystery wasn’t difficult since James did not wear gloves and left his fingerprints
on the weapon, on the envelope...
– Following James’s track was easy as the saliva on the envelope was analysed and James’s
DNA was certainly found.
– After investigating, Inspector Key found the train times in the basket so he assumed that
James had come by train to murder his uncle.
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2. It sounds intriguing
b. On incitera les élèves à justifier leur choix à l’aide d’un exemple clair.
Productions possibles :
The atmosphere is tense and gloomy because I can hear echoing footsteps so I think the
scene may take place in a car park / parking lot and it must be badly lit.
I can hear tyres crunching so I understand something is going to happen, something
threatening.
It’s scary because I can hear people yelling at each other but I don’t really understand what
they are talking about and why they are arguing.
The atmosphere is frightening and creepy because I can hear gun shooting but I don’t know
whether someone died or not.
It’s weird because I can hear something dripping on plastic so I realize it must be blood /
someone must be bleeding and it’s disturbing.
3. Writing workshop
> Mises en œuvre possibles :
k Les élèves trouveront une aide à l’expression écrite pour rédiger ce dialogue p. 225 du
manuel et p. 105 du Workbook.
k Pour réaliser cette activité, on divisera la classe en plusieurs groupes et on distribuera
à chaque groupe un transparent sur lequel les élèves écriront leur dialogue.
k La correction se fera au rétroprojecteur : on étudiera les propositions de chacun des
groupes et on concentrera l’attention de toute la classe sur une production écrite.
Productions possibles :
POLICE OFFICER: “What did you see on that night?”
WITNESS: “At first I didn’t see much... I heard tyres crunching and a sudden braking so I thought
someone may have been knocked over.”
POLICE OFFICER: “What did you do then?”
282 • UNIT 14
WITNESS: “Well... I decided to check on what happened. As I was going towards the place
where the car stopped, I could hear echoing footsteps, someone walking calmly, so I thought
no one was hurt. Everything seemed under control!”
POLICE OFFICER: “Did you see someone at that moment?”
WITNESS: “Well... No, I was about to go back to my car when suddenly I heard people yelling
at each other. They sounded really furious. I felt something very dangerous was going on
so I decided to hide. Immediately after, I heard people running and something bumping into
a car body. I realized someone was hiding behind the same car as me. That’s when I first
saw someone. He looked really cross. And then I heard gun shooting. I was afraid of being
wounded!”
POLICE OFFICER: “What did the man next to you do then?”
WITNESS: “Not much, because the other person got into his car and left and I heard blood
dripping on plastic (he was carrying a plastic bag). He was wounded but I did not have time
to help him because he jumped into his car and drove away at full speed!”
Prolongement possible : on pourra faciliter la mémorisation du lexique des p. 186-187
grâce aux exercices suivants (fiche photocopiable disponible sur le site compagnon).
a b c d e f
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CORRIGÉ
1. a. DNA • fingerprints b. alibi c. track d. investigate
2.
a b c d e f
3 4 5 6 1 2
1. Get ready
Productions possibles : The young woman looks terrified / panic-stricken. She’s holding her
head in her hands. She is staring at something / someone. The text may be about someone
who has seen / heard something / someone horrible, awful, something / someone she has
never seen / heard before, an extraordinary, unusual person / event / sound. She looks as if
she has just seen something weird and scary. She may wonder what is going to happen. It’s a
black and white photo.
2. Jigsaw reading
> Mises en œuvre possibles :
k Travail de préparation individuel à la maison : remise dans l’ordre du texte à l’aide des
images.
k Travail en classe : on divisera la classe en plusieurs groupes. Le rapporteur d’un groupe
proposera sa réponse qui sera discutée par les élèves des autres groupes qui confronteront
cette remise en ordre du texte à la leur. Ils utiliseront la double page « Prendre part à une
conversation » (p. 180-181) pour réagir à la version suggérée par leur camarade.
k Si l’on a accès à un TNI, les différents paragraphes seront manipulés en fonction des
suggestions et des remarques des élèves.
k À noter que ce texte est enregistré sur le CD classe n° 3, piste 12.
Réponses : A D C B G F E
284 • UNIT 14
k Pour une classe éprouvant des difficultés à se concentrer sur un texte long, on divisera
la classe en deux groupes qui rempliront seulement une partie de la fiche. On fera une mise
en commun au cours de la phase de récapitulation.
k Le texte remis dans l’ordre (téléchargeable sur le site compagnon) pourra être photocopié
et distribué.
9. a.
Helen’s sister’s sufferings Helen’s sister’s words Origin of the sound
– knees give way – It was the band! – doctor’s room
– fell to the ground – The speckled band!
– writhed as one in terrible pain
– limbs dreadfully convulsed
b.
Who arrived? What for? What happened to Helen?
– stepfather – poured brandy – sank and died
– sent for medical aid – never recovered
consciousness
10. The speckled band could be a snake because of the whistle that could be heard.
4. Recap
> Mises en œuvre possibles :
k On divisera à nouveau la classe en plusieurs groupes et chaque groupe se concentrera
sur une partie, un aspect du texte dont il rendra compte au reste de la classe.
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k Les élèves seront invités à poser des questions pour obtenir des éclaircissements sur
certains aspects du texte qu’ils auront moins compris / approfondis.
k Les productions des élèves constitueront la trace écrite.
➼ RECAP 1 (ATMOSPHERE)
1. The scene is set at night. It’s pitch dark so the atmosphere is scary, gloomy and threatening.
Moreover the weather conditions are wild and awful since the wind is howling and the rain is
splashing against the windows. There’s an unusual, violent gale outside and consequently the
atmosphere is disturbing. As some weird noises and sounds can be heard such as a whistle
or clanging, the atmosphere is more and more tense and frightening. It’s even creepy / spooky
as the sounds remain unidentified / the noises cannot be recognized.
2. The reader feels puzzled because it is impossible to identify / recognize the strange noises.
The reader fears / dreads that something terrible / dreadful may happen to Helen and his
sister. Consequently the reader feels anxious.
286 • UNIT 14
2. SOLVE IT! MANUEL k P. 190-191
1. Get ready
Productions possibles :
– To me the word “kidnapping” suggests someone is kept prisoner. Criminals kidnapped this
person to ask the family for a ransom (most of the time money, banknotes, bills). The person
has chains and is gagged so that (s)he cannot escape / run away, scream or speak…
– Réponse libre.
– On that photograph, the man is running away from a danger. He may be running away from
the police. He may have committed a crime, mugged someone, robbed a jewellery. He looks
scared, he is looking to see who is chasing him, if he can escape, he has time to hide. He
may also have witnessed a crime and does not want to be caught by the criminals. He may
manage to outrun his aggressors, they will lose track of him and he will go home safe and
sound. He may also be killed, and the criminals will get rid of the only witness.
Quelle que soit l’approche choisie, il faudra s’assurer que les élèves comprennent bien un
certain nombre de mots du texte comme drop site, cardigan, vicinity, garbage, nearby. On
pourra anticiper les difficultés liées au lexique grâce à l’activité suivante.
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– Eric (Jonas Wembly’s younger son) was asked to bring the money (half a million dollars in
unmarked banknotes / bills) in a duffel bag to a nearby park. He had to follow a specific route
from the mansion where he lived. He was required to park in a downtown lot and to follow an
alley to the drop site at midnight. He was attacked halfway through the alley.
– Eric was knocked / hit on the head. But he was not knocked out. However he could only
see his aggressor’s back, although the action took place near / by a street lamp. That’s why
his description was vague.
c. – Both suspects (Petey Bordon and Amie Acker) were arrested in the vicinity. One of them
(Petey Bordon) was found two blocks from the attack.
– Petey Bordon was carrying a knife. That’s one of the reasons why he was kept prisoner.
Amie Acker was wearing a moth-eaten cardigan but he said he had picked it out just before the
policemen arrested him, which corresponded to Eric’s description of his aggressor’s appearance.
– Petey Bordon ran away as soon as he saw the patrol car, that’s why he was arrested. Then
the police officers realized that he had committed misdemeanours and that he was on parole.
Petey Bordon explained to the police that he ran away because he was carrying a knife
(though he was not allowed to) and was afraid of being arrested. Amie Acker is homeless and
he was wearing a cardigan, which is suspect for the policemen.
d. According to Eric Wembly, he could never see his aggressor’s face. He only saw his back so
his description cannot be precise. Yet he could mention a few details; for example that his
aggressor was tall, that he was wearing white sneakers, blue jeans and a dark cardigan.
e. – The clues given by Eric were the duffel bag, the white sneakers, the blue jeans, the dark
cardigan and the fact that the suspect is tall. The clues found by the police were suspects
arrested in the vicinity, one of them committed misdemeanours and was carrying a knife, the
other is homeless. Both had no alibi.
– The suspect must be Eric because he said he could only see his aggressor’s back and yet
he mentions a dark cardigan in his description which suggests he could see the buttons on
the sweater. He contradicted himself and that’s what the chief inspector noticed so he knew
that Eric Wembly lied and may have arranged the kidnapping with his brother to take money
from their father.
The suspect must be Petey Bordon because he was carrying a knife to protect himself. Moreover
he is a criminal with a record and is used to committing misdemeanours. He may have shifted to
more serious problems this time.
It can’t be Petey Bordon because he was carrying a knife and he would have used it during
the attack.
I’ve changed my mind. Now I think it’s Petey Bordon because he is on parole so he has
already been to prison maybe for a kidnapping.
3. Writing workshop
a. On acceptera les réponses en français pour cette activité de repérage et de réflexion sur la
langue.
Réponses :
– Le segment de phrase qui est au style direct est : “I know we should have called the police.”
On l’identifie facilement puisqu’il est entre guillemets.
– « reconnut Eric Wembly alors qu’il soignait la bosse à l’arrière de son crâne. » En français,
on place le verbe qui introduit le style indirect avant le sujet. En anglais, c’est l’inverse.
288 • UNIT 14
b. et c. On incitera les élèves à utiliser un maximum de verbes introducteurs et d’adverbes.
On divisera la classe en plusieurs groupes à qui on distribuera un transparent sur lequel les
élèves rédigeront leur dialogue.
On fera ensuite une correction collective au (rétro)projecteur pour chaque dialogue proposé.
Productions possibles :
Wink Wembly has been missing since last Tuesday. It’s Wednesday, the phone rings and Jonas,
who is furious, answers the phone...
“Wink? Is it you? Where on earth have you been since...,” Jonas Wembly said.
“I’m the one who gives orders now. Get it?” the kidnapper warned impatiently.
Jonas Wembly was perplexed.
“Who’s speaking?” he asked drily.
“Shut up!” the kidnapper replied rudely. “Your son, Wink, has been kidnapped. You’ll have to
do exactly what I’m telling you to do and you’d better not call the police... if not...” he said
threateningly.
Jonas Wembly realized it was serious and started listening carefully.
“I want half a million dollars in unmarked bills for midnight,” he yelled.
“It’s too short...” Jonas Wembly told the kidnapper.
“I want your son Eric to take the money in a duffel bag to Meredith Park. He will drive from
your mansion to a downtown lot near the Town Hall where he’ll park. Then he’ll walk through
the main alley in the park and hide the bag in the small roundabout,” he ordered loudly.
“OK!”Jonas said.
“And remember, don’t call the police!” the kidnapper repeated impatiently.
4. Watch a video
Voir p. 427-428 et 450-453.
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290 • UNIT 14
c. On demandera aux élèves de lire les cinq fins proposées et de choisir celle qui est logique
selon eux. Ils devront justifier leur réponse puis réagir aux suggestions de leurs camarades
à l’aide de la fiche « Prendre part à une converesation » p. 180-181. La bonne réponse est E.
Productions possibles :
To my mind it can’t be D because only Trish was mentioned in the text and in this ending
there are two characters (“we, us”).
That’s quite right. I suppose it’s B because Trish was so panic-stricken when she realized the
bedroom door was closed that I’m convinced she started screaming. I’m persuaded someone
entered the house, turned the hall light off, scared one of the twins and closed the door.
I don’t agree with you. I think it’s C because Trish heard a cry already and in this ending the
word “sound” is mentioned.
I don’t see it that way. In my opinion it’s not C because in this ending someone was supposed
to be with Trish, to have left and to come back now and no one was mentioned in the text.
Secondly the sound is not a cry but something thudding at the door.
Certainly not! Don’t forget that the link word “suddenly” has been used twice in the text
already. So I think it’s E. Trish heard a sound already and the heroine in the ending hears a
sound too. Trish was panic-stricken and anxious and now she is frightened. Tension has built
up and reached its climax.
I think you’re wrong because she identified the sound as soft footsteps. However in the text it
is said that the steps creaked under Trish’s feet so how can footsteps be soft in such an old
house!
That’s all very well but don’t you think that it’s A? She didn’t expect someone to come tonight
but this person eventually turned up and this explains all the weird incidents that happened.
I’ve changed my mind. I think it’s A...
d. The sound of darkness • A stranger in the night • How intriguing!
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2. As no one turned up at the meeting point, he headed to the nearest bus stop to ride back
to town. While he was hastening = hurrying, he heard a plane hum over him. Suddenly
the plane whizzed past him and he fell down. He realized he was being chased. He was so
scared that he started running away. Luckily enough, the plane bumped into a van and
exploded and many pieces blew away in the air.
3. a. J’empruntai le couloir à la hâte. J’entrai / Je pénétrai dans le couloir précipitamment.
b. Comme je courais dans le couloir, la porte de la chambre de ma sœur pivota lentement
sur ses gonds.
c. Je sortis précipitamment, appelant mon beau-père à grands cris.
d. Il s’enfuyait avec le sac.
4. a5 • b6 • c7 • d4 • e1 • f3 • g8 • h2
> L’interrogation
1. Ces énoncés sont tous à la forme interrogative.
Complétez : en anglais, les constructions interrogatives utilisent obligatoirement un auxiliaire
(sauf pour Who et What sujets).
Quand la question commence par un mot interrogatif on a l’ordre : mot interrogatif +
auxiliaire + sujet + verbe.
2. question a réponse c • question b réponse e • question c réponse a • question d réponse d •
question e réponse b
3. Les énoncés a, b et d sont au prétérit simple ; les énoncés c et e sont au présent simple.
Mot interrogatif sujet Mot interrogatif complément
a•d•e b•c
Déduisez : quand le mot interrogatif est sujet, il n’y a pas d’auxiliaire do / does / did ni au
présent simple ni au prétérit simple. La construction est celle de la phrase affirmative.
4. Complétez : si le verbe se construit avec une préposition, cette préposition est habituellement
placée à la fin de la question.
5.
Who is the victim? m. identité
Whose gun is it? e. possesseur
When did you last meet the victim? d. moment / date
What time did you leave the flat? n. heure
Where did you go after leaving the flat? g. lieu
Why could the victim have been murdered? h. raison
How is the victim’s wife? c. santé
How was the victim killed? k. moyen / manière
What’s the kidnapper like? f. description
How old is the victim? a. âge
How many bullets were shot at the victim? b. nombre
How much money was kept in the safe? i. quantité
How far was the murderer from his victim? l. distance
How often did you meet the victim? o. fréquence
How long will it take to have the test results? j. durée
292 • UNIT 14
> Practice
1. a. Did you hear unusual noises last night?
b. How much money has been stolen?
c. What time did his wife leave the flat?
d. When were the photos taken by the detective?
e. Do you know why he left her?
f. Did the victim go to work yesterday morning?
2. Proposition de corrigé
THE INSPECTOR: You saw a suspect. What was he like?
THE WITNESS: He was quite tall.
THE INSPECTOR: How old was he?
THE WITNESS: About thirty.
THE INSPECTOR: What was his hair like?
THE WITNESS: It was dark, short and curly.
THE INSPECTOR: Did he have a beard?
THE WITNESS: No, he didn’t. He had a moustache.
THE INSPECTOR: What was the time? / What time was it?
THE WITNESS: It was around ten.
THE INSPECTOR: What were you doing outside at ten?
THE WITNESS: I was walking my dog.
THE INSPECTOR: Have you already seen the suspect in the district?
THE WITNESS: No, never. It’s the first time.
3. Productions possibles :
Kate Todd’s role
What’s your name? How long have you been flatmates?
How old are you? What were you doing at 10 p.m.?
Are you married or single? How often do you...?
What’s your job? Where were you at 10 p.m.?
Where do you work? When did you last see Mr Boffin?
How are you related to the victim? When did you come back home?
Who broke up? Where is the cinema located?
When did you break up with him? How long was the film?
Why did he / you break up? Where did you eat out?
How long have you known him? Were you alone?
Miss Rose’s role
My name is Miss Rose. I’m thirty-two years old.
I’m single. He met a girl and fell in love with her...
I’m a florist. I run a shop on High Street / Her name is Miss White.
two blocks away. I was at home on my own.
I’m Mr Boffin’s / Colin’s flatmate. I watched TV until 11 p.m. I went to bed
We’ve been flatmates for two years. because I start work very early in the morning.
Colin used to be my boyfriend.
He broke up.
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Mr Brain’s role
My name is Brian Brain. I work for a research laboratory. It isn’t the
I’m twenty-nine years old. same laboratory as Colin’s.
I’m single. I went to the cinema last night.
I have no girlfriend. It’s not very far from here.
Colin and I have been friends for I was alone.
two years. I didn’t go back home before midnight
We have been flatmates for a year. because I had a drink in a bar after the film
I’m a chemist. which finished at 10.30 p.m.
Mr Test’s role
My name is Ted Test. We have been flatmates for eight years.
I’m thirty. I’m a chemist.
I’m single but I have a girlfriend, I work in the same laboratory as Colin.
Miss Blue, who lives next door. I wasn’t alone.
We have known each other for a very I spent the night with my girlfriend.
long time. We have been friends since We ate out, went to the cinema and then went
we were teenagers. to Miss Blue’s flat.
Kate Todd’s suppositions
It can’t be Mr Test because he had an alibi. He must have been seen in the restaurant. They
have known each other for too long.
It may be Mr Brain because he works for a research laboratory so it was easy for him to get
digitalin. He may have wanted to get rid of him and apply for his job in the future.
I’m sure it’s Miss Rose because she was jealous and couldn’t bear the separation. She never
forgave him.
It must be Mr Test because he works with Mr Boffin and they must be rivals. His alibi is
Miss Blue but she cannot be trusted because she is his girlfriend.
294 • UNIT 14
Nom : Classe :
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296 • UNIT 15
Activités langagières dominantes
N. B. : les titres en gras indiquent les documents à étudier afin de réaliser la tâche finale.
Nous vous rappelons que les Help! sont enregistrés sur le CD classe et que les exercices
Improve your pronunciation sont téléchargeables sur le site compagnon.
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1. Fast facts
298 • UNIT 15
CORRIGÉ
UNIT 15 • 299
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3. Recap
Productions possibles :
a. The South African population is composed of Blacks, Whites, Coloureds and Asians. People are
of mixed origins. South Africa is an ethnic mosaic. The Rainbow Nation refers to the diverse mix
of people, cultures and religions living together in one country. Archbishop Desmond Tutu is said
to have coined the phrase at the end of the apartheid regime in South Africa.
b. Black, gold and green, which were first incorporated into South African national flags in the
19th century, also feature prominently in the flags of the liberation movements, particularly
the African National Congress (ANC), the Pan-African Congress (PAC) and Inkatha. These
colours can thus be said to broadly represent the country’s black population.
Blue, white, red and green reflect the British and Dutch (later Boer) influence, as shown in
the earliest flags flown in South Africa, and also featured prominently in the old South African
national flag (1928-1994) and thus represent the white population of South Africa.
The green pall (the Y-shape) is commonly interpreted to mean the unification of the various
ethnic groups and the moving forward into a new united South Africa (www.flagspot.net/
flags/za.html - col).
Informations complémentaires
k At the end of the 17th century, French, German and Dutch Protestants emigrated to the
Cape of Good Hope, a Dutch territory on the route to Java. They quickly drove native Africans
off their lands. Then the British conquered the colony in 1806. But the early settlers called
Boers rebelled against their domination. In 1910 the four united provinces of Transvaal,
Orange, Natal and the Cape formed the South African Union which became a republic in
1961, when it withdrew from the Commonwealth.
k Apartheid is an Afrikaans word (Afrikaans is the language spoken by Afrikaners). In
Afrikaans it means separate evolution, and is a formal system of racial segregation which
started in 1913 and was reinforced in 1948. For non-Whites, it implied:
– No voting rights and no political representation.
– No relations with Whites except at work.
– Townships (such as Soweto) for Blacks and Coloureds who were excluded from white
towns from 1955 onwards.
– Passbooks which were necessary to work in white areas.
– Blacks were stripped of their citizenship, legally becoming citizens of one of ten tribally
based self-governing homelands or bantustans (Bophuthatswana, Ciskei, Transkei,
Vendaland…).
– Social and economic discrimination.
300 • UNIT 15
1. THE FIGHT MANUEL k P. 200
1. Watch a video
Voir p. 429-430 et 454-455.
Le role play proposé ici permettra de rebrasser le cours précédent et de vérifier l’apprentissage
de la trace écrite. Il donnera lieu soit à un travail écrit, soit à une prise de parole en continu.
Productions possibles : We had just come back from Robben Island. We were walking down a
street, when my grandmother and my mother stopped in front of a greengrocer’s. They went in.
I was with my father. Suddenly a noise could be heard. We saw police vans coming at full speed.
All of a sudden they stopped and checked a black woman’s passbook. As she didn’t have her
papers, they brutally arrested her. She clung to her baby, but the policemen ruthlessly threw it
on the ground. She was yelling, screaming out of fear. Another woman picked up the baby and
saved it. The woman was taken to prison. Afterwards, I was shocked. I couldn’t do anything.
I was lying on the sofa when my parents came into the room. They both explained what
apartheid meant. I couldn’t help being outraged and feeling compassion for these innocent
people. This scene was a turning point in my life. For the first time I was confronted with an
unfair world where Blacks were treated differently.
Critères d’évaluation de la tâche : à titre indicatif, nous proposons la grille suivante.
Le professeur sera bien sûr libre d’élaborer sa propre grille ou de faire évoluer le nombre
de points attribué à chaque critère.
Respect des consignes 0 1
Moments importants du récit traités 0 1 2 3 4
Expression des sentiments du narrateur 0 1 2 3 4 5
Richesse de la langue (lexique et structures) 0 1 2 3 4 5
Correction de la langue 0 1 2 3 4 5
Total des points / 20
2. Soweto riots
> Mise en œuvre possible : on pourra diviser la classe en deux groupes. Aux élèves les
plus fragiles on donnera l’encadré à lire. Aux plus solides on confiera le travail sur l’affiche
(disponible sur le transparent n° 15).
Exploitation de l’illustration :
k On pourra inviter les élèves à aller sur le site suivant pour répondre à une série de questions:
www.soweto.co.za/html/p_hector.htm
– Who was Hector Pieterson?
– When was he killed?
– What has Hector Pieterson become a symbol of?
– What impact did this photo have on the international community?
– What is the name given to the Soweto riots in this article?
– How did the riots begin?
– What did people demonstrate against?
– Who inspired this movement?
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3. A time of fire
À noter que ce texte est enregistré sur le CD classe n° 3, piste 16.
302 • UNIT 15
6. marching / protesting (l. 2-3)
7.
Police Demonstrators’ reaction Results
“kept “People became fighting mad, – “Smoke and flames were everywhere. ”
shooting” throwing stones at the police, (l. 22)
(l. 23) burning down schools and – “hundreds were dead.” (l. 23)
government offices.” (l. 20) – “Hundreds were hurt and hundreds were
arrested.” (l. 24)
Prolongement possible : on invitera les élèves à lire le livre de Beverly Naidoo, ouvrage
destiné à la jeunesse qui est tout à fait à leur portée. Ce sera un excellent entraînement
à la lecture d’un texte long et non coupé.
1. Get ready
On procèdera ici à un rapide brainstorming.
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7. “He stood firm for what he believed was fair and right” (l. 15)
8. He went to Johannesburg. unfairness • inequality
3. Recap
Cette activité et la question 4b pourront être traitées en même temps (voir productions
possibles ci-dessous).
4. Going further
Productions possibles :
a. Mandela resented being given an English name. It was humiliating. It meant he had to lose his
African identity. He was denied any personality, was considered a non-entity.
He knew Whites were despising Blacks but, on arriving in Johannesburg, he felt shock /
indignation / horror, because Blacks were being discriminated against / were treated as
second-class citizens.
b. The incident at the missionary college revealed Mandela was resolute / wilful / rebellious. He
spoke his mind and stood up against the principal. He defied / challenged his authority. His
attitude involves / implies / entails moral courage / strength / willpower. Although the principal
threatened to expel him, he stuck to his decision. He was ready to face the consequences of
his decision. This incident foreshadows his resistance in the fight against apartheid. To disobey
unjust laws was a moral imperative. That’s why he served a 27-year sentence.
Prolongement possible : le vocabulaire de la toolbox pourra être mémorisé grâce à la fiche
page suivante (disponible sur le site Internet).
304 • UNIT 15
Check your vocabulary
Traduisez les phrases suivantes.
1. Nelson Mandela était engagé dans la lutte contre l’apartheid.
2. Toute sa vie, il fut courageux, déterminé, volontaire, audacieux et rebelle.
3. Il fut désobéissant.
4. Son attitude était provocante.
CORRIGÉ
1. Nelson Mandela was committed to / involved in the fight against apartheid.
2. All his life, he was courageous, determined, resolute, bold and rebellious.
3. He was disobedient.
4. His attitude was provocative.
5. More information
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5. In 1944 Mandela joined the resistance against apartheid. Twenty years later he was arrested
and taken to court. At the end of the trial, he was found guilty and sentenced to life
imprisonment. He served his sentence on Robben Island. He was released from jail in 1990.
6. Three voices: the journalist, singers, Mandela
7.
