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> Rule Britannia

Squence 5-AN01

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> Civilisation et culture

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> Dcrire et interprter un tableau > Texte 1 : The British Guests

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> Prononciation et vocabulaire > Grammaire > Traduction

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> Expression crite

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> Prsentation orale du texte 1 > Texte 2 : a Room With a View

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> Mthodologie : lire un texte littraire > Prsentation orale du texte 2

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ontenu de la squence 5
The Victorian Age and the British Empire

ette cinquime squence traite de lpoque victorienne et de lEmpire Britannique au XIXe sicle, en particulier en Inde.

Civilisation et culture Comprhension crite

Queen Victoria, the Victorians, the British Empire

The British Guests A Room With a View


Describing a painting The British Guests, prsentation orale A Room With a View, prsentation orale Prononciation de mots difficiles Lecture expressive dun passage

Expression orale

Expression crite Mthodologie Comptence linguistique

crire un essay

Traduction : les possessifs, la pratique de lquivalence Lexique : les personnages

Le grondif Les pronoms rflchis

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Civilisation et culture Queen Victoria


Task
Read the following information

Queen Victoria akg-images

Victorian England: Queen Victoria and the British Empire


Born in 1819, Queen Victoria reigned over Great Britain and Ireland from 1837 until she died in 1901. She had the longest reign in British history. Queen Victoria came to be a unique symbol of the British monarchy in modern times, with a high sense of duty and loyalty to her people and *a genuine concern for her poorer subjects. She married her cousin, Prince Albert of Saxe-Coburg-Gotha. They had nine children. The royal family were very close, proud, puritanical and many British people identified with them. After her husbands death in 1861, Queen Victoria *mourned him constantly, and although at first her tragic *widowhood attracted increased public affection and sympathy, her continuing avoidance of public appearances made her less popular with her people. The adjective Victorian, which had come to be used in her lifetime to mean flourishing, potentially great, came to acquire the sense of over-strict, censorious, much as it means today. Victoria herself, too, is now remembered as a humourless, unsmiling queen (she is said to have replied We are not amused when a groom playfully imitated her), instead of the happy, dutiful and popular sovereign and mother that she had originally been.

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The British Empire in 1900

The reign of Queen Victoria was a period of great prosperity for England. In the 1870s, Great Britain had direct control of a fifth of the Earths surface, including India, Canada and Australia. It was the dominant sea power, the leading colonial country, and the first industrial nation. The most dramatic expansion came in the years 1870-1914 (consolidation of Australia, New-Zealand, Canada and South-Africa). During this period it was said that the sun never sets on the British Empire, because whatever the suns position, it was always over a British colony. Britain was able to rule the seas because of its position as an island. Unlike its continental neighbours, it did not need a large standing army to defend its borders and so could concentrate its resources on naval power. The great British naval bases at Dover, Gibraltar, Alexandria, and Singapore were called the five strategic keys that lock up the world. Queen Victoria became Empress of India in 1876. The Victorians were very proud of their powerful empire and of their industrial prosperity. The Industrial Revolution in England meant very hard living conditions for those who worked in the mines and in the factories, especially children. Several acts of Parliament improved their working conditions, and, in 1874, working hours were reduced to 56 hours a week (10 hours from Monday to Friday, 6 hours on Saturdays). Charles Dickens often described the Victorian working-class in his novels. Queen Victoria admired him very much.

Do the following exercises


a) RIGHT or WRONG? Justify your answer by quoting from the text Right 1. Queen Victoria reigned for 44 years. Wrong

.......................................................................................................................................................... 2. The Queen felt compassion for her subjects.

.......................................................................................................................................................... 3. She had a large family.

.......................................................................................................................................................... 4. Victorian first meant prosperous, successful

.......................................................................................................................................................... 5. Then the word Victorian kept its first meaning.

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6. The British Empire was created in Victorias time.

.......................................................................................................................................................... 7. Britains standing army was important at the time.

.......................................................................................................................................................... 8. The Industrial Revolution was an easy time for the working class. .......................................................................................................................................................... b) Suppose you were a puritan Victorian young lady, what would be proper* to do, what would be improper* to do? Circle the letter P or I in the boxes.
*Proper : appropriate, suitable. *Improper : indecent. P P P P P P P P P P P P P P P I I I I I I I I I I I I I I I to read the Bible on the day of the Sabbath. to speak to a member of the opposite sex. to address a person who has not been introduced to you. to read Shakespeares comedies. to mention such words as legs, belly, bosom, breeches in the conversation. to speak before you have been spoken to. to go for walks with a chaperone. to turn up your skirt and show your ankles when walking in the snow. to read the Family Edition of Shakespeares Works. to let your hair down on your shoulders. to read or play music on the day of the Sabbath. to sleep in a room which had been previously occupied by a man. to wear dark clothes and tie up your hair. to show your emotions in public to be discreet

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Dcrire et interprter un tableau


This task is particularly recommended for those of you who are training for the oral examination. The other candidates simply study the painting. However the vocabulary task at the end is for all.

Task
Observe the illustration, pay attention to your first impression (characters, place, clothes, activities) then read the background information.

The governess, 1844, Richard Redgrave, collection prive. The Maas Gallery, London, U.K. Bridgeman-Giraudon

Background information Richard Redgrave (1804-1888) was an English painter. He is known for his contemporary images of oppressed women (The Seamstress, 1846). He also painted landscapes of the English countryside but also of scenery abroad. The Victorian governess In Victorian time, the future of young educated women of a middle-class background was marriage with a man who would support them. Yet, if for some reasons *well-bred girls became poor and had no *dowry, marriage may have proved impossible. Therefore these educated and well-mannered girls had to* make their own living. They could become governesses in wealthy middle-class families. The *plight of the governess has been amply described in Victorian novels such as those of the Bront sisters. You have all read Jane Eyre by Charlotte Bront. If you havent its time to do so.

Vocabulary help

well-bred = bien lev ; dowry = dot ; to make their own living = gagner sa vie ; plight = sort.

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Task
Prsentation dun document iconographique (Reportez-vous la squence 2 si ncessaire ainsi qu lannexe 1 si ncessaire). Les lves se prsentant loral prparent leur travail sous forme de notes. Ensuite ils enregistrent leur expos. Le tout doit durer environ 5 minutes. Introduction

Nature, author, date, title, characters, setting? This is a painting by the English artist It is called It represents The scene is set in
Description and meaning

Characters, room, objects, the environment outside, lighting, familys social class?
(Ma description nest pas gratuite, je ne la spare pas de leffet voulu, je commence par ce qui saute aux yeux et ne me noie pas dans une numration ennuyeuse. Je parle de couleurs, de lumire, de formes, de volumes. Je noublie pas que linstrument dont se sert le peintre est la couleur au bout du pinceau. Tout effet est d la couleur. Il faut donc que je dispose du vocabulaire des couleurs et nuances. Par contre, sil est vrai que je ne me noie pas dans la minutie, je peux rester plus longtemps sur un dtail qui fait sens comme ici la description de la main et de la lettre que tient la jeune fille, dtail que le peintre a voulu important puisque la lumire lclaire.)

