4 An31 Te WB 01 19 U2 PDF

Sommaire
Unité 2 : 19th century England
Séance 1 : 19th century London
Séance 2 : Worlds apart
Séance 3 : Child labour
Séance 4 : On the bright side
Séance 5 : On the dark side
Séance 6 : A mystery
Séance 7 : Investigating
Séance 8 : Je m’évalue
N’oublie pas que les compléments numériques associés à cette unité sont disponibles dans ton espace inscrit sur
Internet :
• Le test diagnostique, à réaliser en préambule à cette unité. Suivras-tu le parcours vert, bleu ou rouge
aujourd’hui ?
• Les exercices numériques interactifs spécifiques à ton parcours.
• L’autoévaluation de fin d’unité
• Les « coins des curieux » en fin de séance
Quelle que soit la couleur de ton parcours, tu dois réaliser tous les exercices du livret imprimé (sur ton cahier ou
directement sur le livret).
48 CNED ANGLAIS – Sommaire Unité 2 – 3e

Accueil
Unité 2 : 19th century England
OBJECTIFS DE L’UNITÉ
• Je découvre un aspect de Londres au 19e siècle

• J’apprends à exprimer les notions de capacité, permission, contrainte, obligation et absence d’obligation
• Je revois la voix passive au présent et au passé
• Je revois le past perfect
• Je revois l’expression de l’obligation au passé
• Je revois le questionnement au passé
• J’apprends à construire des adjectifs composés pour décrire les gens
• Je m’évalue
Résumé de l’unité
• L’Angleterre du 19e siècle
CNED ANGLAIS – Accueil Unité 2 – 3e 49

Unité 2
Séance 1
19th century London
OBJECTIFS DE LA SÉANCE
• Je découvre un aspect de Londres au

19e siècle.
• J’apprends à mettre en relief un sujet dont
je veux parler.
Teacher
In this unit, we will discover an aspect of 19th century England. This

lesson features a conversation between Susan and Katie. They discuss
two books about Victorian England, that is, 19th century England.
Before listening to their conversation, you will learn a few words that
you’ll find in the dialogue.
To start, read « Je sais déjà », then do the exercises.
Unité 02 - Piste 01
(Dans cette unité, nous allons découvrir un aspect de l’Angleterre du 19e siècle. La séance 1 comporte une conversation
entre Susan et Katie. Elles discutent de deux livres qui parlent de l’Angleterre victorienne, c’est-à-dire de l’Angleterre du
19e siècle. Avant d’écouter leur conversation, apprends quelques mots que tu retrouveras dans le dialogue.
Pour commencer, lis «Je sais déjà », ensuite fais les exercices.)
50 CNED ANGLAIS – Unité 2 - Séance 1 – 3e

JE SAIS DÉJÀ
Participes présent et passé

Le participe présent en anglais se forme avec la forme –ing.
Il renvoie à un sujet qui agit, qui produit un effet : the book is interesting
Le participe passé se forme lui avec la forme –ed.
Il renvoie à un sujet qui subit un effet ou en bénéficie : I am interested
I think the book is very interesting = I’m very interested in the book.
J’APPRENDS DU VOCABULAIRE
Exercice 1
(Il existe aussi une version interactive en ligne de cet exercice).
Look at the pictures, listen and repeat.
(Regarde les images, écoute et répète).
1 2 3
4 5 6
Exercice 2
Exercice 3
Match the English words to their French translation.
(Associe les mots anglais à leur traduction française.)
era • • frisson
the upper-class • • la classe ouvrière
the lower-class • • colonne vertébrale
shiver • • époque
spine • • lutte
struggle • • la bourgeoisie
CNED ANGLAIS – Unité 2 - Séance 1 – 3e 51

Teacher
Now listen to the conversation between Susan and Katie. Do not hesitate to listen to it several times
before doing the exercises and try to find the words you have just reviewed.
(Maintenant écoute la conversation entre Susan et Katie. N’hésite pas à l’écouter plusieurs fois avant de
faire les exercices et essaie de repérer les mots que tu viens juste de revoir.)
Exercice 4
Listen to the audio and complete the chart.
(Écoute l’audio et remplis le tableau.)
Susan’s book Katie’s book

subject
period
place
people
view positive  negative  positive  negative 
Exercice 5
Read ‘‘Je sais déjà’’ again and fill in the gaps : ‘‘with the words fascinating / fascinated / boring / bored.’’
(Relis le « Je sais déjà » et remplis les trous : « wavec les mots fascinating / fascinated / boring / bored. »)
1- Katie is ……………………… by what she is reading.
2- She thinks that the book is really good. If anyone reads it, they’ll never get ………………………
3- Her mum doesn’t really understand what Katie finds so ……………………… in her book.
4- She prefers glamorous stories with aristocrats. She would certainly find Katie’s book ……………………
Teacher
You will now learn to highlight a topic you want to talk about. Do the following exercise, and then revise the
lesson in «Je retiens».
(Nous allons maintenant apprendre à mettre en relief un sujet dont nous voulons parler. Fais l’exercice
suivant, puis apprends ta leçon dans « Je retiens ».)

Exercice 6
Listen to what Katie says and answer the questions.
(Écoute ce que dit Katie et réponds aux questions.)
1- The sentence is  a question  not a question

2- What words does Katie use at the beginning of the sentence to emphasize the subject she is talking about?
…………………………………………………………………………………………………………………………………………………………………………
3- What would she say if she didn’t want to emphasize the subject she is talking about? Write the ‘‘standard’’
sentence:
…………………………………………………………………………………………………………………………………………………………………………
4- What are the two words that must be added to the ‘‘standard’’ sentence to obtain the ‘‘emphasized’’ sentence?
…………………………………………………………………………………………………………………………………………………………………………
JE RETIENS
Pour attirer l’attention de l’interlocuteur sur un point que tu considères important, il existe une construction
qui permet de présenter les choses en deux temps :
What + sujet + verbe + BE + GN

