Full Impact 2nde

FULL IMPACT, un nouveau manuel de seconde
Nous avons élaboré un manuel qui répond à la problématique spécifique de la classe de

seconde : une classe d’accueil dans laquelle les professeurs ont à faire face à un triple défi.
• L’hétérogénéité dans l’autonomie. Tandis que certains élèves ont de bonnes bases et ont
acquis au collège des méthodes de travail et d’apprentissage efficaces, d’autres sont très
démunis et ont besoin d’êtres aidés et guidés.
> Notre réponse : développer l’autonomie de tous dans les Starting Files.
• L’hétérogénéité des niveaux. L’hétérogénéité dans les connaissances et dans le manie-
ment de la langue, tant en réception qu’en production, est un problème majeur pour les
professeurs qui ont à gérer des élèves de niveaux très disparates.
> Notre réponse : des textes et des documents courts, accessibles au plus grand nombre,
grâce à des guidages spécifiques pour les élèves de niveau A2 et ceux de niveau B1.
• L’hétérogénéité des profils d’élèves. La classe de seconde étant indifférenciée, elle
regroupe des élèves dont les profils et les intérêts sont très divers.
> Notre réponse : motiver le plus grand nombre avec des supports très variés et des thèmes
qui, dans le cadre des notions du programme, sont organisés autour de trois pôles : l’ado-
lescent et son environnement spécifique; une approche de la culture de pays anglophones
avec quelques repères historiques; des problèmes de société plus actuels.
Ce livre du professeur est organisé, comme le manuel, en parties d’inégales longueurs :
– des propositions pour l’accueil des élèves (Welcome to Grade 10);
– une première partie consacrée aux Starting Files;
– une seconde partie consacrée aux huit Folders.
Les auteurs.
À télécharger gratuitement sur www.hachette-education.com

• le livre du professeur,
• des grilles d’auto-évaluation,
• les fichiers MP3 du CD audio élève.
Couverture : NPEG.fr
Conception et réalisation : PolyPAO
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2
Sommaire
Your survival kit ................................................................................................................................ [4]
Welcome to Grade 10 ..................................................................................................................... [5]
Les Starting Files : mise en place des stratégies ................................................ [8]
Starting File 1 Listening Strategies ................................................................... [9]
Starting File 2 Reading Strategies ................................................................... [20]
Starting File 3 Speaking Strategies ................................................................. [27]
Starting File 4 Interacting Strategies ........................................................... [29]
Starting File 5 Writing Strategies ...................................................................... [36]
Les huit folders : mise en œuvre des stratégies ................................................ [42]
Folder 1 Teens Online ..................................................................................................... [55]
Folder 2 American Indians ....................................................................................... [74]
Folder 3 Peers and Parents ...................................................................................... [95]
Folder 4 Reality TV ......................................................................................................... [115]
Folder 5 Australia ........................................................................................................... [136]
Folder 6 Planet Sport .................................................................................................. [158]
Folder 7 Birth of a Nation ....................................................................................... [177]
Folder 8 Surveillance ................................................................................................... [198]
Mystery Time ................................................................................................................................ [219]
Back to Basics ................................................................................................................................ [220]
3
Your
Survival Kit Manuel p. 10
L’ANGLAIS DANS LA CLASSE • (Workbook)
Les situations de classe sont d’excellentes occasions de parler anglais. On encouragera les élèves
à se servir de l’anglais comme langue de communication aussi souvent que possible.
1. a. You arrive five minutes after the lesson starts. > You say: Sorry I’m late.
b. You break your pen in class. > You ask your friend: Could you lend me your pen, please?
c. Your opinion is different from Sally’s. > You say: I don’t agree with you.
d. You see a new word and don’t understand it. > You say: What does this word mean?
e. The teacher asks you to write down a new, difficult word. > You say: How do you spell this word?
2. a. Can I open the window, please?
b. Tom, your neighbour does not have a book. Please, lend him your book.
c. Barnaby, your neighbour can’t do his exercise. Please, help him.
d. Good answer, Sally. You are right.
e. I don’t know how to write your name. Please, can you spell it?
LES CONSIGNES EN ANGLAIS • (Workbook)

1. a. Guess > 5. Vous devez deviner.
b. Sum up/summarize > 1. Vous devez résumer.
c. Pick out/find > 4. Vous devez retrouver.
d. Show > 3. Vous devez démontrer.
e. Justify > 6. Vous devez justifier.
f. Quote > 2. Vous devez citer.
2. a. Sum up paragraph 1 in one sentence.
b. Give the names of the characters.
c. Justify your answer by quoting from the text.
d. Pick out the main information from this paragraph.
e. Show that the main character is a woman.
3. a. Trouvez une information dans chaque paragraphe pour justifier votre réponse ci-dessus.
b. Repérez les mots qui se rapportent à la situation du personnage principal.
c. Par deux, corrigez les erreurs dans la phrase ci-dessous. Vérifiez ensuite dans un dictionnaire.
4 Your Survival Kit

Welcome
to Grade 10 Manuel p. 11 à 15
Pour accueillir les élèves en début d’année
L’objectif de ces deux doubles pages est de donner aux élèves, dès le démarrage de l’année, des
habitudes de communication tout en instaurant dans la classe une atmosphère détendue, propice
aux échanges. Les élèves vont devoir se parler; il est donc important qu’ils apprennent très vite à
se connaître et qu’ils prennent conscience qu’en classe d’anglais, être un bon élève ne signifie pas
forcément écouter sagement et se taire.
Les ice-breaking activities sont souvent ludiques, courtes et conçues pour susciter l’intérêt. Nous
recommandons vivement au professeur de donner du rythme à ces deux ou trois séances en
limitant strictement le temps imparti et, éventuellement, en faisant des choix parmi les activités
proposées. Nous suggérons aussi que, si certaines activités ont été laissées de côté, elles puissent
être reprises dans le courant de l’année scolaire.
1. Speak English
Task 1. Get to know each other
Une manière ludique de faire connaissance. La langue est simple et ne présente pas de difficulté
même pour les plus faibles. Les élèves produisent donc tous de l’anglais. La parole doit circuler
rapidement. On organisera les groupes en limitant les mouvements d’élèves (il suffira souvent de
demander à certains de se retourner). On veillera à ce que les élèves aient bien compris la
consigne (le mieux sera probablement de commencer l’activité avec eux dans un des groupes) et
lu l’exemple donné afin qu’ils puissent tenir le rythme.
Task 2. Find someone who…
Les élèves doivent interroger leurs camarades. Cette activité relève d’une communication réelle
puisqu’il y a un déficit d’information. Les élèves se lèvent et circulent dans la classe. Ils prennent
donc contact les uns avec les autres en ce début d’année.
Une présentation en tableau dans le Workbook facilite la prise de notes. Si les élèves ne
disposent pas du Workbook, il faudra leur faire préparer une grille à remplir.
Cette tâche demande une certaine mobilité et souplesse du groupe. La mise en commun en fin
d’activité (What can you tell me about Julie? About Kenza?) permettra aux élèves de commencer à
se connaître tout en réutilisant un certain nombre de structures peut-être oubliées. On veillera
cependant à ce que cette activité ne se transforme pas en révision grammaticale, ce qui irait à
l’encontre de l’objectif communicatif visé.
2. Write in English
Task 1. Remember the words
Une petite activité lexicale ludique permettant aux élèves de remobiliser le vocabulaire qu’ils ont
probablement un peu oublié pendant les vacances. Nous conseillons au professeur de choisir les
lettres qu’il propose car certaines sont plus difficiles que d’autres. En proposer certaines plus
difficiles pourra cependant être un défi motivant pour certaines classes. La correction se fera sur
transparent, un élève dictant sa ligne au professeur, ou venant l’écrire lui-même sur transparent.
Welcome to Grade 10 5
Task 2. Write about yourself
Cette activité complète avantageusement la fiche de présentation traditionnelle que les
professeurs font remplir en début de séance. Il est tout à fait possible de compléter les questions.
Cette fiche, dans laquelle les élèves sont amenés à utiliser différents points de langue vus au
collège, est aussi l’occasion pour le professeur de repérer les atouts et les besoins de ses élèves.
Elle ne donnera cependant, là non plus, pas lieu à une correction ni à une révision grammaticale.
C’est bien la communication qui est visée ici, la langue sera travaillée plus tard dans les différents
chapitres du manuel.
Task 3. Write a poster
Cette tâche donne lieu à une très rapide production écrite qui complète la tâche précédente et qui
aide les élèves à faire connaissance. Si on ne peut pas accrocher les productions pour les faire lire
à tout le monde, on pourra simplement faire échanger les documents et/ou les faire commenter
oralement par des élèves choisis au hasard.
3. Listen to English
Task 1. Bet on the sound
Une présentation pratique de cette activité de repérage de sons proches figure dans le
Workbook. Nous avons suggéré de faire faire des paris pour donner un aspect plus motivant à ce
repérage. Nous conseillons également, lors de la correction de l’activité, d’inciter les élèves à
répéter les phrases entières, afin de se réapproprier les différents sons de l’anglais.
Transcription
1. He’s caught a cold. 11. She was forty at the time.
2. This is a nice piece of clothing. 12. I ran as fast as possible.
3. He’s so thick! 13. Oh, this is wrong!
4. This is what I taught. 14. There’s a sheep over there.
5. Now, this is hot! 15. That was a good shot.
6. What do you think she did? 16. It was a piece of luck!
7. Please, do eat. 17. Then he got mad.
8. I don’t like this boss. 18. That was the best.
9. What a pain! 19. I want to be fit.
10. Now this is sad. 20. I’m going to leave here.
Task 2. Listen and draw

Une tâche d’écoute dont le résultat est immédiatement repérable. Les élèves pourront comparer
leurs dessins : A, un Martien et B, une vache. Bonne humeur garantie!
Transcription
A. Draw a square in the middle of the page. Under the square, draw a triangle, with one dot just
under the square, in the middle. On each side of the square not too far from the top, draw two
small squares. Inside the square, just in the middle, draw a small triangle. A little above the
small triangle, on each side, draw two little circles. Inside the circles, draw two very little
squares. Draw a semi-circle under the small triangle which is inside the square. Finally, on top of
the square draw four or five spirals – pointing vertically.
What do you get?
6 Welcome to Grade 10
B. In the middle of the picture draw a large rectangle. Under the rectangle, a few millimeters
from each extremity, draw a vertical line. At the end of each line there is a small triangle. On the
left of the rectangle there is a horizontal spiral. Above the spiral there are two triangles. Draw a
square under the spiral and two little circles inside the square. On the right of the rectangle, at
the top extremity there is a horizontal line. At the end of the horizontal line draw a vertical line.
Under the vertical line there is a small triangle.
What do you get?
4. Read in English
Task 1. Waiter jokes
Pour cette tâche ludique, nous conseillons vivement au professeur de faire travailler les élèves par
deux pour obtenir plus de rapidité et pour mieux faire apprécier l’humour de ces appariements.
Une présentation plus conviviale facilite la tâche dans le Workbook ; elle permet de relier les
éléments par des flèches. On conseillera aux élèves de ne pas se bloquer sur les premières phrases
mais de chercher des éléments qui se répondent (ex. : a bee… a C and all the other letters) puis de
procéder par élimination. On fixera une limite de temps (10 minutes par exemple), puis la classe
échangera ses réponses.
1. Waiter, waiter! There is a fly in the butter! > c. Yes sir, it’s a butterfly!
2. Waiter, there’s a dead spider in my soup. > g. Yes, sir, they can’t stand the boiling water.
3. Waiter, there is a dead fly swimming in my soup! > g. Don’t be silly, dead flies can’t swim!
4. Waiter, there’s a caterpillar on my salad! > g. Don’t worry, Sir. There is no extra charge.
5. Waiter, waiter! There’s a spider in my soup. Send for the manager! > g. It’s no good, Sir, he’s
frightened of them, too.
6. Waiter, there is a small slug in this lettuce. > g. I’m sorry Sir, would you like me to get you a
bigger one?
7. Waiter, there are two flies in my soup! > g. That’s alright, Sir. The second one is free!
8. Waiter, what’s this fly doing in my soup? > g. It looks like it’s learning to swim, Sir.
9. Waiter, why is there a fly in my ice cream? > g. Perhaps he likes winter sports!
10. Waiter, there is a bee in my alphabet soup! > g. Yes Sir, and I’m sure there is an A, a C and all
the other letters too!
Task 2. Who broke the window?
Un exemple de Whodunnit, ces devinettes typiquement britanniques, amène les élèves à reprendre
contact avec un texte un peu plus long. Les élèves lisent pour trouver la solution à leur enquête, ce
qui donne du sens à l’activité.
Réponse : Max knew David was not telling the truth because he said “kitchen window.” Max had not
mentioned which of Mrs. Zenitt’s windows had been broken.
Welcome to Grade 10 7
Les Starting Files
Mise en place des stratégies
Pour développer l’autonomie des élèves
Les cinq mini-chapitres des Starting Files visent à mettre en place les stratégies qui seront mises
en œuvre dans les huit folders. Les opérations mentales propres à chacune des activités
langagières sont décomposées de manière rigoureuse afin de permettre aux élèves de mener à
bien les tâches qui leur seront demandées dans la suite du manuel.
Notre objectif est de développer les compétences des élèves afin de leur permettre « d’agir de
manière satisfaisante dans un contexte particulier, en mobilisant diverses capacités. » (Philippe
Carré, Pierre Caspar)
Pour éviter de lasser les élèves, nous conseillons au professeur d’étaler le travail sur l’année, selon
le calendrier indicatif suivant :
– Septembre : Listening;
– Novembre : Reading;
– Janvier : Speaking;
– Février : Interacting;
– Mars/avril : Writing.
Chaque mini-chapitre est organisé autour d’un thème fédérateur, et s’articule autour de deux
supports qui peuvent être écrits ou oraux. Les élèves sont guidés pas à pas, et des pauses
récapitulatives leur sont proposées pour leur permettre de verbaliser – et donc de mieux
conceptualiser – les stratégies.
Ce travail est volontairement conduit en français. Il est important que cette conceptualisation
puisse être faite individuellement par tous les élèves, sans qu’ils soient empêchés par une maîtrise
insuffisante de la langue de prendre conscience des capacités à acquérir et des stratégies à
mettre en œuvre.
Révision des acquis du collège

À la fin du livre (p. 159 à 167), le professeur trouvera des pages intitulées Back to Basics. Comme
leur nom l’indique ainsi que l’objectif affiché, « réviser les acquis du collège », ces pages n’ont de
réel intérêt que pour les classes faibles ou avec des élèves présentant de graves lacunes. Le
professeur fera son choix dans les révisions de grammaire et de lexique, plutôt pour du travail à la
maison que l’on corrigera rapidement et sans s’appesantir dans les premières semaines.
8 Starting Files
Listening
1 Strategies
CECR niveau B1
Comprendre les points essentiels d’un message.
Dans ce mini-chapitre, dont le thème fédérateur est la manipulation, les élèves réfléchissent aux
stratégies à mettre en œuvre pour comprendre un document oral.
Les élèves doivent maîtriser différentes capacités : ils doivent successivement savoir anticiper,
émettre puis vérifier des hypothèses, repérer les mots porteurs de sens et les indices pertinents,
classer et traiter l’information, compenser le mal perçu, anticiper à nouveau, inférer, reconstruire
le sens et enfin, faire la synthèse de ce qui a été compris.
Tricked 1 – Old Friends Manuel p. 18/19

Objectifs : anticiper, identifier la situation et construire le sens.
BEFORE YOU LISTEN •

1. Anticipate
À partir de l’image, du titre du document, et de l’ambiance sonore, les élèves anticipent sur la
situation. La scène se déroule à la terrasse d’un café. Des amies de longue date, Celia et Amanda,
qui ne se sont pas vues depuis longtemps, se retrouvent.
Transcription – Extract 1
[Bruits de rue avec foule.]
Celia : Amanda? Is that you? It’s me, Celia!
2. Imagine
À partir de la situation décrite, les élèves émettent des hypothèses. On peut supposer que les deux
femmes vont parler de leurs souvenirs d’enfance communs : amis, amours, études etc. On peut
s’attendre à des phrases comme : How are you? What are you doing here? How wonderful to see
you again! It’s been such a long time! It’s you? You haven’t changed! How are you doing? Do you
remember, etc.
3. Check
L’extrait 2 permet aux élèves de vérifier les hypothèses qu’ils ont émises, et qui rendent la
compréhension plus aisée.
Celia: Amanda? Is that you? It’s me, Celia!
Amanda: Sorry? Do I know you?
Celia: Of course you do. It’s me, Celia. We were at school together.
Amanda: Celia! How wonderful to see you again!
Celia: Come on, Amanda! Let’s go and have a drink. There’s a café over there.
Amanda: Yes! Why not?
Starting File 1 Listening Strategies 9

Une pause récapitulative permet de faire prendre conscience aux élèves que la compréhension ne
repose pas que sur la perception des mots, mais implique également l’analyse et la mise en
relation de différents éléments. L’anticipation permet de prévoir ce qui va être entendu et facilite
donc la compréhension.
BUILD UP YOUR LISTENING STRATEGY •

4. Pick out the key words
Comprendre implique d’entraîner l’oreille à repérer les mots-clés. Pour permettre cette prise de
conscience, nous faisons partir les élèves du script de deux extraits. Ils repèrent les mots-clés et
ensuite, en écoutant l’enregistrement, ils prennent conscience de ce que signifie accentuer un
mot.
a. Celia: It’s me, Celia. We were at school together.
b. Amanda: I say! Do you remember Rocky Rambo? You and he were together at one time, I think.
Celia: Ah yes, but he left me years ago.
Cet aspect ayant été souligné, les élèves s’entraînent à repérer les mots accentués à partir d’un
nouvel extrait dont cette fois ils n’ont pas le script.
I met Bob in a café and we had a few drinks. And then we went out to dinner. And then we went
dancing.
5. Reconstruct the meaning

Repérer des mots-clés ne suffit pas à comprendre. Il faut ensuite relier ces mots entre eux pour
créer du sens. C’est ce que les élèves s’entraînent à faire à partir de l’extrait 5 dont on leur donne
les mots-clés. Il est important que la mise en relation de ces mots ne s’effectue pas sous la dictée
du magnétophone, mais bien après l’écoute.
Les élèves sont ensuite amenés à réfléchir sur la valeur d’emphase associée à l’accentuation plus
forte de certains mots. C’est pour opposer My Robert à your Bob que Celia accentue les mots My et
he.
My Robert doesn’t like dancing. What he likes is a quiet evening with me at my house. We read, we
watch TV… Robert isn’t interested in drinking or dancing. He’s a very quiet person.
Une nouvelle pause récapitulative permet de faire verbaliser les opérations décrites ci-dessus, de
façon à ce que les élèves comprennent et puissent transférer les stratégies entraînées ici.
LISTEN •
6. Listen for general information
Les élèves ayant appris à repérer les mots porteurs de sens, ils sont amenés à mettre en œuvre
cette capacité sur la première partie du document. La chute n’est pas donnée, de façon à
préserver la surprise finale.
10 Starting File 1 Listening Strategies

Transcription – Old Friends
Celia: Amanda? Is that you? It’s me, Celia!
Amanda: Sorry? Do I know you?
Celia: Of course you do. It’s me, Celia. We were at school together.
Celia: Come on, Amanda! Let’s go and have a drink. There’s a café over there.
Amanda: Yes! Why not? (They sit down at the table.) Well, this is nice! When did we last meet?
Celia: 25, Amanda.
Amanda: 25? No, it can’t be! Do you sometimes see our old friends?
Celia: No, no I don’t.
Amanda: Do you remember Rocky Rambo? You and he were together at one time, I think.
Amanda: Ah yes, but he left me years ago.
Celia: Oh!
Amanda: And what about you, Celia? Is there a man in your life at the moment?
Celia: Well… Well, there is a man in my life… I’m going to marry him next week!
Amanda: Wonderful! Tell me all about him.
Celia: He’s called Robert. He’s very handsome but very shy. He’s coming here soon, to meet me.
Amanda: His name’s Robert? Well, well, well! You know, I met a very handsome man last night,
and he was called Robert, too. But he wasn’t shy! No. Not at all! He asked me to call him Bob.
Celia: My Robert doesn’t like the name Bob.
Amanda: I met this Bob in a café and we had a few drinks. And then we went out to dinner. And
then we went dancing. Oh, we laughed a lot. We had a wonderful time!
Celia: My Robert doesn’t like dancing. What he likes is a quiet evening with me at my house. We
read, we watch TV…
Amanda: Bob calls me Mandy. I like that.
Celia: Robert isn’t interested in drinking or dancing. He’s a very quiet person.
Amanda: My Bob isn’t quiet at all!
Celia: I’m his first girlfriend, you see. So this is all new to him.
7. Listen for details

Après avoir repéré les éléments porteurs de sens, les élèves sont amenés à classer ces éléments.
Des thèmes (ici les différents personnages dont il est question) leur sont donnés. C’est le
classement et la mise en relation de ces éléments qui leur permettra de reconstituer le sens.
8. Tell the story
Les éléments ayant été repérés, puis mis en relation, les élèves sont maintenant à même de
reconstruire le sens de l’histoire et donc d’en faire la synthèse. Cette étape peut être menée en
français avec les élèves les plus en difficulté (c’est la perception du sens qui importe ici), mais les
plus compétents peuvent mener cette étape à bien en anglais. C’est cette phase de synthèse qui
permettra au professeur de vérifier si effectivement le sens du document a été compris.
9. Imagine the end
Il est maintenant demandé aux élèves d’anticiper sur la suite du document. Ce faisant, ils sont
amenés à imaginer la suite qui sera confirmée ou infirmée, mais qui, dans tous les cas, prépare et
facilite la compréhension du document. Toutes les hypothèses proposées par les élèves sont, bien
entendu, acceptables. C’est l’écoute de la fin du document qui leur permettra de les vérifier.

10. Check
Les élèves vérifient leurs hypothèses.
Transcription – The End
Celia: Oh look, here he comes now!
Robert: Hello, Celia, darling!
Celia: Robert, darling! I’d like you to meet an old school friend. Amanda, this is Robert.
Amanda: Oh no! It’s you! Bob!
Robert: (Seeing her face) Oh no! It’s you! Mandy!
Une dernière pause récapitulative amène ensuite les élèves à verbaliser les différentes stratégies
qu’ils ont mises en place au cours du travail qui leur a été proposé pour les amener à comprendre.
Ils seront ainsi mieux à même, par la suite, de transférer ces stratégies sur d’autres documents
oraux.
ACTION Gossiping
CECR niveau A2
Faire une description brève et élémentaire d’un événement ou d’une activité.
La capacité à synthétiser et reformuler ce que l’on a compris fait partie intégrante du processus
de compréhension. L’Action proposée ici permet aux élèves de s’y entraîner de façon ludique. Il est
bien entendu qu’à cette étape, les élèves devront travailler sans notes, cette phase d’expression
ayant largement été préparée par l’écoute du document.
Tricked 2 – At the Supermarket Manuel p. 20/21

Objectifs : discriminer les sons, comprendre les détails, percevoir l’implicite.
Pour être capable de repérer les mots porteurs de sens dans un document oral et en saisir le sens, il
est important que l’oreille des élèves ait été entraînée à percevoir les sons de l’anglais. Deux
difficultés majeures gênent le développement de la compétence d’écoute : la segmentation et la
discrimination entre les formes semblables. Ces deux obstacles sont aggravés par la spécificité du
système phonologique anglais, qui peut parfois sembler éloigné du système français.
L’oreille des élèves devra donc être entraînée régulièrement tout au long de l’apprentissage. C’est
l’objectif des activités proposées dans le manuel et dans le Workbook, en accompagnement des
guidages de compréhension. Il est important que les élèves prennent très rapidement conscience
des spécificités de l’anglais oral; c’est ce que nous les amenons à faire dans la première partie des
tâches.
Certes, quand ils arrivent en seconde, beaucoup d’élèves ne sont pas encore familiarisés avec
l’écriture phonétique. Cet outil nous semble cependant indispensable à un bon apprentissage de
l’anglais. L’utilisation régulière des signes les plus courants permettra aux élèves de rapidement
se familiariser avec cette écriture.
C’est le passage de l’écoute à la parole qui permet de fixer les sons. C’est la raison pour laquelle
nous demandons systématiquement aux élèves non seulement d’écouter, mais ensuite de répéter
les mots et sons enregistrés.
Le travail proposé ici est fait à partir d’éléments tirés du support utilisé, et prépare donc l’écoute
de ce document.

PRACTISE •
1. Get used to the sounds
Spelling and pronunciation (exercise 1). En comparant des mots français et anglais très proches,
les élèves sont sensibilisés aux spécificités de la langue anglaise : phonèmes spécifiques, pronon-
ciation différente de certaines lettres, accentuation des syllabes, etc.
Transcription
finally – uncomfortable – around – little – actually – leave – through – brought – clerk
English sounds (exercise 2). C’est la juxtaposition de sons proches mais cependant différents qui
permettra aux élèves de préciser à la fois leur faculté de discrimination et leur prononciation.
Transcription
is / his – and / hand – that / fat – thinks / sinks – long / wrong
The ending -ed (exercise 3). Les différentes prononciations de la terminaison -ed ont déjà été
vues au collège, mais restent cependant une difficulté pour les élèves français. Il faudra donc
régulièrement renvoyer les élèves au repérage fait ici.
Transcription
[t]: noticed – stopped – passed
[d]: turned – answered – called – waved – died – replied
[id]: started – waited
Word stress (exercise 4). La forte accentuation de certaines syllabes au détriment d’autres en
anglais amène souvent les élèves à ne pas bien entendre, et donc à ne pas reconnaître ces mots
qu’ils connaissent pourtant à l’écrit. Il est donc important de les sensibiliser à cette spécificité de
l’anglais.
Transcription
shopping – supermarket – noticed – following – checkout – uncomfortable – actually – sunshine
– groceries
2. Get used to the rhythm

The key words (exercise 5). Cet exercice est, bien sûr, à relier à ceux faits à partir du support
précédent. Les mots porteurs de sens en anglais sont accentués, et donc plus faciles à repérer – à
condition d’avoir conscience de cette réalité.
Transcription
5a. A guy was shopping in a supermarket.
5b. 1. You look so much like my son who died two years ago.
2. When she was on her way out of the store, he called out to her.
The rhythmic patterns (exercise 6). Savoir repérer les mots accentués dans une phrase est une
capacité très importante pour les élèves, puisque c’est ce qui va leur permettre de repérer d’abord les
mots porteurs de sens, puis d’éventuelles modifications du sens de l’énoncé. La démarche choisie
pour leur faire prendre conscience de l’accentuation consiste à leur faire émettre des hypothèses,
puis à les faire écouter, puis symboliser; puis de fixer la stratégie en effectuant un transfert.
Transcription
6a. a. Is your mother in the supermarket? > ooOoooOooo
b. Have you finished your shopping? > ooOooOo
c. Can you call the manager? > ooOoOoo
6b. Do you know where she is? > ooOooO
Could you help me, please? > ooOoO
Can you call me Mum? > ooOoO
He went to pay for his groceries. > oOoOooOoo
May I speak to Jane? > ooOoO
Mister Grant is the boss. > ooOooO
The liaisons (exercise 7). Les liaisons peuvent parfois poser problème aux élèves qui ont alors du
mal à segmenter la chaîne parlée. Il est donc important de les sensibiliser à ces liaisons et aux éli-
sions qu’elles entraînent. Là encore, ils émettent des hypothèses, écoutent pour vérifier, puis pro-
duisent des énoncés de façon à se mettre ces caractéristiques « en bouche ».
Transcription
7 a. a. He noticed a little old lady.
b. I hope you don’t feel uncomfortable.
7 b. a. He bought a chocolate ice cream.
b. She finally passed in front of him.
Une pause récapitulative permettra aux élèves de faire la synthèse des caractéristiques de
l’anglais oral qui ont été travaillées. Cette conceptualisation n’est bien sûr qu’une première
étape, le véritable entraînement se fera lors des exercices de prononciation qui seront proposés en
accompagnement des documents audio du manuel.
BEFORE LISTENING •
3. Anticipate
Les élèves mettent en pratique ce qu’ils ont appris à partir du support précédent. Ils anticipent sur
l’image. Ils arriveront à trouver où se situera l’histoire, quels seront les deux protagonistes, et
peut-être à prévoir quelques phrases que peuvent se dire deux personnes qui sont si dissemblables.
LISTEN •
4. Listen for the general meaning
Les élèves s’entraînent, à partir des techniques travaillées précédemment, à repérer les mots
porteurs de sens, et à les relier pour commencer à créer du sens. Cette première synthèse peut être
faite en français, il s’agit pour les élèves de commencer à construire leur propre compréhension.
Cette phase n’est donc pas mise en commun. Il s’agit de construire le sens et non d’évaluer ce
qu’ils ont compris à ce stade. Ce résumé sera complété et revu par chaque élève au fur et à mesure
que sa compréhension s’affinera.
Transcription
A guy was shopping in a supermarket. He noticed a little old lady following him around. If he
stopped, she stopped. And she kept looking at him.
She finally passed in front of him at the checkout. She then turned to him and said, “I hope I haven’t
made you feel uncomfortable. Actually, you look a lot like my son who died two years ago.”
“That’s okay” he answered.
“I know it’s silly, but if you’d call out, ’Goodbye, Mom’ when I leave the store, it would make me
feel so happy!”
She then went through the checkout… and as she was on her way out of the store, the man called
out, "Goodbye, Mother." The little old lady waved her hand to say goodbye and smiled back at him.
Pleased that he had brought a little sunshine into someone’s day, he went to pay for his groceries.
“That comes to $121.85,” said the clerk.
“How come so much? You must be wrong! I only bought five items…”
5. Listen again for details

Les élèves font, en anglais cette fois et en étant guidés, la synthèse de la situation à partir de
leurs notes. Ils sont ensuite guidés pour apprendre à traiter les informations qu’ils ont repérées. Ils
affinent ainsi la compréhension du passage.
6. Correct and complete
Après avoir compris divers points de façon éclatée, les élèves font la synthèse du sens, en
complétant et corrigeant leurs notes.
7. Imagine the rest of the story
Les élèves émettent des hypothèses. Cette capacité est entraînée, mais il s’agit surtout de
préparer la chute surprenante du document.
8. Listen to check
Les élèves vérifient leurs hypothèses – et apprécieront l’humour de la chute.
Transcription – The End
“Yeah,” the clerk replied. But your mother said you’d pay for her things, too.
ACTION Listen and act out

CECR niveau A2
Gérer de courts échanges sociaux.
Le dialogue enregistré est très simple et ludique et ne posera aucun problème de compréhension
aux élèves qui pourront mettre en pratique ce qu’ils ont appris dans ces pages. L’objectif est
essentiellement phonologique. On insistera sur le respect des points travaillés dans la page 20 :
phonologie, respect des intonations, des accentuations, des liaisons, des groupes de souffle.
Transcription – Is your Daddy Home?
Mr. Brown, the boss of a big company, has problems with a computer. He calls his employee for
help.
Child: Hello?
Boss: Good evening, Mr. Brown speaking. Is your Daddy home?
Child: Yes.
Boss: May I talk with him?
Child: No.
Boss: Hum… Is your mommy there?
Child: Yes, she is.
Boss: May I talk with her?
Child: No.
Boss: I guess you’re not alone at home… I just want to leave a message. Is there anyone there,
besides you?
Child: Yes, a policeman.
Boss: A policeman? I hope nothing serious is happening… May I speak with the policeman?
Child: No, he’s busy.
Boss: Busy? Busy doing what?
Child: He’s talking to Daddy and Mommy and the fireman.
[Helicopter sound]
Boss: What is that noise?
Child: A helicopter.
Boss: A helicopter? My God, what is going on there?
Child: The search team just landed the helicopter!
Boss: A search team? Why? What are they doing?
Child (giggling): They’re looking for me!
Évaluation de compétence : Écouter (Workbook)

Cette évaluation a pour objectif de vérifier la compétence des élèves lors de l’écoute, à partir de
différents supports de longueur et de difficulté variables, de façon à leur permettre de se situer
par rapport aux niveaux décrits dans le CECRL.
Cette évaluation ne donnera pas nécessairement lieu à une note puisqu’il s’agit d’évaluer une
compétence et non des savoirs, mais plutôt des constats comme : « tâche réalisée – réalisée
partiellement – non réalisée ». Les élèves pourront, à la fin de l’évaluation, et grâce au tableau
qui leur est proposé, faire le bilan des compétences qui sont déjà acquises et de celles qu’ils
devront encore travailler.
Le professeur pourra cependant, s’il le souhaite, noter les réalisations de ses élèves en attribuant
des points à chaque item. On peut ainsi considérer qu’un élève de seconde étant censé avoir
acquis le niveau B1 en fin de troisième devra, pour avoir 20/20, être capable d’effectuer les
tâches B1. S’il ne sait faire que celles du niveau A2, il ne pourra dépasser 7 ou 8/20.
Ce barème, cependant, est strictement indicatif et chaque enseignant est libre de l’adapter à ses
élèves.
COMPRENDRE UN MESSAGE COURT • (5 pts)
Task 1 – CECR niveau A2. Comprendre une description. (1 pt)

Transcription
Julia: Oh, I met Chris at the station yesterday.
Sybil: Really? I haven’t seen him for ages! Does he still have his long hair?
Julia: Well, you wouldn’t recognize him. He has recently had his hair cut, and he has grown a
moustache.
Sybil: Is he still overweight?
Julia: Not at all! He’s lost 20 kilos and he’s good looking now. He was wearing very strange glasses.
Sybil: Funny! You mean big square sun glasses?
Julia: Well no, they were very small, round and… pink!
Réponse : a.
Task 2 – CECR niveau B1. Comprendre une information complexe. (1,5 pt)
Transcription
Sally: And now, here’s the weather report with Julian Gibson.
Julian: Thank you Sally. Well, the bright and warm day we’ve had in the South for the last two
days will be replaced by heavy rain coming from the North in the morning. In the afternoon, there
will be a slight wind and the weather will clear up, except in Wales where the weather will be wet
and cold all day. The temperatures will not exceed 15° centigrade. Back to you, Sally.
Sally: Thank you Julian.
Réponse : b.
Task 3 – CECR niveau A2. Comprendre des instructions simples. (1 pt)

Transcription
Mark: When you arrive in the town centre, go straight on for a few meters, down a small hill. At
the roundabout, turn right, then follow the road until you see a school on your right and turn right
in a very small street. Be careful, it’s very small. If you go past the hospital, that means you’ve
missed it… Ignore the first on the right, and turn in the second left. Our house is on the left of the
street. It’s number 14. Our car will be parked in the driveway. See you soon!
Réponse :
Task 4 – CECR niveau B1. Comprendre des instructions complexes. (1,5 pt)
Transcription
Peter: Hi Jenny, this is Peter! Judy and Scott are coming for dinner tonight. I’ll cook spaghetti
with tomato sauce. We have some pasta but there’s no butter left. Could you go and buy some?
I think we have some tomatoes. And, while you’re there, take some orange juice for the kids. We
already have some diet coke. Perhaps you could also take a bottle of red wine too… No, I think
Judy prefers white wine; so I’ll open the bottle we bought yesterday. And don’t forget to buy some
bread as well! See you tonight!
Réponse : c.
COMPRENDRE UNE CONVERSATION • (5 pts)
Task 5 – CECR niveau B1. Comprendre une discussion.

Transcription
Tonya: Hi Kyle! So we’re in the same class this year, that’s great!
Kyle: Hi, Tonya! I’m glad you’re here, I don’t know anybody in this school. I hope our teachers will
be nice.
Tonya: Yes, particularly the math teacher… Do you remember Mrs. Rag, last year? I hated her.
Kyle: Really? I thought she was all right. She just wanted you to work hard.
Tonya: I couldn’t stand her! Once, I was at the restaurant with my parents, and we were talking
about her. I started complaining about how boring she was. Then I turned around – and I saw
Mrs. Rag. She was sitting at the table right behind us. She had heard every word I’d said! It was
the worst moment in my life! I suppose that’s why she doesn’t like me very much.
Kyle: Tell me about it! I had worse! I remember a geography class we once had. We were going
over homework from the night before. I had done it very quickly so I was kind of hoping that the
teacher wouldn’t call on me to read my paragraph. But… she did! I froze up and my face turned
red. I tried to read but nothing would come out. Everybody was laughing. I was so embarrassed
that I started crying and everything. That was the most embarrassing moment in my entire life.
Réponses : a – b – g.
COMPRENDRE UN RÉCIT • (10 pts)
Task 6 – CECR niveau A2. Comprendre des expressions et des mots porteurs de sens relatifs à des
domaines familiers.
CECR niveau B1. Comprendre une information factuelle directe sur des sujets familiers en
reconnaissant les messages généraux et les points de détail, à condition que l’articulation
soit claire et l’accent courant.
Transcription
Three men were lost on a desert island. As time went by, they ate up all the food they had, until
they only had one thing left to eat: a piece of bread. The three men agreed that whoever had the
best dream that night would eat the bread in the morning. They all went to sleep and they all
dreamt. The next morning, they told each other their dreams.
***
Bert said he’d had the most fantastic dream. “I was sitting at a table which was completely
covered with food – cakes, ice-cream, sausages, biscuits, chips, fruit, everything you could think
of. It was terrific.”
***
Then it was Fred’s turn. He said he’d had the most fantastic dream too. “I was on a magic carpet,
flying all over the world. I flew over the top of Mount Everest, I saw white bears at the North Pole.
I saw penguins at the South Pole. It was wonderful.”
***
And then it was Jack’s turn. He said he’d had the most fantastic dream too. “I dreamt you were
going to eat the bread. So I woke up and I ate it!”

Réponses : nous attribuons ci-dessous un barème aux questions.
1. Pas de notation.
2. Part 1: 0,5 pt. – Part 2: 0,5 pt. – Part 3: 0,5 pt. – Part 4: 0,5 pt.
3. a. The three men were on a desert island. (0,5 pt)
b. They had nothing to eat. (0,5 pt)
c. Bert dreamt of food. (0,5 pt)
d. Fred went to Mount Everest and the Poles. (0,5 pt)
e. Jack woke up because he dreamt his friends were eating the bread. (1 pt)
4. Part 1: 1,5 pt – Part 2: 1 pt – Part 3: 1 pt – Part 4: 1,5 pt.

Reading
2 Strategies
CECR niveau B1
Comprendre des textes factuels directs.
Dans ce chapitre, dont le thème fédérateur est l’aspect parfois inquiétant de l’enfance, les élèves
réfléchissent aux stratégies à mettre en œuvre pour comprendre un document écrit.
Les élèves doivent mettre en œuvre diverses capacités : ils doivent savoir anticiper, émettre puis
vérifier des hypothèses, repérer les informations pertinentes, classer et traiter l’information, infé-
rer le sens des mots inconnus, reconstruire le sens et faire la synthèse de ce qu’ils ont compris.
Little Angels 1 – An Ordinary Friday Manuel p. 22/23

Objectifs : anticiper, identifier la situation et construire le sens.
BEFORE YOU READ •

1. Anticipate
À partir de l’image et du titre du document, les élèves anticipent sur la situation et émettent des
hypothèses : la scène se déroule à l’école un vendredi, les protagonistes sont des enfants de 6 à
10 ans, et une femme qui les surveille.
2. Check
La plupart des éléments anticipés sont confirmés par la lecture des quatre premières lignes.
3. Imagine
En se concentrant sur certains éléments du passage qu’ils ont lu, les élèves émettent des hypothèses.
Quelque chose s’est passé dans la cour de récréation, un événement terrible qui est arrivé rapidement :
un accident, l’irruption d’une personne étrangère? Les élèves construisent leurs propres représenta-
tions mentales et sont donc prêts à lire la suite où ils pourront vérifier leurs hypothèses.
Une première pause récapitulative permet de faire prendre conscience aux élèves que la compré-
hension ne repose pas que sur le déchiffrage des mots, mais implique également l’analyse et la
mise en relation de différents éléments. L’anticipation permet de prévoir ce qui va être lu et faci-
lite donc la compréhension.
READ •
4. Pick out information
Une première lecture doit permettre de repérer les éléments constituants de la situation : qui ?
où ? quand ? quoi ? Cette phase de compréhension globale a été largement préparée par
l’anticipation, mais les élèves, grâce à un guidage, vont plus loin dans le repérage de ces
informations.
Who: Eve Ames, a teacher; Terry Lord and Danny Marriot, two of her students. They are in fourth
grade, so about 9 or 10 years old.
Where: In the schoolyard, near the picnic tables. Probably in the USA.
20 Starting File 2 Reading Strategies

When: Moment du récit : yesterday, an ordinary Friday, noon hour. Moment de la narration :
Saturday.
What: A gun.
5. Read for details

Différents éléments sont pointés aux élèves qui doivent, à partir de ces éléments, déduire le sens
du texte. En fonction du niveau de ses élèves, le professeur demandera de rédiger les réponses en
français ou en anglais.
§ 2: This paragraph describes a school yard at noon, when the children are having their lunch out-
side. The words noisy, screams and shouts describe a very noisy atmosphere, but the adjective not
alarming illustrates the main character’s view of this atmosphere: it was absolutely normal.
§ 3: The adverb suddenly announces a change in the normality of the situation. Terry Lord is asso-
ciated with tension and desperation. He is talking to one of his friends. This friend is pointing a
gun at somebody’s back. This paragraph is in contrast with the “normal” scene described in § 2.
§ 4: The verbs consider, assume, see, realize describe the scene through Eve’s eyes. She does not
immediately understand what is going on. The gun is described as tiny, like a toy. Danny Marriot
was pointing [the gun] directly at her own back.
Les élèves sont invités à ce stade, après avoir repéré et déduit des informations, à en faire la syn-
thèse en reformulant ce qu’ils ont compris. Cette synthèse peut être faite en français puisqu’il
s’agit d’une étape conduisant à la compréhension du document, et non d’une tâche de production.
6. Guess what is being implied
La chute de l’histoire n’est pas donnée. Ce n’est que la mise en relation entre la scène décrite et le
premier paragraphe qui permet de deviner ce qui s’est passé. Les élèves sont donc amenés à se ser-
vir du contexte pour inférer le sens du texte.
Une nouvelle pause récapitulative permet de faire verbaliser les opérations décrites ci-dessus, de
façon à ce que les élèves comprennent et puissent transférer les stratégies entraînées ici.
SUM UP •
A primary school teacher, Eve, remembers a terrible event that happened at school at noon. Two
children were playing when, suddenly, one of them took out a gun from his pocket and pointed at
the other boy. Eve thought the gun was a toy but when she heard the noise, she understood that it
was a real one.
ACTION Record a piece of radio news

CECR niveau A2
Faire une description brève et élémentaire d’un événement ou d’une activité.
La capacité à synthétiser et reformuler ce qu’on a compris fait partie intégrante du processus de
compréhension. L’action proposée ici permet aux élèves de s’y entraîner. Le fait de transformer
cette histoire en nouvelle radiophonique permet aux élèves de changer le point de vue de l’histoire
tout en faisant une synthèse de ce qu’ils ont compris. Il est bien entendu qu’à cette étape, les
élèves devront travailler sans notes, cette phase d’expression ayant largement été préparée par la
lecture du document. On pourra proposer aux élèves d’enregistrer leur production, de façon à pou-
voir la réécouter, ou comparer les productions de la classe.
Starting File 2 Reading Strategies 21

Little Angels 2 – You Shouldn’t Be in this Barn Manuel p. 24/25
Objectifs : repérer les détails et créer des liens pour comprendre les mots.
À partir de ce nouveau support, les élèves vont être amenés à mettre en œuvre et transférer les
stratégies isolées lors du travail précédent, puis à aller plus loin dans la compréhension pour per-
cevoir également l’implicite d’un document.
BEFORE YOU READ •
1. Anticipate
Les élèves anticipent la situation, émettent des hypothèses et élucident le sens du mot barn.
READ •
2. Pick out information
Les hypothèses sont vérifiées et la situation est explicitée : During a storm, the main character,
David, was forced to enter an old barn, but a wood column fell on him and his leg was broken. He
couldn’t move anymore.
3. Imagine what happens next
Des hypothèses sont émises sur la suite du texte : comment le protagoniste va-t-il se sortir de
cette situation? Toutes les hypothèses des élèves sont, bien entendu, acceptables; il s’agit pour
eux de se construire une représentation mentale de la scène.
4. Read for details
Un guidage est proposé aux élèves afin de les aider à déduire le sens du texte ou des mots
inconnus à partir d’indices. Ils apprennent à inférer le sens. Ce guidage est proposé en français,
puisque l’objectif principal ici est la réflexion méthodologique qui doit suivre, et non un
entraînement à la production.
Part 1
• On déduit le sens grâce au contexte : David est entré dans la grange à cause d’une tempête. On
peut donc en déduire que take shelter signifie s’abriter.
• On déduit le sens grâce aux reformulations qui sont présentes dans le contexte :
The wood column had collapsed: “this column fell on me.”
Smashed his leg: “my leg is broken.”
Pinned to the floor: “I can’t move.”
• On déduit les sentiments des personnages d’après leurs paroles : Please Joey, ask someone to
come. David est désespéré et a besoin d’aide.
• Les éléments importants d’un texte sont souvent répétés : I mustn’t play here / I’m not allowed
here.
• On peut déduire de ce qui est dit les relations entre les personnages.
L’enfant répète les paroles de son père : Only bad men come to this barn. Cette phrase peu cré-
dible à des oreilles adultes est un indice de ce que pense le père : il veut faire peur à son fils pour
que celui-ci ne s’approche pas de la grange qui est probablement dangereuse.
• On peut déduire les pensées des personnages même quand elles ne sont pas explicites. Logique-
ment, l’enfant pense que, puisque seuls les hommes méchants viennent dans cette grange, alors
David est un homme méchant.

Part 2
• Les élèves repèrent le changement de situation : la scène se déroule quelques instants plus tard,
entre l’enfant et son père, qui repartent vers la maison.
• L’analyse des relations entre les pronoms et leurs antécédents permet d’élucider le sens du texte.
Ici le pronom it renvoie à la grange. La grange étant vieille et dangereuse, si on considère le sens
de down (mouvement vers le bas), on peut déduire qu’il s’agit de la faire tomber, de la détruire.
• Le petit garçon a désobéi à son père; on peut donc penser qu’il ment pour ne pas être puni. Parce
qu’on sait ce qu’il a fait, on comprend que, pour lui, bad men renvoie à l’homme qu’il a vu dans la
grange. Il interroge son père sur ce que David lui a dit If you don’t, I will die, et il cherche à se
rassurer. Mais quand son père l’interroge sur la raison de ces questions, il évite : I wondered
s’apparente donc à une réponse du type « pour rien, pour savoir »…
• L’enfant et son père s’éloignent de la grange, puisque le petit garçon n’a rien dit, le lecteur
comprend que David ne sera pas sauvé.
• Le texte se terminant par une note de suspense, le lecteur est libre d’imaginer une suite à ce
texte. On amènera les élèves à continuer à émettre des hypothèses.
Une pause récapitulative permet aux élèves de verbaliser et faire la synthèse des techniques iden-
tifiées ci-dessus, techniques qui seront reprises dans les guidages proposés en accompagnement
des textes du manuel.
TELL THE STORY •

La construction du sens n’est complète que si le lecteur est capable de reformuler ce qu’il a com-
pris. C’est ce qui est proposé dans cette dernière activité. Un guidage est proposé pour aider les
élèves à structurer leur compte rendu.
Exemple de production possible :
One day, during a storm, David had to take shelter in an old barn. Unfortunately, a wooden column
fell on him and broke his leg. David could not move anymore.
Two nights later, a little boy discovered him in the barn. But his father had told him that only bad
men went to this barn; so the boy thought David was a bad man and he did not tell anyone about
him. When he arrived home, Joey asked his father if it was OK if bad men died. His father started to
ask questions, so he stopped the conversation.
Finally, the father and his son walked away. David will probably stay in the barn with his broken leg
for many more days.
ACTION Talk about your misadventure

CECR niveau B1
Rapporter en détail une expérience en décrivant ses sentiments et ses réactions.
Cette activité vise à permettre aux élèves de faire la synthèse de ce qu’ils ont compris en allant plus
loin qu’un simple récit chronologique. On insistera pour que les élèves adoptent le point de vue du
personnage et décrivent en particulier ses sentiments. Bien entendu, les élèves peuvent avoir
besoin de notes, mais il est préférable qu’ils ne rédigent pas leur production avant de s’enregistrer.
Starting File 2 Reading Strategies 23

Évaluation de compétence : Lire (Workbook)
Cette évaluation a pour objectif de vérifier la compétence des élèves lors de la lecture, à partir de
différents supports de longueur et de difficulté variables, de façon à leur permettre de se situer par
rapport aux niveaux décrits dans le CECRL.
compétence et non des savoirs, mais plutôt des constats comme : « tâche réalisée – réalisée par-
tiellement – non réalisée ». Les élèves pourront, à la fin de l’évaluation, et grâce au tableau qui
leur est proposé, faire le bilan des compétences qui sont déjà acquises et de celles qu’ils devront
encore travailler.
des points à chaque item. On peut ainsi considérer qu’un élève de seconde étant censé avoir acquis
le niveau B1 en fin de troisième devra, pour avoir 20/20, être capable d’effectuer les tâches B1. S’il
ne sait faire que celles du niveau A2, il ne pourra dépasser 7 ou 8/20.
Ce barème, cependant, est strictement indicatif et chaque enseignant peut l’adapter à ses élèves.
LIRE UN MESSAGE COURT • (5 pts)

Task 1 – CECR niveau A2. Comprendre des textes courts et simples sur des sujets concrets écrits
dans une langue courante.
1. (3.5 pts) a. 4 – b. 1 – c. 3 – d. 3 – e. 2 – f. 5 – g. 1.
2. (1,5 pts) a. 4 – b. 1. – c. 5.
LIRE UNE LETTRE PERSONNELLE • (3 pts)

Task 2 – CECR niveau A2. Comprendre une lettre personnelle simple et brève. Identifier une
information pertinente dans un texte simple.
1. Julie did not write earlier because (b.) she was on holidays.
2. She went to France (a.) with Jennie.
3. Jennie’s father did not join them because (a.) he was busy.
4. They could not visit the Musée Grévin because (a.) it was closed
5. On Wednesday they could not stay out late because (c.) Jenny’s feet hurt too much.
6. Who is Sam? (b.) Julie’s cousin.
LIRE UN ARTICLE • (12 pts)

Task 3 – CECR niveau B1. Parcourir un texte assez long pour y localiser une information cherchée
et réunir des informations provenant de différentes parties du texte.
1. (1,5 pts)
a. Gabriel Hurles, a six-year-old boy.
b. Casey Hurles, 23, his father. He has been a soldier for 4 years and has been in Iraq for 7 months.
c. Dawn VanSickle. She is Gabriel’s school teacher.
2. (2 pts) The scene is in Gabriel Hurles’ school, in Dayton, Nevada, in the USA.
3. (2 pts) The scene took place in January. (“has been in Iraq for seven months” + “he left in June”)
4. (4 pts) For his birthday, a little boy opened one of his presents, and in the box there was his
father – whom he hadn’t seen for a very long time.
5. (2,5 pts) He was stressed, excited and emotional: “It was such emotion,” said Hurles. “He felt
nervous while waiting in the box.”
Speaking
3 Strategies
CECR niveau B1
Rapporter assez couramment une narration avec une prononciation suffisamment claire
pour être intelligible.
Dans ce chapitre, dont le thème fédérateur est la littérature fantastique, les élèves réfléchissent
aux stratégies à mettre en œuvre pour prendre la parole en continu pour rapporter une histoire.
Cette activité langagière est rendue possible par la maîtrise simultanée de capacités que les élèves
doivent mettre en œuvre : ils doivent savoir mobiliser les outils linguistiques nécessaires à la pro-
duction d’énoncés (phonologie, lexique, grammaire), et structurer leur discours en s’exprimant
d’une façon assez claire et fluide pour ne pas demander d’efforts importants à leur interlocuteur.
Nous avons choisi de travailler sur le compte rendu de document pour deux raisons : d’une part,
cela permet que le contenu du discours ne soit pas un problème pour l’élève; d’autre part, parce
que rendre compte d’un document est une tâche que les élèves auront à mener régulièrement tout
au long de l’année et que cela est demandé lors des examens.
Lost Hopes 1 – The Stolen Child Manuel p. 26/27

Objectifs : faire un récit, bien prononcer.
BEFORE SPEAKING •
Pour être intelligibles, les élèves doivent maîtriser certaines caractéristiques de la langue anglaise. La
démarche choisie ici est toujours la même. Les élèves s’entraînent à partir de modèles écrits puis sont
amenés à verbaliser les remarques qu’ils auront pu faire concernant la prononciation de la langue
anglaise. On insistera sur le lien graphie/phonie en anglais, parfois très différent de celui du français.
1. Practise pronouncing
Close sounds (exercise 1). Les élèves travaillent sur la discrimination entre sons proches, dont la
différence n’est pas toujours pertinente en français mais revêt une importance certaine en anglais :
voyelles et diphtongues, voyelles longues et brèves.
Mysterious letters (exercise 2). Les élèves prennent conscience qu’en anglais certaines lettres
sont élidées, ce qui peut engendrer une certaine difficulté lors de la discrimination du mot.
Word stress (exercise 3) – The letter < h > (exercise 4) – Pauses (exercise 5). Il s’agit d’entraî-
ner les élèves, lors de la lecture à voix haute, à respecter les groupes de sens.
Une première pause récapitulative permet de faire verbaliser aux élèves les particularités de la
langue orale sur lesquelles ils ont été amenés à travailler.
2. Prepare what you are going to say
Pour préparer leur prise de parole en continu, les élèves vont chercher dans un support écrit des
éléments dont ils auront besoin. C’est l’objectif de cette page. Ils apprennent d’abord à présenter
le document, puis à le résumer. Différentes structures leur sont proposées à cet effet. Il est impor-
tant de veiller, lors des phases d’entraînement, que les élèves ne rédigent pas leur intervention, ce
qui irait à l’encontre de l’objectif visé.
Starting File 3 Speaking Strategies 25
The situation. On se contentera, à ce stade, de phrases simples mises les unes à la suite des autres.
Les élèves apprendront plus tard à relier ces phrases entre elles pour produire des énoncés complexes.
The scene is set on a summer afternoon. It takes place in a forest. There are two main characters.
The narrator is a changeling. The other main character is Henry Day. He is a little boy. There are
also other minor characters: other changelings, a group of firemen and Henry’s parents.
The story. Les élèves apprennent ici à structurer leur récit de façon chronologique.
One afternoon, Henry Day took a biscuit and ran away from home. He hid in a hollow tree. After
a while, a changeling arrived and kidnapped him; then he changed his life for Henry’s. Then a
group of firemen arrived and found the changeling who looked like Henry. When the firemen took
the changeling home, Henry’s parents were very happy. Suddenly the changeling took a
handkerchief from his pocket and a few crumbs spilled on the floor. These crumbs convinced the
mother that the changeling really was her son, Henry.
SPEAK •
3. Read aloud
L’étape la plus guidée de la prise de parole consiste à lire un énoncé. La lecture d’un passage du
texte support permet aux élèves de mettre en application ce qu’ils ont appris dans la page précé-
dente, tout en s’aidant d’un modèle qu’ils pourront imiter.
Une seconde pause récapitulative permet de faire prendre conscience aux élèves qu’une présenta-
tion de texte se fait en structurant son discours. Il est possible de produire des phrases simples,
mais l’utilisation d’articulateurs même simples permet d’assurer la cohésion du discours.
4. Speak without stopping
ACTION Enter the Short Story Radio Competition
CECR niveau B1
Décrire un événement, réel ou imaginaire et en relater les détails essentiels.
Les élèves sont amenés à faire la synthèse de ce qu’ils ont compris du document et donc à produire
un discours continu. L’aspect ludique de la tâche les amènera à s’attacher particulièrement à
l’aspect oral de leur production : le ton, la voix et surtout l’intelligibilité du discours. Il est bien
entendu qu’à cette étape, les élèves devront travailler sans notes, cette phase d’expression ayant
largement été préparée par la lecture du document. On pourra proposer aux élèves d’enregistrer
leur production, de façon à pouvoir la réécouter, ou comparer les productions de la classe.
Lost Hopes 2 – Revived Manuel p. 28/29

Objectifs : parler de ses sentiments, évaluer.
À partir de ce nouveau support, les élèves vont être amenés à mettre en œuvre et transférer les stra-
tégies isolées lors du travail précédent, puis à aller plus loin dans l’expression. Il ne s’agira plus seu-
lement de raconter des événements chronologiques, mais aussi de commenter et donner son opinion.
BEFORE YOU SPEAK •
1. Observe
Les élèves présentent le texte comme ils ont appris à le faire dans les pages précédentes.
This text is an excerpt/extract from The Luckpot, written by S.A. Saunders, published in 2008.
26 Starting File 3 Speaking Strategies
2. Sum up
Les élèves repèrent les éléments de la situation dans le support et s’en servent pour résumer l’his-
toire de façon chronologique en utilisant les marqueurs qui leur sont proposés.
Exemple de production :
In 1967, a man who suffered from cancer got himself frozen thanks to cryonics. 407 years later,
in 2374, he woke up, and was very happy to see that he had won over his illness. For a week, he
was asked questions about what life was like in the 20th century. One day, he was told that he
was going to be presented to the rest of the world. But suddenly he realized he was being judged
as responsible for the crimes against the Earth that had destroyed the life of the people living
in 2374. Finally, he was executed for this crime.
3. Describe the characters’ feelings
Les élèves sont amenés à enrichir leur résumé en utilisant une série d’adjectifs parmi ceux qui leur
sont proposés.
Le narrateur :
• À son réveil : relieved / shocked / triumphant / proud of himself / comforted.
• À l’hôpital : amused / proud of himself / surprised.
• Au début de la cérémonie : amused / proud of himself.
• À la fin de la cérémonie : helpless / desperate / frightened.
Le médecin :
• Au réveil du narrateur : amused.
• Pendant une semaine : surprised / admiring / curious.
• Le jour de la cérémonie : angry / accusing / upset / revengeful.
• À la fin : indifferent.
4. Give your point of view
Des structures sont proposées aux élèves pour qu’ils donnent, même brièvement, leur avis sur
l’histoire qu’ils viennent de lire.
Une nouvelle pause récapitulative est proposée aux élèves afin de leur faire verbaliser les étapes à
suivre pour structurer la présentation d’un document. Cette démarche apparaît d’ailleurs
clairement dans les sous-titres de cette page, il est donc préférable de demander aux élèves de
fermer leur livre pour cette étape.
SPEAK WITHOUT STOPPING •
5. Report
Les élèves mettent en pratique la démarche qu’ils viennent d’expliciter en faisant la synthèse des
différents éléments qu’ils ont préparés. Il leur est proposé de s’enregistrer de façon à pouvoir plus
facilement ensuite passer à l’étape suivante, apprendre à évaluer leur production.
EVALUATE YOUR WORK •
6. Évaluer
Les élèves sont invités à répondre à une série de questions qui leur permettent de connaître les
critères définis par le CECRL pour le niveau B1, et donc de ce qui est attendu d’eux en seconde. Il
nous semble important que les élèves prennent conscience que ce qui caractérise une bonne
production est d’abord l’intelligibilité du discours, et que cette intelligibilité dépend de différents
facteurs : structure du discours, phonologie, fluidité de la parole, grammaire et vocabulaire.
Starting File 3 Speaking Strategies 27
ACTION Interview Doc
CECR niveau B1
Répondre à des questions et en poser, expliquer la raison des difficultés.
Cette activité vise à permettre aux élèves de transposer le travail fait pour préparer la prise de
parole en continu dans un autre type d’échange, l’interaction. L’élève jouant le rôle de Doc sera
amené à se décentrer et à prendre la parole en jouant le rôle du personnage principal pour
raconter à nouveau ce qui lui est arrivé pour décrire ses sentiments.
Évaluation de compétence : Parler en continu (Workbook)

Cette évaluation a pour objectif de vérifier la compétence des élèves lors de la prise de parole en
continu, à partir de situations différentes de difficulté variable, de façon à leur permettre de se
situer par rapport aux niveaux décrits dans le CECRL.
Cette évaluation n’a pas pour objet de donner lieu à une note, puisqu’il s’agit d’évaluer une com-
pétence et non des savoirs, mais plutôt à une évaluation de type tâche réalisée – réalisée partiel-
lement – non réalisée. Les élèves pourront, à la fin de l’évaluation et grâce au tableau qui leur est
proposé, faire de bilan des compétences qu’ils ont déjà acquises et de celles qu’ils devront encore
travailler.
Le professeur pourra cependant s’il le souhaite, noter les réalisations de ses élèves en attribuant
le niveau B1 en fin de troisième devra pour avoir 20/20, être capable d’effectuer les tâches B1. S’il
Ce barème est strictement indicatif et chaque enseignant est libre de l’adapter à ses élèves.
DÉCRIRE DES PERSONNES •
Task 1 – CECR niveau A2. Décrire des gens en termes simples.
DÉCRIRE UN LIEU •
Task 2 – CECR niveau A2. Décrire un lieu.
FAIRE UN RÉCIT •
Task 3 – CECR niveau B1. Raconter une histoire.
DONNER SON OPINION •
Task 4 – CECR niveau B1. Donner brièvement les raisons de ses opinions ; les expliquer.
Barème indicatif (voir contenu du tableau dans le Workbook)
A1 A2 B1 B1+
0 > 4/20 5 > 8/20 9 > 15/20 16 > 20/20
Grammaire 0 – 0,5 – 1 1,5 – 2 – 2,5 3–4–5 5,5 – 6 – 6,5
et vocabulaire
Gestion 0 – 0,5 – 1 – 1,5 – 2 2 – 2,5 – 3 4 – 4,5 – 5 6–7
du discours
Prononciation 0 – 0,5 – 1 1,5 – 2 – 2,5 3–4–5 5,5 – 6 – 6,5
28 Starting File 3 Speaking Strategies

Interacting
4 Strategies
Strategies
CECR niveau B1
Communiquer sur un sujet familier, exprimer ses opinions, son accord ou son désaccord en
donnant des raisons et des explications.
Dans ce chapitre, qui s’articule autour des conflits familiaux quotidiens, les élèves prennent
conscience des stratégies à mobiliser pour dialoguer et argumenter.
Cette activité langagière est rendue possible par la maîtrise de différentes capacités que les élèves
doivent mettre en œuvre : ils doivent savoir commencer, poursuivre et terminer une conversation,
anticiper sur un thème, mobiliser les structures adéquates, accentuer et produire des effets de
sens grâce à l’intonation qu’ils utilisent.
Conflicts 1 – Treasure’s Outing Manuel p. 30/31

Objectif : interpréter un modèle.
OBSERVE THE MODEL •

À partir d’une même situation, deux types de supports sont proposés : d’abord un texte qui mélange
des parties narratives et des parties dialoguées, puis une interprétation sonore de l’échange entre
les personnages. Les élèves vont se servir de ces deux modèles pour s’approprier les outils dont ils
auront besoin.
1. Prepare your ideas
Les élèves anticipent sur la situation à partir de l’image. Il est clair que deux personnes, probable-
ment une mère et sa fille sont en conflit, et les élèves peuvent émettre des hypothèses quant au
sujet qui les oppose. Ce type de situation, qui leur est très probablement familier, leur permettra
de mobiliser à l’écrit les structures qu’ils connaissent déjà pour exprimer le désaccord.
2. Prepare your tools
Après avoir mobilisé les structures qu’ils connaissent déjà, les élèves vont diversifier leur bagage
linguistique avec de nouvelles structures. Au-delà des mots, leur attention est attirée, par la
consigne et l’enregistrement, sur le ton, l’accentuation et le type d’intonation à utiliser pour mar-
quer son désaccord. On leur fera répéter les structures, de façon collective d’abord, puis indivi-
duellement, pour s’assurer qu’ils reproduisent correctement l’intonation adéquate et leur per-
mettre de fixer les nouvelles structures.
Afin de fixer ce travail, une pause récapitulative leur est proposée. Ils devront verbaliser les
remarques qu’ils auront faites sur le lien entre sens, accentuation et intonation.
3. Get ready to act out the scene
Un questionnaire rapide est proposé, qui permettra au professeur de s’assurer que la situation est
bien comprise. On renverra les élèves aux stratégies développées pages 30 à 33 pour les aider à
percevoir le sens du texte support qu’ils sont amenés à reformuler.
a. Two main characters are mentioned in this text: Treasure and a woman, her mother. Minor
characters are also mentioned: Lizzie, Rosie, Henry and Sam (Treasure’s friends) as well as
Starting File 4 Interacting Strategies 29
Rosie’s mother and Mrs. P’s daughter, presumably one of the mother’s friends.
b. Treasure has decided to spend the evening at the Strobe, a club, to listen to Indie music.
c. Treasure’s mother is worried because Treasure will come back late; she will be on her own; and
her mother does not really know what the Strobe is. She says she’ll let Treasure go provided she
is back home by midnight and she’ll meet her outside the club.
d. She is finally reassured because her friend’s daughter compares the Strobe to a youth club she
knew when she was younger.
e. During the evening, some people took drugs, the teens got trampled in the dark and Rosie got a
black eye. It was definitely not a quiet evening.
f. We can suppose Treasure’s mother is horrified.
g. Treasure speaks airily, as if what has happened was absolutely normal and of no importance;
but as she finally decides not to go back to the club, we may guess she did not really appreciate
her evening, and she was probably frightened by what happened.
4. Listen to the model
Une fois la situation bien comprise, les élèves vont écouter une interprétation de la même scène.
Ils pourront s’attacher en particulier au ton des personnages, et aux techniques utilisées pour
interagir.
Transcription
Treasure: Mum, you know the Strobe Club?
Mum: Hum? What about it?
Treasure: There’s Indie music there at 10:30. Can I go with Lizzie, Rosie, Henry and Sam? They will
call for me at 10.
Mum: Well Dear, 10 o’clock is rather late to go out!
Treasure: You don’t trust me! Why can’t I go? Everybody else’s mother lets them. And they can go
home at two.
Mum: All right, I’ll meet you outside the Strobe at midnight.
Treasure: No! What’s the matter with you? You’re not coming. Nobody else’s mother comes!
Mum: You cannot come back on your own!
Treasure: Mum, that’s not fair! Don’t you trust me?
Mum: It’s not you, dear. It’s… dangerous.
Treasure: I can’t believe it! You’re so old-fashioned!
Mum: Stop yelling at me! I’ll come and take you at midnight, that’s all.
Treasure: It’s always the same! You’re the worst mother ever!
IMITATE THE MODEL •

5. Act out the dialogue
Les élèves s’inspirent de ce qu’ils ont entendu pour jouer à leur tour la même scène. On ne leur
donnera pas le script exact du document audio ; le travail préliminaire doit leur suffire pour
mobiliser les structures dont ils auront besoin, mais on les encouragera à reproduire en particulier
le ton et l’intonation des deux personnages.
6. Interpret the model
L’Action amène les élèves à transférer ce qu’ils viennent de travailler.
30 Starting File 4 Interacting Strategies

ACTION Adapt a scene
CECR niveau B1
Échanger sur des sujets connus concernant des situations courantes et exprimer des opi-
nions personnelles.
Le script de la pièce à interpréter est donné. Les élèves n’auront donc pas à se concentrer sur la
langue à mobiliser, ni sur le sens explicite à faire passer. Les indications données par le professeur
amèneront les élèves à se préoccuper essentiellement de la façon dont on peut exprimer du sens
par l’intonation, l’accentuation ou le langage corporel. Cet aspect de la communication fait par-
tie intégrante de la compétence d’interaction.
« Cartes » à reproduire et à distribuer aux élèves :
You are secretly You are still very You hate Alex,
You are in love with Alex, excited today, and you only
in a very bad so you are and you can’t answer him
mood. extremely shy help jumping to be polite.
with him. up and down.
The music Jane is just near

was so loud You went to bed you, and you don’t
yesterday that late yesterday, want her to know You are feeling
today you are and today you you were at the romantic and
slightly deaf and are extremely Strobe Club yes- flirtatious.
you tend to speak tired. terday, so… shhh!
very loudly.
You are in You have

You sang too a very good mood a terrible
loudly yesterday today, headache today, You desperately
so today your and you love and Alex’s voice need to go to
voice is hoarse. everyone is extremely the toilet.
in the world. high…
You broke one

Lizzie is on
of your teeth Your mother the other side
yesterday so has just punished You are afraid of the street, and
today you have you, and you of Alex… you are
a slight problem are tearful. impatient to go
pronouncing “s”
and talk to her.
and “t” correctly.

