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ÉDITORIAL

Dijon, octobre 2013

Chers collègues,

La dernière année scolaire a été marquée par la mise en place des nouvelles épreuves du baccalauréat.
Outre les changements en compréhension orale, la transformation de l’épreuve d’expression orale nécessite
davantage de documents variés pour préparer les dossiers de nos élèves autour des quatre notions que nous
connaissons tous maintenant.
J’essaierai donc de répondre cette année à ce nouveau besoin en vidéos plus courtes, qui pourront être
utilisées comme entraînement à l’épreuve de compréhension orale du baccalauréat (et aussi à celle du BTS), tout
en vous proposant des activités variées pour une exploitation en cours, visant à favoriser l’apprentissage de vos
élèves. J’espère ainsi que les élèves de première et de terminale pourront enrichir leur dossier pour l’épreuve
d’expression orale grâce aux sujets traités dans les vidéos, en plus des sujets abordés dans les manuels.
Une autre nouveauté cette année est le récent contrat qui lie le CRDP et la chaîne de télévision RTÉ. Il
nous ouvre une fenêtre sur la société irlandaise, souvent un peu délaissée par les autres chaînes anglophones
ainsi que par les manuels scolaires. L’Irlande mérite en effet un détour, c’est un pays dynamique avec une culture
spécifique et riche.
Les accents irlandais poseront peut-être quelques difficultés pour les élèves, mais ils doivent apprendre
à ne pas paniquer lorsqu’ils ne comprennent pas tout ce qui est dit et à se concentrer sur l’essentiel du
message transmis en utilisant les mots-clés et le contexte visuel comme repères. Les activités dans ce livret
d’accompagnement sont toujours élaborées avec le but de faciliter la compréhension, ainsi que de permettre aux
élèves de s’exprimer à partir des sujets abordés.
Comme vous le constaterez dans le sommaire, ce numéro comporte de nombreux sujets de société, parfois
irlandais, parfois britanniques, européens ou américains. Dans d’autres, il s’agit de culture, avec notamment des
extraits sur les célébrations de Bloomsday et l’hommage rendu à James Joyce. Les thèmes de l’environnement
et de la santé sont aussi présents. La séquence 14 termine le livret sur le thème des célébrités, mais aussi sur
l’importance des découvertes et des échanges culturels, avec la visite de la famille Obama en Irlande.

Je vous souhaite une excellente année scolaire.

Bien cordialement,

Karin Dussinger

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 1


SOMMAIRE

Niveau Page
Séq. Titre Domaine Durée Date Chaîne
CECRL livret

Match-Making in Silicon Écouter, Parler (EOI),


1 Society 2’20 21/03/13 CNN 3
Valley Écrire : B1 / B2
The Future of High-Speed Écouter,
2 Society 1’50 11/04/13 CNN 9
Train Travel Parler (EOC) : B1 / B2
The Problems with High-
Écouter,
3 Speed Train Travel in Society 1’50 11/04/13 CNN 12
Parler (EOC) : B1 / B2
Europe Today
Écouter,
4 Tablets in Airplanes Society 2’00 15/11/12 CNN 18
Parler (EOI) : B1 / B2
Écouter, Parler,
5 Immigrants in Britain Society 3’00 25/03/13 Sky News 22
Écrire : B1 / B2
Écouter,
6 New Urban Plan for Limerick Society 1’50 14/06/13 RTÉ 28
Parler (EOI) : B1 / B2

7 Bloomsday Celebrations Culture 1’40 16/06/13 RTÉ Écouter, Écrire : B2 34

Wedding with a Twist Écouter, Parler,


8 Society 1’50 14/06/13 RTÉ 39
Honours Joyce Legacy Écrire : B1 / B2
Écouter,
9 Viking Auditions Culture 2’00 05/06/13 RTÉ 45
Parler (EOI) : B1
Écouter : B1+
10 Air Ambulance Service Society 1’40 14/06/13 RTÉ 49
Parler (EOI) : B1

11 IT Training Education 2’00 31/05/13 RTÉ Écouter, Écrire : B2 54

Écouter,
12 Golf Resort vs National Trust Environment 1’30 24/05/13 RTÉ 60
Parler (EOI) : B1 / B2

13 Growing Your Own Food Health 1’35 19/05/13 RTÉ Écouter, Écrire : B1 65

Écouter : B1+
14 First Family Visits Ireland Celebrities 2’55 18/06/13 RTÉ 71
Écrire : B1

Rédaction TVLangues : CRDP de l’académie de Dijon – 3, avenue Alain-Savary – CS 21390 – 21013 Dijon Cedex – Tél. : 03 80 73 85 08
Directrice de la publication : Annie Lemesle
Rédacteur en chef : Jean-Noël Vogrig
Sélection des séquences et rédaction du livret : Karin Dussinger
Mise en page : Jean-Noël Vogrig
Maquette : HEXA Graphic / CRDP de l’académie de Dijon
Édition et diffusion : SCÉRÉN-CRDP de l’académie de Dijon
Imprimeur : Dicolor – 2, rue de l’Aqueduc-Darcy - 21121 Ahuy
Nº ISSN : 1768-2703 – Nº ISBN : 978-2-86621-744-0

2 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Séquence 1 Public cible Tale, Post-bac / Écouter, Parler (EOI), Écrire : B1 / B2

Match-Making in Silicon Valley


Les nouvelles technologies ont révolutionné nos moyens de communication. Les
réseaux sociaux nous permettent d’avoir des centaines de contacts et « d’amis », mais
trouver l’âme sœur quand on est cadre supérieur reste toujours difficile. Une nouvelle
entreprise américaine, Linx, apporte des solutions.

Transcript
CNN Reporter: Silicon Valley’s computer nerds have cracked the codes to successful tech companies, but
when it comes to the language of love, they’re enlisting a little help. Meet Amy Andersen.
By modern standards you’re a match-maker, that’s an old job, right?
Amy Andersen: It’s an old world business.
CNN Reporter: An old world business with tech IPO pricing. Access to link and drink events like this one,
plus a guarantee of eight quality matches costs members twenty grand. Members that go to the party but
aren’t promised dates pay up to $2,500.
How much is the most that a client is kind of willing to put out there to find the right match?
Amy Andersen, CEO, Linx: A lot. I mean people will put so much into the process, anywhere from 50 to,
in some cases, if we’re doing a nation-wide search, 100,000.
CNN Reporter: Many of Amy’s clients work in tech.
Kenny Hawk, entrepreneur: The most valuable resource you have in the world, whether you’re an
entrepreneur or not, is time. And if you can have a professional that can help you find the right person, I
think it can save a lot of time.
CNN Reporter: Like many businesses in the Valley, Amy gets a boost when tech companies are doing
well. Facebook’s IPO brought in customers for Linx.
Amy Andersen: Facebook’s been very important for us for a multitude of reasons, and certainly we’ve got
a lot of clients from their pre-IPO and post-IPO, just like Google in 2004.
CNN Reporter: But what these people are paying for is the one thing for which they don’t want to rely on
an algorithm.
Steffany Boldrini, Linx client: You come to her office and she goes over several other questions, which
is about an hour long, as well, and within a few days she’ll match you with a couple of people.
Amy Andersen: There is often a lot of metrics, by Silicon Valley standards that people are looking for,
ranging from ethnicity, religion, personality type…
CNN Reporter: Before you end up here you go through boot camp.
Amy Andersen: Okay, well, remove the hoodie, yeah, so take it off right now!
CNN Reporter: Did she outlaw you from anything… any habits that die hard, when you met Amy?
Ken Kangatharan, Linx client: Like being on time, ha, ha. Geeks are notorious for being late!
Steffany Boldrini: It’s been great, I met two people. One of them I was in a relationship with for a while.
CNN Reporter: And Amy boasts results: 45 couples in exclusive relationships, and nearly 20 marriages.

Laurie Segall, CNN Money, Silicon Valley.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 3


Objectifs et démarche pédagogique

Liens avec les programmes culturels de lycée


¾ Thème culturel du cycle terminal Ø Gestes fondateurs et mondes en mouvement.
Notions abordées Ø Espaces et échanges / L’idée de progrès.

CECRL
Peut comprendre une grande partie des programmes télévisés sur des sujets d’intérêt personnel, tels que
brèves interviews, conférences et journal télévisé si le débit est relativement lent et la langue assez clairement
articulée. – Écouter, B1
Peut comprendre la plupart des journaux et magazines télévisés. – Écouter, B2
Peut donner brièvement raisons et explications relatives à des opinions, projets et actions. – Parler, B1
Peut développer méthodiquement une argumentation en mettant en évidence les points significatifs et les
éléments. – Parler, B2
Peut écrire un essai ou un rapport qui développe une argumentation en apportant des justifications pour ou
contre un point de vue particulier et en expliquant les avantages et les inconvénients de différentes options.
Écrire, B2

Objectif socioculturel
¾ Comment la recherche de l’âme sœur est devenue un marché lucratif.

Faits de langue
¾ Le present perfect : have cracked the codes.
¾ Le présent en be + V-ing : are enlisting.
¾ Les superlatifs : the most, the most valuable.
¾ Les quantifieurs : a lot, much, how much/how many, so much.
¾ whether… or not.
¾ Le gérondif : being on time.

Contenu lexical
¾ La technologie : IPO (initial public offering = stock exchange); computer nerds; crack the code; link and drink
events; tech IPO pricing; pre-IPO; post-IPO; geek; metrics.
¾ L’argent : willing to pay for; 20 grand ($20,000); twenty-five hundred ($2500); a hundred thousand.
¾ Les relations : the language of love; a match-maker; old world business; a date; find the right person; be in a
relationship with someone; an exclusive relationship; marriage (≠ wedding).

Démarche possible
Évaluation de la compréhension de l’oral
¾ Le reportage étant d’une durée inférieure à trois minutes, il peut faire l’objet d’une évaluation de la
compréhension de l’oral pour des classes post-bac.
¾ Le titre du document est communiqué aux élèves.
¾ On procède à deux écoutes de l’enregistrement, espacées de deux minutes. Les élèves peuvent prendre
des notes pendant chaque écoute. Ils doivent ensuite rendre compte oralement ou par écrit de ce qu’ils
ont compris (selon le référentiel du BTS suivi). Le compte rendu oral peut se faire en anglais (environ cinq
minutes d’expression orale en continu), comme le prévoit le référentiel du BTS Commerce International à
partir de la session 2013, ou en français, comme le prévoit le référentiel du BTS SIO (environ cinq minutes
d’expression en français).
¾ Proposition de fiche d’évaluation de la compréhension orale niveaux B1 et B2 : voir annexe en fin de livret.

4 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Exploitation de l’extrait vidéo
A. Anticipation 
¾ Montrer la première partie du reportage sans le son jusqu’à l’image de Mark Zuckerberg (la distribution de la
fiche d’activités ne se fera qu’après avoir travaillé sur le contexte). Les élèves expriment librement ce qu’ils
pensent de cet extrait et ce que le sujet de cette vidéo peut être. On fait une mise en commun en notant les
mots-clefs et expressions qui correspondent aux trois lignes à remplir.
B. Overall comprehension
¾ Visionner le reportage en entier avec le son et vérifier si l’hypothèse était juste. Faire les corrections, si
nécessaire avec les élèves, et distribuer la fiche d’activités.
¾ Répondre aux questions dans le deuxième exercice, puis mise en commun à l’oral.
C. Detailed comprehension
¾ Après un ou deux visionnages supplémentaires, demander aux élèves de répondre aux questions de
l’activité 1.
¾ Les activités 2 et 3 demandent une réflexion particulière sur la langue et montrent l’utilisation des expressions
idiomatiques pour décrire des idées en anglais.
D. Oral activity
¾ Jeu de rôles. Après la compréhension, on peut demander aux élèves d’imaginer le déroulement d’un entretien
avec Amy Andersen, qui leur permettra de réviser le lexique pour décrire les gens par leur personnalité aussi
bien que par leur physique, et de parler de leurs goûts et de leurs passe-temps. Un(e) élève joue le rôle
d’Amy, l’autre, le/la client(e), puis ils inversent les rôles. Ils peuvent aussi jouer l’entretien devant la classe.
E. Final task: writing an essay.
¾ La tâche finale a pour but de proposer aux élèves un entraînement à l’écrit pour développer leur argumentation
et pour exprimer leur point de vue en expliquant les avantages et les inconvénients des différentes options.

Compléments

Liens avec des sites internet 


¾ Un article dans The New York Times online, Online Dating Putting You Off? Try a Matchmaker
http://www.nytimes.com/2007/09/30/fashion/weddings/30FIELD.html?pagewanted=all&_r=0
¾ Un article dans The Guardian online, What I’m Really Thinking: the Matchmaker.
http://www.theguardian.com/lifeandstyle/2013/jan/19/what-really-thinking-the-matchmaker

Liens avec des manuels de lycée


¾ Full Impact Terminales, folder 3, p. 48-65.

Corrigé des activités


A. Anticipation 

People young businessmen and women


Places in an office, at a cocktail party, in a house or in a flat
Activities working on a computer, having drinks and chatting, talking at a party, an interview

B. Overall comprehension
1. An overview of the video.
Š Amy Andersen is... þ a professional match-maker
o a CEO of a tech company
o a teacher
Š The other people are... o other match-makers
þ her clients
o movie stars

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 5


Š These people are mostly... þ wealthy IT professionals
o unemployed
o low-income employees
Š Amy’s services are... o cheap
þ expensive
o free
Š Geeks are often considered... þ shy and introverted
o outgoing and fun
2. Write a summary. Sum up the main ideas of the news report.
High tech managers may be good at cracking codes and using new technology, but they seem to have
difficulties in finding their ideal partner. Amy Andersen has created Linx, a match-making company
that helps IT professionals find the right person by creating events where other singles with the right
characteristics can be found. According to the amount they are willing to pay, they get personal dates
or an invitation to a cocktail party where they can meet other people in the same situation. It is a serious
business as people are willing to spend thousands of dollars for Amy’s services.

C. Detailed comprehension
1. Answer the questions.
a) How much are Amy’s clients willing to pay for her services? State what each of the following figures represents
in the video:
Š $2,500 the amount people pay for an invitation to one of Amy’s parties without a guaranteed date.
Š $20,000 the price for eight quality matches at a party.
Š $100,000 the amount that some businessmen will pay for a nation-wide search for potential partners.
b) According to Ken Hawks, what is the most valuable resource in the world?
He says that the most valuable resource in the world is time.
c) What is Facebook’s role in Linx’s success?
The social networks allow the people that Amy arranges dates for to continue their relationship after
the date. Amy makes the real meetings possible whereas Facebook helps to keep the relationship
going after the date.
d) What did Amy “outlaw” Ken Kengatharan from doing? Why is he laughing?
Amy told Ken Kengatharon not to be late for his dates. He is laughing because it is a cliché that geeks
are often late for meetings.
e) How does Steffany Boldrini feel about her experience?
She is satisfied. She met two people, one of whom she had a relationship with for a while.
f) What results can Amy Andersen boast about?
Amy can boast 45 couples in exclusive relationships and nearly 20 marriages.

2. Language – Find synonyms for the underlined expressions in these sentences taken from the video.
a) Sillicon Valley computer nerds have cracked the code to successful tech companies.
They have gained access to…
b) Amy gets a boost when tech companies are doing well.
Amy’s business is better when tech companies are doing well.
c) Did she outlaw you from anything? Any habits that die hard, when you met Amy?
Outlaw = forbid / die hard = are difficult to get rid of
d) How much is the most that a client is kind of willing to put out there for the right match?
Put out there = pay for

3. Numbers
a) Write the number that corresponds to “twenty grand”: $20,000
b) What is another way of saying “twenty-five hundred”? Two thousand five hundred

6 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Séquence 1 Match-Making in Silicon Valley

Fiche d’activités
Nom : Classe : Date :

A. Anticipation 

People
Places

Activities

B. Overall comprehension
1. An overview of the video.
Š Amy Andersen is... o a professional match-maker
o a CEO of a tech company
o a teacher
Š The other people are... o other match-makers
o her clients
o movie stars
Š These people are mostly... o wealthy IT professionals
o unemployed
o low-income employees
Š Amy’s services are... o cheap
o expensive
o free
Š Geeks are often considered... o shy and introverted
o outgoing and fun
2. Write a summary. Sum up the main ideas of the news report.
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................

C. Detailed comprehension
1. Answer the questions.
a) How much are Amy’s clients willing to pay for her services? State what each of the following figures
represents in the video:
Š $2,500 ..............................................................................................................................................
..............................................................................................................................................................
Š $20,000 ..............................................................................................................................................
..............................................................................................................................................................
Š $100,000 ..............................................................................................................................................
..............................................................................................................................................................
b) According to Ken Hawks, what is the most valuable resource in the world?
.................................................................................................................................................................
.................................................................................................................................................................

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 7


Séquence 1 Match-Making in Silicon Valley
Fiche d’activités

Nom : Classe : Date :

c) What is Facebook’s role in Linx’s success?


.................................................................................................................................................................
.................................................................................................................................................................
.................................................................................................................................................................
d) What did Amy “outlaw” Ken Kengatharan from doing? Why is he laughing?
.................................................................................................................................................................
.................................................................................................................................................................
e) How does Steffany Boldrini feel about her experience?
.................................................................................................................................................................
f) What results can Amy Anderson boast about?
.................................................................................................................................................................

2. Language – Find synonyms for the underlined expressions in these sentences taken from the video.
a) Sillicon Valley computer nerds have cracked the code to successful tech companies.
.................................................................................................................................................................
b) Amy gets a boost when tech companies are doing well.
.................................................................................................................................................................
c) Did she outlaw you from anything? Any habits that die hard, when you met Amy?
.................................................................................................................................................................
d) How much is the most that a client is kind of willing to put out there for the right match?
.................................................................................................................................................................

3. Numbers
a) Write the number that corresponds to “twenty grand”:
.................................................................................................................................................................
b) What is another way of saying “twenty-five hundred”?
.................................................................................................................................................................

D. Role play activity


In pairs, try and imagine the questions that Amy asks her clients in order to find their ideal partner. Then
take turns to act out an interview with Amy to find your ideal partner.

E. Final task: write an essay.


What do you think of this kind of match-making services?
Are social networks making it easier or more difficult to find the right partner today?

8 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Séquence 2 Public cible Cycle terminal / Écouter, Parler (EOC) : B1 / B2

The Future of High-Speed Train Travel


Le prix des carburants, les problèmes de sécurité à l’aéroport et le temps de transport
entre les aéroports et le centre-ville font que de plus en plus de voyageurs en Europe
choisissent les trains à grande vitesse pour leurs déplacements de moyenne ou de
courte distance.

Transcript
CNN Reporter, Richard Quest: The Eurostar from Paris to London is everything today’s trains are
supposed to be: fast, frequent and efficient. Sixteen trains a day dart between the capitals at up to
300 kilometers an hour. For business travelers the rule of thumb is when a journey is less than four
hours, passengers prefer rail carriages to airplane cabins. And the reasons are obvious: less security,
more space, the option to work throughout; and, most importantly, city-centre to city-centre departure and
arrival.
Rail growth remains handicapped by a hodgepodge of national networks, and the huge cost of building
high-speed lines. And yet, high speed is what the future of rail is all about. Driven by four key markets,
Germany, France, the UK and Switzerland. Europe aims to triple its amount of high-speed track by 2030.
No wonder the number of long distance journeys will grow twenty percent in a decade. With railways taking
advantage of Europe’s increasingly open borders, long distance journeys are about to grow.
Reporter on camera, Richard Quest: A deregulated industry of competing train companies offering many
new routes will give the business traveler lots of opportunities for travel by rail. In fact, short- and medium-
length journeys could soon only be by train.