What I like is the way the writer describes 19th century London.
Attention cette structure n’est pas interrogative.
‘What’ en début de phrase sert ici à annoncer qu’on va aborder un point nouveau, et qu’il faut être attentif à
ce qui va être dit dans le reste de la phrase.
standard sentence emphasized sentence
(phrase standard) (phrase accentuée)
Your attitude surprises me. What surprises me is your attitude
Il est possible de changer l’ordre des mots de la phrase accentuée :

Your attitude is what surprises me.
Teacher
It’s time to check your knowledge by doing the following exercises on your booklet and online.
You can also check out “Le coin des curieux” online.
(Il est temps de vérifier tes connaissances en faisant les exercices suivants, sur ton livret et en ligne.
Tu peux aussi consulter « Le coin des curieux » en ligne.)
Exercice 7
Susan doesn’t like the same books as Katie. Look at the table below and play the role of Susan to tell us about
her own tastes. Use the same structure as Katie in Exercise 6 and speak out loud.
(Susan n’aime pas les mêmes livres que Katie. Regarde le tableau ci-dessous et joue le rôle de Susan pour nous parler de
ses propres goûts. Utilise la même structure que Katie dans l’exercice 6 et parle à voix haute.)
Susan likes She prefers
love stories stories about princes and princesses
romanticism stories about exotic places

Exercice A
Exercice A
LE COIN DES CURIEUX
Facts about Victorian England

Séance 2
Worlds apart
• J’apprends à comprendre un texte en repérant les idées principales.

• J’apprends à exprimer les notions de capacité, permission, contrainte,
obligation et absence d’obligation.
Teacher
In this unit, we’re going to look at the disparities between social classes in Victorian England, and notably their
impact on the lives of children.
You will read a text on this subject with the aim of understanding the main points.
To start, read "Je sais déjà", then do the exercises.
(Dans cette unité nous allons nous intéresser aux différences entre les classes sociales dans l’Angleterre
victorienne et notamment à leurs conséquences sur la vie des enfants.
Tu vas lire un texte sur ce sujet avec pour objectif d’en comprendre l’essentiel.
Pour commencer, lis « Je sais déjà », ensuite fais les exercices.)

JE SAIS DÉJÀ
Le conditionnel passé
Le conditionnel passé se forme avec WOULD + HAVE + participe passé.
Il est utilisé pour exprimer des occasions manquées et des hypothèses passées.
WOULD HAVE participe passé
They would have liked to come
They would have liked to come = Ils auraient aimé venir
Exercice B
Exercice 8
Exercice 9
Read the following text and fill in the table below, grouping the points covered in three themes or categories. It’s
up to you to decide what the three themes are and give them a title. Enter the corresponding paragraph numbers
under each heading.
(Lis le texte suivant puis remplis le tableau ci-dessous en regroupant les points abordés dans trois thèmes ou catégories.
C’est à toi de décider quels seront les trois thèmes et de leur donner un titre. Inscris sous chaque titre les numéros des
paragraphes correspondants.)
title: title: title:
paragraph
numbers
Worlds apart
1. Most poor Victorian children never went to school. As soon as they were old enough to earn money for their
families, they were forced to work. Only upper and middle class children went to school.
2. So, in early Victorian England, lower class children, who had to earn money, were not able to read or write.
3. Children from rich families didn’t have to go to school. Instead they were taught at home by a governess until
they were 10 years old. Once a boy turned ten, he was sent to Public Schools like Eton or Harrow. There were
very few schools available for girls, however, until near the end of the Victorian era. Rich girls were mostly
educated at home.
4. Rich kids had an easy life. They ate good, healthy food and had servants to look after them. They could play as
long as they wanted with beautiful, expensive toys. They were allowed to have pets, even big ones like ponies for
example.
5. Lower class kids, on the other hand, could only dream of such a nice life. They had no toys. And if they had
had any, they would have been too tired to play with them after a day spent working at the factory, or sweeping
chimneys.
6. However, in the late 19th century, British society started to change. The Victorians soon realized that it was
important for people, including the lower class, to be able to read and write, and education became more
important. The church of England became active in this field and built ‘National schools’ which taught children
the ‘three Rs’: reading, writing, arithmetic. Religion was taught too.
7. In the 1880s, school became mandatory. All children had to attend school until they were 10 years old. In 1889,
new laws made it clear that all children under 12 had to go to school, and in 1891, schools became free.
Exercice 10
To summarize the text quickly, note for each social class 3 expressions that highlight the inequalities between
the lower classes and the upper classes.
(Pour résumer rapidement le texte, relève pour chaque classe sociale 3 expressions qui mettent en évidence les
inégalités entre les classes inférieures et les classes supérieures.)
Lower class kids Upper class kids
................................................................................ ................................................................................
................................................................................ ................................................................................
................................................................................ ................................................................................

Exercice 11
Use the text to rank the following expressions in either of the columns below.
(Appuie-toi sur le texte pour classer les expressions suivantes dans l’une ou l’autre des colonnes ci-dessous.)
weren’t able to - could - had to - were allowed to - were forced to - didn’t have to
absence d’obligation, de
obligation, impossibilité ou
contrainte ou de possibilité
contrainte, nécessité incapacité
nécessité
Exercice 12
Imagine that you are a boy or a girl having grown up in Victorian England. You are now a teenager and you are
telling about your childhood. You can choose to be a rich child or a poor child. Use the vocabulary of the text and
everything you learned in this lesson. Speak out loud.
(Imagine que tu es un garçon ou une fille ayant grandi dans l’Angleterre Victorienne. Tu es maintenant adulte et tu
racontes ton enfance. Tu peux choisir d’être un enfant riche ou un enfant pauvre. Sers-toi du vocabulaire du texte et de
tout ce que tu as appris dans cette séance. Parle à voix haute.)
Teacher
It’s time to check your knowledge by doing the following exercises on your booklet and online.
JE RETIENS
(1) He could swim a distance of 10 miles without

On utilise COULD pour exprimer (1) la capacité ou (2) getting tired.
la permission de faire quelque chose. (2) They could play as long as they wanted with
expensive toys.
On peut utiliser alternativement BE ABLE TO pour
Lower class children were not able to read or write.
exprimer une capacité.
They were allowed to have big pets like ponies for
Et BE ALLOWED TO pour exprimer une permission.
example.
BE FORCED TO exprime la contrainte. They were forced to work.
Enfin, HAVE TO exprime l’obligation à la forme posi-
They had to attend school until they were 10.
tive.
Et l’absence d’obligation à la forme négative. They didn’t have to go to school.
Exercice C
Exercice B

Exercice 13
Match the phrases on the right with the phrases on the left to make meaningful sentences.
(Associe les parties de phrases à droite avec celles de gauche pour former des phrases correctes.)
I was tired but • • then I must say «No».

