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Cosmopolite 3 Guide Pédagogique
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Guide p dagogique
Méthode de français 3
B1

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cookies to enable essential site
Alice Reboul
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personalization, and analytics. You Marine Antier
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Crédits :
p. 92 : © passeport ; p. 116 : © Émeric Guémas / www. puzzle-rennes.r ;
p. 165 : © LCFF. Photographie Artjazz ; à partir de p. 194 : shutterstock.com

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Sommaire
INTRODUCTION                                             4
DOSSIER 1                                                 8
DELF 1                                                  33
DOSSIER 2                                                 35
DELF 2                                                    64
DOSSIER 3                                                 66
DELF 3                                                  93
DOSSIER 4                                                   95
DELF 4                                                  117
DOSSIER 5                                                 119
DELF 5                                                  141
DOSSIER 6                                                 143
This website stores data such as6                                                  166
DELF
site 7                                                 168
DOSSIER
cookies to enable essential
DELF 7                                                  196
functionality, as well as marketing,
DOSSIERYou
personalization, and analytics. 8                                                 198
                                                  226
may change your settings at any 8time
DELF
or accept the default settings.
S’EXERCER – CORRIGÉS                                 229
DELF B1                                                      242

Privacy Policy TESTS                                                         247


DOSSIER 1                                                 248
Marketing DOSSIER 2                                                 252
Personalization DOSSIER 3                                                 256
DOSSIER 4                                                 260
Analytics
DOSSIER 5                                                 264
DOSSIER 6                                                 268
Save Accept All
DOSSIER 7                                                 272
Related titles DOSSIER 8                                                 276
TRANSCRIPTIONS – TESTS 280

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INTRODUCTION

Présentation de la méthode
Cosmopolite est une méthode de rançais sur quatre niveaux destinée à des apprenants adultes et des grands ado-
lescents. L’ensemble couvre les niveaux A1 à B2 du Cadre européen commun de référence pour les langues  (CECRL).
Plus spécifquement, Cosmopolite 3 vise l’acquisition des compétences du niveau B1 décrites dans le CECRL. Il
correspond à environ 160 heures d’activités d’enseignement / apprentissage complétées par des tâches d’évaluation.
Cosmopolite 3 permet à l’apprenant de se préparer au DELF B1.

Les composants
Cosmopolite 3 comprend :
• un livre de l’élève ;
• un cahier d’activités avec un CD audio inclus ;
• un guide pédagogique contenant 8 tests et leurs corrigés (un test par dossier évaluant les quatre compétences) ;
• un manuel numérique élève enrichi contenant le livre de l’élève, le cahier d’activités, les audio et les vidéos associés ;
• un manuel numérique classe contenant le livre de l’élève, le cahier d’activités, les audio et les vidéos associés ainsi
This website
que des stores data such
tests modifables ; as
cookies
• untoaccès
enable essential
au Parcours digitalsite
avec 300 activités autocorrectives.
functionality, as well as marketing,
personalization,
Les principes and analytics. You
méthodologiques
may change your settings at any time
Cosmopolite est le ruit de notre expérience d’enseignants de FLE et de ormateurs, mais aussi des séjours pro-
or accept the default
essionnels eectuéssettings.
hors de France, qui nous ont conduits à adopter la ocale « rançais langue internationale »
caractéristique de la méthode. Nous avons choisi de proposer « un tour du monde » des pays où la langue rançaise
est présente. Pour ce aire, nous avons eu à cœur de sélectionner des lieux et des supports authentiques prenant
Privacy Policy
en considération les raisons pour lesquelles les étudiants apprennent le rançais. Ces lieux et ces supports ont aussi
pour objecti de leur procurer un « mode d’emploi » pour entrer en contact avec des Français et des rancophones.
Marketing
Favoriser l’apprentissage au moyen d’univers thématiques authentiques
LaPersonalization
motivation constitue, dans le processus d’acquisition, le acteur qui détermine le plus ortement les perormance
associée, entre autres, à l’exposition à la langue cible.
Pour développer la motivation de l’apprenant, nous avons sélectionné des thématiques proches de lui : celles pour
Analytics
lesquelles il apprend la langue rançaise et d’autres qui lui permettront d’entrer en contact avec des Français et des
rancophones qui vivent et/ou travaillent dans son pays de résidence. Certaines, enfn, qui lui eront découvrir des
Save
étrangers qui parlentAccept All en rançais hors du monde rancophone.
et qui écrivent
Plus les univers thématiques sont réels et actuels, plus l’enseignement ait écho aux motivations et aux besoins des
Relatedapprenants,
titles et plus les apprenants adoptent une attitude active et créative.
Les supports provenant de ces environnements thématiques authentiques ont été didactisés en début d’apprentissage.

