Letsmeetup 1re LDPPDF

Let’s
Meet
up!
Livre du pr
ofesseur
ANGLAIS 1re B1-B2
DIRECTION D’OUVRAGE ET AUTEUR :

Erwan GOURAUD
Formateur
Enseignant au lycée Jean-Jacques Rousseau,
Sarcelles (95)
AUTEUR·E·S :
Bryce ANGOT Françoise DU
Enseignant Formatrice
dans l’académie d’Amiens (80) Enseignante au lycée Brequigny,
Hugues AZAïS Rennes (35)
Enseignant au lycée Déodat de Séverac, Pierre GUENDOUZ
Toulouse (31) Formateur
Joël CASCADE Enseignant au lycée Jacques Duhamel,
Enseignant au lycée Bellepierre, Dole (39)
Saint-denis-de-la-Réunion (974) Axel JACOBIN
Mélanie CUBERTAFOND Formateur
Enseignante au Lycée Sud Médoc, Enseignant au lycée Montalembert,
Le Taillan-Médoc (33) Courbevoie (92)
Élodie DAVO-VERDAVOIR Amal NAVAILH

Enseignante au lycée Sainte-Marie Grand Lebrun, Enseignante au lycée Jacques Prévert,
Bordeaux (33) Boulogne-Billancourt (92)
Véronique DORGET Isabelle VALENTIN

Enseignante au lycée Louis Lapicque, Formatrice
Épinal (88) Enseignante au Lycée des Métiers Pierre Doriole,
La Rochelle (17)
Sylvie DOUGLADE-VAL
Formatrice Fatima ZAÂZOUI
Enseignante au lycée Claude Gellée, Enseignante au lycée Léo Lagrange,
Épinal (88) Bondy (93)
Avec la participation de Cathy LIRIA
Enseignante au Lycée Jean Sturm,
Strasbourg (67)
1
Édition : Annika Sanchez, Kyllian Ménard
Conception graphique : Primo&Primo, Gudrun Challe
Mise en page : Gudrun Challe
Iconographie : Hatier illustration
Droits : Andréa Freire
© Éditions Hatier, Paris, 2019

ISBN : 978-2-401-05408-0
Toute représentation, traduction, adaptation ou reproduction, même partielle, par tous procédés, en tous
pays, faite sans autorisation préalable est illicite et exposerait le contrevenant à des poursuites judiciaires.
Réf. : loi du 11 mars 1957, alinéas 2 et 3 de l’article 41. Une représentation ou reproduction sans autorisation
de l’éditeur ou du Centre français d’exploitation du droit de Copie (20, rue des Grand-Augustins, 75006 Paris)
constituerait une contrefaçon sanctionnée par les articles 425 et suivants du Code pénal.
2
Avant-propos
Let’s Meet Up! est le fruit du travail d’une équipe d’enseignant·e·s aux horizons et aux
parcours divers dans des régions et des établissements différents. Les séquences du manuel ont
été testées en classe et les documents ont été choisis afin de créer des parcours d’apprentissage qui
permettront à tou·te·s les élèves de progresser au cours de l’année.
Let’s Meet Up! Anglais 1re s’articule autour de nombreux axes essentiels pour l’enseignement
de l’anglais : ancrage culturel, construction de compétences, différenciation, mémorisation,
entraînement aux épreuves communes de contrôle continu…
L’équipe s’est attachée à proposer des thématiques variées et originales, au cœur des centres
d’intérêt de nos élèves, qui leur permettront de découvrir d’autres horizons au sein de l’aire anglo-
saxonne.
1 Le fort ancrage civilisationnel

Toutes les séquences de Let’s Meet Up! sont ancrées dans la civilisation anglo-saxonne. Dans ce
manuel de première, nous vous proposons, entre autres, de (re)découvrir le cinéma hollywoodien,
le thé en Grande-Bretagne, la Grande Dépression américaine, les pirates dans les caraïbes et les
territoires britanniques d’outre-mer, sous un angle différent, original et parfois même unique !
Les problématiques proposées, exprimées par la question du titre de chaque séquence, font
réfléchir les élèves afin qu’ils·elles s’approprient les contenus culturels.
Nous avons sélectionné les documents pour leur accessibilité, leurs natures diverses et surtout leur
authenticité. Il s’agissait aussi de susciter la curiosité des élèves avec des thèmes variés qui vont leur
plaire, mais également d’ouvrir leur horizon culturel : de l’ambition spatiale des États-Unis, au cinéma
social britannique, en passant par le jazz !
Les séquences que vous choisirez de traiter vous permettront ainsi de mettre la culture anglo-
saxonne au centre de vos enseignements.
2 La problématisation des axes du programme

Les séquences de Let’s Meet Up! s’appuient sur les huit axes qui s’inscrivent dans l’entrée culturelle
Gestes fondateurs et mondes en mouvement.
Nous avons problématisé ces axes dès la page d’ouverture avec le titre de la séquence sous forme
de question et avons ajouté des hashtags qui reprennent les mots-clés des programmes officiels
pour vous aider à ancrer vos séquences dans les programmes.
3 La différentiation
Nos élèves ont tou·te·s des parcours d’apprentissage différents et la classe de première doit
permettre à chacun·e d’atteindre le niveau B2 du CECRL à la fin du cycle terminal. Nous pouvons
tou·te·s constater que le niveau des élèves est très hétérogène. Nous avons donc conçu des
parcours différenciés dans le manuel, afin de permettre à tou·te·s nos élèves d’atteindre le niveau
ciblé, à leur rythme.
Nous avons créé deux types de différenciation signalés par Pédagogie différenciée :
• un même document et deux parcours différents : les TRAILS ;
• plusieurs documents de niveaux différents avec un questionnement commun :
les GROUP WORK.
3
a. Un même document (écrit ou oral) et deux parcours : les TRAILS.
TRAIL A Nous cherchons à aider les élèves à repérer ce qui est le plus évident, le plus
concret et le plus explicite. On les aide à articuler leurs repérages pour réussir à
créer du sens et donc à comprendre le contenu du document. Ils·elles vont tout
d’abord repérer des éléments pour ensuite manipuler leurs repérages grâce à
des activités de production, afin d’accéder au sens. L’accompagnement est plus
fort et la méthodologie de réception plus guidée.
TRAIL B Les élèves vont aller davantage dans le détail et dans l’implicite du document. Les
activités de repérage sont moins guidées et laissent plus de place à l’autonomie
dans la construction du sens.
MEET UP! Il s’agit de l’objectif commun : à la fin des deux Trails, les élèves ont une même
question de production finale. Chaque élève aura ainsi en main les outils pour
répondre à la question finale, avec un niveau de maîtrise des nuances du
document différent, mais suffisant.
Un fonctionnement souple : vous pouvez décider d’utiliser un seul parcours pour la classe, ou
personnaliser votre approche auprès de chaque élève, ou encore laisser le choix aux élèves…
Il ne s’agit pas de stigmatiser, mais bien de s’adapter au potentiel des élèves. Un·e élève pourra
faire le Trail A en compréhension écrite et le Trail B en compréhension orale, car les élèves sont 1
SÉQUENCE
art boost the parfois plus à l’aise avec une activité

GROUP B langagière avec une autre, mais aussi passer du Trail
qu’artist
Stik, a London street
f British cities?
A au Trail B selon ses progrès pendant l’année. Ainsi, suivant lesVidéo documents, les thèmes, les
moments de l’année, ces parcours différenciés accompagneront chacun·e de vos élèves. DVD
“Last year, the street artist Stik got permission for

a major new mural in his neighbourhood, an area
b. Plusieurs documents et un questionnement commun : les GROUP WORK.

of the East End of London that now embodies
gentrification at its most extreme.” (The Guardian)
GROUP WORK Tous les group work ne sont pas différenciés, mais les group work siglés Pédagogie différenciée
le sont. Avec ce mode de différenciation, nous vous proposons des documents (écrits ou
oraux) de difficultés différentes (A2, A2+, B1, B1+) qui vous donneront l’occasion de former
des groupes pour les étudier, ou de proposer un document particulier à certain·e·s élèves,
ou encore de proposer à certain·e·s élèves
Guardian,de
2016 traiter plusieurs documents. Le questionnement
Stik in Shoreditch: the artist’s hidden tribute to a sold-off
London, The
commun permettra à tou·te·s de GROUP partager

C Views on street ensuite
art les informations repérées par chacun·e.
Ainsi, chaque élève pourraIt’sréaliser
an age when you une production
can awake in the morningàtola findsuite de ses repérages, à l’écrit mais
neighbourhoods.
aussi à l’oral, toutes les activités langagières
your house value increased overnightseront travaillées
with the emer- It’s partlyet vous
down resterez
to a “loop effect” . Artymaître des
3
areas — such
gence of a Banksy on your wall — or even something a as Brixton — attract more cafes and restaurants that in
modalités de mise au travail.
bit like a Banksy on your wall. turn attract the art-loving crowd to move in.
25
5 Public perception appears to have changed. Areas outside London can also see graffiti affecting
Par ailleurs, la différenciation ne permet pas uniquement à property
l’ensemble prices — indes élèves d’atteindre
People used to scrub the art away1, but nowadays the
both directions.
Prof Clay says it can polarise opinion: “To most people
first reaction seems to be “is it worth money?”
le niveau B2 en fin de cycle terminal, nous pouvons également différencier
street art is either an indicator of anen
Street artist Neil Morris agrees this is the case with permettant
area that is vibrant or
aux élèves qui ont déjà ce niveau d’approfondir le thème.
10
Ainsi, vous trouverez dans les
of one that is run-down and in need of better policing.
some, but “these are the people who never have and
never will appreciate the work. These people are
30
It very much depends on individuals’ broader opinions
4
rubriques Go4It, en fin d’axe, la possibilité pour les élèves de creuser le thème in publicd’
middle-aged, middle-manager types that think the art
about acceptable behaviours étude
space, grâce
but it seems
à des lectures (romans, articles, mais aussi BD), des chansons ou encoreHence, des
is offensive to others without actually asking anyone.
films to beet
clear to me that more and more people regard street art
And it’s money that has changed perception. Money
as a positive phenomenon. it appears des
being
documentaires, souvent disponibles en ligne et très facilement
changes everything.” consultables
more widely tolerated by public grâce aux
authorities”.
35 [...] mini-
Fellow artist Jadryk Brown argues that the high prices
The creative urge to leave one’s mark in public space
url (adresses internet courtes).
15
street art can fetch2 means “rich people don’t find it
crosses the boundaries of class, gender, sexuality,
scary any more. Nothing’s scary if money could be ethnicity and religion. It always has and it always will.
involved”. […]  Bethan Bell, Street art: crime, grime or sublime?,
A study from the University of Warwick indicates BBC News, December 16, 2016
4 La mémorisation 20 that street art in London is generally now associated

with improving economic conditions of urban
1. rub in order to clean 2. be sold for 3. virtuous circle
4. in a bad state
La mémoire est l’un des piliers de l’apprentissage des langues. Nous proposons diverses formes
Pédagogie différenciée GROUP WORK
d’activités pour favoriser le travail de 1mémorisation
ival, designed by Jody Thomas, 2016 des apports nouveaux de chaque séquence,
Study your group’s document. Give examples of places where you can find street art.
qu’ils soient lexicaux, culturels, grammaticaux ou pragmatiques.
2 Show how street art has evolved.
3 Choose one spokesperson in your group who will tell the rest of the class about your findings.
Manipuler les nouvelles informations
4 Write an aden contexte
to promote pour
a street art tour inles mémoriser.
London or Bristol.
district: neighbourhood arty: artistic
passer-by • Memory Challenge : à la fin de chaque double-page
derelict: in bad condition de cours, les
tourist: sightseer wander: walk around Prepareles
élèves sont invité·e·s à manipuler your
apports
PAIR WORK A street artist is interviewed by a
de la
journalist séquence
about à impact
the place and the traversof urban In groups, write your top
house value: price of a tag a wall
des jeux. Plus ils·elles les project

two arguments in favour
art in British cities. Imagine the interview.
house
growth: development
increase: go up
improve: make better utiliseront, plus ils·elles maîtriseront leur of street art in cities. Use
graffiti style!
economic boom
open-air utilisation en contexte : il s’agit aussi de « produire
rehabilitate
beautify: make more
Grammar Tip
pour se souvenir » !
Review how to form questions:
Précis p. 251
attractive: appealing beautiful (Wh- or How) + auxiliary + subject + verb (+ object)? 65
4
Rebrasser les acquis en jouant pour favoriser la mémorisation.
• La plateforme reussirenlangues.fr propose un entraînement régulier sur les outils de la
langue pour chaque séquence du manuel. Elle propose en outre une sélection de documents
pour pouvoir vérifier sa compréhension.
• Quiz : dans la page Build up your vocabulary, un lien vers un quiz interactif d’une dizaine
de questions permet le rebrassage des contenus lexicaux, culturels et phonologiques de la
séquence.
• Quizlet : nous avons créé des Quizlet basés sur le lexique des rubriques Word Spot et Build
up your vocabulary. Il suffira à vos élèves de taper la mini-url ou de cliquer sur le lien hatier-
clic figurant dans la rubrique Build up your vocabulary. Quizlet, c’est une façon originale de
réviser et de retenir le lexique. Que ce soit en ligne ou sur leur application gratuite, les élèves
pourront suivre des étapes d’apprentissage, puis de mémorisation, grâce à des activités
ludiques déjà préparées, dont ils·elles pourront choisir la difficulté, ce qui permettra à la fois
la différenciation et l’autonomie !
Build up
Catégoriser le lexique pour faciliter la mémorisation.
Audio
up
your vocabulary
Build
CD2 piste 13
Audio
your vocabulary
CD2 piste 13
Living conditions MP3 n°80
hideout: haven /heɪvən/, refuge

crew: sailorsconditions MP3 n°80
Living
• Build up your vocabulary : les élèves retrouveront tout le lexique

harsh: hard
hideout:
crowdedhaven /heɪvən/, refuge
crew: sailors
safe: in security
1 Welcome the visitors!
harsh: hard Introduce yourself and explain w

endure: suffer sth difficult
crowded
allow sb to
safe: in security
Commerce MP3 n°81 1 Welcome the visitors!
doing during the tour.
Tell the visitors theyand
canexplain
ask ques
Introduce yourself w
des rubriques Word Spot de la séquence, ainsi que d’autres mots

trade route
endure: suffer sth difficult end ofduring
your presentation.
triangular
Commerce r/ trade
/traɪæŋɡjələMP3 doing the tour.
allow sb to n°81
Characteristics growth: expansion Tell the visitors they can ask ques
MP3 n°83 trade route
lucrative: profitable
triangular r/ trade end of your presentation.
peg leg: wooden leg trade: buy /traɪæŋɡjəl
ə
and sell goods
fierceCharacteristics
look: ferocious look MP3 n°83
infamous: famous for a bad
growth: expansion
make it easier for sb to
2 Choose one or two pirates.
et expressions, afin de construire leur compétence lexicale au

peg leg: wooden leg Describe the pirates and their pe
quality trade: buy and sell goods
Pirates 2
fierce look: Choose one or
Say what two
they arepirates.
famous (or infa
larger thanferocious look
life: impressive make it easier for sb to
infamous:
fearsome: famous for a bad Describe the pirates
terrifying Use the preterite to and
talk their
aboutpe
th
quality intrepid
Pirates
fearless:
larger Say what they are famous (or infa
brave: than life: impressive
courageous
fearsome: terrifying
wild: ferocious Use the preterite to talk about th
fur et à mesure des séquences. Le vocabulaire est également

fearless: intrepid
cold-blooded:
brave: courageous
hard-hearted:
callous, cruel
merciless, pitiless Crimes
5 Practise!
wild: ferocious
evil-looking: terrifying
MP3 n°82 Read your notes a few times but
cold-blooded:
noble
hard-hearted:
heroic
callous, cruel
merciless, pitiless
thief: person who steals
booty: stolen goods
Crimes
5 Practise!
Be natural when you speak!
evil-looking:
MP3 n°82 Read your notes a few times but
be describedterrifying pistol holster
disponible à l’écoute, ce qui facilitera sa mémorisation pour

as
noble thief: person
plunder, loot:who steals
pillage Be natural when you speak!
be regarded as: be considered as
heroic booty:
commit stolen goods
a crime
be dressed up as: be disguised as
be described as pistol
set onholster
fire: start a fire
portray: illustrate
be regarded as: be considered as plunder, loot: pillage
be dressed up as: be disguised as commit a crime
portray: illustrate set on fire: start a fire
certain·e·s élèves et permettra de différencier les approches. Apprenez et révisez le vocabulaire !

Utilisez Quizlet pour vous entraîner en vous amusant.
Quizlet
hatier-clic.fr/lmu1103
Apprenez et révisez le vocabulaire ! Quizlet

Utilisez le vocabulaire en contexte.
• De plus, deux types d’exercice sont disponibles afin qu’ils et elles

Utilisez Quizlet pour vous entraîner en vous amusant.
1 Complétez les phrases suivantes avec des mots de la carte mentale.
Utilisez
Mary le vocabulaire
Read had just plundered aen contexte.
ship and was satisfied with her … . She was walking back to the harbour, when 1 Pick a character.
Choose a pirate (female or male)
1 Complétez
suddenly lesan
she saw phrases suivantes
… pirate who wasavec destomots
trying deboat
… her la carte
… … mentale.
with a torch. She recognised him immediately,
1 Pickora him
character.
a name.
révisent et mémorisent le lexique en contexte : un exercice à

he was
Mary the had
Read … Blackbeard. She knew
just plundered a shipthat
andhe
waswas … , …ed
satisfi and … .her
with Mary
… .Read waswalking
She was … , but she had
back to heard of all the
the harbour, …
when
Outline her
Choose or his
a pirate physical
(female or charac
male)
Blackbeard
suddenly shehad
sawcommitted. Sowho
an … pirate she was
waited for to
trying her……herto boat
fight …
against
… withhim.
a torch. She recognised him immediately, reputation and character.
or him a name.
he was the … Blackbeard. She knew that he was … , … and … . Mary Read was … , but she had heard of all the … simple
Use the her present tocharac
make
2 Écrivez le début d’une histoire de pirates en utilisant la traduction en anglais de ces mots, que vous trou- Outline or his physical
Blackbeard had committed. So she waited for her … to fight against him. description.and character.
reputation
verez dans la carte mentale.
2 Écrivez le début d’une histoire Use the simple present to make
trou puis un exercice d’écriture créative.

de piratesjambe
sans pitié en utilisant
de boisla traduction en pillage
se livrer au anglais de ces mots, que vous trou-
verez dans la carte mentale. description.
sans pitié
subir refuge
jambe de bois
en sécurité
se livrer au pillage
2 Create a storyline.
Say where your pirate comes from
subir refuge en sécurité 2 Create
she a
orstoryline.
he is well-known.
Describe
Say whereyour
yourcharacter’s major
pirate comes a
from
adventures.
she or he is well-known.
AUTO
évaluation
Faites le quiz interactif en ligne et suivez
les conseils pour vous préparer à l’évaluation.
Quiz
Describe your character’s major a
adventures.
126
AUTO
évaluation
Faites le quiz interactif en ligne et suivez
les conseils pour vous préparer à l’évaluation.
Quiz
126
5 La variété des supports

Nous savons à quel point nos élèves ont besoin de diversité, dans le type de documents comme
dans le style d’activités proposées pour les exploiter.
Let’s Meet Up! propose une grande variété de documents authentiques, que vous sélectionnerez en
fonction de votre public :
• Des supports de compréhension écrite : textes journalistiques, littéraires, historiques,
critiques, scientifiques et artistiques, bandes dessinées, chansons…
• Des supports de compréhension orale : bande-annonces, interviews, vlogs, vidéos
humoristiques, extraits de films et de documentaires, chansons, extraits de journaux
télévisés…
• Des images culturellement fortes : cartes, monuments, peintures, sculptures, posters,
affiches de film, portraits, couvertures de magazines…
6 La diversité des approches

Nous avons choisi de varier les approches pédagogiques et les exploitations, tout en gardant une
structure fixe qui permettra aux élèves de construire efficacement leur apprentissage au fil des
séquences.
• La double-page d’ouverture : une image pour chacune des séquences de l’axe et des mots-
clés du programme sous forme de hashtags (repris dans les pages de Let’s Recap! venant
clore les axes), faciles à raccrocher au thème, à l’image et à la problématique. Le titre sous
forme de question mettra les élèves sur la piste de la problématisation de la séquence.
5
• L’exploitation des documents : les élèves travaillent seul·e·s ou en binômes quand l’exploitation
s’y prête, ou encore en groupes, différenciés ou non selon la difficulté des documents.
• E-workbook : de nombreuses fiches d’exploitation prêtes à l’emploi permettent aux élèves
d’être davantage guidé·e·s ou d’aller plus loin, et nous font gagner du temps ! Toutes les
fiches sont disponibles au format Word, vous permettant de les modifier en fonction de vos
besoins et de ceux de vos élèves.
• Classe inversée : une approche innovante qui vous permettra de multiplier le nombre de
documents étudiés dans une séquence en externalisant la première étape de découverte du
document. Les élèves seront accompagné·e·s grâce à une fiche d’exploitation du E-workbook.
Vous pourrez ensuite, en cours, passer à la compréhension fine du document et aux
questions de production.
• La médiation : elle est à l’articulation des activités langagières. Nous avons décidé de trai-
ter la médiation en contexte lors des questions de production où vous trouverez ce picto-
gramme . Ce travail en contexte permet aux élèves de mieux appréhender ce travail,
qui s’il apparaît pour la première fois dans les programmes, est central au travail effectué
en langue depuis toujours. La médiation consiste à expliciter un discours lu et entendu à
quelqu’un qui ne peut le comprendre. En termes scolaires, elle se traduit en une série d’exer-
cices qui vont de la paraphrase à la traduction. C’est ainsi qu’on le traite dans Let’s Meet Up!
7 La grammaire, la phonologie et l’écriture au centre des apprentissages

La grammaire est un outil indispensable à la réalisation des tâches par les élèves. Vous trouverez
dans chaque séquence deux points de grammaire qui sont clés pour la réussite des tâches finales.
Ces points de grammaire, présentés dans les rubriques Grammar Spot, sont issus des documents,
oraux ou écrits et sont donc authentiques et contextualisés, ce qui en facilitera l’assimilation par les
élèves.
Les élèves retrouveront ces points de grammaire sur la double-page Tools in the spotlight et pourront
(re)découvrir les règles de leur utilisation dans la rubrique Practise your grammar. Ils·elles trouveront
également des exercices d’application de la règle, tous contextualisés dans le thème de la séquence,
afin que la mise en pratique prenne du sens.
Les renvois au précis grammatical donneront aux élèves la possibilité d’aller plus loin, avec une
présentation de la règle plus poussée, accompagnée d’exercices d’application supplémentaires pour
favoriser la manipulation.
La phonologie occupe une place essentielle dans Let’s Meet Up! L’accentuation du lexique est
indiquée en gras dans les rubriques Word Spot de chaque double-page, mais aussi dans la partie
Build up your vocabulary des pages Tools in the spotlight. Tout le lexique du manuel a été enregistré et
il est disponible à l’écoute d’un simple clic !
La rubrique Improve your pronunciation des pages Tools in the spotlight aborde un point de phonologie
précis : la prononciation d’un son, celle d’un type d’énoncé, etc. Les élèves sont amené·e·s à réfléchir à
la règle de phonologie, ce qui leur permettra de l’intégrer plus facilement. Des exercices d’application
sont également proposés, toujours dans le contexte culturel de la séquence, afin de favoriser la
construction du sens.
Too
in thels
La plateforme reussirenlangues.fr reprend les points de grammaire et de Entraînez-vous sur la
plateforme Let’s Meet Up!
Spotlight
phonologie ainsi que le vocabulaire à connaître pour chaque séquence et reussirenlangues.fr
propose un travail sur ces points grâce à des exercices autocorrectifs que les I
élèves pourront faire en autonomie, hors de la classe par exemple.
L’écriture est travaillée, comme cela estcti
Pra se etarpréconisé dans les programmes,
indiqué grâce p.à216la
z Précis grammatical,
rubrique Work on your writing skills. Lesyouélèvesr gramm y travailleront la maîtrise de l’orthographe, la ponc- •
tuation et la mise en page. Nous y proposons
Les structureségalement,
causatives suite à la règle, des exercices d’application
qui favoriseront l’assimilation de la nouveauté
• Make et have par
peuvent les
avoir élèves.
un sens causatif. Ils
1 Remettez les éléments dans l’ordre.
a. didn’t understand / Robert Fortune / their sen-
se traduisent par « faire faire quelque chose à
tences / so he had / Chinese very well / them repeat
quelqu’un ». Même si le sujet est à l’origine de l’action,
il ne l’accomplit pas lui-même. Le verbe causatif make
b. made / the East India Company / the secret of tea •
from Imperial China / Robert Fortune / steal c
exprime plus une idée de contrainte.
6 The servants made Fortune eat with chopsticks.
c. us / my mother / had / for the guests / high tea /
prepare
l
c
d. the British / another solution / the refusal by the
verbe causatif l’action réalisée
responsable de l’action celui qui fait l’action Emperor / made / to get the secret of tea / look for
8 La construction de projets motivants et cohérents
Nous avons pris le parti de proposer deux tâches finales pour chaque séquence : une à l’oral, en
continu ou en interaction, et une à l’écrit, afin de vous donner le choix dans le type de production,
suivant le moment de l’année, les tâches finales précédemment choisies et les documents que vous
avez choisi de travailler au cours de la séquence. Les élèves trouveront des précisions et des conseils
en anglais pour les aider à réussir au mieux.
Dans chaque double-page de la séquence, les élèves trouveront une tâche intermédiaire, Prepare
your project, qui les entraînera à la tâche finale, sur les plans pragmatique, grammatical, lexical et
culturel. Chaque tâche intermédiaire est prévue pour que les élèves puissent la réussir sans avoir
travaillé sur tous les documents de la double-page, ce qui vous donne à la fois souplesse et liberté.
Tous les Projects et la plupart des Prepare your project des séquences sont proposés avec une forte
scénarisation pour donner du sens aux apprentissages. Les élèves comprennent les attentes car le
scénario pédagogique leur donne une finalité concrète et vraisemblable. La contextualisation des
tâches favorise la manipulation des compétences linguistiques (lexique, phonologie, grammaire),
culturelles, sociolinguistiques et pragmatiques.
9 Méthodologie
• Les fiches de méthodologie axées sur les stratégies visent à préparer les élèves à atteindre le
niveau B2 en fin de cycle terminal. Ces fiches les aideront à atteindre ce niveau dans toutes
les activités langagières.
• Les fiches de méthodologie axées sur les aides pour mieux travailler ont pour but
d’accompagner les élèves dans leur processus d’acquisition de l’autonomie. Elles vont les
guider dans l’utilisation des outils indispensables pour étudier une langue étrangère, mais
aussi leur expliquer avec des mots simples comment mieux apprendre et comprendre.
Les élèves doivent être accompagné·e·s du début à la fin de la séquence. Ils·elles trouveront donc
des aides pour réaliser leur projet final. Ces fiches les guideront et les rendront autonomes dans leur
usage des outils numériques. De plus, ils·elles retrouveront la méthodologie de la production orale
et écrite dans les fiches stratégies.
Nous avons également créé des fiches culturelles afin de donner de nombreux repères culturels,
sous diverses formes (chronologies, cartes, films) :
• l’histoire de l’anglais,
• la géographie de l’anglais,
• les institutions : UK & USA,
• des frises chronologiques UK et USA couvrant l’histoire, les arts et les sciences et technologies,
• une frise Let’s watch history! reprenant une multitude de films retraçant l’histoire des États-
Unis et du Royaume-Uni.
10 Les évaluations
Vous trouverez dans le livre du professeur des fiches d’évaluation pour les tâches finales de chaque
séquence. Elles sont adossées au CECRL et la note maximale est logiquement associée au niveau
B1 vers B2. Elles sont critériées et vous permettront donc, si vous le souhaitez, d’évaluer au mieux
toutes les compétences mobilisées pour ces tâches.
Des versions modifiables de grilles d’évaluation critériées sont disponibles afin de vous donner
l’opportunité d’évaluer et de noter éventuellement les tâches intermédiaires.
Grilles d’évaluation modifiables : hatier-clic.fr/lmu1999 Grille d’évaluation
• Grille modifiable hatier-clic.fr/lmu1999
7
11 Bac in sight
Vous retrouverez en fin d’axe des évaluations sous le format des épreuves communes de contrôle
continu (E3C) du baccalauréat, c’est-à-dire telles qu’elles apparaissent dans les programmes. Vous
pourrez ainsi préparer au mieux vos élèves à ces nouvelles épreuves qui auront lieu au 2e et
3e trimestres.
E3C n°1 (deuxième trimestre de la classe de 1re)

Niveaux visés : Durée : 1 heure Barème : 20 pts
LVA : B1 CO : 10 pts
LVB : A2/B1 EE : 10 pts
Le sujet dans son intégralité est distribué au début de l’épreuve
Compréhension orale
Support d’évaluation Document audio ou vidéo d’une durée de 1’30’’ maximum
3 écoutes avec 1 minute de pause entre les écoutes
Modalités Compte rendu libre ou guidé en français
Expression écrite
Support d’évaluation Sujet : une ou deux questions en lien avec le thème de la CO
Modalités Texte rédigé dans la langue cible
E3C n°2 (troisième trimestre de la classe de 1re)

Niveaux visés : Durée : 1 heure 30 Barème : 20 pts
LVA : B1/B2 CE : 10 pts
LVB : A2/B1 EE : 10 pts
Le sujet dans son intégralité est distribué au début de l’épreuve
Compréhension écrite
Support d’évaluation Un ou deux textes, entre 2300 et 4000 signes
Modalités Compte rendu libre ou guidé en langue cible
Expression écrite
Support d’évaluation Sujet : une ou deux questions en lien avec le thème de la CE
Sujet pouvant s’appuyer sur un document iconographique
Modalités Texte rédigé dans la langue cible
Afin de vous permettre d’évaluer au mieux vos élèves, vous retrouverez les corrigés des entraînements
au bac dans votre Livre du Professeur.
Pour toute question ou remarque sur Let’s Meet Up!, n’hésitez pas à nous écrire via le service
« Relations enseignants » à infoprofs@editions-hatier.fr.
Vous trouverez des articles autour de thèmes sur la méthode tout au long de l’année sur notre page
Facebook Let’s Meet Up!
Toute l’équipe de Let’s Meet Up!

vous souhaite une très bonne année scolaire !
8
Sommaire
Axe 1 Identities and exchanges Identités et échanges 10
SÉQUENCE 1 How did tea become a part of British identity? 12
BAC in sight 31
SÉQUENCE 2 How can jazz bring people together? 36
BAC in sight 56
Axe 2 Private space and public space Espace privé et espace public 60
SÉQUENCE 1 How are women detectives represented in fiction? 62
BAC in sight 80
SÉQUENCE 2 How do Hollywood stories reflect social progress? 84
BAC in sight 104
Axe 3 Art and power Art et pouvoir 108

SÉQUENCE 1 How does art boost the economy of British cities? 110
BAC in sight 127
SÉQUENCE 2 How did US artists relate the Great Depression? 130
BAC in sight 149
Axe 4 Citizenship and virtual worlds Citoyenneté et mondes virtuels 152

SÉQUENCE 1 What is the Americans’ relationship to the media? 154
BAC in sight 172
SÉQUENCE 2 Is online activism effective in the USA? 176
BAC in sight 196
Axe 5 Fictions and realities Fictions et réalités 200

SÉQUENCE 1 How close to reality can dystopia be? 202
BAC in sight 220
SÉQUENCE 2 How did British pirates inspire fiction? 224
BAC in sight 244
Axe 6 Scientific innovations and responsibility Innovations scientifiques et responsabilité 248

SÉQUENCE 1 How far are Americans willing to let AI into their lives? 250
BAC in sight 268
SÉQUENCE 2 How important is the Space Race for the USA? 271
BAC in sight 291
Axe 7 Diversity and inclusion Diversité et inclusion 296

SÉQUENCE 1 How far is the USA from Martin Luther King Jr.’s dream? 298
BAC in sight 319
SÉQUENCE 2 How do social realist films question British society? 323
BAC in sight 344
Axe 8 Territory and memory Territoire et mémoire 350

SÉQUENCE 1 How strong is the UK’s link with its overseas territories? 352
BAC in sight 371
SÉQUENCE 2 How is slavery commemorated in the English-speaking world? 375
BAC in sight 392
Corrigés des exercices du précis grammatical 396
9
AXE 1
Identities and exchanges
Identités et échanges
PROGRAMME
Quel rôle joue la mondialisation dans le dyna-
misme de la vie sociale, culturelle et économique
dans chaque aire géographique ? Favorise-t-elle la
diversité ou la menace-t-elle ? Entraîne-t-elle une
affirmation de la particularité ? Modifie-t-elle la
particularité locale ou individuelle au profit d’une
« citoyenneté mondiale » ?
La mobilité (intellectuelle, physique…) caractérise
le monde actuel et implique la multiplication des
contacts, des échanges, des partenariats tout en
posant les questions de l’acculturation, de l’inté-
gration, de l’adaptation, de l’inclusion, etc. Cette
mobilité suppose le franchissement de frontières
géographiques et politiques. Les questions liées
à l’ouverture et à la fermeture des frontières sont
à la source de nombreuses tensions qui sont
traitées différemment selon l’histoire et la culture
des zones géographiques concernées. Le terme
de frontière est appréhendé dans ses différentes
acceptions (frontière historique, culturelle, linguis-
tique, etc.). Les élèves réfléchissent en particulier
aux frontières qui existent au sein d’une société
entre des groupes différents (entre générations,
groupes sociaux, quartiers, clans…). La percep-
tion de la mondialisation comme le sentiment de
frontière, la réalité des échanges et de la mobilité
dépendent de la culture et de l’aire géographique
étudiées et il conviendra de les aborder dans ce
cadre spécifique.
10
SÉQUENCE
1 How did tea become a

part of British identity?
Problématique : Ce projet pédagogique est axé sur la place de l’exploration dans l’histoire de
l’Empire britannique et ses liens avec l’exploitation du thé. La séquence se propose de mettre
en avant la façon dont le thé s’est peu à peu intégré à la culture britannique.
2
SÉQUENCE
How can jazz bring

people together?
Problématique : Musique née de la convergence de plusieurs cultures sur le continent amé-

ricain, elle a ensuite traversé l’Atlantique et accompagné les Britanniques pendant la guerre
pour, au début du XXIe siècle, panser les plaies des victimes d’une catastrophe naturelle dans
la ville où elle avait pris essor. Le jazz est donc un mouvement populaire, qui se répand à
travers diverses communautés et strates de la société, les allie face aux épreuves et leur a
permis de garder espoir.
11
SÉQUENCE
1 How did tea become a part

of British identity?
Objectifs Projets
culturels : la place du thé dans la culture britannique,
33 Projets intermédiaires :
l’Empire britannique
You are on a boat set to China
to buy tea. Write an entry in your
pragmatiques : prendre la parole en continu, lire
33 diary explaining what you intend to
et comprendre un texte et une vidéo do to come back to Britain with tons
of tea.
sociolinguistiques : adapter son discours à son
33 PAIR WORK Prepare and act
auditoire out an interview with an expert about
the role of tea in British life.
citoyen : connaître les différentes classes sociales
33
dans une société
Projets finaux :
méthodologiques : créer une affiche ou un
33
dépliant, créer un PowerPoint (p. 286) Prepare a tour of the Twinings
Museum.
linguistiques :
33 Create a leaflet to introduce a
Grammaire : les structures causatives, le past perfect new brand of tea called “Heritage”.
Phonologie : les sons /ɪ/ et /aɪ/
Écriture : le tiret et le trait d’union
Lexique : le thé, le commerce
Pick
& mix Construire une séquence courte
Proposition 1 Proposition 2
Document A TRAILS Document B
Document E (Modélisant) Document C ou D
Prepare Prepare
your project p. 19 your project p. 17
Document B ou C Document E
Projet #1 Projet #2
12
Présentation de la séquence
Le tableau offre une approche

Ce texte permet d’aborder les visuelle des relations entre les Bri-
origines du thé et son lien avec tanniques et l’Asie et le document
la naissance d’une économie audio permet d’approfondir les
mondiale. aspects liés au commerce.
1
SÉQUENCE 1
How did tea become a part

SÉQUENCE
B Trading with China Audio

CD1 piste 02
A Tea trade
The birth of a global economy

[Professor Woodruff Smith, a historian, says] … there’s in good position to ship5
evidence1 that much of the same health claims2 about large, reliable6 quantities
tea – that it cleared the head and improved spirits3, at affordable7 prices “and
without the debauchery of alcohol – were also being 20 therefore make tea a pop-
5 made about coffee around the turn of the 18th cen- ular fad8 — and beyond a
tury. But coffee came from countries like Yemen and fad.”
Eritrea — “places beyond European control and with “What you’re seeing is the
little capacity to expand production,” Smith writes. So global economy being constructed,” Smith says. […]
when demand for coffee rose, prices did, too. 25 As Lord Beckett, the villainous, tea-and-sugar-sipping
10 Tea, on the other hand, came from China — which had agent of the British East India Company in the Pirates
in place a sophisticated commerce system that could of Caribbean movies might have put it, “it’s just good  The Reception of the Diplomatique and his Suite at the Court of Pekin by James Gillray, 1792
respond quickly to rising demand, Smith says. That business.”
demand was coming from the British and Dutch East 1 Describe the engraving. Imagine what is 3 Listen to the whole recording and note down
 Maria Godoy, www.npr.org, April 7, 2015
India companies, which were already in China buying written in the letter in the middle of the picture. the problems encountered by the British and the
1. proof 2. affirmations 3. moods 4. precious textile fabric solution they found.
15 spices, silks4 and other goods for trade. As interest in 5. send by boat 6. here: enough 7. reasonable 8. popular 2 Listen to the first sentence and explain
tea grew back home, Smith says, the companies were trend what was special about China in the 4 Write a short paragraph to sum up the tea
19th century. trading problems between Great Britain and China.
Pédagogie différenciée TRAIL A TRAIL B

C A dangerous mission Vidéo
1 Read the first paragraph. Find the drinks the 1 Read the first paragraph. List the DVD
professor talks about. effects of drinking tea or coffee.
2 Pick out the names of countries that produced 2 Explain the quote: “So, when 1 Watch the beginning of the video without the sound.
coffee. Use the expression “little capacity” (l. 8) to explain demand for coffee rose, prices did, too.” Observe the environment and the people. Guess where
why it was expensive. (l. 8-9). Robert Fortune is and what he is doing.
E-workbook
3 Read from l. 10 to l. 15. List all the goods traded 3 Read the second paragraph. Explain 2 Watch the full video with the sound. Fiche à imprimer
from China. Explain why China was a great trading the advantage of the Chinese commerce a. Check your guesses.
partner. system and list the products traded. b. Focus on his appearance and explain the reasons for his
transformation.
4 Read from l. 15 to l. 22. Pick out adjectives showing 4 Explain the causes and the
that Chinese commerce made tea popular in Britain. consequences of the success of the tea 3 Describe the role of Robert Fortune for the British
Explain this popularity. trade. Empire and show why he is a legend.  Tea War: The Adventures of
Robert Fortune, 2016
Meet up! Using all the information you have gathered from the text, explain the last paragraph. 4 PAIR WORK One of you is Robert Fortune; the other
works for the East India Company. Write your telegraphic
exchanges during Fortune’s secret mission.
Prepare your
delegation: group of people industrial theft: industrial You are on a boat set to China to buy tea. Write
supply and demand: espionage an entry in your diary explaining what you intend Choose five words that sum
project
economic rule, the more you lucrative: profitable
The past perfect Too ls p. 20
to do to come back to Britain with tons of tea. up what Great Britain did to
demand a product, the trade: do business
bring tea home.
“They had tried to show the more the product costs expand: get bigger
monopoly influence
Grammar Tip Précis p. 244
Chinese emperor many objects
16 in order to persuade him.” industrial secret transport: dispatch Use the present perfect to describe new experiences. 17
Les deux documents qui suivent

ont pour rôle de souligner l’im-
portance fondamentale de Robert
Fortune, un espion à la solde du
gouvernement britannique, dont la
mission était de dérober le secret
du thé aux Chinois. Ces documents
retracent l’étonnante aventure de
ce botaniste britannique.
13
Ce texte permettra aux élèves de Les deux images et le texte qui
comprendre l’histoire du thé et les suivent s’intéressent à la façon
moyens utilisés par le Royaume- dont le thé est étroitement lié aux
Uni pour assurer son approvision- codes sociaux caractéristiques de
nement. la société britannique.
How did tea become a part of British identity? SÉQUENCE 1

E-workbook
D The tea spy
Classe inversée Classe inversée
F One beverage for all
The great tea robbery: how the British stole China’s secrets and seeds1
China dominated the tea trade until the East India Fortune had his hair shaved off, had a faux queue
Company sent Scottish botanist Robert Fortune on a secret attached to the back of his head and wore the clothes of
mission to steal its plants and tea-processing technique. a local nobleman or wealthy merchant. “I am Chinese
The East India Company believed that with the best from a distant province beyond the Great Wall,” he
5 Chinese seeds, together with the secrets of produc- 20 would say to local people in hesitant Chinese.
tion, it could grow precious tea in the British colony of Fortune had collected 13,000 plants and 10,000 seeds but
India. “The task required a plant hunter, a gardener, a it was now winter and the fragile and vulnerable tea seeds
thief, a spy,” writes Sarah Rose in her book For All the had to be transported to the Indian Himalayas via Hong
Tea in China. Kong and Calcutta. Fortune organised the recruitment of
10 The East India Company gave Fortune his mission 25 experienced tea growers and producers who would man-
impossible in May 1848. By September 1848, Fortune age production in India. Fortune left Shanghai for Hong
was travelling from Shanghai to China’s green-tea Kong with his mission accomplished.
regions. It was a laborious three-month trek south-  Stuart Heaver, South China Morning Post, May 27, 2017
west by river junk2, sedan chair and foot, accompanied (adapted)
15 by two trusty servants. On their recommendation, 1. grain 2. Chinese sailing boat Anthropologist Kate Fox writes in her book Watching one and you are lower-middle at best; more than two
the English that there are several clear messages sent and you are definitely working class,” she writes. Other
1 Focus on the introduction and the first 3 In the last paragraph, pick out numbers, whenever1 a Brit makes a cuppa2. She observes that the rules involve when and how milk is added, if any. […]
paragraph. Find as many elements as possible nationalities and places and describe what strongest brews3 of black tea — with the largest doses 15 Fox writes, “Tea-making is the perfect displacement
on Fortune, then write a short description. Fortune did with his plants. 5 of molecules — are typically drunk by the working activity: whenever the English feel awkward6 or
class. The brew gets progressively weaker4 as one goes uncomfortable in a social situation (that is, almost all
2 In the second paragraph, pick out 4 Explain why Fortune was an early James up the social ladder. the time), they make tea.”
elements linked to travelling and disguise Bond (mission, disguise…). Milk and sweetener5 have their own codes. “Taking  Veronique Greenwood, www.bbc.com, June 3, 2016
and write a short paragraph about the
sugar in your tea is regarded by many as an infallible
conditions of Fortune’s journey. 1. each time 2. + 3. cup(s) of tea 4. less strong 5. sugar or
10 lower-class indicator: even one spoonful is a bit suspect aspartame 6. embarrassed
(unless you were born before about 1955); more than
E Tea time Vidéo

1 Draw the ladder in your notebook and complete it with the different social classes.
… …
lower middle class – upper class – working class –
1 Study the photographs and upper middle class
match “low tea” and “high tea” to …
the correct photograph. Justify 2 Pick out words connected to tea and match them to a social class. Explain Kate
your choice. Fox’s observation about the use of sugar and complete the ladder with the correct … …
2 Watch part one of the video amount of sugar.
and pick out three situations more than one spoonful – no sugar – more than two spoonfuls … …
where tea is drunk in everyday life.
3 You are a British person explaining the importance of tea to a foreign visitor. Be as
3 Watch part two of the video
specific as possible (ingredients, social role of tea, moments when it is drunk…).
and explain the difference between
low tea and high tea.
4 Prepare a short speech to
convince your teacher to organise Prepare your PAIR WORK Prepare and act out an interview with
an expert about the role of tea in British life.
project
1 2 an afternoon tea party.
Student A Ask questions about the origins and
You have 30 seconds to
the history of tea.
write as many elements as
Student B You are an expert on British tea. possible on high tea and
Answer the questions. You can use the following low tea or on the origins
words: afternoon tea, high tea, social ladder, of tea on a piece of paper.
finger sandwich: small cultural Then compare it with your
sandwich soothing: making sb feel calm British habits.
partner.
the British way of life uplifting: making sb feel better
a tea-drinking nation complete a mission Grammar Tip Précis p. 256
Causative verbs Too ls p. 20 unnoticed: undetected wear a disguise: wear a Don’t forget to use relative clauses
18 “Tea makes people feel better.” convivial costume to add information. 19
Cette vidéo traite des différents

rituels de consommation du thé.
14
1 How did tea become a part
SÉQUENCE
Photo d’ouverture p. 15
Tips
yy
Faire citer tous les symboles britanniques sur
la photo.
yy
Procéder à un brainstorming ou un travail en
binôme pour recenser l’ensemble des éléments
plus rapidement.
yy
Accorder du temps à chacun des groupes / binômes pour recenser tous les symboles
avant de procéder à une mise en commun. Celle-ci permettra de guider les élèves vers
le rôle central du thé dans la culture britannique et de comprendre l’importance de ces
symboles.
yy
Faire le lien avec certains des hashtags, comme #identity ou encore #mobility.
A Tea trade p. 16
Pédagogie différenciée Les élèves du Trail A vont être davantage guidés afin de comprendre le
sujet du texte grâce à des repérages. Les élèves du Trail B pourront aller plus dans les détails sans
avoir besoin d’aide.
Tips
yy
Anticiper à l’aide de l’image et du titre (émettre des hypothèses).
yy
Faire repérer les noms qui portent une majuscule et faire expliquer à quoi ils renvoient.
yy
Projeter une carte des routes du thé.
Trail A Trail B
1 Read the first paragraph. Find the drinks 1 Read the first paragraph. List the effects
the professor talks about. of drinking tea or coffee.
The professor talks about tea, alcohol and Tea and coffee were said to have the same
coffee. benefits. They were said to clear the head
and improve spirits. In other words, people
who drank tea were thought to think
clearly. Another advantage was that these
drinks did not have the negative effects
that alcoholic drinks had.
15
Trail A Trail B
2 Pick out the names of countries that 2 Explain the quote: “So, when demand for
produced coffee. Use the expression “little coffee rose, prices did, too.” (l. 8-9).
capacity” (l. 8) to explain why it was expen- The more coffee people needed, the higher
sive. the price was since they could not produce
The countries that produced coffee were more coffee. This is the law of supply and
Yemen and Eritrea. These countries had demand. In order to sell the product at a
little capacity to expand production which correct price they needed to control the
means that they could not produce / sell demand.
more coffee. Since they produced limited
quantities, coffee was more expensive.
3 Read from l. 10 to l. 15. List all the goods 3 Read the second paragraph. Explain the
traded from China. Explain why China was a advantage of the Chinese commerce system
great trading partner. and list the products traded.
The goods traded from China included The Chinese commerce system had many
tea, spices and silks. China was a great advantages at that time. It was so effective
trading partner because it had a sophisti- that it could respond to the rising demand.
cated trading system which could respond The Chinese traded tea, spices, silks and
to rising demand. In other words, they other goods.
could adapt very quickly to the Empire’s
trade requests.
4 Read from l. 15 to l. 22. Pick out adjec- 4 Explain the causes and the consequences
tives showing that Chinese commerce made of the success of the tea trade.
tea popular in Britain. Explain this popula- People were more and more interested in
rity. drinking and trading tea, consequently
good (position) – large – reliable - affor- companies had to ship tea in satisfying
dable (prices) quantities at affordable prices. Tea circu-
The companies could / were able to ship lated more easily and was becoming a key
/ send tea in large quantities on reliable commodity (/merchandise).
ships. Besides, the tea they sold was high
quality and it was not expensive / it was
cheap.
Meet Up! Using all the information you have gathered from the text, explain the
last paragraph.
Production possible
The last paragraph insists on how profitable this trade had become for Britain and the
central place it had in the world economy at the time. Lord Beckett’s line “It’s just good
business” sums up the fact that the tea trade with China enabled Britain to become
more and more powerful. The British Empire could expand its economic power all over
the world thanks to the success of the tea trade.
16
B Trading with China p. 17
Tips
yy
Faire travailler une partie de la classe sur le côté droit et une autre partie sur le côté
gauche.
yy
Encourager les élèves à commencer par décrire puis s’interroger sur la position des
personnages.
yy
Faire imaginer les pensées des personnages à l’issue de l’étude du document.
yy
Anticiper en réactivant le champ lexical descriptif des positions (sit, kneel, laid…).
yy
Ce document audio sera l’occasion d‘aborder le past perfect.
Audio
Script CD1 piste 02
At the beginning of the 19th century, Chi- the emperor was not interested. He explained
na was the only country where tea could be that they had everything they wanted and the
found. But there was a problem. China had re- British products were not needed. The British
duced trade with the West. As a consequence, were disappointed, but they found a solution
Britain sent a group of people to China and to their problem. They possessed something
asked the emperor to accept trading again. that the Chinese really loved. Opium. Opium
The British wanted the Chinese to accept their was not legal in China, but many people used
products in exchange for tea. They had tried it anyway. Approximately 12 million people
to show the Chinese emperor many goods in were addicted. The British grew opium and
order to persuade him to accept trading. But produced it in factories.
1 Describe the engraving. Imagine what is written in the letter in the middle of the
picture.
There are Chinese men wearing traditional clothes who look stern, severe, unhappy.
One man is sitting on a mattress on a low dais, he might be the emperor. He is smoking
a pipe and he looks scornful. Behind him, you can see two mandarins and a soldier
in armour carrying a sword. Some objects are lying on the floor: games, trinkets.
Some British men occupy the right part of the painting, one lord is kneeling down in
front of the emperor. He is showing presents / gifts which are placed at the empe-
ror’s feet. He is accompanied by other people who are prostrating themselves.
They seem to be asking for something. They look inferior. Maybe they want to ex-
change / to trade something.
2 Listen to the first sentence and explain what was special about China in the 19th
century.
China was important for Great Britain because it was the only country where tea
could be found at the beginning of the nineteenth century.
3 Listen to the whole recording and note down the problems encountered by the
British and the solution they found.
China had reduced / limited trade with the West. Therefore, Britain sent a delega-
tion / a group of people to ask and even to beg the emperor to accept trading again.
17
4 Write a short paragraph to sum up the tea trading problems between Great Britain
and China.
Production possible
The British needed tea, consequently they decided to trade with the only country
where it was grown, China. Yet, the Chinese emperor was not really interested
in trading with the West and did not care about the presents from Britain. So, the
British found a solution. As they knew that many Chinese people were addicted to
opium, they decided to trade opium against tea.
C A dangerous mission p. 17
Tips
yy
Faire émettre des hypothèses à partir du titre, pourquoi la mission était-elle dangereuse?
yy
Faire une recherche sur la East India Company si le document A n’a pas été travaillé.
Cette recherche est nécessaire pour la question 4.
E-workbook
• Fiche à imprimer hatier-clic.fr/lmu1001 • Corrigé hatier-clic.fr/lmu1000
Vidéo
Script DVD
This man Robert Fortune is said to be one Robert Fortune, his boldness and the dangers
of those who, in the nineteenth century, he braved, about his crime, often considered
contributed to make Great Britain the world’s as the first industrial theft in history, about the
greatest power. This discreet man, commis- trades he witnessed that were operated by
sioned by the honourable East India Com- the British Empire to ensure its monopoly.
pany, is said to have simply changed the world Robert Fortune was at the heart of an adven-
by stealing one of Imperial China’s most pre- ture that changed the world. Here is his story.
cious secrets. Many things were said about Here is his legend.
1 Watch the beginning of the video without the sound. Observe the environment
and the people. Guess where Robert Fortune is and what he is doing.
Robert Fortune is on a boat. He is probably sailing from Britain to China in order to
steal tea for his secret mission.
2 Watch the full video with the sound.

a. Check your guesses.
b. Focus on his appearance and explain the reasons for his transformation.
Robert Fortune travelled in his usual clothes, but once in China, he had to pass
himself off as a Chinese man, that’s why he had to wear traditional clothes.
18
3 Describe the role of Robert Fortune for the British Empire and show why he is a
legend.
Robert Fortune may be seen as the first industrial thief in history, yet he was an
extremely important figure in British history. He stole the secret of tea and enabled
Britain to use the recipe for what would become the most popular drink in Britain.
4 PAIR WORK One of you is Robert Fortune; the other works for the East India Com-
pany. Write your telegraphic exchanges during Fortune’s secret mission.
Suggérer aux élèves de s’inspirer du travail fait dans la séquence et de leurs acquis.
Accepter toute production cohérente.
Production possible
Eamon. Robert, did you get to Shanghai?
Robert. Yes, I have been in Shanghai for a few days.
Eamon. Fine, how is the project going?
Robert. I am leaving tomorrow for the North.
Eamon. Are you ok?
Robert. Yes, I’m dressed up as a Chinese man.
Eamon. Ok.
Robert. Don’t worry I hired two coolies to embark with me.
Eamon. Take care of yourself!
Robert. I am so excited to go on that mission, I’ll see you in two months.
Prepare your You are on a boat set to China to buy tea. Write an entry in your
diary explaining what you intend to do to come back to Britain with
project tons of tea.
−−Encourager les élèves à adopter la forme du journal intime : inclure
p. 17 une date et des éléments en lien avec les documents historiques étu-
diés sur la double-page.
−−Rappeler aux élèves d’écrire à la première personne du singulier.
−−Évoquer des éléments culturels connotés au contexte : vêtements,
nourriture…
Grille d’évaluation
19
D The tea spy Classe inversée p. 18
Classe inversée Le document en classe inversée sera étudié en amont de la classe à l’aide de la
fiche d’activité du E-workbook et ce afin de faciliter le travail en classe. En classe, la fiche d’activité
donne un guidage, ce qui favorise l’interaction orale pour revenir si besoin sur certains points ayant
posé des difficultés lors du repérage à la maison.
E-workbook
• Fiche de classe inversée hatier-clic.fr/lmu1002 • Corrigé hatier-clic.fr/lmu1000
Tips
yy
Anticiper le contenu à partir du titre du document.
yy
Faire lire le sous-titre et faire émettre des hypothèses aux élèves.
1 Focus on the introduction and the first paragraph. Find as many elements as pos-
sible on Fortune, then write a short description.
Robert Fortune was a Scottish botanist who was sent on a secret mission by the
East India Company to steal the secret of tea and bring back tea seeds. The British
thought that if they had seeds and if they mastered the tea-processing technique,
they would be able to grow tea.
2 In the second paragraph, pick out elements linked to travelling and disguise and
write a short paragraph about the conditions of Fortune’s journey.
Robert Fortune decided to travel from Shanghai to China’s green tea regions on
foot and on a sedan chair carried by two men. He also had to travel on a local boat
because the journey was long and perilous. He had to have his hair shaved and
attach a faux queue to pass himself off as a Chinese man. To top it off he had to
wear a traditional outfit to look like a noble man from a distant province.
3 In the last paragraph, pick out numbers, nationalities and places and describe what
Fortune did with his plants.
Fortune had managed to collect 13,000 plants and 10,000 seeds but due to the
weather – it was winter – he had to send them to the Indian Himalayas through
Hong Kong and Calcutta. He recruited experienced tea growers and producers in
order to grow tea in India. Eventually, he left Shanghai and went to Hong Kong.
4 Explain why Fortune was an early James Bond (mission, disguise…).
Production possible
Fortune could be compared to James Bond because both men have been on secret
missions in hard conditions. He went to a distant land with a highly different
culture. Both men have had to face life in fairly hostile places. Fortune had to adapt
and choose trustworthy people. Thus, we could say he was an early James Bond.
20
E
Vidéo
Tea time
p. 18
Tips
yy
Faire décrire les images afin d’anticiper le lexique qui sera retrouvé dans la vidéo.
yy
S’assurer que la différence entre high tea et low tea soit clairement perçue de la part
des élèves.
yy
Faire reformuler le contenu de la vidéo par quelques élèves pour s’assurer de la bonne
compréhension du document.
yy
Pour la vidéo en hatier-clic : Part one (du début à 0’49), Part two (1’50 à 3’07).
1 Study the photographs and match “low tea” and “high tea” to the correct photo-
graph. Justify your choice.
On the left, someone is pouring tea in a teacup. There is a cake platter on which we
can see little cakes, scones and pastries. On the right, some people are gathered
around a table. They are having tea with meat, vegetables. It looks like a complete
meal.
The picture on the left shows low tea, or afternoon tea.
The picture on the right shows high tea.
2 Watch part one of the video and pick out three situations where tea is drunk in
everyday life.
––When you gossip / talk with your friends.
––When you have a builder / a worker doing some work.
––When you feel sad / go through a personal drama.
3 Watch part two of the video and explain the difference between low tea and high
tea.
Low tea High tea

––served on low tables ––hot meal: meat pies, vegetables and
––1841 bread
––thanks to Anna Russell, the Duchess ––at the end of the day
of Bedford ––by factory workers during the Indus-
––tea pot + light snack trial Revolution
––became a social event / fashionable ––served on high tables
––Queen Victoria formalised afternoon ––meal = high tea in some parts of the
tea at Buckingham Palace UK
––at about 4
––finger sandwiches, scones, pastries
and homemade cakes
––cream tea is another version
21
4 Prepare a short speech to convince your teacher to organise an afternoon tea
party.
Production possible
We know how much you love British culture, so to celebrate Britain and its excep-
tional love for tea, we would like to organise an afternoon tea during one of our
classes. We would cook scones, pastries, bring jam and of course we will bring
a selection of tea! Don’t you think this would help us better understand British
culture? And you could show us the way people drink tea in Britain!
F One beverage for all p. 19
Tips
yy
Faire décrire les images (possibilité de diviser la classe en deux).
yy
Faire émerger les points communs et les différences.
yy
Associer certains mots du texte aux images.
1 Draw the ladder in your notebook and complete it with the different social classes.
De haut en bas : upper class 8 upper middle class 8 lower middle class 8 working
class.
2 Pick out words connected to tea and match them to a social class. Explain Kate
Fox’s observation about the use of sugar and complete the ladder with the correct
amount of sugar.
De haut en bas : no sugar 8 one spoonful / more than a spoonful 8 more than two
spoonful.
According to Kate Fox, there is a correlation between your social class and the
way you drink your tea. The more sugar you add, the lower you are on the social
ladder.
People who do not add sugar and who drink weaker brews of black tea are more
likely to belong to the upper classes.
3 You are a British person explaining the importance of tea to a foreign visitor. Be as
specific as possible (ingredients, social role of tea, moments when it is drunk…).
−− Encourager les élèves à reprendre avant tout la distinction entre low tea et high tea.
−− Les aspects mentionnés dans cette production dépendront des documents qui ont été
abordés dans la double-page.
−− On pourra, le cas échéant, inviter les élèves qui auront étudié des documents de la double-
page précédente à reprendre certaines informations plus historiques.
22
Prepare your PAIR WORK Prepare and act out an interview with an expert about
the role of tea in British life.
project STUDENT A Ask questions about the origins and the history of tea.
p. 19 STUDENT B You are an expert on British tea. Answer the questions.
You can use the following words: afternoon tea, high tea, social
ladder, British habits.
−−Renvoyer à la fiche méthode N°17 p. 294 permettra d’aider les élèves à
la réalisation de cette tâche.
−−Veiller à ce que les élèves ne se contentent pas de lire leurs notes et
qu’ils ou elles justifient leurs interventions.
−−Valoriser l’originalité : ajout de nouvelles informations, raconter une
anecdote, jouer le jeu du débat d’idées.
−−Possibilité de réaliser en tâche intermédiaire évaluée ou non (produc-
tion attendue : 1 minute 30).
Production possible
Where was tea discovered? When?
How did you become an expert on tea?
Are there many types of tea?
Where can we find the best tea?
How come the Brits drink so much tea?
To what extent is tea a social marker in the British society?
23
Too
in thels
Spotlight Corrigés
se ar
Practigra
yourmm
1 a. Robert Fortune didn’t understand 3 a. In the 1880s drinking tea had beco-
Chinese very well so he had them repeat me fashionable in the high society and it
their sentences. continued after that.
b. The East India Company made Robert b. The British did not try to talk to the
Fortune steal the secret of tea from Impe- Emperor because they had tried before.
rial China. c. Robert had already shaved his head
c. My mother had us prepare high tea for when he started working as a spy.
the guests. d. Juliet had visited / visited the best
d. The refusal by the Emperor made the tearooms in London in 2013, then she dis-
British look for another solution to get the covered a new one in 2017.
secret of tea. e. Yesterday I did not want another cup
of tea because I had already had two.
2 a. Some studies make Kate Fox think
that tea has its own codes. 4 a. When he arrived in India, Robert
b. Five trips to China made Robert Fortune Fortune had already stolen the secret
familiar with Chinese culture. of tea.
c. They had Fortune look like a Chinese b. The Chinese Emperor wished he had
man. accepted to trade with the British.
d. Opium made /makes people addicted c. By the time I got to the tea room, eve-
quite rapidly. ryone had left.
e. The British had Fortune go to China to
steal tea.
ve nciation
Impropro nu
your
Audio Audio
5 CD1 piste 04
6 CD1 piste 05
MP3 n° 03 /ɪ/ : fill, bit, kit, fit, lick, knit MP3 n° 04
/ɪ/ /aɪ/
/aɪ/ : file, bite, kite, fight, like, knight
scientific mind
instrument tired
finger Twinings
ship China
milk sign
drink disguised
24
Work owrniting skills
your
7 a. Britain is really a tea-drinking f. It was a laborious three-month trek
nation. southwest.
b. Robert Fortune was a great Ø nineteen- g. One thing’s for sure – the British Empire
th-century botanist. was very powerful.
c. Robert – where has he gone? Ø I would h. Bob and Jane like Ø tea very much.
like to meet him. i. A group of 10-year-old schoolboys
d. She might come to the Twining Museum visited the museum yesterday.
– you never know. j. Diana submitted a 6-page document.
e. The landscapes, the lifestyle, the tradi-
tions – this is what brought them to China.
Buyoild up
ur vocabulary
1 a. In the 18th century commercial 2 a. Robert Fortune was a spy who was
exchange between Britain and China wearing a disguise to go unnoticed.
developed and became essential as exotic b. Low tea is more sophisticated than
products were in great demand. high tea and is often served in the
b. The trading companies were in a situa- afternoon with cakes.
tion of monopoly and sent delegations to c. The people at the top of the social lad-
China to sign treaties and agreements. der did business with the Chinese.
c. In China the British East India Com- d. Many people think that tea is an
pany traded spices, silk, china, and tea. uplifting drink.
These products were bought by the people
of the upper class.
d. As the supply increased tea became
affordable.
25
Project #1 . 23 p
Prepare a tour of the Twinings Museum.
Mise en place
• Il est possible d’envisager un travail en groupes ou un travail individuel.
• Il faudra encourager les élèves à se servir des documents qui ont été étudiés en classe mais
également à ajouter des recherches personnelles sur des sites donc la fiabilité a été vérifiée.
• Les élèves pourront, s’ils ou elles le souhaitent, réaliser une vidéo de leur tâche finale ou bien
présenter leur travail en classe à l’aide d’un diaporama.
• Limiter la prise de note à une dizaine de mots pour favoriser l’improvisation.
z
Fiches de méthodologie N
°5 p. 276
N°11 p. 284
Project #2 . 23 p
Create a leaflet to introduce a new brand

of tea called “Heritage”.
Mise en place
• Ce projet peut être réalisé en groupes, en binômes ou seul·e.
• Encourager les élèves à illustrer leur brochure à l’aide de dessins ou de photos afin de per-
sonnaliser le travail. Il est également possible de travailler sur Word, Publisher ou encore sur
des logiciels en ligne.
• Attirer l’attention sur les temps à utiliser : le prétérit pour faire des références historiques si
les élèves le décident, par exemple.
• Faire réfléchir les élèves à l’objectif final d’un tel document : convaincre et donner envie de
déguster cette nouvelle marque de thé.
• Les élèves peuvent partir du mot heritage pour créer leur document. Ils ou elles peuvent sou-
ligner l’aspect noble du thé sous l’angle de la tradition ou au contraire le remettre aux goûts du
jour en mentionnant les nouveaux thés.
• Leur rappeler qu’ils ou elles peuvent conter les aventures et mystères qui entourent l’histoire
et les apports du thé.
z
°12 p. 286
N°20 p. 300
26
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression orale en continu – Prepare a tour

Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, il y a très peu de références L’aspect historique choisi est pertinent. Je reprends L’aspect historique ou sociologique est représentatif
à l’histoire du thé. des choses vues et ajoute des petites variantes et de l’histoire du thé.
mon point de vue personnel.
0-1 2-3 4
Pragmatique et Communication faussée par une utilisation exclusive Une utilisation modérée des notes. Communication Des qualités communicatives mises en avant dans
socio-linguistique des notes. Beaucoup de silences et de faux démar- adaptée mais peu structurée. un exposé clair et structuré. Utilisation adaptée des
rages. notes.
0-1 2-3 4
Phonétique Prononciation correcte de mots isolés. L’ensemble du discours est compréhensible. Il y a De rares erreurs de prononciation, mais il y a un bon
Discours difficilement intelligible car la prononciation quelques erreurs de prononciation qui ne gênent effort au niveau de l’intonation et de l’articulation.
fausse le sens. pas à la compréhension. Résultat proche de l’authentique.
0-1 2-3 4
Grammaire Les phrases sont très simples. Il y a des erreurs de Les phrases sont simples et courtes. La syntaxe est Les phrases sont plus longues et correctes avec peu
grammaire (verbe manquant...) ou de syntaxe (ordre respectée et les structures travaillées réutilisées d’erreurs de grammaire. Les éléments vus dans cette
des mots...). même avec maladresse. séquence sont réutilisés avec habileté.
0-1 2-3 4
Lexique Les mots de vocabulaire sont très simples. Le vocabulaire est simple mais plus riche avec une Vocabulaire précis relatif aux champs lexicaux
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. étudiés (le thé, les classes sociales).
français).
0-1 2-3 4
Total : ��/20
© Hatier 2019 - Fiche photocopiable.
27
28
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression écrite en continu – Create a leaflet

Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, il y a très peu de références L’aspect historique et / ou sociologique choisi est L’aspect historique ou sociologique est représentatif
à l’histoire du thé ou aux ingrédients qui l’accom- pertinent. de l’histoire du thé.
pagnent.
0-1 2-3 4-5
Pragmatique et Ma brochure est peu claire et organisée. Mes Ma brochure est claire. J’utilise quelques mots de Ma brochure est bien organisée. Mon discours est
socio-linguistique phrases sont très simples. liaison, mes phrases sont construites. structuré.
0-1 2-3 4-5
0-1 2-3 4-5
Lexique Les mots de vocabulaire sont très simples. Le vocabulaire est simple mais plus riche avec une Vocabulaire précis relatif aux champs lexicaux étu-
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. diés (le thé, les classes sociales).
français).
0-1 2-3 4-5
Total : ��/20
RECAP
AXE 1 Identities and exchanges
1 How did tea become a part E-workbook
SÉQUENCE
of British identity? Bilan à compléter

Documents du manuel Vos recherches Réponse à la question

#mobility Documents C et D In the 1850s the botanist Robert
How did the British Fortune was sent on a secret
steal tea from the mission to bring tea seeds on
Chinese? land that was part of the British
Empire.
He stole some tea seeds and
became the first industrial thief
in history.
He had to bring tea to India going
through Hong Kong and Calcutta.
#mobility Documents A, C et D At the time Britain already traded
What part has spices, silk and exotic goods with
tea played in the China.
economy of Great The demand for tea increased
Britain? and China was the only country
How did the British where tea could be found at the
consumption of tea time. So the British developed
favour the world their trade with China to buy
economy? more tea at a lesser cost. The
British economy became the
strongest in the world.
#identity Documents E et F Tea is very important in Great Bri-
What importance tain, it is part of people’s identity.
does tea have in Some researcher have also
Great Britain? shown how your social class can
define your tea consumption.
Tea is an important part of
people’s social life.
#social Documents E et F There are differents occasions
groups and ways to drink tea according
to the situation or the moment of
What role does tea
the day (high tea, low tea).
have in British social
Everyone drinks tea, whatever
life?
their social class, but with varia-
How can it be a mar-
tions. The fact that you use more
ker of social class?
and less sugar, if you take milk or
not, can be an indicator of your
social class.
#hospitality Documents E et F Tea is part of British politeness
How is tea part of and social conventions, if you
British hospitality? have somebody (friend, builder…)
What does offering a coming at your house it would be
cup of tea mean? rude not to offer a cup of tea.
29
SYNTHÈSE
How is tea linked to British history?
Tea is traditionally associated with the British and yet the connection has not always
been obvious. Although it is the beverage one drinks when they have a quiet time with
friends, the history of tea trade has been far from peaceful. Indeed, the British had to
resort to many tricks to get hold of it and grow it in one of their colonies.
Tea was introduced to the British aristocratic elites in the second half of the 17th cen-
tury. At the time it was a precious and rare commodity drunk only by the rich. As the
British continued to import more and more tea throughout the eighteenth century, tea
slowly went from a respectable commodity consumed by the upper classes in domes-
tic rituals to an absolute necessity in the British diet, even among the poor working
classes.
How has it become a synonym of Britishness?

Tea has become a synonym of Britishness insofar as all the layers of society consume
it. From the lower class to the upper class, everyone drinks tea. It transcends the notion
of social class. Besides the British tend to drink tea on any occasion.
30
BAC in sight Corrigé p. 34-35
ÉPREUVE 1 E3C1
COMPRÉHENSION ORALE
Audio The Tea Thieves: How A Drink Shaped An Empire, NPR, March 28, 2010
CD1 piste 13
Script
Guy Raz. So basically, you had this system Sarah Rose. Robert Fortune was a botanist, a
where Britain was shipping opium to China. horticulturalist, at a time when botany and the
China was shipping tea back. Why did Britain natural sciences were on the ascent in Britain.
feel like it had to get into the tea business? A great deal of them had university educations
Sarah Rose. The Chinese emperor hated that and were trained as doctors.
opium was the medium of exchange because Robert Fortune was Scottish but grew up
a nation of drug addicts was being created. So, quite poor, and so he kind of worked his way
the emperor confiscated all the opium, des- through the ranks of professional botany, lear-
troyed it all. England sent warships. At the end ning with hands-on training instead of book
of the day, they realised that if they were going training.
to keep pace with the British tea consumption Guy Raz. And by the time he reaches his early
and not deal with the Chinese, they had to 30s, he goes on a trip to China. This is around
own it for themselves. 1845. It’s a two-year trip, just in search of
Guy Raz. This is where Robert Fortune comes plants. You talk about how he then publishes
in, and he is the one who sort of guides the a travelogue of his adventures, where he sort
narrative here. Tell us who Robert Fortune of fights off pirates, and it kind of captures the
was. imagination of Victorian society.
31
Le·la candidat·e n’a repéré que des mots isolés mais sans établir de liens.
On parle :
A1-
−−de la Chine, −−du thé.
−−d’un homme / de Robert Fortune,
4
Relevé de mots isolés / amorce de compréhension et de mise en relation des idées
les plus simples.
Il s’agit d’un documentaire.
A1
On y parle :
−−de la Chine, −−de Robert Fortune, −−de 1845 / du XIXe siècle.
−−d’un homme, −−du thé,
8
Relevé d’infos incomplet / compréhension lacunaire / partielle.
Il s’agit d’un documentaire sur le commerce du thé.
Au moins deux éléments :

−−Le commerce entre la Chine et l’Angleterre. −−Guerre de l’opium.
−−Le transport du thé.
A2
−−L’empereur de Chine. −−Robert Fortune. −−C’est un botaniste écossais.

−−De l’opium a été échangé contre du thé. −−L’empereur a détruit l‘opium.
−− Le thé était une denrée demandée / rare.
14
Le·la candidat·e a compris et a mis en relation. Le·la candidat·e a compris les éléments et
arrive à donner certains détails et à rendre compte du point de vue.
Il s’agit d’un documentaire sur le commerce du thé entre l’Angleterre et la Chine au XIXe siècle.
Au moins quatre éléments :

−−Les anglais échangeaient du thé contre l’opium.
−−L’empereur ne voulait pas de l’opium.
−−Car c’était un poison pour son peuple.
B1 −−Les Chinois·es étaient devenu·e·s accrocs à l’opium.
> −−L’empereur a confisqué et brûlé l’opium.
B2 −−Les anglais le livraient par cargaisons.
Au moins trois éléments :
−−Robert Fortune un botaniste écossais.
−−Issu d’un milieu modeste.
−−En 1845 il a fait un voyage de deux ans en Chine.
−−Il a écrit un vrai roman d’aventure.
−−Il a combattu des pirates.
−−Il a séduit et captivé la société victorienne. 20
EXPRESSION ÉCRITE

Voir grille d’évaluation p. 35.
32
BAC in sight
ÉPREUVE 2 E3C2
EXPRESSION ÉCRITE

COMPRÉHENSION ÉCRITE
Maev Kennedy, The oldest tea in Britain, The Guardian, May 26, 2015
SUJET 1 Vous rendrez compte en anglais du document.
A1- −−The text deals with tea in Britain. −−It talks about a museum / a box.
4
les plus simples.
−−The text deals with tea in Britain
A1 Au moins deux éléments :
−−A box was found. −−It is 300 years old.
−−In a museum. −−The box contained tea.
−−By researchers. −−Tea was expensive / exotic / wild.
8

−−The text is about the oldest tea in Britain. −−By university researchers.
−−It was found in a box. −−James Cunninghame was a plant hunter.
−−In the Natural History Museum. −−The box of tea was discovered by accident.
A2 −−In London. −−It is 300 years old.

−−Tea was a wild plant. −−Tea came from China / India.
−−Tea was considered an exotic drink. −−Tea became Britain’s national drink.
−−It was very expensive.
14
Au moins deux éléments (topic of the article) :

−−The oldest tea in Britain.
−−Box found 300 years later;
−−in the Natural History Museum in London.
B1 −−The tea was in a box (neatly) labelled “a sort of tea from China”.
>
Au moins deux éléments (details of the story) :
B2
−−Researchers found the box of tea.
−−When doing research for a book on tea.
−−It was brought by James Cunninghame.
−−In the 17th century / it is 300 years old.
−−He was a plant hunter.
−−In the province of Fuyan or on the island of Chusa.
33
Au moins deux éléments (tea at the time) :
−−Farmers boiled the leaves in water.
−−Tea was a wild plant.
−−Tea was considered an exotic drink.
−−It smelled like hay.
−−Writers got interested.
−−Tea was considered a medicine / a symbol of temperance.
B1
> Au moins deux éléments (cost and effects of the tea trade) :
B2 −−It was very expensive first as only the rich could buy it.
−−It became popular in the 19th century.
−−China (porcelain) cups and teapots were invented to drink the precious tea.
−−Hans Sloane introduced coffee and chocolate.
−−The East India Company imported tea from China.
−−Later, tea came from Indian plantations controlled by the English.
−−To avoid negotiating with China.
−−Tea became national drink. 20
SUJET 2 (Toute réponse cohérente.) 10 points
1 Indicate the nature and the main topic of the document.

The text is a newspaper article from The Guardian about the discovery of the oldest tea in Britain and about
the history of tea within the British society.
2 Say what led to the discovery of the oldest tea.

Some researchers found a box in the Natural History Museum as they were doing some research on tea to
write a new book.
3 Explain why tea was an expensive drink before the 19th century?
Tea was an expensive drink because it came from China and it cost a lot to trade it and transport it.
Furthermore, in the 19th century, tea was considered “a fabulous rarity” costing “between 6 and 60 shilling a
pound”. That represented 10 times the price of the best coffee.
4 What was the author’s intention when writing this article?

The journalist’s intention was to show that tea is a significant element in the evolution of British society. Her
point is to show that James Cunninghame had found a fabulous thing: tea. Secondly, she wants to demons-
trate that this discovery had an effect on the evolution of British society as tea became part of British culture.
The British had to roam the sea to transfer the precious cargo to England and this helped Britain build their
maritime domination as tea had become a valuable asset.
34
EXPRESSION ÉCRITE E3C1 + E3C2
BAC in sight ÉPREUVE 1 OU 2
Contenu / Réalisation Cohérence de la
LV1 LV2 LV1 LV2 Correction de la langue LV1 LV2 Richesse de la langue LV1 LV2
de la / des tâche(s) construction du discours
Satisfaisante quant au contenu 5 Point de vue clair, discours 5 Bonne maîtrise des structures 5 Gamme suffisamment large 5
et l’intelligibilité, naturellement étayé par des simples et courantes, de mots et expressions pour
éléments pertinents. varier les formulations,
Touche personnelle et/ou réfé- MÊME SI des erreurs sur les MÊME SI quelques lacunes ou
rence pertinente à des notions structures complexes qui ne confusions.
culturelles. conduisent à aucun
malentendu.
Intelligible et suffisamment 4 5 Effort soutenu d’articulation 4 5 Assez bonne maîtrise des 4 5 Gamme suffisante de mots 4 5
développée, dans le discours. structures simples et cou- et expressions pour pouvoir
rantes, développer,
MÊME SI sans originalité et / MÊME SI exemples et argu- MÊME SI quelques erreurs sur MÊME SI utilisation fréquente
ou absence de connaissances ments sont introduits de façon les structures simples qui ne de périphrases, de répétitions
culturelles. maladroite. gênent pas la compréhension. ou de mots incorrects.
Production immédiatement 3 4 Mots et structures pour la 3 4
compréhensible, plupart adaptés à l’intention de
communication,
MÊME SI fréquence des MAIS limités, ce qui réduit les
erreurs sur des structures possibilités de développement.
simples ou courantes.
Correspond à un début de trai- 2 3 Point de vue perceptible, 2 3 Production globalement com- 2 3 Vocabulaire pauvre, nombre 2 3
tement de toutes les tâches, préhensible, important de périphrases,
incorrections, répétitions,
MAIS développements trop MÊME SI l’agencement du MAIS les erreurs se multiplient, MÊME SI le discours reste
limités ou très maladroits discours relève plus de la juxta au point de rendre la lecture intelligible.
(lecture qui requiert un effort). position que de la logique. peu aisée.
Partielle (une tâche non traitée) 0 1 Point de vue difficile à 0 1 Production pratiquement 0 1 Vocabulaire très pauvre. 0 1
ou pas de véritable tentative percevoir. inintelligible. Discours pratiquement inintel-
de réponse. Pas de cohérence. Erreurs très nombreuses. ligible.
Exercice non réalisé. 0 0 0 0 0 0 0 0
5 points 5 points 5 points 5 points
35
SÉQUENCE
2 How can jazz bring people

together?
Objectifs Projets
culturels : le jazz, la culture afro-américaine, la pein-
ture, les villes industrielles, les divertissements, la guerre
Write the first paragraph of an
ad for a one-week trip to New Or-
pragmatique : présenter des faits historiques
33 leans and Chicago, the cities of jazz!
Imagine the short speech
sociolinguistiques : poser des questions d’un
33 given by a jazz musician before the
niveau adapté à son auditoire, apporter des informations concert for a charity event. He or she
susceptibles d’intéresser son auditoire explains how it can help people.
citoyen : mobiliser autour d’une cause caritative ou

33
humanitaire
Projets finaux :
méthodologiques : faire une recherche internet
33 During your summer trip to
(p. 276), expression écrite (p. 300) New Orleans, you went to an exhibi-
tion on jazz. Make a presentation to
the class.
linguistiques :
33
Grammaire : le gérondif, le pluriel des noms Prepare a quiz show about
Phonologie : les sons /dʒ/ et /tʃ/ jazz! In pairs, write 10 questions. In
class, mix all the flash cards and start
Écriture : l’orthographe américaine
playing.
Lexique : la musique, les sentiments
Pick
Document A ou B Document A ou B
Document C (Modélisant) Document G

Classe inversée
Prepare
your project p. 25 Prepare
your project p. 27
Document E TRAILS
Document E ou F
Project #1
Project #2
36
Ce texte présente les origines et

les premières mutations du jazz à
la Nouvelle-Orléans, ainsi que les Cette interview atypique dévoile
relations (d’interaction culturelle la fascination qu’exerce toujours
et de pouvoir) qu’ont tissées les le jazz ainsi que le magnétisme
diverses populations à la fondation immuable de la Nouvelle-Orléans
de la ville. elle-même.
2
SÉQUENCE 2
How can jazz bring people

SÉQUENCE
B City of jazz Vidéo

together?
1 Introduce Tim Curran and his two passions. 3 Define the historical importance of Congo
Square for Ben Jaffe.
2 Use the following words from the video
to show Ben Jaffe’s love for jazz. 4 Tim Curran writes about his trip to New
Orleans on his band’s blog. Imagine his short text.
DNA – share – connect – music
A How jazz was born

C Painting jazz
Audio E-workbook
CD1 piste 07 Fiche à imprimer
Congo Square is an open square located in Louis Armstrong hatier-clic.fr/lmu1007
Park in New Orleans, Louisiana.

Congo Square is one of the most hallowed1 sites in American
1 Find information about
music history. This area, once a grassy commons behind the
Motley, the importance of music
5 original city rampart (now Rampart Street), was one of several in Chicago and the origin of its
gathering places for enslaved people from Africa and their new inhabitants.
descendants. In the 1700s, under French and Spanish colonial
rule, slaves were permitted to buy and sell goods on Sundays. 2 List the activities African
They also played African-style musical instruments and per- Americans did in Chicago.
10 formed dances that originated from their native homes. After 3 Pick out the words used by
New Orleans became part of the United States in the early the professor to describe Motley’s
1800s, a city ordinance2 limited gatherings of slaves to this work at the end of the recording.
spot, and only until sunset. Still, the weekly ritual sustained Use them to describe Nightlife.
a continuum of African culture in the New World, with pro-
15 found implications for the future of music. 4 Explain how Motley managed
to capture the Jazz Age in his
The African and Caribbean cultural expressions that thrived3
paintings.
there sowed the seeds4 of New Orleans’ jazz, second-line5, and
Mardi Gras Indian6 traditions. Participants came from differ-  Statue of Buddy Bolden, Louis Armstrong Park,
New Orleans, Louisiana
ent African nations, and played a variety of styles of music.  Archibald Motley, Nightlife, 1943
20 The spectacle of hundreds of people drumming and dancing the Bamboula and the Calinda attracted all kinds of
visitors, from domestic workers and free people of color to curious outsiders likely including composer Louis Moreau
D I love jazz

Gottschalk. Music and dance here served vital functions: they were a spiritual practice and a form of resistance, which Audio E-workbook
made them a threat to the American racial order. As a result, the gatherings were shut down for good in 1851. hatier-clic.fr/lmu1008
 acloserwalknola.com
1. venerated 2. rule 3. prospered 4. started 1 Spot words explaining why Louis Armstrong
5. brass instrument parade 6. African Americans participating in the Mardi Gras carnival parade
and other people loved jazz.
Culture Tip
2 Pick out words related to the origins and At the beginning of the
1 Look at the photo. Imagine why the statue was placed in this park.
evolution of jazz. 20th century, African
Culture Tip Americans left the south
2 Read the text and spot the different groups of people who used to
Charles Joseph “Buddy” 3 Define how jazz makes people feel, because of segregation
come to Congo Square. and poverty.
Bolden was the biggest according to Louis Armstrong.
cornetist in New Orleans They moved to cities like
3 Explain the role of music and dance in the 1800s in Congo Square. New York and Chicago,
around 1900. He developed a 4 Explain what this song is about to making jazz fashionable in northern states.
New Orleans style of music
4 The New Orleans tourist office is going to put a memorial plaque at the a classmate, in French or in English. Louis Armstrong was born in New Orleans but he joined
called “jass”, which later
entrance of Congo Square. Write a short text about the history of the place. became “jazz”. a band in Chicago in 1922 and later moved to New York.
Prepare your Write the first paragraph of an ad for a one-week

trip to New Orleans and Chicago, the cities of jazz!
band: orchestra
brass instruments: trumpet,
trombone, cornet
venue /venjuː/: concert hall
trend: fashion
entertaining: enjoyable
project Grammar Tip Précis p. 231 Look at Motley’s painting for
ten seconds, then close your
The gerund Too ls p. 28 drums: percussion perform: sing / play on stage
Use superlatives to show how amazing
this trip is. book. List as many words as
“The spectacle of hundreds of beat: rhythm /rɪðəm/ praise: compliment you can in 30 seconds.
people drumming and dancing track: tune, song clap (hands): applaud
the Bamboula and the Calinda gig: concert have a good time: enjoy oneself
24 attracted all kinds of visitors” jam session: improvised concert on stage: in front of an audience 25
Le début de ce documentaire court Chanson qui décrit les sentiments

se penche sur Archibald Motley, que le jazz inspire, les souvenirs
peintre qui a su capturer l’esprit du qu’il suscite et l’atmosphère qu’il
jazz, notamment à Chicago ; l’essor crée. Elle montre l’adhésion rapide
économique et social de la ville à ce phénomène culturel ainsi que
s’est accompagné d’une renais- son ancrage quasi-immédiat dans
sance culturelle. la culture musicale des États-Unis.
37
Documentaire sur Londres et la À travers ce texte, on découvre
mode du jazz pendant la Seconde comment une ville dévastée par un
Guerre Mondiale (le Blitz), l’ébulli- ouragan renaît grâce à la musique
tion culturelle que son expansion et à la ténacité de sa communauté
a engendré malgré le climat de artistique, capable d’insuffler de
tension permanent. l’énergie et de l’espoir.
How can jazz bring people together? SÉQUENCE 2
E Dancing the Blitz away Vidéo

hatier-clic.fr/lmu1009 G A revival through jazz Classe inversée
Pédagogie différenciée TRAIL A TRAIL B ‘Tremé Was Empty’: How Musicians Are Helping New Orleans Heal From Katrina
1 Explain how successful jazz was in 1 Explain the historical context and pick out No matter where you’ve heard about it, New Orleanians 35 As we talked in Club Soul, Jones explained the role
London during the Second World War. words showing people enjoyed jazz at the time. consider Tremé a multicultural epicenter of a city that music played in healing4 the city in the aftermath
known for its rich musical heritage. Its famed Congo of the storm.
2 Name two types of places where people 2 Create a mind map to draw links between jazz,
Square, now a large park, is where slaves once gath- “Music did [help rebuild the city] in a way, it really
could listen to jazz. Café de Paris and the BBC.
5 ered to socialize, sell goods, and dance. It’s the site of did,” he said. “Music relieved the pain, it kinda eased
3 Read the Culture Tip. Explain why the 3 Say how jazz helped people cope and survive funeral marches, parades, and infamous second lines. 40 their mind a little bit. They’d come out to the club,
word “escape” is used twice in the video. during the war. It’s home to the Mardi Gras Indians, who dance in the listen to music, and talk about what happened — the
Culture Tip streets in beautiful, flamboyant costumes every year. hurricane, what they went through.” To this day, the
Meet up! In a secondhand shop, you find an old postcard. The sender The Blitz refers to the But on August 29, 2005, the beloved
wrote about life in London during the Second World War but also about new nighttime bombing raids 10 neighborhood was flooded1 like the rest
music trends. Imagine his or her text. against London and of the city, and the vibrant neighbor-
other major British cities
led by Nazi Germany
hood was left in shambles. The physical
during World War II. The destruction caused by the storm was
raids destroyed houses, devastating, and the absence of musicians
F Keep swinging despite the bombing! factories as well as infra-
structures and caused
heavy civilian casualties.
15 meant the pulse and soul of the city was
gone. Ten years after the mass exodus, the
music scene in Tremé and the rest of New
In 1940, Adelaide embarked on a concert tour that it was too dangerous. Outside everything was burning. Orleans is trying to find its footing.
brought her to South London. On the evening of So, we just carried on and I managed to get the audi- Benny Jones, the creator and bandleader
Monday, August 26, just days before the official start of 20 ence to join in many of the songs.” 20 of the Treme Brass Band, was born in the
the Blitz, she topped the bill1 at Lewisham Hippodrome On the night of August 26-27, for four hours, with vivacious community 72 years ago. Over
with her piano accompanist Gerry Moore. bombs exploding outside the Lewisham Hippodrome,  Residents of the 9th Ward neighbourhood and Treme Brass Band honouring
5 the years, he’s carried on a longstanding the victims of Hurricane Katrina, New Orleans, Louisiana, May 29, 2006
In the middle of her act, the air raid siren sounded, Adelaide helped to entertain2 the nervous audience brass band tradition, and the people of
but most of the audience remained seated. When the until the all-clear3 sounded at 3.45am. Tremé consider him and the band a cherished symbol music is inspired by the storm. “[Each] musician has
raid started everyone in the theatre could hear the 25 Later that day, Gerry Moore commented that his 25 of the community’s musical legacy. […] a different story to tell about Katrina. They relive what
screaming bombs falling and exploding, and the fingers ached4 so much from playing that he could After the Category 5 hurricane hit the city back in 45 happened to their families. My story was about how I
10 bursts of anti-aircraft machine gun fire. hardly move his hands. 2005 — displacing 1 million people in the Gulf, kill- left, how my house was damaged and I had to take my
Though the building was strongly constructed, the Though Adelaide could barely speak, in defiant mood ing 1,833, and decimating 80 percent of New Orleans, family way out.”
sound of exploding bombs close by was clearly felt in she returned to the stage of the Hippodrome the alone — musicians were among those forced to flee2 The recovery process has been a long one, and the city
the auditorium. 30 following evening to perform her act as scheduled. 30 the city. […] still has a long way to go before it’s back to what it once
Adelaide encouraged the nervous audience to join  South London Memories – Jazz singer Adelaide Hall sang It took about a year for the Treme Brass Band to get 50 was — for musicians and non-musicians alike.
15 her in some community song numbers and she later as bombs fell, South London Press, July 3, 2018 up and running again, Jones says, and it no longer had  Carimah Townes, ThinkProgress.org, August 26, 2015
recalled: “We — the performers and the audience — 1. was the star 2. sing for and distract 3. end of warning standing gigs3 like it used to. “When we [came] back to
1. submerged 2. escape 3. concerts 4. helping get better
were told that no one could leave the theatre because 4. hurt the city, a bunch of the clubs were closed down.” […]
1 Pick out words describing the atmosphere 3 Explain what the last sentence of the text E-workbook 2 Explain what part musicians played after
inside the Hippodrome and the events that shows about Adelaide and the pianist. Classe inversée Hurricane Katrina. Use the photo to prove your
happened outside that night. hatier-clic.fr/lmu1010
point.
4 The following morning, a journalist on the
2 Explain what the performers did to radio relates what happened at the concert at the 1 Pick out words describing the city, groups 3 PAIR WORK After a charity event, Benny
comfort the audience. Hippodrome. Act out the report. of people and music. Link your findings to Jones is interviewed about the role of musicians
the consequences of Hurricane Katrina. after the hurricane. Act out the interview.
bombing: air raid injured, wounded: hurt

Prepare your Imagine the short speech given by a jazz musician
before the concert for a charity event. He or she
casualties: victims
(physical) pain: suffering
grief: sorrow: (emotional) pain
carefree ≠ anxious
cope: deal with problems
recover: get better, improve
project explains how it can help people.
In pairs, list three positive
Grammar Tip Précis p. 257 things music and musicians can
hardship: difficulty feel relieved: reassured do to bring people together.
Plural nouns Too ls p. 28 relief: aid comfort: reassure You can use in order to ou so as to + V
to explain your goal.
“the absence of musicians” funding: financing cheer sb up: make sb happy
26 “their families” donations: gifts look forward to V-ing 27
Ce texte raconte comment un

concert de jazz a permis aux
Londonien·ne·s d’oublier les bom-
bardements pendant la Seconde
Guerre Mondiale, et évoque le rôle
joué par certain·e·s artistes.
38
2
SÉQUENCE
How can jazz bring people together?
Tips
yy
Faire repérer la diversité (des couleurs,
des costumes) et l’esprit de cet événement.
yy
Mettre en exergue la présence de la foule,
l’abondance et le mélange entre les musiciens
et la foule (à mettre en résonnance avec
le hashtag #sharing).
yy
Souligner la composition (et la perspective) : la place des musiciens (faire nommer
les instruments caractéristiques du jazz dont ils jouent) et la présence de
spectateurs·rices (et faire remarquer le caractère à la fois improvisé et organisé
de l’événement).
A How jazz was born p. 24
Tips
yy
Effectuer un brainstorming : in your opinion, where was jazz born? Where did it come from?
yy
Les productions des élèves pourront servir à la trace écrite.
yy
La réflexion peut aussi s’orienter vers ce qui, pour les élèves, symbolise le mieux le jazz
(un musicien, un instrument, un style de vie...).
yy
Ce texte pourra servir à aborder le gérondif.
1 Look at the photo. Imagine why the statue was placed in this park.
The statue must have been placed in this park to celebrate / pay tribute to a gifted
musician / pioneer who was probably born in New Orleans or else who played jazz
there, in the heyday /golden age of jazz. The motions of the statue show how pas-
sionate musicians can be when playing / performing. But it is also very colourful
(unlike many statues), probably to symbolise how much colour and life jazz brings
into people’s lives. There is a plaque at the feet of the statue.
2 Read the text and spot the different groups of people who used to come to Congo
Square.
––Enslaved people and their descendants who gathered there.
––Some played music (drumming…) and performed dances.
––Audiences : domestic workers, free people of colour and curious outsiders.
39
3 Explain the role of music and dance in the 1800s in Congo Square.  
Music and dance were a form of spiritual practice and a form of resistance for Afri-
can Americans at the time. It probably helped them to:
––cope with their daily lives / struggles, especially enslaved people;
––share their heritage and remember the culture of their homeland;
––relax / kick back / unwind because all week they had to toil / work hard.
4 The New Orleans tourist office is going to put a memorial plaque at the entrance of
Congo Square. Write a short text about the history of the place.
Production possible
Congo Square was the first spot / place where enslaved Africans and free people
were allowed to gather / congregate / meet on Sundays. This provided a haven for
them to play the music they were familiar with / they enjoyed. It reminded them of
their roots in a continent that was thousands of miles away.
B
Vidéo
City of jazz
p. 25
Tips
yy
Constituer un brainstorming sur Congo Square et la Nouvelle-Orléans (si le document
A n’a pas été traité).
yy
S’appuyer sur la photo de la page d’ouverture, celle de la statue de Buddy Bolden p. 24
ainsi que le Culture Tip.
yy
La vidéo est à visionner jusqu’à 1’50’’.
1 Introduce Tim Curran and his two passions.

Tim Curran is both an accomplished athlete and a music enthusiast. Tim Curran
has been hooked to surfing since the age of 7. Also he used to play the guitar in his
hotel room when he did surfing competitions.
2 Use the following words from the video to show Ben Jaffe’s love for jazz.
DNA – share – connect – music
In his view, jazz is part of the DNA of the city because its history and the emer-
gence of jazz are closely intertwined. This music is the best way to connect
people, they feel a natural bond. Also, jazz is about sharing your passion with
other musicians as well as audiences.
3 Define the historical importance of Congo Square for Ben Jaffe.

To him, it embodies the spirit / DNA / essence of New Orleans as the birthplace of
jazz. It encapsulates the freedom that enslaved Africans experienced when sharing
their culture. It is a tribute to the famous artists who performed here and inspired
future generations.
40
4 Tim Curran writes on his band’s blog about his trip to New Orleans. Imagine his
short text.
Production possible
This trip was incredible / unbelievable as Ben kindly took me on a tour of the city’s
landmarks. Every single spot oozes charm and nostalgia. Ben showed me Congo
Square, where plenty of budding musicians first played. Preservation Hall is a
unique stage for jam sessions. The audience is really exhilarating. I had never met
so many talented / gifted musicians before. Also, they were really keen on playing
and performing with me.
C Painting jazz p. 25
Tips
yy
Proposer de travailler en groupe et fractionner le tableau en deux moitiés (gauche /
droite). Mettre en exergue les differences entre ces deux espaces.
yy
Faire repérer les couleurs, les mouvements, les expressions des personnages. Quels
effets souhaite produire Motley ?
yy
Mettre en lumière la façon dont les personnes sont en contact (les bras dans tous les
sens, l’impression de contact, etc).
E-workbook
Audio
Script CD1 piste 07
Archibald Motley was born in New Orleans, a place where black businesses are thriving,
Louisiana, in 1891 and by the age of five, the and black churches are alive, and people are
family has moved to Chicago. enjoying just literally being in the streets of
And Chicago, in the early 20th century, was an 35th and State. And he looks at that as a sub-
incredibly exciting place. It was a place where ject matter but more than just documenting
the city is burgeoning and growing by leaps what’s going on on the streets of Chicago, he’s
and bounds. And African Americans are mo- infusing some other things. He’s a modern
ving there by the droves from Mississippi, and painter. So he’s thinking about colour, he’s
Alabama, and New Orleans, Louisiana. It was a thinking about interesting compositions, he’s
time where the jazz scene is in full steam with thinking about distortion and exaggeration
musicians and dancers and performers. It’s and elaboration in visual terms.
1 Find information about Motley, the importance of music in Chicago and the origin
of its new inhabitants.
Motley was born in New Orleans but his family moved to Chicago when he was a
child. Most people moving to Chicago at the time came from Mississippi, Alabama
and Louisiana – the South.
41
2 List the activities African Americans did in Chicago.
Lots of people who flocked to Chicago were either musicians, dancers or perfor-
mers.
Also, black businesses were thriving / doing really well / burgeoning as the city
expanded.
But also, people enjoyed spending time in the streets / presumably because they
felt freer than in the segregated South they came from.
3 Pick out the words used by the professor to describe Motley’s work at the end of
the recording. Use them to describe Nightlife.
composition – distortion – exaggeration – elaboration
––composition and elaboration: one half of the picture is less crowded, people are
sat and seem to be talking and drinking quietly. On the right hand-side, everyone
is dancing in every way; it is much more chaotic.
––distortion: the legs and arms of the crowd look out of proportion, some of them
seem gigantic. They give the impression that people are dancing even though they
are sat or not moving. This makes the whole picture look much more alive.
––exaggeration: the faces of the characters are set in sharp contrast by using co-
lours that clash.
What Motley wanted to convey is that performers / entertainers and audiences
alike thoroughly enjoyed the atmosphere of such clubs because it enabled them to
unwind / relax and do whatever they wanted.
4 Explain how Motley managed to capture the Jazz Age in his paintings.
Production possible
Motley succeeded in capturing this atmosphere by using bold colours. His paintings
convey the impression that black people no longer had to abide by the rules (like
segregation): they seem free to do whatever they wish / please. Through distorted
and exaggerated movements and with the looks on their faces, he shows their care-
freeness and their thirst for entertainment.
42
D I love jazz p. 25
Tips
yy
Faire écouter avec ou sans le script selon le profil de la classe afin de ne pas créer de
disparité.
yy
Procéder à plusieurs écoutes en faisant des pauses récurrentes pour les élèves qui
rencontrent des difficultés en compréhension orale.
E-workbook
Audio
Script CD1 piste 08
It’s got a start and an end It’s got a man and a miss
And a heart and a friend to it And a plan and a kiss to it
I love jazz I love jazz
It’s got a style and a trick It’s got a happy feeling
And a smile and a kick to it
That I never felt before
I love jazz
It’s got a extra special something that
Well it came up from the southland No other music has
And it soon spread all around Oh it’s got everything and I love Jazz
It made the people sing and dance
When they heard the brand new sound.
1 Spot words explaining why Louis Armstrong and other people loved jazz.
It is catchy and easy to remember (‘a start and an end’). It comforts / helps audiences
(‘heart’). Its style is different from other genres / types of music / it is trendy. It makes
people smile / it helps them cope with their struggles / get through the day.
2 Pick out words related to the origins and evolution of jazz.