My car was dirty yesterday so • • to attend.
If I’m forced to answer • • I had to wash it.
It was very clean so • • of severe wounds on their feet.
Journalists weren’t allowed • • I couldn’t sleep.
They were not able to walk because • • I didn’t have to wash it.
LE COIN DES CURIEUX
Victorian England

Séance 3
Child labour
• Je découvre les conditions de vie des enfants pauvres

au 19ème siècle.
• Je revois la voix passive.
A chimney sweep
Teacher
We are going to look at the living conditions of working-class children in the 19th century.
To start, read ‘Je sais déjà’ and then do the exercises.
(Nous allons nous intéresser aux conditions de vie des enfants issus de la classe ouvrière au 19ème siècle.
Pour commencer, lis ‘Je sais déjà’ puis fais les exercices.)

JE SAIS DÉJÀ
Les adjectifs opposés

Comment transformer un adjectif (ex : possible) en son adjectif opposé (impossible) ?
Tu connais déjà im- et in- que l’on utilise aussi en français. En anglais, cela donne :
polite  impolite
discreet  indiscreet
Mais en anglais on utilise également un- pour certain adjectifs :
usual  unusual
believable  unbelievable
Since
Since a 2 significations possibles en anglais. Tu connais sans doute celle qui est traduite par ‘depuis’ : I’ve lived in
London since 2015 (J’habite à Londres depuis 2015.)
Mais connais-tu since quand il signifie ‘puisque’ ? :
Since they were small, they could do things adults couldn’t do.
(Puisqu’ils étaient petits, ils pouvaient faire des choses que les adultes ne pouvaient pas faire.)
Exercice 14
(Regarde les images, écoute et répète.)
1 2 3
6
4 5
Exercice 15

Exercice 16
child labour • • broyer

chimney sweep • • filature
factory • • glissant
textile mill • • ramoneur
to crush • • le travail des enfants
slippery • • usine
Teacher
Now listen to the conversation between Katie and Mr. Morgan. Do not hesitate to listen to it several
times while doing the following exercise. After that, learn the lesson in ‘Je retiens’.
(Maintenant écoute la conversation entre Katie et M. Morgan. N’hésite pas à l’écouter plusieurs fois en
faisant l’exercice qui suit. Après cela, apprends la leçon dans ‘Je retiens’.)
Exercice 17
Listen to the audio and write down everything you’ve heard about the jobs working-class children had to do.
(Écoute l’audio et écris tout ce que tu as entendu sur les différents travaux que les enfants de la classe ouvrière devaient
accomplir.)
...........................................................................................................................................................................................
...........................................................................................................................................................................................
...........................................................................................................................................................................................
...........................................................................................................................................................................................
...........................................................................................................................................................................................
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JE RETIENS
La voix passive
En anglais comme en français, il y a deux voix, qui sont la voix active et la voix passive. Elles indiquent si le
sujet fait l’action ou subit l’action.
• Quand le sujet fait l’action, c’est la voix active :
The employer pays his employee.

The employer est le sujet, c’est lui qui fait l’action (payer ses employés).
• Quand le sujet subit l’action, c’est la voix passive :
The employee is paid by his employer.
sujet BE + participe passé
Ici, le sujet (The employee) subit l’action (il est payé par son employeur).
BE peut être conjugué à tous les temps, en fonction du contexte.
Teacher
It’s time to check your knowledge by doing the following exercises in your booklet and online.
Exercice 18
The sentences below are taken from the dialogue. Listen to the audio again and complete the sentences using
one word per gap. You must use the same words as in the dialogue.
(Les phrases ci-dessous sont extraites du dialogue. Écoute à nouveau l’audio et complète les phrases en utilisant un mot
par trou. Tu dois utiliser les mêmes termes que dans le dialogue.)
1- Children …………. …………. …………. work as soon as they could walk.
2- Child labour …………. …………. normal and natural.
3- If they didn’t want to work, they …………. …………. .
4- They were cheap labour, they …………. …………. …………. as much as adults.
5- They …………. …………. to clean machines that were still running.
Exercice D
Exercice 19
Complete the sentences. Each gap can contain one or more words.
(Complète les phrases. Chaque espace peut contenir un ou plusieurs mots.)
In ……………….. England, in most ……………….. families, kids sometimes were ……………….. as soon as they could walk.
And when they reached the age of ……………….. or ……………….., most of them were employed in factories or down
the mines. The ……………….. they did were often very dangerous, and there were many ……………….. Employers didn’t
have to pay the kids ……………….. they paid adults.

Exercice 20
Match the elements of the 1st column with those of the 2nd.
(Associe les éléments de la 1ère colonne avec ceux de la 2ème.)
They were employed • • if they refused to work.

They were forced to • • play or stay home doing nothing.
They were beaten • • do very dangerous things.
They were paid • • in factories or down the mines.
They were not allowed to • • very little money for their work.
Exercice C
Exercice 21
Exercice 22
Katie now knows why two books on Victorian England can present two contradictory visions of the life of people
at the time. Susan has come home from work. Play the role of Katie and explain to your mother that the life of
the poor children in those days were very different from those described in the book she has read. Speak out
loud.
(Katie sait maintenant pourquoi 2 livres sur l’Angleterre Victorienne peuvent présenter 2 visions contradictoires de la
vie des gens de l’époque. Susan est rentrée du travail. Joue le rôle de Katie et explique à ta mère que la vie des enfants
pauvres de l’époque était bien différente de celle décrite dans le livre qu’elle a lu. Parle à voix haute.)
LE COIN DES CURIEUX
Child labour in the 19th century

Séance 4
On the bright side
• Étude de texte : j’apprends à identifier le ton et le point de vue

du narrateur.
• Je revois le past perfect.
Teacher
Katie’s teacher asked her to choose a text about life in Victorian times, and to present it in an oral report to the
class.
Before discovering the text chosen by Katie, read ‘Je sais déjà’ and revise a few words of vocabulary.
(Le professeur de Katie lui a demandé de choisir un texte sur la vie à l’époque Victorienne, et de le
présenter à l’oral en classe.
Avant de découvrir le texte choisi par Katie, lis ‘Je sais déjà’ et révise quelques mots de vocabulaire.)

