EBOOK Cours CNED Troisieme - Anglais LV1

Anglais 3e
Livret de cours
Rédaction et Relecture pédagogique

Sylvie Beuzon
Paul Cody
Frédéric Duc
Odile Malavaux
Expertise pédagogique
Alain Rossignol, IA-IPR d’anglais
Coordination pédagogique
Olivier Immoune
Ce cours est la propriété du Cned. Les images et textes intégrés à ce cours sont la propriété de leurs auteurs et/ou ayants droit
respectifs. Tous ces éléments font l’objet d’une protection par les dispositions du code français de la propriété intellectuelle ainsi que
par les conventions internationales en vigueur. Ces contenus ne peuvent être utilisés qu’à des fins strictement personnelles. Toute
reproduction, utilisation collective à quelque titre que ce soit, tout usage commercial, ou toute mise à disposition de tiers d’un cours
ou d’une œuvre intégrée à ceux-ci sont strictement interdits.
©Cned-2009
PRÉFACE
L’apprentissage de toute langue vivante suppose la construction progressive et méthodique de
connaissances, de capacités et d’attitudes que l’on met en réseau, en situation et dans l’action,
pour communiquer. Ce processus ne prend véritablement son sens que s’il est profondément
ancré dans la diversité des cultures véhiculées par la langue objet d’apprentissage.
Ces principes directeurs, que rappellent les programmes de l’enseignement des langues
vivantes au collège (palier 1 et palier 2), ont guidé la conception de cette version du cours
d’anglais du Cned pour le collège.
Les thèmes culturels, qui constituent l’entrée privilégiée dans les apprentissages, rendent
justice à la richesse et à la diversité des cultures du monde anglo-saxon et des pays fortement
marqués par son empreinte. Ils sont pensés dans une progression qui veut favoriser la
compréhension du monde désormais globalisé dans lequel nous vivons.
La langue est en effet indissociable de l’environnement culturel et social dans lequel elle se
déploie.
Conformément à l’approche actionnelle résolument adoptée ici, chacune des séquences est
tendue vers la réalisation d’une tâche finale qui exige la mobilisation en situation et dans
l’action des connaissances, capacités et attitudes construites en amont. C’est en faisant que
l’on apprend, en communiquant que l’on apprend à communiquer.
Les tâches communicatives, conçues pour mettre l’apprenant - qu’il soit élève ou non - en
position d’acteur social, sont progressivement complexifiées au fil des séquences et des
apprentissages jusqu’à intégrer plusieurs activités langagières, à l’image de la vie réelle.
Les parcours d’apprentissage proposés dans ce cours sont construits dans le respect des
programmes et adossés au Cadre européen de référence pour les langues (CECRL). Ils visent à
conduire l’apprenant-élève du niveau A1 jusqu’au niveau B1, niveau visé pour la fin du palier 2.
Le caractère rigoureux et méthodique de l’entraînement dans chacune des activités langagières,

en réception comme en production, favorise l’élaboration et la mise en œuvre de stratégies
transférables destinées à rendre l’apprenant autonome. Le recours aux techniques usuelles
de l’information et de la communication vient favoriser, chaque fois que c’est possible,
l’exposition à la langue et la production orale.
La construction de l’autonomie est donc un objectif majeur poursuivi ici, comme en témoigne
l’association constante de l’apprenant-élève au processus d’apprentissage et d’évaluation.
On voit là l’importance attachée par les concepteurs à la construction des compétences

transversales du Socle commun de connaissances et de compétences.
On l’aura compris, les concepteurs de ce cours d’anglais s’inscrivent dans une logique de
décloisonnement des connaissances et des compétences. L’anglais s’unit aux arts, à l’histoire,
aux sciences, à la technologie, à l’ensemble des champs disciplinaires pour contribuer à la
formation de citoyens responsables, autonomes, capables d’adaptation.
Alain Rossignol
Inspecteur Pédagogique Régional
Académie de Rouen
— © Cned, Anglais 3e
INTRODUCTION AU COURS D’ANGLAIS
Chers élèves.
Vous avez choisi d’étudier l’anglais, nous vous souhaitons bienvenue dans ce cours et de
grandes satisfactions.
L’anglais est la langue la plus répandue à travers le monde, avec près de 500 millions de
locuteurs natifs. C’est aussi la langue internationale et commune à tous pour le commerce,
l’Internet ou le tourisme.
Vous devez tous avoir de bons résultats si vous suivez les conseils donnés. De notre côté
nous ferons de notre mieux pour que nos explications soient les plus claires possibles.
Matériel de travail.
- Les deux livrets de cours du Cned, et les livrets de corrigés d’exercices.
- Les CD audio.
- Deux livrets de sujets de devoirs. Vous recevrez les corrigés-type au fur et à mesure de l’envoi
des devoirs à la correction.
- Un cahier pour faire vos exercices.
- Un carnet pour noter le vocabulaire et le réviser périodiquement. Il n’est pas nécessaire
qu’il soit répertoire.
- Si vous avez Internet, un micro ou un microcasque pour pouvoir faire les devoirs oraux.
Répartition de votre travail.
Le cours Cned est divisé en 12 séquences.
Chaque séquence comprend plusieurs séances de travail à répartir sur deux semaines et
demie ou trois semaines.
La dernière séance « Je m’évalue » sert à réviser ce qui a été vu durant la séquence avant
de faire le devoir noté la « tâche finale ». Certains exercices n’ont pas d’étoile. Ce sont les
exercices de niveau « basic », indispensables pour bien assimiler la règle de grammaire.
D’autres ont une étoile indiquant une difficulté moyenne. Enfin ceux avec deux étoiles
indiquent un niveau plus avancé pour ceux qui veulent aller encore plus loin.
L’ensemble du cours est basé sur environ trois à quatre heures de travail par semaine, soit le
nombre d’heures de cours que vous auriez dans un collège en présentiel.
En principe vous devriez passer une heure pour l’étude de chaque séance. Cependant
certaines séances pourront vous paraître plus longues que d’autres. Cela dépend de la
difficulté de la compétence étudiée.
Quoiqu’il en soit, travaillez à votre rythme et sérieusement. Pensez qu’en collège vous auriez
des devoirs à faire en plus à la maison.
Suivez la progression du cours. Ne « sautez » pas une séquence sous prétexte que vous
êtes en retard dans l’envoi de vos devoirs. Contactez votre professeur principal au Cned et
établissez avec lui un calendrier de rattrapage progressif.
Chaque séance de travail doit être un temps d’étude active et sans distraction. Ne la
terminez pas sans avoir fait et appris à fond ce qui était prévu.
Avant de commencer une séance, faites une brève révision de la séance précédente afin de
vérifier vos acquis.
Les CD.
Vous disposez de plusieurs CD. Ils permettent un travail oral sur le cours. Reportez-vous
au CD en fonction des indications de votre professeur tout au long de l’étude du cours.
Surtout ne vous découragez pas. Aucune difficulté n’est insurmontable. En cas de nécessité
un professeur tuteur est à votre disposition pour vous donner des explications au téléphone
(jours et heures d’appel indiquée sur votre fiche « tutorat téléphonique ») ou par internet
sur le campus électronique (mais il vous faudra attendre quelques jours pour la réponse).
Souvenez-vous qu’un travail sérieux et régulier est la clé de la réussite. Si vous suivez bien
les conseils donnés vous devez progresser régulièrement.
BON COURAGE ET BON TRAVAIL.
© Cned, Anglais 3e —
ministère de l’éducation nationale
ANGLAIS
PALIER 2 / ANNÉE 2
Livret de cours
3e LV 1
Sylvie Beuzon
Paul Cody
Frédéric Duc
Odile Malavaux
Olivier Immoune
Remerciements
Merci à Jennifer Burford, George Farley et Carole Galtier pour leur contribution précieuse. Merci également à
toute l’équipe du service audiovisuel du Cned, et à nos lecteurs pour les enregistrements qui accompagnent ce
cours.
© Cned – 2009
Directeur de la publication Serge Bergamelli

Achevé d’imprimer le 30 juin 2013
Dépôt légal 3e trimestre 2013
3, rue Marconi - 76130 Mont-Saint-Aignan
Sommaire
Séquence 1
Communication Civilisation Grammaire Phonologie Méthodologie
Lexique
Séance 1 Caractériser un Genres littéraires - Horreur, monstres
Test : genre littéraire Le fantastique - collocations
connaissances (thème : le
fantastique, le
littéraires
gothique)
Séance 2 Parler d’un livre ; Littérature anglo- Have + en (present Se préparer à l’écoute :
Dialogue entre donner son opinion saxonne perfect, valeur de l’anticipation
Ethan et Vickie bilan)
Séance 3 Remplir une fiche Littérature Lexique de la peur,

Dracula, de lecture fantastique de l’angoisse
Bram Stoker Situer un lieu sur Pays d’Europe de
une carte à partir l’Est
d’un texte
Séance 4 Donner les Le genre épistolaire ; Lexique de la peur,
Première page informations le journal de l’angoisse, du
de Dracula essentielles Le vampire dans danger
contenues dans un la littérature, le
texte cinéma
Séance 5 Rapporter des Styles direct et Rapporter à l’écrit des
Extrait de propos indirect propos
Dracula Verbes
introducteurs
Séance 6 Parler d’habitudes Le vampire : mythe Les vampires

Quiz : les de vie et tradition
Vampires Parler des pouvoirs Vlad Tepes :
d’une créature ancêtre de
Dracula ?
Dialogue reprenant l’ensemble des points étudiés.
6 — © Cned, Anglais 3e
séance 1 — Séquence 1
Séance 1
Je découvre une nouvelle catégorie littéraire
(‘Gothic Fiction’)
et ses auteurs célèbres
Step 1
Exercise 1
Write down the words that come to your mind when you look at the following pictures:
..................................................... .....................................................
..................................................... .....................................................
© Cned, Anglais 3e — 7
Séquence 1 — séance 1
Exercise 2
You can check your answers by reading the chart below. Here is a word bank to help you.
You need to match each English word or expression with its translations first.
 Write the answers in the grid on the right.
English words French translation Possible French translations

decay un cimetière
prominent features un diable
an ancestral curse un fantôme
a maiden une maison hantée
a skeleton un fou, un déséquilibré
a ghost un asile d’aliénés
a wolf (wolves) une jeune fille
a lunatic asylum une demeure
a madman un cauchemar
a devil squelette
a mansion une tombe
a werewolf un méchant
a haunted house un loup-garou
a cemetery un loup
a nightmare une malédiction ancestrale
a villain-hero assoiffé de sang
a tomb pourrissement, décrépitude
Evil condamné à, voué à
gloom le Mal
doomed obscurité, noirceur
persecuted persécuté
uncanny caractéristiques marquantes,
majeures
bloodthirsty étrange
Listen to the following words, which come from the above list.
When you hear a word, tick it in your list and then repeat it.
Exercise 3
What literary category do you think the above words refer to?
 romance novels  adventure novels  detective fiction
 fairytale fantasy  gothic fiction
Exercise 4
Check your answer by reading the following definitions of 3 literary categories.
1- Detective fiction is a branch of crime fiction in which a detective (or detectives), either
professional or amateur, investigates a crime, often murder.
2- The adventure novel is a genre of novels that has adventure, an exciting undertaking
involving risk and physical danger, as its main theme.
3- Gothic fiction (or Gothic horror) is a genre of literature that combines elements of both
horror and romance. It is generally believed to have been invented by the English author
Horace Walpole, with his 1764 novel The Castle of Otranto.
Check and correct
Exercise 5
Read the following text which gives a definition of ‘gothic fiction’, then test your cultural
knowledge!
Prominent features of Gothic fiction include terror (both psychological and physical),
mystery, the supernatural, ghosts, haunted houses, castles, darkness, death, decay,
doubles, madness, secrets and hereditary curses. The typical characters of Gothic
fiction include tyrants, villains, bandits, maniacs, persecuted maidens, femmes fatales,
madwomen, magicians, vampires, werewolves, monsters, demons, revenants, ghosts,
perambulating skeletons and the Devil himself.
The term “Gothic” was used precisely because the genre dealt with emotional extremes
and dark themes, and was often set in the buildings of this style (castles, mansions,
and monasteries, often isolated, crumbling, and ruined).
Test your cultural knowledge!!!!
Exercise 6
Here is a series of well-known novel titles:
Tick ˛ yes
if you believe the following books belong to the literary category ‘Gothic Fiction’
and ˝ no if you don’t.
1- Frankenstein (1818) by Mary Shelley  yes  no
2- Oliver Twist (1838) by Charles Dickens  yes  no
3- Robert Louis Stevenson’s Strange Case of Dr Jekyll and Mr Hyde (1886)  yes  no
4- The Phantom of the Opera (1910) by Gaston Leroux  yes  no
5- Treasure Island (1883) by Robert Louis Stevenson  yes  no
6- Dracula (1897) by Bram Stoker  yes  no
7- The Castle of Otranto (1764) by Horace Walpole  yes  no
8- The Old Man and The Sea (1952) by Ernest Hemingway  yes  no
Test your memory!!!!
Exercise 7
Without looking at the previous exercises, write down some of the prominent features of
Gothic fiction and a few examples of books.
1-
2-
3-
4-
5-
6-
7-
8-
Exercise 8
Here are some of the elements that characterize Gothic books or films:
GLOOM and HORROR

Match words from the right column to words from the left column so as to obtain a
complete element of Gothic fiction.
Ex.: blowing wind
pouring… • • …of buildings
doors… • • …trapped in a room
footsteps… • • …chains
clanking… • • …laughter
gusts of wind… • • …rain
doors… • • …suddenly slamming shut
ruins… • • …approaching
baying of… • • …blowing out lights

…grating on rusty hinges
thunder and… • •
(charnières rouillées)
crazed (deranged/insane)… • • …distant dogs (or wolves!)
characters… • • …lightning
Check and correct
Learn the above expressions! They may be useful for your ‘final mission’ (“séance 7”).
Séance 2
Je revois la méthodologie de compréhension
d'un document sonore
Je m'entraîne à suivre une ou plusieurs stratégies d'écoute
Step 2
Do you remember Ethan? He is a New Yorker, he is a teenager and he loves crisps!
Exercise 9
You are going to listen to a conversation between Ethan and his friend Vickie.
They are going to talk about books: Ethan’s Literature teacher assigned him a book report
project. But he has a problem…
Méthodologie
Pour comprendre un document sonore, il existe un certain nombre de stratégies, que tu as
peut-être déjà appris à utiliser.
Lorsque cela est possible, prépare-toi à l'écoute et essaie de ne pas aborder le document
« l'esprit vide ». En effet, plus tu émettras d'hypothèses, plus tu auras de chances d'accéder
au sens du message sonore.
Ici, tu peux par exemple réfléchir à la situation mise en scène dans le document, à savoir ce
garçon, Ethan, qui a une fiche de lecture à faire pour son cours de littérature.
Puisque le thème est : les livres et la littérature, tu peux déjà émettre des hypothèses quant
au contenu de la conversation :
Tu as abordé en Séance 1 plusieurs genres littéraires : lesquels ?
.........................................................................................................................................
Tu t'es concentré(e) sur l'un d'entre eux, plus particulièrement : lequel ?
.........................................................................................................................................
Tu as appris du lexique autour d'un thème : lequel ?
.........................................................................................................................................
Cette phase est indispensable pour réussir la compréhension d'un document sonore
inconnu.
C’est ce qu’on appelle l’anticipation.
Maintenant, prépare-toi à l'écoute, en mobilisant tes connaissances, en anglais cette fois.
1- What literary categories do you know?
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
2- Give a definition of Gothic Fiction (write only key words or full sentences if you can):
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
3- What novel titles related to Gothic Fiction do you remember? (Title + author, if you can):
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Exercise 10
Pre-listening task: make a list of ten words you think you are going to hear during the
conversation between Ethan and Vickie.
............................................................... .....................................................................
............................................................... .....................................................................
............................................................... .....................................................................
............................................................... .....................................................................
............................................................... .....................................................................
Exercise 11
Listen to the conversation on your CD and underline the words you hear which are on your
list.
Exercise 12
Listen again and write all the key words you understand.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Exercise 13
Using the words you have written above, write a short summary of what the conversation is
about.
Exercise 14
Listen again and tick the correct answers.
1- What is Ethan’s problem?
a) He has to work on a book he hasn’t read.
b) He doesn’t like reading and he has a book to read.
c) He has a book report to do and he hasn’t chosen a book yet.
Tick the boxes corresponding to the titles you heard.
2- What book titles are mentioned during the conversation?
 The Lord of the Rings
 Treasure Island
 The Strange Case of Dr Jekyll and Mr Hyde
 I, Claudius
 Dracula
3- What writers are mentioned in the conversation? Tick their names.
 Edgar A. Poe
 Bram Stoker
 R.L. Stevenson
 Mary Shelley
4- What literary categories are mentioned in the conversation? Tick the boxes corresponding
to the titles you heard.
 Adventure novels
 Gothic fiction
 Romance novels
 Fairy tales
 Detective Fiction
Exercise 15
Listen again and answer the following questions, making complete sentences.
1- How does Vickie feel about romance novels?
.........................................................................................................................................
2- And about gothic books?
.........................................................................................................................................
3- What does Ethan think of Dracula, the movie?
.........................................................................................................................................
4- What book has Ethan eventually chosen to borrow from the school library?
.........................................................................................................................................
Check and correct
Méthodologie
Après la phase d'anticipation, tu as écouté le document sonore :
- Tu as noté tous les mots que tu comprenais. Cela t'a permis de te faire une idée plus
précise du contenu du message.
- Tu sais que tu dois écouter le document avec des objectifs précis. Tu as bien pris
connaissance de ce que l'on te demandait afin de faire les repérages demandés.
- Il est tout à fait normal de ne pas tout comprendre à l'écoute d'un document sonore,
par contre, si l'on te demande de repérer certains éléments, c'est que tu es capable de
le faire ou que tu as été guidé(e) pour y arriver :
Ainsi, pour te préparer à l'écoute de la conversation entre Ethan et Vickie, tu as, en
séance 1 :
- abordé la thématique de Gothic Fiction (ainsi que d'autres catégories littéraires :
adventure novels, detective fiction),
- découvert (ou revu) le lexique lié à la thématique de Gothic Fiction : l'horreur, les
éléments du gothique,
- été mis(e) en présence de titres de romans, appartenant au genre Gothic Fiction,
notamment.
Séance 3
Je découvre le livre de Bram Stoker, Dracula
J’en lis des extraits
Je remplis une fiche de lecture
Step 3
Ethan has a literature class tomorrow.
He has to start reading Dracula, the book he has chosen for his book report.
Ethan always reads the summary of the plot before he starts reading the book itself.
This is the summary he read on the back cover of Bram Stoker’s Dracula:
Count Dracula is a vampire. He drinks people’s
blood. He lives in Eastern Europe, in a lonely
castle in Transylvania, but he wants to buy a
mansion in England. A London law company
sends Jonathan Harker to Castle Dracula to
help the count with his business. Dracula is
friendly and polite to his guest, but something
is wrong. Why are the doors to the rooms in
the castle all locked? Why aren't there any
mirrors? Why does the count only wake up
at night and why does he seem so strangely
fascinated by the pictures Jonathan keeps of his
fiancée, Mina, to whom he writes letters every
day? When Jonathan discovers the terrible
secret about Count Dracula, he wants to
escape. But how? He is a prisoner in the castle.
Will he ever see England and Mina again?
Will Professor Van Helsing, who knows about
vampires, be able to help Jonathan and stop
Count Dracula?
Dracula is an 1897 novel by Irish author Bram Stoker,
featuring as its primary antagonist the vampire Count
Dracula.
At least, he can start filling in the chart the literature teacher gave him for his book report!
Exercise 16
Can you help him with it?
Read the summary once again and fill in the blanks.
Book Report: Key Facts

Full title: ..................................................................................................................
Author: ....................................................................................................................
Type of work: ...........................................................................................................
Genre: .....................................................................................................................
Language: ...............................................................................................................
Date of first publication: .........................................................................................
Setting (time): .........................................................................................................
Setting (place): ........................................................................................................
Exercise 17
Ethan is already fascinated by the story of Dracula! What a strange creature!
But he knows nothing about that mysterious place called Transylvania: Is it real? Is it
fictional?
He wants to know more about it.
He has started scanning the first pages to get some information about that uncanny place.
Here is an interesting passage he has come across:
I find that the district Count Dracula named is in the extreme east, just on the
borders of three states, Transylvania, Moldavia, and Bukovina, in the midst of the
Carpathian mountains; one of the wildest and least known portions of Europe.
Dracula (Chapter 1), by Bram Stoker
Look at the map below carefully:

What country does this map show? Write its name: R…………………………………………
Locate Count Dracula’s castle (write a red cross).
© Cned
The country has changed since the 19th century.

Do you want to know more?
Read « Le Coin des Curieux »!
After reading the beginning of Dracula, Ethan thought how brilliant Bram Stoker was as a writer:
he managed to make the reader feel so uneasy from the very first page!
Exercise 18
Underline in the following sentences the words that make the reader feel uncomfortable
about the place where Dracula lives.
I find that the district Count Dracula named is in the extreme east of Romania,
just on the borders of three states, Transylvania, Moldavia, and Bukovina, in the
midst of the Carpathian mountains; one of the wildest and least known portions of
Europe…
What personal pronoun is used at the beginning of the excerpt?

........................................................................................................................................ .
What kind of narrative is it?
........................................................................................................................................ .
Whose point of view is it? Who is the narrator? What is his name?
........................................................................................................................................ .
Ethan is asking himself lots of questions. To which he wishes to get answers…
You will get all the answers you (and Ethan!) are longing to get in the next lesson…!
le coin des curieux
Here is a map of present day Romania

It shares a border with Hungary and
Serbia to the west, Ukraine and the
Republic of Moldova to the northeast,
and Bulgaria to the south. The country
was formed by the merging of Moldavia
and Wallachia in 1859 and it gained
recognition of its independence in 1878.
Later, in 1918, they were joined by
Transylvania, Bukovina and Bessarabia.
At the end of World War II, parts of its
territories (roughly) were occupied by the
USSR and Romania became a member of
the Warsaw Pact.
Look at a map of Moldavia, Wallachia

and Transylvania:
Type ‘Danubian Principalities’ on Google
and choose:
© Cned en.wikipedia.org/wiki/Danubian_
Principalities
Séance 4
Je poursuis ma lecture de Dracula :
Je découvre la structure du livre, l'atmosphère inquiétante
Je découvre le narrateur à travers plusieurs extraits
J’utilise ce que j’ai appris de ‘Gothic Fiction’
pour mieux comprendre Dracula
When one reads Bram Stoker’s Dracula, many questions rise, such as the ones Ethan asked himself
in the previous lesson: who is that mysterious narrator? Is he the only one in the book?
Step 4
Exercise 19
Read the very beginning of Dracula. Then you can answer the questions.
chapter 1
JONATHAN HARKER’S JOURNAL
3 May. Bistritz.--Left Munich at 8:35 p.m., on 1st May, arriving at Vienna early next
morning; should have arrived at 6:46, but train was an hour late. Buda-Pesth seems a
wonderful place […]
The impression I had was that we were leaving the West and entering the East…
....
I was not able to light on any map or work giving the exact locality of the Castle Dracula,
as there are no maps of this country.
....
Klausenburg: Here I stopped for the night at the Hotel Royale. I did not sleep well,
though my bed was comfortable enough, for I had all sorts of queer dreams. There was a
dog howling all night under my window.
Dracula, Bram Stoker (1897)
1- What is the name of the narrator in this excerpt?

........................................................................................................................................ .
2- Who is he? Read the summary of Dracula again (Step 3, if necessary).
........................................................................................................................................ .
3- Where is he going?
........................................................................................................................................ .
4- What for?
........................................................................................................................................ .
Go on reading…
When I asked the landlord if he knew Count Dracula, and could tell me anything
of his castle, both he and his wife crossed themselves, and, saying that they knew
nothing at all, simply refused to speak further. It was so near the time of starting that
I had no time to ask anyone else, for it was all very mysterious and not by any means
comforting.
Just before I was leaving, the old lady came up to my room and said in a hysterical
way: “Must you go? Oh! Young Herr, must you go?” She was in such an excited state
that she seemed to have lost her grip of what German she knew, and mixed it all up
with some other language which I did not know at all.[…]
“It is the eve of St. George’s Day. Do you not know that tonight, when the clock
strikes midnight, all the evil things in the world will have full sway? Do you know
where you are going, and what you are going to?” She was in such evident distress
that I tried to comfort her, but without effect. Finally, she went down on her knees and
implored me not to go; at least to wait a day or two before starting.
It was all very ridiculous but I did not feel comfortable.
Exercise 20
1- How does Jonathan feel about going to Count Dracula’s castle?
........................................................................................................................................ .
2- Can you find clues in the above extracts / excerpts / passages that show Count Dracula’s
castle might be a dangerous place to go to?
........................................................................................................................................ .
........................................................................................................................................ .
........................................................................................................................................ .
........................................................................................................................................ .
3- Underline the words or expressions in the passages then classify them in the chart below.
4- Can you identify the nature of each category (nouns, adjectives, adverbs…)?
.........................................................................................................................................
.........................................................................................................................................
Exercise 21
Look at the table of contents below. What does the book Dracula consist of?
Fill in the blanks.
It consists of a collection of..................................... and .................................................,
written by various ………………………………………, so no one but the ………………. ..............
has the full story.
So who does the personal pronoun ‘I’ refer to throughout the book then? (Name the
narrators) (Qui le pronom personnel « je » représente-t-il dans le livre ?)
……………………………………………………………………………………………………………………
DRACULA TABLE OF CONTENTS

Chapters
1- Jonathan Harker’s Journal 14- Mina Harker's Journal

2- Jonathan Harker’s Journal 15- Dr. Seward's Diary
5- Letter From Miss Mina Murray 18- Dr. Seward's Diary
To Miss Lucy Westenra 19- Jonathan Harker's Journal
6- Mina Murray’s Journal 20- Jonathan Harker's Journal
7- Cutting From “The Dailygraph”, 21- Dr. Seward's Diary
8 August 22- Jonathan Harker's Journal
8- Mina Murray’s Journal 23- Dr. Seward's Diary
9-Letter, Mina Harker To Lucy Westenra 24- Dr. Seward's Phonograph Diary
10-Letter, Dr. Seward To Hon. 25- Dr. Seward's Diary
Arthur Holmwood 26- Dr. Seward's Diary
11-Lucy Westenra’s Diary 27- Mina Harker's Journal
12- Dr. Seward’s Diary
13- Dr. Seward's Diary
Dracula is told through a collection of journal entries, letters, and telegrams written by its
main characters.
We can say that Dracula has an epistolary structure because it consists of a series of
……………………
Vocabulary
journal entries (notes prises dans un journal intime)
le coin des curieux
Vampire movies
Did you know that the most popular cinematic adaptation of vampire fiction has been from
Bram Stoker’s Dracula, with over 170 versions to date?
The first version was Nosferatu1 (shot in 1922 by German director Murnau).
The next classic treatment of the vampire legend was in Dracula (1931) starring Bela Lugosi
as Count Dracula.
Dracula (also known as Bram Stoker’s Dracula) is the 1992 horror-romance film produced and
directed by Francis Ford Coppola, based on the novel Dracula by Bram Stoker.
It stars Gary Oldman as Count Dracula, Anthony Hopkins as Professor Abraham Van
Helsing, Winona Ryder as Mina and Keanu Reeves as Jonathan Harker.
Dracula was a box office hit!
Read more about Bela Lugosi, and Nosferatu:
 Type Bela Lugosi on Google and click on the first link:
Béla Lugosi - Wikipedia, the free encyclopedia
en.wikipedia.org/wiki/Béla_Lugosi
 Nosferatu - Wikipedia, the free encyclopedia
1. Nosferatu has been presented as a Romanian word, synonymous with “vampire”.
Séance 5
Je lis des extraits plus longs de Dracula
J’apprends (ou je revois) le discours direct et indirect

à travers le journal de Jonathan Harker
Step 5
Exercise 22
Look at the excerpt of Dracula you read in a previous lesson. Be careful, a passage has been added
(in italics)! Focus on the underlined sentences.
When I asked the landlord if he knew Count Dracula (1), and could tell me anything
of his castle (2), both he and his wife crossed themselves, and, saying that they knew
nothing at all (3), simply refused to speak further. It was so near the time of starting
that I had no time to ask anyone else, for it was all very mysterious and not by any
means comforting.
Just before I was leaving, the old lady came up to my room and said in a hysterical
way: “Must you go? (4) Oh! Young Herr, must you go?” She was in such an excited
state that she seemed to have lost her grip of what German she knew, and mixed it
all up with some other language which I did not know at all. I was just able to follow
her by asking many questions. When I told her that I must go at once, and that I was
engaged on important business (5), she asked again:
“Do you know what day it is?”(6) I answered that it was the fourth of May. She shook
her head as she said again:
“Oh, yes! I know that! I know that, but do you know what day it is?”
On my saying that I did not understand, she went on:
“It is the eve of St. George’s Day. Do you not know that tonight, when the clock strikes
midnight, all the evil things in the world will have full sway? Do you know where you
are going, and what you are going to?” She was in such evident distress that I tried to
comfort her, but without effect. Finally, she went down on her knees and implored me
not to go; at least to wait a day or two before starting.
In Bram Stoker's Dracula, Jonathan Harker keeps a journal.

He uses direct speech and indirect speech to write about what happened to him.
(Jonathan Harker tient un journal. Il utilise le style direct et le style indirect pour raconter ce qui lui arrive.)
Grammaire
Direct speech:
Jonathan Harker said interrogatively, “Count Dracula?”
Count Dracula bowed in a courtly way as he replied, “I am Dracula, and I bid2 you welcome,
Mr. Harker, to my house.”
Indirect speech (or reported speech):
Jonathan Harker said interrogatively, “Count Dracula?”
Count Dracula bowed in a courtly way as he replied that he was Dracula and bid him welcome
to his house.
Help:
bow: bend the head or the upper part of the body in a gesture of respect or greeting
(saluer, faire une révérence)
in a courtly way: in a refined manner
Exercise 23
Are the sentences above (labelled (1), (2) etc…) in direct speech or indirect speech?
Tick the appropriate boxes:
1-  direct speech  indirect speech
Check and correct
2. Bid (bid-bid) somebody welcome : souhaiter la bienvenue à quelqu’un
Observe et conclus
Observe les deux formes de discours :
Discours direct :
Count Dracula bowed in a courtly way as he replied, “I am Dracula, and I bid you welcome,
Mr. Harker, to my house.”
 On reprend les paroles telles qu’elles sont prononcées.
Discours indirect :
Count Dracula bowed in a courtly way as he replied that he was Dracula and bid him
welcome to his house.
 On rapporte des paroles. Elles sont intégrées dans la phrase mais des changements
s’opèrent.
Quelles différences notes-tu entre les styles direct et indirect ?
Ponctuation : .....................................................................................................................
Temps : ..............................................................................................................................
Pronoms personnels : .........................................................................................................
..........................................................................................................................................
..........................................................................................................................................
Check and correct
j e retiens
Discours direct Discours indirect
«Do you wish me to stay so long?» Jonathan asked Count Dracula if he
Jonathan asked, for his heart grew cold wished him to stay long.
at the thought.
Il y a des guillemets et des signes de Il n’y a pas de ponctuation
ponctuation (‘?’). particulière.
L’ordre des mots respecte le schéma L’ordre des mots a retrouvé son ordre
d’une question. normal car on n’est plus dans une
question directe.
Le verbe de la question est au présent Pour respecter la concordance des
(wish). temps, on utilise le passé (wished).
Les verbes introducteurs (discours indirect) : ‘Reporting verbs’

Ils permettent d’exprimer la façon dont les propos seront rapportés.
Quelques exemples :
Said, told et asked sont les verbes les plus utilisés.
On peut exprimer des nuances grâce aux verbes introducteurs :
accused, admitted, advised, agreed, apologised (s’excusa), boasted (se vanta), complained (se
plaignit), explained, invited, offered, ordered, promised, replied, suggested, thought.
Exercise 24
Rewrite the following sentences in the opposite speech.
For instance, if they were in the direct speech, turn them into indirect speech and vice versa.
1- Jonathan asked the landlord if he knew Count Dracula.
……………………………………………………………………………………………………………………
2- Jonathan asked the landlord if he could tell him anything of his castle.
…………………………………………………………………………………………………………………….
3- The landlord and the old lady said that they knew nothing at all.
……………………………………………………………………………………………………………………
4- The landlady asked again: “Do you know what day it is?”
……………………………………………………………………………………………………………………
5- The old lady came up to Jonathan’s room and said in a hysterical way: “Must you go?”
……………………………………………………………………………………………………………………
Séance 6
Je découvre les origines du mythe du vampire
Je découvre l’ancêtre présumé du Comte Dracula
Ethan is thrilled! Dracula is such a gripping book!
Step 6
Exercise 25
Write a short summary of Bram Stoker’s Dracula (the plot synopsis).
Don’t forget to tell how Bram Stoker makes the reader feel from the very beginning of the
book (you can give examples!).
Ethan is becoming more and more fascinated by vampires.
Did … do they really exist?

Ethan wants to know more about vampires.
Here is what he found out about those strange creatures…
Exercise 26
Do you know what this is?

...............................................................................................
How can it be used? Tick the boxes.
 for medical purposes (medicine)
 for culinary use (cooking food)
 to ward off (faire fuir) vampires
 as power gas in combustion engines
Check and correct
Exercise 27
How much do you really know about vampires?
Test your knowledge!
Read the following statements and tick ‘right’ or ‘wrong’.
Vampires can direct the elements, like storms, thunder.  right  wrong
They can appear in only one form.  right  wrong
Their power ceases at night and increases in the daytime.  right  wrong
Vampires cannot enter a house unless they are being invited.  right  wrong
Vampires are repelled (kept away) by a crucifix and holy wine.  right  wrong
Garlic is said to keep them away as garlic is abhorrent to them. (They hate it).
 right  wrong
Vampires can only be killed when a wooden stake (pieu) is driven through their heart, their
head is cut off and garlic stuffed into their mouths.
 right  wrong
Check and correct
Ethan wants to learn more about vampires. What about you?
Are you into those strange creatures or are you scared by them?
Exercise 28
Read the following text about how they originated and when.
Answer the questions after reading the text.
Vampires
The belief in vampires is a very ancient
one, most of all in the Slavonic countries such as Transylvania. Perhaps the
stories came from much further East, like the Slavonic people themselves
and their languages. In the stories, the vampire was the ghost of a
wrongdoer. The ghost returned from the grave in the shape of a huge bat and
fed on the blood of sleeping people. These people usually became vampires
themselves. So long as it could get human blood in this way, the vampire
would never die.
When Christianity came to the Slavs, the old beliefs did not end
immediately. But people added the protection of the new religion to the
old beliefs in the protective power of certain plants, especially garlic, and
of fire. They still believed that the only way to kill a vampire (and set its
spirit – in Christian times its soul- free) was to drive a sharpened length of
wood through its heart, but Christianity gave the simple people the added
strength of the cross, the name of God, and the bread that a priest had
blessed in church.
Dracula, by Bram Stoker (Penguin readers – introduction p.VI)
1- Do you know synonyms for:
a wrongdoer: ............................................................................ : ………………………………

a grave: .................................................................................... : ………………………………
 If you don’t, revise Séance 1.
2- What country does the belief in vampires come from?
.........................................................................................................................................
3- According to the legend, the vampire was the ghost of a special person. What sort of
person?
.........................................................................................................................................
4- In what shape did the ghost return from the grave?
……………………………………………………………………………………………………………………
5- Before Christian times, what were the old beliefs of protection against vampires?
……………………………………………………………………………………………………………………
6- When Christianity came, people added the protection of the new religion to the legend.
What sort of protection?
……………………………………………………………………………………………………………………
7- What happened to the persons whose blood was drunk by a vampire?
…………………………………………………………………………………………………………………….
8- What’s the only way to kill a vampire?
……………………………………………………………………………………………………………………
© Deborah Pradal
Now Ethan knows a little more about Dracula and vampires.

He thinks he is ready for the test his literature teacher is giving his class tomorrow.
He reads the definition of Gothic Fiction one more time:
Prominent features of Gothic fiction include terror (both psychological and

physical), mystery, the supernatural, ghosts, haunted houses, castles, darkness,
death, decay, doubles, madness, secrets and hereditary curses. The typical
characters of Gothic fiction include tyrants, villains, bandits, maniacs, persecuted
maidens, femmes fatales, madwomen, magicians, vampires, werewolves, monsters,
demons, revenants, ghosts, perambulating skeletons and the Devil himself.
The term “Gothic” was used precisely because the genre dealt with emotional
extremes and dark themes, and was often set in the buildings of this style (castles,
mansions, and monasteries, often isolated, crumbling, and ruined).
The Gothic novel is a narrative prose with principle elements of violence, horror and
the supernatural.
Today is D-Day!
Today Ethan is taking the literature test.
The teacher gave an essay on Dracula: Is Dracula, by Bram Stoker, a gothic novel?
Imagine you are in Ethan’s shoes.
Exercise 29
Write a short essay in which you will answer the question as well as possible. Don’t forget to
give examples!
le coin des curieux
Do you know who that picture shows?
It is Vlad III, Prince of Wallachia, more commonly known

as Vlad the Impaler (in Romanian Vlad Tepes pronounce
‘tshepesh’), or simply Dracula (1431-1476).
He was a Wallachian (now southern Romania) prince,
who ruled the country from 1448 until he died.
Vlad the Impaler is known for the exceedingly cruel
punishment he imposed as prince of Wallachia. He was a
tyrant who took sadistic pleasure in torturing and killing
his enemies. He is known to have impaled (empaler) 40,000
to 100,000 people.
© serialkiller.com
Vlad III is most commonly known for inspiring the name of the vampire in Bram Stoker’s
1897 novel Dracula.
Sommaire
Séquence 2
Lexique
Séance 1 Dire ce que l’on Les voyages Pays lointains Mobiliser les
Préparation du peut voir ou visiter Activités de loisirs stratégies d’écoute
voyage d’Ethan dans un pays Se préparer à l’écoute
Justifier son choix
et sa famille
d’une destination
de voyage
Séance 2 Identifier les L’Inde : géographie, Le prétérite Les différents
Quiz : L’Inde différents accents histoire Localisation accents anglais
anglais géographique
Communiquer avec
différents accents
anglais
Situer des
événements
historiques sur une
frise
Séance 3 Réserver un billet L’Empire Forme passive Effectuer une
Réserver des d’avion britannique complexe (avec réservation de billets
billets Enregistrer un L’Inde adverbe) d’avion
bagage Le voyage en avion
d’avion :
Dialogue à
l’agence de
voyage
Séance 4 Répondre à un Les voyages Les bagages Repérer et identifier
À l’aéroport de agent des douanes L’Inde Modes les mots-clés pour
Delhi d’hébergement accéder au sens d’un
document sonore
Séance 5 Parler et reconnaître Culture indienne La cuisine
La cuisine les ingrédients de la La nourriture
indienne cuisine indienne Fruits, légumes,
épices
Séance 6 Lire un menu La monnaie La cuisine Commander dans un

Au restaurant Commander dans indienne Les prix restaurant
le Diamonds, à un restaurant La cuisine indienne
New Delhi
Séance 7 Repérer et identifier Patrimoine culturel Mobiliser
Le Taj Mahal les informations mondial : le Taj connaissances et
essentielles dans Mahal compétences pour
un document accéder au sens d’un
sonore document sonore
Séance 8 Réaliser le lien le Taj Mahal Les mots rimant
Le Taj Mahal graphie/phonie avec ‘Mahal’ (le
(lecture à haute voix son) [a:]
des mots contenant Différentes
la lettre « a ») réalisations de la
lettre «
Séance 1
J’applique les stratégies de compréhension
d’un document sonore que j’ai apprises
J’aborde la thématique des voyages
Step 1
Ethan’s next winter trip.
Ethan is thrilled! Next winter he is going on a vacation with his family to a distant country!
Ethan and his parents are going to have a conversation about their next vacation: everyone gets to
pick where they want to go.
There are so many fabulous destinations: Hawaii, Cancun, Colorado, Japan, the West Indies,
Australia…
Which country do you think they will choose to visit after all?
Méthodologie
Tu as appris ou revu en Séquence 1 plusieurs stratégies d’écoute d’un document sonore.
Rappelle-toi quelles méthodes tu peux utiliser pour aborder et comprendre un message

sonore.
Tu vas entendre une conversation entre plusieurs personnes.
Résume l’une des stratégies abordées en séquence 1 :
Que faire avant d’écouter un document dont on connaît à l’avance la thématique ?