The main character, the governess, is in the foreground. Her black dress occupies the largest volume in the painting. However, the light falls on her By contrast, the other characters The girl on the right is also reading. By her position she seems to belong to the sober world of the governess but also to the uncaring world of her sisters. She is dressed in the colours
The message of the painting

The painters aim was to


Give your opinion and ponder (think about) on the plight of women

Task
Vocabulary Learn the vocabulary met so far. Use your dictionary if necessary. Sovereign Reign Rule Powerful Dutiful Prosperity Prosperous Successful Flourishing Dominant Leading Dramatic Dominant Compassion Genuine Sympathy To mourn Widowhood Humourless Unsmiling Puritanical Living conditions Working-class Middle-class Dowry Plight Make ones own living

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Whats on the Internet?


BBC - History - What the Victorians did for us Homepage for BBC History series What the Victorians did for us www.bbc.co.uk/history/programmes/victorians/

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Texte 1 The British Guests


This work is for all students. It can be used for a required text for oral presentation.

Task
Anticipation
Read the title, the subtitle, the name and biography of the author and the name of the novel. Anticipate the content of the excerpt choosing from one or several of the following alternatives. Then move on to TASK 2. a) The colonel is going to make a scene. b) Mrs. Mills is going to make a scene. c) Indrajit Rai will insult his British guests. d) Indrajit Rais son will denounce the British ruling of India. e) Both Colonel Mills and Indriajit Rais son will make a scene.

The British Guests

Texte Bac The author

Maria Barrett (born 1964) is an English writer who has written a number of best-selling romances and family sagas. Her novel Dishonored tells of the Mills family whose saga starts in India under British rule.

The scene takes place in India in 1857. Colonel Mills and his wife, Alicia, have been invited to a reception at Indrajit Rais house. Colonel Mills is particularly worried as there have been rumours of Indian mutiny in Meerut. Consequently talking with restraint is necessary. Both British and Indian guests are present at the reception, including many young and educated Indians who are the friends of Indrajit Rais son, also present. As the Mills arrive, Indrajit Rai wants to introduce his son to them. Saturday, May 9, 1857 India, Moraphur
[.] May I please introduce you to my son, Colonel Mills? Indrajit Rai *motioned frantically with his left hand behind his back for his son to step forward and bow his head. This is my son, colonel, Jagat. It is a great honor for him to meet you. From behind the host, a tall lean young man of seventeen stepped forward and held out his hand to the 5 colonel. He looked directly ahead and smiled. How nice to meet you, Colonel Mills. He kept his right hand extended even though it was ignored. And Mrs. Mills. He turned and smiled at Alicia. It is a pleasure indeed. Colonel Mills felt a hot rush of blood to his face and his *nostrils flared. Who the hell did this young devil think he was? Didnt he know the form? He opened his mouth to protest at such damned *ruddy impudence 10 when Alicia touched him gently on the arm. He started, noticed the sudden staring silence around them and held his tongue. Alicia was right, it wouldnt do to cause a scene, not in his position. Please, Colonel Sahib, please go into my house and the bearer will bring you a drink! Indrajit stepped in front of his son, his eyes lowered, and *edged the colonel toward the interior of the bungalow. He had begun to sweat anxiously. This way, Colonel Sahib and Mrs. Mills Memsahib, please to have a nice cool 15 drink inside. He blocked the view of his son in an attempt *to dismiss his *rudeness. It is such an honor,
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he rushed on, to have you as a guest in my house, such a great honor for me and my family! Please, please to go inside At last the colonel smiled. A drink for the colonel and Mrs. Mills, bearer! The host shouted above *the chatter of the party, Quickly! 20 He clapped his hands loudly. Quickly, a drink! The bearer came into sight, carrying a large silver tray, and Indrajit Rai *fussed extravagantly over the refreshments. Alicia smiled at several of their acquaintances, *nodding to the left and the right, and the colonel relaxed slightly. He took a long gulp of his whisky soda and glanced around him. The difficult moment was over, at least for the interim, and the party continued much to the relief of the agitated host. 25 But what I do not understand is why so many of our countrymen do not question the supremacy of the British. Pah! It would seem to me that we are all too afraid of putting the situation right. Jagat Rai had his back to the rest of the party as he spoke to a small group of young men in the corner of his fathers large open drawing room. He knew nothing of the true situation in Meerut or of the tension in the military community and spoke simply off the top of his head; he enjoyed the thrill of *indulging in dangerous talk. 30 It would seem to me *he broke off as one of his friends *jabbed him in the ribs. [] It would seem to you what exactly? Colonel Mills demanded. He had no intention of restraining himself this time; the boy needed to be embarrassed, put in his place. He was aware of the rooms attention focused on their exchange and he waited for the boy to back down. [It would seem to me, Jagat answered, that the British superiority in India is a figment of their imagina35 tion. He spoke with cool assurance, his face set and his gaze steady on Colonel Mills. A shocked murmur ran through the room. Jagat Rai, an intelligent, educated and angry young man, was not going to back down. The British are no better than any other ruler in this country and perhaps they are even worse. He saw the colonels face flush deep red but he went on. Whatever they are, colonel, the people of India are not happy with them. The situation is not a comfortable 40 one and I think that it is going to have to change. Well I I For the first time in his life, Colonel Mills was lost for words and the whole party looked on with horror and dismay as he floundered. He had never, in all his military career, been spoken to with such insolence by an inferior, and never, never by a native! [] Jagat Rai simply smiled, nodded his head and then turned away, back to his friends, as if nothing *untoward 45 had happened. The only thing that perturbed him was the fact that he might have offended his father. ] Alicia! Colonel Mills finally announced to the still hushed room. We are leaving. I will not stay here to be insulted! He glared across the room and shouted for the bearer.
Maria Barrett, Dishonored (1996) abridged Droits rservs

Vocabulary help

to motion sb to do = faire signe qqun de faire a ruddy impudence = une fichue effronterie to dismiss = abandonner, exclure the chatter = bavardage to nod = faire un signe de la tte to jab in the ribs = donner un coup dans les ctes

a nostril = une narine to edge toward = (faire) avancer vers rudeness = grossiret to fuss = sagiter, saffairer to indulge in = sadonner untoward = malencontreux

Task
2 2

Pronunciation
The following words and expressions may cause problems. Listen to the CD to repeat them out loud.