JE SAIS DÉJÀ
Present perfect avec ‘just’

Pour exprimer une action qui vient juste de se produire, tu dois utiliser le present perfect avec ‘just’ :
HAVE JUST participe passé
I have just seen Pam walking past the window.
‘just’ se place entre l’auxiliaire HAVE et le participe passé du verbe.
Exercice 23
1 2 3
4 5
6
Exercice 24
Exercice 25
to light up / lit • • allumer / éteindre

light bulb • • un flou / flouté
to switch on / switch off • • éclairer / éclairé
candle • • appareil photo en bois
blur / blurred • • ampoule électrique
wooden camera • • bougie

Teacher
Read the text chosen by Katie. Read it very carefully before doing the exercises and find the words
you have just reviewed.
(Lis le texte choisi par Katie. Lis-le très attentivement avant de faire les exercices et repère les mots que tu
viens juste de revoir.)
Victorian Inventions
When you switch on the light in your home, or the next time your parents drive you somewhere, or if you’re
buying the latest digital camera or mobile phone, think about this: much of the modern environment you live
in was invented during the 19th century.
If you are not convinced, let’s pretend time travel has just been invented: how about taking a trip back in
time, to see what the streets of London–not the East End, of course–looked like in… 1886?
The Victorian age was a time of change and progress, making life easier for many people–at least for those
with money.
During Queen Victoria’s reign, travelling, which had so far been a luxury, became a popular habit–easy and
affordable. Thanks to the steam trains, British people could leave the city and spend a pleasant afternoon in
the countryside.
The fast-growing railway system changed the vision British people had of their country. It became possible to
go from one city to another and visit friends and relatives living 50 or 100 miles away in just a few hours.
Let’s take a walk, now…
On a sunny day, you might see a photographer in a garden or a public park, taking pictures of a family on
some special occasion–a wedding, maybe. They’re all dressed in their best clothes, and they must stand still in
front of the big wooden camera for a long, long time, otherwise the picture will be blurred!
Don’t forget to look left as you cross the street. Why? Because you don’t want to be knocked down by some
crazy fellow riding his gigantic bicycle with one large wheel in front and a ridiculously small one at the back,
or–even worse–by one of those insane rich men on their noisy machines called “automobiles”. Those lunatics
often forget that they have to be announced by a man walking in front of their cars and holding a red flag to
warn pedestrians of the danger!
You might want to phone your relatives–your ancestors in fact–to inform them of your arrival. Yes, the
telephone has been invented, but you won’t find one easily, unless you meet one of the few rich eccentrics who
have one. Perhaps you’d better send a telegram.
Do you have rich ancestors? If so, you might be surprised to see that they live in a comfortable modern home,
and that their house is lit, not by traditional gas or candle light, but by one of the latest inventions– an electric
light bulb!
You see, living in Victorian London could be pleasant indeed, as long as you had enough money to enjoy it.
Why would you want to go back to the present time, then?
You’ve already guessed the answer. In Victorian England, there was no TV, no computers, no video games!

Exercice 26
Now list all the inventions and their consequences on the lives of Victorian people mentioned in the text, and
according to the author. An example is given.
(Maintenant, liste toutes les inventions et leurs conséquences sur la vie des gens à l’époque de Victoria mentionnées dans
le texte, et selon l’auteur. Un exemple t’est donné.)
invention people concerned consequences

‘insane’ rich men,
1 the automobile danger, noise
‘lunatics’
2
3
4
5
6
Exercice 27
Katie knows she will be interviewed by her teacher about what she has learned from the article. Help her
prepare her oral presentation from the data in the table you have just completed. When you’re done, say it out
loud.
(Katie sait qu’elle sera interrogée par son professeur sur ce qu’elle a retenu de l’article. Aide-la à préparer son
intervention orale à partir des données du tableau que tu viens de compléter. Quand tu as fini, dis-le à voix haute.)
Tu peux utiliser les mots suivants si tu veux. Si tu hésites sur certaines
constructions, aide-toi du texte.
the wealthiest people the poor
people of the upper-class people of the lower-class
there were could could (not) afford
Teacher
Now that you have explored the content of the text, let’s look at the writer’s tone and point of view.
(Maintenant que tu as exploré le contenu du texte, intéressons-nous au ton et au point de vue de l’auteur.)
Exercice 28
a) Who does the pronoun ‘‘you’’ in the text refer to?
(À qui se réfère le pronom « you » dans le texte ?)
 Victorian people  the narrator of the text
 the person who reads the text  no-one in particular
b) Read this paragraph again. Which two inventions does the word ‘‘danger’’ refer to?
(Relis ce paragraphe. À quelles deux inventions se réfère le mot « danger » ?)
Don’t forget to look left as you cross the street. Why? Because you don’t want to be knocked down by some
crazy fellow riding his gigantic bicycle with one large wheel in front and a ridiculously small one at the back,
or–even worse–by one of those insane rich men on their noisy machines called “automobiles”. Those lunatics
often forget that they have to be announced by a man walking in front of their cars and holding a red flag to
warn pedestrians of the danger!
…………………………………………………………………………………………………………………………………………………………………………