When? Sentence Reaction
– 1960s life sentence ideal for which he is ready
– 1964 to die
6. Writing workshop
Productions possibles : Mandela was born on July 1918. He was the leader of the ANC and
fought against apartheid. He was arrested and taken to jail where he served a 27-year sentence
on Robben Island. He became a symbol of freedom and equality. Apartheid was abolished in
South Africa in 1992. A year later Mandela and F.W. De Klerk, the white President, who officially
announced the end of apartheid, were awarded the Nobel Peace Prize. A year later in 1994
Mandela became the first democratically elected President of South Africa. Since he resigned
in 1999 Mandela has devoted his time and energy to fighting against AIDS.
306 • UNIT 15
Critères d’évaluation de la tâche : à titre indicatif, nous proposons la grille suivante.
Le professeur sera bien sûr libre d’élaborer sa propre grille ou de faire évoluer le nombre
de points attribué à chaque critère.
Les dates clés sont traitées 0 1 2 3 4 5 6 7
Lexique et structures 0 1 2 3 4 5 6 7
Correction de la langue 0 1 2 3 4 5 6
Total des points / 20
1. Get ready
Corrigés :
a. HIV/AIDS pandemic: “Every day the HIV/AIDS pandemic kills 8,000 people, and in their
neighboring population, the infection rate is nearly 40%.”
b.
How many
What? How old? Founder? Goals?
children?
The Agape 30 orphans (after aged 7 to Gogo Zodwa – took them in and
Orphanage having lost their 16 years Mqadi, a social gave them a safe haven
parents to AIDS) worker – prevent them
from wandering
the landscape alone
c. The figures given are huge and alarming. They underline that AIDS is a widespread phenomenon,
that it is a scourge that is plaguing South Africa. I am shocked, outraged, I didn’t know so many
lives were threatened. AIDS is taking its toll and the number of victims is colossal. The problem
South Africa has to cope with is daunting. HIV/AIDS is a demographic time bomb; the potential
damage it can cause to South Africa, its society and economy, is incalculable.
Informations complémentaires
• Sur le site suivant vous trouverez beaucoup d’informations très précieuses :
www.csa.za.org/filemanager/download/18/ Managing the impact of HIV/ ...
• South Africa has the fastest growing HIV/AIDS epidemic in the world, with more people
infected than in any other country in the world. Over four million people, about one in every
eight adults, are HIV+. At least 20% of adults are infected.
HIV/AIDS is spreading dramatically in South Africa because of:
– the legacy of apartheid and the migrant labour system;
– the disruption of family and communal life;
– a good transport infrastructure and high mobility (allowing the spread of HIV into new
communities);
– high levels of poverty and income inequality;
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GROUP 1
a. The Agape orphanage
Origin of the word “Agape is a Greek word meaning unconditional love” (l. 4)
Where in KwaZulu-Natal
“Agape is half-an-hour inland from Durban, in a Zulu area called
Valley of a Thousand Hills. Agape is in fact on the edge of the
white neighbourhood of Waterfall, an affluent village” (l. 13)
When Gogo set it up in the late 1990s.
b. Gogo
Job, origin, social worker
personality “Gogo is a big woman with a big personality. She has a huge, throaty
laugh, wears a fur hat even in summer and explodes with charm.” (l. 2)
“she beams” (l. 4)
Goals “A lot of people she was dealing with were HIV-positive and their main
concern was what would happen to their children when they passed
away. So she said, ‘I’ll look after them.’” (l. 20)
Problems “Agape had problems in the early days with local residents not
met wanting it there” (l. 17)
“She found a piece of land with some shipping containers, with no
windows or anything and had 60 kids in there on mattresses. It was
a real struggle.” (l. 24)
308 • UNIT 15
Approfondissement possible : Gogo is a generous, warm-hearted, loving person. She is
friendly and welcoming. She seems to be radiant and she certainly has a strong personality.
She can be admired because she fought against deep-rooted prejudices, people who were
hostile to HIV patients. She rescued children who had lost their families, who felt emotionally
devastated and lonely. They were vulnerable and she thought it was her duty to get a shelter,
food, clothes and to defend them. She knew orphans would be destitute and in dire straits.
She was their saviour. The place she found was derelict, dilapidated and shabby. But she
managed to give these children a proper place they could live in. She helped them overcome
hardship and loss.
GROUP 2
a. Paul’s portrait
Age in his early twenties
Studies “the end of his first year [at university]” (l. 10)
Nationality British (but no clue is given in the article)
b. Paul’s project
How did he get to “I came across this volunteer project on the internet. Agape.
know about Agape? It was really random.” (l. 12)
How long did “I knew I wanted to spend three months in one place” (l. 11)
he stay there?
What were “he wanted to go travelling […] and do something a little bit
his goals? different” (l. 10)
What influence did “has clearly changed [Paul Taylor’s] life, and not just in
this experience terms of his career.” (l. 6)
have on him? “They’re remarkable kids because whatever situation they’re
in, however difficult it is, they always see the positive. They
have enough reasons in their life to be really down, but they
never were. It made a big impact on me.” (l. 7)
“They’re so endearing, so loveable! I never imagined I would
have so much fun, just with the kids.” (l. 32)
What problems was “So, scraping together £6,000 from family, credit cards and
he confronted with? Theatrecares, an AIDS charity, Taylor went back to Agape.” (l. 38)
Approfondissement possible : Paul wanted to have a few months off and a unique opportunity
to mix with local people / to have contacts / to communicate. He needed a challenge, to stay
somewhere long enough to meet people, to develop relationships, to understand the inhabitants
and their local customs. He needed a constructive / educational / enriching / satisfying
experience. He wanted to broaden his horizons. Once he had been there he wanted to do more,
he was even more committed to helping them. He did his best to help them overcome their
difficulties.
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GROUP 3
a. What happened main house at the orphanage burnt down
to the orphanage?
b. What were the “After the [fundraising] trip to the UK was cancelled, […] Gogo
consequences? instigated plan B: ‘To finish [recording a CD of traditional Zulu
songs] and hope somebody somewhere will hear them.’” (l. 46)
c. Who helped “Alicia Keyes, the pop star, and co-founder of Keep a Child
them? Alive, the charity that provides anti-retroviral drugs for people
with HIV/AIDS” (l. 54)
d. What were “In the summer of 2005, the charity contacted Agape, inviting
the results? the children to perform in a fundraising concert in New York
with Paul Simon and Alicia Keyes. The concert raised £60,000.
The film has also raised £150,000 to help Agape rebuild after
the fire.” (l. 56)
3. Writing workshop
Productions possibles : Agape is an orphanage founded by Gogo, a social worker. This
generous woman wanted to welcome children who had lost their parents to AIDS. She is
devoted to helping them survive. Paul Taylor, a student, came to Agape by chance and was
deeply impressed by the kids’ energy and enthusiasm. He came back a few months later to
shoot a film there. Unfortunately the orphanage burnt down. Gogo decided to record a CD
with traditional Zulu songs. One day Alicia Keyes, a pop star, heard them and the children
went to New York City to give a concert. The film and the concert helped them raise enough
money to rebuild the orphanage.
Critères d’évaluation de la tâche : à titre indicatif, nous proposons la grille suivante.
Le professeur sera bien sûr libre d’élaborer sa propre grille ou de faire évoluer le nombre
de points attribué à chaque critère.
Tous les points de l’article sont traités 0 1 2 3 4 5 6 7
Lexique et structures 0 1 2 3 4 5 6 7
Correction de la langue 0 1 2 3 4
Mots de liaison 0 1 2
Total des points / 20
310 • UNIT 15
4. SOWETO TODAY MANUEL k P. 204
2. Writing workshop
Ce paragraphe pourra être rédigé individuellement ou en binômes, en classe ou à la maison.
Productions possibles : Soweto is an acronym for “South Western Townships”. It is an urban
area near Johannesburg, South Africa. During the apartheid regime, Soweto was a segregated
residential settlement for Blacks, located outside the white city. Blacks and Coloureds were
excluded from white towns from 1955 onwards. Soweto became famous in 1976, when riots
broke out over the government’s decision to enforce education in Afrikaans rather than English.
Today, Soweto is a black-dominated city. Although great progress has been made, many people
still live without electricity or running water, are still faced with dire poverty. Townships are poor
areas where people live below the poverty line but where the future seems bright.
Critères d’évaluation de la tâche : à titre indicatif, nous proposons la grille suivante.
Le professeur sera bien sûr libre d’élaborer sa propre grille ou de faire évoluer le nombre
de points attribué à chaque critère.
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312 • UNIT 15
2.
Present perfect Prétérit
Formes verbales – has become – was born
– have changed – stayed
– has improved – was (imprisoned, released, elected)
– have been involved
– I’ve seen
Marqueurs – now – for 27 years
de temps – since 1994 – when he was imprisoned
– now – in 1990
– over the last few years – four years later
– just
> Practice
1. a. La situation s’est améliorée ces dernières années. [renseignement sur le présent, passé
composé]
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b. Avant 1994, les deux communautés étaient séparées. [événement coupé du présent,
imparfait]
c. Steve Biko mourut dans sa cellule de prison en 1977. [événement coupé du présent,
passé simple]
d. Donald Woods, un journaliste blanc, dénonça les tentatives du gouvernement pour étouffer
le scandale. [événement coupé du présent, passé simple]
e. Il fut alors obligé de quitter son pays. [événement coupé du présent, passé simple]
f. La tribu des San habite dans le désert du Kalahari depuis plus de deux mille ans.
[renseignement sur le présent, présent]
g. Johannesburg est la capitale économique et industrielle de l’Afrique du Sud depuis plus
d’un siècle. [renseignement sur le présent, présent]
h. Certains Sud-Africains ne se sont pas encore débarrassés de tous leurs préjugés.
[renseignement sur le présent, passé composé]
2. a. Spending on education has greatly increased over the last ten years.
b. The world’s first heart transplant was performed by Dr. Chris Barnard in Cape Town on
3 December 1967. Now more than 50,000 have been performed worldwide.
c. Mahatma Gandhi lived in South Africa from 1893 to 1914.
d. Alan Paton’s book, Cry, the Beloved Country, was published in 1948. It became a massive
success and made people aware of apartheid abroad.
e. I have never read a novel by a South African author.
3. Productions possibles :
The number of radio listeners has slightly increased since 1994 / Mandela was elected.
The literacy rate has also risen, it has reached almost 100%. It is around / about 100%.
The number of people who own their homes has slightly increased too. It is just above / over 80%.
The number of households having access to electricity has significantly / sharply increased.
It now reaches 80%.
The number of people having access to running water has also increased. It is just under /
below 80%.
314 • UNIT 15
Productions possibles : This is a very satirical cartoon. It lists / denounces / exposes all the
problems South Africa has been confronted with since the dismantling of apartheid. Assault
and muggings are commonplace. Theft is a common feature of the post-apartheid era. It is also
characterized by a culture of drunkenness (intoxicated pedestrians = drunk). Poverty is another
scourge (beggars stand at the traffic lights). Many people live below the poverty line, are in dire
straits. The unemployment rate is very high. Corruption is rampant (school exam papers being
sold). Gang warfare also plagues the country (taxi war in progress). Drug dealing is alarming.
People do not abide by the laws and use their mobiles while driving. Soccer fans can also get
mad, can’t be controlled. Through the use of road signs, the artist wants to sensitize the reader
to the situation in South Africa today. It is a very pessimistic and gloomy vision of a country that
has to cope with huge problems / massive socio-economic problems. It still has
to overcome high levels of poverty and crime.
RÉALISATION DE LA FRISE
> Mise en œuvre possible
k La frise pourra être réalisée en groupes, le travail se fera en dehors du temps scolaire
et les élèves se répartiront les recherches.
k Vous trouverez sur les sites indiqués ci-dessous différents modèles de frise, ce qui
pourra donner des idées de présentation aux élèves.
www.teach-nology.com/web_tools/materials/bigtimeline/
www.microsoft.com/education/createtimeline.mspx
www.microsoft.com/education/timelinesword.mspx
k On pourra préciser aux élèves les consignes suivantes :
– Choose the period of time that your timeline will cover, being sure to include your earliest
and latest dates.
– Decide what units of time you will use (days, months, years, decades, centuries, etc.)
to divide your timeline into segments.
– Calculate the number of segments that your timeline will have.
– Draw a line and divide it into the number of equal segments that you think you will need.
– If you are feeling creative, you can add pictures to enhance the timeline.
– You can have a vertical timeline or a horizontal timeline.
– It can be a wall timeline or a computer timeline.
Critères d’évaluation de la tâche : à titre indicatif, nous proposons la grille suivante.
Le professeur sera bien sûr libre d’élaborer sa propre grille ou de faire évoluer le nombre
de points attribué à chaque critère.
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16 JAMAICAN COLOURS OF LONDON
Lexique
k la ville de Londres, ses momuments
(p. 210), sa population (p. 211)
k chiffres et pourcentages (p. 212)
k relief, climat et économie de la Jamaïque
(p. 212)
k immigration : rêves et réalités
(p. 213, 214-215, 219)
k fête et musique (p. 216)
Grammaire
k l’infinitif avec to (p. 218-219)
Phonologie
k réalisation de la voyelle écrite -i- (p. 217)
k réduction des voyelles (p. 217)
k formes réduites (p. 217)
Structures de
communication k
comparer (p. 211)
k exprimer désirs et souhaits (p. 213 et 215)
k exprimer l’intention (p. 213 et 215)
316 • UNIT 16
Activités langagières dominantes
N. B. : les titres en gras indiquent les documents à étudier afin de réaliser la tâche finale.
Nous vous rappelons que les Help! sont enregistrés sur le CD classe et que les exercices
Improve your pronunciation sont téléchargeables sur le site compagnon.
1. Get ready
k La première question donnera lieu à un brainstorming. Les élèves seront invités
à mentionner des monuments ou des endroits dont ils ont entendu parler ou qu’ils
connaissent. Le professeur illustrera ce que certains élèves disent en montrant des photos
des monuments et endroits de Londres les plus célèbres.
k Dans le cas d’une classe fragile, des aides lexicales pourront être écrites au tableau,
données sous forme de photocopies ou (rétro)projetées.
Amorces : the word makes me think of… • it reminds me of…
Lexique : well-known = famous for • busy = lively • exciting = thrilling • picturesque: pittoresque
• amazing: étonnant • impressive: impressionnant • traditional ≠ trendy, fashionable
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Informations complémentaires
The Gherkin, as it is commonly referred to by Londoners, is immediately recognizable
because of its conical shape and stunning exterior of harlequin-patterned glass. It is one
of the most distinctive buildings on London’s skyline. It was designed by Norman Foster.
The Gherkin has been described as “structurally and aesthetically one of the most innovative
skyscrapers ever built”.
c. Pour répondre à cette question, on pourra donner aux élèves quelques minutes pour
réfléchir, trouver des éléments de réponse. Ceci pourra donner lieu soit à un travail
individuel soit à un travail en binôme. On invitera les élèves à utiliser la boîte Help!
Un élève pourra ensuite prendre la parole et les autres complèteront. On fera la synthèse
à l’aide de la trace écrite.
Productions possibles : This photo is unusual. It suggests that London is worth visiting. It is
worth discovering and exploring. It is a modern city. Going to London is exciting / thrilling. It is
trendy and fashionable. There are always new things to discover.
3. Follow-up work
Cette activité permettra d’aborder la production écrite tout en douceur.
318 • UNIT 16
1. MULTICULTURAL LONDON MANUEL k P. 211
Au préalable, on s’assurera que les élèves peuvent consulter une carte de l’Angleterre,
de Londres (avec les différents quartiers) et du monde anglophone afin qu’ils soient
en mesure de situer les lieux mentionnés dans les différents articles.
Site pour les quartiers de Londres : www.londonhotels.it/plan-londres.html
Texte A
1. Une fois le travail de repérage effectué à l’aide de la fiche, on peut utiliser un transparent
représentant le « camembert » et demander à un élève de le commenter. Ce rapporteur
(volontaire ou désigné) fait une courte prise de parole en continu. Le reste du groupe
A intervient pour apporter des précisions ou compléter ce qui a été dit par le représentant
du groupe. Il est important que tous les membres se sentent sollicités et actifs.
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16 JAMAICAN COLOURS OF LONDON
2. On incite les élèves du groupe B à prendre des notes (sous forme de mots clés) et à poser
des questions pour obtenir des précisions, des éclaircissements, faire répéter ce qui
n’a pas été compris.
3. La trace écrite est construite à l’aide des énoncés produits par les élèves du groupe A
(qui ont sous les yeux leur fiche complétée et ont préparé le Recap du texte A p. 117 ;
cf. le corrigé de la fiche ci-dessous).
Texte B
1. Le groupe A pose ensuite des questions sur le texte B. Pour les aider, on note des mots clés
au tableau ou sur transparent (rétro)projeté : past tense • who? • how? • when? • reasons
for immigrating • where in London? • jobs?
Productions possibles :
– Who were the Caribbean immigrants? – Where did they live in London?
– How did they go to London? – Why did they emigrate?
– When did they come to London? – What jobs did they do in London?
2. Les élèves du groupe B répondent aux questions avec les informations collectées dans
la fiche remplie. On insistera pour que les réponses soient les plus complètes possibles.
La trace écrite sera construite à partir des productions des élèves.
Dans le cas d’une classe fragile, cette synthèse pourra être semi-guidée.
320 • UNIT 16
Approfondissement possible : The population of London is multicultural since 270 nationalities
are represented in the city and a quarter of its population is made up of people whose origins
are not British but Asian, Black African and Black Caribbean. There are as many Black Africans
as Black Caribbeans (5%). The Chinese represent only 1%. There are twice as many Indian,
Bangladeshi and Pakistani people as Black African people for example. Most immigrants came
from former British colonies. Yet some of them came to England after fleeing violence in their
countries. That’s why 250 languages are spoken in London. Three quarters (76%) of the London
population are white and include many different nationalities. This explains why 15 MPs are from
ethnic minorities at Westminster (the House of Commons).
B. 1.
The name Who was Where did Where were
Date
of the ship on board? they arrive? they from?
1948 Empire Windrush – immigrants Tilbury Dock West Indies (Caribbean
– first large group (north bank of islands: Jamaica,
to come to the UK the Thames) Trinidad, Barbados)
2. devastated (l. 8) • reconstruction badly needed (l. 9) • labour in short supply (l. 10)
3. served with the Allied Forces (l. 14)
4. they really wanted to
5.
Verbs Jobs Places mentioned
– stayed and settled – London Transport (bus drivers…) – South of London
– set up homes – National Health Service (nurses…) (Clapham, Brixton)
– worked – Notting Hill
II. Action!
(À titre de modèle nous ne traitons ici que le Recap du text B.)
West Indians (people from the Caribbean islands: Jamaica, Trinidad and Barbados) left
their native countries aboard the Empire Windrush in 1948. They were the first large group
of immigrants to come to the UK, which marked a turning point in the history of modern
England. They arrived at Tilbury Dock on the north bank of the Thames. They immigrated
because England offered all sorts of opportunities.They wanted to work for the Mother
Country that they had served with the Allied Forces during the Second World War. As England
was devastated (especially its infrastructure) after the Second World War, labour force was
needed to help rebuild the country. They worked mainly for London Transport as bus drivers
or for the National Health Service as nurses for example. Most of them finally stayed and
settled in England especially in the South of London (Clapham, Brixton and Notting Hill) where
their family joined them and where they set up homes.
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A webpage
> Mises en œuvre possibles :
k Approche magistrale
Il serait souhaitable de distribuer ou de montrer (transparent rétroprojeté) une carte
permettant de situer la Jamaïque. Site où trouver des cartes : www.maps.com
1. Les élèves liront le texte p. 212 et rempliront la fiche d’aide du Workbook (la correction
pourra être collective).
2. On pourra demander aux élèves de rédiger dix questions sur la Jamaïque qui seront corrigées
collectivement. Cette activité pourra faire l’objet d’un travail à la maison qui sera corrigé au
cours suivant.
Productions possibles :
– When did Christopher Colombus land on Jamaica?/ When was the island discovered?
– Who first inhabited the island?
– Who seized the island in 1655?
– When was Jamaica granted independence?
– What percentage of the population is of African descent?
– What are Jamaica’s main economic resources?
– How many people live in Jamaica?
– What is the average life expectancy?
– What is the official language in Jamaica?
– What is the Jamaican motto?
k Approche communicative
322 • UNIT 16
What is the Jamaican climate? k It is a tropical climate, so it attracts tourists. It is hot and
rainy and there may be hurricanes that can devastate the country.
What sea surrounds Jamaica? k The Caribbean Sea surrounds Jamaica.
What is the nearest ocean? k The nearest ocean is the Atlantic Ocean.
On veillera à l’accentuation des mots porteurs de sens.
2. Afin de solliciter la mémorisation des informations, on peut ensuite éteindre le
(rétro)projecteur et demander aux élèves de récapituler ce dont ils se souviennent.
Ces éléments serviront de base à la trace écrite.
Productions possibles : Jamaica is located in the Caribbean Sea near Cuba. It is a mountainous
island, its highest peak being in the Blue Mountains. Most of the towns are located on the coast
and Kingston is a very important port. Jamaica’s climate is tropical, that is to say hot and rainy
and many hurricanes can devastate the island. However, this climate is very attractive for tourists
who can land on Jamaica’s three airports.
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1. Get ready
Productions possibles : The picture is taken from the rear of a ship since we can see a trail
of foam. In the background we can see land so we may imagine it is Jamaica, the country the
Caribbeans left in 1948. We may imagine the parents on board the ship going to England.
They certainly had mixed feelings. They must have been sad to leave their country and family.
At the same time they must have been excited because of all the opportunities offered to
them in the new country such as a well-paid job for example.
324 • UNIT 16
➼ RECAP PART 1
The parents must feel nostalgic and miserable because they know they will miss their
country / they will be homesick since they are attached to their family. They will have to cut
off almost all the links with the past and their native country. They dread feeling uprooted and
the arrival in a new country. They must feel anxious / must be nervous / worried as settling in
England is a tremendous change / a turning point / a landmark in their lives. They may dread
the future. They wonder if they will be successful in their new lives or if they will fail. They must
feel hopeful too. They are eager to discover their new country with all its opportunities. They
are eager to achieve their dreams. They dream of integrating into British society / of adapting
to their new environment.
➼ RECAP PART 2
The child’s grandmother was present at the farewell scene. She advised the child not to forget
to write to her, to be faithful, obedient and honest. These last recommendations will guide him
in his life, it will play the same role as a beacon (a guiding and signaling device). They will lead
him / her throughout his / her life. She / He will follow her last recommendations. The child
will be faithful to his / her past and ancestors. And at the same time she / he will try hard
to be honest / righteous.
➼ RECAP PART 3
The child is supposed to cling to her / his traditions and at the same time she / he will have
to build the future. She / He will belong to both worlds. The child must achieve / aims to
fulfil her / his dreams. England was seen as a country where everything was possible / as a
land of opportunity. In England opportunities would be limitless, provided the child was good,
open-minded and hard-working.
3. Diary
En fonction du personnage choisi, les élèves pourront s’appuyer sur les Recap 1, 2 ou 3
du Workbook.
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1. Get ready
a. et b. Les élèves écouteront deux extraits audio, God Save the Queen/ King et Rule, Britannia
(CD classe n° 3, piste 29), et on les laissera réagir. Certains reconnaîtront l’hymne anglais
et quelques paroles. On pourra leur demander d’anticiper le sujet du texte et ils pourront
ainsi dire : It is (the national anthem) “God Save the Queen/ King”, so the text may be about
the Queen/ King or about England.
En écoutant le refrain de Rule, Britannia, ils repéreront sans doute les quelques mots
qui se répètent : rule, waves, never, slaves.
Productions possibles : British people ruled the seas because they were very good sailors.
Britain had a lot of colonies in the past. Britain had an Empire in the 19th century. British
people/Britons will never be slaves to other nations. British people were very proud of what
they achieved / of their nation. they are independent.
Informations complémentaires
The national anthem is God Save the Queen or God Save the King. It is played whenever the
Queen makes a public appearance. The anthem originated in a patriotic song first performed
in 1745. It became known as the national anthem from the beginning of the 19th century.
Rule, Britannia is a British patriotic song, originating from the poem Rule, Britannia by James
Thomson and set to music by Thomas Arne in 1740. First heard in London in 1745, it achieved
instant popularity. Thomson was a Scottish poet and playwright who spent most of his adult
life in England and hoped to make his fortune at Court. He had an interest in helping foster a
British identity, including and transcending the older English and Scottish identities.
Après écoute, les élèves pourront aussi affiner leur hypothèse de départ : The text may deal
with England and its links with its (former) colonies.
c. Productions possibles :
– It is a first-person narrative. Since the author of the text in called Andrea Levy, we can say
she is the narrator.
– The other characters mentioned are her parents, other immigrants, school pupils including
a new American girl.
– The date mentioned is 1948 and the countries (the names of which / whose names are
repeated) are Jamaica and England.
– It is an autobiography because the narrator relates her family’s story and some personal
memories from her teenagehood.
d. Productions possibles : The black and white photo shows black people waiting behind
barriers. They may be West Indian/ African immigrants from British colonies arriving in
England and waiting to go through the Customs to have their passports checked / to see
if they were allowed in.
326 • UNIT 16
2. Understanding the text
> Mises en œuvre :
k Approche magistrale
On fera lire l’ensemble du texte par la classe à l’aide de la fiche de compréhension du Workbook
(p. 121-123) et on procédera à des synthèses partielles avec toute la classe après l’étude de
chaque partie.
k Autre approche possible
On divisera la classe en trois groupes et on désignera un rapporteur par groupe
qui récapitulera l’essentiel de chacune des parties en s’appuyant sur les questions
contenues dans le Recap p. 215 du manuel.
Les autres groupes prendront des notes et interviendront pour demander des compléments
d’information.