The British guests, Colonel Mills, Indrajit Rai, frantically, bow, even though, ignored, flared, damned, ruddy, impudence, staring, relief, fussed, jabbed, embarrassed, focused, gazed, murmur, floundered, insolence, announced, hushed.
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Task
Read the text as you listen to the CD.

Do not use your dictionary, read and listen right to the end.

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Task
Understanding the text Do the following work without using a dictionary.

General Comprehension
Read the text and answer. Complete the grid. Answer in complete sentences.
When? The events happen in during Where? The scene takes place in Who? (give names and relationship) The four main characters present are What about? The extract is about Narrator?

Check your work now.


Detailed comprehension
a) The first offence (from beginning to line 24) tick the correct answer, justify by quoting from the text. 1. Colonel Mills accepts to shake hands with the young Indian. YES 2. In colonial India, Jagats gesture was an offence. YES YES NO NO NO

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.......................................................................................................................................................... 3. Alicia doesnt intervene in the incident.

.......................................................................................................................................................... YES NO NO

4. Indrajit behaves obsequiously towards his guests.

.......................................................................................................................................................... 5. At the end of this first part, the tension in the room has dropped. YES b) Vocabulary of body expressions and attitudes. Find the English for the following words (they are in the order from the text): avancer : .; incliner la tte :; ses narines senflrent : .; retenir sa langue:.; les yeux baisss :; transpirer : ; frapper dans ses mains :.

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c) The second offence (from line 25 to line 46) - Give the quotations to prove the following statements. 1. Jagat Ray doesnt address himself to the whole party. .......................................................................................................................................................... 2. Jagat is still a young man and enjoys saying what he truly thinks. .......................................................................................................................................................... 3. The colonel is prepared to humiliate the young man. .......................................................................................................................................................... 4. Jagat Ray is not afraid of the colonel and he persists in his accusations. (Find 3 quotes). .......................................................................................................................................................... .......................................................................................................................................................... d) More vocabulary on body expressions and movements. Find the English for: avoir le dos tourn :..; parler sans rflchir : ...; visage impassible : ; le regard fix sur : ..; le visage du colonel vira au rouge carlate : .. e) From line 47 to the end - Oppose Colonel Mills reaction to that of Jagat Ray by choosing from the following adjectives. Use your dictionary for unknown words. understanding hateful cunning bilious defiant incensed haughty spirited patient tense nonchalant cool outraged contemptuous provocative submissive servile shocked restless frantic scornful

Colonel Mills is....................................................................................................................................... ............................................................................................................................................................... Jagat Ray is ............................................................................................................................................ ............................................................................................................................................................... f) Vocabulary on attitudes. Link the following words with their translations: dismay flounder perturb offend hushed glare across balayer la pice dun regard furieux offenser bredouiller dsarroi silencieuse perturber

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Les questions suivantes sont recommandes surtout aux candidats en sries L, S et ES (LV1) et aux candidats loral. g) Describe and explain the behaviour of Jagat Rai and Colonel Mills in this passage. (80 words) ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................
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............................................................................................................................................................... ............................................................................................................................................................... h) Describe and explain the behaviour of Alicia Mills and Indrajit Rai in this passage. (80 words) ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... i) What do we learn of Anglo-Indian relationships in this passage? (80 words) ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

Check your work now.

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Prononciation et vocabulaire
Task
Pronunciation
Lecture expressive : lecture dun passage du texte.

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Reprez les mots dont la prononciation peut poser problme


Attention laccent de mot. Ecoutez le CD et rptez dans les blancs les mots mis en gras dans le passage suivant : May I please introduce you to my son, Colonel Mills? Indrajit Rai motioned frantically with his left hand behind his back for his son to step forward and bow his head. This is my son, colonel, Jagat. It is a great honor for him to meet you. From behind the host, a tall lean young man of seventeen stepped forward and held out his hand to the colonel. He looked directly ahead and smiled. How nice to meet you, Colonel Mills. He kept his right hand extended even though it was ignored. And Mrs. Mills. He turned and smiled at Alicia. It is a pleasure indeed. Colonel Mills felt a hot rush of blood to his face and his nostrils flared. Who the hell did this young devil think he was? Didnt he know the form? He opened his mouth to protest at such damned *ruddy impudence when Alicia touched him gently on the arm. He started, noticed the sudden staring silence around them and held his tongue. Alicia was right, it wouldnt do to cause a scene, not in his position.

Attention aux mots transparents, leur prononciation est anglaise


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coutez le CD et rptez dans les blancs les mots suivants (tirs du passage ou qui sy rapportent) : Colonel, protest, impudence, silence, cause, scene, position, intuition, embarrassed, shocked, directly, description, intention, enemy, a point, dangerous, situation, relaxed, social, political. coutez et rptez le passage, en faisant vous mme les pauses.

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Prtez attention aux mots porteurs de sens qui sont accentus (en gras ci-dessous), aux groupes de souffle (indiqus par//) lintonation montante ou descendante ( ) May I please introduce you to my son, // Colonel Mills?// Indrajit Rai motioned frantically // with his left hand behind his back // for his son to step forward and bow his head. // This is my son, // colonel, // Jagat. // It is a great honor for him to meet you. // From behind the host, // a tall lean young man of seventeen // stepped forward // and held out his hand to the colonel. // He looked directly ahead // and smiled. How nice to meet you, // Colonel Mills. // He kept his right hand extended // even though it was ignored. // And Mrs. Mills. // He turned and smiled at Alicia. // It is a pleasure indeed. // Colonel Mills felt a hot rush of blood to his face // and his nostrils flared.// Who the hell did this young devil think he was? // Didnt he know the form? // He opened his mouth to protest // at such damned *ruddy impudence // when Alicia touched him gently on the arm.// He started, // noticed the sudden staring silence around them // and held his tongue. // Alicia was right, // it wouldnt do to cause a scene, // not in his position. //

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Task
Enrich your vocabulary Vocabulaire concernant les personnages
Le domaine de vocabulaire de ce passage est celui de lexpression des sentiments des personnages sexprimant par des mouvements et des mimiques. Vous aviez dj abord les mouvements lors de la squence 2 pour le vocabulaire de The Encounter. Compltez cette liste. Dautre part, lors de lanalyse des personnages, il faut utiliser quantit dadjectifs. Relevez dans cette squence les adjectifs dcrivant les personnages que vous ne connaissiez pas, revoyez les listes dadjectifs des squences prcdentes. Nous avons commenc un travail de classement, continuez-le.
How characters express their feelings Verbs: motion, step forward, bow his head, hold out his hand to, look ahead, smile, feel a hot rush of blood to his face, Adverbs: frantically, directly, loudly, extravagantly, gently, anxiously, Adjectives describing characters Physical description: tall, lean, Psychological description: agitated, shocked, embarrassed, Examples from previous work: proud, shy, courageous, spirited, skilful, strange, outgoing, cheerful, selfish, determined, complaining, enthusiastic, understanding, hateful, cunning, apathetic, lazy, astute, hopeful, lonely

Exercices de vocabulaire
a) Observez la famille de mots suivants : offend, offence, offensive, offender, offensively. b) A laide dun dictionnaire trouvez des familles de mots partir des bases suivantes: low, anxious, horror. ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

Vrifiez vos rponses.