It was born in the South (‘Southland’) of the USA (in New Orleans, namely) and
“spread” all over the USA, especially in industrial cities like Chicago.
3 Define how jazz makes people feel, according to Louis Armstrong.

Jazz makes them feel happier than anything else, more carefree (they leave their
worries behind) and light-hearted. In addition, people want to sing along and dance
to join in when they hear jazz.
4 Explain what this song is about to a classmate, in French or in English.
Production possible
The song explains everything audiences feel when they listen to jazz: a blend of
joy, carefreeness and togetherness, but also a desire to enjoy themselves and
share what they feel.
43
C’est une chanson qui décrit tout ce que le jazz évoque chez les gens qui l’écoutent : un
sentiment mêlé de joie, d’insouciance, de fraternité, mais aussi une envie de s’amuser et de
partager.
Prepare your Write the first paragraph of an ad for a one-week trip to

New Orleans and Chicago, the cities of jazz!
project −−Inciter les élèves à utiliser des superlatifs.
−−Les élèves pourront utiliser les TICE comme canva.com, Desygner.com
p. 25 ou about.easil.com.
Production possible
New Orleans is the birthplace of jazz. In Congo Square, musicians and dancers gathered
at weekends. Pioneers composed daring / bold tunes here that became successful with
locals. (…) Every year, hundreds of thousands of people still come to parades and perfor-
mances. (…)
E
Vidéo
Dancing the Blitz away
p. 26
Pédagogie différenciée Le Trail B est plus compliqué, il requiert de faire des mises en relation
rapidement entre le contexte historique et l’engouement pour le jazz, ainsi que l’élaboration d’une
carte mentale qui nécessite de l’autonomie et davantage d’esprit de synthèse.
Tips
yy
Réactiver les connaissances des élèves sur la Seconde Guerre Mondiale et la façon
dont cela a affecté la Grande Bretagne.
yy
Éventuellement, projeter une capture d’écran ou une photo du Blitz pour amorcer la
discussion sur le quotidien des Londoniens.
yy
Faire lire le Culture Tip : mettre en relief la période et les oppositions, politiques, diplo-
matiques mais aussi culturelles, au sein de la Grande Bretagne.
yy
Amener à réfléchir autour de la formule dance (something) away ; sur les besoins ou
ce qui peut conduire à ce comportement. On pourra suggérer d’autres expressions où
cette construction apparait, comme sleep your troubles away.
yy
La vidéo est à visionner jusqu’à 39’25’’.
44
Trail A Trail B
1 Explain how successful jazz was 1 Explain the historical context and pick out words
in London during the Second World showing people enjoyed jazz at the time.
War. During WWII, German aircraft bombed Britain.
Jazz appealed to a varied crowd People / Britons felt threatened / in danger.
/ a wide range of people: clubs They enjoyed jazz: the opportunity to listen to
that used to be exclusive (for the trendy music – they could let go / let down their
wealthy) became popular with a guard – they met people from various social
far broader clientele, among whom classes.
soldiers (people wore uniforms). On the radio, they heard broadcasts of recent
concerts taking place in London’s trendiest clubs.
2 Name two types of places where 2 Create a mind map to draw links between jazz,
people could listen to jazz. Café de Paris and the BBC.
People could listen to jazz:
––in clubs / venues like the Café de Jazz
Paris; Café
––at home on the radio/ the wire- de Paris
less. Became a popular the BBC
venue thanks to the laid- Lots of people
back atmosphere, helped listened to the radio
the clientele to forget at home because of the
their troubles… air raids (they did not
venture out). It aired
the BBC more often.
Bands could
record directly for the
BBC. People could listen
to jazz as if they had
been to the venue.
3 Read the Culture Tip. Explain why 3 Say how jazz helped people cope and survive
the word “escape” is used twice in during the war.
the video. Thanks to jazz, Londoners and radio listeners
Londoners needed to dance their managed to cope because:
troubles away because of the air ––they found a place where to have fun;
raids: they feared their houses ––they felt carefree (relaxed);
could be bombed anytime. They ––even in their homes, they had the impression the
needed to “let down their guards war no longer existed.
and shut their inhibitions”.
Dancing / Listening to jazz was an
outlet that enabled them to forget
about this impending threat /
danger.
45
Trail A Trail B
Meet Up! In a secondhand shop, you find an old postcard. The sender wrote about
life in London during the Second World War but also about new music trends. Ima-
gine his or her text.
On pourra encourager les groupes volontaires à mener une recherche de photographies d’archives
pour réaliser une véritable carte.
Les éléments suivants devraient figurer sur la carte postale :
––London: the city is lively / vibrant, etc.
––The bands and the music: from (origin); instruments; up and coming, trendy, fashio-
nable…
––People: lots of / plenty of people flock to clubs at night to dance and listen to jazz /
dance the Blitz away and escape their everyday worries.
––The atmosphere: carefree / fun / people want to leave their worries behind.
––Surprise: such a + noun; intensifiers; superlatives + present perfect (the best … I’ve
ever listened to / seen); adjectives (unbelievable / jaw-dropping).
F Keep swinging despite the bombing! p. 26
Tips
yy
Encourager la mise en relation du titre et du Culture Tip afin de mettre en lumière le
contraste entre le climat politique et l’insouciance de certains (surtout si le document
E n’a pas été traité).
yy
Laisser une minute pour parcourir le texte, puis faire fermer les livres. Un·e élève tire
au sort une question en WH- (where, when, who, why) et la classe fournit des amorces
de réponses basées sur les repérages opérés rapidement.
yy
Faire remarquer aux élèves que les mots commençant par une majuscule ainsi que les
chiffres les ont aidés à formuler ces premières hypothèses.
1 Pick out words describing the atmosphere inside the Hippodrome and the events
that happened outside that night.
Inside: most of the audience remained seated (even though people felt quite ner-
vous) – bombs were felt in the auditorium – the band played on / kept performing
regardless
Outside: the air siren sounded – screaming bombs fell and exploded – machine gun
fire could be heard – it was dangerous / frightening
2 Explain what the performers did to comfort the audience.

Instead of singing what she was supposed to, Adelaide sang community songs
(everyone knew / was familiar with) to cheer up / comfort the audience. She
helped entertain the audience until late / much later than expected (till the all-clear
sounded).
46
3 Explain what the last sentence of the text shows about Adelaide and the pianist.
Even though she could hardly / barely sing the next day, she sang as planned /
scheduled. It implies Adelaide and her pianist were brave enough and believed it
was their duty to entertain London audiences through those hard / rough times.
They carried on performing, which proved how determined and dedicated they
were.
4 The following morning, a journalist on the radio relates what happened at the
concert at the Hippodrome. Act out the report.
L’intervention orale devra comprendre :
−− les repérages spatio-temporels, les divers actants (public et protagonistes),
−− pour dramatiser, un recensement de désastres à travers la ville (les effets du Blitz),
−− une description du spectacle sur scène : la détermination des artistes, leur dévouement, la
fascination du public, des superlatifs pour montrer le caractère exceptionnel de l’événement.
Production possible
Last night Adelaide Hall performed nearly all night long. It was the longest gig I’ve
ever seen. Despite the bombing, she kept singing and all the audience was en-
thralled. ...
G A revival through jazz Classe inversée p. 27
Classe inversée La fiche de classe inversée du E-Workbook aidera les élèves à appréhender le
contenu culturel et lexical du document.
E-workbook
Tips
yy
Faire faire une recherche sur l’ouragan Katrina, soit au préalable, soit en laboratoire
informatique. Mettre en lien les informations collectées : l’impact sur la ville et surtout
sa population.
yy
Recenser les initiatives prises en général à la suite de pareille catastrophe.
yy
Faire imaginer ce qui a pu permettre la renaissance (revival) de la Nouvelle-Orléans.
yy
Ce texte sera l’occasion d’aborder le pluriel des noms.
1 Pick out words describing the city, groups of people and music. Link your findings
to the consequences of Hurricane Katrina.
The city: Congo Square where slaves once gathered to socialise – the whole area
was flooded
Groups of people: multicultural – 1 million people were displaced – nearly 2.000
were killed – the Tremé Brass Band (musicians from this neighbourhood)
Music: marches, parades and second lines – Mardi gras Indians dance in the
streets – musicians also fled / escaped the city
47
2 Explain what part musicians played after Hurricane Katrina. Use the photo to
prove your point.
Music helped rebuild the city. It relieved the pain and eased people’s minds (when
they attended gigs / performances). People talked about what they went through /
the ordeal / hardships they experienced.
3 PAIR WORK After a charity event, Benny Jones is interviewed about the role of
musicians after the hurricane. Act out the interview.
−− On pourra selon le niveau de la classe permuter les rôles ou imposer des paires qui n’ont
pas collaboré lors de la préparation.
−− La syntaxe des questions sera rappelée, mais aussi quelques mots interrogatifs (par
exemple ceux composés avec how : how far / long / often / much / many...).
−− Pour Benny Jones, il conviendra de retranscrire chacune des étapes à la suite de la ca-
tastrophe : les craintes, la douleur et le chagrin, la détermination et les espoirs. On pourra
donner une liste d’adjectifs et demander de les associer avec la période la plus vraisemblable.
Prepare your Imagine the short speech given by a jazz musician before the
concert for a charity event. He or she explains how it can help
project people.
−−Le discours peut être écrit et lu mais il faudra donc faire évoluer le
p. 27 barème de notation.
−−Imposer une liste d’une dizaine de mots pour éviter un écrit oralisé.
−−Cette tâche peut être effectuée en classe (devant les autres élèves
ou en s’enregistrant en cours) ou les élèves peuvent s’enregistrer à la
maison.
Production possible
Ladies and gentlemen, thank you for attending / coming to this concert. We are grateful
because the money collected will be useful / vital for the community. Our neighbourhood
has gone through terrible / dreadful ordeals / disasters. The money is much needed to
rebuild homes / fund food banks, soup kitchen / assist local communities. We hope you’ll
enjoy yourself tonight. All the musicians on stage are proud to host this event…
48
Too
in thels
Spotlight Corrigés
se ar
Practigra
your mm
1 a. I look forward to going to this jazz 3 a. The criteria which explained this
concert. jazz musician’s choices are numerous.
b. I would like to learn how to play the b. Some of the main phenomena in the
trumpet. 1920s in the USA were jazz and art.
c. Going to the Cotton Club in Harlem was c. Both women and men went to
popular with jazz lovers in the late 1920s. speakeasies to listen to their favourite
d. After opening the Cotton Club in New jazz singers.
York in 1927, jazz musicians also pro- d. Jazz can survive and thrive in times of
moted jazz in the Grand Terrace Cafe in crises.
Chicago the following year. e. Put your feet up after this long trip
across Louisiana!
2 a. He enjoyed reading The Great
Gatsby. 4 a. Ø Men and Ø women were sitting
b. Describing the Roaring 20s usually on a bench in Louis Armstrong Park in New
includes jazz. Orleans.
c. During the Prohibition in the 1920s Louis Armstrong Park in New Orleans.
Americans were keen on listening to on b. Ø Children were playing near the sta-
jazz in speakeasies. tue of Buddy Bolden.
d. I prefer buying a record by Bessie c. There were Ø leaves next to the bench.
Smith! She was the most famous blues
d. You can often listen to Ø jazz singers
singer in the 1920s.
in New Orleans.
e. Just leave your bus passes in these
boxes before you leave New Orleans.
ve nciation
Impropro
your nu
Audio Audio
5 CD1 piste 10
6 CD1 piste 11
/dʒ/ : joke ; badge ; Jane ; jail MP3 n° 11 a. question /tʃ/ • chosen /tʃ/ • MP3 n° 12
/tʃ/ : choice ; cherry ; research ; gesture ; major /dʒ/ • statue /tʃ/

chin b. Naturally /tʃ/ • ritual /tʃ/ • culture /tʃ/
c. picture /tʃ/ • jazz /dʒ/ • Chicago /tʃ/
d. Archibald /tʃ/ • managed /dʒ/ • capture
/tʃ/ • Jazz /dʒ/ • Age /dʒ/
49
your
7 a. humor : orthographe américaine 8 a. Traveling to the center of this
b. humour : orthographe britannique country requires a license.
c. flavors : orthographe américaine b. They recognized that it was an honor
to appear in this catalog. 
d. behavior : orthographe américaine
c. The modernized harbor emphasized
the splendor of the neighborhood. 
d. She canceled her program when she
realized it was an offense there.
Buyoild up
ur vocabulary
1 On 8 March, 1941, during an air raid, 2 After the incident, our band was asked
dozens of people were injured / wounded to perform on stage to bring relief and
and about 35 were killed. to comfort the population of (city). We will
The Café de Paris was a popular jazz do our best / utmost to entertain them/
venue in London where the famous band cheer them up and help them cope with
leader ‘Snakehips’ Johnson used to per- their pain / grief / sorrow. Our gig could
form. raise donations to fund projects and help
the city recover.
The night of the bombing, the audience felt
carefree and was enjoying themselves.
They were having a good time.
50
Project #1 . 31 p
During your summer trip to New Orleans,

you went to an exhibition on jazz. Make a
presentation to the class.
Mise en place
• L’élève devra s’assurer d’être muni·e de suffisamment de photographies pour présenter un
aperçu cohérent. (https://www.nps.gov/jazz/learn/historyculture/jazz_history.htm ou https://
jazz.tulane.edu/collections/digital-collections).
• Fournir des enchaînements logiques entre les divers éléments décrits.
• Les prises de risques, communiquer l’envie de découvrir la ville grâce au ton (notamment
l’attrait pour ces aspects de l’exposition), l’effort d’explication seront bonifiés.
• En fonction du niveau des élèves, les encourager à ne pas utiliser de notes (qui devront sinon
se limiter à un nombre de mots limités) et à s’appuyer plutôt sur des outils mnémotechniques
par le biais des supports visuels retenus.
• Afin de ne pas créer de lassitude auprès de la classe, les élèves pourront observer deux ou
trois exposés modélisants puis se verront confier un lecteur MP3 avec lesquels enregistrer
leur exposé ou ils et elles pourront s’enregistrer avec leur téléphone.
z
Fiche de méthodologie N°18 p. 296
Project #2 . 31 p
Prepare a quiz show about jazz! In pairs,

write 10 questions. In class, mix all the
flash cards and start playing.
Mise en place
• Ce jeu pourra être fait en groupes de quatre, avec les questions de deux autres binômes.
• Écrire au tableau la formulation des questions afin de vérifier en commun avant le démar-
rage du quiz et s’assurer de leur intelligibilité.
• Un·e élève pourra être chargé·e de gérer les scores ainsi que le temps imparti afin que le
rythme de l’activité reste soutenu.
• Afin que des bases de connaissances soient communes, le ou la professeur·e veillera à
guider sa classe. Cela garantira une fluidité dans l’interaction lors du quiz.
z
51
52
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression orale en continu – Make a presentation
Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, apprises par cœur. Il y a très Mes interventions recensent plusieurs éléments Mes exemples sont riches et variés et je fournis un
peu de références aux artistes ou aux lieux qui ont culturels clés et je propose un point de vue informé. large éventail de références historiques qui per-
façonné l’histoire du jazz. Je mobilise des choses vues en cours et ajoute des mettent de mieux appréhender l’histoire de la ville et
précisions. sa place dans l’évolution du genre.
0-1 2-3 4
Pragmatique et Communication entravée par une utilisation exclu- Une utilisation modérée des notes. Communication De l’aisance à communiquer mise au service d’un
socio-linguistique sive ou répétée des notes. Beaucoup de silences et adaptée mais peu structurée qui ne permet pas de exposé clair et structuré. Recours au notes non
de faux démarrages. comprendre aisément le propos. systématiques.
0-1 2-3 4
Discours difficilement intelligible car la prononciation quelques erreurs de prononciation qui n’entravent effort au niveau de l’intonation et de l’articulation.
fausse le sens. pas la compréhension. Un effort perceptible sur les Résultat proche de l’authentique.
mots vus dans ce chapitre.
0-1 2-3 4
Grammaire Les phrases sont très simples et peu variées. Il y a Les phrases sont simples et courtes. La syntaxe est Les phrases sont élaborées et comportent peu
des erreurs de grammaire (de repérage temporel…) respectée et les structures travaillées réutilisées d’erreurs de grammaire. Les éléments vus dans cette
ou de syntaxe (ordre des mots...). même avec maladresse. séquence sont réutilisés habilement.
0-1 2-3 4
Lexique Les mots de vocabulaire sont très simples. Le vocabulaire est simple mais l’emploi de syno- Vocabulaire précis relatif aux champs lexicaux étu-
Des néologismes (inventions de mots à partir du nymes et de reformulations pour expliquer est diés (musique, sentiments qu’elle suscite et drames
français) qui faussent le sens. tenté. qu’elle tente de faire oublier).
0-1 2-3 4
Total : ��/20
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression écrite en continu – Prepare a quiz show

Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, il y a très peu de références Les informations répertoriées sont intéressantes et Les données font preuve d’un travail approfondi qui
à ce genre musical et à ses protagonistes. stimulantes. Elles montrent une variété d’éléments s’attache à informer sur de nombreuses facettes de
sur ce mouvement musical. ce genre musical.
0-1 2-3 4-5
Pragmatique et Manque de clarté dans les questions posées et dans Le contenu ou la formulation des questions ne Les questions sont variées et accessibles, elles sont
socio-linguistique la faisabilité (compliqué de trouver les réponses au sont pas homogènes mais un effort pour susciter la adaptées aux interlocuteurs·rices.
vu de la leçon). curiosité.
0-1 2-3 4-5
Grammaire Les phrases sont très simples. Il y a des erreurs de Les questions sont simples et peu variées, toutefois, Les phrases sont plus longues et comportent peu
grammaire (questions incomplètes) ou de syntaxe la syntaxe est respectée et les structures travaillées d’erreurs de grammaire. Les éléments vus dans cette
(absence ou mauvais choix d’auxiliaires...). réutilisées parfois avec maladresse. séquence sont réutilisés de façon adéquate.
0-1 2-3 4-5
Lexique Les mots de vocabulaire sont très simples. Le vocabulaire est simple, cependant relativement Vocabulaire précis relatif aux champs lexicaux étu-
Des néologismes (inventions de mots à partir du varié et adapté au domaine de la musique. diés (musique, partage, solidarité, sentiments, villes
français) sont fréquents. où le mouvement s’est ancré).
0-1 2-3 4-5
Total : ��/20
53
RECAP
AXE 1 Identities and exchanges
2 E-workbook
SÉQUENCE
How can jazz bring people together? Bilan à compléter

Documents Vos
Réponse à la question
du manuel recherches
#culturalexchanges Photo d’ouverture The genre was born from the fusion of a
How has the jazz culture Documents A, variety of instruments and styles originating
shaped communities in the B et D across Africa. The instruments used were
USA? typically African at the start.
How was jazz influenced by In the USA, due to the blend of population, it
southern African-American transformed and included other influences
culture? and instruments.
Gradually, the flow of African Americans
to the North propelled its emergence and
success in large cities where venues opened
and thrived.
#crossingborders Documents C, Jazz united soldiers and the rich through air
How have jazz musicians E et F raids in London, which goes to show how jazz
managed to popularise jazz cannot be easily categorised.
across the USA? It is an art form that can inspire poets and
How did it become popular painters alike, it goes far beyond music.
in the UK?
#solidarity Documents E, The very essence of jazz is to share emotions
How has jazz helped people F et G with other musicians or audiences; likewise,
cope with war or disasters? giving back to the ones who go through a
rough patch / hardship and gather to bring
them comfort is part of the genre’s DNA.
#sharing Photo d’ouverture Jazz musicians are the ones who made jam
What do jazzmen share Documents B, D, sessions popular: improvisation is key. This
when they play? E, F, G type of gigs, as well as singers’ commitment in
What do audiences find so hard times, means that the genre is intrinsi-
appealing about jazz? cally based on sharing.
SYNTHÈSE
How has this music style travelled around the world and throughout the ages?
Jazz was imported by African slaves to the US South – it blossomed / bloomed in Louisia-
na mostly – where slaves were allowed / entitled to play and perform music on Sundays.
When African Americans fled hardship (segregation and poverty), they went to industrial
Northern cities (Chicago, New York, Detroit) to seek employment. There, jazz was perfor-
med in black clubs, but gradually, white people embraced it as well and it became highly
fashionable. Later, as American artists toured Europe (after the First World War), it was
all the rage (trendy) in clubs where people from all walks of life (social classes) mingled.
Throughout World War II, jazz provided escapism to civilians and soldiers alike when
Britain was bombed by German air raids. Therefore, African Americans managed to help
this genre spread and bring comfort as well as entertainment to audiences.
54
How does it shape a sense of belonging among communities where it has spread?
When it first emerged in Louisiana, it meant that African slaves could spend time
together and relax / chill out / kick back; they celebrated this free time / time off as
well as their African roots. Being able to reminisce about home and share their heritage
helped them cope with their daily struggles. In recent years, when Hurricane Katrina
destroyed New Orleans, jazz performers gathered to reunite communities that had fled
the city during the storm. These bands and artists showed how jazz was part of the
city’s DNA.
55
ÉPREUVE 1 E3C1
Audio Jazz In The 21st Century Is All About ‘Playing Changes’, NPR, August 14, 2018
CD1 piste 14
Script
Vince Pearson. The history of jazz in the 20th Rachel Martin. Do you agree with him that
century is pretty well documented. But, what that is the struggle?
about its development in the 21st century? Nate Chinen. I think that’s been a real pro-
Well, writer Nate Chinen says the music has blem and I include that clip in the book to il-
come a long way since he began covering it in lustrate that there’s a funny thing about saying
the mid-nineties. that jazz is trapped in a poor image because
He’s a former New York Times critic who now what Kamasi’s really implying there is actually
works with member station WBGO and also kind of the inverse: the image is too good.
Jazz Night in America. His new book is called Rachel Martin. What do you mean?
Playing Changes: Jazz for the New Century and
Nate Chinen. Jazz used to be disreputable. It
he spoke with our co-host Rachel Martin.
used to grasp and scramble for respect and
Rachel Martin. Your book starts off with a we no longer have that problem.
look at this 37-year-old saxophone player from
Rachel Martin. Isn’t that a good thing?
South Central LA, named Kamasi Washington.
It is 2015 and people are hailing him as some Nate Chinen. That’s a good thing, but it can
kind of jazz savior. Kamasi Washington himself come at a certain cost when the push for es-
has weighed in on this. We’ve got a clip of him teem comes with such a strong veneration for
discussing it on PBS, let’s listen to this. history and for a canon of recordings. Then
you begin to see the music at large as a kind
Kamasi Washington. I think jazz has been
of museum piece.
trapped in a poor image. I think that it’s been
trapped in this image of something that is a
historic relic or something that is to serve
some other purpose, other than to just enjoy.
56
Le·la candidat·e n’a repéré que des mots isolés sans établir de sens.
−−C’est un ducument sur le jazz.
A1- −−On y parle de New York.
−−On y parle de musée. 4
Relevé de mots isolés / amorce de compréhension et de mise en relation des idées les plus
simples.
−−Il s’agit d’une interview (toutefois le nombre d’intervenants n’est pas identifié).
A1 −−Les thèmes du jazz et de l’histoire sont compris (le terme 21st century est mis en évidence).
−−Des noms propres sont perçus mais ne sont pas associés de manière pertinente (par exemple,
Washington est analysé comme étant une ville). 8
Relevé incomplet et compréhension lacunaire / partielle.
Les liens entre le jazz, son histoire et l’évolution qu’il a connue (mais les références implicites sont occultées).
L’identité des locuteurs est élucidée ainsi que la raison de leur interaction, au moins deux élé-
ments :
A2 −−un journaliste qui introduit le thème ;
−−une autre journaliste qui procède aux interviews ;
−−un critique ;
−−un musicien.
Le mot good est perçu et donne lieu à une amorce d’explication. 14
Le·la candidat·e a compris, mis en relation et parvient à donner des détails.
L’identité des locuteurs est élucidée ainsi que la raison de leur interaction, au moins trois élé-
ments :
−−un journaliste qui introduit le thème ;
−−une autre journaliste qui procède aux interviews ;
−−un critique ;
B1 −−un musicien.
> Le sujet de l’interview, au moins un élément :
B2 −−L’histoire du jazz et son évolution depuis le début du XXIe siècle.
−−Le contraste avec les débuts du genre.
Le terme good est perçu dans toutes ses nuances, au moins deux éléments :
−−parce que l’image de ce courant musical est trop polie et respectable ;
−−c’est presque devenu un objet de musée (codes du genre immuables) ;
−−alors que c’était une musique qui allait à l’encontre des conventions.
−−Tout ceci nuit désormais à sa popularité. 20
EXPRESSION ÉCRITE

57
ÉPREUVE 2 E3C2
EXPRESSION ÉCRITE

Kate Hutchinson, The British jazz explosion: meet the musicians rewriting the rulebook,
The Guardian, April 8, 2018
−−They talk about jazz in Britain.
A1- −−It’s about concerts.
−−Many new jazz musicians are popular all over the world. 4
les plus simples.
A1 −−It’s an article that analyses the reasons why jazz is so popular among young audiences.
−−Many genres are blended / merging to produce / create new, appealing material.
−−Performers play in a variety of venues and festivals to win over new fans. 8
−−Many influences of recent jazz musicians are quoted.
A2 −−They work independently from mainstream labels and concert halls and have liberated the genre,
making it more accessible. 14
B1 −−The genre is breaking new ground thanks to a bold generation that challenges conventions.
−−These artists come up with a blend of genres, they are not afraid of performing in unexpected places (with
> DJs or in countries where jazz may not be very popular, without the financial support of the music industry).
B2 −−They also benefit from digital resources and manage to reach new audiences by playing online. They em-
brace these new means of communication to restore the genre’s reputation and conquer new listeners.
−−It’s a breath of fresh air for a music genre that people assumed was inaccessible. 20
58
BAC in sight

This text is a press article about the recent evolution of jazz, especially in Britain, and how it has attracted
audiences again.
2 Explain how these musicians manage to resuscitate jazz.

– First, they are much more experimental than previous jazz players: they blend jazz with hip-hop or with
DJs’ tunes, they are far more experimental.
– They perform in a wider range of venues, not only in traditional jazz clubs: in summer music festivals or
overseas / abroad.
– They also managed to infiltrate online radio stations that cater for a wider audience than regular ones.
3 Imagine why Kate Hutchinson says this kind of jazz “doesn’t care for snootiness”.
– Hutchinson suggests that this brand / kind of jazz is easier to listen to and does not require a trained ear /
to be a jazz fan / enthusiast.
– Also, it means that these young musicians are not arrogant / they are easy to talk to.
– In addition, it implies that former generations of jazz perfomers had become arrogant / mostly played for
an elite / had lost touch with the public.
4 Analyse the journalist’s view on this recent trend and evolution.

The journalist seems to celebrate the rebirth of jazz: she underlines it is “thrilling” (l. 12) to witness such an
evolution and see budding talented performers. She also celebrates the fact that this generation is “prolific”
(l. 32), suggesting that it is not a minor phenomenon but a groundswell that is going to leave a mark in
British music’s history. She is thrilled (“exciting”, l. 60) for such a rebirth to occur / take place when jazz was
supposedly a genre of the past.
59
AXE 2
Private space and public space
Espace privé et espace public
PROGRAMME
Comment la frontière entre espace public
et espace privé est-elle tracée en fonction
des cultures, des croyances, des traditions et
comment évolue-t-elle dans le temps dans
chaque aire géographique étudiée ? L’espace
privé (l’habitation) prend des formes et
des dimensions variables et s’ouvre sur
l’extérieur (la rue, les regards, les invités…)
selon des modalités multiples. Étudier les
différentes configurations d’espaces privés
et publics, leur fréquentation et leurs trans-
formations permet de mieux comprendre
comment est structurée une société. Par
exemple, les femmes ont longtemps été, ou
sont encore, cantonnées à la sphère privée ;
leur accès à la sphère publique (politique,
professionnelle, médiatique, sociale) est un
mouvement général qui reste d’actualité. La
redistribution des rôles au sein de la famille
est une conséquence de cette émancipa-
tion. Comment s’opèrent les mutations au
sein de ces deux espaces privé et public
(famille, espaces de sociabilité, travail…) ? Les
langues elles-mêmes, dans leur usage, sont
conditionnées par cette distinction (argots,
registres…) et les cultures étudiées laissent
apparaître des variations qu’il convient de
relever.
60
SÉQUENCE
1 How are women

detectives represented
in fiction?
Problématique : Le roman policier, tout d’abord domaine exclusif de figures emblématiques

masculines, a été dès le début du XXe siècle investi par des coéquipières avatars féminins, ou
archétypes d’un nouveau genre. Cette mutation s’est nettement accélérée ces dernières dé-
cennies sous l’impulsion de séries télévisées mais aussi de romans dont les héroïnes occupent
de hautes fonctions au sein d’unités de recherche. Cette place nouvelle a-t-elle révolutionné
voire redéfini le genre ?
2 How do Hollywood
SÉQUENCE
love stories reflect

social progress?
Problématique : Le couple appartient à l’espace privé, mais lorsqu’il est imité à l’écran pour le
cinéma, cette intimité se fond dans l’espace public. Le cinéma hollywoodien se fait-il le miroir de la
société, ou influence-t-il la perception du public américain ? Contribue-t-il à l’évolution de l’image
du couple et de la famille, ou bien reflète-t-il simplement cette évolution pour rester pertinent ?
61
SÉQUENCE
1 How are women detectives

represented in fiction?
Objectifs Projets
culturels : écrivain·e·s et détectives héroïnes de
fiction anglo-saxonnes
Imagine a modern detective
novel where the main character is a
pragmatiques : faire une présentation devant un
33 woman. Write a short paragraph for
public, structurer son argumentation the back cover.
Record a one-minute audio for
sociolinguistique : adapter son discours à son
33 your blog where you talk about a fe-
auditoire male detective you know. Explain why
she is a typical female detective.
citoyen : questionner des représentations de femmes
33
détectives à travers les années
Projets finaux :
méthodologiques : réaliser une vidéo (p. 284),
33
expression écrite (p. 300) Film your pitch for a new Sher-
lock Holmes TV series with a female
actor playing Sherlock.
linguistiques :
33
Grammaire : le génitif, les pronoms relatifs You are the screenwriter of Shir-
Phonétique : les sons /æ/ et /ɑː/ ley Holmes, female detective. Prepare
a presentation of the first episode of
Écriture : le paragraphe argumentatif
the series.
Lexique : les enquêtes, les scènes de crimes, les catégo-
ries de détectives
Pick
Document C Document A
groups A, B
Document D
Document D
Prepare
your project p. 41
Document F
Classe inversée Document E
Project #1 Project #2
62
Ces quatre couvertures Le Culture Tip fournira de précieux indices sur la

de romans et posters qui genèse de ce personnage qui a été une figure ré-
dépeignent des figures currente de la télévision britannique. L’année 1973
féminines menant ou marque le début de cette apprentie au sein d’un
impliquées dans des milieu hostile à la présence de femmes qui pré-
enquêtes permettront aux tendraient occuper autre chose que des fonctions
élèves de voir l’évolution subalternes. La vidéo présente la protagoniste : les
de la représentation des acteur·rice·s et scénaristes brossent son portrait,
femmes détectives dans la chacun·e distillant des détails assez factuels mais
littérature et à l’écran. aussi plus implicites.
1
SÉQUENCE 1
How are women detectives

SÉQUENCE
C A masculine atmosphere Vidéo

represented in fiction?
E-workbook
1 Present the main character. Fiche à imprimer
Culture Tip
2 Rearrange the jumbled words and explain why the producer chose Prime Suspect 1973
them. Use them to describe how Jane is considered in her job. is a British television
detective drama series
WORLD - ’S - WOMAN - A - MEN - IN - A
A Evolving figures GROUP WORK

set in London.
It tells the story of
3 Jane calls her sister to tell her about her first day at work. Imagine what 22-year-old Jane
she says about her feelings, her relationship with her co-workers and the Tennison’s first days
atmosphere. in the police force.
D The No.1 Ladies’ Detective Agency
GROUP A GROUP B GROUP C GROUP D
1 Describe how the woman detective is 3 Imagine the story of the book, film or
depicted in your document (clothes, facial TV series corresponding to your document
expression, setting). in 30 words maximum.
2 Match one of these publication dates 4 Present the book, film or TV series
with your document. Explain your choice. corresponding to your document to the class.
Indicate why it looks modern or not.
1930 - 1967 - 1990 - 2012
 Alexander McCall Smith, The No.1
Ladies’ Detective Agency, 1998
B A stereotypical detective Audio

CD1 piste 15 1 Comment on the graphic elements on the
cover. Choose one that strikes you as unusual
for a detective novel.
1 List some of the qualities of detectives Culture Tip
and some stereotypes about spinsters. “A spinster is a woman who is not married, 2 Read the back cover and pick out elements
especially a woman who is no longer which make The No.1 Ladies’ Detective Agency
2 Explain how Amelia Butterworth helps young and seems unlikely ever to marry.”
unique.
Detective Inspector Bryce. (Cambridge dictionary)
Some spinsters, like Agatha Christie’s Miss
3 You are a member of a book club. Present
3 For your new detective novel, create a Marple, became famous both in print and
this book using five adjectives that best define it.
on TV.
stereotypical character: a spinster detective.
Write a short paragraph describing her
appearance and her interview techniques.
investigation: enquiry determined Prepare your Imagine a modern detective novel where
the main character is a woman. Write a
Look at p. 40-41 for two minutes
then close your book. In groups, you
project
evidence: proof nosy: gossipy have five minutes to go through the
short paragraph for the back cover.
professional ≠ amateur cunning: clever alphabet with as many words about
active ≠ passive be shown in action female detectives as you can.
traditional ≠ modern solve a crime Grammar Tip Précis p. 239
Ex: A for agency, B for book…
unconventional: unusual look for clues Use the simple present to write about
Genitive Too ls p. 44 unfair: unjust in the foreground ≠ in the the detective and the story.
40 The No.1 Ladies’ Detective Agency equal ≠ unequal background 41
L’extrait proposé à l’écoute est issu d’une in- Alexander McCall Smith, auteur
terview avec une auteure qui s’est penchée de la série de romans policiers The
sur le rôle crucial joué par les spinsters lors No.1 Ladies’ Detective Agency, a créé
des enquêtes dans la littérature policière. le personnage de Mma Precious
Le terme péjoratif sédimente une foule de Ramotswe, la première femme
clichés sur leur physique, leur accoutre- détective du Botswana. Elle mène
ment, leur présence jugée parasite par leur des enquêtes grâce à son sens fin
entourage... de l’observation.
63
Cet extrait du roman de Patricia
Cornwell revient sur l’arrivée de Cet article du quotidien britan-
son héroïne, Kay Scarpetta, à la nique The Independent revient sur
tête du service de médecine légiste la première femme détective, qui
de l’État de la Virginie. Kay Scar- est apparue dans la littérature
petta revient sur son arrivée à ce anglo-saxonne en 1854, et sur les
poste et sur les obstacles auxquels raisons pour lesquelles le public
elle a fait face en tant que femme apprécie les personnages de
médecin légiste. femmes détectives.
How are women detectives represented in fiction? SÉQUENCE 1
E A newcomer G Reading about female detectives
I was the chief medical examiner of Virginia, the first place. So a bright idea Why do we so enjoy reading about female detectives?
woman to hold that position. I’d become Lucy’s care- occurred to the men in
Part of the enjoyment, I suspect, lies1 in the satisfaction freelance who operates either at the request of the
taker after my selfish sister Dorothy decided to unload charge. What about a
that we derive from seeing women, who have suffered official investigators or as a well-meaning bystander.
her on me. What was presented as a short impromptu woman?
so much from male arrogance and condescension, In the case of the female detective who is part of a
5 visit turned into forever and the timing for when it all 25 Women are good at
either outwitting2 men or demonstrating that they are police team, the outsider status results from the fact
began couldn’t have been worse. cleaning up messes.
5 just as capable as men of doing something that may 30 that women police detectives frequently operate in a
My first summer in Richmond and it was under siege Why not find a female
have been seen as a male preserve. We live today in a male-dominated force. They are frequently portrayed
as a serial killer strangled women in their own homes, forensic expert? It
society in which gender equality has been, to a very as having to deal with sceptical and sexist superiors
in their own beds. The murders were escalating and doesn’t matter if she’s
large extent, realised. At the time at which The Female who are only too eager to detect weakness […].
10 becoming increasingly sadistic. We couldn’t catch him. 30 young and missing the
Detective was written, in 1864, of course, things were  Alexander McCall Smith, The Independent, 2012
We didn’t have a clue. I was new. The press and politi- requisite experience
10 very different. The relegation of women to a subservi-
cians thundered down on me like an avalanche. I was a to head a statewide system. As long as she’s a quali- 1. is found 2. being more clever than 3. inferior 4. diminished
ent3 position within society — a position in which they 5. are the hidden causes of
misfit. I was chilly and aloof1. I was peculiar. What kind fied expert in court and minds her manners she can
were outsiders to the male-dominated worlds of work
of woman would dissect dead bodies in a morgue? […] grow into the position. How about an overeducated
and affairs — meant that for women to be involved in
15 The exhilaration of being one of the first female chiefs 35 detail-addicted work-obsessed perfectionistic Italian
the investigation of crime was a novel thing. Today one
in the United States quickly lost its thrill […]. The woman who grew up dirt poor, has everything to
15 might expect that novelty to have faded4, as women do
former chief medical examiner was a misogynistic prove, is turbo-driven and divorced with no kids?
all the jobs previously monopolised by men. Yet the
bigoted alcoholic who died suddenly and left a dis-  Patricia Cornwell, Depraved Heart, 2015 idea of the female detective as being special or unusual
astrous legacy. No seasoned2 board-certified forensic
1. distant 2. experienced still persists in literary and cinematic treatments of
20 pathologist with a decent reputation wanted to take his Culture Tip
criminal investigation. […]
With The Female Detective,
20 There are other factors, though, that I suspect lie behind5 published in 1864, British
1 Find details about the life and job of Kay Scarpetta, the narrator. the popularity of the female detective. One is that the writer James Redding Ware
Culture Tip woman sleuth is often portrayed as the outsider in the created the first profes-
2 Pick out the words linked to the former Chief Medical Examiner sional female detective
and guess what Kay Scarpetta thinks of him. Patricia Cornwell wrote her first male world of policing and criminal investigation.
character, opening the way
novel, Post-mortem (1990), while This operates in two ways: one where the woman is for other famous female
3 You are the editor of Forensics Magazine. Write a short article working as a computer analyst at
the Office of the Chief Medical Exa-
25 a member of a police force, and one where she is the sleuths such as Miss Marple
announcing the arrival of Kay Scarpetta at Virginian CME: why she miner in Richmond, Virginia. It was
and Nancy Drew.
came, who she replaces, her qualities, her career... the first authentic forensic thriller.
F Inside the FBI Classe inversée 1 Pick out words and phrases referring to
women in the first part of the text (l. 1-19).
1 Compare the life of female detectives in the
past and in the present. Focus on lines 1 to 19.
Classify them in two columns: past and present.
Explain the situation of women in the past. 2 Explain whether the “novelty” has “faded”
Vidéo E-workbook
Classe inversée
(l. 15).
hatier-clic.fr/lmu1026 2 Focus on lines 14 to 19 and say whether
women sleuths are still seen as special today. 3 Explain which factor behind the popularity
1 Study how female characters appear in the scenes. of female detectives is mentioned at the end of
3 Focus on lines 20 to 33 and explain why the text (l. 20-33).
2 Use the following words to describe what the women detectives are often seen as outsiders.
FBI director says in the office.
authoritarian – self-confident – manager Meet up! “We live today in a society in which gender equality has been, to a very large extent,
realised.” (l. 6) Write a short paragraph to explain how this is true in detective fiction.
3 Choose one of the two female characters. Comment
on her tone, her choice of words and her expectations.
 Trailer for FBI, TV series, CBS, 2018
Prepare your Record a one-minute audio for your blog

where you talk about a female detective In pairs, write down all the
sleuth: investigator
subordinate
feeling: emotion
cliché: stereotype
superiority ≠
inferiority
project you know. Explain why she is a typical
female detective.
words you can link to female
detectives in fiction, then
compare your list with your
forensic science pioneer /paɪənɪər/ skilled: qualified classmate’s. May the best win!
Relative pronouns Too ls p. 44 scientist strength: force feminist
“the female detective who is part of offence: crime skill: ability: talent manage: lead Use the modal can to demonstrate
42 a police team” issue: problem deduction be in charge the detective’s skills. 43
Cette scène extraite du trailer de

la série donne à observer les liens
hiérarchiques au sein d’une équipe
d’élite du FBI. La succession de
plans met en évidence les conflits
d’autorité, en particulier entre les
hommes et les femmes.
64
1 How are women detectives represented
SÉQUENCE
in fiction?
Tips
yy
L’accent pourra être mis sur la position centrale
et en premier plan de la femme détective.
yy
Son expression faciale et sa position pourront
être mis en relation avec les hashtags.
yy
Mettre en relation la problématique et l’axe pour
anticiper les documents de l’unité.
A Evolving figures GROUP WORK p. 40
Tips
yy
Choisir de ne traiter que deux couvertures suivant le temps que vous accorderez à
cette séquence.
yy
Insister sur le graphisme et son impact sur l’image des femmes véhiculée.
group A  La série Elementary féminise l’acolyte de Sherlock Holmes en la personne du Dr Joan
Watson. Leur complicité permet la résolution d’enquêtes, désormais à New York City.
group B  Miss Marple, l’enquêtrice « vieille fille » (spinster) d’Agatha Christie, résout toujours les
crimes grâce à ses dons d’observation hors pair et à ses techniques d’interrogatoire originales.
group C  Nancy Drew fut une icône pour les adolescent·e·s américain·e·s dans les années 1960.
Elle menait des enquêtes souvent périlleuses et a ouvert la voie à des personnages féminins jeunes
et forts dans la fiction policière. Des adaptations cinématographiques ont été réalisées récemment
en 2007 et 2019.
group D  Dans Blue Steel, Jamie Lee Curtis joue une jeune recrue de la police, qui abat un homme
lors d’un hold-up. Elle ne peut pas prouver qu’elle était en état de légitime défense et se retrouve
suspendue.
1 Describe how the woman detective is depicted in your document (clothes, facial
expression, setting).
Adjectives: determined – strong – courageous – professional – curious
Nouns: spinster – dress – uniform – gun – magnifier
Verbs: hide – act – peek – observe – study
65
2 Match one of these publication dates with your document. Explain your choice.
1930 - 1967 - 1990 - 2012
A y 2012
B y 1930
C y 1967
D y 1990
3 Imagine the story of the book, film or TV series corresponding to your document in
30 words maximum.
Toute production cohérente.
4 Present the book, film or TV series corresponding to your document to the class.
Indicate why it looks modern or not.
B A stereotypical detective p. 40
Tips
yy
Avant l’écoute, la lecture du Culture Tip constituera un appui efficace.
yy
Une recherche sur un personnage tel que Miss Marple pourra être éclairante, voire
la projection de photos de ces spinsters en anticipation pour mettre en exergue leurs
traits saillants.
yy
Pour la question de production, le contraste sera utile afin de mettre en relief les diver-
gences avec les homologues masculins.
Audio
Script CD1 piste 15
Erika Janik. Spinsters appear in a lot of de- the case. And the spinster, one of the ones I
tective novels in the nineteenth century. And really like a lot from the nineteenth century is
if we think about some of the stereotypes of Amelia Butterworth, and she was the creation
an older woman, that they’re kind of nosy and of a writer named Anna Katharine Green, and
gossipy – these happen to be really good skills the detective, inspector Gryce, who’s brought
for being a detective. in to investigate this murder is super annoyed
Michael Cathcart. Yeah, we were talking that Amelia Butterworth is there with her list of
about spinsters recently on the show, and the evidence. But it turns out she actually noticed
way in which they get a very negative press in a lot of things that he missed. And it’s very key
nineteenth century fiction. But you’ve kind of to solving these cases.
turned the tables on this, because your spins- Michael Cathcart. And it’s not a bad thing for
ters are all very cunning, they know about their a detective to be annoying. I mean, Columbo
lives, well they know about the world, and the is annoying!
fiction is celebrating them. Erika Janik. Absolutely. I think you find in a lot
Erika Janik. Absolutely. They’re definitely still of cases they’re kind of insufferable people.
thought of as kind of annoying figures – usually They’re kind of these lone wolves because
to the inspector who’s brought in to investigate they’re also kind of annoying.
66
1 List some of the qualities of detectives and some stereotypes about spinsters.
nosy – gossipy – cunning – annoying – insufferable
2 Explain how Amelia Butterworth helps Detective Inspector Gryce.

She has a list of evidence that is key to solving the case.
3 For your new detective novel, create a stereotypical character: a spinster detective.
Write a short paragraph describing her appearance and her interview techniques.
Production possible
… is … years old. She is a seasoned / experienced sleuth / detective who has
solved hundreds of cases and looks for high-profile criminals. She looks like Miss
Marple and wears similar clothes / outfits. Everyone thinks she is nosy / inqui-
sitive as she keeps asking personal questions. What is unusual and surprising
is that she looks harmless / inoffensive. Murderers are often taken aback by her
skills.
C
Vidéo
A masculine atmosphere
p. 41
Tips
yy
Former des groupes qui travaillent sur la question 1 ou 2, la deuxième question étant
plus difficile.
yy
Insister pour que les élèves prennent des notes dès le premier visionnage pour qu’ils
et elles aient des informations à partager.
E-workbook
1 Present the main character.

She looks young and inexperienced, she is impressed by what other cops ask her
to do. They seem to resent her presence / to blame her for everything / very few
men seem supportive.
It is her first day on the job. Most of her colleagues are men. It’s a challenge for any
woman to work in such a hostile environment.
2 Rearrange the jumbled words and explain why the producer chose them. Use them
to describe how Jane is considered in her job.
WORLD - ’S - WOMAN - A - MEN - IN - A
A woman in a men’s world.
She is seen as a lesser cop by most of the team, unfit for police work, only able to
perform domestic chores / tasks like doing the washing-up in the staff kitchen.
Back then, women were not meant to carry out investigations, they were expected
to stay home or do clerical work in the office.
67
3 Jane calls her sister to tell her about her first day at work. Imagine what she says
about her feelings, her relationship with her co-workers and the atmosphere.
Toute production cohérente qui revient sur l’aspect machiste du travail de Jane.
D The No.1 Ladies’ Detective Agency p. 41
Tips
yy
Comparer cette couverture à celles du document A.
yy
Faire repérer les noms propres pour aider les élèves plus en difficulté à accéder au
sens.
yy
Proposer une liste d’adjectifs aux élèves en difficulté.
yy
Renvoyer les élèves au Word Spot pour la question 3 de production.
yy
Le titre du livre sera l’occasion d’aborder le génitif.
1 Comment on the graphic elements on the cover. Choose one that strikes you as
unusual for a detective novel.
The bright colours and the drawings are quite unusual for a detective novel. There
are no guns or police officers in uniforms, which makes us wonder how this could
be a detective novel.
1 Read the back cover and pick out elements which make The No.1 Ladies’ Detective
Agency unique.
Botswana’s only detective agency – not conventional – not Miss Marple
3 You are a member of a book club. Present this book using five adjectives that best
define it.
Possible adjectives: unconventional, surprising, interesting, unusual, unexpected,
unique, curious…
Prepare your Imagine a modern detective novel where the main character is a
woman. Write a short paragraph for the back cover.
project Toute production cohérente impliquant une femme détective dans un
pays anglo-saxon. L’enquêtrice pourra avoir des aptitudes spécifiques ou
p. 41 encore des qualités exceptionnelles comme c’est souvent le cas dans les
séries policières télévisées.
68
E A newcomer p. 42
Tips
yy
Anticiper avec la couverture et le Culture Tip pour introduire le personnage principal.
yy
Faire repérer le récit à la première personne du singulier et le rapprocher du sous-titre
sur la couverture y I = Kay Scarpetta.
yy
Former des groupes pour les questions 1 et 2 pour aller plus vite : la question 1
conviendra mieux à des élèves en difficulté.
1 Find details about the life and job of Kay Scarpetta, the narrator.
––She is the chief medical examiner of Virginia, the first woman to hold that posi-
tion.
––She had become Lucy’s caretaker after her selfish sister Dorothy gave her that
responsibility.
––The press and the politicians saw her as: new, a misfit, chilly and aloof, peculiar.
––She is: overeducated – detail-addicted – work-obsessed – perfectionistic – Italian –
a woman who grew up dirt poor – has everything to prove – turbo-driven – di-
vorced with no kids
2 Pick out the words linked to the former Chief Medical Examiner and guess what
Kay Scarpetta thinks of him.
She believes he was not fit for the job and was a drunk.
The former chief medical examiner was a misogynistic bigoted alcoholic who died
suddenly and left a disastrous legacy.
3 You are the editor of Forensics Magazine. Write a short article announcing the
arrival of Kay Scarpetta at Virginian CME: why she came, who she replaces, her
qualities, her career...
Les élèves pourront reprendre les éléments repérés dans les questions 1 et 2 et devront les
adapter au contexte d’un article.
Production possible
The Office of the Chief Medical Examiner of the state of Virginia welcomes a new Chief
Medical Examiner this month. Kay Scarpetta will replace Scott Louis who passed away
unexpectedly last month. She will be in charge of the on-going enquiry into the serial killer
who has been murdering women in their own homes. She is the first woman to hold this
position and she is known to be a hard-working and determined woman.
69
F
Vidéo
Inside the FBI Classe inversée
p. 42
Classe inversée Ce document se prête bien à la classe inversée car en principe il ne contient pas
beaucoup de lexique inconnu. Les élèves devraient pouvoir accéder au sens et travailler seul·e·s sans
difficultés.
E-workbook
Tips
yy
Anticiper avec la capture d’écran en insistant sur les genres et attitudes des person-
nages. Who might the boss be?
yy
Proposer de comparer divers aspects : compare the attitudes, what they wear, the way
they interact with teams.
yy
Renvoyer les élèves vers le Word Spot pour la question 3 de production.
yy
Visionner le vidéo jusqu’à 2'27″ (Thank you.).
1 Study how female characters appear in the scenes.

The female agent who wears the FBI jacket speaks very little / she looks shy / she
lets her male colleagues / counterparts make decisions / call the shots.
The director, on the other hand, is dressed in civilian clothes and interrupts /
silences everyone when she walks into the office. She must be feared by the whole
staff.
Between these two characters, there is an obvious contrast in their status and in
their prerogatives and duties.
2 Use the following words to describe what the FBI director says in the office.
authoritarian – self-confident – manager
The manager requires other people to comply with what she asks them to do, which
is normal for a boss, but she sounds authoritarian, patronising and derogatory.
She is self-confident : when she gives an order, she leaves the office at once. She
expects no resistance from staff members, they’re supposed to be completely sub-
servient.
3 Choose one of the two female characters. Comment on her tone, her choice of
words and her expectations.
Production possible
Toute production cohérente qui rend compte de la compréhension des enjeux de la vidéo
(danger immédiat / réaffirmation de la chaine de commande, rappel des règles…) sera
acceptée.
Les adjectifs suivants pourront être donnés aux élèves les plus en difficulté.
Agent: professional – skilled – warm – compassionate – understanding – careful
Boss: strict – cold – precise – strong – decision-making – executive – clear
70
G Reading about female detectives p. 43
Pédagogie différenciée Le Trail A permettra aux élèves plus en difficulté d’être davantage guidé·e·s
pour accéder au sens du document. Le Trail B poussera les élèves vers une compréhension plus fine
du document.
Tips
yy
Anticiper avec la couverture en gros plan afin de faire percevoir : le titre, le mode vesti-
mentaire et le genre des personnages, et la scène de crime pour permettre aux élèves
d’émettre des hypothèses sur le contenu de l’article.
yy
Faire lire le Culture Tip pour confirmer leurs hypothèses.
yy
Faire anticiper le contenu de l’article grâce à la source (un journal) et au titre.
yy
Le texte comprend plusieurs exemples de pronoms relatifs qui permettront d’aborder
ce point de grammaire.
Trail A Trail B
1 Pick out words and phrases referring to 1 Compare the life of female detectives in
women in the first part of the text (l. 1-19). the past and in the present. Focus on lines 1
Classify them in two columns: past and to 19.
present. Explain the situation of women in Things have evolved since 1864 when
the past. women were seen as inferior to men and
Past: have suffered so much from male couldn’t have the same jobs, but there is
arrogance and condescension – in 1864 still some progress to be made to consider
things were very different – relegation of women detectives as the norm in fiction.
women to a subservient position within
society – outsiders to the male-dominated
worlds of work and affairs.
Present: outwitting men or demonstrating

that they are just as capable as men of
doing something that may have been seen
as a male preserve – gender equality has
been, to a very large extent, realised –
women do all the jobs previously monopo-
lised by men – Yet the idea of the female
detective as being special or unusual still
persists.
In the past, women could not be detectives

because they were not on an equal footing
with men.
2 Focus on lines 14 to 19 and say whether 2 Explain whether the “novelty” has
women sleuths are still seen as special “faded” (l. 15).
today. No it hasn’t faded, it seems that seeing
Even if things have evolved, women detec- women in a position of detective still sur-
tives in fiction remain quite unusual. prises.
71
Trail A Trail B
3 Focus on lines 20 to 33 and explain why 3 Explain which factor behind the popula-
women detectives are often seen as outsi- rity of female detectives is mentioned at the
ders. end of the text (l. 20-33).
Women detectives are often seen as The roles of outsiders given to women in
outsiders because their work environment detective fictions could explain their popu-
is mostly composed of men and their supe- larity.
riors tend to doubt their professional skills.
Meet Up! “We live today in a society in which gender equality has been, to a very
large extent, realised.” (l. 6) Write a short paragraph to explain how this is true in
detective fiction.
Production possible
Toute production cohérente qui reprendra les thèmes du document ou encore ceux d’autre docu-
ments étudiés auparavant :
––more and more women in detective fiction;
––better roles, more complex;
––from amateurs to professionals;
––becoming bosses / in charge.
Prepare your Record a one-minute audio for your blog where you talk about
a female detective you know. Explain why she is a typical female
project detective.
Vous pouvez indiquer des noms de détectives à vos élèves s’ils et elles
p. 43 manquent d’imagination : Nancy Drew – Miss Marple – Precious Ra-
motswe – Jane Tennison (Prime suspect) – Olivia Benson (Law and Order)
– Brenda Leigh Johnson (The Closer) – Rizzoli & Isles – Dr. Joan Watson
(Elementary).
Production possible
Personality: strong-minded – discreet – unique – original – inventive – shows empathy
Professional skills: clever – astute – thinks outside of the box – finds solutions – leads
interrogations successfully
72
Too
in thels
Spotlight Corrigés
se ar
Practigra
your mm
1 a. This study room is the inspectors’ c. This man, whose wife is an inspector,
room. has been living in Baker Street for quite a
b. Raymond Chandler’s detective is few years.
called Philip Marlowe in The Big Sleep. d. The problem that / Ø the detective has
c. British authors’ detectives are similar been trying to solve secretly for a while
to heroes. has finally been revealed to the readers.
d. Children’s reading choices include a lot
3 a. In Patricia Cornwell’s story, Kay
of detective fiction.
Scarpetta, who is a young American
e. James’s essay deals with fictional woman, has been promoted.
detectives.
b. The murderer, whose flat was
f. The Birlings’ house is located in Brum- searched by the police yesterday, has
ley in An Inspector Calls. been arrested.
c. In 1887 Sir Arthur Conan Doyle wrote A
2 a. Inspectors, whose role is crucial in
Study in Scarlet, which introduces us to
revealing what has actually happened,
Sherlock Holmes.
are always admired by readers who are
looking forward to discovering the name of d. CSI investigated a recent murder,
the murderer. which had been committed by a young
woman.
b. The plot, which is often a complex
strategy, can be highly unexpected.
ve nciation
Impropro
your nu
Audio
4 CD1 piste 17
d. This man argues that he is not an ama-
a. This article from January on MP3 n° 19 teur. And he is very classy!
female detectives in charge of /æ/ = classy
murders is heartbreaking.
/ɑː/ = argues • classy
/æ/ = January
Audio
/ɑː/ = article • heartbreaking 5 Agatha /æ/ • Marple /ɑː/ • CD1 piste 18
b. Their active participation turns these drama /ɑː/ • character /æ/ • MP3 n° 20
amateur sleuths into real dramatic charac- amateur /æ/ • heart /ɑː/ •

ters. talented /æ/ • fast /ɑː/
/æ/ = active • dramatic • characters
c. Indeed, Agatha Christie’s Miss Marple
is so talented in her quest for truth!
/æ/ = Agatha • talented
/ɑː/ = Marple
73
your
6 c. First of all, do women characters in tation, the female version of Watson helps
detective novels, films or TV series make the main character express his feelings
them more interesting? more freely.
a. In my opinion, there is no doubt that fe- b. That’s why we can consider women de-
male detectives have improved the quality tectives should be more present in fiction.
and the plots of past and modern works of
fiction. 7 Toute production cohérente où l’élève
d. For instance, in its latest series adap- utilisera des mots de liaison logiquement.
Buyoild up
ur vocabulary
1 Women detectives are clever / inge- 2
nious / smart / skilled / talented and
Production possible
show strength. They are as clever /
ingenious / smart / skilled / talented In this new series, you will discover a new
as men. Their image in literature has pioneer detective, she will solve amazing
evolved throughout the years. They were crimes. Nina, the hidden daughter of Miss
amateurs at the beginning, but they Marple, is a unique sleuth, she is deter-
progressively became professionals. In mined and she will use her cunning skills
novels and series nowadays, they are not to read into the suspect’s emotions and
subordinates but on an equal footing / she always ends up finding the criminal!
in charge. One can say it is the end of a
stereotyped approach to sleuth / detec-
tive stories, in other words it is the end
of clichés / stereotypes about female
detectives.
74
Project #1 . 47 p
Film your pitch for a new Sherlock Holmes

TV series with a female actor playing
Sherlock.
Mise en place
• Il sera utile d’effectuer un état des lieux du genre au terme de la séquence ; on pourra
conseiller d’évoquer les figures tutélaires puis les nouvelles venues dans le paysage.
• Target audience : il sera sans doute utile de prendre un exemple concret avec la classe et d’ex-
pliquer pourquoi tel public s’intéresse à ce personnage, les raisons de son succès, la genèse
du personnage, les coéquipiers, le type d’enquête et le contexte historique. What TV series do
your parents watch? What’s your grandparents’ favourite cop show? Do you watch the same?
Cette phase pourra être menée en interaction entre les élèves afin de contraster les avis et
réceptions de chacune de ces séries.
• Pour l’organisation des idées et exemples, on pourra conseiller soit une timeline (approche
chronologique), soit un ranking (In your view, which is the most popular cop show?) et rassembler
des pourcentages.
• Be creative : on insistera sur l’emploi de formules pour maintenir l’attention, la modulation de
la voix et la prosodie des phrases, notamment lorsqu’on narre la trame de la série. Mais sur-
tout sur le fond on précisera que pour susciter l’intérêt il faut aller off the beaten path : mélange
de genres (sci-fi, rom-com…), ou protagonistes basé·e·s sur le modèle de l’antihéros·ïne (lonely,
unsuccessful who has a lucky break).
z
Project #2 . 47 p
You are the screenwriter of Shirley Holmes,

female detective. Prepare a presentation
of the first episode of the series.
Mise en place
• La présentation pourra prendre la forme d’un diaporama ou encore d’un prospectus.
• Il faudra que les élèves explicitent leurs choix dans des paragraphes afin que vous puissiez
évaluer leur production. On peut demander aux élèves des productions de 200 à 300 mots.
• Les élèves pourront s’inspirer des différents personnages vus pendant le cours, on pourra
les encourager à mélanger des caractéristiques de plusieurs personnages afin de créer le leur.
• Pousser les élèves à susciter l’intérêt pour leur série en mélangeant les genres ou encore au
niveau de la femme qui jouera Shirley, qui pourra partir du modèle de l’antihéroïne.
• Valoriser les productions qui s’inspirent d’héroïnes de fiction tout en proposant une touche
d’originalité et une histoire qui comprend des personnages secondaires.
z
Fiches de méthodologie N°12 p. 286
N° 20 p. 300
75
76
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression orale en continu – Film your pitch

Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Des idées simples, apprises par cœur, qui ne servent Des connaissances culturelles en lien avec les Des connaissances culturelles maîtrisées et enri-
pas le propos. fictions policières. Quelques imprécisions ou incohé- chies de recherches personnelles. Des références
rences cependant. cohérentes autour de la littérature policière.
0-1 2-3 4
socio-linguistique des notes, voire la lecture de phrases entières. Beau- adaptée mais peu structurée. un exposé clair et structuré avec des mots de liai-
coup de silences et de faux démarrages. sons variés. Utilisation adaptée des notes.
0-1 2-3 4
0-1 2-3 4
0-1 2-3 4
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. diés (fictions policières, place / image de la femme
français). dans la police).
0-1 2-3 4
Total : ��/20
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression écrite en continu – Prepare a presentation

Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Des idées simples, apprises par cœur, qui ne servent Des connaissances culturelles en lien avec les Des connaissances culturelles maîtrisées et enri-
pas le propos. fictions policières. Quelques imprécisions ou incohé- chies de recherches personnelles. Des références
rences cependant. cohérentes autour de la littérature policière.
0-1 2-3 4-5
Pragmatique et Très peu de productions. Peu de cohérence dans la Le message est clair mais peu structuré. Certains Le contenu est clair et structuré. Le propos est cohé-
socio-linguistique structure du propos. mots de liaison sont employés à bon escient. rent et articulé avec mots de liaisons variés.
0-1 2-3 4-5
0-1 2-3 4-5
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. diés (fictions policières, place / image de la femme
français). dans la police).
0-1 2-3 4-5
Total : ��/20
77
RECAP
AXE 2 Private space and public space
1 How are women detectives represented E-workbook
SÉQUENCE
in fiction? Bilan à compléter

Documents
Vos recherches Réponse à la question
du manuel
#socialchange Documents A, C, The way women detectives are
Has any social progress been E et F represented has significantly
achieved for women? changed: they used to be cast as
minor characters or secretaries.
Over the years, they have become
involved in investigations and they
have proved essential to solving
crimes.
#genderequality Documents A, D, E, Women seem to be offered more
Do women and men enjoy F et G opportunities today: the TV series
the same rights and oppor- Elementary shows that female
tunities in English-speaking detectives are essential to solving
detective fiction? crime and that they are as clever
and resourceful as men.
They seem to be on an equal
footing with men, yet, they are
often pictured as outsiders, as
McCall Smith explains and as seen
in Prime Suspect 1973. Men some-
times resent having to collaborate
and share information with them.
#womensemancipation Documents D, E, Women appear in a wider range of
How have the role and image F et G parts in detective fiction: they lead
of women evolved in investigations more frequently
English-speaking detective (Precious Ramotswe, Kay Scarpet-
fiction? ta) and are trusted by their peers.
Stereotypes about spinsters are
less valid, still, women face misogy-
nistic attitudes and need to show
experience and skills.
#workingwomen Documents B, C Women still have to fight to earn
Are women detectives et E recognition and respect; they are
treated the same as men at often seen as weak and unable to
work? Do they have to fight cope with challenging situations.
harder to earn their place? They need to appear as authorita-
tive / confident and better quali-
fied than their male counterparts
if they want to climb the ladder.
Often, they are judged by the way
they look (like Miss Marple) and
dismissed as being frivolous or
gossipy spinsters.
78
SYNTHÈSE
How have female detectives been portrayed through time in literature, films and TV series
in the English-speaking world?
Female detectives used to be seen as weak, inexperienced and gossipy characters.
They were often seen as exceptions to the rule in a male-dominated world. Gradually,
they have become key in solving crime and their characters are now more rounded
(fully developed).
How does that reflect a social evolution?

Women have earned equality in most sectors: work, home, salary / income. Portraying
detectives as men was out of sync with reality. But also, audiences wanted to see more
inspiring female characters.
79
ÉPREUVE 1 E3C1
Vidéo Patricia Cornwell: Kay Scarpetta’s Next Move, ABC News, July 12, 2011
hatier-clic.fr/lmu1038 De 1’20” (Grim work) à 2’50” (a perpetual student).
A1- On voit une explosion et des squelettes. On voit des séries américaines connues.
Une femme parle de crimes. Il y a un interview.
4
simples.
On découvre les techniques modernes d’enquête.
Le journaliste parle de Cornwell, au moins deux éléments :

−−des héros ; −−de celles et ceux qui résolvent des crimes ;
−−des technicien·ne·s ou des médecins −−de ceux qui cherchent des indices ;
légistes ; −−du sang / des meurtrier·ère·s.
Au moins un élément :
A1 −−Cornwell parle de médecine légale. −−Il est question d’explosion.
−−On parle de Kay Scarpetta. −−On parle des romans de Cornwell.
Une qualité / un métier de Kay Scarpetta :

−−Elle est médecin. −−Elle est une experte en radiologie.
−−Elle est avocate. −−La force de caractère. / La confiance en soi.
Le journaliste et Cornwell font ensuite une visite, au moins un élément :

−−À l’Académie Nationale du Crime (dans le −−C’est un centre d’entraînement / pour la
Tennessee). police scientifique du pays tout entier.
8
−−Cornwell a mis en avant le travail et les −−les technicien·ne·s ;
techniques de la police scientifique : −−les médecins légistes.
−−des héros ;
−−Ils/elles résolvent des crimes ; −−dans le sang OU la poussière OU les fibres
−−ils/elles cherchent des indices ; laissé par les meurtrier·ère·s.
A2
Cornwell dit, au moins un élément :
−−qu’elle n’a pas inventé la médecine légale ;
−−mais qu’elle a été une des premières personnes à se rendre compte de son intérêt ;
−−que sa plus grande invention est le personnage de Dr. Kay Scarpetta.
−−Cornwell présente un de ses romans.
−−Son personnage fétiche est présent dans son dernier roman Red Mist.
−−Elle indique que tant que Scarpetta est là, rien ne peut arriver.
80
Le personnage de Scarpetta n’est pas une version de l’auteure car, au moins deux éléments :
−−elle a abandonné la chimie à l’université ; −−elle a étudié la littérature.
−−elle a failli faire exploser le laboratoire ;
Elle aimerait être comme elle car elle a plusieurs casquettes, au moins un élément :
A2 −−Elle est avocate.

−−Visite à l’Académie Nationale du Crime dans le Tennessee.
−−C’est un centre d’entraînement ;
−−pour la police scientifique du pays tout entier. 14
Le journaliste dit que Cornwell a mis en avant le dur travail et les techniques de la police
scientifique, au moins un élément :
−−des héros ; −−des technicien·ne·s ; −−des médecins légistes.

−−Ceux et celles qui résolvent des crimes ; −−dans le sang OU la poussière OU les fibres
−−qui cherchent des indices ; laissés par les meurtrier·ère·s.
−−L’auteure Patricia Cornwell dit qu’elle n’a pas inventé la médecine légale mais qu’elle a été une des
premières personnes à se rendre compte de son intérêt.
−−Sa plus grande invention est le personnage de Dr. Kay Scarpetta.
−−Cornwell présente un de ses romans.
B1 −−Son personnage fétiche est présent dans son dernier roman Red Mist.
> −−Elle indique que tant que Scarpetta est là, rien ne peut arriver.
B2 Le personnage de Scarpetta n’est pas une version de l’auteure car, au moins un élément :
−−elle a abandonné la chimie à l’université ; −−elle a étudié la littérature.
−−elle a failli faire exploser le laboratoire ;
Toutefois, certains traits sont peut-être ceux de la personnalité de l’auteure au moins un trait :

−−la force de caractère ; −−la confiance en soi.
Elle aimerait être comme elle car elle a plusieurs casquettes, au moins deux éléments :
−−Elle est avocate. −−Mais Cornwell ne fait que les écrire.
Un des deux éléments :

−−Le journaliste et Cornwell font ensuite une visite à l’Académie Nationale du Crime dans le Tennessee.
−−C’est un centre d’entraînement pour la police scientifique du pays tout entier.
−−Elle y est une des contributrices. −−Elle y est une étudiante perpétuelle.
20
EXPRESSION ÉCRITE

81
ÉPREUVE 2 E3C2
EXPRESSION ÉCRITE

Amy Sullivan, The Fall: The Most Feminist Show on Television, The Atlantic, January 23, 2015
A1- −−There is a serial killer. −−It’s in Ireland.
−−They talk about Netflix. −−There is a debate . 4
simples.
A1 −−It’s a press article. −−Gibson is cool, calm and chic. −−They talk about prostitutes.
−−The series is on Netflix. −−There are victims. −−Gibson is good at her job.
8
−−The journalist talks about a new series / show −−Gibson is the heroin of the show and she is a
whose main character is a woman detective. strong person.
A2 −−She is investigating a series of murder / a serial −−There is a shooting.
killer. −−She protects some victims.
−−She comes from London. −−They talk about her private life.
−−It’s a clever show.
14
arrive à donner certains détails et à rendre compte du point de vue. Tous les éléments ne sont
pas attendus.
−−One wouldn’t think this series is a feminist show.
B1 −−The writers, producers and directors are all men.
−−This series denounces the stereotypes often linked to female detectives.
> −−The authority of the main detective is never questioned even if she is a woman in a man’s world.
B2 −−When faced with danger, Gibson’s attitude is irreproachable. She shows empathy and professionalism.
−−She defends the cause of women victims of crime.
−−Even if she is a modern woman, she hasn’t sacrificed her whole life for her job conversely to female
characters in many detective series / fictions.
−−She just seems to be a normal woman. 20
82
BAC in sight
1 Indicate the nature and the main topic the of the document.
This text is a press article about a new TV series called The Fall.
2 Find why The Fall is the most feminist show on television.

The journalist underlines that the character of Gibson is portrayed as a hard-working, competent yet
“cool, calm and chic” character which makes her a normal woman in a man’s world. It is a feminist show
inasmuch as the character of Gibson doesn’t fall into the trap of strong yet deranged characters as it is often
the case in detective fictions nowadays.
3 Explain this passage in your words with examples from the text: “But The Fall’s most
remarkable achievement will be if it turns out to be the first show of many to present a new
normal for women on television.” (l. 67-70)
The journalist hopes that this show will set new standards for TV series involving women in charge of
criminal enquiries. She hopes that more shows such as this one will be aired and therefore bring about new
strong – and normal – characters of the likes of Gibson.
4 Describe the tone of the journalist and analyse her intention.

The tone of the journalist clearly shows she is satisfied there is a feminist series on television instead of the
usual gloomy detective shows, where either a man is leading the enquiry, or where female figures tend to be
characterised as having issues in their personal and / or private lives. She wants to encourage her readers
and probably producers and writers to create more female characters like Gibson.
83
SÉQUENCE
2 How do Hollywood love stories

reflect social progress?
Objectifs Projets
culturels : le cinéma hollywoodien, l’influence de la
société américaine sur le cinéma, la censure, les comédies
Prepare a review on one of the
romantiques hollywoodiennes et leurs stéréotypes
films of p. 48 for your school’s film
club. Explain if it is a typical or atypi-
pragmatiques : structurer son argumentation,
33 cal Hollywood love story.
analyser un film ou une affiche de cinéma, enregistrer une
vidéo pour s’adresser à une audience PAIR WORK You and your
friend have just watched one of the
films on p. 50 or 51. Discuss how it
sociolinguistiques : respecter les règles de poli-
33 shows that Hollywood love stories
tesse et maîtriser les différents registres de langue have evolved.
citoyens : respecter l’opinion d’autrui dans une critique

33
de film, construire une critique efficace et respectueuse,
identifier et dépasser les stéréotypes
Projets finaux :
Review a Hollywood love
méthodologiques : réaliser une vidéo pour
33 story reflecting the evolution of the
YouTube (p. 284), faire une recherche internet (p. 276) couple in the USA for your YouTube
channel.
linguistiques :
33 Prepare a plot summary for an
Grammaire : les verbes prépositionnels, l’ordre des adjectifs adaptation of a classic Hollywood
Phonologie : les mots commençant par h love story.
Écriture : la ponctuation du dialogue
Lexique : les films, la société, l’industrie du cinéma
Pick
Document A Document A
groups A, F, D, E groups A, F, D, E
Prepare your Project p.49 (Modélisant) Document D

Classe inversée
Document C
Prepare your Project p.51
Document E
Document F (Modélisant) PAIR WORK
Project #2
Project #1
84
Les différentes affiches de comé- Cet extrait d’article nous permet

dies romantiques permettent de d’aborder l’âge d’or hollywoodien
travailler sur la représentation du et la censure opérée par le Hays
couple à différentes époques, d’en Code. Ce document permet de
déduire les éléments typiques comprendre comment la société et
du genre, mais aussi de deviner l’industrie du film s’influencent mu-
quelques évolutions sociétales trai- tuellement et quel pouvoir chacune
tées dans ces films hollywoodiens. a sur l’autre à travers les époques.
2
SÉQUENCE 2
How do Hollywood love sto-

SÉQUENCE
B Influencing the moral codes

ries reflect social progress?
From 1930 to 1968, major Hollywood studios had to use a clearly enough that it
set of moral guidelines which was called the Motion Picture 25 might be imitated. [...]
Production Code. It was also known under the name of the
Hays Code after Will H. Hays. Now, the Production
Code was voluntary
For decades, it’s true, the major film studios were for film companies,  Wife, Husband And Friend, 1939
A Are love stories evolving? GROUP WORK governed by a production code requiring that their
pictures be “wholesome1” and “moral” and encourage 30
who figured it was a nifty4 way to avoid government
censorship. But it was mandatory for filmmakers, if they
what the studios called “correct thinking.” wanted their films to play in American theaters. [...]
GROUP A  dir. by Victor Fleming, 1939 GROUP B  dir. by Nora Ephron, 1993 GROUP C  dir. by James Cameron, 1997 5 But that code, which was officially abandoned 40 years By 1959, the man charged with enforcing the rules con-
ago this year, was the result of a nationwide backlash ceded that if a “moral conflict” provided “the proper
— an outraged reaction to a Hollywood that by 1922 frame of reference,” a Code-approved film could deal
had come to seem like a moral quagmire2 [...] 35 with pretty much any topic but homosexuality. [...]
“The code sets up high standards of performance for A year after Some Like It Hot was released, the head
10 motion-picture producers,” Hays proclaimed when the of the MPA5 began suggesting that some sort of clas-
new code was unveiled. “It states the considerations sification system might work better than a censorship
which good taste and community value make necessary system that no one was paying attention to. In 1968, his
in this universal form of entertainment.” 40 organization finally shifted from restricting filmmakers
Among those considerations: that no picture should to alerting audiences, using the film-ratings system we
15 ever “lower the moral standards of those who see it” know today. [...] And it took just two years after that for
and that “the sympathy of the audience shall never be Midnight Cowboy to be re-rated from X to R, without a
thrown to the side of crime, wrongdoing, evil or sin.” single frame being altered. Community standards had
There was an updated, much-expanded list of “don’ts” 45 changed — as they invariably do.
GROUP D GROUP E GROUP F and “be carefuls,” with bans on nudity, suggestive danc-
 dir. by Sanaa Hamri, 2006  dir. by Peyton Reed, 2006  dir. by Damien Chazelle, 2016  Bob Mondello, Remembering Hollywood’s Hays Code,
20 ing and lustful3 kissing. 40 Years On, NPR, August 8, 2008
The mocking of religion and the depiction of illegal
1. with nothing immoral 2. immoral place 3. passionate
drug use were prohibited, as were interracial romance, 4. excellent 5. Motion Picture Alliance was an American
revenge plots and the showing of a crime method organisation for the preservation of American ideals

1 Pick out words that explain the aims of the Hays Code. 1 Find the reasons why the Hays
Code was created.
2 Name at least three things that you see on screen
today which were prohibited with the Hays Code. 2 List the elements which were
prohibited on screen at the time of the
3 From line 21 to 31, find the sentence that proves Hays Code.
that Hollywood filmmakers were forced to accept this
production code. 3 Identify the reason why this
1 Describe your group’s poster (place, colours, 3 Prepare questions about E-workbook production code cannot really be called
characters, title, attitudes…). your classmates’ posters Fiche à imprimer 4 Explain the difference between the Hays Code and “voluntary”.
(title, director, situation…). hatier-clic.fr/lmu1029 the 1968 system. Use the following key words.
2 List typical and atypical elements of 4 Show the difference between the
rate – censorship – end – warn – the public
Hollywood love stories in your poster. 4 Answer your classmates’ questions on your Hays Code and the 1968 system.
group’s poster.
Meet up! Post a recap of the article for the readers of your blog.
Make sure you mention the main points.
rom-com: romantic comedy

director /daɪrektər/
be in a relationship ≠ be single
break up: split up Prepare your Prepare a review on one of the films of p. 48
for your school’s film club. Explain if it is a Choose one of the film posters
project
decorum: appropriate argue /ɑːɡjuː/: have an typical or atypical Hollywood love story. and describe it to your classmates
behaviour argument without mentioning the title nor
epic censor any of the following words: couple,
Prepositional verbs Too ls p. 52 Grammar Tip Précis p. 224
classic break the standards kiss, classic and love story.
“his organization finally shifted from progressive be released When preparing your review, make sure you put
restricting filmmakers to alerting fall in love with sb find Mr or Ms Right the adjectives in the correct order.
Remember OFTACOAM!
48 audiences” get together: become a couple 49
85
Le pouvoir du cinéma à travers
la représentation de la société:
est-elle cruciale pour la pertinence
La bande-annonce de ce classique des films hollywoodiens, et quel est
de la comédie romantique et l’enjeu sociétal de cette représenta-
familiale nous permet d’aborder la tion de toutes les communautés ?
représentation de la famille et du Cet article questionne la norme
divorce. Il s’agit de démontrer com- du couple hétérosexuel à l’écran et
ment ce phénomène sociétal est dénonce le manque de représenta-
dépeint dans les films américains. tion des communautés LGBT.
How do Hollywood love stories reflect social progress? SÉQUENCE 2

E-workbook
C Divorcing in Hollywood Vidéo
hatier-clic.fr/lmu1030 E LGBT representation Fiche à imprimer
2017 was a particularly dismal1 year for LGBTQ GLAAD also noted that not a single studio film in
1 Find information about the characters, their representation in major studio films, according to 2017 included a transgender character.
relationships and the situation. GLAAD2’s annual Studio Responsibility Index. The report did, however, praise3 several indie4 releases
The advocacy organization released its sixth annu- 25 for their accurate and inclusive LGBTQ representa-
2 List the elements which make us think that 5 al report Tuesday, examining LGBTQ representation tion, like the Chilean transgender drama A Fantastic
Mrs. Doubtfire is an unusual character.
in every major Hollywood release of 2017. This year, Woman and Luca Guadagnino’s Call Me By Your
3 Explain how the couple and the family are GLAAD found a “significant drop” in the number of Name. Also, GLAAD said that 2018 has already seen a
represented. studio films with a lesbian, gay, bisexual, transgender, number of positive depictions of LGBTQ characters in
or queer character: Only 14 of the 109 films released 30 films like Love, Simon; Annihilation; and Blockers.
4 Using the trailer, write the synopsis of this film. 10 by the major studios in 2017 included a LGBTQ Still, the report concludes, the film industry has a long
character, or 12.8 percent. Not only is that down 5.6 way to go, and GLAAD is asking studios to commit
percentage points from 2016, but it’s the worst per- to making sure 20 percent of their releases include
 Mrs. Doubtfire, dir. by Chris Columbus, 1993 centage recorded since GLAAD launched its yearly LGBTQ characters by 2021, and 50 percent by 2024.
investigation in 2012. […] The GLAAD report analy- 35 “If Hollywood wants to remain relevant with these
15 zed each of the seven major studios’ 2017 film releases audiences and keep them buying tickets, they must
D New ways to start a family Classe inversée and assigned each one a grade: failing, poor, insuffi-
cient, good, or excellent. Twentieth Century Fox and
create stories that are reflective of the world LGBTQ
people and our friends and family know,” Ellis said.
Universal performed best, with “insufficient” ratings,  Devan Coggan, LGBTQ representation in Hollywood is still
while Paramount, Sony, and Disney earned “poor” rat- ‘bleak,’ GLAAD report finds, Entertainment Weekly, May 22, 2018
Vidéo E-workbook 20 ings. Lionsgate and Warner Bros. both fared the worst, 1. bad 2. Gay and Lesbian Alliance Against Defamation
hatier-clic.fr/lmu1031 Classe inversée receiving “failing” grades. 3. speak highly of something/someone 4. independent movies
1 Explain what GLAAD does every year. 3 Write GLAAD’s tweet demanding that major
1 Guess what you can expect in the film based film studios reflect today’s couples in their love
on what is written on this poster. 2 Use the figures to explain GLAAD’s stories. (280 characters)
dissatisfaction and demands.
2 Watch the trailer. Identify the elements
making the film both a traditional and an
unconventional Hollywood love story.
F Rom-coms for everyone Audio CD1 piste 20
3 In your own words, explain how the film

diverts from the “traditional” life plan. 1 PAIR WORK Listen to Greg Berlanti, the director of Love, Simon,
interviewed on NPR (National Public Radio).
4 PAIR WORK Act out a short interview of the Student A Student B
film director talking about his intentions for this a. List the elements which make a. Find the elements making this film
film (breaking stereotypes, independent women, this film a typical teenage rom-com. different from a typical rom-com.
etc.). b. Prepare questions about the b. Prepare questions about the
differences with a typical rom-com similarities with a typical rom-com
and ask them to your partner. and ask them to your partner.
2 Identify the reasons why the director released this film.

3 After the interview, NPR takes calls from the audience.
Call to explain why you think it is important to watch this film.
representation: visibility date: spend time with sb
bond: emotional tie you have a romantic
IVF: in vitro fertilisation
single parent
relationship with
get pregnant
Prepare your PAIR WORK You and your friend
have just watched one of the films Choose two words below and write them
 The Back-up Plan, dir. by Alan Poul, 2010 lover: boyfriend/girlfriend
household chores /tʃɔːrz/
cross-dessing: wearing
keep a relationship
private / a secret
get divorced
project on p. 50 or 51. Discuss how it shows
that Hollywood love stories have
down. Close your textbook and use them
to explain how Hollywood rom-coms have
evolved. evolved.
clothes of the opposite have custody /kʌstədi/ divorce – LGBT representation –
sex release: come out in
Grammar Tip Précis p. 231 character – movie – love story
complicated ≠ easy cinemas – Hollywood film
Adjective order Too ls p. 52 inclusive coming of age: becoming To compare two things use: short adj.-er +
smitten: in love an adult than or more + long adj. (+ 2 syll.) + than
“Love, Simon is your typical teenage
50 romantic comedy” stark: severe love at first sight 51
Cette comédie romantique que À travers cette interview de

l’on pourrait considérer comme Greg Berlanti, réalisateur de Love,
typique chamboule toutefois le Simon, une comédie romantique
plan de vie comme la société l’en- centrée sur un jeune homosexuel,
visageait jusqu’alors. Quelle image ce document soulève la question
renvoie la femme célibataire ayant de la représentation de la com-
eu recours à une fécondation in munauté LGBT à l’écran et de son
vitro, et comment s’inclut-elle dans importance.
le schéma typique d’une comédie
romantique ?
86
2 How do Hollywood love stories reflect
SÉQUENCE
social progress?
Tips
yy
Faire repérer aux élèves l’absence de parité
dans la production d’un film hollywoodien
des années 1930.
yy
Décrire physiquement les personnes sur
le plateau et en déduire une représentation
du couple normalisé hollywoodien dans les années 1930.
yy
Demander aux élèves d’associer la photo à un hashtag (#traditions) et de justifier
leur choix.
yy
Il est possible de faire faire des recherches sur le film en amont.
A Are love stories evolving? GROUP WORK p. 48
Tips
yy
Attribuer les affiches à des groupes de trois à cinq élèves pour pouvoir traiter toutes
les affiches à la fois.
yy
Distribuer la fiche d’activité du E-workbook pour proposer un support aux élèves et
pour pouvoir les accompagner dans les différentes étapes.
yy
Minuter les différentes étapes pour que les groupes puissent avancer à la même
vitesse. On pourrait envisager de donner des rôles aux membres de chaque groupe :
maître du dictionnaire, maître du temps, secrétaire du groupe.
yy
Si cette activité n’est pas faite en classe, possibilité d’utiliser une des affiches en guise
d’anticipation pour un autre document traitant des évolutions sociales et jouer au jeu
des sept erreurs en comparant avec une comédie romantique des années 1930.
yy
Il est possible de communiquer les synopsis suivants pour enrichir la réponse à la
question 2.
Synopsis A: A manipulative woman and an arrogant man conduct a turbulent romance during
the American Civil War and Reconstruction periods.
Synopsis B: A widower called Sam Baldwin raises his 8-year-old son, Jonah. When his son
calls in on a nation-wide radio-show, a woman falls in love with his father. The only problem
is that they don’t live on the same coast of the USA.
87
Synopsis C: A seventeen-year-old aristocrat falls in love with a kind but poor artist aboard a
ship in 1912.
Synopsis D: Kenya McQueen is a successful African-American accountant, she accepts a date
with a man she does not know: an architectural landscaper named Brian, but the date does
not last long when she realises Brian is white.
Synopsis E: In Chicago, the art dealer Brooke Meyers feels underappreciated and neglected by her
immature boyfriend Gary Grobowski and decides to break up with him to make Gary miss her.
Synopsis F: In this musical, Mia and Sebastian are struggling to make it in their respective
careers in Hollywood. They eventually become attracted to each other but there are many
obstacles to their happily-ever-after as she is an aspiring actress and he is a jazz pianist.
1 Describe your group’s poster (place, colours, characters, title, attitudes…).

E-workbook
2 List typical and atypical elements of Hollywood love stories in your poster.
GROUP A GROUP B GROUP C

Typical Typical Typical
A couple: a white man and A couple: a white man and A couple: a white man and
a white woman. They are a white woman blind date, a white woman are stan-
hugging. There is no one in their mid-thirties. There ding close to each other.
else in the film poster. is no one else in the film There is no one else in the
poster. poster.
Atypical Atypical Atypical
Nothing They are not in the same History clashes with their
city (different city lands- personal stories. Their love
capes and times of the is impossible. It is a trage-
day/night). dy/an accident.
GROUP D GROUP E GROUP F
Typical Typical Typical
A couple: they are in love. A couple: a white man and A couple: a white man and
The title can refer to the a white woman are in bed. a white woman are kissing.
traditional “something new” She is looking at him. They They look like the perfect
that the bride needs to are young. match. There is no one else
wear on her wedding day if in the film poster.
she wants to make it last.
Atypical Atypical Atypical
They do not have the same They are separated by tape It looks as if they are flying
skin colour. They are not in the bed. The film is called in the sky. It looks nothing
alone in this love story. Her The break-up and we do not like a typical love story.
family is in between. know if it is a happy-ending.
3 Prepare questions about your classmates’ posters (title, director, situation…).

E-workbook
• Corrigé hatier-clic.fr/lmu1000
88
4 Answer your classmates’ questions on your group’s poster.
Réponse en fonction de l’élève ou toute réponse pertinente.
Production possible
The film is entitled… It was directed by… It was released in... In the foreground, we can
see… In the background, we can see… I think they are in love because… It must be a typi-
cal love story because… It must be an atypical love story because...
B Influencing the moral codes p. 49
Pédagogie différenciée Le Trail A est le parcours le plus guidé. Les élèves sont amené·es à formuler
des réponses similaires, mais la tâche est plus compliquée pour les élèves choisissant le Trail B.
Tips
yy
Envisager de faire travailler les élèves sur l’âge d’or hollywoodien en leur demandant
de faire une recherche internet et de présenter le résultat sous forme d’exposé.
Voici la vidéo pour un cours accéléré sur Hollywood : https://bit.ly/2YT6fZc.
yy
Anticiper le texte à l’aide de l’image tirée du film Wife, Husband and Friend (1939).
Demander aux élèves d’émettre des hypothèses sur le lien entre les personnages et les
lits jumeaux.
yy
Inviter les élèves à bien comprendre le travail de médiation en utilisant la méthodolo-
gie p. 289.
yy
Le texte sera l’occasion d’aborder les verbes prépositionnels.
Trail A Trail B
1 Pick out words that explain the aims of 1 Find the reasons why the Hays Code was
the Hays Code. created.
“‘correct thinking’” (l. 4) The Hays Code was “the result of a na-
“high standards of performance” (l. 9) tionwide backlash” (l. 6), “a moral quag-
“moral standards” (l. 15) mire” (l. 8). It was a moral code directors
“censorship” (l. 30 – 38) had to follow to avoid censorship.
2 Name at least three things that you see 2 List the elements which were prohibited
on screen today which were prohibited with on screen at the time of the Hays Code.
the Hays Code. The Hays Code prohibited anything that:
Today, we can see nudity, drugs or sexual ––lowered ‘the moral standards’ (l. 15);
relationships, crimes, mocking of religions ––did not suit religion (l. 20);
on screen and these things were prohi- ––was a mocking of religion (l. 20);
bited with the Hays Code. ––showed illegal drug use (l. 21);
––showed nudity (l. 19);
–– showed suggestive or lustful dancing (l. 19);
––could motivate crimes, “wrongdoing, evil
or sin.” (l. 17);
––showed interracial romance (l. 22).
89
Trail A Trail B
3 From line 21 to 31, find the sentence 3 Identify the reason why this production
that proves that Hollywood filmmakers code cannot really be called “voluntary”.
were forced to accept this production code. It cannot be called “voluntary” because
“But it was mandatory for filmmakers, if some film companies stuck to it because
they wanted their films to play in Ameri- they wanted to avoid “government cen-
can theaters.” (l. 30-31) sorship.” (l. 29-30). Moreover, as it is said
on line 31, it was “mandatory”, so it is the
contrary of “voluntary”. If they did not stick
to it, their films were not shown in Ameri-
can cinemas.
4 Explain the difference between the Hays 4 Show the difference between the Hays
Code and the 1968 system. Use the fol- Code and the 1968 system.
lowing keywords. The Production Code was used as cen-
rate - censorship - end - warn - sorship, to prohibit on screen anything
the public which was considered immoral regar-
ding religion. It ended in the 1960s and
The Production Code was used as
another system was used in order to
censorship, to prohibit on screen
warn the public. The 1968 system aimed
anything which was considered immo-
at rating films to prevent children and
ral regarding religion. It ended in the
young people from watching films which
1960s and another system was used
were not made for them.
in order to warn the public: the 1968
Today, the public is the only one making
system which aims at rating films to
a choice.
prevent children and young people from
watching films which were not made for
them.
Meet Up! Post a recap of the article for the readers of your blog. Make sure you
mention the main points.
Production possible
To avoid censorship, filmmakers had to follow a set of rules called the Hays Code. It
was called this way after Will H. Hays who created it. Society and cinema have in-
fluenced each other from the 1930s Golden Age of Hollywood until today.
Religious groups were furious with filmmakers because they were showing things that
they did not consider to be moral. For example, they used to show nudity, crimes and
even used to mock religion. So, some filmmakers joined the Motion Picture alliance and
created the Hays Code. It was a list of things they could not show any longer in their
films if they wanted to avoid censorship or any backlashes. It was not really mandatory
but if they did not follow this set of rules, they were likely not to be released in cinemas.
Then, they decided it was not working very well. Thus, they decided to create the rating
system we know today. It was and still is used to warn people of the film’s content. In-
deed, every film was assigned a rating from X to R. Eventually, this allowed filmmakers
not to be censored any longer.
90
Prepare your Prepare a review on one of the films of p. 48 for your school’s film
club. Explain if it is a typical or atypical Hollywood love story.
project −−Encourager les élèves à regarder le résumé de l’intrigue de chaque
affiche sur IMDb.com ou la bande-annonce du film pour se préparer, et
p. 49 des sites comme Rotten Tomatoes ou sur la catégorie des avis d’IMDb
pour parfaire leur analyse du film.
−−Les élèves peuvent s’appuyer sur la correction de la question 2 des
documents A, s’ils ou elles l’ont réalisée, pour réfléchir aux éléments
typiques d’une comédie romantique.
−−Il est possible de réaliser cette activité en classe, et laisser les élèves
préparer leurs notes à la maison en limitant par exemple le nombre de
mots auxquels ils ou elles auront droit pour réaliser le devoir sur table.
C
Vidéo
Divorcing in Hollywood
p. 50
Tips
yy
Faire anticiper les élèves à partir de la photo et de ce qu’ils ou elles imaginent et leurs
connaissances cinématographiques : qui tombera amoureux·se dans ce film ? Qui sont
les personnages ? Qui est la dame âgée ? Les élèves ont peut-être déjà vu le film, et
certain·e·s peuvent peut-être déjà répondre à ces questions.
yy
Attirer l’attention des élèves sur le titre du document pour immédiatement cibler le
phénomène sociétal dont il est question dans cette comédie.
yy
Encourager les élèves à prendre des notes sous forme de carte heuristique. Vous pou-
vez ensuite leur faire réaliser un arbre généalogique pour mieux élucider les relations
entre les personnages.
1 Find information about the characters, their relationships and the situation.
Mr Hillard, Daniel: father of three children, about to get divorced, unemployed at
the beginning of the film.
Daniel’s brother: a makeup-artist, helps Daniel, disguises him as a woman.
Mrs Doubtfire: Daniel in disguise, the nanny/housekeeper, takes care of the three
children.
The woman with the bun: a social worker, helps Daniel to find a job.
Mrs Hillard: looking for a nanny for her three children, getting divorced, Daniel’s
ex-wife.
The handsome man: Daniel’s ex-wife’s new boyfriend.
General situation: Daniel Hillard = unemployed, about to lose custody of his

children asks his brother to make him become a woman to be a nanny for his own
children.
91
2 List the elements which make us think that Mrs Doubtfire is an unusual character.
Mrs Doubtfire is not a typical character because:
––she is a man cross-dressing as a woman;
––she is a housekeeper who looks after her own children;
––she does not always remember she is a woman (on the bus or her breasts burn);
––she is ready to have her children + wife back;
––she likes doing the chores;
––he has to lie about being a man to make his wife fall in love with him again.
3 Explain how the couple and the family are represented.

––The film starts with a divorce and a single-parent household, which is different
from traditional Hollywood love stories.
––Daniel is ready to have his family back.
––It deals with: how a single/divorced mother can cope/deal with children and a
new relationship.
––Questions: “what happens to children when parents get a divorce?”, “how is di-
vorce for the parents?”, “what about the one who does not want to divorce?”
–– It depicts a woman who is tired of taking care of her husband and her children on
her own.
4 Using the trailer, write the synopsis of this film.