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Introduction

Une perspective résolument actionnelle


Au début de chaque dossier, deux projets sont exposés (un projet de classe et un projet ouvert sur le monde). Pour
réaliser ces projets (à la fn du dossier), les apprenants vont acquérir et/ou mobiliser des savoirs, savoir-aire, savoir
agir, des compétences générales , langagières et culturelles.
Les démarches que nous suggérons sont structurées et encadrées, y compris dans les modalités de travail. Nous
avons eu à cœur d’orir des parcours clairs et rassurants, tant pour l’enseignant que pour l’apprenant.
Médiation et remédiation
Cosmopolite a également pour particularité de mettre à disposition des activités de médiation et de remédiation.
• la rubrique  Apprenons ensemble !, qui fgure dans chaque dossier, place la classe en situation d’aider un(e) étu-
diant(e) à corriger ses erreurs et suscite une réexion commune sur les stratégies d’apprentissage.
La progression, en spirale, invite l’apprenant à remobiliser constamment les acquis précédents.
Objectif visé tout au long de l’ouvrage : considérer l’élève comme acteur de son apprentissage
La langue et la culture ont été introduites comme instruments d’action et pas seulement instruments de commu-
nication. Les élèves pourront ainsi communiquer en rançais pour co-agir avec l’autre.

Le parcours pédagogique
Cosmopolite 3 est composé de 8 dossiers.
Ces huit dossiers comprennent :
• une double page d’ouverture dont l’objecti est d’annoncer la thématique du dossier, mais surtout de aire le point
sur les représentations des étudiants de rançais et de valoriser et mutualiser leurs connaissances et expériences
antérieures. Cette double page présente également un contrat d’apprentissage, qui illustre la perspective résolu-
ment actionnelle dans laquelle s’inscrit Cosmopolite, puisque les savoir-aire et savoir agir à acquérir découlent
des deux projets à réaliser en fn de dossier ;
This website stores
• 6 leçons (unedata
doublesuch
pageas= une leçon) . Chaque leçon ait l’objet d’un scénario dont l’objecti est de aire ac-
cookies toquérir
enable essential site
les compétences nécessaires à la réalisation des projets. Ce scénario plonge les utilisateurs dans un univers
authentique
functionality, as welloùasla marketing,
langue rançaise est utilisée en contexte, un peu partout dans le monde. Une typologie variée
de supports
personalization, andet analytics.
de discours (écrits
You et audio) leur est proposée, assortie d’une démarche inductive de compréhen-
sion des situations et d’acquisition de compétences langagières (conceptualisation grammaticale et lexicale) et
may change your settings
de savoir-aire. at anyécrite
L’expression timeet orale des étudiants est sollicitée dans chaque leçon au moyen de tâches
or accept intermédiaires
the default settings.
et de tâches fnales, à réaliser de manière collaborative ;
• une page Stratégies, consacrée au développement de stratégies d’apprentissage et composée de deux éléments :
un travail sur les matrices de discours oraux et écrits et sur la structuration de ces discours ; la rubrique Apprenons
ensemble ! dans laquelle la classe aide des apprenants extérieurs à acquérir des techniques et des stratégies pour
Privacy Policy
résoudre leur problème.
• une page Projets, dédiée au projet de classe, propose un guidage acilitant. Le projet ouvert sur le monde men-
Marketing
tionné est développé dans ce guide.
Personalization
• une double page de préparation au DELF B1 suggérant une modalité d’évaluation ormative. Elle est complétée
par une épreuve complète en fn d’ouvrage, un portolio dans le cahier d’activités et des tests dans ce guide.
Analytics
Les étapes de la leçon
Save
Cosmopolite suitAccept All inductive et approondie de la langue avec un guidage clair pour renorcer notre
une approche
démarche active. À partir des documents supports écrits et oraux, l’élève va découvrir des structures et observer en
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contexte comment ces structures onctionnent :
1. compréhension globale ;

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nement en annexe ; un guidage clair (des consignes et des modalités de travail variées) pour développer l’autonomie
de l’apprenant. Un travail sur les sons du rançais est intégré aux leçons. Les diérents aspects (prosodie, continuité,
phonèmes, rapport phonie-graphie) s’appuient sur les corpus dégagés dans les supports et apparaissent de manière
progressive et contextualisée.
Dans la perspective d’une construction progressive des compétences de l’apprenant au service des projets à réaliser
en fn de dossier, celui-ci est sollicité en permanence pour mobiliser ses acquis (tâches intermédiaires et tâches
fnales).