N. B. : ce texte est enregistré sur le CD classe n° 3, piste 28.
11.
Past job Job and place of work in GB
a trained teacher had to sew • worked in sweat-shops
atelier
UNIT 16 • 327
UNIT
16 JAMAICAN COLOURS OF LONDON
3. Recap
Les élèves les plus faibles pourront s’aider de la rubrique Action!, p. 122-123 du Workbook.
Productions possibles :
Part 1
a. The father left Jamaica / his native country because if he had stayed there he would have
been unemployed / he would have been jobless / he would have found no job and his
children would have had no future. As there were no opportunities in his native country,
he decided to leave for England. If he had not left his native country, he would have had to
face economic difficulties. He left Jamaica because he expected to fulfil his dreams. He
wanted to achieve success for himself and his family. Before leaving Jamaica he dreamt of
improving his standard of living in England. He emigrated for economic reasons. He hoped
for a better future / better opportunities / a higher standard of living. He dreamt of making
more money, of escaping poverty. He wanted to improve his living conditions. He was looking
towards to the future. He believed that he could start from scratch. He was attracted by the
new opportunities he could have in England.
b. First of all, he saw his future country as a powerful / mighty and ruling / dominating nation.
England symbolized power and wealth. At that time the British Empire was made up of
countries from all over the world. Secondly he pictured his future country as a welcoming /
greeting country capable of integrating all sorts of people coming from completely different
cultural, ethnic backgrounds. He thought his future country would welcome him.
c. He expected to find a job easily because he saw England as a rich country compared
to Jamaica. He expected his future country to provide him with a job and a decent house
because he saw England as his Mother Country, a protective / motherly country ready
to help / support him. Since the Mother Country was a rich country, he hoped to find a job
immediately. Moreover he went to England in order to help rebuild the country after the Blitz
(the bombing of London by the German army during the Second World War) destroyed many
neighbourhoods / districts in London; that’s why he expected to be greeted.
Titres suggérés : The land of plenty • The Promised Land • Dreaming of a brighter future •
A land of opportunity • The dream
328 • UNIT 16
Part 2
a. The parents were confronted with/had to face several difficulties because they were
foreigners. People were racist so they faced exclusion. Because people were distrustful,
they were victims of exclusion. First, the father could not have decent living conditions
because he was black. He was prevented from renting a room in a dilapidated district.
So he was discriminated against because of the colour of his skin. So was the mother who
must have been refused a job as a trained teacher since she had to work in a sweat-shop,
probably for low wages. She was overworked and underpaid. They were looked down upon
because of their skin colour. They were considered second-rate citizens.
b. Other people who were foreigners and immigrants were discriminated against too. They were
victims of racism and xenophobia as many other foreigners and immigrants. Czechs, Poles
and Greeks were segregated too. They may have been accused of taking jobs that should
have been reserved for British people only. They must have been rejected just because they
were different.
Titres suggérés : Disillusion • Disappointement • Facing reality
Part 3
a. The narrator realized that none of the pupils at school was interested in her / that she was
not popular at all. The other schoolgirls were indifferent to her country. They didn’t feel like
discovering the customs of her country. She also realized that they looked down upon her,
that they probably considered her an inferior being. She must have become aware of what
racism / xenophobia were, particularly because / especially since the pupils had a different
behaviour to the new American girl. She could not possibly make friends with any of them.
The pupils must have thought a Jamaican girl was not as interesting as an American girl.
b. She must have been miserable, frustrated, disappointed because she had a positive vision
of England. She was certainly disillusioned as she had imagined England as a welcoming
country. Obviously she must have felt left out / rejected. As nobody talked to her, she must
have felt completely isolated and very lonely.
c. Since no one was interested in the Jamaican culture, tradition, customs and food, she must
have thought all she liked was worth nothing. Consequently she must have felt ashamed of
being Jamaican and not British. That’s why she said she felt embarrassed that her parents
were not British.
Titres suggérés : Facing hardships • The difficulties of a teenager to integrate into a new
country • The end of the dream
4. Summary
Corrigé : 1 opportunities 2 fulfil 3 better-paid 4 improve 5 standard of living
6 foreigner 7 despised 8 racism 9 xenophobia 10 awful / dreadful 11 lonely
12 excluded / rejected
5. Creative writing
On pourra renvoyer les élèves à la p. 224 du manuel (« Rédiger une lettre »).
UNIT 16 • 329
UNIT
16 JAMAICAN COLOURS OF LONDON
Productions possibles :
May 25th, 1948
12 Crescent Road
LONDON SW1 28BG
Dear Grandma/all,
At last we arrived in Kent after a long, tiring trip across the Atlantic Ocean. I’m really glad
I’ve set foot on the firm ground again! The sea was rough because of a terrible storm and most
of the other passengers felt sick. Mum too!
As soon as we joined London, Mum and Dad started to look for a place where to live... We
were really disappointed!
London suffered badly from the Blitz and many buildings and houses are completely
destroyed. That’s why it’s very difficult now to find a nice place to live in. Many areas in London
need to be rebuilt.
What’s more I was stunned when I realized English people seem to be reluctant to rent a
room to coloured people. I was very upset because I cannot forget how helpful Jamaicans were
during the war.
At school, I feel completely excluded. Nobody thinks it is worth knowing Jamaica. To them,
the United States is the country to discover! I really feel miserable. There are so many things I
would like to show them. I know what racism means now!
And of course, I miss the sun, the palm trees and the whole atmosphere is quite bleak here. It
seems it never stops raining here and it’s so cold. One of the first things I did was to buy a raincoat.
I wish I could eat our tasty mangoes! It will take long I’m sure before I can feel the pleasant smell
of all the flowers and plants growing in our marvellous island again. I’m a bit nostalgic but don’t
worry you know what I’m like... I’ll do my best to integrate into my class.
Tomorrow Dad will go to an interview with the director of the local post office. He was told
they were offering jobs there. They need young men like him to help start afresh.
So things are not so disquieting as they look! When he starts earning money, it will be easier
to find better housing and to adapt to the English society.
I hope to hear from you soon.
Lots of love XXX
Andrea
330 • UNIT 16
Check your vocabulary
1. Traduisez les phrases suivantes. Les mots soulignés sont dans la boîte Help! de votre
manuel, p. 215.
a. Le père d’Andrea voulait réaliser ses rêves.
b. Il rêvait d’un emploi mieux payé.
c. Il voulait améliorer son niveau de vie, avoir de meilleures conditions de vie.
d. Il était attiré par les nombreuses possibilités / offres en Angleterre.
e. Il s’attendait à être accueilli, à s’intégrer facilement à la société britannique.
f. En Angleterre, il fut confronté au racisme. Il fut déçu, perdit ses illusions.
g. Ils furent malheureux, car ils étaient méprisés, étaient considérés comme des étrangers.
Ils vivaient dans des conditions épouvantables.
h. Andrea se sentait seule, isolée, rejetée par ses camarades.
i. La jeune Américaine était populaire, tout le monde voulait être son amie.
j. Les autres éléves pensaient que la Jamaïque et ses coutumes ne valaient pas la peine
d’être connues.
2. Classez les mots suivants dans le tableau selon qu’ils sont accentués sur la première,
la seconde ou la troisième syllabe.
condition • disappointed • miserable • disillusioned • disdain • customs • excluded •
integrate • dreadful • ashamed
1re syllabe 2e syllabe 3e syllabe
CORRIGÉ
1. a. Andrea’s father wanted to fulfil his dreams.
b. He dreamt of a better-paid job.
c. He wanted to improve his standard of living, have better living conditions.
d. He was attracted by the numerous opportunities in England.
e. He expected to be welcomed, to integrate into the British society easily.
f. In England he was confronted with racism. He was disappointed and disillusioned.
g. They were miserable because they were looked down on / despised, considered
foreigners. They lived in awful / dreadful conditions.
h. Andrea felt lonely, isolated / left out and rejected / excluded by her school friends.
i. The young American girl was popular, everybody wanted to be her friend.
j. The other students thought Jamaica and its customs weren’t worth being known.
UNIT 16 • 331
UNIT
16 JAMAICAN COLOURS OF LONDON
2. Get ready
Productions possibles :
a. It’s bright and colourful. They look cheerful. They seem to be enjoying themselves. It seems
to be lively. They’re dancing. The spectators standing along the streets are taking photos.
b. carnival • festival • celebrate • involve • band • riot • multiculturalism
3. Listen
> Script de l'enregistrement
➼ Part 1
The biggest street festival in Europe: the Notting Hill Carnival. Every year, hundreds of
thousands of people head to Notting Hill in West London to dance, sing, eat, and celebrate
multiculturalism. Multiculturalism: the mix of people from different races, religions, traditions,
and languages. The carnival owes its creation to Trinidadian immigrants. The carnival was
created thanks to people who came to Britain from Trinidad.
➼ Part 2
In the late 1940s and the 1950s, there was mass immigration to the United Kingdom:
the arrival of people from many different cultures. Some people in the UK didn’t like the
changes that were happening and this led to riots.
➼ Part 3
Corinne Skinnycarter remembers helping her friend Claudia Jones helping to start the carnival.
We hear the word function. A function is a social event of some kind. “We must get together,
we must get together. That was the whole idea. She thought that the best way to get a lot of
West Indians together, is to have a function. As it happened, this function turned out to be a
carnival.” Now, let’s listen to Claire Holder, who’s been involved with organizing the Carnival.
“The Carnival is a wonderful show. It’s about the positive promotion of black culture, of black
traditions, to promote our culture. The Carnival is steel band and costumes, without a doubt.
Without costumes and steel bands there’s no carnival.” And this musician involved with the
carnival says the steel band and the costumes are important elements, important parts of
the Carnival. A steel band is a group of musicians who play steel drums and the Carnival does
officially kick-off, it begins with the National Steel Band Competition.
➼ Part 4
Another tradition associated with the Carnival is something called Soca. To find out what it
is, let’s listen to Tony. He’ll use the word fusion which is a mix or combination of different
things. We’ll also hear the words Calypso and Soul which are both types of music. “I’m Tony
from Soca Saga Boys. Soca is really a fusion with Calypso and Soul, which is S.O. from the
Soul, the C.A. is from the Calypso. Soca is a happy music. If you want to have a nice time
and you really want to get in the groove, you need to listen to Soca”. Costumes, the special
clothes, which people wear are also a very important part of the Carnival. They are usually
332 • UNIT 16
bright and colourful, full of colour and sometimes heavy. Like for this girl who says after
wearing her outfit or costume for a while she gets exhausted. “When I wear it I feel quite
exhausted after a while because it’s really heavy.”
4. 1940s, 1950s
5. West Indian and Trinidadian immigrants
6. mass • immigration • arrival • changes • after • together • areas
7. decided • wanted • bring • people • together • help • people • understand
8. 3 female voices
9. helping • function • Carnival • promote • Black • culture • costumes • important • steel band
10. steel • drum
11. 3 voices: 1 male voice and 2 female voices
12.
Name of a music instrument Types of music
drum Calypso • Soul • Soca
II. ACTION!
➼ RECAP PART 1
Every year in West London, in Notting Hill, there is the biggest street festival in Europe
during which people from different cultures sing and dance. It was created by immigrants
from Trinidad who settled in London to celebrate multiculturalism.
➼ RECAP PART 2
In the UK after WWII there were many immigrants who entered the UK, and some people in
the UK didn’t like the changes. This caused violent protests / riots. Consequently people in
West London where many immigrants had settled decided to create a big street festival during
which people could dance, sing and eat. The goal was to bring people together and help them
understand each other.
➼ RECAP PART 3
The Carnival is a social event that must get people together and promote black culture
and black traditions. The two main elements in the Carnival are steel bands and colourful
costumes. A steel band is a group of musicians who play steel drums and compete.
UNIT 16 • 333
UNIT
16 JAMAICAN COLOURS OF LONDON
➼ RECAP PART 4
The other important element in the Carnival is music, Soca which is a fusion / combination
of Calypso and Soul musics and a happy music.
4. Oral account
Pour préparer la prise de parole en continu, les élèves pourront s’appuyer sur les Recap
proposés dans la rubrique Action! du Workbook (p. 125) et les amorces du manuel (p. 216).
Productions possibles : The recording deals with the origins of the Carnival. The Carnival
was created in 1964 by immigrants from Trinidad after violent protests and riots took place in
London. They had to face exclusion and racism due to the mass immigration in the 1940s and
1950s so they wanted to create a street festival to get people together, to celebrate different
cultures, races and religions. During the Carnival people wear costumes, sing, dance, play Soca
music and steel bands compete.
2. Les voyelles soulignées correspondent toutes au son \E\ (appelé « schwa »).
3. b. Les mots entre parenthèses appartiennent aux catégories grammaticales suivantes :
prépositions, pronoms personnels, verbes et connecteurs grammaticaux. Ils correspondent
tous à des formes réduites.
334 • UNIT 16
> L’infinitif avec to
1. – Ces verbes sont suivis d’un infinitif complet. Ils sont tournés vers l’avenir et expriment l’idée
de projet.
– “…and decided to chance his arm in the Mother Country.” (l. 8)
“They didn’t want to know about the sun, the sugar cane and the rum punch. They didn’t want
to try our rice and peas.” (l. 39)
2. – La phrase c appartient à la langue courante.
– “My mum, a trained teacher in Jamaica, had to sew to make a living here.” (l. 32)
3. 2. a. 1. b.
4. – Verbe + groupe nominal + to + BV.
– Les groupes nominaux en a, b et d sont sujets du verbe qui suit.
– Le pronom utilisé en c est sous la forme complément.
– Les immigrants venus des Antilles voulaient que leur famille les rejoigne rapidement.
Ils espéraient que leurs enfants auraient de meilleures perspectives d’avenir.
Ils espéraient qu’ils auraient de meilleures perspectives d’avenir.
Les organisateurs voudraient que tous les spectateurs profitent de l’atmosphère du Carnaval.
En français ces verbes ont à leur suite une construction en « que ». N'imitez pas cette
construction en anglais : n’utilisez pas that. Utilisez le verbe avec to.
> Practice
1. a. The Windrush Generation expected the English / English people to greet them.
b. Jamaican immigrants would have liked / would like their children to integrate into British
society.
c. Newly-arrived Jamaicans wanted English people to treat them fairly.
d. They expected the authorities to help them find better accomodations.
e. Andrea’s father would have liked / would like his new bride to come over to England.
2. a. Andrea’s father intended to leave his native country to start a new life.
b. Andrea’s uncle decided to try his luck in England.
c. Andrea expected to make a lot of new friends in her new country.
d. If I go to London next summer, I’d like to see the Notting Hill Carnival.
e. Many Jamaicans planned to settle in London.
3. a. Look at this float!
b. Don’t forget your umbrella!
c. Take your mobile to call your friends in case you get lost.
d. Let’s hurry up, the parade is starting / is going to / is about to start.
4. These children would like to be able to study at university when they’re older. / They plan to study...
They intend to have a well-paid job to escape the ordeals they have been confronted with.
They expect to have a brighter future than their parents without being forced to leave their
own country.
They probably want to be part of the future development of their country.
They want to be given the same opportunities as children in developed countries.
They wish they could use a computer and all the new technologies to work and to play.
They dream of travelling all over the world to discover other countries.
UNIT 16 • 335
UNIT
16 JAMAICAN COLOURS OF LONDON
Nom : Classe :
Respect des consignes 0123
(tous les points sont traités)
Prospectus attrayant : 01234
– mise en pages
– illustration appropriée au contexte
– inventivité
– présentation propre et claire
Production personnelle 0123
(le travail n’est pas un copier-coller d’Internet)
Organisation 012
(structure / enchaînements)
Richesse de l’expression et du lexique 01234
– réutilisation des acquis du cours
– prise de risque
Correction de la langue 01234
– orthographe
– calques du français
– phrases inintelligibles
– erreurs élémentaires et récurrentes
En dessous de 10 : A2
Au-dessus de 10 : B1
Au-dessus de 16 : B2 en cours d’acquisition
336 • UNIT 16
RÉDIGER UN TEXTE MANUEL k P. 222-223
CORRIGÉ
B. 2. From: Samuel
To: Tom
Object: Amazing concert!
Hi Tom!
Guess what happened to me last night! I went to a concert. I arrived early and I saw the leader
of the band : Hugh Curtis! All the people that were queueing with me started screaming and
calling out to him. Everybody got excited because he kindly signed autographs. And although
I was really impressed, I managed to ask him for one. Next time I see you I will show it to you!
The concert was great! It’s the first time I’ve been to such a huge concert: There were 35,000
people. I enjoyed everything, the music, the way my favourite songs were interpreted, the lights
which were beautiful, the atmosphere which was electric. There’s nothing like a live concert!
More tomorrow! See you! Samuel
C. 2. Identifiez la situation.
a. street (coming home from school) + house in the woods • December night • a teenager
and two men
b. mad • desperate • panic-stricken
c. En rentrant de l’école, un(e) adolescent(e) est kidnappé(e) par deux hommes qui le / la
séquestrent dans une maison dans les bois. Ils l’attachent à une chaise et le / la laisse seul(e).
Soudain, il / elle réalise que son téléphone portable est dans sa poche. Il / Elle parvient à
envoyer un message à ses parents. Quelques heures plus tard, la police le / la libère.
3. Repérez ces éléments.
a. was coming • kidnapped • screamed • punched • called • was • took • locked •
tied • left • seemed • was • realized • was • managed • heard • were • was
Tous ces verbes sont au prétérit (le temps du récit au passé), sauf le premier qui est au
prétérit en BE + -ING (qui permet de marquer un repère dans le temps).
b. big • strong • hooded • with dark clothes
c. Mots de liaison : suddenly • but • then • all of a sudden • and • finally • at last
Marqueurs de temps : on a December night • a few hours later
4. Observez comment on peut étoffer un récit.
Pour étoffer un récit, on peut notamment ajouter des compléments ou des propositions relatives
(de temps, de lieu), des adjectifs qualificatifs, des propositions infinitives, des adverbes.
CORRIGÉ
Hi,
I am so sorry I couldn’t come to your birthday party. Please, forgive me, but I was in bed with
the flu and couldn’t get up. I’ll get in touch with you as soon as I’m better.
Love,
Sue
CORRIGÉ
2. Identifiez la situation.
a. Les personnages présents sont Rob et Ashley.
b. Il s’agit d’une situation informelle.
c. Rob attend un coup de fil de sa petite amie, Ashley, qui doit lui rendre visite. Elle lui apprend
qu’elle n’est pas près d’arriver, ce qui agace Rob qui lui reproche d’être partie trop tard. Ashley
ne comprend pas cette réaction.
3. Repérez les éléments suivants dans le texte.
a. Des guillemets sont utilisés pour marquer le changement de locuteur.
b. Verbes introducteurs : said • replied • asked • snapped.
c. Adverbes utilisés : immediately • cheerfully • impatiently.
d. Exemples de langue orale : still got far • where exactly • Er... • I’ve • you’d • didn’t you?
Reading p. 346-347
Listening p. 348
Writing p. 350-352
Reading p. 363-366
Listening p. 367
Writing p. 369
Évaluation diagnostique
Cette consigne sera valable pour les 5 fiches d'évaluation diagnostique de prise de parole en continu (p. 342-345).
L'élève ne traitera qu'un seul des 5 sujets.
• Avant de commencer, observez les vignettes, lisez bien les
À partir des informations renseignements et mobilisez le lexique et les expressions que vous
connaissez. Pensez à utiliser les verbes aux temps et formes qui
données dans les bulles, vous conviennent.
devrez présenter le person-
• Pendant l’épreuve, cherchez à garder la parole le plus longtemps
nage (description physique, possible. Vous pouvez ajouter des informations, donner votre opinion,
pays d’origine, étapes faire des liens avec des livres, des bandes dessinées ou des films qui
marquantes de sa vie…). mettent en scène ce personnage. Vous pouvez hésiter.
• Attention, vous ne devez rien écrire.
Sujet A
➊ 1899: ➋ Parents:
December 12th from Italy
Brooklyn, N.Y (8 children)
➍ Leader
of the Five Points
Gang, New York
Sujet B
➍ Jobs: a waitress,
CALAMITY JANE a cook, a dance-hall girl,
(Martha Jane Canary) a nurse, army scout
➊ 1853: May 1st Princeton,
Missouri
➎ 1876: Bill Hickok ‘Buffalo Bill’s
friend’
➏ 1881: buy a ranch west of
Miles City, Montana
➐ 1893: artist in Buffalo Bill’s Sho
w
➑ 1903:
➋ 1866 - 1867: parents
August 1st (age 51)
– farmers (6 children)
➌ Jane, head of
family: Piedmont,
Wyoming
Sujet C
Évaluation diagnostique
Sujet D
➋ Parents:
Lord Richard Croft
and Lady Amelia de
Mornay
Father’s job: archeo-
logist
➍ Mother
➐ Job: archealogist –
➏ Father discoveries (secrets of
civilization, treasures)
Fiche photocopiable - © Hatier 2010
Évaluation diagnostique
Sujet E
➌ Family: early
life with Grand-
mother
Now: nobody ➍ Evil power:
treachery, violence
© New Line Cinema / The Kobal Collection
GOLLUM
➏ Residence: under
the mountains, island /
➎ Country: lake, dark places
Middle-Earth
➐ Specific characteristics:
specific grammar ➙ use the first person plural
Fiche photocopiable - © Hatier 2010
Évaluation diagnostique
Nom de l’élève : ............................................... Classe : ........
Then one day, about a week after he arrived, a strange thing happened. Jonathan
was standing by his window. He was shaving in front of a little mirror from his
travelling bag.
Suddenly he heard a quiet voice in his ear say: “Good morning.” Jonathan jumped
5 with fear and cut himself on the neck. The count was standing next to him. Jonathan
looked in the mirror again, but he could only see himself.
“Why can’t I see him in the mirror?” he thought.
He turned again, and saw a strange, hungry look in Dracula’s eyes. The count
was watching the small stream of blood coming out of the cut on Jonathan’s neck.
10 Without thinking, Jonathan lifted his hand to the blood. As he did that, he touched
the little silver cross around his neck. The count’s face changed. His eyes shone
red and he began to shake. Then, without a word, he picked the mirror and threw
it out of the window. There was a long silence, then Jonathan heard the crash of
broken glass on the rocks far below. The count turned angrily:
15 “I will not have mirrors in my house,” he shouted. Then, seconds later, he said
more softly: “Try not to cut yourself. It is more dangerous in this country than you
think.” When the count left the room, Jonathan looked out of the window at his
broken mirror. The ground was a long way down. For the first time he realized
that he wanted to leave. He wanted to go home. “But will he give me permission to
20 leave?” he thought. “Am I really his guest? Or am I, perhaps, his prisoner?”
Bram Stoecker, Dracula, Penguin Readers, level 3, 2000
4. Où se passe la scène ?
a. Dans quelle pièce ? Donnez un indice tiré du texte.
/2
b. Dans quel lieu selon vous ? Justifiez à l’aide d’un indice.
/2
/4
9. Observez les mots angrily (ligne 14) et softly (ligne 16) et complétez le tableau : /3
angrily softly
Indiquez leur catégorie grammaticale
(noms, verbes, adjectifs, adverbes)
Trouvez le mot racine
Donnez le sens prévisible
/2
11. Relisez le dernier paragraphe et répondez aux questions.
a. Comment réagit l’autre personnage ? Citez une phrase du texte.
/2
b. De quoi prend-il conscience ? Citez un mot clé tiré du texte.
/2
12. a. Un mot a beaucoup d’importance dans le récit. Lequel ? Comment le repérez-
vous ?
Fiche photocopiable - © Hatier 2010
/2
b. Trouvez deux indices qui prouvent que Dracula est un vampire.
/2
Total des points /40
Évaluation diagnostique
Nom de l’élève : ............................................... Classe : ........
/3
Sujet B
On vous a offert deux places de cinéma. Quel film et quelle séance choisissez-vous ?
Sujet C
Vous êtes invité(e) à
une soirée déguisée ;
le thème est ‘goodies
and baddies’.
Attention, tout le
monde doit avoir un
costume différent.
Quel costume choisis-
sez-vous ? Pourquoi ?
Sujet D
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Évaluation diagnostique
Nom de l’élève : ............................................... Classe : ........
1. Voici un devoir rédigé par un élève. Le sujet était “Write about a film you have
seen recently. Express likes, dislikes, cause and opinion.”
Yesterday I went to see Avatar because all my friends told me it was great. I enjoyed
it very much: I love special effects. I think the use of new film techniques and 3D
is effective and the visuals are amazing. It is full of adventure and the heroes are
very realistic. In my opinion it is the biggest and best movie ever! My girl friend was
not so impressed; she hated it. The story was boring and disappointing. She couldn’t
stand the music.
Soulignez les mots que l’élève a utilisés pour traiter le sujet et reportez-les
ci-dessous. /4
Likes
Dislikes
Cause
Opinion
2. Vous avez lu une bande dessinée de super héros (Spiderman, The Hulk,
Superman, …) et vous voulez la raconter à un ami qui ne l’a pas lue. Quels mots
anglais allez-vous utiliser ? Complétez les fiches.
/5
Super hero
Who? (people) ?
Where?
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Who for?
What?
3. Sur papier libre, recopiez les énoncés suivants en séparant les mots et les
phrases. Rétablissez la ponctuation et les majuscules. /3
a. CaptainAmericaisasymboloffreedomandpatriotismhefoughtagainstthenazisandwon
b. IjustloveSpidermanwhocanclimbskyscrapersheissoathleticandclever
c. Wonderwomanhasamagiclassoandunbreakablebraceletswhichhelpherfightvillainss-
hecanrunveryfastisverystrongshecanfly
4. Utilisez une seule fois chacun des mots de liaison ci-dessous pour ne former
qu’un seul énoncé. Vous pouvez changer l’ordre des énoncés si nécessaire. /4
a. The nuclear physicist was working for the government / he was exposed to gamma
rays.
b. Bruce Banner was exposed to gamma radiation / he gets mad he turns into The
Hulk.
d. The Hulk can resist all attacks / his skin is very thick and bullet-proof.