Conflicts 2 – Private Lessons Manuel p. 32/33
Objectif : improviser.
À partir de ce nouveau support, les élèves vont être amenés à mettre en œuvre et transférer les
stratégies isolées lors du travail précédent, puis à aller plus loin dans l’interaction en prenant en
charge à la fois le sens et la langue du discours. Le support proposé ici est cette fois purement nar-
ratif. Les élèves vont devoir transposer cette narration en dialogue.
BEFORE YOU SPEAK •
1. Anticipate
Les élèves anticipent la situation et émettent des hypothèses.
The document is going to be about a conflict between a father (or a mother) and a daughter,
presumably about a letter. We may guess the father has received a letter in which something
wrong the girl has done is mentioned. Considering the title, this letter has something to do with
school. Maybe the father has received the girl’s school report, which is not very good.
2. Observe the model
Les élèves lisent le texte et vérifient les hypothèses qu’ils ont émises. Un questionnaire rapide est
proposé, qui permettra au professeur de s’assurer que la situation est bien comprise. On renverra
les élèves aux stratégies développées pages 22 à 25 du manuel pour les aider à percevoir le sens du
texte support qu’ils vont reformuler.
• Three characters: a father, a mother and a daughter, Prudence. A private math teacher is
mentioned, Miss Robert. The scene is set at home. The father has just opened a letter and learnt
his daughter has not been to her math lessons for three weeks.
• The father is furious (“he went white with rage – he was so furious – he started yelling – Dad was
infuriated – his eyes went red with rage”). First his daughter has lied to him, then she has spent
the money he had given her to pay for the lessons.
• The narrator is ill-at-ease. (“I swallowed nervously – With difficulty I admitted”). She feels
cornered (“I realized it was time to confess”).
• Mum’s feelings. First the mother tries to protect her daughter (“Mum offered an explanation”),
then she is abashed (“Mum couldn’t believe what she was hearing”).
• In fact Prudence had decided not to go to the math lessons because she could not understand
anything her teacher said. She spent the money on chocolate for her sister and underwear for
herself.
SPEAK •
3. Adapt the model
Comme à partir du support précédent, les élèves sont invités à jouer la scène. Le texte étant cette
fois-ci entièrement rédigé sous une forme narrative, ils sont donc amenés à transposer ce qu’ils
ont lu, et à trouver des structures permettant d’exprimer les sentiments des personnages décrits
dans le texte. Le travail effectué sur le premier support sera bien entendu réinvesti. On laissera les
groupes s’entraîner seuls, puis quelques groupes interpréteront leur scène. Il est possible à ce
moment-là de couper la classe en deux ou trois de façon à permettre à plusieurs groupes de jouer.
Chaque groupe pourra ainsi élire les meilleurs groupes qui « s’affronteront » devant la classe
entière.

4. Compare
La version enregistrée dont la transcription est ci-dessous pourra ensuite être proposée aux
élèves, qui repéreront de nouvelles structures.
Transcription
Fourteen-year-old Prudence is being educated at home by her father, except for math lessons
with a private teacher, Miss Roberts. The father has just opened a letter.
Dad sat very still. “Prudence?” he said quietly.
My heart started thudding. “Yes?”
“This is a letter from Miss Roberts,” Dad said ominously.
“Oh dear,” said Mum. “Doesn’t she think Prue’s been making any progress?”
“Well. You could say that,” said Dad.
“Now, Bernard. It’s not her fault. I’m sure she’s doing her best,” said Mum.
“She’s doing her best, all right!” said Dad, his voice rising. He leaned over the table at me. “How
dare you!” he yelled.
“What has she done, Bernard?” Mum asked. “Has this Miss Roberts complained about her? Maybe
she’s too strict for our Prue.”
“Miss Roberts hasn’t complained! She hasn’t seen Prudence for the last three weeks.”
“What?” said Mum. “But… But why didn’t you go, Prue?”
“Well?” Dad shouted.
“I went once and I couldn’t understand a thing. I just didn’t see the point,” I muttered.
“I can’t believe I’m hearing this!” Dad shouted. “Why didn’t you tell me?”
“I didn’t want to,” I said.
“Oh, Miss Know-It-All! You thought you could do your own thing, tell lies to your father, waste
everyone’s time and money…” He’d run out of words.
“Bernard? Do calm down… You’re making yourself ill!” said Mum.
“What about my money?” he screamed. “What have you done with my eighty pounds?”
“Sixty. I paid the time I went.”
“Hand it over immediately, do you hear me?”
“I can’t!”
Dad looked as if his head was about to explode. “I said hand it over immediately!”
“I can’t, Dad. I’ve spent it,” I said.
Dad gasped. “You’ve spent eighty pounds of my money?”
“Sixty pounds, Dad. Yes. I’m sorry,” I said weakly.
Jacqueline Wilson, Love Lessons.
5. Improvise
Cette étape consiste à progressivement supprimer le guidage aux élèves de façon à leur permettre
de devenir plus autonomes. Les situations proposées amèneront les élèves à réinvestir ce qu’ils
auront appris dans ces pages dans des situations imposées.
ACTION Act out a scene

CECR niveau B1
Intervenir dans une discussion sur un sujet familier. Exprimer poliment ses opinions, son
accord et son désaccord en donnant brièvement des raisons et des explications.
Cette dernière étape amènera les élèves à intervenir non plus en dialogue mais dans une
discussion plus large. La phase individuelle préliminaire permet aux élèves de construire leurs
premiers arguments en fonction du rôle qui leur est attribué, mais c’est véritablement au cours de
la phase suivante, lorsque les élèves qui ont le même rôle comparent leurs arguments, que ceux-ci
seront développés, enrichis et verbalisés. Cette phase permet également aux élèves, lors de la
mise en place de la discussion finale, d’avoir davantage d’assurance, puisqu’ils ne parlent pas
seulement en leur nom mais aussi au nom du groupe qu’ils représentent.
Il est possible de proposer que plusieurs discussions aient lieu simultanément dans la classe, de
façon à ce que tous aient l’occasion de s’exprimer et d’être actif, le professeur passant alors d’un
groupe à l’autre en intervenant le moins possible, simplement pour s’assurer du bon déroulement
de l’activité ou pour aider ponctuellement un élève qui aurait une difficulté. L’objectif ici est
d’amener les élèves à développer leur capacité à surmonter des obstacles pour communiquer et
défendre un point de vue, et non de travailler spécifiquement sur la correction de la langue. C’est
donc la fluidité et l’intelligibilité qui sont à privilégier.
« Cartes » à reproduire et à distribuer aux élèves :
Mum Dad
You would like to You love football and
invite your best friend there’s a great match
Maria for dinner on TV tonight. You are
tonight. You don’t like very proud of your
Jane’s new friend, brand new car.
Tina, very much.
Jane (15) Kevin (7)

Timothy (18)
You would like to You want to borrow Saturday is your
spend the night at your parents’ car to eighth birthday, and
your new friend Tina’s go to the disco you want to invite
home, but you need tonight. three friends of yours
someone to drive you to sleep over.
there.
Évaluation de compétence : Parler en interaction (Workbook)

Cette évaluation a pour objectif de vérifier la compétence des élèves lors de la prise de parole en
interaction, à partir de situations de difficulté variable, de façon à permettre aux élèves de se
situer par rapport aux niveaux décrits dans le CECRL.
Cette évaluation ne donnera pas nécessairement lieu à une note puisqu’il s’agit d’évaluer une compé-
tence et non des savoirs, mais plutôt des constats comme : « tâche réalisée – réalisée partiellement
– non réalisée ». Les élèves pourront, à la fin de l’évaluation, et grâce au tableau bilan qui leur est pro-
posé, faire le bilan des compétences qui sont déjà acquises et de celles qu’ils devront encore travailler.
FAIRE CONNAISSANCE AVEC UN PARTENAIRE •
Task 1 – CECR niveau A2. Demander et fournir des renseignements concernant son environnement
immédiat.
DISCUTER •
Task 2 – CECR niveau B1. Dialoguer sans préparation sur des sujets familiers.
DÉBATTRE •
Task 3 – CECR niveau B1. Exprimer ses opinions, son accord ou son désaccord en donnant
brièvement des raisons et des explications.

A1 A2 B1 B1+
0 > 4/20 5 > 8/20 9 > 15/20 16 > 20/20
Grammaire 0 – 0,5 – 1 1,5 – 2 – 2,5 3–4–5 5,5 – 6 – 6,5
et vocabulaire
Interaction 0 – 0,5 – 1 – 1,5 – 2 2 – 2,5 – 3 4 – 4,5 – 5 6–7
Prononciation 0 – 0,5 – 1 1,5 – 2 – 2,5 3–4–5 5,5 – 6 – 6,5

Writing
5 Strategies
CECR niveau B1
Écrire des textes articulés simplement en liant une série d’éléments discrets en une
séquence linéaire pour faire le récit d’un événement réel ou imaginé.
Dans ce Starting File, qui s’articule autour du thème des gaffes, les élèves prennent conscience des
stratégies à mobiliser pour écrire un texte articulé. Cette activité langagière est rendue possible
par la maîtrise de différentes capacités : les élèves doivent savoir mobiliser les structures, le
lexique et les formes grammaticales adaptées pour assurer la cohésion et la cohérence du texte,
articuler leur texte à l’aide d’articulateurs et compenser d’éventuels manques lexicaux pour par-
venir à exprimer ce qu’ils ont envie de dire. Ils doivent enfin être capables de se relire pour corriger
d’éventuelles erreurs et améliorer leur écrit. Les élèves apprendront à rédiger en s’inspirant de
modèles qu’ils seront amenés à analyser pour en tirer des principes qu’ils devront à leur tour utili-
ser. Ce même type de travail sera proposé dans chaque folder, de façon à passer en revue les dif-
férents types d’écrits que les élèves peuvent être amenés à faire.
Blunders 1 – The Silly Things I Did Manuel p. 34/35

Objectif : rédiger un récit.
BEFORE YOU WRITE •

Trois récits sont proposés aux élèves qui vont les analyser pour en repérer les éléments
constituants.
1. Prepare the content
Trois textes racontant chacun une maladresse commise par le narrateur servent de point de départ
à ce travail. Les élèves sont amenés à prévoir l’histoire qu’ils vont écrire. Ils se construisent une
image mentale du sens qu’ils veulent faire passer.
2. Prepare your tools
The components of the story. Dans chaque histoire, les éléments constitutifs seront repérés. Ce
sont les éléments « incontournables », que les élèves devront absolument intégrer à leur récit. Une
mise en commun sous forme de tableau permettra aux élèves de mieux percevoir l’aspect systéma-
tique de ces éléments. Une colonne supplémentaire intitulée « Vous » leur permettra de s’assurer
que leur récit comportera chacun des éléments constitutifs de l’histoire.
Narrateur Janice Julie Tim
Moment 5 or 6 years ago. When I was around 4 or 5. I was around 10, it was 6:30.
Personnages Babysitter, brother, sister. Mother, grandfather. Neighbour
présents
Lieux At home – on roof. In bathroom. On the way home from school.
Situation My babysitter was I was playing in the I was walking home.
de départ watching the kids. bathroom.
36 Starting File 5 Writing Strategies

Narrateur Janice Julie Tim
Les étapes Babysitter could hear the I heard my mother calling. Father had not turned up
du récit voices. The door was locked up. at school.
She went outside. I heard my grandfather Car slowed down and
She looked up. through the door. stopped alongside me.
Sentiments Babysitter : confused. Mother: worried. Terrified (What was it?
des What did they want, I ran
personnages like crazy…)
Bêtise Children on the roof. “Don’t kill me Grandpa…” I told him someone was
trying to kidnap me.
Explication / My sister was trying to get We guess he just wanted to Dad had bought new car.
chute brother to jump off the roof, unlock the door – not kill
using bag as a parachute. her.
The grammar
• Pour marquer le moment : six years ago / When I was around five / I was around five. Ces mar-
queurs placent la situation dans un moment révolu, ce qui implique obligatoirement l’utilisation
du prétérit pour raconter l’histoire.
• Les élèves repéreront que pour décrire la situation de départ, c’est la forme be + V-ing qui est
utilisée.
• Ils repéreront ensuite que le prétérit simple est utilisé pour raconter la succession d’événements
qui constitue le récit.
• On fera repérer aux élèves que l’adverbe suddenly marque chaque fois un changement dans le
cours normal des choses.
The organization of the story. Dans ces trois récits, le lecteur comprend ce qui s’est réellement
passé soit en même temps que le personnage principal, soit à la fin de l’histoire. Cela permet de
ménager le suspense et de créer un effet comique.
The suspense. L’inquiétude des personnages peut être soit directement décrite : she got very
confused – I got really frightened, I started screaming, I was really upset, I ran like crazy,
screaming, I was totally panic-tricken, soit évoquée grâce à des adverbes comme frantically, soit
induite par l’incompréhension des personnages qui se posent des questions Where were the
children? Where was he? What had happened? Why hadn’t he come as usual? What did they want
from me?
Dans tous les cas, c’est cette inquiétude qui est transmise au lecteur, qui permet de construire le
suspense de l’histoire.
The words. L’utilisation d’un dictionnaire est une façon d’encourager l’autonomie des élèves qui
doivent apprendre soit à reformuler les mots qui leur manquent, soit à les trouver directement dans
un dictionnaire.
Après avoir progressivement attiré l’attention des élèves sur les éléments qui construisent les
modèles, on leur demandera de fermer leurs livres et de refaire la synthèse de ce qu’ils ont retenu,
pour leur permettre de fixer cette conceptualisation.
WRITE •
Les élèves vont ensuite transférer les techniques qu’ils ont observées pour créer leur propre
histoire en intégrant les éléments repérés.
Starting File 5 Writing Strategies 37
ACTION Write your own story
CECR niveau A2
Raconter brièvement un événement passé.
On demandera aux élèves de s’assurer que les éléments repérés dans ces deux pages apparaissent
bien dans leur histoire. Leur faire remplir un tableau comme celui qui figure à la page 23 permet de
les aider en ce sens. L’affichage des histoires permet de donner du sens à ce travail d’écriture : on
n’écrit pas juste pour s’entraîner, on écrit pour raconter une histoire à ses camarades et les
amuser.
Blunders 2 – A Very Important Day Manuel p. 45/46

Objectif : enrichir son expression.
À partir de ce nouveau support, les élèves vont être amenés à apprendre à construire un paragraphe
de façon structurée, puis à se relire pour corriger leurs erreurs et enrichir leur langue.
BEFORE YOU WRITE •
1. Learn how to organise your story
Les élèves repèrent la structure du récit. Ils prendront conscience que chaque étape du récit est
décrite dans une phrase qui est ensuite développée.
Situation Phrase Staple was going to meet Nancy Derwent, the manager of Getson Ltd.
initiale thème
Dévelop- If Mrs. Derwent liked him, she would give him a job, his first job as a
pement computer programmer. Staple had spent 8 years studying for this job, and
now he felt he was ready. Staple was desperate to arrive on time for the
interview. He was out of breath when he arrived.
Élément Phrase Unfortunately, as he got into the elevator, a man stuck his foot between
perturbateur thème the closing doors.
Dévelop- “Sorry,” said the guy. Time was running. Staple wanted to hit him! He
pement pushed the button for floor 9, and the elevator started up. But the other
guy pushed the button for floor 5. Another delay! Staple started insulting
the man and pushed him out of the elevator.
Situation Phrase At last, he was in the interview room. He was only one minute late.
finale thème
Dévelop- “Mrs. Derwent will be here in a minute”, the secretary said. The manager
pement arrived and on went the interview.
“We’ll be contacting you next week,” said Nancy Derwent at the end of the
interview. I think you are the right person for the job.
Chute Phrase Suddenly the door opened.
inattendue thème
Dévelop- Entered a tall man. “Let me introduce Mr. Getson, our big boss,”
pement Mrs. Derwent said.
Mr. Getson… the man Staple had insulted in the elevator!

WRITE •
2. Tell your own story
Les élèves rédigent leur propre histoire en se servant de la structure repérée plus tôt. Un guidage
leur est imposé qui les aide à respecter cette structure.
CORRECT YOURSELF •
3. Practise picking out your mistakes
Il s’agit d’apprendre aux élèves à faire une relecture fine de leur texte, au cours de laquelle ils
s’attacheront à vérifier la langue, et à se concentrer sur des points de grammaire qui sont de
fréquentes sources d’erreurs chez les élèves et mènent à des confusions.
This was the most important day in Jimmy’s life. He was going to meet Sandra Hill, a woman
which who(m) Ø he had met on the Internet.
Unfortunately, as he came out of her his home, he saw it rained was raining. He jumped on into
a taxi but then realized he did not have money to pay for the fare. So he will would have to run
all the way. He was wet and out of breath when he arrived.
When he enters entered the café, there was no woman young and beautiful woman waiting for
him. But the barman called he him: “M. Mr. Brewer? I’ve had a phone call for you. Miss Hill says
she can’t come today. She will you contact you later.”
On encouragera ensuite les élèves à relire leur propre production pour rechercher d’éventuelles
erreurs du même type.
4. Make complex sentences
Un des éléments qui permet de passer du niveau A2 au niveau B1 est la capacité à passer d’une
série de phrases courtes linéaires à des phrases complexes.
a. He was going to meet a young woman who was called Sandra.
b. He did not have enough money, so he had to run under the rain. / As he did not have enough
money, he had to run under the rain.
c. He did not want to talk to Mark, and yet he liked him very much. / Although he liked Mark very
much, he did not want to talk to him.
Après avoir fait repérer les moyens utilisés pour relier les phrases entre elles, on encouragera les
élèves à reprendre leur écrit pour essayer de mieux structurer leurs phrases.
5. Enrich your vocabulary
La richesse et la variété du vocabulaire utilisé sont un autre critère permettant de distinguer le
niveau A2 du niveau B1. Les élèves sont donc encouragés à utiliser des mots moins courants et
passe-partout que ceux qu’ils utilisent généralement.
It was such a nice beautiful / gorgeous / sunny day that I decided not to go to school. I was
feeling happy joyful / cheerful / cheery / in a good mood. And Then / suddenly / at once my
mother arrived turned up / appeared.
I decided to run away escape / flee and hide behind a big huge/ enormous tree.
“Jason, come here,” she said shouted / screamed / called. She had seen me and she was angry/
furious / infuriated. And Finally / consequently I was punished for three days.
On renverra une dernière fois les élèves à leur production, pour les amener à enrichir leur texte.

ACTION Pass the news through the grapevine
CECR niveau A2
Raconter une histoire ou décrire quelque chose par une simple liste de mots.
Les histoires écrites par les élèves servent de support à cette dernière activité. Les élèves devront
attacher une grande importance à l’intelligibilité de leur discours de façon à ce que l’histoire soit
compréhensible par leurs camarades. Les élèves s’amuseront à retrouver, à la fin de l’activité, leurs
histoires dépouillées de tout ce qui en faisait la richesse, et qui seront probablement réduites aux
quatre phrases thèmes du départ : situation initiale, situation finale, élément perturbateur, chute.
Évaluation de compétence : Écrire (Workbook)

Cette évaluation a pour objectif de vérifier la compétence des élèves lors de l’écriture d’un texte
en anglais, à partir de trois tâches différentes de difficulté variable, permettant de faire la preuve
de différentes capacités, de façon à leur permettre de se situer par rapport aux niveaux décrits
dans le CECRL.
compétence et non des savoirs, mais plutôt des constats comme : « tâche réalisée – réalisée
partiellement – non réalisée ». Les élèves pourront, à la fin de l’évaluation, et grâce au tableau
bilan qui leur est proposé, faire le bilan des compétences qui sont déjà acquises et de celles qu’ils
devront encore travailler.
ÉCRIRE UN MESSAGE PERSONNEL COURT • (3 pts)
Task 1 – CECR niveau A2. Écrire une carte postale, produire des énoncés simples et brefs.
Il s’agit d’évaluer le degré d’intelligibilité et de richesse de l’écrit des élèves dans une tâche simple
et familière. La grille proposée en auto-évaluation de la tâche permet aux élèves de prendre
conscience de ce qui constitue un écrit réussi tout en s’évaluant de façon positive.
Barème indicatif
Grammaire Des erreurs qui empêchent la compréhension. 0
et vocabulaire Lexique basique, structures figées. (A1) 0,5
Lexique et structures adéquats. Peu d’erreurs. (A2) 1
Syntaxe Syntaxe erronée. 0
Respecte généralement l’ordre des mots. (A1) 0,5
Respecte la structure de la phrase simple. (A2) 1
Structure Des incohérences. 0
du récit Liste de phrases non reliées entre elles. (A1) 0,5
Utilise des connecteurs simples. (A2) 1

RÉDIGER UNE NOTE D’INFORMATION • (3 pts)
Task 2 – CECR niveau A2/B1. Écrire une note pour transmettre une information simple.
Communiquer de manière compréhensible les points importants.
Ce qui est évalué ici n’est pas la langue elle-même (qui sera évaluée lors de la tâche suivante), mais
l’aspect communicatif. La tâche est-elle menée à bien ou pas? Le message passe-t-il ou pas?
Barème indicatif
Tous les points sont traités, le message passe clairement. 3
Tous les points sont globalement traités, mais le message est parfois confus. 2
Certains points ne sont pas traités ou sont incompréhensibles. 1
L’ensemble du message est incompréhensible. 0
RÉDIGER UN RÉCIT • (14 pts)

Task 3 – CECR niveau B1. Faire le récit d’un événement réel ou imaginé, des descriptions linéaires
détaillées, simples et articulées, décrire ses sentiments et ses réactions.
C’est au cours de cette tâche que les élèves seront évalués plus complètement en fonction des cri-
tères définis par le CECRL.
A1 A2 B1
0 > 3,5/20 4 > 9/20 10 > 14/20
Vocabulaire 0 – 0,5 1 – 1,5 – 2 2,5 – 3
Grammaire 0 – 0,5 1 – 1,5 – 2 2,5 – 3
Organisation 0 – 0,5 – 1 1 – 1,5 – 2 2,5 – 3 – 3,5
Performance 0 – 0,5 – 1 – 1,5 2 – 2,5 – 3 3,5 – 4 – 4,5
globale

Les huit folders
QUOI ? • POURQUOI ? • COMMENT ?
Mise en œuvre des stratégies

Notre objectif général est de développer les compétences des élèves, comme nous y invite le socle
commun du CECRL : « Chaque compétence se définit comme une combinaison de connaissances
fondamentales et de capacités à les mettre en œuvre dans des situations concrètes. [Les élèves
doivent] être capables de mobiliser leurs acquis dans des tâches et des situations complexes. »
Avec les Starting Files, nous avons proposé au professeur des outils pour mettre en place les stra-
tégies susceptibles de conduire les élèves à une plus grande autonomie. Dans les huit folders, les
élèves vont pouvoir mettre en œuvre ces stratégies de façon à construire une réelle compétence
dans chacune des activités langagières – et, parallèlement, acquérir les savoirs indispensables
dans les domaines du lexique, de la phonologie, de la grammaire et de la culture.
Dans cette « introduction mode d’emploi », nous expliquons les choix que nous avons faits dans
les huit folders et nous donnons au professeur des pistes pour tirer le meilleur parti des documents
et appareils pédagogiques présents dans le manuel ainsi que dans le Workbook, dans le CD audio
et dans le DVD. Ces pistes pédagogiques ne seront pas répétées dans chaque chapitre.
MENU
La page de menu permet au professeur de prendre contact d’un coup d’œil avec le contenu des
documents et avec les Actions qui leur sont attachées. Chaque folder est organisé comme un par-
cours dans une thématique; le professeur pourra y faire des choix selon le niveau et le profil de ses
élèves. Les niveaux CECR sont indiqués à titre indicatif.
CULTURE BLOG
Avec ces pages composées de documents courts et faciles d’accès qui apportent des éclairages
variés, nous poursuivons un objectif double :
– amener les élèves à se construire les repères culturels indispensables à une bonne compréhen-
sion des documents présents dans le folder (background culturel);
– introduire les outils langagiers fondamentaux qui faciliteront l’entrée dans la thématique.
Les documents sont purement informatifs. Ils entraînent la lecture (Texts 1 & 2) et l’écoute (Pod
Lecture).
Rappelons que la composante culturelle est un élément fondamental du programme des lycées
mais qu’elle ne constitue pas un objet d’enseignement à isoler de l’apprentissage linguistique. Elle
justifie l’apprentissage de la langue en lui donnant du contenu. « À tous les niveaux, cette
approche se fera en situation de communication de manière à donner toujours la priorité au déve-
loppement des compétences linguistiques et à l’acquisition par l’élève d’une plus grande autono-
mie. L’existence d’un contenu culturel ne doit, en aucun cas, être un prétexte à un cours de civili-
sation. » (BO hors-série n° 5 du 9 septembre 2004 – Cadre général)
42 Les huit folders
Texts 1 & 2
Ils ne dépassent pas 100 à 150 mots et ne présentent pas de difficulté syntaxique; donc on pourra
les faire lire sans s’y appesantir trop longtemps.
Le professeur pourra, au choix :
– les faire lire à la maison pour une exploitation en classe;
– les faire lire en classe par groupes de deux ou trois pour faciliter l’entraide et améliorer l’efficacité;
– faire faire le travail individuellement pour entraîner les élèves à la lecture en temps limité en vue
des épreuves du baccalauréat et, à plus long terme, à une compétence qui leur sera utile dans leur
vie professionnelle.
– faire lire seulement l’un des textes par la moitié de la classe et l’autre par l’autre moitié pour
donner lieu à des échanges.
Les questions proposées sont simples, essentiellement de repérage, et conçues pour être traitées
dans des délais très courts. Elles ciblent les points essentiels.
POD LECTURE •
Cette mini-conférence est une autre source d’informations. Ce document facile, court et lu à
vitesse mesurée, offre un premier contact avec la compréhension de l’oral.
Comme pour les textes, les questions sont destinées à cibler la compréhension des points essen-
tiels.
Avant de faire écouter le Pod Lecture, le professeur vérifiera que les élèves comprennent bien les
questions ou amorces. Il invitera les élèves à préparer leur prise de notes (recopier les amorces de
phrases, les questions, etc.) et les encouragera à ne noter que les éléments significatifs pendant
l’écoute.
Après la correction, le professeur pourra encourager les élèves à construire un résumé de l’enregis-
trement en utilisant comme trame les réponses aux questions qu’ils articuleront. De cette manière,
on entraînera les élèves à structurer leur réflexion et leur prise de parole.
ACTION
L’Action proposée à la fin de la double page permet aux élèves de synthétiser les informations et
ainsi de se les approprier dans une démarche personnelle. Cette tâche correspond à l’approche de
type actionnel préconisée dans le CECR : l’élève doit accomplir des tâches dans des circonstances
et un environnement donnés. Les actes de parole se réalisent dans un contexte social qui leur
donne leur pleine signification. Il y a « tâche » dans la mesure où les élèves mobilisent stratégi-
quement leurs compétences en vue de parvenir à un résultat déterminé. La tâche est aussi l’occa-
sion de rebrasser les mots et structures rencontrés dans une démarche de type actionnel.
Nous demandons souvent aux élèves de se prendre en charge pour faire des présentations et mini-
exposés. Nous conseillons vivement aux professeurs d’encourager le travail par deux ou trois. Rap-
pelons que le travail par mini-groupes doit être soigneusement structuré et limité dans le temps.
Les élèves doivent savoir exactement ce qui est attendu d’eux – nous leur donnons des pistes.
Nous proposons tout au long du livre, de constituer un Year Blog qui permettra de garder la trace
de tous les travaux réalisés par les élèves. Y seront incluses, comme il est recommandé, toutes les
productions relatives aux Culture Blogs – mais on pourra aussi y faire figurer d’autres productions
orales ou écrites réalisées au cours de l’année.
Les huit folders 43
SOUND FILE
Nous proposons dans ce manuel un ensemble de documents enregistrés variés, accessibles et

courts : interviews authentiques, chansons, récits, mini-pièces, etc. L’authenticité des interviews,
qui sera perceptible par les élèves, donne un relief particulier aux documents.
La compréhension de l’oral mérite une attention toute particulière car elle ne peut s’acquérir qu’avec
un entraînement systématique. L’entraînement à la compréhension de l’oral est essentiel, comme
cela est souligné dans le programme des lycées : « Il convient d’attacher une grande importance à la
compréhension de l’anglais oral qui pose des problèmes particuliers aux élèves francophones. L’ob-
jectif sera de faire comprendre l’essentiel d’un document audio ou vidéo court (d’une à deux
minutes) faisant intervenir un, deux ou plusieurs locuteurs. L’enseignant aidera l’élève à se construire
la compétence de compréhension de l’oral. Cet entraînement ne saurait se limiter à une série de
questions posées par le professeur : il conviendra de mettre en place des stratégies d’écoute active. »
Les élèves ont appris à construire leurs stratégies dans le Starting File 1; ils pourront entraîner leur
compétence dans la page Sound File.

Train your ears (Workbook)
Les exercices ont pour objectif de préparer les élèves à l’écoute et de leur faire repérer certaines
spécificités de la langue anglaise. Notre objectif est, certes, que les élèves puissent acquérir un
meilleur « accent anglais », mais surtout qu’ils apprennent à mieux comprendre l’anglais parlé par
un anglophone. Les exercices sont de trois types :
– ceux qui portent sur la réalisation des phonèmes – en particulier les voyelles;
– ceux qui portent sur l’accent de mot – avec l’émergence de quelques règles;
– ceux qui portent plus spécifiquement sur certains mots transparents à l’écrit mais difficiles à
percevoir à l’oral.
Nous utilisons quelques signes de l’alphabet phonétique pour montrer les caractéristiques des pho-
nèmes de l’anglais et pour entraîner les élèves à bien les réaliser. On renverra les élèves à la dernière
page du manuel (page 208) où figure la liste des signes correspondant aux sons vocaliques.
Nous insistons souvent sur la réalisation phonique des mots transparents à l’écrit. En effet, de
nombreux mots, identiques à l’écrit en français et en anglais – animals, temporary, paralysis,
introduction, etc. – ne sont pas facilement compris à l’oral.
Nous proposons des exercices visant à faire repérer et imiter le rythme de l’anglais avec sa parti-
cularité de stress-timed language : les élèves lisent et répètent des courts extraits du document
qu’ils vont étudier. Par exemple, une phrase comme There were more than you can imagine, qui ne
comporte que deux syllabes accentuées et où la prononciation des cinq mots grammaticaux est
réduite, sera difficile à comprendre. L’enseignant attirera l’attention des élèves sur ces phéno-
mènes et, en les faisant répéter, conduira les élèves mieux le repérer, donc à mieux comprendre.
Grâce à ce travail de prononciation, nous aidons les élèves non seulement à mieux s’exprimer – et
à être réellement compréhensibles – mais surtout à mieux repérer les mots et les groupes de sens
dans la chaîne sonore de l’anglais oral.
Anticipate
Cette phase préparatoire, à conduire souplement en grand groupe, permettra aux élèves d’être
mieux à même de comprendre l’enregistrement. Le travail commence par une anticipation à partir
des photos ou du titre. Nous demandons aux élèves de réagir, de décrire ou de commenter. Le
44 Les huit folders
professeur fait émettre des hypothèses, fait anticiper le contenu du document et crée des attentes

et un cadre de références qui vont aider les élèves à mieux accéder au sens du document.
« Pour construire le sens du message, l’élève est amené à faire appel à certaines capacités cogni-
tives qui concourent à faire émerger des sens. Parmi elles, citons : anticiper sur ce qui va être
entendu à partir des données de la situation antérieure à l’écoute proprement dite. » (BO hors-
série n° 7 du 3 octobre 2002)
Cette phase doit être courte mais le professeur cherchera néanmoins à faire produire des énoncés
complets et encouragera la classe à les complexifier. Le professeur anticipera les difficultés lin-
guistiques, lexicales en particulier. Il pourra, le plus souvent, introduire le vocabulaire indispen-
sable à partir des images.
NOW LISTEN •
Nous proposons deux guidages pour arriver au même résultat : un guidage souple dans le manuel
pour les élèves de niveau B1, déjà relativement autonomes; et un guidage plus serré dans le
Workbook pour les élèves de niveau A2.
Ces guidages tiennent compte des caractéristiques spécifiques de chaque document. Ils sont
conçus pour un travail en classe, avec des pauses et des échanges, mais ils peuvent aussi être uti-
lisés en autonomie si l’établissement dispose d’une salle multimédia.
Comme les élèves ont été entraînés à le faire dans le Starting File, ils sont invités à prendre des
repères pour construire le sens.
Tout au long de l’année, les élèves seront entraînés à :
– émettre des hypothèses pour compenser le mal perçu à partir du contexte;
– segmenter les éléments constitutifs du message de façon à ordonner le flot sonore continu;
– extraire les mots porteurs de sens (les mots clés), de façon à construire le sens du message sous
forme d’hypothèses au fil de l’écoute;
– inférer le sens de ce qui n’est pas connu en prenant appui sur le contexte;
– classer et mettre en relation les éléments-clés du message pour vérifier les hypothèses émises et
parvenir ainsi à la compréhension;
– résumer régulièrement ce qui vient d’être entendu afin de stocker en mémoire le message en
construction;
– faire la synthèse pour appréhender la situation et ses enjeux.
Comme pour la lecture, la première phase est toujours un travail individuel : écoute, prise de notes
puis construction de sens à partir de ces notes. Nous conseillons au professeur de passer dans les
rangs pour se rendre compte des obstacles que rencontrent effectivement les élèves afin de pou-
voir leur apporter éventuellement les aides nécessaires. Il est souhaitable que tous les élèves réus-
sissent, au moins en partie, les activités proposées.
Les élèves trouveront ensuite des amorces de phrases à compléter ou des questions destinées à
permettre une synthèse de l’information, etc. Nous recommandons au professeur de passer l’enre-
gistrement autant de fois que les élèves le demandent.
La transcription de tous les documents enregistrés figure dans le livre du professeur mais il est
déconseillé de la donner puisque la compétence entraînée est la compréhension de l’oral.
Notons que pour les deux chansons qui figurent dans les folders 4 et 5, nous proposons, en plus de
l’enregistrement audio, une version karaoké dans le DVD. Gageons que les élèves la réclameront!
Ce support permettra un travail précis sur le rythme et sur l’accentuation.
Les huit folders 45
AFTER LISTENING •
• Une pause est nécessaire pour que les élèves récapitulent ce qu’ils ont retenu.
• Un exercice (Pronunciation) qui porte sur la réalisation de phrases, avec les phénomènes de liai-
sons, de formes faibles, d’accentuation liée au sens et d’intonation, est donné dans le manuel et
reproduit dans le CD élève pour une utilisation après la compréhension, qui le justifie.
ACTION
Nous proposons une Action à la fin de l’activité de compréhension dans le but non seulement d’in-
tégrer les nouvelles connaissances et compétences acquises mais aussi de mettre les élèves en
situation « d’acteurs sociaux ayant des tâches à accomplir ». Les élèves utilisent le contenu de ce
qu’ils ont compris dans un contexte différent, ou bien sous un point de vue différent.
MOVIE FILE
Les avantages de la vidéo sont grands : nous apprécions sa richesse au plan culturel en raison de
l’immédiateté du contact qu’elle offre avec la réalité quotidienne, son authenticité linguistique
qui tient au fait qu’elle présente des situations de communication dans lesquelles les individus
interagissent. Comme le voyage à l’étranger, la vidéo est une source irremplaçable d’informations
car elle expose nos élèves à la réalité quotidienne des pays. Nous apprécions aussi la complémen-
tarité entre l’image et le son, outil pédagogique que nous exploitons. Les « Instructions offi-
cielles » recommandent explicitement les supports vidéo.
Pour faciliter la tâche du professeur, nous avons didactisé les documents : les découpages perti-
nents sont indiqués par des incrustations sur la bande. Les documents vidéo sont prédécoupés en
séquences (ou steps). Le travail commence parfois par une partie avec images seulement (et sans
son) ou bien avec le son seulement (et sans images). Nous avons conçu une approche interactive
des documents : les élèves sont sollicités pour anticiper, pour accéder activement à la compréhen-
sion, puis pour donner leur avis (par exemple pour juger les techniques employées dans la publicité).
BEFORE YOU WATCH •

L’anticipation à partir de l’illustration suit les mêmes principes que pour les documents oraux : on
fait émerger des attentes, on aide les élèves à entrer dans le sujet. Cette anticipation est conçue
pour être faite en classe entière, sous la direction du professeur. L’objectif est de stimuler la curio-
sité des élèves, de faire émerger des hypothèses qui seront confirmées ou infirmées lors du vision-
nement, et d’apporter une première aide à la compréhension du document.
NOW WATCH • (Workbook)

Le guidage figure dans le Workbook. Il tient compte des caractéristiques spécifiques de chaque
document; par exemple, une part plus ou moins grande est accordée à la compréhension ou à l’ex-
pression. Les questions ou amorces constituent autant d’aides pour les élèves.
Le guidage est conçu pour pouvoir être utilisé en autonomie si l’on dispose d’une salle multimédia.
ACTION
Pour les mêmes raisons que citées précédemment, nous invitons les élèves à réaliser l’Action figu-
rant dans le cadre coloré. Ils pourront ainsi réinvestir ce qu’ils ont vu ou entendu.
46 Les huit folders
WORD BANK

La Word Bank est sur la même page que le Movie File mais elle s’applique à l’ensemble du folder. Elle
comporte une liste du vocabulaire minimal dont les élèves auront besoin pour comprendre les diffé-
rents documents du folder ou en parler. Les mots y sont classés en catégories et la transcription pho-
nétique de la voyelle accentuée permet aux élèves de savoir comment prononcer chaque mot. On ren-
verra les élèves à la liste de symboles phonétiques en dernière page du manuel (page 208).
Les exercices visent à aider les élèves à s’approprier le lexique ou construire des savoir-faire. L’ac-
quisition du vocabulaire ne consiste pas en l’apprentissage de mots isolés : les mots sont étudiés
en contexte, afin que les élèves comprennent comment les mots s’insèrent syntaxiquement dans
l’énoncé. En outre, ce vocabulaire est mis en réseaux par le moyen de la dérivation morphologique,
et par le recours aux champs sémantiques lié au thème du folder. Parfois nous renvoyons les élèves
au dictionnaire pour vérifier leurs déductions; ou nous leur demandons de travailler les colloca-
tions, la dérivation ou la polysémie de certains mots.
TEXT FILE 1
Les élèves ont découvert et détaillé les stratégies de lecture dans les Starting File 2. Ils vont main-
tenant les mettre en œuvre. Toutes les stratégies de découverte du sens seront mises à contribu-
tion pour construire la compréhension : dans un premier temps, une compréhension des éléments
les plus immédiats; une approche globale, puis affinée progressivement. On se gardera de toute
exploitation exhaustive. L’écrit permet le retour en arrière, la relecture, la réévaluation des don-
nées, ce que l’oral ne permet pas. Mémoire et logique seront fortement sollicitées.
Nous proposons des textes divers : extraits de presse, de romans, pages d’Internet, etc. Ils sont
courts : 250 à 300 mots. Nous avons écarté ceux dont la charge lexicale nous a paru trop lourde.
Tous présentent un point de vue, souvent celui d’un adolescent ou d’un jeune adulte.
Les questions guident les élèves dans la découverte du contenu : elles les invitent à prendre des
repères dans le texte.
BEFORE YOU READ •

Le texte est toujours accompagné de deux photos qui, outre leur fonction illustrative, ont une
fonction pédagogique. On commencera par utiliser ces photos – et éventuellement le titre du
document – pour faire émerger des idées, des mots, voire des phrases susceptibles d’être par la
suite rencontrées dans le texte afin de créer des attentes et un cadre de références. La lecture sera
ainsi facilitée car les élèves trouveront dans le texte des réponses aux questions qu’ils se seront
posées, ou matière à infirmer ou confirmer les hypothèses qu’ils auront émises.
Exemples d’activités d’anticipation :
– utilisation de l’illustration et du titre : par exemple observer les photos et dire ce qu’elles évo-
quent, s’interroger sur le titre et sur les correspondances ou dissonances qu’il entretient avec
l’illustration;
– observation de la construction du texte : combien y a-t-il de paragraphes, s’agit-il d’un dia-
logue, y a-t-il une introduction?;
– observation de la source : type d’écrit, auteur, journal ou magazine, date?;
– exploration d’un champ lexical autour d’un mot-clé.
Les huit folders 47
NOW READ •
UNE LECTURE RAPIDE
Il est important que la première lecture soit rapide. Ce qui bloque le plus souvent les élèves dans
leur compréhension est la lenteur avec laquelle ils progressent. Ils s’arrêtent à chaque mot jusqu’à
en oublier le sens de ce qui précède. Si le processus est trop lent, il ne peut y avoir construction de
sens. Un des objectifs du professeur doit être, dans un premier temps, d’empêcher les élèves de
faire du word staring. On encouragera les élèves à lire le texte trois fois plutôt que de s’y attarder
trop longtemps. Nous conseillons vivement au professeur d’utiliser le temps comme un puissant
levier pédagogique; il pourra se fixer des objectifs en termes de temps.
UNE LECTURE CIBLÉE
Il faut donner à l’élève une raison de lire, donc lui donner une tâche à effectuer : on lit pour faire
quelque chose, pour trouver une information ou une réponse à une question, pour trouver du plai-
sir, etc. Nous conseillons aux professeurs de ne pas raisonner en termes de « bonnes » ou « mau-
vaises » réponses mais d’accepter toutes les propositions qui seront ensuite confrontées au texte.
Notons qu’on peut parfois laisser les réponses en suspens puisque la suite du travail permettra un
retour en arrière.
Nous conseillons au professeur de commencer par demander aux élèves de préparer individuelle-
ment les réponses aux questions avant de procéder à une reformulation orale collective. Il est sou-
vent souhaitable d’encourager un travail par deux pour une première approche, afin de donner
confiance aux plus faibles. En effet, dans une gestion collective du travail (questionnement du
professeur à l’ensemble de la classe), on assiste trop souvent à une prise de pouvoir des meilleurs
élèves au détriment des moins bons ou des plus lents qui abandonnent rapidement tout effort réel
et se contentent d’attendre plus ou moins patiemment que les autres trouvent les réponses. En
règle générale, il nous semble important que tout travail collectif soit précédé d’une phase – qui
peut être courte – de travail individuel.
Précisons que, si le professeur trouve le travail trop long, il lui est toujours possible de répartir les
questions entre différents groupes, ce qui donne aux élèves une raison de communiquer entre eux
lors de la mise en commun.
Exemples d’activités pour la première lecture. Lors de la première lecture, l’élève peut être invité
à trouver des éléments d’information précis (scanning), ou à en extraire le sens général (skimming).
On peut demander aux élèves de :
– repérer des noms propres, des noms de lieux, des dates, des mots récurrents, etc.;
– trouver dans le texte la réponse aux questions élaborées à partir du titre ou de l’image;
– trouver à quel paragraphe correspondent des sous-titres proposés;
– remettre dans l’ordre des phrases résumant le texte;
– insérer une phrase donnée à un endroit logique, etc.
UNE LECTURE ACTIVE
Comme pour le Sound File, nous proposons deux guidages pour arriver au même résultat : un guidage
souple dans le manuel pour les élèves de niveau B1, déjà relativement autonomes: et un guidage
plus serré dans le Workbook pour les élèves de niveau A2.
Ces guidages visent à faire trouver des repères, développer les stratégies d’inférence, encoura-
ger les retours en arrière, susciter la formulation d’hypothèses. Pour la mise en œuvre, nous
conseillons, comme ci-dessus, d’observer un temps de latence entre les consignes et la mise en
48 Les huit folders
commun. Si certaines questions semblent difficiles, il est préférable de donner des aides supplé-

mentaires plutôt que de donner les réponses immédiatement. Par exemple, on peut préciser à
quelle ligne se trouve la réponse ou proposer un choix de plusieurs réponses. De toute façon, il est
important que les élèves réussissent les tâches qui leur sont proposées : on ne se situe pas dans un
contexte d’évaluation mais dans un contexte d’entraînement. Nous ne cherchons jamais à piéger
les élèves.
AFTER READING •
COMPODICTO
Cet exercice constitue une articulation entre la compréhension de l’oral et une première approche
de l’écrit. Il consiste à demander aux élèves de reproduire un résumé entendu en utilisant les mots-
clés qui leur sont donnés. Nous conseillons de passer l’enregistrement autant de fois que les élèves
le demandent pour permettre au plus grand nombre de réussir.
Mise en œuvre
La première écoute donne lieu à un simple repérage. Les élèves suivent les mots donnés dans le
manuel au fur et mesure de l’écoute. Ces mots leur serviront de points de repères pour reconstituer
le texte entendu le plus fidèlement possible. Notons qu’il n’y aura pas de difficulté de compréhen-
sion puisque le texte a déjà été lu et compris.
Le professeur pourra opérer des allers et retours entre oral et écrit, inciter les élèves à repérer et à
corriger leurs erreurs. Soulignons qu’il ne s’agit pas d’une dictée, au sens où cet exercice est
pratiqué en français à l’école avec un objectif limité à l’orthographe, mais bien d’une première
étape d’apprentissage de l’écriture. On permettra d’ailleurs que la production de chaque élève
puisse être légèrement différente – à condition qu’elle soit cohérente et que les mots donnés
soient présents.
WORDS •
L’objet de cette rubrique est d’aider les élèves à inférer le sens de certains mots et à réviser et fixer
le sens des autres. Les capacités d’inférence et de déduction, capacités éminemment transfé-
rables, seront utiles pour développer l’autonomie des élèves. Notons que cet exercice devrait être
réussi par tous car les élèves peuvent toujours se reporter soit au texte qu’ils viennent de lire, soit
à leur dictionnaire. On pourra l’utiliser en classe ou à la maison.
L’ENREGISTREMENT DU TEXTE (CD)
Nous avons enregistré les textes car ils contiennent presque tous un point de vue mis en relief par
l’interprétation des acteurs. Ceci ne signifie pas qu’une approche audio-orale soit forcément sou-
haitable mais l’écoute peut favoriser la compréhension. Les enregistrements pourront être exploi-
tés de manière diverse. Par exemple, on peut faire entendre un court passage pour faire deviner la
suite ou ce qui précède; ou bien faire écouter un extrait pour faire sentir l’implicite.
L’enregistrement sera toujours utile pour le travail de lecture à haute voix en fin de séquence. Nous
conseillons de faire travailler les élèves sur un court passage, et de les inviter à obtenir un résultat
aussi proche que possible du modèle proposé, plutôt que de faire lire l’ensemble du texte.
ACTION
Comme toutes les autres séquences, la lecture du texte est ponctuée par une Action. Cette tâche
permet aux élèves de s’approprier le contenu du document en le transposant dans une tâche
Les huit folders 49
d’ordre social avec un certain nombre de changements :
– changement de point de vue (le récit vu par un autre personnage que le narrateur);
– changement de forme (un dialogue transformé en récit oral ou, à l’inverse, un récit transformé
en conversation);
– changement de situation (l’élève se met en scène avec son vécu à place du narrateur), etc.
GRAMMAR FILE
Les programmes du lycée excluent le cours de grammaire en tant que tel mais invitent les profes-
seurs à toujours aborder la grammaire « à partir des documents proposés et en contexte d’utilisa-
tion. Les avancées sont accompagnées de révisions et de récapitulations régulières dont les élèves
garderont une trace écrite; ainsi les nouvelles connaissances sont intégrées aux connaissances
antérieures, et l’élève comprend mieux la cohérence de l’organisation linguistique. C’est grâce à
cette approche que l’élève échappe au sentiment de redite et à l’impression de stagnation. Les
structures mises en place sont retravaillées dans le cadre de l’exploitation des documents en fai-
sant appel à un lexique plus large. » (BO hors-série n° 5 du 9 septembre 2004)
Dans chaque folder, nous avons choisi un fait de langue que nous faisons observer dans un certain
nombre d’énoncés extraits du texte selon une démarche d’observation raisonnée de la langue. Le
professeur pourra enrichir ce corpus par d’autres énoncés, si possible produits en situation au
cours de l’exploration du document, pour mettre en évidence les invariants dans le fonctionnement
de la langue et montrer comment tout énoncé est en relation d’étroite dépendance avec la situa-
tion d’énonciation. On s’efforcera de toujours relier intimement la forme au sens et d’éviter les
explications abstraites auxquelles on préférera toujours des mises en situation concrètes.
OBSERVE •
Cette phase d’observation de la langue est à mener en classe après la lecture du texte et avant les
exercices qui permettent des réemplois destinés à fixer les règles préalablement découvertes.
Notre objectif est de délimiter les concepts clairement par contraste avec d’autres structures de la
langue anglaise ou les structures du français.
Nous avons utilisé les apports de la grammaire énonciative lorsque nous avons pensé qu’elle
contribuait à rendre la grammaire plus compréhensible. Son principe essentiel est que tout énoncé
se justifie par le choix de l’énonciateur. Il est donc important de faire comprendre aux élèves les
valeurs des structures afin que leurs propres choix soient les mieux informés possibles.
PRACTISE •
Les exercices permettent une mise en œuvre systématique du point de langue observé dans des
phrases en contexte. Ces exercices sont destinés principalement au travail à la maison.
La traduction aide parfois l’élève à prendre conscience des spécificités les plus marquées de
l’anglais. « Il est aidé par une approche contrastive qui lui permet de repérer les ressemblances
et différences avec le français. Le travail de traduction, parmi d’autres exercices, permet d’affiner
les données. Le recours au thème ou à la version pour de courts extraits est un moyen efficace
pour assurer les connaissances et dissuader l’élève de calquer une langue sur l’autre. Ce dernier
comprend que grammaire et lexique sont les deux facettes d’un système de représentation et que
chaque langue utilise des moyens grammaticaux et lexicaux propres pour exprimer telle ou telle
notion. »
50 Les huit folders
ACTION

La tâche qui ponctue la page de grammaire est le plus souvent un jeu destiné à une mise en œuvre
intensive du point de langue observé dans une situation de communication ludique. La « mise en
scène » d’ordre social est importante car elle donne tout son sens à la langue pratiquée.
EXPRESSION FILE
L’objectif de cette page est d’entraîner les élèves à s’exprimer à la production orale et écrite.
PICTURE TALK
Dans chaque folder, un document iconographique donne lieu à une prise de parole en continu. Il a
été spécifiquement choisi pour faire écho à des informations ou points de vue déjà abordés dans
les autres documents du chapitre. Ainsi, les élèves ont l’occasion de réinvestir ce qu’ils ont lu ou
entendu. Les questions sont une simple trame destinée à guider les élèves mais le professeur
encouragera l’autonomie. L’objectif est que les élèves gardent la parole en continu le plus long-
temps possible.
ACTION 1
Pour l’oral, auquel les élèves sont entraînés à tous les stades du cours, nous proposons ici un
entraînement plus spécifique et plus exigeant grâce à des activités variées et stimulantes permet-
tant de cibler soit la prise de parole en continu soit l’interaction orale : problem-solving tasks,
débats, jeux de rôle, flash publicitaire, histoire à conter, discours, reportage radio, présentation
d’un document visuel, court exposé, etc. Toutes visent, comme le stipulent les programmes à
tâcher de rendre l’élève « capable de :
– prendre et garder la parole en produisant un discours structuré en réaction à une sollicitation;
– prendre la parole en continu pour exposer, en temps limité, un sujet préparé;
– participer à une conversation sur un sujet connu, en réagissant rapidement;
– demander à l’interlocuteur de fournir aide, explications ou précisions;
– reformuler ce que dit l’interlocuteur de façon à assurer la compréhension mutuelle et à lever
toute ambiguïté;
– émettre des points de vue et appréciations personnels, exprimer des idées complexes, en appor-
tant détails et justifications, réfuter le point de vue de l’interlocuteur;
– contrôler son expression a posteriori en se reprenant;
– recourir à des stratégies de compensation efficaces (reformulations, définitions, paraphrase). »
Le guidage proposé dans le manuel permet aux élèves d’organiser leurs actes de parole et le tra-
vail de groupe. Rappelons que la métalangue nécessaire à la gestion du travail (les consignes) fait
partie intégrante des objectifs à poursuivre, comme le signale le CECR.
Les élèves pourront tirer le meilleur profit de ce travail en se référant à la grille d’évaluation qui se
trouve à la dernière page du manuel (page 208).
ACTION 2
La tâche de production écrite est articulée avec l’activité orale : l’oral prépare l’écrit. Les sujets d’écri-
ture (rédaction d’une lettre, d’une série de recommandations, d’un article de presse, d’une affiche,
d’un essai, d’une narration) sont en étroite complémentarité avec le sujet de production orale.
Au fil du manuel, nous faisons découvrir aux élèves les spécificités de divers types d’écrit : dia-
logue, lettre, narration, brochure publicitaire, etc.
Les huit folders 51
Dans le Workbook, on trouvera le guidage qui indique clairement les étapes du travail. Nous invi-
tons toujours les élèves à observer un modèle pour y repérer les éléments significatifs (Observe),
puis à organiser leurs idées et à effectuer les choix linguistiques qui s’imposent en fonction du sujet
(Think), enfin à rédiger (Write up).
Notre objectif est que les élèves acquièrent graduellement une plus grande autonomie.
TEXT FILE 2
Le texte qui figure sur cette page a un statut équivalent à celui qui figure dans le Text File 1. Il offre
au professeur la possibilité de faire un choix : il peut soit faire le Text 1 puis faire lire le Text 2 en
autonomie, soit choisir ce texte au lieu du Text 1.
Le professeur trouvera dans le Workbook un travail approfondi sur le lexique ainsi qu’une trame
de résumé qui fait pendant au Compo Dicto décrit plus haut (cf. Text File 1). Ce résumé enregistré
figure sur le CD classe mais aussi sur le CD élève afin que chacun puisse à loisir s’entraîner.
Ce texte peut également servir de support à l’étude du point de grammaire puisque, dans le Work-
book, nous proposons des exercices correspondant aux deux étapes de la grammaire : Observe
(exercice 1 et éventuellement 2) et Practise (les autres exercices).
TEST FILE
Chaque folder est clos par un test concernant soit l’écrit, soit l’oral.
Pour les évaluations concernant l’écrit, on trouve un texte accompagné de tâches de vérification
du sens. Le niveau de difficulté est indiqué par le logo A2 ou B1 et les descripteurs correspondants
figurent dans le livre du professeur. Suit un sujet d’évaluation de l’expression écrite qui permet de
vérifier si les élèves se sont approprié les stratégies mises en place dans les Starting Files et les
divers folders. En effet, au cours de cette première année de lycée, les élèves apprennent à rédiger
un dialogue, une autobiographie, un journal intime, un dépliant, un message, une lettre et un essai
grâce aux activités d’écrit proposées dans le Workbook en relation avec les sujets de l’Expres-
sion File du manuel.
Pour les évaluations orales, nous proposons une compréhension enregistrée sur le CD classe, suivie
d’un questionnaire. Il nous a semblé nécessaire de donner un titre aux documents sonores et de les
découper en différentes parties pour faciliter la tâche des élèves. Les sujets d’expression évaluent
pour l’un, la prise de parole en continu et pour l’autre, l’interaction. Si l’évaluation de la compré-
hension peut être faite en classe entière, il va de soi que l’évaluation de l’expression orale néces-
site un travail en labo multimédia pour que les élèves s’enregistrent. Le professeur pourra s’inspi-
rer de la grille d’évaluation proposée à la fin du manuel (page 208) pour noter les élèves.
PRACTICAL FILE
Comme le titre l’indique, les deux dernières pages d’un folder sur deux sont consacrées à une situa-
tion pratique. Les élèves y trouveront à la fois la langue nécessaire pour s’adapter à ces situations
et des indications sur les comportements culturels en Grande-Bretagne ou aux États-Unis. Outre
leur objectif purement pratique, ces pages ont un objectif culturel : montrer que les comporte-
52 Les huit folders
ments sociaux dépendent étroitement du pays dans lequel on évolue; ce qui se fait ici ne se fait

pas forcément de la même façon à l’étranger.
Ces pages ne sont pas nécessairement liées au thème du folder – donc le professeur les utilisera à
son gré, par exemple pour préparer une Action. Il pourra, au choix, faire travailler la classe sur les
deux pages ou bien scinder le travail sur deux séances.
Un questionnaire, Sort out the do’s and don’ts, et un exercice à trous, Six Things to Do, seront l’oc-
casion de découvrir ce qui se fait ou ne se fait pas. Les réponses, parfois commentées, sont dans
le livre du professeur.
Un exercice invite les élèves à associer les expressions françaises à leurs équivalents anglais dans
la liste Useful expressions, et un autre exercice consiste à compléter un texte en recherchant des
mots et expressions dans la même liste afin de se les approprier.
Enfin une Action met les élèves en situation. Elle les prépare à un voyage à l’étranger ou à une ren-
contre avec des étrangers.
ART HISTORY FILE