Ici : les voyages.
Réponds : ..........................................................................................................................
Ë Fais-le :
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Exercise 1
Listen to the conversation between Ethan, Katie and their parents, Susan and John.
Underline in the above box the words you actually heard.
Exercise 2
Listen again and tick the boxes corresponding to the places they mention:
® Hawaï
® Transylvania
® the Carribeans
® France
® Cancun
® Romania
® Italy
® India
® Britain
Then underline their future destination.
Exercise 3
Now listen to the conversation one more time and tick the boxes. (Several boxes can be
ticked each time) or answer the questions with full sentences.
1- What is wrong with the idea of visiting a theme park?
® It is too expensive. They don’t have the funds.
® They have already been to a theme park in Europe
® The kids are a bit too old for that
® Theme parks will be overcrowded (too many people there)
2- Why would Hawaï be a fine family destination, according to Susan?
® She thinks Ethan and Katie could do lots of activities there
® She said it would be great to lie down on the beach and do nothing
® She’d like to spend some time with her husband
® She said the kids would be so tired with all the beach activities that they would go to
bed early
3- What is wrong with…
a) a cruise?
.........................................................................................................................................
b) visiting a castle in Eastern Europe?
.........................................................................................................................................
4- What is there to see or to do in the last place they mention?
® visit mosques and temples
® buy colourful clothes
® visit a company
® drink a special kind of tea
® visit zoos
® see kangaroos
® visit an architectural wonder of the world
5- Write down an expression from the dialogue expressing advice.
.........................................................................................................................................
6- According to John, how many people speak English throughout the world?
® less than 300 million
® more than 350 million
7- What is the official language in India?
® Urdu
® Hindi
® English
® Bengali
® Punjabi
Check and correct
Séance 2
Je découvre l'Inde : sa géographie, son histoire, sa culture
Je revois les différents accents britanniques
Step 2
Exercise 4
How much do you know about India?
Match the beginning of the sentences in column 1 with the corresponding endings in
column 2.
India is located… 1 A …were at war in 1965.

New Delhi is… 2 B … Pakistan, China, Nepal, Bhutan,
Bangladesh and Myanmar.
India is shaped like… 3 C …in South Asia.
India, Pakistan and China do not 4 D ...the capital of India.
agree on…
India has common borders with… 5 E …the limits of Kashmir.
India and Pakistan…. 6 F … a diamond
Exercise 5
Which of these flags is the Indian flag?
® ® ® ®
Exercise 6
The Indian accent.
Listen to English accents from around the world.
You know that there is a wide variety of English accents throughout the world.
Write down the English accents or varieties of English you can think of:
1- …………………… English
2- …………………… English
3- …………………… English
4- …………………… English
5- …………………… English
6- …………………… English
7- …………………… English
8- …………………… English
9- …………………… English
Now listen to the same sentences being read by different native speakers from assorted
English speaking countries.
Tick the box corresponding to the country you assume the speaker comes from in each
extract.
Here is the passage that will be read:
An immense mausoleum of white marble, built in Agra between 1631 and 1648
by order of the Mughal emperor Shah Jahan in memory of his favourite wife, the
Taj Mahal is the jewel of Muslim art in India and one of the universally admired
masterpieces of the world’s heritage.
Extract # 1
® Australia ® the USA ® Scotland
® England ® Ireland ® the Caribbeans ® India
Extract # 2
Extract # 3
Extract # 4
Extract # 5
Exercise 7
YOUR TURN: Read the above text about the Taj Mahal with different English accents.
Don’t forget the Indian accent!
Listen to your CD as many times as necessary.
Exercise 8
Did you know that India’s history goes back almost six thousand years?
“India is the cradle of human race, the birthplace of human speech, the mother of
history, the grandmother of legend, and the great grandmother of tradition.”
Mark Twain (1835-1910)
American author of Adventures of Huckleberry Finn and The Adventures of Tom Sawyer
Vocabulary help: The cradle: le berceau

Travel through the major events in India’s history:
First put the following dates in chronological order. Write them in the empty boxes on the
timeline.
1965 2000 1947 326 BC AD 50 1915
2500 BC 1638 1948 1858 1600s
1 2 3 4 5
6 7 8 9 10
Read the following events that belong to India’s History and number them in chronological
order.
Events number 1 and number 10 have been written down for you!
1 The Indus Valley civilization develops around the valley of the Indus River
(now in Pakistan).
Mahatma Gandhi is assassinated.
India gains independence from the British and is divided into two countries,
India and Muslim-controlled Pakistan.
Alexander the Great of Macedon invades India.
Holland, Great Britain and France establish trading in India. They are interested
in India’s spices, rice, silk, tea and jewels.
The British overthrow (renversent) the Moguls and take control of India.
Trade flourishes between India and the Roman Empire. Romans buy Indian
pearls, ivory, silk, spices, cloth and precious stones.
Mogul Emperor Shah Jahan begins construction of the Taj Mahal in memory of
his wife Mumtaz.
Pakistan and India go to war over Kashmir.
Gandhi starts a campaign of nonviolent resistance against British rule in India.

Gandhi is called Mahatma, meaning «Great Soul».
10 India’s population exceeds 1 billion.
Séance 3
Je suis la famille Cameron dans les préparatifs
de leur voyage en Inde : à l'agence de voyage et à l'aéroport
Je découvre la structure passive avec un adverbe
Step 3
Exercise 9
Read the following extract of the transcript of the conversation you have heard in Séance 1.
Ethan: Still, I wonder... is there anything worth seeing in India apart from the Mosques?
Susan: Darling! Sure! I’m sure you’ve heard of the Taj Mahal which is said to be so
spectacular and amazing. There are also magnificent temples, tiger sanctuaries and colonial
tea plantations!
John: Gee, when you describe it like that, it sounds really great!
Susan: And that’s not all. We’ll be able to eat delicious, spicy food, and drink the world-
famous Chai tea, and I’ll be able to buy myself beautiful saris!
John: I’m sure it will be the best vacations ever!
Ethan: Hey mum, why did you say ‘colonial’ tea plantation?
Susan: Well you see … India used to be a British colony.
Katie: Wow!!! So the Indians must speak English very well then…
John: Well, they do speak English, yeah. You know English has become a world language,
spoken by at least 750 million people.
Katie: Yes, I knew that dad!
John: Well, the official language of the Republic of India is Hindi. But English is the most
commonly spoken language in India.
Katie: Great! Let’s go to India dad!
John: So it seems our minds are all set on India, right?
Susan, Katie and Ethan: Yeah!!!!
The British Empire:
If you want to know more about it, read “Le Coin des Curieux”!
Grammaire
Observe les phrases suivantes :
English has become a world language, spoken by at least 750 million people.
But English is the most commonly spoken language in India.
Reconnais-tu la forme soulignée ?
Il s’agit ..............................................................................................................................
Donne la base verbale/le passé/le participe passé de ce verbe :
.........................................................................................................................................
Trouve une forme similaire dans le script ci-dessus.
.........................................................................................................................................
Dans la phrase : But English is the most commonly spoken language in India.
Reconnais-tu la forme soulignée ?
.........................................................................................................................................
Quel mot vient apporter une nuance au participe passé ?
.........................................................................................................................................
Quelle est la nature de ce mot ? C'est un ............................................................................
Quel est l'adjectif racine à partir duquel ce mot a été formé, ..............................................
Tu constates donc que l'on peut tout à fait apporter une nuance à un participe passé, lui-
même inclus dans un superlatif.
The most commonly spoken language : la langue la plus communément parlée
Voici un autre exemple :
One of the 3000 most commonly used words in English is: “about”.
The most frequently asked question in a job interview is:
“Why do you want to work here?”
Exercise 10
John, Ethan’s father, is going to the travel agent’s to make the flight reservations to India.
Listen to the conversation.
Find out the following information:
1- Destination: ..................................................................................................................
2- Date of departure: ........................................................................................................
3- Departure time: ............................................................................................................
4- Arrival time: ..................................................................................................................
5- Date of return: ..............................................................................................................
6- Price: ............................................................................................................................
7- Special request: .............................................................................................................
8- Flight number/company: ...............................................................................................
9- Name of airport (in New York): .....................................................................................
3 Months later …
Ethan, Katie and their parents are ecstatic: they are on their way to the airport. They are going to
fly to India!
Exercise 11
Listen to the following conversation that is taking place at the airport. Tick the objects that
are mentioned in the dialogue.
®
® ® ®
®
® ® ®

® ® ®
Listen to the dialogue once again and read the transcript at the same time.
Check your answers: underline the names of the objects you had to tick.
Check-in Personnel: Passport and ticket, please.
John: Here is my passport, and my ticket.
Check-in Personnel: Where are you headed?
John: We are going to Delhi.
Check-in Personnel: How long will you be staying?
John: For 2 weeks.
Check-in Personnel: Thank you. How many bags are you bringing, sir?
John: I want to check in the large suitcase, and I’d like to carry the smaller one on with me.
Check-in Personnel: I will weigh them. Everything is fine. What seat would you like: window
or aisle?
John: Window, please.
Check-in Personnel: No problem. And what do you want for your meal? Chicken or fish?
John: I’m a vegetarian. I’ve already ordered a special meal.
Check-in Personnel: Good. Here are your boarding passes. You can go to gate B 11.
John: Thank you. Goodbye.
Find in the transcript different ways of saying…
1- Where are you going? ....................................................................................................
2- How long are you going to stay? .....................................................................................
3- What would you like to have for lunch/dinner? ..............................................................
Séance 4
Je suis la famille Cameron dans ses démarches
à l'aéroport de Dehli :
J'apprends à utiliser et à transférer les stratégies d'écoute

que j'ai apprises pour comprendre les scènes à l'aéroport
Step 4
Exercise 12
Étudie bien le dialogue que tu as entendu dans la leçon précédente à l'aéroport :
« L’enregistrement des bagages ». Il pourra peut-être te servir un jour !
Si tu regardes un film en version originale, ou si tu effectues un voyage en avion, tu seras

amené(e) à entendre et/ou à prendre part à ce genre de conversation.
Il te servira aussi lors de la séance 9, au cours de laquelle les Cameron vont visiter un site
touristique et rencontrer quelques problèmes avec un guide indien, qu'ils ne comprendront
pas vraiment !
Tu auras toi aussi besoin de faire appel à toutes tes compétences pour comprendre le
dialogue !
Ë Cache les répliques de John avec une bande de papier et entraîne-toi à répondre aux
questions posées lors de l'enregistrement des bagages à l'aéroport.
Mais revenons à Ethan, Katie, John et Susan qui sont sur le vol New York-Delhi…
16 HOURS LATER…
In a few minutes Ethan, Katie, Susan and John Cameron are going to set foot in India! Their flight
is nearly over and they are so impatient to discover that fantastic country!
Exercise 13
You are going to listen to a conversation, taking place at Delhi airport between Susan,
Ethan’s mother and the customs officer (agent des douanes).
But first, here are a few vocabulary tips. Match the following words with the appropriate
synonyms. Write the numbers in the right column.
Words Examples Synonyms

1 attend (verb): I’m planning on attending a bags used during traveling to
language class before I go to carry your things
China.
2 book (verb): You ought to book a room make arrangements in advance
at least a month in advance.
3 luggage (noun): You are only allowed two your personal property or
pieces of luggage on this possessions
flight.
4 belongings Be sure to collect your be at or go to
(noun): belongings before you leave
the plane.
Check and correct
Exercise 14
Listen to the conversation taking place at Delhi airport between Susan, Ethan’s mother and
the customs officer.
Listen to the following extracts and tick the boxes.
Extract #1:
They are talking about:
® Susan’s luggage and belongings
® Susan’s accommodation (logement)
® Susan’s belongings
® What brought her to in India
Extract #2:
Extract #3:
Check and correct
Listen to the dialogue one more time and read the transcript at the same time.
Méthodologie
Pour vérifier tes réponses, tu as écouté le dialogue et lu attentivement le script.
Qu'était-il important de savoir repérer pour être mis sur la bonne voie et deviner le sujet de
la mini-conversation ?
……………………………………………………………………………………………………………………
Comment appelle-t-on ce genre de mots ? Tu as peut-être déjà appris ce terme, ou tout
simplement tu connais leur rôle en compréhension de l'oral.
……………………………………………………………………………………………………………………
Check and correct
En effet, tu connais peut-être l'importance de ce qu'on appelle « les mots porteurs de
sens ». Ce sont les mots-clés, ceux qui à eux seuls te donnent l'information essentielle te
permettant de comprendre le sujet d'une conversation ou d'un message sonore informatif.
Ils sont toujours accentués, ce qui facilite leur repérage.
Exercise 15
Réécoute les extraits de l'exercice ci-dessus et pour chaque extrait souligne le ou les mots
clés qui t'ont apporté la réponse aux questions posées.
Extract #1:
Customs Officer: Uh, what is the purpose of your visit?
Susan: We’re going to be touring the country for two weeks.
Extract #2:
Customs Officer: And where will you be staying?
Susan: We’ll be staying at pre-booked hotels mainly.
Extract #3:
Customs Officer: And uh, what do you have in your luggage?
Susan: Uh, well, just, just my personal belongings um, . . . clothes, a few books, and a CD
player.
Customs Officer: Okay. Uh, please open your bag.
Susan: Sure.
Customs Officer: Okay . . . Everything’s fine.
The Camerons have at last arrived in Delhi!
Exercise 15b
Look at the map of India. Locate the following cities.
Circle…
The capital in red.
Agra (where the Taj Mahal is) in blue
Mumbai (Bombay) in green
Bangalore in purple
© Cned
Follow them in one of the most mysterious capitals of the world…
See you in the next lesson!
Séance 5
Je découvre la cuisine indienne
Step 5
Exercise 16
The Camerons are soon going to have dinner in a restaurant in Delhi.
A street in Delhi
© Sylvie Beuzon
To fully understand their conversation, learn or revise some vocabulary related to Indian
Food Ingredients.
Can you name the following Herbs & Spices in English? You know Indian food is very spicy!
1- Coriandre .....................................................................................................................
2- Clous de girofle .............................................................................................................
3- Feuilles de laurier ...........................................................................................................
4- Graines de moutarde......................................................................................................
5- Curcuma........................................................................................................................
Here is the same exercise but this time you have to match the French herbs and spices with
the English equivalent.
coriandre • • cinnamon
clous de girofle • • cloves
feuilles de laurier • • mustard seeds
graines de moutarde • • saffron
safran • • turmeric
gingembre • • bay leaves
cannelle • • coriander
curcuma • • ginger
Exercise 17
Listen to the names of herbs and spices you have just identified.
Repeat them several times.
cinnamon cloves mustard seeds saffron turmeric bay leaves coriander ginger
Exercise 18
Revise more words related to food:
.............. ............ ............ ............ ............ ....................
Write the names of the vegetables you can identify.
Do you know the English for…

1- Crevette grise : ...............................................................................................................
2- Crevette rose : ................................................................................................................
3- Maïs : ............................................................................................................................
4- À la vapeur :...................................................................................................................
Check and correct.
Exercise 19
Listen to the names of vegetables you have just identified.
Exercise 20
Have fun with the following word-search!
When you have crossed out the words in the list below, you will be able to discover the
hidden message!
Indian cooking ingredients
C S P I N A C H I P N D I A N
C A O C O K N G I I S S P N
I C B Y O G A R L I C N T O A
S T Y B A C R E D N A I R O C
C A R D A M O M N D F F E U U
C L L O F G R N M C F U W K T
© Sylvie Beuzon
Typical Indian dish: Idli R I R Y Z E E U U A C J O E F
R M N U G M S T S T A J L E V
BEANS-CABBAGE-
O V U N V T U H W C R W F R K
CARDAMOM-CARROTS-
CAULIFLOWER-CHILI- B G I I A R C S K T R C I G Q
CINNAMON-CLOVES- Q G B R M M N L E W O H L U A
COCONUT-CORIANDER-
K K D E S B O I O G T I U N M
CUMIN-FENUGREEK-
A O R A A N Y N M V S L A E F
GARLIC-GINGER-MANGO-
MUSTARD-PEAS-SAFFRON- V I E O G N A M D U E I C F Q
SPINACH-TURMERIC- C P U M J O S E Z E C S P D C
TURNIP
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ , __ __
__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ !
Séance 6
Je suis la famille Cameron dans un restaurant à Delhi :
J'apprends à comprendre un menu, à commander des plats
The Camerons have found a street in Delhi called Main Bazaar where they can have dinner at
last! They are starving!
© Sylvie Beuzon
Main Bazaar, New Delhi
Curiously, the name of the restaurant they have chosen doesn’t sound Indian at all.
It is called ‘Diamonds’.
Is it really curious? What do you think?
Step 6
Exercise 21
Read the menu the waiter has given them. Then answer the questions.
DIAMONDS
Main Bazaar Street
New Delhi
APPETIZERS
Vegetable Samosas 30.00 rs
Puff pastries 20.00 rs
Vegetable Pakoras 30.00 rs
BIRIYANI
Aromatic Indian basmati rice
cooked with fresh herbs and spices
Vegetarian Biriyani 60.00 rs
Chicken Biriyani 90.00 rs
Shrimp Biriyani 80.00 rs
TANDOOR SPECIALTIES
Tandoori Chicken 150.00 rs
Chicken Kebab 160.00 rs
Masala Fish Fillet 140.00 rs
CURRY
Prawn Curry with Coconut 120.00 rs
VEGETABLES
Aloogobi 100.00rs
(potatoes with cauliflower)
DRINKS BREADS
Chai 15.00 rs Punjabi Corn Bread 10.00 rs
(classic Indian spiced tea Naan 20.00 rs
drink)
Coke 40.00 rs RICE
Limca (soda) 30.00 rs Steamed rice 10.00 rs
Lassi (milk shake): 40.00 rs
Fruit lassi Dalchini Palau 35.00 rs
Banana lassi
Mango lassi
Lemonade: 30.00 rs
1- What do the letters ‘rs’ mean? ........................................................................
Check and correct.
2- Considering an American dollar is approximately 48 Indian rupees, how much is… (in
dollars).
A coke: .....................................................................
Chicken Biriyani: .......................................................
Prawn Curry with coconut for two: ..........................
3- And considering 1 euro is 70 rupees, how much is…
a chai: ......................................................................
Tandoori chicken: .....................................................
Aloo Gobi: ................................................................
4- If like John you don’t eat meat, can you find yourself a dish at Diamonds?
® Yes, because ............................. ® No, because ......................................................
Exercise 22
What would you personally like to order?
Choose one or several dishes you would like to order and don’t forget to order a drink!
Say it orally. Before you start, read the following tips.
Méthodologie
To order in a restaurant, you can say:
1- I’ll have … the samosas for starters/appetizers.
2- What do you recommend?
3- Does the curry come with rice?
4- Do you have any orange juice?
5- Just give me lemonade then.
6- Could I have a glass of lemonade instead?
7- May I see the dessert list?
8- (Can I bring you anything else?) No thank you. I’m fine.
Help
1. Je prendrai les samossas en entrée
2. Que me conseillez-vous ?
3. Est-ce que le curry est servi avec du riz ?
4. Avez-vous du jus d'orange ?
5. Donnez-moi juste de la limonade dans ce cas.
6. Pourrais-je avoir un verre de limonade à la place ?
7. Pourrais-je voir la liste des desserts ?
8. Non, je vous remercie.
Exercise 23
Now listen to the conversation at the restaurant.
Write down what each member of the Cameron family is going to have.
You can listen to the dialogue several times.
ETHAN KATIE JOHN SUSAN

Main course
Drink
Check and correct.
Tomorrow Ethan and his family are going to explore the country and take a trip to a special
place…
Her last wish to her husband was "to build a tomb in her memory such as the world
had never seen before". Thus emperor Shah Jahan set about building this fairy tale
like marvel."
Séance 7
Je découvre l’un des monuments les plus visités en Inde :
son histoire, sa légende
Her last wish to her husband was "to build a tomb in her memory such as the world
had never seen before". Thus emperor Shah Jahan set about building this fairy tale
like marvel."
Does the above quotation ring a bell? Do you have any idea what the Camerons are going to visit
today?
You don’t?
Step 7
Exercise 24
You are going to listen to a recording about the monument the Camerons are going to visit.
Revise some useful vocabulary: do you remember how to say ‘tombe’ or ‘mariage’ in
English?
Write down the English translation for the following words:
- une tombe
- un mariage
- fiancé
- une merveille
- merveilleux
- du marbre
- coeur brisé
- naissance
- donner naissance
- pleurer quelqu’un, porter le deuil
- des pierres
Check and correct.
Exercise 25
Listen and repeat the following words.
a tomb a burial place a mausoleum Mughal1 mourn architecture
1- The Mughal Empire was an Islamic imperial power of the Indian subcontinent which began in 1526 and ended by 1857.
Exercise 26
Listen to the following recording.
You will learn more about the place Ethan and his family are about to visit.
Take notes and write down the most important information.
You can listen to the recording several times.
Méthodologie
Rappelle-toi les conseils donnés au cours des séances précédentes pour parfaire ta
compréhension d’un document sonore.
Applique-les ici ; cela t’aidera à accéder au sens du message, à le comprendre.
Tu auras besoin, lors de ta mission finale, de mobiliser à la fois tes compétences dans
ce domaine (il te faudra comprendre un document sonore, spécifique à cette séquence,
consacrée à l’Inde) mais aussi tes connaissances : ce que tu as appris de l’Inde, de sa
géographie, de ses traditions, de son histoire, est un socle indispensable sur lequel tu
pourras t’appuyer le moment venu.
Cette activité est donc ton dernier entraînement !
Ë Donne-toi quelques minutes pour récapituler mentalement toutes les stratégies que tu as
revues au cours de cette séquence (et de la ou des précédente(s)).
Ë En vois-tu une ou plusieurs que tu puisses mettre en œuvre avant de commencer à
écouter le document ?
Ë As-tu à l’esprit ce que tu vas faire lorsque tu seras en pleine écoute ?
Réfléchis à tes stratégies avant de passer à l’écoute proprement dite.
Lorsque tu seras prêt(e), écoute ton CD.
Listen to the following recording.
Take notes and write down the most important information.
You can listen to the recording several times.
1- What is the monument called? .......................................................................................
2- What sort of monument is it? .........................................................................................
3- When was it built? ........................................................................................................
4- Where was it built in India? ............................................................................................
5- Why was it built? ...........................................................................................................
About the love story:
1- How old were they when they got married? .....................................................................
2- What happened in 1631? ...............................................................................................
About the monument (details):
1- What is it decorated with?..............................................................................................
2- What animals were used in its construction? How many were there? ...............................
3- How many workers were used? .......................................................................................
4- How long did it take to build it? .....................................................................................
5- What material is it mostly made of?................................................................................
Check and correct. Read the transcript.
Séance 8
J'en découvre un peu plus sur le Taj Mahal
Je m'entraîne à identifier et reproduire

les différentes façons de prononcer la lettre ‘a’
Exercise 27
© Sylvie Beuzon
Look at the picture below. What does it show?
……………………………………………………………………………………………………………………
It is regarded as one of the Seven Wonders of the World.
It’s ……………………………………………………..
Look at the map of India: locate the Taj MAHAL.
© Cned
Exercise 28
What rhymes with Taj Mahal?
Tick the boxes then listen to your CD and check your answers.
® Carl ® pale ® dhal ® all
® snarl ® central ® ball ® false
® pal ® Paul ® male
Phonologie
Tu as constaté, grâce à l'exercice précédent, qu'il existe différentes prononciations de la

lettre « a ».
Exercise 29
Essaie de prononcer les mots suivants, en portant une attention particulière à la

prononciation de la lettre « a », comme dans Taj Mahal.
Puis écoute ton CD et vérifie ta prononciation. Répète les mots plusieurs fois si nécessaire.
[a:] comme dans garden, tart, Mahal, Carl, chorale
[æ] comme dans cat, fat, pal
[ə] comme dans America
[e] comme dans any, many, ate
[ei] comme dans pale, roomate, male
[eə] comme dans fair, care
[O:] comme dans hall, ball, false, Paul, all
Entraîne-toi !
Exercise 30
Dis à voix haute les phrases suivantes, en essayant d'appliquer les conseils ci-dessus.
- The pale American roommate called Paul didn’t care why the black cat was in Carl’s
garden!
- There were many balls in the hall and all of them belonged to Paul.
- Are you sure that planes are safer than cars?
- Who ate that apple tart Mary made for my mates and I?
Vérifie ta prononciation en écoutant ces phrases sur ton CD.
le coin des curieux
Are you interested in learning more about the Taj Mahal and its fabulous story?
Visit the following sites and do the activities!
Learn more about the Taj Mahal:

http://en.wikipedia.org/wiki/Taj-Mahal
Colour the Taj Mahal:

http://thecoloringspot.com/images/wonders/taj-mahal.jpg
Another colouring page (including text):

http://z.about.com/d/homeschooling/1/0/T/H/4/7wonderscolor2.png
Download a wallpaper of the Taj Mahal (see ‘photos’ and ‘Wonders’):

http://kids.nationalgeographic.com
Sommaire
Séquence 3

Lexique
Séance 1 Mettre en valeur 19th century Richesse Prendre des notes et
Dialogue un sujet que je England Pauvreté les mettre en réseau
présente Pseudo-clivées
Parler de richesse et
de pauvreté
Séance 2 Enrichir l’expression Queen Victoria Obligation Repérer les idées
Article en prélevant du Social classes Permission principales d’un
informatif lexique dans un Interdiction article
document écrit Inférence textuelle
Séance 3 Parler de victimes, Child Labour in Passif Walk or work? Anticiper et préparer
Interview audio de personnes Victorian England un questionnement
subissant une
situation
Séance 4 Identifier le point de Prosperity in Valeur générique Inférence culturelle
Texte informatif vue d’un auteur / Victorian England du pronom ‘you’ Repérage du point de
narrateur Victorian Lexique inventions vue.
inventions Repérage-classement.
Séance 5 Construire le London’s East End Poverty Prononciation Inférence contextuelle
Documentaire discours autour Crime des mots-clés du / situationnelle
audio du sujet qui subit Passif commentaire
l’action (introduction)
66
Séance 1
J’apprends à mettre en relief un sujet dont je veux parler
J’apprends à parler de richesse et de pauvreté
J’apprends à connaître l’histoire de Londres
Step 1
Méthodologie
Écoute une première fois le dialogue et fais la liste, dans le plus petit cercle, des mots que tu
as reconnus.
Dans le grand cercle, ajoute ce que tu as compris lors de la seconde écoute. Relie par des
lignes les éléments du premier et du second cercle qui ont un lien entre eux.
Step 2
Exercise 1
John, Katie’s Dad, has just heard the conversation, and is puzzled. Based on the books they have
read, Susan and Katie seem to have very different opinions on 19th century England.
Help him understand why:
Susan’s book Katie’s book

Subject
Period
Place
People
View Positive ® Negative ® Positive ® Negative ®
Exercise 2
Match each adjective with the book it can be found in:
• Poor •
• Rich •
• Unhappy •
• Comfortable •
• Difficult •
• Dangerous •
People in • Privileged • People in
• Underprivileged •
Katie’s book • Powerful • Susan’s book
• Powerless •
• Homeless •
• Safe •
• Miserable •
• Hungry •
• Needy •
Exercise 3
Fascinated or fascinating?
Katie is ® fascinated ® fascinating by what she is reading.

Her Mom doesn’t really understand why she is ® fascinated ® fascinating
Fill in the blanks with: boring / bored / fascinated / fascinating

“This book is really good. If you read it, you’ll never get
because this is a ........................... story”.
j e retiens
La forme -ing renvoie à un sujet qui agit, qui produit un effet.
La forme -ed (le participe passé) renvoie à un sujet qui subit un effet / en bénéficie.
This is a fascinating subject , so I’m sure you’ll be interested.

Le sujet fait cet effet On benéficie de cet effet
Step 3
Do you remember what Katie said?
What I like is the atmosphere and the sense of danger in these stories.
This sentence is:
® A question
® Not a question
Exercise 4
Susan doesn’t like the same books as Katie. Help Susan tell us about her own tastes:
Likes Prefers
Love stories Stories about princes and princesses
Romanticism Stories about exotic places
Susan: “What I ..................................................................................................................

and ...................................................................................................................................
But what I .........................................................................................................................
and ...................................................................................................................................
j e retiens
Pour attirer l’attention de l’interlocuteur sur un point que tu considères important, il
existe une construction qui permet de présenter les choses en deux temps:
What (sujet) + Verbe, be + GN
What I like is the way the writer describes 19th century London.
Attention, cette structure n’est pas interrogative.
‘What’ en début de phrase sert uniquement à annoncer qu’on va aborder un point
nouveau, et qu’il faut être attentif à ce qui va être dit dans le reste de la phrase.
Compare la contruction habituelle ... .
Your attitude surprises me..
…à ce type de construction :
What surprises me is your attitude.
Mais le véritable sujet de la phrase reste ‘Your attitude’. On peut le démontrer en
manipulant la phrase de cette manière :
Your attitude (is what) Surprises me.

Sujet Verbe
Step 4
Exercise 5
Katie envoie un mail à son amie Alice, pour lui parler du livre qu’elle est en train de lire.
Elle va dire de quoi parle le livre, souligner son intérêt et ses qualités, et insister sur un ou deux
points qu’elle considère très importants (ce qu’elle préfère, par exemple).
Réutilise un maximum d’éléments vus dans cette séance.
.........................................................................................................................................
.........................................................................................................................................
Séance 2
J’apprends à comprendre un texte en repérant
les idées principales
Je sais inférer le sens des mots inconnus
Je sais utiliser le contenu d’un texte

pour enrichir mon expression
Worlds apart…
Step 5
Katie s’est renseignée sur l’époque Victorienne (la seconde moitié du XIXe siècle), pour
comprendre pourquoi son livre et celui de sa mère présentent deux visions contradictoires.
Lis attentivement ce texte :

1- Most poor Victorian children never went to school. As soon as they were old enough to
earn money for their families, they were forced to work. Only upper -and middle- class
children went to school.
2- So, in early Victorian England, lower-class children, who had to earn money, were not
able to read or write.
3- Children from rich families didn’t have to go to school. Instead, they were taught at
home by a governess until they were 10 years old. Once a boy turned ten, he went away
to Public Schools like Eton or Harrow. There were very few schools available for girls,
however, until near the end of the Victorian ear. Rich girls were mostly educated at home.
4- Rich kids had an easy life. They ate good, healthy food and had servants to look after
them. They could play as long as they wanted with beautiful, expensive toys. They were
allowed to have pets–even big ones–like ponies, for example.
5- Lower-class kids, on the other hand, could only dream of such a nice life. They had no
toys. And if they had had any, they would have been too tired to play with them after a
day spent working at the factory, or sweeping chimneys.
6- However, in the late 19th century, British society started changing.