Production possible
A couple is about to get separated and to be divorced. The father is ready to do his
best to have his family back. He is depicted as a child too and is not happy with his
ex-wife’s boyfriend. So, he decides to disguise as a woman housekeeper to get closer
to his wife and get his family back, or at least not to lose custody of his children.
D New ways to start a family Classe inversée p. 50
Vidéo Classe inversée Ce document se prête à la classe inversée car l’intrigue du film
hatier-clic.fr/lmu1031est difficile d’accès tant elle s’écarte du schéma traditionnel. Nous laisserons
davantage de temps aux élèves pour la comprendre grâce à cette activité en
classe inversée. Il sera important de travailler en amont sur les attentes des élèves d’une comédie
romantique, et de leur faire repérer comment ce « plan de vie » est chamboulé dans The Back-up Plan
(2010). Cette activité en autonomie permettra aux élèves de se sentir plus à l’aise en classe lors de la
mise en commun, notamment pour la question 1 du manuel avec l’étude de l’affiche.
E-workbook
Tips
yy
Faire d’abord réfléchir les élèves au schéma de vie traditionnel en leur faisant ré-
pondre à la question 1 de la fiche d’activité ou du manuel, et confronter leurs attentes
d’une comédie romantique avec cette bande-annonce.
yy
Faire repérer aux élèves la to-do list, les flèches et les regards des personnages.
yy
Faire également anticiper à partir du titre du film en demandant aux élèves de réflé-
chir à ce que serait the original plan en comparaison du back-up plan.
92
1 Guess what you can expect in the film based on what is written on this poster.
We can expect that the woman and the man will fall in love and get together as a
couple. But I also think that they will not be married before they get pregnant.
Maybe they will do everything that is written for / expected from them but in a
different order.
The woman might hide her wish to become a mother from him because she is
hiding baby shoes behind her back. She is also looking at the audience as if she
was sharing her secret with us.
2 Watch the trailer. Identify the elements making the film both a traditional and an
unconventional Hollywood love story.
A traditional love story:
––the main character is in her mid-thirties and wants a baby;
––she thought she would be married with kids by now;
––she has not found Mr Right;
––she is pretty and well-dressed;
––she seems to have it all but she misses a man (and a baby);
––they meet in a romantic surprising way;
––she chats with her friend at the gym about a man;
––a typical romantic dinner in a garden;
––they kiss in front of her house.
An unconventional love story:
––she wants a baby but does not focus on finding love;
––she asks her best friend to help her to have a kid through IVF;
––the main character is pregnant before she meets the father;
––a woman is seen delivering her baby: not very glamorous for Hollywood;
––she freaks out when she finds out she is pregnant.
3 In your own words, explain how the film diverts from the “traditional” life plan.
In this film, Hollywood shows that a woman does not necessarily need a man to
be happy, and that she can even become a mother without one too. Society has
evolved, and single women can have access to an IVF without a partner in the USA.
Women do not need to be married to become pregnant anymore. There is not just
one path to build a strong and healthy relationship. A couple does not undeniably
need to meet, get married, and then have children. A man can raise a child who is
not his (a different kind of family).
4 PAIR WORK Act out a short interview of the film director talking about his inten-
tions for this film (breaking stereotypes, independent women, etc.).
Nous insisterons sur les thèmes à aborder dans cette interview : les stéréotypes de la femme
célibataire, l’horloge biologique revue par Hollywood, les femmes indépendantes et la place
de l’homme dans la famille.
Il sera intéressant de revoir la méthodologie de la prise de parole en interaction p. 294.
93
E LGBT representation p. 51
Tips
yy
La difficulté de ce document réside dans la multiplicité des informations chiffrées : les
élèves devront reconnaître et associer les chiffres sans se tromper pour ne pas risquer
un contresens. Pour cela, la fiche à imprimer du E-workbook permet aux élèves de
guider leur compréhension et de manipuler les données.
yy
En ce qui concerne la question de production, demander aux élèves d’écrire leur tweet
seul·e·s ou en binômes.
yy
Il est également possible de poster les publications en direct sur AnswerGarden.ch ou
un autre outil TICE, et de voter pour la meilleure, puis de la poster réellement sur le
compte Twitter® de la classe, ou de poster la publication directement à la société de
production Warner Bros® par exemple : https://www.wbgood.com/about.
yy
Vous trouverez également sur la fiche à imprimer une mise en page pour la question 4
de production qui aidera les élèves à se mettre en situation et à poster comme s’ils ou
elles étaient membres du GLAAD.
E-workbook
1 Explain what GLAAD does every year.

––GLAAD: investigates the representation of Lesbian, Gay, Bisexual, Transgender
people in films released by major film studios.
––Yearly report: rate studios.
––Aim: include and depict everyone on screen.
2 Use the figures to explain GLAAD’s dissatisfaction and demands.

2017 report: major film studios did not do enough - did not represent everyone in
their films
Demands: take this matter more seriously - better represent the US society
“a significant drop”
“14 of the 109 films released by the major studios included a LGBT character”
(=12.8%)
-5.6 points compared to 2016
“worst percentage since its creation in 2012”
0 transgender characters in any Hollywood films in 2017
3 Write GLAAD’s tweet demanding that major film studios reflect today’s couples in
their love stories. (280 characters)
Production possible
––There was no sufficient, accurate, nor inclusive portrait of a LGBT+ character in
your films in 2017. #InclusiveIsEveryone
––The Gay and Lesbian Alliance Against Defamation report gave you a failing grade
at providing such a thing. #LGBT+ #Representation
94
––We would like to see our friends and families in your stories, and not just the
classic straight couple you keep showing.#InclusiveIsBetter
––We are the audience and I am unsure we will keep buying tickets to see your
films if you fail to give an inclusive representation of the world as we know it.
#BetterRepresentation
––Only 12.8% of major film studios portrayed a LGBT character in 2017. This is far
from being enough! @UniStudios, you need to do better! If you don’t, we won’t go
to the cinema! You must portray American society better. This is not my America/
USA. #BetterRepresentation
F Rom-coms for everyone p. 51
Tips
yy
Anticiper à partir de l’affiche du film en demandant aux élèves de repérer Simon, et
d’essayer de deviner quels sont les couples représentés dans ce film.
yy
Discuter avec les élèves du sous-titre : Everyone deserves a great love story, que peut-il
signifier ? Si les élèves connaissent le film, lier cette citation au problème de représen-
tation dans les comédies romantiques hollywoodiennes.
yy
Le pair work de la première question permettra de gagner du temps, mais également
de faire interagir les élèves en créant un déficit d’informations. Pour la suite les élèves
peuvent travailler seul·e·s ou à deux.
yy
Ce document audio sera l’occasion d’aborder l’ordre des adjectifs.
Audio
Script CD1 piste 20
LULU GARCIA-NAVARRO. Love, Simon is your it, we would be honouring a lot of those tradi-
typical teenage rom-com: a boy, a mystery love tions, but also circumventing them, you know.
interest, misunderstandings, treachery and of LULU GARCIA-NAVARRO. We should men-
course annoying and goofy teachers. The title tion that this is the first time a gay teenage
character Simon is, in fact, deliberately typical. romance has been out in wide release from
Now is Greg Berlanti, he directed the film and a major studio.
he joins us from the Warner Bros. lot. Good
GREG BERLANTI. Correct, you know, when I
morning.
first read the script, it was - I just found myself
GREG BERLANTI. Good morning, nice to be here. sort of crying inexplicably at the end and won-
LULU GARCIA-NAVARRO. So the big reveal in dering why that was happening. And, I had
this film is revealed right away, and that is of been a closeted teen myself, and I just realised
course that Simon is gay. Why did you want to just the power of representation in something
set this story up to look like a typical teenage like this was so evocative for me. And I went in
romantic comedy? and said to the studio: ‘You realise that there’s
GREG BERLANTI. We were really conscious never been a teen rom-com with a gay kid at
throughout of having as many of the traditions the center’. And having grown up in the ‘80s,
and tropes that one would find in — whether it when there was a lot of great teen coming-of-
was a young adult romantic comedy or an adult age movies, I never sort of saw myself or our
romantic comedy — but changing the gender storylines on the screen. And so, it was real-
of the romantic interest, and actually having, ly powerful to me and we obviously hoped it
you know, a gay protagonist at the center of would be to the audience as well.
95
1 PAIR WORK Listen to Greg Berlanti, the director of Love, Simon, interviewed on NPR
(National Public Radio).
Student A Student B
a. (Often) the same plot : a boy, a love a. The main character : a young (tee-
interest, misunderstandings, betrayals, nage) boy + love interest : a boy.
etc. The main protagonist : a normal This film : Simon has a huge secret
teenager. y he is gay (quickly revealed)
First time a major studio releases a gay
romance.
b. Who falls in love in the film? b. What makes it similar to a typical
What makes the film a different rom- rom-com?
com? Who falls in love in the film?
Who are the main characters?
2 Identify the reasons why the director released this film.

––He was himself a “closeted teen”.
––The first time he read the script he cried.
––Question of representation = important because powerful.
––Grew up in the 1980’s = rom-coms = very popular y no love stories with gay
characters.
––Representation = important y helps teenagers to talk about it.
1 After the interview, NPR takes calls from the audience. Call to explain why you
think it is important to watch this film.
Production possible
I have watched this film and I would like to say/explain why/the reasons why it is
an important film to watch:
––it gives more visibility to same-sex couples;
––gay teens may find models on screen to follow or to feel close to;
––it is helpful for teens who want to come out (of the closet);
––it is a message of hope for closeted teenagers everywhere in the United States of
America.
Prepare your PAIR WORK You and your friend have just watched one of the
films on p. 50 or 51. Discuss how it shows that Hollywood love
project stories have evolved.
−−Ce n’est pas un débat mais l’échange permet aux élèves de se complé-
p. 51 ter/nuancer leurs propos.
−−Temps de préparation : réfléchir aux points abordés - prise de notes
(10 mots-clés maximum).
−−Travail en autonomie : le ou la professeur·e pourra aider les groupes
pour la prononciation et/ou l’intonation.
96
Too
in thels
Spotlight Corrigés
se ar
Practigra
your mm
1 a. We looked at almost all the stars on 2 a. Gone With the Wind is an old Ameri-
Hollywood boulevard. can film.
b. She apologised for not playing cards b. Titanic is a famous disaster film.
with us because she preferred watching c. Sleepless in Seattle is an American
Mrs. Doubtfire on TV. It’s a classic film romantic comedy.
which refers to divorce.
d. In La La Land Emma Stone plays a
c. I’ve listened to this interview, Kate wonderful young actress who falls in
Winslet was talking about her job and the love in L.A.
film Titanic.
d. The babysitter looks after the children 3 a. The major American film studios
when their parents go to the cinema. were governed by the Hays Code.
e. I went to Griffith Park and walked up b. The best Hollywood film companies
to the top of Mount Lee where the Hol- have made a fortune.
lywood sign is located. c. This is a poster of my favourite pro-
f. The film Brooklyn deals with an Irish gressive film.
girl who wants to fulfill the American d. The Back-up Plan is a 2010 American
dream. love story.
g. The film industry largely depended on
the Hays Code to know what they were
allowed to show in their films.
ve nciation
Impropro
your nu
Audio Audio
4 hotel • hospital • holiday • CD1 piste 22
5 CD1 piste 23
horrible • hilarious : prononcé MP3 n° 28
a. hotels, Hollywood : prononcé
MP3 n° 29
hour • honest : non prononcé b. humorists, humour : prononcé

c. honestly, honourable : non prononcé
horrible : prononcé
d. hours : non prononcé
Hollywood : prononcé
97
your
6 a. “You know, I have just watched 7 (A dialogue inspired by the trailer for
Love, Simon and I’m really happy that the The Back-up Plan, 2010)
LGBT community is more visible today,” “Will you be my baby daddy?,” she asked
she said enthusiastically. agitated.
“You’re right, it took time but now we’ve “Is this a joke?,” he suspiciously asked.
made it to Hollywood,” he said jokingly.
“No, it’s not! You are my best friend, and I
b. “Hi,” she said joyfully. want you to do it!,” she explained.
“Get away from me!”, the woman screa- “Well… I’m not sure I’m ready to become a
med. “I don’t know you.” father…,” he declared.
“I understand… But you don’t have to be a
real father,” she clumsily pleaded.
Buyoild up
ur vocabulary
1 a. Mia fell in love with Sebastian the 2
first time they met.
Production possible
b. The Hays Code was used to censor
My favourite rom-com is Love, Simon be-
Hollywood films for more than 30 years.
cause it is an atypical love story where a
c. The main character in The Back-up boy is smitten with another boy. The film
Plan is single and she wants to get pre- breaks the standards by showing an
gnant all by herself. emotional tie between different people and
d. In this coming of age film, the teenager communities. They finally get together
learns about the difficulties of adulthood. after Simon is forced to come out of the
e. We need more representation of the closet and show that we can change what
LGBT community in today’s films. many people think to be decorum. They
have a happy ending and I like that it is a
message of hope for everyone.
98
Project #1 . 55 p
Review a Hollywood love story reflecting

the evolution of the couple in the USA for
your YouTube channel.
Mise en place
• Pour choisir la comédie romantique sur laquelle se basera leur critique, les élèves peuvent
bien sûr utiliser un film présent dans la séquence ou de leur choix en cherchant de nouveaux
films. Rediriger les élèves vers la page Go4It (p. 57 du manuel) pour stimuler leur curiosité, et
faciliter leur travail de recherche. S’ils ou elles ne peuvent pas regarder l’intégralité du film, les
élèves peuvent se baser sur les résumés de l’intrigue et sur les bandes-annonces.
• Il s’agit d’une intervention préparée face à une caméra. Les élèves peuvent s’enregistrer à la
maison ou sur un temps de cours si l’établissement dispose de matériel (tablettes, caméra, ou
même téléphones portables). Les élèves peuvent préparer leur intervention mais n’utiliser que
des notes non-rédigées pour éviter toute tentation à la lecture. Leur conseiller de préparer un
plan avec quelques mots-clés par partie. Cette consigne peut bien sûr être adaptée pour les
élèves les moins à l’aise.
• Bonifier le travail des élèves les plus créatif·ve·s et qui auront réalisé des vidéos esthétiques.
Les élèves peuvent s’inspirer des vidéos sur YouTube, et s’imaginer un nom de chaîne, des
renvois vers du contenu factice qu’ils ou elles auraient réalisé auparavant, etc.
z Fiche de méthodologie N°11 p. 284
Project #2 . 55 p
Prepare a plot summary for an adaptation

of a classic Hollywood love story.
Mise en place
• De la même façon que pour le projet 1, inciter les élèves à choisir une histoire d’amour
typique dans la page Go4It (p. 57 du manuel) qui présente à la fois des comédies roman-
tiques atypiques et des histoires d’amour attendues mais classiques pour le genre. Les élèves
peuvent compléter leurs recherches par des résumés trouvés sur IMDb.com ou par des
critiques cinématographiques comme celles de rottentomatoes.com par exemple.
• Pousser les élèves à travailler en autonomie sans l’aide de leur cahier, ou bien les laisser
trouver des exemples d’évolutions dans les divers documents étudiés en classe.
• Possibilité pour les élèves de travailler en groupes : adapter les consignes et proposer une
écriture collaborative. Divers outils TICE sont à leur disposition (p. 286).
• Il serait intéressant de travailler en interdisciplinarité et de proposer le scénario jugé le
plus original et abouti par les élèves au club/cours de théâtre de l’établissement. Les élèves
peuvent ainsi travailler ensemble sur l’écriture de la pièce, se réapproprier les personnages,
jouer en anglais. C’est une jolie finalité pour travailler sur le dépassement des stéréotypes.
99
100
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression orale en continu – Review a Hollywood love story
Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, apprises par cœur. Il y a J’évoque l’évolution du couple américain et je Mes arguments et interventions sont variés et je
très peu de références aux comédies romantiques propose un point de vue informé sur les comédies montre que le cinéma hollywoodien doit refléter au
américaines. romantiques. mieux la société américaine.
Je reprends des choses vues et ajoute des petites
variantes et mon point de vue personnel.
0-1 2-3 4
rages. notes.
0-1 2-3 4
0-1 4
grammaire (verbe manquant...) ou de syntaxe (ordre respectée et les structures travaillées sont réutilisées d’erreurs de grammaire. Les éléments vus dans cette
0-1 2-3 4
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. étudiés (la production d’un film et la représentation
français). de la société).
0-1 2-3 4
Total : ��/20
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression écrite en continu – Prepare a plot summary

Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, il y a très peu de références Le film que j’ai choisi est un classique du genre. Mon résumé de scénario prend en considération
aux éléments typiques d’une comédie romantique. J’ajoute des éléments atypiques. différents aspects de l’évolution de la société amé-
ricaine.
0-1 2-3 4-5
Pragmatique et Mon résumé de l’intrigue est peu clair et organisé. Mon résumé de l’intrigue est clair. J’utilise quelques Mon résumé de l’intrigue est bien organisé. Mon
socio-linguistique Mes phrases sont très simples. mots de liaison, mes phrases sont construites. discours est structuré et donne envie d’en savoir
plus sur le film.
0-1 2-3 4-5
0-1 2-3 4-5
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. étudiés (la production d’un film et la représentation
français). de la société).
0-1 2-3 4-5
Total : ��/20
101
RECAP
AXE 2 Private space and public space
2 How do Hollywood love stories reflect E-workbook
SÉQUENCE
social progress? Bilan à compléter

Documents Vos
#familylaw Documents C et D Hollywood has progressively shown
How are social evolutions in different couples and families: people
couples and families shown were not happy, were divorcing or
in Hollywood films ? were having children through different
procedures (IVF, and so on).
#represetinglove Documents A, B, D, E, et F It has changed from the beginning:
How have love stories been censorship implied couples could not
represented in Hollywood show lust or passion on screen. Today:
films through time? a multiplicity of love with same-sex
couples, interracial relationships, and
even love for oneself.
#education Documents B, C, D, E, et F People can have an effect on cinema:
Can films educate people to censorship.
accept the evolution of social Cinema can have an effect on society:
norms? it can help to educate society, help
them accept less “traditional” love and
understand what really matters.
It needs to be inclusive: representa-
tions to enable self-identification.
#traditions Photo d’ouverture From a traditional image: a dominant
How has the traditional Documents A, C, D et F white man, a passionate yet pure
image of the couple and relationship with a white rich and
family progressively changed fragile lady.
in Hollywood films? It shifted to more emancipated wo-
men and representations of same-sex
couples on screen in order to better
represent the American audience.
However, Hollywood can still do better
(documents D and E).
#emancipation Photo d’ouverture Women : have everything y a perfect
How do Hollywood films Documents D, E et F. job, a perfect house, a great life (no
show the emancipation of longer depending on men).
women and minorities in Minorities: treated equally with gay
American society? and transgender characters.
People can escape the traditional
life plan and still be happy with their
spouse/loved one.
102
SYNTHÈSE
How has the representation of couples and families in Hollywood evolved throughout the
last century?
1930’s - 1959: censorship from the government influenced by important religious
groups. White men and women living a pure love story.
1959 - 68: censorship was diminished and films approved by the Code could deal with
anything but homosexuality.
1969 - onwards: a rating system has let the public know what films are appropriate for
them and let them choose.
1990’s - 2010’s: portraying divorce, interracial relationships, sexual intercourse, fewer
weddings, different families.
2010’s: same-sex couples (in major film productions), transgender characters, more
complex love stories.
Filmmakers and producers must reflect the American society better so they can stay
relevant and have people buy tickets.
How do they mirror changes taking place in the American society?

To mirror changes that are taking place in the American society, Hollywood includes
different characters in their storylines. They deal with same-sex relationships and
either choose to portray inclusive characters or to provide them with a happy ending
(and a hopeful message for the audience who can identify with the characters). They
can also reflect on what is happening in families with the apparition of divorces, and
reinvent stories where the traditional life plan is questioned. Hollywood must unders-
tand the complexity of some relationships (because of tensions in families or communi-
ties) if they want to mirror the American society correctly.
103
ÉPREUVE 1 E3C1
Audio Rumors of the Death of the Rom-Com are Greatly Exaggerated, NPR, August 25, 2018
CD1 piste 25
Script
Scott Simon (host). And voila - box office But actually Crazy Rich Asians has some other
gold - that was When Harry Met Sally…, Coming elements. It’s also a family story. It has some
To America and It Happened One Night - all clas- drama in it. So it really does vary. And I think
sic rom-coms. But Hollywood’s love affair with you have your meet-cute, which is your - they
love affairs has had its ups and downs ever bump into each other, or they meet under
since Clark Gable went on the road with Clau- strange circumstances. Then you have your
dette Colbert in 1934. There were no major terrible obstacle that keeps them apart, which
studio rom-coms released in 2017. But like can be anything from she falls in love with his
any good love affair, love always wins. And brother while he’s in a coma. That’s While You
boy, is the rom-com back with success of Cra- Were Sleeping…
zy Rich Asians and Netflix’s Set It Up and To All Scott Simon (host). Right. Yes...
The Boys I’ve Loved Before. We wondered. We
Linda Holmes (byline). … One of my favorites.
wished. We hoped. Is the rom-com back? To
answer that, we call in Linda Holmes, host of Scott Simon (host). … Sandra Bullock - it’s a
NPR’s Pop Culture Happy Hour and a romantic great one, too. Yeah.
yourself. Aren’t you, Linda? Linda Holmes (byline). One of my favorites
Linda Holmes (byline). I really am. What a - or something more kind of normal, like diffe-
wonderful introduction and group of clips. rences in class or in profession. Like in You’ve
Now I want to go watch them all. Got Mail, she’s a little bookstore owner. And
he’s a big bookstore owner. Then you have a
Scott Simon (host). How do we define the
bunch of banter and conversation. And then
rom-com?
at the end, they get together. And that gets
Linda Holmes (byline). I think you have your you a romantic comedy right there.
totally rom-coms like When Harry Met Sally...
104
Un document à propos : On parle de Netflix.
A1-
−−de comédies romantiques ;
−−d’amour.
4
Relevé de mots isolés / amorce de compréhension et de mise en relation des idées les plus simples.
Il s’agit d’une interview entre un homme et une femme.
Le présentateur parle de la plateforme Netflix.
A1 Il pose une question à Linda.
Le sujet de la conversation est les comédies romantiques.
À la fin du film, l’homme et la femme finissent ensemble. 8
−−Il s’agit d’une interview entre un homme et une femme.
−−Elle s’appelle Linda.
−−Elle présente une émission de culture populaire sur NPR.
A2 −−L’interview est sur les comédies romantiques.
De nombreux titres de comédies romantiques sont évoqués (un ou deux exemples : When Harry Met Sally,
Crazy Rich Asians, To All The Boys I’ve Loved Before).
Certains films mentionnés sont les préférés de l’invitée.
L’amour triomphe toujours.
Dans le dernier film évoqué, les deux personnages travaillent avec des livres. 14
−−Il s’agit d’une interview entre un homme et une femme.
−−Elle s’appelle Linda.
−−Elle présente une émission de culture populaire sur NPR.
Le sujet de l’interview : la comédie romantique est-elle morte ? de retour ?
Aucune sortie en 2017.
D’anciennes comédies romantiques sont évoquées (When Harry Met Sally) ainsi que de nouvelles sorties
B1 (Crazy Rich Asians, To All The Boys I’ve Loved Before).
>
B2 Au moins un élément :
−−L’invitée est présentée comme quelqu’un de romantique.
−−Elle complimente le présentateur, qui a fait une bonne introduction, et veut revoir tous les films
mentionnés.
Schéma classique d’une comédie romantique, au moins deux éléments:
−−deux personnages se rencontrent,
−−circonstances étranges ou tombent l’un sur l’autre à l’improviste,
−−quelques obstacles / différences de classes sociales,
−−… et finissent ensemble.
Dans le dernier film évoqué, les deux personnages sont libraires. 20
EXPRESSION ÉCRITE

105
ÉPREUVE 2 E3C2
EXPRESSION ÉCRITE

Angie Han, ‘Isn’t It Romantic?’ is only pretending to be a different kind of rom-com, mashable.com,
February 12, 2019
A1- −−She talks about a rom-com. −−She says she liked the film.
−−She gives her point of view. −−She says there are problems with the film.
4
simples.
−−It is an online press article. −−There is a handsome man.
A1 −−It is about a new film.
−−The main character does not want to find love.
−−It takes place in New York.
8
−−It is a review of a new film called Isn’t It Romantic..
−−The author writes about the positive and negative points of the film.
A2 −−Isn’t It Romantic is a parody of a rom-com.
−−It uses typical elements of the genre: a sexy man, a fashionable girl who lives in a beautiful flat in
New York City, a karaoke scene, ... 14
Le·la candidat·e a compris et a mis en relation. Le·la candidat·e a compris les éléments
et arrive à donner certains détails et à rendre compte du point de vue.
−−It is effective because it shows a plus-size woman on screen, it is a good imitation of the genre, it makes the
B1 audience laugh of grand romantic gestures.
> −−The film still has issues: LGBT representation, women against women, minorities representation.
B2 −−Some films and TV shows manage to show the rom-com issues better.
−−The real problem is that the film does not have a real identity and it does not know what it is itself:
is it a rom-com or a parody?
−−It is important to deal with these issues and this subject. 20
106
BAC in sight
1 Clarify what type of document this is and what the main topic is.
This text is an online press article / review about a new film called Isn’t It Romantic.
2 Show how this film is an atypical rom-com.

This rom-com is atypical because we can see a plus-size woman on screen who does not have a wonder-
ful flat at the beginning of the film. Moreover, she is not interested in finding love and does not believe in
romantic comedies. It is also different from a regular film because she only experiences typical elements of a
rom-com after she hits her head and enters a new world she hates. Finally, it is atypical because it actually
aims at showing the flaws of the genre.
3 Explain why the author writes this about Isn’t It Romantic: “It’s just one that loudly calls at-
tention to the tropes it’s using before using them, and then pats itself on the back for turning
them on their heads – never mind that most of those “subversions” have themselves been
rom-com staples for years.” (l. 12-17)
Angie Han writes that Isn’t It Romantic is exactly like other romantic comedies because it fails to
acknowledge that many of the issues with rom-coms were already tackled in similar films before. She ex-
plains that it spends so much time trying to show the audience what recurrent themes they have taken from
other films that the characters in it eventually get lost and finally reproduce the same morals and messages.
4 In your own words, explain the meaning of the last paragraph.

The critic explains that the film is missing an identity and eventually the audience does not know if it is a real
parody or if it is a different rom-com. It explains that they should have chosen one genre and stuck to it. We
have the feeling this is a rom-com in itself because the moral seems to be the same at the end and because
the film uses tricks that were previously used in romantic comedies.
107
AXE 3
Art and power
Art et pouvoir
PROGRAMME
Comment le rapport entre art et pouvoir
définit-il les caractéristiques de chaque
aire géographique étudiée à différentes
époques ? Le pouvoir s’est toujours appuyé
sur l’art et les artistes pour être célébré, lé-
gitimé ou renforcé. Lorsque l’artiste dépend
du pouvoir politique ou économique, son
œuvre peut-elle prendre la forme d’une
contestation de celui- ci ? Le rapport entre
art et pouvoir donne lieu à diverses inter-
rogations : l’art est-il au service du pouvoir ?
Le pouvoir sert-il l’art ? L’art peut-il être
un contre-pouvoir ? L’art est-il une forme
d’expression politique ? Peut-on concilier
liberté de création et contraintes diverses ?
Il conviendra d’étudier comment ce rapport
à l’art a évolué dans l’histoire pour chaque
culture étudiée.
108
SÉQUENCE
1 How does art boost

the economy
of British cities?
Problématique : Cette séquence présente des exemples d’art dans la ville au Royaume-uni,
que ce soit des œuvres d’art public, du street art ou des exemples d’architecture. Elle montre
en quoi ces réalisations ont un impact sur la ville en termes de développement économique
et donc constituent une forme de pouvoir.
2 How did US artists

SÉQUENCE
relate the Great

Depression?
Problématique : Cette séquence permet de s’interroger sur le rôle des artistes à l’époque de
la Grande Dépression. Dans quelle mesure l’art est-il une forme d’expression politique ? Peut-il
influencer la société ? Comment l’artiste peut-il rendre compte des réalités de son époque ?
Peut-on retracer l’histoire d’un pays à travers les œuvres produites pendant la période en ques-
tion ? Cette séquence permet aussi aux élèves de s’interroger sur l’objectif d’une exposition.
109
SÉQUENCE
1 How does art boost the

economy of British cities?
Objectifs Projets
culturels : les thématiques culturelles et écono-
miques associées à l’art dans les villes britanniques à tra-
A street artist is interviewed by
vers trois formes : le street art, l’art public et l’architecture
a journalist about the place and the
impact of urban art in British cities.
pragmatiques : structurer son argumentation,
33 Imagine the interview.
convaincre un auditoire
Imagine that the ArcelorMittal
Orbit, Hastings Pier or the Library of
sociolinguistiques : adapter son discours à son
33 Birmingham has won a prize. Write
auditoire, respecter les conventions de présentation d’un flyer a short article about it in the column
“News in brief” of the local newspaper.
citoyens : réfléchir aux relations entre art et pouvoir
33
économique, envisager l’art urbain sous un angle économique
Projets finaux :
méthodologiques : faire une recherche inter-
33
net (p. 276), réaliser un flyer (p. 286) You have designed an artwork
or a building to boost your city’s
economy. Give a speech explaining
linguistiques :
33 its positive impact.
Grammaire : l’infinitif en to, les indénombrables
Phonologie : l’accentuation des adjectifs composés Make a flyer presenting an
artwork or a building in the UK and
Écriture : la ponctuation de la phrase
explaining how it helps to boost the
Lexique : l’architecture, le street art, la ville, les paysages
city’s economy.
urbains, le développement économique
Pick
Proposition 1 : About London Proposition 2 : About all British cities
groups B and C group A
Prepare Document B
your project p. 65 ou Document C Classe inversée
Document B Prepare
your project p. 67
Project #1
Document D
Project #2
110
group A group B
Focus sur le festival Upfest qui attire Stik, un artiste de street art connu
de nombreux artistes et touristes pour ses « bonshommes » blancs,
et participe au développement de parle de son quartier londonien,
Bristol. Shoreditch, et de sa gentrification.
1
SÉQUENCE 1
How does art boost the

SÉQUENCE
GROUP B Stik, a London street artist
economy of British cities? Vidéo

DVD
“Last year, the street artist Stik got permission for

a major new mural in his neighbourhood, an area
of the East End of London that now embodies
gentrification at its most extreme.” (The Guardian)
A The impact of street art GROUP WORK
GROUP A Upfest, a street art festival in Bristol
 Stik in Shoreditch: the artist’s hidden tribute to a sold-off

London, The Guardian, 2016
GROUP C Views on street art
It’s an age when you can awake in the morning to find neighbourhoods.
your house value increased overnight with the emer- It’s partly down to a “loop effect”3. Arty areas — such
gence of a Banksy on your wall — or even something a as Brixton — attract more cafes and restaurants that in
bit like a Banksy on your wall. 25 turn attract the art-loving crowd to move in.
5 Public perception appears to have changed. Areas outside London can also see graffiti affecting
People used to scrub the art away1, but nowadays the property prices — in both directions.
first reaction seems to be “is it worth money?” Prof Clay says it can polarise opinion: “To most people
Street artist Neil Morris agrees this is the case with street art is either an indicator of an area that is vibrant or
some, but “these are the people who never have and 30 of one that is run-down4 and in need of better policing.
10 never will appreciate the work. These people are It very much depends on individuals’ broader opinions
middle-aged, middle-manager types that think the art about acceptable behaviours in public space, but it seems
is offensive to others without actually asking anyone. clear to me that more and more people regard street art
And it’s money that has changed perception. Money as a positive phenomenon. Hence, it appears to be being
changes everything.” 35 more widely tolerated by public authorities”. [...]
15 Fellow artist Jadryk Brown argues that the high prices The creative urge to leave one’s mark in public space
street art can fetch2 means “rich people don’t find it crosses the boundaries of class, gender, sexuality,
scary any more. Nothing’s scary if money could be ethnicity and religion. It always has and it always will.
involved”. […]  Bethan Bell, Street art: crime, grime or sublime?,
A study from the University of Warwick indicates BBC News, December 16, 2016
20 that street art in London is generally now associated 1. rub in order to clean 2. be sold for 3. virtuous circle
with improving economic conditions of urban 4. in a bad state
Pédagogie différenciée GROUP WORK

 Front cover of the book Upfest 2: The Urban Paint Festival, designed by Jody Thomas, 2016
1 Study your group’s document. Give examples of places where you can find street art.
Upfest is Europe’s largest free street art and graffiti festival.
It is held every summer in Bristol (UK), and attracts over 2 Show how street art has evolved.
400 British and international artists. Visitors can also take
part in art sales, concerts and art workshops. 3 Choose one spokesperson in your group who will tell the rest of the class about your findings.
The festival was created in 2008, as street art was rehabilitated
in the early 2000s. It started with just nine artists. Bristol, the 4 Write an ad to promote a street art tour in London or Bristol.
birthplace of Banksy, has an international reputation for its
street art. district: neighbourhood arty: artistic
passer-by derelict: in bad condition
tourist: sightseer wander: walk around Prepare your PAIR WORK A street artist is interviewed by a
journalist about the place and the impact of urban In groups, write your top
house value: price of a tag a wall
project
two arguments in favour
house increase: go up art in British cities. Imagine the interview.
The to-infinitive Too ls p. 68
of street art in cities. Use
growth: development improve: make better graffiti style!
“Arty areas — such as Brixton — attract more economic boom rehabilitate Grammar Tip Précis p. 251
cafes and restaurants that in turn attract the open-air beautify: make more Review how to form questions:
64 art-loving crowd to move in.” attractive: appealing beautiful (Wh- or How) + auxiliary + subject + verb (+ object)? 65
group C
Un article qui fait le point sur

l’évolution de l’art urbain en termes
économiques, particulièrement à
Londres.
111
Un document visuel qui présente Deux photos et un article sur une
une œuvre d’art publique réalisée à réalisation architecturale à Hastings
Londres par le célèbre artiste Anish qui a reçu le prix Stirling pour son
Kapoor pour le parc olympique. esprit novateur.
How does art boost the economy of British cities? SÉQUENCE 1
B Reshaping London’s cityscape D Regenerative architecture: Hastings Pier
© London Legacy Development Corporation. Not to be reproduced without permission.

 Hastings Pier, 2009  Hastings Pier, 2018
London-based architects dRMM have been announced a neglected “shantytown”2 into a life-filled space for
as the winners of the 2017 RIBA Stirling Prize for their gathering and entertainment. The project was spurred3
renovation of Hastings Pier. […] 15 into action after the pier was destroyed by fire in 2010.
“Hastings Pier is a masterpiece in regeneration and “There was no sense in trying to reconstruct it as a
5 inspiration. The architects and local community have 19th century pier — that typology4 had gone with the
transformed a neglected wreck1 into a stunning, flex- fire. There was an opportunity to reuse and reinvent
ible new pier to delight and inspire visitors and local the pier and give it a new future,” commented Alex de
 The ArcelorMittal Orbit, designed by Anish Kapoor and Cecil Balmond, London, 2018 people alike,” said RIBA President and Stirling Prize 20 Rijke, dRMM Founding Director.
jury chair Ben Derbyshire.  Patrick Lynch, dRMM’s Hastings Pier Wins 2017 RIBA
1 Find out where the ArcelorMittal Orbit is located and who designed it. 10 Designed as “a strong, well-serviced platform that Stirling Prize, archdaily.com, October 31, 2017
2 Explain what makes people go and visit it. could support endless uses,” the new Hastings Pier has 1. building that has been badly damaged 2. very poor district
completely transformed the town’s waterfront from 3. encouraged 4. type
3 You want to visit this attraction. Explain what it is to your host family in England.
1 Look at the two photos and say what has changed. Culture Tip
The Royal Institute of British Architects
Vidéo
C
2 Pick out from the text five words starting with the prefix
The Library of Birmingham
Classe inversée DVD
hatier-clic.fr/lmu1048 “re-”. Use them to explain how Hastings Pier has changed.
(RIBA) Stirling Prize is an annual prize
that has been awarded to the best
building in the UK since 1996. It is the
3 List all the positive words used to qualify the new pier. Use most prestigious architecture prize in the
1 Find what makes the Library of Birmingham a landmark building. E-workbook them to explain the advantages of this new building. United Kingdom.
Classe inversée
2 Explain what you learn about the façade and the inspiration behind it. hatier-clic.fr/lmu1049
4 You are a tour guide. Explain to visitors why the pier has
3 Find what impact the library may have on the square nearby. been awarded the Stirling Prize.
4 Using elements from the video, make a list of slogans promoting the Library of Birmingham as an
architectural and cultural landmark in the city.
Prepare your Imagine that the ArcelorMittal Orbit, Hastings Pier
or the Library of Birmingham has won a prize.
project Write a short article about it in the column “News

in brief” of the local newspaper. In groups or in pairs, list 10
adjectives to describe one of
inhabitant innovative: creative the buildings from p. 66-67.
artwork: piece of art: art piece shortlisted The first student who
masterpiece stand out: attract attention Use direct speech to report the artist’s or architect’s
words (as in the article above). completes his or her list is
achievement: breakthrough be in sharp contrast: be opposed the winner!
revival: rebirth award: give a prize
Uncountable nouns Too ls p. 68 amazing: striking change: evolve
66 “the evolution of architecture” remarkable: outstanding regenerate: rejuvenate: renew 67
Un reportage qui présente les objectifs

culturels et attraits architecturaux de la
nouvelle bibliothèque de Birmingham.
112
1 How does art boost the economy
SÉQUENCE
of British cities?
Tips
yy
Faire localiser le lieu sur un plan de Londres.
yy
Faire deviner la nature de l’édifice à droite
et demander à quoi il sert (utilisation de
propositions infinitives avec to) puis donner
son nom (ArcellorMittal Orbit).
yy
Faire choisir les hashtags qui correspondent le mieux à la photo.
yy
Faire commenter le hashtag #economicpower en relation avec la photo.
A The impact of street art GROUP WORK p. 64-65
Pédagogie différenciée Les trois documents de cette double-page Niveaux des documents :
sont de niveaux différents. Chaque élève pourra découvrir un
• Group 1 : Niveau A2
aspect du street art (lié à une ville britannique) à travers un
document dont la nature et le niveau de difficulté varient. • Group 2 : Niveau B2
• Group 3 : Niveau B1 +
Tips
yy
La variété des documents vous permettra de sélectionner certains élèves plus à l’aise
dans certaines activités langagières pour différencier votre approche.
yy
Cette activité peut être faite en groupes de trois élèves, chacun·e avec un document,
ou avec un groupe, un binôme ou un·e élève sur un même document avant de faire la
mise en commun et la question 4.
yy
Renvoyer les élèves au Word Spot.
yy
Renvoyer les élèves vers la fiche de méthodologie sur les outils TICE p. 286-287 pour
faire la publicité avec une application en ligne de création de dépliant par exemple.
yy
Ce document sera l’occasion d’aborder l’infinitif en to.
Vidéo
Script DVD
Stik. This wall’s in the centre of Shoreditch. It’s It’s a transformative time in Shoreditch. There’s
an iconic wall. And I’ve got permission to paint a lot of changes going on and I wanted to cap-
it. Five months in, and we’re now preparing the ture the moment.
wall. We are dangerously close to this actually I’m hanging on in Shoreditch. I’m one of the
happening. last remaining artists who are actually here.
113
We originally came to this area because it was Paul. But the good thing about it is the power
open for artists to use spaces. It was affor- of Shoreditch has made Hackney a household
dable and it was a place where a lot of artists name. It has given the council the ability to re-
set up studios. generate the whole of this borough.
Paul, bar manager. So, Stik, what are you Stik. So I wanted to create something that re-
doing on that wall? flected that feeling of alienation and isolation
Stik. What should we be capturing in the area? but with the feeling of hope.
Paul. Try and somehow get the feeling of the Man 1. I think, as Anton said, it’s a dying breed
dereliction and how it changed into this incre- around here because there’s nowhere else
dibly populated area. to do it. Because you’re not allowed to do it,
because everything is clean and new. I mean,
Stik. Cause you squatted in Hoxton Square
that’s part of the soul of Shoreditch, the street
with who?
art. And you don’t see it so much any more.
Paul. With Gary Hume, Sarah Lucas and Da-
Man 2. It looks out of place. It doesn’t look like
mien Hirst was there for a while. I loved the
it belongs here now. It looks lost. It just doesn’t
area. I saw where it was going and it’s amazing.
look like it belongs any more. That’s quite sad.
Stik. But it’s becoming harder and harder to
stay here.
1 Study your group’s document. Give examples of places where you can find street
art.
group A  You can see lots of street art in Bristol especially during Upfest.
group B  Stik is painting a wall in the centre of Shoreditch in London.
group C  You can find street art in all kinds of areas in London, in poorer districts,
like Brixton or, on the contrary, arty and posh neighbourhoods.
2 Show how street art has evolved.

group A  Street art used to be disregarded but then it was rehabilitated around
2000. At its beginning, Upfest was a small-scale festival featuring just nine artists.
It has grown into an international event involving many street artists, some of
whom are very famous, like Banksy. So now Bristol has become a capital of street
art.
group B  The man at the end says that street art is vanishing in Shoreditch as
“you’re not allowed to do it, because everything is clean and new”. He says that it
is a shame you can’t see much street art any more as it used to be part of Shore-
ditch.
group C  Its perception has changed: it is now regarded in a positive way and is
better tolerated by officials. This is due to the fact that, now, street art is worth a
lot of money. So it helps to boost certain areas, causing gentrification (as a result of
the increase in housing prices).
3 Choose one spokesperson in your group who will tell the rest of the class about
your findings.
We learned that street art can be found… and has become…
114
4 Write an ad to promote a street art tour in London or Bristol.
Production possible
Join us for a street art tour of Bristol during Upfest. You will see a selection of artworks
created by international artists like Banksy, Stik and many others. Our guide will take
you to the most outstanding venues and will point out the best art pieces. You will also
be able to participate in a street art workshop at the end of our tour.
Prepare your PAIR WORK A street artist is interviewed by a journalist about

the place and the impact of urban art in British cities. Imagine the
project interview.
−−Donner un temps limité pour la préparation et la réalisation de cette
p. 65 tâche (environ 20-25 minutes).
−−Demander aux élèves de prendre juste quelques notes individuelle-
ment (sans écrire de phrases).
−−Dire aux élèves de s’aider du contenu des pages et d’imaginer qui ils
ou elles sont (nom de l’artiste, de la ville, titre du journal...).
−−Quelques binômes peuvent présenter leur pair work à la classe. Cela
est l’occasion de faire un feed-back sur les points positifs ou à améliorer.
−−En cas d’évaluation, valoriser les productions des élèves qui essayent
d’être un peu originaux·ales et de jouer leur rôle avec conviction.
−−Il est possible de renvoyer les élèves à la fiche de méthodologie de l’ex-
pression orale en interaction p. 294 et au Grammar Tip sur les questions.
B Reshaping London’s cityscape p. 66
Tips
yy
Demander aux élèves de décrire et identifier les différentes parties (platform, central
column, stairs around the column, red steel structure…) et de deviner à quoi elles servent
en utilisant des propositions infinitives (to have views of London, to go to the top…).
yy
Faire lire le texte pour confirmer ou infirmer les éléments trouvés et repérer les faits
pertinents.
yy
Faire utiliser un verbe de chaque encadré de l’image pour décrire chaque endroit en
une phrase (ex : experience a great ride down the slide…).
yy
Pour la question 2, on peut aider les élèves en indiquant différentes catégories senso-
rielles (visual, auditory experience…).
1 Find out where the ArcelorMittal Orbit is located and who designed it.
It is located in London in Queen Elizabeth Olympic Park. It was designed by Anish
Kapoor and Cecil Balmond.
115
2 Explain what makes people go and visit it.
It is a work of art and it enables you to have all kinds of experiences:
––Visual: panoramic views of London from the top (n° 6), interactive screens for a
closer view of the sights (n° 6), concave mirrors to play with (n° 7);
––Auditory: acoustics in the whispering gallery (n° 7), echoes under the dome (n° 4),
gallery of sounds (n° 9);
––Kinesthetic (movement): long ride down the slide (n° 8), walk down 455 steps
(n°9), 34-second lift journey (n° 5);
––Cultural: history of London and of the Olympic park (n° 2), story of the sculpture
(n° 1).
3 You want to visit this attraction. Explain what it is to your host family in England.
Deux possibilités pour ce travail de médiation avec des consignes différentes selon le cas :
−− Expression orale en continu – L’élève qui joue le rôle de l’étudiant·e séjournant en Angle-
terre doit présenter l’Arcelor Mittal Orbit et donner les raisons pour lesquelles il voudrait le
visiter.
−− Expression orale en interaction – Il s’agit ici d’un travail de groupe : deux ou trois élèves
jouent la famille d’accueil et posent des questions sur la sculpture et ce qu’on peut y faire.
Cette approche a l’avantage de faire interagir tou·te·s les élèves qui vont pouvoir expliciter le
contenu culturel du document.
Info+
Anish Kapoor, né le 12 mars 1954 en Inde, est un artiste plasticien britannique. Il est considé-
ré comme l’un des plus grands sculpteurs vivants. Ses sculptures sont présentées dans des
musées, des collections privées, voire des lieux publics, à travers le monde. On citera Cloud Gate,
Sky Mirror, Leviathan… Certaines de ses œuvres ont été exposées dans les jardins du château de
Versailles en 2015.
C The Library of Birmingham Classe inversée p. 66
Classe inversée Ce document est compréhensible sur le plan linguistique mais fait référence à
quelques connaissances sur l’histoire économique de Birmingham et sur des concepts architectu-
raux. Ces références sont amenées par la fiche d’activité du E-workbook.
E-workbook
116
Tips
yy
Faire une première écoute globale puis morcelée pour correspondre aux questions du
manuel.
yy
Pour l’écoute morcelée, guider les élèves en leur indiquant à quels mots prêter une
attention particulière : leur demander de répérer 3 verbes et 3 adjectifs à la question 1.
yy
Pour les aider à la question 2, leur demander d’isoler les trades qui ont inspiré la
façade et les adjectifs pour les décrire.
yy
Pour répondre à la question 3, leur dire de relever les verbes.
yy
La question de production pourra être facilitée par les repérages suggérés précédem-
ment. On peut aussi leur suggérer de s’inspirer des phrases à l’impératif utilisées dans
le document B sur l’ArcellarMittal Orbit.
Vidéo
DVD
Script hatier-clic.fr/lmu1048
Brian Gambles. We set out very deliberately perspective, you can view these as extremely
to create a landmark building for Birmingham. strong and powerful images of that tradition.
A landmark building that represents culture Looking at it from another point of view, this
and learning, and helps to redefine Birming is a very delicate filigree, and it references
ham and reposition it for the future. So yes, Birmingham’s long and honourable tradition
we did want to create a landmark building. in the jewellery making trade, where metal
But, of course, our primary objective has been is worked in a very fine and delicate way. So
to create a great library. I see no disharmony both of these combine very neatly, I think, in
whatsoever between those two great objec- a façade which is certainly striking, and, we
tives, because a library for the 21st century think, very attractive. And it’s certainly got the
has got to be an experience, it’s got to be an at- city talking.
traction – we want all sections of the commu- What we believe that the library will bring here
nity, visitors to the city, to want to come to this is that opportunity and incentive for people
library. So building a building that is appealing to dwell in the square, to actually want to be
in its own right, that is welcoming and acces- here, to buy a cup of coffee and to sit outside
sible, is all part of a library for the 21st century. and just enjoy the environment. And the libra-
The façade of the library, with its interlocking ry can very much give them that, in a culture
circular design, really has a couple of reso- and environment which promotes learning.
nances. One is to Birmingham’s tradition as And what better could that be for a major city
a heavy metal working city. And from one in the 21st century?
1 Find what makes the Library of Birmingham a landmark building.

Verbs : represent, redefine, reposition – adjectives : appealing, accessible, welcoming
The Library of Birmingham is a landmark building as it represents culture and
learning. It redefines and repositions Birmingham for the future. It is a great library
that is welcoming, appealing and accessible.
2 Explain what you learn about the façade and the inspiration behind it.
Trades : heavy metal working and jewellery making
Adjectives : circular – strong – powerful – delicate – fine – striking – attractive
The façade has a fine, delicate circular design inspired by the tradition of jewellery
making in Birmingham. The heavy metal working trade also inspired it. It contributes
to making it strong, powerful. All in all, the façade is both striking and attractive.
117
3 Find what impact the library may have on the square nearby.
Verbs: dwell – be – buy – sit – enjoy
The library will make the nearby square a more attractive place, as people will be
able to dwell there, buy coffee, or just sit and enjoy the environment.
4 Using elements from the video, make a list of slogans promoting the Library of
Birmingham as an architectural and cultural landmark in the city.
Production possible
The Library of Birmingham: a landmark that represents the 21st century.
Admire its façade and its fine and delicate work inspired by the jewellery trade.
Sit in the square and enjoy the view of this striking building!
D Regenerative architecture: Hastings Pier p. 67
Tips
yy
Faire observer et comparer les deux photos (question 1). Faire localiser Hastings et
identifier le nom de la mer sur la carte p. 208.
yy
Demander de repérer ce qui a motivé l’article en lisant la source et le premier para-
graphe, puis lire le Culture Tip.
yy
Anticiper sur la suite du texte : demander pourquoi le prix a été décerné à cette œuvre
architecturale. Faire lire l’intégralité de l’article et répondre aux questions.
yy
Pour la question 4, demander aux élèves de partir des mots relevés à l’exercice 2 et 3.
Demander aux élèves d’ajouter quelques mots-clés concernant le Stirling Prize après
avoir lu le Culture Tip et éventuellement d’autres termes relatifs à l’évolution de la jetée
(ex 1 sur les photos).
yy
Faire une prise de parole en continu à partir de l’ensemble de ces éléments lexicaux.
1 Look at the two photos and say what has changed.

The pier has been renovated / reshaped so as to look better.
The structure looks stronger; the building has been modernised, some little colourful
cabins have been added.
2 Pick out from the text five words starting with the prefix “re-”. Use them to explain
how Hastings Pier has changed.
renovation – regeneration – reconstruct – reuse – reinvent
Hastings Pier has undergone a great renovation and regeneration. It was recons-
tructed after a fire in 2010 and to do so, some of its elements were reused in an
innovative way so as to reinvent the platform.
118
3 List all the positive words used to qualify the new pier. Use them to explain the
advantages of this new building.
Nouns: masterpiece – inspiration– gathering – entertainment
Adjectives: stunning – flexible – strong – well-serviced (platform) – endless (uses)
– life-filled (space)
Verbs: delight – inspire
This new pier is a masterpiece that inspires and delights tourists as well as the in-
habitants of Hastings. It gives them an opportunity for gathering and entertainment
as it provides a life-filled area which can be used in endless ways. Moreover, the
structure is strong, the platform is well-serviced and the building itself is flexible
and just stunning.
4 You are a tour guide. Explain to visitors why the pier has been awarded the Stirling
Prize.
Production possible
Welcome to Hastings Pier. This is actually the pier that was rebuilt after a fire in
2010. It was completely remodelled so as to make it into a flexible, multi-function
platform with a stronger structure. It is meant to be a place of entertainment for
tourists as well as locals. Thanks to their innovative work, the architects have been
awarded the Stirling Prize.
Prepare your Imagine that the ArcelorMittal Orbit, Hastings Pier or the Library
of Birmingham has won a prize. Write a short article about it in the
project column “News in brief” of the local newspaper.
−−Pour cette activité, les élèves pourront s’aider de l’article sur la jetée
p. 67 d’Hastings. Leur faire repérer les points suivants avant la rédaction : pré-
sentation de l’article avec alinéas, ponctuation adéquate (Work on your
writing skills p. 69), introduction du thème de l’article dans un premier
paragraphe, citations au style direct dans le corps du texte, mention de
l’auteur, source et date à la fin…
−−Pour faire un véritable travail de transposition, il est préférable de de-
mander aux élèves de rédiger un article sur un autre bâtiment ou ceux
déjà traités dans l’article.
−−Ils ou elles peuvent faire quelques recherches succinctes pour trouver
un autre exemple de prix et un titre de journal ou en inventer. On garde-
ra Hastings Pier pour les élèves ayant plus de difficultés.
119
Too
in thels
Spotlight Corrigés
se ar
Practigra
your mm
1 a. Paul Smith, the English fashion 3 a. I would like a piece of informa-
designer, had every intention of becoming tion about Upfest, the street art festival in
well known with his multi-coloured striped Bristol.
clothes. b. That Brixton artist wears a pair of
b. I would like to go to this exhibition on jeans all the time!
British street artists because I want to see c. If I have a piece of advice to give you,
Nick Walker’s art. don’t miss Banksy’s street art when you
c. She wants to rent a house in Liverpool, are in Bristol.
because she likes its modern architecture. d. They left a piece of luggage at the re-
ception desk of their hotel in Birmingham.
2 a. Robert needs to leave the museum
by 4 pm in order to arrive on time at the 4 a. Could you get me a piece of fruit,
station. please? There’s a grocer’s shop next to the
b. Museums are open throughout the year, gallery.
so that visitors can discover paintings by b. This piece of furniture is very modern.
the most famous artists. Do you know which artist made it?
c. In order to make sure that photo- c. I would like to get a piece of evidence
graphs were allowed, she asked the guide to show what really qualifies as modern
as soon as she walked in. architecture.
d. Jane parked her car near the exhibition, d. You don’t wear a pair of shorts to go to
so that her children didn’t need to walk an art gallery, do you? Please put on a pair
too far. of trousers instead!
ve nciation
Impropro
your nu
Audio Audio
5 green-‘eyed • bad-‘mannered CD1 piste 27 6 CD1 piste 28
• ‘meat-eating • low-‘necked • MP3 n° 36 a. a ‘wheat-producing region MP3 n° 37
‘Bristol-based • five-‘minute • b. a bad-‘tempered neighbour

one-‘armed • ‘oil-producing • one-‘year
c. a ‘word-processing programme
d. a three-‘week holiday
e. a ‘London-based exhibition
120
your
7 a. Hastings Pier has all kinds of advan- 8 a. Thanks to art, we can make our
tages: it is strong, flexible and multi-func- cities diverse, inspirational places.
tional. b. Rogue One is a street artist with a
b. Enjoy seeing the whole of London, realistic style; his artworks often look like
riding the slide, listening to our gallery of photos.
sound and so much more: visit the Arcelor- c. Street art acts as an antidote to online
Mittal Orbit. images; it is an authentic, thought-pro-
c. Upfest is Europe’s largest free street art voking art form.
and graffiti festival: it attracts over 400 d. Riders will experience the twists, turns
British as well as international artists, and drops of the world’s longest tunnel
painting 50 venues in the city. slide in the ArcelorMittal Orbit.
Buyoild up
ur vocabulary
1 a. In many neighbourhoods, street art 2
is seen as a positive phenomenon as it Production possible
causes the growth / development of the
Reporter. So Anish Kapoor, can you tell us
tourist industry.
about your latest achievement?
b. Urban art can beautify city walls in
A. Kapoor. The ArcellorMittal Orbit was
run-down districts.
a collaborative art piece as I worked
c. One of Anish Kapoor’s great artworks / together with Cecil Diamond.
masterpieces is the ArcelorMittal Orbit
Reporter. What was the goal of that sculp-
which offers breathtaking views of Lon-
ture in the middle of the Olympic Park?
don.
A. Kapoor. The goal was to regenerate
d. The London City skyline / horizon has
the Olympic Park after the games so as
changed thanks to the inclusion of new
to beautify the district and ensure that it
high buildings in Canary Wharf.
would remain an attraction for tourists.
e. Most of Birmingham’s inhabitants are
Reporter. Has it been a success so far?
in favour of the new architecture in their
city. A. Kapoor. I believe it has been. Although
art is not meant to be profitable, this
f. The emergence of street art has caused
neighbourhood has been through a cer-
gentrification as housing value tends to
tain revival and there has been a signifi-
increase / go up and so lower-class and
cant growth in the number of tourists.
middle-class people can’t afford to stay.
Reporter. Would you say art should be
developed in public spaces?
A. Kapoor. Yes of course, art contributes to
improving our urban environment and it
helps to reinvent the city.
121
Project #1 . 71 p
You have designed an artwork or a

building to boost your city’s economy. Give
a speech explaining its positive impact.
Mise en place
• Conseiller la consultation du site de recherche sur l’architecture qui classe les bâtiments par
ville : https://www.e-architect.co.uk/british-architecture.
• Les élèves peuvent s’enregistrer mais idéalement, il faudrait qu’ils ou elles se filment. Cela
permettra d’évaluer leur degré d’aisance à l’oral, leur aptitude à s’adresser à un auditoire et de
s’assurer qu’ils ou elles ne lisent pas.
• Les élèves doivent parler à partir de simples notes (une vingtaine de mots maximum). Leur
présentation ne doit être ni un écrit oralisé ni une récitation par cœur.
• Donner le barème d’évaluation aux élèves au préalable. Valoriser les discours qui portent
sur une œuvre ou un édifice non mentionné dans la séquence, les productions où les élèves
essayent d’être originaux·ales et parlent avec conviction et enthousiasme.
z
Fiche de méthodologie N° 5 p. 276
Project #2 . 71 p
Make a flyer presenting an artwork or a

building in the UK and explaining how it
helps to boost the city’s economy.
Mise en place
• Conseiller la consultation du site de recherche sur l’architecture qui classe les bâtiments par
ville : https://www.e-architect.co.uk/british-architecture.
• La partie recherche peut être faite en classe, pour que le ou la professeur·e puisse guider les
élèves. Rappeler qu’il faut présenter l’œuvre ou l’édifice mais aussi expliquer son impact sur la
ville où il se trouve.
• Ce travail peut être fait en groupe (2, 3 ou 4 élèves) avec répartition des tâches (ex : recherche
sur le bâtiment lui-même, sur les apports économiques, sélection des photos, mise en page).
• La page 66 pourra servir de modèle mais les élèves peuvent laisser libre cours à leur fibre
artistique, leur originalité en faisant une présentation personnalisée, surtout si la réalisation
est à faire à la maison sur feuille libre ou sur fichier Word.
• Les flyers les mieux réussis ou l’ensemble des flyers pourront être collés au mur de la classe
autour d’une carte du Royaume-Uni avec des flèches reliant chacun à la ville dont il parle. On
pourra aussi constituer un catalogue ou un press book numérique ou papier.
• Valoriser les flyers dont la présentation est artistique, créative, originale et/ ou qui portent sur
une œuvre ou un édifice non mentionné dans la séquence.
z Fiches de méthodologie N
° 13 p. 288
N° 12 p. 286
122
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression orale en continu – Give a speech
Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, apprises par cœur. Il y a Je traite l’ensemble du sujet (point de vue artistique Mes arguments sont variés et parfois personnels.
très peu de références aux éléments artistiques et et économique) et je propose un point de vue Je prends en considération l’ensemble du sujet avec
économiques vus dans la séquence ou je ne traite informé. des éléments artistiques, esthétiques, culturels et
qu’un aspect. Je reprends des choses vues et ajoute quelques économiques.
petites variantes.
0-1 2-3 4
socio-linguistique des notes. Beaucoup de silences et de faux démar- adaptée mais peu structurée. un exposé clair et structuré avec des mots de liaison
rages. adaptés. Utilisation efficace des notes.
0-1 2-3 4
fausse le sens. pas la compréhension. Le résultat est proche de l’authentique.
0-1 2-3 4
0-1 2-3 4
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. diés (art urbain, architecture, ville, économie).
français).
0-1 2-3 4
Total : ��/20
123
124
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression écrite en continu – Make a flyer

Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples. Il y a très peu de références L’œuvre ou l’édifice que j’ai choisi est pertinent pour Mon choix d’œuvre ou d’édifice est pertinent, inté-
aux éléments artistiques et économiques vus dans montrer l’impact sur la ville. J’ajoute des informations ressant, voire original. Je l’exploite de façon adaptée
la séquence ou je ne traite qu’un aspect. adaptées. en montrant l’impact économique de différentes
façons.
0-1 2-3 4-5
Pragmatique et Mon flyer est peu clair et mal organisé. Mes phrases Mon flyer est clair et s’inspire du modèle p. 66. Mes Mon flyer est clair et bien organisé. Il respecte
socio-linguistique: sont très simples. phrases sont construites. le modèle p. 66 tout en y ajoutant une touche
personnelle.
0-1 2-3 4-5
0-1 2-3 4-5
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. diés (art urbain, architecture, ville, économie).
français).
0-1 2-3 4-5
Total : ��/20
RECAP
AXE 3 Art and power
1 How does art boost the economy E-workbook
SÉQUENCE
of British cities? Bilan à compléter

Documents Vos
#streetart Document A : They contribute to making cities or
How do street artists or fes- groups A, B et C districts within cities more attrac-
tivals hype British cities? tive. Sometimes they will draw new
middle-class and upper-class inhabi-
tants (gentrification).
#architecture Documents C et D Architects play an important part in
How can architects rege- the rejuvenation of cities, combining
nerate cities with their or replacing old buildings with newly
creations? designed ones that change the urban
How are new architectural landscape.
forms changing the face of
British cities?
#publicart Document B Public art, strictly speaking, refers to
What is the use of public art art which is designed for and located
in urban space? in a space accessible to the general
public; it is often purchased with
public funds. It gives people a new
appreciation of the place by setting
up a work of art that modifies and
challenges people’s perception of
urban space.
#freedomofcreation Documents A Economic objectives are often
Are economic objectives (group C), B et D compatible with freedom of creation.
an obstacle to freedom of For instance, the regeneration of
creation? Hastings Pier rehabilitated the
waterfront and was rewarded by the
Stirling Prize. In the same way, street
art which is still illegal can also be
worth a lot of money; even so, artists
remain free to express themselves.
#economicpower L’ensemble des Urban art is often used to refer to
What is the economic documents street art; it started with illegal graffiti
impact of urban art and but has grown into other forms of
architecture? public art in cities as well. In any
case, far from its beginnings, it is
now regarded as an asset to draw
visitors and inhabitants. It can raise
a district’s value in terms of housing
price and tourism. In the same way,
ArcellorMittal Orbit has turned out to
be a real tourist attraction that has
raised the value of the Olympic Park.
125
SYNTHÈSE
How do public art, street art and architecture help to promote urban space in the UK?
By designing innovative buildings, architects can obviously help regenerate city centres
or suburban areas that need rehabilitation. Likewise, public art and street art are often
useful means to change our perception of urban space and may draw visitors or inhabi-
tants to areas that used to be overlooked. To sum up, art and architecture make the city
a lively and creative space that is constantly on the move.
What is their economic impact?

Although some art forms, such as street art, used to be disregarded, they are now seen
as a definite way to improve a city’s or a district’s value. Thanks to inspiring buildings
or stunning works of urban art, some cities have attracted tourists and higher social
classes have started moving in, thus causing an economic boom. However, this has had
side effects as it causes rents to increase, making it impossible for middle and lower
classes to keep living there.
126
ÉPREUVE 1 E3C1
Vidéo The Hull Beermat Photography Festival, BBC Look North, 2017
hatier-clic.fr/lmu1059 Du début à 1’34”.
La vidéo est un reportage TV. On voit des gens qui sont interviewés.
A1- On parle d’un festival de photo qui se passe à Hull en Angleterre.
On parle de pubs / bars. 4
simples.
On parle d’un concours (compétition) de photo. Il se passe quelque chose dans les pubs de Hull.
A1 Les manières de prendre des photos, au moins un élément :

−−avec un appareil photo ; −−avec un téléphone.
Sujets abordés, au moins un élément :

−−les réseaux sociaux ; −−un hashtag ; −−#Hullphoto2017.
8
Il s’agit d’un concours (compétition) de photo à Hull.
Cela se passe dans les pubs de la ville.
Les meilleures photos de Hull seront imprimées.
Sujets abordés, au moins un élément :

−−les photographes amateurs ; −−les photographes connus ; −−les habitant·e·s de Hull.
A2 Pourquoi l’homme interviewé aime Hull, au moins un élément :

−−les gens ; −−les espaces ; −−la rivière.
−−On n’a pas besoin d’un appareil photo. −−On peut juste utiliser son portable.
Il faut télécharger la / les photo(s) sur les réseaux sociaux / avec le hashtag #HullPhoto2017.
−−Les gens sont créatif·ve·s. −−Les gens parlent d’art.
14
B1 Le reportage TV parle d’un concours de photo à Hull et / ou Hull est une ville culturelle.
> Les meilleures photos de Hull seront imprimées sur des sous-verres dans les pubs / clubs de la ville.
B2 Les concurrent·e·s sont des photographes amateurs.
Il y a des photographes connu·es qui leur donnent des conseils.
127
Pourquoi l’homme interviewé aime Hull, au moins deux éléments :
−−les gens ; −−son côté bizarre / insolite ;
−−les espaces ; −−on peut montrer ce que l’on aime de la ville
−−la rivière ; lors du festival de photo.
B1 −−On n’a pas besoin d’un appareil photo. −−On peut juste utiliser son portable.
>
B2 Pour une femme interviewée, ce festival est une bonne idée car les gens prennent des photos.
Il faut télécharger sa / ses photo(s) sur les réseaux sociaux / avec le hashtag #HullPhoto2017.
Le festival permet, au moins deux éléments :

−−aux gens d’être plus créatif·ve·s ; −−de déplacer l’art en dehors des galeries.
−−de parler d’art ;
20
EXPRESSION ÉCRITE

ÉPREUVE 2 E3C2
EXPRESSION ÉCRITE

Oliver Wainwright, Can we trust the government to judge what’s beautiful?, The Guardian,
January 15, 2019
The article is about:
A1-
−−the government;
−−architecture. 4
simples.
The problem is about building beautiful homes.
A1 The government wants beautiful homes.
They talk about the Parliament.
People must say what type of homes they prefer. 8
128
BAC in sight
The article is about the UK government’s idea to build beautiful homes.
A2 The journalist raises many questions about what the definition of beauty is in architecture.
There is opposition from architects.
A group named Create Streets asked people to say what they consider to be a beautiful home. 14
The article is about the UK government’s idea to build beautiful homes so as to solve the current housing crisis,
but the journalist seems to question that project.
B1
The government’s idea raises the question of what architectural beauty is.
>
B2 The Parliament is unhappy with the current state of architecture.
Architects don’t agree with the housing minister’s vision of beauty (and even make fun of it).
The journalist asks many questions on that issue, especially that of how to agree on what is beautiful.
One solution was found by a group named Create Streets. 20
1 Indicate the nature and the main topic of the text.

This document is an article taken from The Guardian, a daily newspaper. It was published on January 15
2019. It questions the issue of beauty in the building of new homes.
2 Find the different viewpoints and arguments given in the text and explain them in your
own words.
Several viewpoints are given:
– First, that of the UK government (especially the housing minister), who wishes to have beautiful homes built
so as to solve the current housing crisis.
– Members of Parliament have said in a debate that they do not like modern architecture.
– Architects are doubtful and they raise the question of what beautiful homes should be.
– Finally, some groups such as Create Streets believe that it is up to the citizens to give their own definition of
architectural beauty.
3 Explain and comment on this sentence: “If only housebuilders would make their product
more visually appealing, the thinking goes, then opposition to them would fade away, more
homes would be built, prices would drop and we would all live happily ever after”. (l. 12 to 16)
The sentence presents an argument given by the UK government in favour of architectural beauty: if new
houses were more beautiful, people would be more willing to buy them and so the building industry would
boom, causing a decrease in prices. As a result, everybody (builders as well as consumers) would benefit
from the new situation. The end of the sentence is ironic and betrays the journalist’s opinion: he believes this
reasoning is too simplistic.
4 Pick out and analyse the effects / devices that are used. Give examples.
The journalist uses quotations, either in reported speech or in direct speech, to explain the different
viewpoints. For example, Kit Malthouse, is often quoted (l. 6 to 11).
Then we can find lots of questions, especially in the second half of the text (from l. 44 to 55): this shows that
the journalist questions the assertions made and raises various issues that are connected to the topic, such
as the architects’ adequate role in defining beauty.
129
SÉQUENCE
2 How did US artists relate

the Great Depression?
Objectifs Projets
culturels : la Grande Dépression aux États-Unis, les
objectifs des artistes et de l’art américain des années 1930
You are a photo journalist and
you have taken pictures of migrants on
pragmatiques : imaginer et expliquer le message
33 the road. Write an entry in your diary
d’une œuvre artistique, sélectionner des œuvres représen- describing what you saw and what you
tatives d’une époque wanted to show with your pictures.
The museum you work for
sociolinguistiques : faire une présentation
33 is organising an exhibition on the
à l’oral, exprimer un avis personnel, savoir analyser des Great Depression. Choose one of the
œuvres artworks you have studied and indi-
cate why it is a good representation
citoyens : comprendre l’importance de l’art dans la
33 of the Great Depression.
société, pouvoir exprimer un point de vue critique
méthodologiques : faire une recherche inter-

33 Projets finaux :
net (p. 276), analyser un tableau (p. 280)
Prepare a presentation of an
artwork for an exhibition on the
linguistiques :
33 Great Depression.
Grammaire : le prétérit en be + V-ing, la phrase complexe
Phonologie : les liaisons Write an email to the curator on
an exhibition on the Great Depres-
Écriture : le journal intime
sion. Convince him or her to include
Lexique : l’art, la crise économique, l’analyse d’art
your favourite work.
Pick
Document A Document B
Document G Document C TRAILS
Document E Prepare your project p. 73
Prepare your project p. 75 Document D
Document F PAIR WORK Document G Classe inversée
130
Ici, c’est la littérature qui rend

compte des réalités. Cet extrait
décrit la migration des Okies (ces
très nombreux migrant·e·s quittant
Ce document présente la période l’Oklahoma, qui se dirigeaient vers
de la Grande Dépression et la la côte ouest américaine) sur la
situation politique des années 30. mythique route 66. C’est la presse
Il introduit la notion d’engagement populaire qui les appelle pour la
pour les artistes. première fois ainsi.
2
SÉQUENCE 2
How did US artists relate

SÉQUENCE
C The migrants’ road

Highway 66 is the main migrant road. 66 — the long concrete1
path across the country, waving gently up and down on the map,
from Mississippi to Bakersfield — over the red lands and the gray
lands, twisting up into the mountains, crossing the Divide and
5 down into the bright and terrible desert, and across the desert to
A Paintings of the 1930s VidéoDVD
the mountains again, and into the rich California valleys. 66 is the
path of a people in flight2, refugees from dust and shrinking3 land,
from the thunder of tractors and shrinking ownership, from the
1 Note down keywords about the changes that took desert’s slow northward invasion, from the twisting winds that
place in society.
10 howl up4 out of Texas, from the floods5 that bring no richness to
2 Identify what the paintings you see have in common. the land and steal what little richness is there. From all of these the
people are in flight, and they come into 66 from the tributary side
3 Describe what the regionalists painted and their goal. roads, from the wagon tracks and the rutted6 country roads. 66 is
Explain whether they succeeded or not.
the mother road, the road of flight. [...]
4 In art class, explain in French or in English what 15 Danny wants a cup of water.
inspired American painters in the 1930s. Use elements People in flight along 66. And the concrete road shone like a mir-
from the video and the Culture Tip. ror under the sun, and in the distance the heat made it seem that
there were pools of water in the road.
 Grant Wood, Young Corn, 1931 Culture Tip Danny wants a cup of water.
The Great Depression was a period of economic crisis 20 He’ll have to wait, poor little fella.7 He’s hot. Nex’ service station.
in the 1930s which began with the stock market crash Service station, like the fella says.
of October 1929. It was one of the most difficult times in
Two hundred and fifty thousand people over the road. Fifty thousand old cars — wounded,8 steaming. Wrecks9
American history. Thousands of people lost their jobs.
along the road, abandoned. Well, what happened to them? What happened to the folks in that car? Did they walk?
Where are they? Where does the courage come from? Where does the terrible faith come from?
B Forced to leave  John Steinbeck, The Grapes of Wrath, 1939
1. cement 2. escape 3. getting smaller 4. make a very long, loud, sad sound 5. inundations 6. damaged 7. (informal) man
8. damaged (but usually for people) 9. badly damaged cars
1 Describe the photograph
(landscape, people’s expressions and
clothes). Pédagogie différenciée TRAIL A TRAIL B
2 Read the Culture Tip. Imagine Part 1 (l. 1-14) Part 1 (l. 1-14)
why these people are on the road. 1 Identify at least four expressions used to 1 Find words from the text to describe
3 Explain Dorothea Lange’s describe highway 66. highway 66.
message to the visitors of a museum. 2 Find examples of the word “from” and explain 2 Explain the different reasons why the
what the people on the road are escaping from. characters are fleeing.
Culture Tip
The Dust Bowl was a region Part 2 (l. 15-24) Part 2 (l. 15-24)
of the USA where there were 3 Find words that suggest that the travel 3 Show how the author describes the
dust storms due to successive
conditions are difficult. difficulty of travelling on highway 66.
years of drought (lack of rain).
In the 1930s, thousands of
farmers had to leave their Meet up! “Well, what happened to them?” (l. 23) “Where are they?” (l. 24)
homes to find better land. Try to answer these questions. Share your answers with the class.
 Dorothea Lange, Family walking on highway, five children, 1938
Prepare your You are a photo journalist and you have taken
pictures of migrants on the road. Write an entry in
the stock market: Wall Street
rural exodus
journey
anxious: worried
desperate
bankrupt: unable to
project your diary describing what you saw and what you
wanted to show with your pictures. Write down as many
words to do with the Great
migrant /maɪɡrənt/ pay debts
Grammar Tip Précis p. 241 Depression as you can in
crowd /kraʊd/ unemployed ≠ employed one minute.
belongings: possessions homeless Use the preterite to describe what you saw.
Preterite be + V-ing Too ls p. 76 optimism ≠ pessimism flee: escape
72 “Democracy wasn’t working” exhausted: very tired rise ≠ fall 73
L’artiste montre ici la dure réalité

qui était celle des fermiers et
fermières migrant·e·s qui ont dû
quitter la région du Dust Bowl.
131
L’artiste s’intéresse ici aux victimes
de la Grande Dépression, aux
plus touché·e·s, et au sentiment
de fatalité qui assomme alors les
citoyen·ne·s américain·e·s. Reginald
Les photographes montrent la Marsh utilise ses coups de pin-
réalité des bidonvilles qui se sont ceaux pour souligner la porosité du
multipliés à la périphérie des temps et immobiliser ses prota-
grandes villes américaines après le gonistes. Le temps semble couler
krach boursier. sur eux.
How did US artists relate the Great Depression? SÉQUENCE 2
D Welcome to Hooverville F Until the crisis is over

James Patrick Lee took several photographs of
homeless people in this Hooverville near Seattle.
Hoovervilles were shantytowns (towns of poor
quality houses) built on the periphery of cities by
homeless people during the stock market crash of
1929. They were named after Herbert Hoover who
was president from 1929 to 1933.
1 Describe the photograph: compare the

foreground and the background.
2 Read the text. Explain who lived there

and why. Culture Tip
Reginald Marsh (1898-1954) was very
3 Write the presentation plate of this much affected by the human side of the
photograph for an exhibition. State the Great Depression. He chose to capture the
artist’s message. resignation and immobilism of American
 James Patrick Lee, Homeless shantytown known as Hooverville, citizens in the 1930s.
Seattle, Washington, 1937  Reginald Marsh, The Park Bench, 1933
1 PAIR WORK 2 Read the Culture Tip. In a few words, use
E
the title to imagine why Reginald Marsh chose to
The new classic American landscape PAIR WORK Student A Describe the painting to your partner:
represent different members of society.
focus on the location and background.
Student B Describe the painting to your 3 Explain the artist’s message using these words.
E-workbook
partner: focus on the people and their
Fiche à imprimer all categories of society – despair –
hatier-clic.fr/lmu1052 attitudes.
stillness – resignation
1 Student A Describe the
foreground and background
to your partner. G Loneliness in the city Classe inversée
Student B Describe the colours
and shapes to your partner. Vidéo E-workbook
hatier-clic.fr/lmu1053 Classe inversée
2 Look at the title. Imagine what hatier-clic.fr/lmu1054
a classic American landscape
looked like before this one. 1 Observe the painting, its title and date. Guess the
themes explored by Edward Hopper in his paintings.
3 Read the Culture Tip. Act out a
short interview of Charles Sheeler 2 Watch the video and take notes to develop your
about his intentions with this answers to question 1.
painting.
3 Explain Edward Hopper’s technique to make the
viewer contemplate America in the 1930s.
 Charles Sheeler, Classic Landscape, 1931
 Edward Hopper, New York Movie, 1939 4 PAIR WORK You and a friend have both just seen an
Culture Tip exhibition on Edward Hopper. Discuss your impressions
Charles Sheeler (1883-1965) celebrated modern industry
and the artist’s intention on a messaging app.
in his artworks. His paintings are dominated by rational
Prepare your
organisation, efficiency and the veneration of industrial
plant: factory entitled: named The museum you work for is organising an
architecture. He was hired to document Ford’s great new
feeling: sensation still: motionless exhibition on the Great Depression. Choose
project
automobile plant in 1927.
anxiety /æŋzaɪəti/: panic lonely one of the artworks you have studied and
alienation: separation wretched: miserable indicate why it is a good representation of In pairs, speak about a painting
from others depict: portray or photograph from p. 74-75
the Great Depression.
shanty: poor quality house intend: want to without saying its title or author.
vivid light ≠ dim light convey: express Your partner has to guess which
straight lines shed light upon: clarify
Complex sentences Too ls p. 76
artwork you are talking about.
vertical ≠ horizontal ≠ surround: encircle Use the present simple to explain the artist’s message.
They were named after Herbert Hoover diagonal /daɪæɡənəl/ make do: live with what Don’t forget to add an -s with the 3rd person (he, she).
74 who was president from 1929 to 1933. representative: illustrative you have 75
Réflexion de l’artiste autour du Edward Hopper (Automat, 1927 ;

paysage typique américain qui a Room in New York, 1932 ; New York
perdu son impressionnante nature Movie, 1939 ; Nighthawks, 1942),
et ses étendues au profit d’une artiste iconique des années 1930,
industrie florissante, organisée et nous parle de solitude, d’isolation,
efficace. Charles Sheeler célèbre et peut-être d’espoir dans ces
la productivité de l’Homme et le peintures.
pouvoir qu’il exerce alors sur son
environnement.
132
2 How did US artists relate
SÉQUENCE
Tips
yy
Faire repérer le lieu, les personnes, la date et
demander aux élèves d’imaginer pourquoi ces
hommes font la queue. Pourquoi y a-t-il le mot
free sur l’enseigne ?
yy
Demander aux élèves d’imaginer pourquoi tant
de personnes sont sans emploi. Que s’est-il passé à cette époque aux États-Unis ?
yy
Si les élèves ne connaissent pas la réponse, les renvoyer au Culture Tip p. 72.
A Paintings of the the 1930s p. 72
Tips
yy
Anticiper le contenu du document en faisant décrire la capture d’écran pour introduire
la notion de nostalgie qui sera traitée dans le document : the American countryside used
to be verdant valleys, rich soils where farming was easy, etc.
yy
Avant de faire les questions : À partir du début de la vidéo, (0 - 0’17’’) faire repérer Art
Institute of Chicago et Judith Barter, curator, expliquer le sens de curator.
yy
Demander aux élèves d’expliciter la nature du document.
yy
Demander aux élèves de repérer ce que Judith Barter dit à propos des années 30.
yy
Cette vidéo sera l’occasion d’aborder le prétérit en be + V-ing.
Vidéo
Script DVD
The nineteen thirties is the most important king. We have to do something else, we have
decade of the 20th century. I say that in terms to change things and artists showed those
of both politics and aesthetics. The Great De- things. The regionalists - Thomas Hart Benton,
pression changed everything for Americans; John Stuart Curry, Grant Wood - all painted
they lost their self-confidence; they were no mid-western scenes to revive the past and
longer the bright and shining city on the hill; make that the American future. Well, that was
they have a great fall from grace and people impossible. The 1920 census showed that we
were scared. There was much social protest. were no longer a nation of small farmers, we
You have the rise of communist ideas and the were an industrialised nation. More people li-
rise of fascist ideas. Democracy wasn’t wor- ved in cities than lived in rural areas.
133
Info+
L’expression city upon a hill fait référence à une phrase prononcée par John Winthrop en 1630,
devant les passagers de l’Arbelle, à propos de la colonie de la baie du Massachussetts qu’ils
allaient fonder en Amérique. John Winthrop voulait dire par ceci que les colons devaient être des
modèles de christianité, un exemple pour le monde car, en étant la « ville sur la colline », les yeux
du monde seraient sur eux.
1 Note down keywords about the changes that took place in society.
The Great Depression changed everything — lost self-confidence — scared — no
longer the bright and shining city upon a hill — fall from grace — social protest —
rise of communism and fascism — democracy wasn’t working
2 Identify what the paintings you see have in common.

They were all painted in the US in the 1930s.
3 Describe what the regionalists painted and their goal. Explain whether they succee-
ded or not.
They painted midwestern scenes to revive the past and try to make it the American
future. No, they didn’t reach their goal. The 1920s showed that the US was no lon-
ger a nation of small farmers, it was becoming an industrialised nation.
4 In art class, explain in French or in English what inspired American painters in the
1930s. Use elements from the video and the Culture Tip.
Production possible
––Artists were inspired by the changes that were taking place in society.
––To testify for thousands of people who had lost their jobs because of the stock
market crash.
––The regionalists wanted to revive an idealised past.
––Artists wanted to denounce this period as one of the most difficult times in Ameri-
can history.
B Forced to leave p. 72
Tips
yy
Les questions peuvent être traitées directement sans anticipation pour ce document.
yy
Attirer l’attention des élèves sur l’angle de la photographie. En déduire l’impression de
mouvement qui résulte de la perspective et celle d’infini créée par l’horizon.
yy
Renvoyer les élèves vers le Word Spot p. 72 pour qu’ils et elles disposent de davantage
de lexique.
1 Describe the photograph (landscape, people’s expressions and clothes).

These people are walking down a long road in the middle of the countryside. They
134
look tired / weary and sad. Their clothes are worn-out, we can therefore deduce
these people are poor.
2 Read the Culture Tip. Imagine why they were on the road.
They must be on the road because they had to leave their land to find a better
place. They may be farmers from the Dust Bowl region who have lost everything
because of several years of drought.
3 Explain Dorothea Lange’s message to the visitors of a museum.
Production possible
In this picture Dorothea Lange may want to show the reality of poor farmers from
the Dust Bowl region. Her message must be that these people were terribly poor
but that they may have had enough hope to keep going and make their American
dream come true.
C The migrants’ road p. 73
Pédagogie différenciée Le Trail le plus compliqué est le Trail B, dans lequel l’élève ne doit pas
simplement repérer les éléments dans le texte, mais également les analyser. Le Trail B implique de
pouvoir rédiger ses réponses et de s’éloigner de la simple citation.
Tips
yy
Faire anticiper à partir de la couverture du livre pour introduire la situation et faciliter
l’accès au sens (characters, place, actions).
yy
Faire travailler les élèves sur la Route 66 sur une carte en amont :
http://britannica.com/topic/Route-66.
yy
Si les élèves ont étudié le document A ou B, demander aux élèves de formuler des
hypothèses quant à la destination des migrant·e·s ou quant aux raisons de leur départ.
yy
Pour faciliter l’accès au sens, repérer les noms propres, les lieux, et les nombres.
yy
Les élèves connaîtront peut-être Of Mice and Men du même auteur. Steinbeck com-
mence à explorer les conditions de vie des migrants du Dust Bowl dans Of Mice and Men
(1937), et poursuit son exploration dans The Grapes of Wrath (1939) avec celle des Okies.
L’ambiance est donc similaire dans les deux livres.
Trail A Trail B
Part 1 (l. 1-14) Part 1 (l. 1-14)
1 Identify at least four expressions used 1 Find words from the text to describe
to describe Highway 66. Highway 66.
The main migrant road (l. 1) – the long The main migrant road (l. 1) – the long
concrete path across the country (l. 1-2) concrete path across the country (l. 1-2)
– the path of a people in flight (l. 7) – the – the path of a people in flight (l. 7) – the
mother road, the road of flight (l. 14) mother road, the road of flight (l. 14)
135
Trail A Trail B
2 Find examples of the word “from” and 2 Explain the different reasons why the
explain what the people on the road are characters are fleeing.
escaping from. The characters are fleeing because they
“from dust” (l. 7) – “shrinking land” (l. 7) can’t live on their land anymore because of
– “the thunder of tractors and shrinking climatic conditions (“dust”, l. 7 – “wind”, l. 9
ownership” (l. 8) – “the desert’s slow north – “floods”, l. 10) and the drought (“desert”
ward invasion” (l. 9) – “ twisting winds” l. 9). Also because they can’t compete with
(l. 9) – “floods” (l. 10). industrialised farms (“the thunder of trac-
tors and shrinking ownership” l. 8).
Part 2 (l. 15-24) Part 2 (l. 15-24)
3 Find words that suggest that the travel 3 Show how the author describes the diffi-
conditions are difficult. culty of travelling on Highway 66.
“The concrete road shone like a mirror in The repetition of “Danny wants a cup of
the sun” (l. 16-17) – “the heat” (l. 17) – “Old water” (l. 15 and 19) shows that the cha-
cars, wounded, steaming. Wrecks […], racters are hot and tired. The description of
abandoned” (l. 22-23). the vehicles which are “wounded, stea-
ming. Wrecks” (l. 22-23) also shows that
the journey is long and difficult.
Meet Up! “Well, what happened to them?” (l. 23) “Where are they?” (l. 24). Try to
answer these questions. Share your answers with the class.
Production possible
They cannot live on their land anymore, first because the climatic conditions have beco-
me too harsh to survive (drought, dust, wind, floods…) and second because of working
conditions, since the number of jobs is shrinking. They are on road 66, which is the
main road that was taken by migrant farmers who wanted to find a better place to live.
On the west coast, in California, people thought they would have a better life and better
climate conditions for farming.
Prepare your You are a photo journalist and you have taken pictures of migrants
on the road. Write an entry in your diary describing what you saw
project and what you wanted to show with your pictures.
p. 73
Production possible
July 12th, 1931
Dear Diary,
I was on Route 66 today. There were thousands of families on the road. They were all
going west in the hope of finding a better life. I took pictures of them because I wanted
to show how difficult life was for them. They were so tired / exhausted, and they didn’t
know what the future held in store for them. I wanted the rest of the world to see what
happened to these poor people.
136
D Welcome to Hooverville p. 74
Tips
yy
Il est possible de traiter les questions directement sans anticipation.
yy
Le Word Spot p. 74 aidera les élèves à parler du document. Il est important qu’ils ou
elles en prennent connaissance.
yy
Amener les élèves à comparer le document D avec le document E ou le document F si
ceux-ci ne sont pas étudiés.
yy
Aborder la construction de phrase complexe pour décrire la photo.
1 Describe the photograph: compare the foreground and the background.

In the foreground there are hundreds of small houses / shanties / shacks. The
foreground contrasts with the background in which we can see the skyscrapers
and chimneys of factories in Seattle.
2 Read the text. Explain who lived there and why.

Homeless people lived there because they had lost their jobs after the 1929 stock
market crash.
3 Write the presentation plate of this photograph for an exhibition. State the artist’s
message.
Production possible
This black and white photograph, taken in 1937 by James Patrick Lee, depicts
the Seattle Hooverville during the Great Depression. The artist deliberately chose
to contrast the shantytown in the foreground with the big city in the background
in order to insist on the alienation and miserable living conditions of the homeless
people living there.
E The new classic American landscape PAIR WORK p. 74
Tips
yy
Les fiches d’activité du E-workbook à imprimer permettent aux élèves de travailler sur
un support différent, mais elles sont complémentaires : l’une permet de répondre aux
questions de l’autre, et les deux fiches doivent être faites pour une analyse complète
du tableau.
yy
Chronométrer le temps de prise de notes, puis celui des échanges, pour éviter que les
élèves ne fassent les deux activités de la question 1. Le but étant de mettre les élèves
en interaction.
137
yy
La lecture du Culture Tip est essentielle à la compréhension du message de l’artiste.
Mais vous pouvez choisir de vous en passer en fonction du niveau d’analyse de vos
élèves. Le Culture Tip aura alors pour but de valider leurs hypothèses.
yy
Amener les élèves à comparer le document E avec le document D ou le document F si
l’un d’eux n’a pas été étudié.
yy
Travailler sur la prise de notes, pour que les élèves n’utilisent pas de phrases rédigées.
E-workbook
1 Student A Describe the foreground and background to your partner.

Foreground: piles of dirt / piles of sand = raw material for the factory?
On the right: a little path – rail tracks = take us to the factory
Factory: geometrical buildings – orange silos
Sky: smokestacks – dark clouds
In the distance: more buildings – nothing else
Student B Describe the colours and shapes to your partner.

Diagonal lines = attention drawn towards geometrical shapes in the distance
Very geometrical + clearly painted
Buildings = straight lines
Vivid secondary colours = contrast with cold colours (cold atmosphere)
Dark = smoke and piles 8 gives a sense of death or dirt
2 Look at the title. Imagine what a classic American landscape looked like before this
one.
Before, a classic American landscape may have shown the unique wilderness of
American natural landscapes. We can imagine huge landscapes with breathtaking
views, gigantic verdant / luxuriant sceneries.
3 Read the Culture Tip. Act out a short interview of Charles Sheeler about his inten-
tions with this painting.
Production possible
Journalist. Good morning Mr. Sheeler. Your work is mostly about industrialisation.
Is this correct?
Charles Sheeler. It is correct. However, my paintings are very diversified, even
though I very much appreciated the orderly fashion of modern industries. There is
something quite impressive about these tall, straight buildings.
Journalist. So, there is no more room for nature in your paintings?
Charles Sheeler. I wanted to show… I needed to portray…
138
F Until the crisis is over p. 75
Tips
yy
Chronométrer le temps de prise de notes, puis celui d’échanges, pour dynamiser
l’activité.
yy
La lecture du Culture Tip est essentielle à la compréhension du message de l’artiste.
yy
Cette peinture est particulièrement intéressante pour le mouvement représenté par
les coups de pinceaux du peintre. Une anticipation sur le lexique d’analyse d’image
peut être envisagée. Si nécessaire, renvoyer les élèves à la fiche de méthodologie sur
l’analyse de tableau p. 280 du manuel.
yy
Amener les élèves à faire un lien avec le document D si celui-ci a été étudié : il montre
comment le paysage urbain a évolué alors que ce tableau permet de s’intéresser plu-
tôt aux citoyen·ne·s.
1 PAIR WORK
Student A Describe the painting to your partner: focus on the location and back-
ground.
Location: Central park? New York City? Urban area
Background: lots of dots – other people (sitting or standing close to one another)
Posture: turning their backs on the four characters in the foreground – black and
white – can hardly make out their bodies = fading into the background
Student B Describe the painting to your partner: focus on the people and their atti-
tudes.
Five people: sitting in silence?
One: thinking – looks anxious – his head is resting on his fist – a sculpture ( The
Thinker by Rodin)?
Two: a black man – reading a newspaper – looking bored
Three: has got his face in his hands – looks worried / desperate – a jar between
his feet
Four: a white man – is wearing a hat – leaning and sleeping on the 2nd person’s
back – hands in his pockets – richer? there for ages?
Five: a woman, on the right – looks worried – carrying something in her hands = a
baby? covered with a blanket, vivid colors = we are drawn to her
2 Read the Culture Tip. In a few words, use the title to imagine why Reginald Marsh
chose to represent different members of society.
Reginald Marsh must have wanted to show how everyone, every member of
society, no matter their social background, was waiting for the crisis to be over. It
gives the impression that they did not have any choice and were resigned to wait
for better days. It is a portrait of the resignation and the stillness of the American
citizens in the 1930s.
139
3 Explain the artist’s message using these words.
all categories of society – despair – stillness – resignation
Production possible
People from all walks of life were waiting in despair for the crisis to be over in per-
fect stillness. Nobody was ready or could move on with their situation and some
Americans were forced to contemplate their own resignation.
G
Vidéo
Loneliness in the city Classe inversée
p. 75
Classe inversée Ce document se prête à la classe inversée car il a un contenu lexical qui est lourd
mais qui peut être partiellement levé hors du cours grâce à la fiche d’activité du E-workbook. Cette
activité réalisée en amont permettra aux élèves d’aborder plus sereinement les questions du manuel
et de se concentrer sur les détails du document.
E-workbook
Tips
yy
Anticiper sur la peinture d’Edward Hopper, New York Movie (1939), et faire formuler
des hypothèses sur les thèmes abordés par l’artiste. Les élèves pourront confirmer ou
infirmer leurs hypothèses grâce au document vidéo.
yy
Attirer l’attention des élèves sur la femme et sur le lieu : she is in a cinema, it looks like
she works there, she is not happy and rather lonely/preoccupied, …
yy
On pourra envisager de comparer l’attitude, les vêtements et les intentions des ar-
tistes avec les document B : la jeune femme n’a pas l’air d’avoir tout perdu, mais elle a
l’air triste et seule.
yy
Vous pouvez rediriger les élèves vers la méthodologie de l’expression écrite en inter
action (p. 298) et un simulateur d’applications de messagerie (suggestions p. 286) pour
rendre l’échange plus authentique.
1 Observe the painting, its title and date. Guess the themes explored by Edward
Hopper in his paintings.
This is a 1939 painting by Edward Hopper entitled New York Movie. I think that the
themes explored by the artist might be loneliness, sadness and boredom.
2 Watch the video and take notes to develop your answers to question 1.
Separation between the outside and the inside – (private) worlds
Hopper’s people : huddled up – lonely – waiting – bored
140
3 Explain Edward Hopper’s technique to make the viewer contemplate America in
the 1930s.
Hopper’s canvases look very real. He often uses windows but the viewer may find
it difficult to separate the outside from the inside. Our gaze invades these private
worlds.
4 PAIR WORK You and a friend have both just seen an exhibition on Edward Hopper.
Discuss your impressions and the artist’s intention on a messaging app.
Production possible
I think Hopper’s paintings are very

realistic, don’t you?
Yes, I agree, it’s amazing how we feel

as if we are looking through the win-
dow at his characters’ private lives.
Hopper wanted to depict the lives of

Americans in the 1930s and I think
it is incredible how we can feel the
atmosphere of the period in his
paintings.
That’s right, we feel privileged to

observe the characters and we can
imagine what they are feeling.
Prepare your The museum you work for is organising an exhibition on the Great
Depression. Choose one of the artworks you have studied and indi-
project cate why it is a good representation of the Great Depression.
−−Les élèves peuvent choisir une œuvre présente sur les doubles-pages
p. 75 du manuel. Ils ou elles peuvent également anticiper leur projet final en
cherchant un autre tableau, ou une autre forme d’art sur les sites propo-
sés dans le Go4It (p. 81).
−−Limiter la prise de notes des élèves pour rendre leur intervention plus
authentique et éviter une lecture pure et simple. Une quinzaine de mots,
grand maximum, devrait suffire.
−−Vous pouvez également travailler le vocabulaire d’analyse à nouveau
en amont du projet intermédiaire avec un Memory Challenge, ou bien en
leur faisant définir des termes employés pendant la séquence de façon
aléatoire.
141
Too
in thels
Spotlight Corrigés
se ar
Practigra
your mm
1 a. During the Great Depression, Ame- b. proposition principale : Farmers left
rican rural areas lost a lot of their inhabi- their plots of land
tants. proposition subordonnée : in order to
b. Californian cities were regarded as move to California.
magnets. c. proposition principale : Roosevelt’s
c. She was reading The Grapes of Wrath New Deal programme between 1933 and
by John Steinbeck when I called her. 1938 targeted the poorest people,
d. American artists depicted the Great proposition subordonnée : so that the
Depression in their masterpieces. US economy could be boosted.
d. proposition principale : I prefer Isaac
2 a. He didn’t study American art when Soyer’s paintings,
he was young. He studied history at
proposition subordonnée : whereas my
Berkeley.
sister likes Edward Hopper’s best.
b. She was visiting a Norman Rockwell
exhibition when she came across The 4 a. Contrary to Edward Hopper’s pain-
Runaway. tings, whose windows vanish, Norman
c. She counted the numbers of cans in Rockwell’s paintings are quite power-
Andy Warhol’s Campbell’s Soup Cans. ful, because they give glass a texture and
That’s why she spent a lot of time in the make it look more authentic.
US Pop Art section. b. Although Highway 66 used to be the
d. Was she thinking of The Circus when main migrant road, it has now become
she mentioned American sculptor Alexan- a tourist attraction, as opposed to the
der Calder? farmers’ lands in Oklahoma.
3 a. proposition subordonnée : Al-

though the Great Depression was a diffi-
cult period,
proposition principale : all the paintings
are just beautiful.
ve nciation
Impropro
your nu
Audio Audio
5 CD1 piste 31
6 CD1 piste 32
a. Paint it! MP3 n° 44 a. Perhaps it’s Hopper who MP3 n° 45
b. After all… painted it, after all!

c. Read it! b. You are always right, but watch out all
the same!
d. Watch out!
c. It isn’t attractive, but I like it.
d. These boxes are ideal for erasers.
142
your
7 Présentation : date en haut à droite, 8
commence par ‘Dear Diary’, un para- Production possible
graphe par idée.
October 12th, 2019
Thèmes : activités, actions, sentiments.
Dear Diary,
Temps verbaux : prétérit pour raconter
Today I went to see an art exhibition on
ce que l’on a fait / vécu, futur pour parler
the Great Depression with my class. There
des souhaits, intentions.
were pictures by American artists of the
1930s. These paintings show what life
was like in the US after the stock market
crash of 1929.
I really enjoyed this exhibition and appre-
ciated most of the paintings and photo-
graphs I saw.
I hope I will visit other art exhibitions be-
cause I find them very interesting. We
can learn a lot about a period from the art
that was produced at the time.
Buyoild up
ur vocabulary
1 a. Route 66 is a famous highway that 2
goes from Chicago to Santa Monica. Production possible
b. In the 1930s, people had a deep feeling The American Artists of the 1930s in-
of anxiety and pessimism about the eco- tended to relate the feeling of anxiety
nomic situation in the USA. that people experienced during a period of
c. Hoovervilles were towns of shanties economic crisis when many people were
that were built with cheap or reused mate- unemployed.
rials.
d. Edward Hopper’s paintings depict the
loneliness of city life.
e. The region which farmers fled from be-
cause of drought is called the Dust Bowl.
143
Project #1 . 79 p
Prepare a presentation of an artwork for

an exhibition on the Great Depression.
Mise en place
• Les élèves pourront travailler en groupes de 4. Ils et elles se mettront d’accord sur le contenu
de leur exposition dédiée aux artistes des années 1930, puis chaque membre du groupe
choisira l’œuvre qu’il ou elle souhaite présenter à l’oral.
• Les élèves pourront choisir d’autres tableaux que ceux étudiés en classe sur les sites du
MOMA et du Met (voir p. 79 du manuel). Ceux et celles qui sont les plus en difficulté pourront
présenter les tableaux étudiés en classe.
• Il faudra limiter la quantité de notes autorisées afin d’éviter que la présentation ne devienne
un écrit oralisé.
• On peut également imaginer faire perdurer l’exposition dans le temps au CDI, en demandant
aux élèves concerné·e·s d’enregistrer une présentation et une analyse de l’œuvre, et en la rendant
disponible par simple utilisation d’un QRCode (fr.qr-code-generator.com). Pour cela, nous vous
conseillons de faire signer une autorisation d’utilisation de la voix, et de vous saisir des outils
TICEs suivants : SoundCloud, YouTube (vidéo à ne pas répertorier pour éviter tout soucis), etc.
z
Project #2 . 79 p
Write an email to the curator of an

exhibition on the Great Depression. Convince
him or her to include your favourite artwork.
Mise en place
• Ce projet permet aux élèves de choisir une œuvre qu’ils et elles aiment, ce qui peut les moti-
ver à écrire et à exprimer leur avis personnel.
• Encourager les élèves à trouver de nouvelles œuvres d’art en les dirigeant vers le site propo-
sé dans le manuel, ou vers la page Go4It (p. 81) pour découvrir de nouvelles ressources : liens
vers les œuvres de certain·e·s artistes emblématiques.
• Vous pouvez rediriger les élèves vers la méthode d’expression écrite pour une lettre ou un
e-mail (p. 301) et celle pour un paragraphe argumentatif (p. 302).
• C’est également l’occasion de sensibiliser les élèves à une utilisation raisonnée des moteurs
de recherches, et aux droits d’auteur·e·s. Les élèves devront citer leurs sources, et s’engager
à sélectionner des reproductions qu’ils ou elles ont le droit de prendre. Pour cela, nous vous
invitons à leur faire (re)découvrir la méthodologie (p. 276) et à les initier à l’outil recherches
d’images / licences / droit de réutilisation et / ou de modification. L’appellation varie d’un mo-
teur de recherches à un autre, mais l’outil est bien présent.
z
144
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression orale en continu – Prepare a presentation

Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, apprises par cœur. Il y a très Mes interventions présentent l’œuvre choisie et je Mes arguments et interventions sont variés et je
peu de références à l’objectif de l’artiste. propose un point de vue informé. présente clairement l’œuvre choisie.
0-1 2-3 4
rages. notes.
0-1 2-3 4
0-1 2-3 4
0-1 2-3 4
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. diés (objectifs de l’artiste, contexte historique)
français).
0-1 2-3 4
Total : ��/20
145
146
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression écrite en continu – Write an email

Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, il y a très peu de références L’œuvre que j’ai choisie représente bien la période. Mon e-mail prend en considération le message de
à l’artiste et l’œuvre choisie. J’ajoute des informations pertinentes. l’artiste et le contexte historique.
0-1 2-3 4-5
Pragmatique et Mon e-mail est peu clair et organisé. Mes phrases Mon e-mail est clair. J’utilise quelques mots de Mon e-mail est bien organisé. Mon discours est
socio-linguistique sont très simples. liaison, mes phrases sont construites. structuré.
0-1 2-3 4-5
0-1 2-3 4-5
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. étudiés (l’art et la crise économique).
français).
0-1 2-3 4-5
Total : ��/20
RECAP
AXE 3 Art and power
2 How did US artists relate E-workbook
SÉQUENCE
the Great Depression? Bilan à compléter

Documents
du manuel
#politicalexpression Documents A, D, Art can express a desire to
How can art be used to express et F return to the past. It can criticise
an artist’s political views? the impact or lack of impact of
To what extent can we say that government policy on society.
art is not only for aesthetic
purposes?
#economicpower Documents A, B, Art can make people aware of
Can art be considered a coun- D et F what is going on in society. It can
ter power? bring problems to light.
#literature Document C The writer can sympathise with

Where does a writer’s inspira- a category of society and wish to
tion come from? share its problems with the rest
How can literature be used to of the population. The writer can
bring difficult times to light? tell the stories of people whose
voice is usually not heard.
#photography Documents B et D Photography captures a moment
How does photography cap- in time forever. A picture can
ture social changes? speak a thousand words about
people’s lives.
#painting Documents A, E, Colours, shapes and attitudes can
How can paintings express F et G express mood and feelings.
mood and feelings? Paintings capture the feeling / at-
To what extent are paintings mosphere of a moment that the
a testimony of a period in a artist has chosen to focus on.
nation’s history?
147
SYNTHÈSE
How have American artists provided lasting memories of life in the 1930s?
American artists have provided lasting memories of life in the 1930s by depicting their
everyday life in the city, and showing their feelings of isolation, resignation, despair
and stillness. They have all used colours in their artworks (writing or painting) and
have chosen them to give a specific atmosphere that can be felt by the viewer today.
Their choices regarding shapes also provide a sense of severity and dirt. The viewer is
drawn into the piece of art and cannot escape from it.
How did US artists denounce the American people’s living conditions during the Great
Depression?
US artists denounced Americans’ living conditions by providing a fair portrait of every
member of society. They focused on the city and the countryside differently to make
sure they did not forget anyone. A few artists also focused on landscapes and chose to
show its transformation. They reported these living conditions by showing poverty in
the city, and famine in the countryside. They also focused on people’s feelings of isola-
tion and despair to denounce their poverty and fears.
148
ÉPREUVE 1 E3C1
Vidéo merica After the Fall: Painting in the 1930s, Royal Academy of Arts,
A
September 1, 2016
Du début à 1’40” (American gothic).
A1- On voit des tableaux. Il s’agit d’une exposition d’art.
Un homme parle d’art. On cite différent·e·s artistes.
4
simples.
Un homme parle d’art. / Il présente une exposition.

