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NEW

MEETING
POINT

DE

Anglais A2 / B1
Josette STARCK
Lyce Richelieu, Rueil-Malmaison
Cynthia BENREY
Lyce International, Saint-Germain-en-Laye
Pascale CAMPS-VAQUER
Collge Les Valles, La Garenne-Colombes
Pryscilla HEBEL
Lyce Evariste Galois, Sartrouville
Vronique JAUBERT
Lyce Jacques Prvert, Longjumeau
Mal JOYEUX
Lyce Franois Villon, Les Mureaux
Lucile MENU
Lyce Richelieu, Rueil-Malmaison
Laurence PEYRESSATRE-GILLOT
Lyce Richelieu, Rueil-Malmaison
Dominique SANTONI
Collge-Lyce Buffon, Paris
Paul LARREYA
Professeur de linguistique anglaise
Avec la participation de Andrew HAMILTON

Les auteurs tiennent remercier


FRANOISE LAVEILLE pour son aide prcieuse
ainsi que Ariane Benrey, Stephen Burdern,
Theo Lyons, Ins Bettaieb, Caitlin Griffith-Otway et Marcus Busby.

Conception maquette : Marc et Yvette


Adaptation maquette et mise en page : Gudrun Challe
Illustrations : Patrick Mallet
Cartographie : Lgendes cartographies
dition : Catherine de Bernis

Crdits textes
p. 335 The Telegraph, Victoria Ward,
21 April 2013 : http://www.telegraph.
co.uk/technology/10008707/Toddlersbecoming-so-addicted-to-iPads-theyrequire-therapy.html p. 338 The Little
House on the Prairie, Laura Ingalls Wilder
(D.R.) p. 341 Harper Collins UK Tracy
Chevalier, The Last Runaway. Reprinted by
permission of HarperCollins Publishers Ltd.
2013 Tracy Chevalier
Crdits photos
p. 30 Chris Britt/Creators, by permission of
Chris Britt and Creators Syndicate, Inc. p.
130 Vincent Bergier 300 bed and breakfast
ph http://www.limegrovehotel.co.uk/
p. 300 valise ph Sashkin - Fotolia.com p.
300 sac de couchage ph Coprid - Fotolia.
com p. 300 livre ph sergio34 - Fotolia.
com p. 300 bote de nuit ph Moreno
Novello - Fotolia.com p. 300 bombe antimoustiques ph Calado - Fotolia.com

Hatier- Paris, 2014

p. 300 tongs ph haveseen - Fotolia.


com p. 300 chargeur ph RFarrarons Fotolia.com p. 300 ordinateur portable
ph zentilia - Fotolia.com p. 300 maillot
de bains ph CPJ Photography - Fotolia.
com p. 301 cosse ph Patryk Kosmider
- Fotolia.com p. 302 Malte ph annems
- Fotolia.com p. 309 New York City ph
olly - Fotolia.com p. 309 cabane en rondins
Jackson Hole, Wyoming ph pedrosala
- Fotolia.com p. 309 villa Miami, Florida
ph Albo - Fotolia.com p. 310 Hollywood
Film Festival ph Perseomedusa - Fotolia.
com p. 310 marathon de New York ph
Ben Keith - Fotolia.com p. 310 Baltimore
Comic Book Convention ph http://
frenchdistrict.com/ p. 311 Le Cap ph
piccaya - Fotolia.com p. 311 Connemara,
Irlande ph Jenifoto - Fotolia.com p. 311
Uluru, Australie ph Thomas Schoch
http://www.retas.de/thomas/travel/
australia2005/index.html p. 325 dessin
Baloo - Rex May / Cartoonstock p. 326

ph Bettmann / Corbis p. 327 ph


Bettmann / Corbis p. 330 tomates ph
http://cuisinepourtoutelannee.over-blog.
fr/ p. 330 haricots ph CGissemann
/ Shutterstock p. 330 ufs ph Alain
Wacquier - Fotolia.com p. 330 champignons
ph Sea Wave / Shutterstock p. 330
toasts ph siraphol - Fotolia.com p. 330
saucisses ph Joe Gough / Shutterstock p.
330 bacon ph Viktor- Fotolia.com p. 345
voiture de course ph Rawpixel - Fotolia.
com p. 345 tlviseur ph Cobalt - Fotolia.
com p. 345 sac ph Africa Studio - Fotolia.
com p. 345 poubelles de recyclage ph
willypd - Fotolia.com p. 345 ordinateur
ph vvoe - Fotolia.com p. 345 transport
en commun ph gemenacom - Fotolia.
com p. 345 interrupteur ph McCarony
- Fotolia.com p. 345 vlo ph connel_
design - Fotolia.com p. 345 ampoule ph
AlcelVision - Fotolia.com p. 347 Alice Tait
ph http://www.alicetait.com/ p. 348
Semp et ditions Denol, 1962, 2002.

ISBN : 978-2-218-97997-2

Sous rserve des exceptions lgales, toute reprsentation ou reproduction intgrale ou partielle, faite, par quelque
procd que ce soit, sans le consentement de lauteur ou de ses ayants droit, est illicite et constitue une contrefaon
sanctionne par le Code de la Proprit intellectuelle. Le CFC est le seul habilit dlivrer des autorisations de reproduction par reprographie, sous rserve en cas dutilisation aux fins de vente, de location, de publicit ou de promotion
de laccord de lauteur ou des ayants droit.

Sommaire
avant-propos

p. 4

Me, Myself & I

p. 9

Unit

Unit

2 Choose Your School

p. 28

Unit

3 Change the World

p. 47

Unit

4 Destination UK

p. 61

Unit

5 Over the Rainbow

p. 82

Unit

6 Beyond Limits

p. 110

Unit

7 Geeks

p. 127

Unit

8 Go West!

p. 150

Unit

9 Free at Last

p. 171

Unit

10 Green Art

p. 196

Unit

11 On Stage

p. 210

Unit

12 Pop Goes My Art

p. 226

Unit

13 City in the Sky

p. 246

Unit

14 Summer Rocks

p. 265

Unit

15 Masters of Suspense

p. 281

valuations diagnostiques

p. 299

valuations sommatives

p. 324

annexes

p. 370

reading Corner (corrigs)

p. 377

Sommaire

Avant-propos
I. Nos choix
Plusieurs objectifs majeurs ont prsid la conception de New Meeting Point 2de.
1

Nous avons tout dabord voulu mettre en uvre le CECRL qui vise faire voluer les
pratiques en matire denseignement et dvaluation. Nous nous sommes pos plusieurs
questions. Comment rellement mettre en pratique le CECRL ? Comment renouveler nos
pratiques ? Comment motiver les lves ? Comment saider du CECRL ?
Le CECRL est une volution, non une rvolution. Cest un outil de rfrence pour apprendre,
enseigner et valuer. Cest un outil daccompagnement du professeur dans la construction
dun projet pdagogique.
Pour sadosser aux programmes officiels et rendre notre enseignement plus communicatif,
nous avons conu des projets pdagogiques qui sarticulent autour dune tche et dun
contenu culturel. Chaque squence met en jeu diffrentes activits langagires et permet
denseigner une langue de culture et de communication.

Le pilotage par la tche est au cur de nos proccupations. Cette dmarche actionnelle donne
du sens tout lapprentissage au cours de lunit. Cest pourquoi elle est annonce ds le dbut
de lunit. Les contenus culturels, la tche et les objectifs linguistiques sont troitement lis.
La tche se dfinit comme la mise en uvre de comptences donnes (skills) pour parvenir
un rsultat concret, identifiable, observable.
La tche doit tre une vraie situation de communication, une situation authentique et aussi
naturelle que possible. Elle doit permettre llve de mobiliser et rinvestir tout ce qui a
t appris avant. Elle permet de sentraner, mais aussi de sapproprier et de mmoriser ce
qui a t introduit auparavant.
Il est important de souligner que la tche dtermine la comptence langagire dominante.
Dominante ne veut cependant pas dire exclusive. Toutes les autres comptences peuvent
tre travailles au cours dune unit.

Le but de lapprentissage en classe de seconde est de passer dun niveau A1 ou A2


un niveau B1.

Quelles consquences ces objectifs ont-ils sur notre enseignement ?


Il est ncessaire de dfinir une tche finale concrte pour chaque squence.
La tche dtermine la comptence travaille au cours de la squence et oriente ainsi
tout le projet. Lactivit langagire privilgie sera le fil conducteur de lunit. Elle sappuiera
sur les autres comptences sans les exclure.
Des micro-tches, tches intermdiaires (jeux de rle, comptes rendus de textes, de
documents iconographiques par exemple) devront prparer la mise en place de la tche
finale. Toutes les comptences ne sont pas ncessairement travailles au cours de lheure.
Ceci impose dalterner les comptences travailles dans chaque projet.
Les cinq comptences, pas seulement les comptences de comprhension et de production
crite, seront travailles. Lexpression orale et ses deux volets (en continu et en interaction)
sont importants dans un enseignement communicatif : ceci implique de dvelopper la parole
de llve et par consquent de limiter le questionnement magistral.
La langue devient alors un moyen de raliser une tche et nest plus un objet dtude en soi.
Lobjectif est de construire une pratique communicative : pourquoi lit-on, pourquoi

avant-propoS

parle-t-on ? Le but est de dvelopper loral en particulier, de donner de vraies raisons


dappendre, de communiquer (information gap) et de prendre la parole.
Il nous faut mettre laccent en permanence sur les situations de communication, varier les
micro-tches et ainsi multiplier les situations dentranement.
Lapproche choisie a pour but de ddramatiser la parole de llve avec des aides la
prise de parole et une auto-valuation positive (des descripteurs positifs : je peux, je sais).
Le projet, qui est centr sur la tche, permet de donner aux lves les moyens de sexprimer,
de les remettre au centre de leur apprentissage.
Notre souci a aussi t de rpondre lhtrognit des classes de seconde en offrant
des documents trs divers et de difficult variable.
Il nous apparat important de diversifier les activits, de ne pas privilgier lanalyse de texte
et le commentaire de texte. Tout texte nest pas essorer . Certains serviront uniquement
une rcolte dinformations et ne mriteront pas que lon sy attarde trop.
Nous navons pas nglig lacquisition lexicale (lexique et phonologie sont lis) et
syntaxique par un entranement rgulier tout au long de lanne.
Notre proccupation constante a t de prserver, en lenrichissant et en llargissant, une
dmarche que les professeurs connaissent et matrisent bien : approche mthodologique,
ainsi que la pratique raisonne de la langue en contexte.
Nous avons aussi voulu tenir compte des acquis de collge : un professeur de collge et
un autre, cheval sur les deux cycles, nous ont guids dans cette dmarche et nous ont
permis de construire un parcours trs progressif.

II. La structure du manuel


Le manuel comporte cinq triplers correspondant aux cinq activits langagires dominantes
et comprenant chacun trois units.
1

Ces cinq modules permettent un travail quilibr des cinq comptences du CECRL.
Pour travailler la prise de parole en continu, la premire et la deuxime units sont plus
courtes, ce qui facilitera la transition avec le collge. Ces units sappuient sur des thmes
tudis au collge, exigibles au niveau A2 : parler de soi, de ses gots, de ses capacits et
savoir dvelopper une description physique.

Chaque module est encadr par des pages spcifiques :


une double page douverture (y figurent un sommaire des thmes travaills ainsi que
les tches finales raliser) ;
une double page dvaluation sommative dans une comptence langagire.

Chaque unit comprend deux pages de Language at Work pour travailler la phonologie, le
lexique et la grammaire.

Chaque unit se clture par une page Improve Your Speaking / Listening / Reading /
Writing Skills, suivie dune page Your task, permettant de raliser la tche finale.

Chaque unit se termine par une double page de Speaking ou Reading Corner pour
mieux rpondre aux besoins dune classe htrogne (documents varis).

avant-propoS

La fin du manuel comprend de nombreuses pages de mthodologie (Relire son devoir


Comprendre les consignes Commenter une image Enrichir sa prise de parole), ainsi que
des aides pour llve (Pour mieux parler Anglais GB et Anglais US Utiliser un dictionnaire Fast Facts Prcis grammatical Les verbes irrguliers Classroom English Good
reads, good films).
Tout au long du manuel, nous avons essay de rester ralistes et concrets : enseignants sur
le terrain, nous avons test les units et les documents en classe, les mises en uvre du
Fichier pdagogique sont le fruit de nos expriences en classe et les productions proposes
ont t labores en cours.

III. Dvelopper la parole de llve


1

Six units sont consacres lexpression orale (prise de parole en continu et en interaction), en outre trois units sont centres sur la comprhension orale, ce qui permet llve
de sentraner rgulirement.

Laide llve est notre souci permanent, cest pourquoi :


lentre dans le projet pdagogique est la plupart du temps visuelle (exemple : Tune In! p. 30) ;
les textes sont courts ou, sils sont plus longs, nous les avons fractionns en diffrentes
parties (exemple : p. 44) ;
les fiches de comprhension crite et orale dans le Workbook sont des fiches
dentranement et non dvaluation ;
laide lexicale fournie dans les rubriques Help! est organise en parties en fonction du
support et par nature de mots (ceci afin de faciliter la mmorisation et lexpression orale) ;
pour enrichir le lexique de llve nous avons cr pour chaque unit une rubrique Play
with words/ sounds. Cette page du Workbook a pour but dintroduire / de faire rviser un
nouveau champ lexical, des mots de base, des mots cls, indispensables ds de dbut du
travail sur lunit.

Mise en uvre des documents


Tous les documents peuvent tre mis en uvre soit de faon classique avec tout le groupe
classe, soit de faon plus communicative. Lenseignant est libre de privilgier telle ou telle
dmarche en fonction de ses objectifs et du profil de la classe.
Nous avons donn au professeur la possibilit de choisir son approche, de constituer des groupes au sein de la classe et de confier chaque groupe un document, sil
le dsire. Ainsi on peut organiser un travail par binmes ou par groupes sur des parties de
texte (exemple : p. 148) ou des images (exemple : p. 147).
Lanalyse de documents iconographiques na pas t oublie (exemple : p. 150).
Des mini-tches, simulations de role play ou act it out sont aussi proposes (exemple : p. 35).
Faire le compte rendu dun document crit ou oral est un exercice fondamental (exemple :
p. 128) auquel nos lves doivent tre entrans.
Rciter un pome (exemple : p. 21) ou jouer une scne de thtre (exemple : p. 161)
permet de mettre en place et dautomatiser bien des rgles de phonologie sans que llve
sen aperoive.

AvAnt-propos

Consolidation des acquis


Le travail phonologique est intgr dans les units pour que llve prenne confiance
en lui. La rubrique Play with sounds dans le Workbook permet de travailler la prononciation
des mots cls de lunit, essentiels la ralisation de la tche.
Le travail lexical Apprendre apprendre est aussi troitement li la thmatique et
la tche finale. Lapprentissage du lexique se fait en contexte et a pour but daider llve
enrichir son lexique. Cette double page permet llve de mmoriser le vocabulaire ainsi
que les structures grammaticales de base. Un modle phonologique lui est aussi fourni (MP3
lve). Le corrig de ces exercices se trouve p. 275-282 du manuel.
La double page de Language at Work consacre la grammaire a deux finalits :
examiner le fonctionnement de la langue en contexte, observer des faits de langue, en
dduire des rgles de fonctionnement. Ensuite, oprer un transfert et manipuler ces faits
de langue dans des contextes diffrents pour vrifier que les connaissances tudies sont
bien utilises. Nous avons intgr chaque fois un document iconographique afin que la
grammaire soit tout le temps utilise en contexte.
De nombreuses fiches du Workbook sont suivies dune rubrique Action! qui permet un
guidage de la prise parole. Ces pauses rcapitulatives incitent les plus faibles se lancer
loral.
Tous ces types de mise en uvre amnent limiter le questionnement magistral
et dvelopper la parole de llve.

IV. Dvelopper lautonomie de llve


Le dveloppement de cette autonomie passe notamment par la lecture de textes plus
longs (Reading Corners). Nous avons pens au tremplin vers la premire avec des textes
plus denses, des textes varis, avec fiches dentranement photocopiables disponibles sur
le site compagnon.
Pour faciliter lapprentissage, nous avons cr des pages daide :
lutilisation dun dictionnaire (p. 242-243) ;
ltude dun document iconographique (p. 228-229) ;
lexploitation dune vido (p. 230-231) ;
le maniement du Classroom English (p. 283-284).
Le prcis grammatical, volontairement court, permet llve de consolider ses bases,
complter ses connaissances, mieux comprendre le fonctionnement de la langue anglaise.
Les verbes irrguliers ont t enregistrs sur le CD classe et les MP3 pour offrir un
modle phonologique et faciliter lapprentissage des lves.
Des cartes sur les rabats avant et arrire permettront aux lves dacqurir ou de rebrasser
des repres gographiques cls.

V. Diffrencier entranement et valuation


Le Workbook est un outil pour que llve devienne autonome lorsquil sagit de comptences
de rception, comprhension crite et orale et production orale.

AvAnt-propos

Cest pourquoi les fiches fournies sont des fiches dentranement et non dvaluation.
Les fiches proposes ne visent pas obtenir la bonne rponse, vrifier tout de suite la
comprhension. Elles partent du reprage que les lves peuvent faire, puis du classement
dinformations / de donnes. Une fois ce reprage effectu, llve peut essayer de tisser
des rseaux de sens.
Comprendre est un cheminement, implique de btir du sens. Lorsquil coute un document
sonore, llve peroit des chanes de sons et repre des indices, quil va mettre en relation. Il va mettre des hypothses partir des indices reprs, des mots porteurs de sens.
Lactivit de comprhension orale consiste faire merger du sens.
Il faut donc encourager llve reprer et sappuyer sur le connu, classer les lments
entendus, et accepter lide dune reconstitution progressive du sens.
Il sagit galement pour llve dacqurir des stratgies pour grer linconnu ; il nous faut
donc lentraner se forger des stratgies dcoute qui lui permettront de devenir autonome.
Il est aussi essentiel de faire prendre conscience aux lves des parallles avec la comprhension crite. Certains processus mentaux sont communs et peuvent donc tre transfrables dune comptence lautre. La dmarche est la mme en comprhension crite :
reprer certains lments cls, tisser des rseaux de sens, sappuyer sur la drivation, la
composition, le contexte pour deviner le sens des mots inconnus. L aussi, il y a des zones
dombre accepter.

VI. Les priphriques


1

Dix-neuf vidos rattaches aux units sont proposes, accompagnes de fiches


dentranement, de leurs corrigs et des scripts (disponibles sur le site compagnon).

Les trois CD classe comprennent des documents authentiques, tous les enregistrements
ncessaires la ralisation des activits du manuel et les verbes irrguliers.

Nous serons trs intresss par vos remarques, suggestions et critiques sur cet ouvrage.
(New Meeting Point, ditions Hatier, 8 rue dAssas, 75278 Paris Cedex 06)
Les auteurs

avant-propoS

Uni t

Me, Myself & I

Sentiment dappartenance

Tche finale (p. 27): You are entering a casting for a reality TV programme. Prepare your
audition.
Acvitits
langagires

1. Tune In!
(p. 18)

2. Making
New Friends
(p. 19)

3. I Am Who
I Am
(p. 20-21)

4. Reality TV
(p. 22)

5. Choose
Your Coach!
(p. 23)

Contenus

Prolongements tches / aides

PPC

- Savoir se prsenter : rebrassage du


lexique
- Dcrire et comparer

CO

Comprendre les informations


essentielles

PE

Crer son profil pour un rseau social

Fiche Workbook p. 6

CE /
PPC

- Rpondre un test de personnalit


- Commenter le rsultat obtenu

Enrichir sa prise de parole p. 232-233

POI

Prendre part un speed meeting pour


apprendre connatre ses camarades

PE

crire un compte rendu

PPC

Faire un choix et le justifier

Enrichir sa prise de parole p. 232-233

PE

Crer son nuage de mots

Fiche Workbook p. 7

CE

Comprendre des pomes

CO

Travail phonologique en vue dune


lecture expressive

- Improve Your Speaking Skills p. 26


- Fiche Workbook p. 7

CO

Vido: Meet Marianne

Fiche sur le site compagnon

PE

crire un I am poem

CE

Associer un programme tl son


descriptif

CO

Vido: The Swap

PPC

Role play : proposer des candidats


potentiels pour The Swap

PPC

Dcrire et prsenter des clbrits

Evaluation sommative p. 54-55

CE

Reprer les informations essentielles

Fiche Workbook p. 8

CO

Comprendre les informations


essentielles

PPC

Faire un choix et le justifier

PE

crire sa biographie

- Fiche Workbook p. 5 (Play with


words)
- Pour mieux parler p. 234-239

Fiche sur le site compagnon

Enrichir sa prise de parole p. 232-233

Lactivit langagire principale de cette unit est la PPC (prise de parole en continu),
lactivit secondaire est la POI (production orale en interaction).
Cette premire unit a pour but de ractiver les acquis du collge, de les consolider et
de les enrichir. Le thme choisi, savoir les prsentations au travers dmissions de tlralit ou de rseaux sociaux, appartient la sphre familire des lves et, de fait, permet
de les mettre en confiance dans cet exercice quils redoutent tant : parler deux. En dbut

Unit 1

Un i t

Me, Myself & I

danne scolaire, il nous semble en effet important de mettre laccent sur la prise de parole,
quelle soit en continu ou en interaction, afin de favoriser une bonne cohsion du groupe
et dimpulser une dynamique de classe qui ne manquera pas de savrer porteuse tout au
long de l'anne.

1. Tune In!

MANUEL P. 18

Anticipation:
Dcouverte du titre du chapitre : faire infrer le sens de cette expression aux lves.
Imagine what this expression means? How would you translate it? : Moi, moi, moi.
Prsentation de la tche finale aux lves afin quils comprennent vers quoi le professeur
tend et de crer une attente, une apptence.

1. Get ready
Mise en uvre:
Ce premier document a pour but de rebrasser / ractiver tout ce qui peut tre relatif aux
prsentations. Laisser les lves prendre connaissance du document pendant une minute
puis les interroger sur sa nature.
On pourra ensuite laisser les lves produire librement des noncs au sujet de Fiona.
Une autre mise en uvre plus rythme consiste faire dabord rflchir et produire les
lves en paires en leur donnant un temps imparti (3 minutes maximum). Ils ne prennent
alors aucune note. On procde alors une chain description o les lves doivent tour tour
produire une phrase au sujet de Fiona en prenant garde de ne pas rpter ce qui a dj t dit.
Ce type de mise en uvre prsente lavantage de dsinhiber la prise de parole en la prparant
en amont et de travailler la mmoire court terme.
La question b. pourra permettre de faire un petit point rvision sur les comparatifs de
supriorit, dinfriorit et dgalit, largement traits au collge.

Productions possibles:

a.

This document looks like a profile page taken from a social network. The girls name is Fiona
Scott, she is 16 (years old). She lives in Calgary, Canada, with her mother and her brother.
She was born in Dublin, so she is of Irish origin / she is Irish. She goes to Bowness High
School. She says she is a tomboy as she seems to be very sporty / athletic: she probably
plays hockey or at least she enjoys watching hockey games (she must be a supporter of the
Calgary Hockey Team) and she might be a member of the Calgary rowing team as well.
She must be quite outgoing / sociable as well, since / because she has many friends (more
than 450!). She has a friend named Mark.
She seems to like / love / be fond of travelling: she went to New York City last spring break
and she hopes to visit Sydney next summer.
She is fond of / likes / is a huge fan of Adele, the British singer.

b.

She is sportier / more athletic than me but she has fewer friends. She is more / less outgoing / sociable than me but she is as fun-loving as I am.

10

Unit 1

2. Play with words


Corrig de la fiche du Workbook (p. 5)
1

a & b.
Bulle

Intrus

Champ lexical

Autres mots possibles

rose

exciting
easy-going

activities /
hobbies

needlework, playing an instrument,


watching TV, playing online games

verte

stadium
ball

sports

rowing, fencing, rock climbing, basketball, handball, volleyball

jaune

best friend
classmates

family

mother, grandfather, uncle, aunt,


cousin, stepfather, half-brother

c. Williams hair is straight and chestnut-brown. His nose is very pointed and his teeth
look huge. He has got blue eyes and full lips. His ears look disproportionately big. His
caricature is not flattering but in reality he is rather handsome / attractive / charming.
Kate looks very pretty with her long brown wavy hair and her green eyes. Her nose is rather
small compared to her teeth. She has got fine lips and a very pointed face.

3. A new friend?
Mise en uvre :
Procder deux coutes globales, puis passer la mise en commun orale collective.
ce stade de lanne, on ne repre que les informations cls. Une 3e coute pourra tre
propose pour vrifier certaines informations et / ou apporter des dtails supplmentaires.
On pourra diviser une classe fragile en trois groupes, chacun se chargeant dune partie de
lenregistrement (une partie = un paragraphe du script, la partie la plus dense lexicalement
tant le 2e paragraphe). Les lves pourront mettre en commun par groupe de quatre les
lments quils ont mis jour et nommer un (ou deux) rapporteur qui rendra compte au reste
de la classe de ce que le groupe a compris. Ce format de travail autour de la CO (aussi appel
coute collaborative) permet de ddramatiser lcoute et de mettre en confiance les lves.
a. Les mots cls sont en gras dans le script ci-dessous.
Script de lenregistrement (CD1 piste 3, 1:54)
Hi, my name is Amit Thompson. I am 16 years old. I was born in Sheffield in England but I grew
up in London. We moved there when I was 2. My dad is English but my mum is of Indian origin. Thats why I have a British surname and an Indian first name. We actually went to Mumbai
in India for the very first time this summer to visit my mothers side of the family. That was an
amazing experience! I go to Kingsbury High school where Im enrolled in tons of extra-curricular
activities. For instance, Im part of the archery team and the chess club. I actually won the school
tournament last year, and I was very proud because some of the players were quite talented. I must

Unit 1

11

Un i t

Me, Myself & I


say I am a tech addict. My sister calls me a geek because I have volunteered to help other pupils in
the computer lab of our school two hours a week. I have 3 really good friends and we spend most of
our free time together testing new programmes on our computers or playing video games online. I
dont play any instruments, but I create my own music on my computer. Im really into rock music
right now and Ive come up with pretty good stuff. Im also a huge fan of sci-fi movies such as the Star
Wars saga and The Hunger Games. And Im crazy about the series Star Trek and so is my dad, so we
watch the episodes over and over again at weekends. We know all the lines by heart. So, sometimes
we turn down the volume and we act as the characters of the series. We really have a blast then!

b.

Mise en uvre
On pourra dcider de passer immdiatement une mise en commun collective des impressions ou passer auparavant par une brve phase de pair work afin que les lves aient le
temps de rflchir leur rponse et dchanger avec un camarade.

Production possible :

I dont think Amit can become Fionas friend as he loves computers and he is not as sporty as
she is, although he seems to be quite good at archery (he won the school tournament last year).
Besides, he does not seem as outgoing as she is: he only has got three very good friends and
when they meet they stay inside and play on their computer. She is really into sci-fi movies and
series and, from what we can see on her profile, Fiona does not seem to share the same passion.
However, he seems to be a nice guy who is willing to help others and who is fond of travelling: he enjoyed his first trip to India to visit his mothers side of the family like Fiona, who
was born in Ireland but lives in Canada, he has ties to two different countries, so maybe their
interest in travelling and meeting new people could help them become friends.

4. Over to you!
Corrig de la fiche du Workbook (p. 6)
E. mail: fiona.scott@email.com Password: ***********
Your name: Fiona Scott
Gender: female
Date of birth: 04/05/1998
Place of birth: Dublin, Ireland
Country: Canada
About me: Hi guys, my name is Fiona Scott! I live in Calgary, Canada with my mother and
my brother Paul (my parents are divorced and my dad lives in NYC) and my dog Peanuts. I
am crazy about sports and I can say I am a very athletic girl: I am a member of the Calgary
Rowing Club and the Hockey Team. I am a real tomboy and a daredevil! I have already
broken my leg twice while playing hockey and I have lost a tooth! When I dont practice, I
love hanging out with my friends (I have many!) and going to concerts I am a huge fan of
Adele or to the movies. Strangely enough, I am rather romantic when it comes to movies
as Im fond of romcoms and Bollywood movies. My favorite actress is Jennifer Lawrence
she is so beautiful and talented! I do not watch TV much but there are a few shows that I
particularly enjoy watching such as The Amazing Race and Total Black Out. I would love to
take part in one of those shows one day. Im very competitive and Im ready to do whatever
it takes to win! Hope to hear from you guys very soon!

12

Unit 1

2. Making New Friends

MANUEL P. 19

1. Personality quiz
Mise en uvre
a.

Donner le quiz aux lves sans les rsultats (que vous trouverez ci-dessous). Expliciter le
titre avec eux afin de sassurer que tous les lves ont compris lobjet de ce quiz.
Dfinir collectivement le sens de lone wolf et party animal. Par exemple : A lone wolf is
someone who enjoys being alone / on his / her own. A party animal is someone who enjoys
doing activities and going to parties / is sociable.
Pour les ventuels problmes dlucidation de vocabulaire, on pourra introduire les stratgies possibles pour comprendre le sens des mots inconnus : affixes / drivation / mots
transparents / contexte.

b.

Avant de donner les rsultats aux lves, faire un rapide sondage comme propos dans la
consigne.

Productions possibles:

I am a mix between the 2 / a little bit of both, it depends on how I feel.


I am more of a lone wolf as I enjoy being on my own. I dont like being with too many people.
I am more of a party animal as I love spending time with my friends and going to parties.
c.

On distribue les rsultats du quiz et les lves en prennent connaissance individuellement.


On pourra ensuite sonder les lves sur leur raction la lecture des rsultats.
Results :
Majority of : you are a lone wolf: you are rather reserved and secretive, you enjoy spending time alone and doing things on your own. You are calm and cool-headed and you always
think before you act. You have a couple of very good and close friends who know you well
but you remain a mystery for others. You only get involved with people who are worth your
time and attention. You value quality over quantity!
Majority of : you are a super friend: you devote your time and energy to the people you
love and you care about. You prefer spending some time with a small group of good friends
at your place to going to a huge party with many guests you dont even know. Your friends
love you for your honesty; they know you are reliable and they can always count on you
when they are in need. You have struck a good balance!
Majority of : you are a real party animal! You enjoy having a busy social life and you are
fond of interacting with friends and strangers alike. You cant stand being alone and you
need to be surrounded by people all the time. Youre outgoing, fun loving, and self-confident
so you are often the life of the parties you go to. You are always engaged in activities and
full of projects. You are quite an entertainer!

2. Speed meeting
Mise en uvre:
a.

Il sagit ici damener les lves, qui pour la plupart ne se connaissent pas, se prsenter

Unit 1

13

Un i t

Me, Myself & I

mais sous une forme diffrente de ce qui a t fait au collge. Cette activit doit tre rythme
pour conserver tout son attrait.
Expliquer le principe du speed meeting aux lves : sur le principe du speed dating, chaque
lve se retrouve face un de ses camarades. Afin de faire plus ample connaissance, ils
doivent se poser mutuellement des questions et y rpondre en un temps limit (3 minutes),
aprs quoi ils changent de partenaire. Le professeur pourra procder quatre changes de
partenaires. Afin de faciliter ces changements, faire installer dabord la moiti de la classe
(le groupe dlves qui ne bougera pas), puis lautre moiti qui se dplacera dun cran vers
la gauche chaque changement de partenaire.
Avec une classe fragile, le professeur pourra faire un rebrassage des questions que lon
peut poser quand on rencontre une personne pour la premire fois. Ces questions ont t
largement traites au collge mais ncessitent parfois dtre revues. Les lves seront autoriss utiliser cinq questions de la liste ainsi tablie et encourags produire eux-mmes
deux ou trois questions en saidant au besoin du Help! p. 19.
Avec une classe plus laise, donner 5 minutes aux lves pour quils prparent leur liste
de questions, en les encourageant trouver quelques questions amusantes ou originales
pour mnager un effet de surprise et sortir des questionnements convenus et traditionnels.

Productions possibles:

Whats your name?


How old are you? When is your birthday?
Where do you live?
Have you got any brothers and sisters? / any pets?
What do you like doing when you have some free time?
Do you do any sports? Do you play an instrument? How often do you practise? How long
do you practise?
What talent do you have? What are you particularly good at / bad at?
Whats your favourite colour? / dish? / TV show? / actor? / singer? / subject at school?
Whats your best / worst summer holiday memory?
If you were an animal / a famous person, what animal / famous person would you be?
What job would you like to do?
b.

lissue du speed meeting, demander chaque lve de rdiger un bref compte rendu de
ses entretiens (100-150 mots) en les invitant utiliser des comparatifs.

Production possible:

I have met four different people during this speed dating session and I think they are all
very nice and friendly. It was fun to get to know them. However, I think I would like to know
Paul better as he is quite sporty and a tech addict just like me. He spends hours surfing
the web and playing games online and I would really like to beat him in our favourite game.
Besides, he plays basketball three times a week with the local team. He seems to be quite
talented. I dont play basketball but I really enjoy watching games, so I guess I could go and
watch him play. We are both 15 and we both live in X. Poor Paul, he has got a little sister
who seems to be a little devil. Im glad Im an only child. The girls I spoke to are quite funloving and their questions were very original but they are girls and I must say Im too shy to
be friends with girls.

14

Unit 1

3. I Am Who I Am

MANUEL P. 20-21

1. Inspirational quotes
Mise en uvre :
Donner une minute aux lves pour quils prennent connaissance de ces citations. Puis leur
demander laquelle ils prfrent et pourquoi.

Productions possibles :

a.

I prefer the quote by because I think believing in oneself is important / fulfilling our dreams
is the most important thing in life / having dreams makes life much more interesting / it is
important to be true to who I am / be myself.
I prefer the quote by because I like the idea of changing my attitude to change the world.
Its a positive way of thinking.
I prefer the quote by because I would like to become a nice / good / better person.

b.

Laisser une minute aux lves pour quils prennent connaissance des mots, puis tester leur
mmoire sous forme dune chane de mots par exemple (chaque lve doit donner un mot
mais sans rpter ceux qui ont dj t donns).

c.

Mettre les lves par groupes de trois ou quatre, assigner deux ou trois auteurs par groupe
afin que lactivit ne soit pas trop chronophage. Indiquer aux lves quils peuvent galement
dire ce que la personne nest pas. Le professeur pourra introduire les adverbes de degr
cette occasion afin denrichir et nuancer la prise de parole. Les groupes prsenteront ensuite
leur travail au reste de la classe. Le professeur pourra demander chaque groupe davoir
un secrtaire de sance qui notera les mots / expressions cls en vue de la trace crite.

Productions possibles:

Nelson Mandela was quite resourceful, determined and courageous because he went to
prison for his ideas. He was probably passionate and deeply committed to his fight against
racism. Although he was very famous, he was rather discreet. From his quote, he seems to
be a very generous and hard-working / industrious man as he thinks being nice and intelligent are important things in life.
Eleanor Roosevelt was certainly quite sympathetic to people in need. She was also dedicated
as she spent her life helping poor people. She seemed to be a generous woman who was
hopeful / enthusiastic about the future (she believed in dreams). She had a very positive
way of thinking, so we can suppose she was rather cheerful / happy. She was certainly not
selfish nor self-centered nor cold-hearted.
Oscar Wilde seemed to be fun-loving because his quote is quite funny. He believes in the
importance of being who we are and accepting it. He was probably proud of who he was.
Maya Angelou certainly was very resourceful and industrious as she wanted to make things
change. She says that we should not be narrow-minded or too self-centered: we must accept to change. She was rather wise and sensible: when there is a problem, we must find
the solution ourselves. For Maya Angelou, when theres a will, theres a way.

Unit 1

15

Un i t

Me, Myself & I

Keith Haring was certainly quite hopeful / enthusiastic about new projects as he encourages people to believe in what they want to do. He was probably a bit selfish as he said do
things for yourself not for the others.
d.

Cette activit pourra tre prpare la maison. Les lves pourront utiliser le site www.
wordle.net pour obtenir une version semblable celle du manuel, ou ils pourront le faire
la main. Le professeur pourra ramasser les nuages de mots pour vrification.

Corrig de la fiche du Workbook (p. 7)


a.
bold / adventurous
caring
easygoing
energetic
extrovert
friendly
moody
open-minded
sensitive

courageux(se) /qui prend des risques


attentionn(e)
facile vivre
nergique
extraverti(e)
sympathique
lunatique
ouvert(e) desprit
sensible

2. I am poem (CD1 piste 4, 0:44 piste 5, 0:58)


Les lves lisent les pomes. Leur demander ensuite de quoi ces pomes parlent et ce que
lon apprend de la personnalit de leur auteur. On pourra enchaner avec la question 3. b.
p. 21 afin de ne pas interrompre le travail phonologique qui sensuit.

Productions possibles :

These 2 poems are poems about someones personality. The authors wrote about their
personalities, about the things they enjoy doing, their habits, their qualities and defects.
The first poem entitled I am Lazy and Zen is about a boy, Luc, who explains that he does
not like being active. The thing he enjoys the most is lying on his bed and doing nothing. He
particularly hates going to school and doing his homework. He is not energetic, he seems
to be rather sluggish. However, he is not a lone wolf as he enjoys chatting with his friends.
The second poem entitled Myself is very different. It is about a girl, Juliette, who seems to
know who she is and to be herself. She accepts her bad points and her good points as well.
She looks very assertive since she wears what she wants and she ignores peoples stares.
She seems to be quite hopeful / positive and enthusiastic as she always sees the bright side
of things. She must be determined, courageous and hard-working since she never gives up.

b. I prefer the first poem because I think the boy is really honest and I must say I am a
bit like him. I am not very active and I love doing nothing. I think we have a lot of things in
common!
I prefer the second poem as I really like Juliettes personality. She seems to follow Oscar
Wildes and Keith Harings quotes as she is not afraid to be who she is.

16

Unit 1

3. Its your turn


Corrig de la fiche du Workbook (p. 7)
b. 1. 2. & 4. Les mots porteurs de sens sont souligns, les groupes de souffle sont indiqus
par une barre | , les liaisons consonne-voyelle sont indiques laide du symbole
et
les h sont en gras.
Myself |
I am who I am |
Im not |
I do not pretend | to be someone
I do like broccoli, | and
I dont care. |
I like to wear what
I want, | and
I ignore peoples stares. |
I am myself
| and will never change. |
I must live my life, | ignoring the obstacles. |
of things. |
I need to see the bright side
I cant give
up, | you never know how close you are. |
I cant, | however, | always
imagine happy endings, |
I am myself
| and I will never change. |
Id like to be stronger though. |
of mine, |
Id like to show no feelings
Id like to never feel low. |
Id like to say no, | but
I am who I am, | and I will never change. |
b. 3. Le professeur pourra rpartir les sons dans la classe en faisant trois groupes. Les
lves travaillent dabord individuellement puis mettent leur travail en commun avant de
le proposer au reste de la classe. Un secrtaire pourra tre nomm dans chaque groupe.
\aI\

\i\

myself, I, like, my, life,


bright, side, mine

people, need, see,


feelings, feel, be

\I\
broccoli, ignore, ignoring, will, live,
things, give, imagine, happy,
endings, feelings

b. 5. Voir ci-dessous.
Mise en uvre:
Cet entranement la lecture expressive du pome se fera par groupes de deux en classe
et sera ventuellement poursuivi en autonomie la maison (MP3 lve). Les lves choisiront
le pome quils prfrent.
Ceux qui choisiront le pome I am Lazy and Zen devront effectuer le mme travail phonologique partir de lenregistrement du pome (CD 1, piste 4). En voici le corrig.
Les mots porteurs de sens sont surligns, les groupes de souffle sont indiqus par une barre |,
les liaisons consonne-voyelle sont indiques laide du symbole
et les h sont en gras.

Unit 1

17

Un i t

Me, Myself & I

I am Lazy and Zen |


until noon |
I like sleeping
I like to stretch
out
on my bed |
I like to stay sitting
on
a seat |
I hate cleaning the house |
I am lazy and zen |
angry |
I rarely get
Im rarely hyperactive |
I dont like going
outside |
I dont have
a mobile phone |
I am lazy and zen |
I dont like doing homework |
if
I wouldnt go to school
I like discussing with friends |
I am lazy and zen |

I didnt have to |

Ce travail de lecture expressive pourra donner lieu une valuation au moment de la


lecture devant la classe (cf. consigne 3. c. du manuel p. 21).
Le professeur pourra rpartir les critres dvaluation en quatre groupes dans le cadre dune
inter-valuation :
groupe 1 charg de la prononciation, en particulier des diphtongues et des voyelles longues ;
groupe 2 charg du respect des mots accentus et de lintonation ;
groupe 3 charg des liaisons consonnes voyelles + prononciation des h ;
groupe 4 charg du dbit et de la clart / audibilit du message.
Critres dvaluation de la lecture expressive :
Respect de la prononciation, en particulier des diphtongues et des
voyelles longues

0 1 2 3

Respect des mots accentus et de lintonation

0 1 2 3

Respect des liaisons consonnes voyelles + prononciation des h

0 1 2

Respect du dbit (ni trop lent ni trop rapide), lecture audible et claire

0 1 2

Total des points

/ 10

4. Meet Marianne
N.B. : la fiche lve, son corrig, le script et lexploitation de lextrait se trouvent sur le site
compagnon.

Production possible:

a.

18

Marianne created a very nice video clip with her I am poem. The pictures illustrate what
she says very well and really give us a feel of her personality. After watching the video, we
get the impression that we know her, that she could be our friend. She seems to be a funloving and sociable girl.

Unit 1

Mise en uvre:
b.

Les lves prparent leur I am poem en sappuyant sur les modles et le vocabulaire
proposs dans le manuel et la fiche vido intitule Meet Marianne qui se veut tre une aide
mthodologique. On pourra demander aux lves de prparer deux trois strophes en fonction du niveau de la classe. Les pomes pourront tre corrigs par lenseignant puis rendus
aux lves afin quils le disent voix haute. Les lves pourront adopter un format vido ou
simplement senregistrer.
Le professeur pourra proposer aux lves qui le souhaitent et / ou qui en ont besoin un
brouillon prconstruit quils devront remplir (disponible sur le site compagnon). Cette phase
pourra tre amorce en classe et le pome donn rdiger la maison.

c.

Vous trouverez un exemple de production dlve sur le site compagnon.


Grille dvaluation si lenseignant souhaite valuer cette production :
Critres dvaluation du I am poem
Vocabulaire

0 1 2 3 4

Correction grammaticale

0 1 2 3 4

Prononciation / intonation / dbit

0 1 2 3 4

Contenu : se prsenter, dcrire ses talents, gots, habitudes,


parler de ses rves

0 1 2 3 4 5

Prsentation (illustrations, diaporama, vido, musique)

0 1 2 3

Total des points

4. Reality TV

/ 20

MANUEL P. 22

1. Read and match


Productions possibles :

a. & c.
MasterChef

Text

Text B

Key words

Show

The Amazing Race Total Black Out


Text D

Text C

cooking competiworldwide treasure take up


tion, amateur cooks, hunt, travels, filmed, challenges,
home chefs, panel eliminated
in the dark
of judges, tastes /
dishes, out of the
competition

The Voice
Text A
reality TV singing
competition, blind
auditions, performance, presses a
button, turns his /
her chair towards

Unit 1

19

Un i t

b.

Show

MasterChef

Text

Text B

Qualities

Me, Myself & I

artistic, imaginative
patient, hard-working, industrious
dedicated to their
work, greedy,
efficient, organized,
determined

The Amazing Race Total Black Out


Text D
fearless, resourceful, energetic,
open-minded,
sociable,
courageous,
determined

Text C
fearless, not
anxious /
not nervous,
courageous,
determined,
cool-headed

The Voice
Text A
artistic, emotional,
sensitive, imaginative, hard-working,
committed,
different, unique,
cheerful

I would like to watch The Voice as I love singing and discovering new talents. I think this programme is a great opportunity to become famous and to sing in front of millions of viewers.
I would like to watch MasterChef as I am fond of cooking. I enjoy watching the contestants
invent new recipes to please the judges. It gives me ideas to surprise my family and friends
with new dishes.
I would like to watch Total Black Out / The Amazing Race because Im a real daredevil and
I love exploring new territories or being challenged to do things I have never done before.

2. Watch a video: The Swap


N.B. : la fiche lve, son corrig, le script et lexploitation de lextrait se trouvent sur le site
compagnon.
Mise en uvre:
a.

Il nous parat judicieux de diviser la classe en deux pour traiter cette vido. Chaque moiti
tudiera lune des deux participantes cette tl-ralit.
Il est galement possible de rpartir les reprages proposs dans la fiche au sein de chaque
groupe en fonction du niveau de comptence des lves, par exemple.

Production possible:

b.

I feel like watching the show as it would be interesting to see how these two girls are going
to adjust to their new life in their new family. They seem to be worlds apart so I am sure
there are going to be some very funny moments in the show. I think the experience is going
to be more difficult / tougher for Jules who is used to living in a posh environment.

c.

Pour ce role play, les lves travaillent en paires et disposent dune dizaine de minutes pour
trouver deux clbrits potentielles pour la prochaine saison de The Swap. Ils prsentent
ensuite leur choix la classe selon les modalits dfinies dans le manuel p. 22. la fin des
prsentations, la classe vote pour les meilleurs candidats.
On peut aussi imaginer que quatre lves jouent le rle de producteurs de lmission et que
leurs camarades doivent les convaincre de choisir leurs candidats. Aprs toutes les prsentations, les lves jouant le rle des producteurs doivent faire leur choix en le justifiant.
Duos possibles (on pourra les suggrer aux lves en manque dinspiration) : Barack Obama
& Lady Gaga, Adele & Victoria Beckham, David Cameron & Eminem, Woody Allen & Lebron
James, Robert Pattinson & Justin Bieber.

20

Unit 1

5. Choose Your Coach!

MANUEL P. 23

1. Five influential celebrities


Productions possibles:

a.

b.

c.

Justin Timberlake is a very famous American singer and actor. He started his career at a
very young age. He has won many awards and he is married to Jessica Biel. He is also known
for his dancing skills.
Beyonc Knowles is the world queen of pop music. She is American. She is probably one
of the most famous, most beautiful and richest women on earth. She is married to Jay Z, a
music producer and a rapper. She is the best performer of her generation.
Gordon Ramsay is an English chef who is famous for his TV show entitled Hells Kitchen. In this
show, he goes and helps restaurant managers and cooks who have problems attracting customers. He is quick-tempered and gets angry very quickly. There exists a French version of his show.

Corrig de la fiche du Workbook (p. 8)


Text

Famous person

Keywords

Beyonc Knowles

Queen Bee, voice like hers, dances, captivate an audience, spectacular, extraordinary, started her career
/ very young age, talent shows, Texas, girls band,
solo singer, husband / famous singer and music producer, king and queen of popular culture, pop culture
icon, real diva, the voice of the USA

Justin Timberlake

young age, singer for the Disney Club, influenced


by Michael Jacksons singing and dancing styles,
talented songwriter, Cry Me a River, girlfriend Britney
(a famous singer too), collaborated / many other
famous singers, seems to have fun, effortlessly cool,
acting and producing music

Gordon Ramsay

see me on television, run several of the worlds best


restaurants, cursing and swearing, telling people
what to do, forty-one

Les mots / expressions cls sont en gras dans le script ci-dessous. Le premier enregistrement
correspond Adele et le second David Beckham.
Script de lenregistrement (CD1 piste 6, 2:39)
1. Born in north London in 1988, this woman is a British singer and songwriter. She started
playing music at the age of 3 and quickly developed a real passion for music. She attended the Brit

Unit 1

21

Un i t

Me, Myself & I


School for Performing Arts and Technology. She became famous after one of her friends posted
one of her songs on Myspace. Her first album was a real success and her second album earned
her many awards in the UK and in the US. At the age of 24, she was named artist of the year, and
the following year, she was offered the opportunity to write and sing the James Bond theme song.
She won an Academy award for this song.
Although she is still quite young, this singer is very mature and has been able to protect herself
from the dangers of celebrity or fame. She is rather private and does not give many interviews.
Her body is curvier than most female singers but she is extremely confident in her looks as well as
in her talent and she is determined not to let anybody tell her what to do! (1:24)
2. This iconic athlete was born in 1975. His dad was an appliance repairman and his mum was
a hairdresser. He has been a phenomenon since the age of 11 when he won the Bobby Charlton
National Skills competition. At the time, his talent caught the attention of a professional team
who offered him the chance to play for the clubs youth side. At the age of 16, he left home to
become professional. Since then, he has played for some of the most famous teams in the world
and has won many awards throughout his outstanding career. He is known to be very competitive
and influential on the field, and he has been an inspiration and a leader for his teammates. This
athlete is also quite good-looking and he has worked as a model for different brands. Since his
marriage to a then high-profile singer turned fashion designer, he has been constantly followed
by paparazzi. They have 4 children together.

Productions possibles :

d.

I think Beyonc or Justin Timberlake could be my coach for a reality TV show because they
are both very famous and very talented. They could give me very useful advice that could
help me become a good singer. Besides, they are great dancers and I think they could teach
me a few groovy dance steps. Finally, they both look real cool although I know they are
quite hard-working and dedicated to their work. What a chance would it be to meet them in
person!
I think I would like Gordon Ramsay to be my coach because Im crazy about cooking. I know
he is very demanding and hard to please but I think he could teach me some techniques and
recipes to become a great cook. I think he could be a great coach but one must be ready
to face his bad temper!

2. Writing workshop
Mise en uvre:
Les lves sont amens crire un article biographique mais en se projetant dans lavenir
et en partant du principe que tous sont devenus clbres dans le domaine de leur choix.
ce stade de lanne, on pourra exiger une production de 100 150 mots en fonction du
niveau de comptence de la classe.

Production possible:

I Was the Greatest President of the 21st Century!


Yesterday was my last day as President of the United States. The crowd that was gathered in
front of the White House cheered as I left the presidential residence with my husband John
and my three children. I am considered the best president the USA has ever had. I started my

22

Unit 1

political career at 18 when I was elected president of the student body at Harvard University,
where I graduated with honors four years later. I then became a very successful lawyer in
NYC and I succeeded in catching the attention of the mayor of the city, who asked me to
become his political adviser. Since then, I have been in the limelight. I am well-known for my
dedication to helping poor people, to fighting racism and discrimination, and to promoting
womens rights. I can say I am widely admired worldwide.
The American Dream became true for me as I started from scratch and made it to the top.

Language at Work

MANUEL P. 24-25

A. Liste des adjectifs : funny sporty old red athletic good old.
Dduisez : Quand ladjectif est pithte, il est plac avant le nom.
Quand ladjectif est attribut, il est plac aprs le verbe dtat.
B. 1.
Formes

Affirmative

Interrogative

Ngative

Exemples

- I come
- She hates
- She plays

- Do you come?
- Do you do?
- Does she like?

- I dont do
- She does not like
- She doesnt read

Formation

- sujet (3e personne


du singulier) + base
verbale + S (ou ES)
- sujet (autres personnes) + base verbale

- Does + sujet la 3e
personne du singulier
+ base verbale ?
- Do + sujet aux
autres personnes
+ base verbale ?

- sujet (3e personne


du singulier) + does
not / doesnt + base
verbale
- sujet (autres personnes) + do not / dont
+ base verbale

2. Les noncs a. et d. comportent des indications de temps.


Le prsent simple exprime une frquence ou une habitude dans ces noncs.
Dans les autres noncs, il ny a pas dindication explicite de temps car ces noncs sont
considrs comme toujours vrais.
Dduisez : On utilise le prsent simple pour faire le portrait de quelquun, pour parler de
ses gots, de son apparence physique, de tout ce qui le caractrise. On emploie aussi le
prsent simple pour parler dune habitude.

Entranez-vous
1

1. Many pupils often have artistic hobbies.


2. She never / rarely does her homework, she rarely / never looks motivated.
3. Mark usually loves / hates big cities but he hates / loves Paris.
4. He never chats on the Internet because he is too shy.
5. He often drinks black coffee for breakfast.

When they arrive at work, my masters always check their e-mails. After that, their secretary

Unit 1

23

Un i t

Me, Myself & I

gives them their mail, they open it and read it. At around 10:00, I know they never miss
the break and they have tea or coffee with their colleagues. They occasionnally phone each
other. After the break they usually go to their meetings or appointments outside. They are
always stressed when they have to present a new project in front of their partners or rivals!
They always have lunch at the cafeteria with the rest of the staff they work with. In the
afternoon, they start working again. Then they come back home at 6 p.m., they always take
me out for a walk, then they refill our bowls with food and water. After that, they prepare
their own dinner, but you can expect to get some bits if you beg a little bit. Around 8, they
usually sit on the couch and watch their favourite TV show. After a while you can jump on
their lap. There, you fall asleep and if youre lucky enough, they will let you sleep on their
bed when they go to bed at 10 p.m.

Productions possibles :

a. Do you often help your parents to do the dishes?


I do the dishes every evening because I can see my parents are exhausted after a hard
day at work.
I help them only when I need pocket money.
Come on, we are in the 21st century, we have a dishwasher at home! So we have more
time for other activities.
b. How often do you tidy your room?
I love my mess, so why tidy my room?
I make sure everything is put away every night before I go to bed, I cant stand sleeping
in a messy room.
I do it once a week, on Saturdays, when I help my parents clean the house.
c. Are you fond of doing sports?
I am crazy about all types of sports but on TV only!
I really enjoy playing football with my family in our garden on weekends.
I do sports every day because I have so much energy!
d. Do you sometimes look after your little brother or sister after school?
No, because I have so many activities to do: I go swimming on Mondays and Fridays,
I play tennis on Tuesdays, I have my music lesson on Wednesdays, I rehearse with my
music band on Thursdays.
If the baby sitter is not available, Im glad to take care of them, theyre so sweet!
They dont need me. TV is the best babysitter ever!
e. Do you usually go out after school?
No, Im too tired to go out, I prefer lying on the sofa and I watch TV for hours.
No, I cant because I have to help my brother / sister with their homework when I have
finished mine.
Yes, I always go out but only after my homework is finished and my bag is ready for school
the next day.
Rsultats :
Majorit de = hyperactive majorit de = helpful majorit de = couch potato.
Questions possibles :
Is he / she a man / a woman? Is he / she famous? Is he / she French / English / British /

24

Unit 1

American? Does he / she have blond / black / red hair? Is he / she an actor / actress /
singer / politician / celebrity? Does he / she have a song in the charts / a movie which is
showing in movie theaters at the moment? Has he / she won awards? Is he /she still alive?
Has he / she accomplished something exceptional?

Improve Your Speaking Skills


2

MANUEL P. 26

a. Mots accentus dans lextrait A : greatest hobby soccer absolutely love sport
involved long time Canada France referee soccer games enjoy watching games
TV Lyon Monaco favorite French teams.
b. Les mots surligns en bleu ne sont pas accentus. Ces mots sont des prpositions ou be,
ici au prsent. Certains mots dune syllabe, appels mots grammaticaux, sont inaccentus.
c. Les mots accentus dans lextrait B sont : surprisingly Canadian really hockey.
Tous les mots dune phrase ne sont pas accentus. On accentue seulement les mots porteurs
de sens, cest--dire les mots lexicaux (noms, verbes, adjectifs, adverbes, etc.).
d. Les groupes de sens sont marqus | lintrieur dune phrase et || la fin dune phrase,
.
les liaisons consonne-voyelle sont indiques par le symbole
I like to travel |
and have visited many parts
of
Europe
and North
America.
|| Its fun to see new places
| and
experience different cultures
and languages.
|| I like going to the movies |
and when
I go, | I usually watch comedies
or
action movies. ||

Les groupes de sens sont marqus | lintrieur dune phrase et || la fin dune phrase. Les
liaisons consonne-voyelle sont indiques par le symbole
. Les mots porteurs de sens
sont en gras.
When
Im not watching soccer
on TV, | I like to watch crime shows | like CSI: Las
Vegas. || My other guilty pleasure
is | video games. || Ive always loved playing console
games | with friends |
or playing computer games |
on my own. ||

Your Task

MANUEL P. 27

Mise en uvre:
Pour cette unit, nous vous proposons deux scnarios possibles pour la tche finale.
Le premier, de facture plus classique, amne les lves se prsenter un par un leurs
camarades en vue dun Talent Show. Il sagit donc pour eux de mettre en avant leurs qualits,
leurs talents, et de proposer une vision positive deux-mmes. la fin des prsentations, la
classe vote, bulletin secret de prfrence, pour llve quelle considre comme tant le
plus talentueux. Si lon souhaite dynamiser les prsentations, on peut demander aux lves
de prparer un court clip vido o ils se prsentent et on les diffusera ensuite en classe.
Cela permettra de dsinhiber la prise de parole en ce dbut danne. On pourra bonifier la
performance de llve qui a t retenu par la classe.
Le second scnario conjugue quant lui PPC et POI. Tous les lves ne jouent pas le mme
rle. Nous conseillons vivement aux professeurs daffecter les rles aux lves en amont et

Unit 1

25

Un i t

Me, Myself & I

en fonction de leur niveau de comptence en production orale. Ainsi, le rle du jury (deux
trois lves par show) sera attribu aux lves les plus laise. Les autres joueront les
candidats. On pourra laisser le choix du show aux lves en prparant des fiches dinscription
pour le casting (casting call posters disponibles sur le site compagnon). On procde ensuite
aux auditions pour chaque show : avant les auditions, le jury se prsente selon les modalits prcises dans le manuel p. 27 et reoit ensuite individuellement chaque candidat. Le
candidat se prsente (toujours selon les modalits p. 27) puis une phase dinteraction avec
le jury sensuit. Le jury pose des questions visant obtenir des complments dinformation
ou des clarifications et sassurer de la motivation des candidats. Il peut leur proposer
quelques tests en lien avec le show (faire quelques pompes, plucher une pomme, chanter
a capella). la fin des auditions, le jury dlibre et rend son verdict en le justifiant. On
pourra bonifier la performance de llve qui a t retenu.
Les lves suivront le scnario retenu par leur enseignant dans leur manuel p. 27.
Afin de les guider un peu et de les aider dans leur prparation, des conseils sont prodigus
p. 27 (vocabulaire, grammaire, prononciation et attitude). Il nous parat judicieux pour cette
premire unit de les lire et den discuter avec eux en classe pour quils comprennent les
attentes du professeur. cette fin, on pourra leur prsenter la grille dvaluation qui sera
utilise si lenseignant dcide dvaluer cette tche finale.
Pour cette premire unit, il nous semble plus judicieux de faire faire le travail de prparation des prsentations la maison et de fait de ne pas autoriser les lves avoir de notes.
titre indicatif, nous proposons la grille suivante. Le professeur sera bien sr libre dlaborer
sa propre grille ou de faire voluer le nombre de points attribu chaque critre. Cette grille
servira pour le scnario 1 et le scnario 2 (valuation des candidats et des membres du
jury). Seul le 2e item du critre Contenu sera modifi. Chez les candidats du scnario 2,
on valuera la capacit rpondre aux questions, et chez les membres du jury la capacit
poser ces questions.
Critres dvaluation

26

Vocabulaire :
utilise un vocabulaire prcis et vari
remobilise les mots et expressions nouvelles

0 1 2 3

Correction grammaticale :
vite les erreurs lmentaires
sauto-corrige au besoin

0 1 2 3 4

Prononciation / intonation / dbit :


accentue les mots porteurs de sens
fait les liaisons consonne-voyelle
respecte les groupes de souffle
adapte son dbit

0 1 2 3 4

Cohrence / organisation des ides :


recourt des mots de liaison

0 1

Contenu :
se prsente
parle de ses gots, de ses talents
justifie / explique

0 1 2 3 4 5 6

Unit 1

Critres dvaluation
Attitude lors de la prise de parole :
regarde lauditoire
parle assez fort
vite les pauses trop longues
recourt des gap fillers

0 1 2

Total des points

Reading Corner

/ 20

MANUEL P. 28-29

Les fiches dexploitation se trouvent sur le site compagnon, les corrigs p. 377-380 de ce
Fichier.

Prolongements possibles lunit


> valuation sommative de PPC (p. 324 de ce Fichier).
> Fiche Apprendre apprendre : fiche dtachable, facilitant la mmorisation des structures
grammaticales et du lexique (Workbook p. 99-100, corrigs p. 275 du manuel).

Unit 1

27

Un i t

Choose Your School

Sentiment dappartenance

Mmoire

Tche finale (p. 39): You are the headmaster, or a teacher, or a student representative of
a school. Present the school to your classmates, who will play the part of the parents of
future students. At the end of the presentations, they will choose the school they like best.
Activits
langagires
1. Tune In!
(p. 30)

2. A New
School Year
(p. 31)

3. Welcome
to Welton
Academy!
(p. 32)

4. Alternative
Schools
(p. 33)

Contenus

Prolongements tches / aides

PPC

- Dcrire
- Imaginer / anticiper
- Expliquer une raction

Parler dune image fixe p. 228-229

Fiche Workbook p. 9 (Play with words)

PPC

- Donner ses impressions


- Comparer le collge et le lyce
- Dcouvrir et comparer les systmes
scolaires anglais et amricain

CO

Dcouvrir le systme scolaire


amricain

Fiche Workbook p. 10-11

PPC

Prsenter son lyce

PPC

Comparer son lyce et Welton


Academy

CO

- Faire des reprages spatio-temporels


et thmatiques dans une bande
annonce
- couter un discours et reprer les
informations cls
- Travail phonologique en vue dune
lecture expressive

PE

crire une lettre

PPC

Dcouvrir la Ivy League (recherche


Internet)

CE

Associer un titre un article et son


illustration

PPC

Donner son opinion

CE

Lire les arguments donns sur


un forum Internet et les classer
(pour / contre)

5. Single-Sex
Schools Today POI changer ses opinions
(p. 34-35)
Role play : discussion parents-enfant
POI

autour du choix dune cole ou dun


type dducation

- Parler dune image anime


p. 230-231
- Fiche Workbook p. 12

Enrichir sa prise de parole p. 232-233

Enrichir sa prise de parole p. 232-233


Enrichir sa prise de parole p. 232-233

Lactivit langagire principale de cette unit est la PPC (prise de parole en continu), lactivit
secondaire est la POI (production orale en interaction).
Cette unit, par le choix de son thme, peut paratre de facture trs classique. Nanmoins,
elle permet de rebrasser et / ou dapprofondir des faits linguistiques et culturels tudis au
collge mais dans un format lyce . En effet, il nous parat important, en ce dbut danne,
de ne pas donner aux lves une impression de rptition ou de redite de ce qui a t fait au

28

Unit 2

collge. Nous avons cependant constat que de nombreux lves ne matrisent pas compltement le vocabulaire relatif lcole (noms des matires, des lieux, des personnes, des
objets), ce qui pose problme puisque nous en avons besoin au quotidien dans le cadre
du classroom English. Cette unit se propose donc de remdier ce problme partir de
documents varis (bande annonce, article, documents iconographiques).
Par ailleurs, bon nombre dlves en arrivant en seconde nont quune connaissance trs
partielle et strotype des systmes scolaires britannique et amricain, connaissance essentiellement acquise par le prisme des sries tlvises et films mettant en scne des lycens.
Il nous est apparu que leur entre au lyce tait un moment propice pour traiter de cette
thmatique, car ils pourraient plus facilement faire le lien avec leur exprience personnelle.
Lobjectif ici est damener les lves dcouvrir ces systmes scolaires, rflchir leurs
diffrences et entrevoir pour chacun ses avantages et ses inconvnients. Cest par cette
rflexion que llve pourra sortir des strotypes et dvelopper sa comptence culturelle.

1. Tune In!

MANUEL P. 30

On prsentera la thmatique et la tche finale aux lves afin quils comprennent vers quoi
le professeur tend et afin de crer une attente et une apptence.

1. Get ready
Mise en uvre:
a.

Laisser les lves prendre connaissance du document pendant une minute ou deux.
Prciser, si ncessaire, que le contenu de la bulle a t effac.
On pourra ensuite laisser les lves produire librement des noncs au sujet de ce dessin
humoristique. Lencadr Help! pourra les aider dans leur production.
Pour dynamiser cette activit, on pourra lorganiser sous la forme dun memory game o
les lves regardent le document pendant une minute puis ferment leur manuel. Ils doivent
alors rendre compte loral des lments dont ils se souviennent. Le professeur pourra
galement les rpartir en quipes de quatre, lquipe qui se rappelle du plus grand nombre
dlments / qui produit le plus de phrases a gagn.
Une autre mise en uvre consiste diviser la classe en deux : une moiti regarde le document et lautre non. Les lves sont ensuite mis en paires : llve qui a le document sous
les yeux doit le dcrire son camarade qui lui doit dessiner ce quil a compris. Les dessins
sont ensuite compars au document original.

Production possible:

The room is in a real mess / really messy, it seems it has been turned upside down. Food
(pizza slices, popcorn) and toys (a doll, marbles, balls, board games) are scattered all over
the floor, and one of the kids is even spilling his orange juice on the couch. A scoop of
chocolate ice cream is melting on the floor. It looks as if the kids have taken all their toys
out of their toy box and left them lying on the floor. The kids look nasty / unruly / mean /
naughty. They look like real pains / brats who are always up to mischief. They are quite ugly /
repulsive. And yet, their mother is taking a nap / is sleeping peacefully / having a rest on
the sofa. She seems to be relaxed / serene / calm / blissful / blissfully unaware of what

Unit 2

29

Un i t

Choose Your School

is going on around her. She is dreaming as the bubble above her head suggests. However,
the thought balloon is empty / blank.
b.

Le professeur pourra laisser rflchir les lves en paires (sans les laisser prendre de notes)
avant de passer la mise en commun orale collective. Cette activit pourra tre loccasion
de rebrasser les auxiliaires modaux et les expressions exprimant la probabilit.

Productions possibles:

I think Mum is dreaming about


Mum is probably / certainly / possibly dreaming about
Mum must / may / might be dreaming about
a desert island with palm trees and nice beaches.
a world where there are no more children.
a child-free and clean house.
having her children clean the mess they have left behind them.
taking some well-deserved holidays without her children.
enjoying herself in a beach resort in the Caribbean.
c.

Avant de rvler le contenu de la bulle, le professeur pourra alors sonder rapidement les
lves pour voir quelle ide leur parat la plus vraisembable : What idea do you think is the
most convincing? The least convincing? The most probable? The least probable?
Laisser les lves prendre connaissance du contenu de la bulle pendant une vingtaine de
secondes et recueillir leurs ractions chaud.

Production possible:

I think the cartoon is rather funny as the mother is dreaming about school. She obviously
looks forward to / eagerly awaits sending her kids back to school / she cant wait for school
to start! With her children at school, she will be home alone / on her own at home. She will
be left alone / rid of her children. All she wants is peace and quiet. As she will be free, she
will be able to do what she wants, she willl be on holiday! Thats why she looks so happy /
thrilled / excited / delighted / joyful / cheerful / ecstatic in the thought balloon.

30

Unit 2

2. A New School Year

MANUEL P. 31

1. Play with words


Corrig de la fiche du Workbook (p. 9)
a. Subjects: mathematics physics chemistry biology PE (physical education) IT
(information technology) arts Spanish, German, Russian, Italian, Chinese Places:
classroom computer lab teachers lounge headmasters office students office
library nurses room stadium gym(nasium) canteen / cafeteria Pupils equipment:
books copybooks pencil case (pens, pencils, rubber, pencil sharpener, ruler) backpack
calculator sheets of paper People: teachers pupils / students headmaster nurse
librarian secretaries guidance counselor
b. take an exam have good marks fail an exam get detention pass an exam top of
the class

2. Welcome to high school


Productions possibles :

a.

Rponse personnelle.

b.

High school is a big change from middle school. In high school, teachers treat us like adults
and not like children. We have more freedom and we are allowed to leave school if we dont
have a class or after our last class, no matter what time it is. There are many more pupils, it
can be intimidating at first but then you realise it is much easier to make new friends. Besides,
everybody has their own style, so you can really be yourself. The school is much bigger too,
we sometimes get lost. I think classes are more challenging this year but at the same time it
is much harder to get good marks and we have much more homework than in middle school.
The food was better at the canteen last year. On the whole, after weighing the pros and the
cons, I think I prefer high school and think I am going to enjoy myself a lot this year!

3. Different countries, different schools


a.

Cette activit est pense comme une anticipation lcoute qui va suivre. Elle permettra
galement lenseignant de voir ce que ses lves connaissent du systme scolaire amricain.

Production possible :

On the report card, we can see that the students are not taught the same subjects as in
France. For example, they have a computer and a health class. They do not have a biology,
a chemistry and a physics class but a more general science class. The grading system is
different too, as they do not use a mark out of twenty as teachers do in France but letters
(A, B, C, A being the best mark a pupil can get) and effort is assessed separately. There
are no comments written by teachers.

Unit 2

31

Un i t

b.

Choose Your School

Mise en uvre:
La fiche du Workbook a t pense pour prparer et accompagner les lves dans cette
coute afin de les mettre en confiance en ce dbut danne. Avec une classe trs laise,
lenseignant pourra directement passer la phase de reprage des lments cls en les
rpartissant au sein de la classe.
Script de lenregistrement (CD1 piste 9, 2:59)
Part 1 (from the beginning to 1:36)
Hi! Im Mathilda Cash and I am 15 years old. I am currently enrolled at Miami Public High School.
This is my first year in high school, so Im a ninth grader. I love high school, its a real nice place to
study and learn: there are so many subjects and extra-curricular activities that are offered that you can
never get bored. Besides the mandatory subjects, you know, English, math, science and technology,
social studies and PE, Im taking a Chinese class. Its an optional class but I think learning foreign
languages is absolutely essential nowadays. Im also part of the speech and debate team, and the
film and television club as I would like to become a journalist on TV. Next term, I think I will also
join the food club to help promote healthy food in our school. The food at the canteen is really fatty
so, just like many students, I prefer brown bagging it, you know, bringing my lunch bag to school.
If youre more the sporty type, there are many teams to join, as well, such as the wrestling, soccer,
lacrosse or crew teams, for example. My friend Lisa is a member of the belly-dancing team and they
have competitions. How cool is that!

Part 2 (1:37-2:38)
Like most students in the US, I attend a public school. The rules in my high school are pretty strict,
especially as far as the dress code is concerned. As you may know, in Florida the weather is quite hot
all year round, but theres no way we can wear bikini tops to school! We must dress appropriately,
which means no ripped jeans, and no super-short shorts. Flip flops are allowed, though. Im glad we
dont have to wear uniforms! Our school day starts at 8 a.m. and usually finishes at 3 p.m. We have
a one-hour lunch break and the class periods usually last between 40 and 60 minutes. We regularly
have tests and the teachers use letters to grade us. If you do a great job on your test, youll get an
A. But if you fail it completely, you may get an F! We dont have one big exam at the end of high
school, but instead we have finals in each class at the end of each semester.

Part 3 (2:39 to the end)


Im really having the time of my life right now! High school is like in the movies or series! You can
meet all different types of students: the geeks, the jocks and the cheerleaders, the art crowd!
I just cant wait to go to the senior prom! I think Id like to stay in high school forever!

Corrig de la fiche du Workbook (p. 10-11)


a. 1. Cette activit danticipation de lcoute repose sur le principe du memory game.
Lobjectif ici est de solliciter la mmoire court terme des lves en leur prsentant des
mots dont la plupart sont utiliss dans lenregistrement auquel ils se prparent. Ces mots
sont des mots cls. Le fait de les crire puis de les lire haute voix permet dassocier la
graphie la phonie, ce qui constitue un exercice particulirement formateur pour dvelopper des comptences en comprhension orale.

32

Unit 2

2. high school subjects dress code tests teams extra-curricular activities


3. This recording is about a girl who describes what life in an American high school is like: for
example, she talks about the subjects that are taught, the tests they have, the dress code in the
school, and all the extra-curricular activities that are offered and the teams that students can join.
Lenregistrement tant assez long, il nous parat judicieux de le fractionner dans cette phase
de reprage des lments plus prcis afin de ne pas submerger les lves dinformations
et de saturer leur mmoire court terme. Deux documents de travail pour les lves sont
proposs afin de favoriser une pdagogie diffrencie. Ainsi, le premier sera confier des
lves plus fragiles en CO et le second, plus complet et prcis, des lves plus comptents.
b. Corrigs :
Document 1 : Miami High School First name: Mathilda Last name: Cash Age: 15
Grade: ninth Optional class: Yes Member of a team / club: Yes
Document 2 : Miami High School First name: Mathilda Last name: Cash Age: 15
Grade: ninth Subjects studied: mandatory subjects (English, math, science and technology, social studies and PE) Optional class: Yes, Chinese Member of the speech
and debate team, and of the film and television club Day boarder: No
Mise en uvre (Manuel p. 31):
3

c. Avec une classe laise, on pourra demander chaque lve de complter toutes les
rubriques du site web. Avec une classe plus fragile, les diffrents reprages pourront tre
rpartis au sein de la classe. Avec une classe htrogne, le professeur pourra attribuer un
nombre plus au moins important de reprages chaque lve en fonction de son niveau de
comptence en CO.

Dress code

No bikini tops / must dress appropriately = no ripped jeans, and


no super-short shorts. Flip flops are allowed, no uniform.

School
hours

School starts at 8 a.m. and usually finishes at 3 p.m. One-hour lunch


break, the class periods usually last between 40 and 60 minutes.

Grading
system

They regularly have tests, the teachers use letters to grade them
(A is the best grade a student can have and F the worst).

High school
final exam

No big exam at the end of high school, but instead finals in each
class at the end of each semester.

d. - Life in high school is like in the movies or series. - There are all the different types of
students: the geeks, the jocks and the cheerleaders, the art crowd. - There is the senior prom.
c. Cette activit pourra tre organise dans une salle informatique de ltablissement ou
bien donne faire la maison en vue dune mise en commun orale collective en classe.

Unit 2

33

Un i t

Choose Your School

Production possible :

School hours

d.

School usually starts around 9 a.m. and ends around 3 p.m.

Grammar
schools v.
comprehensive
schools

Grammar schools are very selective. (Nowadays, very few grammar schools remain.) Entrance is based on a test of ability, usually at 11. Comprehensive schools, on the other hand, are nonselective, they do not select their pupils with an entrance test.

Mandatory
subjects

Students have to study English, mathematics, science, design


and technology, a modern foreign language, IT and PE. Religious
education (RE) and sex education are optional.

Dress code

In most schools, pupils must wear a uniform. Boys wear long


grey or black trousers (shorts may be worn in summer), a white
shirt, a school tie, a jumper or sweater with the school logo on it.
The colour is the choice of the schools. They wear black shoes.
Girls can sometimes wear the same uniform as boys but in
many schools they wear skirts instead of trousers and knee-high
socks.

Equivalents of
seconde and of
the baccalaurat

Seconde: year 11, baccalaurat: A (advanced) level examination


or A-level

Suite la correction de lactivit prcdente, lenseignant pourra conclure avec une discussion sur les avantages et les inconvnients des systmes scolaires amricain et anglais.

Production possible:

I think I would prefer to take part in an exchange with an American high school as it seems
like it would be a thrilling experience. First, pupils do not have to wear uniforms to school,
and there are many clubs and teams one can join. Theres an extra-curricular activity for
everyone, whether you are a geek, or a sports addict or an artistic soul. School life in the
US seems to be really fun with the senior prom, the football games and the cheerleaders!
On the other hand, it seems that attending a school in England could also be an exciting
experience, wearing a uniform for a few days could be fun. Besides, the fact there are two
types of schools depending on the abilities of the pupils is a great idea, as one can choose
to learn in the environment (competitive or not) that suits him / her best.

4. On Skype
Mise en uvre:
Rpartir les lves par groupes de trois ou quatre et donner chaque groupe les points
inclure dans la prsentation. Pour sassurer que chaque lve est la tche et participe la
construction de cette production, le professeur pourra demander aux lves de se rpartir les
diffrents points. Afin de ne pas tomber dans lcueil dune lecture oralise de notes entirement
rdiges, le professeur pourra exiger une prise de note sous forme de mots cls uniquement

34

Unit 2

et, de fait, impartir un temps limit (dix minutes maximum) pour la prparation de ces notes.
Les lves pourront ensuite avoir un temps pour rpter entre eux avant de passer loral.
Si les conditions matrielles le permettent, lenseignant pourra enregistrer les lves en labo
de langues voire les filmer si les ordinateurs sont quips de webcams. Cela rendra lactivit
encore plus authentique. La production est bien sr libre en fonction du type dtablissement.

3. Welcome to Welton Academy!

MANUEL P. 32

1. Meet the headmaster


Mise en uvre:
a.

Cette activit a pour objectif dapprendre aux lves prendre des repres spatio-temporels
dans une squence vido en sappuyant sur des indices la fois visuels et sonores. Les
diffrents reprages pourront tre rpartis au sein de la classe pour favoriser une attention plus centre sur certains dtails. Il conviendra dencourager les lves mettre des
hypothses, le Help! pourra les y aider.

Productions possibles:

The scene takes place / is set / unfolds in a school in the US as we can hear the voiceover explain that this school is a breeding ground for the future leaders of America. This
school is a single-sex school, more precisely an all-boys school as we can only see boys and
the name of the school is Welton Academy for boys. Even the teachers are only men. The
pupils all wear a formal uniform composed of a black suit, white shirt and a red and black
tie. They are teenagers who are about 15 or 16 years old. We can see one student playing
the bagpipes while others are rowing on a lake or a pond. This school seems to be a private
and a religious one as at one point all the students are gathered in a church. The school
seems to have a very traditional and stern approach to education as we are told that it is
an institution dedicated to achievement, virtue and conformity [] whose rigid standards
are upheld by every single teacher. Besides, the school has a very explicit motto: Tradition,
Honor, Discipline, Excellence. This school is obviously only about discipline and hard work.
The students all look obedient, disciplined, attentive, focused and quiet. This school was
probably founded a long time ago as the stone buildings attest.
The scene may take place in the 1960s as the way the teachers are dressed (old-fashioned
looking clothes compared to today) and the students hairstyles seem to indicate.
This movie seems to be about the arrival of a new teacher who is going to disrupt the order
and the discipline imposed to the students with his more modern teaching methods.
b.

Cette phase pourra tre faite collectivement immdiatement aprs la mise jour des reprages ci-dessus.

Productions possibles:

Welton Academy is a private single-sex school for boys, whereas our high school is public /
state co-ed/mixed school, boys and girls are allowed to attend it. There are no fees to pay
to enroll in our school. The students at Welton probably come from very wealthy families as
only well-off people can afford to send their sons to such a top-level school. We do not have
to wear uniforms, contrary to the boys at Welton. However, we must dress appropriately, that

Unit 2

35

Un i t

Choose Your School

is to say we cannot wear see-through tee-shirts, ripped jeans and too short skirts or shorts
to school. If we do, we are not accepted inside the school. Casual clothes are OK though.
The students at Welton look much more focused and disciplined than in our school and they
are obviously more hard-working and dedicated than we are. The teachers at Welton seem
extremely strict and stern, our teachers are much more lenient and friendly.
c.

Cette activit vise mettre en vidence les mots dits porteurs de sens (en gras dans le script
ci-dessous) afin de montrer aux lves que ces seuls mots suffisent pour comprendre lessentiel
des informations contenues dans ce discours. Ce discours sy prte particulirement bien
car le proviseur insiste tout particulirement sur ces mots-l. Lenseignant pourra diffuser
lenregistrement dans sa globalit deux fois conscutives et simplement demander aux lves
de noter les mots quils ont compris. Lors de la mise en commun orale collective, deux secrtaires de sance devront noter en vrac au tableau les mots mis jour par leurs camarades.
La classe pourra ensuite dcider quels mots semblent fonctionner / aller ensemble de faon
dgager les thmatiques / points cls du discours. Sil reste des mots seuls, le professeur
pourra alors faire couter lenregistrement nouveau pour que les lves parviennent les associer dautres mots. Cela permettra galement lajout de quelques dtails supplmentaires.
Script de lenregistrement (CD1 piste 10, 1:32)
Ladies and gentlemen, | distinguished alumni, | and students... | This year, | 1959, | marks the
hundredth year that Welton Academy has been in existence. | One hundred years ago, | in 1859,
| forty-one boys sat in this room | and were asked the same question that now greets you at the
start of each semester. | Gentlemen, | what are the four pillars? | (0:52)
Tradition! | Honor! | Discipline! | Excellence! | (1:11)
In her first year, | Welton Academy graduated five students. | Last year, | we graduated fifty-one
students | and over 75 percent of those went to Ivy League schools! | This kind of accomplishment
| is the result | of fervent dedication to the principles taught here. | This is why | parents have been
sending their sons here | and this is why | we are the best preparatory school in the United States. |

Production possible:

The headmaster insists on / emphasizes the quality of the education given to the students
in his school, on their excellent performances / results and the importance of hard work
to succeed. He clearly wants to prove that his school is one of the very best of the United
States / a top-level school.
d.

Corrig de la fiche du Workbook (p. 12)


a. 1. Cf. script ci-dessus.
2. Le proviseur a choisi de mettre laccent sur ces mots car eux seuls ils rsument les
points essentiels de son discours. On appelle ces mots les mots porteurs de sens.
3. Cf. script ci-dessus.
b. 1. gentlemen hundred semester pillars academy graduated Ivy league
accomplishment dedication principles sending preparatory school United States
excellence
2. \eI\ : Ladies, eighteen (fifty nine), dedication, States
\e\ : Welton, question, semester, excellence, sending, best

36

Unit 2

e.

Lexercice 3 de la fiche du Workbook p. 12 prpare cette lecture expressive que lenseignant


pourra valuer sil le souhaite. Pendant quun lve jouera le rle du proviseur, les autres ne
manqueront pas de rciter en chur les quatre piliers de lcole, cela rythme cette activit
de lecture expressive trs formatrice pour dvelopper la comptence phonologique (prononciation et travail prosodique sur le rythme de la langue anglaise) et le lien phonie-graphie.
Critres dvaluation de la lecture expressive
Respect de la prononciation et de laccentuation des mots

0 1 2 3

Respect des mots porteurs de sens et de lintonation

0 1 2 3

Respect des groupes de souffle

0 1 2

Lecture audible et claire

0 1 2
Total des points

f.

/ 10

Production possible:

I would not like to enroll in Welton Academy as this school is much too strict and traditional for
me. I think it would be quite strange for me to study with boys only. I prefer attending a co-ed
school where boys and girls can meet and interact. Besides, I would particularly hate wearing a
uniform to go to school, because I think students should be allowed to express their personality
through their clothes. To my mind, uniforms are dull and much too formal. At Welton, teachers
look too severe and stern, their lessons must be incredibly boring, they seem to treat their students like robots who are only allowed to learn and be quiet. Finally, I think I would have a hard
time finding a friend in this school as the boys all look so disciplined and hard-working. But I am
pretty sure my parents would love to send me there as I would probably work harder and get
better marks!

2. Writing workshop
Cette activit pourra tre value puisquelle reprend tous les lments mis jour dans les
phases de travail prcdentes.
Critres dvaluation de la lettre un ami
Vocabulaire : a rutilis un vocabulaire adapt et vari

0 1 2 3 4

Grammaire : a su conjuguer les verbes au prtrit, a tent


de faire des phrases plus complexes

0 1 2 3 4

Orthographe

0 1 2 3 4 5

Contenu : a parl de tous les aspects demands

0 1 2 3 4 5

Mise en forme dune lettre (mise en page)

0 1 2
Total des points

/ 20

Unit 2

37

Un i t

Choose Your School

Productions possibles:

Welton Academy,
September 25th, 1959
Dear Paul,
I am sorry I did not write before but I have been very busy with homework in my new school.
As you know, my parents decided to enroll me in Welton Academy because they want me
to go to an Ivy League University after I graduate from high school. Well, this school is really
like a prison: all we are allowed to do is study and learn. The other boys (remember I told
you Welton is a single-sex school) are rather nice, but they are so focused and dedicated
to their studies. Believe it or not, but I go to the library every night to try to make friends
with them! The teachers are pitiless: if you fail a test you are sent to detention for three
hours, I must tell you I have been revising my lessons pretty well lately. Lets not forget the
stupid uniform we must wear to class: a black suit with a tie and a shirt! I miss wearing my
baseball jacket so much
Well, I hope things are going more smoothly for you, write back soon!
Take good care,
Your friend, Simon

3. The Ivy League


a.

The pictures are football flags.

b.

They are all prestigious / top-level American universities.

c.

The Ivy League is a group of 8 American Universities on the East Coast that compete in
sports competitions. They are among the most prestigious and famous universities in the
US and worldwide. The eight universities that compose the Ivy League are:
Harvard: it is one of the most prestigious private American universities. It is located in Cambridge, Massachusetts. It was founded in 1636 so it is the oldest university in the US. 45 winners
of the Nobel Prize graduated from Harvard, as did eight American presidents (Franklin Delano
Roosevelt, John Fitzgerald Kennedy, George W. Bush, Barack Obama to name a few). As it is
a very selective and competitive university, there are not many students (less than 20,000).
Harvard is the richest university in the world. It attracts students from all over the world.
Princeton University is a private university in Princeton, New Jersey. Founded in 1746,
Princeton is one of the nine Colonial Colleges established before the American Revolution.
Michelle Obama, the current First Lady of the United States, is a Princeton graduate. Albert
Einstein made frequent visits to the campus, when he regularly gave lectures.
Dartmouth College, commonly referred to as Dartmouth, is a private university located
in Hanover, New Hampshire. It consists of a liberal arts college, a school of medicine and
engineering, and a school of business as well as 19 programs in the arts and sciences. It
is one of the nine Colonial Colleges founded before the American Revolution. With a total
student number of 6,144, Dartmouth is the smallest university in the Ivy League. Participation in athletics and the schools sororities and fraternities is strong. Students are known for
preserving a variety of strong campus traditions. Famous alumni: three Nobel Prize winners,
Shonda Rhimes, creator of Greys Anatomy, Private Practice and Scandal.
Columbia University is a private American university located in Upper Manhattan in New

38

Unit 2

York City. It is the oldest institution of higher learning in the State of New York, the fifth oldest in the United States, and one of the countrys nine Colonial Colleges founded before the
American Revolution. The university was founded in 1754. The university has twenty schools.
Columbia administers the Pulitzer Prize. 101 Nobel Prize laureates graduated from Columbia
or were professors in this prestigious university. Famous former students of the university
or founders include five Founding Fathers of the United States, 20 living billionaires, 28
Academy Award winners and 29 heads of state, including three United States Presidents.
Yale University is a private university in New Haven, Connecticut, founded in 1701. The
university is the third-oldest institution of higher education in the United States. Yales
library counts a total of about 13 million books, the second-largest academic library in the
US. Five US Presidents, many foreign heads of state, 51 Nobel laureates graduated from or
taught at Yale University.
Cornell University is a private university located in Ithaca, New York. It was founded in 1865
by Ezra Cornell and Andrew Dickson White. Ezra Cornell explained that she would found
an institution where any person can find instruction in any study thats why students can
study all fields of knowledge in Cornell, from classics to science. Since its creation, Cornell
has been a co-educational institution. 41 Nobel laureates graduated from or taught at the
university. There are nearly 21,000 students from all 50 American States and 122 countries.
The University of Pennsylvania (AKA Penn or UPenn) is an American university located in
Philadelphia, Pennsylvania. It is one of the nine original Colonial Colleges. Benjamin Franklin
founded Penn. The first school of medicine in North America and the first business school
were born at Penn. Penn offers a large variety of academic programmes. Penn is also included
among the top five research universities in the United States, and among the top research
universities in the world. Nine Penn professors or students have won a Nobel Prize in the
last ten years and 18 living billionaires graduated from Penn.
Brown University is a private university in Providence, Rhode Island. It was founded in 1764,
before the American Independence from the British Empire. Brown is the seventh oldest
higher education institution in the United States. Brown is one of the worlds most selective
universities. The university counts 37 athletic teams that are known as the Brown Bears.
The university mascot named Bruno frequently makes appearances at athletic games.

4. Alternative Schools

MANUEL P. 33

1. A school for everyone


Rponses :
Titre
Attending
a virtual
school

Photo Texte

Mots cls
doesnt hop on a bus or in a car, logs onto a computer in
his kitchen, online school, live lecture, webcam, speaks
to the teacher using a microphone, even sees his classmates on other Hawaiian islands, completes schoolwork
in kitchen or garage, scans and submits work via email

Unit 2

39

Un i t

Choose Your School

Titre

Photo Texte

Mots cls

Thats really
the school
of the air!

biggest school in the world, classrooms spread over 1.3


million square kilometers, Alice Springs School of the
Air, short-wave radio link

Theres no
place like
home!

homeschooling, parents, educate their children at


home, dissatisfaction with the educational options,
different religious beliefs or educational philosophies

Production possible :

I think I would prefer to attend the virtual school that Jayden Carter goes to because I
would love to be able to stay at home to learn new things from my teachers. Besides, you
do not waste time taking the bus, especially when you live far from the nearest school, or
getting ready for school. Whats more, using a computer to learn is a more modern approach
to education than going to school and taking notes in a copybook. Students who attend
this school are not completely cut off from other students as they can see and interact with
them thanks to the webcam and the microphone on the computer. Homeschooling and the
school of the air do not offer the same social interaction and I think students must feel a bit
lonely and isolated. Last but not least, I would hate having my parents as teachers!

5. Single-Sex Schools Today

MANUEL P. 34-35

1. Parents know best or so they think!


a.

Il convient de traiter cette premire question en classe complte afin de sassurer que tous
les lves ont bien compris la nature et la thmatique de ce document avant de lancer le
travail de groupe.

Production possible:

This online forum is about single-sex education. The participants are supposed to give their
opinion about this type of education and explain why they think single-sex schools are a
good idea or not.
Mise en uvre :
b.

40

Afin de ne pas rendre cette tape trop chronophage et de ddramatiser laccs au texte
(en particulier avec une classe fragile), nous vous proposons ici une lecture collaborative
o certains lves sintressent soit aux arguments en faveur des coles non-mixtes soit au
contraire aux arguments contre. Cette activit peut tre ralise en paires ou par groupes
de trois ou quatre. Le professeur assigne un point de vue (pour ou contre) chaque groupe.
Chaque lve travaille individuellement au sein du groupe puis au terme de leur lecture ils
pourront comparer leurs rponses et nommer un rapporteur et deux secrtaires qui viendront
noter les arguments mis jour au tableau.