c) Do you think this description is objective? Do you think roads were dangerous in the 1880s? Why not?
(Penses-tu que cette description est objective ? Penses-tu que les routes étaient dangereuses dans les années 1880 ?
Pourquoi pas ?)
…………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………………………………………………………………
d) Draw a picture of the bicycle mentioned in the paragraph.
(Dessine la bicyclette décrite dans le paragraphe.)
…………………………………………………………………………………………………………………………………………………………………………
e) - In the same paragraph, can you find 2 words expressing the same idea as ‘‘crazy’’?
(Dans ce même paragraphe, peux-tu trouver 2 mots exprimant la même idée que « crazy » ?)
…………………………………………………………………………………………………………………………………………………………………………
- Why do you think the writer used these 2 words?
(Pourquoi penses-tu que l’auteur a utilisé ces 2 mots ?)
…………………………………………………………………………………………………………………………………………………………………………
f) Through this example, we can see that the tone of the passage is:
(À travers cet exemple, on peut voir que le ton du passage est :)
 very serious  pejorative  neutral
 humorous  purely informative
g) In your opinion, what is the author’s view about Victorian society?
(À ton avis quel est le point de vue de l’auteur sur la société victorienne?)
 admiring  critical  neutral
Teacher
Let’s do some grammar. Do the following exercises, and then learn the lesson in ‘Je retiens’.
Don’t forget ‘Le coin des curieux’ after doing the exercises online.
(Faisons un peu de grammaire. Fais les exercices suivants, puis apprends la leçon dans ‘Je retiens’.
N’oublie pas ‘Le coin des curieux’ après avoir fait les exercices en ligne.)
Exercice 29
In the following paragraph, find the verb in the past perfect. What period on the time scale is it referring to?
Show the relevant period on the drawing below.
(Dans le paragraphe suivant, relève le verbe conjugué au past perfect. À quelle période sur l’échelle du temps fait-il
référence ? Indique la période concernée sur le dessin ci-dessous.)
During Queen Victoria’s reign, travelling, which had so far been a luxury, became a popular habit–easy and
affordable. Thanks to the steam trains, British people could leave the city and spend a pleasant afternoon in
the countryside.
Présent
Passé Futur

Exercice 30
Exercice E
Exercice D
JE RETIENS
Le past perfect
Le past perfect se construit avec had + participe passé.
Quand nous parlons d’un événement situé dans le passé, on utilise le past perfect pour se projeter dans un
passé antérieur à celui dont nous parlons. En d’autres termes, on l’utilise pour parler d’un événement situé
avant un événement passé qui fait référence.
Sur l’échelle du temps, si l’on considère que le moment présent, c’est-à-dire le moment où l’on parle, est
T=0
Le passé dont nous parlons est T – 1 et son passé antérieur (= Past Perfect) est T – 2.
Past Past Present
perfect simple simple
Passé Futur
T-2 T-1 T=0
LE COIN DES CURIEUX
Great British inventions in the 19th century

Séance 5
On the dark side
• Je découvre le quotidien des gens au 19ème siècle dans le

quartier de East End à Londres.
• Je revois la voix passive au passé.
• Je revois l’expression de l’obligation au passé.
Teacher
After studying the text on inventions, Katie’s teacher showed a documentary on the East End in the 1880s.
Before listening to this documentary, you will review some verbs that will be useful to you. But first, read
‘Je sais déjà’.
(Après l’étude du texte sur les inventions, le professeur de Katie a diffusé un documentaire sur l’East End
dans les années 1880. Avant d’écouter ce documentaire, tu vas réviser quelques verbes qui te seront utiles.
Mais d’abord, lis « Je sais déjà »)

JE SAIS DÉJÀ
Les adjectifs opposés

Dans la séance 3, nous avons vu les adjectifs opposés dont les formes négatives se construisent avec les préfixes
im-, in- et un-.
Il existe un 4ème groupe : les adjectifs qui se construisent avec les suffixes –ful et –less.
En voici 2 exemples :
hopeful (plein d’espoir)  hopeless (sans espoir / désespéré)

careful (prudent)  careless (imprudent)
Exercice 31
1 2 3
4 5 6
Exercice 32
Exercice 33
to support • • mendier
to spread • • subvenir aux besoins
to beg • • gagner sa vie
to run out • • faire face
to cope • • manquer / s’épuiser
to earn a living • • se répandre

Exercice 34
Listen to the documentary and complete the chart. In the right-hand column, enter all the information relating to
the nouns from the left-hand column.
(Écoute le documentaire et complète le tableau. Dans la colonne de droite, inscris tous les renseignements
qui se rapportent aux noms situés dans la colonne de gauche.)
population
jobs
families
houses
health
crime
Exercice 35
Write the answers to these questions. Make sentences.
(Écris les réponses à ces questions. Fais des phrases.)
1- How many people lived in the East End? …………………………………………………..………………………………………………….....
2- What kind of people were they? …………………………………………………..…………………………………………………...................
3- Did they all have jobs? How else did they make money? …………………………………………………....................................
…………………………………………………………………………………………………………………………………………………………………………
4- How large were families? …………………………………………………..………………………………………………….............................
5- How big were the places they lived in? …………………………………………………..…………………………………………………........
Exercice 36
Match each sentence with the appropriate ending.
(Associe chaque phrase avec la fin qui lui correspond.)
More than half of the children born in the
• • with vermins and insects.
East End
They hardly ever washed • • died before the age of 5.
In order to eat, they were forced to • • on a day-to-day basis.
beg money or become
Those rooms were often infested • •
pickpockets.
They lived • • or changed clothes.
Exercice 37
Listen to the documentary once again and use the words below to say what opinion the general population of
London had of the East End. Speak out loud.
(Écoute le documentaire une fois de plus et utilise les mots ci-dessous pour dire quelle opinion la population de Londres
avait de l’East End. Parle à voix haute.)
couldn’t intolerable needed situation accept be done