When the evil Lex Luthor planned to destroy the world, Superman was the only one
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6. Écrivez, sur papier libre, le récit correspondant à ces six images. Utilisez les
temps du passé. (80 à 120 mots) /20
Choice ➙ strong, powerful, super human, hillarious, far from reality, colourful,
eccentric
Reaction: Likes ➙ be fond of + V-ing, enjoy + V-ing, fabulous!, terrific!, awesome!
Dislikes ➙ hate, can’t stand, uncomfortable, heavy, horrid, ridiculous
Preferences ➙ favourite, prefer + V-ing, had rather + V, different from,
I’d choose, … is nicer than, … is more …
FICHIER PÉDAGOGIQUE k P. k
FICHIER PÉDAGOGIQUE P. 342-345
342-345
SPOKEN PRODUCTION
> Proposition de corrigé : fiches d'évaluation diagnostique 1 à 5
(prise de parole en continu)
Ceci est un exemple de production possible (sujet A : Al Capone).
This is Al Capone, also called Scarface.
In this photograph, he has a round face with black eyes and black hair, he is a little bald. He
looks fat. He is wearing a dark suit and a tie. This is surprising because he doesn’t look nasty
or mean or bad and yet he is one of the most famous baddies of the twentieth century.
He was born on December 12th 1899 in Brooklyn, New York, but his parents were Italians.
He had 7 brothers and sisters, so it was a large family. I can imagine they were not rich. He
was not a good pupil and left school when he was expelled at the age of 14. He became the
leader of the Five Points Gang in New York. Then, from 1923 to 1931 he moved to Chicago
where he became the most famous gangster ever, public enemy number 1. He was involved
in illegal activities which concerned corruption, casinos, prostitution and extorsion. The
police were very active: they asked Eliot Ness to try his best to catch him. This is the story of
the film The Untouchables by Brian de Palma with Robert de Niro and Kevin Costner. He was
found guilty in 1932, convicted and sent to prison. He spent the rest of his life in Alcatraz,
the famous Rock in San Francisco Bay and died there in 1947. He was only 48 years old.
> Grille d’évaluation du CECRL
Compétence Composante évaluée Points Paliers
Réalisation Respect de la consigne
de l’exercice et 0
traitement du 1
sujet
Discours Chronologie respectée A2
cohérent Discours sous forme d’une succession de points A2
et organisé Utilisation de mots de liaison simples (and, but, because, 0 A2
1
so…) 2
Production d’un discours cohérent et logique 3 B1
Utilisation d’énoncés complexes (propositions relatives, B1
subordonnées en when, where...)
Capacité à Auditoire souvent ignoré A2
communiquer Discours compréhensible malgré des maladresses A2
Énoncés courts 0 A2
Nombreuses pauses 1 A2
2
Auditoire pris en compte 3 B1
Discours facilement compréhensible 4 B1
Énoncés longs et complexes B1
Quelques pauses et hésitations B1
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SPEAKING INTERACTION
> Grille d’évaluation du CECRL : fiches d'évaluation diagnostique 8 à 11
(prise de parole en interaction)
Compétences Composante évaluée Points Paliers
Interaction Peut lancer, poursuivre et clore un bref échange A2
Peut poursuivre un échange, a parfois besoin d’aide 0 A2
Prend l’initiative, mène l’échange et répond de façon 1 B1
2
pertinente en étoffant ses réponses 3
Capacité à négocier pour aboutir à un choix en fin 4 B1
d’échange
Capacité à Auditoire souvent ignoré A2
communiquer Discours compréhensible malgré des maladresses A2
Énoncés courts 0 A2
Nombreuses pauses 1 A2
2
Fiche photocopiable - © Hatier 2010
b. I just love Spiderman who can climb skyscrapers. He is so athletic and clever.
c. Wonder Woman has a magic lasso and unbreakable bracelets which help her fight
villains. She can run very fast, is very strong. She can fly as well.
(1 point par phrase correcte)
4. a. The nuclear physicist was working for the government when he was exposed to gamma rays.
b. Bruce Banner was exposed to gamma radiation that’s why he turns into The Hulk when
he gets mad.
Évaluation sommative
Sujet A
• Avant de commencer, observez les vignettes, lisez bien les
À partir des informations renseignements et mobilisez le lexique et les expressions que vous
données sur les fiches, connaissez. Pensez à utiliser les verbes aux temps et formes qui
conviennent.
vous devrez présenter ce
personnage (description • Pendant l’épreuve, cherchez à garder la parole le plus
longtemps possible. Vous pouvez ajouter des informations, donner
physique, pays d’origine, votre opinion, faire des liens avec des livres, des bandes dessinées
étapes marquantes de sa ou des films qui mettent en scène ce personnage. Vous pouvez
vie…). hésiter.
• Attention, vous ne devez rien écrire.
lamp”
Florence Nightingale – “The lady with the
➊ Birth: May 12, 1820 in Floren
ce, Italy
➋ Parents: rich, educated Eng
lish family
➌ 1845: decision to become a
nurse ➙ parents’
strong objection
➍ 1851: 4 months of training
in Germany
➎ 1853: superintendent of the
Institute for the
Care of Sick Gentlewomen, London
mIEn/ War,
➏ 1853 – 1856: crimean /kraI"
(in Turkey today) y
newspaper: horrible conditions in militarse
in cau
hospitals (crowded, dirty, Cholera = ma
of death)
travels to the Crimea; leads a team
of 38 nurses after
very brave, works day and night; looks
© Bettmann / Corbis
injured soldiers
nickname: “The lady with the lamp”
➐ 1860: starts the first moder
n school for nurses
hniques of
at St. Thomas’ Hospital, London (new tec sin g
nursing) ➙ founder of themodern nur
Fiche photocopiable - © Hatier 2010
Évaluation sommative
Sujet B
• Avant de commencer, observez les vignettes, lisez bien les
renseignements et mobilisez le lexique et les expressions que vous
À partir des informations connaissez. Pensez à utiliser les verbes aux temps et formes qui
données sur les fiches, conviennent.
vous devrez présenter ce • Pendant l’épreuve, cherchez à garder la parole le plus
personnage (description longtemps possible. Vous pouvez ajouter des informations, donner
physique, pays d’origine, votre opinion, faire des liens avec des livres, des bandes dessinées
étapes marquantes de sa ou des films qui mettent en scène ce personnage. Vous pouvez
hésiter.
vie…).
• Attention, vous ne devez rien écrire.
”
Clara Barton – “Angel of the Battlefield
➊ Birth: December 25, 1821,
Oxf ord,
Massachusetts, USA
➋ Family: parents, middle-cla
ss farmers and
e (sage-
horse breeders; aunt, nurse and midwif
femme)
➍ 1854: independent woman;
job = copyist in the
U.S. Patent Office, Washington, D.C.
➍ 1861– 1865: American Civil
War
in
newspaper: first battles, bad conditions)
ded
military hospitals (medical supplies nee
organization of help for the soldiers
➎ 1862: in an army ambulanc
e with food and
medicine ntline
permission to go to battlefields and fro
nickname: “Angel of the Battlefield”
© Bettmann / Corbis
Évaluation sommative
Nom de l’élève : ............................................... Classe : ........
Sujet A
Lisez le texte puis répondez aux questions en français.
/1
4. Où se situe chaque groupe ? Citez une ou plusieurs expressions tirées du texte.
/2
/2
d. Sur papier libre, relevez les mots qui appartiennent aux champs lexicaux de
la description physique et du mode de vie. /2
e. “They sat on their ponies stiff and still like grown-up Indians.” (l. 7-8) Quelle
attitude cette phrase souligne-t-elle ?
/2
f. Que découvre l’héroïne dans ce passage sur la façon de vivre de ce groupe ?
Expliquez avec vos propres mots.
/4
6. Relisez le texte de la ligne 9 à 15 et répondez aux questions.
a. Quels souhaits exprime l’héroïne ? Classez-les par ordre de préférence.
/2
b. Pouvez-vous deviner le sens de naughty (ligne 10) d’après le contexte ?
❑ réaliste ❑ malsain ❑ espiègle ❑ morbide /1
c. Relevez deux mots se référant aux éléments naturels ou à la météo ?
/2
d. Que souhaite l’héroïne et pourquoi ?
/2
/3
Fiche photocopiable - © Hatier 2010
/4
Total des points /40
Évaluation sommative
Nom de l’élève : ............................................... Classe : ........
Sujet B
Lisez le texte deux fois ainsi que l’ensemble des questions puis répondez-y.
Sunday, June 28, 1896
After Mass today, the boat engines suddenly
stopped. “What is it?” “Is something the
matter?” “Is something wrong with the boat?
” All kinds of stories started up, but then
someone shouted, “America!”
5 I grabbed Jozeph’s hand. We hurried up the stairs
and crowded onto the deck. Far off,
I saw a jagged line. Land! It was America. I hugge
d Jozeph and started to cry. I spotted
Leon, and he grinned and nodded.
Soon the Statue of Liberty came into view. We
pushed against the rail to get a glimpse.
Mothers and fathers lifted their babies and small
children so they could see. There were
10 cheers and laughter and more crying. People
crossed themselves and prayed.
Leon pushed his way over to us and lifted
Jozeph to his shoulders. The Statue of
Liberty looked sad and lonesome. She remin
ded me of a saint, and I don’t know why,
but I was suddenly filled with sadness too. I
could not take my eyes off her mournful
face. What kind of place is this America, I wond
ered as our ship floated past a harbor.
15 Tall buildings loomed in front of us.
Then the moment was gone, and it was rush,
rush, rush. Ship officers strode up and
down the decks, barking orders and directions
. “Hurry up! Quickly! Run! Over here!
Over there! Men here! Women there! Children
with the mothers!” Identification tags
were pinned onto our clothing, and we were herde
d onto a smaller boat and transported
20 to a great inspection hall.
At the hall, a stern and sour inspector check
ed our papers. [...]
In another hall we were poked and prodded1 and
interrogated. Our eyelids were pulled
up, our chests and backs thumped, our legs and
fingers, hair and scalp examined. They
even measured the beating of our hearts.
25 Then the dreaded chalk mark! When a docto
r found something suspicious – redness
of the eyes, or lameness, or a cough – he mark
ed a letter on the foreigner’s coat. Oh,
the wail that went up each time a coat was chalk
ed.
To our great relief, there was no chalk mark
for Jozeph, Leon or me. Now we are
sitting, waiting to answer more questions to
see if we will make suitable Americans.
1. (ici) auscultés
/1,5
b. In your opinion, how are they related to each other?
/1
2. What is their status?
/0,5
/1
b. Explain what happened in your own words.
/4
12. “Oh, the wail that went up each time a coat was chalked.” (l. 26-27)
Fiche photocopiable - © Hatier 2010
What happened to some people? Why? How did they react? (20 words) /4
13. a. What happened to the main characters? Rephrase in your own words.
/2
(10 words)
b. How did they feel? Quote one key element from the text. /1
Évaluation sommative
Nom de l’élève : ............................................... Classe : ........
Listen to the conversation and find as much information as possible.
1. Life in France and England
a. What can’t Marie find in France? /1
b. What solution did she find? /2
c. What groups of people does she mention?
/1
d. Consequence for Marie? /1,5
2. What are the three advantages London has for Marie? /3
3. First difference
a. What French habits (= habitudes) struck her? Quote two key verbs.
/1
b. Where in particular?
/1
c. What do British people do? When?
/2
4. Second difference
a. What? /1
b. Two major differences:
/2
c. “No one bats an eyelid”: tick the correct definition. /1
❑ People make remarks ❑ People are indifferent
❑ People laugh at you ❑ People don’t show any reaction
5. Third difference
a. What? /1
b. Why? Fill in the grid with keywords only. /2,5
The French The British
Fiche photocopiable - © Hatier 2010
- -
- -
- -
Évaluation sommative
Identifiez le problème soulevé par ces documents.
Discutez-en avec un autre élève en donnant votre
• Temps de préparation individuel : 5 minutes
opinion, en défendant votre point de vue et en
• Vous n’aurez droit qu’à des notes.
illustrant vos propos par des exemples concrets.
• Temps de parole : 1 à 2 minutes
Sujet A
Sujet B
Évaluation sommative
Nom de l’élève : ............................................... Classe : ........
1. You write an e-mail to your British friends to thank them for taking you to the Notting
Hill Carnival. Don’t forget to:
- tell them what you enjoyed most and why.
- invite them next year to a festival in your area.
(40 words)
2. After three weeks in South Africa you post a note on your blog. You want to tell your
friends where you went, what you saw, describe some experiences, give your impres-
sions and feelings about the country and the people you met.
(120 - 150 words)
3. Imagine a story
based on this
cartoon. Don’t
forget to include
what happened
before this scene
(incidents, rela-
tionships) and
what may happen
afterwards.
(120 - 150 words)
© Sempé et Editions Denoël, 1962, 2002
Fiche photocopiable - © Hatier 2010
Jean-Jacques Sempé,
planche tirée de l’album
Rien n’est simple,
Éditions Denoël, 1962
4
Énoncés longs et complexes B1
Quelques pauses et hésitations B1
Contenu Nombre d’informations données restreint et peu précis 0 A2
1
Informations nombreuses, pertinentes et détaillées 2 B1
b. Instead of coming back to Poland, the father has decided to stay in America and
make his daughter come. Besides, she will marry a man the father has met in the USA.
(4 points)
4. a. Job: a coal miner (1 point)
b. “… Mr. Stanley Gawrych who wants a young bride from the old country.” (l. 2-3) (1 point)
c. Mr. Gawrych wants to marry a young Polish girl. (2 points)
5. The narrator’s five qualities are: young, strong, fit for marriage, good family training, and
[knows] how to take care of a house and a husband. (0,5 point par bonne réponse pour
‘young’ et ‘strong’, 1 point par bonne réponse pour les trois autres)
6. An agreement was concluded between the narrator’s father and Stanley Gawrych.
(1 point par bonne réponse)
7. Stanley Gawrych will pay for the narrator’s passage to America; in exchange she will be
obliged to marry him although she does not know him or love him. (4 points)
8. a. “I don’t want to be a coal miner’s bride.” (l. 7-8) ;“I don’t want to go to America.” (l. 12-13)
“I don’t want to marry a man I do not love.” (l. 13)
Accepter aussi : “How could Tata have done such a terrible thing? (l. 7)
(1 point par bonne réponse)
b. The narrator is both shocked/stunned at the news and revolted because her father
took an important decision without asking for her advice. (2,5 points par sentiment)
9. a. “gasped” (l. 11), “I had shocked my grandmother” (l. 11). (1,5 point par bonne réponse)
b. “It is a father’s duty to find his daughter a good husband.” (l. 9) “What does a young girl
know about love?” (l. 14)
Accepter aussi : “My father arranged my marriage, and your grandfather arranged your
mother’s marriage. This is the way things are done.” (l. 14-15) (1,5 point par bonne réponse)
5. a. Laura (1 point)
b. Des enfants (no bigger than Mary and Laura) (1 point)
c. Groupe 1 : ils regardent le spectacle / ce qui se passe “watching”
(1 point pour les 2 actions)
Groupe 2 : ils sont à cheval “riding” (1 point pour les 2 justifications)
d. Description physique: naked – brown – straight black hair – skin was out in the fresh air
Mode de vie: did not have to wear clothes
(de 0 à 1 mot/expression = 0 point – de 2 à 4 expressions = 0,5 point – 5 expressions = 1 point –
citation correcte = 1 point)
e. La fierté (2 points)
f. Les hommes voyagent à cheval en premier, suivis par leur famille. Les enfants sont
presque nus et paraissent fiers et libres. Ils ne subissent pas de contrainte sociale et vivent
près de la nature: (The women and children came riding behind the Indian men... the little
Indians did not have to wear clothes) (de 0 à 4 points)
6. a. Se promener nue exposée au vent et au soleil. Être une petite Indienne.
(1 point par bonne réponse)
b. Espiègle (1 point)
c. Wind, sunshine (1 point par bonne réponse)
d. Laura semble fascinée et envieuse de la vie des enfants indiens, qui n’ont pas d’habits.
Ils ont l’air libres et près de la nature. Ils sont aussi traités comme des adultes très tôt.
(de 0 à 2 points)
7. a. Bundles of skins, tent poles, baskets, cooking pots
(0 à 1 mot/expression = 0 point – 2 ou 3 expressions = 1 point – 4 expressions = 2 points)
b. West (western edge of the world)
c. Hypothèses: Ils sont nomades. Ils quittent la région. Ils partent en voyage, en migra-
tion saisonnière ; ils viennent d’être battus dans une bataille et s’enfuient pour s’installer
ailleurs. (de 0 à 3 points)
d. Le vide (emptiness), le calme (quiet / silence), la solitude (lonely).
(1 point par sentiment avec sa justification)
e. Les Indiens quittent la région. Ils sont déplacés de force car ils sont dépossédés de leurs
territoires par l’installation des colons soutenus par l’armée. Les parents et les enfants
compatissent avec ces gens qui souffrent. (de 0 à 4 points)
1. a. The main characters are the narrator (a woman), Jozeph and Leon. (0,5 point par réponse)
b. The narrator might be Leon’s wife and Jozeph might be their son.
(1 point, accepter toute autre réponse possible)
2. They are immigrants. (0,5 point)
3. a. At the beginning of the text, they are on a boat. (0,5 point)
b. They are going to America. (0,5 point)
4. a. It was a special day because they finally arrived in New York. (l. 6) “Land! It was
America.” (1 point)
b. The main characters felt joy and emotion at that moment. “I hugged Jozeph and started to
cry. I spotted Leon, and he grinned and nodded.” (l. 6-7) (2 points)
5. The monument they saw first was the Statue of Liberty. (0,5 point)
6. a. People were moved. “cheers, laughter, crying” (0,25 point par mot trouvé)
b. They wanted to thank God because they had finally fulfilled their dreams and
achieved their goal. (2 points)
c. People were glad because they had reached the land of plenty, the land of
opportunity. They were deeply moved because they had left everything behind them (native
country, family) to start from scratch. (4 points)
7. a. The narrator was struck by the “sad, lonesome, mournful” face of the Statue
of Liberty. (0,25 point par mot trouvé)
b. The narrator felt sad/miserable and worried because she wondered what was
in store for her, what America was like. (3 points)
8. a. T (l. 18) “Men here! Women there!” (1 point)
b. F (l. 19-20) “Identification tags were pinned onto our clothing” (1 point)
c. T (l. 19) “we were herded onto a smaller boat” (1 point)
9. a. Ellis Island. (1 point)
b. It was the Immigration Processing Centre. (1 point)
c. It is located on Ellis Island, an island opposite Liberty Island. (1 point)
10. In order to become American citizens, these people had to go through both a legal
inspection: (their “papers” were “checked”), and a medical examination: (their
“eyelids were pulled up”, their “chests and backs thumped”, their “legs and fingers,
hair and scalp examined. They even measured the beating of [their] hearts”.) (4 points)
11. a. A person received a chalk mark “When a doctor found something suspicious”. (l. 25)
(1 point)
b. Each time the doctors thought that a person was sick/had health problems, they put a
chalk mark on their clothes. Consequently this person was sent to a hospital where he/she
had to undergo further medical exams or receive medical treatment. (4 points)
12. Some people wailed/moaned because they knew that as the doctors found
“redness of the eyes, or lameness, or a cough”, they would be sent back to their
native country. (4 points)
13. a. The main characters were healthy so they were allowed to enter the country. (2 points)
b. They felt relieved. (l. 28) “To our great relief, there was no chalk mark for Jozeph,
Leon or me”. (1 point)
Total des points /40
c. “No one bats an eyelid”: People don’t show any reaction. (1 point)
5. a. She talks about cooking. English people are inclined to cook less. (1 point)
b. The French: they enjoy food and cooking; they buy more quality ingredients.
The British: they don’t have time; they get the cheaper option; they don’t enjoy food as
much as the French do. (2,5 points)
MANUEL k P. 182-183
SPEAKING INTERACTION
> Proposition de corrigé : évaluation sommative du manuel
(prise de parole en interaction)
1. a. To my mind ... / In my opinion ... / I feel ...
b. In other words ... / To sum up, I’d say ...
c. I quite agree with you on this point. / That’s quite right. / Absolutely!
d. I disagree with you. / I don’t see it that way. / Certainly not!
e. Can you repeat what you said, please? / Sorry, I didn’t get that. / What exactly do you mean?
f. For instance ... / Let me give you an example. / In other words, ...
g. Sorry to interrupt you, but ... / Can I just say something?
2. Productions possibles
How weird! This is weird! The guy looks cute but his two hands are disgusting! It is scary,
frightening and really strange.
Dans le cadre d’une classe fragile ou si un groupe d’élèves est plus fragile, on pourra leur
fournir cette aide lexicale et les inciter à trouver les adjectifs qui correspondent le mieux à
leurs réactions.
a. intriguing threatening = menacing unusual
frightening = scary disgusting surprising
peculiar: bizarre / curieux gloomy: sombre amusing
mysterious odd = strange provoking
disturbing impressive: impressionnant oppressive
b. Productions possibles
The two hairy hands make the man look half-human half-animal. He looks both prehistoric and
modern. The mixture of the two attracts our attention and makes us feel ill at ease. When we
notice the logo we realize this is an awareness campaign against deforestation. Deforestation
has an impact on animals and species. Many species are endangered and on the verge of
extinction. The goal of the advertisers is to alert us and sensitize us to the state of the planet.
The advertisers resort to a visual device to make us aware of the link between our daily acts
and deforestation. They have resorted to a shock tactic to make us aware of the impending
disaster, of an acute problem, of the threat / danger, of the impact of deforestation of the
rain forest on some species and mankind.
Fiche photocopiable - © Hatier 2010
They want to alert us / sensitize us, shock us into awareness. The message conveyed is
clear: it’s high time we acted. We are on the brink of disaster, if we don’t act now we are
doomed. We are all concerned. They want to frighten us into acting and reacting. Man’s life is
at stake.
3. Écouter l’enregistrement sur le site compagnon.
➼ De 7 et 10 points : A2
➼ De 11 et 15 points : B1 en cours d’acquisition
➼ Au-delà : B1
6. An old woman was walking in the park pushing her cart which was full of bags. She sat
on a bench next to me and we started talking. She was eighty, her hair was white, she
looked very tired. She told me the story of her life. At twenty she was an actress and
married to a very rich man. Fifteen years later he fell in love with another woman and
she got divorced. She found a job, worked for many years. Then she lost her job and was
homeless. She didn’t want me to give her any money. She said she didn’t need much.
Contenu du mail 0
Formule de remerciements 1
Expression de l’intérêt 2
Justification de cet intérêt 3
4
Invitation pour l’année prochaine
Texte cohérent Succession de points A2
et organisé Utilisation de mots de liaison simples (and, but, because) 0 A2
Texte articulé 1
Utilisation d’énoncés complexes (propositions relatives, 2 B1
subordonnées en when, whereas...) B1
Lexique Vocabulaire limité 0 A2
Lexique riche et varié 1 B1
2
3
4
Grammaire Utilisation de structures simples 0 A2
Erreurs élémentaires encore systématiques 1 A2
2
Correction grammaticale suffisante 3 B1
Erreurs occasionnelles ne gênant pas la compréhension 4 B1
Prise de risque Richesse de l’expression 0
1
2
Total des points /20
4. On a separate sheet of paper, match each drawing with quotations from the text
a. b. c. d.
Who?
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Mary’s reaction?
6. The decision
a. What does he decide? Quote.
b. Who is hired (engagé)? How much will he be paid? What is he hired for?
Give a quotation for each answer.
8. There are six mistakes in the following summary. On a separate sheet of paper,
underline them and write down the correct phrases or sentences.
The man had been wounded in the head. He wasn’t bleeding much. Henry tore the Indian’s
trousers to stop the blood and tried to comfort him. Both the wife and Henry lifted the Indian
onto the horse and rushed to the doctor’s.
10. The end of the story: Match the adjectives with either the white man or the Indian.
guilty • • remorseful
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MANUEL k P. 232
Ations
1. Lisez ces mots à haute voix. Quel son ont-ils en commun ?
meet • feel • each • scream • these
b. Qu’en déduisez-vous ?
– Lorsqu’un message n’est pas terminé, l’intonation reste .
– Lorsqu’un message est terminé, l’intonation est .
– Dans une yes / no question l’intonation est .
6. Récitez le poème à haute voix par groupes de deux. Le premier élève apprendra
les vers 1, 3, 5, 7, 9, 11, 13, 15, ainsi que les deux derniers. Le second dira les
réponses, de manière à ce que le poème soit lu comme une conversation entre
deux personnes.
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MANUEL k P. 233-234
The landlady
➼ FACTS
1. Where are Billy and the woman?
2. What are they doing? Pick out words related to this activity.
3. What does the reader learn about the woman? Quote elements from the text.
a. Occupation:
b. Physical appearance (2 elements): –
c. Elements underlining the woman is polite and welcoming:
7. Pick out two sentences revealing what the two names remind Billy of.
➼ INTRIGUING ELEMENTS
8. The text has been divided into three parts. On a separate sheet of paper, draw a table
as shown below and list the puzzling elements in each part. Then give a possible
explanation for each of them.
Puzzling elements Possible explanation
Part 1
from the beginning to “… corri-
- -
dors of a hospital.” (l.10)
Part 2
from “Mr Mulholland” to “like a
- -
baby’s.” (l. 32)
Part 3 - -
from “There was a pause...”
(l.33) to the end.
➼ YOUR CONCLUSIONS
12. “I stuff all my little pets.” (l.53) What does the word “all” refer to?
The landlady
14. Who is the landlady? Complete the following sentences:
Apparently the woman is
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In reality she is
2.