Les « plus » du guide pédagogique


Le guide pédagogique se fxe pour objecti d’accompagner l’enseignant pas à pas dans le déroulé des diérentes
étapes des dossiers. Loin de se contenter de proposer simplement des corrigés, il ournit à l’enseignant des straté-
gies diversifées pour lui permettre d’aborder les contenus de manière créative et dans un maximum de contextes.
Au début de chaque leçon, il présente la tâche fnale et récapitule les diérents éléments constitutis de
la leçon, qu’il s’agisse des savoir-aire et savoir agir ou des compétences langagières. L’enseignant appréhende ainsi
en un coup d’œil ce qu’il va traiter dans la leçon.
Ex. :

LEÇON
1 Vivre ailleurs ? pages 12-13

Tâche fnale : choisir où s’expatrier et pour quelles raisons


Savoir-aire et savoir agir Grammaire Lexique Sons et intonation
– Identifer des critères – Les critères de choix d’une ville – Liaison et
enchaînement
– Rendre compte – Rendre compte d’un classement consonantique
d’un classement
This website
– Mettrestores
en garde data such as
– Quelques verbes prépositionnels – Mettre en garde à propos
cookies to enable essential site pour parler de l’expatriation d’un phénomène de société
functionality, as well as marketing,
Pour chaque activité,
personalization, les modalités
and analytics. You de travail sont reprécisées.
Ex. :
may change your settings at any time
 Activité 2
or accept the default settings. Modalité :  par deux
 Objecti : aner la compréhension d’un classement
– Faire lire la consigne et aire réaliser l’activité par deux.
– Procéder à la mise en commun en grand groupe : interroger des apprenants et écrire les réponses au tableau.
Privacy Policy
Une importante valeur ajoutée du guide pédagogique est de proposer à l’enseignant des techniques
Marketingde classe lorsque l’activité s’y prête.
d’animation
Ex. :
Personalization
À nous   Activité 12 – Nous proposons une sortie pour la classe. Modalité : en petits groupes
Analytics
 Objecti : Présenter la tâche aux apprenants, aire lire les étapes et en vérier la compréhension
a, b, c Former des groupes de quatre apprenants. Insister sur l’importance des résultats de l’inographie « Les sorties
et nous » réalisée en
Save amont afn
Accept Allde proposer une sortie et des conseils adaptés aux goûts des autres apprenants de
la classe.
d La classe vote pour la sortie la plus originale, la plus adaptée au groupe et la mieux conseillée.
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e Si possible, planifer ces trois sorties pour avoriser les échanges en rançais en dehors de la classe et afn de travailler
la cohésion de groupe.

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Introduction

Les diérents contextes d’enseignement (présence ou absence d’équipements) sont pris en compte .
Ex. :
 Activité 10 Modalité : en petits groupes
 Objecti : aner la compréhension d’un rapport
– Constituer des groupes de trois ou quatre apprenants (diérents de ceux des activités précédentes). Demander aux
apprenants de lire à nouveau le rapport. Faire lire la consigne puis aire réaliser l’activité.
– Procéder à la mise en commun en grand groupe : interroger quelques apprenants, noter les réponses au tableau après
validation par la classe. Si le rapport est projeté, souligner les justifcations (b) dans le texte au tableau, sinon les écrire
au tableau. Ces réponses serviront au corpus du Focus langue.

Des variantes sont proposées pour servir les publics monoculturels et les publics multiculturels .
Ex. :
FOCUS LANGUE
Les structures pour comparer (1)
 Objecti : conceptualiser les structures pour comparer
b Faire lire la consigne et l’exemple pour en vérier la compréhension, puis aire réaliser l’activité en petits groupes (garder les
mêmes groupes que pour le a). Passer parmi les groupes pour s’assurer du bon déroulement de l’activité. Si les groupes sont
multiculturels, veiller à ce que chaque apprenant puisse ormuler au moins une comparaison entre sa langue maternelle et
le rançais.