Objectifs et démarche pédagogique


¾ Thème culturel du cycle terminal Ø Gestes fondateurs et mondes en mouvement.
Notions abordées Ø Espaces et échanges / L’idée de progrès.

CECRL
Peut comprendre une grande partie des programmes télévisés sur des sujets d’intérêt personnel, tels
que brèves interviews, conférences et journal télévisé si le débit est relativement lent et la langue assez
clairement articulée. – Écouter, B1
Peut comprendre la plupart des journaux et magazines télévisés. – Écouter, B2
Peut donner brièvement raisons et explications relatives à des opinions, projets et actions. – Parler, B1
Peut développer méthodiquement une argumentation en mettant en évidence les points significatifs et
les éléments. – Parler, B2

Faits de langue
¾ Les comparatifs et superlatifs de supériorité et d’infériorité : less security, more space, less than four
hours, most importantly.
¾ to prefer + COD to COD : passengers prefer rail carriages to airplane cabins.

Contenu lexical
¾ Le voyage en train : high-speed lines; rail carriage; departure; arrival; city centre to city centre; security;
track; networks; railways; borders.
¾ La vitesse : three hundred kilometers an hour; high speed track; fast; frequent; efficient; to dart.
¾ L’idée d’augmenter : to triple its amount; to grow; increasingly.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 9


Démarche possible
A. Évaluation de la compréhension de l’oral
¾ Le reportage étant d’une durée inférieure à deux minutes, il peut faire l’objet d’une évaluation de
la compréhension de l’oral pour les classes de terminale. La fiche d’évaluation et de notation pour la
compréhension de l’oral qui figure dans le Bulletin Officiel n° 43 du 24 novembre 2011 peut servir de
support d’entraînement pour familiariser les élèves avec les attentes de l’institution pour cet examen. Voir
fiche de méthodologie pour la restitution de l’extrait audio ou vidéo en annexe à la fin du livret.
B. Expression orale
¾ Après la correction de l’évaluation de la compréhension de l’oral, on peut aussi demander aux élèves de
préparer une PPC pour s’exprimer en autonomie sur ce reportage. Ils doivent d’abord expliquer le contenu,
puis commenter et donner leur opinion en anglais sur le voyage en train à haute vitesse en le comparant au
voyage en avion. Ils utiliseront ainsi les formes du comparatif de supériorité et du superlatif.

Compléments

Liens avec des sites internet 


¾ Un article dans CNN online : Can Europe get its high-speed rail network together? By Ayesha Durgahee,
CNN, April 17, 2013.
http://edition.cnn.com/2013/04/16/travel/europe-high-speed-rail-business-traveller
¾ Un article dans The Observer online, The high-speed rail revolution. By Andrew Eames, The Observer, Sunday
20 September 2009.
http://www.theguardian.com/travel/2009/sep/20/city-break-rail-zurich

Corrigé des activités


La restitution du contenu de la séquence peut se faire en anglais, puis en français, ou directement en français.

Niveau A1 : Je suis capable de repérer quelques éléments isolés sans réussir à les relier les uns aux autres.
Eurostar, high-speed train, fast, frequent, efficient, 300 km, business traveler, passengers, air cabins, less
security, work throughout, city centre to city centre, departure, arrival, cost, Germany, France, the UK,
open borders, journeys.
Niveau A2 : Je suis capable d’identifier le thème de la discussion ou de l’exposé, ainsi que les interlocuteurs et
leur rôle ou fonction.
CNN reports on high-speed train travel in Europe. The reporter explains how this means of travel has
increased and continues to increase thanks to business travelers who want to travel in fast, comfortable
conditions and be able to work at the same time. A journalist is travelling on a high-speed train.
Niveau B1 : Je suis capable de repérer les informations principales de la discussion ou de l’exposé, de définir le
contexte : le lieu, l’époque, le(s) lien(s) avec des événements particuliers, de donner la conclusion de l’exposé
ou de l’échange.
Today’s business traveler can travel throughout Europe in comfortable high-speed trains. We see a
journalist on a high-speed French train: the Eurostar. It’s more comfortable than a plane and there is less
security and better conditions for working on the train. High-speed trains are definitely the best way to
travel for business travelers who are taking short- and medium-length journeys. This means of travel will
definitely develop in the future.
Niveau B2 : Je suis capable de donner un nombre suffisant de détails significatifs : relations entre les interlocuteurs,
les tenants et les aboutissants, les attitudes ou les sentiments des locuteurs, et de définir le ton, l’humour ou le
point de vue de l’ensemble.
There are some problems: the European network is not united. Each country has its own national network
and it is very expensive to build new high-speed lines. However, led by France, Germany, the UK and
Switzerland, Europe plans to triple its amount of high-speed tracks by 2020. The journalist feels that a
deregulated industry offering many new routes will give the business travelers lots of opportunities for
travel by rail in the future.

10 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Séquence 2 The Future of High-Speed Train Travel

Fiche d’activités
Nom : Classe : Date :

La restitution du contenu de la séquence peut se faire en anglais, puis en français, ou directement en


français.

Niveau A1 : Je suis capable de repérer quelques éléments isolés sans réussir à les relier les uns
aux autres.

....................................................................................................................................................................
....................................................................................................................................................................
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Niveau A2  : Je suis capable d’identifier le thème de la discussion ou de l’exposé, ainsi que les
interlocuteurs et leur rôle ou fonction.

....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
....................................................................................................................................................................
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Niveau B1 : Je suis capable de repérer les informations principales de la discussion ou de l’exposé,
de définir le contexte : le lieu, l’époque, le(s) lien(s) avec des événements particuliers, de
donner la conclusion de l’exposé ou de l’échange.

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....................................................................................................................................................................
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....................................................................................................................................................................
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Niveau B2 : Je suis capable de donner un nombre suffisant de détails significatifs : relations entre
les interlocuteurs, les tenants et les aboutissants, les attitudes ou les sentiments des locuteurs, et
de définir le ton, l’humour ou le point de vue de l’ensemble.

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Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 11


Séquence 3 Public cible Cycle terminal, Post-bac / Écouter, Parler (EOC) : B1 / B2

The Problems with High-Speed Train Travel in


Europe Today
Malgré l’essor de l’industrie des trains à grande vitesse en Europe, il reste des problèmes
à résoudre, notamment pour la réservation de billets pour les voyages transfrontaliers.
Une nouvelle entreprise, SILVER RAIL, tente de résoudre ce problème.

Transcript
CNN reporter: Point-to-point travel for passengers against the clock. High-speed rail stands for ease and
efficiency, with more comfort and modern features. Without a central booking system, pan-European high-
speed rail isn’t stress-free and easy.
Mark Smith, rail expert: At the moment it’s almost going backwards, it’s becoming more fragmented. If
you like, the downside of the new high-speed revolution is that you’ve got a lot of different operators with
different, separate ticketing systems, and if you want to go, for example, from London to Frankfurt, you need
to book two different tickets with two different operators sometimes, in order to complete that journey at the
cheapest price.
CNN reporter: Silver Rail is building a rail ticket network, and has so far signed up four European operators.
Cameron Jones, Silver Rail: Our technology makes it consistent and standard across every rail carrier.
In your home currency and your home language, follow the same process of booking either French rail, or
Italian rail, or Spanish rail, it’s making rail as easy to book as air.
CNN reporter: New rules in Europe have opened up this $80 billion market, allowing operators to expand
beyond their domestic platforms. Only six percent of high-speed rail in Europe is currently cross-border, and
only a fifth of tickets are booked on the Internet. Rail operators are starting to realize their online potential.
Christoph Kettner, European technology and travel services association: Rail operators have
traditionally had very strong brand recognition in their own country, but not so abroad. Global distributions
systems could take their content and distribute it to hundreds of thousands of travel agents worldwide.
CNN reporter: Cross-border rail in Europe will be fully liberalized to include domestic as well as international
passengers in 2019.

CNN reporter, Ayesha Durgahee.

12 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Objectifs et démarche pédagogique

Liens avec les programmes culturels de lycée


¾ Thème culturel du cycle terminal Ø Gestes fondateurs et mondes en mouvement.
Notions abordées Ø Espaces et échanges / L’idée de progrès.

CECRL
Peut comprendre une grande partie des programmes télévisés sur des sujets d’intérêt personnel, tels que
brèves interviews, conférences et journal télévisé si le débit est relativement lent et la langue assez clairement
articulée. – Écouter, B1
Peut comprendre la plupart des journaux et magazines télévisés. – Écouter, B2
Peut donner brièvement raisons et explications relatives à des opinions, projets et actions. – Parler, B1
Peut développer méthodiquement une argumentation en mettant en évidence les points significatifs et les
éléments. – Parler, B2

Faits de langue
¾ Le comparatif d’égalité : it’s making rail as easy to book as air; domestic as well as international passengers;
the same process.
¾ L’expression du but : in order to complete that journey; to include domestic as well as international passengers.
¾ Prépositions de lieux : from London to Frankfurt.
¾ Verbe + postposition : to sign up for; to open up.
¾ Le passif : only a fifth of tickets are booked; Cross-border rail in Europe will be fully liberalized.

Contenu lexical
¾ La réservation de billets de train : to book a ticket; a central booking system; a rail ticket network; an operator;
a ticketing system; online booking.
¾ Les expressions avec les nombres et les chiffres : this $80 billion market; Only six percent of high-speed rail
in Europe; a fifth of tickets; in 2019.

Exploitation de l’extrait vidéo


A. Anticipation
¾ Montrer les premières images de la vidéo aux élèves sans le son jusqu’au gros plan sur les rails et demander
aux élèves le thème qui va être abordé, puis un éventuel titre de séquence.
B. Overall Comprehension
¾ Visionner une deuxième fois cette partie de l’extrait vidéo avec le son, puis distribuer la fiche de travail et
revoir avec les élèves les réponses à apporter pour cette compréhension globale.
C. Detailed Comprehension
¾ Écouter Mark Smith et faire l’exercice à trous.
¾ Écouter ensuite la partie sur Silver Rail et répondre aux questions.
¾ Écouter Christophe Kettner et répondre aux questions.
¾ Faire ensuite le résumé de l’extrait en entier, en utilisant tous les renseignements glanés dans les parties
différentes de la vidéo.
D. Language study
¾ Faire l’exercice sur le passif.
E. Final Task
¾ Présentez la vidéo sous forme de PPC tout en donnant vos impressions et votre opinion sur le voyage en
train en Europe.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 13


Compléments
Liens avec des sites internet
¾ Un article sur le voyage en train en Europe, dans CNN Business Traveller : Can Europe get its high-speed rail
network together? By Ayesha Durgahee, CNN, April 17, 2013.
http://edition.cnn.com/2013/04/16/travel/europe-high-speed-rail-business-traveller
¾ Un article sur le site Hidden Europe, Of trains and tariffs : cross-border rail links in Europe, Hidden Europe 36.
http://www.hiddeneurope.co.uk/cross-border-rail-links-in-europe

Corrigé des activités


A. Anticipation and introduction
1. Look at the close-up of the train tracks at the beginning of the video, without the sound, and describe what you
see.
We see high-speed trains in different European countries, train stations and travelers at an automated
teller.
2. Find the English for these words and expressions in French:
a. distributeur de billets automated teller
b. faire une réservation en ligne book online
c. horaires schedule
d. train à grande vitesse high-speed train
3. Now try and determine the theme and a possible title for the video.
The video must be about high-speed train travel in Europe.
Possible title could include: Rapid train travel in Europe.

B. Overall Comprehension
1. Now watch the video with the sound and underline the words from the list below that you hear:
passengers stressful uncomfortable
ease comfort on time
voyage stress-free modern
efficiency punctual modern features
central booking system high-speed rail high-speed train
Pan-European ease WiFi
3. Does this introduction end on a positive or a negative note? What linking word could have been used by the
journalist here to accentuate this?
This introduction ends on a negative note. The journalist could have used the linking words however or
nevertheless.

C. Detailed Comprehension
1. Listen to Mark Smith and fill in the missing words in the blanks.
At the moment it’s almost going backwards, it’s becoming more fragmented. If you like, the downside of
the new high-speed revolution is that you’ve got a lot of different operators with different, separate ticketing
systems, and if you want to go, for example, from London to Frankfurt, you need to book two different tickets
with two different operators sometimes, in order to complete that journey at the cheapest price.
2. Now listen to the part about Silver Rail and answer these questions.
a. How many operators have signed up onto Silver Rail’s network?
Four operators from four different European countries.
b. Do you have to know other languages to use this system? Explain.
No, you can use your home language and currency.
c. Why is this an innovation in European travel?
Currently, you need to go through separate operators to book many cross-border trains, and sometimes
it is in another language. Silver Rail’s system allows you to book in your own language, which simplifies
the process.

14 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


3. Now watch the last part of the video and answer the following questions.
a. Complete the following sentences from the text with the missing words and figures.
New rules in Europe have opened up this $80 billion market, allowing operators to expand beyond their
domestic platforms. Only six percent of high speed rail in Europe is currently cross-border, and only a fifth of
tickets are booked on the Internet. Rail operators are starting to realize their online potential.
b. According to Christoph Kettner, what is the problem with high-speed rail operators today?
The problem is that most brand names are known only in their home countries and not abroad.
c. How could global distribution systems improve cross-border train travel?
They could give the necessary information to travel agents all over the world and improve communication
between train operators.
d. What will happen in 2019?
Cross-border train travel will be fully liberalized to include both domestic and foreign passengers.

D. Work on Grammar – The passive voice. Transform the underlined verbs into the passive voice.
1. If you want to go from London to Frankfurt, you need to book separate tickets from two different operators.
If you want to go from London to Frankfurt, separate tickets are needed / must be booked from two different
operators.
2. Global distributions systems could take their content and distribute it to hundreds of thousands of travel agents
worldwide.
The content of global distribution systems could be distributed to hundreds of thousands of travel agents
worldwide.
3. European countries will fully liberalize cross-border rail to include domestic as well as international passengers
in 2019.
Cross-border rail will be fully liberalized to include domestic as well as international passengers in 2019.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 15


Séquence 3 The Problems with High-Speed Train Travel in Europe Today
Fiche d’activités

Nom : Classe : Date :

A. Anticipation and introduction


1. Look at the close-up of the train tracks at the beginning of the video, without the sound, and describe what
you see.
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
2. Find the English for these words and expressions in French:
a. distributeur de billets ...................................................................
b. faire une réservation en ligne ...................................................................
c. horaires ...................................................................
d. train à grande vitesse ...................................................................
3. Now try and determine the theme and a possible title for the video.
......................................................................................................................................................................
......................................................................................................................................................................

B. Overall Comprehension
1. Now watch the video with the sound and underline the words from the list below that you hear:
passengers stressful uncomfortable
ease comfort on time
voyage stress-free modern
efficiency punctual modern features
central booking system high-speed rail high-speed train
Pan-European ease WiFi
2. Try and use these words to sum up this introduction in your own words.
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
3. Does this introduction end on a positive or a negative note? What linking word could have been used by
the journalist here to accentuate this?
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................

C. Detailed Comprehension
1. Listen to Mark Smith and fill in the missing words in the blanks.
At the moment it’s almost going ........................................., it’s becoming more ..........................................
If you like, the ........................................... of the new .......................... ............................... revolution
is that you’ve got a lot of different ........................................... with different, .........................................
ticketing systems, and if you want to go, for example, .................... London .................... Frankfurt, you
need to ........................................... two different tickets with two different operators sometimes, in order to
complete that ........................................... at the ........................................... price.

16 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Séquence 3 The Problems with High-Speed Train Travel in Europe Today

Fiche d’activités
Nom : Classe : Date :

2. Now listen to the part about Silver Rail and answer these questions.
a. How many operators have signed up onto Silver Rail’s network?
.................................................................................................................................................................
b. Do you have to know other languages to use this system? Explain.
.................................................................................................................................................................
.................................................................................................................................................................
.................................................................................................................................................................
c. Why is this an innovation in European travel?
.................................................................................................................................................................
.................................................................................................................................................................
.................................................................................................................................................................
.................................................................................................................................................................

3. Now watch the last part of the video and answer the following questions.
a. Complete the following sentences from the text with the missing words and figures.
New rules in Europe have opened up this .............................................. market, allowing operators to
........................................... beyond their domestic platforms. Only ........................................... of high
speed rail in Europe is currently ..........................................., and only ........................................... of
tickets are booked on the Internet. Rail operators are starting to realize their .......................................
potential.
b. According to Christoph Kettner, what is the problem with high-speed rail operators today?
.................................................................................................................................................................
.................................................................................................................................................................
c. How could global distribution systems improve cross-border train travel?
.................................................................................................................................................................
.................................................................................................................................................................
d. What will happen in 2019?
.................................................................................................................................................................
.................................................................................................................................................................

D. Work on Grammar – The passive voice. Transform the underlined verbs into the passive voice.
1. If you want to go from London to Frankfurt, you need to book separate tickets from two different operators.
......................................................................................................................................................................
......................................................................................................................................................................
2. Global distributions systems could take their content and distribute it to hundreds of thousands of travel
agents worldwide.
......................................................................................................................................................................
......................................................................................................................................................................
3. European countries will fully liberalize cross-border rail to include domestic as well as international
passengers in 2019.
......................................................................................................................................................................
......................................................................................................................................................................

E. Final Task
Prepare an oral presentation in which you summarize the major points of this news report and give your
opinion on the topic. (PPC : 2-3 minutes).

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 17


Séquence 4 Public cible 1e et Tale, Post-bac / Écouter, Parler (EOI) : B1 / B2

Tablets in Airplanes
L’arrivée des tablettes a bousculé notre vie sur terre et maintenant, c’est la révolution
dans le ciel car les tablettes sont en voie de devenir le nouvel outil indispensable dans
les avions ! Que ce soit dans le cockpit pour le pilote ou dans la cabine pour les autres
membres d’équipage, chacun en fait une utilisation particulière !

Transcript
CNN reporter: There’s a technological revolution in the skies, and just like on the ground, tablets are really
taking off! American Airlines pilots just started using iPads in the cockpit from takeoff to touchdown to access
maps and other information.
Captain David Clark: We want to use the iPad to replace the paper content in the cockpit, and that’s
essentially what it does, it replicates the paper content in digital form. I can zoom in or zoom out, and I can
page through, digitally page through, a lot quicker than taking my manual that is several inches thick, and
going through page by page trying to find what I need.
CNN reporter: American’s flight attendants will also get smaller Samsung tablets to use inside the cabin. The
small niche airline, Open Skies, that flies only between New York and Paris, offers tablets to all passengers
for free.
As common as it is to get a pillow and a blanket, now passengers get one of these, and Open Skies says
tablets are the in-flight gadget of the future!
A survey by the travel lab company Flight View shows nearly thirty-seven percent of travelers use tablets
while flying, compared to thirty-eight percent who use personal computers.
Woman interviewed: It’s easier to travel with, easier to use, easier to store, doesn’t weigh very much, I think
it’s very user-friendly.
CNN reporter: So your company makes you carry a laptop, huh?
Man interviewed: At the moment, yeah, at the moment, but um, they’re starting to come round to the tablets
as well.
CNN reporter: According to a Starwood Hotel survey, sixty-eight percent of business travelers say they
use their tablet more than their laptop. If they could only take one of the two devices, sixty-nine percent of
business travelers say that they’d choose a tablet.
Charles Leocha, Consumer Travel Alliance: I predict that in ten years you won’t find a screen in an
airplane. Everything will be done by the individual passengers using their personal electronic devices.
CNN reporter: The future of travel lies in tablet technology where it’s fast becoming an in-flight essential.