List the characters present at the List all the other characters
beginning and at the end of the text. mentioned in the text.
Beginning:
End:
3. In what country does the scene take place? Tick the correct answer.
● India ● Ireland ● South Africa ● New Zealand
4. a. What does the narrator’s father do? Quote one or two keywords.
5. The black man: Which drawing best corresponds to the description given in the text?
a. b. c.
6. What has the black man come for? Quote two key sentences.
7. From line 24 to line 33: Where does the narrator go? What for? How does the
narrator’s father react?
8. Among the following adjectives, tick the three adjectives that best apply to the father
when he deals with the black man.
● understanding ● indifferent ● contemptuous ● helpful
● sympathetic ● polite ● dismissive
Justify each adjective with a quotation from the text.
a. Who is speaking?
MANUEL k P. 240-241
The living dead
Après avoir lu le texte, complétez ce résumé.
Épuisé, Lockwood mais est agité. Soudain, il se réveille en
sursaut au bruit d’un branchage . Dans un demi-
sommeil, il tente en passant la main .
À sa grande surprise, s’empare de
la sienne, et la voix plaintive de le presse
de . Pour de cette apparition,
Lockwood frotte le poignet du spectre sur le tranchant de
Fiche photocopiable - © Hatier 2010
Henry tore the Indian’s trousers to stop the blood k “the sleeve from his own shirt” (l. 90)
and tried to comfort him. k “to stop the bleeding” (l. 91)
Both the wife and Henry lifted the Indian onto the horse k “he lifted the man” (l. 93)
and rushed to the doctor’s. k “towards his house” (l. 94)
B. INTRIGUING ELEMENTS
8.
Puzzling elements Possible explanation
Part 1 - “... he caught a whiff of a - The smell that emanates from the
from the beginning peculiar smell [...] Or was it the landlady must be the smell of the
to “… corridors of a corridors of a hospital?” (l. 9-10) products she uses to stuff animals.
hospital.” (l. 10)
Part 2 - “He was still puzzling his head - Billy has already seen the two names
from about the two names. […] he had in the newspapers because they must
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“Mr Mulholland” seen them in the newspapers – in have been reported missing and the
(l. 11) to “like a the headlines.” (l. 13) news has hit the headlines.
baby’s.” (l. 32) - “They’re on the fourth floor, both - The two young men are still in the
of them together.” (l. 17) B&B because they are kept prisoners.
- “Oh, it’s the perfect age!” (l. 22) - The landlady is keen on young men.
- “There wasn’t a blemish on his - She must have seen the young man
body.” (l. 30) naked to comment on his skin.
C. YOUR CONCLUSIONS
MANUEL k P. 235-237
Father
1. The narrator’s name is Kristien (l. 25) and she is a child who must be about ten.
2. Characters present at the beginning and at the end of the text.
Beginning: the narrator • a black man in rags and tatters • Mother • Anna
End: the narrator • her father • the black man
Other characters mentioned in the text: the black man’s baas (master) •
the servants • Blacks • the police
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3. South Africa.
4. a. The narrator’s father is a magistrate: “the magistrate”, “courtroom”, “a trial” (l. 1)
b. upper class: “the magistrate” (l. 1), “while he was playing golf” (l. 6), “for the servants” (l. 19)
5. Drawing c.: “in such rags and tatters” / “could see parts of his bare body right through
them” / “his baggy trousers tied to his thin waist with string” / “the front fastened with an
inadequate safety pin” (l. 7-9)
MANUEL k P. 238-239
Wuthering Heights
1. The scene takes place out on the moors at night / nightfall.
2. “Heathcliff, it’s me, Cathy, I’ve come home. I’m so cold, let me in your window” (l. 12-15,
27-30, 36-39)
a. Cathy is speaking. b. She’s talking to Heathcliff, her lover.
c. The narrator is outside on the moors. She has come back to Wuthering Heights.
3. Possession: When I needed to possess you (l. 6); Let me grab your soul away (l. 32 and 34)
Separation: Too long I roamed in the night (l. 23); It gets lonely; On the other side from
you; I pine a lot, I find the lot ; Falls through without you (l. 16-19)
Feelings / Passion: I hated you, I loved you too (l. 7); My only master (l. 22)
MANUEL k P. 240-241
The living dead
Épuisé, Lockwood essaye de dormir mais est agité. Soudain, il se réveille en sursaut au bruit
d’un branchage qui l’importune / le dérange / vient cogner à sa fenêtre. Dans un demi-
sommeil, il tente d’attraper le branchage en passant la main à travers la fenêtre. À sa grande
surprise, une main aux doigts glacés s’empare de la sienne, et la voix plaintive de Catherine
Fiche photocopiable - © Hatier 2010
1. a. In the first painting, the scene takes place in Central Park, in New York during the summer.
Although the park is crowded, the atmosphere is peaceful. People look relaxed and light-
hearted. They are smartly-dressed and they must have gone for a walk because the weather
is sunny/fine. Some people are sitting on a bench, talking. Some are strolling along the
paths. Others are in horse carriages, driving around the whole park. The colours are bright
and this creates a sense of cheerfulness.
b. This/these painting(s) remind(s) me of paintings by Renoir or Monet.
c. Indeed, both painters painted scenes of everyday life. The scenes they painted could be
set in natural or urban landscapes. Moreover in this/these painting(s) we can recognize the
technique used by Renoir or Monet. Both painters relied on sketchiness/sketchy outlines and
patchiness to convey the experience of the rapid movement or variety in a scene. In order to
avoid the smooth finish of traditional painting, they used broad brushstrokes which produced
a blurred effect and conveyed a sense of liveliness.
2. If I had to choose a painting, I would choose the painting by Robert Henri because in my
opinion, it best represents New York City at the turn of the 20th century.
At that time the city was developing and becoming the tallest city in the world.
In this canvas the height is suggested through the numerous vertical lines of the huge buil-
dings and of the street lamp that is right in the middle.
I don’t agree with you. To me, the most representative painting of New York is Central Park
because Central Park is an icon of New York.
Er ... um ... Central Park is still an icon, even in the twenty-first century!
Don’t forget that New York is the city that never sleeps! Activity best symbolizes this city,
especially at the turn of the twentieth century.
I agree with you. I feel that although there is a snowstorm, people are still on the move and
keep working. They are plodding through the snow and yet they seem to be active and busy,
which is the best definition of New York.
The broad brushstrokes probably help create this sense of movement. That’s why I prefer the
second painting by Robert Henri.
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MANUEL k P. 244-245
A city of steel
> Mise en œuvre
Travail en groupes : chaque groupe traitera un aspect du document question a., b., c.
Travail en groupe classe : une mise en commun sera réalisée à partir de la prise de parole
du rapporteur de chaque groupe.
> Prolongement recommandé
On renverra les élèves aux sites suivants pour un travail plus approfondi sur l’architecture
des gratte-ciels : http://inventors.about.com/library/inventors/blskyscapers.htm et
http://www.madehow.com/Volume-6/Skyscraper.html
On donnera ce travail à faire à la maison, au CDI ou au labo multimédia, s’il y en a un dans l’éta-
blissement. Ce travail de recherche servira à réaliser la mini-tâche de la page 245 du manuel.
1. a. This document is a photograph taken by Charles C. Ebbets in the USA, in 1932, a few
years after the 1929 financial crisis/during the Great Depression. The construction site
which was photographed was the one of the Rockefeller Centre in New York City.
On the photo, we can see several blue-collar workers who are sitting on a steel beam at
the top of a skyscraper. The photo must have been taken during the workers’ break, at lunch
time because we can see their lunch boxes. Their feet are dangling in the void/emptiness
and below them we can recognize Central Park so we know the picture was snapped in New
York City. They are resting and look really relaxed (they are chatting and smoking).They do
not seem to be afraid of heights/they do not feel dizzy at all.
b. We know that after the 1929 financial crash, many workers were unemployed/jobless.
Some wealthy businessmen like Rockefeller decided to invest their money in construction
sites in order to boost the American economy. Skilled workers who were not afraid of
heights were hired to build skyscrapers. They were not reluctant to risk their lives provided
they had a job and a little money to support their families. At that time employers were totally
regardless of safety rules; that’s why it is not surprising that the workers in the photo should
wear no safety harnesses. Blue-collar workers were ready to work for very low wages as
long as they had a job. Although the working conditions were often strenuous/difficult/
hard, workers were eager to have a job.
c. To me/As far as I’m concerned, I think the photographer wanted to glorify the economic
power of the USA despite the 1929 crash. He relied on a high angle-shot to show how tall
and high the New York skyscrapers were. The blurred background underlined/emphasized
the towering aspect of the skyscraper. The whole effect gave/conveyed an impression of
power. The effect produced conveyed the impression that skyscrapers (like the economy)
were soaring.
2. > Mise en œuvre
Avant d’écouter l’enregistrement les élèves répondront à la question b.
> Corrigé b.
dynamism – canvases – fractured – kaleidoscope – stained – glass
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Les élèves écouteront l’enregistrement plusieurs fois et relèveront les dates, les noms
propres dans un premier temps puis tous les mots porteurs de sens qu’ils entendront.
Ils utiliseront les éléments repérés pour pouvoir traiter la correction 3, Oral account, à l’aide
des amorces de phrases proposées dans le manuel (correction ci-après).
> Script de l’enregistrement
– Now what famous monument of New York can you recognize in this painting?
– Brooklyn Bridge, of course!
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– And Joseph Stella (who was born in Italy in 1877 and died in 1946) named his painting,
which is part of a series of five related canvases, dating from 1920-1922: The Voice of the
City of New York Interpreted: The Bridge.
– Why “The Voice of the City of New York”?
– Well ... because to Joseph Stella, Brooklyn Bridge best represented New York. The main
part of the painting focuses on this architectural modern icon with its famous Gothic
arches, its maze of cables and wires, its pedestrian walkway and in the background the
breathtaking prospect of Manhattan skyscrapers. To Joseph Stella the conventions of tra-
ditional painting seemed powerless / failed to convey the dynamism of modernity, techno-
logy, machines and life in the city. That’s why he converted to Futurism, an Italian artistic
movement in the beginning of the 20th century, which relied on fractured, colourful and
abstract fragments to capture the complexities and energy of the machine age. Hence the
technique used by Joseph Stella when he depicted the monument through a large variety of
shapes and colours that remind us of a kaleidoscope or a stained-glass window to suggest
the richness and diversity of New York.
3. Joseph Stella was born in Italy in 1877 and he died in 1946. The painting dates back to the
beginning of the twentieth century. We do not know exactly when it was painted because
it was part of a series of five-related canvases. This period corresponds to the time when
the Futurist movement developed. Like the members of the Futurist movement, Joseph
Stella glorified the dynamism of modernity, technology, machines and the city. He believed
the conventions of traditional painting failed to capture the complexities and energy of
the machine age. That is why the canvas includes an architectural modern icon (Brooklyn
Bridge) with its Gothic arches, its maze of cables and wires and its pedestrian walkways. Jo-
seph Stella was convinced that by using fractured, colourful and abstract fragments, which
remind us of a kaleidoscope or a stained-glass window, he could convey the richness and
diversity of New York City.
4. > Mise en œuvre
Cette activité de synthèse à l’écrit pourra être réalisée à la maison ou en classe en groupes.
Les élèves s’aideront des recherches qu’ils auront effectuées sur l’architecture de New York.
> Proposition de corrigé
At the beginning of the twentieth century, New York City was famous all over the world
because its architecture — embodied by its skyscrapers — glorified the American indus-
trial, financial, economic and cultural power as we realized when we studied the photo by
Charles C. Ebbets. Indeed, the building of skyscrapers was made possible thanks to several
important technological advances. First in the 1850s, safe elevators were invented, which
enabled architects to design high towers. In the 1880s, engineers invented mass-produced
steel (an alloy / mixture / blend of iron and carbon) inexpensively. Therefore it was now
possible to build a steel structure / frame / skeleton of vertical columns and horizontal
beams so the outside walls did not support the weight of the whole building. The walls no
longer needed to be thick. Architects resorted to glass, aluminium or stainless steel, marble
or granite for the exterior walls. Consequently tall skyscrapers could be constructed. Finally
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MANUEL k P. 246-247
Neighbourhoods
1. Le professeur fera observer le tableau Little Italy de Red Grooms pendant 30 secondes
puis la classe fermera les livres. On peut s’attendre à ce que les élèves mentionnent :
a. Les personages : a fat woman, a naked woman, a bear, a lady with a pram/ a mother,
a passer-by…
Les objets : a car, a restaurant sign, a trash can, a pot of flowers, birds…
b. La météo : a blue sky, some clouds, a hot summer's day
c. La localisation: in the foreground / background, on the right / left, in the middle /
centre…
On engagera les élèves à faire des prises de parole en continu dès que possible.
> Productions possibles
In this painting the weather is fine; it certainly is a hot summer's day and the sky is all
blue but for a few clouds. The characters are wearing summer clothes and I can even see
a naked woman at her window in the top left-hand corner. On the opposite side, there is
a weird woman (or is it a man?) wearing a hairnet. In the foreground a lady is crossing the
street with her pram. She is just stepping on the pavement / sidewalk.
2. a. Colours: red, yellow and orange
b. Impression of: vitality, crowds, movement, dynamism, chaos
c. Activities: relax, look at, overlook, watch, gaze, stare at, cross the street, walk, go for a
walk, walk a dog / a child, stroll, drive a car, shop / go shopping
d. Little Italy, Manhattan
> Productions possibles
What strikes me first when I look at this painting are the bright colours. Red, yellow and
orange are the dominant shades. This reinforces my first impression of vitality and move-
ment: indeed, the people are busy walking, driving or shopping. There is a crowd in the
centre and the street is bustling with life. The oversized lady on the right and the bear
crossing the street emphasize the chaos of the scene. The dense traffic makes me think of
a frantic Italian traffic jam. I must admit I didn’t immediately think of New York when I dis-
covered the painting. Yet the fire escapes on the façades/sides of the building are typical
of downtown Manhattan. Just the same, there is a yellow cab right in the middle.
3. Naïve and realistic (lack of proportion or perspective, bright contrasting colours, childlike
simplicity, scenes with animals…)
4. a. How true to life! It’s so much like a photograph! It’s so realistic! It can’t be a
painting! It must be an old photograph!
This painting is strikingly realistic. The car parked on the left looks like an oldie from the
sixties. How typical of a view of New York to show a Coca Cola billboard!
Yet I think it is a dehumanized world of concrete which doesn’t appeal to me because I
would rather live in the countryside.
b. Estes is a photo-realist because his painting is both very realistic and looks like a pho-
Fiche photocopiable - © Hatier 2010
tograph. Indeed, I can clearly see the shadows of the buildings contrasting with the bright
street. The scene is true to life; every detail is shown, from the huge billboards, the skys-
crapers, the shop windows, the traffic lights to the different shades of the street tarmac…
He portrays a typical New York street. The viewer immediately recognizes the city. It is very
close to reality because this urban scene looks very familiar.
c. Le professeur fera recopier le passage sur papier libre. Il demandera aux élèves de pro-
céder comme pour les autres lectures oralisées du manuel.
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MANUEL k P. 248-249
The city that never sleeps
> Mise en œuvre
Travail par pairwork ou par groupe sur le tableau. Un rapporteur par groupe est désigné. Un
rapporteur prend la parole, on procède ensuite à une reprise collective. Selon le niveau de
la classe, les élèves les plus solides pourront construire seuls leur trace écrite, les élèves
les plus fragiles pourront compléter le texte à trous fourni p. 248 dans le manuel.
> Guidage possible du travail de groupe
What elements immediately strike you? Why?
What are your first reactions to the painting?
What time of day is it?
What angle shot is used by the painter and why? What is the effect on the viewer?
What buildings were chosen? What are they symbolic of?
Do you like this painting? Why? Why not?
Imagine that this painting is a book cover… What kind of story would it illustrate?
What kind of music would you associate with painting? Why?
1. This painting shows two skyscrapers at night. It relies on geometric design. This painting
looks dark, gloomy and fascinating at the same time. The low-angle shot was chosen to
convey an impression of height and power, to reinforce the vertical lines of the compo-
sition. The viewer feels tiny compared to the huge and imposing skyscrapers that are
reaching for the sky. The only ray of light comes from the moon. The world of concrete
represented here looks cold and inhuman. No human presence can be noticed. The skys-
crapers may represent the economic power of big corporations. People live and work in a
metallic and deserted world. It conveys the impression that streets are canyons and that
people are overpowered.
> Prolongement possible
Le travail de recherche sur Georgia O’Keefe qui peut donner lieu à une prise de parole en
continu d’un élève: http://www.okeeffemuseum.org eet http://www.lkwdpl.org/wihohio/
okee-geo.htm
2. > Script de l’enregistrement
Journalist: Hello Potter. Potter Guifford, you’re an art expert on Hopper. Nighthawks is your
favourite painting by Hopper. Tell us why.
Potter Guiffrod: I love this painting because the scene takes place late at night in New
York. The light attracts our eyes. The bar becomes a focal point because the streets around
are deserted and empty. These people are looking for some comfort. The bar becomes a
shelter for lonely people. Light is important. The painting is based on a contrast between a
dark street and a brightly-lit café.
Journalist: Who are the people represented?
Potter Guifford: Four characters are in a café: a red-haired woman, aged about thirty, wea-
ring a bright-red dress; two men are wearing dark suits and hats. They are silently having a
Fiche photocopiable - © Hatier 2010
late-night drink. Neither of the three patrons is talking. They don’t seem to be talking to one
another. The street looks deserted. Darkness surrounds them. The bar is the only sign of
life. The painting conveys the impression they aIl look dejected and gloomy.
Journalist: Is solitude the dominant theme?
Potter Guifford: Yes, definitely. They all seem to be lost in their dreams, to be very lone-
some. We are struck by silence and desolation. The atmosphere is stifling, everything is
lifeless. Only the woman seems to be alive. The characters are cut off from one another.
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They are strangers, they are worlds apart. Obviously they don’t communicate. These people
want to escape their monotonous life.
Journalist: Who can these people be?
Potter Guifford: Well, it all depends on your imagination. The woman is heavily made-up
and looks like a hooker: she is hot.
This scene reminds me of “The Big Sleep”, with Humphrey Bogart. The man may be a de-
tective, or a spy. The woman may attract him and then trap him.
Or we can imagine she may have been jilted by her lover.
Or the couple may be in love.
Or the woman may have sneaked out to see her lover. She may want to discuss something
with him in an anonymous place.
Or they may have been to a boring party and may have left earlier.
Anyway, the customers try to find a refuge, are trying to escape the sadness and melan-
choly of city life.
Journalist: Thank you, that was fascinating.
3. Ce travail de recherche sur Hopper aura le double avantage de faire connaître l’artiste et de
faire découvrir plusieurs tableaux du peintre. Il pourra donner lieu à un travail, soit au labo-
ratoire multimédia, soit à un travail à la maison avec prise de notes, prise de parole devant
la classe et pause récapitulative. Les élèves se serviront des notes prises pour rédiger la
biographie de Hopper (4 Write a biography).
4. Cette activité de synthèse à l’écrit pourra être réalisée à la maison ou en classe, individuel-
lement ou en groupes.
> Proposition de corrigé
Edward Hopper (1882-1967) was a realist who portrayed America, common America.
Hopper’s subjects were the city, the small town and the countryside. He mainly focused on
people’s everyday life. That’s why he painted hotel rooms, bars, offices and restaurants. In
all these anonymous places he captured silent moments. Many of these places are quiet
and empty. What dominates is a sense of isolation. In the 1930’s and 1940’s he insisted on
the lack of communication, the solitude of people who live in big cities.
404 • CORRIGÉS
Renforcement lexical
(corrigé)
CORRIGÉS RENFORCEMENT LEXICAL
Unit 4 - Heroes
Physical description Personality
Æ
strong muscular, athletic braveÆdaring, adventurous, fearless
Æ
nice good-looking, handsome, attractive Æ
active energetic, enterprising
Life Involvement
Æ
dangerous risky, eventful Æ
generous devoted, caring, selfless
sadÆmiserable, dreadful Æ
concerned committed, determined, dedicated
Æ
lucky successful, fortunate
maze – soulless – flashy billboards – hustle and bustle – hectic – dehumanized – get lost –
gloomy – passport – anonymous – depressing – dizzy
Sightseeing, museum
monument – culture – visit – museums – tourism – harbour - audio-guide – ticket – wheel-
chair access – queuing – heritage – entertainment
406 • CORRIGÉS
CORRIGÉS RENFORCEMENT LEXICAL
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408 • CORRIGÉS
Exploitation
du DVD-Rom
Exploitation du DVD-Rom
● Le DVD-Rom contient une partie VIDEO MJTJCMFTVSMFDUFVS%7%DMBTTJRVFPVTVSPSEJOBUFVS
NB. Les corrigés des fiches se trouvent dans la partie Rom du DVD et sur le site de la collection.
Introduction
Les 12 documents authentiques sont en lien étroit avec les thèmes des unités du manuel et peu-
vent aussi servir de base à des projets pédagogiques distincts, mettant en place les activités
langagières décrites dans le Cadre Européen (CECRL).
