4 An31 Te WB 01 19 U4 PDF

Sommaire
Unité 4
Canada .................................................................................. 131
Séance 1 : A big country.................................................................................... 132
Séance 2 : The Acadians ................................................................................... 137
Séance 3 : First Nations peoples....................................................................... 143
Séance 4 : The Wendat people.......................................................................... 148
Séance 5 : Resistance....................................................................................... 153
Séance 6 : Sports.............................................................................................. 158
Séance 7 : Maple syrup..................................................................................... 163
Séance 8 : Je m’évalue...................................................................................... 168
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 milieu 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).
130 CNED ANGLAIS – Unité 4 - Séance – 3e

Unité 4 :
Canada
Accueil
Canoes floating peacefully on Lake Louise (Banff National Park)
OBJECTIFS DE L’UNITÉ
• Je découvre le Canada
• Je découvre l’histoire des Acadiens
• Je découvre les peuples indigènes du Canada
• Je revois les ‘‘Questions words’’ et utilise le questionnement au passé
• Je découvre le personnage historique du chef indien Poundmaker
• Je découvre les sports les plus populaires au Canada
• Je découvre une spécialité canadienne : le sirop d’érable
• Je m’évalue
Résumé de l’unité : Le Canada
CNED ANGLAIS – Accueil Unité 4 – 3e 131

Séance 1
A big country
OBJECTIFS DE LA SÉANCE
• Je découvre le Canada
• Je revois la préposition ‘although’
• Je revois les wh- questions
Teacher
In this unit, we will get to learn more about Canada.
First read ‘‘Je sais déjà’’. Then, review a few words of vocabu-
lary that will be useful to you in this lesson and
take the quiz on Canada.
Unité 04 - Piste 01
(Dans cette unité, nous allons en apprendre davantage sur le Canada.

D’abord, lis «Je sais déjà ». Ensuite, revois quelques mots de vocabulaire qui te seront utiles dans cette
séance et fais le quiz sur le Canada.)
JE SAIS DÉJÀ
Comparatif de supériorité et superlatif
Le comparatif de supériorité pour les adjectifs courts se forme en ajoutant –er (ou –r) à la fin du mot : large → larger
Canada is larger than France.
Le superlatif pour les adjectifs courts se forme en ajoutant –est (ou –st) à la fin du mot : large → largest
Russia is the largest country in the world.
132 CNED ANGLAIS – Unité 4 - Séance 1 – 3e

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.)
head of state • • érable
stamp • • frontière
maple tree • • chute d’eau
maple leaf • • chef d’état
border • • feuille d’érable
waterfall • • timbre
CNED ANGLAIS – Unité 4 - Séance 1 – 3e 133

Exercice 4
Exercice 5
How much do you know about Canada? Do the following quiz.
(Que sais-tu sur le Canada ? Fais le quiz suivant.)
1- Which city is not in Canada?
o Quebec o Detroit o Montreal o Toronto o Calgary o Vancouver
2- Which of these is not a Canadian province?
o Manitoba o Ontario o Alberta o British Colombia o Michigan
3- What is the capital city?
o Montreal o Toronto o Calgary o Ottawa
4- What are the two official languages of Canada?
a- …………………………………… b- ……………………………………
5- Canada is bigger than the USA (in size)?

o true o false
6- The Great Lakes are a group of lakes on the border between Canada and the USA. Which one doesn’t belong to
the Great Lakes?
o Superior o Michigan o Winnipeg o Huron o Erie o Ontario
7- There are also famous waterfalls on the border between Canada and the USA. What are they called?
o Erie Falls o Michigan Falls o Manitoba Falls o Niagara Falls
8- The head of government in Canada is the prime minister. But who is the head of state?
......................................................................................................................................................................................
9- The symbol in the middle of the Canadian flag is a leaf. What tree does it come from?
......................................................................................................................................................................................
10- What’s the most popular sport in Canada?
......................................................................................................................................................................................
Teacher
Now read the information text on Canada and check your answers. After that, do the following exercises in your
booklet and online.
(Maintenant lis le texte informatif sur le Canada et vérifie tes réponses. Ensuite fais les exercices suivants
sur ton livret et en ligne.)
Facts about Canada
Canada is the second largest country in the world. Only Russia is bigger. Although
Canada is an enormous country the population is relatively small.
There are only 32 million Canadians!
Canada is a member of the British Commonwealth and the head of slate is Queen Elizabeth. Her image is on Canadian
stamps and the Canadian dollar, Canada has got two official languages, English and French. The federal capital is
Ottawa and the symbol of Canada is the maple leaf, present on the Canadian flag.

The country is divided into ten provinces; Alberta, British Columbia, Manitoba, New Brunswick, Newfoundland and
Labrador, Nova Scotia, Ontario, Prince Fdward Island, Quebec, and Saskatchewan. Three vast areas, Northwest
Territories, Nunavut, and Yukon make up the rest of Canada.
Canada has many lakes and five of them, called the Great Lakes, form part of the border with the USA. The Great
Lakes are lakes Superior, Michigan, Huron, Erie and Ontario. Canada is also famous for the huge waterfalls between
Lake Ontario and Lake Erie. Everybody has heard of the famous Niagara Falls!
Everybody has also heard of the Canadian winter. Canada gets a lot of snow and the winters can be really cold! In
some parts the winter lasts for almost six months. Maybe that’s why ice hockey is the most popular sport in Canada!
Exercice 6
Find in the text three synonyms other than ‘large’ and ‘great’ for ‘big’ or ‘very big’.
(Trouve dans le texte trois synonymes autres que ‘large’ et ‘great’ pour ‘grand’ ou ‘très grand’.)
a- ..................................... b- .......................................... c- .........................................
Exercice 7
Form four questions based on the following answers. Use the wh- question words from the quiz to help you.
(Formule quatre questions d’après les réponses suivantes. Utilise les ‘question words’ en wh- du quiz pour t’aider.)
1- Russia è ................................................................................................................................................................... ?
2- 32 million è .............................................................................................................................................................. ?
3- The Canadian dollar è ............................................................................................................................................. ?
4- Really cold è ............................................................................................................................................................ ?
Exercice 8
Do the same as in the previous exercise, but this time, speak out loud.
(Fais la même chose que dans l’exercice précédent mais cette fois parle à voix haute.)
1- The Queen of England è ...........................................................................................................................................?
2- English and French è ...............................................................................................................................................?
3- Ottawa è ....................................................................................................................................................................?
4- A maple leaf è ...........................................................................................................................................................?
Teacher
We will now turn to the conjunction “although” which appears at the beginning of the text on Canada. Read the
lesson in “Je retiens” and do the following exercises online.
(Nous allons maintenant nous intéresser à la conjonction «although» qui figure au début du texte sur
le Canada. Lis la leçon dans «Je retiens» puis fais les exercices suivants en ligne.)

