Media File 14609 PDF

Unit 1 Going to university
Notion: Lieux et formes du pouvoir

Activit langagire dominante : expression orale
Activit langagire associe : comprhension de lcrit
Finalit et organisation gnrale du projet

Le thme gnral
Le thme de ce chapitre, laccs luniversit et plus gnralement la question des tudes suprieures,
sinscrit dans la notion Lieux et formes du pouvoir. Il permet de sinterroger entre autres sur le but de
ces tudes, leur cot dans diffrents pays (et donc sur le pouvoir de largent en ce qui concerne lavenir des
tudiants), le pouvoir des universits (la faon dont elles permettent aux tudiants de sintgrer dans la
socit), le pouvoir que confre la connaissance.
Les documents proposs ltude sont de nature varie bulletin dinformation, articles de presse, tmoignage, documentaire, extraits de romans et documents iconographiques et offrent plusieurs points de
vue pour aborder le thme.
En fin de parcours
valuation de lexpression orale:

- tche: dfendre une motion concernant laccs luniversit
valuation de la comprhension de lcrit :
- tche dappariement: associer motions et opinions
valuations
dans les cinq activits langagires:
- comprhension dune mission radiophonique,
- expression orale sur le thme de luniversit comme lieu de pouvoir,
- lecture et comprhension de plusieurs documents (extraits dun article de presse et dun roman),
- rdaction dun tmoignage et dun commentaire personnel post sur internet.
Parcours culturel
Parcours culturel
Documents
Notion:
Lieux et formes du pouvoir
pouvoir que donnent lducation, largent,
pouvoir des individus
Thme:
Laccs luniversit : la question de la slection
en Grande Bretagne et aux tats-Unis ; le rle de
lenseignement suprieur.
Problmatique:
Quelle slection pour laccs lenseignement
suprieur?
Le cot de luniversit pp. 14-15
Students discontent
Teenagers debate
Grer la question du financement pp. 16-17
A personal story
I dont care what it costs
Comptences universitaires et autres comptences

pp. 18-19
Le but des tudes suprieures pp. 20-21
Tom Wolfe, I am Charlotte Simmons
Good reads pp. 28-29
Philip Roth, Indignation
Jeffrey Eugenides, Middlesex
Unit 1.indd 1
02/08/12 13:56
Entranements et valuations
Activits langagires
Faire une intervention
orale argumente pour
dfendre une opinion
Comprendre
des faits et des opinions
dans une motion ou
un tmoignage
Comprendre lexplicite
et saisir limplicite dans
un texte de fiction
Comprendre une
information spcifique
ou une explication dans
un reportage ou un
tmoignage
Tches dentranement
Stratgies
valuations finales
Ragir un point
Exposer un point
Tche 1:
de vue sur laccs
de vue
Dfendre une motion
luniversit en prsentant
p.24-25 concernant les critres
des contre-arguments
dadmission luniversit
p.15
p.26
Expliquer de manire
argumente les solutions
envisages pour financer
ses tudes
p.17
Aprs quelques
recherches, expliquer
pour quelle universit
amricaine on aimerait
postuler
p.19
Tche 2:
Identifier les opinions de
diffrentes personnes et
leur associer la motion
correspondante
p.26
Entranement
valuation
Exprimer de manire
Expression orale
argumente son opinion
sur le rle de luniversit
p.21 p. 30
4 situations dvaluation
p. 27
Outils de la langue
Words
Protest p. 14
Students and degrees p. 14
Funding p. 14
Financing p. 17
Facing difficulties p. 17
Non-academic skills p. 19
Transformation p. 21
Accomplishment p. 21
p. 6
Higher education
Prononciation
Grammaire
Accentuation des prpositions

p.14 et
p. 7
p Prcis de prononciation 7 p. 219
What is / It is that p. 14
et
p. 8
g Prcis grammatical 19 p. 207
Prononciation de la lettre <o>

p. 21
La concession p. 17
et
p. 8
g Prcis grammatical 21 p. 209
Prononciation et accentuation des

dates, nombres et chiffres
p. 7
Droulement de la squence: les supports et les diffrents parcours possibles
Le chapitre a t conu comme un ensemble cohrent permettant aux lves :

- dexplorer la thmatique en lien avec la notion concerne (ici, Lieux et formes du pouvoir), et donc de
dcouvrir pas pas les lments qui leur permettront de rpondre la problmatique pose: What selection
for higher education?,
- de sentraner progressivement la ralisation des deux tches finales.
Cependant, conscients des contraintes horaires, nous proposons dans le tableau ci-dessous un parcours
dune dure maximale de 8 sances, valuation comprise, qui tout en permettant aux lves une exploration partielle mais substantielle de la thmatique, les prparera galement la tche finale prvue dans
lactivit langagire dominante.
Sont indiqus dans le tableau ci-dessous:
en gris, les supports et activits incontournables ncessaires la ralisation de la tche finale dexpression orale: Defend a motion about admission to university.
Unit 1.indd 2
02/08/12 13:56

ce picto signale les documents que les lves pourront tudier la maison, en autonomie, avant la
mise en commun en classe.
en blanc, les autres supports et activits proposs que le professeur pourra choisir dtudier en fonction
de sa classe et du temps dont il dispose. Ces activits peuvent tre effectues la maison par la classe
entire ou un groupe dlves et suivies dune mise en commun classe entire. Elles peuvent aussi tre
utilises pour les cours dapprofondissement prvus en option. Par exemple, louverture sur le sens des
tudes (manuel pp. 20-21), pourra tre vue en approfondissement.
Les activits sur la langue (Language tools, manuel pp. 22-23) et sur les Stratgies (manuel pp. 24-25)
seront menes mesure de lavance dans le chapitre, en fonction des documents et tches choisis par le
professeur et des besoins des lves.
PAGES INTRODUCTIVES
pp. 12-13
The cost of university

Students discontent
p. 14
Teenagers debate
pp. 14-15
Recap
p. 14
Training task 1: Yes, but debate
p. 15
Coping with the cost

A personal story
p. 16
I dont care what it costs
p. 16
Recap
p. 17
Training Task 2: Financing your studies
p. 17
Academic and non-academic skills

Its about academics, Coach.
p. 18
Recap
p. 19
p. 19
Training task 3: Extra-curricular activities
The purpose of higher education

Whats the matter with that kid?
p. 20
Recap
p. 21
Training task 4: Two minutes to convince
p. 21
Language tools
p. 22-23
Stratgies
p. 24-25
Final task 1: Defend a motion about admission to university
p. 26
Final task 2: Match motions with peoples opinions
p. 26
valuations type
p. 27
Fiche Recap
Mise la disposition des lves dans le Workbook
p. 9 ou sur le site
www.didierpassword.fr.
Cette fiche rcapitulative permet deffectuer une trace crite (sous forme de notes) lissue des diffrents
Recaps puis de faire la synthse en fin de chapitre, de manire se prparer activement lpreuve orale
du baccalaurat:
- noter ce que lon a appris,
- progresser dans la dcouverte de la problmatique,
- tablir les liens avec la notion au programme et dautres chapitres traitant la mme notion.
Voir aussi Entranement
Expression orale, manuel p. 30.
Unit 1.indd 3
02/08/12 13:56
pAges iNtroduCtives
objectifs
Prparer les lves entrer dans lunit grce

un document iconographique reprsentant un
campus amricain.
Permettre aux lves de commencer changer
leurs ides sur le sens des tudes suprieures.
Faire merger ce quils connaissent des systmes
universitaires britannique et amricain et peut-tre
amorcer des comparaisons avec la France.
Analyse du document douverture
Il sagit dune photo reprsentant un campus amricain. On y voit des personnes dges varis (professeurs ? tudiants ?) dans lensemble dtendus,
profitant dune journe ensoleille pour discuter
ou travailler sur ordinateur sur les marches dun
btiment de style no-classique. On remarque des
bannires qui illustrent les valeurs de luniversit.
Il sagit en fait du blason de luniversit de Harvard
dans le Massachusetts. Veritas est sa devise, tire
dune phrase latine (on pourra demander aux lves
de lassocier truth en anglais, puisque cest un
mot transparent).
Forme de travail
Collective. Le temps consacr cette activit dpendra videmment des ides des lves mais il ne
devrait pas excder une demi-sance et le professeur veillera imprimer un rythme assez soutenu
aux changes.
suggestions de mise en uvre
tape 1
Laisser les lves ragir librement au document.
partir de leurs productions, on pourra introduire
le vocabulaire quils ne connaissent pas et qui sera
utile tout au long de la squence (voir ci-dessous,
productions possibles).
tape 2
Laisser les lves sexprimer sur les raisons qui
poussent les lycens poursuivre leurs tudes, et
quels types dtudes. On laissera aussi merger
lide que certains prfrent entrer dans la vie active
le plus vite possible.
tape 3
Faire le point sur ce que les lves connaissent des
systmes scolaires anglo-saxons travers les livres
quils ont lus ou les films et sries quils ont vus.
Laisser les reprsentations merger, et mme les
strotypes : ltude des documents permettra de
Manuel pp. 12-13

voir ce quil en est vraiment ultrieurement. La trace
crite sappuiera sur les productions des lves (voir
ci-dessous les productions possibles).
Productions possibles :
tape 1
The photo represents an American campus
(= the grounds of a university or college/
includes all the buildings classrooms, labs,
libraries, student residences, dining facilities,
gym halls, etc.), quite dierent from a French
university.
We can see several people: they may be students or professors. They are standing or sitting on the steps of a building with big/huge
columns / a neoclassical building. They look
relaxed, enjoying the sunshine, talking or working on their computers.
We notice (bright) red banners/ags/a crimson coat of arms hanging between the pillars.
It is the emblem of Harvard university in Massachusetts. Veritas is its motto (it was part
of a longer Latin phrase); it means truth in
English.
The university may wish to convey a single
and non-ambiguous sentiment / one of the
values it advocates.
tape 2
High-school students may choose to pursue
their education to
- nd a better job / earn a living,
- experience a students life, living far from
their families / meet new people / go out with
them and have endless conversations shaping
a new world,
- enrich their culture / enjoy pure learning.
tape 3
In the USA and in the UK, students often study
very far from their families.
Life on the campuses is well organized and
pleasant.
It is very expensive to study there. (Introduire
tuition fees qui sera ncessaire ensuite.)
A lot of students need to work to pay for their
studies. They can also ask for a loan or a grant.
But then they have massive debts. ( (r)introduire ici en veillant la prononciation [det].)
N.B. : les mots ou expressions souligns peuvent

rsulter de ltoement des productions au cours des
changes.
Unit 1.indd 4
02/08/12 13:56
The cost of university
Manuel pp. 14-15
Cette double-page propose daborder lun des aspects de la problmatique (laspect financier) en observant
la situation en Angleterre.
1. Students discontent
Analyse des documents
Ce document vido extrait de CNN Student News

rend compte des manifestations tudiantes qui se
sont droules Londres (Parliament Square) le 9
dcembre 2010. Les participants protestaient contre
ladoption dune loi propose par le gouvernement
visant augmenter les frais de scolarit luniversit de 3,290 9,000 . On remarquera que lun des
manifestants porte un masque: il sagit du masque
de V for Vendetta, une bande dessine cre par
Alan Moore (The League of Extraordinary Gentlemen)
et porte lcran en 2006. Le masque est inspir
de celui de Guy Fawkes et est devenu depuis plusieurs annes un symbole de la rvolte, comme en
tmoigne sa popularit lors du mouvement Occupy
Wall Street en 2011 par exemple.
Le correspondant de CNN, en direct depuis Londres,
sadresse un public amricain et amorce une com-
Manuel p. 14
DVD Vido 1
paraison entre la situation britannique et celle de son

