4 An31 Te WB 01 19 U3 PDF

Sommaire
Unité 3 : 19th century immigration in America
Séance 1 : The Great Irish Famine
Séance 2 : Leaving Ireland (1)
Séance 3 : Leaving Ireland (2)
Séance 4 : The Hannah (1)
Séance 5 : The Hannah (2)
Séance 6 : The Trail of Tears
Séance 7 : The massacre at Wounded Knee
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).
88 CNED ANGLAIS – Sommaire Unité 3 – 3e

Accueil
Unité 3 : 19th century immigration in America
OBJECTIFS DE L’UNITÉ
• J’apprends des informations sur la famine en Irlande au 19ème siècle

• J’écris le récit d’un voyage
• J’apprends les conditions d’émigration au XIXème siècle
•J
e découvre l’histoire du Hannah
• Je découvre l’histoire du Capitaine Shaw
• J’apprends un épisode tragique de l’histoire du peuple Cherokee
• J’apprends l’un des derniers épisodes tragiques de l’histoire des Nations Indiennes
• Je m’évalue
Résumé de l’unité
• L’immigration en Amérique au XIXème siècle
CNED ANGLAIS – Accueil Unité 3 – 3e 89

Unité 3
Séance 1
The Great Irish Famine
OBJECTIFS DE LA SÉANCE
• J’apprends des informations sur la famine en Irlande au 19ème siècle

• J’apprends à enrichir une phrase à l’aide d’un fait supplémentaire
• J’applique des stratégies pour la compréhension d’un texte informatif
Teacher
In this third unit, we are going to travel from Europe to America across History!
To start today, read “Je sais déjà”, then do Exercises 1 to 3.
Unité 03 - Piste 01
(Dans cette troisième unité, nous allons voyager de l’Europe aux États-Unis à travers l’Histoire !
Pour commencer aujourd’hui, lis « Je sais déjà », puis fais les exercices 1 à 3.)
90 CNED ANGLAIS – Unité 3 - Séance 1 – 3e

JE SAIS DÉJÀ
Exprimer la cause et la conséquence

In the 19th century, Ireland was under the British rule, so the Irish were not independent.
→ Comme tu l'as déjà vu dans le cours de 4ème, Unité 8, so sert à introduire une conséquence.
The Irish War of Independence (1919 – 1921), was due to a rebellion of the Irish Republican Army.
→ On utilise due to aussi pour introduire la raison ou le pourquoi de quelque chose. Due to est suivi d'un groupe
nominal.
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 A
Exercice 2
CNED ANGLAIS – Unité 3 - Séance 1 – 3e 91

Exercice 3
Match each English word or group of words to the corresponding French translation.
(Associe chaque mot ou groupe de mots anglais à la traduction française correspondante.)
weak • • une maladie

a parade • • un kilt
a kilt • • attraper
catch • • un défilé, un cortège, une parade
a disease • • la faim
hunger • • faible
JE DÉCOUVRE
Teacher
Now move on to Exercises 4 to 6, then, revise your lesson in “Je retiens”.
(Maintenant, fais les exercices 4 à 6, puis apprends ta leçon dans « Je retiens ».)
Exercice 4
Look at the photo and answer the questions.
(Regarde l’image et réponds aux questions.)
1- Describe what the men are wearing.

…………………………………………………………………………………………………………
2- Do men in France dress like this?
…………………………………………………………………………………………………………
3- What, do you think, is the nationality or origin of these men?
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
JE M'EXERCE
Exercice 5

J'APPRENDS
Exercice 6
Now read the introduction to the project that Erin did in 7th grade, then answer the questions in French.
(Maintenant, lis l’introduction au projet qu’Erin a fait en 5ème, puis réponds aux questions en français.)
The Great Irish Famine
By Erin Kelly
In the 19th century Ireland was governed by Great Britain. The Irish people were very poor and had only pota-
toes to eat. In 1845 the potato plants caught a disease so the people couldn’t eat them. The people were very
hungry and there was a terrible famine. It’s called the Great Irish Famine or the Potato Famine. In addition to
being hungry many people fell ill. They were weak because they had nothing to eat. About one million people
died in the famine due to famine or disease. Another one million people emigrated from Ireland to Britain and
America. After the famine Ireland was still very poor and the people were often hungry so emigration to America
and other countries continued. Between 1845 and 1900 at least three million Irish people arrived in the USA.
1- Quel temps Erin utilise-t-elle dans son exposé ? → …………………………………..…………………………………..………………..
2- Quelle est la marque de ce temps, pour des verbes réguliers ? → …………………………………..……………………………….
3- Erin emploie des verbes irréguliers. Lesquels ?
Écris-les ici (base verbale et forme du prétérit)
base verbale  forme du prétérit
…………………..…………………………..........  …………………..…………………………..........
…………………..…………………………..........  …………………..…………………………..........
…………………..…………………………..........  …………………..…………………………..........
…………………..…………………………..........  …………………..…………………………..........
…………………..…………………………..........  …………………..…………………………..........
JE RETIENS
In adition to
Observe cette phrase :
→ In addition to being hungry, many people fell ill.
→ Tu peux utiliser in addition to quand tu veux ajouter un élément à ce que tu as déjà mentionné. To est ici
une préposition et doit être suivi d'un groupe nominal.
→ Si tu utilises un verbe après une préposition, tu dois le mettre à la forme du gérondif : ainsi, tu le
transformes en nom en ajoutant -ing à la base verbale.
J'ÉVALUE MES ACQUIS
Teacher
Check your knowledge by doing Exercises 7 and 8! After that, move on to “Le coin des curieux”.
(Vérifie tes connaissances en faisant les exercices 7 et 8. Ensuite, rends-toi dans « Le coin des curieux ».)
Exercice 7
Translate the sentences.
(Traduis les phrases.)
Help box
last (regular verb) = durer, perdurer