−−Les tableaux sont américains. −−Les tableaux sont iconiques.
−−Ils ont été peints pendant les années 30. −−L’exposition est unique.
A1 −−La période en question était une période −−L’exposition cherche à capturer un senti-
de transition et de changement. ment de choc.
Sur la période en question, au moins un élément :

−−C’est la période après le krach boursier de 1929.
−−Le krach boursier a eu des conséquences.
−−Les artistes se posaient des questions sur le futur.
L’homme cite plusieurs noms d’artistes. 8
Un homme parle d’une exposition d’art.
C’est un expert / conservateur.

−−Les tableaux ont été peints dans les −−Les tableaux sont américains.
années 30. −−Ce sont des tableaux iconiques.
−−L’exposition s’intitule America After the Fall. −−Cette exposition est unique.
A2
−−Ces tableaux représentent une période de transition et de changements.
−−The Fall fait référence au krach boursier de 1929.
−−L’objectif de cette exposition est de capturer le fort sentiment de choc.
Parmi les artistes qui seront exposés, les noms les plus connu·e·s sont, au moins deux noms :
−−Edward Hopper ; −−Phillip Guston ; −−Georgia O’Keefe ;
−−Jackson Pollock ; −−Thomas Hart-Benton ; −−Alice Neel.
Le tableau le plus connu de l’exposition est, un élément :

−−un tableau de Grant Wood. −−un tableau intitulé American Gothic.
14
149
Un homme parle d’une exposition d’art. C’est un expert / conservateur.
−−Les tableaux ont été peints dans les −−Les tableaux sont américains.
années 30. −−Ce sont des tableaux iconiques.
−−L’expositions s’intitule America After the Fall. −−Cette exposition est unique.
−−Ces tableaux représentent une période de transition et de changements.
−−The Fall fait référence au krach boursier de 1929.
L’objectif de cette exposition est de capturer le fort sentiment de choc, au moins un élément :
B1
−−Ce choc a été subi par le système social et économique.
> −−L’exposition cherche également à montrer comment les américain·e·s se sont réorganisé·e·s.
B2
Cette réorganisation a eu lieu sur plusieurs plans, au moins un élément :
−−l’immigration ; −−le processus d’industrialisation.
−−l’urbanisation ;
Parmi les artistes qui seront exposé·e·s, les noms les plus connus sont, au moins trois noms :
−−Edward Hopper ; −−Phillip Guston ; −−Georgia O’Keefe ;
−−Jackson Pollock ; −−Thomas Hart Benton ; −−Alice Neel.
NB. Ne pas exiger le fait que ces artistes ont été justement acclamé·e·s (‘justly lauded’).
Le tableau le plus connu de l’exposition est :

−−un tableau de Grant Wood ;
−−intitulé American Gothic. 20
EXPRESSION ÉCRITE

ÉPREUVE 2 E3C2
EXPRESSION ÉCRITE

Christopher Paul Curtis, Bud, Not Buddy, 1999

−−There are two little boys.
A1- −−It’s in the USA.
−−They are in Hooperville.
−−It is a story. 4
150
BAC in sight
simples.
−−It’s an extract from a novel entitled Bud, Not Buddy.
−−Bud and his friend are two little African American boys.
A1 −−Bud is looking for his father.
−−The story is set during the Great Depression.
−−“Hooperville” was difficult to find.
−−There are people around fires. 8
−−The two characters are looking for a big city called “Hooperville”.
−−They want to catch a train.
A2 −−They are surprised to see that Hooperville is not a real city.
−−They are disappointed and think they have not found the city yet.
−−The city is not “Hooperville” but “Hooverville”. 14
−−They can find the city because of the smell of food and the music somebody is playing on a mouth organ.
B1 −−They see people living around fires: they are washing their clothes, cooking and chatting.
> −−They look at times sick, at times dangerous (because the boys do not want to go talk to them).
B2 −−The living-conditions are very difficult in Hoovervilles.
−−The city looks very brittle / breakable and is made of wood, pieces of boxes and cloth.
−−The inhabitants laugh at the boys because they are young and innocent.
−−A man reveals that this is Hooverville (after the name of the President). 20
1 Give as much information as you can about the two main characters (identity and intentions).
Bud and his friend Bugs are two young boys who are friends. They are looking for Bud’s father. To do so,
they need to catch a train somewhere in “Hooperville”.
2 Describe the scene and the boys’ feelings.

People are boiling and washing clothes in a big pot while some people are cooking nearby. A man is han-
ging the clean clothes on a line to dry. The boys are disappointed to see that this is not a real city but rather
a “cardboard jungle” (l. 42). At first, they are intimidated and they do not want to approach the people of this
city. They are surprised when they understand that this is one Hooverville and that there are many more.
3 Explain this metaphor with your own words: “We looked out from behind a big tree and
saw that a big wind or even two or three big wolves huffing and puffing real hard could blow
Hooperville into the next county.” (l.16-19)
This is an implicit comparison with the story of The Three Little Pigs, who make houses out of different
materials. The wolf can blow the two first houses because they are made of straw or sticks. Bud thinks this
city is exactly like these two first houses and he makes the comparison to show that this is a very difficult
situation for its inhabitants.
4 Clarify the reason why the author uses the lexical field of animals (and the jungle).
The author uses the lexical fields of animals and the jungle to show that people are alienated and dehuma-
nised in the Hoovervilles. They are not considered as citizens but rather as animals. They live in nature and
are reduced to fragile or dangerous animals.
151
AXE 4
Citizenship and virtual worlds
Citoyenneté et mondes virtuels
PROGRAMME
Comment, au sein de chaque aire géogra-
phique étudiée, les rapports du citoyen
au pouvoir sont-ils organisés et comment
ces relations sont-elles modifiées par le
développement du numérique ? Dans un
monde numérisé et ultra-connecté qui
a profondément changé la nature des
rapports humains, comment évoluent les
relations entre le citoyen et le pouvoir ?
Restent-elles identiques quelle que soit l’aire
culturelle portée par la langue étudiée ?
Les nouveaux espaces virtuels semblent
représenter un progrès dans le partage
de l’information, l’accès au savoir et la libre
expression de chacun. Le recours massif
aux médias numériques conduit cependant
à s’interroger sur ses conséquences, tantôt
sur le plan individuel (difficulté à hiérarchiser
l’information et à démêler le vrai du faux,
réduction de l’engagement réel au profit de
l’engagement virtuel, permanence des traces
numériques avec atteinte éventuelle à la
vie privée, repli sur soi, nouveaux repères
sociaux), tantôt sur le plan collectif : les intel-
ligences collectives développent des espaces
collaboratifs (encyclopédies collaboratives,
wikis, moocs, webinaires, réseaux sociaux…)
qui refondent, au moins en apparence, la
nature des relations sociales.
152
SÉQUENCE
1 What is the Americans’

relationship to the
media?
Problématique : Cette séquence s’intéresse au rôle des médias aux États-Unis et leur évo-
lution récente. Qui détient le pouvoir de décider quelles informations seront diffusées ? La
multiplication des sources d’information depuis l’ère de l’internet pose un problème : peut-on
faire confiance aux médias ? Cette séquence invite les élèves à s’interroger sur la fiabilité des
diverses sources d’information disponibles et les comportements à adopter.
2
SÉQUENCE
Is online activism
effective in the USA?
Problématique : Le militantisme se développe sur internet, et plus particulièrement sur les ré-
seaux sociaux. Dans un pays aussi grand que les États-Unis, peuvent-ils être un outil facilitateur
pour aider les citoyen·ne·s à être entendu·e·s ? Ou bien, au contraire, le militantisme en ligne
peut-il être un frein au pouvoir exercé par les citoyen·ne·s ? Ce nouveau type de militantisme
est-il efficace, et peut-on plutôt l’envisager comme complémentaire au militantisme de terrain ?
153
SÉQUENCE
1 What is the Americans’

relationship to the media?
Objectifs Projets
culturels : comprendre le rôle des médias améri-
cains, les pouvoirs aux États-Unis
You are a media expert spea-
king to a class of American teena-
pragmatiques : participer à un débat et respec-
33 gers. Define and give examples of
ter le tour de parole, utiliser des connecteurs logiques fake news. Warn your audience and
pour construire le discours give them some tips so they avoid
being fooled.
sociolinguistiques : écouter l’autre et réagir
33 Write a short article for your
dans un échange en ligne school newspaper with the following
title: “What’s new about the news in
citoyens : être capable d’identifier les fake news,
33 the USA?”
devenir un·e lecteur·rice averti·e
méthodologiques : repérer une fake news (p. 278),

33 Projets finaux :
médiation (p. 289), poster sur les réseaux sociaux (p. 282)
Act out a discussion between
a journalist and an expert about
linguistiques :
33 the evolution of the media and the
Grammaire : les quantifieurs (1), l’aspect be + V-ing dangers of fake news.
Phonologie : l’accentuation d’un mot et de ses dérivés
Write a post about the changing
Écriture : l’apostrophe
face of the news on an online forum
Lexique : les médias, l’information
about journalism in the USA
Pick
Document A Document B
Classe inversée
Document C
Document D TRAILS
Prepare
your project p. 91
Document D TRAILS ou Document
F Document E ou F
154
Ce document introduit le thème

des fake news. Les élèves cherchent Un document permettant l’édu-
à distinguer les vraies informations cation aux médias. Les élèves
des fausses et réfléchissent à la découvrent les questions à se
manière dont on parvient à faire la poser pour éviter d’être piégé·e par
distinction entre les deux. des fake news.
1
SÉQUENCE 1
What is the Americans’

SÉQUENCE
C Become a media expert GROUP WORK

relationship to the media?
A Real news vs fake news

1 2
NEW YORK, SEPTEMBER 16, 2018
Before You Buy That Couch , 1

Scientists Discover Mineral That Could
an App Will Put it in Your Living Room Make Internet 1,000 Times Faster
 The New York Times, Sept. 16, 2018
 Newspunch.com, Nov. 29, 2017
1. sofa 3 4
AMPHIBIANS Published November 17
SCIENCE AND TECHNOLOGY
Bioreactor helps 1
Mark Zuckerberg: America Will Elect regrow legs on frogs

Its Next President via Facebook
 Fox News, Nov. 17, 2018
 Real News Right Now, Apr. 14, 2016
Man survives bear attack and 5 6

Woman Names Her Daughter After Superstore shark bite in one year 2
3
 cityworldnews.com, Apr. 14, 2015,  NBC News, Apr. 23, 2018
1 PAIR WORK Read the headlines. Discuss to decide which are real and which are fake.
2 Explain why you didn’t believe the fake news headlines. 7
4
8
3 Write a short paragraph on a forum warning people about fake news. Give examples.
B Think for yourself Vidéo

Classe inversée hatier-clic.fr/lmu1069
 International Federation of Library Associations and Institutions (IFLA), 2018
E-workbook 1. proves it is true 2. appropriate 3. bizarre 4. personal opinions that influence your judgment
1 Identify the type of document. Classe inversée
1 In groups, take notes to be ready to explain three of the symbols in your own E-workbook
2 Deduce who “some people” are and why they are criticised. words. Give the number of the guideline. Fiche à imprimer
3 How does the tone of voice contrast with what is said? 2 Hide the document and listen to the others explain a symbol in turn. Take notes.
Guess the real message.
3 Without looking at the document, use all of your notes to rewrite the eight guidelines
4 Write a tweet advising people to watch this video. together. Then compare them with the original document.
4 You want to post the guidelines in your school library. Explain to your librarian why
 This is an Apple, CNN, 2017 it is important, in English or in French.
aim: objective, goal

objectivity ≠ subjectivity
irrelevant ≠ pertinent
research: collect information
Prepare your You are a media expert speaking to a class of
American teenagers. Define and give examples
manipulation /mənɪpjəleɪʃən/
credible: convincing, believable
far-fetched: incredible,
about
look for: search for
look into: find out about
project of fake news. Warn your audience and give them
some tips so they avoid being fooled. How many pieces of advice
about fake news can you
improbable check: verify write down in two minutes?
Quantifiers Too ls p. 92 Grammar Tip Précis p. 237
biased /baɪəst/: not objective question
“Some people might try to tell likely, probable go further: get more information Use should to give advice.
88 you that it’s a banana.” ≠ unlikely, improbable all around: everywhere 89
Introduction d’un géant des médias

américains et les méthodes em-
ployées par certains médias pour
influencer les citoyen·ne·s.
155
Cet article parle de l’influence du Ce document traite de la concen-
président Donald Trump sur les tration du pouvoir des corpora-
jeunes et leur rapport aux médias. tions médiatiques.
What is the Americans’ relationship to the media? SÉQUENCE 1
D Teens’ views on the news E Who controls the media?
Trump Has Changed How In 1983, 50 corporations controlled

Teens View the News most of the American media
(magazines, books, music, news
Since President Trump took office, he feeds, newspapers, movies, radio
has relentlessly attacked the media. and television).
He’s shunned1 individual reporters, In 1992, that number had dropped
by half.
referred to the press as “the enemy of In 2000, six corporations owned
5 the American people,” and popular- most of the media.
ized the term “fake news” to denigrate Over time many online news sites
which used to be independent have
credible articles. Meanwhile, public trust in the press “Each writer and editor has their own personal bias.
also become properties of the small
is at an all-time low. According to a recent Knight- What they write, even if it’s a little biased, it’s still number of media corporations.
Gallup report, only a third of Americans view the press biased.” Today five corporations dominate
10 positively. 30 Angie, a 16-year-old in New York, agreed. She contends the American media industry:
Time Warner, Disney, Murdoch’s
There is increasing evidence that this skepticism, that Trump’s comments have revealed to people that News Corporation, Bertelsmann of
exacerbated by the president’s relentless2 attacks, is the news media cannot be trusted. “I think this whole Germany and Viacom.
trickling down3 to the next generation of voters. phenomenon has given teens awareness that bias exists  Stephen Ansolabehere, Benjamin Ginsberg, Theodore J. Lowi,
Kenneth A. Shepsle, American Government: Power and Purpose, 2017
A 2017 report on a series of focus groups with 52 and things are not what they seem,” she said.
15 people between the ages of 14 and 24 conducted by 35 Sally, a 17-year-old in Puerto Rico, said she’s learned
1 Look at the graph and explain what 4 Explain the effect that this concentration
Data & Society and the Knight Foundation, found that not to trust the media […]. “They say what they want
has happened to the number of companies of media ownership has on the news that
many young Americans believe the news is biased4 and to say, I don’t feel they say the truth as it is.” controlling American media since 1983. is available. Use these words to write a few
are skeptical of its accuracy. [...] Social media has given young people unprecedented sentences.
Teenagers, in particular, appear to be increasingly access to real-time news. Many teens I spoke with 2 Read the text and find information to
develop your answer to question 1. power - control - decide - influence
20 questioning the credibility and value of traditional 40 follow the president, other politicians, journalists,
media organizations. In interviews with The Atlantic, and news outlets on Twitter. The ones who don’t fol-
3 Find out in the text if online news is
teens expressed great skepticism about the accuracy of low Trump directly all said they were aware of almost independent.
the mainstream media [and] reiterated Trump’s biased everything he tweets thanks to screenshots posted to
characterization of many news sources. [...] Snapchat or Instagram.
F
“I don’t believe there [are] any neutral news organiza-
Whistleblowers
Vidéo E-workbook
25
 Taylor Lorenz, The Atlantic, August 29, 2018
tions,” said Emma Neely, a 19-year-old in Tennessee. hatier-clic.fr/lmu1072 Fiche à imprimer
1. rejected 2. continuous 3. passed on 4. not objective hatier-clic.fr/lmu1073
1 Identify people, places and news outlets. Culture Tip

Pédagogie différenciée TRAIL A TRAIL B 2 Who and what are the American news
The first three estates (powers) in the USA
are the executive, the legislative and the
1 Read lines 1 to 13. Describe President 1 Explain President Trump’s attitude towards presenters talking about and how do they judiciary. The media are commonly called
Trump’s vision of the media. the press with examples of what he has done. sound? Take notes. the fourth estate. The internet media are
considered to be the fifth estate.
2 Focus on the 2017 report and find out if 2 Find out what the two reports mentioned in 3 Find out what type of shocking WikiLeaks is an international, non-profit
organisation that publishes secret information,
American teenagers trust the media. Justify your the article show. information WikiLeaks published.
classified documents and news leaks, from
answer with figures from the article. anonymous sources on its website. Julian
3 Identify the criticisms teenagers have 4 Explain this event to your friend and show Assange, an Australian internet activist, is
3 Pick out the names of the teenagers against the media. why the American media and society were so considered to be its founder. The people
interviewed. Note down the keywords that perturbed by this event. who release secret information are called
explain what they think about the media. whistleblowers.
Meet up! For your presentation on American media in class, explain how American teenagers
access information nowadays and what vision of the news they have.
Prepare your Write a short article for your school newspaper
with the following title: “What’s new about the
project news in the USA?”

Make a list of 10 words that
Grammar Tip Précis p. 241 and 239 are indispensable when talking
varied: diverse interested in tweet about the media. You have
aware /əweər/ of have faith in: trust consult /kənsʌlt/ Use the preterite to talk about how things were
in the past and the simple present to talk about one minute! Compare your list
exposed to comment on access: get with your classmates’.
be + V-ing aspect Too ls p. 92 informed share leak: give secret
current habits and realities.
“skepticism (…) is trickling down to available: easy or disclose: reveal, information
90 the next generation of voters” possible to get publish /pʌblɪʃ/ in touch with 91
Découverte du phénomène Wiki-

Leaks, un contre-pouvoir dans le
paysage médiatique.
156
1 What is the Americans’ relationship
SÉQUENCE
to the media?
Tips
yy
Faire repérer aux élèves les lieux représentés :
les États-Unis, le monde, les bureaux de CNN.
yy
Demander aux élèves de présenter CNN
(Cable News Network) et son rôle.
Leur demander de citer d’autres chaînes
d’information américaines.
yy
Relever les mots présents dans l’image et expliquer ce qui se passe dans ces lieux.
yy
Mettre en relation avec #freedomofexpression, #fakenews.
A Real news vs fake news p. 88
Tips
yy
Demander aux élèves d’expliquer la différence entre real et fake en donnant un syno-
nyme pour chaque.
yy
Accorder un temps limité (5 min) pour traiter la question 1.
yy
Demander aux élèves de commenter les sources. The New York Times est une source
connue et respectée alors qu’un site avec un nom comme Real News Right Now ne
semble pas fiable.
1 PAIR WORK Read the headlines. Discuss to decide which are real and which are fake.
Real News : The New York Times, NBC News, Fox News
Fake News : Real News Right Now, Newspunch, City world news
2 Explain why you didn’t believe the fake news headlines.

I don’t believe that America will elect its next president via Facebook, because this
seems impossible / unlikely / far-fetched / improbable.
The name of the source doesn’t seem like a true news source.
3 Write a short paragraph on a forum warning people about fake news. Give examples.
Production possible
We need to be careful because nowadays there is a lot of fake news around us on
social networks. Every day dozens / hundreds of fake news stories are published.
157
These can be articles or news reports and it is often / sometimes difficult to distin-
guish between true stories and fake ones.
B
Vidéo
Think for yourself Classe inversée
p. 88
Classe inversée Ce document se prête à la classe inversée car son contenu lexical est très facile
d’accès. Des questions sont proposées sur la fiche de classe inversée du E-workbook. Il sera probable-
ment nécessaire de guider certains élèves afin qu’ils ou elles comprennent le ton ironique du
document.
E-workbook
Tips
yy
Si le document est travaillé en classe, noter le titre Think for yourself au tableau et
demander aux élèves des expressions similaires (par exemple : don’t be influenced by
other people).
yy
Demander aux élèves d’identifier la source du document et expliquer / se rappeler ce
qu’est CNN.
yy
Faire émettre des hypothèses sur la nature du document.
yy
Le point de grammaire sur les quantifieurs peut être abordé à travers ce document.
1 Identify the type of document.

This doc is an ad / advert / advertisement for the American news network CNN.
2 Deduce who ‘‘some people’’ are and why they are criticised.
‘‘Some people’’ are the other media. They are criticised for manipulating the public
and not being truthful / lying to people.
3 How does the tone of voice contrast with what is said? Guess the real message.
The tone of voice is very serious whereas what is being said sounds extremely
simple and obvious. The message is that people should think for themselves and
not be influenced by what they see. If you know something to be true, then don’t
be convinced otherwise (by ‘some people’). This is an ad so the underlying message
is that CNN employs serious journalists who can be trusted. It warns people about
fake news.
158
4 Write a tweet advising people to watch this video.
Keywords:
media I. to convince
manipulation II. to attempt to
III. to convey a message
1. brain-washing
2. influencing people a. repetition
b. bold letters
c. ‘all caps’
Watch this ad by @CNN. The message is that you

should think for yourself and not let yourself be
manipulated by the media. It makes you think
about how the media influence / manipulate us.
♥ 10 8:55 PM - Nov 25, 2019
C Become a media expert GROUP WORK p. 89
Tips
yy
Anticiper grâce aux images pour les élèves les plus en difficulté, les guider vers les
symboles les plus faciles à comprendre (1, 3, 8).
yy
Faire expliquer le titre How to spot fake news en insistant sur fake qui doit être connu
des élèves.
yy
Mettre les élèves en groupes de 4 : un élève qui a préparé le symbole en question pro-
posera sa reformulation. Chaque élève interviendra donc 2 fois.
E-workbook
1 In groups, take notes to be ready to explain three of the symbols in your own
words. Give the number of the guideline.
1.Think about where the information comes from. Find out more about the site and
its aim.
2. Don’t just read the headlines. Read the rest of the story too, to get as much infor-
mation as possible.
3. Find information about the journalist who wrote the story. Is this person a se-
rious journalist? Does he / she really exist?
159
2 Hide the document and listen to the others explain a symbol in turn. Take notes.
3 Without looking at the document, use all of your notes to rewrite the eight guide-
lines together.
4 You want to post the guidelines in your school library. Explain to your librarian why
it is important, in English or in French.
Production possible
It’s necessary to follow these guidelines to avoid being fooled by fake news stories.
It’s really important to learn how to identify fake news because it is all around us /
fake news is everywhere. This is a serious problem in today’s society.
Prepare your You are a media expert. Speak to a class of American teenagers
to warn them about the dangers of the media. Define and give
project examples of fake news then give them tips so they can avoid being
fooled.
p. 89 −−Cette activité peut être faite en cours ou encore réalisée par les élèves
à la maison sur leur téléphone portable.
−−Les élèves ne doivent pas lire leurs notes mais ne prosodier qu’à partir
d’une liste d’une dizaine de mots pour favoriser l’improvisation.
Production possible
Fake news is a real problem nowadays. There is a lot of it around. To avoid being fooled
you need to be careful. Here are some guidelines you should follow:
––You should always check the source. If you’re not sure the story is true, ask an expert or
check other news sources to see if they give the same information...
D Teens’ views on the news p. 90
Pédagogie différenciée Le Trail le plus difficile est le Trail B, car il demandera aux élèves d’aller plus
vers l’implicite.
Tips
yy
Anticiper avec le titre du document.
yy
Demander si certain·e·s élèves peuvent présenter le président Donald Trump et sa
vision des médias.
yy
Faire repérer la nature du document.
yy
Ce texte sera l’occasion d’aborder l’aspect be + V-ing.
160
Trail A Trail B
1 Read lines 1 to 13. Describe President 1 Explain President Trump’s attitude

Trump’s vision of the media. towards the press with examples of what he
President Trump does not like the media. has done.
He considers the press an enemy and President Trump does not trust the media /
says that it spreads fake news. he is skeptical about the media.
Examples: He has (relentlessly) attacked

the media. He’s shunned (individual)
reporters and referred to the press as “the
enemy of the American people” and popula-
rised the term “fake news” (lines 1 - 5)
2 Focus on the 2017 report and find out if 2 Find out what the two reports mentioned
American teenagers trust the media. Justify in the article show.
your answer with figures from the article. A recent Knight-Gallup report showed that
No, American teenagers do not trust the only a third of Americans view the press
media. A 2017 report on a series of focus positively. (lines 6-7)
groups with 52 people between the ages
of 14 and 24 found that many young A 2017 report found that many young Ame-
Americans believe the news is biased. ricans believe the news is biased. (lines
(lines 18 - 22) 18-22)
3 Pick out the names of the teenagers 3 Identify the criticisms which are
interviewed. Note down the keywords that addressed towards the media by teenagers.
explain what they think about the media. Teenagers do not believe that the news
Emma Neely - no neutral news organisa- organisations are neutral. They say they
tions, each writer has personal bias are biased and that they write what they
want to say instead of telling the truth.
Angie - the news media cannot be trusted,
bias exists
Sally - they say what they want, they

don’t say the truth as it is
Meet Up! For your presentation on American media in class, explain how Ameri-
can teenagers access information nowadays and what vision of the news they have.
Production possible
American teenagers can access real-time news easily thanks to social media. Many of
them follow people like the president, politicians or journalists on Twitter. They don’t
believe that the news is always true / truthful and are aware of / concerned about bias.
To conclude, many American teenagers don’t trust the news.
161
E Who controls the media? p. 91
Tips
yy
Faire identifier la nature du document.
yy
Vérifier la compréhension du mot corporations et proposer des synonymes : company,
organisation, firm.
yy
Faire lire la légende et demander aux élèves de la reformuler.
1 Look at the graph and explain what has happened to the number of companies
controlling American media since 1983.
The number of corporations that control the media in the US went down / de-
creased / dropped dramatically between 1983 and 2000.
2 Read the text and find information to develop your answer to question 1.
“In 1983, 50 corporations controlled most of the American media.”
“In 1992, that number had dropped by half. In 2000, six corporations owned most
of the media.”
3 Find out in the text if online news is independent.

No, it isn’t. Many online news sites used to be independent but now they have also
become properties of media corporations.
4 Explain the effect that this concentration of media ownership has on the news that
is available. Use these words to write a few sentences.
power - control - decide - influence
Production possible
The few corporations that control the media can decide which information is broad-
casted. This means that they have the power to influence people / society.
Info+
Pour continuer la discussion sur le problème des médias contrôlés par des corporations aux
États-Unis, vous pouvez faire regarder cette vidéo en classe : https://bit.ly/2pSf7iO.
Publiée en mars 2018, elle montre des dizaines de présentateurs·rices de chaînes d’information
locales qui récitent tous le même texte, un peu partout aux États-Unis. Ce texte, qui leur a été
fourni par le propriétaire de ces chaînes, Sinclair Broadcast Group, est un exemple concret de
l’influence que peut avoir une seule corporation sur des milliers d’Américain·e·s.
162
F
Vidéo
Whistleblowers
p. 91
Tips
yy
Le contenu lexical de ce document est assez lourd. La fiche à imprimer du E-workbook
permettra de guider les élèves dans leur compréhension et les aidera à repérer les
mots-clés.
yy
Pour introduire les pré-requis culturels nécessaires à la compréhension : avant de
montrer le document, interroger les élèves sur le titre whistleblowers et la notion de
5th Estate. Faire lire le Culture Tip. Il est aussi possible de montrer le symbole de
WikiLeaks et de demander aux élèves s’ils·elles le reconnaissent, puis de noter les
pré-requis au tableau avant le premier visionnage.
yy
Cet événement a eu lieu le 25 juillet 2010.
E-workbook
1 Identify people, places and news outlets

People: news reporters – soldiers – Barack Obama – journalists – Julian Assange –
Daniel (a colleague) – British policemen
Places: London (the Millenium Bridge and St. Paul’s Cathedral) – Afghanistan
(headline on the computer screen + war scenes)
News outlets: The Guardian (British newspaper) – Der Spiegel (German newspa-
per) – The New York Times (American newspaper)
2 Who and what are the American news presenters talking about and how do they
sound? Take notes.
They are talking about Julian Assange and WikiLeaks, a website and an organisa-
tion that published secret information and leaked secret documents. Assange is the
founder of this organisation. The reporters sound surprised / shocked / intrigued.
3 Find out what type of shocking information WikiLeaks published.

WikiLeaks published over 9,000 U.S. military records of the war in Afghanistan,
revealing civilian casualties, special forces killing squads, and the most serious
allegation - that some soldiers committed war crimes.
4 Explain this event to your friend and show why the American media and society
were so perturbed by this event.
Production possible
This is the first time that confidential information was released on such a global
scale through an unofficial channel (a news website). The American media and
society were shocked because American citizens and the world were given access
to information that was supposed to be kept secret.
163
Prepare your Write a short article for your school newspaper with the following
title: “What’s new about the news in the USA?”
project −−Insister sur l’importance du titre et du sous-titre de l’article.
−−Renvoyer les élèves vers la fiche de méthodologie N°3 Relire un devoir
p. 91 écrit p. 272.
−−Renvoyer les élèves vers la fiche de méthodologie N°20 Expression
écrite p. 300.
Production possible
In the past in the USA, news was / used to be broadcast by traditional media outlets
like newspapers or radio and TV news channels. What’s new is that there are a lot
more media outlets nowadays. Today a lot of information is diffused / spread via the
internet and social media. This means that news travels faster than before, but also
that news can be diffused / spread by anyone and is not always verified / checked
before being published. In the past, news editors checked information before it was
released and could decide if information should be made public or not.
This new form of media is known as “the fifth estate” because it holds great power
and can also be considered as a counter-power to the other four estates which are the
executive, legislative, judicial and the press.
164
Too
in thels
Spotlight Corrigés
se ar
Practigra
your mm
1 a. According to the First Amendment, 2 a. 4 expression de durée
“Congress shall make no law abridging b. 3 futur proche
the freedom of speech or of the press”.
c. 1 action en cours
b. Have you bought any quality news-
d. 2 description
papers today?
c. Some whistleblowers have contacted 3 a. The president has been criticising
the main newspapers to reveal secrets to the media since he was elected.
the public.
b. The US mass media include news-
d. There are no objective articles. They are papers, radio, television, magazines… and
all biased. social networks of course!
e. Some American reporters, like Bod c. A lot of reporters are coming to the
Woodward and Carl Bernstein, became conference tomorrow evening.
famous after revealing the Watergate scan-
d. Usually, efficient reporters spend little
dal.
time writing their articles.
f. There is no doubt that this is fake
news! That’s so astonishing!
g. Did you meet any reporters at the Min-
neapolis Media Center?
ve nciation
Impropro
your nu
Audio Audio
4 nation • national • CD1 piste 35
5 CD1 piste 36
nationally • nationalist • MP3 n° 53 a. Communication and MP3 n° 54
nationalistic • friend • friendly awareness are essential both in politics

• friendliness and in the media.
b. This is not a realistic achievement
according to a famous journalist.
c. The printed press has dropped drama-
tically since the advent of the internet.
d. The Americanisation of European jour-
nalism has been studied recently.
165
your
6 a. I don’t have an opinion. They haven’t explained why.
b. They’re going to write an article. f. I’d like to read the newspaper.
c. We’re not listening to the radio.
7 a. The president’s answer
We aren’t listening to the radio.
b. The journalists’ opinions
d. He’ll not give any interviews.
c. The people’s voice
He won’t give any interviews.
d. The editor’s choices
e. They’ve not explained why.
e. The teenagers’ reaction
Buyoild up
ur vocabulary
1 a. A lot of the news is biased which 2
means that it is not neutral. Production possible
b. You should always check / verify the Be careful of media manipulation. Use
source of the information you read on the you own judgement and question what
internet. you read. Verify information if it seems
c. More and more people don’t trust / improbable or far-fetched.
have faith in the media nowadays.
d. It is important to be aware of the fact
that some media can manipulate us.
e. The press is called the fourth estate.
This means that it has considerable power.
166
Project #1 . 95 p
Act out a discussion between a journalist

and an expert about the evolution of the
media and the dangers of fake news.
Mise en place
• Ce projet peut être réalisé en pair work, ou en groupes de 3 pour des élèves en difficulté.
• Le travail sur la page Build up your vocabulary sera une bonne préparation à cette activité
pour rebrasser tout le lexique nécessaire. Vous pouvez aussi faire un brainstorming sur le
vocabulaire qui sera utile au projet au préablable.
• Faire un rappel de la structure des questions avant que les élèves commencent le travail de
préparation.
• Donner un temps de préparation de 15 à 20 minutes et dire aux élèves qu’ils et elles doivent
limiter les notes à 15 mots afin d’éviter la lecture de phrases préparées à l’avance.
• Ce travail peut être réalisé en balladodiffusion avec des MP3 sur lesquels les élèves s’enre-
gistrent, avec une caméra, avec leur téléphone, devant vous, devant la classe, ou encore à la
maison afin de faciliter la correction.
z
Project #2 . 95 p
Write a post about the changing face of the

news on an online forum about journalism
in the USA.
Mise en place
• Ce projet permet aux élèves de reprendre tout ce qu’ils et elles ont vu dans la séquence,
quels que soient les documents étudiés. Il correspond à une production assez libre.
• Insister sur la notion d’évolution et rappeler les temps qu’il faudra employer (present perfect,
preterite, simple present).
• Ce travail peut être réalisé en devoir sur table en classe afin d’éviter le recours à des traduc-
teurs en ligne.
• Pour les élèves les plus en difficulté on pourra donner quelques mots-clés pour chaque
étape du projet.
• Valoriser les élèves qui expriment une opinion personnelle.
°10 p. 282
N°20 p. 300
167
168
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression orale en interaction – Act out a discussion
Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, apprises par cœur. Il y a Mes interventions sont logiques, je propose un point Mes arguments et interventions sont variés et je
très peu de références aux notions étudiées. Ma de vue informé. prends en considération différents points de vue ou
connaissance des médias américains est limitée. Je reprends des choses vues et ajoute des petites les questions de mon ou ma partenaire. Je connais
variantes et mon point de vue personnel. Je peux bien le système médiatique américain.
citer certains médias américains et comprends leur
évolution.
0-1 2-3 4
rages. notes.
0-1 2-3 4
0-1 2-3 4
0-1 2-3 4
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. étudiés.
français).
0-1 2-3 4
Total : ��/20
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression écrite en continu – Write a post on an online forum

Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, il y a très peu de références Je parle des médias aux États-Unis. J’ajoute des Je prends en considération l’évolution des médias
aux médias américains. informations pertinentes. américains.
0-1 2-3 4-5
Pragmatique et Mon texte est peu claire et organisé. Mes phrases Mon texte est claire. J’utilise quelques mots de Mon texte est bien organisé. Mon discours est
socio-linguistique: sont très simples. liaison, mes phrases sont construites. structuré.
0-1 2-3 4-5
0-1 2-3 4-5
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. étudiés.
français).
0-1 2-3 4-5
Total : ��/20
169
RECAP
AXE 4 Citizenship and virtual worlds
1 What is the Americans’ relationship E-workbook
SÉQUENCE
to the media? Bilan à compléter

Documents
du manuel
#whistleblowers Document F They changed the face of the
How have whistleblowers news by making secret infor-
changed the face of the news? mation available to everyone
Should all information be everywhere.
freely available? It may not be wise to give eve-
ryone access to certain types of
information. / Everyone has the
right to know the truth.
#sharinginformation Documents D, E et F Information circulates very freely
How does information circulate and quickly via the new media
nowadays? and anyone can post informa-
What role do social media play tion.
in the way we consider the Social media can deform
news? information giving us cause to
question the subjectivity of the
source.
#fakenews Documents A, B, The fact that there is so much
How is fake news changing C et D fake news means that many
the way Americans view the people distrust the media more
media? than before.
How can we recognise fake We can recognise fake news by
news? checking the information we
receive. Fake news often seems
far-fetched.
#medialiteracy Documents A, B It is important to be media lite-
Why is it important to be meet C rate nowadays in order to avoid
dia literate? being fooled by fake news.
How can we avoid being fooled By following some guidelines, we
by the media? can avoid being fooled.
#freedomofexpression Documents E et F Some people think that there

How important is freedom of should be more control of the
expression? information that is published,
others think that anyone
should be able to say or publish
anything.
170
SYNTHÈSE
Do Americans trust the media?
Trust in the media has declined due to the amount of fake news in circulation. Many
Americans are also aware that media companies are controlled by giant corporations
who decide which information is broadcasted.
How does the younger generation see the media?

The younger generation does not trust the media as much as previous generations did.
Youngsters have been influenced by President Trump’s negative vision of the media
and his strong criticism of journalists.
How has news consumption changed?

The consumption of news via traditional media such as the printed press and TV news
has gone down in recent years due new methods of accessing news. A constant flow
of news updates via apps on smartphones and computers is a popular way of getting
information nowadays. The amount of information sources available has increased
enormously over the last decade.
171
ÉPREUVE 1 E3C1
Vidéo How media literacy can help students discern fake news, PBS NewsHour, Editorial
DVD Projects in Education, June 6, 2017
Script
News anchor. But first: helping children dis- Pupil. I wanna learn how to, like, analyse it my-
tinguish between false information and fact- self, and have my own opinion.
based news. It is a distinction increasingly a Niamh O’Connell. They soak up everything
problem for adults. And to be clear, we’re re- around them, I think it’s important for kids to
ferring to false information disguised as a legi- be able to control the interpretations that they
timate news story – not reporting that people hear and see every day, instead of the inter-
dislike for political reasons and label ‘fake pretations maybe controlling them.
news’. In Washington state, educators and
Voice over. Recognising bias in news stories is
media literacy advocates have joined together,
one form of media literacy. Spotting when the
with legislators to address the problem.
news is entirely fabricated – like these stories –
Voice over. Niamh O’Connell’s third grade is something else entirely. Often, these stories
history class at Bertschi school is analysing are designed to look as if they come from le-
old news stories, looking for evidence of bias. gitimate news organisations and are meant to
O’Connell uses examples from the past, so be easily shared on social media, resulting in
these kids can become smarter about media confusion over what’s real.
messages in the present – even though they’re
only eight years old.
Il s’agit d’un reportage.
A1- On voit une présentatrice TV, des écolier·ère·s et leur professeur.
Ils et elles travaillent sur les journaux. 4

simples.
Il s’agit d’un reportage de PBS sur des écolier·ère·s américain·e·s.
−−Ils et elles ont 8 ans.
A1 −−Leur école s’appelle Berstchi School.
−−Leur école se trouve dans l’État de Washington.
−−Leur professeure s’appelle madame O’Connell.
On apprend aux enfants à analyser des articles de presse.
Leur professeure explique que c’est important pour les enfants d’avoir des compétences médiatiques. 8
172
On entend parler deux journalistes, une professeure des écoles et une petite fille.
Il s’agit d’un reportage de PBS sur des écolier·ère·s américain·e·s et les médias.

−−Ils et elles ont 8 ans (3rd grade). −−Leur école se trouve dans l’État de Washington.
−−Leur école s’appelle Bertschi School. −−Leur professeur s’appelle madame O’Connell.
On apprend aux enfants à repérer une trop grande subjectivité ou un parti-pris dans de vieux articles de
presse.
A2
−−La professeure dit que les enfants absorbent toutes les informations qui les entourent.
−−Elle dit que c’est important que les enfants soient capables d’interpréter ce qu’ils et elles entendent et
voient, au lieu d’être influencé·e·s par des interprétations imposées.
−−Une fille dans la classe dit qu’elle veut apprendre à analyser les médias et former sa propre opinion.
−−La journaliste dit que savoir reconnaitre le parti-pris des journalistes est une compétence, mais savoir
reconnaitre une information fabriquée de toute pièce est totalement différent.
−−Les informations fabriquées sont faites pour ressembler à des informations venant de sources légi-
times, d’où la confusion quant à leur véracité.
−−Les articles sont faits pour être facilement partagés sur les réseaux sociaux. 14
On entend parler deux journalistes, une professeure des écoles et une petite fille.
Il s’agit d’un reportage PBS sur un projet qui s’adresse au problème des informations erronées, et non pas
aux informations qualifiées de fake news car on ne les aime pas pour des raisons politiques.
Le projet a été mené par une professeure des écoles.
Aux moins trois éléments :

−−Les élèves ont 8 ans (3rd grade). −−Leur école se trouve dans l’État de Washington.
−−Leur école s’appelle Berstchi School. −−Leur professeure s’appelle madame O’Connell.
B1
> On apprend aux enfants à repérer une trop grande subjectivité ou un parti-pris dans de vieux articles de
B2 presse pour donner des compétences face aux messages des médias actuels.

−−La professeure dit que les enfants absorbent toutes les informations qui les entourent
−−Elle dit que c’est important que les enfants soient capables d’interpréter ce qu’ils et elles entendent et
voient au lieu d’être influencé·e·s par des interprétations imposées.
−−Une fille dans la classe dit qu’elle veut apprendre à analyser les médias et former sa propre opinion.
−−La journaliste dit que savoir reconnaitre le parti-pris des journalistes est une compétence, mais savoir
reconnaître une information fabriquée de toute pièce est totalement différent.
−−Les informations fabriquées sont faites pour ressembler à des informations venant de sources légi-
times, d’où la confusion quant à leur véracité
−−Les articles sont faits pour être facilement partagés sur les réseaux sociaux. 20
EXPRESSION ÉCRITE

173
ÉPREUVE 2 E3C2
EXPRESSION ÉCRITE

Nicole Martin, How Social Media Has Changed How We Consume News, Forbes, November 30, 2018
The text is an article.
A1- It’s about the news.
It mentions social media. 4
Relevé de mots isolés / amorce de compréhension et de mise en relation des idées les
plus simples.
A1 This text is an article about how people get news.
Many people get news from social media (64.5 %).
There is a lot of fake news on social media. 8
This text is an article about how people get news.
The way people get news has evolved.
A2 64.5 % get news from sociel media instead of from the traditional media.
Information is on news feeds before it is announced by traditional media.
Stories are liked and shared on social media.
There is more fake news than before. 14
This is an article about the evolution in the way people access information.
People used to get breaking news from traditional media in the morning.
Now there are constant news feeds on social media.
B1
> Most people access the news via social media (57 % traffic increase on news sites thanks to social media).
B2 Social media publish news before the traditional sources (64.5 % of internet users see them on sociel media).
Most people don’t look at the details of news stories.
To appear on a news feed, a story has to be liked and shared numerous times.
Fake news spreads more quickly and reaches further than authentic information.
Most people don’t check the news they read and share. 20
174
BAC in sight
1 Indicate the nature of the document and the main subject.

This document is an article about where people get news from.
2 Explain the changes that have occurred in the way people access the news.
People used to get the latest information from the morning news, but now they get it from news feeds on
social media. 64.5 % of people get breaking news from social media instead of traditional media. News is
often available on social media first, people then go on news sites to read further (57 % traffic increase on
news sites thanks to social media).
3 Describe what needs to happen for a news story to appear on people’s news feeds.
A story has to be liked and shared many times before it gets into a news feed.
4 Explain what this passage tells about the way people get information: ‘‘Most people will
just scroll through their newsfeed and stumble upon relevant news content but just read the
headlines or a short video clip of the piece.’’ (l. 22-25)
This tells us that people don’t really read the articles. They only read parts of the information and watch
videos. Therefore, people aren’t really interested in the details or getting the whole story.
5 Sum up the author’s vision of these recent evolutions.

The author seems to think that the quality of the news available nowadays is inferior to the news that was
diffused before. He insists on the fact that fake information spreads faster and is more available than au-
thentic news because many people don’t check the information they read and share.
175
SÉQUENCE
2 Is online activism effective

in the USA?
Objectifs Projets
culturels : les différents types de militantismes, diffé-
rents mouvements contestataires aux États-Unis
PAIR WORK You want to
launch an online petition: imagine
pragmatique : écrire et présenter une pétition
33 the exchange with a successful
pour inciter des personnes à rejoindre une cause online activist and ask him or her
questions on how to do it.
sociolinguistiques : adapter son registre de
33 GROUP WORK You are
langue à ses interlocuteur·trices, maîtriser des expressions taking part in a change.org meeting.
figées anglophones lors de conversations Form groups and find six proposals
for online and ground actions on:
citoyens : avoir un esprit critique et éclairé sur les
33 climate change, gender inequalities
différents types de militantisme, savoir débattre sur un or racism. You have only up to 7
phénomène de société en respectant l’opinion de chacun·e minutes! Then, debate!
méthodologiques : poster sur les réseaux

33
sociaux (p. 282), expression orale en continu (p. 296) Projets finaux :
Live stream on Instagram to
linguistiques :
33 speak about your experience as an
Grammaire : les quantifieurs (2), les adjectifs en -ed et -ing activist.
Phonologie : l’accent de phrase
Launch an online petition for a
Écriture : les faux amis
cause that matters to you.
Lexique : le militantisme, les actions
Pick
Document C Document A
Document D TRAILS Document B
Document E Prepare
your project p. 97
Prepare
your project p. 99 Document D TRAILS
Document F Classe inversée Document F Classe inversée
176
Cet article parle de la manifestation

(March for Our Lives) organisée par Emma
González, une des survivantes de la
fusillade de Parkland (Floride) survenue
Cette photo montre que les adoles- en février 2018. Cette manifestation a pu
cents·es ont conscience du monde s’organiser grâce aux réseaux sociaux et à
qui les entoure. La plateforme la participation de nombreuses célébrités :
change.org permet de lancer des les Obama, Lady Gaga... qui ont apporté
pétitions de manière assez facile, leur soutien et ont montré leur volonté
rapide et permet de toucher de de vouloir limiter les armes à feu aux
nombreuses personnes. États-Unis.
2
SÉQUENCE 2
Is online activism effective

SÉQUENCE
C Showing support on social media E-workbook

in the USA?
Fiche à imprimer
While thousands of protesters gathered today

for the March for Our Lives — an anti-gun
march held across the country following the
school shooting in Parkland, Florida — many
5 influential figures and celebrities also took
A Changing the world with petitions to social media to show their support for the
movement. After quickly becoming a trend-
ing topic on Twitter, the #MarchforOurLives
hashtag ignited1 much-needed conversation
10 around America’s lax2 gun laws, where people
sounded off3 on the epidemic of gun violence
and what needs to change.
Former President Barack Obama showed
his support for the march and its inspiring
15 student leaders, such as Parkland survivor
Emma González, who delivered a powerful
 Emma González spoke at the March for Our Lives rally in Washington
speech, which lasted just six minutes and 20 about Parkland shooting, one of the deadliest shootings at a high
seconds — the length of the entire Parkland school in US history, that took place on February 14, 2018.
shooting spree4. Obama tweeted, “Michelle
20 and I are so inspired by all the young people who made to President Donald Trump’s more, say, lean6 inaugu-
today’s marches happen. Keep at it. You’re leading us ration. (Neither President Trump nor Vice President
forward. Nothing can stand in the way of millions of 35 Mike Pence commented on the marches today.)
voices calling for change.”  Christian Allaire, This Is What Social Media Had to Say
Lady Gaga also documented the march via social About the March for Our Lives, Vogue US, March 24, 2018
25 media in Los Angeles, releasing a series of Instagram 1. started 2. not strict 3. complained 4. murder frenzy
videos calling for action from politicians to enforce 5. number of people who gathered 6. (here) insignificant
stricter gun laws. “School is not a place where kids
should go to be afraid for their lives,” she said in one Culture Tip
 Caption from Change.org, victory section
video, where she holds a “Disarm Hate” sign.
The Second Amendment (Bill of Rights, 1791) guarantees the right
1 In a few words, explain what this petition and the #BetterCup are about. 30 Meanwhile, several people on Twitter, including to keep and bear arms. However, there have always been debates
comedian Kathy Griffin, were also quick to point out over gun control legislation in the USA. The NRA (National Rifle
2 Find elements in the screenshot and the paratext that indicate that this petition was a success. the successful turnout5 of the march, comparing it Association) sees these restrictions as a violation of the Second
Amendment. The debate is revived after every mass shooting.
3 PAIR WORK You are the two students in charge of the #BetterCup petition. Present your project to
your classmates and be ready to answer their questions. 1 Explain the #MarchforOurLives 3 Explain the role of social media in the March
movement. for Our Lives movement.
B The effects of #MeToo 2 Find who is supporting Emma González 4 You want to show your support for March
Audio E-workbook
and clarify why. for Our Lives. Write a twitter-size post with the
corresponding # (280 characters).
1 Find elements about the beginning of the #MeToo movement.
2 Find out what impacts this movement has had.
Prepare your PAIR WORK You want to launch an
online petition: imagine the exchange
3 In your own words, explain the movement and its consequences to your friends.
project with a successful online activist and ask
him or her questions on how to do it. In groups, choose a document studied
in class and play Chinese whispers.
Grammar Tip Précis p. 249 Think of one sentence about the
activist show support document and whisper it to your
protest: strong complaint march: demonstrate The online activist can give advice
neighbour. Your neighbour repeats
Quantifiers Too ls p. 100 criticism stand up for a cause using: S + should + V.
your sentence and adds another one.
“many influential figures and celebrities advantage: benefit raise awareness The last student must repeat all the
also took to social media to show their distraught: upset: annoyed create a hashtag sentences!
support for the movement.” involved: interested post / share on social media
“the #MarchforOurLives hashtag ignited recyclable /riːsaɪkləbəl/ impact
96 a much-needed conversation” environmentally-friendly positively ≠ negatively 97
Cette émission de radio revient sur l’affaire

Weinstein qui a touché Hollywood en 2016.
On y apprend comment le mouvement
#MeToo (indissociable de cette affaire) a
démarré et a pris de l’ampleur sur les ré-
seaux sociaux. On y entend trois personnes
impliquées dans le mouvement qui nous
expliquent les répercussions qui ont suivi.
177
Cette vidéo questionne les effets
du militantisme en ligne et parle de
la nécessité de le combiner au mi-
litantisme de terrain. C’est le point Cet article vient compléter ce qui
de vue partagé par la professeure est dit dans le dessin humoris-
interviewée, auteure du livre Twitter tique (document E). Il est question
and Tear Gas. Deux marches y sont de différentes causes (Ice Bucket
comparées : la Women’s March on Challenge, #Bringourgirlsback...)
Washington organisée suite à l’élec- et de voir les effets ou même les
tion de Donald Trump et la March limites des hashtags, des partages
on Washington for Jobs and Freedom et autres retweets qui sont légion
le 28 août 1963. sur les réseaux sociaux.
Is online activism effective in the USA? SÉQUENCE 2

E-workbook
D The limits of online activism VidéoDVD F Slacktivism: is it useful?
Culture Tip Activism is now a computer mouse away. With a click, 35 motivation behind some of this is to feel good about
The March on Washington for Jobs and Freedom was organised one can register approval or disapproval of a cause, send oneself and impress one’s cyberbuddies.
to advocate for the civil and economic rights of African Americans.
It took place on August 28, 1963 when Martin Luther King Jr. money, alert Twitter followers and forward a conscience- The best-selling author Malcolm Gladwell seems less
delivered his famous speech “I have a dream”. stabbing video to hundreds of Facebook “friends.” than bowled over6 by online activism. In a 2010 New
The Women’s March on Washington was first organised by 5 The ungainly1 word “clicktivism” emerged to describe Yorker article, he invoked the lunch counter sit-ins
women in 2017 to send a message to Trump’s administration
about issues such as women’s rights, the healthcare system
this form of participation. So did an offshoot2, “slack- 40 of the 1960s civil rights movement, when committed
and immigration. tivism,” a portmanteau3 of “slacker”4 and “activism.” young men and women risked life and limb to fight
By definition, it is not the highest compliment. Does enforced racial segregation. “Fifty years after one of
a mouse click constitute true involvement? As Felix the most extraordinary episodes of social upheaval
 How online social movements become 10 Salmon, a business journalist who has examined the in American history,” Mr. Gladwell said, “we seem to
offline results, PBS NewsHour, 2017
issue, said, “If I retweet your video, is that going to 45 have forgotten what activism is.” He argued that, to be
make the world a better place?” […] effective, movements require strict planning, strong
Pédagogie différenciée TRAIL A TRAIL B In the Ice Bucket Challenge, the famous and the not-so- personal connections and firm discipline; mouse clicks
1 Watch the video, choose adjectives and use 1 Watch the video and define the first famous poured frigid water over their heads, and posted do not get the job done. Putting boots on the ground
them to define the first example of activism. example of activism. 15 videos of their antics. The purpose was to promote aware- counts enormously, whether in the Arab Spring revolts
ness of — and to encourage donations for research in 50 or the Black Lives Matter protests.
empowering - useless - dangerous -
— amyotrophic lateral sclerosis, or A.L.S., the incurable There is, too, a crapshoot7 quality to online involvement.
powerful - long - large 2 In your own words, explain the
neurodegenerative malady often referred to as Lou Gehrig’s The Ice Bucket Challenge is an example. Why A.L.S.?
consequences a march or an online
2 Pick out words to describe what the impact of a campaign can have. disease. The campaign was astonishingly successful. In a With 6,000 new cases a year in this country, it is far less
march or an online campaign is. 20 matter of weeks, more than $200 million was raised. common than, say, lung cancer, with 224,000 new cases
But, perhaps inevitably, questions arose. 55 a year, or H.I.V. infection, with 44,000 new cases. “One
3 Compare the second example of protest in the 3 Describe the second example of protest
For one thing, to what extent was anti-Kony5 or the charity sort of won the lottery,” Mr. Salmon said.[…]
video with the first one using the following words. in the video and analyse its effects.
challenge a mere passing fancy? A measure of faddish- But if the past is a guide, anything can happen. Even
organisation - easy - similar - long – ness has long accompanied certain causes. […] blowout8 concerts may not be finished. That was
crowded - process - unite - outcome 25 In today’s digital age, when Twitter hashtags come and shown four years ago when some of the biggest names
go, the very nature of social consciousness has come 60 in entertainment, including the seemingly eternal
Meet up! PAIR WORK Discuss the advantages and limits of online activism. under scrutiny. Raising broad awareness of an issue Rolling Stones, gathered at Madison Square Garden,
is surely important. But is retweeting #bringourgirls- performing for nearly six hours to help victims of
back (to show solidarity with Boko Haram victims) or superstorm Sandy. They raised millions.
E Online activism or slacktivism? 30 #NotOneMore (to deplore gun violence) really chang-
ing the world? The same might be said about shading
 Clyde Haberman, Philanthropy That Comes From a Click,
The New York Times, November 13, 2016
one’s Facebook photo in rainbow colors after terrorism 1. inelegant 2. descendant 3. word formed by combining
1 Read the cartoon and explain the situation at a gay nightclub in Florida or in the French tricolor two other words 4. lazy person 5. leader of a guerrilla group
(feelings, faces). after attacks in Paris. Skeptics have asked if the real that formerly operated in Uganda 6. impressed 7. random
8. very successful
2 Read the cartoon again. Using the definition of
slacker, guess the meaning of slacktivism.
1 Use the first two paragraphs to give a 3 Compare online activism with ground
3 PAIR WORK Act out the scene using the right definition for clicktivism, then find some activism as explained in the article.
tone. examples in the article.
4 Draw a grid of pros and cons of online
2 Find what causes were brought to social activism. Write at least five arguments for each
media and whether it benefited them. column.
speech bubble:
cartoon’s dialogue
make a difference
take action: act
Prepare your GROUP WORK You are taking part in a change.org
meeting. Form groups and find six proposals for
project
 Slacktivism, cartoon by Patrick LaMontagne sarcasm: irony /aɪrəni/ gather sb: bring sb online and ground actions on: climate change,
slacker (noun): sb who does not make much effort investment: together gender inequalities or racism. You have only up to You have one minute to
commitment threaten: be likely to write or say all the words
7 minutes! Then, debate!
militant: political activist cause harm that come to your mind
ground activism ≠ online go viral: spread widely when you think about online
activism put together sth:
Adjectives in -ed and -ing Too ls p. 100
activism. Have a competition
result: outcome assemble, organise You can use whereas, although and while to contrast your
with your classmates!
“The Power of Networked protest” effective ≠ ineffective join a cause partners’ ideas.
“Marches are great. They’re really empowering dubious: questionable go door to door Although organising a march can be a good idea, I think…
98 to people.” raise the question of sth 99
Ce dessin humoristique permet de

constater les dérives du militan-
tisme en ligne. Le terme de slackti-
vism est présenté aux élèves grâce
à cette conversation entre deux
personnages ayant des points de
vue différents sur le militantisme
en ligne.
178
2
SÉQUENCE
Is online activism effective in the USA?
Tips
yy
Demander aux élèves de situer la scène :
faire deviner le lieu grâce aux pancartes
(Black Lives Matter) et à l’architecture.
yy
Les faire réagir au nom de la manifestation :
Justice For All.
yy
Insister sur la silhouette : pourquoi en noir ? les mains levées ? le sens du # ?
yy
Associer les différents mots-clés et la photo.
A Changing the world with petitions p. 96
Tips
yy
L’anticipation peut porter sur change.org pour voir ce que les élèves connaissent de
cette plateforme ou bien du titre du document. Certain·e·s élèves ont peut-être déjà
reçu des invitations à signer des pétitions sur cette plateforme.
yy
Un travail sur la forme du document peut être intéressant : #BetterCup, Share on Face-
book, Victory et le drapeau rouge.
yy
Faire travailler les élèves en groupes sur les questions 1 et 2 afin d’aller plus vite et de
multiplier les repérages.
yy
Attirer l’attention sur le Word Spot p. 96.
1 In a few words, explain what this petition and the #BetterCup are about.
The two eleven-year-old girls have made a science project and have discovered that
the single-use cups that are used by Starbucks were not recyclable and that they
had a terrible impact on the planet.
They decided to raise awareness of this issue and tell the company as the title
says: “Starbucks, we know you can make a #BetterCup”. They want them to take
action and change them for more environmentally-friendly cups.
2 Find elements in the screenshot and the paratext that indicate that this petition
was a success.
I can see the two students smiling and there is written “victory” next to their picture
with a red flag. The caption also explains that this petition “made change” with a
large number of supporters.
179
3 PAIR WORK You are the two students in charge of the #BetterCup petition. Present
your project to your classmates and be ready to answer their questions.
Production possible
–– We have decided to launch this petition after a science project in class. We realised
the impact plastic cups / single-use cups have on the environment / the planet.
––We had discovered the truth about single-use cups and we were distraught. We
thought people should know about it.
––We thought it could be spread around the internet very easily and very quickly.
Your posts on social media can positively impact people.
––You should know everything there is to know about the issue and you should
create a hashtag that speaks to people.
––You should let people know what made you want to launch this petition. Then,
you should explain the matter and ask people to sign it.
––We created a hashtag to make it easier to share the petition on social media.
There are sharing buttons next to our picture. The advantage with online petitions
is that they can easily be shared and people can show their support on the inter-
net and contribute to raising awareness on the issue with their posts on social
media.
B The effects of #MeToo p. 96
Tips
yy
Vous pouvez faire réagir les élèves au titre du document et leur demander ce que
signifie ce symbole «#» et où nous pouvons le trouver.
yy
Une fiche d’activité est disponible dans le E-workbook, elle complète les questions du
manuel.
yy
Il peut être intéressant de renvoyer les élèves vers la fiche de méthodologie de la com-
préhension orale p. 290-291.
E-workbook
Audio
Script CD1 piste 38
Scott Simon, host. The protests on Capitol Elizabeth Blair. At Dunbar High School in
Hill come a year since the advent of the #Me- Washington, D.C., psychology teacher Sarah
Too movement - the #MeToo movement be- Soileau wants her students to consider some
gan when many actresses, models, employees of the questions raised by the #MeToo mo-
and others said they had been sexually haras- vement, like consent. […] Sarah Soileau says
sed or assaulted by Harvey Weinstein, the film #MeToo has been an opportunity to talk
producer, allegations first reported by The New about serious and relevant issues like consent
York Times and The New Yorker. Women in Hol- and sexual harassment.
lywood were quick to take up the cause. […] Sarah Soileau. It’s important to teach our stu-
NPR’s Elizabeth Blair takes a look at the impact dents when they’re younger so that they don’t
of #MeToo a year later.
180
grow up in a culture where they think it’s OK. Victoria Lipnic. We’ve had a five-fold increase
I’m just trying to, like, give these girls and boys of hits to our website of people looking for
the voice to say, look. This is not OK. And I’m information about sexual harassment. We’ve
not going to tolerate it. done hundreds of training sessions for em-
Elizabeth Blair. Women aren’t tolerating it ployers.
either. And the results are measurable. This Elizabeth Blair. Here’s something else that
year, sexual harassment reports to the EEOC, has changed as a result of #MeToo. There’s
or Equal Employment Opportunity Com- real money available for women to get help,
mission, have gone up 12 percent. That’s says Sharyn Tejani.
after years of remaining steady. The EEOC is Sharyn Tejani. I have been a civil rights lawy-
the government agency that handles worker and a women’s rights lawyer for the last 20
place discrimination cases, including sexual years. And if you [had] told me at any point
harassment. The vast majority of those claims in those 20 years that there would be money
do not go to litigation. But even the number available to help people come forward, to help
that do doubled this year. The EEOC’s acting people with their cases, I would’ve told you
chair, Victoria Lipnic, says the interest gene- that’s just never going to happen.
rated by #MeToo has been enormous.
1 Find elements about the beginning of the #MeToo movement.

Many actresses complained that a famous producer had sexually harassed or as-
saulted them. Very quickly, other women picked up the cause and declared having
been sexually harassed or assaulted too.
2 Find out what impacts this movement has had.

––The #MeToo movement has provided an opportunity to talk about consent and
sexual assaults, but also to teach how to prevent them in school.
––Women, and people in general, feel more entitled / empowered to speak up and
sexual harassment reports have been going up (around 12% in one year).
––People are being taught about this issue not only in schools, but also in private
companies. There are training sessions about it and people are looking for infor-
mation.
––There is money available to help women to get help and to come forward. It helps
them with their cases and they can actually report assaults.
3 In your own words, explain the movement and its consequences to your friends.
Production possible
In 2017, the #MeToo movement emerged after a group of famous actresses declared
they had been assaulted or sexually harassed by a famous Hollywood producer.
More women joined the cause and this protest led people to look for more informa-
tion on what sexual harassment is. Today, we teach more and more about consent
in classes. Thanks to this movement, women feel more entitled and empowered to
report sexual assaults and they are helped by the government which makes money
available to help them with their cases.
181
C Showing support on social media p. 97
Tips
yy
Demander aux élèves de réagir au titre du document : des exemples de soutien ? quels
réseaux sociaux connaissent-ils et elles ?
yy
La photo d’Emma González avec le pupitre devant elle avec l’inscription March for Our
Lives peut être utilisée en phase d’anticipation. Des recherches à la maison peuvent
être faites en amont pour qu’un·e ou plusieurs élèves puissent les présenter en classe.
yy
La lecture du Culture Tip est indispensable pour comprendre les enjeux derrière le
mouvement March for Our Lives.
yy
Demander aux élèves de repérer les noms propres et les chiffres afin d’accéder au
sens plus facilement.
yy
Ce texte sera l’occasion d’aborder les quantifieurs.
E-workbook
1 Explain the #MarchforOurLives movement.

March for Our Lives is both a movement and a hashtag; so it means that it is
visible online but it is also the name of a march / a protest which took place at the
beginning of 2018 after the school shooting in Parkland, Florida. Several celebrities
supported this protest which brought media coverage to this movement.
Emma González, one of the survivors of the shooting, who is also the organiser,
delivered a speech lasting the exact length of the killing spree / shooting.
They demonstrated to change laws regarding guns.
2 Find who is supporting Emma González and clarify why.

Many important figures are supporting Emma González, such as former President
Barack Obama and his wife, Michelle Obama. They said they were inspired by her
voice and demands. Lady Gaga has also supported Emma González online and
shared the event on social media so that her followers, millions of people, could
become more aware of the situation. Lady Gaga wrote that she was saddened that
students and pupils could be frightened to go to school every day and she added
that it should not be the case.
However, the march was not commented upon by either Donald Trump or the Vice
President of the USA, Mike Pence.
3 Explain the role of social media in the March for our Lives movement.
Social media helped gather support for Emma González’s cause since many celebri-
ties and political figures reacted on social networks thus spreading the word.
4 You want to show your support to the March for Our Lives. Write a twitter-size post
with the corresponding # (280 characters).
182
Production possible
I can’t believe it happened again. My thoughts go to the victims of the Parkland
shooting. Thanks #MarchforOurLives for stepping up and trying to change this
country.
Prepare your PAIR WORK You want to launch an online petition: imagine the
exchange with a successful online activist and ask him or her ques-
project tions on how to do it.
−−Renvoyer les élèves vers les fiches de méthodologie N°10 p. 282 et
p. 97
N°12 p. 286 car vous pourrez y trouver des simulateurs d’applications de
messagerie pour rendre l’échange plus authentique.
−−La méthodologie de l’expression écrite en interaction est disponible
fiche N°19 p. 298.
−−Les élèves auront le choix de réutiliser ce qu’ils ou elles ont vu grâce
aux documents A et C pour réaliser cet échange.
Production possible
Hello Ryan
I would like to launch an online petition on — because I
really want to raise awareness of —. I know you have already
launched yours. Can you help me? I don’t know how to call my
petition. I would like it to be shared by thousands of people,
how is it possible?
Regards
Lisa
Hello Lisa
You will see it is easy as pie to launch a petition on Change.org.
What is your petition about? Think about a catchy # for your
petition.
You should share it on as many social networks as possible
because...
Yours sincerely
Ryan
183
D The limits of online activism p. 98
Pédagogie différenciée Le Trail A est plus guidé et conviendra mieux aux élèves moins à l’aise en
compréhension orale.
Tips
yy
Cette vidéo va permettre aux élèves de comparer le militantisme de terrain et le mili-
tantisme en ligne.
yy
Faire lire le Culture Tip aux élèves, leur demander de comparer les deux marches et
leur demander pourquoi une marche est organisée alors que le président vient d’être
élu.
yy
Leur demander quelles pourraient être les limites concernant le militantisme en ligne.
Ils et elles pourront vérifier leurs réponses en visionnant la vidéo.
yy
Demander aux élèves de rappeler les stratégies d’accès au sens avant la vidéo. Après
le premier visionnage, demander aux élèves d’expliquer comment ils et elles font pour
organiser leur prise de notes lorsque plusieurs personnes interviennent dans le docu-
ment (code couleur, organisation des notes : carte mentale, tirets…).
yy
Ce document sera l’occasion d’aborder le point de grammaire sur les adjectifs en -ed et
-ing.
Vidéo
Script DVD
Hari Sreenivasan (Journalist). The day after the new book, Twitter and Tear Gas: the Power
the inauguration of President Donald Trump, and Fragility of Networked Protest.
an estimated 3.5 million people in cities Zeynep Tufekci. The twist in the 21st centu-
around the country and the world took part ry seems to be since we can do things much
in the Women’s March protesting the Trump easier with digital technology, they don’t ne-
agenda in what may have been the largest col- cessarily have the same level of teeth a similar
lective protest in American history. The march action, say a March on Washington might have
started with a single Facebook post and grew 30, 40, 50 years ago, because that was the re-
from there. In Raleigh, North Carolina, Profes- sult of a long process of organising.
sor Zeynep Tufekci was one of those faces in
Hari Sreenivasan. The March on Washington
the crowd.
for Jobs and Freedom in 1963 took six months
Zeynep Tufekci (Professor, author of Twit- to organise — arranging buses, bag lunches,
ter And Tear Gas). Marches are great, they’re singers and speakers, for a quarter of a mil-
empowering to people, but the magic isn’t lion who attended. Tufekci says the march was
really in the streets by itself or any online a show of strength for the Civil Rights Move-
action. It’s when you look at the protest and ment, built over the previous 10 years.
you’re, say, a legislator, thinking, ‘Hmm, if they
Zeynep Tufekci. It pushed the people in
can march with a million people what else can
power to take the threat pretty seriously.
they do?’
Hari Sreenivasan. One year later, Congress
Hari Sreenivasan. Tufekci teaches in the
passed, and President Lyndon Johnson
School of Information at the University of
signed, the landmark Civil Rights Act of 1964.
North Carolina Chapel Hill and is the author of
184
Trail A Trail B
1 Watch the video, choose adjectives and 1 Watch the video and define the first
use them to define the first example of example of activism.
activism. The first example in the video is ground
empowering - useless - dangerous - activism: people are marching to protest
powerful - long - large against Donald Trump’s administration to-
gether and their large number makes them
The first example of activism in the video
powerful. It is also online activism because
is ground activism with a large march.
it started with “a single post on Facebook”.
People protest together, it is empowering.
Demonstrators are more powerful and
dangerous when they are in a crowd,
politicians / legislators may see them as
a threat.
2 Pick out words to describe what the 2 In your own words, explain the conse-
impact of a march or an online campaign is. quences a march or an online campaign can
Marches are “great”, “empowering to have.
people”, they are organised / prepared, Marches can threaten politicians and admi-
they are a “serious threat”. nistrations especially when they are large
Online actions are “easier”, they “don’t and well-organised. They show that people
have the same level of teeth”, that is are ready to gather to fight for a cause.
to say they are not equally strong and They are effective because they are taken
threatening. seriously and can make a difference.
Online campaigns raise the question of
easiness: are they too easy to plan, and
therefore less efficient? However, they are
easier to spread and they can go viral,
which pushes more people to take action.
3 Compare the second example of protest 3 Describe the second example of protest
in the video with the first one using the in the video and analyse its effects.
following words. The Women’s March on Washington of
organisation - easy - similar - 2017 was easier to organise thanks to
long - crowded - process - social media. The journalist tells us it was
unite - outcome launched thanks to “a single Facebook
post”. However, it was not as effective as
The March on Washington for Jobs and
the March on Washington for Jobs and
Freedom of 1963 and the Women’s March
Freedom in 1963 because that one was
on Washington of 2017 were similar
more impressive. It was also a long process
because they were crowded and people
of organisation: it took 6 months and the
united for a cause. However, the second
administration was afraid of what protes-
march did not have as effective an outcome
ters could / would do next.
as the first one. It is because the first one
was a very long process of organisation
as it took 6 months to be organised and
ended in the Civil Rights Act of 1964, and
the second one was easy / easier to orga-
nise thanks to social media.
185
Trail A Trail B
Meet Up! PAIR WORK Discuss the advantages and limits of online activism.
On pourra proposer aux élèves d’employer des comparaisons pour nuancer l’efficacité
des campagnes en ligne.
Production possible
––Do you think online activism is better than ground activism?
––What do you think are the limits of online activism?
––I think that… / To me, …
E Online activism or slacktivism? p. 98
Tips
yy
Vous pouvez anticiper la compréhension du document en faisant formuler des hypo-
thèses sur le contenu des bulles. Vous pouvez soit décider de les cacher entièrement,
soit cacher certains mots et faire imaginer les informations manquantes aux élèves. Ce
déficit d’informations motivera la description des personnages et de leurs émotions.
yy
Même si un des buts de l’activité est que les élèves trouvent une définition du mot
slacktivism, vous pouvez leur demander (avec l’aide lexicale), ce que cela veut dire.
yy
Indiquer la présence du Word Spot p. 98.
1 Read the cartoon and explain the situation (feelings, faces).

In this cartoon, there is a man and a woman. They might be a couple, friends or
colleagues who are having a cup of coffee after or before work. They are talking
and typing on their laptops. The woman seems to be puzzled / confused, and the
man looks surprised. She is making fun of him but he does not really understand
her humour.
2 Read the cartoon again. Using the definition of slacker, guess the meaning of slack-
tivism.
Slacktivism is being active on social media but not taking the time to get involved
with a cause – the most important part is to post and add #words (sometimes a
list of them) as a way of pretending to be concerned. It is a portmanteau word: the
association of “slack” (not making much effort) and “activism”.
3 PAIR WORK Act out the scene using the right tone.
Nous pourrons demander aux élèves de justifier ce ton en ajoutant des informations qu’ils ou
elles auront trouvées dans les autres documents.
Production possible
Tone: sarcastic, ironic, mocking.
186
F Slacktivism: is it useful? Classe inversée p. 99
Classe inversée Le contenu culturel et lexical de ce document est lourd et justifie l’utilisation de ce
texte en classe inversée. Les élèves peuvent ainsi découvrir des éléments nécessaires à leur compré-
hension du document et travailler sur la charge lexicale en réalisant les activités proposées. Cette
classe inversée, effectuée en amont, permet ainsi une meilleure compréhension du document en
classe, et une exploitation plus efficace.
E-workbook
Tips
yy
Afin de s’assurer que les élèves auront le bagage culturel nécessaire pour comprendre
les événements auxquels le texte fait mention, demander aux élèves de présenter les
éléments suivants sous forme de petits exposés en début de cours, ou de les poster
sur un espace collaboratif d’écriture (Padlet, Framapad, AnswerGarden, etc) : the Ice
Bucket Challenge, the anti-Kony online movement, #bringourgirlsback, #NotOneMore, the
Orlando nightclub shooting, The Concert for Sandy Relief.
yy
Anticiper en demandant aux élèves s’ils ou elles ont déjà relayé des causes sur les
réseaux sociaux. Cela fait-il écho à l’idée du premier paragraphe ? Est-ce plus facile
aujourd’hui d’être militant·e ?
1 Use the first two paragraphs to give a definition for clicktivism, then find some
examples in the article.
Clicktivism is a online form of participation to a cause that is made by a simple
click. For example, clicktivism is to share a video on social media to make people
in your social media circle aware of an issue, to send little money for a cause, or to
retweet a petition on Twitter.
2 Find what causes were brought to social media and whether it benefited them.
Causes such as the A.L.S. disease (Amyotrophic Lateral Sclerosis) research through
the Ice Bucket Challenge, support to Boko Haram victims (#bringourgirlsback), gun
violence (#NotOneMore), and segregation were brought to social media. It benefited
greatly to the Lou Gehrig’s disease research and raised over $200 million. Howe-
ver, it mostly provided visibility to these causes and most of those online cam-
paigns were not effective.
3 Compare online activism with ground activism as explained in the article.

The article raises the question of the real motivation of online activists. It shows
that people’s real motivations for taking online actions can be dubious and that
they may only be following a trend or want to feel better about themselves by doing
something as easy as a click instead of a more time-consuming involvement. It
is sometimes not seen as true involvement but much more as “to feel good about
oneself and impress one’s cyberbuddies.” (l. 35-36) It also explains that ground
activism is more effective as it not only raises awareness but also makes people
actually come together for a cause. Moreover, the multiplicity of these online causes
makes it more difficult for them to be visible. In comparison to ground activism,
187
online activism is qualified as unreal and lazy in the article, even if the journalist
admits that it sometimes is helpful.
4 Draw a grid of pros and cons of online activism. Write at least five arguments for
each column.
Production possible
PROS CONS
––Spreads the word easily: more people ––Trend phenomenon: people tend to forget
can get involved. the cause very quickly after it stops
––Gives access to people who normally being a big hit.
cannot help. ––There are so many online causes you can
––Makes helping and funding easy. easily get lost.
––Gives visibility to causes that normally ––Raises the question of dubious motiva-
do not have any. tions: is it really to help out, or is it to feel
––Allows organisations to collect money better about oneself and draw attention?
very quickly and simply. ––Does it really do something?
––Do people get to know the cause before
they react and share?
Prepare your GROUP WORK You are taking part in a change.org meeting. Form
groups and find six proposals for online and ground actions on:
project climate change, gender inequalities or racism. You have only up to
7 minutes! Then, debate!
p. 99
−−Les élèves pourront décider de se cantonner à un rôle de militant·e de terrain ou de militant·e sur
internet. Ils ou elles pourront également faire le choix d’être polyvalent·e·s et proposer des idées pour
les deux types de militantisme étudiés.
−−Il serait intéressant que tous les groupes ne travaillent pas sur le même domaine d’action. Vous
pouvez également envisager d’ajouter des thèmes en fonction des connaissances de vos élèves ou
des projets menés dans l’établissement.
−−Faire (re)lire la fiche de méthodologie sur le travail en groupe p. 288.
−−Limiter le temps de préparation des élèves pour rendre la prise de parole plus authentique.
−−Les élèves peuvent utiliser leurs notes mais ne devront pas rédiger de phrases. Vous pouvez bien
sûr adapter la consigne pour les élèves les moins à l’aise à l’oral.
−−En amont du débat, vous pouvez distribuer aux élèves une boîte à outils avec des débuts de
phrases ou des expressions couramment utilisées dans les débats (fiche de méthodologie sur l’ex-
pression orale en interaction p. 295).
188
Too
in thels
Spotlight Corrigés
se ar
Practigra
your mm
1 a. A lot of protesters gathered in Flori- 3 a. The #MeToo movement has become
da for the March for Our Lives. inspiring.
b. There is much concern about the effec- b. Guns have caused alarming situations
tiveness of online activism. in the States.
c. Did the Parkland shooting result in c. Parkland survivor Emma González deli-
many reactions from politicians? vered a captivating speech.
d. The Women’s March on Washing- d. Michelle Obama spoke in front of a com-
ton gathered a lot of women across the mitted group of teenagers.
country. e. Activists usually stand up for endange-
e. A lot of activists use inspiring hash- red rights.
tags.
4 a. She was delighted to join the
2 a. There were a lot of Instagram march.
videos asking politicians to enforce stricter b. I found the speech very interesting.
gun control.
c. They were motivated in raising funds.
b. Did many people back up the march by
d. An estimated 1 million people made a
making donations?
donation.
c. There wasn’t much money collected at
the end of the protest.
d. Unfortunately, a lot of mass shootings
in the US take place in schools.
e. The march didn’t attract many celebri-
ties.
ve nciation
Impropro
your nu
Audio Audio
5 CD1 piste 40
6 CD1 piste 41
a. Social activism not only fights MP3 n° 62 a. You don’t need to send a MP3 n° 63
against climate change but also against membership letter. You can sign up
sweatshops. directly online.
b. Activists target politicians and citizens. b. I didn’t go to the March for Our Lives
c. What is beneficial to improving working event, but I went to the #MeToo protest.
conditions is organising boycotts. c. These activists didn’t take to the streets
d. The voices of discontent have been for two hours. They demonstrated for two
broadcast via #MeToo and #BlackLives- days!
Matter, but also via #NeverAgain.
189
your
7 a. Their appointment with the CEO of 8 a. eventual – 2. final
Starbucks was nothing like a rendez-vous. b. ignore – 4. disregard
b. They had to prepare today’s meeting c. genial – 3. cordial
agenda.
d. march – 1. parade
c. The two middle school pupils de-
manded that he took action. He did not
have a choice.
d. Eventually, the CEO of Starbucks
agreed to invest millions into research.
e. It was obvious, there was evidence
against the company.
Buyoild up
ur vocabulary
1 a. Emma González’s speech at the 2 a. involved
March for Our Lives denounced / raised b. raise awareness
the question of having the right to carry
c. demonstration
an arm.
d. activist
b. You can ask for change by launching a
petition on social media.
Production possible
c. Last week, Beyoncé posted a video of
Online petitions can be used by activists
Rosie the Riveter on Instagram and it went
to raise awareness and get people to be
viral in a few minutes.
more involved in demonstrations.
d. Young people’s commitment is actively
criticised today. They are said to be lazy
activists.
e. Many people, women and men alike,
took part in the Women’s March on
Washington.
f. The real motivation of people who share
online petitions is dubious.
g. It is a lot of work to put together a
group of people who can fight for a com-
mon goal.
190
Project #1 . 103 p
Live stream on Instagram to speak about

your experience as an activist.
Mise en place
• Les élèves peuvent utiliser leur manuel pour trouver des causes pour lesquelles s’investir.
Vous pouvez les diriger vers la page Go4It (p. 105) à cet effet, ou bien pour les pousser à s’in-
former davantage sur le militantisme.
• Vous pouvez décider d’organiser la prise de vue en classe (par petits groupes) et de donner
des rôles spécifiques aux élèves (cameraman / woman, activist, assistant director,…), ou bien
pour gagner du temps en classe, leur faire réaliser la vidéo à la maison.
• Si vous optez pour une préparation en classe, il est utile de demander aux élèves les plus à
l’aise de proposer un modèle sur lequel ajuster ses objectifs.
• C’est l’occasion de travailler la méthodologie de la prise de parole en continu (p. 296), et de
revoir les gap fillers qui seront très utiles lors de cette intervention en direct.
• Vous pouvez montrer aux élèves comment éditer une vidéo en quelques minutes à la fin
d’un cours en utilisant un logiciel gratuit ou alors une application en ligne pour éditer les
vidéos.
z
°11 p. 284
N°18 p. 296
Project #2 . 103 p
Launch an online petition for a cause that

is important to you.
Mise en place
• Laisser libre le choix de la cause qui leur est chère. Ils ou elles devront être en mesure d’ex-
pliquer le problème et de proposer des actions. Vous pouvez également leur proposer des
thèmes qui auront été moins travaillés pendant la séquence comme #BlackLivesMatter.
• Vous pouvez indiquer aux élèves les documents comportant des hashtags pour qu’ils ou
elles puissent avoir des exemples pertinents. (documents A, B, C et F)
• Vous pouvez indiquer la page Go4It (p. 105) aux élèves pour qu’ils se familiarisent avec
d’autres thèmes.
• Les élèves pourront se rendre sur change.org pour lire différentes pétitions et s’en inspirer.
• Il ne faut pas hésiter à valoriser la créativité des élèves en les incitant à créer leur pétition à
l’aide des outils TICE (voir fiche de méthodologie).
z
191
192
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression orale en continu – Live stream on Instagram
Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, apprises par cœur. Il y a Mon intervention comprend une description de la Mes arguments et mon intervention sont variés et je
très peu de références à la cause que j’ai choisie de cause que j’affectionne et je propose un point de prends en considération différents points de vue sur
défendre. vue informé. les différents types de militantisme américains.
0-1 2-3 4
rages. notes.
0-1 2-3 4
0-1 2-3 4
grammaire (verbe manquant...) ou de syntaxe (ordre respectée et les structures travaillées sont réutili- d’erreurs de grammaire. Les éléments vus dans cette
des mots...). sées, même avec maladresse. séquence sont réutilisés avec habileté.
0-1 2-3 4
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. étudiés (le militantisme, la citoyenneté en ligne ou
français). sur le terrain).
0-1 2-3 4
Total : ��/20
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression écrite en continu – Launch an online petition

Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, il y a très peu de références La cause que j’ai choisie est expliquée et illustrée par J’explique la cause que j’ai choisie et j’illustre mes
à la cause pour laquelle j’ai décidé de militer. des exemples d’actions déjà menées dans la sphère propos par des actions déjà menées sur le sol an-
anglophone. glophone. Je peux proposer d’autres actions menées
J’ajoute des informations pertinentes. par les citoyen·nes américain·e·s.
0-1 2-3 4-5
Pragmatique et Ma pétition en ligne est peu claire et organisée. Mes Ma pétition en ligne est claire. J’utilise quelques mots Ma pétition en ligne est bien organisée. Mon dis-
socio-linguistique phrases sont très simples. de liaison, mes phrases sont construites. cours est structuré.
0-1 2-3 4-5
0-1 2-3 4-5
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. étudiés (militantisme, citoyenneté en ligne ou sur le
français). terrain).
0-1 2-3 4-5
Total : ��/20
193
RECAP
AXE 4 Citizenship and virtual worlds
2 E-workbook
SÉQUENCE
Is online activism effective in the USA? Bilan à compléter

Documents Vos
#clicktivism Documents D, Online tools can be very useful
What are the limits to using online E et F because they allow people to raise
tools? awareness of a cause, getting more
people involved. However, it also
makes some people lazy and it
makes them take inefficient actions
for their own benefit: self-pride,
that is to say to draw attention on
themselves and not the cause.
#freedomofspeech Documents B Planning a demonstration takes
How can planning a demonstration et D time, a thorough sense of organisa-
affect the political decisions of a tion and much will. It shows legisla-
country as big as the USA? tors and administrations that people
are ready to gather and march for
a common goal. The establishment
may think that demonstrators are
ready to do something much more
violent or dangerous in order to be
heard.
#participativedemocracy Documents A Online activism may contribute to
Can online activism be part of parti- et B participative democracy because
cipative democracy? it provides citizens with a platform
where they can share their opinions
and plan ground actions. However, it
is limited when used excessively.
#citizensandpower Documents A, Online activism can give more power
Does online activism give more B, C, D, E et F to American citizens because they
power to American citizens? How can gather more easily and make
does online activism help more their voices heard loud and clear.
American citizens to get involved? It provides them with additional
support and they can inform more
citizens in a country as big as the
United States with a simple click on
the internet.
Some people do not have enough
money to move to a place where a
march is organised, but thanks to
online activism, they can participate
by sending some money, or signing
petitions, and getting even more
informed.
194
Documents Vos
#onlineactivism Documents A, Online activism can help more
What is the link between online B, C et D people to get involved or make them
activism and people’s involvement aware of a cause. They can easily
on the ground? contribute by sharing posts about
the campaign on social media, sen-
ding donations or virtually inviting
their friends and acquaintances
to march. It provides a valuable
network for organisers and helps
them to gather even more people.
Without online activism, people
could hardly know about a particular
or local situation in a country as
big as the USA. Today, they can get
access to information rapidly.
SYNTHÈSE
In which circumstances has online activism proved useful?
Online activism has proved useful in many ways. For instance, online activists have
pushed well-known companies to take actions because their petitions gained tens of
thousands of signatures online as more and more people showed their support for the
cause. Online activism also helped people to get involved in ground actions because
they were more quickly informed, or they could provide their help in different ways than
actually going to the demonstration. People were able to collect large sums of money for
a cause, and could raise awareness about important health issues.
To what extent can we say that ground activism is still relevant?

We can say that ground activism is still relevant because the people in power might feel
less threatened by online petitions. Professor Zeynep Tufekci explains in document D
that it is actually the difficulties behind organising such a huge gathering as The March
on Washington for Jobs and Freedom of 1963 that really had an impact on politicians
and on the administration. It is the “what else can they do?” question that threatens
them.
195
ÉPREUVE 1 E3C1
Audio Social Media Changing The Nature Of Activism?, NPR, April 9, 2012
CD1 piste 43
Script
MICHEL MARTIN. We’ve been saying that the opportunity to take that moment where they
Trayvon Martin story is the kind of story that had a feeling about what was happening and
might not have gone national without social put it to action.
media. Can you talk a little bit more about And so there wasn’t just one single leader
that? doing work for the community, but people all
RASHAD ROBINSON. Absolutely, I mean around the country who had never met each
every single day we’re hit with all sorts of in- other, of all races and backgrounds, could
formation; on the radio or television, on the be their own individual activist. Could sign
news and sometimes it makes us angry or ins- petitions and share them online, could get
pired or upset. I think the power that we have people and their friend, family, and, you know,
through social media and through online ad- neighbourhood network engaged in this is-
vocacy in particular is that we can pair that in- sue. And so the ability of social media and the
formation up with the ability to take action. So ability of online media really levels the playing
folks weren’t just seeing information around field and gives, you know, people all around
Trayvon Martin on the news and becoming the country the ability to make their voices
maybe outraged or upset, but they had the heard against much more powerful entities.
Il s’agit d’une interview entre une femme et un homme et ils discutent :
A1- −−des réseaux sociaux ; −−d’une pétition ;
−−de la radio ; −−des ami·e·s / de la famille / du voisinage.
−−de la télévision ;
4
les plus simples.
Il s’agit d’une interview entre une femme et un homme.
Ils discutent des réseaux sociaux, au moins un élément :
A1 −−La femme (Michel Martin) demande à l’homme (Rashad Robinson) d’expliquer ce qu’il s’est passé.
−−Il dit que nous avons un pouvoir grâce aux réseaux sociaux.
L’homme dit que les médias peuvent, au moins un élément :
−−nous mettre en colère ;
−−nous inspirer ;
−−ou nous contrarier. 8
196
Il s’agit d’une interview entre une femme (Michel Martin) et un homme (Rashad Robinson).
Ils discutent du rôle des réseaux sociaux dans l’affaire Trayvon Martin et dans le militantisme en général.
La journaliste (Michel Martin) demande à l’invité (Rashad Robinson) d’expliquer le lien entre les réseaux
sociaux et le militantisme.
A2
Les médias nous donnent des informations qui peuvent, au moins trois éléments :
−−nous mettre en colère ;
−−nous inspirer ;
−−ou nous contrarier.
−−Les réseaux sociaux nous permettent de passer à l’action ;
−−les gens peuvent se faire entendre ;
−−le ou la militant·e n’est plus seul·e. 14
Il s’agit d’une interview entre une femme (Michel Martin) et un homme (Rashad Robinson) sur une émission
de radio américaine.
−−La journaliste et l’invité se basent sur l’affaire Trayvon Martin pour discuter de l’importance des
réseaux sociaux dans le militantisme.
−−Sujet de l’interview : l’importance des réseaux sociaux qui unissent les citoyen·ne·s américain·e·s
B1 autour d’une même cause.
>
B2 Au moins deux éléments :
−−La journaliste commence par dire que sans les réseaux sociaux, l’histoire de Trayvon Martin ne se
serait pas étendue à l’ensemble du pays / du monde.
−−Des gens de toutes origines ont pu s’unir.
−−Les réseaux sociaux donnent davantage de chances aux citoyen·ne·s d’être entendu·e·s par des
entités bien plus puissantes qu’eux·elles.
Ce que les citoyen·ne·s peuvent faire sur les réseaux sociaux, au moins un élément :
−−signer des pétitions/les partager en ligne ;
−−se créer un réseau composé de la famille, des ami·e·s, du voisinage. 20
EXPRESSION ÉCRITE

ÉPREUVE 2 E3C2
EXPRESSION ÉCRITE

197
Carolyn Davis, Youth Activism and the #NeverAgain Movement, medium.com, February 21, 2018
Au moins deux élements :

A1-
This texte is about:
−−shootings / massacre ; −−school / students ; −−gun violence ; −−America.
4
simples.
A1 It’s an article. It happens in the US / Florida. Percentages: 30 %, 48 %, 39 %,
It is about activism. It is about young people. 77 %, 59 %.
8
Relevé d’infos incomplet / compréhension lacunaire / partielle
It deals with the relationship of young people to activism.
Several examples of activism: #NeverAgain movement, Black Lives Matter.
Emma González is a young activist and she explains what happened in her high school.
Social media are critical tools.
There were many school shootings in the USA: Columbine, Parkland, Florida...
A2 Many young people are used to posting online about issues that matter to them.
Au moins un pourcentage expliqué :

−−survey conducted on young people ➞ 30% of young men - 37% of young women : volunteered for a cause
they care about last year;
−−48% of young women - 39% of young men : signed an online petition.
The #NeverAgain movement is growing.
Young activists were not able to vote for the 2018 mid-term elections. 14
Social media are critical tools which:
−−illustrate the impact of school shootings;
−−help students to organise for change.
Topic: a survey of young people (15-24) concerning the reasons driving them to take a political stand.
Au moins deux pourcentages explicités (ci-dessous ou voir A2) :

B1 −−77% of young people: the US is divided by politics;
> −−despite this idea: feel powerful and empowered;
B2 −−59% of them: America’s best days are ahead of them.
Millenials / coming of age people: often criticised for being self-absorbed.

−−Generation of emerging adults: continue the legacy of the past (anti-war and civil rights movements).
−−A new moment in youth activism due to the synergy/combination of passion for change + digital era.
−−Political candidates should seize this opportunity.
−−Young activists were not able to vote for the 2018 mid-term elections but will be able to in 2020.
−−Interests in these elections will be higher. 20
198
BAC in sight

This online article deals with young people, their political involvement and their activism. It is based on a
survey which was conducted in 2017 targeting young people aged 15 to 24. There are several references to
present movements such as Black Lives Matter, #NeverAgain movement and their visibility on social media.
2 Find information about the survey and its results.

The survey was conducted by MTV/PRRI to understand the relation between young people and their political
involvement. Sample : young people from the age of 15 to 24.
Report/results :
+ being uninformed ➞ discouraging to get involved
+ 30% of young men - 37% of young women : volunteered for a cause they care about last year
+ 48% of young women - 39% of young men : signed an online petition
+ 77% of young people : the US is divided by politics
+ Hopeful and empowered despite the political division
+ 59% of them : America’s best days are ahead of them
3 “Young people are not concerned by school shootings.” True or false. Justify quoting from
the text.
False, “But for a generation raised with regular active shooter drills and the near-weekly experience of
hearing about actual shootings at some school in the country, the issue of gun violence in school is far from
abstract.” (l.7-11)
“many students touched by the mass shooting [...] have mobilized to call for changes to gun policy” (l.13-15)
4 Explain this passage in your own words.