pays. La photo illustre la manifestation.
Les pancartes sur la photo :
Tape man hates cuts = the person who is making
tapes hates to cut anything from his photos; tape man
hates to cuts photos / film / video / audio.
Coalition of resistance = a coalition of groups fighting
cuts and privatisation = activist group founded in 2010
= (https://twitter.com/#!/cantpaywontpay or http://
www.coalitionofresistance.org.uk/) Sur le site de cette
organisation on peut lire : United campaign against
cuts: longing for a better world.
Socialist Worker : il sagit dun journal (A revolutionary anti-capitalist paper in Britain).
Theres Some Things Money cant buy For education theres mastercard... : dtournement dune publicit tlvise pour MasterCard (Some things money
cant buy For everything else theres MasterCard).
Squenage de la vido
Images
From the beginning
to 0039
the American news
anchor, Carl Azuz,
in the CNN studios
From 0040 to 0145

the London
correspondent
- high angle shot: the
demonstration
- NO written on the
ground (protesters +
police forces: violence
on both sides)
- superimpositions: the
journalist in the street +
mounted police
Soundtrack
Carl Azuz, CNN student news anchor
first up though / we are headed off to europe // violent protests in the streets of london /
over a vote in parliament / thats britains government / about college tuition // uk has a limit
/ on how much universities can charge students // this vote / raised that limit nearly 10000
dollars // it was around 4700 originally / now the limit is around 14000 dollars // people who
support this plan say the country needs to cut its deficit // but the protesters argue that
the increase will price some people out of a college education // dan rivers was in london
yesterday / when the protests turned violent // he has more on this situation //
Dan Rivers, CNN senior international correspondent, London
noises: explosions
its going to result in a trebling of student tuition fees / something that in the us / perhaps
/ people are more used to // but here / there is just no culture of / leaving university
with $50000 / $60000 / $70000 worth of debt / and clearly / this is part of / major austerity
measures to / try and rein in this huge deficit we have here // but this is the result of it /
bitter / anger and violence on the streets / with the police struggling at times / really / to
contain the crowd //
this will impact students // not those who are currently at university / but those who
will go to university // i was talking to one student yesterday / who said look / this isnt
going to affect me / but for my thirteenyearold and elevenyearold brothers / it will have a
massive impact // and she was from a lowerincome family and was saying / her brothers
probably wont go to university because / theyre so worried about mounting up these
massive debts // now the government says / if you go to university / youre going to get a
better job / and youll only have to pay this money back when youre earning over about
$35000 // and therefore / this is a fair way / of doing this and there are safeguards to
help lowerincome / students get into the system //
Lgende :
- Soulign: informations concernant les raisons de la manifestation et ses consquences,
- en gras: les arguments de ceux qui sont pour ou contre la manifestation et la hausse des frais de scolarit,
- en italique: la situation aux USA.
Unit 1.indd 5
02/08/12 13:56
lexique et phonologie
Si certains mots ont t introduits en amont lors de

ltude des pages introductives, comme suggr
plus haut (tuition fees, loan, grant, massive debts),
le lexique ne posera pas de problme majeur. Les
lves peuvent infrer le sens de rein in (= control),
associ austerity et deficit, mount up (= accumulate),
associ worried et massive debts,et safeguards
(= rules to protect someone), associ help.
Les journalistes sont comprhensibles et les lves
pourront mettre en place les stratgies dcoute
quils auront dveloppes antrieurement. Si ce
chapitre est le premier de lanne, ce sera loccasion
pour le professeur de les faire rviser et sentraner
grce aux pages Stratgies - Comprendre un monologue, manuel pp. 44-45.
On ne manquera pas, par exemple, de faire remarquer et analyser laccentuation forte du modal will.
Les exercices Stressing prepositions, manuel p. 22
et Workbook
p. 7 pourront tre effectus
en amont, en classe ou la maison.
Formes de travail
1. collective ; 2. collective ; 3. en groupes puis collective ; 4. individuelle.
Accs au sens
1. Les lves sont invits tudier le document
iconographique avant de regarder le reportage afin

davoir dj une certaine connaissance de la situation, ce qui guidera leur coute.
//
rich even poorer students must be able to
go to university
Tape man hates cuts: and so do students
ironical statement?
Because my Daddy cant pay only rich
students will be able to aord to go to university
/ lower-income students will be penalised / it
will be unfair.
Coalition of resistance dierent groups
must be uniting to protest over the governments decisions.
Socialist Worker maybe workers support
the students / political opposition to Camerons
/ to the governments liberal policies
Theres Some Things Money cant buy For
education theres mastercard it implies
money can buy education / you can be educated
only if you are rich enough.
One of the demonstrators is wearing a mask /
the mask that the hero of V for Vendetta wore.
Some people also wore it during the Occupy
Wall street movement.It has become a symbol
of protest.
2. On pourra procder par tapes.

visionnement 1 : exploitation des images et du
son. Demander aux lves de reprer les lieux, les
personnes et la situation gnrale.
visionnement 2 : exploitation de ce qui est dit. Mise
en commun en classe entire de ce qui a t compris.
On ne recherchera pas lexhaustivit ce stade.
3.a. Pour une comprhension plus fine du document,

People
a march/a demonstration: a crowd of young
people / English students
but an American report
students are protesting over university fees /
are against fees and cuts (three similar placards)
/ they dont want to pay higher fees / dont want
the government to stop nancing universities
/ reduce / cut public nancial contribution to
universities
British parliament must have approved of
rising university tuition fees
smiling or not / sometimes wearing masks not
to be recognized?
shouting slogans against the government / one
with a megaphone
must be voicing concern at how high fees can
be / voicing their disagreement over high fees
students are holding signs up high with different slogans on them
Placards
Stop fees and cuts (x 3) that is the issue /
the students claim is quite clear
H.E. (renvoyer la problmatique pour que
les lves comprennent H.E.) not just for the
//
la classe est divise en trois groupes, chacun charg

dune recherche dinformations spcifique :
informations concernant les raisons de la manifestation et ses consquences (groupe 1),
les arguments de ceux qui sont pour ou contre
la manifestation et la hausse des frais de scolarit
(groupe 2),
la situation aux USA (groupe 3).
Se reporter la transcription dans le tableau cidessus. Si le professeur dispose dun laboratoire, il
peut partager la classe en trois groupes travaillant
en autonomie partir de leurs consignes. Le travail
peut aussi se faire en classe de manire traditionnelle, avec trois groupes rpartis gographiquement.
Reformulation par groupes avant mise en commun.
Conduire les activits dinfrence ce stade au sein
de chaque groupe.
b. Les groupes changent leurs dcouvertes et

dductions. Inviter les lves se poser mutuellement des questions et ragir aux conclusions de
leurs camarades afin de favoriser linteraction en
classe. Le professeur proposera des enrichissements lexicaux.
Unit 1.indd 6
02/08/12 13:56
Reason for the protest
The English MPs (members of parliament)
voted a law to increase the amount of money
that you pay to go to university.
The UK has a limit / a cap on how much
money universities can ask: the limit was
raised nearly 10000 dollars = the government
has decided to remove the cap on tuition fees
( introduire en vue de ltude du second document) / it is three times as high as it used to be.
Consequences
For the students, the law will aect future students: a lot of them wont go to university / they
will not have the money to do so / or they will
have to face huge debts and they dont want to.
For everyone right now, students demonstrate
in the streets and there is violence: people are
hurt / the police hit the demonstrators who
oppose them.
The supporters arguments
Higher tuition fees are necessary: the country
needs to reduce its decit / cannot go on like this.
If you go to university, you get a better job,
you earn money and you can pay the loans back
/ so this is fair
Poorer students will be helped (will they apply
for grants?).
The opponents arguments
The cost will be too high for some people who
will have to give up the idea of going to university / some students will be deterred from
studying / it will be impossible for them to
enroll at university / it is unfair.
The situation in the USA
People expect expensive fees / they are used
to having to pay to go to university.
//
There is a culture of having huge debt / of being
saddled with debts when leaving university.
Students have to pay o / repay enormous
debts when they have a job.
N.B. : les mots ou expressions souligns peuvent

rsulter de ltoement des productions au cours des
changes.
4. Il sagit ici de provoquer limplication dlves de
terminale qui devraient se sentir concerns par le

problme et qui, peut-tre, auront suivi les manifestations sur le mme thme qui se sont droules au
Qubec au printemps 2012 (le printemps drable ,
en rfrence au printemps arabe de 2011).
It is unfair to raise tuition fees: it is the students whose parents are well-o or wealthy /
from auent families who can go to university.
What is really unacceptable is that money
has an impact on your future, and not just your
abilities.
It is true that if the government must face
huge debts, it cannot pay for all the students.
Etc.
Le professeur incitera les lves utiliser les tournures emphatiques en fournissant un premier modle
si ncessaire. Ce travail sera renforc la maison, par
exemple avec les activits des Language tools What
is/It is that, manuel p. 23 et Workbook
p. 8). Trace crite retant les changes au tableau.
2. Teenagers debate
Manuel p. 15
Analyse du document
La tche finale des lves dans ce chapitre tant

de dfendre une motion, ils devront mobiliser des
arguments. Grce ce document extrait du site du
Guardian, ils vont dcouvrir davantage darguments
pour ou contre laugmentation des droits de scolarit
en Grande-Bretagne. Ils auront ainsi des exemples
de formulation de ces arguments.
//
Deux adolescents, membres du Parlement des

Jeunes, donnent leur avis sur la question.
Si le professeur le souhaite et si les lves

connaissent les critres selon lesquels ils
seront nots, ce travail pourra donner lieu
une valuation formative de lexpression orale.
en cas dtude la maison