JE RETIENS
Although
Look at this sentence:
Although Canada is an enormous country, the population is relatively small.
Cette phrase contient deux propositions :

- Une proposition principale : ‘‘the population is relatively small’’
Il s’agit d’une information nouvelle.
- Une proposition subordonnée : ‘‘Canada is an enormous country’’
Il s’agit d’une reprise de ce que l’on sait déjà.
La proposition subordonnée est introduite par la conjonction « although ».
La proposition introduite par « although » modifie l’information de la proposition principale.
La proposition introduite par « although » est souvent inattendue et surprenante par rapport à la pro-
position principale. On la traduit en français par « bien que ».
Exercice A
Exercice A
LE COIN DES CURIEUX
The British Commonwealth
Commonwealth of Nations Flag

Séance 2
The Acadians
• Je découvre l’histoire des Acadiens
• Je revois le questionnement au prétérit
• Je revois la prononciation de la gra-

phie ‘i ’
Teacher
In this lesson, we will focus on the history of the Acadians.

First, read ‘‘Je sais déjà’’ and then review some words of vocabulary.
(Dans cette séance, nous allons nous intéresser à l’histoire des Acadiens.
D’abord, lis «Je sais déjà » puis révise quelques mots de vocabulaire.)
JE SAIS DÉJÀ
Le verbe ‘to found’

Le verbe ‘to found’ signifie ‘fonder’ en français. C’est un verbe régulier, sa forme prétérit est ‘founded’.
Attention de ne pas le confondre avec le prétérit de ‘to find’.
Fifty-one countries founded the Organization in 1945.

Exercice 9
1 2 3
4 5 6
Exercice 10
Exercice 11
craftsman • • indigène, autochtone

ettler, colonist • • allié
native • • colon
neighbour • • artisan
ally • • voisin

Teacher
Read the text and do the following exercises in your booklet and online.
(Lis le texte et fais les exercices qui suivent sur ton livret et en ligne.)
The Acadian community
Do you remember what the official languages of Canada are? Of course, English and French.
It’s a little surprising isn’t it? Well, French has been spoken in Canada for a very long time. Read
this text and learn about one Frenchspeaking community.
In 1603, Henry IV, the King of France, granted Pierre Dugua de Mons, the right to colonize lands in North America
between 40° and 60° north latitude. He arrived with a group of 79 soldiers, farmers and craftsmen in 1604. The
French settlers built a fort at the mouth of the St. Croix River. The first winter was terribly difficult for the colonists.
The weather was very cold and they didn’t have enough to eat. 36 of the colonists died. The following year, the settlers
sailed across the bay to a better place and founded a little French colony called Acadia.
Their colony prospered and the colonists had good relations with the local native population, called the Micmac. The
Micmac taught the colonists new hunting and fishing techniques. The colonists also learnt how to make moccasins
from deerskin.
But French success in northern America caused rivalry with England (mainly about fishing and trade). Acadia, first
colonized by the French was now claimed by the English. Acadia was sometimes controlled by France and sometimes
controlled by England during years of struggle between France and England to reign over northern America.
In 1713, according to the Treaty of Utrecht, France had to cede Acadia to Britain. This made Acadia a permanent
British possession. As a result, Acadia was called Nova Scotia by the British.
The French-speaking Acadians were then considered a nuisance by the British not only because they occupied the
best lands but also because of their close relationship with France.
In 1755, the British decided that the Acadians had to swear allegiance to the British Crown and be prepared to fight
for Britain against France. The Acadians didn’t want to do this because they didn’t want to fight either against France
or their native neighbours who were allies of France. As a result, British troops burnt the houses and villages of the
Acadians, and confiscated their farms and crops. About 14,000 people were forced into exile.
Some of them managed to escape and reach Quebec which was still controlled by France. Others went on a long and
dangerous journey to southern Louisiana which was also a French colony.
They settled in Louisiana near New Orleans and their descendants still live there today. The Americans called them
“Cajuns” because they couldn’t pronounce “Acadien» correctly! Many Cajuns still speak a dialect of French.

Exercice 12
Match elements from column A to column B.
(Associe les éléments de la colonne A à ceux de la colonne B.)
1603 caused rivalry with England
The Micmac 14,000 Acadians were forced into exile
1604 France ceded Acadia to Britain
French success
was still controlled by France
in North America
1605 Pierre Dugua and 79 settlers arrived in North America
Cajuns Pierre Dugua was given the right to colonize lands in North America
1713 a local native tribe
Quebec Former Acadians who live in Louisiana
1755 Acadia was founded
Exercice 13
Answer the following questions by writing complete sentences.
(Réponds aux questions suivantes en écrivant des phrases complètes.)
1- When did the French settlers first set foot in North America?
......................................................................................................................................................................................
2- When they arrived, what did they build and where?
......................................................................................................................................................................................
3- Was the first winter easy for the settlers?
......................................................................................................................................................................................
4- What did they do the following year?
......................................................................................................................................................................................
5- What did the Micmac teach them?
......................................................................................................................................................................................
6- What did their success cause?
......................................................................................................................................................................................

7- When Acadia was ceded to the English, what did the Acadians do?
......................................................................................................................................................................................
8- What are Acadians living in Louisiana called?
......................................................................................................................................................................................
Teacher
In the text you have come across a number of words with the letter “i”. This letter gives rise to different pro-
nunciations, notably [ɪ] and [ai]. Do the following exercises online, then learn the lesson in “Je retiens”.
(Dans le texte tu as rencontré un certain nombre de mots comportant la lettre « i ». Cette lettre donne lieu
à des prononciations différentes, notamment [ɪ] et [ai]. Fais les exercices suivants en ligne, puis apprends
la leçon dans « Je retiens ».)
Exercice B
Exercice B
JE RETIENS
Phonetics: [ɪ] vs. [ai]
Pour beaucoup de mots, l’orthographe donne une idée de la prononciation, mais attention,
il y a aussi beaucoup d’exceptions en anglais !
Si le « i » est suivi par une paire formée par une seule consonne et une voyelle (« e » la plupart du
temps), il est prononcé [ai] (colonize / surprise / exile), et s’il est suivi de deux consonnes ou d’une
seule consonne à la fin du mot, il est prononcé [ɪ] (colonist / fish / little / panic)
Parmi les nombreuses exceptions, l’une des plus communes est le « i » suivi de « gh » : il est toujours
prononcé [ai] comme light / high / bright / night / slight / twilight …
Tu auras aussi peut être remarqué le mot ‘native’ qui fait également exception à la règle car le « i » se
prononce [ɪ].
Teacher
Now practise saying the sounds [ɪ] and [ai], then go check “Le coin des curieux” online.
(Exerce-toi maintenant à prononcer les sons [ɪ] et [ai], puis va consulter « Le coin des curieux » en ligne.)