The Victorians soon realised that it was important for people–including the lower class–
to be able to read and write, and education became more important. The Church of
England became active in this field and built ‘National Schools’ which taught children
the ‘three Rs’: reading, writing, arithmetic. Religion was taught too.
7- In the 1880s, school became mandatory. All children had to attend school until they
were 10 years old. In 1889, new laws made it clear that all children under 12 had to go to
school, and in 1891, schools became free.
Méthodologie
Quand tu lis un texte informatif comme celui-ci, qui aborde plusieurs domaines, il peut être
pratique, pour mieux comprendre l’ensemble, de classer les paragraphes par thème.
Essaie de regrouper les points abordés dans ce texte dans trois thèmes ou catégories. C’est à toi de
décider quels seront les 3 thèmes et de leur donner un titre. Le titre peut être une expression du
texte, ou ta propre expression, en anglais ou en français. Le but est d’obtenir un classement efficace
des idées.
Ton titre : Ton titre : Ton titre :
Numéros de
paragraphes
Exercise 6
D’après ce que tu as lu et compris, et en réfléchissant un peu, dans quel ordre placerais-tu les
expressions suivantes ? :
the lower class / the upper class / the middle class
Rich
Poor
Exercise 7
Pour résumer rapidement le texte, relève 3 expressions qui mettent en évidence les inégalités entre
les deux classes sociales dont il est question ci-dessous :
Lower-class kids Upper-class kids
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
Step 6
Appuie-toi sur le texte pour classer les expressions suivantes dans l’un ou l’autre des colonnes ci-
dessous:
were forced to had to didn’t have to were allowed to could were not able to
Obligation, Absence Possibilité Impossibilité

contrainte d’obligation ou incapacité
ou de contrainte
le coin des curieux
Queen Victoria in her youth

Le terme ‘Victorian England’ ou en français ‘Angleterre Victorienne’ fait
référence au règne de la reine Victoria.
Son règne, le plus long de l’histoire du Royaume-Uni, dura 64 ans, de
1837 à 1901.
À cette époque, l’empire britannique, le plus puissant au monde, était
présent sur plusieurs continents, et régissait le quotidien d’un quart de
la population mondiale !
L’Angleterre connaissait, à cette époque, un essor sans pareil. Le pays se
transformait profondément, et fut, pendant plusieurs décennies, la plus
grande puissance industrielle au monde.
Mais une telle richesse créa aussi de criantes inégalités sociales, entre ceux qui possédaient
les biens, et ceux qui ne possédaient rien, et travaillaient dans de terribles conditions pour un
salaire de misère…
Exercise 8
Imagine qu’un garçon ou une fille ayant grandi dans l’Angleterre Victorienne raconte son enfance,
une fois parvenu(e) à l’âge adulte.
À toi d’écrire le texte. Tu peux choisir un enfant riche, ou un enfant pauvre. Sers-toi du
vocabulaire du texte et de tout ce que tu as appris dans cette séance.
I remember when I was a kid, in the 1870s, …
.........................................................................................................................................
.........................................................................................................................................
Séance 3
J’apprends à anticiper un questionnement pour cerner un sujet
J’apprends à parler de personnes qui subissent une situation
Child Labour
A chimney sweep
Step 7
Katie rend visite à son voisin, Mr Morgan, professeur d’histoire à la retraite. Elle veut en savoir plus
sur le travail des enfants dans l’Angleterre du XIXe siècle.
Puisque tu sais que Katie va poser une série de questions, tu peux déjà anticiper l’écoute en
te demandant quelles vont être ces questions. Fais une liste ci-dessous, en français ou en
anglais :
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Maintenant, écoute le dialogue. Lorsque tu as terminé, reprends ta liste de questions et
barre celles qui n’ont pas été posées par Katie. Ajoute les questions que tu as entendues et
qui ne figuraient pas dans ta liste au départ.
Step 8
Listen to the dialogue once again, and write down everything you’ve learned about the kids
and the work they had to do.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Exercise 9
Thanks to the information you’ve collected, you should be able to fill in the blanks below:
Each gap can contain one word or more.
In ........................... England, in ............ families, kids sometimes .................. as soon as
they ............................... . And when they reached the age of ... or ..., most of them were
employed in factories or down the mines. Some of them were ........................................ .
........................ were often employed because they were ..............., so they ............... ......
things adults ..........................
The ............ they did was often very ..........................., and there were lots of
..............................
Employers were very interested in ...................................., because they didn’t have to
pay the kids .............................. they paid adults.
Exercise 10
You’ve understood that the kids had no choice. They could not refuse to work. They didn’t
control the situation.
Match the elements in A with those in B.
A B
were forced to …if they refused to work
were employed …play or to stay home doing nothing
The children Ë were paid ...do very dangerous things
were beaten …in factories or down the mines
were not allowed to …very little money for their work
Step 9
Phonologie
Écoute bien la différence de prononciation entre ces 2 verbes :
Work or Walk?
Tu vas entendre 4 phrases contenant soit le verbe ‘work’, soit le verbe ‘walk’.
Coche (tick) ce que tu as entendu :
Phrase n° Work Walk
Exercise 11
Katie sait maintenant pourquoi deux livres sur l’Angleterre Victorienne peuvent présenter deux
visions contradictoires de la vie des gens à l’époque. C’était une question de milieu social.
Susan est rentrée du travail, et Katie tient à lui dire que la vie des enfant pauvres à l’époque était
bien différente de celle décrite dans le livre qu’a lu sa maman…
Utilise ce que tu as appris dans cette séance et la précédente pour parler à la place de Katie.
Prends des notes ci-dessous pour préparer ton intervention.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Lorsque tu es prêt(e), enregistre-toi.
Tu commenceras ton intervention avec la phrase :
Mom, all children weren’t as happy as you think during Victorian times.
It’s true that rich kids…
But on the other hand, poor kids…
Séance 4
J’apprends à utiliser mes connaissances culturelles
pour comprendre un texte
J’apprends à identifier le ton et le point de vue du narrateur
On the bright side

Le professeur de Katie lui a demandé de choisir un texte sur la vie à l’époque Victorienne, et de
présenter à l’oral ce qu’elle en a retenu.
Step 10
Méthodologie
Jusqu’à présent, tu as souvent dû rechercher des informations historiques ou géographiques
dans des textes purement descriptifs. Le ton était généralement neutre, et les faits
énoncés étaient présentés de manière assez directe, sous forme de dates, de chiffres ou de
descriptions faciles à repérer, sans que l’auteur cherche à créer un effet particulier (suspense,
humour, indignation…).
Mais parfois, même si tu n’es pas face à un texte littéraire, un texte informatif peut être
construit de manière à créer une atmosphère particulière, à adopter un point de vue
spécifique. Dans ce type de texte, l’information que tu recherches est souvent moins facile à
repérer. Il faut donc être vigilant, car tu peux passer à côté de certains éléments essentiels.
Anticipation
Lis d’abord le titre du texte : ‘Victorian Inventions’.
Avant d’aller plus loin, pourquoi ne pas essayer de te faire ta propre représentation de la
technologie de l’époque ? Dans le cadre ci-dessous, fais ta propre liste des inventions qui selon toi,
et d’après tes connaissances historiques personnelles, ont pu apparaître dans la seconde moitié du
XIXe siècle :
À présent lis le texte, et compare ce que tu découvres par rapport à ce que tu avais anticipé.
Comme d’habitude, barre les éléments que tu ne retrouves pas dans le texte, et ajoute ceux qui ne
figuraient pas dans ta liste.
Victorian Inventions
When you switch on the light in your home, or the next time your parents drive you
somewhere, or if you’re buying the latest digital camera or mobile phone, think about this:
much of the modern environment you live in was invented during the 19th century.
If you are not convinced, let’s pretend time travel has just been invented: how about taking
a trip back in time, to see what the streets of London–not the East End, of course–looked
like in… 1886?
The Victorian age was a time of change and progress, making life easier for many people–at
least for those with money.
During Queen Victoria’s reign, travelling, which had so far been a luxury, became a popular
habit–easy and affordable. Thanks to the steam trains, British people could leave the city
and spend a pleasant afternoon in the countryside.
The fast-growing railway system changed the vision British people had of their country. It
became possible to go from one city to another and visit friends and relatives living 50 or
100 miles away in just a few hours.
Let’s take a walk, now…
On a sunny day, you might see a photographer in a garden or a public park, taking pictures
of a family on some special occasion–a wedding, maybe. They’re all dressed in their best
clothes, and they must stand still in front of the big wooden camera for a long, long time,
otherwise the picture will be blurred!
Don’t forget to look left as you cross the street. Why? Because you don’t want to be
knocked down by some crazy fellow riding his gigantic bicycle with one large wheel in front
and a ridiculously small one at the back, or–even worse–by one of those insane rich men
on their noisy machines called “automobiles”. Those lunatics often forget that they have
to be announced by a man walking in front of their cars and holding a red flag to warn
pedestrians of the danger!
You might want to phone your relatives–your ancestors in fact–to inform them of your
arrival. Yes, the telephone has been invented, but you won’t find one easily, unless you meet
one of the few rich eccentrics who have one. Perhaps you’d better send a telegram.
Do you have rich ancestors? If so, you might be surprised to see that they live in a
comfortable modern home, and that their house is lit, not by traditional gas or candle light,
but by one of the latest inventions– an electric light bulb!
You see, living in Victorian London could be pleasant indeed, as long as you had enough
money to enjoy it. Why would you want to go back to the present time, then?
You’ve already guessed the answer. In Victorian England, there was no TV, no computers, no
video games!
Step 11
Exercise 12
Who does the pronoun “you” in the text refer to?
® Victorian people ® The narrator of the text
® The person who reads the text ® No-one in particular
Exercise 13
Read this paragraph once again.
Don’t forget to look left as you cross the street. Why? Because you don’t want to be
knocked down by some crazy fellow riding his gigantic bicycle with one large wheel in front
and a ridiculously small one at the back, or–even worse–by one of those insane rich men
on their noisy machines called “automobiles”. Those lunatics often forget that they have
to be announced by a man walking in front of their cars and holding a red flag to warn
pedestrians of the danger!
Which two inventions does the word ‘danger’ refer to?
Do you think this description is objective? Were roads really dangerous, in the 1880s?
In the box below, draw a picture representing the bicycle described in the paragraph you’ve
studied.
In the same paragraph, can you find two words expressing the same notion, the same idea
as ‘crazy’?
Why do you think the writer used these words?
.......................................................................................................................................
Who could have called the owners of the bicycle and of the car ‘crazy’?
® The narrator of the text.
® You, the reader.
® Some of the people who lived in the 19th century?
Through this example, we can see that the tone of the passage is…
® very serious
® humorous
® pejorative
® neutral
® purely informative?
Now, let’s recap. List all the things you’ve learned about the inventions mentioned in the text,
and their consequences in Victorian people’s lives:
Here’s a list of fields you can think of: transportation, energy, leisure, comfort,
communication…
Field Invention Consequences People concerned
Exercise 14
Katie sait qu’elle sera interrogée par son professeur sur ce qu’elle a retenu de l’article. Aide-la à
préparer son intervention orale à partir des données du tableau ci-dessus.
Utilise les éléments qui suivent pour relier les phrases. Si tu hésites sur certaines
constructions, aide-toi du texte. Lorsque tu es prêt(e), enregistre-toi !
Thanks to… could There were as long as enough
Séance 5
Je sais anticiper une écoute en fonction du thème abordé
J’apprends à construire mon discours autour du sujet
qui subit l’action
J’apprends à connaître le quotidien des gens de l’époque
On the dark side

Step 12
Au collège, après l’étude du texte sur les inventions, le professeur de Katie a diffusé à sa classe un
documentaire sur l’East End dans les années 1880.
Anticipation
Avant d’écouter le document, recherche dans la liste ci-dessous six thèmes qui, selon toi, devraient
logiquement être abordés dans le documentaire. Place les 6 thèmes dans les cases du tableau à
côté des numéros.
population jobs religion crime money families government houses
health pollution transportation tourism aristocrats children
1
2
Écoute ton CD une première fois, pour vérifier que tu as bien choisi les thèmes appropriés.
Fais les modifications nécessaires s’il y en a, puis réécoute l’enregistrement pour compléter,
en anglais, la colonne de droite du tableau.
Exercise 15
Now, help Katie answer her teacher’s questions.
How many people lived in the East End?
.........................................................................................................................................
What kind of people were they?
........................................................................................................................................ .
Did they all have jobs? How else did they make money?
........................................................................................................................................ .
How large were families?
.........................................................................................................................................
How big were the apartments they lived in?
.........................................................................................................................................
Exercise 16
Match each sentence below (1 to 5) with the appropriate ending (A to E):
1- More than half of the children born in the A- with vermin and insects.
East End
B- or changed clothes.
2- They hardly ever washed
C- beg money or to become pickpockets.
3-In order to eat, they were forced to
D- died before the age of five.
4- Those rooms were often infested
E- on a day-to-day basis.
5- They lived
1- ® 2- ® 3- ® 4- ® 5- ®
Exercise 17
Use the following words to say what opinion the general population of London had of the
East End. Listen to your CD once again if necessary
couldn’t intolerable needed be something situation
done that was to they
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Exercise 18
Fill in the gaps using the following expressions:
were forced to in order to obliged kicked out had to
When their husbands died or left them without any money, women were ………………………
of their apartments with their kids.
They ……………………………… to live on the street with nowhere to sleep.
That is why most unmarried women and widows (women whose husbands had died)
………………………………. become prostitutes ………………………………. earn a living.
Their kids spent all their time on the street too, and were ………………………………. to beg
for charity.
j e retiens
La construction qui permet de parler d’un sujet qui n’a aucun pouvoir sur la situation
dans laquelle il se trouve, s’appelle la voix passive.
Dans cette forme d’expression, on choisit de faire passer au premier plan – donc en tête
de phrase – le sujet auquel les événements s’appliquent :
Sujet non Kids were forced to beg for charity.
autonome Á
Ì Ó
Opérateur / auxiliaire ‘be’ + Verbe au participe passé + éventuels
compléments, indiquant la nature de la
marqueurs de temps et de personne
situation subie par le sujet
Dans cet exemple, le sujet ‘kids’ n’a aucune autonomie. Il ne peut pas agir pour chan-
ger une situation qui lui est imposée. Il ne contrôle rien.
Tu de doutes, par ailleurs, que dans cet exemple, il serait bien difficile de trouver les
coupables, les personnes qui imposent cette situation. La situation est causée par le
mode de vie du quartier, le milieu social, l’époque, mais pas par quelques individus en
particulier.
Donc la voix passive évite d’avoir à préciser qui est à l’origine de la situation subie par
le sujet, soit parce qu’on ne peut pas identifier clairement cette origine (l’agent), soit
parce qu’on choisit de ne pas la nommer.
Exercise 19
Pour illustrer son résumé du documentaire qu’elle vient de voir, Katie se souvient d’un passage de
son livre sur l’East End, qui cite l’exemple de Kelly, une petite fille qui vivait dans ce quartier dans
les années 1880. Aide Katie à terminer son résumé. Utilise ce que tu as appris dans cette séance :
When her father died, Kelly and her mother ………………………….. leave their apartment.
Because they refused they …………………… beaten. Kelly’s mother ……………………………….
find a real solution. So she decided to leave London, and start a new life in a small village,
working as a servant.
Sommaire
Séquence 4

Lexique
Séance 1 Parler d’une Jack The Ripper Lexique enquête Enrichir son
Texte enquête policière vocabulaire en
Remplir une grille puisant dans le texte.
de mots croisés
Séance 2 Poser des questions Investigating Questions ouvertes Intonation des Prise de notes
Dialogues à la manière d’un Questions fermées questions Repérage
policier Simple past Classement
Séance 3 Passer de l’écrit à Jack the Ripper Passif / actif
Texte et l’oral à partir de Ago
dialogue notes Both
Choisir une forme
grammaticale en
fonction du sens
de la phrase et du
point de vue
Séance 4 Repérer l’idée The East End Dérivation par Recherche
Article de directrice d’un The public opinion suffixe information
presse article de presse principale
Identifier un point Classement
de vue
Séance 5 Décrire les gens Investigating Adjectifs composés Repérage
Finding suspects Passif Classement
Present perfect Élimination
88
Séance 1
J’apprends à utiliser le texte pour enrichir mon vocabulaire
J’apprends à parler d’une enquête policière
A mystery
La passion de Katie pour l’East End de l’Angleterre Victorienne est contagieuse. Ethan, lui aussi, s’y
intéresse de près. Surtout depuis qu’il a découvert l’histoire de Jack l’Eventreur !
Ethan a trouvé un livre qui lui fait vivre les événements comme s’il y était. Accompagne-le dans cette
aventure…
Step 1
Here is what is written on the cover of Ethan’s book…
Between August and November 1888,

in the dark streets of London’s East End,
a series of hideous crimes were committed.
Five women were murdered in the most brutal way imaginable.
Still today, more than a hundred and twenty years later,

the story of Jack the Ripper remains a mystery.
A CASE THAT
HAS NEVER BEEN
SOLVED...
…and on the first page:
You’re about to enter the hideous but fascinating world of Jack the Ripper, the most
famous murderer of all time.
Professional and amateur detectives have tried to solve the mystery for over a
hundred years, but they have failed.
Why, 120 years later, is Jack the Ripper still as popular a subject as he was in Victorian
London?
Probably because he came from out of the fog, all dressed in black, killed his victims
in the most savage way imaginable, and disappeared in the dark without a trace.
Nobody ever saw him clearly, and the descriptions given by the few witnesses the
police had found were incomplete and often contradictory.
The murders created panic in the streets of Whitechapel and nobody wanted to stay
outside after dark.
The police were everywhere. Inspectors were tracking down suspects, interrogating
witnesses again and again. But the results were not good. Public opinion was very
critical of the police’s action, and so was Queen Victoria!
Exercise 1
This crossword uses vocabulary from the two texts above. Read the definitions carefully, and
fill in the grid below:
A B C D
Definitions
1- The people he killed

2- Today, as well as in the past
A- Asking questions
3- Killer
B- When the police find the murderer, the case
4- Meteorological phenomenon is…
reducing visibility
C- Stays unchanged
5- Not satisfied
6- Person who has seen a crime D- Detectives
or an accident happen
7- Killed
8- Horrible
Step 2
Exercise 2
Now, you’re Inspector Abberline, the detective in charge of investigating the Ripper murders.
You are writing a short speech to explain your presence to the population of the East End,
and to ask for their help.
Use some expressions from the crossword above to complete your speech:
Ladies and Gentlemen,
I know you may not appreciate our presence in the neighbourhood. But remember
that we are not here to arrest you. We are here for your safety. We are here to ask
for your cooperation.
We want this case to be ............... as soon as possible. That is why we need .......
.................... who can give us information about the suspect. What he looks like,
for example. We are looking for a dangerous ........................ who has committed
..................... crimes, and we know that we must find him quickly, or people will
get scared and public opinion will become very ......................... The police will also
need information about the ....................., so we will spend a lot of time ................
....................... their families and friends to try to discover why the killer murdered
them and not someone else. I know you probably couldn’t see much, because it was
dark, and because of the ................
Séance 2
J’apprends à poser des questions comme le fait un policier
Je sais repérer et noter l’information recherchée
Je sais utiliser un schéma intonatif approprié
Witnesses
Step 3
Message from Police Chief to Inspector Abberline:
‘Another woman has been murdered in Whitechapel. Detective Johnson is already there,
asking questions. But as lead detective, I want you to go to Whitechapel immediately to
interrogate the witnesses yourself.’
You are Inspector Abberline. On your way to Whitechapel, you are preparing a list of
questions to interrogate the witnesses, and the suspects if there are any:
In the box below, make your own list of questions you want to ask the witnesses:
Help: Wh… did… BV…? How did… BV…? Who + V-ed…? Did… BV…?
See, hear, what time, suspect, strange, noise
(+ Use expressions from ‘Séance 1’)
Step 4
You’ve arrived at Whitechapel. Detective Johnson has just started interrogating a witness.
Take notes as you listen to the conversation:
Exercise 3
Now use your notes to fill in the official police document below:
Witness #1:
Detective Johnson’s questions Information Information obtained

needed
Name
Age
Date and place of

birth
Job
Marital status
Children
Strange noises?
Physical details on
suspect?
Time of events
Links with victim
j e retiens
Pour construire des questions au passé en anglais, on utilise les structures suivantes :
Verbe ‘be’ Autres verbes

Where were you last night at When did you see the victim for the last
11:30? time?
Was the victim a friend of yours? Did the suspect speak to you?
Step 5
Écoute bien les questions suivantes, et essaie d’imiter le mieux possible l’intonation utilisée :
Questions ouvertes (WH/how) Questions fermées (Do / did…?)
What did he look like?

Did you know the victim?
How old are you?
Did you hear anything strange?
What time did it happen?
Courbe questions ouvertes Courbe questions fermées
Exercise 4
Il y a un autre témoin. Tu décides de l’interroger toi-même. Écoute ses réponses sur ton CD,
et profites-en pour noter les renseignements que tu obtiens dans le tableau ci-dessous.
Ensuite, utilise les blancs dans l’enregistrement pour poser les questions qui t’ont permis
d’obtenir les réponses du tableau.
Lorsque tu maîtrises bien l’exercice, enregistre-toi !
Witness #2:
Information needed Information obtained

NAME
Age
Date and place of birth
Job
Marital status
Children
Strange noises?
Physical details on suspect?
Time of events
Links with victim
Séance 3
J’apprends à utiliser la forme grammaticale
appropriée au contexte
Je sais utiliser mes connaissances sur les temps et aspects
J’apprends à passer de l’oral à l’écrit
Investigating
Step 6
Exercise 5
Back at the office, your superior orders you to complete your report as soon as possible, to
keep him informed of the new developments.
Fill in the gaps and your report will be ready!
Help:
examined caused brought found used considered committed
The victim, a 42-year-old occasional prostitute named Mary Ann NICHOLS was murdered in
Whitechapel on August 31, as she was going back home.
The dead woman was .............................. at half past twelve by two men named Charles
Cross and Robert Pole who were on their way to work. They immediately called for the
police. The body was first .................................... by Police Constable John Neil who
immediately saw that there was nothing he could do to save her. So the corpse was .............
....................... to the morgue.
After forensic examination, it appears that the multiple injuries have been .................. by an
extremely sharp knife, similar to the ones ............ by butchers or surgeons. According to the
doctor who examined the body, the murderer is left-handed.
The policemen were not given any clues or details by the people who live in the street where
the murder was ........................................ As usual, we have few witnesses. Probably
because of the fog, or maybe because the local population is too scared to testify.
Mary Ann Nichols was ....................................... a particularly nice person, who did not
have any enemies.
Step 7
Réflexion sur la langue
Compare ces deux phrases :
The dead woman was found at half past twelve.
Jack the ripper disappeared into the fog.
Dans quel cas le sujet est-il capable d’agir? Dans quel cas n’a-t-il aucun pouvoir sur la
situation ?
.........................................................................................................................................
Quelle phrase est à la voix passive ?
........................................................................................................................................ .
j e retiens
Tu sais déjà que la voix passive permet de mettre en avant un sujet qui n’a pas
d’autonomie, qui subit l’action.
Il est donc naturel de parler d’une victime à la voix passive !
Et si l’on parle de la manière dont l’assassin agit, alors le passif n’est pas utilisé. C’est la
voix active (celle que tu as l’habitude d’utiliser) qui est naturellement employée.
Le choix de la voix passive n’a pas d’influence sur le temps de la phrase.
‘The body was transferred to the morgue’ est au simple past.
‘He is considered a monster’ (phrase également à la voix passive puisque ce n’est pas
‘he’ qui agit) est au présent.
Tous les temps et les aspects que tu as l’habitude d’utiliser à la voix active existent
également à la voix passive.
Temps / Aspect Exemples de phrases passives
Présent simple Inspector Aberline’s remarks are taken very seriously
Simple past All the victims were killed at night
Present perfect Another body has been discovered!
Exercise 6
Sers-toi de ta logique et du tableau ci-dessus pour compléter les phrases suivantes :
‘Where is the body?’
‘I think it …………………………………… ..................................... transferred to the morgue.’
‘The doctor says this woman ………………. ................................... killed 5 or 6 hours ago’.
‘Today, the streets of the East End ……………… ........... considered a very dangerous place.
Step 8
Your report is ready, and you think you can go home now to get some sleep. But as you’re
preparing to leave your office, Detective Johnson arrives. He’s got bad news! Another
hideous murder has been committed. You know you have no choice: you have to listen to
the story and do some more paper work! Listen to what Det. Johnson has to say, and fill in
the empty boxes:
Victim Mary-Ann Nichols Annie Chapman

Age 42
Job Occasional prostitute
Date of death August 31 Tonight
Circumstances At night. In the fog.
Time body was found 12:30 am
Location Whitechapel
Weapon used Butcher or surgeon’s knife
Clues Murderer: left-handed
Alleged murderer Jack the Ripper
Exercise 7
Now it’s time for you to write your second report. Use the information you got from
Detective Johnson to write something as precise as possible.
- The victim .............................................................................................................…
- She ........................................................................................................................…
- Her body ...............................................................................................................…
- The corpse .............................................................................................................…
Det. Johnson said: ‘I believe that both victims were killed by the same murderer’.
- What else do the two victims have in common? .........................................................
- Both victims (M.A. Nichols and Annie Chapman) ......................................................
- They were both..........................................................................................................
- They both .................................................................................................................

Séance 4
J’apprends à repérer l’idée directrice d’un article de presse
Je sais repérer le point de vue du journaliste
Je sais utiliser le texte pour enrichir mon expression
Police clueless after receiving Ripper letter
Another atrociously mutilated body was found this morning in the Whitechapel area. The
victim was, just like the other four, one of the poorest women in the East End, leaving the
police unable to understand why the murderer attacked her with such brutality.
As was already the case with the less recent murders, the detectives have not been able
to collect precise information from witnesses. The murderer has been described as a tall,
elegant man in a black suit and a top hat. This description remains too vague to be really
useful.
Inspector Aberline and the other investigators are still unable to find the murderer, and no
significant step has been taken towards solving the case.
To add to the police’s growing embarrassment, another extremely disturbing event took
place this morning. Police headquarters received a letter from Jack the Ripper himself!
Although it is impossible to make sure the letter is authentic, its very existence is proof that
the five murders were committed by the same individual.
The message was not supposed to be made public, but thanks to undisclosed sources, we
are able to reveal it to our readers. Here is an extract of the original message, written with
red ink and addressed to the Chief of Police:
‘Dear Boss,
I keep on hearing the police have caught me but they won’t
fix me just yet. I have laughed when they look so clever and
talk about being on the right track.
[…]
I love my work and will start again. You will soon hear of
me with my funny little games.
[…]
My knife is so nice and sharp I want to get to work right
away if I get a chance.
Good Luck.
Yours truly,
Jack the Ripper.’

After reading this letter, it is self-evident that more policemen should be sent to patrol the
streets of the East End. Our citizens are asking for protection, and this situation cannot last.
Even those who do not live in the East End are in danger.
The people of this country are demanding immediate government action to arrest the killer.
We want more policemen and we want them to be better equipped. They must act quickly
and with more determination.
The current situation is intolerable.
Step 9
Méthodologie
La construction d’un article de presse obéit à des principes de base, qui restent les mêmes
quels que soient le texte et son auteur.
Un article n’est pas une suite de récits isolés, de détails sans rapport les uns avec les autres.
Le journaliste cherche à faire passer une idée (ou plusieurs), une conviction, un point de vue
sur une situation qui pose problème.
Chaque paragraphe est généralement rédigé autour d’une idée principale, qui est ensuite
illustrée par des faits bien précis et des exemples.
Exercise 8
Pour comprendre rapidement un texte qui peut te paraître long, tu peux rechercher dans
chaque paragraphe l’idée principale. Relis l’article avec un surligneur en main, et mets en
évidence l’idée principale de chaque paragraphe, ce qu’il faut en retenir.
Tu devras donc séparer les faits évoqués à tire d’exemples, d’illustrations et le vrai message
du journaliste.
Cet article est composé de 6 paragraphes et d’une longue citation (en rouge), qui ne sera
pas incluse dans ton travail de recherche, puisque ce ne sont pas les propos du journaliste.
Expressions utilisées
§ n° : Idée directrice
dans le texte
1

Exercise 9
Quel est le point de vue de l’auteur sur le travail de la police ? Cherche dans le texte des
éléments qui te permettront de justifier ta réponse.
........................................................................................................................................ .
.........................................................................................................................................
Exemples :
........................................................................................................................................ .
.........................................................................................................................................
D’après toi, quel pourrait être le sens du terme ‘clueless’ utilisé dans le titre de l’article ?
Aide-toi du contexte et de la construction du mot (clue + less).
........................................................................................................................................ .
.........................................................................................................................................
Vu la manière dont l’auteur présente le travail de la police, dans quel but a-t-il choisi de
publier la lettre qui devait pourtant rester secrète ?
........................................................................................................................................ .
.........................................................................................................................................
Step 10
Exercise 10
Inspector Aberline was furious when he read the article above. But he knows that the
journalist is right when he reproaches the police for its inefficient work.
He’s writing a note to his superior, to ask for more people and better equipment.
Write the note to the Chief of Police. Pick up elements from the text that will help you write
the letter.
Ex.: able / unable / more / should / is proof that / must…
Sir,
I have read the article in this morning’s newspaper. I must say I do not approve of
the tone used by the journalist.
However, I must admit that he is right on some points.
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
…………………………………………………………………………………………………..
Faithfully,
Inspector Aberline

Séance 5
J’apprends à construire des adjectifs composés
pour décrire des gens
Je sais noter et réutiliser des éléments d’information
Step 11
As lead detective, you have decided to ask Doctor Ebbert, a psychologist, for help. Detective
Johnson has already started discussing the case with him. Dr. Ebbert is trying to find
meaning in every detail Det. Johnson gives him.
Facts about JTR Meaning / interest
Left-handed

j e retiens
L’adjectif ‘left-handed’ est un adjectif composé.
Il veut dire : ‘Someone who uses his / her left hand to write’
La structure de l’adjectif composé est la suivante :

Adjectif / Adverbe + Nom + ed
Exercise 11
À toi de créer d’autres adjectifs sur le même modèle :
Jack the Ripper killed mostly …………………………….. women ( -> with dark hair)
The witnesses saw a …………………………….. man (-> who dresses well)
Step 12
Now, Detective Johnson is interrogating suspects. Write down every detail about them:
Suspect 1 Suspect 2 Suspect 3

Name Michael Ostrog Prince Henry Meatloaf
Albert Victor
Age
Profession
Education /
studies
Criminal record
(or criminal past)
Psychological
elements

Exercise 12
Let’s recap:
• has never been arrested

Michael Ostrog
• has been sent to lunatic asylum
• is not an educated man
• has been to University
• knows human anatomy very well
Prince Albert Victor • can afford expensive clothes
• lives in the East End
• doesn’t live in the East End
Henry Meatloaf • has been in trouble with women
Step 13
Exercise 13
Now, who is the most likely suspect? Why?
List your arguments in the box below.
Exercise 14
Now that you’re ready, you need to tell your team what you think, so that they now which
suspect(s) they must keep in custody* and which one(s) they can release (send back home).
* garde à vue

Sommaire
Séquence 5

Lexique
Séance 1 Suivre une La famine Exprimer la cause
Dialogue conversation irlandaise et la conséquence
“St Patrick’s Comprendre un (so, because, due
texte informatif to)
Day”
Texte “Erin’s
project”
Séance 2 Comprendre une L’émigration Révision prétérit
Texte, « Kitty’s lettre irlandaise aux
letter ». Mettre en forme des États-Unis
notes pour rédiger
une lettre
Séance 3 Comprendre une L’émigration Utiliser le temps Savoir inférer les
Texte, « Kitty’s lettre irlandaise aux qui convient après mots
letter » États-Unis when, until, as
soon as.
Séance 4 Mettre en forme des Les conditions Adjectifs en –ed, Organiser et préparer
Texte « Mary notes pour écrire le d’un voyage adjectifs en –ing. une rédaction
Cantrell’s récit d’un voyage transatlantique au
XIXe siècle
diary »
Séance 5 Écrire le récit d’un L’exil du peuple
Texte “The Trail voyage Cherokee
of Tears”
108

Séance 1
J’apprends des informations sur la famine irlandaise
J'apprends à exprimer la cause et la conséquence
Step 1
© Paul Cody
Look at this photograph.

Where do you think the picture was taken? (Look at the photograph very carefully, there are
some clues!)
Describe what the men are wearing?
……………………………………………………………………………………………………………………
Do men in France dress like this? ………………………………………………..
What, do you think, is the nationality or origin of these men?
……………………………………………………………………………………………………………
This photograph was taken on the 17th of March. Who celebrates on the 17th of March?
Listen to find out if you were right!

So, were your answers right?
Listen again and take some notes. Then try to complete this table:
John’s ancestors: ……… ………………………………………..
Erin’s ancestors: …………………………………... Arrived in the ………….. century.
Reason for leaving Ireland: ………………………………………………. .
The Potato Famine
Number of victims: ………………………………….. Number who emigrated: .
Number of Irish-Americans today: …………………………………..
Step 2
Now look at the introduction to the project that Erin did in 7th grade.
The Great Irish Famine
By Erin Kelly
In the 19th century Ireland was governed by Great Britain.The Irish people were
very poor and had only potatoes to eat. In 1845 the potato plants caught a
disease1 so the people couldn’t eat them. The people were very hungry and there
was a terrible famine. It’s called the Great Irish Famine or the Potato Famine.
In addition to being hungry many people fell ill.They were weak2 because they
had nothing to eat. About one million people died in the famine due to famine
or disease. Another one million people emigrated from Ireland to Britain and
America. After the famine Ireland was still very poor and the people were often
hungry so emigration to America and other countries continued. Between
1845 and 1900 at least three million Irish people arrived in the USA.
1- A disease (une maladie) 2- weak is the opposite of strong.
Observe les verbes qu'Erin utilise dans son exposé.

Quel temps utilise-t-elle ? ...................................................................................................
Quelle est la marque de ce temps (pour des verbes réguliers) ? ............................................
Mary emploie-t-elle des verbes irréguliers ? Si oui, lesquels ?
Écris-les ici (base verbale et forme du prétérit)
………………………………….. ...............................................................................................
………………………………….. ...............................................................................................
………………………………….. .............................................................................................. .
………………………………….. ...............................................................................................
Rappel
Le prétérit est le temps du récit d’événements passés.
Look at these sentences:

In 1845 the potato plants caught a disease* so the people couldn’t eat them.
Comme tu l'as déjà vu (AN 41 Séquence 12), « so » sert à introduire une conséquence.
In addition to being hungry many people fell ill. They were weak2 because they had nothing
to eat.
Tu peux utiliser « in addition to » quand tu veux ajouter un élément à ce que tu as déjà
mentionné. « To » est ici une préposition et doit être suivi d'un groupe nominal. Si tu mets
un verbe après une préposition, tu dois le mettre à la forme du gérondif (c'est à dire que tu
le transformes en nom en ajoutant -ing à la base verbale) : in addition to being hungry.
« Because » sert à introduire la raison de quelque chose, le « pourquoi ». « Because » est suivi
d'une proposition. Si tu veux mettre un groupe nominal après « because », il faut ajouter
« of » :
Ex. : They emigrated because they were hungry
Ex. : They emigrated because of hunger.
About one million people died in the famine due to famine or disease.
Tu peux utiliser “due to” aussi pour introduire la raison ou le pourquoi de quelque chose.
« Due to » est suivi d'un groupe nominal.

Séance 2
J’apprends l’histoire d’une émigrée
J'écris le récit d'un voyage
Step 3
Erin’s ancestors were Irish. One of them, Mary Cantrell left Ireland in 1849 when she was 16 years old.
Look at a map of the world and find Ireland. Then find the USA. In 1849 how did people
travel to the USA from Ireland?
by ship by coach by plane

They travelled by ………………………………
How long do you think the journey took? (Circle the right answer.)
1- two days ®
2- one week ®
3- two weeks ®
4- two months ®
Read the first part of Mary’s letter to a friend in Ireland and check your answers.
Then follow the instructions.
Liverpool, 5th December, 1849
My dear Kitty,
This is my last letter before I leave Europe! I am sad that I have to leave Ireland forever
but I have no choice. There is no work for me in Ireland and all my family died in the
Famine.
Tomorrow my ship leaves for America! I am excited but frightened too. It will take two
weeks to cross the Atlantic.
I arrived in Liverpool two days ago. It was a long and tiring journey. First I had to
walk to Kilkenny City from our village. Then I travelled to Dublin by coach. After that
I travelled by ship to Liverpool. Finally I had to walk from the port of Liverpool to the
house where I am staying.
There were too many people on the ship and we didn’t have much room. The crossing was
very unpleasant because there was a big storm. I was seasick. I am not a good sailor!
Here in Liverpool I am staying with our old neighbours, the Lennon family. They have
decided to stay here and not to travel to America. They are too afraid of the long voyage.
I will write to you when I arrive in America.
Your dear friend,
Mary

1- Mary wrote this letter: (Circle the right answer.)

a) before she travelled to America
b) when she arrived in America
2- Where is Mary when she writes the letter?
.........................................................................................................................................
3- Her reasons for going to America:
a) .................................................................................................................................
b) .................................................................................................................................
4- How does she feel about going to America? (3 adjectives)
a) .................................................................................................................................
b) .................................................................................................................................
c) .................................................................................................................................
5- How did she travel:
a) from her village to Kilkenny? ......................................................................................
b) from Kilkenny to Dublin? ..........................................................................................
c) from Dublin to Liverpool? .........................................................................................
d) from Liverpool to the house where she is staying? .......................................................
6- Can you find a word in the text which corresponds to “voyage” in French?
……………………………………………………… ........................................................................
7- Look at Mary’s description of her journey from her village to Liverpool. Find the words or
expressions that tell us in which order Mary travelled.
a) ................................................. b) .................................................................
c) ................................................. d) .................................................................
Check and correct
Observe les verbes que Mary utilise pour décrire son voyage de son village à Liverpool.
Quel temps utilise-t-elle ? ...................................................................................................
Quel est la marque de ce temps (pour des verbes réguliers) ? ..............................................
Est-ce que Mary emploie des verbes irréguliers ? Si oui, lesquels ?
.........................................................................................................................................
Step 4
The day before Mary arrived in Liverpool, Tom Kelly, a young Irish boy, also arrived there. He was
also travelling to America. He was 16 years old. Before he left Liverpool he wrote to his brother,
Peter. He used some notes in his diary to write his letter. Here are his notes. Use his notes to write
the first part of his letter.
Before you start:
1- Choose the verbs you will use. (Choisis les verbes que tu vas utiliser.)
…………………………………………………………………………………………………………………….
2- Check to see if they are regular or irregular.

3- Remember the four words or expressions that Mary uses to help describe the
chronological order of her journey. Include them in the letter.
Tom’s notes
Liverpool! 3 days ago.
Long journey: walk to Cork from village. Coach to Queenstown. Ship Queenstown to
Liverpool. Walk to our uncle’s house in Liverpool from the port.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................

Séance 3
Je pratique l'inférence
J'apprends à utiliser le temps qui convient après when,
as soon as et until
Step 5
Look at the second part of Mary’s letter.
The port of Liverpool to the house where I am staying.

There were too many people on the ship and we didn’t have much room. The crossing
was very unpleasant because there was a big storm. I was seasick. I am not a good
sailor!
Here in Liverpool I am staying with our old neighbours, the Lennon family. They
have decided to stay here and not to travel to America. They are too afraid of the long
voyage.
I will write to you when I arrive in America.
Your dear friend,
Mary
Tu as déjà appris des méthodes pour deviner, ou inférer, le sens des mots inconnus.
Applique ces méthodes maintenant pour deviner le sens des mots suivants.
Parfois l'inférence se fait à l'aide de plusieurs indices : le contexte, la transparence ou la
composition du mot.
- « unpleasant » est composé d'un adjectif transparent et d'un préfixe.
Propose une traduction en français : ........................................... ……………………………. .
- le contexte t’a permis d'inférer le sens de « to cross the Atlantic » dans la première partie
de la lettre.
Alors comment dire « crossing » en français ? ................................ …………………………….
- « seasick » est un mot composé. Trouve les deux mots qui le composent puis propose une
traduction ……………………………. .
- « storms » précède « seasick » dans la lettre et semble en être la cause.
Quel mot pourrait correspondre à « storm » en français ? …………………………… ...............
Check and correct

Now read the letter again and complete this table.
1- Problems on the ship:
a) .................................................................................................................................
b) .................................................................................................................................

2- The Lennon family are:
a) Irish
b) English
c) American
3- Why don’t the Lennons want to travel to America?
.........................................................................................................................................
4- What does Mary promise to do?
.........................................................................................................................................
Regarde cette phrase : I will write to you when I arrive in America.
Quel temps Mary utilise-t-elle après "when"? ......................................................................
Il s'agit du présent, bien sûr.
j e retiens
Le pronom « when » n'est pas suivi de « will », bien que l'on parle d'un événement
futur. Il en est de même pour « as soon as (dès que) et « until » (jusqu'à).
Exercise 1
Complete these sentences and put the verbs in the correct form.
1- Mary will try to find work when she (arrive) in America.
.........................................................................................................................................
2- She will stay with friends until she (find) work.
.........................................................................................................................................
3- As soon as she (get) a job she will look for an apartment.
.........................................................................................................................................

Séance 4
J'apprends les conditions d'émigration au XIXe siècle
J'écris le récit d'un voyage
Step 6
Mary Cantrell left Liverpool on the 6th of December 1849. Her ship crossed the Atlantic in winter.
Can you imagine her journey?
Circle the adjectives you think describe it:
short long nice terrible unpleasant wonderful exciting
frightening terrifying relaxing tiring
Circle the difficulties you think she experienced:
weather storms too many people food water friends
seasickness disease
How do you think she felt?
happy sad excited scared frightened terrified seasick tired
relaxed hungry thirsty sick lonely
Ë Adjectives that end with -ed describe our feeling.
Ë Adjectives that end with -ing tell us about what causes our feeling.
Ex: The journey was terrifying so she felt terrified.