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Grammaire
Task
Base Verbale + ing : le grondif
a) Observez et surlignez les formes en ing 1. Consequently talking with restraint is necessary. 2. we are all too afraid of putting the situation right. 3. he enjoyed the thrill of indulging in dangerous talk. 4. He had no intention of restraining himself this time. b) Choisissez la rponse qui convient ou compltez 1. Les formes en ing : talking, putting, indulging, restraining, ont pour bases verbales :

talk,..
2. Le grondif est form par la base verbale + .. 3. Dans lexemple 1 le grondif est sujet complment de lexpression verbale is necessary. 4. Le grondif semploie aprs la prposition of 5. Les prpositions sont normalement suivies de noms de verbes 6. Le grondif semploie donc comme un nom comme un verbe les deux

Vrifiez vos rponses.


c) Observez et surlignez les grondifs 1.Riding on a big boat across the Atlantic may sound like fun, but it wasnt. (A Boys Journey) 2.It was like being in jail. (A Boys Journey) 3.Right away I started singing in concerts and making money. (A Boys Journey) 4.I kept singing as a young man and became a star of Yiddish theatre. (A Boys Journey) 5. I remember going in one end and coming out of the other. I remember being told I must remember and then for many years forgetting. (Jarhead) d) Compltez ou choisissez 1. Le sujet de lexpression verbale may sound like fun est 2. Le complment de lexpression verbale was like est .. 3. En 3, money est complment de making. Vrai Faux 4. Le verbe keep indique une activit dj en cours. Vrai Faux 5. Le verbe remember indique une activit dj ralise. Vrai Faux

Vrifiez vos rponses.


e) Retenez

On peut construire un nom partir dune base verbale en lui ajoutant ing. Cette forme sappelle le grondif.

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ride across traverser

riding across la traverse

swim nager

swimming la natation

Le grondif est la fois un verbe et un nom.


Comme tous les noms, le grondif peut tre sujet, complment du verbe ou suivre une prposition. Riding on a big boat may sound like fun. Une traverse en bteau peut sembler plaisante. Comme tous les verbes, le grondif peut avoir un complment. I started making money. Je commenais faire de largent.

Le grondif exprime une activit dj ralise ou dj commence. I kept on singing. Jai continu chanter. I remember going in Je me souviens dtre entr

Exercices
a) Complete the sentences with the ing form: 1. He kept . the British ruling of India. (criticize) 2. He made a point of .. that he was an educated Indian. (prove) 3. . his possessions was wonderful for the wealthy man. (show off) 4. He went on .. without (talk, think) 5. The colonel couldnt stand . the young mans abusive talk. (hear) 6. He loved . his own way. (having) b) Translate into English 1. Ils partirent sans dire au revoir. .......................................................................................................................................................... 2. Je me souviens lui avoir crit. .......................................................................................................................................................... 3. Les visites des temples tait un de ses passe-temps favoris. .......................................................................................................................................................... 4. Elle rendit visite (visit) ses voisins aprs avoir remarqu la voiture du mdecin. .......................................................................................................................................................... 5. Le soir, elle aimait marcher dans le jardin. ..........................................................................................................................................................

Check your work now.

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Task
Formes pronominales
a) Observez et traduisez

the colonel relaxed slightly. (The British Guests) he had no intention of restraining himself. (The British Guests)
............................................................................................................................................................... ............................................................................................................................................................... b) Quelle est la diffrence entre la forme verbale franaise et la forme verbale anglaise ? ...............................................................................................................................................................

Vrifiez vos rponses.


e) Retenez

On emploie le pronom rflchi lorsque le sujet et le complment sont la mme personne. Pronoms rflchis : myself, yourself, himself/herself/itself, ourselves, yourselves, themselves. He had no intention of restraining himself. = Il navait pas lintention de se retenir. Certains verbes franais se construisent avec un pronom rflchi mais pas leur quivalent anglais :
Se sentir = feel; se souvenir = remember; se tenir = stand; se rencontrer = meet; se laver = wash; shabiller = dress; shave = se raser.

The colonel relaxed slightly. = Le colonel se dtendit un peu.

Exercices
a) Complete with the correct pronouns 1. I made this painting .... 2. He poured the drinks .. 3. We can rule India .... 4. Help ... 5. She decorated their house . 6. They were quite pleased with b) Translate into English 1. Elle aimait se regarder dans la glace. 2. Ils se sont disputs. Nous ne nous sommes pas bien amuss. 3. Tu as fait ton malheur toi-mme. 4. Je me souviens quil se fchait vite (get angry). 5. Je mattends ce quil fasse un esclandre. (make a scene). 6. Le matin, elle ne se pressait pas, elle se rveillait avec lui mais se levait tard, se lavait longuement et shabillait avec soin.

Check your work now.

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Traduction
Task
Possessifs et parties du corps
a) Observez et choisissez la meilleure traduction

He kept his right hand extended 1. Il garda sa main droite tendue 2. Il garda la main droite tendue Jagat Rai simply smiled, nodded his head 1. Jagat Rai sourit simplement, inclina sa tte 2. Jagat Rai sourit simplement, inclina la tte

Vous avez eu raison de choisir les traductions 2.


b) Retenez

On emploie le possessif en anglais pour les parties du corps et les vtements alors quen franais on emploie LE, LA, LES.

Task
Procd de traduction : lquivalence
a) Observez et choisissez la meilleure traduction

He spoke simply off the top of his head. 1. Il disait tout simplement ce qui lui passait par la tte. 2. Il parlait tout simplement du haut de la tte. Colonel Mills was lost for words. 1. Le Colonel Mills tait perdu dans ses phrases. 2. Le Colonel Mills ne trouva pas ses mots.