Le guide pédagogique s’attache à vous proposer des stratégies de captation de l’attention de l’apprenant,
afn qu’il soit constamment impliqué dans son apprentissage.
Ex. :
d Demander aux groupes de présenter leur yer aux autres et afcher les yers sur le mur de la classe.
e Chaque
This website apprenant
stores data vote
such pour
asle meilleur yer . Distribuer la grille ci-dessous afn qu’ils donnent leur avis en choisissant
le nombre de « + » adéquat. Le yer ayant remporté le plus de voix gagne.
cookies to enable essential site
functionality, as well as marketing, + ++ +++
personalization,
Il y a desand analytics.
inormations utiles You
sur l’activité proposée.
may change yourvisé
Le public settings at any time
est précisé.
or accept the
Le yerdefault
a un bonsettings.
slogan.
Le yer donne envie d’en savoir plus.
Le yer est esthétique.
Privacy Policy
La rubrique « Pour aller plus loin » se fxe pour objecti d’orir des activités supplémentaires, essentiellement
Marketing
ludiques, pour dynamiser la classe encore davantage. Il peut s’agir de jeux (de cartes, par exemple), de présentation
de personnages, de théâtralisation de dialogues ou d’entraînement à la prononciation des sons du rançais.
Personalization
La rubrique « Inos culturelles »  permet à l’enseignant d’avoir à sa disposition toutes les réérences culturelles
évoquées dans la leçon, couvrant une large étendue de thèmes.
Analytics
Inos culturelles
La Butte-aux-Cailles était à l’origine une petite colline avec des moulins à vent à anc de coteaux. Le quartier a échappé à
Save Accept All
l’architecture haussmannienne et c’est aujourd’hui, un quartier paisible aux nombreuses petites rues pavées.

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Nous souhaitons à toutes et à tous un beau « tour du monde » et une expérience gratifante d’enseignement et
d’apprentissage de la langue rançaise avec Cosmopolite. Nous espérons que vous aurez autant de plaisir à l’utiliser

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DOSSIER 1
Et si on allait vivre
ailleurs ?
•  Un projet de classe
Présenter les villes où nous aimerions vivre : expliquer les raisons de notre choix et décrire le quartier de nos rêves.

•  Un projet ouvert sur le monde


Créer un support pour présenter notre ville aux rancophones qui souhaiteraient s’y expatrier.

Pour réaliser ces projets, nous allons apprendre à :


• identier des critères
• rendre compte d’un classement
• mettre en garde
• exprimer des souhaits et des intentions / ormuler une demande
• donner des inormations sur un logement
• échanger des inormations au téléphone
• caractériser un lieu
• donner des conseils / décrire une situation hypothétique
This website stores
• parler de data
nos liens such
avec as
une ville
cookies to enable essential site
• décrire des souvenirs
• décrireas
functionality, notre arrivée
well dans une ville étrangère
as marketing,
personalization, and analytics. You
may change your settings at any time
Pages
or accept the d’ouverture
default settings. pages 10-11
Objectis : découvrir la thématique du dossier et présenter le contrat d’apprentissage

Privacy
LePolicy
point sur… nos villes préérées Modaltés  en groupe pus en petts groupes

Faire observer la double-page, la projeter si possible. Faire dire le thème abordé (la ville / les villes). Montrer le titre pour
Marketing
valider la réponse.
1 a et b – Faire observer et identifer les deux documents p. 10 (deux aches de la RATP). Montrer le logo et le slogan de la
Personalization
RATP et préciser aux apprenants ce qu’est la RATP.
– Leur demander de préciser l’objecti et la cible des afches ( proposer aux gens de participer à un concours sur la ville ; les
Analytics
habitants de la ville / de Paris / les passagers de la RATP).
– Faire lire les questions en grand groupe.
c – Former des groupesAccept
Save de trois ou quatre apprenants, aire lire les questions et aire réaliser l’activité. Demander à chaque
All
groupe de désigner un secrétaire et un porte-parole.
– Procéder à la mise en commun en grand groupe : poser la première question et demander au porte-parole de chaque
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groupe de répondre. Écrire au tableau les défnitions. Puis passer aux questions 2 et 3 en procédant de la même manière.
orrgé

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Unlock full access (pages 9-15) by
uploading documents or with a
30 day free trial
Continue for Free

This website stores data such as


cookies to enable essential site
functionality, as well as marketing,
personalization, and analytics. You
may change your settings at any time
or accept the default settings.