Un folder sur deux se termine par une double page consacrée à l’histoire de l’art. Ces pages s’ins-
crivent à la fois dans le souci de l’enrichissement culturel et des relations avec les autres enseigne-
ments des nouveaux programmes de seconde. Elles illustrent à leur façon les thèmes de civilisa-
tion : mémoire, sentiments d’appartenance et visions d’avenir et dressent un panorama très rapide
d’un art américain, les auteurs ayant choisi d’aborder l’art américain en classe de seconde et de
traiter celui des autres pays anglo-saxons au cours des années suivantes. Ces pages veulent aussi
donner quelques repères sur l’histoire de la musique, du cinéma, de la peinture et de l’architecture.
Pour les élèves, elles prennent tout leur sens grâce à l’Action qui leur permet de mieux s’approprier
un aspect ou une période de cet art en proposant des recherches aboutissant à un diaporama, à un
exposé, à une écoute ou à un petit film présenté aux autres élèves de la classe – autant de bons
moyens de mettre l’outil informatique au service du travail en classe de langue. Ces panoramas
donneront aussi l’occasion aux élèves de mettre en perspective ce qu’ils ont appris dans les autres
enseignements. Par ailleurs, le rapprochement avec les apports des autres disciplines permettra
« un gain de temps et d’efficacité : l’élève comprend et assimile mieux lorsque le thème abordé en
classe de langue a déjà été étudié dans une autre discipline » (programme 2010).
Enfin, ces apports culturels auront une résonance encore plus grande dans le cadre d’un travail
pluridisciplinaire ou d’une sortie scolaire qui permettront de développer, mobiliser et partager
compétences et savoirs.
Des suggestions de mise en œuvre sont indiquées dans le livre du professeur.
Les huit folders 53

DES SITES À CONNAÎTRE
Ministère de l’Éducation Nationale : www.education.gouv.fr
Apprentissage des langues et TIC (Technologie de l’Information et de la Communication) :
www.educnet.education.fr/dossier/langues/default.htm
Portail des professionnels de l’Éducation (recherche thématique sur plus de 500 sites de réfé-
rence) – Site pédagogique du ministère de l’Éducation Nationale : www.eduscol.education.fr
Programme Anglais, Classe de seconde générale et technologique :
http://media.education.gouv.fr/file/special_4/72/7/langues_vivantes_143727.pdf
Innovations en langues : www.eduscol.education.fr/D0094/r_langues.htm
Tous les sites académiques : www.education.gouv.fr/syst/acad.htm
Ressources électroniques pour l’enseignement (dictionnaires, grammaires en ligne, etc.) :
www.educasource.education.fr (rubrique Langage, puis Anglais)
Spinoo, le moteur de recherche de l’éducation : www.cndp.fr/spinoo
Site d’Hachette Éducation où trouver Full Impact seconde : www.hachette-education.com
54 Les huit folders

Folder 1 Teens Online
SENSE OF BELONGING • VISIONS OF THE FUTURE
Since writing our Teens Online Folder, a new social networking and blogging service has become all
the rage, Twitter. No doubt, by the time you read this, a new service will have appeared. So, on goes
the life of not just a mobile teen, but a mobile person. Everyone not only knows what you are doing
right now, they can see you doing it in real time! Teenagers post blogs, videos and personal
information on line without thinking twice. Who knows what they will be doing online a year from
now?
Sommaire
CULTURE BLOG Mobile Teens
What teens do with the new technologies they were born with.
SOUND FILE Welcome to WoW
A report about the game that has drawn together more than 11.5 million monthly
subscribers online throughout the world.
MOVIE FILE Document 1 : This is Sarah
Cyber bullying is taken seriously in the U.S. This film will make your students think
twice before posting anything, anywhere and at any time.
Document 2 : Today’s Students
A YouTube project about digital ethnography.
WORD BANK
TEXT FILE 1 He’s Logged On!
This extract from Princess in Waiting by Meg Cabot illustrates the importance of
Instant Messaging in teens’ lives.
GRAMMAR FILE Le présent
EXPRESSION FILE
Picture Talk : An ad that addresses cyber bullying.
Actions 1 and 2 : A discussion between generations about information technology
(IT).
TEXT FILE 2 Teen Blogs
A journalist with USA Today reports on how teenagers are replacing journals and
personal diaries with blogs.
TEST FILE Une évaluation de l’écrit : lecture et écriture.
PRACTICAL FILE Smart Writing
Folder 1 Teens Online 55

CULTURE BLOG Mobile Teens Manuel p. 40/41
QUOI ? • POURQUOI ? • COMMENT ? p. 42
CECR niveau A2
• Comprendre l’essentiel d’un texte simple ne comportant que très peu de mots ou de
structures inconnues.
• Trouver une information précise et concrète dans un texte court, si elle est donnée avec
des mots qui me sont connus.
It is difficult to teach teenagers about what is available online – they often know more than adults
do. They know how to film with their phones, use bluetooth, post blogs and much more than that.
More importantly, they are much better informed than the average parent or teacher. We have
talked about new cell phone functions and how e-learning is becoming an important function of
mobile technologies in this Culture Blog. This is a chance for your students to tell us what they
know and perhaps even teach us something. From this folder on, we encourage them to start up a
Year Blog; more instructions can be found in our Practical file, “Writing a Blog,” on page 78. We
think the results might be truly surprising.
1 Multi-Function Cell Phones
Ce texte présente l’utilisation des nouvelles technologies par et pour les jeunes. Il décrit l’usage
intensif que font les adolescents de leur téléphone portable qui, aujourd’hui, leur donne accès à
Internet sans passer par un ordinateur.
1. 20: percentage of 11 and 12 year olds who use their mobile phones to make phone calls.
2 billion: number of cell phones in the world.
96: percentage of 11 and 12 year olds who have a mobile phone equipped with a camera.
72: percentage of 11 and 12 year olds who use their mobile phones to access the Internet.
900 million: number of computers in the world.
81: percentage of 11 and 12 year olds who use their mobile phones to send text messages.
2. A third of the World’s population has a cell phone.
3. MoSoSo means Mobile Social Software. Here are some examples of MoSoSo applications:
MySpace, YouTube, Zune, Dodgeball, Enpresence, My MoSoSo, PlaceSite, Saki Mobile, Sensor,
playtxt, SLAM, Vixo.
For further information refer to http://www.nationmaster.com/encyclopedia/MoSoSo.
Many MoSoSo applications are developed because they enable you to find people who live in your
area for communicating, for sharing photos, for social dating or networking.
2 E-Learning
Ce texte montre comment l’outil informatique permet aux jeunes d’accéder à l’instruction dans les
pays en voie de développement.
1. Mobile School is a foundation that provides portable schools for school children.
2. The system was first tested with street children in Latin America. This system avoids placing
children in schools therefore transplanting them in an alien environment and separating them
from the friends or acquaintances they may have. They can be educated in the streets where
they are used to living.
3. Kenya is developing mobile Wi-Fi devices.
56 Folder 1 Teens Online

4. Australia also uses e-learning because it is a huge continent and some children cannot go to
school because they live in remote / faraway places.
5. Young learners who want to find information very quickly enjoy using new technologies which
enable them to access information in a click. Moreover technology makes school more
attractive and lessons more motivating! Technology, which is getting smaller in size and bigger
in capacity, is thought to become a most valuable teaching aid in the years to come.
POD LECTURE • Girls Blog, Boys Post Video

CECR niveau B1
• Comprendre globalement le point de vue des protagonistes.
• Comprendre globalement les arguments utilisés.
Avant de proposer la Pod Lecture, le professeur vérifiera que le lexique de l’exercice ne pose pas
problème. Il demandera aux élèves de préparer leur prise de notes (recopier les amorces de phrases,
les chiffres) et les encouragera à ne noter que des mots ou chiffres pendant l’écoute. Après la cor-
rection le professeur pourra encourager les élèves à construire un résumé de l’enregistrement en
articulant les phrases des réponses à l’aide de mots de liaison. De cette manière il les entraînera
aussi à structurer leur réflexion et leurs actes de parole.
Transcription
Lecturer: Who of you writes a blog?
Student 1: I do.
Student 2: Me too.
Student 3: Blogs are for girls – I post videos.
Lecturer: And you guys are typical of what happens in society. Girls write blogs, whereas boys
prefer posting videos. In the past girls kept more diaries than boys. Boys were more interested in
making films or playing music in bands. So perhaps this is a normal evolution.
About one third of all teen girls blog, compared with only 20 percent of boys.
And about 60 percent of the girls post photos compared with 40 percent for boys. However, boys
do post videos – much more than girls. Girls seem to prefer creating content – they write stories
or they record stories as in a podcast.
Overall, about 30 percent of online teens have their own blog and maintain their own Web page.
Adults are not so interested in blogging. Many of them don’t even know what a blog is. By the
way, where does the word “blog” come from?
Student 1: Well, I know a “log” is another word for a journal. But I don’t know where the B comes
from.
Lecturer: Blog is short for weblog – weblog becomes blog!
1. Blogs are for girls – I post videos.
2. In the past girls kept diaries.
3. Boys preferred making films or playing music in bands.
4. 1/3: proportion of teen girls who blog – 20%: percentage of teen boys who blog – 60%:
percentage of teen girls who post photos – 40%: percentage of teen boys who post photos.
5. Boys prefer posting videos whereas girls seem to prefer creating content – they write stories or
they record stories as in a podcast.
6. About 30 percent of online teens have their own blog.
7. Adults are not so interested in blogging.
8. Blog is short for weblog – a log being a journal. Weblog becomes blog!

ACTION Start your Year Blog
CECR niveau B1
Résumer une source d’informations factuelles sur des sujets familiers, en faire le rapport
et donner son opinion.
Tout au long de l’année, Nous proposons aux élèves de garder la trace de leur travail en tenant à jour
un Year Blog. À l’issue du travail qu’ils auront fait sur les pages du Culture Blog, ils pourront regrou-
per les synthèses orales (sous forme de Podcast) ou écrites qu’ils auront faites à partir de ce qu’ils
auront appris, les illustrer grâce à des images ou des photos et, éventuellement, y adjoindre leurs
propres commentaires. Ils pourront ainsi faire concrètement le bilan des travaux qu’ils ont faits et
des savoirs acquis tout au long de l’année. Il va sans dire que le professeur peut choisir d’adopter ce
projet plus largement et d’inclure aussi dans ce Year Blog toutes les productions des élèves, notam-
ment celles qui sont demandées dans l’Expression File ou dans d’autres Actions au fil des pages.
SOUND FILE Welcome to WoW Manuel p. 42

CECR niveau A2
Repérer, avec de l’aide, des informations dans un message court et en comprendre l’essentiel.
CECR niveau B1
• Comprendre les points essentiels d’un document oral.
• Comprendre globalement les arguments utilisés et le point de vue des protagonistes.
Often referred to as WoW, World of Warcraft is an example of a game that has drawn together more
than 11.5 million monthly subscribers on line throughout the world. The game, which was released
in 2004, holds the Guinness World Record for the most popular multi player online game. This
report shows to what lengths people will go to win in-game money to buy better equipment for
their characters and increase the chances of winning more battles! Some may criticize people
spending so long playing online whilst others think it is far more creative than watching television.
Transcription
This is a world that most people never see. But more than 8 million people around the globe come
here on a regular basis, paying tens of millions of pounds a month for the privilege. In order to be
successful in the game you need better equipment for your character. But to buy this equipment
you need in-game money. Now, you can earn this money yourself by doing jobs like mining – it’s
not difficult but it can take a very long time. So, a whole industry has sprung up which will sell you
game money for real cash. Money which might take you hundreds of hours to collect can be
bought on websites one for 20 pounds. If you can give them a couple hundred pounds, they can
even create a top level character for you. ***
And this is where much of that takes place. It may look like an ordinary office, but these people are
paid to play full-time. “World of Warcraft is very hot now. In the Gold Farming Studio, some of us play
for 12 hours a day. Many players want to improve their characters themselves, but they don’t have the
time. They need to go to work in the day so they need someone else to play for them.” The game money
earned by players like Chi Sun often ends up being bought by people like Ryan here in the UK. He
works full time, so can’t get enough in-game money to compete, so he’s bought it instead. But is
this actually cheating? Many in the gaming community, including the game’s creators, think it is.
Train you ears (Workbook)
1. Son de cake : basis – pay – game – takes – place – play – day – paid.
Son de time : mining – time – like – buy.
2. Rappelons que beaucoup de mots transparents à l’écrit sont difficiles à identifier à l’oral.
3. Les intrus : a. see – b. hear – c. measure – d. craft – e. game – f. globe.
4. pounds: livres – successful (be): avoir du succès – in-game money: argent virtuel – mining:
travail de mineur – cash: argent – collect: ramasser – websites: sites web – create: créer –
office: bureau – improve: améliorer – compete: jouer – cheating: triche – creators: créateurs.
Anticipate (Manuel)
1. World of Warcraft is an online role-playing game. The game is set in the fantasy Warcraft
universe. The game features three continents on the world of Azeroth and a separate planet
called Outland. Players use their characters to explore locations, defeat creatures and
complete quests.
Players control a character avatar exploring the landscape, fighting monsters, completing
quests and interacting with NPCs (an NPC in a video game is usually part of the program, and
not controlled by a human) or other players. World of Warcraft requires the player to pay for a
subscription, either by buying game cards for a pre-selected amount of playing time, or by using
a credit or debit card to pay on a regular basis. To enter the game, the player must select a realm.
Players can move characters between realms for a fee. The player may either select one of their
previously made characters or create a new one. To create a new character, players must choose
between the opposing factions of Alliance or Horde. The player selects the new character’s race
(species), such as Orcs or Trolls for the Horde or Humans or Dwarves for the Alliance. Players
must also select the class for the character, with choices such as mages, warriors and priests
available.
2. The people in the photo might be programmers creating or improving a new game. Considering
what can be seen on their screen, they could also be playing.
3. Les réponses personnelles pourront donner lieu au rebrassage de l’expression des likes and
dislikes.
NOW LISTEN •
A2 (Workbook)
Concentrate on part 1
5. 8 million = number of people who play WoW (they come to the virtual world of WoW).
Tens of millions of pound a month = the money people pay to play WoW.
6. WoW is very popular (8 million people play regularly). People are prepared to pay a lot of money
for the privilege of playing the game.
7. The stressed words:
see / globe / need / equipment / character.
buy / equipment / need / in-game money.
earn / money / jobs / mining / not difficult / but / take.
industry / game money / cash.
8. In order to be successful in the game, you need better equipment for your character.
But to buy this equipment you need in-game money.

Now, you can earn this money yourself… but it can take a very long time.
So, a whole industry will sell you game money for real cash.
9. 100 hours = time needed to collect in-game money.
£20 = price for in-game money on websites.
£200 = price of a top level character.
10. Name: Chi Sun.
Job: playing WoW.
Place where he works: the Gold Farming Studio.
Working time: 12 hours a day.
11. Many players want to improve their characters themselves, but they don’t have the time. They
need to go to work in the day so they need someone else to play for them.
12. His clients are people who work, so they do not have time to play.
13. Ryan works full time, so he can’t get enough in-game money to compete. So he’s bought in-
game money.
14. The key word: cheating.
15. Some people think buying in-game money is cheating.
16. People who agree with the journalist: many in the gaming community, including the game’s
creators.
B1 (Manuel)
4. WoW is a very popular game (8 million people play regularly). People are prepared to pay a lot of
money for the privilege of playing the game.
5. To be successful in the game you need better equipment for your character. To buy this
equipment you need in-game money. Earning this money can take a very long time, so a whole
industry has developed: some people play and earn game money that they will sell you for real
cash. For example you can pay £200 to get enough in-game money to create a top level
character. For £20 you can buy the in-game money you would have won playing 100 hours.
6. Chi Sun is a professional WoW player. He works 12 hours a day at the Gold Farming Studio.
7. Many players want to improve their characters themselves, but they don’t have the time. hey
need to go to work in the day so they need someone else to play for them. That’s why they turn to
professional players like Chi Sun.
8. Some people in the gaming community, including the game’s creators think buying in-game
money is cheating.
9. Réponses personnelles.
AFTER LISTENING •
Sum up the document
Il s’agit ici d’amener les élèves qui ont perçu le sens du texte par éléments éclatés à faire la
synthèse de ce qu’ils ont compris pour recréer le sens du document.
Example: WoW is a very popular game in which you have to buy equipment with in-game money to
improve your character. A whole industry has developed: people play and earn game money that
they will sell you for real cash. Many players who want to improve their characters but they don’t
have enough time to play turn to professional players. Many people in the gaming community,
including the game’s creators think buying in-game money is cheating.
Pronunciation
1. More than 8 million people around the globe / come here on a regular basis, / paying tens of
millions of pounds a month / for the privilege.
2. A whole industry has sprung up / which will sell you game money for real cash. / Money which
might take you a hundreds of hours to collect / can be bought on websites / for 20 pounds.
ACTION Choose your character

CECR niveau B1
Exprimer poliment ses opinions, son accord et son désaccord en donnant brièvement des
raisons et des explications.
Les élèves s’entraînent à justifier leurs choix et à défendre leurs opinions. Un rappel préalable sur
les structures permettant d’exprimer ces notions et sur le comparatif pourra leur être utile.
Après une première phase où chaque élève s’exprime en continu, les élèves doivent négocier pour
arriver à se mettre d’accord sur leur choix final.
MOVIE FILE Manuel p. 43

Document 1 : This is Sarah

The Adcouncil makes public service films addressing critical social issues – like cyber bullying. This
film is serious but made in a fun and interesting way. It will definitely make your students think
twice before posting anything, anywhere and at any time.
Transcription
Document 1 This is Sarah

À l’écran Son
Step 1 Sarah sort du lycée, [sans son]
passe devant le chantier,
va au centre commercial,
au cinéma, dans un
restaurant.
Step 2 Sarah sort du lycée, Student: Hey Sarah!
passe devant le chantier, Sarah’s friend: Oh my God! He’s so cute!
va au centre commercial, Coach: Just do like I taught you! Love the new tattoo, Sarah!
au cinéma, dans un Boy on the escalator: That’s Sarah! The girl in the picture! That’s
restaurant. the girl I was telling you about!
Other boy: Oh, that’s her?
Cinema guy: Hey, Sarah! What colour underwear today?
Waiter: Hey Sarah! So when are you gonna post something new?
Narrator: Anything you post online, anyone can see. Think before
you post.
Step 3 [document entier]

Step 1 (sans son)
1. The situation
Main character: a teenage girl (probably Sarah).
Places: school, building site, shopping mall, cinema, restaurant.
People she meets: schoolboy – coach – two boys on the escalator – man who sells tickets at the
cinema – waiter.
2. happy – surprised – worried – panicked.
3. First, Sarah is happy because a cute school boy talks to her.
Then, she is surprised that a coach seems to know her.
Later, she is even more surprised when two boys on the escalator seem to recognize her.
In the evening, she gets worried because the man who sells tickets at the cinema seems to know
her too.
Finally, when a waiter at the restaurant tells her something, she panicks and runs away.
4. Réponses libres.
Step 2 (avec son)

5. n°1: Hey, Sarah!
n°2: Love the new tattoo, Sarah!
n°3: That’s Sarah! The girl in the picture! That’s the girl I was telling you about!
Oh, that’s her?
n°4: Hey, Sarah! What colour underwear today?
n°5: Hey Sarah! So when are you gonna post something new?
7. It may be an ad for an awareness campaign, or an ad to sell something, or an extract from a movie.
Step 3
8. What the narrator says: “Anything you post online, anyone can see.”
9 & 10. Réponses libres.
Document 2 : Today’s Students

Michael Wesch, PhD Assistant Professor of Cultural Anthropology at Kansas State University,
makes lots of films like this – or should we say his research teams of students make the films. You
can find out more about his work on digital ethnography at http://mediatedcultures.net. His
YouTube project is definitely worth a visit.
Transcription
Document 1 Today’s Students
À l’écran Son
Step 1 [Murs de l’amphi] If these walls could talk. What would they say? [musique]
[Étudiants, ouverture de la page Google, etc.]
“I will read 8 books this year.”
“2300 web pages and 1281 Facebook profiles.”
“I will write 42 pages for class this semester and over 500 pages of e-mail.”
“I get 7 hours of sleep each night.”

À l’écran Son
“I spend 1 1/2 hours watching TV each night.” [musique]
“I spend 3 1/2 hours a day on line.”
“I listen to music 2.5 hours a day.”
“I spend 2 hours on my cell phone.”
“Spend 3 hours in class.”
“2 hours eating.”
“I work 2 hours every day.”
“3 hours studying.”
“That’s a total of 26.5 hours per day.”
Step 2 Over one million people make less than $1 a day. This laptop costs more than
some people make in one year.
When I graduate I will probably have a job that does not exist today.
My baccalauréat won’t help me get out of there or deal with war, poverty…
[Panneaux avec tous les problèmes du monde]
I did not create these problems.
But they are my problems.
Some have suggested that technology can save us…

1. Topic of the document: a vision of students today / today’s students and technology.
What it shows: a classroom in a university – students showing facts and figures on sheets of paper.
Facts and/or figures you remember: réponses libres. C’est ici l’occasion d’inviter les élèves à faire
un travail de mémorisation.
2. 8: books read each year. 3:30: hours on line each day.
2300: webpages read. 2:30: hours spent listening to music.
1281: Facebook profiles read. 2: hours phoning.
42: pages written for class each semester. 3: hours in class.
500: pages of e-mail written. 2: hours spent eating.
7: hours of sleep each night. 2: hours working.
1:30: hours watching TV each night. 3: hours studying.
3. Right statements:
a. Even with diplomas, today’s students cannot be sure they will succeed in life. > My diploma
won’t help me get there.
c. Today’s students are not really prepared for the jobs they will have in the future. > When
I graduate I will probably have a job that does not exist today.
d. Today’s students will have to find solutions for problems created by their parents and grand-
parents. > I did not create these problems – But they are my problems.
ACTION Make a short video

CECR niveau A2
Répondre à des questions et en poser sur les habitudes, le travail, les loisirs et les activi-
tés passées.
Cette activité assez simple amène les élèves à préparer des questions et à aller les poser à leurs
camarades pour préparer un sondage sur les habitudes de la classe. Ils seront amenés à utiliser la
forme interrogative, puis à exprimer des chiffres et des pourcentages. La réalisation d’une vidéo
présentant leurs résultats permet de donner du sens à ce travail, grâce à une production finale
concrète et observable.
WORD BANK Manuel p. 43

1. a. I’ll look it up in the directory.
b. Please turn the TV off.
c. Can you turn the light on, please.
d. Many teens use their phones to send text messages, not to make phone calls.
e. You must delete it.
f. I must reply now.
2. a. print: printer (imprimante).
b. connect: connection (connexion).
c. access: access (accès).
d. reply: reply (réponse).
e. start: start (démarrage).
f. record: recording (enregistrement).
3. a. You need software to make the computer useful.
b. You need a screen to see what you are doing.
c. You need a keyboard to write your text.
d. You need a mouse to move around on the screen.
e. You need loudspeakers to hear mp3s.
f. You need a printer to transfer your work on paper.
4. You can send / get / read / write / delete / print / save / reply to / a message.
TEXT FILE 1 He’s Logged On! Manuel p. 44/45

CECR niveau A2
Trouver, avec de l’aide, des informations concrète dans un texte court et en comprendre
l’essentiel.
CECR niveau B1
• Deviner, à l’aide du contexte, le sens des mots inconnus.
• Comprendre les événements principaux dans un texte narratif.
• Comprendre l’essentiel d’un texte traitant d’une thématique familière, rédigé dans une
langue courante, sans trop de phrases complexes.
This is an extract from Princess in Waiting by Meg Cabot. Meg Cabot began publishing in 1998, and
practically wrote a novel every month. By early 2006, she had published forty-four works of fiction.
In 2000, Cabot hit the jackpot with The Princess Diaries, a young adult novel that quickly caught on
with teenage readers. She has a wry sense of humor and accurately captures “teen-speak.” In
2001, The Princess Diaries was adapted for the big screen by Disney and its popularity catapulted
Cabot from writer to celebrity. This extract illustrates the importance of IM (Instant Messaging) in
teens’ lives.
BEFORE YOU READ •
1. We can see two teenagers looking at the screen of their computers and typing. The title of the
text can make us say / lead us to say / that they are communicating.
2. The exclamation mark in the title perhaps shows that the girl is pleased or surprised to find out
that the boy is logged on.
3. Instant Messaging is exchanging text messages in real time. You have to enter your password to
log in and to enter the screen names of the people you want to communicate with. Then you type
your message and press enter to send it. Your friends are instantly alerted that you are talking
to them.
NOW READ •
A2 (Workbook)
Concentrate on lines 1 to 6
1. The promise: call Michael in the evening.
The reason: gotten in too late to call.
2. Instant message him.
3. Il s’agit ici de demander aux élèves qui ont repéré des éléments de les relier entre eux pour
reconstituer le sens du message.
FtLouie had promised Michael to call in the evening. She found an excuse: she said she got in too
late to call. Then, she had a brilliant idea: she could instant message him.
Concentrate on the lines in Italics

4. The passages in italics correspond to the messages written by the two teenagers.
5. LinuxRulz and FtLouie are the screen names chosen by the two protagonists. LinuxRulz is
Michale’s screen name, FtLouie is Princess’s.
6. The excuse: Just super busy. / It’s after eleven; I didn’t want your mom and dad to get mad.
the question : Should we pick you up for school tomorrow?
7. LinuxRulz: What are you doing Friday?
FtLouie: Nothing. Why?
LinuxRulz: Want to go to dinner at the Screening Room?
FtLouie: I think that would be OK. I’ll have to check with my mom.
8. Nouvelle pause récapitulative permettant aux élèves de faire la synthèse de ce qu’ils ont
compris et de reconstruire le sens du texte.
Princess and Michael are going to have dinner at the Screening Room and watch Star Wars.
Concentrate on FtLouie’s narration
9. Sadly = She is sad because she could not call Michael .
Excited = She is excited because Michael has invited her out.
Luckier = She is lucky because she is going to watch her favorite movie with him.
Weird = She feels weird because she couldn’t tell Michael she loved him.
10. The words in capital letters are the words she stresses to express her surprise, happiness/delight
and excitement.
11. She doesn’t tell Michael about her feelings because it’s embarrassing, telling the person you
love that you love them.
12. Pause recapitulative permettant aux élèves de reconstruire l’ensemble du message.

B1 (Manuel)
4. The girl is in her room, feeling sad. She has stopped calling Michael, her friend, and she doesn’t
know how to justify her change of attitudes. She suddenly finds a solution: if he is logged on she
is going to instant message him to give him a reason for not calling. The girl calls herself
FtLouie. The screen name the boy has chosen is LinuxRulz.
5. The passages in italics correspond to the messages written by the two teenagers.
6. Her “plan” was to stop calling him to force him to react / to make him react / and thus see if he
had an interest in her.
7. For their first date Michael wants to take FtLouie to the Screening Room, a place where you have
dinner while the movie is going / is showing – it is a place where you can watch a film while
you’re having dinner / you’re eating.
On pourra rebrasser l’utilisation des deux aspects du présent et l’expression de la simultanéité.
Now she is feeling extremely happy and excited. She can’t believe what she is reading; she is both
surprised / astonished and delighted. She says, “Was he asking me OUT? Were Michael and I
actually going to have a date? At last???? I tried to type casually so he wouldn’t know that I was
so excited.”, “Could there BE a girl luckier than me? My fingers were trembling as I typed.” Both
the interrogation or exclamation marks and the words she stresses (those in capital letters) also
express her surprise, happiness / delight and excitement.
On pourra revoir l’expression de la joie, de la surprise et passer des noms aux adjectifs.
8. She doesn’t let the boy know about her feelings because she finds it strange and embarrassing to
tell him she loves him. To hide her feelings and excitement she tells him she has to ask her mum for
permission / she has to ask her mum if they are free the following Friday / if she will let her go out.
AFTER READING •
COMPODICTO
Transcription
To test Michael’s feelings, FtLouie has decided to stop calling him. But she feels sad and wonders
what excuse she will find for not phoning. So she decides to text message him. He answers
straightaway and says he is pleased to hear from her. He invites her out on the following Friday.
She feels overjoyed and excited but hides her feelings.
WORDS •
1. a. get news from: hear from.
b. occupied: busy.
c. really: actually.
d. in a relaxed way: casually.
e. verify: check.
f. strange: weird.
2. a. We pick him up before school (line 2): We call on him to drive him to school.
b. I miss you (line 25): I can’t wait to see you.
3. Words related to computers:
logged on: branché.
instant message (v): parler sur MSM / envoyer un message sur MSM.
be on line: être en ligne.
screen name: un pseudo.
type (v): taper.
ACTION Write an entry in FtLouie’s diary

CECR niveau A2
Relater des événements, des expériences.
Ce travail d’écriture a pour objectif d’amener les élèves à faire la synthèse du travail qui a été fait
à partir du texte support, tout en rendant explicite ce qui est implicite dans le texte : les sentiments
de FtLouie. Ce travail donne un sens à la lecture; on lit avec un but précis : trouver les informations
nécessaires à la réalisation de la tâche proposée.
GRAMMAR FILE Le présent Manuel p. 46

OBSERVE •
1. Are you doing / they’re showing / is going: présent en be + V-ing.
Do you want / you have / I mean / you love / you love: présent simple.
2. Dans l’exemple c, la seconde proposition (while the movie is going) sert de cadre pour l’autre.
L’aspect utilisé est be + V-ing.
3. Dans l’exemple d, les verbes sont au présent simple car ils expriment des sentiments ou des opinions.
4. Dans l’exemple b, le présent be + V-ing a une valeur de description.
5. Dans l’exemple a, le présent be + V-ing se réfère à l’avenir proche. On trouve on Friday comme
marqueur de temps.
PRACTISE •
1. a. FtLouie is excited because Michael is inviting her out on Friday.
b. FtLouie usually phones Michael six times a day.
c. Right now FtLouie is sitting in her bedroom, thinking of Michael.
d. FtLouie’s fingers are trembling while she is typing.
2. a. At home Michael is waiting for FtLouie to call him. (description de Michael)
b. Michael and FtLouie see each other at school every day. (exprime l’habitude)
c. FtLouie loves Michael. (verbe exprimant un sentiment)
d. FtLouie and her dad pick up Michael every morning. (exprime l’habitude)
3. a. Michael does not know that FtLouie has planned everything.
b. While FtLouie is writing to Michael, her parents are watching TV.
c. Every day at 8:15 they stop at Michael’s home to take him to school.
d. Teenagers enjoy using new technologies to communicate.
e. Next Friday the two teenagers are going out together for the first time.
4. a. Michael often changes his screen name.
b. Wait a minute! I’m logging in / connecting.
c. Michael, who misses FtLouie, is delighted to see that she is contacting him.
d. Every day, teenagers spend about 3 hours in front of their computers.
ACTION Tell the sound story
CECR niveau A2
Raconter une histoire ou décrire quelque chose par une simple liste de points.
Cette activité a un objectif essentiellement grammatical : les élèves sont invités à décrire ce qu’ils
entendent, et donc à utiliser le présent be + V-ing. L’aspect ludique de l’activité la rend motivante, et
l’appel fait à leur imagination est en même temps un entraînement à une des sous-capacités des acti-
vités de réception : être capable, à partir d’indices paratextuels, d’inférer et d’émettre des hypothèses.
EXPRESSION FILE Manuel p. 57

PICTURE TALK
1. We can see a teenage girl sitting on a stool. She is properly dressed but she is holding her
computer and, on the screen of the computer, we can see her chest and she is only wearing a
bra. Below the picture, there is a catch phrase “Think before you post.” We can think that this
document is part of a campaign aimed at teenagers.
2. The girl is shown wearing her bra to illustrate how private things become public for everyone
when posted on social networking sites on the Internet.
The words around the computer show all the people online who can see the girl wearing just her bra.
You can see the names of the organizations sponsoring the campaign at the bottom of the
picture. This is an ad from the Adcouncil who made This is Sarah – our first Movie File – to
discourage teenagers before posting private pictures.
3. Réponse personnelle.
ACTION 1 Are you for or against information technologies?

CECR niveau B1
Exprimer poliment ses opinions, son accord et son désaccord en donnant brièvement des
raisons et des explications.
La tâche d’interaction permet aux élèves de préparer le travail d’écriture. Elle est en lien avec le
thème général du folder, et donc préparée par le travail déjà effectué sur les différents supports.
Elle est un entraînement aux débats que le professeur sera amené à mettre en place dans sa classe.
Les élèves travaillent à deux. Il s’agit pour eux d’apprendre à prendre en compte le point de vue de
leur interlocuteur pour ensuite le contredire. Il sera donc utile, avant de lancer cette activité, de
faire un rappel de structures nécessaires.
Prendre en compte l’argument de son interlocuteur : That’s absolutely true… / I agree with your
point… / That’s just what I was thinking… / That’s exactly what I think… / That’s a good point…
Yes, perhaps, however… / Well, yes, but… / Yes, in a way, however… / Hmm, possibly, but… / Well,
you have a point there, but… / I guess you could be right, but… / Yes, I suppose so; however…
Contredire son interlocuteur : I am not so sure. / Do you think so? / Well, it depends / I’m not so
certain / Well, I don’t know / Well, I’m not so sure about that.
No, I don’t think so / I disagree with you / I’m afraid I don’t agree / I can’t agree with you / You
can’t actually mean that / You can’t be serious about that / You must be joking.
ACTION 2 Write a dialogue
CECR niveau B1
Décrire ses sentiments et ses réactions.
Cette activité, pour laquelle un guidage est proposé dans le Workbook, permet aux élèves de
réutiliser, par le biais d’une autre activité langagière, ce qui a été dit lors de l’activité précédente.
Ils peuvent ainsi faire la synthèse et reformuler les opinions exposées précédemment, tout en se
concentrant essentiellement sur la façon d’exprimer ces idées.
OBSERVE • (Workbook)
Les élèves se rendront compte que la totalité du texte modèle peut rentrer dans les cases.
Contradiction Argument Example/development
Samuel It’s fabulous! /
Jennie Really? I don’t agree. To begin with, the plot was A man who discovers his
ridiculous. girlfriend is in fact an alien
from Saturn… that’s
ridiculous!
Samuel Don’t exaggerate. You know very well it’s a And anyway, I think the
fantasy story, and fantasy actors were great. Julie
stories can’t be taken Anderson is the most
literally. beautiful actress I’ve ever
seen.
Jennie You’re right, she is gorgeous, You also have to act well. You just don’t believe Julie
but being beautiful doesn’t Anderson is an alien.
mean you are a good
actress.
Samuel I don’t agree with you. The story was great, the It was definitely a great
setting was beautiful, and I movie!
love Julie Anderson.
TEXT FILE 2 Teen Blogs Manuel p. 48

CECR niveau B1
Janet Kornblum is a journalist with USA Today. She reports here on how teenagers are replacing
journals and personal diaries with blogs. She highlights the contradiction that teenagers post up
private information for everyone to see but get angry when their parents read about their private
lives. Is this fair on mum and dad? What do your students think?

1. “Teens have blogs.” “On their blogs they write about themselves, their favourite activities and
music.” “They complain about their parents or teachers.” “They say how they feel.” “They share
opinions.” “They ask for advice / for help.” “They make friends.”
2. Part 1: lines 1 to 17 “Why teens have blogs.”
Part 2: lines 18 to 29 “An example: Jenny Rypkema.”
3. Today’s teen blogs replace personal diaries, phone calls, going out with friends.
4. They make friends, test social limits, get support from others and give vent to / pour out their
feelings and emotions. They also put photos and post articles or videos on their blogs.
5. Many schools have banned / prohibited blogs and social sites because they feel teens spend too
much time on them and neglect their school work to post new articles / to update their blogs.
6. Teenagers need blogs to communicate because they have serious identity problems and they
also feel like letting out their emotions and feelings.
7. Jenny Rypkema’s dad read her blog and she felt both angry and surprised. She thought he
wanted to spy on her.
8. Her father didn’t understand her reaction because he thinks that when you post something on
the web you should know that anybody can read it; and he feels parents are entitled to read
their children’s blogs like anybody else. He thinks parents always wish to know their children
better and reading their blogs is a way of knowing them better.
WORD EXERCISES • (Workbook)

1. a. diary (line 2): journal intime.
b. hang out (line 3): sort.
c. complain (line 11): se plaindre.
d. blush (line 13): rougir.
2. a. support (lines 6 & 16): supporter > réconfort.
b. banned (line 9): bannir > ont interdit.
c. strangers (line 27): étrangers.
3. hooked (line 17): they never have enough > ils sont accros.
snoop on (line 23): read in secret > mettre mon nez dans.
4. a. amitiés: friendships.
b. copains de classe: classmates.
5. a. rechercher (§1): seek.
b. partager (§2): share.
c. quotidien (§2): daily.
d. déverser (§3): pour out.
SUMMARY • (Workbook)
Transcription
More and more teens are using blogs and social sites like LiveJournal or MySpace. They communicate
with their friends, they complain about parents and homework, they talk about their personal
lives, they post songs and they support each other. Many teens are hooked on blogging.
For example, Rypkema, 17, is proud to have about 120 readers. But she was surprised and angry
when her dad read her blog. Her father did not understand why she was furious.

GRAMMAR EXERCISES • LE PRÉSENT (Workbook)
1. a. Teens complain about… and share daily dramas. > Information brute.
b. More and more teens are using blogs… > Commentaire de ce que l’on constate.
c. Jenny can’t talk to you right now, she is working. > Commentaire de ce que l’on constate.
d. I feel my family shouldn’t be reading my diary. > Sentiment ou opinion.
e. Teens are having huge identity problems. > Commentaire de ce que l’on constate.
f. He’s always snooping on my blog! > Irritation.
g. The programme about blogs is starting at 7:30. > Référence à l’avenir.
2. a. Read that! Jenny is complaining about her father again.
b. Every day she posts a few photos about what has happened at school.
c. You are reading my blog again!
d. I hate it when my friends comment on the photos I have posted.
e. This afternoon, I am meeting a girl I met on my blog.
f. When you post a message on Facebook, all your friends know about it.
3. a. The young spend more time on the Internet than watching TV.
b. Wait! I am downloading a song. I can’t switch off my computer.
c. He makes me mad. He spends his time posting messages on my Facebook wall.
d. Every day, she reads her friends’ blogs to know how they are.
e. It’s worrying. He spends more and more time on his computer and he does not see his friends
any more / he no longer sees his friends.
ACTION Tell your father what you think

CECR niveau B1
Exprimer ses opinions, son accord et son désaccord en donnant brièvement des raisons et
des explications.
Ce jeu de rôle amène les élèves à exprimer verbalement à la fois ce qu’ils ont lu dans le texte, et donc
à en faire la synthèse, et ce qu’ils ont pu ressentir en lisant le support. Il est important, lors de la
mise en œuvre de cette activité, de s’assurer que les élèves n’écrivent pas le dialogue avant de le
jouer. Ils pourront, lors de la phase de préparation, se mettre d’accord sur les arguments qui seront
développés par les deux protagonistes, et sur le déroulement de la discussion, voire sur son aboutis-
sement, mais leur permettre d’écrire serait contradictoire avec l’objectif fixé. Il s’agit bien d’expres-
sion orale, et non d’écrit oralisé. Ce point déstabilisera certainement les élèves les premières fois,
mais c’est la régularité de ce type d’entraînement qui leur permettra de devenir plus compétents.
TEST FILE Manuel p. 49

READING •
CECR niveau A2
Trouver une information précise et concrète dans un texte court.
1. a. True: “Originally, YouTube was famous for entertainment… It also provides information.”
b. False: “Now YouTube is also for education. It has recently launched a new home called
YouTube EDU.”
c. False: “On iTunes… you can download free lectures.”
d. True: “This is a great opportunity for lots of people, including students in developing countries."
2. a. YouTube “provides information. This is an excellent way to learn and you don’t have to read
complicated explanations.”
b. “You can download free lectures from famous schools like Oxford or Yale or Paris HEC.”
c. “With these open educational resources, people … can learn about any subject – science,
history, psychology, etc.”
d. “This is a great opportunity for lots of people, including students in developing countries who
can access good material from prestigious universities.”
CECR niveau B1
Deviner, à l’aide du contexte, le sens des mots inconnus.
3. divertissement : entertainment – fournir : provide – lancer : launch – conférence : lecture –
télécharger : download
WRITING •
La forme écrite du dialogue vient d’être étudiée (Workbook). Le sujet d’expression proposé va
permettre de vérifier si les élèves sont capables d’utiliser les stratégies mises en place. Dans les
critères d’évaluation, on pensera donc à prendre en compte la forme et le style (niveau de langue)
autant que la correction de la langue et la richesse des idées.
Quant à l’argumentation, elle a été préparée par :
– le Sound File qui présente l’utilisation des jeux en ligne à travers l’exemple de WoW;
– le travail sur les vidéos et les exercices lexicaux de la page 43 du manuel;
– le Text File 1 où l’on voit deux jeunes communiquer grâce au chat;
– le Text File 2 où la journaliste aborde le problème des blogs;
– les pages 50 et 51 du Practical File qui apportent des outils langagiers supplémentaires.
Les élèves ne devraient donc pas être à court d’idées et d’outils!
PRACTICAL FILE Smart Writing Manuel p. 50/51

Writing Emails…
You can be less formal in an email than in a letter, but there is no excuse for making spelling and
grammar mistakes. As in a letter, you need an introduction, a middle and an end.
SORT OUT THE DOS FROM THE DON’TS
Dos Don’ts
1. Back up important email with a phone call, 4. Reply to everyone addressed in the email.
in case your email is not received. 6. Reply to spam.
2. Be brief and to the point in an email. 7. Forward viruses and hoaxes.
3. Use correct grammar and punctuation 8. Write in capital letters unless you are very
in emails. angry.
5. Proofread your email before you send it. 10. Send very heavy attachments.
9. Use the same structure as in a letter.
FIND THE EQUIVALENTS IN THE LIST
1. Asap (as soon as possible). 7. Proofread your email.
2. Keep in touch. 8. This file is too heavy.
3. Thank you for replying so fast. 9. Best regards,
4. Looking forward to hearing from you. 10. Junk mail.
5. Yours sincerely, 11. You forgot the attachment.
6. Delete the trash from time to time.
COMPLETE THIS EMAIL

I am having a party on Saturday. I would love you to come. There will be lots to eat and tons of
music to listen to. But would you mind bringing the drinks? The party will be starting at 8 and if you
don’t feel like going home late you can stay in the spare room. I am attaching a map of where I live
and can click on this link for transport times: www.tfl.gov.uk. Looking forward to hearing from you,
ACTION Answer an invitation

CECR niveau A2
Écrire un bref message électronique pour proposer une rencontre, inviter.
Cette activité vise à permettre aux élèves d’utiliser, dans le cadre d’une activité simple, les struc-
tures et les conseils donnés dans ces pages, et ainsi de mieux les fixer.
Writing Text Messages…

SIX THINGS TO DO
1. Call the person if your message is urgent. It might get ignored.
2. In text messages, leave out vowels to go faster.
3. Don’t write text messages while talking to someone. It’s not polite.
4. Don’t get upset if the person does not reply. Perhaps they didn’t get your message.
5. Don’t text while you’re driving. It’s dangerous.
6. Be aware of the time when you send a message.

1. Predictive texting. 5. You need a pin code to unlock the keypad.
2. Providers offer text message packages. 6. Forward messages.
3. Check the settings. 7. Top-up your phone so you don’t run out of credit.
4. Switch off the ringtone. 8. The keypad.
MATCH THE “TXT MSGS” TO THE REAL WORDS

The shortcuts are based on how words sound. j4u = just for you – cuz = because – cul8tr = see you
later – b4 = before – cw2cu = can’t wait to see you – zzzzz = sleeping – d8 = date – tlkl8r = talk later
– ic = I see – l8 = late – w4m = wait for me – rgds = regards – gr8t = great
ACTION Write text messages

CECR niveau A2
Écrire un bref message électronique.
Cette activité vise à permettre aux élèves de mettre en œuvre les conseils donnés dans ces pages, et
ainsi de mieux les fixer. Ce nouveau mode de communication que constitue le langage SMS ne peut
être ignoré, et il est probable que les élèves connaissent déjà la plupart des abréviations données.
Folder 2 American Indians
MEMORY • SENSE OF BELONGING
When Columbus landed on the island of San Salvador in 1492, he was welcomed by a “brown-
skinned people.” Their physical appearance confirmed his opinion that he had at last reached
India. So, he called the people Indios – Indians. This name, much mistaken in its first application,
has since held its own and won general acceptance, except in strictly scientific writing, where the
more exact term, American Indians, is commonly used. The plight of the American Indians is known
throughout the World.
Sommaire
CULTURE BLOG First Nations
About 1.5% of the population in the U.S. is American Indian and 20% live on
reservations. We have tried to give an overview of the history of Native Americans
and show how their life is evolving today.
SOUND FILE A Crazy Hot Day on the Rez
In this Sound File you can actually hear Alexie Sherman read from his book in an
original and highly moving way.
MOVIE FILE Document 1 : Black Eagle
In this news report we can see Senator Barack Obama visiting the reservation of
the Crow Nation.
Document 2 : The Crying Indian
An ad for Keep America Beautiful, an environmental organization founded in 1953.
WORD BANK
TEXT FILE 1 A Poor Reservation Kid
This extract from The Absolutely True Diary of a Part-time Indian by Sherman
Alexie is based on the author’s real life. Knowing this makes it even more moving.
GRAMMAR FILE La comparaison
EXPRESSION FILE
Picture Talk : A cartoon about Indian casinos
Actions 1 and 2 : Make a difficult decision
TEXT FILE 2 Lakota Chief, Crazy Horse
Here the students can learn more about Crazy Horse – good friend of Little Big
Man – and why he has become an American legend.
TEST FILE Une évaluation de l’oral : écoute et production (prise de parole en
continu et interaction).
ART HISTORY FILE A Panorama of American Music
74 Folder 2 American Indians

CULTURE BLOG First Nations Manuel p. 54/55
CECR niveau B1
Le premier texte dresse un panorama de l’histoire des Indiens d’Amérique et de leur traitement par
les colons européens du XVIe siècle à nos jours. Le second texte dépeint la situation des Indiens
d’Amérique aujourd’hui, en particulier leur vie dans les réserves.
Si la classe s’y prête, on pourra donner aux élèves ce court poème en introduction ou en conclusion.
Where Will Our Children Live…

A lonesome warrior stands in fear of what the future brings,
He will never hear the beating drums or the songs his brothers sing.
Our many nations once stood tall and ranged from shore to shore
But most are gone and few remain and the buffalo roam no more.
We shared our food and our land and gave with open hearts,
We wanted peace and love and hope, but all were torn apart.
All this was taken because we did not know what the white man had in store,
They killed our people and raped our lands and the buffalo roam no more.
But those of us who still remain hold our heads up high,
And the spirits of the elders flow through us as if they never died.
Our dreams will live on forever and our nations will be reborn,
Our bone and beads and feathers all will be proudly worn.
If you listen close you will hear the drums and songs upon the winds,
And in the distance you will see… the buffalo roam again.
Tommy Flamewalker Manasco
1 From Peace to War

1. The Europeans fought the Indians because they wanted the natives’ lands.
2. The number of Native Americans dropped dramatically in the 18th and 19th centuries because of
the extermination of the buffaloes, the wars and the diseases brought by European immigrants.
3. The frontier was “pushed westward” over the years because the number of European immigrants
grew and they needed land to settle on.
2 Native Americans Today
1. Today there are 4 million Indians whereas there used to be 15 million of them in the 17th century.
This means that the number of Indians today is a quarter of what it used to be when the
Europeans colonized the country.
2. A reservation is an area set up by the U.S. government for native tribes that had lost their lands.
3. A Harvard University study shows that, even if Indian communities are still poorer and less
educated than the rest of the population, their situation has improved over the last twenty
years.
Folder 2 American Indians 75
POD LECTURE • Indian Reservation Casinos
CECR niveau B1
Comprendre globalement les arguments utilisés.
Ce document montre comment certaines tribus indiennes s’enrichissent grâce au jeu et aux casinos
qu’elles construisent sur leurs réserves. Il dévoile aussi les aspects positifs et négatifs de ce phé-
nomène.
Afin que les élèves abordent l’enregistrement plus facilement, il sera utile de travailler à partir du
titre et de l’illustration de la page 54. Le professeur pourra apporter du lexique : gamble, gambling,
bingo, benefit, etc., s’il juge que les élèves ne le connaissent pas.
Avant de proposer la Pod Lecture, le professeur vérifiera que les élèves comprennent les amorces et
ont préparé leur prise de notes (recopier les amorces de phrases, les chiffres) et les encouragera à
ne noter que des mots ou chiffres demandés pendant l’écoute.
Après la correction, il pourra demander aux élèves de restituer l’essentiel du document à partir des
notes prises et les amener à construire un résumé structuré de l’enregistrement.
Transcription
Professor: So, where is the most money made from gambling?
Student: In Las Vegas?
Student: In Atlantic City?
Professor: Well one would think so. They are both famous places for gambling. But you are
wrong. Currently, the money generated by Indian reservation casinos brings in about $19.4 billion
dollars every year. It is more money than Las Vegas and Atlantic City combined. There are
approximately 367 Indian gambling establishments in the United States. Some tribes have several
casinos and others do not have any.
Gambling on Indian reservations began in the late 1970s when a tribe opened a bingo establishment
in Florida. Visitors immediately rushed to the reservation and generated $100 million in its first
year.
The Indian gambling industry has been both a good and bad thing for Native Americans. In some
states the whole community has benefited from the money; whereas in others, the money has
brought about organized crime. And in states where gambling is forbidden, reservations live in
complete poverty.
1. They gamble.
2. Las Vegas and Atlantic City are places famous for gambling enterprises.
3. These two cities are compared to Indian reservation casinos.
4. 19.4 (billion): money made by Indian reservation casinos.
367: number of Indian gambling establishments.
1970s: period when gambling started on Indian reservations.
100 million: money earned by the first Indian bingo establishment in 1970.
5. The first Indian reservation casino opened in Florida in 1970.
6. Visitors rushed to the reservation.
7. This gambling industry is good because in some states it has benefited the whole community
(the Indians now have a better standard of living / the Indians’ situation has improved) but in
other states it has brought about organized crime.

ACTION Update your Year Blog
CECR niveau B1
Faire un exposé simple et direct et préparé, sur un sujet familier.
Les élèves sont amenés à faire une synthèse guidée des informations qu’ils ont pu tirer du travail
sur les pages du Culture Blog. Cette synthèse est faite oralement. Ils s’enregistrent (il sera possible,
pour ce faire, de les emmener en laboratoire, d’utiliser des dictaphones, des lecteurs enregistreurs
mp3, ou même tout simplement de leur demander d’utiliser leurs téléphones portables) et peuvent
ainsi mettre en ligne leur production dans leur Year Blog.
SOUND FILE A Crazy Hot Day on the Rez Manuel p. 56

CECR niveau A2
CECR niveau B1
This is an excerpt from The Absolutely True Diary of a Part-time Indian (cf. Text File 1).
We enjoyed Sherman Alexie’s novel so much that we have also included an extract for the reading
section of our chapter. In this Sound File, you can actually hear Alexie Sherman read from his book
in an original and highly moving way.
Le professeur pourra faire lire le texte (Text File 1) avant d’aborder ce document authentique. Les
élèves seront ainsi familiarisés avec le personnage d’Arnold (en fait, l’auteur lui-même). Dans cette
scène, Arnold et son ami Rowdy, harassés par la chaleur, parlent de leur rêve : avoir l’air conditionné,
un luxe que le basketball pourrait offrir à Rowdy en le faisant sortir de la misère.
Transcription
It was July. Crazy hot and dry. It hadn’t rained in, like, sixty days. […] Mostly Rowdy, my best
friend, and I just sat in my basement room, which was maybe five degrees cooler than the rest of
the house, and read books and watched TV and played video games.
***
Mostly Rowdy and I just sat still and dreamed about air conditioning.
“When I get rich and famous,” Rowdy said, “I’m going to have a house that has an air conditioner
in every room.”
“But wait,” I said, “Sears has those big air conditioners that can cool a whole house.”
“Just one machine?”
“Yeah, you put it outside and you connect it through the air vents and stuff.”
“Wow, how much does that cost?”
“Like, a thousand dollars, I think.”
“I’ll never have that much money.”
***
“You will when you play in the NBA.” […]
Rowdy didn’t believe in himself. Not much. So I tried to pump him up.
“You’re the toughest kid on the rez,” I said.
“I know,”
“You’re the fastest and the strongest.”
“I know.”
“And the most handsome, too.” […]
We laughed ourselves silly. We were always laughing ourselves silly. We laughed ourselves sweaty.
“Don’t make me laugh,” I said. “It’s too hot to laugh.”
“It’s too hot to sit in this house. Let’s get out of here. Let’s get out of here now.” And so we did.

1. Son de sit : sixty – rich – big – kid – silly – sit.
Son de sheep : degrees – dreamed – machine – believe.
2. July – basement – degrees – conditioner – connect – machine – believe – handsome
3. a. Books contient le son de bull.
b. Tough contient le son de cut.
c. Put contient le son de bull.
d. Wait contient le son de cake.
e. Sat contient le son de cat.
4. Degree: degré
air conditioning: climatisation
cool (verb): rafraîchir
air vents: tuyaux de ventilation
5. On pourra demander aux élèves de donner les équivalents français des mots.
Basement: sous-sol
pump up: encourager
tough: fort, résistant
laugh: rire
sweaty (be): être en sueur
Anticipate (Manuel)
1. The document could be about two young Indians speaking about their future, their dreams, or
their hobbies. They may also be comforting or encouraging each other.
2. The boys are dreaming of playing basketball with their friends or perhaps of joining a team.
3. If they could practise basketball and train seriously, they might be spotted and offered the chance
to join a prestigious team. Like Michael Jordan, they could get out of poverty, make money and
climb the social ladder. Sport could be a way out of the reservation, and out of their “ghetto.”
NOW LISTEN •
A2 (Workbook)
First Listening
6, 7 & 8. Avec cet entraînement, nous incitons les élèves à être plus autonomes. Nous conseillons
au professeur de permettre, dans un deuxième temps, aux élèves de comparer leurs réponses par
groupes de deux.
9 & 10. Where: in a basement room.
When: July, on a crazy hot day.
Who: two boys: the narrator and Rowdy.
What the boys were doing: they sat, read books, watched TV and played video games.
11. The topic of the conversation: air conditioning.
12. The questions asked by Rowdy: “Just one machine?” “How much does that cost?”
13. The answers: “You put it outside and you connect it through the air vents and stuff.”
“ A thousand dollars, I think.”
14. Rowdy’s conclusion: “I’ll never have that much money.”
15. What Arnold says: “You will when you play in the NBA.”
16. The adjectives that apply to Rowdy: toughest – fastest – strongest – most handsome.
17. The verb: laughed – the adjective that is repeated twice: silly. Comment: réponse libre. On aura
pris soin de faire lire le texte du Culture Blog qui décrit la vie dans les réserves.
B1 (Manuel)
4. It was very hot and dry and the boys could not play outside. They sat in the basement room,
which was a little cooler than the rest of the house, and read books and watched TV and played
video games.
5. They dreamt of a house with an air conditioner in every room. They would feel much better. If
Rowdy played in the NBA, he would earn a lot of money and couls afford an air conditioner.
6. Rowdy does not really believe in his dream. He is not sure he is tough and fast enough to be
selected.
7. Sherman tells him he is the toughest, the fastest, the strongest and the most handsome kid on
the rez.
8. They laugh because they know they are exaggerating, particularly when it comes to their
attractiveness.
9. The boys’ families probably did not have much money, and they knew that their future would
most probably be spent on the rez, working there and earning little money.
AFTER LISTENING •
Sum up the document
Il s’agit ici d’amener les élèves à faire la synthèse de ce qu’ils ont compris afin de relier les
différents éléments repérés entre eux pour reconstruire le sens du passage.
Example: Two boys are sitting in a basement on a very hot day. They imagine what their life would
be like, with enough money to make their dreams come true, like having a house with air
conditioning in every room. Rowdy dreams of becoming a famous basketball player – for example,
playing in the NBA. He knows he is fast and strong, but he also knows he is probably not strong and
fast enough to become a professional player. His dream will probably never come true.
Pronunciation
On fera prendre conscience de la prononciation du < h > en anglais, par exemple en proposant aux
élèves de mettre leur main devant leur bouche pour bien sentir l’expiration.
ACTION Act out the boys’ conversation
CECR niveau A2
Communiquer et échanger sur des sujets connus.
Cette activité permet aux élèves de s’entraîner à l’interaction. Les élèves reformulent un dialogue
qu’ils ont entendu. Le lexique, les structures les plus importantes et les idées sont donc déjà à leur
disposition, il leur appartient maintenant de s’approprier ces outils. Il est bien entendu que ce tra-
vail se fait sans phase préliminaire d’écriture, il ne s’agit pas de lire un script, mais bien d’inter-
préter une scène familière.
MOVIE FILE Manuel p. 57

Document 1 : Black Eagle

Senator Barack Obama was the first American presidential candidate to visit the reservation of
the Crow Nation and, in doing so, was adopted into the nation under the Crow name “Black Eagle”
which means, “One Who Helps People throughout the Land.”
In this news report, we can see firsthand what conditions are like on many reservations and what
Obama promised to do to help Native Americans when he became President.
Transcription
Document 1 Black Eagle

À l’écran Son
Step 1 Carte US + photo journaliste. [sans son]
Un Indien qui danse.
Obama dans la foule.
Obama et des chefs indiens,
des Indiens en réunion.
Des maisons.
Panneau entrée dans la réserve.
1 : Un Job center et un vieil Indien.
2 : Une pièce en désordre, une
femme qui pleure, des maisons.
Le même vieil Indien.
3 : Des photos de soldats. Une
femme interviewée.
4 : Un homme interviewé, une
salle d’attente.
Step 2 [Idem step 1] A senior *Assiniboine and Sioux Indians perform a dance of
celebration for the arrival of a man they call “Black Eagle.”
The Indian name has been given to Democratic presidential
candidate Barack Obama. Here on Montana’s largest
* Les Assiniboines sont une tribu qui appartient à la branche Sioux.
À l’écran Son
reservation, a staggering 70 percent of the 8000 people
have no jobs.
“Yeah, I’m forgotten, that’s it.”
One of them is a struggling artist and self admitted
alcoholic who lives in a rundown building with his wife
and mother-in-law.
“No bathroom, no shower.”
They have no running water.
“I feel forgotten. That’s why I drink.”
Others here talk about the young Native Americans being
recruited, fighting and dying for their country in
Afghanistan and Iraq – and the US government’s failure,
they say, to provide promised money for health care at
home on the reservation.
“I think we have two doctors now who care for, I would
say, approximately 8000 people on the reservation. You
just can’t get to see a doctor! If you want to see a doctor,
you’ll have to make an appointment, which will probably
be two or three months down the line.”
Step 3 Journaliste dans la plaine. Many Native Americans here say the American government
has failed to keep its promise to help them in exchange
for taking much of their land when peace treaties were
signed here more than a century ago.
Few have been ignored by Washington for as long as
Obama en campagne. Native Americans…
Obama has promised to appoint a Native American as a
special adviser to his staff if he becomes president. The
Photos d’Obama avec des tribal councils here says Obama clinched their support at a
Indiens. private meeting here back in April. They told him that they
were used to calling American presidents the Great White
Father. Then they asked Obama what they should call him.
Obama laughed, they say, and replied, “You can call me
Barack.”