CNN reporter, Sandra Endo.

18 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Objectifs et démarche pédagogique
¾ Thème culturel du cycle terminal Ø Gestes fondateurs et mondes en mouvement.
Notions abordées Ø Espaces et échanges / L’idée de progrès.

CECRL
Peut comprendre une grande partie des programmes télévisés sur des sujets d’intérêt personnel, tels que
brèves interviews, conférences et journal télévisé si le débit est relativement lent et la langue assez clairement
articulée. – Écouter, B1
Peut comprendre la plupart des journaux et magazines télévisés. – Écouter, B2
Peut donner brièvement raisons et explications relatives à des opinions, projets et actions. – Parler, B1
Peut développer méthodiquement une argumentation en mettant en évidence les points significatifs et les
éléments. – Parler, B2

Faits de langue
¾ Les comparatifs de supériorité : a lot quicker than taking my manual; It’s easier to travel with; easier to store;
they use their tablet more than their laptop.
¾ Le conditionnel : If + simple past > subject + would + V : If they could only take one of the two devices; sixty-
nine percent of business travelers say that they’d choose a tablet.

Contenu lexical
¾ Le voyage en avion : takeoff; cockpit; captain; pilot; touchdown; landing, runway; flight attendants; cabin; in-
flight; airline; pillow; blanket.
¾ L’informatique : gadget; tablet; laptop; electronic device; screen; personal computer.

Démarche possible
Évaluation de la compréhension de l’oral
¾ Le reportage étant d’une durée inférieure à deux minutes, il peut faire l’objet d’une évaluation de la
compréhension de l’oral pour les classes de terminale. La fiche d’évaluation et de notation pour la
compréhension de l’oral qui figure dans le Bulletin Officiel n° 43 du 24 novembre 2011 peut servir de support
d’entraînement pour familiariser les élèves avec les attentes de l’institution pour cet examen. Voir fiche de
méthodologie pour la restitution de l’extrait audio ou vidéo en annexe à la fin du livret.
Exploitation de l’extrait vidéo
A. Anticipation
¾ Montrez l’image figée aux élèves et demandez-leur de dire librement ce qu’ils pensent de cette photo, ce
qu’elle évoque pour eux et ce que le sujet de la séquence vidéo pourrait être.
B. Overall Comprehension
¾ Visionnez une première fois l’extrait vidéo en entier avant de remettre la fiche de travail aux élèves. Vous
pouvez recueillir la réaction des élèves « à chaud » sur le reportage, en français, pour faciliter l’expression de
quelques élèves, ou bien en anglais pour les plus aguerris. Puis distribuez la fiche de travail et revoyez avec
les élèves les réponses à apporter pour cette compréhension globale.
C. Detailed Comprehension
¾ Il est préférable de visionner la vidéo une nouvelle fois, mais en faisant des pauses régulières aux endroits
stratégiques, pour laisser le temps aux élèves de trouver les réponses et les noter sur leur fiche de travail.
D. Final Task: Role Play.
¾ Find a partner and act out a dialogue between a tablet representative and an airline representative. The airline
representative is skeptical about the real need for tablets in the cabins of planes, but the tablet representative
is very persuasive, too. Present your dialogue to the class.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 19


Compléments
Liens avec des sites internet 
¾ Un article sur la législation interdisant les gadgets en avion : Tablet Restrictions on Airplanes May Be Eased
Soon, March 25, 2013.
http://www.cbsnews.com/8301-505263_162-57576065/tablet-restrictions-on-airplanes-may-be-eased-soon/
¾ Un article du New York Times online, by Nick Bilton: Disruptions: Time to Review F.A.A. Policy on Gadgets,
March 18, 2012.
http://bits.blogs.nytimes.com/2012/03/18/disruptions-time-to-review-f-a-a-policy-on-gadgets/?_r=0

Corrigé des activités


A. Anticipation – Look at the image and describe it.
1. Where is the picture taken? The picture was taken inside the cockpit of a plane.
2. What new technology is being used in the cockpit of this airplane?
The new technology being used is a tablet. Here it’s the iPad.

B. Overall Comprehension.
1. The subject of the video is... o iPads at school. o tablets in space. þ tablets in planes.
2. The iPad in the cockpit... o is for playing games.
þ replaces paper manuals.
o is an automatic pilot.
3. Flight attendants... o use iPads too.
o are not allowed to have tablets.
þ will use smaller tablets.
4. Passengers... o don’t use tablets in the cabin.
þ are given tablets in some planes.
o prefer laptops.
5. Now write a summary of the main ideas shown in the video.
The subject of this video is the use of tablets in planes. Indeed, they are being used both in the cockpit
by pilots, and in the cabin by flight attendants and passengers. The pilots mainly use an iPad to replace
their paper manual. Flight attendants use a smaller tablet and passengers are even given tablets in some
planes.

C. Detailed Comprehension.
1. Say whether these sentences are right or wrong, based on what you saw in the video.
a. The iPad in the cockpit replicates the pilot’s manual in digital form. Right / Wrong
b. The pilot’s digital manual is more practical for paging through the manual. Right / Wrong
c. American Airlines flight attendants don’t use iPads in the cabin. Right / Wrong
d. Open Skies is a large airline company that flies all over the world. Right / Wrong
e. Open Skies provide tablets along with pillows and blankets. Right / Wrong
f. Tablets are easier to use and store, and they don’t weigh very much. Right / Wrong
g. They aren’t very user-friendly. Right / Wrong
h. They are becoming an in-flight essential. Right / Wrong
2. Facts and figures. Say what the percentages below correspond to:
a. 36.8% : passengers who use tablets while flying.
b. 38.2% : passengers who use personal computers.
c. 68% : business passengers who use their tablet more than their laptop.
d. 69% : business passengers who would choose a tablet instead of a laptop if they had to choose
one or the other.
Now sum up all of these figures in your own words.
Passengers who use tablets while flying correspond to 36.8% of all flyers. 38.2% of all passengers use
personal computers. Sixty-eight percent of business passengers say they use their tablet more than they
use their laptop. Sixty-nine percent of business passengers would choose a tablet instead of a laptop if
they had to choose between the two.

20 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Séquence 4 Tablets in Airplanes

Fiche d’activités
Nom : Classe : Date :

A. Anticipation – Look at the image and describe it.


1. Where is the picture taken?
......................................................................................................................................................................
2. What new technology is being used in the cockpit of this airplane?
......................................................................................................................................................................
3. What do you think of this type of technology?
......................................................................................................................................................................

B. Overall Comprehension
1. The subject of the video is... o iPads at school.
o tablets in space.
o tablets in planes.
2. The iPad in the cockpit... o is for playing games.
o replaces paper manuals.
o is an automatic pilot.
3. Flight attendants... o use iPads too.
o are not allowed to have tablets.
o will use smaller tablets.
4. Passengers... o don’t use tablets in the cabin.
o are given tablets in some planes.
o prefer laptops.
5. Now write a summary of the main ideas shown in the video.
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................

C. Detailed Comprehension
1. Say whether these sentences are right or wrong, based on what you saw in the video.
a. The iPad in the cockpit replicates the pilot’s manual in digital form. Right / Wrong
b. The pilot’s digital manual is more practical for paging through the manual. Right / Wrong
c. American Airlines flight attendants don’t use iPads in the cabin. Right / Wrong
d. Open Skies is a large airline company that flies all over the world. Right / Wrong
e. Open Skies provide tablets along with pillows and blankets. Right / Wrong
f. Tablets are easier to use and store, and they don’t weigh very much. Right / Wrong
g. They aren’t very user-friendly. Right / Wrong
h. They are becoming an inflight essential. Right / Wrong
2. Facts and figures. Say what the percentages below correspond to:
a. 36.8% : ................................................................................................................................................
b. 38.2% : ................................................................................................................................................
c. 68% : ................................................................................................................................................
d. 69% : ................................................................................................................................................
Š Now sum up all of these figures in your own words.
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................

D. Final task: Oral expression.


Find a partner and act out a dialogue between a tablet representative and an airline representative. The
airline representative is skeptical about the real need for tablets in the cabins of planes, but the tablet
representative is very persuasive, too. Present your dialogue to the class.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 21


Séquence 5 Public cible 1e, Tale, Post-bac / Écouter, Parler, Écrire : B1 / B2

Immigrants in Britain
Alors que Premier Ministre britannique, David Cameron, dit vouloir être moins indulgent
envers les immigrés chômeurs qui ne cherchent pas à travailler et qui profitent du
système social du pays, des études montrent que le nombre d’immigrés dans ce cas est
relativement faible.

Transcript
Sky News reporter: This is the face of modern Britain, a parade of shops all owned and run by first or
second generation immigrants. Mustafa, a Turkish Kurd, hasn’t time to listen to the Prime Minister’s tough
talking promise to crack down on free-loading migrants. He’s too busy working.
Mustafa Kopuk, shop owner: If you want a better life, if you want a good life for your future, for your kids,
for your family’s future, you need to work hard.
Sky News reporter: Just half a mile from Mustafa’s shop, David Cameron was warning those migrants not
willing to seek gainful employment can expect less generosity from the government.
David Cameron: What we can do is make sure that those who come here from the EU or from further afield
do so for the right reasons; that they come here because they want to contribute to our country, not because
they are drawn by the attractiveness of our benefit system, or by the opportunity to use our public services.
Sky News reporter: Maria Huntley’s father emigrated from Italy to set up this hairdresser’s three decades
ago. She believes cutting the benefits of those who don’t want to work is sensible.
Maria Huntley: If you’re working for the society, then yes, you should receive some benefits, but yeah, I
would say he’s got a good point.
Sky News reporter: But is this really as significant a problem as some politicians claim? Recent official
figures revealed of the 1.8 million nationals here from mainland Europe, around 90,000, or just about five
percent claimed benefits. That compares with 13 percent of the native population. Elsa Rodrigues from
Portugal is one of those on benefits. She’s understandably fearful that she could lose her entitlement.
Elsa Rodrigues: … long time on job-seekers’ allowance, and if they cut anything, I’m in trouble, because I
don’t have… I only have my daughter working at the moment.
Sky News reporter: There’s no doubt some communities feel almost besieged by the influx of immigrants,
and the Prime Minister’s promise to restrict migrants’ access to social housing has certainly been welcomed
here in Ipswich.
Man interviewed: … got no chance of gettin’ a house, no chance whatsoever.
Woman interviewed: I’ve seen people that have come into this country and they get houses like that!
Sky News reporter: Do you honestly think that they’re taking all the council houses?
Elderly couple in unison: Yes I do, definitely yes.
Sky News reporter: Ken Driver’s mother emigrated here from Greece. Immigration, he says is positive, but
when it comes to the likes of social housing provision, it should, he believes, be a level playing field.
Ken Driver: You don’t want people coming over here jumping ahead of the English people who could be
sitting on the list four or five years!
Sky News reporter: So our shopkeepers of immigrant stock are in broad agreement. Migrants should be
welcomed, but shouldn’t abuse. Politicians should be more responsible, and not overstate the problem.
Mark White, Sky News, Ipswich.

22 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Objectifs et démarche pédagogique

Liens avec les programmes culturels de lycée


¾ Thème culturel du cycle terminal Ø Gestes fondateurs et mondes en mouvement.
Notions abordées Ø Espaces et échanges / L’idée de progrès.

CECRL
Peut comprendre une grande partie des programmes télévisés sur des sujets d’intérêt personnel, tels que
brèves interviews, conférences et journal télévisé si le débit est relativement lent et la langue assez clairement
articulée. – Écouter, B1
Peut comprendre la plupart des journaux et magazines télévisés. – Écouter, B2
Peut donner brièvement raisons et explications relatives à des opinions, projets et actions. – Parler, B1
Peut développer méthodiquement une argumentation en mettant en évidence les points significatifs et les
éléments. – Parler, B2
Peut écrire un essai ou un rapport qui développe une argumentation en apportant des justifications pour ou
contre un point de vue particulier et en expliquant les avantages et les inconvénients de différentes options.
Écrire, B2

Faits de langue
¾ Les modaux should et could : you should receive some benefits; it should, he believes, be a level playing
field; migrants should be welcomed, but shouldn’t abuse; politicians should be more responsible; she could
lose her entitlement; jumping ahead of the English people who could be sitting on the list 4 or 5 years!

Contenu lexical
¾ L’idée de « profiter de » ou d’« exploiter quelque chose » : freeloading; not willing to seek gainful employment;
jumping ahead of; to abuse.
¾ Prendre des mesures plus strictes : to crack down on; to cut benefits or entitlements.
¾ L’immigration : to emigrate to; the influx of immigrants; migrants; first and second generation immigrants;
council housing.

Exploitation de l’extrait vidéo


A. Introduction
¾ Afin d’introduire le thème, visionner la première partie de la vidéo, du début jusqu’à la fin de l’intervention de
Mustafa. Faire émettre des hypothèses sur le sujet exact du reportage en répondant aux questions.
B. Overall Comprehension
¾ Visionner une première fois l’extrait vidéo en entier avec les élèves. Si vous le souhaitez, vous pouvez recueillir
la réaction des élèves « à chaud » sur le reportage, soit en français, soit en anglais selon leur niveau, puis
revoir avec eux les réponses à apporter pour cette compréhension globale.
C. Detailed comprehension
¾ Il sera sans doute nécessaire de visionner la vidéo une nouvelle fois, mais en faisant des pauses régulières
aux endroits stratégiques, pour laisser le temps aux élèves de trouver les réponses et de les noter sur la fiche
de travail. Répétez une troisième fois si les élèves en ressentent le besoin.
D. Final Task
¾ Write a letter to the editor of your local newspaper giving your opinion on the problems mentioned here, and
particularly in response to the Prime Minister’s speech.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 23


Compléments

Liens avec des sites internet


¾ Voici un article sur les dernières tendances de l’immigration au Royaume-Uni : Net Migration to UK Increases
– Office for National Statistics, BBC News Online, 29 August, 2013 : http://www.bbc.co.uk/news/uk-23878689
¾ Un autre article qui donne l’opinion publique sur l’immigration au Royaume-Uni dans The Independent :
Majority of Voters Think Immigration is Harming Britain, Adam Withnall, Sunday, 1 September, 2013:
http://www.independent.co.uk/news/uk/politics/majority-of-voters-think-immigration-is-harming-
britain-8793233.html

Liens avec des manuels de lycée


¾ Full Impact Terminales, Folder 6: Culture Clash, p. 104-120, et Folder 8: A Nation of Immigrants, p. 140-156.
¾ New On Target, Chapter 3, The Grass is Greener. p. 50-66.

Corrigé des activités


A. Introduction
1. Where does the scene take place? (Country, city)
The news report deals with the town of Ipswich in the United Kingdom.
2. Who is the man being interviewed?
The first man interviewed is Turkish Kurd named Mustafa Kopuk, who owns a shop in the town.
3. So, what can we conclude about the probable subject of this news report?
It may be about people who have migrated to Britain, and their role in the town of Ipswich.

B. Overall comprehension
1. Listen to Prime Minister David Cameron’s speech again and fill in the missing words below:
What we can do is make sure that those who come here from the EU or from further afield do so for the right
reason; that they come here because they want to contribute to our country, not because they are drawn by
the attractiveness of our benefits system, or by the opportunity to use our public services.

3. Find out more about the topic. Complete the information in the chart.
Nature of the document a video report
Country concerned Great Britain / The United Kingdom / England
Main topic Immigration problems
Immigrants’ point of view People should work if they want benefits. You must work hard.
Other people’s attitude They seem annoyed and dissatisfied with the situation.

24 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


C. Detailed comprehension
1. Talk about each of the immigrant’s backgrounds:
Maria Huntley
Origin and reason Italy
for being in Great Britain Her father came here three decades ago.
Job hairdresser
Feelings She believes the Prime Minister is right.
Elsa Rodrigues
Origin Portugal
Job unemployed
Feelings She is afraid she will lose her entitlement.
Ken Driver
Origin Greek
Job shopkeeper
He feels people should have the same opportunities.
Feelings
= It should be a level playing field.

2. Look at the passage with the figures again, and then fill in the blanks of the transcript below:
But is this really as significant a problem as some politicians claim? Recent official figures revealed of the 1.8
million nationals here from mainland Europe, around 90,000, or just about 5%, claimed benefits. That compares
with 13% of the native population.
Š Draw your own conclusion from these figures:
The percentage of the immigrant population receiving benefits from the British government is quite a bit
lower than that of the native population.
3. What is the major complaint by the other inhabitants in Ipswich? What is the French equivalent for “council
housing”?
The other inhabitants interviewed complained about the fact that it was nearly impossible to qualify for
council housing because the immigrants get the houses before the others. “Council housing” is the
equivalent of HLM in French.
4. Time for grammar. Should or could? Complete the sentences below with the right modal auxiliary.
a. If you’re working for the society, then you should receive some benefits.
b. Elsa Rodrigues is fearful she could lose her entitlements.
c. Ken Driver says that when it comes to social housing provision, it should be a level playing field.
d. Migrants should be welcomed, but shouldn’t abuse.
e. Politicians should be more responsible and not overstate the problem.
f. You don’t want people coming over here jumping ahead of the English people who could be sitting on the list
four or five years!

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 25


Séquence 5 Immigrants in Britain
Fiche d’activités

Nom : Classe : Date :

A. Introduction
1. Where does the scene take place? (Country, city)
......................................................................................................................................................................
2. Who is the man being interviewed?
......................................................................................................................................................................
......................................................................................................................................................................
3. So, what can we conclude about the probable subject of this news report?
......................................................................................................................................................................
......................................................................................................................................................................

B. Overall comprehension
1. Listen to Prime Minister David Cameron’s speech again and fill in the missing words below:
What we can do is make sure that those who come here from .............. .................... or from further afield
do so for .............. ........................ ..........................................; that they come here because they want
to ................................................. to our .................................................., not because they are drawn
by the ............................................. of our ....................................... ........................................, or by the
opportunity to use our ............................................ ............................

2. Reformulate this in your own words to show you understand what he means.
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................

3. Find out more about the topic. Complete the information in the chart.
Nature of the document
Country concerned

Main topic

Immigrants’ point of view

Other people’s attitude

4. Sum up the information in the chart and give the general feelings on each side of the issue.
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................