Privacy Policy

Marketing

Personalization

Analytics

Save Accept All

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FOCUS LANGUE
Download
Exprimernow
une intention, une ambition of 288  
page 16
 Objecti : conceptualiser l’expression d’une intention, d’une ambition
– Inviter les apprenants à relire les réponses de l’activité 3b p. 14.
– Faire dire que les personnes expriment une intention, une ambition et aire repérer les expressions. Les souligner sous la
dictée des apprenants.
– Faire compléter la règle : l’écrire au tableau en choisissant une couleur pour le premier verbe, une autre pour la préposition
et une autre pour le verbe à l’inniti.
j orrgé Pour exprmer une ntenton (ou une ambton), ’utlse  envsger  vor l’ntenton  vor enve + de  
+ un verbe à l’nfntf
Exemple  J’envsge de  prtr u Québec
▶  S’exercer p 157

FOCUS LANGUE
Le conditionnel présent (1) pour ormuler une demande polie ou un souhait page 16
 Objecti : conceptualiser le conditionnel présent pour ormuler une demande polie ou un souhait
– Faire lire la consigne et aire réaliser l’activité en binôme.
– Procéder à la mise en commun en grand groupe : interroger des apprenants et compléter la règle sous leur dictée.
La classe valide les réponses.
– Faire lire le rappel de la ormation du conditionnel présent.
j orrgé  Pour formuler une demande pole, ’utlse… Pour exprmer un souhat, ’utlse…
le condtonnel présent du verbe pouvor   le condtonnel présent des verbes souhter ,
(+ verbe à l’nfntf) mer , plre + verbe à l’nfntf
Exemple  Pourrait -on échnger pr messges Exemple  Je souhaiterais  vor des vs de
 prvés ?   personnes
▶  Précis de grammaire p 210
▶  S’exercer p 157

 Activité 4
This website stores data such as
Modalté  en petts groupes
 Objecti : s’exprimer sur un mode d’expatriation
cookies to enable essential site
– Former des groupes de quatre, aire lire la consigne et aire réaliser l’activité.
functionality,
– Circuler as
parmiwell as marketing,
les groupes pour s’assurer du bon déroulement de l’activité.
personalization, andproposer
– En grand groupe, analytics. You apprenants (ayant des avis diérents, si possible) de s’exprimer sur le sujet.
à quelques
may change your settings at any time
or accept the default settings.
 Activité 5 Modalté  seul

 Objecti : vérier la compréhension globale de courriels


– Faire observer le document 2 (si possible, le projeter), aire lire la consigne et réaliser l’activité seul. Proposer aux
Privacyapprenants
Policy de comparer leurs réponses en binôme.
– Procéder à la mise en commun en grand groupe : interroger des apprenants ; la classe valide.
Marketing
j orrgé  Thale et Auréle partagent des nformatons pour préparer leur échange poste à poste

Personalization
 Activité 6 Modalté  par deux
Analytics
 Objecti : aner la compréhension de courriels
a – Faire lire la consigne et l’exemple pour s’assurer de la compréhension de l’activité.
Save Accept
– Faire réaliser l’activité par deuxAll
puis mettre en commun les réponses en grand groupe : interroger des apprenants, aire
valider les réponses par la classe et les écrire au tableau.
Relatedbtitles
 – Faire lire la consigne et aire un exemple avec la classe pour s’assurer de la compréhension de l’activité (comme convenu
et aire réaliser l’activité par deux.

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– Procéder à la mise en commun en grand groupe. Surligner les expressions dans les documents s’ils sont projetés. Sinon,
les écrire au tableau.
j orrgé a photo 1 ➞ pette mason de 71 m² avec tros belles pèces  photo 2 ➞ un séour avec chemnée 
photo 3 ➞ la cusne est aménagée En équpement, vous verrez, l y a tout ce qu’l faut  un four, un
mcro-ondes, une plaque de cusson au gaz, un frgo, un congélateur, un lave-vasselle, un lave-lnge
et un sèche-lnge  photo 4 ➞ un salon, une salle à manger avec accès à une grande terrasse arrère 
photo 5 ➞ notre appartement, au 2e étage  photo 6 ➞ une chambre prncpale avec accès au balcon
donnant sur le statonnement prvé b comme convenu  s vous avez d’autres questons  comme
proms