Exercice 14
Read this excerpt from the text aloud, making sure to pronounce the words containing an “i” properly and then
check your pronunciation by reading the excerpt while listening to the audio.
(Lis cet extrait du texte à voix haute en veillant à bien prononcer les mots contenant un «i» puis vérifie ta pro-
nonciation en relisant l’extrait tout en écoutant l’audio.)
In 1603, Henry IV, the King of France, granted Pierre Dugua de Mons, the right to colonize lands
in North America between 40° and 60° north latitude. He arrived with a group of 79 soldiers,
farmers and craftsmen in 1604. The French settlers built a fort at the mouth of the St. Croix
River. The first winter was terribly difficult for the colonists. The weather was very cold and they
didn’t have enough to eat. 36 of the colonists died. The following year, the settlers sailed across
the bay to a better place and founded a little French colony called Acadia.
LE COIN DES CURIEUX
Learn more about The Acadians

Séance 3
First Nations peoples
• Je découvre les peuples indigènes du Canada
• Je revois les voix active / passive
Ethnomusicologist Frances Densmore

recording Blackfoot chief ‘Mountain
Chief’ (1916)
Teacher
Do you know who arrived first on the American continent? You might think it was the Europeans, but in reality
when the first ones ventured on the American soil in the late 15th century, the continent was already popula-
ted. You will listen to a recording about Canadian native peoples but first, read ‘‘Je sais déjà’’ and then practise
saying some useful words out loud.
(Sais-tu qui est arrivé le premier sur le continent américain ? on pourrait penser qu’il s’agit des
européens mais en réalité quand les premiers se sont aventurés sur le sol américain à la fin du 15e siècle,
le continent était déjà peuplé. Tu vas écouter un document audio sur les peuples indigènes du Canada mais d’abord,
lis ‘‘Je sais déjà’’ et entraîne-toi à prononcer quelques mots utiles.)
JE SAIS DÉJÀ
‘people’ vs. ‘peoples’

‘People’ est le pluriel de ‘person’ : il se traduit en français par ‘des gens’ ou ‘les gens’. Il est indénombrable et tou-
jours au singulier.
There are people in this room : Il y a des gens dans cette pièce
‘Peoples’ est utilisé pour désigner des groupes ethniques : il se traduit en français par ‘des peuples’. Il est dénom-
brable et existe au singulier et au pluriel.
‘One people’ se traduit par ‘un peuple’.
The peoples of India include Hindus, Muslims and Sikhs :

Les peuples de l’Inde comprennent les hindous, les musulmans et les sikhs

Exercice 15
1 2 3 4
Teacher
Indigenous peoples in Canada are called ‘First Nations’. To know more about these people, do the following
exercises in your booklet.
(Les peuples indigènes du Canada sont appelés ‘Les Premières Nations’. Pour en connaître davantage sur
ces peuples, fais les exercices qui suivent sur ton livret.)
Exercice 16
Listen to the recording and take the quiz.
(Écoute l’enregistrement puis fais le quiz.)
1- The Indians are a distinct ethnic group from the First Nations. o True o False
2- There are three main ethnic groups in Canada. o True o False
3- These 3 groups are: A)…………………… B) ……………………. C) ………………….
4- The First Nations peoples live in the Arctic area. o True o False
5- The Inuit were once called Eskimos. o True o False
6- The Métis are the result of the union between natives from different ethnic groups. o True o False
7- The interactions between European settlers and native inhabitants were as violent
in Canada as in the United States. o True o False
8- First Nations peoples have had some influence on Canadian culture. o True o False

Exercice 17
It’s your turn now! Use the given elements to say correct sentences out loud.
(À ton tour maintenant ! Utilise les éléments indiqués pour formuler des phrases correctes à voix haute.)
1- Before European explorers / to arrive / Canada, / there / to be / already / large and diverse population living there.
2- When Columbus / to arrive / America / he / to think / he / to be / India
3- He / to call / local inhabitants / Indians
4- Today they / to call / First Nations peoples
5- They / to speak / more than 30 different languages
6- Some / to live / reserves / others / cities
Teacher
You may have spotted in the audio some verbs used sometimes in the active voice and sometimes in the passive
voice. Do the green or red exercise online and then learn the lesson in “Je retiens”.
(Tu as peut-être repéré dans l’enregistrement quelques verbes utilisés tantôt à la voix active et tantôt à la
voix passive. Fais l’exercice vert ou rouge en ligne, puis apprends la leçon dans « Je retiens ».)
Exercice C
Exercice C
JE RETIENS
Active voice vs. Passive voice

Voix active et voix passive : Quelle est la différence ? Que devrais-je utiliser ?
La voix active met l’accent sur la personne ou l’agent qui exécute une action, en terme grammatical, le sujet.
“The cat chased the ball.”
Dans ce cas, c’est bien du sujet (le chat) dont on parle. L’objet (la balle) importe peu et pourrait être rem-
placé par autre chose.
La voix passive met l’accent sur l’objet de l’action.