Unit 2

Parents

Point de vue

Justifications

Brooklynmum3

opposed to singlesex education

To me, its nonsense, mixed school: very


enriching experience for children.

LovingDad

in favour of singlesex education

It has been proved that in single-sex schools


students learn better, focus on learning, not
on flirting.

Lizzie&Tom

opposed to singlesex education

Come on LovingDad! Dont be so old


school! Co-ed schools are much more fun
and flirting is not something negative.

EnglishRose

opposed to singlesex education

I quite agree with Brooklynmum3, single-sex


schools are not good for the development of
social skills.

BradThompson

opposed to singlesex education

I completely disagree with LovingDad,


single-sex schools are not a healthy learning
environment for our kids!

Mummydearest

in favour of singlesex education

Girls have better results in single-sex


schools, they feel less limited and more
self-confident and more comfortable.
Co-ed schools are too competitive.

Arguments in favour
of single-sex education

Arguments againt
single-sex education

- It has been proved that in single-sex


schools students learn better.
- Boys and girls learn differently.
- Boys distract girls and vice versa.
- Kids should focus on learning not on
flirting.
- Girls have better results in single-sex
schools than in mixed schools.
- They dont feel limited to choosing so
called girls subjects. They are not afraid
to choose math or sciences as a major.
- Girls feel more self-confident and more
comfortable in the classroom as they
have no need to impress boys! They dont
have to worry about their looks and make
up!
- Children become too competitive in
co-ed schools which can be detrimental
to their studies in the long run.

- In real life, especially in the workplace,


women and men do not live separated.
- In a mixed school you get to socialize
and interact with new people and consequently you get to understand how
different people think. It broadens the
kids horizons!
- Single-sex schools are not good for the
development of social skills. If kids only
interact with people of the same gender,
they will not be used to interacting with
the other sex. It may alter their relationships with the opposite sex or make them
more difficult later.
- Some studies show that boys have better results in co-ed schools than in singlesex schools. The atmosphere in single-sex
schools tends to be aggressive because
of the competition between the boys.

Unit 2

41

Un i t

Choose Your School

Productions possibles :

c. & I agree with Brooklynmum and EnglishRose because I think it is important for kids and teenagers
d. to have a social life and to interact with the opposite sex. Talking to a boy when you are a
girl does not necessarily mean flirting, it can simply be an opportunity to exchange ideas
and points of view. That is indeed an enriching experience, it broadens childrens horizons.
Children need to get used to interacting with the opposite sex to develop their social skills
which will turn out to be quite helpful in their life, especially in the workplace. Some studies
have proven that boys and girls have better results when they are apart, but in my class boys
and girls study together and they have very good results too! My view on single-sex education
has not really changed even if I can understand some of the points made by LovingDad and
Mummydearest about flirting and the need to impress boys or girls in mixed-gender schools.

2. Sharing views on education


Mise en uvre :
Afin que cette interaction garde de sa spontanit et ne se rsume pas un script lu ou appris
par cur par les lves, le professeur choisira un scnario et pourra diviser la classe en deux :
les parents dun ct et les enfants de lautre. Les lves jouant le mme rle se regroupent
par quatre et rflchissent ensemble aux ides et arguments quils pourraient avancer. Ils
peuvent prendre des notes synthtiques. Le professeur tirera ensuite au sort les duos parents
/ enfants et les lves joueront leur saynte. Cette dernire pourra tre value puisquil
sagit ici de remobiliser le vocabulaire et les ides mis jour dans les activits prcdentes.
Critres dvaluation du role play
Vocabulaire : remobiliser les mots et expressions nouvelles

0 1 2 3 4

Correction grammaticale : viter les erreurs lmentaires

0 1 2 3 4

Prononciation / intonation / dbit

0 1 2 3 4

Cohrence / organisation des ides : penser aux mots


de liaison

0 1

Contenu : justifier / expliquer, ragir

0 1 2 3 4 5

Attitude lors de la prise de parole : jouer son rle

0 1 2

Total des points

Language at Work

/ 20

MANUEL P. 36-37

A. Le comparatif
a. more severe (than) b. less disobedient (than), as fun-loving (as) c. stricter d. better (than)
e. worse (than)
Dduisez :
Le comparatif dinfriorit : less + adjectif + than, ex : students at Welton Academy were
far less disobedient than students today.

42

Unit 2

Le comparatif dgalit : as + adjectif + as, ex : they were as fun-loving as we are.


Le comparatif de supriorit : more + adjectif long + than, ex : teachers at Welton Academy
looked much more severe than our teachers today.
Adjectif court + -er + than, ex : school rules were stricter in the past.
Exceptions / Modifications
Good better, ex : I like high school better than middle school.
Bad worse, ex : I am worse at English than at chemistry.
B. Opposition et concession
a. alors que b. bien que c. et pourtant d. cependant
Dduisez : Whereas permet dexprimer une opposition on le traduit par alors que
en franais.
Although, however, and yet permettent dexprimer une concession , on les traduit
respectivement par bien que , cependant , et pourtant en franais.

Entranez-vous
1

a. Bart is less hard-working than the boys at Welton. / is not as hard-working as the boys
at Welton. b. Barts headmaster is less authoritative than Welton Academys headmaster. /
is not as authoritative as Welton Academys headmaster. c. Lisa Simpson is as obedient as
the boys at Welton. d. Life at Barts school is more exciting than life at Welton. e. The dress
code at Welton is more formal than the dress code at Barts school. f. Barts teachers are
more lenient than teachers at Welton.

Lisa seems to be surprised because Bart had a better mark than her. This is quite unexpected for her as Bart is much lazier and less hard-working than she is. She realizes that
maybe Bart is smarter / more intelligent than her although he is less disciplined and
focused than his sister. Or, he cheated.

a. He works hard, however he does not get good results. b. My English friend is enrolled
in a boarding school for girls, whereas I attend a mixed / co-ed public / state school.
c. Although lessons finish earlier in American schools, students do not have much free time
as they often have a part-time job. d. Teachers at Welton Academy are more severe / stricter
than teachers in my high school, and yet students are as unruly / are up to as much mischief.

1.
2.
3.
4.
5.
6.

Mise en uvre :
Distribuer les grilles de faon alatoire aux lves (toutes les grilles sont potentiellement
gagnantes). Puis proposer les comparaisons ci-dessous. Les lves doivent mentalement
recomposer toute la phrase pour savoir sils ont la bonne rponse sur leur grille de bingo.
Ds quils obtiennent cinq bonnes rponses, ils peuvent annoncer bingo ! Le professeur
procdera alors la vrification des rponses avant de valider lventuelle victoire. la fin
de la partie, on pourra procder une correction collective des comparaisons.
Comparaisons : certaines rponses varieront dune classe lautre en fonction de leur profil.
Students at Welton Academy / disciplined / us.
Students at Welton Academy / good marks / us.
The dress code at Welton / casual / in our high school.
The headmaster at Welton / lenient / the headmaster in our school.
School life in Miami High School / exciting / school life at Welton.
Welton offers / few / extra-curricular activities / Miami High School.

Unit 2

43

Un i t

7.
8.
9.
10.

Choose Your School

Private schools / expensive / state schools.


F / bad mark / C.
Ivy League universities / prestigious / regular universities.
Some studies show that girls / self-confident / in single-sex classrooms.
Grille 1
as exciting as
more prestigious

less lenient
as disciplined as

fewer
better

more self-confident
more casual

more expensive

less bad

more exciting

less self-confident

less casual

as bad as

as good as

more prestigious

Grille 2

less disciplined than

more expensive
fewer

more lenient

less lenient

fewer

Grille 3
less self-confident
worse

better

less expensive

less prestigious

as casual as

less exciting

more disciplined than

Grille 4
more self-confident

fewer

better

worse

as disciplined as

as expensive as

as exciting as

more prestigious

more lenient

less casual

Production possible :

School starts and ends earlier in Mathildas school, and yet she has as many hours of class
a week as we do. Her lunch break is much shorter than our lunch break as it only lasts thirty
minutes whereas ours lasts one hour and a half. She studies fewer subjects than we do. Her
schedule is more repetitive than ours but its easier to remember. I would love to have the
same schedule, although Mathilda has classes on Wednesday afternoons.

Improve Your Speaking Skills

MANUEL P. 38

a. Les deux objectifs de ce proviseur sont daccueillir les lves et leur souhaiter une bonne
anne scolaire.

b. Les mots et expressions lui permettant de mettre en avant les points forts de son cole

44

Unit 2

sont : beginning of a lifetime of learning, recognized by U.S. News and World Report as an
outstanding high school in the United States, boasts among its graduates Nobel Prize laureates,
city and states elected officials, university recognized scientists, engineers, and architects,
as well as noted leaders in business, finance, industry.
c. Les mots accentus sont en gras :
I congratulate you on your achievement in gaining admission to Brooklyn Tech and wish
you much success as you embark on what is just the beginning of a lifetime of learning.
In addition to being recognized by the US News and World Report as an outstanding
high school in the United States [] Brooklyn Tech boasts among its graduates Nobel
Prize laureates, [] city and states elected officials, university recognized scientists,
engineers, and architects, as well as noted leaders in business, finance, industry [].
d. On appelle ces mots les mots porteurs de sens.
3

Les mots accentus sont en gras :


Dear Students,
It gives me great pleasure to welcome you [] to Brooklyn Technical High School.
Cf. 2. c. pour le deuxime paragraphe et le 4. pour le paragraphe 3.

Le professeur pourra faire couter lenregistrement aux lves une premire fois puis leur
demander ensuite de lire en chur la fin du discours avec lenregistrement en fond (mais
volume baiss). Les lves pourront alors sentraner seuls haute voix puis en paires (tandis
que lun lit, lautre coute et corrige puis on inverse les rles).

Your Task

MANUEL P. 39

Pour cette unit, nous vous proposons deux scnarios possibles pour la tche finale, tous
deux conjuguant PPC et POI. Le premier fait davantage appel limagination des lves
qui il est demand de crer une cole selon leurs idaux. Le second les guide davantage car
le professeur leur attribuera une cole existante. Ils pourront trouver les informations ncessaires pour leur prsentation sur le site Internet de lcole dont ils ont la charge (voir liste
ci-dessous). Dans les deux cas les lves travaillent par groupe de trois : un lve joue le rle
du proviseur, un autre celui dun professeur et le troisime celui dun reprsentant des lves.
Ils se partagent quitablement les reprages et devront ensuite prsenter leur cole au reste
de la classe qui joue le rle de parents dlves la recherche dune cole pour leur enfant.
la fin de chaque prsentation, les parents pourront poser des questions complmentaires
aux reprsentants de lcole. Une fois que tous les groupes sont passs, on pourra alors procder au vote de la meilleure cole, les lves nayant pas le droit de voter pour lcole dont
ils avaient la charge. Afin de rendre les prsentations plus dynamiques, on encouragera les
lves avoir un support visuel (posters, brochures, diaporama). Le groupe en charge de
lcole qui a remport le plus de voix pourra voir sa note bonifie si lenseignant le souhaite.
Liste des coles possibles pour le scnario 2 :
www.stmarg.ca
www.hockaday.org
www.gprep.org/
www.harrowschool.org.uk

www.misshalls.org
www.gfs.org
www.reeds.surrey.sch.uk/
www.cardigan.org

www.littleflowerhighschool.org
www.wycombeabbey.com/
www.chamberlain-hunt.com/
www.stcatherinesacademy.org

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www.sac.on.ca
www.etoncollege.com.
www.columbusschoolforgirls.org/about-csg/index.aspx

www.tonbridge-school.co.uk/

Mise en uvre:
Les lves suivront le scnario retenu par leur enseignant dans leur manuel p. 39.
Afin de les guider et de les aider dans leur prparation, des conseils sont prodigus p. 39.
Il nous semble plus judicieux de faire faire le travail de prparation des prsentations la
maison ou en classe (dans une salle informatique pour les recherches du scnario 2) et de
fait dautoriser les lves navoir que des notes sous la forme de mots cls uniquement.
Grille dvaluation ( titre indicatif)
Vocabulaire
Utiliser un vocabulaire prcis et vari
Remobiliser les mots et expressions nouvelles

0 1 2 3 4

Correction grammaticale
viter les erreurs lmentaires
Sauto-corriger au besoin

0 1 2 3 4

Prononciation / intonation / dbit


Accentuer les mots porteurs de sens
Respecter les groupes de souffle
Adapter son dbit

0 1 2 3 4

Cohrence / organisation des ides


Recourir des mots de liaison

0 1 2

Contenu
Prsenter / dcrire
Justifier / expliquer

0 1 2 3 4

Attitude lors de la prise de parole


Regarder lauditoire et parler assez fort
viter les pauses trop longues / recourir des gap fillers
Jouer son rle

0 1 2

Bonus
Prsentation originale et dynamique, cration dun diaporama

Jusqu + 2

Total des points

Reading Corner

/ 20

MANUEL P. 40-41

Les fiches dexploitation se trouvent sur le site compagnon, les corrigs p. 381-383 de ce Fichier.

Prolongements possibles lunit


> valuation sommative de PPC (p. 325 de ce Fichier)
> Fiche Apprendre apprendre : fiche dtachable, facilitant la mmorisation des structures
grammaticales et du lexique (Workbook p. 101-102, corrigs p. 275-276 du manuel).

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Change the World

Vision davenir

Tche finale (p. 51): You are taking part in a poetry contest. Choose a poem or a song you
like or write your own. Recite it in front of the audience and explain your choice.
Activits langagires
1. Tune In!
(p. 42-43)

2. His Libraries
Change Lives
(p. 44-45)

3. What If?
(p. 46-47)

Contenus

Prolongements tches / aides

POI

- Comprendre une bande


dessine
- Remettre des bulles dans
lordre et justifier son choix
- Jeu de rle

- Improve your Speaking Skills p. 50


- Fiche Workbook p. 13 (Play with
words)

CE

- Trouver les informations


essentielles
- Acqurir des stratgies de
lecture pour comprendre le
sens des mots inconnus

- Fiche Workbook p. 14 17
- Language at Work p. 48-49

POI / PPC

- Jeu de rle
- Choisir la meilleure illustration et justifier son choix

Improve your Speaking Skills p. 50

CO

- Discours de Malala Yousafzai


- Vido : Invest In Me

- Fiche Workbook p. 17-18


- Fiche sur le site compagnon

PPC

Exploitation de limage

Parler dune image fixe p. 228-229

CE / POI /
PPC

- Trouver les ides cls


- Rendre compte des informations collectes
- Analyser le message dune
chanson

PE

crire un article

Relire son devoir p. 226

PPC

- Choisir une chanson


- Justifier son choix et sa
prfrence

Enrichir sa prise de parole p. 232-233

Lactivit langagire principale de cette unit est la PPC (prise de parole en continu).

1. Tune In!

MANUEL P. 42-43

1. Understanding the comic strip


Mises en uvre possible :
On projettera la BD de Calvin and Hobbes en se concentrant tout dabord uniquement sur
la premire vignette pour identifier la situation.
Puis, livre ouvert, on laissera aux lves le temps de prendre connaissance de lensemble
de la BD. En saidant du mot spaceman, on sassurera que la situation est claire pour tous.

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Productions possibles :

a.

Calvin is Spaceman Spiff. The scene takes place in a spaceship. He must be dreaming. Its
a fantasy. He dreams he is a super spaceman with super powers. In his dream, Calvin is
a hero, an astronaut flying in his spaceship and having incredible adventures, but he has
a problem with his spaceship. He nearly crashes but he manages to make an emergency
landing. He has a close shave.

b.

In reality Calvin is at school and is daydreaming. He is suddenly asked a question by the


teacher. He gets the right answer, but it is pure fluke because he was not paying attention
at all.

2. Matching game
a.

E. D. B. C. G. F. A.

b.

First, the spaceman is hit and will crash. Calvin is in danger. He is clever enough to manoeuver,
he acts with remarkable swiftness to avoid death. Time is limited. Suddenly the teachers
voice can be heard and Calvin manages to save his life and answer the question.

3. Role play
Well, Hobbes, I daydream because I am always bored in class. I find it hard to concentrate
and I cant stand answering the teachers trivial questions. I wish I could be somewhere
else, escape from school and go on an adventure. I wish I were a fearless astronaut
travelling through space, taking risks and having close shaves.
In class one day, when I was finding it difficult to pay attention to the teacher, I dreamt that
I was on an important mission to save the Earth in my spaceship. It was a thrilling adventure
during which I was caught by surprise by some vicious aliens, who I eventually managed
to overcome. When returning home, I had a serious problem with my spaceship as I tried
to land and in the end I had to make an emergency landing. I was brave and survived the
crash but my spaceship was in need of repair, so that was all the flying I would do that
day. I eventually awoke with a start to the sound of my teachers voice. She was telling me
to answer properly as I had mumbled my answer in my sleep. I hate answering questions!
Anyway, I am fed up with dreaming about being an astronaut, Im feeling bold so I am
going to write a letter to NASA and try to become a real astronaut. It is difficult for them
to say no, I think. After all, I am a hero!

4. Play with words


Corrig de la fiche du Workbook (p. 13)
a. success failure
- succeed fail
- manage to fail to
- equal unequal
- equality inequality

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Unit 3

- fair unfair
- privileged underprivileged
- hopeful hopeless
- imaginary real
- open-minded narrow-minded

b. He fulfilled his dream. His dream came true.


c. - He overcame many obstacles. - Nous vaincrons un jour. - Ils ont atteint leur but.
d. - He was very happy because he managed to win.
- He was unhappy because he took an exam and failed.
- Martin Luther King believed in brotherhood. He wanted to break down barriers between
the Whites and the Blacks.
- Mandela stood up for the rights of Blacks in South Africa.
- He wanted to bridge the gap between the two communities.
2

a. success succeed difficult difficulty defend


b. 1. ostacle advantage opportunity achieve prevent fulfil optimistic determined
2. Premire syllabe : obstacle
Deuxime syllabe : advantage achieve prevent fulfil determined
Troisime syllabe : opportunity optimistic

2. His Libraries Change Lives

MANUEL P. 44-45

1. Key facts
Corrig de la fiche du Workbook (p. 14 17)
Part 1
a. association caritative / organisme humanitaire
b. - John Wood
- Vietnam, America / Mekong Delta / McDonalds
c. - 10,000,000: number of books in Woods libraries
- hundreds: local children who had access to the books
- 12,000: libraries he created
- 1,500: schools opened thanks to Room to Read
- 6: new libraries which open every day
- 1.08: number of new McDonalds outlet opened each day
d. - his (l. 1): John Wood - they (l. 3): the books he brought
e. - founded: a fond - embraced: ont pris dans leur bras - treasures: trsors
f. - cheered: criaient leur joie - fastest-growing charities: les associations caritatives au
dveloppement le plus rapide - outlet: magasin, boutique, (ici) restaurant
g. - rarest: rare + est: le plus rare
- fastest-growing: fast + est + grow + ing: au dveloppement le plus rapide
h. John Wood went to Vietnam to hand out his 10 millionth book at one of the libraries he founded
thanks to his charity, Room to Read. Lots of local children were overjoyed to receive the books,
because thanks to Wood, they can have access to education and culture. Woods charity is
developing at an incredible pace, and has opened 12,000 libraries and 1,500 schools worldwide.

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Part 2
a. - 450: children in a school in Nepal - 1998: beginning of the story, Wood went to Nepal
- 2000: date when Room to Read was founded
b. Marketing Director for Microsoft
c. - delivered: livr - caravan: caravane - local: locaux, du coin - quit: quitta - founded: fonda
d. 1. - remote: recule - insane: fou
2. chanced upon: tomba par hasard sur
e. 1. John Wood - local children - Woods girlfriend
2. - it (l. 1): the story - he (l. 4): John Wood
f. 1. Name of the organisation: Room to Read Name of its creator: John Wood
Places of activity: Nepal schools Year of creation: 2000 Goal: reduce illiteracy
Characteristics: deliver books to remote schools
2. - There are a lot of books in the Mekong Delta library. False: it had no books to speak
of (l. 2) - It was not so difficult to deliver the books to Nepal. False: delivered a mountain
of books by a caravan of donkeys (l. 3)
3. The local children were deliriously happy (l. 4 )
Part 3
a. - cost: cot - frustrated: frustr - illiterate: illettr - solution: solution - guarantee:
garantie - advantage: avantage - perpetuate: perptuer - poverty: pauvret - reverse: inverser
- notion: notion - educated: duqu
b. - im + poverish + ed: appauvries, ici pauvres - for + ever: pour toujours
- in + expensive: peu chre
c. - supports: vient en aide - drop out: quitte lcole - he mused: se faisait-il la
rflexion
d. low: bas, peu cher
e. - he: John Wood - me: the reporter (Nicholas D. Kristof) - this: the solution i.e. the books
- it: the solution - we: the people / the charity
f.
- 13,500
- 793 million
- 20
- 100,000
- 50 million
- 50

- Number of poor girls who could leave school.


- Number of people who cannot read or write in the world.
- Years when millions of children will be able to go to a library.
- Number of libraries that could open in the future.
- Number of children who could benefit from the project in the future.
- Time when any child can get educated whatever his / her social
background.

g. 1. impoverished girls
2. If they had access to books, libraries, education, their life would improve.
3. The charitys ultimate goal is for everybody to have the opportunity to get an education and
eradicate illiteracy in poor countries or remote areas of the world. They want millions of children
to be able to go to libraries, regardless of where they were born or their social background.

50

Unit 3

ACTION!
a. John Wood is a former big executive from the Microsoft corporation. He quit his job
to help people who are deprived of education. He was moved by his experience in Nepal
and decided to become a philanthropist, thats why he created his charity to give equal
opportunities to destitute children.
b. The charitys name is Room to Read and it was created in 2000. Its goal is for everybody to have the opportunity to get a fair deal and increase the literacy rate in poor
countries or remote areas of the world. They want millions of children to be able to go to
libraries, regardless of where they were born or their social background. Wood is committed
to bridging the gap between the haves and the have-nots. He is even more determined
when the cost of such actions is so low: it only takes a few books to make hundreds of
thousands of children happy and to fight against inequalities.
c. John Wood and Room to Read delivered 10 million books to the library in the Mekong Delta
village thanks to caravans of donkeys. This philanthropic gesture will help disadvantaged
children to be on an equal footing with children in rich countries concerning education.
Woods goal is to take measures against illiteracy and to give the same opportunities to
all children, so that they can have better prospects.

2. Act it out!
Productions possibles :

a.

I remember when I first met John Wood, the big executive. He arrived at our school by chance
while I was teaching a class. He could not believe that we only had a few books at the school
and after the visit he told me that he thought everyone should get a fair deal when it comes
to education. Anyway, some time after his visit, he returned to the school and brought with
him more books than we had ever seen, it was like a dream. He said that he was committed
to helping disadvantaged children and that he was going to quit his job so he could take
measures to provide equal opportunities to every young learner.

b.

Mum, Dad! Youll never believe what happened at school today! It was amazing. Mr Wood
came back to our school with lots and lots of books, we were all so excited. He is a real
philanthropist and he explained to us that inequalities should not exist in education when
the solution is so simple. He said that many children are deprived of opportunities and by
providing the books maybe this can change. He also told us that he would quit his job so he
can commit to improving the literacy rate around the world. He is our hero and we promised
to write to him to let him know how we are getting on.

3. Because Im a girl
Script de lenregistrement (CD1 piste 16, 3:08)
Part 1 (from the beginning to 1:14)
Dear friends, on 9 October 2012, the Taliban shot me on the left side of my forehead. They shot
my friends, too. They thought that the bullets would silence us, but they failed. And out of that

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silence came thousands of voices. The terrorists thought that they would change my aims and stop
my ambitions. But nothing changed in my life except this: weakness, fear and hopelessness died.
Strength, power and courage was born. (applause) I am the same Malala. My ambitions are the same.
My hopes are the same. And my dreams are the same.

Part 2 (from 1:15 to the end)


Dear brothers and sisters, we want schools and education for every childs bright future. No one can stop
us. We will speak up for our rights and we will bring change to our voice. We believe in the power and
the strength of our words. Our words can change the whole world because we are all together, united for
the cause of education. Dear brothers and sisters, we must not forget that millions of people are suffering from poverty, injustice and ignorance. We must not forget that millions of children are out of their
schools. We must not forget that our sisters and brothers are waiting for a bright, peaceful future. So, let
us wage, so let us wage a glorious struggle against illiteracy, poverty and terrorism, let us pick up, let us
pick up our books and our pens, they are our most powerful weapons. One child, one teacher, one book
and one pen can change the world. Education is the only solution. Education first. Thank you.

Corrig de la fiche du Workbook (p. 17-18)


a. - power: powerful / powerless

- hope: hopeful / hopeless

- peace: peaceful

b. - strong: strength - weak: weakness - hopeless: hope


- poor: poverty - just: justice, injustice - illiterate: illiteracy
c. - courage - silence - voice - terrorism - weapon
d. Taliban shot silence failed terrorists weakness fear hopelessness strength
power courage ambitions hopes dreams
Repeated words: silence change ambitions
e. Date: 9 October 2012 Who? the Taliban Malala Malalas friends
Goals: to silence her to change her aims and stop her ambitions
Consequences for Malala: Nothing changed in her life except she found strength, power
and courage. Weakness, fear and hopelessness died.
f. Malala and her friends were shot by the Taliban because they were trying to stop her
from raising her voice against them. However, it made her become stronger and more
powerful. It did not change her ambitions, hopes and dreams.
g. school education child future speak up rights change power strength words
together united suffering poverty injustice ignorance bright peaceful struggle
illiteracy terrorism books pens powerful weapons
Repeated words: education future change power words we must not forget book pen
h. For: school and education for every child speaking up for rights standing together
a bright and peaceful future changing the world
Against: poverty injustice illiteracy terrorism ignorance
How? by being united for the cause of education by transforming our books and our pens
into powerful weapons
i. One child, one teacher, one book and one pen can change the world. Education is
the only solution. Education first.

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Unit 3

ACTION!
Malala fights for every child in the world because she believes that everyone has the right
to an education. She thinks going to school is essential because it will change the childrens
lives. Indeed, it will help them have a better life without poverty, injustice and ignorance.
They will have better prospects. She believes education is the only way to change mentalities and to fight terrorism.

4. Watch a video: Invest In Me


N.B. : la fiche lve, son corrig, le script et lexploitation de lextrait se trouvent sur le site
compagnon.

5. My favourite poster
Production possible :

I chose the first photo because, in my opinion, it illustrates that the whole world has the right
to be educated. It represents Room to Read because it displays the messages which are
key to the organisation, such as fighting illiteracy and providing opportunities for everyone.
Everyone should be given equal opportunities and access to education wherever they are
from, rich or poor. It also shows with the graduation cap, that we can all succeed. Woods
objective is to reach out to people and provide the materials to learn, i.e. the books, and
if the children choose to take advantage of this, then who knows what they can achieve
in life. We all need a place to start and Woods start is providing books to the world, as is
illustrated in the poster.
Grille dvaluation de la prise de parole
Compte rendu clair et audible

0 1 2

Compte rendu complet et organis

0 1 2 3 4 5

Prononciation

0 1 2 3 4

Correction de la langue

0 1 2 3 4

Richesse de la langue

0 1 2 3 4

Utilisation des gap-fillers

0 1
Total des points

/ 20

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3. What If?

MANUEL P. 46-47

1. Get ready
Mise en uvre possible :
Le travail pourra tre men collectivement ou donner lieu un travail en binmes suivi
dune reprise collective.
En dbut danne ces questions pourront aider les lves analyser le document :
What does the gap / chasm symbolise?
What does the heart in the middle symbolise?
What are the artists goals? Is the message optimistic or pessimistic? Why?

Productions possibles :

We are immediately struck by the two trees on either side of the chasm. The two trees
meet above the chasm. It could stand for people living in two different worlds, countries or
continents. The gap, the great divide, may symbolise the limit between the North and South,
developing and developed countries, different ethnic groups or religious groups, people
who are enemies, borders between countries. It may symbolise cultural differences: food,
lifestyle, religion, values.
The heart suggests that people have tried to bridge the gap, that is to say to overcome
prejudices, to have relations / contacts / exchanges with people on the other side. These
people are trying to break down barriers.
It seems to be a long and difficult process that will take a long time.
The message is quite optimistic because it means that everything is possible when we make
an effort and try to overcome our differences. This illustration is idealistic and hopeful, the
artist is committed to peace and communion between people. If everybody cooperated,
this dream could come true.

2. Find the key information


a.

- He wants us to forget about good and evil. - He wants people to be free from all judgement.

b.

You refers to us, the listeners of the song.

c.
Dreams
Stanza 1

Theres no heaven
No hell
Only sky

All the people living for today

Stanza 2

Theres no countries
And no religion too

Nothing to kill or die for


All the people living life in peace

Someday youll join us

The world will be as one

Chorus
(Stanzas 3 and 5)

54

Consequences

Unit 3

Stanza 4

d.

Dreams

Consequences

No possessions

No need for greed or hunger


A brotherhood of man
Sharing all the world

This a committed song. John Lennon denounces all the causes of division and the sources
of conflict: selfishness, violence and greed. In a world without nationalism / jingoism there
wouldnt be any wars / conflicts, any casualties, any disputes over territories, any reason to
kill. He also denounces religious intolerance. He would like to abolish all borders / barriers
between countries and religions / eradicate all jealousy and rivalry between men. He would
like people to help one another / live peacefully like brothers and not enemies. In stanza
4 he denounces the materialistic world in which we live and which leads men to envy and
jealousy. He dreams of a better world in which solidarity would be the rule. Finally, he urges
people to dream / keep dreaming and accept others as they are and to live in a unified and
peaceful world. He urges other people to dream of a better world too, and to act for peace.
He wishes he could convince as many people as he can. He wishes people were more
respectful / open-minded / generous / kind with one another. He wishes people believed in
this dream / a peaceful world. He hopes his dream will come true one day. He is confident /
optimistic in the future. He longs / yearns for a better world.
N.B. : on pourra inviter les lves donner leur opinion sur la chanson.

Productions possibles :

I believe that this is a utopia / idealistic, nave, this is not possible. To my mind, if everyone
tried to be a bit more friendly with one another, the world would be a better place. This vision
is too optimistic: politics and religion are too important in the world / this dream represents
an ideal; Id like to believe in it. It is an anti-religious, anti-nationalist and anti-capitalist song.
It is a protest song, the song of a peace activist.

3. Action!
The Songs that Changed History.
Imagine theres no heaven, imagine no countries, imagine no possessions. No one says it
better than John Lennon. The lyrics urge the listener to imagine a world at peace without
the barriers of borders or religions and nationalities, which are often a cause of war. He
wants us to live a life unattached to material possessions. Although Lennons utopia can
seem idealistic, he remains one of the worlds greatest peace activists. He was committed to his optimistic view of how the world could be and hoped that people could help and
respect one another, therefore avoiding conflict and rivalry. The song is still significant
today as many see it as an anthem of solidarity against jingoism and extremism. One day
his dream may come true. Thats why this CD would not be complete without this song.

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Grille dvaluation de la production crite


Respect de la forme

0 1 2 3 4

Arguments donns

0 1 2 3 4 5

Richesse de la langue

0 1 2 3 4 5 6

Correction de la langue

0 1 2 3 4 5
Total des points

/ 20

4. Song Corner
a.

Rponse libre

b.

I decided to choose Bob Marley, Get Up Stand Up. It is a song inspired by Marleys upbringing
in Jamaica, where he had to fight for respect and acceptance for his Rastafarian religion.
Like all great songs, it conveys a simple message with great importance. Marley encourages
us to take action to avoid oppression. Everyone has the right to choose what they believe
in and Marley gives us the strength to fight for our beliefs. He also suggests that we are all
God, all part of the same global consciousness, the same being with the power to create
our own destiny, when he says Almighty God is a living man. Like Lennon, Marley shows
his optimism for a utopian dream where there is solidarity and unity between us. They both
want to believe in a world where people overcome their differences and are able to bridge
the gap between all the communities. We have here two truly inspiring messages from two
visionary songwriters.

Language at Work

MANUEL P. 48-49

a. Formes verbales soulignes : would + be will + become


Bulle 1 : prtrit simple
Bulle 2 : prsent simple

b. If + prsent, will + BV
If + prtrit, would + BV
c. Si mes rves se ralisaient, je serais la personne la plus heureuse sur terre.
Si elle gagne le concours de chanson, elle deviendra clbre.
Les formes verbales employes sont les mmes en franais.
a. Wish exprime le regret de la situation prsente.

b. Cest un prtrit qui est utilis dans la subordonne.


c. Ils regrettent de ne pas avoir dargent pour faire ce quils veulent.
Elle regrette de ne pas vivre dans une maison plus confortable.
Le pote regrette que les gens ne soient pas plus respectueux de lenvironnement.
John Wood regrette que plus de jeunes filles ne soient pas duques dans les pays en voie
de dveloppement.

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Unit 3

Lenfant regrette que ses parents ne lui permettent pas de faire ce quil veut.
On observe que le franais utilise une infinitive aprs de et le subjonctif aprs que et
une formulation inverse langlais : ngative quand on avait une forme affirmative en anglais
et affirmative l o on avait une forme ngative.
d. If only they had money to do what they want!
If only she lived in a more comfortable house!
If only people were more respectful of the environment!
If only more girls were educated in developing countries!
If only his parents allowed him to do what he wants!
Si seulement ils avaient de largent pour faire ce quils veulent !
Si seulement elle vivait dans une maison plus confortable !
Si seulement les gens taient plus respectueux de lenvironnement !
Si seulement plus de jeunes filles taient duques dans les pays en voie de dveloppement !
Si seulement ses parents lui permettaient de faire ce quil veut !
3

a. On utilise un prtrit, was ou were. Pour le verbe be, on na pas was mais were, toutes
les personnes.
b. la langue courante.

Its time est aussi suivi dun prtrit simple (valeur imaginaire).
Il est grand temps que nous commenions ragir.

Entranez-vous
1

1. E 2. D 3. A 4. B 5. C

- If I were as small as a mouse, I would be practically invisible and would go everywhere and
spy on people.
- If I won a million dollars, I would travel around the world / abroad, I would buy a lovely
house, I would save money for my future studies, I would buy lots of presents for my friends,
I would have a big party with all the people I love.
- If I didnt have to work late at night, I wouldnt be so sleepy in the morning.
- If teachers were replaced by computers, I would stay at home, I wouldnt have to get up
early in the morning, I wouldnt have to go to school.
- If school wasnt compulsory, I wouldnt know what to do. / I would not learn anything.
- If guns disappeared, the world would be a better place. / fewer people would die.
- If I lost my mobile phone, I would be miserable, I wouldnt be able to keep in touch with
my friends.
- If I won the lottery, I wouldnt have to work.
- If work didnt exist, people would be on holiday all the time.

It will be terrible, if I lose my mobile phone.


It will be a disaster, if I lose all my pocket money.
It would be awesome, if I could go on holiday with my friends. / go out on Saturday night.
I would be surprised, if he didnt invite me for his birthday.

Rponses libres

Unit 3

57

Un i t

Change the World

On your Own!
I wish / If only... / It would be great if...
- pupils were able to have all their afternoons free.
- the cafeteria served fries and ice creams everyday / the food was better, the place was
not as noisy.
- I didnt have any homework to do / I only had homework in the subjects I like.
- I could create my own timetable: I would only work from 10 to 12 in the mornings and 2
to 4 in the afternoons.
- teachers didnt give us any work to do and didnt complain about our being lazy, and were
happy with us all the time.
- I didnt have to learn but knew everything without working!

Improve Your Speaking Skills

MANUEL P. 50

a. b. c. d. e. (CD1 piste 17, 0:52)


I have
a dream | that my four little children will
one day live
in
a nation |
where they will not be judged by the color
of their skin | but by the content
of their
character. |
I have
a dream today! |
I have
a dream | that
one day, | right there
in
Alabama | little black boys
and black girls will be able to join hands with little white boys
and white girls |
as sisters
and brothers. |
I have
a dream today! |

Prolongements possibles :
1. Faire ressortir les similarits entre cet extrait du clbre discours de Martin Luther King
et la chanson de John Lennon
Ceci pourra donner lieu un :
travail individuel en classe ou la maison ;
travail en binmes ou en groupes, avec dsignation dun ou de plusieurs rapporteurs, prise
de parole en continu et reprise collective.

Productions possibles :

M.L.K. lists the problems he was confronted with at that time in the USA: he mentions the
colour of his skin. He also mentions Alabama, which is a southern state where segregation
and racism were very strong. The Civil Rights Act was only signed in 1964. At the same time,
his vision is peaceful and optimistic. He wants his children not to be judged by the colour
of their skin, on racist grounds, but for themselves and who they are. He believes people
are created equal by God.
I believe King and Lennon share similar goals and are both optimistic: they both want people
to realise that adults or children are all equal and can live like brothers and sisters / that
love should motivate people and not hatred.
The image of joining hands reminds me of Lennons song and of the illustration.

58

Unit 3

Lennon wants people to believe in a world as one and King refers to an ideal nation where
everyone could live in harmony with the rest of the population.
Lennon urges people to join him in his dream when he repeats imagine and King repeats
I have a dream as if to convince people. He dreams of a day when all barriers between people
will be abolished and when the colour of ones skin will not make any difference. I believe it is
beautiful to finish on an optimistic note with the word today: he wants to act for peace now.
2. Les professeurs qui le dsirent pourront faire rechercher des informations complmentaires sur M.L. King, par exemple sur le site suivant :
www.myhero.com/myhero/heroprint.asp?hero=MLK3_southern_ms_2008_ul
2

a. Les verbes ne sont pas conjugus (base verbale), la plupart des dterminants et les
adjectifs possessifs sont limins.
b.
Quand ?

Qui ?

on Tuesday, October 9,
2012, 15

a year later, 16

Malala

Verbes / Actions
be shot in the head
come back from school
be taken to hospital
be operated on in Birmingham
deliver a speech at United Nations Headquarters
defend the right of women to go to school
become a symbol of peaceful protest
youngest nominee for Nobel Peace Prize

Your Task

MANUEL P. 51

Scnario 1
Le pome / discours / chanson peut aussi tre appris(e) par cur et rcit(e) en classe :
CD1 piste 18 (Peace of Patience, from the beginning to 0:37 Listen to the MUSTNTS, from
0:38 to the end)
Critres dvaluation
Voix claire et audible

0 1 2

Implication personnelle, ton juste

0 1 2 3

Intonation

0 1 2 3

Ralisation des liaisons consonne-voyelle

0 1 2 3 4

Accentuation des mots porteurs de sens

0 1 2 3 4

Prononciation correcte

0 1 2 3 4
Total des points

/ 20

Unit 3

59

Un i t

Change the World

Scnario 2
Mise en uvre :
Travail individuel ou en binmes ou groupes.
En classe ou la maison.
Les pomes pourront tre projets, comments et corrigs en classe.
On pourra lire le meilleur pome, on pourra lafficher, limprimer dans le journal du lyce,
ou le mettre sur le site du lyce, sil y en a un.
Des exemples de pomes pourront tre trouvs ladresse suivante :
www.globalclassroom.org/mlk.html
Grille dvaluation de la production crite
Respect de la forme

0 1 2 3 4

Pome original et intressant

0 1 2 3 4 5

Richesse de la langue

0 1 2 3 4 5 6

Correction de la langue

0 1 2 3 4 5
Total des points

/ 20

Proposition de corrig :
I have a dream
Of a world free of conflict
Where jingoism and jealousy
Are things of the past.
I believe all that is needed
For this dream to come true
Is to respect one another,
And put all rivalry behind us.

Reading Corner

MANUEL P. 52-53

Les fiches dexploitation se trouvent sur le site compagnon, les corrigs p. 383-385 de ce
Fichier.

Prolongements possibles lunit


> valuation sommative de PPC (p. 326-328 de ce Fichier)
> Fiche Apprendre apprendre : fiche dtachable, facilitant la mmorisation des structures
grammaticales et du lexique (Workbook p. 103-104, corrigs p. 276 du manuel).

60

Unit 3

Uni t

Destination UK

Sentiment dappartenance

Mmoire

Tche finale (p. 67): You are going to participate in a quiz show on British culture.
Answer the hosts questions or, in groups, test the other team. Get the best score to
win the contest.
Activits
langagires

1. Tune In!
(p. 58)

2. Take a Tour
(p. 59)

Contenus

Prolongements tches / aides

PPC

Comprendre la carte du RoyaumeUni, les emblmes des pays ainsi


que certains repres culturels

- Carte du Royaume-Uni sur le rabat


avant du manuel
- Fiche Workbook p. 19-20 (Play with words)

CO /
PPC

- Un micro-trottoir : interview de
citoyens britanniques
- Rendre compte des informations
collectes

Fiche Workbook p. 20-21

CO

Vido : Visit Britain

Fiche sur le site compagnon

CE /
PPC

Associer des descriptions des


images

Fiche Workbook p. 21

POI

Prparer un voyage en
Grande-Bretagne

Enrichir sa prise de parole p. 232-233

POI

Faire deviner des plats et recettes


britanniques

Fiche Workbook p. 22

CE /

3. Food,
PPC
Glorious Food
(p. 60)

4. The Perfect
Brit
(p. 61)

5. Home,
Sweet Home
(p. 62)

- Aller chercher des informations


sur un site Internet
- Rendre compte des informations
collectes

CO

Comprendre une mission de


cuisine : la recette du trifle

Fiche Workbook p. 22-23

PPC

Justifier son choix et sa prfrence

- Enrichir sa prise de parole p. 232-233


- Language at Work p. 206

PPC

- Ragir un cartoon aprs avoir


mmoris des informations
- Travailler la prononciation

- Parler dune image fixe p. 228-229


- Fiche Workbook p. 23

CO

Comprendre la raction dun


Britannique

Improve Your Listening Skills p. 66

PE

Crer un dessin humoristique


similaire

CE

- Texte de Sue Townsend


- Pome de D.H. Lawrence

Fiche Workbook p. 24

CO /
PPC

- couter des biographies dauteurs


britanniques
- Rendre compte des informations
collectes

Improve Your Listening Skills p. 66

CO

couter un pome

Pour mieux parler p. 234-239

PPC

- Sentraner dclamer un pome


- Travailler la prononciation

Fiche disponible sur le site compagnon

PE

crire un courriel une famille


daccueil britannique

Improve Your Writing Skills p. 208

Unit 4

61

Un i t

Destination UK

Activits
langagires
6. Royals in
the Limelight
(p. 63)

Contenus

Prolongements tches / aides

CE

Dcouvrir la vie dune reine

CO /
PPC

- Regarder une bande-annonce de


film
- En rendre compte la classe

Enrichir sa prise de parole p. 232-233

PE

- Crer une frise chronologique


- crire une critique de film

Parler dune image anime p. 230-231

Lactivit langagire principale de cette unit est la CO (comprhension orale).

1. Tune In!

MANUEL P. 58

Ltude de cette page peut se prparer avec laide de la carte des les britanniques disponible
sur le rabat avant du manuel (au cas o les lves auraient une vision floue de ces notions
gographiques) et des Fast Facts p. 244-245.

1. A united country?
a.

The United Kingdom (the UK) is composed of four different countries: England, Scotland,
Wales and Northern Ireland.

b.

The emblem of England is the red rose. The emblem of Scotland is the thistle. The emblem
of Wales is the daffodil, but also the leek and the dragon. The emblem of Northern Ireland
is the shamrock.

c.

The English Parliament is easily recognisable. It is represented on the map by the tower
known as Big Ben. In reality, Big Ben is right next to the Houses of Parliament, in London.
The Scottish Parliament is situated in Edinburgh, and the Welsh Assembly is located in Cardiff. Finally, the Northern Irish Parliament is referred to as Stormont, and it is in Belfast. The
House of Keys, which is on the Isle of Man, is this islands own parliament.

d.

Obviously, English is the first language spoken in the UK. However, you can see people speaking other languages on the map. For example, in some remote parts or in the countryside,
you can hear people speak Gaelic. In Wales, people speak a dialect very few foreigners can
understand. Even in Scotland, they speak English with a very different accent and specific
Scottish words.

e.

Hadrians Wall is a wall built by Emperor Hadrian in 122 A.D. to defend the Romans from
their enemies, the Barbarians. The wall used to spread from sea to sea, and is 73 miles
(117 kilometres) long. Some of it still stands today. It was built not far from what is now the
English-Scottish border.

f.

The two men on either side of the wall are having an argument and seem to be about to fight.
One of them is Scottish and the other one is English. They obviously dont understand each
other. They embody the cultural differences that exist in the UK. They must be prejudiced
against each other.

g.

The North-South Divide corresponds to the economic and cultural differences between
Northern and Southern England.

62

Unit 4

Informations complmentaires
Il est important que les lves prennent conscience des diffrentes entits constituant le
Royaume-Uni pour viter de froisser les susceptibilits lorsquils se rendront outre-Manche.
Ils devraient ainsi savoir que le nom complet du Royaume-Uni est the United Kingdom of
Great Britain and Northern Ireland depuis 1922 (le Pays de Galles fait partie de lUnion
depuis 1536, lcosse depuis 1707 et lIrlande depuis 1801). Le drapeau sappelle dailleurs
the Union Jack et rsulte dune superposition des croix de Saint Georges, Saint Patrick et
Saint Andrew, les saints patrons de lAngleterre, de lIrlande et de lcosse. LAngleterre
constitue le plus grand pays de lUnion : 130 410 km2 (sur un total de 244 023 km2) et
abrite environ 84 % de la population. Depuis 1707, la capitale du Royaume-Uni est Londres.

2. Play with words


Corrig de la fiche du Workbook (p. 19-20)
a.

SCOTLAND

NORTHERN
IRELAND

ENGLAND

GREAT BRITAIN

WALES

THE UNITED KINGDOM

THE BRITISH ISLES

Unit 4

63

Un i t

Destination UK

b. There are four different countries in the United Kingdom: England, Scotland, Wales and
Northern Ireland. If you talk about Great Britain, then you dont include Northern Ireland.
Everyone from Britain is British, but only people from England are English. People from
Scotland are Scottish, people from Wales are Welsh and people from Northern Ireland
are Northern Irish. Dont call the Scots or the Welsh English: they wont like it!
c. - Scotland is a land of lakes (or lochs), mountains and romantic castles.
- Northern Ireland has a very green landscape due to the rainy weather. The cliffs along
the coast are really impressive.
- Wales is known for its stunning valleys and green fields. You will see many sheep eating
grass in the hills.
Script de lenregistrement (CD1 piste 21, 2:46)
Presenter: Good morning to you, welcome to BBC radio. Today, I am interviewing three UK nationals who have varied views on Britishness. Can you introduce yourself and tell us how you feel
about being British?
David Sinclair: Good morning, my name is David Sinclair. I am 54, and I work in a hospital. I
was born in Scotland, and now I live in England. I have never lost my Scottishness, but feel British
and wouldnt support Scottish independence. For me, Britishness means the Royal Family and its
traditions. They are important because of what the Queen has given to the country, but also because
she brings unity to this country.
Jane Evans: Hello, I am Jane Evans. Im 31 and a gallery director in London. Im from Cardiff, and
when I travel abroad and people ask, What nationality are you? I always say Im Welsh before
I say Im British. Wales is really important to me; its where I grew up. My childhood will always
be associated with the Welsh language and culture, and I feel it is essential to remember where you
come from. The United Kingdom, it is a country of immigration: our society is full of different
clothes, colours, foods, traditions... This multicultural society is now what makes up Britain.
Jay Singh: My name is Jay Singh, Im 49 years old and Im an office cleaning supervisor. I was
born in Sri Lanka but have lived in the UK since 1970. My father worked for an international bank
and brought his family here. I remember how cold it was when we first came. I had never seen
snow before. Now, I feel British rather than Sri Lankan, and I no longer have a Sri Lankan passport.
To me, Britishness means you have to obey the law and be polite to people. If an old lady is trying
to cross the road, I look at her and say, Come on, Ill help you across. Britishness means a lot to
me. I respect other people, and expect that respect back.

3. A street survey
a. Corrig de la fiche du Workbook (p. 20-21)
David Sinclair
a. - age: 54 - job: works in a hospital - place of birth: Scotland
- place of residence: England - nationalities mentioned: British, Scottish
b. Royal Family, traditions, important, Queen, given, country, brings, unity

64

Unit 4

c. Does
he feel
British?

Yes

Arguments given

never lost his Scottishness doesnt support Scottish independence The Queen brings unity to the country. The Royal Family
and its traditions are important for him.

Jane Evans
a. - age: 31 - job: gallery director - place of birth: Cardiff
- place of residence: London - nationalities mentioned: Welsh, British
b. country, immigration, different, clothes, colours, foods, traditions, multicultural society,
makes up, Britain

c. Does
she feel
British?

No

Arguments given

Wales is really important where she grew up childhood associated with the Welsh language and culture + essential to remember where you come from The UK is a country of immigration:
different clothes, colours, foods, traditions (multicultural society).

Jay Singh
a. - age: 49 - job: office-cleaning supervisor - place of birth: Sri Lanka
- place of residence: the UK - nationalities mentioned: British, Sri Lankan
b. obey, law, polite, people, old lady, cross, road, help, across, respect
c. Does
he feel
British?

Yes

Arguments given

You have to obey the law and be polite. help an old lady cross
the road I respect other people, and expect that respect back.

ACTION!
The first interviewee is named David Sinclair. He is 54 and works in a hospital. He was born
in Scotland but lives in England. He feels British because for him Great Britain stands for
the Royal Family and its traditions which are very important for him. In his opinion, the
Queen brings unity to the country.
The second interviewee is Jane Evans. She is 31 and works as a gallery director. She is
Welsh and was born in Cardiff, but she now lives in London. Contrary to David, she doesnt
feel British because Wales is really important for her, this is the place where she grew up.
The Welsh language and culture left a big impact on her childhood. Moreover, she also
reminds us that the UK is a country of immigration and a multicultural society.
Finally, the last interviewee is Jay Singh. Hes 49 and works as an office-cleaning supervisor. He was born in Sri Lanka and immigrated to the UK, where he now lives. Unlike Jane,
he feels British because he identifies with British politeness and respect for other people.

Unit 4

65

Un i t

b.

Destination UK

The three people interviewed are three UK nationals, which means they are British citizens.
Two of them were born in the UK, whereas the last one was born in a foreign country, Sri
Lanka. David and Jay feel British and respect British laws and culture. They havent forgotten their home countries Scotland and Sri Lanka but they both think it is important to
promote the unity of their country, Great Britain. However, Jane thinks that it is essential to
respect every persons cultural identity, thats why she feels more Welsh than British. She
promotes the multiculturalism that exists in Great Britain, and asserts that these differences
are part of what makes up the country. She clings to her regional roots contrary to both men
who tend to focus more on their national identity.

2. Take a Tour

MANUEL P. 59

1. Watch a video: Discover Britain


N.B. : la fiche lve, son corrig, le script et lexploitation de lextrait se trouvent sur le site
compagnon.
a.

In the video, I have seen a few British cities with some of their most famous monuments: the
Tower of London, the London Eye, but also the Roman Baths and Stonehenge. Two people
are also presenting the icons which symbolise this country, such as afternoon tea, rocknroll
music, or the famous black cabs.

b.

The goal is to promote tourism in Great Britain. It targets young people in particular and
should make them feel like visiting Great Britain.

2. A trip to the countryside!


a.

1 = The Lake District: mountainous + 19 lakes 2 = The Highlands: snow-peaked mountains 3 = Devon: coastal county + seaside towns + surrounded by hillsides

b. Corrig de la fiche du Workbook (p. 21)


Du Nord au Sud : The Highlands (Scottish) The Lake District (North West England)
Devon (coastal, Southern England, seaside)

3. Prepare for your trip


Cette activit permettra de se familiariser avec le vocabulaire du Help!, mais le professeur
pourra encourager les lves consulter les pages Enrichir sa prise de parole (p. 232-233)
et lexpression de la prfrence et de la suggestion (p. 206).

Productions possibles:

Id love to visit the Lake District because Im really fond of sailing and I could take wonderful snapshots of sunsets on the lakes. Why dont we go there?
Im not so sure about the Lake District. Id rather go to a place where we can sunbathe and

66

Unit 4

relax. What about going to Devon? It looks lovely and you could go sailing too. Ive always
been keen on seaside holidays! These little villages by the sea are definitely worth visiting.
Come on guys! We need to look for some adventure. I dont like sunbathing so much, so I
suggest we go to the Highlands. Im really fond of hiking and hill-climbing, and this region
looks just the perfect place for that. We could take great pictures to have unforgettable
memories of the mountains.

3. Food, Glorious Food

MANUEL P. 60

1. Guessing game
Avant lactivit, on demandera aux lves de lire le vocabulaire donn dans le Help! en bas
de la page. Le professeur divisera ensuite la classe en deux groupes ou en binmes. Le
groupe ou llve 1 soccupera des images 1 4 et le groupe ou llve 2 des images 5
8. Les lves devront dcrire les plats dans le dsordre pour que leurs camarades devinent
duquel il sagit.

Corrig de la fiche du Workbook (p. 22)


a.
N1

apples - pie - custard - cream

sweet

dessert

N2

tea - scones - jam - cream - butter - milk

sweet

tea time

N3

chips - fish - mushy peas

savoury

main course

N4

slices of beef - roast potatoes - Yorkshire


pudding - peas - broccoli

savoury

main course

N5

rice - meat in an orange sauce - lime

savoury + spicy

main course

N6

raspberries - cream - custard

sweet

dessert

N7

bacon - eggs - mushrooms - tomatoes toast - orange juice - coffee

savoury

breakfast

N8

cheese - chutney - salad - apple - bread

savoury

main course

b. Example: In this dish, there are slices of beef with roast potatoes, peas and broccoli,
and Yorkshire pudding. I think it is savoury, and served for the main course. What is it?
Its number 4.
c. - Cream tea = 2
- Apple pie = 1
- Fish and chips = 3

- Ploughmans lunch = 8
- Chicken tikka masala = 5
- Roast beef and Yorkshire pudding = 4

- Cooked breakfast = 7
- Trifle = 6

Unit 4

67

Un i t

Destination UK

2. Yummy! Yucky!
a.

Recherche personnelle

b.

Marmite is a black savoury spread that can be eaten on toast or bread, or even as a cooking ingredient. It is made of yeast extract, and comes in a black jar with a yellow lid. It was
invented in 1902 in a small factory in Burton-on-Trent, a town in the west of England. This
product was used during the two World Wars. When they discovered it was full of B vitamins, it was included in soldiers ration packs and served in prisoner-of-war camps. British
peacekeeping forces in Kosovo also used it in 1999. Because it has a very distinctive taste,
some people love it but others think it is absolutely disgusting. Thats why Marmites slogan
is Love it or hate it.

3. A British recipe
La comprhension orale se fera laide de la fiche du Workbook p. 22. La recette voque
ici est celle du trifle.
Script de lenregistrement (CD1 piste 22, 2:28)
Matthew: This recipe is worth it! It serves 6 to 8 people. Well, Linda, youve prepared all the
ingredients, havent you?
Linda: Of course! Everything is ready!
Matthew: Look, its very easy! First, I break the sponge cakes in pieces, like this, so the pieces arent
crushed, and I spread a little raspberry jam on each piece. Then, I put them in a large glass bowl
and sprinkle the raspberries and sherry over them. Linda, would you mind giving everything a good
stir to soak up the sherry?
Linda: No problem, Matthew... as long as I find the spoon... Where is it? Ah, here it is!
Matthew: Well done, Linda! How about making the custard now! While you heat half a pint (thats
275ml) of double cream in this small saucepan, I blend the egg yolks, sugar and corn flour together
thoroughly in a basin. Linda, when the cream is hot, pour it over the egg mixture, stirring the whole
time. Thats it! Dont go too fast, dont slow down so its well-blended.
Linda: OK!
Matthew: Now I return the custard to the saucepan and stir over a very low heat until thick.
Then I remove it and allow it to cool. Linda? Could you peel the bananas and slice them thinly
please? Thank you. Sprinkle them in amongst the raspberries. And now look, I pour the custard
over the sponge cakes.
Linda: What about the remaining half pint of cream?
Matthew: I whip it up and spread it over the top. And finally I decorate it with the flaked almonds.
The only thing to do now is cover and chill it for 3 or 4 hours before serving!

Corrig de la fiche du Workbook (p. 22-23)


a. A = peel B = pour C = stir D = blend E = sprinkle F = spread
b. The correct order is D B F C G E A.
c. This is the recipe of the trifle, picture 6.

68

Unit 4

Prolongement possible
Fiche disponible sur le site compagnon.

4. Act it out!
Production possible:

After discovering all these British dishes, Id like to have a try of the trifle. Just the sight of
it makes my mouth water! I love custard and raspberries and after hearing the recipe I
can see that it is not too difficult to make! I also think the cream tea is worth trying. The
scones look really good. However, I dont really fancy bacon and eggs for breakfast. I like
to eat something sweet in the morning and having bacon, mushrooms and eggs with my
orange juice sounds disgusting.

4. The Perfect Brit

MANUEL P. 61

1. Observe and react


a.

Le professeur pourra diviser la classe en trois groupes et assigner un reprage chacun


(personnages / lments / adjectifs).

b.

In this cartoon, different types of Britons are portrayed / caricatured. The cartoon says
the Royal Family is humble. But the drawing represents arrogant people. They seem to be
full of themselves / think much of themselves. They dont look humble at all: they are not
smiling, they are pulling faces and they look bored and aloof. I think they look haughty, contemptuous, superior, posh and snobbish. The drawing shows people holding an umbrella
because it is raining, yet it says Welcoming as the weather, so its quite the opposite. British
weather is generally considered awful, rainy and very wet. Its raining cats and dogs or
its pouring are commonly used phrases. It is funny because the cartoon says the perfect
Brit should be as polite as a punk, but punks are not polite at all / anything but polite. They
are seen as rude, violent, boisterous people who cant behave. English food is said to /
thought to / believed to be inedible, tasteless. People are said to be awful cooks and to
have no culinary talents. British judges are portrayed as drunk. We immediately recognise
them because they wear wigs. The Horse Guards are never relaxed, they have to keep standing for hours without showing any emotions or feelings. They are as stiff as wood. Scottish
people are believed to be misers, that is to say tight-fisted = stingy people. Welsh people
speak a dialect, which is very hard to understand, almost incomprehensible. To sum up,
this drawing is humorous / ironic / satirical. It is based on a contrast between the caption and
the drawing. It makes fun of the most famous British clichs / prejudices / stereotypes.

c.

Corrig de la fiche du Workbook (p. 23) (CD1 piste 23, 0:47)


a. Premire syllabe: humble generous welcoming sober intelligible perfect
Deuxime syllabe: polite relaxed
b. gu
/ardsman shoul/d

Unit 4

69

Un i t

Destination UK

c. Sober as a judge Relaxed


Polite as a punk

as

a guardsman Generous

as

a Scot

2. A Brits opinion
Script de lenregistrement (CD1 piste 24, 1:38)
Well, in my view, this cartoon is quite funny, I find it quite amusing. There is, of course, irony:
the Royal Family doesnt look humble, they are represented as very aloof, and obviously, British
weather is far from welcoming in reality, its cold and it rains a lot. This cartoon is using stereotypes
and of course thats funny. But I also think there is a lot more to Britain and British people than the
clichs that are presented here. To take an example, a great cook, like the English. The idea here
is that English cooks produce food that is disgusting, probably tasteless or even inedible. I think its
a little unfair, when you think of some well-known British chefs, such as Gordon Ramsay, who is
now famous for his TV programme Kitchen Nightmares. He makes fine food and is admired all
around the world! He is Scottish, and being a Scot myself, I cannot agree with the fact that in the
cartoon, it is said that Scots are stingy people. The people I know, my friends and family, will always
be willing to help you if they can. Thats why people mustnt forget that this cartoon is a caricature,
of course everything is exaggerated!

Production possible:

Even if he finds this cartoon quite funny and humorous, Andrew doesnt think that it represents
the reality in Britain. We understand that he is Scottish and he disagrees with the fact that
the Scots are said to be stingy people. Moreover, he wants to fight against the stereotypes
of bad British food. He takes the example of a chef who is admired all over the world for his
food, which is anything but inedible and tasteless! He reminds us that this cartoon is only a
caricature which exaggerates and amplifies the clichs and prejudices people have against
the Brits. He reminds us of the fact that, true, it rains a lot in Britain, the weather is cold and
sometimes awful. Its also true that some accents are harder to understand. Of course, no
one is perfect, but one should never generalise!

3. Be creative!
Au pralable, on fera travailler les lves sur une liste de clichs sur les Franais. Dans une
classe faible, les mots en gras pourront tre nots au tableau pour servir damorce.

Production possible:

The French are seen as very chatty. They use their hands a lot when they speak. They like
dressing-up well and spend a lot of money on clothes, they love fashion shows. In the
countryside men wear the same clothes all year round: a beret, a striped T-shirt... They
sometimes wear an onion necklace. Their staple diet is bread and cheese, and they drink
a lot of wine. They often eat frogs legs and put garlic in every dish. They always kiss one
anothers cheeks to say hello. They dont like working much and spend a lot of time sitting at
cafs discussing the world. They are always complaining and go on strike very often. Food
is a national treasure and is most important for them: they spend several hours over a meal.

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5. Home, Sweet Home

MANUEL P. 62

1. Understanding the text


Corrig de la fiche du Workbook (p. 24-25)
a. foreign (l. 2) abroad (l. 4)
b. - foreigners: foreign + ers = trangers sunlight: sun + light = lumire du soleil
constantly: constant + ly = constamment
c. confus, droutant perante sest matrialis
d. everywhere else is foreign and strange (l. 1-2) + The only language I speak is English.
(l. 2-3) + I like English weather (l. 9)
e. - False I wouldnt like anyone to think I dont like Abroad. (l. 3-4)
- True I started this article in a room filled with piercing sunlight, but now a strong wind
has materialised and the room is full of gloom. (l. 10-13)
f. - stranger (l. 2) either (l. 3) unless (l. 3) my fellow passengers (l. 5)
g. - Mots en jaune: happi + ly: avec plaisir cheer + ful + ly: gaiement garden + ers:
jardiniers gloomi + ly: dun air sombre
- Mots en gris: la rserve une crise, un incident les dsastres rpliqua
- Mots en vert: life + stories: anecdotes personnelles cut + our + water + off: coupez-nous leau
h. chirurgien cardiaque
i. I like the reserve of English people, because I dont particularly want to talk to strangers
in trains either, unless of course there is a crisis such as a cow on the line causing
an hours delay .
j. I like the way in which the English cope with disasters: cut our water off and
we will cheerfully queue at a standpipe in the snow.
k. - False I dont particularly want to talk to strangers in trains (l. 1-2)
- True we will cheerfully queue at a standpipe in the snow. (l. 9-10)
- True Im happy to live in a country that produces important things (l. 11-12)
- False There isnt anywhere else. (l. 16)
l. happy important wonderful There isnt anywhere else.

ACTION!
a. The narrator lives in England. He / She loves the weather because it is very changeable, and he / she also likes the reserve of English people, their stiff upper lip especially
when facing a crisis. Most of all, he / she praises the cultural diversity of England: for
instance, he / she mentions the wonderful literature this country has produced.
b. The narrator has mixed feelings about going abroad. On the one hand, he / she finds

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it exciting because it is a new adventure which can open new horizons, where you can
discover other cultures. On the other hand, it is also confusing and exhausting to go to
a foreign country.

2. Go further!
Pour cette activit, on procdera une comprhension sans grille, en incitant les lves
relever les mots cls porteurs de sens. On pourra se rfrer la page Improve Your Listening
Skills p. 66 pour la mise en place de la mthodologie en amont. La classe pourra tre divise
en 3 groupes au laboratoire de langues, chaque groupe prendra en charge un auteur et un
rapporteur en fera la prsentation la classe.
Dans le cas dune classe faible, on pourra inscrire des aides la comprhension au tableau,
telles que : dates? places? names? other stressed words?
Script de lenregistrement (CD1 piste 25, 2:28)
William Shakespeare was born in Stratford-upon-Avon, a small town in the South West of England, in 1564. Many things about his life, including the exact date of his birth, are uncertain. What
is known is that, by 1592, he was making good money as a playwright and an actor in London.
Around 1600, he built his own theatre on the south bank of the River Thames, and called it The
Globe. He wrote a few plays about famous English kings, known as histories. We have all heard
about Richard III or Henry VIII. Shakespeare is also famous for his comedies. It is only in his later
career that he started writing tragedies, among which are Othello, Macbeth and Romeo and Juliet. He
died in 1616 and is buried in Stratford-upon-Avon. (0:00-1:08)
Emily Bront was born on July 30th, 1818, in Yorkshire. She was the fifth of six children. When she
was young, she started writing poetry, but it was only in 1847 that her first book, Wuthering Heights,
was published. She died at the age of 30. Two of her sisters, Charlotte and Anne, also became famous
English writers. They became known in literature as the Bront sisters. (1:09-1:46)
George Orwell is most famous for the novels Animal Farm and 1984. He was a man of strong opinions
who was concerned about some political movements of his time, such as Nazism and Communism.
He was born in 1903 in India, where his father worked, but returned to England with his mother
one year after his birth. He wrote his first poem at the age of four, but his talent was recognised only
later in his life, making him lead a very poor existence. He became world-famous only a few years
before his death from tuberculosis in 1950. (1:47-2:28)

Production possible:

I understood that Emily Bront was born on July 30th, 1818, in Yorkshire. She came from a big
family: she had five brothers and sisters. She started writing poetry when she was young, and her
first book is called Wuthering Heights. I think it was published in 1847. She died very young, at the
age of 30. Two of her sisters were also famous British writers, they are called the Bront sisters.

3. A poem (CD1 piste 26, 0:33)


Le professeur distribuera la fiche dentranement la prononciation ci-dessous (disponible
sur le site compagnon). Cette activit pourra tre ralise en autonomie au laboratoire de

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langues, o les lves pourront ensuite enregistrer leur propre lecture du pome.
1

coutez ces deux strophes du pome The English Are so Nice de D.H. Lawrence.
Soulignez les mots porteurs de sens, marquez les liaisons consonne-voyelle ( ).
Notez si lintonation est montante () ou descendante ().
The English are so nice
so awfully nice
they are the nicest people in the world.
And whats more, theyre very nice about being nice
about your being nice as well!
If youre not nice they soon make you feel it.

Entranez-vous lire ces deux strophes haute voix, en faisant attention aux mots
accentus, lintonation et aux liaisons consonne-voyelle.

Corrig de la fiche
The English are so nice
so awfully nice
they are the nicest people in the world.
And whats more, theyre very nice about being nice
about your being nice as well!
If youre not nice they soon make you feel it.
On pourra notamment faire remarquer aux lves que lintonation montante correspond
un message qui nest pas termin, ou aux phrases exclamatives. Lintonation descendante,
quant elle, sutilise lorsque le message est termin, donc la fin des phrases.

4. Writing workshop
Les lves se reporteront la page Improve Your Writing Skills (p. 208) pour respecter les
codes de la lettre.

Production possible:

Paris,
Monday, May 27th
Dear Mr and Mrs Davidson,
I am writing to you because I am hoping to visit Britain next summer. I have read a lot about
your country and I would like to learn more. They say that the people in England are so nice,
maybe the nicest people in the world, so it would be great to meet some of them.
Moreover, I would like to have an adventure in a foreign country and Britain would be an
interesting choice for me. Ive heard that Britain has a rich history with many famous and
important people. For instance, Id like to see the birthplace of William Shakespeare, or to
read some of Emily Bronts books. Perhaps we could go to Buckingham Palace and even
Downing Street, where the Prime Minister lives?
I would also like to visit the countryside to see the hills and the small country villages. I will
remember to bring my umbrella though, just in case it rains!

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I would be delighted to discover your country next summer. I hope you will agree to my visit.
Best wishes,
Emma

6. Royals in the Limelight

MANUEL P. 63

1. Group work
Cette activit pourra tre mene au laboratoire multimdia, o les lves pourront faire
leur recherche en autonomie et ventuellement senregistrer pour la production orale
rcapitulative.
a.

Recherche personnelle.

b.

Le professeur suggrera aux lves le site Internet Movie Database (www.imdb.com).

Productions possibles:

Film

c.

Main historical event mentioned

The queens personality

Elizabeth, the
Golden Age

Spain wants to replace Elizabeth I with


Mary Stuart
The Spanish Armada is about to invade
England

authoritative - powerful impressive - adamant resolute - unyielding

The Queen

The recent election of the Prime Minister


(Tony Blair)
The death of Lady Diana in Paris

authoritative - powerful adamant - strong-minded

The Young
Victoria

The access to the throne and coronation


of Victoria

young - naive - sweet mysterious - innocent determined

I chose the film Elizabeth, the Golden Age. This film by Shekhar Kapur deals with a part of
the life of Elizabeth I, who is portrayed as very authoritative and powerful, but also slightly
mysterious when you look at the still in our books. The film is about the failed attempt by
the Spanish Armada to invade England. We can see that Elizabeth remains resolute and
unyielding: she is determined to protect England from the invaders.

2. Become a historian
Production possible:

1533

Birth of
Elizabeth I

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1559

Coronation at
Westminster

1570

She is
excommunicated
from the
Catholic Church.

1587

She has
Mary Queen
of Scots
executed.

1588

Attack and
defeat of
the Spanish
Armada

1603

Death

3. A critics review
Production possible:

Elizabeth, the Golden Age: a fresh insight into British history


Shekhar Kapur has just produced, in my opinion, an outstanding portrayal of Queen Elizabeth Is
reign. The film deals with many of the issues she faced including the failed attempt of the Spanish
Armada to invade England, after the Queen ordered the assassination of Mary Queen of Scots. It
also relates the arrival of Sir Walter Raleigh at court and his possible love affair with the Queen.
Throughout the film, the Queen is portrayed as a powerful leader who is driven by ambition. She is
confronted with many problems that she must fight to overcome. The film is very exciting with lots
of action and a great battle scene at the end where Elizabeth must show her authority and power.
I would strongly advise you to see this film, as it is a window into British history and very enjoyable.

Language at Work

MANUEL P. 64-65

a. Tea renvoie une gnralit et un indnombrable.


A national drink renvoie un lment parmi dautres et un dnombrable.
b. Chips and vinegar renvoient un ensemble et un dnombrable.
c. A bridge renvoie un lment parmi dautres et un dnombrable.
Dduisez : On emploie a / an pour dsigner un lment parmi dautres. Pour parler de
quelque chose en gnral , on emploie larticle zro () si le nom est un dnombrable
au pluriel, ou si le nom est un indnombrable au singulier.

Dduisez : On emploie a devant les consonnes, sauf h non prononc comme dans hour.
(Autres mots commenant par un h non prononc : heir, honour, honest et leurs composs.)
On emploie an devant les voyelles, sauf devant u prononc comme dans unique (ou
university, uniform) car ces mots commencent par le son /j/.

Sherlock Holmes est dtective.


Qui tait Sir Christopher Wren ? Il tait architecte.
Dduisez : la diffrence du franais, on emploie larticle indfini (a / an) lorsquon indique la
catgorie laquelle appartient quelque chose ou quelquun, donc devant les noms de mtier.

a. Pour les premier et deuxime groupes de mots souligns (the name + the bell), on emploie
the, car ces mots sont dfinis par ce qui suit. Pour the Houses of Parliament, on emploie
the, car le mot fait rfrence un lment connu de tous.
b. Pour the chime, on emploie the, car le mot est dfini par ce qui suit. Pour the sound, on
emploie the, car le mot est dfini par le contexte. Pour the New Year, on emploie the, car
le mot fait rfrence un lment connu de tous.
c. Pour the clock, on emploie the, car le mot est dfini par le contexte. Idem pour the time.
d. Pour the Millenium Bridge, on emploie the, car le mot fait rfrence un lment particulier
et bien dfini qui est connu de tous.

Dduisez : Les noms de pays au singulier semploient sans article. La plupart des noms de
pays forms partir de noms communs sont prcds de the.

Entranez-vous
a. pubs people friends pub food restaurant food the bar beer a popular drink

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b. The people a festival


c. an island the sea
d. milk cream butter cheese apples cider a very popular drink
2

Miniskirts the British designer Miniskirts controversy car crashes the symbol
London the pop culture capital the world A woman a miniskirt the 1960s

Scotlands capital The heart of Edinburgh the castle the kings of Scotland centuries a busy cultural life an International festival Musicians actors singers
the world Australia Canada Japan the United States the Netherlands the city
the evening the opera house the theatres the concert halls the cafs the pubs the
capital small groups poetry

a. Brick Lane is a famous street in Great Britain. Immigrants from Bangladesh and India
settled there.
b. Monica Ali is a novelist, she wrote a novel about this area.
c. Londoners go to Brick Lane to eat / have a curry.

Improve Your Listening Skills

MANUEL P. 66

1. Whos who?
Les enregistrements de cette page se trouvent sur le CD classe et sur les MP3 lve, afin
de favoriser le travail en autonomie. Le professeur pourra donc choisir de faire ces activits
en classe ou en travail prparatoire la maison.
En classe, le professeur notera les noms au tableau, et demandera aux lves de les associer aux images. En travail la maison en amont, on pourra donner une recherche faire
en groupes sur diffrentes personnes, et mettre en commun les informations en classe.
1

Les lves reconnatront certainement les personnalits actuelles, mais le professeur pourra
les inciter aller voir les pages de Fast Facts p. 245 pour les familiariser notamment avec
Winston Churchill, Charles Darwin et Margaret Thatcher.
Les personnalits prsentes sont, de gauche droite et de haut en bas : Daniel Craig
(James Bond), Florence Nightingale, John Lennon, Margaret Thatcher, David Beckham, J.K.
Rowling, Winston Churchill, Adele, Charles Darwin

musician - political - politician - controversial - patient - national


Script de lenregistrement (CD1 piste 28, MP3 piste 12, 1:34)
Portrait 1 = John Lennon (from the beginning to 0:36)
He was an English musician, singer and songwriter. As a member of the Beatles, he became worldfamous. He was also a political activist and is instantly recognisable by his round-shaped glasses.
He was assassinated in New York in 1980. Who is he?

Portrait 2 = Margaret Thatcher (0:37-1:09)


She was a famous British politician who became the first woman Prime Minister in 1979. She was
nicknamed the Iron Lady. She remains a controversial figure, even after her death in 2013. She
dressed in a highly formal fashion, with her distinctive pearl necklace and dark suits. Who is she?

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Unit 4

Portrait 3 = Florence Nightingale (1:10-1:34)


She was born in 1820 and was a famous nurse during the Crimean War. She was nicknamed the Lady
with the Lamp because she used to check on patients at night. She became a national hero. Who is she?

Script de lenregistrement (CD1 piste 29, MP3 piste 13, 1:01)


Portrait 4 = Charles Darwin (from the beginning to 0:38)
This English naturalist is known for his theory of evolution, which questioned the belief that God
created Man. He wrote On the Origin of Species in 1859, a book which led him to worldwide fame.
Pictures from his later life show him with a large beard. Who is he?

Portrait 5 = Winston Churchill (0:39 to the end)


Considered one of the greatest war leaders of the twentieth century, this British Prime Minister was
often portrayed wearing a black hat and holding a cigar. He delivered inspirational speeches during
World War II. Who is he?

2. coutez un guide de la National Portrait Gallery.


Script de lenregistrement (CD1 piste 30, MP3 piste 14, 1:28)
Welcome to the National Portrait Gallery, my name is John and I will be your guide for today.
Were going to start our visit with the very well-known painting of Henry VIII by Hans Holbein. In
this painting, you can see the King is standing majestically: he looks very confident and demands
respect. He is staring at us, fists clenched, and he is wearing all the attributes of royalty. Indeed, he
is represented with many jewels a symbol of power and wealth his left hand is holding a dagger, a sign of his virility and war successes. The King wanted the painter to show how strong and
powerful he was. His large shoulders symbolise the fact that he was a reliable leader. The Kings
presence dominates the whole scene, and the room looks almost too small to contain him. Now, if
you dont have any questions, follow me please

Production possible :

a.

king - standing - majestically - confident - respect - staring - fists clenched - wearing attributes - royalty - jewels - symbol - power - wealth - left hand - dagger - sign - virility - war
successes - strong - powerful - large shoulders - reliable - leader - presence - dominates scene - room - small

b.

Selon le niveau de la classe, on pourra demander aux lves de restituer le message en


franais ou en anglais. Cet exercice sera alors un premier aperu de lpreuve de comprhension orale du baccalaurat.
This recording is a presentation of a painting by Hans Holbein given by John, who works as
a guide for the National Portrait Gallery. First, he describes Henry VIII as a confident and
majestic monarch. His position and the fact that he is looking fixedly at us show that he
imposes respect. His power and wealth are symbolised by the jewels he is wearing, but also
by the dagger in his hand. The painter obviously wanted to illustrate the kings might and
strong leadership. The guide finishes his presentation by noting an interesting detail: the
king fills the whole painting, he is powerful and his presence is undeniable.

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Your Task

MANUEL P. 67

Les activits prparatoires 1 3 pourront tre donnes la maison, afin de se sentraner


en vue de la tche finale qui aura lieu en classe.
1

Grce la page Icons de ce site, les lves pourront redcouvrir des symboles de la GrandeBretagne mais aussi se familiariser avec dautres lments cls de la culture britannique.
Cette recherche leur permettra daller la dcouverte de la culture du pays en autonomie.

Ces mots sont enregistrs pour que llve puisse sentraner les prononcer mais aussi
entendre leur prononciation (CD1 piste 31, MP3 piste 15, 2:04).
Script de lenregistrement (CD1 piste 32, MP3 piste 16, 0:26)

candidate - answer - icons - contrary - people - places - culture

On pourra rpartir les lves en groupes de deux ou quatre afin quils sentranent poser
des questions et y rpondre. Ils pourront ainsi revoir ce qui a t fait au cours de lunit
et sinter-corriger avant la tche finale.

Exemples de questions : Whats the emblem of England? What ingredients can you find in the
Ploughmans lunch? When was Queen Elizabeth I born? Who wrote The English are so nice?
Scnario 1
La fiche rponse est disponible sur le site compagnon. Lensemble pourra donner lieu
une note sur 15.
Script de lenregistrement (CD1 piste 33, 8:35)
Hello and welcome to your favourite quiz show. You think you know a lot about Great Britain? Well,
lets put it to the test. Im going to ask you eight questions about The United Kingdom people,
places, icons and culture... I will ask each question twice, and will give you about ten seconds to
write your answer on your answer sheet. Make sure your answer is clearly written.
You are split into two groups: candidates A and candidates B. Check now on your answer sheet if
you are A or B. So, if youre candidate A, only answer questions addressed to candidate A; if you
are candidate B, only answer questions addressed to candidate B.
The one who has the best score will win the show.
Good luck or, as we say in Britain, break a leg! So, lets start with the questions.
Candidate A, question 1: Name the countries which compose the British Isles.
Candidate B, question 1: Give the name of the sea between the United Kingdom and France.
Candidate A, question 2: What are the Scots said to be?
Candidate B, question 2: Give a phrase used to describe the weather in Britain.
Candidate A, question 3: Name three ingredients from an English breakfast.
Candidate B, question 3: What do British people traditionally eat and drink at teatime? Name three
different things.
Candidate A, question 4: Write down the name of one of the British Parliaments.
Candidate B, question 4: What is the symbol of Wales?
Candidate A, question 5: Give the contrary of relaxed.
Candidate B, question 5: Give the contrary of polite.
Candidate A, question 6: What is the slogan of Marmite?

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Candidate B, question 6: Give one ingredient which is used in trifle.


Candidate A, question 7: Give the names of two British queens.
Candidate B, question 7: Give the names of two major British authors.
Candidate A, question 8: Give the name of a region famous for its lakes.
Candidate B, question 8: Whats the name of the region in the north of Scotland?
Well, I hope you enjoyed the quiz! Youll know next time who has won the game! Goodbye!

Corrig
Candidate A
1. England - Scotland - Wales Northern Ireland - The Republic
of Ireland

Pts

Candidate B

2.5
1. the Channel
(5x0.5)

Pts
1

2. Its pouring. / Its raining


cats and dogs.

3. bacon - fried eggs - tomatoes


3. tea - scone - strawberry jam
1.5
(also: orange juice, mushrooms,
(3x0.5) (also: cream)
sausages)

4. Westminster, Stormont, the


Welsh Assembly, the House of
Keys

4. the daffodil (also: the leek)

5. stiff

5. rude

6. Love it or hate it.

6. custard, raspberries, banana,


sponge cake, cream

2. stingy / tight-fisted

7. Elizabeth I, Victoria,
Elizabeth II
8. the Lake District

2
(2x1)
2

7. William Shakespeare, Emily


Bront, George Orwell
8. the Highlands

2
(2x1)
2

Scnario 2
Ce scnario, plus approfondi, se fonde sur deux activits langagires : la comprhension et
la production orale. Les lves devront en effet comprendre la question mais aussi sassurer
que les questions poses sont correctement formules.
Le professeur pourra donc faire un bref rappel sur les questions, et renvoyer les lves au
Language at Work p. 218.
Approche classique : un lve sera le matre du jeu et posera des questions, ses camarades
rpondront soit sur une fiche, soit loral.
Approche communicative : les lves seront rpartis en groupes de 4. On leur laissera 15

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minutes pour poser 8 10 questions sur ce qui a t tudi en classe. Puis, deux lves
seront les candidats et rpondront aux questions des deux autres. la fin, le binme qui
aura pos le plus de questions correctement formules et donn le plus grand nombre de
rponses justes gagne le jeu.

Reading Corner

MANUEL P. 68

I dont understand!
La fiche dexploitation se trouve sur le site compagnon, le corrig p. 385-386 de ce Fichier.

Prolongement possible
The narrator writes an email to a British friend
and tells him / her about his first meeting in
the French company.
a.
b.

c.

He mentions who was present.


He explains the language problem they had.
First I
Then one colleague said, and I felt because
I wondered
When the boss asked the others to, I suddenly
realised
He thinks of a way to help them improve their
English.
I thought I could

The narrator
astounded: abasourdi
puzzled: intrigu
make fun of / laugh at: se moquer de
imitate
I wondered (me demandais) what
was going on.
The colleagues
panic-stricken
ill-at-ease embarrassed
good at bad at V-ING
pathetic: nul, minable
have difficulty V-ING

Production possible :

Dear John,
I just thought I could drop you a few lines to tell you about the most hilarious meeting Ive
just had with my new French colleagues Bernard, Jean-Marie and the others. I really wonder how we are going to work together. First, I introduced myself, then one colleague said
something that was totally incomprehensible, and I felt astounded. I wondered what was
going on, and then I understood: they were trying to speak English, but I thought they were
speaking Hungarian! When the boss asked the others to introduce themselves, I suddenly
realised they were really bad at pronouncing English Its hard not to make fun of them,
but wait until they ask me to speak French!
They were all so embarrassed when they realised I could not understand them. It was
pathetic... They even had difficulty introducing themselves! Everybody was so ill-at-ease
They really should attend English lessons, otherwise we wont be able to work together.
I thought I could mention that to the companys boss.
Hope everythings well with you,
Take care,
Paul

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Pome de William Wordsworth


On pourra demander aux lves quels lments ils peuvent remarquer sur la photo, puis on
leur fera chercher ces mots dans le pome (vales and hills golden daffodils lake trees).

Speaking Corner

MANUEL P. 69

Production possible :
In the cartoon, we can see a man talking to his wife in a caravan in the middle of a field. He
is reading the newspaper. Outside, there is so much rain that the field is totally flooded. The
mans words, All that chaos at Heathrow arent you glad we didnt go abroad? are funny
because the couples own situation is so pathetic. He doesnt seem to realise how miserable
his own situation is. This attitude is a caricature of the British spirit: the Brits always look on
the bright side, even when things are going badly for them. They are ready to put up with
the pouring rain instead of going abroad, and discovering something new.
The second document is a painting of the Royal Family made in 2000. It portrays four generations of the family: Princes William and Harry, their grandmother the Queen, her husband
Prince Philip, the Queens mother and Prince Charles, who is William and Harrys father,
and the future king. They are shown as a modern family, because they all look very relaxed
and happy. They are simply having a private moment in Buckingham Palace. This is far from
the usual view we have of the Royals. Normally, in paintings or in real life, they appear aloof
and snobbish.
Tongue twisters (CD1 piste 35, 0:28)
Cette activit de prononciation pourra tre mene juste avant une prise de parole en continu.
Les tongue twisters sont un trs bon moyen de dlier la parole et de se prparer parler
de faon ininterrompue.

Prolongement possible
On pourra demander aux lves de crer leur propre tongue twister, en leur imposant un
son qui devra se trouver dans le plus grand nombre de mots possible. Ils devront choisir un
nom propre et un verbe qui contiennent ce son, puis ajouter au moins quatre autres mots
avec ce mme son.

Prolongements possibles lunit


> valuation sommative de CO (p. 329-330 de ce Fichier)
> Fiche Apprendre apprendre : fiche dtachable, facilitant la mmorisation des structures grammaticales et du lexique (Workbook p. 105-106, corrigs p. 276-277 du manuel).

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Over the Rainbow

Mmoire

Vision davenir

Tche finale (p. 81): You work for the magazine National Geographic. Listen to different
reports on South Africa and prepare a page entitled The New South Africa in Focus.
Activits langagires

- Parler dune image fixe p. 228-229


- Fiche Workbook p. 26 (Play with words)

Vido : Discover South Africa

- Parler dune image anime p. 230-231


- Fiche vido sur le site compagnon

CE

Comprendre un texte et partager


des informations

Fiche Workbook p. 27

CO

Comprendre un court
enregistrement et classer les
informations collectes

- Improve Your Listening Skills p. 80


- Fiche Workbook p. 28

PE

crire un article pour une


brochure touristique

PPC

Dcrire et interprter une photo

Parler dune image fixe p. 228-229

CE

Comprendre un extrait de roman

Fiche Workbook p. 29

CO

Comprendre des informations et


en rendre compte

- Improve Your Listening Skills p. 80


- Fiche Workbook p. 30

PPC /
POI

Faire un reportage ou une


interview

- Enrichir sa prise de parole p. 232-233


- Pour mieux parler p. 234-239

Vido : Goodbye Bafana

- Parler dune image anime p. 230-231


- Fiche vido sur le site compagnon

CO

2. The Fight
(p. 72)

CO
PE

3. Apartheid in PPC
Films (p. 73)

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Unit 5

crire une page de journal intime


Ragir des affiches de films

Parler dune image fixe p. 228-229

CO

Comprendre une critique de film

Improve Your Listening Skills p. 80

PE

crire un rsum partir dune


bande-annonce

CE

Comprendre un texte et en
rendre compte

Fiche Workbook p. 32

Reprer des informations


et les classer dans une frise
chronologique

- Improve Your Listening Skills p. 80


- Fiche Workbook p. 33-34

PPC

Rendre compte dinformations

Enrichir sa prise de parole p. 232-233

CE

Comprendre des chansons et en


rsumer le message

POI

Justifier son choix

4. A Long Walk
to Freedom
CO
(p. 74)

5. Mandela
Days (p. 75)

Prolongements tches / aides

Acquisition du vocabulaire de
base sur le thme de lAfrique
du Sud

PPC

1. Tune In!
(p. 70-71)

Contenus

Enrichir sa prise de parole p. 232-233

Activits langagires

6. Crossover
(p. 76-77)

Contenus

Prolongements tches / aides

CE

Comprendre un article de presse

Fiche Workbook p. 34

PE

crire une lettre de remerciement

Improve Your Writing Skills p. 208


- Fiche vido sur le site compagnon
- Fiche Workbook p. 35

CO

- Vido : Soweto Today


- Dcouvrir les influences de la
musique de Johnny Clegg
- Regarder une bande-annonce
- Comprendre un reportage sur le
rle du sport aprs lapartheid

PPC

Rendre compte des informations


collectes

Enrichir sa prise de parole p. 232-233

PE

crire un court article

- Fiche Workbook p. 36
- Improve Your Listening Skills p. 80

Lactivit langagire principale de cette unit est la CO (comprhension orale).

1. Tune In!

MANUEL P. 70-71

1. Observe and react


Production possible :

The three pictures are very colourful photographs of people from South Africa. In picture
one a beautiful Indian-looking woman is smiling at the camera. She is wearing traditional
clothes and jewels. The two children in picture two have had their faces painted with the
South African flag. It is lovely to see a black child and a white one with these colours on
their faces. It shows that South Africa is a multicultural country. In picture three we can
see an African man wearing the traditional clothes of his tribe.
If these people represent South Africa, they prove how diverse the population is and show
that people living in South Africa have many different origins.

2. Main facts
Script de lenregistrement (CD2 piste 1, 2:01)
Welcome to BBC World News. Today, in our travel programme, were going to talk about a fascinating country, a nation known for its diversity: South Africa, or as many people call it, the Rainbow
Nation. With nearly 52 million people and a wide variety of cultures, languages and religious
beliefs, South Africa really deserves its nickname. The country has eleven official languages, and
three capital cities Pretoria (the administrative capital), Cape Town (the legislative capital) and
Bloemfontein (the judicial capital). Contrary to what many people believe, Johannesburg is not the
capital even if it is the second largest city in Africa. Concerning the population, Africans are by far
the most numerous group, making up about 79% of the inhabitants of the country, whereas coloured
and white people each make up 9% of the total. The Indian / Asian population amounts to 2.5%.

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Corrig de la fiche du Workbook (p. 26)


a. - diversity - rainbow - languages - Africans - Afrikaans - numerous

b. rponse personnelle
c. South Africas nickname: the Rainbow Nation
Population: 52 million
Characteristics: diversity variety
11 official languages
Groups: Africans (79%) coloured (9%) whites (9%) Indian / Asian population (2.5%)
3 capital cities: Bloemfontain: the judicial capital, Pretoria: the administrative capital,
Cape Town: the legislative capital

3. Watch a video: Discover South Africa


N.B. : la fiche lve, son corrig, le script et lexploitation de lextrait se trouvent sur le site
compagnon.

Productions possibles :

a.

In this video, we are presented with four different regions of the country: Kwazulu-Natal,
the Eastern Cape, Limpopo and the Western Cape. They all show various aspects of the
country, for instance the urban areas with Cape Town, but also the natural wonders that you
can find there. These regions are composed of impressive forests, breathtaking mountains,
magnificent valleys and majestic seaside. The landscapes are really diverse from one region
to the next.

b.

This video must target future tourists, people who want to discover South Africa, because
it shows all the activities you can do in the different regions, and advertises all the varied
sceneries you will see if you go there.

c.