Now look at these entries from Mary’s diary and see if you were right. (Mary kept a diary
during her trip. A diary is a little book in which you write your experiences.)
6 th December : Goodbye to Lennons. Walked to ship. Went on board. Too many

people. No room. Lonely, no family, no friends on ship! Other passengers nearly all
Irish. Many sick, weak.
11 th December : Storms again. The third day! Seasick. Frightened. Hungry. Bad food
(only biscuits). Many passengers ill. Two children died yesterday.
18 th December : Very hungry. No more food. Little water. Good news: a boy. Nice! Name:
Tom Kelly.
22nd December: Can see America! Excited! Happy!
24th December: Landed in New York! Finally! Immigration station.
Some passengers sick/not allowed to land/put into quarantine. Myself and Tom
accepted.
Step 7
Mary promised to write a letter to her friend Kitty when she arrived in America.
Imagine the letter she wrote.
First of all, you must plan the letter. Complete this table to help you.
The journey (chronology): goodbye – walk to ship...
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
The problems: no family, no friends...
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
The consequences: lonely, seasick...
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
Tense or form (temps du récit) ………………………………………………
Mary wrote some verbs in her diary but others are missing. Here are some that you will use:
say be feel have meet
Are they regular or irregular? Find the forms of the irregular verbs. Write them here:
……………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………
What words or expressions do you know ...
a) to describe the order of events?
………………………………………………………………………………………………………………
b) to explain the consequence of something?
………………………………………………………………………………………………………………
c) to explain the cause or the reason for something?
………………………………………………………………………………………………………………

When you have completed the table write your letter to Kitty here. Look at Mary’s letter in
Lesson 2 to see how she started and ended her letter.
À la fin de ta lettre. Tu vas utiliser les notes suivantes :
Some passengers sick not allowed to land put into quarantine.
Myself and Tom accepted.
Mary, Tom et les passagers subissent l’action. Il faudrait donc utiliser la voix passive.
Exercise 2
Mary’s letter
…………………………………………………………………………………………………………….……
…………………………………………………………………………………………………………….……
…………………………………………………………………………………………………………….……
…………………………………………………………………………………………………………….……
…………………………………………………………………………………………………………….……
…………………………………………………………………………………………………………….……
…………………………………………………………………………………………………………….……
…………………………………………………………………………………………………………….……
…………………………………………………………………………………………………………….……
…………………………………………………………………………………………………………….……
…………………………………………………………………………………………………………….……

Séance 5
J'apprends des informations sur le « Trail of Tears »
J'écris le récit d'un voyage difficile
Step 8
Tu as vu comment des millions d’immigrés européens sont arrivés aux États-Unis.
Mais ils n'étaient pas les premiers sur le continent nord-américain. Celui-ci était déjà peuplé par les
« Indiens ». La cohabitation entre les nouveaux venus et les Indiens n'était pas toujours évidente,
surtout pour ces derniers. Voici l’histoire d’une tribu, les Cherokees.
The Trail of Tears
The Cherokees lived on their ancestral lands in Georgia in the south east of the
United States. In the early 19th century gold was discovered in Georgia and
more and more white people arrived. The white people wanted the Cherokees'
land so the government decided to move the Cherokees and send them west to
“Indian territory” (now part of Oklahoma).
The Cherokees didn’t want to leave but in 1838 the government decided to
force them to leave their land, their farms and their homes. The government
sent 7000 soldiers to Georgia in order to force 17000 Cherokees off their land.
The soldiers told the people they had to leave immediately. If they refused the
soldiers dragged them from their houses and used their bayonets to make them
leave. Some Cherokees were sent on boats by river but most had to follow
a trail across the land. Others travelled in wagons but many had to walk a
distance of 1200 miles!
The journey took six months and the conditions were terrible. There were many
obstacles to cross: hills, mountains and rivers. It was winter and they had to
travel through rain, sleet and snow. Some Cherokees had to walk barefoot.
They had to cross hills and mountains. They had to cross big rivers. Even if they
travelled on wagons they didn’t have enough food or warm clothes.
Many died of hunger or exposure (hypothermia). The nights were very cold
and many had to sleep on the ground without any blankets. Of the 17,000
Cherokees forced to move, an estimated 4,000 died from hunger, exposure and
exhaustion and disease.
The Cherokees called this forced migration “the trail where they cried”. Today
the common name is the “Trail of Tears”.

Now complete this table:
Place the Cherokees lived before 1838
Place the Cherokees lived after 1838
Why the government forced them to move
What happened if they refused
Number of Cherokees forced to move
Total distance
How long the journey took
Obstacles
Weather
Number who died
Why they died (causes)
Check and correct

Read the text again and use the context to find equivalents for these French words or
expressions:
chemin
larmes
la neige fondue
même si
pied nus
couvertures
Step 9
John Ross was a 14-year-old Cherokee boy who made the journey from Georgia to Oklahoma.
When he was an old man he wrote the story of his journey for a newspaper.
He made some notes before he started the article. Complete them and write his story.
Before you start decide what tense you will use. Write it here:
………………………………………..
Remember the obstacles the Cherokees faced:
……………………………………………………………………………..
Remember the weather: ……………………………………..
Think of adjectives to describe the journey: ………………………………………..
…………………………………………………………………………..……..…………………………………

Think of adjectives to describe the feelings of the Indians:
…………………………………………………………………………..……..…………………………………
(Look at Lesson 4 again for ideas.)
Think of expressions you know
a) to explain the consequence of something
…………………………………………………………………………..……..…………………………………
b) to explain the cause or the reason for something
…………………………………………………………………………..……..…………………………………
Here are John’s notes:
Name/age in 1838/the place I lived .............................................................................
My family .................................................................................................................... ..
One night in October 1838 soldiers ............................................................................ ...
Walk/ 6 months/......................................................................................................... ...
Weather ...................................................................................................................... ..
Many obstacles .......................................................................................................... ...
My feelings ................................................................................................................. ...
When we arrived ........................................................................................................ ...
How I feel today ......................................................................................................... ...
Exercise 3
Now write John’s article:
…………………………………………………………………………..……..…………………………………
…………………………………………………………………………..……..…………………………………
…………………………………………………………………………..……..…………………………………
…………………………………………………………………………..……..…………………………………

Séance 6
j e m’évalue
Exercise 1
1- Quel temps en anglais est utilisé pour le récit d'évènements passés ?
......................................................................................................
2- Quelle est la marque de ce temps (pour des verbes réguliers) ?
......................................................................................................
3- Ces verbes sont irréguliers. Écris la forme du prétérit pour chaque verbe.
be ...................
have ...................
catch ...................
can ...................
fall ...................
feel...................
Exercise 2
Complete these sentences with « so » , « because », « in addition to » or “due to »:
1- The passengers on the ship were hungry ..................... there wasn’t enough food.
2- ....................... being hungry they were tired and frightened.
3- There wasn’t any food in Ireland ................... many of the inhabitants emigrated to
America.
4- Many people on the ship were seasick ....................... bad storms.
5- My ancestors had lots of difficulties in America ....................... they were very poor.
6- The Cherokees didn’t have any blankets ....................... they were very cold at night.
Exercise 3
Complete these sentences with a word from the box:
terrifying terrified excited exciting boring bored
1- The children were ....................... when the soldiers came and made them leave their
homes.
2- The storms were ....................... for people on their first sea journey.
3- The emigrants were ....................... when they saw New York.
4- Passengers were often ....................... on the long sea journey because they had nothing
to do.

Exercise 4
Complete this text and put the verbs in the correct form:
Paddy Walsh is going to America next week. When Paddy (arrive) ....................... in
America he (look) ....................... for a job. As soon as he (find)....................... a job he
(search) ....................... an apartment. Until he (find) ....................... an apartment he
(stay) ....................... with a cousin in the Bronx.
Exercise 5
Have you got a good memory? Answer these questions and find out!
1- In what century did the Potato Famine take place in Ireland?

a) 18th century b) 19th century c) 20th century
2- How many people died because of the Potato Famine? .......................
3- How many Irish people emigrated because of the Potato famine? .......................
4- In what state did the Cherokees live before they were forced off their land?
.......................
5- What was the name given to their journey? The Trail of .......................

Sommaire
Séquence 6
Communication Civilisation Grammaire Lexique Phonologie Méthodologie
Séance 1 Comprendre un texte Le Canada although Prononciation
Questionnaire, informatif Révision : questions « although »
Texte “Canada” en wh.
Séance 2 Comprendre un texte Les acadiens Révision « verbes La graphie

Le peuple informatif irréguliers » « i ».
acadien
Séance 3 Mettre en forme des Les « First Verbes irréguliers Révision repérage
Questionnaire notes pour rédiger un Nations » mots clefs et
« The first texte informations
précises.
inhabitants of
Inférence
North America »
Séance 4 Comprendre un texte Les « Wendats »
Questionnaire, informatif (Hurons)
Texte “The Story Rédiger un court article Les « Plains Cree »
of the Wendat
People”
Séance 5 Mettre en forme des Le sport au Verbes irréguliers
Dialogue “Ice notes pour rédiger un Canada (ice managed to/didn’t
hockey” compte-rendu d’une hockey) manage to
expérience
Séance 6 Comprendre un texte Un aliment La fréquence

« The history of informatif canadien exprimée avec
maple syrup » « would »
Séance 7
Je m’évalue
126

Séance 1
J’apprends des informations sur le Canada
Step 1
Look at this flag. Do you know what country’s flag this is? Tick the right answer:
® New Zealand ® Australia ® Canada
Check and correct
Well done! You were right. Now look at a map of this country in an atlas or on the internet.
Look at the names of the provinces, the cities, the mountains and the rivers. You have five
minutes to memorize the map!
Have you finished? Good! Now, without looking at your map again try to do this little test!
1- Which city is not in Canada? (Circle the right answer.)
Quebec Detroit Montreal Toronto Calgary Vancouver
2- Which of these is not a Canadian province?
Quebec Manitoba Ontario Alberta British Columbia Michigan
3- What’s the name of the federal capital?
Montreal Toronto Ottawa
4- What are the two official languages of Canada?
a - ............................................ b - .................................
5- Canada is much bigger than the USA (in size). ® True ® False
(Tick the right answer.)
6- The Great Lakes are a group of very big lakes on the border between Canada and the
USA. Which lake is not one of the Great Lakes?
Superior Michigan Winnipeg Huron Erie Ontario
7- There are also very famous waterfalls on the border between the USA and Canada. What
are they called?
Erie Falls Michigan Falls Toronto Falls Niagara Falls
8- Who is the official head of state of Canada?
9- The symbol in the middle of the Canadian flag is a leaf. What tree does it come from?
10- What’s the most popular sport in Canada?

Read this text again and check your answers.
Canada is the second largest country in the world. Only Russia is bigger.
Although Canada is an enormous country the population is relatively small.
There are only 32 million Canadians!
Canada is a member of the British Commonwealth and the head of state

is Queen Elizabeth. Her image is on Canadian stamps and the Canadian
dollar. Canada has got two official languages, English and French. The
federal capital is Ottawa and the symbol of Canada is the maple leaf,
present on the Canadian flag.
The country is divided into ten provinces: Alberta, British Columbia,

Manitoba, New Brunswick, Newfoundland and Labrador, Nova Scotia,
Ontario, Prince Edward Island, Quebec, and Saskatchewan. Three vast
areas, Northwest Territories, Nunavut, and Yukon make up the rest of
Canada.
Canada has many lakes and five of them, called the Great Lakes, form part
of the border with the USA. The Great Lakes are lakes Superior, Michigan,
Huron, Erie and Ontario. Canada is also famous for the huge waterfalls
between Lake Ontario and Lake Erie. Everybody has heard of the famous
Niagara Falls!
Everybody has also heard of the Canadian winter. Canada gets a lot of
snow and the winters can be really cold! In some parts the winter lasts for
almost six months. Maybe that’s why ice hockey is the most popular sport
in Canada!
What general impression of Canada do you get from the article (circle the right answer).
® a small country ® a big country ® neither big nor small
Find three adjectives which confirm your answer:

a -................................ b - ................................ c - ................................
Check and correct
Exercise 1
Can you make four more questions for a friend, using this text? Look at the questions above
and use the wh questions words from the quiz to help you.
Here are the answers to your questions!
1- Russia Ë .................................................................................................................. ?
2- 32 million Ë ............................................................................................................ ?
3- the Canadian dollar Ë ............................................................................................. ?
4- really cold Ë ............................................................................................................ ?
Check and correct

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

- une proposition principale, “the population is relatively small”. Il s’agit d’une
information nouvelle.
- une proposition subordonnée : “Canada is an enormous country”. Il s’agit ici d’une

reprise de ce que l’on sait déjà.
La subordonnée est introduite par « although ». « Although » est une conjonction.
La proposition introduite par « although » modifie l’information de la proposition

principale.
L’information introduite par « although » est souvent inattendue ou surprenante par rapport
à la proposition principale.
Exercise 2
Link these sentences with « although » :

1- Canada is an independent country. The Queen is the official Head of State.
……………………………………………………………………………………………………………………
2- Toronto is the biggest city. Ottawa is the capital.
……………………………………………………………………………………………………………………
3- Canada has got two official languages. Many Canadians aren’t bilingual.
…………………………………………………………………………………………………………………….
Attention de bien prononcer “although”: [O:lðəU]

Séance 2
J’apprends des informations sur les Acadiens
Je revois des verbes irréguliers
Je revois la prononciation de la graphie « i »
Step 2
Do you remember what the official languages of Canada are? Of course,
English and French. It’s a little surprising isn’t it? Well, French has been spoken
in Canada for a very long time. Read this text and learn about one French-
speaking community.
In 1603, Henry IV, the King of France, granted Pierre Dugua de Mons, the right
to colonize lands in North America between 40° and 60° north latitude. He
arrived with a group of 79 soldiers, farmers and craftsmen in 1604. The French
settlers built a fort at the mouth of the St. Croix River. The first winter was
terribly difficult for the colonists. The weather was very cold and they didn’t
have enough to eat. 36 of the colonists died. The following year, the settlers
sailed across the bay to a better place and founded a little French colony called
Acadia.
Their colony prospered and the colonists had good relations with the local
native population, called the Micmac. The Micmac taught the colonists
new hunting and fishing techniques. The colonists also learnt how to make
moccasins from deerskin.
But French success in northern America caused rivalry with England (mainly
about fishing and trade). Acadia, first colonized by the French was now
claimed by the English. Acadia was sometimes controlled by France and
sometimes controlled by England during years of struggle between France and
England to reign over northern America.
In 1713, according to the Treaty of Utrecht, France had to cede Acadia to
Britain. This made Acadia a permanent British possession. As a result, Acadia
was called Nova Scotia by the British.
The French-speaking Acadians were then considered a nuisance by the British
not only because they occupied the best lands but also because of their close
relationship with France.
In 1755, the British decided that the Acadians had to swear allegiance to
the British Crown and be prepared to fight for Britain against France. The
Acadians didn’t want to do this because they didn’t want to fight either
against France or their native neighbours who were allies of France. As a result,
British troops burnt the houses and villages of the Acadians, and confiscated
their farms and crops. About 14,000 people were forced into exile.
Some of them managed to escape and reach Quebec which was still controlled
by France. Others went on a long and dangerous journey to southern Louisiana
which was also a French colony.
They settled in Louisiana near New Orleans and their descendants still live there
today. The Americans called them “Cajuns” because they couldn’t pronounce
“Acadien” correctly! Many Cajuns still speak a dialect of French.

Exercise 3
Now match an element from column A to column B.
A B
1- 1603 a- Pierre Dugua arrived in North America
2- Micmac b- forced into exile
3- 1604 c- France ceded Acadia
4- The Acadians d- The Acadians expelled
5- 1605 e- French-speaking inhabitants of Nova Scotia
6- Cajuns f- a native tribe
7- 1713 g- Acadia founded
8- 14 000 people h- Acadians who live in Louisiana
9- 1755 i- Henry IV gave Pierre Dugua the right to colonize North America
1 ® 2 ® 3 ® 4 ® 5 ® 6 ® 7 ® 8 ® 9 ®
Ce texte raconte l’histoire du peuple acadien. Les faits remontent aux XVIIe et XVIIIe siècles. Il
s'agit donc d'un texte de nature historique qui relate des faits du passé.
Les verbes qui relatent ces faits sont donc conjugués au ....................................... .
Check and correct
Now, find nine irregular verbs in the text and complete the table:
Verb Preterit form
Phonologie
Tu as rencontré dans le texte un certain nombre de mots comportant la lettre « i ».
Cependant, cette même lettre donne lieu à des prononciations différentes.
Exercise 4
Place les mots suivants dans le tableau en fonction de la prononciation de la voyelle « i » :
right colonize arrived native rivalry fishing exile live
[I] [ai]
Now listen and check your answers.

Séance 3
J’apprends des informations
sur les « First Nations » au Canada
Step 3
You know now that Canada has two official languages, English and French. So who arrived in
Canada first? The English or the French? Well, the answer is not very important really because
other peoples arrived before them. They are called the First Nations today... because they arrived
first, long before the Europeans! Of course the Europeans called them Indians because Christopher
Columbus thought he was in India... when he arrived in America.
Look at this quiz and see what you know about the native inhabitants of North America.
Circle true or false for each question:

1- All Native American peoples speak the same language. ® True ® False
2- Christopher Columbus was the first person to arrive in North America.
® True ® False
3- First Nations people and Native Americans all live in teepees today.
® True ® False
4- The native people of Canada that the Europeans called Indians are now called First
Nations people. ® True ® False
5- The carvings (sculptures) on a totem pole tell the life story of the owner
(another word for proprietor) ® True ® False
6- Information and family histories came from storytellers. ® True ® False
7- The Inuit in Canada were once called Eskimos. ® True ® False
8- The Inuit live in igloos today. ® True ® False
9- All Inuit, Native Americans and First Nations people live in Canada.
® True ® False
10- Each First Nation or Native American tribe has got its own traditions.
® True ® False
Did you answer all the questions? Good, well done.
Now try to find the answers! Match the answers to the questions!
Pour réussir cette tâche il faut que tu appliques la méthodologie que tu as acquise lors
des Séquences 3 et 4 et celles des années précédentes (repérage des mots clés et des
informations précises, inférence etc).

Answers
a) True. There are three groups of aboriginal people in Canada: First Nations people,
Inuits and Métis (who are of mixed French and native descent).
b) True, story tellers are highly respected individuals in native groups. However, not just
any person can become a story teller, you must be qualified and trained by an elder.
c) False, some travel and stay in igloos at periods of time but the majority live in houses.
d) False. There are over 30 different native languages in Canada alone.
e) False, some live in houses on land areas called reserves. Others live in cities and towns.
f) True, and in some parts of Alaska they still are called Eskimos, but in Canada they are
now called Inuit.
g) True, although not all native groups carve totem poles.
h) False. There was a vast and diverse population of natives in North America before the
European explorers arrived.
i) True, each tribe has its own individual traditions. Some traditions, however, are shared
and common to different tribes.
j) False, there are Native Americans in the USA, and indigenous populations in South
America such as Mayans in Mexico.
Write the number of the question and the letter for the answer here:
1 ® 2 ® 3 ® 4 ® 5 ® 6 ® 7 ® 8 ® 9 ®
Exercise 5
Look at this information you have learnt about Canada’s inhabitants. Use it to write a
paragraph about the First Nations of Canada. The verbs you can use are in italics.
Don’t forget: you will write some sentences in the passive voice and others in the active
voice. Check the forms of the irregular verbs before you start!
Before European explorers – vast, diverse population – North America
be – arrive
Christopher Columbus – North America – India – inhabitants – Indians
think – arrive – call
Today – Canada – First Nations
call
30 languages – Canada
speak
Reserves – cities – towns
live
Each tribe – traditions
Have - share

.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
le coin des curieux
Le mot « aborigine » désigne les premiers habitants connus d’un pays ou d’une région. Tout
le monde connaît le terme « Aborigine » (écrit avec une majuscule pour décrire les premiers
habitants de l’Australie), mais l’expression « aboriginal people » est également utilisée au
Canada quand on parle des peuples ou nations indigènes.
Le mot « aborigine » vient du latin « ab origine ».

Séance 4
Je découvre la vie et les coutumes d’un « First Nation »
Je décris la vie d’un peuple
Step 4
Have you ever heard of the Wendat people? When French explorers arrived in Canada they met an
aboriginal people called The Wendat. These people lived between Lake Huron and Lake Ontario.
Look at a map of Canada and see where this is.
The French thought the Wendat men had a strange hairstyle

so they called them the « Huron » because it reminded them
of a boar’s head!
(a boar's head is called “une hure” in French)
You are going to learn about the life of the Wendat people when the French arrived in the
17th century. Before you read, try to guess the answers to the following questions.
1- In what kind of houses do you think these people lived?
.........................................................................................................................................
2- What do you think they used to eat?
.........................................................................................................................................
3- How did they travel?
.........................................................................................................................................
4- What kind of clothes did they wear?
.........................................................................................................................................
5- What happened if people were sick?
.........................................................................................................................................
6- How did they choose their chiefs?
.........................................................................................................................................

The Story of the Wendat People
The Wendat were not nomads. They lived in villages which were situated
near lakes or rivers. They had big, long wooden houses and several
families lived in each house. To get food they grew crops such as corn
and beans. They collected berries and hunted wild animals such as bear,
deer and wolves.
The Wendat wore clothes made from animal furs. They wore moccasins
on their feet.
They travelled on foot and by canoe. In the winter they wore special
snowshoes and used toboggans and sleighs.
If people were sick they were taken to see a shaman, a kind of medicine
man or woman. They often used herbal medicines to cure sick people.
The shaman was also an important religious person who interpreted

dreams. They believed that dreams were very important, and could tell
the future.
The Wendat people were divided into eight clans. A clan is like a very big
family. You could only marry somebody from a different clan. You were
a member of your mother’s clan, not your father’s. Women chose their
husbands and, when a man got married, he moved into his wife’s house.
A Wendat chief was elected by the older women of the clan.
Did you guess correctly? If you are not sure,
Check and correct
Read the story again and see if you can find the equivalent of these French words:
de bois
cultures
haricots
baies
sauvage
ours
cervidés (biches, cerfs...)
loups
fourrures
traîneaux
guérir
You are going to write The Story of the Plains Cree People, another Canadian First Nation.
Use the table and the Story of the Wendat people to help you.

Exercise 6
Write a paragraph about the Plains Cree People using the information below.
Where they lived The plains of central and western Canada

Lifestyle Nomads (followed the buffalo* herds)
Homes Teepees
Food Buffalo meat
Clothes Buffalo hides (skins); moccasins
Method of travel On horseback
Sick/ill Shamans
Chief Elected but usually the son of a chief
*buffalo : also called the North American bison
The Plains Cree People
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................

Séance 5
Je découvre le sport le plus populaire au Canada
Step 5
Do you remember what the most popular sport is in Canada? Yes, it’s ice hockey, or just hockey as
most Canadians say. More than 500,000 people in Canada play ice hockey!
You are going to listen to a discussion about an ice hockey game. Circle the words you think
you expect to hear.
team win ice court lose hockey gym
goal stadium captain spectators
Find the verbs in the list. Write them here: ...............................................................................
Are they regular or irregular verbs? .....................................................................................
Write their past (preterit) forms here: .................................................................................
Now listen and see if you hear the words you circled.
Listen again and take some notes in your exercise book.
Now look at this table. Use your notes to complete it. When you have finished listen again
and check your answers (or try to find any information that is still missing).
John looks .........................................................................................................................
Reason: he got home ........................................................................................................ .
Where he was: at a ............................................................................................................
Two teams …………………………………. ................. and .......................................................
Winner: ............................................................................................................................ .
Exact Result: .................................................................................................................... .
Atmosphere: ..................................................................................................................... .
Problem: ...........................................................................................................................
After the match John got ...................................................................................................
Check and correct
Listen to these sentences again:
It took us two hours to get to the stadium but we managed to get in for the start of the
match.
I even managed to get the goalie’s autograph.
Was it difficult for John to get into the stadium for the start of the match? ………………
Do you think it was difficult to get the autograph of the star of the game? ………………
Rappel
Tu utilises « managed to » pour dire que tu as réussi à faire quelque chose, même si
c'était difficile. Si tu n'as pas réussi, tu dis « I didn't manage to ».

Exercise 7
Complete these sentences with « managed to » or « didn't » manage to:
The match was difficult but Toronto ………………………………. win.
Montréal ………………………………. beat Toronto.
The goalie ………………………………. save a great shot.
Exercise 8
The same day John sent an email to his sister who is living in France for one year. She is
really missing the ice-hockey season so he tells her about going to the game. Write his email
and include the following elements.
- the day – the time (morning, afternoon....)
- with brother (invent a name!)
- problems
- information about the game
- after the game
Before you start, list all the verbs you will use (in your exercise book).
What tense or form will you use?
.........................................................................................................................................
Check and correct

Check the forms of any irregular verbs.

Decide how you will start and finish your email.
Write your email here:
.................................................................................................
.................................................................................................
.................................................................................................
.................................................................................................
.................................................................................................
.................................................................................................
.................................................................................................
.................................................................................................
.................................................................................................
.................................................................................................
le coin des curieux
Ice hockey is the most popular sport in

Canada. There are professional teams in
the big cities which play in the NHL (the
North American professional league). The
name of each team is composed of the
city it plays in and a symbol of that city or
the region. The big team in Toronto is
called the Toronto Maple Leafs. Do this
exercise and try to match the names of the
team and the cities!

You’ll probably have to use the internet or a sports newspaper. When you have finished find
the cities on a map.
1 Toronto Oilers
2 Montréal Flames
3 Vancouver Maple Leafs
4 Edmonton Canucks
5 Ottawa Canadiens
6 Calgary Senators
1- .....................................................................................................................................
2- .....................................................................................................................................
3- .....................................................................................................................................
4- .....................................................................................................................................
5- .....................................................................................................................................
6- .....................................................................................................................................

Séance 6
Je découvre une spécialité canadienne
Step 6
Do you remember the colours of the Canadian flag? What are they?
................................................................... and ..............................................................
The national symbol of Canada, the ....................................leaf is in the centre of the flag.
Do you know what the maple tree is called in French? Write your answer here.
........................................................................................................................................
Check and correct
The maple tree gives us a very sweet syrup.

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

Today people all over the world pour maple syrup on their pancakes or use it as an
ingredient for cooking.
There are many maple syrup festivals in Canada. They generally take place in spring (March
or April).
Did you know?
It takes 40 gallons of maple sap to make one gallon of maple syrup. The sap is boiled down
over many hours in an evaporator until it finally becomes the maple syrup you enjoy. (1
gallon = 4.5 litres)
A maple tree must be at least 40 years old before it can be tapped for its sap.
There are only 40 calories to 1 tablespoon of maple syrup.

Read these sentences.
Circle the correct answer, right or wrong. If the sentence is wrong, write a correct sentence.
Rappel : Tu n’as pas besoin de comprendre tous les mots pour comprendre l’essentiel d’un
texte.
1- Maple syrup is a sweet liquid. ® Right ® Wrong
2- It comes from a tree. ® Right ® Wrong
3- It was discovered by European settlers in Canada. ® Right ® Wrong
4- In the past it was more expensive than sugar. ® Right ® Wrong
5- The sap from the maple tree is collected in winter. ® Right ® Wrong
6- The sap is collected from young maple trees. ® Right ® Wrong
7- Maple syrup has got lots of calories. ® Right ® Wrong
Check and correct
Now use the sentences (from 1 to 7) to write a paragraph about maple syrup. Write it in your
exercise book.
Step 7
Regarde ces phrases :
They would cut holes in maple trees
They would put the sap in a pot
They would continue this process
Ces phrases décrivent ce que faisaient les premiers habitants du Canada tous les ans, au
printemps. Tu peux utiliser l’auxiliaire “would” devant un verbe pour exprimer cette idée
d’une action habituelle, au passé.

Séance 7
j e m’évalue
Exercise 1
Have you got a good memory? Test your memory by answering these questions about
Canada.
1- Write the names of three Canadian cities here:
a) ......................... b) ......................... c) .........................
2- Write the names of three of the Great Lakes (on the border between the USA and
Canada) here:
a) ......................... b) ......................... c) .........................
3- Who is the official head of state of Canada?...................................................................
4- What are the colours of the Canadian flag? ....................................................................
5- What are the two official languages of Canada?
a) ......................... b) .........................
6- What’s the most popular sport in Canada?.....................................................................
7- Which country is bigger, the USA or Canada? .................................................................
8- What name is given to the French speakers who were expelled from Nova Scotia in the
18th century ? ................................................................................................................
9- Name two First nation people
a) ......................... b) .........................
10- What Canadian product do people pour on pancakes? .................................................
Exercise 2
Use although to make one sentence from each pair of two sentences. Look at the example
first.
Example:
Ottawa is the capital city of Canada. It is not the biggest city in Canada.
Although Ottawa is not the biggest city in Canada it is the capital city.
Now do the exercise:
a) Many people in Montréal speak English. Montréal is in Québec.
b) Canada is an independent country. The Queen is the head of state.
c) Canada is a very big country. The population is quite small.

Exercise 3
Write the preterit form of these irregular verbs:
a) burn .............................................................................................................................
b) build .............................................................................................................................
c) learn .............................................................................................................................
d) lose ...............................................................................................................................
e) win ...............................................................................................................................
Exercise 4
Look at these words. Say each word aloud. In which word is the pronunciation of the letter
« i » different?
right - arrive - native - five - night - light.

Anglais 3e
Livret de corrigés

Sylvie Beuzon
Paul Cody
Frédéric Duc
Odile Malavaux
Olivier Immoune
©Cned-2009
c
c Séquence 1
Step 1
Exercise 1
Picture 1
Séance 1
Cemetry – burial ground – tombs – gloomy – dead – corpses – ghosts

Picture
Wolf – werewolf – threatening- big teeth – full moon -
Picture 3
Skeleton - Halloween costume – death –
Picture 4
Fangs – vampire – bloodthirsty – Dracula
Exercise 2
English words French translation
decay pourrissement, décrépitude
prominent features caractéristiques marquantes, majeures
an ancestral curse une malédiction ancestrale
a maiden une jeune fille
a skeleton squelette
a ghost un fantôme
a wolf (wolves) un loup
a lunatic asylum un asile d’aliénés
a madman un fou, un déséquilibré
a devil un diable
a mansion une demeure
a werewolf un loup-garou
a haunted house une maison hantée
a cemetery un cimetière
a nightmare un cauchemar
a villain-hero un méchant
a tomb une tombe
Evil le Mal
gloom obscurité, noirceur
doomed condamné à, voué à
persecuted persécuté
uncanny étrange
bloodthirsty assoiffé de sang
Script:
1- a haunted house
- a villain-hero
3- gloom
4- a devil
5- bloodthirsty
— © Cned, Anglais 3e
6- evil
7- doomed
8- an ancestral curse
9- wolves
10- a lunatic asylum
11- a nightmare
c
Séquence 1 c
1- a mansion
13- a werewolf
14- a tomb
15- uncanny
16- a ghost
17- a cemetery
Exercise 3 - Exercise 4
The words refer to gothic fiction.
Exercise 6
The following books belong to the literary category: Gothic Fiction.
Frankenstein (1818) by Mary Shelley ˛ yes
Robert Louis Stevenson’s Strange Case of Dr Jekyll and Mr Hyde (1886) ˛ yes
The Phantom of the Opera (1910) by Gaston Leroux ˛ yes
Dracula (1897) by Bram Stoker ˛ yes
The Castle of Otranto (1764) by Horace Walpole ˛ yes
Exercise 7
Prominent features of Gothic Fiction:
1- Terror (both psychological and physical), the supernatural
- Ghosts, Haunted houses, castles
3- Darkness, death, decay
4- Doubles, madness, secrets, curses
5- Typical characters of Gothic Fiction: tyrants, villains, maniacs, femmes fatales, vampires,
monsters, demons, ghosts, skeletons
6- Dracula, Bram Stoker
7- The Phantom of the Opera, Gaston Leroux
8- Frankenstein, by Mary Shelley
Exercise 8
pouring ‡ rain
doors ‡ grating on rusty hinges
footsteps ‡ approaching
clanking ‡ chains
gusts of wind ‡ blowing out lights
c
c Séquence 1
doors
ruins
baying of
thunder and
crazed (deranged/insane)
characters
‡ suddenly slamming shut
‡ of buildings
‡ distant dogs (or wolves!)
‡ lightning
‡ laughter
‡ trapped in a room
Séance
Exercise 9
Script:
Ethan: Hey, Vickie, how would you like to come with me to the school library? I have to make
an oral presention of a book for my Literature class and I’d like to borrow one.
Vickie: Sounds great! What kind of book would you like to borrow? Science-fiction? Romance?
(rires)
Ethan: Very funny….I really don’t know... I was thinking of an adventure novel like Treasure
Island but…
Vickie: Oh, I’ve read that one! It’s great if you’re into pirates, buried treasures, and stuff like
that.
Ethan: Of course I like that kind of books but don’t you think I’m a bit too old for that?
Vickie: Yeah…maybe a little…..Hey, have you ever read that other book by Stevenson, you know
it’s the story of that man you know with a split personality. He can be either apparently good
and the next minute he’s a villain, you know he turns into an evil personality….Shoot! Can’t
remember what it is called…..Ummmm….
Ethan: Dr Jekyll and Mr Hyde?
Vickie: That’s the one! The Strange Case of Dr Jekyll and Mr Hyde! I never managed to read it
right to the end! It gave me the creeps! I’m more into romantic novels….
Ethan: Not for me! I hate that kind of stuff!
Vickie: Really? How surprising!
Ethan: Hey…I was thinking….. what about Bram Stoker’s Dracula? Well, I’ve never read the
book, although I’ve always wanted to but I’ve seen the film …I liked it very much! Have you
seen the movie by Coppola starring Gary Oldman?
Vickie: Yeah….I’ve seen it and I must say it really scared the hell out of me!
Ethan: I thought it was absolutely fantastic! Well in that case, it’s high time I read the book, by
Bram Stoker….
Vickie: I guess it sounds like a good idea. You should do that. How about going to the library
now that you’ve made up your mind? It’s nearly closing time! What do you think about that?
Ethan: That sounds exciting.
Vickie: Off we go then!
Méthodologie
- Tu as abordé en Séance 1 plusieurs genres littéraires : lesquels ?
Romance novels - adventure novels - detective fiction - fairytale fantasy - gothic fiction
- Tu t’es concentré(e) sur l’un d’entre eux, plus particulièrement : lequel ?
Gothic fiction
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Séquence 1 c
- Tu as appris du lexique autour d’un thème : lequel ?

Le lexique autour du thème de l’horreur et de la peur
1- What literary categories do you know?
romance novels - adventure novels - detective fiction - fairytale fantasy - gothic fiction
- Give a definition of Gothic Fiction (write only key words or full sentences if you can):
Gothic fiction includes elements such as terror, the supernatural, death, ghosts, haunted
houses and mystery. The typical characters of Gothic Fiction are vampires, werewolves,
monsters, demons, and the Devil. Gothic Fiction as a literary genre deals with dark themes,
emotional extremes such as horror and fright (la peur, l’épouvante) and is often set in isolated
haunted mansions or castles.
3- What novel titles related to Gothic Fiction do you remember? (Title + author, if you can)
The most famous novels related to Gothic Fiction that you probably quote: Dracula, Bram
Stoker; The Phantom of the Opera, by Gaston Leroux and Frankenstein, by Mary Shelley.
Savais-tu que Mary Shelley était la sœur de l’un des poètes romantiques les plus célèbres
d’Angleterre : Percy Bysshe Shelley ?
Exercise 10
Pre-listening task : List of ten words you think you are going to hear during the
conversation between Ethan and Vickie.
Réponses possibles :
- School
- library
- Literature class
- Book report
- Science-fiction
- Romance novel
- Adventure novel
- Treasure Island
- Detective story
- Gothic Fiction
- scared
- read
- hate
- like
- Heroes
- Devil
- Dracula
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Exercise 11
Listen to the conversation on your CD and underline the words you hear which are on your list.
- School
- library
˛ Literature class
˛ Book report
˛ Science-fiction
˛ Romance novel
˛ Adventure novel
˛ Treasure Island
- Detective story
- Gothic Fiction
˛ scared
˛ read
˛ hate
˛ like
- Heroes
- Devil
˛ Dracula
Exercise 12
Listen again and write all the key words you understand.
Réponses possibles :
- school library
- oral presentaiton
- book
- literature class
- science-fiction
- romance
- adventure novel
- Treasure Island
- Pirates, treasures
- Too old
- Stevenson
- Split personality
- Good
- Villain
- Evil personality
- Dr Jekyll and Mr Hyde
- Creeps
- Romantic novels
- Hate
- Film
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Séquence 1 c
- Like very much

- Fantastic
- Bram Stoker
- Good idea
- Closing time/library
- Exciting
Exercise 13
Using the words you have written above, write a short summary of what the conversation is
about.
Ethan has to make an oral presentation of a book for his literature class and he has to borrow
one from the school library.First he was thinking of choosing an adventure novel like Treasure
Island but he thinks he is too old for that kind of book. He definitely hates romantic novels,
unlike Vickie who is into them !He is thinking of borrowing Dracula, by Bram Stoker, as he has
never read the book but he has already seen the movie by Coppola, starring Gary Oldman.To
him, that movie is absolutely fantastic but it gave Vickie the creeps. She was so scared... !So
Ethan eventually made up his mind : he will study Dracula.
Step
Exercise 14
1- What is Ethan’s problem?
c. He has a book report to do and he hasn’t chosen a book yet.
- What book titles are mentioned during the conversation?
˛ Treasure Island
˛ The Strange Case of Dr Jekyll and Mr Hyde
˛ Dracula
3- What writers are mentioned in the conversation?
˛ Bram Stoker
˛ R.L. Stevenson
4- What literary categories are mentioned in the conversation?
˛ Adventure novels
˛ Romance novels
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Exercise 15
1- She is fond of them. She really likes romantic stories. She is into them. She prefers romantic
stories to adventure novels.
- They scare her very much! They give her the creeps! They scare the hell out of her (langage familier).
3- He thinks the movie is absolutely fantastic. He is really into that movie. He really likes the
movie but he has never read the book written by Bram Stoker. Although he likes the movie
very much, he has never read the book!
4- Ethan eventually chose to borrow Bram Stoker’s Dracula.
Séance 3
Step 3
Exercise 16
Book Report: Key Facts

Full title: Dracula
Author: Bram Stoker
Type of work: Novel
Genre: gothic fiction, horor
Language : English
Date of first publication: 1897
Setting (time): End of the 19th century
Setting (place): England and Eastern Europe
Exercise 17
The map shows Romania.
Probable location
of Dracula’s castle
Exercise 18
The words that make the reader feel uncomfortable about the place where Dracula lives are:
I find that the district Count Dracula named is in the extreme east of Romania, just on the
borders of three states, Transylvania, Moldavia, and Bukovina, in the midst of the Carpathian
mountains; one of the wildest and least known portions of Europe...
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Séquence 1 c
What personal pronoun is used at the beginning of the excerpt?