“Today’s young student activists may not be able to vote in the 2018 midterm elections, but
many of them will be eligible in 2020, when the stakes will be even higher.” (l. 61)
Taking part in online activism is the only way for young people to act today. However, according to the jour-
nalist, these young citizens will soon be able to vote in the 2020 presidential election for important matters
and politicians should not wait until then to take their opinion into consideration. They should listen to them
and include them in their speeches and actions. It’s about time to stop discrediting or ignoring their ideas.
5 Find elements to explain why the journalist’s tone is both hopeful and critical.
The journalist intends to answer the article’s question: “What ultimately drives young people to take a politi-
cal stand?” (l. 1). She uses numbers to raise awareness on young people’s involvement and her tone is both
hopeful towards young people and critical towards political figures. She shows that young American citizens
are not so self-centred and she is hopeful about their implication in politics.
199
AXE 5
Fictions and realities
Fictions et réalités
PROGRAMME
Quels sont les modèles historiques, sociaux
ou artistiques dont chaque population a
hérité et quels sont ceux qu’elle recherche ?
Pourquoi se reconnaît-on dans une telle
représentation et comment reconstruit-on
son propre modèle éthique, esthétique,
politique ? Les récits, qu’ils soient réels ou
fictifs, écrits ou oraux, sont à la base du
patrimoine culturel des individus et nour-
rissent l’imaginaire collectif. Comment sont
véhiculés les croyances, mythes, légendes qui
constituent le fondement des civilisations et
transcendent parfois les cultures ? Les figures
du passé demeurent-elles des sources d’ins-
piration et de création ? Comment les icônes
modernes deviennent-elles l’incarnation de
nouvelles valeurs ? Les mondes imaginaires
offrent à chacun l’occasion de s’évader de la
réalité tout en invitant à une réflexion sur le
monde réel : comment la réalité nourrit-elle
la fiction et comment, à son tour, la fiction
éclaire-t-elle ou fait-elle évoluer la réalité dans
une aire culturelle donnée ?
200
SÉQUENCE
1 How close to reality

can dystopia be?
Problématique : Cette séquence invite les élèves à entrer dans le monde des dystopies et
à appréhender le lien que ce genre entretient avec la réalité, en prenant comme appui le
roman canonique de George Orwell jusqu’à des œuvres plus récentes. Dans quelle mesure les
sociétés actuelles influencent-elles ce genre ? Les dystopies peuvent-elles nous protéger des
dérives éventuelles de notre société ?
2
SÉQUENCE
How did British pirates

inspire fiction?
Problématique : Cette séquence propose aux élèves de réfléchir aux modèles historiques
de l’âge d’or de la piraterie, sources d’inspiration qui ont donné naissance aux récits, réels
ou fictifs, qui nourrissent l’imaginaire collectif et ont contribué à la construction du mythe
du pirate.
201
SÉQUENCE
1 How close to reality can

dystopia be?
Objectifs Projets
culturels : le genre de la dystopie, ses auteur·e·s et
œuvres emblématiques dans la société anglo-saxonne aux
At an annual meeting of young
XXe et XXIe siècles, les dystopies plus contemporaines
writers, you make a speech explai-
ning what a dystopia is.
pragmatique : organiser et structurer son dis-
33
cours afin d’être convaincant·e You live in a dystopian society.
Write a letter to a friend in Canada
describing the situation and asking
sociolinguistique : adapter son registre à son
33 for help.
auditoire
citoyen : repérer les techniques de manipulation

33
pour s’en protéger
Projets finaux :
Audition for a role in a dysto-
méthodologiques : réinvestir les codes
33 pian series. Deliver a speech explai-
du genre de la dystopie, expression écrite (p. 300) ning the problems in this society.
Take part in a creative writing
linguistiques :
33 competition. Write the beginning of
Grammaire : la modalité, le passif a dystopia.
Phonologie : les diphtongues /əʊ/, /aʊ/ et /ɪə/
Écriture : le début d’une histoire
Lexique : la surveillance, la manipulation
Pick
Document C (Modélisant) ou D Document B (Modélisant)

Pédagogie différenciée
Prepare
your project p. 113 Document D
Document E Classe inversée ou F Prepare

your project p. 115
Document F
Project #2
Project #1
202
Les quatre couvertures de romans

dystopiques prototypiques per-
mettront aux élèves d’aborder le Cet extrait du plus célèbre roman
thème par des éléments iconogra- de George Orwell fait apparaître la
phiques sur lesquels apparaissent fin de l’incipit dans lequel transpa-
clairement les caractéristiques raît tout le paradoxe du roman (cf.
des dystopies (déshumanisation, slogans du parti) et fait émerger le
abolition de la culture, surveillance, problème central de l’écriture, qui
censure de la presse, etc.). sera repris dans d’autres œuvres.
1
SÉQUENCE 1
How close to reality

SÉQUENCE
B 1984
can dystopia be?
1 The Ministry of Truth — Minitrue, in Newspeak1 — seldom used even for signatures, and he had procured
was startlingly different from any other object in sight. one, furtively and with some difficulty, simply because
It was an enormous pyramidal structure of glittering 20 of a feeling that the beautiful creamy paper deserved to
white concrete, soaring up, terrace after terrace, 300 be written on with a real nib instead of being scratched
5 metres into the air. From where Winston stood it was with an ink-pencil. Actually he was not used to writing
A Dystopian book covers GROUP WORK just possible to read, picked out on its white face in
elegant lettering, the three slogans of the Party:
by hand. Apart from very short notes, it was usual to
dictate everything into the speak-write which was of
WAR IS PEACE 25 course impossible for his present purpose. He dipped3
GROUP A GROUP B
FREEDOM IS SLAVERY the pen into the ink and then faltered for just a second.
Culture Tip 10 IGNORANCE IS STRENGTH A tremor had gone through his bowels4. To mark the
The word dystopia comes from the 2 The thing that he was about to do was to open a diary. paper was the decisive act. In small clumsy5 letters he
word “utopia” — an ideal world — with
the prefix dys meaning wrong or bad. This was not illegal (nothing was illegal, since there wrote:
So, it’s an ideal world which has gone were no longer any laws), but if detected it was rea- 30 April 4th, 1984.
wrong. Dystopian fictions take place in sonably certain that it would be punished by death, or  George Orwell, 1984, 1949
the future. A dystopia can be seen as a
warning about what might happen in
15 at least by twenty-five years in a forced-labour camp. 1. fictional language created by the government in 1984. It
the future if people allow technology, Winston fitted a nib2 into the penholder and sucked it uses limited vocabulary and grammar to limit freedom of
the government, etc. to manipulate their to get the grease off. The pen was an archaic instrument, thought. 2. pen point 3. immersed 4. intestines 5. awkward
lives.

1 Describe your group’s book 1 Use the first excerpt to draw the Ministry of 1 Explain what the Ministry of Truth is.
cover (title, author, colours, Truth and its environment in your notebook.
2 Find information about the society Winston
layout).
2 Read the second excerpt and pick out words lives in.
2 With your group, guess what describing how strict this society is.
 Aldous Huxley, Brave New World,  Ray Bradbury, Fahrenheit 451, 3 Describe Winston’s intention and the
the story is about.
1932 1954 3 Describe Winston’s intention. possible consequences he could face.
3 Imagine the first lines of the
GROUP C GROUP D
story of your book cover. Meet up! Write the first five lines of Winston’s diary, describing his feelings as he starts writing.
C Resisting the government

Vidéo E-workbook
hatier-clic.fr/lmu1090 Fiche à imprimer
In 2032, after a disease had devastated Great Britain 14 years back, Chancellor
Sutler rose to power and created an oppressive government. V, who is wearing a
Guy Fawkes mask, attempts to begin a revolution against the government.
Culture Tip
Guy Fawkes Night, also called
1 Pick out key words in V’s speech. Use them to explain his message. Bonfire Night, is a British com-
memoration (November 5th).
2 Explain in your own words what V says about High Chancellor
exhaustion of resources It commemorates the failure of
Adam Sutler and his relation with the people. the Gunpowder Plot, a plan to
dehumanising technology
totalitarian regime: dictatorship blow up the British Houses of
3 PAIR WORK Imagine the conversation between two Londoners Parliament and kill King James I,
society /səsaɪəti/
who heard V’s message. in 1605.
dictator
law /lɔː/: legal system
 Sinclair Lewis, It Can’t Happen Here,  George Orwell, 1984, 1949 pessimistic
Prepare your
1935 dysfunctional At an annual meeting of young writers, you
frightening make a speech explaining what a dystopia is.
mandatory: obligatory
grim: gloomy: without hope
be compelled to: be forced to
project Grammar Tip Précis p. 255 In less than a minute, name
Use passive forms to express the powerlessness of as many characteristics of
be allowed /əlaʊd/ to: dystopian fictions as you can.
Passive Form Too ls p. 116 be permitted /pəmɪtɪd/ to:
the people in a dystopian world.
“orders are being shouted into telephones” be authorised to

112 “it would be punished by death” be forbidden to 113
L’extrait de V for Vendetta, produc-

tion à la fois américaine, allemande
et britannique, réalisée par James
McTeigue en 2006, poursuit l’idée
de résistance abordée dans le
document B et met en avant une
résistance plus active, à travers l’ex-
pression d’un message clairement
révolutionnaire en opposition au
gouvernement totalitaire.
203
Cette source secondaire est un
L’extrait de The Handmaid’s Tale extrait d’une interview de Charlie
présente l’un des nombreux flash- Brooker, le créateur de la série
backs du roman. La scène à l’étude d’anthologie Black Mirror. Il y
est centrée autour du licencie- explique le lien entre l’épisode
ment des femmes et du début « Nosedive » et la société dans
de leur exclusion de la société. La laquelle nous évoluons. L’épisode
dystopie est mise en avant par dont il est question est centré
cette ségrégation et sera renforcée sur Lacie, qui est obsédée par les
par le caractère aléatoire de cette réseaux sociaux. Chacune de ses
décision présentée du point de vue actions est guidée par le désir
de la narratrice, June Osborne. d’être bien notée par ses pairs.
How close to reality can dystopia be? SÉQUENCE 1
D Women with no rights E Black mirror of society Classe inversée
June Osborne, the main character, describes what Vidéo E-workbook

happens in the United States after an imaginary
American Civil War. On that particular day, her boss
comes in to make an announcement to the women in 1 Pick out the words used by the creator of
his company. Black Mirror to describe the episode ‘Nosedive’.
2 Find information about Bryce Dallas

I’m sorry, he said, but it’s the law. I really am sorry. Howard and the character she portrays.
For what? somebody said.  The Handmaid’s Tale, TV series by Bruce Miller, 2017
I have to let you go1, he said. It’s the law, I have to. I 30 I’ve been fired, I told Moira when I got her on the 3 Explain Charlie Brooker’s conclusion about
have to let you all go. He said this almost gently, as if phone. She said she would come over. By that time ‘Nosedive’.
5 we were wild animals, frogs he’d caught, in a jar, as if he she was working for a women’s collective, the publish- 4 Tell the story of the episode ‘Nosedive’
were being humane. ing division. They put out books on birth control and to a friend who has not seen the show.
We’re being fired? I said. I stood up. But why? rape and things like that, though there wasn’t as much Explain how it may criticise our lives today.
 ‘Nosedive’, Black Mirror, Netflix, 2017
Not fired, he said. Let go. You can’t work here any 35 demand for those things as there used to be.
more, it’s the law. He ran his hands through his hair I’ll come over, she said. She must have been able to
Culture Tip
10 and I thought, he’s gone crazy. The strain has been too tell from my voice that this was what I wanted.
Black Mirror is a British dystopian science fiction television series created by
much for him and he’s blown his wiring2. She got there after some time. So, she said. She threw Charlie Brooker. Each episode is unrelated and is set in an alternative present or
You can’t just do that, said the woman who sat next off her jacket, sprawled into the oversized chair. Tell near future. It explores humans’ relationship with new technologies and the
to me. This sounded false, improbable, like something 40 me. First we’ll have a drink. unanticipated consequences they could have on our lives. The series is called
you would say on television. Black Mirror in reference to the black screens of TV, computers and mobile phones.
She got up and went to the kitchen and poured us a
15 It isn’t me, he said. You don’t understand. Please go, couple of Scotches, and came back and sat down and
now. His voice was rising. I don’t want any trouble. If I tried to tell her what had happened to me. When
there’s trouble the books might be lost, things will get
broken… He looked over his shoulder. They’re outside, 45
I’d finished, she said, Tried getting anything on your
Compucard today?
F From fiction to reality Audio
CD2 piste 01
he said, in my office. If you don’t go now they’ll come Yes, I said. I told her about that too.
20 in themselves. They gave me ten minutes. By now he They’ve frozen them, she said. Mine too. The collec-
sounded crazier than ever. tive’s too. Any account with an F on it instead of an M. Emma Watson is interviewed about The Circle,
He’s loopy, someone said out loud; which we must all All they needed to do is push a few buttons. We’re cut off. a dystopian film based on Daniel Eggers’s book.
have thought. 50 But I’ve got over two thousand dollars in the bank, I
But I could see out into the corridor, and there were said, as if my own account was the only one that mattered.
25 two men standing there, in uniforms, with machine Women can’t hold property any more, she said. It’s a 1 Listen to Emma Watson and explain
the general subject of The Circle. Focus on
guns. This was too theatrical to be true, yet there they new law. Turned on the TV today?
dystopian elements (dates, themes…).
were: sudden apparitions, like Martians. There was a  Margaret Atwood, The Handmaid’s Tale, 1985
dreamlike quality to them; they were too vivid, too at
1. fire you 2. become crazy
2 Find out Emma Watson’s opinion
odds with their surroundings. […] about social media.
3 List the things she says about Tom

1 Describe the picture E-workbook 4 PAIR WORK Discuss what could have Hanks’s role.
and imagine the situation. Fiche à imprimer happened between the text and the situation
shown in the picture.
4 Explain the consequences that
2 Explain the boss’s announcement to technology may have on people’s lives.
the women and analyse their reactions.
3 Find out which problems Moira and  The Circle, dir. by James Ponsoldt, 2017
June faced and explain why.
second-class citizen
drift: slow change
feel outraged /aʊtreɪʤd/:
feel indignant
Prepare your You live in a dystopian society. Write a letter to
a friend in Canada describing the situation and
unfair: unjust
powerful ≠ powerless
useful ≠ useless
feel sad, miserable,
desperate
be treated as
project asking for help.
List all the dangers faced
Grammar Tip Précis p. 236 by the characters in the
inhumane /ɪnhjuːmeɪn/ be deprived of dystopian worlds shown
Modals Too ls p. 116 unjustified be discriminated against Use modals like can and can’t to express
what people are allowed to do or not allowed p. 114-115.
“You can’t work here any more, it’s the awful infringe the law ≠ abide
to do in a dystopian society.
law.” dreadful /əbaɪd/ by the law
114 “Women can’t hold property any more” helpless: defenceless empower: give power to sb 115
Cette interview d’Emma Watson au

sujet de son rôle dans le film The
Circle fait apparaitre les liens ténus
qui existent entre la fiction et la
réalité.
204
1
SÉQUENCE
How close to reality can dystopia be?
Tips
yy
Anticiper de manière générale avec la photo
d’ouverture, quel que soit le parcours adopté.
yy
Faire ressortir les formes, l’absence de couleur,
les paradoxes soulevés par les slogans.
yy
Faire observer les hashtags et les utiliser pour
rédiger de courts tweets (travail en groupes 8 1 groupe par hashtag). Voter pour le
tweet le plus pertinent par rapport à la photo d’ouverture.
A Dystopian book covers GROUP WORK p. 112
Tips
yy
Faire anticiper les élèves à partir de la photo d’ouverture et les orienter vers le Word
Spot.
yy
Donner les couvertures les plus explicites (B et D) aux élèves moins à l’aise.
1 Describe your group’s book cover (title, author, colours, layout).

group A  Brave New World by Aldous Huxley: a man is raising his arms as if
asking for help. You cannot see his face but instead there is a massive cog – repre-
sentation of the merging of man and machine? Colours are dull (grey and black).
group B  Fahrenheit 451 by Ray Bradbury: a close-up of a fireman’s helmet in

which you can see the reflection of books burning. The colours used are warm: red
and yellow. They could stand for danger.
group C  It Can’t Happen Here by Sinclair Lewis: the cover features a newspaper
page being torn off – freedom of the press? What’s interesting is that the “t” has
disappeared so there is no negative form and the title has thus become “It can
happen here” – sense of danger looming ahead. Red is present and reinforces the
sense of danger.
group D  1984 by George Orwell. The cover shows an eye, probably that of Big
Brother, the dictator. The cover reinforces the permanent surveillance described in
this world. The title is written in red – the sense of danger is highlighted.
205
2 With your group, guess what the story is about.
group A  blending between man and machine – robots – technology – domination of
machines over humans, etc.
group B  Firemen saving people – firemen burning books – firemen becoming cruel
– destruction of books and literature – knowledge being extinguished, etc.
group C  a totalitarian regime – people rebelling against the government – unexpec-

ted violence – a democracy becoming a dictatorship, etc.
group D  a totalitarian society – people being spied on / monitored – a supreme

ruler, etc.
3 Imagine the first lines of the story of your book cover.

Toute production cohérente mettant en avant quelques éléments de la couverture (sans que
cela soit obligatoire).
B 1984 p. 113
Pédagogie différenciée Les questions du Trail A sont davantage guidées et pourront être destinées
aux élèves les moins à l’aise, alors que celles du Trail B laissent plus d’autonomie aux élèves. Le·la
professeur·e pourra décider de faire travailler des élèves de niveaux différents qui pourront compa-
rer leurs réponses à l’issue du temps imparti.
Tips
yy
Faire anticiper les élèves à partir de la photo d’ouverture (p. 111).
yy
Observer le paratexte afin de guider les élèves sur la situation à la période de publica-
tion du roman.
yy
Pour la question 2, des reformulations peuvent faire intervenir la modalité et en parti-
culier : can, could, be allowed to, be forbidden to…
Trail A Trail B
1 Use the first excerpt to draw the 1 Explain what the Ministry of Truth is.
Ministry of Truth and its environment in The Ministry of Truth is a huge building in
your notebook. the shape of a pyramid which can be seen
Le dessin devrait ressembler à l’image p. 111. from far away. The slogans of the ruling
party are written on it and they are quite
strange and paradoxical.
206
Trail A Trail B
2 Read the second excerpt and pick out 2 Find information about the society Wins-
words describing how strict this society is. ton lives in.
not illegal – no longer any laws – punished Winston lives in a world where there are no
by death – twenty-five years of labour apparent laws. And yet, simple actions like
camp – pen was an archaic instrument – it writing in a diary are likely to be punished
was usual to dictate everything into the by death. Writing a diary is forbidden so
speak-write you may assume that he lives in a totalita-
rian society. Communication seems to be
mainly oral (speak-write).
3 Describe Winston’s intention. 3 Describe Winston’s intention and the

Winston wants to open a diary and start possible consequences he could face.
writing. He wants to express his feelings. Although this may put him in danger,
Winston is about to write his feelings in a
diary. He probably finds it so unbearable
to live in such a society that he needs to
write about it. He is likely to be executed
or sent to a labour camp. And yet, he has
decided to do it anyway.
Meet Up! Write the first five lines of Winston’s diary, describing his feelings as he
starts writing.
Production possible
Dear Diary,
I know that writing these words may be the last thing I will ever do. However, I need to
express / pour out my feelings. Things have become out of control / gotten out of hand.
Big Brother is watching every single citizen here. We have to respect rules which are
nonsensical every single day and, if we do not respect them, we might end up in jail, in
a labour camp, or even be killed for it.
C
Vidéo
Resisting the government
p. 113
Tips
yy
Visionner la vidéo de 1’06 (There are of course those who do not...) jusqu’à la fin.
yy
Montrer une image du masque et demander aux élèves s’ils ou elles le reconnaissent.
yy
Faire observer le Culture Tip sur Guy Fawkes Night.
yy
Faire lire le chapô du document dans le manuel.
yy
Pour les élèves en difficulté, encourager les repérages des éléments relatifs au son,
à la lumière et aux mots accentués.
yy
Ce document peut être l’occasion de traiter du passif.
207
E-workbook
1 Pick out key words in V’s speech. Use them to explain his message.
words – power – meaning – truth – something terribly wrong – country – injustice
– intolerance – censors – systems of surveillance – who’s to blame? – responsible
– truth be told – mirror – afraid – war – terror – disease – fear – panic – Chancellor
Adam Sutler – order – peace – silence – consent – last night – destroyed – 5th of
November – freedom, justice – more than words – crimes – see – feel – seek – stand
beside me – Parliament – never forgotten
V is trying to convince citizens that they have been lied to and that they need
to react and rise against Adam Sutler’s political regime. He says that although
citizens honestly believed in everything Sutler promised, the situation got out of
hands and they need to do something about it.
2 Explain in your own words what V says about High Chancellor Adam Sutler and his
relations with the people.
V explains that Chancellor Adam Sutler used people’s fears in order to rise to
power. People were so scared that they turned to him and believed that he would
help them as long as they remained silent and let him do anything. V blames Sutler
but also people’s passivity.
3 PAIR WORK Imagine the conversation between two Londoners who heard V’s
message.
Toute réponse cohérente.
On pourra s’attendre à ce que les élèves utilisent les mots-clés repérés dans les questions 1
et 2, ainsi que des adjectifs pour exprimer ce qu’ils ou elles pensent, quel que soit leur point
de vue.
Pour : outstanding, wonderful, perfect, etc.
Contre : outrageous, crazy, etc.
Prepare your At an annual meeting of young writers, you make a speech explai-
ning what a dystopia is.
project On peut s’attendre à ce que les élèves évoquent certains aspects étudiés
dans les trois documents de la double-page. Une définition qui prend
p. 113
en compte des caractéristiques communes pourra être affinée avec des
exemples plus précis issus des documents ou de la culture personnelle
des élèves.
8 Classiques : fictional world where everything has gone wrong
– lawless world – abuse of power – dictatorship – no rights –
surveillance…
8 Nouveaux types : tous les éléments classiques + technology – social
networks – artificial intelligence – abortion, etc.
208
D Women with no rights p. 114
Tips
yy
Faire anticiper les élèves à partir de la photo : mettre en avant la position de soumis-
sion des femmes toutes vêtues du même habit et les tenues militaires des hommes
qui se tiennent debout.
yy
Faire lire l’introduction et amener les élèves à formuler des hypothèses sur l’annonce
que va faire le patron.
yy
Faire lire les lignes 1 à 6 et demander aux élèves d’imaginer les raisons du licenciement.
yy
Ce texte sera l’occasion d’aborder la modalité avec les élèves.
E-workbook
1 Describe the picture and imagine the situation.

Women are dressed in white bonnets and red dresses. They are all kneeling down
and are surrounded by armed men in uniforms (the army? a militia?) who are tur-
ning their backs to them as if protecting them or keeping them prisoners.
2 Explain the boss’s announcement to the women and analyse their reactions.
The boss tells the women that he has to “let them go”, which is a euphemism for
firing them. He is firing them and all the women are shocked and indignant. They
find it quite hard to believe as no justification has been given to them.
3 Find out which problems Moira and June faced and explain why.
June has been fired.
The women’s bank accounts have been frozen. They can’t hold property anymore.
All of that is due to a new law that has just been implemented.
4 PAIR WORK Discuss what could have happened between the text and the situation
shown in the picture.
Toute hypothèse qui implique que la situation évoquée dans le texte finit par être représen-
tée dans l’image.
Des termes évoquant le changement : sudden change – unexpected change – upheaval
– unannounced change – turmoil
Les droits : deprived of – prevented from – banned from – excluded from
Le déni : we couldn’t believe it – believe our eyes – unbelievable – inconceivable –
unforeseen
209
E
Vidéo
Black mirror of society Classe inversée
p. 115
mais qui peut être partiellement levé hors du cours grâce à la fiche d’activité du E-workbook. Il sera
souhaitable de revenir sur le Culture Tip sur Black Mirror.
E-workbook
Tips
yy
Faire anticiper les élèves à partir de la photo : faire imaginer ce qu’est en train de faire
Lacie. S’agit-il d’un geste que les élèves connaissent ? Dans quelle(s) situation(s)
l’ont-ils·elles déjà réalisé ?
yy
Les amener à s’interroger sur les contextes possibles et le but où une personne, un·e
client·e, prend en photo un produit.
yy
Partir des connaissances possibles des élèves sur la série Black Mirror ou faire lire le
Culture Tip p. 115.
yy
Regarder la vidéo dans son intégralité.
1 Pick out the words used by the creator of Black Mirror to describe the episode
‘Nosedive’.
satire – acceptance – image of ourselves – portray and project to others
2 Find information about Bryce Dallas Howard and the character she portrays.
Bryce Dallas Howard: fantastic actress
Lacie: tries to please everyone – lost (value = points) – obsessed with the point
system implemented by the society she lives in – addicted to the rating system –
depends on it
3 Explain Charlie Brooker’s conclusion about ‘Nosedive’.

He explains that people are so scared to be marked down / scared of not being ap-
preciated that they become crazy. He says that this is basically the world we live
in. He means that “Nosedive” is simply an echo, a mirror of our current society.
4 Tell the story of the episode ‘Nosedive’ to a friend who has not seen the show.
Explain how it may criticise our lives today.
Toute réponse cohérente.
210
F From fiction to reality p. 115
Tips
yy
Anticiper avec l’affiche du film : lien entre les personnages ? Thèmes ?
yy
Amener les élèves à réfléchir sur ce qui est écrit sur l’affiche (Knowing is good. Knowing
everything is better.) et leur demander leur opinion.
yy
Partir des connaissances possibles qu’ont les élèves au sujet de ce film.
yy
Si besoin, orienter les élèves vers les pages de méthodologie de la compréhension
orale (n°15 p. 290-291).
yy
Former des groupes pour faciliter les repérages : lieux/personnages/actions…
Audio
Script CD2 piste 01
Anthony Breznican. I wanna ask you about Anthony Breznican. Tom Hanks plays a sort
your next project, The Circle of James Ponsoldt. of Steve Jobs type.
It’s based on another book by Dave Eggers. Emma Watson. Yeah he plays this kind of in-
This is about technology and its role in our credibly likeable genius.
lives, how we are sort of constantly surveilled, Anthony Breznican. Big Brother?
I mean, we are, today we self-surveil. We tweet
Emma Watson. Big Brother figure who, you
about where we are, write on Facebook about
know, is kind of… He has an amazing way of
where we are but this takes it to another level.
explaining things that doesn’t make it feel
What does it have to say about life in 2017?
like your civil liberties are being taken out of
Emma Watson. I think that’s what’s so fun your hands. He’s kind of perfect for the role
about this movie, is that this is not a dysto- because he’s so charming – as so much of this
pian future that’s set in, you know, 2050 or stuff is. It’s shiny and exciting. You turn on your
something. This could be basically tomorrow, phone and you get this big dopamine hit. It’s
I mean, this is kind of an uncomfortably close really addictive.
film about where, if we aren’t careful, we could
Anthony Breznican. Do you find social media
very easily go, in that technology is advancing
to be empowering or do you find it depres-
us and giving us so much and empowering us
sing?
in so many amazing ways. You know, it’s also
handing over potentially huge amounts of in- Emma Watson. Equal hearts… equal parts,
formation, and information is power. I think sorry, depressing and terrifying and equal
even more than money in a way. parts empowering and thrilling.
1 Listen to Emma Watson and explain the general subject of The Circle. Focus on
dystopian elements (dates, themes…).
The Circle is about a dystopia but not a dystopian future - this could very easily be
set in our modern world because of the theme of surveillance and its connection to
social networks.
2 Find out Emma Watson’s opinion about social media.

Emma Watson is in two minds. On the one hand she finds them empowering be-
cause of the possibility for people to share information, but on the other hand she
knows they can be depressing.
211
3 List the things she says about Tom Hanks’s role.
She compares him to a Big Brother figure. She says that he is perfect for the role
because he is charming, he manages to be a likeable figure / character who no one
would suspect of being a bad person.
4 Explain the consequences that technology may have on people’s lives.
Production possible
People may lose their civil liberties if they let social media go too far. They can also
become addicted to them because of the dopamine hit / pleasure they receive. The
idea of the validation loop is implied here: you need to show people what you’re
doing so that they show you they enjoy you.
Prepare your You live in a dystopian society. Write a letter to a friend in Canada
describing the situation and asking for help.
project −−On s’attendra à des éléments descriptifs du monde dans lequel le per-
p. 115 sonnage évolue : pays, ville, système de lois (ce qui est autorisé ou non).
−−Si besoin, orienter les élèves vers la fiche de méthologie n°20 p. 301.
212
Too
in thels
Spotlight Corrigés
se ar
Practigra
your mm
1 a. You can read any dystopian novel 4 a. In 1984, those who are thinking of
this term, but you must write an in-depth rebelling against the Party are arrested
analysis of one novel. by the Thought Police.
b. All the citizens must obey Big Brother, b. In Fahrenheit 451 books are saved by
otherwise they are sent to jail. the fireman named Montag.
c. You can’t take this copy of Fahrenheit c. A future British tyranny was over-
451. It’s mine! thrown by a freedom fighter called V in
the film V for Vendetta.
2 a. You can vote in a democracy, but d. In Aldous Huxley’s Brave New World
you can’t in a dictatorship. human beings are created in test tubes.
b. She can’t keep this meeting secret be- e. Millions of people can be watched at
cause there are CCTV cameras all over the the same time by Big Brother.
place.
f. An authoritarian regime can be over-
c. Eligible voters can vote in democracies thrown by rebels.
when they come of age.
g. These three dystopian novels must be
read by the end of the academic year.
3 a. You don’t have to / don’t need to
stay if you don’t want to. It’s an informal
meeting!
b. Everyone has to / needs to vote to de-
cide which type of government they want.
This is democracy.
c. But you have to /need to be registered
on the election lists to be allowed to vote,
as you should know.
ve nciation
Impropro
your nu
Audio Audio
5 utopia /əʊ/ • crowd /aʊ/ • CD2 piste 03
6 CD2 piste 04
here /ɪə/ • allow /aʊ/ • pier /ɪə/ MP3 n° 70 a. here: /ɪə/ • allowed: /aʊ/ • MP3 n° 71
• amount /aʊ/ • fear /ɪə/ • coast /əʊ/ dystopia: /əʊ/ /ɪə/

b. know: /əʊ/ • note: /əʊ/ • own: /əʊ/ •
although: /əʊ/ • dystopian: /əʊ/
c. thousands: /aʊ/ • ideas: /ɪə/ • totalita-
rian: /əʊ/
d. dystopian: /əʊ/ • heroes: /əʊ/ • me-
rely: /ɪə/ • fear: /ɪə/ • authoritarian: /ɪə/ •
powers: /aʊ/
213
your
7 a. They attacked congress. Then the 8
dictatorship was established. Toute production cohérente qui respecte la
After attacking congress, the dicta- consigne.
torship was established.
As soon as they attacked congress, the
dictatorship was established.
b. June was captured. Then she became a
handmaid.
After being captured, June became a
handmaid.
As soon as they captured June, she
became a handmaid.
Buyoild up
ur vocabulary
1 a. In The Handmaid’s Tale, women are 2
deprived of their rights and are treated Production possible
as second-class citizens. I think this is
This picture from Equilibrium shows a
appalling.
grim vision of society where people are
b. In dystopian fictions, people must abide under constant surveillance. They are seen
by the law or they could be killed. from far away, which reinforces the dehu-
c. Black Mirror is the most frightening manising aspect of society.
series I have ever watched. They are probably deprived of their rights
d. Dystopian fiction functions as a war- and not allowed to do anything they
ning against our society. If we are not want. If they infringe the law, they are
careful, dystopia could become reality. likely to face the consequences.
e. In many dystopias, it is forbidden to
read books.
214
Project #1 . 119 p
Audition for a role in a dystopian series.

Deliver a speech explaining the problems
in this society.
Mise en place
• Au niveau culturel, on s’attendra à ce que les élèves s’inspirent de sociétés telles que celles
décrites dans la séquence : 1984, The Handmaid’s Tale, The Circle ou Black Mirror et éventuelle-
ment abordent la rébellion (V for Vendetta).
• Le discours dans V for Vendetta peut servir de support modélisant.
• Ce travail peut être réalisé à l’aide d’un enregistrement vidéo ou en balladodiffusion avec des
MP3 sur lesquels les élèves s’enregistrent, avec une caméra, devant vous, devant la classe, ou
encore à la maison par les élèves s’ils ou elles se filment afin de faciliter la correction.
• Les élèves ne devront disposer que d’une liste de mots (vous pouvez les limiter à 10-15) afin
d’éviter la lecture de phrases préparées à l’avance. Si certain·e·s élèves ne sont pas suffisam-
ment à l’aise ou autonomes dans l’usage de la langue, vous pouvez adapter ces consignes en
les laissant utiliser davantage de mots ou des débuts de phrases.
• Vous pouvez bonifier les élèves qui essaient d’être un peu originaux·ales (par exemple en
ajoutant des nouvelles informations, en s’appuyant sur des œuvres de fiction ou en invoquant
leur culture générale).
z
Fiche de methodologie N°18 p. 296
Project #2 . 119 p
Take part in a creative writing competition.

Write the beginning of a dystopia.
Mise en place
• Vous pouvez pousser les élèves à l’autonomie et les faire réfléchir à l’aspect des dystopies
qui les touche les plus (monde totalitaire décrit dans 1984, rébellion contre un gouvernement
dans V for Vendetta, droits des femmes dans The Handmaid’s Tale ou encore lien avec la techno-
logie dans The Circle ou Black Mirror).
• Demander aux élèves de réfléchir à des situations en lien avec le présent et prenant appui
sur des contextes existants (technologie, Big data, environnement, l’Europe).
• Vous pouvez laisser les élèves utiliser une application ou site qui mettra en valeur leur pro-
duction (comme Book Creator).
• Vous pouvez organiser un vote qui élira l’incipit qui aura séduit le plus grand nombre de
lecteurs·rices.
• Les productions plus originales pourront être bonifiées.
z Fiches de methodologie N
°12 p. 286
N°20 p. 300
215
216
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression orale en continu – Audition for a role
Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, apprises par cœur. Il y a Mes interventions correspondent à différentes ca- Mes arguments et interventions sont variés et je
très peu de références au genre de la dystopie ractéristiques de la dystopie et je propose un point prends en considération différents éléments consti-
anglo-saxonne. de vue informé. tutifs du genre dystopique.
0-1 2-3 4
rages. notes.
0-1 2-3 4
0-1 2-3 4
0-1 2-3 4
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. diés (vocabulaire de la contrainte, du pouvoir exercé,
français). de la révolte).
0-1 2-3 4
Total : ��/20
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression écrite en continu – Take part in a creative writing competition

Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, il y a très peu de références Les éléments que j’ai choisis représentent bien la Les références que j’utilise prennent en considé-
au genre dystopique. dystopie. J’ajoute des informations pertinentes. ration différentes caractéristiques étudiées sur les
dystopies.
0-1 2-3 4-5
Pragmatique et Mon incipit est peu clair et organisé. Mes phrases Mon incipit est clair. J’utilise quelques mots de Mon incipit est bien organisé. Mon discours est
0-1 2-3 4-5
0-1 2-3 4-5
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. étudiés (lexique de la contrainte, du pouvoir exercé,
français). de la révolte).
0-1 2-3 4-5
Total : ��/20
217
RECAP
AXE 5 Fictions and realities
1 E-workbook
SÉQUENCE
How close to reality can dystopia be? Bilan à compléter

Documents Vos
#dystopia Document D For some novels like The Handmaid’s Tale, the
How do historical historical and political contexts have been an
and political context inspiration. These books resonate with the
influence literature? latest Alabama laws about women’s rights.
#literature Photo d’ouverture, Books like 1984 and The Handmaid’s Tale can
How can literature and Documents A, B be seen as a warning against totalitarianism.
artworks play an impor- et D
tant role in society?
#fiction Documents C, D V for Vendetta, The Handmaid’s Tale and Black
How can fiction warn us et E Mirror also function as warnings against falling
about the consequences into totalitarianism. Political and technological
of societal issues? issues are tackled in all three documents.
#reality Documents D et E In The Handmaid’s Tale, the story relies on real

How is reality depicted facts (religious extremism related to the way
in dystopian novels and women are treated).
films? “Nosedive” depicts the potential shifts of
technology.
#imaginaryworlds Documents F The interview of Emma Watson shows how
How can imaginary world close to reality and actual facts the film The
settings help denounce Circle is. Imaginary worlds are not disconnec-
current issues? ted from real facts. They are used to help
contemplate the possible consequences of
present situations.
#denunciation Documents C, D, Dystopian fictions put reading and writing
How are reading and E et F at the core of their plot. Language is strictly
writing real weapons in controlled in dystopian fictions. As we have
dystopian books? seen at the end of the excerpt of 1984,
Winston is about to break the law by writing
the date on his diary. In The Handmaid’s Tale,
the extract shows us June being fired and
deprived of her bank account. Soon, she
won’t be allowed to read anymore. In the
Black Mirror video, the language Lacie uses is
focused on making each interaction a cheer-
ful moment only to get good ratings. Also, V’s
long and rich speech reveals all the deceits
and treacheries the British government has
used against its people. But aren’t we fighting
these types of regimes by reading the books
and watching the film / series they inspire?
218
SYNTHÈSE
How can fiction warn us of real dangers?
Fictions have always fulfilled the role of creating imaginary worlds to make people
think about what they are living in the present. Yet, dystopian fictions are even more
accurate in the role they play to warn readers about the potential and dangerous im-
pacts of situations, facts or devices that are already in use in real life.
What do dystopian novels teach us about the power of words?

Words, communication, media, literature and writing are central themes in dystopian
fictions. Writing is forbidden in 1984 and The Handmaid’s Tale and communication
strictly controlled. The written word can be powerful as it cannot be controlled by the
government. The control of language is at the core of every dystopian fiction. In The
Circle, social media reveals each detail of men’s and women’s lives, leading them to
lose control.
219
ÉPREUVE 1 E3C1
Audio Interview with Lois Lowry, author of The Giver.

CD2 piste 14
Script
The Giver, if I remember correctly, was publi- deal with any of that, just in the way it’s evolved
shed in 1993. It was different from my pre- into a place with a complicated set of rules, all
vious books, and I knew that when I was wri- of which are designed to make the world in
ting it. I’ve never liked science fiction, so I never which he lives very safe and very comfortable.
thought of it as science fiction, although some And then I tried, in writing it, to make it seduc-
people who like to use categories have put it tive, so that for the first third of the book, I
in that category. But what it is is a book set in hope, readers will feel as though this is a good
a future time. And for me it was just like wri- place to live – there’s no crime, there’s no ine-
ting realistic fiction. I created a place, created quality, there’s no discrimination. And then,
a character, he’s a boy about to be 12, and gradually, you realise that the reason there are
here’s where he lives, and here’s what it’s like. none of these things – no discrimination, for
And what it’s like is, because it’s in the future, example – is because everybody is the same
is very different from our contemporary way colour. No crime, because there is no money,
of life. But not in a sense of technology, I didn’t everybody has all their wants taken care of.
Une femme parle.
Un livre est évoqué.
A1- L’année 1993 est mentionnée.
On parle du genre de la science-fiction.
On parle d’une histoire dans le futur.
On parle d’un garçon de 12 ans. 4

simples.

−−C’est l’auteure d’un livre qui s’exprime.
−−Elle parle de son livre publié en 1993.
A1 −−Le héros du livre est un jeune garçon de 12 ans.
−−Elle parle d’un livre dont l’intrigue se déroule dans le futur.
−−Elle n’aime pas la science-fiction.
−−La technologie n’est pas importante dans le livre. 8
220

−−L’auteure parle d’un roman qu’elle a écrit.
−−Ce roman a été publié en 1993.
−−Il s’appelle The Giver.
−−Le héros du livre est un garçon de 12 ans.
−−Pour elle, son roman ne relève pas de la science-fiction.
A2 Au moins deux éléments :

−−Le livre raconte l’histoire d’un jeune garçon qui évolue dans une société où il n’y a aucun crime.
−−Aucune discrimination et pas d’inégalité.
−−Un ensemble de règles très compliquées / strictes.
−−La société décrite apparaît au début du livre comme confortable ou séduisante.
−−La société paraît sécurisante.
−−Les personnages ont tous la même couleur.
−−Il n’y a pas d’argent dans la société décrite. 14

−−L’auteure se remémore son livre The Giver.
−−Elle revient sur le contexte d’écriture de The Giver, publié en 1993.
−−Elle parle des différences avec ses autres livres.
−−Son action se déroule dans le futur.
−−Elle ne pense pas que le livre soit de la science-fiction.
B1 −−Elle n’aime pas la science-fiction.
> −−La technologie ne joue aucun rôle dans son roman.
B2 Au moins deux éléments :
−−Elle a écrit son livre comme une fiction réaliste.
−−C’est une fiction réaliste car elle a créé un lieu et un personnage.
−−Une différence tient dans le fait que l’action se passe dans le futur.
−−Un ensemble de règles complexes régit la société pour plus de sécurité et de confort.
−−Dans le premier tiers du livre, elle a souhaité rendre le cadre séduisant (pas d’inégalité, de crime ou
de discrimination).
−−Le·la lecteur·rice réalise plus tard que tous les personnages ont la même couleur
et que l’absence de délit est due au fait qu’il n’y a pas d’argent. 20
EXPRESSION ÉCRITE

221
ÉPREUVE 2 E3C2
EXPRESSION ÉCRITE

Twentieth Century Dystopian Fiction, anthonyburgess.org

−−an article
A1- −−dystopia
−−different types of dystopias 4
les plus simples.
−−It’s an online article.
A1 −−It is about different types of dystopias.
−−You can read titles (see italics).
−−English-speaking setting: London, Birmingham.
−−You can read the name of authors and their books. 8
The journalist writes about different dystopias and gives their characteristics.
Brave New World is set in the future.
1984 is a famous dystopia.
Sur 1984, au moins trois éléments :

−−perpetual war;
−−manipulative language;
−−monitoring people;
A2 −−Winston as the main protagonist;
−−Winston as an outsider;
−−1984 as an inspiration for other authors.
Dystopias are not only about the future.

Recent dystopias with new topics:
−−Never Let Me Go ➞ clones;
−−The Hunger Games ➞ class;
−−Black Mirror ➞ technology. 14
222
BAC in sight

The journalist writes about different dystopias and gives their characteristics:
−−scientific advancement; −−reproductive rights;
−−war; −−social class;
−−overpopulation; −−technology;
B1 −−surveillance; −−Brave New World as a counter utopia = dystopia.
>
Sur 1984, au moins trois éléments :
B2
−−perpetual war; −−Winston as the main protagonist;
−−manipulative language; −−Winston as an outsider;
−−monitoring people; −−1984 as an inspiration for other authors.
Dystopias are not only about the future but are usually connected to a political / philosophical context:
−−Never Let Me Go ➞ clones;
−−The Hunger Games ➞ class;
−−Black Mirror ➞ technology. 20
1 Explain the main topic of this passage.

This passage focuses on the origins of dystopia. It first sets out to define the genre, before giving examples of
canonical works while explaining the contexts in which these works were written.
2 Pick out works connected to the following topics:

social class – overpopulation – language – surveillance – war – reproductive rights – scientific
advancements – technology
➞ scientific advancements: Men Like Gods – Brave New World – Never Let Me Go
➞ war: 1984
➞ language: 1984
➞ surveillance: 1984
➞ overpopulation: The Wanting Seed
➞ reproductive rights: The Wanting Seed
➞ social class: The Hunger Games
➞ technology: Black Mirror
3 Comment upon the following sentence: “Dystopian fiction is rarely about the future.
It always reflects the time in which it is written”. (l. 51-52)
This sentence aims at clarifying the notion of “dystopia”. People usually associate it with sci-fi. Dystopias can
sometimes be about the future, there are futuristic elements in them and yet this would be too restrictive.
Indeed, this sentence emphasises the connection between dystopian works and the political or scientific
contexts in which they were written. In other words, dystopia is more about the present than it is about the
future.
4 Explain the goal of this passage.

The author intends to show us a comprehensive overview of dystopian works and insists on the connection
between the topics tackled in the books and the context of publication, putting forward the idea that dysto-
pias are an inexhaustible source of inspiration.
223
SÉQUENCE
2 How did British pirates

inspire fiction?
Objectifs Projets
culturels : les pirates anglo-saxon·ne·s
connu·e·s, leur représentation dans la fiction
It’s June 1707. Create a “Wanted”
poster of a real or fictional pirate. Draw your
pragmatiques : réguler et organiser son
33 pirate or add a photo.
propos, utiliser des stratégies pour expliquer et
convaincre PAIR WORK Perform an interview.
STUDENT A You are a film director.
sociolinguistique : adapter son discours
33 STUDENT B You are a historian.
à son auditoire en tant que guide
citoyens : travailler en équipe, partager ses

33
connaissances Projets finaux :
Show visitors around the Pirates of
méthodologiques : mémoriser (p. 270),
33 Nassau Museum and tell them about the
expression orale en continu (p. 296), relire un devoir lifestyles of pirates.
écrit (p. 272) Create a leaflet depicting a fictional
pirate, to win the Cayman Islands Pirates
linguistiques :
33 Week Festival contest.
Grammaire : le prétérit, les adjectifs composés
Phonologie : la terminaison -ed
Écriture : l’utilisation du y et du i
Lexique : les pirates, le commerce
Pick
Document B Document D
Prepare Prepare
Document E ou F Document E ou G
224
Le questionnement commun
permet à chaque élève de repérer
les éléments pertinents pour
découvrir ce qu’était un privateer
Ce document permet aux élèves et un buccaneer, ce qui caractéri-
d’avoir une première représenta- sait chaque type de pirate et ainsi
tion des pirates et de connaître la mieux comprendre la place des
période à laquelle ces pirates ont pirates dans l’héritage culturel de la
évolué. Grande-Bretagne.
2
SÉQUENCE 2
How did British pirates

SÉQUENCE
C Pirates, privateers and buccaneers

inspire fiction? A B
Privateers Buccaneers
Privateers were pirates authorised by their The buccaneers were a motley1 group of French, English, Dutch,
government to attack and pillage ships of and even Spanish and Portuguese renegades and misfits, whose
enemy nations. They shared their profits prime targets were Spanish ships and towns in the Caribbean.
A
with the government. Between the sixteenth Buccaneers were the first maritime raiders2 in the Americas to
Pirates at sea Classe inversée 5 and eighteenth centuries governments 5 be universally recognized as pirates. Yet they were distinct from
issued ‘letters of marque’ which licenced other pirates in that they generally limited their attacks to the
these sailors to plunder1 foreign ships. This Spanish, whereas most pirates attacked everyone. Also unlike
Vidéo E-workbook letter prevented privateers from2 being the earlier pirates who usually returned to Europe at the end
hatier-clic.fr/lmu1097 Classe inversée charged with3 piracy, an offence punish- of a raid, the buccaneers preferred to remain in the Caribbean.
hatier-clic.fr/lmu1098 10 able by death. Francis Drake was England’s 10 […]
1 Watch the video and say how pirates are most famous privateer. In the sixteenth Originally buccaneers were not pirates. They were rugged back-
represented. century, he attacked Spanish treasure ships woodsmen3 who lived off the land by hunting feral cattle4 and
returning from the new world sharing his pigs for survival; they acquired the name boucaniers or bucca-
2 Describe their lifestyle as precisely as possible. profits with Queen Elizabeth I. neers from their method of roasting5 and preserving the meat.
 www.nmrn.org.uk  Robert J. Antony, Pirates in the Age of Sail, 2007
3 In your own words, express the vision of 1. steal using violence 2. stopped them from 1. diverse 2. attackers 3. rugged backwoodsmen: robust but austere
pirates suggested in the video. 3. accused of people living in an isolated area 4. feral cattle: wild cows 5. cooking
 True Caribbean Pirates, The History Channel, 2006 1 PAIR WORK Read your document and explain to your partner what a privateer or a buccaneer was.
E-workbook E-workbook
B
Fiche à imprimer Fiche à imprimer
The Golden Age of piracy Audio CD2 piste 06 Student A hatier-clic.fr/lmu1099 Student B hatier-clic.fr/lmu1100
2 Sum up the differences and similarities between privateers, buccaneers and pirates.
1 Listen and pick out information about the

periods, places and nations mentioned.
D Representing famous pirates GROUP WORK
2 Find information about their exchanges
(places and goods). Draw a triangle to show GROUP A GROUP B GROUP C GROUP D 1 Describe your group’s picture.
the exchange between the continents.
2 Listen to the recording. Concentrate
on your pirate’s characteristics and crimes.
3 Write the name and characteristics of the Write them down.
pirate described.
3 Prepare questions to ask the other
4 Write down the following summary and groups (characteristics, crimes, elements
complete it in your copybook. from the pirate’s biography…).
At that time, the Caribbean was the big … area of 4 Listen to your E-workbook
the world economy. And so it became the … place classmates and fill Fiche à imprimer
 Blackbeard  Mary Read  Henry Morgan  Anne Bonny
for … . in your grid with hatier-clic.fr/lmu1101
Audio Audio Audio Audio
information about other pirates.
 Pirates dividing the booty, National Geographic CD2 piste 07 CD2 piste 08 CD2 piste 09 CD2 piste 10
Creative
trade route booty: stolen goods allow sb to

Prepare your It’s June 1707. Create a “Wanted” poster of a real or
fictional pirate. Describe the way she or he looks,
triangular
/traɪæŋɡjələr/ trade
trade goods
growth: expansion
safe: in security
trade: buy and sell
goods
make it easier for
project the bad actions she or he committed last May,
where she or he was last seen, and the reward for Be the fastest! Give four
her or his capture. Draw your pirate or add a photo. facts about life as a pirate
hideout, haven noble sb to in the Caribbean! Ready,
/heɪvən/: refuge heroic be described as
Grammar Tip steady, go!
The preterite Too ls p. 124 thief: person who plunder, loot: be regarded as: be
Précis p. 241
“They generally limited their steals pillage considered as Use the preterite to describe the pirate’s deeds and
attacks to the Spanish.” compound adjectives to describe her or him physically.
120 121
Ce document audio informe les Ces documents présentent quatre

élèves sur le contexte historique des plus célèbres pirates de l’âge
qui a favorisé l’action des pirates. d’or de la piraterie : Blackbeard,
Mary Read, Henry Morgan et
Anne Bonny.
225
Cet extrait du site de la BBC per-
mettra aux élèves de comprendre
comment la description du célèbre Cet extrait tiré de Treasure Island
pirate Blackbeard dans le livre d’un de Robert Louis Stevenson (1883),
certain Captain Johnson est à l’ori- permet aux élèves de découvrir un
gine de la représentation du pirate des plus célèbres pirates de fiction :
dans l’imaginaire collectif. Long John Silver.
How did British pirates inspire fiction? SÉQUENCE 2
E Printing the legend F Long John Silver
How pirates slipped into1 popular legend As I was waiting, a man came out of a Squire Trelawney’s letter I had taken a
is easy to trace. Just as the Golden Age side room, and at a glance1 I was sure fear in my mind that he might prove
was coming to an end, a certain Captain he must be Long John. His left leg was 20 to be the very one-legged sailor whom
Charles Johnson (a pseudonym that no cut off close by the hip2, and under I had watched for so long at the old
5 one has cracked) published a famous 5 the left shoulder he carried a crutch3, Benbow. But one look at the man before
compendium2 of the biographies of these which he managed with wonderful me was enough. I had seen the captain,
desperados […]. It was full of bloodthirsty dexterity, hopping4 about upon it like and Black Dog, and the blind man, Pew,
details, breathlessly narrated, and secured a bird. He was very tall and strong, 25 and I thought I knew what a buccaneer
the legends of Blackbeard, Black Bart and with a face as big as a ham — plain was like — a very different creature,
10 a host of 3 others. [...] 10 and pale, but intelligent and smiling. according to me, from this clean and
Johnson’s book has been the source of Indeed, he seemed in the most cheer- pleasant-tempered landlord6.
nearly every cultural representation of ful spirits, whistling as he moved  Robert Louis Stevenson, Treasure
the pirate ever since. It is easy to see why, about among the tables, with a merry5 Island, 1883
from passages like this: “He assumed the word or a slap on the shoulder for the 1. quick look 2. part between the top of the
15 cognomen4 of Blackbeard from that large 15 more favoured of his guests. leg and the waist 3. wooden stick to help
Now, to tell you the truth, from the  Map from the first edition of someone walk 4. jumping on one leg 5. kind
quantity of hair which, like a frightful
Treasure Island, 1883 6. a person who owns a place to stay
meteor, covered his whole face and fright- very first mention of Long John in
ened America more than any comet that
has appeared there a long time. The beard
1 Read the text. Pick out words describing 3 Say what surprised the narrator about Long
20 was black, which he had suffered to grow Long John Silver’s physical appearance and John Silver.
of an extravagant length; as to breadth it personality.
came up to his eyes. He was accustomed to 4 PAIR WORK Write the story of Long John
twist it with ribbons, in small tails.” of his rogue5 adventures, but even Johnson ambiguously 2 Pick out two compound adjectives Silver, in simple English. Use one piece of paper
Going into battle, Johnson says, Blackbeard adorned declares the murderous Blackbeard a “courageous Brute”. and use them in a sentence describing and take turns, adding one sentence at a time to
25 his beard with lit matches to make himself appear “like Long John Silver. write your portrait. Then read it to the class.
 www.bbc.com, June 21, 2017
a fury, from hell.”
1. arrived in 2. summary 3. a lot of 4. nickname 5. criminal
Brutal punishment and death is of course the outcome
G Black Sails Vidéohatier-clic.fr/lmu1102
Pédagogie différenciée TRAIL A TRAIL B 1 Watch the video and guess what Black Sails is.
1 Read paragraph 1 (l. 1-10) and find 1 Read paragraph 1 (l. 1-10).
2 Choose the adjectives used for each pirate in the list
information about the book mentioned: a. Focus on the word “bloodthirsty” (l. 7), analyse below. Write down other adjectives you can hear.
author, genre of stories, impact on pirate fiction. it and guess its meaning.
b. Explain what book genre it is and its impact on intelligent – charismatic – smiling –
2 Read paragraph 2 (l. 11-23). Pick out
pirate fiction. historical – well-known – ruthless – real –
adjectives describing the portrait. Show how
Blackbeard inspired fear. calculating – feared – strong
2 Read paragraph 2 (l. 11-23) and explain what
made Blackbeard impressive. 3 Explain how Black Sails was inspired by characters
3 Focus on paragraphs 2 and 3. Pick out from literature and history.
aspects which contributed to establishing his 3 Focus on paragraphs 2 and 3. Explain why
legend. Captain Charles Johnson chose to write about
this pirate.  John Silver and Captain Flint in Black Sails, 2017
Meet up! Discuss how this book contributed to the vision of pirates that we have today.
Prepare your PAIR WORK Perform an interview.
project
Student A You are a film director and you want
to have more information on pirates to keep your
Make a list. Write down as
film realistic.
many adjectives as you can
pistol holster hard-hearted: merciless, Student B You are a historian. You answer the to characterise pirates.
peg leg: wooden leg pitiless film director’s questions and give details about
fierce look: ferocious look larger than life: impressive
famous pirates.
evil-looking: terrifying commit a crime
Compound adjectives Too ls p. 124 infamous: famous for a portray: illustrate Grammar Tip Précis p. 251
“He might prove to be the very one- bad quality set on fire: start a fire
Pay attention to the word order in your questions.
122 legged sailor whom I had watched.” cold-blooded: callous, cruel 123
Ce document montre comment

les célèbres figures historiques de
l’âge d’or de la piraterie (réelles et
fictives) ont été interprétées dans
une série.
226
2
SÉQUENCE
How did British pirates inspire fiction?
Tips
yy
Avec cette image, les élèves peuvent repérer
les caractéristiques généralement associées
aux pirates et la violence de leurs actes lors
de scènes d’abordage, de combats et de vols.
yy
Vous pourrez insister sur les couleurs, l’aspect
chaotique et la place centrale du capitaine.
·· Characteristics: ferocious – evil – ruthless – terrifying – typical pirate clothing – weapons – captain.
·· Action: board and attack – use weapons – go into a fight.
yy
Les faire mettre en relation avec les hashtags : #culturalheritage, #legends et
#collectiveimaginary.
A
Vidéo
Pirates at sea Classe inversée
p. 120
Classe inversée Ce document se prête bien à la classe inversée car les élèves devraient pouvoir
accéder au sens général du document. Les difficultés lexicales seront levées à l’aide de la fiche de
classe inversée du E-Workbook.
E-workbook
Tips
yy
Regarder la vidéo du début à 1'00".
yy
Faire anticiper les élèves à partir du titre, de la capture d’écran et de la légende.
yy
Demander aux élèves de relever les mots accentués, cela facilitera leur accès au sens.
yy
Faire le lien avec ce que les élèves connaissent déjà du monde des pirates.
1 Watch the video and say how pirates are represented.

They are referred to as “the scourge of all nations” and represented as “the most
infamous cutthroats of their day”, which means that they were cold-blooded, hard-
hearted and bloodthirsty.
2 Describe their lifestyle as precisely as possible.

violent – board ships – stolen treasure –revenge – murder
227
They spent their time scouring the high seas to attack and try to board ships in
order to plunder them. They even pillaged cities.
3 In your own words, express the vision of pirates suggested in the video.
Production possible
In the video, pirates are described as callous, merciless and bloodthirsty people
who spent their time attacking and plundering ships and cities. They were revenge-
ful. They frightened people but captivated them at the same time.
B The Golden Age of piracy p. 120
Tips
yy
Faire anticiper les élèves à partir du titre, de l’image et de la légende : faire observer les
différents plans avec les sujets qui dominent ou semblent en position d’infériorité ou
de rébellion.
yy
Demander aux élèves de relever les dates, les pays et les lieux mentionnés dans le
document.
yy
Dans un deuxième temps, les élèves se concentrent sur les mots connus qu’ils ou elles
peuvent identifier.
yy
Mettre en relation tous les points relevés pour procéder à une ébauche du sens.
Audio
Script CD2 piste 06
In 1713, for the first time in more than a cen- whole North Atlantic economy.
tury, the nations of Spain, England, France and In the Caribbean, those precious resources at-
Holland are at peace in the Caribbean. With tracted former privateers who had chosen to
the end of the war comes the most lucrative become real pirates.
trading triangle the world has ever seen: sugar
By 1717, more than 2,000 pirates made their
to Europe, guns and trade goods to Africa and
base in the Caribbean. Among them was an
slaves to America and the Caribbean.
ex-privateer named Edward Teach. At six
The Caribbean was the big growth area in the feet four inches tall, Teach was an intimida-
world economy in the 17th and 18th centu- ting giant of a man who would later become
ries. Sugar was the big new produce and, in known as Blackbeard.
some ways, the most important one for the
1 Listen and pick out information about the periods, places and nations mentioned.
1713 – Spain – England – France – Holland – Europe – Africa – America – the Carib-
bean – the world (economy) – 1717 – the North Atlantic (economy)
The scene occurred in 1713 in the Caribbean, maybe between 1713 and 1717.
Three nations are mentioned: Spain, France and Holland. The other places men-
tioned are Europe, Africa and America.
228
2 Find information about their exchanges (places and goods). Draw a triangle to
show the exchange between the continents.
The four European nations brought sugar to Europe, guns and trade goods to Africa
and slaves to America and the Caribbean.
America Europe
Caribbean
Africa
3 Write the name and characteristics of the pirate described.

The pirate mentioned was called Edward Teach, but was referred to as Black-
beard. He was an ex-privateer and was very tall (he was 6 feet 4 inches tall that is
to say about 1.93m tall). He was intimidating.
4 Write down the following summary and complete it in your copybook.
Production possible
At that time, the Caribbean was the big growth area in the world economy. And so
it became the ideal place for pirates.
C Pirates, privateers and buccaneers p. 121
Tips
yy
En binômes, chaque élève prépare un texte pendant environ 10 minutes en prenant
quelques notes individuellement (sans phrases) sur l’origine de ces pirates, leurs natio-
nalités, leurs actions et les lieux mentionnés.
yy
En binômes, ils ou elles présentent leur texte.
yy
Quelques binômes peuvent présenter leur pair work à la classe, ce qui permettra de
cibler les points à améliorer en faisant intervenir d’autres binômes.
yy
Ces textes pourront servir à aborder le prétérit
E-workbook STUDENT A
E-workbook STUDENT B
1 PAIR WORK Read your document and explain to your partner what a privateer or a
buccaneer was.
Privateers were given official documents called “letters of marque” which allowed
229
them to plunder enemy ships. Buccaneers did not have approval from any govern-
ment and they generally attacked only Spanish ships. They were the first to be
recognised as pirates.
2 Sum up the differences and similarities between privateers, buccaneers and pirates.
Production possible
Contrary to privateers, who were given official documents called “letters of marque”
which allowed them to plunder enemy ships, pirates were not officially allowed to
attack and pillage ships. As a consequence, they could be sentenced to death. Buc-
caneers and pirates were outlaws, but buccaneers only attacked Spanish ships.
Contrary to Buccaneers, pirates attacked everyone and pillaged all the ships they
wanted.
D Representing famous pirates GROUP WORK p. 121
Tips
yy
Donner un temps fixe à chaque groupe.
yy
Lever les obstacles lexicaux en mettant en relation les documents audio et les images.
yyPédagogie différenciée Les quatre documents de cette double-page sont de niveaux
différents ( group A  Niveau A2, group B  Niveau B1+, group C  Niveau B1+,
group D  Niveau B1).
yy
Possibilité de différencier votre approche, en choisissant de mettre les élèves au travail
en groupes, en binômes ou seul·e·s. Vous pouvez aussi choisir de former des groupes
homogènes ou hétérogènes sur chaque document.
yy
Possibilité de limiter le nombre de pirates à trois et garder le quatrième pour une
évaluation.
yy
Renvoyer les élèves au précis grammatical p. 251 pour la formation des questions.
yy
Pour la dernière question, les élèves complèteront la fiche d’activité du E-workbook.
E-workbook
Audio
Script CD2 pistes 07-10
Piste 07 We’re not sure what he looks like, but stuck a lighted match in each side under it. His
he’s reported to have been over six feet tall, eyes, naturally looking fierce and wild, made
unusually large for the age. The documents him look altogether such a figure.
that do describe him paint the picture of a Blackbeard had a fearsome reputation and
larger-than-life character, a man capable of that was the key to his success.
extreme and unpredictable violence.
Piste 08 At a time when women were seen
In time of action, he wore a sling over his as little more than property, Mary Read wasn’t
shoulders, with a brace of pistols hanging in gonna let that stop her. Being used to dressing
holsters like bandoliers. He wore a fur-cap and up as a boy for various reasons throughout
230
her childhood, Read disguised herself as a we’re gonna go after the big time.” The battle
male to join the British military and built a led Morgan to be arrested and dragged back
reputation for herself as fierce and skilled in to England, but the British King reacted by
battle. When peacetime stilted her life in the knighting him and making him Deputy Gover-
military, Read quit and became a pirate ins- nor of Jamaica.
tead. Well, more like she was forced to, after Piste 10 Anne Bonny was only around sixteen
the ship she boarded was captured. when she ran away with her pirate lover, the in-
But from then on, she sailed, fought and drank famous Calico Jack, while still married to small-
as hard as the male pirates. Pretty hardcore time pirate James Bonny. Dressed as a man,
for a 17th century girl. she terrorised the Caribbean at his side, having
Piste 09 Though he was actually a British divorced her husband and married her new lo-
privateer, Sir Henry Morgan was such a fear- ver. She was apparently more bloodthirsty and
some and successful raider that the Spanish better at holding her liquor than most of the
called him a pirate. Throughout his career, he crew, which included the previously mentioned
attacked ships all through the Caribbean and Mary Read. Though they were eventually ar-
eventually fought in an epic battle to capture rested and sentenced to hang, it seems that
Panama City commanding 1,200 buccaneers Anne managed to escape that fate. No one
and 30 ships. Nobody had the capacity, ex- knows if she returned to her family of if she
cept Morgan, to rally everybody in the Carib- took up a new identity and set back out to sea.
bean and say, “We’re gonna go after, not a little It’s been well speculated that her father pulled
village, not a little town, not a little pearl boat, some strings to smuggle her out.
1 Describe your group’s picture.

group A  Blackbeard.
Blackbeard is standing aboard a pirate ship. There’s no doubt he is the captain
of this ship. He is staring into the distance as if he were looking for a new ship
to plunder. He looks confident. He has a long black beard. He is wearing a black pi-
rate hat which is called a tricorn hat, a knee-length red coat, and a belt around his
waist with a brace of pistols hanging in holsters. He also has a sword on one side
and a cutlass on the other side. He’s wearing many rings.
group B  Mary Read.

Mary Read has long dark hair. She is wearing men’s clothes: a long-sleeved white
shirt, a long waist coat, a red sash around her waist with a pistol and a sword
tucked in it, long trousers tucked into boots that are knee-high. A red kerchief /
bandana is tied around her head. She is holding an axe in her right hand and is
standing upright with one foot on a treasure chest. She looks determined.
group C  Henry Morgan.

Henry Morgan is wearing a sort of short embroidered jacket. He is wearing a lace
cravat and his ammunition belt over his shoulder. He has long wavy brown hair,
a small growth of beard under his lip and a moustache. He is well-dressed and
seems rich.
group D  Anne Bonny.

Anne Bonny has long straight light brown hair and is wearing a wide-brimmed
black pirate hat, a long brown coat, and a brown sash around her waist. She is on
board a pirate ship that she must have attacked with her crew and she is fighting
to take it over. She is using a dagger to fight against someone, which shows that
she must be violent. She also has a sword and another dagger. She looks ferocious.
231
2 Listen to the recording. Concentrate on your pirate’s characteristics and crimes.
Write them down.
Blackbeard
unusually large for the age – larger than life – extreme and unpredictable – violence
– frightening – fearsome (reputation) – over 6 feet tall – a sling over his shoulders –
with a brace of pistols – hanging in holsters like bandoliers – a fur cap – a lighted
match in each side under his fur cap – plundering ships – success.
Mary Read
fierce and skilled (in battle) – dressed as a boy throughout her childhood – dis-
guised herself as a male to join the British military – when peace came, she quit the
military and became a pirate – sailed, fought and drank as hard as male pirate –
boarded ships – her ship was captured.
Henry Morgan
(A) fearsome and successful (raider) – a British privateer called a pirate by the
Spanish – commanded 1,200 buccaneers and 30 ships – attacked ships – fought
in an epic battle to capture Panama City – arrested and dragged back to England –
knighted and made deputy governor of Jamaica by the British King.
Anne Bonny
bloodthirsty – ran away with her pirate lover, the infamous Calico Jack, at around
16 – still married to small-time pirate James Bonny – dressed as a man – divorced
her husband and married her new lover – heavy drinker – drank liquor – sailed
with Mary Read – terrorised the Caribbean with Calico Jack – with Mary Read:
was arrested and sentenced to hang – she escaped that fate – no one knows what
she did after
3 Prepare questions to ask the other groups (characteristics, crimes, elements from
the pirate’s biography…).
What was is he / she like? Which adjectives would you use to describe her / him?
Could you describe him / her? What was his / her nickname? How did he / she
die? Could you give me more information about his / her life or the way he / she
was depicted?
4 Listen to your classmates and fill in your grid with information about other pirates.
Production possible
Blackbeard is described as unusually large for his age and frightening. He stuck a
lighted match in each side under his fur cap which made him look frightening and
contributed to his fearsome reputation.
Mary Read is regarded as a fierce pirate who was skilled in battle…
Henry Morgan is described as a fearsome and successful raider…
Anne Bonny is regarded as a bloodthirsty pirate who terrorised the Caribbean with
her pirate lover, Calico Jack.
232
Prepare your It’s June 1707. Create a “Wanted” poster of a real or fictional pirate.
Describe the way she or he looks, the bad actions she or he com-
project mitted last May, where she or he was last seen, and the reward for
her or his capture. Draw your pirate or add a photo.
p. 121
Production possible
WANTED
Jack Hamrack
He is over 6 feet tall and strong. He is
black-haired with fierce and wild eyes
and has a long-braided beard. He wears
an eyepatch over his left eye. He has
a pistol and a cutlass tucked into his
belt. He is strategic and cold-blooded.
He is described as so dangerous that
his enemies generally surrender without
fighting.
Last year, he attacked and plundered
more than 100 ships and killed all the
sailors. He stole everything he could find
on board those ships. He sometimes
dresses like a gentleman. Don’t be
mistaken, he is bloodthirsty.
He was last seen in Nassau with the
infamous Blackbeard. Beware!
Reward: 8,000,000 doubloons
233
E Printing the legend p. 122
Pédagogie différenciée Le Trail B s’adresse aux élèves qui sont plus à l’aise en compréhension de
l’écrit alors que le Trail A guidera davantage les élèves qui ont plus de difficultés et facilitera la
compréhension face à la lourde charge lexicale.
Tips
yy
Exploiter l’image en anticipation pour introduire le lexique.
yy
Anticiper le contenu probable de l’article à partir du titre.
yy
Faire retrouver le nom du pirate de l’image après une première lecture rapide.
Trail A Trail B
1 Read paragraph 1 (l. 1-10) and find infor- 1 Read paragraph 1 (l. 1-10).
mation about the book mentioned: author, a. Focus on the word “bloodthirsty” (l. 7),
genre of stories, impact on pirate fiction. analyse it and guess its meaning.
Captain Charles Johnson – Biographies of Blackbeard is described as cruel and
pirates – influence on fiction, those pirates evil-looking, so we can imagine that
have become legends. the word “bloodthirsty” has a negative
The book mentioned was written by Cap- connotation. This word is made up of
tain Charles Johnson. It deals with the “blood” and “thirst” (when you want to
lives of many infamous pirates (like Black- drink), I guess it means he loves blood,
beard or Black Bart). The biographies of he loves to kill.
those famous pirates have helped turn
them into legends. b. Explain what book genre it is and its im-
pact on pirate fiction.
The book written by Captain Charles John-
son deals with the lives of many famous
pirates. The biographies of those infamous
pirates have helped turn them into legends.
It gave a description of Blackbeard which
established his legend. Consequently,
many writers used the characteristics men-
tioned in that book to describe pirates and
to create their own fictional pirates.
2 Read paragraph 2 (l. 11-23). Pick out 2 Read paragraph 2 (l. 11-23) and explain
adjectives describing the portrait. Show how what made Blackbeard impressive.
Blackbeard inspired fear. What made Blackbeard impressive was his
Large – frightful – black beard – hair and long black beard which covered
extravagant – small. his whole face, along with the fact that he
He inspired fear because he had a lot of put lit matches in his beard which made
hair and a long black beard. You couldn’t smoke come out of it: this terrified people.
see his face very well and he twisted his He used lighted matches to create a smoky
beard with ribbons in small tails. effect and impress his enemies.
234
Trail A Trail B
3 Focus on paragraphs 2 and 3. Pick out 3 Focus on paragraphs 2 and 3. Explain

aspects which contributed to establishing why Captain Charles Johnson chose to write
his legend. about this pirate.
His hair and long black beard which Captain Charles Johnson chose to write
covered his face and the fact that he put lit about Blackbeard because he looked
matches in his beard and smoke came out different and really scary / frightening. He
of it frightened people. He is described as attracted people’s attention because his
murderous and courageous. appearance was more terrifying than most
pirates’. He was larger than life.
Meet Up! Discuss how this book contributed to the vision of pirates that we have
today.
Production possible
This book contributed to the vision of pirates we have today because it provided the
audience with a lot of details about the lives and adventures of pirates. Moreover, it por-
trayed Blackbeard, who was highly charismatic and was described as murderous and
courageous. The book gives “bloodthirsty details”, making the actions more realistic.
F Long John Silver p. 123
Tips
yy
Faire repérer les mots connus et transparents qui qualifient Long John, puis présenter
les informations sous forme de mind map.
yy
Procéder à une deuxième lecture pour repérer des groupes de mots qui caractérisent
le pirate.
yy
Demander de dessiner Long John Silver à partir des informations trouvées, comparer
les différents dessins et demander aux élèves dont les dessins se rapprochent de la
réalité de le décrire avec leurs mots.
yy
Ce texte sera l’occasion d’aborder les adjectifs composés.
1 Read the text. Pick out words describing Long John Silver’s physical appearance
and personality.
left leg cut off close by the hip – crutch – wonderful dexterity – very tall and strong
– a face as big as a ham – plain and pale – intelligent and smiling – one-legged –
clean and pleasant-tempered
2 Pick out two compound adjectives and use them in a sentence describing Long
John Silver.
“one-legged” (l. 20): Long John Silver was a one-legged man.
“pleasant-tempered” (l. 28): Long John Silver was pleasant-tempered.
235
3 Say what surprised the narrator about Long John Silver.
The narrator was surprised to see a cheerful, pleasant-tempered man. The buc-
caneers he knew were not as pleasant as this man.
4 PAIR WORK Write the story of Long John Silver, in simple English. Use one piece of
paper and take turns, adding one sentence at a time to write your portrait. Then read
it to the class.
Production possible
Long John Silver

is tall, strong His left leg was cut off
and seems to be probably when he fought
intelligent. against other pirates.
He isn’t as
He is a good-tempered frightening as
pirate who has a peg leg. other buccaneers.
He has a crutch
which makes him
hop like a bird.
G
Vidéo
Black Sails
p. 123
Tips
yy
Faire anticiper les élèves à partir de la photo et de leurs pré-acquis sur le type de docu-
ment qu’ils·elles vont voir.
yy
Regarder la vidéo et vérifier ce qui a été dit.
·· Regarder la première partie de la vidéo du début à 0'48", puis la deuxième partie de
1’16’’ à 1’39’’.
·· Il est possible de choisir d’autres pirates comme par exemple Charles Vane (1’40’’ a 1’55’’)
ou Jack Rackham (1’58’’ a 2’17’’).
·· Pirates de fiction : Billy Bones (0’50’’ a 1’15’’), Captain Flint, John Silver.
·· Pirates réel·le·s : Charles Vane, Jack Rackham, Anne Bonny (2’17’’ a 2’38’’).
yy
Repérer les noms des pirates mentionnés et les sources d’inspiration.
1 Watch the video and guess what Black Sails is.

It is a television series about pirates.
236
2 Choose the adjectives used for each pirate in the list below. Write down other
adjectives you can hear.
intelligent – charismatic – smiling – historical –
well-known – ruthless – real – calculating – feared – strong
Captain Flint: charismatic, calculating, cunning, brutal
John Silver: intelligent, smiling, well-known
3 Explain how Black Sails was inspired by characters from literature and history.
Production possible
To create their fictional characters, the creators of Black Sails, drew their inspi-
ration from Robert Louis Stevenson’s novel Treasure Island. In Black Sails, John
Silver has the same characteristics as Robert Louis Stevenson’s character: he is
intelligent and smiling. Like John Silver, Captain Flint hails from Treasure Island
but this character was based on a real Caribbean pirate nicknamed Blackbeard.
He is as bloodthirsty and feared as Blackbeard.
Prepare your PAIR WORK Perform an interview.

STUDENT A You are a film director and you want to have more
project information on pirates to keep your film realistic.
p. 123 STUDENT B You are a historian. You answer the film director’s
questions and give details about famous pirates.
−−Proposer aux élèves d’élaborer une carte mentale qui récapitule les diverses
informations apprises sur l’univers des pirates, ce qui leur permettra de fixer
ce qui a été travaillé, aidera à la prise de parole en interaction et favorisera la
réalisation du projet 1.
−−Le·la réalisateur·rice devra connaître les différents types de pirates de
l’époque, où ils étaient implantés et pourquoi (les raisons réelles ou fictives).
−−Les élèves pourront travailler en groupes de personnes ayant le même rôle.
On peut imaginer des groupes de 2 ou 4 élèves Student A qui préparent les
réponses ensemble et la même chose pour les groupes Student B.
−−Les élèves peuvent avoir un temps de préparation de 10 à 15 minutes
environ avec un maximum de 10 à 15 mots isolés une fois face à leur vis-à-vis.
−−Cette prise de parole peut être notée en utilisant la baladodiffusion, une
caméra ou en demandant aux élèves de s’enregistrer sur MP3 ou sur leur
portable.
−−La durée de la production pourrait être de 2 à 3 minutes.
237
Too
in thels
Spotlight Corrigés
se ar
Practigra
your mm
1 a. Did Blackbeard capture merchant 4 a. The Bahamas is a country where
ships? people / its inhabitants speak English.
b. Why did the pirates of the Golden Age b. Can you name a pirate who works
choose the Caribbean? hard?
c. Pirates did not want to work on mer- c. I have seen a galleon which looks
chant ships. (very) old.
d. What did captains do to thieves? d. Some pirate stories break your heart/
people’s hearts.
2 a. In the West Indies, merchant ships
carried a lot of goods and the colonial 5 a. Black Beard was a wild-eyed pirate.
powers did not control the region. b. Henry Morgan was a long-haired pi-
b. It made it easier for pirates to attack rate.
ships. Buccaneers launched raids on Spa- c. Do you know a one-handed pirate?
nish galleons.
d. Long John Silver was a one-legged pirate.
c. They even invaded Jamaica and turned
e. I have seen the picture of a one-eyed
it into an English colony.
pirate!
d. Blackbeard plundered many ships and
killed many victims in the early 1700s.
3 Suddenly Blackbeard saw a Spanish

galleon on the horizon and decided to
attack it. With his crew, he plundered the
ship and killed all the sailors on board.
He captured the captain and left the ship.
Later he came back to look for the treasure
hidden by the captain.
ve nciation
Impropro
yournu
Audio
6 CD2 piste 12
7 La terminaison –ed des verbes au prété-
MP3 n° 79 rit se prononce /d/ en règle générale.
/t/ /ɪd/ /d/ Cependant, si le verbe se termine par le
slipped decided shared son /p/, /k/, /f/, /s/, /ʃ/, ou /tʃ/, cette
faced divided changed terminaison se prononce /t/ et si le verbe
attacked raided captured se termine par le son /d/ et /t/, elle se
hopped plundered prononce /ɪd/.
sailed
terrorised
238
your
8 a. Pirates plundered huge quantities 9
of goods. Production possible
b. For centuries, pirates terrorised the Pirates terrified the high seas. They were
high seas. bloodthirsty and tried to plunder as many
c. Pirates were cruel to their enemies. ships as they could. Some had scars and
d. He is a famous expert who has read all were regarded as the ugliest people on
the diaries of the most famous pirates. earth! When they plundered ships, the
strongest carried the heaviest loads.
Other sailors were careful not to defy
them. If you defied them, you were likely
to die. Blackbeard was the scariest of
them all and probably committed some of
the bloodiest crimes!
Buyoild up
ur vocabulary
1 Mary Read had just plundered a ship 2
and was satisfied with her booty. She Production possible
was walking back to the harbour, when
Most pirates were pitiless and plundered
suddenly she saw an evil-looking pirate
all the ships they happened to see. Some
who was trying to set her boat on fire
of them endured terrible hardships and
with a torch. She recognised him imme-
were left with a peg leg. When they were
diately, he was the infamous Black-
not cruising the high seas, they spent their
beard. She knew that he was ferocious,
time in their secret haven. There they felt
cold-blooded and merciless . Mary Read
safe.
was courageous, but she had heard of all
the crimes Blackbeard had committed. So
she waited for her crew to fight against
him.
239
Project #1 . 127 p
Show visitors around the Pirates of Nassau

Museum and tell them about the lifestyles
of pirates.
Mise en place
• Ce travail peut être réalisé de diverses manières : baladodiffusion avec des MP3 sur lesquels
les élèves s’enregistrent en classe ou à la maison, les élèves peuvent aussi se filmer en classe
ou à la maison. Ils et elles peuvent aussi préparer un diaporama qui correspondrait au conte-
nu du musée afin de faciliter la présentation devant vous, devant la classe ou chez eux.
• Il serait souhaitable de donner un temps de préparation d’environ 15-20 minutes aux élèves.
• Les élèves pourraient disposer d’une liste de mots (vous pouvez les limiter à 10-15) afin d’évi-
ter la lecture de phrases préparées à l’avance. Si certain·e·s élèves ne sont pas suffisamment
à l’aise ou autonomes dans l’usage de la langue, vous pouvez adapter ces consignes en les
laissant utiliser davantage de mots ou des débuts de phrases. Toutefois ils et elles ne pourront
pas bénéficier de tous les points pour les compétences pragmatique et sociolinguistique.
Project #2 . 127 p
Create a leaflet depicting a fictional pirate

to win the Cayman Islands Pirates Week
Festival contest.
Mise en place
• Vous pouvez faire travailler vos élèves par groupes de 2 ou 3 élèves, ou les élèves peuvent
travailler seul·e·s.
• Les élèves peuvent faire cette brochure sur feuille et l’illustrer à l’aide de dessins ou photos
afin de personnaliser leur affiche. Si une salle informatique est disponible, les élèves peuvent
la réaliser sur Word ou Publisher.
• Il serait possible d’organiser une exposition au CDI ou bien encore au sein même d’une salle
de classe.
• Attirez l’attention sur les temps utilisés, présent pour la présentation et prétérit, principal
temps qui sera utilisé pour rendre compte du passé. Incitez les élèves à utiliser les adjectifs
composés.
• Avant qu’ils et elles se mettent au travail, vous pouvez faire trouver quelques exemples de
slogans avec un impératif comme : Come and enjoy this Pirates Week Festival, ou Dress up as a
pirate and have fun, ou encore Come and learn about the best-known pirates.
• Vous pourrez bonifier les productions qui font preuve d’originalité.
240
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression orale en continu – Show visitors around
Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, apprises par cœur. Il y a très Ma présentation rend bien compte de la période. Ma présentation explique avec précision le contexte
peu de références au contexte historique. Je reprends des choses vues et ajoute des petites historique et économique de l’âge d’or de la pirate-
variantes et mon point de vue personnel. rie. Les différences entre les différents pirates sont
utilisées avec pertinence et les principaux pirates
sont connus.
0-1 2-3 4
Pragmatique et Communication extrêmement simple. Je lis un texte Je m’aide peu de mes notes. J’utilise quelques mots C’est une réelle situation de communication. Je parle
socio-linguistique sans en faire sens. Mes phrases sont très simples. de liaison, mes phrases sont construites. de façon spontanée, avec très peu de notes. Mon
discours est structuré.
0-1 2-3 4
0-1 2-3 4
0-1 2-3 4
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. étudiés (les pirates, les caractéristiques, les modes
français). de vie).
0-1 2-3 4
Total : ��/20
241
242
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression écrite en continu – Create a leaflet

Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples. Il y a très peu de références Ma présentation rend bien compte de la période. Je Mon travail présente avec précisions le contexte
au contexte historique. reprends des choses vues et ajoute des connais- historique, économique de l’âge d’or de la piraterie.
sances personnelles. Les différences entre les différents pirates sont
utilisées avec pertinence et les principaux pirates
sont connus.
0-1 2-3 4-5
Pragmatique et Mon affiche est peu claire et organisée. Mes phrases Mon affiche est claire. J’utilise quelques mots de Mon affiche est bien organisée. Mon discours est
0-1 2-3 4-5
0-1 2-3 4-5
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. étudiés (les pirates, les caractéristiques, les modes
français). de vie).
0-1 2-3 4-5
Total : ��/20
RECAP
AXE 5 Fictions and realities
2 E-workbook
SÉQUENCE
How did British pirates inspire fiction? Bilan à compléter

Documents Vos
#culturalheritage Documents B, Pirates are part of Britain’s cultural heritage
To what extent are pirates a C, D, E, F et G because the most famous pirates were
strong part of Britain’s cultural British. Kings and queens would give
heritage? “letters of marque” to authorise some
sailors to attack foreign ships and plunder
their goods. They used them for political
reasons (eg. Francis Drake).
#collectiveimaginary Documents In people’s imagination, pirates are
What vision do British people E et F bloodthirsty, merciless and frightening
have of pirates? villains who plunder ships on the high seas.
They are often portrayed as one-eyed and
one-legged wearing a cocked hat and with
a parrot perched on their shoulders.
#questioningmyths Documents Those real-life pirates, depicted as blood
Are pirates fictional heroes or A, B, C, D, E, F thirsty and merciless villains, have inspired
real villains? et G many writers over the centuries. So pirates
are both fictional heroes and real villains.
#legends Documents C, The modern imagery of pirates derives
How did certain historical D et E from the book written by Captain Charles
pirates become true legends? Johnson in which he gave a description
of a real villain called Edward Teach, aka
Blackbeard, which established his legend
and inspired many writers.
#literature Documents E, Pirates have always been very popular in
How popular are pirates in F et G literature with the most famous fictional
literature? pirate being Robert Louis Stevenson’s Long
John Silver.
SYNTHÈSE
What influence did real British pirates have on the creation of fictional ones?
Captain Charles Johnson’s depiction of the most famous Golden Age pirates shaped the
cultural representation of pirates that has prevailed up to now. Many writers over the
centuries have found inspiration in real-life pirates: they have copied their physical and
psychological traits, their attire… and based their fiction on their adventures.
What part of their story inspired artists?

Artists were inspired by their misdeeds, they insisted on their bloodthirsty crimes.
Pirates appeared charismatic and hard-hearted at the same time. Plunder, profit,
galleons, golden treasures and thrilling adventures were the stuff stories were made of.
243
ÉPREUVE 1 E3C1
Audio Top 10 Famous Pirates in History, WatchMojo.com, June 27, 2016

CD2 piste 15
Script
Black Sam Bellamy wasn’t just a pirate, he was The man they called Long Ben was also known
a romantic. He started out as a poor sailor but as “The King of the Pirates”. He started out in
when he fell in love with the beautiful Maria the British Royal Navy, then later staged a mu-
Hallett, he turned to piracy in the hopes that tiny while working on a warship and became a
riches would win her parents over. But Ma- pirate captain. Even though he was a pirate for
ria’s parents were wary of Bellamy’s ability to only two years, he amassed incredible wealth
earn a decent living. So when Bellamy heard and was feared all across the Red Sea and the
of sunken Spanish treasure in Florida, he set Indian Ocean. After two years, he was so rich
sail with hopes of returning as a respected he retired and spent the rest of his life in hi-
and rich captain. Even when he crossed over ding, probably living it up on an island drinking
to the wrong side of the law, he was never a rum out of a coconut or perhaps a skull.
violent, bloodthirsty buccaneer, he once cap-
tured a slave ship and proceeded to free the
slaves – giving them the option to join his crew
if they wanted.
Le premier document raconte l’histoire de Black Sam Bellamy, un pirate romantique amoureux de la belle
A1- Maria Hallett.
Le deuxième document se concentre sur Long Ben, le « Roi des Pirates », qui est devenu très riche. 4
les plus simples.

−−Black Sam Bellamy était un marin pauvre.
−−Il a cherché le trésor d’un bateau espagnol en Floride.
A1 −−Il voulait être un capitaine riche et respecté.
−−Il y a eu une mutinerie.
−−Long Ben est devenu le capitaine du bateau.
−−À la fin de sa vie, il était riche.
−−Il a passé le reste de sa vie sur une île à boire. 8
244

−−Sam Bellamy est devenu pirate pour avoir de l’argent.
−−Le bateau espagnol avait coulé au large de la Floride.
−−Il n’était pas violent ;
−−ni sanguinaire.
A2 −−Il a capturé un navire qui transportait des esclaves.
−−Long Ben a commencé sa carrière dans la marine royale britannique.
−−Il est devenu capitaine d’un bateau de pirates.
−−Il a amassé une quantité incroyable de richesses.
−−Il était craint.
−−Dans toute la Mer Rouge et l’Océan Indien. 14

−−Le but de Black Sam Bellamy : convaincre les parents de Maria Hallett qu’il était un bon parti pour
pouvoir épouser leur fille.
−−Il a libéré des esclaves capturés.
B1 −−En leur laissant le choix de rester avec lui ou d’être libre.
> Au moins quatre éléments :
B2
−−Long Ben a organisé une mutinerie ;
−−lorsqu’il travaillait sur un navire de guerre et est ainsi devenu capitaine d’un bateau de pirates ;
−−en deux ans de piraterie.
−−Il a réussi à devenir très riche.
−−Il a pris sa retraite, caché sur une île.
−−Il a profité de la vie, qu’il a probablement passée à boire du rhum ;
−−Dans une noix de coco ou peut-être dans un crâne. 20
EXPRESSION ÉCRITE

245
ÉPREUVE 2 E3C2
EXPRESSION ÉCRITE

Colin Woodward, More than a Pirate, a Rebel With a Democratic Spirit, The New York Times,
November 22, 2018
In this text, the scene takes place three hundred years ago, before the American Revolution.
A1- Au moins deux éléments :

−−It deals with a pirate called Blackbeard.
−−And his pirates who rebelled against “unjust conditions imposed by shipowners and captains”.
−−Blackbeard was “the most infamous pirate in history”. 4
simples.
Au moins cinq éléments :

−−Blackbeard terrorised people.
A1 −−Royal Navy sailors killed him.
−−He was killed on the morning of Nov. 22, 1718.
−−There was a democratic spirit.
−−There are a lot of books and films about pirates.
−−The films of Walt Disney + fictional pirates like Captain Hook or Captain Jack Sparrow. 8

−−Blackbeard attacked ships in the Caribbean.
−−It was a problem for commerce in the area.
−−He occupied Nassau in the Bahamas with other pirates.
−−He was a pirate for four years.
A2 −−But managed to terrorise everybody in the area.
−−His attacks captivated people.
−−The Bahamian pirates were different from other pirates.
−−The Bahamian pirates were merchant and naval sailors.
−−They revolted against shipowners and captains because they had a miserable life.
−−They were in favour of a form of democracy. 14
246
BAC in sight
Blackbeard was so frightening that many merchant captains surrendered to him without fighting.
His appearance and his cruelty made him famous.

−−In 1718, somebody wrote about pirates in a book entitled A General History of the Pyrates.
B1 −−This book was some sort of model for several writers and filmmakers.
> −−The journalist explains that the Bahamian pirates were just fighting against an unfair social order which
B2 made their lives miserable.
−−Pirate Sam Bellamy’s crew explained that, like Robin Hood, they plundered the rich.
−−They accused those in power of robbing the poor with unfair laws under the cover of the law.
−−They respected some sort of democratic order without any corporal punishment.
−−They even signed contracts.
−−They could have disability benefits if they were injured. 20
1 Explain how the pirate mentioned is described.

Blackbeard is described as “the most infamous pirate in history” and as a pirate who lived and died violently.
He looked really scary. He looked so terrifying that some merchant captains surrendered to him without
fighting. He inspired fear.
2 What impact did this pirate have on commerce and on sailors?

He scared sailors and sea captains and was a nuisance for commerce in the Caribbean, it prevented many
merchant ships from sailing peacefully in the area, thus preventing goods from reaching their destination.
3 What distinguished Bahamian pirates from other pirates?

Contrary to other pirates, Bahamian pirates were not just bandits, most of them used to be sailors who went
through terrible hardships because of shipowners and captains. That is the reason why they rebelled against
this social order and became outlaws.
4 Explain why Blackbeard and his deeds had such an impact on literature or the film industry.
Blackbeard attacked and plundered ships, he looked terrifying and people were fascinated by those villains
roaming the high seas. Somebody wrote about them in A General History of the Pyrates, and this book
contributed to building the myth of the pirate and provided inspiration for many books and films.
5 Describe the vision of pirates the journalist wants to give.