“My cellphone was stolen yesterday.”
Dans ce cas, je ne sais pas qui a volé mon téléphone, il est par conséquent difficile d’utiliser la voix active.
Je souhaite en outre mettre l’accent sur mon téléphone car c’est de cela dont je parle. J’utilise donc la voix
passive.
Quand tu passes d’une voix à l’autre, attention de bien respecter le temps grammatical :
ACTIVE VOICE PASSIVE VOICE

PRESENT I call I am called
SIMPLE PAST I called I was called
PRESENT PERFECT I have called I have been called

ACTIVE VOICE PASSIVE VOICE
PAST PERFECT I had called I had been called
FUTURE I will call I will be called
CONDITIONAL I would call I would be called
Teacher
Now it’s time to check your knowledge. Do the following exercises, and then move on to “Le Coin des curieux “.
(C’est l’heure maintenant de vérifier tes connaissances. Fais les exercices suivants, puis passe au
« Coin des curieux ».)
Exercice 18
Sentences are given in the active voice. Change them into the passive voice. Mind the grammatical tenses!
(Les phrases sont données à la voix active. Change-les en voix passive. Attention aux temps grammaticaux !)
1- First Nations, Inuit, and Métis peoples constitute the Indigenous peoples of Canada.
......................................................................................................................................................................................
2- The Canadian authorities have recognized 634 First Nations governments across Canada.
......................................................................................................................................................................................
3- European colonists attacked Indigenous peoples.
......................................................................................................................................................................................
4- Indigenous peoples have had influence on Canadian national culture.
......................................................................................................................................................................................
5- They have preserved their identity.
......................................................................................................................................................................................
Exercice 19
Choose the correct verb forms.
(Choisis les formes verbales correctes.)
1- In the past, indigenous peoples [called / are called / were called] “Indians”
by European colonists’.
2- Now they [know / are known / were known] as ‘First Nations’.
3- Nowadays, 634 First Nations governments [recognized / are recognized /
were recognized] by Canadian authorities.
4- Indigenous peoples [attacked / are attacked / were attacked] by the early
European colonists. photo ancienne d’une famille de Métis
5- Indigenous peoples [allow / have been allowed] to have an influence on Canadian national culture.

LE COIN DES CURIEUX
Meet the Inuit
Photo ancienne d’une famille de Métis

Séance 4
The Wendat people
• Je découvre la vie et les coutumes d’un peuple des « First Na-

tions »
• J’utilise le questionnement au passé
• J’utilise les ‘‘Question words’’
• Je distingue les propositions relatives définies et indéfinies
3 chiefs of the Hurons
Teacher
Have you ever heard of the Wendat people? When French explorers arrived in Canada in the 17th century, they
were met by an Aboriginal people called The Wendat. Before taking a closer look at this people, read “Je sais
déjà” and review some words of vocabulary.
(As-tu jamais entendu parler du peuple Wendat ? Quand les explorateurs français sont arrivés au Canada
au 17e siècle, ils ont été accueillis par un peuple aborigène appelé Les Wendat. Avant d’en apprendre
davantage sur ce peuple, lis « Je sais déjà » et revois quelques mots de vocabulaire.)
JE SAIS DÉJÀ
Aborigines
Tu connais les termes ‘native American’ et ‘Indigenous’ qui désignent les populations autochtones originaires d’une
région ou d’un pays, notamment avant sa colonisation par une puissance étrangère.
Connais-tu également leurs synonymes ‘aborigine’ et ‘aboriginal’ ?
‘Aborigines’ désigne les premiers habitants de l’Australie, mais ce terme est également utilisé au Canada ou à
Taïwan par exemple.
Exercice 20

1 2 3
4 5 6
7 8 9
Exercice 21
Exercice 22
corn • • faucon
beans • • fourrure
berries • • cerf
beaver • • haricots
deer • • luge
hawk • • maïs
toboggan • • baies
sleigh • • castor
fur • • traîneau
Teacher
You will now read a text about the life of the Wendat people in the 17th century, when the French arrived in
Canada. Before reading the text, try to guess the answers to the questions of the following exercise.

(Tu vas maintenant lire un texte sur la vie du peuple Wendat au 17e siècle, quand les Français sont
arrivés au Canada. Avant de lire le texte, essaie de deviner les réponses aux questions de l’exercice suivant.)
Exercice 23
Read the questions and suggest an answer out loud.
(Lis les questions et propose une réponse à voix haute.)
1- In what kind of houses do you think the Wendat people lived?
2- What do you think they used to eat?
3- How did they travel?
4- What kind of clothes did they wear?
5- What happened if people were sick?
6- How did they choose their chiefs?
The story of the Wendat people

The Wendat people were an Amerindian people of Canada. They were also called ‘‘Huron’’ or ‘‘Huron-Wendat’’. They
belonged to the Iroquoian linguistic family. They lived in villages which were situated near lakes or rivers. They had
big, long wooden houses and several families lived in each house. To get food, they grew crops such as corn and
beans. They collected berries, caught fish and hunted wild animals such as bear, deer and wolf.
The Wendat wore clothes made from animal fur. They wore moccasins on their feet.
They travelled on foot and by canoe. In the winter they wore special snowshoes and used toboggans and sleighs.
If people were sick they were taken to see a shaman, a kind of medicine man. They often used herbal medicines to
cure sick people.
The shaman was also an important religious person who interpreted dreams. They believed that dreams were very
important and could tell the future.
The Wendat people were divided into eight clans: Turtle, Wolf, Bear, Beaver, Deer, Hawk, Porcupine, and Snake. A clan
was like a very big family. You could only marry someone from a different clan. You were a member of your mother’s
clan, not your father’s. Women chose their husband and when a man got married, he moved into his wife’s house.
A Wendat chief was elected by the elder women of the clan.
The French thought the Wendat men had a hairstyle that looked like a
boar’s head so they called them “Huron”.
A boar’s head is called “une hure” in French.

Exercice 24
Now that you have read the text, write the answers to the questions from Exercise 23.
(Maintenant que tu as lu le texte, écrit les réponses des questions de l’exercice 23.)
1- ......................................................................................................................................................................................
2- ......................................................................................................................................................................................
3- ......................................................................................................................................................................................
4- ......................................................................................................................................................................................
5- ......................................................................................................................................................................................
6- ......................................................................................................................................................................................
Teacher
Do the following exercises online and then learn the lesson in “Je retiens”.
(Fais les exercices suivants en ligne et apprends la leçon dans « Je retiens ».)
Exercice D
Exercice D
JE RETIENS
Interrogative pronouns vs. relative pronouns

Nous avons utilisé des pronoms interrogatifs (Question Words) pour poser des questions. En effet, quand
ces WH-words sont en tête de phrase, ils signalent toujours une question.
Exemple : Which do you like best? (Lequel préfères-tu?)
En revanche, quand ils sont placés après une proposition principale, ils vont introduire la proposition
relative. On les appelle alors des pronoms relatifs.
Relis la phrase suivante du texte: They lived in villages which were situated near lakes or rivers.
On distingue 2 classes de propositions relatives : les propositions définies et les propositions indéfinies.
Les propositions définies permettent de définir le sujet de la proposition principale :
The woman who lives next door is very nice.
Si je retire la proposition (who lives next door), on ne peut pas savoir de quelle femme je parle.
En revanche, les propositions indéfinies ne permettent pas de définir le sujet de la proposition principale :
My mother, who is 48, can run 20 miles without stopping.
Ici, la proposition relative (who is 48) n’est pas nécessaire pour savoir de qui je parle.
À ton avis, la phrase du texte (They lived in villages which were situated near lakes or rivers) comporte une
proposition relative définie ou indéfinie ?
Elle est définie car elle est nécessaire pour identifier les villages dans lesquels les Wendat vivaient.