26 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Séquence 5 Immigrants in Britain

Fiche d’activités
Nom : Classe : Date :

C. Detailed comprehension
1. Talk about each of the immigrant’s backgrounds:
Maria Huntley
Origin and reason
for being in Great Britain
Job

Feelings

Elsa Rodrigues
Origin
Job

Feelings

Ken Driver
Origin
Job

Feelings

2. Look at the passage with the figures again, and then fill in the blanks of the transcript below:
But is this really as significant a problem as some politicians claim? Recent official figures revealed of the
................................ nationals here from mainland Europe, around ...................................., or just about
................................, claimed benefits. That compares with ................................ of the native population.
Š Draw your own conclusion from these figures:
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
3. What is the major complaint by the other inhabitants in Ipswich? What is the French equivalent for “council
housing”?
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
4. Time for grammar. Should or could? Complete the sentences below with the right modal auxiliary.
a. If you’re working for the society, then you .............................. receive some benefits.
b. Elsa Rodrigues is fearful she .............................. lose her entitlements.
c. Ken Driver says that when it comes to social housing provision, it .............................. be a level playing
field.
d. Migrants .............................. be welcomed, but .............................. abuse.
e. Politicians .............................. be more responsible and not overstate the problem.
f. You don’t want people coming over here jumping ahead of the English people who ..............................
be sitting on the list four or five years!

D. Final Task: Write a letter to the editor of the local Ipswich newspaper.
Write a letter to the editor of your local newspaper giving your opinion on the problems mentioned here,
and particularly in response to the Prime Minister’s speech.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 27


Séquence 6 Public cible 1e, Tale, Post-bac / Écouter, Parler (EOI) : B1 / B2

New Urban Plan for Limerick


Un projet pour la rénovation du centre-ville de Limerick donne de l’espoir aux habitants
et aux commerçants de cette ville qui ont besoin d’un nouvel essor pour sortir de la crise
économique.

Transcript
RTÉ reporter: It’s being described as a once in a generation plan, one which will transform Limerick’s
city centre and its economic fortunes over the next seventeen years. The Arthur’s Quay Park area is to be
completely redeveloped to create a new city centre plaza, attracting shops and hubs for start-up businesses
and college education. The city’s tax office at Sarsfield House is to be demolished, creating a vibrant business
and cultural space looking onto the Shannon waterfront.
Conn Murray, CEO, Limerick City and County Councils: It’s a very important rebirth, restart, renaissance
for the city, for the county, and I believe for the region itself. It is an opportunity to demonstrate that we are
focused on what Limerick can do and will do over the next fifteen years.
RTÉ reporter: Traders have welcomed the plan as a radical approach to bringing more people and jobs back
to the city centre, which they say are much needed.
Paul Craughen, Limerick City butcher: Business in the city centre is at a stand-still. It’s actually… we’re
finding very, very difficult and uh, basically going forward, so this plan, hopefully, will help us.
Shane Newman, Limerick City trader: It’s amazing how we can still barely survive, but it’s not working, it’s
not working, things aren’t becoming better, aren’t coming round, it’s not getting better, certainly not getting
any better.
RTÉ reporter: Do you think this plan might help?
Shane Newman, Limerick City trader: Well, it has to help, everything is a help at this stage. We need help
badly.
Dr John Greenwood, Limerick City artist and trader: It is very revolutionary, and very positive, and if they
can deliver on something like that, it would be amazing.
RTÉ reporter: But there was good news for the port of Foynes today, a hundred and forty-two jobs are to
be created by CPL Industries who are investing twenty million euro in a bio-fuel plant there. They expect it to
be open for business by 2015, and are capitalizing on the move by the government here and in the North to
ban smoky coal entirely by 2016.
Cathy Halloran, RTÉ News, Limerick.

28 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Objectifs et démarche pédagogique

Liens avec les programmes culturels de lycée


¾ Pour le cycle terminal, cette séquence concerne les notions « Espaces et échanges » et « L’idée de progrès ».

CECRL
Peut comprendre une grande partie des programmes télévisés sur des sujets d’intérêt personnel, tels que
brèves interviews, conférences et journal télévisé si le débit est relativement lent et la langue assez clairement
articulée. – Écouter, B1
Peut comprendre la plupart des journaux et magazines télévisés. – Écouter, B2
Peut donner brièvement raisons et explications relatives à des opinions, projets et actions. – Parler, B1
Peut développer méthodiquement une argumentation en mettant en évidence les points significatifs et les
éléments. – Parler, B2

Faits de langue
¾ Les adverbes et leur place dans la phrase : The Arthur’s Quay Park area is to be completely redeveloped; It’s
actually; basically going forward; so this plan, hopefully, will help us; we can still barely survive; things aren’t
becoming better; We need help badly; They are capitalizing on the move by the government here and in the
North to ban smoky coal entirely.
¾ L’expression du futur avec will et is to be + V-ed (le passif) : one which will transform; The Arthur’s Quay Park
area is to be completely re-developed; The city’s tax office at Sarsfield House is to be demolished; and will do
over the next fifteen years; so this plan, hopefully, will help us; they expect it to be open; a hundred and forty-
two jobs are to be created by CPL Industries.
¾ L’hypothèse, If + simple past > S + would + V : if they could deliver on something like that, it would be amazing.

Contenu lexical
¾ L’économie : investing, capitalizing, create jobs, start-up businesses, a hub, to be open for business, traders,
at a standstill, vibrant, getting better, barely survive, coming round, going forward.
¾ La construction : redevelop, demolish, build, create, to deliver on something, city-centre plaza.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 29


Exploitation de l’extrait vidéo
Introduction
¾ Afin d’introduire le thème de la ville de Limerick, je pense qu’il serait souhaitable de faire une webquest au
préalable, pour connaître un minimum de faits sur cette ville. Vous pouvez suggérer aux élèves de chercher
sur Wikipedia, puis de jeter un coup d’œil sur le site du city planning ci-dessous.
¾ Le site pour en apprendre davantage sur le projet de modernisation du centre-ville d’ici 2030 :
h t t p : / / w w w. l i m e r i c k c i t y. i e / P l a n n i n g / E c o n o m i c D e v e l o p m e n t /
Limerick2030AnEconomicandSpatialPlanforLimerick/Press%20Release%20Limerick%202030.pdf
http://www.limerick.ie/ business
¾ Après 10 à 15 minutes, procéder à une mise en commun et à une présentation rapide de la ville de Limerick :
population, situation géographique, économie, histoire, le nom du fleuve (Shannon), etc.
¾ Faire une recherche dans Google Maps pour voir le centre-ville de Limerick et pouvoir situer le lieu du nouveau
projet.
¾ Après cette mise en commun, procéder à un premier visionnage de la vidéo.
A. Overall Comprehension
¾ Visionner une première fois l’extrait vidéo en entier avec les élèves. Si vous le souhaitez, vous pouvez recueillir
la réaction des élèves « à chaud » sur le reportage, soit en français, soit en anglais selon leur niveau, puis
revoir avec eux les réponses à apporter pour cette compréhension globale.
B. Detailed Comprehension
¾ Il sera sans doute nécessaire de visionner la vidéo une nouvelle fois, mais en faisant des pauses régulières
aux endroits stratégiques, pour laisser le temps aux élèves de trouver les réponses et de les noter sur la fiche
de travail. Repasser la vidéo une troisième fois si les élèves en ressentent le besoin.
C. Final Task: Be a guide for visitors to Limerick City.
¾ You are a tourist guide in Limerick. Show visitors some of the places of interest for tourists, on a map,
including where the project 2030 will take place. Try to convince the visitors of the importance of this project
for the future of Limerick.
In groups of two or three, imagine questions visitors could ask a guide to the city, and prepare a short description
of some of the main sites to visit in Limerick and of some of the new projects in the urban planning for 2030
that the guide will give to the group. (Use the information found during the webquest.)

Compléments
¾ Voir les sites mentionnés dans l’introduction.

Corrigé des activités


A. Overall Comprehension
1. Say what these places mentioned in the video refer to:
a. Arthur’s Quay : a shopping mall in the centre of Limerick
b. The Shannon Waterfront : the area built up along the riverside
c. Sarsfield House : the old tax house
d. Port of Foynes : an important industrial port on the outskirts of Limerick

B. Detailed comprehension.
1. Fill in the blanks. Complete the description of the plan given by the journalist.
It’s being described as a once in a generation plan, one which will transform Limerick’s city centre and its
economic fortunes over the next seventeen years. The Arthur’s Quay Park area is to be completely redeveloped
to create a new city centre plaza, attracting shops and hubs for start-up businesses and college education. The
city’s tax office at Sarsfield House is to be demolished, creating a vibrant business and cultural space looking
onto the Shannon waterfront.

30 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


2. Listen again to the three men interviewed by the journalist in the city centre and answer the questions.
a. Would you describe the attitude of the two first men interviewed as hopeful and optimistic, or desperate and
cautious about the new plan? Give words and expressions they use to justify your choice.
They sound more desperate and cautious about the plan. It seems like they feel that the city centre is
doomed if nothing happens soon, but they are not really sure that it will work. “Business in the city
centre is at a stand-still”, “Well, it has to help, everything is a help at this stage. We need help badly”.
b. What about the third man? Listen to his reply again and write down the adjectives he uses.
This man seems a little more enthusiastic. He uses the adjectives: “very revolutionary” and “very
positive”.

3. Fill in the blanks. Complete the description of the plan for the port of Foynes.
But there was good news for the port of Foynes today. A hundred and forty-two jobs are to be created by CPL
Industries who are investing twenty million euro in a bio-fuel plant there. They expect it to be open for business
by 2015, and are capitalizing on the move by the government here and in the North to ban smoky coal entirely
by 2016.

5. Work on adverbs. Transform the following adjectives into adverbs.


a. complete → completely
b. actual → actually
c. basic → basically
d. hopeful → hopefully
e. bad → badly
f. bare → barely
g. entire → entirely

6. Les hypothèses.
a) Lisez les deux hypothèses et déterminez laquelle semble plus probable, ou sûre d’être réalisée dans l’avenir.
If they can deliver on this plan, it will be amazing!
If they could deliver on this plan, it would be amazing!
Quel est l’effet donné par la forme au prétérit de l’auxiliaire modal? Exprime-t-elle le passé ?
Le prétérit éloigne l’hypothèse du présent, et ainsi, de la réalité de la situation.
L’homme interviewé fait un mélange des deux formes dans sa phrase :
If they can deliver on this plan, it would be amazing.
Quel est l’effet donné par ce mélange ? Est-il vraiment confiant que ce projet va se réaliser ?
C’est homme fait une faute de grammaire, mais l’effet est que nous ressentons une certaine réserve
dans son enthusiasme. Malgré les adjectifs positifs qu’il emploie, nous avons l’impression qu’il n’est pas
vraiment sûr que tout ça va se réaliser.

b) Put in will/won’t or would/wouldn’t according to the context and conjugation of the verbs in these sentences.
1. If the city of Limerick convinces the voters and the banks that this project is a must for the future, everyone
will be satisfied.
2. If nothing is done, the city centre businesses will be doomed.
3. It would be great if this project attracted foreign investors, too.
4. If I were you, I wouldn’t wait until 2030 to look for a good job in Limerick, you’ll be too old!
5. If the new bio-fuel company director carries out his plans, they will hire over 140 workers!
6. He won’t stay in Ireland if he can’t find a job there.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 31


Séquence 6 New Urban Plan for Limerick
Fiche d’activités

Nom : Classe : Date :

A. Overall Comprehension
1. Say what these places mentioned in the video refer to:
a. Arthur’s Quay : ...............................................................................................................
b. The Shannon Waterfront : ...............................................................................................................
c. Sarsfield House : ...............................................................................................................
d. Port of Foynes : ...............................................................................................................

2. Sum up the city council project planned for Limerick by 2030 in your own words.
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................

B. Detailed comprehension
1. Fill in the blanks. Complete the description of the plan given by the journalist.
It ............................................................... as a ........................... in a generation plan, one which
...................... ................................... Limerick’s city centre and its ...................... ..................................
over the next seventeen years. The Arthur’s Quay Park area is to be completely re-developed to create
a new city centre plaza, ............................................... shops and hubs for .........................................
businesses and college education. The city’s tax office at Sarsfield House ................................................
................................................., creating a ................................... business and ......................................
space looking onto the Shannon ............................................

2. Listen again to the three men interviewed by the journalist in the city centre and answer the questions.
a. Would you describe the attitude of the two first men interviewed as hopeful and optimistic, or desperate
and cautious about the new plan? Give words and expressions they use to justify your choice.
.................................................................................................................................................................
.................................................................................................................................................................
.................................................................................................................................................................
.................................................................................................................................................................
b. What about the third man? Listen to his reply again and write down the adjectives he uses.
.................................................................................................................................................................
.................................................................................................................................................................

3. Fill in the blanks. Complete the description of the plan for the port of Foynes.
But there was ........................................ for the port of Foynes today. ........................................................
jobs are ..................................................... by CPL Industries who are investing ........................................
....................... in a bio-fuel ............................. there.
They expect it to be open for business ................................, and ....................................................... on the
move by the government here and in the North to ........................................................... entirely by 2016.

4. Now sum up the general feelings about the economic situation today in Limerick, and how the inhabitants
feel about the future plans for the city in your own words.
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................

32 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Séquence 6 New Urban Plan for Limerick

Fiche d’activités
Nom : Classe : Date :

5. Work on adverbs. Transform the following adjectives into adverbs.


a. complete → ..............................................
b. actual → ..............................................
c. basic → ..............................................
d. hopeful → ..............................................
e. bad → ..............................................
f. bare → ..............................................
g. entire → ..............................................

6. Les hypothèses.
a) Lisez les deux hypothèses et déterminez laquelle semble plus probable, ou sûre d’être réalisée dans
l’avenir.
If they can deliver on this plan, it will be amazing!
If they could deliver on this plan, it would be amazing!
Quel est l’effet donné par la forme au prétérit de l’auxiliaire modal ? Exprime-t-elle le passé ?
............................................................................................................................................................

Le troisième homme interviewé fait un mélange des deux formes dans sa phrase :
If they can deliver on this plan, it would be amazing.
Quel est l’effet donné par ce mélange ? Est-il vraiment confiant que ce projet va se réaliser ?
............................................................................................................................................................

b) Put in will/won’t or would/wouldn’t according to the context and conjugation of the verbs in these
sentences.
1. If the city of Limerick convinces the voters and the banks that this project is a must for the future,
everyone .............................. be satisfied.
2. If nothing is done, the city centre businesses .............................. be doomed.
3. It .............................. be great if this project attracted foreign investors, too.
4. If I were you, I .............................. wait until 2030 to look for a good job in Limerick, you’ll be too old!
5. If the new bio-fuel company director carries out his plans, they ........................... hire over 140 workers!
6. He .............................. stay in Ireland if he can’t find a job there.

C. Final Task: Be a guide for visitors to Limerick City.


You are a tourist guide in Limerick. Show visitors some of the places of interest for tourists, on a map,
including where the project 2030 will take place. Try to convince the visitors of the importance of this
project for the future of Limerick.
In groups of two or three, imagine questions visitors could ask a guide to the city, and prepare a short
description of some of the main sites to visit in Limerick and of some of the new projects in the urban
planning for 2030 that the guide will give to the group. (Use the information found during the webquest.)

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 33


Séquence 7 Public cible 1e, Tale / Écouter, Écrire : B2

Bloomsday Celebrations
La ville de Dublin, capitale de la République d’Irlande, a son héros littéraire, dûment
fêté tous les 16 juin : James Joyce, auteur de Ulysses, qui met en scène un Ulysse local
(Leopold Bloom) dont l’odyssée se déroule dans un espace-temps compacté. Il s’agit
de Dublin, le 16 juin 1904. Bloomsday est l’occasion de célébrer une fête littéraire et
populaire qui a pris récemment une ampleur mondiale. Finalement, cette mondialisation
littéraire permet à l’Ulysse dublinois de vivre son épopée planétaire.

Transcript
Woman reading: “Persecution,” says he, “all the history of the world is full of it.”
RTÉ reporter: Out of the James Joyce Museum in Sandycove in South Dublin today, Sabina Higgins read a
short extract from the novel Ulysses. Bloomsday is a celebration of the life of James Joyce, and the events
of Ulysses, which is set on the 16th of June, 1904.
Kay Gleeson, James Joyce Museum: His language appeals to so many people because you can get, by
reading it aloud, you get one interpretation, and then, I think it’s the use of language.
RTÉ reporter: Locals and tourists alike were soaking up the atmosphere.
Angelica Moyora, from Venezuela: We heard more about him, and it’s nice because he is a nice writer, and
we are interested in read… eh… his books.
RTÉ reporter: Ulysses celebrates a single day, and for the first time, the book will be read in its entirety
around the world in one day. It’s called the “Global Bloomsday Gathering”, the brain-child of Bob Joyce,
James Joyce’s grandnephew.
Bob Joyce, James Joyce’s grandnephew: The main reason was to link up all the Bloomsdays around
the world. This year we started the reading in Auckland. I believe the final chapter is going to take place
somewhere in South America.
RTÉ reporter: With the help of the next generation of Joyces, Bob passed on Ulysses to the next awaiting
city.
Bob Joyce, James Joyce’s grandnephew: And it’s over to Edinburgh…

Máire Treasa Ní Cheallaigh, RTÉ News.

34 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Objectifs et démarche pédagogique
Liens avec les programmes culturels de lycée
¾ Thème culturel du cycle terminal Ø Gestes fondateurs et mondes en mouvement.
Notions abordées :
Š Espaces et échanges (un espace littéraire mondialisé).
Š Mythes et Héros : James Joyce, écrivain emblématique en Irlande, et son héros, Léopold Bloom.
¾ Liens avec le programme de littérature :
Š L’écrivain dans son siècle.
Š Le personnage, ses figures et ses avatars, l’imaginaire.

CECRL
Peut comprendre la plupart des journaux et des magazines télévisés.
Comprendre des émissions de télévision et des films, B2
Peut comprendre un documentaire, une interview, une table ronde, une pièce à la télévision et la plupart des
films en langue standard. – Comprendre des émissions de télévision et des films, B2
Peut utiliser différentes stratégies de compréhension dont l’écoute des points forts et le contrôle de la
compréhension par les indices contextuels.
Reconnaître des indices et faire des dédutions (oral et écrit), B2

Faits de langue
¾ Verbes au présent à particules adverbiales : link up; soak up.
¾ Toute l’échelle des temps grammaticaux.
¾ Les pronoms personnels, compléments et possessifs.

Contenu lexical 
¾ Le plaisir de la lecture : extract; interpretation; language; writer; final chapter.

Exploitation de l’extrait vidéo


A. Anticipation
¾ Première citation du reportage : “Persecution,” says he, “all the history of the world is full of it”.
What is the woman reading? Who is “he” in your opinion?
B. Overall comprehension
¾ Visonner l’extrait une fois entièrement, puis une fois avec pauses pour laisser le temps aux élèves de rédiger
leurs réponses.
C. Detailed comprehension
¾ Visionner deux fois avec des pauses pour le temps de la rédaction.
D. Writing
¾ Leopold Bloom is a modern Ulysses who wanders around Dublin on a single day (the 16th of June, 1904).
Imagine a one-day odyssey of one of your favourite heroes in your city.

Compléments
Liens avec des sites internet
¾ jamesjoyce.ie/bloomsday/what-is-bloomsday/
¾ www.visitdublin.com/event/Bloomsday_Festival
¾ globalbloomsday.com

Manuels
¾ Password Literature chez Didier.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 35


Corrigé des activités
A . “Says he” – Who is the reader speaking about? What is she reading?
The reader is speaking about the protagonist of James Joyce’s Ulysses. She is reading an extract of
Ulysses in public.