- demander aux lves de noter en deux
colonnes les arguments dEmilie et de James,
sous forme de document projetable la
classe (question 2, manuel p. 14) ;
//
- dtre prts les reformuler oralement et

rpondre aux questions ventuelles de leurs
camarades (question 3, manuel p. 14) ;
- de lancer en classe une discussion avec
leurs camarades sur les diffrences avec le
systme franais.
lexique
remove the cap, afuent auront t introduits en

amont.
degree and graduate : renvoyer aux Language Tools,
manuel p. 14.
Unit 1.indd 7
02/08/12 13:56
Des mots pourront tre compris grce au contexte :

strive (effort l. 4), peers (myself and my peers l. 4),
foremost (best, l. 2), plug the gap (a large gap to
fill l. 16).
seront mis en avant. Il sagit dune anticipation sur le

contenu de larticle. Vrifier que House of Commons
(the larger and more powerful of the two parts of the
British parliament) est connu des lves.
Le professeur pourra demander aux lves de reformuler les mots suivants avant den prciser ventuellement le sens :
jeopardise: spoil something important, destroy students ambition

genuine: sincere
vocational: related to the skills you need to do a
particular job
Formes de travail
1. collective ; 2. individuelle ; 3. en groupes puis

collective ; 4. collective.
Accs au sens
1. Les lves sont invits lire le titre et lintroduction du document afin dimaginer les arguments qui
For
Higher tuition fees are necessary because the
country needs to reduce its decit.
Grants will be given to poorer students.
Against
The cost will be too high and it will be impossible for everybody to enroll at university.
Money should not have an impact on your
studies.
Etc.
2. Lecture des deux points de vue et reprage des

ides. Les lves pourront surligner arguments et
justifications dans leur Workbook
p. 5.
Arguments :
AGAINST Emilie Adams, 15
proposal to remove the cap on tuition fees: having
a degree is being jeopardised
widening class divide; people from less auent
backgrounds would be discriminated from achieving
their academic goals
having money shouldnt automatically give you the
right to an education and a high-ying career
those from more auent areas of society will be
subsequently given an education at no real cost to
themselves
some may have to work part-time throughout their
study or take up a debt in order to buy their degree
a degree will become a status symbol, a reection
of money rather than of peoples eort, commitment
and hard work
will limit those with genuine aspirations and vocational goals moving forward in their chosen career
the wealthier will obtain the more prestigious
degrees while those who struggle to raise the full
funds for their degree may be left with the less prestigious awards
lower attendance of university courses and therefore
the current economic strain will not be decreased
a drop in the sort of jobs that fuel our economy, and
vital key workers like doctors will decline
the value of university is also meeting new people
dierent from myself: the diversity of people in university will be drastically reduced / separation of
classes / devaluing the wider experience of going to
university
3. Mise en commun en groupe et discussion de ce
qui a t compris. Ensuite, chaque groupe prsente

les arguments lists en reformulant les ides. Le
groupe peut choisir un ou plusieurs porte-paroles.
Le professeur a le choix de demander aux lves
FOR James Bartle, 18

to maintain high standards at university we have to
fund our universities on a fair and sustainable basis
a large gap to ll in the university budget
students must make a greater contribution to plug
the gap
in the end it is students who benet most from
having a degree, get better paid jobs
degrees are an investment in our futures
if we get a return on our investment and we start
earning a lot, we make a contribution back into the
system
choice: brilliant universities which are funded
through a fair contribution from graduates or thirdrate universities without investment which give students degrees of little value
de regrouper les arguments par thmes et de les

reformuler, ou bien, pour aider des lves plus en
difficult, la classe liste collectivement tous les
arguments au tableau et le professeur les organise
et fait trouver le chapeau.
Unit 1.indd 8
02/08/12 13:56
Against - Emilie Adams, 15
The rise will widen class divide
Students will come from the same social classes:
only those who can pay will be able to attend
university = the richer will get richer because
they will have good jobs / the poorer wont
be able to get good jobs so will stay poor / get
poorer = there will be no social integration:
- the gap between those who have money and
those who dont will get wider,
- there will be no social mobility.
A degree will show how much money students have
- peoples eort and hard work wont matter
so much
- having money will give some people the right
to an education and they will be successful in
their jobs
Discrimination
- people who are less wealthy wont be able to
achieve their aims at university
- those with sincere aspirations who know what
jobs they want to study for / who have vocational goals wont be able to move forward in their
chosen career
- some will have to work part-time to pay for
their study
- others will accept to have a debt to buy
their degree
- the wealthier will get the better degrees and
the poorer will be left with the worse
It will make going to university seem less
interesting
- fewer students will attend university courses :
more people will need to nd a job / the current
economic diculties will not be reduced
- the number of necessary key workers like
doctors will decline
For - James Bartle, 18
The problem boils down to this: having excellent universities which are funded through a fair
contribution from graduates or universities of
very bad quality which give students degrees
of little value.
Universities have to maintain high levels of
quality: necessary to provide money to the
universities on a fair basis and for a long time.
Also necessary to ll the gap in the university
budget and students must contribute.
Degrees: an investment in the future / students that benet most from having a degree get
better paid jobs / their business activity will be
successful / they will make a contribution back
into the system. / They will make a contribution
back into the system: it means they will pay
back/repay what they owe one year after having
found a job (if they earn more than 21,000
a year) / if they have no job or earn less than
21,000, they will not repay the money.
4. Les lves comparent la France et lAngleterre,
ce qui devrait permettre de proposer en classe une

discussion vivante. Cependant, dans certains groupes
il sera peut-tre ncessaire que les lves se renseignent dabord, et des recherches pourront tre
effectues la maison. Cette prparation nourrira
la discussion.
Higher education in France is divided between
public universities or grandes coles and specialised (= engineering, business, etc.) schools.
Higher education is funded by the state /
higher education costs are met by the government = the fees are very low / tuition fees are
much more aordable. (A basic fee for a masters
course is about 250 per year).
Students are also expected to pay a charge (of
around 200 per year) for health cover.
Students from low-income families can apply
for scholarships / a state grant = admission to
the university is very cheap (sometimes less
than 10).
The fees for students in public (state-nanced)
grandes coles are very low.
Can be very high / shoot up if the cole
is partially or completely private (Fees for a
classic business school cost between 5,000 and
10,000 a year / an engineering school can cost
up to 15,000). Some public schools are cheaper.
Adapted from http://www.french-property.
com/guides/france/public-services/highereducation/fees/
recap
On amnera les lves synthtiser les diffrents
aspects du problme pos par le cot des frais de
scolarit luniversit.
The cost of university is a real issue
because
It is about social justice: can universities be free?
Universities do cost money and somebody
has to pay. Who?
How much should studies cost (i.e. who should
have access to them)?
Increasing tuition levels are pricing college
education out of reach of all but the very wealthy / is nancial aid sucient? / student loan
debt is a real problem.
Should education be paid for through tuition
or later through taxation?
High fees are a message to young people of
limited economic means that they are not
allowed to develop themselves as they see t
in order to contribute back to their society.
//
Unit 1.indd 9
02/08/12 13:56
//
We can wonder whether the price of a college
education is worth it: do students then get
better jobs?
We must debate over what societal good a
post-secondary education represents / what
is its value?
In the end, how important is education? Are
people going to rearm their belief in the idea
of a just and egalitarian society or choose a
new path?
training task 1: Yes but debate
Ce dbat, sorte de dbat circulaire, est un entranement intermdiaire la tche finale.

objectifs : permettre aux lves
de mmoriser et utiliser les arguments quils ont
dcouverts,
Coping with the cost
den ajouter dautres le cas chant,

de sentraner loral,
de scouter mutuellement afin denchaner logiquement les arguments.
tapes et mise en uvre : il est prfrable de faire
travailler les lves par groupes (de 4 6 en fonction
de la classe) afin que la parole circule vite, que les
lves soient sollicits plusieurs fois et quils soient
amens rester concentrs et attentifs.
Un lve lance un argument contre la hausse des
frais de scolarit I think the rise of tuition fees is
unfair because studying will become too expensive for
the poorest students ;
un autre lve donne un contre-argument Yes
but if we do not do anything, the universities will not
be able to reduce their deficits ;
un troisime intervient But shouldnt the government meet the costs, as it is the case in France?
Et ainsi de suite.
Manuel pp. 16-17
Il sagit prsent danalyser la situation aux USA.

Nous vous recommandons de commencer la double-page par le document vido : 2. I dont care what it costs
(manuel p. 17, et dans ce guide p. 00).
1. a personal story
Analyse du document
Il sagit du tmoignage dune ancienne tudiante

amricaine publi sur un site internet qui sollicite
les rcits personnels des internautes. Lintrt de ce
tmoignage rside dans son authenticit dune part, et
dans la multiplicit des dmarches entreprises par la
jeune femme pour viter davoir contracter des prts
tudiants dautre part. On attirera aussi lattention des
lves sur la conscience quont les Amricains non
seulement de la ncessit des tudes suprieures
mais aussi de leur cot, et sur la grande dtermination quil convient davoir pour accder luniversit.
Nous avons choisi daccompagner ce texte dun
dessin humoristique sur le sujet du financement
des tudes suprieures. On pourra au passage
dire aux lves que limportance du problme se
mesure peut-tre au nombre trs impressionnant
de cartoons dont il fait lobjet.
Formes de travail
1. collective ; 2. et 3. individuelle puis mise en commun avec toute la classe.
suggestion de mise en oeuvre
1. Phase danticipation partir du titre et du
cartoon propos en accompagnement du texte.
Manuel p. 16
Le titre du document (A personal story) ainsi que
la prsence dans le titre du texte du pronom personnel I permettront aux lves de comprendre
facilement quils vont lire un tmoignage personnel. Le dessin humoristique qui accompagne
le tmoignage illustre parfaitement le paradoxe
doux-amer du systme de financement des tudes
suprieures aux tats-Unis et permettra dassurer
la transition entre le reportage vido I don't care
what it costs, assez poignant, et ce texte plus
lger et optimiste.
On demandera aux lves de mettre en relation le
cartoon avec le titre du tmoignage.
Si lon dispose du matriel ncessaire, on pourra
rvler le cartoon progressivement aux lves (ce
qui implique videmment de navoir pas fait ouvrir
les livres). laide dun logiciel de retouche dimage
comme Photofiltre (gratuit), on peut altrer le cartoon en retirant certains lments textuels (supprimer la fin des phrases de la conseillre, droite)
afin de crer un dficit informationnel qui favorisera
la rexion des lves (voir dossier TICE Didactiser
un document iconographique p. 000 de ce guide). On
peut ensuite projeter limage au vidoprojecteur ou
au tableau interactif et inviter les lves imaginer
le texte manquant.
10
Unit 1.indd 10
02/08/12 13:56
In this cartoon, we can see a woman advising
a student / a guidance counsellor.
The student wonders why he should go to
college.
The woman has logical answers:
- if he goes to college, hell get a good job,
- if he gets a good job, he will get/earn a lot of
money,
- if he has money, he will be able to pay back
his college loans.
= going to college will provide him with a good
job which will pay well and will enable him to
pay o his college loans
She is a guidance counselor but does not say
he should go to college to learn more things /
enrich his culture. She has a realistic/practical/
matter-of fact point of view.
What makes it funny/the irony: if you need
to go to university just to get money to pay the
bank back, why bother? = the guidance counselor is in fact saying that going to university is
not a good idea = contrary to what she should
be doing.
The cartoonist wants to denounce the sacrices students have to make to study: they have
to ask for loans to study, but in the end they
have to spend all their money on paying them
back. So it would probably be better to try to
avoid student loans, and that seems to be what
Crystal did.
Given the title of the text, it must be a students testimony about how she managed to
pay her college fees without asking for loans.
Perhaps she got a part-time job / may have had
a part-time job / must have had a job.
Her parents may have saved money for her.
She may have asked all her family to help.
Si les lves ne connaissent pas le sens du verbe

avoided, on pourra ventuellement les accompagner
dans la lecture du chapeau introducteur afin de les
aider sappuyer sur les mots connus pour en infrer
le sens. Cette dmarche nous semble dautant plus
importante si ce chapitre est trait ds le dbut de
lanne. Lensemble du contexte immdiat ayant
un sens trs positif (managed, luck and help) et le
caractre inhabituel de cette russite tant soulign
(Im often asked how that happened), les lves ne
devraient pas avoir de mal infrer le sens du verbe.
2. En individuel dans un premier temps, avec prise
de notes par les lves, puis collectivement. La

structure principalement chronologique du rcit
devrait aider les lves suivre la succession des
vnements. On pourra donc les inciter organiser
leurs notes de manire pouvoir ensuite reprendre
cette chronologie.
revenir sur le dtail. Afin daider les lves faire le

tri parmi les nombreuses informations du texte, on
pourra leur demander de slectionner :
dans chaque partie, une ou deux phrases qui leur
semblent reprsentatives du titre de la partie,
ou dans lensemble du texte, deux ou trois phrases
qui pourraient rpondre chaque lment de la
phrase de conclusion (work, luck, help).
La mise en commun et la comparaison des choix
oprs par les lves leur permettra de commenter
naturellement le texte.
Crystal says that because
Work
- planned her future / knew she would need
money to go to college,
- in her early teens: got jobs (babysitting and
pet-sitting) and saved most of her money,
- got a job as soon as she entered college,
- she had up to three jobs at the same time,
amounting to 60 hours a week, besides her
classes,
- worked hard to get good grades.
Help
- self help: did not spend more money than
necessary / was careful not to spend too much
= lived thriftily,
- help from her parents who lent / loaned her
money,
- got several scholarships, including an academic one (merit-based).
Luck
Her parents eventually wrote o / forgave her
debt as a graduation present.
Crystals story
= story that illustrates where theres a will,
theres a way = if you are determined enough,
you can nd a way to achieve what you want,
even if it is very dicult,
= (very American) can do / self-made person
story = achieve success by ones own eorts
= optimism / condence / resourcefulness in
the face of challenges
b. How do you react to Crystals story?