The personal pronoun used at the beginning of the excerpt is: the first person pronoun ‘I’.
What kind of narrative is it?
It is a first-person narrative.
Whose point of view is it?
The point of view is that of the narrator, namely Jonathan Harker, in this excerpt.
Séance 4
Step 4
Exercise 19
1- The narrator’s name is Jonathan Harker.
- He is a solicitor, or lawyer, whose firm sent him to Transylvania to conclude a transaction
with Dracula.
3-4- Harker is traveling to the castle of Count Dracula, a Transylvanian nobleman. Harker
hopes to conclude a deal to sell Count Dracula a residence in London.
Exercise 20
1- Jonathan feels unsafe, a little worried. He does not feel comfortable.
He also thinks the landlord’s and the old lady’s attitudes are a little ridiculous, maybe
because he doesn’t understand why they act that way.
-3- The words or expressions underlined in the passages below show Count Dracula’s castle
might be a dangerous place to go to:
I was not able to light on any map or work giving the exact locality of the Castle Dracula, as there
are no maps of this country.
Klausenburg: Here I stopped for the night at the Hotel Royale. I did not sleep well, though my bed
was comfortable enough, for I had all sorts of queer dreams. There was a dog howling all night
under my window.
When I asked the landlord if he knew Count Dracula, and could tell me anything of his castle, both
he and his wife crossed themselves, and, saying that they knew nothing at all, simply refused to
speak further. It was so near the time of starting that I had no time to ask anyone else, for it was all
very mysterious and not by any means comforting.
Just before I was leaving, the old lady came up to my room and said in a hysterical way: “Must
you go? Oh! Young Herr, must you go?” She was in such an excited state that she seemed to have
lost her grip of what German she knew, and mixed it all up with some other language which I did
not know at all.[...]
It is the eve of St. George’s Day. Do you not know that tonight, when the clock strikes midnight,
all the evil things in the world will have full sway? Do you know where you are going, and what
you are going to?” She was in such evident distress that I tried to comfort her, but without effect.
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4-
Finally, she went down on her knees and implored me not to go; at least to wait a day or two
before starting.
Adjectives Nouns Verbs

queer no maps cross oneself
mysterious evil refuse
not comforting distress implore someone to
feel comfortable
Exercise 21
It consists of a collection of journal entries, of letters and telegrams written by various
characters so no one but the reader has the full story.
The narrators are the main characters: Jonathan Harker, Mina Murray, Dr. John Seward, Lucy
Westenra, and Dr. Van Helsing.
We can say that Dracula has an epistolary structure because it consists of a series of letters.
Séance 5
Step 5
Exercise 23
1- Indirect speech
- Indirect speech
3- Indirect speech
4- Direct speech
5- Indirect speech
6- Direct speech
Quelles différences notes-tu entre les styles direct et indirect ?
Voir tableau “Je retiens”.
Exercise 24
1- Jonathan asked the landlord/him: ‘Do you know Count Dracula?’
- Jonathan asked the landlord/him: ‘Can/could you tell me anything of Dracula’s castle?’.
3- The landlord and old lady replied/said: ‘We know nothing at all’.
4- The landlady asked Jonathan again if he knew what day it was.
5- The old lady came up to Jonathan’s room and asked him if he (really) had to go.
Step 6
Séance 6 c
Séquence 1 c
Exercise 25
Dracula is a series of letters and journal entries written by Irish author Bram Stoker. It tells the
story of a vampire Count called Dracula. The book begins with the journal of Jonathan Harker,
a young English lawyer who is travelling to Transylvania (now Romania) to meet with a rich
client, the mysterious Count Dracula. As soon as he gets there, Jonathan starts feeling unsafe
and worried. Count Dracula’s castle might be a dangerous place to go to...
Bram Stoker manages to make the reader feel uneasy and uncomfortable, using words such as
«queer», «mysterious», «distress» at the very beginning of the book.
Harker will quickly discover that he is a prisoner in the castle, and that the Count has dark
plans for him...
Exercise 26
Garlic can be used:
˛ for medical purposes (medicine)
˛ for culinary use (cooking food)
˛ to ward off (faire fuir) vampires!
Exercise 27
Vampires can direct the elements, like storms, thunder ˛ right
They can appear in only one form. ˛ wrong

Vampires were able to transform into bats, rats, dogs, wolves and spiders.
Their power cease at night and increase at daylight. ˛ wrong

Vampires were believed to be more active at night.
Vampires cannot enter a house unless they are being invited. ˛ right
A vampire cannot enter a house unless invited by the owner, although after the first invitation
they can come and go as they please!
Vampires are repelled (kept away) by a crucifix and holy wine. ˛ wrong
They can be repelled by a crucifix and garlic.
Garlic is said to keep them away as garlic is abhorrent to them. (they hate it). ˛ right
Vampires can only be killed when a wooden stake (pieu) is driven through their heart, their
head is cut off and garlic stuffed into their mouths. ˛ right
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Exercise 28
1- a wrongdoer: a villain – an evil person
a grave: a tomb
- It comes from Slavonic countries such as Romania. The vampire originates almost
exclusively from early 18th century Southeastern Europe: Bulgaria, Moldavia, and
Transylvania.
3- According to the legend, the vampire was the ghost of a person who had done bad things –
a wrongdoer or an evil person.
4- The ghost was supposed to return from the grave in the shape of a huge bat, which fed on
the blood of sleeping people.
5- Before Christian times, people believed in the protective power of certain plants such as
garlic, wild roses or mustard seeds (graines de moutarde). Those plants were said to harm
vampires. They also believed that fire could keep vampires away.
6- When Christianity came, people added the protection of the cross (the crucifix), the rosary,
holy bread or holy water. Vampires were said to be unable to walk on consecrated ground,
such as those of churches.
7- People whose blood had been drunk by vampires became vampires themselves. They
became creatures of the undead. Vampires were said to be corpses, who went out of their
graves at night to suck the blood of the living, either at their throats or stomachs, after
which they returned to their cemeteries. The persons so sucked waned (faiblissaient), grew
pale, and got ill.
8- The only way to kill a vampire was to drive a sharpened length of wood through its heart.
Vampires were most often staked through the heart (stake : pieu). Their head was cut off
and garlic was stuffed into their mouths.
Step 1
Exercise 2
˛ Hawai
Séance 1
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Séquence 2 c
˛ Transylvania
˛ the Carribeans
˛ France
˛ Romania
˛ India (their future destination)
Exercise 3
1- ˛ They have already been to a theme park in Europe
˛ The kids are a bit too old for that
˛ Theme parks will be overcrowded (too many people there)
2- ˛ She thinks Ethan and Katie could do lots of activities there
˛ She’d like to spend some time with her husband
3- a) Susan gets seasick on big ships.
b) It is too cold in winter. But Susan might want to go there later.
4- ˛ visit mosques and temples
˛ buy colourful clothes (saris for instance)
˛ drink a special kind of tea (Chai tea)
˛ visit an architectural wonder of the world
5- If you want to find some heat in winter, I advise you to go to India.
6- ˛ more than 700 million
7- ˛ Hindi
Séance 2
Exercise 4
India is located… 1ü üA …were at war in 1965.
New Delhi is… 2ü üB … Pakistan, China, Nepal, Bhutan,
Bangladesh and Myanmar.
India is shaped like… 3ü üC …in South Asia.
India, Pakistan and China do not 4ü üD ...the capital of India.
agree on…
India has common borders with… 5ü üE …the limits of Kashmir.
India and Pakistan…. 6ü üF … a diamond
Exercise 5
1.
The Indian flag is flag number 1
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Exercise 6
Examples of English accents:
1- Aboriginal English
2- American English
3- Australian English
4- Canadian English
5- Cockney English (from London)
6- Indian English
7- New Zealand English
8- Nigerian English
9- Received English Pronunciation
10- Scots English
11- Singapore English
12- South African English
Extract 1:
Irish accent
Extract 2:
Indian accent
Extract 3:
English accent: RP (Received Pronunciation)
La prononciation dite Received Pronunciation (RP) est la prononciation des gens cultivés,
encore appelée Oxford English, Queen’s English (l’anglais correct) ou BBC English. Cet
anglais n’est parlé que par 3 à 5 % de la population anglaise.
Extract 4:
American accent
Extract 5:
Scottish accent
Exercise 8
Timeline
2500 B.C.:
The Indus Valley civilization develops around the valley of the Indus River (now in Pakistan). Its
trade is based on crops grown on the fertile river plains. It reaches the height of its power and
is larger than any other ancient empire, including that of Egypt.
2000 B.C.: The Indus Valley civilization collapses, possibly due to severe floods or a change in
the course of the Indus River.
Around 1500 B.C.: The Aryan people, who come from the region between and including India
and Europe, invade India from the north. They spread through the Indus Valley and down into
the Ganges Valley.
326 B.C.: Alexander the Great of Macedon (northeastern Greece) crosses the Indus River into
India.
A.D. 50: Trade flourishes between India and the Roman Empire. Romans eagerly buy Indian
pearls, ivory, silk, spices, cloth and precious stones.
320-550: After centuries of being split into small kingdoms and republics, India is ruled by the
Gupta Empire. Under the rule of the Gupta kings, Hinduism becomes the major religion of the
empire. Literature, art, architecture and science flourish during this “classical age” of peace
and prosperity.
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Séquence 2 c
1526: The rule of the Mogul Empire begins, unifying much of south India with the north for
the first time.
1600s: Eager to gain access to India’s spices, rice, silk, tea and jewels, Holland, Great Britain
and France establish key trading posts in India.
1638: Mogul Emperor Shah Jahan begins construction of the Taj Mahal in memory of his wife
Mumtaz.
1858: The British overthrow the Moguls and take control of India.
1915: After studying law in Britain and fighting for Indian rights in South Africa, Mohandas
Gandhi launches a campaign of nonviolent resistance against British rule in India. Gandhi is
called Mahatma, meaning “Great Soul.”
1947: India gains independence from the British and is divided into two countries, India and
Muslim-controlled Pakistan.
1948: Mahatma Gandhi is assassinated.
1966: Indira Gandhi (not related to Mahatma) becomes Prime Minister and one of the first
women elected to lead a nation.
1983: India wins the cricket world cup.
1998: India tests its first nuclear weapon, one of only seven nations to have done so.
2000: India’s population exceeds 1 billion.
Séance 3
Grammaire
Il s’agit d’une forme passive.
base verbale/le passé/le participe passé du verbe :
Speak – spoke - spoken
Trouve une forme similaire dans le script ci-dessus.
Taj Mahal is said to be so spectacular and amazing
Dans la phrase: But English is the most commonly spoken language in India.
La forme souligné est une forme passive.
Le mot ‘commonly’ vient apporter une nuance au participe passé.
La nature de ce mot : C’est un adverbe.
L’adjectif racine à partir duquel ce mot a été formé : common.
Exercise 10
1- Destination: Delhi, India
2- Date of departure: 11 February
3- Departure time: 4 pm
4- Arrival time: 4:55 pm
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5- Date of return: 6 March

6- Price: $580 per person
7- Special request: a vegetarian meal
8- Flight number/company: Air India number 102
9- Name of airport (in New York): New York, Kennedy Airport
Exercise 11
Objects mentioned in the dialogue.
˛ ˛ ˛ ˛
˛ ˛ ˛ ˛
˛ ˛ ˛

John: I want to check in the large suitcase,
Check-in Personnel: I will weigh them. Everything is fine. What seat would you like: window or
aisle?
Check-in Personnel: Good. Here are your boarding passes.You can go to gate B 11.
In the transcript different ways of saying:
Where are you going? Where are you headed?
How long are you going to stay? How long will you be staying?
What would you like to have for lunch/dinner? And what do you want for your meal?
Exercise 13
1- attend (verb): be at or go to
Séance 4 c
Séquence 2 c
2- book (verb): make arrangements in advance

3- luggage (noun): bags used during traveling to carry your things
4- belongings (noun): your personal property or possessions
Exercise 14
Extract #1:
˛ what brought her in India
SCRIPT
Customs Officer : what is the purpose of your visit, business or pleasure?
(Quel est l’objet de votre visite ?)
Extract #2:
˛ Susan’s accommodation (logement)
SCRIPT
Extract #3:
˛ Susan’s luggage and belongings
SCRIPT
Susan: Uh, well, just, just my personal belongings um . . . clothes, a few books, and a CD
player.
Susan: Sure.
Méthodologie
Qu’était-il important de savoir repérer pour être mis sur la bonne voie et deviner le sujet de la
mini-conversation ?
Il fallait repérer les mots les plus importants, les mots qui sont accentués.
Comment appelle-t-on ce genre de mots ? Tu as peut-être déjà appris ce terme, ou tout
simplement tu connais leur rôle en compréhension de l’oral.
Il s’agit des mots porteurs de sens ou « mots clés ».
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Exercice 15
Réécoute les extraits de l’exercice ci-dessus et pour chaque extrait souligne le ou les mots clés
qui t’ont apporté la réponse aux questions posées.
Extract #1:
Extract #2:
Extract #3:
Susan: Uh, well, just, just my personal belongings um, . . . clothes, a few books, and a CD
player.
Susan: Sure.
Exercise 15b
The capital of India is Delhi.
Séance 5
Exercise 16
coriandre coriander
clous de girofle cloves
feuilles de laurier bay leaves
graines de moutarde mustard seeds
safran saffron
gingembre ginger
cannelle cinnamon
curcuma turmeric
Exercise 18 c
Séquence 2 c
Cauliflower Garlic Onion Turnip Potatoes Spinach

Do you know the English for....
1- Crevette grise: shrimp
2- Crevette rose (bouquet): prawn
3- Maïs: (sweet) corn
4- À la vapeur: steamed
Exercise 20
CSPINACHIPNDIAN
CAOCOKINGIISSPN
ICBYOGARLICNTOA
STYBACREDNAIROC
CARDAMOMNDFFEUU
CLLOFGRNMCFUWKT
RIRY+EEUUAC+OE+
++N+G+STSTA+LE+
+++N+TU+++R+FR+
++I+ARC+++RCIG+
+GBRMMNL++OHLU+
++DES+OIO+TIUN+
++RAA++NMVSLAE+
+IEOGNAM+UEICF+
CP++++S+++CS+++
(Numéro colonne verticale, numéro colonne horizontale, direction)
Directions :
SE : South East (Sud Est)
N : North (Nord)
NE : North East (Nord Est)
NW : North West (Nord Ouest)
Etc...
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BEANS (3,11,SE)
CABBAGE (1,1,SE)
CARDAMOM (1,5,E)
CARROTS (11,7,S)
CAULIFLOWER (13,14,N)
CHILI (12,10,S)
CINNAMON (1,6,SE)
CLOVES (7,10,SE)
COCONUT (4,2,SE)
CORIANDER (15,4,W)
CUMIN (11,15,NW)
FENUGREEK (14,14,N)
GARLIC (6,3,E)
GINGER (2,11,NE)
MANGO(8,14,W)
MUSTARD (9,6,SW)
PEAS (2,15,NE)
SAFFRON (9,8,NE)
SPINACH (2,1,E)
TURMERIC (8,8,SW)
TURNIP (15,6,NW)
Phrase mystère: Indian cooking is spicy,tasty and full of curry!
Séance 6
Exercise 21
1- The letters ‘rs’ mean ‘rupees’.
2- A coke is around 86 cents.
Chicken Biriyani is around $1.95.
Prawn Curry with coconut for two is around $2.60.
3- a chai: 0,21 euro
Tandoori chicken: 2,15 euros
Aloo Gobi: 1.55 euro
4- If like John you don’t eat meat, can you find yourself a dish at Diamonds?
˛ Yes, because there are lots of vegetarian dishes, such as vegetable samosas, pakoras,
vegetarian Biriyani and fish as well: Masala Fish Fillet.
Exercise 23
Main course
Drink
Ethan
Tandoori Chicken
mango lassi
Katie
(samosas for starters) Shrimp Biriyani
a glass of Coke
John
Vegetarian
Biriyani
lemonade
Susan
Vegetarian
Biriyani
massala chai
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Séquence 2 c
Séance 7
Exercise 24
une tombe a tomb – a burial place
un mariage a wedding - marriage
fiancé engaged
une merveille a wonder
merveilleux wonderful – beautiful – marvelous
du marbre marble
coeur brisé heartbroken
naissance birth
donner naissance give birth to (à)
pleurer quelqu’un, porter le deuil mourn
des pierres stones
Exercise 26
Most important information about the place Ethan and his family are about to visit:
Mausoleum – monument – Agra-India – love story – Prince – wife – 14 – 15 year girl –
engaged – 5 years – wedding – marriage –Emperor – dies- birth- child – sad - memorial
What is the monument called? the Taj Mahal
What sort of monument is it? a burial place – a tomb
When was it built? in the mid-17th century – 1631
Where was it built in India? in Agra
Why was it built? Because of the love story between Prince Khurrum
and Mumtaz: When his wife died, the prince was
so sad that he had a beautiful memorial built in her
memory.
About the love story:
How old were they when they got The Prince was 19 and Mumtaz 20.
married?
What happened in 1631? Mumtaz died.
About the monument (details) :
What is it decorated with? It is decorated with precious stones.
What animals were used in its 1,000 elephants were used.
construction? How many were there?
How many workers were used? 22,000 workers were used.
How long did it take to build it? It took 20 years to build the Taj Mahal.
What material is it mostly made of? It is mostly made of white marble.
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Exercise 27
Séance 8
The picture shows the Taj Mahal. The Taj Mahal is located in Agra.
Exercise 28
˛ Carl ˛ dhal ˛ snarl
SCRIPTS
Exercise 1
John: We have to start thinking about winter vacation ideas. So what are our plans for the win-
ter holiday going to be like this year?
Ethan: No idea! What are you thinking of dad?
John: Well, actually, I was thinking you might want to go to Disneyland in Paris: how about
that?
Ethan: Really? Well, dad, don’t you think I’m a bit too old for a theme park? and we’ve already
been to Disneyworld!
Katie: But I’d love to see that one! I love Paris!
Susan: The weather won’t be as nice as it is in the summer!
John: Point taken.
Susan: How about a vacation in Hawaii? It could be so relaxing for us and fun for the kids.
They could swim, hike, snorkel, or join an arts and crafts program at a resort. and darling,
we could have romantic dinners overlooking the ocean – just the two of us....while Ethan and
Katie are in bed!
Ethan: Me in bed at 10 p.m.? Are you kidding mum?
Susan: Ok, some other time, maybe....
John: Why not go on a cruise? In the Carribeans? How fantastic it would be!
Susan: Darling, you know how seasick I can get ...
John: Oh yes, sorry about that.
Ethan: I know where we could go to! To Romania!
John: Romania? What for?
Ethan: It is Dracula’s birthplace! We could visit Transylvania and Bran Castle, Dracula’s home.....
Susan: No way. Too cold in winter! But I might want to go there later....
Ethan: Mum, if you wanna find some heat in winter, I advise you to go to India!
Susan: Well, that sounds good!
John:. I wouldn’t mind getting away from the cold myself.
Ethan: Still, I wonder... is there anything worth seeing in India apart from the Mosques?
Susan: Darling! Sure! I’m sure you’ve heard of the Taj Mahal which is said to be so spectacular
and amazing. There are also magnificent temples, tiger sanctuaries and colonial tea
plantations!
John: Gee, when you describe it like that, it sounds really great!
Susan: And that’s not all. We’ll be able to eat delicious, spicy food, and drink the
world-famous Chai tea!, and I’ll be able to buy myself beautiful saris!
John: I’m sure it will be the best vacations ever!
Ethan: Hey mum,why did you say ‘colonial’ tea plantation?
Susan: Well you know India used to be a British colony....
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Katie: Wow!!! So the Indians must speak English very well then....
John: Well, they do speak English, yeah. You know English has become a world language,
spoken by at least 750 million people.
Katie: Yes, I knew that dad!
John: Well, The official language of the Republic of India is Hindi. but English is the most
commonly spoken language in India.
Katie: Great! Let’s go to India dad!
John: So it seems our minds are all set on India, right?
Susan, Katie and Ethan: Yeah!!!!
Exercise 6
An immense mausoleum of white marble, built in Agra between 1631 and 1648 by order of
the Mughal emperor Shah Jahan in memory of his favourite wife, the Taj Mahal is the jewel of
Muslim art in India and one of the universally admired masterpieces of the world’s heritage.
Extract 1:
(Irish accent)
Extract 2:
(Indian accent)
Extract 3:
(English accent: RP)
Extract 4:
(American accent)
Extract 5:
(Scottish accent)
Exercise 10
Travel Agent: Getaway Travel. How may I help you?
John: Yes, I’d like to make a flight reservation for the twentieth of February.
Travel Agent: Okay. What is your destination?
John: Well. We’re flying to Delhi, India.
Travel Agent: Okay. Let me check what flights are available... [Okay] And when will you be
returning?
John: Uh, well, we’d like to catch a return flight on the sixth of March. Oh, and I’d like the
cheapest flight available.
Travel Agent: Okay. Let me see. Um, hmm . . .
John: Yeah?
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Travel Agent: Well, the price for the flight is almost double the price you would pay if you
leave the day before.
John: Whoo. Let’s go with the cheaper flight. By the way, how much is it?
Travel Agent: It’s only $580.
John: Alright. Well, let’s go with that.
Travel Agent: Okay. That’s flight Air India number 102 from New York, Kennedy Airport to
Delhi.
John: And what are the departure and arrival dates for each of those flights?
Travel Agent: It leaves New York at 4 pm, arriving in Delhi at 4:55 pm.
John: Alright. And, uh, I’d like to request a vegetarian meal.
Travel Agent: Sure, no problem. And could I have your name please?
John: Cameron. C.A.M.E.R.O.N.
Exercise 11
John: Here is my passport, and my ticket.
Check-in Personnel: Where are you headed?
John: We are going to Delhi.
Check-in Personnel: How long will you be staying?
John: For 2 weeks.
John: I want to check in the large suitcase, and I ‘d like to carry the smaller one on with me.
Check-in Personnel: I will weigh them. Everything is fine. What seat would you like: window or
aisle?
Check-in Personnel: Good. Here are your boarding passes.You can go to gate B 11.
Exercise 13
Customs Officer: Next. Passport, please.
Susan: Okay.
player.
Susan: Sure.
Customs Officer: Okay . . . Everything’s fine. Uh, by the way, is this your first visit to India?
Susan: Well, yes, it is.
Customs Officer: Well, enjoy your trip, Madam.
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Susan: Thanks, Officer.
Exercises 14 et 15
Extract #1:
Customs Officer: Uh, what is the purpose of your visit, business or pleasure?
Susan: Pleasure. We’re going to be touring the country for two weeks..
Extract #2:
Extract #3:
player.
Susan: Sure.
Exercise 17
Cinnamon-cloves-mustard seeds-saffron-turmeric-bay leaves-coriander-ginger
Exercise 19
Cauliflower – garlic-onion– potatoes – turnip – spinach
Exercise 23
Ethan: Gee! The people are friendly here in Main Bazaar. This is a really nice place. Well. I’m
hungry. Mum, could we just stop here? There’s a nice restaurant. Oh, it’s called ‘Diamonds’.
Funny, isn’t’ it?
Katie: Not really. India is often compared to a diamond, because of its shape.
Waiter: Hello, Can I help you?
John: Yes, we’d like to have some dinner. Could we see the menu please?
The Waiter: Certainly Sir. Here you are.
John: Thank you very much.
The Waiter: Take your time.
John: Thank you. Ok.
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Susan: They have got a lot of different food here. This looks good.
The Waiter: Can I recommend today’s special, Sir?
John: Yes, please. What is it?
The Waiter: Well it is vegetarian. Vegetarian Biriyani
John: Vegetarian Biriyani? I’ll have that!
Susan: Ok. I’ll have that too!
Ethan: (It) sounds great. But what is it exactly?
Waiter: It is Aromatic Indian basmati rice cooked with fresh herbs and spices.
Ethan: What sort of spices? Is it hot?
Waiter: Well it’s a vegetable mix with Basmati Rice. There are Onions, Tomatoes, Carrots
Beans, Peas, mixed with Yogurt, chili powder, Ginger, garlic, Coriander, lemon juice and
Saffron.
It’s not hot, it’s rather mild.
Ethan: Nah...I’ll have the samosas for starters and I’ll have Tandoori Chicken.
Waiter: — Excellent choice!
Katie: I don’t know what to have....
Waiter: May I recommend Shrimp Biriyani? It’s mild and very tasty.
Katie: — OK. I’ll have that.
Waiter: — Fine (...) Would you like something to drink?
John: — yes, please. May I see the wine list?
Waiter: — I’m afraid we don’t serve wine. Only beer.
John: — Oh, I see. Well, lemonade for me then.
Katie: Yes, and I’d like a glass of Coke, please.
Waiter: And you Ma’m?
Susan: I’d like massala chai.
Waiter: Would you like anything else to drink?
Ethan: Yes, I’d like Lassi, please. Does that taste like milk shake?
Waiter: Yes, that’s right. Fruit Lassi then? We have mango lassi, banana lassi....
Ethan: Mango! My favourite!
Waiter: very well, Sir. Can I bring you anything else?
John: No, thanks. We’re fine. (few minutes later)
Waiter: How is everything?
Susan and John: Great!
Exercise 24
A tomb – a burial place - A mausoleum - Mughal - mourn - architecture
Exercise 26
The Taj Mahal is a mausoleum (- or a tomb) and monument - built in the mid-17th Century In
1631, in Agra, India.
The Taj Mahal was built because of a love story! It was built by the Prince of the Mughal
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Empire in memory of his favourite wife. In 1607, Prince Khurrum of the Mughals, at the age of
14, fell in love with a 15 year girl and became engaged. The couple had to wait 5 years for their
wedding day, but then had a long and very happy marriage. Prince Khurrum became Emperor
in 1628 and was then known as Shah Jahan (“King of the World”), and his wife was known as
Mumtaz Mahal (“Beloved Ornament of the Palace”).
In 1631, Mumtaz Mahal died while giving birth to their 14th child. The Emperor was so sad he
ordered that a beautiful memorial to his wife should be built.
This beautiful building is regarded as one of the Seven Wonders of the world.
The Taj Mahal is decorated with 28 different varieties of precious and semi-precious stones.
1,000 elephants and 22,000 workers were used in its construction, which took over 20 years!
The Taj Mahal was built entirely out of white marble, which was brought in from all over India
and Asia.
It is said that the Emperor was so heartbroken when his wife died that he ordered his court to
go into mourning for two years.
Exercise 28
1- Carl
2- pale
3- dhal
4- all
5- snarl
6- central
7- ball
8- false
9- pal
10- Paul
11- male
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Exercice 29
Phonologie
Vérifie ta prononciation. Répète plusieurs fois ces mots si nécessaire.
comme dans garden, tart, Mahal, Carl
comme dans cat, fat, pal
comme dans America
comme dans any, many, ate
comme dans pale, roomate, male
comme dans fair, care
comme dans hall, ball, false, Paul, all
Exercise 30
Dis à voix haute les phrases suivantes, en essayant d’appliquer les conseils ci-dessus.
The pale American roomate called Paul didn’t care why the black cat was in Carl’s garden!
There were many balls in the hall and all of them belonged to Paul.
Are you sure that planes are safer than cars?
Who ate that apple tart Mary made for my mates and I?
Step 1
Séance 1
Voici un exemple de ce que tu as peut-être noté :

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aristocrats
powerful
Reading book rich people
Fascinating happy
survive Britain London
19th century
life
the poor
difficult dangerous
2 centuries ago
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Step 2
Exercise 1
Susan’s book Katie’s book

Subject Life in London Life in London
Period 19th century 19th century
Place London in general London’s East End
People Aristocrats, rich people The poor
View Positive [X] Negative [] Positive [] Negative [X]
Exercise 2
People in Katie’s book People in Susan’s book

Poor Rich
Unhappy Comfortable
Difficult Privileged
Dangerous Powerful
Underprivileged Safe
Powerless
Homeless
Miserable
Hungry
Needy
Exercise 3
Katie is fascinated by what she is reading
Her Mom doesn’t really understand why she is [X] Fascinated [] Fascinating
“This book is really good. If you read it, you’ll never get bored because this is a fascinating
story.
Step 3
What I like is the atmosphere and the sense of danger in these stories.
This sentence is: Not a question
Exercise 4
Susan: ‘What I like is romanticism
and love stories.
But what I prefer is stories about exotic places
and princes and princesses’
Step 4
Exercise 5
Hi, Alice !
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I’m reading a fascinating book about London’s East End in the 19th century. What I
like is the atmosphere in it. It’s about the difficult and dangerous life of poor people.
When you read this book, you never get bored!
See you tomorrow in school. Katie
Séance 2
Step 5
Méthodologie
Ton titre : Ton titre : Ton titre : Changes
Numéros de 1, 2, 5 3,4 6, 7
paragraphes
Exercise 6
The lower class / the upper class / the middle class
Rich
The upper class
The middle class
The lower class
Poor
Exercise 7
never went to school Rich kids had an easy life
were forced to work had servants to look after them.
had no toys could play as long as they wanted
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Step 6
Obligation,
contrainte
were forced to
Absence d’obligation
ou de contrainte
didn’t have to Could
Possibilité Impossibilité ou
incapacité
Were not able to
had to were allowed to
Exercise 8
Voici un exemple de ce qu’on pouvait écrire. Nous avons choisi de parler à la fois des enfants
riches et des enfants pauvres. Tu n’étais pas obligé de procéder ainsi.
Nous avons mis en gras certains des éléments de la séance qu’il fallait réutiliser.
Il y avait bien sûr d’autres possibilités.
When I was a kid, in the 1870s, I didn’t realize how happy I was.
I was born in an upper-class family, so I had servants to look after me. I didn’t have to go to
school, because I was educated (or taught) at home.
I could play as long as I wanted, and I was allowed to have big, expensive toys.
The poor kids, on the other hand, had a terrible life. They didn’t go to school because they had
to work as soon as they were 7 or 8 years old. That’s why they were not able to read or write.
They weren’t allowed to play, and they had no toys. They were forced to work everyday.
Séance 3
Step 7
Voici une liste des questions auxquelles tu as peut-être pensé. Il s’agit juste d’exemples...
- À partir de quel âge travaillaient-ils ?
- Quels métiers exerçaient-ils ?
- Combien de temps passaient-ils à travailler ?
- Leur travail était-il difficile / pénible / dangereux ?
- Pouvaient-ils faire des pauses ? Pouvaient-ils refuser de travailler ?
- Combien gagnaient-ils ? –
Et ci-dessous nous avons barré les questions qui n’ont pas été posées par Katie :
- À partir de quel âge travaillaient-ils ?
- Quels métiers exerçaient-ils ?
- Combien de temps passaient-ils à travailler ?
- Leur travail était-il difficile / pénible / dangereux ?
- Pouvaient-ils faire des pauses ? – Pouvaient-ils refuser de travailler ?
- Combien gagnaient-ils ?
Step 8
Voici un exemple de ce qui pouvait figurer dans tes notes :
Child labour started 6 or 7
considered normal needed the money
were beaten If they didn’t want to work
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not paid as much as adults

small -> could do things adults couldn’t
worked in factories mines dangerous jobs clean machines
many accidents some killed
Exercise 9
In Victorian England, in poor families, kids sometimes had to work as soon as they could
walk. And when they reached the age of 6 or 7 most of them were employed in factories or
down the mines. Some of them were beaten.
Children were often employed because they were small so they could do things adults couldn’t
do.
The work they did was often very dangerous and there were lots of accidents.
Employers were very interested in child labour because they didn’t have to pay the kids as
much as they paid adults.
Exercise 10
were forced to do very dangerous things
were employed in factories or down the mines
The children were paid very little money for their work
were beaten if they refused to work
were not allowed to play or to stay home doing nothing
Step 9
Phonologie
Phrase n° Work Walk
1 ¸
2 ¸
3 ¸
4 ¸
Exercise 11
Voici un exemple de ce que Katie pouvait dire à sa mère :
Mom, all children weren’t as happy as you think during Victorian times.
It’s true that rich kids had expensive toys and were allowed to play all day. They didn’t have to
work and they weren’t beaten.
But on the other hand, poor kids weren’t so lucky. They couldn’t go to school and they were
forced to work in factories or down the mines. Their families needed the money, so the kids
were beaten if they refused to work.
They were small, so they could do things adults couldn’t do. Their work was very dangerous, so
there were many accidents.
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Step 10
Anticipation
Séance 4
Voici une liste à laquelle tu as pu penser. Attention, certaines des inventions ci-dessous ne sont
pas apparues durant cette période !
- Bicyclette ?
- Cinéma ?
- Téléphone ?
- Automobile ?
- Avion ?
- Train ?
- Télégraphe ?
- Électricité ?
Step 11
Exercise 12
Who does the pronoun “you” in the text refer to?
The person who reads the text
Exercise 13
Which two inventions does the word ‘danger’ refer to?
It refers to the bicycle and the car
Do you think this description is objective? Were roads really dangerous, in the 1880s?
No, because there were not many cars, and they were slow and very noisy. People could see
and hear them easily.
In the box below, draw a picture representing the bicycle described in the paragraph you’ve
studied.
In the same paragraph, can you find two words expressing the same notion, the same idea as
‘crazy’?
Insane / lunatics
Why do you think the narrator used these words?
He wants us to know what ordinary people thought of men riding bicycles or driving cars.
Who could have called the owners of the bicycle and of the car ‘crazy’?
Some of the people who lived in the 19th century
Through this example, we can see that the tone of the passage is...
humorous
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Field Invention Consequences People concerned

Transportation Steam trains Travelling became All people
easy and affordable
Transportation The bicycle Danger on the Excentrics
streets?
Danger, noise...
Electricity in houses.
Transportation The automobile A few rich excentrics
More comfort.
Comfort The light bulb Upper classes
Take pictures of your
Leisure Photography
family
Rich people or
Talk to friends and
groups, families.
relatives who live far
from you home A few rich people
Communication The telephone
Exercise 14
Voici un exemple de ce que Katie pourrait dire à son professeur:
In Victorian England, there were many new inventions that made your life pleasant, as long as
you had enough money to enjoy them.
Thanks to electricity, there were light bulbs and telephones in the houses of a few rich people.
They could also ride a bicycle, or even drive an automobile!
There were not many inventions for poor people. However, they could take the train to visit
their relatives 50 or 100 miles away from London, and, thanks to a photographer, they could
have pictures of their family.
Séance 5
Step 12
1 Population 900,000
2 Jobs ...worked occasionally / did not work at all / criminals
3 Families 7 or 8 kids
4 Houses Dirty – infested with insects – vermin – One room
5 Health Epidemics - disease – handicapped – died before the age of 5.
6 Crime Pickpockets 1888 Jack the...(Ripper) 1,200 prostitutes
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Exercise 15
How many people lived in the East End?
900,000 people lived there.
What kind of people were they?
Poor people, large families and criminals
Did they all have jobs? How else did they make money?
No, they didn’t. Some of them were criminals.
How large were families?
Often with 7 or 8 kids.
How big were the apartments they lived in?
Very small. Only one room.
Exercise 16
1-D 2-B 3-C 4-A 5-E
Exercise 17
Voici un exemple de ce qu’on pouvait écrire en utilisant tous les mots de la liste. Il y a
évidemment d’autres possibilités.
The general population of London thought that situation was intolerable. They couldn’t
accept it (any more), and they said something needed to be done.
Exercise 18
When their husbands died or left them without any money, women were kicked out of their
apartments with their kids.
They were forced to live on the street with nowhere to sleep. That is why most unmarried
women and widows (women whose husbands had died) had to become prostitutes in order
to earn a living. Their kids spent all their time on the street too, and were obliged to beg for
charity.
Exercise 19
When her father died, Kelly and her mother were forced to leave their apartment. Because
they refused they were beaten. Kelly’s mother had to find a solution. So she decided to leave
London, and start a new life in a small village, working as a servant.
Step 1
Exercise 1
Séance 1 c
Séquence 4 c
A B C D
1 V I C T I M S
N O
2 S T I L L
E V R
3 M U R D E R E R
R D M
4 F O G A
5 G C R I T I C A L
A N N
6 W I T N E S S E S
I P
7 N M U R D E R E R
G C
T
8 H I D E O U S
R
S
Step 2
Exercise 2
Ladies and Gentlemen,
I know you may not appreciate our presence in the neighbourhood. But remember that we are
not here to arrest you. We are here for your safety. We are here to ask for your cooperation.
We want this case to be solved as soon as possible. That is why we need witnesses who can
give us information about the suspect. What he looks like, for example. We are looking for a
dangerous murderer who has committed hideous crimes, and we know that we must find him
quickly, or people will get scared and the public opinion will become very critical. The police
will also cneed information about the victims so we will spend a lot of time interrogating their
families and friends to try to discover why the killer murdered them and not someone else. I
know you probably couldn’t see much, because it was dark, and because of the fog.
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Step 3
Exemples de questions possibles :
Séance 2
What is your name?

How old are you?
Where do you live?
Did you see anything?
Did you hear anything suspect?
Who found the victim?
How did you discover the body?
Step 4
Exemples de notes possibles prises durant l’écoute
Witness:
Peter Hopkins 40 born 1848 London
Married 7 children no job
heard woman shouting
saw suspect elegant tall disappeared in fog
around 1 o’clock
Witness did not know victim
Exercise 3
Detective Johnson’s questions Information needed Information obtained

What is your name? Name Peter HOPKINS
How old are you? Age 40
When and where were you born? Date and place of Birth 1848 London
Do you have a job? Job No job / unemployed
Are you married? Marital status Married
Do you have children? Children 7
Did you hear any strange noises Strange noises? A woman, shouting
Did you see the suspect? Physical details on suspect? Tall Elegant
What time did it happen? Time of events Around 1:00 am
Did you know the victim? Links with victim No.
Exercise 4
Name
Age
Information needed
Mary BAKER
26
Information obtained
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Date and place of Birth London’s East End

Job Prostitute
Marital status Unmarried / single
Children 3
Strange noises? No
Physical details on suspect? Dark suit. Well dressed.
Time of events 1:30 am
Links with victim Friends
Voici en gras les questions que tu pouvais poser dans les blancs de l’enregistrement.
What is your name ?
My name is Mary Baker, inspector
How do you spell it?
It’s B.A.K.E.R
Where were you born? (Where do you live?)
I was born in London, in the East End. I’ve lived here all my life, inspector.
How old are you?
I’m 26.
Are you married?
No, I’m not married.
Do you have children?
Yes, I have 3 children.
Do you have a job?
Er...do you really have to ask? Isn’t that clear from the way I dress, inspector. I’m a prostitute.
What else could I do in this area? I need to feed my kids, you see...
Did you hear anything strange?
No, inspector. I didn’t hear anything strange.
Did you see anything?
Yes, I did see something. I noticed this man in a dark suit. He was so well dressed... Not the
kind of person you usually come across in this neighbourhood, inspector!
I suppose it was 1:30 or thereabouts.
Well...I knew her. Just a little. She was a friend of a friend, actually.
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Step 6
Séance 3
Exercise 5
The victim, a 42-year-old occasional prostitute named Mary Ann Nichols was murdered in whi-
techapel on August 31, as she was going back home.
The dead woman was found at half past twelve by two men named Charles Cross and Robert
Pole who were on their way to work. They immediately called for the police. The body was first
examined by Police Constable John Neil who immediately saw that there was nothing he could
do to save her. So the corpse was brought to the morgue.
After forensic examination, it appears that the multiple injuries have been caused by an
extremely sharp knife, similar to the ones used by butchers or surgeons. According to the
doctor who examined the body, the murderer is left-handed.
The policemen were not given any clues or details by the people who live in the street where
the murder was committed. As usual, we have few witnesses. Probably because of the fog, or
maybe because the local population is too scared to testify.
Mary Ann Nichols was considered a particularly nice person, who did not have any enemies.
Step 7
Dans quel cas le sujet est-il capable d’agir ? Dans quel cas n’a-t-il aucun pouvoir sur la
situation ?
Sujet capable d’agir : phrase 2. Aucun pouvoir sur la situation : phrase 1
Quelle phrase est à la voix passive ?
La phrase 1
Exercise 6
‘Where is the body?’
‘I think it has been transferred to the morgue.’
On s’intéresse à la situation présente qui s’explique par un événement passé. -> Present perfect.
‘The doctor says this woman was killed 5 or 6 hours ago’.
Evénement révolu (le moment du décès n’est pas le moment présent) -> Simple past.
‘Today, the streets of the East End are considered a very dangerous place.
Considération générale, liée à une situation présente. -> Présent simple.
Step 8
Age
Victim
42
Mary-Ann Nichols
45
Annie Chapman
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Job Occasional prostitute ?