1- En plus de la Grande Famine qui perdura jusqu’en 1851, les Irlandais se sentaient abandonnés par le
Royaume-Uni.
…………………………………………………………………………………………………..……………………………………………………………………
2- En plus de livres comme « Famine » de Liam O’Flaherty, il existe des films comme « Black’47 » sur la Grande Famine
en Irlande.
…………………………………………………………………………………………………..……………………………………………………………………
Exercice A
Exercice 8
It’s time to speak now! Check your answers from Exercise 7 and say the proposed answers out loud. Record
yourself.
(C’est maintenant le moment de t’exprimer à l’oral ! Vérifie tes réponses à l’exercice 7 et dis le corrigé proposé à haute
voix. Enregistre-toi.)
LE COIN DES CURIEUX
The Famine Memorial

Séance 2
Leaving Ireland (1)
• J’apprends l’histoire d’une émigrée

• Je revois le prétérit simple
• J’apprends à structurer un texte au passé
Teacher
Today, let’s follow two Irish immigrants on their way to America!
But first, read “Je sais déjà”, then do Exercises 9 to 11.
(Aujourd’hui, nous allons suivre deux immigrants Irlandais en route pour l’Amérique ! Mais pour débuter, lis
« Je sais déjà », puis fais les exercices 9 à 11.)

JE SAIS DÉJÀ
Les faux amis

Depuis la classe de sixième, les « faux amis » te sont devenus familiers en anglais ; il s’agit de mots anglais qui
ressemblent à des mots français, mais dont le sens diffère totalement.
Tu vas en croiser un dans cette leçon : journey → voyage !
Exercice 9
1 2 3
4 5 6
Exercice B
Exercice 10
Exercice 11
a ship • • un bateau, un vaisseau
no room • • qui a le mal de mer
seasick • • une diligence
cross • • un marin
a sailor • • pas de place
a coach • • traverser

JE DÉCOUVRE
Teacher
Erin’s ancestors were Irish. One of them, Mary Cantrell, left Ireland in 1849 when she was
16 years old. You are going to learn more about her in Exercices 12 and 13. After that, revise your
lesson in “Je retiens”.
(Les ancêtres d’Erin étaient irlandais. L'une d'entre elles, Mary Cantrell, a quitté l'Irlande en 1849, à l'âge
de 16 ans. Tu vas apprendre davantage de choses sur elle dans les exercices 12 et 13. Ensuite, apprends ta leçon
dans « Je retiens ».
Exercice 12
1- Look at the map of the world. Spot Ireland and the U.S.A.
(Regarde la carte du monde. Repère l’Irlande et les U.S.A.)
2- Answer the questions: tick the right answers.
(Réponds aux questions : coche les bonnes réponses.)
a) In 1849, how did people travel to the USA from Ireland?
 by ship  by coach  by plane
b) How long do you think the journey took?
 two days  one week  two weeks  two months

JE M'EXERCE
Exercice 13
Read the first part of Mary’s letter to a friend in Ireland, then answer the questions.
(Lis la première partie de la lettre de Mary à une amie en Irlande, puis réponds aux questions.)
Liverpool, 5th December, 1849

My dear Kitty,
This is my last letter before I leave Europe! I am sad that I have to leave Ireland forever but I have no choice.
There is no work for me in Ireland and all my family died in the Famine.
Tomorrow my ship leaves for America! I am excited but frightened too. It will take two weeks to cross the Atlantic.
I arrived in Liverpool two days ago. It was a long and tiring journey. First I had to walk to Kilkenny City from our
village. Then I travelled to Dublin by coach. After that I travelled by ship to Liverpool. Finally I had to walk from
the port of Liverpool to the house where I am staying.
There were too many people on the ship and we didn’t have much room. The crossing was very unpleasant
because there was a big storm. I was seasick. I am not a good sailor!
Here in Liverpool I am staying with our old neighbours, the Lennon family. They have decided to stay here and
not to travel to America. They are too afraid of the long voyage.
I will write to you when I arrive in America.
Your dear friend,

Mary
1- Mary wrote this letter:
 before she travelled to America  when she arrived in America
2- Where is Mary when she writes the letter?
→ ……………………………………………………………………………………………………..………………………………………………………………….
3- Her reasons for going to America:
→ ……………………………………………………………………………………………………..………………………………………………………………….
→ ……………………………………………………………………………………………………..………………………………………………………………….
4- How does she feel about going to America? (3 adjectives)
→ ……………………..........……… → ……………………..........……… → ……………………..........………
5- How did she travel:
- from her village to Kilkenny? → ……………………..........……………………………..........………...
- from Kilkenny to Dublin? → ……………………..........……………………………..........………...
- from Dublin to Liverpool? → ……………………..........……………………………..........………...
- from Liverpool to the house where she is staying? → ……………………..........……………………………..........………...
6- Can you find a word in the text which corresponds to “voyage” in French? → ……………………..........………...............
7- Look at Mary’s description of her journey from her village to Liverpool.
Find the words or expressions that tell us in which order Mary travelled.
a) …………………….......... b) …………………….......... c) …………………….......... d) ……………………..........
8- What tense does Mary use in her letter?
 present simple  present Be+ING  simple past (preterit)