Crystals story is quite impressive, shes extremely courageous/determined/strong-willed.
I dont know if Id show so much determination.
It must be very dicult to think about and
plan your college education right from your
childhood.
//
3. En individuel puis collectivement.

a. Lexplication de la phrase de conclusion permet
de revenir sur le texte. On part de la synthse pour
Unit 1.indd 11
11
02/08/12 13:56
//
Its unfair, education should be free, people
shouldnt have to make so many sacrices to
benet from education. As Crystal says, she was
lucky to get help from her parents.
Besides, working three jobs at the same time
must have prevented her from studying as much
//
2. i dont care what it costs
//
as she could have, so it could have jeopardized
her education.
On the other hand, being confronted to so
many obstacles/deterrents must make American students more aware of the importance
of their college education.
Manuel p. 17
DVD Vido 2
Analyse du document
Il sagit dune vido extraite dun reportage

de PBS sur le campus de luniversit de Boston en 2008 (lintgralit du reportage peut tre
visionne ici : http://www.pbs.org/newshour/
bb/education/july-dec08/highered_12-08.html).
Ce reportage porte sur laugmentation des droits

de scolarit luniversit et les difficults des
tudiants pour financer leurs tudes, travers les
tmoignages mouvants de plusieurs tudiants aux
profils et aux parcours trs varis.
squenage de la vido
Time code
Images
Soundtrack
From the
beginning to
030
Students at Umass Boston.
From 031 to
101
Graphs showing the increase in

tuition fees and the price of college
costs.
From 102 to
156
Interview of a student, Ian Witherby. Ian Witherby, student: I think that it becomes a sort of
standard practice to just accept the fact that, if you want
to get what you want out of life, youre going to have to be
in debt.
John Merrow: Ian Witherby will graduate from UMass
Boston this spring with a degree in philosophy and at least
$65,000 in federal and private loans. How long is it going
to take you to pay off the amount of money youre going to
owe?
Ian Witherby: I have no idea. Wild guess, off-the-cuff, 20
years.
John Merrow: But youre 24 now.
Ian Witherby: Yes.
John Merrow: Youll be 44, 45 years old?
Ian Witherby: Yes.
They say how much money they

will owe when they graduate.
About sixty percent of students at four year colleges go

to public institutions like this one.
These colleges are relatively inexpensive but that doesnt
mean theyre cheap.
How many of you when you graduate will owe money?
Almost everyone.
From 25 to 65, 000 dollars.
College costs have been climbing for years. Since the
early 80s, tuition and fees have grown 375%, almost three
times more than median family income.
The average public college now costs about $14,000 per
year and private colleges are approaching $35,000.
With a deteriorating economy forcing cuts in state
spendings, the trend is likely to continue. More students
than ever are borrowing from federal and private lenders
to foot the bill.
12
Unit 1.indd 12
02/08/12 13:56
John Merrow: Does that scare you?

Ian Witherby: Do what you love and the rest will follow. It
doesnt matter what youre doing or what youre making as
long as youre doing what you really want to be doing.
John Merrow: I dont care what it costs, is that what
youre saying?
Ian Witherby: Its pretty darn close to that, yes.
From 157 to
the end
Interview of another student,

Annabelle Rosario.
We see her at work.
lexique
Pas de difficults particulires.
Formes de travail
1. collective ; 2. individuelle puis en groupes ; 3. mise

en commun avec toute la classe.
On pourra ventuellement faire travailler les lves
la maison sur le reportage intgral (sans leur
communiquer le lien donn plus haut puisque le
script de la vido y apparat ; le reportage est aussi
disponible sur YouTube : http://www.youtube.com/
watch?v=_iJGIjgdIJc) en partageant la classe en
groupes et en assignant un tmoignage diffrent
chaque groupe. La mise en commun prendra
dautant plus de sens que tous les groupes auront
entendu des tmoignages diffrents mais complmentaires.
Accs au sens
1. Lanticipation se fera partir des lments de la

photographie et du titre du document.
In this picture, we can see a girl. She must be a
student striving to pay for her studies since we
can see her savings. She must be faced with diculties because she looks down/low/dispirited.
//
John Merrow: Two years ago, Annabelle Rosario was like

Ian Witherby, taking out high-interest private loans to cover
the cost of her degree. But after graduating from UMass
Dartmouth in 2007, her debt -- $67,000 -- began to take its
toll.
John Merrow: To make her loan payments, which will soon
total about $900 per month, Annabelle works as a high
school career counselor and answers phones at a domestic
abuse hotline. If she continues to make minimum monthly
payments, her debt could swell to over $100,000.
What does your mom say?
Annabelle Rosario: She feels really bad because she
couldnt help as much as she wanted to. You know, you
have those kids who their parents -- they were fortunate
enough to have their parents or grandparents pay for their
education.
And then you have those kids who are below the income
level that, you know, that they couldnt pay for it, and then
you had the state pay for their education. And then you have
people in the middle who get stuck with paying the loans
and all these outrageous, like, bills. Its not fair.
//
So we can guess the report must be about
students coping with their tuition fees in a
university in Boston, Massachusetts.
She must resent the price she has to pay but/
and yet/however she doesnt mind, she wants to
pursue her studies all the same, and thats probably why she says I dont care what it costs.
No matter how expensive the tuition fees are,
she wants to...
The title can also be a quotation from the
report, may be a comment from another student
/ a professor / a parent...
2. tape collective : le professeur invitera les lves
identifier la nature du document propos et la nature

de luniversit o le reportage a t tourn afin que
ce contexte soit compris par tous.
3. En individuel dans un premier temps avec prise de

note par les lves, puis en groupes avec des rles
attribus chacun des groupes :
un premier groupe pourra se focaliser sur la situation gnrale des tudiants (surtout traite dans la
premire partie du reportage) ;
un deuxime groupe pourra se concentrer sur le
cas de Ian Witherby ;
un dernier groupe pourra sintresser la situation
dAnnabelle Rosario.
Unit 1.indd 13
13
02/08/12 13:56
La question 3 peut tre donne trois groupes dlves et faire l'objet d'un travail la maison, aprs un
premier visionnage en classe.
Time code
Each students situation
From the
beginning to
030
Most students
Almost every student in the

class will owe money after
they graduate.
Several reasons:
- tuition fees three times
as high as median family
income,
- cuts in state spendings.
From 102 to
156
Ian Witherby
He will graduate from UMass

Boston this spring with a
degree in philosophy and at
least $65,000 in federal and
private loans.
From 157 to
the end
Annabelle
Rosario
Has a huge debt: $67,000 that

she is trying to pay off.
What they are doing /

have done about it
Their feelings
More and more are

borrowing from private
lenders to foot the bill.
(debt)
determined and strong-willed

resigned / uncomplaining He
thinks debt cannot be avoided, that
if you really know what you want
to do, its worth being in debt.
1. she took out highinterest private loans
2. she now works as a high
school career counselor
and answers phones at a
domestic abuse hotline
Il serait souhaitable de laisser un temps de mise en

commun chaque groupe avant la prsentation devant
la classe entire. On incitera les lves prparer la
restitution loral, partir des notes prises pendant
et aprs lcoute afin dviter quils ne rdigent. La
ncessit danalyser les sentiments des tudiants
permettra des changes et des dbats authentiques.
This report was shot at Umass Boston.
It deals with the bad situations/plight of some
students who cannot make ends meet to pay for
their college tuition and fees.
The graphs show that the tuition fees have
increased since the early 1980s and in 2008
they were three times as high as median family
income.
In the report, we can see that nearly all the
students of a class will owe money after they
graduate, between $25,000 and $65,000.
Two students are interviewed. Both students
are in debt, but they do not see things the same
way:
- Ian Witherby is in huge debt, he is likely to
spend the next 20 years paying it o. But even
though/although he owes a lot of money, he
seems resigned as he considers debt as part of
the game. He remains hopeful and determined.
What really matters to him is the job hell do.
//
pessimistic
bitter, resentful
She thinks its unfair that as a
student coming from a working
class background, she was too
rich to get maximum grants but not
wealthy enough to be able to pay
for her studies.
She feels bad for her mother who
feels guilty.
//
- Annabelle Rosario seems to feel more pessimistic about the future. Despite/in spite of
her two jobs, she is still unable to overcome
her diculties.
She also seems to be resentful at the system for
not helping the students who come from the
lower middle class or working class.
Yet, both students are aware that higher
education is necessary if they want to have a
good job. Theyre both determined and willing
to do their best to complete their education,
in spite/despite the diculties / no matter
what the sacrice / whatever sacrices are
necessary / it may involve.
Cette activit fera surgir des besoins langagiers

naturels tels que la concession. Elle pourra tre
loccasion dun rappel travers les activits des
Language tools (manuel p. 23 et Workbook
p. 8).
On pourra ensuite inviter les lves donner leur
avis sur ces tmoignages et observer la dtermination de ces tudiants, prts tous les sacrifices
pour tudier.
recap
On amnera les lves lister les diffrents moyens
la disposition des tudiants amricains pour financer leurs tudes.
14
Unit 1.indd 14
02/08/12 13:56
To nance/pay for/cover their college education, students can:
apply for scholarships/grants, either meritbased or need-based, or specic (student-specic, college-specic, or career-specic),
ask for student loans that they will have to pay
back when they have completed their education,
work part-time,
ask their parents to help them (if they can).
training task 2: Financing your studies
objectifs : il sagit de permettre aux lves de poursuivre la rexion entame partir des documents
tudis dans cette double-page en leur proposant
dimaginer quels choix ils opreraient pour financer leurs tudes. La prise de parole ne devrait pas
excder 3 minutes.
tapes et mise en uvre : selon le temps dont on

dispose, on leur donnera cette tche prparer
la maison ou en classe. tant donn quil sagit de
prendre la parole, il est prfrable de le faire en classe
afin que les lves ne soient pas tents de surprparer leur prise de parole, voire de la rdiger.
On peut leur demander de prparer leurs arguments
oralement en petits groupes de trois, en prenant
des notes uniquement sous forme de mots, ce qui
favorisera les changes en langue cible. On pourra
ensuite, au choix, les inviter :
prendre la parole devant la classe et inviter les
autres ragir,
expliquer leurs choix en senregistrant chacun
laide dun lecteur MP3.
Les fichiers sonores pourront ensuite tre relevs
par le professeur qui choisira ventuellement de les
valuer (si les critres dvaluation ont videmment
t dgags auparavant avec la classe) ou bien tre
changs entre les lves, qui devront sinter-valuer
en soulignant les points forts et les points travailler.
Academic and non-academic skills
Manuel pp. 18-19
its about academics, coach