Step 1 (sans son)
1. The document shows an Indian reservation. It was broadcast during the campaign for the
presidential elections of 2008 in the U.S.A. We can see Obama surrounded by Indians. Some are
wearing traditional clothes; others are probably leaders of the Native American community.
Judging from the pictures, the topic dealt with must be unemployment, poverty, health issues
and the war with Iraq.
Cette anticipation sur le contenu, qui peut être faite à partir des images du reportage, pourra
être complétée par d’autres détails repérés par les élèves.
Step 2
2. Réponses libres. Les élèves vérifient leurs hypothèses et repèrent dans le discours les mots
associés aux thèmes repérés.
3. a. Unemployment: 70% - 8000 people – no job – forgotten > Unemployment is a real problem on
the reservation. 70% of the Indian American adults are unemployed. They feel forgotten by
the U.S. government.
b. Poverty / housing conditions: building – no bath – no shower – no water – forgotten > Native
Americans live in derelict buildings, without facilities. They feel the U.S. government has done
nothing for them.
c. Wars: Native Americans – fighting – dying – Afghanistan – Iraq > Native Americans help their
country when their country needs them. A lot of them fight in Afghanistan or Iraq, and some
of them have died for the U.S.A.
d. Health: 2 doctors – 8000 people – reservation – appointment – 2 or 3 months > There are very
few doctors on the reservation, and it is very difficult for the people to get an appointment.
They have very limited access to health care.
Step 3
4. Many Native Americans here say the American government has failed to keep its promise to help
them in exchange for taking much of their land when peace treaties were signed here more than
a century ago.
5. The Americans had promised to take care of the Indians in exchange for their land.
6. Judging from what has been shown in part 1, the American government has not kept its promise,
and the Indians feel forgotten.
7. Obama has promised than an Indian will become part of the government if he is elected.
8. He will keep this promise if he becomes president.
9. The report dates back to April 2008, during the presidential elections. Obama had not been
elected yet, and a private meeting with the Native American leaders in April is mentioned.
10. The Great White Father is the name given by the Indians to the President of the U.S.A.
11. This name will not be relevant for Obama who is not white.
12. Obama tells them to “simply call him Barrack.”
Document 2 : The Crying Indian

This document is an ad for Keep America Beautiful, an environmental organization founded in
1953. Their three key issues are litter prevention, waste reduction and recycling and community
beautification (tree planting, community gardens). This is accomplished through a combination
of community organizing, public education and the fostering of public/private partnerships. One
of their most successful campaigns was this ad, The Crying Indian. It has become iconic today. It
starred Iron Eyes Cody – famous for his portrayal of American Indians. Interestingly, Cody was not
actually of Native American ancestry – he was Italian.
Transcription
Document 2 The Crying Indian
À l’écran Son
Step 1 Indien qui arrive dans un monde pollué. [sans son]
Step 2 Document entier Some people have a deep abiding respect for
the natural beauty that was once this country.
And some people don’t.
People start pollution, people can stop it.

Step 1
1. Activité de communication dont le but est d’amener les élèves à anticiper et à mieux comprendre
le message du document : la rupture entre l’Indien dans la nature et la pollution de la ville.
2. The Indian is crying because his environment has been spoiled by the pollution of the towns.
3. This document denounces the damage done to Nature by our modern society and the pollution
caused by industry, by cars and even by human neglect.
4. Réponses libres. Il est probable que les élèves auront compris qu’il s’agit d’une campagne de
sensibilisation, mais certains y verront peut-être un extrait de film.
Step 2
5. Les élèves vérifient leurs hypothèses.
6. Some people have a deep abiding respect for the natural beauty that was once this country.
Other people don’t. People start pollution, people can stop it.
7. Native Americans are shown as people who respect and live in harmony with Nature. The clothes
worn by the actor and his canoe correspond to the image usually shown in Western films. But
contrary to the cliché often depicted in Western movies, the Indian is presented here as the victim
of the white world, not as an evil creature deprived of feelings. The whites have the bad part here.
8. Nothing has changed today; we are still polluting and destroying nature. This document would
still be relevant today, even if western movies have more or less disappeared from the screen.
However, the stereotype depicted here of an Indian in traditional clothes paddling in his canoe
does not make as much sense today as it used to in the 1970s.
ACTION Deliver a speech
CECR niveau B1
Développer une argumentation préparée.
Cette activité assez simple amène les élèves à synthétiser et reformuler les informations qu’ils ont
tirées du travail de compréhension sur le document vidéo. Ils devront organiser et développer les
différents points de leur argumentation. Comme tout discours, leur prise de parole pourra être pré-
parée. Il sera pourtant possible de demander aux élèves les plus compétents de se contenter de
notes, plutôt que de phrases rédigées. Dans tous les cas, on demandera aux élèves de se concen-
trer particulièrement sur ce qui constitue la spécificité du discours (les pauses, le rythme, l’accen-
tuation d’idées fortes, les gestes et le ton de la voix, etc.).

1. a. Many prisoners were captured.
b. The chief of the tribe was friendly.
c. Lots of people were killed on the Indian wars.
d. Hundreds of buffaloes were slaughtered.
e. The Indians had arrows but Americans had bullets.
f. Nowadays, lots of people gamble in Indian casinos.
2. a. Black Wolf’s ancestors were deprived of their land or evicted from their land. (4 ou 6)
b. His people were evicted from their land or deprived of their land. (4 ou 6)
c. They tried to fight to defend their rights. (2)
d. But after a hard battle, they had to surrender. (5)
e. It was the horse that belonged to Black Wolf. (1)
f. It had been captured in the mountains. (3)
3. a. improve – b. peace – c. surrender.
TEXT FILE 1 A Poor Reservation Kid Manuel p. 58/59

CECR niveau A2
l’essentiel.
CECR niveau B1
This is an excerpt from The Absolutely True Diary of a Part-Time Indian, by Sherman J. Alexie, Jr.
Sherman Alexie grew up on the Spokane Indian Reservation in Wellpinit, WA. He was born in October
1966 and underwent a brain operation at the age of 6 months and was not expected to survive.
When he did beat the odds, doctors predicted he would live with severe mental retardation. In
spite of all he had to overcome, Alexie learned to read by age three, and devoured novels, such as
John Steinbeck’s The Grapes of Wrath, by age five. All these things ostracized him from his peers,
though, and he was often the brunt of other kids’ jokes on the reservation. So he made a conscious
decision to attend high school off the reservation in Reardan where he was the only Indian, except
for the school mascot. There he excelled academically and became a star player on the basketball
team. This experience inspired his first young adult novel, The Absolutely True Diary of a Part-time
Indian which is very much based on his real life.
BEFORE YOU READ •

1. The photo on the left shows a Native American happily dancing in a traditional costume whereas the
one on the right shows an Indian family in a poor hut. They seem to have very bad living conditions.
Apparently they do not even have the bare necessities (running water, a concrete floor, electricity).
2. We’re going to read about Native Americans’ living conditions on Indian Reservations.
Le professeur renverra les élèves au Culture Blog et exploitera ce qu’ils peuvent savoir en plus.
3. Refer to the Culture Blog.
On pourra renvoyer les élèves au texte Native Americans Today du Culture Blog.
NOW READ •
A2 (Workbook)
1. “I’m just a poor reservation kid living with his poor family on the poor Spokane Indian Reserv-
ation.” / “sometimes my family misses a meal, and sleep is the only thing we have for dinner.”
2. He’d like to have “a peanut butter and jelly sandwich or a pile of twenty-dollar bills.”
3. “Being hungry makes food taste better.”

4. The scene is set “last week,” in Sherman’s home. He was with his mother and his dog Oscar.
5. Oscar and the narrator were great friends, they were inseparable. Arnold says his dog had
taught him more than his teachers / he had learnt more from his dog than from his teachers.
6. Oscar didn’t want any water. “He was lying on his bed whimpering in pain… he had seizures
where his little legs just kicked and kicked and kicked.”
7. Although Oscar was not well at all and seemed to be in terrible pain, Arnold’s mother said “He’ll
be all right.” Arnold thought his mother was a liar. “A liar” is a person who doesn’t tell the truth.
8. The mother’s attitude is hard. She would have liked to call a vet but the family is too poor.
9. Pause récapitulative. Oscar had spasms or convulsions and was apparently suffering a lot. He is
obviously very sick. Unfortunately the family was too poor to call for a vet. The dog will most
probably die for lack of medicine.
B1 (Manuel)
4. The text is about a teenager whose family is too poor to take their pet dog to the vet when it is
taken ill.
5. The scene takes place on a reservation in Washington State. In the first part of the text (lines 1
to 9), Arnold, the narrator, describes his life on the reservation. He mentions that they
occasionally experience hunger / do not eat their fill every day but, he says, that isn’t the worst
thing. In the second part (lines 10 to 30), he is talking about what happened the week before
and is talking about his mother and his dog Oscar.
6. In part 1, the key word is “poor.” This word is developed by the following sentences: “I wish I
could draw a peanut butter and jelly sandwich, or a pile of twenty dollar bills and make them
real,” which shows that he is hungry at times and wishes he had something to eat or money to
spend. We can also read “I’m just a poor reservation kid living with his poor family on the poor
Spokane Indian Reservation,” “Sure, sometimes my family misses a meal, and sleep is the only
thing we have for dinner.” These two sentences stress the idea that Native Americans living on
this reservation are deprived/underprivileged and sometimes go to bed on an empty stomach.
The sentence: “being hungry makes food taste better” means that you enjoy your food more if
you are too poor to have three meals a day / if you can’t afford three meals a day / if you have
to skip meals for lack of money. We could also say that the less food you have the more you
enjoy it / the less you have to eat, the more you enjoy what you have on your plate.
Le comparatif d’accroissement parallèle ne fait pas vraiment partie du programme de seconde
mais si le besoin s’en fait sentir on pourra l’introduire dans une bonne classe.
7. Oscar and the narrator were great friends, they were inseparable. Arnold says his dog had
taught him more than his teachers / he had learnt more from his dog than from his teachers.
Oscar got ill. He didn’t want any water. “He was lying on his bed whimpering in pain… he had
seizures where his little legs just kicked and kicked and kicked.” He probably had spasms or
convulsions and was apparently suffering a lot.
8. Although Oscar was not well at all and seemed to be in terrible pain, Arnold’s mother said “He’ll
be all right.” The adverb “hard” shows the mother wants to convince Arnold that they are too poor
to take the dog to a vet. She is sad/heart-broken because she has to tell him that they can’t save
his best friend. She wishes he had realized this himself / she did not have to tell him there’s
nothing they can do to save Oscar because of their destitution / of the plight they are in. She also
tries to soften the blow by calling Arnold “Honey:” she doesn’t want to hurt him too much.
9. Arnold thought his mother was a liar. “A liar” is a person who doesn’t tell the truth. The

Europeans lied to the Indians especially in the nineteenth and twentieth centuries. The Indians
were pushed away from their land and were told they could choose where to live. In fact they
were forced to settle on reservations where they had very harsh living conditions. Native
Americans should know from experience what lying is and they should have learnt how to lie.
AFTER READING •
COMPODICTO
Transcription
Arnold is a poor Spokane Indian who lives on a reservation.
He is really poor and, sometimes, sleep is the only thing he has for dinner. But hunger is not the
worst thing about being poor.
One day Arnold’s dog, Oscar, got very sick. He asked his mum to take Oscar to the doctor.
Unfortunately the family did not have money for a vet. There was nothing they could do for Oscar.
WORDS •
1. a. peanut butter / jelly – b. bills – c. reservation – d. figure – e. weird – f. whimper – g. kick.
2. Poor: when you are poor you have no money, no possessions.
Hungry: when you have had nothing to eat, you feel hungry.
A liar is a person who doesn’t tell the truth / hides the truth.
A vet is a doctor for animals. He / she examines and looks after animals.
A rest is a period of relaxation or sleep.
3. a. magician – b. hunger – c. poverty – d. pain.
ACTION Save Oscar

CECR niveau B1
Relater des événements, des expériences et argumenter.
Ce travail d’écriture a pour objectif d’amener les élèves à faire la synthèse de ce qui a été fait à par-
tir du texte support. La réalisation d’affiches ou de dépliants leur permettra de donner du sens à la
lecture du texte.
GRAMMAR FILE La comparaison Manuel p. 60

OBSERVE •
1. Formes qui comparent un élément à un autre (comparatif) : as poor as / less successful than /
taller than /not as strong as / more sensitive than.
Formes qui placent l’élément au-dessus de tous les autres (superlatif) : the fastest / the worst
/ the most lovable.
2. Formes du comparatif d’égalité : as poor as > as + adj. + as.
Formes du comparatif d’inégalité : not as strong as > not as + adj. + as.
Formes du comparatif de supériorité : more sensitive than / taller than > more + adj. long + than
/ adj. court + -er + than.
Formes du comparatif d’infériorité : less successful than > less + adj. + than.
3. Le complément du comparatif peut être introduit par than ou as. On choisit than pour le com-
paratif de supériorité ou d’infériorité et as pour le comparatif d’égalité.
4. Adjectifs au superlatif : the fastest / the most lovable > the + adj. court + -est / the most + adj. long.
Worst est la forme irrégulière du superlatif de l’adjectif bad. La forme du comparatif de supério-
rité de bad est worse.
PRACTISE •
1. a. Arnold does better at school than his best friend.
b. Oscar is feeling worse than yesterday.
c. Arnold’s mother is not as sure as Arnold that Oscar can be saved.
d. Children are less realistic than their parents.
2. a. Arnold is more fragile than his sister.
b. The Spokane Indians are not as well-known as other tribes.
c. Arnold’s dad drinks more than he should.
d. Oscar is the best friend Arnold has ever had.
3. a. Arnold has always been poorly, he is not as healthy as his sister.
b. Arnold is very intelligent, he is much brighter than his class mates.
c. Oscar is going to die. Arnold is as upset as if it was happening to a relative.
d. Arnold likes Oscar better than many people.
e. Arnold thinks the whites are better liars than his mother.
4. a. Today, native Americans are the poorest citizens in the U.S.
b. Arnold draws the funniest cartoons I have ever seen.
c. He writes the best stories a teenager has ever written.
d. His sister is clever but Arnold is more imaginative and more creative than her.
e. Most Spokane teenagers have a bleak future. Arnold’s teachers want a brighter one for him.
ACTION Guess who!

CECR niveau A2
Évoquer des personnes et relater des événements et des expériences.
Cette activité a un objectif essentiellement grammatical : les élèves sont amenés, de façon ludique,
à formuler des comparaisons. Ils pratiquent donc le point de langue travaillé tout en se concen-
trant sur le sens de leurs productions. C’est bien le sens qui importe, et non la forme qui garde donc
son rôle essentiel d’outil servant à la communication.

PICTURE TALK
This is a cartoon. It takes place in a casino probably run by American Indians.
There are two Native Americans watching the white man on the floor. His hands are on his head and
he is obviously very upset. The man has undoubtedly been gambling on the fruit machine. He has
probably lost all his money. This explains why he is so upset. His empty coin container is lying on
the floor. He might have thrown it down with anger when he was beaten by the machine.
The Indians seem very happy to see the defeated white man on the ground. They were defeated in
battle by the white man 400 years ago and that is why the Indian says he is sorry it took them
400 years to understand how to beat the white man. They did not have enough weapons then to win
the war against the colonizers.
The situation is new because Indians have only recently started to run casinos. In casinos people
gamble and have fun. They risk losing all their money and perhaps becoming addicted to gambling.
ACTION 1 Make a difficult decision

CECR niveau B1
Expliquer un problème, solliciter ou commenter brièvement un point de vue ou une opinion,
comparer et opposer des alternatives.
Les deux activités proposées à la classe sont liées entre elles. Le jeu de rôle permet aux élèves de
préparer le travail d’écriture.
À partir d’une situation imaginaire, les élèves sont invités à endosser le rôle d’un personnage et
donc à adopter un point de vue qu’ils devront défendre. Ils sont donc amenés à se décentrer. Il est
important de bien s’assurer, avant de lancer l’activité, que tout le monde a bien compris la situa-
tion et le rôle qui lui incombe. La phase préliminaire individuelle permet aux élèves de construire
leurs premiers arguments, mais c’est véritablement au cours de la phase suivante, lorsque les
élèves qui ont le même rôle comparent leurs arguments que ceux-ci seront véritablement dévelop-
pés, enrichis et verbalisés. Cette phase permet également aux élèves, lors de la mise en place de la
discussion finale, d’avoir davantage d’assurance, puisqu’ils ne parlent pas seulement en leur nom
mais aussi au nom du groupe qu’ils représentent.
donc la fluidité et l’intelligibilité qui sont à privilégier, et non la correction de la langue.
Il sera utile, avant de lancer cette activité, de faire un rappel de structures qui leur permettront de
mener à bien cette activité (voir Action page 68 de ce livre du professeur).
ACTION 2 Write a dialogue

CECR niveau B1
Décrire ses sentiments et ses réactions.
1. g. Asking for a decision: Julie entered the room. “Mum? Have you talked to daddy? Can I have
the car tonight?” she asked.
c. Announcing bad news: “Julie, I’m sorry, but I’m afraid it won’t be possible tonight, dear.” Her
mother answered.
e. Protesting: Julie protested. “Oh, no! That’s too bad… Why not? You said I would drive you car
when I had my driving licence, and now I have it. What’s the matter?”
a. Explaining: “Come on, darling, don’t be so upset. You see, your Dad and I are going to the cinema
tonight, so we need the car to go there. That’s why you can’t take it,” her mother explained.
f. Insisting: “How disappointed I am! There’s a party for Jennie’s birthday tonight, and I really
wanted to go,” Julie insisted.
h. Proposing a compromise: “It’s not as bad as that, we’ll drive you to your friend’s house, and
you’ll spend the night there,” her mother replied.
b. Accepting reluctantly: “Well, that’s better than nothing, but still, I must say I had hoped for
a more funny evening,” Julie objected.
d. Promising: “I know how you feel, darling, but don’t worry, you’ll have another opportunity to
show everybody that you’re a grown up with a driving licence,” her mother exclaimed.
2. Expressions used to express disappointment: “Oh no! That’s too bad…” – “You said…, and
now…” – “How disappointed I am!” – “I must say I had hoped for…”
Expressions used to comfort somebody: “don’t be so upset” – “It’s not as bad as that” – “I know
how you feel, darling.”
3. Verbs used to introduce direct speech: asked – answered – protested – explained – insisted –
replied – objected – exclaimed.
TEXT FILE 2 Lakota Chief, Crazy Horse Manuel p. 62

CECR niveau B1
• Repérer le déroulement des événements évoqués, même quand leur chronologie n’est
pas respectée.
• Comprendre les descriptions de sentiments dans un texte rédigé dans une langue stan-
dard.
Here the students can learn more about Crazy Horse – good friend of Little Big Man – and why he has
become an American legend. His death was made even more tragic by the fact that he had been so
close to setting up an agreement. His motto was “One does not sell the land the people walk on.”
1. a. Crazy Horse was a Lakota. His father was a medicine man. At the age of 18 he had a dream
that inspired him to lead his people. From the day he had that dream he felt entrusted with a
mission. He fought against the whites and defended his people’s rights till he was killed on
September 5th, 1877.
b. As a child he was taught that trees and rivers had spirits. He loved watching animals.
c. The white Americans burnt Indian villages, killed Conquering Bear, who was Crazy Horse’s tribe
chief; they destroyed Indian villages and captured those who would not surrender. They also
killed almost all the buffalo. The people were hungry / starved because of the extermination
of the buffalo. They were lied to because they were not allowed to choose the land where they
would live once they had surrendered.
d. He fought in more than 20 battles and was never hit by a bullet / he was never injured. He
seemed invincible and proved to be very courageous, encouraging his men to be brave.
e. His goal was to save his people’s land and save their way of living (their traditions, customs).
f. On September 5th, 1877, he went to see the army commander to protest because the
Europeans would not let them live on the land of their choice as promised. He was arrested
and killed when he struggled / fought to escape.
2. They are shown as victims.
3. Voir plus bas.

1. a. spirits (line 2): spirituel > esprit
b. bullets (line 12): boulets > balles
c. protect (line 15): protection > protéger
d. destroyed (line 20): destroyer > détruire
e. battle (line 19): bataille > bataille
f. captured (line 20): capture > capturèrent
g. surrender (line 21): rendre > se rendre
h. escape (line 29): escapade > se sauver, s’échapper
2. a. remains (line 8): restes, ruines
b. hit (line 17): touché
c. followed (line 19): suivirent
d. hunt (line 24): chasser
e. struggled (line 28): se battit, se débattit
3. a. shot: shoot – b. fought: fight – c. hit: hit.
4. a. The war lasted for years.
b. It started with a dispute over a cow.
c. On September fifth, eighteen seventy-seven…
d. Crazy Horse tried to escape from the camp.
During the Indian Wars, the Whites destroyed Indian villages and killed or captured the people.
They also killed the buffalo, which made people hungry.
Crazy Horse decided to save his people’s land and to protect their way of living. Many young men
followed him into battle. Crazy Horse was never hit by an enemy’s bullet. He decided to surrender
when the government promised to let his people live and hunt on a land of their choice. But the
government did not keep its promise and Crazy Horse was arrested and killed.
GRAMMAR EXERCISES • COMPARATIF ET SUPERLATIF (Workbook)

1. a. Supériorité d’un élément par rapport à l’ensemble de tous les autres.
b. Égalité entre deux éléments.
c. Infériorité d’un élément par rapport à un autre.
d. Supériorité d’un élément par rapport à un autre.
e. Supériorité d’un élément par rapport à l’ensemble de tous les autres.
f. Infériorité d’un élément par rapport à un autre.
g. Supériorité d’un élément par rapport à un autre.
h. Supériorité d’un élément par rapport à l’ensemble de tous les autres.
2. Le comparatif d’égalité : as + adj + as.
Le comparatif d’infériorité : less + adj + than ou not as + adj + as.
Le comparatif de supériorité : adj + -er + than ou more + adj + than.
Le superlatif : the + adj + -est ou the most + adj.
3. a. The place where they live is as beautiful as the land of their ancestors, but it belongs to
them, and that is the most important thing.
b. The worst part of his life was when he was kept prisoner.
c. For an Indian, being free is more important than being rich.
d. The soldier was taller than Crazy Horse, but Crazy Horse was more courageous.
4. a. Winters were longer and more difficult when they had no more buffaloes.
b. The most horrible story is the story of Wild Bear who was killed by soldiers.
c. The soldiers had weapons that were much more dangerous than his.
d. Yet, he was less aggressive and also much more intelligent.
e. They adopted the youngest child in the family.
ACTION Record a testimony

CECR niveau B1
Faire un exposé simple et direct, préparé, donner brièvement raisons et explications rela-
tives à des opinions, projets et actions.
Cette activité amène les élèves à reformuler oralement ce qu’ils ont appris et retenu de la lecture
du texte. Ils devront organiser et développer les différents points de leur argumentation. Comme
tout discours, leur prise de parole pourra être préparée, mais le contenu ayant été préparé par la
lecture du texte, il est préférable d’exiger qu’ils ne rédigent pas entièrement leur discours et se
contentent de notes. On insistera sur la nécessité de se concentrer particulièrement sur ce qui
constitue la spécificité du discours (les pauses, le rythme, l’accentuation d’idées fortes, les gestes,
le ton de la voix, etc.).

LISTENING •
CECR niveau B1
Comprendre globalement le point de vue des protagonistes et les arguments utilisés.
Comme en phase d’entraînement, on prendra soin de demander aux élèves de lire les questions et de
préparer leur prise de notes avant de lancer l’enregistrement. On fera une pause entre les parties.
Les élèves peuvent également faire cette évaluation en labo multimedia à leur rythme mais en
temps limité. Ceci pourra être envisagé en particulier pour les élèves de niveau A2 qui auront ainsi
le loisir de revenir sur les passages qui peuvent leur poser problème.
Part 1
1. John Robideau was born in San Francisco.
2. His mother was in the Army and his father in the Air Force.
3. No, he didn’t. He spent his school years in a boarding school.
4. Bubble gum was forbidden in his school.

Part 2
5. His family comes from Montana.
6. No, he did not speak the Cheyenne language when he was little. He says “When I was 12, I started
to learn the Cheyenne language.”
7. His grandfather taught him the Cheyenne language.
Part 3
8. Hatha-o-hio means “Standing Out Man.”
9. His son is 32 and his name is "Little Wild Wind"; and his daughter is 36 and is named “Lone Pine
Tree Woman.”
10. He is called an “Urban Indian” because he was born in a city and does not live on his homeland.
Transcription
Interviewer: So, John Robideau, you belong to the Cheyenne tribe. Where were you born?
John: I was born in San Francisco – I was not born in a teepee down by the river! My mother was in
the Army; my father was in the Air Force.
Interviewer: So you travelled all over the USA with your parents, did you?
John: Not really. I spent my school years in a boarding school. They were so strict. Everything was
forbidden there; even bubble gum was forbidden. And I love bubble gum to this day!
***
Interviewer: When did you move to the Northern Cheyenne Reservation in Montana?
John: When I was 10. And when I was 12, I started to learn the Cheyenne language. My grandfather
told me: “You are a Cheyenne. And you need to know your language.” And he stopped talking to
me in English. And that is how I learned.
***
Interviewer: What is your Cheyenne name?
John: It is “Hatha-o-hio” which means Standing Out Man. My daughter is 36 years old and her
name is Lone Pine Tree Woman. My son is 32 years old and he was named Little Wild Wind by his
mother.
Interviewer: Why are you called an Urban Indian?
John: Because I was born in the town and I no longer live on our homelands. But I know I am
different and I am proud of that.
SPEAKING •
Ces évaluations sont à faire en labo multimédia et pourront être notées à l’aide de la grille propo-
sée page 208 du manuel. Les élèves devront connaître les critères d’évaluation du professeur.
Selon le groupe de compétence dans lequel se situe l’élève (A2 par exemple), on pourra ne choisir
qu’un sujet, exiger une durée d’expression plus limitée ou assouplir les critères d’évaluation.
SPOKEN PRODUCTION
CECR niveau B1
Parler de manière compréhensible et sans trop d’hésitations, mais en faisant des pauses.
Les élèves auront eu l’occasion de construire leurs connaissances culturelles et linguistiques au
cours des différents documents des pages 54 à 62.
Ils auront aussi été entraînés à s’exprimer à partir d’un document iconographique dans les deux
premiers folders.
SPOKEN INTERACTION
CECR niveau B1
Participer sans trop de difficultés à une conversation.
Cette tâche demande que les élèves aient compris le document oral et soient capables d’élaborer
eux-mêmes quelques arguments.
ART HISTORY FILE A Panorama

of American Music Manuel p. 64/65
L’objectif de ces deux pages est de donner quelques repères aux élèves en ce qui concerne la musique
américaine et de leur montrer comment chaque style évolue et se transforme sous l’impulsion des
musiciens. On peut aussi leur faire prendre conscience que la richesse de cette musique est due à
l’histoire de la formation des États-Unis et au brassage des populations et des influences.
Comme il est dit dans l’introduction, c’est l’Action qui donnera tout son sens à ces deux pages et
surtout leur donnera vie avec l’écoute d’extraits que les élèves pourront aller enregistrer sur le Net
ou éventuellement découvrir avec un professeur de musique.
Mais avant d’en arriver là, comment donner un objectif à la lecture de cette double page qui pour-
rait être ressentie comme un pensum? Comment faire en sorte que les élèves retiennent quelques
connaissances sans se sentir submergés par la masse d’informations?
Voici quelques suggestions de mise en œuvre en classe.
1. Demander tout d’abord aux élèves de ne regarder que les titres en couleurs et d’en mémoriser
autant que possible. Puis faire fermer les livres et inscrire au tableau les styles de musique que
les élèves mentionnent. Faire rouvrir les livres et demander aux élèves de vérifier si tout a été res-
titué. On peut instaurer des équipes pour créer un climat plus compétitif et donc plus stimulant.
2. Puis on essaiera de faire découvrir chaque époque en tâchant de varier les démarches.
The Music of Slaves
Pick out:
– the three types of music inherited from the slaves;
– the themes of the songs;
– the names of two blues singers.
Jazz
Find:
– its date of appearance;
– its main characteristic;
– the famous jazz musicians mentioned.
Associate the types of music with the periods given below. Make a guess when the period is not
mentioned in the text.
1940s, early 20th century, 1950s, early and mid1940ties.
Country Music
Find the differences between the previous styles of music and Country Music (population
associated with it, origin, themes).
Rock ’n’ Roll, Hip Hop
Fill in the grid:
Period Characteristics Famous singers
Rock ’n’ Roll
Folk Rock
Punk
Grunge
Heavy Metal
Rapping
Djing
Gangsta Rap
Classical Music and Musicals

Find the common composer.
Latin Music
Pick out the three major styles.
3. On pourrait aussi envisager de diviser la classe en quatre groupes et de demander à chaque
groupe d’étudier quelques encadrés et de préparer une ou deux tâches de repérage pour les
autres groupes.
4. Il serait aussi possible de demander aux élèves de dessiner un axe du temps et d’y indiquer les
périodes où apparaissent de nouveaux styles ou des évolutions de ces styles.
5. En fin d’étude de cette double page, il serait intéressant d’amener les élèves à verbaliser – au
besoin en français – les raisons de l’extrême richesse de la musique américaine.

Folder 3 Peers and Parents
SENSE OF BELONGING
According to psychologist Judy Rich Harris, author of The Nurture Assumption, parents have no lasting
effect on the personality, intelligence or mental health of their offsprings. Children, she says, are
most influenced by their peers and adopt much of their peers’ behaviours in social settings in order to
be accepted. What they learn outside the home remains steadfast with them thorough adulthood.
She basically shows that parents influence at-home behaviour and peers influence behaviour outside
the home, that is, the behaviour in the social setting. Teenagers learn how to make friends and
influence others by first experimenting with their peers and then they transfer these skills to the adult
world of coworkers and friends. Our behaviour in public and at work is largely determined by our
childhood peers but our family behaviour is determined by the early lessons we received at home.
In this folder, we will examine how teenagers interact with their families and peers.
Sommaire
CULTURE BLOG Teens under Pressure
We often talk about peer pressure but there is also the other extreme: parent
pressure.
SOUND FILE They called me “Moose”
An interview with Stephanie Klein, who has recently published a book, Moose:
A Memoir of Fat Camp.
MOVIE FILE Document 1 : Mum, I need £20!
An animated BBC film about Treasure, an outspoken, outrageous and demanding,
yet loveable, teenager.
Document 2 : Fighting on Equal Terms – An ad for Wilkinson.
WORD BANK
TEXT FILE 1 I Am a Hobbit
This excerpt from Alice, I think, by Susan Juby is the diary of Alice McLeod, a
teenager who doesn’t fit in, but doesn’t allow that fact to crush her.
GRAMMAR FILE Le passé
EXPRESSION FILE
Picture Talk : An ironical poster or flyer for teenagers.
Actions 1 and 2 : A fictional autobiography.
TEXT FILE 2 Teach Me
An excerpt from Farm Boy by Michael Morpurgo, in which a grandfather asks his
15 year old grandson to teach him reading and writing.
PRACTICAL FILE Writing about Yourself
Folder 3 Peers and Parents 95

CULTURE BLOG Teens under Pressure Manuel p. 68/69
CECR niveau A2
• Comprendre l’essentiel d’un texte simple ne comportant que très peu de mots ou de
structures inconnues.
• Trouver une information précise et concrète dans un texte court, si elle est donnée avec
des mots qui me sont connus.
We often talk about peer pressure but there is also the other extreme: parent pressure. In the UK,
parents are often accused of putting too much pressure on their kids. Most parents think they are
doing the best they can for their children and they probably are. But how much pressure is it right
to put on the shoulders of children? A good topic of discussion for our students.
1 Peer Pressure
Ce premier texte examine les domaines dans lesquels s’exerce la pression des pairs sur les jeunes,
avec ses conséquences parfois néfastes.
1. The French equivalent of the word “peer” is “pair.” A peer is a person who is your equal, who is
the same generation, the same rank as you. Teenagers are under the influence of other teens /
are inflenced by other youngsters. Teenagers feel forced to do like their friends / feel they have
to copy their friends because, if they don’t, they are excluded / rejected from the group / they
can’t belong to the group.
2. “Fit in” means being like the popular kids, or going with the crowd.
3. Teenagers start smoking, or drinking, or taking illegal substances to be like their friends.
4. Réponse possible. On the one hand, as we’ve already seen, peer pressure, can be negative in so
far as you can be led to take illegal substances or lapse into crime. On the other hand, the
consequences of peer pressure can also be positive because friends can help you with your
studies and school work; they enable you to socialize and experience friendship or share other
feelings. They can encourage you in the challenges you want to take up and introduce you to
new things according to their gifts and interests (art, literature, music, crafts…). Thanks to
your peers you can also develop a political awareness or social skills and join charities to help
out the needy, take part in various schemes to improve everyday life or the environment, for
example.
2 Parent Pressure
Ce document traite des ravages causés par la pression parentale sur la santé physique et mentale
des enfants et des adolescents. Certaines familles, préoccupées par la réussite et le succès de leur
progéniture, imposent à leurs enfants des activités et des apprentissages par trop nombreux, les
faisant vivre à un rythme qu’ils ne peuvent soutenir.
1. Some parents make their babies and children do baby yoga, baby aerobics or attend baby sign
language courses and learn how to manage their time.
2. As a consequence, parent pressure may cause some children to have nervous breakdowns,
eating disorders and to develop various illnesses such as stomach pain, headaches and chronic
fatigue.
3. Today the child is the focal point of the family: parents make their choices and plan their lives
according to their children’s wishes and timetables.
96 Folder 3 Peers and Parents
POD LECTURE • Bullying
CECR niveau B1
• Comprendre globalement le point de vue des protagonistes.
Avant de faire écouter cette mini-conférence sur le thème des brimades, le professeur vérifiera que
le lexique des amorces ne pose pas de problème. Il demandera aux élèves de préparer leur prise de
notes (recopier les amorces de phrases) et les invitera à ne noter que des mots pendant l’écoute. Il
leur donnera quelques minutes entre les écoutes pour relire leurs notes et vérifier ce qu’ils doivent
encore repérer. L’enseignant pourra éventuellement étudier en premier le document iconogra-
phique de la page 68 (Childline) et amener les élèves à dire quand et pourquoi appeler le numéro
donné. Cela permettra d’introduire le thème et de rebrasser des mots tels que insult, humiliate, hit,
hurt, steal, rob, make fun of, mock, bully, etc.
Après la correction, le professeur encouragera les élèves à construire un résumé de l’enregistrement
en articulant les phrases à l’aide de mots de liaison. De cette manière, il les entraînera à structu-
rer leur réflexion et leurs actes de parole.
Transcription
Lecturer: So, what is a bully?
Student 1: A horrible person who pushes younger and smaller people around.
Student 2: Someone who insults a weaker person.
Student 3: Someone who makes fun of people!
Lecturer: Yes. Yes. Yes. Bullying includes all behaviours that hurt other kids, both mentally and
physically. It can include name calling, physical violence, damage to someone’s belongings, or
just deliberately leaving someone out of social activities. Bullying by text messages or e-mail is
getting more frequent… Even spreading malicious rumours is bullying.
There is a support group for children in the U.K., ChildLine, which provides a telephone counselling
service. They report that a quarter of the calls are from children who have been bullied at school.
Girls are just as likely to be bullied as boys. Children who are bullied are often those who are
different – a different colour, a different size – they look different, behave differently…
1. Three verbs defining what a bully is: a person who pushes around, insults, or makes fun of people.
2. Three adjectives defining the victims: younger, smaller and weaker.
3. The verb used by the lecturer to sum up all the different behaviours is “hurt.”
4. “Name-calling” is giving people insulting hurtful names.
5. Bullying can include damage to someone’s belongings, or leaving someone out of social
activities.
6. Bullying by mobile phone text messages or e-mail is getting more frequent.
7. Even spreading malicious rumours is bullying.
8. ChildLine is a support group that children can call to be advised and helped.
9. The victims of bullying are those who are different – a different colour, a different size, look
different, behave differently.

CECR niveau B1
Paraphraser simplement de courts passages écrits en utilisant les mots et le plan du texte.
Les élèves sont amenés à reformuler, sous la forme d’une liste de phrases simples, les informations
qu’ils ont pu tirer du travail sur les pages du Culture Blog. Ce travail enrichira leur Year Blog. Il sera
utile, avant de faire cette activité, d’avoir revu les structures permettant d’exprimer l’obligation,
l’interdiction ou le conseil.
SOUND FILE They Called Me “Moose” Manuel p. 70

CECR niveau A2
CECR niveau B1
We often say children are cruel. It was definitely what Stephanie Klein felt when she was constantly
made fun of at school because she was plump. She has recently published a book, Moose:
A Memoir of Fat Camp, where she talks about her experiences as a chubby adolescent and her
parents’ attempt to help her lose weight by sending her to a camp for fat kids. It combines the
classic misery-at-summer-camp story with the lengths people go to get thin.
Here is an extract of a radio interview with Stephanie who talks of her painful years at high school
where she was persecuted by gangs of boys who called her “Moose.” She also remembers how hurt
she was by the reaction of her father when she finally talked to him about what she had been
through.
Transcription
Presenter: Stephanie, are you there?
Stephanie: I am here and so glad to be here.
Presenter: We are glad to have you Stephanie? I wanted to start by asking you about the title of
your book which is “Moose”. First of all, let’s talk about that title – “Moose.” Where did that come
from?
***
Stephanie: It came from the mouths of very sensitive boys who decided to nickname me Moose
and they would scream it down the hallways at school!
Presenter: And the effect of that on you was…?
***
Stephanie: Oh it was awesome. It was horrible – it was really, really heartbreaking. Here you are a
13-year-old girl wanting obviously in adolescence to fit in, for people to like you and – especially
boys to like you. And the boys were calling me Moose and they weren’t just saying it in passing.
They were screaming it to the point where everyone would turn around and look.
Presenter: Wow!
***
Stephanie: And I would come home crying. I mean I remember when I came home crying one day
to my father – finally worked up the courage to say, “You know, the kids at school call me Moose”
– and he started actually not comforting me but laughing hysterically.

1. [i]: Stephanie – sensitive – nickname – horrible – fit– kids – hysterically
[ε]: first
[ai]: title – like – finally
[i]: sensitive
Il serait intéressant de tirer des conclusions avec les élèves et de faire récapituler les observa-
tions : quelles sont les prononciations possibles de la lettre < i >?
2. schoolgirl – hallway – classroom – grandparents – nickname – awesome – heartbreaking – everyone
On pourrait faire dire par la classe ce que l’on remarque – à savoir que, dans les mots composés,
on accentue le premier mot, qui définit le second.
3. a. Moose – sensitive – obviously – awesome [s]
b. mouths – let’s (talk) – works [s]
c. boys – kids – hallways – was [z]
Anticipate (Manuel)
1. We can see a journalist recording a programme in a radio station (or in a studio), speaking in a
microphone. She is smiling and looking at somebody, maybe the girl in the middle. So the
document could be an interview with the girl in pink.
2. The girl was called “Moose” maybe because her school mates thought she looked like a moose –
because she was overweight.
NOW LISTEN •
A2 (Workbook)
4. L’essentiel est que les élèves s’attachent aux mots accentués pour reconstruire le sens.
5. a. He is interviewing Stephanie because she has written a book.
b. Moose is the title of her book.
c. Where did that (title) come from?
6. Réponses libres. Une minute d’échanges entre voisins enrichira les propositions et donnera
confiance aux élèves.
7. The key words: boys – nicknamed – Moose – scream – at school.
8. Il n’est pas nécessaire que les élèves reprennent la formulation authentique à l’identique. On les
invitera à simplifier. Some (very sensitive) boys nicknamed her Moose. And they would scream it
down the hallways at school!
9. The key word: effect.
11. The three adjectives: awesome – horrible – heartbreaking.
12. On invite les élèves à trouver des repères.
13. First a girl arrives (Stephanie). She is 13. She wants to fit in. She wants people, especially boys,
to like her. But the boys called her Moose all the time. They screamed it. Finally everyone would
turn around and look.
14. Réponse libre.
15. Il est toujours important d’inviter les élèves à vérifier leurs hypothèses.
16. Stephanie talked to her father.
17. The father laughed hysterically.
18. Réponse libre.
B1 (Manuel)
3. Presenter: Where did that [the title] come from?
Stephanie: From the mouths of very sensitive boys at school!
Presenter: And the effect of that on you was…?
Stephanie: Heartbreaking.
4. At school, when she was 13, boys nicknamed Stephanie “Moose” and they screamed that name
in the hallways. Everyone turned around and looked at her.
5. She was being bullied. She used the auxiliary “would,” which means that did not happen once,
but was repeated many times. She says they were not just saying in passing, but screaming it.
6. She wanted to fit in, to be liked by people and especially by boys.
7. She was desperate, she told her father about it, she wanted him to react, to comfort her and do
something to help her, but in fact her father only started to laugh hysterically.
AFTER LISTENING •
Sum up the document
Il s’agit ici de demander aux élèves de faire la synthèse de ce qu’ils ont compris et retenu de
l’enregistrement afin de leur permettre de véritablement reconstruire le sens du document.
Example: When she was 13, Stephanie was bullied at school. Boys would call her Moose and
scream that name in the hallways. Everybody would turn around and look at her. She was
desperate. Once she told her father about it; but, instead of comforting her and doing something,
he just started laughing hysterically.
Pronunciation
1. I am here and so glad to be here.
2. Oh it was awesome! It was horrible – it is really, really heartbreaking.
3. And the boys were calling me Moose; and they weren’t just saying it in passing.
4. They were screaming it.
À l’occasion de cet exercice on pourrait revoir la notion d’accent de phrase et indiquer la conclu-
sion dans le cahier.
ACTION Write an Agony Aunt letter

CECR niveau B1
Écrire une lettre personnelle pour exprimer sa pensée, décrire en détail ses expériences
et ses sentiments.
Cette activité permet aux élèves de faire la synthèse de ce qui a été compris, en reprenant les senti-
ments de la jeune fille à leur compte. Ils doivent donc se décentrer. Leur lettre appellera une réponse,
ce qui donne du sens à l’activité. La réponse qu’ils auront leur permettra de s’entraîner à l’interac-
tion. Ce travail pourrait être fait par équipe de deux, de façon à ce que l’activité reste ludique.
MOVIE FILE Mum, I Need £20! Manuel p. 71
Treasure is a character created by Guardian columnist Michele Hanson. Treasure is based on her
daughter – in fact all the characters are based on Michele’s family. Her column was so successful
it went from being a weekly newspaper feature to a book and then to an animated film on the BBC.
Every teenager can connect with Treasure; she is outspoken, outrageous, argumentative and
demanding – yet loveable.
Transcription
Document 1 Mum, I Need 20 Pounds!
À l’écran Son
Step 1 Treasure supplie Mum? You know I’m going to be a famous actress. Well, I need
sa mère qui n’a pas 20 pounds to get my photos done.
l’air enchantée. I’m not paying for anything dodgy.
They’ll be really tasteful. Please, Mum! My career depends on it. My fans,
my whole life, nothing is more important! My future is in your hands.
Step 2 Le caprice de Treasure. [Sans son]
Step 3 Même chose. Remember when I was just a little girl, we went to that jumble sale
Mère qui cède, and I wanted that orange ball-dancing dress.
air réprobateur I begged and begged and then I lay on the floor and screamed and
de la voisine. then I was sick and then you bought it.
Oh all right, we’ll see.
Thanks Mum!
Step 4 Document entier Mum? You know I’m going to be a famous actress. Well, I need
20 pounds to get my photos done.
I’m not paying for anything dodgy.
They’ll be really tasteful. Please, Mum! My career depends on it. My fans,
my whole life, nothing is more important! My future is in your hands.
Remember when I was just a little girl, we went to that jumble sale
and I wanted that orange ball-dancing dress.
I begged and begged, and then I lay on the floor and screamed and
then I was sick and then you bought it. This is much more important
than that.
I just couldn’t refuse, and she did love that dress, and the look on her
face…
She’s good.
She’s really good!

1. Réponses libres. L’objectif est de préparer les élèves à entendre une demande. Les élèves utili-
seront les expressions qui introduisent des hypothèses.
I think she might want to buy something. Maybe a new pair of jeans or trainers – or maybe she
wants to go out with her friends and she needs £20 to pay for the entrance fee.
L’attitude de Treasure fournit un indice quant au caractère exigeant de la demoiselle.
2. Réponse libre.

Step 1
1. Les élèves entendront facilement les mots famous actress, needs 20 pounds et photos, ce qui
leur suffira à reconstruire le sens pour répondre à cette question.
Treasure needs 20 pounds to have some pictures of her done. She wants to become a famous
actress – and thus needs a press book.
2. The mother does not look very enthusiastic about this idea. She is obviously upset. Furthermore
she looks at her friend who is waiting for her answer, ready to judge her.
Treasure wants to have some photos done, but her mother does not want anything dodgy.
Judging from the context we may guess dodgy means osé in French.
3. Really, please, career, depends, fans, life nothing, more important, future, your hands.
4. The mother is responsible for Treasure’s career. Without 20 pounds, nothing will be possible. With
20 pounds, she can have a career and fans. She’s trying to make her mother feel guilty in case
she refused to offer such an opportunity to her daughter.
C’est l’occasion ici d’amener les élèves à s’exprimer sur l’aspect exagéré des arguments de
Treasure, et sur sa façon de manipuler sa mère. Il est donc possible de les faire anticiper sur les
arguments que Treasure va pouvoir employer pour obtenir ce qu’elle veut.
Step 2
6. The scene took place when Treasure was a little girl. She wanted an orange dress. She cried,
screamed, lay on the floor, stamped her feet, knocked on the floor and threw a tantrum. Her
mother finally indulged her whim and bought the dress.
7. Treasure probably mentions this episode as a kind of threat to her mother. If she does not get
what she wants, she will probably find something to make her mother as uncomfortable as when
she threw her tantrum for that dress… She is making some kind of emotional blackmail.
8. The mother is probably going to give in and yield to her daughter’s demand. She will give her
20 pounds.
Step 3
9. Les élèves vérifient leurs hypothèses.
10. Remember when I was just a little girl, we went to that jumble sale and I wanted that orange
ball-dancing dress. I begged and begged and then I lay on the floor and screamed and then
I was sick and then you bought it. This is much more important than that.
11. The neighbour is obviously disapproving and considers the mother should not indulge her
daughter’s whim.
Step 4
12. a. She couldn’t refuse.
b. Treasure loved that dress.
c. Treasure looked so sad not to have that dress.
13. The mother knows she was manipulated by her daughter and she should not have indulged. She
is trying to find an excuse.
14. The mother and her friend know Treasure manipulates her mother and they must recognize
Treasure is very good at manipulating people. Nobody can resist her.

Document 2 : Fighting on Equal Terms
This ad made by a French advertising agency and French animator was a huge success. You can
even play The Baby Fighting Game at http://www.ffk-wilkinson.com/intl
Transcription
Document 2 Fighting on Equal Terms

À l’écran Son
Step 1 Fond noir. There was a time when babies had a great life.
[Sound only] The softness of their skin got them all their mom’s attention.
Then, one day, fathers discovered a special weapon.
From now on, fathers and sons can fight on equal terms.
Men can now take revenge and win back their wives.
To get their mums back, there is no choice but…
To fight.
Fight for kisses.
Step 2 Document entier. Document entier.

Step 1 (no pictures)
1. Il s’agit de travailler sur la mémoire à court terme des élèves et de partir des mots qu’ils auront
repérés et retenus, mots qui vont individuellement leur servir de points d’accroche pour
construire le sens du document. Cette question ne fera donc pas l’objet d’une mise en commun.
The people involved: baby, mother, father, son.
2. Réponses libres. À partir de ce qu’ils auront repéré, les élèves commencent à construire leurs
schémas mentaux et anticipent sur le document.
3. There was a time when babies had a great life.
The softness of their skin got them their entire mom’s attention.
Then one day fathers discovered a special weapon.
From now on, fathers and sons can fight on equal terms.
Men can now take revenge and win back their wives.
To get their mums back, there is no choice but…
To fight.
Fight for kisses.
Step 2
4. Grâce aux images, les élèves vérifient leurs hypothèses et affinent leur compréhension.
5. This document is a commercial advertising a brand of razors.
ACTION Convince your mother!

CECR niveau A2
Raconter un problème, donner ses opinions et exprimer ses sentiments.
Cette activité amène les élèves à réutiliser et à adapter le travail fait à partir du document oral.
Les structures et surtout l’accentuation employées par les personnages de la vidéo pourront être
transposées dans les contextes proposés. Il paraît peu pertinent de faire passer tous les groupes
devant la classe, au risque de lasser les élèves, cependant après que tous les élèves se seront
entraînés à deux, on pourra demander à 3 ou 4 groupes de proposer leur interprétation de la situa-
tion qu’ils ont choisie.

1. a. We went to a delightful little hotel.
b. Thank you for your advice. It was very helpful.
c. Everybody knows that smoking is harmful.
d. He’s always smiling. He is a very cheerful person.
2. a. He is strong. > He is weak.
b. She is courageous. > She is lazy.
c. They are calm. > They are angry.
d. It is interesting. > It is boring.
e. He is sad. > He is cheerful.
f. She is silly. > She is clever / smart.
g. They are displeased. > They are delighted.
h. He is helpless. > He is helpful.
3. a. hear – weak – beer – tear (n) > intrus : weak.
b. wages – lazy – warn – ashamed > intrus : warn.
c. angry – smart – sad – bad > intrus : smart.
d. harmful – smart – car – warn > intrus : warn.
4. a. I loved that film. I found it very interesting.
b. You should read this book. I think you would be interested.
c. I almost fell asleep during the film. I was bored.
d. I did not get to the end of that book. I found it boring.
e. I was shocked by her behaviour.
f. She was so impolite. Her answer was shocking.
TEXT FILE 1 I Am a Hobbit Manuel p. 72/73

CECR niveau A2
l’essentiel.
CECR niveau B1
This text is an exceprt from Alice, I think, by Susan Juby.
Susan Juby is Canadian. Her first book, Alice, I Think, was such a success it has been followed by
several sequels. They are the diary of Alice McLeod, a fifteen-year-old home-schooled misfit who
finally decides to enroll in public high school ten years after a first-grade costume incident in
which she was publicly mortified.
Juby discussed her inspiration for her “Alice” books on her Web site: “My intention was to write a
book about a teenager who doesn’t fit in, but doesn’t allow that fact to crush her. Alice is my
homage to oddballs. I wanted her to have the courage and integrity to find her own way and define
herself independently of other people. I’ve always admired people who can do that.”
BEFORE YOU READ •

1. This character is an imaginary creature, a hobbit or an elf. An elf is a type of small fairy which is
said to play tricks on people.
Hobbits first appeared in Tolkien’s The Hobbit (1937). In this novel the main protagonist, Bilbo
Baggins, is a hobbit. A hobbit is a small creature half the size of a man. Hobbits have no beards
and hairy feet with a tendency for rotund stomachs. They tend to be farmers and rarely go on
adventures beyond the borders of their people.
For further information about The Hobbit refer to: http://www.bookrags.com/notes/hob/ or
http://en.wikipedia.org/wiki/The_Hobbit
In The Lord of the Rings hobbits are a diminutive race that inhabit the lands of Middle-earth,
more particularly in the Shire and in Bree in the north west of this imaginary world. Hobbits are
fond of an unadventurous bucolic life of farming, eating, and socializing. They enjoy at least
seven meals a day and like simple food such as bread, meat, potatoes, and cheese; they have a
passion for mushrooms, and also like to drink ale, often in inns – not unlike the English country-
folk, who were Tolkien’s inspiration. Some hobbits live in “hobbit-holes” (their original places)
or brick and wood houses. Like all hobbit architecture, they are notable for their round doors and
windows. The hobbits have a distinct calendar, every year starts on a Saturday and ends on a
Friday, with each of the twelve months consisting of thirty days. Those of the Shire have the
custom of giving away gifts on their birthdays instead of receiving them.
L’enseignant pourra demander aux adeptes de Tolkien de présenter les hobbits. À la fin de l’étude
du texte, il pourra aussi envisager de faire comparer la représentation que la petite héroïne a des
hobbits avec les personnages de Tolkien.
2. Considering the photo on the right and the title of the text, the story is probably going to be
about a child who pretends, imagines or believes he / she is an elf or a fairy or a hobbit.
NOW READ •
A2 (Workbook)
Read the whole text
1. When I was little. / On my first day of school.
2.
Part 1: lines 1 to 15 Part 2: lines 16 to 31

Time When I was little On my first day of school
Place At home At school
Characters mentioned Alice, her parents, her parents’ friends Alice, a little blond girl, other girls

3. Alice is a very young girl. She is four.
4. a. sing; ex: I am a woman.
b. dance
c. read; ex: The Hobbit.
5. a. My parents would clap and cheer
b. They loved the entertainment.
c. They were proud.
d. How creative this child was!
6. A hobbit outfit with a tunic, brown slippers, and a pointy green hat.
7. The little girl loved it. “I wore it everywhere.”
8. On amènera les élèves à réorganiser les différents éléments repérés pour reconstruire le sens de
la première partie du document.
9. She was probably wearing her hobbit outfit on her first day at school.
10. “What are you supposed to be?” The little blond girl was surprised.
11. Hobbits are small and ordinary but can be invisible sometimes. And they laugh like this.
12. She does not like Alice. “I think you look like an ugly boy.” “I don’t like you.”
13. The little girl does not know what a hobbit is; she does not understand what Alice is doing and
why she behaves in such a strange way. So she rejects her.
B1 (Manuel)
3. The two different parts in the story are marked by “When I was little” and then by “On my first
day of school” (see below).
4. Part 1 – The main character is a girl called Alice. We don’t know exactly how old she is now but
she remembers the days when she was four and when she started going to school. The narrator
and her parents seemed to be very close and to communicate and exchange a lot. It is clear that
everything revolved around her. Her parents would give her a lot of attention and devote a lot of
time to her education (“They taught me to sing and dance”). They also were encouraging (“My
parents would clap and cheer”) and proud of her creativity and abilities. They were charmed
and amused by her dancing, singing, acting out different roles and performing tricks. They
would not contradict her and let her wear her hobbit disguise wherever she went. She felt happy
and enjoyed being given so much attention and having dedicated loving parents.
On reverra le vocabulaire de l’appréciation.
She was taught songs and she learnt to read at a very early age. She seemed to be a precocious
child so they encouraged her progress by buying her a lot of books as soon as she was able to
read, by talking to her and stimulating her imagination and creativity.
5. Part 2 – Alice tells us about her first day at school. She explains how her universe crumbled / was
shattered to pieces. She wore her hobbit outfit and explained what a hobbit is and even mimed
and imitated a hobbit. But the questions asked by the little blond girl reveal that she does know
what Alice is talking about and that Alice is very different from them / is miles apart from them.
It is as if Alice was / came from another planet. On that day, she realized that not everybody
admired her and found her funny. What had been entertaining to her parents looked strange to
the other girls who made fun of her. It was the first time ever she has ever been contradicted and
laughed at. The children made fun of Alice and said they did not like her and would never like her
probably because they were surprised to see how different, smarter and brighter she was. They
decided to exclude her because she was different. They were not as developed and savvy as she
was. It is a shame they reacted this way because they could have learnt a lot from her and they
could have taught her the games of children of her age. They could have drawn a lot of benefit
from each other’s company.
6. Alice, as a child, may seem unpleasant to us because she is self-centred, self-confident and
very proud of herself. Yet, it is not her fault but her parents’ because they spoilt her by giving her
too much attention (lavishing too much attention on her), by admiring her too much and
encouraging her to live in a kind of fantasy world which revolved around her.
7. “I loved the attention, they loved the entertainment” means that both her parents and herself
were satisfied with the situation and derived pleasure from it. Indeed, she enjoyed being
admired, encouraged and cheered when she sang or dressed and spoke like a hobbit. Her
parents enjoyed / were keen on / watching her perform tricks (like a tamed animal or a pet) and
admiring what she was capable of. She was fun to them.
On rebrassera le vocabulaire des likes et dislikes.
AFTER READING •
COMPODICTO
Transcription
When Alice was little, her parents encouraged her to be creative. They taught her to sing, dance
and read. She loved the attention and they loved the entertainment. Alice read The Hobbit and
became convinced she was a hobbit. Her mother made her a hobbit outfit. On the first day at
school, Alice announced that she was a hobbit and started to laugh and dance. But a little girl
said she looked like an ugly boy. The other children did not admire her.
WORDS •
1. applause: clap – certain: convinced – imaginative: creative – amusement: entertainment –
costume: outfit – pleased with: proud – look fixedly: stare – song: tune – not beautiful: ugly –
encourage: cheer.
2. a. show that you are very pleased: clap.
b. suddenly: quickly.
c. do as if: be supposed to.
d. see very well: get a good look.
ACTION Comfort Alice

CECR niveau A2
Relater une expérience, réagir simplement.
Cette activité amènera les élèves d’une part à reformuler le support vu en classe, puisqu’Alice devra
raconter son expérience à l’école, d’autre part à verbaliser le point de vue des parents, point de vue
qu’ils ont été amenés à expliciter lors de l’étude du document. Le jeu de rôle les amènera donc à se
décentrer pour adopter un point de vue qui n’est pas forcément le leur. Il est préférable de laisser
les élèves s’entraîner avant de leur demander d’interpréter leur dialogue, mais on veillera à ce que
cette activité ne devienne pas une lecture de scripts rédigés.

GRAMMAR FILE Le passé Manuel p. 74
OBSERVE •
1. Les verbes was, encouraged, taught, could get, told, looked sont au prétérit simple et were
staring est un verbe au prétérit be + V-ing.
2. be, encourage, teach, can get, tell, look, stare sont les formes verbales de ces verbes. Certains
verbes sont réguliers et d’autres irréguliers.
3. Le prétérit s’utilise pour parler d’un passé en rupture avec le présent comme l’indiquent les
expressions “when I was little” et “on my first day at school.”
4. La forme “were staring” décrit les circonstances dans lesquelles une autre élève lui a dit qu’elle
avait l’air affreux tandis que les verbes au prétérit simple décrivent les événements qui se sont
passés ce jour-là. Ils servent à narrer l’histoire.
Traduction de la phrase c. : Le premier jour où je suis allée (j’allai) à l’école, une fille m’a dit (me
dit) que j’avais l’air affreux. Derrière elle, six ou sept autres filles me regardaient aussi fixement.
Il apparaît que le prétérit simple correspond au passé composé français (ou au passé simple) et
le prétérit en be + V-ing à l’imparfait.
PRACTISE •
1. I could sing > can sing / I was four > be / I loved > love / They were > be.
I learned > learn / they bought > buy / We talked > talk / I became > become.
My mother made > make / I wore > wear / my parents sent > send.
I discovered > discover / A little blond girl came > come / asked > ask.
I announced > announce / she asked > ask / I started > start.
Learn a deux prétérits : un régulier (GB) et un irrégulier (US).
2. a. Alice chantait toujours quand ses parents recevaient des amis. > sang
b. Alice chantait quand son père est rentré. > was singing
c. Quand Alice a chanté devant les élèves, elles se sont moquées d’elle. > sang
d. Alice chanta et tout le monde applaudit. > sang
3. a. As a child, Alice always got a lot of attention.
b. Alice learnt to read when she was four.
c. Alice enjoyed reading from the start.
d. A group of girls came to look at Alice while she was doing the hobbit.
4. a. Alice always had to dance or sing to entertain her parents’ friends.
b. Alice was dancing on the table when she fell off.
c. Alice was given so much attention that she became self-centered.
d. Alice’s parents were talking when she came in dressed as a hobbit.
e. When she arrived at school, Alice realized that she was different from other kids.
5. a. Her parents always encouraged her to read.
b. She was laughing like a hobbit when the bell rang.
c. The other children laughed at her when she said she was a hobbit.
d. Her parents were so proud of her that they (would) let her do what she wanted.
ACTION Say what you were doing
CECR niveau A2
Décrire des activités passées et des expériences personnelles.
à raconter leur expérience. Ils pratiquent donc le point de langue travaillé tout en se concentrant
sur le sens de leurs productions. C’est bien le sens qui importe, et non la forme qui garde donc son
rôle essentiel d’outil servant à la communication.

PICTURE TALK
1. The document is a poster. It is composed of a picture and text. The text looks as if it’s hand
written.
There are five teenagers in the picture. They are dressed in grey and all look pretty miserable but
they are determined.
2. You first see the words Teenagers and Act Now. Then you see the picture with five young people.
Then you start reading the text at the bottom and then the smaller text.
The photo illustrates the sentence Tired of being harassed by your stupid parents. The teenagers
look as if they were protesting against their situation, almost as if they were on strike.
The words in large letters often appear in flyers that advertise charities or campaigns for good
causes.
The words at the bottom are encouraging the teenagers to do something – there is irony in this
sentence; the teenagers live with their parents who support them. Leaving home and becoming
independent would be a good way to protest and to show what they are worth.
This document illustrates the relationships between teenagers and their parents.
ACTION 1 Say who you were

CECR niveau B1
Échanger, vérifier et confirmer des informations.
Cette activité devra être préparée en amont par les élèves, à la maison ou dans une salle avec accès
Internet. Ils devront retenir plusieurs informations concernant le personnage qu’ils souhaitent
incarner. Les questions qui seront posées seront vraisemblablement récurrentes, elles pourront
avoir été également préparées à l’avance. L’important ici est que les élèves communiquent. Une
fois encore, c’est le contenu du message et donc le sens qui primera pour eux; la langue devient le
moyen d’obtenir l’information dont ils ont besoin. Plus la langue sera fine et exacte, plus les infor-
mations qu’ils obtiendront seront exactes.