Date of death August 31 Tonight
Circumstances At night. In the fog. At night. In the fog.
Time body was found 12:30 am 2:00 am
Location Whitechapel Whitechapel
Weapon used Butcher or surgeon’s knife Same weapon (butcher’s knife)
Clues Murderer: left-handed Murderer: left-handed
Alleged murderer Jack the Ripper Jack the Ripper
Exercise 7
The victim (was 45).
She was killed tonight.
Her body was found in Whitechapel
The corpse was discovered at 2:00 am.
Both victims (M.A. Nichols and Annie Chapman)...
They were both killed at night, in the fog.
They both lived in Whitechapel
Séance 4
Step 9
Exercise 8
§ n° : Idée directrice Expressions utilisées dans le texte.
1 Une victime de plus. Another atrociously mutilated body
2 La police ne dispose toujours pas the detectives have not been able to
d’informations précises collect precise information
3 La police ne parvient pas à arrêter le investigators are still unable to find the
meurtrier murderer,
4 Le tueur se permet d’envoyer des lettres Police headquarters received a letter
aux enquêteurs from Jack the Ripper himself!
5 Le contenu de la lettre devait rester thanks to undisclosed sources, we are
secret able to reveal it to our readers
6 La situation est intolérable. Il faut We want more policemen and we want
davantage de policiers dans les rues de them to be better equipped.
l’East End
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Exercise 9
Quel est le point de vue de l’auteur sur le travail de la police ? Cherche dans le texte des
éléments qui te permettront de justifier ta réponse.
L’auteur est très critique vis-à-vis de la police. Il insiste sur les échecs des enquêteurs, et
répète que l’enquête n’avance pas.
Exemples :
unable to understand
the detectives have not been able to collect precise information
still unable to find the murderer
To add to the police’s growing embarrassment
D’après toi, quel pourrait être le sens du terme ‘clueless’ utilisé dans le titre de l’article ? Aide-
toi contexte et de la construction du mot (clue + less)
Dans ce contexte, on peut dire : Dans l’embarras, sans la moindre piste...
Mais littéralement, clueless indique l’absence d’idée, d’élément ou d’indice pour comprendre
une situation.
Vu la manière dont l’auteur présente le travail de la police, dans quel but a-t-il choisi de
publier la lettre qui devait pourtant rester secrète ?
Probablement pour montrer l’inefficacité de la police.
Pour provoquer une réaction de la part des autorités, et pour montrer que la police manque
de moyens pour mener correctement l’enquête.
Exercise 10
Voici un exemple de ce que tu pouvais écrire :
Sir,
I have read the article in this morning’s newspaper. I must say I do not approve of the tone
used by the journalist.
However, I must admit that he is right on some points.
We are unable to catch Jack the Ripper, and this situation is proof that we need more
policemen to investigate these murders. We must do something!
I really think we should send more detectives to question the witnesses.
Séance 5
Step 11
Facts about JTR Meaning / interest
He sends letters to the police He’s having fun. He may be crazy
He’s well-dressed He is not from the East End
He is left-handed Nothing.
He knows anatomy very well He’s an educated man.
He doesn’t steal money from his victims He must be someone with money
He never makes mistakes He’s probably very intelligent
Exercise 11
Jack the Ripper killed mostly dark-haired women ( -> with dark hair)
The witnesses saw a well-dressed man (-> who dresses well)
Step 12
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Suspect 1 Suspect 2 Suspect 3

Name: Michael Ostrog Prince Albert Victor Henry meatloaf
Age: 45 24 52
Profession: Medical doctor (not No job (doesn’t need Butcher Owns 3
any more) Jobless one) shops Has a lot of
now No money money
Education / studies Medical studies Oxford University No Can’t read or
write Knows animal
anatomy
Criminal record (or Yes No Yes (hitting a woman)
criminal past):
Psychological Went to lunatic Can be very violent People say he’s a nice
elements: asylum twice People say he’s fellow Loves expensive
crazy Fascinated by clothes
prostitutes
Let’s recap:
Michael Ostrog has been sent to lunatic asylum

has been to University
knows human anatomy very well
can afford expensive clothes
Prince Albert Victor has never been arrested
well
lives in the East End
Henry Meatloaf is not an educated man
well
doesn’t live in the East End
Step 13
Exercise 13
The most likely suspect is Prince Albert Victor, because:
He can afford expensive clothes and he must be very elegant.
He doesn’t need money.
He’s an educated man.
He can be very violent.
People say he’s crazy.
However, Henry Meatloaf is also a potential suspect.
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Exercise 14
Tu pouvais par exemple dire :
Now, detectives, I think you can release Mr Ostrog, because he is poor and can’t afford
expensive clothes. He’s not an elegant man, and he needs money. Remember Jack The Ripper
doesn’t steal any money from his victims!
I want you to keep Prince Albert Victor in custody, because he is a potential suspect.
I think we should also keep Henry Meatloaf in custody. He’s a suspect too.
Step 1
Describe what the men are wearing?
They are wearing kilts.
Séance 1 c
Séquence 5 c
Do men in France dress like this?

No, they don’t.
What, do you think, is the nationality or origin of these men?
Irish or Scottish.
This photograph was taken on the 17th of March. Who celebrates on the 17th of March?
Irish people.
Try to complete this table:
John’s ancestors: Italian.
Erin’s ancestors: Irish. Arrived in the 19th century.
Reason for leaving Ireland: They left because of the big famine (The Potato Famine)
Number of victims: 1 million Number who emigrated: 1 million.
Number of Irish-Americans today: 40 million.
Step 2
Observe les verbes qu’Erin utilise dans son exposé.
Quel temps utilise-t-elle ? Le prétérit
Quelle est la marque de ce temps (pour des verbes réguliers) ? ed
Mary emploie-t-elle des verbes irréguliers ? Si oui, lesquels ?
base verbale Ë forme du prétérit
be Ë was/were
have Ë had
catch Ë caught
can Ë could
fall Ë fell
Séance 2
Step 3
They travelled by ship
How long do you think the journey took?
two weeks
Read the first part of Mary’s letter to a friend in Ireland and check your answers.
1- Mary wrote this letter: before she travelled to America
2- Where is Mary when she writes the letter? In Liverpool
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3- Her reasons for going to America:

a) There is no work for her in Ireland.
b) All her family died in the Famine.
4- How does she feel about going to America? (3 adjectives):
a) sad
b) excited
c) frightened
5- How did she travel:
a) from her village to Kilkenny ? She walked.
b) from Kilkenny to Dublin ? By coach.
c) from Dublin to Liverpool? By ship.
d) from Liverpool to the house where she is staying? She walked.
6- Can you find a word in the text which corresponds to “voyage” in French? Journey
7- Look at Mary’s description of her journey from her village to Liverpool. Find the words or
expressions that tell us in which order Mary travelled.
a) First b) Then c) After that d) Finally
Observe les verbes que Mary utilise pour décrire son voyage de son village à Liverpool
Quel temps utilise-t-elle ? Le prétérit
Quelle est la marque de ce temps (pour des verbes réguliers) ? ed
Est-ce que Mary emploie des verbes irréguliers ? Si oui, lesquels ?
be (was/were), have (had)
Step 4
Remember the four words or expressions that Mary uses to help describe the chronological
order of her journey. Include them in the letter.
First – Then – After that – Finally
Réponse possible, lettre de Tom Kelly:
My dear Peter,
This is my last letter before I leave Europe!
Tomorrow my ship leaves for America! I am excited but frightened too. It will take two weeks
to cross the Atlantic.
I arrived in Liverpool three days ago. It was a long and tiring journey. First I had to walk to
Cork from our village. Then I travelled to Queenstown by coach. After that I travelled by ship
to Liverpool. Finally I had to walk from the port of Liverpool to our uncle’s house....
Step 5
Séance 3
« unpleasant » est composé d’un adjectif transparent et un préfixe. un+pleasant

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Séquence 5 c
Propose une traduction en français : désagréable

Le contexte t’a permis d’inférer le sens de « to cross the Atlantic » dans la première partie de la
lettre. Alors comment dire « crossing » en français ? traversée (voyage)
« seasick » est un mot composé. Trouve les deux mots qui le composent puis propose une
traduction : mal de mer.
« storms » précède « seasick » dans la lettre et semble en être la cause.
Quel mot pourrait correspondre à « storm » en français ? tempête
Now read the letter again and complete this table
1- Problems on the ship:
a- too many people (not much room)
b- a big storm
2- The Lennon family are:
a- Irish
3- Why don’t the Lennons want to travel to America?
They are too afraid of the long voyage
4- What does Mary promise to do?
She promises to write.
Exercise 1
Complete these sentences and put the verbs in the correct form.
1- Mary will try to find work when she arrives in America.
2- She will stay with friends until she finds work
3- As soon as she gets a job she will look for an apartment.
Séance 4
Step 6
Mary Cantrell left Liverpool on the 6th of December 1849. Her ship crossed the Atlantic in
winter. Can you imagine her journey?
Circle the adjectives you think describe it:
long terrible unpleasant exciting frightening terrifying tiring
Circle the difficulties you think she experienced:
weather storms too many people food water seasickness -
How do you think she felt?
sad excited scared frightened terrified seasick tired hungry thirsty sick lonely
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Step 7
The journey (chronology): goodbye – walk to ship.... went on board, met a boy, could see
America, landed, were accepted.
The problems: no family, no friends, storms, bad, food, little water,
The consequences: lonely, seasick.... seasick, frightened, hungry,
Tense or form (temps du récit) Le prétérit
Mary wrote some verbs in her diary but others are missing. Here are some that you will use:
be – feel – have – meet (irregular)
Are they regular or irregular ? Find the forms of the irregular verbs. Write them here:
be was/were feel felt have had meet met
What words or expressions do you know?
a) to describe the order of events?
first – then – after that - finally
b) to explain the consequence of something
so
c) to explain the cause or the reason for something
because
Exercise 2
Mary’s letter
Réponse possible :
New York, 28th December, 1849
My dear Kitty,
I arrived in New York four days ago. It was a long and tiring journey from Liverpool. First I said
goodbye to the Lennons. Then I walked to the ship and went on board. There were too many
people on the ship. The other passengers were nearly all Irish but I was lonely because I didn’t
have any family or friends on the ship.
There were many storms and I was seasick. I was frightened and also hungry because the food
was bad. We only had biscuits. Many passengers were ill and two children died.
I met a nice boy on the ship, his name is Tom Kelly.
On the 22nd December we were very happy because we could see America. Finally we landed,
on the 24th December. Some passengers were not allowed to land because they were sick. They
were put into quarantine. Myself and Tom were accepted! I promise to write again soon.
Your dear friend, Mary
Step 8
Place the Cherokees lived before 1838
Séance 5
On their ancestral lands in Georgia

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Séquence 5 c
Place the Cherokees lived after 1838 “Indian territory” (now part of Oklahoma).
Why the government forced them to move The white people wanted the Cherokees’ land
What happened if they refused The soldiers dragged them from their houses
and used their bayonets to make them leave
Number of Cherokees forced to move 17,000
Total distance 1200 miles
How long the journey took Six months
Obstacles Hills, mountains and rivers
Weather Rain, sleet and snow
Number who died 4,000
Why they died (causes) Hunger, exposure, exhaustion and disease
Read the text again and use the context to find equivalents for these French words or
expressions:
chemin trail
larmes tears
la neige fondue sleet
même si even if
pied nus barefoot
couvertures blankets
Step 9
Before you start decide what tense you will use. Write it here: the preterit (past tense)
Remember the obstacles the Cherokees faced: Hills, mountains and rivers
Remember the weather: Rain, sleet and snow
Think of adjectives to describe the journey: terrible, unpleasant, tiring, long, frightening...
Think of adjectives to describe the feelings of the Indians: sad, frightened, hungry, cold, tired..
Think of expressions you know
a) to explain the consequence of something: so
b) to explain the cause or the reason for something: because
Exercise 3
Réponse possible :
My name is John Ross. I was 14 years old in 1838 when, one night in October, soldiers came to
our house in Georgia. They forced me and my family to leave. They said we had to go to Indian
territory. We walked for 6 months. The weather was terrible, it was very cold and there was a
lot of rain and snow. We had to cross big rivers and mountains. I was always cold and hungry.
My little brother, who was only 5 years old, died on the trail. When we arrived in “Indian
territory”
I was really tired, sad and angry. I feel very angry today too.
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Exercise 1
Séance 6
1- Quel temps en anglais est utilisé pour le récit d'évènements passés ?

Le preterit (simple past)
2- Quelle est la marque de ce temps (pour des verbes réguliers) ?

ED
3- Ces verbes sont irréguliers. Écris la forme du prétérit pour chaque verbe.
be: was
have: had
catch: caught
can: could
fall: fell
feel: felt
Exercise 2
Complete these sentences with « so » , « because », « in addition to » or “due to »:
1- The passengers on the ship were hungry because there wasn’t enough food.
2- In additon to being hungry they were tired and frightened.
3- There wasn’t any food in Ireland so many of the inhabitants emigrated to America.
4- Many people on the ship were seasick due to bad storms.
5- My ancestors had lots of difficulties in America because they were very poor.
6- The Cherokees didn’t have any blankets so they were very cold at night.
Exercise 3
Complete these sentences with a word from the box:
terrifying terrified excited exciting boring bored
1- The children were terrified when the soldiers came and made them leave their homes.
2- The storms were terrifying for people on their first sea journey.
3- The emigrants were excited when they saw New York.
4- Passengers were often bored on the long sea journey because they had nothing to do.
Exercise 4
Complete this text and put the verbs in the correct form:
Paddy Walsh is going to America next week. When Paddy (arrive) arrives in America he (look)
will look for a job. As soon as he (find) finds a job he (search) will search an apartment. Until
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Séquence 5 c
he (find) finds an apartment he (stay) will stay with a cousin in the Bronx.
Exercise 5
Have you got a good memory? Answer these questions and find out!
1- In what century did the Potato Famine take place in Ireland?

a) 18th century b) 19th century c) 20th century
2- How many people died because of the Potato Famine? about one million
3- How many Irish people emigrated because of the Potato famine? one million
4- In what state did the Cherokees live before they were forced off their land? Georgia
5- What was the name given to their journey? The Trail of Tears.
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Step 1
˝ Canada.
1- Detroit
Séance 1
2- Michigan
3- Ottawa
4- a- English b- French
5- Canada is much bigger than the USA (in size).  True
6- Winnipeg
7- Niagara Falls
8- Queen Elizabeth
9- The maple tree
10- Ice-hockey
What general impression of Canada do you get from the article.
˛ a big country
Find three adjectives which confirm your answer:
a- enormous b- vast c- huge
(autres possibilités: largest, bigger)
Exercise 1
1- Which country is bigger than Canada?
2- What is the population of Canada?
3- What is the name of the currency used in Canada? (What is the national currency of
Canada?) (money)
4- What is the weather like in winter?
Exercise 2
Link these sentences with « although »:
1- Although Canada is an independent country the Queen is the official ead of State.
2- Although Toronto is the biggest city Ottawa is the capital.
3- Although Canada has got two official languages many Canadians aren’t bilingual.
Séance 2
Step 2
Exercise 3
Now match an element from column A to column B:
1i 2f 3a 4e 5g 6h 7c 8b 9d
Now, find nine irregular verbs in the text and complete the table
build
be
have
Verb Preterit form
built
was
had
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Séquence 6 c
teach taught
learn learnt
make made
burn burnt
go went
can could (couldn’t)
Les verbes qui relatent ces faits sont donc conjugués au prétérit.
Exercise 4
Place les mots suivants dans le tableau en fonction de la prononciation de la voyelle « i » :
[I] [ai]
native right
fishing colonize
live arrived
rivalry
exile
Séance 3
Step 3
Look at this quiz and see what you know about the native inhabitants of North America.
1- All Native American peoples speak the same language. ˛ False
2- Christopher Columbus was the first person to arrive in North America. ˛ False
3- First Nations people and Native Americans all live in teepees today. ˛ False
4- The native people of Canada that the Europeans called Indians are now called First Nations
people ˛ True
5- The carvings* on a totem pole tell the life story of the owner*. ˛ True
6- Information and family histories came from storytellers. ˛ True
7- The Inuit in Canada were once called Eskimos. ˛ True
8- The Inuit live in igloos today. ˛ False
9- All Inuit, Native Americans and First Nations people live in Canada. ˛ False
10- Each First Nation or Native American tribe has got its own traditions. ˛ True
Answers
1d 2h 3e 4a 5g 6b 7f 8c 9j 10 i
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Exercise 5
Réponse possible :
Before European explorers arrived in North America, there was a vast, and diverse native popu-
lation there. When Christopher Columbus arrived in North America he thought he was in India
so he called the inhabitants Indians. Today, in Canada, these people are called First Nations
people. They speak more than 30 different languages. Some live on reserves and others in cities
and towns. Each tribe has its own traditions but some traditions are shared (partagées).
Séance 4
Step 4
1- They lived in wooden houses.
2- They ate corn, beans, berries, wild animals (deer...)
3- They travelled on foot, by canoe, by toboggan and by sleigh.
4- They wore clothes made from animal furs.
5- They were taken to a shaman (a medicine man or woman)
6- The older women of the clan elected them.
Read the story again and see if you can find the equivalent of these French words:
de bois wooden
cultures crops
haricots beans
baies berries
sauvage wild
ours bear
cervidés (biches, cerfs...) deer
loups wolves
fourrures furs
traîneaux sleighs
guérir cure
Exercise 6
The Plains Cree People
The Plains Cree People were nomads. They lived in teepees on the plains of central and western
Canada. To get food they hunted wild animals such as buffalo. The Plains Cree wore clothes
made from buffalo hides. They wore moccasins on their feet. They travelled on horseback. If
people were sick they were taken to see a shaman. A chief was elected but was usually the son
of a chief.
*buffalo herd: troupeau de buffles/bisons
Step 5
team win ice court lose
Séance 5
You are going to listen to a discussion about an ice hockey game.

hockey gym
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Séquence 6 c
goal stadium captain spectators

Find the verbs in the list. Write them here: win, lose
Are they regular or irregular verbs? They are irregular verbs.
Write their past (preterit) forms here: won, lost
Circle them if you think you will hear them : team, hockey, stadium, won
Now look at this table. Use your notes to complete it.
John looks tired.
Reason: he got home late (didn’t get much sleep)
Where he was: at a hockey game (match)
Two teams Toronto and Montréal
Winner: Toronto
Exact Result: Toronto 4, Montréal 3
Atmosphere: Incredible
Problem: The traffic was terrible.
After the match John got some of the players’ autographs (even the goalie’s).
Listen to these sentences again:
Was it difficult for John to get into the stadium for the start of the match? Yes
Do you think it was difficult to get the autograph of the star of the game? Yes
Exercise 7
The match was difficult but Toronto managed to win.
Montreal didn’t manage to beat Toronto.
The goalie managed to save a great shot.
Exercise 8
Before you start, list all the verbs you will use (in your exercise book). What tense or form will
you use? The preterit (past tense).
Write your email here.
Réponse possible :
Dear (ou i) prénom inventé
ow are you? I hope you are having a good time in France. Last night I went to see the hockey
game with Brian. Toronto were playing against Montréal. The traffic was very bad but we
managed to get to the stadium for the start of the game. The game was very exciting and the
atmosphere was incredible. Toronto won, 4-3. After the game we stayed around and managed
to get some of the players’ autographs.
Love, John
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c Séquence 6
le coin des curieux
1- Maple Leafs ‡ Toronto

2- Canadiens ‡ Montréal
3- Canucks ‡ Vancouver
4- Oilers ‡ Edmonton
5- Senators ‡ Ottawa
6- Flames ‡ Calgary
Séance 6
Step 6
Do you remember the colours of the Canadian flag? What are they?
red and white.
The national symbol of Canada, the maple leaf is in the centre of the flag.
Do you know what the maple tree is called in French? L’érable.
Read these sentences. Circle the correct answer, right or wrong. If the sentence is wrong, write
a correct sentence.
1- Maple syrup is a sweet liquid ˛ Right
2- It comes from a tree ˛ Right
3- It was discovered by European settlers in Canada  Wrong ˛ wrong
Maple syrup was discovered by the First Nation tribes of Canada many years ago, long
before the first Europeans reached North America.
4- In the past it was more expensive than sugar ˛ Wrong
Maple syrup production quickly developed because other types of sugar were hard to find
and very expensive at that time.
5- The sap from the maple tree is collected in winter ˛ Wrong
Every spring, when the snow began to melt, they would cut holes in maple trees and collect
the liquid (called sap).
6- The sap is collected from young maple trees ˛ Wrong
A maple tree must be at least 40 years old before it can be tapped for its sap
7- Maple syrup has got lots of calories ˛ Wrong
There are only 40 calories to 1 tablespoon of maple syrup
Now use the sentences (from 1 to 7) to write a paragraph about maple syrup. Write it in your exercise book.
Maple syrup is a sweet liquid which comes from a tree. Maple syrup was discovered by the First
Nation tribes of Canada many years ago, long before the first Europeans reached North America.
Every spring, when the snow began to melt, they would cut holes in maple trees and collect the
liquid (called sap).
When European settlers arrived in Canada maple syrup production quickly developed because
other types of sugar were hard to find and very expensive at that time.
A maple tree must be at least 40 years old before it can be tapped for its sap.
Maple syrup hasn’t got lots of calories. There are only 40 calories to 1 tablespoon of maple
syrup!
Exercise 1
Séance 7
ave you got a good memory? Test your memory by answering these questions about Canada.
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Séquence 6 c
1- Write the namees of three Canadian cities here.

Réponses possibles : Montreal, Toronto, Calgary, Edmonton, Winnipeg, Ottawa...
2- Write the names of three of the Great Lakes (on the border between the USA and Canada).
Réponses possibles : Lake Superior, Lake Michigan, Lake Huron, Lake Erie, Lake Ontario.
3- Who is the official head of state of Canada? The Queen (of the United Kingdom)
4- What are the colours of the Canadian flag? Red and white
5- What are the two official languages of Canada? a) English b) French
6- What’s the most popular sport in Canada? Ice hockey
7- Which country is bigger, the USA or Canada? Canada
8- What name is giiven to the French speakers who were expelled from Nova Scotia in the 18th
century? The Acadians
9- Name two First Nation peoples.
Réponses possibles : The Wendat (The huron), The Plains Cree, The Mohicans...
10- What Canadian product do people pour on pancakes? Maple syrup
Exercise 2
a) Although Montréal is in Québec many people (in Montréal) speak English.
b) Although Canada is an independent country the Queen is the head of state.
c) Although Canada is a very big country the population is quite small.
Exercise 3
Write the preterit form of these irregular verbs:
a) burn burnt
b) build built
c) learn learnt
d) lose lost
e) win won
Exercise 4
Look at these words. Say each word aloud. In which word is the pronunciation of the letter
« i » different?
right - arrive - native - five - night - light.
Anglais 3e
Livret de cours
Sylvie Beuzon
Paul Cody
Frédéric Duc
Odile Malavaux
Olivier Immoun
©Cned-2009
Sommaire
Séquence 7
Séance 1 Parler pour décrire Lecture d’un extrait Lexique de la Mémoriser pour
Illustration d’une d’œuvre littéraire description prendre la parole
métaphore Les métaphores It makes me think de façon continue
Extrait de The of.../It makes me afin de décrire
Curious Incident feel... un document
of the Dog in the Métaphores iconographique
Night-Time, de
Mark Haddon
Séance 2 Parler pour décrire à Lecture d’un extrait Lexique lié à la Prendre la parole
Document partir de notes d’Œuvre littéraire thématique Modal : de façon continue à
iconographique Exprimer de fortes Période historique : must be avec valeur partir de notes pour
d’accroche hypothèses la seconde guerre de forte hypothèse décrire un document
Extrait de The mondiale iconographique
Boy in the Striped
Pyjamas, by Irish
novelist John Boyne
Séance 3 Exprimer des Documents sur la Lexique de la Être capable
Dossiers de obligations au passé vie quotidienne thématique de trouver des
notes sur la vie dans les camps de Had to à valeur informations dans un
quotidienne dans concentration d’obligation texte portant sur une
les camps de thématique connue
concentration
Séance 4 Parler pour remercier Interviews de Lexique lié à la Intonation Savoir intérargir
Interviews et solliciter survivants de la thématique des phrases à l’oral de façon
Parler pour restituer Shoah Expressions de exprimant la guidée et structurée
des informations sollicitations et de sollicitation et le
et demander des remerciements remerciement
précisions
Interviewer
Séance 5 Décrire la vie Idem Used to L’accent de Savoir utiliser
Extrait des mêmes quotidienne passée Present perfect + phrase porteur de l’accent de phrase
interviews Parler pour réformer already et yet sens pour corriger
Liste de tâches à un élément d’une le propos de
accomplir conversation pour l’interlocuteur
quelqu’un qui n’a pas
compris
Parler pour rendre
compte
Séance 6 Parler pour solliciter Imperial War Lexique des Intonation Savoir adapter le
Liste de tâches à Museum, ressources éducatives des phrases registre de langue à
accomplir ressources Have to au futur avec exprimant la l’interlocuteur (1)
Conversation éducatives valeur d’obligation sollicitation
téléphonique
Séance 7 Parler pour réagir Poème Would/could : valeur Intonation Savoir adapter le
Conversation J’apprends un poème de politesse des phrases registre de langue à
téléphonique Expressions de exprimant l’interlocuteur (2)
Poème réactions (stupeur, des réactions
enthousiasme, (stupeur,
accord, réponse enthousiasme,
positive) accord, réponse
positive)
Séance 8 Réactivation des Rebrassage des Réactivation Prise de Être capable de
Documents outils langagiers de la thèmes culturels conscience vérifier que l’on
travaillés lors de la séquence abordés des critères a tous les outils
séquence à respecter nécessaires pour
pour réussir aborder l’évaluation
l’évaluation
Séance 1
Je parle pour décrire
J’apprends ce qu’est une métaphore et je fais de l’étymologie
Je découvre un extrait d’œuvre littéraire authentique
L’activité langagière dominante de cette séquence est la production orale : « parler en continu » et
« réagir et dialoguer ». C’est une compétence indispensable, tu t’en doutes, si tu veux communiquer
dans une langue étrangère, mais qui n’est pas facile à développer lorsque l’on n’est pas en face de
quelqu’un pour parler. Les différentes séances te guideront pas à pas vers davantage d’autonomie à
l’oral et te proposeront des tâches qui essaieront de pallier l’absence de récepteur (celui qui écoute)
et d’interlocuteur (celui qui répond). Suis bien toutes les consignes des activités accompagnées du
symbole "micro" et essaie dans la mesure du possible de t’enregistrer.
je parle pour décrire

Step 1
Watch this picture very carefully
1- Describe it. You can use this

anatomical drawing as a help!
eyelid
pupil
iris
An eye
I can see….
2- What does it make you think of? Why? (À quoi cela te fait-il penser ? Pourquoi ?)
Example of an answer: It makes me think of Adam and Eve because of the apple.
What about you?
It makes me think of...
3- What does it make you feel like? Why? (Quel sentiment cela éveille-t-il en toi ? Pourquoi ?)
Example of an answer: It makes me feel happy because I think it is funny to draw an
apple in an eye.
It makes me feel...
Step 2
1- Listen and repeat.
eye [ai]- iris [ai{ris]- pupil [pju:pil]
- it makes me think of Adam and Eve[i:v]- it makes me feel happy
2- Read your three paragraphs aloud. Be careful with the pronunciation of the words above.
(Lis tes trois paragraphes à voix haute. Sois très attentif/ve à la prononciation des mots ci-
dessus.)
3- Read your first paragraph aloud very carefully again. Hide it. Look at the picture and
describe it:”I can see…” (Lis ton premier paragraphe à voix haute à nouveau en étant très
attentif/ve. Cache-le. Regarde l’image et décris-la : « I can see.. »)
4- Read your first and second paragraphs aloud. Hide them. Look at the picture, describe it
and say what it makes you think of and why: “I can see…It makes me think of…because
of…”
5- Read your first, second and third paragraphs aloud. Hide them. Look at the picture,
describe it, say what it makes you think of and why and say what it makes you feel like
and why: “I can see… It makes me think of…because of…It makes me feel… because…”
j e retiens
Pour décrire un document iconographique (une image, une photo de presse, une
caricature…)
- Je l’observe attentivement.
- Je décris ce que je vois : I can see…
- Je dis ce à quoi ou à qui cela me fait penser et je me justifie : It makes me think of…
because…
- Je dis ce que je ressens et pourquoi : It makes me feel… because…
En suivant cette méthode, tu n’as pas besoin d’écrire ton texte et d’apprendre
paragraphe par paragraphe. Tu sais ce que tu as à dire.
j’utilise des métaphores et je fais de l’étymologie

Step 3
1- Look at the picture again. It illustrates a metaphor. Which one? Tick the correct answer.
I laughed1 my socks off r
We had a real pig of a day r
She was the apple of his eye r
2- What do these metaphors mean? Choose the correct meaning for each of them.
a) I laughed my socks off
- I took my clothes off before going to bed r
- It was extremely funny r
- My feet stink2 r
1 laugh = rire
2 stink = puer / sentir mauvais
b) We had a real pig of a day

- We had pork for lunch r
- We ate a lot that day r
- We spent a horrible day r
c) She was the apple of his eye
- He liked her a lot r
- She liked him a lot r
- She made apple pies r
3- What is a metaphor?
The word “metaphors” comes from two Greek words which mean “to carry from one to
the other”. (Le mot “métaphore” vient de deux mots grecs qui signifient “transporter de l’un à
l’autre”.)
A metaphor expresses something abstract like for example “he liked her a lot” in terms
of something concrete: “the apple of his eyes” that everybody can understand.
(Une métaphore exprime quelque chose d’abstrait comme par exemple “elle l’aimait
beaucoup” en des termes concrets : « la prunelle de ses yeux ».)
O Les références concrètes en français – encore appelées « véhicules », ne seront pas

forcément les mêmes qu’en anglais. On parle en anglais de « pomme », en français, ce
sera « la prunelle ». On reste dans le domaine des fruits !
Here are a few examples of metaphors in French:
- il fait un froid de canard
- elle est une vraie bouffée d’oxygène
- cet objet m’a coûté la peau des fesses
Exercise 1
Can you give two other examples of metaphors in French?
.........................................................................................................................................
.........................................................................................................................................
Exercise 2
1- Listen to this excerpt from The Curious Incident of the Dog in the Night-Time, by Mark
Haddon (BCA). The hero and narrator, Christopher Boone is fifteen and has Asperger’s
Syndrome. He is giving his opinion about metaphors.
(Écoute cet extrait du The Curious Incident of the Dog in the Night-Time, by Mark Haddon
(BCA). Le héros et narrateur, Christopher Boone, a quinze ans. Il est autiste. Il donne son avis
sur les métaphores.)
[…] it is when you describe something by using a word for something that isn’t. This
means that the word metaphor is a metaphor.
I think it should be called a lie because a pig is not like a day and people do not have
skeletons in their cupboards. And when I try and make a picture of the phrase in my head
it just confuses me because imagining an apple in someone’s eye doesn’t have anything to
do with liking someone a lot and it makes you forget what the person was talking about.
2- True or false?
Christopher likes metaphors. r true r false
Christopher says that metaphors are lies. r true r false
A lie is when you tell the truth 1
r true r false
3- Which metaphor does Christopher refer to when he says “I think it should be called a lie
because a pig is not like a day…”
4- Christopher refers to this metaphor: “They had a skeleton in their cupboard”. Can you
guess its meaning?
- They are keeping secret a bad or embarrassing fact about themselves r
- They have killed someone and hidden his body in a cupboard. r
- They are fans of the television serial The Experts. r
j e retiens
Une métaphore :
C’est un type particulier d’images qui associe un terme à un autre appartenant à
un champ lexical différent afin de donner au discours des images de référence plus
concrètes.
Ex : elle se distingue de la comparaison (en anglais : simile) dans le sens qu’elle n’utilise
pas d’outil de rapprochement tel que « comme, pareil à… »
Exemple de comparaison (simile) : She is as sweet as honey.
Exemple de métaphore : She is the apple of his eyes. (Elle est la prunelle de ses yeux.)
O Les références concrètes en français – encore appelées « véhicules », ne seront pas

forcément les mêmes qu’en anglais. On parle en anglais de « pomme », en français,
ce sera « la prunelle ». On reste dans le domaine des fruits ! Une métaphore est une
figure de style souvent employée en littérature, mais aussi dans la vie courante. On a
l’impression qu’elle facilite l’accès au sens. Christopher, lui, ne partage pas cet avis.
Et toi, qu’en penses-tu ? Utilises-tu des métaphores quand tu parles ?
1 to tell the truth : dire la vérité (cf. true)
Séance 2
Je parle pour décrire à partir de notes
Je découvre une nouvelle thématique
J’émets de fortes hypothèses
je parle pour décrire à partir de notes

Exercise 3
Look at this picture
You will have to present it orally the way you did in Séance 1. Don’t write your text. Just take
notes.
1- Here is a word bank to help you, but you need to match each English word or expression
with its French equivalent. Write down the answers in the grid on the right. Use your
logic!
English words French equivalent English words French equivalent

Barbed wire Effrayé Barbed wire
Stripes Protéger Stripes
Fence Triste Fence
Prison Prisonnier Prison
Field Rayures Field
Protect Champ Protect
Prevent…from+V-ing En sécurité Prevent…from+V-ing
Escape from Fil de fer barbelé Escape from
Prisoner Mal à l’aise Prisoner
Prison warden Barrière Prison warden
Ill at ease Soldat Ill at ease
Scared Empêcher … de… Scared
Safe Gardien de prison Safe
Sad S’échapper de Sad
Soldier Fermier Soldier
Farmer Prison Farmer
2- Listen and repeat the words of the word bank.

3- Write your notes. Just write keywords. (Écris tes notes. N’écris que les mots clés.)
I can see.. It makes me think of… It makes me feel
- - -
- - -
- because of… because…
- - -
- -
Listen again to the list of words of the word bank if necessary. Present the document orally.
Record yourself if possible.
je découvre une nouvelle thématique

Step 4
1- Read this excerpt from a book. Underline all the words you understand.
Shmuel reached down and lifted the base of the fence, but it only lifted to a certain
height and Bruno had no choice but to roll under it, getting his striped pyjamas
completely covered in mud as he did so.
2- Write the appropriate caption
boy’s name:
boy’s name:
3- Read another excerpt from the next page of the book

[…]there were crowds of people sitting together in groups, staring at the ground, looking
horribly sad ; they all had one thing in common: they were all terribly skinny and their
eyes were sunken and they all had shaved heads[…]
a) Underline the four adjectives of the paragraph in blue. They all begin with the
letter “S”
b) Copy them:
................................................................................................................................
c) Underline the two adverbs of the paragraph in red

d) Copy them:
................................................................................................................................
4- Read the last extract.
In one corner Bruno could see three soldiers who seemed to be in charge of a group of
about twenty men.
Sum up everything you know about the characters in these excerpts
Shmuel
Bruno
Crowds of people
Soldiers
5- You have many pieces of information about the characters of the story. You can now
express hypotheses about the context of the story. In your opinion,
a) where does the action take place? Justify your opinion.
It must be in .............................................................................................................
k
b) when does the action take place? Justify your opinion.
It must be during the ......................................./in ....................................................
k
c) who do you think Shmuel is? Justify your opinion.
Shmuel must be ........................................................................................................
k
d) who do you think Bruno is? Justify your opinion.
Bruno must be ..........................................................................................................
k
j’émets de fortes hypothèses

Step 5
Let’s think before going any further. (Réfléchissons avant d’aller plus loin.)
1- Read this sentence:
The soldiers must be German soldiers in charge of the prisoners in the concentration
camp.
Must be indicates that…
a) we know that the soldiers are German soldiers r
b) we are quite sure that the soldiers are German soldiers r
c) we are not sure at all that the soldiers are German soldiers r
2- What would you say if you were not sure at all that the soldiers are German soldiers?
(Remember Palier 1 Niveau 2 Séquence 2)
Exercise 4
You are going to hear five noises. Number the sentences according to what you hear.
(Tu vas entendre cinq bruits. Numérote les phrases en fonction de ce que tu entends.)
a) It must be the rain falling r
b) It must be a car starting r
c) It must be a storm raging r
d) It must be people walking r
e) It must be a bird singing r
Exercise 5
Translate into English
1- Shmuel et Bruno doivent être dans un camp de concentration parce qu’ils portent tous
deux un pyjama rayé.
.........................................................................................................................................
2- Shmuel doit être un prisonnier parce qu’il a le crâne rasé et il est horriblement maigre.
.........................................................................................................................................
j e retiens
Pour exprimer une hypothèse quasi-certaine, j’utilise l’auxiliaire modal must + be
Ex: Shmuel must be a Jewish child in a concentration camp.
(Shmuel doit être un enfant juif dans un camp de concentration.)
The extracts you have read are from the book The Boy in the Striped Pyjamas, by Irish novelist John
Boyne. It is the life story of Bruno, a nine-year-old German boy whose father is a Nazi officer. The
family has to move from Berlin when the father is called to supervise a concentration camp called
“Outwith”1. Bruno thinks the concentration camp is a farm and wonders why its inhabitants are
always wearing striped pyjamas. He becomes friends with Shmuel, a Jewish boy his own age who
lives on the other side of the fence…
The story has also been made into a film directed by Mark Herman in 2008.
1- Outwith Quand tu prononces ce mot, cela te fait penser à Auschwitz, le camp d’extermination.
Out with it : expression agressive que l’on utilisera lorsque l’on veut que quelqu’un avoue quelque chose.
Séance 3
Je trouve des informations recherchées dans un texte
abordant une thématique connue (1)
J’apprends à exprimer des obligations au passé
You are a journalist working for a new channel specialized in educational TV programs, the Ilook4
Channel. The director has a special assignment for you. He wants you to launch a new series of
programs about history called Hi Story. The first one will be dedicated to the concentration camps
during the Second World War (WW2). You have to carry out some research to provide educational
material for thirteen to fourteen-year-old pupils.
(Tu es journaliste et tu travailles pour une nouvelle chaîne de télévision, Ilook4, spécialisée
dans les émissions éducatives. Le directeur a une mission très spéciale à te confier. Il veut
lancer une nouvelle série d’émissions intitulée « Hi Story ». La première sera consacrée aux
camps de concentration pendant la Seconde Guerre mondiale. Tu dois faire des recherches
pour fournir un matériau éducatif à destination d’élèves âgés de 13 à 14 ans.)
Tu devras, pour la tâche finale, rendre compte de l’avance de tes recherches auprès du
directeur de la chaîne. Tu devras demander à ta secrétaire de t’aider à mener à bien ton
travail. Tu devras également embaucher un acteur qui participera à l’émission.
jabordant
e trouve des informations recherchées dans un texte
une thématique connue
Step 6
A- You are starting your research and you have just been reading The Boy in the Striped
Pyjamas. You decide to learn more about everyday life in concentration camps. You would
very much like to have the opportunity to interview two Shoah survivors. (Tu as commencé
tes recherches et tu viens de finir la lecture du livre The Boy in the Striped Pyjamas. Tu
décides d’en apprendre un peu plus sur la vie quotidienne dans les camps de concentration. Tu
aimerais bien pouvoir interviewer deux survivants des camps.)
You have made a list of questions on your note pad and Jane, your secretary has prepared
files about different themes. (Tu as listé quelques questions sur ton calepin et Jane, ta
secrétaire a préparé des dossiers classés par thème.)
1- What time did prisoners have to get up in the morning?
2- How were they transported to the camp?
3- What happened when they arrived in the camp?
4- Where did they live?
5- What did they eat?
6- What happened to the children?
7- How long could the roll call last(= l’appel)?
Which file are you going to open to find answers to your questions? Match the number of
the questions with the appropriate file. (Quel dossier vas-tu ouvrir pour trouver les réponses à
tes questions ? Associe le numéro des questions au dossier qui convient.)
Files Questions number
Reception and selection
The prisoner’s day
Housing conditions
Food
Check and correct.