Analyse du document
Les deux textes de cette double-page sont extraits

de l'uvre de Tom Wolfe, I am Charlotte Simmons,
publi en 2004. Ce roman dresse les portraits croiss
de plusieurs tudiants de luniversit de Dupont, une
universit amricaine fictive trs largement inspire des tablissements dlite de la cte Est, dont
le roman semploie dnoncer le fonctionnement
douteux. Les extraits choisis portent sur lun des
personnages principaux du roman, tudiant dans
cette universit : Jojo Johanssen. Le jeune athlte
a t admis Dupont pour jouer dans lquipe de
basketball et a donc obtenu une bourse ce titre.
dans le premier extrait que nous proposons, au
moment o le roman commence, Jojo a acquis un
statut de clbrit au sein de luniversit : tout le
monde le connat, cest une star. Lensemble du
roman tant racont par un narrateur omniscient,
on trouve des passages de discours indirect libre,
comme dans ce premier extrait, o Jojo rchit
sa place au sein de luniversit, son avenir, ses
ambitions, mais aussi aux doutes qui lassaillent,
et quil choisit pour le moment de ne pas rvler.
le deuxime extrait, qui se situe plus loin dans le
roman, est trs diffrent. Il sagit dune conversation
au cours de laquelle Jojo essaie de faire part son
entraneur de ses doutes concernant ses tudes,
son cursus et son envie dexploiter davantage ses

capacits acadmiques. Lentretien dure longtemps,
mais le pauvre Jojo na videmment pas gain de
cause.
lexique
Il y aura peu de difficults lexicales majeures et

les mots inconnus pourront tre soit infrs, soit
compenss grce au contexte immdiat.
Ex. : dans les trois exemples qui suivent, llve peut
comprendre le sens de la phrase mme sil ignore
les mots souligns en sappuyant sur ce que nous
signalons ici en gras :
If the unthinkable happened and you didnt make it
to the League, it was pretty good credentials just to
be able to say you graduated from Dupont (l. 12-13) ;
He took it as an inside-out compliment. (l.19) ;
The high school would make sure he had all the
grades he needed to stay eligible. (l. 21-22).
Ladjectif stern (l. 30), sil est inconnu des lves,
pourra tre infr grce au verbe turned et au
contraste avec kindly smile. Les mots en italiques
et le mot damned dans les phrases qui suivent
devraient achever de conforter les suppositions des
lves quant au ton de lentraneur.
Unit 1.indd 15
15
02/08/12 13:56
Enfin, le two-point-two grade point average (l. 40-41)

risque de ne pas tre compris demble par les
lves mais l encore, le contexte immdiat et la
conjonction so (l. 41) permettent de comprendre
quil sagit certainement dun rsultat, et quil doit
tre bon, ou du moins suffisant.
He thought that Jojo was having trouble

passing, which means he thought his marks
were not sufficient.
In this cartoon, there is a man who is probably

being interviewed for a job. He is explaining
how his academic skills have prevented him
from getting an athletic scholarship.
At rst sight, this cartoon is funny. It suggests
that:
- only illiterate people get athletic scholarships,
- it is easier to get a scholarship if you have
athletic skills than if youre academically skilled.
It shows how important sports are in American universities. Theyre much more acknowledged than in France.
It is also a comment on higher education in
the US: the universities are more interested in
winning sports championships than preparing
for good academic degrees / prefer brawn
to brain.
It may be seen as unfair/absurd for those
who can achieve good academic standards but
are not sporty.
It can also be seen as shocking: students who
are not interested in studying / are not capable
of studying can have access to university / suggests that the students who get athletic scholarships are stupid.
- Highlight the coachs questions throughout

the meeting. What do they reveal about the
coachs views on academics?
2. En individuel, puis collectivement. Dans un pre-
Toutefois, ce sera une excellente occasion dexpliquer

aux lves ce dont il sagit et de les informer quon
lit plus couramment lacronyme qui correspond
cette moyenne : GPA .
Les lves trouveront une aide sous la forme dun
travail dinfrence, Workbook
p. 6.
Help:
1. stern: svre 2. drift along: sintaller,
prendre racine (ici)
- the word things can refer to any obstacle
to their program: some teachers may have
given them a bad mark, they may have refused
to let them attend a class, etc.
- What did the coach think jojos problem was
at the beginning of the meeting?
He does not feel much respect for academics, he regards them as totally unimportant and as completely disposable.
Formes de travail
1. collective ; 2. 3. 4. et 5. individuelle puis mise en

commun avec toute la classe.
1. Phase danticipation partir du dessin humoristique propos. Celui-ci met en exergue les critres
dattribution des bourses, qui peuvent sembler
paradoxaux.
Comme pour le document de la double-page prcdente, avant de faire ouvrir les livres on peut projeter
le dessin en ayant t ou cach une partie du texte
afin de crer du dficit et de faciliter laccs au sens.
Il serait pertinent de projeter limage (au vidoprojecteur ou au TNI) en cachant ou en ayant enlev I
could read, et de demander aux lves dimaginer
ce qui a pu constituer un obstacle lobtention de
cette bourse sportive.
Exemples de propositions :
I was not skilled enough.
I was too rich / my parents had too much money.
... I couldnt run / jump / swim...
On pourra tenter de les mettre sur la voie en leur
demandant de relier le cartoon au titre de la doublepage.
mier temps, les lves vont se concentrer sur le

personnage principal et les nombreuses informations donnes sur son identit et sa personnalit.
La consigne donne dans le manuel les invite
comprendre quelle est la situation de Jojo.
Jojo Johanssen is a senior student at Dupont
University and he plays basketball in their team.
Hes very famous, everyone knows who he is.
Ultimately he would like to play in the League.
He seems to be clever (his high-school teachers used to think so), but he doesnt seem to
be working very much.
He has always been helped to get where he is
now. But he cant help worrying that this may
get him into trouble at some point.
The text is written from his perspective, we
learn a lot about his feelings.
3. On pourra proposer aux lves de rchir en

petits groupes ces deux phrases et de comparer
leurs interprtations avant la mise en commun.
He was of a higher order of student (l. 20)
Jojo is very famous in his college, hes not
regarded as a regular student, but as a star.
//
16
Unit 1.indd 16
02/08/12 13:56
Hes of a higher order of student probably

means he is not subjected to the same demands.
Apparently, he has a particular status and is
not treated like the other students. Hes only
expected to succeed at basketball, and doesnt
have to be good at academics.
Luckily, word of it never got beyond the
classroom. (l. 26)
The narrator talks about a time when one of
Jojos history papers was read to the class.
Jojo had probably / must have had mixed
feelings:
- he had felt excited because he must have
been very proud,
- he had felt embarrassed because it was unusual, but also because he was not supposed to
be bright, everyone expected him to be stupid
because he was an excellent basketball player.
This seems strange / His reaction seems
excessive. He should be proud of his academic
skills too, especially if hes lucky enough to be
good at both academic and non-academic subjects. Here the narrator is being ironic.
Yet, if we take the cartoonists message into
account, Jojos fears seem to be legitimate:
maybe he wouldnt have an athletic scholarship
if he had applied himself and worked / if he had
shown he was a bright student too.
4. part 2.
Cet change devrait tre assez ais comprendre
pour les lves, dautant quils connatront dj bien
le personnage de Jojo. Quant lentraneur, Buster
Roth, il est tellement conforme au strotype du
coach rigide que lon trouve souvent dans les films
amricains que les lves auront certainement dj
des images mentales adquates en le dcouvrant.
On pourra, au choix, proposer aux lves de
reprendre leur travail en groupes avant la mise
en commun, ou bien donner ce deuxime texte
travailler la maison, le contexte tant dj connu
et le Workbook proposant une aide.
In the rst text, it was obvious that what Jojo
expected from university was:
- a good-quality basketball training,
- a better chance to later play for the League.
But in this second passage, he seems to have
grown and he now expects more from the university: he would like to study academics more
seriously.
The university expects him to keep playing
basketball well enough for the team to compete
against other prestigious universities.
//
//
Dupont University needs him for its reputation. So they are ready to do whatever is necessary to help him focus only on his athletic skills:
- the athletes have tutors who probably help
them study, and may even do their work,
- there is the program Buster Roth talks about:
apparently, some teachers agree to lower the
level of their courses to help the athletes graduate.
5. Productions possibles :
Several elements are striking in Jojos
situation:
he has been admitted into Dupont on account
of his athletic skills while his brother, who must
be brighter, got a less prestigious university,
it seems unfair yet why shouldnt athletics
be rewarded as much as academics?
in order to keep his scholarship, he has to
pretend he is not very clever,
he is prevented from studying academics
harder, probably because his coach is afraid /
fears that may prevent/deter him from training
properly,
yet there are tutors and teachers who help
him get good grades,
the pressure must be so overwhelming that
he seems terried to even explain his feelings
to his coach he doesnt seem to be in charge
of his own situation.
= paradoxical situation
= narrators irony reinforced by the fact that
Jojo likes French, a subject that is seen as terribly complicated/arcane/only for the real scholars (= Jojo tries to explain that what he does
is not so complicated: he read French books in
English, l. 48).
recap
Il sagit de rcapituler les diffrents talents pris
en compte pour ladmission dans les universits
amricaines. Voir la partie lexicale des Language
tools, manuel p. 22.
On invitera les lves donner leur opinion sur le sujet :
In the USA, admission depends on more
various skills than in France.
It seems fairer: anyone can have a chance to
access higher education:
- the USA may have more all-round students:
students who have various skills and abilities,
- it must be more enriching for the university,
//
Unit 1.indd 17
17
02/08/12 13:56
//
- it must be less frustrating for the students who
choose to keep studying what they like.
It seems unfair to the students who work
hard academically but who have no athletic
skills: some students may not feel the need to
develop certain academic skills that are considered indispensable in France
training task 3:
Extra-curricular activities
On proposera ce travail de prfrence la maison
afin de gagner du temps. Il sera peut-tre utile de
montrer des lves faibles un exemple de site
internet duniversit amricaine pour quils se familiarisent avec les onglets.
La mise en commun pourra se faire en classe entire
directement, ou bien en groupes pralablement.
The purpose of higher education
Manuel pp. 20-21
Whats the matter with that kid?