Remarque : on peut remplacer les pronoms relatifs who et which par that quand ils introduisent une proposition
relative définie.
Teacher
Now it’s time to check your knowledge. Do the following exercise on line, and then check out “Le Coin des curieux “.
(C’est l’heure maintenant de vérifier tes connaissances. Fais l’exercice suivant en ligne, puis passe au
« Coin des curieux ».)
Exercice 25
Indicate whether the relative clauses are defining or no-defining.
(Indique si les propositions sont définies ou indéfinies.)
définie indéfinie
The book which you bought yesterday is really nice. o o
I visited my uncle Sam who lives on a boat. o o
Students who work hard get good grades. o o
Food which is too salty is bad for your health. o o
My friend Paul who is sixteen can speak good Chinese. o o
LE COIN DES CURIEUX
Meet the Wendat
Lithography by John Richard Coke Smyth

Séance 5
Resistance
• Je découvre le personnage historique de Poundmaker
• Je revois la forme verbale d’insistance, ou forme emphatique,

avec DO.
Pitikwahanapiwiyin
(Chief Poundmaker (1885) )
Teacher
In this lesson, we will discover an important figure from one of the First Nations: Chief Pitikwahanapiwiyin of the
Cree Nation. First, read ‘‘Je sais déjà’’ and then review some words of vocabulary.
(Dans cette séance, nous allons découvrir un personnage important de l’une des First Nations : le chef
Pitikwahanapiwiyin de la Nation Cree. D’abord lis « Je sais déjà », puis revois quelques mots de vocabulaire.)
JE SAIS DÉJÀ
aka
‘Also known as’ que l’on symbolise parfois par ‘aka’ signifie ‘alias’ ou ‘également appelé’ en français.
Pitikwahanapiwiyin, also known as Poundmaker, was a ‘Cree’ chief.
Exercice 26

1 2 3
4 5 6
7 8 9
Exercice 27
Exercice 28
to strive • • traduire en justice

to spread • • préconiser, plaider
to break out • • libérer, relâcher
to advocate • • disperser
uprising • • bain de sang
to scatter • • s’efforcer à
to put on trial • • éclater (en parlant d’un événement)
bloodshed • • répandre, diffuser
to release • • soulèvement
Teacher
Now read the text about Poundmaker and do the next two exercises.

(Maintenant lis le texte sur Poundmaker puis fais les deux exercices suivants.)
Pitikwahanapiwiyin (Poundmaker)
Also known as Poundmaker, Pitikwahanapiwiyin was a Plains Cree chief known as a peacemaker and defender of
his people.
He was in born in 1842 and he died in 1886. Remembered as a great ‘Cree’ leader, Poundmaker strove to protect the
interests of his people during the negotiations with the colonists.
Discontent with settler-colonists was spreading across the Prairies, particularly among Cree and Métis peoples.
They started planning and arming a rebellion which broke out in 1885.
While Poundmaker himself always advocated for peace, some members of his band thought otherwise.
The North-West Rebellion (also known as the North-West Resistance) of 1885 was a brief and unsuccessful upri-
sing against the government of Canada by an alliance of different communities including Métis people and First
Nations Cree.
The rebellion ended when the Métis were defeated at the Battle of Batoche. The remaining Aboriginal allies scattered.
Considered a peacemaker, Poundmaker did not take up arms in the North-West Rebellion. However, a young and
militant faction of his band did participate in the conflict, resulting in his arrest and imprisonment for treason.
Put on trial in July 1885, Poundmaker protested his innocence, telling the court that he did everything he could do
to stop bloodshed. However, the court still found him guilty of treason and sentenced him to three years in prison.
He served only one year before being released because of poor health. Four months later, he suffered a lung
hemorrhage and died.
Exercice 29
Now that you have read the text, answer the following questions. Write complete sentences.
(Maintenant que tu as lu le texte, réponds aux questions suivantes. Écris des phrases complètes.)
1- How old was Poundmaker when he died?
......................................................................................................................................................................................
2- What was his main political role?
......................................................................................................................................................................................
3- Throughout his life, did he favour struggle or peace?
......................................................................................................................................................................................
4- Did the members of his band always follow him?
......................................................................................................................................................................................
5- Why was he arrested in 1885?
......................................................................................................................................................................................
6- Was the result of his trial fair?
......................................................................................................................................................................................
Exercice 30
Play the role of Poundmaker during his trial in 1885. The judges accuse you of treason. Defend yourself and ex-
plain that their verdict is not right. Speak out loud.
(Joue le rôle de Poundmaker pendant son procès en 1885. Les juges t’accusent de trahison. Défends-toi et explique que
leur verdict n’est pas juste. Parle à voix haute.)

Aide : Tu peux notamment indiquer que tu t’es toujours battu de façon pacifique. Tu as toujours essayé de défendre les
droits de ton peuple par la voie de la négociation, et pas par la voie de la lutte armée. Utilise tes propres mots et dis-le à
ta façon.
Teacher
Read again this sentence of paragraph 8:

‘However, a young and militant faction of his band did participate in the conflict’.
Do you know what verb form is used here?
Learn the lesson in “Je retiens” and then do the following exercises online. Lastly do not forget to check out
‘‘Le coin des curieux’’.
(Relis cette phrase du 8ème paragraphe : ‘However, a young and militant faction of his band did participate
in the conflict’. Sais-tu quelle forme verbale est utilisée ici ? Apprends la leçon dans ‘Je retiens’ puis fais les
exercices suivants en ligne. Enfin, n’oublie pas de visiter « Le coin des curieux ».)
JE RETIENS
La forme emphatique
Comment insister en anglais
Pour insister en anglais, j’ajoute DO/DOES au présent
ou DID au passé devant l’infinitif du verbe concerné.
On utilise cette forme pour appuyer, accentuer un propos.
FORME NORMALE FORME EMPHATIQUE