• SCRIPT DE LA VIDÉO
SEQUENCE 1
(Classical music)
VOICE-OVER: 5IJTJTUIF.POFZGBNJMZBOEUIJTJTOJOFUFFOZFBSPME4VTJF.POFZXIPMJWFTJOBMVYVSJPVT
TJYCFESPPNNBOTJPOJO4VGGPMLXJUI.VN
%BE
4JTUFS
BIPSTF
EPHT
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UFOOJTDPVSU
PSDIBSE
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SUSIE MONEY: *EPIBWFBOFBTZMJGF
BWFSZFBTZMJGF"MM*SFBMMZEPJTESJWFBSPVOEJONZDBSBOETFFNZ
GSJFOET*UµTHSFBU*EPUFOEUPHFUFWFSZUIJOH*XBOU*µWFHPU4PQIJF
BQPOZ
*µWFHPUIFS
FS©CVUGPS
FYBNQMF*µERVJUFMJLFB1PSTDIFQFSIBQTPWFSUIBOBO.((=sports car)
JULES CUNNINGHAM: *µWFBCTPMVUFMZnada
(Modern music)
VOICE-OVER: .FFUUXFOUZUXPZFBSPMETLJOUBDUJWJTU+VMFT$VOOJOHIBNXIPMJWFTJOBSVOEPXO¿BUXJUI
UISFFIJQQJFT4QFFEZ
1BUBOE,JSTUJF4IFIBTMPBETPGNBUFT
MPBETPGBUUJUVEF
JULES: #PMMPDLTUPQPWFSUZ*OEFFE
IPXBQU
VOICE-OVER: ©CVUOPGBNJMZ+VMFTJTPOIFSPXO
JULES: .ZGSJFOETBSFNZGBNJMZ
SPEEDY (SINGING): "OEUIFZXJMMUBLFZPVUIFSF.POFZJTOPUBOJTTVF©
JULES: *EPOµUIBWFBOZNPOFZ*µNOFWFSHPOOBIBWFBOZNPOFZMFGUNFµDBVTFBOZCPEZ*µWFIBEJTBMSFBEZ
MPTU*µNOPUCFJOHMJLF´XPPIPPµCVUUIBUµTKVTUUIFXBZJUJTBOEUIBUµTTJNQMZOPUFWFOUPUIJOLBCPVU
VOICE-OVER: 5IFTFUXPHJSMTXJMMCFTXBQQJOHMJWFTGPSUXPXFFLTBOEUIFJSXPSMETBSFQPMFTBQBSU
SUSIE: *MJWFJOMVYVSZMJUFSBMMZUIFIPVTFJTCFBVUJGVM*UµTBTFWFOUFFOUIDFOUVSZ(FPSHJBOIPVTF
JULES: )FSFµTPVSFYUFOTJWFMBOEUIBUXFIBWF5IFTFBSFTPNFPGUIFSBSF¿PXFSTUIBUXFIBWFHSPXJOH
SUSIE: *MPWFUIFWJFX"TZPVDBOTFFJUMPPLTPVUPWFSQBSUPGNZHBSEFOBOEPOUPUIF¾FMECFIJOE
JULES: .ZTUVOOJOHWJFX©PVUTJEFPWFSBCSJDLXBMM
SEQUENCE 2
(Text on screen: The Swap)
JULES (LAUGHING): 8IZEP*GBODZTXBQQJOHMJWFTXJUIBSJDIHJSM .NN©
SUSIE: *µNUIFLJOEPGQFSTPOXIPµEKVNQPWFSUIFDIBODFUPEPTPNFUIJOHEJGGFSFOU
TPNFUIJOHUIBU*
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PSJTHPJOHUPHJWFNFBCFUUFSJOTJHIUJOUPUIFXPSME
BOEPUIFS
QFPQMFµTMJWFT
JULES: "QBSUGSPNUIFGVOTJEF
*UIJOL*µMMKVTUCFSFBMMZSFBMMZ©FS
*MJLFTPDJBMFYQFSJNFOUT
ZPVLOPX
• INFORMATIONS COMPLÉMENTAIRES
-FTFOTFJHOBOUTUSPVWFSPOUEBOTMBQBSUJF3PNEV%7%MFTZOPQTJTEFMµnNJTTJPOFUQPVSSPOUBJOTJDPOOBtUSF
MBTVJUF
&OSnTVNn+VMFTBVSBTVSUPVUHP~UnBVQMBJTJSEµVOFWJFGBNJMJBMFQBJTJCMF
FUDFTFSBBWFDVODFSUBJOSFHSFU
RVµFMMFSFUPVSOFSBhTBWJFEµBWBOU
4VTJF
FMMF
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FU
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DPOTDJFOUFEFTBDIBODF
• MISE EN ŒUVRE
0ONPOUSFSBMBTnRVFODFEFVYGPJTBVYnMoWFT
QVJTPOQPVSSBEJTUSJCVFSMBFiche 1 §Understanding the
video¨QPVSSFQnSFSMFTJOGPSNBUJPOTFTTFOUJFMMFT
"WFDVOFDMBTTFFOEJG¾DVMUn
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$FTJNBHFTQFSNFUUSPOUEµPQQPTFSMFTEFVYNJMJFVY
TPDJBVYFUEFGBJSFSnBHJSMFTnMoWFT
Mountain Gorillas
• INFORMATIONS
DOCUMENT
SUR LE DOCUMENT
: SFQPSUBHFCSJUBOOJRVFTVSEnWFMPQQFNFOUEVUPVSJTNFFUMBQSPUFDUJPOEFTHPSJMMFTBV3XBOEB
DURÉE : NJOVUFTTFDPOEFT
SOURCE : *57OFXT
DATE : KVJMMFU
LIEN AVEC LE MANUEL : Heroes,Q
OBJECTIFS : *MMVTUSFSMFUFYUFTVS%JBO'PTTFZQ
FUSFOGPSDFSMFTTUSVDUVSFTFUMFMFYJRVFNJTFOQMBDF
QSPUFDUJPOEFTFTQoDFTFOWPJFEFEJTQBSJUJPOFUDPOTnRVFODFTQPTJUJWFTEVEnWFMPQQFNFOUEVUPVSJTNF
EFQVJTMBNPSUEF%JBO'PTTFZ
• SCRIPT DE LA VIDÉO
SEQUENCE 1
REPORTER: )JEEFOIJHIJOUIFNJTUTISPVEFEIJMMTPG3XBOEBµTXJMEFSOFTT
POFPGUIFXPSMEµTNPTUQSFDJPVT
DSFBUVSFTJTNBLJOHBDPNFCBDL8FNBLFUIFMPOHKPVSOFZVQUIFUPXFSJOHTMPQFTPGUIF7JSVOHBWPMDBOPFT
XJUIBTNBMMHSPVQPGUPVSJTUT8FµSFUJHIUMZDPOUSPMMFEUIFDPOTFSWBUJPOMJFTBUUIFIFBSUPGUIJT"GSJDBO
TVDDFTTTUPSZ5IJTJTBQMBDFXIFSF/BUVSF
OPX
DPNFT¾STU%FFQJOUIFSBJOGPSFTU
XFµSFTVEEFOMZTUPQQFE
JOPVSUSBDLT©BOEUIFSF
JOUIFCBNCPP
PVS¾STUHMJNQTFPGUIFHPSJMMBT5IJTGBNJMZPGJTMFECZUIF
TJMWFSCBDL²"HBTIB³)JTOBNFNFBOT´TQFDJBMµ
BOEIFJT
GPSUIFSFBSFPOMZNPVOUBJOHPSJMMBTBMJWFJOUIF
XPSMEUPEBZ
BOEIBMGPGUIFNMJWFJOUIJTSFHJPO
SEQUENCE 2
5IFTFCBCJFTBSFBUFTUBNFOUUPUIFIVHFFGGPSUTUPFOTVSFUIFHPSJMMBTµGVUVSF#FGPSF
NBOZXFSFUBSHFUFE
CZQPBDIFST
CVUJOUIFQBTUEFDBEF
HPSJMMBOVNCFSTJO3XBOEBIBWFHSPXOCZNPSFUIBO"OEUIJT
JTXIZUIFTFDPNNVOJUJFT
PODFUIFJSFOFNJFT
BSFOPXUIFJSQSPUFDUPST5IFZHVBSEUIFNGSPNQPBDIFST
BOEUIFZµWFBMTPCVJMUXBMMTUPTBGFHVBSEUIFSBJOGPSFTUT
²5IFTFHPSJMMBTBSFNBLJOHPVSMJWFTNVDICFUUFS³
UIFWJMMBHFMFBEFSUFMMTNF5IFNPOFZHFOFSBUFEIBT
CVJMUOFXSPBET
TDIPPMT
BOEDMJOJDT*O3XBOEB
NBOIBTIFMQFE/BUVSFBOEOPX/BUVSFJOUVSOJTHJWJOHB
IFMQJOHIBOEUPNBO
SEQUENCE 3
*UµTUSVMZNFTNFSJ[JOHUPHFUUIJTDMPTFUPPOFPGUIFXPSMEµTNPTUFOEBOHFSFETQFDJFT8IFOZPVUIJOLPG
UIFDIBMMFOHFTUIBUUIFTFBNB[JOHDSFBUVSFTIBWFIBEUPPWFSDPNF
UIFUISFBUTGSPNQPBDIFSTBOEUIF
EFTUSVDUJPOUPUIFJSIBCJUBU
JUJTBNB[JOHUIBUUIFJSOVNCFSTBSFOPXPOUIFJODSFBTF"OEUIBUµTUIBOLTUP
UIFIVHFDPOTFSWBUJPOFGGPSUTUIBUBSFCFJOHNBEFIFSFJO3XBOEB
&WFSDVSJPVT
UIJTCBCZDBUDIFTIJTSF¿FDUJPOJOPVSDBNFSBMFOT*57/FXTDBNFSBNBO"OEZ3FYTVEEFOMZ
¾OETIJNTFMGUIFDFOUSFPGBUUFOUJPO
BTUIFCBCZDPNFTJOGPSBDMPTFSMPPL
0VSHSPVQJTDMPTFMZXBUDIFECZUIFHVJEFTUPNBLFTVSFUIFBOJNBMTBSFOFWFSTUSFTTFECZPVSQSFTFODF
XFµSFPOMZBMMPXFEVQUPPOFIPVSBOEBMXBZTLFFQPVSEJTUBODF0OPVSKPVSOFZCBDL
UIFHVJEFTUPMENF
IPXJNQPSUBOUUIFWJMMBHFµTTVQQPSUBOEQSPUFDUJPOGPSUIFHPSJMMBTIBTCFFOXJUIPVUJU
UIFZXPVMEOFWFS
TUBOEBDIBODF
*OUIJTMBOEPGBUIPVTBOEIJMMTUIFHPSJMMBTµFYJTUFODFXJMMBMXBZTCFGSBHJMF#VUGPSOPX
BUMFBTU
UIFSFJT
IPQFGPSUIFJSGVUVSF/FJM$POOFSZ
*57/FXT
3XBOEB
• MISE EN ŒUVRE
1."WBOUEFNPOUSFSMBWJEnP
MFTQSPGFTTFVSTRVJVUJMJTFOUMBQBSUJF3PNEV%7%QPVSSPOUWJEnPQSPKFUFSVOF
DBSUFEFMµ"GSJRVFQPVSGBJSFSFQnSFSMF3XBOEB-FTBVUSFTQPVSSPOUJOWJUFSMFTnMoWFThSFQnSFSDFQBZTTVSVO
BUMBTPVTVS*OUFSOFU
2.-FQSPGFTTFVSQPVSSBEnDJEFSEFNPOUSFSMBWJEnPEFGBmPOGSBDUJPOOnFFUTµBQQVZFSTVSMBFiche 1
« Understanding the video »
*MNPOUSFSBEµBCPSEMBQSFNJoSFQBSUJFEVSFQPSUBHFFUEFNBOEFSBBVYnMoWFTEF
SFQnSFSMFTQSJODJQBVYnMnNFOUTEVNFTTBHF
3.*MQSPDnEFSBEFMBNpNFGBmPOQPVSMFTEFVYBVUSFTQBSUJFT%FVYDBQUVSFTEµnDSBOQSPQPTnFTEBOTMB
¾DIFQFSNFUUFOUVOUSBWBJMEFSFQnSBHF
4.6OF¾DIFTVQQMnNFOUBJSFFTUQSPQPTnFEBOTMBQBSUJF3PNEV%7%FUTVS*OUFSOFU Fiche 2§Language
at work¨
BWFDVOUSBWBJMTVSMFTEnUFSNJOBOUT
The Journey
• INFORMATIONS
DOCUMENT
SUR LE DOCUMENT
: FYUSBJUEµVO¾MNEPDVNFOUBJSFEF.BSJB*MJPV
§The Journey: The Greek American Dream¨-µFYUSBJU
DIPJTJDPODFSOFMFTJNNJHSBOUT QBSUJDVMJoSFNFOUEµPSJHJOFHSFDRVF
EnCBSRVBOUh&MMJT*TMBOE
DURÉE : NJOVUFT
SOURCE : 1SPUFVT'JMNT8JEF.BOBHFNFOU
DATE :
LIEN AVEC LE MANUEL : City of Glass
Q
OBJECTIFS : *MMVTUSFS MFTEPDVNFOUTTVS&MMJT*TMBOEFUQSnQBSFSBVUFYUFEFMBQBHFBWFDVUJMJTBUJPOEV
MFYJRVFFUEFTTUSVDUVSFTGBJTBOUSnGnSFODFBVUIoNFEFMµJNNJHSBUJPO BOHPJTTF
TVSQSJTF
EnDPVWFSUFEµVOF
BVUSFDJWJMJTBUJPO
• SCRIPT DE LA VIDÉO
SEQUENCE 1
GEORGE TSELOS (ELLIS ISLAND ARCHIVIST):5IFFYQFSJFODFPGUIF(SFFLJNNJHSBOUTDPNJOHUISPVHI&MMJT
*TMBOEXBTBOFYUSFNFMZTUSFTTGVMFYQFSJFODFGPSNPTUPGUIFN
CVUJOGBDUUIBUXBTUIFFYQFSJFODFPG
BMNPTUBMMUIFJNNJHSBOUTDPNJOHUISPVHI
JUXBTOPUVOJRVFUPUIF(SFFLTUIF1PMFT
UIF*UBMJBOT
UIF
3VNBOJBOT
UIF)VOHBSJBOT
UIFEP[FOTPGFUIOJDHSPVQTUIBUDBNFUISPVHI&MMJT*TMBOEEVSJOHUIFMBUFUI
BOEUIF¾STUDPVQMFPGEFDBEFTPGUIFUIDFOUVSZ
BMMTVGGFSFEUIJTBOYJFUZBOEUIFTFDPODFSOT5IF
SFBTPOUIBUFWFSZCPEZXBTBOYJPVTXBTUIBUFWFOUIPVHIPOMZBTNBMMOVNCFSPGQFPQMFEVSJOHUIJTMBUF
UI°FBSMZUIDFOUVSZFSBXFSFUVSOFEBXBZ
QFSIBQTOPNPSF
BUNPTUUIBO
BOETPNFZFBSTBT
GFXBT
XFSFUVSOFEBXBZ&WFSZCPEZLOFXPGTPNFCPEZUIBUIBECFFOUVSOFEBXBZGPSPOFSFBTPO
PSBOPUIFS
BOE(PEGPSCJE
JGBDIJMEPGBGBNJMZXBTUVSOFEBXBZ
JUVTVBMMZNFBOUUIBUBNFNCFSPGUIF
GBNJMZIBEUPHPCBDLXJUIIJN
BOEUIJTXBTBUSBHFEZBOEBUSFNFOEPVTEJTSVQUJPOTPUIFSFXBTBWFSZ
IJHIMFWFMPGBOYJFUZUIBUQFPQMFGBDFEBTUIFZVOEFSXFOUUIFNFEJDBMJOTQFDUJPO
BTUIFZVOEFSXFOUUIF
MFHBMJOTQFDUJPO
UIFZIBEUPIBWFBDFSUBJONPEFTUBNPVOUPGNPOFZ#VUUIFZIBEUPIBWFJU
GPS
FBDIQFSTPO
PUIFSXJTFUIFZXPVMEOPUCFBENJUUFE"OEUIJTNFBOUUIBUVOUJMUIFZXFSFBDUVBMMZSFMFBTFE
UPMEUIBUUIFZXFSFGSFFUPHPJOUPUIF6OJUFE4UBUFT
UIFZXFSFWFSZWFSZXPSSJFE
SEQUENCE 2
ALEXANDER KITROEFF (HISTORIAN):*UµTWFSZEJG¾DVMUUPJNBHJOFXIBUUIFTF(SFFLUSBWFMMFSTUIPVHIUXIFO
UIFZBSSJWFEIFSFJO/FX:PSL
CFDBVTFUIFZGBDFEBDPNQMFUFMZEJGGFSFOUXPSME:PVDBOJNBHJOFUIFN
IBWJOHMFGUBTNBMMUJOZWJMMBHFJO(SFFDF
NBOZPGUIFNNBZIBWFOPUFWFOUSBWFMMFEUPUIFOFYUCJHUPXO
BOEUIFOTVEEFOMZ
UIFZHPUUFOPOBTIJQ
DSPTTFEUIF"UMBOUJDBOEBSSJWFEIFSFJO/FX:PSL
BCVTUMJOH
NVMUJFUIOJDDJUZXJUIBMPUHPJOHPO
EJGGFSFOUUZQFTPGOBUJPOBMJUJFT.BOZPGUIFTF(SFFLWJMMBHFSTEJEOµU
FWFOLOPXXIBUUIF(SFFLDBQJUBMXBTMJLF
BOEUIFZTVEEFOMZDBNFJOUPDPOUBDUXJUI*UBMJBOT
XJUI+FXT
*SJTI
UIFXIPMFHBNVUPGUIFFUIOJDHSPVQTUIBUFYJTUFEJO/FX:PSL
• INFORMATIONS COMPLÉMENTAIRES
-FTJNBHFTEµBSDIJWFTEBUFOUEFMBQnSJPEF
%VSBOUDFUUFQnSJPEF
(SFDTJNNJHSoSFOUBVYcUBUT6OJT
1PVSFOTBWPJSQMVTTVSMF¾MNXXXUIFKPVSOFZHSFFLBNFSJDBOESFBNPSH
4VS&MMJT*TMBOE
POQPVSSBDPOTVMUFSXXXOQTHPWFMJT
UNIT
6
Lewis and Clark
• INFORMATIONS
DOCUMENT: EPDVNFOUBJSF
SUR LE DOCUMENT
DURÉE : NJOVUFT
SOURCE : ##$
LIEN AVEC LE MANUEL : Wild Wild West,Q
OBJECTIFS : *MMVTUSFSMFTQBHFTFU
WJTVBMJTFSMFQBSDPVSTEFMµFYQnEJUJPOEBOTMµ0VFTUBNnSJDBJOFU
DPNQMnUFSMFTJOGPSNBUJPOTEPOOnFTEBOTDFUUFEPVCMFQBHF$FEPDVNFOUQFSNFUUSBBVTTJEFUSBWBJMMFSMB
WBMFVSEVQSnUnSJU SnDJU
FODPOUFYUF
• SCRIPT DE LA VIDÉO
SEQUENCE 1
NARRATOR: 8IFO5IPNBT+FGGFSTPOXBTFMFDUFE1SFTJEFOUJOIFBEWPDBUFEUIFXFTUFSOFYQBOTJPO
PGUIFZPVOHSFQVCMJD8JUIBTUSPLFPGBQFOIFBDDPNQMJTIFEUIFUBTL*OUIF6OJUFE4UBUFT
QVSDIBTFEUIF-PVJTJBOBUFSSJUPSZGSPN'SBODFGPSNJMMJPOEPMMBST"NFSJDBOFBSMZEPVCMFEJOTJ[FXJUI
UIFBDRVJTJUJPOPGUIJTWBTUBSFB
BCPVUFJHIUIVOESFEUXFOUZFJHIUUIPVTBOETRVBSFNJMFTTUSFUDIJOHGSPN
UIF.JTTJTTJQQJ7BMMFZUPUIF3PDLZ.PVOUBJOT
#VUXIBUXBTPVUUIFSF 5PBOTXFSUIBURVFTUJPO
$POHSFTT
BU+FGGFSTPOµTSFRVFTU
BVUIPSJ[FEBO
FYQFEJUJPOUPFYQMPSF"NFSJDBµTOFXFTUBEEJUJPO
SEQUENCE 2
*O.BZ
UIF$PSQTPG%JTDPWFSZ
BHSPVQPGBCPVUTPMEJFSTBOEPG¾DFSTMFECZ.FSJXFUIFS-FXJT
BOE8JMMJBN$MBSL
EFQBSUFEUIFJSDBNQPOUIF.JTTJTTJQQJ3JWFSUPCFHJOUIFJSIJTUPSJDKPVSOFZ
5IFJSNJTTJPOXBTUP¾OEUIFTPDBMMFE²/PSUIXFTUQBTTBHF³
BXBUFSSPVUFBDSPTTUIFDPOUJOFOUUPUIF
1BDJ¾D0DFBOBOEEPDVNFOUUIFJS¾OEJOHT
5IFJSSPVUFUPPLUIFNUPUIFIFBEXBUFSTPGUIF.JTTPVSJ3JWFSBDSPTTUIF$POUJOFOUBM%JWJEFBOEEPXOUIF
NPVOUBJOTCZTFWFSBMSJWFSTJODMVEJOHUIF4OBLFBOEUIF$PMVNCJB
• INFORMATIONS COMPLÉMENTAIRES
/PVTSFDPNNBOEPOTMBDPOTVMUBUJPOEVTJUFEF1#4 XXXQCTPSH
3FDIFSDIFSQBSNPUTDMnT4BDBHBXFB
-FXJTBOE$MBSL©
6OFwebquestFTUEJTQPOJCMFTVSMFTJUFIUUQUFBDIFSTDIPMBTUJDDPNQSPEVDUTJOTUSVDUPSMFXJTBOEDMBSLIUN
&ODPNQMnNFOU
WPVTQPVWF[NPOUSFShMBDMBTTFMBCBOEFBOOPODFEµVOF¾DUJPOSnBMJTnFQBSMFNational
GeographicTVSMµFYQnEJUJPOXXXOBUJPOBMHFPHSBQIJDDPNMFXJTBOEDMBSLUSBJMFSIUNM
• MISE EN ŒUVRE
$FUUFWJEnPQPVSSBpUSFVUJMJTnFFOTZOUIoTFEFMBEPVCMFQBHFEVNBOVFM Q
PVTFTVCTUJUVFShDFUUF
EPVCMFQBHF
-FTQSPGFTTFVSTVUJMJTBOUMBQBSUJF3PNEV%7%ZUSPVWFSPOUMBDBSUFEVNBOVFMQhWJEnPQSPKFUFS-FT
BVUSFTQFVWFOUJOWJUFSMFTnMoWFThMBDPOTVMUFSEBOTMFVSNBOVFM-BDBSUFQPVSSBBVTTJTFSWJSEFTVQQPSUh
VOFQSJTFEFQBSPMFTVSMFEPDVNFOUVOFGPJTnUVEJn
6OFFiche 1FTUQSPQPTnF §Understanding the video¨
QPVSFYQMPJUFSDFEPDVNFOU-BNJTFFO¯VWSFDJ
BQSoTTµBQQVJFTVSMFUSBWBJMQSPQPTnEBOTMB¾DIF
1.-FQSPGFTTFVSEnCVUFSBMBTnBODFQBSVOFBOUJDJQBUJPOQIPOPMPHJRVFQPVSGBDJMJUFSMµnDPVUF
2.&OTVJUFPOQSPKFUUFSBMBWJEnPTnRVFODFQBSTnRVFODF
QVJTPOQSPDnEFSBhVOSFQnSBHFEFTJOGPSNBUJPOT
DMnT
3.0OSnDBQJUVMFSBMFTEJGGnSFOUTnMnNFOUTWVTFUFOUFOEVTQPVSGBJSFVOFTZOUIoTFBWFDMBDMBTTF
4.6OFFiche 2FTUQSPQPTnF §Language at work¨
RVJQFSNFUUSBEFDJCMFSMBWBMFVSEVQSnUnSJUFUEVpast
perfectFODPOUFYUF QPJOUTEFHSBNNBJSFEFMµVOJUn
hGBJSFGBJSFhMBTVJUFEFMBQSFNJoSF¾DIF
Modern Times
• INFORMATIONS
DOCUMENT
SUR LE DOCUMENT
: FYUSBJUEV¾MNModern TimesEF$IBSMJF$IBQMJO ¾MNBNnSJDBJO
DURÉE : NJOVUFT
DATE : TPSUJFOGnWSJFS BVYcUBUT6OJT
LIEN AVEC LE MANUEL : Robot dreams,Q
OBJECTIFS :*MMVTUSFSMBSFMBUJPOIPNNFSPCPUSFOGPSDFSMFTTUSVDUVSFTFUMFMFYJRVFNJTFOQMBDF BWBOUBHFT
JODPOWnOJFOUTFUEBOHFSTEFMBSPCPUJRVF
• SCRIPT DE LA VIDÉO
SEQUENCE 1
THE BOSS TO A FACTORY WORKER
:#VDL4FDUJPO¾WF.PSFTQFFE
(TO A WORKER PLAYED BY CHAPLIN
:)FZ2VJUTUBMMJOH(FUCBDLUPXPSL(PPO
SEQUENCE 2
THE VOICE ON THE RECORD: (PPENPSOJOH
NZGSJFOET
5IJTSFDPSEDPNFTUPZPVUISPVHIUIF4BMFT5BML5SBOTDSJQUJPO$PNQBOZ*ODPSQPSBUFE:PVSTQFBLFSUIF
.FDIBOJDBM4BMFTNBO
.BZ*UBLFUIFQMFBTVSFPGJOUSPEVDJOH.S+8JEEFDPNCF#JMMPXT
UIFJOWFOUPSPG²UIF#JMMPXT'FFEJOH
.BDIJOF³
BQSBDUJDBMEFWJDFXIJDIBVUPNBUJDBMMZGFFETZPVSNFOXIJMFBUXPSL
%POµUTUPQGPSMVODI#FBIFBEPGZPVSDPNQFUJUPS5IF#JMMPXT'FFEJOH.BDIJOFXJMMFMJNJOBUFUIFMVODI
IPVS
JODSFBTFZPVSQSPEVDUJPOBOEEFDSFBTFZPVSPWFSIFBE
"MMPXVTUPQPJOUPVUTPNFPGUIFGFBUVSFTPGUIJTXPOEFSGVMNBDIJOFJUTCFBVUJGVMBFSPEZOBNJDTUSFBNMJOF
CPEZ
JUTTNPPUIOFTTPGBDUJPONBEFTJMFOUCZPVSFMFDUSPQPXFSFENFUBMCBMMCFBSJOHT
-FUVTBDRVBJOUZPVXJUIPVSBVUPNBUPOTPVQQMBUF
JUTDPNQSFTTFEBJSCMPXFS
OPCSFBUIOFDFTTBSZ
OP
FOFSHZSFRVJSFEUPDPPMUIFTPVQ/PUJDFUIFSFWPMWJOHQMBUFXJUIUIFBVUPNBUJDGPPEQVTIFS
0CTFSWFPVSDPVOUFSTIBGU
EPVCMFLOFFBDUJPODPSOGFFEFSXJUIJUTTZODISPNFTIUSBOTNJTTJPO
XIJDI
FOBCMFTUPTIJGUGSPNIJHIUPMPXHFBSCZBNFSFUJQPGUIFUPOHVF
5IFOUIFSFJTUIFIZESPDPNQSFTTFETUFSJMJ[FENPVUIXJQFSJUTGBDUPSTPGDPOUSPMJOTVSFBHBJOTUTQPUTPO
UIFTIJSUGSPOU5IFTFBSFPOFTPGUIFGFXPGUIFEFMJHIUGVMGFBUVSFTPGUIF#JMMPXT'FFEJOH.BDIJOF
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• INFORMATIONS COMPLÉMENTAIRES
1PVSBQQSPGPOEJSMµnUVEFEVEPDVNFOU
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§Distinguish the blue collar from the white¨
• MISE EN ŒUVRE
$IBRVFTnRVFODFEVSFNJOVUFFUQFVUpUSFUSBJUnFJOEnQFOEBNNFOUMµVOFEFMµBVUSF MBQSFNJoSFnUBOUMB
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the video¨
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UNIT
8
Marco’s Great British Feast
• INFORMATIONS SUR LE DOCUMENT
DOCUMENT : (nOnSJRVFEµVOFnNJTTJPOEFUnMnWJTJPO FOUSFUnMnSnBMJUnFUHBTUSPOPNJF
DURÉE : NJOVUFTFDPOEFT
SOURCE :*57
DATE :
LIEN AVEC LE MANUEL : True Brits,Q
OBJECTIFS :-VUUFSDPOUSFMFTQSnKVHnTFUNPOUSFSRVFMBDVJTJOFCSJUBOOJRVFFYJTUF FOQSPMPOHFNFOUEFMB
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• SCRIPT DE LA VIDÉO
MARCO PIERRE WHITE: *µNPOBKPVSOFZUPEJTDPWFSHSFBUGPPE8IFO*UIJOLPG#SJUJTIGPPE
*UIJOLPG
IPOFTUZ
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NARRATOR (VOICE-OVER): 'PSUXFOUZZFBST
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MARCO: &WFSZUIJOHXBT'SFODI
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'SFODI.ZXIPMFWJTJPOXBTCMJOLFSFE
NARRATOR: /PX.BSDP1JFSSF8IJUFXBOUTUPDSFBUFEJTIFTJOTQJSFECZ#SJUBJO
MARCO: *XJMMDPOTUSVDUBNFOVPGBMMUIFHSFBUUIJOHTXIJDI*µWFTFFO°BNB[JOH°
UBTUFE°DIFFST°