Analyse du document
En partant des problmes financiers poss par

les tudes, il est assez naturel de se demander
quoi elles servent, ce que chacun met derrire le
terme education. Pourquoi dpenser tant dargent ?
Sagit-il uniquement de pouvoir ensuite trouver un
travail ? De sinsrer dans la socit pour y prendre
sa place en tant que citoyen ? Dtudier avant tout
pour son panouissement personnel et pour largir sa culture ? Ltude de cet extrait de Middlesex
de Jeffrey Eugenides devrait permettre aux lves
de dbattre du sujet. crit comme des mmoires,
Middlesex raconte lhistoire de Calliope Stephanides
(Cal, le/la narrateur/narratrice) qui dcouvre 14 ans
quelle est un garon. Cal retrace le rcit de cette
transformation, sur un ton souvent ironique.
Dans cet extrait, Cal voque Chapter Eleven (surnom de son frre) et lattitude de ce dernier face
aux tudes. Ltudiant a vite chang physiquement,
dans ses gots (le portrait de John Lennon p. 21 en
est une illustration) et ne souhaite plus tudier les
mmes sujets que lorsquil est entr luniversit.
Il sagit donc dun texte la premire personne,
majoritairement narratif, o le narrateur rend
compte des modifications intervenues chez cet
adolescent-tudiant, et des ractions des autres
membres de la famille. Une des difficults consistera
pour llve bien comprendre la chronologie des
vnements dans les diffrents passages.
lexique
Certains mots normalement inconnus des lves

ne sont pas ncessaires la construction du sens
du texte, et dautres pourront tre infrs grce au
contexte :
knack: les lves pourraient penser habit, interest,
talent
counter-spin: send the ball back (l. 18)
scuttle: end his plans (l. 30: had plans to become an

engineer, now anthropology, so he has changed his
plans)
fieldwork (l. 33) est expliqu par les deux phrases
suivantes
spurred on: encouraged, incited, prompted
On prcisera si ncessaire :
hug: putting her arms around her brother to show love
kin bonding: family relationships (donner un synonyme
aux lves sils ne connaissent pas lexpression).
On peut aussi donner lquivalent franais (liens
familiaux) pour gagner du temps puisque le terme
est difficilement infrable.
Sassurer que les lves ont compris que Baker and
Inglis est une cole.
Lexercice Higher education dans le Workbook
p. 6 sera propos en amont pour aider la

comprhension.
Formes de travail
1. collective ; 2. individuelle puis collective ; 3. en

groupes. 4. collective ; 5. individuelle.
1. Les lves sont invits se prparer lire lextrait

en sinterrogeant sur son titre.
kid: an adult must be speaking (father?
mother?)
question + whats the matter: he/she does not
understand the child astonishment/ incomprehension
that kid: that sounds derogatory.
The kid may pose a problem to his parents /
they dont know how to react.
18
Unit 1.indd 18
02/08/12 13:56
2. Lecture du texte et premire mise en commun de

ce qui a t compris. Les dtails seront repris dans
la troisime phase, mais on amnera les lves
ce stade reprer la chronologie des vnements
du texte afin daider ceux dont la comprhension
crite est hsitante.
en cas de difficult
Demander aux lves de relever des rfrences des dates, des moments qui
scandent le temps, puis dy associer des
faits ou vnements :
- in the summer of 72: the narrators brother
went to college (l. 1)
- after his freshman year: he came back one
year later and he had changed (l. 2-3)
- in seventh- and eighth grades: the narrator
was at school and that is when his brother
changed (l. 8-9)
- that summer: after the narrators brothers
freshman year (l. 14)
- Chapter Elevens return to college: after the
vacation following the freshman year (l. 14-15)
- Christmas of 73: four months later (l. 28-29)
- that weekend: a weekend during the Christmas vacation (l. 41-42).
Chapter Elevens
self-transformation
- he had become another person
- hed grown his hair out
- hed started learning the guitar
- he was wearing granny glasses
- he wore faded bell-bottom jeans
- went from science geek to John
Lennon look-alike
- he wore Earth shoes
- he started meditating
- he claimed to understand 2001:
A Space Odyssey
- he bought a motorcycle
- he beat his father at ping-pong
- he decided to study anthropology
The extract spans about 16 months.
The main scene takes place in the summer
of 73.
But the narrator remembers the previous year
(use of past perfect).
He also mentions what happened at Christmas of 73.
3. Pour une comprhension plus fine du texte la

classe est divise en trois groupes, chacun charg
dune recherche dinformations spcifique :
informations concernant la transformation de
Chapter Eleven (groupe 1),
les ractions de ses parents (groupe 2),
les relations que la narratrice entretient avec son
frre (groupe 3).
Reformulation par groupes avant mise en commun.
Conduire les activits dinfrence ce stade au sein
de chaque groupe.
Les lves auront repr les lments signifiants
dans le texte (cf ci-dessous). La reformulation se
fera au prsent, temps du commentaire.
His parents reactions

- His (Miltons) face turned red
- Whats the matter with that kid?
- Its just a stage. Itll pass.
- It better.
- We wondered what it would be
like.
- As my father had feared, ...
On fera remarquer le passage du I au we (l. 28:

we all wondered) : Chapter Eleven semble sopposer
au reste de la famille.
4. Les groupes changent leurs dcouvertes et
dductions. Inviter les lves se poser mutuellement des questions et ragir aux conclusions de
leurs camarades afin de favoriser linteraction en
classe. Le professeur proposera des enrichissements lexicaux.
The narrators relationships

with her brother
- l. 1: hug, sign of love
- l. 12: I understood what was
behind all this
- l. 20: Go! I cheered him on. Beat
Dad!
- l. 21: Chapter Eleven had done it!
Hed beaten Milton!
- l. 40: my brother didnt pay much
attention to me
- l. 42: he took a new interest in me
a. Chapter Eleven has changed
physically: he is now very similar to a star, the
well-known John Lennon / he is dressed in a
casual way (wide trousers, Earth shoes, long
hair, glasses).
hobbies: he is interested in music, meditation,
intellectual/highbrow lms (= serious and said
to be dicult to understand), motorcycling.
//
Unit 1.indd 19
19
02/08/12 13:56
//
morally: he can beat his father at table tennis,

so he is now strong enough and dares to do it/he
makes his own choices: he has decided to study
anthropology, that is people and their societies,
and not to please his parents who wanted him
to be an engineer. / John Lennon is a typical
example/ epitomizes his transformation: Chapter
Eleven used to be a science geek (that is someone
unpopular only interested in boring subjects like
sciences) and now he looks like a pop star.
Why has he changed?
- he must have been inuenced by the other
students on his college campus
- he met dierent people there and started
thinking dierently
- far from his family, he managed to assert his
personality
- living with other students, he became familiar
with other hobbies and ideas
- in the 70s on American campuses left-wing
activism, anti-authoritarian spirit so Chapter
Eleven became more rebellious
b. His parents do not seem to understand
and accept his transformation (Itll pass /
we wondered) and his father fears the coming
change/ he is really worried.
c. The narrator seems to love her brother (she hugs him, she supports him when
he plays ping-pong against their father), she
understands him.
At the beginning, Chapter Eleven does not pay
attention to her but then he changes too : he
took a new interest in me (because he studies
anthropology and cares more about people and
what they think?)
5. The tone of the extract.

en cas de difficult
Aider les lves avec des questions plus prcises sur quelques aspects du texte.
Situation dj pose : Chapter Eleven has
undergone a transformation his parents cannot
understand. He now looks like J. Lennon.
l. 1-2: a kind of farewell. Is it really a farewell/good bye? What does the narrator mean?
Do you think he is being
serious funny reproachful?
l. 10-11: He claimed to understand 2001:
A Space Odyssey, even the ending. What
does the use of even suggest? (that he is
exaggerating / pretending he can understand
something which is difficult to understand for
a lot of people. So the narrator is making fun
of Chapter Eleven)
//
//
l. 32-39: pay attention to the quotation
marks. What do they reveal about the narrators state of mind? (the narrator is mimicking,
laughing at Chapter Eleven / not taking him
seriously)
Whose point of view is adopted? How old is
this character? So can he/she understand /
grasp the situation clearly?
To conclude, characterize the tone using
adjectives: ironical and light
Ironical: the situation is amusing because a
transformation happens, the opposite of what
the family expected / the description of Chapter
Eleven is meant to make the readers smile.
Light: seen through a childs eyes
recap
Il sagit deffectuer une synthse des diffrents points
de vue donns sur le sens des tudes suprieures.
For the parents, the purpose of university
is to
- enable their son to get a good job (becoming
an engineer),
- equip Chapter Eleven to earn a living.
So it is a utilitarian purpose.
For Chapter Eleven, it is to
- assert his personality,
- blossom, following fullling courses.
So it is pure learning / learning for its own sake.
On pourra demander aux lves sils voient dautres
raisons dtre dans les universits et dans le fait de
suivre des tudes.
Universities can
- transmit a common culture and common
standards of citizenship,
- contribute to economic growth,
- extend and deepen human understanding,
- teach dierent skills.
Students can
- meet new people and come across new ways
of thinking,
- enrich their culture,
- learn about other cultures,
Etc.
20
Unit 1.indd 20
02/08/12 13:56
training task 4: Two minutes
to convince
objectifs : permettre aux lves de
sentraner prendre la parole en continu,
prendre position, dfendre leur point de vue,
essayer de convaincre leurs camarades,
dfendre des ides en argumentant et en les
illustrant avec des exemples,
travailler lenchanement logique des arguments.
Arguments in logical order

Get a good job
1. people work hard to have
a well-paid job / much more
likely to get a good job if good
degree.
2. studying: enhances your
confidence.
Etc.
tapes et mise en uvre : prparation en classe

ventuellement, mais plutt la maison, de faon
consacrer le temps de classe loral.
On peut demander aux lves de prparer un vrai
brouillon , sous forme de notes, toute rdaction
tant proscrite puisque les lves devront prendre
la parole. Exemple :
Vocabulary / structures
to be used
Examples to back them up
1. two people with the same

experience: hiring manager will
choose the one with the college
degree because that person has
shown that they have the desire to
be better than the others
2. getting a degree gives you a
sense of accomplishment / you are
more confident / you can do better
at a job interview. For example, my
elder brother
To convince :
Why dont you listen to me?
If I were you, I would strive to get a
good job.
I am sure you can go far if you go to
university.
I bet its easier to earn a lot of money.
I believe that studying hard is the best
way to get an interesting job.
Why not spend the time necessary to
elevate yourself?
En amont, les lves auront effectu lactivit des Language tools Pronouncing the letter <o>, manuel p. 22,
afin de bien prononcer cette voyelle lors de leur prise de parole. Ce sera un des critres de lvaluation de
la prononciation.
lANguAge tools Corrigs

Manuel p. 22-23
WorDS
.the cost of university
2.Faux amis
Exemples de productions possibles :
Le contexte se prte bien ce type dexercice qui correspond des confusions souvent faites par les lves.
The cost of tuition fees in the USA is really

prohibitive: it certainly prevents a lot of people
from enrolling at university.
In the USA, students must be ready to pay
off all their debts once they have a job.
The price students must devote to their
studies is very low in continental Europe.
Going to university is less costly in continental Europe than in the UK.
Most Canadian students can afford to study
in a university : they do not have to sacrifice
too much money.
1. Im taking an exam tomorrow.