Présent
She runs fast. She does run fast.
Passé
He came to work today. He did come to work today.
À l’impératif
Sit down. Do sit down!
Le « si » de contradiction n’existe pas en anglais. Exemple : « Mais si ! Je te crois ! »

Pour exprimer le « si » français, on utilisera la forme emphatique en anglais : ‘‘I do believe you!’’
On peut aussi utiliser cette structure pour traduire les expressions françaises suivantes :
Français English
Mais si ! Je te crois ! I do believe you!
Je veux à tout prix acheter une nouvelle voiture! I do want to buy a new car!
Je vous assure que je sais de quoi je parle. I do know what I’m talking about.
Je voulais vraiment que tu viennes. I did want you to come.
Crois-moi ! Il a essayé de lui dire la vérité ! He did try to tell her the truth!
Tu l’a vraiment vue ? You did see her?

Exercice E
Exercice E
Exercice 31
Watch the following video. It’s a telephone conversation between Emma and Tom. Then respond to the state-
ments by completing the sentences.
(Regarde la vidéo suivante. C’est une conversation téléphonique entre Emma et Tom. Ensuite réagis aux affirmations en
complétant les phrases.)
Unité 04 - Video 01
Emma is not very excited about going to Hannah’s party. On the contrary, she [………]
[………] to go.
Hannah didn’t invite Emma to her party. Wrong, she [………][………] her.
Tom does not think Emma’s lucky to be invited. Not exactly, he [………] envy her.
Emma does not care about Tom feeling bored. That’s not true, she [………] [………] about
him.
Tom doesn’t mind being alone at home. On the contrary, he [………][………].
Tom and Emma don’t believe they’re good friends. Rubbish, they [………][………] they’re
real friends.
LE COIN DES CURIEUX
Poundmaker the warrior
Poundmaker the warrior

Séance 6
Sports
•J
e découvre les sports les plus popu-
laires au Canada
• Je revois les wh- questions
• Je revois le superlatif
Teacher
We are now going to change the subject and look at the popular sports in Canada.
First read ‘‘Je sais déjà’’. Then, review a few words of vocabulary.
(Nous allons maintenant changer de sujet et nous intéresser aux sports populaires au Canada.
D’abord, lis «Je sais déjà ». Ensuite revois quelques mots de vocabulaire.)
JE SAIS DÉJÀ
It takes ages to…
Te souviens-tu ? L’expression ‘‘It takes ages to do something’’ signifie que cela prend un temps fou / une éternité
pour faire quelque chose.
It took us ages to get home.

Cela nous a pris une éternité pour rentrer à la maison.
manage to
Tu utilises l’expression ‘‘I managed to…’’ pour dire que tu as réussi, que tu es parvenu(e) à faire quelque chose. Si tu
n’as pas réussi, tu dois dire ‘‘I didn’t manage to ….’’
I managed to get 10 % off the price.

J’ai réussi à obtenir 10 % de réduction sur le prix.
They didn’t manage to tell her.

Ils n’ont pas réussi à lui dire.

Exercice 32
1 2 3
3 4 5
Exercice 33
Exercice 34
lacrosse • • football canadien

soccer • • lacrosse
Canadian football • • un arrêt / un sauvetage
downhill skiing • • goal / gardien de but
a save • • foot
goalie • • ski de descente
Teacher
Read the text on sports in Canada and do the following exercises: online first, then in your booklet.
(Lis le texte sur les sports pratiqués au Canada et fais les exercices qui suivent : en ligne d’abord puis sur
ton livret.)

Sports in Canada
Ice hockey, referred to as simply “hockey”, is Canada’s most prevalent winter sport, its most popular spectator sport,
and its most successful sport in international competition. It is Canada’s official national winter sport. Lacrosse, a
sport with Indigenous origins, is Canada’s oldest and official summer sport. Canadian football is Canada’s second
most popular spectator sport, being the most popular in the prairie provinces. The Canadian Football league’s
annual championship, the Grey Cup, is one of the country’s largest annual sports events. While other sports have a
larger spectator base, Association football, also known in Canada as soccer in both English and French, has the most
registered players of any team sport in Canada. Professional teams exist in many cities in Canada.
The top ten sports that Canadians participate in are golf, ice hockey, swimming, soccer, basketball, baseball, volley-
ball, skiing (downhill and alpine), cycling and tennis.
Word box
prevalent : répandu, courant, fréquent

prairies provinces : les Prairies
Exercice F
Exercice F
Exercice 35
Read the text one more time and answer the questions out loud.
(Lis le texte une fois encore et réponds aux questions à voix haute.)
1- What are the two official sports in Canada? Specify the nature of each.
2- Where does Canadian football rank in terms of viewing figures?
3- Can you specify the importance of the Grey Cup?
4- Where does soccer stand in terms of number of registered players?
Teacher
Now listen to the conversation between Linda and John and then do the exercises in your booklet and online.
(Maintenant écoute la conversation entre Linda et John et fais les exercices sur ton livret et en ligne.)
Exercice 36
Listen to the audio and write down the answers to the questions. Make complete sentences.
(Écoute l’enregistrement et écris les réponses des questions suivantes. Fais des phrases complètes.)
1- Why does John look tired? .......................................................................................................................................

2- What was the score of the game? ............................................................................................................................
3- How did John go to the stadium and who with? ......................................................................................................

4- Was it a good idea to go there by car? .....................................................................................................................
5- Why was John so glad at the end? ...........................................................................................................................
Exercice 37
Put the words in the correct order to make a question.
(Mets les mots dans le bon ordre pour former une question.)
with did you Who go ?
Put the words in the correct order to make a question.