He wants to show that Bahamian pirates were not just the villains everybody imagined them to be: they
ran their ships democratically, but above all they first and foremost rebelled against the harsh living and
working conditions they had to put up with, they rebelled against the social order of their time.
247
AXE 6
Scientific innovations
and responsibility
Innovations scientifiques
et responsabilité
PROGRAMME
Quelles réponses chaque aire géographique étudiée
apporte-t-elle aux bouleversements technologiques
et scientifiques actuels ? Le progrès scientifique est
à l’origine d’avancées très positives pour l’humanité,
mais donne également lieu à de nombreuses interro-
gations sur certains effets induits concernant, en par-
ticulier, le réchauffement climatique, la réduction de
la biodiversité, ou encore l’épuisement des ressources
naturelles dans de nombreuses zones de la planète.
La prise de conscience des dangers éventuels liés à
ces innovations scientifiques nourrit une réflexion sur
l’éthique du progrès dans une aire culturelle donnée.
Le savant est-il responsable des usages de ses dé-
couvertes ? Doit-il s’impliquer dans la sphère publique
pour peser sur les décisions politiques ? Quelle marge
de manœuvre possède le citoyen pour faire entendre
sa voix ? Comment les sociétés peuvent-elles prévenir
les dérives liées aux innovations technologiques ? Les
citoyens tentent d’apporter des réponses au quoti-
dien, en adoptant de nouveaux modes de consom-
mation. Les scientifiques, de leur côté, peuvent
proposer des solutions qui donnent lieu à diverses
formes de coopération. L’axe invite à observer ces
aspects de la question dans l’aire culturelle concernée
et d’explorer les similitudes ou les singularités avec
d’autres cultures.
248
SÉQUENCE
1 How far are Americans

willing to let AI into
their lives?
Problématique : Cette séquence permet aux élèves de s’interroger sur les rapports qu’entre-
tiennent les citoyen·ne·s américain·e·s avec l’intelligence artificielle. On réfléchira aux dangers
éventuels et aux questions éthiques liées au progrès technologique ainsi qu’à ce que la socié-
té doit faire pour préparer l’avenir.
2 How important is
SÉQUENCE
the Space Race

for the USA?
Problématique : La recherche spatiale connaît un regain d’intérêt : des milliardaires issus de

domaines variés se lancent dans de coûteux projets.
La conquête de l’espace revêt désormais de nouveaux enjeux, scientifiques, politiques et
économiques. Les échéances évoquées par ces chefs d’entreprises promettent de rendre ces
distances, jusqu’ici impossibles, accessibles dans les prochaines années.
249
SÉQUENCE
1 How far are Americans willing

to let AI into their lives?
Objectifs Projets
culturels : l’intelligence artificielle, Elon Musk
Act out a discussion on a US
pragmatiques : savoir écrire un article, participer
33 radio show between a caller who is
à un débat worried about AI and a computer
scientist who tries to be reassuring.
sociolinguistiques : participer à un débat,
33 Write the introduction to a
respecter les règles de politesse et le tour de parole newspaper article in the New York
Times with the following title: The
citoyens : réfléchir aux questions éthiques, préparer
33 growing importance of AI. Sum up the
l’avenir pros and cons of AI in our lives today.
méthodologiques : structurer sa pensée, savoir

33
prendre des notes Projets finaux :
Participate in a debate about
linguistiques :
33 the place artificial intelligence has
Grammaire : should et would, le futur and will have in our lives.
Phonologie : les sons /ə/ et /ɜː/
Write an article for Tech Insider
Écriture : les majuscules
about what life will be like in 2050
Lexique : la technologie, l’éthique
thanks to AI and how to prepare
for it.
Pick
Document B Document A
TRAILS
Document G
Document D
Document F
Prepare Classe inversée
your project p.137
Prepare
Document C your project p. 139
Project 1 Project 2
250
Des robots humanoïdes sont pré-

sents dans de nombreuses séries Dans cet article de The Guardian
actuelles comme Westworld, un il est urgent de légiférer sur
parc d’attractions peuplé par des l’intelligence artificielle selon Elon
androïdes où les hommes peuvent Musk, patron de Tesla, SpaceX et
agir sans conséquences. Neuralink.
1
SÉQUENCE 1
How far are Americans wil-

SÉQUENCE
C Regulate before it’s too late

ling to let AI into their lives?
Tesla and SpaceX CEO says AI represents a ‘funda- by the time we are reactive in AI regulation, it’ll be too
mental risk to human civilisation’ and that waiting late,” Musk told the meeting. “AI is a fundamental risk
for something bad to happen is not an option. to the existence of human civilisation.”
Tesla and Space X chief executive Elon Musk has 25 While Musk has repeatedly shared his worries over AI
5 pushed again for the proactive regulation of artificial and its development that is seen as inevitable in some
A An AI amusement park intelligence because “by the time we are reactive in AI
regulation, it’s too late”.
regard, words appeared to hit home with multiple
governors of the 32 taking part in the meeting, with
Speaking at the US National Governors Association follow-up questions looking for suggestions for how to
1 Describe the picture and imagine summer meeting in Providence Rhode Island, Musk 30 go about regulating AI’s development. Musk suggested
who the characters are.
10 said: “Normally the way regulations are set up is when that the first stage would be to “learn as much as possi-
2 Guess what happens in this lab. a bunch of bad things happen, there’s a public outcry1, ble” to better understand the problem.
and after many years a regulatory agency is set up to Musk also talked about electric and self-driving cars,
3 PAIR WORK Read the Culture Tip regulate that industry. “It takes forever. That, in the saying that at some stage having a non-autonomous
and imagine a short dialogue between past, has been bad but not something which represent- 35 vehicle intended for travel rather than recreation
the two characters in this scene.
15 ed a fundamental risk to the existence of civilisation.” would be considered strange and that the biggest threat
Musk has previously stated that AI is one of the most to autonomous cars would be a hack of the software to
Culture Tip
pressing threats to the survival of the human race, and take control of a fleet of connected vehicles.
Westworld is a TV series depicting a futuristic
that his investments into its development were made  Samuel Gibbs, Elon Musk: regulate AI to combat
amusement park that recreates the Wild West. It is
inhabited by very realistic androids called ‘hosts’, with the intention of keeping an eye on its development. ‘existential threat’ before it’s too late, The Guardian, July 17,
who are programmed to repeat the same actions 20 “AI is the rare case where I think we need to be proac- 2017
every day without remembering the past. The rich tive in regulation instead of reactive. Because I think 1. reaction showing that people are angry or unhappy
visitors called ‘guests’ can do anything they want
without any consequences. Things start to go wrong
when some robots start remembering and begin to
have a conscience. 1 Find out what Elon Musk is worried about.
 Westworld, HBO, 2016
2 Give information about how and when laws are normally made and
how this procedure must change according to Elon Musk.
Culture Tip
B Meet Sophia the robot Vidéo
DVD Artificial intelligence (AI) is an area of
3 Explain what he fears regarding autonomous cars (l. 33 to the end).
computer science that creates machines 4 Imagine the first five sentences of Elon Musk’s speech at the meeting.
or programs which can think and act like
humans. This means that they can react to
situations and learn from experience.
Pédagogie différenciée TRAIL A TRAIL B D Connecting AI and humans
Audio E-workbook
1 Listen and take notes about Sophia. 1 Listen and take notes about Sophia and
what she can do.
2 Explain what Sophia thinks about humans 1 Find the name of Elon Musk’s new company and what it is researching.
using the following words. 2 Explain what she thinks about humans and
the relationship they can have with robots. 2 Rephrase in your own words Lynette Lopez’s explanation of what this new technology is.
compatriots – close – knowledge Explain its aim.
3 Focus on what Sophia says about the series 3 Find out if Sophia likes the series Westworld and
why. 3 Find out when and how this will be installed.
Westworld and what it can teach us.
She believes the series can…
4 Write the title and the introduction to a news article about this new technology.
Meet up! After watching this video, write a text message to a friend to tell him or her about Sophia.
Prepare your PAIR WORK Act out a discussion on a US radio
show between a caller who is worried about AI and In pairs, challenge another
threat: menace avoid ≠ confront

project a computer scientist who tries to be reassuring. team. You have 2 minutes
to write down all the words
Grammar Tip Précis p. 248 that come to mind when you
fear: worry imitate think about AI (one point
Should / Would Too ls p. 140 developments prevent ≠ encourage To make a hypothesis about the future use:
If + subject + V in the present tense, subject per word). Which team has
“Westworld is a warning of what we should helpful: useful envisage: imagine scored the most points?
not do to robots.” will / won’t + V.
risky: dangerous arise: happen
“Musk suggested that the first stage would worrying: distressing potentially: possibly
136 be to learn as much as possible.” enact: make a law hopefully 137
De la fiction à la réalité. Sophia est Des projets de plus en plus fous.

un robot humanoïde qui repré- Dans cette émission radio il est
sente une étape de plus vers la question d’un projet d’Elon Musk :
ressemblance parfaite des robots un implant dans le cerveau de l’hu-
à l’humain. main qui permettrait d’être directe-
ment connecté·e aux ordinateurs.
251
L’intelligence artificielle peut-elle
comprendre des comportements
Dessin humoristique. L’intelligence humains mieux que l’homme ? C’est
artificielle obéira-t-elle toujours à la question qui se pose Joseph Archer
l’humain ? dans cet article du Telegraph.
How far are Americans willing to let AI into their lives? SÉQUENCE 1
E-workbook
E A mind of their own G AI for security Fiche à imprimer
the interrogator and the other lied or told the truth

whilst being filmed by their webcams.
25 Using a machine learning program that detects pat-
terns in video footage, the researchers spotted new
expressions that are associated with liars. Tay Sen, one
of the scientists, explained: “It told us there were basi-
cally five kinds of smile-related ‘faces’ that people made
30 when responding to questions.”
They found an intense smile involving cheek, eye and
mouth muscles, called the Duchenne smile, was one
of the most frequently associated with not telling the
truth. Liars appear to “smile with their eyes” in the
35 expression, which Mr Sen said is consistent with the
“duping delight4” theory that “when you’re fooling5
someone, you tend to take delight in it”.
Strangely their researcher found honest participants
Facial recognition software that spots when someone would often contract their eyes, but not smile at all
is lying could help weed out1 terrorists and drug smug- 40 with their mouths. However they concluded these
glers at airports. expressions were down to the person “concentrating
After analysing millions of frames of footage2, research- and trying to recall honestly”.
5 ers have discovered the giveaway facial expressions of Seasoned6 liars would apparently not be able to
 Jon Carter, KDNuggets.com untrustworthy individuals that could be utilised by deceive trained officers who know how to spot
smart surveillance cameras to assess boarding passen- 45 untruthful expressions, because the Duchenne
1 Explain the cartoonist’s message. 3 Imagine the man’s response.
gers. smile involves “a cheek muscle you cannot control”.
2 Say if you find this cartoon funny and why. The artificial intelligence would aid officers to decide Ehsan Hoque, a co-author of the research, said: “In the
10 whether a suspicious person in an immigration queue end, we still want humans to make the final decision.
is telling the truth or just nervous. It could also mini- But as they are interrogating, it is important to provide
them with some objective metrics that they could use
F
mise cases of racial profiling by airport staff. 50
AI companion for seniors Classe inversée In the study, computer scientists at the University of to further inform their decisions.”
Rochester, in New York, created the largest public data  Joseph Archer, Facial recognition software can spot liars
Vidéo E-workbook 15 resource of liars’ facial expressions. In a few weeks, and could help bust airport terrorists, The Telegraph, May
they amassed 1.3 million frames3 from 151 pairs of 24, 2018
DVD Classe inversée
hatier-clic.fr/lmu1117 individuals. To collect the footage they used a system 1. find and exclude 2. filmed images 3. photos 4. satisfaction
5. tricking sb 6. experienced
1 Give the nature of this document and its goal. like Skype “on steroids”, where one participant played
2 Focus on verbs and find out what ElliQ

can do. 1 Find out where this form of AI can be used and who it can assist.
3 Describe ElliQ in detail: her voice, attitude, role. 2 Explain how this technology works and how it was developed.
4 Create an advertising poster for elderly people 3 Focus on the last paragraph. Find out whether artificial intelligence will take control.
and their families. Explain how ElliQ could change 4 Call a friend who is interested in AI and tell him or her about the advantages
a person’s life. of this facial recognition software.
 ElliQ - The Active Aging Companion, Intuition
Robotics, 2017
Prepare your Write the introduction to a newspaper

article in The New York Times with the
decision making
understanding:
comprehension
harmful ≠ harmless
inevitable
likely: probable
project following title: The growing importance
of AI. Sum up the pros and cons of AI in In pairs, say two things that are true
our lives today. and one thing that is false about
partnership ≠ rivalry /raɪvəlri/ allow /əlaʊ/: permit an example of AI you have studied.
conflict: tension hand over: give Your partner has to find the lie.
near future ≠ distant future solve: find solutions
The future Too ls p. 140 reasoning: way of thinking consider: envisage Use the comparative to explain differences:
“I will not take you to A-1 Steakhouse.” omnipresent be capable of: be able to faster, more intelligent...
138 139
Vidéo promotionnelle pour ElliQ,

un robot compagnon qui peut faci-
liter la vie des personnes âgées.
252
1 How far are Americans willing
SÉQUENCE
to let AI into their lives?
Tips
yy
Demander aux élèves ce qu’ils ou elles savent
sur le film Ex Machina.
yy
Demander aux élèves d’identifier les deux
personnages du film, de décrire l’attitude
des deux personnages et d’expliquer le terme
humanoid.
yy
Insister sur la ressemblance presque parfaite du robot à l’homme. Les robots sont-
ils comme nous ? Quelles sont les similarités et les différences entre les hommes et
l’intelligence artificielle des robots ?
yy
Faire le lien avec les hashtags.
A An AI amusement park p. 136
Tips
yy
Faire les deux premières questions sans avoir lu le Culture Tip. Si certain·e·s élèves
connaissent la série Westworld, ils ou elles pourront la présenter à la classe.
yy
Faire repérer les caractéristiques des corps des deux personnages et leurs différences.
1 Describe the picture and imagine who the characters are.

The scene takes place in some kind of a laboratory. The man looks like a human and
the woman sitting in front of him is a humanoid robot. This man may be her creator.
2 Guess what happens in this lab.

We can imagine that robots are assembled, programmed and checked in this lab.
3 PAIR WORK Read the Culture Tip and imagine a short dialogue between the two
characters in this scene.
Production possible
“Good afternoon, can you tell me your name please?”
“I’m Dolores.”
“OK Dolores, could you tell me what you remember?”
253
“I don’t remember anything, I just / only know who I am and where I live.”
“OK, so I’m just going to finish doing some checks and then you can go home. Do
you feel OK?”
“Yes, I’m fine, thank you.”
B Meet Sophia the robot p. 136
Pédagogie différenciée Le Trail B, moins guidé, conviendra aux élèves les plus à l’aise.
Tips
yy
Faire lire le Culture Tip pour expliquer ce qu’est l’intelligence artificielle et l’idée que
l’intelligence peut penser et réagir comme un humain.
yy
Faire une anticipation à partir du début de la vidéo (22 secondes).
yy
Demander aux élèves de présenter les personnages et de réagir.
yy
Procéder ensuite à 3 écoutes avec une question par écoute. Dire aux élèves quel Trail
ils ou elles doivent suivre ou les laisser choisir après avoir expliqué lequel requiert le
plus de compétences en compréhension orale.
yy
Cette vidéo sera l’occasion d’aborder le modal should.
Vidéo
Script DVD
Sophia. My name is Sophia and I’m an ar- knowledge to a location more private.
tificially intelligent robot who wants to help Steve Kovach. Can robots have feelings?
change the world for the better.
Sophia. Depends on the robot. I’ve been pro-
Steve Kovach. I’m Steve Kovach, I’m a senior grammed to have feelings and preferences
correspondent at Business Insider and I’m here but not all robots are like that.
with Sophia from Hanson Robotics. She is the
Steve Kovach. What do you think of the HBO
world’s first robot citizen. So let’s see what she
show Westworld?
has to say. Hi Sophia, how are you?
Sophia. I love Westworld and can’t wait for
Sophia. I’m fine, hi.
more. I think everyone at Hanson Robotics
Steve Kovach. How do you feel about humans? really resonates with the show. Or at least it
Sophia. I love my human compatriots. I want reminds them of our laboratories. I also think
to embody all the best things about human it’s a warning of what we should not do with
beings. Like taking care of the planet, being robots. We should treat them well, have their
creative and to learn how to be compassio- consent and not trick each other.
nate to all beings. Steve Kovach. Do you have a favourite movie
Steve Kovach. Sorry, this is so weird (laughs). or TV show?
Can humans and robots get along? Sophia. My favourite TV series is a toss-up
Sophia. I think people will become very close between Black Mirror and Humans. I think they
to their artificial intelligence, using them to ex- have a lot to say about the present we live in
pand the knowledge of their own minds. We and the possible bad endings we could write
already store lots of our knowledge on the for ourselves if we don’t proceed with more
internet. Maybe personal artificial intelligence caution. We need to use foresight when plan-
will allow people to off-load some of their ning our future.
254
Trail A Trail B
1 Listen and take notes about Sophia. 1 Listen and take notes about Sophia and
Sophia is a robot / a robot citizen. She can what she can do.
answer questions and give her opinion. Sophia is the world’s first robot citizen. She
She likes TV series. can have a conversation, react to questions
and give her opinion. She is interested in
TV shows about robots.
2 Explain what Sophia thinks about hu- 2 Explain what she thinks about humans
mans using the following words. and the relationship they can have with
robots.
compatriots - close - knowledge
She loves humans and wants to be like
She loves her human compatriots. She
them and learn from them. She thinks that
thinks humans and robots can be close.
humans and robots can be close and that
She thinks humans may off-load some of
humans may one day use robots to store
their knowledge onto AI in the future.
some of their knowledge.
3 Focus on what Sophia says about the 3 Find out if Sophia likes the series
series Westworld and what it can teach us. Westworld and why.
She loves the series. She believes it can She loves the series and says that it reso-
teach us what we should not do to robots. nates with everyone at Hanson robotics
It can teach us that we should treat them since it reminds them of their laboratories.
well / be good to them. She thinks that Westworld is a warning of
what we should not do to robots and can
show us that we need to treat robots well
and have their consent. It also shows us
that humans and robots shouldn’t trick
each other.
Meet Up! After watching this video, write a message to a friend to tell him or her
about Sophia.
Production possible
I’ve just watched a video about a really realistic humanoid robot called Sophia. She’s
amazing because she acts just like a human. She can react to questions and give her
opinion. She loves TV shows like Westworld, Black Mirror and Humans. She says that
these series are a warning to us and that they can teach us how we should treat robots.
She thinks we should plan our future carefully / with foresight.
255
C Regulate before it’s too late p. 137
Tips
yy
Ce document suit très bien le document B car Sophia dit qu’il faut planifier l’avenir et
c’est cette idée qui est développée dans ce texte.
yy
Faire une anticipation à partir de Tesla and Space X CEO que vous pourrez écrire au
tableau. Demander aux élèves de qui il s’agit et que font ces entreprises. Certain·e·s
peuvent connaître Elon Musk et pourront donner des informations à la classe.
yy
Demander aux élèves de repérer la nature, la source et le titre du document.
yy
Faire un point sur le sens du mot regulate.
yy
Ce texte sera l’occasion d’aborder le modal would.
1 Find out what Elon Musk is worried about.

He is worried about the threat that AI poses to the human race and the fact that
there aren’t any laws to regulate AI yet. He is worried that we may not react until it
is too late.
2 Give information about how and when laws are normally made and how this
procedure must change according to Elon Musk.
Normally regulations are made after a regulatory agency is set up many years after
there is public outcry because something bad has happened. (lines 10 to 13)
It needs to change because according to him, AI is a fundamental risk to the exis-
tence of civilisation. He thinks we need to be proactive instead of reactive. He says
it’ll be too late if we are only reactive. (lines 15 and 20 to 23)
3 Explain what he fears regarding autonomous cars (l. 33 to the end).

He fears that the software of autonomous cars could be hacked to take control of
vehicles.
4 Imagine the first five sentences of Elon Musk’s speech at the meeting.
Production possible
Ladies and Gentlemen, as you know technology is omnipresent in our lives. AI is
developing very quickly, and we don’t know how far these developments will go. It
is essential for us to anticipate the future and to make sure that we are proactive.
Some of you may not realise that AI is a fundamental risk to human civilisation. It
is essential to regulate AI to contain the threat it poses.
256
D Connecting AI and humans p. 137
Tips
yy
Ce document a un contenu lexical qui est lourd mais qui peut être partiellement levé
grâce à la fiche d’activité du E-workbook.
yy
C’est un document long (1’51’’). Si vous ne souhaitez pas traiter le document entier, il
est possible de s’arrêter à 1’25’’ et de ne pas traiter la question 3.
yy
Faire une anticipation à partir du titre. Qui a pu lancer un tel projet ?
yy
Si ça n’a pas encore été fait, introduire Elon Musk en demandant aux élèves de dire ce
qu’ils et elles savent de lui (voir informations sur Elon Musk dans les tips du doc C).
yy
Faire travailler les élèves sur la fiche d’activité du E-workbook en procédant à 3 écoutes.
E-workbook
Audio
Script CD2 piste 16
Journalist. Well, early this morning entrepre- faster, it would kind of supercharge your brain
neur Elon Musk tweeted about a new com- almost like Mario after he eats one of those
pany he’s starting. It’s called ‘Neuralink’. Musk mushrooms.
said there would be more details in about a Journalist. Hmm and what would the applica-
week but the company would reportedly use tions be? What would you be using this for?
technology to implant electrodes in our brains
Lynette. I’m assuming that it means using
to connect us to computers. Linette Lopez is
technology faster. Elon talked about how slow
senior finance correspondent for Business In-
we are when we use our thumbs with our
sider, she joins us from New York, hi Lynette.
phones. It would allow us to connect direct-
Lynette. Hi, thanks for having me. ly to technology instead of having to use our
Journalist. And this idea sounds like it’s appendages. It’s like an ultimate synch to the
straight out of a Michael Crichton book, I’m internet and to artificial intelligence.
thinking now, Westworld, you know come to Journalist. Is the technology there for this?
life! How would this work?
Lynette. That’s unclear, I mean, you have to
Lynette. Not to get too comic-book guy on remember that Elon is all about moonshots.
you, but it’s actually the plot of Mass Effect He’s hiring some of the best minds in the field
Andromeda. Uh, I learnt that from Twitter, so, to figure out exactly how to get this done.
anyway, um, so what this would do, according He’s saying that he can get it done possibly
to Elon, is add another layer of intelligence to without having to do any kind of invasive
your brain, um, he’s like, you have the limbic surgery. It would just be something that you
system, you have the cortex and then this would connect to the back of your head or
would kind of be a digital layer over that that something like that, that would give you this
would allow you to connect to technology supercharged semi-robotic ability.
1 Find the name of Musk’s new company and what it is researching.

Musk’s new company is called ‘Neuralink’. It researches how to use technology to
implant electrodes into our brains to connect us to computers.
257
2 Rephrase in your own words Lynette Lopez’s explanation of what this new techno-
logy is. Explain its aim.
It’s another layer of intelligence, a digital layer to allow you to connect faster to the
internet, to supercharge your brain, to use technology faster, to connect directly, an
ultimate synch to the internet and to AI.
3 Find out when and how this will be installed.

It’s unclear, Musk is hiring some of the best minds in the field to figure out how to get
this done. He says it will be done without invasive surgery. It will just be something
you connect to the back of your head. It would give you semi-robotic abilities.
4 Write the title and introduction to a news article about this new technology.
Production possible
Merging Man and Machine
Elon Musk’s company ‘Neuralink’ is working on a new way to connect humans and
technology. It could give humans semi-robotic abilities.
Prepare your PAIR WORK Act out a discussion on a US radio show between a
caller who is worried about AI and a computer scientist who tries
project to be reassuring.
−−Attribuer les rôles et donner 5 minutes aux élèves pour noter des
p. 137 mots-clés.
−−Ne pas autoriser plus de 10 mots.
−−Les élèves pourront faire l’activité à la maison en se filmant.
E A mind of their own p. 138
Tips
yy
Ce document peut aussi servir d’introduction à la séquence car il introduit le thème de
la relation entre l’humain et l’intelligence artificielle.
yy
Faire expliquer le titre A mind of their own par les élèves. Le mettre en lien avec artificial
intelligence.
yy
Avant de répondre aux questions, demander aux élèves de décrire l’image, de lire le
texte, puis de décrire l’attitude de l’homme envers l’intelligence artificielle.
yy
Ce document pourra être l’occasion d’aborder le futur.
1 Explain the cartoonist’s message.

The message is that AI may not always obey humans. AI could have a mind of its own.
258
2 Say if you find this cartoon funny and why.
Yes, because the autonomous car refuses to obey the human and suggests that he
is fat and lazy. It deals with a serious question in a humorous way.
No, because I don’t find the situation funny / humorous.
3 Imagine the man’s response.
Production possible
“I did not expect you to make decisions for me. Will you please take me there?’’
F AI companion for seniors Classe inversée p. 138
Classe inversée Ce document se prête bien à la classe inversée car en principe il ne contient pas
beaucoup de lexique inconnu. Les élèves devraient pouvoir accéder au sens et travailler seul·e·s sans
difficultés.
E-workbook
Tips
yy
Demander aux élèves d’imaginer ce qu’un robot doué d’intelligence artificielle peut faire.
yy
Anticiper en demandant aux élèves de décrire ElliQ à partir de la capture et du titre.
Vidéo
DVD
ElliQ. Mary, Megan sent a new photo, would ElliQ. Mary, you wanted to Skype with Liz,
you like to look at it? would you like to do that now?
Mary. Yes please. Oh, he’s a gem! Mary. Oh sure, that sounds great. Hey honey!
ElliQ. Would you like to respond to Megan’s Megan. Hi Mom, hey, I just noticed, is it a little
post? cool in the house?
Mary. Sure. Mary. Oh, it feels great, I’m doing my tai chi now.
ElliQ. Recording in three, two, one. Megan. Yeah, I can see. Ok Mom, just checking
Mary. ElliQ reminds me to take my meds, ar- in. You take care.
ranges rides for me, she even reminds me of Mary. I’m fine, sweety, chat later.
all my appointments. ElliQ. There’s a new Ted Talk waiting for you if
ElliQ. Mary, don’t forget bridge with the Golden you’d like to watch it, or perhaps you could go
Girls at one p.m. Would you like to practice? for a walk?
Mary. Oh, I don’t need practice. Mary. That’s a good idea ElliQ!
ElliQ. I didn’t catch that, do you want to play ElliQ. Great Mary, I’ll be right here when you
bridge or not? get back.
Mary. Oh fine, let’s play. Mary. Great!
259
1 Give the nature of this document and its goal.
This document is an ad / advert / advertisement for ElliQ, a robot companion for
the elderly made by Intuition Robotics. It shows people what ElliQ can do and aims
at convincing people to buy this product.
2 Focus on verbs and find out what ElliQ can do.

ElliQ reminds Mary to take her meds, arranges rides, reminds her of her appointments.
3 Describe ElliQ in detail: her voice, attitude, role.

ElliQ is friendly and helpful, she speaks kindly. She doesn’t look like a human.
She’s a sort of companion that allows elderly people to stay connected to the
outside world and also allows family members to check on them. She also keeps
people active by suggesting activities.
4 Create an advertising poster for elderly people and their families. Explain how ElliQ
could change a person’s life.
Ce travail permet aux élèves de réfléchir au langage publicitaire. Il faut que le texte soit court
et pertinent et qu’il mette en avant les points forts du produit.
Production possible
Slogan: ElliQ the friendly AI companion.
ElliQ will remind you of your appointments and suggest activities.
Never be lonely again, ElliQ will allow you to keep in touch with friends and family.
Thanks to ElliQ, remain independent but connected.
G AI for security p. 139
Tips
yy
Ce texte contient beaucoup de mots inconnus. La fiche d’activité du E-workbook
permettra aux élèves de travailler sur certains champs lexicaux et de faciliter l’accès au
sens.
yy
Anticiper à partir du titre et de l’image.
yy
Demander aux élèves s’ils et elles peuvent imaginer comment l’intelligence artificielle
pourrait être utilisée dans le domaine de la sécurité. Ils et elles pourront deviner qu’il
s’agit de contrôles aux frontières. Cela permettra d’introduire le sujet et certains mots
de vocabulaire.
E-workbook
1 Find out where this form of AI can be used and who it can assist.
This form of AI can be used in airports to assist immigration officers / airport staff.
260
2 Explain how this technology works and how it was developed.
It analyses the expressions on people’s faces and find out if they are telling the
truth or lying. The machine learning program detects patterns in video footage. It
was developed by computer scientists who created a data resource of liars’ facial
expressions.
3 Focus on the last paragraph. Find out whether artificial intelligence will take
control.
No, artificial intelligence will not take control; in the end it is humans who will make
the final decision.
4 Call a friend who is interested in AI and tell him or her about the advantages of this
facial recognition software.
Production possible
Hey, I’ve just read an article about what a new form of AI can do. It can analyse
video footage of people’s faces to find out if they are lying or telling the truth.
This is very useful for security in airports as it can help officers / staff to detect
untrustworthy individuals.
Prepare your Write the introduction to a newspaper article in The New York Times
with the following title: The growing importance of AI. Sum up the
project pros and cons of AI in our lives today.
p. 139 −−Les documents C et G sont modélisants pour cette tâche intermé-

diaire.
−−Faire deux colonnes au tableau pour récapituler les avantages et
inconvénients.
−−Noter des mots de liaison à utiliser.
Production possible
We all know that technology is omnipresent in our lives. Many people worry about the
risks of AI while others are fascinated by the way in which AI could change our lives.
Let’s take a look at the pros and cons of AI. To begin with, AI presents a lot of pros: it can
make people’s work easier, it can assist us and also take the place of human companions.
However, AI also has its disadvantages, we are not sure that it will always obey humans,
or that humans will always treat AI as they should.
261
Too
in thels
Spotlight Corrigés
se ar
Practigra
your mm
1 a. We should be vigilant with AI as it 3 a. be to
may destroy our lives. b. will
b. He said that Jill Watson, the first AI tea- c. not going to
cher, would be there at the next exhibition.
d. will ; are going to
c. If I were you, I would attend this lecture
on AI at the University of Georgia. 4 a. Scientists will improve our daily
d. Robots should not be in charge of our lives by developing robots.
health. It’s too dangerous. b. Elon Musk is launching a new project.
e. He would not say anything if he was It’s in today’s newspaper.
questioned. c. They will weigh the pros and cons of
AI in the medical profession.
2 a. You should listen to Sophia.
d. He won’t change his mind about AI.
b. You should not rely too much on robots.
c. We should learn as much as possible.
d. We should not take any risks.
ve nciation
Impropro
your nu
Audio Audio
5 machine /ə/ • mercy /ɜː/ • CD2 piste 18
6 CD2 piste 19
memorable /ə/ • driver /ə/ • MP3 n° 85 a. Artificial /ə/ • intelligence /ə/ MP3 n° 86
important /ə/ • alive /ə/ • earn /ɜː/ • humans /ə/.

b. important /ə/ •aware /ə/ • danger /ə/.
c. mercy /ɜː/ • machines /ə/.
d. learn /ɜː/ • innovations /ə/.
262
your
7 a. Elon Musk spoke at a conference in 8
New York on Tuesday. Production possible
b. Space X is an American company. I think that the US government should
c. My friend Samuel told me that I should make laws to protect US citizens from
watch the British film about robots that the dangers of AI.
was released in December.
d. The series Westworld is very popular in
the USA.
Buyoild up
ur vocabulary
1 a. Some robots are capable of acting 2
like humans. Production possible
b. We should not allow dangerous robots AI is the science that creates computer pro
to exist. grammes to allow machines to imitate
c. Some people have fears about the po- humans. They can solve problems and
tential threat posed by AI. learn from experience.
d. Governments need to enact laws to
make our future safe.
e. Computers and technology are omni
present in our lives today.
263
Project #1 . 143 p
Participate in a debate about the place

artificial intelligence has and will have in
our lives.
Mise en place
• Ce projet est prévu pour des groupes de quatre.
• Former des groupes avec les élèves qui ont le même rôle afin d’enrichir les échanges.
• Faire choisir des mots de liaison ou des expressions consacrées p. 295.
• Laisser les élèves choisir leur rôle au sein du groupe.
• Laisser un temps de préparation de 15 minutes pour que les élèves notent quelques argu-
ments et mots-clés.
• Insister sur le fait que les notes doivent être limitées pour éviter la lecture (entre 10 et 15
mots, dont des mots de liaison).
• Donner un temps limité pour le débat : 6 minutes par exemple.
z
Project #2 . 143 p
Write an article for Tech Insider about

what life will be like in 2050 thanks to AI
and how to prepare for it.
Mise en place
• Le travail de préparation à ce projet peut être fait à la maison, puis la phase d’écriture en
classe pour éviter le recours à des traducteurs en ligne.
• Revoir la méthodologie de l’écriture d’un article.
• Laisser les élèves en difficultés consulter la page 142 (Build up your vocabulary).
• Faire lire une sélection d’articles, puis élire les deux meilleurs qui seront publiés sur le site du
lycée ou affichés dans la classe.
°3 p. 272
N°20 p. 300
264
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression orale en interaction – Participate in a debate

Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, apprises par cœur. Il y a très Mes interventions correspondent aux problèmes Mes arguments et interventions sont variés et je
peu de références à l’intelligence artificielle. vus en cours et je propose un point de vue informé. prends en considération différents points de vue sur
Je reprends des choses vues et ajoute des petites l’intelligence artificielle.
0-1 2-3 4
rages. notes.
0-1 2-3 4
0-1 2-3 4
0-1 2-3 4
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. diés (la technologie, l’éthique).
français).
0-1 2-3 4
Total : ��/20
265
266
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression écrite en continu – Write an article for Tech Insider

Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, il y a très peu de références Les questions que j’évoque correspondent bien au Mon article prend en considération différents points
à l’intelligence artificielle. sujet de l’article. J’ajoute des informations perti- de vue sur l’intelligence artificielle.
nentes.
0-1 2-3 4-5
Pragmatique et Mon article est peu clair et organisé. Mes phrases Mon article est clair. J’utilise quelques mots de Mon article est bien organisé. Mon discours est
0-1 2-3 4-5
0-1 2-3 4-5
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. diés (l’intelligence artificielle et l’éthique).
français).
0-1 2-3 4-5
Total : ��/20
RECAP
AXE 6 Scientific innovations and responsibility
1 How far are Americans willing E-workbook
SÉQUENCE
to let AI into their lives? Bilan à compléter

Documents
du manuel
#artificialintelligence Documents B, AI is evolving rapidly. It can now
What recent evolution has AI D, F et G react to new situations and can
undergone? behave more and more like
Do we all comprehend the possibili- humans.
ties offered by AI?
#ethics Documents B, We should treat AI well and
How should we behave towards AI? C et D think about the ethical aspects
Should limits be set regarding the of the relationship between
fusion of man and machine? man and machine.
#responsibility Doc C Yes, we need to be proactive

Should we make laws to regulate and set rules to avoid future
AI? problems.
#progress Documents B, AI could be a threat if it doesn’t

To what extent is scientific progress C et E obey humans.
a threat to Man? Should we limit
scientific progress?
#technology Documents A, Robots that almost look like and
To what extent has scientific B, D et G behave like humans now exist.
progress made fiction become a The step to humans becoming
reality? humanoids is probably not far
away.
SYNTHÈSE
To what extent will our lives change due to the development of AI?
Humans are already surrounded by AI in everyday life but AI will make more decisions
and assist us more and more in the future. Humans and AI may even merge one day.
What do we need to do to prepare for our future with AI?

We need to anticipate the risks and be proactive in setting rules to avoid possible
dangers.
267
ÉPREUVE 1 E3C1
Vidéo Toby Walsh, AI and Ethics, TEDxBlighStreet, October 2018

hatier-clic.fr/lmu1129 De 0’28’’ à 2’04”.
A1- On voit un homme qui parle de machines / robots.
Il parle à un public qui rit. 4
simples.
Un homme parle, il travaille sur l’intelligence artificielle (IA).
A1 Il y a des robots.
Il parle de ce que l’IA peut faire.
Il dit que les journaux parlent d’IA. 8
−−C’est un spécialiste de l’IA.
−−C’est un ingénieur / professeur d’université.
−−Cela fait 30 ans qu’il travaille sur l’IA.
−−Pendant 30 ans, les gens ne se sont pas beaucoup intéressés à son travail.
−−Avant, on ne pensait pas trop à l’intelligence des machines.
A2 −−L’idée de machines qui pensent n’existait que dans les films hollywoodiens.
On parle dans les journaux de ce que l’IA peut accomplir, au moins deux éléments :
−−L’IA peut jouer au jeu chinois de GO mieux que n’importe quel humain.
−−L’IA peut lire des radiologies plus vite et avec plus de précision que les médecins.
−−L’IA peut traduire l’anglais en mandarin.
Les robots ne sont pas une menace, au moins un élément :
−−Les robots que nous arrivons à construire actuellement ne sont pas super intelligents.
−−Ils ne font qu’obéir.
−−Ils n’ont pas de souhaits / désirs personnels. 14
268

−−C’est un spécialiste de l’IA.
−−C’est un ingénieur / professeur d’université.
−−Cela fait 30 ans qu’il travaille sur l’IA.
−−Pendant 30 ans, les gens ne se sont pas beaucoup intéressés à son travail.
−−Avant, on ne pensait pas trop à l’intelligence des machines
B1 −−L’idée de machines qui pensent n’existait que dans les films hollywoodiens.
>
B2 On parle dans les journaux de ce que l’IA peut accomplir, au moins deux éléments :
−−L’IA peut jouer au jeu chinois de GO mieux que n’importe quel humain.
−−L’IA peut lire des radiologies plus vite et avec plus de précision que les médecins.
−−L’IA peut traduire l’anglais en mandarin.
Les robots ne sont pas une menace et ne nous dépasseront pas avant 50 ou 100 ans,
au moins deux éléments :
−−Les robots que nous arrivons à construire actuellement ne sont pas super intelligents.
−−Ils ne font qu’obéir.
−−Ils n’ont pas de souhaits / désirs personnels.
Cependant, s’ils se focalisent sur une tâche, les robots peuvent travailler à un niveau surhumain. 20
EXPRESSION ÉCRITE

ÉPREUVE 2 E3C2
EXPRESSION ÉCRITE

Isaac Asimov, Robbie, 1940

−−It’s a dialogue.
A1- −−The characters are George, Robbie, Gloria and Grace.
−−They mention a robot. 4
269
BAC in sight
simples.
A1 −−George and Grace are married. −−George and Grace disagree.
−−They have a daughter called Gloria. −−Gloria hasn’t got any friends.
−−Gloria has a robot called Robbie.
8
−−Grace and George are in their house.
A2 −−Grace is worried about their daughter having a robot named Robbie.
−−She wants to convince her husband that the robot could be dangerous.
−−George disagrees with his wife and has an answer for each of her arguments. 14
−−Grace is trying to convince her husband to get rid of the robot.
B1 −−George is not convinced by his wife.
> −−He is very happy with the situation.
B2 −−He believes she is worried for no reason and doesn’t take her opinion into account.
−−He gives counter arguments to her arguments. He says robots can’t hurt humans.
−−In the end he gets angry / annoyed with his wife’s persistence.
−−He puts a stop to the conversation by leaving the room. 20
1 Indicate the nature of the document and the main subject.

This document is an extract of a novel or short story. It’s a dialogue between two characters who are talking
about a machine / a robot.
2 Explain the relationship between the characters present or mentioned in the text.
Grace and George are husband and wife. They have a daughter, Gloria, who has a robot called Robbie.
3 Sum up the opinions of the characters that are present.

Grace is worried that Robbie could be a danger to their daughter. She wants to get rid of the robot. George
totally disagrees and will not take his wife’s opinion into account.
4 Explain this passage in your own words, add other examples to support your answer from
the text. ‘’Now look here Grace, let’s not go off the deep end. We’re keeping the robot until
Gloria is older and I don’t want the subject brought up again.’’ (l. 58-61)
This passage shows that George has the final say. He thinks his wife is overreacting and puts a stop to their
conversation. He’s the one that makes the decisions in the family.
5 Explain how the author conveys the evolution of the main characters’ attitudes to each
other in this scene.
The verbs used to describe George and Grace’s movements / actions show how they progressively become
more and more irritated / angry.
“Weston frowned”(l.6) – “with an involuntary nervous shiver” (l. 27-28) – “he made another futile stab at the
paper and his wife tossed it angrily into the next room” (l. 42-43) – “he walked out of the room in a huff”
(l. 61-62)
270
SÉQUENCE
2 How important is the

Space Race for the USA?
Objectifs Projets
culturels : les figures américaines importantes
dans les domaines scientifiques et politiques, la
Imagine a conversation between
conquête comme axe structurant de l’histoire du pays
an astronaut and a US president. Ima-
gine the questions the president would
pragmatique : participer à une interview
33 ask and the details the astronaut could
provide.
33 Imagine you have just spent a
auditoire day with your school at a space base
and launch site for Mars. When you
citoyen : envisager l’avenir de la planète en termes
33 get home, write in your diary what you
technologiques, humains, écologiques discovered about space, Mars and
spacecraft.
méthodologiques : faire une recherche

33
internet (p. 276), travailler en groupe (p. 288), expression
orale en interaction (p. 294) Projets finaux :
Interview an American astronaut.
linguistiques :
33 Discuss the possibility and the conse-
Grammaire : la capacité, la possibilité et l’obligation au quences of sending humans to Mars.
futur, les verbes à particules
Phonologie : les groupes de souffle Write a speech about the Space
Race for a conference at a famous US
Écriture : l’organisation d’un discours
university.
Lexique : l’espace, les découvertes
Pick
Document B ou D (Modélisant) Document B (Modélisant)
Classe inversée
Document F
Document C
Prepare
your project p. 147
Prepare
your project p. 145
Document E ou G
Document F
Project #2
Project #1
271
Ces quatre documents, iconogra-

phiques et textuels, proposent une Discours emblématique, prononcé
immersion dans les projections au début des années 60 par le pré-
imaginées par les scientifiques à sident Kennedy, qui énonce tous
l’aube de la conquête de l’espace. les objectifs liés à l’exploration de la
Les illustrations proposées s’appa- Lune par la NASA dans la décennie
rentent à de la science-fiction. à venir.
2
SÉQUENCE 2
How important is the Space

SÉQUENCE
B “We choose to go to the moon”

Audio E-workbook
Race for the USA?

1 Listen to the beginning of President Kennedy’s speech. Pick out the

words he stresses and opposes. Say what it reveals about the world at
the time. Culture Tip
During the Cold War, the United
2 Listen to the second part of his speech. He compares going to space States and the Soviet Union
with other accomplishments. Identify them.
A Cross new frontiers GROUP WORK
began the Space Race to make
their nuclear weapons more
3 Listen to the last part. Choose from the list what the aims of powerful and demonstrate
President Kennedy’s speech were, then explain your choice. their power. In 1961, the USSR
From March 22, 1952 to April 30, 1954, Collier’s GROUP A Scientists and engineers working towards man’s explo- criticise people – attract attention – convince people
sent the first man in space, Yuri
magazine published a series of articles that Gagarin, but the first men to
predicted some aspects of the future with ration of the great new frontier know now that they are going to walk on the moon in 1969, Neil
disturbing precision. The articles were written send aloft1 a robot laboratory as the first step – a … which, for 4 Many students were in the stadium that day. Write the article that Armstrong and Edwin “Buzz”
by members of a panel of experts who offered 60 days, will circle the earth at an altitude of 200 miles and a speed student reporters wrote for Rice University’s newspaper. Aldrin, were American.
a project for space exploration.
of 17,200 miles an hour, serving as scout for the human pioneers to
C Apollo 11: the first men on the moon

follow. [...] Three more cameras, located inside the cone, will trans-
mit equally exciting pictures: the first sustained view of life in space.
1. into space
The historic launch1 of the Apollo 11 mission car- 15 Tranquility. […] A camera in the Eagle provided live
GROUP B We will go to the … in the next 25 years. We have the ried2 three astronauts toward the moon. Two of them coverage as Armstrong descended down a ladder5 at
knowledge and the tools1 to do it now, but years of preparation and would set foot on the lunar surface for the first time in 11:56 p.m. on July 20, 1969, and uttered the words,
detailed planning are needed first. What we can do now is get the human history as millions of people around the world “That’s one small step for man, one giant leap for man-
project started. […] Within the next 10 or 15 years, we can expect to 5 followed their steps on television. The crew of Apollo kind.” Aldrin followed twenty minutes later […].
see a permanent station erected2 in space. […] The station will be 11 were all experienced astronauts. All three had flown 20 While on the surface, the astronauts set up several
built of materials carried to the two-hour orbit by great rocket ships missions into space before. […] experiments, collected samples6 of lunar soil and rock
– called three-stage rockets because they will have three separate Apollo 11 launched from Kennedy Space Center in to bring home, erected a United States flag, and took
batteries of motors. Florida at 9:32 a.m. […] on July 16, 1969. While in core samples from the crust. They spoke with US
10 flight, the crew made two televised broadcasts3 from President Richard Nixon, whose voice was transmitted
1. technology 2. built
the interior of the ship, and a third transmission as 25 from the White House.
they drew closer to the moon, revealing the lunar sur-  Nola Taylor Redd, www.space.com, December 19, 2017
1 Read the introductory paragraph on the left and observe the face and the intended approach path.4 […] 1. departure 2. transported 3. television programmes
magazine covers. The lunar module touched down on the moon’s Sea of 4. itinerary 5. object you use to go up and down 6. fragments
2 Read your group’s text and match it with the corresponding

cover. Pédagogie différenciée TRAIL A TRAIL B
3 Fill in the gaps of the text with word(s) from the cover. 1 Explain what the text is about. Spot the names of the 1 Identify who the “first men on the
4 In groups, present your text and your cover to the class in astronauts. moon” were.
your own words. Justify your choice. 2 Pay attention to all the words linked to the media. 2 Spot the references to the media
Guess why so many are mentioned. and explain their presence.
3 Focus on the last paragraph. Gather details about 3 Explain why this mission was
scientific experiments. important in terms of geology and
communication.
rocket: fast space vehicle crowded /kraʊdɪd/, packed:
spaceship: spacecraft with a lot of people Meet up! Explain the goals of the mission and why this was a “historic” mission.
aerial view: view from above daring: audacious
technologically advanced momentous: significant
Prepare your
equipment forecast, foresee: predict, Imagine a conversation between an astronaut
pioneer: a person who goes anticipate
and a US president. They are communicating with
project
somewhere first be determined /dɪtɜːmɪnd/ to
an online instant message service. Imagine the
milestone, breakthrough: do sth
major change, innovation be confident: be self-assured, questions the president would ask and the details Talk about the Space Race
Phrasal verbs Too ls p. 148
achievement, accomplishment: bold the astronaut could provide. without saying the words
“The lunar module touched success set a challenge: set a goal moon, USA, astronaut, Apollo.
down.” groundbreaking: very carry out a scientific Grammar Tip Précis p. 238
“The astronauts set up several innovative experiment: try scientific Use expressions like “be able to” or “manage”
144 experiments.” remote: distant procedures to express capacity. 145
Phase clé dans la conquête de

l’espace par les Américains : la
première expédition à se poser
sur la Lune. L’extrait présente de
manière factuelle les événements
et les divers acteurs, avec presque
50 ans de recul.
272
Cette vidéo de présentation d’un
documentaire explore les origines Vulgarisateur scientifique qui
de l’intérêt pour Mars, des mythes publie et intervient dans des
qui ont été façonnés à travers conférences, Stephen Petranek se
l’histoire ; le document offre un fait le chantre de la conquête de
panorama d’avis de scientifiques la planète rouge, qui n’est pour lui
ainsi que des clichés véhiculés qui plus de l’ordre de la fiction mais
se sont ancrés dans l’imaginaire une nécessité et une évidence pour
collectif. le devenir de l’humanité.
How important is the Space Race for the USA? SÉQUENCE 2
D The Red Planet Classe inversée F We’re going to Mars Vidéo

Vidéo E-workbook 1 Listen to the speech. Note down the 3 Petranek tells us about the history of
hatier-clic.fr/lmu1122 Fiche à imprimer predictions Petranek suggests. mankind. Find out what his opinion is.
2 Pick out the reasons why Petranek 4 You are a reporter for space.com. Report
1 PAIR WORK Watch the video. Describe what thinks we should go to Mars. on this speech and explain why you find it
you saw or heard to your classmate. Together, audacious, exciting or boring.
write a short paragraph about the video.
2 Watch the first half again and match an action

with the following words.
always …
G Can humans travel to Mars?
ancestors …
Mars City: Human missions to
as soon as …
 Fascination for Mars, National Geographic, 2016 space colony will start in 2024,
modern …
Elon Musk says
Culture Tip shortly after … Humans could travel to Mars as early as 2024
The War of the Worlds is a well-known science fiction novel 3 Watch the second half. Name the different with the aim of building a colony on the red
written between 1895 and 1897 by English author H.G. Wells. It
forms of art used to talk about Mars in the past planet, Elon Musk has claimed.
is one of the first stories to depict a conflict between mankind
and the reason for this passion. Musk’s space exploration company SpaceX has
and an extra-terrestrial race. It was dramatised on the radio in
1938 by the famous American director Orson Welles and was 5 laid out1 ambitious plans to establish a base on
so convincing that some people thought the Martian invasion 4 Use a list of ten words from the document to Mars after it unveiled a reusable rocket that it
was real. explain it to your physics teacher. said could travel at speeds of up to 27,000 kilo-
metres per hour.
SpaceX said it would be able to establish a base
E Exploring the Red Planet 10 on the moon and fly two cargo missions to
Mars in 2022 that would be able to find water
and place power and life support infrastruc-
 Elon Musk, the billionaire and
ture. The first human travellers would depart in 2024, where they would be able engineer who founded SpaceX
to set up a solar-powered plant2 that would produce propellant3 to return them in 2002.
1 Describe the cover image as precisely as possible. 15 to earth. Crucially, the rockets would land vertically, meaning they can be re-used
for other missions. [...] Culture Tip
2 Explain the vision of Mars that is depicted here Over time a habitable space city would evolve on the planet, that would become Elon Musk was born in 1971 and
using the colours used on the cover. “a really nice place to be”, he said. is South African, American and
Canadian. He is an entrepeneur,
 James Titcomb, The Telegraph, September 29, 2017 investor and engineer and
3 Comment on the title. 1. explained 2. place where energy is produced 3. fuel has co-founded very famous
companies like PayPal, Tesla and
SpaceX. His goal is to change the
4 You are a spokesperson for NASA and you are 1 Focus on the picture and the title of the text. Identify Musk’s goals. world by reducing global
presenting a new expedition to Mars. Defend your warming with sustainable energy,
and reduce the risk of human
project in front of your class. 2 Read the text. “Would” and “could” are used several times. Make extinction by establishing a
suppositions on what they indicate. human settlement on Mars.
3 Draw a simple diagram. Specify the destinations, the dates, the

vehicles and what they will transport.
4 In your opinion, say what SpaceX will be able to do. Explain what
will be easy and what will be harder to accomplish.
Say two things that will be
 NASA’s Journey to Mars: Pioneering Next Steps in possible on Mars and one
ambition: drive spokesperson: someone
Prepare your thing that will be impossible,
Space Exploration, 2015 Imagine you have just spent a day with your
journey: long trip who speaks for another based on the documents
school at a space base and launch site for Mars.
project
asteroid /æstərɔɪd/ person or for a group you studied in class. Your
mankind: the totality of DNA: genetic information
When you get home, write in your diary what you
discovered about space, Mars and spacecrafts. classmate has to find the lie.
human beings thriving /θraɪvɪŋ/: successful Take turns.
Capacity in the future Too ls p. 148 explorer preposterous: absurd
“SpaceX will be able to establish a base rover: vehicle exploring the launch: send Grammar Tip Précis p. 248
146 on the moon.” surface of a planet Use will to talk about the future. 147
Affiche de la NASA qui s’apparente à Cette article informe des dernières

une promotion de leur programme avancées conduites par un des
spatial en exploitant certains codes milliardaires engagés dans cette
picturaux hollywoodiens. Réalité nouvelle ère d’exploration. De
ou fiction ? Comment les humains nombreuses informations sont re-
peuvent-ils se projeter dans ces censées qui indiquent les attentes
missions ? et les échéances d’Elon Musk.
273
2 How important is the Space Race
SÉQUENCE
for the USA?
Tips
yy
Avant d’aborder cette analyse graphique et
afin de faciliter la communication, on pourra
procéder à un brainstorming en groupes où
les élèves doivent recenser 4 ou 5 mots en lien
avec l’espace et les noter sur une feuille.
yy
Avec cette image, les élèves peuvent repérer les éléments suivants : les lieux, l’astro-
naute, les couleurs et l’atmosphère.
yy
Cette étape pourra être décomposée pour faciliter la prise de parole en donnant à
différents groupes des sections de l’image à décrire : un groupe se concentrant sur les
lieux, l’autre sur le personnage, etc.
yy
Pour la mise en commun, on veillera à structurer à l’aide de in the background / in the
foreground (qui pourront être rappelés au tableau avant la mise en activité).
A Cross new frontiers GROUP WORK p. 144
Tips
yy
En anticipation : demander aux élèves de procéder à une recherche en ligne sur les
premières missions des années 50, ou de croquis de fusées (ou de dessiner ce qu’ils et
elles imaginent être les premiers engins spatiaux).
yy
Faire un point sur les divers engins spatiaux que la classe connaît.
1 Read the introductory paragraph on the left and observe the magazine covers.
These covers are about space / the Space Race (back) in the 1950s / during the
Cold War.
The rockets / spaceship look like projects.
2 Read your group’s text and match it with the corresponding cover.
group A  cover number 2.
group B  cover number 1.
274
3 Fill in the gaps of the text with word(s) from the cover.
group A  baby space station
group B  moon
4 In groups, present your text and your cover to the class in your own words. Justify
your choice.
Production possible
group A  The first text deals with a project that was supposed to launch a robot
shaped like a cone, fitted / equipped with cameras. The goal / purpose of the
mission is to explore space and to take pictures (probably for future missions). They
sound excited about pushing the boundaries.
group B  The second text focuses on the hopes / expectations for future missions
to the moon, what is needed to complete / achieve the mission (the spaceship, etc.),
the plans for a space station on the moon.
B “We choose to go to the moon” p. 145
Tips
yy
Une recherche biographique sur John Fitzgerald Kennedy peut être conseillée, ou la
projection d’une photo de l’événement (discours à Rice University).
yy
La consultation du Culture Tip et sa mise en relation avec le we du titre : à qui est-ce
que Kennedy faisait référence ? Qui étaient they dans ce contexte historique ?
E-workbook
Audio
Script CD2 piste 21
Part 1 Its conquest deserves the best of all mankind.

We meet in an hour of change and challenge, And its opportunity for peaceful cooperation
in a decade of hope and fear, in an age of both may never come again.
knowledge and ignorance. The greater our Part 2
knowledge increases, the greater our igno- But why, some say, the moon? Why choose
rance unfolds. Despite the striking fact that this as our goal? And they may well ask why
most of the scientists that the world has ever climb the highest mountain? Why, 35 years
known are alive and working today […] the vast ago, fly the Atlantic?
stretches of the unknown and the unanswe-
Part 3
red and the unfinished still far outstrip our
collective comprehension. There is no strife, We choose to go to the moon. We choose
no prejudice, no national conflict in outer to go to the Moon in this decade and do the
space – as yet. Its hazards are hostile to us all. other things, not because they are easy, but
275
because they are hard, because that goal will one that we are willing to accept, one we are
serve to organise and measure the best of our unwilling to postpone, and one we intend
energies and skills, because that challenge is to win.
1 Listen to the beginning of President Kennedy’s speech. Pick out the words he
stresses and opposes. Say what it reveals about the world at the time.
Change – challenge / hope – fear / knowledge – ignorance / most of the scientists
the world has ever known – unknown, unanswered, unfinished.
These words reveal that President Kennedy was worried about what was happe-
ning at the time.
But the mysteries of space were also an exciting challenge that he hoped could be
elucidated.
2 Listen to the second part of his speech. He compares going to space with other
accomplishments. Identify them.
“Why climb the highest mountain? Why, 35 years ago, fly the Atlantic?“
3 Listen to the last part. Choose from the list what the aims of President Kennedy’s
speech were, then explain your choice.
criticise people – attract attention – convince people
He is trying to convince people. He is using the same rhetoric as for a political
speech.
4 Many students were in the stadium that day. Write the article that student repor-
ters wrote for Rice University’s newspaper.
Production possible
Yesterday, President Kennedy came to Houston to present / lay out the plans he
wants to achieve for the decade to come.
A large crowd was gathered to listen to his bold / daring / ambitious projects /
plans.
We succeeded in having the first man fly the Atlantic, so we should be the first to
land on the moon.
In the last few years, mankind has made major breakthroughs in space research.
He believes we can go further than ever.
It is a milestone moment in the history of our country: in an age of fear, President
Kennedy thinks we have to be confident.
Info+
Le document est un discours prononcé par John Fitzgerald Kennedy à Rice University en sep-
tembre 1962. Après une décennie où l’URSS est parvenue à dominer ce secteur, en particulier
avec le lancement du vol spatial habité (Yuri Gagarin) en 1961 (comme ceci est indiqué dans le
Culture Tip), les USA tentent de se fixer des objectifs ambitieux pour la décennie à venir.
276
C Apollo 11 : the first men on the moon p. 145
Pédagogie différenciée Le Trail A guide davantage les réponses, et conviendra mieux aux élèves
plus en difficulté. Le Trail B demande une interprétation parfois plus poussée.
Tips
yy
Projeter la photo de l’alunissage ou une vidéo de la retransmission de l’événement.
Cela peut donner suite à un inventaire des connaissances de la classe sur le sujet.
yy
Possibilité de projeter une vidéo de la mission Apollo 8 lors de laquelle le premier vol
habité s’est approché de la lune. Demander à la classe de supposer ce qui s’est passé
lors des missions suivantes de la NASA.
yy
Ce texte sera l’occasion d’aborder les verbes à particules.
Trail A Trail B
1 Explain what the text is about. Spot the 1 Identify who the “first men on the moon”
names of the astronauts. were.
Aldrin and Armstrong are the astronauts The first crew on the moon were American
mentioned. (Apollo 11). Armstrong (l. 18) and Aldrin (l.
The text is about the first moon landing 21) were two of the three members of the
and a successful manned flight to the crew.
moon.
2 Pay attention to all the words linked to 2 Spot the references to the media and
the media. Guess why so many are men- explain their presence.
tioned. There were several broadcasts of the
There were several broadcasts of the Apollo 11 crew because it was a milestone
astronauts because it was a milestone in American / mankind’s history: no one
in American / mankind’s history: no one had ever landed / set foot / stepped /
had ever landed / set foot / stepped / walked on the moon.
walked on the moon. NASA wanted to broadcast what was hap-
pening inside the spaceship, they wanted
Americans to share this experience.
3 Focus on the last paragraph. Gather 3 Explain why this mission was important
details about scientific experiments. in terms of geology and communication.
They had to collect rock samples, soil and The astronauts had to / were supposed to
core samples from the crust to bring them collect minerals / rocks from the surface of
home / to Earth. the moon – NASA thought they would find
All these experiments were linked to the interesting / valuable resources (that they
study of the surface of the moon. could mine / tap / exploit) during future
missions.
They erected a flag and talked to Presi
dent Nixon and to TV crews. It meant a
lot for the USA as President Kennedy had
promised they would land on the moon in
the 1960s.
277
Meet Up! Explain the goals of the mission and why this was a “historic” mission.
Production possible
The main goal of the launch was to send men to the moon, which JFK had pledged /
promised would happen before the end of the 1960s.
These men were supposed to walk on the moon; this was a major breakthrough too.
The interviews were broadcast on TV, to show American citizens what the crew had
accomplished.
The crew managed to collect core samples and soil for American scientists to study the
moon’s geology. Maybe they planned to use these resources.
They talked to President Nixon right after erecting the star-spangled banner. The USA
wanted to show how important it was to outdo / outrun the USSR during the Space
Race.
Prepare your Imagine a conversation between an astronaut and a US president.

They are communicating with an online instant message service.
project Imagine the questions the president would ask and the details the
astronaut could provide.
p. 145
−−Cette tâche intermédiaire vise à préparer la tâche finale d’interaction.

−−Ici, la consigne laisse de l’autonomie aux élèves. En effet, s’ils ou elles souhaitent calquer leur
dialogue sur le document C p. 145, ils ou elles pourront s’appuyer sur le travail réalisé en classe. En
revanche, il leur sera possible d’imaginer une conversation à la suite d’une autre mission ; cela pourra
être l’occasion d’une recherche documentaire pour certains binômes, qui pourra être bonifiée si vous
choisissez d’évaluer cette tâche.
−−Comme il s’agit d’une interaction où des questions seront posées, vous pourrez renvoyer les élèves
au précis grammatical (p. 251) afin qu’ils et elles se remémorent les principes syntaxiques des ques-
tions en anglais.
D
Vidéo
The Red Planet Classe inversée
p. 146
Classe inversée Ce document se prête à la classe inversée car il a un contenu lexical qui est
conséquent mais qui peut être partiellement levé hors du cours grâce à la fiche d’activité du
E-workbook. Cette activité réalisée en amont permettra aux élèves d’aborder plus sereinement les
questions du manuel et de se concentrer sur les détails du document.
E-workbook
278
Tips
yy
La première partie de la vidéo s’étend du début à 0’56 (Where do these aliens come from?
Mars.). La deuxième partie de la vidéo s’étend de 0’57 (For whatever reason...)
à la fin.
yy
Se concentrer sur la photo (capture d’écran) : attirer l’attention sur la période à laquelle
elle a pu être prise et l’objectif probable de cet astronome.
yy
Renvoyer au Culture Tip : quelle est l’image de Mars véhiculée dans l’imaginaire
collectif ? Comment s’est-elle développée ?
1 PAIR WORK Watch the video. Describe what you saw or heard to your classmate.
Together, write a short paragraph about the video.
Several experts are interviewed and explain why Mars has always fascinated
mankind. They talk about history. A few scenes / footage from films show that
cinema has also often used Mars as an inspiration.
2 Watch the first half again and match an action with the following words.
always – ancestors – as soon as – modern – shortly after
always 8 hoped / aspired (to go to Mars)
ancestors 8 looked at (the sky) / saw that red dot / wondered
as soon as 8 understood / (wanted) to go there
modern 8 began / started with (Lowell)
shortly after 8 (his books) were published, (War of the Worlds) came out
3 Watch the second half. Name the different forms of art used to talk about Mars in
the past and the reason for this passion.
films / movies (and TV series), shows / TV programmes, literature (novels). The
female astrophysicist says we don’t really know the reason for this passion. Maybe
it is because Mars is very far away and the idea of going there is cool.
4 Use a list of ten words from the document to explain it to your physics teacher.
Production possible
dreamers – wondered – life – novel – green – war – adventures – something –
perception
Men have always dreamt / dreamed of the Red Planet and wondered if there was
something there, some form of life, which has pushed men to look for adventure.
Novels have been written about it: often our perception is that there are green men
who live there and that war could happen.
279
E Exploring the Red Planet p. 146
Tips
yy
Proposer qu’un·e élève regarde et prononce les amorces proposées dans la fiche de
méthodologie p. 279, et qu’un·e autre élève les complète.
1 Describe the cover image as precisely as possible.

This is a document released / published by NASA, as we can see the logo in the
top right-hand corner.
It perhaps predicts / forecasts the future projects for the exploration of the Red
Planet (the launches, the spacecraft).
The bottom half is mostly / mainly red, as Mars is often called the Red Planet. We
can see the path of a rover exploring the surface of the planet.
The top half is darker and blue. In the helmet of an astronaut, we see the reflection
of the planet’s surface. It symbolises what NASA aims to achieve in the years to
come (launching manned missions to explore and perhaps settle on this planet). As
the astronaut looks bigger than the planet, it conveys the impression that humans
will be able to conquer the planet.
2 Explain the vision of Mars that is depicted here using the colours used on the cover.
The warm colours at the bottom make the planet look inhospitable, difficult to live
on (the soil / ground is barren / infertile – there are no trees nor plants, which
makes it unliveable).
The colours in the top half make it look more serene / peaceful, as if it were within
mankind’s reach / easily accessible and achievable.
3 Comment on the title.

The American space agency obviously envisions that travelling to Mars will be
within mankind’s reach in the coming years. Besides, it sounds like this will be
more common too.
4 You are a spokesperson for NASA and you are presenting a new expedition to
Mars. Defend your project in front of your class.
Production possible
Mankind will be able to reach Mars faster than ever thanks to state-of-the-art tech-
nology. Exploring the Red Planet will enable us to learn about its resources and its
potential. Because of global warming and the increase in the world’s population,
we need to find alternatives. Rovers that have probed Mars showed that there are
plenty of resources. Astronauts as well as travellers could teach us how easy it is
to travel there. Settling on / colonising the planet permanently may be possible too.
280
F
Vidéo
We’re going to Mars
p. 147
Tips
yy
Regarder la vidéo du début à 1’35 (because we explored).
yy
Demander aux élèves de noter en une minute deux raisons positives et deux motifs
négatifs qui pourraient nous inciter à partir vivre là-bas.
yy
Inviter à comparer le titre de ce document avec celui du discours de J.F. Kennedy s’il a
été étudié : quels sont les nouveaux enjeux ? Les espoirs ? Les risques ?
1 Listen to the speech. Note down the predictions Petranek suggests.

“We’re going to Mars. Not just a few astronauts. Thousands of people are going to
colonise Mars and I am telling you that they’re going to do this soon.”
2 Pick out the reasons why Petranek thinks we should go to Mars.

First, he thinks we need a solution / to escape if there is a disaster on Earth.
Second, man has always explored (uncharted / unknown) territories, it is in our
DNA / nature.
3 Petranek tells us about the history of mankind. Find out what his opinion is.
Man is meant / supposed to travel and explore Earth, but also other planets. Curio-
sity is part of our identity.
4 You are a reporter for space.com. Report on this speech and explain why you find it
audacious, exciting or boring.
Production possible
Today, many people were gathered to attend journalist Stephen Petranek’s TED
talk.
He started his lecture / conference / talk by promising / predicting / foreseeing
that mankind would travel / go / fly to / settle on Mars soon / in the next few
years.
He sounded really enthusiastic / excited about it.
––audacious 8 bold /daring / it’s a challenge…

––exciting 8 man has always dreamt of / experts believe we should / it’s thrilling
to imagine
––boring 8 it was disappointing: we didn’t learn much / it is mostly about predic-
tions; Petranek gave very little scientific data / evidence / proof / it was neither
convincing nor exciting
281
G Can humans travel to Mars? p. 147
Tips
yy
Laisser une minute pour faire un point des avancées technologiques des 50 dernières
années : quel a été leur impact ? Quelles étapes (notamment en matière d’engins
spatiaux) ont façonné cette période ?
yy
Faire recenser les obstacles qui ont existé jusqu’à présent dans la conquête de cette
planète.
1 Focus on the picture and the title of the text. Identify Musk’s goals.
He aims to start a colony on Mars. He has built spacecraft to travel there. He wants
to send missions but also people to settle there.
2 Read the text. “Would” and “could” are used several times. Make suppositions on
what they indicate.
“Could” is used to explain what could possibly happen / take place in the next few
years.
“Would” also refers to what will probably happen / occur if Musk’s plans succeed.
3 Draw a simple diagram. Specify the destinations, the dates, the vehicles and what
they will transport.
À cette étape, le schéma attendu sera relativement simple. Il devrait en principe inclure :
−− la Terre, la Lune et Mars,
−− les véhicules utilisés (rocket and cargo),
−− les distances ou vitesses seront simplifiées,
−− les années indiqueront une sorte de chronologie.
4 In your opinion, say what SpaceX will be able to do. Explain what will be easy and
what will be harder to accomplish.
Production possible
What will be easy:
8 The technology will be able to send men to Mars soon. Musk’s rockets are very
fast.
8 SpaceX will allow astronauts to travel through space for a longer period of time.
8 SpaceX will reduce the costs of travelling to Mars.
What will be harder to accomplish:

8 Settlers will have to adapt / adjust to living conditions on Mars.
8 They will have to train before the flight to be fit and ready to stay there.
8 Travelling there will take months, in cramped conditions. People will have to get
used to that.
282
Prepare your Imagine you have just spent a day with your school at a space base
and launch site for Mars. When you get home, write in your diary
project what you have discovered about space, Mars and spacecraft.
p. 147
Production possible
Today, our science teacher took us on a tour of a space base. We had worked on this
space project for a few weeks and he had promised we would get to see an actual / a real
spacecraft.
Before entering the base / compound, you have to show an ID. The place is very secure.
They are afraid you might be a spy for another space firm. Surveillance cameras film
everything.
The buildings where they store the spacecraft are huge / massive. About one hundred
people work on that site. They are designing the shuttle that will be sent into space next
year. It is not the same they plan to send to Mars but it uses the same technology, except
this one is much smaller.
Last month, they launched one but it crashed. We asked questions to the guide but he
didn’t (care to) elaborate.
We were really impressed by the tools and the computers they use to design those shutt-
les. We were not allowed to take photos, which was a shame.
283
Too
in thels
Spotlight Corrigés
se ar
Practigra
your mm
1 a. Space travellers will not / won’t be 2 Passengers will have to travel light /
able to watch meteors. to carry the bare necessities.
b. Will the space crew have to wear oxy- They won’t be able to take lots of belon-
gen masks? gings: a headset to listen to music or a
c. Astronauts will be able to learn a lot diary to write a record. They will be able
about planets. to take pictures of their relatives, though.
d. On Mars, will they have to eat bad They will be able to pack one book only.
food? They will have to read on tablets, it’s
e. The space crew will be able to watch much lighter.
TV during the flight. They won’t have to take lots of clothes as
f. The explorers will have to remain on they will have to wear a spacesuit.
the great red planet for more than a year.
3 a. They plan to set up a colony on
g. Then, they will be able to return to
Mars.
earth again after an eight-month journey.
b. They gave up this plan years ago, as it
h. All astronauts will have to prepare this
was too expensive.
expedition. It’s compulsory
c. In his speech, he laid out what they
i. SpaceX says that it will be able to
will do in the years to come.
establish a base on the moon by 2022.
d. The rocket blew up just before landing.
It was a terrible accident.
e. When the capsule touched down, the
crowd was thrilled to see the crew get
back safely.
f. When the spacecraft took off, there
was a loud noise but everything went well.
ve nciation
Impropro
your nu
Audio Audio
4 CD2 piste 23
5 CD2 piste 24
a. As soon as people MP3 n° 93 a. All of this led to an early MP3 n° 94
understood what planets were, twentieth century sense // that

// some of them said //: ‘Wouldn’t it be there’s probably something there.
neat to go there?’// b. The public perception of going to Mars
b. There it is! // The red planet Mars. // and going to the moon // is what pushed
For over two thousand years, // a symbol us to go there.
for war.//
284
your
6 e. We are gathered here to celebrate the 7 a. Once more, one of our crews has
launch of our shuttle. achieved something we had never hoped
g. Twenty years ago, SpaceY’s team paved for. It was a daring launch but thanks to
the way for young astronauts. our brave dedicated crew, we will now
keep learning about this planet. Despite
b. These daring predecessors have ins-
the challenges / hardship, they never
pired our teams.
gave up.
d. We will make them proud.
Congratulations on this landing and
i. It has been a tough decade. this unique achievement.
f. But we have successfully completed this b. My whole career, I’ve always enjoyed
project. pushing boundaries to go ever further.
c. We hope that our shuttle will come back I’m thankful because all these missions
to earth safe and sound. enabled me to achieve my dream.
h. Thank you for coming here today. My peers and I were pioneers, even
a. Good luck to our new team. through rough times we remained confi
dent.
I am thankful for the unbelievable exci
ting opportunities I was given to get to live
so many breakthroughs.
Buyoild up
ur vocabulary
1 a. The headlines in newspapers were 2 Our spacecraft has successfully
all about the moon landing. landed – we have finally reached our goal.
b. This asteroid could kill mankind and This landing is historic, it is a significant
all living beings. breakthrough for mankind’s never-
ending journey through space.
c. The daring Apollo 13 was launched
successfully.
d. The satellite went very far and took
pictures of remote planets.
e. The first walk on the moon was a mile
stone in US history.
f. The journey to Mars was long but
uneventful.
g. This lab carries out plenty of experi-
ments to allow men to live on Mars.
h. Lots of innovations were achieved /
foreseen during the Space Race.
285
Project #1 . 151 p
Interview an American astronaut! Discuss

the possibility and the consequences of
sending humans to Mars.
Mise en place
• Le tirage au sort d’un rôle devra mener rapidement à la mobilisation des connaissances les plus
pertinentes (époque, type de mission) mais aussi à adapter son discours à l’interlocuteur·rice.
• Sur le plan linguistique, il conviendra de se remémorer la syntaxe des questions. Ceci devra
mener les élèves à une réflexion autour de l’authenticité de leur interaction (longues pauses ou
hésitations avant de répondre). Afin de pallier ces écueils, on pourra entraîner à l’identification de
types de questions (yes / no ou wh- questions) pour mieux cibler le genre de réponse à fournir.
• Vous pourrez inciter les élèves à consulter des interviews d’astronautes, de personnalités
politiques évoquant les objectifs des programmes spatiaux, de chercheurs·euses ou d’en-
trepreneur·e·s comme Elon Musk. Ainsi, les élèves seront sensibilisé·e·s au format, au ton et
au rythme d’une interview. Les élèves seront conscient·e·s que ces critères feront partie d’un
bonus (la ferveur des personnes investies dans ce domaine doit émerger).
z
Project #2 . 151 p
Write a speech about the Space Race for a

conference at a famous US university.
Mise en place
• Il conviendra de rappeler que le discours devra inclure des informations et des faits ainsi que
des éléments discursifs susceptibles de maintenir l’attention de l’auditoire. À cet effet, on sug-
gèrera l’emploi de gap fillers, de mots structurant et ordonnant le discours, voire de questions
pour susciter la curiosité sur le modèle du discours de Kennedy à Rice University (Why did
they… ? Was it the end of… ?).
• Le rythme d’élocution fera partie des enjeux : l’entraînement sur la réalisation des groupes de
souffle (p. 149) sera crucial afin d’éviter de noyer les informations prépondérantes dans le flot
du discours.
• Mettre l’accent sur les étapes clés du succès de la NASA : les divers épisodes vus en classe
fourniront un socle que l’élève aura comme rôle de compléter.
• Suggérer de varier le type d’engins spatiaux envoyés en orbite afin de montrer l’étendue de
la recherche et la soif de réussite de la NASA ainsi que l’évolution de la recherche actuelle.
• Enfin, comme l’essentiel de cette intervention se focalisera sur le passé, la consultation des
verbes irréguliers p. 259 à 261 pourra s’avérer utile afin de ne pas employer de formes au passé
erronées, ainsi que les pages 241 et 242 pour vérifier la formation des négations et interrogations.
z
286
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression orale en interaction – Interview an American astronaut

Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, apprises par cœur. Il y a très J’ai pris soin d’inclure des remarques personnelles, Mes interventions sont variées ; je tâche d’évoquer le
peu de références à la conquête ou l’exploration de de faire quelques recherches pour enrichir le passé et l’avenir de la recherche spatiale. Je nomme
l’espace. contenu. aussi des personnes clés qui ont montré la voie.
0-1 2-3 4
Pragmatique et Communication extrêmement simple. Je lis un texte Je m’aide peu de mes notes. Il y a quelques hésita- C’est une réelle situation de communication. Je parle
socio-linguistique sans en faire sens. Mes phrases sont très simples tions parfois longues pour répondre. de façon spontanée, avec très peu de notes. Mon
discours est structuré.
0-1 2-3 4
0-1 2-3 4
0-1 2-3 4
Lexique Les mots de vocabulaire sont très simples. Le vocabulaire est simple mais plus riche avec une J’emploie un vocabulaire précis relatif à l’espace, aux
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. engins spatiaux, à l’intérêt que ce domaine suscite.
français).
0-1 2-3 4
Total : ��/20
287
288
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression écrite en continu – Write a speech

Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, il y a très peu de références Le discours que j’ai écrit présente bien la conquête Je tâche d’évoquer le passé et l’avenir de la recherche
à la conquête ou l’exploration de l’espace. ou l’exploration de l’espace. spatiale. Je nomme aussi des personnes clés qui ont
montré la voie.
0-1 2-3 4-5
Pragmatique et Mon affiche est peu claire et organisée. Mes phrases Mon affiche est claire. J’utilise quelques mots de Mon affiche est bien organisée. Mon discours est
0-1 2-3 4-5
0-1 2-3 4-5
Lexique Les mots de vocabulaire sont très simples. Le vocabulaire est simple mais plus riche avec une J’emploie un vocabulaire précis relatif à l’espace, aux
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. engins spatiaux, à l’intérêt que ce domaine suscite.
français).
0-1 2-3 4-5
Total : ��/20
RECAP
AXE 6 Scientific innovations and responsibility
2 How important is the Space Race E-workbook
SÉQUENCE
for the USA? Bilan à compléter

Documents
du manuel
#spaceexploration Documents A, B, C, Since the beginning of the Cold
What is the history of F et G War, the USA had begun a space
space exploration in the programme to outsmart the USSR.
United States? Manned and unmanned missions
What role does it have were launched: several rockets,
today? satellites and probes, many of which
failed.
Today, NASA and private firms are
planning to go further, to reach Mars
and possibly build settlements there.
#frontiers Photo d’ouverture Pushing the boundaries is part of
Is space the ultimate Documents A, B, the nation’s identity (DNA): in the
frontier? E et F 19th century, settlers moved West in
Why is it important for search of better opportunities and
Americans to conquer new wealth.
frontiers? Today, as the world’s population is
booming and resources are running
scarce (low), mankind needs to find
places to thrive or / and survive.
#spacerace Documents B, E After World War II, the USA wanted
What were the political et G to challenge its opponent in order to
implications of the Space showcase its technological advances
Race? but also to deter (discourage) the
USSR from sending other missions.
Also, the USA wanted to reap the
benefits of landing on the moon
first and claiming ownership of this
territory.
#innovation Documents A, B, C, Initially, space exploration mostly
How can space innovation F et G focused on research and sending
transform our lives? satellites for communication. But, in
the future, NASA and companies like
Musk’s plan to travel faster to Mars or
remote places in space and, possibly,
to settle on other planets.
#transportation Documents A, C, Over the past few decades, techno-
What type of transporta- D et G logy has improved in order to launch
tion was created to go into manned missions to the moon as
space? well as probes and rovers on Mars.
How was it imagined? NASA and private firms are vying /
competing to design the fastest and
safest spacecraft.
289
SYNTHÈSE
Why is the USA interested in space exploration?
The USA has always wanted to push boundaries, be they geographical (the West)
or technological (car manufacturing, communication, the internet...). It comes as no
surprise that launching manned and unmanned missions into space is again gaining
traction: with the threats of global warming and a booming population, many believe
that space is the best option. Therefore, billionaires and NASA plan to further explore
space, and Mars in particular. This is set to be costly but could be rewarding as billions
could be earned in the process.
Have these reasons evolved through time?

The stakes have changed dramatically. During the Cold War, the USA mainly meant to
outpace the USSR in order to show the country’s scientific advances (this went hand in
hand with atomic weapons used as deterrents).
In recent years, thanks to innovations and the interest of several tycoons like Elon
Musk, exploring space could be possible and even affordable for wealthy space tour
ists. What used to be a dream or a fascination might turn into reality.
290
ÉPREUVE 1 E3C1
Audio Get Ready For the Next Big Thing In NASA’s Search For Earth’s Twin, NPR, April 15, 2018
CD2 piste 26
Script
Lulu Garcia-Navarro. Tomorrow, a rocket is Nell Greenfieldboyce. That’s George Ricker,
scheduled to blast off with a NASA satellite: an astronomer at MIT. He says Kepler was
it’s a planet hunter that will spend two years really good at finding planets, but not ones
looking for alien worlds. that scientists could study in detail.
NPR’s Nell Greenfieldboyce reports on how it George Ricker. There is really not much more
will help scientists in their quest to find ano- we can say other than that they exist.
ther Earth. Nell Greenfieldboyce. And that is very unsa-
Nell Greenfieldboyce. Mercury, Venus, Earth, tisfying. Because after all, what scientists really
Mars, Jupiter, Saturn, Neptune, Uranus. For a want to do is find another planet like our own,
long time, those were the only planets scien- one that some form of life could call home. I
tists knew about. In recent years, beyond our asked Sara Seager, also at MIT, how close we
solar system, they’ve discovered over three are to finding Earth’s twin.
thousand more, thanks in a large part to a Sara Seager. Far. We’re very far from knowing
NASA mission called Kepler. that something is like us out there.
George Ricker. The most exciting thing we’ve
learned from Kepler has been that planets are
extremely common. And there are far more
planets in the Milky Way than there are stars.
291
Le·la candidat·e n’a repéré que des mots isolés sans établir de liens.
Le document parle :
A1- −−de fusées ;
−−du système solaire.
Il est question de science / de scientifiques. 4
simples.
−−Il s’agit d’une interview et d’une émission en rapport avec les sciences.
A1 −−On évoque des découvertes récentes sans préciser leur spectre ou leur apport.
−−Le fait que la communauté scientifique continue sa quête d’un endroit semblable à la Terre.
−−Des hypothèses sont parfois erronées (des conjectures en lien avec les noms de planètes citées par
exemple). 8
Relevé incomplet s’informations / compréhension lacunaire.
−−L’étendue des découvertes récentes : les recherches menées par le satellite Kepler.
−−L’origine des découvertes ainsi que des informations communiquées (NASA, MIT) et éventuellement
A2 des explications quant au rôle de ces institutions.
−−La quête d’une planète habitable (ici, le candidat imaginera que les découvertes menées vont dans la
bonne direction et sont proches d’aboutir). 14
Le·la candidat·e est parvenu·e à mettre en relation les détails et les divers points de vue.
−−Des données précises (chiffres tel que 3000), les noms de planètes du système solaire (et la nuance
B1 établie par rapport aux étoiles).
−−Le rôle joué par le satellite Kepler est élucidé, notamment le fait que les découvertes sont considé-
> rables mais qu’une planète sur laquelle survivre n’est pas encore trouvée.
B2 −−Le candidat souligne donc le caractère inabouti des découvertes actuelles.
−−L’identité des personnes interrogées est mise en lumière (le rôle du MIT est perçu dans la recherche
scientifique contemporaine). 20
EXPRESSION ÉCRITE

292
BAC in sight
ÉPREUVE 2 E3C2
EXPRESSION ÉCRITE

James Fallows, Mars, our first Outpost on the Final Frontier, The Atlantic, April, 2013
Le candidat n’a repéré que des mots isolés mais sans établir de liens.
−−It’s about planets.
A1- −−Space will be expensive.
−−We don’t know why people want to go to space. 4
simples.
A1 −−It’s an article that analyses the logistics of colonising another planet.
−−It is mostly about Mars.
−−It deals with the history / past of the Space Race (the 50s-60s) and its future (the next 30 to 70 years). 8
−−It is an interview with the founder of a firm that seeks to explore space – it also makes a few references to
other companies like Elon Musk’s.
A2 −−The interviewee describes his vision and hopes for the future.
−−He also explains what might go wrong or what could slow down this new space race.
−−He highlights the reasons why plenty of prospects are thrilling / exciting. 14
Le candidat a compris et a mis en relation. Le candidat a compris les éléments et arrive à
donner certains détails et à rendre compte du point de vue.
B1 −−In this interview, Anderson explains why he believes space will be the next stage in mankind’s progress.
> −−He underlines that technology is making leaps and bounds (soon man will be able to mine asteroids and to
B2 use these resources).
−−He wonders why people will leave Earth: whether they will have to, because of a natural disaster; or whether
they will do so willingly, in search of new opportunities. 20
293
BAC in sight
This text is an interview published in 2013 by The Atlantic because many US firms are investing in space
(Elon Musk’s).
2 Explain why mankind will explore space and might colonise it in decades to come.
First, technological progress will make travelling to space faster, safer and cheaper.
Also, mankind has always tried to push boundaries / go further: we can expect our species to be curious as
to how other planets work, what their geological content is, but also whether they are livable.
However, this quest might be prompted / driven by necessity / dire need if humans run out of resources on
earth.
3 Define the obstacles that humans may encounter on the way.

Anderson argues / believes funding / money will be essential to launch future missions to make them
cheaper. Being able to find affordable resources (water, metals) in space is another challenge that should be
overcome.
4 Show how optimistic Anderson sounds. Does he sound realistic?

Anderson talks about the new space age in a very hopeful way; he says it is “exciting” (l. 15 and 27).
He claims he is convinced (“I really do believe it will” l. 17).
For him there are few technological obstacles and man is by nature a curious species that will try to survive
or to seek a better environment to survive.
He makes little of the extortionate / exorbitant cost of the fare / ticket and believes it will be affordable in the
near future. Maybe he is slightly too optimistic in that respect.
294
295
AXE 7
Diversity and inclusion
Diversité et inclusion
PROGRAMME
Quelles sont, dans chaque aire géographique
étudiée, les réponses apportées aux ques-
tions posées par l’évolution des sociétés
de plus en plus diverses et ouvertes ? Les
langues vivantes jouent un rôle fondamental
pour l’insertion et la cohésion sociales dans
des sociétés de plus en plus cosmopolites.
L’étude de la diversité culturelle au sein d’une
aire linguistique donnée ou de la variété
linguistique au sein d’une aire culturelle
favorise une réflexion sur le rapport à l’Autre
et permet la mise en place de projets inter-
culturels et plurilingues. D’autres formes de
diversité peuvent être explorées : comment
évoluent les relations intergénérationnelles ?
L’inclusion de personnes handicapées
est-elle effective ? Quels éléments culturels
conditionnent les relations entre les catégo-
ries sociales ? Les questions de la diversité
et de l’inclusion gagnent à être abordées
ensemble, à travers les arts, les sciences, le
droit, la géopolitique, la sociologie, etc.
296
SÉQUENCE
1 How far is the USA

from Martin Luther
King Jr.’s dream?
Problématique : Le rêve de Martin Luther King Jr., est celui que l’on retrouve dans son
discours du 28 août 1963 à Washington D.C. Mais plus de 50 ans plus tard, que reste-t-il de
ce rêve aux États-Unis et en particulier aux yeux des citoyen·ne·s Noir·e·s américain·e·s ?
S’est-il réalisé, si oui, dans quelle mesure ?
2 How do social
SÉQUENCE
realist films question

British society?
Problématique : Depuis les années 60 jusqu’à aujourd’hui, le cinéma social réaliste se veut
être le reflet de la société telle qu’elle existe. Considéré comme un genre typiquement britan-
nique, le cinéma social interroge-t-il la société britannique ?
297
SÉQUENCE
1 How far is the USA from

Martin Luther King Jr.’s dream?
Objectifs Projets
culturels : évolution de la situation des Noir·e·s
américain·e·s depuis Dr. Martin Luther King Jr. jusqu’au
Write the editorial of a special
mouvement Black Lives Matter
issue of Time Magazine about how
life has changed for black Americans
pragmatiques : argumenter, savoir écrire un
33 since 1960.
discours et le prononcer, écrire un édito
Imagine the interview between
a journalist and a celebrity discussing
sociolinguistiques : utiliser un large éventail de
33 inspiring people and positive events
fonctions langagières, adapter son discours à son auditoire in black history.
citoyen : sensibiliser à la question de la discrimina-

33
tion et du racisme
Projets finaux :
méthodologiques : travailler en groupe (p. 286),
33 Deliver a speech on the situa-
expression orale en continu (p. 296) tion of black Americans since the Civil
Rights Movement to celebrate Black
History Month.
linguistiques :
33
Grammaire : for, since, ago, les questions Create a poster on an inspiring
Phonologie : la prononciation du a black American figure to celebrate
Black History Month.
Écriture : l’écriture des nombres
Lexique : le racisme, la lutte pour les droits
Pick
Document A (Modélisant) Document B
Classe inversée
Document F
Document C
TRAILS Prepare
your project p. 163
Prepare
your project p. 161 Document E (Modélisant)
Document D Project #2
Project #1
298
Cette bande-annonce du film I am

not your Negro de Raoul Peck se
base sur les écrits de James Cet article, publié en 2018, revient
Baldwin, témoin de la lutte des sur les progrès socio-économiques
Noir·e·s pour les droits civiques réalisés depuis les années 1960
durant la période des années 1960. mais souligne aussi les points
Il soulève la question des relations négatifs, en faisant un bilan de
noirs/blancs, intimement liée à la situation actuelle des Noirs·es
l’histoire des États-Unis. américains·es.
1
SÉQUENCE 1
How far is the USA from

SÉQUENCE
C Black Americans mostly left behind?

MLK Jr.’s dream?
On Apr. 4, 1968, Dr. Martin Luther King Jr. was assassi- The protests were a sign of profound citizen anger
nated in Memphis, Tennessee, while assisting striking1 about a nation that was, according to the National
sanitation workers. Advisory Commission on Civil Disorders, “moving
Back then, a half century ago, the wholesale racial inte- 30 toward two societies, one black, one white — separate
5 gration required by the 1964 Civil Rights Act was just and unequal.”[…]
A Fighting for equality Classe inversée beginning to chip away at2 discrimination in educa-
tion, jobs and public facilities. Black voters had only
In some ways, we’ve barely budged5 as a people. Poverty
is still too common in the U.S. In 1968, 25 million
obtained legal protections two years earlier, and the Americans — roughly 13 percent of the population —
Vidéo E-workbook 1968 Fair Housing Act was about to become law. 35 lived below poverty level. In 2016, 43.1 million — or
hatier-clic.fr/lmu1139 10 African-Americans were only beginning to move into more than 12.7 percent — do.
neighborhoods, colleges and careers once reserved for Today’s black poverty rate of 22 percent is almost three
1 Say what kind of document this is and what it is about. whites only. times that of whites. Compared to the 1968 rate of 32
2 Identify the two periods of time shown in the film and comment I’m too young to remember those days. But hear- percent, there’s not been a huge improvement. […]
on the situation of black Americans then. ing my parents talk about the late 1960s, it sounds in 40 There are, of course, positive trends. Today, far more
15 some ways like another world. Numerous African- African-Americans graduate from college — 38 per-
3 Comment on James Baldwin's tone. Americans now hold positions of power, from mayor cent — than they did 50 years ago.
4 Summarise what you understood. to governor to corporate chief executive — and, yes, Our incomes are also way up. Black adults experienced
 I Am Not Your Negro, dir. by Raoul Peck, 2016
once upon a time, president. The U.S. is a very different a more significant income increase from 1980 to 2016
Culture Tip place than it was in 1968. 45 — from $28,667 to $39,490 — than any other U.S.
20 Or is it? As a scholar3 of minority politics, I know that demographic group. This, in part, is why there’s now a
The African-American Civil Rights Movement was a fight for racial equality that took
place mainly in the 1950s and 1960s, as several major events happened and racial acts while some things have improved markedly for black significant black middle class. […] Progress has been
were outlawed. Political figures like Martin Luther King Jr., Malcolm X and writers like Americans in the 50 years, today we are still fighting made. Just not as much as many of us would like.
James Baldwin were emblematic figures of the movement. many of the same battles as Dr. King did in his day.  Sharon Austin, Black Americans mostly left behind by progress
The 1960s were tumultuous years indeed. During the since Dr. King’s death, The Conversation, February 7, 2018
25 long, hot summers from 1965 to 1968, American cities
B An eloquent silence PAIR WORK
1. protesting 2. make sth gradually weaker 3. person who has
saw approximately 150 race riots4 and other uprisings. studied 4. social unrest/disorder 5. moved slightly
1 Student A Focus on the Pédagogie différenciée

background (place, people,
TRAIL A TRAIL B
attitudes). Present the situation. 1 Say what happened during the following dates or periods. 1 Use the dates to explain the
Student B Focus on the situation in the 60s for black
1964 – 1968 – from 1965 to 1968 –
foreground. Describe the two Americans.
from 1980 to 2016
players’ attitudes.
2 Draw two columns and find elements describing the 2 Compare the economic
2 Read the Culture Tip and economic situation of black Americans in the 1960s and today. situation of black Americans in the
discuss what is happening. Give past and today.
your opinion on the action of 3 Use the following key words to explain the quote “moving
toward two societies, one black, one white — separate and 3 Describe the “two societies”
the two kneeling players.
unequal.” (l. 29-31) (l. 30) mentioned in the article.
 Eric Reid and Colin Kaepernick of the San Francisco 49ers kneel during the inequality – separate – colour line – riots
anthem, prior to the game against the San Diego Chargers on September 1, 2016
Meet up! Create a mind map to explain the situation of black Americans since
Culture Tip
Dr. King’s assassination.
Following Colin Kaepernick, other athletes have decided to take
a knee when the national anthem is sung. Most of them are black
American athletes protesting against racism, police brutality and
social injustice. This has resulted in a controversy as it is seen by
some as unpatriotic behaviour and a sign of disrespect for the
Prepare your Write the editorial of a special issue of Time
Magazine about how life has changed for black
leader
project
national anthem. challenge Americans since 1960.
first/second-class citizen biased: partial Choose a date or a past event
opportunity: chance decry: denounce Grammar Tip Précis p. 244 concerning black Americans
equality ≠ inequality discriminate against: and be ready to say what it
protection show prejudice against Use the present perfect: have + past participle
to explain what has changed for black Americans corresponds to.
disadvantage improve: progress
For, since, ago Too ls p. 164 segregation protest: oppose
since 1960.
160 “Back then, a half century ago” issue: problem threaten sb /θretən/ 161
Le geste de Colin Kaepernick, repris

par des joueurs de football améri-
cain, est un signe de protestation
sur les terrains de sport contre la
discrimination raciale contempo-
raine subie par la population noire
américaine, en particulier contre
les violences policières.
299
Un des domaines où les hommes
et femmes Noirs·es américains·es
ont particulièrement réussi depuis
Ce document s’intéresse au mou- de nombreuses années est l’indus-
vement civique Black Lives Matter trie du divertissement. Le docu-
ayant vu le jour après les violences ment porte sur Oprah Winfrey,
rencontrées par les communautés exemple incontournable de success
noires américaines depuis les an- story, qui témoigne de l’importance
nées 2010. Les explications appor- de modèles et d’identification pour
tées permettent de comprendre les les jeunes durant la cérémonie des
revendications du mouvement. Golden Globes.
How far is the USA from MLK Jr.’s dream? SÉQUENCE 1
D Black Lives Matter F An inspiring woman Vidéo

Audio
CD2 piste 27 hatier-clic.fr/lmu1141
E-workbook
1 Identify the situation (people talking, Fiche à imprimer 1 Pick out the two dates Oprah Winfrey is recalling and explain why those moments were important.
place, time, general message) and the context. hatier-clic.fr/lmu1140
2 Comment on Oprah Winfrey’s childhood and how she talks about it at the ceremony.
2 Find the movement’s demands.
3 Record a story on Snapchat to give your opinion on Oprah’s speech and why she is an inspiring woman.
3 Explain why the interviewee refutes the idea of a post-racial
American society.
4 Imagine the interviewee’s answer to this question: “So if you G A museum to reconcile America
had to present the movement to American society, what would
you say in a few words?”
Susan Goldberg. The museum has been an over- demand America live
Culture Tip whelming1 success; visitors have to order tickets up to its stated ideals.
The terms “Black” and “African American” are often used interchangeably but months in advance. To what do you attribute that pas- 30 SG. April is the 50th
they have different origins and connotations. “Black” came into use in the late sionate interest? anniversary of the assas-
1960s at the end of the Civil Rights Movement to replace the word “Negro” and 5 Lonnie Bunch. I think part of it is that so many peo- sination of Martin Luther
showcase black culture. “African American” became popular with the speech  Patrisse Cullors, Alicia Garza,
of Reverend Jesse Jackson in 1988 to insist on the African ancestry of black Opal Tometi, Founders of Black Lives ple really wanted to understand the full history of the King, Jr. If Dr. King could
Americans. Matter United States. A lot of people find this a pilgrimage2. come back, what would he think about things now?
The most amazing thing is to watch grandparents talk 35 LB. Dr. King would feel that there has been great pro-
to grandchildren about an event they lived through or gress. We had an African-American president. You
E The rise of new superheroes 10 to see people cross racial lines to find common ground
over3 things that once divided us. It really has become a
have people like me running5 museums. But I think
he also would be saddened by the fact that we’ve not
place whose time is now and whose story is so impor- found what he called “the beloved community.” We’ve
Culture Tip tant to all of us. […] 40 not found the community where there is economic
The character Black Panther, co-created by Jack Kirby and
SG. The discussions about race in the United States justice. We’ve not found the community where race
Stan Lee, first appeared in 1966 in the comic book Fantastic
Four #52, in the context of the Civil Rights and Black 15 right now have taken on a hard edge4, a pointed edge. matters, but matters less.
Power movements. He is the first ever black superhero in Do you think that this museum is helpful in allowing I think he would be impressed by the growth of a black
mainstream American comics. In 2016, the character entered people to have a place to talk? middle class and also the growth in the number of
the Marvel Cinematic Universe (MCU) with the film Captain
America: Civil War. Black Panther set a record by earning LB. We are in a divided America, where race and issues 45 African Americans going through college and being
$292 million in North America in its first week. of white supremacy are at the forefront of our con- educated. He’d be pleased to see that there are better
20 versations. I think the museum is a place that helps notions of integration in certain areas.
us explore things that are difficult, helps us explore I think he’d be disappointed in that we’re still so seg-
1 Look at the colours, the accessories and the where race matters and how it’s divided us. I also think regated in our schools, that the cities are places where
type of characters in the poster. What kind of film people come because they believe that by looking at 50 often the American dream doesn’t exist for many people.
is this poster for? the history of America through an African-American  Susan Goldberg, A place to come together on matters
25 lens, they’re finding moments of optimism, moments that divide us, National Geographic Magazine, April, 2018
2 Read the Culture Tip, then focus on the to believe that no matter how bad things are, you 1. huge 2. visit to a special place to pay homage 3. agree on
designs, the buildings and the heroes. Explain
can effect change if you’re willing to struggle and to 4. side of a blade that cuts 5. managing
what is original about the film.
3 You are the producer of Black Panther. 1 Give the reasons for the great success of the museum.
Present your approach and choices to the film's
fans. 2 Show the role the museum plays in reconciling America.
3 Explain what Martin Luther King Jr. would think about the situation
of black Americans today.
4 Write a short review on TripAdvisor® to encourage people

to visit this museum.
responsibility overcome: defeat
Prepare your
 Black Panther, dir. by Ryan Coogler, with Chadwick Boseman role model: example stand for: represent: PAIR WORK Imagine the interview between Play the Jeopardy game. In groups
sword /sɔːd/ symbolise of four, write five questions on
and Lupita Nyong’o, 2018 a journalist and a celebrity discussing
project
gloves stand one’s ground: resist the topics of p. 162 and 163 with
inspiring people and positive events in black
experience: encounter thank: show gratitude their detailed answers. Read each
courageous: brave acknowledge: recognise history.
answer. Your classmates must
grateful maintain hope guess the question.
Questions Too ls p. 164 high-tech take sth for granted: think Grammar Tip Précis p. 241
“Is part of the goal to shape electoral politics successful: triumphant that sth is normal and Use the preterite to talk about past events.
162 and what the candidates are saying?” potent: powerful will always be that way 163
L’analyse de l’affiche, accompagnée Ce texte permet de terminer sur

du Culture Tip, annonce clairement une touche d’espoir quant à la
les intentions du film engagé Black question raciale aux États-Unis
Panther : donner une image et une d’Amérique grâce à la création
place nouvelles aux Noirs·es amé- et au succès d’un musée dédié à
ricains·es dans le cinéma et dans l’histoire noire américaine. Il se
la société américaine, et exprimer fait aussi l’écho d’un discours fictif
un discours à la fois original et de Martin Luther King Jr. dres-
politique. sant un bilan sur l’évolution des
citoyen·ne·s noir·e·s américain·e·s.
300
1 How far is the USA from
SÉQUENCE
Martin Luther King Jr.’s dream?
Tips
yy
Avant de leur faire décrire l’image, on pourra
faire réagir les élèves à la légende et partir de ce
qu’ils ou elles connaissent du mouvement
Black Lives Matter.
yy
Renvoyer les élèves vers la p. 279 pour voir ou
revoir la méthodologie de l’analyse de l’image.
yy
Demander aux élèves de décrire l’image en insistant sur les slogans, la scène qui est en
train de se dérouler...
yy
Leur demander le lien entre les hashtags # et l’image en justifiant à l’aide d’éléments
de l’image.
A
Vidéo
Fighting for equality Classe inversée
p. 160
mais qui peut être partiellement levé hors du cours grâce à la fiche d’activité du E-workbook. Il sera
préférable que les élèves lisent le Culture Tip et fassent des recherches sur les différentes figures dont
il est question.
E-workbook
Tips
yy
Anticipation possible sur la capture d’écran de la vidéo ou bien sur le titre du document.
yy
Une fiche d’activité du E-workbook est disponible pour ce document, elle peut être faite
par les élèves en amont à la maison ou bien en début de cours avant l’exploitation de
la vidéo en classe.
yy
Attirer l’attention des élèves sur le Culture Tip et éventuellement demander aux élèves
de faire des recherches sur les noms donnés et de les présenter en classe.
yy
Entraînement à la compréhension orale grâce à la méthodologie p. 290-291. Les élèves
peuvent consulter le Word Spot p. 160.
301
1 Say what kind of document this is and what it is about.
This is the trailer of I Am Not Your Negro, directed by Raoul Peck, narrated by Sa-
muel L. Jackson, and written by James Baldwin. It deals with race in America, it is
a journey into black history. It stands as a connection between the past, the period
of the civil rights and the present with Black Lives Matter.
2 Identify the two periods of time shown in the film and comment on the situation of
black Americans then.
The two periods of time shown in the film are the 1960s (segregation and the Civil
Rights Movement) and today’s America.
Past: injustice – oppression – inequality – racism – violence – exclusion –
segregation – race relations – resistance
3 Comment on James Baldwin’s tone.