JE RETIENS
Structurer un texte au passé
Observe ces phrases extraites de la lettre de Mary:
First I had to walk to Kilkenny City from our village. Then I travelled to Dublin by coach. After that I travelled by ship
to Liverpool. Finally I had to walk from the port of Liverpool to the house where I am staying.
→ Les adverbes et expressions first / firstly, secondly, thirdly, mais aussi then, after that, finally, in the end
permettent d’organiser, de structurer un texte afin d’expliquer des étapes successives.
Teacher
Now Check your knowledge by doing Exercises 14 and 15! After that, move on to
“Le coin des curieux”.
(Maintenant, vérifie tes connaissances en faisant les exercices 14 et 15. Ensuite, rends-toi dans
« Le coin des curieux ».)
Exercice 14
The day before Mary arrived in Liverpool, Tom Kelly, a young Irish boy, also arrived there. He was also travelling
to America. He was 16 years old. Before he left Liverpool he wrote to his brother, Peter. He used some notes in
his diary to write his letter. Here are his notes.
Use them to write the first part of his letter.
(La veille de l'arrivée de Mary à Liverpool, Tom Kelly, un jeune irlandais, était également arrivé à Liverpool. Il allait
également en Amérique. Il avait 16 ans. Avant de quitter Liverpool, il a écrit à son frère Peter. Il a utilisé des notes dans
son journal pour écrire sa lettre. Voici ses notes.
Utilise-les pour écrire la première partie de sa lettre.)
Liverpool! 3 days ago.
Long journey: walk to Cork from village. Coach to Queenstown. Ship Queenstown to Liverpool. Walk to our
uncle’s house in Liverpool from the port.
…………………………………………………………………………………………………..…………………………………………………………………………..
…………………………………………………………………………………………………..…………………………………………………………………………..
…………………………………………………………………………………………………..…………………………………………………………………………..
…………………………………………………………………………………………………..…………………………………………………………………………..
…………………………………………………………………………………………………..…………………………………………………………………………..
…………………………………………………………………………………………………..…………………………………………………………………………..
…………………………………………………………………………………………………..…………………………………………………………………………..
…………………………………………………………………………………………………..…………………………………………………………………………..
Exercice B
Exercice 15
It’s time to speak now! Check your answers from Exercise 14 and say the proposed letter out loud. Record
yourself.
(C’est maintenant le moment de t’exprimer à l’oral ! Vérifie tes réponses à l’exercice 14 et dis la lettre proposée dans le
corrigé proposé à haute voix. Enregistre-toi.)

LE COIN DES CURIEUX
A map of Ireland

Séance 3
Leaving Ireland (2)
• J’apprends les conditions d’émigration au XIXème siècle

• J’apprends à différencier les adjectifs en –ed et les
adjectifs en -ing
Teacher
In this new lesson, we will keep following Mary who is about to leave Ireland for America.
To start, read “Je sais déjà”, then do Exercises 16 to 18.
(Dans cette nouvelle leçon, nous allons continuer à suivre Mary qui s’apprête à quitter l’Irlande pour
l’Amérique. Pour commencer, lis « Je sais déjà », puis fais les exercices 16 à 18.)

JE SAIS DÉJÀ
La concordance des temps présent - futur

Observe cette phrase extraite de la lettre de Mary à son amie Kitty :
→ I will write to you when I arrive in America.
Lorsque la réalisation d’un événement futur dépend de la réalisation d’un autre événement, la construction
suivante est utilisée:
événement futur condition à remplir
when
sujet + will + base verbale as soon as + présent simple
if
ou
condition à remplir événement futur
When Mary arrives in America, she will write to Kitty.
when
as soon as + présent simple sujet + will + base verbale
if
Exercice 16
1 2 3
4 5 6
Exercice C
Exercice 17

Exercice 18
quarantine • • arriver, atterrir, débarquer
lonely • • quarantaine
land • • effrayant(e)
frightened • • seul(e), solitaire, isolé(e)
allowed • • permis
frightening • • effrayé(e)
JE M'EXERCE
Teacher
Let’s continue to work on Mary’s letter now: do Exercises 19 and 20. Then, revise your lesson
in “Je retiens”.
(Maintenant, nous allons continuer à travailler sur la lettre de Mary : fais les exercices 19 et 20, puis
apprends ta leçon dans « Je retiens ».)
Exercice 19
1- Read the second part of Mary’s letter, then answer the questions or complete the sentences.
(Lis la seconde partie de la lettre de Mary et réponds aux questions ou complète les phrases.)
There were too many people on the ship and we didn’t have much room. The crossing was
very unpleasant because there was a big storm. I was seasick. I am not a good sailor!
Here in Liverpool I am staying with our old neighbours, the Lennon family. They have
decided to stay here and not to travel to America. They are too afraid of the long voyage.
Your dear friend,
Mary
a) What were the problems on the ship?
 too many people  not enough to eat  not much room  big storm
b) The Lennon family are:
 Scottish  Irish  English  Welsh
c) Why don’t the Lennons want to go to America?
 They don’t have enough money to pay the trip.  They are too afraid of the long voyage.
d) What does Mary promise to do when she arrives in America?
 She promises to meet Kitty’s aunt.  She promises to write.  She promises to find a job.

2- Put the verbs in the brackets in the correct form.
(Conjugue le verbe entre parenthèses au temps qui convient.)
a) (arrive) → Mary will try to find work when she …………….……………... in America.
b) (find) → She will stay with friends until she ……………..…………….. work.
c) (get) → As soon as she ……………..…………….. a job she will look for a house.
J'APPRENDS
Exercice 20
Mary left Liverpool on the 6th of December 1849. Her ship crossed the Atlantic in winter. Can you imagine her
journey? Answer the questions: tick all the possible answers.
(Mary a quitté Liverpool le 6 décembre 1849. Son bateau a traversé l’Atlantique au cours de l’hiver. Peux-tu imaginer son
voyage ? Réponds aux questions : coche toutes les réponses possibles.)
1- What adjectives can describe best Mary’s journey?
 short  long  nice  terrible
 unpleasant  wonderful  exciting  frightening
 terrifying  relaxing  tiring  awesome
2- What are the difficulties you think she experienced?
 weather  storms  too many people
 food  water  missing her friends
 seasickness  diseases  not enough space
3- How do you think she felt?
 happy  scared  seasick  hungry and thirsty
 sad  frightened  tired  sick
 excited  terrified  relaxed  lonely
JE RETIENS
Les adjectifs en –ed et en -ing
Les adjectifs qui se terminent par –ed décrivent nos sentiments.
Les adjectifs qui se terminent par –ing décrivent ce qui cause nos sentiments.
→ The journey was terrifying so Mary felt terrified.