FOCUS LANGUE
Donner des inormations sur un logement et sur ses équipements page
 Objecti : conceptualiser les expressions sur le logement et les équipements
a – Faire lire la consigne et l’exemple et aire réaliser l’activité en binôme.
– Procéder à la mise en commun en grand groupe : demander à deux apprenants d’aller au tableau pour classer les
éléments dans les colonnes. La classe valide les réponses.
– Vérifer la compréhension des équipements, à l’aide de photos si possible et/ou en demandant à des apprenants de
décrire l’équipement et d’expliquer à quoi il sert.
b – Faire lire la consigne et aire réaliser l’activité en binôme.
– Pour la mise en commun en grand groupe, proposer à un apprenant d’aller au tableau pour écrire les réponses
validées par la classe.
j orrgé a Le logement  une chambre  une terrasse  un bureau  une salle d’eau  le terran  la superfce 
un séour avec chemnée  une cusne aménagée  un salon  une salle à manger  un balcon
Les équpements  un frgo  un lave-vasselle  un lave-lnge  un sèche-lnge  un four 
un congélateur  un mcro-ondes b 1 d/e  2 a/c/d  3 a  4 d  5 a/b/c

Pour aller plus loin


 À deux, aire décrire par chaque apprenant son logement. À l’oral, inviter celui qui écoute à poser des questions pour plus
This website stores data
d’inormations. Passersuch
auprèsas
des apprenants pour s’assurer du bon déroulement de l’activité et apporter de l’aide, si
cookies tonécessaire.
enable essential site
functionality, as well
 S’exercer

as marketing,
p 157
personalization, and analytics. You
may change
 Activitéyour7 settings at any time Modalté  en petts groupes
or accept Objecti
the default settings.
: donner son avis sur un logement et ses équipements
– Former des groupes de trois apprenants, aire lire la consigne et réaliser l’activité.
– Procéder à la mise en commun en grand groupe : donner la parole à des apprenants qui prééreraient échanger avec
Privacy Policy
Thalie puis à d’autres qui prééreraient échanger avec Aurélie.

Marketing
 Activité 8 4   Modalté 

Personalization
 Objecti : vérier la compréhension globale d’une conversation téléphonique
– Faire lire la consigne et la liste des sujets.
Analytics
– Faire écouter l’enregistrement (document 3) et réaliser l’activité seul. Inviter les apprenants à comparer leurs réponses
en binôme.
– Procéder à la mise en commun en grand groupe : interroger des apprenants et écrire les réponses au tableau après
Savevalidation par la Accept
classe. All

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Thale  Auréle, c’est Thale, vous me voyez ben 

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Thale  Parfat  Nous ferons de même Pourrez-vous auss nous lasser quelques notes pour nous explquer le
fonctonnement de l’électroménager  Ou encore comment changer les fusbles 
Auréle  Ou, tout à fat Je vous ndquera auss les ours de ramassage des poubelles ’est un peu spécal c
Nous trons les déchets mas nous devons nous-mêmes les apporter dans des poubelles communes On voulat
auss vous demander comment fonctonne le tr sélectf à Montréal
Thale  ’est très facle  l y a le verre, les cartons et les ordures ménagères Ne vous nquétez pas, e vous
explquera tout dans mes notes Je voulas vous demander Est-ce qu’l y a un dépanneur à proxmté de chez
vous 
Auréle  Heu Un dépanneur ’est-à-dre 
Thale  Une épcere 
Auréle  Ah ou, vous voulez dre une supérette  Non, mas l y a un supermarché à l’entrée de la vlle N’oublez
pas qu’c, l n’y a pas de transports en commun À la campagne, on ne peut ren fare sans voture Vous êtes
sûre que vous vous plarez c 
Thale  Absolument  Merc nfnment pour votre ade
Auréle  Je vous en pre Merc à vous Nous avons hâte de partr 
j orrgé  a Thale et Auréle  elles se donnent des nformatons pratques concernant leur logement respectf

b les déplacements  N’oublez ps qu’c, l n’y  ps de trnsports en commun  les nformatons
pratques  J’ oublé de vous dre que nous vous lsserons des notes sur l tble du slon pour vous
donner quelques nformtons prtques  le fonctonnement de l’électroménager  Pourrez-vous uss
nous lsser quelques notes pour nous explquer le fonctonnement de l’électroménger ?   la geston des
déchets  Je vous ndquer uss les ours de rmssge des poubelles [] Nous trons les déchets ms
nous devons nous-même les pporter dns des poubelles communes On voult uss vous demnder
comment fonctonne le tr sélectf  Montrél ? ’est très fcle Il y  le verre, les crtons et les ordures
méngères  les commerces de proxmté  Est-ce qu’l y  un dépnneur  proxmté de chez vous  Non,
ms l y  un supermrché  l’entrée de l vlle 