Vous avez eu raison de choisir les traductions 1 et 2.


b) Retenez

Le procd de lquivalence simpose dans le cas dexpressions toutes faites ou de proverbes qui ont un quivalent en anglais. Il faut trouver une expression propre la langue.
c) Exercice Reliez les expressions leur traduction. Ecrivez un nombre et une lettre. 1. Keep off the grass. 2. Birds of a feather flock together.
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3. A bird in the hand is worth two in the bush. 4. She hadnt slept all night. 5. You never do anything to help. 6. That was the last straw. Choisissez les traductions appropries parmi les phrases suivantes. a. Cest la goutte deau qui fait dborder le vase. b. Ne marchez pas sur la pelouse. c. Cest notre dernire chance. d. Elle navait pas ferm lil de la nuit. e. Tu ne lves jamais le petit doigt. f. Un oiseau dans la main vaut mieux que deux dans le buisson. g. Gardez-vous de manger de lherbe. h. Qui se ressemble sassemble. i. Il vaut mieux tenir que courir. j. Rien ne sert de courir. Il faut partir point. k. Un tiens vaut mieux que deux tu lauras. ............................................................................................................................................................... ...............................................................................................................................................................

Vrifiez vos rponses. Task


Pratique de la traduction
Traduisez un passage du texte The British Guests de la ligne 34 (It would see to me) la ligne 46 (offended his father).

Vrifiez vos rponses.

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Expression crite
Task
Mots de liaison
Les mots de liaison structurent votre discours et vous aident mettre en ordre vos ides, par consquent ils vous amnent aussi dautres ides. Vous avez appris par cur les mots de liaison de la squence prcdente. Pratiquez-les et utilisez-les dans vos essays. a) Compltez 1. Trouvez deux quivalents lexpression first : ............................................................................... 2. Trouvez quatre manires dannoncer ce que vous pensez. .......................................................................................................................................................... .......................................................................................................................................................... .......................................................................................................................................................... 3. Dtes que vous tes daccord avec lauteur, pas daccord. ..........................................................................................................................................................

Vrifiez vos rponses.


b) Compltez le texte suivant par des mots de liaison choisir dans la liste.

It is obvious that, as well as, no doubt that, indeed, for example, on the whole, eventually, particularly, however, although, later, as, indeed, for instance, still. The Campaign for Womens Suffrage 1903-1928
.................................... Victorian women led a restricted life. ....................... Queen Victoria had been the most powerful woman of her time, women were .................... treated as second class citizens. ................................. , they were not allowed to vote. In 1903, the campaign for womens suffrage was intensified by the founding of the Womens Social and Political Union: the WSPU - associated particularly with Mrs. Emmeline Pankhurst and her daughters. WSPU members, known as suffragettes, became increasingly violent in the years before the World War One, as successive governments failed to reform the voting laws. ..........................., the harsh manner in which imprisoned suffragettes were treated, including forcible feeding of women on hunger strike, contributed to the growing public sympathy for the cause of womens suffrage. .........................., the outbreak of war in 1914 led to a political *truce in the suffrage movement. ................................... the participation of British women in the war effort, .......................... their work in factories and the armed services ........................... in the home, was a major factor in the Governments decision to give women over the age of thirty the right to vote in 1918. ..............this right was extended to women over 21 in 1928.
* a truce = une trve

Vrifiez vos rponses. Task


Write the following essay in some 300 words. This subject was given at the Baccalaurat in 2002.
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Some people say male / female inequality is a thing of the past. Discuss.
Remember the advice we gave you in sequence 4 concerning essay writing. Write your essay before looking at the suggested answer.

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Prsentation orale du texte 1


Ce chapitre concerne principalement les candidats se prsentant loral.

Task
Lecture
2 3
Vous vous tes entran lire le texte haute voix, arrter le CD aprs chaque phrase ou lment de phrase et rpter.

Task
Faisons le point sur le texte The British Guests
Compltez la grille de travail sous forme de notes. Je dtermine la nature du document, son origine. Je parle brivement de lauteur. Je donne le titre, le lieu, la date. La date va me permettre de mentionner que lhistoire se droule durant lpoque victorienne pendant loccupation de lInde.

Je parle des lieux (pays, rception de la haute socit victorienne en Inde, richesse de certains Indiens). Je mentionne les personnages en prsence.

Je divise mon expos en trois parties : The First Offence (to line 24); The Second Offence (to line 44); The Denouement. Pour chaque partie, je parle des vnements mais sous loptique du suspense puis je montre comment les personnages sont rvls par leur description physique, leurs paroles, leurs mouvements, leurs mimiques. JE CITE chaque fois que je veux dmontrer un point. JE SUIS SANS ARRT DANS LE TEXTE et non autour du texte. Je fais ressortir les positions exagres de certains personnages.

Je conclus en faisant rfrence aux conventions victoriennes dans une Inde occupe. Jlargis le dbat en faisant par exemple des rflexions sur la colonisation en gnral, sur les attentes des occupants et lattitude des autochtones.

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Texte 2 A Room With a View


This work is for all students. It can be used for a required text for oral presentation.

Task
Anticipation
Read the title, the subtitle, the name and biography of the author and the title of the novel. Look at the illustration and anticipate the content of the excerpt choosing from one or several of the following alternatives. Then move on to TASK 2. a) Miss Bartlett is going to make a scene. b) Lucy is going to make a scene. c) The two women will be offended by one member of the hotel staff. d) Lucy will be offended by one of the British guests. e) Lucy never takes offence with anyone.

Universal Droits rservs

The author, E. M. Forster (1879-1970), was born in London. His life was one of studies and travels. He travelled to Italy, Germany, Egypt and India, becoming very acquainted with India in particular. These travels provided many of the settings and situations for his novels and stories. Among his most popular works, which later became films, are: A Passage to India, A Room with a View. In 1986, A Room with a view was turned into a film directed by James Ivory.

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Texte Bac

This extract is the beginning chapter of the novel.