Teacher
Now check your knowledge by doing the three following exercises! After that, move on to
(Maintenant, vérifie tes connaissances en faisant les trois exercices suivants. Ensuite, rends-toi dans
Exercice 21
1- Read Mary’s diary.
(Lis le journal personnel de Mary.)
6th December: Goodbye to Lennons. Walked to ship. Went on board. Too many people. No room. Lonely, no family,
no friends on ship! Other passengers nearly all Irish. Many sick, weak.
11th December: Storms again. The third day! Seasick. Frightened. Hungry. Bad food (only biscuits). Many passen-
gers ill. Two children died yesterday.
18th December: Very hungry. No more food. Little water. Good news: a boy. Nice! Name: Tom Kelly.
22nd December: Can see America! Excited! Happy!
24th December: Landed in New York! Finally! Immigration station.
Some passengers sick/not allowed to land/put into quarantine. Myself and Tom accepted.
2- Help Mary to prepare the plan of her letter to Kitty. Complete the following information.
(Aide Mary à préparer le plan de sa lettre à Kitty. Complète les informations suivantes.)
a) The journey (chronology): goodbye – walk to ship...
………………………………………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………………………………….
b) The problems: no family, no friends...
………………………………………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………………………………….
c) The consequences: lonely, seasick...
………………………………………………………………………………………………………………………………………………………………………….
………………………………………………………………………………………………………………………………………………………………………….
d) Tense or form (temps du récit) ………………………………………………………………………………………………………………………….
e) What words or expressions do you know...
to describe the order of events? ……………………………………………………………………………………………………………………
to explain the consequence of something? ……………………………………………………………………………………………………
to explain the cause or the reason for something? ………………………………………………………………………………………..
f) Mary wrote some verbs in her diary but others are missing. Here are some that you will use in the next exercise.
Put them in the preterit form.
verbal base  preterit form
say  …………………..…………………………..........
be  …………………..…………………………..........
feel  …………………..…………………………..........
have  …………………..…………………………..........
meet  …………………..…………………………..........

Exercice 22
Now write Mary’s letter to Kitty using her diary (Exercise 19) and the notes you took in the former exercise.
(Maintenant, écris la lettre de Mary à Kitty en utilisant son journal personnel (exercice 19) et les notes que tu as prises
dans l’exercice précédent.)
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Exercice 23
It’s time to speak now! Answer the questions about Mary’s trip out loud. Record yourself.
(C’est maintenant le moment de t’exprimer à l’oral Réponds aux questions sur le voyage de Mary à voix haute.
Enregistre-toi.)
Exercice C
LE COIN DES CURIEUX
Irish immigration to America

Séance 4
The Hannah (1)
• Je découvre l’histoire du Hannah

• Je cible des informations dans un document sonore
• J’apprends les utilisations spécifiques de pronoms personnels
sujets
Teacher
Mary and Tom were lucky to reach America. It was not the case for all the Irish immigrants as numerous
shipwrecks took place.
Today, you are going to discover the story of the “Hannah”.
But before that, read “Je sais déjà”, then do Exercises 24 to 26.
(Mary et Tom ont eu la chance d’arriver en Amérique. Cela n’a pas été le cas de tous les immigrants
Irlandais, car de nombreux naufrages ont eu lieu.
Aujourd’hui, tu vas découvrir l’histoire du « Hannah ».
Mais avant cela, lis « Je sais déjà », puis fais les exercices 24 à 26.)

JE SAIS DÉJÀ
Utiliser le gérondif après un verbe exprimant les goûts

→ I love listening to Celtic music!
→ Mary was keen on writing letters.
 Après un verbe ou une locution verbale exprimant les goûts, le verbe qui suit se termine par –ing. On parle
de gérondif.
Exercice 24
1 2 3
4 5 6
Exercice D
Exercice 25
Exercice 26
a carpenter • • fuir, s’enfuir
flee • • un trou
exit • • sortie
a hull • • arracher
a hole • • une coque (de bateau)
wrench • • un menuisier, un charpentier

JE DÉCOUVRE
Teacher
Now let’s listen to the story of the “Hannah” and work on listening comprehension: do
Exercises 27 and 29. Then, revise your lesson in “Je retiens”.
(Maintenant, nous allons écouter l’histoire du « Hannah » et travailler la compréhension de l’oral :

fais les exercices 27 à 29, puis apprends ta leçon dans « Je retiens ».)
Exercice 27
Listen to the recording, concentrate on the dates and numbers, and complete the following information.
(Écoute l’enregistrement, concentre-toi sur les dates et les nombres, et complète les informations suivantes.)
1- Date the ship left Ireland: ………………………….

2- The crew: …………. men and the …………………. = ……………. men
3- Number of passengers: about ……………….
4- Two more dates mentioned: ……………………….. and ……………………………
5- How long it took for the ship to sink: …………………………………..
6- Number of victims: …………………………………..
7- Number of people rescued: ………………………………
8- Date the survivors reached land: …………………………..
JE M'EXERCE
Exercice 28
J'APPRENDS
Exercice 29
Listen to the beginning of the story and answer these questions in French
(Écoute le début de l’histoire et réponds à ces questions en français.)
Quel pronom personnel sujet est employé pour remplacer “The Hannah”? → ……………………………………………………….
Pourquoi est-ce étonnant ? …………………………………………………………………………………………………………………………………...
JE RETIENS
Les utilisations inhabituelles des pronoms personnels sujets
Observe ces phrases :
 The Hannah was a ship transporting Irish immigrants to Canada during the Great Famine. She left Newry, Ireland
on Tuesday, 3 April 1849.
Le pronom personel sujet she est habituellement utilisé pour les sujets humains, féminins. Or, il est ici utilisé
pour un bateau.
→ On emploie en effet she pour tous les types de ships et autres bateaux.
 Honey is my dog’s name. He is really adorable!
→ Tu as appris que le pronom sujet que dont on se sert pour parler des animaux est it. Mais pour un animal
familier, on peut tout à fait utiliser les pronoms he ou she.