(Mets les mots dans le bon ordre pour former une question.)
do tired look Why so you ?
Teacher
Learn the lesson in ‘‘Je retiens’’ then move on to ‘‘Le coin des curieux’’ on line.
(Apprends la leçon dans « Je retiens » puis passe au « Coin des curieux » en ligne.)
JE RETIENS
Le superlatif
Tu maîtrises déjà les formes simples du superlatif comme :
adjectif superlatif exemple

young youngest She’s the youngest of the 3 girls in the family.
clever cleverest She’s the cleverest.
intelligent most intelligent She’s the most intelligent.
En revanche, connais-tu bien son emploi dans des phrases plus complexes comme celles que l’on
retrouve dans le texte ‘Sports in Canada’ :
1- Associé à des groupes nominaux plus complexes (ici : prevalent winter sport, popular spectator sport
et successful sport in international competition)
Ice hockey is Canada’s most prevalent winter sport, its most popular spectator sport, and its
most successful sport in international competition.
2- Associé à un indicateur de rang (ici : the second …)
Canadian football is Canada’s second most popular spectator sport.
3- Associé à un verbe (ici : have)
Soccer has the most registered players of any team sport in Canada.

LE COIN DES CURIEUX
Discover Lacrosse

Séance 7
Maple syrup
• Je découvre une spécialité canadienne
• J’apprends le ‘would’ exprimant une routine du passé
Teacher
Do you like maple syrup? Many people enjoy it at breakfast. In this new lesson we will take a closer look at it.
First read ‘‘Je sais déjà’’, then review a few words of vocabulary.
(Aimes-tu le sirop d’érable ? Beaucoup de gens le dégustent au petit-déjeuner. Dans cette nouvelle leçon
Nous allons nous y intéresser d’un peu plus près.
D’abord, lis « Je sais déjà » puis revois quelques mots de vocabulaire.)
JE SAIS DÉJÀ
The gallon
Le gallon (symbole : gal) est une unité de volume anglo-saxonne, utilisée pour mesurer les liquides, et ne faisant
pas partie du Système International d’Unités.
Le gallon impérial (symbole gal GB ou gal Imp)
vaut 160 onces liquides du système impérial
d’unités, soit exactement 4,546 litres.
Le gallon US (symbole gal US) est défini comme mesurant
231 pouces cubes du système américain d’unités,
soit exactement 3,785 litres.

Exercice 38
1 2 3
4 5 6
Exercice 39
Exercice 40
syrup • • seau
sap • • atteindre
bucket • • sirop
to pour • • fondre
to reach • • verser
to melt • • sève
Teacher
Do you remember the Canadian flag? At its center is a maple leaf which is the symbol of Canada. We are
now going to look at a product derived from maple. Read the following text and do the exercise.
(Tu te souviens du drapeau canadien ? En son centre se trouve une feuille d’érable qui est le symbole du
Canada. Nous allons maintenant nous intéresser à un produit dérivé de l’érable. Lis le texte suivant et fais l’exercice.)

Maple syrup
The maple tree gives us a very sweet syrup.
You know that maple syrup you love pouring on your pancakes is a Canadian
speciality. But what do you really know about maple syrup?
Maple syrup was discovered by the First Nation tribes of Canada many years ago, long before the first Europeans
reached North America. Every spring, when the snow began to melt, they would cut holes in maple trees and collect
the liquid (called sap).
They would put the sap in a pot and boil it. They would continue this process until all the water evaporated, leaving a
crystallized sugar.
Early European settlers added their own technology to making maple syrup.
They attached buckets to the trees to collect the sap. Maple syrup production
quickly developed because other types of sugar were hard to find and very
expensive at that time.

a bucket on a maple tree
Today people all over the world pour maple syrup on their pancakes or use it as an ingredient for cooking.
There are many maple syrup festivals in Canada. They generally take place in spring (March or April).
Did you know?
It takes 40 gallons of maple sap to make one gallon of maple syrup. The sap is boiled down over many hours in an
evaporator until it finally becomes the maple syrup you enjoy. (1 gallon = 4.5 litres)
A maple tree must be at least 40 years old before it can be tapped for its sap.
There are only 40 calories to 1 tablespoon of maple syrup.
Exercice 41
Check the correct answers.
(Coche les bonnes réponses.)
right wrong
Maple syrup is a sweet liquid. o o
It comes from a tree. o o
It was discovered by Europeans settlers in Canada. o o
In the past it was more expensive than any other type of sugar. o o
The sap from maple trees is collected in winter. o o
The sap is collected from young trees. o o
One gallon of sap produces a half gallon of syrup. o o
Maple syrup is low in calories. o o

Exercice 42
A- You know ‘would’ expressing a conditional. But do you know ‘would’ expressing a routine of the past? Read
the text again and write down the three sentences with a ‘would’.
(Tu connais bien ‘would’ qui exprime un conditionnel. Mais connais-tu ‘would’ qui exprime une routine du passé ?
Relis le texte et relève les trois phrases avec un ‘would’.)
1- ......................................................................................................................................................................................
2- ......................................................................................................................................................................................
3- ......................................................................................................................................................................................
B- Do these three sentences translate a conditional or a regular action in the past?
(Ces trois phrases traduisent-elles un conditionnel ou bien une action habituelle dans le passé ?)
o conditional o regular action in the past
Teacher
Learn the lesson in ‘‘Je retiens’’ then do the exercises in your booklet and online. Lastly, check out ‘‘Le coin des
curieux’’.
(Apprends la leçon dans « Je retiens » puis fais les exercices sur ton livret et en ligne. Enfin passe
au « Coin des curieux ».)
JE RETIENS
Would
Would peut être utilisé pour parler de situations répétitives ou routinières au passé.
On Sundays, when I was a child, we would get up early and go fishing.

Le dimanche, quand j’étais enfant, nous nous levions tôt pour aller à la pêche.
L’utilisation de would dans cette phrase indique que l’action décrite était habituelle. Cette famille avait
l’habitude de se lever tôt chaque dimanche pour partir à la pêche.
Dans ce cas d’utilisation, « would » est l’équivalent de « used to » :
We would get up early and go fishing = We used to get up early and go fishing

Exercice 43
Indicate whether the sentences express a conditional or a past habit.
(Indique si les phrases expriment un conditionnel ou une habitude passée.)
habitude
would conditionnel
passée
If I had longer holidays, I would travel round the world. o o
Before moving to town, they would eat fresh apples every morning. o o
Perhaps it would cost money but it would improve the future situation. o o
If I had a car, things would be nice. o o
As a child, she would brush her teeth 4 or 5 times a day. o o
When they were young, my grandparents would recite a prayer before each meal. o o
Please, your help would provide great support. o o
This would be genuine crime prevention, it would help families in Quebec and Canada. o o
Exercice G
Exercice G
Exercice 44
Tell an episode of your childhood when you used to do the same thing regularly. Use ‘would past habit’ in four
sentences. Speak out loud.
(Raconte un épisode de ton enfance où tu avais l’habitude de faire la même chose régulièrement. Utilise le ‘would
habitude passée’ dans quatre phrases.)
1- .................................................................................................................................
2- .................................................................................................................................
3- .................................................................................................................................
4- .................................................................................................................................
LE COIN DES CURIEUX
Taste Maple syrup!