This video clearly makes me feel like visiting this country, because the music sounds very
typical of South Africa, with its tribal influences and its multicultural diversity. The four regions
are all so different, with so many things to do, whether you like natural outdoor activities,
such as mountain climbing, bungee jumping or trekking, or more urban cultural visits like
Cape Town. I also thought the images from Kruger Park were really impressive, so I think the
video shows the diversity of South Africa quite well. To me, this country is definitely worth
visiting!
Activit actionnelle partir de la vido :
Demander aux lves de regarder la vido et de relever les adjectifs utiliss pour parler des
diffrentes rgions, puis leur faire prparer un poster promotionnel sur lAfrique du Sud en
utilisant des adjectifs relevs et une ou des photos recherche(s) sur Internet.
spectacular unforgettable magnificent extraordinary beautiful most famous historic

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Unit 5

4. Play with words


Corrig de la fiche du Workbook (p. 26-27)
a. Afrikaner = d Afrikaans = a Africa = c African = b
b. 1. Union: multiculturalism tolerance together open-mindedness crossover
Separation: discrimination racism segregation gap discriminate against prejudice
intolerance apart exclude
2. La correction est enregistre sur le CD2 piste 2 et sur le MP3 lve piste 17.
3. multicultural tolerant intolerant racist open-minded prejudiced
c. 1. & 2. injustice unemployment economic discrimination unfair townships
neighbourhoods dictatorship brutally rebellion demonstration imprisoned
interrogation violation

5. The Rainbow Nation


Script de lenregistrement (CD2 piste 3, 1:33)
Wow, first of all, it is a very big country. Very very dynamic, so many cultures, so many races, it is
described as the Rainbow Nation. And its because of all the diversity that is in South Africa. So, first
of all, theres like 11 official languages. Already that tells you about the number of people and the
amount of diversity in that country. So, first of all, itll be a very diverse country. You cannot go to
South Africa and have one viewpoint and expect it to stick. You always have to keep an open mind,
for different things to come to you. So, I guess that would be a starting point. And then, because it
is so big, every area is just so different. Cape Town is very different from Johannesburg. Cape Town
is quieter. Things move a bit slower. Johannesburg is fast-paced. Everything is fast; people are moving hustle-bustle all the time and because nobody really comes from Johannesburg essentially, its
almost like a lot of people come from all these different places and sort of settle in Johannesburg.
You then get so much diversity from one city, one small place, so um, very different, very diverse,
very multicultural, multiracial.

a.

Corrig de la fiche du Workbook (p. 27-28)


Group A
a. 1. - numerous, different, cultural
2. multicultural / diverse

- coexist

b. Zulus (21%), Xhosas (17%), Sotho (15%) are major black ethnic groups.

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c.
Indians

1 million

Natal

to work on the sugarcane plantations

Mixed
race

3 million

coloureds

- first Dutch settlers


- native population of the Cape (Khoikhoi)
or the Malays (came as slaves in the 18th
century)

d.
Afrikaners

white

Dutch, German, French

4 million (8% of the population)

Afrikaans

Dutch

relatively prosperous

Group B
Nickname: the Rainbow Nation
Why? Many cultures, many races
Adjectives related to the country: big, dynamic, diverse, different, multicultural, multiracial Johannesburg: fast-paced, everything is fast, people are moving hustle-bustle all
the time, nobody comes from Johannesburg essentially
Cape Town: very different from Johannesburg, quieter, things move slower
11 official languages

ACTION!
The South African population is characterised by the diversity of its ethnic groups, making South Africa a multiracial and multicultural country. It includes minorities such as
Indians and mixed-race people, descending from Dutch settlers and the native population
of the Cape. Another minority is the Afrikaners, representing only 8% of the population.
They are quite wealthy and speak a language called Afrikaans.
South Africa is a very diverse country, with many different cultures and races, thats why
it is often compared to a rainbow. The variety of languages and the different aspects of
the countrys main cities, Johannesburg and Cape Town, make it a unique place.
b.

Pour ce rcapitulatif, les lves se serviront du ACTION! propos dans le Workbook p. 28.

c.

- Black, gold and green, which were first incorporated into South African national flags in the
19th century, also feature prominently in the flags of the liberation movements, particularly
the African National Congress (ANC), the Pan-African Congress (PAC) and Inkatha Freedom
Party. These colours can thus be said to broadly represent the countrys black population.
- Blue, white, red and green reflect the British and Dutch (later Boer) influence, as shown
in the earliest flags flown in South Africa, and also featured prominently in the old South
African national flag (1928-1994) and thus represent the white population of South Africa.
- Green (the Y-shape) is commonly interpreted to mean the unification of the various ethnic
groups and the moving forward into a new united South Africa.
(www.flagspot.net/flags/za.html#me)

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Unit 5

- Unlike most other countries around the world, South Africa has not one but three capital
cities: Pretoria, Cape Town, and Bloemfontein. Pretoria is the administrative capital and the
seat of the executive branch. It is often considered the national capital, and was the capital
of apartheid South Africa. Cape Town is the legislative capital, and the seat of the nations
Parliament. After Johannesburg, Cape Town is the second largest city by population in South
Africa. Finally, Bloemfontein serves as the judicial capital and as the seat of the Supreme
Court. (www.mapsofworld.com/south-africa/national-capital.html)
Informations complmentaires
Pour en savoir plus sur lhistoire de lAfrique du Sud, on pourra renvoyer les lves la
rubrique des Fast Facts p. 248.
d.

- City names of Dutch origin: Bloemfontein, Pietersburg, Johannesburg, Pretoria


- City names of African origin: Messina, Umtata, Mosselbaai
- City names of British origin: Kimberley, Port Elizabeth, East London, Durban, Cape Town, George
- Name of a desert: Kalahari desert
- Name of a national park: Kruger National Park

e.

There are many reasons why South Africa is nicknamed the Rainbow Nation. This country is characterised by its diversity: first, many different minorities coexist, from Blacks to
Whites or Afrikaners and Indians and mixed race Whats more, eleven different languages
are spoken in the country, and there are three capital cities. Then, the country reveals a
variety of landscapes which cant be found anywhere else. Youll find deserts and forests,
populated seaside and wild open spaces, mountains and valleys If you visit Kruger Park,
you might even be able to see lots of wild animals. This country is multicultural, multiracial,
and this is also represented in its flag, with all the colours standing for the different parts of
the population.

6. Writing Workshop
South Africa is a breathtaking country, where the diversity in both the people and the landscapes
is simply amazing. There are the Zulus, the Xhosas, the Sotho, the Indians and the Afrikaners, as
well as the English speaking part of the population, all of whom coexist to make up the Rainbow
Nation. You can visit Cape Town, where you can enjoy the magnificent sea views, or go inland
to the lively Johannesburg. You will find great scenery everywhere you go, and in the famous
Kruger National Park some extraordinary wildlife. This country is a once in a lifetime experience!
N. B. : les activits et recherches ralises en 3, 4, 5 et 6 pourront donner lieu une activit
actionnelle globale: la cration dun livret promotionnel pour un magazine de voyages :
article, page publicitaire.

2. The Fight

MANUEL P. 72

1. Separated and unequal


a.

Durban is located on the east coast of South Africa / on the Indian Ocean coast of South Africa.
In the photograph, we can see a beach in Durban with a big sign in the foreground written

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in three languages: English, and two other languages. As it is in South Africa, we can guess
the second language is Afrikaans as it looks a bit like Dutch and the third one must be one
of the other eleven official languages of South Africa. What we can read on the sign is quite
shocking. We realise that during apartheid, even beach areas could be reserved for the
Whites, other people were not allowed to go there.
b.

It shows what black and coloured people had to endure under apartheid. Not only couldnt
they use the same public facilities, did not have the right to vote and did not have the same
education but on top of that they could not even go to the beach freely.

2. A time of fire
Corrig de la fiche du Workbook (p. 29-30)
a. - she: Grace
- they: schoolchildren
b. They are in their teens, maybe their early teens. Clues: schoolchildren (l. 3) and the
little girl who was killed next to Grace was about eight years old (l. 20).
c. Blacks have the right a good education. + Blacks are not servants. + Blacks want the
same education as Whites.
d. marched (l. 2) + were protesting (l. 3-4)
e. until (l. 10) + and then (l. 11)
f.
Violence
Who?

Actions

Victims

police

schoolchildren

the police saw the schoolchildren marching,


and then the trouble started. (l. 10-12)
aimed their guns and began to shoot with real
bullets, killing whoever was in the way. (l. 12-14)

People were
screaming, bleeding,
falling. (l. 17)

g. Actions of the police: The police shot tear gas too (l. 15) More police came in
great steel tanks, and more in helicopters, firing from above. (l. 18-19) But the police
kept shooting, (l. 27)
Demonstrators reactions: A little girl [] raised her fist (l. 19-21) People became
fighting mad, throwing stones at the police, burning down schools and government
offices. (l. 23-25)
Results: next thing she was lying dead. (l. 21-22) Smoke and flames were everywhere.
(l. 25-26) hundreds were dead. Hundreds were hurt and hundreds were arrested. Dumi
was one of those arrested. (l. 27-29)
h. Dumi was one of those arrested. (l. 29)
i. 1. determined rebellious resolute
2. he would go on fighting even if they killed him. (l. 31-32)

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Unit 5

ACTION!
Grace is the narrator. She witnessed the scene and she is telling the reader what happened
during a demonstration when schoolchildren protested against the supremacy of English.
The black schoolchildren were demonstrating peacefully, holding banners with their slogans
demanding the same education as white children, when suddenly the police tried to stop
them, throwing tear gas at them. Then, more police came in tanks and helicopters and the
result was a bloodbath. A little girl was killed first and more were hurt and killed. The death
toll was high. Dumi was arrested, was ill-treated, but he came back home determined to
keep fighting against an unfair system.

Prolongements possibles :
On pourra demander une classe plus solide de dire quel est le but du narrateur :
The goal of the whole text is to make the reader side with the victims, innocent civilians. The
narrator wants to arouse pity and compassion for the children, to make us feel indignant and
outraged. The goal is also to condemn the South African governments attitude during the
riots, to show that Blacks were the victims of sheer violence and hatred.
On invitera les lves lire le roman de Beverly Naidoo, ouvrage destin la jeunesse
qui est tout fait leur porte. Ce sera un excellent entranement la lecture dun roman
authentique et non coup.

3. Rebels with a cause


a.

Group 1
Script de lenregistrement (CD2 piste 4, 1:23)
Part 1 (from the beginning to 0:32)
Apartheid was a system of legal racial separation in the Republic of South Africa from 1948 until
the beginning of the 1990s. Apartheid means apart or separate in Afrikaans, a language spoken
only in South Africa and mostly by Whites of Dutch origin.

Part 2 (0:33-1:00)
At the time of apartheid, black people and white people had to live in segregated places the Whites
were mainly in the cities and colored people were forced into rural areas and townships around big
cities. Whites and non-Whites held different jobs and were subject to different levels of pay, education, and health care.

Part 3 (1:01 to the end)


When non-Whites couldnt stay in urban areas, they had to move to Bantustans, or African homelands. They were forced to carry passes if they wanted to travel out of their homelands. If they
travelled without a pass, they were arrested.

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Corrig de la fiche du Workbook (p. 30-31)


a. - racial - apartheid - Afrikaans - Dutch - rural - health
b. cf. script
c. 1. Apartheid racial separation It means apart or separate.
2. Country: South Africa Dates: 1948 - 1990s
Language: Afrikaans Group of people: Whites of Dutch origin
d.

Apartheid

Language
spoken

What?

Where?

system of
legal racial
separation

South Africa

Name

Where?

Afrikaans

South Africa

When?

Meaning

from 1948 until


the beginning
of the 1990s

apart - separate

By whom?

Origin

Whites

Dutch

e.
Groups of people

white people

black people
Segregated places

Where they lived

Other differences?

- mainly in cities

- rural areas
- townships around big cities

- Different jobs
- Different education

- Different levels of pay


- Different health care

f. forced passes travel out of homelands arrested


g. African homelands
h. What they had to carry: pass When they needed it: if they wanted to travel out of
their homelands Consequence if they didnt have it: were arrested
Group 2
Script de lenregistrement (CD2 piste 5, 0:52)
Soweto is a group of townships that is to say, poor areas for black people in the south west of
Johannesburg. Sadly, it became famous in June 1976 during student protests that led to violent clashes
with the police. The youth rebellion began when the schoolchildren started protesting against the
decision of the apartheid government to teach them in Afrikaans, the language of the ruling Whites,
and not in English. The initial battles left more than 400 dead and many more were arrested or
sent to the homelands (thats poor territories for Blacks). The fight continued until the mid-1980s.

90

Unit 5

Corrig de la fiche du Workbook (p. 31-32)


b. 1. Soweto
What?
- A group of townships
- poor areas

Population

Where?

black people

in the south west of Johannesburg

Dates

Who?

Why?

Consequences

Beginning: June 1976


End: mid-1980s

students /
youth

started protesting
against the decision of
the apartheid government to teach them in
Afrikaans

- more than 400


dead
- many were
arrested or sent
to the homelands

2. The protest

ACTION!
Apartheid was a system of legal racial segregation that was enforced in South Africa from
1948 until the beginning of the 1990s. Black and white people had to live separately and
had different levels of education, pay, different jobs and health care. Black people had
to carry passes and lived mainly in rural areas or poor areas around cities called townships. Soweto is one of these townships and in 1976 young people started to protest to
receive the same education as white children and in particular to be taught in English and
not Afrikaans. They demonstrated in the streets and the police crushed the riots violently.
Hundreds of people were injured or killed. The riots lasted until the mid-1980s.
b. Les deux groupes se serviront du ACTION! propos dans le Workbook p. 32 afin de mettre
en commun les informations quils auront releves.

4. Newsflash
Mise en uvre:
Cet exercice pourra donner lieu une production en continu ou en interaction. En effet, le
journaliste peut soit prsenter la scne, soit faire une interview de tmoins.
Corrig :
Grace and Dumi are two young South Africans from Soweto.
They were there to take part in a peaceful march to protest against the governments decision to teach them in Afrikaans.
When the police saw the schoolchildren marching they first shot tear gas but also real bullets.
People were injured and killed, even little children.
Dumi was arrested and put in jail.

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Production possible (PPC) :

This is reporting live from Soweto, Johannesburg. There were violent scenes on the streets
of Johannesburg today when hundreds of schoolchildren protesting against the government
were shot dead by riot police. The crowds were demonstrating about the governments decision to teach them in Afrikaans in schools, but the response of the police was extremely aggressive as they started shooting into the crowd. Police officers were pitiless in the way they
crushed the riot, using guns, steel tanks, helicopters and tear gas, but the civilians reacted
angrily, throwing stones at the police, as well as burning down schools and government offices. On top of the hundreds who were killed, hundreds more were hurt and arrested. The
many victims included a little girl around eight years old, who was killed after raising her
fist in defiance. Among those who chose to rebel against the apartheid government today
were a boy named Dumi and his sister, Grace. Dumi was arrested and put in prison, but his
sister doubts he will give up the fight. Today, we have witnessed one of the most inhumane
episodes in the history of South Africa.

3. Apartheid in Films

MANUEL P. 73

1. Watch a video: Goodbye Bafana


N.B. : la fiche lve, son corrig, le script et lexploitation de lextrait se trouvent sur le site
compagnon.

Production possible :

a.

The incident is seen through the eyes of the Whites, since we see white parents explaining
to their little white girl the meaning of apartheid and the situation in their country.

b.

Dear diary,
Today, we were walking in the streets of Johannesburg, when my grandmother and my mother
stopped in front of a greengrocers. They went in but I stayed with my father outside. Suddenly,
we heard a noise. We saw police vans coming at full speed. All of a sudden, they stopped
and checked a black womans pass. As she didnt have her papers, they brutally arrested
her. She was clinging to her baby, but the policemen ruthlessly pushed her and the baby fell
onto the ground, right in front of us! She was yelling, screaming out of fear. Another black
woman picked up the baby and saved it. The first woman was taken to prison, I think. I was
shocked, I couldnt do anything I just wanted the babys screams to stop, so I covered my
ears with my hands, held tight to my doll and rushed into daddys arms.
When we came home, I was still in shock. I was lying on the sofa when mum and dad came
into the room. They both explained what apartheid meant. I cant help being outraged and
feeling compassion for these innocent people. I still dont understand why these people
have to carry a pass just because they are black! I will remember this scene forever. For the
first time, I have been confronted with an unfair world where Blacks are treated differently.
Critres dvaluation de la tche : titre indicatif, nous proposons la grille suivante. Le
professeur sera bien sr libre dlaborer sa propre grille ou de faire voluer le nombre de
points attribu chaque critre.

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Unit 5

Grille dvaluation
Respect des consignes

0 1

Moments importants du rcit traits

0 1 2 3 4

Expression des sentiments du narrateur

0 1 2 3 4 5

Richesse de la langue (lexique et structures grammaticales)

0 1 2 3 4 5

Correction de la langue

0 1 2 3 4 5
Total des points

/ 20

2. Compare
These two DVD covers show close-ups of the main characters faces in the upper part of
the cover, and a crowd of people in its lower part. They also share the same colours: black,
yellow and red / orange. These colours are very symbolic, since black can mean that something terrible, evil and dark is at work in the film, while yellow could be the symbol for a new
sunrise, a new dawn for the country and the characters. Red means blood, of course, or
danger. However, the two covers dont focus on the same points. The one on the left seems
to oppose white men and women to the black youth of South Africa. On the contrary, the
cover on the right portrays a white man next to a black man; they seem to be on an equal
footing and are linked by the word friendship. Finally, the two crowds on each cover do
not have the same attitude. On the DVD cover of A Dry White Season, the youth seems
revolted, protesting in the streets with banners, they look determined, resolute and angry.
On the DVD cover of Cry Freedom, the crowd at the bottom seems rather peaceful, as if
people were celebrating or commemorating an event together.

3. A film review
Script de lenregistrement (CD2 piste 6, 2:01)
The film is set in the 1970s, at the time when the schoolchildren of Soweto, an African township
outside Johannesburg, started protesting in order to be educated in English, not Afrikaans (a language
spoken only in South Africa and mostly by Whites). The protests resulted in the deaths of many
children when the government tried to crush the riots. We meet a white schoolteacher, Ben Du Toit,
who leads a comfortable life, untroubled by the injustices of his society. But disaster comes into the
life of his gardener, Gordon Ngubene, who lives in a township outside the city. Jonathan, his son,
is a clever child, and Ben Du Toit gives money to keep him at school. When Jonathan takes part in
the Soweto riots, he is arrested and jailed with many other demonstrators. Ben gradually becomes a
witness to the injustice in his country and starts siding with the Blacks. The movie follows him step
by step, as he sees things he can hardly believe when he uncovers the truth. But as he gets more and
more involved, he is gradually rejected by his family except his young son, Johan, and loses his
job. His fight for justice will lead him to his death. A Dry White Season is a powerful film because it is
shocking and moving. It is also an effective and angry movie which exposes the violence of apartheid.

Afin que les lves devinent de quel film il sagit, on fera couter lenregistrement jusqu
will lead him to his death. On demandera de relever les indices permettant dmettre des
hypothses et didentifier le film en question.

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a.

The journalist reviews the film A Dry White Season, because he mentions schoolchildren
who were protesting, and this can be seen in the lower part of the DVD cover. He also
talks about a white schoolteacher, who could be one of the two men in the upper part of
the cover. Also, at the end, he reveals that the main character is led to his death, just like
the caption at the bottom of the cover suggests.

b.

Cry Freedom is the story of Steve Biko, a South African activist, and his friendship with journalist Donald Woods. It is set in South Africa during apartheid, and shows Bikos struggle
against this unfair regime. The film shows what an impressive character Biko was, determined
to put Blacks on an equal footing with Whites. Woods is a strong character too, as he sides
with Biko despite being threatened by the government. Like Biko, he is a strong-minded
person prepared to take risks to expose the cruelty of the regime.

4. A Long Walk to Freedom

MANUEL P. 74

1. Get ready
N. B. : on procdera ici un brainstorming avec laide du dessin humoristique.
The cartoon shows a teacher telling the headmaster that one boy in the class, who is Nelson Mandela, has various ideas for his future career. In fact, we know that Nelson Mandela
fulfilled all these roles, and this reminds us what an extraordinary person he was. He started
his career as a lawyer, and because of his thirst for justice, and his disgust at the treatment
of Blacks in South Africa during apartheid, he became an activist, a freedom fighter, and
finally a prisoner of conscience when he was imprisoned for 27 years on Robben Island.
We also know, of course, that after his release, he became president of South Africa, and
used his position to become the reconciler between the Blacks and the Whites. It is only
because he was a visionary that he could achieve the Rainbow Nation, something no one
in South Africa could imagine during apartheid. All of this made him a 20th century icon,
even before his death in 2013.

3. Understand the text


a.

Corrig de la fiche du Workbook (p. 32-33)


a. 1. smart

2. clever = intelligent

3. he should go to school (l. 5-6)

b. his fathers friends


c. - Name: Nelson - Origin: English - Age: 7 - Where and when? on the first day of school
- By whom? his English teacher - Why? He gave all the African children English names.
d. honest determined just resolute
e. 1. refused (l. 25)
2. protest (l. 23) quit the council (l. 24) stood firm for what he believed was fair
and right (l. 25)
3. He followed his fathers advice.

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f. he was expelled (l. 25-26)


g. 1. unfairness: injustice inequality: ingalit
2. most English men, in Johannesburg (l. 27)

ACTION!
One day, Nelson protested for better food when he was a leader of the student council.
He rebelled against the principal, who threatened to expel him if he quit the council.
Nelson was brave and determined to fight for what he believed in, so he stuck to his
decision. As he disobeyed the principal, he had to face the consequences and was
expelled from the school. He was shocked by the injustice and the unfair treatment
black people suffered from Whites.
b. The incident at the missionary college revealed Mandela was resolute / wilful / rebellious. He was determined to speak his mind and stood up against the principal. He defied
/ challenged his authority. His attitude involved moral courage / strength / willpower.
Although the principal threatened to expel him, he stuck to his decision, and was ready
to face the consequences. This incident is a preview of his resistance in the fight against
apartheid. He was committed to disobeying / rebelling against unjust laws. Defending
justice and equality always was a moral imperative for him, thats why he served a 27-year
sentence after he was accused of terrorist acts.
c. At first, Mandela probably resented being given an English name. It meant he had to
lose a part of his African identity. He knew Whites despised Blacks but, when he arrived in
Johannesburg, he felt shock / indignation / horror, because Blacks were being discriminated
against / were treated as second-class citizens.

4. A timeline
Mise en uvre:
Cette activit pourra tre mene au laboratoire multimdia, o les lves pourront travailler en deux groupes, chacun sur une partie de la vie de Mandela. Ils pourront galement
couter ces enregistrements la maison si on les leur fournit en MP3, et procder la mise
en commun en classe lors du cours suivant.
Cette comprhension orale se prte bien la pdagogie diffrencie. Pour cela, on attribuera au groupe le plus faible le deuxime document, o seules des dates sont reprer.
Script de lenregistrement (CD2 piste 7, 1:44)
Nelson Mandela was born on July 18th, 1918 in a small South African village. At the age of seven,
he began his British education, and his teacher gave him the name Nelson. When his father
died, Nelson was sent to live with a leader of the Thembu people. He grew Nelson for leadership,
sending him to the finest schools. During a break from college, Nelson ran away to Johannesburg
in order to avoid a pre-arranged marriage. It was 1941, and for the first time, Nelson came face to
face with the brutal reality of a racially divided South Africa. He began attending meetings of the
African National Congress, an organisation that aimed to establish a democratic government. He

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was served with a banning order. This severely restricted his freedom of speech and movement. He
could not attend public meetings or speak to more than one person at a time. Mandela now went
underground. One day, he was a very public figure, by the next, he had disappeared. In July 1962,
Mandela slipped back into South Africa, but he was soon captured by the police. June 12th, 1964.
At the South African Supreme Court in Pretoria, Nelson Mandela, now 45 years old, was convicted
with seven others of conspiracy to overthrow the government. They were sentenced to life in prison,
to be served at Robben Island, seven miles off the coast of Cape Town.

Script de lenregistrement (CD2 piste 8, 1:58)


In 1976, everything changed, when black student protesters were shot and killed by security forces
in the black township of Soweto. By the mid-1980s, the momentum for change was unstoppable.
Nelson Mandela became a symbol for that change, and the call for his release became a rallying cry
around the world. The moment had finally arrived: February 11th, 1990. After nearly thirty years,
Nelson Mandela, now 71 years old, was at last a free man. In Cape Town, more than 500,000 supporters black, white, young and old packed the central square to hear him speak for the first time
in nearly three decades. His tremendous achievement was acclaimed by the world. In December of
1993, he won the Nobel Peace Prize together with South African President, F.W. De Klerk. Nelson
Mandela was now the ANCs candidate for president, and at the age of 75, he would lead his party
in its first election campaign. On April 27th, 1994, black South Africans in the millions cast their
ballots. To no ones surprise, the African National Congress emerged victorious, with Mandela at
its helm. In May of 1996, he and the entire country reached a milestone by adopting a new South
African constitution. In February of 2010, Nelson Mandela joined friends and family to celebrate
the 20th anniversary of his release from prison in 1990. He had spent 27 long years in jail, but once
he became a free man, he wasted no time making up for lost years.

Corrig de la fiche du Workbook (p. 33-34)


a. - village - racially - captured - conspiracy
b. A banning order An official prohibition on doing something
Overthrow Remove someone or something from power by force
Be sentenced Be condemned by law
c. - July 18th, 1918: Nelson Mandela was born in a small village.
- At the age of 7: He began his British education and he was called Nelson by his teacher.
- 1941: He came face to face with the brutal reality of a racially-divided South Africa.
- July 1962: Mandela was captured by the police.
- June 12th 1964: He was accused of conspiracy to overthrow the government. He was
sentenced to life in prison.
d. - 1976
- February 11th, 1990
- 1993
- April 27th, 1994
- 1996

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5. Mandela Days

MANUEL P. 75

1. Groupwork
Mise en uvre:
a.

Plusieurs sites sont disponibles sur Internet pour rechercher des paroles de chansons. On
incitera videmment les lves couter la chanson en mme temps quils en dcouvriront
les paroles.
On pourra galement renvoyer les lves la page de Fast Facts sur lAfrique du Sud p. 248.

b.

Cette activit pourra se faire au laboratoire multimdia, o les lves feront leur recherche
puis rpondront aux questions. La prise de parole en continu finale pourra tre enregistre.
On divisera les lves en trois groupes, chacun prendra en charge une chanson. Cela leur
permettra de dbattre par la suite sur la meilleure chanson pour clbrer le Mandela Day.

Productions possibles

> Mandela Day, Simple Minds (1989)


a. The words that are repeated are: Mandela free 25 years ago day
These words emphasize the fact that Mandela has finally been released from prison, after
25 years. The singer celebrates his liberation.
b. It was 25 years they take that man away refers to the day when Mandela was arrested
and imprisoned.
c. Prison: take that man away Held behind four walls all through night and day the
ones inside Apartheid: we know whats going on right through your land
Change: Now the freedom moves in closer every day The rising sun sets Mandela on
his way Nelson Mandelas free I can feel his heartbeat moving deep inside
d. This song conveys a feeling of happiness, with the repetition of Mandelas free. It shows
that there is still hope, because Simple Minds use the image of a rising sun, a renewal for the
country. A new day is starting thanks to the release of Nelson Mandela from prison. However,
the song also reminds us of the feeling of injustice that South African experienced, with the
repetition of it was 25 years ago, insisting on the long unfair imprisonment of Mandela.
> Freedom Now, Tracy Chapman (1989)
a. throwed = threw
b. prison doors open shackles broken were free release free our bodies
free our minds free our hearts freedom for everyone
c. They put Mandela in jail hoping everybody would forget about him and everything he was fighting for: Hoping soon hed die / That his body and spirit would waste away / And soon after that
his mind Hoping his memoryd die / That the people forget how he once led / And fought for
justice in their lives. They also thought they were superior and they knew best: One who thinks
that he can rule / One who says tomorrows mine. They believed in violence and that they were
right because they were supported by God: Every day is born a man / Who hates what he cant
understand / Who thinks the answer is to kill / Who thinks his actions are Gods will.

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d. The singer is angry at the attitude of Mandelas opponents who didnt act fairly and who
thought they were superior. She is bitter because she remembers all the violence that took
place in South Africa and the unfairness of Mandelas imprisonment. However, some lines
are also joyful, especially when Tracy Chapman repeats were free, showing that these
dark days are over now.
> Free Nelson Mandela, The Special A.K.A. (1984)
a. This song was written before the release of Mandela from prison, so twenty-one years
refers to the time Nelson Mandela had spent in prison until 1984, when the song was written.
b. The singer asks for the release of Mandela, with the constant repetition of the chorus
Free Nelson Mandela. With the imploring phrases Im begging you, please free Nelson
Mandela, youve got to free Nelson Mandela, he urges the authorities to release him.
c. Nelson Mandela belonged to the ANC, the African National Congress: He pleaded the
causes of the ANC. It is a political party which fought to put an end to apartheid.
d. This song is optimistic, because the singer believes in Nelson Mandelas fight: his mind
is still free and he shows that Mandela has a lot of support all around the world: only one
man in a large army. He blames Mandelas opponents and condemns those who dont act
for his liberation: Are you so blind that you cannot see? / Are you so deaf that you cannot
hear his plea? / Are you so dumb that you cannot speak?
Informations complmentaires
Il faut noter que ces trois chansons ont t crites dans les annes 80, dcennie o la
lutte contre lapartheid a t la plus active, et o le monde entier a pris conscience de la
situation en Afrique du Sud. De nombreux artistes internationaux se sont alors engags
dans le combat pour la libration de Mandela, devenu le fer de lance de la rvolte.

2. Mandela Day
Productions possibles :

- As far as Im concerned, Free Nelson Mandela by The Special A.K.A. is the best song because
the chorus, with the line Free Nelson Mandela, is so full of hope! I also like it because the
little details, for example Shoes too small to fit his feet / His body abused, help to make
us aware of Nelson Mandelas suffering in prison. I think this is a very effective song.
- Yes, I like this song too, but to my mind the best one is Freedom Now by Tracy Chapman,
because in this song she promotes freedom for everyone, even those who put Mandela in
jail. Chapman is obviously revolted by these people, because she uses the word fool to
refer to them, but when she tells them set your conscience free by releasing the prisoner,
this shows that freedom is possible for anyone. The idea of freedom for all is emphasised
at the end with the lines Let us all be free free free free. Chapman uses her lyrics to fight
for justice.
- In my opinion, the best song is the Simple Minds one, because in each stanza we are
reminded that it was 25 years since Mandela had been sent to prison, and this alerts us to
the terrible injustice he had suffered. But it is a hopeful song, because each chorus features
the line Mandelas free, which reminds us that this suffering is now over.

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6. Crossover

MANUEL P. 76-77

1. Understand the article


a.

Corrig de la fiche du Workbook (p. 34-35)


a. Nationality: British
Job: viola player
Where she lives: the Soweto suburbs
How long? 20 years
Where? Soweto
Type of music: classical
Teachers name: Rosemary Nalden
Where it is known: globally (all over the world)
b. transforming their lives (l. 9)
c. - False the school does not select by talent (l. 10-11)
- False children for whom life remains tough some two decades after apartheid ended
(l. 13-15)
- True she has unearthed some gems out of nowhere (l. 15)
- True no parents saying you should practise (l. 17)
d. 1. - white Soweto - unusual, unheard of
2. It doesnt happen very often to see a white woman living and working in Soweto, a black
township.
e. 1. a mutual fascination (l. 20)
2. The childrens attitude towards music: incredibly talented thirsty for violin lesson
Rosemary Naldens feelings and reactions: fascinated couldnt turn back captivated
couldnt walk away
3. walk away / leave the country / give up on them

ACTION!
Rosemary Nalden is a British viola player who has lived in South Africa, for twenty years.
She set up a music school in the township of Soweto, and she was so fascinated by the
talent of the children that she decided to stay there. The school is now world-famous.
b.

Rosemary Nalden is British. This white woman is a viola player. She has been living in South
Africa for twenty years, more particularly in Soweto, a black township near Johannesburg.

c.

She went to South Africa to set up a classical music school for the children from the township.
They were really enthusiastic and eager to learn to play an instrument. Rosemary realised
they were very talented, even though their parents werent always here to encourage them.

d.

Rosemary Nalden asserts that this experience was very enriching for her as well as for the
children. Thanks to her determination, she succeeded in bridging the gap between minorities and to act for peace in a township of South Africa. The children have discovered they
were very talented, and were really grateful that this white woman came to Soweto to teach
them classical music.

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e.

Over the Rainbow

Dear Mrs Nalden,


I am writing to you because I once went to your Soweto music school, and I want to tell you
about how this experience changed my life.
I had a very difficult childhood in Soweto. My parents had little money and werent really
pushing us to achieve anything. I didnt have many of the nice things that children of rich
parents take for granted. But when I started going to your music school, I was eager to show
that I deserved this opportunity. Even though no one in my family had ever played a musical
instrument, your school gave me the chance to succeed in learning to play the violin, and
I will never forget that. I practised every day, and soon I found I had talent, which gave me
confidence in many other areas of life.
In the school, everyone showed respect for one another, despite the racial differences, and
I never experienced any prejudice. This gave me hope that there could be a better world,
where it is possible to bridge the gap between rich and poor, between Blacks and Whites.
Thank you for giving me hope in the future, Mrs Nalden, I will always be grateful that you
came to us and never gave up on us.
Yours sincerely,
Joseph Mbele

2. Watch a video: Soweto Today


N.B. : la fiche lve, son corrig, le script et lexploitation de lextrait se trouvent sur le site
compagnon.

Production possible:

Soweto: bridging the gap


Over the last twenty years, Soweto has changed enormously. During apartheid, there was no
possibility of Blacks mingling with Whites. Now, however, you just need to go to a shopping
centre to see how comfortable black and white people are together. Indeed, the Maponya
Mall was created by a black entrepreneur, who overcame the obstacles black people always
face and became one of the richest people in South Africa. The new generation, which was
born after apartheid ended, plays a major role in bridging the gap in a country which used
to be one of the most racially-divided. The school system mixes black and white children,
who appear free of the prejudices which blinded earlier generations.
There are encouraging signs, but some things have not changed. When you visit the township itself, you see that the black population is as poor today as it was two decades ago.
The reality is that the gap between the haves and the have-nots still reflects the racial divide
in South Africa.

Prolongements possibles (tche actionnelle) :


On pourra partir des pages 72, 73 et 76 demander aux lves de rdiger quelques courts
paragraphes illustrs par des photos pour montrer lvolution de Soweto depuis les annes 70.
Ce travail pourra complter la brochure promotionnelle sur lAfrique du Sud, Soweto tant
devenu un lieu touristique parmi dautres.
www.southafrica.net/za/en/articles/entry/article-southafrica.net-soweto

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3. The white Zulu


Script de lenregistrement (CD2 piste 9, 1:51)
Part 1 (from the beginning to 0:57)
Host: As a teenager in Johannesburg, Johnny Clegg sought out Zulu migrant workers and learned
their traditional songs and dances. In the 1970s, he started a band. The band Juluka brought black
and white musicians together on stage, which, under apartheid, was illegal. They were harassed,
banned from the radio. Still, a few years later, Johnny Clegg became famous beyond South Africa
with an anthem to Nelson Mandela.
J. Clegg: (singing) Asimbonanga. Asimbonang umandela thina. Laphekhon, laphehleli khona.
Host: When Cleggs band came out with this song, Nelson Mandela was still in prison. Then,
everything changed when, in 1994, elections brought the countrys black majority to power.

Part 2 (from 0:58 to the end)


J. Clegg: The central theme of my music was always finding a crossover between different cultures,
language, music forms. So, that aspect of my music has always been steadfast. And the political side
of it did come to an end. After the 1994 election, we were still left with the issue of what does it
mean to be a South African? How do we find a common identity? What makes us all that one thing,
at one moment, South African? And I think the closest time that we ever came to it was last year
with the World Cup soccer. South Africans came together to try and find a way to welcome half a
million soccer enthusiasts who came to see the World Cup in South Africa. And, South Africans
found a new way of being together.

Production possible:

a.

Johnny Clegg is a white singer who sings on stage with black musicians and dancers. They
seem to be sharing a traditional Zulu dance. Although he is not black and not of Zulu origin,
he seems very close to their culture.

b.

Corrig de la fiche du Workbook (p. 35-36)


a. rponse personnelle
b. When Johnny Clegg was a teenager, he found inspiration in traditional Zulu songs and
dances. Juluka was a band created in the 1970s. It was declared illegal because it was
composed of black and white musicians. Asimbonanga is an anthem to Nelson Mandela.
It was written when he was still in prison.
c. The central theme of my music was always finding a crossover between different cultures, language, music forms.
d. - 1994 - What does it mean to be a South African? How do we find a common identity?
What makes us all (that one thing), at one moment, South African?
e. - World Cup Soccer - half a million
f. 1. together
2. The World Cup Soccer brought half a million people together, they all shared this moment.

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c.

Zulu workers taught music and traditional dances to Johnny Clegg. He started a band called
Juluka in the 1970s which was composed of black and white musicians, which was unheard
of at the time in South Africa because it was illegal. Consequently, they were banned from
the radio. However, it didnt stop Johnny Clegg who has always aimed at finding a crossover
between the different cultures of the two minorities. He wrote a song which is an anthem
to Nelson Mandela, and his music has never ceased to be a way to unite people by mixing
different cultures, languages and music forms.

d.

Cette recherche personnelle viendra valider et complter les informations obtenues dans la
comprhension orale. Les informations collectes seront utiles pour la tche propose en e.

e.

Music can do many things, including unite people, and there is no better example of that
than the work of Johnny Clegg. Though he was born in England, Clegg grew up in South
Africa and quickly became interested in Zulu music and culture. His band Juluka created
music which was a crossover of Zulu and Celtic influences, and even though the mixing of
races was banned by the apartheid government, Clegg and his black musicians took to the
stage and showed the world that people could be united whatever their race.

4. Bridging the gap


a.

On pourra orienter les lves vers le site de lInternet Movie Database: www.imdb.com.
En amont de cette recherche, on pourra mettre des hypothses partir de laffiche du film
et du titre Bridging the gap .

b.

Cette activit pourra donner lieu une prise de parole en continu en classe. On encouragera
les lves consulter les pages Enrichir sa prise de parole, p. 232-233.

Production possible:

The film takes place right after the election of Mandela as President of South Africa. He has
just been released from Robben Island prison. When he becomes president, race issues
still exist in the country and people of different skin colours do not mix, as we can see at
the beginning of the film where little black boys and white boys are separated. The main
characters are Nelson Mandela and the captain of the South African rugby team, Francois
Pienaar. They meet because Mandela asks him to win the Rugby World Cup in order to unite
the country and to inspire the nation. He aims at reconciling the Blacks and the Whites in
South Africa, after years of legal racial separation.
c.

Script de lenregistrement (CD2 piste 10, 2:27)


Presenter: Good morning, Pete. Thank you for coming to talk to us about the role of sports in the
post-apartheid era. Do you think the Springboks the South African rugby team had a role to
play in the reconciliation process?
Pete: Oh! Definitely, thats why Clint Eastwood used the victory to make his famous 2008 film Invictus.
Presenter: Can you remind our listeners what happened then?
Pete: Well, you know, after the breakdown of apartheid government and the election of Nelson
Mandela, the Springboks were a really mediocre rugby team, but they suddenly had the responsibility to be a source of pride for the nation.
Presenter: But Id always thought that the team represented apartheid values.

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Unit 5

Pete: Yes, youre right, because, except for one, they were all white men. That is, the same people
who enforced the system of organised oppression. But when Nelson Mandela was elected, it was
his responsibility to reconcile the nation.
Presenter: Well, how did he manage to do that?
Pete: When he became president, he recognised the power of sport as a medium for political and
social change. He believed that even if rugby had been an elitist sport, it could become a symbol of
hope and reconciliation and help to mend the nation.
Presenter: How did Clint Eastwood manage to show that in Invictus?
Pete: Well, right from the first minutes of the film, we have a vision of segregation in South Africa.
White, teenage boys playing rugby are contrasted with a group of black children from the township
playing soccer. They obviously do not mix. But as victory becomes a real possibility, we see black
and white South Africans celebrating together, and becoming not two groups but one nation.
Presenter: Oh, how interesting! Now, I think we all understand why sports played a major role in
healing South Africa after apartheid.

Corrig de la fiche du Workbook (p. 36)


a. - 2008 - South Africa - rugby & soccer
b. role sports post-apartheid Springboks rugby team reconciliation
The recording is about the role of sports in South Africa after the end of apartheid. The
journalist wonders if the rugby team helped the reconciliation between the different ethnic
minorities.
c. When did he have this idea? When he was elected.
What was it? He gave the Springboks the responsibility to be a source of pride for the nation.
Why was it surprising? The Springboks were a really mediocre team and the team represented apartheid values.
d. (a symbol of) hope and reconciliation
e.
At the beginning of the film
Groups of people
Sport

When victory became


a possibility

white children

black children

one nation and not two


groups

rugby

soccer

celebrating together

Where they live

township

f. In his film, Clint Eastwood showed how Mandela managed to bridge the gap between
the Blacks and the Whites thanks to sport.

Production possible:

d.

Invictus, the film directed by Clint Eastwood and starring Matt Damon, is set in South Africa

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Over the Rainbow

in 1995, a year after Nelson Mandela became president. The film follows the South African
rugby team as they attempt to win the World Cup, a competition which is hosted by their
country. The Springboks have traditionally been associated with the apartheid government,
but Mandela shows strong support for the team in the hope that it will unite the black and
white people of the nation. This is why it is so important for Mandela to see the team succeed,
and why it is such a tense film. The two main characters are Mandela and the Springboks
captain Francois Pienaar, and they meet for the first time in Mandelas office, where the
president explains the importance of victory as a way of reconciliation.

Language at Work

MANUEL P. 78-79

A. Le present perfect
1

Les noncs a., d., e., f. nous renseignent sur le prsent.


Les noncs b. et c. nous renvoient un moment pass, coup du prsent.

Present perfect
Formes
verbales
Marqueurs
de temps

Prtrit

has become have changed has


improved ve heard

was born stayed was released

now since 1994 over the last


few years just

in 1918 for 27 years in 1990

a. Mandela est maintenant devenu une lgende. b. Nelson Mandela est n dans le Transkei
en 1918. c. Il resta en prison pendant 27 ans et a finalement t libr en 1990. d. Les choses
ont beaucoup chang depuis 1994. e. La situation en Afrique du Sud sest amliore ces
dernires annes. f. Je viens dentendre une chanson de Johnny Clegg.
Les deux formes verbales qui correspondent au pass compos sont le prtrit et le present
perfect. noter, le present perfect avec just se traduit par un prsent venir de (phrase f.).
Dduisez : Selon le contexte, le pass compos franais peut se traduire en anglais par un
present perfect ou un prtrit.

Le prtrit sert parler dun fait, dune priode passs. Les marqueurs de temps associs
sont ago, in + date, for + date (qui se traduit alors par pendant ).
Le present perfect (have au prsent + participe pass) sert faire le lien entre le pass et
le prsent.

ever : dj (contexte interrogatif ou ngatif) never : jamais already : dj (contexte


affirmatif) not yet : pas encore
Dduisez : Le present perfect semploie avec never, already et not yet, etc. La date nest
pas mentionne. Lnonciateur sintresse uniquement au rsultat au moment prsent.

Depuis combien de temps lAfrique du Sud est-elle une dmocratie ?


Cest une dmocratie depuis 1994 / depuis llection de Mandela / depuis les lections de 1994.
Depuis combien de temps Johnny Clegg et Sipho Mchunu jouent-ils ensemble ?
Ils jouent ensemble depuis plus de 40 ans, depuis 1969 en fait.

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Unit 5

Dduisez : Depuis combien de temps se traduit en anglais par how long + present perfect.
Depuis se traduit par for lorque lon parle dune dure dans la globalit.
Depuis se traduit par since lorsque lon veut prciser le point de dpart de la dure.

Entranez-vous
1

have been have seen have ever visited have seen have not been attacked have never
driven Have you ever flown

a. Spending on education has greatly increased over the last ten years. b. Mahatma Gandhi
lived in South Africa from 1893 to 1914. c. Alan Patons book, Cry, the Beloved Country,
was published in 1948. It became a massive success and made people aware of apartheid
abroad. d. I have never read a novel by a South African author.

Lnonc donne un renseignement


sur le prsent
b. La situation sest amliore ces dernires
annes.
c. Certains Sud-Africains ne sont pas encore
dbarrasss de tous leurs prjugs.
e. Johannesburg est la capitale conomique de
lAfrique du Sud depuis plus dun sicle.

Lnonc renvoie un
vnement coup du prsent
a. Avant 1994, les deux communauts taient spares.
d. Steve Biko mourut dans sa cellule de prison en 1977.

a. Before 1994, the two communities were separated. b. The situation has improved over
the last few years. c. Some South Africans have not got / gotten rid of all their prejudices
yet. d. Steve Biko died in his prison cell in 1977. e. Johannesburg has been the economic
capital of South Africa for more than a century.

B. Improve your vocabulary


Dutch French German British South Asian Dutch British French Dutch

Improve Your Listening Skills

MANUEL P. 80

This document may be a presentation of one of Johnny Cleggs shows taking place in London. The singer is going to be interviewed to present the elements that compose his show,
and to explain the Zulu influence on his music, because we can see on the poster that hes
dancing a traditional Zulu dance, with the shadow of a Zulu warrior or chief behind him. The
title being A South African story, I expect to hear more about how Johnny Clegg came
to be influenced by South African history and different communities, with words such as
dances, Zulu, origins, roots, crossover of cultures, traditions.

Rponse personnelle. On ne demandera pas aux lves de prendre des notes lors de cette
premire coute qui servira uniquement comprendre le sens global du document et
shabituer laccent de Johnny Clegg. Les lves diront ensuite si ce quils ont entendu
correspond leurs hypothses prcdentes.

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Les mots porteurs de sens qui auront pu tre relevs sont en gras dans le script ci-dessous.
Script de lenregistrement (MP3 piste 18, CD2 piste 11, 1:13)
Presenter: And youre taking your show, A South African Story, to the Royal Albert Hall, tell us a
little about the show.
J. Clegg: Well, its really about how four individuals in my life, four Zulu people in my life shaped
it and gave it a direction, um, from teaching me guitar, dancing, the history of the Zulu people,
my interaction with the migrant labour community when I was a young boy of 14 in Johannesburg
and how that shaped my story. And, and, what I do is I tell anecdotes, I explain why I wrote this
song. I have old photographs of me and C. Paul when we were like 13, 14, 15 together, on the
screen, I give people a perspective of, of the journey I have been on together with videos, so it is
an audiovisual presentation, plus all the hits but fitting them into this process from the old South
Africa through the transition into the new South Africa. So, it is a long journey.

Johnny Clegg: four individuals four Zulu people teaching me guitar, dancing, the history
of the Zulu people interaction migrant labour community young boy 14 Johannesburg
The show: A South African Story Royal Albert Hall tell anecdotes explain why I wrote this
song old photographs give a perspective of the journey videos audiovisual presentation hits from the old South Africa transition into the new South Africa a long journey
N. B. : le compte rendu pourra tre fait en anglais ou en franais, dans la perspective de
lpreuve de comprhension orale du baccalaurat.

Production possible :

Johnny Clegg is interviewed by a journalist on his new show entitled A South African Story,
which takes place in the Royal Albert Hall. Clegg explains how he came up with the concept
of this show, which combines his greatest hits as well as videos and photographs of himself
when he was a teenager in Johannesburg. He explains that four Zulus taught him guitar,
dancing and the history of the Zulu people, and this made his life take a whole new turn. His
show aims at showing the transition from the old South Africa, when apartheid was enforced
and his band was illegal, to the new South Africa. This transition took a long time to happen.
5

Ce passage est enregistr sur le CD2 piste 12 et MP3 piste 19.


Vous trouverez sur le site compagnon une fiche et son corrig.

Your Task

MANUEL P. 81

Mise en uvre:
1. Comprhension avec grille (groupe classe plus fragile) : cette tche pourra tre
mene au laboratoire de langues. Les lves seront rpartis en trois groupes de journalistes.
Chaque groupe coutera un reportage diffrent et remplira la fiche de comprhension correspondante. On veillera ce que chaque lve ncoute lenregistrement que trois fois. On
donnera comme consigne de se contenter dcouter lors de la premire coute et ventuellement de ne relever que quelques mots. Les lves liront ensuite la fiche, puis la rempliront
la 2e coute et finiront de la complter lors de la 3e coute. la fin des coutes, les lves
se mettront par groupes de trois (chacun ayant cout un des trois reportages) et devront
mettre en commun leurs informations. Ils criront alors une page de magazine.

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Unit 5

Si lon veut noter la comprhension orale avant la tche de production crite, on ramassera
et corrigera les grilles avant de procder la phase de montage du magazine. Les lves
pourront saider du site suggr dans le manuel (madmagz.com/fr) ou dun site similaire.
2. Comprhension sans grille (groupe classe plus solide) : le droul sera le mme que
prcdemment, mais les lves prendront des notes. la fin des coutes, ils se mettront
galement par groupes de trois pour produire une page pour le National Geographic. Ils pourront l aussi saider du site suggr dans le manuel et illustrer leur texte laide de photos
trouves sur internet.
N. B. : ces trois reportages se prtent particulirement bien la pdagogie diffrencie, de
par leurs diffrents niveaux de difficult. Le premier tant plus difficile comprendre, on
pourra davantage le donner un groupe plus solide (ou une section euro), le deuxime
sera davantage appropri un groupe moyen, car plus facilement comprhensible, et le
dernier, plus court, pourra tre tudi par un groupe plus faible.
Le site madmagz.com/fr a lavantage de fournir une prsentation type de magazine. Les
lves peuvent y crire des articles, ajouter des illustrations, imaginer la une et crer un
sommaire. Une inscription (gratuite) est ncessaire au pralable. Le magazine pourra ensuite
tre publi en ligne.
2

Corrigs :
c. diversity union Blacks Whites Rainbow Nation mix of cultures bridge the gap
new South Africa artists flag The recording may be about the new South Africa, where
people of all ethnic groups mingle and get together. It might also be about the role artists
like Johnny Clegg play in this crossover of cultures.

Script de lenregistrement (CD2 piste 13, 1:39)


Host: Good morning, this is Special Edition from BC News. In our programme this week, were
taking a closer look at life in South Africa today. When white domination ended with the election
of Nelson Mandela in 1994, South Africans began calling their nation the new South Africa.
And indeed, if you take a walk in a Johannesburg street at night, South Africas rainbow of colours
is clearly visible. You will see South Africans of all colours eat, drink, play games just groove, as
they say. This could be the realisation of Nelson Mandelas dream of a rainbow nation. However,
there is still a darker reality in the country, as racism is hard to eradicate. We just have to look at the
news headlines: Four whites shot in the street by the black youth, Whites only toilets found in
a police station. We have with us Mr Lesedi, who is the Chairman of the University of Pretoria.
Mr Lesedi, do you still believe in the Rainbow Nation?
Mr Lesedi: Good morning. Well, I do believe a rainbow is a good vision to have for this country,
but I think its still fully under construction. We have this fantastic vision of a united nation, but
weve got to construct this and we must be honest and open about it. Im still very optimistic; there
is hope for South Africa.
Host: Thank you, Mr Lesedi. It was Special Edition from BC News.

Script de lenregistrement (CD2 piste 14, 1:20)


The clich of Soweto or let me say rather the way that it first was founded was you had these houses
that were like, very tiny, four-roomed houses, and they were very very small, very difficult conditions
to live under. That is how it was started as a township, or most of the townships were started. So,
um, that is not the only face that Soweto has right now. Because you get really poor people living

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Over the Rainbow


in Soweto, but then you get really rich people living in Soweto as well. People who have grown up
in Soweto, but dont want to move out. So, you get, these, you know, big houses, these mansions in
Soweto, people driving BMWs, people driving Mercedes Benz, so there is (sic) also extremes, very
big extremes in Soweto. It does not just have, like, you know, the face of poverty, or people suffering,
but there is so much else going on. A lot of luxury, a lot of abundance, of people who live there.
But essentially there is a whole mix of classes, so you get the areas where there are very big houses,
and then you get some areas where it is not so much like that. But because it is such a big town, you
know, you tend to find lots of different things, and lots of different places.

Script de lenregistrement (CD2 piste 15, 1:14)


Man: What does Nelson Mandela represent to you?
Woman: Wow, Nelson Mandela, for me, he is the face of the struggle, because, um, there needs to
be some sort of acknowledgment that he was not the only man who fought for the rights of people,
but he has come to represent all that people have fought for and people have struggled for and people
have achieved, so he has become the face of of everything. So he is the face of the struggle, he
is the face of hope for people. So, what he then represents stops being for just one race of people,
but for everybody else. So, he more than anything is the face of this striving, and trying to become
a better nation. That is what he represents for me.

1st report
(BC News)

2nd report
(clich of Soweto)

3rd report
(Nelson Mandela)

a.

2 voices, one woman and


one man

2 voices, a man and a


woman

2 voices, a man and a


woman

b.

Special Edition BC News


life South Africa today
white domination ended
election Mandela 1994
new South Africa walk
Johannesburg night
rainbow colours visible
all colours eat, drink,
play games realisation
Mandela dream rainbow
nation darker reality
racism hard eradicate
news headlines whites
shot black youth Whites
only toilets police station
good vision fully under
construction fantastic
united nation construct
honest open optimistic
hope

clich Soweto first


founded houses tiny
four-roomed small difficult conditions started
township not only face
poor people rich people
grown up big houses
mansions BMWs
Mercedes Benz extremes
face of poverty suffering
luxury mix of classes
big town different things
places

Nelson Mandela represent face struggle


needs acknowledgment
not only man fought
rights represent people
fought for struggled for
achieved face everything struggle hope
stops just one race
everybody else striving
trying become better
nation

108

Unit 5

c.

This recording is about the


new South Africa, after
the election of Mandela.
It shows how people of all
races mix, even though the
Rainbow Nation also has
its limits and challenges to
face.

This recording presents


us with Soweto today and
how it has evolved since
it was first founded. It has
become a place where
people of different social
backgrounds meet and
live.

This recording is an
interview which deals with
what Mandela has come to
represent for the
interviewee and for South
Africa.

Les trois fiches de comprhension sont disponibles sur le site compagnon, ainsi que leurs
corrigs.

Reading Corner

MANUEL P. 82-83

Les fiches dexploitation se trouvent sur le site compagnon, les corrigs p. 386-388 de ce Fichier.
1

A Dry White Season

Prolongement possible(POi ou PE) :


Ben comes back home and tells Melanie, a British journalist, about what has just happened
in the Colonels office. Imagine their conversation, his feelings and reactions.
2

Freedom
Avant de lire le pome, on pourra demander aux lves ce que reprsente le dessin ct
du texte. Ils pourront ainsi anticiper le contenu du pome :
This drawing combines the word Mandela with the outline of a fist raised in the air. It is a
very clever and appropriate symbol to use for Mandela, because it symbolises his determination in the struggle and the victory that came out of it. Thus, I expect this poem to deal with
Mandelas fight against apartheid and the ultimate triumph after his election.

Prolongements possibles:
On pourra faire apprendre ce pome aux lves en les divisant en trois groupes. Le premier
groupe apprendra du vers 1 7, le deuxime groupe du vers 8 14, et le troisime groupe
du vers 15 19.
On pourra galement leur demander dillustrer ce pome et de justifier lillustration choisie.

Prolongements possibles lunit


> valuation sommative de CO (p. 331-332 de ce Fichier)
> Fiche Apprendre apprendre : fiche dtachable, facilitant la mmorisation des structures
grammaticales et du lexique (Workbook p. 107-108, corrigs p. 277 du manuel).

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Vision davenir

Sentiment dappartenance

Tche finale (p. 93): You take part in a quiz show on people who have gone beyond their
limits. Listen to a recording of the show and guess their identity. You can also prepare a
presentation on a person who has done something extraordinary.
Activits langagires

1. Tune In!
(p. 84-85)

Contenus

Prolongements tches / aides

CE /
PPC

Lire et ragir un article


relatant en exploit, un texte et
une image montrant une femme
hors du commun

- Fiche Workbook p. 37 (Play with words)


- Language at Work p. 90-91

CO

Vido : Jessica, An Amazing


Woman

- Fiche sur le site compagnon


- Improve Your Listening Skills p. 92

PPC

Donner son opinion

Enrichir sa prise de parole p. 232-233

CE

- Lire et reprer les informations


essentielles
- Anticiper le contenu dun
document oral partir dune
photo

CO

Histoire de William
Kamkwaamba

PE

crire un article de journal

CE

Comprendre un texte

PPC

Role play

Enrichir sa prise de parole p. 232-233

Comprendre la couverture,
la quatrime de couverture
dun livre et un extrait dune
autobiographie

Fiche Workbook p. 40-41

CE

Un enfant soldat parle de son


exprience

- Fiche Workbook p. 41-42


- Improve Your Listening Skills p. 92

2. Wind of
Change (p. 86)

3. Gorillas in the
Mist (p. 87)

4. War and
Peace (p. 88-89) CO
POI

Jeu de rle

PPC

Commenter un mural de Banksy

- Fiche Workbook p. 38-39


- Improve Your Listening Skills p. 92

Lactivit langagire principale de cette unit est la CO (comprhension orale).

110

Unit 6

1. Tune In!

MANUEL P. 84-85

1. Fearless Felix
Productions possibles:

a.

Its astonishing / amazing / awesome. Its an incredible performance. Felix Baumgartner is


the worlds supersonic skydiver. His 38.6 kilometre jump from the edge of space is terrifying.

b.

He is remarkable because he is daring, reckless, he took huge risks, he knew he could die,
but he reached his goal. He must be brave and adventurous to face such dangers. He is a
daredevil. Baumgartner was bold because he broke the sound barrier on his fall. No human
had ever done that before without being in a machine. He did it by jumping. His attempt to
parachute jump from the greatest height in history was successful. Its a heroic feat.

2. Play with words


Corrig de la fiche du Workbook (p. 37)
a. independent strong unconventional / original cowardly proud extraordinary
open-minded different
b. risky: risqu dangerous: dangereux daring: audacieux challenging: difficile, exigeant,
qui reprsente un dfi
c. 1. raliser ses rves audacieux russir 2. relever le dfi 3. sueur 4. force viser haut
d. Aventure: adventurer explorer undertake go beyond his limits
Courage: determined strong-willed tough
Difficults: face risk
Dfaite: give up
Succs: achieve manage to overcome reach
e. He is a British adventurer. He was the first to undertake expeditions and the first to
completely cross Antarctica on foot. According to the Guinness World Records he is the
worlds greatest living explorer. In 2009, he reached the summit of Mount Everest and
became the oldest British person to achieve this. This man is strong-willed. He had to
overcome many obstacles, risk his life and face many dangers. Even if it was tough, he
managed to break many records. He went beyond his limits because he didnt want to
give up and was determined to reach his goals.

3. Pilot without arms


Productions possibles:

a Jessica Cox was born without arms. That has not stopped her from living her life to the full.
& b. Jessica is remarkable because she overcame her physical disability, and managed to live
her life with her feet, to study and get a degree.
In fact, Ms Cox has experienced and achieved more than most people do in a lifetime. She

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can fly a plane and play Taekwondo all with her feet. She must be determined, persevering, courageous. She has never given up but has spent her life fighting and trying to reach
her goals.

4. Watch a video: Jessica, An Amazing Woman


N.B. : la fiche lve, son corrig, le script et lexploitation de lextrait se trouvent sur le site
compagnon.

Production possible:

b.

Jessica is a young woman who was born without arms. She was educated by two parents
who never saw her as a victim and who always showed her that she was able to do anything
she wanted. She has learnt how to use her feet and toes to do a lot of things which people
usually do with their arms and hands. She has always felt self-confident because thats the
way her parents raised her. She has always believed she could do anything with a bit of
persistence and creativity.

5. Your reaction
I was really impressed by Jessicas story! I think she is a highly courageous woman who shows
the world that, even though she was born with no arms, she is determined not to spend
her life feeling sorry for herself. Every day she overcomes her physical disability in different
situations, for example using her feet to drive, eat and play the piano, and she even reached
her goal of becoming a pilot. It is because she is such a clever, energetic, and persevering
person that she has been able to achieve her aims, and I think we can all learn from that. We
all face obstacles in our lives, big and small, but if we can show the same positive attitude
and never give up on our dreams, then we too can overcome them.

2. Wind of Change

MANUEL P. 86

1. Discover Malawi
Production possible:

Malawi is confronted with numerous problems: poverty, life-expectancy is low and infant
mortality is high. AIDS is a scourge, the death toll is high. Many sectors need improving:
heath care, education and the environment.

2. The whole story


a.

112

The boy looks young, he must be an enterprising African teenager. Obviously, he had an idea
to improve his living conditions. He set up a business or had a brilliant idea which brought
many changes to his village and even to his country. With tenacity and imagination, he built
a better life for himself, his family, and his village.

Unit 6

b.

Script de lenregistrement (CD2 piste 17, 3:56)


Part 1 (0:53-1:35)
This is the story of William Kamkwamba. He is from Malawi and lives in a village in the north. Sixty
families live in his village. People are farmers and depend on tobacco. In 2001 there was a drought
and people starved to death because of the famine. He was then forced to drop out of school because
his parents couldnt pay his school fees. The school fees are about 80 dollars.

Part 2 (1:36-2:36)
William had noticed there was a lot of wind and had read about windmills. Thats why he went to
the local library and borrowed a book about windmills. The first windmill he saw came only with
pictures. It didnt say anything about how to build it. William dreamt of building a windmill that
would bring electricity and running water to his own house and his village. Very few Malawians
can enjoy electricity and running water. Thats why he decided to build a windmill when he was 14
years old. He devised a simple machine. It took him about two months to build the windmill. He
used scrap metal, tractor parts, and bicycle halves. People thought he was crazy, and couldnt believe
that he could generate electricity.

Part 3 (2:37 to the end)


Suddenly, his family could listen to music on the radio. People then realised how useful it was. The
librarian who had lent him the book came to see his achievement along with some journalists. Williams story was then published. As a result, William was invited to the USA where he visited NYC
and some wind farms. He now dreams of setting up his own windmill company to produce electricity
and help people use the Internet. He has now set up solar panels in his house and people can work,
study and read at night, and irrigate their crops during the day. His story is remarkable because he
was so daring, even though he was only a young boy. It shows that he believed in himself and fought
to overcome all the obstacles. As he puts it himself, all you have to do is to try. One individual can
change the life of his community and make peoples lives better.

Corrig de la fiche du Workbook (p. 38-39)


a. - farmers - tobacco - famine - electricity - machine - tractor - bicycle - radio - produce
- irrigate - remarkable - obstacle (CD2 piste 17, from the beginning to 0:52)
b. story, Malawi, village, families, farmers, tobacco, drought, people, starved, famine,
school, school fees, windmills, library, electricity, water, machine, scrap metal, tractor parts,
bicycle halves, crazy, radio, useful, achievement, journalists, published, invited, company,
solar panels, daring, fought, obstacles, individual, community
c. The recording tells the story of William Kamkwamba, a young man from the north of
Malawi. When he was 14, a terrible drought struck his village, causing a terrible famine. He
built a windmill that brought electricity to his house.
d. story, William Kamkwamba, Malawi, village, north, sixty families, farmers, tobacco, 2001,
drought, people starved to death, famine, drop out of school, pay, school fees

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e. Where and when? Malawi, a village in the north in 2001


What? a drought famine
Consequences: People starved to death. William was forced to drop out of school.
Parents couldnt pay his school fees (80 dollars).
f. noticed, wind, read about, windmills, local library, book, pictures, build, dreamt, electricity,
running water, house, village, Malawians, enjoy, decided, 14 years old, simple machine, two
months, scrap metal, tractor parts, bicycle halves, crazy, couldnt believe, generate electricity
g. - The weather is very windy. - William was 14 years old.
h. Williamss research: in a local library borrowed a book about windmills
His machine: a windmill took two months to build simple machine: scrap metal, tractor
parts, bicycle halves
Peoples reactions: People thought he was crazy. / They couldnt believe he could generate electricity
i. family listen music radio useful achievement journalists story published
USA NYC own windmill company electricity Internet solar panels work study
read irrigate remarkable daring young boy fought overcome obstacles try
individual change life community
j. Williamss achievements: his family can listen to music on the radio.
People who came to see his work: the librarian and some journalists
Consequence: his story was published.
Destinations, travels: he went to the USA, visited NYC and wind farms.
His new goals: setting up his own windmill company to produce electricity and help people
use the Internet Results now: people can work, study and read at night, + irrigate their
crops during the day
- The narrator thinks this story is remarkable.
- William believed in the power of the wind. / He believed in himself. / He fought hard. /
He improved peoples lives.

ACTION!
a. In 2001, Malawi was struck by a terrible drought. Many farmers lost their crops and
starved to death. People lacked even the most basic commodities, such as electricity
and running water. William Kamkwambas family was so destitute that they could no longer
afford to send him to school, and he was forced to drop out.
b. However, William did not give up: he was determined to find a way to improve living
conditions in his community. Therefore, when he was only 14 years old, he designed a
windmill using scraps of metal and old machine parts. The windmill was a great success:
his family now had electricity that they could use, for example, to listen to the radio.
c. William was given the opportunity to visit the United States and learn more about
windfarms. Today, William dreams of setting up his own windmill company, which would
provide people with electricity, access to the Internet, and better irrigation systems. Williams story is inspirational, because it shows that anyone can bring about changes and
make a difference in peoples lives if they work hard and arent afraid of trying new things.

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Unit 6

3. Creative writing
Production possible:

How one boys windmill dream transformed lives


A young boy from Africa has become world-famous for bringing electricity to his village with
a windmill he made himself.
William Kamkwamba was just 14 years old when he decided to construct a windmill in order
to provide people from his village in the north of Malawi with electricity and running water.
This inventive young man noticed there was a lot of wind in his region, so he went to his
library to borrow a book on windmills.
In two months he succeeded in building a simple machine out of scrap metal, tractor parts
and bicycle halves.
When people found they could listen to music on the radio, they realised how his invention
could improve their standard of living. William now dreams of setting up a windmill company
to help people use the Internet.
Williams motto could be summed up by his own words: Whatever the obstacles you face,
if you try it is always possible to succeed.

3. Gorillas in the Mist


a.

MANUEL P. 87

Mise en uvre:
Le professeur pourra demander aux lves de faire une recherche pralable sur Dian Fossey
et de prsenter ces informations lors dune prise de parole en continu de dbut de sance.
Sinon, avant de lancer ltude de cette hrone, lenseignant procdera une anticipation sur les gorilles ; il notera au tableau Gorillas? et demandera la classe ce quelle sait.

Productions possibles :

There are big monkeys living in Africa. I think they are an endangered species.
They live in groups or communities with one male leader. They are wild and fearless.
Males usually bang their chests with their fists to deter enemies from approaching the group.
Ensuite le professeur pourra se servir de lencadr jaune en haut de la page. Nous suggrons den faire une copie sur transparent ou de noter les informations au tableau afin que
la classe se concentre sur les gorilles avant de sintresser Dian Fossey. On demandera
aux lves de le lire en silence en mmorisant le maximum dinformations. Puis lenseignant
cachera lencadr ou fera fermer le manuel. Il pourra noter au tableau des prompts du type :
Gorillas are / do because / which means / so Compared to human beings, they Les
lves diront ce dont ils se souviennent.

Rcapitulation possible :

They are omnivorous, which means they eat anything from meat to plants, either fish or
berries. They can live up to 35 years which is longer than cats and dogs. What is amazing
is their size; they can be up to 1.8m standing which is as tall as a grown-up man, but they
weigh from 135 to 220kg, so much heavier than us. Sadly they are greatly endangered,
hunted down for their meat, their heads and hands which are collected as trophies. They
also suffer from deforestation which destroys their habitat.

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Informations complmentaires
Mountain Gorillas are found in the Virunga volcanic mountains of Central Africa (south-west
Uganda, north-west Rwanda and eastern Democratic Republic of Congo) and in Ugandas
Bwindi Impenetrable Forest. They are threatened by poaching, loss of habitat, and disease.
Poaching: they have been killed for their heads, hands, and feet, which are sold to collectors. Infants are sold to zoos, researchers, and people who want them as pets. Poaching
for meat is particularly threatening in regions of political unrest. Most of them live in areas
of war and political unrest in Central Africa.
Habitat loss: the forests where Mountain Gorillas live are surrounded by rapidly increasing human settlement. The resulting deforestation limits the gorillas territory.
Disease: humans and gorillas are genetically quite similar so gorillas are vulnerable to
many of the same diseases as humans. Groups visited by tourists have the greatest risk.
b.

On peut crire au tableau Who? Where? How many? Attitude? par exemple.

Productions possibles :

I can see a woman close to a gorilla who seems to be friendly enough.


Dian Fossey was probably a photographer, an animal-rights fighter, an environment activist.
She worked in Africa, in the forest. I think she became friends with a group of gorillas. She
doesnt seem to be scared or threatened by them.

2. More about Dian Fossey


Corrig :
1G
2D

3B

4F

5H

6C

7E

8A

3. Role play
Production possible :

I want to tell you about the Dian Fossey Gorilla Fund, which I have decided to raise money
for, and to ask for your donations.
Let me start by telling you about this amazing woman. Dian Fossey was a zoologist whose
work took her to Zaire and Rwanda, where she opened the Karisoke Research Centre and
where, after years of observing the gorillas, she was able to sit among them. What courage!
She also became a strong campaigner against poaching after her favourite gorilla, Digit, was
killed by poachers for his hands.
In my opinion, this woman is a key figure because she raised awareness of the threat to
these wonderful creatures through her conservation work and her book, Gorillas in the Mist.
Tragically, she was murdered in 1985, and although it is suspected that a poacher committed
the crime, no one has ever been caught. Her legacy lives on, though, because of the protection given to Mountain Gorillas by the Rwandan government and various other conservation
groups, including the Dian Fossey Gorilla Fund.
I hope youll agree with me that Dian Fossey was a brave, passionate woman, who did so
much to protect this incredible species. I urge you to give as much money as you can to
ensure that her legacy continues.

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4. War and Peace

MANUEL P. 88-89

1. Rebel without a cause


Mise en uvre:
La dcouverte du livre et de lhistoire dIshmael Beah peut se faire en groupes : soit le
professeur divise la classe en deux quipes, soit il constitue des paires. Lquipe ou llve
A se concentrera sur la couverture du livre et fera les activits du Workbook p. 40 intitules
Rebel with a cause (a. the back cover). Lquipe ou llve B lira le texte et fera les activits
du Workbook p. 40-41 intitules Rebel with a cause (b. extract from Ishmaels book).
Chaque groupe rcapitulera ce quil a appris pendant que le reste de la classe prendra des
notes avec laide de lenseignant (voir grille de pair work ci-dessous, galement tlchargeable sur le site compagnon).
PAIR WORK
Pupil / Group A
1. Work in silence! Write your answers with information collected in the covers.
Sort of book
Beahs age when it happened
His companions in war
His actions in the conflict
Reason for his endurance
His decision
His new school friends interests
Number of child soldiers
2. Work in silence! Prepare questions to ask your partner on the extract.
My questions:
Major disaster
in Sierra Leone
Consequences
for children?

My friends answers:

What was
?
What were
?

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My questions:
New job to
survive?
Causes
of Beahs
enrolment

My friends answers:

How did
?
What
?
What

His obsession?
? (to be obsessed with)
Beahs opinion
on his role?
The change
of life?

What
? (to think of)
How
?
What

His new fight?


?
3. Speak! Get ready to ask the questions written in your grid.
Pupil / Group B
1. Work in silence! Write your answers with information collected in the extract.
Major disaster in Sierra Leone
Consequences for children
New job to survive
Causes of Beahs enrolment
His obsession
Beahs opinion on his role
The change of life
His new fight

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2. Work in silence ! Prepare questions to ask your partner on the front and back covers.
My questions:
Sort of book?
Beahs age
when it
happened?
His companions
in war?
His actions in
the conflict?

My friends answers:

What
?
How
?
Who did
?
What
?
How

Reason for his


endurance?

? (to
survive on + name / to live on)
What

His decision?
? (to decide, to choose to + BV)
His new
school friends
interests
Number of child
soldiers

What
?
(to be interested in + V-ing)
How many
?

3. Speak! Ask the questions written in your grid, and answer your partners questions.

Productions possibles :

a. A Long Way Gone is an autobiography written by young Ishmael Beah. It is definitely a true
& b. and sad story. He was just 12 years old when war started in Sierra Leone and his whole
family was slaughtered. He was an orphan who lost all his family in the war. He explains he
was forced / drafted into the army to survive, to get food and clothes and to defend himself.
Like many other children he felt vulnerable / desperate / miserable. He couldnt fend for
himself. He was not self-sufficient and entirely depended on adults. As he says, the need to
be safe and to be part of something explains why they felt hopeless / helpless / defenceless / weak. Thats the reason why the army gave him a sense of belonging. He was also
eager to take his revenge and strike back.

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Like 300,000 other child soldiers he was made to kill and torture. He was mistreated /
ill-treated / brutalised. Adults drugged him to prevent him from rebelling or running away.
When children are drafted into the army, they are compelled to do the most dangerous jobs.
Children were manipulated, brainwashed and had to endure a terrible ordeal.
When eventually he escaped he became a spokesperson for ill-treated and defenceless
children enrolled into armies all over the world. He feels it is his duty to defend their rights
/ speak out for children. His aim is to put an end to the use of child soldiers / to the exploitation of children in conflicts. A huge number of children are involved in wars. It is a
widespread phenomenon, a global problem. The exploitation of children should be banned
and the law should be enforced. Children should be protected and prevented from being
involved in conflicts all over the world.

Corrig de la fiche du Workbook (p. 40-41)


1

a. - everybody = people who live in Sierra Leone - I = Ishmael Beah


- you = Ishmael Beah - us = other children
b. Sierra Leone is on the west coast of Africa.
c. an autobiography.
d. - 12: age when Ishmael fled his country - fifty: approximate number of conflicts happening in the world at the moment - 300,000: estimated number of child soldiers worldwide
- one: one child who fought a war
e. there is a war (l. 2) rebels attacking his village (l. 10) wander a violent land
(l. 10-11) conscripted into the army (l. 11) capable of terrible acts (l. 12) how
wars are now fought: by children, on drugs, with AK47s (l. 15-16) fifty conflicts (l. 17)
300,000 child soldiers (l. 18)

a. 1. - I = Ishmael - us = children in Sierra Leone - we = children


2. - tches - venger

- the loss: la perte - starvation / survive

in red: the war in green: run away from our homes, lose our families, and aimlessly roam
the forests in blue: starvation, the loss of our families, the need to feel safe, to avenge
the deaths of my family, get some food to survive

Past: joined the army to survive wanted to avenge the deaths of his family had to get
some food was to be part of the army
Present: have been rehabilitated not a soldier anymore but a child trauma

children all over the world: its a global issue (l. 10), all over the world (l. 11)

c.

Le document pourra tre trait comme une vido, si on dispose dun accs Internet.
www.youtube.com/watch?v=KmpOA9RKfVU
Script de lenregistrement (CD2 piste 18, 1:26)
Part 1 (from the beginning to 0:53)
I think its an appalling phenomenon to really, you know, um, recruit children if you really think
about it. I think its, its one of the worst crimes anyone can commit, cause youre robbing somebody
of their childhood; youre damaging them for the rest of their lives. Psychologically, sometimes

120

Unit 6

physically. It has become sort of a very common practice now for people to use children because
children are easily recruited. Theyre vulnerable when they are in refugee camps, or running away
from different wars. For me, one thing that I miss the most is that I never got a chance to fully enjoy
my childhood, so I dont have that, and things changed for me fairly quickly. One day I had a family,
the next day I didnt have one, and that was a shock and to this day that affects me a lot.

Part 2 (0:54 to the end)


One thing that I suggest is that things be in place to rehabilitate children and make sure that they
dont go back into the war, cause sometimes if the wars are going on, you can rehabilitate them,
and if they dont have anything to go back to; there are no vocational trainings, they cant go back
to school; they might easily go back into the war again. And there are laws that are in place but I
dont think theyre strong enough. I dont think anyone should use children, um, in war, because if
youre doing that youre basically destroying the future of a nation.

Corrig de la fiche du Workbook (p. 41-42)


1

- really - fully - easily - psychologically - physically - quickly

- recruit - childhood - commit - vulnerable - refugee - affect

appalling phenomenon recruit children crimes commit robbing childhood damaging lives psychologically physically common practice vulnerable refugee camps
running away wars chance enjoy childhood family shock

a. His speech is about child soldiers in the world.


b. Target: recruit children common practice vulnerable in refugee camps running
away from wars
Consequences? robbing their childhood damaging lives, psychologically and sometimes
physically no chance to enjoy their childhood
c. - True - True - True

rehabilitate children war no vocational trainings back to school laws strong


destroying future nation

a. laws school
b. Goals: rehabilitate children make sure they dont go back into the war
What are the dangers otherwise? go back into the war
c. - True - True - True

ACTION!
a. Child soldiers are recruited because they are in a vulnerable / powerless position. They
are starving and have lost their families; they are living in refugee camps, fleeing wars. Their
situation is desperate, thats why they have to join the army to survive.
b. Once they join the army, their lives are shattered / broken, and they suffer from physical and psychological trauma. They have no chance to be educated, and they are robbed
of their childhood.

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c. The exploitation of children should be banned and the law should be enforced. Children
should be protected and prevented from being involved in conflicts all over the world.
Ishmael Beah feels it is his duty to defend their rights / speak out for children. His aim
is to put an end to the use of child soldiers / to the exploitation of children in conflicts.

2. Act it out
Production possible :

Ladies and gentlemen, I would like to introduce an extraordinary young man, Ishmael Beah.
First, let me tell you a little about Ishmael. Ishmael came to the attention of the world with
his book, A Long Way Gone, in which he describes how he became a child soldier in Sierra
Leone. As I am sure you know, Sierra Leone was the site of a terrible conflict, which had
serious consequences for many people, including children. A lot of them lost their families,
and were left alone and defenceless in a violent land.
Um, this led some, including Ishmael, to be conscripted into the army, where they were
put into combat dress and given machine guns. In Ishmaels case, he was only 12 years old
when he fled rebels attacking his village and, later on, was drafted into the army. His role
in the army was to fight as a soldier, carry loads, and many other difficult tasks. Um, let me
see He said his reason for joining the army was to avenge the deaths of his family, but
also because it was the only way to get food to survive.
Well, later on came the major change in his life: his escape from the army and his rehabilitation. This positive outcome has led to his new cause, which is to speak out for those
defenceless children around the world who are still child soldiers.
Today, Ishmael Beah is with us, and it is a great honour to introduce him to you all.
Please welcome Ishmael Beah.

3. War times
This mural shows a child soldier in combat dress carrying a machine gun loaded with ammunition, and so it has a lot in common with Ishmael Beahs story as he too was a child soldier.
Ishmael Beah talks about the loss of innocence for child soldiers, and the mural emphasises
the innocence of childhood because of the colourful childlike drawings of the flowers, the
grass and the sun. The colours on the bullets remind us of colouring crayons, and instead of
killing people, they are used to make drawings on the wall. Both Banksy and Ishmael Beah
are committed to conveying the message that children are not soldiers.

Language at Work

MANUEL P. 90-91

A. Le superlatif
a. Adjectifs courts : big, brave
Adjectifs longs : famous, generous
Adjectif ayant un superlatif irrgulier : good
b. - Y devient -iest sil est prcd dune consonne. Une consonne qui suit une voyelle est double.
c. Les complments des superlatifs sont introduits par of ou in.

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Unit 6

Dduisez :
Pour exprimer le superlatif de supriorit (= le plus ), on emploie la terminaison -est
pour les adjectifs dune syllabe et les adjectifs de deux syllabes se terminant par -y
most + adjectif pour les autres adjectifs.
-Y devient -i sil est prcd dune consonne.
Une consonne finale qui suit une voyelle est double.
B. tre ou avoir ?
1

a. - Squanto was dark-haired. Squanto avait les cheveux noirs.


- he was lucky il avait de la chance
- he was not afraid il navait pas peur
- the settlers were cold and hungry les colons avaient froid et faim
- there was enough food il y avait assez de nourriture
- he was 37 il avait 37 ans
On utilise le verbe be en anglais, mais en franais on prfrera souvent le verbe avoir .

- Ishmaels a peace-maker. : contraction de is - Ishmaels book is entitled A Long Way Gone. :


cas possessif / gnitif saxon - Hes just read a book on Dian Fosseys life. : contraction de
he has (present perfect) et cas possessif / gnitif saxon. (CD2 piste 19, from the beginning
to 0:24)
Script de lenregistrement (CD2 piste 19, 0:25 to the end)
a. Edmund Hillarys commitment to sport, Human Rights and nature is incredible.
b. Hes the most generous person Ive ever heard of.
c. He could have enjoyed a quiet life after his victory, but hes chosen to get involved.
d. Indeed hes used his fame and his money to build hospitals in Nepal.
e. And hes said to be very humble, considering himself an ordinary man.
f. The Queens speech about his victory over Everest shows how impressed she was.
g. Hes such a national symbol that New Zealand has chosen to portray him on a banknote.
h. For many New Zealanders hes become a symbol of determination and willpower.

Cas possessif : a f

is : b d e g

has : c h

Entranez-vous
1

a. the youngest the best the most important


b. the fastest the bravest the youngest

became: est devenue was then nicknamed: fut / a t surnomme was born : est ne
moved: dmnagea / a dmnag met: rencontra / a rencontr worked: travaillait
struck it rich: fit fortune travelled: voyagea was: tait hit: heurta sank : sombra
helped: aida acclaimed: acclama / salua gave: donna were: taient was: tait
spoke her mind: disait ce quelle pensait joined: sengagea

a. Bethany Hamilton was 14 years old when she was attacked by a shark.
b. There were many sharks at that time / then.
c. She did not know there were many dangers.
d. She was lucky to survive.

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e. A / One month later, she was not afraid and she started surfing without her left arm.
4

Terry Fox was both a Canadian humanitarian, an athlete and a cancer activist, certainly
one of Canadas greatest heroes. He was born on July 28, 1958 in Winnipeg, Manitoba and
spent his childhood near Vancouver. Unfortunately, he discovered he had bone cancer in
1977, when he was only 19 years old. He had to have his right leg cut off above the knee.
He was such a brave young man that, in hospital, he decided to run across Canada and raise
money for cancer research. He called his long journey the Marathon of Hope. He wanted to
get attention and collect money. He actually managed to raise $1 from each Canadian citizen.
It took him 18 months and 5,000 kilometres (3,107 miles) to prepare his long race.
Eventually, on April 12, 1980, he left from St Johns, Newfoundland and managed to run
42 kilometres (26 miles) every day through Quebec and Ontario. He stopped running on
September 1, 1980 after 143 days and 5,373 kilometres (3,339 miles). Terry Fox died on
June 28, 1981.
In 2005, the first Canadian on coins, the Terry Fox dollar, was issued to honour this great
Canadian heros memory. Today, the Terry Fox Run is organised around the world every year
in order to raise money for cancer research.

Quelques exemples de questions :


Abraham Lincoln Who was the tallest president in the White House?
(He was the tallest president ever in the White House: he was 64 [= nearly 2 metres] tall.)
Thomas Edison Who was the youngest American inventor? / Who invented the light bulb?

Improve Your Speaking Skills


1

MANUEL P. 92

Script de lenregistrement (MP3 piste 20, CD2 piste 20, 1:25)


A: Whom do you particularly admire?
B: Somebody you may never have heard of. His name is Sebastian Clover. Sebastian sailed across
the Atlantic solo when he was only 15 years old, in 2003. He is the hero I have selected because
he was the youngest person to cross the ocean alone and thats terrific, isnt it? He left Tenerife and
reached Antigua 24 days later. He recalls his most fantastic moments were when he saw dolphins
and whales swimming near his little boat. Wow! But he also remembered that the worst day was
when the weather was bad and his mast nearly broke; he spent 20 long and anxious hours repairing
the boat. Gosh, that must have been awful! During the whole crossing, he would dream of sleeping
in a real bed and eating lots of chocolate! I definitely admire him because I love sailing and I know
how difficult and dangerous this sport is. I think he was both courageous and strong to succeed in
this awesome experience!

b. Seuls figurent les mots porteurs. Les signes prennent la place du verbe tre, des connecteurs logiques ou de like / love.
2

a. The recording may deal with mountaineers climbing in the Himalayas. They are wearing
oxygen masks and bottles of oxygen. They must be pretty high. The summit may be in sight.
They are roped to each other in case one of them should fall.
peak summit climb reach effort camping site tired
b. & c. Voir rponses dans le script ci-dessous.

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Unit 6

Script de lenregistrement (MP3 piste 21, CD2 piste 21, 1:25)


Sir Edmund Hillary was a real adventurer. He reached the summit of Mount Everest on May 28,
1953. Hillary and his partner only spent 15 minutes at the summit. Hillary climbed ten other peaks in
the Himalayas between 1956 and 1965. In 1958, he reached the South Pole. In 1985, he accompanied
Neil Armstrong in a small plane over the Arctic Ocean and landed at the North Pole. He became
the first man ever to stand at both poles as well as the summit of Mt Everest. As he grew older, he
devoted much of his life to helping the Sherpa people of Nepal. He built up very close friendships
with the people of the Himalayas. Through his efforts schools, bridges, roads and hospitals were
built. At the end of his life, he became more and more worried about the huge number of tourists
who leave tons of rubbish behind. He also became very much involved in environmental matters.
So, his major interests were then in people and in the environment.
3

Script de lenregistrement (MP3 piste 22, CD2 piste 22, 1:23)


On July 16, 1969, Apollo 11 was launched from Kennedy Space Center in Florida. Neil Armstrong,
Michael Collins and Buzz Aldrin were American astronauts. They were on board Apollo 11. The
rocket was piloted by astronaut Michael Collins who stayed in orbit around the moon. Neil Armstrong was the first astronaut to step on the moon. He was soon joined by Buzz Aldrin. People
were amazed when Armstrong stepped on the moon. People were thrilled to see Neil Armstrong
walk on the moon. There were thousands of spectators watching the event. Many experiments were
carried out on the moon. 47.5 pounds (21.5kg) of rocks were collected and returned to Earth. The
flag and the sign Armstrong left are still on the moon. The Russians were beaten, they werent the
first ones on the moon.

Your Task

MANUEL P. 93

Script de lenregistrement (CD2 piste 23, 2:41)


You are going to listen to five portraits of extraordinary people. Can you put a name to each one?
> Number 1 This superhero is recognisable for his dark outfit, his crime-fighting skills and his bravery
in saving the residents of Gotham City from dangerous villains. He has a series of impressive gadgets
and his car is full of state-of-the-art equipment and he uses it to fight against crime. He overcomes
his human limits to keep the city safe, but in the end, he is just a man. (0:45)
> Number 2 This man is probably the best-known scientist in history. With his wild hair and his
big moustache, he is immediately recognisable. His biggest achievement was developing the theory
of relativity. It took him years to get to the famous formula E = mc2. He revolutionised the world
of physics. (1:14)
> Number 3 This athlete has reached his goals in becoming the fastest man on the planet. He holds
two world records, which he achieved thanks to his persevering attitude and his determination to
fulfil his childhood dreams. Every time he wins a race, he celebrates by going down on one knee
and pointing to the sky with his hand. (1:44)
> Number 4 This man was an outstanding political figure in India, where he fought for independence from British domination. He became a symbol of a non-violent fight. He inspired movements
for civil rights and freedom across the world. He was always seen wearing a white toga and roundshaped glasses. He was a pioneer of peaceful protest. (2:14)

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> Number 5 This man was a British navigator and explorer who sailed and mapped much of the
South Pacific. He discovered and brought back maps of New Zealand and the Great Barrier Reef
of Australia. He died in Hawaii in 1779. (2:41)

Fiche photocopiable, corrig et barme disponibles sur le site compagnon.

Reading Corner

MANUEL P. 94-95

La fiche dexploitation se trouve sur le site compagnon, le corrig p. 388-389 de ce Fichier.

Prolongements possibles lunit


> valuation sommative de CO (p. 333-334 de ce Fichier)
> Fiche Apprendre apprendre : fiche dtachable, facilitant la mmorisation des structures grammaticales et du lexique (Workbook p. 109-110, corrigs p. 277-278 du manuel).

126

Unit 6

Uni t

Geeks

Vision davenir

Sentiment dappartenance

Tche finale (p. 111): You are surfing the Internet when an article catches your attention.
After reading it, choose the best illustration or write a letter to the editor.
Activits langagires

1. Tune In!
(p. 100)

Contenus

PPC

tudier un dessin humoristique

Parler dune image fixe p. 228-229

POI

Improviser une conversation

Enrichir sa prise de parole p. 232-233

Lexique Enrichir son vocabulaire

2. The New Tech


Generation
(p. 101)

3. Too Many
Friends? (p. 102)

4. Back to
Basics (p. 103)

5. Makers
(p. 104-105)

Prolongements tches / aides

Fiche Workbook p. 43-44

CE

Comprendre un article de
presse

PE

crire un commentaire sur


Internet

POI

Participer un dbat

PE

Raliser un sondage et
analyser les rsultats

CE

Comprendre les paroles dune


chanson

PE

crire une lettre

CE /
PPC

Comprendre une frise


chronologique

Parler dune image fixe p. 228-229

CO

Vido : The Greatest Code


Breaker

Fiche sur le site compagnon

PPC

Faire un discours

Enrichir sa prise de parole p. 232-233

CO

Comprendre une interview

Fiche Workbook p. 45-46

CE

Comprendre un article
encyclopdique

Carte des tats-Unis (rabat arrire du


manuel)

CO

Comprendre une mission


radio

- Fiche Workbook p. 46-47


- Enrichir sa prise de parole p. 232-233

PE

crire un commentaire sur


Internet

Relire son devoir p. 226

CE

Comprendre un article de
journal

- Fiche Workbook p. 47-48


- Improve Your Reading Skills p. 110

POI

Improviser une interview

Enrichir sa prise de parole p. 232-233

- Improve Your Reading Skills p. 110


- Fiche Workbook p. 44-45

Enrichir sa prise de parole p. 232-233

Improve Your Reading Skills p. 110

Unit 7

127

Un i t

Geeks

Activits langagires
6. New Apps
(p. 106)

7. In My Shoes
(p. 107)

Contenus

Prolongements tches / aides

PPC /
POI

tudier des dessins


humoristiques

Parler dune image fixe p. 228-229

POI

Improviser une conversation

Enrichir sa prise de parole p. 232-233

CE

Comprendre un article
de journal

- Fiche Workbook p. 49
- Improve Your Reading Skills p. 110

PPC

Inventer un objet
technologique innovant et le
prsenter

Parler dune image fixe p. 228-229

Lactivit langagire principale de cette unit est la CE (comprhension de lcrit).