Teacher
We will now learn how to express obligation in the past tense, and at the same time revise the passive voice.
(Nous allons maintenant apprendre à exprimer l’obligation au passé, et en même temps réviser la voix
passive.)
Exercice 38
JE RETIENS
L’obligation au passé
Pour exprimer l’obligation au passé, on utilise HAD TO + base verbale à toutes les personnes :
She had to tell the truth.
L’absence d’obligation au passé s’exprime en ajoutant l’auxiliaire DID à la forme négative :
She didn’t have to tell the truth.
Alternativement, on peut utiliser les expressions :
be forced to / be made to / be compelled to / be obliged to
Ces expressions présentent des nuances. Be forced to et be made to indiquent que l’obligation que l’on reçoit
est extérieure et indépendante de notre volonté : on n’a pas le choix.
He was disgusted but he was forced to eat the full plate.
She was made to clean her room.
Be compelled to et be obliged to peuvent être plus nuancés, notamment lorsqu’on les utilise avec le verbe
FEEL : feel compelled to / feel obliged to
Dans ce cas, l’obligation peut venir de soi-même :
I felt obliged to do it because I knew no one else could do it.
I didn’t have to, but I felt compelled to tell her the truth.
Teacher
It’s time to check your knowledge by doing the following exercises online. You can also check out
“Le coin des curieux”.
(Il est temps de vérifier tes connaissances en faisant les exercices suivants en ligne. Tu peux aussi
consulter « Le coin des curieux ».)
Exercice F
Exercice E
Exercice 39

LE COIN DES CURIEUX
Jack the Ripper

Séance 6
A mystery
• Je poursuis la découverte de Jack l’Éventreur.
• Je revois le questionnement au passé.
Teacher
Katie passed on her passion for the East End of Victorian London to Ethan. He has been very interested in it since
he discovered the story of Jack the Ripper. He found a book that makes him live the events as if he were there.
Follow him on this adventure.
Start by reading the first page of Ethan’s book, ‘A case that has never been solved’, then do the
following exercises.
(Katie a transmis sa passion pour l’East End de Londres à l’époque victorienne à Ethan. Il s’y intéresse de très
près depuis qu’il a découvert l’histoire de Jack l’Éventreur. Il a trouvé un livre qui lui fait vivre les événements
comme si il y était. Accompagne-le dans cette aventure.
Commence par lire la première page du livre d’Ethan, ‘A case that has never been solved’, puis fais les exercices
suivants.)

Exercice 40
Read the text and then do the crossword. All the words are drawn from the text.
(Lis le texte puis fais les mots croisés. Tous les mots sont issus du texte.)
A case that has never been solved…
Between August and November 1888, in the dark streets of London’s East End, a series of hideous murders were
committed. Five women at least were murdered in the most brutal way imaginable. Still today, more than a hundred
and thirty years later, the story of Jack the Ripper remains a mystery.
You’re about to enter the hideous but fascinating world of Jack the Ripper, the most famous murderer of all time.
Professional and amateur detectives have tried to solve the mystery for over a hundred years, but they have failed.
Why, 130 years later, is Jack the Ripper still as popular a subject as he was in Victorian London?
Probably because he came from out of the fog, all dressed in black, killed his victims in the most savage way
imaginable, and disappeared in the dark without a trace. Nobody ever saw him clearly, and the descriptions given by
the few witnesses were incomplete and often contradictory.
The murders created panic in the streets of Whitechapel and nobody wanted to stay outside after dark.
The police were everywhere. Inspectors were tracking down suspects, interrogating witnesses again and again. But
the results were no good. Public opinion was very critical of the police’s action, and so was Queen Victoria!
Across Down
1. Persons who were killed A. Murder
2. Killer B. Asking questions
3. Meteorological phenomenon reducing C. When the police find the murderer, the
visibility case is …
4. Persons who have seen a crime or an D. Police officer
accident happen
5. Killed
6. Horrible, atrocious
B C
1
3 D

Exercice 41
Another woman has been murdered in Whitechapel. You are a
detective and you are on your way to Whitechapel to question a
witness, Mr. Hopkins. Ask him a few questions about what he saw
or heard. Ask him about the suspect and anything that can help
the investigation. Write down the questions.
(Une autre femme a été assassinée à Whitechapel. Tu es un détective
et tu es en route pour Whitechapel pour interroger un témoin, M.
Hopkins. Pose-lui quelques questions sur ce qu’il a vu ou entendu.
Interroge-le sur le suspect et sur tout ce qui peut aider l’enquête.
Écris les questions.)
1- ………………………………………………………………………………………………….………………………………………………………………........
2- ………………………………………………………………………………………………….………………………………………………………………........
3- ………………………………………………………………………………………………….………………………………………………………………........
4- ………………………………………………………………………………………………….………………………………………………………………........
5- ………………………………………………………………………………………………….………………………………………………………………........
Exercice 42
When you arrive in Whitechapel, your colleague Inspector Johnson is already there and has started
questioning Mr. Hopkins. Listen to their conversation and fill in the chart.
(Quand tu arrives à Whitechapel, ton collègue l’inspecteur Johnson est déjà sur place et a commencé à
interroger Mr. Hopkins. Écoute leur conversation et remplis le tableau.)
Information needed Inspector Johnson’s questions Information obtained

name
age
date and place of birth
job
marital status
children
noises
physical details on suspect
time of events
links with victim
Teacher
Now read ‘Je retiens’ and check your knowledge by doing the following exercises. At the end of
this lesson, you can go check out “Le coin des curieux” online.
((Maintenant lis ‘Je retiens’ et vérifie tes connaissances en faisant les exercices suivants. À la fin de cette
leçon, tu pourras aller consulter « Le coin des curieux » en ligne.)

JE RETIENS
Le questionnement au passé
Cas du verbe BE Pour tous les autres verbes

On intervertit le sujet et BE On utilise DID pour construire la question
Where were you last night at 11:30? When did you see the victim for the last
Was the victim a friend of yours? time?
Did the suspect speak to you?
Quand le sujet de la phrase est who ou what, on n’utilise pas DID :

• Who saw the victim for the last time?
• What happened?
Si who ou what sont objets, et non pas sujets, il faut alors utiliser DID :
• Who did the suspect see for the last time?
• What did you tell him?
Exercice G
Exercice F
Exercice 43
Put the words in order to form a correct sentence.
(Mets les mots dans l’ordre pour former une phrase correcte.)
did / home / What / go / they / time
Exercice 44
Listen to the following questions and repeat them, trying to imitate the intonation as best you can.
(Écoute les questions suivantes et répète-les en t’efforçant d’imiter le mieux possible l’intonation utilisée.)
Questions ouvertes (WH/how)  Questions fermées (Do / did…?)
What did he look like?