ACTION 2 Write your autobiography
CECR niveau B1
Faire des descriptions détaillées simples et directes.
Ils peuvent ainsi faire la synthèse de ce qu’ils ont appris et, ce faisant, apprendre à respecter la
spécificité du type d’écrit qui leur est demandé. Le travail d’observation pourra être mené en
classe, d’abord individuellement ou à deux, puis mis en commun, de façon à ce que le professeur
s’assure que les élèves disposent bien des outils dont ils auront besoin. L’étape Think, en revanche,
sera plutôt faite à la maison individuellement. L’écriture finale pourra, selon le choix du profes-
seur, être faite à la maison, ou en classe.
1. What each paragraph deals with:
– §1: A. Christie’s private life.
– §2: A. Christie’s work.
– §3: A. Christie’s influence and fame today.
2. The tenses:
– §1 and 2 deal with the past life of a person who is now dead. They are logically written in the past.
– §3 deals with the present and is a link between A. Christie’s past life and the present. So, the
verbs are in the present or in the present perfect.
3. Expressions used to express chronology: in 1890 – During the 1st World War – In 1914 – in 1926 –
Later – first – in 1930 – Following these – Today – in 1971 – Five years later – to this day.
TEXT FILE 2 Teach Me Manuel p. 76

CECR niveau B1
• Comprendre, dans un texte rédigé dans une langue standard, les descriptions de senti-
ments ou de souhaits.
From Farm Boy by Michael Morpurgo. Michael Morpurgo is the author of many books for children,
five of which have been made into films. He also writes his own screenplays and libretti for opera.
He has three farms in Devon, Wales and Gloucestershire, open to inner city school children who
come to stay and work with the animals. In 1999 this work was publicly recognized when he and his
wife were awarded an MBE for services to youth.
1. In this story there are two characters present: the grandfather and his grandson. They are
probably inside the farmhouse and they are talking.
2. The boy is offered two jobs: his granddad would like him to help with the farm work and to teach
him to read and write.
3. When he was a child the grandfather went to school but he did not learn much (because he did
not like school and he couldn’t stand his school teacher). Later, he forgot what he had learnt. At
the age of 18, he married and, as his wife could read and write, he didn’t bother to learn
because it was not necessary for him to do so. Later on, as he grew older, he asked his wife to
teach him. Unfortunately his wife died and today he is still illiterate.
4. He wants to be able to read an Agatha Christie book and write his grandson a story – the story of
his life.
5. We can read that the grandfather “was looking down at his hands. He didn’t seem to want to go
on,” and that “There were tears in his eyes when he looked at” his grandson, which shows that he
was ashamed and sad at admitting his illiteracy. He declared that he’d “learn quick” and he was
“betting … one hundred pounds” that, if his grandson taught him “let’s say three hours a day till
Christmas, [he’d] be able to read an Agatha Christie book all on [his] own,” which means that he
is desperate to learn and has particular reasons for doing so / knows what he is doing it for.
6. This situation is still common today. Apparently, some teenagers leave school without being
able to read and write.

1. a. wages – indice : pay > salaire, gages.
b. tears – indice : in his eyes > larmes.
c. I’m betting – indice : £100 > je parie.
2. a. arm: bras.
b. give a hand: donner un coup de main.
c. mumbled: grommela.
d. sighed: soupira.
e. on my own: tout seul.
3. a. grand-mère : grandmother.
b. petite-fille : granddaughter.
c. petit-fils : grandson.
4. a. I can’t write either.
b. To go on.
c. I never bothered.
d. For both of us.
e. Three hours a day.
Transcription
A young boy was visiting his grandfather on a farm. He was surprised when, one day, his
grandfather asked him to stay on the farm longer. He asked the boy to teach him to read and
write. He promised to pay the boy for doing that.
The grandfather did not like school when he was a boy and he did not like the school teacher.
Then he forgot what he had learnt.
The grandfather’s dream is to read an Agatha Christie book and to be able to write a story.
GRAMMAR EXERCISES • LE PASSÉ (Workbook)

1.
got out sat down began Moment de la narration
Le verbe was smiling se situe dans le passé. Il englobe les trois verbes d’action.
2. On renverra les élèves au précis grammatical.

3. a. Les verbes took et said indiquent les actions successives. Le verbe was asking sert de cadre
aux actions.
b. Le verbe smiled indique l’action. Le verbe was looking sert de cadre.
4. a. When he entered the room, his wife was reading a paper. She looked at him and smiled.
b. Every day, he bought a paper and read the news for his grandfather.
c. After lunch, he did not make a noise because he knew his grandfather was listening to the radio.
d. Then he silently climbed the stairs to his room.
6. a. When he was young the others laughed / would laugh at him because he could not read.
b. Sometimes, what they read made him laugh but he did not understand what was funny.
c. While the children were doing their homework, he walked the dog.
d. He was walking along Mince Street when he saw his grandson who was looking at a shop window.
ACTION This is my life!

CECR niveau B1
Écrire une lettre personnelle pour décrire en détail ses expériences et ses sentiments.
Cette activité amène les élèves à reformuler et à développer ce qu’ils ont appris et retenu de la lec-
ture du texte. Ils sont amenés à se décentrer pour adopter un point de vue qui n’est pas le leur. Ce
travail pourra être donné à faire à la maison. La longueur et la richesse de ce qui sera attendu
dépendront bien entendu du niveau et des compétences des élèves.

READING •
CECR niveau A2
1. a. False: the girl’s first name is Daisy. We don’t know her last name but we are told she lives in
Crawley: “That’s what happened to Daisy, from Crawley.”
b. False: Dave is Daisy’s father: “she is … deeply embarrassed by her dad, Dave.”
c. True: Daisy is not pleased with Dave’s hobby: “he is so embarrassing.”
d. True: “Daisy says her dad is 43 but in his mind he is about 20.”
e. False: Dave “spends a lot of money on the latest gear.”
f. False: Dave “doesn’t worry about looking silly in his skateboarding gear.”
CECR niveau B1
Comprendre dans un texte les descriptions de sentiments ou de souhaits.
2. a. Daisy disapproves of Dave because he has a teenager’s hobby / he has the same hobby as her
school friends / he has an unusual hobby for a forty-year old.
b. Her school friends are probably surprised and remain speechless because her dad has taken
up skateboarding, which is a teenager’s activity.
c. David has adopted this hobby because he tried it when he was 13 but could not afford it. Now
he can buy himself a great skateboard and the latest gear.
d. No, middle-aged men would rather buy a sports car or dress in a modern way (“wear skinny
jeans”).
CECR niveau B1
3. time when you are young: youth – very narrow: skinny – adopted: taken up – friends: mates –
spending time outside: hanging out – equipment: gear
WRITING •
CECR niveau B1
Utiliser par écrit de façon structurée et claire des informations transmises oralement ou
par écrit.
Ce sujet nécessite la compréhension du texte dans lequel les élèves trouveront des idées et du
lexique. La vidéo Mum, I need £20! les aura tout particulièrement préparés à l’argumentation et
leur aura fourni des expressions utiles pour exprimer l’opposition.
La forme du dialogue a été étudiée au folder 1 (Workbook). Les critères d’évaluation seront
donnés et reprendront les points mis en valeur dans la préparation (forme, style, niveau de
langue, vocabulaire spécifique, correction de la langue et richesse de l’argumentation).
PRACTICAL FILE Writing about Yourself Manuel p. 78/79

Le professeur pourra, au choix, faire travailler la classe sur les deux pages ou bien scinder le travail
sur deux séances.
Writing a Blog…
COMPLETE THESE INSTRUCTIONS
1. Insert photos to attract the reader’s attention.
2. Use different styles or colours to make my blog more lively.
3. Add new entries every day.
4. Try to make the headlines more intriguing.
5. Record podcasts for your blog.
6. Be very careful not to leave spelling mistakes.
7. Update your blog very often.

Dos Don’ts
2. Use a maximum of 250 words. 1. Put hundreds of links on your page.
(To keep interest, don’t make your blog (Too much of a good thing can be confusing.)
too long.) 3. Make headlines very long.
4. Write with a lot of passion. (Short and catchy are the key words.)
(People love to know what you think.) 5. Make your posts very complicated.
6. Use a variety of styles and colours. 8. Leave the same post for a long time.
7. Put lively photos. 10. Update your blog only once a year.
9. Post new photos regularly. (Nothing is worse than an old blog. A good
blog must be updated regularly.)
1. The home page. 6. Upload pictures and video.
2. Keep in touch. 7. An online diary.
3. Update. 8. Post an entry every.
4. Proofread. 9. Headings.
5. Check the spelling.
ACTION Create the home page of your Year Blog

CECR niveau B1
Résumer une source d’informations factuelles en faire le rapport et donner son opinion.
Cette activité vise à donner du sens aux conseils donnés dans cette page. Il s’agit de permettre aux
élèves de mettre ces conseils en pratique tout en personnalisant le Year Blog qu’ils tiendront à jour
toute l’année.
Writing Postcards…
SIX THINGS TO DO
1. Mention the weather.
2. Say what the place is like.
3. Say what you are doing.
4. Say what you like doing.
5. Mention funny things that have happened to you.
6. Don’t forget to sign off at the end.

1. I miss you.
2. The weather is great.
3. Sights to see.
4. I wish you were here.
5. I’m having a great time.
6. I’m really enjoying myself.
COMPLETE THIS POSTCARD

Hi Jill,
I got to Mexico City two days ago. We’re going to spend two weeks here before going to Texas.
I miss you a lot but I am really having a great time.
It is such fun here. The weather is sunny and we wear shorts all the time. The best thing is the food.
It is delicious. And there are so many things to see. We’re really enjoying ourselves.
See you soon and take care,
Fred
ACTION Find out where the postcards were sent from

CECR niveau A2
Écrire un message court pour relater des événements, des expériences.
Cette activité très simple vise à permettre aux élèves de réutiliser, dans un cadre ludique, les struc-
tures et les conseils donnés dans ces pages, et ainsi de mieux les fixer.
P115-176-9782011808431:Impact Ilvre prof.qxd 25/05/10 11:13 Page115
Folder 4 Reality TV
SENSE OF BELONGING • VISIONS OF THE FUTURE
These days, people live and die on television, as illustrated by the short life of reality TV star, Jane
Goody. Famous for nothing other than appearing in Big Brother, Jane Goody, who some think of as
having no talent whatsoever, went on to become a household name. When she recently died of
cancer – she practically left this world just as she had entered it – on TV. What was Jane Goody
famous for? Being famous and dying of cancer is the answer. Is this what talent is all about?
Sommaire
CULTURE BLOG British Television
A close-up on British television.
SOUND FILE Document 1 : Did You Enjoy Being on TV?
In this document adapted from Queen Mum by Kate Long, a girl is being interviewed
about what it was like to be on famous TV reality show, Queen Mum.
Document 2 : I Love My Cable TV
A song by Al Yankovic, or Weird Al, as he is more commonly called, an expert at
parody
MOVIE FILE The Latest Show
A Channel 4 reality show involved contestants being forced to make their home on
1000 tonnes of rotting household and construction waste.
WORD BANK
TEXT FILE 1 Being on Queen Mum
This extract from Kate Long’s novel (see Sound File) shows that the most unexpected
of people might end up taking part in a reality show.
GRAMMAR FILE L’expression du futur
EXPRESSION FILE
Picture Talk : A cartoon showing a family of couch potatoes watching themselves
on TV.
Actions 1 and 2 : A documentary and a diary entry about a school day.
TEXT FILE 2 Surviving Antarctica
An excerpt from Andrea White’s book about a fictitious reality TV show, Antarctic
Survivor, which is set up to recreate Robert F. Scott’s 1912 doomed attempt to be
the first to reach the South Pole.
ART HISTORY FILE A Panorama of American Cinema
Folder 4 Reality TV 115

CULTURE BLOG British Television Manuel p. 82/83

CECR niveau B1
• Lire des articles sur des questions contemporaines.
• Comprendre l’essentiel de tout texte traitant d’une thématique familière, rédigé dans une
British television is considered by many to be the best in the world. It is true that the BBC has a
world-class reputation but some think the BBC has fallen behind American TV as far as TV series are
concerned. The Americans know how to write screen plays and do so with imagination and flare –
thanks in part to enormous budgets. In the UK, the style is different and most people are happy with
the somewhat tired soaps that have been running for many years – too many years some may think.
1 The Networks
Ce premier article présente la télévision britannique, les différentes chaînes et leurs spécificités –
dont les émissions de téléréalité.
1. The types of programmes mentioned: children’s TV, drama, news, entertainment, talk shows,
documentaries, consumer advice shows, scientific programmes, films, sports, game shows,
chat shows, reality TV shows.
2. The BBC channels are funded by a public licence so there are no commercials whereas the other
channels are funded by advertisers / commercials.
3. The most informative channel is BBC2.
4. No, the same programmes aren’t broadcasted all over Britain all the time because each region
has its own news programmes and a variation of the main channels.
2 Favourites
Ce second texte se focalise sur les feuilletons et les programmes concernant la vie quotidienne.
1. People love soaps because they get to know the characters and identify with them.
2. Some soap episodes tend to become controversial to attract viewers. For instance, they deal
with abortion, homosexuality, rapes, etc.
3. People also love lifestyle programmes because they are entertaining but also helpful as regards
their everyday lives.
4. Soaps: Eastenders, Coronation Street, Neighbours are not shown in France but we can see
American series like Friends, Desperate Housewives and Ugly Betty.
Lifestyle programmes: in France, we have the equivalents of Changing Rooms, Gardener’s World
and Ready, Steady, Cook – for example, Question maison, Les Escapades de Petitrenaud, À vos
fourchettes, À vos recettes, Téléachat, Intérieurs, D&CO, etc.
POD LECTURE • Reality TV Shows

Avant de faire écouter cette mini-conférence sur le passé de la téléréalité et les émissions
actuelles, le professeur fera lire les tâches de repérage proposées dans le manuel et vérifiera que le
lexique ne pose pas de problème. Il invitera les élèves à ne noter pendant l’écoute que des mots sur
un document préparé à l’avance et aidant au repérage.
116 Folder 4 Reality TV
Il leur donnera quelques minutes entre les deux écoutes pour relire leurs notes et vérifier ce qu’ils
doivent encore repérer.
La correction pourra être conduite par les élèves eux-mêmes qui s’interrogeront mutuellement, le
professeur cherchant à s’effacer le plus possible.
Après la correction, le professeur pourra demander aux élèves d’élaborer un résumé de l’enregistre-
ment en articulant les phrases à l’aide de mots de liaison. De cette manière, il les entraînera à
structurer leur réflexion et leurs prises de parole.
Transcription
Lecturer: So, do you think Reality TV is something new?
Student: Yes! It’s a pretty modern phenomenon.
Lecturer: No, it isn’t – you can trace it back to Candid Camera, which started in the USA in 1948.
You remember Candid Camera? There were hidden cameras filming ordinary people in unusual
situations; then the joke was revealed on television. So, famous shows like Big Brother, which
started in 2000, are just a continuation of the idea. Today, celebrities are lining up to take part in
Big Brother and other similar programmes. Shows like Pop Idol and Fame Academy, whose aim is
to find a new star or band, are the modern version of the old-fashioned talent show. They give
ordinary people the chance to become stars overnight.
Some UK reality shows follow the daily lives of people who work in airports, go on holiday, and
stop crime.
Despite high viewing figures, some people seem to be getting bored with this type of TV. In an
effort to boost the number of viewers, producers are making shows more and more controversial.
They encourage candidates to eat live insects, fight and even have live sex!
1. In Candid Camera, “there were hidden cameras filming ordinary people in unusual situations.”
The French equivalent is “La Caméra Cachée.”
La seconde partie de cette question n’est pas de la compréhension mais permet aux élèves de
comparer de façon explicite les émissions de télévision françaises et britanniques – l’approche
comparative étant préconisée dans l’enseignement de la civilisation en classe de langue.
2. Big Brother is a continuation of Candid Camera.
3. Celebrities are lining up to take part in Big Brother and other similar programmes; that is to say
that there are a lot of celebrities waiting to participate (applying to be) in such shows.
La reformulation de lining up pourra se faire lors de la correction. Ce mot ne sera pas forcément
entendu lors de l’écoute.
4. A talent show is a show whose aim is to find new stars by giving ordinary people an opportunity
to perform on the air (TV or radio).
5. Pop Idol and Fame Academy aim at finding new stars.
6. In the UK some other reality shows follow the daily lives of people who work in airports, go on
holiday, and stop crime.
7. Some people seem to be getting bored with reality shows.
8. To face the problem the producers make the shows more and more controversial. For example,
they encourage candidates to eat live insects, fight or even have live sex!

CECR niveau B1
Faire un exposé simple et direct et préparé, sur un sujet familier, dans lequel les points
importants sont expliqués avec assez de précision.

sur les pages du Culture Blog. Cette synthèse est faite oralement. Les élèves s’enregistrent (il sera
possible de les emmener en laboratoire, d’utiliser des dictaphones, des lecteurs enregistreurs mp3,
ou même tout simplement de leur demander d’utiliser leurs téléphones portables) et peuvent ainsi
mettre en ligne leur production dans leur Year Blog.
SOUND FILE Manuel p. 84

CECR niveau A2
CECR niveau B1
Document 1 : Did You Enjoy Being on TV?

This document is adapted from a book by Kate Long, Queen Mum. Queen Mum is the story of
married mum, Ally, and her relationship with the family next door, in particular the beautiful Juno,
who seems to glide through life with effortless grace. But when Juno takes part in the reality TV
show Queen Mum, Ally discovers a whole new side to the woman she thought was her best friend. In
this interview, one of Juno’s daughter, Pascale, is being interviewed about what it was like to be on
Queen Mum.
Le texte de la page 87 est un extrait du même roman. Pour respecter la chronologie, nous conseil-
lons au professeur de travailler ce texte avant d’aborder le document oral.
Transcription
Carla, 15: Did you enjoy being on TV?
Pascale: Yes! I got to know lots of things about how a TV production gets made. It was really
interesting. I’d recommend it!
Jake, 16: I saw you did really well at school. You got brilliant scores in your GCSEs. Congratulations!
Was it difficult to balance your schoolwork with your TV obligations?
Pascale: No, because it only lasted two weeks. Mum and Dad agreed to be on Queen Mum
because they knew that two weeks wouldn’t affect my schoolwork. And the teachers were pretty
understanding about it, too.
Jameelah, 17: How about your friends and classmates? How did they your react to your being on
Queen Mum?
Pascale: Everyone’s been fine with it. I got a bit of teasing at the beginning but it was only in fun.
Mum told me it wouldn’t last very long; and she was right. Things got back to normal after a few
days. I think young people today are so used to TV that it’s part of their lives. It wasn’t a big deal.
Jee, 16: What did you think of the woman who became your mum for two weeks?
Pascale: She was good fun, but we were glad when Mum came back. It’s difficult to be friends
with somebody – especially an adult – when you have known them only two weeks.
Joe, 18: Would you like to have a career in television?
Pascale: Not really. I want to work in astronomy. I’m more interested in real stars than in TV stars.


1. Cf. enregistrement.
2. Television – reality – recommend – adult – congratulations – difficult – balance – obligations –
affect – astronomy.
Le travail sur les mots transparents peut être l’occasion de faire apparaître les constantes dans
la prononciation. Par exemple, l’accentuation des mots terminés par -ion (exception : television).
3. a. production – b. interesting – c. recommend – d. brilliant – e. obligations – f. permission –
g. normal – h. career – i. television – j. difficult – k. adult – l. astronomy.
Anticipate (Manuel)
1. Queen Mum is a reality TV show in which mothers swap houses and families. Pascale Kingston
who is 17, was on TV when her mother took part in Queen Mum. She is going to be interviewed by
a group of teenagers who watched the show.
2. Here are some possible questions:
– How long was your Mum away? How long did you have a new Mum?
– Did you enjoy having a new Mum? What was she like? In what ways / To what extent was she
different from your Mum?
– How did your dad react?
– Was it stressful to be filmed nonstop?
– Did you carry on / keep going to school?
– Did you manage to do your schoolwork / to study? Did the show prevent you from doing your
school work?
– How did your school friends and your teachers react?
– Was it fun to be in the show?
– What did you find out about the way shows are made?
– Would you like to be a film star or a TV star?
– How did you feel at the end of the show?
– Was it easy or difficult for you to go back to normal life / to your previous life?
NOW LISTEN •
A2 (Workbook)
Concentrate on the questions
4. Le repérage des mots accentués fait partie des stratégies à entraîner.
5. a. Carla wants to know if Pascale enjoyed being on TV.
b. Jake wants to know if it was difficult.
c. Jee wants to know how her friends and classmates reacted.
d. Jameeelah wants to know what Pascale thought about the woman who became her mum for
two weeks.
e. Joe wants to know if Pascale would like to have a career on TV.
Concentrate on Pascale’s answers
6. To Carla’s question: Yes, because… know – TV production – made – interesting – recommend.
To Jake’s question: No, because… two – weeks – (because) – (wouldn’t) affect – schoolwork –
(And) teachers – understanding.
To Jee’s question: It was not a problem because… fine – (I think) young people today – (so)
used – TV – part – lives.
To Jameelah’s question: It was not a problem because… fun – glad – mum – came back –
difficult – friends – adult.
To Joe’s question: No because… work – astronomy – interested – real than – in TV stars.
7. Réponse libre. On encouragera les élèves à comparer leurs productions à deux ou trois.
B1 (Manuel)
3. Did you enjoy being on TV?
Was it difficult to balance your schoolwork with your TV obligations?
How did your classmates react to your being on Queen Mum?
What did you think of the woman who became your mum for two weeks?
Would you like to have a career in television?
4. Pascale learnt a lot about TV, she found it really interesting. The show only lasted two weeks so
it did not affect her schoolwork. Her friends teased her a little, but things got back to normal
after a few days. She liked the woman who took her mum’s place for two weeks, but was glad
when her mum came back. She did not know this person for long. She does not want to have a
career in TV, though; she wants to work in astronomy.
AFTER LISTENING •
Sum up the document
Example: Pascale took part in a TV show, Queen Mum. Her mother swapped houses with another
woman for two weeks. She enjoyed it and found it interesting. Since the show only lasted two
weeks it did not affect her schoolwork. Her friends found it funny, but things soon got back to
normal afterwards. She enjoyed the experience but was glad when things got back to normal
again. It did not make her want to work in TV later.
Pronunciation
On travaillera sur l’intonation qui est montante dans les phrases 1, 2 et 5 et descendante dans les
phrases 3 et 4.
ACTION Write an article for your school magazine

CECR niveau B1
Faire le récit d’une expérience personnelle, décrire ses impressions.
Les élèves reformulent à l’écrit ce qu’ils ont compris et retenu du document oral. Cette activité
donne du sens à l’écoute : on écoute pour avoir des informations qui seront réutilisées ensuite. Ce
travail peut être fait à deux, en classe ou à la maison : les élèves collaborent et comparent ce qu’ils
ont compris et retenu. Bien entendu, la production demandée reste courte (70-100 mots), l’objec-
tif est avant tout de les amener à reformuler ce qu’ils ont compris.

Document 2 : I Love My Cable TV

Cable TV has changed people’s lives. It has provided more choice than TV viewers could ever have
dreamed of in the past. We can watch so many programs whenever we want according to whatever
we feel like watching – however unusual. Television choice is available non-stop. There are over
300 channels available on Sky Digital – something for everyone – however strange tastes might be.
Al Yankovic, or Weird Al, as he is more commonly called, is an expert at parody. His lyrics about the
different channels we can watch on digital TV are not just fun, but also thought-provoking. Do we
really need to know about the stock report in Korea or find out what the weather is like in Peru?
Perhaps we are all in danger of becoming couch potatoes for just fifty dollars a month. Is it worth
it? The counter argument of course is that we all have more choice and can choose what sort of
program to watch when we like. Is this freedom or unnecessary temptation?
Nous rappelons au professeur qu’une version karaoké de cette chanson figure sur le DVD. Cette
version permettra à la classe de chanter après le travail de compréhension – et ainsi de travailler
la prononciation et le rythme de manière agréable.
Transcription
I used to think my life was so empty Oh, but they’re just jealous ’cause I’ve seen
I used to think life was passin’ me by Porky’s
Well, I was just about ready Twenty times this week
To curl up and die Bugs Bunny direct from Atlanta
But then one day I got a visit Mr. Wizard is on at five
From the cable company I got a satellite dish on the trunk of my car
Well, they hooked me up and plugged me right So I can watch MTV while I drive
in I’m talkin’ ’bout real quality programs
And now I got cable TV The kind you just can’t get for free
Now I get to watch the stock report in Korean Now I never wanna leave my apartment
The news and weather from Peru ’Cause there’s just so much for me to see
It costs me fifty bucks a month just to see ’em On my cable TV (Cable TV)
Yeah, but that’s all right with me Cable TV(Cable TV)
I got cable TV (Cable TV) Well, if you need to find me
Cable TV (Cable TV) You know where I’ll be
Oh, eighty-three channels of ecstasy Watchin’ my cable TV, yeah
I love my cable TV, yeah I love my cable TV
I love my cable TV I love my cable TV
I love my cable TV
My friends are gettin’ kinda worried I love my cable TV
They think I’m turning into a freak Weird Al Yankovic, Lyrics.
NOW LISTEN • (Workbook)

1. Voir transcription.
2. Words related to TV. La liste ci-dessous est un exemple que l’on pourra inviter les élèves à
discuter ou compléter.
the cable company – they hooked me up – they plugged me right in – cable TV – the stock report
– the news and weather – channels – a satellite dish – quality programs.
3. Programmes : the stock report (in Korean) – the news and weather (from Peru) – Porky’s – Bugs
Bunny – Mr. Wizard – MTV.
4. a. Cable TV is not really expensive: fifty bucks a month.
b. Cable TV only shows quality programmes: wrong; the whole song is ironic.
c. Cable TV is not good to socialize: I never wanna leave my apartment
d. Cable TV is a good way to spend time. We can assume this is false as most examples of programmes
are not worthy.
5. This song is about the danger of too much TV. The man does not do anything except watch TV at
home. He watches TV even when he drives. He watches anything (even the stock report in
Korean). He watches the same programmes over and over again. He is totally hooked.
6. Réponse libre.
MOVIE FILE The Latest Show Manuel p. 85

A recent Channel 4 reality TV show involved contestants being forced to make their home on
1000 tonnes of rotting household and construction waste. The group, most of whom had been led to
believe their exercise in eco-living was to take place in the tropics, were taken to a rubbish dump near
Croydon to survive for three weeks. Would your students be prepared to take part in such a show?
Transcription
The Latest Show
À l’écran Son
Step 1 Présentations des Eleven people have signed up for a unique green experiment that
candidats. will push them to their limits. They know it will be tough, but
Ils passent un par un. they’ve been told nothing about where they’re going or what
they’ll be doing.
– I think it’s going to be somewhere like North Australia or
maybe South Africa.
– Maybe to the desert.
– A beach would be good.
Step 2 L’arrivée des candidats But the reality is very different. They’re coming here, a huge
+ vie sur la décharge. rubbish dump, just outside Croydon.
– Oh shit!
– This isn’t the beach!
– I don’t know whether I can do this.
– How can you be positive about a dump!
They’ll be taking part in a unique experiment. For three weeks,
they’ll be living in a thousand tons of our rubbish.
– Gee, I feel like I’m getting ill.
– The smell of it is putrid.
– I really am having a hard time with it.
– You’re OK.
– Yeah!
The challenge is to create a life of themselves out of the stuff
other people throw away.

Step 3 Vie sur la décharge. They’ll be living in rubbish, building with rubbish, even sleeping
in rubbish.
– Ahhhhhhhhhhh!
They’ll have to survive the elements.
– It’s raining, it’s raining hard.
And survive living with each other.
– Eat your food.
– Don’t fucking tell me what to do.
– Because I’m asking you not to.
Or what? Or what?
And along the way, they’ll be forced to confront the true scale of
Britain’s waste problem.

1. The poster advertises a new show.
2. The poster promises to make your life exciting.
3. The candidates should be courageous, adventurous and brave.
4. The show could be a kind of reality show in which people have to face danger or extreme
sensations. For example they might have to climb mountains, do bungee jumping, fly a plane or
stand on the wings of a plane, jump over a fire, fight a fierce animal, enter the cage of a lion,
tame a wild animal…

Step 1
1. Eleven people have signed up for a unique green experiment that will push them to their limits.
2. They’ve been told it will be tough but they haven’t been told where they’re going or what they’ll
be doing.
3. North Australia – South Africa – the desert – beach.
4. They will have to go beyond their limits. Les élèves pourront imaginer les épreuves que les
candidats auront à affronter, en fonction de leur imagination ou des émissions de ce type qu’ils
ont déjà vues. Ils se créent leur propre schéma mental et émettent des hypothèses. On les
prépare ainsi à partager la surprise des candidats à l’émission.
Si les élèves ont répondu de manière circonstanciée à la question 4 de Before you watch, on
pourra passer cette question.
5. Réponses libres – Il s’agit ici d’anticiper.
Step 2
6. Les élèves valident ou corrigent leurs hypothèses.
7. They are surprised, shocked, amazed and certainly somewhat disappointed, disgusted and
worried.
8. They are in a rubbish dump.
9. They will have to stay there for 3 weeks.
10. The challenge is to create a life of themselves out of the stuff other people throw away.
11. They will have to survive on their own, using all they can find in a rubbish dump.
12. They’ll have to build up a place to live in, to find a shelter against rain and cold and they will
have to learn how to live together in such difficult conditions.
Step 3
13. “They’ll be living in rubbish, building with rubbish, even sleeping in rubbish. They’ll have to
survive the elements and survive living with each other. And along the way, they’ll be forced to
confront the true scale of Britain’s waste problem.”
15. People will realize that the British waste too much.
16. Réponses libres. Un prétexte écologiste est utilisé pour donner une apparence morale à une
forme de voyeurisme passablement malsain.
17. Réponses libres. Il s’agit d’amener les élèves à réfléchir à ce qui peut inciter des personnes à
accepter ce genre de conditions sordides: appât du gain, volonté d’une notoriété à tout prix, etc.
ACTION Apply for the show

CECR niveau A2
Décrire les aspects de son environnement quotidien tels que les gens, les lieux, l’expérience
professionnelle ou scolaire, décrire sa famille, les gens, lieux et choses en termes simples.
Pour faire cette activité, les élèves mettront en œuvre des savoirs et des connaissances qui ont été
travaillés au collège : être capable de parler de soi et de son expérience. Il est possible de rendre
cette activité plus motivante et communicative en désignant à l’avance un jury de quelques élèves
qui devront, après avoir écouté les « candidats », décider de ceux qu’ils garderont pour participer
à l’émission.

1. a. apply (2) > applicant: candidat; application : candidature.
b. broadcast > broadcast: diffusion, émission.
c. compete (2) > competition: concours, compétition; competitor: concurrent.
d. entertain > entertainment: divertissement; entertainer: comique, amuseur.
e. evict > eviction: élimination.
f. participate (2) > participation: participation; participant: participant.
g. view > viewer: spectateur.
h. win > winner: gagnant.
2. TV people: anchorman, host.
TV programmes: contest, documentary, show, rerun, weather forecast.
3. a. The weather forecast says it’s going to rain tomorrow. (wrong word: documentary)
b. I don’t like this programme. Let’s see what they have on the other channels. (wrong word:
contests)
c. If you participate in this game, you can win 1 million pounds. (wrong word: earn)
d. BBC World broadcasts programmes all over the world. (wrong word: applies)
e. On private channels, there are commercials between the programmes. (wrong word: publicities)

TEXT FILE 1 Being on Queen Mum Manuel p. 86/87

CECR niveau A2
l’essentiel.
CECR niveau B1
We continue with an extract from Kate Long’s novel which shows that even the most unexpected of
people might end up taking part in a reality show.
Ally has everything she ever wanted: a husband, a child, a lovely house in a pretty neighbourhood.
Her glamorous, dynamic next-door neighbour, Juno, is also her best friend. But Juno has made a
surprising decision; she has signed up for Queen Mum, a reality TV show. For two weeks, she will live
with another family in another town, while her opposite number will be moving in next door to Ally.
Juno is excited about the prospect of seeing life from a different perspective. Ally is nervous. She
doesn’t like change, and knows from bitter experience how something precious can be lost in a
moment.
Kate Long’s novel, written with her customary wit, empathy and incisiveness, is about friendship
and love, recklessness and caution and how the camera, while it sometimes lies, can also reveal
uncomfortable truths.
BEFORE YOU READ •

1. It seems that a TV crew (some reporters, cameramen) are filming a mother and her two
daughters in their kitchen while they are cooking.
2. Queen Mum could be a reality show about the everyday life of a family or of two families.
Si la classe a écouté le document du Sound File, on leur fera redire le contenu de l’Introduction :
« Queen Mum is a TV show in which two mothers swap houses. »
NOW READ •
A2 (Workbook)
Read the whole text
1. Juno: best friend and neighbour > present.
Manny: husband > only mentioned.
Ally: narrator > present.
2. Queen Mum.
Women swap houses and then the viewers vote for who’s the best mother.
Early evening programme.
Start filming next month.
Airs six months later. August or September.
In our street.

Concentrate on Juno
3. a. She’s going to be on television.
b. She was excited, more than usual. / She put her hand to her mouth as if the news was almost
too shocking to be let out. / She giggled.
c. For fun.
Concentrate on Manny
4. He finds it fascinating from a sociological point of view.
5. No. It’s the only early evening programme Manny watches.
6. Manny sounds like a bossy person who has intellectual pretentions. He pretends he despises
popular TV shows, but watches them all the same, justifying himself with intellectual reasons.
And his wife knows very well how to manipulate him to have her way.
7. He will probably be horrified and feel humiliated.
8. Juno: “He’ll go mad at first”
Ally: “He’ll have a fit!”
9. Time and flattery.
Concentrate on Ally
10. Skeptical.
11. I’m amazed / I wouldn’t have thought it was your cup of tea / Juno, you crazy girl / I wondered
what the neighbours would think.
12. No she does not. She encourages her.
13. Juno: She likes it and thinks it is fun.
Ally: She does not really appreciate, she does not understand why her friend is so excited, but is
supportive.
Manny: He watches the show but looks down upon it for being too popular.
B1 (Manuel)
3. A woman, Juno, tells her friend and neighbour (Ally, the narrator) about the show she is going to
be in. She has not told her husband, Manny, about it yet.
4. Queen Mum is a TV show “where the women swap houses and then the viewers vote for who’s the
best mother.” The show will be filmed the month following Ally and Juno’s conversation but it will
be broadcasted six months later.
5. Juno is excited. Ally writes, “She was excited, more than usual.” She wants to be on Queen Mum
for fun but also because she feels she will be good. (“For fun.” “Do you think I won’t be any
good?”)
6. Ally knows what Juno is talking about because she explains what Queen Mum is all about
(cf. answer to question 3). She is extremely surprised, she can’t believe her ears. She did not
think her friends were interested in this kind of programme. She says “I wouldn’t have thought it
was your cup of tea.” Ally wonders what their neighbours will think.
On pourra rebrasser l’expression de la surprise.
7. Manny is Juno’s husband. Juno says Queen Mum is “the only early evening programme Manny
watches. He finds it fascinating from a sociological point of view,” which tends to show that
Manny is an intellectual or a sociologist, at least someone interested in social trends/
phenomena. Or at least that is what he wants people to think about him.
Ally thinks Manny will “have a fit.” Juno admits that “he’ll go mad at first” but “he’ll come round,
given time and flattery.” All this means that Juno and Ally expect Manny to be angry at first and
to refuse to take part in the show but they feel that he will finally accept if Juno flatters him and
waits for him to get used to the idea.
Les filles de Juno ne sont pas mentionnées dans le texte mais l’une d’elles, Pascale Kingston,
apparaît dans la compréhension orale de la page 84.
8. Juno seems to be authoritative and selfish: she makes decisions on her own, no matter what the
others think / without asking for anybody’s opinion or assent / without letting people know. She
doesn’t care how her husband (and daughters) will feel about being in a reality TV show. She
wants to have it her own way and to be in the spotlight even if the rest of her family does not feel
like it. She seems to be used to twisting her husband round her little finger.
Ally sounds very different. Soon after hearing the news she enquires about Juno’s husband and
wonders how he will react. She also seems to care about their neighbours’ reactions. Her enthu-
siasm at the end of the text when she says “You’ll win the whole series. Everyone will vote for you.
I’ll vote for you about ninety times” shows she is full of admiration for Juno / she looks up to her
friend. She seems to be a sensitive, considerate person.
On pourra à l’occasion de cette question travailler l’expression de l’intérêt ou du désintérêt et les
adjectifs d’appréciation permettant de décrire le caractère de quelqu’un.
9. Personal answers. A few hints:
Yes: it’s fun, it’s a way of becoming famous and of making money – you might become a star
afterwards – it’s a kind of adventure, it makes your life more exciting – you can go through new
experiences and find out about television – you might meet famous people, etc.
No: I don’t want any intrusion into my private life / I couldn’t stand being in the spotlight / I don’t
want to lose touch with reality / I’d hate to be spoilt by the media, instant fame, the star system
/ I’d rather be with my family and friends because they are genuine people unlike fame-seeking
or greedy contestants.
AFTER READING •
COMPODICTO
Transcription
Juno is telling her friend Ally that she is going to be on Queen Mum. Ally is amazed at the idea of
seeing her friend on TV. Juno has not told her husband about it. Ally wonders how Manny will
react. Juno says he will go mad at first but then he will come round. Ally is curious about their
neighbours’ reactions. She is interested in Juno’s motivation. Juno says she is doing it for fun.
WORDS •
a. look at someone with amazement: gape at someone.
b. exchange: swap.
c. extremely surprised: amazed.
d. laugh with repeated sounds: giggle.
e. request for employment: application.
f. a document with spaces in which to write: a form.
g. a sudden convulsion: a fit.
h. change opinion: come round.
i. start: kick off.
j. be broadcast on TV: air.

ACTION Break the news!

CECR niveau B1
des explications.
Cette activité amène les élèves à réutiliser et à adapter le travail fait à partir du document écrit. Le
comique de la situation rendra l’activité motivante pour les élèves. Il est ici proposé aux élèves de
s’enregistrer : ils pourront utiliser pour ce faire un ordinateur équipé de micros, un dictaphone, un
lecteur enregistreur mp3, ou même tout simplement leur téléphone portable. Cet enregistrement
pourra faire l’objet d’une évaluation par le professeur, et être mis en ligne pour enrichir leur Year
Blog. Il est cependant également possible de demander aux élèves de jouer la scène. Il paraît peu
pertinent de faire passer tous les groupes devant la classe, au risque de lasser les élèves, cepen-
dant après que tous les élèves se seront entraînés, on pourra demander à quelques groupes de pro-
poser leur interprétation.
GRAMMAR FILE L’expression du futur Manuel p. 88

OBSERVE •
1. Expressions verbales qui expriment l’avenir : I’m going to be / Will Manny be fascinated / He’ll go
/ does it kick off / Manny will be surprised.
2. Prédiction : Will Manny be fascinated? He’ll go mad / Manny will be surprised.
Prévision liée à la présence d’indices : I’m going to be. Futur qui ne dépend pas de l’énonciateur :
does it kick off.
3. Manny sera surpris quand il apprendra la nouvelle. Le mot qui introduit la subordonnée est
« quand » en français et when en anglais. When est suivi d’un présent alors que « quand » est
suivi d’un futur. La subordonnée introduite par when sert de repère à partir duquel on fait des
prédictions. Ce repère doit avoir une réalité, une existence – d’où l’utilisation du présent.
PRACTISE •
1. “You’ll never, ever guess.” “No, you’re right, I won’t” > prédiction
“You won’t believe it…” > prédiction
“He’ll have a fit!” > prédiction
“He will, won’t he? But he’ll come round, given time and flattery” > prédiction
“They’ll start filming next month” > prédiction
“It airs six months later” > futur qui ne dépend pas de l’énonciateur
“Do you think I won’t be any good?” > prédiction
“You’ll win the whole series. Everyone will vote for you” > prédiction
“I’ll vote for you about ninety times” > décision, volonté de la part de l’énonciateur.
2. a. Juno’s daughters: When they hear Juno has been selected to take part in Queen Mum, Juno’s
daughters will be surprised / they will be irritated / they will feel nervous at the idea of swapping
mums / they will be curious to see what Kim is like / they will be disturbed in their everyday life.
b. Ally’s husband: When he hears Juno is going to be in Queen Mum, Ally’s husband will find it
stupid / will be astonished / will not believe his wife.
c. The neighbours: They won’t believe it / will think it’s great to have a TV crew in the street / will
enjoy watching the TV crew film Juno’s house, husband and daughters / will feel curious and
will look into the Kingstons’ house.
3. a. Being on Queen Mum implies that Juno and Kim are going to swap houses.
b. Juno’s daughters and Kim’s sons are going to have new mothers!
c. Each mother has her own ideas about education so she is going to change the rules.
d. Through the TV show Juno and Kim are going to test their ability to adapt.
4. a. The street will be closed to traffic when the television crews arrive.
b. Manny will find it strange when a new woman organizes his life.
c. Ally is certain her friend Juno will win.
d. The boys will give Juno a hard time when she tries to change their ways.
e. If Juno wins she will become famous.
f. Juno will probably feel ashamed if she doesn’t win.
5. a. The neighbours will be interested in the work of the film crews.
b. Juno is self-confident. She is going to try and change the behaviour of Kim’s family.
c. All the neighbours will watch the programme when they hear that Juno is in it.
d. Thanks to Queen Mum Juno and Kim will probably discover their true nature.
e. How will the children react when they swap mothers?
ACTION Predict the future

CECR niveau A2
Faire des phrases simples pour évoquer des personnes, des événements, des lieux, des
objets.
à formuler des phrases au futur. Ils pratiquent donc le point de langue travaillé tout en se concen-
trant sur le sens de leurs productions. C’est bien le sens qui importe, et non la forme qui garde donc
son rôle essentiel d’outil servant à la communication.

PICTURE TALK
1. It’s a cartoon.
A family of three is sitting on the couch watching TV. The woman is in the middle and has an
impossible hairdo and is sitting between her husband, who looks a little like a pig, and her father,
on the far end of the sofa. They are transfixed. Their clothes are very colorful.
On the screen we can see an image of the family.
There is a camera on the top of the television. The family are watching themselves on TV.
2. They are watching a reality TV show of themselves.
They do not look very bright. They seem to be people who watch TV all day long (couch potatoes).
The cartoonist is illustrating the fact that people will watch anything on television – even themselves
doing nothing or watching television.

ACTION 1 Make a documentary

CECR niveau B1
Interagir dans des situations familières.
Cette activité amènera les élèves à mettre en scène et jouer des scènes de leur quotidien, en utili-
sant un langage simple et factuel. La réalisation d’un documentaire rendra cette tâche motivante
et ludique. Il faudra veiller, cependant, à ce que les élèves ne lisent pas des scripts rédigés à
l’avance, même si, bien entendu, ils prépareront les scènes à interpréter. Il s’agit bien de les entraî-
ner à interagir, et non à écrire.
ACTION 2 Write an entry in your diary

CECR niveau B1
Rendre compte d’expériences en décrivant ses sentiments et ses réactions.
Ils peuvent ainsi faire la synthèse et reformuler les faits qu’ils ont joués précédemment, tout en se
I went to the museum with Emma this afternoon. (First), she didn’t want to go, but (then) I told
her there was a collection of Egyptian jewellery, (so) she (finally) accepted to come with me. We
wanted to take the bus (but) Emma realized she had forgotten her purse, (so) she had no money
to pay for her ticket. She is so stupid. We had to walk all the way! Fortunately the entrance to the
museum is free for under-18, (so) we managed to get in. This museum is so extraordinary! There
are so many objects to see! What an amazing collection they have there! I loved the visit. Emma
didn’t. She said she had never spent such a boring afternoon. She’s really too stupid!
Chronology: first – then – finally. Consequence: so. Opposition: but.
TEXT FILE 2 Surviving Antartica Manuel p. 90

CECR niveau B1
Comprendre l’essentiel de tout texte (+/– 30 lignes) traitant d’une thématique familière,
rédigé dans une langue courante, sans trop de phrases complexes.
By Andrea White
It’s 50 degrees below zero. The wind and snow blow so hard, you can’t see your hand in front of your
face. Your heating fuel is nearly gone, and so is your food. How do you survive? Five fourteen-year-
olds face this desperate situation on a deadly journey in Antarctica. It is 2083. They are
contestants on a reality TV show, Antarctic Survivor, which is set up to recreate Robert F. Scott’s
1912 doomed attempt to be the first to reach the South Pole.
But in 2083, reality TV is not just an act. Contestants literally relive – or die during – the
simulations of events.
This action-packed, riveting adventure – full of fascinating direct quotes from Scott’s journals
and other accounts of the expedition – is both a heart-wrenching drama from the past and a
disquieting glimpse into the future.
1. Judging from the book cover and the title we can imagine the text is going to be about a reality
TV programme that takes place in the year 2083 and sends the contestants to the South Pole /
to Antarctica.
2. After reading the first line and the last paragraph we know for sure that this is a science fiction
text and that the story takes place in an imaginary place in the year 2083. Some teenagers are
going to participate in a reality TV show called Antarctic Survivor. They’ll have to redo Robert
Scott’s expedition to the South Pole in 1912.
3. In this imaginary world, television rules everything. Children don’t go to school, they learn at
home by watching EduTV, a programme specially designed for their education.
4. Rich kids can go on to high school and college while poor kids have to give up their education
and start working at the age of 14.
5. If poor kids want to have a brighter future they have to take part in a lottery and hope to win one
of the scholarships given as prizes.
6. Historical Survivor is an EduTV program that teaches kids history and social sciences.
Contestants participate in recreated historical situations / events that can be dangerous.
The new special edition is a teen edition: five teenagers must redo Robert Scott’s expedition to the
South Pole in 1912. They will have to wear the same kind of clothes and use the same equipment.
7. Thousands of children want to be on it because the contestants will win enough money to go to
high school.
8. Personal answers. Suggestions: On the one hand I find this programme interesting but far too
dangerous because I may die redoing the expeditions or reliving the historical situations that
are recreated. But on the other hand, if I am poor, it is the only solution for me to be educated
and to get out of poverty / to improve my social status so I might try my luck and apply. / It is
challenging and exciting and it is the only opportunity to have a brighter life so I might apply
despite the risks and hope for the best - "You get nothing for nothing."

1. a. rules: règles.
b. available: disponibles.
c. bleak: sombre.
d. slight: toute petite.
e. lucky: chanceux.
f. applications (line 14): candidatures.
g. valuable: remarquable.
h. scholarship (line 10): bourses.
i. attempt: tentative.
2. a. college – indice: after high school > université.
b. injury – indice: risk + even death > blessure.
3. a. win > winner – b. rule > ruler – c. train > trainer – d. survive > survivor.
4. a. Lottery system: système de lotterie.
b. Ice survival training: entraînement à la survie sur la glace.
c. South Pole Wilderness Adventure Experience: Expérience d’aventure dans le désert du Pôle Sud.
5. a. He was voted best candidate. b. Their attempt proved fatal.

Transcription
It’s the year 2083 in the United States. Television rules the world. Only rich kids can go to high school.
Life is hard for the poor. A reality TV show offering enough money to go to high school got lots of
applicants. Antarctic Survivor is a special teen edition of Historical Survivor. Five teenagers must
redo Robert Scott’s expedition to the South Pole in 1912, wearing the same kind of clothes and using
the same equipment. Nobody knows how fourteen-year-old kids can survive in such a situation.
GRAMMAR EXERCISES • LE FUTUR (Workbook)

1. Formes verbales qui renvoient à l’avenir :
a. In the year 2083, television will rule the world and kids won’t go to school anymore.
b. I think Surviving Antartica starts at 9:30 tonight, but you’d better check.
c. I know it is going to be dangerous: what chance do they have with only a few days of training?
2. A. a – B. c – C. b.
3. Réponses libres. Les productions pourront commencer par : I think houses will… / I supposes TV
programmes will…
4. a. When the kids go to the South Pole, thousands of people will watch them on TV.
b. Look. The youngest of them is going to cry; I can see tears in his eyes.
c. They are very strong. They will survive in the icy wilderness.
d. When they come back, they will be more famous than any pop star.
e. The ship leaves tomorrow à 5:45; we are going to watch the departure on TV.
ACTION Create your own Historical Survivor game

CECR niveau B1/B2
• Faire un exposé préparé dans lequel les points importants sont expliqués avec assez de
précision.
• Expliquer un point de vue sur un problème en donnant les avantages et les inconvénients
d’options diverses.
Cette activité assez complexe amène les élèves à dialoguer et coopérer pour réaliser une tâche
finale. Une grande part est laissée à leur imagination, et ils pourront donner corps aux différents
aspects de la TV réalité qui auront été vus dans le Folder.

LISTENING •
CECR niveau B1
Comprendre globalement les arguments utilisés par les protagonistes.
Part 1
1. For Dean coming back to real life was a real shock.
2. He was recognized everywhere and people were always asking him questions.
3. He wanted to go away and live in New York. He just wanted to get away from it all.

Part 2
4. Dean’s hobby was playing the guitar.
5. The show didn’t help his career at all. It ruined it.
6. He was seen as a reality TV star trying to have a musical career.
Part 3
7. Before the show Dean worked in an internet company.
8. It’s hard to go back to business life after the show because you are presented with so many
business opportunities that you don’t know what to choose. The sad thing is that you can’t go
back to your old job.
9. It is not possible to continue a career in the media because nobody takes you seriously.
Part 4
10. No, she didn’t because he was discussed all over the country. (Commentaire de l’implicite
envisageable pour les meilleurs élèves : some comments must have hurt her feelings.)
Transcription
Reporter: Well, Dean, how did you feel when you came back to real life after leaving the “Big
Brother” house?
Dean O’Loughlin: It was a real shock. You see, I was recognized everywhere I went. I wasn’t able
to have a drink without people asking questions. That was hard to deal with. At first, I wanted to
go away and live in New York – I just wanted to get away from it all.
***
Reporter: You often played the guitar in the “Big Brother” house. Did you get any contact from a
record company?
Dean O’Loughlin: No! You know, I didn’t expect the TV show to launch my music career. But it
surprised me to find it did the complete opposite. Suddenly I was seen as a reality TV star trying
to have a musical career. Big Brother killed my career.
***
Reporter: Before the show, you were working in an internet company. Was it easy to get back to
ordinary business life afterwards?
Dean O’Loughlin: No, it wasn’t. When you come out, you’re presented with lots of business
opportunities – D’you want to work in TV? D’you want to work in radio? It’s difficult. You don’t
know where you’re going – if you go back to your old job, it’s almost a failure; if you try to
continue a career in the media, nobody takes you seriously. You can’t win.
***
Reporter: You married your girlfriend, Vanessa, a few months after leaving the house. Was it easy
for her?
Dean O’Loughlin: No. It was really difficult for her – much harder for her than it was for me.
Imagine! Everybody in the country was watching me and having opinions about me. And there
was nothing she could do about it.
SPEAKING •
Ces évaluations sont à faire en labo multimédia et pourront être notées à l’aide de la grille propo-
sée page 208 du manuel. Les élèves devront connaître les critères d’évaluation du professeur.
Selon le groupe de compétence dans lequel se situe l’élève (A2 par exemple), on pourra ne choisir
qu’un sujet, exiger une durée d’expression plus limitée ou assouplir les critères d’évaluation.
SPOKEN INTERACTION
CECR niveau B1
Exposer poliment un désaccord sur un avis formulé par mon interlocuteur.
Les élèves s’enregistreront en labo multimédia après une phase de préparation strictement limitée
dans le temps et sans prise de notes préalable.
SPOKEN PRODUCTION
CECR niveau B1
Faire un exposé sur un thème familier en mettant en relief les points qui me semblent
essentiels, quand je peux me préparer.
On aura montré auparavant aux élèves comment préparer un exposé à l’aide de notes brèves et non
construites. Ils feront appel au contenu du Folder et à leur expérience personnelle pour réaliser cet
enregistrement.

of American Cinema Manuel p. 92/93
Ces deux pages veulent donner quelques repères aux élèves en ce qui concerne le cinéma américain
qui leur est à la fois familier et inconnu.
surtout permettra aux élèves de mieux s’approprier les spécificités des différents types de films et
de découvrir les producteurs et artistes qui en sont les meilleurs représentants. Les recherches et la
réalisation d’un DVD des bandes-annonces ou d’extraits cinématographiques seront l’occasion
d’intégrer les TICE à l’enseignement de l’anglais et de leur donner leur vraie place : un outil au ser-
vice de l’enseignement et de la communication.
Mais avant de réaliser ce mini-projet – mise en place de l’approche actionnelle –, comment don-
ner un objectif à la lecture de cette double page? Comment faire en sorte que les élèves retiennent
quelques connaissances sans se sentir submergés par la masse d’informations?
Voici quelques suggestions de mise en œuvre en classe. L’objectif de cette tâche étant d’entraîner
les élèves à faire du scanning ou du skimming – et non une lecture exhaustive ou intensive –,
chaque activité sera limitée en temps (5 à 10 minutes selon la tâche) et suivie d’une mise en com-
mun rapide si nécessaire.
The Silent Era
Find:
– the place where the film industry started;
– the year when the first film was made;
– the name of two famous movie studios;
– where the first directors and actors came from.
The Golden Age of Hollywood
Say what the following figures correspond to:
1927 / 1930 / 1939 / 1940 / 400 / 90,000,000.
The "New Hollywood" Cinema

Complete the following grid:
Blockbusters Independent productions
Budgets Big
Stars Quality stars
Advertising Reduced
Titles of 2 movies
Names of 2 movie
makers
The Advent of Television

Pick out the consequences of the advent of TV and the rise of the home video market.
Main Film Genres
1. Ce qui semble utile dans un premier temps, c’est que les élèves retiennent le nom des différents
types de films. On pourra donc envisager un travail de mémorisation en demandant aux élèves
de retenir en 3 minutes autant de genres que possible. Puis on fermera les manuels ou on
éteindra le rétroprojecteur (si l’on a mis la page sur transparent) pour faire la restitution. On
pourra faire une rapide estimation du nombre de mots retenus par les élèves. Même au lycée, les
élèves ont encore besoin que l’on exerce leur mémoire.
2. On peut ensuite envisager de proposer un exercice pour obliger les élèves à parcourir les
différents articles.
Give the name of the film genres depicted below. Justify by quoting elements from one of the
articles.
a. Films describing the conquest of the Wild West: …
b. Films showing the actions of criminals: …
c. Films full of action and suspense: …
e. Films dealing with historical events or the life of heroic characters: …
f. Films whose characters are drawn by hand or computer: …
g. Films telling true to life stories: …
h. Films depicting war scenes and their horror: …
i. Films telling very funny stories: …
j. Films telling frightening but captivating stories: …
k. Films describing an imaginary world: …

Folder 5 Australia
VISIONS OF THE FUTURE
Australia has become the fashionable country for British gap year students to visit. They used to go
to the USA but now Australia seems more popular. The weather, the sport, the beaches, the animals
and a culture that is very close to the UK are the main attractions.
Sommaire
CULTURE BLOG Down Under
A glimpse at the Australian heritage and how this continent has been populated
over the years.
SOUND FILE Document 1 : The Didge Player
An authentic interview with Jeremy Donovan who is recognized around the World as
one of Australia’s finest Aboriginal performers.
Document 2 : I’m Australian
The lyrics of this song are filled with historic and cultural references. It is commonly
taught in schools as other patriotic songs.
MOVIE FILE Ten Pound Poms
ABC programme about the Ten Pound Pom scheme, the largest planned migrations
of the 20th Century.
WORD BANK
TEXT FILE 1 National Sorry Day
The National Sorry Day, an event held each year on 26 May since 1998, was
instituted to acknowledge the wrong that had been done to indigenous families
and so that the healing process could begin.
GRAMMAR FILE Le passif
EXPRESSION FILE
Picture Talk : An advertisement from an association of flying doctors in Australia.
Actions 1 and 2 : Holiday plans.
TEXT FILE 2 The Rural GP
An article about Bryan Connor, an Australian doctor who was voted GP of the Year
in 2005.
PRACTICAL FILE Sharing Information
136 Folder 5 Australia

CULTURE BLOG Down Under Manuel p. 96/97

CECR niveau B1
• Repérer le déroulement des événements évoqués.
Australia is a fascinating country. Why have so many people from such diverse backgrounds decided
to cross the oceans to come and settle there?
Australians are proud of their heritage. At one time people hid the fact they were descended from
convicts. Today, it is the opposite. Australians are proud of their history, whether their forefathers
were convicts or not. In fact, the more scandalous your past is, the more exciting it seems to be.
Australia and Australians have certainly decided to assume their past with pride. The nation has
apologized for having treated the Aborigines so badly and they delight in their new-found
multiculturalism and closeness to Asia.
1 This Country Is a Continent
Ce document, comme celui de la page de droite, vise à rappeler quelques éléments géographiques
et historiques concernant l’Australie. Il présente les différentes régions et les lieux de peuplement.
1. The comparison with France shows that France is far smaller than Australia (15 times smaller)
but far more populated (it is three times as populated as Australia).
2. The three geographical areas mentioned are the Southeast, the tropical North and the rest of
the continent, known as the Outback.
3. In the Southeast, which is temperate, you find large cities (Canberra and Sydney); in the
tropical North there is some vegetation because of the monsoon rains; and the Outback is a
desert where life is difficult.
4. Europeans have been attracted to Australia because it offers opportunities (they feel they have
more chances of succeeding there than in Europe); it has a high standard of living and a Western
lifestyle (which makes it easier for them to settle).
2 Ancient Heritage
Ce texte traite des Aborigènes et de leur culture, plus particulièrement de leur sort depuis l’arrivée
des Européens en 1788.
1. 50,000 years: the period when the Aboriginal society originated.
1788: date when the Europeans arrived / settled in Australia (colonized Australia).
350 000: number of Aboriginal people when the British arrived.
250: number of languages spoken by Aborigines in 1788.
60 000: number of Aborigines in 1800.
30%: percentage of Aboriginal children taken away from their families to be “Europeanized,” to
be brought up the European way and to be Christianized.
1972: date when laws were passed giving back some of their rights to the Aborigines.
400 000: number of Aborigines today.
2%: percentage of Aborigines in Australia today.
Folder 5 Australia 137
2. The number of languages shows that there were many Aboriginal societies and that they must
have been scattered all over the country. From what is known there were 250 individual nations,
many of which were in alliance with one another; and within each nation there existed several
clans, from as little as 5 or 6 to as many as 30 or 40.
3. The number of Aborigines fell because they were driven out of their land and may have found it
hard to survive but above all because they died of the diseases brought by the Europeans. Then
their number rose again because they were protected and aided by the government.
4. Aborigines are still less educated than the rest of the population. As a consequence many of
them are unemployed or lapse into crime. The imprisonment rate is higher among the Aborigines
than among the rest of the population.
POD LECTURE • From White to Multicultural

Comme pour tous les autres documents oraux, avant de passer cette mini-conférence le professeur
s’assurera que les élèves comprennent bien ce qu’on leur demande de repérer (il vérifiera par
exemple que le sens du mot policy est bien connu) et qu’ils ont préparé leur prise de notes (copie
des amorces de phrases). Il leur rappellera aussi de ne noter que des mots ou chiffres pendant
l’écoute.
Si l’enseignant pressent des difficultés, il envisagera un brainstorming sur le thème général (the
peopling of Australia) pour voir ce que les élèves savent du sujet et il en profitera pour introduire le
lexique qui risque de faire écran à la compréhension de certains passages : settler, inhabitant,
immigrants, prisoner, racism, racist…
Une autre solution serait d’utiliser la Word Bank au début de l’étude de ce Folder et de faire faire
les exercices qui ont pour objectif d’aider les élèves à s’approprier le lexique en le leur faisant uti-
liser ou en leur demandant d’utiliser les stratégies de dérivation ou de formation des mots.
Les élèves disposeront de temps entre les écoutes successives (aussi nombreuses que le besoin s’en
fera sentir) pour relire leurs notes et vérifier ce qu’ils doivent encore repérer.
Le professeur laissera les élèves mener la correction et reviendra à l’enregistrement en cas de litige.
À partir des réponses les élèves pourront reconstruire un résumé du document oral.
Transcription
Professor: How many Australians do you think there are?
Student: 60 million.
Student: 30 million.
Professor: No. There are only 21.4 million Australians. There is a lot of land but not many
inhabitants. Now, where do most Australians originate from?
Student: Europe.
Professor: That’s right. 90% of Australians are from Europe, mainly from the British Isles. In the
1820s the British sent their prisoners to Australia.
Student: Do all Australians descend from former prisoners?
Professor: Not today. In the 1900s, some gold was found. It attracted a lot of people. Then, more
settlers came, sometimes encouraged by free travel and land grants.
After World War I, Australia had a “White Australia” immigration programme. Only white
immigrants could enter. But this controversial, racist policy was abandoned in 1973. Today, lots
of immigrants come from Asia and Oceania. Competition to enter the country is very hard and
more people are rejected than accepted. Immigration is carefully managed: immigrants have to
have the right skills.

1. There are 21.4 million Australians.

2. There are 90% of white people.
3. The majority of the population comes from the British Isles.
4. In the 1820s the British sent their prisoners to Australia.
5. Then, free people were attracted by gold or free travel and land grants.
Si l’on n’a pas étudié le lexique de la page 99 dans lequel apparaît le verbe grant (et le nom dans
l’exercice 4) on vérifiera que les élèves comprennent land grants. On pourra les amener à dire
people were given land grâce à un questionnement et à leur connaissance générale du monde.
6. Under the “White Australia” immigration policy, only white immigrants could enter.
7. This policy was abandoned in 1973.
8. The situation today: it is hard to enter the country today because immigrants have to have the
right skills.