 Activité 9 4 Modalté  par deux

 Objecti : aner la compréhension d’une conversation téléphonique


– Faire lire la consigne, réécouter l’enregistrement et réaliser l’activité. Proposer de compléter le tableau suivant :
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La gestionstores data such as
des déchets
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proximité site
functionality, as
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geston des déchets  ’est un peu spécl c Nous trons les déchets ms nous devons nous-mêmes
les pporter dns des poubelles communes On voult uss vous demnder comment fonctonne le tr
sélectf  Montrél Les commerces de proxmté  Heu un dépnneur ’est--dre ? Une épcere ?
 Ah ou, vous voulez dre une supérette ?  Les transports  N’oublez ps qu’c, l n’y  ps de trnsports en
Privacy Policy commun À l cmpgne, on ne peut ren fre sns voture Vous êtes sûre que vous vous plrez c ? 

 Activité 10
Marketing 5   Modalté  par deux

 Objecti : aner la compréhension d’une conversation téléphonique


Personalization
– Faire lire la consigne et le tableau et aire écouter l’exemple pour s’assurer de la compréhension de l’activité.
– Faire écouter l’enregistrement et aire réaliser l’activité en binôme.
– Analytics
Procéder à la mise en commun en grand groupe : inviter un ou deux apprenants à aller au tableau pour écrire les réponses
que la classe valide.
– Faire préciser les expressions utilisées pour chaque acte de parole. Les souligner sous la dictée des apprenants.
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Related titles –– J’a oublé de vous dre que nous lasserons des notes
Ne vous nquétez pas, e vous explquera tout
– N’oublez pas qu’l n’y a pas de transports en co

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Dossier 1  Leçon

j orrgé  ommunquer effcacement au téléphone


Apporter une précson  J’ oublé de vous dre que nous vous lsserons des notes
Demander la confrmaton Vous êtes sûre que vous vous plrez c ? 
d’une nformaton
Rassurer Ne vous nquétez ps, e vous explquer tout
Formuler une demande pole Pourrez-vous uss nous lsser quelques notes pour nous
explquer le fonctonnement de l’électroménger ? 
 Je vouls vous demnder Est-ce qu’l y  un dépnneur 
 proxmté de chez vous ? 
S’assurer que l’on a ben comprs Vous voulez dre une supérette ? 
Rappeler quelque chose N’oublez ps qu’c, l n’y  ps de trnsports en commun
à quelqu’un

FOCUS LANGUE
Échanger des précisions et des inormations pratiques au téléphone page
 Objecti : conceptualiser des expressions pour échanger des précisions et des inormations pratiques au téléphone
– Faire lire les expressions aux apprenants et s’assurer de leur compréhension.
▶  S’exercer p 157

FOCUS LANGUE Sons et intonation


Liaison et enchaînement consonantique   7   page
 Objecti : diérencier la liaison et l’enchaînement consonantique
– Commencer par aire écouter l’exemple retranscrit dans le livre. Faire remarquer la nature de la consonne fnale qui est
muette : c’est  ; ou prononcée : un e. Dans les deux cas, la consonne fnale est reliée ou enchaînée à la voyelle initiale
This website stores
du mot data
suivant et lesuch as syllabique ne correspond pas au découpage des mots écrits.
découpage
cookies to enable essential site à voix haute en exagérant le découpage syllabique tel qu’il est proposé dans le liv
– Faire lire la phrase de l’exemple
c’es/ 
functionality, t u/ n e é /co/ l e in /ter/na/tio/nale.
as well as marketing,
– Faire écouter ensuite les huit phrases de l’activité et demander aux apprenants de se mettre par deux et d’écrire
personalization,
ensemble and analytics.
chaque phrase enYouindiquant le découpage syllabique comme pour l’exemple.
may change your settings at any time
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or accept the default settings.
Exemple  ’est une école nterntonle 1 Partr au Québec et vvre alleurs 2 On échange de masons et on
change de ve 3 Le système éducatf est dfférent au Québec  4 Il y a beaucoup d’écoles à Montréal 5 ’est
une formule ntéressante 6 On part au mons pour un an 7 On échange avec un homologue 8 Il y a de
nombreux avs sur Internet
Privacy Policy
j orrgé 1 Part/r au Québec et v/vre alleurs ➞ [r] et [vr] sont enchaînés 2 On échange et on change