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NARRATOR: "OEPWFSUIFOFYUGPVSXFFLTIFµMMJOWJUFEJOFSTUPUFTUUIFEJTIFTIFDSFBUFT
MARCO: $BOZPVUBLFUIJTQMFBTF 3BUIFSUIBOKVTUTUBOEUIFSF
MAN DINER (TASTING
: "CTPMVUFMZEJWJOF
• INFORMATIONS COMPLÉMENTAIRES
.BSDP1JFSSF8IJUFFTUDPOOVQPVSBWPJSnUnMFQMVTKFVOFDIFGCSJUBOOJRVFhPCUFOJSUSPJTnUPJMFTBVHVJEF
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• MISE EN ŒUVRE
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UNIT
9
Dear White Fella
• INFORMATIONS
DOCUMENT
SUR LE DOCUMENT
:QVCMJDJUnDPOUSFMFSBDJTNF
DURÉE : NJOVUF
SOURCE : ,JDLJU0VU
PSHBOJTNFEFMVUUFDPOUSFMFSBDJTNFEBOTMFGPPUCBMM XXXLJDLJUPVUPSH
• SCRIPT DE LA VIDÉO
SEQUENCE 1
NARRATOR, VOICE-OVER:%FBSXIJUFGFMMB
DPVQMFUIJOHTZPVTIPVMELOPXXIFO*CPSO
*CMBDLXIFO*HSPX
VQ
*CMBDLXIFO*DPME
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*CMBDLXIFO*TDBSFE
*CMBDLXIFO*TJDL
*CMBDL
BOEXIFO*EJF
*TUJMMCMBDL
SEQUENCE 2
:PVXIJUFGFMMB
XIFOZPVCPSO
ZPVQJOLXIFOZPVHSPXVQ
ZPVXIJUFXIFOZPVDPME
ZPVCMVFXIFOZPV
HPJOUIFTVO
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BI
BI
Text on screen: -FUµT,JDL3BDJTNPVUPG'PPUCBMM
• INFORMATIONS COMPLÉMENTAIRES
– -FMPDVUFVS
RVJOµBQQBSBtUQBThMµJNBHF
FTUMFQPoUFCSJUBOOJRVF#FOKBNJO;FQIFOJBI XXX
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– -FUFYUFEJUFTUMBUSBEVDUJPOEµVOQPoNFEF-nPQPME4nEBS4FOHIPS
– -BNVTJRVFEFGPOEFTUPomp and Circumstances EBOTOthello
Eµ&EXBSE&MHBS
-FT#SJUBOOJRVFTBTTPDJFOUDFNPSDFBVBVYHSBOEFTDnSnNPOJFTFUHSBOETNPNFOUTQBUSJPUJRVFTEFMFVS
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EµVO QBTTBHFEµ0UIFMMPEF4IBLFTQFBSFPride, pomp and circumstance of glorious war
$FNPSDFBVFTUSnDVSSFOUEBOTMF¾MNOrange mécanique A clockwork Orange
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$MVC
FUXXXUIFSFEDBSEPSHPVXXXTSUSDPSH Show Racism the Red Card
• MISE EN ŒUVRE
-FQSPGFTTFVSQPVSSBEnDJEFSEFNPOUSFSMBWJEnPEFGBmPOGSBDUJPOOnF
1.0OTFTFSWJSBEFMB¾DIF§Understanding the video¨ Fiche 1
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3.-FQSPGFTTFVSQPVSSBFOTVJUFEJTUSJCVFSMB¾DIF§Act it Out¨ Fiche 2
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DPNNFTµJMTGBJTBJFOUMB
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Two commercials
Commercial 1 It all comes back to you 88'
• INFORMATIONS
DOCUMENT
SUR LE DOCUMENT
: QVCMJDJUnDPOUSFMµJOEJGGnSFODFBVYQSPCMoNFTnDPMPHJRVFT
DURÉE : TFDPOEFT
SOURCE : -µ6*$/ 6OJPOJOUFSOBUJPOBMFQPVSMBDPOTFSWBUJPOEFMBOBUVSF
MF88'FU/PLJBPOUMBODnXXX
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MµFOWJSPOOFNFOUFURVJQFVWFOUZUnMnDIBSHFSWJEnPT
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DATE : DBNQBHOFMBODnFFO EJGGVTJPOWJSBMFTVS*OUFSOFU
LIENS AVEC LE MANUEL : Mother Earth
Q
OBJECTIFS : 1SPMPOHFSMFUSBWBJMTVSMFTcartoonsQFUSFOGPSDFSMFTTUSVDUVSFTFUMFMFYJRVFNJTFO
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SVOTBGUFSJU"OEESBHTUIFZPVOH
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5FYUPOTDSFFOIt all comes back to you. www.connect2earth.org
#JSETBSFTJOHJOHBHBJO
SEQUENCE 1
"NBOFOUFSTUIFCVJMEJOHPGIJTPG¾DFIJTPG¾DFCVJMEJOHPQFOTQBDFPG¾DFTTBZJOHHPPENPSOJOHUP
BMMIJTDPMMFBHVFT"MMEBZMPOH
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"UUIFFOEPGUIFEBZ
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XF
TFFUIBUIFIBTBQBQFSTUVDLPOIJTCBDLTBZJOH
²*BNBQSJDL³
SEQUENCE 2
'JOBMMZ
IFHPFTJOUPUIFQBSLJOHMPUBOEHFUTJOUPIJTDBS
B467
5FYUPOTDSFFOThe city gas guzzler. What does your car say about you? Greenpeace - greenpeace.org.uk
• INFORMATIONS COMPLÉMENTAIRES
1PVSFOTBWPJSQMVTTVSMFTTPVSDFTEFTEPDVNFOUTFUMFTBDUJPOTEFTEFVYPSHBOJTNFTXXXXXGPSHVL
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7JTJUFSBVTTJMFTJUF&/$".4 DBNQBHOFKeep Britain Tidy
XXXFODBNTPSH
FUDMJRVFSTVS§Campaigns¨
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0OQFVUBVTTJUSBWBJMMFSTVSMBCBOEFBOOPODFEV¾MNAn unconvenient truth FOBMMBOUTVS
IUUQXXXDMJNBUFDSJTJTOFU DMJRVFSTVS§About the film¨QVJTTVS§Watch the trailer¨
$FUUFCBOEFBOOPODFFTUnHBMFNFOUWJTJCMFTVSZPVUVCF
• MISE EN ŒUVRE
-BFiche 1§Understanding the video¨WPVTQFSNFUEFUSBJUFSMFTEFVYQVCMJDJUnTFOTFNCMFPVTnQBSnNFOU
0OQPVSSBGBJSFDPNQBSFSMFTEFVYQVCMJDJUnTFUEFNBOEFSBVYnMoWFTDFMMFRVµJMTQSnGoSFOU$FTFSBMµPDDBTJPO
EFSFCSBTTFSMFDPNQBSBUJG
Shakespeare in a Supermarket
• INFORMATIONS
DOCUMENT
SUR LE DOCUMENT
: SFQPSUBHFTVSVOFFYQnSJNFOUBUJPOUIniUSBMFEBOTVOTVQFSNBSDInEVTVEFTUEF-POESFT-FT
BDUFVSTEFMBUSPVQF5FBUSP7JWP
SnQBSUJTVOQFVQBSUPVUEBOTMFTVQFSNBSDIn
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DURÉE : NJOVUFT
SOURCE : *57
DATE : KVJMMFU
LIEN AVEC LE MANUEL : All the world’s a stage
Q
OBJECTIFS : .POUSFSVOUZQFEµFYQnSJNFOUBUJPOUIniUSBMF a performance
NFOnEBOTVOQBZTP}4IBLFTQFBSF
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• SCRIPT DE LA VIDÉO
SEQUENCE 1
REPORTER: 5IFTVQFSNBSLFUTIPQJTPOFPGUIPTFUIJOHTZPVEPPOBVUPNBUJDQJMPU
TUBGGBOEDVTUPNFST
BMJLF
BMMEPJOHUIFTBNFCPSJOHUIJOH6OMFTT©
ACTRESS IN WEDDING DRESS: *µNQSFHOBOU
ACTOR (CHRIS) (WHISPERING): :PVµSFOPUQSFHOBOU
ACTRESS IN WEDDING DRESS: *BN*µNQSFHOBOU"MJUUMFCJUPGZPVBOEBMJUUMFPGNFJTHSPXJOHJOTJEFNF
ACTOR (CHRIS) IN SAINSBURY’ STAFF’S CLOTHES: -JTUFO
ZPVµSFOPUQSFHOBOU
ACTRESS IN WEDDING DRESS: 5IJTJTUIFIBQQJFTUEBZPGNZMJGF
ACTOR (CHRIS): :PVBSFOPUHFUUJOHNBSSJFE
OPUIJOHµTIBQQFOJOHIFSF©
ACTRESS: 8FMPWFFBDIPUIFS*MPWFZPV
ACTOR (CHRIS): *µNTPSSZ
OPUIJOHµTIBQQFOJOHIFSF (BUMPING INTO A SHOPPER) *µNTPTPSSZ©
ACTRESS: $ISJT
ACTOR (CHRIS): 'JWFNJOVUFT*µMMHFUUIFTFDVSJUZUPHFUZPVPVU
REPORTER: 5IFUSVUIJTUIBUOPUIJOHJTRVJUFXIBUJUTFFNTIFSFBU-FF(SFFO4BJOTCVSZµTUIJTNPSOJOH
5FBUSP7JWP
BUIFBUSJDBMHSPVQ
IBWFCSPVHIU4IBLFTQFBSFJOUPUIFNPEFSOXPSME
SJHIUJOUIFNJEEMFPGUIF
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BOEJUµTDPNQMFUFMZUBLFOQFPQMFCZTVSQSJTFXJUIMJUUMFQFSGPSNBODFTMJLFUIFPOFZPVKVTU
TBX
SEQUENCE 2
TEATRO VIVO’S SPOKESMAN: 8FKVTUXBOUJUUPUBLFPWFSBTQBDFXIFSFQFPQMFDPNFFWFSZEBZ
XIFSF
UIFZXPVMEOµUFYQFDUBOZLJOEPGUIFBUSF
PSBSUPGBOZUZQFUPUBLFQMBDF
BOEKVTUHJWFUIFNBCJUPG
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FS©BOZUIJOHDBOIBQQFO
ACTRESS: )FMMP
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BDPMMFBHVFBOOPVODFNFOUGPS$ISJT1JEHJF².Z
NJTUSFTTµFZFTBSFOPUIJOHMJLFUIFTVO$PSBMJTGBSNPSFSFEUIBOIFSMJQTµSFE³
REPORTER: )FSFBU-FF(SFFO
JUµTIBSEUPUFMMSFBMJUZGSPNGBOUBTZ4PNFPGUIFBDUPSTBSFCFIBWJOHBT
OPSNBMTUBGGNPTUPGUIFUJNF
BOEQFPQMFBSFMPWJOHUIJTMJUUMFCJUPGESBNBJOUIFBJTMFT
WOMAN CUSTOMER: *UXBTGVO
ZFBI
ZFBI
CSJHIUFOFEVQUIF4BUVSEBZNPSOJOHJO4BJOTCVSZµT
REPORTER: :PVXFSFDPNQMFUFMZUBLFOJO
OTHER WOMAN: *XBT
DPNQMFUFMZ
ACTOR (CHRIS): 8IBU*µNTBZJOHUPZPVJT
*µNBUXPSL
ACTRESS: *µNBUXPSLIFSF*µWFUBLFOUJNF©*XPSLIFSFPONZCSFBL
• INFORMATIONS COMPLÉMENTAIRES
'PSUEFTPOTVDDoTh-FF(SFFOFO
MBUSPVQF5FBUSP7JWPQPVSTVJUTFTTQFDUBDMFTEBOTEµBVUSFT
TVQFSNBSDInTMPOEPOJFOT*MFTUJOUnSFTTBOUEFDPOTVMUFSMFVSTJUF XXXUFBUSPWJWPDPVL
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-FTEFVYWFSTFOUFOEVTEBOTMFSFQPSUBHFTPOUFYUSBJUTEV4POOFU“My mistress’ eyes are nothing like the
sun”
-µJOUnHSBMJUnEVUFYUFQFVUTFUSPVWFSBJTnNFOUTVSMFTJUFXJLJTPVSDFPSH
• MISE EN ŒUVRE
&OBOUJDJQBUJPOEFDFEPDVNFOUWJEnP
JMFTUQPTTJCMFEFWJEnPQSPKFUFSMµBG¾DIFEVTQFDUBDMF EJTQPOJCMFEBOT
MBQBSUJF3PNEV%7%
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1."WFDVOFDMBTTFBTTF[TPMJEF
POEJTUSJCVFSBMBFiche 1§Understanding the video¨
-BQSFNJoSFQBSUJFEFMBTnRVFODFTFSBWJTJPOOnFTBOTMFTPOQPVSQFSNFUUSFEFEnDPVWSJSMFTnMnNFOUT
FTTFOUJFMT-FTnMoWFTQPVSSPOUSFQnSFSMFTNPUTQPSUFVSTEFTFOTFUEPODMFTnMnNFOUTDMnTQMVTGBDJMFNFOU
%BOTMBTFDPOEFQBSUJFEFMBWJEnP
MFTnMoWFTTFDPODFOUSFSPOUTVSMFTCVUTEFDFUUFQFSGPSNBODF
QVJTTVS
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0OSFHBSEFSBFOTVJUFMFSFQPSUBHFEBOTTPOFOUJFSQPVSSnDBQJUVMFSMFTJOGPSNBUJPOT
2."WFDVOFDMBTTFQMVTGSBHJMF
POQPVSSBEJTUSJCVFSDFSnTVNnhUSPVT
RVFMFTnMoWFTEFWSPOUDPNQMnUFS
$FEPDVNFOUFTUVO©©©©©©©©TVSVOFFYQnSJNFOUBUJPO©©©©©©©©©©*MNPOUSFEFT©©©©©©
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hQFUJUJMTTFSFOEFOUDPNQUFRVFDFOµFTURVFEVUIniUSF*MT©©©©©©©©DFUUFEJWFSTJPODBSGBJSFTFT
©©©©©©FTUBMPSTCFBVDPVQQMVT©©©©©©©©©©©
Suspicion
• INFORMATIONS
DOCUMENT
SUR LE DOCUMENT
: FYUSBJUEV¾MNSuspicionEµ"MGSFE)JUDIDPDL
DURÉE : NJOVUFT
DATE :
LIEN AVEC LE MANUEL : A mind to murder,Q
OBJECTIFS : %POOFSVOFYFNQMFEµVONBtUSFEVTVTQFOTF$PNQMnUFSMFUSBWBJMTVSMFMFYJRVFFUMFTTUSVDUVSFT
JOUSPEVJUTEBOTMµVOJUn
• SCRIPT DE LA VIDÉO
SEQUENCE 1 (Text on screen)
+PIOOJFBOE#FBLZ IBWFEFDJEFEUPTFUVQBSFBMFTUBUFBHFODZ
5IFZQMBOUPCVZBCFBVUJGVMQJFDFPGMBOECZUIFTFBBOEUPCVJMEBMBSHFIPUFMBOECFBDIIVUT"MUIPVHI
#FBLZJTUIFPOMZQFSTPOXIPJOWFTUTNPOFZJOUIFBHFODZ
JUXJMMCFJO+PIOOJFµTOBNFCFDBVTFUIF
QSPKFDUXBTJOJUJBMMZIJTJEFB
-JOBEJTBQQSPWFTPGUIFTDIFNF plan
CFDBVTF+PIOOJFXJMMTJHOUIFDIFRVFTBOENBOBHFUIF¾OBODFT
4IFGFBSTIFSIVTCBOENJHIUCFUBMMUIFNPOFZPOIPSTFT
SEQUENCE 2
JOHNNIE (TO HIS WIFE LINA
:)FZLJE
XIBUSJHIUIBWFZPVUPJOUFSGFSFJONZBGGBJST
LINA (TO HER HUSBAND JOHNNIE):#VU*XBTOµUSFBMMZ*8FMM
*XBTPOMZ
JOHNNIE: :PVXFSFPOMZXIBU
LINA: 8FMM
*XBTPOMZUSZJOHUPUFMM#FBLZUIBUIFTIPVMEOµUMFBWFFWFSZUIJOHUPZPVCFDBVTFJGTPNFUIJOH
XFOUXSPOH
IFTIPVMEUBLFBMJUUMFSFTQPOTJCJMJUZUPP*UµTOPUBTJGZPVXFSFCPUIFYQFSJFODFE
CVTJOFTTNFO
JOHNNIE: 8IBUUIFEFWJMEPZPVLOPXBCPVUCVTJOFTT
LINA: 0I7FSZMJUUMF**XBTPOMZ
JOHNNIE: 4VQQPTF#FBLZXBTUBLJOHZPVTFSJPVTMZ
JUµESVJOUIFXIPMFTDIFNF:PVSFBMJ[FUIBU
LINA: :FT
CVUXIBUJGJUXFSFOµUBOZHPPE
JOHNNIE: 5IBUµTNZCVTJOFTT
OPUZPVST*G*TBZJUµTHPPE
JUµTHPPE*µNHPJOHUISPVHIXJUIUIJTEFBM*EPOµU
XBOUBOZJOUFSGFSFODFGSPNZPVPSBOZPOFFMTF*TUIBUDMFBS
LINA::FT5IBUµTDMFBS
SEQUENCE 3
BEAKY (TO LINA AND JOHNNIE):&WFSZUJNF*QMBZBOBHSBNT*DBOPOMZNBLFUISFFMFUUFSXPSET
%06#5IFSFµTOPTVDIXPSE
(Lina forms the word DOUBT with Scrabble letters.)
BEAKY: %06#5EPVCU'6-EPVCUGVM5BLFUIBUPMEHJSM
(TO JOHNNIE)1FSTPOBMMZ
*EPOµUTFFXIBUµTXSPOHXJUIUIFTDIFNFCVUJGZPVTBZJUµTOPHPPEHPJOHBIFBE
XFMMMFUVTOPUHPBIFBE%P*HFUBOPUIFSUVSO *TUJMMEPOµUVOEFSTUBOEXIZXFIBWFUPHPBMMUIFXBZVQ
UIFSFUPMPPLBUJU
JOHNNIE: #FBLZ
*XPOµUCFSFTQPOTJCMFGPSDBMMJOHUIFTDIFNFPGGXJUIPVU¾STUQSPWJOHUPZPVJUµTOPHPPE
BEAKY: 8FMM
JGZPVTBZJUµTOPHPPE
UIBUTBUJT¾FTNF"GUFSBMMZPVEJTDPWFSFEUIFMBOE*UXBTZPVSJEFB©
)BOHJUBMM*GBGFMMPXIFBSTPGBOJEFB
IFKPMMZXFMMPVHIUUPGPMMPXJUVQ
JOHNNIE: "MMUIFTBNF:PVµMMIBWFUPHFUVQFBSMZUPNPSSPXNPSOJOHBOEUBLFBMPPL
BEAKY: 8IZBSFZPVTPJOTJTUFOU
(Lina forms the word MUD.)
JOHNNIE: #FDBVTF
BT*UPMEZPV
*XPOµUCFSFTQPOTJCMF
(Lina forms the word MUDDER.)
BEAKY: (TO LINA) 5IBUµTBMPOHPOF².VEEFS³©.65IFSFµTOPTVDIXPSE'JOEUIF3
(TO JOHNNIE) *EPOµUXBOUUPHPVQUIFSFJOUIFNPSOJOH#FTJEFT
JUXJMMCFOBTUZBOEDPMEBOEXFU
(Lina forms the word MURDER.)
JOHNNIE: /PX#FBLZ
BEAKY: 0I
XFMM
JGXFµWFHPUUPHP
XIBUUJNFEPXFIBWFUPTUBSU /PX
JG*IBEBO&3
*DPVMENBLFUIBU
²NVSEFSFS³
JOHNNIE: 5IFFBSMJFS
UIFCFUUFS*µETBZBCPVUTFWFOPµDMPDL5IFSFXPOµUCFTPNVDIUSBG¾DPOUIFSPBE
BEAKY: 4FWFOPµDMPDL©*TFF©5IBUµTBCJU©
(Lina imagines the scene of the crime. It suddently dawns on her that her husband may be a potential murderer.)
BEAKY: #JUMBUF
JOHNNIE: #JUMBUF
BEAKY: #JUMBUF5PPFBSMZ5PPFBSMZ(FUJU
In Lina’s vision, Johnnie pushes Beaky off the cliffs. Beaky falls. Hysterical laughter is heard. Lina faints.)
• INFORMATIONS COMPLÉMENTAIRES
-FTBDUFVSTQSnTFOUTEBOTDFUFYUSBJUTPOU$BSZ(SBOU +PIOOJF
+PBO'POUBJOF -JOB
FU/JHFM#SVDF
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+PBO'POUBJOFSFmVUVOPTDBSFOQPVSDFSyMF
1PVSFOTBWPJSQMVT
DPOTVMUFS XXXBOTXFSTDPNUPQJDBMGSFEIJUDIDPDL$FTJUFGBDJMFNFOUBDDFTTJCMFQFVU
pUSFUSBOTNJTBVYnMoWFTQPVSGBJSFVOFSFDIFSDIFTVSMFDJOnBTUF
• MISE EN ŒUVRE
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TPJUJNQSJNFSMFUFYUFFUMFUSBOTNFUUSFBVYnMoWFTFOBNPOU
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EJGGnSFOUFTFYQSFTTJPOTEFTWJTBHFT
EnEVJTFOUMFTTFOUJNFOUTnQSPVWnTQBSMFTQFSTPOOBHFTFUGPSNVMFOUEFT
IZQPUIoTFTTVSMFVSTJUVBUJPO
*MTWnSJ¾FSPOUMFVSTIZQPUIoTFTBVDPVSTEFMBEFVYJoNFEJGGVTJPORVJTFGFSBBWFDMFTPO-FTnMoWFT
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TFOUJNFOUTFU
SnBDUJPOhMB¾OEFMBTDoOF
-FTFDPOEHSPVQFnUVEJFSBMFTVKFUEFDPOWFSTBUJPOEFTEFVYIPNNFTFUMFTSBQQPSUTRVJTFDSnFOUFOUSF
FVYBVDPVSTEFMBEJTDVTTJPO
-BNJTFFODPNNVOTFGFSBBVDPVSTEFMBSFQSJTFDPMMFDUJWF §Recap¨EBOTMBFiche 1 §Understanding the
video¨
4.0OQPVSSBBVTTJGBJSFKPVFSMBTDoOFEFMBEJTQVUF 4FRVFODF
§the quarrel¨
-FTnMoWFTSFNQMJSPOUBMPST
MBFiche 2 §Act it Out ¨
FUJNJUFSPOUMFNPEoMFQIPOPMPHJRVFEPOOnEBOTMµFYUSBJU$FMBQFSNFUUSBEFGBJSF
USBWBJMMFSMµFYQSFTTJPOEFTnNPUJPOTFOQBSUJDVMJFS
Goodbye Bafana
• INFORMATIONS
DOCUMENT
SUR LE DOCUMENT
: FYUSBJUEV¾MNGoodbye BafanaEF#JMMJF"VHVTU
-F¾MNFTUGPOEnTVSMFTNnNPJSFTEV
HFyMJFSEF/FMTPO.BOEFMBMµFYUSBJUDIPJTJOµnWPRVFQBTEJSFDUFNFOU.BOEFMB
NBJTNPOUSFVOBTQFDUEV
SnHJNFEFMµBQBSUIFJE
hUSBWFSTMFTZFVYEµVOFQFUJUF¾MMF
DURÉE : NJOVUFTTFDPOEFT
LIEN AVEC LE MANUEL : Over the Rainbow
Q
OBJECTIFS : 7JTVBMJTFSMBWJPMFODFEVTZTUoNFQPMJUJRVFEFMµBQBSUIFJEFUNFUUSFFOQMBDFMFMFYJRVFFUMFT
TUSVDUVSFT CSVUBMJUn
TnHSnHBUJPO
JOKVTUJDF
MJnhMµBQBSUIFJE
• SCRIPT DE LA VIDÉO
SEQUENCE 1
(In the street)
POLICEMAN (TO BLACK WOMEN
:5IFUXPPGZPV
TUBOETUJMM4UBOETUJMM8IFSFJTZPVSQBTT -FUNFTFFZPVS
QBTTQPSU
OTHER POLICEMEN (TO BLACK MEN)::PVSQBTT)FSF
ZPVSQBTT$PNF
DPNF
DPNF
THE BOY: 8IBUµTHPJOHPO
1B
THE FATHER: 5IFZµSFDIFDLJOHGPSQBTTFT
POLICEMAN: $PNFCBDLIFSF8IFSFJTZPVSQBTT
BLACK WOMAN: /P/P
POLICEMAN: )FZ
DPNFCBDL
DPNFCBDL(He hits the woman on her head and drags her towards the police
van.)(FUJOUIFWBO
(A man who is trying to free the woman is also beaten up by the police. Another woman runs away carrying a
baby in her arms. A policeman throws her to the ground. She falls down, with her baby.)
POLICEMAN:8IFSFJTZPVSQBTT
WOMAN (SCREAMING):.ZCBCZ
(The policeman arrests her and takes her back to the van, leaving the baby on the pavement.)
THE FATHER: :PVDBOµUKVTUMFBWFUIFCBCZIFSF
POLICEMAN: 4IVUVQ
OTHER BLACK WOMAN:*µMMUBLFIJN)FµTNZEBVHIUFSµTDIJME
THE FATHER (TO HIS DAUGHTER):*UµTBMMSJHIU*UµTBMMSJHIU*UµTBMMSJHIU*UµT0,
SEQUENCE 2
(The parents are grilling lobster in the garden.)
THE MOTHER: .BZCFZPVTIPVMEHPBOEUBMLUPIFS
THE FATHER: "OPUIFSNJOVUFBOEUIFTFXJMMCFEPOF
0,
(The father walks to the living room.)