CECR niveau B1
sur les pages du Culture Blog. Cette synthèse est faite oralement. Ils s’enregistrent (il sera possible,
pour ce faire, de les emmener en laboratoire, d’utiliser des dictaphones, des lecteurs enregistreurs
mp3, ou même tout simplement de leur demander d’utiliser leurs téléphones portables) et peuvent
ainsi mettre en ligne leur production dans leur Year Blog.
SOUND FILE Manuel p. 100

CECR niveau A2
CECR niveau B1
Document 1 : The Didge Player

Jeremy Donovan descends from both the Kuku Yalanji tribe of Far Northern Queensland and the
Gumbainngirr tribe of Northern New South Wales, but represents Australian Aboriginal Culture as a
whole.
Jeremy is recognized around the world as one of Australia’s finest Aboriginal performers. He shares
his life and personal stories through music, art and dance with thousands of people each year from
all corners of the world.
Jeremy’s passion for his culture is infectious; he mesmerizes his audience with his masterful
Didgeridoo playing.
“I teach people through my music, dance, stories and art. There is nothing in this world that gives
me greater pleasure than sharing my people’s history with people who come from lands far and
wide. I love my culture, I am very proud of where I come from. When I play didgeridoo, when I sing,
when I dance, when I paint, I want people to be able to come on a journey with me.”
Transcription
Jeremy – Well, I started playing didge about – about – 7 years ago. Ten years ago I met my
grandfather for the first time. My grandfather was a full-blooded Aboriginal man from the
northern parts of Northern Queensland. And I moved up to live with my grandfather ’cause I was
in a bit of trouble down in Sydney. I was a little lost ’cause I’d never been around my Aboriginal
culture or Aboriginal family. And so my mum and my step-dad who raised me thought it would be
best if I, you know, get up there and get amongst my people. And so I moved up to live with my
grandfather.
***
And my grandfather was a ceremonial didgeridoo player for our people. And for the first year up
there I wasn’t allowed to play didgeridoo. My grandfather wanted me to learn our language and
learn the spirit and learn all about the culture. And so by doing that I learnt my songs, all of our
traditional songs and our dances. And then I came back down to Sydney where I finished my
education. After a year back in Sydney I went back to live with my grandfather. He then said,
“well, now you are ready to learn.”
***
And my grandfather walked us up to a very sacred site in our traditional land. He pointed out
some rock carvings. And what those rock carvings were, were carvings made by my direct blood
relatives. So my grandfather had a carving, his grandfather and so on. And it went back. And it
turns out that archaeologists have dated it back about 17 hundred years of my direct blood
ancestors that have played didgeridoo in traditional ceremony for my family.

1. [ɑ]: started – stepfather – parts – carvings – archaeologists.
[]: grandfather – man – back – Aboriginal – family – land – ancestors.
[ə]: relatives – traditional.
[ɔ]: all – walked.
[ei]: came – sacred – dated.
[ɒ]: wanted.
La lettre < a > se prononce comme le schwa dans une syllabe non accentuée.
On pourrait aussi faire remarquer qu’en anglais britannique la lettre < r > allonge la prononcia-
tion de la lettre < a >.
2. Ces mots illustrent la prononciation du schwa pour le < a > initial non accentué.
3. a. out – b. ago – c. would – d. trouble – e. those.
Anticipate (Manuel)
1. The document is going to be about a young Aboriginal artist who plays the didgeridoo and paints
or carves. A didgeridoo is a traditional instrument – a huge flute.
A didgeridoo is a wind instrument and it is sometimes described as a natural wooden trumpet or
“drone pipe.” Musicologists classify it as an aero phone. The instrument is traditionally made
from living Eucalyptus trees, which have had their interiors hollowed out by termites. A modern
didgeridoo is usually cylindrical or conical in shape and can measure anywhere from 1 to 3
metres (3.2 ft to 9.8 ft) in length with most instruments measuring around 1.2 metre (3.9 ft). The
length is directly related to the 1/2 sound wavelength of the keynote. Generally, the longer the
instrument, the lower the pitch or key of the instrument.
2. The players have painted their faces and bodies so we can suppose that they are taking part in a
ritual meeting or a religious ceremony. The didgeridoo must be an ancient sacred instrument.
NOW LISTEN •
A2 (Workbook)
4. The topics:
– two moments: ten years ago and seven years ago;
– one important person: the grandfather;
– two places: Northern Queensland and Sydney.
5. Il sera utile de passer l’enregistrement autant de fois que nécessaire pour que les élèves
puissent faire des repérages. On pourra aussi encourager des échanges par deux pour enrichir les
repères et donner de l’assurance aux élèves.
6. I’d never been around my Aboriginal culture or Aboriginal family. And so my mum and my step
dad who raised me thought it would be best if I… you know… get up there and get amongst my
people.
7. Jeremy’s life: Jeremy lived in Sydney with his mum and stepdad until 10 years ago. He was in a bit
of trouble in the city, so his parents decided to send him to his Aboriginal family in Northern
Queensland. So he went to live with his grandfather.
8. The grandfather was a ceremonial didgeridoo player.
9. But for the first years up there, I wasn’t allowed to play didgeridoo.
10. The verb “learn” is repeated 4 times.
11. Words associated with this verb: language – spirit – culture – songs.
12. Place mentioned: Sydney. He finished his education.
13. Jeremy’s grand father wanted Jeremy to learn everything about his culture – and also to have
an education (that is why he went back to Sydney).
14. The key word (repeated 4 times): carving.
15. Words related to family: grandfather – blood relatives – blood ancestors.
16. A time period: 1700 years back.
17. The carvings are very important to him because they are proof that his family has been on the
land for 1700 years.
18. The adjective that sums up this idea: traditional.
19. Il est important de faire la synthèse. Celle-ci peut, dans un second temps, être faite en classe
entière.
B1 (Manuel)
3. Jeremy’s grandfather is a full-blooded aboriginal man who lives in the Northern part of
Queensland. Jeremy met him 10 years ago and three years later he went to live with him because
he was in trouble in Sydney. He was probably on the verge of getting disruptive, so his parents
decided to send him to live with his grandfather, among the aborigines, to be brought up in the
aboriginal culture and values.
4. Jeremy’s life: Jeremy lived in Sydney with his mum and stepdad until 7 years ago. He was in a bit

of trouble in the city, so his parents decided to send him to his aboriginal family in Northern
Queensland. So he went to live with his grandfather.
5. The grandfather was a ceremonial didgeridoo player, which is a very important position in the
aboriginal culture.
6. For the first years up there, he wasn’t allowed to play didgeridoo because his grandfather
wanted him to learn everything about his culture – and also to have an education (that is why
he went back to Sydney) first.
7. The carvings were made 1700 years back by his ancestors, and they are a proof that his family
has been on the land for 1700 years.
8. Jeremy’s ancestors have been didgeridoo players for 1700 years, so it is a very important
tradition in his family.
9. Didgeridoo is a very important feature on aboriginal culture; it is linked to the origins of their
people.
AFTER LISTENING •
Sum up the document
Il s’agit ici de demander aux élèves de faire la synthèse de ce qu’ils ont compris et retenu de l’en-
registrement afin de leur permettre de véritablement reconstruire le sens du document.
Example: Jeremy is a young Australian boy from aboriginal origins. 7 years ago he got into troubles
in Sydney and his parents decided to send him to live with his grandfather in northern Queensland.
Jeremy’s grandfather is a ceremonial didgeridoo player, and after Jeremy learns everything about
his culture and got an education his grandfather taught him how to play the didgeridoo.
Didgeridoo playing is a very important tradition in the aboriginal culture and particularly in
Jeremy’s family who have been didgeridoo players for at least 1700 years. Jeremy also learnt about
rock carvings which date back to 1700 years and have been made by his ancestors.
Pronunciation
On fera notamment les liaisons dans les groupes de mots suivants :
1. was in a bit of – down in.
2. was a – cause I – been around – culture or.
3. walked us up – site in our.
ACTION Prepare a quiz about Jeremy

CECR niveau A2
Écrire des phrases simples pour évoquer des personnes ou des événements.
Cette activité simple permet à la fois d’entraîner les élèves à la formulation de questions et à
reformuler ce qu’ils ont appris dans le document oral. Le lexique, les structures les plus importantes
et les idées sont donc déjà à leur disposition; il leur appartient maintenant de s’approprier ces
outils.
Document 2 : I’m Australian

I’m Australian (or We are Australian) is a popular Australian song written in 1987 by Bruce Woodley
of The Seekers and Dobe Newton of The Bushwackers. The Seekers were a group of Australian folk-
influenced popular musicians that was formed in Melbourne in 1962. They were the first Australian
popular music group to achieve significant chart and sales success in the United Kingdom and the
United States.
The lyrics are filled with historic and cultural references. Its popularity has allowed it to join the
ranks of other patriotic songs considered as alternatives to the Australian National Anthem –
Advance Australia Fair. It is commonly taught in schools. In 1996, the Salvation Army used the
song in TV adverts for its Red Shield Appeal, raising funds to help people needing help.
I am Australian is popular at celebrations such as Australia Day and New Year’s Day, as it
celebrates the diversity of Australian society – the lyrics to the chorus emphasize this. It is always
played at citizenship ceremonies, and is often sung by Australian fans at sporting events.
In 2009, two additional verses were added during the official National Day of Mourning for the
victims of the February 7, 2009 Victorian bushfires. Woodley performed the song along with his
daughter Clare and Kinglake fire survivors, Merelyn and David Carter, during the memorial service
at the Rod Laver Stadium in Melbourne on 22 February, 2009.
These are the two verses that were sung during the official National Day of Mourning:
“There are no words of comfort There are so many heroes
That can hope to ease the pain Whose stories must be told
Of losing homes and loved ones They fought the raging fires of hell
The memories will remain And saved so many souls
We weep our silent tears and find From the ashes of despair
The strength to carry on Our towns will rise again
You’re not alone We mourn your loss
We are with you We will rebuild
We are Australian We are Australian.”
Transcription
I’m Australian CHORUS
1 I came from the dreamtime We are one
From the dusty red-soil plains But we are many
I am the ancient heart 20 And from all the lands on earth we come
The keeper of the flames We’ll share a dream
5 I stood upon the rocky shore And sing with one voice
I watched the tall ships come I am, you are, we are Australian
For forty thousand years I’ve been the first
Australian I’m the child of a digger
I came upon the prison ships 25 Who dug and looked for gold
Bound down by iron chains The son became a man
10 I cured the land On the long and dusty road
Endured the heat I’m a child of the depression
And waited for the rains I saw the good time come
I’m a settler 30 I’m a bushy I’m a battler
I lead a farmer’s life I am Australian
15 On a dry and barren land
A convict and a free man CHORUS
I became Australian

NOW LISTEN • (Workbook)

1. Voir la transcription.
2. Je suis un prisonnier : lines 8 & 9 > clues: I came upon the prison ships / Bound down by iron
chains.
Je suis le fils d’un chercheur d’or : lines 24 & 25 > clues: I’m the child of a digger / Who dug and
looked for gold.
Je suis un Aborigène : lines 1 to 8 > clues: the dreamtime – the ancient heart – for forty thousand
years.
Je suis un colon : lines 10 to 15 > clues: I cured the land… a dry and barren land.
3. First the Aborigines were there, an ancient population from the “dreamtime.”
Then, the natives saw tall ships arrive, full of British convicts.
The convicts became farmers and worked hard to cultivate the dry and barren land.
Then gold diggers came, hoping to make a fortune, but the depression ruined many.
4. The words that describe the country: the dusty red-soil plains – the rocky shore – I endured the
heat – And waited for the rains – On a dry and barren land.
5. The environment is difficult: the land is dry, barren and dusty. The climate is very hot. There is no
rain. These people had to work hard to grow food. Agriculture is very difficult.
6. I’ve been the first Australian / I became Australian / I am Australian.
All the people that are mentioned make up Australia.
7. The Australian population is diverse but they share the same dream. They all feel Australian.
MOVIE FILE Ten Pound Poms Manuel p. 99

“Ten Pound Poms” is a colloquial term used in Australia to describe British subjects who migrated to
Australia after the Second World War under an assisted passage scheme established and operated
by the Australian Government. The scheme attracted over one million British migrants between 1945
and 1972. They voluntarily migrated to what had been a former penal colony only a hundred years
earlier. The Ten Pound Pom scheme to Australia was one of the largest planned migrations of the
20th Century. Because it sold the dream of a modern British way of life in the sun, people expected
to adapt easily to the Australian way of life. It was the bargain of the century for a fare of just ten
pounds. The catch being, they were required to stay for a minimum of two years.
The Ten Pound Poms had hoped to escape post-war rationing and stiff, class-bound British
society. In truth they were moving to a foreign country far from familiarity. It was a roll of the dice
for all of them.
The BBC programme our film extract comes from follows the journey of nine Ten Pound Poms who
took the gamble. After the initial sweat and tears of settling into a foreign land, most thrived but,
for some, Australia was too much to bear.
Transcription : Voir page suivante.

1. Elements : a plane – a family – a ten-pound note – an Australian flag – a map of Australia.
2 & 3. Ces questions permettront au professeur d’apporter les informations qui figurent dans
l’introduction ci-dessus.
Ten Pound Poms

À l’écran Son
Step 1 Images d’archive : Australia, the number one destination for British migrants. These days,
l’Australie the dream of a new life Down Under is limited to around 30 000 a year.
touristique et But there was a time when Australia paid Britons to come. It was one of
l’immigration. the biggest planned migrations of the 20th century. In the 50s and 60s,
one million people were sold the dream of a modern British way of life in
the sun. To entice them, 10 pounds was all it cost.
Step 2 Immigrants qui The catch with the 10-pound deal was that you had to stay for at least
arrivent et 2 years, or pay the full fare home.
descendent du Following WW2 Australia believed it needed to populate or perish.
bateau. Despite the end of hostilities, there was still a fear of the Japanese
Des soldats yellow peril to the North.
japonais. The Australian government wanted dependable, familiar, white British
stock to help build up and defend the nation.
These are the people we want – and the more of them, the better!
Step 3 Des images de Beginning in 1947, the 10-pound scheme received financial support
décombres. from both sides.
Images en couleur : Britain was happy for the Commonwealth to be populated by its own.
des travailleurs And, for many working-class Britons, it offered a fresh start after six
australiens. grueling years of war.
Des femmes qui Throughout the 50s, the average male weekly wage in Australia was
travaillent. almost 1 1/2 times that of Britain. The skill shortage also created many
new openings for migrant women.
Un couple de I never, ever had any regrets about coming. Never. Thank you Australia
personnes âgées sur for having us. That’s what I say.
un bateau à moteur.
A family is getting out of a plane. Maybe they are arriving in Australia – or from Australia. The
ten-pound note may be the price they have paid – or maybe a prize they were given.
4. According to the way people are dressed, it looks as if this photo was taken during the 1950s or
1960s.

Step 1
1. Two countries: Australia / Britain.
Two periods of time: these days / 50s and 60s.
Two figures: 30,000 a year – 1,000,000.
One price: 10 pounds.
The general topic of the document: migration.
2. In the 50s and 60s, one million people migrated from Britain to Australia. Today only 30,000 people
do the same each year.
3. […] the dream of a modern British way of life in the sun.
4. Réponses libres – Le prix a de quoi surprendre les élèves; ils doivent anticiper sur le contenu du
document.

Step 2
5. The trip to Australia only cost 10 pounds if you stayed there for at least 2 years.
6. We see pictures of the Second World War. Australia had been at war with Japan. In spite of the
peace treaty, Australia was still afraid Japan might try to invade the territory.
7. Populate – build up – defend
8. They had to be dependable, white and British.
9. To prevent any invasion of Australia by the Japanese, the Australian government proposed the 10-
pound scheme to entice White Europeans of British language and culture and make them come
and populate the country. It was a way to make sure the Japanese would not invade the country.
Step 3
10. Britain saw this scheme as a way to ensure they would still dominate the Commonwealth.
11. After the war, many buildings had been destroyed, the country had suffered. For many British
citizens, this scheme was a way to start a new life
12. a. Throughout the 50s, the average male weekly wage in Australia was almost 1 1/2 times that
of Britain.
b. The skill shortage also created many new openings for migrant women.
13. a. The workers earned more money in Australia than in Britain for the same job.
b. Qualified workers were needed in Australia, so women could easily find a job.
14. This scheme was a success as 1,000,000 people came from Britain to Australia. The people we
see at the end of the video say they never regretted their choice.
15. Les élèves sont amenés à synthétiser tout ce qu’ils ont repéré de façon éclatée. Cela permettra
au professeur de s’assurer que le sens du document a bien été compris.
ACTION Make a big decision

CECR niveau B1
des explications.
Ce jeu de rôle amène les élèves à réutiliser et à adapter le travail fait à partir du document vidéo et
à se décentrer pour adopter un point de vue qui n’est pas le leur. Ils devront argumenter en utili-
sant les arguments développés dans le support vidéo. Il sera donc utile, avant de lancer l’activité,
de s’assurer que les élèves maîtrisent bien les structures utiles pour échanger des points de vue
(voir Expression File page 68 de ce livre du professeur). Il paraît peu pertinent de faire passer tous
les groupes devant la classe, au risque de lasser les élèves; cependant après que tous les élèves se
seront entraînés, on pourra demander à quelques groupes de proposer leur interprétation.

1. a. The country is a continent. It is huge.
b. The population is scattered over large areas.
c. Some people live in remote areas, hundreds of miles away from the cities.
d. They call the Flying Doctors in case of an emergency.
e. The number of Asians has doubled but the majority of the people are white.
f. Immigration is strictly controlled. If workers do not have the right skills, they are rejected.
2. bitter > bitterly: amèrement.
fierce > fiercely: férocement.
huge > hugely: immensément.
remote > remotely: vaguement.

wild > wildly: sauvagement, violemment.
3. bitter > bitterness: amertume.
fierce > fierceness: férocité, violence.
huge > hugeness: immensité.
happy > happiness: bonheur.
sad > sadness: tristesse.
good > goodness: bonté.
4. abuse: mauvais traitement, sévices, abus – increase: augmentation – lack: manque – grant:
attribution, financement, bourse.
5. a. A white-skinned man: un homme à la peau blanche.
b. A cold-blooded woman: une femme qui fait preuve de sang-froid.
c. A skilled worker: un ouvrier qualifié.
TEXT FILE 1 National Sorry Day Manuel p. 100/101

CECR niveau A2
l’essentiel.
CECR niveau B1
National Sorry Day is an Australian event, held each year on 26 May since 1998. It is not an official
holiday. Between 1995 and 1997, an inquiry was held into the removal of Aboriginal children from
their families, the “Stolen Generations” as they call themselves. The final report, Bringing Them
Home – Report of the National Inquiry into the Separation of Aboriginal and Torres Strait Islander
Children from Their Families, was released in 1997. One year after the release of the final report, a
National Sorry Day was instituted to acknowledge the wrong that had been done to indigenous
families – so that the healing process could begin. Sorry Day is also in remembrance of the
mistreatment of the Aboriginal people – not only of the children involved in the Stolen Generation.
Christine Jacobs is one of those stolen children and she has indeed forgiven the white people.
BEFORE YOU READ •
1. National Sorry Day is a day of “commemoration.” On that day the Australians remember the
“Stolen Generation.”
Il est probable que les élèves ne sauront pas ce qu’est the Stolen Generation. On les encouragera
à lire le contenu de l’affiche: “the Indigenous Australian children [who were] taken away from their
families to be brought up in institutions and be Europeanised / who were badly treated (abused,
insulted, humiliated) or even killed… Some of them were never reunited with their families.
L’enseignant renverra les élèves au Culture Blog et encouragera les élèves à utiliser le passif pour
insister sur la victimisation des Aborigènes.
2. The picture on the book cover shows four sad-looking Aboriginal children holding books. We
know that Aboriginal children were taken away from their families mainly between 1910 and
1970, but judging from the way the children are dressed we can say the photo must have been
taken in the late sixties.
NOW READ •
A2 (Workbook)
Read the whole text
1. – 1965
– Aborigine
– She got taken from her parents.
– She is married to an Australian/Irishman and has kids, among whom a daughter, Tamara.
– She died in a car accident the night before National Sorry Day.
Concentrate on paragraph 2
2. When she was a child, between 2 and 13.
3. – She was not allowed to learn about her roots.
– They told her that her mum was dead, which was not true.
– She was hit and raped.
4. – She suffered and she hated white people. But she also wanted to be white.
– She turned to alcohol, drugs, violence and gambling. She wanted to die.
5. “part of the Government’s policy to make this country a white Australia.” (§1)
6. Key words: kids – reason – saved – life.
When she had kids, she did not want to l die anymore, and it helped her quitting drugs, alcohol,
violence and gambling.
7. Lucky.
8. Family – She has met her family, whereas many Aborigines are still looking for their families.
Identity – She has her own name, whereas many Aborigines had their names changed.
9. Her husband was also very important for her.
Concentrate on the last paragraph

10. “don’t feel bitter,” “don’t hate.”
11. Reconciliation.
Oral recap
12. She wants the Australians, White and Aborigines, to live peacefully together.
B1 (Manuel)
3. When she was 2 Christine Jacobs got taken from her parents / she was removed from her family.
4. The verb “suffer” is repeated three times in paragraph 2. The words “abuse,” “hit,” “raped,”
“destroy,” “pain” all convey the impression that Christine went through a horrible time, a
nightmare. The paragraph shows that the white Australians were trying to destroy her morally and
physically. They did not show her the slightest respect, compassion or sympathy. As a matter of
fact, like other “stolen children,” she was very badly treated / persecuted / victimized.
5. As a consequence, when she was a child, Christine tried to whiten her skin / look like a white
person because being black was synonymous with suffering. Later on, when she became a
teenager she turned to alcohol, drugs, violence and gambling / she started drinking, taking
drugs, gambling and she became violent / she probably joined a gang of delinquents because
she says that she “found a sense of belonging” – that is to say that she felt she was part of a
community, of a group with the same habits and addictions. In brief, she had a self-destructive,
suicidal behaviour (she says that she “wanted to die”).
6. The birth of her children saved her life. They helped her out of her difficulties / they helped her
“get out of the pit” because she “had an important reason to live.” Indeed, they gave meaning
to her life / they made her life meaningful / they made her life worth (living).
7. In paragraph 4, she mentions that she is lucky because she has been reunited with her family,
she has kept her own name, she has not been deprived of her name like other Aboriginal people,
she has been in love and living with the same Australian / Irishman for twelve years.
8. She concludes that she doesn’t feel bitter, she does not hate the whites / she is not angry with
white people/ she does not bear white people a grudge / she holds no grudge against white
people. She does not mind / resent the way she was treated in her youth (she is not resentful) /
she is not indignant anymore / she has forgiven the whites (she is forgiving). She wants white
and Aboriginal people to get reconciled and live in harmony.
Le besoin émerge d’utiliser l’expression du (non-)ressentiment. On encouragera les élèves à for-
mer des adjectifs (voire des noms) à partir des verbes introduits.
9. Tamara, who must have still been under the shock of her mother’s death (who must have felt
very sad), was really brave / courageous to read her mother’s speech. Yet, she must (or may)
have thought she had to / it was her duty because she knew how important it was for her mother
to testify, to talk about her life and experience as a “stolen child” and to deliver a message of
hope and reconciliation.
On sera amené à travailler l’expression de la probabilité plus ou moins forte à l’aide d’adverbes
ou de modaux selon le niveau de la classe.
10. These people call themselves “The Stolen Generation” because they were taken away from
their parents without anybody’s consent and warning; they were often taken by surprise; they
were “stolen” from their families and villages.
AFTER READING •
COMPODICTO
Transcription
Christine Jacobs was stolen from her family when she was two. She was abused mentally and
physically. As a child, she wanted to become white. Later, as a teenager, she wanted to die. Her
children and husband helped her to get out of the pit and she met her family. She then forgave
the whites. In the speech she wrote, she says she wishes for reconciliation. Tragically, she died in
an accident and could not deliver her speech.
WORDS •
1. politique : policy – mauvais traitements : abuse – racines : roots – mensonges : lies – violer :
rape – esprit : mind – appartenance : belonging – jeux d’argent : gambling.
2. a. extricate myself from my difficulties (§3): get out of the pit.
b. work together (§5): pull together.
ACTION Write a short article about Christine Jacobs
CECR niveau B1
Faire des descriptions détaillées simples et directes. Rendre compte d’expériences en
décrivant ses sentiments et ses réactions.
tir du texte support. On les renverra au guidage proposé à la page 57 dans le Workbook (folder 3)
pour écrire une biographie.
GRAMMAR FILE Le passif Manuel p. 102

OBSERVE •
1. Les formes en gras sont des verbes au passif.
2. Dans la phrase a on sait que les représentants du gouvernement ont enlevé Christine Jacobs à sa
famille. Ce complément s’appelle le complément d’agent. Il est introduit par by.
3. Some government officials took Christine Jacobs from her parents in 1967. L’énoncé a met
davantage l’accent sur Mrs. Jacobs.
4. Depuis 1972 on a redonné aux Aborigènes des droits sur leur terre. Le français préfère le pronom
personnel indéfini “on” au passif.
PRACTISE •
1. Énoncés au passif :
a. The speech was delivered by Christine’s daughter.
b. Christine Jacobs had been killed the day before.
e. They have been given financial help.
2. Les verbes au passif sont tous au prétérit simple.
I was not allowed. I was raped.
I was told lies. The whole policy was set up.
I was hit. She was killed.
3. a. The first National Sorry Day was held on May 1998.
Marqueur : on May 1998 > prétérit car passé révolu / rupture avec le présent.
b. Since then it has been renamed National Day of Healing.
Marqueur : Since then > have V-en car conséquence dans le présent d’un événement passé.
c. Every year speeches are delivered by indigenous and non indigenous Australians.
Marqueur : Every year > présent car fait habituel, répété.
d. From now on the Aborigenes’ mistreatment will never be forgotten.
Marqueur : From now on > will + V pour exprimer l’avenir.
4. a. As soon as 1814 Aboriginal children were removed.
b. They were placed in institutions to be assimilated.
c. Since the 1980s, more than 1,000 families have been reunited.
d. Christine Jacobs hopes her speech will be heard.
5. a. Between 1900 and the late 1960s, a lot of Aboriginal children were ill treated in institutions.
b. This policy has been denounced by many Aborigines since the 1990s.
c. Molly and her sisters were taken by police officers.

d. They were transported 1,600 km away from their home.
ACTION Incredible news

CECR niveau B1
Raconter une histoire, décrire un événement, réel ou imaginaire.
Cette activité a un objectif essentiellement grammatical : les élèves sont amenés à organiser les élé-
ments constituants de titres d’articles en utilisant la forme passive. Ils pratiquent donc le point de
langue travaillé tout en se concentrant sur le sens de leurs productions. C’est bien le sens qui
importe, et non la forme – qui garde son rôle essentiel d’outil servant à la communication. Il sera
possible à partir de cette activité, de faire réfléchir les élèves sur la forme spécifique des titres de
journaux (omission des articles, des auxiliaires, etc.) et donc d’en faciliter la compréhension future.

PICTURE TALK
Il est préférable de faire lire le texte de la page 104 avant de faire travailler cette affiche. Les élèves
disposeront ainsi du lexique et des idées utiles.
1. This is an advertisement.
It is from an association of flying doctors in Australia (Royal Flying Doctors Service).
We can see a plane and three people, probably doctors, running towards the plane.
They are carrying bags and are probably going to save someone’s life.
2. The organization is for doctors in Australia who fly to visit their patients.
It is really important to have flying doctors in Australia as the continent is so large. It is impossible
to drive and save lives – it would take too long.
The slogan means that, thanks to this organization, you will always find a doctor to help you
wherever you live. So, you are never alone.
3. On pourra s’appuyer sur le texte de la page 104.
This document’s aim is to make everybody aware of what RFDS can do for people.
It also probably aims at attracting people to the job of flying doctor.
ACTION 1 Plan your holiday

CECR niveau B1
Expliquer un problème, discuter de la suite à donner, comparer et opposer les solutions, com-
menter brièvement un point de vue ou une opinion, comparer et opposer des alternatives.
Les deux activités sont liées entre elles. Le jeu de rôle permet aux élèves de préparer le travail
d’écriture.
Le jeu de rôle est une activité de négociation. Les élèves sont invités à effectuer un choix qu’ils
devront ensuite défendre. La phase individuelle préliminaire permet aux élèves de construire leurs
premiers arguments. Ces arguments seront enrichis et développés lors du travail à deux, le passage
en grand groupe aura donc été préparé et s’en trouvera facilité.
façon à ce que tous aient l’occasion de s’exprimer et d’être actifs, le professeur passant alors d’un
la mener à bien.
ACTION 2 Write a leaflet

CECR niveau B1
Résumer une source d’informations factuelles sur des sujets familiers, en faire le rapport
et donner son opinion. Faire des descriptions détaillées simples et directes.
Les adjectifs : picturesque – extraordinary – mysterious – incredible – adventurous – suitable –
magical – astonishing – amazing – important – historic – impressive – enhanced.
Ils sont tous positifs et marquent une certaine force dans l’admiration.
Les verbes : come and visit – come and get lost – look forward – discover – admire – explore –
appreciate – enjoy – walk – picnic – take (a seat) – take (away) – remind.
Ils sont à l’impératif. On s’adresse directement au visiteur.
TEXT FILE 2 The Rural GP Manuel p. 104

This article is about Bryan Connor. He was voted GP of the Year in 2005. This award recognizes an
individual GP’s commitment to general practice, service to their community and involvement in
ongoing training and education. It was awarded to Dr Bryan Connor from Richmond in North-
western Queensland for his extraordinary dedication to the profession and his community, his
commitment to 24-hour care, his work in leading preventive health care strategies and his support
of medical students and registrars. This is all the more amazing as he serves a community covering
30,000 square kilometers – roughly the size of Belgium.
1. Bryan Connor decided to apply for a job in Australia because he wanted a challenge that is to
say that he wanted to test his abilities and do something demanding and stimulating.
2. He was sent to Richmond in the north west of Queensland. Richmond is a small town. He was the
only doctor and had to look after 2,000 people scattered over 30,000 square kilometres which
means that he had to travel long distances.
3. He has had to deliver babies, plaster broken legs, stitch cuts or wounds caused by animal bites
and look after the casualties of any kind of accidents / people injured in accidents.
4. His patients love him because he is a doctor, surgeon, psychiatrist, dermatologist and

cardiologist according to the situation. He adjusts to the circumstances and meets their
demand whatever happens.
5. Bryan decided to stay in the bush when he had a choice because he loves his job and loves living
on cattle stations, in remote places. He finds his job most interesting because he has a lot of
initiative and freedom but above all because he knows he is useful; he serves a purpose. His
patients are grateful, loyal, decent and uncomplaining.
6. In countries like Australia, GPs need to be dedicated and confident and to be able to make
decisions. They also have to be able to live and work isolated – they do not have colleagues
nearby, they do not work in a team in which they can find comfort, advice and help. They have to
rely on themselves.
7. In the last sentence the word which contrasts with “doers” is “bystanders.” The sentence “They
are the doers of this world; none of them are bystanders in life” means that flying doctors have
to make decisions quickly and to take action, they just can’t wait and see; they can’t remain
passive.

1. a. applied: fut candidat
b. graduate: diplômé
c. remote: isolé
d. scattered: dispersés
e. emergencies: urgences
f. wounds: blessures
2. a. position: travail, situation – indice : applied for.
b. delivered: mis au monde – indice : babies.
c. injuries: blessures – indice : life-threatening.
d. stations: exploitations – indice : cattle.
e. confident (be): avoir confiance – indice : deal with anything.
3. a. do > doer.
b. stand by > bystander.
4. a. défi : challenge.
b. blessure : injury and wound.
c. accident, collision : crash.
d. morsure : bite.
e. compter sur : rely on.
f. être de permanence : be on-call.
Transcription
After finishing medical school, Bryan Connor applied for a position in a remote area in northern
Australia. He covered a very large area with 2,000 people.
Bryan has delivered lots babies, plastered broken legs, stitched up muscles. He is regularly called
out in case on emergencies like car crashes, dog bites or wild pig bites. He does the job of a
psychiatrist, dermatologist, cardiologist and surgeon. His patients love him.
Bryan does not want to change. He loves living on isolated cattle stations. He knows he makes a
difference to the lives of the people in the bush.
GRAMMAR EXERCISES • LE PASSIF (Workbook)
1. Formes verbales passives : was hired – was called – will be sent – has been bitten.
Formes verbales actives : has bitten – is.
2. On est obligé d’ajouter un sujet grammatical remplaçant le complément d’agent absent.
The Australian authorities hired Bryan Connor.
Somebody called him for an emergency.
3. a. The animal was killed by bushmen a few weeks later.
b. Bryan was very easily accepted by the population.
c. Bryan was given the address of another GP.
d. He is called Good Doctor Bryan.
4. a. The people of Richmond are sometimes flown to hospital / taken to hospital by plane.
b. Bryan has often been called for emergencies in the middle of the night.
c. Rural GPs are often really appreciated in remote areas.
d. If he leaves, Bryan will not be replaced by another GP.
e. When he was offered to become Richmond GP, Bryan hesitated.
ACTION Interview Bryan

CECR niveau B1
Échanger, vérifier et confirmer des informations.
Cette activité amène les élèves à reformuler les informations trouvées lors de la lecture du texte. Il
paraît peu pertinent de faire passer tous les groupes devant la classe, au risque de lasser les élèves,
cependant après que tous les élèves se seront entraînés, on pourra demander à quelques groupes
de proposer de jouer l’interview. Il est également possible de leur proposer d’enregistrer leur inter-
view pour le mettre en ligne dans le Year Blog.

READING •
CECR niveau A2
Reconnaître de quoi parle un texte ou une lettre quand il s’agit d’un domaine familier.
1. Many of the first settlers were convicts – not convicts as we know them today, but unfortunate
people taken away from their homeland for petty crimes.
CECR niveau A2
2. a. 17.
b. Glasgow, in Scotland.
c. Chimney sweep.
d. He stole clothes from a boarding house in Greenock.
e. He was sentenced to seven years transportation to Tasmania.
f. He was too poor to go back to Great Britain so he stayed in Australia, got married and had
children.
CECR niveau B1
Comprendre, dans un texte rédigé dans une langue standard, les descriptions de sentiments
ou de souhaits.
3. The narrator feels Alexander Ritchie was “unfortunate” like many other people. He writes “Many
of the first settlers were convicts – not convicts as we know them today, but unfortunate people
taken away from their homeland for petty crimes,” which shows that he sympathizes with those
people whose sentences did not fit the crime / whose sentences bore no proportion to their
crimes.
Si l’on pense que la réponse demande une réponse trop difficile à formuler en anglais, on pourra
demander aux élèves de recourir au français.
CECR niveau B1
4. a. a sort of hotel: a boarding house.
b. a man cleaning chimneys: a chimney sweep.
c. a person found responsible for a crime and sent to prison: a convict.
d. minor: petty.
WRITING •
CECR niveau B1
Rédiger des lettres personnelles dans lesquelles je rends compte de ce que j’ai vécu et de
mes sentiments.
La forme de la lettre est abordée dans l’exemple donné dans le Workbook au folder 7. Il sera
donc utile de vérifier avant l’administration du test si les élèves savent écrire une lettre à
l’anglaise et connaissent les formules consacrées.
Si cela n’est pas le cas, il faudra adapter les critères d’évaluation.
PRACTICAL FILE Sharing Information Manuel p. 106/107

Making Phone Calls…

Knowing how to use a phone efficiently is very important. Practice is necessary. Learn the
expressions by heart; that should give you the confidence to speak on the phone.
Dos Don’ts
1. When calling, introduce yourself by saying, 4. Leave your cell phone on in a meeting,
“this is xxx speaking.” class, cinema, etc.
2. Choose a discrete ring tone for your cell phone. 5. Shout so that people will hear you.
3. Press any key to wake up your phone. (Remember that not everyone is interested
7. Use your cell phone in case of an emergency. in your private conversation.)
8. Be polite over the phone. 6. Forget to charge your battery regularly.
10. Send a text message rather than a phone 9. Talk about personal things in a loud voice so
call after 10 p.m. everyone can hear.

1. I’ll put you through to him.
2. Am I disturbing you?
3. Hang on.
4. Don’t hang up.
5. Hold the line.
6. I’ll give her the message.
7. Don’t hang up.
8. I’ll be right with you.
9. The line’s busy.
10. I’ll call back.
MATCH THE EQUIVALENT BITS OF PHONE CONVERSATIONS

1. Hang up the phone. > e. Stop the phone conversation.
2. Am I disturbing you? > b. Is it convenient to speak now?
3. The line is busy. > a. I can’t get through.
4. I’ll phone her. > d. I’ll call her.
5. Don’t hang up. > c. Stay on the line.
ACTION Ring up your friend

CECR niveau A2
Gérer de courts échanges sociaux.
Cette activité vise à permettre aux élèves de pratiquer, dans le cadre d’un jeu de rôle simple, les
structures et les conseils donnés dans ces pages, et ainsi de mieux les fixer.
Finding your Way…

SIX THINGS TO DO
1. Use the word “Please” when you ask the way.
2. Say “Madam” when you ask the way to a lady. Don’t say Mrs.
3. Say “Sir” when you ask the way to a man. Don’t say mister.
4. Start all requests with “Excuse me.”
5. Don’t disturb people in the middle of a private conversation.
6. Download a map off the Internet before setting out.
CONVERSATION PRACTICE
1. I’m looking for the football stadium.
2. Can you show me the way?
3. I am going there too. Come with me.
4. How far away is it?
5. Not far. It’ll take us ten minutes to walk there.

1. The nearest.
2. Straight ahead.
3. How far is it to the station?
4. Is there a coffee shop nearby?

5. It’s just around the corner.

6. Follow the signs.
7. Go past the church.
8. How long does it take to get to…?
ACTION Help a visitor

CECR niveau A2
Donner et suivre des directives et des instructions simples, demander et expliquer son
chemin.
structures et les conseils donnés dans ses pages, et ainsi de mieux les fixer.

Folder 6 Planet Sport

SENSE OF BELONGING
With all the recent scandals in sport – fixed matches, drugs, cheating, diving and so on, one may be
forgiven for wondering whether sport is synonymous of fair play anymore. But sport is still a true
passion for many people and surely something that is to be encouraged. It balances out the time
many of us spend planted in front of our computers.
Sommaire
CULTURE BLOG Sport Is Big Business
Sport has become big business. How much are sportspeople worth?
SOUND FILE Run, Big Ed, Run!
Ed plays an active part in charity marathons. He runs for money, getting friends and
co-workers to sponsor his efforts.
MOVIE FILE Parkour
Started in the Parisian suburbs, parkour has become a widely practised activity
outside France and now has thousands of dedicated practitioners.
WORD BANK
TEXT FILE 1 A Promising Soccer Player
Going for the Record, by Julie Swanson, is the story of a promising soccer player
with Olympic aspirations.
GRAMMAR FILE Le prétérit et le present perfect
EXPRESSION FILE
Picture Talk : An ad for a sports store called Olympus Sport.
Actions 1 and 2 : Will Lee go to Manchester, UK?
TEXT FILE 2 Talking to Tony Hawk
Sam, the narrator of Nick Hornby’s first teenage novel, is 18. He writes about a
time when he regularly had imaginary conversations with his hero Tony Hawk.
ART HISTORY FILE A Panorama of American Painting
158 Folder 6 Planet Sport

CULTURE BLOG Sport Is Big Business Manuel p. 110/111

CECR niveau B1
Such has been the development of sport that, in the United Kingdom alone, it accounts for 2% of
Gross Domestic Product, and 2.5% of total consumer expenditure, whilst forecasts indicate that
UK sport expenditure will increase 15% each year.
Sport has always been a popular recreational activity, but now it is much, much more than that.
Underpinned by the rising profile of sports stars, rapid changes in technology and increasingly
sophisticated customer expectations, sport has become big business. It is played out by some of
the world’s biggest celebrities, playing in some of the best leagues and biggest events, and
watched by millions of fervent supporters. How much are sportspeople worth? Are they paid too
much for such a frivolous past time?
1 Sports Marketing
En ce XXIe siècle, le sport est omniprésent dans nos vies. Il est associé à l’argent par les sommes
brassées à la fois par les sportifs et toute l’économie du sport (construction des installations, ren-
contres, diffusion des événements).
1. inclure: include – organisation: management – parrainage: sponsorship – installation: facility
– vente: sale – revenu: income – chaîne: channel – diffusion: broadcast – spectateur: viewer.
2. In professional American football, the Super Bowl is the championship game of the National
Football League (NFL).
3. To make millions of dollars, players wear clothing during events, do commercials and photo shoots.
2 A Nation of Bookmakers
Au Royaume-Uni il est légal de parier. Les paris concernent majoritairement les épreuves sportives
mais aussi d’autres domaines tels que le temps, la politique et les jeux télévisés.
1. Betting shops (x3) / placing a bet / bets are also taken… / sports betting forums / betting
interest / they also bet on (cricket) (x2) / The British will bet on anything.
Nouns: shop, forums, interest / Verbs: place, take, bet on.
2. “Bookmaking” and “bet:” wage.
3. The British bet on sporting events, the probability that man will land on Mars, or that it will snow
on Christmas Day, or the outcome (result) of political elections and reality television contests.
POD LECTURE • Millionaires at Play

Les recommandations pour la préparation de l’écoute sont les mêmes que pour les folders précé-
dents (compréhension du lexique des tâches à l’écoute, préparation de la prise de notes).
Si l’enseignant pense qu’un certain nombre de termes à repérer sont inconnus ou mal connus de sa
classe (deserve, overpaid, salaries, athletes, career, entertainment…), il envisagera :
– un brainstorming (organisé avec des catégories pour classer les mots et guider de façon efficace
ce travail de réactivation ou de présentation);
Folder 6 Planet Sport 159
– un travail très rapide sur la photo des Beckham;

– ou le travail lexical de la page 113.
Lors de la correction, on encouragera les élèves à s’interroger et à s’inter-corriger en pensant à
revenir à l’enregistrement en cas de litige. Cette mini-conférence pourra être résumée lors de la
phase de restitution à l’aide des repérages corrigés.
Transcription
Lecturer: Some sports stars make fortunes. Do you think they make too much money?
Student 1: I do! We have to pay too much to watch a football match.
Student 2: I don’t. Very few people can do what they do!
Lecturer: I see you don’t agree. It’s a controversial topic.
Some people think athletes are overpaid. They say policemen, firefighters, doctors, teachers are
more important to our society – and they earn very little compared to the money athletes make.
But other people think athletes deserve multimillion dollar salaries. Their career is short – often
less than ten years. Sport has become entertainment – so, why shouldn’t athletes make as much
money as movie stars or pop stars? Top athletes get big money from sponsors, fans, television,
advertising, etc. And then, sports stars can be inspiring to all of us. And some of the stars use
their fame to make money for good causes. Some help children, some fight famine, some raise
money for medical research.
1. At the beginning, the lecturer says: “Some sports stars make fortunes. Do you think they make
too much money?”
2. Student 1 says people have to pay too much to watch a football match.
Student 2 doesn’t agree; he thinks sports stars are exceptional and do what an average person
can’t do.
3. The lecturer says that some people think athletes are overpaid. Other people think athletes
deserve multimillion dollar salaries.
4. The four professions mentioned by the lecturer are: policemen, firefighters, doctors, teachers.
5. These professions are mentioned because some people say they are more important to our
society than athletes but earn much less than athletes.
6. The first argument in favour of high salaries is that their careers are short.
7. The second argument is that sport has become entertainment.
8. The four sources of the money athletes get are: sponsors, fans, television and advertising.
9. The adjective that qualifies athlete’s role is inspiring.
Dans le cas où le mots inspiring ne serait pas connu, le professeur pourra envisager de donner un
choix multiple pour la reconnaissance auditive : inviting / inspiring / inhibiting.
10. Some athletes help children, some fight famine, some raise money for medical research.
Dans le cas où les mots tels que famine ou research poseraient problème le professeur pourra
mettre un exercice à trous au tableau en demandant aux élèves de repérer des mots connus.

CECR niveau B1
Exposer simplement un point de vue et argumenter.
Les élèves sont amenés, à partir des informations qu’ils ont pu tirer du travail sur les pages du Cul-
ture Blog, à adopter deux points de vue contradictoires. Nous proposons que ce travail soit fait par
groupes de deux ou trois élèves afin de rendre l’activité plus simple et plus motivante. Il sera bon
de veiller à ce que les élèves, pour chacun des points de vue, développent leurs arguments et les
illustrent par des exemples. Ils pourront être renvoyés, pour trouver de l’aide, au guidage proposé
dans le Workbook pages 120/121). Ces deux textes seront ensuite mis en ligne sur leur Year Blog.
SOUND FILE Run, Big Ed, Run! Manuel p. 112

CECR niveau A2
CECR niveau B1
Ever since Ed’s mum got cancer, he has played an active part in cancer charity marathons. He runs
for money, getting friends and co-workers to sponsor his efforts. His favorite event is the New York
Marathon where the atmosphere is vibrant and the New Yorkers love to encourage the participants
vocally and enthusiastically.
Transcription
Judy: So Ed, you are a marathon runner.
Ed: That’s right. So, I am about to run my second marathon in two weeks’ time.
Judy: In New York.
Ed: That’s right. So I am running it in New York again.
Judy: How many miles is it… or kilometers or whatever?
Ed: So, a marathon is 26 point 2 miles and all marathons are the same length. Yeah so it’s quite a
considerable distance. […] The first marathon I did in 2003 in New York and I’m about to fly out
again and have another go.
***
Judy: What’s the atmosphere like when you run a big marathon like that?
Ed: I have to say I was absolutely overwhelmed by the support and the difference people’s
support makes. I was very lucky on my way to the marathon that, on the bus, there’s kind of a
nice community feel.
***
And someone saw me on the bus – a girl who’d run a marathon before – and she said to me, “Is it
your first marathon?” And I said yes. And she said, “Well what’s your name?” And I said ED. And
she said, “Well what do your friends call you?” And I said, well, Big Ed. And she said – she got a
bit of masking tape and a marker pen and wrote BIG ED on it and then stuck it to my chest on the
front. And she said, “When you run past, people will shout your name.” And I thought that was
crazy! And that was it. People all the way – you had Americans shouting, “You’re in great shape
Ed. Keep running, Big Ed.” It really makes a difference. It keeps you going.
Judy: Big Ed, Big Ed. You are not very big Ed!

1. Le son contenu est celui de cake. Autres mots connus des élèves : name, place, cake, bake, grey,
baby, take, wake, came, bay, etc.
On pourra faire remarquer les différentes graphies du son de cake. Il y en a 4 dans les mots de
l’exercice (mots du texte) auxquelles on peut ajouter le < ey > de grey et le < ay > de bay.
2. Syllabes accentuées : marathon – kilometers – considerable – distance – absolutely – bus –
atmosphere – support – difference – community – masking – marker – Americans.
On insistera sur le fait que les mots transparents ne sont souvent transparents qu’à l’écrit et que
leur prononciation est très différente de la prononciation anglaise, ce qui les rend méconnais-
sables à l’oreille.
3. [θ]: Marathon – length – thought.
[ð]: that – the – there – then.
Anticipate (Manuel)
1. We can see the marathon of New York.
It is a major annual marathon (42.195 km) (26.2 miles) whose course runs through all five
boroughs of New York City. It is the largest marathon in the world, with 37,899 finishers in 2008.
Along with the Boston Marathon and Chicago Marathon, it is among the pre-eminent long-distance
annual running events in the United States and is one of the World Marathon Majors. It is held on
the first Sunday of November and attracts professional competitors and amateurs from all over
the world. Because of the popularity of the race, participation is limited to 37,000 entrants
chosen largely by a lottery system, with preference given to previous participants.
2. Maybe the participants take part in it because they love running and competing, they love the
challenge but also because they may be attracted by New York City and its sights. They may also
enjoy the atmosphere of the race and the friendliness of the onlookers / the crowd massed
along the route.
On profitera de cette question pour rebrasser l’expression de la probabilité.
NOW LISTEN •
A2 (Workbook)
4. Topic: marathon. The two key words: marathon – run.
5. Second marathon – Two weeks’ time (Ed has already run a marathon in the last two weeks) –
26.2 miles (length of a marathon) – 2003: date when Ed ran his first marathon.
6. Ed has been a marathon runner for several years (5, as this interview was done in 1988). It seems
that he is extremely dedicated because he has run two marathons in two weeks’ time.
7. Key word in Judy’s question: atmosphere.
Her question: “What’s the atmosphere like when you run a big marathon like that?”
8. The word Ed repeats: support.
The adjective he stresses: lucky.
9. Ed really appreciated people’s support. “I was very lucky on my way to the marathon that, on
the bus, there’s kind of a nice community feel.”
10. Ed was on the bus. A girl talked to him.
11. “Is it your first marathon?”
“Yes.”
“Well, what’s your name?”

“Ed.”
“What do your friends call you?”
“Big Ed.”
12. The girl wrote BIG ED on a piece of masking tape and then stuck it on his chest.
13. “When you run past, people will shout your name.”
14. Réponses libres. On invite les élèves à prendre des repères.
15. People supported him: they shouted, “You’re in great shape Ed! Keep running, Big Ed.” Ed says
that helped him.
16. Il est important de faire une synthèse en fin de parcours.
B1 (Manuel)
3. Ed is about to run his second marathon in two weeks’ time in New York. It is 26 point 2 miles. The
main difference between a big and a smaller marathon is not the distance but people’s support.
4. On the bus a girl saw him and stuck a paper with his name written on it to his chest on the front.
She wanted people to shout his name when he ran past them to encourage him. And it worked,
everybody shouted his name. Ed says it kept him going.
AFTER LISTENING •
Sum up the document
Example: Ed is going to run a marathon in New York (26.2 miles). It is the second marathon he runs
there. He says people’s support is the main difference in a big marathon like New York’s. Once on
his way to the marathon, on the bus a girl wrote his name on his chest. People shouted his name
when he ran past them to encourage him and he says it kept him going.
Pronunciation
On insistera sur le fait qu’un mauvais découpage des groupes de souffle / de sens rend une phrase
incompréhensible.
1. A marathon is 26 point 2 miles / and all marathons are the same length.
2. I have to say I was absolutely overwhelmed by the support / and the difference people’s support
makes.
3. I was very lucky / on my way to the marathon / that, / on the bus, / there’s kind of a nice
community feel.
ACTION Interview Ed
CECR niveau B1
Échanger, vérifier et confirmer des informations ; poser des questions simples et y répondre.
Cette activité permet aux élèves de s’entraîner à l’interaction. Les élèves reformulent un dialogue
qu’ils ont entendu. Le lexique, les structures les plus importantes et les idées sont donc déjà à leur
disposition, il leur appartient maintenant de s’approprier ces outils. Il est bien entendu que ce tra-
vail se fait sans phrase préliminaire d’écriture, il ne s’agit pas de lire un script, mais bien d’inter-
préter une scène familière. Cette interview pourra être enregistrée et mise en ligne dans le Year Blog
des élèves.
MOVIE FILE Parkour Manuel p. 113

Parkour, often referred to as PK, is an activity with the aim of moving from one point to another as
efficiently and quickly as possible, using principally the abilities of the human body. It is meant to
help overcome obstacles, which can be anything in the surrounding environment – from branches
and rocks to rails and concrete walls – and can be practised in both rural and urban areas. Parkour
started in France and practitioners are referred to as traceurs, or traceuses for females.
The term parkour was defined by David Belle, a Frenchman. Born into a firefighter’s family, David
was influenced by stories of heroism. At age 17, he left school to seek his love of freedom, action,
and to develop his strength and dexterity to be useful in life. His father introduced him to obstacle
course training and David participated in activities such as martial arts and gymnastics, and
sought to apply his athletic prowess for some practical purpose.
Over the years, as dedicated practitioners improved their skills, their moves grew. Building-to-
building jumps and drops of over a story became common in media portrayals. Actually, ground-
based movements are more common than anything involving rooftops, due to accessibility to find
legal places to climb in an urban area. From the Parisian suburbs, parkour became a widely
practised activity outside France.
Transcription
Parkour
À l’écran Son
Part 1 Des jeunes qui Parkour comes from a French word, “parcours” which means course or
courent et sautent. way. It’s about finding a path or a course through the environment. It’s
the skills you’d need if you were being chased or pursuing someone.
People who practice parkour are called tracers or free runners
It started up in France about 15- 20 years ago in a small suburb.
It spread to the UK about three years ago. I think there are people doing
parkour all over the world now.
Part 2 Des jeunes qui In England it’s really taken off because of TV programmes and things
sautent. Un jeune like that.
qui tombe puis One of the problems with the media attention is that they like to
ouvre les yeux. sensationalize it and they often put it up on roof tops. A lot of these
kids see it and they try to imitate it immediately without any kind of
training, so the injuries you can pick up can be pretty serious and often
the kids seeing people up on roof tops think that you need to copy this
but it’s definitely not the way.
Part 3 Des jeunes qui Urban Freeflows are trying to tackle the problem, trying to re-educate
s’entraînent. people about what parkour really is.
We’re working together with Westminster City Council doing workshops
and a youth academy, and going to schools.
“The idea is that, as soon as you land, roll.”
The reason why we’re doing these workshops with the young ones is to
try to educate them properly so they can train safely. Because they are
going to do this kind of stuff – they’ll see them on TV and in the media.
They are going to mimic it and we want them to mimic it in a safe way.

You can’t really avoid minor injuries, cuts, bruises; it’s going to happen
but if you train properly you should be able to avoid serious injuries.
Part 4 Une fille qui parle. Parkour gives you a sense of freedom and I want young people and older
people and every one to experience that. You don’t even have to do it; you
can watch and so get a sense of that freedom. It’s an amazing thing.

1. La photo est suffisamment claire pour que les élèves puissent définir ce sport de rue, sans doute
mieux encadré dans certains pays qu’en France.
Exemple de réponse possible : The boy is jumping over a fence. It must be difficult but he does it
beautifully.
2. Parkour is probably dangerous, especially when people jump from one roof to another or when
they jump over high fences. It would be nice if youngsters who like parkour were trained and
learnt how to do nice tricks.

1. Il s’agit de faire travailler les élèves sur leur capacité à repérer des éléments tant visuels
qu’auditifs, et surtout à mémoriser à court terme. L’objectif est de leur permettre une première
approche globale du sens.
2. Réponses libres. Les élèves commencent à construire le sens, l’utilisation du français est donc
tout à fait acceptable. Il ne faudrait pas qu’ils soient empêchés dans cette tâche par une
mauvaise maîtrise de l’expression. Chaque élève construit sa propre compréhension, il n’est
donc pas souhaitable, à ce stade, de proposer une mise en commun de toute la classe, au cours
de laquelle les élèves les plus compétents dévoileraient le sens à leurs camarades les plus en
difficulté, leur interdisant ainsi de construire leur propre compréhension. La comparaison avec
le voisin permet cependant d’ouvrir de nouvelles pistes et peut-être de formuler d’autres
hypothèses qu’il faudra aller vérifier lors des écoutes suivantes.
Part 1
3. Origins of parkour: France.
Name of the people who do it: tracers – free runners.
When it started: 15 to 20 years ago.
When it arrived in the UK: 3 years ago.
4. Parkour comes from a French word, “parcours” which means course or way. It’s about finding a
path or a course through the environment – the skills you’d need if you were being chased by
someone or pursuing someone.
Part 2
5. This part deals with the accidents that can happen when people try to become free runners
without any kind of training.
6. Who or what is considered responsible: the media.
The victims: kids.
The two verbs that describe what they do: see – try.
7. A lot of kids who see free runners on TV want to imitate them and they start practising without
any kind of training, which leads to a lot of serious injuries.
Part 3
8. Voir le script du document. Ce travail est individuel et doit permettre une reconstruction du
sens. Cette question ne nécessite donc pas de mise en commun.
9. The Urban Freeflows are a group of free runners who offer some kind of training to those who
want to do parkour. They want to educate the kids.
They operate in Westminster city, in the schools.
10. You can’t really avoid minor injuries, cuts, bruises – it’s going to happen but if you train
properly you should be able to avoid serious injuries.
11. Réponses libres – Il s’agit ici de permettre aux élèves de synthétiser tout ce qu’ils ont compris
du document.
Part 4
12. Freedom.
13. Everybody; young people and older people are interested in parkour.
You get a sense of freedom just by watching it, even if you don’t do it.
ACTION I don’t want you to do parkour

CECR niveau B1
des explications.
Cette activité amène les élèves à réutiliser et à adapter le travail fait à partir du document vidéo.
Ils adoptent un point de vue qu’ils doivent soutenir et défendre dans le cadre d’un jeu de rôle. Il sera
utile, avant de lancer cette activité, de faire un rappel de structures qui leur permettront de mener
à bien cette activité (voir page 68 de ce livre du professeur). Les élèves s’entraînent à deux, mais il
est important de leur rappeler qu’il s’agit ici d’une activité d’entraînement à l’interaction orale, il
est donc préférable de ne pas les laisser écrire le script de la discussion.
Il paraît peu pertinent de faire passer tous les groupes devant la classe, au risque de lasser les
élèves, cependant après que tous les élèves se seront entraînés, on pourra demander à quelques
groupes de proposer leur interprétation. Ils pourront également s’enregistrer en utilisant un ordi-
nateur équipé de micros, un dictaphone, un lecteur enregistreur mp3, ou même tout simplement
leur téléphone portable. Cet enregistrement pourra faire l’objet d’une évaluation par le professeur,
et être mis en ligne pour enrichir leur Year Blog.

1. a. amusement = entertainment.
b. revenue = income.
c. glory = fame.
d. merit = deserve.
e. stop working for a while = rest.
2. a. There were no sport facility but now they have built a stadium.
b. To go to the gym, Mary wears a tracksuit and trainers.
c. You were so good. I congratulate you!
d. I think you deserve a medal.
e. After a match, I need to rest for a while; then I feel better.
3. Win > winner (gagnant) – lose > loser (perdant) – bet > bet (pari) – score > scorer (marqueur) –

entertain > entertainer (amuseur) – race > racer (coureur) – train > trainer (entraîneur).
4. a. Il gagne beaucoup d’argent dans ce métier. > earn
b. Chelsea a gagné. > win
c. Il a gagné un prix. > win
d. Le prix des tickets est très élevé. > price
e. Je vais faire des courses au supermarché. > shopping
f. Les courses de chevaux attirent beaucoup. > race
g. Le gouvernement lève une taxe sur les tickets. > raise
h. Le soleil se lève de ce côté. > rise
TEXT FILE 1 A Promising Soccer Player Manuel p. 114/115

CECR niveau A2
l’essentiel.
CECR niveau B1
Julie Swanson is an author of middle grade and young adult novels. Going for the Record is the story
of Lee Weiczynkowski, a promising soccer player with Olympic aspirations. The summer before
senior year, she learns that her beloved father has cancer and only three months to live. Called
“obsessed with soccer” by her mom, Lee isn’t interested in parties, shopping, or hanging out
with friends, and she regards Clay, an attentive male classmate, as a soccer trainer, not a
boyfriend. She practises her sport intently and awaits phone calls from college coaches eager to
recruit her. Going for the Record combines the best of sports excitement with a heart-wrenching
family crisis.
BEFORE YOU READ •
1. We can see some girls playing soccer. The text is probably about a girl who is very good at
playing soccer and may want to become a professional soccer player.
2. The girl is happy: she is smiling and looking fairly proud too. We don’t exactly know why but we
can suppose she has scored a goal or her team has won the match.
NOW READ •
A2 (Workbook)
Read the whole text
1. Lee Weiczynkowski is a girl who lives in the Midwest region of the USA. She is under 18.
2. Her past: lines 1 to 4.
Her present: line 1 + lines 5 to 17.
Her future: lines 18 to 26.
3. She is tired but she feels good.

Concentrate on Lee’s past

4. The scene took place “last year” on the soccer field.
5. The verbs: crying – walking – running.
6. Physical description: “head down” – she felt dejected, disappointed.
7. She had probably lost the match.
Concentrate on Lee’s present

8. The scene is set this year in the same field.
9. Heroic – respect.
10. The Olympic Developmental Program’s team.
11. Pony-tailed girls in their silky uniforms, red and blue jerseys, baggy white shorts.
12. They congratulate her, they respect her.
Concentrate on Lee’s future

13. In the past, they said: “There goes that girl… what’s her name?”
In the future, they will say: “There goes that soccer player, Lee Weiczynkowski.”
14. She will have her name in the local newspaper.
15. She must choose the university she will go to.
B1 (Manuel)
3. The main character is Lee Weiczynkowski. She has just played a soccer match and has just been
selected for the ODP. We can also assume that she is not yet 18 since she says the ODP is a team
for soccer players under 18 (line 9-10).
4. She is exhausted and sweaty but she feels delighted / overjoyed.
On pourra entraîner les élèves à exprimer la concession : She is tired and sweaty, yet she is
feeling great. / Although she is tired, she is feeling better than ever. / Though her feet hurt and
she is exhausted, she has never felt better / she has never been so happy. Although her feet
hurt, she doesn’t care.
5. Ce tableau ci-dessous pourra permettre aux élèves de voir clairement l’opposition. Le profes-
seur les amènera à reformuler les idées puis à formuler des phrases comme : Last year Lee was
sad and disappointed whereas today she is proud of herself / Last year Lee was almost crying
whereas now she is feeling delighted. / Last year she was almost crying as she walking towards
her car, on the contrary today she is taking her time and enjoying this moment, etc.
Last year Now
– I was almost crying in front of everybody – I’ve never felt better (I’m pleased, delighted,
walking across this soccer field towards my overjoyed, in seventh heaven, ecstatic).
car in the parking lot (I was sad, ashamed, – I’m one of the lucky twenty who made the
disappointed, angry with myself). Region II- U 18 ODP team (proud, she’s
– I had been cut from the team. managed to get into the ODP, she has been
– I was running across this field as fast as I selected).
could, head down (feeling ashamed, running – I’m taking my time limping my way slowly
away from the field). (enjoying this moment, making the most of
her victory).
6. The ODP is the Olympic Developmental Program for the best soccer players in the Midwest
region. She is proud and happy because only 20 girls are selected each year. She is also going to
train and play with the best players in the region.
7. Lee stops to enjoy this particular moment, to be able to remember it forever / never to forget it.
8. Lee uses the words heroic (line 15) and respect (line 17). She may feel heroic because she had
never thought she would manage to be selected. She has had to work / train / exercise a lot to
reach that level and she thinks her selection is a great achievement. She feels that the other girls
now respect her (line 17), and she enjoys being considered as / being treated as if she were / a star
or a model or an idol.
9. They look at her as she passes and congratulate her (“all the girls look at me as I pass” and
“Bree Holland congratulates me,” lines 15 to 17). They are full of admiration and acknowledge
that she is a very good player.
10. Her selection will make her a local star (They’ll say, “There goes that soccer player,” Lee
Weiczynkowski. “Traverse City is a small town. If you get your name in the Record Eagle, most of
the locals will hear of you,” lines 20 to 23) and she will be offered a scholarship to a prestigious
university. (“I imagine the guys at the bar, placing bets on which scholarship offer I’ll take –
Notre Dame, North Carolina, Virginia…” lines 23 to 26). Of course the second consequence will
have more impact on her life than the first one because she will be able to study in a good
college without having to pay the fees that are usually huge. Being in a famous team will also
boost her career as a soccer player.
AFTER READING •
COMPODICTO
Transcription
Lee has just been selected as one of the best 20 soccer players of her region. She had failed the
year before and remembers what she felt. Today, she feels proud and heroic. She has won the
other girls’ respect and admiration. She thinks she is going to be a local celebrity. She knows she
will be offered a scholarship to a famous university.
WORDS •
1. The girls in Lee’s team wear “silky uniforms, red and blue jerseys, baggy white shorts.” (lines 12 & 13)
2. a. It is painful: it hurts.
b. It smells bad: it stinks.
c. She was excluded from the team: she was cut from the team.
d. She wants to keep the picture: she wants to preserve the picture.
e. Everybody tells her she is good: everybody congratulates her.
f. Thanks to her work, she got respect: she earned respect.
g. Money you get to go to university: a scholarship.
ACTION Write for the Record Eagle

CECR niveau B1
• Faire des descriptions détaillées simples et directes.
• Rendre compte d’expériences en décrivant ses sentiments et ses réactions.
tir du texte support. Ils seront renvoyés à l’action du Grammar file p. 102 pour écrire le titre de leur
article.
GRAMMAR FILE Prétérit et present perfect Manuel p. 116

OBSERVE •
1. La phrase c se réfère au passé comme l’indique le marqueur de temps last year. Dans cette
phrase le temps utilisé est le prétérit be V-ing.
2. Les phrases b et d se réfèrent au présent : my feet hurt, I’m tired and I stink. Imagine that! Les
autres formes verbales I have never felt et I have finally earned sont au present perfect (formes
have V-en) et servent à faire un bilan, un constat.
3. Dans la phrase a le mot just introduit une notion d’immédiateté : « Je viens de jouer un match
important. » L’équivalent en français de la structure have just V-en est la tournure « venir de
+ infinitif ».
PRACTISE •
1. Les phrases c (has hurt) et d (he has broken) contiennent un present perfect.
2. Expressions qui s’utilisent avec un prétérit : a. last year / b. a week ago / e. when she was
suspended / f. during the match
Expressions qui s’utilisent avec un present perfect : c. already / d. never / g. since she won /
h. just.
3. a. The grass is too wet, so the match has been cancelled.
b. Yesterday it rained a lot.
c. While they were in the changing rooms, the coach encouraged them.
d. One girl is missing. Jane has been taken out by the coach.
4. a. Lee has always loved playing soccer.
b. She took up soccer in primary school.
c. Since her selection she has become a local celebrity.
d. Last year she felt upset when she was cut from the team.
e. Since she made the Region II-U18 ODP team she has been offered several scholarships.
f. As soon as she knew, she rang up her parents.
5. a. Football has existed since ancient times.
b. The first American football match took place in Ohio on October 3, 1920.
c. Sport has always played a major role in American education.
d. Lee has been training for more than an hour.
ACTION Guess what has happened!