Did you know the victim?
How old are you?
Did you hear anything strange?
What time did it happen?
Courbe questions ouvertes Courbe questions fermées

Exercice 45
At the crime scene in Whitechapel, there is a second witness. You decide to question her yourself. Listen to her
answers and write them down in the table below. Then use the blanks in the recording to ask the questions
matching her answers. Speak out loud.
(Sur la scène du crime à Whitechapel, il y a un deuxième témoin. Tu décides de l’interroger toi-même. Écoute ses
réponses et note-les dans le tableau ci-dessous. Ensuite, utilise les blancs dans l’enregistrement pour poser les
questions correspondantes à ses réponses. Parle à voix haute.)
Information needed Witness’s answers

name
age
date and place of birth
job
marital status
children
noises
physical details on suspect
time of events
links with victim
LE COIN DES CURIEUX
Whitechapel 1888

Séance 7
Investigating
• J’apprends à repérer l’idée directrice d’un article

de presse.
• J’apprends à construire des adjectifs composés

pour décrire les gens.
Teacher
In this lesson, you will continue to play the role of a detective. Indeed a new murder has been
committed. The press commented on this horrific crime and revealed the existence of a letter
that the murderer has sent to the police. Read the article and do the following exercises.
(Dans cette séance, tu vas continuer à jouer le rôle de détective. En effet un nouveau meurtre a été
commis. La presse a commenté ce crime horrible et a révélé l’existence d’une lettre que l’assassin a
envoyée à la police. Lis l’article de presse et fais les exercices qui suivent.)

Police clueless after receiving Ripper letter
1- Another atrociously mutilated body was found this morning in the Whitechapel area. The victim was, just like
the other four, one of the poorest women in the East End, leaving the police unable to understand why the
murderer attacked her with such brutality.
2- As was already the case with the less recent murders, the police have not been able to collect precise
information from witnesses. The murderer has been described as a tall, elegant man in a black suit and a top
hat. This description remains too vague to be really useful.
3- Therefore, the police are still unable to find the murderer, and no significant step has been taken towards
solving the case.
4- To add to the police’s growing embarrassment, another extremely disturbing event took place this morning.
Police headquarters received a letter from Jack the Ripper himself! Although it is impossible to make sure that
the letter is authentic, its very existence suggests that the five murders were committed by the same individual.
5- The message was not supposed to be made public, but thanks to undisclosed sources, we are able to reveal it
to our readers. Here is an extract of the original message, written with red ink and addressed to the Chief of
Police:
Dear Boss,
I keep on hearing that the police is about to catch me but they won’t fix me yet.
You keep talking about being on the right track… What a joke!
[…]
I love my work and will do it again. You will soon hear of me.
[…]
My knife is nice and sharp and I’ll be back to work very soon.
Good luck!
Yours truly,
Jack the Ripper.
6- It is self-evident that more policemen should be sent to patrol the streets of the East End. Our citizens are
demanding immediate government action to arrest the killer. They want more policemen and they want them
better equipped. The current situation is intolerable.

Exercice 46
To fully understand this newspaper article, we must identify the main ideas. Complete the table below for each
of the six paragraphs.
(Pour bien comprendre cet article de presse, il faut en dégager les idées principales. Complète le tableau ci-dessous pour
chacun des six paragraphes.)
§ idée principale expressions utilisées
Exercice 47
Teacher
We will now turn to compound adjectives that we use to describe people. Do the following exercises
and then learn the lesson in ‘Je retiens’.
(Nous allons maintenant nous intéresser aux adjectifs composés que l’on utilise pour décrire des personnes.
Fais les exercices suivants puis apprends la leçon dans ‘Je retiens’.)
Exercice 48
Inspector Johnson is requesting help from a psychologist, Dr. Ebbert, in order to try to better understand the
personality of the murderer. Listen to their conversation and fill in the table below. The 1st line of the table has
been filled in for you.
(L’inspecteur Johnson requiert l’aide d’un psychologue, le docteur Ebbert, afin de tenter de mieux cerner la personnalité
de l’assassin. Écoute leur conversation et remplis le tableau ci-dessous. La 1ère ligne du tableau est déjà remplie.)
Clues Facts about Jack the Ripper Interpretation

letter He has sent a letter to the police He’s having fun. He may be crazy
dress
hand
education
money stolen?
mistakes are made?

Exercice 49
Which adjectives did you pick up to describe the hand with which he writes and the way he is dressed? These two
adjectives are compound adjectives.
(Quels adjectifs as-tu relevé pour décrire la main avec laquelle il écrit et la façon dont il est habillé ? Ces deux adjectifs
sont des adjectifs composés.)
...........................................................................................................................................................................................
...........................................................................................................................................................................................
Teacher
Now read ‘Je retiens’ and do the following exercises. At the end of this lesson, check out
“Le coin des curieux” online and you’ll discover the true identity of Jack the Ripper.
(Maintenant lis ‘Je retiens’ et fais les exercices suivants. À la fin de cette leçon, va consulter
« Le coin des curieux » en ligne et tu découvriras la véritable identité de Jack l’Éventreur.)
JE RETIENS
Les adjectifs composés en -ed

Les adjectifs ‘well-dressed’ et ‘left-handed’ sont des adjectifs composés en -ed.
A well-dressed person is someone who dresses well.
A left-handed person is someone who uses his left hand to write.
adjectif composé = adjectif + nom + -ed

well-dressed = well + dress + -ed
left-handed = left + hand + -ed
Quelques exemples
A blond-haired lady
A brown-eyed boy
A one-eyed sailor
A broad-shouldered truck driver
Dark-skinned people
?
I am blond-haired = I have blond hair
Il existe d’autres constructions possibles pour les adjectifs composés :
- adj + adj : light-green - adj + V-ing : good-looking
- nom + adj : snow-white - nom + part passé : handmade
- nom + V-ing : man-eating (shark) - adj + part passé : quick-frozen
Exercice H

Exercice G
Exercice 50
Describe yourself out loud. Start with your height and weight, then use compound adjectives to indicate the color
of your hair and eyes, and which hand you write with.
(Décris-toi à voix haute. Commence par ta taille et ton poids, puis utilise des adjectifs composés pour indiquer la couleur
de tes cheveux et de tes yeux, et avec quelle main tu écris.)
LE COIN DES CURIEUX
Jack the Ripper

Séance 8
Je m’évalue
• Je m’évalue.
Teacher
Read carefully all the lessons in this unit before you start. This recap is very important; since it
allows you to check that you have understood and memorized all the new subjects we have
studied together.
Do the following exercises.
(Relis attentivement toutes les séances de cette unité avant de commencer. Cette séance est très importante,
car elle te permet de vérifier que tu as compris et retenu les points abordés dans le cours. Fais les exercices
qui suivent.)