2. You passed your exam.
3. I got good marks.
4. The teacher gave me a lecture1.
5. My brother is being educated at Cambridge.
1. Le professeur attirera lattention des lves sur les deux

sens du mot lecture :
1. An exposition of a given subject delivered before an
audience or a class, as for the purpose of instruction.
2. An earnest admonition or reproof; a reprimand.
Unit 1.indd 21
21
02/08/12 13:56
3.Talking about higher education

a.
Students
junior
freshman
senior
sophomore
grant holder
alumni (former
students)
undergraduate
postgraduate
graduate
Staff
Buildings
professor
lecturer
dean
tutor
director
faculty
coach
language lab
institute
administration
bureau
faculty of ...
library
information center
training center
campus
classroom
Degrees
bachelors degree
masters degree
research masters
degree
Ph.D
Courses
social studies
legal studies
psychology
languages
science
law
management
information
technology
medicine
teaching
b. Les lves sexpriment librement (courte prise de parole individuelle) partir de ce quils ont vu dans
le chapitre.
iste
4.Stressing Prepositions
P r o n u n c i at i o n
i s te
followed by any complement, it is fully pronounced

(strong form).
La rponse peut aussi tre donne en franais.
5.Pronouncing the letter <o>
Usually, when the preposition is followed by a complement/appears in the middle of a sentence, it

is hardly pronounced/we can hardly hear it (weak
form). When it appears at the end of a sentence, not
a. et b.
1. []
a. college
dollars
.
job
cost
politics
topic
scholarship
2. [:]
3. [u:]
[] proposal Europe welcome society - profession

[] government
5. [:]
protest
world
vote
work
diploma
.
proposal
old
over
those
vocation
post
lose
support
move
report
story
lord
.
New York
short
Remarque: deux autres colonnes doivent tre ajoutes (les lves risquent de ne pas les trouver euxmmes ; essayer de bien leur faire entendre les
nuances phontiques, mme si elles sont fines):
4. [u]
tournures emphatiques (appeles des clives et

pseudo-clives). Dans les phrases 1.a. et 2.a., les
faits sont prsents de manire neutre, selon lordre
canonique de construction dune phrase en anglais.
Dans la phrase 1.b., la tournure emphatique permet
dinsister sur a class divide; et dans la phrase 2.b.,
sur the future of university education.

g Prcis de grammaire 19 p. 207
Grammar
Practise
1. What I would like to get is a degree in law.
What is / It is that
2. What should only be taken into account is academic results.
Observe
Les phrases en italiques permettent de mettre en
avant certaines parties de lnonc. Ce sont des
3. What is needed is a demonstration if we want the

situation to change.
22
Unit 1.indd 22
02/08/12 13:56
It is a demonstration which/that is needed if we want

the situation to change.
No matter how hard I worked = remise en cause de

la conclusion implicite.
4. What this famous university will soon raise is its

tuition fees.
Phrases 1 et 2 : Even if/although + S + GV
It is its tuition fees which/that this famous university

will soon raise.
Phrases 4 et 5 : Despite/in spite of + GN
5. What lies in our hands is the future of higher

education.
It is the future of higher education which/that lies
in our hands.
Exemples possibles :
What I need more than ever to obtain my
degree is this scholarship.
It is thanks to this scholarship that I will
manage to get my degree.
What I am ready to do to prove my determination is unbelievable.
It is thanks to my determination that I
managed to pass my A level and what I really
need now is this scholarship.
What may stop me from getting my degree is
a lack of money.
Etc.
Concession
Phrase 3 : No matter how + adv. + S + GV

Even if et although fonctionnent comme des conjonctions ; despite et in spite of comme des prpositions.
practise
1. Even if/although my parents can afford to pay
for the tuition fees, I will not apply for this university
because my academic results are not satisfying
enough.
2. Even if/although Laura works hard every day, she
cannot finance her studies.
No matter how hard Laura works every day, she
3. Even if/although John is talented and skilled, his
college application was/has been/will be rejected.
No matter how talented and skilled John is, his
college application
4. Even if/although Mike was/has been entitled to
an athletic scholarship, he (has) decided not to go
to university.
Despite/in spite of his entitlement to an athletic
scholarship, Mike
observe
5. Even if/although my cousin graduated quickly, he

did not find/he has not found any job as an engineer.
Les parties soulignes permettent dexprimer la

concession : elles remettent en cause la conclusion
implicite que lon pourrait tirer des parties non
soulignes.
Despite/ in spite of his quick graduation, my cousin

Exemples de production possibles : voir amorces
donnes dans le manuel p. 23.
No matter how quickly my cousin graduated, he
I didnt get the scholarship : conclusion implicite = tu

nas pas assez travaill pour avoir de bons rsultats
et obtenir une bourse.
p. 6
WorDS
.Higher education
a freshman: a first-year student
a senior: a fourth-year student
a sophomore: a second-year student
P r o n u n c i at i o n
2.stressing prepositions
stressed prepositions / unstressed prepositions
a. What are you looking at?
b.
i s te
a junior: a third-year student
From Asia. Im so glad we can meet students from

all over the world and learn about new cultures:
thats what university is all about.
P
Workbook
Im going to Durham university, but Im not sure I

really want to. What Im not sure about is the point
of it all.
What are you thinking of? It is a great opportunity
for you!
I know university is probably worth going to, but it
all depends on what you want to go there for.
And what do you want to go there for?
Thats the question!
At the new students who arrived on the campus at

the beginning of the week.
Where do they come from?
Unit 1.indd 23
23
02/08/12 13:56
3.Pronouncing and stressing dates, numbers

and figures
iste
It is the cost of higher education that would stop

me from studying there.
What must be incredible in the US is life on a
campus.
2. What I would love to do is studying Arts.
b.
a. 'thirty nine'teen 'forty thir'teen six'teen

four'teen 'ninety seven'teen eigh'teen 'fifty
fif'teen 'eighty 'sixty 'seventy
to ask for a ten-year loan to be able to graduate.
Hey Mike, I am going to study at the University of

Birmingham next year but Ive just heard the tuition
fees for all undergraduate courses will be 9,000!
Isnt that expensive?
What would make me really happy is to be accepted in an engineer school.

It is an interesting and well-paid job that I would
like to have!
Well, yes it is, Sandra, especially as the students

entering in 2011 only had to pay 3,375. Such a rise
is incredible!
Etc.
Im thinking about applying for a scholarship but

they will only give me about 1,050 a year.
What about applying for a student loan?

Yes, I thought about it. The deadline to send the
application is 31 May 2013. But Im not sure they
will grant me one.
5.Concession
Although he has a very good degree, he is not
going to run the company yet.
Even if he graduated from Harvard, he will still
have to serve coffee in the morning.
Have you found accommodation?
No matter how hard he studied, he will not earn

as much money as he thought.
Yes I have, the rent is 450 a month. Thats reasonable.
Despite his efforts to get an interesting job, his

missions will be quite limited.
Indeed And you said you had saved up 25% of what

you earned as a saleswoman over the summer, didnt
you? So that should cover some of the costs, I guess.
6.Concession
Although the Kenyan government promised free
primary education for all in 1963, it was made possible in 2003 only.
Grammar
Even if more students can move onto secondary

school, they are still forced to pay part of their tuition fees.
1. What is surprising about higher education in the

US and in the UK is that students sometimes need
No matter how important literacy and numeracy

skills are, they do not guarantee a reasonable living.
4.What is / It is that
Stratgies
Manuel pp. 24-25
Exposer un point de vue

Objectifs
Le but de cette double page dactivits est dentraner

les lves prsenter et dfendre leur point de vue
de manire convaincre leur auditoire. Pour cela
ils devront :
organiser leurs ides,
2 prparer leur brouillon doral pour cette prise
de parole assez consistante (entre 2 et 5 min),
Financing your studies et/ou la tche dentranement

4 p. 21, Two minutes to convince, ce qui permettra un
premier transfert de ces stratgies.
tapes possibles:
le brouillon doral est prpar la maison,
mise en commun par groupe en classe (environ
10 min) lors du cours suivant,
3 maintenir lattention de leur auditoire.
en homework, les lves se prparent individuellement la prise de parole,
Suggestions dexploitation
lors d'un second cours, le professeur dsigne deux

ou trois lves pour prsenter leur point de vue sur
la question pose.
Les lves devront mettre en uvre ces stratgies

lors de la tche finale. Il est donc souhaitable quils
se soient entrans au pralable.
On pourra envisager le travail sur cette double page
avant la tche dentranement 1 p. 17 du manuel
Il sera possible de demander aux autres lves de

faire une co-valuation formative de leurs camarades
en fonction des critres exposs dans le point 3 p.
25 du manuel (Lors de votre expos) ; la grille
24
Unit 1.indd 24
02/08/12 13:56
dvaluation utilise lors du projet final (voir dans

ce guide p. 00) pourra servir de base cette covaluation formative, permettant ainsi aux lves
valuations
Corrigs
Task 1. Speaking
00 pts
Suggestion de grille dvaluation
de sapproprier les critres. On veillera toutefois

ne travailler que sur les critres de traitement du
sujet et de prise de parole en continu.
Voir document photocopiable p. 00 de ce guide.
Prsentation de la tche
Manuel pp. 46-47
doral). Enfin ils prsenteront leur motion la

classe en 2 minutes en maintenant lattention de
leur auditoire (voir Stratgies 3).
Il est possible de proposer une tche ceux qui
coutent : valuer avec une grille de critres ;
dterminer quelle motion est dfendue, relever
les arguments mis en avant, etc.
Il sagit dune prise de parole en continu pour

dfendre une motion. Cette tche entrane les
lves formuler une opinion et se montrer
convaincant en dveloppant des arguments qui
seront utiles le jour de lpreuve du baccalaurat.
Task 2. Reading
10 pts
Document support et protocole :
Forme de travail
Individuelle.
Prsentation de la tche
Propositions de mise en uvre
Il est souhaitable que les lves se soient entrans

au pralable grce aux pages Stratgies (manuel p.
24-25) et quils aient lu attentivement les consignes
p. 26 (1. Get ready et 2. Action!). Ils devront tirer au
sort une motion :
- Everybody should be allowed to go to university
without paying anything
- Everybody should be allowed to go to university but
it cannot be free
- Only the best students should go to university without paying anything
Puis ils prendront rapidement quelques notes
(voir Stratgies 2 p. 25: Prparez votre brouillon
Il sagit dune tche dappariement. Les lves ont

leur disposition cinq sujets de motion; ils devront
lire six opinions diffrentes et identifier quelles
personnes dfendent quelles motions. Toutes les
motions ne sont pas forcment dfendues; une
mme motion peut tre dfendue par plusieurs
personnes.
Forme de travail
Individuelle.
Propositions de mise en uvre
Prvoir environ 20 minutes.
Corrigs et barme
Motion
Opinions
Motion 1
Education cannot be treated as a
simple consumer good
Mary
Motion 2
The public school system does not
need a change
Motion 3
Too many kids go to college
no-one
Bob
Justification
think of themselves as buyers / make money /
investing only in their own personal human capital /
not something purchased at a high price for private
benefit
a bachelors degree no longer guarantees a job

/ economy rewards great ideas and innovation,
regardless of ones formal education / will put them
in an untenable financial situation.
Unit 1.indd 25
25
02/08/12 13:56
Motion
Opinions
Motion 4
College education is always a plus
John
Joanne
Motion 5
The same subjects should be taught
everywhere
Holly
Justification
John
to stay competitive, Americans need more
education / college: lower-income families improve
their economic status / college education: wellrounded citizens
Joanne
high school and not college: doubles your chance
of being unemployed / employers are looking for
cognitive skills that we associate with college
graduates / a more vital civil society / citizens who
can better adapt
far behind in terms of curriculum / education
varies from state to state, county to county / more
accepted and more effective
Entirement correct : 10 points