1. Tune In!

MANUEL P. 100

1. SOS
Mise en uvre:
On encouragera les lves utiliser les mots du Help! au cours de la description.
On pourra projeter le dessin grce au manuel interactif en cachant la dernire vignette
(et ventuellement le titre de lunit).

Productions possibles :

a.

This is a cartoon made of four frames. The scene takes place at night. A family, two adults
and two children, are camping in a remote area. All the family members appear to be asleep.
The parents, however, are suddenly woken up by screams from their children in the other
tent. The loud cries indicate a cry for help so the scared parents rush to their childrens tent,
only to discover that the emergency is that the two kids have lost signal on their phones.
The parents are stunned.

b.

The cartoonist is clearly trying to suggest that many young people have an unhealthy dependence on their phones and cannot do without them. Obviously, the family is on holiday, yet
the two children (who appear to be very young in the cartoon) cannot be separated from
their phones. The image also indicates that many kids would believe losing signal (and thus
contact with their friends and the wider world) is a serious problem, one that requires the
immediate attention of their sleeping parents.

c.

The cartoon is humorous. The goal is to make us aware of / to warn the public about the
dangers of addiction. Some children are obsessed with portable devices and always want to
be connected. The parents believe that their children are in danger, when in fact something
very trivial has happened. Addiction to new technologies should be taken seriously. Many
people cannot do without their mobile phones.

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Unit 7

2. Act it out!
Mise en uvre :
On laissera 5 10 minutes la classe pour prparer un dialogue.
Un ou plusieurs groupes improviseront le dialogue, le reste de la classe prendra des notes.
Un groupe pourra soccuper de la prononciation, un autre de la grammaire, un autre du lexique.
La classe commentera la prestation.
Grille dvaluation :
Voix audible

0 1 2

Prsence
occupe lespace
exprime des sentiments

0 1 2 3 4

Interaction avec le partenaire

0 1 2 3 4

Texte cohrent, intressant, original

0 1 2 3 4

Correction de la langue

0 1 2 3

Prononciation

0 1 2 3
Total des points

/ 20

Productions possibles :

Dialogue between the parents and the children


Dad: Kids, kids Is everything okay?! We heard screams.
Mum: Darlings, whats happening?!
Son: Ah, thank GOD youre here its so awful.
Daughter: So, so awful.
Mum: What? What is it?!
Son: It died
Dad: WHAT?! What the hell has happened here We heard screaming, so someone had
better tell me whats going on.
Daughter: My phone
Son: And mine
Daughter / son (in unison): THEY DIEEEEEED.
Son: We cant get ANY signal here Its outrageous!
Daughter: Im trying to upload the text Rachel sent me about tomorrow night.
Dad: Hang on a minute! Youre telling me that you made all that noise, woke me and your
mother up in THE MIDDLE OF THE NIGHT, screaming, because your phones dont have
SIGNAL?!
Daughter: Ummmm Yeah, Im sorry.
Dialogue between the two parents
Man: I CANNOT believe those kids making all that fuss about a PHONE.

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Geeks

Woman: I know, this generation is addicted to those things It worries me.


Man: Me, too. The fact that they consider losing signal on their phones to be an actual
emergency is truly astonishing.
Woman: We must be partly responsible After all, we did buy them those phones.
Man: Well, enough is enough! Were limiting their time on their phones from now on for
their own good.
Woman: Good idea, darling. But can we please go to sleep now. We have a long day ahead
tomorrow and Im knackered!
Man: Of course, night night.
Woman: Good night.

3. Play with words


Corrig de la fiche du Workbook (p. 43-44)
laptop computer

a.
file

icon
screen

bin

keyboard
On the right : a wireless mouse flashdrive
b.

2. Script de lenregistrement (CD2 piste 28, from 0:36 to the end)


Hello! Its Emma. I thought you were home. I really need the photographs we took yesterday. Could
you send them to me by email? Here is my email address lilpoppy16@yahoo.com. By the way, you
can visit my blog. Youll find it on geekygirlslovescifi.blogspot.fr. I created this blog with some of
my geeky friends. Please, let me know what you think of it!
Ill see you on Tuesday at the gym!
Bye

c. N.B. : dans une classe fragile, on pourra noter les mots trouver au tableau.
Across 3) hoax 5) plug 7) spam 10) engineer 11) computer-literate 12) hashtag 13) refresh
Down 1) toolbox 2) webmaster 4) browse 6) word-processor 7) search-engine 8) bug
9) hacker
d. 1. glisser-dposer 2. couper-coller 3. enregistrer 4. sauvegarder 5. marquer une page
6. sinscrire 7. tlcharger (depuis Internet vers son ordinateur) 8. tlcharger / mettre en
ligne (depuis son ordinateur vers Internet) 9. taper (des mots) 10. se connecter 11. cliquer
12. annuler 13. effacer / supprimer 14. prendre / faire un raccourci 15. se dconnecter

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2. The New Tech Generation

MANUEL P. 101

1. Main Facts
Mise en uvre:
Le travail sur le Workbook pourra tre donn la maison pour faciliter la mise en commun
qui sappuiera sur les questions a. et b. du manuel.

Corrig de la fiche du Workbook (p. 44-45)


a. A. 1. despite (l. 7) 2. moody (l. 5) 3. neither (l. 6) 4. according to (l. 13) 5. beg(ged)
(l. 24)
B. 1. battle (battling) (l. 4) / struggle (l. 22) 2. step(ped) outside (l. 6) 3. own (l. 12)
4. decade (l. 19) 5. turn(ed) (l. 23)
b. - six in ten: its the average number / rate of American children older than nine who
possess a mobile phone. - sixty: its the average number of text message that teens send
in a day. - ten point five (ten and a half hours): its the average amount of hours that
children spent in front of a screen each day in 2012. - seven point five (seven and a half
hours): its the average amount of hours that children spent in front of a screen in 2002.
c. 1. Pew (Internet & American Life Project is the name of the survey they carried out)
2. Nina 3. Bonnie 4. Jon 5. Auslander-Padgham
d. 1. False into their backyard, despite the trampoline and large wooden play set (l. 6-8)
2. True Their decision has put them in the minority. (l. 11)
3. False We know we cant resist forever. (l. 29)
e. They had to get rid of all technological devices. This sentence suggests that technology
is highly addictive and can even be considered toxic / harmful. Technology can prevent
people from enjoying being together or cause conflicts. Children are hooked on technology,
so the only way to cure this addiction is to quit / stop using technological devices.

ACTION!
This text is quite useful because it deals with a topical issue. It is about a family who realized their children were addicted to new technologies. Indeed, the kids were arguing /
quarreling over the family laptop. They then had to take a radical decision / make a
decisive choice in order to save their children from this addiction. At the end of the text,
we learn that they are likely to yield to their daughters requests / pleas for an iPhone.
Apparently, peer pressure is too powerful. Even if she is no longer exposed to technological devices at home, their daughter still has friends who tell her about them and show her
theirs. A screen-free home is not enough, the Auslander-Padghams may have to resort to
a detox cure / send their kids to rehab.
a.

On pourra rpartir les recherches dans la classe. Les lves peuvent travailler en groupes ou
deux sur une des trois tiquettes. La dernire tiquette demande une comprhension plus

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fine du texte, on pourra la confier des lves plus solides. On peut demander un compte
rendu oral au rapporteur de chaque groupe.

Productions possibles :

Who? The Auslander-Padgham family: Nina (l. 2), 12; the younger son; their mother named
Bonnie (l. 9) and father called Jon (l. 9).
Where? When? The scene takes place in 2010 (2 years before 2012), somewhere in the
United States during the summer.
What? The two children are addicted to new technologies. Apparently, they cant do without
it and prefer spending time inside stuck in front of / glued to a screen rather than outside.
Their parents made a decisive choice: they decided to ban all technology from their home.
They managed to impose it on their children even if its not very easy (struggle, l. 22). Yet,
as their daughter keeps begging for a new device, they have the feeling that they wont be
able to resist the pressure forever.
To sum it up, the two Auslander-Padgham children, Nina, 12, and her younger brother had
begun to develop an unhealthy attachment to mobile devices, like many kids of their generation. They demonstrated it by fighting over the family laptop, and because they preferred
spending time indoors in front of a screen rather than outside enjoying the good weather.
The mother and father, worried by statistics that suggest young Americans are spending
more and more time on portable technologies, decided to limit their childrens exposure to
such devices. Their resolve was tested when their daughter Nina asked for an iPhone for
her 12th birthday, but the result was a compromise in the form of a digital music player that
cannot connect to the Internet.
b.

On procdera une synthse individuelle ou en groupes.


The parents try to prevent their children from becoming hooked on the Internet when portable devices surround them all the time. They must also manage the social pressure their
children feel from their peers who all have cell phones. For the two kids, its difficult to stop
using a mobile phone because they feel different from their classmates. They have trouble
understanding that this passtime is time-consuming, harmful and very addictive. Thats also
probably why the pressure from their friends is so high; most of them just cant do without it.

c.

Ce travail de production crite peut tre men individuellement ou en groupes.


You are doing the right thing!!

By: Absolutheo23
Posted on June 27th 2014

I have just read this disturbing article and felt compelled to comment in support of the
Auslander-Padgham parents. I completely understand their concerns. As a father of two
similarly aged children in 21st century Britain I can see many parallels between our lives.
Though it is hard to prevent your children from accessing the Internet, it is very important
to establish limits to get them out of the habit of spending all day in front of a screen and
wasting time that could be better spent doing other things. For young people, the web is
highly addictive as they use it to socialise and text one another. This is not a problem for
me, but as a parent you must make them realise that it is important to make time for other
things: family, hobbies, reading, exercise, pets and all the other pastimes that are neglected
in favour of hours on the net. You guys are doing the right thing in fighting this worrying trend
and your kids will thank you in the future when they are healthy, happy, well-rounded adults

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who can amuse themselves without the use of technology!


Theo Lyons (UK)

2. Debate
Mise en uvre:
On pourra demander aux lves dtre le plus prcis et honntes possible.
Un exemple de rponse ce questionnaire est disponible sur le site compagnon.
On pourra rpartir ces questions par binme / groupe et demander chacun de trouver
3 ou 4 rponses. Ainsi, ce questionnaire deviendra un QCM. Une fois mis en ligne (via
GoogleDrive, Surveymonkey, Doodle), le sondage pourra tre diffus et les rponses
aisment rcoltes.
a. & Questions possibles :
b.
Computers, the Internet
1) Roughly how much time do you spend on the Internet each day?
2) Do you feel that this amount of time is excessive?
3) Would you say that you spend more time on the Internet than your friends?
Social networks
1) What social media sites do you personally use?
2) Do you feel that social media creates an unhealthy sense of competition between young people?
3) Have you encountered cases of cyberbullying through social media?
Video / online games
1) Do you play online games in your spare time?
2) Do you think that video games have become excessively violent and gory?
3) Do you believe that violent video games encourage violent behaviour in real life?

3. Too Many Friends?

MANUEL P. 102

1. Understand the lyrics


Mise en uvre:
Dans un premier temps, on pourra anticiper la thmatique et les paroles de la chanson
en tudiant le cartoon de cette page.
Ltude de la chanson pourra tre mene collectivement ou en groupes. Chaque groupe
prparera sa production, nommera un rapporteur, et la synthse se fera avec le groupe classe.
Les questions b. et c. seront rserves aux lves plus solides.

Productions possibles :

The cartoon: The cartoon depicts a teenager surrounded by people staring at screens; they
appear to be mocking him. There is a mobile phone at his feet, suggesting a link between this
device and what is taking place. There seems to be a deep irony at the heart of this drawing, as
devices such as laptops and mobile phones have become universal symbols of social communica-

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tion and integration. Even though there is an abundance of technological innovations contained
within the picture, the boy shown is completely alone and clearly feeling deeply isolated and
distressed. There are many people around him but no one seems to be aware that he needs help.
Whats more, his phone (open and coloured red the shade of danger) appears to be the
source of his problems. Although technology can bring many benefits to our lives, it can
also be misused because it may bring harm to others. We can imagine that all the people
surrounding the boy are discovering and laughing at the same piece of information that they
received on their technological device. We can easily assume that a disturbing / private
message / photo/ video of the boy has gone viral on the Internet. This boy is the victim of
cyberbullying. Technology makes it easier to communicate with friends, but it also permits
people to harass or be harassed by others.
a.

The narrator has decided to throw away his computer to cut himself off from the world, to
cut all the links he had with his so-called / virtual friends. He has had enough of / He cant
stand rumours and gossip. It is a painful experience and he feels betrayed. This situation is
unbearable, consequently / as a result he will get rid of his cell phone. From now on he will
do without technology. He has decided to live in complete isolation for some time. I threw
away that piece of junk (l. 2), This is my last communiqu down the super highway (l. 5).

b.

He is said to be / He is believed to / thought to / rumoured to be gay: My computer thinks


Im gay. (l. 1) He realises the Internet has many drawbacks: he has too many friends, he
lives in a virtual world, he cant rely on his real friends because he hardly sees them. He
stresses that our Internet friends might not be real friends. A real friend can help whenever
you need it. A real friend is someone you can rely on, you can trust and confide in. As the
proverb says, a friend in need is a friend indeed. It is someone who supports you when
you meet difficulties.
On the Internet the relationship we have with people is fake and meaningless. Thats why
he feels hurt, lonely, isolated, miserable, depressed, and angry.
He blames / criticizes people for being addicted to their phones. The narrator stresses that
people are addicted to their phones, they keep staring at their screens instead of communicating or exchanging. He denounces peoples limited and selfish world.

c.

Personally, I agree with the narrators point of view. New technologies such as laptops and
smartphones have given us permanent access to social media sites like Facebook and Twitter. Many of us are constantly in touch with friends, and yet our ability to interact socially has
been reduced by our dependence on such tools. This can give rise to feelings of loneliness
and despair as the virtual world begins to invade our private lives and relationships.

2. Writing workshop
Travail individuel ou en groupes.

Production possible :

Dear Placebo,
First of all, I would like to express how much I love your song Too Many Friends; I found
it extremely thought-provoking and highly relevant for todays society. Consequently, I am
writing you this letter to ask your permission to use your work as part of an awareness
campaign that I am launching to highlight the dangers of the Internet.

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I am fed up with people spreading rumours and gossip through Facebook and similar social
media sites. Often they do not realise the harm they are doing to others because they live in a
virtual world and forget that what they say and do online can affect people in real life. Cyberbullying is quite widespread these days. Social media can now invade someones private life.
Victims get scared and so become more timid; they are frightened, isolated and miserable.
Obviously, I am not suggesting that we get rid of the Internet. I would just like to have the
chance to warn the public about these dangers, and I believe that Too Many Friends would
bring my campaign to life by highlighting key issues in a fun way.
Thank you for taking the time to read my letter. I eagerly await your reply, and I cant wait
for your next album.
Yours sincerely,
Theo Lyons

4. Back to Basics

MANUEL P. 103

1. A brief history of computers


Ltude de ce document pourra tre mene collectivement ou en groupes.

Productions possibles :

a.

Well, I was certainly very surprised to learn that the first calculator was invented nearly four
and a half thousand years ago! Also, I was struck by how new many of the technologies that
we use on a daily basis are. The iPad, Twitter and Facebook have all been invented within
the last ten years, which seems astonishing, as they have become part of our everyday lives
within such a short space of time.

b.

Personally, I think that Pingala, Alan Turing and Sergey Brin are the three most important
names in the history of computer science. Pingala invented the binary number system that
forms the backbone of all modern computing and is therefore extremely significant. I feel
that Alan Turing deserves recognition for developing the first computing machine. Even if it
was primitive, that was a truly revolutionary invention. Furthermore, the man who founded
Google cannot be ignored as this name is recognisable to billions around the world and
touches so many lives on such a regular basis.

2. Watch a video: The Greatest Code Breaker


N.B. : la fiche lve, son corrig, le script et lexploitation de lextrait se trouvent sur le site
compagnon.
b.

Cette question servira de synthse pour rebrasser tout ce qui aura t tudi sur cette
bande-annonce.

Production possible :

Hello ladies and gentlemen!


Thank you all very much for attending the opening of our new computer centre. We have

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been chosen to name this wonderful new facility and it only seemed right that we honour
someone who has been a significant figure in the field of computer science. There have
been countless fantastic people who have contributed so much to the development of this
industry, but for us one individual stood out. That mans name is Alan Turing. Turing was a
true revolutionary, a man ahead of his own time, a person who marked a turning point in
world history and played a crucial role in defeating the Nazis during World War II.
Way back in 1937, Turing developed the concept of a theoretical computing machine, representing the first step on a path that has brought us all the computer hardware and software that
we have come to rely on in our modern era. Though perhaps his greatest achievement, and the
one for which we honour him here today, is his contribution to the design and creation of the
code-breaking machine Colossus. The launch of this device helped the Allies to decode Nazi
messages and was a true breakthrough in their struggle against Hitler. Unfortunately, Turing
has never been properly acknowledged as the genius and pioneer that he was, which is why
we would like to dedicate this centre to him and the spirit of innovation which he represents.
Thank you all for listening, and good evening to you all.

3. The apple of your eye


Script de lenregistrement (CD2 piste 29, 3:14)
Part 1 (from the beginning to 1:40)
Host: Hello everyone, welcome to our show The Amazing Story. Im Jeffrey Davis and our guest
tonight is David Kaplan. David, you have a PhD in Computer Science History and youre a lecturer
at UCLA, University of California, Los Angeles.
Guest: Hello Jeffrey! Im glad to be here!
Host: Today the title of our amazing story is Why is Apple called Apple? What is the origin of
the logo of this famous multinational corporation founded in 1976 by Steve Jobs and Steve Wozniac
in Silicon Valley, up in Northern California? My guest today will try to help us find out where Steve
Jobs and his friends found the inspiration to call their then start-up company Apple.
Guest: Different explanations have been given. Some people thought it was a direct reference to
the Bible and the forbidden fruit from the Garden of Eden. You know, the apple from the Tree of
Knowledge! It sounds logical, apple computers bringing knowledge to the world through the World
Wide Web! Other people thought it was a reference to the apple that fell from the apple tree onto
Newtons head, inspiring his theory of gravity. But I dont think so.

Part 2 (1:41-2:25)
I believe it is a tribute to the British mathematician Alan Turing. Have you heard of him?
Host: Sure, Ive heard of Turing; hes considered the father of computers. He cracked the German
military code during World War II. He was a genius!
Guest: Exactly! And do you know how he died? Well, he committed suicide by biting on an apple
he had poisoned. His dead body was discovered lying next to the bitten apple.
Host: A bitten apple! Thats exactly what the logo of the firm represents! That makes sense! How
interesting!
Guest: Yes, but actually, its never been proven!

Part 3 (from 2:26 to the end)


Steve Jobs always denied any link between his logo and the death of Turing. On the contrary, he

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asserted it was only because at that time, he was a vegan and his diet was composed mostly of apples. He said that if it was bitten, its only because he didnt want people to confuse it with a cherry!
Host: Wow! I prefer the tribute to Alan Turing! It cannot be just a coincidence! But, now that Steve
Jobs has died, well never know the truth At least its a nice story to tell! David, thank you for
sharing that!
Guest: Youre welcome! It was fun!

Corrig de la fiche du Workbook (p. 45-46)


a. This picture makes me think of the episode of Adam and Eve in the Garden of Eden.
When Adam and Eve took a bite of the forbidden fruit (represented here as an apple), God
punished them and all their descendants, by making their lives hard. Adam and Eve were
thrown out of the Garden of Eden forever. (Genesis 2-3)
b. knowledge theory genius actually cherry suicide vegan code
c. 1. computer apple California inspiration Turing
2. This recording explores the possible origins of the name of Steve Jobs company: Apple.
d. Program: The Amazing Story in the evening host: Jeffrey Davis Person interviewed:
David Kaplan: he has a PhD in Computer Science History and is a lecturer at UCLA, University of California, Los Angeles. Topic of the interview: origins of the name of Apple
e. - Name of the company: Apple - Name of the founders: Steve Jobs and Steve Wozniac
- Founded in: 1976 - Located in: Silicon Valley (San Francisco), Northern California
f.
Key words
1

Rephrase what you have understood

Bible, forbidden fruit,


Adam, Eve, Garden
of Eden, Tree

The name is a reference to the forbidden fruit


from the Tree of Knowledge in the Garden of Eden.
Computers are like the forbidden fruit because they
bring knowledge.

Newton, head, apple,


fell, theory of gravity

It may also be a reference to the apple which fell on


Newtons head and helped him discover the theory of
gravity.

g. 1. Who? Alan Turing Personal achievement: mathematician (father of computers), he


cracked German military code during WWII Circumstances of his death: he committed
suicide. He bit into a poisoned apple and was found dead near the bitten apple.
2. The logo of the firm is a direct reference to Alan Turing, the mathematician who cracked
the Nazi military code during WWII. It would correspond to the poisoned bitten apple which
was found next to his dead body after he committed suicide. This logo pays a tribute to
the father of computers.
h. Key words: denied, link, vegan, diet, apple, bitten, cherry, coincidence, Jobs, died
Rephrase what you have understood: Steve jobs always refused to admit (denied) that he
chose his logo as a tribute to Turing. He pretends that it was because at that time, he ate only
apples. A bite was taken not to take the apple for a cherry. Jobs died so well never know.

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ACTION!
Jeffrey Davis is interviewing an expert, David Kaplan, about the origin of the name of the
American firm Apple and its logo. David Kaplan mentions the different explanations he
has heard about. It was thought that the name Apple referred to the Bible and the Garden
of Eden as the apple brought Adam and Eve knowledge just as the computer could bring
knowledge through the Internet. It was also said that the name Apple referred to the
scientific field: Newton and the theory of gravity. Some thought it referred to the poisoned
apple Turing, the inventor of computers, used to commit suicide. Steve Jobs denied the
reference and said he thought of a bitten apple as a logo because he was on a vegetarian
diet at the time he created the company and he wanted to make sure the apple couldnt
be mixed up with a cherry! Now Steve Jobs is dead, we will never know the answer.

5. Makers

MANUEL P. 104-105

1. Silicon Valley
Mise en uvre:
On pourra laisser un temps aux lves pour observer la carte et dire ce qui attire leur
attention.
On pourra aussi leur demander de trouver le lien entre la carte et le titre du texte.

Productions possibles :

a.

Silicon Valley is located in California, near San Francisco. In this area, many of the worlds
largest technology corporations, such as Apple, Google, Intel, were born. It was named after
the silicon which is present in most of the products manufactured there, such as microchips.

b.

Here are possible captions for the map on p. 104 :


Silicon Valley, a high tech hub (l. 4)
Silicon Valley, the home of most of todays giant computer companies (l. 8-9)
Silicon Valley, the heart of the biotech industry (l. 14-15)

2. Marissa Mayer
Script de lenregistrement (CD2 piste 30, 3:09)
Part 1 (from the beginning to 0:57)
Hello, Im Jenna Davis today on Women Who Changed the World. Though she could be mistaken
for a Hollywood actress with her blond hair, blue eyes and always stunning outfitsand has actually
appeared on the cover of Vogue magazine!Marissa Mayer is in fact one of the most renowned
females in the unglamorous field of computer engineering. You may not know her name but you
probably know most of the features and products she has launched at Google: the attractive and
easy-to-use search interface, Googlemaps, GoogleEarth, Gmail and so many others Today, she
works for another very famous hi-tech company, Yahoo.

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Part 2 (0:58-2:17)
Her childhood was quite ordinary. She grew up in a middle-class neighborhood with a brother and
golden retriever. As a little kid, she was hyperactive. She took piano lessons, played volleyball and
basketball, and had swimming and skiing lessons. She also took ballet, dancing as much as 35 hours a
week during middle school and in high school. In high school Mayer was also on the curling team. She
was both a cheerleader and on the debate team. In 1993, Mayer applied to, and was accepted into, ten
universities, including Harvard, Yale, Duke, and Northwestern. To decide which one she should go to,
Mayer created a spreadsheet, weighing the pros and cons for each. She picked Stanford. She started
pre-medical school to become a brain surgeon. But she quit after a year because she was fed up with
learning things by heart. She then turned to computer science studies as she liked solving math problems.
She soon became first of her class and when she graduated, she received no less than twenty job offers.

Part 3 (from 2:18 to the end)


Young, rich, powerful and brilliant, Marissa is a role model for many women. But not everyone appreciates her. People working with her say they hate her for being a perfectionist, obsessed with detail
and stubborn. But these flaws have made her one of the most successful female computer scientists in
this first decade of the century. For four years running, Fortune has named her one of the 50 Most
Powerful Women in Business, including when at age 33 she was the youngest woman ever included
on the list. This is still only the beginning of her career; well see what the future has in store for
Marissa. Next week, well talk about another Woman Who Changed the World: Michele Obama.

Productions possibles :

a.

b.

I suspect that this woman is probably quite young (possibly in her mid-twenties) as she
has a youthful appearance. It is hard to guess exactly what her job might be, but one can
imagine that she enjoys it as she is smiling in the picture! The background looks like some
kind of laboratory, so she may work in an industrial or technological field. She may be of
Scandinavian descent judging by her appearance, though I suspect she is living in a relatively
warm climate as she is wearing a short-sleeved T-shirt.

Corrig de la fiche du Workbook (p. 46-47)


a. 1. Hollywood blond computer Google Yahoo attractive childhood ordinary
lessons debate Harvard Yale medical problems rich powerful young brilliant
century woman career
2. This recording tells the success story of Marissa Mayer, the first female computer
scientist working at Google.
b. Name: Marissa Mayer
Job: computer engineer / computer scientist.
Physical appearance: blond hair, blue eyes, glamourous and stunning outfits
c. 1. Google and Yahoo 2. She has designed and launched most of the features and
products at Google (GoogleMaps, GoogleEarth, Gmail).
d. 1. As a child she was hyperactive. She played the piano and did many sports including
volleyball, basketball, swimming, skiing, ballet, dancing and curling. She also was a cheerleader and on the debate team. 2. She grew up in a middle class neighbourhood. She has
a brother and they had a dog, a golden retriever.

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e. 1. 1993 is the year when she applied and was accepted to university. The year she
graduated from high school. 2. 10 3. Universities she was accepted in: 10 universities
including Harvard, Yale, Duke, Northwestern and Stanford University she finally chose:
Stanford First subject she studied: medicine Topic she graduated in: computer science
f. 1. successful perfectionist glamorous brilliant hyperactive attractive stubborn
2. Marissa Mayer appears to have a lot of personality. She is very clever / smart, pays a
lot of attention to her appearance and loves to do many activities. She is successful at
everything she does, but there is always another side to the coin as it appears that it is
quite hard to live or work with her.

ACTION!
Although she is attractive and fashionable, Marissa Meyer is not an actress but one of the
most famous women in the field of computer engineering. She launched many products
at Google and was then hired by Yahoo. When she was young, Marissa Meyer was a very
sporty child and she was very gifted too. She was accepted into ten top universities but
chose Stanford where she started pre-medical school. As she was fed up with learning
things by heart, she decided to turn to computer science studies. She became first of her
class and was so skilled that she soon received no less than twenty job offers. Because
she was hard-working and skilled, she became successful. However, some people find it
very difficult to work with her since she is obsessed with perfection!
c.

Hello Marissa!
Firstly, I would just like to say what a huge fan I am of you and your work. I believe you are a
true inspiration to women (and men) everywhere, and you are a tremendously gifted, hardworking and daring individual. The fact that you have managed to compete, and eventually
to excel, in such a traditionally male-dominated industry sets a wonderful example for
young women interested in the industries of computer science and engineering, which are
often neglected by females. Many successful people come from wealthy and priviledged
backgrounds, but this is not true in your case, and your numerous achievements are a testament to your own hard-working nature. A prestigious education was doubtless a factor
in Googles decision to hire you, but I believe that it is your innovative and entrepreneurial
spirit that really shone through. I applaud your skilled and capable nature and the massive
contribution that you have made at the firms that have employed you. This is undoubtedly
just the beginning of your journey and I wish you luck for the rest of your career.
Theo Lyons

3. David Karp, a prodigy


Production possible :

a.

140

First and foremost, the title word prodigy would suggest that the young man in the feature is very special and that he has done something quite extraordinary. Secondly, the fact
that he is featured on the front cover of a magazine indicates that he has done something
newsworthy. The name of the publication itself could be significant as well. Wired focuses
on news concerning technology and gadgets, consequently one can infer that David Karp

Unit 7

has been active in this field and made some important contribution to merit the cover of
this particular magazine.

b. Corrig de la fiche du Workbook (p. 47-48)


a. 1. Name: David Karp Activity: entrepreneur (autodidact) Age: 26 Hometown: New
York 2. He abandoned his studies / quit school and yet he is a successful entrepreneur.
b. trying to hack into the schools computer system (l. 7-8)
c. 1. His new friends were not reliable and they made him do stupid things.
2. doing better than famous high-tech businessmen
d. - David Karp - David Karp - Steve Jobs, Bill Gates, Larry Ellison, and Mark Zuckerberg
- Steve Jobs, Bill Gates, Larry Ellison, and Mark Zuckerberg
e. It is the age of David Karp when he started working (as a 14-year-old, he worked at
Tekserve, l. 17-18)
f. Name: Freid Seibert Occupation: former music-record executive, creator of MTV
Physical appearance: dressed all in white Impact on Karp: Karp was very impressed
and nervous. He learned very much from him and kept working for him while he was
home-schooled.
g. 1. learned (l. 24) home-schooled (l. 25) took Japanese classes (l. 25) learned
maths and English from a tutor (l. 26)
2. He didnt go to school but teachers came to his home to teach him maths, English and
Japanese, this kind of education is called home-schooling.
h. 1. tait inquiet / craignait que (quil ne le) renvoie
2. 16 is Karps age when he worked remotely from home for John Maloney at UrbanBaby.
3. Even if Karp was still underage, he was already working and receiving a salary for his
work. Yet, his employer didnt know he was not an adult. He must have been brilliant to be
able to do the work of an adult although he was only 16.
i. All these pronouns refer to David Karp.

ACTION!
David Karp is a very determined self-made man, his impressive career started when he
left high school. As a matter of fact, he was so clever / intelligent that he could quit
school and work as an adult. He proved his computer skills quite early because he knew
how to / was able to hack into the schools computer system. His parents supported
his decision to quit school. In order to do so, he had to lie about his age but he was afraid
of being discovered. He has many qualities; he is inventive, smart and also quite rebellious. In spite of his problems at school, Davis Karp eventually became one of the most
successful innovators of our time in computer science.
c.

Ltude de larticle pourra tre mene collectivement ou en groupes. Chaque groupe prparera sa production partir de ses notes dans la fiche de comprhension crite, nommera
un rapporteur, et la synthse se fera avec le groupe classe.

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Productions possibles :

Identity and background: quotes from the text: 26-year-old, autodidact, founded Tumblr,
New York, Upper West Side of Manhattan, Calhoun School, mother was a science teacher,
drove teachers nuts, Bronx High School of Science, fell in with the wrong crowd, dropped
out, nervous, not sure what to say, home-schooled
Recap: David Karp is a young man, he was 26 in 2013. He grew up in New York and became
very famous because he founded the website Tumblr. Even if his mother was a teacher, he
had problems at school and dropped out quite early. He is now considered one of the most
talented computer prodigies of his generation.
Skills: quotes from the text: autodidact, hack into the schools computer system, studied
Japanese, build websites, repair specialist, learned maths and English
Recap: David Karp is an autodidact, which means that he taught himself instead of going to
school. He is very good at mathematics and computers. He is known for his achievements
in computer science as a young adult when he founded Tumblr, but he also was quite skilled
as a teen since he managed to hack into the computer system of his school. He can also
speak Japanese.
Professional life: quotes from the text: read a book about HTML software, helped small
businesses, worked at Tekserve, introduced to Fred Seibert, working for Seibert, started
working for UrbanBaby, worked remotely from home, logging into the UrbanBaby servers
Recap: David Karp started his professional career at quite an early age since he dropped
out of school. He continued to learn by himself and started working from his home even
if he was still very young, helping online small businesses to build their own websites. He
also managed to be hired by bigger companies, and as he worked from home they didnt
know he was underage.

4. Act it out!
Mise en uvre :
On rpartira la classe en deux (trois si lon fait une interview des deux personnages de la
page) groupes qui prendront chacun en charge lun des rles : le(s) journaliste(s), Marissa
Mayer (ou son agent), David Karp (ou son agent). Chaque groupe prparera son rle et essaiera dimaginer les questions / rponses des autres personnages.
On incitera les lves utiliser un maximum de mots de vocabulaire ou de structures vues
dans lunit (on pourra imposer dutiliser les structures des boites Help! de la double page).
Aussi, on pourra leur suggrer de saider des structures listes p. 232-233.
Dans un deuxime temps, le professeur tirera au sort ou dcidera quel lve de chaque
groupe passera loral (un lve de chaque groupe). Les lves dsigns pourront alors
improviser linterview devant la classe ou en senregistrant.
Questions possibles :
How old are you?
Where did you grow up?
Which school did you attend?
What did your parents do for a living?

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Did you get on well at school?


What was your first job?
Can you name someone who inspired you to become an entrepreneur?
Can you communicate in a foreign language?
What companies have you worked for during your career?
What do you think has been your greatest achievement so far?

6. New Apps

MANUEL P. 106

Mise en uvre :
La classe pourra tre divise en deux groupes. Chaque groupe traitera un document. La
synthse se fera collectivement.

1. Group 1
Productions possibles :

a.

Personally, among the apps displayed, I use: Twitter, Facebook, Skype, YouTube, LinkedIn and
Instagram. Twitter and Facebook are social media sites that I predominantly use to stay in touch
with friends and to share my thoughts, opinions and photographs. Skype is a very useful way of
communicating with friends and family, particularly when people are in a foreign country as it
is free and so acts as a cheap alternative to a phone call. I use YouTube mostly to watch music
videos. LinkedIn is more professionally orientated and people make their profile on this app to
improve future job prospects and as a point of contact for potential employers. Instagram is
brilliant, as it allows you to alter photographs so that you look much better than in the original!

b.

Foursquare is an app that allows you to check-in to a particular venue (perhaps a bar, club,
or restaurant) through the use of a GPS system. This tells you who else is at a particular place
at a particular time. Pinterest is a visual discovery tool that people use to collect ideas for
their different projects and interests. People create and share collections (called boards)
of visual bookmarks (called pins) that they use to do things like plan trips and projects,
organize events or save articles and recipes. The site was founded by Ben Silbermann, Paul
Sciarra and Evan Sharp and has nearly 50 million users as of 2014.

2. Group 2
a.

The situation appears to be a desk that is crowded with lots of different things, including
photographs, a globe, a phone, stationery, papers and an address book. The desk is crowded,
disorganized and very low tech.

b.

I think that it is quite hard to identify the goal of the cartoonist as he could be suggesting two
different notions in this image. On the one hand, he may be implying that all the different
apps and technologies that we have come to depend on (YouTube, WordPress, Tumblr, etc.)
have complicated our lives unnecessarily when there are perfectly simple ways of completing a bureaucratic task (and enjoying oneself) without the use of a desktop. On the other
hand, he may be criticising the outdated approach of the worker who uses this particular

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workspace by highlighting all the different apps that could be employed to clear his desk
and simplify his working life.

3. Class Work
Both cartoons seem to criticise our obsession with apps, perhaps suggesting that they
cannot (or perhaps should not) replace manual skills such as phoning, filing and clearing
the snow. The cartoonists have obviously noticed that apps have become part of modern
society, possibly to an unhealthy degree.
In my opinion, the second cartoonist is being both funnier and more critical. Clearly, the
idea that snow can be cleared with an app rather than a shovel is ridiculous which is / what
creates the humour. Nevertheless, I believe that there is a subtle attack taking place on
todays youth who are perhaps losing practical skills due to the fact that they rely so much
on handy technology to get things done. The first cartoon is probably the most true to life
because, in reality, lots of people (especially older workers) reject apps and do not wish to
replace their old habits / outdated methods with new ones, even if they are more user-friendly.

4. Role play
Theo: Right Granny, Ive set you up with a Facebook account. I know it seems a bit daunting / intimidating but I think youll love it. Its a great way of keeping in touch with people
and you can see what all the grandchildren are doing.
Grandma: Oh darling, Im really not sure about this It all seems a bit complicated to me.
Whats wrong with paper and pen?
Theo: Well, its easier, its completely free, and its instantaneous. You wont need to wait
days and days for a reply.
Grandma: Okay, Ill try it but I cant promise that Ill keep using it. Im pretty stuck in my
ways as you know.
Theo: Okay, so this is where you type a status.
Grandma: Whats a status?
Theo: Well, its like a thought an opinion an observation a comment. It really doesnt
matter what you say, thats completely up to you.
Grandma: Right, so shall I say: Im on Facebook now?!
Theo: Yeah, why not! Now, this is where you send a private message. If you dont want
everyone to see what you say, you must write it here. Got it?
Grandma: Okay, sounds fairly simple.
Theo: Good, good. Now, you can upload pictures, send messages, write statuses and comment on other peoples statuses and pictures.
Grandma: Oh gracious! That sounds like hard work!
Theo: You dont NEED to do all that Its up to you how often you use it, what you say, and
the things you comment on. Theres no obligation to do anything. I just think you might like
it it can become fairly addictive, believe me.
Grandma: Okay love, Ill take it one step at a time and see how I get on.
Grille dvaluation : voir p. 129 de ce Fichier.

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7. In My Shoes

MANUEL P. 107

1. Main Facts
Corrig de la fiche du Workbook (p. 49)
a. A pair of shoes: here sneakers. laces, high-tops
b. They react to the activity, and talk to their wearer. They seem to have humour.
c. Like: I love the feel of wind in my laces (l. 4)

Dislike: This is boring (l. 5)

d. 1. track every step you take (l. 12), see anything you see (l. 12), and likely hear everything you hear (l. 12-13), will know everything, and I mean everything, about you (l. 13)
2. pister / traquer
3. The journalist implies that through the shoes, Google will know everything about your
activities. They can monitor you just like Big Brother.
e. this guy has me set at 38 and he is more like a 42 (l. 18). Here the belt is apparently
complaining about his wearer is overweight. He has fastened the belt too tight and so it
feels uncomfortable for the belt which can express this uneasiness as it is a GoogleBelt.
Its really hilarious even if I wouldnt like to be in his shoes! I would hate having a belt
complaining about my weight.

ACTION!
This text illustrates and denounces the fact that nowadays, many people are fashion addicts.
They are ready to buy / purchase sophisticated, brand-new and very expensive items of
clothing just to follow the trend. Its ridiculous! We can spend large amounts of money to
own the latest state of the art hi-tech device. Even if sometimes its not worth the price we
pay. All the more so now that these hi-tech devices can track our every action. This article
attempts / tries to warn us about this; we should not let Google or any other corporation
spy on us!

Productions possibles :

a.

The new device is a pair of shoes that talk to the wearer / person who is wearing it, commenting on their performance to encourage higher energy activity. The main advantage is
that they can point out when you are not pushing yourself and make suggestions about how
to change this. The technology is small, fairly hidden and you dont need to hold an object
in your hand (which can be annoying and distracting). In theory the shoes should prevent
you from becoming slow and complacent, help you to burn more calories throughout the
day and encourage a healthier, more active lifestyle generally.

b.

The narrator seems to be quite skeptical of this new concept. His tone is sarcastic, for example
he says: Because, you know, what weve been missing in life are shoes that talk (l. 5-6),
implying that he considers them to be unnecessary and slightly ridiculous. The writer also
seems to worry about Google having too much power and influence over our everyday lives.

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He also worries about the future escalation of such technologies and jokes that your whole
outfit (from your belt, to your shoes, to your hat) could end up mocking you simultaneously
and embarrassing you publicly.
c.

The tone is skeptical, as the writer clearly has reservations about the benefits this new
gadget could bring to our lives. It is also ironic, as he makes jokes about the talking shoes,
implying that they are a stupid idea and a fundamentally idiotic product.

d.

Personally, I think that the shoes are a great idea! Unfortunately, many of us lead very sedentary lives and lots of young people do not do enough exercise. Walking briskly is very good
for you and this state of the art gadget will remind you to pick up the pace and therefore
make the most out of the physical activity you are doing. It is hard to be self-motivated, so
a little help along the way wont go amiss / could be appreciated!

2. Become an innovator!
Hello, Ladies and Gentlemen!
I am here today in front of this committee to present my latest idea. I believe that this product
is something we have all thought about (and probably longed for) at some point in our lives,
particularly the more fashion conscious among us! I would like to introduce you all to my
prototype personal dresser. Of course, this product is still in the early stages of development, but I firmly believe that my invention has the potential to become an indispensable
tool in our busy lives, and a highly profitable part of your marvellous company. In a nutshell,
this machine would be programmed with the entire content of ones wardrobe (each item
must be scanned in after purchase) and then perform the tedious task of choosing our outfit
each morning before weve even woken up. The technology will contain information about
the weather, our personal schedule as well as a list of our tastes and preferences allowing
it to choose the perfect outfit for us every day! The internal database will be able to make
suggestions about what items of clothing we should buy to complement our current wardrobe and what pieces we should probably throw away as they no longer serve our needs.
Furthermore, the machine would track our height and body weight, helping us to adapt our
style to our changing age and figure, something many of us struggle with. The possibilities
here are truly endless and we have a chance to bid farewell to embarrassing fashion faux
pas, inappropriate outfits and unflattering clothing choices.
I genuinely believe that there is a lot of potential in this innovation and I very much hope
that you will support my idea. Many thanks for listening!

Language at Work

MANUEL P. 108-109

A. La forme V-ING
1

Les verbes souligns expriment une activit (a.) et un sentiment (b. et c.).
Dduisez : Le grondif (V-ing) se forme partir dun verbe. Aprs des verbes exprimant une
activit ou un sentiment, on utilise un grondif (V-ING).

Ces prpositions sont suivies dun grondif (V-ing).


Dduisez : Les prpositions (comme with, of, from, without, before, after) sont suivies
de V-ing (grondif). Attention au cas de to, qui nest pas toujours une prposition.

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a. Le mot books est un nom commun qui est complment dobjet direct dans la phrase.
Le mot reading est un nom verbal (grondif). Books et reading sont complments du verbe
loves.
b. - He cant stand life without his cell phone.
- The creation of a profile is the first step into a social network.
Dduisez : Le grondif (V-ing) peut tre sujet ou complment dans une phrase.

Mise en uvre:

Dans un premier temps, on rpartira la classe en groupes (4-5 lves maximum). Chaque
groupe tire 5 cartes verbes (vous pourrez reproduire ou photocopier les cartes verbes ciaprs). Le matre du jeu donne le tweet de dpart et les lves ont 5 minutes pour imaginer
autant de tweets possibles intgrant les verbes quils ont tirs au sort. Ils viennent ensuite
tour tour crire leur tweet au tableau (ou sur le TNI).
Chaque verbe correctement employ dans une phrase grammaticalement correcte rapporte un point lquipe qui la produite.
Suggestions :
Pour simplifier les rgles on pourra se passer des cartes et noter au tableau les 5 verbes
intgrer (les quipes auront donc toutes les mmes contraintes verbes). On pourra alors
rayer les verbes au fur et mesure quils sont utiliss dans les tweets.
On peut aussi utiliser un forum en ligne comme Todaysmeet pour collecter les tweets.
Tweets de dpart :
Keep your friends close and your laptop charger closer. #DavidKarp
Lets celebrate the 60th birthday of #AlanTuring
Got my new iPhone, the new apple of my eye! #iPhone #Apple
Cartes verbes reproduire ou photocopier :
STOP

BE FOND OF

LOOK
FORWARD TO

KEEP ON

ENJOY

LIKE

CANT STAND

QUIT

BE USED TO

HATE

PREVENT FROM

BE FED UP

CANT HELP

LOVE

BE WORTH

FEEL LIKE

BE GOOD AT

REGRET

SUGGEST

CONSIDER

SUCCEED IN

AVOID

CONTRIBUTE TO

DISLIKE

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Entranez-vous
1

a. chatting b. buying c. buying d. being tagged

e. speaking

f. arguing

a. If you carry on spending so much time on your computer, youll get a headache. b. Instead
of going out with her friends, she surfs the Internet every evening. c. I hate hearing a mobile
ring when Im on the Tube / subway. d. He loves inventing computer games. e. Keeping your
mobile on at night may be dangerous. f. Im looking forward to trying new apps.

a. Having a computer in your room prevents you from getting your homework done. / from
doing your homework. b. Choosing your friends carefully when youre on the Internet is
important. / Taking care when making friends on the Internet is important. c. Creating a
profile has allowed me to stay in contact with my friends abroad.

B. Improve your vocabulary


invulnerable - unreliable - useless - insensitive - invisible - effortless - unusual - unpleasant
- disobedient - powerless

On your Own!
Mise en uvre :
Production orale (prise de parole en continu) ou crite. Travail individuel ou en groupes. La
production crite pourra tre prpare la maison et mise sur une cl USB, la correction
pourra tre mene collectivement et en classe.

Production possible :

The cartoon features a family driving in their car past the Grand Canyon in Colorado, USA. One
of the daughters urges her mother to stop the car, because the scenery is worth looking at. Its
breathtaking / impressive. The mother appears to be busy taking photos and posting them on
Facebook and thinks there is no need to stop. Instead of listening to her daughters wish, she
informs her daughter that she can look at the photos of the Grand Canyon that she intends to post
on Facebook. The children must be fed up with seeing famous places only from the car window.
We are so glued to our screens that we dont see the things around us anymore. Texting,
taking pictures, showing off is more important than discovering the world. This woman lives
by proxy, lives in a virtual world, in a world of illusions and deprives her children of simple
joys. The cartoon criticises peole who are cut off from the real world and do not realise they
have become the slaves of technologies.

Improve Your Reading Skills


1

148

MANUEL P. 110

a. - follow + er(s) : suiveurs / fans faith + ful : fidles possible + ity(ies): possibilits
b. - web + site : site Internet first + timers : dbutants short + hand: abrviations
c. maximum mlange / condens colonne sceptique droutant
d. stupfait / tonn produire / entraner
e. subvention collgue diplmes universitaires
f. Twitter-skeptic Twitterphile Twitter followers Twitterers. Il faut utiliser la composition

Unit 7

(mots composs) et la drivation : sceptique concernant (lutilit de) Twitter adepte de


Twitter suiveur / fan sur Twitter utilisateur de Twitter.
2

a. Ce texte voque lvolution du narrateur qui doutait de lintrt de Twitter et qui, par la
suite, est devenu adepte du site.
b. Le narrateur doutait beaucoup de lutilit, de lintrt de Twitter qui sappuie sur des rgles
et des conventions droutantes et des abrviations. Le narrateur explique que les difficults
inhrentes au site sont trs vite surmontes, pour nen tirer que des bnfices. Il est trs
facile dobtenir de nombreuses informations venant dexperts en quelques minutes. Il pense
que les utilisateurs de Twitter sont diffrents des utilisateurs dautres sites Internet : ils ont
souvent fait des tudes et sont plus gs que sur de nombreux sites.
c. Twitter est un site Internet sur lequel on peut poster des textes trs courts de 140 caractres maximum et avoir des fans / suiveurs . Ce site mle forum et blog. Selon le narrateur, Twitter sappuie sur des rgles et des conventions droutantes et des abrviations,
ce qui le rendait sceptique quant lintrt du site.
Il est devenu adepte de ce site lorsquil sest rendu compte (alors quil sigeait au sein dune commission attribuant des subventions) quon pouvait obtenir de nombreuses informations fiables
auprs dexperts, en peu de temps. Comme 80 % des utilisateurs du site ont plus de 25 ans et sont
diplms, le narrateur estime que ce site est diffrent des autres et, ses yeux, plus performant.

Your Task

MANUEL P. 111

Lors dune sance prcdant le projet final, on prendra soin de lister avec les lves tous
les lments tudis utiles pour le raliser.
On peut au choix :
distribuer la fiche (disponible sur le site compagnon) correspondant au texte choisi par le
professeur pour valuer uniquement la comprhension.
distribuer la fiche puis faire raliser la production crite (scnario 1 ou 2) dans la foule
en classe ou en devoir-maison.
ne faire raliser que la production crite en classe.
Si le projet final se fait hors classe, on pourra proposer aux lves de trouver eux-mmes
une illustration pour lun ou lautre des textes du Reading Corner.
Le scnario 2 pourra aussi trs bien sappliquer un autre texte de lunit sil na pas t
trait en classe (p. 101, 102, 105 ou 107).

Reading Corner

MANUEL P. 112-113

Les fiches dexploitation se trouvent sur le site compagnon, les corrigs p. 389-392 de ce Fichier.

Prolongements possibles lunit


> valuation sommative de CE (p. 335-337 de ce Fichier)
> Fiche Apprendre apprendre : fiche dtachable, facilitant la mmorisation des structures
grammaticales et du lexique (Workbook p. 111-112, corrigs p. 278 du manuel).

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Sentiment dappartenance

Mmoire

Tche finale (p. 123) : You are working on a childrens book. Read the short story (from
p. 124 to p. 127), then adapt it for young readers. Dont forget to illustrate it.
Acvitits langagires

1. Tune In!
(p. 114-115)

2. On the Lewis
and Clark Trail
(p. 116-117)

3. Native
Americans
Today
(p. 118-119)

Contenus

Prolongements tches / aides

PPC

- Acqurir du vocabulaire li aux


paysages de lOuest amricain
- Commenter un document
iconographique

- Fiche Workbook p. 50-51 (Play with


words)
- Parler dune image fixe p. 228-229

CO

Vido : The Mighty Five

- Fiche sur le site compagnon


- Parler dune image anime p. 230-231

CE

Comprendre un article de
presse

Fiche Workbook p. 51

PPC /
POI

Faire un reportage radio

Enrichir sa prise de parole p. 232-233

CO

couter un extrait de
documentaire

Fiche Workbook p. 52-53

CE

Comprendre des textes sur un


sujet historique

Fiche Workbook p. 53-54

PPC

Dcrire les caractristiques


dune personne

Enrichir sa prise de parole p. 232-233

CE

Naviguer sur un site Internet

Fiche sur le site compagnon

PE

crire une lettre (120 mots)

CO

Comprendre un enregistrement
sur lhistoire des Indiens

CE

Comprendre un extrait de
roman

CO

Comprendre un enregistrement
authentique

POI

Argumenter, convaincre

Fiche Workbook p. 54-56

Enrichir sa prise de parole p. 232-233

Lactivit langagire principale de cette unit est la CE (comprhension de lcrit).

150

Unit 8

1. Tune In!

MANUEL P. 114-115

1. The Mighty Five


Mise en uvre:
Limage douverture a pour but de lancer la thmatique des grandes espaces de lOuest
amricain, de faire ragir les lves et danticiper la vido The Mighty Five. Laffiche est une
publicit de loffice de tourisme de ltat de lUtah.
Dmarche propose : travail individuel, en classe ou la maison, ou en groupes. Observer
limage et demander aux lves de rpondre aux questions. On conseillera de consulter les
pages Parler dune image fixe , p. 228-229.

Productions possibles:

a.

b.
c.

d.

This is a stunning / breathtaking landscape. What immediately strikes me are the colours
that are so intense: a deep blue sky with fluffy white clouds, and the rocks and earth in various shades of orange, gold and beige / tan. It reminds me of the desert, summer, sunny
weather, a hot, dry climate. The rock formations are enormous. / The huge rock formations
are amazing. The landscape must make people feel small in comparison to their surroundings.
They are national parks that are located in the state of Utah, USA. Utah is a western state
of the USA bordering Idaho and Wyoming (North), Colorado (West), Arizona (East), Nevada
(South).
The slogans are: Five national parks, one epic experience and Utah: Life Elevated.
The goal is to urge people to visit these famous parks. Advertisers also want to attract potential consumers, people who dream of adventure, thrills, excitement, sport, outdoor activities
such as rock-climbing, horse- or mule-riding, canoeing, paragliding and so on. They suggest
visiting Utah will be a unique experience.
The targets are either young people or active, sporty families. This ad might appeal to people
who appreciate nature / want to spend time outdoors / like adventure / want to take a
break from their hectic lives / would like to experience something exciting and completely
new / who want to get away from it all

Prolongements possibles :
1

Les lves peuvent constituer leur propre liste de choses quils souhaiteraient faire un jour
(leur bucket list), la partager et la comparer avec celle des autres lves. Travail oral ou crit,
individuel ou en groupes. Pour aider les lves visualiser ce quest une bucket list, on leur
conseillera de faire une recherche Internet avec ces deux mots.

En dehors de la classe, les lves pourront prparer un slideshow sur chacun des parcs
(individuellement ou en groupes).
Ils trouveront quelques informations sur www.utah.com/nationalparks/arches.htm

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2. Play with words


Corrig de la fiche du Workbook (p. 50-51)
a. - hurricane - drought - frost - tornado - flood - thunder - storm - blizzard - ice - heat - hail - cold
b.
F

blizzard, cold, drought, flood, fog,


frost, hail, heat, hurricane, ice,
mud, rain, snow, storm, thunder,
tornado, wind

c. - rainy - foggy - stormy - windy - muddy - snowy


d. 1. unbelieveable 2. unforgettable 3. remarkable 4. awesome 5. exotic 6. thrilling
7. extraordinary 8. unique
e. by train; by boat; on foot; on holiday; on the way; by plane; on board; on horseback; on
a ship
f. 1. Hawaii is an island in the Pacific Ocean. 2. Mount Whitney is the highest mountain in
California. 3. Death Valley is a famous desert in the West. 4. Last summer they drove up
the coast from San Diego to the Canadian border.
g. - (long) voyage - (court) voyage - itinraire - route - bagages - valises

3. Watch a video : The Mighty Five


N.B. : la fiche lve, son corrig, le script et lexploitation de lextrait se trouvent sur le site
compagnon.
En complment de laffiche The Mighty Five, cette vido permet une entre dans la thmatique avec un aperu des beaux paysages de lOuest amricain et des activits sportives
qui pourraient sduire de jeunes gens.

Productions possibles:

a.

152

Some of the outdoor activities suggested in this video are: walking, hiking, mountain biking,
rafting

Unit 8

b.

Some adjectives that describe the experiences shown in the video are: unique, unforgettable,
inspiring and thrilling.

c.

Id like to visit the Mighty Five because I find the landscapes beautiful. I love outdoor sports
like mountain biking and rafting. Ive never seen places like this before, so Id really like to
see them with my own eyes. Im crazy about photography, and I think I could take some
fantastic photos there.

4. A walk with death


Corrig de la fiche du Workbook (p. 51)
a. - 1,500 feet: the distance between the cable and the bottom of the canyon - 22 minutes:
the time it took him to perform this stunt - 1/4 mile: the length of the cable - 2 hours: the
length of the television show which showed this performance - 2 inches: the diameter of
the cable
b. - 1,500 feet = 457 meters - 1/4 mile = 0,4km - 2 inches = 5cm
c. The Grand Canyon is located in the state of Arizona. The Colorado River flows at the
bottom of the canyon.

d. This land belongs to the Navajo tribe. Wallenda performed the stunt late on Sunday on
a 2-inch-thick steel cable, 1,500 feet above the river on the Navajo Nation near the Grand
Canyon. (l. 5-7)
e. - Some residents have a negative opinion of the event. Key words: shouldnt be promoting
- gambling - mans life
- gambling: jouer / parier
- Nik Wallenda is running risks. He may fall and die. The Navajos are using this sensational
event to promote tourism in the region.
f. The Navajo tribe sponsored this event to promote understanding of the Navajo people.
They want people outside the tribe / the reservation to realize that the Navajo culture still
exists. / is worth discovering. Key words: want - world - know who Navajo people are culture - traditions - language.

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ACTION!
On June 24, 2013, Nik Wallenda performed a daring acrobatic feat, risking his life to walk
a quarter of a mile on a two inch thick cable across the Little Colorado River Gorge. This
performance required absolute concentration and nerves of steel. The wind was quite
strong, so he had to compensate for the winds force, but he managed to complete the
stunt in 22 minutes. Some people think Wallenda was bold and courageous, others think
he was simply reckless, gambling his life.
The event took place on the Navajo Nation near the Grand Canyon in the state of Arizona.
During the two-hour show, Discovery Channel highlighted the impressive desert landscapes
of the Navajo tribes lands, with its colourful canyons and rock formations. The Navajo tribe
hopes to encourage tourism and to teach others about their culture, traditions and language.
b.

La prparation pour cette production orale se fera soit en classe soit la maison, soit individuellement (scnario 1) soit en binmes (scnario 2). On conseillera aux lves de consulter
les pages Enrichir sa prise de parole p. 232-233 du manuel.
On laissera 5 10 minutes la classe pour prparer le reportage ou lentretien.
Un ou plusieurs groupes prsentera, le reste de la classe prendra des notes et valuera la
prestation. Un groupe pourra soccuper de la prononciation, un autre de la grammaire, un
autre du lexique.
La classe commentera la prestation.
Critres de lvaluation : titre indicatif, nous proposons la grille suivante. Le professeur sera bien
sr libre dlaborer sa propre grille ou de faire voluer le nombre de points attribu chaque critre.
Grille dvaluation de la production orale
REPORTAGE
Voix claire et audible

0 1 2

Prsence (regarde son auditoire, utilise une gestuelle approprie)

0 1 2 3 4 5

Reprise des informations donnes dans larticle

0 1 2 3 4 5

Correction de la langue

0 1 2 3 4 5

Prononciation

0 1 2 3
Total des points

/ 20

ENTRETIEN
Voix claire et audible

Prsence (regarde son auditoire, utilise une gestuelle approprie)

Interaction avec le partenaire

Reprise des informations donnes dans larticle

Correction de la langue

Prononciation

Total des points

154

Unit 8

/ 20

Productions possibles:

Scnario 1
Hello, this is Jonathan Eagle reporting live from the Navajo Nation in Arizona. Right now
the famous tightrope walker Nik Wallenda is performing a perilous stunt, walking on a wire
1,500 feet above the Little Colorado River Gorge without a safety net or harness. The cable
he is walking on is a mere 2 inches thick. One false step means falling to his death below.
He has been walking for about ten minutes now, and has reached the half-way point on the
wire which is a quarter of a mile long. This is the most dangerous part because the wind is
blowing hard. He has stopped on the wire, trying to find his balance. Will he make it? Will
the winds calm down so he can continue? This is a frightening experience. I dont even want
to watch. Oh, its okay, now. He has started walking again, slowly.
Scnario 2
Reporter: Hello, this is Jonathan Eagle reporting live from the Grand Canyon on the Navajo
Nation in Arizona. With me is Nik Wallenda, the famous tightrope walker who has just completed his most perilous stunt: walking a quarter of a mile across the Little Colorado River
Gorge. Nik, how did it feel when you were on that thin wire, 1,500 feet above the ground?
Nik: I dont mind saying it was a little scary. It was a lot windier than I had expected, so
I had to stop a couple of times to get my balance.
Reporter: What were you thinking about while you were walking across?
Nik: I just tried to stay focused. I didnt look below me; I just kept my eyes on the wire.
Reporter: Did you ever think you might not make it?
Nik: Thats not something you think about when youre on the wire!
Reporter: Now what?
Nik: For my next stunt, Id like to walk between the Empire State Building and the Chrysler
building in New York.
Reporter: In any case, congratulations on your amazing accomplishment today! Jonathan
Eagle reporting for the Discovery Channel. Back to the newsroom.

Prolongement possible :
Les lves pourront comparer leur prestation au reportage de TIME sur cet exploit :
www.newsfeed.time.com/2013/06/24/feet-of-strength-daredevil-nik-wallenda-tightropes1500-feet-above-grand-canyon/
Ce reportage vido de 2 minutes, intitul Nik Wallendas High Wire Walk Across the Grand Canyon,
montre et commente cette traverse du canyon (notamment durant la premire minute).

2. On the Lewis and Clark Trail

MANUEL P. 116-117

Mise en uvre :
On demandera aux lves de lire les titres sur la double page et de regarder les images
pour anticiper le thme de ces documents.
Dans un deuxime temps, ils peuvent comparer la carte de la page 116 avec celle des
tats-Unis la fin de leur manuel.

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Productions possibles:

In the photo at the top of page 116, we can see an immense canyon with a river flowing
through it. It is probably located somewhere in the western United States. The title of this
double page is On the Lewis and Clark Trail and we can see a map at the bottom of page
116, so we can suppose that the Lewis and Clark Trail runs between the Pacific Ocean to
the west and the city of St. Louis to the east. We see the portraits of two men at the top of
page 117, so they must be Lewis and Clark. There is a sort of journal on page 116, so that
could be a record of their journey. The journal, the map and the portraits of the two men
do not look modern, so the voyage must have taken place a long time ago. There is also
a photo of a Native American woman who is carrying her baby on her back. Her name is
probably Sacagawea, as we see in the title for that document. Did they meet her on the
trail? Did she help them?
The words in the box in the middle of page 117 appear to be an extract from Clarks journal.
On the map on page 116 we notice Canada to the north, but we dont see the states of the
United States. There is just a large area called Oregon and Territory of Louisiana. The
area in the south west is Spanish Mexico, but that area is now part of the United States:
California, Nevada and Utah. The map must have been made before the United States had
conquered all the land it now occupies.

1. Jeffersons mission
Mise en uvre
On demandera aux lves de lire le premier texte et le cercle en bas de la page 117 pour
rpondre aux questions dans le manuel.

Productions possibles:

a.

President Thomas Jefferson had just bought a huge area of land west of the Mississippi River.
He chose Lewis and Clark to lead the expedition. He sent the expedition west to explore and
map the Louisiana Territory and to find a water route from the Mississippi River to the Pacific
Ocean. He thought it would make it easier to transport goods from one side of the country
to the other. He also asked them to study the plants, animals, climate and geography and
to establish trade with the Indians.

b.

The men in the two portraits are Meriwether Lewis and William Clark.

c.

The expedition took place from May 21, 1804 to September 23, 1806.

d.

They accomplished three of their tasks (exploring and mapping Louisiana, establishing trade
with the Indians and studying the plants, animals and geography), but they did not find a
water route to the Pacific Ocean.

2. The members of the expedition


Script de lenregistrement (CD 2, piste 32, 2:01)
Part 1 (from the beginning to 0:47)
William Clark once called the expedition a vast enterprise; large, multi-faceted, planned meticulously,

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it was the product of many minds, many hands, hopes, dreams and many ambitions.
Its planning reflected the restless intellect of President Thomas Jefferson, his cabinet and some of
the best scientific minds of the day. Once launched, the enterprise depended on the sweat and toil
of roughly 50 people, including one African American, several men of both European and Native
American descent and eventually one Native American woman and her infant son.

Part 2 (0:48-1:23)
Lewis was just 29 years old, Clark 33, both single. Like the men they recruited, they were brave,
resourceful and tough. They were both army veterans, skilled hunters, experienced backwoods
travellers, and they were smart. Each, in his own way, possessed an avid curiosity, a hunger for
knowledge, a doggedness about chasing down the facts. They were also funny, bawdy, fond of satire
and occasional sarcasm. They must have been good company.

Part 3 (1:24 to the end)


Lewis had more formal education, both in childhood and as President Jeffersons personal secretary.
Thanks to Jefferson, he had training in a variety of scientific disciplines. He was also a confident,
practical doctor and understood the medicinal quality of plants.
Clark was the cartographer, the map-maker, the better boatman and, apparently, the more consistent
journalist. He had the more level head, the sunnier temperament and he led the longer, happier life.

Productions possibles:

a.

There were fifty people in the expedition, including: Lewis, Clark, one African American man,
several men of both European and Native American descent, one Native American woman
and her infant son. President Thomas Jefferson is also mentioned.

b.

Lewis and Clark were both single, brave, resourceful, tough, army veterans, skilled hunters,
experienced backwoods travellers, smart, curious, funny, good company.

c.

Lewis had more formal education, he was a good doctor and he knew about medicinal plants.
Clark, on the other hand, was the map-maker, was a better boatman, kept a better journal,
had a more even temperament and was more optimistic. He lived longer than Lewis and
was a happier man.

Corrig de la fiche du Workbook (p. 52-53)


a. enterprise planned planning product mind meticulous
b. William Clark expedition enterprise large multi-faceted meticulously product
minds hands hopes dreams ambitions
c. expedition enterprise meticulously product ambitions intellect cabinet scientific
African American European descent eventually infant
d. Type of expedition: vast enterprise, large, multi-faceted, planned meticulously
Whose idea was it? Thomas Jefferson
Members of the expedition: 50 people, one African American, several European and
Native American men, one Native American woman and her infant son

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e. Only Lewis: 29 years old Only Clark: 33 years old Both men: brave, used to be in
the army, good at hunting, curious, humourous Neither: married, weak (faible)
f. Lewis and Clark had many qualities necessary for their expedition to be successful: they
were skilled, intelligent, experienced men who were curious and determined. They were
also funny and people enjoyed being with them.
g. Lewis formal education childhood President Jeffersons secretary thanks Jefferson training variety scientific disciplines confident doctor medicinal quality
plants Clark cartographer map-maker boatman consistent journalist level head
sunnier temperament longer happier life
h. LEWIS Education: formal Job before: President Jeffersons personal secretary
Specialized in: scientific disciplines Good at: medicine
Other quality: understood the medicinal quality of plants
CLARK Good at: - cartography / map-making - steering boats
Personality: - level-head - sunny temperament - happy
Recap : les lves sappuieront sur leurs notes dans le Workbook pour faire un compte rendu
de cette comprhension orale.
Grille dvaluation de la production orale
Reprise des informations donnes dans le document audio

0 1 2 3 4

Rcit au prtrit

0 1 2 3 4

Compte rendu clair et audible

0 1 2 3 4

Prononciation

0 1 2 3 4

Correction de la langue

0 1 2 3 4
Total des points

/ 20

3. Focus on Sacagawea
Mises en uvre possibles :
travail collectif de toute la classe sur lensemble du texte.
diviser la classe en deux et donner chaque moiti une partie du texte seulement.
lintrieur du groupe, le travail peut se faire individuellement ou par binmes. Lors de la prise
de parole en continue du rapporteur, le reste de la classe prend des notes.

Production possible :

Lewis and Clark brought a pregnant woman on their expedition because Sacagawea could
be helpful as an interpreter, translating between English and the Native American languages
Shoshone and Minitari.

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Corrig de la fiche du Workbook (p. 53-54)


b. - 1788: Sacagaweas date of birth - 16: her age when she joined the expedition
- 1804: when she and her husband joined the expedition - 6: She was six months pregnant.
c. The expedition was viewed as peaceful because they had Sacagawea and her child with
them. She helped the explorers communicate with Native Americans.
friendly (l. 7) / peaceful (l. 7): because she was a woman, and she was carrying her
baby with her.
Quotes: because Sacagawea had her infant son with her (l. 8), No woman ever accompanied a war party (l. 9-10)
d. She was a 16-year old Shoshone Indian who had been kidnapped by the Minitari tribe.
She later married Charbonneau and was 6-months pregnant when Lewis and Clark hired
her husband and asked him to bring his wife. Sacagawea could help them communicate
with Native American tribes, and the expedition would be seen as peaceful because of the
presence of a woman and a baby.
e. The captains were Lewis and Clark.
f. Sacagaweas major asset: she spoke Native American languages: Shoshone and
Minitari.
Role in the expedition: translator.
What for? When they met Native American tribes.
g. Sacagawea foraged for roots, nuts and berries; taught them the medicinal value of
native plants. (l. 16-18)
h. smart: clever - records: des archives
i. Clarks description of Sacagawea shows his admiration for her: a smart and resourceful
woman (l. 20), she saved records and instruments from being lost (l. 21-22).

ACTION!
Sacagawea was a Shoshone Indian born in 1788, but was later kidnapped by members of
the Minitari tribe. A trapper named Charbonneau married her. She was only sixteen years
old when Lewis and Clark asked Charbonneau and Sacagawea to join their expedition.
Although she was six-months pregnant at the time, Lewis and Clark knew she would be a
valuable interpreter, if they met Native American tribes on their journey. She helped them
in many ways: guiding them through her land, finding food, using plants as medicine,
negotiating for horses with the Shoshones, and saving records and instruments during a
storm. Her story is now part of American history.

4. A whos who game


Production possible :

He was 33 and single / not married at the beginning of the expedition. He was one of the
two leaders, Mr Lewiss friend, a skilled hunter, boatman, cartographer. He was a former

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soldier and lived on the East coast. I have chosen to speak about him because he is one of
the leaders. I think he was charismatic and resourceful.
N.B. : les lves les plus faibles pourront saider des fiches The members of the expedition
et Focus on Sacagawea p. 52-54 du Workbook.

5. Westward ho!
Il sagit dun jeu interactif o les lves accompagnent Lewis et Clark dans leur voyage vers
le Pacifique. Ils doivent faire diffrents choix et avancer vers lOuest. Ce jeu peut motiver des
lves faibles dans la comprhension de la lecture, car ils doivent comprendre les consignes
pour avancer. Ils sont en outre rcompenss lorsquils touchent au but.
Mises en uvre possibles:
Avec une classe faible, et si vous avez accs Internet et un vidoprojecteur dans la salle
de classe, vous pourrez faire cette activit en classe entire. Soit vous manipulez la souris
de lordinateur vous-mme, soit vous chargez un lve de le faire. Chaque fois quil y a un
choix faire, on peut demander un lve en particulier de choisir, ou faire voter la classe.
Si vous avez accs une salle informatique, les lves peuvent faire le voyage interactif
en groupes de deux ou trois. Dans ce cas, vous pouvez demander chaque groupe de
complter la fiche entire. Suggestion : veillez ce quil y ait un mlange dlves forts /
faibles dans chaque groupe.
Si vous navez pas accs un ordinateur dans la salle de classe, on peut galement
demander aux lves de faire le jeu la maison. Pour une classe htrogne, formez trois
groupes. Le groupe le plus faible (groupe 1) rpondra aux questions 1-5 qui correspondent
au dbut du voyage, le groupe moyen (2) traitera les questions 6-10 (la suite du voyage), et
le groupe fort (3) soccupera des questions 11-15 (la fin du voyage). De retour en classe, ils
changeront leurs rponses pour partager leurs connaissances et complter la fiche entire.
Westward ho! Fiche lve (galement sur le site compagnon)
Go on the interactive Lewis and Clark journey at www.nationalgeographic.com/west/ to
answer these questions. When you open the page, click on Onward! to start your journey.
Your teacher will divide your class into three groups. Group 1 answers questions 1-5, Group
2 answers questions 6-10, and Group 3 answers questions 11-15.
Group 1
1

In what year did Lewis and Clark start their adventure across western North America?

What were the goals of this adventure, as set out by President Thomas Jefferson?

160

What was important for them to take with them?

Unit 8

Which Indian tribe threatened (a menac) the members of the expedition?

Did the men have to abandon their goods to the Indian warriors?

Help! hair-raising = frightening trade: faire de lchange hunt: chasser arrows: flches
bows: arcs restrain: retenir
Group 2
6

Who joined the team at Fort Mandam?

Check the journal entry for February 11, 1805. What happened on this date?

Did they decide to take the North Fork or the South Fork of the Missouri River? Was
this the fastest route?

Who did the expedition meet before crossing the Bitterroot Mountains? (Click on
Did you know?)

10

What did that person give the expedition that probably saved their lives?

Help! pregnant: enceinte waterfall: cascade muddy: boueux swift = fast


threaten: menacer
Group 3
11

What was the weather like in the mountains in September?

12

Which Indian tribe helped Lewis and Clarks group after they got over the mountains?

13

How did they make new boats when they got to another river? (Click on Did you know?)

14

Which river took them to the Pacific Ocean?

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When did the expedition finally get back to their starting point in Saint Louis, Missouri?

Help! blizzard = snow storm trail: chemin lead astray: faire perdre le chemin
starve: mourir de faim colt = baby horse

Corrig de la fiche lve Westward ho!


Group 1
1
2
3
4
5

Lewis and Clark started their adventure in 1804.


The goals were to: map the rivers; make friends with the natives, open the West to trade,
look for the Northwest Passage.
It was important for them to take blank paper.
The expedition was threatened by Teton Sioux warriors.
No, they didnt have to abandon their goods.
Group 2

6
7
8
9
10

Interpreter Toussaint Charbonneau and his Indian wife joined the team at Fort Mandam.
Sacagawea gave birth to her son Jean-Baptiste on February 11, 1805.
They decided to take the South Fork. It wasnt the fastest route, but it turned out to be better.
The expedition met Sacagaweas brother, Cameahwait.
He gave them horses.
Group 3

11
12
13
14
15

There was a blizzard / snow storm in the mountains in September.


The Nez Perce Indians helped them after they got over the mountains.
They burned out the trunks of trees to make new boats.
The Columbia River took them to the Pacific Ocean.
The expedition got back to Saint Louis, Missouri on September 21, 1806.

6. Creative writing
Production possible:

September 23, 1806


Dear mother and father,
I have just returned to St. Louis after a long expedition with Captains Lewis and Clark. It
was an incredible adventure. Although we never found the Northwest Passage, we managed
to get all the way to the Pacific Ocean. We took the boats as far as we could, but then we
had to walk over the mountains. The Pacific Ocean was magnificent with its great roaring
waves. Some of the Native Americans we met were hostile, but luckily a young Shoshone
girl, Sacagawea, joined our expedition, so the tribes understood that our group was friendly
and peaceful. She also helped us communicate with other Native Americans, and her brother
gave us horses to cross the mountains. So much happened during our voyage! I cant wait

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to see you to tell you all about it. I will go back to see you in the east as soon as I can.
Love, your son
Critres de lvaluation : titre indicatif, nous proposons la grille suivante. Le professeur sera bien
sr libre dlaborer sa propre grille ou de faire voluer le nombre de points attribu chaque critre.
Grille dvaluation
Reprise des informations apprises

0 1 2 3 4 5

Organisation / cohrence (structure / enchanements)

0 1 2 3 4

Richesse de lexpression et du lexique

0 1 2 3 4

Correction de la langue

0 1 2 3 4 5

Respect du format lettre

0 1 2
Total des points

3. Native Americans Today

/ 20

MANUEL P. 118-119

1. Past and present


Mise en uvre :
Avant de lire le texte, les lves commenteront limage pour anticiper le thme du texte et
mobiliser le lexique.
Exploitation possible de la photo :
This photo must have been taken in one of the western states. In the background, we can
see the vast landscape with striking rock formations that remind us of the video and the
other photos weve seen in this unit. In the foreground, however, we can see what appears
to be someones house. The title of the page is Native Americans Today, so the house
probably belongs to a Native American family. The people who live there must not be very
rich, as it seems to have been constructed using thin sheets of wood, and it hasnt been
painted. The roof is partly covered with some sort of protection. There is no garden, only a
couple of small trees, a pile of wood and some old tractor tires. But the house must belong
to a family with children because theyve got a swing. It looks like a very sad place to live.
Script de lenregistrement (CD 2, piste 33, 2:27)
Dave: This is In Our Time on MQR News, and Im Dave Chapman. Today, Ive invited Marlene
Greycloud to talk to us about her latest book Native Americans Today. Marlene, welcome to the program.
Marlene: Thank you.
Dave: First of all, could you tell us a little bit about the history of Native Americans?
Marlene: Basically, we can say that when Europeans arrived on the continent, it was bad news for
the Native American tribes. European colonists wanted land, and so, little by little, they took it away
from the native people.
Dave: How did they do that?
Marlene: Sometimes they fought for the land, or they made unfair treaties, or they simply forced the

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Native Americans to leave. During the 19th century, the United States government removed many
tribes from their lands and made them live in areas called reservations. Another way the government
tried to destroy their traditional way of life was by forcing them to adopt the European-American
customs and putting their children in European-style boarding schools away from their families.
Dave: What is the situation today?
Marlene: Unfortunately, life on the reservations is still very difficult. Thousands of Native Americans
live in poverty today. And, of course, poverty can lead to other problems such as alcoholism and
drug addiction. But since the 1960s, Native Americans have been more and more active in fighting
for their rights and fighting to save their culture.
Dave: What are they doing?
Marlene: Tribes are making efforts to improve education and job training to raise their standards of
living. Community schools on the reservations teach native customs and the tribal languages. They
are fighting to preserve their culture.
Dave: Marlene Greycloud, thank you for sharing with us today.
Marlene: It has been my pleasure.
Dave: Please, join us next week when we invite speaker

Productions possibles:

a.

In the 19th century, the United States government removed many tribes from their native lands
and forced them to move to reservations. They tried to destroy their culture and their traditions.
They forced Native American children to live in boarding schools away from their families.

b.

Today, life is still very hard for Native Americans. People who live on the reservations are
often very poor. Because of their difficult living conditions, they sometimes become alcoholics or drug addicts. But many Native Americans are trying to improve their situation. They
are fighting to preserve their native customs and languages.

c.

Native Americans, Past and Present.


Native American culture has been threatened ever since Europeans landed on the American
continent. Colonists fought for the land or took it away from the Native American tribes using
unfair treaties. Little by little, white settlers took over the American continent from the Atlantic
to the Pacific, leaving only small pieces of undesirable land, called reservations, for native tribes.
The actions of the United States government became even more aggressive in the 19th century
when they tried to eliminate tribal cultures by putting their children in European-style boarding
houses and forcing them to speak English and wear European clothes. Fortunately, mentalities
have changed. The boarding schools have closed and now there are new community schools that
teach native customs and tribal languages. Let us hope that it is not too late to revive old traditions.

2. On the reservation
a.

Corrig de la fiche du Workbook (p. 54-56)


Part I
a. a young Native American boy, his teacher Mr. P
b. The boy threw a book at his teacher because he found out the textbook he had was
very old. He was angry / disappointed because nobody cared about his education.

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c. grabbed; leaned d. haleine

e. - give up - a bully f. 1. give up 2. Native Americans

g. The words in green show that the narrator is different from the other Native Americans.
He is determined to succeed.

ACTION!
We can see that the narrator stands out from the other boys in his class. When he discovers
how old his textbook is, he becomes indignant about not receiving a good education. Instead
of calmly accepting the fact, he rebels, throwing the book at his teacher. This shows that
he is strong-willed and ready to fight against inequality and assert his rights. He wants to
shatter the illusions of his classmates and of the other Native Americans on the reservation.
Part II
a. - you: the narrator - they: the other Native Americans who have given up
- I: Mr. P - we: Native Americans - you: the narrator - us: Native Americans
b. fight. He is courageous, brave and determined.
c. hope
d. Plus tu tloigneras, plus tu auras de lespoir.
e. 1. He has a negative vision of the reservation. You have to take your hope and go
somewhere where other people have hope. (l. 9-10)
2. The teacher advises the narrator to leave the reservation because he thinks that it is
impossible to have a happy life on the reservation. He thinks people on the reservation
have given up and have lost all their hope.

ACTION!
The narrators teacher is convinced that life on the reservation is hopeless. He advises
the narrator to leave the reservation, otherwise he will be trapped. The teacher tries to
convince the boy that unless he goes somewhere else, he will be condemned to a life
of alcoholism and drug addiction. He tells to the boy he had better go far away from the
reservation to find hope and a brighter future.

Production possible:

b.

The teacher advises the young boy to leave the reservation because he thinks that there is no hope
on the reservation, so the boy will have no chance of succeeding. The teacher is very pessimistic
about life on the reservation. The boy deserves a brighter future and will have better opportunities and prospects if he leaves his native land. The teacher urges him to seize the opportunity;
he doesnt want him to be needy, jobless and miserable, to be stuck on the reservation.

3. My choice
Script de lenregistrement (CD 2, piste 34, 1:10)
If I stay on the rez, Ill be eight times less likely to drop out of college.

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If I stay on the rez, I wont be just another number.
I can learn biology in my native language.
I can use my education to help my people.
If I stay on the rez, Ill be more likely to transfer to a university, six times more likely.
If I stay on the rez, theres a nine in ten chance Ill finish college. And I will finish college.
I will learn about the old ways so my culture will live on.
I will make my parents proud. I will make my people proud.
Our history will not be forgotten.
If I stay on the rez, I can get a quality education at a tribal college, at a tribal college.
If I stay on the rez, if I stay on the rez, if I stay on the rez.
Learn more about the thirty-three tribal colleges and how theyre helping Native American people
and their reservations.
The American Indian College Fund: educating the mind and spirit.
Im going to stay on the rez.

Productions possibles:

b.

This is an advertisement / a commercial promoting tribal colleges.

c.

- 8 times less likely: to drop out of college - 6 times more likely: to transfer to university
- 9/10: fraction of Native Americans who finish college on reservations
- 33: number of Native American colleges on reservations

d.

The goal of the document is to encourage young Native Americans to continue their education at tribal colleges and to stay on the reservation. The message is optimistic.

e.

This is very encouraging. I am glad to hear that the future is getting brighter for young people
who stay on the reservations. It is good that the American Indian College Fund supports
tribal colleges.

f.

Both the text and the recording are about opportunities for Native Americans today. They both
try to find answers to the problems that are threatening Native Americans, but the solutions
are very different. While the text suggests that there is no possibility for a bright future on
the reservation, the recording, on the contrary, tries to convince young Native Americans
that staying on the reservation is the best thing they can do. The voices in the recording
explain that Native Americans can get a better education at tribal colleges, that they are
more likely to go on to university, and that they can help preserve their native culture. The
recording has a very positive message.

4. Act it out!
Production possible:

Me: What are you going to do after high school?


Friend: Im going to go to the local tribal college.
Me: Really? Youre crazy! Dont you know youll never get a good education on the rez? The
schools here are just like us poor!
Friend: Maybe that was true ten years ago, but things have changed a lot. Havent you heard
of the American Indian College Fund? They support Native American colleges.
Me: Im leaving the rez. I think Ill find much better opportunities off the reservation. I want

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to fulfil my dreams and succeed in life. I dont want to be stuck on the reservation for the
rest of my life!
Friend: You might go to a better-known college, but youll also be eight times more likely
to drop out of school. Whereas if I stay on the rez, theres a 90% chance Ill actually finish
college. And Ill also have a greater chance of transferring to a university after I finish. On
top of that, at tribal colleges, we can study in our native language.
Me: I dont care about our native language. English is the only language that matters in
todays world.
Friend: Dont you realise that if we dont speak our native language our culture and traditions
might die out forever? You think the extinction of a language and a culture doesnt matter?
You know, todays world is changing. People today understand how important it is to keep
traditions alive, and I want to be part of that movement. Im staying on the rez. You should, too.

Language at Work
1

MANUEL P. 120-121

a. Forme affirmative : heard, learned, was (4 x), could, were, made, started, travelled, took,
died Forme ngative : did not reach Forme interrogative : did some people want?
- Forme affirmative des verbes rguliers : V + -ed. (Pour les verbes irrguliers, consulter
le tableau p. 271-273). - Forme ngative : did not (ou didnt) + BV - Forme interrogative :
Did + sujet + BV
b. Verbes rguliers (infinitif) : wanted (want) learned (learn) started (start) travelled
(travel) reached (reach) died (die) Verbes irrguliers (infinitif) : heard (hear) was /
were (be) could (can) made (make) took (take)
Dduisez : Le prtrit simple est utilis dans une narration de faits passs ; il sert parler
dvnements situs dans le pass et il exprime une rupture avec le prsent.

3
4

Les expressions soulignes expriment un marqueur de dure. Elles sont associes au prtrit simple.
Les formes verbales soulignes sont composes de : have (conjugu) + participe pass.
|
Pass 2

|
Pass 1

|
Moment prsent

had travelled (avaient voyag) At the end of the day


had helped (avaient aid)
had found (avaient trouv)
had collected (avaient ramass)
Dduisez : Le past perfect permet de parler dvnements antrieurs (= situs avant) un
autre vnement exprim au prtrit simple. Il exprime un retour en arrire par rapport
un moment du pass. Il est form de have + participe pass.
Entranez-vous
1

a. How long was the journey to Oregon? b. What was the best time of year to start the trip?
c. Why did some people want to travel all the way to Oregon? d. What happened if you met
Indians on the way? e. How did Indians make buffalo meat last a long time?

encouraged crossed had died endured brought

Unit 8

167

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Go West!

a. When the expedition was over, Lewis and Clark had crossed 3,700 miles.
b. They had discovered 122 animals and 178 plants unknown at that time.
c. They had explored an immense territory and made detailed maps.
d. Jefferson was delighted because they had fulfilled nearly all the objectives he had given
them.

Crazy Horse
Id like to tell you about Crazy Horse who was a visionary Indian / Sioux chief, and a brilliant leader. He was considered a brave warrior by his tribe and a man of supreme courage
by his enemies. He devoted his whole life to fighting for freedom and defending the values
and traditions of the Lakota tribe. Crazy Horse was born in 1849, and was known to have
stolen horses from other tribes before the age of 13, which shows what a daredevil he was.
From 1865 to 1868 he started fighting against white settlers in Wyoming because they were
trespassing on the tribes land. The major event of these years of battle was in 1867 when
his warriors destroyed W.J. Fettermans brigade at Fort Phil Kearny. Of course, he became
a real hero when he led the charge against / attacked troops led by the famous General
Custer in 1873. Crazy Horse became the leader of the Indian resistance and worked on an
alliance with another Indian tribe, the Cheyenne, in 1876. Together they triumphed at Little
Bighorn on June 17, 1876 which ended up with the destruction of Custers seventh Cavalry
eight days later (and with the Generals death). Unfortunately, he could not win, but he was
the last important chief to surrender on May 6, 1877. In September 1877, he was arrested by
General George Crook. But he did not accept his fate easily and struggled / fought against
the guards on the way to jail. As a consequence, a soldier stabbed him in the back.

Improve Your Reading Skills

MANUEL P. 122

Productions possibles:

- 1844: John Smith was killed while he was in jail. - 1846: Brigham Young led his Mormon
followers to settle in the Great Salt Lake Valley (Wyoming and northern Utah). - Between
1846 and 1869: more than 70,000 people used the Mormon Trail.
- John Smith: founder of the Mormons - Brigham Young: the leader of the Mormons after
John Smith was killed
- Opportunities and dreams: the Mormons dreamt of religious freedom. They opened the
Mormon Trail and made a new settlement out west.
- Missouri and Illinois: where the Mormons were persecuted. - Nebraska, Wyoming, and
northern Utah: where the Mormons made camps along the Mormon Trail. - Great Salt Lake:
a very large saltwater lake in Utah where the Mormons finally settled. - Rocky Mountains:
the chain of mountains that runs from Alaska to the north, down through Canada, and through
the states of Montana, Idaho, Wyoming, Colorado and a little bit of Utah and New Mexico.
- 5,000: the number of followers who left with Brigham Young in 1846. - 1,200: the number
of miles the Mormons had to travel to get to the new settlement. - 70,000: the number of
people who travelled on the Mormon Trail.

a. & b. founding (adj.): fondateur mob (n): foule (hostile) jail (n): prison settlement (n):
(ici) communaut trail (n): chemin wealthy (adj.): riche wagons (n, pl.): chariots oxen
(n, pl.): boeufs handcarts (n): charrettes bras

168

Unit 8

beliefs: the ideas that people believe in (les croyances) followers: the people who follow
someone, who agree with someones ideas (les partisans, les disciples)
people: a group of people (un peuple) led: a guid / conduit loaded: ont charg

Le professeur demandera un rsum soit en franais, soit en anglais.


This document is about a group of people called Mormons who were persecuted for their
religious beliefs. Their leader, Brigham Young, led his followers out west in 1946 to establish
a new settlement in the Great Salt Lake Valley in Utah. Many more people followed, creating
the Mormon Trail between Illinois and Utah.

Your Task

MANUEL P. 123

Pour valuer la comprhension crite, nous vous proposons cette tche o lon demande aux
lves de simplifier un texte. Pour ce faire, ils doivent tre capables dabord de comprendre
le texte, puis de reprer les lments essentiels, et ensuite de le rcrire dans une langue
simple mais correcte. (Cest le contraire dune tche dcriture o lon pourrait demander
aux lves de complexifier un document simple.) Si vous leur demandez de faire le scnario
2, cest--dire de crer un livre partir de leur texte, leur choix dillustrations confirmera
galement leur comprhension du texte de dpart.
Mise en uvre:
Les lves suivront la dmarche propose dans leur manuel p. 123.
Il faudra les inciter rutiliser les stratgies de comprhension de lcrit tudies tout au
long de lunit et au cours des activits de la p. 122.
Ils sappuieront sur la fiche daide pour comprendre lessentiel de lhistoire. Une fois
lhistoire comprise, on procde lcriture du rsum.
Travail de groupe en classe : les lves solides pourront prendre en charge la totalit de
la nouvelle. Les plus fragiles ne rsumeront quune des trois parties de lhistoire. Correction
par le professeur du travail de groupe.
On pourra aussi demander un travail de groupe en dehors de la classe pour raliser une
version adapte pour enfant.

Productions possibles:

Voir des exemples de production dlves sur le site compagnon.


Grille dvaluation pour la lecture et la rcriture
Comprhension de la lecture (dmontre une bonne
comprhension du texte de dpart, y reste fidle)

0 1 2 3 4 5

Organisation et cohrence (structure / enchanements)

0 1 2 3 4

Lexique (appropri)

0 1 2 3 4

Correction de la langue (grammaire, syntaxe, etc.)

0 1 2 3 4 5

Lectorat pris en compte (texte adapt un jeune lecteur)

0 1 2

Total des points

/ 20

Unit 8

169

Un i t

Go West!

Grille dvaluation pour le petit livre


Illustrations :
- appropries - facilitent la comprhension du texte
- adaptes aux jeunes lecteurs
- jolies (bien dessines ou bien choisies)

0 1 2 3 4 5 6

Couverture et quatrime de couverture :


- donnent une ide du thme du livre - attractives
- contiennent tous les lments ncessaires (titre, nom
de lauteur, nom de ladaptateur, illustration, etc.)