Teacher
It’s time to check your knowledge by doing Exercise 30! After that, move on to
(Il est temps de vérifier tes connaissances en faisant l’exercice 30. Ensuite, rends-toi dans
Exercice 30
It’s time to speak now! Listen to the sentences and react using the words below. Use the appropriate personal
pronouns and conjugate the verbs properly. Record yourself.
(C’est maintenant le moment de t’exprimer à l’oral. Écoute les phrases et réagis en utilisant les mots ci-dessous. Utilise
les pronoms personnels appropriés et conjugue les verbes convenablement. Enregistre-toi.)
Dalton →   / eat / carrots

Titanic → hit (irregular) iceberg / sink (irregular) / April 1912
Verona →   / go for a walk by the river
Exercice D
LE COIN DES CURIEUX
Famine and shipwreck

Séance 5
The Hannah (2)
• Je découvre l’histoire du Capitaine Shaw

• Je cible des informations dans un document sonore
• J’apprends des termes de vocabulaire juridiques
• J’apprends une utilisation nouvelle des adjectifs possessifs
Teacher
What happened to Curry Shaw, the Hannah’s selfish captain? That’s what we are going
to discover today.
But before we do, read “Je sais déjà”, then do Exercises 31 to 33.
(Qu’est-il arrivé à Curry Shaw, l’égoïste capitaine du « Hannah » ? C’est ce que nous allons
découvrir aujourd’hui.
Mais avant cela, lis « Je sais déjà », puis fais les exercices 31 à 33.)

JE SAIS DÉJÀ
Les adjectifs possessifs
my  mon, ma, mes
your  ton, ta, tes
his  son, sa, ses → possesseur masculin
her  son, sa, ses → possesseur féminin
its  son, sa, ses → possesseur neutre (qualité d’un objet, par exemple)
our  notre, nos
your  votre, vos
their  leur, leurs
Exercice 31
1 2 3
4 5 6
Exercice E
Exercice 32

Exercice 33
conceive • • odieux
guilty • • coupable
charge • • témoignage
cast doubt on • • accusation
revolting • • imaginer, concevoir
testimony • • jeter le doute sur
Teacher
Now let’s concentrate on what happened to the Hannah’s captain and work on listening
comprehension: do Exercises 34 and 35. Then, revise your lesson in “Je retiens”.
(Maintenant, nous allons nous concentrer sur ce qui est arrivé au capitaine du « Hannah » et
travailler la compréhension de l’oral : fais les exercices 34 et 35, puis apprends ta leçon dans « Je retiens ».)
JE M'EXERCE
Exercice 34
J'APPRENDS
Exercice 35
Observe the following sentence and answer these questions in French.
(Observe la phrase suivante et réponds à ces questions en français.)
→ A charge was laid against the three "of their being guilty of one of the most revolting acts of inhumanity that can
be conceived."
Quelle est la nature du mot “their” ? → ……………………………………………………………………………………………….……………….….
De quel type de mot est-il suivi ? → ……………………………..……………………………….…………………………………………………………
JE RETIENS
Exprimer l’appartenance d’une action à l’aide d’un adjectif possessif et d’un gérondif
→ A charge was laid against the three "of their being guilty of one of the most revolting acts of inhumanity that can
be conceived."
→ My listening to Captain Shaw’s story really surprised me!
→ Les adjectifs possessifs their et my sont suivis d’un gérondif.
→ Cette structure permet, de par l’emploi de l’adjectif possessif, de cibler directement qui effectue l’action.
→ On traduit ces structures par :
• Leur culpabilité
• Mon écoute

Teacher
Check your knowledge by doing Exercise 36! After that, move on to “Le coin des curieux”.
(Vérifie tes connaissances en faisant l’exercice 36. Ensuite, rends-toi dans « Le coin des curieux ».)
Exercice 36
It’s time to speak now! What do you think of Captain Shaw’s escaping punishment? Why? React with your own
words or the words below. Use the structure you have just come across. Record yourself.
(C’est maintenant le moment de t’exprimer à l’oral. Que penses-tu du fait que le Capitaine Shaw n’ait pas été puni ?
Pourquoi ? Réagis en utilisant tes propres mots ou les mots ci-dessous. Utilise la structure que tu viens d’apprendre.
Enregistre-toi.)
captain’s role → to save the passengers or die trying.
many people died
behaviour→ comportement
he casted doubt = he lied.
escaped punishment!
unfair → injuste
immoral
Exercice E
LE COIN DES CURIEUX
The Hannah’s passengers

Séance 6
The Trail of Tears
• J’approfondis la géographie des États-Unis d’Amérique

• J’apprends un épisode tragique de l’histoire des Nations
Indiennes
• J’apprends à exprimer la condition et la conséquence
• J’écris le récit d’un voyage difficile
Teacher
You have learned how millions of European immigrants arrived in the United States.
But they were not the first on the North American continent. It was already populated by the
"Indians". The cohabitation between the newcomers and the Indians was not always easy,
especially for the latter. Today, you will learn the story of a tribe, the Cherokee.
Before that, look at the map of the United States in "Je sais déjà" (you will be able to refer to it),
then do Exercises 37 to 39.
(Tu as appris comment des millions d’immigrés européens sont arrivés aux États-Unis.
Mais ils n'étaient pas les premiers sur le continent nord-américain. Celui-ci était déjà peuplé par les
« Indiens ». La cohabitation entre les nouveaux venus et les Indiens n'était pas toujours évidente, surtout
pour ces derniers. Aujourd’hui, tu vas apprendre l’histoire d’une tribu, les Cherokees.
Avant cela, regarde la carte des États-Unis dans « Je sais déjà » (tu pourras t’y référer), puis fais les exercices 37 à 39.)

JE SAIS DÉJÀ
La carte des États-Unis d’Amérique

Exercice 37
1 2 3
4 5 6
Exercice F
Exercice 38
Exercice 39
a trail • • pieds nus
sleet • • larmes
barefoot • • de la neige fondue / de la grêle
tears • • un chariot
a wagon • • traîner
drag • • un sentier
Teacher
You are going to learn about the Cherokee’s ‘’Trail of Tears’’. Do Exercises 40 to 42. After that,
revise your lesson in “Je retiens”.
(Tu vas apprendre ce qu’est le « Chemin des Larmes » du peuple Cherokee. Fais les exercices 40 à 42.
Ensuite, apprends ta leçon dans « Je retiens ».)