B. Overall comprehension.
1. Tick the right answer.
a) The scene is set in...
o England þ Ireland o New Zealand
b) The main topic of this report is...
o tourism in Ireland o Irish politics þ a celebrated writer
c) In Dublin there is a...
þ James Joyce museum o a Bloomsday museum o a reading museum
d) The next city awaiting Ulysses is...
o London o Auckland þ Edinburgh

2. Who are the following characters?


Š James Joyce : James Joyce is a famous Irish Writer.
Š Ulysses : Ulysses is the name of the hero of The Odyssey by Homer and the title of James Joyce’s
most famous novel.
Š Bob Joyce : Bob Joyce is James Joyce’s grandnephew who promotes Bloomsday.

C. Detailed comprehension.
1. Fill in the blanks.
Ulysses celebrates a single day, and for the first time the book will be read in its entirely around the world in one
day. It is called the “Global Bloomsday Gathering.”

2. Answer the questions.


a) What exactly is being celebrated on Bloomsday?
On Bloomsday, the Irish celebrate James Joyce, one of their most famous writers, through the odyssey
of the hero Leopold Bloom.
b) Why are most people in the crowd dressed in an old fashioned way?
People are dressed in an old-fashioned way because Ulysses takes place in 1904.
c) After watching the video, can you say in which different ways people are celebrating Bloomsday?
To celebrate Bloomsday, Dubliners get together to dress up, read, and sing.
d) Where, in your opinion, does the second woman interviewed (the one with a foreign accent) come from?
We do not know exactly where the second woman interviewed come from. Probably a Spanish-speaking
country.
e) How is Bloomsday becoming global?
Bloomsday is becoming global because Ulysses is going to be read in several countries around the
world.
f) Who are the main actors of the Bloomsday promotion?
The main actors of this promotion are James Joyce’s fans, his grandnephew Bob, and his descendants.

3. Work on language.
One of the women interviewed (with a foreign accent) speaks approximate English. Can you rewrite her sentence
in more elaborate English?
“And it’s nice because he is a nice writer, and we are interested in read... er... his books”
“And it’s pleasant because he is a talented writer and we are interested in reading his novels.”

36 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Séquence 7 Bloomsday Celebrations

Fiche d’activités
Nom : Classe : Date :

A . “Says he” – Who is the reader speaking about? What is she reading?
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................

B. Overall comprehension
1. Tick the right answer.
a) The scene is set in...
o England o Ireland o New Zealand
b) The main topic of this report is...
o Tourism in Ireland o Irish politics o a celebrated writer
c) In Dublin there is a...
o James Joyce museum o a Bloomsday museum o a reading museum
d) The next city awaiting Ulysses is...
o London o Auckland o Edinburgh

2. Who are the following characters?


Š James Joyce : ............................................................................................................................................
Š Ulysses : ............................................................................................................................................
Š Bob Joyce : ............................................................................................................................................

C. Detailed comprehension
1. Fill in the blanks.
Ulysses celebrates a .............................................., and for the first time the book will be ..................... in
its entirely around the world in ................................... It is called the “..................................... Bloomsday
...............................................”

2. Answer the questions.


a) What exactly is being celebrated on Bloomsday?
.................................................................................................................................................................
.................................................................................................................................................................
b) Why are most people in the crowd dressed in an old fashioned way?
.................................................................................................................................................................
.................................................................................................................................................................
c) After watching the video, can you say in which different ways people are celebrating Bloomsday?
.................................................................................................................................................................
.................................................................................................................................................................
d) Where, in your opinion, does the second woman interviewed (the one with a foreign accent) come from?
.................................................................................................................................................................
.................................................................................................................................................................
e) How is Bloomsday becoming global?
.................................................................................................................................................................
.................................................................................................................................................................
f) Who are the main actors of the Bloomsday promotion?
.................................................................................................................................................................
.................................................................................................................................................................

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 37


Séquence 7 Bloomsday Celebrations
Fiche d’activités

Nom : Classe : Date :

3. Work on language.
One of the women interviewed (with a foreign accent) speaks approximate English. Can you rewrite her
sentence in more elaborate English?
“And it’s nice because he is a nice writer, and we are interested in read... er... his books”
......................................................................................................................................................................
......................................................................................................................................................................

D. Writing
Leopold Bloom is a modern Ulysses who wanders around Dublin on a single day (the 16th of June, 1904).
Imagine a one-day odyssey of one of your favourite heroes in your city.

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38 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Séquence 8 Public cible 2de, 1e, Tale, Post-bac / Écouter, Parler, Écrire : B1 / B2

Wedding with a Twist Honours Joyce Legacy


Pendant les festivités organisées autour de Bloomsday à Dublin, nous rencontrons
Alfreda O’Brien et son fiancé qui vont se marier tout en participant à cette fête dublinoise.

Transcript
RTÉ reporter: It’s not how every bride spends her wedding morning. But today our Alfreda O’Brien cycled
through the Joycian streets of Dublin in aid of the Irish Youth Foundation.
Alfreda O’Brien: My mum’s family is from Northern Italy, and it’s rumoured that my nonno, my Italian
grandfather, met Joyce in Trieste, when he was on holidays, and my mum is probably the first person I met
and know to actually read the whole of Ulysses.
RTÉ reporter: It was all about love of Joyce, Dublin City and each other.
Alfreda O’Brien: It’s a great way to celebrate Dublin, because it’s a fabulous city and I think we need to
take our own pride in what we have, because it’s free, hop on a bike, there’s lots to see, beautiful sights,
and it’s just a magic way to spend a wedding day!
RTÉ reporter: This isn’t the only event happening to celebrate Joyce over the next few days.
Mark Traynor, Director, James Joyce Centre: We’ve got all the traditional stuff like the Bloomsday
breakfast, which takes place at the James Joyce Centre, and probably one of the biggest things we’re
doing is the global reading of Ulysses.
RTÉ reporter: This Sunday is Bloomsday, but today’s date, the 14th, is also significant.
Paul Kennedy, actor: James Joyce shows very particularly the 16th of June 1904 as “Bloomsday.” The
reason was very, very simple: it was the very first day that he walked out, or had a date, with Nora Barnacle,
obviously she was to become his wife. But little known is the fact that it wasn’t their first date. Their first date
was the 14th, and of course, she stood him up!
RTÉ reporter: So was the groom worried that the bride wouldn’t show?
The groom: I think she’ll show, oh yeah… definitely, well I hope so!
RTÉ reporter: A quick change of dress and the blooming bride arrived on time.

Helen Donohue, RTÉ News, Dublin.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 39


Objectifs et démarche pédagogique

Liens avec les programmes culturels de lycée


¾ Thème culturel de seconde : cette séquence concerne la notion de « Mémoire : héritages et ruptures » dans
le thème du programme de seconde « L’art de vivre ensemble ».
¾ Thème culturel du cycle terminal Ø Gestes fondateurs et mondes en mouvement.
Notions abordées :
Š Espaces et échanges (un espace littéraire mondialisé).
Š Mythes et Héros : James Joyce, écrivain emblématique en Irlande, et son héros, Léopold Bloom.
¾ Liens avec le programme de littérature :
Š L’écrivain dans son siècle.
Š Le personnage, ses figures et ses avatars, l’imaginaire.

CECRL
Peut comprendre une grande partie des programmes télévisés sur des sujets d’intérêt personnel, tels que
brèves interviews, conférences et journal télévisé si le débit est relativement lent et la langue assez clairement
articulée. – Écouter, B1
Peut comprendre la plupart des journaux et magazines télévisés. – Écouter, B2
Peut donner brièvement raisons et explications relatives à des opinions, projets et actions. – Parler, B1
Peut développer méthodiquement une argumentation en mettant en évidence les points significatifs et les
éléments. – Parler, B2
Peut écrire un essai ou un rapport qui développe une argumentation en apportant des justifications pour ou
contre un point de vue particulier et en expliquant les avantages et les inconvénients de différentes options.
Écrire, B2

Faits de langue
¾ Le passage du style direct à indirect, les changements nécessaires quand on rapporte des pensées ou
paroles.
¾ Les temps du présent, du passé et du futur.

Contenu lexical
¾ Le lexique du mariage : bride; groom; wedding; husband; wife; to stand someone up; to show; a date; celebrate.
¾ Les vêtements : long dresses; wedding gown; bowler hat; suit; cane; gloves; old-fashioned.

40 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Exploitation de l’extrait vidéo
Introduction
¾ Un travail en amont pourrait être utile pour intéresser les élèves davantage à cette journée spéciale à
Dublin, le Bloomsday. Je propose une webquest qui s’effectuera dans une salle informatique avec accès
aux ordinateurs reliés à Internet (ou alors à la maison avant le cours d’anglais). Les élèves doivent faire des
recherches sur l’auteur, James Joyce, puis sur son célèbre roman, Ulysses, et son héros, Léopold Bloom,
puis sur les célébrations de Bloomsday à Dublin et dans le monde.
¾ Quelques sites à visiter par les élèves :
http://fr.wikipedia.org/wiki/James_Joyce
http://www.biography.com/people/james-joyce-9358676
http://fiches.lexpress.fr/livre/ulysse_2742
¾ Après quelques minutes de recherches, on fait la mise en commun des informations trouvées et on peut
demander à un élève de faire d’abord une présentation biographique de James Joyce, et ensuite à un autre
une présentation sur le roman, Ulysses. Puis, un autre élève parlera sur les célébrations de Bloomsday à
Dublin et dans le monde.
¾ On peut ensuite faire un arrêt sur l’image fixe au début de la séquence pour parler de ce couple en costume
un peu anachronique sur leurs vélos rétros au milieu d’une rue d’une ville moderne : Dublin.
¾ On peut revoir le lexique vestimentaire et faire émettre des hypothèses sur ce couple. Maintenant, les élèves
peuvent deviner que le couple participe aux célébrations de Bloomsday à Dublin.
A. Overall Comprehension
¾ Visionner une première fois l’extrait vidéo en entier avec les élèves. Si vous le souhaitez, vous pouvez recueillir
la réaction des élèves « à chaud » sur le reportage, soit en français, soit en anglais selon leur niveau, puis
revoir avec eux les réponses à apporter pour cette compréhension globale.
B. Detailed Compréhension
¾ Visionner ensuite la vidéo une nouvelle fois en faisant des pauses aux endroits nécessaires, pour laisser le
temps aux élèves de noter les réponses sur la fiche de travail. Répéter le visionnage, si besoin.
C. Final Task: Write a letter and a wedding invitation.
¾ Imagine you are getting married in Dublin on Bloomsday and want to organise your wedding around this event.
Write a letter to your closest friends to invite them to spend the day with you at the Bloomsday celebration
before the wedding, and suggest activities to do with them. Also write a formal wedding invitation to your
wedding.

Compléments

Liens avec des sites internet


¾ Avec les liens cités dans la partie Introduction :
Š jamesjoyce.ie/bloomsday/
Š www.visitdublin.com/event/Bloomsday_Festival

Manuel
¾ Password Literature chez Didier.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 41


Corrigé des activités
A. Overall Comprehension
1. Why does Alfreda talk about her mother and her grandfather?
She talks about her mother because she was the first person she knew who had read Ulysses in its
entirety. Her grandfather came from Italy and he met Joyce in Trieste.
2. Why is she carrying flowers in the basket of her bicycle?
She is selling flowers for the Irish Youth Foundation.
3. How does she feel about Dublin City?
She says it’s a fabulous city with lots of sites to see and it’s free when you hop on a bike!
She loves Dublin.
4. What is she going to do later today?
She’s going to get married.

B. Detailed Comprehension
1. Answer the questions.
a. Name the two other events mentioned that will be taking place on Bloomsday in Dublin.
The Bloomsday breakfast and the global reading of Ulysses.
b. Why did James Joyce choose the 16th of June for the date of Bloomsday in his novel, according to the man in
the black hat?
Because that was the day that he and his fiancée, Nora Barnacle, first went out on a date.
c. Is it Bloomsday on the day that Alfreda is getting married in the video? What date is it?
No, in the video it’s the 14th of June, two days before Bloomsday.
d. Why is this day significant in the life of James Joyce, according to the man in the black hat?
This day is significant to James Joyce because it was the day that he asked Nora Barnacle out on a
date and she stood him up!
e. Why might the groom feel a little nervous about the arrival of the bride today?
Well, he might be worried that the bride will stand him up, too!

2. Work on grammar – Reported and direct speech.


a. Fill in the blanks in this extract of the video transcript.
Voice over: So was the groom worried that the bride wouldn’t show?
The groom: I think she’ll show, oh yeah… definitely, well I hope so!
Š Although this question isn’t really in indirect speech, in the context, we can understand that it is asked to allow
the groom to give his answer in direct speech. Can you transform the journalist’s question to a direct question
for the groom?
→ Are you worried that the bride won’t show?
b. Transform these sentences from direct speech to reported speech:
1. “My mum’s family is from Northern Italy.”
She said her mum’s family was from Northern Italy.
2. “I think she’ll show!”
He said he thought she would (she’d) show.
3. “This isn’t the only event happening to celebrate Joyce.”
She said this wasn’t the only event happening to celebrate Joyce.
4. “One of the biggest things we’re doing is the global reading of Ulysses.”
He said one of the biggest things they were doing was the global reading of Ulysses.

42 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Séquence 8 Wedding with a Twist Honours Joyce Legacy

Fiche d’activités
Nom : Classe : Date :

A. Overall Comprehension
1. Why does Alfreda talk about her mother and her grandfather?
......................................................................................................................................................................
......................................................................................................................................................................
2. Why is she carrying flowers in the basket of her bicycle?
......................................................................................................................................................................
......................................................................................................................................................................
3. How does she feel about Dublin City?
......................................................................................................................................................................
......................................................................................................................................................................
4. What is she going to do later today?
......................................................................................................................................................................
......................................................................................................................................................................

B. Detailed Comprehension
1. Answer the questions.
a. Name the two other events mentioned that will be taking place on Bloomsday in Dublin.
...................................................................................................................................................................
...................................................................................................................................................................
b. Why did James Joyce choose the 16th of June for the date of Bloomsday in his novel, according to the
man in the black hat?
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
c. Is it Bloomsday on the day that Alfreda is getting married in the video? What date is it?
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
d. Why is this day significant in the life of James Joyce, according to the man in the black hat?
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................
e. Why might the groom feel a little nervous about the arrival of the bride today?
...................................................................................................................................................................
...................................................................................................................................................................
...................................................................................................................................................................

2. Work on grammar – Reported and direct speech.


a. Fill in the blanks in this extract of the video transcript.
Voice over: So ............................. the groom worried that the bride ............................ show?
The groom: I think she ......................... show, oh yeah… definitely, well I hope so!
Š Although this question isn’t really in indirect speech, in the context, we can understand that it is asked
to allow the groom to give his answer in direct speech. Can you transform the journalist’s question to
a direct question for the groom?
→ ...........................................................................................................................................................
Š What happens here when the style goes from direct to reported speech?
................................................................................................................................................................

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 43


Séquence 8 Wedding with a Twist Honours Joyce Legacy
Fiche d’activités

Nom : Classe : Date :

b. Transform these sentences from direct speech to reported speech:


1. “My mum’s family is from Northern Italy.”
She said .................................................................................................................................................
2. “I think she’ll show!”
He said ..................................................................................................................................................
3. “This isn’t the only event happening to celebrate Joyce.”
She said ................................................................................................................................................
4. “One of the biggest things we’re doing is the global reading of Ulysses.”
He said one of the biggest things ..........................................................................................................

C. Final Task: Write a letter and a wedding invitation.


Imagine you are getting married in Dublin on Bloomsday and want to organise your wedding around this
event.
Write a letter to your closest friends to invite them to spend the day with you at the Bloomsday celebration
before the wedding, and suggest activities to do with them. Also write a formal wedding invitation to your
wedding.

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44 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Séquence 9 Public cible 2de / Écouter, Parler (EOI) : B1

Viking Auditions
La deuxième saison de Vikings, série canado-irlandaise dont la première saison a été
un franc succès, est en préparation. À Wicklow, c’est le premier jour des auditions pour
la distribution artistique.

Transcript
RTÉ reporter: Tall, small, long hair, short hair, beard or no beard, wannabe Vikings of all shapes and sizes,
invaded Wicklow Town today – for the first day of auditions for extras for the new series of the hit TV show
Vikings.
Gareth O’Neill, from Belfast: I’d like to be an actor, I’ve dreamed of being an actor, so I’m trying to give
it a go, you know.
James Tighe, from Kilkenny: Well basically I had nothing better to do, to be honest.
Kieran Fenlon, from Clonmel: Myself and my son there, we’d mess around with bows and arrows every
weekend or so. Um, I worked as a welder, so I’m used to handling metal and that, so, we’ll see if they are
interested in any of that.
Seán Mooney, from Bray: I’m out of work the last six weeks. So I thought this was an opportunity to make
some extra cash for them. I’m not doing anything at the moment.
Naoise O’Reilly: Because then I’ll be on TV, and loads of people will see me!
RTÉ reporter: Originally broadcast on the History Channel, and due to be shown on RTÉ later this year, it
was such a roaring success, that a second series has been commissioned, requiring some five thousand
paid extras.
Denis Fitzpatrick, assistant extras co-ordinator, ‘Vikings’: The long hair and the beards, I mean there’ll
be plenty of them, but the people who may be thinking they’re not suitable, and, because they’ve got
short hair, they don’t have a beard or whatever, I mean, there will be other parts as well. Anyone from
a rowing background would definitely be a bonus, or anyone who has got a bit of, um, experience, uh,
re-enactments, battle re-enactments.
RTÉ reporter: Filming starts at the Ashford Studios in County Wicklow at the end of this month and will
continue until the end of November. Further Viking auditions will be held at Filmbase in Dublin tomorrow
and Friday. As for what makes a good Viking:
Joe Roche, from Enniscorthy: Beard, to start with, uh, I’ve had one for thirty odd years.
Hugo O’Connor, from Dún Laoghaire: Deep emotional fondness for looting and pillaging.
Eoin Lanigan, from Clonmel: Definitely hair, and a beard, a good beard, and a good strong will as well,
I think.
Michele O’Connor, from Dún Laoghaire: Rrrgh! Plenty of that, I’d say.

Caitríona Perry, RTÉ News, Wicklow.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 45


Objectifs et démarche pédagogique

Liens avec les programmes culturels de lycée


¾ Classe de seconde : cette séquence concerne le thème de la tradition culturelle et se rapporte au thème du
programme de seconde « L’art de vivre ensemble » et notamment à la notion de « Mémoire ».
La représentation des Vikings dans cette série offre une vision de l’histoire de ce peuple mythique et nous
permet d’imaginer leur apparence et leur vie.

CECRL
Peut comprendre une grande partie des programmes télévisés sur des sujets d’intérêt personnel, tels que
brèves interviews, conférences et journal télévisé si le débit est relativement lent et la langue assez clairement
articulée. – Écouter, B1
Peut donner brièvement raisons et explications relatives à des opinions, projets et actions. – Parler, B1

Faits de langue
¾ La certitude / l’intention avec will : There will be other parts as well. We’ll see if they’re interested in any of that.
¾ Le souhait : I’d like to be an actor.
¾ Évoquer une caractéristique d’une période passée : We’d mess around with bows and arrows every weekend.