A room with a view


The Bertolini The Signora had no business1 to do it, said Miss Bartlett, no business at all. She promised us south rooms with a view close together, instead of which here are north rooms, looking into a courtyard, and a long way apart. Oh, Lucy! And a Cockney2, besides! said Lucy, who had been further saddened by the Signoras unexpected accent. It might be London. She looked at the two rows of English people who were sitting at the table; at the row of white bottles of water and red bottles of wine that ran between the English people; at the portraits of the late Queen and the late Poet Laureate3 that hung behind the English people heavily framed; at the notice of the English church (Rev. Cuthbert Eager, M.A. Oxon.), that was the only other decoration of the wall. Charlotte, dont you feel, too, that we might be in London? I can hardly believe that all kinds of other things are just outside. I suppose it is ones being so tired. This meat has surely been used for soup, said Miss Bartlett, laying down her fork. I wanted so to see the Arno. The rooms the Signora promised us in her letter would have looked over the Arno. The Signora had no business to do it at all. Oh, it is a shame! Any nook does for me, Miss Bartlett continued; but it does seem hard that you shouldnt have a view. Lucy felt that she had been selfish. Charlotte, you mustnt spoil me: of course, you must look over the Arno, too. I meant that. The first vacant room in the front You must have it, said Miss Bartlett, part of whose travelling expenses were paid by Lucys mother - a piece of generosity to which she made many a tactful allusion. No, no. You must have it. I insist on it. Your mother would never forgive me, Lucy. She would never forgive me. The ladies voices grew animated, and - if the sad truth be owned - a little peevish. They were tired, and under the guise of unselfishness they wrangled. Some of their neighbours interchanged glances, and one of them - one of the ill-bred people whom one does meet abroad - leant forward over the table and actually intruded into their argument. He said: I have a view, I have a view. Miss Bartlett was startled. Generally at a pension people looked them over for a day or two before speaking, and often did not find out that they would do till they had gone. She knew that the intruder was ill-bred, even before she glanced at him. He was an old man, of heavy build, with a fair, shaven face and large eyes. There was something childish in those eyes, though it was not the childishness of senility. What exactly it was Miss Bartlett did not stop to consider, for her glance passed on to his clothes. These did not attract her. He was probably trying to become acquainted with them before they got into the swim5. So she assumed a dazed expression when he spoke to her, and then said: A view? Oh, a view! How delightful a view is! This is my son, said the old man; his names George. He has a view, too Ah, said Miss Bartlett, repressing Lucy, who was about to speak. What I mean, he continued, is that you can have our rooms, and well have yours. Well change. The better class of tourist was shocked at this, and sympathised with the newcomers. Miss Bartlett, in reply, opened her mouth as little as possible, and said: Thank you very much indeed; that is out of the question. Why? said the old man, with both fists on the table. Because it is quite out of the question, thank you. You see, we dont like to take began Lucy.

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Her cousin again repressed her. But why? he persisted. Women like looking at a view; men dont. And he thumped with his fists like a naughty child, and turned to his son, saying, George, persuade them! Its so obvious they should have the room, said the son. Theres nothing else to say. He did not look at the ladies as he spoke, but his voice was perplexed and sorrowful. Lucy, too, was perplexed; but she saw that they were in for what is known as quite a scene; and she had an odd feeling that whenever these ill-bred tourists spoke the contest widened and deepened till it dealt, not with rooms and views, but with - well, with something quite different, whose existence she had not realized before. Now the old man attacked Miss Bartlett almost violently: Why should she not change? What possible objection had she? They would clear out in half an hour. Miss Bartlett, though skilled in the delicacies of conversation, was powerless in the presence of brutality. It was impossible to snub6 anyone so gross. Her face reddened with displeasure She looked around as much as to say, Are you all like this? And two little old ladies, who were sitting further up the table, with shawls hanging over the backs of the chairs, looked back, clearly indicating, We are not; we are genteel. Eat your dinner, dear, she said to Lucy, and began to toy again with the meat that she had once censured. Lucy mumbled that those seemed very odd people opposite. Eat your dinner, dear. This pension is a failure. Tomorrow we will make a change.
Room with a View (1908), acknowlegement to the Provost and Scholars of Kings College, Cambridge and the Society of Authors as the Literary representatives of the estate of E.M Forster

Vocabulary help

1. had no business: had no right. 2. Cockney: a native of London, especially the working-class, speaking with a characteristic popular accent. 3. Poet Laureate: the poet appointed as court poet of Britain who is given a lifetime post in the Royal Household. 4. Do: be acceptable. 5. Got into the swim: became involved in social events and activities. 6. To snub: insult or ignore (someone) deliberately.

Task
Repeat some words which may prove difficult.

A room with a view, The Bertolini, business, promised, saddened, rows, portraits, the late poet Laureate, generosity, truth, wrangled, acquainted, dazed, senility, perplexed, sorrowful, brutality, reddened, displeasure, shawls.

2 7

Task
Read the whole text while you also listen to it on the CD.

General Comprehension
2 8
a) Read the text again and complete the tasks. 1. Where does the scene take place? (country, town, location). Quote three words from the text to justify your answer. ..........................................................................................................................................................

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2. Who are the characters present? The characters only mentioned? .......................................................................................................................................................... .......................................................................................................................................................... 3. Which social class do they belong to? Justify by quoting from the text. .......................................................................................................................................................... .......................................................................................................................................................... 4. Do the two women have a positive or negative image of the place and people? a) positive b) negative

5. What is the womens decision at the end of the scene? .......................................................................................................................................................... 6. What is the apparent problem? .......................................................................................................................................................... 7. What is in fact the more basic problem? .......................................................................................................................................................... b) What do we learn about the two women:
Elements from the text

Names

Probable age Family links

Personal Relationships

Detailed comprehension
Part 1 from the beginning to line 26 a) Make a list of all the negative impressions Lucy and Charlotte have at the beginning of their stay. Quote the text and give the line numbers.
The pension dining-room The hostess

The rooms

The food

The people

b) What is Lucie and Miss Bartletts state of mind? Justify with quotations from the text. ............................................................................................................................................................... ...............................................................................................................................................................

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Part 2 from line 27 to the end c) Name the new characters who appear in the text and their relationships when possible. ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... d) Make a list of the elements in the description of the old man that would appear offensive to Charlotte Barnett. Give at least 5 elements. Quote the text and give the line numbers. ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... e) What do the two men propose to the two women? How do they react at the proposition and why? Explain the two different codes of conduct. ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... f) What did you learn about Victorian society in this extract? (80 words) ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

Check your work now.

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Mthodologie : lire un texte littraire


Ce chapitre concerne plus particulirement les candidats en section L. Rappelons quelques tapes utilises pour comprendre un texte. Nous les avons dj mentionnes dans les squences prcdentes.
Revoyez les tapes du travail prcdent en examinant les notes en marge du texte.

A room with a view


The Bertolini
Reprer le lieu et le moment de laction. Reprer les personnages principaux : noms, origines, etc. Reprer qui parle. Reprer les relations entre les personnages. (Elments mis en italiques dans le texte).