5 rponses correctes : 8 pts
1 rponse correcte : 1 pt
Appariement totalement erron : 0 pt
valuations
Manuel p. 00
Documents supports et protocole
Corrigs et barmes
venir docs choisis

Puis page suivante mettre les Fiches photocopiables (pour prsentation: voir Password 1re p.
154-159 par exemple)
26
Unit 1.indd 26
02/08/12 13:56
Unit 1
valuations
Final task 1
Going to university
Name:
Class:
Speaking
Manuel p. 26
Defend a motion about admission to university

Suggestion de grille dvaluation
Traitement du sujet
(7 pts)
A2
Prsentation simple et trop

brve, peu structure.
Sest exprim dans une

langue partiellement
comprhensible.
A produit un discours
assez simple avec des
pauses et des faux
dmarrages.
Sest adress son
auditoire en se dtachant
de ses notes.
3 pts

langue comprhensible
malgr un vocabulaire
limit et des erreurs
grammaticales et
phonologiques.
Prsentation structure.
A dvelopp les points
importants avec prcision.
Sest exprim avec une

certaine aisance, avec
de rares pauses ; capable
de reformuler.

langue globalement correcte
(pour la morphosyntaxe
comme pour la
prononciation) et utilise
le vocabulaire appropri.
4 ou 5 pts
4 pts
5 6 pts
A su insister sur les

arguments importants avec
lenvie de convaincre.
A pu parler au moins deux

minutes avec un dbit
rgulier.

langue globalement
correcte et fluide.
6 ou 7 pts
5 pts
7 8 pts
Prsentation simple ; des

efforts de structuration et
dexplication.
3 pts
B1-2
B1-3
B2
Recevabilit
linguistique (8 pts)
Sest adress son

auditoire mais a lu ses notes.
A produit des noncs
courts, strotyps, avec
de nombreuses pauses.
1 ou 2 pts
1 ou 2 pts
B1-1
Prise de parole
en continu (5 pts)
1 2 pts
3 4 pts
27
Unit 1.indd 27
02/08/12 13:56
Unit 1
valuations
Final task 2
Going to university
Name:
Class:
Reading
Manuel p. 26
Match motions with peoples opinions

Read the different opinions given below.
Which motion do these people defend?
Please note: several people can defend the same motion. It may happen that a
motion is defended by nobody.
Motion 1
Education cannot be treated as a simple consumer good
Motion 2
The public school system does not need a change
Motion 3
Too many kids go to college
Motion 4
College education is always a plus
Motion 5
The same subjects should be taught everywhere in high schools
Opinions
Bob - We must admit that a bachelors degree no longer guarantees a job the unemployment rate for those with a BA has never been so high. You can succeed without going to
college : Americas
high-tech, entrepreneurial economy rewards great ideas and innovation, regardless of ones
formal
education. For many, onerous student loans will at best neutralize the increased income
they can hope for
if they have a college education, and at worst put them in an untenable financial situation.
Bob defends motion n . . . . . . . . . . . . . . . .
Mary - Students must not be encouraged to think of themselves as buyers whose view is
to make money, investing only in their own personal human capital. University education is
not something purchased at a high price for private benefit. This way of thinking evacuates
the values which are morally necessary in a society.
Mary defends motion n . . . . . . . . . . . . . . . .
Holly - America is too far behind in terms of curriculum. The education is not consistent
and varies from state to state, county to county. The American government should adapt its
curriculum standards to the British education system. Its more universally accepted and is
more effective.
Holly defends motion n. . . . . . . . . . . . . . . .
John - First, to stay competitive, Americans need more education : a decrease in college
degrees will result in an economy that develops slowly. Then getting a college degree has,
and always will be, the best way for lower-income families to improve their economic status.
Moreover, college education provides much more than higher incomes; it produces well-rounded citizens who know how to communicate, solve problems and better understand the world.
John defends motion n . . . . . . . . . . . . . . . .
28
Unit 1.indd 28
02/08/12 13:56
Unit 1
valuations
Going to university
Name:
Class:
Joanne - Going to high school and not college doubles your chance of being unemployed. In
a rapidly changing global economy, many of the traditionally high-paid jobs in manufacturing
that high school graduates could get are gone forever. And employers are looking for the
kind of cognitive skills that we normally associate with college graduates. And turning from
material considerations, a liberal arts education is likely to produce a more vital civil society
and citizens who can better adapt to changing circumstances.
Joanne defends motion n. . . . . . . . . . . . . . . .
Comprhension de lcrit
Textes et protocoles
DOC 1 Titre ?Docs confirmer

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
After high school I went to a small college in my home town (rny parents were
opposed, as it had been made very plain that I was expected to help my father run his
business, one of the many reasons I was in such an agony to escape) and, during my
two years there, I studied ancient Greek. This was due to no love for the language but
because I was majoring in pre-med (money, you see, was the only way to improve my
fortunes, doctors make a lot of money, quod erat demonstrandum) and my counselor
had suggested I take a language to fulfill the humanities requirement; and, since the
Greek classes happened to meet in the afternoon, I took Greek so I could sleep late on
Mondays. [...]
I did well at Greek, excelled in it, and I even won an award from the Classics
department my last year. It was my favorite class because it was the only one held
in a regular classroom no jars of cow hearts, no smell of formaldehyde, no cages
full of screaming monkeys. Initially I had thought with hard work I could overcome a
fundamental squeamishness and distate for my subject, that perhaps with even harder
work I could simulate something like a talent for it. But this was not the case. As the
months went by I remained uninterested, if not downright sickened, by my study of
biology; my grades were poor; I was held in contempt by teacher and classmate alike. In
what seemed even to me a doomed and Pyrrhic gesture, I switched to English literature
without telling my parents. I felt that I was cutting my own throat by this, that I would
certainly be very sorry. 1560
Donna Tartt, The Secret History, 1992 (pages 9-10)
DOC 2 Titre ?Docs confirmer

David Lodge: A novelists lament for the golden age of universities
1
2
3
4
5
6
7
8
9
10
For a picture of how university life has changed over recent decades from the
1960s era of generous grants spread among an academic elite to the present-day reality
of tuition fees bearing down on a potentially huge proportion of young people time
spent with David Lodge makes it very clear.
Lodge is the former professor of English at Birmingham University who for many
years was able to combine that job with writing novels an indication in itself of how
things used to be. He retired from academic life in 1987 in order to write full-time [ ].
Now 76, Lodge published his first novel, The Picturegoers, more than half a century
ago in 1960, the same year that he began teaching at Birmingham. I think there was that
sense of being rather lucky to be at a university then, he says. There was a tremendous
29
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Unit 1
valuations
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
Going to university
Name:
Class:
feeling of broadening peoples horizons in the 1960s. At that stage only about five or six
per cent of people went to university. It was very competitive for students to get into
higher education but a sense that, once you had, there was a certain assuredness about
your future. That was also true for the staff. Lodge admits that once you had got a job
at a university, it was yours for life. You had to do something extremely silly to lose it.
Contrast that with today, and the pressures facing both universities and students.
And as a result of that process, Lodge says, something valuable is being lost. Under
the Governments proposals, funding for teaching all university subjects bar maths,
science, technology, engineering and some language courses will be gradually phased
out over the next three years with the arts and humanities having to rely on income
from students through fees to support them.
Lodges measured tones belie a firm message. I think thats very regrettable. Its
foolish to take a purely business view of university education and only think of what
can directly benefit the commercial sector. Thats not what university education is for.
University can be that, but it should be much more than that. The arts have won us
international acclaim. We get a great deal of income from the arts. We really should
be supporting them.
Its a fallacy the idea that you allow the market to decide what is done by the
universities. This assumes that students know exactly what they need to be doing. It is
a very, very fallacious argument that you only supply where there is demand. If you do
that, many important cultural areas will disappear from what universities have to offer.
How do his former colleagues at Birmingham feel about the changes? Older
members of staff are on the whole disillusioned and most of them have taken early
retirement. It is not what they signed up to do. The whole university is a bit like a
business, with a huge amount of form-filling and assessment and targets. Id have found
all that extremely oppressive and destructive. But with the expansion of university
education to the point where nearly half the population now go on to higher education,
Lodge accepts that it cannot be provided for free to all. If you want to give higher
education to a significant proportion of the age group, you cant have the quality of life
that students had in the Fifties and Sixties. Youve got to accept that you cant provide
it for free.[] 3300
Monday 28 March 2011 , The Independent online
http://www.independent.co.uk/news/education/education-news/david-lodge-anovelists-lament-for-the-golden-age-of-universities-2254768.html
+ Protocole ( venir ?
30
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Unit 1 Going to university

Notion: Lieux et formes du pouvoir

Finalit et organisation gnrale du projet

valuation de lexpression orale:

Grer la question du financement pp. 16-17

Comptences universitaires et autres comptences

Tom Wolfe, I am Charlotte Simmons

Good reads pp. 28-29

Philip Roth, Indignation

Jeffrey Eugenides, Middlesex

Unit 1 Going to university

Accentuation des prpositions

Prononciation de la lettre <o>

g Prcis grammatical 21 p. 209

Prononciation et accentuation des

Droulement de la squence: les supports et les diffrents parcours possibles

Le chapitre a t conu comme un ensemble cohrent permettant aux lves :

The cost of university

Training task 1: Yes, but debate

Coping with the cost

I dont care what it costs

Training Task 2: Financing your studies

Academic and non-academic skills

Training task 3: Extra-curricular activities

The purpose of higher education

Training task 4: Two minutes to convince

Final task 1: Defend a motion about admission to university

Final task 2: Match motions with peoples opinions

Mise la disposition des lves dans le Workbook

Expression orale, manuel p. 30.

Unit 1 Going to university

Prparer les lves entrer dans lunit grce

Analyse du document douverture

suggestions de mise en uvre

Manuel pp. 12-13

N.B. : les mots ou expressions souligns peuvent

The cost of university

Manuel pp. 14-15

Ce document vido extrait de CNN Student News

paraison entre la situation britannique et celle de son

From 0040 to 0145

Unit 1 Going to university

Si certains mots ont t introduits en amont lors de

1. collective ; 2. collective ; 3. en groupes puis collective ; 4. individuelle.

1. Les lves sont invits tudier le document

iconographique avant de regarder le reportage afin

2. On pourra procder par tapes.

3.a. Pour une comprhension plus fine du document,

la classe est divise en trois groupes, chacun charg

b. Les groupes changent leurs dcouvertes et

N.B. : les mots ou expressions souligns peuvent

4. Il sagit ici de provoquer limplication dlves de

terminale qui devraient se sentir concerns par le

La tche finale des lves dans ce chapitre tant

Deux adolescents, membres du Parlement des

Si le professeur le souhaite et si les lves

en cas dtude la maison

- dtre prts les reformuler oralement et

remove the cap, afuent auront t introduits en

Unit 1 Going to university

Des mots pourront tre compris grce au contexte :

seront mis en avant. Il sagit dune anticipation sur le

jeopardise: spoil something important, destroy students ambition

The cost of university