0 1 2 3 4 5 6

Mise en page :
- bien pense - attractive

0 1 2 3 4

Respect du format du livre :


- couverture, pages (texte + illustrations), page de garde,
reliure

0 1 2 3 4

Total des points

/ 20

Par respect pour le travail de llve, nous vous conseillons de corriger leur petit livre au
crayon papier sil y a encore des erreurs de langue. Vous pourrez leur donner leur note sur
une feuille part, o vous pouvez mettre vos apprciations et commentaires.

Prolongement possible
Bien sr, il est toujours possible daller encore plus loin ! Les lves pourraient partager leurs
productions avec les autres pour lire leur livre prfr, et vous pouvez coller une mdaille
sur leur livre. Voici des exemples que vous pouvez photocopier ou tlcharger sur le site
compagnon. Vous pouvez galement en fabriquer vous-mme.

Class
Choice
Book Award

Award for

Best
Illustrations

Prolongements possibles lunit


> Prparation lvaluation sommative de la CE (p. 142-143)
> valuation sommative de CE (p. 338-340 de ce Fichier)
> Fiche Apprendre apprendre : fiche dtachable, facilitant la mmorisation des structures grammaticales et du lexique (Workbook p. 113-114, corrigs p. 278-279 du manuel).

170

UNIT 8

Uni t

Free at Last

Mmoire

Sentiment dappartenance

Tche finale (p. 139): You want to publish a graphic novel version of a story. Read it
carefully and create a Wanted poster or write speech bubbles for a storyboard.
Activits langagires

1. Tune In!
(p. 128)

Contenus

PPC

Commenter une photo de film

Parler dune image fixe p. 228-229

couter trois enregistrements


pour mettre en place des
dfinitions cls (esclave,
commerce triangulaire)

Fiche Workbook p. 57-58

CO

Champ lexical de lesclavage

- Fiche Workbook p. 59
- Apprendre Apprendre Workbook
p. 115-116 (corrigs p. 279 du manuel)
- Improve your vocabulary p. 137

Comprendre un extrait de
roman

- Fiche Workbook p. 59-60


- Improve Your Reading Skills p. 138
- valuation sommative p. 142-143

PPC

Rendre compte des informations collectes

- Pour mieux parler p. 234-239


- Enrichir sa prise de parole p. 232-233

CE

Comprendre une affiche et un


extrait de roman

- Improve Your Reading Skills p. 138


- valuation sommative p. 142-143

PPC /
POI

Rendre compte des informations recueillies

- Pour mieux parler p. 234-239


- Enrichir sa prise de parole p. 232-233

Comprendre un pome

- Fiche Workbook p. 61
- Improve Your Reading Skills p. 138
- valuation sommative p. 142-143

Rdiger la suite de la narration

- Language at Work p. 136-137


- Relire son devoir p. 226

Comprendre un extrait de
roman

- Fiche Workbook p. 62-63


- Improve Your Reading Skills p. 138
- valuation sommative p. 142-143
- Utiliser un dictionnaire p. 242-243

crire une page de journal


intime

- Language at Work p. 136-137


- Utiliser un dictionnaire p. 242-243

Vido : Harriet Tubman

- Fiche sur le site compagnon


- Parler dune image anime p. 230-231

PPC

Prsenter un personnage
en utilisant une carte et des
lments biographiques

- Pour mieux parler p. 234-239


- Enrichir sa prise de parole p. 232-233

CE

Remettre deux biographies


dans lordre logique

- Improve Your Reading Skills p. 138


- valuation sommative p. 142-143

PE

crire et illustrer une


chronologie

- Relire son devoir p. 226


- Utiliser un dictionnaire p. 242-243

Lexique

2. The Middle
Passage
(p. 129)

3. Sorrow
Tales
(p. 130-131)

CE

CE
PE

CE

4. Resistance
(p. 132-133)

PE
CO

5. Abolitionists
(p. 134)

Prolongements tches / aides

Unit 9

171

Un i t

Free at Last

Activits langagires
6. Slavery in
Films
(p.135)

Contenus

Prolongements tches / aides

CE

Comprendre des rsums de


films et y associer une image

- Improve Your Reading Skills p. 138


- valuation sommative p. 142-143

CO /
PPC

Rendre compte dune bandeannonce et convaincre ses


amis de voir le film

- Pour mieux parler p. 234-239


- Enrichir sa prise de parole p. 232-233

Lactivit langagire principale de cette unit est la CE (comprhension de lcrit).

1. Tune In!

MANUEL P. 128

1. Amistad
Mise en uvre:
Limage douverture a pour but de lancer la thmatique et de faire ragir les lves. Cette
photo est tire du film Amistad, de Steven Spielberg (1997). On y voit le hros, Cinque, qui
vient dtre captur dans son village en Afrique de lOuest. On peut trouver plus dinformation
sur le film sur : www.imdb.com/title/tt0118607/
On conseillera aux lves de consulter les pages Parler dune image fixe , p. 228-229
et Enrichir sa prise de parole , p. 232-233.
Avec une classe plus fragile, on rpartira les lves en groupes pour prparer une prise
de parole en commun, avant de se lancer individuellement.

Production possible :

From this still we can presume that this man has been enslaved along with other members
of his village or community who we can see in the background of the photograph. He is
tied up with a rope which reveals he is powerless and desperate. We can imagine that he
is heart-broken as he has probably been dragged away from his family. When we look at
him we can clearly see he is incredibly anxious, and the way that he is holding his head in
his hand is also revealing. Furthermore, the man is naked, which must be humiliating and
degrading for him. Perhaps he will be shipped like cattle and forced to live in inhumane
conditions before being made to work as part of a labour force for a foreign master on a
plantation or in a wealthy household.

2. Learn more about the slave trade


Script des enregistrements
Recording 1: What is a slave? (CD 2 piste 35, 1:37)
Slaves are people who are owned by others. They are not free human beings; they belong to someone
just as objects or animals do. Therefore, they can be bought or sold whatever their age, sex, health,
or emotional links to other slaves. Of course, the price of each slave depends on his capacity to work
hard: a strong young male or a good cook is more valuable than an old person or a child.
Slaves have no rights. They cannot complain or refuse their masters decisions. They cannot ask for

172

Unit 9

justice. The law usually sides with the masters.


Slaves have no possessions. They dont get paid for their work either. So they cannot buy anything
they like. Their owner provides them with food, tools and clothing. When they are sold they must
leave everything behind and start afresh.

Recording 2: The slave trade (CD 2 piste 36, 2:03)


The Transatlantic slave trade started in the seventeenth century when Europeans realized they could
grow cotton, tobacco, or sugar in their American colonies and import them back to Europe. These
new products were very popular and everybody wanted to buy them in London, Madrid and Paris.
So, the planters had to find more workers to help in the fields in order to meet the demand. And if
the workforce did not cost too much, it could be even more profitable A new business was born
and this is how it worked:
In Britain, merchants and businessmen invested in ships for this slave trade. These ships left
English harbours such as Liverpool for West Africa loaded with cheap objects, guns and mirrors.
In Senegal or Sierra Leone local slave hunters would exchange captured slaves for the European
goods. It was a good bargain!
The ships with the new cargo started the second and more terrible journey, the crossing of the
Atlantic, called the Middle Passage. Slaves were transported below deck like animals in inhumane
conditions. After six or seven weeks at sea the survivors were sold in America.
The ships were empty again. The captains could now buy Virginian tobacco, Brazilian coffee,
Cuban chocolate, Caribbean sugar, and cotton from Louisiana and sail back home to Britain.

Recording 3: A slave ship (CD 2 piste 37, 1:40)


Journalist: Mr Johns, you are a renowned historian from Liverpool Slavery Museum. Could you
tell us how profitable the slave trade was?
Mr Johns: Oh, well, there is no doubt that big money was at stake and fortunes were made; Ill give
you an example. Are you good at maths?
Journalist: Well...
Mr Johns: Youll understand: lets take the Enterprise, that was a slave ship from Liverpool. The
account book gives us very accurate figures. The ships owner had to pay for the ships costs (sails,
repairs, equipment and so on) which came to about 2,500. Plus the cargo for trading with the
African chiefs, say 4,500. The sailors wages were 1,300. You have to add 950 for various costs
during the crossings (for example water, food, supplies and so on) and the agents commissions for
the slaves trading, say 3,000. So the total spending is...
Journalist: Well, lets see... about 10,000?
Mr Johns: Um, yes, more or less, 12,250 to be precise.
Journalist: Its quite an investment, so what about the profits?
Mr Johns: The 356 Africans were sold for 22,000. They made big money.

Productions possibles :

a.
b.

Slaves are not free human beings; they belong to someone just as objects or animals do.
Slave trade = traffic in slaves. A slave ship is a ship used to transport slaves.
The growing need of Europeans for new products from their American colonies eased the
path for slavery in the Americas. The more cotton, sugar or coffee they bought, the more
labour force had to be brought to cotton fields or sugar cane plantations. This trade was
as profitable as it was inhumane. African men, women and children were captured on the
western coast of Africa and dragged away from their families and onto slave ships for a

Unit 9

173

Un i t

Free at Last

pitiless and deadly six week crossing, called the Middle Passage. The survivors were then
sold to planters. Once a slave, they were deprived of all humanity and reduced to the state
of cattle. Owning an object, having feelings, rebelling or asking for justice became impossible. They were tied up, and forced to work. They felt desperate and powerless.

Corrig de la fiche du Workbook (p. 57-58)


Recording 1: What is a slave?
b. Slaves status: they are owned by others; they belong to someone just as objects or
animals.
Consequences: they are not free human beings; they can be bought or sold whatever their
age, sex, health, or emotional links to other slaves; they have no rights, no possessions;
they dont get paid for their work, they cannot buy anything they like.
What are they forbidden to do? They are forbidden to complain, are not allowed to refuse
their masters decisions, nor ask for justice.
What must the owner do? He or she provides them with food, tools and clothing.
c. A slave is not a human being with feelings and relationships to others; he or she is
considered an animal or an object. So, he or she can be bought or sold. Slaves do not get
paid for their work. They cannot complain or refuse any decision from the owner. They are
provided with food, shelter and clothing but nothing belongs to them.
Recording 2: The slave trade
b. Period of time: seventeenth century, six or seven weeks
Places / countries / continents: American colonies, Europe, London, Madrid, Paris,
Britain, Liverpool, West Africa, Senegal, Sierra Leone, the Atlantic
People / jobs: Europeans, planters, workers, merchants, businessmen, slave hunters,
captured slaves
Objects / crops: cotton, tobacco, sugar, Virginian tobacco, Brazilian coffee, Cuban
chocolate, Caribbean sugar, cotton from Louisiana
c. 1.
1 (from Europe
to West Africa)

2 (from West Africa


to the Carribean)

3 (from the Carribean


to Europe)

cheap objects, guns,


mirrors

slaves

cotton, tobacco, sugar,


coffee, chocolate

2. The transatlantic slave trade was a well-organised and highly profitable business.
Colonists from America could grow new products which would sell well in Europe, such
as cotton, coffee, sugar or tobacco. Yet, many field hands were needed to cultivate these
crops. Therefore, African slaves were brought to the New World to work for free and enable
plantation owners to become immensely rich.
Recording 3: A slave ship
a. 1. British pounds ()
2. 2,500 4,500 1,300 950 3,000 10,000 12,250 356 22,000

174

Unit 9

b. 1. & 2.
Spending / Charges / Costs /
Investments

Money earned / Profit

Ships cost = 2,500

Number of slaves = 356

Cargo for trading = 4,500

The slaves sale =


22,000

Sailors wages / salary = 1,300

Total =
12,250

Total =
9,750

Various costs = 950


Agents commission = 3,000
c. The slave trade was very profitable. If we take for example of the Enterprise, the expenses
for the trip amounted to 12,250 including the sailors wages for many months at sea / away
from Liverpool. Yet, the captain could get 22,000 for selling a cargo of 356 slaves, which
meant a profit of almost 10,000. Therefore, this awful transaction was definitely worth it!

3. Play with words


Cette rubrique doit aider llve mmoriser le vocabulaire de base de lunit, de faon
plus ludique.
Dautres activits lexicales sont proposes dans le Apprendre Apprendre Workbook,
p. 115-116 (dont les corrigs se trouvent p. 279 du manuel), ainsi que dans la rubrique
Improve your vocabulary, p. 137.

Corrig de la fiche du Workbook (p. 59)


a. 1. tobacco

2. desperate

3. escape

b. - slavery - slave trade - slave trader - slave ship - slave market - slave owner - slave auction
c. Esclaves: cabin escape obey sb work hard cheap labour force revolt hide
Matres: chain humiliate buy whip make a profit sell treat as cattle exploit
track down
d. A abolitionist, abolish, Abraham (Lincoln), act, actions, admire, admiring, amazing,
arrest, astonishing, atrocity, attacker, auction, authority, awesome C cabin, captive,
capture, caution, cattle, clandestine, clothing, communication, complain, compassion,
condemn, conductor, conditions, confederate, conflict, control, cotton, crops, cruelty,
culture D dead, death, defend, defy, degrading, despair, destroy, desperate, determined,
die, differences, disaster, disease, disgrace, disgusting, disillusion, disturbing, drag away,
dread F faith, families, fear, flee, flogging, force, free, freedom, frighten, frightened, fugitive
H Harriet (Tubman), hate, hateful, hatred, heat, helpful, helpless, hide, hopeful, hopeless,
horrific, horror, hostility, humane, human being O obedience, opinion, opposition, organize,
outrageous, overseer, owner, ownership P pain, pick, plantation, plants, plot, poor people,
power, powerful, powerless, pray, prejudice, profits, Promised Land, punishment, purchase

Unit 9

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Free at Last

R racial, rebel, rebellion, refuse, regret, release, relief, religion, rescue, resistance, resolute,
reward, rice, right, run, run away, ruthless S sacrifice, safety, sale, save, secrecy, security,
seeking, sell, separate, servant, shelter, ship, slave, songs, south, southern, southerners,
spiritual, split, states, station, strength, strong-willed, struggle, sugar, survival T terrify,
terror, threaten, tobacco, torture, track down, tradition, transport
e.
\\ cat

\A\ car

\E\ banana

\eI\ cake

cattle anxious

dark harvest

away human

cane naked degrading fate

2. The Middle Passage

MANUEL P. 129

Mise en uvre:
Avant de faire lire le texte, on pourra demander la classe de regarder lillustration
tire dun album pour la jeunesse From Slave Ship to Freedom Road et de ragir. Leffet
dempilement est bien sr exagr, mais les coupes de bateaux ngriers montrent nanmoins que lespace vital de chaque passager tait rduit au minimum. Les esclaves taient
transports comme des marchandises et non comme des humains. Avec une classe faible,
on procdera une ractivation lexicale ; les lves devront trouver le maximum de mots
pour dcrire le tableau (tied, chained, on top one another, crammed, lack of space, degrading, cattle, match box). Dautres images et informations sont disponibles sur ces sites :
www.news.bbc.co.uk/cbbcnews/hi/newsid_6340000/newsid_6346700/6346787.stm
www.discoveringbristol.org.uk/browse/slavery/category/enslaved-people/P920/
et sur le site du muse de Liverpool :
www.www.liverpoolmuseums.org.uk/ism/collections/middle_passage/index.aspx
La lecture du texte pourra se faire en classe ou la maison.
On trouvera des aides mthodologiques complmentaires aux rubriques suivantes :
pour la comprhension crite : Improve Your Reading Skills p. 138 et Utiliser un dictionnaire p. 242-243.
pour lexpression orale : Pour mieux parler p. 234-239 et Enrichir sa prise de parole
p. 232-233.

Production possible :

In this picture we can see a stark portrayal of the terrible conditions experienced by slaves during
the Middle Passage on board slave ships. Here, the slaves are chained to one another and
locked in a cabin below the deck of the ship where no natural light or fresh air could penetrate.
We can see dozens of slaves crammed into bunks beds which are merely shelves of wood
stacked on top of each other. The only visible materials in the picture are wood and metal,
highlighting the inhospitable and severe conditions experienced by the slaves below deck.
There is virtually no visible difference between each of the slaves depicted in this picture
which conveys a feeling of hopelessness and highlights the depersonalisation felt by the
slaves who were all treated as animals or objects. They lost all personal identity and individuality after being enslaved.

176

Unit 9

1. Read and understand


Productions possibles :

a.
b.
c.
d.

They travel on board the slave ship with hundreds of other people; they are stuck in a narrow
space in the slave decks. Cruelty and violence are their daily companions.
He comes from a village in Western Africa. He was married and had children. He remembered
them playing in his yard, near his house.
He could commit suicide to escape slavery; he could resign himself and give up fighting; he
could try to escape and risk his life to go back home.
The Middle Passage is the second part of the slave ships voyage, from Africa to the Caribbean coasts Cuba when the slaves were loaded below deck. The conditions on board
were appalling: slaves were tied up and confined to a narrow space, victims of the sailors
cruelty and violence. Many committed suicide, others gave up hope and became as tame
as sheep to the slaughter.

Corrig de la fiche du Workbook (p. 59-60)


a. 1. probably nearly desperately really
2. - probablement - presque - dsesprment - vraiment
b. 1. Ce sont des mots composs : field + worker sugar + cane home + land.
2. - ouvrier agricole - canne sucre - patrie
c. 1. Cinque, his wife and children, the other slaves, the white master
2. - Cinque - his children
d. 1. Slavery: a field-worker in the sugar cane fields, where he was bound to live the rest
of his life, in service to his white master. He lay in his narrow space in the slave decks of
the Amistad, as he had done every minute since his capture.
Violence: Hed seen people kill themselves to keep from becoming slaves. (l. 17-18)
People who just got so tired of fighting the cruelty and violence they gave up. (l. 19-20)
2. The slaves travelled on board the slave ship with hundreds of other people; they were
tied or chained in a narrow space in the slave decks (l. 15).
3. Most people gave up hope and committed suicide or accepted their fate. Hed seen
people kill themselves to keep from becoming slaves. (l. 17-18) People who just got so
tired of fighting the cruelty and violence that they gave up. And then they let other people
decide for them who they were. (l. 19-21)
e. 1. His village in Western Africa, his wife, children, the yard, his homeland
2. He lived in a village, was married and had children. They were a happy family since his
children played in the yard. He seems eager to go back to his former life.
f. 1. Cuba, village, Western Africa
2. Probable destination: sugar cane fields in Cuba, or America
Plans for the future: fight his way back home, to his village in Western Africa
3. determined (l. 24)
4. That would not be him (l. 21) If he died, it would be while trying to escape. (l. 21-22)
No one really knew, but Cinque, regardless of the chains and the distance he was from
his homeland, was determined to return there. (l. 22-24)

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ACTION!
- Let me tell you about the slaves conditions of travel: they travelled on board the slave
ship with hundreds of other people; they were tied or chained in a narrow space, on bunk
beds. They were transported below deck on shelves, crammed just like goods or
packets. Cruelty and violence were their daily companions.
- Cinques past life: he lived in a village, was married and had children. They were a happy
family since his children played in the yard.
- As a future slave he will have to work in the sugar cane fields, to live the rest of his life on
the plantation, in service to his white master. He would have no hope of seeing his family
and homeland again.
- Like many other slaves he could either give up hope / become hopeless and obedient
and accept his fate, or commit suicide.
- Otherwise, he will refuse this fate, fight his way back home, or die trying to escape as
a free man. He looks strong-willed and resolute.

2. Cinques speech
Production possible :

Fellow men and women, it seems that our fate is to be decided by people we do not know.
How is it possible that our lives are being dictated by these white men? I beseech you, do
not give up. I beg you, refuse this fate that has been forced upon you and always remember who you are and where you have come from. Even when the waves are high and I am
whipped and beaten by the white men, I remember my wifes voice and my childrens laughter. We must remain vigilant and strong-willed and keep these dear memories clear in our
minds. I am determined that one day I will return to my homeland and hold my family once
more. Regardless of the distance between us, I believe that I will not die this way, alone and
humiliated! I implore you to stay strong, to fight with everything you have and remain hopeful
that we will return home once more.

3. Role play
Production possible :

Welcome to the Liverpool Slave Museum, my name is and I will be your guide today. I
am going to talk to you about the Middle Passage of the slave trade during which millions
of enslaved Africans were transported across the ocean in huge slave ships. Slaves were
often captured in their villages and families were torn apart, never to see each other again.
Once captured, they were herded onto huge ships to begin a harrowing journey across the
ocean. The passage itself usually lasted a few months but could last longer depending on
the conditions at sea. The conditions on board the slave ships were horrific for the slaves
who were regarded as cargo. Slaves were chained up with shackles and crammed into tiny
living quarters where the heat and lack of fresh air was suffocating and disease spread
quickly. Many slaves also committed suicide, a fate sometimes seen as preferable to life on
the ships and the life that awaited them.

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3. Sorrow Tales

MANUEL P. 130-131

1. Auction
Mise en uvre:
On divisera la classe en groupes qui prendront en charge soit laffiche, soit le texte. Chaque
groupe nommera un porte-parole.
Avec une classe faible, le professeur guidera au pralable le reprage. On notera au tableau
les questions : Who? What? Where? When? Ou les mots-cls : People Problem(s) / objects
Places Time / moment.
On trouvera des aides mthodologiques complmentaires aux rubriques suivantes :
pour la comprhension crite : Improve Your Reading Skills , p. 138, et Utiliser un dictionnaire p. 242-243.
pour lexpression orale : Pour mieux parler p. 234-239 et Enrichir sa prise de parole
p. 232-233.
On pourra renvoyer les lves la lecture du Negro Spiritual Sometimes I Feel Like a
Motherless Child, dans le Song Corner p. 141. La douleur des parents dont les enfants ont
t vendus est un thme frquent, en littrature afro-amricaine et en musique.
Informations complmentaires :
Ce texte est tir dun des trs rares rcits autobiographiques danciens esclaves. Harriet Jacobs (1813-1897) sest cache sept ans dans un grenier pour viter dtre vendue
et arrache sa famille. Aprs avoir gagn sa libert New York, elle rejoint les rseaux
abolitionnistes. Elle rdigera son autobiographie, Incidents in the Life of a Slave Girl,
written by herself, quelle publiera de son vivant et vendra elle-mme afin de faire connatre
lenfer de lesclavage et dobtenir son abolition.
Ce livre est rapprocher des mmoires de Solomon Northup (1808-1857), Twelve Years
a Slave. Cet homme libre fut enlev et rduit en esclavage pendant douze ans dans des
plantations de Louisiane. Ce rcit devint un best-seller et contribua au dbat sur labolition
de lesclavage. Voir activit sur le film ponyme, p. 135.

Productions possibles :

a.
Poster

Text

Who?

Slaves, Hannibal, William,


Nancy

Mother, seven children, slavetrader, man

What?

- Slaves to be sold or let


- Rice, grain, books, ribbons,
horse

- Mother and childrens sale


- Highest price

Where?

Public auction, under the trees

Auction block, her own town,


far away, street

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Poster
When?
Authors opinion
b.

Text

- Monday 18th of May, 1829


- One oclock

Before night

For slavery

Against slavery

Similarities: Both documents deal with slave auctions. In the poster, slaves are advertised
to be sold or let, among other goods such as rice, grain, books, ribbons, horses. In the text,
the narrator focuses on a mother and her seven children. In both documents, the highest
prices will be asked from buyers: he knew he would sell them, one by one, wherever he
could command the highest price. (l. 10-12) Slaves are seen as objects or farm animals with
no human connections and feelings; they can be separated from parents and loved ones.
Differences: The poster is a commercial advertisement; it informs customers of the new
attraction in town, presenting the slaves in a favourable light. Words such as excellent,
good, in good health can be found.
The extract from Incidents in the Life of a Slave Girl stresses the emotional consequences
of the sale. The vocabulary reveals grief and despair: wild, haggard face (l. 13-14), She
wrung her hands in anguish. (l. 15), Why dont God kill me? (l. 16-17) The narrator sides
with the poor mother when he declares: I had no words wherewith to comfort her. (l. 1718) He adds that this scene is not exceptional: Instances of this kind are daily. (l. 18-19)
Opinion: I think the text is striking and very moving. The cold-heartedness of the buyers and
traders clashes with the mothers desperation and heart-rending cries.

2. Aunt Sues Stories


Information complmentaire :
James Mercer Langston Hughes \hjuz\ (1902-1967) was an American poet, social activist,
novelist, playwright, and columnist. He was one of the earliest innovators of the thennew literary art form called jazz poetry. Hughes is best known as a leader of the Harlem
Renaissance. The Collected Poems mainly deal with the African American experience.
Mise en uvre :
On trouvera des aides mthodologiques complmentaires aux rubriques suivantes :
pour la comprhension crite : Improve Your Reading Skills p. 138, et Utiliser un dictionnaire p. 242-243.
pour lexpression orale : Pour mieux parler p. 234-239 et Enrichir sa prise de parole
p. 232-233.

Corrig de la fiche du Workbook (p. 61)


1

a. Person who tells the stories: Aunt Sue


Person who listens to them: the dark-faced child Other people: black slaves
b. They are slaves, probably coming from Africa.
Adjectives: brown-faced (l. 4), dark-faced (l. 19 & 25), black (l. 7 & 11)

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c. She tells her stories in the evening, or at night summer nights (l. 3) and on the front
porch (l. 3)
d. working in the hot sun (l. 8), walking in the dewy night (l. 10), Singing sorrow songs
on the banks of a mighty river (l. 12-13)
e. 1. False 2. Lines 1 and 2 Aunt Sue has a head full of stories. / Aunt Sue has a whole
heart full of stories. and the third part of the poem, from line 19 to line 24.

ACTION!
In this poem by Langston Hughes, the narrator of the stories is called Aunt Sue. We can
guess she is a former slave, because she is the dark-faced childs aunt, and because she
seems to feel sorry for the slaves and sides with them.
We know she didnt invent / make up the stories she tells because they come from her
own life. Her stories are memories.
Indeed, she tells about everyday life for slaves, referring to the places where they live,
to their feelings and songs, and the subject seems quite familiar to her. We can imagine
them picking cotton from sunrise to sunset, or harvesting tobacco, rice and sugar
cane. Everyone is doing as he or she is told without a word of complaint. The stories
are probably referring to heart-rending moments.
Her listener is a child. Maybe her nephew, as he calls her aunt. He / she probably feels
compassion / sympathy for the slaves, and he / she seems to be moved by his / her
aunts poem. He / She is very quiet, and he / she seems to understand that it is a serious
matter.
2

a. - cuddle - whole - bosom - summer - child - stories - heart - head


b. Aunt Sue / has
Aunt Sue /has

a head full
a whole heart full

Summer nights /

of stories. /
of stories. /

on the front porch /

Aunt Sue /cuddles

a brown-faced child /

in her bosom /

And tells him stories.

3. Writing workshop
Mise en uvre :
Les deux activits dcriture peuvent tre faites en classe ou la maison.
On pourra au pralable rviser les points de grammaire suivant : les verbes construits avec
un infinitif + to et les structures de lobligation, de la permission et de linterdiction dans le
pass (Language at Work p. 136-137).
On trouvera des aides mthodologiques complmentaires la rubrique Relire son devoir p. 226.
Le professeur pourra valuer les productions crites des lves laide de cette grille.

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Critres dvaluation du CECRL


Ralisation de lexercice et traitement du sujet
Respect de la consigne. Prsentation. criture et soin.

0 1 2

Rcit cohrent et organis


A2
Chronologie du rcit respecte
Description sous forme dune
succession de points
Utilisation de mots de liaison
simples (and, but, because)

B1
Texte articul
Utilisation dnoncs complexes
(propositions relatives, subordonnes en when, whereas...)

0 1 2 3 4 5

Lexique
A2
Vocabulaire limit qui permet de
rdiger un court rcit

B1
Lexique riche et vari qui permet
de raconter lhistoire

0 1 2 3 4 5

Grammaire
A2
Utilisation de structures simples
Erreurs lmentaires encore
systmatiques

B1
Correction grammaticale
suffisante
Erreurs occasionnelles qui ne
gnent pas la comprhension

Prise de risque

0 1 2 3 4 5

0 1 2 3

Ides. Richesse de lexpression.

Total des points

/ 20

Critres de rpartition en niveaux de comptences :


Moins de 6 points sur 20 = A2 en cours dacquisition
De 7 10 points sur 20 = A2
De 11 15 points sur 20 = B1 en cours dacquisition
Au-del = B1

Productions possibles :

a.

182

Narrator: When I was your age, I would spend the summer evenings on the front porch with
Aunt Sue. Now, you never knew Aunt Sue, but she was an incredible woman. It is thanks
to her that I can pass on the stories of our heritage to you and we can keep our ancestors
alive in our hearts and minds. They sacrificed all that they had for our freedom and for that
we must be forever grateful. Aunt Sue felt that it was her duty to pass on the stories of her
life so that we can understand where we have come from.
The child: Where did she come from?
Narrator: She was born in Africa and lived with her parents, grandparents and many
siblings. But she was enslaved and brought to America when she was very young and sold
to her master who gave her a new name. She never saw her parents again
The child: Where did she live?
Narrator: She spent many decades working on a plantation but was granted freedom
later in her life. She spent the rest of her days quietly living here on this ranch and raising
my siblings and myself.

Unit 9

The child: What stories did she tell?


Narrator: She told about how it felt to be enslaved, the journey across the great ocean and
the difficulties of life on the plantation. Life was incredibly hard for Sue and the other men,
women and children who were enslaved, but she was determined to be free and eventually
her wish was granted.
b.

One fateful day as we rose with the sun to walk to the cotton fields, our master came and
rounded us up. He did not speak to us and whipped us when we asked questions. We quickly
obeyed and the overseers came to march us into the yard where a strange white man was
standing. I felt my skin crawling with fear and sweat was already beginning to form on my
brow. I looked about me and saw fear and sadness in the eyes of my friends. This white mans
clothes were magnificent, all clean and starched, like nothing Id ever seen and his eyes were
so piercing, I felt them looking into my soul. In a heart-rending moment of realisation I saw
that a group of other slaves sat behind him in chains and I knew there was to be a sale!

4. Resistance

MANUEL P. 132-133

1. I want to break free


Information complmentaire :
Illustration : Forward de Jacob Lawrence (1917-2000), 1967. Ce tableau fait partie dune
srie sur la vie dHarriet Tubman.
Texte : le roman Freedom Crossing, de Margaret Goff Clark (1913-2003) sappuie sur des
lments rels : la ville de Lewiston, situe 7 miles des chutes du Niagara, tait en effet
le dernier arrt avant de traverser la frontire canadienne. La population locale a activement aid les fugitifs et on estime que des milliers desclaves ont t cachs pendant les
annes o le Underground Railroad a t en opration.
Mise en uvre:
Le professeur pourra commencer par faire dcrire le tableau et demander aux lves
de ragir. On peut opposer cette image qui montre des personnages rebelles et armes
lillustration de la page 131, o les esclaves semblent subir leur sort.
Deux mises en uvre sont possibles : faire travailler le texte en entier, de faon individuelle classique, ou diviser la classe en binmes qui cherchent les informations de concert. Cette seconde
dmarche permet de rassurer les groupes fragiles quand ils sont confronts un texte plus long.
On trouvera des aides mthodologiques complmentaires aux rubriques suivantes :
pour la comprhension crite : Improve Your Reading Skills p. 138, et Utiliser un dictionnaire p. 242-243.
pour lexpression orale : Parler dune image fixe p. 228-229, Pour mieux parler
p. 234-239 et Enrichir sa prise de parole p. 232-233.

Exploitation possible de la peinture :

In this brightly coloured painting we see Harriet Tubman guiding a small group of runaway
slaves along an escape route to freedom. The escapees are a mixture of men, women and
children and all are bare foot and carrying no personal possessions. The painting projects

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Tubmans personal determination and strength as she urges a well-built male runaway to
keep moving. Her body is thrust forward against her recoiling comrade.
In the painting we see a mixture of emotions on the faces of the slaves including fear and
resolution. Tubman is wearing a white apron and holding a revolver. The inclusion of the
weapon notably highlights the reality that Tubman was always prepared to protect the interest
of the whole group of runaways and would strictly enforce the rule of no turning back. We
see visible boundaries being crossed by the group, highlighting the vast distances crossed
by slaves on their journey to freedom.

Corrig de la fiche du Workbook (p. 62-63)


a. 1. Canada (l. 43), south (l. 23), north (l. 24)
2. The master wanted to sell his slaves in the south but the runaway slaves chose to
escape to the north to find freedom in Canada.
b. 1. Laura (l. 4), Bert (l. 9), and Martin (l. 11)
2. Moses = Harriet Tubman - pappy/ Martins grand-father - Uncle Jim.
3. - Martin - folks, people who helped Martin - Harriet Tubman / Moses
c. 1. - Harriet Tubman Moses - a woman / an icon / the hero in a song - a runaway slave
2. Shes a woman, all right, and shes as black as I am, and she led a whole lot of slaves
to the Promised Land. (l. 12-14)
3. Their conversation is about the familys escape from the masters grip, who wanted to
sell him down south and split up the family.
d. 1. the Bible.
2. Rend sa libert mon peuple / libre mon peuple.
3. - her uncles slaves - a call to inform the family that it was the right time to go / flee. - The
message was not supposed to be understood by the master / the slave-owner.
4. Harriet Tubmans song was a secret message to let the slaves know that the way was
free, and that they could escape without being seen and caught. It was a secret language
created to enable slaves to communicate without letting the slave-owners understand them.

ACTION!
a. Martin was a young slave who lived on a plantation with his family. But one day, his
father heard from a former slave that their pitiless master wanted to sell him down south
and split up their family. This former slave, whose nickname was Moses, helped the family
flee from their plantation. They travelled north to Canada, which is called the Promised
Land, as it is the land of freedom for slaves who want to be free. They had to hide they were
helped and rescued by Moses, who was determined to help them escape from such a
difficult condition and lead them to a country in which they would be free.
b. Harriet Tubman was an astonishing woman who had incredible courage and strength.
She is an iconic figure because she helped a lot of slaves escape from their plantations
and pitiless masters. She was a conductor, as she helped slaves find their way to the
north. She led many slaves to Canada, where they could live as free men.
She had amazing tactics. In order to save slaves from their doom, she used a Negro
Spiritual, in which was hidden a coded message to inform the slaves that the way was
free and that it was time to flee. When the slaves heard her sing the song, they knew that

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they had to escape immediately, and that she was nearby to help them find their way to
the Promised Land. People look up to her because she was incredibly generous, brave
and cunning.

Productions possibles :

b.

Martin was a young slave who lived on a plantation with his family. But one day, his father
heard about his master wanting to sell him to another slave-owner. He knew the family was
going to be split up. But an amazing woman decided to help him. Her name was Harriet
Tubman, and her nickname was Moses. She was a former slave who had escaped from
her masters grip, and who had fled to Canada. After recovering her freedom, she helped
many slaves cross the border, as she enabled them to get to Canada a place they called
the Promised Land, as a reference to the Bible. She was a very smart and cunning woman.
In order to help the slaves know when the way was free, she used to sing a Negro Spiritual
which referred to the Bible. This song contained a coded message which meant that the
slave-owners or the overseers were absent and would not see them fleeing.
Thanks to that song, this incredible woman managed to lead many slaves to the Promised
Land, where they could be free.

c.

Yesterday I met an incredible man called Martin who was a runaway slave. He told us all
about his journey to freedom including his time with Harriet Tubman! What an astonishing
woman! Hundreds of slaves including Martins own family have been safely guided to freedom
thanks to Mrs Tubman! Martins father was going to be sold in the South so Tubman agreed
to take him with her to the North. How courageous Bert laughed when Martin first called
Tubman Moses but now I understand the reason. She is an iconic figure and the saviour of
her people, just like Moses was to the Jews! We asked Martin if he would sing about Harriet.
What a sweet young voice I have heard that song many times at Uncle Jims but never
took the time to listen to the words I have been so ignorant. I admire Martins bravery
and well do everything we can to help him!

2. Watch a video
N.B. : la fiche lve, son corrig, le script et lexploitation de lextrait se trouvent sur le site
compagnon.

Productions possibles :

a.

In this video, we can see Harriet Tubman escaping her masters plantation with a young man.
The journey to freedom lasted six exhausting days. Harriet Tubman travelled from Maryland
to Pennsylvania, which was quite far. Most slaves travelled at night, avoiding major roads and
preferring lanes and tracks in forests, or going across fields. They had to walk and hide, and
be on the alert all the time. They were sometimes hidden in carts and carriages transporting
goods to local villages. It was a very risky adventure. To communicate, runaways and their
help had a secret code made of signs, songs and coded greetings, such as weve come
to buy some eggs. They could not rely on written instructions since most slaves could not
read.

b.

They were helped by abolitionists who were members of the Underground Railroad. A few

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were freed blacks, most were white people convinced slavery was bad, or religious people.
They were prepared to risk it all to help slaves to freedom. They were also called conductors when they guided or escorted slaves on the road, and their houses were stations.
Runaway slaves could find food and shelter in these safe, friendly houses.
c.

The dangers were everywhere: patrollers guarded the roads and bounty hunters tracked
down runaways. Local people either had slaves themselves or dared not break the law and
preferred turning in slaves rather than facing fines or prison. Runaway slaves had to suffer
exhaustion, starvation, anguish and even betrayal to get to free states. It was very risky.
When taken back to their masters, they were harshly punished, and sometimes sold away
further south.
Travail sur la carte : This map of the Underground Railroad circa 1880 represents the routes
taken by hundreds of thousands of runaway slaves on their quest for freedom. The Railroad
spanned 29 states, as well as Canada, Mexico, and the Caribbean.
The states shaded in green represent slave states where slavery was permitted. It was from
these states that slaves began their treacherous journey to freedom. The routes taken by
slaves, represented by red arrows, pass through different states and many point north to the
free states shaded lighter on the map. It is interesting to note that these routes dont just
stop in the Northern Free States but pass further into Canada where many slaves ventured
to be safe from roaming slave-hunters who could capture runaway slaves and return them
to the slave states. Some of the routes travel south through Mexico and the southern tip of
Florida (probably continuing via sea to the Bahamas, Cuba and Jamaica).
The map highlights the many methods of escape used by runaway slaves. Many slaves walked
across land for hundreds of miles and their routes are plotted on the map. But some arrows
also cross vast expanses of water representing the use of boats as a method of escape. The
scale of the map puts into perspective the huge distances travelled by runaway slaves and
their raw determination and drive. It also highlights the unimaginable task faced by Harriet
Tubman and others who worked on the Railroad who succeeded in smuggling hundreds of
slaves across countless borders into the American Free States and sometimes even further.

2. Role play
Production possible :

I believe that our new school should be named after Harriet Tubman and I am making this
suggestion because she was an astonishing woman and I look up to her. Besides, she
has become an iconic figure of the resistance to slavery. Harriet Tubman was born a slave
in Maryland, USA where she began work at the age of 5 making clothes. She was one of
10 children who were all slaves. Around the age of 12, Tubman was seriously injured by a
pitiless and mean overseer when she blocked his path to rescue a fellow field hand. Even
at such a young age she was compassionate and courageous, willing to put others before
herself. In 1849 at the age of 29 Tubman was determined / resolved to run away and
escape life as a slave. After this initial escape she made 19 trips to the South to lead other
slaves to freedom. She was tracked down by her master who offered a big reward for her
capture. She was a trustworthy conductor and no bounty hunter, driven by money and
hate, ever found her on the escape route. Harriet Tubman even spent 4 years working for
the Union Army as a scout and spy. She died at the age of 93.

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5. Abolitionists

MANUEL P. 134

1. Whos who?
Mise en uvre:
Le travail pourra se faire en classe ou en devoir la maison. Ltude peut tre prolonge
par la dcouverte des bandes annonce de deux biopics : Lincoln (Steven Spielberg, 2013)
et Amazing Grace (Michael Apted, 2012).
Corrig : Abraham Lincoln: a. c. f. g. j. - William Wilberforce: b. d. e. h. i. k.

2. Be creative
Production possible :

Exemple dune frise ralise par une lve.

These who deny


freedom
to others deserv
e it not
for themselves.

.
5-dollar note picture

Abraham Lincoln

Abraham Lincoln
Feb. 12th 1809
Birth in a log cabin
in Kentucky.

1816
His family
moved to
Indiana.

1830-1836
He worked as
a woodman,
storekeeper and
postmaster.

From age 7 to 21
He lived on a poor
farm. He went to
school for 1 year, then
he taught himself to
read and write.

1836
He became
a lawyer and
travelled a lot.

1858
He was
elected to
the Senate.

1842
He married Mary Todd.
They had 3 sons:
Robert,
William ( 1862),
Thomas.

6. Slavery in Films

1860-1864
He was
elected
president of
the USA.

1863
He signed the Emancipation
Proclamation, Jan. 1st.
He delivered the Gettysburg
Address, Nov. 19th.

1864
2nd mandate
as president
of the USA.

1860-1865 CIVIL WAR


A nation
April 14th, 1865
cannot exist half free
He was shot
and half slave.
in a theater in
Washington D.C.

MANUEL P. 135

1. Match each title with the corresponding synopsis and still.


Mise en uvre:
Lobjectif de cette activit est de travailler le reprage rapide des lments cls des rsums
des films (noms, lieux, dates) et de les associer avec des images et des titres.

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On pourra suggrer aux lves daller sur le site IMDb pour trouver dautres informations et
prsenter un des trois films la classe, soit loral, soit lcrit la manire dun rsum
publicitaire pour un cin-club.
Django Unchained = text B, picture 3
a freed slave meets a German bounty hunter. / Together they arrest some of the worst
outlaws in the country. / they decide to come back to Mississippi / Candyland plantation
Roots = text A, picture 1
a saga with many characters (Kunta Kinte, Bell, Kizzy, Chicken George) / Kunta Kinte being
kidnapped from his African village. / He makes several escape attempts until he is finally
caught. (The boy in picture 1 looks determined to be free.)
Jefferson in Paris = text C, picture 2
The American ambassador / his 15-year-old slave Sally Hemings / the beautiful black girl

2. Twelve Years a Slave


Mise en uvre:
Cette recherche pourra se faire la maison, moins que le professeur ne dcide de montrer
la bande annonce en classe. Donner aux lves le lien suivant pour voir la bande annonce
du film : www.imdb.com/video/imdb/vi1693624601/
On prolongera le travail par une discussion : Did you like the trailer? In your opinion, is it a
good testimony of slave life in the USA? Why? Why not? Ceci permettra de faire une synthse
de lunit et de revoir le lexique comme : pick cotton from sunrise to sunset, be sold into
slavery, chain, beat, whip, do as you are told, being someones property, fall into despair
et les structures travailles (voir p. 136-137).
Il y a des rfrences frquentes aux Negro Spirituals et aux chants de travail dans la bande
annonce ; il serait donc intressant de proposer aux lves de lire le Song Corner, page 141.
Pour plus dinformation sur la vie de Solomon Northup et le film, voir le dossier de presse
lattention des enseignants sur www.12yearsaslave-lefilm.com/enseignants/12years_dossierpedagogique.pdf

Production possible :

I have just watched the trailer for Steve McQueens latest film! It is actually an adaptation
of Solomon Northups memoir from 1853. Northup was an African American man born free
in New York State but kidnapped and sold into slavery. He was enslaved for 12 years and
treated like an animal, traded between masters who didnt care about his welfare or take
the time to listen to his pleas I am so keen to watch this film, as it has been critically acclaimed and is set to win many awards! I really think well enjoy it but also well learn a lot
about life on the plantations and the struggle to survive and escape the cruelty of the masters!

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Language at Work
1

2
3
4

MANUEL P. 136-137

Les verbes sont au prtrit et sont suivis dun infinitif complet.


Ces verbes sont tourns vers lavenir et expriment une ide de projet. Le premier verbe au
prtrit fait rfrence un dsir ou un espoir (wanted, intended), une dcision ou une rsolution (planned, decided), ou encore un pressentiment (expected) qui concernent tous lavenir.
a. in order to b. so as to c. to Cest la phrase c. qui appartient la langue courante.
a. 2. - b. 1.
verbe + groupe nominal + to + BV
Dans la phrase c., le pronom them est sous la forme complment.
a. La mre voulait que son fils reste avec elle. b. Le pre sattendait ce que ses enfants
aient de meilleures perspectives davenir. c. Le pre sattendait ce quils aient de meilleures perspectives davenir. d. Les parents aimeraient que leurs enfants soient heureux.
Je remarque quen franais, ces verbes ont leur suite une construction en que . Nimitez
pas cette construction en anglais : nutilisez pas that. Utilisez le verbe avec to.

> Entranez-vous
1

a. The runaway expected people to give him food along the way.
b. Both Lincoln and Wilberforce wanted everybody to be treated fairly.
c. They both expected people to evolve and get rid of prejudices.
d. The slaves would have liked their new master to be more understanding.

a. William intends to leave the United States in order to start a new life in Canada.
b. He decided to leave everything behind so as to live as a free man.
c. Harriet Tubman expected to have many difficulties when she was helping the runaway
slaves.
d. She wanted to die rather than live / instead of living as a slave.
e. Many slaves intended to settle in Canada.

a. were forbidden to were not allowed to / were forbidden to were forbidden to b. had to
were not allowed to could not c. had to d. had to had to was allowed to was allowed
to e. could not were only allowed to could had to

Improve your vocabulary


1

a. Noms: death, life, birth, work, belief, success


Adjectifs: dead, successful
Verbes: die, live, work, believe, succeed
Participes passs: lived, born, worked
b. born worked life believed success died death

a. - beauty beautiful = beau


- care careless = ngligent
- fear fearful = craintif

- care careful = prudent


- dread dreadful = pouvantable
- fear fearless = intrpide

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- help helpless = sans dfense


- joy joyful = joyeux
- pain painful = douloureux
- power powerful = puissant
- pity pitiless = sans piti, impitoyable
- use useful = utile

- hope hopeless = dsespr


- mercy merciless = sans piti, impitoyable
- pain painless = indolore
- power powerless = impuissant
- price priceless = inestimable
- use useless = inutile

b. - disobedient: dis- (prfixe sens privatif, ngatif) + racine obey (obir). Le mot signifie
dsobissant, rebelle.
- enslaved: en- (prfixe ayant le plus souvent le sens de rendre , faire devenir ) + racine
slave (esclave). Le mot signifie rduit en esclavage.
- unknown: un- : prfixe sens privatif + racine know (verbe savoir). Le mot signifie inconnu.

Improve Your Reading Skills

MANUEL P. 138

Mots transparents: face, plantation, persisted, realized, abandoned.


Grce au contexte: sold apart from : vendus sparment, loin les uns des autres given
up : a laiss tomber, abandonn had grown accustomed to : stait habitu swear : jurer
Dcomposition: plantation owner : propritaire dune plantation middle-aged : dge
moyen, dge mr bitterness : amertume humourless : sans humour freedom : libert
Marqueurs de temps: the 18th century, nearly forty years, when people meet up
Situation de dpart: un nouvel esclave arrive dans une plantation et rencontre un autre
esclave.
Nombre de personnages: prsents dans la scne : 2 = Mack McAsh, Kobe Tambala
personnages mentionns : Jay Jamison, Peg, Cora, slaves
Rfrent: they (l. 4) = slave traders, kidnappers he (l. 7) = Mack McAsh them (l. 8) : Peg,
Cora they (l. 10) : slaves who have lost their family that (l. 13) : find out who bought their
family they (l. 13) : slaves who have lost their family you (l. 17) : slaves / people (valeur
gnrique de you) he (l. 20) : Kobe it (l. 21) : slavery that (l. 23): learning to live with slavery
Ides cls: slavery, new arrival on a plantation, finding a lost family, getting accustomed
to slavery
Sentiments dominants: Mack McAsh : anxiety, curiosity, determination, hope Kobe
Tambala : no sense of humour, sadness, resignation, bitterness
Type de texte: roman de Ken Follet

Mack McAsh has just been arrested and bought by a slave owner whose name is Mr Jamison.
When he arrives on the plantation, he meets another slave who belongs to the same white
man. The second slaves name is Kobe Tambala. The two slaves are very different. Mack
McAsh is young. He met two people on the boat to the plantation. Their names are Peg and
Cora. He craves to know who bought them and where they were taken. So, the two slaves
conversation is about the loss of dear friends or family members. The older slave explains
to him that all slaves talk about this very subject all the time, whenever and wherever they
meet. But the two slaves deal with the problem in a different way. Mack feels terribly sad,
but he still hopes to find out where his friends are, while the older slave has lost all sense
of hope, as he has grown cynical and has accepted his doom. As Mack notices that Kobe
looks resigned and hopeless, he decides never to become like the older man, and appears
resolute to fight his fate and become free one day.

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Your Task

MANUEL P. 139

Mise en uvre:
Afin de prparer la tche, on aura demand aux lves de revoir la page Improve Your
Reading Skills, p. 138, et les stratgies de lecture apprises lors de lunit.
Les lves liront le texte p. 140 une premire fois et rpondront rapidement aux questions
du manuel. Ensuite, ils complteront la fiche dvaluation qui se trouve sur le site compagnon (ainsi que son corrig).
Ils choisiront lun des deux scnarios proposs : une affiche de recherche desclave en
fuite ou la planche de BD photocopiable (p. 193-195 de ce Fichier).
Il faudra rappeler aux lves de relire leur travail avec soin, en se rfrant la page Relire
son devoir , p. 226.

Proposition de correction des bulles du storyboard

1
2

4
5
6
7
8

9
10
11
12
13
14
15

(l. 1-2) Linda: Oh Lord, I think Benjamin is dead!


William: Dont be afraid Linda, I will tell you all about it.
(l. 3-4) Linda: So, what happened? Is he all right?
William: Benjamin is alive, but he is in serious trouble: his master sent for him but he did
not obey immediately.
(l. 4- 5) Master: Benjamin! What have you been doing? You filthy rat of a slave! How long
do I have to wait for you?
Benjamin: Im so sorry, master. I was in the fields, helping the others
(l. 5-7) The master began to whip Benjamin, but he resisted. They fought and finally the
master was thrown to the ground.
(l. 8-12) Benjamin: I have come to tell you good bye. Im going away.
Linda: But where to?
(l. 13-14) Linda: Please, dont go! You will face so much poverty and hardship far away
from people who love you. I cant bear to think of you getting caught and brought back.
(l. 14-18) Benjamin: I am no longer a boy, and every day makes life unbearable. I have raised
my hand against my master, and I will be publicly whipped for the offence.
(l. 19-21) Benjamin: Tell me, mother, dont you think I will bear poverty and hardships better when I am a free man? We are dogs here; foot-balls, cattle, everything thats mean. No,
I will not stay. Let them bring me back. We dont die but once.
(l. 22-23) Benjamin was on his way to New York when a violent storm overtook the vessel.
(l. 23-30) Captain: We must put in the nearest port!
Benjamin (thinking): Oh no! I am advertised everywhere as a runaway slave
(l. 30-33) Captain (thinking): But I know this boy! This is Benjamin, the new passenger.
(l. 34-35) The captain laid hold of Benjamin, and bound him in chains.
(l. 36-40) Before reaching New York port Benjamin managed to get his chains off and throw
them overboard. He escaped from the vessel.
(l. 41-42) But he was pursued, captured, and carried back to his master.
(l. 43) Master (thinking): I knew I would get him back! Filthy rat! He is my property, isnt he?

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Benjamin (thinking): Oh what fate! I am going to die a slave and never be free...

Song Corner

MANUEL P. 141

Informations complmentaires :
Sometimes I Feel Like a Motherless Child est un negro spiritual compos aux tats-Unis
pendant la priode de lesclavage. Cette chanson a t interprte par de nombreux
artistes, parmi lesquels Louis Armstrong, Tina Turner, Pete Seeger et Prince. Le titre est
repris dans le film Django Unchained de Quentin Tarantino, sorti en 2012.
Pick a Bale of Cotton est un chant de travail. Il fait rfrence au travail pnible et rptitif
dans les champs de coton au moment de la cueillette de la prcieuse fleur. Une balle
de coton quivalait 500 livres, soit 225 kg environ. Mission trs difficile raliser pour
un esclave en une journe. Plusieurs scnes du film Twelve Years a Slave de Steve Mc
Queen (2014) montrent la pese du coton et les sanctions encourues par les mauvais
esclaves qui navaient pas t assez rapides.

Prolongements possibles lunit


> valuation sommative de CE (p. 142-143 du manuel et p. 341-344 de ce Fichier)
> Fiche Apprendre apprendre : fiche dtachable, facilitant la mmorisation des structures
grammaticales et du lexique (Workbook p. 115-116, corrigs p. 279 du manuel).

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Vision davenir

Sentiment dappartenance

Tche finale (p. 155): Your school is preparing an event for Earth Day. You have to decide
on the best design for the T-shirts you are going to wear.
Activits langagires

- Parler dune image fixe p. 228-229


- Les plans et les angles p. 230
- Language at Work : Expression de
lhypothse p. 152
- Fiche Workbook p. 64

PPC

Ragir au message et comparer


des dessins humoristiques

- Enrichir sa prise de parole p. 232-233


- Les prpositions p. 229

CO

Comprendre un court
enregistrement

Fiche Workbook p. 65

PPC

Utiliser des informations


de sources diverses pour
commenter

- Enrichir sa prise de parole p. 232-233


- Improve Your Speaking Skills, p. 154

CE

Comprendre un pome

Fiche Workbook p. 66-67

Expliquer un message

- Fiche Workbook p. 66-67


- Language at Work p. 152-153

PPC

couter le pome pour


sentraner le lire, puis rciter
une strophe

Pour mieux parler p. 234-239

POI

Dfendre un point de vue et


justifier un choix

Enrichir sa prise de parole p. 232-233

CO

Vido : A Commercial

Fiche vido sur le site compagnon

POI

Comprendre un message et
dfendre un point de vue

Enrichir sa prise de parole p. 232-233

CO /
PPC

- Comprendre une courte vido


- Ragir une photographie

- Fiche vido sur le site compagnon


- Parler dune image fixe p. 228-229

CE /
POI

- Comprendre et expliquer le
message dune chanson
- Dfendre un choix

Enrichir sa prise de parole p. 232-233

PE

crire un court pome ou une


chanson la manire de

Language at Work p. 152-153

PPC

2. Alert
(p. 148-149)

3. Going Green
(p. 150-151)

Prolongements tches / aides

Acquisition du vocabulaire
de base sur le thme de
lenvironnement

PPC

1. Tune In!
(p. 146-147)

Contenus

Lactivit langagire principale de cette unit est la POI (production orale en interaction).

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1. Tune In!

MANUEL P. 146-147

Ce Tune In! a pour objectif de faire rebrasser aux lves le vocabulaire dont ils auront besoin
pour comprendre et parler des documents de lunit. Le message du mural allant plus loin
que la question de la pollution et du rchauffement climatique, nous conseillons de naborder
le problme voqu quen fin dunit et avec un groupe solide.

1. Danger ahead
Productions possibles :

a.

scales, hands of the clock, clock, hourglass, power station, Statue of Liberty, chimney stacks,
logo, black fumes, orange sky, melting icecap, drought, carbon footprint

b.

melting of the icecap, drought, pollution, rising sea-level, endangered species, climate change

c.

industries and pollution, industrialisation, power stations, fumes


N.B. : vous trouverez page suivante une production possible concernant ce document.

2. Play with words


Corrig de la fiche du Workbook (p. 64)
1

a. Natural disasters: earthquake drought heat wave tornado hurricane flood


Global warming: greenhouse effect ozone layer drought heat wave
b. Liste A: volcanic eruption
Liste B: dry season
c. 1. greenhouse effect: mot le plus important: effect mot qui sert prciser: greenhouse
(ayant la fonction dun adjectif) traduction: effet de serre
ozone layer: mot le plus important: layer mot qui sert prciser: ozone - ozone a la fonction
dun adjectif traduction: couche dozone
2. oil spill, oil supply, oil shortage rubbish dump nuclear spill, nuclear waste water
supply, water shortage

Liste A: \E\ alert, global, warn about \eI\ hurricane \I\ shortage \eE\ aware \A\ disaster,
carbon \\ campaign, impact
Liste B: \E\ across, natural, attend \eI\ earthquake, volcanoes, change, bathed, space, place,
save \I\ salvage \eE\ care, rare, glare \A\ scarred \\ stand, drank, planet, act, panel

3. Observe and react


Productions possibles :

a.

The picture which depicts the BP oil spill is divided into three sections. Each shows the different stages of the incident. In the first section, Before BP oil spill, the clouds, the sky, the
sea and the sand are unpolluted, and the animals, two fish in the sea and a starfish on the
sand, look happy because they are smiling. The second section, After BP oil spill, shows
the same scene, but this time the landscape is filthy. Most of the blue sea has turned black,
the sand is darker, and the sky and clouds have been covered by dirty air. The skin of the

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fish is dirty and they are no longer smiling. In the third section, After BP oil spill chemical
cleanup, the situation is even worse. Because the company has used chemicals to clean
up the spill, instead of finding a safer method, the sea looks more disgusting than ever. It is
green and bubbling, and fumes are rising out of it into the air, where the clouds have turned
grey. All that is left of the two fish is their skeletons, which lie on the shore.
I find this picture shocking, because it shows so clearly the strong contrast between the beach
before the BP oil spill and after. Before, the scene is very unpolluted, but after it is disgusting.
Then it becomes even worse after BP has used chemicals to try to clean it up, showing how
irresponsible big oil companies are. The picture helps us to realise how quickly species could
die out as a result of pollution, which is very scary. It makes me hope that governments and oil
companies will do all they can to prevent something like this from happening again in the future.
b.

The cartoons and the mural all use the sea to show the impact of mans activities on the
environment. They are also very eye-catching, using bright colours to attract our attention,
and they use only a few words to get their message across.
I feel the mural has the strongest impact on me, because it shows many of the ways in which the
world is threatened by climate change. On the left, you see black fumes coming out of chimney
stacks. They are in the shape of footprints, with the image of human skulls inside. I think this is
supposed to show how large mans carbon footprint is, and how it leads to death. In the centre
of the mural the Earth is held in two human hands, and in the continents there are pictures of
people screaming, based on the famous painting by Edvard Munch, The Scream. Attached to the
Earth are the hands of a clock, which are being used as a set of scales. The developed world is
on one side of the scales, and appears to be heavier than the developing world on the other side.
I think the symbol of the clock shows that time is running out for us to save the planet, and that
the scales show the developed worlds impact is heavier on the environment than the developing one which relates to the title of the mural about not everyone being treated equally. On
the right an hourglass filled with water instead of grains of sand shows the polar icecaps melting
above, and dripping below around the city. Above, the animals are threatened because the ice
is melting, below people are threatened because of rising water levels.
I think the most effective one, though, is the picture of two fish swimming through polluted
sea. The water is green with pollution and there is a lot of rubbish, for example a barrel, a
tyre and a car. The adult fish says to the younger one: This neighbourhood sure has changed
since I was a kid!, which is a common expression people use to describe changes in towns
and cities. I find this effective because with the talking fish it is humorous, but it is also
shocking because it shows the terrible effects of dumping rubbish. It is simple and direct.
I would give the mural the title The Unbalanced Scales of Climate Change. I think this title
reflects the main message of the mural, that climate change does not affect everyone equally.
For the BP oil spill picture, I would suggest From One Disaster to Another, because the first
disaster was the oil spill itself, and this was followed by another: the companys attempt to
clean it up. I would call the last picture Our Neighbourhoods a Dump because it takes the
idea of the sea being the neighbourhood of the fish, which now has so much rubbish in it
that it looks more like a rubbish dump than a place to live.

4. A burning issue
Script de lenregistrement (CD3 piste 1, 1:06)
For 2.5 million years, the Earth climate has fluctuated, cycling from ice ages to warmer periods but

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in the last century, the planets temperature has risen unusually fast. Scientists believe its human
activity thats driving the temperatures up, a process known as global warming. Ever since the
industrial revolution began, factories, power plants and eventually cars have burnt fossil fuels such
as oil and coal, releasing huge amounts of carbon dioxide and other gases into the atmosphere.
These greenhouse gases trap heat near the Earth through a naturally occurring process called the
greenhouse effect. Evidence for global warming includes a recent string of very warm years.
Scientists report that 1998 was the warmest year in measured history with 2005 coming in second.

a. Corrig de la fiche du Workbook (p. 65)


a. 1. climate atmosphere dioxide 2. heat warm global warming melt(ing) water
pollution carbon dioxide environment
b. 1. power plant 2. ice 3. carbon dioxide 4. temperature 5. greenhouse effect
6. industrial revolution / factories
c. Numbers and dates: 2.5 million (years) 1998 2005
More information: cf. script
d. Causes: human activity Factories, power plants and cars burn fossil fuels such as oil
and coal, releasing huge amounts of carbon dioxide and other gases into the atmosphere.
Consequences: Greenhouse gases trap heat near the Earth. a recent string of very warm
periods In the last century, the planets temperature has risen unusually fast.
e. Since the industrial revolution began, human activity has led to an increasing release of carbon
dioxide and other gases into the atmosphere. These gases, which are also called greenhouse
gases, trap heat near the Earth and cause the planets temperature to rise unusually fast.
Recently, for example in 1998 and 2005, we have experienced exceptionally warm periods.

Productions possibles :

b.

Earth Day is celebrated on 22nd April every year. On that day people demonstrate support
for environmental protection.
www.un.org/en/events/motherearthday/
www.earthday.org/

c.

Journalist: I find this mural amazing, really! Can you talk about the message you wanted to
put through here?
Artist: Well, you know, Trocaire, a charity, asked me to paint a mural showing the damage we
are doing to our planet but also denouncing the greater responsibility of the developed world, so
I came up with the idea of the clock and the idea of the scales and I decided to use them both.
Journalist: Its definitely a brilliant idea. And the faces of people screaming on a dried up
planet are very forceful indeed.
Artist: I had to find something striking, even shocking, to show that time is running out for us
to save the planet. I wanted to show that human beings are at risk if they dont do anything. The
hourglass illustrates the same idea. Some people dont seem to feel concerned by the melting
of the icecap. They dont realise that if the icecap melts, not only will bears, seals and penguins disappear, but we will be at risk too because the water level is going to rise everywhere.
Journalist: I quite like the huge footprints on the left.

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Artist: Well, it seemed quite obvious to use the fumes coming out of the chimney stacks and
the image of human skulls inside, to illustrate the deadly impact of mans carbon footprint.
Journalist: Great idea! Well, thank you very much for this interview but also for your beautiful and effective mural.
Artist: My pleasure.

2. Alert

MANUEL P. 148-149

1. Read and understand the poem


Exploitation de lillustration p. 148 :

In this picture we see an hourglass, which instead of being filled with grains of sand, as is
traditional, is filled with water. In the top half of the hourglass we see polar icecaps melting
into the sea and dripping into the lower half, which shows a city surrounded by water. The
idea is that the melting of the icecaps directly affects cities because the more the icecaps
melt, the more sea levels will rise around cities, until one day they may no longer exist. Written in the top half of the hourglass is the message we are running out of time, and in the
bottom half is written act now before its too late. This reinforces the message that we
have to do something quickly before human life is destroyed by climate change.
I find this image powerful and frightening because it shows clearly the great danger we are in
by not doing more to prevent global warming. The ice and water above look very threatening,
and by contrast the miniature city underneath and the human beings who live within it looks
very fragile. The city features cars, a gas station, chimneys, huge energy-consuming buildings and chopped trees, which all directly lead to global warming and therefore melting ice.
I find this a very effective way of showing that humans are the cause of their own problems.

Corrig de la fiche du Workbook (p. 66-67)


Part 1
a. sweep across: balayer howl: hurler erupt: exploser flourish: prosprer soil: terre
chop down: couper
b. deafening: assourdissant
c. breeze: vent consumed: (nous) avons consomm
d. 1. Lines referring to the balance / harmony between Man and Nature (in green): l. 7 to 12.
2. Lines referring to natural catastrophes (in red): l. 1 to 7 Remarque: these lines could
also refer to the creation of our world.
3. Lines referring to Mans irresponsible attitude (in orange): l. 15 to 20.

ACTION!
Long ago Man used to live in harmony with Nature / close to Nature, off the land, but
people started overconsuming without paying attention to the planet. They couldnt care
less Thats why natural resources were plundered, the environment was destroyed by

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urbanisation. Man was greedy and selfish. Consequently, we now live in a polluted world.
The poet clearly denounces / criticises the indifference of industrialists / their lack of
concern. People are responsible for polluting nature because their only goal is to make
profits / big money. Our environment is threatened.
Part 2
a. throughout: travers require: ncessiter glare: lumire blouissante heal: gurir
b. - floating: flottant - treat: traiter - repair: rparer
c. - bluish: bleutre - undo: dfaire
d. it has given birth! (l. 2) Has potential for life (l. 4) It gives and it gives and has nothing
to ask / To treat it with love and respect is our task (l. 5-6)
e. terre nourricire
f. In blue: To treat it with love and respect is our task (l. 6)
In red: the world that we know, may soon come to an end (l. 8)
g. But there is still some time to undo whats been done (l. 9)
On peut aussi accepter: Make it our mission to heal and repair / Salvage and save for all
that its worth (l. 14-15)
h. The poet is obviously preoccupied with / by the future of man / mankind. To save our
planet wed better act collectively. Since we are all responsible for the state of the planet,
this cartoon is a strong warning to people. If measures are not taken to control / check
pollution, our existence is doomed. The poet certainly wants to stress / underline that the
situation is alarming / that problems are becoming more and more acute.
i. The verbs all refer to the measures that should be taken to reduce our consumption and
save the blue planet. It is high time we took measures to protect our planet.

ACTION!
The poet is concerned about the future of our planet, as man destroys the environment.
He wants to make us aware of the danger, of the value of life / of the fragility of life. He
wants to warn us that the future of the Earth is at stake / that we cant go on destroying the
world / that we must save nature. The poem underlines that many species are endangered
and will soon become extinct. All sorts of animal species are being wiped off the surface
of the Earth or are badly endangered. Some species are doomed to extinction. The poet
wants to alert the public to the protection of our blue planet.

2. Act it out
Production possible :

I wrote this poem because I wanted to warn people of the terrible impact mankind is having
on nature, and to help them realise there are measures to take such as cutting emissions
which could help save us. Different explanations have been given for the catastrophes which

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we witness in the world, such as tsunamis and hurricanes, but I think this is natures way of
warning us that we are not being responsible enough. I tried to show this in the poem by
talking about how Mans life in the past, poisoning oceans and deforestation, for example,
has led to the problems we have today. But I think it is ultimately an optimistic piece because
it shows that, if we make use of alternative sources of energy like wind and water, and in
general take a more responsible approach to the environment, we can prevent complete
disaster. In my view, the first goal of the poet should be to help people, and in this poem
Ive tried to urge people to live closer to nature, and in the process save the planet.

3. Prepare for an audition


Exploitation de lillustration p. 149 :

The sculpture by Banksy shows a model of a dolphin, wrapped in fish netting, above an old
yellow oil barrel. On the barrel is printed the BP logo, so we know the sculpture relates to
a BP oil spill. The dolphin appears to be taken from a childrens fairground ride, and next to
it is a machine in which you place coins to take the ride. The fact that the artist has chosen a fairground dolphin is, I think, a deliberate way of highlighting the innocence of these
creatures. In contrast, BP is not innocent, but guilty of carelessly spilling oil in the sea, and
the damage it has done is clear. The dolphin is attached to the barrel, the net and the oil,
and has no hope of escape. This image makes me feel very angry, because the dolphin is
smiling and beautiful, but has no chance of being free. It reminds me of the damage big oil
companies have done, how much they have upset natures balance.

4. Be creative
Productions possibles :

a.

b.

In my opinion, the picture of the hourglass best illustrates the poem Global Warning, because
it best shows the urgency of the climate change threat we face. The Banksy sculpture is very
effective at showing the terrible damage an incident like the BP oil spill can have. But I think
Martin Powells poem is a warning about how little time we have, and the hourglass idea is
an excellent way to show it. In his poem he also talks about the world that we know, and I
think the image in the hourglass picture of the city with the skyscrapers and the cars is one
most of us recognise. He also talks in his poem of Earth as a bluish-green ball, and blue
and green are prominent colours in this picture.
Cration personnelle.

5. A commercial
N.B. : la fiche lve, son corrig, le script et lexploitation de lextrait se trouvent sur le site
compagnon.

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3. Going Green

MANUEL P. 150-151

1. Observe and react


Production possible :

The ad on the left shows a leaf that seems to have been eaten by a pest but when we look
closer we realise that the pest that has eaten the leaf is not the usual garden pest but fumes.
At first, we might think that the idea is that pollution destroys trees and of course it does,
with energy waste and acid rains for example, but here there is another message too:
leaves and trees trap CO2 and here the fumes seem to be trapped in the leaf. So the aim
of the campaign is to warn us against deforestation and to urge people to plant trees and
donate money to plant trees because if trees trap CO2, trees help reduce global warming.
The poster raises the issue of deforestation.
At first sight, the second poster is an underwater photograph showing a school of fish,
except that here the fish has been replaced by hundreds of plastic bottles. The issue raised
in the poster is marine pollution. The fish has been replaced by plastic bottles to make
us understand the extent of the problem but also to remind us that solid waste like bags
or plastic bottles dumped into the oceans from land or by ships at sea are frequently consumed by marine mammals, fish, and birds that mistake them for food and kill them. Hence
the catchphrase: The greatest wonder of the sea is that its still alive. Here Greenpeace
is urging people to come on board, i.e. to support their effort to act before it is too late.
The poster at the bottom of the page raises the issue of energy waste and environmental
damage caused by energy consumption. It shows a penguin and a baby penguin standing on
a small piece of ice which must symbolise the icecap that is melting. The penguin is pulling
the electric cord and trying to unplug the lamp to turn the light off. There is an obvious link
between the lamp that is turned towards the penguin and the melting ice. The message is
that leaving lights on causes global warning and puts some species at risk. This poster warns
us about the consequences of leaving lights and electrical appliances on.

2. Discover reverse graffiti


Mise en uvre
N.B. : la fiche lve, son corrig, le script et lexploitation de lextrait se trouvent sur le site
compagnon.
On pourra montrer la vido lensemble de la classe et utiliser la fiche dexploitation afin
de prparer une prsentation la classe en rpondant la question b.
On pourra aussi demander aux lves de ragir la photo afin danticiper le contenu de la
vido. On pourra dans ce cas introduire le vocabulaire et travailler sans fiche support avec
un groupe de niveau B1.
En prolongement, il sera possible de faire enregistrer une courte prsentation de lartiste
et de ses uvres pour une mission radiophonique.

Production possible :

b.

I find this mural amazing. It really shows how dirty the wall was. The idea of making pictures
on a dirty wall by creating a contrast between the clean surface and the dirty one is a bril-

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liant one. Graffiti artists are often accused of spoiling surfaces. Here Moose proves that the
surface is spoiled by pollution anyway. Trees and plants appear where the surface has been
cleaned as if to give a little bit of fresh air.

3. Song corner
Productions possibles :

b.

All of these songs imagine a future world which is very different from that of today. They
describe nature destroyed by mankinds actions, and it is mankind who is denounced for
not doing more to stop the destruction of the planet. In Unsustainable, for example, Muse
describe the way in which we are using up resources in a way which cannot possibly continue. The songs also paint a pessimistic picture of what the future world will look like. In
Big Yellow Taxi, Joni Mitchell sings that a parking lot will be put in paradise and trees placed
in a museum, while Metallica talk about a world which is smouldering away as a result of
fire in their song Blackened. If I could choose one more song it would be Imagine by John
Lennon, because of the line Imagine all the people sharing all the world. I think this shows
what mankind should aim for: to make sure in future there are enough natural resources for
everyone.

c.

The song I prefer is Earth Song, because Michael Jackson helps us to realise that the Earth
is fragile and therefore needs to be protected. The line This crying Earth, this weeping
shore helps us to think of the Earth as a human being, and this makes me feel we have no
choice but to look after it. He finishes the song by singing the line What about? over and
over again (What about crying whales? What about children dying?) and this feels like
a direct challenge to people listening. They can no longer ignore the terrible damage being
done by mankind. I would rank my playlist as follows: 1. Earth Song; 2. My City Was Gone;
3. Big Yellow Taxi; 4. Nothing but Flowers; 6. Imagine; 7. Blackened; 8. In the year 2525; 9.
Unsustainable.

4. Creative writing
On pourra demander aux lves de rendre un pome sur papier, mais on pourra aussi suggrer
un poster avec des illustrations, un PowerPoint ou encore un montage avec Movie Maker.

Production possible :

b.

204

Five Resolutions for the Planet


I pledge to recycle all my plastic and glass
I vow to use my bike and cut emissions of gas
I guarantee to turn off all electricity at night
I swear to help stop the beach becoming a filthy sight
I promise to tell all my friends to do the same as me
So our grandchildren will live in a pollution-free world.

Unit 10

Language at Work

MANUEL P. 152-153

A. Structures causatives : faire faire et laisser faire


Observez
Sujet des verbes encadrs : this ad est sujet de makes the authorities est sujet de let
the government est sujet de made
Sujet des verbes souligns : me est sujet de laugh people est sujet de drink oil company
est sujet de pay
Verbe utilis pour signifier le dclenchement dune action : make
Verbe utilis comme quivalent de laisser faire : let
Make indique ici une contrainte exerce sur quelquun, dans lnonc 3 une contrainte
par le gouvernement sur la socit ptrolire.
Make / Let + base verbale
Entranez-vous
1

a. let make
b. make
c. make

a. The goal of this law is not to let boats carry on polluting.


b. This article made me think and change my habits.
c. The town let the artist paint his / her mural to alert citizens to global warming.
B. Expression de lhypothse
Observez
La phrase 2. exprime une hypothse irrelle portant sur un fait prsent.
La phrase 1. exprime une hypothse possible portant sur un fait prsent ou futur.
Dduisez :
Hypothse possible :

If + verbe au prsent

Hypothse irrelle portant sur un fait prsent : If + verbe au prtrit

will + BV
would + BV

Entranez-vous
3

a. will

b. would

c. would

d. will

e. will f. will g. would

h. would

C. Improve your vocabulary


1

1 crisis 2 oil 3 coal 4 gas 5 renewable 6 wind 7 solar 8 clean 9 oil consumption
10 greenhouse effect

1 garbage can 2 health hazard 3 waste disposal 4 dumped 5 recycled 6 threatened


7 man 8 destroying 9 fight 10 Earth
D. Improve your pronunciation
Script de lenregistrement (CD3 piste 2, 2:04)
Thank you, Secretary General and leaders, for the opportunity to address this plenary. Tena koutou

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from New Zealand. My name is Brittany Trilford. I am seventeen years old. I am a child. Today,
in this moment, I am all children. Your children. The worlds three billion children. Think of me
as half the world. I stand here with fire in my heart. I am confused and angry at the state of the
world, and I want us to work together now to change this. We are here today to solve the problems
that we have caused as a collective, to ensure that we have a future. You and your governments have
promised to reduce poverty, and sustain our environment. You have already promised to combat
climate change, to ensure clean water and food security. Multinational corporations have already
pledged to respect the environment, green their production, compensate for their pollution. These
promises have been made and yet, still, our future is in danger. We are all aware that time is ticking
and we are quickly running out. You have seventy-two hours to decide the fate of your children, my
children, my childrens children, and I start the clock now.

Corrig de la fiche (disponible sur le site compagnon) :


My name
is Brittany Trilford. | I
am seventeen years
old. | I am
a child. | Today,
in this moment, | I am
all children. | Your children. | The worlds three billion children. |
Think
of me as half the world. | I stand here with fire
in my heart. | I am confused
and
angry at the state
of the world, | and
I want
us to work together now |
to change this. | We are here today | to solve the problems that we have caused | as
a
collective |, to ensure that we have
a future. |
On your own
Pour cet exercice on pourra demander aux lves de senregistrer sur Windows Movie Maker
ou de commenter les images mesure quelles dfileront.

Production possible :

If the carbon emissions could be seen, this is what we would observe happening in Manhattan.
These big blue bubbles quickly multiply, filling the whole street and rising between the buildings.
If the rate keeps increasing, the bubbles will soon rise over the top of the skyscrapers.
If people do nothing, this is what you will see after one hour a huge pile of bubbles in
Manhattan, higher than many buildings.
After one day, the pile has increased so much that it is level with the Empire State Building.
If the rate continued for a year, the pile would look like a mountain, covering much of Manhattan and touching the clouds and smothering the whole city.

Improve Your Speaking Skills

MANUEL P. 154

Script de lenregistrement (MP3 27, CD3 piste 3, 1:33)


A. I find the picture on the left rather disturbing The blue trees, blue soil, blue grass Of course,
it represents the flood engulfing the city and destroying everything. However, I cant understand why
the picture is divided into two parts. The water should be covering the street and the cab as well.
B. The artist must have wanted to represent the impact rising sea levels could have on cities and the
risk were running if we dont do anything. I find this quite weird and disturbing.
A. Yes, disturbing is the word, but I dont think its really convincing. I like the picture on the right
much better. I think its much more effective because we can see a huge wave about to cover the
piece of land under it. It makes me think of a tsunami. Its scary!

206

Unit 10

B. Yes, I agree. Compared to the painting, this cartoon is really clever. To my mind, the message in
the other picture is clear but the representation is not really realistic and it leaves me cold.
A. Well, anyway, I think such drawings are useless.
B. I dont agree! I think theyre clever and effective. The two artists surely wanted us to feel concerned
and I think theyve reached their goal.
A. Well, if you say so!

Structures utilises :
I find the picture rather disturbing. I find this quite weird and disturbing. I dont think its
really convincing. I like the picture on the right much better. I find it is much more effective. Its scary. Compared to the painting, this cartoon is really clever. To my mind, the
message [] is clear but the representation is not really realistic and it leaves me cold.
I think theyre clever and effective. The two artists surely wanted us to feel concerned.

Your Task

MANUEL P. 155

Mise en uvre:
Avant de dbattre entre eux du meilleur choix, les lves pourront revoir les expressions
des pages 232-233 du manuel Enrichir sa prise de parole . Ils disposeront ainsi de suffisamment dexpressions varies pour donner leur opinion, prsenter et dfendre leur point de
vue, sopposer, dfendre leur choix et le comparer celui de leurs camarades. Ils trouveront
galement dans ces pages des structures leur permettant dinterrompre leur interlocuteur,
de demander des claircissements
Le paragraphe Comparaison des adjectifs , pages 251-252, pourra aussi tre relu.
La production prendra la forme dune conversation entre les membres du groupe, permettant chacun de dfendre son choix et aux autres de poser des questions. On demandera
aux lves de converser propos des posters en suivant les tapes proposes p. 155 : Quel
poster a-t-il / elle choisi ? Quel impact a-t-il eu sur lui / elle ? Pourquoi na-t-il /elle choisi
aucun des posters proposs mais cr le sien ? Ils devront aussi comparer les slogans,
contrer les arguments des autres. On veillera ce quil y ait un vrai change et non une prise
de parole en continu prsentant toutes les rponses la suite.
On pourra donner llve la grille dvaluation de la tche avant sa ralisation afin quil /
elle sache ce qui est valu (voir page suivante).
On rpartira les lves par groupes en fonction des choix quils auront effectus en
sassurant quil y a dans chaque groupe des lves ayant choisi un poster diffrent (ou prpar une production personnelle). Linteraction pourra avoir lieu au sein du groupe devant le
professeur et un groupe dlves co-valuateurs pendant que le reste de la classe travaillera
en autonomie. On pourra, si on le prfre, faire passer chaque groupe devant la classe entire.
Dans chaque cas on assignera aux spectateurs diffrentes tches :
couter et reprer les erreurs de lexique, prononciation, grammaire ;
faire office de secrtaire de sance en prenant des notes qui pourront ensuite servir de base
un compte rendu oral ou crit (dans le cas o un seul groupe observe avec le professeur) ;
jouer le rle de time-keeper, cest--dire distribuer la parole de la manire la plus quitable
qui soit : interrompre un lve qui parlerait trop et donner la parole un autre.
Une fois lquipe entendue, on pourra annoncer qui est le vainqueur.

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valuation de la tche
titre indicatif, nous proposons la grille suivante. Le professeur sera bien sr libre dlaborer
sa propre grille ou de faire voluer le nombre de points attribu chaque critre.
Critres dvaluation du CECRL
Prsentation du document et explication du choix
A2
Nexploite que brivement
les documents.
Peu dides et dveloppements trs brefs.
Peu de comparaisons et de
justifications.

B1
Prsente les documents et
son choix avec une certaine
prcision.
Discours articul et cohrent (les ides senchanent
clairement), pertinent par
rapport au choix.

0 1 2 3 4 5 6

Interaction et communication
A2
Peut lancer, poursuivre et
clore un bref change mais
peut avoir besoin daide.
Auditoire parfois ignor.
noncs courts.
Nombreuses pauses

B1
Prend linitiative, mne
lchange et rpond de
faon pertinente mme si
les rponses restent parfois
brves et maladroites.
Capacit ngocier pour
aboutir un choix en fin
dchange. Auditoire pris en
compte. Quelques pauses
et hsitations mais peut
compenser par des gapfillers simples.

0 1 2 3 4 5 6

Intelligibilit et recevabilit linguistique


A2
Langue intelligible malgr
un vocabulaire limit. Utilisation de structures simples. Erreurs lmentaires
trs nombreuses. Structures tudies partiellement
assimiles. Prononciation
comprhensible malgr un
net accent franais.

B1
Vocabulaire pertinent.
Emploi globalement correct
des structures courantes
et des structures tudies,
bien que linfluence de la
langue maternelle soit encore assez nette. Prononciation clairement intelligible
malgr des erreurs.

Total des points


Critres de rpartition en niveaux de comptence
Moins de 6 points sur 20 = A2 en cours dacquisition
De 7 10 points sur 20 = A2
De 11 14 points sur 20 = B1 en cours dacquisition
Au-del = B1

208

Unit 10

0 1 2 3 4 5 6 7 8

/ 20

Reading Corner

MANUEL P. 156

La fiche dexploitation se trouve sur le site compagnon, le corrig p. 395 de ce Fichier.

Speaking Corner

MANUEL P. 157

Production possible :
My favourite picture is the photograph on the handle of the petrol pump featuring the deer
and its baby walking through snow. Underneath the photograph is printed a warning that the
use of fuel contributes to climate change which may put 30% of species at risk. The reason
I like this picture so much is that it forces people to think about their actions at the moment
they carry them out, and about how these actions could affect the planet. The image of the
deer is very pure and innocent, and it is shocking to imagine that one day these animals
could become extinct because of carbon emissions as a result of fuel consumption. I find
it difficult to believe people would not feel guilty when they see such an image as they fill
their car with petrol. In my opinion, this is a highly effective way of making people aware that
they are responsible for the damage which is being done to the planet. I believe it is more
efficient than a painting or a mural that will be seen by very few people. I must admit though,
that the couple dancing on the beach, oblivious of what is happening next to them is a very
clever representation of the attitude many people have regarding the problem of pollution.

Prolongements possibles lunit


> valuation sommative de POI (p. 345 de ce Fichier)
> Fiche Apprendre apprendre : fiche dtachable, facilitant la mmorisation des structures grammaticales et du lexique (Workbook p. 117-118, corrigs p. 279-280 du manuel).

UNIT 10

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On Stage

Vision davenir

Sentiment dappartenance

Tche finale (p. 167): In groups, put on stage a scene you have studied from The Importance
of Being Earnest, or imagine a modern version of the interview between Lady Bracknell
and Jack.
Activits langagires
1. Tune In!
(p. 158)
2. Wedlock
(p. 159)

3. A Suitable
Boy - Part I
(p. 160-161)

4. A Suitable
Boy - Part II
(p. 162-163)

Contenus

Prolongements tches / aides

POI

Acquisition du vocabulaire de
base sur le thme du thtre

Fiche Workbook p. 68

PPC

Analyser une affiche et son


message

- Enrichir sa prise de parole p. 232-233


- Fiche sur le site compagnon

PPC

Prparer une campagne de


sensibilisation

- Enrichir sa prise de parole p. 232-233


- Improve Your Speaking Skills p. 166

CE

Comprendre un extrait dune


pice de thtre

Fiche Workbook p. 69-70

PE

- crire une page de journal


intime
- crire des didascalies, utiliser
des verbes introducteurs varis

- Relire son devoir p. 226


- Language at Work p. 164-165

POI

- Comparer deux documents :


texte et dessin humoristique
- Role play

- Improve Your Speaking Skills p. 166


- Pour mieux parler p. 234-239

PPC

Amliorer sa prononciation

Fiche Workbook p. 70
Language at Work p. 164-165

CE

- Comprendre un extrait dune


pice de thtre
- Accder limplicite (ton
utilis)
- Mettre en scne une scne
Amliorer sa prononciation

- Improve Your Speaking Skills p. 166


- Fiche Workbook p. 73

PPC
POI

Role play

CO

Comprendre une courte vido


et saisir limplicite

Fiche sur le site compagnon

Lactivit langagire principale de cette unit est la POI (production orale en interaction).
Objectifs :
Notre objectif dans cette unit a t double :
faire connatre aux lves des textes classiques ;
permettre de mettre en scne des scnes tudies. En effet, le thtre est un merveilleux
moyen de mettre en place des rgles de phonologie en contexte, dapprendre un texte par
cur, dexprimer des sentiments et des motions en anglais et dacqurir des qualits de
communication qui pourront tre rinvesties en expression orale.

210

Unit 11

1. Tune In!

MANUEL P. 158

1. Time out
Productions possibles :

b.

a fictional person in a play: character a production: performance a person who gives instructions to actors and actresses: stage director practice before playing in public: rehearsal
accessories used on stage: props people who come to watch a play: spectators / audience
all the actors in a play: cast platform on which actors appear: stage clothes actors and
actresses wear: costumes story of a play: plot place where the action happens: setting
a play with songs and dances: musical

c.

brilliant (adjective) mediocre, pathetic wonderful (adjective) awful, dreadful, pathetic


well-known (adjective) unknown moving (adjective) dull, unaffecting amazing (adjective) dull perfect (adjective) flawed realistically (adverb) unrealistically beautifully
(adverb) poorly memorable (adjective) forgettable
What a mediocre production of West Side Story this is! The cast perform poorly on stage
there is just no chemistry between them. The characters they play are dull and unaffecting,
and they sing so poorly the audience simply sit in silence! The costumes, the props and the
stage set are all so flawed that it is impossible to imagine yourself in the West Side of New
York City. The whole thing is presented so unrealistically that the audience feel they are
watching an unknown drama, and not one of the most well-known plots there is. The whole
thing is just awful and should be avoided by everyone!

2. A quarrel
Mise en uvre:
On laissera 5 10 minutes la classe pour prparer un dialogue.
Un ou plusieurs groupes joueront leur dialogue, le reste de la classe prendra des notes
et valuera la prestation. Un groupe pourra soccuper de la prononciation, un autre de la
grammaire, un autre du lexique.

Productions possibles :

a.

I think the man and the woman are a husband and wife who are on their way to a party, and
they are arguing because the woman has just realised she has left her mobile phone in their
apartment and they will have to go back for it. The man is angry because they are already
very late. He is also upset because the apartment is on the fourth floor, and it will take a lot
of time and energy to walk back up the stairs. He accuses her of frequently forgetting things
when they leave their apartment, but she denies it and says he forgets a lot of things too. She
is tired of him shouting at her every time this happens, which is why she covers her ears.

b.

Woman: Wait!
Man: What is it now?
Woman: Ive just realised Ive forgotten my phone. Well have to go back for it!
Man: Again! I dont believe it! Every time we go out you forget something! Youre the reason
were always late for everything!

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On Stage

Woman: How dare you! First, I dont always forget things, and second, you often forget
things yourself!
Man: Im not having that! I always make sure I have everything before we leave. Youre the
reason were late every time were invited somewhere
Woman: How could you?
Man: Let me speak! From now on, well go to parties separately. You take your car and Ill
take mine. This is the limit!
Woman: Stop talking nonsense! Lets go back to the apartment, get my phone and forget all about
it. I guarantee that the next time we go out, you will forget something. Just you wait! Youll see!
Man: Come on, lets go.
Grille dvaluation
Voix audible

0 1 2

Prsence sur scne :


occupe lespace
exprime des sentiments

0 1 2 3 4

Interaction avec le partenaire

0 1 2 3 4

Texte cohrent, intressant, original

0 1 2 3 4

Correction de la langue

0 1 2 3

Prononciation

0 1 2 3
Total des points

/ 20

On pourra fournir la classe le vocabulaire suivant pour commenter la prestation.


React to a performance
Admiration
Colloquial awesome (US)
Standard Congratulations! Well done! Super! Splendid! Fantastic! Brilliant! Good job! Neat
job! (US) You were just great \greIt\. Great! Thats great! This is really nice!
Formal It was a very good performance. Your performance was superb.

212

Positive points
It was very good.
It was quite good.
It was rather good.
Not bad!
It was OK.

You were (very / quite) fluent \"fluEnt\.


You stressed the right words.
It was well-organised.
You used a lot of vocabulary.
It was lively (vivant).

Things to improve
You didnt look at us.
You looked at your notes most of the time.
You didnt speak loud enough \I"nf\.
Your voice was monotonous.
You hesitated a little / a lot.
You skipped a line /a sentence.
You didnt know your text very well.

It was too short / slow.


You left out important points.
You mispronounced...
You made a few mistakes, for example / for
instance...
You said \sed\ ..., but you should have \hv\
said...

Unit 11

3. Play with words


Corrig de la fiche du Workbook (p. 68) (CD3 piste 5, MP3 piste 29, 0:45)
1

a. Across: 1. cast 2. stage 3. performance 4. director


Down: a. rehearsal b. costumes c. character d. setting
b. 1. H

a. 2

2. F

b. 1

3. E

c. 3

4. C

5. A

6. B

7. D

e. part

f. props

8. G

d. 4

2. Wedlock

MANUEL P. 159

Mise en uvre :
Dcouverte et exploitation du document dans son entier.
Ou approche morcele : ne montrer que les deux mains et faire mettre des hypothses.
Les lves pourront prparer le document en classe ou la maison laide de la fiche
disponible sur le site compagnon. Elle les aidera dcoder laffiche et leur fournira les outils
ncessaires lexpression orale.