B- Open the Reception and selection file
Reception Transports often arrived at the camps carrying prisoners who had
traveled for days with nothing to eat and nothing to drink. Trains were
and selection
filled with people herded into cattle wagons so tightly that there was
only room to stand.
In every concentration camp, the newly arrived were subjected to the
ritual of reception. Doctors sat behind a table. The doctor would
raise his thumb and point to the right or to the left. To the left meant
immediate death in the gas chamber. That concerned almost all
children, women with children, all the elderly. For those who looked
stronger, and were sent to the right, there was the concentration
camp.
Word bank:
cattle: le bétail
thumb: pouce
1- Read the file, underline all the words you understand.
2- Read the first question (n°2): How were they transported to the camp?
a) Pick up pieces of information about
- Means of transport r
- People transported r
- Conditions of transport r
b) Sum up in one sentence:
The ..................................... were transported by ......................................
They were packed in ....................... wagons, with nothing to ....................... and
....................... to drink.
3- Read the second question (n°3): What happened when they arrived in the camp?
Pick up one sentence in the text to answer this question.
....................................................................................................................................
4- Read the third question (n°6): What happened to the children?
a) Underline the sentence with the word children, the one before and the one after.
b) Sum up in one sentence:
Children were sent to immediate ....................... in the ....................... , together with
the women and the elderly.
C- Open the prisoner’s day file
The prisoner’s The prisoners had to get up at 4 a.m or 5 a.m depending on the
day season. They had to get dressed quickly, make the bunks, go to the
latrine, drink the morning coffee and clean the barracks. The morning
roll call started at 5 am or 6am in the winter. Perfect order had to be
maintained while the number of prisoners was being reported. The
sick and infirm were laid on the ground, in mud and snow.
The prisoners were then ordered to form work gangs.
At 11:45 am a lunch break was ordered. Around 1pm the gangs of
prisoners set out back to work, which in spring and summer lasted till
6pm.
The evening roll call could last for two or three hours, and were
especially long if a prisoner escaped. It was followed by supper. Lights
were out at 9pm.
1- Read the file and underline the words you understand
2- Read the first question (n°1): What time did prisoners have to get up in the morning?
- Pick out one sentence in the text to answer this question.
....................................................................................................................................
3- Read the second question (n°7): How long could a roll call last?
- Pick out one sentence in the text to answer this question.
D- Open the FOOD file
Food The prisoners ate their rations three times a day, always in front of
their barracks, except in winter.
For “breakfast”, a prisoner received about half a litre of black ersatz
coffee without sugar, or tea brewed from weeds.
“Lunch” consisted of three quarters of a litre of soup made of turnip,
rotten potatoes, and dried cabbage leaves, and from the spring of
1942 of weeds growing wild within the camp.
“Supper, the basic meal, was served after evening roll call. It consisted
mostly of brew and 150g of bread. At times the brew was replaced by
soup, and a few unpeeled potatoes.
Word bank:
weeds: mauvaises herbes
turnip: navets
rotten: pourri
cabbage: chou
brew: infusion d’herbes
1- Read the file and underline the words you understand
2- Read the question: What did they eat for lunch?
- Pick out the paragraph which answers your question.
....................................................................................................................................
j’apprends à exprimer des obligations au passé

Step 7
Read this excerpt from The prisoner’s day file:
The prisoners had to get up at 4 a.m or 5 a.m depending on the season. They had to get
dressed quickly, make the bunks, go to the latrine, drink the morning coffee and clean the
barracks.
1- What do the words in bold letters express?
a) a probability r
b) an obligation in the present r
c) a capacity r
d) an obligation in the preterit r
2- How would you translate into French “The prisoners had to get up at 4 am”?
Tick all the correct answers.
a) Les prisonniers devaient se lever à 4 heures du matin r
b) Les prisonniers pouvaient se lever à 4 heures du matin r
c) Il fallait que les prisonniers se lèvent à 4 heures du matin r
d) Les prisonniers doivent se lever à 4 heures du matin r
Exercise 6
Say what tasks the prisoners had to do during the day. Use Number 1 as an example.
1- Those employed in the electric workshop repaired electrical wiring, as well as
loudspeakers and radio sets.
- Prisoners employed in the electric workshop had to repair electrical wiring as well as
2- Those employed in the shoemaker’s shop repaired prisoners’ and soldiers’ shoes.
.........................................................................................................................................
3- Those employed in building work built barracks, watch towers and fences.
.........................................................................................................................................
4- Those employed in the Feldkolonne removed the snow in winter.
.........................................................................................................................................
5- Those employed in the cleaning work gang cleaned the latrines and removed garbage
from the Camp Command.
.........................................................................................................................................
You have created a new file which could be called Work
j e retiens
Pour exprimer l’obligation au passé, j’utilise : had to + base verbale
Ex : They had to get dressed rapidly. (Ils devaient s’habiller rapidement / Il fallait
qu’ils s’habillent rapidement.)
On peut demander des précisions quant à cette obligation :
Ex : What time did they have to get up?
À la forme négative, on parle d’absence d’obligation.
Ex : They didn’t have to get up at 5 am. (Ils n’avaient pas besoin de se lever à cinq heures
du matin)
Exercise 7
Write down all the answers you have in the following grid. It will constitute the
recapitulatory summary you will use for your interviews of the two Shoah survivors.
(Récapitule toutes les informations que tu as obtenues dans la grille ci-dessous. Elle constituera le
dossier que tu emmèneras avec toi pour interviewer les deux rescapés de la Shoah.)
Files Answers
Reception and selection The prisoners …
When they arrived in the camp…
Children …
The prisoner’s day The prisoners...
The evening roll call ...
Housing conditions They lived ...

(à compléter à la
prochaine séance)
Food “Lunch” consisted of ...
Séance 4
Je sais trouver des informations dans un texte
abordant une thématique connue (2)
J’apprends à parler pour remercier et solliciter (1)
J’apprends à parler pour restituer une information
J’apprends à parler pour demander des informations
plus détaillées
june
e sais trouver des informations dans un texte abordant
thématique connue
Exercise 8
One question has been left with no answer: Where did they live?
You know how to look for information in your file. So open your Housing conditions file
and answer your question.
Housing The prisoners lived in primitive wooden barracks with elementary

conditions furnishings (tables, stools, bunks). The barracks were overcrowded
and the prisoners endured inhuman living conditions. Most barracks
comprised a sleeping area and a small area for cleaning purposes. The
barracks leader and the barrack clerk had separate bunks, separated
from the rest by a special partition, whilst the other prisoners slept in
250 bunks. Each bunk was provided with a mattress stuffed with straw
or wood chips and with a blanket.
Word bank:
a stool: un tabouret
a bunk: une couchette
straw: de la paille
wood chips: des copeaux de bois
They lived ..........................................................................................................................
Add this sentence to your file (Séance 3 - Exercise 7) because now you are going to interview
Mrs Spencer and Mr Bachstein.
j’apprends à parler pour remercier et solliciter

Step 8
1- Listen to Part 1 of the interview on your CD.
2- Listen to the journalist’s part and underline all the words that are stressed.
Journalist: Mrs Spencer, thank you so much for accepting this interview. In the name of
Ilook4 Channel, I would like to say how grateful we are.
Journalist: I see. Mrs Spencer, would you mind answering a few questions about
the reception and the selection of the prisoners?
Check and correct.
3- Listen again and circle the syllable that is stressed in all of the underlined words.
(Écoute à nouveau et entoure la syllabe accentuée de chaque mot souligné.)
4- Listen again and indicate the intonation at every new punctuation sign.
Use this symbol j for a rising intonation and this one l for a falling intonation. (Écoute
à nouveau et indique l’intonation à chaque nouveau signe de ponctuation.)
5- Check your answers and repeat each sentence. Record yourself if you can.
Script part 1
Journalist: Mrs Spencer, thank you so much for accepting this interview. In the name
of Ilook4 Channel, I would like to say how grateful we are.
Mrs Spencer: Well, don’t mention it. It is my duty to tell young people what happened
at that time. I am 85 years old today but in 1942, when I arrived in
Auschwitz, I was 18. I am Polish, you see, although I married an English man.
j’apprends à parler pour restituer une information

et demander des informations plus détaillées
Step 9
1- Listen to Part 2 of the interview
2- Read the journalist’s part. Pick out the expressions used to report pieces of information
he already has. Pick up the expressions he uses to ask for further information. (Lis le script
du journaliste. Relève les expressions utilisées pour rapporter des informations qu’il a déjà.
Relève les expressions qu’il utilise pour demander un complément d’information.)
Journalist: Well, I have read that prisoners were transported in trains packed in cattle
wagons with nothing to eat and nothing to drink. Is that right?
Journalist: That must have been terrible! I know that when they arrived in the camp,
prisoners were subjected to the ritual of reception. Could you tell me a little
bit more about it?
Journalist: [pause] Thank you so much, Mrs Spencer…Er… According to a site about
concentration camps, prisoners had to get up at 4 am and the roll call could
last for two or three hours. Could you explain?
Expressions used to ask for further

Expressions used to report information
information
- -
- -
- -
3- Listen and indicate the intonation for each question. (Use the symbols seen in Step 8)
1) Is that right?
2) Could you tell me a little bit more about it?
3) Could you explain?
4- Listen and repeat. Record yourself if possible.
Script part 2
Mrs Spencer: Please, do ask your questions.
Journalist: Well, I have read that prisoners were transported in trains and that the dead
and the living were packed in cattle cars with no food to eat and no water
to drink. Is that right?
Mrs Spencer: That is correct, unfortunately. Something else that you didn’t mention,
these cattle cars were deprived of any sanitary facilities, people couldn’t wash
and there were no toilets.
prisoners were subjected to the ritual of reception. Could you tell me a little
bit more about it?
Mrs Spencer: One by one, the prisoners, fresh off the train, were brought up to a doctor.
The doctor used to examine them rapidly, then he would raise his thumb
and point to the right or to the left. To the left meant immediate death:
three quarters of the prisoners sent to death were the women with the
children and the elderly.
Journalist: Thank you, Mrs Spencer... Er… According to a site about concentration
camps, prisoners had to get up at 4 am and the roll call could last for two or
three hours. Could you explain?
Mrs Spencer: Of course. Whenever a prisoner was missing, there used to be a search which
could last several hours, during which the prisoners standing in the roll call
yard could not move and were not given anything to eat.
Journalist: Thank you, Mrs Spencer.
Exercise 9
Listen to Part 1 and 2. Complete your summary file with the new elements given by
Mrs Spencer.
Files Answers
Reception and selection The prisoners were transported by train packed in cattle
wagons, with nothing to eat and nothing to drink.
When they arrived in the camp, they were subjected to the

ritual of reception.
Children were sent to immediate death in the gas chamber,

together with the women with children and the elderly.
The prisoner’s day The prisoners had to get up at 4am or 5am depending on
the season.
The evening roll call could last for two or three hours, and
were especially long if a prisoner escaped.
Exercise 10
You are the journalist. It is your turn to interview Mr Bachstein. You will ask questions about
housing conditions and food. Read your summary file before doing the interview.
1- Remember what you have to say to start the interview and how you have to say it.
Underline the elements which will have to be modified and write what you will have to
say instead. (Souviens-toi de ce que tu dois dire et de comment tu dois le dire. Souligne les
éléments qui devront être modifiés et écris ce que tu devras dire à la place.)
Journalist: Mrs Spencer, thank you so much for accepting this interview. In the name
of Ilook4 Channel, I would like to say how grateful we are.
Check and correct.
2- You are now going to interview Mr Bachstein. That will be the first part of the interview.
Start when you want and put on your CD immediately after “I would like to say how
grateful we are” (Tu vas maintenant interviewer M. Bachstein. Ce sera la première partie de
l’interview. Commence quand tu le souhaites et lance le document sonore sur ton CD dès que
tu as prononcé «I would like to say how grateful we are».)
You are doing very well! You are the perfect journalist for Ilook4 Channel! Keep on the
good work!
3- Now Part 2 of the interview. Remember the pieces of information you already have.
Files Answers
Housing conditions Prisoners lived in primitive wooden barracks with elementary
furnishings such as tables, stools and bunks.
.................................................................................................
.................................................................................................
Food Lunch consisted of three quarters of a litre of soup made of
turnip, rotten potatoes, and dried cabbage leaves, and from the
spring of 1942 of weeds growing wild within the camp.
.................................................................................................
4- Remember you have to state the information you already have and you have to ask for
further information using the expressions you have put in your grid in Step 9)
So,
a) State the information you have about the housing conditions (I know that…/I have
read that…/According to a website about concentration camps,…).
b) Ask for further information (Is that right? / Could you tell me a little bit more about it?
/ Could you explain?).
c) Listen to Mr Bachstein’s answer.
d) React. State the information you have about food (I know that…/I have read that…/
According to a site about concentration camps,…).
e) Ask for further information. (Is that right? / Could you tell me a little bit more about
it? / Could you explain?).
f) Listen to Mr Bachstein’s answer.
g) Thank Mr Bachstein.
Ready? Listen to your CD after having said “…such as tables, stools and bunks.”
Steady? Go!
Répète cet exercice autant de fois que tu le peux pour que les répliques s’enchaînent le plus
aisément possible. Essaie d’enregistrer ta voix en même temps que celle de M. Bachstein : c’est une
vraie production orale en interactivité.
Exercise 11
1- Listen to Part 2 on your CD. Complete your recapitulatory file with the new elements
given by Mr Bachstein (Exercise 10)
2- Read the script and check your notes.
Séance 5
J’apprends à décrire la vie quotidienne passée
J’apprends à parler pour reformuler un élément
d’une conversation pour quelqu’un qui n’a pas compris
J’apprends à parler pour rendre compte
j’apprends à décrire la vie quotidienne passée

Step 10
1- Read the following sentences:
- In concentration camps, the prisoners used to live in barracks.
- The doctor examined them rapidly, then he would raise his thumb…
- Whenever a prisoner was missing, there would be a search which could last several
hours…
2- What does “used to” express? Tick the correct answer

a) An action people did in the past but that they no longer do r
b) An action people do regularly r
c) An action people did regularly in the past and still do in the present r
3- How would you translate In concentration camps the prisoners used to live in barracks. Tick
the correct translation.
a) Dans les camps de concentration, les prisonniers vivaient dans des baraquements. r
b) Dans les camps de concentration, les prisonniers vivent dans des baraquements r
4- What does « would » express?

a) An action people did regularly in the past and still do in the present r
c) An action people did regularly in the past r
5- How would you translate Whenever a prisoner was missing, there would be a search which
could last several hours? Tick the correct translation.
a) Chaque fois qu’il manque un prisonnier, il y a une fouille qui peut durer plusieurs
heures. r
b) Chaque fois qu’il manquait un prisonnier, il y avait une fouille qui pouvait durer
plusieurs heures r
Check and correct.
Exercise 12
Remember your Working File. Say what sort of tasks these people did at the time of their
captivity. Match the people with their tasks and write a complete sentence. One is done as
an example.
Prisoners employed in the electrical workshop would repair electrical wiring as well as
People Tasks
Those employed in the
electrical workshop • • Remove snow in winter
Clean the latrines and
shoemaker’s shop • • remove garbage from the
Camp Command
Repair electrical wiring as
Those employed in
building work • • well as loudspeakers and
radio sets
Those employed in the Repair prisoners’ and
cleaning work gang • • soldiers’ shoes
Those employed in the Build barracks, watch
Feldkolonne • • towers and fences
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
j e retiens
Pour exprimer un état ou une action passés et révolus, j’utilise : used to+BV
Ex : In concentration camps, the prisoners used to live in barracks.
J’utiliserai pour traduire cette expression un imparfait :
Ex : Dans les camps de concentration, les prisonniers vivaient dans des baraquements.
Used to permet de mettre l’accent sur la rupture entre le passé et le présent.
Pour exprimer une action répétitive qui a lieu dans le passé j’utilise : -would+BV
Ex : Whenever a prisoner was missing, there would be a search which could last for hours.
J’utiliserai pour traduire cette expression un imparfait :
Ex : Chaque fois qu’il manquait un prisonnier, il y avait une fouille qui pouvait durer
des heures.
would exprime le caractère répétitif dans le passé de l’action ou de la situation mais
avec would on n’insiste pas sur le caractère révolu.
Lorsque l’on rapporte des événements qui ont eu lieu de manière répétitive dans
le passé, la première phrase pose le cadre avec used to, dans les phrases suivantes,
on utilisera would+BV.
jd’une
’apprends à parler pour reformuler un élément
conversation pour quelqu’un qui n’a pas compris
Step 11
1- Tu vas écouter cette phrase.
We used to remove our shoes before entering our barracks.
Elle sera lue plusieurs fois. À chaque fois, l’accent de phrase portera sur un mot différent
et apportera donc une précision différente. Indique la précision apportée. Les deux
premières phrases serviront d’exemple.
1- We used to remove our shoes before entering our barracks.
k Nous, mais pas les autres, pas les soldats par exemple.
k Mais maintenant, c’est fini, on ne le fait plus, soit parce que le règlement a changé,
soit parce que la situation a changé.
Now it’s your turn.
k ................................................................................................................................
k ................................................................................................................................
k ................................................................................................................................
k ................................................................................................................................
k ................................................................................................................................
Check and correct.
2- Listen and repeat the sentences above.
Exercise 13
Mr Bachstein is talking with Peter, an old friend of his, who is deaf and who consequently
misunderstands Mr Bachstein. Play Mr Bachstein’s part, using the words that are stressed as
corrections. (M. Bachstein parle avec Pierre, l’un de ses amis, qui est sourd et ne comprend pas
bien M. Bachstein. Joue le rôle de M. Bachstein, et utilise les mots accentués comme corrections.)
Example:
Peter: So, you mean you used to remove your shoes after entering your barracks.
Mr. Bachstein: No, Peter, we used to remove our shoes before entering our barracks.
Now it’s your turn. Listen to your CD. Peter will make four wrong statements. Each time you
will correct him, stressing the right word. (Maintenant c’est ton tour. Écoute ton CD. Peter va
faire quatre affirmations fausses. Corrige-le en accentuant le mot qui convient.)
1- So, you mean you used to remove your shoes after entering your barracks.
k ................................................................................................................................
2- So, you mean soldiers used to remove their shoes before entering your barracks.
k ................................................................................................................................
3- So, you mean you used to remove your shoes before going out of your barracks.
k ................................................................................................................................
4- So, you mean you used to remove your shoes before entering other prisoners’ barracks.
k ................................................................................................................................
j’apprends à parler pour rendre compte

Step 12
Mr Stanley, the director of Ilook4 Channel asked to be informed of your progress concerning
the preparation of the new series of programs. You have asked your secretary to phone
him to keep him up to date with your latest actions. (M. Stanley, le directeur de la chaîne
Ilook4 t’a demandé de le tenir au courant de vos progrès dans la préparation de la nouvelle série
d’émissions télévisées. Tu as demandé à ta secrétaire de lui téléphoner et de le tenir au courant de
tes dernières démarches.)
1- Listen to the conversation on your CD.
2- Mr Stanley has made a list of actions he would like you to undertake. He listens to your
secretary and ticks what you have already done. Tick on his list. (M. Stanley a dressé une
liste des démarches qu’il aimerait te voir faire. Il écoute ta secrétaire et coche ce que tu as déjà
fait. Coche sa liste.)
New series of programs « Hi Story! »

First program: Life in concentration camps
- find unpublished photos or documents r
- find a logo for the episode r
- read several books about the theme r
- watch several films about the theme r
- contact Shoah survivors r
- interview survivors r
- contact a museum for educational material r
- find a text to be read by an actor r
3- Jane is the perfect secretary. She has drawn up two lists: what you have already done,
what you haven’t done yet. Complete her lists. (Jane est une secrétaire parfaite. Elle fait
deux listes : ce que tu as déjà fait, ce que tu n’as pas encore fait. Complète ses listes.)
Just in case, check your irregular verbs
Verb Preterit Past participle

find found found
read read read
What you have already done What you haven’t done yet
- You have already contacted Holocaust - You haven’t read enough* books
survivors
- .............................................................
- .............................................................
- .............................................................
- .............................................................
- .............................................................
- .............................................................
*enough: assez
Step 13
You have just assessed your different courses of action. (Tu viens de faire le bilan de tes
démarches.)
1- What did you use?
a) the preterit r
b) the simple present r
c) he present perfect = have+V-en r
2- Which adverb did you use for what you have done?
a) already r
b) yet r
c) never r
3- Which adverb did you use for what you have not done?
a) already r
b) yet r
c) never r
j e retiens
Pour dresser un bilan, j’utilise le present perfect ou have + V-en. Tu as déjà utilisé
cette forme au cours du niveau 1 du Palier 2.
Rappel :
1- Elle se forme avec l’auxiliaire Have conjugué au présent suivi du participe passé du
verbe.
Verbes réguliers
Ex: Has he watched several films?
No, he hasn’t. He has watched only one film, The Boy in the Striped Pyjamas.
Verbes irréguliers
Ex: Has he found unpublished documents?
Yes, he has. He has found unpublished photos.
2- Tu utiliseras yet dans les questions et les réponses négatives.

Question
Ex : Has he watched several films yet? (A-t-il déjà visionné plusieurs films ?)
Réponse
Ex : He hasn’t watched enough films yet. (Il n’a pas encore visionné assez de films.)
Yet se place généralement en fin de phrase.
3- Tu utiliseras already dans les réponses positives.
Réponse
Ex : He has already watched one, The Boy in the Striped Pyjamas. (Il en a déjà vu un,
The Boy in the Striped Pyjamas.)
Séance 6
J’apprends à exprimer des obligations au futur
J’apprends à parler pour solliciter (2)
j’apprends à exprimer des obligations au futur

Step 14
1- Read Mr Stanley’s notes.
New series of programs « Hi Story ! »
- find unpublished photos or documents 
- contact Shoah survivors 
- interview survivors 
2- What will you have to do in the next few days?
k I will have to find a logo for the episode.
Now it’s your turn
k ...................................................................................................................................
k ...................................................................................................................................
k ...................................................................................................................................
k ...................................................................................................................................
3- In Séance 3 you saw how to express an obligation in the preterit.
Ex: They had to get dressed rapidly.
Today, you are learning how to express future obligations.
Ex: I will have to find a logo for the episode. (Je devrai trouver un logo pour l’épisode/
Il faudra que je trouve un logo pour l’épisode.)
Exercise 14
1- Jane is a fantastic secretary. You desperately need her help. What can she do to help you?
Tick the best solution to each problem.
a) Find a logo
- She can phone a friend to make suggestions r
- She can select different pictures symbolizing life in concentration camps r
b) Read several books, watch several films

- She can surf the Internet and draw a list of books and films about the theme r
- She can ask Mr Stanley to make other suggestions r
c) Contact a museum
- She can look for the telephone number of the War Museum r
- She can look for the telephone number of the Louvre in Paris r
d) Find a text to be read by an actor
- She can buy books and read them r
- She can surf on a Memorial site r
2- You leave her 4 post-it notes on her desk expressing future obligations.
Jane, you will have

to …
j’apprends à parler pour solliciter

Step 15
Jane has found the telephone number of the War Museum. Before phoning the curator of the
museum, you make a list of your enquiries. (Jane a trouvé le numéro de téléphone de l’Imperial
War Museum. Avant de téléphoner au conservateur, tu fais une liste de ce que tu as à lui
dire.)
Phone the curator of the War Museum
- Introduce myself r
- Give the reasons of my phone call r
- Ask for online learning resource r
- Ask for temporary exhibitions r
- Ask for educational packs, facsimiles, handbooks available for teachers and pupils r
- Ask for the museum to send resources to the Channel studios so that they can be
shown to the viewers r
- Thank the curator r
1- Listen to the journalist’s part. Each line corresponds to one item from your list. Indicate
this number in the box. (Écoute le rôle du journaliste. Chaque réplique correspond à un
élément de ta liste. Indique son numéro dans la case.)
2- Read some of your lines:
Version 1
- Would you mind telling me if there are any temporary exhibitions classes can visit this
year?
- Could you tell me if you have any online resources which could be of interest to both
teachers and pupils?
- Would it be possible to send a few samples of your educational resources to the Channel
studios?
- Could you tell me if you have any educational packs, facsimiles or handbooks available
for teachers and pupils?
3- Underline the expressions used to ask for something in the sentences above. (Souligne
dans les phrases ci-dessus les expressions utilisées pour solliciter de l’aide ou une information.)
4- Compare with:
Version 2
- Can you tell me if there are any temporary exhibitions classes can visit this year?
- Can you tell me if you have any online resources which could be of interest for both
- Can you send a few examples of your educational resources to the Channel studios?
- Can you tell me if you have any educational packs, facsimiles or handbooks available for
5- Which one is more polite, more formal?
- Version 1 r
- Version 2 r
Step 16
1- Listen to the four questions you will have to ask.
- Would you mind telling me if there are any temporary exhibitions classes can visit this
year?
- Could you tell me if you have any online resources which could be of interest for both
studios?
2- Indicate the final intonation for each of the question (rising j or falling l )
3- Underline the words that are stressed.
4- Listen to the words of three syllables or more, circle the stressed syllable.
temporary - exhibitions - resources - examples - educational resources
5- Listen and repeat
Exercise 15
1- Are you ready to phone the museum curator? You can write down some keywords before
phoning.
- Introduce myself: ...................................................................................................

- Explain why I am calling: ........................................................................................
- Ask for online learning resources (See above = voir plus haut):
...................................................................................................................................
- Ask for temporary exhibitions (See above):
...................................................................................................................................
- Ask for educational packs, fac simile, handbooks available for teachers and pupils
(See above):
...................................................................................................................................
shown to the viewers (see above):
...................................................................................................................................
- Thank the curator: ...................................................................................................
2- Ready? Steady… Go! You start and play your CD as soon as you have introduced
yourself. (À vos marques, prêt, partez ! Commence et tu mets ton CD dès que tu as fini de te
présenter.)
Do it several times so that the conversation sounds more fluent (Fais-le plusieurs fois pour
que la conversation ait l’air plus naturel et fluide.)
You are doing better and better. This time you used very formal language! You were talking to the
curator of one of the most famous British museums! You are becoming an excellent journalist…
thanks to Jane!
Exercise 16
Look at your list of things to be done in Step 14.
1- What haven’t you done yet?
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
2- So, what will you have to do in the next few days?
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
If you want to learn more about life during wartime, type Imperial War Museum on a search
engine. You will find fantastic webquests and lots of learning resources.
Séance 7
J’apprends à parler pour réagir
J’utilise un langage soutenu
J’apprends un poème
j’apprends à parler pour réagir

Step 17
1- In the previous lesson, you phoned the curator of the Imperial Museum of War. Read the
script. (La dernière fois, tu as téléphoné au conservateur de l’Imperial Museum of War. Lis le
script.)
Journalist: Good morning, Sir. My name is … I’m a journalist for Ilook4 Channel.
Curator: Oh, good morning. May I ask what you are looking for?
Journalist: Well,er… yes, of course. We are launching a new series of programs called
“Hi Story”. The first one will be dedicated to life in the concentration camps.
I know that the collections of the museum are incredible resources for
learning.
Curator: Yes, you are quite right. We certainly possess invaluable collections.
Journalist: Could you tell me if you have any online resources which could be of interest
to both teachers and pupils?
Curator: We do have online resources, both for teachers and pupils. For instance, we
have webquests on the different collections of the museum.
Journalist: That’s great! Would you mind telling me if there are any temporary
exhibitions classes can visit this year?
Curator: Actually, you are very lucky, there is one about the Shoah. We tend to
resource the school curriculum1 as best we can.
Journalist: That is an excellent idea! Could you tell me if you have any educational
packs, facsimiles2 or handbooks available3 for teachers and pupils?
Curator: Of course, yes, we do. We have resources about daily life in war time:
children War replica packs, Escape kits, Secret Codes kits; we also have fac
similes of Food ration booklets and Ration clothing booklets.
Journalist: Marvellous! Would it be possible to send a few samples (échantillon) of your
educational resources to the Channel studios?
Curator: Of course, with pleasure, as long as you mention the name of the Museum
in your program.
Journalist: We will do that, Sir. Thank you so much, sir, you have been very helpful.
1- curriculum : les programmes scolaires

2- a fac simili : une reproduction d’un document authentique
3- available : disponible
2- Read the expressions in bold letters. They are reactions to what has been said before.
It is very important to respond to what people say to you. Classify the reactions. One has
already been classified for you! (Lis les expressions en caractères gras. Ce sont des réactions
à ce qui a été dit précédemment. Il est très important de réagir à ce que les gens vous disent.
Classe-les.)
Expression of Expression of
You agree You Accept
admiration horror
- That’s great ! - -
-
-
Intonation Intonation Intonation Intonation
3- Read the interview with Mrs Spencer (Séance 4, STEP 9) and look for one expression
of agreement and one expression of horror. Complete the grid above. (Lis le script de
Mrs Spencer (Séance 4, STEP 9) et recherche une phrase exprimant l’accord ainsi qu’une
phrase exprimant l’horreur. Complète la grille ci-dessus.)
4- Read the script of the interview with Mr Bachstein and look for one expression of
agreement. Complete the grid above.
Check and correct.
5- Listen to the 8 expressions
6- Indicate in the grid the intonation used for each category of reaction.
(Rising j or l falling)
Exercise 17
You are going to listen to five short extracts from all the conversations of the Séquence.
Just react, using one of the expressions we have seen above. Express admiration or horror,
agree or accept. Record yourself if possible. (Tu vas entendre cinq courts extraits de toutes les
conversations de la Séquence. Réagis, tout simplement, en utilisant une des expressions étudiées
plus haut. Exprime l’admiration ou l’horreur, sois d’accord ou accepte.)
j e retiens
Dans la mesure du possible, je dois essayer d’exprimer une réaction à ce que me dit
mon interlocuteur.
Je peux exprimer :
- mon admiration, mon enthousiasme : That’s great!
- ma stupeur : That must have been terrible!
- mon accord : That’s right.
- ma réponse positive : Of course, with pleasure.
j’utilise un langage soutenu

Step 18
1- Read the following sentences
a) Can you tell me if there are any temporary exhibitions classes can visit this year?
b) Can you answer a few questions about the housing conditions of the prisoners?
c) Can you send me a few samples of your educational resources to the Channel studios?
d) Can you tell me if you have any online resources which could be of interest for both
2- What sort of language is it?

a) formal r
b) informal r
3- As a journalist, you have to meet VIPs. That means your English has to be formal in
certain circumstances. Transform these informal questions into formal ones using the
following expressions: (En tant que journaliste, tu es appelé à rencontrer des VIP. Cela
veut dire que dans certaines circonstances, tu dois utiliser un anglais d’un registre soutenu.
Peux-tu transformer ces questions d’un anglais courant en un anglais soutenu en utilisant les
expressions suivantes.)
- Would you mind+V-ing
- Would it be possible to +BV
- Could you +BV…..
a) ...............................................................................................................................
b) ...............................................................................................................................
c) ...............................................................................................................................
d) ...............................................................................................................................
Check and correct.
j e retiens
Je dois adapter le registre de langue à l’interlocuteur. J’utiliserai un registre soutenu
pour solliciter de l’aide, de l’information, la coopération de personnes que je ne
connais pas autrement que dans une relation professionnelle.
Exemples :
Would you mind + V-ing (Cela ne vous dérangerait-il pas de…)
Would it be possible to + BV (Serait-il possible de…)
Could you + BV….. (Pourriez-vous me dire si…)
j’apprends un poème
Step 19
Jane is really a good secretary. She has looked for poems and she has found one she likes
very much. (Jane est vraiment une très bonne secrétaire. Elle a recherché des poèmes et en a
trouvé un qu’elle aime beaucoup.)
1- Listen and read the poem.
Shoes
Red shoes blue shoes
Fabric shoes leather shoes
All in a heap
Their owners gone to sleep
Too weak to stay alive
Too brave, just for a while.
Vocabulary help
fabric: le tissu
leather: le cuir
owner = someone who owns, who possesses something. In the poem, the owners
are the prisoners who used to wear the shoes before being killed in the gas
chambers.
weak ≠ strong
brave: courageous
just for a while = just for a moment
2- Listen to your CD and underline the words that are stressed.
Check and correct.
3- Listen to your CD and repeat. Try not to look at the poem, use your memory of the
sounds. (Écoute le CD et répète. Essaie de ne pas regarder le poème, utilise ta mémoire des
sons.)
Séance 8
je m’évalue
Relis attentivement les séances 1 et 2, réecoute ton cd et refais les exercices.
j e sais parler pour décrire
Exercise 1
You will have to describe this picture orally. Just make notes (keywords) for each part of your
presentation. (Tu devras décrire cette image oralement. Ne prends que des notes (mots clés) pour
chaque partie de ta présentation.)
1- Look at this picture
2- Describe it
I can see...
3- What does it make you think of ? Why ?
4- What does it make you feel like? Why?
It makes me feel...
5- Present the picture orally. Record yourself if you can or present the document to
someone who can listen to you. (Présente le document oralement. Enregistre-toi si tu le peux
ou présente le document à quelqu’un qui peut t’écouter.)
? Rédige ta présentation d’après la prise de notes que tu viens de faire.
j e sais ce qu’est une métaphore
J e sais exprimer des fortes hypothèses
Exercise 2
1- This picture illustrates a metaphor. Which one,

in your opinion? You are quite sure of your answer.
Use the correct expression to give your opinion.
(Cette image illustre une métaphore. Laquelle, d’après
toi ? Tu es quasiment certain de ta réponse. Utilise
l’expression appropriée pour donner ta réponse.)
....................................................................................
....................................................................................
....................................................................................
....................................................................................
2- Give another example of a metaphor in English.

.........................................................................................................................................
3- Give an example of a metaphor in French.
.........................................................................................................................................
j e connais un titre de livre sur la thématique étudiée
Exercise 3
1- Read this extract :
Shmuel reached down and lifted the base of the fence, but it only lifted to a certain
height and Bruno had no choice but to roll under it, getting his striped pyjamas
completely covered in mud as he did so.
2- Give the title of the book as well as the author’s name
.........................................................................................................................................
.........................................................................................................................................
Relis attentivement la séance 3, réécoute ton cd et refais les exercices.
j e sais exprimer des obligations au passé
Exercise 4
Translate into French
1- Les prisonniers devaient se lever à 4 heures du matin.
.........................................................................................................................................
2- Ils devaient retirer leurs chaussures avant de rentrer dans leur baraquement.
.........................................................................................................................................
3- Il fallait qu’ils enlèvent la neige en hiver.