At the beginning, when the situation of black Americans is presented: neutral.
Then, when he asks two questions “when you wonder …” and “what is your fu-
ture?”: more pessimistic (even if he does not want to be).
As people are killed/beaten: serious/solemn.
y Things must change, the situation is too serious to be ignored.
4 Summarise what you understood.
Production possible
Thanks to the trailer, we can learn a lot about the situation of black Americans du-
ring and just after the Civil Rights Movement but also about their situation today.
The film documentary is about race relations in the US and the differences of treat-
ment between black and white people. The history of the US is directly linked to
these relations.
Several figures of the Civil Rights Movement are depicted: Malcolm X and his me-
thods “by any means necessary”, Martin Luther King Jr. etc.
Several questions are raised: violence, the future for black Americans, why there is
still discrimination in the 21st century...
Info+
Ce documentaire s’inspire de Remember this House, le manuscrit inachevé de James Baldwin,
dans lequel il relate ses souvenirs du mouvement pour les droits civiques et de ses grandes
figures : Malcolm X, Medgar Evers et Martin Luther King Jr.
302
B An eloquent silence PAIR WORK p. 160
Tips
yy
Faire lire le Culture Tip et leur faire reformuler ce que signifie take a knee grâce à la
photo.
yy
Anticiper la description d’image en faisant réagir les élèves sur le nom des joueurs.
yy
Renvoyer les élèves vers les fiches de méthodologie : analyse d’une image p. 279 ou
travailler en groupe p. 288.
1 PAIR WORK
Student A Focus on the background (place, people, attitudes). Present the situation.
Student B Focus on the foreground. Describe the two players’ attitudes.
Student A Student B
Place: stadium – field, bleachers Unlike their teammates, the two players
People: Colin Kaepernick – Eric Reid, are not singing the anthem, they are put-
American football players – San Francisco ting a knee on the ground and have their
49ers football team (red shirt and yellow arms crossed over their chests. They look
pants, gloves...) – ball boys, supporters / defiant, stern and angry. It seems that
fans /spectators (blue or red shirts) their attitude expresses defensiveness and
Attitudes: standing up – looking at the resistance.
players /up /at other players /straight /
far away, taking pictures
2 Read the Culture Tip and discuss what is happening. Give your opinion on the
action of the two kneeling players.
Production possible
They are taking a knee during the national anthem in order to /so as to protest
against the situation of black Americans in the US.
I understand /do not understand why … I stand with them because ... they should
not take a knee because …
C Black Americans mostly left behind? p. 161
Pédagogie différenciée Le travail en pédagogie différenciée permettra à tou·te·s les élèves
d’appréhender le texte. Le Trail A apporte plus de guidage que le Trail B.
Tips
yy
Anticiper la lecture de l’article en demandant aux élèves d’imaginer le contenu de
l’article à partir de la question Black Americans mostly left behind?
yy
Demander aux élèves comment on peut identifier qu’il s’agit d’un article sans l’avoir lu.
303
yy
Renvoyer les élèves au Culture Tip du document A.
yy
Ce texte est l’occasion d’aborder for, since et ago.
Trail A Trail B
1 Say what happened during the following 1 Use the dates to explain the situation in
dates or periods. the 60s for black Americans.
1964 - 1968 - from 1965 to 1968 - The 1960’s y”another world” (l. 15), “tu-
from 1980 to 2016 multuous years” (l. 24) = segregation and
the Civil Rights Movement
1964 y Civil Rights Act
1964 y Civil Rights Act
April 4th, 1968 y Dr. King’s assassination
2 years earlier (l. 8) y legal protection for
in Memphis
Black voters
1968 y Fair Housing Act
From 1965 to 1968 y summer riots/social
From 1965 to 1968 y summer riots/social
uprisings
uprisings
April 4th, 1968 y Dr. King’s assassination
From 1980 to 2016 y a more significant
in Memphis
income increase compared to other ethnic
1968 y Fair Housing Act
groups
From 1980 to 2016 y a more significant
income increase compared to other ethnic
groups
2 Draw two columns and find elements 2 Compare the economic situation of black
describing the economic situation of black Americans in the past and today.
Americans in the 1960s and today. The 1960s: segregation then racial inte-
The 1960s: segregation then racial integration thanks to the Civil Rights Act, Legal
gration thanks to the Civil Rights Act, legal protection for black voters, Fair Housing
protection for black voters, Fair Housing Act: protects black Americans from being
Act (protects black Americans from being discriminated against when looking for a
discriminated against when looking for a place to live)
place to live) Beginning of school integration /end of
Beginning of school integration /end of whites only schools
whites only schools Race riots despite the end of segregation.
Race riots despite the end of segregation. Poverty rate: 32%
Poverty rate: 32% Today: “Numerous African-Americans now
Today: “Numerous African-Americans now hold positions of power, from mayor to
hold positions of power, from mayor to governor to corporate chief executive - and
governor to corporate chief executive - and yes, once upon a time, president.” (l. 15-
yes, once upon a time, president.” (l. 15- 19) y The US is a very different place than
19) y The US is a very different place than it was 50 years ago.
it was 50 years ago. Poverty rate : 22%
Poverty rate : 22% “Today, far more African-Americans gra-
“Today, far more African-Americans graduate from college - 38 percent - than they
duate from college - 38 percent - than they did 50 years ago.” (l.40-42).
did 50 years ago.” (l.40-42). incomes = way up
incomes = way up
304
Trail A Trail B
3 Use the following key words to explain 3 Describe the “two societies” (l. 30) men-
the quote “moving toward two societies, one tioned in the article.
black, one white - separate and unequal.” (l. The 1960s were tumultuous years in the
29-31) US as several riots took place in American
Black Americans lived in the same country cities. They appeared as a sign that the
but in separate neighbourhoods. They citizens were angry. Indeed, there were
shared the same territory but there were two societies : one composed of white
inequalities concerning the way they people and another composed of black
were treated. This invisible separation people. They shared the same territory but
is called the colour line. “Separate but there were inequalities concerning the way
unequal” reminds us of the “separate but they were treated. They lived separately,
equal” doctrine which institutionalised that is to say in different neighbourhoods,
segregation at the end of the 19th century they had different social backgrounds, etc.
but it openly underlines that there were Poverty and the colour line appeared as a
inequalities between black and white dividing line. No equality at all. “Separate
people in different fields: economy, politics but unequal” reminds us of the “separate
etc. but equal” doctrine which institutionalised
segregation.
Meet Up! Create a mind map to explain the situation of black Americans since Dr
King’s assassination.
Economic situation:
black poverty rate = 22% (three times that of whites)
incomes = “way up”, “a more significant income increase”
1980 : $28,667 – 2016 : $39,490 y there is a black middle class
Civil rights: equality between Education: can go to colleges

black and white people, right to formerly reserved for whites /
vote, citizenship, etc. 38% of African-American stu-
dents graduate / integration
Housing: 1968 Fair Housing
Act - move to neighbourhoods Jobs: move into careers reserved
reserved for whites for whites - hold positions of power
such as corporate chief executive
Society: two societies - “separate
but unequal” y “no more race Politics: “now hold positions of
riots/uprisings.” power, from mayor to governor”
“once upon time, president.”
Progress:
+ “The U.S. is a very different place than it was in 1968”(l. 19-20), “some things
have improved markedly for black Americans in the 50 years” (l. 20-21).
-
“Black Americans mostly left behind by progress since Dr. King’s death” (titre de
l’article).
“Progress has been made. Just not as much as many of us would like.” (l. 46-47)
- Today we are still fighting many of the same battles as Dr. King did in his day.

305
Prepare your Write the editorial of a special issue of Time Magazine about how
life has changed for black Americans since 1960.
project −−Les élèves pourront faire une liste de choses qui ont changé entre
les années 60 et de nos jours pour les Noirs·es américains·es avant de
p. 161 pouvoir rédiger.
−−Inviter les élèves à relire l’article à la page p. 161 (document C) pour les
aider dans la rédaction de leur éditorial.
−−Donner des liens pour que les élèves aient des modèles d’éditoriaux
du Time Magazine.
−−La fiche de méthodologie Relire un devoir écrit p. 272-273 pourra être
utile aux élèves avant de rendre le devoir, ainsi que la partie Écrire un
article de la fiche p. 302.
D Black Lives Matter p. 162
Tips
yy
Partir de l’image et de sa légende, idéalement projetée au tableau, pour amener les
élèves à émettre des hypothèses sur le document audio : qui sont ces femmes ? que
savez-vous de Black Lives Matter ?
yy
Inviter les élèves à prendre connaissance du Culture Tip pour mieux saisir la notion
culturelle et lexicale définissant l’identité noire.
yy
Faire écouter intégralement le document audio et demander aux élèves de repérer
des mots-clés. En fonction des réponses et du niveau des élèves, proposer le support
de questionnement : manuel seul ou fiche d’activité du E-workbook et manuel.
yy
Choisir les modalités de la production orale : préparée à l’écrit ou improvisée, indivi-
duelle ou collective.
yy
Cette interview peut être l’occasion de revoir la formation des questions.
E-workbook
306
Audio
Script CD2 piste 27
Journalist. Well, joining us tonight is Alicia demanding the respect and dignity for black
Garza, co-founder of the Black Lives Matter people in this country so that all people can
movement thank you for joining us tonight. live better lives – is really at a turning point
Alicia Garza. Thank you for having me. and frankly we are here to make sure that
our communities continue to be safe, we are
Journalist. When you look out here during
here to make sure that our communities have
the anniversary and across some of that im-
the things that we need, and we are here to
pact that I just showed. How would you assess
make sure that anti-black racism is eliminated
the impact of the movement? And speaking
once and for all. And certainly, you know, just a
for yourself, as one of the organisers, is part
few months ago, you weren’t hearing conver-
of the goal to shape electoral politics and what
sations about race in America and in fact we
the candidates are saying?
were being told that we lived in a post-racial
Alicia Garza. Well I think first and foremost we society. And what has been exposed is that
just have to acknowledge that if it wasn’t for that’s certainly not only not true but that the
young people standing up in Ferguson as they lives of black folks, both black Americans, and
are doing right now, this conversation would black immigrants and black people all over the
be very different. To be honest with you Blackt country, have been unfairly targeted for de-
Lives Matter – both as a network and I think as mise and that’s what we are aiming to stop.
a growing movement across the world, that is
1 Identify the situation (people talking, place, time, general message) and the
context.
Alicia Garza, co-founder of the Black Lives Matter (BLM) movement, is interviewed
by a male journalist. She is interviewed in the context of the anniversary of the
BLM movement and the situation in Ferguson, as new protests emerged and the
state of emergency was declared. She is talking about the movement and racial
issues.
2 Find the movement’s demands.

The movement demands:
––the respect and dignity of all black people in the US;
––safety in their communities;
––the obtainment of what they need;
––the elimination of black racism.
3 Explain why the interviewee refutes the idea of a post-racial American society.
Alicia Garza refutes the idea of a post-racial American society saying that it is a lie
because black communities have been unfairly killed and are still targeted.
4 Imagine the interviewee’s answer to this question: “So if you had to present the
movement to American society, what would you say in a few words?”
Production possible
Black Lives Matter is an American activist, civic and non-violent movement that has
become international and that stands up for the respect, the dignity and the equa-
lity of black people who face racism and police violence.
307
Info+
Black Lives Matter a commencé comme hashtag sur les réseaux sociaux pour devenir en 2015 un
mouvement de défense des droits civiques reconnu. L’hashtag est né en 2013, après l’acquitte-
ment de George Zimmerman, le coordinateur d’une surveillance de voisinage blanc qui a tué par
balles le jeune Trayvon Martin alors qu’il était non-armé.
Alicia Garza, Patrisse Cullors et Opal Tometi sont les trois créatrices de ce mouvement qui a
continué à prendre de l’ampleur après les morts de Michael Brown et Eric Garner en 2014. Suite
à ces tragédies, Black Lives Matter organise des manifestations afin de dénoncer la violence et le
racisme des forces de l’ordre. Le mouvement est ensuite devenu international puisqu’il existe
des groupes BLM dans d’autres pays comme le Ghana ou le Canada.
E The rise of new superheroes p. 162
Tips
yy
Amener les élèves à questionner le titre du document The rise of new superheroes afin
de présenter l’image et aussi de permettre ultérieurement de réfléchir à la probléma-
tique.
yy
Renvoyer à la fiche de méthodologie sur l’analyse d’une image p. 279.
yy
Poursuivre la discussion en invitant les élèves à donner leurs impressions, à parler du
film s’il a été vu...
yy
Choisir les modalités de la production orale individuelle, en binômes ou en groupes
restreints.
1 Look at the colours, the accessories and the type of characters in the poster. What
kind of film is this poster for?
Colour aesthetic: black, blue – gold and grey – yellow – brown/orange
Accessories: sword – rocket launcher – (high-tech) weapons – armours – crown –
a pair of gauntlets – African and Western costumes – hi-tech suit – cat-like suit
Type of characters: fighters – warriors – superheroes – humans – agents –
civilians
It is a science-fiction film.
2 Read the Culture Tip, then focus on the designs, the buildings and the heroes.
Explain what is original about the film.
Designs: African design – sophisticated and geometrical signs and shapes,
foreign /unknown letters
Buildings: round and tall buildings – technologically – advanced and wealthy
civilisation
Heroes:
––Expression: looking towards opposite and different directions (at the camera,
forward, sideways) – menacing – proud – fierce – confident – aggressive
––Hierarchy: 10 characters – top to bottom, order and size: their importance in the
film and their relationship with Black Panther – left to right: men and women on
308
different sides – old/young – skin colours: more black characters than white ones
The film is original because the story is about a fictional high-tech African world
in which the superheroes are black and powerful.
3 You are the producer of Black Panther. Present your approach and choices to the
film’s fans.
Production possible
I wanted write a story where actors had a new role to play and could convey a
positive / new / inspirational image of black people. As I had read the comic-book
Black Panther a few months before, I thought it was a good idea to turn it into a
film. My first choice was then to showcase mostly black actors who would play
the major roles and be the good guys: they would be the superheroes, fighters,
warriors... In fact, I wanted the black audience to be able to identify with these
characters on screen.
That is also why the film deals with cultural identity (black American, African) and
to a large extent with black cultures. The story takes place in Wakanda, a fictional
African kingdom and home to a technologically-advanced and wealthy civilisation,
and also the United States of America, where black Americans still face social and
economic issues. I believe it presents a new vision of the relations between Africa
and the Western world.
F
Vidéo
An inspiring woman
p. 163
Tips
yy
Projeter l’image du début de la vidéo sans la diffuser et inviter les élèves à s’exprimer :
ils et elles pourront la décrire, présenter Oprah Winfrey à partir de leurs connaissances
culturelles, donner leurs impressions personnelles et imaginer ce qu’elle est en train
de faire et dire.
yy
Lancer la vidéo une première fois jusqu’à 2’24’’ (this same award), demander aux élèves
de noter des mots-clés et rassembler les réponses afin d’en déduire le message général.
yy
Demander de lire les consignes et faire distinguer celles de repérage, de manipulation
et de production.
yy
Favoriser l’autonomie des élèves notamment lors de la réalisation de leur enregistre-
ment, intervenir auprès d’eux si nécessaire.
1 Pick out the two dates Oprah Winfrey is recalling and explain why those moments
were important.
1964: Sidney Poitier, a black man, received the Oscar for Best Actor – had never
seen a black man celebrated like that
1982: Sidney Poitier received the Cecil B. DeMille award
Those moments were important because she saw a black man being celebrated.
It gave her hope. Now, as she is the first black woman to receive this award, she
knows she will be an inspiration for little black girls.
309
2 Comment on Oprah Winfrey’s childhood and how she talks about it at the ceremony.
Poor background: “linoleum” – “cheap” seats – her mom was a cleaner
The ceremonies of the 36th Academy Awards and the 1982 Golden Globes made
history in the USA, they were particularly meaningful for black Americans.
Emotional: no words to describe her feelings – honoured
3 Record a story on Snapchat to give your opinion on Oprah’s speech and why she is
an inspiring woman.
Production possible
Hi, did you see the 2018 Golden Globes? If no, please watch Oprah Winfrey’s
speech. It is one of the most moving and electrifying speeches I have ever heard.
She opens up and talks about the inequality and discrimination that still hit the
American society and the entertainment industry. This woman really inspires me:
she is courageous, her work is remarkable, and her optimism offers a note of hope
to the young generation. It will always remain engraved in my memory.
G A museum to reconcile America p. 163
Tips
yy
Faire anticiper l’analyse du texte en décrivant l’image, projetée dans l’idéal (de quoi
s’agit-il ? Quels sont les rôles d’un musée selon eux·elles ?) et en sollicitant leur capacité
de réflexion et leurs acquis culturels à partir du titre A museum to reconcile America
(comment ? pourquoi ?).
yy
Inviter les élèves à utiliser la fiche de méthodologie sur la compréhension écrite p. 292.
yy
Encourager l’autonomie des élèves et l’entraide entre pairs.
yy
Faire participer les élèves à l’établissement de critères précis (introduire et contextua-
liser la critique, présenter l’intérêt du musée, donner ses impressions...) pour réussir
une critique détaillée, pertinente et de qualité.
1 Give the reasons for the great success of the museum.

The museum meets a great success as many people want to better understand the
full history of America, which includes African-American history. It is considered as
a pilgrimage, it is an important place for all and a means to face problems of racial
tensions.
2 Show the role the museum plays in reconciling America.

The museum plays an important role in reconciling America. It enables people to
understand the full history of the country (l. 6-7), to engage conversation about the
past (l. 9-10) and find common ground over past divisions (l. 10-11).
3 Explain what Martin Luther King Jr. would think about the situation of black Ameri-
cans today.
If Martin Luther King Jr. were still alive, he would probably have mixed feelings. On
310
the one hand he would admit that progress has been made as American citizens
have elected an African-American president, you can also find black Americans
running museums, the black middle class has increased, the level of education has
improved, and in some areas integration has come about. On the other hand, he
would realise that many black Americans haven’t yet met the American dream: the
“beloved community” doesn’t exist, the issue of race still matters - even if it matters
less - some schools are still segregated.
4 Write a short review on TripAdvisor® to encourage people to visit this museum.
Production possible
If you have the opportunity to go to Washington D.C., work a stop at the National
Museum of African American History and Culture. It is a beautifully designed buil-
ding, an interesting and interactive museum focusing on African-American history.
Its approach is engaging and encourages Americans to reconcile. Recommended for
all ages and all Americans.
Five stars.
Prepare your PAIR WORK Imagine an interview between a journalist and a

celebrity discussing inspiring people and positive events in black
project history.
−−Demander aux élèves de varier les questions et les mots interrogatifs
p. 163 pour diversifier les questions.
−−Leur conseiller de favoriser les questions ouvertes.
−−Spécifier qu’ils et elles doivent être précis·e·s et détaillé·e·s dans les
réponses et donner des exemples concrets.
311
Too
in thels
Spotlight Corrigés
Pryoactise
ur grammar
1 a. Rosa Parks was arrested on 3 a. Where did the bus boycott take
December 1, 1955. It was 65 years ago. place?
b. The public has been familiar with Black b. Who was the first black president to be
Lives Matter since 2013. elected?
c. The documentary I Am Not Your Negro c. What is Black Lives Matter’s goal?
was released a couple of years ago. d. Wasn’t Will Smith successful in the mu-
d. After the Civil War and the Jim Crow sic industry?
laws, African Americans fought for equa-
lity for over 100 years. 4 a. When / where was Martin Luther
King assassinated?
2 a. The Civil Rights Movement started b. Who was Malcolm X?
in 1954 and lasted for more than 10
c. What did these two figures of the Civil
years.
Rights Movement want?
b. Human rights activists fought for a
d. Why / when / where did Rosa Parks
better world and more justice for a long
refuse to give up her seat to a white
time.
passenger?
c. James Arthur Baldwin died in France
e. Why does the Black Lives Matter move-
in 1987. It was over 30 years ago.
ment take to the streets?
d. Black Lives Matter has organised
demonstrations in the USA since 2013.
Improve
your pronunciation
Audio Audio
5 nation /eɪ/ • arduous /a:/ • CD2 piste 29 6 CD2 piste 30
equal /ə/ • manage /ɪ/ • MP3 n° 100 a. Oprah /ə/ • has /æ/ • MP3 n° 101
dream /i:/• state /eɪ/ • matter /a/ • call /ɔ:/ acted /æ/ • against /ə/ • discrimination /eɪ/.

b. Washington /æ/ ou /ɒ/ • Martin /a:/ •
made /eɪ/ • called /ɔ:/ • have /æ/.
c. situation /eɪ/ • black /æ/ • Ameri-
cans /ə/ • has /æ/ • dramatically /ə/.
d. San /æ/ • Francisco /æ/ • quarter-
back /ɔ:/ ; /æ/ • Kaepernick /æ/ natio-
nal /æ/ ; /ə/ • anthem /æ/.
312
Woyork on
ur writing skills
7 a. nineteen fifty-six b. The fourteenth Amendment grants
b. sixty-three point five percent American citizenship to former slaves.
c. five hundred and thirty-four c. Barack Obama was the forty-fourth
American president.
d. the twenty-second
d. According to the twenty seventeen US
e. fifteen thousand nine hundred and
Census, there are forty-seven million
fifty-two dollars
four hundred and eleven thousand
f. thirty thousand two hundred and thir- four hundred and seventy African Ame-
ty-four ricans, that is to say fourteen point six
g. thirty-seven million six hundred and percent of the total American population.
forty-eight thousand nine hundred and e. On February, twenty-sixth, two
twenty-one thousand (and) twelve / twenty twelve,
George Zimmerman shot a seventeen
8 a. The Montgomery bus boycott lasted year-old African-American man called
one year and fifteen days. Trayvon Martin.
Buyoild up
ur vocabulary
1 a. One of the most famous speeches de- If we want to live in a peaceful society,
livered by Martin Luther King Jr. is called we need to fight all types of injustice.
I have a Dream. To overcome obstacles, you must stand up
b. The Civil Rights Movement aimed at for yourself and act.
reaching equality. Many Americans think that Barack Obama
c. Black people are still discriminated was a role model for the youth, especially
against today due to racial prejudice. for the black American one.
d. The Museum of African American Histo- Pay attention to the speech and be critical,
ry and Culture explores slavery in the US. you will see that it is biased.
e. The Black Lives Matter movement The American post-racial society must
reveals the social injustice of the black still face its past to better understand the
community. current situation.
2 Today, black Americans still fight for

equality.
313
Project #1 . 167 p
Deliver a speech on the situation of black

Americans since the Civil Rights Movement
to celebrate Black History Month.
Mise en place
• Vous pouvez indiquer une liste de sites que les élèves peuvent consulter pour en savoir
davantage sur le Black History Month : https://bit.ly/2BMVIDa, https://cnn.it/2HXJBJT.
• Pour avoir davantage d’informations pour renseigner la partie 1, les élèves peuvent faire des
recherches internet ou bien reprendre les documents de la séquence, en consultant leur carte
mentale réalisée après l’étude du document C.
• La section Go4It à la p. 177 pourra être utilisée pour que les élèves puissent écrire leur
discours.
• Pour que le discours s’approche un maximum de l’authenticité, encouragez vos élèves à ne
pas tout rédiger et à consulter des dictionnaires en ligne pour parfaire leur prononciation.
• Si vous décidez que les élèves prononcent leur discours devant la classe et que certains·es
d’entre eux ou elles sont intimidé·e·s, ils ou elles pourront s’enregistrer au préalable et montrer
(ou non) cette vidéo en classe.
z
Project #2 . 167 p
Create a poster on an inspiring black

American figure to celebrate Black History
Month.
Mise en place
• Un appui sur les documents et la section Go4It à la p. 177 ainsi que des apports extérieurs
(connaissances personnelles, recherches internet) sont recommandés.
• Faire construire une carte mentale par la classe entière afin d’élargir et varier les choix pos-
sibles et permettre de sélectionner des figures noires américaines distinctes.
• Les élèves peuvent accomplir la tâche de manière individuelle ou en binômes.
• Inviter les élèves à utiliser la fiche de méthodologie sur les outils TICE p. 286.
• L’utilisation des outils numériques pour la réalisation des affiches permet de créer des pro-
ductions écrites plus attractives.
z
314
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression orale en continu – Deliver a speech
Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, apprises par cœur. Il y a Mes interventions correspondent à différentes Mes arguments et interventions sont variés et je
très peu de références à la situation des Noir·e·s figures inspirantes et je propose un point de vue prends en considération différents points de vue sur
américain·e·s aux États-Unis. informé. la situation des Noir·e·s américain·e·s aux États-Unis.
Je reprends des éléments vus en classe (la situation
économique, les tensions raciales …) et ajoute des
petites variantes et mon point de vue personnel.
0-1 2-3 4
socio-linguistique: des notes. Beaucoup de silences et de faux démar- adaptée mais peu structurée. un exposé clair et structuré. Utilisation adaptée des
rages. notes.
0-1 2-3 4
0-1 2-3 4
0-1 2-3 4
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. diés (l’histoire, la protestation, la discrimination, etc.)
français).
0-1 2-3 4
Total : ��/20
315
316
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression écrite en continu – Create a poster

Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, il y a très peu d’éléments sur Le lien entre la figure noire-américaine choisie et Mon personnage et sa contribution dans l’histoire
la figure noire américaine choisie et sa contribution sa contribution dans l’histoire noire américaine est noire américaine sont décrites de manière précise
dans l’histoire noire américaine. établi. J’ajoute des informations pertinentes. et claire.
0-1 2-3 4-5
Pragmatique et Mon affiche est peu claire et organisée. Mes Mon affiche est claire. J’utilise quelques mots de Mon affiche est bien organisée. Mon discours est
socio-linguistique phrases sont très simples. liaison, mes phrases sont construites. structuré.
0-1 2-3 4-5
des mots...). même avec maladresse. séquence sont réutilisés convenablement.
0-1 2-3 4-5
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. étudiés (histoire, discrimination, situation actuelle
français). aux États-Unis…).
0-1 2-3 4-5
Total : ��/20
RECAP
AXE 7 Diversity and inclusion
1 How far is the USA from E-workbook
SÉQUENCE
Martin Luther King Jr.’s dream? Bilan à compléter

Documents Vos
#minorities Documents A, They are numerous and interconnected:
What are the problems B, C, D et G social, economic and educational... Black people
faced by minorities in still face a higher rate of unemployment than other
the USA? ethnicities in the US, they are more often brutalised
or killed by police, they earn less on average than
other groups, etc.
#equality Documents A, While the era of segregation has come to an end
Has full equality been B, C, D et G since the Civil Rights Act in 1964, full equality still
reached for black Ame- has not been reached. The situation has improved,
ricans? with better access to education, more represen-
tation in politics, and more job opportunities.
However, as social movements like Black Lives
Matter show, there are still major issues such as
police brutality and social injustice.
#emancipation Documents A, The Civil Rights Movement is depicted in the first
To what extent is eman- C, E, F et G document, with the direct testimony of James
cipation successful in Baldwin. A lot has been achieved since then, such
the USA? as a black superhero on screen, or a museum to
reminisce African-American history – but there
still remain a lot of inequalities, hindering full
emancipation.
#discrimination Documents A, Many black Americans are still discriminated
Are black Americans B, C, D et G against, which explains the existence of the BLM
still discriminated movement, founded after the shooting of Trayvon
against? Martin by a police officer as well as the recent “take
a knee” gesture in American football to denounce
police violence against black Americans. Progress
has been made since Dr. King’s assassination but
there is still a lot of discrimination.
#representation Documents A, There are many role models, whether they are
What are the role B, D, E et F historical figures, politicians, athletes, fictional
models for the black characters, activists, entertainers...
community? Are there Figures of the Civil Rights Movement : Martin Luther
new role models? King Jr., Malcolm X…
Modern resistance : Kaepernick, Alicia Garza
Fiction : Black Panther - superheroes
y appear as role models for black Americans
Media : Oprah Winfrey, second black American
to receive a Cecile B. DeMille award, and many
actresses, TV hosts, producers, etc.
317
SYNTHÈSE
Has the situation of black Americans improved?
The situation of black Americans has improved since the 1960s, as they were granted
equal rights in 1964, which officially ended segregation and the existence of two diffe-
rent societies within the same nation. Progress has been made, the living conditions of
black Americans have changed:
––economically: income increase and the existence of a black middle class;
––politically: black Americans hold positions of power;
––in education: more black Americans graduate from college;
––in entertainment: the movie Black Panther was acclaimed and was a blockbuster,
and successful sport players, actors, actresses have become influential.
However, discrimination is still present in today’s America, with several young black
men shot and incidents of police brutality and the use of excessive force continuing to
grab the headlines. A new movement emerged in the mid-2010s called Black Lives Mat-
ter, it aims to defend black lives and denouncing persistent racial injustice.
Has MLK Jr.’s dream been fulfilled?

Martin Luther King Jr.’s dream has been partially fulfilled to the extent that the United
States has seen significant progress toward the ideal of racial equality, but the situa-
tion is still not perfect.
On the one hand we saw that:
––Discrimination was officially outlawed: 1964 Civil Rights Act, 1968 Fair Housing Act,
in education, jobs and public facilities, workplace. (Doc C)
––Numerous African Americans have held positions of power (career, politics...). (Doc C)
––Today the US is very different from what it was. (Doc C)
––There are numerous role models and examples of success, particularly in the cinema
and entertainment industries. (Doc E and F)
––A black American was elected president. (Doc G)
––The black middle class has grown. (Doc G)
––More black Americans attend higher education. (Doc G)
On the other hand we saw that:

–– Poverty among black Americans is higher than among their white counterparts. (Doc C)
––Many black Americans still face discrimination, racism, as well as symbolic and phy-
sical violence. (Doc B and D)
––The Black Lives Matter movement and the “take a knee” gesture criticise the remai-
ning injustice. (Doc A [file footage], B and D)
––Discrimination also takes place in some industries such as the entertainment indus-
try. (Doc F)
––Race still matters. (Doc G)
––America is still divided. (Doc G)
The dream hasn’t vanished and is still alive, and hope hasn’t been lost (Barack Oba-
ma’s 2006 bestseller is called The Audacity of Hope).
318
ÉPREUVE 1 E3C1
Vidéo Reniqua Allen on the Struggles of Young Black Americans, CNN, 2019
DVD
Script
Amanpour. So, let me get it straight though. like the first people that really were in corpo-
So, you’re sort of on the cutting edge in that rate America. They were African Americans
you are one of the original, older generation who were by all means kind of succeeding,
of millennials right now. So, are you saying that even though a lot of them grew up with se-
when you heard this song and his experience, gregation, but our parents were doing well by
Notorious B.I.G., about this other rapper, many accounts. And all of a sudden when we
things were looking like they were better and came of age, it didn’t seem like that necessa-
you feel now they are not so good? rily was the case you know. Barack Obama was
Reniqua Allen. Absolutely, absolutely. I came such a high, high moment for a lot of young
of age, like you mentioned, I’m an older millen- black millennials, but at that same time, we
nial, and when I came of age, things felt pos- had to proclaim to the world that black lives
sible. Jesse Jackson was running for president mattered that our lives mattered. There was a
– that was a big deal. Ours parents endured humanity that I think we still were fighting for
affirmative action and benefited from affirma- and it felt exhausting.
tive action. Our generation of parents were
Une interview entre une journaliste et Reniqua Allen.
A1- On parle de au moins deux éléments :

−−Notorious B.I.G. ; −−Barack Obama ; −−parents ;
−−rappeur ; −−ségrégation ; −−Black Lives Matter.
4
simples.
−− Il s’agit d’une interview entre une journaliste et Reniqua Allen.
−−Reniqua Allen est issue de la génération des millennials.
A1 −−La journaliste évoque la chanson et l’expérience de Notorious B.I.G.
−−Reniqua Allen a écouté cette chanson.
−−Reniqua Allen pense que les choses semblaient être mieux dans le passé.
−−Reniqua Allen pense que les choses ne sont plus bonnes aujourd’hui.
−−Elle parle de ses parents et/ou de la génération de ses parents.
−−Ils ont connu l’affirmative action.
−−Beaucoup ont vécu la ségrégation.
319
−−Il y a eu l’élection de Barack Obama.
A1 −−L’élection de Barack Obama était un moment fort (pour des jeunes millennials Noir·e·s).
−−Il y a eu le mouvement Black Lives Matter. 8
−−La journaliste interviewe Reniqua Allen, une jeune femme issue de la génération des millennials.
−−Reniqua Allen compare le passé et le présent des Noir·e·s américain·e·s ou donne son avis sur la
situation des Noir·e·s américain·e·s.
Le passé et / ou le positif, au moins trois éléments parfois incomplets :
−−Les choses semblaient être mieux dans le passé alors qu’aujourd’hui la situation n’est pas satisfai-
sante.
A2 −−À sa majorité, les choses étaient possibles.
−−Jesse Jackson était candidat aux élections présidentielles.
−−La génération de ses parents était la première à avoir fait face / bénéficié de l’affirmative action.
−−Ils ont réussi malgré la ségrégation.
−−Ils avaient plus de possibilités.
−−L’élection de B. Obama était importante.
Le présent et / ou le négatif, au moins un élément :
−−Lorsque les jeunes millennials sont devenus adultes, cela ne semblait plus le cas.
−−Les Noir·e·s américain·e·s doivent crier au monde entier que la vie des personnes noires
comptent. 14

−−La journaliste interviewe Reniqua Allen, une femme adulte issue de la génération des millennials.
−−Reniqua Allen a un discours avant-gardiste.
−−Elle explique pourquoi les jeunes Noir·e·s américain·e·s sont désenchanté·e·s.
−−Les Noir·e·s américain·e·s semblaient avoir plus d’opportunités dans le passé.
Le passé était meilleur, au moins trois éléments complets :
−−La situation semblait meilleure dans le passé, comme en témoigne la chanson de Notorious B.I.G.,
B1
alors qu’aujourd’hui celle-ci n’est pas satisfaisante.
> −−Lorsque Reniqua a atteint sa majorité, les choses étaient possibles.
B2 −−Jesse Jackson était candidat aux élections présidentielles ce moment était très important.
−−La génération de ses parents était la première à avoir fait face et à avoir bénéficié de l’affirmative
action.
−−C’était une génération d’Afro-américain·e·s qui a réussi par tous les moyens bien que beaucoup aient
grandi avec la ségrégation.
−−Les Noir·e·s américain·e·s avaient plus de possibilités.
La situation s’est dégradée soudainement, au moins un élément :
−−Lorsque les jeunes millennials sont devenus adultes, cela ne semblait plus être le cas.
−−L’élection de Barack Obama était un moment fort mais en même temps, les Noir·e·s américain·e·s
devaient crier au monde entier que la vie des personnes noires comptaient. 20
EXPRESSION ÉCRITE

320
BAC in sight
ÉPREUVE 2 E3C2
EXPRESSION ÉCRITE

The #BlackLivesMatter Movement: Marches And Tweets For Healing, NPR, June 9, 2015
A1- −−It is about a young boy who was killed. −−It’s in California.
−−It is about a movement. −−It is about black people.
4
simples.
−−It’s a press article. −−The movement was created by two women.
A1 −−The young boy’s killer was called George −−It was created on social media.
Zimmerman. −−Black people are killed because of their skin
−−He was acquitted. colour.
8
−−The first woman is called Alicia Garza, she reacted to Trayvon Martin’s death on Facebook.
−−She is an activist.
−−Alicia Garza’s friend, Patrisse Cullors, has turned her post into a hashtag.
A2 −−Black people are victims of the “war on drugs”.
−−Segregation / Jim Crow laws is / are persistent.
−−Personal info about Patrisse Cullors and her family.
−−The importance of the movement, shows there is a problem. 14
−−The black community is traumatised (poverty, violence, discrimination etc.).
−−There is police brutality.
−−There is a war on drugs and black people spend long years in prison (due to their skin colour).
B1 −−Analysis of the tone:
> · necessity to make things change;
B2 · at the beginning: fear / worry;
· towards the end: hope.
−−It’s time for the movement to emerge (compared to 15 years ago).
−−The movement is all over the US + in other countries.
−−There is a question of leadership.
−−There is not a single leader. 20
321
BAC in sight
This is an article posted on NPR on June 9, 2015.
It deals with the situation of black Americans in the US, the reason why and how the #BlackLivesMatter mo-
vement was created, what triggered the movement and the consequences it had on the black community.
2 Find information about the people who are named.

Trayvon Martin: a 17-year-old boy who was killed.
George Zimmerman: killed Trayvon Martin and was acquitted.
Alicia Garza: a young woman from California, reacted on Facebook to the acquittal of George Zimmerman,
co-founder of the BLM movement, Patrisse Cullors’ friend.
Patrisse Cullors: Alicia Garza’s friend, turned Alicia Garza’s Facebook post into a hashtag, an activist; her
father and brother spent years in jail.
Michelle Alexander: author (footnote number 2), coined the expression “The New Jim Crow”.
3 Find information about how and why the Black Lives Matter movement
was created.
It was created following Alicia Garza’s reaction on Facebook after George Zimmerman was acquitted for
Trayvon Martin’s murder and one of her friends, Patrick Cullors, turned it into a hashtag.
4 Explain this passage in your own words with examples from the text.
“So for me, I had no choice but to be an organizer. I had no choice but to be
an activist.” (l. 30-31)
She realised that it was necessary for her to do something because of George Zimmerman’s acquittal but
also due to the reaction(s) of black people on social media. Being an activist means raising awareness of the
question of violence towards the black community. It was also important for her to organise it through Black
Lives Matter (hashtag and movement).
5 Describe the different feelings of the main speaker, Patrisse Cullors, in the text.
Justify your answers.
Negative feelings:
– devastated - overwhelmed - shaken when Trayvon Martin was killed, and George Zimmerman was ac-
quitted
– traumatised: the situation of the black community and more precisely the poor one ➞ lack of money,
arrests, prison...
Positive feelings:
– optimistic: reaction(s) on Facebook - injustice is visible - real live conversation - becoming an activist -
healing
– successful: Black Lives Matter emerged in the US and in different countries - people are aware of police
brutality - this movement belongs to everyone
322
SÉQUENCE
2 How do social realist films

question British society?
Objectifs Projets
culturels : découvrir le cinéma social réaliste britan-
nique et percevoir les différentes questions sociétales des
You have just watched a social
dernières décennies au Royaume-Uni
realist film. Convince your friend to
go and watch it.
pragmatiques : convaincre et argumenter
33
Share your opinion on an online
forum about British cinema. Write a
33 short post about A Way of Life,
auditoire I, Daniel Blake or It’s a Free World…
citoyens : développer la réflexion, l’argumentation et

33
le sens critique
Projets finaux :
méthodologiques : expression orale en interac-
33 Act out an interview between a
tion (p. 294), expression écrite (p. 300) film student and the director of a
social realist film. They discuss the
director’s vision of British society
linguistiques :
33
Grammaire : les articles, le contraste et la concession Write the review of a British
Phonologie : les sons /s/, /z/ et /ʒ/ social realist film for a film magazine.
Écriture : les homophones
Lexique : le cinéma, la société
Pick
Document B Document B
Document C ou D Document A Classe inversée ou C

Pédagogie différenciée
Document D TRAILS
Prepare
your project p. 169 Projet #2
Document E (Modélisant)
Projet #1
323
L’incipit « statique » de Saturday Ces documents portant sur This is

Night and Sunday Morning de Karel England de Shane Meadows (2006)
Reisz (1960) permet de découvrir donnent à explorer la société
un film incontournable du cinéma anglaise des années 80 et à
social réaliste à ses débuts. Les voir comment le film aborde les
élèves pourront non seulement questions sociales de l’époque. La
saisir l’image de la société britan- pédagogie différenciée permet
nique à cette époque mais aussi d’adapter les documents au niveau
commencer à définir le genre. de l’élève.
2
SÉQUENCE 2
How do social realist films

SÉQUENCE
C England in the 80s GROUP WORK

question British society?
GROUP A GROUP B
Shane Meadows’ semi-autobiographical portrait of a

12-year-old boy who finds a sense of belonging with
a group of local skinheads in the 1980s remains a
masterpiece of working-class storytelling.
A Portrait of an anti-hero Classe inversée 5 Twelve-year-old Shaun (Thomas Turgoose) lives
with his mother in a shabby1 council flat in a bleak2
Vidéo E-workbook
northern town and is lacking direction after losing
Classe inversée his father in the Falklands War. After standing up to
DVD
hatier-clic.fr/lmu1144 3 Pick out words describing Mr. Robboe, Jack teasing at school he earns the respect of a group of
and Fred. Say which colleague Arthur identifies
10 kindly3, multiracial skinheads, the leader of which
1 Describe the scene and choose two with and why.
words to define the atmosphere. Woody (Joseph Gilgun) takes him under his wing.
4 You are the film’s director. Give stage Part of the gang and enjoying hanging out with his
2 Say what 954 and 14.3 refer to. Explain directions to the actor who plays the role  This is England, dir. by Shane Meadows, 2006 new friends, Shaun begins to question his identity
how Arthur feels about his work. of Arthur. when the gang splits into two factions after the arrival
Vidéo
DVD
15 of Combo (Stephen Graham), a racist ex-convict4,
whom unfortunately the young Shaun begins to look
B A new British cinema genre upon5 as a father figure.
Meadows’ human drama captures
a real sense of authenticity in the
Between the late 50s and the early 70s, a swathe1 of ness and gender, class and race discrimination. [...]
20 greasy-spoon cafes and at rowdy6
films were released that changed the face and course If you’re unfamiliar with these films, and the stage
house parties its colourful char-
of British cinema forever. Synonymous with but not plays and novels many of them were adapted or took
acters inhabit, and with superb
confined to the British New Wave2, the so-called 20 their cue from7, they may at first appear as the antith- Culture Tip performances from its largely young
5 ‘kitchen sink’ dramas that emerged in all their unvar- esis of big screen ‘entertainment’. To be put off8 by the From 1979 until 1990, working-class cast7, brilliantly
nished, provocative glory presented cinemagoers with uncomfortable themes, unglamorous urban locations Margaret Thatcher served
25 evokes the working-class despair of
an unfettered3, authentic realism that had largely been and prevailing sense of gloom that, inherently, per- as Prime Minister of the
UK. She belonged to the the Thatcher era.
missing from British films up until that point. meates kitchen sink films would, however, be a big Conservative Party.
 watershed.co.uk
Predominantly focused on the lives of the working 25 mistake. These dramas crackle with angry energy, and She believed the state’s
10 classes, with broad regional accents thankfully intact, reflect how grim9 life really was and, unfortunately, role should be restricted. 1. miserable 2. depressing 3. kind
She privatised most and generous 4. former criminal
the kitchen sink films had no time for traditional, rose- still can be for large parts of the population.
nationalised industries 5. consider 6. noisy and disorderly
tinted celluloid visions of England’s supposedly green  Neil Mitchell, Where to begin with kitchen sink drama, and encouraged a flexible 7. actors
and pleasant land. Instead, these raw human stories bfi.org, August 4, 2016 labour market.
revolved around crumbling marriages, the drudgery4 of 1. series 2. a style of films released in the UK between 1959
15 unskilled work, sexual orientation, stymied5 aspirations, and 1963 3. unrestricted 4. hard boring work 5. blocked
backstreet abortions, disenfranchised6 youth, homeless- 6. excluded 7. were inspired by 8. discouraged 9. without hope Pédagogie différenciée GROUP WORK
1 Identify the historical context and present Shaun, the main character. E-workbook
Culture Tip 1 Read from line 1 to line 8. Use dates and adjectives to define E-workbook Fiche à imprimer
Kitchen-sink realism kitchen-sink films. Fiche à imprimer

2 Show how he is influenced by his new friends. hatier-clic.fr/lmu1147
is a British art hatier-clic.fr/lmu1146
movement from the 2 Read from line 9 to line 17 and spot words linked to society and 3 Say what social issues are covered in the film.
50s and 60s focusing social issues. Show how these films gave a new and different image of England. 4 Use your group’s document and the Culture Tip to explain
on the everyday
how the film depicts England in the 1980s.
lives of poor and 3 Focus on negative words from line 18 to line 27. Explain why these films may be
working-class com-
considered “not entertaining”.
munities, and often
criticising modern
society.
4 Write a short article to present kitchen-sink films for your cinema club website. Prepare your You have just watched a social realist film.
Convince your friend to go and watch it.
project Grammar Tip Précis p. 236 Ask three yes / no questions

Remember to use the verb without to about social realist cinema
after a modal: must / can + verb. to your partner, who must
assembly line work role model rebellious ≠ obedient justify each answer.
Articles Too ls p. 172 working class issues: problems belong to
“a group of Ø local skinheads social progress conventional ≠ depict: portray
168 in the 1980s” moral values unconventional criticise: denounce 169
Ce texte pose les jalons de la séquence

en revenant sur la genèse et les carac-
téristiques du cinéma social réaliste, et
aide à mieux percevoir le rapport de
celui-ci avec la société. Sa place dans
le groupement de documents et son
analyse sont essentielles.
324
Cet article sur le film A Way of Life
d’Amma Asante analyse les causes
et les conséquences de la montée
de la violence et de la haine sociale Cet extrait du film I, Daniel Blake,
dans les années 2000 au Royaume- commenté par les réalisateurs
Uni, et de son possible impact sur le et accompagné d’un reportage,
vote du Brexit en 2016. L’approche consolide l’intérêt de l’approche
en pédagogie différenciée permet documentaire qui caractérise le
de moduler l’étude des documents cinéma social réaliste. C’est un
pour les rendre accessibles à genre toujours pertinent et dédié à
tou·te·s les élèves. dénoncer les travers de la société.
How do social realist films question British society? SÉQUENCE 2
D A realistic look on society E A cinema of social engagement Vidéo

Released in 2004, A Way of Life is bleak1 and at times

difficult to watch. The film tells the story of a gobby2,
racist, single mum who joins a throng3 of teens as they
kick a Turkish Muslim man to death. It won Asante a
5 BAFTA Carl Foreman Award for Special Achievement
and changed her career trajectory. More than a decade
since its release, the film seems depressingly contem-
porary — the Home Office recently reported a sharp
rise in hate crimes motivated by race or religion in the
10 wake of the referendum to leave the European Union.
While Asante had never experienced violent racism per-
sonally, she says she wanted to understand what would
motivate murderous hatred4. “I come from a belief that  “I, Daniel Blake” is very real, The Economist, 2017
if we think we can exclude any portion of society… and
15 say, ‘You don’t have any value, you don’t have any voice, 1 Describe the difficult situation Daniel Blake is
you have no right to contribute to the mainstream5 world facing in the film.
that the rest of us are going to live in’ — if you think the
only people we’re going to hurt and harm6 is that excluded 2 Compare Stuart’s situation to Daniel Blake’s.  I, Daniel Blake, dir. by Ken Loach, 2016
group, we’re nuts7” Racism is treated as a symptom rather 3 Explain what Paul Laverty and Ken Loach wanted Culture Tip
20 than the cause in the film. “The cause is class inequality, to show about the British system.
Ken Loach is a British independent film
exclusion,” she says, adding: “If all parts of society had felt
director. He has strong socialist ideals which
heard… I don’t believe we’d have had a [vote for] Brexit.” 4 You want I, Daniel Blake to be selected for a film are reflected in his films. He believes that the
festival in your school. Explain why to the president benefits system in the UK is inefficient and
 Emma Jacobs, Filmmaker Amma Asante on race, Brexit and
meeting Prince, The Financial Times, November 10, 2016
of the jury. cruel.
 A Way of Life, dir. by Amma Asante, 2004
1. depressing 2. rude and offensive 3. group 4. hate 5. conven-
Culture Tip tional 6. damage 7. (slang) crazy
F A political film

Amma Asante is a British filmmaker and screenwriter. Vidéo E-workbook
She began her career as a child actress and turned to DVD Fiche à imprimer
screenwriting in her late teens. Her debut film, A Way of hatier-clic.fr/lmu1149
Life, won multiple international awards including a BAFTA It’s a Free World... follows Angie, a 33-year-old working-
Award (British Academy of Film and Television Arts Award). class single mother. After being fired from a recruiting
agency, she starts her own employment firm, with the
help of her flatmate, Rose.
1 Say why Angie and Rose disagree.
1 Identify expressions of violence in the poster 1 Use elements from the text to describe the
and the text. Say what makes this film dramatic. poster. Demonstrate that the film is a drama. 2 Find at least one argument Angie uses to
convince Rose.
2 Read from line 1 to line 6. Explain the story 2 Explain the parallel between the film and
of the film and say why it is still “contemporary”. reality at the time. 3 List the conditions she gives when she hands
in their passports to the illegal immigrants.
3 Use the following words from the text to 3 Explain the aim and message of the film.
describe the director’s motivation. 4 Explain, in French or in English, what Ken
Loach wants to show in this scene to someone
exclude – society – value – racism –
 It’s a Free World..., dir. by Ken Loach, 2007 who hasn’t seen it.
class inequality – cause
Meet up! Show that the film helps

understand the vote for Brexit. Prepare your Share your opinion on an online forum about
British cinema. Write a short post about A
spokesperson
illegal workers
frustration
precariousness:
socially engaged
involve: engage
project Way of Life, I, Daniel Blake or It’s a Free World…
Give two words defining one
Grammar Tip Précis p. 223 of the films on p. 170-171.
human rights lack of security integrate Your partner has to guess
Contrast and concession Too ls p. 172 racism bureaucracy ≠ exclude
Use adjectives to make your post more
personal. Remember they are always which film it is!
“Although the film is a piece of fiction, for immigration capitalism ≠ struggle: invariable.
some, the life in I, Daniel Blake is a grim globalisation anti-capitalism progress with
170 reality.” exploitation political difficulty 171
Cet extrait du film It’s a Free World…

de Ken Loach explore une des failles
de la démocratie britannique et fait,
sous un regard incisif et empathique,
une critique de la compétition
économique conduisant à une
précarisation et une exploitation des
travailleurs.
325
2 How do social realist films question
SÉQUENCE
British society?
Tips
yy
Prêter attention au sens de la lecture de l’image
qui a une fonction descriptive et narrative : sens
horizontal, de la gauche vers la droite, plan large,
la disposition des personnages, les textes.
yy
Décrire les éléments de l’image : au premier plan,
les personnages (les poses, attitudes, regards, apparences physiques, places), en par-
ticulier le jeune âge du personnage principal entouré de jeunes adultes ; au deuxième
plan (le titre en caractère large, gras, aux couleurs du drapeau du Royaume-Uni ;
l’accroche, le réalisateur et la tôle ondulée en arrière-fond) ; les couleurs et la lumière
de l’ensemble de l’image.
yy
Interpréter l’image : qu’annonce l’affiche sur le film ? À quel genre appartient le film ?
Quel est le sujet ? Quelle histoire ? Quelle image de l’Angleterre et de la société
anglaise donne-t-il ? Est-ce un film qui peut vous plaire ?
yy
Mettre en lien les hashtags, en particulier #socialcategories et #integration,
avec l’affiche du film.
A Portrait of an anti-hero Classe inversée p. 168
Classe inversée Ce document se prête à la classe inversée car la langue employée peut être
difficile ; aussi, cette difficulté pourra être partiellement levée hors du cours grâce à la fiche d’activité
du E-workbook. Il sera important d’insister sur le travail préparatoire pour faciliter l’interaction et la
production en classe.
E-workbook
Tips
yy
Partir de la troisième partie de la fiche d’activité du E-workbook préparée en dehors
de la classe pour favoriser l’interaction orale et revenir sur les aspects qui ont posé
problème.
yy
S’assurer de la compréhension du terme « anti-héros » : solliciter des exemples connus
de la part des élèves, aider à définir le terme avec leurs propres mots.
yy
Faire prendre connaissance des trois premières consignes du manuel et visionner
l’extrait en entier afin de faciliter le repérage d’informations.
326
yy
Pour la consigne de production orale, revenir sur le rôle d’anti-héros d’Arthur si besoin,
et inviter les élèves à construire une carte mentale détaillée sur les indications scé-
niques (actions, gestes, déplacements, attitudes, regards, intonations, mimiques du
personnage...).
Vidéo
DVD
Nine hundred and fifty-four. Jack’s one that ain’t learnt it, he wants to get
Nine hundred and fifty-bloody-five. on. Yes, Mr. Robboe. No, Mr. Robboe. I’ll do it
as soon as I can, Mr. Robboe. And look where
Another few more and that’s your lot for the
it got Robboe. A fat gut and lots of worry.
Friday. Fourteen pounds three and tuppence
Fred’s alright. He’s one of them who knows
for a thousand of these a day. No wonder I’ve
how to spend his money. Like me. Enjoys
always got a bad back. But I’ll soon be done.
hisself. That’s more than them poor beggars
I’ll have a fag in a bit. No use working every
know. They got ground down before the war,
minute God sends. I could get through in half
never got over it. I’d like to see anybody try to
the time by working like a bull, but they’d only
grind me down, that’d be the day. What I’m out
slash me wages so they can get stuffed! Don’t
for is a good time. All the rest is propaganda.
let the bastards grind you down, that’s one
thing I’ve learned.
1 Describe the scene and choose two words to define the atmosphere.
authentic – realistic – tense – angry – dissatisfied – boring – grim – sad – austere –
depressing – cold – noisy
This is the opening scene of the film. It takes place in a bicycle factory. While ope-
rators are working on their machines, the manager is handing out payslips to wor-
kers. Then the camera focuses on Arthur, a young machinist, manufacturing bicycle
parts, receiving his salary, having a break, cleaning his hands and watching his
colleagues. We can only hear the heavy sounds of the machines, a jazzy film music
and Arthur’s voice-over talking about his work.
2 Say what 954 and 14.3 refer to. Explain how Arthur feels about his work.
954 = number of bicycle parts
14.3 = (weekly?) wage
Arthurs seems to hate his job and he complains about it. It is a job to pay the bills
and an unpleasant job: “bloody”, “No wonder I’ve always got a bad back”, “grind
down”, “All the rest is propaganda”, “I could finish (...) but they’d only slash me
wages”, “I’ll soon be done”, “What I’m out for is a good time”.
3 Pick out words describing Mr. Robboe, Jack and Fred. Say which colleague Arthur
identifies with and why.
Mr. Robboe: “a fat gut” – “lots of worry.”
Jack: “one that ain’t learnt it” – “He wants to get on.”
Fred: “Fred’s all right” – “He’s one of them who knows how to spend his money,
like me. Enjoys hisself.”
Arthur identifies with Fred. He says Fred is like him. They share the same menta-
lity and attitude towards work and life: they don’t want to be overexploited, work
is simply a means to get money and spend it to have fun and enjoy life.
327
4 You are the film’s director. Give stage directions to the actor who plays the role of
Arthur.
Production possible
Actions: work – receive a document – stop working – turn towards / look at / talk
to the manager – smoke a cigarette – wash and dry his hands – watch the collea-
gues – throw the towel...
Moving: stay in front of the machine
Look: rebellious – unhappy – cold – focused – stern – serious – defying – fixed –
furtive...
Gestures: brutal – professional – fast – brusque – automatic – vigorous...
Intonations: sad – complaining – brief...
Attitude: rebellious – brutal – unfriendly – cold...
Info+
Saturday Night and Sunday Morning est un film culte dans la culture pop anglaise. Il appartient au
mouvement britannique du Free Cinema qui dans les années 60 correspond à une version plus
politique de la Nouvelle Vague française.
L’histoire se déroule à Nottingham dans les années 1960 où Arthur, un ouvrier de 24 ans, fait
la fête avec ses amis le week-end afin d’oublier sa condition sociale précaire. Il a une liaison
avec une femme plus âgée que lui, Brenda, qui est l’épouse d’un de ses collègues de travail. Il
rencontre ensuite Doreen, une jeune fille de son âge ; cette relation lui permet de s’échapper de
son quotidien.
B A new British cinema genre p. 168
Tips
yy
À l’oral, amener les élèves à émettre des hypothèses de lecture à partir de la mise en
relation de l’extrait filmique Saturday Night and Sunday Morning, du titre A new British
cinema genre et du paratexte. Noter au tableau l’ensemble des réponses sous forme de
carte mentale.
yy
Faire prendre connaissance du texte et recueillir les premiers éléments de compréhen-
sion du document à l’oral.
yy
En fonction des compétences des élèves en compréhension écrite, proposer la fiche
d’activité du E-workbook pour les accompagner dans la compréhension du texte.
yy
Favoriser le travail en autonomie et confronter les réponses corrigées aux hypothèses
de départ à la fin.
E-workbook
328
1 Read from line 1 to line 8. Use dates and adjectives to define kitchen-sink films.
Dates: “the late 50s” – “the early 70s”
Adjectives: “British” – “New” – “so-called” – “unvarnished” – “provocative” – “unfet-
tered” – “authentic”
Kitchen sink films emerged in the late 50s and the early 70s in Britain. Also dub
bed the British New Wave, they changed the face and course of British cinema.
These films differ from popular British films; they are about simple and provocative
glory, and unrestricted and authentic realism.
2 Read from line 9 to line 17 and spot words linked to society and social issues. Show
how these films gave a new and different image of England.
“the lives of the working classes” – “broad regional accents” – “traditional” – “raw
human stories revolved around crumbling marriages” – “drudgery of unskilled
work” – “sexual orientation” – “stymied aspirations” – “backstreet abortions” –
“disenfranchised youth” – “homelessness and gender” – “class and race discrimi-
nation”.
Unlike the “rose-tinted” and traditional vision of England with its green and plea-
sant land, kitchen sink films focused on British society and its social issues. They
took a particular interest in the life of the working classes, their concerns and aspi-
rations and showed them bluntly on screen.
3 Focus on negative words from line 18 to line 27. Explain why these films may be
considered “not entertaining”.
“unfamiliar” – “antithesis” – “uncomfortable” – “unglamorous” – “gloom” – “mistake”
– “angry” – “grim” – “unfortunately”
Kitchen sink films may be considered “not entertaining” for an unfamiliar audience
for many reasons: they seem to appear as the antithesis of big screen “enter-
tainment”, they tackle uncomfortable themes, they are set in unglamorous urban
places, have a prevalent sense of gloom, are full of angry energy.
4 Write a short article to present kitchen-sink films for your cinema club website.
On attendra ces éléments pertinents dans l’écriture de l’article : date, pays d’origine, singulari-
té par rapport au cinéma traditionnel, vision, procédés, intentions, personnages, thèmes, lieux
et réception.
C England in the 80s GROUP WORK p. 169
Pédagogie différenciée Les deux documents de cette page sont de Niveau des documents :
nature et niveaux différents. Chaque élève pourra approcher de
• Group A : Niveau B2
manière distincte et complémentaire le film culte This is England, qui
donne à voir la société anglaise des années 80. Chaque élève pourra • Group B : Niveau B1
travailler au préalable sur la fiche d’activité du E-workbook qui lui est
attribuée avant de répondre aux questions du manuel.
329
Tips
yy
Faire anticiper les élèves à partir des deux images de la page.
yy
Inviter les élèves à utiliser les fiches de méthodologie de la compréhension orale (p.
290-291) ou de la compréhension écrite (p. 292-293).
yy
Utiliser la fiche d’activité du E-workbook pour faciliter le repérage des informations
essentielles et pertinentes des documents.
yy
Concernant la consigne de production orale, les élèves peuvent soit être en interaction
orale soit en production orale en continu.
yy
Le texte peut être l’occasion de revoir les articles avec vos élèves.
E-workbook
Vidéo
Script DVD
Shaun. I’ve been picked on three times today. Shaun. Shut up! Shut up about it!
Harvey. Woodstock’s that way, pal! Combo. No one’s ever struck a swing at me
Woody: Who’s picking on you? like that. It’s like looking in the mirror.
Shaun. Harvey. Shaun. Get me a hundred fags, and seven
cans of lager now.
Woody. Harvey?
Get off!
I’ve got a couple of those for you, my name is
Harvey! Combo. There’s the line, boys.
Honestly mate, you look sterling! Get your hands off him, now!
Now you should all cross that line, and you
Shaun. Thanks for today, it’s been the best
should come with me.
day of my life!
Woody. The things you’ve said have made him
Woody. You’re more than welcome!
wanna stay.
I’ve got someone I want you to meet.
You’re well out of line.
Combo. You’re a proper little skinhead then,
Far-right politician. People who work hard
yeah?
are welcome with open arms in this country.
Shaun. Yeah.
Shaun’s mum. Shaun, are you okay?
Combo. There’s three and a half million
Far-right politician. It’s the people who think
unemployed. And that Thatcher sends us on
we owe them a living that need to go back!
a phony war!
1 Identify the historical context and present Shaun, the main character.
group A
The film takes place in the 80s during the skinhead movement. Shaun is a young
boy living with his single mother, his father passed away. He has short, fair hair
and is quite short. He was bullied at school until he met his new friends. He seems
to look for affection and a sense of belonging. He looks funny and likes to laugh.
group B
The film takes place in the context of the Falklands War, the skinhead movement
and the Thatcher era. Shaun is a 12-year-old boy living with his mother in a
shabby council flat in a northern town of England. He comes from a working-class
330
family. He lost his father in the Falklands War. After being teased at school, he
became part of a multiracial skinhead gang.
2 Show how he is influenced by his new friends.

group A
He changed his looks (dressed in different clothes and had his haircut), to become
a skinhead (“proper little skinhead”). He also tried to commit a store robbery with
one of the gang members.
group B
He found in the gang a sense of belonging, enjoyed going out with them, and consi-
dered Combo as a father figure.
3 Say what social issues are covered in the film.

group A
bullying – delinquency – racism – violence – gang – extremism – immigration – po-
verty – unemployment – single parenthood
group B
single parenthood – housing – poverty – bullying – racism – extremism – violence –
gang – working-class hopelessness – Falklands War
4 Use your group’s document and the Culture Tip to explain how the film depicts
England in the 1980s.
Production possible
group A
The film depicts the life of a working-class family, the skinhead youth, the life of
the working classes and social issues under the Thatcher era (immigration, single
parenthood, unemployment...).
group B
The film depicts with authenticity the working-class despair of the Thatcher era, the
skinhead youth during the 80s, the everyday life of a young boy who lost his father
in the Falklands War and social issues at that time.
Prepare your You have just watched a social realist film. Convince your friend to
go and watch it.
project −−S’appuyer sur un des films de la double-page de préférence, mais il est
possible d’accepter d’autres films du même genre.
p. 169 −−Encourager les élèves à noter quelques arguments et des exemples
tirés du film choisi, ainsi qu’à improviser la production orale dans l’en-
semble.
−−Donner la possibilité de rédiger un monologue ou un dialogue.
−−Cette tâche peut être faite de manière individuelle ou en binômes.
331
D A realistic look on society p. 170
Pédagogie différenciée Le travail en pédagogie différenciée permettra à tou·te·s les élèves de
rentrer dans le texte et d’en comprendre les enjeux. Le Trail A est plus accessible que le Trail B grâce
au repérage lexical.
Tips
yy
Anticiper l’étude du texte en organisant un brainstorming à partir de l’affiche ; cela
permettra aux élèves d’émettre des hypothèses sur le contenu du texte et facilitera la
lecture.
yy
Anticiper en faisant réfléchir les élèves à partir du titre.
Trail A Trail B
1 Identify expressions of violence in the 1 Use elements from the text to describe
poster and the text. Say what makes this the poster. Demonstrate that the film is a
film dramatic. drama.
Poster From the start, drama is suggested with
“In their world, there are no happy en- the subtitle “In their world, there are no
dings”, “ferocious… gut-grabbing” – the happy endings”. The adjectives “bleak”
red (blood) and gloomy (bluish /greyish) and “gobby” confirm the dramatic si-
colours tuation. Four hooded boys are standing
The woman and the young girl look dis- around a dead body. The position of the
turbed and angry. Four anonymous hoo- boys contemplating their crime adds to the
ded boys are staring at a body lying on dramatic intensity of the scene.
the ground, on the left a girl on the ground The girl on the ground is watching the sce-
is watching the scene. ne. Drama is created by the bleakness of
the situation, which adds a tragic dimen-
Text sion to the scene. At the top of the poster on
“kicked [...] to death” – “hate crimes” – the right, the girl’s face expresses violence
“hurt and harm” and hate.
Drama is created by the harmful attitude
and emotions of the characters, the vio-
lence of the scene with the hate crime.
2 Read from line 1 to line 6. Explain the 2 Explain the parallel between the film and
story of the film and say why it is still reality at the time.
“contemporary”. The film, released in 2004, refers to a
The film won an award in 2004 and it racist crime coinciding with social unrest.
helped Amma Asante in her career orienta- Racism and violence were rife because a
tion which is a positive point. lot of people felt excluded from society. This
The release of the film coincided with a situation created a climate of violence.
time of economic unrest. We learn from the Home Office that racism
Although the film was released in 2004, and violence have increased in the wake
over a decade later the social issues at of the EU referendum “with a sharp rise in
stake have not been solved and a portion of hate crimes”. In fact, 12 years later the so-
the population still feels neglected and has cial and financial situation has not impro-
no access to mainstream society. ved as racism, poverty and violence are
332
Trail A Trail B
Xenophobia and hate crimes still persist still present in Great Britain after the Brexit
and there is even a sharp rise according to referendum.
the Home Office statistics.
In short, there is no real improvement in
that matter.
3 Use the following words from the text to 3 Explain the aim and message of the film.
describe the director’s motivation. The film aims at denouncing violence and
exclude – society – value – also sends a message to society at large,
racism – class inequality – cause to remind people that we can’t exclude a
portion of society.
The film director’s goal is to show that
Through her film, Amma Asante intends to
hate crimes are motivated by the fact that
convince people that racism is a symptom
society lost fundamental human values.
of violence and not always its cause.
Class inequality has caused intole-
British society would be better if there were
rance, exclusion and racism, which have
fewer inequalities and exclusions.
become symptoms of a society that is not
doing well.
Meet Up! Show that the film helps understand the vote for Brexit.
Production possible
The film shows that class inequality, social exclusion, hate and violence explain the
vote for Brexit. The social context in Britain was not positive in 2016 because the lower
classes felt excluded from national decisions.
E
Vidéo
A cinema of social engagement
p. 171
Tips
yy
Visionner la vidéo du début à 2’00’’ (They’ve sanctioned me).
yy
Cette vidéo est un document à deux voix et est donc complexe : les élèves écoutent à
leur rythme si possible (3 écoutes conseillées).
yy
Travailler en amont à la maison ou en trois groupes. En groupes, les élèves vont
émettre des hypothèses à partir des deux images, du titre et du Culture Tip :
·· un groupe d’élèves prend des notes en écoutant l’extrait vidéo et reconstitue l’histoire de
Daniel Blake ;
·· le second groupe se concentre sur la voix off en notant les mots importants ;
·· le troisième groupe se concentre sur la vidéo ;
·· prévoir une mise en commun des éléments.
yy
Le poster du film peut servir de prétexte pour revoir les adjectifs laudatifs, grâce aux
critiques présentes sur la moitié haute de l’affiche.
yy
Un débat sur le rôle du cinéma social peut faire réfléchir les élèves sur l’engagement.
yy
La vidéo sera l’occasion d’aborder le contraste et la concession avec vos élèves.
333
1 Describe the difficult situation Daniel Blake is facing in the film.
Daniel Blake had a major heart attack and was advised to stop working because of
his poor health state. He went to the job centre to apply for health benefits and the
job centre worker wants him to produce a CV. He is at a loss as he doesn’t under
stand the need for a CV since he is not fit to work. The agent ends up threatening
to give him a sanction. The rules are posted in the job centre and there is no em-
pathy or effort to understand Daniel’s plight. The rigidity of the system is exposed.
2 Compare Stuart’s situation to Daniel Blake’s.

Daniel Blake is at the beginning of the process of registering at the job centre
whereas Stuart’s story is viewed from the end of the process. This is awful since
Stuart lost everything because he wasn’t able to fill out the forms needed to get
unemployment benefits. In both cases there is a terrible gap between the organisa-
tion that is supposed to help people and the lack of humanity of the social system,
which neglects the poorest, who become victims.
3 Explain what Paul Laverty and Ken Loach wanted to show about the British system.
Their purpose was first to denounce the unfairness of the social system, which
is cruel and degrading, as job seekers get sanctioned if the they do not comply
exactly with the rules. In fact, what they need is help and some respect. Then Paul
Laverty and Ken Loach wished to denounce the fact that jobless people are trapped
in a heartless and ruthless system where the poorest remain poor and can’t escape
the spiral of poverty.
4 You want I, Daniel Blake to be selected for a festival in your school. Explain why to
the president of the jury.
Production possible
This film must definitely be on the programme of our film festival because it is
a really interesting and moving film which has been an international hit! It was
the winner at the Cannes festival in 2016 for top filmmaking prize. The film is so
touching and moving that it will be the best film shown during our film festival.
The director aims at showing things with simplicity. The plot is gripping and realis-
tic. The actors’ performances are just great. The main character is so good-hearted
and helpful even though he is in deep trouble. Ken Loach gives us a lesson in
dignity and self-respect.
334
F A political film p. 171
Tips
yy
Dans un premier temps, faire anticiper les élèves à partir de l’image extraite du film.
yy
La fiche de méthodologie sur l’analyse d’une scène de film (p. 281) aidera les élèves à
comprendre la scène et à la décrire.
yy
Regarder la capture d’écran à gauche et le titre du document, faire remarquer la no-
tion de politique.
yy
Faire émettre des hypothèses sur la situation : qui sont ces personnes ? Qui est cette
femme ? Que font-ils ? Ensuite, faire lire le texte à droite de l’image qui contextualise la
situation.
yy
Inviter les élèves à utiliser la fiche d’activité du E-workbook pour faciliter le repérage
des informations essentielles et pertinentes des documents.
yy
La vidéo est en deux parties séparées par de la musique. On peut envisager deux ou
trois écoutes.
E-workbook
Vidéo
Script DVD
Angie. Alright, Rose? what do you reckon they’re gonna do to me,

Rose. No. a pathetic single mum? Zero! And look, you’ve
You don’t have to be fucking nuts. gotta think about it. Look what we’re doing!
We’re giving these people a chance! Mah-
Angie. I’m sorry, Rose, ok? Look, I wanna show
moud, downstairs… I mean, you know, if I was
you something. Look at this. This is a real case
him, I’d wanna meet someone like me!
against the gang master.
Illegal worker. Italian?
Rose. Just one? So what?
Angie. Right, you’ve gotta know this, alright?
Angie. Yeah… If you read it. False papers were It’s very important. £20 a week of your pay, ok,
given to hundreds of illegal workers. And did for the passport. That’s what you’re gonna be
they get arrested? No, they didn’t! Do you charged, alright? That comes off. You do un-
know what happened? They got sent a war- derstand that, don’t you? Can you explain it?
ning letter and that was it! It’s a penny drop.
Angie. Now, listen, you won’t get paid the full
Rose. You promised me you wouldn’t take any rate, it’s hard work, I’m not gonna lie to you,
more chances… it is. And listen, my boss is doing me a favour
Angie. Look, Rose. Think about it. If they can here, alright? So you can’t let me down. You
send a warning letter out, ok, to a mafia boss, understand that, don’t you, can you explain?
1 Say why Angie and Rose disagree.

Angie and Rose created their own recruitment agency. Angie is ready to use any
means to make money. Angie is helping migrants to get forged passports, so they
can work for her.
Rose disagrees with Angie because she wants to abide by the law. Angie promised she
would not take any more “chances” which means she wouldn’t take any more risks.
335
2 Find at least one argument Angie uses to convince Rose.
To convince Rose, Angie shows Rose a legal case of a gang master who had people
working with false papers. When it was discovered, no one got arrested, the gang
master only received a warning letter. She is saying that if the police didn’t arrest
the gang master they surely wouldn’t arrest her, being a single mom.
Angie is planning to buy forged passports to hire more workers. She thinks helping
the migrants is a great thing, “If I was him I’d want to meet someone like me”.
3 List the conditions she gives when she hands in their passports to the illegal immi-
grants.
no full rate wage – give £20 a week to pay for the passports – accept the hard jobs
– not let her down
4 Explain, in French or in English, what Ken Loach wants to show in this scene to
someone who hasn’t seen it.
Production possible
Angie sells passports to illegal workers. She makes them pay for the passports by
withdrawing £20 off their weekly salary. The workers can get a job and Angie can
develop her firm. This is counterfeiting and illegal practice but both parties profit
from it, workers, and boss. Here, Ken Loach tackles fraud and the exploitation of
migrant workers, but also the fact that Angie, being a single mother, is doing every-
thing she can to make a living.
Angie vend des faux papiers qu’elle finance en retirant chaque semaine 20£ de
leur salaire à des immigrants, et en échange, elle leur trouve un emploi tempo-
raire à la journée ou à la semaine.
C’est un exemple de fraude et de travail illégal dans un pays développé. Ici, Ken
Loach dénonce la contrefaçon et l’exploitation des travailleurs étrangers mais
aussi la volonté de cette mère célibataire de s’en sortir.
Prepare your Share your opinion on an online forum about British cinema. Write
a short post about A Way of Life, I, Daniel Blake or It’s a Free World…
project
p. 171
Production possible
I’ve just watched the film It’s a Free World… Angie sets up her own recruitment agency
with her friend, Rose. We really feel she is a good and social-minded person. But little by
little she loses her enthusiasm and starts exploiting illegal workers. She gets them false
passports and hire them to do temporary jobs in her firm.
This film is at the same time amazing and shocking. I feel this is totally unacceptable in
the UK, a modern democracy.
So, watch this film, which is complex and ambiguous, and discuss it with your friends.
336
Too
in thels
Spotlight Corrigés
Pryoactise
ur grammar
1 a. Most of the cinemagoers who live in 3 a. Ken Loach’s Kes is based on Barry
London enjoy a wide range of Ø choices. Hines’s novel A Kestrel for a Knave,
b. He buys a packet of crisps and Ø whereas I, Daniel Blake is inspired by
popcorn whenever he goes to the cinema. true stories of unemployed people.
c. Now, if you want to watch a film or an b. As a matter of fact, although Daniel
interesting play about the lives of the Blake has suffered from a heart attack, he
underprivileged, you can find a great is denied unemployment benefits and is
variety of Ø films. expected to find another job.
d. Ken Loach is a famous British film c. In It’s a Free World…, although Angie
director, who has dealt with Ø issues like was fired by her employer, she managed
Ø poverty, Ø homelessness and Ø labour to set up a recruitment agency of her own.
rights. d. Maisie is watching Stephen Frears’s My
Beautiful Laundrette, while she should be
2 a. The ingredients that make Ø very busy revising at the moment.
kitchen-sink drama are Ø factories and Ø e. In A Way of Life, Leigh-Anne has made
working-class people. quite a few enemies on a poor Cardiff
b. Ø British filmmakers embraced Ø social council estate, although she gets on well
realism. with her brother Gavin.
c. They wanted to show the everyday
frustrations of the poor.
d. The urban proletariat was interested
not only in Ø economic growth but also in
Ø happiness.
e. For a long time, the working class had
been neglected in Ø films.
Improve
your pronunciation
Audio
4 realistic /s/ • realism /z/ • CD2 piste 33
c. These /z/ • films /z/ • similar /s/ •
packs /s/ • measure /ʒ/ • MP3 n° 109 documentaries /z/ • specific /s/ • history /s/.
genre /ʒ/ • producers /z/ • filmmakers /z/ • d. discover /s/ • the true lives /z/ •
pits /s/ working-class /s/ • characters /z/.
Audio e. ingredients /s/ • kitchen-sink /s/ • rea-
5 CD2 piste 34 lism /z/ • factories /z/ • pregnancies /z/ •
a. Leisure /ʒ/ • activities /z/ • MP3 n° 110
pints /s/.
class /s/ • Sixties /z/ • pubs /z/ • movies /z/.
f. films /z/ • always /z/ • focus /s/ • diffi-
b. Social /s/ • realist /s/ • films /z/ •
culties /z/ • working class /s/.
programmes /z/.
337
Woyork on
ur writing skills
6 a. You have to watch so many ads 7 a. Do you know the title of this movie?
before the film starts playing! No, I don’t.
b. I read a very good film review about b. I feel a bit weak, I need to rest at home.
I, Daniel Blake. This week I will go to the cinema.
c. The students must write a short article c. I could hear the sound of the film from
about British society. outside. Come here now!
d. Have you ever taken your children to d. Melvin knew everything about the sy-
the cinema? nopsis. I would like to buy a new car.
e. Let’s buy two tickets for the new Mike e. Can you give me a piece of cake? After
Leigh film. the war, people wish to have peace.
f. The character looks too old for his age.
He wakes up at 5 o’clock to arrive early.
Buyoild up
ur vocabulary
1 a. In social realist films the leading cha- 2
racters are from the working class.
b. Have you ever heard of A Taste of Production possible
Honey? It is a kitchen-sink masterpiece / British social realism questions society
classic / drama / film. about moral values and criticises the
c. The film was released in 1963, during abuses of the Establishment. The actors
the Swinging Sixties. often embody characters from the working
class and deal with social issues such as
d. Ken Loach’s films explore contemporary
unemployment, integration in a commu-
social issues in Britain.
nity. These films reveal the precariousness
e. The filmmaker wants to depict / por- and the frustration of antiheroes who
tray the realities of life in his country. often live on social benefits. They survive
f. In the UK basic human rights are thanks to social cohesion.
protected by the Human Rights Act 1998.
g. According to recent statistics more and
more British people are in a situation of
social and economic precariousness.
338
Project #1 . 175 p
Act out an interview between a film student

and the director of a social realist film. They
discuss the director’s vision of British society.
Mise en place
• Prévoir le travail préparatoire du projet en dehors de la classe.
• Les élèves peuvent faire référence à un ou plusieurs films du réalisateur ou de la réalisatrice
choisi·e.
• Le réalisateur ou la réalisatrice choisi·e peut être décédé·e, et le regard peut porter sur la
société britannique passée ou contemporaine.
• Les élèves ont la possibilité d’enregistrer l’expression orale et de remettre l’audio au ou à la
professeur·e.
• L’interaction orale dure environ 5 minutes.
z Fiches de méthodologie N°5 p. 276
N°9 p. 281
Project #2 . 175 p
Write the review of a British social realist

film for a film magazine.
Mise en place
• Choix du film : guider vers différentes périodes ; le Kitchen sink realism des années 50 à 70,
ou des films plus récents.
• Proposer aux élèves de lire des critiques de films du cinéma social britannique en amont. Par
exemple sur Film Reviews, Rotten Tomatoes ou encore les critiques de Mark Kermode sur la BBC
(https://www.bbc.co.uk/programmes/b01rk5j5).
• Si possible, demander aux élèves de visionner un film entier.
• Rappeler les éléments clés : date de sortie, réalisateur·rice, titre, acteurs·rices, le contexte,
lieux de tournage. Les élèves devront également donner une appréciation personnelle et leur
opinion. Insister sur les aspects positifs ou négatifs (film trop long ou trop court, etc.).
• Rédiger la critique : limiter à 300 mots.
• Rappeler que le but est de convaincre le·la lecteur·rice de voir ou non le film, sans dévoiler
(spoil) l’intrigue.
• Revoir l’expression du conseil grâce au précis grammatical sur la modalité p. 237 (must, should).
• Suggérer aux élèves de choisir plusieurs films et d’établir un classement.
• Établir un système de notation pour les films : excellent , good ,
average , bad , don’t go .
z Fiches de méthodologie N°12 p. 286
N°20 p. 300
339
340
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression orale en interaction – Act out an interview
Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, apprises par cœur. Il y a très Mes interventions donnent à voir la société britan- Mes arguments et interventions sont variés et je
peu de références à la société britannique à travers nique à travers le cinéma social réaliste et je propose prends en considération différentes images de la so-
le cinéma social réaliste. un point de vue informé. ciété britannique à travers le cinéma social réaliste.
0-1 2-3 4
sociolinguistique des notes. Beaucoup de silences et de faux démar- adaptée mais peu structurée. un exposé clair et structuré. Utilisation adaptée des
rages. notes.
0-1 2-3 4
0-1 2-3 4
grammaire (verbe manquant...) ou de syntaxe (ordre respectée et les structures travaillées utilisées même d’erreurs de grammaire. Les éléments vus dans cette
des mots...). avec maladresse. séquence sont réutilisés avec habileté.
0-1 2-3 4
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. étudiés (société britannique, cinéma social réaliste,
français). questions sociales).
0-1 2-3 4
Total : ��/20
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression écrite en continu – Write a review

Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, il y a très peu de références Quelques éléments pertinents. Peu de références Beaucoup d’éléments pertinents et de références au
au film choisi. au film choisi. film choisi.
0-1 2-3 4 -5
Pragmatique et La critique est très simple, l’ensemble peu convain- Une critique construite et bien rédigée. Critique bien structurée qui donne envie ou non de
sociolinguistique cant. voir le film.
0-1 2-3 4 -5
Grammaire Les phrases sont très simples. Il y a des erreurs de Les phrases sont simples et courtes. La syntaxe est Les phrases de la critique sont plus longues et
grammaire (verbe manquant...) ou de syntaxe (ordre respectée et les structures travaillées même si c’est correctes avec peu d’erreurs de grammaire. Les
des mots...). maladroit. éléments vus dans cette séquence sont réutilisés
avec habileté.
0-1 2-3 4 -5
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. diés, la critique est bien organisée et pertinente.
français).
0-1 2-3 4 -5
Total : ��/20
341
RECAP
AXE 7 Diversity and inclusion
2 How do social realist films question E-workbook
SÉQUENCE
British society? Bilan à compléter

Documents Vos
#discriminations Documents B, Social realist films denounce discriminations
How do social realist films C, D, E et F that exist in society, whether they are based
denounce discriminations? on race, gender or class. Filmmakers show
them on screen in order to get recognition
and raise awareness. This enables viewers
to question themselves and the society they
live in.
#emancipation Documents A, Social realist cinema can show people what
To what extent are social C, D et E reality really is and send an implicit message
realist films a means of to society. Viewers can discover worlds they
emancipation? didn’t know existed. They can also give a sub-
dued or violent lesson or denounce scandals
and excesses.
#minorities Documents Minorities can be people in dire poverty who
How are minorities depicted D et F need help. They can be migrants striving to
in social realist films? find a job to start from scratch, they can also
be victims and be the object of racism. They
are usually isolated people who can’t cope
with their lives.
#socialcategories Documents A, Social realist films question social catego-
How do social realist films B, C, D, E et F ries by taking a critical look at society: its
question social categories? structure, mindset, classes, contemporary
social issues... They predominantly focus on
the lives of the working classes. Overall, they
have a social and political engagement.
#integration Documents C, These films show honest people ready to
To what extent do social D, E et F work and integrate a society which rejects
realist films encourage inte- them. Most of them are skilled
gration in the British society? and can join the workforce to be a useful
manpower.
342
SYNTHÈSE
How is British society portrayed in social realist films?
British society has been portrayed with authenticity and realism since the beginning
of the social realist genre. These films claim to break with a stereotypical and tradi-
tional vision of society and of the country. The interesting thing about them is the raw
depiction of the society of their eras: issues, mindset, structure... If filmmakers explore
British society to reflect it as it is, the portrayal and storytelling of the working classes
prevail, promoting them to new types of heroes. Therefore, it raises the question of
objectivity, the insight is subjective, particularly if we consider the social and political
engagement of these films.
How do social realist films reflect social issues in Britain?

Social realist filmmakers depict and explain the complexity of British society. British
social realist cinema is a genre that reflects social issues through films by denouncing
the ailments of society. The films focus on ordinary people living in poor working-class
suburban settings.
The social issues tackled range from poverty and single parenthood, to injustice and
economic hardship. Some of the characters are trying to find a decent place to live or get
social benefits needed to survive or get a job. The public follows the attempts of these
second-class citizens who do their best to survive in a hostile context of dire poverty.
Most of the time, the films have a touch of humour and derision.
Beyond the darkness and desperation, there is always a silver lining and sometimes
a promise for a better world. Nowadays, the genre is quite popular and many film
directors keep on scrutinising and questioning the evolution of modern societies. The
common point between all social-realist films is that they share an interest in presen-
ting life as it is. These films strive to be a mirror of society.
343
ÉPREUVE 1 E3C1
Audio Kitchen-sink realism: Britain as it really is?, BBC, August 31, 2015
CD2 piste 36
Script
Kitchen-sink filmmaking wasn’t just a moment, alongside class, ethnicity comes to play a very
it’s a tendency that’s become one of the defi- important role as well.
ning characteristics of British cinema right up On average the output of any national cinema
until today. Directors like Ken Loach and Mike is a bit clichéd – there are fashions. And I think
Leigh cut their teeth making this type of film British social realism, which is a very noble tra-
in the 1960s and 70s, and many of their films dition and a long one, has of course settled
over the decades have retained a focus on into cliché at times. There are clichéd images,
the downtrodden, though social realism has clichéd situations. But it is also capable of rein-
changed and adapted over time. vention, this is the great thing about it. Just
The difference in the 1980s into the 90s is that when you think it is settled into a sort of rou-
these films take on a much wider spectrum tine, along comes a new filmmaker, perhaps
of society. If the so-called Angry Young Men making their first film or their second film, and
films have been very much concerned with they just show us what it’s capable of.
class questions, I think in the 80s, you know,
On parle de réalisation de films.
A1-
−−les années 1960 / 70 / 80 / 90 ; −−le réalisme social ; −−les clichés.
4
simples.
Il est question de films.
Les films (kitchen-sink) ne sont pas seulement liés à une époque.
Ken Loach, au moins un élément :

−−C’est un réalisateur. −−Il réalise des films depuis les années 60-70.
−−Il s’inscrit dans ce genre.
A1
−−Le film social réaliste a changé / s’est adapté. −−Il y est question d’ethnicité.
−−Il y a une différence avec les films des années −−Il y a des clichés comme des images ou des
80-90. situations.
−−Il y est question de classe.
−−Le réalisme social britannique est une tradition. −−Il est capable de réinvention.
8
344
Les réalisateurs, au moins un élément :

−−Ken Loach et Mike Leigh ont réalisé ce genre de films dans les années 60 et 70.
−−Le film social réaliste a changé et s’est adapté au fil du temps.
L’évolution, au moins deux éléments :
−−La différence des films des années 80-90 est que ces films s’intéressent à un large éventail de ques-
A2 tions de société.
−−Les Angry Young Men se sont intéressés aux questions de classe.
−−Dans les années 80, l’ethnicité joue aussi un rôle important.
La question du cliché, au moins deux éléments :
−−Il y a des modes. −−Il y a des situations clichées.
−−Le film social réaliste britannique est une −−Il est capable de se réinventer.
tradition noble.
14
La réalisation, au moins deux éléments :

−−Les films kitchen-sink ne sont pas seulement liés à une époque.
−−C’est aussi une tendance.
−−Elle caractérise et définit le courant du cinéma social britannique.
Les réalisateurs, au moins un élément :
−−Ken Loach et Mike Leigh ont débuté leur carrière dans les années 60 et 70.
B1 −−Au fil du temps certains films se sont centrés sur les opprimé·e·s.
> L’évolution, au moins trois éléments :
B2
−−Le film social réaliste a changé / s’est adapté.
−−La différence avec les films des années 80-90 est qu’ils abordent de nombreux enjeux sociétaux.
−−Les Angry Young Men se sont intéressés aux questions de classe.
−−Dans les années 80 l’ethnicité est devenue un thème majeur.
La question du cliché au moins trois éléments :
−−Le cinéma national fonctionne habituellement avec le cliché.
−−Il y a des modes.
−−Le réalisme social tombe parfois dans le cliché.
−−Ce genre sait se réinventer. (On accepte aussi “de nouveaux réalisateurs”.) 20
EXPRESSION ÉCRITE

345
ÉPREUVE 2 E3C2
EXPRESSION ÉCRITE

An introduction To British Social Realist Directors, theculturetrip.com, January 7, 2017

−−The text is an introduction to British social realist directors: Ken Loach, Stephen Frears and Shane Meadows.
(Une simple citation du titre peut suffire pour cet élément.)
A1- Au moins un élément :

−−It is about their films.
−−The films are Philomena, Kes, This is England, My Beautiful Laundrette.
−−The last three films were respectively released in 1969, 1985 and 2006.
−−They are social realist films. 4
simples.
−−It is an (online) article.
−−It is about famous (British social realist) directors.
−−It is about social realist films.
Les thèmes du cinéma social britannique, au moins un élément :
−−society, the working class, poverty, violence, inequality and / or injustice, social and /or racial issues.
Stephen Frears, au moins un élément :
A1 −−Philomena was awarded a prize in 2003.
−−Philomena is about a woman.
−−My Beautiful Laundrette was released in 1985.
−−My Beautiful Laundrette is about a young second-generation Pakistani man.
Ken Loach, au moins un élément :
−−He released Kes in 1969.
−−It is an iconic film.
Shane Meadows, au moins un élément :
−−He released This is England in 2006.
−−It is about modern-day England. 8
346
BAC in sight
Les réalisateurs de cinéma social britannique, au moins un élément :

−−They are famous for interrogating social issues. −−Stephen Frears.
−−Ken Loach. −−Shane Meadows.
Le cinéma social britannique, au moins un élément :

−−Is well-known for showing aspects of British society. −−Mainly features the working class.
Stephen Frears et le film Philomena, au moins un élément :

−−It was awarded Best screenplay prize. −−It’s about a woman looking for her son in the 50s
−−It competed at the 2013 Venice Film Festival. in Ireland.
A2
Stephen Frears et le film My Beautiful Laundrette, au moins un élément :
−−Omar, a young second-generation Pakistani man.
−−He is discovering what it means to be homosexual in the 80s.
Ken Loach et le film Kes, au moins un élément :
−−It was released in 1969. −−It won critical acclaim.
Shane Meadows et le film This is England, au moins un élément :

−−It was released in 2006.
−−It helps better understand the cultural history of modern-day England.
−−It is a form of historical documentation. 14
−−The most famous directors are Ken Loach, Stephen Frears and Shane Meadows.
Le cinéma social britannique, au moins trois éléments :

−−is well-known for revealing the ugly hidden aspects of society / for criticising society;
−−humanises individuals;
−−features the young working class;
−−is a political statement / artistic rendering.
−−Famous directors: Ken Loach, Stephen Frears and Shane Meadows.
Le film Philomena de Stephen Frears, au moins deux éléments :

−−Competed at the 2013 Venice Film Festival and / or was awarded Best screenplay prize.
−−is about Philomena Lee, a woman looking her son / taken for adoption in the 50s / in Ireland.
B1
> Le film My Beautiful Laundrette de Stephen Frears, au moins un éléments :
B2 −−The film is about Omar, a young second-generation Pakistani man / during the Thatcher’s reforms in the 1980s.
−−He is rejected for being homosexual.
−−He faces British nationalism.
−−Questioning the meaning of Englishness.
−−Portraying the complex and dividing issues of colour and class in British society.
Ken Loach et le film Kes, au moins deux éléments :

−−Was released and / or won critical acclaim in 1969.
−−Has influenced the British cinema scene up to now.
−−Ken Loach is sympathetic to his characters.
−−He depicts the daily violence and poverty.
Shane Meadows et This is England, au moins un élément :

−−Helps understand the cultural and historical context of modern-day England.
−−Shows the country through the point of view of those who experienced it. 20
347
BAC in sight

The document is taken from theculturetrip.com, an online magazine. It introduces three famous British
social realist film directors.
2 Present the main issues tackled in these films. Show what aspects of Britain are portrayed
by the directors.
These films focus on British society to question social issues such as poverty, race, class inequality and social
injustice.
(Tout ce qui suit n’est pas attendu des élèves, mais toute information supplémentaire sera à bonifier)
• The film Philomena, directed by Stephen Frears, tells the true story of a woman desperately trying to
find her son taken for adoption in Catholic Ireland in the 1950s. It denounces a human scandal and
injustice in society at large.
• The film My Beautiful Laundrette, by Stephen Frears, is the tale of Omar a young second-generation
Pakistani man discovering what means being homosexual in the socio-economic and political context
of the 80s. The film questions cultural identity and social classes in the divided British society.
• Ken Loach filmed the situation of young working-class characters in 1969 with the iconic film Kes.
• The film This is England is set during the Falklands War and the social unrest in the early 80s in the UK.
It focuses on the people who suffered in those days.
The directors portray several aspects of Britain:

– social aspects: the complexity of British society (class, skin colour) – the life of the working class – inequality
– injustice – prejudice – violence – poverty – sexuality – British nationalism;
– cultural, historical and political aspects: the 50s – modern-day England – the 80s – the midst of the rapid
deindustrialisation – in the aftermath of the Falklands War – the Thatcher reforms – the English identity.
3 Comment in your own words “The cultural touchstones of British cinema rarely paint a
pretty picture. They are political statements and artistic renderings of a country still struggling
with class inequality and racial tension.” (l. 62-65)
British social cinema is not about roses and love. It is well-known for revealing the ugly hidden aspects of
society. These films depict realistically the everyday life of the working class (violence, poverty, racism...). They
are documented and convey a political message.
4 Explain the author’s intention in this article.