➞ [n] est relé / et on  pas de lason (les voyelles s’enchaînent) 3 Le système éducatf dfféren
Marketing au Québec ➞ [m] est enchaîné / dfférent au  pas de lason 4 Il y a d’écoles à Montréal
➞ [l] est enchaîné (2 fos) 5 ’est une formule ntéressante ➞ [t] est relé / [l] est enchaîné
Personalization 6 On part au mons pour un an ➞ [r] est enchaîné (2 fos) / [n] est relé 
7 On échange avec un homologue ➞ [n] est relé (2 fos) / [g] et [k] sont enchaînés 
8 Il y a de nombreux avs sur Internet ➞ [l] et [r] sont enchaînés / « x » prononcé [z] est relé
Analytics
▶  Précis de phonétique p 199
▶  S’exercer p 158
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L’activité proposée dans les pages S’exercer permet plus spéciquement de diérencier la liaison de l’enchaînement consonan-
tique, selon la nature de la consonne nale (prononcée et reliée ou muette et enchaînée). Pour aider à respecter le découpage

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À nous   Activité 11 – Nous choisissons le logement idéal
pour notre expatriation. Modalté  en petts groupes
 Objecti : transérer les acquis de la leçon
– Présenter la tâche aux apprenants, aire lire les étapes et en vérifer la compréhension.
– Former des groupes de trois ou quatre apprenants.
a – Chaque groupe se met d’accord sur le choix de la ville et du mode d’expatriation.
– Faire rédiger le descripti de leur logement idéal. Passer auprès des groupes pour apporter d’éventuelles corrections.
b Faire écrire les questions à poser au propriétaire. Faire en sorte que la personne qui rédige ces questions soit diérente
de celle qui se sera chargée du descripti du logement.
c Demander à chaque groupe d’aller écrire au tableau les questions en les regroupant par sujet. Prendre comme exemples
de sujet ceux de l’activité 8 p. 15.
d – Inviter chaque groupe à afcher son descripti sur un mur de la classe. Si le matériel le permet, les apprenants peuvent
publier leur descripti sur le mur virtuel de la classe.
– Demander à chacun de prendre connaissance des descriptis et donner la parole à quelques apprenants pour avoir leur
point de vue sur les logements choisis.

Leçon
 3 Vivre une ville pages 18-19

Tâche fnale : agir pour sa ville


Savoir-aire et savoir agir Grammaire Lexique Sons et intonation
– Caractériser un lieu – La place de l’adjecti – Caractériser un lieu de vie – Les marques du
rançais amilier
– Donner des conseils
– Le conditionnel présent (2) à l’oral
– Décrire une situation
pour donner des conseils,
This website stores data suchpour
hypothétique
as décrire une situation
hypothétique, pour aire
cookies to enable essential site
des propositions
functionality, asseswell
– Parler de liens as
avecmarketing, – Exprimer des sentiments (1)
personalization,
une ville and analytics. You par rapport à une ville
may change your settings at any time
or accept the default settings.
 Activité 1 Modalté  en grand groupe

 Objecti : identier le thème d’un article de journal


Privacy Policy
– Faire observer le document 1. Si possible le projeter. Faire lire la consigne et valider la réponse donnée par les apprenants.
Montrer le titre.
– Marketing
Faire décrire la structure de l’article (trois parties : un encadré commençant par « Mary Winston Nicklin » ; l’article ; un
encadré sur ses coups de cœur dans le quartier ). Faire préciser que la journaliste va parler d’un quartier qu’elle aime
Personalization
beaucoup (in love, coups de cœur ).
j orrgé Le 13e arrondssement de Pars vu par une étrangère, une ournalste amércane
Analytics
Inos culturelles
Le 13e arrondissement de Paris se situe sur la rive gauche de la Seine, dans le sud-est de Paris. Il est surtout connu pour le
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quartier asiatique, le quartier de laAll
Butte-aux-Cailles et la Bibliothèque nationale de France. Il compte de nombreuses tours
d’habitation récentes.
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