THE FATHER: 'FFMJOHCFUUFS %JOOFSµTBMNPTUSFBEZ
NATASHA: 8IZEJEOµUZPVTUPQUIBUQPMJDFNBO
THE FATHER: #FDBVTFUIBUµTIJTKPC
NATASHA: 5PUBLFUIFNVNNZBXBZGSPNUIFCBCZ
THE FATHER: /P
CVUJGUIFNVNNZEPFTOµUIBWFBQBTTUIFOTIFµTOPUBMMPXFEUPCFUIFSF
TPUIFZIBWFUP
BSSFTUIFS
NATASHA: %Pwe IBWFBQBTT
• INFORMATIONS COMPLÉMENTAIRES
-FTBDUFVSTQSnTFOUTEBOTDFUFYUSBJUTPOU+PTFQI'JFOOFT MFQoSF
%JBOF,SVHFS MBNoSF
FU.FHBO4NJUI
/BUBTIB
-FTJUFTVJWBOUQSPQPTFVOFYDFMMFOUEPTTJFSUSoTEPDVNFOUnQPVSFYQMPJUFSMF¾MNXXX[FSPEFDPOEVJUF
OFUHPPECZFCBGBOB
4VSMµBQBSUIFJE
WPJSXXXBGSJDBOBFODZDMPQFEJBDPNBQBSUIFJEBQBSUIFJEIUNM
-FT§passes¨nUBJFOUEFTEPDVNFOUTEµJEFOUJUnRVFMFT/PJSTEFWBJFOUQPSUFSTVSFVYMPSTRVµJMTTPSUBJFOUEFT
§homelands¨1PVSQMVTEµJOGPSNBUJPOT
POQPVSSBDPOTVMUFSMFTJUFIUUQBGSJDBOIJTUPSZBCPVUDPN DMJRVFS
TVS§BQBSUIFJE¨
• MISE EN ŒUVRE
0OQPVSSBEJTUSJCVFSBVYnMoWFTMBFiche 1§Understanding the video¨
1.0ONPOUSFSBEµBCPSEMBQSFNJoSFTnRVFODFTBOTMBCBOEFTPOFUPOEJWJTFSBMBDMBTTFFOUSPJTHSPVQFTB¾O
RVFMFTnMoWFTTFDPODFOUSFOUTVSMFTJNBHFTFOQSJPSJUnFUTVSVOTFVMBTQFDUEFMBTnRVFODFhMBGPJT
0OQPVSSBGBJSFVOBSSpUTVSJNBHFTVSMBQFUJUF¾MMFRVJTFCPVDIFMFTPSFJMMFTFUTFEnUPVSOFEFMBTDoOFFU
GBJSFDPNNFOUFSDFQMBO$µFTUMBQSFNJoSFGPJTRVµFMMFFTUDPOGSPOUnFhMµBQBSUIFJE
FMMFFTUMFQFSTPOOBHF
DFOUSBMEFDFUFYUSBJU4POBUUJUVEFSnWoMFRVFGBDFhMBDSVBVUnHSBUVJUFEFMBTDoOF
FMMFOFQFVURVF
EnUPVSOFSMFTZFVYFUTFCPVDIFSMFTPSFJMMFT
2.%BOTVOTFDPOEUFNQT
PONPOUSFSBBVYnMoWFTMBWJEnPBWFDMBCBOEFTPO
DFRVJMFVSQFSNFUUSBEF
WnSJ¾FSMFTIZQPUIoTFTGPSNVMnFT-FTnMoWFTSnTVNFSPOUMµFOTFNCMFEFMBTnRVFODFHSiDFhMµBJEFhMBQSJTF
EFQBSPMFEV§Recap¨ TVSMB¾DIF
3.0OWJTJPOOFSBFOTVJUFMBTFDPOEFTnRVFODFBWFDMBCBOEFTPO0OQPVSSBGBJSFVOBSSpUTVSJNBHFTVSMF
QSFNJFSQMBO MFKBSEJOEFMBGBNJMMF
B¾OEFCJFOGBJSFTJUVFSMFNJMJFVTPDJBMEBOTMFRVFMTFEnSPVMFMBTDoOFFU
EFMµPQQPTFShMBWJFEBOTMFT§townships¨
0OWFJMMFSBhDFRVFMFTnMoWFTQFSmPJWFOUCJFOMµJODPNQSnIFOTJPOEFMB¾MMFUUFGBDFhMBTJUVBUJPOFUhMµBUUJUVEF
EFTFTQBSFOUT
RVJKVTUJ¾FOUMµFYJTUFODFEFMµBQBSUIFJEDPNNFRVFMRVFDIPTFEFOBUVSFM
WPVMVQBS%JFV
4.0OQPVSSBEFNBOEFSBVYnMoWFTEFNFUUSFUPVUPVVOFQBSUJFEVEJBMPHVFBVTUZMFJOEJSFDU
I. Watch Sequence 1.
1. Complete the following grid.
Social background
Family / friends
Pets
Houses
– where?
– type of area
– living conditions
– view
© Éditions Hatier, 2010. Photocopie autorisée pour une classe seulement. / Images : © ITN
Activities / hobbies
Cars
Music associated
with them
Personality
2. Concentrate on the way Jules presents the surroundings of the place where she lives.
Does she sound ❍ angry? ❍ nostalgic? ❍ ironic? ❍ cheerful?
2. Recap.
The fair-haired girl is... / She has...
© Éditions Hatier, 2010. Photocopie autorisée pour une classe seulement. / Images : © ITN
The dark-haired girl is.../ She has...
The poor girl wants to swap lives with a rich girl because...
The rich girl wants to swap lives with a poor girl because...
It will/won’t be difficult because...
Useful words
II. Watch Sequence 2.
poacher (braconnier) – target (cibler)
4. The wall.
a) Who built it?
b) What is it for?
Dangers
Progress
© Éditions Hatier, 2010. Photocopie autorisée pour une classe seulement. / Images : © ITN
3. Pick out keywords referring to these two groups. Write them below each photo.
4. With the help of the words you have just found, list the 3 rules that must be observed.
(1)
(2)
(3)
5. Focus on the keywords. Is the conclusion optimistic or pessimistic?
I. Grammaire
Les déterminants ont été supprimés du script. Complétez les espaces blancs avec
the ou a/an lorsque c’est nécessaire. Attention aux majuscules en tête de phrases.
1. Hidden high in mist-shrouded hills of Rwanda’s wilderness, one of world’s
most precious creatures is making comeback. We make long journey
up towering slopes of Virunga volcanoes with a small group of tourists.
We’re tightly controlled: conservation lies at heart of this African success
story. This is place where Nature, now, comes first. Deep in rainforest,
we’re suddenly stopped in our tracks… and there, in bamboo, our first glimpse of
gorillas. This family of 21 is led by silverback “Agasha”. His name means
‘special’, and he is, for there are only 700 mountain gorillas alive in world today,
and half of them live in this region.
2. These babies are testament to huge efforts to ensure gorillas’
future. Before, many were targeted by poachers, but in past decade,
gorilla numbers in Rwanda have grown by more than 10%. And this is why these
communities, once their enemies, are now their protectors. They guard them from
poachers and they’ve also built walls to safeguard rainforests.
“These gorillas are making our lives much better”, village leader tells me.
money generated has built new roads, schools, and clinics. In Rwanda,
man has helped Nature and now Nature in turn is giving helping
hand to man.
3. It’s truly mesmerizing to get this close to one of world’s most endangered species.
When you think of challenges that these amazing creatures have had to overcome,
the threats from poachers and destruction to their habitat, it is amazing
that their numbers are now on increase. And that’s thanks to huge
conservation efforts that are being made here in Rwanda.
Ever curious, this baby catches his reflection in our camera lens. ITV News camera
man Andy Rex suddenly finds himself centre of attention, as baby comes in
for a closer look. Our group is closely watched by guides to make sure animals
are never stressed by our presence; we’re only allowed up to one hour and always keep our
distance. On our journey back, guides told me how important village’s support
and protection for gorillas has been; without it, they would never stand a chance. In this
© Éditions Hatier, 2010. Photocopie autorisée pour une classe seulement.
land of thousand hills gorillas’ existence will always be fragile. But for now, at
least, there is hope for their future.
© ITN, 2008.
II. Vocabulaire
À l’aide du script ci-dessus, trouvez les équivalents anglais des termes suivants.
a) voyage : h) espèce en voie de disparition :
b) aperçu :
c) étonnant :
d) défi : i) en augmentation :
e) surmonter :
f) menace : j) ils n’ont aucune chance :
g) au moins :
I. Watch Sequence 1.
1. Concentrate on the beginning of the sequence.
a) Is the music ❍ dramatic? ❍ solemn? ❍ monotonous? ❍ slow?
❍ cheerful? ❍ catching? ❍ melancholic?
b) What are these immigrants doing?
2. Pick out information.
a) Five nationalities of immigrants: (1) (2)
(3) (4) (5)
b) A figure:
c) Dates of the immigration period. From: To:
d) Two percentages: ;
e) Pick out as many stressed words as you can.
Why?
Dominant feeling
What had they Types Conditions of admission
(Quote keywords.)
heard about? of inspection
1) 1)
2) 2)
II. Watch Sequence 2. © Éditions Hatier, 2010. Photocopie autorisée pour une classe seulement.
3. Pick out as many stressed words as you can and complete the grid below.
People’s background
In the past
I. Get ready.
a) Before watching the sequence, make sure you know the pronunciation of:
\"p∏…tSIs\ purchase (= buy) – \lu…Æi…zI"œnE\ Louisiana – \"terItErI\ territory
b) Find the nouns derived from the following roots: expand k
acquire k add k
c) Observe the following word: northern. How is it built? Can you guess its meaning?
d) Can you produce three other words that are built the same?
- -
e) Name this geometrical form:
Group n°1 will concentrate on the soldiers, the portraits, the landscapes and the wildlife.
They had to …
A date: A figure:
Two names:
Landscape:
Group n°2 will draw the itinerary on the map and give two dates.
120 ° 100 ° 80 °
Missouri up
ke S erior
La
R
C olu m b i a Lak
r io
o
nta
e
to n
an
eH
Ye llo w s L.O
c
Lake Michig
Mis
uron
si
k
Sn
ssi
y
ak e 40 °
ppi
ri
e
M eE
M
L ak
iss
o u
ouri
Ohi o
n t a
Ark
see
es
an
i n s
sas
nn
C olorado
Te
ATLANTIC
PACIFIC OCEAN
M i s si s s i p p i
OCEAN 30 °
© Éditions Hatier, 2010. Photocopie autorisée pour une classe seulement.
Rio
Gr
Departure (month/year):
an
de
Gulf of Mexico
0 500 km
Return (month/year):
Group n°3 will concentrate on the black and white images at the end.
2. In May 1804, the corps of discovery, a group of about 40 soldiers and officers
(lead) by Meriwether Lewis and William Clark, (depart)
their camp on the Mississippi River to begin their historic journey.
Their mission (be) to find the so-called Northwest passage, a water
route across the continent to the Pacific Ocean and document their findings. Their route
(take) them to the headwaters of the Missouri River across
the Continental Divide and down the mountains by several rivers including the Snake and
the Columbia.
Along the way, they (catalogue) many new plants and animals,
(draw) detailed maps, and (make)
contact with several Indian tribes. Among the Native Americans they (encounter)
, (be) Sacagawea, a Shoshone Indian
woman, who (join) the expedition as an interpreter. Her knowledge
of the land, firm determination and good relations to other Native Americans (make)
her indispensable. As the expedition’s only woman member she
(become) an early legend of the West.
© Éditions Hatier, 2010. Photocopie autorisée pour une classe seulement.
d) Before and after having a break, what does the worker have to do?
© Éditions Hatier, 2010. Photocopie autorisée pour une classe seulement. / Photogramme : © ROY EXPORT S.A.S.
3. Focus on this still, then answer the following questions.
a) What device does the boss use to speak to
the worker? What can you deduce?
5. Recap.
Working conditions: time – rhythm – speed – robot – machine // fast – mechanical –
dull – boring – tiring – repetitive – dehumanized – inhuman // waste a minute
Humain relationships: obedient – submissive – efficient – afraid – bossy – intrusive –
harsh on – strict – tense – aggressive // spy on – watch over – tell sb off – order sb to
+ V – argue – produce – make profits – keep working
Comical aspects: file his nails – argue – waste time – rebel (verb) – rest – relax //
provocative – cheeky // baggy pants – oversized shoes
d) What type of music will you hear? ❍ dramatic? ❍ relaxing? ❍ triumphant? ❍ romantic?
3. Watch the video (image + sound) and check your answers.
a) What’s the name of the machine? What was this machine created for?
b) Pick out as many keywords as you can and organize your notes in the grid below.
Devices presented Advantages / What for? (to... / not to...)
Automaton soup plate
© Éditions Hatier, 2010. Photocopie autorisée pour une classe seulement.
Sterilized mouth-wiper
4. Recap.
What was the machine created for? save – eliminate – increase – be better than –
be the best – be faster – produce (verb) – speed up – boost
What is denounced in these two extracts? competitive – use – increase – disregard –
slave – working conditions – industry – happiness – factory – criticism – Taylorism –
Fordism – capitalism
5. Explain the man’s attitude. You can use the following words: victorious – triumphant –
win – achieve – assert – supremacy.
6. What are the different shots used for? (See your Textbook, p. 250-251.)
Full shots Medium shots Extreme close-up shots
© Éditions Hatier, 2010. Photocopie autorisée pour une classe seulement.
III. Recap.
The man who is.... is talking about... / He wants to... / He would like to... / His goal is to...
The document narrates...
At the end of the sequence the music conveys the idea that...
The shots are... / They show... / The full shots represent... / The extreme close-up shots
show... / The low-angle shot presents... as... because... The final shot symbolizes...
2. Listen to Sequence 2.
a) Who does “you” refer to?
b) List the elements from the first sequence which are repeated here.
When
born
you… © Éditions Hatier, 2010. Photocopie autorisée pour une classe seulement.
You…
2. The message
a) What colours can you see on the screen?
© Éditions Hatier, 2010. Photocopie autorisée pour une classe seulement.
Dear white fella, couple things you should know: when I born, I black; when I grow up,
I black; when I cold, I black; when I go in the sun, I black; when I scared, I black; when
I sick, I black and when I die, I still black.
You white fella, when you born, you pink; when you grow up, you white; when you cold,
you blue; when you go in the sun, you red; when you scared, you yellow; when you sick,
you green and when you die, you grey. And you have the cheek to call me coloured!
I. Commercial 1
1. Watch the video. Sum up what you have seen orally with the help of these words:
dressing-gown (robe de chambre) – drink out of a bottle – throw into the street – hit
(frapper) – a dog on a leash – drag (traîner) – scream (hurler) – press the bell (sonner à la
porte) – pull an arrow (tirer une flèche) – stagger (chanceler) – run over sb (renverser qqn).
2. What slogan can you read at the end?
3. Focus on the still. Who is the target of this video?
5. What was your reaction when you first saw the document?
✂
II. Commercial 2
© Éditions Hatier, 2010. Photocopie autorisée pour une classe seulement. / Photogramme : © WWF
1. Watch Sequence 1.
a) Sum up what you have seen with the help of these words.
big corporation / firm / colleague / look down on sb (mépriser qqn) – avoid sb – spit into sth
(cracher) – behind sb’s back – / being excluded – elevator / lift – stick, stuck, stuck (coller).
b) Can you guess why this man is excluded?
2. Watch Sequence 2.
a) What do you discover?
b) What are the goals of this video?
d) What do you think he is holding in his hand? Does it remind you of a famous play? © Éditions Hatier, 2010. Photocopie autorisée pour une classe seulement.
we just want it to take over a space and just give them a bit of excitement
or art of any type to take place where they wouldn’t expect any kind of theatre
2. Concentrate on people’s faces. What are their reactions? Complete the following grid.
Faces Reactions
© Éditions Hatier, 2010. Photocopie autorisée pour une classe seulement.
First:
Then:
V. Recap.
The report is about... / deals with... It shows...
The reporter says... The man who is interviewed... / The actors...
At the beginning the customers are... / At the end they are...
To conclude we can say this experience is... because...
strange – unusual – daring – pleasant – entertaining – successful – disturbing
4. Concentrate on the actors’ faces. Describe each character’s feelings and imagine
what is going on.
The woman The man
2. Recap Sequence 2.
The woman:
surprised – shocked – worried – ill-at-ease – embarrassed - submissive – scared
She is... because... / She suggests that he…
The man:
irritated – determined – threatening – worrying - authoritative
follow – harass – put pressure on
He is... because... / He blames her for... / He doesn’t want...
7. Focus on the close-up of the woman’s face. What does she suddenly realize?
The woman:
quiet – thoughtful – silent – careful – panic-stricken – stunned
She looks.... / She is... / She wonders if... / She fears that... / She is convinced that...
The men:
project – scheme – weather conditions – need to go – early in the morning –
responsibilities – give up – call sth off (mettre un terme à)
He wants to persuade... / He tries to convince... / He wants to make sure... / His friend
doesn’t understand... / He complains about...
I. Préparation
Écoutez attentivement la Sequence 2 et répondez aux questions suivantes.
3. Dans le passage ci-dessous, indiquez les moments où vous allez respirer à l’aide
d’une barre ( / ).
LINA: Well, I was only trying to tell Beaky that he shouldn’t leave everything to you
because if something went wrong, he should take a little responsibility too. It’s not
as if you were both experienced businessmen.
J F A
Voix audible
Connaissance du texte
Prononciation
Total
2. Work in 3 groups.
a) Concentrate on one aspect of the scene only and fill in the grid.
Group 1 Group 2 Group 3
The police The white family The Blacks
Actions
Reactions/
Feelings
b) Report orally to the other groups. Use the following link-words: while, as, suddenly / all of
a sudden, finally. © Éditions Hatier, 2010. Photocopie autorisée pour une classe seulement.
Recap
Police: pitiless / merciless / ruthless – inhumane – cruel – violent – brutal
Blacks: defenceless – panic-stricken – yield to force
Girl: shocked – horrified – amazed – stunned (abasourdie) – outraged (scandalisée) –
powerless
Useful words
III. Watch Sequence 2. sparrow (moineau) – swallow (hirondelle)
goose (oie) – duck (canard) – buck
1. Focus on people and places.
(antilope, en Afrique du Sud)
a) Where does the scene take place?
What time of day is it? Justify.
c) What about their social background? Justify with visual elements from the scene.
2. Listen again to the dialogue between the father and the little girl.
a) What does the little girl sound like?
❍ bewildered (perplexe) ❍ distressed (affligée) ❍ plaintive ❍ melancholic ❍ revengeful
b) Pick out as many stressed words as you can.
COMPRÉHENSION ORALE
4 Pick out four other places where part of his family lives:
a.
b.
c.
d. 4
Note : / 10
Fiche photocopiable © Hatier 2010.
Great inspiration
COMPRÉHENSION ORALE
3 In the following list, tick all the elements that made that person inspiring.
She…
● was a good caregiver.
● was a good caretaker.
● was inspired by the world.
● was connected to the world.
● was dubious.
● was curious.
● connected that curiosity to the interviewee.
● communicated that curiosity to the interviewee. 4
6 True or false? Circle the right answers and justify them with elements
from the interview.
T F She urged the interviewee to ask questions.
Note : / 20
COMPRÉHENSION ORALE
1
b. Brooklyn?
1
7 What type of food can visitors eat in this city? Give details.
3
Fiche photocopiable © Hatier 2010.
Note : / 20
COMPRÉHENSION ORALE
3 What does Cherry want to teach her children? Give four elements.
a. 1
b. 1
c. 1
d. 2
4 True or False? Circle the right answer and justify with elements from
the interview.
T F Cherry thinks that Indians are too often described negatively.
1
Note : / 20
A street survey
COMPRÉHENSION ORALE
Note : / 10
Fiche photocopiable © Hatier 2009.
4 6 2 • SITE COMPAGNON
UNIT
9 DESTINATION LIVERPOOL
COMPRÉHENSION ORALE
2 Read the following numbers carefully. Then, circle those you have heard
on the tape.
3 Classify the numbers you have circled (except one) in the following grid.
ship’s cost = number of slaves =
cargo for trading = the slaves’ sale =
sailors’ wages (salary) =
various costs =
agents’ commissions =
k Total = k Total = 9
5 How profitable was the slave trade? Justify your answer with numbers
from the grid.
Note : / 20
Fiche photocopiable © Hatier 2010.
In a museum shop
COMPRÉHENSION ORALE
1 The situation: Complete.
a. How many people? 0,5
b. Where? 0,5
c. Doing what? 1
5 What is the function of art according to the woman? Give two elements.
a.
b. 2
6 What does she compare it to?
1
7 True or false? Circle the right answer and justify with elements from
the interview.
T F The woman thinks Andy Warhol’s Marilyn looks pretty thanks to the colours
in the painting.
2
8 Quote an element to prove that the man is not convinced that the Campbell
soup can is art.
2
9 True or false? Circle the right answer and justify it with elements from
the interview.
T F If it hadn’t been painted, we wouldn’t appreciate it so much.
2
10 Give the three elements the woman underlines about The Campbell Soup.
Fiche photocopiable © Hatier 2010.
a.
b.
c. 3
Note : / 20
4 6 4 • SITE COMPAGNON
UNIT
11 A WORLD OF GEEKS
A techie chef
COMPRÉHENSION ORALE
2
11 Complete the sentence.
She believes tradition and technology are 1
Note : / 20
COMPRÉHENSION ORALE
3
10 Pick up the piece of advice concerning plastic bags.
0,5
Fiche photocopiable © Hatier 2010.
Note : / 20
Testimony
COMPRÉHENSION ORALE
1 Complete the information about the place where the interview takes place.
The museum in 1,5
2 Find information about the interviewee.
a. name:
b. city of origin:
c. age at the time of the events: 1,5
3 What does the date correspond to? Give two elements.
a.
b. 2
4 How have things changed according to the interviewee?
a. life (2 elements):
2
b. jobs: 1
c. people: 0,5
5 Number the following events from 1 to 5 to put them back in the right
chronological order.
came back / thieves came into his house / took his
stereo / fired guns / broke a window 2,5
6 What are the consequences of this? Give three elements.
a.
b.
c. 3
7 True or false? Circle the right answers and justify them.
a. T F The interviewee is mainly optimistic for the future generations.
Note : / 20
4 6 8 • SITE COMPAGNON
UNIT
16 JAMAICAN COLOURS OF LONDON
A Jamaican in Paris
COMPRÉHENSION ORALE
1 Name the radio programme.
1
2 Find information about the person who is being interviewed.
a. full name: 0,5
b. nationality: 0,5
c. age: 0,5
3 What’s her current job?
0,5
4 Where does she come from exactly?
a. name of the town: 0,5
b. location: –
– 2
c. number of inhabitants: 1
5 Find information about the country she is talking about.
a. rank: 1
b. comparisons with French regions:
– 1
– 1
6 What languages are spoken in that country and why?
a. languages: 1
b. reasons:
2
7 What is the official language?
0,5
8 What’s her mother’s job?
1
9 What is the main characteristic of the country she refers to? Give details.
2
10 a. What is specific about the population of that country?
0,5
b. Name the different nationalities present in that country.
1,5
Fiche photocopiable © Hatier 2010.
Note : / 20
a good caregiver, um... but she was completely, um... completely connected to the world,
um... nature, um... animals, um... she was curious and she... um she communicated that
curiosity to me, um... she told me how to, she taught me how to garden, how to cook, um...
she introduced me to reading, and she made things really, really interesting, I mean, certain
books that she’d pass on to me, um... and she’d, um she’d ask me, what I’m trying to say
is, she would, she would... um get me to ask questions, um... like a teacher, so... um I, I was
very much inspired by her in terms of... um of her own life, of her own love of life, I think.
And I still carry that with me.
Journalist: Wonderful. Could you give us her name?
Courtney: Her name was Hilda.
Journalist: Hilda.
Courtney: Um...
Journalist: Thank you very much.
nightlife and even in, um, during the day, it’s very exciting, so I really enjoy it there, it’s just
a really good mix of people from the city and out.
Journalist: I see, so, when people come to visit you, is that where you take them, or what
do you do?
Kareem: Yeah, it depends, I, you know, I like to take them to different parts of the city, more,
it’s more about where they’re interested in going. Um, I do like to take them to Greenwich
Village. I like to show them around Brooklyn. Um, I’ve lived in the Bronx before, so I like to
take them there. Um, people always like to see the brownstones in Harlem. Of course, um,
of course, after 9/11, you take them to see the World Trade Centre, the Ground Zero Site.
Journalist: Right.
Kareem: Um, where else? I like to, it depends on what they like to see and what time of
the year. Um... in July, I like to take my friends to Battery City Park. Um, I like to see the
fireworks, um... it’s right, it’s right near the water you know. You can see, um you can see
the Statue of Liberty.
Journalist: OK.
Kareem: So, it’s a very exciting time. Um, during September, I like to take a lot of my friends
to Brooklyn again for the West Indian parade since I’m Haitian, it’s a very big event, so many
musical artists and um, it’s just very exciting.
Journalist: Brilliant, OK, and what food do you like them to try?
Kareem: The best thing about New York is you can get any food, so, my favorites, I like West
Indian food, but I like Latin food also, so I like to take my friends to Cuban restaurants, um
Jamaican restaurants, um there’s a large Russian and Italian population, um so I like to take
my friends to Italian restaurants in Little Italy, um sometimes we go to Chinatown just like we
can see the areas, but there is food from every culture in New York.
Journalist: Yeah, absolutely, OK, well thanks very much Kareem.
Kareem: You’re welcome.
4 7 2 • SITE COMPAGNON
CORRIGÉS UNITÉS 6 - 8 - 9
4 7 4 • SITE COMPAGNON
CORRIGÉS UNITÉS 10 - 11
or use my webcam to show my handiwork to chef friends or see theirs: It’s a revolution in the
kitchen! I can also email pictures of a course while I’m making it. There’s no way I’m sitting at
a computer screen all day, but I use it whenever I want. I know people are surprised to see the
Internet’s become so important for me, probably because my job is seen as a traditional one,
but I truly believe that tradition and technology are compatible!
4 7 6 • SITE COMPAGNON
CORRIGÉ UNITÉ 14
4 7 8 • SITE COMPAGNON
CORRIGÉS UNITÉS 15 - 16
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