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 45
Do you have a good memory? Test your memory by answering questions about Canada. Listen to and answer the
questions aloud. There are eight questions.
(As-tu une bonne mémoire ? Teste ta mémoire en répondant aux questions sur le Canada. Écoute et réponds aux
questions à voix haute. Il y a huit questions.)

Exercice 46
Use “although” to make a sentence from the two given sentences. Do as the example below.
(Utilise « although » pour faire une phrase à partir des deux phrases données. Fais comme l’exemple ci-dessous.)
Ottawa is the capital city of Canada. It isn’t the biggest city in Canada.
ð Although Ottawa isn’t the biggest city in Canada, it is the capital city.
1- Many Montrealers* don’t speak French. Montreal is in Quebec.

......................................................................................................................................................................................
2- The Queen of England is the official head of state. Canada is an independent country.
......................................................................................................................................................................................
3- The population is quite small. Canada is a very big country.
......................................................................................................................................................................................
Montrealers = people who live in Montreal
Exercice 47
Write the questions corresponding to the following answers.
(Écris les questions correspondant aux réponses suivantes.)
......................................................................................................................................................................................
1- It’s Russia.
......................................................................................................................................................................................
2- They arrived in Canada in 1604.
......................................................................................................................................................................................
3- There are three of them: First Nations, Inuit and Métis.
......................................................................................................................................................................................
4- They traveled by foot, by canoe or by sleigh.
......................................................................................................................................................................................
5- (Christopher Columbus ) He believed he was in India!
......................................................................................................................................................................................
Exercice 48
Find the odd man out. For which of these words is the pronunciation of the “i” different?
(Trouve l’intrus. Pour lequel de ces mots la prononciation du « i » est-elle différente ?)
right – arrive – native – five – night - light

Exercice 49
Indicate whether the relative clauses are defining or no-defining.
(Indique si les propositions sont définies ou indéfinies.)
définie indéfinie
My friend Emma who lives in Montreal is fully bilingual. o o
The principal of my school who has already lived in Canada can’t speak English. o o
The city which best represents Canada is very small. o o
The Canadian food which I like best is maple syrup. o o
The sport which Canadian people practice the most is football. o o
Exercice H
Exercice H
Exercice 50
Fill in the blanks to translate the following sentence.
(Remplis les trous pour traduire la phrase suivante.)
ð Le hockey sur glace a le plus grand nombre de supporters de tous les sports au Canada.
Ice hockey has ……… …………. fans of any ………… in Canada.
Exercice 51
Indicate whether the sentences express a conditional or a past habit.
(Indique si les phrases expriment un conditionnel ou une habitude passée.)
habitude
would conditionnel
passée
I would like to discuss this matter further. o o
If it was true, they would become enormous. o o
She would eat a whole jar of jam every morning for breakfast. o o
The natives would kill the animals for their fur and would sell them to the settlers o o
If he could, he would manage the company. o o

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Sommaire

Séance 1 : A big country.................................................................................... 132

Séance 2 : The Acadians ................................................................................... 137

Séance 3 : First Nations peoples....................................................................... 143

Séance 4 : The Wendat people.......................................................................... 148

Séance 5 : Resistance....................................................................................... 153

Séance 6 : Sports.............................................................................................. 158

Séance 7 : Maple syrup..................................................................................... 163

Séance 8 : Je m’évalue...................................................................................... 168

130 CNED ANGLAIS – Unité 4 - Séance ﻿– 3e

Canoes floating peacefully on Lake Louise (Banff National Park)

Résumé de l’unité : Le Canada

CNED ANGLAIS – Accueil Unité 4 – 3e 131

• Je revois la préposition ‘although’

• Je revois les wh- questions

In this unit, we will get to learn more about Canada.

lary that will be useful to you in this lesson and

take the quiz on Canada.

(Dans cette unité, nous allons en apprendre davantage sur le Canada.

Comparatif de supériorité et superlatif

Canada is larger than France.

Russia is the largest country in the world.

132 CNED ANGLAIS – Unité 4 - Séance 1 – 3e

head of state • • érable

maple tree • • chute d’eau

maple leaf • • chef d’état

border • • feuille d’érable

CNED ANGLAIS – Unité 4 - Séance 1 – 3e 133

5- Canada is bigger than the USA (in size)?

Facts about Canada

134 CNED ANGLAIS – Unité 4 - Séance 1 – 3e

a- ..................................... b- .......................................... c- .........................................

CNED ANGLAIS – Unité 4 - Séance 1 – 3e 135

Although Canada is an enormous country, the population is relatively small.

Cette phrase contient deux propositions :

LE COIN DES CURIEUX

The British Commonwealth

Commonwealth of Nations Flag

136 CNED ANGLAIS – Unité 4 - Séance 1 – 3e

• Je découvre l’histoire des Acadiens

• Je revois le questionnement au prétérit

• Je revois la prononciation de la gra-

In this lesson, we will focus on the history of the Acadians.

Le verbe ‘to found’

Fifty-one countries founded the Organization in 1945.

CNED ANGLAIS – Unité 4 - Séance 2 – 3e 137

craftsman • • indigène, autochtone

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

The Acadian community

CNED ANGLAIS – Unité 4 - Séance 2 – 3e 139

1603 caused rivalry with England

The Micmac 14,000 Acadians were forced into exile

1604 France ceded Acadia to Britain

1605 Pierre Dugua and 79 settlers arrived in North America

1713 a local native tribe

Quebec Former Acadians who live in Louisiana

1755 Acadia was founded

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

Phonetics: [ɪ] vs. [ai]

CNED ANGLAIS – Unité 4 - Séance 2 – 3e 141

LE COIN DES CURIEUX

Learn more about The Acadians

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

130 CNED ANGLAIS – Unité 4 - Séance – 3e

• Je découvre les peuples indigènes du Canada

• Je revois les voix active / passive

• Je découvre la vie et les coutumes d’un peuple des « First Na-

• Je distingue les propositions relatives définies et indéfinies

• Je revois la forme verbale d’insistance, ou forme emphatique,

• J’apprends le ‘would’ exprimant une routine du passé