CECR niveau A2
Faire des phrases simples pour donner la raison d’un évènement.
Cette activité a un objectif essentiellement grammatical : les élèves sont amenés, de façon
ludique, à formuler des explications pour justifier une situation présente et donc à utiliser le pre-
sent perfect. Ils pratiquent donc le point de langue travaillé tout en se concentrant sur le sens de
leurs productions. C’est bien le sens qui importe, et non la forme qui garde donc son rôle essentiel
d’outil servant à la communication.


PICTURE TALK
1. This is an ad for a sports store called Olympus Sport.
We can see a pair of Nike trainers. They are red, white and black. The Nike Swoosh is on the side
of the shoes. We can see the Nike slogan Just do it at the top of the ad. It is very eye-catching.
Then under the photo of the shoes is the slogan Just buy it. And then the name of the shop is
underneath in smaller print.
2. Our first impression is that the trainers are being advertised. This is because they are in the
foreground of the picture and we associate the slogan Just do it with Nike. The shop, Olympus
Sport, is really being advertised. They sell Nike shoes.
ACTION 1 What do you think she should do?

CECR niveau B1
• Exprimer ses opinions, son accord et son désaccord en donnant brièvement des raisons
et des explications.
• Solliciter ou commenter brièvement un point de vue ou une opinion, comparer et opposer
des alternatives.
Les deux activités proposées à la classe sont liées entre elles. Le jeu de rôle permet aux élèves de pré-
parer le travail d’écriture. À partir d’une situation imaginaire, les élèves sont invités à adopter un
point de vue qu’ils devront défendre. Il est important de bien s’assurer, avant de lancer l’activité,
que tout le monde a bien compris la situation. La phase individuelle préliminaire permet aux élèves
de construire leurs premiers arguments. Ces arguments seront enrichis et développés lors du travail
en petits groupes, le passage en grand groupe aura donc été préparé et s’en trouvera facilité.
Il est possible de proposer que plusieurs débats aient lieu simultanément dans la classe, de façon
à ce que tous aient l’occasion de s’exprimer et d’être actifs, le professeur passant alors d’un groupe
à l’autre en intervenant le moins possible, simplement pour s’assurer du bon déroulement de l’ac-
tivité ou pour aider ponctuellement un élève qui aurait une difficulté. L’objectif ici est d’amener les
élèves à développer leur capacité à surmonter des obstacles pour communiquer et défendre un
point de vue, et non de travailler spécifiquement sur la correction de la langue. C’est donc la
fluidité et l’intelligibilité qui sont à privilégier, et non la correction de la langue.
mener à bien cette activité (voir Action page 68 de ce livre du professeur).
ACTION 2 Write a message to be posted on Lee’s blog

CECR niveau B1
• Être capable d’écrire une note pour transmettre une information simple et immédiate-
ment pertinente.
• Communiquer de manière compréhensible les points qui lui semblent importants.
1. The arguments used by the mother in favour of New York: The trip would be much cheaper – the
kids would love to discover Manhattan – It would be more interesting and funnier – I know you
enjoy museums.
The arguments used by the mother against this choice: Accommodation would be a little more
expensive – You really ought to avoid shopping in Fifth Avenue. You would exceed your budget –
The kids would rapidly get bored?
2. Giving advice: I really think you should forget – You’d better visit – It would be a great idea – If
I were you, I would visit – You really ought to avoid – You could also go on holidays.
Adding ideas: And – Besides – Moreover – By the way – Also.
Comparing: Accommodation would be a little more expensive – The trip would be much cheaper –
It would be more interesting and funnier.
TEXT FILE 2 Talking to Tony Hawk Manuel p. 118

CECR niveau B1
• Repérer le déroulement des événements évoqués.
• Comprendre, dans un texte rédigé dans une langue standard, les descriptions de senti-
ments ou de souhaits.
From Slam, by Nick Hornby
Sam, the narrator of Nick Hornby’s first teenage novel, is 18, writing about when he was 16; a time
when he regularly had imaginary conversations with his hero Tony Hawk. For those who don’t
already know, Tony Hawk - is the famous name in skateboarding. This novel is a great read for boys
and girls alike.
1. Tony Hawk is a skateboarder.
2. The narrator compares Tony Hawk with J.K. Rowling, the Big Mac, the iPod, the Xbox because he
thinks he is the “Big One” that is to say the best of skaters, the most famous of skaters.
3. The narrator got a Tony Hawk poster from his mother. Little by little the narrator started talking
to Tony Hawk; first about skating and then about the problems he had and the tricks he could
do. He thought Tony would understand him better than his mother. (“At first, I only told Tony
about skating – I’d talk about the problems I was having, or the tricks I’d pulled off. I knew it
would mean much more to a picture of Tony Hawk than it would to a real-life Mum.”)
4. The narrator read the book Tony Hawk wrote, entitled Hawk – Occupation: Skateboarder. He
read it so many times (forty or fifty times, he says) that he knew by heart everything Tony Hawk
said. So he could refer to the book and get an answer to his questions. That’s why he says that
Tony Hawk started talking back to him. (“The talking back started soon after I’d read his book…
I sort of knew what he sounded like then, and some of the things he’d say. To be honest, I knew
all of the things he’d say when he talked to me, because they came out of his book.”)
5. As time passed he talked to him about everything. Tony Hawk became his confidant and adviser.
6. Here “talking” doesn’t mean having a proper conversation with someone. It means confiding in
somebody who is not actually present and referring to their life and writings. The narrator probably
feels he is misunderstood or neglected. He cannot exchange with anybody. He thinks his mum
cannot understand him when he talks about skating because she is not familiar with this sport.
The narrator seems to be a friendly, funny teenager. He is the very example of a fan: he loves his
idol and shares everything with him. He feels close to Tony Hawk and regards him as an elder
brother or a father who shares his passion and can advise him about sport and personal matters
too. It is strange, though, that he prefers talking to the poster of his idol than to a real friend.
Does this imply that he doesn’t have a “bosom / best friend?”
7. Personal answers.

1. a. tricks: figures.
b. I had pulled off: réussis (contraste: the problems or…).
4. a. acheter quelque chose sur Internet: buy something off the Internet.
b. cela aurait plus de sens pour lui: it would mean more to him.
c. cinquante fois: fifty times.
d. à mon avis: in my opinion.
3. Le verbe : ressembler.
a. Je savais à quoi ressemblait la voix de Tony Hawk.
b. Je sais comment est ta mère physiquement.
c. Je sais quel goût a le poulet tikka-massala.
4. a. I talked to my friend about skating.
b. He is not interested about skating.
c. He started skating last week.
d. It’s raining. It’s a good reason for not skating.
Transcription
The narrator is a Tony Hawk fan. When he started skating, his mum bought him a Tony Hawk
poster. He started talking to the poster about skating. He thought skating would mean more to a
picture of Tony Hawk than to his Mum.
Then he got another present, a book by Tony Hawk. This is when he starting talking to Tony Hawk
about everything: school, his Mum, his girl friend, whatever. He had all the answers from the
book. It was as if Tony Hawk was talking back to him.
GRAMMAR EXERCISES • PRÉTÉRIT ET PRESENT PERFECT (Workbook)

1. a. When I got (A) into skating, my mum bought (A) me a Tony Hawk poster off the Internet.
b. The talking back started (A) soon after I’d read (B) his book.
c. I’d read (B) it forty times when we started (A) talking, and I’ve read (C) it a few more times since.
d. Tony Hawk is tired. He has signed (C) hundreds of autographs.
e. Sam started (A) talking to Tony when he began (A) skating.
f. Sam has seen (C) all the films about Tony Hawk.
2. a. Sam has always dreamt of meeting Tony Hawk.
b. Sam’s mother bought him a skateboard when he was in college.
c. He has been a professional skater since he was 11.
d. Yesterday, he bought the board he had seen on the Internet.

e. In 1996, Tony married Erin Lee that he had met during a competition.
3. a. Sam has loved Tony Hawk since his mother bought him a poster.
b. Sam has just read Tony Hawk’s book for the fiftieth time.
c. Sam had an accident. He broke his leg while skating.
d. Before he started skating, Tony Hawk had never done any sport.
e. Tony Hawk has kept all the boards he used in his competitions.
f. He has always lived in California.
ACTION Write about your passion

CECR niveau B1
Rendre compte d’expériences en décrivant en détail ses expériences et ses sentiments.
Cette activité amène les élèves à parler d’eux-mêmes et de ce qui les entoure. Ils s’inspireront pour
ce faire de la structure du texte qu’ils auront étudié (présentation – découverte – description
détaillée – leur passion dans la vie quotidienne). Ils devront organiser et développer les différents
points de leur production.

LISTENING •
CECR niveau B1
Comprendre globalement le point de vue des protagonistes et les arguments utilisés.
On aura intérêt à prévoir le travail en salle multimédia de façon à ce que les élèves aient une bonne
qualité d’écoute et soient installés pour s’enregistrer (seconde partie de l’évaluation).
Pour la compréhension orale, les élèves peuvent être autorisés voire encouragés à ne mettre que des
mots ou des bribes de phrases puisqu’il ne s’agit pas de prendre en compte la production écrite.
Pour les élèves du niveau A2, on pourrait envisager qu’ils répondent en français si les difficultés à
formuler les réponses sont trop grandes.
Part 1
1. Matthew had diabetes.
2. He decided to make money for a charity by taking part in a bike ride.
3. It’s a one day 140 mile long ride.
Part 2
4. No, he wasn’t alone in this project, a group of school friends joined him.
5. The first stop was at Matthew’s school. The school organized a meal and had a band play some
music when the riders arrived.
6. A group of friends followed them in a van (support vehicle) to repair the bikes if necessary and
give the riders food and drinks.
On pourra peut-être envisager de ne demander qu’une solution car il se pourrait que les élèves
aient du mal à comprendre l’expression support vehicle. On pourra donner un bonus à ceux qui
en auront inféré le sens.
Part 3
7. They reached their destination at 8 p.m.
8. Matthew’s mum worried about the length of the journey and the traffic.
9. When he arrived, Matthew felt exhausted and determined never to do it again.
10. He collected £800 for the charity. It gave him the courage to renew the experience, it boosted
his morale.
Transcription
Interviewer: Mrs Goodall, you are very proud of your son aren’t you?
Mrs Goodall: Yes I am. Matthew was diagnosed with diabetes 18 months ago. And he so wanted
to help make money for a local diabetes charity that he completed a 140-mile coast-to-coast
bike ride in just one day.
***
Interviewer: 140 miles! That is a long way. Did he do it alone?
Mrs Goodall: No he set off from Morecambe with a group of friends from school at 6.30am. The
first stop was St Aidan’s High School, where Matthew is a pupil. The school organised lunch for the
riders and they even arranged for a band to play when they arrived at the school.
Interviewer: So his school was very supportive?
Mrs Goodall: They were very supportive. His classmates really encouraged him. He set off again
after lunch followed by a group of friends in a support vehicle. They dealt with punctures and
provided drinks and bacon sandwiches along the way.
***
Interviewer: Did you follow him on your bike?
Mrs Goodall: We joined the group for the second half of the journey. The boys reached the final
destination at 8pm. They were all exhausted. I was a bit worried about the long journey and all
the traffic.
Interviewer: How did he feel when he got home?
Mrs Goodall: He felt exhausted. He said would never get back on a bike again.
Interviewer: Oh dear!
Mrs Goodall: But when he discovered they raised £800 for the charity Matthew forgot his pain.
Today, he is looking forward to doing more rides in the near future.
SPEAKING •
SPOKEN PRODUCTION
CECR niveau B1
Décrire un espoir, un rêve, un but.
Les élèves auront les éléments du texte pour élaborer leur annonce.
SPOKEN INTERACTION
CECR niveau B1
Participer sans trop de difficultés à une conversation, même à propos de thème auxquels
je ne m’étais pas préparé(e).
Cette situation de communication est en lien direct avec la compréhension. Les élèves pourront
aussi mobiliser les outils et idées vus lors de l’étude des documents des pages 112 et 115.


of American Painting Manuel p. 120/121
L’objectif de cette double page est de brosser un tableau de la peinture américaine et de montrer
aux élèves comment, selon les époques, elle s’inspire de la peinture européenne ou s’en démarque.
Le professeur pourra éventuellement en faire trouver les raisons aux élèves en les renvoyant aux
événements qui marquent l’évolution de la nation américaine.
surtout les illustrera puisque les élèves doivent préparer un diaporama sur un des artistes mention-
nés dans ces articles. Une fois de plus l’outil informatique sera mis au service de l’enseignement de
la culture et de la langue qui ne font qu’un, la langue étant le véhicule de la culture.
Des tâches sont nécessaires pour donner un objectif à la lecture des encadrés et permettre aux
élèves d’en tirer profit. Voici donc quelques suggestions de mise en œuvre en classe. Il en existe bien
d’autres et elles ne doivent pas se substituer à celles que le professeur trouverait plus adaptées à
sa classe. L’essentiel est d’éviter de faire une étude intensive de ces articles.
18th Century
– Find the main subjects of 18th Century paintings.
– Look at the painting on page 125 in your book. Who is the painter?
19th Century
– Among these subjects and styles, find the three that correspond to 19th Century American
painting: paintings of famous characters, romantic paintings of landscapes, still life paintings,
paintings of Indian scenes, paintings of historical events, paintings of rural America, abstract
paintings.
– Look at the painting on page 54 in your book. Who is the painter?
20th Century
1. Nous suggérons les mêmes types d’activités de mémorisation que celle mentionnée dans l’ex-
ploitation des autres panoramas. Il s’agit de donner 1 à 2 minutes aux élèves pour apprendre les
termes qui désignent les différentes écoles de peinture américaines. Puis demander de fermer les
livres pour la restitution rapide de ces termes qui seront notés au tableau par le professeur. S’il
en manque, les élèves retourneront au manuel pour compléter la liste. On pourra faire une rapide
estimation du nombre d’écoles retenues par les élèves.
Cette activité permet aux élèves de se concentrer, de retenir précisément les informations essen-
tielles et de continuer à développer leurs capacités de mémorisation.
2. On pourrait ensuite proposer un travail par groupes de quatre élèves : chaque élève lit deux
articles et prépare deux ou trois questions sur chacun de ces passages pour les trois autres
membres du groupe (5-6 minutes). Les quatre élèves travaillent ensemble et se questionnent.
L’élève qui a répondu au plus grand nombre de questions est déclaré gagnant. On peut, si la
classe s’y prête, préparer et distribuer de petits diplômes aux « lauréats ».
3. On peut aussi imaginer de faire six équipes, chacune d’elles préparant un QCM ou un question-
naire Vrai/Faux sur un ou deux articles – le professeur pouvant répartir les articles en fonction
du niveau des élèves et de leur rythme de travail. Ces exercices sont ensuite proposés à la classe,
ce qui rend le travail authentique, communicatif et plus motivant.
Folder 7 Birth of a Nation
In 1497, the Italian explorer Amerigo Vespucci discovered a new country, and it was named America
by the map maker, Martin Waldseemuller.
However, it was later realized that Amerigo’s friend, the Spanish explorer, Christopher Columbus,
had been there a few years earlier in 1492. But it was too late to rename the country Columbia.
More recently, evidence has appeared showing that, in fact, it was the Chinese Admiral Cheng Ho
who discovered America in 1421. So, who deserves the credit for actually discovering America?
Some also seem to have forgotten the American Indians who were there to greet these valiant
explorers. We have definitely not forgotten them in this folder.
Sommaire
CULTURE BLOG The New World
From the early settlers, to the Revolution, the important steps in the formation of
America as we know it today.
SOUND FILE The Salem Witches
A presentation by Jim McAllister, the unofficial historian of Salem, who shares his
knowledge of the witches with us.
MOVIE FILE A Promised Land
An ITN documentary about the founding of the Plimouth Colony.
WORD BANK
TEXT FILE 1 On the Mayflower
Excerpts from Mayflower, a book by Kathryn Lasky; the fictitious diary of Prudence
Remember Whipple, a 12-year old girl who talks about her arrival in the New World.
GRAMMAR FILE L’influence sur autrui
EXPRESSION FILE
Picture Talk : A painting by Joan Landis which illustrates the first Thanksgiving
ceremony.
Actions 1 and 2 : The right person on a new planet.
TEXT FILE 2 Trouble in Boston
An excerpt from Midnight Rider by Joan Hiatt Harlow, in which the early signs of the
Revolution are shown through the eyes of two teenagers.
PRACTICAL FILE Meeting People
Folder 7 Birth of a Nation 177

CULTURE BLOG The New World Manuel p. 124/125
CECR niveau B1
pas respectée.
• Repérer et comprendre des informations spécifiques dans un document informatif.
From the early settlers, to the Puritans, to the Revolution – passing of course by the Boston Tea
Party – all important steps in the formation of America as we know it today.
1 The Early Settlers
Le premier texte rappelle la découverte du continent américain et comment l’Amérique du Nord a
été peu à peu colonisée par les Britanniques.
1. 1493: discovery of North America by Christopher Columbus / 1607: first English colony
(Jamestown, Virginia) / 1612: very successful introduction of tobacco in Virginia – high profits /
December 21, 1620: landing of the Pilgrims and birth of the Plimoth Colony.
2. Locate the first English colony, and then the second one on a map.
Il est intéressant de faire prendre conscience de la distance séparant ces deux colonies, distance
qui explique les ressources et les cultures possibles.
Éventuellement faire observer les latitudes de ces villes (Plymouth 41°57N et Jamestown 37°20N)
et les comparer avec les latitudes de villes européennes connues des élèves, par exemple Paris
(48°48N), Toulouse (43°37N), Ajaccio (41°55), Naples (40°49N), Madrid (40°26), Séville (37°39N)
(emprunter une carte aux collègues d’histoire géographie).
3. The first colonists were looking for gold. The next ones wanted to practise their faith freely / as
they wanted.
4. New England is more important in the history of the USA because it became a major mercantile
centre and initiated the rebellion against the British monarch. It also shaped the values of
American society.
2 On the Way to Revolution
Le second texte expose les raisons qui ont poussé les colons à se rebeller contre la mère patrie, à
déclarer leur indépendance le 4 juillet 1776 et à former les États-Unis d’Amérique.
1. The English colonists were frustrated because they were heavily taxed, they were forced to
house and feed British troops and they had no representative in Parliament.
2. The Boston massacre shows that the atmosphere was tense. There was much resentment and
hatred on both sides.
3. The 1773 protest was called the “Boston Tea Party” because it took place in Boston harbour and
because the colonists threw 90,000 pounds of tea into the sea to protest against the taxes on tea.
4. The New England colony remained English from 1620 to 1776 that is to say for 156 years.
POD LECTURE • The Puritans

La préparation de l’écoute est importante pour mettre les élèves en situation de réussite. On leur
demandera de lire attentivement les questions posées et de s’assurer qu’ils connaissent le sens des
mots utilisés dans les tâches à l’écoute. On leur fera recopier les amorces de phrases ou rédiger le
178 Folder 7 Birth of a Nation
début des réponses (ex. question 3 : The Puritans appeared in … ) pour qu’ils n’aient plus que des mots
à prendre en note. On pourra aussi, à ce stade de l’année, les encourager à utiliser des abréviations.
À partir des portraits de la page 124 on pourra, si le besoin s’en fait sentir, présenter des mots ou
en rebrasser pour aider à la reconnaissance des mots dans l’enregistrement et faire anticiper le
comportement de ces gens : strict ideas / views, serious, traditional, religious fundamentalists,
pure / purity, etc.
Transcription
Lecturer: If we refer to someone as “a Puritan” today what do we mean?
Student 1: Someone who is very serious.
Student 2: Someone who is very traditional and easily shocked.
Lecturer: Exactly. A Puritan is someone who has extremely strict moral views. In the late 16th
and 17th centuries, they were religious fundamentalists. They wanted to reform the Church of
England which, they thought, was not pure enough. They also disagreed with much of the culture
in England. For example, they closed the theatres. But they were not able to impose their views
and were persecuted. Many escaped to the New World.
In New England, they became even more radical. Going to church was compulsory. Marrying was
compulsory! Having lots of children was recommended. People could be punished for lots of
things: dancing, drinking, smoking, playing cards, selling liquor, etc. Today, this puritan attitude
is still very much the philosophy of right wing fundamentalists in the USA.
1. A puritan is someone who is very serious, very traditional and easily shocked.
2. The lecturer’s definition: A puritan is someone who has extremely strict moral views.
3. The Puritans appeared in the late 16th and 17th centuries.
4. They wanted to reform the Church of England.
5. They reproached the Church of England with not being pure enough.
6. In England they closed the theatres.
7. They escaped to the New World because they were not able to impose their views and were
persecuted.
8. Going to church and marrying were compulsory.
9. Dancing, drinking, smoking, playing cards, selling liquor were forbidden.
10. Their philosophy can still be found among right-wing fundamentalists in the USA.

CECR niveau A2
Prélever et reproduire des mots et des phrases ou de courts énoncés dans un texte court
qui reste dans le cadre de sa compétence.
En rédigeant une chronologie, les élèves font une synthèse des informations qu’ils ont pu prélever
lors du travail sur les pages du Culture Blog. Cette synthèse sera ensuite mise en ligne dans leur Year
Blog.
SOUND FILE The Salem Witches Manuel p. 126

CECR niveau A2

CECR niveau B1
Jim McAllister calls himself the unofficial historian of Salem, Mass. He conducts guided tours of his
adopted hometown. “There are four reasons why people come to Salem,” he said, “maritime
history, architectural history, Nathaniel Hawthorne… and witches.”
Mr. McAllister says that there is a lot more than witchcraft to Salem, though a visitor might be
forgiven for thinking otherwise. Every other Salem shop window seems to sport dark-robed
mannequins wearing pointy hats and looking like leftover sorcerers from an early Disney animated
cartoon, while gothic letters scream the attractions of the Witch House, the Witch Museum and the
Witch Dungeon.
Yet this tidy little town of 38,000 on the North Shore, 15 miles from Boston, has much else to
recommend it, including a cluster of handsome early houses in Colonial and Federal styles, many
open to the public; the birthplace and other memorabilia of the great 19th-century novelist, and
the impressive collection of maritime historical material in the Peabody Museum of Salem.
But in this recording Jim McAllister shares his knowledge of the witches of Salem with us.
Cette compréhension orale retrace une époque de l’histoire américaine postérieure à celle du texte
de la page 129. Nous conseillons donc de commencer par le texte, On the Mayflower, avant d’abor-
der le document oral pour respecter la chronologie.
Transcription
These girls started having hallucinations and fits. They would go into trances; they would bark
like dogs; or they would crawl around on their hands and knees like animals. Sometimes, they
would run around the house, taking burning logs and throwing them. One young girl even tried to
throw herself in the fire. Their screams were pretty frightening. Or, you know, these women went
into temporary paralysis – like they couldn’t breathe, just all sorts of symptoms. What’s strange
is that they would just do it when there were people around.
***
The villagers thought these young girls were victims of witches – they were being attacked by
servants of Satan.
Who was being accused of afflicting these young girls?
Well… Eventually, three women in the village were named.
So you had these three women in the beginning – and then more people were accused.
Yes that’s right – about 200 people were accused and then arrested. In the end, 19 women were
executed! Obviously it was some sort of hysteria.

1. [id]: started – arrested – executed. Autres exemples : afflicted, inflicted, devoted, dedicated,
humiliated, subjected, posted, deported, departed…
[d]: tried – accused – named. Autres exemples : screamed, carried, examined, cleaned, suffered,
imprisoned, served, advised, climbed, listened, moved…
[t]: attacked. Autres exemples : knocked, barked, chased, brushed, washed, limped, watched,
sensed, provoked, shocked, depressed, hoped, wrecked, raped…
2. Syllabes accentuées : hallucinations – trances – animals – temporary – paralysis – symptoms –
victims – afflict – hysteria.
3. a. start – trances – bark > [ɑ] Son de car.
b. knees – screams – breathe – people > [i] Son de sheep.
c. witches – fits – women – victims > [i] Son de sit.
d. girl – burning – servants > [] Son de bird.
e. potions – go – throw – know > [əυ] Son de boat.
f. Salem – taking – named > [ei] Son de cake.
4. Beaucoup de ces mots sont transparents mais il faudra toutefois les élucider car ils ne font pas
forcément partie du vocabulaire des élèves.
a. fit: crise.
b. is barking: aboie.
c. was crawling: rampait.
d. log: bûche.
e. breathe: respirer.
f. Satan: Satan.
g. hysteria: hystérie.
h. trances: transes.
Anticipate (Manuel)
1. The picture on the left shows a scene in a room that might be a court of law. The two men behind
the desk might be judges. A girl is lying on the floor and we can suppose she is having a trance /
a fit. Two men are standing around her and the one facing us is looking rather irritated or
worried. The other one is pointing accusingly at the girl on the floor. A lady is standing in front of
the lawyer’s desk, holding her hand up (with her arm up) as if she wanted to swear, talk, stop the
trial / the proceedings or complain about something. Maybe the girl on the floor was testifying
when she had a trance, or maybe she fell to the floor in a fit when the lady at the desk testified
against her.
The girl on the floor could be one of the girls who had experimented with magic spells and
accused a lady of casting a spell on her. The lady at the desk could be one of the ladies accused
of being a witch.
Over one hundred and fifty people accused of witchcraft were arrested and imprisoned in colonial
Massachusetts between February 1692 and May 1693. Twenty-nine people were convicted of
witchcraft. Nineteen of the accused, fourteen women and five men, were hanged. At least five
more of the accused died in prison.
The picture on the right shows the witches being burned.
Les élèves n’auront probablement pas de connaissances et elles ne leur seront pas apportées
puisqu’ils les découvriront lors de l’écoute.
2. On encouragera les élèves à mettre la gravure et le dessin (witch) en relation. On leur fera
imaginer ce que font les « sorcières » (they bewitch people, they cast spells, they make magic
potions, they make people do strange / weird things, they make people go into trances, they
make people believe weird things) et comment elles peuvent être perçues par le groupe social
(the rest of the community is frightened / scared / doubtful / indignant / outraged / suspicious
/ accusing; they may accuse these “witches” of causing harm and take them to court or even kill
them).
On aura créé des attentes et le besoin d’écouter. Suite à l’étude du document oral, on fera cher-
cher à la classe (ou on lui apportera) davantage d’informations sur les événements de Salem.

NOW LISTEN •
A2 (Workbook)
5. On invite les élèves à mettre en œuvre les stratégies mises en place dans les Starting Files : prise
de repères. Nous insistons sur l’intérêt de proposer plusieurs écoutes et de permettre les
échanges entre élèves.
6. On n’attendra pas des élèves qu’ils reconstituent le script à l’identique mais qu’ils tirent parti de
ce qu’ils ont compris.
7. The girls are compared to animals (dogs).
8. Their screams were pretty frightening.
9. They would just do it when there were people around.
We can conclude that these girls were not really sick and that there was no real problem but that
they were giving a show.
10. The words stressed by the narrator: villagers – young – girls – victims – witches – attacked –
servants – Satan.
11. Refer to script: The villagers thought these young girls were victims of witches – they were
being attacked by servants of Satan.
12. The question: Who was being accused of afflicting these young girls?
13. The answer: First three women; then more people.
14. a. 200: the number of people who were accused and then arrested.
b. 19: the number of women who were executed.
15 & 16. Réponses libres.
B1 (Manuel)
3. Hallucinations, fits, trances.
4. They barked like dogs, crawled around on their hands and knees like animals, ran around the
house throwing burning logs. One girl tried to throw herself in the fire. They screamed, went into
paralysis, couldn’t breathe.
5. The villagers were frightened and thought these young girls were victims of witches.
6. 3 women were concerned, 200 people were arrested, 19 women were executed.
7. Jim McAllsiter says all this was hysteria. He says these strange behaviours only happened when
there were people around. To him it was just a show.
AFTER LISTENING •
Sum up the document
Il s’agit ici de demander aux élèves de faire la synthèse de ce qu’ils ont compris et retenu de l’en-
registrement afin de leur permettre de véritablement reconstruire le sens du document.
Example: In 1692 in Salem village, Massachusetts, some girls started showing strange behaviors.
They had hallucinations and fits and would go into trances. The villagers were frightened and
believed these young girls were victims of witches. 200 people were accused and arrested, and
19 women were executed. To Jim McAllister, it was some sort of hysteria.

Pronunciation
1. These girls started having hallucinations / and fits.
2. They would go into trances; / they would bark like dogs; / or they would crawl around /on their
hands and knees / like animals.
3. Sometimes, / they would run around the house, / taking burning logs / and throwing them.
ACTION Write an entry in your diary

CECR niveau B1
Rendre compte d’expériences en décrivant ses sentiments et ses réactions.
Cette activité amène les élèves à reformuler et à développer ce qu’ils ont appris et retenu du docu-
ment oral. Ils sont amenés à se décentrer pour adopter un point de vue qui n’est pas le leur. Ce tra-
vail pourra être donné à faire à la maison. Ils pourront être renvoyés, pour réaliser cette tâche, au
guidage proposé pour une page de journal intime dans le Workbook au folder 4. Ce travail pourra
également être mis en parallèle avec le texte de la page 129 du manuel.
MOVIE FILE A Promised Land Manuel p. 127

This is a documentary about the first settlers in New England: their arrival, their living conditions.
It is conducted in Plimoth Plantation, a historical theme park. In Plimoth Plantation, the houses,
gardens, food and all artifacts are representation of what was available to the Pilgrims in the
1600s. The “Historical Interpreters” live the role of the Pilgrims to the smallest detail. They talk
like them and their knowledge is limited to what was known in the 1600s. For example, if someone
says they are from the United States they will ask “And where is that?”
Transcription
A Promised Land
À l’écran Son
Part 1 Plimoth rock. This is Plimoth rock. It’s literally the foundation stone of modern
Gravure avec des America.
puritains. This is the very spot where the Pilgrim Fathers landed in New England in
November 1620. They came on the Mayflower. They were religious
separatists and they were here to create a new community where they
could worship as they wished.
Part 2 Le journaliste They came from a hard line Puritan religious tradition which had been
devant le Mayflower. persecuted and reviled. They had been tortured and murdered for their
faith in the English language bible.
Part 3 Forêt inhospitalière. When the Pilgrim Fathers looked around them, instead of a new Eden,
Forêt. they saw what they described as a hideous and desolate wilderness full
of threat and danger.
They were cold, hungry and prey to sickness. Nearly half of the company
of 144 died that first winter.

Part 4 Plimoth plantation. The Pilgrim Fathers had one advantage, though. They had come here to
Journaliste à stay, and they wanted their settlement to be English. New England,
Plimoth Plantation. they were to call it, but true England might have been more accurate.
Carte. Their first move was to build a settlement, recreated here: Plimoth
Plantation.
In a strange new country, the English settlers may have taken great
comfort in making the objects around them at least sound familiar.
Look at the names they gave the local terrain: Falmouth, Yarmouth,
Boston, Cambridge, Billerica, Bedford, Taunton… they were trying to
recreate the English shires in the American wilderness.
Part 5 Journaliste dans le And perhaps there was desperation here, as well as determination. The
village. true language, their own, they would survive, as they had in the old
Le mur d’enceinte. country. So they put a wall between themselves and the native world.
In the end we must conclude that they were here to impose their habits
and their language on the land, not to be changed by it.

1 & 2. Selon le travail fait en amont, les élèves auront des connaissances – qu’ils pourront réviser
et/ou compléter – ou non. Le document est en lui-même informatif, donc il ne nécessite pas
forcément de travail préalable.
On pourra toutefois faire remarquer que la côte ne parait pas très accueillante.

1. On incitera les élèves à échanger leurs observations par deux.
Part 1
2. Les élèves repéreront les informations essentielles. Si le texte de la page 129 a été étudié aupara-
vant, ce sera une simple révision. Sinon, le travail sur la vidéo peut servir d’introduction au texte.
Who? The Pilgrim Fathers.
Where? New England.
When? November 1620.
Name of the ship? The Mayflower.
3. The rock is the exact place where the Pilgrims arrived in 1620. It is the “foundation” of America.
Part 2
4. Quelques mots accentués : hard – puritan – religious – persecuted – tortured – murdered –
faith – bible.
5. These people were Puritans who came to America because they were persecuted in England.
Part 3
6. The land they discovered was “hideous and desolate wilderness, full of threat and danger.”
7. The hardships they had to face: they were cold, hungry and prey to sickness.
8. Nearly half of the company of 144 died that first winter.
Part 4
9. The village is Plimoth Plantation.
10. The English settlers wanted places to sound familiar. They tried to recreate England in the
American wilderness.
Part 5
11. The two feelings: desperation and determination
12. Their living conditions were very hard. The environment was hostile.
13. The journalist shows a wall.
14. The conclusion. In the end we must conclude that they were here to impose their habits and
their language on the land, not to be changed by it.
15 & 16. The environment looks really hostile. They were afraid of the Indians.
17. Cette étape de récapitulation est importante car elle contribue à fixer les connaissances
acquises.
ACTION Write a letter home

CECR niveau B1
Peut résumer avec une certaine assurance une source d’informations factuelles sur des
sujets familiers et donner son opinion.
Les élèves sont invités à restituer les informations qu’ils ont collectées dans le document vidéo; ils
pourront aussi se servir de ce qu’ils ont appris dans d’autres documents du folder (Culture Blog, ou
Text File 1). On pourra éventuellement permettre aux élèves de travailler à deux ou trois pour leur
donner l’habitude de s’entraider, et de s’enrichir et se corriger mutuellement.

1. Religion: faith, pilgrim, sin, soul, believe, persecute.
Revolution: riot, fight, rebel, revolt, flee.
2. a. make better: improve.
b. set up a camp: settle.
c. get away from: flee.
d. cultivate: grow.
e. navigate: sail.
f. what you believe in: faith.
3. a. Because they were poor, they fled the Old World.
b. The Puritans were persecuted in England; many were sent to prison.
c. They sailed across the Atlantic.
d. They settled in New England.
e. The land was rich, so the crops were very good.
f. People got so frustrated that riots erupted.
g. They fought against the King of England.
4. a. believe > belief: croyance.
b. fight > fight: lutte / fighter: lutteur.
c. grow > growth: croissance.
d. hunt > hunt: chasse.
e. improve > improvement: amélioration.
f. persecute > persecution: persécution.
g. rebel > rebellion: rébellion / rebel: rebelle.
h. revolt > revolt: révolte.
i. sail > sail: voile / sailing: navigation / sailor: marin.
j. settle > settlement: colonie / settler: colon.
TEXT FILE 1 On the Mayflower Manuel p. 128/129
CECR niveau A2
l’essentiel.
CECR niveau B1
The author, Kathryn Lasky, is the renowned writer of fiction and nonfiction for children, young
adults, and adults. Her nonfiction books for young readers are diverse in subject, ranging from
wildlife photography to weaving, maple syrup to paleoanthropology. Kathryn Lasky received the
Washington Post Children’s Book Guild Award in 1986.
“People often ask me how and why I do both fiction and nonfiction,” says Kathryn Lasky. “I am
equally attracted to both types of writing because, for me, the most important thing is that a story
be real. Real stories can be either fiction or nonfiction. Even in my nonfiction books, telling a story
is more important than reciting the facts.”
BEFORE YOU READ •
1. The Pilgrim Fathers disagreed with the Church of England so they sailed to America on the
Mayflower to practise their faith as they wanted. They landed in Massachusetts and settled in
Plimouth on December 21, 1620. (Voir Culture Blog p. 122).
2. Judging from the layout of the text we can say that this document is an extract from a diary.
3. The girl’s name is Remember Patience Whipple.
4. We can expect to read sentences such as “We have been sailing on the Mayflower for a month,”
“We are all very happy because the men have seen land at last” “We’re going to land soon
because land is in view,” “Our patience is rewarded,” “Thank God, we have reached the New
World at last!,” “Here we are at last, safe and sound,” “We are grateful to God for bringing us
safe to America,” “Our new life is about to start,” etc.
NOW READ •
A2 (Workbook)
Concentrate on entry 1
1. On November 11, 1620, Remember Patience Whipple was onboard the Mayflower, sailing to the
New World. The boat had already sailed 1150 miles.
2. Religion: not the Pope’s people, but God’s people
On renverra les élèves au document 1 du Culture Blog, paragraphe 2, pour leur faire identifier, à
partir de la date et du nom du bateau, la religion de Remember : le puritanisme.
Government: King James.
3. The Puritans had left England to escape religious repression in England. They rejected the King’s
rules and the complicated church rituals imposed by the Pope.
4. She – On fera remarquer l’emploi usuel de ce pronom pour parler des bateaux.
5. People: everyone so close and sick, sleeping below the deck and with no privies and only buckets.
Odours: she smells very bad.
Souds: the snores of the men, the cries of the babies.
6. Remember was probably exhausted, depressed and fed up.
7. “To think how excited I was when we first boarded this ship.” She was full of hope then, but the
reality was different from what she expected. She is very disappointed. And depressed.
8. Remember had travelled for more than 40 days and sailed 2950 miles.
Concentrate on entries 4, 5 and 6

9. On the ship.
10. People: many of us are becoming ill. Six have died this month.
Weather: there is a cold wet wind.
Dangers: cries of Indians heard.
11. They will only leave the boat when the weather has improved and there is no more danger.
12. The Indian wass “tall and straight and almost naked… He carried a sheath with some arrows…
His hair was long in back.”
13. Remember: excited. The children: fascinated. The parents: afraid.
14. The children were unaware of the dangers and fascinated by a kind of man they had never seen
before. On the opposite the adults knew that the Indians could be very dangerous and may want
to kill them.
B1 (Manuel)
5. Entry 1 key words: journey, religion, God, Pope, church > Possible titles: Journeying / Sailing to
the New World for Religious Reasons.
Entry 2 key words: the ship, the Mayflower > Possible titles: On (board) the Mayflower.
Entry 3 key words: land, the New World > Possible titles: The New World in Sight, Reaching the New
World, The New World at Last!
Entry 4 key words: go ashore, no going ashore > Possible titles: Waiting to Go Ashore, Not Yet Time
to Go Ashore.
Entry 5 key words: ill, died, cold wet wind, cries of Indians > Possible titles: Hardships, A Hard
Life, Hard Times.
Entry 6 key words: waited another 6 months, arrive in the summer > Possible titles: A Badly-Timed
Arrival, If Only! If Only We Had Waited!
Entry 7 key words: Indian, excited, fascinated > Possible titles: First Encounter with an Indian, An
Indian at Last!
On encouragera les élèves à travailler par deux pour qu’ils s’entraident et fassent le travail plus vite.
On leur donnera d’ailleurs un délai à respecter. Au cas où cet exercice semblerait trop difficile pour
la classe ou une partie de la classe (auquel cas on ne donnera des aides qu’à un groupe seulement)
on envisagera de donner les titres et de les faire associer aux différentes entrées du journal.
6. These people were sailing to the New World because they did not agree with the Pope and King
James. They wanted to pray, to worship in a different way, do as they wished to. They did not
approve of the “complicated church rituals,” they wanted simpler, more basic rituals.
7. It seems that life on board the Mayflower is not very pleasant in so far as people are packed
below deck and have no pivacy and no commodities at all. Remember says that the Mayflower
was called a “sweet ship” because it had been used to transport Portuguese wine but that it is
no longer sweet because of “everyone so close and sick, sleeping below the deck and with no
privies and only buckets.” She adds that the Mayflower is noisy, smelly and probably dirty : “She
smells very bad – and the snores of the men, the cries of the babies.”
8. No. The families did not live on land as soon as they arrived because there was no shelter for
them, it was cold and they were afraid of meeting Indians. They stayed on the ship.
9. Judging by the January 1rst entry, there is no doubt that the narrator is sad and sorry they
arrived in winter, they did not wait to leave and plan for an arrival in the summer. Remember
must be feeling depressed and worried because she can see that their living conditions are
tough and that the bad weather is making things even more difficult.
Si la classe a un niveau satisfaisant, on pourra aller plus loin dans les reformulations et expri-
mer le regret à l’aide de la tournure avec wish. Exemples d’énoncés : Remember wishes they had
left later, she wishes they had arrived in summer, she wishes they had waited to leave Holland,
she wishes they had left Holland six months later, she wishes they had stayed another six months
in Holland, she wishes they had planned their expedition more carefully, she wishes they had
anticipated the difficulties of a landing in winter…
Avec une bonne classe on pourrait aussi envisager de travailler l’hypothèse : she thinks that it
would have been easier if they had left Holland six months later, it would have been easier if they
had arrived in summer, it would have been safer if they had planned to arrive in summer, fewer
people would have died if they had landed in summer, if they had left six months later they would
have arrived at a better time, if they had waited another six months it would not have been so
hard.
10. Between the last two entries, more than two months have elapsed and she doesn’t write from
the harbour but the settlement. Remember is now ashore which means that the men have built
houses or at least shelters and that her parents feel their children are safe on land.
11. The last entry starts with the word “Joy” because Remember and the other children have seen
an Indian and they feel excited and fascinated because he is so different from their fathers.
Indeed, she writes that “He be tall and straight and almost naked… He carried a sheath with
some arrows… His hair was long in back.” They are curious and want him to stay.
12. We know the narrator is young from her style. She writes short independent sentences, writes
as she speaks and uses simple words (a limited vocabulary). She also finds it hard to accept
that she has to stay on the ship; she marvels at the whales frolicking around the ship, she is
curious and carefree like a child. Yet, she seems to be mature because she says, “Perhaps we
should have waited another six months in Holland so we could arrive in the summer!” This shows
that she has some critical sense and is aware that their leaders lacked anticipation.
AFTER READING •
COMPODICTO
Transcription
Remember was one of the Pilgrims who sailed to the New World in 1620. They wanted to practise
their faith as they wished to. She described their hard and dangerous living conditions on board
the Mayflower. The winter was very hard. She thought it was not a good idea to arrive in Winter.
They finally landed at the beginning of Spring. Then she saw an Indian – a moment of joy.
WORDS •
1. a. We (line 12): the Pilgrims aboard the Mayflower.
b. She (line 10): the Mayflower.
c. Us (line 24): the Pilgrims.
2. a. She is not: she not be (line 11).
b. Land ahead!: “Land ahoy!” (line 18).
c. Mummy: Mam (line 22).
d. He is: He be (line 30).
3. a. agréable: sweet.
b. seaux: buckets.
c. ronflements: snores.
d. monter à bord: board a ship.
4. a. ashore: on land.
b. settled: organized.
c. straight: erect.
d. naked: with no clothes on.
ACTION Talk about your arrival in the New World

CECR niveau B1
• Raconter une histoire, décrire un événement, réel ou imaginaire.
• Décrire un rêve, un espoir ou une ambition.
Les élèves sont amenés à reformuler à l’oral les informations, tant explicites qu’implicites, repé-
rées lors de la lecture du texte. Ils sont amenés à se décentrer et à adopter le point de vue de
Remember. Ils devront organiser et développer les différents points de leur production. Leur prise
de parole pourra être préparée, bien entendu, mais il est préférable de leur demander de ne pas
rédiger entièrement le script de leur production. Ce travail pourra être préparé à la maison : les
élèves prendront des notes qui les aideront à organiser leur discours, puis ils pourront s’enregistrer.
Cet enregistrement pourra être mis sur leur Year Blog.
GRAMMAR FILE L’influence sur autrui Manuel p. 130

OBSERVE •
1. a. L’autorisation : phrase a. Mam and Father let their daughter play.
b. La contrainte : phrases c et d, they made me stay et to make him stay.
c. L’absence d’autorisation : phrase b, Mam and Father did not let me go.
2. Dans les phrases a, b et c, ce sont les parents qui influencent Remember. Dans la phrase d, ce
sont les enfants qui influencent l’indien.
3. Dans les phrases b et c, me se réfère à Remember. Ce mot est un pronom personnel complé-
ment.
4. Le second verbe de chaque phrase est à la forme verbale. L’action qu’il décrit est simultanée à
celles des verbes make et let.
PRACTISE •
1. a. My parents let me talk to older boys.
b. Dad lets me go for walks along the coast.
c. Mum lets me make fires.
d. King James did not let them have a piece of land.
2. a. Mam made Remember go and get some water.
b. Father made me plant the seeds in the garden.
c. The minister made us apologize for being noisy.
d. The captain made the passenger clean the deck.
e. Mam made our dad go ashore to choose a place where to build a house.
f. Mam made the children stay on the boat till everything was settled.
On pourra demander aux élèves de remplacer les noms par des pronoms dans les phrases n’en
contenant pas.
3. a. Religious persecution made the Pilgrims leave England / sail to the New World.
b. In the New World, the Church of England let the Pilgrims do what they liked / practise their
faith as they wished to.
c. On board the Mayflower the parents did not let the children lean overboard / play on the deck
/ clean the deck / go up or climb the masts.
4. a. A passenger made the children play because they were afraid of the storm.
b. Mam lets Remember take care of her younger sister.
c. The governor of the colony let them choose where to build their house.
d. The Indians made the settlers taste corn.
e. The British government made the settlers pay taxes on everyday essentials.
ACTION Talk about your duties and rights

CECR niveau A2
Faire des phrases isolées pour parler de son environnement.
à formuler des phrases comportant les structures vues en classe. Ils pratiquent donc le point de
langue travaillé tout en se concentrant sur le sens de leurs productions. C’est bien le sens qui
importe, et non la forme qui garde donc son rôle essentiel d’outil servant à la communication.

PICTURE TALK
1. This is a painting.
In the foreground, we can see people sitting around a table. There are Puritans and Native Ame-
ricans eating together.
In the background, we can see the ships and the sea. We can also see a couple of Indians with a
lot of fish – probably a present for the Puritans. There are fields with wheat and corn, and a big
turkey. The picture shows that the crops are very good. On the far right we can see houses –
probably for the Puritans and newly arrived Americans.
We can see tents in the middle where the Indians live.
The people are praying – probably saying graces because they are going to eat.
2. The Puritans have probably recently arrived in America. The Indians already lived here.
They don’t look miserable. They are about to eat. But they are not talking to each other.
The Indians and the Whites seem to get along with each other as they are sitting at the same
table. They exchange presents.
This is Thanksgiving. Thanksgiving celebrates the good relationships between the settlers and the
Indians.
ACTION 1 Choose the right person

CECR niveau B1
• Expliquer un problème, discuter de la suite à donner, comparer et opposer les solutions.
Les deux Actions sont liées entre elles. Le jeu de rôle permet aux élèves de préparer le travail d’écri-
ture.
Cette activité est une activité de négociation. A partir d’une situation imaginaire, les élèves sont
invités à faire des choix qu’ils devront défendre. Il est important de bien s’assurer, avant de lancer
l’activité, que tout le monde a bien compris la situation. La phase individuelle préliminaire permet
aux élèves de construire leurs premiers arguments, arguments qui seront développés et enrichis lors
de l’échange à deux. Le travail à quatre permet d’enrichir et de diversifier les échanges, car il y a
fort à parier qu’il leur sera plus difficile de trouver un accord. Il est important que la limite de temps
imposé soit annoncée et respectée, de façon à ce que les élèves ne restent pas campés sur leur
position en ayant des échanges stériles. C’est le levier du temps qui les obligera à négocier et à faire
des compromis. Cette phase permet également aux élèves, lors de la mise en place de la discussion
finale, d’avoir davantage d’assurance, puisqu’ils ne parlent pas seulement en leur nom mais aussi
au nom du groupe qu’ils représentent.
façon à ce que tous aient l’occasion de s’exprimer et d’être actifs, le professeur passant alors d’un
mener à bien cette activité (voir Action page 47 du manuel et page 68 de ce livre du professeur).
ACTION 2 Write an application letter

CECR niveau B1
Écrire une lettre personnelle pour se présenter et donner des détails sur ses expériences.
concentrant essentiellement sur la façon d’exprimer ces idées. Le travail d’observation pourra être
mené en classe, d’abord individuellement ou à deux, puis mis en commun, de façon à ce que le
professeur s’assure que les élèves disposent bien des outils dont ils auront besoin. L’étape Think, en
revanche, sera plutôt faite à la maison, individuellement. L’écriture finale pourra, selon le choix du
professeur, être faite également à la maison, ou en classe.
Le modèle est un véritable réservoir d’expressions qui peuvent être adaptées dans un nouveau
contexte. Nous les avons mises en gras.
I wish to apply for the position of sales representative as advertised in the Courier Mail, Saturday
9th March, 2008. I am very interested in this job because I think it is an opportunity for me to
develop new skills and use my experience in a dynamic and innovative industry.
I am convinced that I am the right candidate for the job. After completing my course in Commercial
Economics, I worked as an assistant manager for three years in a small dairy foods firm and
gained experience in account management, and sales. Moreover, I was able to develop my oral
and communication skills. I am sure that I could apply this experience to the health industry.
Thank you for considering my application. I am looking forward to receiving your reply.
Yours sincerely,
TEXT FILE 2 Trouble in Boston Manuel p. 130

CECR niveau B1
pas respectée.
• Comprendre, dans un texte rédigé dans une langue standard, les descriptions de sentiments.
From Midnight Rider by Joan Hiattt Harlow

Joan Hiatt Harlow is an internationally known writer for young adults. Her acclaimed books,
magazines stories, and articles have appeared in major publications throughout North America,
Europe, New Zealand, and Australia. She was born and grew up in New England. That is why you can
find a taste of Boston and Maine seashores in many of her books.
1. The painting illustrates the Boston tea Party.
2. This event is described in lines 7 to 9.
3. Hannah: the heroine and Will’s friend. She lives with her aunt.
Aunt Phoebe: Hannah’s aunt who lives in Salem.
Will: a young man, Hannah’s friend.
The British: here the British troops.
Parliament: the British Parliament
The Whigs: a party in favour of independence, of freedom from England
The Loyalists: a party in favour of the King of England, against the Whigs; the Loyalists want to
remain loyal to the King and do not want to break from England.
4. Will intends to go to Boston to “help the cause of freedom.”
5. The situation in the colony is chaotic: a lot of colonists are furious (outraged / indignant) and
revolted at the way they are treated (they can’t stand / bear the British any longer). They blame
the British for trying to rob them, for taking their money by raising taxes and passing new laws to
flout them. They also reproach the British government with ignoring them for years and not
giving them any political power: “Parliament over there in London doesn’t care about us.
They’ve left us alone all these years,” “They’ve been sticking taxes and laws on us – and we don’t
get a say about anything!”
6. Will sides with the Whigs; he tells Hannah that he wants “to help the cause of freedom in Boston
Town.” He wants to fight against the British, to join the rebels who want the colonies to become
independent from Great Britain.
7. Will’s family is on the Whigs’ side whereas Hannah’s family is in favour of the Loyalists.
8. Hannah does not exactly know about the political groups in the colony; she asks, “What do
Loyalists want?”
9. Hannah’s last reply reveals that she is fond of Will. She is probably secretly in love with him and
she fears for his life / she is afraid he may get injured or killed.
On voit qu’au cours de l’étude de ce texte on est amené à utiliser l’expression du reproche, du
contraste (de l’opposition), de la crainte et de la colère. Les colons se posant en victimes du
pouvoir britannique on pourrait aussi à l’occasion de ce document faire rebrasser le passif. (The
colonists feel they are treated unfairly, they think they are discriminated against, they are
oppressed, they are too heavily taxed, they are exploited, they are robbed, they have been
neglected for years, they are being fooled, duped, etc.)

1. a. harbor (line 8): port.
b. riot (line 12): émeute.
c. retorted (line 12): rétorqua (répondit).
d. sticking (line 15): imposé (collé).
e. added (line 25): ajouta.
2. a. cimetière : graveyard.
b. mur de pierre : stone wall.
c. se moque de nous : doesn’t care about us.
d. sont endettés : are in debt.
e. nous n’avons pas notre mot à dire : we don’t get a say.
3. secret: secretly.
hesitant: hesitantly.
sudden: suddenly.
peaceful: peacefully.
4. a. I you left, I’d miss you.
b. I hope you’ll miss me.
5. a. Je vais aller à Boston à cheval (à vélo).
b. Je vais aller à Boston à en voiture (en calèche).
c. Je vais aller à Boston en avion.
d. Je vais aller à Boston en bateau.

Transcription
It was 1775, in Salem. Hannah had a new friend, Will. One day, Will said he was going to ride into
Boston. He wanted to help the Whigs work toward freedom from England. It was after the Boston
Tea Party when people had dumped all the tea into the sea rather than paying taxes. They were
angry because they felt London Parliament did not care about the people in the colony – they
only wanted their money.
Hannah did not know what to think because people in her family were loyalists. They wanted
America to be loyal to King George and England.
GRAMMAR EXERCISES • INFLUENCER AUTRUI (Workbook)

1. Personnes qui agissent sur autrui : The British (phrases a, b et c).
Personnes que lesquelle on agit : the colonists (phrases a, b et c).
Résultats : pay taxes – sell their products freely – cultivate the land.
2. a. King Georges did not let the Bostonians trade with other countries.
b. Until then, he had let them settle wherever they wanted to.
c. The Loyalists did not let the Whigs rule the colony.
d. He did not let the Bostonians decide on the price of tea.
e. They made the sailors throw the tea into the sea.
3. a. Hannah did not want to let Will go to Boston but she finally let him go.
b. Aunt Phoebe did not allow the children to support the Whigs.
c. Sam tried to force his son Will to stay; but Will left.
d. King George forced the colonists to work in order to enrich England / to make England richer.
ACTION Write Hannah’s letter

CECR niveau B1
Écrire une lettre personnelle pour donner des nouvelles et décrire en détail ses expériences
et ses sentiments.
Cette activité amène les élèves à reformuler et à développer ce qu’ils ont appris et retenu de la lec-
ture du texte. Ils sont amenés à se décentrer pour adopter un point de vue qui n’est pas le leur. Ce
travail pourra être donné à faire à la maison. La longueur et la richesse de ce qui sera attendu
dépendront du niveau et des compétences des élèves.

READING •
CECR niveau A2
1. The Allertons, the Eatons and the Fullers all travelled on the Mayflower.
2. a. True: “Mary died aboard the ship when she gave birth to a baby boy.”

b. False: “Their servant boy, John Hooke, 14, died of illness.”
c. False: “Isaac Allerton quickly became important among the Pilgrim leaders. In 1624, he became
an assistant governor.”
d. False: “He had some knowledge about medicine; so he was elected Plymouth’s physician. He
did what he could during the epidemics in Salem in 1629.”
e. False: “Samuel Fuller… was a house carpenter,” he was “in great demand, as the colonists
needed to build their own homes.” The fort is not mentioned.
CECR niveau B1
Comprendre les événements principaux dans un texte narratif.
3. The settlers’ life in the New World was:
– hard, exhausting, trying and risky: “John Hooke, 14, died of illness, like many other passengers,”
“the colonists needed to build their own homes,” there were epidemics “in Salem in 1629, in
Charlestown in 1663, and in Plymouth in 1633.”
– democratic: “Samuel Eaton had some knowledge about medicine; so he was elected
Plymouth’s physician.”
– adventurous: “Samuel Eaton traveled on the Mayflower,” “Samuel Fuller, also a passenger on
the Mayflower… died young.” L’ensemble du texte va dans ce sens.
Les adjectifs absolument essentiels sont hard, exhausting et democratic. Le choix des autres
adjectifs pourrait constituer un bonus.
CECR niveau B1
4. ancré : anchored – maladie : illness – marchands : merchants – connaissances : knowledge –
charpentier : carpenter
WRITING •
CECR niveau A2
Présenter sa situation familiale, son environnement et ses activités de façon compréhen-
sible, même avec des erreurs.
CECR niveau B1
Relater des événements, des expériences et décrire des impressions dans un texte d’au
moins dix lignes, sans utiliser trop souvent le dictionnaire.
On pourra évaluer l’élève selon le groupe de compétence dans lequel il se trouve.
La forme du journal intime est étudiée au folder 4 (Workbook). On attendra donc que les élèves
respectent la forme, structurent leur écrit à l’aide d’articulateurs chronologiques ou logiques,
utilisent les formes verbales voulues, expriment les sentiments de Prudence.
Les élèves devraient avoir des idées et des outils linguistiques en mobilisant tout ce qu’ils auront
appris à l’occasion de l’étude du Text File 1, On the Mayflower, et dans le texte de l’évaluation.

PRACTICAL FILE Sharing Information Manuel p. 134/135
Social Codes in the UK

Most Anglo-Saxons will tell you that, on arriving in France, one of the biggest cultural differences
is the way everyone shakes hands with everyone every day. In France, you kiss each other. This is a
hard concept for the Americans and British. It’s just something that we don’t do every morning to
our colleagues and not twice on each cheek!
Dos Don’ts
2. Shake hands with someone when you meet 1. Arrive late to an appointment. (In the UK and
for the first time. (We only shake hands USA arriving late is really considered rude.)
when being introduced to someone for 4. Say “excuse me” if you do something wrong.
the first time. After that, we just say “Hi,” (If you do something wrong you say “sorry”
or “Good morning” or “How are you doing?”) or “I apologise.”)
3. Say “excuse me” before you ask someone 6. Say “how do you do?” to someone you have
a question. (Remember these two little already met.
words “excuse me” are extremely useful 7. Reply “I’m fine” when somebody asks “how
and make you sound very polite.) do you do?”
5. Say “Jane, this is Mike; Mike this is Jane.” 9. Go and visit someone the next day if they
8. Say “please” and “thank you” as often say “Drop in and see me any time.”
as possible. 10. Kiss someone you have just met.
COMPLETE THE CONVERSATION
MARY: Hi. I’m Mary.
JIM: I’m pleased to meet you, Mary. I’m Jim. Where are you from?
MARY: France.
JIM: That’s great. How long have been here?
MARY: About three weeks. I’m staying with my pen-friend near here.
JIM: What about having something to drink?
MARY: I’d love a coke, please. (He buys her a coke.) Thanks.
JIM: What is France like?
MARY: It’s a beautiful country.
JIM:Would you like me to show you around London tomorrow?
MARY: I would love that. Thank you.
1. Thanks for asking me out.
2. Would you like me to show you around?
3. Where were you born?
4. I had a great time.
5. What about having something to drink?
6. It was lovely meeting you.
7. A soft drink.

ACTION Welcome a new kid
CECR niveau A2
Poser des questions simples et y répondre.
structures et les conseils donnés dans ces pages, et ainsi de mieux les fixer.
A Favourite Topic
SIX THINGS TO DO
1. Start conversations with strangers by talking about the weather.
2. Always take an umbrella with you – even on a sunny day.
3. Use sun-cream even if it’s cloudy.
4. Drive slowly when it’s rainy or foggy.
5. Don’t put the heating on too high in chilly weather.
6. Don’t go out in the cold with wet hair.
MATCH THE WEATHER CONDITIONS TO THE ACTIONS

1. The sun is shining. > e. Put your sun glasses on.
2. It’s very cloudy. > c. You don’t need sun-cream.
3. It’s pouring with rain. > d. Take a mac with you.
4. It’s freezing. > a. You’ll need a scarf and gloves.
5. It’s stopped raining. > b. Turn off the windscreen wipers.