Corrig de la fiche sur le site compagnon


I

2. We are immediately struck by / Our attention is immediately drawn by the chain around
two hands, the padlock in the middle standing out against the white background, the word
forced written in big red capital letters.
Two hands are not entwined, they are close, but the fingers do not touch. There is no feeling,
no sign of affection. The padlock is to be seen in the middle of the poster. The background
is white, as well as the bridegrooms shirt cuff which is to be seen in the top right-hand
corner. The slogan is written in big red capital letters at the bottom of the poster. We also
notice a sentence, a phone number and an address at the very bottom.

II

3. The two hands stand for people who were forced to marry the partner their parents chose
for them. They stand for all the people who are obliged / compelled to marry against their
will, all the people who are obedient and submissive. We cant see these peoples faces
so that the people who are concerned can easily identify with them.
4. The padlock and the chain symbolise: prison, the lack of freedom, arranged marriages,
a trap, powerlessness, torture, oppression.
5. The parents are certainly responsible for this arranged marriage. It may also symbolise
the pressure of a whole community.

III

6. This poster was published in Great Britain by Britains Forced Marriage Unit.
7. campaign poster was printed illustrate forced marriages because they suicides
and murders.

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On Stage

8. The target: South Asians in Britain.


to prevent people from marrying against their will,
to urge them to get support to warn about danger,
to show that Great Britain = country where basic Human Rights are enforced.
9. & 10. Rponses libres.

1. First impressions
Production possible :

We are immediately struck by / Our attention is immediately drawn by the chain around
two hands, the padlock in the middle standing out against the white background, the word
forced written in big red capital letters.

2. Group work
A.

B.
C.

D.

A bride and a bridegroom are going to get married or may have just been married since we can
see a white shirt at the top of the poster. They have been forced, it may have been an arranged
marriage. They may have been forced by their parents. The padlock reminds us of prisoners
who are unable to escape. These two people did not marry out of love, did not fall in love.
The dominant colours are white and red. White is a clear reference to the wedding ceremony.
Red may symbolise pain, suffering. It may also be used to attract our attention, to make us
read and react.
This poster was published in Great Britain. This campaign poster was printed to illustrate
the issue of forced marriage because forced marriages have led to suicides and murders.
(On fera remarquer aux lves la cible vise.) The targets are South Asians in Britain. It is to
prevent people from yielding / submitting to force, to let them know that they can get support and if they are trapped in such a situation, to tell people that Great Britain is a country
where basic Human Rights are enforced.
Rponse libre.
Information complmentaire :
On trouvera des chiffres ractualiss chaque anne sur ce site :
www.gov.uk/forced-marriage

2. Radio spot
Vous trouverez sur le site compagnon un exemple de production dlve.

3. A Suitable Boy - Part I

MANUEL P. 160-161

Exploitation de limage :

We are immediately struck by the imposing lady who is dressed in white and wearing a hat.
She looks stern, haughty, severe, impressive, authoritative, aloof and curt. She is in full command of the scene. We may think this woman belongs to the upper class or the aristocracy.

214

Unit 11

1. Main facts
Corrig de la fiche du Workbook (p. 69-70)
1

a. Lady Bracknell, Gwendolen and Jack Worthing. Lady Bracknell is Gwendolens mother,
Jack is Gwendolens suitor.
b. They are planning to get married.
c. Picture 3: Mr. Worthing! Rise, sir, from this semi-recumbent posture. (l. 9-10)
d. Mamma \mE"mA\ it is a formal and an upper class term.
e. News: I am engaged to Mr Worthing, mamma. (l. 15)
Reactions: disapproval, surprise, indignation Pardon me, you are not engaged to anyone.
When you do become engaged to someone, I, or your father, will inform you of the fact.
(l. 16-18)
f. a few questions to put to you making these enquiries. Lady Bracknell is going to
interview Jack. She wants to see / determine if he could be a suitable son-in-law.

ACTION!
On pourra projeter ce schma qui sera rempli par un lve. Ses rponses seront rtroprojetes et serviront une prise de parole en continu, puis la construction de la trace crite.
Proposal: Jack proposes to Gwendolen.
Answer: She accepts.
News: Gwendolen tells her mother she is engaged to Mr Worthing. The daughter announces
she is getting engaged to Jack.
Reaction: The mother: amazed, cross / angry. She objects to Gwendolens decision.
Parents must decide. The mother is amazed, astonished, taken aback, because she does
not know Jack and has not given her consent yet. Her daughter is not allowed to choose
the husband she wants. She has to abide by the rules her parents have set.
Who leaves the room? The daughter does.
Who stays? What for? Jacks does. Lady Bracknell wants to make sure / check Jack is suitable / inquire into Jacks family background. Lady Bracknell wants to know if he smokes, how
old he is, what his income is / if his income is sufficient. When Gwendolen tells her mother
she is engaged to Mr Worthing, Lady Bracknell interviews Jack, who has just proposed to
Gwendolen. The mother wants to see / determine if Jack could be a suitable son-in-law / is
an eligible young man. She has a set of questions, and will note down all the answers he gives.

2. Creative writing
Production possible :

Monday, June 7th


Dear Diary,
What an incredible day! Jack has finally proposed to me! I have been so impatient for this
moment! I thought he would never do it, because he was very hesitant about it, but he finally
did it! When I looked into his eyes as he rested there on his knee, I could see how much he
was in love with me. But Mamma seemed so contemptuous towards him, and she was very

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haughty when she told me to wait in the carriage. Im disappointed I didnt challenge her, but
its difficult when she is so authoritative. I think she was also rather shocked by the news of
the engagement, but I hope she will get used to the idea. Im so happy that Jack has finally
proposed, but Im also worried Mamma will try to stop the marriage. I hope Jack convinced
her he is good enough for me!

3. Meet my parents
a.

The cartoon shows a young woman standing with her boyfriend at the doorway of her parents living room. She tells him, Dont be shy Kevin. My mum and dad wont bite, but in fact her parents
are pictured with the long mouths and sharp teeth of crocodiles. This suggests that, despite what
the daughter says, her parents are prepared to attack Kevin as soon as he enters the room.
I think this cartoon presents a similar situation to what we have seen in the text, because it
shows a young man who faces a difficult task convincing authoritative and hostile parents
that he is good enough for their daughter. The difference is that in the text Lady Bracknell
belongs to the aristocracy and is very haughty, whereas here the parents seem to come
from a more ordinary background. However, the situation of the man having to convince
the parents remains the same.

b.

Jack: How can I convince Lady Bracknell that I am good enough for her daughter? She has
very high standards.
Friend: I suggest that you emphasise that you are a wealthy man, and are able to support
Gwendolen financially. In my opinion, that will be even more important to Lady Bracknell
than the fact you are in love with her daughter.
Jack: Yes, but Im not sure my money will be enough. Lady Bracknell belongs to the aristocracy, and aristocrats are very difficult to impress. Im worried that shell ask lots of difficult
questions about my family.
Friend: My advice would be to discuss your family as little as possible. You should focus
on the future, not the past. Tell her how you will always be able to protect Gwendolen, and
provide for her.
Jack: What if I create a bad first impression? I dont want her to be contemptuous of me
the moment she sees me.
Friend: You must be self-confident and assertive. If you look hesitant or submissive, she
will not take you seriously, and your opportunity to marry Gwendolen will be lost forever.

4. You are the stage director


a. et b.
Jack: Gwendolen, will you marry me? (Jack asked shyly. Goes on his knees.)
Gwendolen: Of course I will, darling. How long you have been about it! (She said impatiently.)
I am afraid you have had very little experience in how to propose.
Jack: My own one, I have never loved anyone in the world but you. (He declared passionately.)
Gwendolen: Yes, but men often propose for practice. What wonderfully blue eyes you have,
Ernest! They are quite, quite, blue. (She added / She said admiringly.) I hope you will always
look at me just like that, especially when there are other people present. (She said coyly.)
(Enter Lady Bracknell.)
Lady Bracknell: Mr Worthing! Rise, sir, from this semi-recumbent posture. It is most
indecorous. (She said curtly / contemptuously. / Lady Bracknell ordered.)

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c.

d.

Gwendolen: Mamma! (Gwendlolen exclaimed.) (He tries to rise; she restrains him.) I must
beg you to retire. This is no place for you. Besides, Mr Worthing has not quite finished yet.
(The daughter declared / explained / announced proudly / loudly / defiantly.)
Lady Bracknell: Finished what, may I ask? (The mother replied drily.)
Gwendolen: I am engaged to Mr Worthing, mamma. (Gwendolen announced loudly / defiantly.) (They rise together.)
Lady Bracknell: Pardon me, you are not engaged to anyone. (She answered drily.) When
you do become engaged to someone, I, or your father, will inform you of the fact. (She
added curtly / impatiently.) And now I have a few questions to put to you, Mr Worthing. (She
declared firmly.) While I am making these inquiries, you, Gwendolen, will wait for me below
in the carriage. (She ordered loudly / harshly.)
Gwendolen: (Reproachfully.) Mamma!
Lady Bracknell: In the carriage, Gwendolen! Gwendolen, the carriage! (She ordered loudly.)
Gwendolen: Yes, mamma. (She replied politely / shyly.)
At the beginning of the scene she slowly looks Jack up and down, and shows her deep surprise. She looks shocked. She is used to giving orders and being obeyed. She is authoritative
and in full command of the scene. She patiently waits for her daughter to leave the room.
Jack stays where he is / does not move. He feels embarrassed, intimidated and knows
Lady Bracknell is imposing, formidable and difficult to deal with.
Le mime permet de travailler toute la gestuelle, loccupation de lespace. Cette tape est
ncessaire avant toute mise en scne. Le mime peut tre travaill la maison.

5. How to pronounce (CD3 piste 7, MP3 piste 30, 0:26)


Corrig de la fiche du Workbook (p. 70)
2

Intonation: Mamma! On acceptera des lves quils nidentifient que lintonation montante,
mais on pourra leur faire remarquer quil sagit en fait dun rise-fall .
Mots porteurs de sens: I must beg you to retire. This is no place for you. Besides, Mr
Worthing has not quite finished yet.
Mot(s) mis en relief: Finished what, may I ask?
Syllabes accentues: I am engaged to Mr Worthing, mamma.
Si la scne est lue par les lves, on pourra utiliser la grille dvaluation suivante.
Proposition de barme
Voix claire et audible

0 1 2

Implication personnelle, ton juste

0 1 2 3

Intonation

0 1 2 3

Ralisation des liaisons consonne-voyelle

0 1 2 3 4

Accentuation des mots porteurs de sens

0 1 2 3 4

Prononciation correcte

0 1 2 3 4
Total des points

/ 20

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4. A Suitable Boy - Part II

MANUEL P. 162-163

1. Key information
Productions possibles :

a.

Jack explains he has no idea who his parents are, because he was found in a hand-bag in
Victoria station. He was adopted by Mr Cardew.

b.

Lady Bracknell is stunned, shocked, outraged and indignant. She makes fun of Jacks origins,
she looks down on him. She is very haughty and scornful. She is obviously prejudiced against
people who are below / beneath her and do not belong to the same social class. She is
stand-offish and snobbish. She has no compassion for him, she is heartless and callous. She
doesnt think much of an orphan who was adopted. The only thing that matters is his social
status. Thats why she rejects Jacks offer, she disapproves of such a marriage. Even if Jack
is ready to do his best / utmost to make Gwendolen happy, Lady Bracknell does not care.

c.

Jack must be disappointed / feel miserable, hopeless, at a loss. He must be devastated, he


may also feel humiliated. He answered honestly, was straightforward and outspoken: thats
why he may resent being humiliated by Lady Bracknell. He is romantic and idealistic, but he
only met disdain. He realises how snobbish Lady Bracknell is.

d.

A really affectionate mother may want to know if Jack is really in love with her daughter
Gwendolen, what he likes, what his pastimes are. She may want to know what books he likes,
what sports he does, she may want to know more about him and his father, Mr Cardew. The
order in which she asks her questions is puzzling and reveals what her main concerns are.
She asks questions about secondary matters and comes to more serious matters afterwards.

Corrig de la fiche du Workbook (p. 71-73)


1

a. Type of information: Do you smoke? How old are you? What is your income?
In land, or in investments?
Answers: Well, yes, I must admit I smoke. Twenty-nine. In investments, chiefly. Between
seven and eight thousand a year.
b. I am glad to hear it. A man should always have an occupation of some kind. (l. 8)
That is satisfactory. (l. 14)
c. Lady Bracknell wants to have information about Jacks parents.
d. I have lost both my parents. (l. 16) my parents seem to have lost me... (l. 16) I dont
actually know who I am by birth. (l. 17) I was found. (l. 17) In a hand-bag. (l. 19)
e. Origins? I was found.
Where exactly? In a hand-bag. In the cloakroom at Victoria Station.
Lady Bracknells reactions : Found! A hand-bag? I confess I feel somewhat bewildered
by what you have just told me.
f. advise
g. Jacks wish: I would do anything in the world to ensure Gwendolens happiness.

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Lady Bracknells recommendations: to try and acquire some relations as soon as possible,
make a definite effort to produce at any rate one parent, before the season is quite over.
Remarque : the Season = the London Season = a series of social events (Royal Ascot, etc.)
held every year in or near London and attended by people from the highest social class.

ACTION!
Goal of the interview: to inquire into Jacks family background. Lady Bracknell is looking
for a son-in-law who belongs to the same social class, who belongs to the upper class or the
aristocracy, who is wealthy / well-off, has enough income, who has good prospects. She
tries to determine if his social position / status is good enough for her precious daughter.
Key questions at the beginning of the interview: Lady Bracknell wants to know if Jack
smokes, how old he is, what his income is / if his income is sufficient
Result of the interview so far: Lady Bracknell is satisfied. His answers please her. / She
has no objections so far. Jack gains her approval because he corresponds to the ideal
husband she is looking for. He has not disappointed her so far.
Jacks story: Jack explains he has no idea who his parents are, because he was found in
a hand-bag in Victoria Station. He was adopted by Mr Cardew.
Lady Bracknells reactions: she is stunned, shocked, outraged and indignant. She doesnt
think much of an orphan who was adopted. The only thing that matters is his social status.
End of the interview: Thats why she rejects Jacks offer, she disapproves of such a
marriage. Jack is miserable. His dreams are shattered.

2. Define the tone


Corrig :
I will do anything, Jack said sincerely.
I can produce the hand-bag Jack said hopefully.
I would strongly advise you, Mr Worthing, to try and acquire some relations as soon as
possible, Lady Bracknell replied contemptuously / impatiently.
Well, yes, I must admit I smoke, Jack answered hesitatingly.
Gwendolen received a very good education, Lady Bracknell said proudly.
Good morning, Mr Worthing, Lady Bracknell said angrily.

3. How to pronounce
Corrig de la fiche du Workbook (p. 73) (CD3 piste 9, MP3 piste 32, 0:48)
Mots mis en relief: Are your parents living?
I have lost both my parents. It would be nearer the truth to say that my parents seem to
have lost me... I dont actually know who I am by birth. I was... well, I was found.
Intonation: Found! (surprise) In a hand-bag. (dclaration positive) A hand-bag? (surprise)
Prononciation des voyelles soulignes: Yes, Lady Bracknell \\. I was in a hand \\-bag \\

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a \E\ somewhat \\ large, black \\ leather hand-bag, with handles \\ to it an ordinary


\E\ hand-bag in fact \\. In the cloak-room at \\ Victoria Station.
Mots mis en relief: I confess I feel somewhat bewildered by what you have just told me.

5. You are the stage director


Productions possibles:

The two characters are far from each other.


Lady Bracknell is sitting, holding a notebook and carefully notes down Jacks answers. She
has a checklist to find a suitable husband for her daughter. Lady Bracknell looks at Jack
straight in the eyes.
Jack tries to remain calm and collected. It is an ordeal for him. He tries to answer as
accurately and truthfully as he can. His jaws are tight.
When she walks off stage she is outraged, fuming with anger. She is quite haughty too.
She is so cross and mad at Jack that she does not even give him a final look.
He should look stunned, hopeless and miserable.
Rponse libre

Prolongement possible
More about Oscar Wilde
Visit the following website to collect information about Oscar Wilde.
www.bbc.co.uk/history/historic_figures/wilde_oscar.shtml
a) When and where was he born?
b) Where was he educated (name of the two universities)?
c) What was the turning point in his life?
d) What is he famous for? Give the title of a famous novel, and his most famous poem.
e) When and where did he die?

6. Watch a video: The Interview


N.B. : la fiche lve, son corrig, le script et lexploitation de lextrait se trouvent sur le site
compagnon.

Language at Work

MANUEL P. 164-165

Style direct
I am engaged!
Are your parents living?
Im surprised by what you
have told me.

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Unit 11

Style indirect
Gwendolen said that / she was engaged.
Lady Bracknell asked Jack if his parents were living.
Lady Bracknell answered she was surprised by what
he had told her.

Dduisez :
- Les paroles rapportes sont introduites par that ou .
- Lorsque lon rapporte les paroles de quelquun, certains pronoms reprsentant des personnes doivent tre modifis (dans lordre your devient his, I devient she, you devient he,
me devient her).
- Lorsque lon rapporte une question au style indirect on rtablit lordre de la phrase
affirmative.
Remarques :
- Il ny a ni inversion sujet-auxiliaire, ni auxiliaire do / does / did, ni point dinterrogation.
- Pour rapporter au style indirect une Yes / No question, on utilise if (whether dans un style
recherch).
3

a. Les verbes introducteurs sont au prtrit.


b. Les adverbes de lieu et de temps peuvent tre modifis : tomorrow the following day
before next week before the following week / coming week.
On pourra en profitera pour revoir dautres modifications possibles :
He said, I will stay here until tomorrow. ( Je vais rester ici jusqu demain. )
He said that he would stay there until the day after.
Autres changements de ce type : yesterday the day before last week / month / year
the week / month / year before ago before.
Dduisez :
Au style indirect, lorsque le verbe introducteur est au prtrit, on doit oprer les changements suivants dans le groupe verbal de lnonc rapport :
- le prsent devient un prtrit. De mme, will devient would.
- le prtrit qui dsigne une action antrieure au moment o lon parle devient un pluperfect / past perfect.
- pour un impratif, le verbe introducteur sera un verbe indiquant un ordre, par exemple :
tell, order, advise, urge
Entranez-vous

a. Gwendolen asked why she had to go into the carriage.


b. Lady Bracknell asked if she / Gwendolen had told her father she was engaged.
c. Lady Bracknell asked if she / Gwendolen was speaking seriously.
d. Gwendolen asked how her mother / Lady Bracknell knew Jack had been found.
e. Gwendolen asked if there was a solution.

Jack answered / replied / explained that the late Mr Thomas Cardew, an old gentleman,
had found him, and given him the name of Worthing, because he happened to have a firstclass ticket for Worthing in his pocket at that time. He added that Worthing was a seaside
resort in Sussex. Lady Bracknell asked where the charitable gentleman had found him. Jack
answered / declared / announced he had found him in a hand-bag.

I was an orphan, Jack announced. I had no parents because they had abandoned me,
he added.

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Are you joking? Lady Bracknell asked.


It is the absolute truth, Jack answered.
Really? I advise you to find a family if you want to marry my daughter.
I only want to make Gwendolen happy. I thought that my family background was of no
importance, Jack replied.
I will never marry my daughter to a man without a respectable family, Lady Bracknell
exclaimed.
4

Mise en uvre :
On rpartira la classe en quatre groupes et on distribuera chacun dentre eux des cartes
diffrentes (voir page suivante). On pourra soit dsigner un matre du jeu qui aura pour tche
de lire une par une les phrases au style direct (en lisant la partie entre parenthse), soit le
faire soi-mme. Le groupe qui a la transposition grammaticalement correcte au discours
indirect lvera la main. On comptabilisera les bonnes rponses. Pour des lves plus fragiles,
on pourra aussi (faire) noter au tableau la phrase au discours direct.

a.
b.
c.
d.
e.
f.
g.
h.

Corrig :
Is marriage so demoralising as that? (Algernon, Act I)
Rponse : fiche 4 He wondered if marriage was so demoralising as that.
I have come up to town expressly to propose to her. (Jack, Act I)
Rponse : fiche 2 He explained that he had come up to town to propose to her.
My ideal has always been to love someone of the name of Ernest. (Gwendolen, Act I)
Rponse : fiche 3 She answered that her ideal had always been to love someone of the name
of Ernest.
Did you tell him Mr Worthing was in town? (Cecily, Act II)
Rponse : fiche 1 She asked if he had told him Mr Worthing was in town.
No married man is ever attractive except to his wife. (Miss Prism, Act II)
Rponse : fiche 4 She added that no married man was ever attractive except to his wife.
I wanted to be engaged to Gwendolen. (Jack, Act III)
Rponse : fiche 2 He answered that he wanted to be engaged to Gwendolen.
Where is that baby? (Lady Bracknell, Act III)
Rponse : fiche 3 She wanted to know where that baby was.
Ive now realised the vital Importance of Being Earnest. (Jack, Act III)
Rponse : fiche 1 He concluded that he had then realised the vital Importance of Being Earnest.
Find your match! 1
a. She wondered if marriage had been so demoralising as that.
b. He explained that he was coming up to town expressly to propose to her.
c. She answered that her ideal was always being to love someone of the name of Ernest.
d. She asked if he had told him Mr Worthing had been in town.
e. She added that no married man was ever attractive except to her wife.
f. He answered that she wanted to have engaged to Gwendolen.
g. She wanted to know where was that baby.
h. He concluded that he had then realised the vital Importance of Being Earnest.

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Find your match! 2


a. She wondered if marriage was so demoralising as that.
b. He explained that he had come up to town expressly to propose to her.
c. She answered that his ideal had always been to love someone of the name of Ernest.
d. She asked if he had told him Mr Worthing had been being in town.
e. She added that no married man is ever attractive except to his wife.
f. He answered that he had wanted to be engaged to Gwendolen.
g. She wanted to know where that baby had been.
h. He concluded that he had now realised the vital Importance of Being Earnest.
Find your match! 3
a. She wondered if marriage was demoralised as that.
b. He explained that he came up to town expressly to propose to her.
c. She answered that her ideal had always been to love someone of the name of Ernest.
d. She asked if he had told him Mr Worthing was in town.
e. She added that no married man had ever been attractive except to his wife.
f. He answered that he wanted to be engaged to Gwendolen.
g. She wanted to know where that baby was.
h. He concluded that he was now realising the vital Importance of Being Earnest.
Find your match! 4
a. He wondered if marriage was so demoralising as that.
b. He explained that he had come up to town expressly to propose to him.
c. She answered that her ideal was always to love someone of the name of Ernest.
d. She asked if he told him Mr Worthing was in town.
e. She added that no married man was ever attractive except to his wife.
f. He answered that he wanted to engage Gwendolen.
g. She wanted to know where this baby is.
h. He concluded that he then realised the vital Importance of Being Earnest.
On your Own
Calvin told his father that he had decided he wanted to be a millionaire when he grew up.
The father replied / answered that Calvin would have to work pretty hard to get a million
dollars. Calvin protested and declared that he wouldnt, but his father would. The father was
astonished and Calvin explained that he just wanted to inherit his fathers fortune / money.

Improve Your Speaking Skills


1

MANUEL P. 166

CD3 piste 10, MP3 piste 33 (2:40)


a. - not - wait
b. - was = \E\ (forme rduite) at = \E\ (forme rduite)
- of = \E\ (forme rduite) to = \E\ (forme rduite)

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c. - I must
admit
I smoke.
- What
is your
income? In land, or in

investments?

d. You can hardly imagine | that I and Lord Bracknell | would dream of allowing our only
daughter | - a girl brought up with the utmost care | - to marry into a cloak-room | , and form
an alliance with a parcel ||?
2

CD3 piste 11, MP3 piste 34 (0:46)


c. Gwendolen: I am engaged to Mr Worthing, mamma. (She said defiantly / loudly / proudly.)
Lady Bracknell: Pardon me, you are not engaged to anyone. (She replied curtly / angrily.)
When you do become engaged to someone, I, or your father, will inform you of the fact. (She
added drily / abruptly.) And now I have a few questions to put to you, Mr Worthing. (She announced resolutely / firmly / decisively.) While I am making these inquiries, you, Gwendolen,
will wait for me below in the carriage. (She ordered harshly / severely.)

Your Task

MANUEL P. 167

Mise en uvre :
La prparation de la scne jouer se fera en dehors du temps scolaire.
Le travail phonologique se fera grce au modle phonologique donne sur les MP3 lve.
Les lves courageux pourront jouer la scne dOscar Wilde dans son entier.
La grille dvaluation pourra tre confie aux lves et ces derniers pourront tre invits
commenter chaque prestation (manuel p. 50-51) et donner des conseils pour amliorer
la prestation (p. 166).
Proposition de barme
Voix audible

0 1 2

Connaissance du texte

0 1 2 3 4

Prsence sur scne


- occupe lespace
- exprime des sentiments

0 1 2 3 4

Mise en scne originale / intressante

0 1 2

Interaction avec le partenaire

0 1 2 3 4

Prononciation

0 1 2 3 4
Total des points

/ 20

Production possible: scnario 2

Lady Bracknell: (Sitting down.) Please sit down, Mr Worthing. (Takes out her iPhone from
her hand-bag.)
Jack: (Sitting down.) Thank you, Lady Bracknell.
Lady Bracknell: (Begins scrolling the surface of her iPhone with her finger.) Ive been looking at your profile pages on the different social networks, and I have to say Im not very

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impressed. The other young men who have shown an interest in my daughter have much
more interesting profiles, and that is important for a mother. Do you smoke?
Jack: Yes, I smoke.
Lady Bracknell: (Shakes her head.) Oh dear, thats not a good start. Do you realise how
harmful cigarettes are? And if you have children, it would be very bad for their health. I hope
you will at least consider using an electronic cigarette instead.
Jack: I will, Lady Bracknell.
Lady Bracknell: Good. Now, what is your job? And what is the salary? Do you receive
bonuses?
Jack: Im a banker in the City of London. I earn 2 million per year and another 1 million in
bonuses, if it is a good year. Plus I receive a new sports car from the firm every year.
Lady Bracknell: (Nods her head approvingly.) Very good. What about your parents? Are
they alive?
Jack: Its a little complicated. I dont actually know who my parents are. I was found at
check-in at Heathrow Airport.
Lady Bracknell: (Puts her hand to her mouth in shock.) Heathrow Airport!
Jack: Yes, someone from British Airways found me in a basket between two suitcases. I was
about to be put on a plane to China.
Lady Bracknell: I must say Im very shocked, Mr Worthing.
Jack: (Standing up.) I know this isnt what you expected, Lady Bracknell, but I love your
daughter and Id do anything for her. Please tell me what I should do.
Lady Bracknell: I would advise you to start looking for your parents as soon as possible, Mr
Worthing. There are plenty of online resources for tracing family histories I suggest you use
them. There is no way that Lord Bracknell and I would let our daughter marry a suspicious
package from Heathrow Airport! Have a good day, Mr Worthing! (Stands up and leaves.)

Reading Corner

MANUEL P. 168-169

La fiche dexploitation se trouve sur le site compagnon, le corrig p. 395-397 de ce Fichier.


Remarque
Si le niveau de la classe le permet, on pourra faire lire le passage correspondant la BD
dans le roman non simplifi (chapitre 26).

Prolongements possibles lunit


> Prparation lvaluation sommative de POI (manuel p. 184-185)
> valuation sommative de POI (p. 346 de ce Fichier)
> Fiche Apprendre apprendre : fiche dtachable, facilitant la mmorisation des structures
grammaticales et du lexique (Workbook p. 119-120, corrigs p. 280 du manuel).

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Pop Goes My Art

Vision davenir

Sentiment dappartenance

Tche finale (p. 181): The school board has decided to buy two life-size posters of Pop Art
to be displayed in your high school. You are on the Selection Committee that will debate
and choose the artworks.
Activits langagires

Contenus

Prolongements tches / aides

POI

Analyser un tableau et dbattre

Parler dune image fixe p. 228-229

Lexique

Play with words : acqurir le


vocabulaire li lart

Fiche Workbook p. 74-75

CO

Dessiner en suivant des instructions donnes loral

Fiche Workbook p. 75

CO

Vido: Young Prodigy

Fiche sur le site compagnon

PE

crire un court article sur une


jeune artiste prodige

POI

Jeu de rles : choisir un objet de


la vie quotidienne et le traiter la
manire dun artiste du Pop Art

PE

Rdiger une dfinition du Pop Art

PPC

Commenter un tableau

Parler dune image fixe p. 228-229

CO

Comprendre une priode de


lhistoire amricaine

Fiche Workbook p. 75-76

CE

Comprendre un court article

CO

Comprendre un audio-guide

POI

Choisir une figure emblmatique

CE

Comprendre les paroles dune


chanson

Improve Your Reading Skills p. 110

PPC /
POI

Dbattre du choix dune


illustration

Enrichir sa prise de parole p. 232-233

4. Please
(p. 176)

PPC /
POI

- Comprendre un tableau
- Jeu de rles
- Discuter du choix dune uvre
pour le dpliant dune exposition

- Parler dune image fixe p. 228-229


- Enrichir sa prise de parole p. 232-233

5. Pop Icon
(p. 177)

PPC /
POI

- Comprendre une uvre de


Keith Haring
- Jeu de rles : interviewer un
artiste

Enrichir sa prise de parole p. 232-233

1. Tune In!
(p. 170-171)

2. Fame
(p. 172-173)

3. I want
(p. 174-175)

Fiche Workbook p. 75

Fiche Workbook p. 77

Lactivit langagire principale de cette unit est la POI (production orale en interaction).

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1. Tune In!

MANUEL P. 170-171

Mise en uvre:
Les deux uvres picturales ont pour but de lancer la thmatique et de faire ragir les
lves, en petits groupes dabord, puis en classe entire.
On peut faire prparer les questions du 1. a. la maison pour des lves plus faibles afin
quils puissent tous apporter une contribution orale lors des activits en groupe.
Les lves pourront sappuyer sur le vocabulaire du Help! p. 171.

1. Life is Art
Productions possibles :

a.

- Andy Warhols Campbells Soup Cans: there are 32 paintings representing similar cans of
soup, almost In fact each canvas / painting corresponds to one variety of the soups that
were sold at the time by Campbell Soup Company. The subject matter may be seen as low
or despicable but a Campbells soup was something that was recognisable to everyone.
The cans are shown in rows, thus insisting on the effect of repetition, uniformity and mass
consumption. We have the impression that it could be an ad for the brand (Campbells written in white standing out against the red label). It also reflects the industrial world in which
we live.
- James Rosenquists Dishes: here we can observe shiny, glossy dishes drying in a dish drainer.
Rosenquist shows he is a very fine colourist: the colours are amazingly bright and the result
is highly decorative! Whats more, Rosenquist uses perspective and realistically portrays
three-dimensional objects (plates, cups, and glasses). We can also distinguish the different
materials: tin, glass, china. Another aspect is the dramatic shifts in scale resulting in an effect
of extreme close-up on these ordinary objects. There is a sort of radical simplicity, purity of
shape, and sharp contours too. It is impressive and incredible to see how those very simple
everyday life objects are elevated to artistic forms. It definitely gives another perspective!

b.

- They both use everyday life objects / universal and recognisable subjects, vivid colours,
geometrical forms. They resort to realism, precision and simplicity at the same time but
transform the objects to make them into art.
- Andy Warhol uses primarily silk screen prints his signature process. In a semi-mechanised
process, Warhol repeated the same basic soup can image on dozens of canvases. He then
hand-painted or stencilled the names of the individual soup varieties. (Andy Warhol was a
printmaker. If he printed on canvas it was a painting, if it was on paper it was a print and if
you do multiples of them it is a portfolio of prints.) It looks like a photo.
- Unlike Warhol, James Rosenquist uses oil painting / oil on canvas. It is so realistic that it
also looks like a photo. These artists gathered and used images found in popular culture
from advertising, television, cartoons, and the stuff of everyday life. Rosenquist uses a larger
and much more varied colour palette here and relies much more heavily on hand painting.
Quote: Painting is probably more exciting than advertising so why shouldnt it be done with
that power and gusto, that impact. (J. Rosenquist)
Chaque lve pourra apporter une rponse personnelle et donner alors sa prfrence
lune ou lautre uvre tout en veillant se justifier.

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Informations complmentaires :
The Campbells soup can is the iconic picture associated with Warhol. It makes rather more
sense when you know that his Slovakian immigrant family were poor and he ate Campbells
soup every lunchtime when he was a child (I used to drink it. I used to have the same
lunch every day, for 20 years, I guess, the same thing over and over again. Someone said
my life has dominated me; I liked that idea.). So that was also a deeply personal work for
Warhol: when asked to name which of his works was most special to him, he said it was his
Campbells Soup Cans. I love it, he said, adding, I just paint things I always thought were
beautiful, things you use every day and never think about I just do it because I like it.
James Rosenquist was born in Grand Forks, North Dakota, in 1933 and had an early interest in art. At fifteen he was awarded an art school scholarship and he later went to the
University of Minnesota to study painting. He supported himself by painting advertisements
on outdoor billboards and grain silos. In the 1950s he began to make paintings that combined images from advertisements with personal references and themes related to politics
and American culture. He was credited with being one of the five most important painters
of the Pop Art movement along with Warhol, Lichtenstein, Oldenburg and Wesselmann.

2. Play with words


Corrig de la fiche du Workbook (p. 74-75)
a. Painting / devices / tools: oil, collage, print, silkscreen, close-up, canvas, frame,
replicate, brush
Forms: similar, geometrical, thick, outline, dots
Colours: garish, vivid, flashy, bright.
b.

at the top

..............................

in the top
left-hand
. . . . . . . . . . . . . . . . corner
..............

in the middle /
middleground

on
. . . . . .the
. . . . . .left
..................

in the bottom
left-hand
. . . . . . . . . . . . . . . . corner
..............

x
in
. . . .the
. . . . . . background
....................

on the right

..............................

..............................

in the foreground

..............................

in the top
right-hand corner

..............................

in the bottom
right-hand corner

..............................

at the bottom

..............................

c. criticism, consumption, recognition, possession, painting, exhibition empty,


fashionable, abstract, wealthy, real, successful recognise, attract, fascinate
d. original uninteresting strong weak indifferent to attracted by recent = up-todate realism abstraction powerless powerful be interested in = be into something
well-off poor

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3. Listen and draw


Cette activit permettra de transfrer les acquis du Play with words et de revoir en contexte
toutes les prpositions ncessaires la localisation dans lespace.
Vous trouverez luvre dorigine sur le manuel interactif enrichi. Vous pourrez galement
la trouver sur Internet en tapant Tom Wesselmann Still Life # 30.
Script de lenregistrement (CD3 piste 12, 1:53)
One of the main elements in this painting is the fridge which is on the left, next to the sink. On the
fridge there are three bottles of soda all in a row. In the background, through the window, we can see
a very high tower on a green hill. On the window-sill there is a plant and two enormous oranges. In
the foreground we can see a table which is covered with all sorts of food ready to be eaten. On the
table there is a huge yoghurt pot next to the big tin of sliced pineapple on the right. On the left of
the yoghurt, there is a hot dog and behind it, four pancakes on a plate. A loaf of bread can be seen
between the pancakes and the tin of pineapple. Completely on the left there is a piece of bacon and
behind it a carton of milk and on the far side of the table behind the pancakes, we can see cereals, and
also different sorts of cereals, all in small boxes. There is some coffee in a coffee-pot on the stove top.

4. Watch a video: Young Prodigy


N.B. : la fiche lve, son corrig, le script et lexploitation de lextrait se trouvent sur le site
compagnon.
Mise en uvre possible:
a.
b.
c.

Si vous souhaitez faire (re)travailler cette vido la maison, voici un lien Internet possible :
www.youtube.com/watch?v=tVHPquDpLXA
On rappellera quelques rgles de base pour prsenter un texte sous forme darticle et on
pourra suggrer de chercher un autre tableau de cette jeune artiste pour illustrer larticle.
Voici quelques sites o les lves pourront trouver des informations :
www.en.wikipedia.org
www.bbc.co.uk/history/historic_figures/warhol_andy.shtml
www.kidzworld.com/article/490-artist-andy-warhol-biography
www.warhol.org/education/resourceslessons/Jasper-Johns/

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Productions possibles :

b.

The Artist Magazine


Whos that girl?
By Mike D. Lemon

September, 21st 20..


Autumn de Forest (born October 27,
2001) is a young American painter from
Las Vegas, Nevada whose talent remains a
mystery and a blessing.
Autumn started abstract painting at such a
very early age: she was only five! Thats why
she was labeled child genius by the media.
At the time, she just wanted to create and
change the world for the better, then,
since the age of 8 she has been quite interested in Pop Art. Most of her works are
reinterpretations of very famous pieces by
c.

Andy Warhol, Jasper Johns, Grant Wood,


Georgia OKeeffe, Jackson Pollock and
even Pablo Picasso. She loves the way those
artists took everyday things and made
them into art.
This young prodigy uses acrylic paint, oil
paint and encaustic to give life to her subject matters: dreams, commercials, things
that attract her attention daily To those
around her she is a wonder of creativity!
Autumn de Forests creations definitely
look like the work of established artists and
she is creating a name of her own in the
world of art.

Andy Warhol (August 6, 1928-February 22, 1987): American and leading figure in the Pop
Art movement, especially during the Sixties. Warhols art exploits many forms of media (hand
drawing, painting, printmaking, photography, silk screening, sculpture, film, and music). He
found artistic expression in advertisement, portraits of celebrities, the representation of
everyday life artifacts. After a successful career as a commercial illustrator, Warhol became
a renowned and sometimes controversial artist.
Jasper Johns (born May 15, 1930): American contemporary artist who works primarily in
painting and printmaking. He is best known for his painting Flag (1954-55), which he painted
after having a dream of the American flag. His subject matters can be found in images and
objects from popular culture (flags, maps, letters and numbers). Johns treatment of the surface is quite peculiar and he is famous for using encaustic and plaster relief in his paintings.
Other Pop Artists: Lichtenstein, Oldenburg, Rosenquist, Wesselmann, Hockney, Haring.

5. Art concept
Mise en uvre :
a.

230

Faire travailler cette question en binmes ou petits groupes. Les lves pourront jeter
quelques ides / mots cls sur le papier mais il est souhaitable quils conservent le plus
de spontanit possible. On peut envisager de leur faire enregistrer cette interaction au
laboratoire multimdia ou sur dictaphone.
En prolongement lactivit, on pourra demander aux lves de crer luvre imagine,
soit la maison, soit en collaboration avec le professeur dArts plastiques ; dans tous les cas,
les lves apporteront leurs crations et expliqueront leurs choix, obstacles ou difficults
rencontrs pendant la ralisation.

Unit 12

Production possible :

A: Well, I would probably choose to represent my iPhone I love it so much: the design is
elegant, the technology is incredible and I cant do without it! For me its already art!
B: Excellent idea! Youre right, it is an object that everyone can recognise and it is also
symbolic of our consumer society How would you represent it?
A: Well, Im thinking of Warhols silkscreen technique Its probably what would correspond
best to the idea of colours and mass consumption I have in mind.
B: Yes, I agree with you! Ok, um, now, I would be more interested in depicting something
I eat every morning: my favourite box of cereal! But then Id like to show also some other
things that we (teenagers) eat or drink regularly in our developed world like sodas and
chocolate bars, you see
A: So, maybe you could make up some collage or resort to the encaustic technique to give
relief and make texture and meaning consistent.
B: Fantastic, thats exactly what I pictured! You know what I wish I had as much talent as
Autumn to make those creations!
A: Eh, why not try?

Corrig de la fiche du Workbook (p. 75)


1 visual art 2 everyday 3 consumer 4 advertising 5 media 6 recognisable
7 soup cans 8 dishes 9 bright 10 mass consumption

2. Fame

MANUEL P. 172-173

1. President Elect
N.B. : on trouvera une excellente analyse de ce tableau sur le site suivant :
www.blackdogonline.com/media/books/pdf/pop_art_book_spreads.pdf

Production possible :

President Elect can be divided into three parts with, from left to right, a close-up of John
F. Kennedys face / a portrait from an election poster, a womans hands holding a slice of
cake, and a portion of an automobile.
Informations complmentaires :
In President Elect, Rosenquist uses ads for Swans Down Devils Food Mix from 1954 and
a Chevrolet, and juxtaposes them. Kennedy was the first presidential candidate to use
the power of the media for political ends.
The consumer products selected represent American symbols of affluence, technological
success and middle class standards of living the typical promises of politicians.
The artist wants to warn us about a growing emphasis on marketing, consumerism and
packaging. As Rosenquist explains: The face was from Kennedys campaign poster. I was

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very interested at that time in people who advertised themselves. What did they put on an
advertisement of themselves? So that was his face. And his promise was half a Chevrolet
and a piece of stale cake.

2. The Swinging Sixties


Script de lenregistrement (CD3 piste 13, 2:33)
Part 1 (from the beginning to 1:00)
Journalist: Why the Swinging Sixties?
A history teacher: Well... Ill try to answer this question as best I can. First I think John Kennedys
election has much to do with this expression. When he was sworn in as US President in January
1961, he was welcomed as a breath of fresh air. He and his glamorous young wife, Jackie, seemed
to sum up the optimism and vitality of the new decade. He promised America could beat the Soviet
Union in the Space Race. Remember Neil Armstrong landed on the moon in 1969. America was in
the middle of the Cold War. And Kennedy promised a safer, freer world. Dont forget that segregation was abolished in the USA in 1964.

Part 2 (1:01-1:31)
Journalist: Why was America so dynamic? What were the other important factors?
A history teacher: First in 1960, nearly half of Americas population was under 18 years old. And
secondly, this generation was also rich and could take part in mass culture with all its characteristics:
movies, television, radio, advertising, toys, forms of art, photography, games, etc.

Part 3 (1:32 to the end)


Journalist: What about television? Did it have an impact on peoples lives?
A history teacher: It certainly did. The other striking phenomenon of the Swinging Sixties was
TV. Colour TV arrived in the early 60s. By the end of the decade, 95% of homes had at least one
TV, bringing newly visible images of war, poverty and racism. And of course, it was not surprising
to see an incredible change in the way people acted and reacted to political decisions, for example.
Journalist: What exactly do you mean by this?
A history teacher: Political activism built up so quickly during the 60s, and many individual Americans became activist leaders. They called for peace, justice, freedom and equality, and many people
rebelled against the involvement of American troops in the Vietnam War, for example.

Corrig de la fiche du Workbook (p. 75-76)


a. - 1961 and 1969 - America and the Soviet Union - the Cold War
b. 1. Jackie is the presidents wife, the First Lady.
2. glamorous and young
c. optimism and vitality
d. 1. JFK election expression sworn in US president 1961 welcomed fresh air
glamorous young wife optimism vitality promised beat Soviet Union Space Race
Neil Armstrong land moon Cold War safer free world segregation abolished
2. Historical period: 1960s Cold War

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Key dates: 1961: election of JFK, US president 1964: segregation was abolished
1969: Neil Armstrong landed on the moon
Changes expected: promised fresh air, optimism, vitality safer, freer world beating the
Soviet Union in the Space Race
e. Characteristics: dynamic: nearly half of Americas population was under 18 years old
consumer society = rich
Consequences: could participate in mass culture
f. How many? 95% of homes had TV
Role played: brought images of war, poverty, racism
Impact: incredible change in the way people reacted to political decisions
g. Who? individual Americans became activist leaders For: advocated peace, justice,
freedom, equality Against: rebelled against the involvement of US troops in the Vietnam War
b. et c. Voir Informations complmentaires ci-dessus.

3. Kennedys assassination
Script de lenregistrement (CD3 piste 14, 2:32)
Part 1 (from the beginning to 00:47)
Andy Warhol created Sixteen Jackies in response to the November 1963 assassination of President
John F. Kennedy. This event was largely covered by the media and struck many people around the
world. Warhol painted many public figures. He made silkscreens of all the personalities of his day.
The repetition of the same image clearly suggests Jackie Kennedy was famous all over the world
and that the images of the assassination could be seen everywhere on newspapers and TV screens.

Part 2 (00:48-1:45)
The portrait is divided into four parts. The four images of Jacqueline Kennedy were enlargements
of news photographs that appeared in the media. These photographs were taken from Life Magazine.
From top to bottom you can see four important scenes:
First, Jackie is leaving the plane after their arrival in Dallas.
Then we have a close-up of the First Lady. She is standing stunned beside L.B. Johnson while he
takes the oath just after John Kennedys death.
Later, we can see a widow grieving and in mourning at the Capitol in Washington, D.C.
Finally, she is beaming in the limousine before the assassination.

Part 3 (1:46-2:03)
Sixteen Jackies combines a number of important themes in Warhols work. He was fascinated by
stars, public figures and American icons. Thats why he was interested in the mass media and their
impact on people.

Part 4 (2:04 to the end)


He was also haunted by time and death. This painting tells a tragic story. Before her husbands death,
Jackie was a happy and smiling young woman. After the assassination she was a grieving widow.
Time passes and stars are also mortal.

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Productions possibles :

a.

President Kennedy was killed in Dallas on November 22, 1963. The USA was in shock.

b.

Voir corrig de la fiche du Workbook ci-dessous.

Corrig de la fiche du Workbook (p. 77)


a. Event: JFKs assassination
Role of the media: event largely covered by the media Device used: silkscreens of all the
personalities of his day repetition of the same image Interpretation: the assassination
was covered by the media all over the world = big hype around the event
b. Type of photograph: news photographs that appeared in the media. Photographs were
taken from Life Magazine.
c. The couple drove through the city: 4.
Lyndon Baines Johnson took the oath and became president: 2.
They landed at the airport: 1.
Jackie Kennedy attended a ceremony in Washington: 3.
d. standing stunned grieving in mourning she is beaming
e. \Tim\ = theme \"aIkn\ = icon \"hOntId\ = haunted \"trdZIk\ = tragic
f. combines important themes Warhol work fascinated stars public figures
mass media people
g. Warhol painted stars to show the influence of the media on people.
h. time death
i. Warhol was also haunted by time and death. Time passes and stars are also mortal.
Mise en uvre:
c.

On passera par une phase dchange et de dbat sur la personnalit choisir. Le fait de
devoir dj argumenter et se justifier sera une aide en prvision des futures questions poses
par les autres groupes.
Voici des liens vers un tutoriel :
www.melissaevans.com/tutorials/andy-warhol-up-your-photographs
et un site :
www140.lunapic.com/editor/
pour travailler les images au moment de la ralisation du poster.

Production possible :

A: So Who are we going to choose? It must be a celebrity


B: Yes, it can be a movie star, a singer, a politician, a scientist
A: OK What about Michael Jackson?
B: Are you kidding? But he is dead and no one really talks about him anymore!
A: No, thats not true! He has been a superstar of Pop music: remember he was the King

234

Unit 12

of Pop! We could show him at different moments of his life for example, when he was just
a boy with the Jackson Five and with different faces. He is a real icon, a figure in music,
dance and fashion!
B: Well, its not such a bad choice after all. But I would be more attracted by a representation of Barack Obama. We could select images of him when he was first campaigning: do
you know the poster Hope made by Fairey? We could use it. Then when he was elected
president, and finally, when he received the Nobel Peace Prize. What do you think about it?
A: Deal!

3. I want

MANUEL P. 174-175

1. Down in the Mall


Mise en uvre:
On peut utiliser luvre de Keith Haring pour faire anticiper aux lves le contenu du document. Ils ragissent en utilisant ce quils ont dj appris sur le mouvement Pop Art et sur
ce quune telle reprsentation leur inspire. Ils vrifieront leurs diffrentes hypothses en
tudiant les paroles de la chanson de Warren Zevon, quils pourront couter ici :
www.youtube.com/watch?v=36kmO9cowXU

Production possible sur Andy Mouse de Keith Haring :

The first thing we notice at the centre of this painting is the blue man surrounded by dollar
bills, standing with his arms akimbo / his hands on his hips against a bold, red background.
He has got Mickey Mouse ears, he is wearing Mickey Mouses traditional red shorts, and we
can see his mouse tail behind him to the right. But this is not the famous cartoon character,
because the man in this painting has got spikey, white hair and large, round glasses like
Andy Warhol. The title of this work of art makes it clear that it / the character is a hybrid of
Andy Warhol and Mickey Mouse. He is standing in a pile of dollar bills that comes up above
his knees and covers one third of the painting, so he is rolling in money. His glasses are the
same colour as the dollar bills, so this man must be greedy for money / money must be his
only value. But in spite of all this money, he seems to be disappointed, to be wondering what
he is doing there. Having heaps of money doesnt make him particularly happy.

2. Understanding the song


Productions possibles :

a.

Down in the mall We will abide Up on the escalator Darling, we will ride Shopping for

b.

Different places: shopping center four floors of parking mall escalator the video store
department store camera store tobacco store appliance store
Various objects: a pair of shoes a hat something of this something of that CDs
lingerie sporting goods oriental imports

c.

- The narrator is a man and the other character mentioned must be his girlfriend or wife.
- They are planning to go on a shopping spree / to buy a lot of goods at the mall.

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d.

They are excessive / extravagant as they plan to spend all the money the government /
Doesnt take (l. 7-8). They dont seem to be responsible for their acts as they say: Well
put it on a charge account were never / Gonna pay (l. 28-29). They are shopaholics as
they seem only focused on buying and they cant stop consuming: Well shop up a storm til
we cant shop no more (l. 21), You buy everything you want and then you / Want more (l.
33-34), Well be alright / Monday through Saturday / Til nine oclock at night (l. 24-26).
They pretend to be sensible / reasonable as they only want to buy discount: Theres bound
to be a sale or twosomething / We can buy (l. 3-4).

e.

These two characters seem to be very keen on materialistic things. They look as if they
were only fond of buying and owning products. They dont seem interested in anything
spiritual. They look superficial. They dont seem to enjoy each others presence unless
theyre together to buy things. They seem to be bored to death unless they go shopping.
They are really into buying up-to-date, state of the art, fashionable products.

3. Big splash!
Mise en uvre:
On peut diviser la classe en deux groupes (qui dsignent un ou deux rapporteurs). Chaque
groupe se consacre aux diffrents aspects du tableau. Ensuite, il y aura mise en commun
grce au bilan du travail de groupe fait par les rapporteurs, qui sera complt par les autres
membres du groupe.
En classe entire, les lves rpondent la premire question du Recap qui peut tre
considre comme une synthse du document.
Enfin, la rponse la seconde question peut tre traite comme une synthse des deux
documents de la double page, de mme que lactivit 4 Cover flow.

Productions possibles :

Group A
The geometrical aspect of the painting and the fact we can see nobody strike me first. It
reminds me of a movie setting, a film scene: it could be a modern version of Gatsbys house!
The dominant colours are blue and beige. These are cold colours though the scene is
situated in a hot place where palm trees can grow.
The place looks very unfriendly because we can see nobody. The big splash we can see near
the diving board suggests somebody has just dived into the swimming-pool. It reinforces
the idea of void, emptiness.
Group B
This is a very modern house. It could be located on the French Riviera or on the western
coast of the United States near Malibu, for example, as we can see palm trees.
The owner of the house must be well-off. He must be part of the privileged members of
our society. He may be a famous actor. He may enjoy showing off. He may have a private
jet and travel all around the world. He may spend his time in luxurious hotels, going to
parties, playing golf
a.

236

Recap
No, this house does not make me dream at all! We can see houses like this one in glossy
magazines. It looks empty, it has no soul, it is not lived in!

Unit 12

b.

Jane: In a way it makes me dream because the setting is beautiful and life must be very
easy when you are part of the happy few! Yet everything seems unreal in this painting. The
atmosphere is sanitised. Without people, without your friends and family, living in such a
wonderful place is pointless.
John: Look at this beautiful house! I cant believe my eyes. It must belong to a rich producer.
It can be used as a movie setting!
Jane: Youre right, its wonderful! If it was our house, we could buy many things to make the
atmosphere look less sanitised. It might be great to live here!
John: You know what? Unless we buy the latest appliances or the latest sports goods, it
would not be very exciting to live in this house. It might even be boring. But if we bought a
huge stereo, for example, we would be able to have parties and dance all night long next
to the swimming pool.
Jane: I would buy beautiful clothes and accessories. I would have to wear the most fashionable clothes. Our parties would be famous! People would come from all over the city. It
would be great!

4. Cover flow
Production possible :

I see your point. The two young people in the song may dream of living in such a wonderful
house. It may be the symbol of success. For people who are only interested in the materialistic aspects of life, this house symbolises the luxury that money provides.
On the other hand, I dont think they would be satisfied with living in such an empty setting.
Theyre so keen on buying all sorts of products such as sports goods, appliances, CDs...!
They wouldnt be happy with just a folding chair next to the swimming pool! Im sure they
would immediately go to the mall to buy deck chairs, cushions, towels, parasols, etc. Dont
forget theyre really part of the consumer society!

4. Please

MANUEL P. 176

1. Observe and speak


Mise en uvre:
Les questions a. et b. pourront tre traites collectivement.
On pourra fournir aux lves la dfinition suivante : a diptych is a painting, on two hinged
wooden panels that may be closed like a book.

Productions possibles :

a. This painting reminds us of a comic strip because of the speech balloon / bubble at the
& b. top. The composition is also characteristic of Roy Lichtenstein. He uses flat primary colours
(red, yellow and green), dark lines and thick outlines (as in classic comic strips). The young
girl who may be in her late twenties or thirties is fair-haired / has blond curly hair. She is
wearing red lipstick. She looks sad and miserable. A black-haired woman, who looks more
mature / older, is speaking to her / is comforting her / cheering her up. It is a close-up
shot of a mother and her daughter.

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Pop Goes My Art

Group A:
On the left-hand side we are given the girls stream of consciousness, her interior monologue: I tried to see things from Mom and Dads viewpoint.
She is thinking about her boyfriend, she is trying to forget him, to put this affair out of her
mind. However, she cant, she is still in love with him, she cant help thinking about him.
She wishes they were still together. She feels lost and lonely, desperate, down-hearted and
depressed.
She has just split up with her boyfriend.
Group B:
On the right-hand side the blond woman doesnt feel like eating, shed rather be alone.
She wishes the other person could leave her alone. The other woman wants to cheer her
up because she is worried about her health.
They are daughter and mother. The mother is worried about her daughter and tries to
comfort her / cheer her up whereas the girl wants to be left alone.

2. Role play
On laissera aux lves quelques minutes pour prparer leur dialogue. On vrifiera quils nont
bien que des notes sous les yeux et non des phrases compltes.

Production possible :

You should forget this boy. He is not worth it! Youd better forget him. Go out, see your
friends, meet people, do what you like.
I feel drained, I cant go out, I have no energy left. I dont want to go out. Dont you understand that I need some time to get over all this?
Of course we do, darling. But you need some fresh air and new faces.
Oh, please, give me a break!
We are worried because you overreact and seem to lose control, honey. We want you to
be happy.
Cant you see its simply not the right moment!
(The girl leaves the room and slams the door.)

3. At the Tate Modern


N.B. : les lves pourront dcouvrir des documents sur Roy Lichtenstein cette adresse :
www.powershow.com/view/1177f4-N2VhZ/Roy_Lichtenstein_powerpoint_ppt_presentation

Productions possibles :

a.

Roy Lichtenstein often used Ben-day dots. The Ben-day dots printing process, named
after illustrator and printer Benjamin Day, is similar to Pointillism. Depending on the effect,
colour and optical illusion needed, small coloured dots are closely-spaced, widely-spaced
or overlapping.

b.

A: We must choose one of Lichtensteins most famous and recognisable pieces, what do
you think?
B: Yes, probably, but there are so many possibilities! See, he started with Look Mickey (1961)

238

Unit 12

copying images from a kids book, and that set off his style. But then we could take a painting where some of his glamorous women appear, such as the blonde girl in Oh, Jeff I love
you, too But (1964), or the red-haired in Ohhh Alright (1964). It shows his technique
with the Ben-day dots and unique and colourful / vivid effects.
A: It is true his works are mainly based on comic strips but also on advertising imagery
I also like the huge paintings with the war hero in Bratatat! (1962) or Whaam! (1963).
B: OK, lets make a sort of patchwork or montage of different pieces in a sort of comic strip manner!
A: Brilliant idea! By doing that we can pay tribute to Lichtensteins very visual and effective
power and make people want to discover more in our exhibition!

Prolongements possibles :
Une fois le tableau tudi (Eddie Diptych), on pourra demander aux lves de prparer une
prise de parole en continu : You are a museum guide and you explain this painting.
On pourra leur demander de dessiner / crer un portrait la manire de Roy Lichtenstein
ou de raliser le fameux prospectus pour lexposition, sils ont travaill dessus. Le logiciel
suivant leur sera trs utile : www.photofiltre.com

5. Pop Icon

MANUEL P. 177

1. Look at the painting


Mise en uvre:
Dans un premier temps, en classe entire, on demande aux lves de rpondre la question a. Ensuite, on peut traiter la question b. en effectuant un sondage au sein de la classe
pour dterminer les choix des lves concernant le texte le plus reprsentatif du dessin.
Les lves peuvent enfin se regrouper en fonction de leur choix pour prparer les arguments le justifiant ; on encouragera le dbat et les ractions diverses dun groupe lautre
en renvoyant les lves aux pages 232-233 de leur manuel.

Productions possibles :

a.

The vivid colours and the fact that the figures are very simple drawings are very striking.
The fact that there is a huge figure representing a wolf crushing or hitting smaller figures
representing men is quite unexpected too.

b.

To me, text A best illustrates Keith Harings painting because the wolf can easily embody
capitalism and the consumer society crushing people by enslaving them to consumption.
Because they are influenced by advertising, people are urged to buy new products all the
time although they dont really need them. Smartphones, that people keep changing every
other year, best exemplify consumerism. Although there are just a few differences between
the old model and the new one, people cant help buying the most recent one.
Certainly not, text B best corresponds to Keith Harings painting. The wolf, which stands
for colonisation and racism, pushes away / rejects small figures that may represent former
colonised countries. They have been plundered and turned into poor countries so they cant
really benefit from technical progress for example.

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I dont agree with you, text C best represents Keith Harings painting because the small
green figures are men and symbolise individuality and freedom. It is true that the state is
more and more dominant in modern societies. Individuals are sometimes deprived of basic
freedom because the state is more and more invasive. In the US, the scandal of the National
Security Agency spying on American citizens by listening to their phone conversations revealed by Edward Snowden best exemplifies what Keith Haring denounces in this painting.
As far as capitalism and the consumer society are concerned, Keith Harings criticism is
still valid today as we are urged to buy new products all the time. Indeed many manufactured
goods are conceived to have a short life-span so that well have to replace them and make
industries work.
In my opinion, Keith Harings criticism about racism is still valid today because discrimination still exists as some people are denied the right to rent a flat because of their skin colour,
for example. However, even if some natural resources in colonised countries must have been
plundered, colonisation helped develop infrastructures such as the railway.
We cant deny that Keith Harings criticism about the infringement of privacy is still valid
as we are more and more surrounded by CCTV cameras that record all our acts. It is very
easy to localise or to track somebody thanks to surveillance devices.
Possible title: Puppets.
c.

On peut demander aux lves daller consulter le site officiel de Keith Haring et de trouver les
informations concernant les rubriques suivantes. Ce travail peut tre donn titre personnel
ou en binmes, faire la maison ou en classe.
Identity card
Dates of birth and death:
Interest:
Studies:
Cultural environment:
Personal achievements (examples):
Personal messages:

Production possible :

Keith Haring was born on May 4, 1958 and died of AIDS-related complications in 1990. He
soon became interested in drawing. As he realised that he didnt want to become a commercial
graphic artist, he dropped out of the Ivy School of Professional Art in Pittsburgh and started
studying on his own. When he moved to New York City in 1978, Haring met an alternative art
community that was thriving outside galleries and museums, in downtown streets, subways
and former dance halls. Thats where he had the opportunity to meet Jean-Michel Basquiat.
He started developing a singular kind of graphic expression based on the primacy of the line.
Very quickly, the subway became a laboratory for experimenting with his work, which was
meant to become a public art carrying social messages. In the 1980s, he became famous
all over the world by creating watch designs for Swatch, for example. In 1986, he opened
the Pop Shop where T-shirts, toys, posters, etc. were sold, allowing people greater access
to his work. In 1987, he painted a mural on one of the walls of Necker Childrens Hospital
in Paris. He was diagnosed with AIDS in 1988 and established the Keith Haring Foundation
to provide funding to AIDS organisations and childrens programmes.

240

Unit 12

2. Work in pairs
Production possible :

Journalist: Lets talk about this painting, Keith Haring! In what way is it representative of
your work?
Keith Haring: You can easily recognise the technique I use! The vivid, garish colours are
typical. The line is also something that prevails in my work as you can see in this painting.
Journalist: Absolutely! The figure of the wolf is also something we can frequently see in
your work.
Keith Haring: It cant be denied!
Journalist: What does it stand for?
Keith Haring: Theres not just one message. It depends on the viewer. Obviously the wolf
is pictured as a pitiless, careless creature that crushes weak people, throws them into
the air. People look like pawns that the wolf gets rid of very quickly, without hesitating.
Journalist: Can the wolf embody strong dictatorships?
Keith Haring: Why not? It can also embody capitalism and big companies that fire / sack
workers that are considered objects. The wolf can represent consumerism too. The small
figures can represent enslaved consumers that cant help buying new products!

Language at Work

MANUEL P. 178-179

Observez
1

Must nexprime pas une quasi-certitude dans lnonc b.

Valeur de cant dans les phrases : impossibilit.

a. Quasi-certain : Her shopping-cart is full. She must have a large family. The girl looks
quite young She must be in her twenties. The girl has not spoken a word for days. Her
parents must be worried.
Possible / peu probable : They may be bored to death if they have nothing to do.
She may change her mind and call him. They might make it up one day, but I doubt it.
b. Her shopping-cart is full. She certainly has a large family. Son caddie est plein. Elle a
srement / certainement une famille nombreuse.
Perhaps they will be bored to death if they spend a whole day in a mall. Ils vont peut-tre
sennuyer mourir sils passent toute la journe dans un centre commercial.
The girl looks quite young. She is certainly in her twenties. La fille a lair assez jeune. Elle
a srement / certainement entre vingt et trente ans.
Perhaps she will change her mind and call him. Elle va peut-tre changer davis et lappeler.
The girl has not spoken a word for days. Her parents are certainly worried. La fille na pas
parl depuis des jours. Ses parents doivent tre inquiets.
Perhaps they will make it up one day, but I doubt it. Ils pourraient se rconcilier un jour,
mais jen doute.
Entranez-vous

a. Elle est sans doute fche. must


b. Elle aura peut-tre un avenir brillant. may

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Pop Goes My Art

c. Elle ne sait pas trop si elle va le revoir. may / might


d. Elle va peut-tre le revoir. may
e. Il se peut quils achtent une nouvelle camra. may
f. Ce tableau ne peut pas tre la Tate Modern, il est trop ancien. cant
g. Ce tableau est srement trs cher. must
2

a. He must be lonely. b. Her parents must be supportive. c. Her parents may manage to cheer
her up. d. She cant be so naive. e. They may know the truth. f. They must know the truth.
g. He may tell her the whole truth. h. They cant be so foolish.

a. Il doit tre cinaste. b. Elle ne peut pas tre aussi stupide ! c. Il va peut-tre lui crire
pour / et sexcuser. d. Il ne peut pas tre / se montrer aussi impoli et ne pas lui tlphoner
pour lui dire quil ne viendra pas. e. Elle pourrait lui pardonner. / Il se pourrait quelle lui
pardonne.
On Your Own!
Cet exercice pourra tre trait lcrit ou loral.

Productions possibles :

a.

The painter is Roy Lichtenstein. This painting is characteristic of his style. It looks like a comic
strip with the bubble at the top. The composition is also characteristic of this painter: he
uses flat primary colours, dark lines, thick outlines and Ben-day dots.

b.

The girl may be in an apartment / a flat / a loft in Manhattan. There are stairs in the left
hand corner of the painting. She may be in Manhattan since we can see skyscrapers in the
background. She is obviously thinking about her boyfriend / lover. She is expecting him and
he must be late. He hasnt turned up. She wonders why he is late.

c.

She is wearing gloves because it may be cold / freezing outside. She may also be going to
a party and has to be well-dressed / dressed up. She is also wearing a white raincoat over
a blue low-necked dress / T-shirt.

d.

She may be in her late twenties or thirties. She may belong to the upper middle-class since
she lives in a loft in Manhattan. She looks worried / anxious.

e.

The man she is waiting for must be an actor or a film director, a photographer or a painter
since she mentions the studio.

f.

The man may have been delayed, may have had an accident, may be stuck in a traffic jam,
may still be working because he may be dreadfully / desperately overworked and behind in
his work.

g.

He may turn up in a few minutes and apologise / he may call her to tell her he will come
soon or to tell her he will not come and is through with her, that he is fed up with her and
wants to break up / finish with her.

242

Unit 12

Improve Your Speaking Skills

MANUEL P. 180

Script de lenregistrement (MP3 35, CD3 piste 15, 2:05)


Two people are in a museum shop choosing cards to send to their friends. Listen to their conversation.
Woman: Um... Wed better get some cards. Lets, eh, see what theyve got in stock, here.
Man: They have a lot of Pop Art.
Woman: Oh cool, look at that!
Man: Yuk! I hate that!
Woman: Are you kidding? Its so colourful, its so alive, its so modern, to me its our world!
Man: Certainly not! Its so meaningless.
Woman: Oh? How can you say that? I dont agree at all.
Man: Its so superficial.
Woman: I dont think so. Dont you see what all these artists are doing? They want to make you
look at things around you. Actually, Pop Art makes objects pretty as opposed to advertisements.
Man: Come off it! I dont see it that way!

Productions possibles:

a. Les deux interlocuteurs sont en dsaccord. La femme dit clairement quelle apprcie le
Pop Art alors que lhomme affirme le dtester. Il ne comprend pas cette forme dart et ny
trouve aucun intrt, la trouvant mme superficielle. La femme, quant elle, lui oppose la
couleur, la modernit, la forme de ces objets du quotidien qui deviennent uvres dart et
que lon regarde donc diffremment.
b.
Mots, expressions,
structures
utiliss pour

ragir

donner son
opinion

argumenter /
commenter

positivement

Oh cool!
Look at that!

to me its our world!

so colourful /
so alive / so modern

ngativement

Yuk!
Certainly not!
How can you
say that?
Come off it!

I hate that!
I dont agree at all
I dont think so
I dont see it that way!

so meaningless
so superficial

a. Pour : it has a shape, it has dimensions, it has colour but you wouldnt look at it that way
if it hadnt been painted
Contre : That painting! What is the point of this? Im just trying to understand. I can open
my cupboard and look at that. Nonsense.
b. La rduction des voyelles = mots barrs.
.
Les liaisons consonne-voyelle =
Les intonations = ou .
Les mots mis particulirement en relief sont souligns.
Woman: Dont you like Warhols Campbells Soup?

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Man: That painting! Hang


on! What
is the point
of this? Im, Im just trying
to understand. Its
a can
of soup. I can
open my cupboard
and look
at that.
Woman: You can, yes, but you wouldnt look
at it the same way if
it hadnt been painted.
Youd just, youd just take
it down and not see that it has a shape, it has dimensions,
it has colour. You wouldnt look at the object in itself, you know. It would be a can
of
soup. Thats, thats the way, eh, thats the way I understand
it.
Man: Nonsense.
3

Art is for everybody


I think it is not so simple! Look at what Keith Haring did for example: although his drawings seemed simple and cartoonish, they were also very symbolic and with deep political
meaning, tackling issues related to race, sexuality, class, and drug culture. So, it shows that
sometimes a hidden message may not be reached by everyone.
But I could use the same artist to show that at the same time his art was never inaccessible
because he wanted to communicate with everyone and in that purpose he used a youthful
and colourful style.
Art cannot be for just an elite because otherwise the artist would miss one of his goals which
is to gain fame and be loved or appreciated by the greater number. Everyone is entitled to
the best culture, education, etc. However, not everybody is interested in the same art and
fortunately there are numerous different styles and forms of expression in art.

Your Task

MANUEL P. 181

Mise en uvre:
Les lves suivront la dmarche propose dans leur manuel p. 181.
Il faudra les inciter utiliser le lexique tudi dans lunit et bien mettre en place les
stratgies repres p. 180.
Il faudra veiller ce que le dbat ne se rduise pas de lcrit oralis et ce quil reste
le plus dynamique possible.
On conseillera aux lves danticiper ce que pourront dire leurs adversaires.
Pour valuer, on constituera des groupes dont le nombre peut varier (tous les rles ne
seront pas forcment pris). Le reste de la classe sera divis en plusieurs groupes qui seront
chargs de se concentrer sur des aspects diffrents de lvaluation.
Le groupe 1 notera les erreurs de prononciation et dintonation ventuelles.
Le groupe 2 notera les erreurs de vocabulaire et de grammaire ventuelles.
Le groupe 3 notera le nombre dinterventions de chaque participant, si le participant coute,
sait prendre la parole sans interrompre, et observera le temps de parole.
Le groupe 4 notera si les participants interviennent propos, posent des questions, font
rpter, utilisent les expressions apprises. On demandera dans chaque cas de relever des
exemples prcis. Les lves changeront de groupe dvaluation lors de chaque nouveau dbat.
Voici une grille dvaluation possible :

244

Unit 12

Nom :

Nom :

Nom :

Nom :

0123

0123

0123

0123

Interaction lors du dbat


- coute les autres et respecte leur parole
- intervient poliment pour couper la parole
ou ragir
- cherche tre compris (parle
distinctement, haute voix)
- recherche le contact visuel

01234

01234

01234

01234

Prendre part au dbat


- intervient propos
- demande des explications (fait rpter,
reformuler, expliquer)

01234

01234

01234

01234

Argumenter ses ides au cours


du dbat
- donne des exemples pour illustrer
ses propos
- ragit aux ides des autres (sopposer,
concder)

01234

01234

01234

01234

Temps de parole
(llve a essay dintervenir le plus
souvent possible dans le dbat)

Richesse et correction de la langue


- utilise le vocabulaire et les tournures
apprises dans lunit
- fait des efforts de prononciation pour
se faire comprendre
- utilise les tournures propres au dbat
- utilise des gap fillers en cas dhsitation
Total des points

012345 012345 012345 012345

/ 20

/ 20

/ 20

/ 20

Prolongements possibles lunit


> valuation sommative de POI (p. 346 de ce Fichier)
> Fiche Apprendre apprendre : fiche dtachable, facilitant la mmorisation des structures
grammaticales et du lexique (Workbook p. 121-122, corrigs p. 281 du manuel).

Unit 12

245

Un i t

13

City in the Sky

Sentiment dappartenance

Mmoire

Tche finale (p. 197): You work for a travel agency. Write the script of a slideshow promoting New York City or create a flyer advertising a three-day break there.
Activits langagires
CE

Contenus
Comprendre de courtes
descriptions extraites de guides
touristiques

Lexique Play with words

1. Tune In!
(p. 188-189)

2. The Golden
Door
(p. 190-191)

3. The Dream
City
(p. 192-193)

Prolongements tches / aides


- Fiche Workbook p. 78-79
- Improve your vocabulary p. 195
Fiche Workbook p. 79-80

CO

Comprendre un enregistrement
authentique sur un monument

Fiche Workbook p. 80-81

CO

Visionner une vido sur New York


et ltat de New York

- Fiche sur le site compagnon


- Parler dune image anime p. 230-231

PE

crire un court paragraphe pour


inciter regarder une vido

Improve Your Writing Skills p. 196

CO

Comprendre un document authentique sur un lieu historique

- Fiche Workbook p. 81-82


- Improve Your Listening Skills p. 80

CE

Comprendre des extraits de


roman

- Fiche Workbook p. 82-84


- Improve Your Reading Skills p. 138

POI

Jeu de rles sur les diffrents protagonistes prsents Ellis Island

Enrichir sa prise de parole p. 232-233

PE

Rdiger une lettre (150 mots)

- Improve Your Writing Skills p. 208


- Language at Work p. 194-195

CE

Comprendre les paroles dune


chanson

Improve Your Reading Skills p. 110

PPC

Sentraner bien prononcer

Pour mieux parler p. 234-239

CO

Comprendre un tmoignage

- Improve Your Listening Skills p. 92


- Fiche Workbook p. 84-85

PE

- crire un court paragraphe


argumentatif
- crire une strophe ou une chanson (100-150 mots)

Improve Your Writing Skills p. 196

Lactivit langagire principale de cette unit est la PE (production crite).

246

Unit 13

1. Tune In!

MANUEL P. 188-189

Mise en uvre:
On pourra procder une anticipation, un brainstorming sur New York de diffrentes
manires, par exemple en notant New York au tableau et en demandant aux lves de ragir.

Production possible :

Although New York is one of the most famous cities in the United States, it is not the capital.
The capital is Washington D.C. People associate New York with its world-famous monuments
such as the Statue of Liberty, the Empire State Building... New York is also well-known because
of the terrorist attacks which occurred on September 11th, 2001. The Twin Towers collapsed
when two planes crashed into them, killing thousands of people. For some people, New York
is synonymous with its financial district: Wall Street and the stock exchange.
On peut ajouter City New York et demander aux lves de ragir.

Production possible :

We say New York City because New York is located in the state of New York. Sometimes
people call the city NYC for short. The capital of the state is Albany.
On peut aussi demander aux lves de situer cet tat ainsi que la ville dAlbany sur la carte
des tats-Unis dans leur manuel (rabat arrire).
Enfin on peut montrer au vidoprojecteur une carte de New York avec les cinq boroughs
afin que les lves identifient Brooklyn, le Bronx, le Queens, Staten Island et quils visualisent
que Manhattan est une le. On peut trouver des cartes cette adresse :
www.en.wikipedia.org/wiki/Borough_(New_York_City)

1. Take a bite of the Big Apple!


Mise en uvre :
Avant de commencer les activits de la page 188, on sassurera que les noms des monuments sont prononcs correctement grce un exercice rapide de matching (exercice
1, voir fiche tlchargeable sur le site compagnon).
a.
b.

Corrig :
1. B (looks like cylinder) 2. C (its spire steel) 3. D (antenna skyscraper)
4. A (tall structure)
Voir corrig de la fiche du Workbook ci-dessous.

Corrig de la fiche du Workbook (p. 78-79)


a. 1. surely Art Deco completed symbol style radiators perfect enter

Unit 13

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Un i t

13

City in the Sky

2.
Base + suffixe

Nature grammaticale

build + ing
quick + ly
excite + ment
recogniz + able

nom
adverbe
nom
adjectif

Sens prvisible
btiment
rapidement
excitation
reconnaissable / identifiable

3.
Composition

Nature grammaticale

sky + line
sky + scrap(e) + er
the + tall + est
crescent + shap(e) + ed
car + radiators
auto + mak(e) + er

nom
nom
adjectif au superlatif
adjectif compos
nom compos
nom compos

4. Suivre le mme procd.


b.

Sens prvisible
horizon
gratte-ciel
le plus haut, le plus grand
en forme de croissant
radiateurs (de voiture)
constructeur automobile

FIRST AVENUE

LEXINGTON AVENUE

CENTRAL
PARK

FIFTH AVENUE

BROADWAY

E. 89 ST.

The Guggenheim Museum

FIRST AVENUE

E. 34 ST.

iver

LEXINGTON AVENUE

E. 42 ST.

East R

Y
WA

AD

BRO

W. 34 ST.

FIFTH AVENUE

W. 42 ST.

SEVENTH AVENUE

AY

DW

OA

BR

The Empire
State Building

The Chrysler Building

E.43 ST.

E. 23 ST.

W. 23 ST.

M A N H AT TA N

E. 14 ST.

W. 14 ST.

N ST.

E. HOUSTO

dso

Hu

BROADWAY

HOUSTON ST.
W.

ive

nR

The Freedom Tower


Ground Zero
= former World Trade Center

NEW
JERSEY

248

Unit 13

Ground
Zero
Scale: 1km

B R O O K LY N

2. Play with words


Corrig de la fiche du Workbook (p. 79-80)
a. field multicultural
b. Across: 1. steel 2. boroughs 4. skyline 5. design 6. rehabilitate 7. architect
Down: 1. skyscraper 3. neighborhood
c. Seacrossing: harbo(u)r ship Immigrants arrival in the 19th century: fail harbo(u)
r medical examination allow pass deport detain go through Dreaming: go up the
social ladder opportunities start from scratch better education freedom fulfil achieve
d. 1. \Id\ renovated rehabilitated located landed created visited \d\ used designed
discovered occupied achieved fulfilled sailed \t\ processed checked established
2. New York is a multicultural city. US
Lower Manhattan is the financial district in New York City. GB
Many films were shot in New York. US
There are many art galleries in Soho. GB
Harlem has many gospel churches. US

3. Lady Liberty
Script de lenregistrement (CD3 piste 17, 2:03)
Part 1 (from the beginning to 00:56)
The Statue of Liberty! Do you know this lady? Her name is Lady Liberty. She stands in New York
Harbor, her torch held high. For centuries, people from all over the world have come to the United
States seeking better lives. For millions of immigrants who came by boat, the Statue of Liberty was
the first thing they saw when they arrived, a welcoming symbol of freedom and opportunity. The
Statue of Liberty took up her towering post on Liberty Island near New York City in 1886. She is
the tallest statue in the United States, and one of the tallest on Earth.

Part 2 (00:57 to the end)


Lady Liberty was a gift from France to the United States, a celebration of the friendship between
the two countries. She was designed by a French sculptor and took nine years to build. How did
such a big statue get from France to the US? Workers took the statue apart and packed the pieces
in 214 crates. Then, the statues parts were shipped across the Atlantic Ocean. After arriving in the
US, it took workers four months to put the statue back together. The statue is made of copper. Over
the years, the air turned the copper green, giving Lady Liberty her famous hue, but when she was
young, she was the color of a new penny. Inside there were 142 steps from her base to her crown.
Every year, millions of visitors take a boat to Liberty Island to see her up close.

Productions possibles :

a.

The Statue of Liberty was a present from the French to the Americans. It was built by Auguste
Bartholdi and Gustave Eiffel. We can see a similar statue in Paris, though much smaller.

Unit 13

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Un i t

13
b.

City in the Sky

Voir corrig de la fiche du Workbook ci-dessous.

Corrig de la fiche du Workbook (p. 80-81)


a. harbo(u)r island ocean
b. Lady Liberty France Liberty Island the USA New York Harbor / City Earth
1886 2 9 214 4 142 millions (of visitors)
c. The recording deals with basic facts about the Statue of Liberty.
d. Where: - New York Harbor / City - Liberty Island - the USA
For immigrants: - first thing they saw - freedom and opportunity
When: 1886
Size: tallest statue in the USA, one of the tallest on Earth
f. - 9: years to build the statue
- 214: crates (to pack the different pieces)
- 4: months to put the statue back together
g. Time to build in France: 9 years in the USA: 4 months Designed by: a French
sculptor Goal: celebrate the friendship between France and the USA Material: copper
Size: big Steps: 142 Other information: the air turned the copper green used to be the
colour of a new penny millions of visitors take the boat to see it

4. Watch a video: New York State


N.B. : la fiche lve, son corrig, le script et lexploitation de lextrait se trouvent sur le site
compagnon.
b.

Voici les sites sur lesquels les lves pourront voir plus prcisment les monuments et les
quartiers de New York :
- www.expedia.com.au/New-York.d178293.Destination-Travel-Guides (vous trouverez galement une fiche et son corrig sur le site compagnon pour cette vido)
- www.lonelyplanet.com/usa/new-york-city/videos/new-york-overview$lptv-nyc-overview

Productions possibles :

b.

From the different views we get, we understand why NYC is THE city in the sky. Its mythic
skyline and skyscrapers such as the Empire State Building and its breathtaking views highlight
this aspect. New York is also a multicultural city vibrant with colors, history and dynamism
which offers both tourists and residents the opportunity to rest, to express themselves and
to relax in beautiful places such as Central Park.

c.

You should watch this video because it is the most interesting one I have ever seen about
New York. Not only does it present the city but it also shows New York State. There is a
constant parallel between what you can do in the city and what you can do in the state so
the video is really original. While watching it I discovered that you could do rock climbing,
hiking or speed boating, which is really exciting! After shopping in the hustle and bustle of
the city, you can have a bit of fresh air on the following day. Also there are many typical
aspects of American life you can experience visiting New York state such as going for a walk
in the Hudson Valley, picking apples. To me, this is just the perfect holiday!

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2. The Golden Door

MANUEL P. 190-191

Mise en uvre:
On peut diviser la classe en deux groupes et demander chaque groupe dtudier la maison
un des deux documents de la double page (le document audio ou le texte) grce aux fiches
daide la comprhension du Workbook. En classe, deux ou trois rapporteurs pour chaque
groupe prsenteront le document tudi. Les autres membres du groupe complteront les
informations donnes, si ncessaire, pendant que les membres de lautre groupe prendront
des notes sous forme de mots cls. On encouragera les lves changer, ragir et poser
des questions en saidant des pages 232-233.

1. Ellis Island
Mise en uvre:
Si les lves sont laise en comprhension orale, ils peuvent couter lenregistrement
et rpondre directement aux questions du manuel.
Si les lves rencontrent des difficults, une fiche daide la comprhension leur est
propose dans le Workbook.
Script de lenregistrement (CD3 piste 18, 2:12)
Part 1 (from the beginning to 00:28)
Between 1860 and 1890, more than 14 million immigrants came to America. Many of them came
from England, Ireland, Germany and the Scandinavian countries, seeking a new way of life, and
a chance to move up the social ladder. Together, they made up the first large wave of immigrants
to the United States.

Part 2 (00:29-1:19)
By the end of the 19th century, political instability, restrictive religious laws, and poor economic
conditions in Europe fueled a second wave; the largest mass human migration in the history of the
world. The journey across the Atlantic to America was at best, uncomfortable, and at worst, perilous,
traveling in steerage for a grueling 14-day voyage. Many of these immigrants landed at Ellis Island
in New York Harbor, the most popular processing point for entry into the United States. There,
they underwent a medical and legal inspection before beginning their new lives. If an immigrants
papers were in order, and he or she was in reasonably good health, the inspection lasted about three
to five hours. Only 2% of arriving immigrants were excluded from entry.

Part 3 (1:20 to the end)


During the early 1900s, the wave of immigration was on the rise, peaking in 1907. About 1.25 million immigrants were processed at Ellis Island in that year alone. These massive numbers also led to
restrictions on immigration. By the early 1920s, the passage of the quota laws and the National
Origins Act succeeded in placing controls on the number of immigrants who could come into the
country. From 1892 when it opened, until it closed in 1954, more than 12 million people entered the
United States through the portal of Ellis Island. Today, its main building serves as an immigration
museum, as part of the Statue of Liberty national monument.

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b.

City in the Sky

Corrig :
- immigrants: 14 million 1860-1890 England, Ireland, Germany, Scandinavian countries
seeking a new life, a chance to move up the social ladder grueling 14-day voyage, uncomfortable, perilous
- Ellis Island: processing point for entry 1892, 1954 medical and legal inspection 2%
- regulations: restrictions on immigration 1920s placing controls

Corrig de la fiche du Workbook (p. 81-82)


a. journey wave ladder
b. - continents and countries: America, England, Ireland, Germany and the Scandinavian
countries, the United States, Europe
- dates / periods of time: 1860 and 1890 the 19th century 1900s 1920s 1892
1954 1907
- numbers: 14 million the 1st 2nd 14 5 2% 1.25 12
c. The recording deals with basic facts about immigration and Ellis Island.
d. When? 1860 and 1890 How many? 14 Origins England, Ireland, Germany and the Scandinavian countries Goals seek a new way of life, and a chance to move up the social ladder
e. Reasons for leaving: political instability, restrictive religious laws, and poor economic
conditions Travel: - uncomfortable, perilous, traveling in steerage - a grueling 14-day voyage Arrival: landed at Ellis Island Conditions of admission: - the inspection lasted about
three to five hours - a medical and legal inspection People rejected: only 2%
f. 1. 1907 about 1.25 million immigrants
2. Names: quota laws - the National Origins Act Period of time: the early 1920s
Goal: placing controls on the number of immigrants, restrictions on immigration
3. Opening and closing dates: - 1892 - 1954 Role in the past: the most popular processing point for entry into the United States Todays role: immigration museum

2. Getting through
Mise en uvre:
On fera lire les diffrents paragraphes du texte p. 190-191 du manuel avant de faire remplir
la fiche de comprhension du Workbook p. 82-84.
Une fois le texte remis dans lordre (disponible sur le site compagnon), on demandera aux
lves de rcapituler ce quils ont retenu en utilisant les activits du III.
Pour faciliter les changes, on divisera la classe en groupes et on attribuera un paragraphe
chaque groupe. Tous les groupes ragiront et interviendront pour complter ou rectifier
certaines informations.
Corrig :
1=C2=E3=B4=D5=A

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Corrig de la fiche du Workbook (p. 82-84)


I

1. Medical examination: doctors Questioning: registration desk, interpreter, name, nationality, occupation, read, write, prison, money, going Result: could not answer, allowed
to sit, try again / immigrants detained for further questioning
2. - those: immigrants who failed - the others: immigrants who had gone through the
medical inspection - them: immigrants who had gone through the medical inspection
- your: the immigrant who is questioned
3. - subir: undergo medical exam tre boulevers: so upset that they could not answer,
allowed to sit and rest and try again
4. Where? inspection hall Number of immigrants: they formed long lines Number of
doctors: 2 Goals: check diseases, infections, physical and mental abnormalities
5. aroused: veiller suspicion further: plus ample further inspection, the use of the
comparative
6. busy + est: superlative form. The word is an adjective. Meaning: le plus frquent, le
plus actif
7. landed: dbarquaient port glimpse: aperu first
8. The travelling conditions were appalling, yet it was the only way for immigrants to achieve
the American Dream.
9. immigrants crossed Atlantic steerage crowded uncomfortable deck
10. Illness: blinding disease infections contagious and infectious diseases symptoms
Medical acts: pull up medical detentions look beneath swift movement grab eyelid
11. swift = quick he would grab = il attrapait ( chaque fois)
12. 1) they were herded onto ferryboats 2) Officials hurried them along
3) the immigrants had numbered identity tags pinned to their clothing.
13. Its the preterite. hurry them les presser

II

1=C2=E3=B4=D5=A

III

Paragraph A
1. ... you had to undergo a thorough medical exam.
2. ... you moved on to the registration desk.
3. ... you were allowed to sit and rest and try again.
4. ... you could be detained for further / additional examinations or questioning.
Paragraph B
After being first examined, if some diseases were suspected, the immigrants received a
chalk mark and had to go through further inspection and a thorough medical exam test.
Paragraph C
The Statue of Liberty first symbolized freedom and many immigrants fled persecutions.
They also expected a better future and the Statue of Liberty represented numerous
opportunities. They could start a new life and give a better education to their children.

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Paragraph D
They feared the newly-arrived could contaminate American citizens. They were afraid of
contagious diseases and infections. Thats why they decided to have some immigrants
detained, to separate them from the others to receive a specific treatment and possibly
to be cured and enter the States.
Paragraph E
To my mind / To me, they were treated like cattle. I dont think they deserved such
inhumane treatment. Its really intrusive. I dont see why they should be treated so badly
/ everything (money, past life...) should be checked so precisely.
I dont agree with you, I can understand why they were treated this way because too
many immigrants wished to enter the States. The authorities tried to check as many details
as possible to avoid problems.

3. Role play
Production possible :

Customs officer: Whats your name?


Immigrant (father): Saul Horrowitz.
Customs officer: Where do you come from?
Immigrant (mother): We come from Lithuania.
Customs officer: Why did you come here?
Immigrant (father): We came here because we are Jews and we are persecuted. We cant
own land in our country.
Customs officer: Do you have anybody to support you?
Immigrant (mother): My brother lives here. He will help us.
Doctor: No need to worry! It wont hurt. Its going to be quick. Ill grab your eyelid, pull it
and look beneath it to see if there are no symptoms of trachoma.
Immigrant (child): Sorry, I dont understand. What is trachoma?
Doctor: Its a disease. If you have this illness, you can become blind.

4. Remembering things past


Production possible :

Dear Uncle John,


Its strange and exciting to be here at last!
The voyage on the ship took many days, but it seemed like weeks. Our sleeping quarters on
the ship were overcrowded and stifling. Sometimes I wanted to cry, but Anna told me we
should not be frightened.
We were relieved to finally see the Statue of Liberty as we approached Ellis Island.
Once we landed, we felt like cattle in a pen! We had to go through some medical inspections to
make sure we didnt bring any new disease into America. After answering many questions and
officially signing the register that records the arrival of immigrants, we finished the process.
We are impressed with New York City, but we fear that life will be hard as we adjust to the

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new customs here. Im trying to get used to this new word, immigrant.
Please give our smiles and greetings to Aunt Mary!
Love, Leo

Prolongements possibles :
Un extrait de Titanic ou de America, America ( la fin du film quand le hros arrive Ellis
Island) permettra aux lves de mieux visualiser les lieux et les vnements voqus.
La photographie p. 191 pourra servir de synthse cette double page. Elle pourra donner
lieu une prise de parole en continu, et permettra de vrifier les acquis des lves.

Production possible :

The immigrants are having their first glimpse of the Statue of Liberty. They can be seen from
behind. A small child is pointing at the Statue of Liberty in the background. They are turning
their backs to Europe and the old world. They are looking forward to the future, to starting a new life in America. The young boy stands for the future generations who will have a
higher standard of living, better prospects. His parents may flee poverty, may emigrate for
economic, religious or political reasons. The Statue of Liberty represents a shelter for the
oppressed. They have not been to Ellis Island yet.

3. The Dream City

MANUEL P. 192-193

Mise en uvre gnrale:


La chanson est bien sr llment central de cette double page axe sur New York, symbole
de multiculturalisme et de promesses de succs.
Anticipation : on fera dcrire la photo et le tableau de OKeeffe loral par les lves
(un document par groupe), puis les lves, par le biais dun rapporteur, changeront leurs
analyses et impressions.
Procder ltude des paroles de la chanson en suivant les questions de 1. Empire
State of Mind (faire remarquer la rfrence jeu de mots entre Empire State Building et
lexpression state of mind).
Chaque activit suivante a pour but de complter connaissances et comptences. Des
mises en uvre sont proposes plus bas.