JE DÉCOUVRE ET JE M'EXERCE
Exercice 40
Read the text, then answer the questions: choose the right answers from the list.
(Lis le texte, puis réponds aux questions : choisis les bonnes réponses dans les listes.)
The Trail of Tears
The Cherokees lived on their ancestral lands in Georgia in
the south east of the United States. In the early 19th century
gold was discovered in Georgia and more and more white
people arrived. The white people wanted the Cherokees' land
so the government decided to move the Cherokees and send
them west to “Indian territory” (now part of Oklahoma).
The Cherokees didn’t want to leave but in 1838 the govern-
ment decided to force them to leave their land, their farms
and their homes. The government sent 7000 soldiers to
Georgia in order to force 17000 Cherokees off their land.
The soldiers told the people they had to leave immediately. If they refused the soldiers dragged them from their
houses and used their bayonets to make them leave. Some Cherokees were sent on boats by river but most had to
follow a trail across the land. Others travelled in wagons but many had to walk a distance of 1200 miles!
The journey took six months and the conditions were terrible. There were many obstacles to cross: hills, mountains
and rivers. It was winter and they had to travel through rain, sleet and snow. Some Cherokees had to walk barefoot.
They had to cross hills and mountains. They had to cross big rivers. Even if they travelled on wagons they didn’t
have enough food or warm clothes. Many died of hunger or exposure (hypothermia). The nights were very cold and
many had to sleep on the ground without any blankets. Of the 17000 Cherokees forced to move, an estimated 4000
died from hunger, exposure and exhaustion and disease.
The Cherokees called this forced migration “the trail where they cried”. Today the common name is the “Trail of
Tears”.
a) Where did the Cherokees live before 1838?
 On their ancestral lands in Georgia  On their ancestral lands in Arkansas
 On their ancestral lands in Alabama
b) Where did the Cherokee live after 1838?
 In an “Indian territory” (now part of Kansas)  In an “Indian territory” (now part of Colorado)
 In an “Indian territory” (now part of Oklahoma)
c) Why did the government force the Cherokees to move?
 Because the buffaloes were all dead.  Because of an epidemic.
 The white people wanted their lands.
d) How many people were forced to move?
 15 000 people  17 000 people  22 000 people
Exercice 41
J'APPRENDS
Exercice 42
→ Even if the Cherokees travelled on wagons, they didn’t have enough food or warm clothes.
Quel temps est utilisé par deux fois ? → ………………………………………………………………………………………………………………...
Comment traduirais-tu « even if » ? → ……………………………………………………………….…………………………………………………

JE RETIENS
Even if
condition  conséquence
1- Even if the Cherokees travelled on wagons,  they didn’t have enough food or warm clothes.
simple past  simple past
2- Chief John Ross: ‘’Even if it rains tomorrow,  we will have to walk.”
present simple  future
→ Even if the Cherokees travelled on wagons, they didn’t have enough food or warm clothes.
→ « Even if » et « Even though » introduisent une condition.
→ On traduit ces expressions par « même si ».
→ Elles requièrent l’utilisation de la concordance des temps.
Teacher
Now check your knowledge by doing Exercises 43 and 44! After that, move on to
(Maintenant, vérifie tes connaissances en faisant les exercices 43 et 44. Ensuite, rends-toi dans
Exercice 43
Chief John Ross (1790 – 1866) made the journey from Georgia to Oklahoma. When he was an old man he wrote
the story of his journey for a newspaper. He took some notes before he started the article. Complete them.
(Le chef John Ross (1790-1866) avait fait le voyage de la Géorgie à l’Oklahoma. Quand il était âgé, il a écrit l’histoire de son
voyage pour un journal. Il a pris des notes avant de commencer l'article. Complète-les.)
1- Before you start:
Decide what tense you will use: ……………………………………………………………………………….……………………………………….
Remember the obstacles the Cherokees faced: ………………………………………………………………………………………………..
………………………………………………………………………………………………………………………………………………………………………….
Remember the weather: ……………………………………………………………………………………………………………………………….....
Think of adjectives to describe the journey: ……………………………………………………………………………………………………...
………………………………………………………………………………………………………………………………………………………………………….
Think of adjectives to describe the feelings of the Indians: …………………………………………………………………….............
………………………………………………………………………………………………………………………………………………………………………….
Think of expressions you know
- to explain the consequence of something: ……………………………………………………………………………………………………..
- to explain the cause or the reason for something: ………………………………………………………………………………………….

2- Here are John’s notes:
Name: ...................................................................................................................
Age in 1838: ...................................................................................................................
Place I lived: ...................................................................................................................
My family: my five children and my wife Quatie (who died in 1839)
One night in October 1838, soldiers… ...................................................................................................................
Walk / 6 months ...................................................................................................................
Weather: ...................................................................................................................
Many obstacles: ...................................................................................................................
My feelings: ...................................................................................................................
When we arrived… ...................................................................................................................
How I feel today: ...................................................................................................................
3- Now write John’s article. Use the expression you have learned in “Je retiens”.
(Maintenant, écris l’article de John. Utilise l’expression que tu as apprise dans « Je retiens ».)
………………………………………………………………………………………………………………………………………………………………….........
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………………………………………………………………………………………………………………………………………………………………….........
Exercice 44
It’s time to speak now! Put yourself in John Ross’ shoes: say the proposed text from the previous exercise out
loud. Record yourself.
(C’est maintenant le moment de t’exprimer à l’oral ! Mets-toi à la place de John Ross : dis le corrigé proposé de l’exercice
précédent à haute voix. Enregistre-toi.)
Exercice F
LE COIN DES CURIEUX
The Trail of Tears