Contenu lexical
¾ La description physique : tall; small; long-haired; short-haired; beard, etc.
¾ Les films : TV; show; series; broadcast; channel; film; studio; actors; extras; audition; casting.

Exploitation de l’extrait vidéo


A. Anticipation et Introduction
¾ Montrer l’image figée aux élèves et leur demander de dire librement ce qu’ils pensent de cette photo, ce qu’elle
évoque pour eux et ce que le sujet de la séquence vidéo pourrait être. Ils révisent aussi le vocabulaire pour
décrire les gens physiquement, ainsi que le lexique de guerre : battle, fighting, helmets, shields, swords, etc.
¾ Visionnage de la première partie de la vidéo (0’00 > 0’16). Les élèves identifient le document (What? Where?
Who?) en remplissant la partie A de la fiche d’activités.
B. Overall comprehension
¾ Visionnage complet de la vidéo. Confirmation des éléments dégagés par les élèves dans la partie A. Les
élèves remplissent les parties B.1 et B.2 de la fiche d’activités, avant une mise en commun à l’oral.
C. Detailed comprehension
¾ Après un ou, si nécessaire, deux visionnage(s) supplémentaire(s), les élèves remplissent la partie C de la
fiche d’activités. Il ne s’agit pas forcément de comprendre absolument tout ce que disent les protagonistes de
la vidéo, mais d’identifier des mots et des expressions clés.
D. Oral activity
¾ Jeu de rôles : par deux, les élèves imaginent la distribution artistique en se partageant les rôles de jury et de
participant au casting. Le jury doit imaginer les questions à poser au candidat ; le candidat doit trouver des
arguments pour le convaincre, tout en répondant à ses questions.

46 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Compléments

Liens avec des sites internet


¾ More about the series: http://www.imdb.com/title/tt2306299/
¾ Who were the Vikings? http://en.wikipedia.org/wiki/Vikings

Corrigé des activités


A. Introduction

Topic audition, TV show


Place Wicklow, Ireland
People People of all shapes and sizes: tall, short, with beards, long hair, strong, etc.

B. Overall comprehension
1. An overview of the video (circle the right answer).
a. Vikings is... þ a TV show o a magazine o a music band
b. The casting takes place in... þ Wicklow Town o Dublin o London
c. It is for... o long-haired people
o only tall people
þ people of all shapes and sizes
d. The candidates are... o professional actors þ amateurs

C. Detailed comprehension – Answer the questions:


1. Is the casting for main roles or extras?
The casting is for extras (non-speaking characters in the show).
2. Where and when does the filming start?
Filming starts at the Ashford Studios in County Wicklow at the end of the month.
3. Is “having a beard and long hair” the only argument among the candidates? Quote at least one other argument
given in the video.
“Myself and my son used to mess around with bows and arrows every weekend or so.”
“Deep fondness for looting and pillaging!”
“Anyone with a rowing background would definitely be a bonus.”
4. On what channel was the series broadcast?
The series was broadcast on the History Channel.
5. How many paid extras are required for the new season?
The series requires 5,000 paid extras.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 47


Séquence 9 Viking Auditions
Fiche d’activités

Nom : Classe : Date :

A. Introduction

Topic

Place

People

B. Overall comprehension
1. An overview of the video (circle the right answer).
a. Vikings is... o a TV show o a magazine o a music band
b. The casting takes place in... o Wicklow town o Dublin o London
c. It is for... o long-haired people
o only tall people
o people of all shapes and sizes
d. The candidates are... o professional actors o amateurs

2. Write a short summary of the video (main ideas).


......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................

C. Detailed comprehension – Answer the questions:


1. Is the casting for main roles or extras?
......................................................................................................................................................................
......................................................................................................................................................................
2. Where and when does the filming start?
......................................................................................................................................................................
......................................................................................................................................................................
3. Is “having a beard and long hair” the only argument among the candidates? Quote at least one other
argument given in the video.
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
4. On what channel was the series broadcast?
......................................................................................................................................................................
5. How many paid extras are required for the new season?
......................................................................................................................................................................

D. Oral activity
Pairwork. One student will be the jury, the other will play the candidate for the casting. Imagine the interview
for a role as an extra in the show, and prepare questions and answers. Act out the interview.

48 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Séquence 10 Public cible 2de, Cycle terminal / Écouter : B1+ ; Parler (EOI) : B1

Air Ambulance Service


Depuis la fermeture il y a un an du service d’urgences à l’hôpital de Roscommon County,
un nouvel hélicoptère–ambulance sauve la vie des personnes souffrant d’attaques
cardiaques ou cérébrales dans les régions retirées de l’Irlande.

Transcript
RTÉ reporter: He’s alive and well, and living near the sea along the Donegal Leitrim border. But
Ray Sheerin says he wouldn’t be here were it not for the heroic actions of the Air Corps’ Emergency
Aeromedical Service, who airlifted him to hospital in Galway after he suffered a heart attack.
Ray Sheerin: I was told by the helicopter crew thereafter when I met them for to thank them, that I actually
died on that helicopter three different times, and they defibrillated me three times before they got me to
Galway. Because I’m situated North Leitrim, South Donegal, and that there’s an awful lot of people just
slightly farther removed from the hospitals, because I certainly would have been dead if the air ambulance
hadn’t been there.
Helicopter pilot commands: Forward two, forward one.
RTÉ reporter: Four coast guard helicopters already transport patients to hospital in special circumstances,
but this new air ambulance based in Athlone has been responding to patients suffering from strokes and
heart attacks since it was launched after the closure of the Accident and Emergency Unit at Roscommon
County Hospital a year ago.
John McDermott, Roscommon Hospital Action Committee: It’s absolutely crucial that we maintain the
service. First of all, it’s not expensive. It’s about seven hundred thousand a year. That’s the cost of it, which
is equivalent to one road ambulance.
RTÉ reporter: The Department of Defence says a final decision will be made on whether or not the
chopper stays or goes over the next three months.

Ciarán Mullooly, RTÉ News, Athlone.

Objectifs et démarche pédagogique

Liens avec les programmes culturels de lycée


¾ Thème culturel de la classe de seconde Ø L’art de vivre ensemble.
¾ Thème culturel du cycle terminal Ø Gestes fondateurs et mondes en mouvement.
Notions abordées Ø Lieux et formes du pouvoir / Espaces et échanges.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 49


CECRL
Peut comprendre une information factuelle directe sur des sujets de la vie quotidienne ou relatifs au travail en
reconnaissant les messages généraux et les points de détail, à condition que l’articulation soit claire et l’accent
courant. – Compréhension générale de l’oral, B1+
Peut comprendre une grande partie des programmes télévisés sur des sujets d’intérêt personnel, tels que
brèves interviews, conférences et journal télévisé si le débit est relativement lent et la langue assez clairement
articulée. – Comprendre des émissions de télévision et des films, B1+
Peut soutenir une conversation ou une discussion mais risque d’être quelquefois difficile à suivre lorsqu’il/elle
essaie de formuler exactement ce qu’il/elle aimerait dire. – Conversation, B1
Peut développer une argumentation suffisamment bien pour être compris sans difficulté la plupart du temps.
Monologue suivi : argumenter (par exemple, lors d’un débat), B1
Peut donner brièvement raisons et explications relatives à des opinions, projets et actions.
Monologue suivi : argumenter (par exemple, lors d’un débat), B1

Faits de langue
¾ La condition avec (ou sans) if : he wouldn’t be here were it not for the heroic actions of the air corps; I certainly
would have been dead if the air ambulance hadn’t been there.

Contenu lexical
¾ Le lexique de sauvetage et d’urgence médicale : the Air Corps Emergency Aeromedical Service; to airlift
someone; to suffer a heart attack; a stroke; to defibrillate; to die ≠ to be alive and well; coast guard helicopter;
Accident and Emergency Unit; to transport patients; a chopper.
¾ Les adverbes pour atténuer ou renforcer : slightly; rather.

Exploitation de l’extrait vidéo


Anticipation
¾ Montrer l’image figée aux élèves et leur demander de dire librement ce qu’ils pensent de cette photo, ce qu’elle
évoque pour eux et ce que le sujet de la séquence vidéo pourrait être. Donnez du lexique, si nécessaire.
A. Overall Comprehension
¾ Visionner une première fois l’extrait vidéo en entier avant de remettre la fiche de travail aux élèves. Si vous le
souhaitez, vous pouvez recueillir la réaction des élèves « à chaud » sur le reportage, en français pour faciliter
l’expression de quelques élèves, ou bien en anglais pour les plus aguerris. Puis, distribuer la fiche de travail
et revoir avec les élèves les réponses à apporter pour cette compréhension globale.
B. Detailed Comprehension
¾ Il est préférable de visionner la vidéo une nouvelle fois, mais en faisant des pauses régulières aux endroits
stratégiques, pour laisser le temps aux élèves de trouver les réponses et de les noter sur leur fiche de travail.
¾ Répéter l’opération une nouvelle fois si les élèves en ressentent le besoin.
C. Final Task: A press interview.
¾ You are Ray Sheerin and you have been asked to give a statement to the press about the need to keep these
helicopter ambulances in service in the rural areas of Ireland. In pairs: one student is the journalist, the other
is Ray, make a list of arguments to defend Ray’s point of view from the story you saw in the video.

Compléments

Liens avec des sites internet


¾ http://en.wikipedia.org/wiki/Air_ambulances_in_the_United_Kingdom
¾ http://health.usnews.com/health-news/news/articles/2013/06/21/helicopter-ambulances-may-boost-survival-
rates

50 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Corrigé des activités
A. Overall Comprehension
1. Complete the grid below.
Nature of the document This is a video, a news report.
Number of speakers 2 speakers + voice over reporter.
Places In a helicopter, rural Ireland, near the coast: Donegal.
This helicopter saves lives since the closure of the emergency
Main idea and reason for
unit of local hospital. First man was saved by this helicopter
documentary
ambulance.
Possible problem for future The Department of Defence may decide to take away this service.

2. Listen for clues to where the scene takes place and jot them down here.
By the sea, Donegal, RTÉ news, different accent.

B. Detailed Comprehension
1. Fill in the blanks with the missing words or expressions.
He’s alive and well, and living near the sea along the Donegal Leitrim border. But Ray Sheerin says he wouldn’t
be here were it not for the heroic actions of the Air Corps’ Emergency Aeromedical Service, who airlifted him to
hospital in Galway after he suffered a heart attack.

3. Listen to the rest of the news report and answer the questions.
a. What happened to Ray while he was in the helicopter ambulance?
He died three times. He had to be defibrilated three times.
b. Why did he want to go back and thank the helicopter crew?
Because they saved his life.
c. Why didn’t he just go by road ambulance to the nearest hospital?
Because he lives far away from the nearest hospital.
d. How long ago did the Accident and Emergency Unit at Roscommon County hospital close down?
It closed down a year ago.
e. What is the opinion of the second man interviewed?
He thinks this ambulance service must be kept and that it isn’t too costly.

4. Work on Grammar – Conditional forms.


a. In the report Ray says, “I certainly would have been dead if the air ambulance hadn’t been there.”
Can you translate this sentence into French?
Je serais certainement mort si l’ambulance n’avait pas été là.
b. Now put the verbs in the parentheses in the right form to make similar conditional sentences:
Š If the helicopter hadn’t come, Ray would have died. (not come, die)
Š If his wife hadn’t called 999, the ambulance would not have come. (not call, not come)
Š If the hospital hadn’t closed, they wouldn’t have needed the air ambulance. (not close, not need)
c. At the beginning of the the report, the journalist says that “Ray wouldn’t be here were it not for the heroic
actions of the Air Corps’ Emergency Aeromedical Service”.
You can rewrite this sentence with an “if” clause and the same verbs and keep the same meaning:
If it weren’t for the heroic actions of the air corps emergency aero-medical service, Ray wouldn’t be here.
d. Now put the verbs in the parentheses in the right form to make similar sentences.
Š It would be more risky to live in this rural area if they didn’t have an air ambulance. (be, not have)
Š If the government didn’t finance this chopper, more people would die. (not finance, die)
e. Now imagine what will happen if the Department of Defence decides to stop sending the chopper out for
emergencies:
Š Life will be more risky for elderly people if they don’t have a quick emergency service. (be, not have)
Š If the chopper goes, the region will be depopulated. (go, be)
Š If the government doesn’t maintain the air ambulance service, elderly people will have to move to towns
nearer to a hospital. (not maintain, have to)

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 51


Séquence 10 Air Ambulance Service
Fiche d’activités

Nom : Classe : Date :

A. Overall Comprehension
1. Complete the grid below.
Nature of the document
Number of speakers
Places

Main idea and reason for


documentary

Possible problem for future

2. Listen for clues to where the scene takes place and jot them down here.
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................

B. Detailed Comprehension
1. Fill in the blanks with the missing words or expressions.
He’s .......................... and ......................., and living near the .......................... along the Donegal Leitrim
................................ But Ray Sheerin says ......................................................... here were it not for the
........................... actions of the Air Corps’ ............................................ Aeromedical ...............................,
who airlifted him to .......................................... in Galway after he suffered ................................................
....................

2. Now summarize Ray’s story in your own words.


......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................

3. Listen to the rest of the news report and answer the questions.
a. What happened to Ray while he was in the helicopter ambulance?
.................................................................................................................................................................
b. Why did he want to go back and thank the helicopter crew?
.................................................................................................................................................................
c. Why didn’t he just go by road ambulance to the nearest hospital?
.................................................................................................................................................................
d. How long ago did the Accident and Emergency Unit at Roscommon County hospital close down?
.................................................................................................................................................................
e. What is the opinion of the second man interviewed?
.................................................................................................................................................................

52 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Séquence 10 Air Ambulance Service

Fiche d’activités
Nom : Classe : Date :

4. Work on Grammar – Conditional forms.


a. In the report Ray says, “I certainly would have been dead if the air ambulance hadn’t been there.”
Can you translate this sentence into French?
...................................................................................................................................................................
b. Now put the verbs in the parentheses in the right form to make similar conditional sentences:
Š If the helicopter .............................................., Ray ................................................... (not come, die)
Š If his wife ............................................... 999, the ambulance .................................................. (not call,
not come)
Š If the hospital ..............................................., they ................................................... the air ambulance.
(not close, not need)
c. At the beginning of the the report, the journalist says that “Ray wouldn’t be here were it not for the
heroic actions of the Air Corps Emergency Aeromedical Service”.
You can rewrite this sentence with an “if” clause and the same verbs and keep the same meaning:
If it ..........................n’t for the heroic actions of the Air Corps Emergency Aeromedical Service, Ray
..........................n’t ............. here.
d. Now put the verbs in the parentheses in the right form to make similar sentences.
Š It ................................. more risky to live in this rural area if they ................................. an air ambulance.
(be, not have)
Š If the government ................................................ this chopper, more people ...........................................
(not finance, die)
e. Now imagine what will happen if the Department of Defence decides to stop sending the chopper out
for emergencies:
Š Life ................................. more risky for elderly people if they ......................................... a quick
emergency service. (be, not have)
Š If the chopper ................................., the region ................................. depopulated. (go, be)
Š If the government .................................................. the air ambulance service, elderly people ..................
.............................. move to towns nearer to a hospital. (not maintain, have to)

C. Final Task: A press interview.


You are Ray Sheerin and you have been asked to give a statement to the press about the need to keep
these helicopter ambulances in service in the rural areas of Ireland.
In pairs: one student is the journalist, the other is Ray, make a list of arguments to defend Ray’s point of
view from the story you saw in the video.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 53


Séquence 11 Public cible Tale, Post-bac / Écouter, Écrire : B2

IT Training
Un projet cosponsorisé par Google et Trinity College a pour but de former des professeurs
en informatique et d’encourager les élèves à suivre des études en informatique pour
combler le manque de techniciens spécialisés sur le marché irlandais.

Transcript
RTÉ reporter: For the next year the IT computer science student, Robert Pordiano, won’t have to pay student
fees because his private cloud server has just won him a scholarship from Limerick software company,
Emutex. Fed up with being unable to recruit suitably skilled computer engineers here, it established the
competition to highlight the problem and encourage young people into IT.
John Twomey, Managing Director, Emutex: Over half of the engineers in our company are from other
countries. Now we’re proud of the fact we have that variety of skills and disciplines in the company, but we’re
not proud of the fact that there are 400,000 people unemployed in Ireland and we have to go abroad to find
people.
RTÉ reporter: It’s estimated that there are currently four and a half thousand vacant IT jobs here because
of the skills shortage. Technology leaders say more must be done, so Google and Trinity College have
launched a project to train 1,000 existing second level teachers in basic computer science.
John Herlihy, Head of Google Ireland: They will then help generate that enthusiasm amongst our students.
And out of that we think we can create hundreds and thousands more students who actually have an
awareness and understanding of the tremendous opportunities the digital economy can create for them.
RTÉ reporter: As part of the program a thousand participating students and teachers will get one of these.
It’s a Raspberry Pi computer. It’s cheap, it’s simple, and it’s very, very effective for teaching young people
how to code.
Emmet Farrell, pupil, Drimnagh Castle CBS: I think it’s vital that we teach them how to use technology, so
they can use it to teach us.
Marie-Thérese Kilmartin, Principal, Coláiste Bríde Clondalkin: With the new junior cycle, um, it’s really
going to, um, give teachers extra impetus to get involved to learn new skills.
RTÉ reporter: But why is the state not training IT teachers itself?
Ruairí Quinn, Minister for Education and Skills: We’re in the midst of a technological transformation, and
to make a capital investment or to make strategic choices on the basis of an evolving technology could very
well result in people getting… going in the wrong direction.
RTÉ reporter: But tech experts say government must figure out the right direction soon or risk missing the
opportunity all together.

Will Goodbody, RTÉ News.

54 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Objectifs et démarche pédagogique

Liens avec les programmes culturels de lycée


¾ Thème culturel du cycle terminal : la notion de « L’idée de progrès » est abordée dans cette séquence qui
montre les hésitations du gouvernement irlandais par rapport à la formation des professeurs aux nouvelles
technologies et les conséquences désastreuses sur le marché du travail irlandais.

CECRL
Peut comprendre la plupart des journaux et des magazines télévisés.
Comprendre des émissions de télévision et des films, B2
Peut comprendre un documentaire, une interview, une table ronde, une pièce à la télévision et la plupart des
films en langue standard. – Comprendre des émissions de télévision et des films, B2
Peut utiliser différentes stratégies de compréhension dont l’écoute des points forts et le contrôle de la
compréhension par les indices contextuels.
Reconnaitre des indices et faire des déductions (oral et écrit), B2
Peut écrire des descriptions élaborées d’événements et d’expériences réels ou imaginaires en indiquant la
relation entre les idées dans un texte articulé et en respectant les règles du genre en question.
Écriture créative, B2
Peut écrire des descriptions claires et détaillées sur une variété de sujets en rapport avec son domaine d’intérêt.
Écriture créative, B2

Faits de langue
¾ L’emploi de will, will have to et going to pour exprimer le futur : Robert Pordiano won’t have to pay; They will
then help generate that enthusiasm; teachers will get; it’s really going to... um, give...
¾ La capacité exprimée par can et be able to (unable) : being unable to recruit suitably skilled computer engineers
here; we think we can create… digital economy can create; so they can use it.