The Signora had no business1 to do it, said Miss Bartlett, no business at all. She promised us south rooms with a view close together, instead of which here are north rooms, looking into a courtyard, and a long way apart. Oh, Lucy! And a Cockney2, besides! said Lucy, who had been further saddened by the Signoras unexpected accent. It might be London. She looked at the two rows of English people who were sitting at the table; at the row of white bottles of water and red bottles of wine that ran between the English people; at the portraits of the late Queen and the late Poet Laureate3 that hung behind the English people heavily framed; at the notice of the English church (Rev. Cuthbert Eager, M.A. Oxon.), that was the only other decoration of the wall. Charlotte, dont you feel, too, that we might be in London? I can hardly believe that all kinds of other things are just outside. I suppose it is ones being so tired. This meat has surely been used for soup, said Miss Bartlett, laying down her fork.

Reprer les ides ou mots cls, (Souligns dans le texte).

I wanted so to see the Arno. The rooms the Signora promised us in her letter would have looked over the Arno. The Signora had no business to do it at all. Oh, it is a shame! Any nook does for me, Miss Bartlett continued; but it does seem hard that you shouldnt have a view. Lucy felt that she had been selfish. Charlotte, you mustnt spoil me: of course, you must look over the Arno, too. I meant that. The first vacant room in the front You must have it, said Miss Bartlett, part of whose travelling expenses were paid by Lucys mother - a piece of generosity to which she made many a tactful allusion. No, no. You must have it. I insist on it. Your mother would never forgive me, Lucy. She would never forgive me. The ladies voices grew animated, and - if the sad truth be owned - a little peevish. They were tired, and under the guise of unselfishness they wrangled. Some of their neighbours interchanged glances, and one of them - one of the ill-bred people whom one does meet abroad - leant forward over the table and actually intruded into their argument. He said: I have a view, I have a view.

Reprer les articulations du texte : marqueurs de temps, de lieu, mots de liaison (mis en gras dans le texte).

Miss Bartlett was startled. Generally at a pension people looked them over for a day or two before speaking, and often did not find out that they would do till they had gone. She knew that the intruder was ill-bred, even before she glanced at him. He was an old man, of heavy build, with a fair, shaven face and large eyes. There was something childish in those eyes, though it was not the childishness of senility. What exactly it was Miss Bartlett did not stop to consider, for her glance passed on to his clothes. These did not attract her. He was probably trying to become acquainted with them before they got into the swim5. So she assumed a dazed expression when he spoke to her, and then said: A view? Oh, a view! How delightful a view is!

This is my son, said the old man; his names George. He has a view, too
Ah, said Miss Bartlett, repressing Lucy, who was about to speak.
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Reprer larchitecture du texte, ses diffrents moments, le tension ou le suspense, ici : 1 : le problme et lintervention du vieil homme

What I mean, he continued, is that you can have our rooms, and well have yours. Well change. The better class of tourist was shocked at this, and sympathised with the newcomers. Miss Bartlett, in reply, opened her mouth as little as possible, and said: Thank you very much indeed; that is out of the question. Why? said the old man, with both fists on the table. Because it is quite out of the question, thank you. You see, we dont like to take- began Lucy. Her cousin again repressed her. But why? he persisted. Women like looking at a view; men dont. And he thumped with his fists like a naughty child, and turned to his son, saying, George, persuade them! Its so obvious they should have the room, said the son. Theres nothing else to say.

Deviner le sens des mots inconnus en les dcomposant ou laide du contexte. Mis en gris dans le texte.

He did not look at the ladies as he spoke, but his voice was perplexed and sorrowful. Lucy, too, was perplexed; but she saw that they were in for what is known as quite a scene; and she had an odd feeling that whenever these ill-bred tourists spoke the contest widened and deepened till it dealt, not with rooms and views, but with - well, with something quite different, whose existence she had not realized before. Now the old man attacked Miss Bartlett almost violently: Why should she not change? What possible objection had she? They would clear out in half an hour. Miss Bartlett, though skilled in the delicacies of conversation, was powerless in the presence of brutality. It was impossible to snub6 anyone so gross. Her face reddened with displeasure She looked around as much as to say, Are you all like this? And two little old ladies, who were sitting further up the table, with shawls hanging over the backs of the chairs, looked back, clearly indicating, We are not; we are genteel. Eat your dinner, dear, she said to Lucy, and began to toy again with the meat that she had once censured. Lucy mumbled that those seemed very odd people opposite. Eat your dinner, dear. This pension is a failure. Tomorrow we will make a change.
Room with a View (1908), acknowlegement to the Provost and Scholars of Kings College, Cambridge and the Society of Authors as the Literary representatives of the estate of E.M Forsterr

Exercice dapplication
Lisez le texte suivant, prenez des feutres et faites les diverses tapes de comprhension. Il sagit de la premire page du roman anglais le plus clbre: Jane Eyre.

Chapter 1
There was no possibility of taking a walk that day. We had been wandering, indeed, in the leafless shrubbery an hour in the morning; but since dinner (Mrs Reed, when there was no company, dined early) the cold winter wind had brought with it clouds so sombre, and a rain so penetrating, that further out-door exercise was now out of the question. I was glad of it: I never liked long walks, especially on chilly afternoons: dreadful to me was the coming home in the raw twilight, with nipped fingers and toes, and a heart saddened by the chidings of Bessie, the nurse, and humbled by the consciousness of my physical inferiority to Eliza, John, and Georgiana Reed. The said Eliza, John and Georgiana were now clustered round their mama in the drawing-room: she lay reclined on a sofa by the fireside, and with her darlings about her (for the time neither quarrelling nor crying) looked perfectly happy. Me, she had dispensed from joining the group; saying, She regretted to be under the necessity of keeping me at a distance; but that until she heard from Bessie, and could discover by her own observation that I was endeavouring in good earnest to acquire a more sociable and childlike disposition, a more attractive and sprightly manner, - something lighter, franker, more natural as it were - she really must exclude me from privileges intended only for contented, happy, little children. What does Bessie say I have done? I asked.
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Jane, I dont like cavillers or questioners: besides, there is something truly forbidding in a child taking up her elders in that manner. Be seated somewhere; and until you can speak pleasantly, remain silent. A small breakfast-room adjoined the drawing-room: I slipped in there. It contained a book-case: I soon possessed myself of a volume, taking care that it should be one stored with pictures. I mounted into the window-seat: gathering up my feet, I sat crossed-legged, like a Turk; and, having drawn the red moreen curtain nearly close, I was shrined in double retirement.
Charlotte Bront, Jane Eyre, 1847