Séance 7
The massacre at Wounded Knee
• J’apprends l’un des derniers épisodes tragiques de

l’histoire des Nations Indiennes
• J’apprends à exprimer la fréquence au passé
Teacher
The Cherokee people’s “Trail of Tears” was just one of the many examples of the white people
who arrived in America and forced the Indian people to release their lands. In this lesson, you
are going to learn about a tragic historical event and a terrible ordeal the Sioux people had to
suffer.
But first, read "Je sais déjà" and then do Exercises 45 to 47.
(Le « Sentier des Larmes » du peuple Cherokee ne fut que l’un des nombreux exemples d’hommes
blancs arrivés en Amérique qui ont forcé les Indiens à libérer leurs terres. Dans cette leçon, tu vas
découvrir un événement historique tragique et une épreuve terrible que le peuple Sioux a dû endurer.
Mais, pour commencer, lis « Je sais déjà » puis fais les exercices 45 à 47.)

JE SAIS DÉJÀ
Exprimer le conditionnel
→ I would like to learn more on the history of the Indian nations.
Would, suivi d’une base verbale, sert à exprimer une condition ; ici, ce que l’on voudrait / souhaiterait faire.
Exercice 45
1 2 3
4 5 6
Exercice G
Exercice 46
Exercice 47
wounded • • avoir lieu, se passer
a peak • • rendre / se rendre
a weapon • • un pic
surrender • • tirer (avec une arme)
fire • • une arme
occur, happen, take place • • blessé(e)

Teacher
You are now going to learn about a killing which took place in what is now South-Dakota.
Do Exercises 48 and 49. After that, revise your lesson in “Je retiens”.
(Tu vas maintenant apprendre le fait d’un massacre qui a eu lieu dans ce qui est aujourd’hui le
Dakota du Sud. Fais les exercices 48 et 49. Ensuite, apprends ta leçon dans « Je retiens ».)
JE DÉCOUVRE ET JE M'EXERCE
Exercice 48
Read the text, then answer the questions: choose the right answers from the list.
(Lis le texte, puis réponds aux questions : choisis les bonnes réponses dans les listes.)
The massacre at Wounded Knee Creek
The period between 1860 and 1890 represented the peak years of
conflict between the white settlers, the military sent to protect them,
and the American Indian tribes already present on much of the land.
The only promise the white people unfailingly kept was that they
would take the land.
Treaties would be made, promising that the land would remain wit-
hin the hands of the native tribes in perpetuity.
Such treaties remained valid only until whilte settlers and the U.S. government desired the land. Members of the
tribes would then be either moved or killed. To many of the soldiers, it made little difference as to which occurred.
General Sheridan summed up this attitude with his statement “The only good Indians I ever saw were dead”.
Leaderless after the assassination of Chief Sitting Bull in the Sioux reservation, hundreds of the Lakota Sioux
sought refuge with Chief Big Foot and his people near Pine Ridge, in present-day South Dakota.
On December 29, 1890, five hundred soldiers surrounded the Lakotas’ camp in the vicinity of Chankpe Opi Wakpala,
known as the creek of Wounded Knee. Big Foot ordered his people to surrender any weapons to the soldiers. A gun
discharged, probably accidentally, and soldiers began to fire indiscriminately. Before the firing ended, some three
hundred American Indian men, women, and children were dead. The massacre at Wounded Knee Creek was the
last major incident between native tribes and the U.S. cavalry.
a) When did the peak years of the conflict against the Indian nations take place?
 Between 1860 and 1890.  Between 1870 and 1900.
 Between 1850 and 1880.
b) What promise would the treaties contain?
 The white people would take the land.  The militaries would settle on the land.
 The land would forever belong to the Indians.
c) Were the treaties respected?
 Yes, they were.  No, they weren’t.
d) Why?
 White settlers desired the land.  The U.S. government wanted the land.
 The Indians willingly left the land.
e) What happened to the Indian tribes?
 They would be moved.  They would have money as a compensation for their land.
 They would be killed.
f) Who was General Sheridan?
 An opponent of the Indians.  A protector of the Indians.
g) What Indian nation did Chief Sitting Bull belong to?
 The Cheyennes  The Sioux  The Apaches

Exercice 49
J'APPRENDS
Exercice 50
→ Treaties would be made, promising that the land would remain within the hands of the native tribes in
perpetuity.
Would exprime-t-il une condition ? →  oui  non
À ton avis, qu’exprime-t-il précisément ? → ………………………………………………………………………………...…………………………..
…………………………………………………………………………………………………………………………………………………………………………..…..
JE RETIENS
Exprimer la fréquence d’une action au passé
Observe cette phrase :
→ Treaties would be made, promising that the land would remain within the hands of the native tribes in
perpetuity.
→ Des traités étaient (régulièrement) conclus, promettant que les terres resteraient entre les mains des
tribus autochtones à perpétuité.
 Pour exprimer la fréquence d’une action ou d’une habitude au passé, sa constante répétition, on utilise
would + base verbale.
Rappel : pour les actions passées, précises, datées, on utilise le prétérit simple (past simple) :
→ The Lakota tribe lived in Wounded Knee.
Teacher
It’s time to check your knowledge by doing Exercises 51 and 52! After that, move on to
(Il est temps de vérifier tes connaissances en faisant les exercices 51 et 52. Ensuite, rends-toi dans
Exercice 51
Complete this text about the Sioux people: put the verbs in the brackets into the right tense.
(Complète ce texte à propos du peuple Sioux : conjugue les verbes entre parenthèses aux temps qui conviennent.)
Help box
provide = fournir suit = convenir
buffaloes / bisons a tepee