Contenu lexical
¾ Le monde du travail : to recruit; skilled computer engineers; company; skills; vacant IT jobs; to train; the digital
economy; unemployed; job opportunities; skills shortage.
¾ L’éducation et les études : IT computer science student; to pay student fees; has just won him a scholarship;
basic computer science; teaching young people how to code; teach them how to use technology; to learn new
skills.

Exploitation de l’extrait video


A. Introduction
¾ Montrer l’image figée aux élèves et leur demander de dire librement ce qu’ils pensent de cette photo, ce
qu’elle évoque pour eux et ce que le sujet de la séquence vidéo pourrait être.
B. Overall Comprehension
¾ Visionner une première fois l’extrait vidéo en entier avant de remettre la fiche de travail aux élèves. Si vous le
souhaitez, vous pouvez recueillir la réaction des élèves « à chaud » sur le reportage, en français pour faciliter
l’expression de quelques élèves, ou bien en anglais pour les plus aguerris. Puis, distribuer la fiche de travail
et revoir avec les élèves les réponses à apporter pour cette compréhension globale.
C. Detailed Comprehension
¾ Il est préférable de visionner la vidéo une nouvelle fois, mais en faisant des pauses régulières aux endroits
stratégiques, pour laisser le temps aux élèves de trouver les réponses et les noter sur leur fiche de travail.
Répéter l’opération une nouvelle fois si les élèves en ressentent le besoin.
D. Final Task: Write a letter.
¾ You are a leader of a student organization that wants to tell the Education Minister about the need for more
qualified teachers in the computer science field. Use the arguments seen in this report to support your cause.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 55


Compléments

Liens avec des sites internet


¾ Voici un article dans le Irish Times qui décrit le programme de Google et Trinity College :
http://www.irishtimes.com/news/education/computer-training-to-be-provided-to-1-000-secondary-teachers-
under-new-initiative-1.1413725
¾ Le même sujet avec plus de détails dans une revue sur l’éducation en Irlande :
http://www.bridge21.ie/2013/05/31/trinity-college-launches-computer-science-initiative-for-the-21st-century-
classroom/
¾ Un autre article dans le journal de Trinity College :
https://www.scss.tcd.ie/news/index.php?subaction=showfull&id=1370431109&archive=&ucat=11

56 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Corrigé des activités
A. Introduction
Vocabulary – Here is a list of words related to computers. Watch the report and tick the words you hear.
þ computer o screen þ student þ teacher
þ engineer o keyboard þ school o mouse
þ software þ IT þ Raspberry Pi þ skills
o Internet o USB stick þ IT jobs þ to code
þ company o spam o e-mail o virus
o hire þ scholarship þ skills shortage þ server

B. Overall Comprehension
1. Find out more about the topic of the video.
Nature of the document It’s a news report.
Country concerned Ireland
Main topic (issue) Incentives to encourage students to study IT and computer programming
Special program for Google and Trinity College have launched a program to train existing teachers
teachers about basic computer science.
The teacher is enthusiastic, “gives impetus…” The student says that it’s
Reactions by teachers,
vital that teachers must learn new skills so that they can teach them to the
students, and government
students. The government is hesitant to finance these training costs.

2. True or False. Cross out the wrong answer.


a. Robert Pordiano is a student in computer science. True / False
b. Over half the engineers at Emutex are from other countries. True / False
c. They are proud of the fact that they have to recruit people from abroad. True / False
d. There are 400,000 unemployed people in Ireland. True / False
e. Google and Trinity College have launched a project to train students. True / False
f. A thousand teachers and students will be given an apple pie computer. True / False
g. The Minister of Education is going to give state money to train teachers, too. True / False
h. Tech experts agree with the government’s decision. True / False

C. Detailed Comprehension
1. Answer the following questions.
a. What did Robert Pordiano do to win a scholarship?
→ He created a private cloud server and entered it into a competition sponsored by Emutex, a Limerick-
based software company.
b. Why did Emutex establish this competition?
→ To highlight the problem of the lack of skilled Irish computer engineers.
c. Why are there four and a half thousand vacant IT jobs in Ireland?
→ Because there are not enough skilled computer engineers coming out of Irish schools.
d. Who will benefit from the project that Google and Trinity College have launched?
→ 1,000 existing second level teachers will receive training.
e. What is a Raspberry Pi computer effective for?
→ It’s a simple and cheap computer that is effective for teaching young people how to code.
f. How does the teacher interviewed react to the project?
→ She is very positive and says it will motivate the teachers.
g. Why isn’t the government training the teachers itself?
→ The minister says he’s afraid that if they make a capital investment now, it may be going in the wrong
direction, since it’s an evolving technology.
h. How do tech experts react to the government’s answer?
→ They say that the government must react quickly before it’s too late.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 57


Séquence 11 IT Training
Fiche d’activités

Nom : Classe : Date :

A. Introduction
Vocabulary – Here is a list of words related to computers. Watch the report and tick the words you hear.
o computer o screen o student o teacher
o engineer o keyboard o school o mouse
o software o IT o Raspberry Pi o skills
o Internet o USB stick o IT jobs o to code
o company o spam o e-mail o virus
o hire o scholarship o skills shortage o server

B. Overall Comprehension
1. Find out more about the topic of the video.
Nature of the document
Country concerned
Main topic (issue)

Special program for


teachers

Reactions by teachers,
students, and government

2. True or False. Cross out the wrong answer.


a. Robert Pordiano is a student in computer science. True / False
b. Over half the engineers at Emutex are from other countries. True / False
c. They are proud of the fact that they have to recruit people from abroad. True / False
d. There are 400,000 unemployed people in Ireland. True / False
e. Google and Trinity College have launched a project to train students. True / False
f. A thousand teachers and students will be given an apple pie computer. True / False
g. The Minister of Education is going to give state money to train teachers, too. True / False
h. Tech experts agree with the government’s decision. True / False

C. Detailed Comprehension
1. Answer the following questions.
a. What did Robert Pordiano do to win a scholarship?
→ .............................................................................................................................................................
b. Why did Emutex establish this competition?
→ .............................................................................................................................................................
c. Why are there four and a half thousand vacant IT jobs in Ireland?
→ .............................................................................................................................................................
d. Who will benefit from the project that Google and Trinity College have launched?
→ .............................................................................................................................................................
e. What is a Raspberry Pi computer effective for?
→ .............................................................................................................................................................

58 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Séquence 11 IT Training

Fiche d’activités
Nom : Classe : Date :

f. How does the teacher interviewed react to the project?


→ .............................................................................................................................................................
g. Why isn’t the government training the teachers itself?
→ .............................................................................................................................................................
h. How do tech experts react to the government’s answer?
→ .............................................................................................................................................................

2. Now sum up the report in your own words to present to the class.
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................

D. Final Task: Write a letter.


You are a leader of a student organization that wants to tell the Education Minister about the need for more
qualified teachers in the computer science field.
Use the arguments seen in this report to support your cause.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 59


Séquence 12 Public cible 1e, Tale, Post-bac / Écouter, Parler (EOI) : B1 / B2

Golf Resort vs National Trust


Le projet de construction d’un complexe de golf juste à côté de la Chaussée des Géants,
site naturel d’une beauté exceptionnelle, crée une polémique en Irlande du Nord.

Transcript
RTÉ reporter: The golf resort near Bushmills on the Atlantic coast in County Antrim will have a
championship course, a five-star hotel and spa, and 75 lodges. The one hundred million pounds project
will create 360 new jobs, and work on the site is due to begin in the autumn, with the opening scheduled
for 2015. The project has been strongly opposed by the National Trust which runs the Giant’s Causeway
nearby. It’s a World Heritage site and one of the country’s most visited tourist attractions. The Trust’s
objections were rejected by the planning authorities and the courts. Now UNESCO, the international
UN cultural protection agency has voiced its opposition to the golf resort, saying the project would
irreversibly change the character of the landscape around the Giant’s Causeway, which is a protected
area of outstanding natural beauty. Having visited the site near Bushmills, UNESCO inspectors said the
golf resort should not be permitted in its proposed scale and location.
The Stormont Minister, Alex Attwood, who approved this Atlantic coast golf resort, says the UNESCO
report won’t force him to reverse that decision, and he pointed out that very recently the high court here
rejected all 21 grounds of a legal challenge to the development which was brought by the National Trust.

Brendan Wright, RTÉ News, Belfast.

Objectifs et démarche pédagogique

Liens avec les programmes culturels de lycée


¾ Pour le cycle terminal, cette séquence se rattache aux notions « Espaces et échanges » et « L’idée de
progrès » qui se situent dans le thème culturel  « Gestes fondateurs et mondes en mouvement ».

CECRL
Peut comprendre une grande partie des programmes télévisés sur des sujets d’intérêt personnel, tels
que brèves interviews, conférences et journal télévisé si le débit est relativement lent et la langue assez
clairement articulée. – Écouter, B1
Peut comprendre la plupart des journaux et magazines télévisés. – Écouter, B2
Peut donner brièvement raisons et explications relatives à des opinions, projets et actions. – Parler, B1
Peut développer méthodiquement une argumentation en mettant en évidence les points significatifs et les
éléments. – Parler, B2

60 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Faits de langue
¾ Le passif : has been strongly opposed; were rejected by; should not be permitted.
¾ Le futur avec will : will have a championship course; will create.
¾ Le present perfect et le past perfect : has voiced; had rejected.

Contenu Lexical
¾ Le complexe de golf : golf resort; spa; championship course; 5-star hotel and spa; 75 lodges.
¾ La visite touristique : tourist attraction; World Heritage site; landscape; protected area; natural beauty.
¾ La justice : courts; to voice opposition to; to oppose; to reject; a legal challenge.

Exploitation de l’extrait vidéo


Introduction
¾ Afin d’introduire le sujet de ce projet controversé, je pense qu’il serait souhaitable de faire un webquest au
préalable, pour connaître un minimum de faits sur les environs du site, notamment sur le Giant’s Causeway
et la petite ville de Bushmills. Vous pouvez suggérer aux élèves de chercher sur Wikipedia, ou sur le site de
la National Trust, puis de jeter un coup d’œil sur le site du projet de construction ci-dessous.
http://www.nationaltrust.org.uk/giants-causeway/
¾ Voici un article sur la construction et le procès lancé par la National Trust dans BBC online :
http://www.bbc.co.uk/news/uk-northern-ireland-21612850
¾ Le dossier déscriptif du projet :
http://www.bushmillsdunesresort.com/sites/all/themes/bushmillstheme/images/bushmills-synopsis.pdf
¾ Un blog qui conteste la construction de ce site :
http://norunkerrygolfcomplex.wordpress.com/
¾ Après 10 à 15 minutes, procéder à une mise en commun et faire une présentation rapide du site du Giant’s
Causeway et de ses environs.
¾ Après cette mise en commun, procéder à un premier visionnage de la vidéo.
A. Overall Comprehension
¾ Visionner une première fois l’extrait vidéo en entier avec les élèves. Si vous le souhaitez, vous pouvez recueillir
la réaction des élèves « à chaud » sur le reportage, soit en français, soit en anglais, selon leur niveau, puis
revoir avec eux les réponses à apporter pour cette compréhension globale.
B. Detailed Comprehension
¾ Il sera sans doute nécessaire de visionner la vidéo une nouvelle fois, mais en faisant des pauses régulières
aux endroits stratégiques, pour laisser le temps aux élèves de trouver les réponses et de les noter sur la fiche
de travail. Répéter une troisième fois si les élèves en ressentent le besoin.
C. Final Task: Participate in a debate.
¾ You will now participate in a debate on whether or not this golf resort should be allowed to be built so close to
the Giant’s Causeway. The class will be divided into two groups. One will be for the construction: the promoters
of the site, many of the people in Bushmills, and the Stormont Minister, Alex Attwood. The other group will
represent the National Trust and UNESCO, and other nature lovers who all believe that the construction
should not be permitted in its proposed scale and location. Work on a list of arguments you will propose during
the debate. Remember, your task is to convince the other party.

Compléments

Liens avec des sites internet


¾ Voir les sites mentionnés dans l’introduction.

Liens avec des manuels de lycée


¾ Full Impact Terminale : Folder 7, A Sustainable World, p. 124-138.
¾ Full Impact 1e : Folder 2, Planet in Danger, p. 36-47.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 61


Corrigé des activités
A. Overall Comprehension
1. Complete the information below.
Nature of the document a news report
Country concerned Northern Ireland
The construction of a golf resort next to the Giant’s Causeway and
Main topic
the debate it is causing.
The opponents to the project
The National Trust, UNESCO – legal challenge to the development.
And their efforts to stop it

The final court decision They rejected the legal challenge and approved the resort.

B. Detailed comprehension
1. Listen to the beginning of the report again and fill in the blanks with the missing words and expressions.
The golf resort near Bushmills on the Atlantic coast in County Antrim will have a championship course, a five-
star hotel and spa, and 75 lodges. The one hundred million pounds project will create 360 new jobs, and work
on the site is due to begin in the autumn, with the opening scheduled for 2015. The project has been strongly
opposed by the National Trust which runs the Giant’s Causeway nearby. It’s a World Heritage site and one of
the country’s most visited tourist attractions. The Trust’s objections were rejected by the planning authorities
and the courts.

2. Answer the questions.


a. After the National Trust, which other organization was opposed to the construction of the golf resort?
UNESCO was also opposed.
b. Why? Can you explain in your own words?
They sent their inspectors to visit who said that the landscape around the Giant’s Causeway would
be irreversibly changed if the project was allowed.They said the resort should not be permitted in its
proposed scale and location.
c. What was the reaction of the Stormont Minister, Alex Attwood? What was the final decision, then?
He approved the golf resort plan and said he would not be forced by UNESCO to reverse the decision,
and that recently the high court had rejected all 21 grounds of a legal challenge.

3. In exercise 1 of this section there are two verbs in the passive voice. Can you find them and write them here?
Has been strongly opposed; Were rejected by.
Š Now write these sentences in the active voice:
The National Trust has strongly opposed the project.
The planning authorities and the courts rejected the Trust’s objections.
Š Listen again to the last part of the report. Can you hear the two verbs in the passive voice? Write them down
here:
should not be permitted; he would not be forced…
Š What happens when the passive includes a modal auxiliary? (would, should, can, etc.)
modal + be + V-en

62 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Séquence 12 Golf Resort vs National Trust

Fiche d’activités
Nom : Classe : Date :

A. Overall Comprehension
1. Complete the information below.
Nature of the document
Country concerned

Main topic

The opponents to the project


And their efforts to stop it

The final court decision

2. Sum up the information in the chart in your own words.


......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................

B. Detailed comprehension
1. Listen to the beginning of the report again and fill in the blanks with the missing words and expressions.
The .............................................. near Bushmills on the ....................................... coast in County Antrim
will have a championship course, a ....................................................... and spa, and ........... lodges. The
.......................................................................... project will create ............... new jobs, and work on the site
is ............................. begin in the autumn, with the opening scheduled for ..................... The project has
been strongly ..................................... by the National Trust which runs the Giant’s Causeway nearby. It’s
a World Heritage ............................. and one of the country’s most visited .................................................
........................................... The Trust’s objections were .................................. by the planning authorities
and the ..............................

2. Answer the questions.


a. After the National Trust, which other organization was opposed to the construction of the golf resort?
.................................................................................................................................................................
b. Why? Can you explain in your own words?
.................................................................................................................................................................
.................................................................................................................................................................
.................................................................................................................................................................
.................................................................................................................................................................
.................................................................................................................................................................
c. What was the reaction of the Stormont Minister, Alex Attwood? What was the final decision, then?
.................................................................................................................................................................
.................................................................................................................................................................
.................................................................................................................................................................
.................................................................................................................................................................
.................................................................................................................................................................

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 63


Séquence 12 Golf Resort vs National Trust
Fiche d’activités

Nom : Classe : Date :

3. In exercise 1 of this section there are two verbs in the passive voice. Can you find them and write them
here?
......................................................................................................................................................................
......................................................................................................................................................................
Š Now write these sentences in the active voice:
......................................................................................................................................................................
......................................................................................................................................................................
Š Listen again to the last part of the report. Can you hear the two verbs in the passive voice? Write them
down here:
......................................................................................................................................................................
......................................................................................................................................................................
Š What happens when the passive includes a modal auxiliary? (would, should, can, etc.)
......................................................................................................................................................................
......................................................................................................................................................................

C. Final Task: Participate in a debate


¾ You will now participate in a debate on whether or not this golf resort should be allowed to be built so
close to the Giant’s Causeway.
The class will be divided into two groups.
Š One will be for the construction: the promoters of the site, many of the people in Bushmills, and the
Stormont Minister, Alex Attwood.
Š The other group will represent the National Trust and UNESCO, and other nature lovers who all
believe that the construction should not be permitted in its proposed scale and location.
Work on a list of arguments you will propose during the debate. Remember, your task is to convince
the other party.

64 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Séquence 13 Public cible 2de / Écouter, Écrire : B1

Growing Your Own Food


En ces temps de crise économique, le retour à la terre et au travail de la terre attire de
nombreux citoyens-citadins. Outre l’aspect économique, les jardins ouvriers permettent
de tisser du lien social et sont source de bien-être en offrant aux gens une meilleure
alimentation.

Transcript 
RTÉ reporter: Vegetable patches, orchards and willow plantations. Growing your own food has never
been so easy in Balbriggan, North County Dublin, where two hundred and fifteen allotments have been
provided for locals who want to become more green-fingered.
Caitriona Redmond, Balbriggan Allotments’ Association: It’s all about sharing information, it’s not just
about thumping in a couple of stakes and helping layout the allotments as such, it’s a community effort for
the whole thing. We do have to pay an allotment rental, but growing our own food saves us a fortune for
high quality fruit and vegetables the whole year round.
RTÉ reporter: This is an allotment scheme with a difference. There is an educational plot where people
can learn how to grow their own produce from the experts. There’s also a herd of free-range pigs. But it’s
not all about the produce, there’s a social aspect, too.
Andy Moore, plot owner: So many people here just lend a hand, so for me it’s just basically out and about
and meeting the community, and enjoying life and eating healthy, and learning the good life, as they say.
RTÉ reporter: You don’t need to be an expert to be in allotment here.
Hans Visser, Biodiversity officer, Fingal County Council: I think the first few will be a big learning
course for a lot of people, but once, I suppose, that once people kind of get through that initial phase,
I think that after that they’ll be very experienced vegetable growers and pig herders and God knows what
else we’re gonna get, you know?
RTÉ reporter: Prices for an allotment start at fifty euro. With the potential health and financial benefits, it’s
a scheme that’s set to grow!

Lisa McKelvey, RTÉ News.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 65


Objectifs et démarche pédagogique

Liens avec les programmes culturels de lycée


¾ Thème culturel de seconde Ø L’art de vivre ensemble.
Notions abordées Ø Visions d’avenir : créations et adaptations.
Comment adapter nos modes de vie tout en respectant l’environnement ? Comment concilier ville et nature ?