a) Comprhension globale Il sagit dun dbut de roman, lauteur va donc prsenter la situation initiale en donnant le lieu de laction, lpoque et le contexte social, les personnages principaux et leurs relations entre eux. Le point de vue est donn par le genre de narration, ici une autobiographie fictive. 1.Surlignez la premire indication de la prsence du narrateur et la source de lextrait. 2. Reprez en les surlignant les noms des personnages prsents ou mentionns et indiquez leur mtier ou position familiale si possible. 3. Reprez les articulations du texte en surlignant les mentions de lieux. Surlignez les expressions verbales et les articulateurs de temps qui vous permettront de savoir o et quand se passent les actions au moment de parole. 4. Reprez larchitecture du texte par sa disposition sur la page. Indiquez par un trait vertical en marge ses cinq divisions. 5. Surlignez quatre expressions qui indiquent de quoi il sagit dans ce passage. b) Comprhension dtaille La prsentation du dcor Surlignez dans le premier paragraphe la situation due au mauvais temps, les mots indiquant le mauvais temps. Surlignez dans le troisime paragraphe les lments qui dcrivent la position des personnages. Surlignez dans le dernier paragraphe les lments qui dcrivent la position de Jane. Les personnages et les relations entre les personnages Surlignez dans le premier paragraphe un lment indiquant la position sociale de Mrs Reed. Surlignez dans le second paragraphe un lment indiquant la personnalit de Bessie. Surlignez dans le troisime paragraphe, puis dans la conversation qui suit, les mots indiquant les sentiments de la mre pour ses enfants, les rapports des enfants entre eux. La narratrice Surlignez dans le second paragraphe les verbes ou adjectifs indiquant les gots et les sentiments de la narratrice. Surlignez dans le troisime paragraphe les mots qui dcrivent Jane vue par Mrs Reed. Surlignez ce qui rend Mrs Reed dsagrable, hypocrite et victorienne aux yeux du lecteur. Surlignez limage du dernier paragraphe qui indique lisolement et le besoin de protection exprims par la narratrice.

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Le vocabulaire difficile
shrubbery le contexte devrait vous aider, il sagit dun endroit o lon marche mais dans une proprit car le temps inclment a empch les habitants daller se promener en plein air, cest un endroit o il ny a plus de feuilles (leafless) puisque cest lhiver. Alors, devinez : shrubbery =................................ reprez la nature grammaticale de ce mot, il sagit dun participe pass (du verbe nip) adjectiv, place devant les noms fingers and toes dcrivant donc ltat des doigts et des orteils aprs une longue marche en hiver. Devinez :.................................... reprez la nature grammaticale du mot, il sagit dun nom au pluriel, le contexte nous apprend que Jane est triste cause des chidings de la nurse, chidings veut probablement dire ............................. plac devant le nom manner, il sagit dun adjectif, il ajoute la description de la petite fille idale selon Mrs Reed attractive and sprightly manner veut donc dire dune disposition attirante et ........................................ aucune ide sur le sens de ce mot sinon quil est sur le mme plan que questioners. Si vous lisez seulement le texte vous navez pas besoin du sens exact de ce mot, par contre sil sagit dune traduction faire vous cherchez dans le dictionnaire et un jour dexamen vous mettez un sens quivalent interrogateur donc ............................................ il sagit dun adjectif qui dcrit le sentiment quprouve un adulte devant un enfant qui les questionne toujours comme le fait Jane selon le point de vue de Mrs Reed. Le mot se dcompose en forbid + ing. Vous connaissez le sens de forbid: dfendre, interdire, forbidding = ..................................... moreen ce mot nest pas dans les dictionnaires, le jour de lexamen il vous serait donn. Il dcrit un tissu lourd de laine ou de coton avec un effet gauffr, le mot nexistant pas en franais, un traducteur ferait une note explicative et garderait le mot en anglais. c) Vous pouvez maintenant expliquer la situation initiale du roman en rsumant ce passage en quelques mots, faites votre rsum en anglais ou en franais. Noubliez pas de mentionner au dbut le genre et lpoque. ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ............................................................................................................................................................... ...............................................................................................................................................................

nipped

chidings sprightly

cavillers

forbidding

Vrifiez votre travail.

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Prsentation orale du texte 2


Ce chapitre concerne principalement les candidats se prsentant loral du baccalaurat.

Task
Prononciation
a) Rptez les mots difficiles du texte A room with a view, The Bertolini, business, promised, saddened, rows, portraits, the late poet Laureate, generosity, truth, wrangled, acquainted, dazed, senility, perplexed, sorrowful, brutality, reddened, displeasure, shawls.

2 7

b) Rptez un passage du texte

2 9

Its so obvious they should have the room, said the son. Theres nothing else to say. He did not look at the ladies as he spoke, but his voice was perplexed and sorrowful. Lucy, too, was perplexed; but she saw that they were in for what is known as quite a scene; and she had an odd feeling that whenever these ill-bred tourists spoke the contest widened and deepened till it dealt, not with rooms and views, but with - well, with something quite different, whose existence she had not realized before. Now the old man attacked Miss Bartlett almost violently: Why should she not change? What possible objection had she? They would clear out in half an hour.

Task
Faisons le point sur le texte
A Room with a view (E.M. Forster)
Voici une grille de travail (ou check list) qui pourra vous servir faire le point sur le texte tudi. Elle se rvlera tre un outil intressant pour construire une prsentation du texte le jour de lexamen. Cette grille ne comporte que quelques rubriques. Cest vous de les remploir laide dlments du cours ou dautres issus de votre rflexion (crire sous forme de notes). Cette grille peut tre adapte vous besoins (changez ou ajoutez des rubriques). Je dtermine la nature du document, sa localisation dans le roman et surtout la date car cela va me permettre de mentionner que lhistoire se droule durant lre victorienne (Queen Victoria; re de valeurs morales strictes; Ne pas sy appesantir cependant).

Je dcris lillustration et son rapport avec lextrait.

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Je parle des lieux (pays, pension, salle manger) et je mentionne les personnages prsents et pourquoi ils sont l.

Je mets en valeur le problme soulev, qui est aussi le titre du roman, en donnant des exemples (pension, nourriture, touristes). Je noublie pas de signaler le dnouement de la scne (Charlotte a dans lide de quitter cette pension) et la proposition de Mr Emerson.

Je fais ressortir le caractre convenable ou non convenable de la situation et des personnages. Donc je souligne quil y a deux groupes de personnages aux attitudes diffrentes, dont lun dentre eux se trouve la limite des deux mondes. Je peux ici faire rfrence aux valeurs de lpoque victorienne.

En fait lincident de la chambre sans vue est clips par lopposition de deux mondes, lun trs conventionnel, artificiel et lautre plus spontan, plus proche des vrais sentiments. Je donne quelques exemples pour illustrer ces deux mondes.

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