1. What’s the weather like today?
2. It’s raining cats and dogs.
3. It’s pouring with rain.
4. It’s cloudy / overcast.
5. It looks like rain.
6. It’s drizzling a bit.
7. There’s been flooding.
8. There’ll be a frost tonight.
9. It’s so foggy!
ACTION Discuss what to pack

CECR niveau A2
Poser des questions et répondre sur des thèmes familiers quand ces réponses n’exigent pas
des interventions longues ni des prises de position personnelles.
Cette activité vise à permettre aux élèves de communiquer sur un sujet proche de la vie courante en
réutilisant les structures et les conseils donnés dans ces pages, afin de mieux les fixer.

Folder 8 Surveillance
VISIONS OF THE FUTURE
George Orwell’s classic novel, Nineteen Eighty-Four, has become famous for its portrayal of
pervasive government surveillance and control, and government’s increasing encroachment on the
rights of the individual. Since its publication, many of its terms and concepts, such as “Big
Brother” and “Newspeak” have entered the popular vernacular. The word “Orwellian” itself has
come to refer to anything reminiscent of the book’s fictional regime. The book has so marked our
culture today that the expression Big Brother has taken on a whole new lease of life. We still talk
about Big brother watching us and there is that famous reality show actually called Big Brother.
To be sure, we’re still a far cry from Orwell’s fictional totalitarian state of Oceania, but the general
contours of the modern state, with its almost unlimited powers of surveillance and its penchant for
constant propaganda, were foreseen more accurately by George Orwell than by almost anyone else.
Sommaire
CULTURE BLOG A Dream and a Nightmare
A presentation of Orwell’s book, 1984, which is the main theme of the folder.
SOUND FILE Big Mom and Dad
When global positioning system allows Mom and Dad to watch their kid’s every
move, even from across town.
MOVIE FILE The Truman Show
Truman thinks that he is an ordinary man with an ordinary life… until, one day, he
finds out everything.
WORD BANK
TEXT FILE 1 Big Brother is Watching You
George Orwell’s 1984 has so marked our culture today that the expression Big
Brother has taken on a whole new lease of life.
GRAMMAR FILE Prépositions et particules adverbiales
EXPRESSION FILE
Picture Talk : A cartoon showing a security guide in the basement of a shopping
mall or car park.
Actions 1 and 2 : A big school decision.
TEXT FILE 2 Britons Spied Upon
This newspaper article goes right to the heart of the debate: does CCTV infringe
upon public liberty or does it make people feel safer?
ART HISTORY FILE A Panorama of American Architecture
198 Folder 8 Surveillance

CULTURE BLOG Dream and Nightmare Manuel p. 138/139
CECR niveau B1
• Comprendre les événements principaux dans un texte narratif et informatif.
• Deviner le sens des mots inconnus à l’aide du contexte.
The World of 1984 : see page 143 (Text File 1).
1984 opens with the decision of a mid-level Party functionary named Winston Smith, to commit
“thoughtcrime.” Winston begins keeping a journal chronicling his nightmarish life in a future,
impoverished, bombed-out London. England itself has become Airstrip One, a province of
Oceania, a superstate that includes the entire New World. Vying with Oceania for global dominion
are Eurasia and East-Asia, with which Oceania is alternatively at war, switching allegiances every
few years, at the whim of Party leadership.
The Party itself, loosely patterned after the Soviet Bolsheviks, is emblemized by Big Brother, the
semi-mythical party figurehead. The four ministries of Truth, Peace, Plenty, and Love are
responsible, respectively, for propaganda, war, economic affairs, and ensuring the absolute
obedience of the population, especially Party members. The Party’s three slogans embody its
deliberately contradictory world view: “War is Peace,” “Freedom is Slavery,” “Ignorance is
Strength.”
Orwell’s tale follows Winston Smith as he spirals more and more deeply into thoughtcrime.
How would George Orwell feel if he were alive today? Would he be surprised, or would he just say,
“I told you so?” According to a recent article in London’s Daily Mail, 32 closed-circuit TV (CCTV)
cameras keep the commons under constant surveillance within 200 yards of Orwell’s old apartment
overlooking Canonbury Square in North London. Throughout London, from streetlights, lampposts,
building walls, and other unobtrusive spots, in tube stations, bus stops, squares, and parks, CCTV
cameras continuously monitor the comings and goings of London’s millions of residents and
visitors.
Elsewhere in England, some cameras are even being equipped with loudspeakers, enabling
government personnel monitoring the cameras to bark warnings at people observed littering or
committing other misdemeanors. Britain is said to have roughly 4.2 million CCTV cameras – one for
every 14 people – and accounts for 20 percent of the world total.
American citizens are no strangers to surveillance either. Surveillance cameras record everybody’s
move in many public places. E-mails and phone calls are subject to warrantless monitoring.
Has Orwell’s worst nightmare come true or are we more protected with all these cameras watching
our every move?
1 Orwell’s Utopia
CECR niveau B1
Comprendre les événements principaux dans un texte narratif et informatif.
Ce texte présente la société décrite dans la dystopie d’Orwell, 1984.
1. Orwell dreamt of a perfect society in which all men would be equal and happy. It is called a utopia
because it is an ideal society that will never come true / it is an impractical, idealistic scheme.
Folder 8 Surveillance 199
2. 1984’s imaginary world is horrible because people are not free: they are controlled both
physically and mentally all the time. They have no freedom of speech, of thought, and of action.
3. The slogans are strange and surprising because they use words that refer to events or ideas
which are thought to be contradictory.
4. Big Brother is the supreme ruler of the Party.
He is the beloved leader of Oceania and symbol of the Party. Big Brother has black hair, a black
moustache and piercing eyes that seem to follow you. His face and voice are everywhere – on the
telescreens, coins, stamps, banners, posters, cigarette packets and book covers.
2 Public Video Surveillance
Ce second texte présente une autre société de surveillance : la société actuelle, en particulier en
Grande-Bretagne, où les lieux publics sont contrôlés par de nombreuses caméras vidéo.
1. There is video surveillance by public institutions in public spaces and video surveillance on
private property.
2. Equivalents for the following French words in paragraph 2: but: purpose – décourager: deter –
rappeler: remind – poursuivre: prosecute – en temps réel: real time – suspect: suspicious.
3. Video cameras really reduce crime on condition that they target a specific problem in a specific
area.
POD LECTURE • A Political Satire

In this podcast we explain that Orwell caricatures Stalin and communism in 1984. But, Orwell
declared, “My recent novel [1984] is NOT intended as an attack on Socialism or on the British
Labour Party (of which I am a supporter) but as a show-up of the perversions […] which have
already been partly realized in Communism and Fascism. The scene of the book is laid in Britain in
order to emphasize that the English-speaking races are not innately better than anyone else and that
totalitarianism, if not fought against, could triumph anywhere.” (The Collected Essays, Journalism
and Letters of George Orwell Volume 4 – In Front of Your Nose 1945-1950, p.546, Penguin.)
Transcription
Lecturer: Why do you think Orwell’s imaginary world in 1984 is terrible?
Student 1: He was afraid of the future?
Lecturer: Well, maybe. Orwell did not like what he saw in the society where he lived. His dream
was not so far away from the communist dream – a society in which all men would be equal; but
he wrote his book in 1949 when Stalin was in power. Stalin was the dictator of the Soviet Union.
He ruled by terror and executed millions of people – even people who had helped him. Big
Brother, in 1984, is a caricature of Stalin. Like Stalin, he controls everybody.
Orwell believed in equality for all people but he was deeply attached to liberty and privacy. He
wanted people’s liberty to be respected. Now tell me. What privacy restrictions were there in 1984?
Student 1: There were screens everywhere.
Student 2: People were encouraged to report people who did something wrong – even their
parents or family.
Student 3: You didn’t know who to trust.
Lecturer: Yes. It was a horrible world. Now, does this world remind you of the world where we live
now?
Student 1: Well…

Pour la mise en œuvre en classe, le professeur recourra à la démarche habituelle : prise de connais-
sance de la tâche à l’écoute, vérification de sa bonne compréhension et préparation de la prise de
notes.
Si l’enseignant soupçonne des difficultés (ignorance des éléments lexicaux ou besoin de les remo-
biliser pour qu’ils soient mieux reconnus lors de l’écoute), il pourra envisager un brainstorming
autour de l’oxymore totalitarian society. Il pourra alors faire rebrasser, voire introduire, des mots
utiles tels que authority, liberty, freedom, liberty, private life, privacy, spy on, surveillance, trust,
terror, distrust, control, report…
La phase de correction mettra les élèves en interaction et en inter-correction et le retour à l’enre-
gistrement sera privilégié en cas de litige.
1. The lecturer compares Orwell’s dream with the communist dream.
2. In the society where he lived he disliked what he saw.
3. 1984 was published in 1949.
4. Stalin was the model for Big Brother.
5. Orwell refused to abandon liberty and privacy.
6. There were screens everywhere.
7. People were encouraged to report people who did the wrong things – even their parents or
family.
8. You did not know who to trust.

CECR niveau B1
sur les pages du Culture Blog. Cette synthèse est faite oralement. Ils s’enregistrent et pour pouvoir
ainsi mettre en ligne leur production dans leur Year Blog. Il sera possible, pour ce faire, de les
emmener en laboratoire, d’utiliser des dictaphones, des lecteurs enregistreurs mp3, ou même tout
simplement de leur demander d’utiliser leur téléphone portable.
SOUND FILE Big Mom and Dad Manuel p. 140

CECR niveau A2
CECR niveau B1
For every mother who ever told her kids that she had eyes in the back of her head, modern
technology can now do one better: It allows Mom and Dad to watch their kid’s every move, even
from across town.
Mark Pawlick says he used to live in constant worry about his teenage kids – especially his
stepdaughter, Jessica.
Even at 10 years old, while growing up in a suburb north of Boston, Jessica Fairbanks was in and out
of trouble. She had tried drinking and smoking, and had developed a habit of constantly lying to
her parents. When it came time for her to get her driver’s license, Jessica’s parents were scared to
death.
So, Mark Pawlick bought what’s called a black box and hid it in Jessica’s car. By using global
positioning system technology to fix its location every second or so, the device is essentially an
electronic tattletale. It automatically e-mails or calls Pawlick every time Jessica drives too fast,
or goes somewhere she isn’t supposed to.
You can find out what Jessica thinks by listening to our Sound File.
Transcription
Mark Pawlick says he used to live in constant worry about his teenage kids – especially his
stepdaughter, Jessica. Even at 10 years old, growing up in a suburb north of Boston, Jessica
Fairbanks was drinking and smoking. So, when it came time for her to get her driver’s license,
Jessica’s parents were scared to death.
***
So, Mark Pawlick bought what’s called a black box and hid it in Jessica’s car. By using global
positioning system or GPS technology to fix its location every second or so, the device is
essentially an electronic tattletale. It automatically e-mails or calls Pawlick every time Jessica
drives too fast, or goes somewhere she isn’t supposed to.
"It was the only responsible thing we could do… as parents… So we did what we had to do.”
As soon as she crosses the line, Mom and Dad know about it, and Jessica hears about it.
***
At first, Jessica says, she thought her parents had people spying on her. She only found out about
the tracker from a friend who overheard their parents talking.
“And I was like… Excuse me!!! Like… What are you thinking? You don’t trust me?” No, I was livid
for the first few months.”
But the idea of “Big Mother” looking over kids’ shoulders is one that more and more teens are
having to get used to. With GPS technology getting cheaper, smaller and better, almost any cell
phone can be a tracking device for just a few extra dollars a month.

1. [] Son de cut : worry – month.
[əυ] Son de boat : old – growing – smoking – global - location – supposed – so – most.
[u] Son de moon : do.
[ɒ] Son de pot : box - cross – dollars.
[ə] Son de again : positioning – second.
[ɔ] Son de door : more.
Faire remarquer qu’il existe ici six différentes prononciations de la lettre < o >.
2. constant – license – location – position – system – technology – responsible – electronic –
automatically.
« Il faut insister sur le rôle de l’accentuation en anglais et souligner la différence fondamentale
de l’anglais (stress-timed language) avec le français (syllable-timed language) sur ce point.
Les élèves doivent intégrer le fait que l’anglais comporte une opposition entre deux types de syl-
labes – accentuées/non-accentuées – et tenir compte des implications de cette caractéris-
tique. » BO hors-série n° 12 du 3 octobre 2002.
3. [ai] Son de time : beside – device – drive – spy.
[ɑ] Son de car : fast – car.
[ei] Son de cake : tale – mail – came.
[eə] Son de bear : parents – scared.
Anticipate (Manuel)
1. In the photo on the left we can see two teenagers in a car. The driver seems to be clinging to the
steering wheel and to be speeding. She is apparently feeling very excited. As to the other girl,
she is standing up and looks delighted. In the other photo we can see two people, maybe the
father and the mother of one the girls. They are looking at their cell-phone and they look
worried.
2. Parents have always let their children know that they can keep an eye on them / that they know
what they are doing / when they are not together.
3. Modern technology may enable parents to spot where their children are thanks to GPS
technology or to overhear their conversations over their mobile phones or to film them.
NOW LISTEN •
A2 (Workbook)
4. Two first names: Mark Pawlick and Jessica Fairbanks – One city: Boston – One age: 10.
5. Two verbs: drinking and smoking.
6. Feelings: worry and scared (to death); the parents’ feelings.
7. It came time for her to get her driving license.
8. Jessica had always been a difficult child (drinking and smoking at 10). So her parents were
worried when it was time to get her driving licence.
9. Les élèves sont guidés par les mots donnés pour reconstituer le script.
By using global positioning system or GPS technology to fix its location every second or so, the
device is essentially an electronic tattletale. It automatically e-mails or calls Pawlick every time
Jessica drives too fast, or goes somewhere she isn’t supposed to.
10. A tattletale: un mouchard.
11. Mark Pawlick hid the black box because he knew Jessica would not appreciate it.
12. The adjective Mark Pawlick uses: responsible.
13. Nous avons ici une pause récapitulative qui permet aux élèves de faire le point.
14. She found out about the tracker from a friend who overheard their parents talking.
15. The three adjectives: cheaper, smaller and better.
16. Because the technology is cheaper, smaller and better, everybody can have access to it.
17. This being called “Big Mother” is a reference to Orwell’s character Big Brother in 1984.
18. Après un travail de compréhension nécessairement morcelé, il est important de faire faire une
synthèse.

B1 (Manuel)
4. Mark Pawlick is the stepfather of Jessica Fairbanks, a teenager. They live in a suburb, north of
Boston.
5. When she was a child, even at 10, Jessica used to drink and smoke. Her parents were in constant
worry.
6. They use GPS technology: the device fixes its location every second or so and automatically
emails or calls Pawlick every time Jessica drives too fast, or goes somewhere she isn’t supposed
to.
7. Mark Pawlick was afraid for his stepdaughter, he wanted to know exactly what she was doing
and if she was at risks. He says it was the only responsible thing he could do as parent.
8. A friend of Jessica’s heard his/her parents talking about it and told her the truth. She was shocked.
9. GPS technology getting cheaper, smaller and better. It can now be used by anyone, very easily. It
is called “Big Mother” in reference to George Orwell’s character Big Brother which saw everything
everywhere and reported it to a supreme authority. The GPS reports to the teens’ parents, that’s
why it is called Big Mother.
AFTER LISTENING •
Sum up the document
Après un travail de compréhension nécessairement morcelé, il est important de faire faire une
synthèse.
Example: Mark Pawlick used to live in constant worry about his stepdaughter, Jessica, who had
always had disruptive behavior. When she got her driver’s license, her parents were scared to death
and bought a GPS which constantly fixed its location and e-mails Pawlick every time Jessica drove
too fast or went somewhere she was not supposed to. When Jessica learnt about that she was
utterly shocked, but her parents say it was the only responsible thing to do as parents. This kind of
technology which is getting smaller, cheaper and better can now be used by anyone.
Pronunciation
1. Mark Pawlick says he used to live in constant worry /about his teenage kids / especially his
stepdaughter, Jessica.
2. Even at 10 years old, / growing up in a suburb north of Boston, / Jessica Fairbanks was drinking /
and smoking.
3. With GPS technology getting cheaper, / smaller / and better, / most any cell phone can be a
tracking device for just a few extra dollars a month.
ACTION Reprimand Jessica

CECR niveau B1
des explications, commenter un point de vue.
Cette activité permet aux élèves de s’entraîner à l’interaction. Les élèves partent de la situation qui
leur a été décrite dans le document oral, et reformulent les arguments développés par les protago-
nistes. Le lexique, les structures les plus importantes et les idées sont donc déjà à leur disposition,
il leur appartient maintenant de s’approprier ces outils. Il est bien entendu que ce travail se fait
sans phrase préliminaire d’écriture, il ne s’agit pas de lire un script, mais bien d’interpréter une
scène familière.
MOVIE FILE The Truman Show Manuel p. 141
Truman is a man whose life is a fake one… The place where he lives is in fact a big studio with
hidden cameras everywhere, and all his friends and people around him are actors who play their
roles in the most popular TV-series in the world: The Truman Show. Truman thinks that he is an
ordinary man with an ordinary life and has no idea about how he is being exploited. Until one day…
he finds out everything.
Transcription : The Truman Show

À l’écran Son
Step 1 Truman dans sa And that’s another beautiful day in Paradise, folks, but don’t you
voiture, la radio ne forget to buckle up out there in radio land.
fonctionne pus, il Statics.
tape dessus. Wait for the cue. (x 2)
Il tourne et entend Stand by one.
la voix parler de Countdown to action.
Lancaster square; il Stand by one.
est surpris et heurte He’s heading West on Stuart. Stand by, all extras!
une dame. He’ll be on you in about 90 seconds.
Props! Make sure the coffee’s hot!
OK, he’s making his turn on to Lancaster Square.
Ahhh!
Step 2 Truman tourne dans He’s heading West on Stuart. Stand by, all extras!
Lancaster square. He’ll be on you in about 90 seconds.
Accident. Props! Make sure the coffee’s hot!
Il pile. OK, he’s making his turn on to Lancaster Square
Tout s’arrête. Ahhh!
Tout repart. Oh my God, he nearly hit her! Something’s wrong, change frequencies
Il se gare. Ouch! Sorry about that, folks! I guess we picked a police frequency or
something. It sometimes happens and it can drive you crazy!
OK, it’s classical. Clive back in here, and we’ve still got some great
music up ahead.
Step 3 Générique de 1.7 billion were there for his birth. 220 countries tuned in for his first
l’émission. steps. The world stood still for that stolen kiss. And as he grew, so did
the technology. An entire human life recorded on an intricate network
of hidden cameras. And broadcast live and unedited 24 hours a day,
7 days a week, to an audience around the globe…
Coming to you now from Seahaven Island, enclosed in the largest studio
ever constructed, and along with the Great Wall of China, one of only
two man-made structures visible from space, now in its 30th great
year! It’s The Truman Show!
Step 4 Des premiers pas de [no sound]
Truman jusqu’au
mur d’écran.
Step 5 [Document entier]

1. Obviously, it is a TV show: there is a big TV on the poster. It is not a very recent poster, as the TV
looks rather old.
2. The word “live,” the date at the bottom of the screen and the title of the show suggest that this
is a reality show showing someone sleeping.
The words “On the air unaware” suggest that the man does not know he is on the air.
3. In the background, we can see a cityscape, with big skyscrapers.
This suggests that the man is in the middle of a big city – or that all the people who live in the big
city are watching him.

Step 1
1. A man is in his car. He is seen from the dashboard of his car. He apparently has a problem with
his radio and taps it. He then turns in Lancaster square and knocks down a woman who was
crossing the street.
2. The main character is surprised to hear the voice on the radio mentioning someone turning on to
Lancaster Square where he happens to be. The coincidence is amazing.
Step 2
3. The voice on the radio is shocked, as if it had seen the scene. The person on the radio has
apparently witnessed the accident.
4. Everybody stops simultaneously, as if they were stunned by the accident and the shout of the
voice on the radio.
5. Réponses libres – Les élèves émettent des hypothèses.
Step 3
6. The document looks like a teaser for a TV show.
7. Chaque élève individuellement repère et mémorise certains éléments dans le document (images
ou son) et c’est à partir de ces indices qu’il/elle en construira progressivement le sens. Cette
étape ne débouche donc pas sur une mise en commun qui aurait pour conséquence d’amener les
élèves les plus compétents à construire le sens à la place de leurs camarades, au lieu que ceux-
ci s’entraînent à comprendre. La comparaison avec le voisin permet cependant d’émettre des
hypothèses qui pourront être vérifiées par la suite.
8. Early childhood – first steps Childhood – Christmas – boyhood at school - first kiss – graduation
– going to work – going to play golf – in bed.
9. The Truman Show is a reality TV show that consists in filming a man 24 hours a day, 7 days a
week, without his realizing it. The man has apparently been filmed from birth to today.
10. 1.7 billion were there for his birth. 220 countries tuned in for his first steps. The world stood
still for that stolen kiss. And as he grew, so did the technology. An entire human life recorded
on an intricate network of hidden cameras. And broadcasted live and unedited 24 hours a day,
7 days a week, to an audience around the globe…
11. They are the only man-made structures visible from space.
12. This programme has been broadcasted for 30 years. It reaches its audience around the globe.
It is of paramount importance.
Step 4
13. When Truman was a child, the cameras used were big cameras or camcorders. As he grew up,

the cameras became smaller and smaller, they could record in the dark and were hidden in the
most amazing places (a street fire, a peephole, the locket of a friend, the bulb of a lamp in
Truman’s bedroom, etc.).
14. While the teaser is broadcasted on TV, a small screen on the right shows Truman having
breakfast, direct live, totally unaware of what is going on.
15. In part one, Truman was being filmed by a camera hidden in the dashboard of his radio. When
he tapped on it, he changed the channel and the voice he heard was in fact the voice of the
director of the programme, directing the actors around the car.
16. Réponses libres – Il s’agit de permettre aux élèves de faire un retour sur leur propre environnement.
17. Réponses libres – Le sujet est élargi pour amener les élèves à donner leur opinion sur la
téléréalité dans son ensemble.
ACTION Record a film review

CECR niveau B1
Raconter une histoire, exprimer ses opinions en donnant brièvement des raisons et des
explications.
Les élèves sont amenés, lors de cette activité, à faire la synthèse du guidage qui leur est proposé
dans le Workbook, et à reformuler le sens qu’ils ont perçu. Ils devront s’exprimer, sans avoir au
préalable rédigé leur intervention durant quelques minutes pour raconter et donner leur opinion. Ce
travail pourra être enregistré et aller enrichir leur Year Blog.

1. rule > rule: règle, règlement / ruler: dirigeant.
investigate > investigation: investigation, enquête / investigator: enquêteur.
gaze > gaze: regard.
report > report: rapport, compte rendu, reportage / reporter: reporter, journaliste.
spy > trust: confiance / trustee: administrateur, syndic, dépositaire.
search > search: fouille, recherche / searcher: fouilleur, chercheur.
2. a. Elle porte souvent des habits gris. > clothes.
b. Cela fait partie de ses habitudes. > habits.
c. Je vous souhaite une bonne journée. > day.
d. Je vous souhaite un bon voyage. > journey.
e. Dans 1984, c’est un délit de parler à ses voisins. > crime.
f. Il a été poursuivi pour crime. > murder.
g. Je vais prévenir mon frère. > warn.
h. Je voudrais l’empêcher de faire des sottises. > prevent.
3. a. The man was watching me. > gazing at me.
b. I do not have confidence in him. > I don’t trust him.
c. Please, stop her from entering this street. > prevent.
d. He was formally accused of the murder. > prosecuted for murder.
4. A spy gazes at people and places /observes people and places / investigates / tries to overhear
conversations / spies on people / travels all over the world / lies / betrays / reports what he
finds out / searches his enemies’ luggage or flats / kills people / takes hostages / writes reports
/ tracks people down / doesn’t trust anyone …
TEXT FILE 1 Big Brother Is Watching You Manuel p. 142/143
CECR niveau A2
l’essentiel.
CECR niveau B1
The world of 1984: see the introduction to the Culture Blog on page 199. Extra information and
reviews can be found on this site: http://www.bookrags.com/notes/1984/index.htm
BEFORE YOU READ •

1. The two pictures illustrate the surveillance society of 1984 with a pair of eyes observing a public
place and the poster “Big Brother is Watching You” – an obvious reference to Orwell’s novel.
2. In the picture on the right the atmosphere is dark, gloomy and disquieting. In this type of world
people must be deprived of freedom and spied upon all the time. Maybe they cannot meet their
friends and act or think freely. They have to stick to the rules, to conceal their feelings and to
refrain from saying out loud what they think. They are not allowed to go as they want and they
may be arrested on the ground that they have done something that is not permitted or that they
possess something they are not entitled to have. They are forbidden to read books, to write…
On pourra rebrasser l’expression de l’interdiction et de l’obligation.
NOW READ •
A2 (Workbook)
1. Winston Smith / in Victory Mansions / in April at 1 p.m.
2.
The hall way – Smell – Boiled cabbage and old rag mats.
– Equipment – No electricity, no lift.
(§2)
– Decoration – Old rag mats.
– Size – Huge / more than a meter wide / enormous.
The posters – Picture – The face of a man with a heavy black moustache.
– Caption – BIG BROTHER IS WATCHING YOU.
(§2 to 4)
– Place – In the hallway / On each landing the poster / Outside, plastered
everywhere / On the house front immediately opposite.
– Situation – Inside the flat / in the wall.
The telescreen – Description – An oblong metal plaque / could not be shut off.
(§3 to 5) – Role – Received and transmitted simultaneously. Any sound would be
picked up by it. Everything could be seen as well as heard.
The outside
– Atmosphere – Looked cold.
– Sight – Posters everywhere / roofs and a helicopter.
(§3)
– Colors – No colors except the posters.

3. We feel this place is unpleasant, inhospitable and maybe old. The atmosphere is oppressive and
threatening because of the face on the poster.
4. Ils’agit ici de faire synthétiser aux élèves les repérages effectués de façon à les amener à
reconstruire le sens du document.
On an April day at 1 p.m., the main character entered Victory Mansions. He was in the hall way.
The hall way smelled of boiled cabbage and old rag mats. There was no electricity, no lift.
There were posters everywhere: in the hallway, on each landing, plastered everywhere outside,
on the house front immediately opposite. These posters showed the face of a man with a heavy
black moustache and a caption reading BIG BROTHER IS WATCHING YOU. He arrived in a flat.
There was a telescreen inside: it was an oblong metal in the wall which could not be shut off.
It received and transmitted simultaneously any sound and any image that it would picked up.
Everything could be seen as well as heard. He looked through the window: he saw a helicopter
skimming down between the roofs. The atmosphere was cold and colourless, except for the
posters which were plastered everywhere.
5. The Police Patrol: snooping into people’s windows.
The Thought police : scrutinized every sound you made and every movement you made.
6. was overheard – [was] scrutinized
7. gaze – watch – look deep – see
8. The telescreen is there to watch, record and film everything the tenant does. In fact it is a spy
and it enables the authorities to keep an eye on each individual.
B1 (Manuel)
3. The main character is Winston Smith. He is coming home and getting into Victory Mansions, the
block of flats where he lives. The scene takes place on a bright cold April day, at one o’clock and
it is full daylight (“the clocks were striking thirteen” line 2).
4. The block of flats smells of “boiled cabbage and old rag mats:” there is a huge poster of Big
Brother on the wall. We feel this place is unpleasant, inhospitable and maybe old. We may also
find its atmosphere oppressive and threatening because of the face on the poster.
Winston has to walk up the seven flights because the electricity / power is cut off in the daylight
hours (in the day time).
The most visible thing is the poster of Big Brother.
5. The poster shows an enormous face of a man with a heavy black moustache and the slogan “Big
Brother is Watching you.” We can think there is a poster on each landing to put pressure on the
tenants and to remind them that they are being watched nonstop.
6. Once inside the flat a voice can be heard. It is flat that is to say monotonous and it reads out a
list of figures. It comes from an oblong metal plaque which is called a “telescreen” and which
cannot be turned off.
7. Outside, the world looks cold and colourless. The only visible thing is the poster of Big Brother
which is displayed everywhere and which seems to be coloured (There seems to be no color in
anything except the posters that are plastered everywhere, that are ubiquitous.) This makes it
visible, even conspicuous, dominating and oppressive.
The Thought Police is the police that is supposed to make sure that people obey the rules and
detects and arrests those who are thought to be criminals.
8. The telescreen is there to watch, record and film everything the tenant does / to spy on the
tenant and to inform him of what goes on in the country (“The telescreen received and
transmitted simultaneously. Any sound that Winston made would be picked up by it. And he
could be seen as well as heard. You had to live knowing that every sound you made was
overheard, and every movement scrutinized.” lines 29 to 32). In fact it is a spy and it enables the
authorities to know what people do after work / to intrude into people’s privacy / to keep an eye
on each individual.
9. The atmosphere is tense. People must be oppressed and unhappy because they can’t be
themselves, they are not free. Life must be unbearable.
AFTER READING •
COMPODICTO
Transcription
Winston Smith lives in a depressing block of flats with no electricity in the day time. Large posters
are plastered on each landing. They remind Winston that Big Brother is watching him. Inside his
flat the telescreen speaks continuously. It also records what he does and says. Outside, the same
poster is seen everywhere and a helicopter snoops into people’s homes. People are spied on all
the time.
WORDS •
1. a. represent (§2): depict.
b. cooked in water (§2): boiled.
c. very large (§2): huge.
d. a series of stairs (§2): flights.
e. an intermediate platform on a flight of stairs (§2): landing.
f. look fixedly at (§2): gaze.
g. short explanation under a photo (§2): caption.
h. number (§3): figures.
i. pasted (§4): plastered.
2. a. slip > E. se glisser
b. make for > A. se diriger vers
c. shut off > F. arrêter
d. skim down > C. descendre en rasant
e. snoop into > D. épier
f. it was no use > B. ce n’était pas la peine
ACTION Write Winston’s letter

CECR niveau B1
Écrire une lettre personnelle pour décrire en détail ses expériences et ses sentiments.
tir du texte support. Ils devront exprimer, en se décentrant, leur point de vue et leur ressenti, tout
en faisant un commentaire plus général sur le thème du folder : un monde sous surveillance. Ils
pourront ainsi réutiliser tout ce qui a été dit jusqu’ici.

GRAMMAR FILE Prépositions
et particules adverbiales Manuel p. 144
OBSERVE •
1. Les mots through, on et during servent à introduire des compléments. Ce sont des prépositions.
2. Les mots off et up dans les phrases c et d suivent un verbe dont ils modifient le sens. Ces mots
s’appellent des particules adverbiales.
PRACTISE •
1. Prépositions dans le paragraphe 2 du texte p. 139 : smelt of boiled cabbage / on the wall / the
face of a man /a man with a heavy black moustache / the poster with the enormous face gazed
from the wall / beneath it.
Particules adverbiales dans le paragraphe 3 : reading out / be shut off / moved over.
2. a. Winston walked… > E... up the stairs.
b. When he arrived he was… > D... out of breath.
c. He turned the key… > F... into the lock.
d. The telescreen was… > C... already on.
e. The telescreen could not be shut… > A... off.
f. He knew he was spied… > B... on all the time.
3. a. As soon as Winston entered Ø his flat, he heard the voice.
b. The voice was addressing Ø the population.
c. He could not stand listening to it.
d. He went to the kitchen and took a bottle out of the fridge.
e. Then he sat down in his armchair.
f. A few minutes later he stood up to go and look out of the window.
g. He saw the helicopter hovering over the block of flats opposite his own building.
4. a. Winston took off his jacket when he got in.
b. He turned on the gas to make himself a hot drink.
c. He sat back in his alcove not to be seen by the screen.
d. He got the dried ink off a pen with a wet cloth.
e. He took a book out and started writing, something forbidden.
5. a. Winston sat down because he was tired.
b. As soon as he got in he heard the voice.
c. He couldn’t stand obeying the government any more.
d. He knew he could not trust anybody.
e. That country did not look like any other.
ACTION Write a nonsensical story

CECR niveau A2
• Écrire une suite de phrases et d’expressions simples.
• Écrire des histoires imaginaires simples.
Cette activité, qui se rapproche du jeu du « cadavre exquis », motivera les élèves en leur faisant
pratiquer de manière intensive l’utilisation des prépositions. On leur lira les instructions à chaque
étape – lorsqu’ils ont passé leur feuille à leur voisin(e).
Instructions
Write in the past tense.
1. Place and time – Fold! 6. Cause – Fold!
2. Name of a male or female character – Fold! 7. Third action – Fold!
3. What he/ she did – Fold! 8. Cause – Fold!
4. Cause – Fold! 9. Incident or funny end – Fold!
5. Second action – Fold!
Read out the story to the group.

PICTURE TALK
1. This is a cartoon.
There is a security guard perhaps working in the basement of a shopping mall or car park or block
of flats who is watching pictures from 9 cameras.
2. The man is a security guard. However, he is being watched by a camera and this makes him very
uncomfortable. He is sweating because he is nervous.
3. On donne ici aux élèves l’occasion de réutiliser tout ce qui a été développé dans le folder.
ACTION 1 A big school decision

CECR niveau B1
• Comparer et opposer des alternatives.
CECR niveau B2
Exprimer et exposer ses opinions dans une discussion et les défendre avec pertinence en
fournissant explications, arguments et commentaires.
À partir d’une situation imaginaire, les élèves sont invités à adopter un point de vue qu’ils devront
défendre. Il est important de bien s’assurer, avant de lancer l’activité, que tout le monde a bien
compris la situation. La phase individuelle préliminaire permet aux élèves de construire leurs pre-
miers arguments, mais c’est véritablement au cours de la phase suivante, lorsque les élèves qui ont
le même rôle comparent leurs arguments, que ceux-ci seront véritablement développés, enrichis et
verbalisés. Cette phase permet également aux élèves, lors de la mise en place de la discussion
finale, d’avoir davantage d’assurance, puisqu’ils ne parlent pas seulement en leur nom mais aussi
au nom du groupe qu’ils représentent.
mener à bien cette activité (voir Action page 47 du manuel et page 68 de ce livre du professeur).
ACTION 2 Write an essay

CECR niveau B1
Écrire de brefs essais simples.
CECR niveau B2
Écrire un essai ou un rapport qui développe une argumentation de façon méthodique en
soulignant de manière appropriée les points importants et les détails pertinents qui vien-
nent l’appuyer.
concentrant essentiellement sur la façon d’exprimer ces idées. Ce travail, axé essentiellement sur
la structuration de l’écrit, est une préparation au type d’écriture qu’ils seront amenés à faire de
plus en plus souvent au cours de leur études.
1. § 1: Introduction.
§ 2: Arguments against the proposition.
§ 3: Arguments in favour of the proposition.
§ 4: Conclusion.
2. a. Nuclear power plants emit low amounts of carbon dioxide. > A
b. Their contribution to global warming is limited. > D
c. It is possible to generate a lot of electrical energy in just one plant. > A
d. Fewer plants have to be built. > D
e. The problem of radioactive waste is still unsolved. > A
f. The only solution we have for the moment is to bury it for several thousand years. > B
g. In spite of high security standards, problems can still happen. > A
h. A recent accident in France proved that human error is always possible. > C
3. Succession d’arguments : on the one hand, on the other hand, finally, as a conclusion.
Conséquence : so, consequently.
Ajout, renforcement : moreover, besides.
TEXT FILE 2 Britons Spied Upon Manuel p. 146

CECR niveau B1
Lire des articles sur des questions contemporaines dans lesquels les auteurs adoptent un
certain point de vue.
There are up to 4.2m CCTV cameras in Britain - about one for every 14 people. Some people are
afraid that the UK is “sleep-walking into a surveillance society.”

It is predicted that by 2016 shoppers could be scanned as they enter stores. Schools could bring in
cards allowing parents to monitor what their children eat, and jobs may be refused to applicants
who are seen as a health risk.
Is Big Brother really watching us too much? – that is the debate in this folder. This newspaper
article goes right to the heart of the debate, a debate that has in no small way been fired by the
press – very much against CCTV. They say it infringes upon public liberty. However, not everyone
agrees. Some people feel far safer with cameras watching over them. Many criminals have been
caught thanks to CCTV and who knows how many crimes have been prevented.
However, the public would like the government to be careful how surveillance is carried out. For
example, feelings really ran high when secret spy cameras, hidden in tin cans to catch people
committing “major envirocrimes” such as graffiti and fly-tipping on main roads, were also used to
see which council tax payers put out their bins on the wrong day. Are there too many cameras
watching us or not? What do your students think?
1. In the picture, we can see a street where a policeman is standing in front of a phone box. Given
the taxi, the coat of arms on the blocks and the helmet and uniform the policeman is wearing
there is no doubt that the photo was taken in Great Britain, very probably in London. There are
two video cameras fixed on the post in the foreground, right in the middle of the street. The
headline says, “Britons spied upon” which means that these cameras must be watching the
passers-by and the traffic. Maybe these cameras are filming the number plates of the cars,
taxis and lorries that drive past to make sure their drivers paid the Congestion Charge – the fee
for motorists travelling within the Congestion Charge Zone.
The main objectives of this charge are to reduce congestion, and to raise funds for investment in
London’s transport system. The zone came into operation in parts of Central London on
17 February 2003 and it was extended into parts of West London on 19 February 2007.
Although not the first scheme of its kind in the United Kingdom, it was the largest when it was
introduced, and it remains one of the largest in the world. A payment of £8 is required for each
day a chargeable vehicle enters or travels within the zone between 7am and 6pm (Monday-
Friday only); a fine of between £60 and £180 is imposed for non-payment. The organisation
responsible for the charge is Transport for London (TfL); Capita Group operates the scheme under
contract. The system is run on a generally automatic basis using CCTV and Automatic Number
Plate Recognition.
2. This text is not fiction. “A recent report compiled by surveillance experts,” “The report points out
that…” show that the text deals with actual facts.
3. The expression that echoes the title is “surveillance society.”
4. This expression means that people are watched or spied on / are subjected to constant surveillance.
5. 300 is the number of times a Briton is caught on camera every day, 4.2 million is the number of
public closed circuit cameras. Moreover there is one camera for 14 people. These figures prove
that CC cameras are everywhere and that the British are observed wherever they are.
6. British people’s car number plates are recorded by CCTV and a record is kept of all the websites
Britons visit at home.
7. Mr. Thomas thinks that not only is people’s privacy breached but that mistakes may be made,
that the information gathered may be wrong and is kept too long.
8. He gives the example of a man who was wrongly accused of hitting / mistreating / battering his
daughter while he was only playing with her and denied a job for being a suspected child abuser.
This father found out that, five years after the false accusation, he was still considered and
classed as a suspected child abuser / his case had not been cleared.
On s’aperçoit que le besoin émerge d’utiliser le passif dans la mesure où les Britanniques subis-
sent cette surveillance constante sans en être toujours bien conscients. Ce point de grammaire
a été traité au folder 5. On peut aussi renvoyer les élèves au paragraphe 35 du précis.

1. a. spied (title) : mot français: espion > espionnés.
b. track (lines 4 & 14) : mot français: trace > suivre à la trace.
c. points out (line 9) : mot français: point > remarque.
d. include (line 13) : mot français: inclus > incluent.
e. recognition (line 14) : mot français: reconnaître > reconnaissance.
f. privacy (line 17) : mot français: privé > vie privée.
2. a. être conscient de (§2) : be aware of.
b. emploi de plus en plus fréquent (§4) : growing use.
c. plaque d’immatriculation (§4) : number plate.
d. inexacte (§6) : inaccurate.
e. gonflable (§6) : inflatable.
3. a. habit (line 5): habitude (habits = clothes).
b. record (line 7): procès-verbal, trace (record a aussi le même sens que le mot français « record »).
c. journey (line 15): voyage (journée = day).
4. a. taken: take.
b. caught: catch.
c. held: hold.
d. hit: hit.
5. a. play: jouer.
b. playful: joueur.
c. playfully: en jouant.
d. beauty: beauté.
e. beautiful: beau.
f. beautifully: de belle manière / très bien.
Transcription
According to a recent report, British people are spied upon by their political leaders.
Britain now has 4.2 million public closed circuit TV cameras, more than any other country in the
Western world. People have hundreds of photographs taken of them every day. Their movements
are tracked by automatic number plate recognition. A record is kept of all the websites people
visit at home. Some people worry this is an intrusion of their privacy. And there is also a danger of
inaccurate information, or of mistakes being made.
GRAMMAR EXERCISES • PRÉPOSITIONS ET PARTICULES ADVERBIALES

(Workbook)
1. On renverra les élèves au précis grammatical (30 et 31).
Off est associé au verbe dont il modifie le sens; in introduit le complément de lieu, London.
Off est une particule adverbiale; in est une préposition.
2. a. The people are not aware of it. > préposition.
b. The report points out that a typical Briton will be caught on camera 300 times a day. > parti-
cule adverbiale; préposition.
c. I look for a camera whenever I get into a room. > préposition; préposition.
d. Pick out details about the cameras. > particule adverbiale; préposition.
e. Some sites retain details of the websites people visit at home. > préposition; préposition.
f. It is an intrusion into privacy. > preposition.
3. Autres exemples de prépositions : into – because of – out of – while, etc.
Autres exemples de particules adverbiales : on (turn on) – off (put off) – out (find out), etc.
4. a. Where were they going to?
b. Who does the government refuse to listen to?
c. What don’t a lot of people agree with?
d. What does Richard Thomas hope for?
5. a. Londoners are spied upon all day.
b. According to a recent report, there are more and more cameras in Great Britain.
c. I hate these intrusions into people’s private lives.
d. A lot of people are looking forward to a change in politics.
e. The authorities can look for criminals thanks to the Internet.
ACTION Clean up your reputation

CECR niveau B1
Échanger des informations, donner un point de vue, exprimer ses opinions, son accord et
son désaccord en donnant brièvement des raisons et des explications.
Cette activité permet aux élèves de s’entraîner à l’interaction. Les élèves se décentrent et adoptent
un point de vue extérieur à partir de la situation qu’ils ont découverte dans le texte support. Ce tra-
vail pourra certes être préparé, mais il est préférable, pour éviter que cet entraînement au dialogue
ne se transforme en écrit oralisé, qu’ils n’écrivent pas autre chose que de simples notes. C’est leur
capacité à réagir à ce que dit l’autre qui sera la marque de leur véritable compétence en matière
d’interaction.

LISTENING •
CECR niveau B1
Comprendre presque tout ce qu’on me dit, même si je ne connais pas tous les mots, à la
condition qu’on accepte parfois de répéter.
Avant de passer l’enregistrement on demandera aux élèves de lire les questions posées pour qu’ils
sachent ce qu’ils ont à repérer. On spécifiera aussi si des mots ou des expressions suffisent. Si l’on
attend des phrases entières (par exemple pour le niveau B1) on fera une pause à la fin de chaque
partie pour que les élèves aient le temps de rédiger.
Part 1
1. John lost his iPhone in a bar.

2. His first reaction was to go back to the bar.
3. He did not find it and was upset.
Part 2
4. He sent a message to his phone.
5. He promised $50 (reward).
6. No, the iPhone was not brought back. So he decided to use MobileMe on the net.
7. Yes, he managed to spot his iPhone. It was four miles away.
Part 3
8. Yes, he found the man who had his iPhone.
9. This man felt nervous and said he had found it and wanted to bring it back / to return it.
10. John found this “adventure” exciting.
Transcription
Interviewer: Hey John! Tell us about how you found your lost iPhone.
John: Well, one evening, I went to a bar with my friends. I had my phone when I went in, but when I
got home I realized I had lost it.
Interviewer: So what did you do?
John: I went back to the bar and asked the waitress. She hadn’t seen it. I was really upset.
***
Interviewer: So, what did you do then?
John: Well, I tried to send a message to the phone: "Please call 512-796-453 to return this
phone. $50 reward." But nobody called. Then I remembered that I had a MobileMe account.
Interviewer: What is MobileMe?
John: Well, with MobileMe, you can go online and access an application that displays your
phone’s location on a map. This is what I did. My phone was about four miles away.
***
Interviewer: So you drove to where your phone was?
John: Yes we did – thanks to the location on the map. When we arrived at the corner of the block,
there we saw the thief. Imagine his surprise. “Have you got my phone?” I shouted as I walked up
to him. He was really nervous and explained he had “found” it and he intended to return it – and
he gave it back to me. It was so exciting!
SPEAKING •
SPOKEN INTERACTION
CECR niveau B1
Prendre l’initiative dans une conversation et exposer poliment un désaccord sur un avis for-
mulé par son interlocuteur.
La forme du dialogue est familière aux élèves.
SPOKEN PRODUCTION
CECR niveau B1
Faire un exposé avec préparation sur un thème familier en mettant en relief les points qui
semblent essentiels.
Les élèves s’aideront du contenu du folder et de leur vécu pour cette partie de l’évaluation.
ART HISTORY FILE A Panorama of American
Architecture Manuel p. 148/149
Dans ce dernier panorama, nous essayons de donner une idée des différents aspects de l’architec-
ture américaine et d’en montrer – quand c’est possible – l’origine. Nous avons souhaité ne pas nous
en tenir uniquement aux édifices publics ou religieux.
Avant de demander aux élèves de prendre connaissances de la double page, on pourrait éventuel-
lement envisager de partir des images mentales qu’ils ont de l’habitat américain et mettre en place
une sorte de brainstorming rapide, les élèves disant (en français au besoin si leur niveau ne leur
permet pas de le faire en anglais) ce qui leur vient à l’esprit lorsque l’on dit « American homes and
public buildings ». Des traces de ce travail oral pourront être conservées par le professeur et utili-
sées à la fin de l’étude de ces deux pages pour montrer aux élèves l’évolution éventuelle de leurs
représentations souvent influencées par la télévision et les diverses séries américaines.
L’Action sera l’occasion, pour la classe, de découvrir les grandes métropoles américaines et leurs
différentes facettes architecturales. L’association d’un bâtiment avec un style est le moyen que les
élèves s’approprient le contenu du panorama et que le professeur puisse vérifier si tel est le cas.
voici quelques suggestions pour vous aider à donner un objectif à la lecture et la rendre efficace.
HOMES
1. Imagine you are an American citizen of the past centuries or of today. Read the different
paragraphs quickly to find what kind of house you live in.
a. You are Jack Haley, a rich owner, living in 1800 on the east coast. > Georgian style house
b. You are Patrick McOwen, a 19th Century settler in a forest of the East of the US. > log cabin
c. You are Cornelius Vanderbilt II and you live in Newport (R.I.) in 1895. > Renaissance style house
(cf. The Breakers for instance)
d. You are Jeremiah Johnson, a 19th Century settler in the prairie. > sod house
e. You are John Silander, a 19th Century lawyer in San Francisco. > Victorian style house
f. You are Lynette Scavo from Wisteria Lane (Desperate Housewives). > wooden house
Sinon il serait possible de proposer un travail en équipes (trois ou quatre élèves). Les groupes
devraient identifier les styles des maisons ou des bâtiments présentés sur un transparent (ou dans
un diaporama) grâce à la lecture des articles. On pourrait éventuellement ajouter trois proposi-
tions de style sous chaque photo. Un délai de temps ou un « bonus » éventuel pour les plus rapides
à exécuter correctement la tâche stimuleront le travail.
Settler homes
2. What political measure encouraged people to build homes? Why? When?
Suburban homes
3. Pick out the two factors that encouraged people to leave the city centers for the suburbs.
4. Find the main difference between today’s suburban homes on the East Coast and suburban
homes everywhere else in the States.
5. What is typical of American suburbs?

RELIGIOUS AND PUBLIC ARCHITECTURE
18th and 19th centuries
6. True or False? Justify by quoting the texts.
a. 18th Century architecture is influenced by French architecture.
b. 18th Century buildings are symmetrical with large windows and pillars.
c. The independence of the country and the advent of a democratic state gave birth to the Greek
Revival Style.
d. Medieval décor became popular at the end of the 18th century.
20th Century
7. Pick out the two inventions responsible for the birth of skyscrapers.
8. Find who designed the Guggenheim Museum in New York and the Guggenheim in Bilbao (Spain).
9. Memorize the names of these architects by repeating them or writing them a couple of times.
Then ask your neighbour to check if you know them.
Mystery Time Manuel p. 151 à 158

Dans ces pages, nous proposons trois adaptations de nouvelles dans la tradition des Mystery Writers
si typiques de la création littéraire britannique. Nous répondons en cela aux Instructions officielles
(BO spécial n° 4 du 29 avril 2010) qui soulignent qu’une « autonomie plus grande en lecture au tra-
vers de lectures individuelles est encouragée, qu’elle porte sur des extraits d’œuvre(s), sur de courtes
nouvelles ou sur des articles de presse ». La lecture pour le plaisir amène l’élève à mettre en œuvre
certaines stratégies de lecture efficaces et trouve tout naturellement sa place à côté de la lecture
approfondie en classe.
Ces nouvelles sont graduées dans la longueur et la difficulté mais nous gageons que toutes sauront
susciter l’intérêt des élèves. Elles peuvent convenir à certaines classes ou permettre de répondre au
besoin ou à l’envie d’aller plus loin d’élèves ayant atteint un bon degré d’autonomie dans un
groupe-classe par ailleurs plus limité dans sa compétence à aborder des documents écrits. Ces
nouvelles peuvent aussi être l’occasion de moments de « lecture plaisir » au cours desquels le pro-
fesseur fait une lecture expressive à voix haute d’un texte (comme dans les rencontres littéraires),
ponctuée de moments de partage et d’échange pour vérifier la compréhension ou faire émettre des
hypothèses en cours de récit.
Pour la lecture individuelle, nous proposons un guidage assez lâche qui permettra aux élèves de
relever les éléments signifiants de l’intrigue. Grâce à ces tâches, les élèves renforceront leur capa-
cité à émettre des hypothèses, à anticiper en cours de lecture, à repérer les articulations logiques
du discours, à partir du connu pour compenser l’inconnu, et à opérer le traitement de l’informa-
tion : établir des liens pour construire du sens au niveau de l’explicite et de l’implicite.
Mystery Time 219
Back Basics
BACK TO BASICS
to Manuel p. 159/167
Starting File 1
GRAMMAIRE
Les pronoms personnels
1. 1. “Don’t you recognize me?” Amanda asked. We were at school together.
2. She met her.
3. They were at a café.
4. They were waiting for him.
5. He saw them together.
6. She passed in front of the man.
Les adjectifs et pronoms possessifs
2. 1. Amanda had not seen her friend for many years.
2. They couldn’t believe their eyes.
3. “Do you remember our old school?” Amanda asked.
4. Robert was ill at ease when he saw his two girlfriends together.
3. Adjectifs possessifs : my – their – his.
Pronoms possessifs : hers – mine – his.
1. The old lady looked at the man’s face but the man did not look at hers.
2. “You look like my son,” she said, “except your hair is darker than his.”
3. “These items are not mine,” he said. I don’t want to pay for them.
4. They are this lady’s! They are her items. I don’t want to pay for them.
5. Celia and Amanda were talking about their old friends.
Le génitif
4. 1. The girls’ school was called Zenith Central High School.
2. The old lady’s son died two years ago.
3. Amanda’s future husband is called Robert.
4. Amanda is pleased to meet Celia’s new boyfriend.
5. 1. The old lady’s son died two years ago.
2. The man paid for the old lady’s items.
3. The young man’s face reminded her of her son.
4. The cashier’s answer was unexpected.
VOCABULAIRE • SHOPPING AND MONEY

1. assistant – boss – cashier – clerk – colleague – customer – manager – shop assistant – shopper
– staff.
2. 1. clothes shop: magasin de vêtements.
2. shop entrance: entrée du magasin.
3. book shop: librairie.
4. shop window: vitrine.
5. shop assistant: vendeur / vendeuse.
6. shoe shop: magasin de chaussures.
220 Back to Basics

7. shop manager: directeur du magasin.
8. flower shop: fleuriste.
3. a shopping list: une liste de courses.
a shopping expedition: une séance de shopping.
a shopping basket: un panier à provisions.
a shopping bag: un sac à provisions.
a shopping trolley: un caddie à provisions.
a shopping centre: un centre commercial.
a shopping mall: un centre commercial.
4. 1. buy (v) ≠ sell.
2. open (adj) ≠ closed.
3. expensive (adj) ≠ cheap.
4. save (v) ≠ spend.
5. credit (n) ≠ cash.
5. 1. Downstairs, we have the food department.
2. On the ground floor, you can find women’s clothes.
3. If you need cash, we have an ATM / a cash machine over there.
4. In a supermarket, you do your shopping and then go to the checkout to pay.
5. Sometimes, you have to wait in a line.
6. A clerk scans all your items and tells you how much you must pay.
Starting File 2
GRAMMAIRE • LES ARTICLES
1. Les dénombrables : hand – event – schoolyard – voice – toy – scene – costume – equipment.
Les indénombrables : danger – pain – money – strain – desperation – information – gunfire – work.
2. 1. Children do not have a uniform in the school.
2. Terry spoke with a high voice.
3. He spoke with Ø emotion.
4. There was an early morning breeze.
5. It was a unique moment.
6. It was an unusual situation.
7. He spoke with Ø unusual strain.
8. It was Ø very hard work.
3. 1. Eve Ames considered the terrible event of yesterday > un complément de nom.
2. She had been in the schoolyard > la situation.
3. She had been supervising the children who were eating… > une proposition relative.
4. Danny had a gun. She thought the gun was a toy > le fait qu’on en ait déjà parlé.
4. 1. Somebody knocked at the door.
2. There was a police officer standing.
3. He was holding a dog in his arms.
4. He asked me if the dog was mine.
5. 1. Danny is not aware of Ø danger.
2. Danny is not aware of the danger of guns.
3. Eve could hear Ø despair in Terry’s voice.
4. The despair Terry felt made his voice unusual.
Back to Basics 221
VOCABULAIRE • BODY AND HEALTH
1. 1. You smell with your nose.
2. You see with your eyes.
3. You hear with your ears.
4. You feel with your skin.
5. You taste with your tongue.
2. arm – back – ear – face – foot – hair – hand – head – heart – leg – neck – nose – tongue.
3. 1. I go to the doctor’s when I am ill or sick.
2. I go to the doctor’s when I have a pain.
3. I go to bed when I am tired.
4. I go to hospital when I am sick.
4. 1. After lunch, I wash the dirty plates.
2. Be careful! Don’t fall.
3. Don’t go away. Stay here.
4. He was injured in the accident.
5. Jerry is dead.
6. Jerry died in 1989.
5. broke, break – fell, fall – felt, feel – heard, hear – hurt, hurt – lay, lie – slept, sleep.
6. Cette étape est importante car elle incite les élèves à faire un effort de mémorisation.
Starting File 3
GRAMMAIRE • FORMES INTERROGATIVE ET NÉGATIVE
1. 1. Henry was not in his bedroom.
2. Henry has not been away for two days.
3. Henry will not be saved by a changeling.
4. Henry and his parents do not live in Minnesota.
5. Henry does not hide in a cave.
6. The fireman did not refuse to look for the boy.
7. The fireman did not find the little boy immediately.
8. The parents did not understand the situation.
2. 1. Was Henry in the forest?
2. Could he see his home from where he was?
3. Will Henry’s father look for him?
4. Has Henry been kidnapped?
5. Does the changeling look exactly like Henry?
6. Did the changeling kidnap the child?
7. Did he become a human again?
3. 1. e – 2. d – 3. b – 4. c – 5. a.
4. 1. Is Bob in a hospital?
2. Has Bob been frozen for three centuries?
3. Was he frozen in 1967?
4. Can you hear me?
5. Does Bob know where he is?
6. Do you know where you are?
222 Back to Basics
7. Did you all have a car?
8. Did you know you were frozen?
VOCABULAIRE • TRAVEL AND TRANSPORT
1. car: drive – plane: fly – bicycle: ride.
2. driver – mechanic – passenger – pilot.
3. 1. Monday was a beautiful day.
2. We wish you a nice journey to London.
3. This is a great car. Look at the engine.
4. 1. There are lots of cars. The parking site is full.
2. There’s a bridge over there to cross the river.
3. You can start now. The traffic light is green.
4. Every day at five o’clock, there is a lot of traffic in the city.
5. railway station: gare – underground station: station de métro – petrol station: station-service
– service station: station-service – bus station: arrêt de bus – police station: poste de police.
6. 1. Our flight has been delayed.
2. We had too much luggage.
3. We had six suitcases.
4. I hope you’ll have a nice journey / trip.
Starting File 4
GRAMMAIRE • LE DISCOURS INDIRECT
1. 1. Treasure says she wants to go to the Strobe with her friends.
2. Treasure says it’s a very safe place.
3. Treasure says she is tired.
4. Treasure says she won’t go to Indie music again.
On a changé le pronom (I > she) et la terminaison du verbe, sauf dans la phrase 2 car c’est une
phrase à la troisième personne.
2. 1. Treasure asks her mother if she has heard about the Strobe.
2. Treasure asks her mother if she can go to the Strobe tomorrow.
3. Treasure asks her mother if Rosie can come at ten.
4. Treasure asks her mother if she can come home at two in the morning.
3. 1. Ten is rather late for the beginning of an outing.
2. Midnight should be home time.
3. I will meet you outside the Strobe at midnight.
4. My daughter thinks the Strobe is quite safe.
4. 1. Dad announced the letter was from Miss Roberts.
2. Mum said perhaps Miss Roberts was complaining about my work.
3. Miss Roberts wrote she hadn’t seen me for three weeks.
4. I told them I had been to Miss Roberts’s lesson once.
5. 1. Dad asked Prudence if she had been to Miss Roberts’s lesson.
2. Dad asked Prudence what she had done with the money.
3. Prudence admitted she had spent all the money.
Back to Basics 223

VOCABULAIRE • CULTURE AND ENTERTAINMENT
1. sing – singer – song.
paint – painter.
photograph – photography – photographer.
drawing – draw.
advertisement – advertiser.
2. band – rock concert – singer – song – sing.
Liste très ouverte. Quelques mots possibles : orchestra – instrument – piano – violin – guitar –
play – musical – opera – musician, etc.
3. book – write – read.
photograph – camera.
email – computer – mouse – message.
telephone – answering machine – call – (message).
artist – art – museum – painting – exhibition – picture.
4. 1. He writes. > He is a writer.
2. He sings. > He is a singer.
3. He paints. > He is a painter.
4. He advertises. > He is an advertiser.
5. He reads. > He is a reader.
5. Ce travail est très ouvert. On favorisera la coopération entre les élèves et on pourra conseiller
l’usage d’un dictionnaire.
You can go to / organize / attend / enjoy / love / participate in / play in / listen to / broadcast
a concert.
You can take / sell / buy / draw / like / enjoy / give / look at / watch / observe a picture.
6. 1. I took a nice photograph of my friends.
2. There is a photography exhibition in the city hall.
3. A famous jazz band is coming tonight.
4. I am late. Don’t wait for me.
224

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FULL IMPACT, un nouveau manuel de seconde

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À télécharger gratuitement sur www.hachette-education.com

© HACHETTE LIVRE 2010, 43, quai de Grenelle, 75905 Paris Cedex 15

Welcome to Grade 10 ..................................................................................................................... [5]

Les Starting Files : mise en place des stratégies ................................................ [8]

Starting File 1 Listening Strategies ................................................................... [9]

Starting File 2 Reading Strategies ................................................................... [20]

Starting File 3 Speaking Strategies ................................................................. [27]

Starting File 4 Interacting Strategies ........................................................... [29]

Starting File 5 Writing Strategies ...................................................................... [36]

Les huit folders : mise en œuvre des stratégies ................................................ [42]

Folder 1 Teens Online ..................................................................................................... [55]

Folder 2 American Indians ....................................................................................... [74]

Folder 3 Peers and Parents ...................................................................................... [95]

Folder 4 Reality TV ......................................................................................................... [115]

Folder 5 Australia ........................................................................................................... [136]

Folder 6 Planet Sport .................................................................................................. [158]

Folder 7 Birth of a Nation ....................................................................................... [177]

Folder 8 Surveillance ................................................................................................... [198]

Mystery Time ................................................................................................................................ [219]

Back to Basics ................................................................................................................................ [220]

LES CONSIGNES EN ANGLAIS • (Workbook)

4 Your Survival Kit

Task 2. Listen and draw

Révision des acquis du collège

Tricked 1 – Old Friends Manuel p. 18/19

BEFORE YOU LISTEN •

Starting File 1 Listening Strategies 9

BUILD UP YOUR LISTENING STRATEGY •

5. Reconstruct the meaning

10 Starting File 1 Listening Strategies

7. Listen for details

Starting File 1 Listening Strategies 11

Tricked 2 – At the Supermarket Manuel p. 20/21

12 Starting File 1 Listening Strategies

2. Get used to the rhythm

5. Listen again for details

ACTION Listen and act out

Évaluation de compétence : Écouter (Workbook)

COMPRENDRE UN MESSAGE COURT • (5 pts)

Task 1 – CECR niveau A2. Comprendre une description. (1 pt)

Task 3 – CECR niveau A2. Comprendre des instructions simples. (1 pt)

Task 5 – CECR niveau B1. Comprendre une discussion.

COMPRENDRE UN RÉCIT • (10 pts)

18 Starting File 1 Listening Strategies

Starting File 1 Listening Strategies 19

Little Angels 1 – An Ordinary Friday Manuel p. 22/23

BEFORE YOU READ •

20 Starting File 2 Reading Strategies

5. Read for details

ACTION Record a piece of radio news

Starting File 2 Reading Strategies 21

22 Starting File 2 Reading Strategies

TELL THE STORY •

ACTION Talk about your misadventure

Starting File 2 Reading Strategies 23

LIRE UN MESSAGE COURT • (5 pts)

LIRE UNE LETTRE PERSONNELLE • (3 pts)

LIRE UN ARTICLE • (12 pts)

Lost Hopes 1 – The Stolen Child Manuel p. 26/27

Lost Hopes 2 – Revived Manuel p. 28/29

Évaluation de compétence : Parler en continu (Workbook)

28 Starting File 3 Speaking Strategies