Productions possibles:

Here is a typical photo of NYCs skyline at night with all the famous skyscrapers that make
Manhattan recognizable to people all over the world (in the foreground of course the Empire
State Building!). We also notice that the city is mostly surrounded by water (on the right)
with one of the bridges in the background. This city lighting up the night sky is impressive.
City Night by Georgia OKeeffe: this painting shows two skyscrapers at night. The image is
very geometrical. Although it looks dark, it is also terribly fascinating. The low-angle shot is
quite striking and was used to convey an impression of height and power, to reinforce the
vertical lines of the composition. The viewer feels tiny compared to the huge and imposing
skyscrapers that are reaching for the sky. The only ray of light comes from the moon. This
world of concrete here seems cold and inhuman. There is no human presence

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1. Empire State of Mind


a.

Donner le temps ncessaire aux lves pour lire cette chanson, deux fois si ncessaire, puis
leur demander de fermer les livres. Aprs quelques instants de mmorisation, les lves
devront restituer un maximum de mots ou expressions : ils peuvent, sils le souhaitent, noter
ce dont ils se souviennent sur un brouillon. crire ensuite leurs propositions au tableau (ou
faire crire par un lve).
Examples : New York, town, famous / famous place, movie (scenes), noise, loud, if I can
make it here, lights, Broadway, dreams / I got a pocket full of dreams, Baby Im from New
York, concrete jungle, streets, you feel brand new, avenue, melting pot, cab, Harlem, Brooklyn Bridge
On peut galement faire classer les mots par catgorie: noms propres, noms communs,
adjectifs, verbes, expressions Cet exercice leur permettra de rpondre plus facilement
aux questions suivantes.

b.

Harlem (l. 29) Brooklyn Bridge (l. 29) Broadway (l. 11) / (l. 23: on the avenue =
5th Avenue)

c.

The narrator is a New Yorker / from New York City Intro. Uuuu, New York (l. 1) + Grew
up in a town / That is famous as a place of movie scenes (l. 2-3) + Chorus: Baby Im from
New York! (l. 15).

d.

Success, opportunities and dreams: If I can make it here, / I could make it anywhere,
(l. 7-8), Seeing my face in lights, / Or my name on marquees found down on Broadway
(l. 10-11), I got a pocket full of dreams (l. 13), where dreams are made of (l. 16), Big
lights will inspire you (l. 20), Im going to make it by any means (l. 32), big dreams
(l. 36).
New York City: famous as a place of movie scenes (l. 3), Concrete jungle (l. 16), big
lights (l. 20), big city (l. 35), all looking pretty (l. 36).
A unique place: These streets will make you feel brand new (l. 19), Theres nothing you
cant do (l. l7), No place in the world that can compare (l. 37).
A multicultural city: Such a melting pot (l. 25).
A competitive and hectic life: Noise is always loud (l. 4), There are sirens all around
(l. 5), And the streets are mean (l. 6), There aint never a curfew, ladies work so hard
(l. 24), Someone sleeps tonight / With a hunger for more than an empty fridge (l. 30-31),
Im going to make it by any means (l. 32).

e.

The narrator / singer dreams of a glamorous life in NYC where the atmosphere is magic and
makes you want to succeed. She believes she can make it and become a star, a superstar
even! She is fascinated as much as inspired by this unique place on Earth where everything
is possible, where you can start from scratch and make it to the top / reach for heights!
She is determined to reach her goals.

f.

The whole song shows that NYC is a city on the move, full of sounds, lights, sensations, possibilities. It gives the impression that it never stops. The city that never sleeps is the New
Yorkers reality. At night when more and more lights are turned on, one can see how vivid,
bustling and active the city is (big lights / There aint never a curfew / street lights).

g.

Cette question fera lobjet dune recherche en binmes / petits groupes en classe (si vous
avez un accs facile Internet au lyce), ou bien individuelle la maison : les lves prendront le temps de lire les lgendes ou les remarques qui accompagnent les photos et titres

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de films, et choisiront quelques films (3 ou 4 titres maximum). Puis ils rendront compte de
leurs trouvailles loral en classe la fin de cet exercice ou en dbut de sance suivante
(si le travail est donn la maison).
On pourra galement leur fournir les adresses suivantes (attention certaines rfrences peuvent devenir obsoltes avec le temps) : www.onthesetofnewyork.com/greatestfilmscenes.html
www.news.yahoo.com/10-most-famous-york-city-movie-locations-231800364.html
h.

The tone is enthusiastic: Baby Im from New York! (l. 15), Now you are in New York!
(l. 18), One hand in the air for the big city, (l. 35), Put your lighters in the air / Everybody
say Yeah, Yeah, / Yeah, Yeah! (l. 38-40). The tone is laudatory: Theres nothing you cant
do (l. l7), No place in the world that can compare (l. 37). The tone is also optimistic:
If I can make it here, / I could make it anywhere, (l. 7-8), Im going to make it by any
means (l. 32).
Informations complmentaires :
This song by Alicia Keys, Empire State of Mind II, Broken Down, is an answer song to the
number-one hit Empire State of Mind by Jay-Z, on which Alicia Keys is featured. Here is what
she says about her recording: I definitely wanted to give my version of it and my vision
of how I see New York and how it feels to me. I wanted to do it for my stylemore broken
down, more on piano, more voice and intimacyso thats what I did. I imagined, If I was
able to sing this whole song, how would I do it? So I just sat down at my piano and I kind
of broke it down and started singing about New York as I see it, and it turned out great.

2. Action!
Mise en uvre:
Court travail individuel donner en prolongement de ltude de la chanson. Les tournures
exclamatives de base (p. 253) ainsi que le superlatif (p. 90) pourront tre revus cette
occasion.

Productions possibles:

One of my all-time favorites: what a powerful song! This is a brilliant vocal performance
that few singers can match. Alicias voice is full of emotion and strength at the same time.
How fascinating! Im inspired by your city lights! I wanna go to New York, New York, New York!
Amazing voice, amazing song, best city
Alicia is so talented! This song gives me the
strength to go on and follow my dreams! Yes, I can make it!
Such absolute raw talent! One of the best songs Ive ever heard! Her voice and music are
so uplifting when you feel down

3. Karaoke
Mise en uvre:
Vous trouverez sur le site compagnon une fiche daide la prononciation avec des exercices
prcis et cibls ainsi que son corrig. On fournira aux lves une photocopie des paroles sur
laquelle ils pourront travailler. Le professeur lira les listes de mots voix haute au moment

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de la correction, afin que les lves vrifient leurs rponses et il fera rpter plusieurs fois
les mots la classe entire.

Prolongements possibles:
On pourra travailler ce karaok en saidant de la vido de la chanson (visible sur
www.youtube.com/watch?feature=player_embedded&v=oMX1sc3eOTE#)
Elle comporte de trs belles vues de NYC, permettant ainsi de faire identifier des endroits
que les lves pourraient reconnatre ( ce stade de lunit ils auront dj pu acqurir certaines connaissances transfert).
Possibilit de comparer avec la version de Jay-Z et de demander laquelle les lves prfrent.
Les plus motivs pourront essayer de travailler les paroles la maison.
Lien Internet pour voir la vido : www.youtube.com/watch?v=0UjsXo9l6I8

4. A multicultural city
Script de lenregistrement (CD3 piste 19, 3:13)
Journalist: Welcome to Around the World. We have with us today Kareem, who is American
with Haitian origins. Hello, Kareem.
Kareem: Hello, Bert.
Journalist: Now, Kareem, could you tell us exactly where you come from?
Kareem: Well, I come from... My family is from Haiti, um... Most of my family was born in Portau-Prince. Um... My family moved to the US and now were scattered across America, but my family
stays in New York and New Jersey. Ive other family in Toronto, Montreal, Florida and also California.
Journalist: Is living in New York City different from living in any other American city?
Kareem: New York City is completely different from any city in the world.
Journalist: Whys that?
Kareem: If someone were to ask you, if someone were to meet a person from New York, you couldnt
stereotype them and know everything about the rest of America. Um, New York is the city that never
sleeps (laughs). Paris in France is the city thats very calm. I think I, I really enjoy Greenwich Village
in Manhattan... Um, I really like the atmosphere. It seems that its a good mix of New Yorkers and
foreigners and people from the neighboring cities that come and well, theres theatre, theres art,
theres such a mix of nightlife and even in, um, during the day, its very exciting. So I really enjoy
it there, its just a really good mix of people from inside the city and out.
Journalist: Where do you like to go visiting with friends or family? What do you like to do with them?
Kareem: Um, during September, I like to take a lot of my friends to Brooklyn for the West Indian
parade since Im Haitian. Its a very big event, so many musical artists and um, its just very exciting.
Journalist: And what food do you like them to try?
Kareem: The best thing about New York is you can get any food, so, my favorites, I like West Indian food, but I like Latin food also, so I like to take my friends to Cuban restaurants... Jamaican
restaurants... Theres a large Russian and Italian population, so I like to take my friends to Italian
restaurants in Little Italy... Sometimes we go to Chinatown just so we can see the areas, but there
is food from every culture in New York.
Journalist: Yeah, absolutely. Ok, well, thanks very much, Kareem.
Kareem: Youre welcome.

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Unit 13

Corrig de la fiche du Workbook (p. 84-85)


a. Haitian scattered stereotype Montreal foreigner parade
b. I expect to learn more about an important place / city / town where there is much
diversity, where all sorts of people from different countries / horizons live together. It
evokes the intermingling of origins and influences (cultural, linguistic, artistic). I imagine a
place where everyone and everything can coexist.
c. - Around the World - Kareem is American of Haitian stock / origins. - He lives in New
York City.
d.
His close family
City of origin

Relatives

Port-au-Prince

Country where they moved to


Places where they stay

the USA
- New York
- New Jersey

- Toronto
- Montreal
- Florida
- California

e. - New York is completely different from all the other American cities and from any city
in the world because it cannot be stereotyped. It does not reveal anything about the other
American cities.
- New York never sleeps compared to Paris which seems a quiet place.
f.
Greenwich Village
Where precisely?
When?
Atmosphere
People

Activities

Brooklyn

in Manhattan
at night and during the day too

during September

exciting, good, enjoyable

exciting (big event = festival)

good mix of New Yorkers and


foreigners and people from the
neighboring cities

a lot of friends /
West Indians / Haitians

theatres, arts

West Indian parade, musical


artists

g. His favourite food: West Indian, Latin. His favourite restaurants: Cuban and Jamaican.
Large populations: Russian, Italian. Names of typical areas: Little Italy / Chinatown.

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ACTION!
First, Kareem introduces himself as an American of Haitian stock living in New York City.
Most of his family immigrated in the United States or Canada, but he mainly talks about his
experience of being a New Yorker. Living in this city is exciting / thrilling / amazing because
of its atmosphere and the diversity it offers. Nightlife with numerous and various shows is
incredible especially in some of his favorite areas such as Greenwich Village: he loves the
place because theres a great mix of people from everywhere. Another area he mentions
and appreciates is Brooklyn for its multicultural activities (e.g. the West Indian parade).
Finally, he shows us that NYC is definitely a salad bowl in which each community has
brought their share through ethnic food and restaurants, and very typical neighborhoods!

5. Writing workshop
Mise en uvre:
Selon le niveau de la classe, on pourra moduler cette activit. Produire une chanson complte, seul, reste un exercice excessivement difficile, mais certains lves ont du talent !
Lexercice peut tre tout aussi efficace en faisant travailler sur une strophe seulement (soit
individuellement, soit en binmes, soit en petits groupes). Pour les plus faibles, on donnera
des pistes de thmes aborder (monuments, mosaque culturelle, histoire, sensations /
impressions).

Production possible:

Stanza
A most unforgettable skyline
Standing proudly, again, and fine
With a magic of its own
Heart of steel and stone
But night and day
Shining like a star
As one in a luxurious car
A devil in disguise, they say

A refuge for the lost, I pray


Two pretty Ladies
So many promises
The lure of unending dreams
In a town that never sleeps it seems
Chorus
O, you make me dizzy
New York City!

Prolongements possibles:
Une fois les strophes crites, les lves pourront constituer des comits de lecture
et faire une slection significative et pertinente des meilleures productions. Une chanson
complte verra ainsi le jour.
Puis, leur faire apprendre la (ou leur) chanson et la leur faire rciter (si vous disposez dun
laboratoire multimdia ou de dictaphones, les lves pourront senregistrer).
Et enfin, si vous avez quelques lves musiciens dans la classe, vous pourrez mme envisager un projet commun avec le professeur de musique pour mettre la chanson en musique !
On peut alors aussi imaginer aller jusqu la cration dun clip vido

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Unit 13

Language at Work

MANUEL P. 194-195

A. La forme passive
Observez
Les formes verbales en gras sont composes de : auxiliaire BE + participe pass du verbe.
Lauxiliaire BE est llment conjugu.
By sert introduire le complment dagent lorsquil est mentionn.
Dduisez
Auxiliaire BE conjugu + particip pass dun verbe rgulier : terminaison -ED
+ particip pass dun verbe irrgulier : 3e colonne du tableau des verbes irrguliers
+ by introduit le complment dagent.
Observez
Lagent est seulement mentionn en a.
a.

La Trump World Tower a t conue par larchitecte polonaise Marta Rudzka.

b.

On a beaucoup admir ce btiment.


Dduisez
Quand le complment dagent du passif nest pas mentionn, lquivalent en franais utilise
gnralement la tournure impersonnelle avec on .
Entranez-vous

is located was called were hanged was used were checked is visited

a. The place where New York is located was discovered by Giovanni da Verrazano in 1524.
b. That same area was occupied by the Algonquins in the 16th century.
c. In 1624 a colony named New Amsterdam was established by the Dutch West Indian
Company.
d. It was named New York in 1665 in honor of the Duke of York when Manhattan was seized
by English forces.
e. The city was taken by George Washington at the end of the Revolutionary War in 1783.

a. Central Park was created according to the plans drawn up by Frederick Law Olmsted and
Calvert Vaux.
b. When the Chrysler Building was built in 1930, it was the tallest skyscraper in the world.
c. The Guggenheim is known all over the world because of its strange shape.
d. Many movies / films are shot in New York because of the diversity that can be found
everywhere.

It can be found at the junction of Broadway and Seventh Avenue. It is a major intersection
in Manhattan and it is always illuminated because of animated neon and flashy billboards. It
has long been used as one of New Yorks famous images. (Times Square)
It was finished in 1952 and was the first major International Style building to be built in New
York City. It is located on the East River bank in what is called the midtown neighborhood.

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Very numerous states are represented and their goal is to check peace and Human Rights
are respected. (the United Nations Headquarters)
It is made of iron and copper and it is located in New York harbor. It was offered as a gift to
the USA from the people of France. It is seen as a symbol of freedom. (the Statue of Liberty)

B. Improve your vocabulary


1

Urban life: flashy billboards busy hectic dizzy noisy loud lively traffic jam overcrowded Fascination: colorful impressive amazing vibrant breathtaking hypnotized
stunning astonishing lively

a. Dans toutes ces phrases, cest le premier adjectif qui exprime le point de vue subjectif
de lnonciateur. Quand on utilise plusieurs adjectifs devant un nom, on place en premier
celui / ceux qui exprime(nt) le point de vue subjectif de lnonciateur.
b. Ces mots sont invariables car ils sont ici employs comme adjectifs.

On your own!
Production possible:

When a terrible DISASTER has changed the face of our planet and HELP is needed to make
mankind SURVIVE
When the EARTH has been ATTACKED and DEVASTATED
When half the planet has been DESTROYED by successive tidal waves on different locations
When it happens again WHERE WILL YOU BE?
The population is being EVACUATED to another planet / area, but there are still many
DANGERS to be faced!
WHO is going to SAVE those who are still TRAPPED in a world ready to COLLAPSE?
Answer coming soon to a theater near you!

Improve Your Writing Skills

MANUEL P. 196

1. Observez
1

Le thme principal de ce document est la promotion de New York.

Les diffrentes couleurs, les diffrentes polices, les majuscules et les caractres en gras
attirent lattention du lecteur.

La phrase daccroche est crite en majuscules pour attirer lattention du lecteur.

Introduction ; histoire ; activits sportives ; une attraction touristique mondialement connue ;


spcialits culinaires ; particularits : shopping, jazz, etc. ; diffrents boroughs ; mgapole
moderne, vibrante, active, multiculturelle ; me de la ville.

Rptition : this is Superlatifs : the most fabulous matches you can dream of the best
the yummiest in the world ; Propositions relatives : this is the port where Phrases
complexes : this is so inspiring and intense you can feel it deep in your soul this is such an
exceptional and extraordinary city that you will remember your trip

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2. vous

Production possible :

The crowned skyscraper


Its not just a skyscraper. Its THE skyscraper because it is the finest skyscraper. It was built
in 1930 at the intersection of 42nd Street and Lexington Avenue and at that time it was the
most innovative building.
It had been the tallest skyscraper for 11 months before being surpassed by the Empire
State Building. It is still the tallest brick building although it has an internal steel structure
and metal cladding.
Its beautiful Art Deco style designed by architect Alex Van Alen has made it famous all over
the world. Its jewel-like glass spire and its seven terraced arches make it easily recognizable
in New Yorks mythic skyline.
It is so remarkable that it was declared a National Historic Landmark in 1976 and shown in
many movies.

Your Task

MANUEL P. 197

Mise en uvre:
On peut diviser la classe en plusieurs groupes. Chaque groupe choisit laspect de New
York quil veut dvelopper.
Le travail peut tre commenc en classe et termin la maison ou tre fait compltement
la maison. Les lves doivent dabord dfinir les points quils veulent aborder, montrer,
mettre en valeur concernant laspect choisi. Ensuite, ils feront des recherches complmentaires et trouveront les photos qui serviront de support leur prsentation.
Le groupe peut tre ensuite divis en binmes qui travailleront sur une photo et rdigeront
un paragraphe sans oublier de trouver un titre qui rende bien compte de la photo ou diapositive du diaporama sils optent pour une prsentation sous cette forme.
Les lves se rfreront la page 197 pour suivre la dmarche propose.
Dans le cas o un groupe choisit dvoquer les gratte-ciel de New York comme aspect
reprsentatif de la mgapole, un exemple de paragraphe crit pour illustrer une photo du
Chrysler Building est donn plus haut.

Reading Corner

MANUEL P. 198-199

Les fiches dexploitation se trouvent sur le site compagnon, les corrigs p. 397-399 de ce
Fichier.

Production possible :

Similarities
All four documents are related to the subject of the World Trade Center terrorist attack.

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City in the Sky

Differences
Ingas story is a past recollection of a terrifying personal experience explained as a narration.

The mural is a tribute to New Yorkers and the USA. It conveys a message of brotherhood and
hope contrary to the three other documents that convey a message of tragedy and sorrow.
It emphasizes / highlights the heroic attitude of the people in New York while facing horror.

The newspaper article relates the same story as a factual report, including technical details
such as the height of the twin towers, and the number of people employed at the World
Trade Center and the Pentagon.

The cartoon symbolizes the sorrow of a nation as ONLY the shadows of the twin towers
appear in the harbor. There is now an empty space, a hole in the horizon. Lady Liberty hangs
her head in sorrow.

Prolongements possibles lunit


> valuation sommative de PE (p. 347 de ce Fichier)
> Fiche Apprendre apprendre : fiche dtachable, facilitant la mmorisation des structures
grammaticales et du lexique (Workbook p. 123-124, corrigs p. 281 du manuel).

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Sentiment dappartenance

Mmoire

Tche finale (p. 209): You want to go to one of Britains famous festivals. Exchange emails
with a British travel agency to prepare for your trip.
Activits langagires

1. Tune In!
(p. 200-201)

2. A Taste of
Scotland
(p. 202)

3. Wales
(p. 203)

4. The Notting
Hill Carnival
(p. 204)

Contenus

Prolongements tches / aides

PPC

Dcrire une affiche

Parler dune image fixe p. 228-229

PE

- Ragir une image


- crire un commentaire ou un
nouveau statut sur un rseau
social

- Parler dune image fixe p. 228-229


- Fiche Workbook p. 86-87 (Play with
words)

CE /
PPC

- Rpondre un quiz de
personnalit
- Commenter des rsultats

Enrichir sa prise de parole p. 232-233

CE

- Trouver des informations sur


dimbourg sur un site Internet
- Lire la critique dun festival

Carte des les britanniques sur le rabat


avant du manuel
- Fiche Workbook p. 87-88

PE

Rpondre une lettre en choisissant un rle

Improve Your Writing Skills p. 208

CO /
POI

- Vido : Visiting Wales


- Prparer un quiz et tester son
voisin

- Fiche sur le site compagnon


- Language at Work p. 218-219

CO /
PPC

- Dcouvrir le festival Wakestock


- Rendre compte des informations collectes

Fiche Workbook p. 88

PE /
PPC

- crire un tweet pour participer


un concours
- Crer un spot publicitaire pour
promouvoir un festival

CE

Dcouvrir limpact de
limmigration antillaise Londres

Fiche Workbook p. 89

POI

Demander / Indiquer son chemin

Fiche Workbook p. 90

CO

Comprendre les origines du


carnaval de Notting Hill

Fiche Workbook p. 90-91

PE

Prsenter le festival dans une


brochure touristique

Improve Your Writing Skills p. 196

CE /
PPC

Comparer deux festivals du Sud


de lAngleterre

Parler dune image fixe p. 228-229

5. Worlds Apart
- couter une mission de radio
(p. 205)
CO /
- crire un article de journal
PE

Pour mieux parler p. 234-239

Fiche Workbook p. 91-92

partir des informations collectes

Lactivit langagire principale de cette unit est la PE (production crite).

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1. Tune In!

MANUEL P. 200

1. Get the feel of it


Productions possibles :

a.

In this picture, we can see a crowd of teenagers. They seem to be attending a concert,
as their hands are up and some of them are taking pictures. The gig must be in the open,
since they are all wearing raincoats, some with a hood on, showing the weather must be
quite rainy. Some look hysterical; some of them are screaming and even seem about to
go crazy. They must be overjoyed to be there because they are cheering their favourite
singer or band.

b.

With the help of the slogan and the caption in the bottom left-hand corner, we can understand that this document is a poster to promote music festivals in Great Britain. It aims at
encouraging people to go and discover the tradition of summer festivals which take place
throughout the country. This poster obviously targets young people, but if you go on the
website, you might find many other types of music events.

2. Are you a fan?


Productions possibles :

a.

I had such a great time at this festival! The music was great and the singers were amazing!
It was such an exciting experience to be in that crowd! I was so thrilled to attend these gigs,
I cant wait for my next festival. I just hope it wont be so overcrowded, it was really hard to
get close to the stage.

b.

I cant believe you went to this festival. It looks so overcrowded and people around you
seem about to go crazy. You appear to be having a great time though But Id rather go to
a quieter festival, where there are less hysterical people and where the concerts are indoors.
I hate the rain and the mud!

3. Play with words


Corrig de la fiche du Workbook (p. 86-87)
a. Positive impressions: enthusiastic hysterical thrilled comfortable interesting
cheap amazing fantastic affordable exciting impressive varied
Negative impressions: boring old-fashioned overcrowded expensive noisy pricey
b. railway station
taxi rank
tourist information centre
bed and breakfast

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post office
coach station
car park
campsite

park and ride


restaurant
airport
underground station

c. Festival in the rain: jumper pullover wellies mac raincoat gloves scarf sweater
sweatshirt trousers umbrella socks coat trainers
Festival in the sun: skirt shorts sandals dress hat T-shirt jacket flip-flops cap
sunglasses shirt
Posh festival: high-heel shoes dress suit tie bow tie
d. Activits: rent activities go sightseeing
Lieux: address outdoor indoor places of interest public transport facilities
Mto: mud weather conditions
Logement: accommodation youth hostel luggage
Festival: attend book tickets show line-up luggage Prix: price rate affordable budget

4. Whats your festival?


Mises en uvre possibles:
Pour cette activit, on pourra demander aux lves de cacher les rsultats en bas de la page
pour ne pas tre influencs.
Approche classique : les lves pourront faire ce quiz la maison puis, une fois en classe,
dire si le rsultat obtenu correspond leur personnalit. Ils pourront prparer leur prise de
parole en continu laide des pages 232-233.
Approche communicative : les lves travailleront en binmes, et se poseront mutuellement les questions. la fin du quiz, ils confronteront leurs rsultats, quils soient identiques
ou diffrents, et devront les commenter lors dune prise de parole en continu pour en rendre
compte la classe. On pourra alors introduire les structures both as for contrary to
unlike the two of us

2. A Taste of Scotland

MANUEL P. 202

1. Discover Edinburgh
Mises en uvre possibles:
a.

Les lves consulteront le rabat avant du manuel o se trouve la carte des les britanniques.
Edinburgh is in the east of Scotland, the city is situated by the North Sea. It is the capital of Scotland.

b.

On pourra rpartir les lves en 5 groupes afin de relever les informations sur ce site. Le
groupe 1 prendra en charge les paragraphes 1 et 2, puis chaque paragraphe suivant sera
attribu un groupe.
Pour aider les lves dans leur recherche, on pourra noter au tableau :
must-see places in the city? (Edinburgh Castle)
Scottish icons? (whisky)
activities you can do there? (visit the dungeons)
Les lves mettront ensuite leurs rsultats en commun, en nommant un rapporteur par
groupe par exemple.
Pour une recherche plus approfondie, on pourra orienter les lves sur le site suggr en
bas de page, www.thisisedinburgh.com/discover/itineraries/

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2. A guidebook review
a.

Corrig de la fiche du Workbook (p. 87-88)


a. - in blue: each August in 2012 throughout the summer
- in yellow Edinburgh Scotlands capital varied venues the citys historic Royal
Mile everything and everywhere large theatres, bars, restaurants, churches and
even the odd caravan (l. 18-19)
- in green: theatre to childrens shows, exhibitions, music and comedy (l. 12-13)
b. 1. adjectives 2. They convey a positive impression (the largest world-famous).
c. - 42,096: number of performances during the Fringe in 2011 - 2012: a year when the
festival took place - 2,695: number of shows presented at the festival - 279: number of
places where you could go and see a show in Edinburgh - 1.9 million: number of tickets sold

ACTION!
The Fringe Festival takes place in Edinburgh, Scotlands capital, every summer. In August,
nearly 2 million people go to see a show in various places in the city. Some venues are really
original (streets, bars, churches) and welcome hundreds of artists for their performances.
b.

Les lves devront choisir trois expressions, mais le texte en offre davantage. Ces phrases
devront tre pour eux celles qui rsument le mieux le festival.
Examples: The largest arts festival anywhere in the world a range of outstanding events
and performances There really is something for everyone here a truly unique and
remarkable experience.

3. Decision making
Production possible :

Dear Jane,
Thank you for your letter and for agreeing to let me stay with you. What an excellent idea to
see a show at the Edinburgh Festival Fringe! Im looking forward to it already! Personally, I
enjoy outdoor performances more than anything else, and I would love to experience the
different types of street performances you mentioned.
I have spoken to my best friend and he would love to come too so would it be possible for
us to book two tickets? Do you know if they are still available? If we arrive early do you think
we could get on the front row near the stage at one of the performances? We have looked
at the line-up and are excited to see a show.
Thank you so much for all your efforts to help organise our stay. Im sure its going to be a
visit to remember for all of us!
Best wishes,
Ben

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3. Wales

MANUEL P. 203

1. How much do you know about Wales?


a.

N.B. : la fiche lve, son corrig, le script et lexploitation de lextrait se trouvent sur le site
compagnon.

Production possible :

Although this video does not really show much of Wales, it really makes me feel like visiting
the place because I can see old castles which seem representative / emblematic of this
country. The landscapes look stunning too. It also makes me want to go there because you
can do many sports. It seems that Wales offers something for everyone: modern cities and
traditional countryside, cultural visits and fun activities. It would be great to go there.
b.

Les lves pourront prparer ce quiz en autonomie la maison, ou bien dans la salle informatique du lyce.

c.

Productions possibles :

Where is Wales situated? It is in Great Britain, west of England.


What is the smallest country of Great Britain? It is Wales.
What kind of landscapes can you see in Wales? It depends on where you are: on the
coast, you can see plains and valleys, but when you go north, you start seeing more hills
and mountains.
How many national parks are there? There are three national parks.
Which is the main economic activity in Wales? It is agriculture, since 80% of the land
is dedicated to it.
Whats the highest mountain in Wales called? It is called Snowdon.
How high is it? It is 1,085 metres high.
What can you see on the Welsh flag? You can see a red dragon.
What are the three national emblems of Wales? They are the daffodil, the leek and the
dragon.
Whats the most followed national sport? It is definitely rugby.

2. Wakestock Festival: in for music or in for sports?


a.

Script de lenregistrement (CD3 piste 20, 2:04)


Part 1 (from the beginning to 1:14)
Kathryn: Hi Tim. Welcome to our special programme on British festivals. Today were going to talk
about Wakestock. Can you tell us what is so special about this festival?
Tim: Good morning, Kathryn. Im really delighted to be here today to talk about one of my favourite
festivals. Well, first of all Wakestock is Europes largest wakeboard music festival.
K: Wakeboard music festival?
T: Yes, actually it is not only a music festival; it combines music and wakeboarding, the fastestgrowing watersport in the world.
K: Can you say a few words about wakeboarding?

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T: Wakeboarding is a high-speed action sport in which you are pulled behind a specially designed
speedboat. In fact, wakeboarding was developed from a combination of water-skiing, snowboarding
and surfing techniques.

Part 2 (1:15 to the end)


K: Wow, that sounds interesting! Now tell us more about Wakestock. Why a festival?
T: People come to Wakestock to watch the amazing wakeboarding competitions by day and what
they want is something to do at night. So, we also have great music with live bands and DJs that
come here for two nights. Thats fantastic.
K: I can believe it! And it is held in picturesque north Wales, so theres plenty to do in the area too.
Will you be there this year?
T: Of course, I will. I would not miss it for anything in the world, you know. If youre into this
extremely popular water sport and love a wide range of music artists, then Wakestock Festival is
definitely the festival for you.
K: Thank you, Tim. Have a nice time there.

Corrig de la fiche du Workbook (p. 88)


a. - wakeboarding - picturesque - area
b. 1. two voices 2. a man and a woman 3. British festivals Europe wakeboard music
action speedboat surfing day night Wales popular 4. The recording is about
Wakestock festival, in Wales, where you go to listen to music but also to do wakeboarding.
c. 1. - fastest-growing - largest 2. water-skiing, snowboarding and surfing
d. 2. Wakeboarding is a high-speed action sport done behind a specially-designed
speedboat.
e. 1. day watch wakeboarding competitions night great music, live bands and DJs
2. The festival takes place in picturesque North Wales.

ACTION!
Wakeboarding is a sport in which you are pulled behind a speedboat. It is close to waterskiing, surfing and snowboarding. This sport is very popular and fast-growing. At Wakestock,
festival-goers can watch or even have a go at it during the day, and then enjoy some live
music at night. The festival takes place in north Wales, where picturesque landscapes can
also be admired.
b.

Pour ce rcapitulatif, les lves utiliseront le ACTION! propos dans le Workbook p. 88.

3. Promote Wakestock
Mises en uvre possibles:
Lactivit a. aidera les lves synthtiser les informations quils ont collectes sur cette
page. On pourra les encourager utiliser les structures exclamatives (Language at Work p. 206).

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On peut inviter les lves crer de vrais faux tweets en allant sur le site suivant :
www.simitator.com/generator/twitter/tweet

Productions possibles :

a.

Wakestock looks like a thrilling experience in a great country! Ill definitely be a part of it
this summer! Cant wait to try wakeboarding
What a brilliant idea to mix sport during the day and music at night! This festival seems
the ideal opportunity to discover Wales.

b.

Fancy doing something a little different this summer? Looking for stunning countryside and
exciting sports? Want to enjoy some great music too? No need to choose, we have just the
event for you: Wakestock festival!
This festival takes place on the Welsh coast where you will experience the thrill of wakeboarding, a fast-growing sport in which you are pulled behind a speedboat. If you love surfing or
waterskiing, youll enjoy it to the full. And if you still have enough energy left, why not go
and listen to some DJs or live music at night?
Wakestock is waiting for you, come along for the ride!

4. The Notting Hill Carnival

MANUEL P. 204

1. Caribbean London
Au pralable, on sassurera que les lves peuvent consulter une carte de Londres (avec les
diffrents quartiers et la Tamise, par exemple www.londonhotels.it/plan-londres.html) et
du monde anglophone (sur le rabat arrire du manuel) afin quils soient en mesure de situer
les lieux mentionns dans ce texte.

Corrig de la fiche du Workbook (p. 89)


a. Date: 1948
Name of the ship: the Empire Windrush
Who was on board? a large group of immigrants
Where did they arrive? The UK Tilbury Dock (north bank of the Thames)
Where were they from? West Indies
b. Reconstruction was badly needed, but labour was in short supply. (l. 7-8)
c. Many of these Jamaicans were young men who had served with the Allied Forces in
Europe during the war (l. 9-11)
d. 1. opportunities (l. 12)

2. They wanted to return.

e. What they did: Most stayed on (l. 13) later joined by their wives and families
(l. 14) set up homes (l. 14)
Where they worked: London Transport National Health Service
Where they stayed: Jamaicans: South of the Capital (Clapham, Brixton) People from
Trinidad and Barbados: Notting Hill

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ACTION!
West Indians (people from the Caribbean islands: Jamaica, Trinidad and Barbados) left
their native countries aboard the Empire Windrush in 1948. They were the first large group
of immigrants to come to the UK, which marked a turning point in the history of modern
England. They arrived at Tilbury Dock on the north bank of the Thames. They immigrated
because England offered all sorts of opportunities. They wanted to work for the Mother
Country that they had served with the Allied Forces during the Second World War. As England
was devastated (especially its infrastructure) after the war, a labour force was needed to
help rebuild the country. They worked mainly for London Transport as bus drivers or for the
National Health Service, as nurses, for example. Most of them finally stayed and settled in
England, especially in the South of London (Clapham, Brixton and Notting Hill) where their
families joined them and where they set up homes.

2. The carnival
Corrig de la fiche du Workbook (p. 90)
Kings Cross is at the intersection of the Victoria, Northern, Piccadilly, Central, Circle and
Hammersmith & City lines. Notting Hill Gate is on the Central, Circle and District lines.

ACTION!
A: Sorry, Im a little bit lost. Could you help me get to Notting Hill Gate?
B: Well, if you want to get to Notting Hill, you can either take the Northern line or the Victoria line. If you take the Victoria line, change at Oxford Circus for the Central line and get
off at Notting Hill Gate. You cant miss it!
A: Thank you so much for your help.

3. Origins of the festival


Productions possibles :

a.

b.

This picture shows people (and more specifically young black girls) who are wearing colourful
costumes. They look cheerful and seem to be enjoying themselves. The atmosphere is very
lively. The girls are dancing: they are taking part in a social event in the street. This parade
must be a way to promote the Caribbean culture, as some of them are holding the flags of
Jamaica and Barbados.
The words written in phonetics are carnival, street festival, celebrate, involve, band,
multiculturalism.
Script de lenregistrement (CD3 piste 21, 1:38)
Part 1 (from the beginning to 0:40)
The biggest street festival in Europe: the Notting Hill Carnival. Every year, hundreds of thousands

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of people head to Notting Hill in west London to dance, sing, eat, and celebrate multiculturalism.
Multiculturalism: the mix of people from different races, religions, traditions, and languages. The
carnival owes its creation to people who came to Britain from Trinidad.

Part 2 (0:41 to the end)


Corinne Skinnycarter remembers helping her friend Claudia Jones to start the Carnival. We must
get together, we must get together. That was the whole idea. Lets listen to Claire Holder, whos
been involved with organising the Carnival. The Carnival is a wonderful show. Its about the positive
promotion of black culture, of black traditions, to promote our culture. The Carnival is steel band
and costumes, without a doubt. Without costumes and steel bands theres no Carnival. And this
musician involved with the Carnival says the steel band and the costumes are important elements,
important parts of the Carnival. A steel band is a group of musicians who play steel drums and the
Carnival does officially kick-off: it begins with the National Steel Band Competition.

Corrig de la fiche du Workbook (p. 90-91)


a. 1. 4

2. all female

b. street west mix steel different races traditions Trinidad band drum
c. The recording is about the Notting Hill Carnival, a big street festival which takes place
in London.
d. - Europe - hundreds of thousands - Britain / Trinidad - Notting Hill
e. The festivals origin: people who came to Britain from Trinidad Its size: the biggest street
festival in Europe 4 verbs explaining why people go there: dance, sing, eat, celebrate
f. 2. Multiculturalism: the mix of people from different races, religions, traditions, and
languages.
g. together Carnival black culture steel band costumes important
i. 1. together

2. steel bands costumes

j. The carnival is about the positive promotion of black culture, of black traditions.

ACTION!
The Notting Hill Carnival is the biggest street festival in Europe. It takes place in west London
and attracts hundreds of thousands of people every year. It was created by immigrants who
came to Britain from Trinidad in order to celebrate multiculturalism and their culture. The
main idea of the carnival is to make people get together. It promotes the black traditions
and culture. The carnival is characterised by the steel bands and the colourful costumes.
c.

Pour prparer la prise de parole en continu, les lves pourront sappuyer sur le ACTION!
propos dans le Workbook (p. 91) et les amorces du manuel (Enrichir sa prise de parole
p. 232-233).

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4. Writing workshop
Production possible :

If you happen to be in London during the summer, dont miss the world-famous Notting Hill
Carnival! This colourful event celebrates the rich culture and traditions of immigrants from
Trinidad, Barbados and more generally, the West Indies, a large number of whom arrived in
the UK in 1948 to help rebuild the country after the war. You will be amazed by the sight of
dancers in bright costumes, exotic food and the steel band competition which traditionally
opens the festival. It is now the biggest street festival in Europe and hundreds of thousands
of people attend each year, creating an unforgettable atmosphere. You really should go and
experience this exciting event, it is a must-see.

5. Worlds Apart

MANUEL P. 205

1. Between concerts
Mises en uvre possibles:
On pourra diviser la classe en deux groupes et faire travailler chaque groupe sur une photo.
Puis, les lves mettront leurs rponses en commun et devront les comparer.
la fin de cette mise en commun, le professeur pourra demander aux lves de trouver
dans les deux textes les points communs et les diffrences entre ces deux festivals.
Similarities

Differences

- Summer festivals / last weekend of June


- South west of England

- Glyndebourne: serious opera-lovers


- Glastonbury: people from many different
walks of life

Productions possibles :

a.

The picture at the top was taken at Glyndebourne. People are having lunch outside, in a field
right next to some sheep. This scene must take place in the English countryside, but it is far
from being casual! Indeed, people are dressed very smartly; men are wearing bow ties and
suits. They all seem pretty wealthy. Unlike them, people in the second picture look much
more casual. They are wearing rain boots because they are having lunch in the mud. The
prices on the menu are affordable, and the atmosphere seems more relaxed and laidback.

b.

The people in the first picture must belong to the upper class, considering their elegant
clothes, whereas the people in the second picture could belong to the working or middle
class.

2. The changing face of Glastonbury


a.

274

Le but de cette CO est de montrer aux lves que, contrairement ce quils ont pu penser en
observant les photos, le festival de Glastonbury est un vnement de plus en plus litiste, ce

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qui tranche avec ce que ses origines populaires laissent croire. En revanche, Glyndebourne,
o lon coute de lopra en tenue de soire, reste plus abordable, avec des tickets moins
de 100 livres sterling, comme lindique le texte (reaching new audiences).
Script de lenregistrement (CD3 piste 22, 2:02)
Part 1 (from the beginning to 0:34)
Presenter: Hello and welcome to your favourite radio station, BBC6 Music. Today, were going
to focus our attention on Glastonbury Festival, which takes place every year at the end of June
in the south west of England. We have with us Janet Barton, one of the festival organisers. Good
morning, Janet.
Janet Barton: Good morning, and thanks for having me.

Part 2 (0:35-1:19)
P: I cant help but be surprised at the price of the tickets for Glastonbury this year. I heard that
some people paid 210 to go and see their favourite singers! The prices have skyrocketed over the
years, havent they?
JB: Well, I cant deny it. No one expected such prices when the festival first started, in 1970. At that
time, it was an event created by hippies in a small village, where you could come and listen to a few
artists for 1 and have a free bottle of milk with your entry ticket. Imagine the difference! But of
course, there werent the world-famous artists that we can go and see nowadays.

Part 3 (1:20 to the end)


P: Thats indeed quite a difference! So, contrary to the price, is there anything that hasnt changed
at Glastonbury?
JB: I would say that what has always made Glastonbury is the feeling of togetherness that is created
by all these people who come for the same reason: the great music. And of course, theres one other
thing that hasnt changed: the mud Youd better take your wellies and be ready to experience the
rain and the muddy ground. But this is part of the fun! The atmosphere is very relaxed and it remains
a real cultural experience to come to Glasto.
P: Thanks so much for your time, Janet.

Corrig de la fiche du Workbook (p. 91-92)


a. 1. two voices: a man and a woman
2. radio Glastonbury festival June organisers surprised price singers village
artists milk great music mud atmosphere experience
3. The recording is about Glastonbury festival, its evolution over the years and its atmosphere.
b. What? Glastonbury festival
How often? every year
When? at the end of June
Where? south west of England
c. surprised price prices singers hippies milk pounds

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d.
Past

Present

Who created it: hippies Line-up: a few artists


Date: 1970
Price: 1
Where it took place: in a small village

Line-up: world-famous artists


Price: 210

f. a free bottle of milk


g. - the feeling of togetherness - the great music - the mud
h. The rain and the muddy ground are part of the experience at Glastonbury Festival.

ACTION!
Glastonbury Festival is an event created by hippies in 1970 in a small village in the south
west of England. It used to be very affordable, since you could get tickets for 1 with a
free bottle of milk, whereas at present the prices have risen dramatically, going up to
210. Of course, the line-up is more varied and the expensive prices dont stop people
from going to enjoy this unique experience. Festival-goers come for the great music, but
also for the feeling of togetherness that they find at this festival. They never forget their
wellies, as they know it is always muddy at Glastonbury, because it often rains during the
festival. As a matter of fact, this is also part of the Glastonbury experience.
b.

Production possible :

Glastonbury: the spirit lives on


This week, were focusing on one of the biggest festivals of them all: Glastonbury. You probably think you know everything about this great festival already You probably know that it
attracts some of the most famous bands in the world. You may also know that it takes place
on a farm in the south west of England. But I bet you didnt know that it was created by a
bunch of hippies on the last weekend in June so that it would take place during the summer
solstice. Well, let me reveal some more.
When it originally started in the early 1970s, the cost of a ticket was only 1 and festivalgoers were even given a free bottle of milk! With the tickets now costing about 210, things
have clearly changed.
But music-lovers can still expect to find the same spirit of togetherness that existed in
1970, and the great music performed by an unbeatable line-up. One more thing that has
not changed is the weather in England, so if you decide to go, you should take your umbrella
and your Wellington boots! Take my word for it! / A word to the wise!

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Language at Work

MANUEL P. 206-207

A. Le conseil, la suggestion, la prfrence


La phrase a. donne un conseil.
La phrase b. exprime la prfrence.
La phrase c. offre une suggestion.
Dduisez
Fiche bleue : le conseil Fiche verte : la suggestion Fiche orange : la prfrence
B. Les noncs exclamatifs
Dduisez
1. What / such + nom (+ adj.) + nom dnombrable au singulier.
What / such + (+ adj.) + nom dnombrable au pluriel.
2. Les noms souligns sont indnombrables.
What et such sont suivis de larticle si le nom est un nom indnombrable.
3. How + adjectif
How + adverbe + adjectif
Une exclamation en how peut tre reformule avec (ever) so.
Entranez-vous
1

a. 3 b. 4 c. 1 d. 2

a. prefer d rather b. prefer c. prefer d. would rather e. d rather

a. How about trying wakeboarding?


b. If I were you, I would attend Wakestock festival. How absolutely spectacular!
c. Do you really feel like going to Glastonbury by coach?
d. Hed better go and see the street performances; they are fantastic!
e. The travel agency advises me to book a youth hostel.

a. What a talented singer! How talented this singer is!


b. What dangerous sports! How dangerous these sports are!
c. What useful advice!
d. What a physically challenging sport!

a. What a disappointing concert it was!


b. How surprising some festivals are!
c. The carnival was ever so memorable!
d. We had such a great time there!
e. What heavy luggage you carried to the festival!
On your own!

Production possible :

woMAn: Hello darling, how was your music festival?

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MAn: The music was so wonderful, but what awful weather! The place was really wet, and
now my clothes are covered with mud!
woMAn: This is such a shame! If you go there again, you should take an umbrella with
you. Why dont you take your wellies next time, it would be much better! If I were you,
I would go only if the weather conditions were better.
MAn: Thank you for your advice. Now, lets get inside!
woMAn: Yes, and why dont you go for a shower? Look how dirty you are!
MAn: Great idea!

Improve Your Writing Skills


1

MANUEL P. 208

a. 1. a 2. f 3. d 4. b 5. e 6. c
b. La date et ladresse de lexpditeur se trouvent en haut droite.
c. xxx signifie bises .
d. Cette lettre doit tre adresse des amis, Dear all, est une formule informelle, Love, et
xxx la fin aussi.

Introduction
Formel

Dear Mrs Johnson, Dear Sir, /


Madam,

Informel My dear Steven, Dear Aunt,


3

Conclusion
Yours sincerely, Regards,
Take care, Best wishes, With love,

a. La lettre tant informelle, je choisis une formule telle que My dear Jenifer ou Dear Jenifer.
b. Pour la mme raison, une formule approprie sera Take care ou With love.
c. Dans un e-mail, il est inutile dcrire son adresse et la date en haut droite.

Proposition de corrig :

Dear Jenifer,
Thank you so much for your letter, and for your invitation to the Notting Hill Carnival. This is
such a brilliant idea! We will come back from our holiday on August 10th, so we will be available on the 14th. I love going to the Carnival because there are so many colourful costumes,
and a great atmosphere.
I look forward to seeing you there!
With love,
Nancy

Your Task

MANUEL P. 209

Pour raliser cette tche, il nest pas ncessaire davoir travaill sur tous les festivals
proposs dans lunit. On pourra galement encourager les lves se renseigner sur
dautres festivals qui ont lieu au Royaume-Uni.

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Dans le cas dun groupe ou dune classe fragile, cette tche pourra tre mene en deux
temps. Nous recommandons de corriger le premier e-mail avant de lchanger, afin que les
lves ne soient pas gns dans leur comprhension par dventuelles erreurs. On pourra
ainsi valuer le-mail et mener bien la tche la fois suivante.
Dans le cas dun groupe ou dune classe plus solide, on formera des binmes lavance.
On donnera alors un temps limit aux lves pour crire le premier e-mail, puis on changera
directement et llve B rpondra le-mail de llve A et inversement.
valuation de la tche
titre indicatif, nous proposons la grille suivante. Le professeur sera bien sr libre dlaborer
sa propre grille ou de faire voluer le nombre de points attribu chaque critre.
Grille dvaluation de la production crite
Matrise de lorthographe et des codes de prsentation de
le-mail : formule de politesse en dbut et fin

0 1 2

tendue, matrise et prcision du vocabulaire

0 1 2 3 4 5

Sait sappuyer sur les documents tudis et rutiliser les


acquis du cours

0 1 2 3 4 5

Correction grammaticale et prise de risques


Rutilisation des structures vues en classe (conseil, suggestion, prfrence, exclamation)

0 1 2 3 4 5

Organisation de le-mail (structure, enchanements)


Contenu pertinent, rponse approprie par rapport au
premier e-mail

0 1 2 3

Total des points

/ 20

En-dessous de 10 : A2 Au-dessus de 10 : B1 Au-dessus de 16 : B2 en cours dacquisition

Speaking Corner

MANUEL P. 210-211

Production possible :

In my opinion, all these cartoons correspond to the festival experience. The first one shows
a crowd of people attending a concert. The lyrics are quite paradoxical, since the artist is
singing Im so lonesome when in fact the festival is overcrowded. I find this quite funny.
The second cartoon presents us with a different aspect of the tradition of summer festivals
in the UK, the mud. Indeed, an outdoor festival wouldnt be complete if it werent muddy. It
reminds me of Glastonbury, where people go with their rain boots, because you never know
what the weather is going to be like in England!
However, for me, the cartoon which best sums up the festival experience is the third one.
You often have to pay a lot of money to go to a festival, and when you get there, youre not
always sure to be close to the stage, youre often crammed in a crowd and the performances
dont last for so long. Despite all that, the memories you keep when you go back home are
amazing, and it is an unforgettable and unique experience to go to a festival.

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N. B. : en ce qui concerne les phrases p. 211, on pourra rpartir les lves en groupes et leur
demander de dbattre sur ces phrases en choisissant celle laquelle ils sidentifient le plus.
Ils pourront saider de la double page Enrichir sa prise de parole p. 232-233.

Productions possibles :

In my opinion, festivals are a great opportunity to spend a few days surrounded by happy
people sharing unforgettable moments. Thats why I really identify with what is said in the
purple quote. Festivals are not like everyday life when you have to go to school. Theyre a
chance to escape from daily life and feel completely free.
You must be joking! I dont care if the people are happy, the problem is that festivals are so
overcrowded, with people shouting and going crazy, it really scares me! I would much rather
spend my free time with a few friends in a nice quiet park, and listen to our MP3 players.
This is the reason why I chose Adeles quote.
Ive got mixed feelings about that. I dont have a problem with people shouting and going
crazy if thats what they like, but at the same time, if you prefer to listen to music on your
own, thats fine too. The important thing is to choose what makes you happy. After all, you
are what you listen to.
You cant be serious! Why would anyone our age not want to go to a festival? Sitting in parks
and listening to your MP3 player is so boring! You wont get many opportunities to go to
festivals, so just go and enjoy it. You know the saying, if the musics too loud, youre too old!

Prolongements possibles lunit


> valuation sommative de PE (p. 348 de ce Fichier)
> Fiche Apprendre apprendre : fiche dtachable facilitant la mmorisation des structures
grammaticales et du lexique (Workbook p. 125-126, corrigs p. 282 du manuel).

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15

Masters of Suspense

Sentiment dappartenance

Mmoire

Tche finale (p. 221): Creative writing contest: write a short extract for a detective story or
create a short film based on several pictures. Which story or film script will be published
in the school newspaper or on the school website?
Activits langagires

1. Tune In!
(p. 212-213)

POI /
PPC

- Commenter un document
iconographique (BD), mettre
des hypothses, argumenter,
changer des points de vue
- Acqurir du vocabulaire li au
thme des enqutes policires
- Imaginer une conversation
tlphonique, rsumer

PE

crire un rapport de police


(120 mots)

- Enrichir sa prise de parole p. 232-233

- Fiche Workbook p. 93 (Play with words)

- Fiche Workbook p. 94
- Language at Work p. 218-219
- Enrichir sa prise de parole p. 232-233
- Fiches sur le site compagnon

crire une biographie partir


des informations collectes

- Prcis grammatical, le prtrit simple


p. 265-266
- Les verbes irrguliers p. 271-273

CO

Comprendre et commenter la
bande-annonce de North by
Northwest de Hitchcock

- Parler dune image anime p. 230-231


- Fiche sur le site compagnon

PE

crire un rsum pour une


jaquette de DVD (120 mots)

CO

couter un extrait audio de


Ghost Stories de Hitchcock

Fiche Workbook p. 94

CO

Vido : Suspicion de Hitchcock

Fiche sur le site compagnon

CO

Identifier des effets sonores

CE

Lire un extrait de roman

Fiche Workbook p. 95

PE

crire un dialogue (100-150


mots)

- Fiche Workbook p. 97
- Improve Your Writing Skills p. 220

PE

3. Scream
(p. 216-217)

Prolongements tches / aides

Jeu de rles pour changer des


informations

POI

2. A Master
of Suspense
(p. 214-215)

Contenus

Lactivit langagire principale de cette unit est la PE (production crite).

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1. Tune In!

MANUEL P. 212-213

1. Case study
Mises en uvre possibles :
a.

La bande dessine sur la page douverture a pour but de lancer la thmatique et de faire
ragir les lves.
Dans le cadre dune class fragile, on pourra (grce un scan ou une photocopie) commencer par montrer le texte dans le dsordre et garder les images dans lordre, ou linverse.
Les lves devront lire le texte et rordonner le rcit, puis rpondre aux questions p. 213.
On pourrait aussi commencer par donner une moiti de la classe les images dans lordre,
lautre les textes dans le dsordre. Ceux qui ont les images les dcrivent lautre groupe.
Les lves doivent lever le doigt ds quils savent de quelle image il sagit.
On peut aussi tout simplement faire dcouvrir le texte et les images dans lordre et procder un travail individuel ou en binmes sur les questions du b. p. 213, suivi dun compte
rendu oral la classe.
Avant de passer au b., il faudrait dchiffrer lhistoire (trouver les indices dans les images
et le texte). On conseillera aux lves de consulter les pages Parler dune image fixe
(p. 228-229) pour se reprer dans les diffrentes images.

Productions possibles:

Solving the mystery is not difficult because the murderer didnt wear gloves, so he left his
fingerprints on the weapon, on the pen, on the envelope
We can analyse the saliva on the envelope to find the murderers DNA.
If we compare the handwriting on the letter posted to James Trudd, we can see that it
doesnt correspond to Tobiass handwriting on other documents.
The handwriting on the letter was written by someone who is right-handed, but the gun
was placed in Tobiass left hand, so he cant have shot himself.
Tobias couldnt have posted the letter to James because the approximate time of his death
is 5 p.m., but the letter was posted after the last mail collection at 5:30 p.m. The letter wasnt
collected until the following day. The day of collection is always stamped on the envelope.
There was a train schedule to and from Lowbridge in the wastepaper basket. The arrival
and departure times are circled. The times would have given the murderer enough time to
kill Tobias, and it corresponds to the approximate time of death.
James has no alibi to prove he was in Ambridge at the time of the murder.
We may suppose Tobias had no motive for committing suicide.
A possible motive for James to kill his uncle was that Tobias didnt want James to marry
Helen Reed / didnt approve of Jamess marriage to Helen Reed. Tobias had an appointment
to see his lawyer on Friday, possibly to change his will, to disinherit his nephew.
James probably killed his uncle because he was greedy for money and didnt accept the
fact that he would no longer be his uncles heir.
Mise en uvre possible :
b.

282

Une fois le document compris, on rutilisera des lments du cours pour aboutir une mise
en uvre actionnelle avec les activits du b.

Unit 15

Productions possibles:

Scenario 1
Police: Hello? Officer Murpher speaking.
Witness: Hello. Is this the Lowbridge police station?
Police: Yes, it is.
Witness: Id like to report a murder.
Police: A murder?
Witness: Yes, you heard me correctly. I just went to my neighbours house, and I was surprised when no one answered the door, so I looked through the window. I saw poor Tobias
lying in an armchair across from the desk. He had been shot in the head. A man was sitting at
the desk reading a letter. He had brown hair, a white shirt and blue trousers. I guess he was
probably around 25-30 years old, but I couldnt see his face. There was a gun on the desk
next to the man, and there were papers all over the desk and floor and the desklamp was on.
Police: Thank you, sir. We will send an officer over right away. Would you please give me
your name and the address of the crime?
Scenario 2
I have just arrived at the scene of the crime, at Mr Tobias Trudds house in Lowbridge. In the
study, I have found a man in a green suit with thin hair, maybe about 60 years old, lying in
an armchair with a bullet shot through his head, above his left eye. He is dead. Looking at
the wound, I guess the murder occurred around 5 oclock p.m. There is a gun lying on the
floor next to the victims left hand. From the neighbours description, I deduce this must
be Tobias Trudd. The neighbour told me Mr Trudd is not left-handed, so it is clear this is not
a suicide. There are letters and papers all over the desk and on the floor, so I guess the
murderer was looking for an important document or letter. There is a pen on the desk. I will
have the gun and pen dusted for fingerprints. I found a copy of the train schedules to and
from Lowbridge with some times circled that had been tossed in a wastebasket next to the
armchair. I guess the murderer arrived in Lowbridge at 4:30 p.m. and left on the 8.45 train
to Ambridge. I suspect James Trudd is the murderer because he lives in Ambridge. We will
have to investigate further to determine the motive.

2. Play with words


Corrig de la fiche du Workbook (p. 93)
a. murderer / murder detective inspector / inspection investigator / investigation
suspect / suspicion
b. thief = robber strange = weird scared = frightened flee = run away menace = threat
proof = evidence
c. Crime: weapon, aggressor, blood, blackmailer, stab
Investigation: witness, shadow, description, fingerprints, DNA, track, motive
Defence: court, mug shot, alibi, testimony, lawyer
d. 1 shouted 2 told 3 apologized 4 asked 5 replied 6 warned 7 confessed
8 explained 9 sighed

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3. Police report
On exploitera limage au pralable soit en groupes, soit en groupe classe, puis on procdera
un travail en groupe ou individuel.

Production possible:

The man and the woman catch a glimpse of something through a window. / They are
watching something through a window. They appear to be very tense and focused. It must
be something they are not supposed to see because they look scared / frightened / terrified / panic-stricken. It is possible that they see someone getting hurt or doing something
illegal. Maybe they are witnessing a beating or a murder. They are hidden, as the blinds on
the window have been pulled down.
Proposition de corrig:
Two witnesses have reported seeing a crime. Mr. and Mrs. Williams said they were in their
living room watching television after dinner when they heard screaming and shouting coming
from the house across the street. They looked out their window. All the curtains were closed
in their neighbours house so they couldnt see anything clearly, but they could see that all
the lights were on in the house. They could hear a man and a woman shouting. It sounded
like they were throwing things because Mr. and Mrs. Williams could hear glass breaking and
doors slamming. Then they heard three gun shots. Mrs. Williams instantly called the police.
While she was on the phone, Mr. Williams saw the garage door open and a car quickly drive
away. It was dark so he couldnt see if it was a man or a woman in the car.

2. A Master of Suspense

MANUEL P. 214-215

1. On Hitchcocks Tracks
Ce jeu de rles permettra de mieux connatre la vie dAlfred Hitchcock et de rviser le prtrit
simple. On le fera en demi-groupes ou bien on ddoublera les rles.
Mises en uvre possibles :
Avant de faire cet exercice, les lves auront rvis linterrogation dans le Language at
Work p. 218-219. Distribuer chaque lve une fiche avec son rle (fiches disponibles sur
le site compagnon). Les lves sinterrogeront pour trouver des informations sur la vie
de Hitchcock afin de remplir la grille dans leur Workbook. On conseillera de consulter les
pages Enrichir sa prise de parole , p. 232-233. Ensuite, ils peuvent rdiger la biographie
de Hitchcock partir de la grille complte, soit en classe, soit en devoir la maison. On
conseillera aux lves faibles de consulter le prcis grammatical p. 265-266 pour rviser le
prtrit simple, ainsi que les pages Verbes irrguliers p. 271-273.
Diviser la classe en deux groupes : les lves qui auront des rles (fiches distribues
avec informations), et ceux qui nauront que la grille du Workbook. Demander un lve de
prendre en charge la synthse sur la grille projete (ordinateur ou rtroprojecteur). Ceci
donnera lieu un change entre les deux groupes.
Enfin, les lves rdigeront la biographie pour faire la synthse des informations recueillies.

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Unit 15

Corrig de la fiche du Workbook (p. 94)


Birth

Date: August 13, 1899

Family (as a child)

Father: William Hitchcock (greengrocer, died in 1914)


Mother: Emma Whelan Hitchcock
Brother: William (born 1890) Sister: Eileen (born 1892)

Education

Saint Ignatius College, Catholic school run by Jesuits

Religion

Catholic

Wife and children

Wife: Alma Reville (married Dec. 2, 1926)


Child: Patricia Hitchcock (born July 7, 1928)

First job in the film


industry

designing titles for silent films for Gainsborough Pictures


(London)

British films he
directed

The Lady Vanishes (1938), Jamaica Inn (1939)

Immigrated

From: England

First Hollywood film

Rebecca (1940)

Most famous films

Dial M for Murder (1954), Rear Window (1954), To Catch a


Thief (1955), North by Northwest (1959), Psycho (1960)

Actors and
actresses who
starred in his films

Grace Kelly, James Stewart, Cary Grant, Laurence Olivier

Themes in his films

mistaken identity, viewer as voyeur

Number of major
films he directed

over 50

Award (title) he
received

He was knighted by Queen Elizabeth II, so he became Sir


Alfred Hitchcock.

Death

Date: April 29, 1980 Place: Los Angeles, California, USA

Place: London, England

To: California, USA

In (year): 1940

Corrig de la biographie de Hitchcock : Alfred Hitchcock was born on August 13, 1899
in London, England. He was the son of William Hitchcock, a greengrocer, and Emma Whelan
Hitchcock and had an older brother and sister named William and Eileen. Unfortunately, his
father died when Alfred was only fifteen years old. He had a Catholic education, and attended
Saint Ignatius College, a school run by Jesuits. On December 2, 1926, Hitchcock married
his assistant, Alma Reville, and they had a daughter named Patricia, born on July 7, 1928.
Hitchcock rose quickly in the film industry: he was first hired by Gainsborough Pictures in
1920 to design titles for silent films, and only five years later he had already directed his
first film. He produced films in Britain including The Lady Vanishes and Jamaica Inn, but

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in 1940, he moved to Hollywood, the film capital of the world. There, he made films such
as Dial M for Murder, Rear Window, North by Northwest and Psycho starring actors like
Grace Kelly, James Stewart, Cary Grant and Laurence Olivier. Some of the Hitchcocks
favourite themes were mistaken identity and viewer as voyeur. The Master of Suspense
became a legend in his lifetime, directing over 50 films. He was knighted by Queen Elizabeth II, shortly before his death on April 29, 1980 at his home in Los Angeles, California.

2. North by Northwest
a.
b.

Transcription des mots : sand, sunburn, mountain climbing, delights, tasteful.


Script de la bande-annonce North by Northwest
Have you planned your vacation yet? Youve a choice between sand and sunburn or mountain
climbing and the charley-horse. I find it all very enervating, but we should all have some kind of
holiday, so my suggestion is a quiet little tour, say, about two thousand miles? I have just made a
motion picture, North by Northwest, to show you some of these delights, and the ideal place to start
our holiday fun trip is New York. [image of NY United Nations building] where Cary Grant can go
places and do things. [We see Cary Grant taking a knife out of a mans back.] You dont find a tasteful
little murder [newspaper headlines: Manhunt on for U.N. Killer] on every guided tour, now do you? But
this means we must leave Manhattan.
Hello there!
Tell me, why are you so good to me?
Shall I climb up and tell you why?
How do I know you arent a murderer?
You dont.
A train may be an old-fashioned way to travel, but an upper berth can be a lovely place to go, when
its your time to go
After an uneventful fine nights rest, we arrive in Chicago. We seek out culture in a great art gallery.
[images of Cary Grant punching someone in an auction room] We cant leave Chicago without a visit to
the Great Plainthe people are all so friendly in the great outdoors. [Cary Grant getting run over by a
big truck on a long empty road on the Great Plains] And now for the climax of our tour: the inspiration
of a great American monument, the serene nobility [as Eva Marie Saint screams at the top of her lungs]
of Mount Rushmore. On this tour, you are sure of charming companions like Cary Grant entirely
relaxed, [very nervous] and a bit on the reticent side. [firmly opposed]
Im an advertising man, not a red herring! Ive got a job, a secretary, a mother, two ex-wives and
several bartenders dependent upon me. And I dont intend to disappoint them all by getting myself
slightly killed.
And for vacation romance, how about an amorous blonde like Eva Marie Saint. Shes the kind of girl
that gets into a mans blood, even if she has to shoot her way in. Now for the best news of allyou
can enjoy this wonderful vacation while seated comfortably in this theatre. I promise you nothing
but entertainment, a vacation from all your problems, as it was for me.

Mise en uvre :
Cette vido permet, pour des lves qui ne le connaissent pas forcment, une introduction
au cinaste Alfred Hitchcock et lun de ses films les plus clbres : North by Northwest (La
Mort aux trousses). Vous trouverez cette bande-annonce sur lInternet :

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www.archive.org/details/NorthByNorthwestTrailer (meilleure qualit)


www.imdb.com/video/screenplay/vi473956889/
visionner en entier une premire fois. En groupes ou la maison, les lves schangeront
des informations pour rpondre aux questions du manuel.
c.

Productions possibles:

Hitchcock is trying to sell a film.


Two cities are mentioned in the trailer: New York and Chicago. Other place names are
Manhattan and the Great Plains. We can also see Mount Rushmore and the United Nations
headquarters in New York.
The main character is suspected of murdering a man at the United Nations, and so he
must / is obliged to flee / to leave New York City. While he is trying to escape, he meets a
beautiful blonde woman on a train. (The actress who plays her is Eva Marie Saint.)
In this film viewers will find adventure, romance, suspense, thrills, action

d.

Vous trouverez une fiche vido photocopiable et son corrig sur le site compagnon.

3. DVD jacket
Travail individuel en classe ou la maison.
Proposition de corrig:
When New York City advertising executive Roger Thornhill (Cary Grant) is mistaken for a
secret government agent by a group of spies, he must flee across the country. He is accused
of killing a man, but manages to escape from the police. Later, he hides on a train where he
meets a lovely blonde woman who helps himbut can she be trusted? He is chased by planes
and attacked by villains who want to kill him. Will he survive? You will love Hitchcocks classic thriller that has something for everyoneadventure, romance and suspense. Hitchcock
keeps you on the edge of your seat!

4. How to create suspense


Script de lenregistrement (CD 3 piste 23, 2:51)
Hitchcock : How do you do, boys and girls? My name is Alfred Hitchcock, and Im delighted to
find that you believe in ghosts, too. After all, they believe in you. So its only common courtesy and
politeness to return the favour. As a matter of fact, I tell them human stories all the time, and they
enjoy them immensely. Now, of course, the best way to listen to ghost stories is with the lights out.
There is nothing like a dark room to attract ghosts. And you may like to have some of our mutual
friends come and listen with you. Are the lights out? (click) Good. Doors closed? (door slamming)
Blinds drawn? (sliding sound) Excellent! Dont worry about the ghosts getting in. They can slither
through keyholes and under doors, you know. Now, just be quiet. (slithering sound) Hear that slithering? Ah, good. Now that were all here, we can begin. First of all, let me say that I have always been
curious about those things which make the average persons blood run cold with fear and horror. But
then, the average person becomes upset over such simple things as a door opening (door creaking),
footsteps in the hall (someone limping down a hall), an ordinary owl (an owl hooting), or cat (a cat screeching). And they make such a fuss over simple things like the fluttering of a birds wings (the fluttering

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of a birds wings), a girls voice on a summer evening (a girl screaming), or for that matter a dripping
faucet, as we seem to have here (dripping water). But you and I are above these things. However, it
might be best for me to get a wrench and turn that water off completely.

Productions possibles:

a. Alfred Hitchcock is speaking to the listeners / boys and girls.


b. We could describe the music in the recording as: happy, joyful, cheerful, childlike, bouncy.
The sound effects appear to be scary, frightening, but I am not afraid because the music
makes it sound comic / humorous.
c. I can hear: a light switch clicking, a door closing, blinds being drawn, ghosts slithering, a
door creaking open, someone limping down a hall, an owl hooting, a cat screeching, a birds
wings fluttering, a girl screaming, a faucet dripping.

a. In order to meet ghosts, the lights must be out, the doors must be closed and the blinds
must be drawn.
Ghosts can get into a room or a house by slithering through keyholes and under doors.
b. At the end of the passage, the narrator is going to fix / repair the dripping faucet.
c. Hitchcock wants to create a scary atmosphere before the story begins so the ghost story
will have more impact. He wants to build suspense so the audience will be thrilled.

Corrig de la fiche du Workbook (p. 94-95)


a. Hitchcock is speaking.
b. The narrator is speaking to the listeners.
c. He is talking about ghosts.
d. 1. True the best way to listen to ghost stories is with the lights out. There is nothing like
a dark room to attract ghosts.
2. True the average person becomes so upset over such simple things as a door opening
e. 1. The lights must be turned out.
2. The room must be dark.
3. The doors must be closed.
4. The blinds must be drawn.
f. 1. Ghosts can get in through key holes.
2. Ghosts can get in under doors.
g. 1. b, c, e, h, j, k, l
2. Hitchcock is going to turn the water off.

5. Watch a video
N.B. : la fiche lve, son corrig, le script et lexploitation de lextrait se trouvent sur le site
compagnon.

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3. Scream

MANUEL P. 216-217

1. Sounds intriguing
Script de lenregistrement (CD3 piste 24, 1:19)
Identify the sounds or noises you can hear.
gun shooting men yelling at each other the howling of a dog people running body bumping
into a car screeching tyres blood drops dripping on plastic sudden braking echoing footsteps

Pour un groupe fragile, on pourra distribuer la fiche de reprage disponible sur le site
compagnon.
On incitera les lves justifier leur choix laide dun exemple clair.

Production possible :

b.

The atmosphere is tense and gloomy because I can hear echoing footsteps so I think the
scene may take place in a car park / parking lot and it must be badly lit. I can hear tyres
crunching so I understand something is going to happen, something threatening. Its scary
because I can hear people yelling at each other but I dont really understand what they are
talking about and why they are arguing. The atmosphere is frightening and creepy because
I can hear gun shooting but I dont know whether someone died or not. Its weird because I
can hear something dripping, and it might be blood. If someone is bleeding, thats disturbing.

Prolongement possible
On pourra faciliter la mmorisation du lexique p. 213-216 grce aux exercices disponibles
sur le site compagnon.

2. Jigsaw reading
Mises en uvre possibles :
Travail de prparation individuel la maison : remise dans lordre du texte laide des
images.
Travail en classe : on divisera la classe en plusieurs groupes. Le rapporteur dun groupe
proposera sa rponse qui sera discute par les lves des autres groupes qui confronteront
cette remise en ordre du texte la leur. On conseillera de consulter la double page Enrichir
sa prise de parole p. 232-233 pour ragir la version suggre.
Si lon a accs un TNI, les diffrents paragraphes seront manipuls en fonction des suggestions et des remarques des lves.
Rponse : A-D-C-B-G-F-E
N. B. : vous trouverez le texte complet et dans lordre sur le site compagnon.

3. Key facts
Mises en uvre possibles :
Dans le cadre dune clase fragile, on ne poursuivra pas davantage ltude du texte.

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Si la classe est plus solide, on demandera aux lves de remplir la fiche du Workbook que
lon corrigera ensuite.
Si la classe est htrogne, on pourra demander aux lves les plus solides de remplir la
fiche et den faire un compte rendu oral au reste de la classe.
Pour une classe prouvant des difficults se concentrer sur un texte long, on divisera la
classe en deux groupes qui rempliront seulement une partie de la fiche. On fera une mise
en commun au cours de la phase de rcapitulation.
Le texte remis dans lordre (tlchargeable sur le site compagnon) pourra tre photocopi
et distribu.

Corrig de la fiche du Workbook (p. 95-96)


a. - I: Helen - you: Sherlock Holmes
b. twins + how subtle are the links which bind two souls which are so closely allied
c. night
d. It was a wild night. The wind was howling outside, and the rain was beating and splashing against the windows. + the hubbub of the gale
e. a low whistle: such as my sister described a clanging sound: as if a mass of metal
had fallen
f. sprang, wrapped, rushed, ran, stared
g. 1. drunkard drunk: saoul 2. - groping: qui cherche attraper - figure swaying to and
fro: le corps qui se balance dun ct et de lautre
h. 1. Helens sisters sufferings: she writhed as one who is in terrible pain, and her limbs
were dreadfully convulsed. Helens sisters words: Oh, my God! Helen! It was the band!
The speckled band! Gesture made: She pointed in the direction of the doctors room.
2. Who arrived? Helens stepfather, Dr. Roylott What for? to help save his stepdaughter /
Helens sister What happened to Helens sister? She died.
i. It might be

ACTION!
In order to create suspense the writer sets up a gloomy / scary atmosphere. The scene
takes place at night: the weather is stormy. Helen is afraid and nervous; thats why the
reader fears / imagines that something dreadful may take place. Helens sister looks
like a ghost and she mentions a speckled band that could be a clue. The reader feels
anxious about what may happen. Besides, Helens sister dies at the end of the text, so
the reader is worried / uncertain / unsure about Helens future.

4. Script writing
Mise en uvre possible :
Avec une classe solide, on pourra demander un travail de production crite en prolongement de ltude du texte.

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Avant de passer lcriture, les lves feront dabord les exercices dans le Workbook pour
enrichir leur rdaction (avec des verbes introducteurs au style indirecte et les adverbes appropris), mais aussi pour revoir la ponctuation du discours direct en anglais.

Corrig de la fiche du Workbook (p. 97)


b. 1. Un dtective priv qui sappelle Murphy est son bureau. Il rpond au tlphone et
entend la voix dune femme qui lui explique que quelquun la suit et quelle a peur. Murphy
lui donne des indications pour se rendre dans le bar de Charlie. L, elle doit dire Charlie
quelle souhaite parler Murphy.
2. Il ny a pas de tirets quand il y a un changement de locuteur, mais il y a des guillemets.
chaque changement de locuteur correspond un nouveau paragraphe.
3. said, replied, continued, asked, responded, inquired, answered, instructed, whispered
4. quickly, hesitatingly, lowering her voice, cheerfully, frightened, in a barely audible voice,
calmly
5. H H Hello, Thats, I I, Im, Well, Youll
c. I couldnt care less! he said rudely. Can I help you? he said kindly. Dont ever do
it again! he said furiously. I just adore her, he said passionately. You let me down
again, he said sadly.
d. As Amanda walked through the front door of Charlies bar , her eyes had to adjust to
the darkness inside . She walked over to the bar and sat on one of the high stools .
Are you Charlie ? she asked the man standing behind the counter .
Whos asking ? he frowned .
My names Amanda Parker . I need to speak to Murphy . she explained . He told
me I could find him here .
Sure , miss , Charlie answered . Follow me .
Proposition de corrig:
Dr. Roylott, what were you doing on the night of your stepdaughters death? asked Sherlock Holmes.
I was sleeping, replied Dr. Roylott, calmly. It was the middle of the night.
Did you hear anything suspicious? Holmes continued.
It was a stormy night. The wind was howling, answered the doctor.
Helen Stoner said she heard a low whistle and a clanging sound, insisted Sherlock. What
could that have been?
I dont know! shouted Roylott, angrily. I have told you Julias death is a mystery! Stop
asking me questions!
Im sorry, but I must continue with my investigation, explained Holmes, firmly. Was anyone
else present?
Julias sister, Helen, was there, too. She was very upset. My stepdaughter was unconscious
when I arrived. I sent for medical aid, but nothing helped.
In your opinion, what is the speckled band she mentioned? Think carefully, Dr. Roylott.
She pointed to your room when she said it.
Dr. Roylott stood up and shouted threateningly at Holmes, I must ask you to leave this
house immediately! If you are suggesting that I am to blame for my stepdaughters death,
you are wrong! Now leave!

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Im sorry you are not cooperating with the investigation, Dr. Roylott, said Holmes, rationally.
Your behaviour is very suspicious. I will come back another day. Good day, sir.
Critres de lvaluation : titre indicatif, nous proposons la grille suivante. Le professeur
sera bien sr libre dlaborer sa propre grille ou de faire voluer le nombre de points attribu
chaque critre.
Grille dvaluation
Respect des consignes (lments inclure)

0 1 2 3 4

Organisation / cohrence (structure / enchanements)

0 1 2 3 4

Richesse de lexpression et du lexique

0 1 2 3 4 5

Correction de la langue

0 1 2 3 4 5

Respect de la ponctuation propre un dialogue

0 1 2

Total des points

Language at Work

/ 20

MANUEL P. 218-219

Les noncs sont tous la forme interrogative.


Dduisez : En anglais, les constructions interrogatives utilisent un auxiliaire. Quand la question
commence par un mot interrogatif, on a lordre : mot interrogatif + auxiliaire + sujet + verbe.

Les noncs a., b. et d. sont au prtrit simple. Lnonc c. est au prsent simple.
Mot interrogatif sujet
a. Who saw anything suspicious?
d. What happened next?

Mot interrogatif complment


b. What did you hear?
c. Who do you suspect?

Dduisez : Lorsque Who et What sont le sujet, il ny a pas dauxiliaire ni au prsent simple
ni au prtrit simple. La construction est celle de la phrase affirmative.
3

Dduisez : Si le verbe se construit avec une prposition, cette prposition est habituellement
place la fin de la question.

What were you doing yesterday at midnight? activit Whose gun is it? possesseur What
time did you leave the flat? heure How long will it take to have the results? dure Where did
you go after leaving the flat? lieu How far was the murderer from his victim? distance How
is the victims wife now? sant How often did you meet the victim? frquence How much
money was kept in the safe? quantit What is the kidnapper like? demande de description
How many bullets were shot at the victim? nombre How was the victim killed? moyen
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292

a. Did you hear unusual noises last night? b. How much money has been stolen?
c. What time did his wife leave the flat? d. When were the photos taken by the detective?
e. Do you know why he left her? f. Did the victim go to work yesterday morning?

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The inspecTor: You saw a suspect. What was he like? / How tall was he?
The wiTness: He was quite tall.
The inspecTor: How old was he?
The wiTness: About thirty.
The inspecTor: What was his hair like?
The wiTness: It was dark, short and curly.
The inspecTor: Did he have a beard?
The wiTness: No, he didnt. He had a moustache.
The inspecTor: What time was it? / What was the time?
The wiTness: It was around ten.
The inspecTor: What were you doing outside at ten?
The wiTness: I was walking my dog.
The inspecTor: Have you ever seen this man before?
The wiTness: No, never. Its the first time.
On your own. Mise en uvre possible :
On pourra faire cette activit soit en classe entire, soit en petits groupes.
Vous trouverez les fiches photocopier et distribuer aux lves sur le site compagnon.
Pour une classe entire, on choisira quelques lves pour jouer les rles de Emma Rose,
Brian Hadley et Ted Nelson. Le rle de linspecteur peut tre jou par un seul lve ou plusieurs lves peuvent interroger les suspects tour de rle.
Dabord, la commissaire Todd expliquera qui tait la victime.
Ensuite, linspecteur demandera au mdecin lgiste dexpliquer les circonstances de la mort.
Puis on procdera linterrogation des trois suspects.
la fin de linterrogatoire, llve qui joue le rle de linspecteur Harris (ou la classe entire)
peut mettre des suppositions sur lidentit du meurtrier.
Quand la commissaire Todd (ou la classe entire) est prt rendre son rapport avec le nom
du coupable, on distribuera la dernire fiche un autre lve : celle de lexpert en poison.
Son rapport confirmera ou niera la culpabilit du suspect, car la digitaline est un poison
driv dune fleur. Miss Rose est donc la coupable.

Productions possibles:

Kate Todds role


Whats your name?
How old are you?
Are you married or single?
Whats your job?
Where do you work?
How are you related to the victim?
Who broke up?
When did you break up with him?
Why did he / you break up?
How long have you known him?

How long have you been flatmates?


What were you doing at 10 p.m.?
How often do you?
Where were you at 10 p.m.?
When did you last see Mr Boffin?
When did you come back home?
Where is the cinema located?
How long was the film?
Where did you eat out?
Were you alone?

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Emma Roses role


My name is Emma Rose.
Im single.
Im a florist. I run a shop on High Street /
two blocks away.
Im Mr Boffins / Colins flatmate.
Weve been flatmates for two years.
Colin used to be my boyfriend.

He broke up.
Im thirty-two years old.
He met a girl and fell in love with her
Her name is Sandy Williams.
I was at home on my own.
I watched TV until 11 p.m. I went to bed because I start work very early in the morning.

Brian Hadleys role


My name is Brian Hadley.
Im twenty-nine years old.
Im single.
I have no girlfriend.
Colin and I have been friends for two years.
We have been flatmates for a year.
Im a chemist.
I work for a research laboratory.

I work in the same laboratory as Colins.


Colin was my supervisor at the lab.
I went to the cinema last night.
Its not very far from here.
I was alone.
I didnt go back home before midnight because I had a drink in a bar after the film
which finished at 10:30 p.m.

Ted Nelsons role


My name is Ted Nelson.
Im thirty.
Im single but I have a girlfriend, Cecily Davis,
who lives next door.
We have known each other for a very long
time. We have been friends since we were
teenagers.

We have been flatmates for eight years.


Im a pharmacist.
I work at Cross Medical Centre.
I wasnt alone.
I spent the night with my girlfriend.
We ate at her flat then watched television
until late.

Kate Todds suppositions


It may be Mr Hadley because he works for a research laboratory so it was easy for him to
get digitalis. / It must be Mr Hadley because Mr Boffin was his supervisor. Maybe they were
rivals at work and Mr Hadley wanted to get Mr Boffins job. He had a possible motive. / It cant
be Mr Hadley because he had an alibi. He must have been seen at the cinema or at the bar.
It may be Mr Nelson because he works at a pharmacy so he could get poisonous chemicals. /
It cant be Mr Nelson because they have known each other for too long. / It could be Mr
Nelson because his alibi is Miss Davis, but she cannot be trusted because she is his girlfriend.
Im sure its Miss Rose because she was jealous and couldnt bear the separation. She never
forgave him. / It could have been Miss Rose because she doesnt have an alibi. / It cant
be Miss Rose because she was only a florist and wouldnt have been able to get the poison.
Conclusions after hearing the poison expert: Miss Rose is guilty of killing Mr Boffin. She
was jealous because Mr Boffin had left her for another girl. She poisoned him with digitalin,
which she was able to obtain from a flower called foxglove.

Improve Your Writing Skills

MANUEL P. 220

Cette page est une tape importante avant de faire la tche finale car les lves apprendront
toffer leur rcit, en ajoutant des complments ou des propositions relatives (de temps et

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de lieu), des adjectifs qualificatifs, des propositions infinitives, des adverbes. Ils apprendront
galement bien construire et structurer un rcit.

Proposition de corrig:
a. street (coming home from school) + house in the woods December night a teenager
and two men
b. mad desperate panic-stricken
c. Un soir de dcembre, le narrateur rentre de lcole lorsque deux hommes le kidnappent et
lamnent dans une maison dans un bois. Le narrateur est paniqu, jusqu ce quil se rappelle que son portable est dans sa poche. Il russit sen saisir et envoyer un message de
dtresse ses parents. La police arrive quelques heures plus tard et le libre.

a. prtrit en Be + -inG (permet de marquer un repre dans le temps), prtrit simple (temps
du rcit dans le pass / srie dvnements dans le pass)
b. big strong hooded with dark clothes
c. mots de liaison : when suddenly but then and finally at last
marqueurs de temps : on a December night all of a sudden a few hours later

On a rajout des adjectifs, des mots de liaison, des marqueurs de temps, des propositions
subordonnes relatives (temps et lieu), des adverbes.

I was lying on the beach when someone screamed. Startled, I jumped up and looked around.
At first, I couldnt see anything because the sun was too bright. I grabbed my sunglasses
and looked at the water. The scream had come from a woman who was on a raft. She was
staring at the water below her.
A shark! A shark! she shrieked in a terrified voice.
Then I saw the lifeguard run down the beach and dive into the water with his surfboard. He
swam out to the woman. While he was in the water, a crowd of people began forming on the
beach. After a few minutes, he swam back to the shore, pulling the woman on her raft. When
they reached the beach, everybody gathered around to find out what had happened. The woman
looked embarrassed when the lifeguard held up a black plastic buoy. It was just a childs toy!

Your Task

MANUEL P. 221

Mises en uvre possibles :

Scnario 1
Travail en classe : on lira les consignes de la p. 221 pour sassurer quelles sont bien assimiles. Les lves dcriront dabord ce quils voient rellement dans les quatre images,
puis mettront des hypothses sur ce qui est inconnu. Il est important quils lisent bien les
questions dans le manuel pour reprer les points importants.

Production possible:

Maybe the man wearing the hat is a spy / a bad guy / a terrorist / the womans husband Its
possible that theres money / a secret message / government secrets / a microchip / a love
letter in the envelope. We could imagine that the man is a spy and the woman is his accomplice
who has managed to persuade the man with the moustache to give her some confidential documents. Maybe she is supposed to leave before the bomb goes off. The motive for setting the bomb
might be a jealous husband. The man and the woman at the table may just be innocent bystanders.

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Travail en groupe : les lves rdigeront un pisode dune histoire policire denviron
200 mots en sinspirant des images du manuel. Vous pouvez laisser des lves cratifs
la libert de sloigner un peu de lhistoire suggre dans les images. Ils devront imaginer
la fin de lhistoire et rdiger un rcit structur, en sappuyant notamment sur les conseils
donns au bas de la page 220.
On conseillera aux lves de sappuyer sur les comptences acquises tout au long de
lunit : Police report p. 213, DVD jacket p. 214, Script writing p. 217, Improve Your Writing
Skills p. 220 ainsi que les exercices du Workbook p. 97.
Scnario 2
Des lves solides ou cinphiles pourront mettre en scne et filmer leur histoire. Certains
lves faibles en anglais ont des comptences techniques qui seront valorises par ce projet.
Ils auront ainsi envie de sinvestir et de travailler leur anglais en mme temps.
On renverra aux pages Parler dune image anim p. 230-231 pour varier les prises de
vue et rflchir sur la signification de langle de la camra ou de la distance entre la camra
et le personnage.
Il faut leur laisser suffisamment de temps pour la ralisation du film, qui pourra avoir lieu
durant les petites vacances.
Une fois les vidos prtes, on peut organiser un Film Festival et dcerner des prix pour
Best Picture, Best Actor, Best Actress, Best Director, Best Scenario

Prolongements possibles:
Si vous souhaitez tudier plus en profondeur le style dHitchcock, nous vous suggrons
cette courte vido sur Hitchcock on Creating Suspense :
www.youtube.com/watch?v=DPFsuc_M_3E
Hitchcock y explique la diffrence entre la surprise et le suspense : on prouve de la surprise lorsquune bombe explose, mais on cre du suspense lorsque lon montre la bombe
au public sans que les personnages le sachent. Cette vido peut donner aux lves des
ides pour la fin de lhistoire.
Rserv des lves trs solides, larticle How to turn your boring movie into a Hitchcock
thriller explique les diffrentes techniques cinmatographiques chres Hitchcock :
www.borgus.com/hitch/hitch2011.htm
Il existe aussi une version vido des explications donnes dans cet article :
Part 1 : www.youtube.com/watch?v=Eg6velhQxGs
Part 2 : www.youtube.com/watch?v=eKs7hCJVG_U
Part 3 : www.youtube.com/watch?v=0xuy0-yGyrE
Critres de lvaluation de la tche : titre indicatif, nous proposons la grille suivante. Le
professeur sera bien sr libre dlaborer sa propre grille ou de faire voluer le nombre de
points attribu chaque critre.
En dessous de 10, llve atteint le niveau A2 et au-dessus le niveau B1.
Au-dessus de 16 le niveau B2 est en cours dacquisition.
Pour les lves qui font le scnario 2, il est prfrable de leur donner deux notes : une pour
lhistoire elle-mme et une pour la ralisation du film, car ce projet exige un grand investissement de leur part.

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Scnario 1
Grille dvaluation
Respect des consignes (tous les points sont traits)

0 1 2

Respect de la forme
alinas dans le dialogue
paragraphes / sauts de lignes / ponctuation
prsentation propre

0 1 2 3

Respect des codes de lhistoire policire


rles bien identifiables (victime, meurtrier, dtective, etc.)
intrigue plausible
cration du suspense, dune situation tendue

0 1 2 3 4

Organisation / cohrence (structure / enchanements)

0 1 2 3

Richesse de lexpression et du lexique


prise de risque
rutilisation des acquis du cours

0 1 2 3 4

Correction de la langue
orthographe
pas de calques du franais

0 1 2 3 4

pas de phrases inintelligibles


peu derreurs
Total des points

/ 20

Scnario 2
Grille dvaluation
Mise en scne
choix du lieu
costumes

accessoires
apparence physique

Acteurs
gestuelle approprie
utilisation du corps, du regard pour communiquer
Dialogues
correction de la langue
richesse de lexpression et du lexique
rutilisation des acquis du cours
prise de risque
Voix
claire et audible
ton juste
accentuation des mots porteurs de sens
prononciation correcte

0 1 2 3

0 1 2 3 4

0 1 2 3 4 5

0 1 2 3

Techniques cinmatographiques
prises de vue penses et rflchies rythme du film
montage
effets spciaux
Total des points

0 1 2 3 4 5
/ 20

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Proposition de corrig pour le scnario 1 (une autre est disponible sur le site
compagnon) :
My wife had been acting suspicious lately. I knew Sandra was up to something. She rarely
spoke to me anymore. I called my boss and told him I was sick, and I tracked her for a week.
I found out that she had been seeing a man. She met him every afternoon at around 4:00
during her break from work. They had coffee at a caf near her work.
Finally, I discovered that they were planning a trip to Rio. She was going to leave me. She was
going to make a fool of me! I decided that enough was enough. One morning, I made a bomb
and set it to 4:00 that afternoon. I waited for them all afternoon outside the caf. At last they
arrived. I saw him give her an envelope: it must have been the plane ticket to Rio. I entered the
caf from the side entrance and quietly slid the bomb under their table. They didnt see anything;
they were too busy looking at each other! I wanted to get rid of her, and inherit all her money.
I quickly left the caf and waited for the bomb to explode. I checked my watch and counted the
seconds until 4:00. Five, four, three, two, one Silence. I wondered what had happened. Why
hadnt the bomb gone off? I checked my watch again. It was a few seconds past four oclock. Then
I saw my wife and her lover get up from the table. They left the caf, going in different directions.
I couldnt believe it! I watched her walk down the sidewalk. Still no explosion. Finally, I decided to
go into the caf to see what the problem was. Just as I was reaching for the package BOOM!
Proposition de corrig pour le scnario 2 : vous trouverez un exemple de
production dlve (vido) sur le site compagnon.

Prolongement possible
Si vos lves aiment les histoires policires, ce lien leur permettra de mener une enqute
interactive : www.normandcompany.com/STICKMAN/Murder_Mystery.html
Cette activit peut tre faite soit la maison, soit en classe si vous avez accs un ordinateur
avec Internet (en classe entire avec un TNI ou un ordinateur avec vidoprojecteur, ou en
petits groupes en salle informatique). Il serait prfrable de faire cette activit en classe en
fin de squence afin de laisser un peu plus de temps aux lves pour terminer leur tche
finale sils choisissent le scnario 2, qui exige du temps et de lorganisation.
Cette enqute interactive porte sur un meurtre. Les lves cliquent pour se dplacer, trouver
des indices, regarder de plus prs, mener lenqute... Ils doivent trouver le mobile, larme
du crime et le coupable, puis ils soumettent leur hypothse au chef de la police.