CECRL
Peut comprendre les points principaux d’une intervention sur des sujets familiers rencontrés régulièrement au
travail, à l’école, pendant les loisirs, y compris des récits courts. – Compréhension générale de l’oral, B1
Peut comprendre les points principaux des programmes télévisés sur des sujets familiers si la langue est assez
clairement articulée. – Comprendre des émissions de télévision et des films, B1
Peut résumer avec une certaine assurance une source d’informations factuelles sur des sujets familiers courants
et non courants dans son domaine, en faire le rapport et donner son opinion. – Essais et rapports, B1
Peut rédiger des messages courts de type informatif ou injonctif. – Écrire, B1

Faits de langue
¾ Comparatifs et superlatifs
¾ Expression de la suggestion (tâche finale seulement)
¾ Émettre des hypothèses

Contenu lexical
¾ Le jardinage : allotment; vegetable patches; orchards; plantations; become green-fingered; quality food;
seedling, sowing; seeding; garden shed; tools (garden spade and shears); a wheelbarrow; manure (dung;
fertilizer); a greenhouse; a hose; the sty; a pen; a plot; grow food; harvest; herding.
¾ Mettre en commun : get together; share; local community; grass roots experience; lend a hand; collaborative
experience; learn from experts.

Exploitation de l’extrait vidéo


A. Anticipation
¾ Faire regarder le document sans le son et faire émettre des hypothèses aux élèves concernant la nature du
document, le lieu et la date. Introduire le lexique en montrant les différents outils qui serviront aux jardiniers.

B. Overall Comprehension
¾ Repasser le document avec le son afin de dégager les grandes lignes (lieu / liens communautaires).

C. Detailed Comprehension
¾ Faire ressortir les buts économiques et sociétaux derrière la mise en place de ces jardins. Le visionnage est
alors morcelé et plusieurs écoutes s’avéreront sans doute nécessaires afin de surmonter les difficultés liées
à l’accent de certains interviewés.

D. Final Task: Writing.


¾ Writing task: Your city is launching an allotment scheme. Write a leaflet to encourage your fellow citizens to
rent one. Provide them with the basic information and be persuasive!

Compléments

Liens avec des sites internet


¾ http://www.irishexaminer.com/ireland/grow-your-own-food-group-attracts-10000-members-156214.html
¾ http://www.farmgarden.org.uk
¾ http://www.giyinternational.org

66 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Corrigé des activités
A. Anticipation
1. Watch the video with the sound off and give your opinion.
Place and date?
The scene may be set in a park or in gardens. It might be winter or early spring.
2. Match the objects or activities seen in the video with the correct definition in the list below:
garden shed – shears – trowel / hand spade – wheelbarrow – greenhouse – seedling – pig sty – orchard –
harvesting – herding – sowing / seeding.
a) sowing/seeding: to plant or spread seeds.
b) wheelbarrow: a large container used to carry things.
c) seedling: a young plant that has grown from a seed.
d) trowel / hand spade: a small tool used to lift plants and dig holes.
e) harvesting: the act of cutting and gathering crops.
f) greenhouse: a building with glass roof and sides to grow plants in.
g) shears: a very large pair of scissors used in the garden.
h) orchard: a piece of land where fruit trees are grown.
i) herding: gathering and moving a group of animals.
j) pig sty: the place where pigs are kept.
k) garden shed: a building where tools are kept.
3. Type of document?
This might be a documentary / news report on gardening, giving people advice on how to grow plants
and what tools to use.

B. Overall Comprehension
1. Tick the correct answer(s).
a) The scene is set in...  the North of England þ Ireland  Scotland
b) The video is about ...  visiting gardens  buying plants þ growing food
c) This project is for ...  expert gardeners þ people who live nearby  farmers
d) This project is ... þ educational þ open to anyone  expensive

2. Fill in the gaps using words from the beginning of the video.
Growing your own food has never been so easy in Balbriggan, North County Dublin, where 215 allotments
have been provided for locals who want to become more green-fingered.

C. Detailed Comprehension
1. Listen to the people interviewed and fill in the following grid.
People General view of the programme Advantages / disadvantages
Š sharing information Š allotment rental
Š community effort Š save a fortune
Woman Š quality fruit and vegetables the whole
year round
Š meeting the community
Š enjoying life
1st man
Š eating healthy
Š learning the good life

2nd man Š become more experienced gardeners

Š educational aspect Š only €50 and there are health and


Reporter
Š social interaction financial benefits

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 67


2. Write a summary of what you have understood about the document.
This news report deals with a new way for people to save money on their shopping bills. For only 50
euros, people can rent an allotment and grow their own food. This project is educational since people can
learn how to garden but they can also meet new friends and learn from each other. It enables people to
enjoy a healthy life and eat quality produce they actually grow. This grass-roots project will surely attract
many nature lovers or people who have suffered from the economic crisis.
3. Work on grammar – Draw conclusions about this scheme using comparative and superlative forms to complete
your sentences. convenient / green-fingered / difficult / good / fit / healthy
a) The Balbriggan allotments provide people with better quality fruit and vegetables than they had access to
before.
b) These gardeners will become more green-fingered over time.
c) It is the best way to save money and enjoy a healthier diet.
d) It probably isn’t as difficult as it seems first.
e) These people will be much fitter if they grow their own food.
f) This is one of the most convenient ways to make new friends!

4. Imagine the consequences for people who take part in this project. Make hypotheses using the following structure:
If + present tense >>> subject + will + V
Š If you invest 50 euros in an allotment, you will save much more money on your shopping bills.
Š If you grow your own food, your health will improve dramatically.
Š If you lend a hand to this community project, you will make new friends and learn a lot about gardening.
Š If people share information, they will benefit from each other’s experience.

68 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Séquence 13 Growing Your Own Food

Fiche d’activités
Nom : Classe : Date :

A. Anticipation
1. Watch the video with the sound off and give your opinion.
Place and date?
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................

2. Match the objects or activities seen in the video with the correct definition in the list below:
garden shed – shears – trowel / hand spade – wheelbarrow – greenhouse – seedling – pig sty – orchard –
harvesting – herding – sowing / seeding.
a) ......................................................: to plant or spread seeds.
b) ......................................................: a large container used to carry things.
c) ......................................................: a young plant that has grown from a seed.
d) ......................................................: a small tool used to lift plants and dig holes.
e) ......................................................: the act of cutting and gathering crops.
f) ......................................................: a building with glass roof and sides to grow plants in.
g) ......................................................: a very large pair of scissors used in the garden.
h) ......................................................: a piece of land where fruit trees are grown.
i) ......................................................: gathering and moving a group of animals.
j) ......................................................: the place where pigs are kept.
k) ......................................................: a building where tools are kept.

3. Type of document?
......................................................................................................................................................................
......................................................................................................................................................................

B. Overall Comprehension
1. Tick the correct answer(s).
a) The scene is set in...  the North of England
 Ireland
 Scotland
b) The video is about...  visiting gardens
 buying plants
 growing food
c) This project is for...  expert gardeners
 people who live nearby
 farmers
d) This project is...  educational
 open to anyone
 expensive

2. Fill in the gaps using words from the beginning of the video.
................................ your ...................... ................................ has never been ............ ..............................
in Balbriggan, North County ................................, where ................ ....................................... have been
provided for .............................. who want to become more ................................-......................................

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 69


Séquence 13 Growing Your Own Food
Fiche d’activités

Nom : Classe : Date :

C. Detailed Comprehension
1. Listen to the people interviewed and fill in the following grid.
People General view of the programme Advantages / disadvantages

Woman

1st man

2nd man

Reporter

2. Write a summary of what you have understood about the document.


......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................
......................................................................................................................................................................

3. Work on grammar – Draw conclusions about this scheme using comparative and superlative forms to
complete your sentences. convenient / green-fingered / difficult / good / fit / healthy
a) The Balbriggan allotments provide people with ....................................... quality fruit and vegetables
than they had access to before.
b) These gardeners will become ................................................................... over time.
c) It is ................................................. way to save money and enjoy a ................................................ diet.
d) It probably isn’t ............................................................... as it seems first.
e) These people will be much ................................................................. if they grow their own food.
f) This is one of .................................................................... ways to make new friends!

4. Imagine the consequences for people who take part in this project. Make hypotheses using the following
structure:
If + present tense >>> subject + will + V
Š Invest € 50 / .....
Š Grow your own food / .....
Š Lend a hand / .....
Š Share information / .....

D. Writing task: Your city is launching an allotment scheme. Write a leaflet to encourage your fellow-
citizens to rent one. Provide them with the basic information and be persuasive!

70 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Séquence 14 Public cible 2de, 1e / Écouter : B1+ ; Écrire : B1

First Family Visits Ireland


Pendant leur séjour en Irlande, Michelle Obama et ses filles visitent les Wicklow
Mountains et déjeunent avec Bono, le chanteur du groupe U2. Un aperçu de l’histoire
ancienne et contemporaine pour les filles Obama, qui ont, elles aussi, des racines
irlandaises.

Transcript
RTÉ reporter: An ancient monastic settlement, nestled in a dramatic sweeping valley of the Wicklow
Mountains. That is the place America’s first family chose to come to on the second day of their visit to
Ireland. A place Michelle Obama hoped would show daughters Sasha and Malia the Irish countryside and
display some of its history. Here at Glendalough they had time to examine wild flowers, common here, but
which the Obamas had never seen.The chance to examine ancient buildings and round towers. Time too,
to fight off the summer midges that enjoy summer sunshine when it shows itself in Ireland. In this, at times,
carefully controlled visit for the Obamas’ young daughters, the manager of the Glendalough Visitor Centre
was handed the task of telling them about the history and some of the folklore at this site that was once
home to monks and many legends. They paused at the fabled Deer Stone, to hear about why St. Kevin
and the monks chose this place of tranquility to build their settlement.
Gerry McClafferty, Manager, Glendalough Visitor centre: … and wild deer came down the mountain
and...
RTÉ reporter: Embassy officials say the whole idea of visiting an ancient monastic site like this was to give
Sasha and Malia a taste of the ancient history and culture of Ireland, something they hoped they would
take with them and remember long after the visit had ended. And while that may well turn out to be the
case, an ancient site may not have been quite up to the excitement of their next engagement, lunch with
rock star Bono in Dalkey. The tranquillity of Wicklow swapped for cheering crowds. Bono’s lunchtime treat
for the Obamas turning into a surprise photo opportunity for others.
First young girl interviewed: They were really nice, they were like, so sweet!
Journalist: It’s a very exciting day, isn’t it?
First young girl: Yeah!
Second girI interviewed: I handed a bouquet and she gave me a big hug, and like, she was friendly and
she talked about her day and everything and um, her daughters as well are lovely, too.
RTÉ reporter: The pub’s chef suddenly finding himself as cook for the stars.
Journalist: Tell us, are these the most famous people you’ve ever cooked for?
Paul Finnegan, Chef, Finnegan’s pub: Um, well yes, it would be, yes, possibly.
Journalist: And how does it feel?
Paul Finnegan, Chef, Finnegan’s pub: Very very good! I’m very happy!
RTÉ reporter: Did you do anything different in the kitchen today?
Paul Finnegan, Chef, Finnegan’s pub: Um, a lot of… she wanted something traditional like silverside of
corned beef and cabbage, so that was very… simple food like that… that’s what she wanted, that’s what
she got!
Journalist: And what about for dessert?
Paul Finnegan, Chef, Finnegan’s pub: There was lovely Irish strawberries and cream.
RTÉ reporter: As school kids waited for their departure, the usual tight security that surrounds the U.S.
President’s family afforded them a glimpse, at least, as Michelle Obama and her daughters’ visit to Ireland
came to an end, and they prepared to reunite with the President and fly to Germany, for the next leg of
their European tour.
Ray Kennedy, RTÉ News.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 71


Objectifs et démarche pédagogique

Liens avec les programmes culturels de lycée


¾ Thème culturel de la classe de seconde Ø L’art de vivre ensemble.
Notions abordées Ø Mémoire : héritages et ruptures / Sentiment d’appartenance : singularités et solidarités.
¾ Thème culturel du cycle terminal Ø Gestes fondateurs et mondes en mouvement.
Notions abordées Ø Espaces et échanges / Lieux et formes du pouvoir.

CECRL
Peut comprendre une information factuelle directe sur des sujets de la vie quotidienne ou relatifs au travail en
reconnaissant les messages généraux et les points de détail, à condition que l’articulation soit claire et l’accent
courant. – Compréhension générale de l’oral, B1+
Peut comprendre une grande partie des programmes télévisés sur des sujets d’intérêt personnel, tels que
brèves interviews, conférences et journal télévisé si le débit est relativement lent et la langue assez clairement
articulée. – Comprendre des émissions de télévision et des films, B1+
Peut écrire des textes articulés simplement sur une gamme de sujets variés dans son domaine en liant une
série d’éléments discrets en une séquence linéaire. – Écrire, B1

Faits de langue
¾ Le simple past pour le récit d’une histoire.

Contenu Lexical
¾ Description de paysages : nestled in a dramatic sweeping valley; countryside; wild flowers; summer midges;
sunshine; mountains; buildings and round towers; gravestones.
¾ Légendes : folklore; monks; legends; ancient; site; fabled; St. Kevin; Deer Stone.

Exploitation de l’extrait vidéo


A. Anticipation
¾ Montrez l’image figée aux élèves et demandez-leur de dire librement ce qu’ils pensent de cette photo, ce
qu’elle évoque pour eux et ce que le sujet de la séquence vidéo pourrait être. Les élèves vont, bien sûr,
reconnaître Michelle Obama et ses filles, mais peut-être pas le lieu.
B. Overall Comprehension
¾ Visionnez une première fois l’extrait vidéo en entier avant de remettre la fiche de travail aux élèves. Vous
pouvez recueillir la réaction des élèves « à chaud » sur le reportage, en français pour faciliter l’expression de
quelques élèves, ou bien en anglais pour les plus aguerris. Puis distribuez la fiche de travail et revoyez avec
les élèves les réponses à apporter pour cette compréhension globale.
C. Detailed Comprehension
¾ Il est préférable de visionner la vidéo une nouvelle fois, mais en faisant des pauses régulières aux endroits
stratégiques, pour laisser le temps aux élèves de trouver les réponses et les noter sur leur fiche de travail.
D. Final Task: Write a letter.
¾ Imagine that Michelle Obama has planned to visit France. What sites would you recommend in your region?
What activities could you suggest for her and her daughters? Write a letter giving this information to the US
embassy in Paris.

72 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Compléments

Liens avec des sites internet


¾ Voici un article qui décrit la journée des Obama dans le Wicklow et à Dalkey :
http://www.irishtimes.com/news/beautiful-day-as-obamas-keep-dalkey-date-with-bono-1.1433057

Corrigé des activités


A. Introduction
1. Look at the picture and complete the information below.
Number of people in the
Michelle, Sasha and Malia Obama
picture and their names
Country concerned Ireland
What they are doing Visiting ancient historic sites
Occasion for the visit President Obama’s European tour
Atmosphere relaxed

B. Overall Comprehension
What did they do on this busy day? Here are the different activities planned for the Obamas’ last day in Ireland.
Put them in the right order, and use the necessary words for listing things in complete sentences (use the simple
past):
First, they drove to the Wicklow Mountains. Then, they went on a visit of Glendalough with a guide where
they walked in the cemetery and park.
Next, they drove to Dalkey and then, they had lunch with Bono in Finnegan’s pub, Dalkey, where they
greeted the public and chatted with Bono and his wife.
Afterwards, they drove back to Dublin to join the President.
Lastly, they flew from Dublin to Frankfurt, Germany for the next leg of their European tour.

C. Detailed Comprehension
1. True or false? Cross out the wrong answer.
a. The Obamas came to Wicklow to meet Bono. True / False
b. They saw wild flowers they had never seen before. True / False
c. The guide told them about ancient legends in Glendalough. True / False
d. Michelle and her daughters looked very tense and unhappy in Wicklow. True / False
e. The visit to the Wicklow Mountains was very peaceful. True / False
f. The lunch with Bono was also very quiet. True / False
g. Bono is a famous movie actor. True / False
h. The people in Dalkey didn’t like the Obamas very much. True / False
i. The Obamas had Irish strawberries and cream for dessert. True / False

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 73


Séquence 14 First Family Visits Ireland
Fiche d’activités

Nom : Classe : Date :

A. Introduction
1. Look at the picture and complete the information below.
Number of people in the
picture and their names
Country concerned
What they are doing
Occasion for the visit
Atmosphere

2. Write down a few things that you already know about the Obamas.
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B. Overall Comprehension
What did they do on this busy day? Here are the different activities planned for the Obamas’ last day in
Ireland. Put them in the right order, and use the necessary words for listing things in complete sentences
(use the simple past):
Activities Linking words
Š Lunch with Bono in Finnegan’s pub, Dalkey
Š Fly from Dublin to Frankfurt, Germany
Š First, ...
Š Greet the public in Finnegan’s pub
Š Then, ...
Š Drive to the Wicklow Mountains
Š Next, ...
Š Chat with Bono and his wife during lunch
Š Afterwards, ...
Š Drive to Dalkey
Š After lunch, ...
Š Walk in the cemetery and park
Š Lastly, ...
Š Drive back to Dublin to join the President
Š Visit of Glendalough with guide

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74 Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


Séquence 14 First Family Visits Ireland

Fiche d’activités
Nom : Classe : Date :

C. Detailed Comprehension
1. True or false? Cross out the wrong answer.
a. The Obamas came to Wicklow to meet Bono. True / False
b. They saw wild flowers they had never seen before. True / False
c. The guide told them about ancient legends in Glendalough. True / False
d. Michelle and her daughters looked very tense and unhappy in Wicklow. True / False
e. The visit to the Wicklow Mountains was very peaceful. True / False
f. The lunch with Bono was also very quiet. True / False
g. Bono is a famous movie actor. True / False
h. The people in Dalkey didn’t like the Obamas very much. True / False
i. The Obamas had Irish strawberries and cream for dessert. True / False

2. Imagine you were working in the Dalkey pub that day and had the chance to talk to the Obama daughters.
Make a list of five questions you would ask them.
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D. Final Task: Write a letter.


Imagine that Michelle Obama has planned to visit France.
What sites would you recommend in your region?
What activities could you suggest for her and her daughters?
Write a letter giving this information to the US embassy in Paris.

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013 75


76
FICHE DE MÉTHODOLOGIE POUR LA RESTITUTION DE L’EXTRAIT AUDIO OU VIDÉO
Après les différentes écoutes, on définira d’abord le type de document (monologue ou exposé, dialogue ou discussion), puis on procédera par étapes de
façon à franchir les différents paliers de la compréhension (niveaux A2 à B2).

Anglais Français

Niveau A1 :
Repérer quelques éléments isolés sans
réussir à les relier les uns aux autres.
Repérer quelques idées sans identifier
les interlocuteurs.
3 points

Niveau A2 :
Identifier le thème de la discussion ou de
l’exposé.
Identifier les interlocuteurs et leur rôle ou
fonction.
5 points

Niveau B1 :
Repérer les informations principales de
la discussion ou de l’exposé.
Définir le contexte  : le lieu, l’époque,

Anglais / Lycée – post-bac / nº 28 / octobre-décembre 2013


le(s) lien(s) avec des événements
particuliers.
Donner la conclusion de l’exposé ou de
l’échange.
8 points

Niveau B2 :
Donner un nombre suffisant de
détails significatifs  : relations entre
les interlocuteurs, les tenants et les
aboutissants, les attitudes ou les
sentiments des locuteurs.
Définir le ton, l’humour ou le point de vue
de l’ensemble.
10 points