Exercice 51
Change the following sentence by drawing the attention of your interlocutor to something you consider
important: their attitude.
(Transforme la phrase suivante en attirant l’attention de ton interlocuteur sur un point que tu considères important : son
attitude.)
I’m bothered by your attitude: ……………………………………………………………………….………………………………………………………..
Exercice I
Exercice H
Exercice 52
Exercice 53
Put the sentences in the passive voice.
(Mets les phrases à la voix passive.)
1- Your son broke my kitchen window this morning.

…………………………………………………………………………………………………………………………………………………………………………
2- His behavior annoyed me.

…………………………………………………………………………………………………………………………………………………………………………
3- The mechanic fixed my car last week.

…………………………………………………………………………………………………………………………………………………………………………
4- They invited us for dinner.

…………………………………………………………………………………………………………………………………………………………………………
5- They sent me a lot of information.

…………………………………………………………………………………………………………………………………………………………………………
Exercice 54
Drag and drop the words into the correct order to make a sentence. Use the punctuation as a help: capital letter,
comma and full stop.
(Mets les mots dans le bon ordre pour faire une phrase correcte. Aide-toi de la ponctuation : majuscule, virgule et point
final.)
finished / the / rang, / homework. / my / When / had / bell / I
Exercice 55
Once again, take up the role of a detective and question a witness about a crime that happened at his office
yesterday. Ask him out loud (1) ‘‘à quelle heure il est arrivé au bureau, (2) s’il a entendu ou vu quelque chose
d’inhabituel et (3) qui a découvert le corps de la victime’’.
(Reprends le rôle de détective et interroge un témoin sur un crime qui s’est passé à son bureau hier : demande lui (1) à
quelle heure il est arrivé au bureau, (2) s’il a entendu ou vu quelque chose d’inhabituel et (3) qui a découvert le corps de la
victime.)

Exercice 56
Complete the following sentences with compound adjectives.
(Complète les phrases suivantes avec des adjectifs composés.)
1- A giraffe has a long neck. It is a ………………..……………….. animal.
2- Their child has a very bad temper. He is a ………………..……………….. child.
3- An actor that everybody knows is a ………………..……………….. actor.
4- His mother is 40 years old (middle age). She is a ………………..……………….. lady.
5- My dog has got short legs. He is a ………………..……………….. dog.

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Sommaire

Unité 2 : 19th century England

Séance 1 : 19th century London

Séance 2 : Worlds apart

Séance 3 : Child labour

Séance 4 : On the bright side

Séance 5 : On the dark side

48 CNED ANGLAIS – Sommaire Unité 2 – 3e

• Je découvre un aspect de Londres au 19e siècle

CNED ANGLAIS – Accueil Unité 2 – 3e 49

• Je découvre un aspect de Londres au

In this unit, we will discover an aspect of 19th century England. This

50 CNED ANGLAIS – Unité 2 - Séance 1 – 3e

Participes présent et passé

CNED ANGLAIS – Unité 2 - Séance 1 – 3e 51

Susan’s book Katie’s book

52 CNED ANGLAIS – Unité 2 - Séance 1 – 3e

1- The sentence is  a question  not a question

What + sujet + verbe + BE + GN

Il est possible de changer l’ordre des mots de la phrase accentuée :

CNED ANGLAIS – Unité 2 - Séance 1 – 3e 53

LE COIN DES CURIEUX

Facts about Victorian England

54 CNED ANGLAIS – Unité 2 - Séance 1 – 3e

• J’apprends à comprendre un texte en repérant les idées principales.

CNED ANGLAIS – Unité 2 - Séance 2 – 3e 55

56 CNED ANGLAIS – Unité 2 - Séance 2 – 3e

(1) He could swim a distance of 10 miles without

CNED ANGLAIS – Unité 2 - Séance 2 – 3e 57

I was tired but • • then I must say «No».

LE COIN DES CURIEUX

58 CNED ANGLAIS – Unité 2 - Séance 2 – 3e

• Je découvre les conditions de vie des enfants pauvres

• Je revois la voix passive.

CNED ANGLAIS – Unité 2 - Séance 3 – 3e 59

Les adjectifs opposés

Mais en anglais on utilise également un- pour certain adjectifs :

60 CNED ANGLAIS – Unité 2 - Séance 3 – 3e

child labour • • broyer

CNED ANGLAIS – Unité 2 - Séance 3 – 3e 61

The employer pays his employee.

BE peut être conjugué à tous les temps, en fonction du contexte.

1- Children …………. …………. …………. work as soon as they could walk.

2- Child labour …………. …………. normal and natural.

3- If they didn’t want to work, they …………. …………. .

5- They …………. …………. to clean machines that were still running.

62 CNED ANGLAIS – Unité 2 - Séance 3 – 3e

They were employed • • if they refused to work.

LE COIN DES CURIEUX

Child labour in the 19th century

CNED ANGLAIS – Unité 2 - Séance 3 – 3e 63

• Étude de texte : j’apprends à identifier le ton et le point de vue

• Je revois le past perfect.

64 CNED ANGLAIS – Unité 2 - Séance 4 – 3e

Present perfect avec ‘just’

to light up / lit • • allumer / éteindre

CNED ANGLAIS – Unité 2 - Séance 4 – 3e 65

66 CNED ANGLAIS – Unité 2 - Séance 4 – 3e

invention people concerned consequences

CNED ANGLAIS – Unité 2 - Séance 4 – 3e 67

68 CNED ANGLAIS – Unité 2 - Séance 4 – 3e

T-2 T-1 T=0

LE COIN DES CURIEUX

Questions ouvertes (WH/how)  Questions fermées (Do / did…?)