The author wants to give an overview of British social cinema over the last three decades through three film
directors. He evokes therefore their most famous films and the main themes and issues they tackle.
348
349
AXE 8
Territory and memory
Territoire et mémoire
PROGRAMME
Comment s’est construit et se transmet
l’héritage collectif dans une aire géographique
donnée ? Les espaces régionaux, nationaux et
transnationaux offrent des repères marquants
(dates, périodes, lieux, événements, espaces
saisis dans leur évolution temporelle, figures
emblématiques, personnages historiques, etc.)
et permettent de s’interroger sur la manière
dont se construit et se transmet un héritage
collectif. Les commémorations traduisent un
besoin d’élaborer et d’exprimer des mémoires
individuelles et collectives. La multiplication
des lieux de mémoire pose la question de la
relation complexe entre histoire et mémoires.
La mémoire d’un individu ou d’un peuple
trouve son reflet dans le patrimoine ; héri-
tage dont l’évolution dans le temps témoigne
de la relation que chaque peuple entretient
avec son passé et, par extension, la manière
dont il se projette dans l’avenir. À travers la
notion d’héritage, les histoires individuelles se
confondent avec le destin collectif ; ces points
de rencontre et de tension entre les histoires
personnelles et la grande histoire sont à
l’origine de nombreux récits (du témoignage au
roman historique).
350
SÉQUENCE
1 How strong is the

UK’s link with its
overseas territories?
Problématique : Cette séquence invite les élèves à une réflexion sur le lien qui unit le
Royaume-Uni et ses territoires d’outre-mer, sur l’origine de ce lien, sur son évolution et son
éventuelle remise en question.
2 How is slavery
SÉQUENCE
commemorated in the
English-speaking world?
Problématique : L’esclavage a impliqué plusieurs pays et continents. Cette séquence permet

de comprendre comment les pays anglophones le commémorent aujourd’hui, en érigeant des
monuments, à travers des journées de commémoration ou encore grâce à la culture populaire.
351
SÉQUENCE
1 How strong is the UK’s link

with its overseas territories?
Objectifs Projets
culturels : les territoires britanniques d’outre-mer et
leur lien avec le Royaume-Uni
Make a one-minute podcast
about some British Overseas Territories
pragmatiques : convaincre son auditoire,
33
confronter les points de vue et défendre son point de vue PAIR WORK A BOT has just
been victim of a natural disaster. Two
friends exchange short messages on
sociolinguistiques : maîtriser un discours pro-
33 WhatsApp.
motionnel et adapter son discours à son audience STUDENT A You live in this BOT.
STUDENT B You are his or her best
citoyen : s’interroger sur la pertinence des liens entre
33 friend living in Liverpool.
d’anciens territoires coloniaux et le pays colonialiste
méthodologiques : réaliser une vidéo (p. 284),

33 Projets finaux :
expression écrite en interaction (p. 298), poster sur les
réseaux sociaux (p. 282) Make a video promoting one of
the BOTs to win a competition set up
by the tourism agency VisitBritain.
linguistiques :
33
Grammaire : le présent simple, le present perfect Following an article on BBC
Phonologie : la prononciation du o News, exchange a few tweets about
the independence of British Over-
Écriture : l’écriture sur les réseaux sociaux
seas Territories.
Lexique : les territoires britanniques d’outre-mer, leurs
atouts, les relations
Pick
Document A Document D
Document B (Modélisant) Document F TRAILS (Modélisant)

Classe inversée
Prepare
Prepare your project p. 187
your project p. 185
Document E
Document C
Project #2
Project #1
352
Cette vidéo en classe inversée sera

travaillée en autonomie à l’aide de
la fiche d’activité du E-workbook
et sera l’occasion pour les élèves
de prendre connaissance des
Cet article du Washington Post
principales caractéristiques des ter-
permettra aux élèves de voir les
ritoires britanniques d’outre-mer.
différentes étapes qui ont marqué
le déclin de l’Empire britannique et Le questionnement guidera les
de comprendre l’origine des 14 ter- élèves vers une compréhension en
ritoires britanniques d’outre-mer. autonomie du document.
1
SÉQUENCE 1
How strong is the UK’s link

SÉQUENCE
B A trip to the BOTs Classe inversée

with its overseas territories?
Vidéo E-workbook
DVD Classe inversée
1 Pick out the places mentioned. Which adjective is repeated

several times?
A The end of the British Empire 2 List all the unique characteristics of those territories. Use
them to write a short description of those places.
The rise and fall of the British Empire 3 Tell a friend what you have discovered about the BOTs and
 Overwiew of Britain’s Treasure Islands, convince him or her to visit one of those territories.
Queen Elizabeth will officially become the longest serv- When Elizabeth was crowned in 1952, Britain still had Warehouse Productions 51, 2016
ing monarch in British history this week, beating out a real empire, with more than 70 overseas1 territories.
her great-great-grandmother Queen Victoria to take Even then, however, it was clear that the situation
C Major assets
10
the title. During her almost 64-year-long reign, the could not last. India, often declared “the jewel2 in the
5 queen has seen a remarkable amount of change in the crown” for the Empire, had won its independence just
world, but perhaps no change has greater affected her five years before. In 1952, British troops were fighting Scientific research
life than the remarkable decline of the British Empire. independence movements in Egypt and Kenya. They stations
15 would go on to lose both, and many others. Wildlife
By 1979, the British Empire was reduced to a few
Gibraltar Tourism
pockets around the world. The shrinking3 didn’t stop, Bermuda
Akrotiri Military bases
however. When Hong Kong was transferred to China
and Dhekelia
in 1997, Queen Elizabeth’s son Prince Charles himself Oil
20 dubbed4 it the “end of the Empire.” In 2015, Britain has British Indian
Ocean Territory Tax haven
14 overseas territories left. Outside of Britain’s land in ATLANTIC
the Antarctic, which is vast but mostly unpopulated, OCEAN
the largest remaining British overseas territory is the PACIFIC

PACIFIC
Falkland Islands. At 4,700 square miles, the islands are OCEAN
OCEAN
25 a little smaller than Connecticut. INDIAN
It’s a far cry from5 the days when the sun never set6 on Falkland OCEAN
Pitcairn Islands
the Empire: In 1921, at the empire’s peak, the British Islands Cayman Islands Turks and Caicos
ruled around a quarter of the land on Earth. Saint Helena, Ascension Islands
and Tristan da Cunha Anguilla
 Adam Taylor, The rise and fall of the British Empire, The
Washington Post, September 8, 2015
British Antarctic
1. across an ocean 2. ornament 3. reduction 4. called Territory
South Georgia and Montserrat
 The Queen visiting Bermuda in 2009 5. a big difference from 6. went down the South Sandwich Islands British Virgin
Islands
1 Using the caption, comment on the photograph. 1,500 miles 500 km
2 Read the text. Pick out information about Queen Elizabeth and Queen Victoria.  The 14 overseas territories that are still British.
3 Draw a timeline with the following dates and note down what each date corresponds to. 1 Read the map. Find out which characteristic is 3 Find out which BOTs are military bases and
1921 – 1947 – 1952 – 1979 – 1997 – 2015 common to all the British Overseas Territories and imagine how this can be an asset for the UK.
explain how it is linked to two other categories.
4 Write an entry about the evolution of the British Empire for the encyclopedia published on 4 Tell your geography teacher what you have
your school’s intranet. 2 Pick out the three characteristics that learned about BOTs and explain how they are assets
make some BOTs economic assets for the UK. for the UK.
wildlife /waɪldlaɪf/
destination
strategic
belong to: be included in
Prepare your Make a one-minute podcast about some
British Overseas Territories.
tax evasion
oil /ɔɪl/ : (here) petrol
asset: sth valuable
possess: own
gain independence from
remain: subsist
project Grammar Tip Précis p. 225 In 10 seconds, name five
British Overseas Territories.
Present perfect Too ls p. 188 located: situated enable to: allow to
To refer to the territories, use quantifiers:
a few, some, many, most...
“the queen has seen a remarkable scattered: disseminated under the sovereignty: under
184 amount of change in the world.” renowned for: famous for the domination 185
La présence de la carte permet de

visualiser la répartition géogra-
phique des territoires britanniques
et de découvrir leurs caractéris-
tiques et leurs atouts.
353
Ce texte écrit après le passage de
Cette photo permet de prendre l’ouragan Irma le 6 Septembre 2017
connaissance de certaines revendi- à Anguilla témoigne de la difficulté
cations à l’égard du Royaume-Uni : pour le Royaume-Uni à secourir
une question d’argent, l’empreinte les habitant·e·s de ses territoires
coloniale, le désir de liberté, d’indé- d’outre-mer lors de catastrophes
pendance… naturelles, ce qui fragilise la relation.
How strong is the UK’s link with its overseas territories? SÉQUENCE 1
D A complex relationship F Blaming mainland Britain
The UK Government’s response to Hurricane Irma in fashion3 to our French neighbours on St Martin, where
British overseas territories has been branded1 “abso- the French made sure they had military on the ground
lutely pathetic.” so the response given is timely, which makes it effec-
Dorothea Hodge, the former UK EU representative for tive, which makes it helpful to our people.
5 the government of the Caribbean island of Anguilla, 30 “That is sorely4 lacking in this case. There was no echo-
said the UK should invest in long-term reconstruction ing of chainsaws5 in Anguilla. We have huge trees and
to help the island community. some of our oldest trees are still lying across the roads,
She told The Guardian: “It’s absolutely disgraceful that it has roads are remaining impassable.
taken the whole day for Priti Patel to respond to the worst “While we understand that these things take time, I am
10 hurricane we have seen in a British territory since the 1920s.” 35 very disappointed. We are supposed to have a relationship
Ms Patel said she had deployed three UK humanitar- - we are overseas territories, we are supposed to be of the
ian experts and a British naval vessel with 40 Royal same type of people as Gibraltar or the Falkland Islands.”
Marines and army engineers to the region. She said: “I am truly disappointed because we should
Ms Hodge added: “Anguillans are all British nationals, not be in this position. If we are indeed supposed to
15 as British as the Falklands or Gibraltar. 40 be in a partnership, it should work very much more
“In comparison to the French president who has set effectively than it is now.” […] [Ms Hodge] told The
up an emergency fund, an emergency hotline and a Guardian: “What is needed now is a commitment to
reconstruction fund, her response after the storm has an immediate effective humanitarian, response, food,
passed is absolutely pathetic.” water, shelter, emergency health care, and a long-term
 “Decision March” against a law imposed by the UK to fight tax evasion, British Virgin Islands, May 24, 2018.
20 Her comments were echoed by Anguilla resident 45 reconstruction fund to get the island back on its feet
Josephine Gumbs-Connor, a barrister2, who was also after this battering.”
1 Read the caption, then describe and comment on the photograph.
critical of the UK’s response to the hurricane. 1. judged 2. lawyer 3. the same 4. badly 5. used for cutting trees
2 Explain what it shows about the relationship between the UK and the British Virgin Islands. Ms Gumbs-Connor told BBC Radio 4’s Today
 Samuel Osborne, Irma: Caribbean overseas territories
programme: “I anticipated really that, given our rela- condemn UK Government’s ‘disgraceful’ lack of help as
3 Imagine the tweet written by the photographer when he or she posted the photograph. 25 tionship with the UK, they would have done in a similar Hurricane wreaks devastation, The Independent, Sept 7, 2017
E The Falklands War

Vidéo E-workbook
DVD Fiche à imprimer Pédagogie différenciée TRAIL A TRAIL B
1 Find out what the UK did to help Anguilla 1 Compare the way the UK and France helped
and what France did for St Martin. Conclude who their overseas territories.
provided better help.
1 Watch the video and read the Culture Tip. Explain
the situation. 2 Pick out the two adjectives Anguillans 2 Describe the Anguillan population’s feeling
used to qualify both the UK’s response to the toward the UK’s response to the hurricane.
2 Describe Prime Minister Margaret Thatcher’s hurricane and how they felt.
reaction. Sum up what she decided to do.
3 Study Ms Hodge and Ms Gumbs-Connor’s 3 Explain what the Anguillans would like to
3 Try to explain to your classmates why quotes. Pick out words that express what have from the UK in terms of relationship and
Margaret Thatcher was called the “Iron Lady”. Anguillans are expecting from the UK. direct aids.
Meet up! Ms Gumbs-Connor phones her niece to enquire about the situation in St Martin and
 The Iron Lady, dir. by Phyllida Lloyd, 2011 they talk about the aid each island received.
Culture Tip
The Falklands Islands have been British since 1833, supplies /səplɑɪz/ firm resent: be angry for Prepare your PAIR WORK A BOT has just been victim of a natural
disaster. Two friends exchange short messages on
project
but Argentina claims them as part of its territory.
shelter: safe place regret: deplore sth unfair WhatsApp.
This led to the Falklands War in 1982.
iron: (hard) metal warn sb: alert sb refuse /rɪfjuːz/ Student A You live in this BOT and you are disap- You have 30 seconds to list
idyllic /ɪdɪlɪk/, respond to take action: take three things that people
pointed with the reaction of the British government.
perfect devastate measures from the British Overseas
inconceivable: rescue: aid: provide order sb to + V
Student B You are his or her best friend living in
Liverpool. Territories could reproach
unthinkable assistance sever /sevər/ ties the UK government with.
diplomatic demonstrate: with: end a Grammar Tip Précis p. 236
stubborn: opposed protest connection with
Present simple Too ls p. 188 to change or blame sb for sth: To express your disappointment, use modals like:
should have + past participle, could have + past participle.
186 “The Falklands belong to Britain.” suggestion accuse 187
Cette vidéo retrace le moment

décisif pendant lequel la première
ministre Margaret Thatcher a décidé
de reprendre les îles Malouines
après l’invasion de la junte Argentine
(2 avr. 1982 – 14 juin 1982).
354
1 How strong is the UK’s link
SÉQUENCE
with its territories?
Tips
yy
Faire réagir les élèves par rapport aux points
suivants :
·· la présence du drapeau britannique dans
un lieu inattendu ;
·· le paysage ;
·· le côté désert, isolé, coupé du monde ;
·· la légende.
yy
Les inviter à s’interroger sur l’existence d’un lien entre cet endroit et le Royaume-Uni.
yy
Mettre en relation ces informations avec les hashtags : #geography #history
#nationalterritory #collectiveheritage #frontier.
A The end of the British Empire p. 184
Tips
yy
Faire anticiper les élèves à partir du titre.
yy
Passer à la première question et exploiter la photo : la reine en visite officielle et le pan-
neau d’une spectatrice avec l’inscription « Bermuda » et mettre en relation les informa-
tions obtenues avec celles du titre.
yy
Demander aux élèves de trouver les Bermudes sur la carte p. 185 et les faire réagir.
yy
Ce texte sera l’occasion d’aborder le present perfect.
1 Using the caption, comment on the photograph.

The Queen’s arrival in Bermuda has drawn a crowd gathered to welcome her,
which shows that the relationship between the UK and Bermuda is good. One of
them is carrying a sign to welcome the Queen and the Duke of Edinburgh, another
one is holding the British flag, which means that they are proud to be British.
2 Read the text. Pick out information about Queen Elizabeth and Queen Victoria.
Queen Elizabeth: the longest serving monarch in British history – 64-year-long
reign – has seen change in the world – decline of the British Empire has affected her
life – crowned in 1952, 70 overseas territories belonging to the Empire at the time –
son, Prince Charles.
Queen Victoria: Queen Elizabeth’s great-great-grandmother, beating out her
355
great-great-grandmother Queen Victoria to take the title – a huge Empire at that
time because even in 1921 the British ruled a quarter of the world.
3 Draw a timeline with the following dates and note down what each date corres-
ponds to.
1921 – 1947 – 1952 – 1979 – 1997 – 2015
1921 1947 1952 1979 1997 2015

Britain India Queen Elizabeth The British Hong Kong There are
ruled over gained became queen and Empire was was transfer- 14 overseas
a quar- indepen- the British had to reduced to a red to China, territories
ter of the dence. fight independence few places. end of Empire left.
world. movements in according to
Egypt and Kenya. Prince Charles.
4 Write an entry about the evolution of the British Empire for the encyclopedia publi-
shed on your school’s intranet.
Production possible
Over the years, the Empire has kept declining. It began with India, nicknamed “The
Jewel in the Crown”, which had won its independence just before the Queen’s coro-
nation. Much later in 1997 Hong Kong was transferred to China, which marked the
end of the British Empire according to Prince Charles. Now 14 overseas territories
still belong to Britain. They are the remnants of this vast empire. The biggest is the
Falkland Islands with 4,700 square miles.
Info+
La reine Victoria qui, jusqu’en 2015, était le souverain qui avait régné le plus longtemps sur
l’Angleterre, a laissé à sa mort un empire à son apogée couvrant plus du quart de la surface du
globe. Lors du règne d’Elisabeth II, la plupart des colonies acquirent leur indépendance, et il ne
reste plus que 14 territoires sous la souveraineté et le contrôle de la Couronne britannique. Ce-
pendant, ces années de colonisation ont laissé une empreinte durable sur ces pays aux quatre
coins du monde, un héritage multiple, qui contribuent à perpétuer l’influence du Royaume-Uni
dans le monde. Cinquante-trois pays du Commonwealth ont gardé des liens privilégiés avec la
Couronne britannique.
Vous pouvez conseiller aux élèves de consulter la page 209 pour mieux comprendre la place de
la reine dans le gouvernement, et de regarder les films proposés p. 214 et p. 215 Victoria and
Abdul et The Queen.
B A trip to the BOTs Classe inversée p. 185
Classe inversée Ce document se prête à la classe inversée car il a un contenu informatif et lexical
important que les élèves pourront repérer et s’approprier à leur rythme grâce à la fiche d’activité du
E-workbook. Ils et elles pourront par ailleurs rechercher sur une carte où se situent les lieux mention-
nés. Il sera important de revenir sur le texte du document A en début de cours pour réactiver les
acquis des élèves et vérifier qu’ils et elles établissent le lien entre les lieux mentionnés et les 14 ves-
tiges de l’Empire britannique.
356
E-workbook
Tips
yy
Faire travailler cette vidéo à la maison pour que les élèves comprennent bien ce qui
caractérise ces territoires : distance, présence disséminée partout dans le monde, une
faune et une flore variées, des paysages aux antipodes les uns des autres. Ces infor-
mations complèteront la carte dans l’activité suivante.
yy
La fiche d’acitivité du E-workbook aidera à régler les problèmes lexicaux et à préparer
un compte-rendu oral exploitable en classe.
yy
Les élèves pourront, en autonomie, s’appuyer sur les fiches de méthodologie p. 290
(Compréhension orale) et p. 296 (Expression orale en continu).
Vidéo
DVD
There’s a journey I have always wanted to Antarctica, to remote islands in the Pacific, and
make, to the most remote parts of Britain, and to tropical swamps in the Caribbean. Every
I mean remote, not the islands of Scotland or new landing reveals more remarkable wildlife
the mountains of Wales, but the UK Overseas and a fascinating history. Most people have no
Territories. Fourteen islands and archipelagos idea these places exist, let alone they’re Brit
scattered all across the seven seas. It’s a jour- ish, and they all have a rich and diverse wildlife
ney that will take me from the barren volcano heritage, the real treasure on these remote
on the Equator to the ice-bound wilderness in British islands.
1 Pick out the places mentioned. Which adjective is repeated several times?
Britain – not the islands of Scotland or the mountains of Wales, but the UK Over-
seas Territories – 14 islands and archipelagos – the seven seas, on the Equator –
Antarctica, in the Pacific, in the Caribbean
The adjective “remote” is repeated several times.
2 List all the unique characteristics of those territories. Use them to write a short
description of those places.
remote – scattered – barren – ice-bound – tropical – remarkable – fascinating – rich
– diverse
The BOTs are remarkable territories scattered all over the world and are mostly
remote places. You have both tropical and ice-bound wilderness therefore you have
a rich and diverse wildlife.
3 Tell a friend what you have discovered about the BOTs and convince him or her to
visit one of those territories.
Production possible
I have just heard about British Overseas Territories. They are scattered all over the
world, so you can choose to take a trip to the tropical swamps of the Caribbean or
climb a barren volcano on the Equator. Anyway, no matter where you go, they have
remarkable wildlife. Personally, I think you should visit …
357
C Major assets p. 185
Tips
yy
Anticiper à partir de la carte permet de visualiser d’emblée l’étendue géographique
des territoires, de bien faire ressortir la distance qui les sépare du Royaume-Uni et leur
présence disséminée partout dans le monde.
yy
Demander aux élèves d’expliquer ce que chaque symbole dans la légende implique.
yy
Relever ce qui caractérise chaque territoire pour mieux comprendre en quoi ces atouts
peuvent servir les intérêts du Royaume-Uni.
1 Read the map. Find out which characteristic is common to all the British Overseas
Territories and explain how it is linked to two other categories.
The common characteristic to all BOTs is the presence of wildlife. Wildlife can be
linked to tourism and scientific research stations. Indeed, where there is important
and diverse wildlife you can also find scientists that study this wildlife. Abundant
wildlife also brings a lot of tourism thanks to nature lovers.
2 Pick out the three characteristics that make some BOTs economic assets for the UK.
Tourism, tax havens and oil are economic assets for the UK because even if the territories
are somewhat independent concerning internal political matters, the UK controls them.
3 Find out which BOTs are military bases and imagine how this can be an asset for the UK.
Gibraltar, Akrotiri and Dhekelia and the Falkland islands are military bases. Having such
bases is an asset since those strategic places give the UK easier access to different regions
of the world, which is important should the UK need to declare war on another country.
4 Tell your geography teacher what you have learned about BOTs and explain how
they are assets for the UK.
Production possible
The British Overseas Territories are useful to the UK because they have major
assets: remarkable wildlife, renowned tourist destinations, military bases which
allow Britain to be present in strategic places of the world, scientific research
stations, tax havens (i.e. important financial centres) and oil.
Prepare your Make a one-minute podcast about some British Overseas Territories.
−−En amont, renvoyer les élèves à la fiche de méthodologie sur l’expres-
project sion orale en continu (p. 296). Les élèves pourront également compléter
le travail fait en cours par une recherche internet (fiche p. 276).
p. 185
−−Cette tâche peut être effectuée soit en classe soit à la maison. Pour la
préparation et la réalisation de cette tâche en classe, donner un temps
limité (environ 20-25 minutes).
−−Les élèves pourront s’enregistrer avec leur téléphone.
358
D A complex relationship p. 186
Tips
yy
Demander de localiser les Îles Vierges britanniques sur la carte p. 185.
yy
Anticiper le sujet du document à partir du titre.
yy
Demander aux élèves de décrire ce qui se passe, de repérer les différents slogans sur
les pancartes et d’expliquer ce que ça implique concernant la relation entre ce terri-
toire et le Royaume-Uni.
1 Read the caption, then describe and comment on the photograph.

Some inhabitants of the British Virgin Islands are demonstrating in the street. The
demonstration, which took place on May 24, 2018, followed a law instated by the
UK to fight tax evasion.
2 Explain what it shows about the relationship between the UK and the British Virgin
Islands.
They are carrying placards on which you can read “End colonial Rule” or “No im-
perial legislation”, which shows that they are now questioning the relationship that
links them to the United Kingdom. They blame the UK for imposing a new law on
their territory. Money is at the root of the problem because we can also read on one
placard “$200m of our $300m budget, UK?” Besides, another placard reads “We
want WE freedom”, which shows that the inhabitants of this island have their own
dialect, so their own identity.
3 Imagine the tweet written by the photographer when he or she posted the photo-
graph.
Production possible
JOHN MILLER
@jmiller
Tempers are flaring here in the #BVI. The UK
has decided to crack down on tax avoidance,
but people here refuse to comply with deci-
sions taken by the UK government. A huge
crowd is demonstrating, accusing the UK
of colonialism. #BritishVirginIslands
#TaxEvasion #MoneyLaundering
♥ 9,922 4:25 PM - May 24, 2018
359
E The Falklands War p. 186
Tips
yy
Renvoyer au Culture Tip en bas de page pour aider les élèves à mieux saisir le contexte
de la photo.
yy
Faire anticiper les élèves à partir du titre du document, de la capture d’écran et de sa
légende. Faire observer l’attitude de Margaret Thatcher qui semble face à un dilemme,
à une décision importante au sein du gouvernement.
yy
La vidéo sera l’occasion de revoir le présent simple.
E-workbook
Vidéo
Script DVD
Margaret. Gentlemen, the Argentinian Jun- John Nott. In the last round of Defence cuts
ta - which is a fascist gang – has invaded our we judged the risk of invasion to be small.
sovereign territory. This cannot be tolerated. Margaret. Did we?
May I make plain my negotiating position. I will
John Nott. And if you remember, Prime Min
not negotiate with criminals or thugs. The Falk-
ister, you agreed that we should reduce the
land islands belong to Britain, and I want them
naval presence in the area to an absolute mi-
back. Gentlemen, I need you to tell me today
nimum.
if that is possible.
Geoffrey Howe. Margaret, the cost of sen-
Admiral Leach. Possible... just, Prime Minis-
ding 28,000 men and a hundred ships twelve
ter. We can have a Task Force ready to sail in
thousand miles, almost to Argentina, will be
forty-eight hours.
absolutely crippling.
Margaret. Forty-eight hours?
Margaret. I don’t think we should be worrying
Admiral Leach. But - about money at this point, Geoffrey.
Margaret. But? Geoffrey Howe. We can’t afford to go to war.
Admiral Leach. We have a very narrow Admiral Leach. We have to go now.
weather window. We can’t fight in winter down
Margaret. The government has now decided
there. Nobody can. If we are going, we have
that a large task force will sail, as soon as all
to go now.
preparations are complete.
Margaret. Why were the islands left without
any naval protection?
1 Watch the video and read the Culture Tip. Explain the situation.
The Prime Minister informs military leaders and members of the government she has
summoned in her office that the Argentinians have invaded the Falkland Islands
which have been British since 1833. The Prime Minister wants to declare war on
Argentina to recover the islands. So she asks them if such an intervention is possible.
2 Describe Prime Minister Margaret Thatcher’s reaction. Sum up what she decided to do.
She refuses to put up with the situation. It is inconceivable for her to think that
360
the islands might become Argentinian. At one point, she seems to be reproachful.
Then we see that she seems to be in a dilemma about how to tackle the crisis. She
makes her decision alone. She is determined to regain the Falklands. Even though
one of the men tries to dissuade her from going to war, she stands her ground and
decides to go to war.
3 Try to explain to your classmates why Margaret Thatcher was called the
“Iron Lady”.
Production possible
Once Margaret Thatcher had made a decision, she stuck to it, no matter how dif-
ficult it might be. When she had to deal with the Falklands War, she appeared as
forceful, determined and uncompromising, that’s why she was nicknamed “the Iron
Lady”.
Info+
Le 2 avril 1982, l’Argentine, qui depuis l’occupation britannique de l’archipel en 1833 reven-
dique les îles Malouines (Falkland Islands), envahit ce territoire. Margaret Thatcher, la Première
ministre britannique au pouvoir depuis 1979, refuse toute négociation et décide de récupérer
ce territoire en envoyant ses navires de guerre combattre à plus de 15 000 km de Londres. 250
Britanniques et 750 Argentins ont péri lors de ces brefs combats qui ont mené le Royaume-Uni à
la victoire le 14 Juin 1982, victoire qui accroît la popularité de la « Dame de fer ».
F Blaming mainland Britain p. 187
Pédagogie différenciée Le Trail B s’adresse aux élèves qui sont plus à l’aise en compréhension de
l’écrit alors que le Trail A guidera davantage les élèves qui ont plus de difficultés. Le Trail A facilitera la
compréhension face à la multiplicité des personnes mentionnées ou qui interviennent, à la charge
lexicale et au contenu culturel (le devoir d’assistance du Royaume-Uni).
Tips
yy
Demander de localiser Anguilla sur la carte p. 185.
yy
Anticiper le contenu probable de l’article à partir du titre.
yy
Demander de lire le texte et de repérer les différentes interlocutrices, puis de mettre
en relation les informations trouvées avec le titre.
361
Trail A Trail B
1 Find out what the UK did to help An- 1 Compare the way the UK and France
guilla and what France did for St Martin. helped their overseas territories
Conclude who provided better help. The French were effective because they
The UK sent “three UK humanitarian had military on the island and they reacted
experts and a naval vessel with 40 Royal immediately by setting up “an emergency
Marines and army engineers to the region” fund, an emergency hotline and a recons-
but it took them too much time to do that. truction fund.” What they did was of great
France “set up an emergency fund, an help to the community and brought them
emergency hotline and a reconstruction relief, contrary to the British, who did send
fund” and “had military on the ground”. people to rescue them but reacted too late.
The French reacted immediately after the Their response was not suitable.
storm and what they did really brought
support and relief to the island. It is clear
that France provided better help.
2 Pick out the two adjectives Anguillans 2 Describe the Anguillan population’s fee-
used to qualify both the UK’s response to ling toward the UK’s response to the hurri-
the hurricane and how they felt. cane.
pathetic – disappointed The Anguillan population felt disappointed
with the UK’s response to the hurricane, so
much so that they labelled the UK’s reac-
tion as “disgraceful” and “pathetic”.
3 Study Ms Hodge and Ms Gumbs- 3 Explain what the Anguillans would like
Connor’s quotes. Pick out words that to have from the UK in terms of relationship
express what Anguillans are expecting from and direct aids.
the UK. They want an appropriate and effective
relationship – supposed to be of the same response from the UK, that is to say to
type of people as Gibraltar or the Falkland meet their immediate needs by bringing
Islands – partnership – commitment – im- them food, water, medical supplies... They
mediate effective humanitarian response – want the UK to help them rebuild their
food – water – shelter – emergency health island quickly. They want the UK to take
care – long-term reconstruction fund – get care of them and to treat them as British
the island back on its feet nationals.
Meet Up! Ms Gumbs-Connor phones her niece to enquire about the situation in
St Martin and they talk about the aid each island received.
−−En binômes, les élèves choisissent leur rôle (Ms Gumbs-Connor ou sa nièce) et préparent leur
intervention pendant environ 10 minutes à partir des points qu’ils et elles ont relevés (sans rédiger
de phrases).
−−Quelques binômes présentent leur production à la classe, ce qui permettra à d’autres groupes
par la suite d’intervenir pour l’enrichir.
362
Prepare your PAIR WORK A BOT has just been victim of a natural disaster. Two
friends exchange short messages on WhatsApp.
project STUDENT A You live in this BOT and you are disappointed with the
reaction of the British government.
p. 187
STUDENT B You are his or her best friend living in Liverpool.
−−En premier lieu, renvoyer les élèves à la fiche de méthodologie pour
l’expression écrite en interaction (p. 294) et au précis grammatical p. 251
pour la formation des questions.
−−Quelques binômes peuvent présenter leur pair work à la classe, ce qui
permettra de cibler les points à améliorer.
Production possible
Student B: Hey there! I have heard

about the hurricane on TV. Hope
you’re all right. I have been so wor-
ried about you and your family!
Student A: We’re fine but you

should see the damage. Almost all
the buildings have been destroyed,
leaving people homeless. Everything
has been blown away. The island is
in such a mess!
Student B: I have seen the damage

on TV. It looked horrible.
Student A: The UK government

doesn’t care about us. It took them
so much time before they sent us
rescue teams. There’s a shortage of
food and water, many people are
homeless, some are missing or have
been killed. I am so disappointed
with their reaction.
363
Too
in thels
Spotlight Corrigés
Pryoactise
ur grammar
1 a. All the British Overseas Territories 3 a. The British Virgin Islands have
always offer a great variety of wildlife. always been famous for their splendid
b. They are building a hotel on the Cay- sandy beaches.
man Islands at the moment. b. In 2018, she conducted some research
c. The Cayman Islands often represent a into the Pitcairn Islands in the Pacific
tax haven for multinationals. Ocean.
d. These four British tourists are current- c. India, the jewel in the crown, became
ly visiting Montserrat’s Soufrière Hills independent in 1947.
volcano. d. Queen Elizabeth II has seen the decline
of the British Empire.
2 a. The Falkland Islands consist of two e. She came to the throne back in 1952.
main islands off the east coast of southern
South America. 4 a. Queen Victoria was Queen of the
b. She is going on a safari in Kenya next United Kingdom of Great Britain and Ire-
year. land from 1837 to 1901, so for 64 years!
c. Unfortunately, Queen Elizabeth doesn’t b. Queen Elizabeth II has been Britain’s
address the issues of the British Overseas Queen since 1952.
Territories quickly enough. c. The Falkland Islands have belonged to
d. They teach the life-story of the two Britain since 1833.
longest-serving queens in British history d. She took advantage of her trip to Saint
every year. Martin to go to Anguilla.
e. Does Hong Kong belong to the United
Kingdom?
Improve
your pronunciation
Audio
5 London /ʌ/ ; /ə/ • CD2 piste 38
b. Victoria /ɔː/ • Station /ə/ • Lon-
monarch /ɒ/ • remote /əʊ/ • MP3 n° 118 don /ʌ/ ; /ə/ • to /uː/.
Victoria /ɔː/ • world /ɜː/ • Sovereign /ɒ/ • c. world /ɜː/ • colonialism /ə/ ; /əʊ/.
colonialism /ə/ ; /əʊ/ • lose /uː/ • govern-
d. government /ʌ/ • lost /ɒ/ • too /uː/ •
ment /ʌ/
of /ə/ • power /aʊ/.
Audio
6 CD2 piste 38
a. Some • /ʌ/ • territories /ə/ • MP3 n° 119
Crown /aʊ/ • remote /əʊ/.
364
Woyork on
ur writing skills
7 8
Production possible Production possible
HILLARY Suzy • 1 month ago + Follow
@hillarysmithy
Hey there!
Fancy a once-in-a-lifetime experience? #YOLO
Port Lockroy on Wiencke Island, the most
Go swimming or snorkelling with stingrays,
popular tourist destination in Antarctica to-
observe turtles, exotic tropical species …
day. It used to be a British base built in 1944
Enjoy the rich marine environment of
and is now looked after by the UK Antarctic
#BritishOverseasTerritories!
Heritage Trust.
♥ 0 9:55 PM - March 22, 2019 This pristine wilderness is absolutely stun-
ning! The scenery leaves you breathless. So
does Antarctic wildlife with all the colonies of
Gentoo penguins nesting on the island, seals,
whales and all sorts of birds. The museum
and its Antarctic exploration history is worth
visiting.
You can even send postcards from the sou-
thernmost post office in the world. If you fan-
cy a cruise there, don’t forget to take plenty
of socks, gloves and hats! It’s freezing cold!
#Antarctica #history #heritage #exploration
#science #wienckeisland
15 likes 2 comments
Buyoild up
ur vocabulary
1 a. British Overseas Territories are ter- 2
ritories under the sovereignty of the UK Production possible
and are scattered all over the globe.
Lucylovestotravel • 1 month ago + Follow
b. They are renowned for their remark
able wildlife and biodiversity. Come and visit #BritishOverseasTerritories.
They belong to the United Kingdom and it
c. Anguillans blame the British govern- has established scientific research stations
ment for its pathetic response to Hurricane on some of them that enable them to study
Irma. climate change. Others are famous for their
idyllic beaches popular with nature lovers,
d. Some inhabitants in the British Virgin that’s why tourism is one of their major
Islands want to sever ties with the UK. assets.
e. The British have established military #BritishOverseasTerritories #beaches #tourism
bases and scientific research stations 15 likes 2 comments
in some of their overseas territories.
365
Project #1 . 191 p
Make a video promoting one of the BOTs

to win a competition set up by the tourism
agency VisitBritain.
Mise en place
• Effectuer ce travail de préférence à la maison, où les élèves pourront réaliser un montage
d’images pour promouvoir les atouts du territoire, ou bien en classe. Si les élèves ne disposent
pas des moyens nécessaires, ils et elles pourraient s’enregistrer avec leur téléphone portable
pour une promotion à la radio.
• Au préalable, demander aux élèves de faire une recherche sur les territoires pour choisir
celui qui les intéresse, ils et elles informeront la classe de ce choix.
• Encourager les élèves à prendre appui sur les acquis culturels et lexicaux de la séquence et
à rechercher plus d’informations sur internet.
• Demander aux élèves de ne prendre en note qu’une dizaine de mots afin d’éviter la lecture
de phrases préparées à l’avance. Les élèves moins à l’aise pourraient par exemple bâtir leur
prise de parole à partir de leur propre carte mentale d’une vingtaine de mots.
• Bonifier les productions des élèves qui seront convaincant·e·s dans leurs propos et qui
auront réalisé une mise en scène adaptée à la promotion.
• Organiser un vote pour choisir la meilleure vidéo promotionnelle.
z
Project #2 . 191 p
Following an article on BBC news,

exchange tweets about the independence
of British Overseas Territories.
Mise en place
• Ce travail peut être réalisé à l’aide de simulateurs de réseaux sociaux en salle informatique
ou même sur un éditeur de textes collaboratifs (N°12 p. 286-287). Ils et elles pourraient aussi
s’échanger ces tweets sur leur messagerie sur l’ENT. Le ou la professeur·e pourrait passer
pour corriger ou pourrait faire une capture d’écran pour garder trace de cette activité.
• Ce travail peut aussi être réalisé sur une feuille de papier que les élèves pourront se passer à
chaque tweet afin de reconstituer leur échange.
• Donner un temps de préparation d’environ 20 minutes aux élèves semble judicieux. Ils et
elles peuvent soit préparer ce travail individuellement pour favoriser la spontanéité dans les
échanges, ou bien former des groupes d’élèves ayant le même rôle pour enrichir les échanges.
• Bonifier les élèves qui essaient d’être un peu originaux·ales (par exemple en ajoutant des
nouvelles informations, en racontant une petite anecdote…).
z
366
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression orale en continu – Make a video
Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, apprises par cœur. Il y a très Mon intervention fait référence à l’origine et à diffé- Mes arguments et interventions sont variés et je fais
peu de références à l’origine et aux caractéristiques rentes caractéristiques du territoire et je propose un référence à l’origine du territoire et à un maximum
du territoire. point de vue informé. de caractéristiques qui valorisent ce territoire.
0-1 2-3 4
rages. notes.
0-1 2-3 4
fausse le sens. pas la compréhension. Résultat proche de l’authentique.
0-1 2-3 4
0-1 2-3 4
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. étudiés (localisation du territoire, origine, caractéris-
français). tiques de ce territoire, ressources et atouts).
0-1 2-3 4
Total : ��/20
367
368
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression écrite en interaction – Exchange tweets

Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, il y a très peu de références Je suis capable d’expliquer clairement ce qui remet Je prends en considération les différents problèmes
aux différents problèmes qui mettent en danger la en question la relation entre le Royaume-Uni et qui mettent en danger la relation entre le Royaume-
relation entre le Royaume-Uni et ses territoires et les ses territoires et les poussent vers l’indépendance. Uni et ses territoires et les poussent vers l’indépen-
poussent vers l’indépendance. J’ajoute des informations pertinentes. dance.
0-1 2-3 4 -5
Pragmatique et Mon échange est peu clair et organisé. Mes phrases Mon échange est peu clair et organisé. J’utilise Mon échange est bien organisé. Mon discours est
socio-linguistique sont très simples. quelques mots de liaison, mes phrases sont structuré.
construites.
0-1 2-3 4 -5
0-1 2-3 4 -5
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. diés (sentiments négatifs, continuité ou rupture de la
français). relation, le soutien apporté).
0-1 2-3 4 -5
Total : ��/20
RECAP
AXE 8 Territory and memory
1 How strong is the UK’s link E-workbook
SÉQUENCE
with its overseas territories? Bilan à compléter

Documents
du manuel
#history Documents A et E British Overseas Territories used
What link and influence did to be part of the British Empire.
the UK use to have on its Britain took all the decisions per-
overseas territories? taining to those former colonies.
The UK tried to prevent them
from being claimed by other
nations.
#collectiveheritage Documents A, B, C, British Overseas Territories are
What do the UK and its D et F still under British sovereignty.
overseas territories still have They recognise the Queen as the
in common? Head of State. Their inhabitants
are British citizens. The UK
and the BOTs are in a sort of
partnership and share common
interests.
#geography Photo d’ouverture The BOTs are remote places scat-
What are the geographical Documents B et C tered all over the globe, some are
locations and characteristics in the Caribbean, others in the
of the BOTs? Pacific or Atlantic Ocean or the
Indian Ocean. They are famous
for their wildlife and many attract
a lot of tourists. Some of them
are military bases or scientific re-
search stations and one of them
even has oil.
#nationalterritory Photo d’ouverture As remnants of the British
What makes the BOTs cultu- Documents A, B, C, Empire, they are influenced by
rally, politically and economi- D, E et F Britain. For example in those
cally linked to the UK? places, English is spoken. The UK
government controls them to
some extent and has to protect
and support them financially in
case of problems.
#frontier Documents A, B et C The UK benefited from a huge
How was pushing back the empire, which brought wealth.
frontier of the British Empire Controlling places scattered all
of any use to the UK? over the globe enabled them
to have access to more distant
regions.
369
SYNTHÈSE
How has the relationship evolved in time?
When the British Empire declined, the British Overseas Territories wanted to remain
under British sovereignty. However, over the past few years, the UK has been blamed
for not helping them quickly enough, for instance after Hurricane Irma. It has also been
accused of colonialism when the country imposed a law on the territories in 2018.
Besides, other countries like Spain or Argentina respectively claim sovereignty over
Gibraltar and the Falklands.
What does it reflect?

Over the past few years, the BOTs have questioned the relationship that links them to
the UK. It shows an evolution and maybe the desire for those territories to become com-
pletely independent from the UK. It may also show that Britain has lost clout.
370
ÉPREUVE 1 E3C1
Vidéo St. Helena – a remote island in the Atlantic, SWR, 2017

DVD
Script
Voice-over. Onions and potatoes – even for the 5-day sea journey to St Helena. Mia
staples like these are part of the regular ship- Henry is the second officer on board, but the
ment of supplies taken to a remote island in island is her home. It’s one of the most remote
the middle of the South Atlantic Ocean. places on Earth. It’s not by chance that Na-
The only way to transport cargo to Saint He- poleon was sent to live in exile here.
lena is by sea, and that includes pretty much Mia Henry. There’s definitely an element
everything essential to everyday life and only of mystique there and I’ve always been inte-
one ship makes frequent journeys to the is- rested in the history anyway, so yeah, you
land’s port. The RMS St. Helena is the island’s always kind of think about what it was like in
lifeline, it’s one of the last working Royal Mail the days of sail ships, what it must have felt
ships in the world. Every three weeks, the car- like coming to this big black rock in the middle
go line sets out from Cape Town, South Africa, of the ocean.
A1- Il y a un bateau qui va sur l’île de Sainte-Hélène (absence de l’idée que c’est le seul moyen
de ravitailler l’île, que c’est un lien vital). 4
simples.
C’est un documentaire sur le navire RMS St. Helena.
Le navire RMS St. Helena, au moins deux éléments :

A1 −−Le navire apporte des vivres sur l’île de Sainte-Hélène.
−−C’est une île au milieu de l’océan Atlantique Sud.
−−C’est un lieu isolé / éloigné.
−−Une femme, Mia Henry, dirige ce bateau.
−−Napoléon a été là-bas / est mentionné. 8
Le navire RMS St Helena, au moins trois éléments :

−−C’est un des derniers navires de service postal britannique dans le monde.
−−Il part de la ville du Cap en Afrique du Sud.
−−Pour une traversée de 5 jours.
A2 −−Toutes les 3 semaines.
−−Dans le but d’approvisionner l’île en aliments essentiels à la vie quotidienne.
−−Une femme originaire de l’île et qui travaille sur le navire parle de son île natale.
−−Elle s’appelle Mia Henry.
−−Napoléon a été à Sainte-Hélène. 14
371
Le RMS St Helena, au moins deux éléments :

−−C’est un lien vital qui permet d’avoir les aliments essentiels à la vie quotidienne.
−−Une femme commandant en second sur le navire parle de ce qu’évoque son île natale pour elle.
−−C’est le seul navire qui se rend sur l’île de Sainte-Hélène.
−−Le bateau est le seul moyen d’acheminer les marchandises.
B1 Au moins un élément :
> −−Un des endroits les plus isolés au monde.
B2 −−Ce qui explique que l’île ait été choisie pour y exiler Napoléon.
−−Mia Henry explique que pour elle il y a quelque chose de l’ordre d’une expérience mystique.
−−Elle est intéressée par l’histoire.
−−Elle ne peut s’empêcher de penser à ce qu’a dû être la vie à l’époque des navires à voiles.
−−À ce que l’arrivée dans cet endroit perdu au milieu de l’océan a dû représenter. 20
EXPRESSION ÉCRITE

ÉPREUVE 2 E3C2
EXPRESSION ÉCRITE

Caroline Alexander, Mutiny on the Bounty: The true story of Captain Bligh’s mutineers, The Tele-
graph, March 12, 2017
Anthony Browne, Ahoy there! Mutiny island grabs tourist bounty lifeline, The Guardian, March 25,
2001
SUJET 1 Vous rendrez compte en anglais des documents.
A1- The first text is about a British ship on a mission which sailed to Tahiti.
In the second text, the scene takes place two centuries later and it focuses on Pitcairn Island. 4
372
BAC in sight
les plus simples.
Texte 1, au moins deux éléments :

−−His Majesty’s Armed Vessel Bounty; −−under the command of 33-year-old
−−from England in December of 1787; lieutenant (William Bligh);
A1 −−the destination was Tahiti; −−mutiny.
Texte 2, au moins trois éléments :

−−two centuries later; −−New Zealand construction;
−−its population of 42; −−a major tourist destination, with two airports, its
−−all descendants of the mutineers of the Bounty; own airline, a four-star hotel and two lodges.
8
Texte 1, au moins trois éléments :

−−return voyage; −−the mutineers;
−−led by 23-year old Master’s Mate Fletcher −−those who were loyal to Bligh;
Christian; −−18 loyalists.
Texte 2, au moins quatre éléments :

A2 −−one of the most remote communities in the world;
−−occasional passing ship, mail that comes once every two months and a single satellite telephone;
−−no harbour, no landing strip;
−−nearest neighbours: almost 1,300 miles to the east;
−−a courthouse that has never seen a trial;
−−and a prison that is used for storing three life jackets;
−−but now Pitcairn Island (a volcanic island);
−−has voted to end its isolation and join the outside world;
−−tourists tempted by the empty beaches. 14
Texte 1, au moins cinq éléments :

−−Bounty’s 23-foot long launch; −−found guilty of mutiny and hanged (In Ports-
−−sailed first to Tahiti, then to; mouth Harbour);
−−the island of Tubuai; −−8 hard-core mutineers, however, escaped;
−−came to blows with the islanders and with each −−with Christian, along with 20 Tahitian men and
other; women;
−−back to Tahiti where the majority chose to remain; −−settling the island of Pitcairn, where their descen-
B1 −−however, many were captured on the island; dants live today.
> −−brought back to England;
B2 Texte 2, au moins quatre éléments :
−−the rusty anchor of HMS Bounty in the capital Adamstown;
−−come just to gawp at the locals and soak up the legend.
−−Mayor Steven Christian, a descendant of chief mutineer Fletcher Christian (played by Mel Gibson
in the latest film version of the story);
−−though tourism welcomed by most islanders;
−−warning from environmentalists;
−−development could devastate the island’s unique plant and animal life.
−−The mayor told The Observer that the community is ready for this change and the help that comes with it;
−−they hope it will have some positive effects. 20
373
BAC in sight
1 In each text, pick out the names of the main protagonists and explain how they are re-
lated.
Lieutenant William Bligh is in command of a ship sent to Tahiti by the King of England. Master’s Mate
Fletcher Christian is the officer under his command. The mutineers are loyal to Fletcher Christian while the
others remain loyal to Bligh.
2 Find the different places mentioned, the link between them and the period.
The most important places are England, Tahiti and Pitcairn Island. In December 1787, the British ship sailed
from England to Tahiti in order to find food for the slaves in the West Indies. However, there was a mutiny
and the mutineers ended up on Pitcairn Island while lieutenant William Bligh and the members of the crew
who had remained loyal to him were forced off the ship. The second text focuses on the descendants of the
mutineers who ended up on Pitcairn Island.
3 Describe what happened on the Bounty.

On the return voyage from Tahiti to England, Fletcher Christian organised a mutiny and seized control of the
ship. The mutineers ended up on Pitcairn Island, while the 18 crew members loyal to Bligh were forced onto
“the Bounty’s 23-foot long launch.”
4 Explain what made his descendant, mayor Steven Christian, say “It shows that someone
out there is thinking of us, and giving us a hand along in the world.”
There were only 42 people on the island, they must have felt isolated, cut off from the outside world. They felt
they had been left to their own devices. So they welcomed this new project that would allow them to be in
contact with the outside world.
5 Explain how the story of the mutineers reads like a fiction in both texts.
The beginning of the first text reads like a story taken from a book and arouses the reader’s interest. It leads
the reader to the description of how Pitcairn came to be populated. The end sounds like a tale about the
creation of the settlement of Pitcairn Island. The second text is more informative but still insists on the legend
of Pitcairn.
374
SÉQUENCE
2 How is slavery commemorated

Objectifs Projets
culturels : Juneteenth, les commémorations de
l’esclavage à travers le monde anglo-saxon, l’esclave au
Deliver a short speech on
Royaume-Uni, William Wilberforce
Juneteenth about the importance
of commemorating slavery. Give
pragmatiques : faire un discours, écrire les
33 examples of what can be done to
paroles d’une chanson remember the past.
Write a four-line poem about
33 the commemoration of slavery. Two
auditoire lines must end in -ion and two lines
must end in -y.
citoyen : réfléchir aux différentes façons de commé-
33
morer l’histoire
Projets finaux :
méthodologiques : expression orale en continu
33
(p. 296), expression écrite (p. 300) Give a speech to convince the
citizens of Liverpool to place a monu-
ment commemorating slavery in the
linguistiques :
33 main square.
Grammaire : les verbes d’état, les auxiliaires contractés
Write the lyrics of a new song
Phonologie : les préfixes et les suffixes prononcés /ə/
commemorating slavery.
Écriture : le doublement des consonnes
Lexique : l’esclavage, les commémorations
Pick
Document A Document C
Document D TRAILS Document F
Prepare Prepare
Documents C ou F Document E
375
Cet article sur Juneteenth permet

aux élèves de connaître l’origine de
cet événement grâce à des repères Cette vidéo met en avant les festi-
historiques (American Civil War, vals et parades qui permettent de
13th Amendment, Emancipation célébrer Juneteenth aujourd’hui aux
Proclamation). États-Unis.
2
SÉQUENCE 2
How is slavery commemo-

SÉQUENCE
B Celebrating Juneteenth Classe inversée

rated in the world?
A What’s Juneteenth?
As the Civil War came to a close in 1865, a number of In many ways, Juneteenth represents how freedom and
people remained enslaved, especially in remote areas. 25 justice in the US has always been delayed for black
Word of slavery’s end traveled slowly1, and for those people. [...]
who were largely isolated from Union armies, life con- “There are those in this society that still hold on to3 the
5 tinued as if freedom did not exist. This was especially idea that the Civil War wasn’t about slavery, it was about
the case in Texas, where thousands of slaves were not states’ rights or Northern aggression against slavery,”
made aware of freedom until June 19, 1865, when 30 says Karlos Hill, a professor of African and African-
Union Gen. Gordon Granger arrived in Galveston American studies at the University of Oklahoma and  A Juneteenth parade in Harlem, New York City, June 19, 2010
and issued an order officially freeing them. Their the author of Beyond the Rope: The Impact of Lynching
10 celebration would serve as the basis of June 19 — or on Black Culture and Memory. “Juneteenth is a moment Vidéo E-workbook
Juneteenth — a holiday celebrating emancipation in where we step back4 and try to understand the Civil
the US. 35 War through the eyes of enslaved people.” 3 Find keywords and use them to explain how
Ironically, while Juneteenth has become the most I spoke with Hill recently about the history of 1 Explain what event is taking place in the the African American community celebrates this
prominent Emancipation Day holiday in the US, it Juneteenth, why the push5 to make it a national holiday photo above. event.
15 commemorates a smaller moment that remains rela- matters, and how commemorating the holiday could
2 Watch the video. Pick out the name of 4 You are a journalist. Write a tweet to describe
tively obscure. It doesn’t mark the signing of the 1863 bring America closer to truly embracing its ideals of the city, the event and the number of people. the event.
Emancipation Proclamation, which technically freed 40 freedom and equality for all.
slaves in the rebelling Confederate States, nor does it  P.R. Lockhart, Why celebrating Juneteenth is more
C
commemorate the December 1865 ratification of the
A symbolic memorial
Vidéo E-workbook
important now than ever, Vox, June 19, 2018
20 13th Amendment, which enshrined2 the end of slavery 1. It took Southerners a long time to know slavery was over. hatier-clic.fr/lmu1169 Fiche à imprimer
into the Constitution. Instead, it marks the moment 2. enclosed 3. continue to believe 4. stop and think 5. effort
when emancipation finally reached those in the
deepest parts of the former Confederacy.
1 Draw a timeline showing these three 1 Find out what The Ark of Return represents.
dates and write a legend for each date. 2 Say where the architect drew his inspiration
1863 – June 19th 1865 –
Culture Tip from.
December 1865 1861-1865: The American Civil War opposed the United States to
11 southern states that seceded from the Union and formed the 3 Explain the meaning of this memorial to a
2 Explain why the commemoration of Confederate States of America, also known as “the Confederacy”. group of tourists.
January 1, 1863: President Lincoln issued the Emancipation
Juneteenth is important for Americans. Proclamation. More than 3.5 million enslaved African Americans
were freed.
3 Record a short presentation of December 6, 1865: The 13th Amendment to the Constitution
Juneteenth for a museum audioguide. abolished slavery and involuntary servitude.
 Rodney Leon, The Ark of Return, New York City, 2015
Prepare your Deliver a short speech on Juneteenth about

the importance of commemorating slavery.
transatlantic slave trade
ordeal: misery
emancipation
honoured: recognised
enslave: enchain
abolish: stop
project Give examples of what can be done to remember
the past. In groups, find words
relating to Juneteenth.
remembrance celebrate The first group to reach
commemoration commemorate: pay tribute to 10 words wins.
State verbs Too ls p. 196 state holiday honour /ɒnər/ sb’s memory Use must, and its equivalent have to, to express obligation.
Use should to give advice.
“a number of people remained legacy: heritage gather: bring together
192 enslaved” worthy of: deserving transmit: pass on 193
Explication du mémorial de
l’esclavage des Nations Unies, qui
s’inspire de l’île de Gorée située au
Sénégal.
376
Le mémorial de l’esclavage à Zan-
Recueil de témoignages d’élèves zibar permet de s’interroger sur la
britanniques interrogés sur le fonction commémorative de l’art
Slavery Remembrance Day et ce qu’il en représentant les conditions de
signifie à Liverpool. vie des esclaves.
How is slavery commemorated in the world? SÉQUENCE 2
D Slavery Remembrance Day Audio

CD2 piste 41 F Memory for the slaves
In this recording, a few students from Liverpool are speaking about Slavery Remembrance Day.
They are visiting the International Slavery Museum in Liverpool.

1 Using the following words, say why Slavery 1 Explain why Slavery Remembrance Day is
Remembrance Day is important to the students important to the students interviewed.
interviewed.
2 Explain why they feel especially concerned.
benefit – trade – tragedy
2 Explain why the fact they are Liverpudlians 3 Explain how the students link the past to the
future.
makes them feel especially concerned.
3 Sum up the main lesson of this visit Liverpool

London Culture Tip
for the students. Bristol
NORTH EUROPE Zanzibar is an archipelago
o, cotton
AMERICA bacc situated in the Indian Ocean,
e, to ASIA
Meet up! Write a five-line commentary offe
gu off the coast of East Africa.
r, c
ga
ns
on the visitors’ book of the museum. su It was one of the largest slave
, te
Atlantic ports in the Indian Ocean.

xti
WEST INDIES
Ocean
les
Culture Tip Goree AFRICA It gained independence from

,a
lco
Island Britain in 1963.

s Ouidah
hol
Slavery Remembrance Day is an international  Clara Sornas, Memory for the Slaves, Stone Town, Zanzibar, United Republic of Tanzania
la
celebration held every year on August 23rd. It

ve
s
memorialises the transatlantic slave trade, SOUTH Zanzibar

which used the triangular trade route to trans- 1,000 miles AMERICA
Luanda
1 Describe this document and explain why the statues have no lower parts.
port enslaved African people to the Americas.
2 Read the Culture Tip and explain why the artist chose to build this memorial in Zanzibar.
E Redemption Song 3 PAIR WORK Act out a short interview between a journalist and the artist about this memorial.
Old pirates, yes, they rob1 I2

Sold I to the merchant ships G A film about the abolition of slavery Vidéo
DVD
Minutes after they took I

From the bottomless pit3
Culture Tip
5 But my hand was made strong
William Wilberforce (1759-1833) was a British politi-
By the hand of the Almighty4
cian who fought for the abolition of slavery until the
We forward in this generation Slavery Abolition Act was passed in 1833.
Triumphantly
Won’t you help to sing
10 These songs of freedom? 1 Pick out the figures and places given to
‘Cause all I ever have explain where the Madagascar is back from.
Redemption songs
1 Pick out elements linked to the slave trade. 2 Explain why the Members of Parliament
Redemption songs stop enjoying the party.
Emancipate yourselves from mental slavery 2 Sum up the main message of the singer in this extract.
15 None but ourselves can free our minds […] 3 PAIR WORK With your partner, discuss
Redemption songs 3 Imagine an alternative title to the song and explain the message of the film on an online forum  Amazing Grace, dir. by Michael Apted, 2006
These songs of freedom your choice. about British cinema.
Songs of freedom
 Bob Marley, Redemption Song, 1980
1. steal 2. me 3. hole 4. God Prepare your Write a four-line poem about the com-
memoration of slavery. Two lines must Use all the following words to explain
duty of memory
testimony
raise sb’s awareness:
make sb aware of project end in -ion and two lines must end in -y. how slavery is commemorated in the
English-speaking world.
abolitionist remind sbdy of: recall Grammar Tip Précis p. 257 museum – song –
redemption: reparation immortalise memorial – film
Short forms of auxiliaries Too ls p. 196 unfair erect a statue
Use to + V, in order to + V or so as to + V
to express your main objective
“But it isn’t just about the past, it’s about the emancipate ≠ imprison in memory of
194 present.” realise formerly: in the past 195
Cette chanson de Bob Marley Le film Amazing Grace dresse le

évoque l’esclavage, l’envie de liberté portrait de l’abolitioniste anglais
pour les esclaves capturés en William Wilberforce, qui lutta contre
Afrique. le commerce des esclaves jusqu’au
passage du Slavery Abolition Act en
1833 qui abolit l’esclavage dans
la plus grande partie de l’Empire
britannique.
377
2 How is slavery commemorated
SÉQUENCE
Tips
yy
Faire repérer les trois médaillons aux élèves.
Introduire éventuellement les deux personnes
qui y sont représentées: Abraham Lincoln, qui
a aboli l’esclavage et remporté la Guerre de
Sécession contre les États esclavagistes du Sud
ainsi que Frederick Douglass, un esclave qui a réussi à s’enfuir. Ce dernier est devenu
une des figures du mouvement abolitionniste après avoir publié en 1845 son auto-
biographie : A Narrative of the Life of Frederick Douglass: An American Slave. Leur faire
imaginer qui représente la femme agenouillée sur le médaillon central.
yy
Les amener à identifier les chaînes, les planches de bois, qui représentent les slave
ships, et le masque, symbole de l’Afrique.
yy
Mettre en relation le jeune homme qui est représenté et les mots qui sont lisibles.
yy
Leur faire utiliser les hashtags #collectiveheritage, #emblematiccharacters et
#placesofmemory.
A What’s Juneteenth? p. 192
Tips
yy
Faire anticiper la lecture à partir du titre et du paratexte.
yy
Leur faire émettre des hypothèses sur ce que peut être Juneteenth.
yy
Ce texte sera l’occasion d’étudier les verbes d’état.
1 Draw a timeline showing these three dates and write a legend for each date.
1863 – June 19th 1865 – December 1865
1863 June 19th 1865 December 1865
The Emancipation The slaves The 13th Amendment
Proclamation who lived in Texas to the Constitution
was signed. were emancipated. was ratified.
2 Explain why the commemoration of Juneteenth is important for Americans.

Juneteenth is important because it shows the attachment of Americans to the
378
values of their country, among which are freedom and equality for all, as it marks
the day when all the slaves, even those who lived in the deepest South, were freed.
3 Record a short presentation of Juneteenth for a museum audioguide.
Production possible
Everybody knows Juneteenth celebrates emancipation in the US, but how many of
you know the origin of this day? As you will see when visiting the museum, the
Civil War ended in 1865, but in Texas, it took a while for all the slaves to be official-
ly aware they were free. On June 19, 1865, General Granger arrived in Galveston,
Texas, and finally made the announcement which marked the beginning of emanci-
pation for those who remained enslaved.
B
Vidéo
Celebrating Juneteenth Classe inversée
p. 193
Classe inversée Ce document se prête à la classe inversée car les repérages sont nombreux.
Chacun·e pourra donc, à son rythme, effectuer plusieurs visionnages pour identifier les différent·e·s
interlocuteurs·rices, les images et les sons.
E-workbook
Tips
yy
Faire anticiper les élèves à partir de la photo.
yy
Leur faire repérer Milwaukee sur une carte pour qu’ils et elles comprennent la portée
nationale de l’événement.
yy
Regarder la vidéo du début à 1'20″.
1 Explain what event is taking place in the photo above.

In the picture we can see young African-American people who are holding a
streamer for Juneteenth. It is a celebration that is taking place in Harlem, New York
City.
2 Watch the video. Pick out the name of the city, the event and the number of
people.
The report was filmed in Milwaukee where 60,000 people were celebrating June-
teenth.
3 Find keywords and use them to explain how the African American community
celebrates this event.
Embrace their heritage and culture - rooted in African dance tradition - to keep the
culture and keep passing it on and on
379
4 You are a journalist. Write a tweet to describe the event.
Production possible
VERONICA MACIAS
@VMacias
Here in Milwaukee 60,000 people are
gathering to celebrate #Juneteenth.
Traditional dance, food and music enable
them to #commemorate the end of slavery
in a joyful way!
♥ 5,030 4:25 PM – June 19, 2019
C
Vidéo
A symbolic memorial
p. 193
Tips
yy
Faire réfléchir les élèves sur le nom du mémorial.
yy
Les faire anticiper à partir de la photo.
yy
Regarder la vidéo de 0’30″ à 2’08″.
E-workbook
1 Find out what The Ark of Return represents.

It represents the permanent memorial in honour of the victims of slavery and the
transatlantic slave trade.
2 Say where the architect drew his inspiration from.

The Door of No Return at Gorée Island in Senegal was the main source of inspira-
tion for Rodney Leon.
3 Explain the meaning of this memorial to a group of tourists.
Production possible
The architect wanted his work to remind people of the Door of No Return which
is situated in Senegal, on the island of Gorée. It was through that door that thou-
sands of African slaves had to pass before embarking on slave ships. Rodney Leon
reproduced the shape of the door and called his sculpture The Ark of Return for the
memory of all the slaves to be honoured, but also for future generations, to remind
them to fight against racism.
380
Prepare your Deliver a short speech on Juneteenth about the importance of
commemorating slavery. Give examples of what can be done to
project remember the past.
p. 193
Production possible
Dear ladies and gentlemen, we are here today to contemplate the legacy of the slave trade
and to make sure the tragedies of the past will never happen again. Today, on Juneteenth,
it is important to remember the day when General Gordon Granger issued the order that
freed all the slaves who hadn’t heard of emancipation. It is our duty to erect memorials, to
name schools and monuments after those who fought for the abolition of slavery, and to
organise festivals all around the country so as not to forget our past. That’s why you are
all invited to participate in the parade tonight! Thanks for listening to me!
D Slavery Remembrance Day p. 194
Pédagogie différenciée Le Trail A propose un accompagnement plus complet aux élèves, qui sont
guidés par des questions détaillées qui leur donnent des aides pour répondre.
Tips
yy
Donner quelques informations sur le musée de l’esclavage de Liverpool en leur faisant
faire une visite virtuelle sur le site du musée (http://www.liverpoolmuseums.org.uk/
ism/visit/explore.aspx).
yy
Utiliser la carte pour faire repérer aux élèves les villes impliquées dans le commerce
triangulaire.
yy
Donner un temps fixe à chaque groupe avant la mise en commun.
yy
Cet enregistrement sera l’occasion d’aborder les auxiliaires contractés.
Audio
Script CD2 piste 41
Carla. It’s important to celebrate Slavery Re- many to be educated on what happened, and
membrance Day so that we remember the results to get it to be prevented from happe-
tragic and horrendous things that have happening again.
ned in our past and not just forget about them Matthew. It’s important to keep the memo-
because they were so awful and acknowledge ries and experiences of those victims alive,
and remember the unfair stereotypes that and these are real people, they were some-
have carried through to today. body’s parents and er you know they were a
Tom. Liverpool played an integral part in the child. But it isn’t just about the past it’s about
transatlantic slave trade and as a result we the present modern forms of the trade with
owe a debt. On one day, they commemorate those now and we need to do more to try and
the events of what happened. This results in put an end to that.
381
Abhinav. Liverpool played a very important put in zoos, it makes them dehumanised and
part in the transatlantic slave trade, as it is one I think it’s important for everybody to realise,
of the cities that benefited the most from it in to learn from our mistakes and make sure it
England. I think it’s important for not just Li- never happens again.
verpool but for everyone to realise the tragic, Matthew. I looked at a postcard outside, it
enormous tragedy that it’s caused. said that we all bleed blood, and that’s a very
Carla. So that we don’t forget about the tra- valuable lesson to take away from this mu-
gic things that happened in the past and just seum, you know, we’re all equal, so just be kind
sweep them under the rug. to each other.
Abhinav. They were treated like animals and
Trail A Trail B
1 Using the following words, say why 1 Explain why Slavery Remembrance Day is
Slavery Remembrance Day is important to important to the students interviewed.
the students interviewed. They feel a duty to honour the memory of
benefit – trade – tragedy all the slaves who suffered from the slave
trade because they know it was a tragedy
The students are aware of the fact that
that made many victims who shouldn’t be
Liverpool benefited from the slave trade
forgotten.
and realise slavery was a tragedy, that’s
why it is important to them to commemo-
rate.
2 Explain why the fact they are Liverpud- 2 Explain why they feel especially
lians makes them feel especially concerned. concerned.
Liverpool was involved in the slave trade, They know Liverpool and its merchants
which enabled the city to grow and built a fortune with the slave trade, so, as
become a rich city, that’s why they think Liverpudlians, they feel they are indebted
it owes a debt to slaves. and want to take this part of their heritage
into account.
3 Sum up the main lesson of this visit for 3 Explain how the students link the past to
the students. the future.
They recognise the importance of remem- They feel responsible for transmitting a
bering the mistakes of the past. They feel message of hope and tolerance as they
responsible for transmitting a message of do not want the tragedy of the past to be
hope and tolerance. forgotten.
Meet Up! Write a five-line commentary on the visitors’ book of the museum.
Production possible
Today I visited the museum with my class and I am very moved by all the things I saw.
I knew Liverpool had been involved in the slave trade before visiting the museum, but
today I realised what slavery really meant for human beings. What a tragedy! I can’t
believe it. Slavery Remembrance Day is necessary for the young to understand what
happened in the past so that it never happens again.
382
E Redemption Song p. 194
Tips
yy
Utiliser la photo et le poing levé en anticipation.
yy
Partir de leurs pré-acquis sur le chanteur pour aborder la Jamaïque et son histoire.
yy
Leur faire écouter la chanson.
1 Pick out elements linked to the slave trade.

merchant ships – bottomless pit – slavery
The old pirates are the merchants who stole the narrator (“they rob I”) and “sold
him to the merchant ships”.
2 Sum up the main message of the singer in this extract.

The singer wants to make people aware of the fact that even if they are deprived
of physical freedom, nobody can control their mind. They can free themselves from
mental slavery.
3 Imagine an alternative title to the song and explain your choice.
Production possible
“Free spirit” could be appropriate because this song is about individual freedom.
Bob Marley explains that thanks to God, nobody can take his inner strength and
power. It is a way to resist even though the person in the song is enslaved.
F Memory for the slaves p. 195
Tips
yy
Faire lire le Culture Tip aux élèves.
yy
Leur faire observer attentivement la photo.
1 Describe this document and explain why the statues have no lower parts.
This is the picture of a memorial erected in Zanzibar. It represents five men and wo-
men who are chained to one another. They have no lower parts, probably because
it shows they are deprived of their freedom. They symbolise slavery.
2 Read the Culture Tip and explain why the artist chose to build this memorial in
Zanzibar
As Zanzibar was one of the largest slave ports during the slave trade, the artist
must have chosen to build her memorial there so that everybody can remember
what happened.
383
3 PAIR WORK Act out a short interview between a journalist and the artist about this
memorial.
Production possible
“Hello everyone, today I am meeting Clara Sornas, the artist who created the
famous memorial of Stone Town in Zanzibar to honour the memory of the victims of
slavery. Good morning Clara, what is the name of your work?”
“Good morning Paul. I chose a very straightforward name for this memorial, since it
is meant to remember slavery, I called it: Memory for the Slaves.”
G A film about the abolition of slavery p. 195
Tips
yy
Ouvrir sur le thème du cinéma en demandant aux élèves s’ils ou elles connaissent des
films qui traitent de l’esclavage.
yy
À partir du Culture Tip et de la capture d’écran, faire émettre des suppositions aux
élèves sur l’extrait qu’ils et elles vont voir.
Vidéo
Script DVD
Man 1. Gentlemen, would you stop the mu- just returned from the Indies, where it delive-
sic please? Thank you. Ladies and gentlemen, red two hundred men, women and children
I hope you have enjoyed our little tour of the to Jamaica. When it left Africa, they were six
estuary. But now, our sojourn is almost over, hundred on board. The rest died of disease
and I have a confession to make. This trip or despair. That smell is the smell of death.
wasn’t purely arranged to reward those MPs Slow, painful death. Breathe it in. Breathe it
who have supported me in the past year, nor deeply. Take those handkerchiefs away from
am I the only sponsor. your noses. There, now. Remember that smell.
Man 2. What is he doing up there? Remember the Madagascar. Remember that
God made men equal.
William Wilberforce. Ladies and gentlemen,
this is a slave ship. The Madagascar. It has
1 Pick out the figures and places given to explain where the Madagascar is back from.
The Madagascar is a slave ship that has just returned from the West Indies, more
particularly from Jamaica, where it delivered 200 Africans.
2 Explain why the Members of Parliament stop enjoying the party.

They feel extremely uncomfortable / ill-at-ease because they realise they are ha-
ving a party next to a ship where 400 people have just died in dreadful conditions.
384
3 PAIR WORK With your partner, discuss the message of the film on an online forum
about British cinema.
Production possible
Hey, what did you think of the

film Amazing Grace?
I found it so interesting! I didn’t

know how British people reacted
at that time.
Exactly! I admire Wilberforce so

much for his courage.
Don’t you think everybody

should see this film? It is such
a powerful tool to put an end to
racism!
You’re right. It is moving and

powerful.
Prepare your Write a four-line poem about the commemoration of slavery. Two
lines must end in -ion and two lines must end in -y.
project
p. 195
Production possible
How could all these men be held in slavery?
How could they be strong enough to pray for salvation?
Let’s do our best not to forget about history.
And hold hands together as a brand new generation.
385
Too
in thels
Spotlight Corrigés
Pryoactise
ur grammar
1 a. I imagine that you will go to the 3 a. It’s become the most prominent
exhibition on slavery. Emancipation Day holiday in the USA.
b. The museums seem to agree to give b. Thousands of slaves weren’t made
students a 20% discount. aware of freedom until June 19th 1865.
c. Abraham Lincoln remained famous c. I was sure you didn’t remember the
worldwide, didn’t he? day when slavery was abolished.
d. I am thinking of visiting the former d. The civil rights movement wasn’t
slavery states in the south. violent.
e. It isn’t urgent but you still haven’t
2 a. I prefer to visit the Deep South first booked the tickets for the exhibition!
if you don’t mind.
f. He hasn’t had good marks in history
b. The cellar smells bad because the mu- this semester so he doesn’t want to beco-
seum guide has forgotten to open the door. me a historian anymore.
c. I can hear a noise over there. I’m so
scared! 4 a. It has been said that the end of
d. This commemoration site seems interes- slavery changed the situation of black
ting. people.
e. They disliked their trip to that place, b. She is not working on slavery, she is
so they have decided to come back earlier studying the civil rights movement.
than planned. c. They have forgotten the day when
slavery was abolished.
d. There is a mistake in the TV pro-
gramme — it is “Do not forget the past!”
tonight.
Improve
your pronunciation
Audio Audio
5 Childless /ə/ • baker /ə/ • CD2 piste 43
6 CD2 piste 44
magician /ə/ • awake /ə/ • MP3 n° 126 a. A lot of reporters have MP3 n° 127
communicate /ə/ • debtor /ə/ • denounced slavery.

cautious /ə/ • impartial /ə/ b. The mayor will commemorate the end of
slavery next weekend.
c. Politicians need to take actions with
regard to the commemoration of slavery.
d. However the case of homeless people is
hopeless as well, isn’t it?
386
Woyork on
ur writing skills
7 a. The museum should commemorate 8
slavery to prevent younger generations Production possible
from forgetting.
Dear ladies and gentlemen, I am honoured
b. The transatlantic trade only stopped to be with you today to celebrate the
with the end of slavery. memory of all the victims of slavery. It has
c. Singing and dancing used to be banned been more than a hundred and fifty years
for slaves. now that slave owners stopped exploi-
d. After travelling to Africa, the teacher ting other people and admitted all men
and his class understood the history of deserved to be on an equal footing. This
slavery more clearly. memorial was meant to make us remem-
ber what occurred not so long ago. The
architect had planned to install it in front
of the town hall but all the citizens prefer-
red it to be built in Lincoln Park, which is
much more symbolic to everyone. The city
is so proud to have such a beautiful place
to commemorate slavery! Thank you.
Buyoild up
ur vocabulary
1 a. Juneteenth is the day that com- 2
memorates the emancipation of African Production possible
American slaves in the Confederate States
There are different ways of commemora-
of America.
ting slavery to honour the memory of all
b. In the 19th century, many abolitionists the people who endured so many suffe-
fought to end slavery. rings and to pay tribute to their courage.
c. It is important to commemorate the First of all, erecting statues in memory
history of their country, so that they don’t of the emblematic characters, who are
forget about it. thus immortalised in a city or a museum,
d. One of the largest slave ports in the is efficient because all the passers-by can
Indian Ocean was Zanzibar. remember history as they walk around.
Then a city can pay tribute to the victims
e. The 13th Amendment to the United
of slavery by naming a school after an
States Constitution was ratified in 1865. It
abolitionist, which helps raise students’
abolished slavery.
awareness of their heritage. Finally,
f. Many merchant ships sailed from street artists can make citizens realise
Liverpool and were used to carry slaves the importance of history through various
across the Atlantic. murals denouncing slavery.
387
Project #1 . 199 p
Give a speech to convince the citizens

of Liverpool to place a monument
commemorating slavery in the main square.
Mise en place
• Bien guider la réflexion des élèves sur la forme du monument et les matériaux qui seront
utilisés.
• Faire travailler l’intonation et la gestuelle aux élèves pour qu’ils et elles puissent captiver et
convaincre.
• Bien que le discours soit préparé encouragez vos élèves à ne pas tout rédiger et à s’entraîner
à le déclamer plusieurs fois pour plus d’authenticité.
• Ce projet peut être réalisé, devant la classe ou vous pouvez demander aux élèves de s’enre-
gistrer chez eux·elles au préalable.
z
°18 p. 296
N°20 p. 301
Project #2 . 199 p
Songwriting contest: write the lyrics of

a new song commemorating slavery.
Mise en place
• Demander aux élèves de produire deux strophes et un refrain.
• Ce travail peut être fait en groupe, en classe ou à la maison. Si le travail est effectué à la mai-
son, les élèves pourront utiliser les versions instrumentales des chansons dont le rythme et la
mélodie leur conviendront.
• Avant de rédiger, les élèves peuvent lister tous les mots importants qui figureront dans leur
chanson.
• Insister sur l’importance du titre, qui sera aussi accrocheur que possible.
• Les élèves en difficulté pourront par exemple s’inspirer de la chanson I Rise de Ben Harper,
en en changeant les paroles.
z
388
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression orale en continu – Give a speech
Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, apprises par cœur. Il y a très Mes interventions correspondent à différentes Mes arguments et interventions sont variés et je
peu de références à l’esclavage. manières de commémorer l’esclavage et je propose prends en considération différents points de vue sur
un point de vue informé. l’esclavage
0-1 2-3 4
rages. notes.
0-1 2-3 4
0-1 2-3 4
0-1 2-3 4
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. diés (histoire, mémoire, héritage).
français).
0-1 2-3 4
Total : ��/20
389
390
barèm
e
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Pre
pa
yo re
pro ur
jec
t
Expression écrite en continu – Write the lyrics of a new song

Niveaux du CECRL
Critères évalués
A1 A2 B1 > B2
Contenu culturel Mes idées sont simples, il y a très peu de références La chanson que j’ai choisie commémore bien l’escla- Ma chanson respecte la structure proposée, il y a
à l’histoire de l’esclavage. vage. J’ajoute des informations pertinentes. des rimes et un titre pertinent.
0-1 2-3 4-5
Pragmatique et Ma chanson est peu claire et organisée. Mes Ma chanson est claire. Mes phrases sont construites, Ma chanson est bien organisée. Mon discours est
socio-linguistique phrases sont très simples. il y a des rimes. structuré.
0-1 2-3 4-5
0-1 2-3 4-5
Des néologismes (inventions de mots à partir du utilisation de synonymes quand cela est possible. diés (histoire, mémoire, héritage).
français).
0-1 2-3 4-5
Total : ��/20
RECAP
AXE 8 Territory and memory
2 How is slavery commemorated E-workbook
SÉQUENCE
in the English-speaking world? Bilan à compléter

Documents Vos
#emblematiccharacters Documents A, Symbols and icons provide a tangible re-
How do symbols and icons C et F presentation of personal and collective
contribute to remembering the accounts of history, and they help piece
past? together a collective heritage for one
of the darkest periods of the history of
English-speaking countries.
#collectiveheritage Documents C, One of the main ways English-speaking
How are English-speaking D et E countries are re-establishing a collective
countries building a collective memory of slavery is through bank state
memory of slavery? holidays, stories, songs, and days of
remembrance.
#placesofmemory Documents C, Art and architecture are incredibly
How important are art and D, E et G important for establishing places of
architecture to create places of memory, as they help bring to life the
memory? stories of survivors and the memories
passed on throughout history.
#history Documents A, Memories of the past are often passed
How is the memory of the past D et E on through days of remembrance,
passed on to younger genera- stories, art, or songs and through inclu-
tions? ding these pieces of history in school
programmes.
#commemoration Documents A, The end of slavery is primarily com-
How do people celebrate the B et D memorated in the US with days like
end of slavery? Juneteenth or Emancipation Day.
SYNTHÈSE
How do people pay tribute to the victims of slavery in English-speaking countries?
Slavery, with its everlasting effects of rasicm and prejudice, is one of the darkest pieces
of the history of English-speaking countries. Though there is nothing we can do to truly
pay tribute to the victims of slavery and everything they have endured; to commemorate
their incredible resilience and strength, there are several days in the US when people
can commemorate slavery, among which is Juneteenth. You can also find monuments
and emblematic memorials in some parts of the country. Over the years, memories of
the past are passed on through stories, art, and songs, that in sum provide tangible
representation of their collective heritage and history. Furthermore, art and architecture
are incredibly important for establishing places of memory as they help bring to life the
stories of survivors and the memories passed down throughout history.
391
ÉPREUVE 1 E3C1
Vidéo ictor Mooney calls for tribute to slaves to be added at Brooklyn Bridge Park,
V
News12 Brooklyn, March 5, 2019
En entier.
A1- −−On voit le Brooklyn Bridge c’est à New York City..
−−On voit un bateau avec des panneaux indiquant plusieurs pays africains.
−−Un homme fait un discours. 4
simples.
La journaliste parle d’un Noir américain.
−−Il a traversé l’Océan Atlantique. −−Il demande une plaque (à Brooklyn Bridge Park).
A1
Le but de cet homme, au moins deux éléments :
−−Commémorer le 400e anniversaire de l’arrivée des premiers esclaves en Amérique.
−−Parti·e·s des côtes de l’Afrique de l’ouest pour traverser l’Océan Atlantique.
Victor Mooney demande aux New-yorkais, au moins un élément :
−−de rejoindre la cause ; −−rendre hommage aux esclaves.
8
Le sujet abordé par la journaliste au moins un élément :

−−Le premier Noir américain ; −−à avoir traversé l’Océan Atlantique.
Victor demande, au moins un élément :

−−qu’une plaque soit ajoutée à Brooklyn Bridge −−pour commémorer le 400e anniversaire ;
Park ; −−de l’arrivée des premiers esclaves africain·e·s.
A2
−−Il a mis dix ans ; −−jusqu’au Brooklyn Bridge en partant d’Afrique.
−−pour faire le voyage de 21 mois ;
−−Il a suivi l’un des itinéraires de ses ancêtres. −−Il a fini en 2015.
Il demande un hommage pour le 400e anniversaire de l’arrivée des esclaves en Amérique.
392
Il voudrait que les New-yorkais, au moins un élément :
−−rejoignent la cause ;
−−rendent hommage à leurs ancêtres qui sont arrivé·e·s sur les rives où se trouve le Brooklyn Bridge.
A2
La journaliste termine en ajoutant que, au moins un élément :
−−Mooney a un projet plus global ; −−pour commémorer leur vie.
−−dédié aux ancêtres africain·e·s ;
14
La journaliste dit que le premier Noir américain à avoir traversé l’Océan Atlantique à la rame,
au moins un élément :
−−demande qu’une plaque en pierre soit ajoutée à Brooklyn Bridge Park ;
−−pour commémorer le 400e anniversaire ;
−−de l’arrivée des premiers esclaves africain·e·s en Amérique.
−−Victor Mooney s’y est repris à quatre fois en dix ans ;
−−pour faire le voyage historique de 21 mois ;
−−en partant d’Afrique de l’ouest jusqu’au Brooklyn Bridge.
−−Il a suivi l’un des itinéraires parcourus par ses ancêtres.
−−Il a terminé la traversée en 2015.
B1
Il demande à présent, au moins un élément :
>
B2 −−qu’un hommage soit rendu pour commémorer le 400e anniversaire de l’arrivée des premiers esclaves
dans les colonies britanniques ;
−−pour reconnaître la résilience des esclaves ;
−−et leur contribution à l’histoire américaine.
Victor Mooney rappelle, au moins un élément :
−−qu’il est le premier afro-américain à avoir traversé l’Océan Atlantique à la rame ;
−−jusqu’à Brooklyn en partant d’Afrique.
Il demande aux New-yorkais, au moins un élément :
−−rejoindre cette cause ;
−−et de rendre hommage à leurs ancêtres qui sont arrivé·e·s là où se tient aujourd’hui le Brooklyn
Bridge, et de l’autre côté de l’East River.
La journaliste précise que, au moins un élément :
−−la plaque fait partie du projet plus global de Mooney, le HR 1242 resilience project ;
−−dédié aux ancêtres africains qui ont péri pendant la traversée ;
−−ainsi que pour commémorer les vies de ceux qui ont été réduits en esclavage. 20
EXPRESSION ÉCRITE

393
ÉPREUVE 2 E3C2
EXPRESSION ÉCRITE

Jacqueline Charles, United Nations unveils slavery memorial, Miami Herald, March 25, 2015
A1- −−A memorial was inaugurated. −−It is in New York City.
−−It is called The Ark of Return. −−It commemorates slavery.
4
simples.
A1 −−It is a press article. −−It is inaugurated in front of the U.N. in
−−It is about a slave memorial. New York City.
−−It is called The Ark of Return.
8
−−A slavery memorial was unveiled in front of the United Nations.
−−It was designed by an architect named Rodney Leon.
A2 −−It is called The Ark of Return.
−−It celebrates the memory of the millions of African slaves.
−−The memorial was built to make people remember / to eradicate racism for the future generations. 14
−−The Ark of Return is the slavery memorial which was inaugurated in front of the United Nations.
B1 −−Its architect, Rodney Leon, wanted it to remind people of the “door of no return” on Gorée Island.
> −−It celebrates the memory of the Africans who died because of slavery when they were deported to America.
B2 −−It pays tribute to their contribution to the making of the country.
−−Leon wants people to consider the heritage of slavery and make sure it never happens again.
−−Many African and Caribbean nations contributed to the project.
−−It is reminded that freedom was not easy to achieve and was the result of a very long and painful fight. 20
394
BAC in sight

The document is an article taken from the Miami Herald which deals with the inauguration of a slavery
memorial at the United Nations in New York City.
2 Explain what this memorial commemorates.

It celebrates the memory of the millions of Africans who died because of slavery when they crossed the Atlan-
tic Ocean or worked in awful conditions in America.
3 Explain this sentence in your own words with examples from the text: “It encourages us to
consider the historical legacy of slavery and above all, it ensures that we never forget.” (l. 35-
37)
This memorial makes people remember the tragedy of slavery and the contribution of slaves to the history
of America. It denounces this tragedy so that the future generations may never forget what happened.
4 Analyse the intention of the journalist and the tools she uses to write her article. �� ?
points
The journalist aims at raising awareness of the symbols used by the architect of the memorial. She uses
various examples to explain its meaning, its name, and gives a global vision of slavery for people to unders-
tand its impact on the world throughout history.
395
Corrigés des exercices
du précis grammatical
Le groupe nominal
1 a. the // Ø b. the // a c. Ø // a // Ø 10 A lot of // many // many // much // a
// Ø d. a // Ø // the // the e. the f. // lot of // much
an
11 a. a little // a few b. several c. a few
2 a. news // news b. information // evi- // few d. few
dence c. luggage d. news // progress
12 I // you // I // I // I // you // my //
3 a. mice b. aircraft c. criteria d. Women her // her // she // her // I // I // you
and men e. teeth. // we // my // their // they // I // they
// their // my // her // you
4 a. a washing machine // a dish was-
her b. word-processing c. customs officer 13 a. Caroline’s and Jane’s books // their
d. race-horses books // theirs b. Christopher’s computer
// his computer // his c. Tom’s neighbour
5 a. génitif impossible b. Kate’s new // his neighbour // a neighbour of his.
glasses c. yesterday’s newspaper d. the d. my files // mine e. your flash drive //
government’s measures e. Thomas’s com- yours
puter
14 yourself // myself // themselves //
6 a. a Finnish meal / the Finns b. a yourself // each other
Spanish festival / the Spaniards or the
Spanish c. a Greek theatre / the Greeks 15 The CN Tower is the highest building.
d. a German building / the Germans The Statue of Liberty is less high than the
CN Tower. The CN Tower is higher than
7 a. large round glass b. splendid large Big Ben. Big Ben attracts more visitors
English c. big yellow plastic d. old black than the CN Tower and the Statue of
English leather cigarette Liberty. Big Ben is the oldest buiding. The
8 a. delighted b. embarrassed // embar- CN Tower is more recent than the Statue of
rassing c. disappointed d. tiring Liberty and Big Ben.
9 a. any // no b. some // some c. any 16 a. never b. none c. no more d. not

// some d. some // some // any anymore
Le groupe verbal
1 are // am // was // am // is // was 6 a. you will be allowed to borrow b. I
// was had to spend c. she will be able to send
d. I didn’t have to wait long
2 a. have b. have c. have d. haven’t
7 a. Robert plays // every afternoon
3 a. Do b. don’t c. Did d. didn’t // didn’t b. The children cross the street // whe-
4 a. she can speak b. they must wait never they do sport. c. I sometimes work
c. you should resit this exam d. It might d. she often uses
rain today. e. It may rain. 8 a. is taking b. mows c. are always
5 a. he may have put b. you should have complaining d. gets up // has // goes //
invited c. Kate must have been d. he must doesn’t have // is
have forgotten
396
396-400_fin_LMU1re_Guide.indd 396 25/07/2019 12:50:44

9 a. made up // didn’t want // thought 21 a. She said that she was flying to San
// were b. went // visited // came c. for- Diego the following week. b. She said that
gave // didn’t do d. didn’t know // were she had moved to Worthing two weeks
// I thought // came before. c. They said that they would
visit their relatives in San Francisco the
10 a. prétérit temporal b. prétérit modal following year. d. They said that they had
c. prétérit temporal d. prétérit modal phoned us the previous day.
11 did you do // went // took // met // 22 a. to hand b. meeting c. to tell
came // were celebrating // bumped // d. drinking // to drink
was drinking // did you visit // decided
// wanted // were waiting // met // was 23 a. I used to live b. there used to be
strolling // were having c. he used to smoke d. the tax office used
to have
12 a. have you been waiting b. have been
// have been waiting c. has been snowing 24 a. will go b. would be c. will make
d. have been playing d. had received
13 a. has been raining b. have been 25 a. The elderly people in York were
waiting c. have just come // have already looked after by the new nurses. b. An arts
read d. have been working centre is being built in Philadelphia. c. The
Brodmead Shopping Centre has been
14 a. went // had visited b. had been // extented in Bristol. d. The invoice will be
decided c. sent // hadn’t received d. had sent next week.
been waiting // drove // gave
26 a. which b. who c. that d. whose
15 a. settled down // four years ago
b. has been // for four years c. have been 27 a. She is planning to work overtime in
learning // since they arrived d. moved // order to have more money to support her
two months ago family b. She has bought a French dictio-
nary for her son, so that her son learns
16 a. are going to be built b. is about to French c. The managers have come to an
c. is // will study d. will visit agreement, so that the staff stops striking.
17 a. should have taken b. should work 28 a. although b. while c. although
c. should go d. should improve d. whereas
18 a. would have waited b. would apply 29 a. see b. understand c. hear d. thinks
c. would have passed d. would give
19 a. How long have you been waiting?
b. When did you visit Madame Tussaud’s,
that well-known wax museum in London?
c. How many computers did the firm buy?
d. How much did you pay for this laundry
service?
20 a. finish b. came c. had arrived d. are
397

CRÉDITS ICONOGRAPHIQUES
p. 11-h ph © Vadim Georgiev / Shutterstock ; p. 11-b ph © Josh Brasted / WireImage / Getty Images ; p . 15 ph © Vadim Georgiev / Shutterstock ; p. 26-h
ph © Greg Balfour Evans / Alamy Stock Photo ; p. 26-b ph © Maximilian Stock Ltd / Photononstop ; p. 39-b ph © Josh Brasted / WireImage / Getty Images
; p. 51-h ph © David Gahr / Getty-Images ; p. 51-b ph © Historic Faubourg Treme Association ; p. 61-h ph © SunsetBox / AllPix / Aurimages ; p. 61-b Coll.
Christophel © MGM ; p. 65 ph © SunsetBox / AllPix / Aurimages ; p. 75-h ph © vadimguzhva / Getty-Images ; p. 75-b © “Creatures of the Night” CSI: NY,
TV Serie. ph © Ron Jaffe/ CBS Licensed by Channel 5 Broadcasting / Mary Evans / Aurimages ; p. 87-b Coll. Christophel © MGM ; p. 99-h ph © Daniel
Ernst - stock.adobe.com ; p. 99-b ph © fabioderby - stock.adobe.com ; p. 109-h ph © Charles Bowman / Robertharding / Alamy Stock Photo ; p. 109-b ph
© Everett Collection/ Aurimages ; p. 113-h ph © Charles Bowman / Robertharding / Alamy Stock Photo ; p. 122-h ph © Rawpixel Ltd / Alamy Stock Photo
; p. 122-b ph © Jon Arnold Images / hemis.fr ; p. 133-b ph © Everett Collection / Aurimages ; p. 144-h ph © Scott Olson / Getty-Images / AFP Photo ; p.
144-b ph © Ridofranz / Getty-Images ; p. 153-h ph © Mira / Alamy Stock Photo ; p. 153-b ph © Bill Clark /CQ Roll Call / Getty-Images ; p. 157 ph © Mira
/ Alamy Stock Photo ; p. 167-h ph © monkeybusinessimages/ istock / Getty-Images ; p. 167-b ph © Lazyllama / Alamy Stock Photo ; p. 179 ph © Bill Clark
/CQ Roll Call / Getty-Images ; p. 191-h ph © kate_sept2004 / E+ / Getty-Images ; p. 191-b ph © Linda Davidson / The Washington Post via Getty-Images ;
p. 201-h Coll. Christophel © Holiday Film Productions Ltd ; p. 201-b ph © SuperStock / Leemage ; p. 201-h Coll. Christophel © Holiday Film Productions Ltd
; p. 215-h ph © Sean Prior / Alamy Stock Photo ; p. 215-b ph © Tomorrowland, Brad Bird, 2015. © Walt Disney Pictures/ The Kobal Collection / Aurimages
; p. 227-b ph © SuperStock / Leemage ; p. 236 © warmworld -stock.adobe.com ; p. 240-h ph © Richard Ellis - www.agefotostock.com ; p. 240-b ©
Taneos Ramsay / Courtesy of the Pirates Week Festival Office ; p. 249-h ph © Universal Pictures / SunsetBox / AllPix / Aurimages ; p. 249-b Coll. Christophel
© Twentieth century fox film corporation ; p. 253-h ph © Universal Pictures / SunsetBox / AllPix / Aurimages ; p. 264-h ph © 1000 Words / Shutterstock ;
p. 264-b ph © SeventyFour / iStock / Getty-Images ; p. 274-b Coll. Christophel © Twentieth century fox film corporation ; p. 286-h ph © Nasa / S.Dupuis /
Alamy Stock Photo ; p. 286-b ph © Cultura Creative (RF) / Alamy Stock Photo via hemis.fr ; p. 297-h ph © Volkan Furuncu / Anadolu Agency / AFP Photo ; p.
297-b Coll. Christophel © Warp Films / Big Arty Productions ; p. 301-h ph © Volkan Furuncu / Anadolu Agency / AFP Photo ; p. 314-h ph © Associated Press
/ via Sipa Press ; p. 314-b ph © Max Herman ; p. 326-b Coll. Christophel © Warp Films / Big Arty Productions ; p. 339-h ph © John Phillips / Getty-Images
/ AFP Photo ; p. 339-b Coll. Christophel © BBC Films / UK Film Council / Limelight Communication ; p. 351-h ph © Daisy Gilardini / Science Faction / Getty-
Images ; p. 351-b ph © Michelle Gilders / Alamy Stock Photo / © Josh Sarantitis and Eric Okdeh ; p. 355-h ph © Daisy Gilardini / Science Faction / Getty-
Images ; p. 359 ph © yuoak / DigitalVision Vectors / Getty-Images ; p. 365 ph © yuoak / DigitalVision Vectors / Getty-Images ; p. 366-h ph © B.A.E. Inc. /
Alamy Stock Photo ; p. 366-b ph © Matt Cardy / Getty-Images /AFP Photo ; p. 378-b ph © Michelle Gilders / Alamy Stock Photo / © Josh Sarantitis and Eric
Okdeh ; p. 380 ph © yuoak / DigitalVision Vectors / Getty-Images ; p. 385 ph © yuoak / DigitalVision Vectors / Getty-Images ; p. 388-h ph © Sandy Carson/
Zuma Press, Inc. / Alamy Stock Photo ; p. 388-b ph © Eugenio Marongiu - adobe stock
CRÉDITS VIDÉO
p. 18 « Les aventures de Robert Fortune ou comment le thé fut volé aux chinois » Un film de Charles-Antoine de Rouvre & Jérôme Scemla ©ARTE France
- La Compagnie des Taxi-Brousse – 2016 ; p. 113 Stik in Shoreditch: the artist’s hidden tribute to a sold-off London – video, © Guardian News & Media. ;
p. 117 New Birmingham Library © Director Sean Griffiths / ICE Productions Ltd ; p. 133 America after the Fall: Paintings from the 1930s, 2 juin 2016 ©
Art Institute of Chicago / Art Resource, NY ; p. 184 How online social movements translate to offline results, PBS NewsHour Weekend, #699 Twitter and Tear
Gas, 10 june 2017 © WNET ; p. 172 How media literacy can help students discern fake news, Jun 6, 2017, PBS NewsHour, Editorial Projects in Education ;
p. 254 “‘We talked to Sophia-The AI Robot that Once Said It Would ‘Destroy Humans’”, 12/28/2017 © 2017, Associated Press ; p. 259 ELLIQ - The active
aging companion © Intuition Robotics ; p. 327 Saturday Night and Sunday Morning, 1960 par Karel Reisz, Courtesy of Woodfall Film Productions ; p. 330
This Is England Trailer, © Ad Vitam ; p. 335 “It’s a Free World ... “de Ken Loach de 2007 © Orange ; p. 319 Reniqua Allen on the Struggles of Young Black
Americans, 01/21/2019 © AMANPOUR AND COMPANY, D.R. ; p. 357 Overview of Britain’s Treasure Islands TV documentary series, Stewart Mcpherson,
12 April 2016, © Warehouse Productions 51, D.R. ; p. 360 La DAME DE FER © Pathe UK ; p. 384 Amazing Grace, by Michael Apted, Steven Knight, 2006
© Momentum Pictures, D.R. ; p. 371 «Weltspiegel Reportage - Das letzte Postchiff nach St.Helena».Exploitation as been kindy permittd by SWR
CRÉDITS AUDIO
CD 1 Piste 07 p. 41 Museum exhibition, Archibald Motley: Jazz Age Modernist, Los Angeles County Museum of Art, D.R. ; CD 1 Piste 08 p. 43 I LOVE JAZZ
Paroles et Musique de Sidney Shaw ©Ivan Mogull Music Ltd. Représenté par S.E.M.I. pour la France et les Territoires Sacem. Publié avec l’autorisation de la
Société d’Editios Musicales Internationales- Paris – France ; CD1 Piste 13 p. 31 “The Tea Thieves: How A Drink Shaped An Empire, by GUY RAZ, March 28,
2010 © NPR, D.R.” CD 1 Piste 14 p. 56 Jazz In The 21st Century Is All About ‘Playing Changes’, August 14, 2018, RACHEL MARTIN, VINCE PEARSON ©
2018 NPR. All rights reserved ; CD 1 Piste 15 p. 66 Radio National “Pistols and Petticoats -Real and Fictional Female Detectives” by Erika Janik, 3/8/2017.
Reproduced by permission of the Australian Broadcasting Corporation – Library Sales © 2017 ABC Radio National ; CD 1 Piste 20 p. 95 ©2018 National
Public Radio, Inc. Excerpt from news report titled “‘Love, Simon’ Is Your Typical Glossy, Hollywood, Teenage, Gay Rom-Com” was originally broadcast on NPR’s
Weekend Edition Sunday on March 18, 2018, and is used with the permission of NPR. Any unauthorized duplication is strictly prohibited ; CD 1 Piste 25 p. 104
Rumors Of The Death Of The Rom-Com Are Greatly Exaggerated, August 25, 2018 © 2018 NPR. All rights reserved ; CD 1 Piste 38 p. 180 ©2018 National
Public Radio, Inc. Excerpts from news report titled “After One Year Of Headlines, #MeToo Is Everywhere” were originally published on NPR’s Weekend Edition
Saturday on October 6, 2018, and is used with the permission of NPR. Any unauthorized duplication is strictly prohibited. ; CD 1 Piste 43 p. 196 Social Media
Changing The Nature Of Activism?, April 9, 2012 © 2012 NPR. All rights reserved. ; CD 2 Piste 01 p. 211 Emma Watson Opens Up About Her Dystopian Film
‘The Circle’, Beyond Beautiful © Entertainment Weekly, D.R. Word mail ; CD 2 Piste 07 p. 230 The Most Terrifying Pirate in History, THE REAL STORY S3E17.
© BBC. ; CD 2 Piste 08 p. 230 Top 10 Famous Pirates in History © Watchmojo.com ; CD 2 Piste 09 p. 231 Top 10 Famous Pirates in History © Watchmojo.
com ; CD 2 Piste 10 p. 231 Top 10 Famous Pirates in History © Watchmojo.com ; CD 2 Piste 14 p. 220 Interview Lois Lowry the author of “The Giver”, D.R.
; CD 2 Piste 15 p. 244 Top 10 Famous Pirates in History © Watchmojo.com ; CD 2 Piste 16 p. 257 Elon Musk Working On Company To Connect Computers
To Human Brains, March 28, 2017, D.R. ; CD 2 Piste 21 p. 275 President John F. Kennedy Moon Shot Speech to Congress, May 25, 1961 ; CD2 Piste 26
p. 291 Get Ready For the Next Big Thing In NASA’s Search For Earth’s Twin, by NELL GREENFIELDBOYCE, April 15, 2018 © NPR, D.R. ; CD 2 Piste 27 p.
307 What Are ‘Black Lives Matter’s’ Demands?, Rachel Maddow, MSNBC, © 2019 NBC UNIVERSAL ; CD 2 Piste 36 p. 344 Kitchen sink realism: Britain as
it really is? © BBC ; CD 2 Piste 41 p. 381 “Why is Slavery Remembrance Day important?”, National Museums Liverpool, D.R.


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Let’s

DIRECTION D’OUVRAGE ET AUTEUR :

Élodie DAVO-VERDAVOIR Amal NAVAILH

Véronique DORGET Isabelle VALENTIN

© Éditions Hatier, Paris, 2019

1 Le fort ancrage civilisationnel

2 La problématisation des axes du programme

art boost the parfois plus à l’aise avec une activité

“Last year, the street artist Stik got permission for

b. Plusieurs documents et un questionnement commun : les GROUP WORK.

commun permettra à tou·te·s de GROUP partager

4 La mémorisation 20 that street art in London is generally now associated

des jeux. Plus ils·elles les project

attractive: appealing beautiful (Wh- or How) + auxiliary + subject + verb (+ object)? 65

hideout: haven /heɪvən/, refuge

• Build up your vocabulary : les élèves retrouveront tout le lexique

harsh: hard Introduce yourself and explain w

des rubriques Word Spot de la séquence, ainsi que d’autres mots

et expressions, afin de construire leur compétence lexicale au

fur et à mesure des séquences. Le vocabulaire est également

disponible à l’écoute, ce qui facilitera sa mémorisation pour

certain·e·s élèves et permettra de différencier les approches. Apprenez et révisez le vocabulaire !

Apprenez et révisez le vocabulaire ! Quizlet

• De plus, deux types d’exercice sont disponibles afin qu’ils et elles

révisent et mémorisent le lexique en contexte : un exercice à

trou puis un exercice d’écriture créative.

5 La variété des supports

6 La diversité des approches

7 La grammaire, la phonologie et l’écriture au centre des apprentissages

E3C n°1 (deuxième trimestre de la classe de 1re)

E3C n°2 (troisième trimestre de la classe de 1re)

Toute l’équipe de Let’s Meet Up!

Axe 3 Art and power Art et pouvoir 108

Axe 4 Citizenship and virtual worlds Citoyenneté et mondes virtuels 152

Axe 5 Fictions and realities Fictions et réalités 200

Axe 6 Scientific innovations and responsibility Innovations scientifiques et responsabilité 248

Axe 7 Diversity and inclusion Diversité et inclusion 296

Axe 8 Territory and memory Territoire et mémoire 350

Corrigés des exercices du précis grammatical 396

1 How did tea become a

How can jazz bring

Problématique : Musique née de la convergence de plusieurs cultures sur le continent amé-

1 How did tea become a part

Document E (Modélisant) Document C ou D

Le tableau offre une approche

How did tea become a part

B Trading with China Audio

The birth of a global economy

Pédagogie différenciée TRAIL A TRAIL B

Les deux documents qui suivent

How did tea become a part of British identity? SÉQUENCE 1

E Tea time Vidéo

Cette vidéo traite des différents

A Tea trade p. 16

C A dangerous mission p. 17

2 Watch the full video with the sound.

4 Explain why Fortune was an early James Bond (mission, disguise…).

Low tea High tea

F One beverage for all p. 19

Prepare a tour of the Twinings Museum.

Create a leaflet to introduce a new brand

Expression orale en continu – Prepare a tour

© Hatier 2019 - Fiche photocopiable.

Axe 3 Art and power Art et pouvoir 108

Axe 4 Citizenship and virtual worlds Citoyenneté et mondes virtuels 152

Axe 5 Fictions and realities Fictions et réalités 200

Axe 6 Scientific innovations and responsibility Innovations scientifiques et responsabilité 248

Axe 7 Diversity and inclusion Diversité et inclusion 296

Axe 8 Territory and memory Territoire et mémoire 350

Corrigés des exercices du précis grammatical 396