Reading Corner

MANUEL P. 222-223

La fiche se trouve sur le site compagnon, le corrig p. 399-400 de ce Fichier.

Prolongements possibles lunit


> Prparation lvaluation sommative de PE (p. 224-225 du manuel)
> valuation sommative de PE (p. 348 de ce Fichier)
> Fiche Apprendre apprendre : fiche dtachable, facilitant la mmorisation des structures
grammaticales et du lexique (Workbook p. 127-128, corrigs p. 282 du manuel).

298

UNIT 15

valuations diagnostiques
et sommatives
(fiches photocopiables, corrigs et grilles CECRL)

Fiches dvaluation diagnostique


Spoken production . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 300-302
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 303-306
Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 307-308
Speaking interaction . . . . . . . . . . . . . . . . . . . . . . . . . . p. 309-311
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 312-314
Corrigs et grilles CECRL . . . . . . . . . . . . . . . . . . . . p. 315-323

Fiches dvaluation sommative


Spoken production . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 324-328
Listening . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 329-334
Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .p. 335-344
Speaking interaction . . . . . . . . . . . . . . . . . . . . . . . . . .p. 345-346
Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . p. 347-348
Corrigs et grilles CECRL . . . . . . . . . . . . . . . . . . . .p. 349-369

VALUATIONS DIAGNOSTIQUES ET SOMMATIVES

299

Fiches dvaluation diagnostique Spoken production

valuation diagnostique
Sujet A
Vous partez en vacances. Parmi les lments ci-dessous, slectionnez trois objets
essentiels mettre dans votre valise. Justifiez chacun de vos choix. Quajouteriezvous et pourquoi ?
Avant de commencer : observez les vignettes, lisez les mots donns (rflchissez leur
prononciation), mobilisez le vocabulaire et les expressions que vous connaissez. Pensez
utiliser les verbes aux temps qui conviennent.
Regardez la grille dfinissant les niveaux de comptences attendus en production orale
en continu dans votre manuel p. 55. N.B. : le niveau attendu en dbut de seconde est B1.
Pendant lpreuve : efforcezvous de garder la parole le plus longtemps possible (dure
minimale 1 minute). Vous pouvez ajouter des informations, donner votre opinion, tablir
des liens avec des vacances passes. Vous pouvez hsiter.
Attention, vous naurez droit qu des notes.

breakfa
Bed and

don

st in Lon

Fiche photocopiable Hatier 2014

In my suitcase:

300

Sleeping bag

Book

Dancing clothes

Mosquito repellent

Flipflops

Charger

Laptop

Swimsuit

FICHE PHOTOCOPIABLE

Fiches dvaluation diagnostique Spoken production

valuation diagnostique
Sujet B
Vous partez en vacances. Parmi les lments ci-dessous, slectionnez trois objets
essentiels mettre dans votre valise. Justifiez chacun de vos choix. Quajouteriezvous et pourquoi ?
Avant de commencer : observez les vignettes, lisez les mots donns (rflchissez leur
prononciation), mobilisez le vocabulaire et les expressions que vous connaissez. Pensez
utiliser les verbes aux temps qui conviennent.
Regardez la grille dfinissant les niveaux de comptences attendus en production orale
en continu dans votre manuel p. 55. N.B. : le niveau attendu en dbut de seconde est B1.
Pendant lpreuve : efforcezvous de garder la parole le plus longtemps possible (dure
minimale 1 minute). Vous pouvez ajouter des informations, donner votre opinion, tablir
des liens avec des vacances passes. Vous pouvez hsiter.
Attention, vous naurez droit qu des notes.

nd

in Scotla

In my suitcase:
Sleeping bag

Book

Dancing clothes

Mosquito repellent

Flipflops

Charger

Laptop

Swimsuit

FICHE PHOTOCOPIABLE

301

Fiche photocopiable Hatier 2014

e
Campsit

Fiches dvaluation diagnostique Spoken production

valuation diagnostique
Sujet C
Vous partez en vacances. Parmi les lments ci-dessous, slectionnez trois objets
essentiels mettre dans votre valise. Justifiez chacun de vos choix. Quajouteriezvous et pourquoi ?
Avant de commencer : observez les vignettes, lisez les mots donns (rflchissez leur
prononciation), mobilisez le vocabulaire et les expressions que vous connaissez. Pensez
utiliser les verbes aux temps qui conviennent.
Regardez la grille dfinissant les niveaux de comptences attendus en production orale
en continu dans votre manuel p. 55. N.B. : le niveau attendu en dbut de seconde est B1.
Pendant lpreuve : efforcezvous de garder la parole le plus longtemps possible (dure
minimale 1 minute). Vous pouvez ajouter des informations, donner votre opinion, tablir
des liens avec des vacances passes. Vous pouvez hsiter.
Attention, vous naurez droit qu des notes.

Holiday

resort in

Malta

Fiche photocopiable Hatier 2014

In my suitcase:

302

Sleeping bag

Book

Dancing clothes

Mosquito repellent

Flipflops

Charger

Laptop

Swimsuit

FICHE PHOTOCOPIABLE

Fiches dvaluation diagnostique Listening

valuation diagnostique
Nom de llve :

Classe :

Sujet A
Lisez dabord attentivement toutes les questions puis coutez lenregistrement trois fois.
Il y aura une courte pause entre chaque coute. Vous pourrez rpondre en franais
ou en anglais.
Premire coute
N.B. : le jeune homme que vous allez entendre vit en France.
1

coutez attentivement sans prendre de notes et mmorisez autant dinformations que


possible. Lors de la pause, notez tous les mots dont vous vous souvenez.
/ 1 pt

Deuxime coute
Vrai ou faux ? Justifiez avec des mots cls uniquement.
Le jeune homme parle de son job dt.

Reprez les lments mentionns.


a. Noms de pays ou de ville :

b. Mois :
c. Dures :
d. Personnes :

Vrai

/ 2 pts
Faux

/ 5 pts
/ 1,5 pt (3 x 0,5)

/ 1 pt (2 x 0,5)
/ 1,5 pt (3 x 0,5)
/ 1 pt (2 x 0,5)

FICHE PHOTOCOPIABLE

303

Fiche photocopiable Hatier 2014

Fiches dvaluation diagnostique Listening


4

Compltez le tableau suivant laide des lments reprs (dans lordre de


lenregistrement).
/ 6 pts (12 x 0,5)
O ?
Quand?

France
Next year

Combien
de temps ?
Avec qui ?
5

Vrai ou faux ? Justifiez avec des mots cls uniquement.


a. Il part sinstaller au Canada.

Vrai

b. Il se rjouit de partir sans ses parents.

/ 4 pts (2 x 2)

Faux

Vrai

Faux

Il prvoit de dcouvrir deux choses cet t. Lesquelles ?

/ 2 pts (1 x 2)

Troisime coute
Vrifiez et compltez vos rponses.

Fiche photocopiable Hatier 2014

Total :

304

FICHE PHOTOCOPIABLE

/ 20

Fiches dvaluation diagnostique Listening

valuation diagnostique
Nom de llve :

Classe :

Sujet B
Lisez dabord attentivement toutes les questions puis coutez lenregistrement trois fois.
Il y aura une courte pause entre chaque coute. Vous pourrez rpondre en franais
ou en anglais.
Premire coute
1

coutez attentivement sans prendre de notes et mmorisez autant dinformations que


possible. Lors de la pause, notez tous les mots dont vous vous souvenez.
/ 1 pt

Deuxime coute
2

Activit pratique ?

/ 0,5 pt

Qui la influenc ?

/ 0,5 pt

Pourquoi ?
Cochez la bonne rponse. Justifiez avec des mots cls uniquement.
a. Il joue toujours avec les mmes personnes.

b. Il aime la comptition.

Vrai

Vrai

Faux

/ 2 pts

/ 2 pts

Faux

c. Il prfre jouer plutt que de regarder des matchs la tlvision.


Vrai
Faux

/ 3 pts

FICHE PHOTOCOPIABLE

305

Fiche photocopiable Hatier 2014

/ 1 pt

Fiches dvaluation diagnostique Listening


5

Choisissez la bonne rponse. Justifiez avec des mots cls uniquement.


Il admire une quipe. Il nadmire aucune quipe.

/ 2 pts

Il admire plusieurs quipes.

Justifiez :

Choisissez la bonne rponse. Justifiez avec des mots cls uniquement.

/ 3 pts

Quand il regarde un match il sennuie. Quand il regarde un match il est calme.


Quand il regarde un match il senthousiasme.
Justifiez :

quelle frquence joue-t-il (en gnral) ?

/ 1 pt

Quand ne joue-t-il pas ?

/ 1 pt

Combien de temps joue-t-il ?

/ 1 pt

10

Comment se sent-il aprs ?

/ 2 pts

Troisime coute
Vrifiez et compltez vos rponses.

Fiche photocopiable Hatier 2014

Total :

306

FICHE PHOTOCOPIABLE

/ 20

Fiches dvaluation diagnostique Reading

valuation diagnostique
Nom de llve :

Classe :

Lisez le texte puis rpondez en franais aux questions suivantes. Justifiez en anglais
laide de citations du texte.

10

15

Identifiez :
le nom du narrateur :

/ 1 pt

sa nationalit:

/ 1 pt

Justifiez:

/ 1 pt

De quoi parle le narrateur ?

/ 1 pt

Justifiez avec des mots cls :

/ 1 pt

Citez un lment du texte qui indique quand se passe lhistoire.

/ 1 pt

O se passe lhistoire (pays, lieu prcis) ?

/ 2 pts

Quels sont les lments qui ont frapp le narrateur son arrive ?

/ 2 pts

FICHE PHOTOCOPIABLE

307

Fiche photocopiable Hatier 2014

My best holiday ever was when I went snorkelling in the Great Barrier Reef. I was 10
years old and I went with my family. Like many Australians I learned to swim when I
was very young, and since then Ive loved the sea, so when my dad told me we were
going to the Reef, I was really over the moon! I had read a lot about the Great Barrier
Reef, and I had seen programmes about it on TV, so it was great to know I was finally
going to see it for myself.
When we arrived at the Reef the first thing I noticed was the colours: the deep blue
sky without a single cloud, and the most crystal clear water I had ever seen. All these
were incredible sights for me. As we swam around we saw beautiful coral formations,
colourful schools of fish and even a turtle! The instructor said we were very lucky to
have seen a turtle, as they are rare in this particular area of the Reef.
We also met a lot of people from around the world during our visit, because this is one
of the most famous sites in Australia and it attracts a lot of tourists. It was interesting
to meet so many foreigners and share the moment with them, and we all agreed that
this was an experience wed never forget!
Extract from James Hamiltons diary

Fiches dvaluation diagnostique Reading


6

Cochez la bonne case et justifiez avec des mots cls uniquement.


a. Il tait seul.

Vrai

/ 1 pt

Faux

b. Il ntait jamais all dans cet endroit.

Vrai

/ 2 pts

Faux

c. Il a fait de la plonge seul.

Vrai

/ 2 pts

Faux

d. Il a vu beaucoup de tortues.

Vrai

e. Il y avait seulement des Australiens.

/ 2 pts

Faux

Vrai

/ 1 pt

Faux

Lexprience a t positive, trouvez deux raisons dans le dernier paragraphe.


/ 2 pts

Fiche photocopiable Hatier 2014

Total :

308

FICHE PHOTOCOPIABLE

/ 20

Fiches dvaluation diagnostique Speaking interaction

valuation diagnostique
Sujet A
Avant de commencer : observez la grille dfinissant les niveaux de comptences attendus
en prise de parole en interaction dans votre manuel p. 185.
Vous avez gagn un voyage pour deux personnes. Dcidez ensemble de la destination
parmi les trois qui vous sont proposes. Vous devez vous mettre daccord.
Pensez justifier votre choix. Utilisez la comparaison et la prfrence. Vous pouvez hsiter
et vous corriger.

An apartment in New York City

A villa in Miami, Florida

FICHE PHOTOCOPIABLE

309

Fiche photocopiable Hatier 2014

A log cabin in Jackson Hole, Wyoming

Fiches dvaluation diagnostique Speaking interaction

valuation diagnostique
Sujet B
Avant de commencer : observez la grille dfinissant les niveaux de comptences attendus
en prise de parole en interaction dans votre manuel p. 185.
Vous avez gagn un voyage pour deux personnes. Dcidez ensemble de la destination
parmi les trois qui vous sont proposes. Vous devez vous mettre daccord.
Pensez justifier votre choix. Utilisez la comparaison et la prfrence. Vous pouvez hsiter
et vous corriger.

Hollywood Film Festival,


Los Angeles, California

Fiche photocopiable Hatier 2014

New York Marathon,


New York City

Baltimore Comic Book Convention,


Baltimore, Maryland

310

FICHE PHOTOCOPIABLE

Fiches dvaluation diagnostique Speaking interaction

valuation diagnostique
Sujet C
Avant de commencer : observez la grille dfinissant les niveaux de comptences attendus
en prise de parole en interaction dans votre manuel p. 185.
Vous avez gagn un voyage pour deux personnes. Dcidez ensemble de la destination
parmi les trois qui vous sont proposes. Vous devez vous mettre daccord.
Pensez justifier votre choix. Utilisez la comparaison et la prfrence. Vous pouvez hsiter
et vous corriger.

Cape Town, South Africa

Uluru, Australia

FICHE PHOTOCOPIABLE

311

Fiche photocopiable Hatier 2014

Connemara, Ireland

Fiches dvaluation diagnostique Writing

valuation diagnostique
Sujet A (30 minutes)
Avant de commencer : observez la grille dfinissant les niveaux de comptences attendus
en expression crite dans votre manuel p. 225.
Prenezunefeuilleetrpondezcesdeuxquestionsdexpressioncriteen anglais.
Pensezbienvousrelire.
Astuce:1ligne=environ10motsmanuscrits.

Prsentez vous brivement (nom, ge, famille, gots).


Comment vous dcrivent vos amis ?
(30 mots minimum 40 maximum)
Rpondez cette question :

Fiche photocopiable Hatier 2014

What do you like doing when you are home?


(40 mots minimum 60 maximum)

312

/ 10 pts

FICHE PHOTOCOPIABLE

/ 20 pts

Fiches dvaluation diagnostique Writing

valuation diagnostique
Sujet B (30 minutes)
Avant de commencer : observez la grille dfinissant les niveaux de comptences attendus
en expression crite dans votre manuel p. 225.
Prenezunefeuilleetrpondezcesdeuxquestionsdexpressioncriteen anglais.
Pensezbienvousrelire.
Astuce:1ligne=environ10motsmanuscrits.

Prsentez brivement votre meilleur(e) ami(e) (nom, ge, famille, gots).


Quest-ce que vous prfrez chez lui / elle ?
(30 mots minimum 40 maximum)
/ 10 pts

Rpondez cette question :


/ 20 pts

FICHE PHOTOCOPIABLE

313

Fiche photocopiable Hatier 2014

What is your best holiday memory?


(40 mots minimum 60 maximum)

Fiches dvaluation diagnostique Writing

valuation diagnostique
Sujet C (30 minutes)
Avant de commencer : observez la grille dfinissant les niveaux de comptences attendus
en expression crite dans votre manuel p. 225.
Prenezunefeuilleetrpondezcesdeuxquestionsdexpressioncriteenanglais.
Pensezbienvousrelire.
Astuce:1ligne=environ10motsmanuscrits.

Fiche photocopiable Hatier 2014

314

Prsentez brivement votre idole (nom, ge, activit, gots).


Pourquoi lapprciez-vous ?
(30 mots minimum 40 maximum)

/ 10 pts

Rpondez cette question :


What did you do last summer?
(40 mots minimum 60 maximum)

/ 20 pts

FICHE PHOTOCOPIABLE

Corrigs et grilles CECRL Fiches dvaluation diagnostique

Spoken production

MANUEL P. 15

Corrig
1

Mobilisation du lexique
Teacher:teachyoungchildrenbossystrict/severeseriouscontrolinstructions
old/elderlystiffold-fashionedexpectsbtodosthamazedshocked
Schoolchildren:friends/schoolmatessitattheirdesksyounglearnanswertheteachers
questionsbeaddictedtonewtechnologieshookedontheirphones
Situation:atschoolfirstdayaftertheholidaysbacktoschoolresumeschoolgive/
readtheassignmentwriteanessaylessontalktotheteacher/answerquestions
Attention aux formes verbales pour prsenter la situation :
prsent en be + -ING pour donner un coup de projecteur sur un moment, pour parler
dune action vue dans son droulement ;
present perfect pour parler de ce que le professeur vient de faire ;
prtrit pour parler de ce quun des lves a fait pendant les vacances.

The scene takes place at school, in a classroom. It is 8 oclock in the morning on the first
day back at school after the summer break. The pupils are sitting at their desks. The teacher
has just given the pupils an essay assignment / has written the topic of the essay on the
board. One pupil has just raised his hand to answer the question the teacher has asked.

Yes, I think that the cartoon is funny. It shows that students are using modern methods of
communication and some teachers are not keeping up with the times. Most of the things we
do now are posted on social networks. This is how our friends find out what we are doing.
Schools and teachers should work more with computers so we can keep up with technology.

This morning, we arrived for the lesson and the teacher wrote the topic of our essay assign
ment on the board What I did on my summer vacation. The teacher wanted us to write
about our summer holidays, but one of my friends took out his mobile phone and said to the
teacher: Just check my Facebook page. He implied that she could find a precise account of
what he had done during the holidays on his Facebook account. He just meant that he had
already told his friends about his summer holidays. Our teacher was surprised / amazed and
told him that she did not want to simply read his Facebook page because she wanted him
to write a formal essay. The generation gap was so obvious, it was quite funny / hilarious!

Spoken production

FICHIER PDAGOGIQUE P. 300-302

Grille dvaluation du CECRL


N.B. : si llve a produit un discours de moins de 40 secondes, nutilisez que les points griss.
Critres dvaluation du CECRL
Ralisation de lexercice et traitement du sujet
Respect de la consigne.
lments mettre dans la valise nomms et justifications
apportes.

0 1 2 3

CORRIGS ET GRILLES CECRL

315

Corrigs et grilles CECRL Fiches dvaluation diagnostique

Critres dvaluation du CECRL


Discours cohrent et organis
A1
Succession de
phrases simples.
Pas ou peu de mots
de liaison.

A2
Chronologie res
pecte. Utilisation
de mots de liaison
simples (and, but,
because, so...).

B1
Discours assez
cohrent mais sous la
forme dune succes
sion de points.
noncs plus com
plexes (relatives).

0 1 2 3

Capacit communiquer
A1
Auditoire souvent
ignor. noncs
trs courts. De
nombreuses pauses,
faux dmarrages.

A2
Auditoire parfois
ignor. Discours com
prhensible malgr
des maladresses.
noncs courts.
Nombreuses pauses.

B1
Auditoire pris en
compte. noncs
plus longs et plus
complexes. Quelques
pauses, hsitations et
rptitions.

A2
Discours comprhen
sible malgr de
nombreuses erreurs
de prononciation,
daccentuation de
mot et dintonation.

B1
Discours aisment
comprhensible car
les erreurs de pronon
ciation, daccent de
mot et dintonation
sont plus rares.

A2
Vocabulaire adquat
mais limit. Impos
sibilit de compenser
les manques.

B1
Vocabulaire plus riche
et vari. Recours
des priphrases si le
vocabulaire manque.

A2
Utilisation de struc
tures simples. Erreurs
lmentaires trs
nombreuses. Le sens
gnral reste clair.

B1
Utilisation de struc
tures plus complexes.
Quelques erreurs
grammaticales qui
ne gnent pas la
comprhension.

0 1 2 3 4

Phonologie
A1
Discours parfois dif
ficile comprendre
car prononciation trs
francise.

0 1 2 3 4

Lexique
A1
Vocabulaire lmen
taire et trs limit.
De nombreux
calques.

0 1 2 3

Grammaire
A1
Contrle limit
de structures trs
simples. Erreurs
systmatiques.

Total des points

0 1 2 3

/ 20

Critres de rpartition par niveaux de comptence :


Noteentre0et5points:A1encoursdacquisition
Noteentre10et14:A2

316

CORRIGS ET GRILLES CECRL

Noteentre6et9:A1
Noteentre15et20:B1

Corrigs et grilles CECRL Fiches dvaluation diagnostique

Listening

FICHIER PDAGOGIQUE P. 303-306

Sujet A

Script (CD 1, piste 2A, 1:29)

Journalist: What are your plans for the summer holidays?


Teenager: All right, well, um, Im gonna, I expect to be moving on to another country next year,
to Canada. So, Im gonna stay for at least a month here, in my hometown, to make the most of
my friends, of my family and of the people Im gonna miss when I actually do end up moving to
Canada. So, for a month Im gonna stay here. Maybe Im gonna go on a weekend with, I dont know,
my friends, and try to make the most of these people that Im gonna miss once Im gone. Um, the
second month, in August, Im gonna, well, once again, make the most of my family by going on
a trip with them. I dont quite remember where, I think, in Greece, somewhere Im gonna go with
my family for two weeks. And then Im gonna go with my friends to Barcelona for one week. That
ought to be really cool cause thats gonna be like the first real vacation I go on without my parents
and its gonna be fun I hope. Im gonna make the most of my friends just like I would have been
able to do during this month in July in France. But this time its gonna be more fun, I think, cause, I
mean, Barcelona is a great city. Im gonna make the most of whatevers there, you know. Im gonna
discover a new culture, a new city and its gonna be fun, especially if I get to do it with my friends.

Corrig
2
3

5
6

Faux : moving - another country - Canada


a) Canada - Greece - France - Barcelona
b) July - August
c) a month - a weekend - two weeks - one week
d) friends - family - people Im gonna miss
O ? Canada - Greece - Barcelona
Quand ? July - August - August
Combien de temps ? one month - two weeks - one week
Avec qui ? family and friends - family - friends
a) Vrai : moving - Canada - next year
b) Vrai : the first real vacation I go on without my parents - its gonna be fun - more fun
a new culture - a new city
Critres de rpartition par niveaux de comptence :
Note entre 0 et 5 points : A2 en cours dacquisition
Note entre 6 et 12 : A2
Note entre 13 et 16 : B1 en cours dacquisition
Note entre 17 et 20 : B1

Sujet B

Script (CD 1, piste 2B, 2:32)

Journalist: What is your favourite sport?


Teenager: My favourite sport well hum It has to be football or American soccer. Because I was

CORRIGS ET GRILLES CECRL

317

Corrigs et grilles CECRL Fiches dvaluation diagnostique


brought up I mean my dad always told me that football was a great sport, I mean, He hasnt
Hes always told me football football you should always play football. I always played football
with my father and I still do but not a not in a club or anything. I play with friends whenever I get
the time. We have like teams, you know, preconceived teams that we always play with. Its fun, you
know, cause its competitive but its also a laugh to just kick the ball around in the park. But I think
football is a great sport. It brings people together. You know apart from actually practicing the sport,
watching it is also thrilling as its gonna get I personally support Arsenal; its an English football
team. I know that I get crazy whenever I see them play. I get crazy its unbelievable, I mean, Im
not the same Im so nervous when I see them play. You cant talk to me when I see them play. Its
just crazy when I see them play, I become another person. I turn into a different being. And I think
thats one of the things football can do to you and thats what I love about it. I mean being able to
get into something as much as football is just its something else. I really love it. I really do.
Journalist: How often do you play?
Teenager: How often? Well it varies. It depends um about two or three times a week when
I have the time. Sometimes I cant play at all cause wellWeve got things to do well for
instance, not so long ago we had the exam week. I was unable to play as much as I would have
wanted. But now that we are on holiday, I guess Ill play two or three times a week and I love it! It
usually goes on for hours. Its not the regular one and a half hour match. Its usually three or four
hours of football and at the end youre completely knackered. Youre completely exhausted and I
love it because it makes you feel good about yourself. You just practiced a lot of sport and you had
fun doing it, thats why I like doing it!

Corrig
2
3
4

5
6
7
8
9
10

football
my father taught me football was a great sport
a) Vrai: his father, his friends and preconceived teams that we always play with
b) Vrai: fun competitive also a laugh
c) Faux: watching it is also as thrilling as its gonna get.
Il admire une quipe: I personnally support Arsenal.
Quand il regarde un match il senthousiasme: get crazy whenever I see them play Im so
nervous when I see them play
about 2 or 3 times a week
sometimes I cant play at all cause... not too long ago weve got the exam week
for hours 3 or 4 hours
good exhausted knackered
Critres de rpartition par niveaux de comptence :
Noteentre0et5points:A2encoursdacquisition
Noteentre6et12:A2
Noteentre13et16:B1encoursdacquisition
Noteentre17et20:B1

318

CORRIGS ET GRILLES CECRL

Corrigs et grilles CECRL Fiches dvaluation diagnostique

Reading

FICHIER PDAGOGIQUE P. 307-308

Le correcteur acceptera toutes les rponses quil juge pertinentes.


1
2
3
4
5
6

James Hamilton Australien Like many Australians


Le narrateur parle de ses vacances holidays, de la Grande Barrire de Corail Great Barrier
Reef. Les deux rponses sont acceptables.
When I was ten years old
Lhistoire se passe en Australie, la Grande Barrire de Corail : Australia Great Barrier Reef.
colours crystal clear water deep blue sky. On acceptera deux lments corrects
parmi les trois proposs.
a) Faux :with my family
b) Vrai : watch TV, read
c) Faux : I went with my family, we swam around, the instructor
d) Faux : to have seen a turtle as they are rare
e) Faux : We also met a lot of people from around the world during our visit
interesting to meet so many foreigners to share the moment with them
Critres de rpartition par niveaux de comptence :
Noteentre0et6points:A2encoursdacquisition
Noteentre7et10:A2
Noteentre11et15:B1encoursdacquisition
Noteentre16et20:B1

Speaking interaction

FICHIER PDAGOGIQUE P. 309-311

Critres dvaluation du CECRL


Interaction
A1
Peut interagir de
faon simple, mais
a souvent besoin
de rptitions et de
reformulations.

A2
Peut lancer, pour
suivre et clore un
bref change, peut
indiquer quil / elle
suit. Peut poursuivre
un change, a parfois
besoin daide.

B1
Prend linitiative,
mne lchange. Peut
reformuler ce quil /
elle a compris.
Capacit ngocier
pour aboutir
un choix
en fin dchange.

0 1 2 3 4

CORRIGS ET GRILLES CECRL

319

Corrigs et grilles CECRL Fiches dvaluation diagnostique

Critres dvaluation du CECRL


Capacit communiquer
A1
Auditoire souvent
ignor. noncs
trs courts. De trs
nombreuses pauses,
faux dmarrages.

A2
Auditoire parfois
ignor. Discours com
prhensible malgr
des maladresses.
noncs courts.
Nombreuses pauses
et hsitations.

B1
Auditoire pris en
compte. Discours
facilement
comprhensible.
noncs plus longs et
complexes. Quelques
pauses, hsitations et
rptitions.

A2
Discours assez com
prhensible malgr de
nombreuses erreurs
de prononciation.

B1
Discours comprhen
sible car les erreurs
de prononciation,
daccent de mot et
dintonation sont plus
rares.

A2
Vocabulaire adquat
mais limit. Impos
sibilit de compenser
les manques

B1
Vocabulaire plus riche
et vari. Recours
des priphrases si le
vocabulaire manque.

A2
Utilisation de struc
tures simples. Erreurs
lmentaires trs
nombreuses. Le sens
gnral reste clair.

B1
Utilisation de struc
tures plus complexes.
Quelques erreurs
grammaticales qui
ne gnent pas la
comprhension.

0 1 2 3 4

Phonologie
A1
Discours parfois dif
ficile comprendre
car prononciation trs
francise.

0 1 2 3 4

Lexique
A1
Vocabulaire lmen
taire et trs limit.
De nombreux
calques.

0 1 2 3 4

Grammaire
A1
Contrle limit
de structures trs
simples. Erreurs
systmatiques.

Total des points

Critres de rpartition par niveaux de comptence :


Noteentre0et5points:A1encoursdacquisition
Noteentre6et9:A1
Noteentre10et14:A2
Noteentre15et20:B1

320

CORRIGS ET GRILLES CECRL

0 1 2 3 4

/ 20

Corrigs et grilles CECRL Fiches dvaluation diagnostique

Writing

FICHIER PDAGOGIQUE P. 312-314

Question 1
Critres dvaluation du CECRL
Points
0-20 mots
A1 / A2

Points
0-40 mots
A1 / A2 / B1

Ralisation de lexercice et traitement du sujet


Respect de la consigne
Prsentation
criture et soin

Rcit cohrent et organis


A1
Succession de
phrases simples.
Pas ou trs peu
de mots de
liaison.

A2
Chronologie du
rcit respecte.
Description sous
forme dune
succession de
points. Utilisation
de mots de liai
son simples (and,
but, because).

B1
Texte assez
articul. Utilisation
dnoncs plus
complexes (propo
sitions relatives,
subordonnes en
when, whereas...).

A2
Vocabulaire sim
ple qui permet de
rdiger un court
rcit

B1
Lexique assez
riche et vari qui
permet de raconter
lhistoire. Utilise
des priphrases.

A2
Utilisation de
structures sim
ples. Erreurs l
mentaires encore
systmatiques.

B1
Correction gram
maticale suffisante.
Des erreurs mais le
sens gnral reste
clair.

Lexique
A1
Vocabulaire
lmentaire.
Orthographe
limite.

Grammaire
A1
Utilisation de
structures
simples. Langue
trs francise.

Ides
Originalit / humour
Richesse de lexpression

0
Total des points

/6

/ 10

CORRIGS ET GRILLES CECRL

321

Corrigs et grilles CECRL Fiches dvaluation diagnostique

Critres de rpartition par niveaux de comptence :


Noteinfrieure3points:A1encoursdacquisition
Noteentre3et4:A1
Note5:A2encoursdacquisition
Noteentre6et7:A2
Note8:B1encoursdacquisition
Noteentre9et10:B1

Question 2
Critres dvaluation du CECRL
Points
0-30 mots
A1 / A2

Points
0-60 mots
A1 / A2 / B1

Ralisation de lexercice et traitement du sujet


Respect de la consigne
Prsentation
criture et soin

0 1

0 1 2

Rcit cohrent et organis


A1
Succession
de phrases
simples. Pas
ou trs peu de
mots de liaison.

A2
Chronologie du
rcit respecte.
Description
sous forme
dune succes
sion de points.
Utilisation de
mots de liaison
simples (and,
but, because).

B1
Texte assez
articul.
Utilisation
dnoncs plus
complexes
(propositions
relatives,
subordon
nes en when,
whereas...).

A2
Vocabulaire
simple qui
permet de
rdiger un court
rcit.

B1
Lexique assez
riche et vari
qui permet de
raconter
lhistoire. Utilise
des priphrases.

0 1 2 3 0 1 2 3 4 5

Lexique
A1
Vocabulaire
lmentaire.
Orthographe
limite.

322

CORRIGS ET GRILLES CECRL

0 1 2 3 0 1 2 3 4 5

Corrigs et grilles CECRL Fiches dvaluation diagnostique

Critres dvaluation du CECRL


Grammaire
A1
Utilisation de
structures
simples. Langue
trs francise.

A2
Utilisation de
structures
simples.
Erreurs lmen
taires encore
systmatiques.

B1
Correction
grammaticale
suffisante. Des
erreurs mais le
sens gnral
reste clair.

0 1 2 3 0 1 2 3 4 5

Prise de risque
Ides
Originalit / humour
Richesse de lexpression

0 1

Total des points

0 1 2 3

/ 11

/ 20

Critres de rpartition par niveaux de comptence :


Noteinfrieure5points:A1encoursdacquisition
Noteentre5et7:A1
Noteentre8et10:A2encoursdacquisition
Noteentre11et13:A2
Noteentre14et16:B1encoursdacquisition
Noteentre17et20:B1

CORRIGS ET GRILLES CECRL

323

Fiches dvaluation sommative Spoken production

valuation sommative
Unit

Me, Myself & I

Vous avez dcid de parfaire votre anglais. Pour ce faire, vous avez trouv des annonces pour des emplois saisonniers Londres. Vous dcidez de postuler lun des
emplois proposs afin de passer votre t dans la capitale anglaise. Comme vous
ne vivez pas sur place, le directeur vous demande de lui envoyer une vido ou un
enregistrement o vous vous prsentez et expliquez pourquoi vous tes le candidat
parfait pour cet emploi. Choisissez une annonce ci-dessous et prparez votre vido
ou votre enregistrement.
Ad #1
Waiter / Waitress in Italian restaurant in Leicester Square
Salary: 9 / hour
Location: Central London
Job type: Part-time / summer only
This busy restaurant welcomes more than 200 customers a day. It provides excellent
food and great service. The duties for this role will include: serving customers in a polite
and friendly manner, basic food preparation, making sure the restaurant is clean, tidy and
safe. Other duties will include working as a cashier / working the cash register (tre la
caisse) and taking reservations.

Fiche photocopiable Hatier 2014

Ad #2
Pet sitter for PetSitting Ltd.
Salary: 8 / hour
Location: London area
Job type: Part-time / summer only
We recruit athletic and active, responsible teenagers who enjoy taking care of pets when
their owners (propritaires) are away. As a pet sitter, you will be asked to feed and walk
the pets youll be in charge of. Depending on the type of pets, you may also have to groom
(toiletter) them. So it is important to like animals, and having some experience taking care
of them is a great asset (atout).
Ad #3
Stadium vendor, Wembley Stadium, London
Salary: 8 / hour + commissions
Location: Wembley Stadium
Job type: part-time / summer only
We are actively recruiting motivated, hard-working and punctual candidates for Football Vending Corporation to sell food, sweets & beverages (boissons) inside Wembley
Stadium, where many games and concerts take place every week. If you have the right
mix of competitive spirit, enthusiasm, determination, and the smile and personality for
hospitality, then this job is clearly for you. Our best vendors earn extra commissions and
tips (pourboires), which can equal a weeks pay in a single afternoon.

324

FICHE PHOTOCOPIABLE

Fiches dvaluation sommative spoken production

valuation sommative
Unit

Choose Your School

Cette consigne sera valable pour tous les sujets dvaluation sommative de prise de
parole en continu. Chaque lve ne tirera quun des sujets.

Sujet A
Compare last year in middle school (collge) and this year in high school. Which aspects did
you like best? What do you prefer: timetables, teachers, school subjects, premises (locaux),
pupils?

Sujet B
Imagine you could study in another country. Where would you go? Explain your motivations.
What would you miss (ce qui te manquera) in the French system?

Sujet C

FICHE PHOTOCOPIABLE

325

Fiche photocopiable Hatier 2014

React to this cartoon. Do you think you have too much homework? Is hard work a guarantee
of a good job? Why? Why not?

Fiches dvaluation sommative spoken production

valuation sommative
Unit

Change the World

Sujet A
partir des informations donnes dans les fiches, vous devez prsenter ce personnage (description physique, pays dorigine, tapes marquantes de sa vie).
Avant de commencer : observez les photos, lisez bien les renseignements et mobilisez le
lexique et les expressions que vous connaissez. Pensez utiliser les verbes aux temps et
formes qui conviennent.
Pendant lpreuve, cherchez garder la parole le plus longtemps possible. Vous pouvez
ajouter des informations, donner votre opinion, faire des liens avec des livres, des bandes
dessines ou des films qui mettent en scne ce personnage. Vous pouvez hsiter.
Attention, vous ne devez rien crire.

lamp
Florence Nightingale The lady with the

e, Italy
lish family
Parents: rich, educated Eng
se parents
nur
1845: decision to become a
strong objection
in Germany
1851: 4 months of training
Institute for the
1853: superintendent of the
Care of Sick Gentlewomen, London
IEn/ War,
18531856: Crimean /kraI"m
(in Russia today)
tary
newspaper: horrible conditions in mili se
n cau
hospitals (crowded, dirty, cholera = mai
of death)
travels to the Crimea; leads a team
of 38 nurses
after
very brave, works day and night; looks
injured soldiers
nickname: The lady with the lamp
school for nurses
1860: starts the first modern
w techniques of
(ne
don
at St. Thomas Hospital, Lon
sing
nur
ern
nursing) founder of mod
Cross awarded
Distinctions: the Royal Red
an to be
by Queen Victoria, 1883. The first wom
awarded the Order of Merit, 1907
e = 90)
Death: August 13, 1910 (ag

Fiche photocopiable Hatier 2014

enc
Birth: May 12, 1820 in Flor

326

FICHE PHOTOCOPIABLE

Fiches dvaluation sommative spoken production

valuation sommative
Unit

Change the World

Sujet B
partir des informations donnes sur les fiches, vous devez prsenter ce personnage (description physique, pays dorigine, tapes marquantes de sa vie).
Avant de commencer, observez les photos, lisez bien les renseignements et mobilisez le
lexique et les expressions que vous connaissez. Pensez utiliser les verbes aux temps et
formes qui conviennent.
Pendant lpreuve, cherchez garder la parole le plus longtemps possible. Vous pouvez
ajouter des informations, donner votre opinion, faire des liens avec des livres, des bandes
dessines ou des films qui mettent en scne ce personnage. Vous pouvez hsiter.
Attention, vous ne devez rien crire.

Clara Barton Angel of the Battlefield


ord,

Massachusetts, USA
s farmers and
Family: parents, middle-clas
(sagehorse breeders; aunt, nurse and midwife
femme)
job = copyist in the
1854: independent woman;
D.C.
,
ton
hing
US Patent Office, Was
War
l
18611865: American Civi
conditions in
bad
,
newspaper: first battles
s needed)
plie
sup
l
military hospitals (medica
iers
sold
the
for
organisation of help
d and
foo
with
1862: in an army ambulance
medicine
tline
permission to go to battlefields and fron
eld
tlefi
Bat
nickname: Angel of the
all hospitals at the
18641865: in charge of
ton at the
front. President Lincolns decision Bar
Union
the
in
head of the search for missing men
Army
frage movement
Involvement: Womens suf
hts
Abolition of slavery and Black Civil Rig
n
1881: creation of the America
nt
side
pre
s
Red Cross, become
yland
Death: April 12, 1912, Mar

FICHE PHOTOCOPIABLE

327

Fiche photocopiable Hatier 2014

Oxf
Birth: December 25, 1821,

Fiches dvaluation sommative spoken production

valuation sommative
Unit

Change the World

Sujet C
partir des informations donnes sur les fiches, vous devez prsenter ce personnage (description physique, pays dorigine, tapes marquantes de sa vie).
Avant de commencer, observez les photos, lisez bien les renseignements et mobilisez le
lexique et les expressions que vous connaissez. Pensez utiliser les verbes aux temps et
formes qui conviennent.
Pendant lpreuve, cherchez garder la parole le plus longtemps possible. Vous pouvez
ajouter des informations, donner votre opinion, faire des liens avec des livres, des bandes
dessines ou des films qui mettent en scne ce personnage. Vous pouvez hsiter.
Attention, vous ne devez rien crire.

Margaret Brown Molly Brown

Fiche photocopiable Hatier 2014

in
 Birth: Margaret (Maggie) Tob

July 18, 1867

Hannibal, Missouri /mI"zErI/


nts
 Parents: poor Irish immigra
nt store, Leadville,
me
 1885: new job in a depart
Colorado /klE"rAdE/
Meets James Brown, a mining engineer
James Joseph Brown
 Marriage: Sept. 1, 1886 to
(1854-1922)
rence Palmer Brown
 Children: Aug. 30, 1887 Law
July 1, 1889 Catherine Ellen Brown
in Leadville mine
 1893: gold + silver + copper
James Brown, millionaire
 1894: Denver, Colorado
sic, travels
Maggie Brown  learns languages, mu
all over the world
ster: over 1,500
 April 15, 1912: Titanic disa
victims (2,223 passengers)
money
Maggie Brown = survivor  helps raise
for victims
nickname = Unsinkable Mrs. Brown
65)
 Death: Oct. 26, 1932 (age =

328

FICHE PHOTOCOPIABLE

Fiches dvaluation sommative listening

valuation sommative (CD2 piste 25)


Unit

Destination UK

Nom de llve :

Classe :

Listen to the recording and answer the questions in English.


1

Who? What?
Find information about the person speaking (place of residence, country
of origin):
/ 2 pts
What is he talking about?
/ 1 pt
Explanations
What he misses
the most

Explanation given
Tick the correct answers:
He doesnt speak French fluently.
He doesnt understand a word of French.
He loves being able to communicate with people in
Britain.
He doesnt like having long conversations in English.

/ 2 pts

Find an adjective he uses to characterise it:


/ 0.5 pt
Complete the following blanks: British people
Humour

dont

themselves too
and theyre prepared to
at themselves.

/ 1.5 pts

FICHE PHOTOCOPIABLE

329

Fiche photocopiable Hatier 2014

Fiches dvaluation sommative listening

Why is it surprising?
/ 2 pts
Which dish does he miss in particular?
/ 2 pts
Circle the ingredients he mentions:

Food

/ 2.5
pts
Pick out three places he misses there:
Cities
mentioned

/ 2.5
pts

Find adjectives he uses to describe this city:

Fiche photocopiable Hatier 2014

Why is it so special for him?


/ 4 pts

Total :

330

FICHE PHOTOCOPIABLE

/ 20

Fiches dvaluation sommative listening

valuation sommative (CD2 piste 26)


Unit

Over the Rainbow

Nom de llve :

Classe :

Listen to the recording and answer the questions in English.


Useful words: crate \kreIt\: cageot odd one out: intrus Caucasian: de type europen
At the beginning

a. Listen to the journalist. What question does he/she ask?

/ 2 pts
b. Where was the narrator? (country + 2 specific places)

/ 3 pts
The situation

a. Tick the correct answer(s). What did he do?

He met young children there.


The narrator decided to help them.
They were doing work in the kitchen.
He cooked some food with them.

/ 1.5 pts

b. Pick out the following information:


What did they decide to do?

/ 2 pts

/ 2 pts

FICHE PHOTOCOPIABLE

331

Fiche photocopiable Hatier 2014

Where?

Fiches dvaluation sommative listening

Peoples impressions

a. Pick out two words showing the narrators feelings at that moment.

/ 2 pts
b. Which adjective best corresponds to the narrators feelings?
disappointed
frustrated
angry
/ 1 pt

enthusiastic
c. What were the impressions of the elders (anciens) of the village?
Tick the correct answer.
rather positive

/ 0.5 pt

rather negative
Justify by filling in the blanks: He is a

, he should be

in a

with the other


/ 2 pts

.
The role of sport

True or false? Justify with key words or phrases from the recording.
a. The narrator thinks sport can unite people.

/ 2 pts
b. It was a unique moment. T

Fiche photocopiable Hatier 2014

/ 2 pts

Total :

332

FICHE PHOTOCOPIABLE

/ 20

Fiches dvaluation sommative listening

valuation sommative (CD2 piste 27)


Unit

Beyond Limits

Nom de llve :

Classe :

Listen to the recording and answer the questions in English.


1

The recording
a. What sort of programme is it? Tick the correct answer.
a radio show
a commercial
a debate
/ 1 pt

a newsflash
b. What is the recording about?

/ 1 pt

Who?
a. Full name:

/ 1 pt

b. Age:

/ 1 pt

c. City of origin:

/ 0.5 pt

What? / The challenge


Activity

Itinerary

/ 2 pts
From:
To:

Dates

/ 1 pt

Started in:
Ended in:

/ 1 pt

FICHE PHOTOCOPIABLE

333

Fiche photocopiable Hatier 2014

Fiches dvaluation sommative listening

How long?

Each day:

/ 2 pts

In total:

/ 1 pt

Weather
conditions

/ 1 pt

Temperatures

/ 0.5 pt

Distance
covered

/ 1 pt

Reactions

Fill in the blanks:


The fact that you do something you

is very

very few people get the


It

you as a person for the rest of your

True or false? Tick the correct answer.

a. Five years were necessary to organise the expedition.


b. He was paid 3,000. T

/ 1 pt

c. He trained in other countries than his own (= le sien).

/ 2 pts
T

/ 1 pt

Total :

Fiche photocopiable Hatier 2014

/ 2 pts

334

FICHE PHOTOCOPIABLE

/ 20

Fiches dvaluation sommative reading

valuation sommative
Unit

Geeks

Nom de llve :

Classe :

Lisez le texte et lensemble des questions deux fois, puis rpondez-y.

Toddlers becoming so addicted to iPads they require therapy

10

15

20

25

30

Experts have warned that parents who allow babies and toddlers to access
tablet computers for several hours a day are in danger of causing dangerous
long term effects.
The youngest known patient being treated in the UK is a four-year-old girl from
the South East.
Her parents enrolled1 her for compulsive behaviour therapy after she became
increasingly distressed and inconsolable when the iPad was taken away
from her.
Her use of the device had escalated over the course of a year and she had
become addicted to using it up to four hours a day.
Dr Richard Graham, who launched the UKs first technology addiction programme
three years ago, said he believed there were many more addicts of her age.
The childs mother called me and described her symptoms, he said.
She told me she had developed an obsession with the device and would ask
for it constantly. She was using it three to four hours every day and showed
increased agitation if it was removed.
Dr Graham said that young technology addicts experienced the same withdrawal
symptoms2 as alcoholics or heroin addicts, when the devices were taken away.
He warned that the condition prevented young people from forming normal
social relationships, leaving them drained by the constant interaction. [...]
Parents who have found themselves unable to wean their children off3 computer
games and mobile phones are paying up to 16,000 for a 28-day digital detox
programme designed by Dr Graham at the Capio Nightingale Hospital in London.
Psychiatrists estimate that the number of people who have become digitally
dependent has risen by 30 per cent over the past three years.
A survey last week revealed that more than half of parents allowed their babies
to play with their phone or tablet device.
Although 81 per cent of our users felt that children today spend too much
time on smart devices, it hasnt put most of them off using them to entertain
their baby.
The Telegraph, Victoria Ward, 21 April 2013
1. ont inscrit

2. symptmes de manque 3. sevrer qqn de qqch

FICHE PHOTOCOPIABLE

335

Fiche photocopiable Hatier 2014

Children as young as four are becoming so addicted to smartphones and


iPads that they require psychological treatment.

Fiches dvaluation sommative reading


1

This is a passage taken from:


a novel

a newspaper

/ 1 pt
a play

Justify your answer:


2

What is the issue (main problem) raised in this text? Make a short sentence.
/ 5 pts

What country is mentioned? Find two clues in the text to justify your answer.
/ 3 pts

Focus on lines 1 to 15.


4

Case given: fill in the grid with key words from the text.
Sex

Age

Object
used

Number of
hours a day

Symptoms

/ 9 pts
Feelings

Focus on lines 16 to 28.


5

True or false? Justify by quoting from the text.


a. The child was taken to hospital.

Fiche photocopiable Hatier 2014

b. The case of this child is exceptional.

/ 6 pts

Focus on lines 29 to the end.


6

336

Who shows the same symptoms?

FICHE PHOTOCOPIABLE

/ 2 pts

Fiches dvaluation sommative reading


7

List the three consequences this disease can have.

/ 3 pts

What other objects have similar consequences?

/ 2 pts

What do we learn about the therapy?

/ 4 pts

Name given

Duration

Price

Complete the following summary with words from the text.


More and more people have become
Many parents let their kids

/ 5 pts

technological
with their

.
or

, even if they know they


on them.
Total :

FICHE PHOTOCOPIABLE

/ 40

337

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10

Place

Fiches dvaluation sommative reading

valuation sommative
Unit

Go West!

Nom de llve :

Classe :

Lisez le texte et les questions deux fois, puis rpondez-y.

10

15

20

She thought she would never be tired of watc


hing those ponies coming by, but
after a while1 she began to look at the wom
en and children on their backs. The
women and children came riding behind the India
n men. Little naked brown Indians,
no bigger than Mary and Laura, were riding
the pretty ponies. The ponies did not
have to wear bridles or saddles2, and the little
Indians did not have to wear clothes.
All their skin was out in the fresh air and the
sunshine. Their straight black hair
blew in the wind and their black eyes sparkled3
with joy. They sat on their ponies
stiff and still4 like grown-up Indians.
Laura looked and looked at the Indian child
ren, and they looked at her. She
had a naughty wish to be a little Indian girl.
Of course she did not really mean it.
She only wanted to be bare-naked in the wind
and the sunshine, and riding one of
those gay little ponies.
The Indian childrens mothers were riding ponie
s, too. Leather fringes5 dangled
about their legs, and blankets were wrapped aroun
d their bodies, but the only thing
on their heads was their black smooth hair. Their
faces were brown and placid. [...]
It was dinner-time and no one thought of dinne
r. Indian ponies were still going
by, carrying bundles6 of skins and tent poles
and dangling baskets and cooking
pots. There were a few more women and a few
more naked Indian children. Then
the very last pony went by. But Pa and Ma and
Laura and Mary still stayed in the
doorway, looking, till that long line of Indians
slowly pulled itself over the western
edge of the world. And nothing was left but
silence and emptiness. All the world
seemed very quiet and lonely.

1. un moment 2. brides et selles 3. ptilla


ient 4. raides et immobiles 5. franges en
cuir
6. baluchons
Laura Ingalls Wilder, The Little House on the

Fiche photocopiable Hatier 2014

Observez cet extrait, pouvez-vous identifier la nature du document ?


Est-ce un extrait

338

Prairie, 1935

dun article de presse ?


dune lettre ?
dun roman ?
dune pice de thtre ?

FICHE PHOTOCOPIABLE

/ 1 pt

Fiches dvaluation sommative Reading


2

Relevez les noms des personnages et classez-les en deux groupes dans le tableau.
Donnez un titre chaque groupe.
/ 4 pts
Groupe 1
Groupe 2

quel moment de la journe se passe la scne ?

/ 1 pt

Justifiez laide dun lment du texte :

Comment se situe chaque groupe par rapport lautre ?


Citez une expression tire du texte chaque fois.

/ 2 pts

Groupe 1
Groupe 2
Relisez le texte de la ligne 1 8 et rpondez aux questions suivantes :
a. travers les yeux de qui cette scne est-elle dcrite ?

/ 1 pt

b. Quel est lge probable de cette hrone ?

/ 1 pt

c. Que fait chaque groupe ?


Justifiez vos rponses avec un lment cl du texte.

/ 2 pts

Groupe 1
Groupe 2
d. Relevez les mots qui appartiennent aux champs lexicaux suivants :
Description physique

/ 2 pts

Mode de vie

e. They sat on their ponies stiff and still like grown-up Indians. (l. 7-8)
Quelle attitude cette phrase souligne-t-elle ?

/ 2 pts

FICHE PHOTOCOPIABLE

339

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Fiches dvaluation sommative Reading

f. Que dcouvre lhrone dans ce passage sur la faon de vivre de ce groupe ?


Expliquez avec vos propres mots.
/ 4 pts

Relisez le texte de la ligne 9 15 et rpondez aux questions suivantes.


a. Quels souhaits exprime lhrone ? Classez-les par ordre de prfrence.
1.

2.

b. Pouvez-vous deviner le sens de naughty (l. 10) daprs le contexte ?


raliste

/ 2 pts

malsain

espigle

/ 1 pt

morbide

c. Relevez deux mots se rfrant aux lments naturels / mto.

/ 2 pts

d. Que souhaite lhrone et pourquoi ?

/ 2 pts

Relisez le texte de la ligne 16 22 et rpondez aux questions suivantes.


a. Relevez les noms dobjets usuels:

/ 2 pts

b. Trouvez un lieu / une direction:

/ 1 pt

c. votre avis, que fait ce groupe de personnes et pourquoi (mettez des


/ 3 pts
hypothses) ?

d. Quels sentiments dominent la fin du texte ? Citez 3 mots cls.

Fiche photocopiable Hatier 2014

1.

2.

3.

e. Pourquoi ? mettez des hypothses et expliquez avec vos propres mots.

Total :

340

FICHE PHOTOCOPIABLE

/ 3 pts

/ 4 pts

/ 40

Fiches dvaluation sommative reading

valuation sommative
Unit

Free at Last

Nom de llve :

Classe :

Lisez le texte et les questions deux fois, puis rpondez-y.


Honor, a Quaker girl, has become friends with Belle Mills, who is involved
with the Underground Railroad.

10

The description was remarkably specific. She pictured the man she had
seen in the lean-to1. Now that there were words for what he looked like,
adjectives like chunky2 and African and shrewd3, she could picture him, his
calculating eyes taking her in, the strength in his shoulders and his hair,
bushy but parted on the side.

FICHE PHOTOCOPIABLE

341

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As they passed the last pair of columns, Honor noticed a poster tacked
on one of them. It was not $150 REWARD in big letters that drew her in,
but the silhouette of a man running with a sack over his shoulder. She
stopped and studied it.

Fiches dvaluation sommative reading

15

20

25

30

Donovan was watching her.


Walk on, Belle hissed, taking her arms and marching her around the
corner on to Mechanics Street.
When they were out of earshot, Honor said, Did Donovan put up that
poster?
Yes. Hes a slave hunter. You worked that out, didnt you?
Honor nodded, though she did not know there was a name for what he did.
Theres slave hunters all over Ohio, come up from Kentucky or Virginia to
try and take back Negroes on their way to Canada. In fact, a lot of traffic
comes from Ohio, one way or another. Hell, you can stand at the crossroads here and watch it. East to west you got settlers moving for more
land. South to north you got runaway slaves looking for freedom. Funny
how nobody wants to go south or east. Its north and west that hold out
some kind of promise.
Why dont the Negroes remain in Ohio? I thought there was no slavery
here.
Some do stop in Ohio youll see free blacks in Oberlin but freedoms
guaranteed in Canada. Different country, different laws, so slave hunters
got no power there.
Tracy Chevalier, The Last Runaway, 2013
1. appentis / hangar/ remise
good judgements

Where does the scene take place? Tick the right answers.
a. in Virginia

in Kentucky

b. in the forest
2

2. trapu 3. having an ability to understand things, to make

in Ohio

in Belle Mills house

/ 2 pts

in Oberlin
in town

Who are the characters?

in Canada

on a slave plantation
/ 12 pts

a. List the four people mentioned in the text and the illustration (name and status / job):
-

Fiche photocopiable Hatier 2014

b. Find other groups of people also mentioned in the text.

342

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Fiches dvaluation sommative reading


3

What attracts Honors attention?


a. What object is it? Where is it?

/ 1 pt

b. Who is advertised (name, status, age, place of origin)?

/ 5 pts

c. What does he look like?


- Height: Knowing an inch = 2.53 centimeters and a foot = 30.48 centimeters, how tall is
/ 1 pt

the man?
- Physical appearance: tick the correct answers and justify by quoting
from the text.
slim (mince)

weak (faible)

big

strong

d. What about his personality? Tick the correct answers and justify
by quoting from the text.
smart

clever

curious

observant

e. What does he carry?

/ 1 pt

f. What does the number 150 correspond to?

/ 1 pt

g. True or False? Justify by quoting from the text.

/ 1 pt

Honor had already met this person before.

/ 4 pts

Pick out one sentence defining the job of a slave hunter.

/ 2 pts

FICHE PHOTOCOPIABLE

343

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frail

/ 2 pts

Fiches dvaluation sommative reading


5

a lot of traffic comes from Ohio (l. 20-21) What are the possible destinations?
Fill in this grid with elements from the text:
/ 4 pts
Routes
1

Travellers

Reasons

From
to

From
to

True or False? Justify by quoting from the text.


a. Slaves cannot be captured in Ohio.

b. Most slaves want to stop in Ohio.

/ 2 pts
F

What is the favourite destination? Why? Quote key words.

/ 2 pts

Fiche photocopiable Hatier 2014

Total :

344

FICHE PHOTOCOPIABLE

/ 40

Fiches dvaluation sommative speaking interaction

valuation sommative
Unit

10

Green Art
t Temps de prparation individuel : 5 minutes
t Vous naurez droit qu des notes.
t Temps de parole : 1 2 minutes

Sujet A
Among all the solutions / ideas illustrated below to reduce your energy consumption which
one do you find most effective? Discuss.

Discuss which two devices you couldnt do without if you had to respect a law to save
energy: hairdryer mp3 player smartphone kettle lights iPod fridge freezer washing
machine dishwasher.

Sujet C
Your town council (conseil municipal) has decided to forbid cars in the town centre to reduce
pollution. Your school is located in the centre. React and discuss.

FICHE PHOTOCOPIABLE

345

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Sujet B

Fiches dvaluation sommative speaking interaction

valuation sommative
Unit

11

On Stage
t Temps de prparation individuel : 5 minutes
t Vous naurez droit qu des notes.
t Temps de parole : 1 2 minutes

Imagine the making-of the DVD, The Importance of Being Earnest.


You interview the film director and ask him how he / she chose the costumes, the cast,
how he / she views the different characters in the scene you have studied, what he / she
intended to show or underline.

valuation sommative
Unit

12

Pop Goes My Art


t Temps de prparation individuel : 5 minutes
t Vous naurez droit qu des notes.
t Temps de parole : 1 2 minutes

Sujet A
You are in a museum shop with your brother / sister and you want to choose a set of cards
for your parents. Among all the paintings in your book which ones will you choose? Why?
Imagine the conversation.

Sujet B

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You have just bought a poster of a Pop Art masterpiece featured in your book and you want
to hang it in your bedroom. Your parents disagree with your choice.
Imagine the conversation.

346

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Fiches dvaluation sommative Writing

valuation sommative
Unit

13

City in the Sky

Sujet A
You write an email to your American friends to thank them for taking you to Ellis Island. Do
not forget:
- to tell them what struck you there
- to say what important things you learnt
- to find a historical place in France you could take them to when they come to visit you.
(80-100 words)

Sujet B

FICHE PHOTOCOPIABLE

347

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Here is a postcard you are going to send to a friend, use the elements on the card to tell
him / her about your trip. (100-120 words)

Fiches dvaluation sommative Writing

valuation sommative
Unit

14

Summer Rocks

Sujet A
How important is music in your life? Discuss and give examples. (150 words)

Sujet B
You want to go to a British festival with your best friend next summer. Write an email to
convince him / her. (150 words)

Sujet C
You write an email to your British friends to thank them for taking you to the Notting Hill
Carnival. Dont forget to:
- tell them what you enjoyed most and why.
- invite them next year to a festival in your area. (150 words)

valuation sommative
Masters
of Suspense
Unit

15

Fiche photocopiable Hatier 2014

Imagine a story based on this cartoon. Dont


forget to include what happened before this
scene (incidents, relationships) and what
may happen afterwards.
(120-150 words)

348

FICHE PHOTOCOPIABLE

corrigs et grilles cecrl Fiches dvaluation sommative

Spoken production

MANUEL P. 54-55

Script de lenregistrement (CD1 piste 20, MP3 piste 10, 2:13)

Michelle Obama, ne La Vaughn Robinson, was born on the 17th of January, 1964, in Chicago,
Illinois. She comes from an African-American middle class family and she has one elder brother.
She was a hard-working and talented student. She graduated from Princeton University and then
later enrolled at Harvard University. After she finished her studies, she started working as a lawyer
in Chicago where she met Barack Obama, the man who would become her husband. The pair got
married in 1992 and welcomed their first daughter, Malia, in 1998, and their second, Sasha, in 2001.
When her husband decided to run for the 2008 presidential election, she stopped working to support his campaign. When Barack Obama was elected she became the very first African-American
First Lady in the history of the United States. In this role, she travels all around the world and
holds meetings with foreign leaders. She also visits hospitals, homeless shelters and schools all
over the US. In 2010, she vowed to fight against childhood obesity in the US, so she founded Lets
Move, an organisation dedicated to promoting healthy eating, especially in schools. Alongside this,
she participates in galas and events to support several charities for children, such as PeacePlayers
International or Healthy Child Healthy World, for example. She also promotes some important
causes to make the world a better place. For instance, she promotes cancer research, education, and
is part of a global fight against childhood hunger. She delivers speeches and organises receptions
at the White House to raise money for these causes. In conclusion, Michelle Obama seems to be a
very active and committed First Lady who is obviously determined to change things for the better.

Spoken production

UNIT 1 FICHIER PDAGOGIQUE P. 324

Critres dvaluation du CECRL


Vocabulaire

Utiliser un vocabulaire prcis et vari


Remobiliser les mots et expressions nouvelles

Correction grammaticale

viter les erreurs lmentaires


Sauto-corriger au besoin

0 1 2 3

0 1 2 3 4

Prononciation / intonation / dbit


Accentuer les mots porteurs de sens
Penser aux liaisons consonne-voyelle
Respecter les groupes de souffle
Adapter son dbit

Cohrence / organisation des ides


Recourir des mots de liaison

0 1 2 3 4

0 1 2

Contenu

Se prsenter
Parler de ses gots, de ses talents
Justifier / expliquer

0 1 2 3 4 5

CORRIGS ET GRILLES CECRL

349

corrigs et grilles cecrl Fiches dvaluation sommative

Critres dvaluation du CECRL


Attitude lors de la prise de parole
Parler assez fort
viter les pauses trop longues
Recourir des gap fillers

0 1 2

Total des points

/ 20

Critres de rpartition en niveaux de comptence :


Note entre 0 et 5 points : A1 en cours dacquisition
Note entre 6 et 9 : A1
Note entre 10 et 14 : A2
Note entre 15 et 20 : B1
Productions possibles :
Good morning sir, my name is Zoe Martin and I am 16 years old. Im currently a student at X
high school in X, near Paris. I live in a flat in X with my mother, my stepfather, my sister and
my two half-brothers. We also have two adorable pets: a 3-year-old golden retriever named
Peanuts, and a 10-year old Persian cat named Aladdin. They get along well, and they often
play together. I am a very active young girl and I cant stand doing nothing or being bored.
First, I do a lot of sports: I play tennis twice a week, I go swimming every Saturday afternoon
and I play basketball with my friends whenever we have time after school. In addition to doing sports, I really enjoy going to the movies or to concerts with my friends or family. I am a
huge fan of English rock bands. I know all the songs by the Rolling Stones by heart! However,
life is not just about having fun, I am also very dedicated and hard-working when it comes
to school work, as I would like to become a reporter later. I love travelling because I love
speaking foreign languages (I speak English and Spanish) and discovering new cultures. I
have already visited many countries with my family (South Africa, Australia, Scotland, Egypt
to name but a few) and I hope I will get to travel again this summer.
Ad #1: As you can see, I think I have all the qualities for the waitress position you offer as I
am very punctual and organised. I am extremely sociable, so I am sure I will be able to make
your customers feel welcome and comfortable in your restaurant and I will do a great job
taking reservations on the phone. Besides being friendly, I am also reliable / trustworthy,
so you will be able to trust me with the cash register. Last but not least, I am not afraid of
hard work and doing different things. So, working in the kitchen or cleaning the restaurant
is not a problem for me.
Ad #2: As you can see, I think I have all the qualities for the pet sitter position you offer,
as I have some experience with my own pets. I groom my cat twice a week, which is a lot
of work, and I am in charge of walking and feeding my dog every day. I am quite sporty and
athletic, so I wont mind walking around London to go to the different houses where the
pets are and walking them in the beautiful parks that are located in the city. I am also very
reliable and trustworthy, so the owners wont have to worry about leaving their keys and
their precious pets with me. I will take good care of them.

350

CORRIGS ET GRILLES CECRL

corrigs et grilles cecrl Fiches dvaluation sommative

Ad #3: As you can see, I think I have all the qualities for the stadium vendor position you
offer as I am used to attending games and concerts in stadiums and I know how crazy the
atmosphere can be sometimes. Besides, I am very sociable and enthusiastic, and I think I can
convince people to buy food and drinks from my tray. I am very punctual and organised, so I
will not miss a game or a concert. I am energetic and dedicated, and the possibility of making
extra money is a real source of motivation for me. I am sure I can become your best vendor!
I hope I have convinced you that I am the best applicant for the position you offer. If you have
further questions you can contact me on the phone or via email. I wish you a very pleasant day.

Spoken production

UNIT 2 FICHIER PDAGOGIQUE P. 325

Grille dvaluation du CECRL


Voir grille page suivante.
Production possible (sujet B) :
If I had the opportunity to study in another country, I would choose to go to England. I am
particularly keen on studying in England for a number of reasons. Firstly, I love English and I
like the idea of studying other subjects such as science and maths in English. In the future
I could be at a greater advantage when looking for jobs if I am bilingual. Secondly, in England, school children start their day at 9 a.m. and generally finish at 3:30-4 p.m. Personally,
I think school days in France are far too long and by the end of the day I am exhausted
and find it difficult to concentrate! What is more, I imagine that school children in England
play lots of cricket and I would love to try some new sports that are not so popular here
in France! However, school children in England have to wear school uniforms. Honestly, I
find the idea unbearable! I love being able to choose my clothes every day. In my opinion,
school uniforms appear ugly and uncomfortable... Finally, the aspect that I would miss the
most about the French school system would certainly be our free Wednesday afternoons!
Having the afternoon off breaks up the week and helps us to unwind. We feel more willing
to learn on Thursday and Friday after the little midweek break and we can also catch up on
our homework and any missed work.
Production possible (sujet B) :
Un exemple de production possible est disponible en MP3 sur le site compagnon.

CORRIGS ET GRILLES CECRL

351

corrigs et grilles cecrl Fiches dvaluation sommative

Spoken production

UNIT 3 FICHIER PDAGOGIQUE P. 326-328

Critres dvaluation du CECRL


Ralisation de lexercice et traitement du sujet
Respect de la consigne

0 1

Discours cohrent et organis


A2
Chronologie respecte
Discours sous forme dune
succession de points
Utilisation de mots de liaison
simples (and, but, because, so...)

B1
Production dun discours cohrent
et logique
Utilisation dnoncs complexes
(propositions relatives, subordonnes en where, when)

0 1 2 3

Capacit communiquer
A2
Auditoire souvent ignor
Discours comprhensible malgr
des maladresses
noncs courts
Pauses et faux dmarrages
systmatiques

B1
Auditoire pris en compte
Discours facilement
comprhensible
noncs longs et complexes
Quelques pauses et hsitations

0 1 2 3 4

Contenu
A2
Nombre dinformations donnes
restreint et peu prcis

B1
Informations nombreuses,
pertinentes et dtailles

0 1 2

Phonologie
A2
Discours comprhensible malgr
de nombreuses erreurs de
prononciation, daccentuation et
dintonation

B1
Discours aisment comprhensible
car les erreurs de prononciation,
daccent de mot et dintonation
sont rares

0 1 2 3 4

Lexique
A2
Vocabulaire adquat mais limit
Impossibilit de compenser les
manques

B1
Vocabulaire pertinent, riche et vari
Recours des priphrases si le
vocabulaire manque

0 1 2 3

Grammaire
A2
Utilisation de structures simples
Erreurs lmentaires trs
nombreuses

B1
Utilisation de structures complexes
Erreurs grammaticales
occasionnelles ne gnant pas
la comprhension

Total des points

352

CORRIGS ET GRILLES CECRL

0 1 2 3

/ 20

corrigs et grilles cecrl Fiches dvaluation sommative

Critres de rpartition en niveaux de comptence :


Note entre 0 et 6 points : A2 en cours dacquisition
Note entre 7 et 10 : A2
Note entre 11 et 15 : B1 en cours dacquisition
Note entre 15 et 20 : B1

Listening

MANUEL P. 96-97

Script de lenregistrement (CD2 piste 24, MP3 professeur piste 23, 2:35)

Janticipe (from the beginning to 0:46)


dreams wealthy opportunity economy vibrant business centre companies modern
contrasts industrialised developing unemployment poverty

A city of contrasts (from 0:47 to the end)


In his biography, Nelson Mandela, the former South African president, described Johannesburg
as a city of dreams, a place where one could transform oneself from a poor peasant into a wealthy
businessman, a city of danger and of opportunity. The city was built on the back of a dramatic
1880s gold rush, and even if today South Africas gold mining sector is in decline, Johannesburg,
or Jozi, continues to be the unrivalled commercial hub in Africas largest economy a vibrant business centre where more than 3.5m people live. Johannesburg is still seen as a city of opportunity,
attracting South Africans from across the country, as well as people from neighbouring states, who
travel in the hope of finding work. It is host to a large number of international companies and has a
modern infrastructure that is still rare in African cities. But it is also a city of strong contrasts, where
the industrialised and developing worlds meet, where unemployment is high and where there is still
a lot of poverty. It is also a city of danger, with a high crime rate.

Corrig
1

a. We can see that Johannesburg is a city of contrasts because the two pictures show very
different aspects of the city. On the one hand, the left-hand side picture presents us with
some skyscrapers in a densely built-up part of Johannesburg. It must be the economic centre, which is quite modern and dynamic, because this is where all the activity takes place.
On the other hand, the second picture on the right-hand side is far from being modern. A
woman is carrying a bucket next to very precarious houses made of corrugated iron, which
are probably part of a township. There is a striking contrast between poverty and wealth,
between modernity and tradition. These two pictures are worlds apart / poles apart / at
odds because they represent the two contrasting / opposed faces of Johannesburg.
b. poor below the poverty line townships diversity contrasts modernity rich
skyscrapers business economic centre
c. Voir script ci-dessus.

a. b. d. On encouragera les lves relever un nombre croissant de mots afin quils puissent
les classer dans un tableau. Ce reprage par mots-cls les entranera construire le sens et
reconstituer le message de lenregistrement.
c. Positive aspects: a city of dreams transform oneself from a poor peasant into a wealthy
businessman opportunity unrivalled commercial hub vibrant business centre city of

CORRIGS ET GRILLES CECRL

353

corrigs et grilles cecrl Fiches dvaluation sommative

opportunity attracting South Africans in the hope of finding work large number of international companies a modern infrastructure industrialised
Negative aspects: danger gold mining sector in decline strong contrasts developing
unemployment is high a lot of poverty city of danger high crime rate
3

Ce compte rendu pourra tre fait en anglais ou en franais.


This recording is a report on Johannesburg. A man presents this city as a place of contrasts,
since it is both a city of dreams, full of opportunities, and a place of danger with a lot of
poverty. Jozi, or Joburg, is an industrialised city where you can find wealthy businessmen
working in one of the buildings of its vibrant business centre. However, even if it attracts
many South Africans who are hoping to find work and to climb up the social ladder, it
remains a place where unemployment is high, especially in dangerous areas where there is
a high crime rate. One must remember that the country is still developing, although more
and more international companies are attracted by Johannesburgs modern infrastructure.

Listening

UNIT 4 FICHIER PDAGOGIQUE P. 329-330

Script de lenregistrement (CD2 piste 25, MP3 professeur piste 24, 2:06)

Journalist: Youre a British person whos been living in France for a few years now. Do you sometimes miss your country and what do you miss in particular?
Andrew: Yes, I have to say that sometimes I do miss my country. Um, the main thing I miss I
think is the language. Um, obviously French is not my mother tongue, and so sometimes I dont
understand what people say, um, so when I go back to Britain its great just to be able to listen to
people and have conversations and understand what they say. Um, I also miss the British humour.
Its quite a particular kind of humour in Britain, its an eccentric humour. British people dont take
themselves too seriously and theyre prepared to laugh at themselves. Food is another thing which I
miss about Britain. It might sound surprising to say that, because of course Britain does not have a
great reputation for food, quite the opposite. We are said to be bad cooks, but in fact there are some
dishes which I miss. For example the famous English breakfast. The big fried breakfast with sausage,
bacon, eggs, baked beans, tomato, um, I love that and I miss it. Um, the cities as well I miss, um,
for example, London, where I used to live. I miss the night life there in particular, um, the theatres,
which are always busy, there are many options, the pubs and the parks, which I find are bigger than
the parks in Paris, theyre a bit more wild, and theyre great. Edinburgh, my home city, I miss that a
lot as well. Um, its a historic city, its very much a unique city, its unlike any other that Ive found
and the people there are very friendly. I miss Edinburgh a lot.

Corrig
1

354

A British man is speaking. He has been living in France for a few years.

2 pts

He mentions the things he misses about his home country, the United
Kingdom.

1 pt

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2

What he misses
the most
The language

Explanation(s) given
He doesnt speak French fluently.
He loves being able to communicate with people
in Britain.
eccentric

Humour

Food

0.5 pt

British people dont take themselves too seriously and theyre prepared to laugh at themselves.

1.5 pts
(3 x 0.5)

Britain doesnt have a great reputation for food.


We are said to be bad cooks.

2 pts

English breakfast

2 pts

tomato, baked beans, sausages, eggs, bacon


- London
Cities mentioned
- Edinburgh

Listening

2 pts
(1 + 2 x 0.5)

- theatres
- pubs
- parks
- historic, unique
- it is my home city

2.5 pts
(5 x 0.5)
1 pt +
1.5 pts
1 + 2 pts
1pt

UNIT 5 FICHIER PDAGOGIQUE P. 331-332

Script de lenregistrement (CD2 piste 26, MP3 professeur piste 25, 2:00)

Woman: You went to South Africa, what is your best memory?


Interviewee: I remember I was staying in a hotel in the Kruger Park, thats like the Safari Park, and
I remember seeing those kids. They were helping in a kitchen; I actually went and offered some help.
They accepted, of course. So, I helped them with the crates in the kitchen. And afterwards, after it
was done, they actually offered me to go and play in their village. So, I actually go to their village
and they start playing football in the middle of the village, in this park. And I thought it was really
cool, Im playing football in Africa, in a village, thats awesome but I also felt like I was the odd
one out cause I was the only Caucasian person in there. Everybody, you know, all the elders of the
village were looking onto me, going on like, Whats that guy doing in here? Hes, you know, not
part of the village, why is he playing? He is a tourist; he should be staying in a hotel with the other
tourists. And I thought that was really cool cause I felt really close to the people, you know. It was
also good fun. They were really good as well so I was surprised and it showed me that football can
actually bring people together; I saw some magnificent animals in a safari but I think the realest thing
that I felt, while in South Africa, was when I was playing with these kids. That was really moving
cause I thought it was something I probably wont feel for a very long time.

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Corrig
1

a. What is your best memory?

2 pts

b. The narrator was in South Africa, in a hotel in the Kruger Park.

3 pts

a. He met young children there. They were doing work in the kitchen.
The narrator decided to help them.

1,5 pts

b. - They decided to go and play football.


- in the middle of the village

2 pts
2 pts

a. cool awesome

2 pts

b. enthusiastic

1 pt

c. rather negative
He is a tourist; he should be staying in a hotel with the other tourists.

0,5 pt
2 pts

True: it showed me that football can actually bring people together


True: the realest thing that I felt / it was something I probably wont
feel for a very long time

2 pts
2 pts

Total

/ 20

Critres de rpartition par niveaux de comptence


- Entre 0 et 6 : A2 en cours dacquisition
- Entre 7 et 10 : A2
- Entre 10 et 15 : B1 en cours dacquisition
- Entre 15 et 20 : B1

Listening

UNIT 6 FICHIER PDAGOGIQUE P. 333-334

Script de lenregistrement (CD2 piste 27, MP3 professeur piste 26, 1:44)

Teenager breaks record


Lewis Clarke, a sixteen-year-old boy from Bristol, has become the youngest person to ski from the
Antarctic coast to the South Pole. The challenge began on December 2013 and finished seven weeks
later, in January 2014. Clarke skied nine hours a day for 48 days, under very difficult weather conditions: snow, ice and temperatures as low as -50C. He covered 702 miles and dragged his sledge
through the snow and icy wind. He spent seven weeks in complete solitude, in the worlds highest
and coldest continent. He knew it would be hard, but he declared it was harder than he ever thought
it would be. When he arrived, he told the press: The fact that you do something you love is very special very few people get the chance. It changes you as a person for the rest of your life. It took him
three years to plan this expedition, and he trained in Norway and Greenland. He also made history
after trekking through the Antarctic for charity. He raised more than 3,000 for the Princes Trust.

Corrig
1

356

a. a newsflash

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1 pt

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b. the youngest person to ski from the Antarctic coast to the South Pole

1 pt

a. Lewis Clarke

1 pt

b. a sixteen-year-old boy

1 pt

c. Bristol (UK)
3

0,5 pt

Activity

skiing

2 pts

Itinerary

from the Antactic to the South Pole

1 pt

Dates

Started in: December 2013


Ended in: January 2014

1 pt

How long?

Each day: nine hours


In total: 48 days

2 pts
1 pt

Weather conditions

under very difficult weather conditions: snow, ice


and icy wind

1 pt

Temperatures

as low as -50C

Distance covered

702 miles

0,5 pt
1 pt

The fact that you do something you love is very special very few people get the chance. It changes you as a person for the rest of your life.

2 pts

a. False: It took him three years to plan this expedition.

1 pt

b. False: He raised more than 3,000 for the Princes Trust. + He also
made history after trekking through the Antarctic for charity.

2 pts

c. True: He trained in Norway and Greenland.

1 pt
Total

/ 20

Critres de rpartition par niveaux de comptence


- Entre 0 et 6 : A2 en cours dacquisition
- Entre 7 et 10 : A2
- Entre 10 et 15 : B1 en cours dacquisition
- Entre 15 et 20 : B1

Prolongement possible :
Your school has a Hall of Fame. You write a short note to explain why you think Lewis Clarkes
name should be inscribed in the list.

Reading

MANUEL P. 142-143

Corrig
1

a. article de presse, tir du site Internet de la chaine canadienne CTVNews.


b. Personnes : Georges Couros, Jim Brand

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Lieux : Parkland School, Edmonton, Toronto, Maria Montessori School


c. handwriting (x 4), cursive (x 4), school (x 4), computer (x 2), technology (x 2), creativity (x 2)
ides cls : lcriture manuelle est-elle en conflit avec les nouvelles technologies ? Doit-on
enseigner le traitement de texte seulement ou le traitement de texte et lcriture manuelle
lcole ? Quelles incidences cet enseignement peut-il avoir sur la crativit des lves ?
2

b. computer-based communication : communication par ordinateur / informatise Internetdriven world: un monde rgi par Internet speed up: acclrer hand-eye coordination:
coordination entre lil et la main
c. - few - early. Le suffixe indique un comparatif : fewer: moins de earlier: plus tt
d. do away: liminer pick up: assimiler, apprendre current: actuelle
e. - formally: officiellement ou de faon conventionnelle - literacy: alphabtisation

a. Le thme gnral de larticle est la place de lcriture cursive / manuelle dans lducation
des enfants. Certains pensent quil suffit de nos jours denseigner la matrise du traitement
de texte, alors que dautres pdagogues affirment quil serait dommage de se limiter une
seule faon dcrire et que les deux mthodes dcriture sont complmentaires.
b. les ducateurs / professeurs, les jeunes lves
c. - Georges Couros, directeur du dpartement dinnovation pdagogique de lcole Parkland
Edmonton, Canada - Jim Brand, principal / proviseur / directeur de lcole Maria Montessori Toronto, Canada
d.
Georges Couros
- Lcriture manuelle vit ses derniers
instants.
- Technologie et alphabtisation se
dveloppent ensemble.
- Il faut centrer lapprentissage sur les
vrais besoins.
- Les lves doivent apprendre rester
connect au reste du monde.

Jim Brand
- Ce serait dommage de se dbarrasser de
lcriture manuelle.
- Il faut enseigner lcriture manuelle trs
jeune.
- Cela aide lapprentissage de la lecture.
- Cest bon pour la coordination entre lil
et la main.
- Cela permet de dvelopper la crativit.

Les deux hommes ne sont pas daccord :


- Georges Couros pense que dans un monde o Internet et les nouvelles technologies sont
partout, il faut centrer les apprentissages sur les vrais besoins des lves ; le traitement de
texte permet aux lves dtre en contact avec le reste du monde.
- Jim Brand pense quau contraire les deux faons dcrire sont complmentaires. Lcriture
manuelle, enseigne trs tt, est un moyen dacclrer lapprentissage de la lecture. De
plus, cela facilite la coordination entre lil et la main et permet de dvelopper la crativit
chez lenfant.
e. Part 1: In our modern world where technologies and computers are basic means of
communication, why should children learn handwriting? Teachers should concentrate on
teaching keyboarding, a more efficient technique to write and keep in touch with the world.
Part 2: If keyboarding is indeed a required skill, so is handwriting. Both are necessary.
Handwriting is a great help in learning how to read; it makes hand-eye coordination easier
and develops creativity.

358

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Reading

UNIT 7 FICHIER PDAGOGIQUE P. 335-337

Proposition de corrig (le correcteur acceptera toutes les rponses quil jugera pertinentes) :
1

This is a passage taken from a newpaper: The Telegraph, Victoria Ward, 21 April 2013.
1 pt
(0,5 x 2)

The article deals with young children who are addicted to technological devices such as
iPads or video games. The article focuses on the consequences of this addiction and the
measures that must be taken.
5 pts

the UK: London, pounds

3 pts
9 pts

Sex

Age

Object
used

girl

iPad

Number
of hours
a day
up to 4
hours a
day

Symptoms

Feelings

- had become addicted to


using it
- had developed an obsession
with the device
- would ask for it constantly
- showed increased agitation
if it was removed

distressed and
inconsolable

a. True: Her parents enrolled her for compulsive behaviour therapy (l. 9). Accepter aussi:
The youngest known patient being treated (l. 7)
b. False: he believed there were many more addicts of her age (l. 15)
3 pts x 2

young technology addicts experienced the same withdrawal symptoms as alcoholics or


heroin addicts (l. 20-21)
2 pts

the condition prevented young people from forming normal social relationships, leaving
them drained by the constant interaction. (l. 22-23)
3 pts

computer games and mobile phones (l. 24-25)

2 pts
4 pts

Name given
digital detox
10

Place

Duration

the Capio Nightingale Hospital in London

28 days

Price
16,000

More and more people have become addicted to / dependent on technological devices.
Many parents let their kids play with their their phone or tablet device, even if they know
they spend too much time on them.
5 pts
Critres de rpartition par niveaux de comptence :
Note entre 0 et 12 points : A2 en cours dacquisition
Note entre 13 et 20 : A2
Note entre 21 et 30 : B1 en cours dacquisition
Note entre 31 et 40 : B1

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Reading

UNIT 8 FICHIER PDAGOGIQUE P. 338-340

Proposition de corrig et barme :


1.

Extrait dun roman

0-1

2.

Groupe 1 = Indians / the tribe (women,


children, Indians)
Groupe 2 = family / Lauras family (Laura, Mary,
Pa, Ma)

1 par nom de groupes


1 par groupe de
personnages complet

3.

Le soir (dinner-time, l. 16)

0-1

/1

4.

Groupe 1 = dehors : in the fresh air / sunshine/


in the wind
Groupe 2 = devant la maison : in the doorway

1 pour les 2 lieux


1 pour une expression
correcte par groupe

/2

5.

a. Laura

0-1

b. un enfant

0-1

c. Groupe 1 : ils regardent le spectacle/ ce qui


se passe (watching)
Groupe 2 : ils sont cheval (riding)

1 pour les 2 actions


1 pour les 2
justifications

d. Description physique: naked, brown,


straight black hair, skin was out in the fresh air
Mode de vie: did not have to wear clothes

0 1 mot / expression
=0
2 4 expressions =
0,5
5 expressions = 1
citation correcte = 1

6.

360

e. La fiert

0-2

f. Les hommes voyagent cheval en premier,


suivis par leur famille. Les enfants sont presque
nus et paraissent fiers et libres. Ils ne subissent
pas de contrainte sociale et vivent prs de la nature: The women and children came riding behind
the Indian men... the little Indians did not have to
wear clothes.

0 - 1- 2 - 3 - 4

a. 1. Se promener nue expose au vent et au soleil.


2. tre une petite Indienne

1 point par rponse

b. espigle

0-1

c. wind, sunshine

1 point par rponse

d. Laura semble fascine et envieuse de la vie


des enfants indiens, qui nont pas dhabits. Ils
ont lair libres et prs de la nature. Ils sont aussi
traits comme des adultes trs tt.

0 - 1- 2

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/1
/4

/ 12

/7

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7.

a. bundles of skins, tent poles, baskets, cooking


pots

0 1 mot / expression
=0
2 ou 3 expressions = 1
4 expressions = 2

b. West (western edge of the world)

0-1

c. Hypothses : ils sont nomades. Ils quittent


la rgion. Ils partent en voyage, en migration
saisonnire. Ils viennent dtre battus dans une
bataille et senfuient pour sinstaller ailleurs.

0 - 1- 2 - 3

d. 1. le vide (emptiness)
2. le calme (quiet / silence)
3. la solitude (lonely)

1 point par sentiment


avec sa justification

e. Les Indiens quittent la rgion. Ils sont


dplacs de force car ils sont dpossds
de leurs territoires par linstallation des colons
soutenus par larme. Les parents et les
enfants compatissent avec ces gens qui
souffrent.

0-1-2-3-4

/ 13

Critres de rpartition par niveaux de comptence :


Note entre 0 et 12 points : A2 en cours dacquisition
Note entre 13 et 20 : A2
Note entre 21 et 30 : B1 en cours dacquisition
Note entre 31 et 40 : B1

Reading

UNIT 9 FICHIER PDAGOGIQUE P. 341-344

Proposition de corrig et barme :


1

a. in Ohio

b. in town

a. - Honor, a young Quaker - Belle Mills, her friend, a member of the Underground Railroad
- Jonas, a runaway slave - Donovan, a slave hunter
b. slave hunters, runaway slaves, settlers, free blacks
12 pts
(1 point par rponse)

a. a poster on the columns of a building in town


b. Jonas, runaway slave, 30 years old, from Clarksburg, Virginia

2 pts
(1 point par rponse)

1 pt
5 pts
(1 point par rponse)
c. He is 5 feet, 8 inches = 1,80 m.
1 pt
big and strong: chunky = built / wide-chested, strong-shouldered
2 pts
d. smart, clever, observant: shrewd his calculating eyes
4 pts
(1 pt par adjectif et 1 pour les citations)

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e. a sack / a bag
f. $150: the reward offered for the capture of the slave
g. True: She pictured the man she had seen in the lean-to. (l. 7-8)

1 pt
1 pt
1 pt

come up from Kentucky or Virginia to try and take back Negroes on their way to Canada.
(l. 18-19)
2 pts

4 pts
(1 point par lment du tableau)
1

From east to west

settlers

moving for more land

From south to north

runaway slaves

looking for freedom

a. True: I thought there was no slavery here. (l. 25-26)


b. False: Some do stop in Ohio. (l. 27)

Canada No slavery there. It is a different country.

1 pt
1 pt
2 pts
(1 pt par lment)

Critres de rpartition par niveaux de comptence :


Note entre 0 et 12 points : A2 en cours dacquisition
Note entre 13 et 20 : A2
Note entre 21 et 30 : B1 en cours dacquisition
Note entre 31 et 40 : B1

Speaking interaction

MANUEL P. 184-185

Corrig
1

a. To my mind / In my opinion / I feel b. For instance / For example / Let me


give you an example c. In other words / To sum up, Id say d. Can you repeat what
you said, please? / Sorry, I didnt get that. / What exactly do you mean? e. I quite agree
with you on this point. / Thats quite right. / Absolutely! f. I disagree with you. / I dont
see it that way. / Certainly not! g. Sorry to interrupt you, but / Can I just say something?

Script de lenregistrement (CD3 piste 16, MP3 piste 36, 1:52)

Emily: Ben, what do you think of this poster?


Ben: Which one?
Emily: This one, look! It shows a hand holding the earth, but the earth is split in two halves. On the
left hand-side the earth is blue. There are trees sprouting out of the ground under a blue sky. Birds
are flying and there is a rainbow. In the background we can see a beautiful landscape. There is a
forest and mountains in the distance. But on the right-hand side the earth and the sky have turned
orange and all the trees have died. The beautiful landscape has been destroyed and chimney stacks are
blowing fumes into the air. Skyscrapers rise out of the ground and there are cranes on building sites.
Ben: It looks to me like yet another campaign to make people aware of global warming and pollution.
Emily: All these campaigns are useful. It upsets me to think that, if we continue the way we are
going, the world will be as horrible as the picture on the right.

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Ben: Nonsense! The world on the left doesnt even exist now, except maybe in the countryside.
Skyscrapers, buildings and factories have been around for over a hundred years and are part of our
modern world. Factories are essential to produce what we need. Do you really think living in a world
like the one on the left is more pleasant?
Emily: Definitely. People live closer to nature and animals and in more beautiful surroundings.
Anyway, I believe we can live in the city and work to preserve the environment at the same time. I
recycle as much as I can. I also ride my bike everywhere instead of driving all the time. We all have
to do our bit.

Speaking interaction

UNIT 10 FICHIER PDAGOGIQUE P. 345

Proposition de corrig (sujet B) :


If a law was introduced limiting the use of electronic devices, I could not live without my
smartphone or my fridge!
Some people will argue that smartphones have become all-consuming, with our daily lives
revolving around social media, the latest applications and speaking with friends. However,
my mobile phone is indispensable for both work and leisure activities. For instance, it is
possible to buy products online, speak with family and friends in other countries and take
photos and videos. Whats more, I feel safer with my smartphone in my hand in case of
emergency or when visiting a new place alone for the first time.
Secondly, I could not live without my fridge. I am incredibly passionate about cooking and
discovering new flavours and recipes! I could not do without my fridge to keep produce
fresh and to stop prepared food and meat from going off! Life would be so difficult without
a fridge Especially after a long day at work or school when you need to prepare a meal
quickly, I personally think it would be incredibly difficult without a fridge full of fresh food
and drinks at home!

Speaking interaction

UNIT 11 FICHIER PDAGOGIQUE P. 346

Proposition de corrig :
A: What qualities did you look for when casting the production of The Importance of Being
Earnest?
B: It is important to choose actors who understand the time period and who can portray
it convincingly. Also, this play is quite amusing in parts so I looked for actors who were
entertaining and confident.
A: The scene in which Lady Bracknell interviews Jack is both serious and funny, how did you
achieve this balance during filming?
B: I chose very experienced and talented actors who could convey a feeling of seriousness
as well as amusement to the audience.
A: How do you personally view Lady Bracknell in this scene?
B: I love Lady Bracknells power and authority. When she enters the room its like an interrogation! She is a superior and traditional character who wants the best for her daughter.
However, she is dictating her daughters future and cares too much about money and status.
She has no sympathy for the fact that Jack is an orphan!

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A: How do you view Jack in this scene?


B: I feel sympathy for Jack in this scene because he is faced with Lady Bracknells difficult
questions. She suggests that he lost his parents and should make an effort to find new
ones although this is clearly impossible!
A: Finally, how do you choose costumes for a period production such as this?
B: Well, costumes are very important for period films such as The Importance of Being Earnest
and a lot of research is needed. Costumes help to communicat