The Sioux (be →) …………………………………… famous for their hunting and warrior culture. Siouan warriors (be →)
…………………………………… known for their great courage.
The Sioux (be →) …………………………………… a nomadic tribe. The buffalo that they (hunt →) ……………………………………
in the Great Plains (provide →) …………………………………… them with everything they needed - food, clothes and their
tent-like homes called tepees.
This type of home (suit →) …………………………………… the nomadic lifestyle of the Sioux people. A tepee (be →)
…………………………………… quick to erect and easy to dismantle. A Siouan village (be →) …………………………………… ready
to move within an hour.
The Sioux people (believe →) …………………………………… that every object was spirit, or "wakan."
Exercice 52
It’s time to speak now! Say the proposed text from the previous exercise out loud. Record yourself.
(C’est maintenant le moment de t’exprimer à l’oral ! Dis le corrigé proposé de l’exercice précédent à haute voix.
Enregistre-toi.)
Exercice G
LE COIN DES CURIEUX
Bury my Heart at Wounded Knee
Cochise (1810 – 1874) was a great Apache Chief

Séance 8
Je m'évalue
OBJECTIF DE LA SÉANCE
• Je m’évalue
Teacher
Read carefully all the lessons in this unit before you start.
This recap is essential, 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 essentielle, car elle te permet de vérifier que tu as compris et retenu les points abordés dans le cours.
Fais les exercices qui suivent.)

JE M'ÉVALUE
Exercice 53
What are these? Write the legends under the pictures.
(De quoi s’agit-il ? Écris les légendes sous les images.)
.......................................... .......................................... .......................................... ..........................................
.......................................... .......................................... .......................................... ..........................................
Exercice H
Exercice H
Exercice 54
Exercice 55
Complete the text: put the verbs in the correct forms.
(Complète le texte : conjugue les verbes aux temps qui conviennent.)
Paddy Walsh is going to America next week. When Paddy (arrive →) ……………………….. in America he (look →)
……………………….. for a job. As soon as he (find →) ……………………….. a job he (search →) ……………………….. will search
an apartment. Until he (find →) ……………………….. an apartment he (stay →) ……………………….. with a cousin in the
Bronx.
Exercice 56
Have you got a good memory? Answer these questions: tick the right answers.
(As-tu une bonne mémoire ? Réponds à ces questions : coche les bonnes réponses.)
1- In what century did the Potato Famine take place in Ireland?
 18th century  19th century  20th century
2- How many people died because of the Potato Famine?
 About 500 000  About one million  About 2 million
3- How many Irish people emigrated because of the Potato famine?
 About 400 000  About 700 000  About 1 million
4- In what state did the Cherokees live before they were forced off their land?
 Oklahoma  North Carolina  Georgia
5- What was the name given to their journey?
 The Painful Journey  The Trail of Tears  The Path of Sorrow
6- What Indian tribe suffered a massacre by the American army in 1890?
 The Sioux  The Cheyennes  The Navajos

7- What book is a historical account of how the American Indians lost their lands?
 The Last Stand  Sadness of the Earth  Bury my Heart at Wounded Knee
8- Who wrote this book which was first released in 1970?
 Eric Vuilliard  Dee Brown  Nathaniel Philbrick
Exercice 57
Listen to Chief John Ross and complete his sentences. Pay attention to tense sequencing.
(Écoute le Chef John Ross et complète ses phrases. Porte une attention particulière à la concordance des temps.)
1- → ……………………………………………………………………………………………….………………………………………………………………….
2- → ……………………………………………………………………………………………….………………………………………………………………….
Exercice 58
It’s time to speak!
Translate the following sentences. Try to work from memory. Record yourself.
(Il est temps de prendre la parole ! Traduis les phrases suivantes. Essaie de travailler de mémoire. Enregistre-toi.)
Help box
learn = apprendre
remain = rester
1- Constamment, des traités étaient conclus, promettant que les terres resteraient entre les mains des tribus
Indiennes à perpétuité.
2- Mon apprentissage de / Le fait d’apprendre l’histoire du Hannah m’a vraiment surpris(e).

Notes :
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Sommaire

Unité 3 : 19th century immigration in America

Séance 1 : The Great Irish Famine

Séance 2 : Leaving Ireland (1)

Séance 3 : Leaving Ireland (2)

Séance 4 : The Hannah (1)

Séance 5 : The Hannah (2)

Séance 6 : The Trail of Tears

Séance 7 : The massacre at Wounded Knee

88 CNED ANGLAIS – Sommaire Unité 3 – 3e

• J’apprends des informations sur la famine en Irlande au 19ème siècle

CNED ANGLAIS – Accueil Unité 3 – 3e 89

• J’apprends des informations sur la famine en Irlande au 19ème siècle

90 CNED ANGLAIS – Unité 3 - Séance 1 – 3e

Exprimer la cause et la conséquence

CNED ANGLAIS – Unité 3 - Séance 1 – 3e 91

weak • • une maladie

Now move on to Exercises 4 to 6, then, revise your lesson in “Je retiens”.

1- Describe what the men are wearing.

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J'ÉVALUE MES ACQUIS

CNED ANGLAIS – Unité 3 - Séance 1 – 3e 93

LE COIN DES CURIEUX

The Famine Memorial

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• J’apprends l’histoire d’une émigrée

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Les faux amis

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2- Answer the questions: tick the right answers.

(Réponds aux questions : coche les bonnes réponses.)

a) In 1849, how did people travel to the USA from Ireland?

 by ship  by coach  by plane

b) How long do you think the journey took?

 two days  one week  two weeks  two months

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Liverpool, 5th December, 1849

Your dear friend,

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J'ÉVALUE MES ACQUIS

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

• J’apprends les conditions d’émigration au XIXème siècle

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La concordance des temps présent - futur

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1- What adjectives can describe best Mary’s journey?

 short  long  nice  terrible

 unpleasant  wonderful  exciting  frightening

 terrifying  relaxing  tiring  awesome

2- What are the difficulties you think she experienced?

 weather  storms  too many people

 food  water  missing her friends

 seasickness  diseases  not enough space

3- How do you think she felt?

 happy  scared  seasick  hungry and thirsty

 sad  frightened  tired  sick

 excited  terrified  relaxed  lonely

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LE COIN DES CURIEUX

Irish immigration to America