.........................................................................................................................................
Relis attentivement la séance 4, réécoute ton cd et refais les exercices.
j e sais remercier
Exercise 5
The journalist thanks Mrs Spencer. Can you separate the words of these two sentences?
Then, write the two sentences correctly
Mrs Spencer thankyousomuchforacceptingthisinterviewinthenameofIlook4ChannelIwould
liketosayhowgratefulweare
.........................................................................................................................................
.........................................................................................................................................
j e sais parler pour restituer des informations

et pour demander des précisions
Exercise 6
Listen again to the interview of Mrs Spencer on your CD and complete the following grid.
Expressions used to report Expressions used to ask for further

information information
- -
- -
- -
Relis attentivement la séance 5, réécoute ton cd et refais les exercices
j e sais décrire la vie quotidienne passée
Exercise 7
You have bought a handbook at the War museum about daily life during the war. Describe
what people would do at the time. Use the following elements. (Tu as acheté un manuel au
musée de la Guerre sur la vie quotidienne pendant la guerre. Décris ce que les gens faisaient à
cette époque. Utilise les éléments suivants.)
buy food with ration tickets- use a bike instead of a car because they had to save petrol-
switch off the lights at night because they had to respect the curfew1- listen to the radio to
get news from the war-
.........................................................................................................................................
.........................................................................................................................................
j e sais dresser un bilan de ce que j’ai fait ou par encore fait
Exercise 8
Jane has got a lot of things to do, so she makes lists on a post-it note. Here is one of the
lists. Say what she has already done. Say what she hasn’t done yet.
- surf the Internet to find a poem 
- look for the phone number of the War museum 
- select different pictures to find a logo r
- phone Mr. Stanley 
- find titles of books and films about WW2 r
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
j e sais parler pour reformuler un élément

d’une conversation pour quelqu’un qui n’a pas compris
Exercise 9
Mrs Spencer has got a friend, Sally, who, like Peter, is quite deaf. She does not understand
very well what Mrs Spencer tells her. Correct what she says. Record yourself.
? Tu écriras tes réponses et tu souligneras dans chaque phrase le mot sur lequel porterait
l’accent de phrase si tu les prononçais.
1- Couvre-feu
Sally: You mean that these cattle wagons were deprived of any military facilities,
people couldn’t wash and there were no toilets.
Mrs Spencer:
.........................................................................................................................................
Sally: You mean that these cattle wagons were deprived of any sanitary facilities,
people couldn’t walk and there were no toilets.
Mrs Spencer:
.........................................................................................................................................
Relis attentivement les séances 6 et 7, réécoute ton cd et refais les exercices
j e sais exprimer des obligations au futur
Exercise 10
Look at Jane’s post-it and say what she will have to do the next day.
- surf the Internet to find a poem 
- look for the phone number of the War museum 
- select different pictures to find a logo r
- phone Mr. Stanley 
- find titles of books and films about WW2 r
.........................................................................................................................................
.........................................................................................................................................
j e sais utiliser un langage soutenu
Exercise 11
Use formal language to ask these two questions:
1- Can you tell me if you have any online resources available?
2- Can you send me a few samples of your educational packs?
.........................................................................................................................................
.........................................................................................................................................
j e sais réagir aux propos de mon interlocuteur
Exercise 12
Listen to extracts from the phone conversation with the curator of the War museum and
respond to what he says. Record yourself.
? Write your reactions
.........................................................................................................................................
.........................................................................................................................................
Exercise 13
Recite the poem by heart, record yourself.
Write the poem
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
TIPS: Relis tous les « Je retiens » de la séquence afin d’être au point pour la tâche
finale dont l’activité langagière dominante sera la production de l’oral en continu
et en interaction.
NOTES
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
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Sommaire
Séquence 8
Séance 1 J’apprends à exprimer L’aticle de presse Le lexique de la presse L’accentuation et Savoir comprendre
Article de presse la concession Although/even if l’intonation des les grands lignes d’un
The Other Side of Parler pour réagir Les expressions phrases exprimant article de presse
the Fence. en exprimant des d’admiration, de des réactions :
sentiments tristesse, de fierté, de admiration,
stupéfaction tristesse, fierté,
stupéfaction
Séance 2 Parler pour réagir Les explorateurs Lexique de la Reconnaître Savoir repérer le
Document sonore : en exprimant des célèbres nouvelle thématique : les sentiments sentiment exprimé par
réunion de travail sentiments (généralités) l’exploration exprimés l’interlocuteur
de l’équipe Hi Story Réagir en Savoir réagir
pour préparer la exprimant des aux propos de
sentiments l’interlocuteur
prochaine émission
en respectant en exprimant un
accentuation et sentiment
intonation Savoir rédiger une
trame d’écoute
Séance 3 Parler pour exprimer Magellan Lexique de la Savoir réciter une
Document écrit sur une volonté (la thématique trace écrite (1)
Magellan proposition infinitive) La proposition infinitive Savoir trouver
des informations
recherchées dans un
texte abordant une
thématique connue (1)
Séance 4 Je décris des Amundsen Lexique de la Lecture en continu Savoir réciter une
Document écrit sur événements du passé thématique de résumés : trace écrite (2)
Amundsen et j’attribue des actions Le plu-perfect accentuation et Savoir trouver
aux explorateurs de intonation des informations
façon chronologique (le recherchées dans un
plu-perfect) texte abordant une
Parler pour reproduire thématique connue (2)
un modèle oral Savoir mettre en forme
à partir de notes
Séance 5 Parler pour demander L’expédition de Lexique de la Intonation des Wh- Savoir anticiper
Conversation des informations Lewis et Clark thématique questions le contenu d’un
téléphonique avec Le questionnement au document écrit
Jane prétérit inconnu
Textes sur
l’expédition de
Lewis et Clark
Carte de l’itinéraire
de l’expédition
Séance 6 Parler pour convaincre L’expédition de Lexique de la Réagir en Savoir associer
Conversation entre Je découvre un Lewis et Clark thématique exprimant de la des documents
Graham en Jane document historique Confrontation avec colère iconographiques à des
Extrait de The authentique texte authentique du textes
journlas de Lewis et XXe siècle
Clark
Séance 7 Parler pour réagir L’expédition de Lexique de la Intonation des Savoir adapter le
Extrait de The Parler pour décrire Lewis et Clark description phrases exprimant registre de langue à
journlas de Lewis et Je découvre un L’expression de la la colère l’interlocuteur (2)
Clark document historique colère
authentique
Séance 8 Réactivation des Rebrassage des Réactivation Prise de conscience Être capable de
Documents outils langagiers de la thèmes culturels des critères à vérifier que l’on a tous
travaillés lors de la séquence abordés respecter pour les outils nécessaires
séquence réussir l’évaluation pour aborder
l’évaluation
Séance 1
Je comprends les grandes lignes d’un article de presse
J’apprends à exprimer la concession
Je parle pour réagir en exprimant des sentiments
L’activité langagière dominante de cette séquence est la production orale : « parler en continu » et
« réagir et dialoguer ». C’est une compétence indispensable, tu t’en doutes, si tu veux communiquer
dans une langue étrangère, mais qui n’est pas facile à développer lorsque l’on n’est pas en face de
quelqu’un pour parler. Les différentes séances te guideront pas à pas vers davantage d’autonomie à
l’oral et te proposeront des tâches qui essaieront de pallier l’absence de récepteur (celui qui écoute)
et d’interlocuteur (celui qui répond). Suis bien toutes les consignes des activités accompagnées de ce
symbole et essaie dans la mesure du possible de t’enregistrer.
je comprends les grandes lignes d’un article de presse

Step 1
1- Read the article published in the press the day after the first program of Hi Story
dedicated to the life in the concentration camps during World War 2.
2- Write the correct labels from the newspaper article checklist in the boxes.
Newspaper article Boxes

Quotation
The Other Side of the Fence from the people
involved
We have to thank Ilook4 Channel for a very Headline
moving and challenging program offered last
night to our young public.
Even if the subject was not an easy one,
the young journalist in charge of the program Conclusion
did wonderfully: the interviews, the documents,
everything concurred to make of this new series
of programs a huge success.
Longer paragraph
We must also mention a young British actor,
to explain the
Graham Tell, whose performance in reading
introductory
the poem amazed all viewers.
sentence
Mr Stanley, the director of Ilook4 Channel, when
Introductory
asked about this popular acclaim commented
sentence
“I am proud of our new team.”
Detail of
Long live Hi Story!
description
This article was illustrated by a photo showing all the members of the team.
But who is the mysterious journalist?

3- Read the highlighted expressions of the article. Match them with their translations.
English words or French words or

English/french
expressions expressions
Moving Epater Moving/
Challenging Un immense succès Challenging/
Wonderfully Longue vie à … Wonderfully/
A huge success Motivant A huge success/
Un avis favorable du
To amaze To amaze/
public
Popular acclaim Être fier de A popular acclaim/
To be proud of merveilleusement To be proud of/
Long live… émouvant Long live/
4- What do they express? Tick the four correct answers.

a) jealousy r b) regret r c) admiration r
d) pride (think of “proud”) r e) amazement r f) sadness r
g) hatred (think of hate) r
Check and correct.
j’apprends à exprimer la concession

Step 2
1- Read this sentence from the article: Even if the subject was not an easy one, the young
journalist in charge of the program did wonderfully.
.........................................................................................................................................
.........................................................................................................................................
2- What does it mean? Choose between these two solutions:

a) The subject was not easy but the journalist did wonderfully r
b) Because the subject was not easy, the journalist did wonderfully r
3- What does even if express? Choose between these three solutions:
a) cause r
b) consequence r
c) concession r
Exercise 1
Express concessions
Example: the subject was not an easy one/ the journalist did wonderfully
k Even if the subject was not an easy one, the journalist did wonderfully.
1- Mr Stanley is not a very friendly sort of person/ he congratulated his team
.........................................................................................................................................
2- Graham Tell is young/ he impressed the viewers.
.........................................................................................................................................
3- The viewers were young/ they appreciated the program.
.........................................................................................................................................
j e retiens
Pour exprimer la concession, j’introduis la subordonnée conjonctive de concession par
la locution conjonctive :
- even if…
Ex : Even if the subject was not an easy one, the journalist did wonderfully.
(Même si le sujet n’était pas facile, le journaliste s’en est admirablement sorti.)
Tu peux aussi introduire la subordonnée conjonctive de concession par la conjonction
de subordination :
- although
Ex : Although the subject was not an easy one, the journalist did wonderfully.
(Bien que le sujet n’ait pas été facile, le journaliste s’en est admirablement sorti.)
En français, tu devras utiliser le subjonctif après bien que.
Exercise 2
This time, express concessions using although.
Example: the subject was not an easy one/ the journalist did wonderfully
k Although the subject was not an easy one, the journalist did wonderfully.
1- Mr Stanley is not a very friendly sort of person/ he congratulated his team
.........................................................................................................................................
2- Graham Tell is young/ he impressed the viewers
.........................................................................................................................................
3- The viewers were young/ they appreciated the program
.........................................................................................................................................
je parle pour réagir en exprimant des sentiments

Step 3
When you react to good or bad news, you express feelings. Here are some expressions you
can use to express feelings. Classify them into expressions of admiration, pride, amazement,
and sadness. (Quand tu réagis à des bonnes ou des mauvaises nouvelles, tu exprimes des
sentiments. Voici quelques expressions que tu peux utiliser pour exprimer des sentiments. Classe-
les en expressions d’admiration, de fierté, de stupéfaction et de tristesse.)
I am filled with admiration for you. / I am proud of you. /That was amazing! / That’s
incredible! / You really amazed me! / That was so moving. / You really are the best. /
I’m proud of what you did. / You did wonderfully. /I’m proud of myself. / You nearly
made me cry. / That was so sad!
Admiration Pride
- I am filled with admiration for you. -
- -
- -
Sadness Amazement
- -
- -
- -
Step 4
1- Listen to all the expressions on your CD and correct if necessary.
2- Circle the stressed words in every expression.
3- Listen to all the expressions on your CD. Indicate the intonation at the end of each
expression using j for a rising intonation and l for a falling intonation.
4- Repeat each expression.
5- Record yourself if you can.
Si tu ne peux pas t’enregistrer, répète les expressions plusieurs fois afin de bien mémoriser les mots
accentués ainsi que l’intonation utilisée.
Séance 2
Je parle pour réagir en exprimant des sentiments
Je rédige une trace écrite à partir de la trame d’écoute
je parle pour réagir en exprimant des sentiments

Step 5
1- Listen to five extracts from conversations between the members of the Hi Story team and
say whether they express admiration, pride, sadness or amazement. (Écoute maintenant
ces 5 extraits de conversations entre les membres de l’équipe de Hi Story et dis s’ils expriment
de l’admiration, de la fierté, de l’émotion ou de la stupéfaction.)
Extract n°1: .......................................................................................................................
Extract n°2: .......................................................................................................................
Extract n°3: .......................................................................................................................
Extract n°4: .......................................................................................................................
Extract n°5: .......................................................................................................................
2- Now it is your turn to react to what people tell you. For the first part of this activity, you
will be given the sort of reaction you will have to express. Your best friend is talking to
you. Listen to her and react orally. (C’est maintenant ton tour de réagir à ce que les gens te
disent. Pour la première partie de cette activité, on t’indiquera quel type de réaction tu dois
exprimer. Ta meilleure amie te parle. Écoute-la et réagis.)
Extract n°1: Sadness
Extract n°2: Admiration
Extract n°3: Pride
Extract n°4: Amazement
3- It is still your turn to react to what people tell you. For the second part of this activity,
you will not be given the sort of reaction you will have to express. Another friend of yours
is talking to you. Listen to him and react orally. Then record yourself if possible.
(C’est toujours à toi de réagir à ce que les gens te disent. Pour la deuxième partie de cette
activité, on ne t’indiquera pas quel type de réaction tu dois exprimer. Un autre de tes amis te
parle. Écoute-le et réagis à l’oral. Puis enregistre-toi si c’est possible.)
Extract n°1: .......................................................................................................................
Extract n°2: .......................................................................................................................
Extract n°3: .......................................................................................................................
Extract n°4: .......................................................................................................................
Check and correct.
Exercise 3
1- Listen to a native British speaker who reads the same sentence differently four times to
simulate the four reactions we have seen above plus a new one. The sentence will be:
In 1519 Magellan set out from Spain with five ships. Say which reaction he simulates
at each reading, try to find the new one. (Écoute un britannique qui lit la même phrase
différemment quatre fois pour simuler les quatre réactions que nous venons d’étudier plus une
nouvelle. La phrase sera : En 1519, Magellan quitta l’Espagne avec cinq navires. Dis à chaque
fois la réaction simulée et essaie de trouver quelle est la nouvelle.)
Reading n°1: .....................................................................................................................
Reading n°2: .....................................................................................................................
Reading n°3: .....................................................................................................................
Reading n°4: .....................................................................................................................
Reading n°5: .....................................................................................................................
2- What is the new reaction you have heard? If you don’t know the noun, you can write the
adjective.
Check and correct.

Step 6
1- Mr Stanley, the director of Ilook4 Channel, is holding a meeting with his team to discuss
the next Hi Story program. They are all feeling very excited and impatient. Imagine the
questions the journalist, Jane the secretary and Graham the actor wish to ask him.
Remember they are talking about the future program. (M. Stanley, le directeur de Ilook4
Channel, tient une réunion avec son équipe pour discuter de la prochaine émission de Hi Story.
Ils sont tous très excités et impatients. Imagine leurs questions.)
Questions
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2- Listen to their questions on your CD. Tick your questions when they deal with the same
sort of information.
3- Listen again to their questions.
Tick the five pieces of information they would like to have.
a) The title of the next program r
b) The subject of the next program r
c) The logo of the next program r
d) What Jane will have to do r
e) What the journalist will have to do r

f) What Graham will have to do r
g) The musical theme of the program r
h) The famous people they are going to talk about r
Check and correct.

4- Complete this listening frame with the five labels required. Use the keywords in bold
letters of activity n°3 (Jane / Journalist / Famous people / Graham). One sort of
information has already been written. (Complète cette trame d’écoute avec les cinq types de
renseignements demandés. Utilise les mots clés en caractère gras de l’activité n° 3). Une sorte
de renseignement a déjà été notée.
Subject
Future
Hi Story
program
Step 7
Now listen and complete the listening forme above. (Maintenant, écoute et complète la trame
d’écoute ci-dessus).
1- Listen to Part 1 and complete the Subject box.
2- Listen to Part 2 and complete the Famous people box.
You will hear names difficult to spell. Choose among this list. This should help you. Don’t
hesitate to make a pause after each name to take the time to select among the list. (Tu
vas entendre des noms à l’orthographe difficile. Choisis parmi cette liste. Cela devrait t’aider.
N’hésite pas à faire une pause après chaque nom pour prendre le temps de choisir parmi la
liste.)
Christopher Columbus Marco Polo Sir Francis Drake Magellan
Vasco de Gama Jacques Cartier Amundsen James Cook Henry Hudson
Lewis and Clark Ellen Mac Arthur
3- Listen to Part 3 and complete the Journalist box.
The journalist will have to accomplish three tasks to prepare the future program. Which
ones? Don’t hesitate to listen to Part 3 several times. (Le journaliste aura trois tâches à
accomplir pour préparer la future émission. Lesquelles ? N’hésite pas à écouter Part 3 plusieurs
fois.)
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
4- Listen to Part 4 and complete the Graham box.

Graham will have to accomplish a task during the future program. Which one?
.........................................................................................................................................
Graham reacts to Mr Stanley’s suggestion. What is his reaction? Choose among…
admiration sadness anger pride amazement
5- Listen to Part 5 and complete the Jane box.
Jane will have to accomplish two tasks for the future program. Which ones?
.........................................................................................................................................
.........................................................................................................................................
6- Listen to the complete conversation. There will be pauses to give you time to complete
your notes in the appropriate box of the listening frame. (Écoute la conversation complète.
Les pauses te permettront d’avoir le temps de compléter tes notes dans les cases appropriées.)
Check and correct. Read the script and listen to the conversation one last time.
je rédige une trace écrite à partir d’une trame d’écoute

Step 8
1- Use your notes to complete this summary of the meeting.
The next Hi Story program will be dedicated to (subject) ................................ and more
particularly to (famous people) ................................................................................... .
Mr Stanley wants the journalist to (journalist) do .......................................................... ,
read ..................................................... and interview .................................................. .
He also wants Graham to (Graham ) play the part of .....................................................
but Graham refuses and reacts ................................................................................... ly.
As for Jane, the director would like her to (Jane)............................................................ .
Check and correct.

Cette séance t’a permis de découvrir le nouveau thème de la séquence, Les explorateurs célèbres.
Termine cette séance en recopiant la trace écrite sur ton cahier. N’oublie pas d’enlever les mots
entre parenthèses qui n’étaient là que pour t’aider.
Séance 3
Je récite la trace écrite de la séance 2
Je parle pour exprimer une volonté (la proposition infinitive)
abordant une thématique connue
J’apprends à mettre en forme à partir de notes
je récite la trace écrite de la séance 2

Exercise 4
1- Jane writes a report after every meeting so as to keep a record of what has been said
and what has to be done. Help her to remember the order of the five different sorts of
information given. Number them from 1 to 5.
a) Jane r
b) Graham r
c) Famous people r
d) Subject r
e) Journalist r
2- Write Jane’s report. (Rédige le compte-rendu de Jane.)
a) The next Hi Story program ........................................................................................
b) My boss will have to .................................................................................................
c) Graham will have to ..................................................................................................
d) I will have to .............................................................................................................
Check and correct.
j’apprends à utiliser la proposition infinitive

Step 9
1- Listen again to the Hi Story meeting and read the script (Séance 2- Step 7)
2- Read the following sentences. They are all taken from the script.
a) I would like you to present the fabulous adventures of Lewis and Clark
b) I want him to read The Journals of Lewis and Clark
c) I would like you to play the role of our famous explorers
d) I want you to prepare a web quest online
Who pronounces these sentences?

a) Graham r
b) Jane r
c) the journalist r
d) Mr Stanley r
What for? (Pour quoi faire ?)
a) to give instructions r
b) to congratulate r
c) to present excuses r
3- Complete the following grid with the four sentences of Step 9. One has already been used
as an example.
Proposition principale Proposition infinitive

Nature
Fonction
Phrase 1 I would like you to present the fabulous
adventures of Lewis
and Clark
Phrase 2
Phrase 3
Phrase 4
Après avoir placé tous les éléments des quatre phrases dans le tableau, complète la ligne
intitulée nature à l’aide des éléments suivants. Attention, la liste n’est pas dans l’ordre :
verbe à l’infinitif, groupe nominal, pronom sujet, pronom complément, verbe de souhait ou
de volonté.
Complète ensuite la ligne intitulée fonction à l’aide des éléments suivants. Là encore, la liste
n’est pas dans l’ordre : sujet de la proposition principale, verbe de la proposition infinitive,
COD du verbe de la proposition infinitive, sujet de la proposition infinitive, verbe de la
proposition principale.
Check and correct.
Exercise 5
Put the words of each of these three sentences back into order.
O Number 3 is more difficult!
1- to - he - her - a - web - wants - prepare - quest
.........................................................................................................................................
2- to - them - work - like - she - would
.........................................................................................................................................
3- Mr Stanley - Jane - Graham - to - of - wants - changing - convince - his - mind
.........................................................................................................................................
j e retiens
Pour exprimer ce que je souhaite ou que je veux que les autres fassent, j’utilise la
proposition infinitive.
Ex : I want him to read The Journals of Lewis and Clark.
Le sujet de la proposition infinitive est un complément : soit un nom/nom propre ou
pronom complément, d’où le him de l’exemple.
Rappel des pronoms sujets et des pronoms compléments
Pronoms sujet Pronoms compléments
I Me
You You
He, she, it Him, her, it
We Us
You You
They Them
Le français utilisera le mode subjonctif pour traduire le verbe de la proposition
infinitive.
Ex : Je veux qu’il lise The Journals, de Lewis et Clark.
Exercise 6
Translate into English.
1- Il veut que tu fasses des recherches.
.........................................................................................................................................
2- Ils aimeraient qu’elle téléphone au conservateur du musée.
.........................................................................................................................................
3- Nous aimerions qu’il incarne des explorateurs célèbres.
.........................................................................................................................................
You are the journalist working for the new Channel specialized in educational TV programs, the
Ilook4 Channel1. The director has a second assignment for you. He wants you to prepare the
second episode of the new series of programs about history called Hi Story. The first one was
dedicated to life in the concentration camps during the Second World War. This one will deal with
famous explorers. You will have to carry out some research to provide educational material for
thirteen to fourteen-year-old pupils, you will also have to interview a famous solo navigator. Jane,
your secretary, and Graham, a young British actor, are here to help you with this challenging task.
(Tu es le journaliste qui travaille pour la nouvelle chaîne de télévision, Ilook4, spécialisée
dans les émissions éducatives. Le directeur a une deuxième mission à te confier. Il veut que
tu prépares le deuxième épisode de la série d’émissions intitulée Hi Story. La première était
consacrée aux camps de concentration pendant la Seconde Guerre mondiale. La seconde
traitera des explorateurs célèbres. Tu dois faire des recherches pour fournir un matériel
éducatif à destination d’élèves âgés de 13 à 14 ans, tu devras aussi interviewer un célèbre
navigateur en solitaire. Ta secrétaire, Jane, et Graham, un jeune acteur britannique, sont là
pour t’aider à remplir cette mission délicate.)
1- Ilook4 : jeu de mots (look for : chercher, mener des recherches) pour indiquer une chaîne éducative qui propose des émissions
apportant des ressources documentaires aux jeunes spectateurs.
jabordant
e trouve des informations recherchées dans un texte
Step 10
1- Remember this photo.
YOU are the famous journalist. Draw your picture inside the silhouette. (Dessine-toi dans
la silhouette.)
2- Remember your meeting with Mr Stanley, Jane and Graham. You will have three tasks to
accomplish. Which ones? (Tu te souviens de ta rencontre avec M. Stanley, Jane et Graham.
Tu auras trois tâches à accomplir. Lesquelles ?)
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Right, so let’s start with the first one, you have to do some research about famous
explorers.
3- Jane has already done some research for you and has found some information about the
famous explorers mentioned by Mr Stanley. Read the document she gave you. Underline
the names of places in red, the proper names in blue and the numbers in black. (Jane
a déjà fait des recherches pour toi et a trouvé des informations concernant les explorateurs
célèbres mentionnés par M. Stanley. Souligne les noms de lieux en rouge, les noms propres en
bleu et les nombres en noir.)
In 1519 Ferdinand Magellan, the Portuguese explorer, led five

Spanish ships in what was to become the first voyage around
the world. He wanted to reach the Spice Islands in the Far East.
King Charles I of Spain had promised Magellan one-fifth of the
profits from the voyage to the Spice Islands. One year later he
entered the straits which would be named the Magellan Straits
– he was to be the first European ever to sail across the Pacific.
It took just over two years to reach the Spice Islands. Magellan
himself was killed by natives in the Philippines. By the time the
Victoria, the only ship left, returned toSpain, 1,082 days after
leaving, 233 members of the crew had died.
4- Use the words and the numbers you have underlined to complete this grid.
Places Dates Discovery

Explorer
from… to between… and… He was the first to…
Check and correct.
j’apprends à mettre en forme à partir de notes

Step 11
Use the elements of your grid from left to right to make a complete sentence. You have a
picture of Magellan’s boat, it was not a motor boat, but a sailing boat, so you are going
to use the verb «sail». (Utilise les éléments de ta grille de gauche à droite pour faire une phrase
complète. Utilise le verbe : «sail» (naviguer).)
.......................................................................................................................................
.......................................................................................................................................
Check and correct.
j e retiens
Pour prendre des notes et les mettre en forme, il faut procéder par étapes :
Lire le document une première fois. Tu peux souligner au crayon de papier tout ce que
tu comprends. C’est une habitude que tu as prise depuis longtemps.
Il te faut ensuite faire des repérages. Tu as été guidé : il t’a été demandé de repérer
les noms de lieu, les noms propres (personnes, bateaux, …) et les nombres (dates,
quantités…). Ce sont des éléments indispensables pour donner des informations sur
des personnages célèbres qui ont accompli des exploits.
Tu dois ensuite trier les éléments que tu as repérés : enlever ceux qui ne sont pas
indispensables, classer les autres en catégories que tu auras jugées utiles en fonction du
thème étudié.
Tu peux ensuite agencer tous les éléments retenus en une ou plusieurs phrases. Cela
te permet de résumer le contenu d’un texte long où toutes les informations données ne
sont pas forcément à retenir.
Apprends la phrase sur Magellan par cœur. Exerce-toi en l’écrivant. Souviens-toi, un bon journaliste
doit avoir des connaissances justes et précises !
Séance 4
Je me remémore la trace écrite de la séance 3
abordant une thématique connue
Je sais mettre en forme à partir de notes
J’apprends à utiliser le past-perfect
Je parle pour reproduire un modèle oral
je me remémore la trace écrite de la séance 3

Exercise 7
You are the journalist. You have read the document Jane gave you about Magellan.
You decide to write quick notes on your notepad about this famous explorer to prepare
your next program. (Tu es le journaliste. Tu as lu le document que Jane t’a donné sur Magellan.
Tu décides d’écrire quelques notes sur ton carnet pour préparer ta prochaine émission.)
Check and correct.
jeabordant
trouve des informations recherchées dans un texte
Exercise 8
1- Jane has found a second document for you. Read this second document.
The Norwegian Roald Amundsen was

the first person to reach the South Pole.
Amundsen and his team started their
expedition in 1911 from the Bay of Whales
with four sledges and 52 husky dogs. It was
a technical challenge but also a well-planned
campaign. He was racing against a rival
team led by Robert Scott. By the time Scott
arrived at the Pole, Amundsen had already
beaten him. Amundsen and his team had
reached the South Pole on January 25th,
1912 after a journey of 2,824 km whereas
Scott arrived 30 days later. On their way
back, Scott and his team died in a blizzard.
2- Underline the names of places in red, the proper names in blue and the numbers in black
and complete the grid.

Explorer
from…to between… and… He was the first to…
je sais mettre en forme à partir de notes

Exercise 9
Write a summary of Amundsen’s expedition using your notes. Amundsen did not sail from
the Bay of Whales to the South Pole, he skied or used a sledge, you can use the verb to travel
from… to… on skis and on a sledge pulled by husky dogs…
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Check and correct.
j’apprends à utiliser le past-perfect

Step 12
1- Read the following sentence
By the time Scott arrived at the Pole, Amundsen had already beaten him.
Use your logic, do you think Scott arrived at the Pole,
a) before Amundsen r
b) after Amundsen? r
Write the two actions “Scott arrived at the Pole” and “Amundsen had already beaten
him” on the time line, add the missing indication of date.
January 25th, 1912
1- 2-
2- Do both actions take place

a) in the present r
b) in the past r
c) in the future r
3- What is the tense of the verb in “Scott arrived at the Pole”

.........................................................................................................................................
4- What is the form of the verb in “Amundsen had already beaten him”?
a) have +V-en r
b) had + V-en r
5- How do you write a verb in this form?

a) auxiliary have at the present + past participle of the verb r
b) auxiliary have at the preterit + past participle of the verb r
c) auxiliary be at the present + V-ing r
Exercise 10
1- Read again the text about Magellan in Séance 3 Step10. One sentence uses the past-
perfect. Copy it and underline the verb in the past-perfect.
.........................................................................................................................................
2- Read again the text about Amundsen. Another sentence uses the past-perfect. Copy it
and underline the verb in the past-perfect.
.........................................................................................................................................
j e retiens Le past-perfect
Ex : By the time Scott arrived at the Pole, Amundsen had already beaten him.
Le past- perfect se forme en utilisant l’auxiliaire have au prétérit suivi du participe
passé du verbe
Rappel :
Le participe passé d’un verbe régulier se forme en ajoutant le suffixe –ed.
Ex : had reached
Le participe passé des verbes irréguliers doit être appris.
Ex : had beaten
Dans cette phrase, le point de repère dans le passé est l’arrivée de Scott au Pôle sud.
L’énonciateur donne son point de vue sur le déroulement de l’action, qui est accomplie,
Amundsen l’a déjà battu, il a déjà atteint le Pôle : Amundsen had already beaten him.
Tu pourrais traduire la phrase par : Le temps que Scott arrive au Pole, Amundsen l’avait
déjà battu.
Exercise 11
1- Amundsen était arrivé avant Scott.
.........................................................................................................................................
2- Même si le roi d’Espagne lui avait promis un cinquième du bénéfice du voyage aux Spice
Islands, Magellan n’est jamais rentré en Espagne pour en profiter (=to enjoy).
.........................................................................................................................................
3- Le temps que le journaliste écrive l’article de presse sur la première émission de Hi Story,
Mr Stanley avait déjà trouvé une nouvelle idée pour la seconde.
.........................................................................................................................................
4- Jane t’avait déjà fait lire un texte sur Magellan avant de te donner le document sur
Amundsen.
.........................................................................................................................................
5- Le temps que tu lises le document sur Amundsen, Jane avait déjà trouvé des textes sur
Lewis et Clark.
.........................................................................................................................................
je parle pour reproduire un modèle oral

Step 13
1- Listen to your first summary on your CD
Magellan sailed from Spain to the Spice Islands between 1519 and 1521, he was the
first European to sail across the Pacific.
2- Listen again and underline the stressed words of the sentence.

Magellan sailed from Spain to the Spice Islands between 1519 and 1521, he was the
first European to sail across the Pacific.
3- Listen again and circle the stressed syllable of each stressed word.
4- Indicate the intonation (rising j or falling l) at each punctuation sign.
5- Read the sentence, respect the stressed words, the stressed syllables and the correct
intonation. Record yourself if possible.
Exercise 12
1- Do the same for your second summary (stressed words, stressed syllables inside these
words, intonation), but don’t listen to your CD yet. Try to follow the same logic as
for the first summary. Remember, the stressed words are the words which convey the
meaning to the sentence. (Fais la même chose pour ton deuxième résumé (mots accentués,
syllabe accentuée à l’intérieur de chacun de ces mots, intonation), mais n’écoute pas encore
ton CD. Essaie de suivre la même logique que pour le premier résumé. Souviens-toi, les mots
accentués sont les mots porteurs de sens.)
Amundsen traveled from the Bay of Whales to the South Pole on skis and on a sledge
pulled by husky dogs between 1911 and 1912, he was the first person to reach the
South Pole.
2- Once you have finished, listen to your CD, check and correct.
Séance 5
Je sais anticiper le contenu d’un document écrit inconnu
Je découvre d’autres explorateurs célèbres
Je sais demander des informations
je sais anticiper le contenu d’un document écrit inconnu

Exercise 13
What does the title A Voyage of Discovery make you think of?
1- A voyage
Underline six synonyms for voyage in the following list.
journey explorer scientist trip ship expedition places passage people
animals flora adventurer travel fauna crossing plants
Listen to the synonyms on your CD and correct. Then listen again and repeat the words
List different means of transportation:
car, ..............................................................................................................................
...................................................................................................................................
...................................................................................................................................
2- Discovery
Who makes discoveries? Find three categories of persons likely to make discoveries in the
list of exercise 13. (Qui fait des découvertes ? Trouve trois catégories de personnes susceptible
de faire des découvertes dans la liste de l’exercice 13a.)
.....................................................................................................................................
.....................................................................................................................................
.....................................................................................................................................
What can they discover during a voyage? Complete, using words in the same list as
before.
Unknown ......................................................................................................................
Unidentified ..................................................................................................................
je découvre d’autres explorateurs célèbres

Step 14
Jane is very efficient but she gives you a lot of work to do. She has given you two files about
Lewis and Clark to take home for the week-end.
1- Open the first file, look at the photos and read the document. Underline every word you
understand.
Complete the grid, don’t forget to justify by quoting the text or an element from the
document.
The Lewis and Clark expedition

Less than seven months after the American government
had bought Louisiana from the French, one of the
most important discovery missions in history set out
to explore the vast newly-acquired territories between
the Mississippi and the Pacific Ocean. The expedition
was a personal project of President Jefferson’s, whose
intellectual interest in its discoveries was doubled by the
economic benefit of discovering an overland route to the
Pacific and political ambition.
Answers Justifications
Who
What
Where
When
What for
How
2- You already have some information about this Lewis and Clark Expedition but not
enough to complete the grid. You need to know more. Open the second file…. Ooops,
it’s empty, you must have dropped your papers at your office. What can you do?
Why not phone Jane and see if she has photocopies of the file. She could answer your
questions. For which sort of information do you need more elements? (Tu as déjà des
informations à propos de l’expédition de Lewis et Clark, mais pas assez. Tu n’as pas complété
ta grille. Tu as besoin d’en savoir plus. Ouvre ton deuxième dossier. Oups, il est vide, tu as dû
faire tomber tes papiers au bureau. Que peux-tu faire ? Pourquoi ne pas téléphoner à Jane et
voir si elle n’a pas de photocopies du dossier. Elle pourrait répondre à tes questions. Pour quel
type d’information as-tu besoin de plus d’éléments ?)
a) who r b) when r
c) what r d) what for r
e) where r f) how r
je sais demander des informations

Step 15
1- Here are four questions you could ask Jane. Put the words back into order.
a) this/in/who/expedition/participated/?
.................................................................................................................................
b) leave/did/they/from/where/?
.................................................................................................................................
c) did/did/they/they/leave/come/and/when/when/back/?
d) means/they/use/of/did/transportation/what?
2- Once you have finished reordering the words, listen to the correction on your CD.
3- Repeat the questions, respect the falling intonation.
4- Jane has answered your phone call. Fortunately, she has got photocopies of her file at
home. Put on your CD and when Jane says OK, shoot!, start with question 1. Don’t
forget to use gap fillers such as well,.., er…, OK then,… they will make your questions
sound more authentic, you can also say Thank you at the end of the conversation!
(Jane a répondu à ton appel téléphonique. Heureusement, elle a des photocopies de son dossier
à la maison. Lance ton CD, et quand Jane dit OK, shoot !, commence avec la question 1.
N’oublie pas d’utiliser des gap fillers tels que well, er…, OK then,…ils rendront tes questions
plus authentiques, tu peux aussi dire Thank you à la fin de la conversation.)
Tu peux essayer de faire la conversation une fois en continu, pour voir comment tu arrives à
enchaîner tes questions avec les réponses de Jane. Passe ton CD une deuxième fois, et cette fois-
ci, fais une pause après chaque réponse de Jane afin de compléter ton tableau. Le but de la
conversation est double :
- t’entraîner à poser des questions
- comprendre les informations qui te sont données en réponse à ces questions.
Good luck!
5- Read the script and correct or complete your grid.
6- Pick out in the script the three different questions Jane asks you and write them down.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
You can use these questions when someone asks information from YOU.
Check and correct.
Exercise 14
Jane has sent you by fax this map which dates back from the expedition of Lewis and Clark.
It was accompanied by this note. Read it. Take a red pen and draw the itinerary followed
by the expedition from St Louis to the Atlantic Ocean. Follow the red dots on the map.
(Jane t’a envoyé par fax cette carte qui date de l’expédition de Lewis et Clark. Elle était
accompagnée de cette note. Lis-la. Prends un stylo rouge et trace sur la carte l’itinéraire suivi par
l’expédition de St Louis à l’Océan Atlantique suis les points rouges sur la carte.)
Fort Catslop
St Louis
They made their way up the Missouri River to the South Fork (in the present state of
Montana) and on into what is now North Dakota, where they spent the winter with the
Mandan Indians. From there, in 1805, they continued in canoes to the Great Divide of the
Rocky Mountains, which they successfully crossed. After having negociated the Snake River,
they reached the great Columbia River and followed it to the shore of the Pacific Ocean
which they reached in November 1805. Here they built Fort Catslop where they stayed for
the winter before returning to St Louis.
Le gouvernement américain a fait l’acquisition de la Louisiane le 30 avril 1803.
Meriwether Lewis et William Clark ont tenu des journaux de bord tout au long de leur périple.
Ils sont d’une valeur inestimable quant à la description qu’ils font de territoires jusque là jamais
répertoriés sur des cartes, de faune et de flores inconnues, de rencontres avec les différentes tribus
d’indiens. C’est pour cela que M. Stanley tient à ce que tu lises leurs Journals afin de mieux
prendre connaissance de cette expédition sans pareil dans l’histoire des États-Unis.
Séance 6
J’apprends à convaincre
Je sais repérer des informations simples
dans un document historique authentique
Je découvre un autre document historique authentique
j’apprends à convaincre
Step 16
1- Listen to Jane and Graham. Read the script at the same time.
Graham: Did you hear that? Mr Stanley wants me to play the role of famous explorers!
How ridiculous! I can play Hamlet, I can play Romeo, I certainly don’t want
to look stupid disguised as a famous explorer!
Jane: Graham, come on! Stop complaining! Listen, viewers loved it when you read
the poem, they will love it when you play a famous explorer.
Graham: Have you seen pictures of Magellan with that silly hat and that ridiculous
long beard?
Jane: You don’t have to wear a silly hat, but even if you had to wear such a disguise,
it would be great for children to see the famous people they heard about
at school.
Graham: Well, yes, maybe. I have no script ready yet, I will have to improvise. Pity
there is no text to read!
Jane: You know what? You could read extracts from The Journals of Lewis and Clark!
Graham: Oh, I like the idea. Jane, you are the best friend I ever had, and I want you to be
proud of me!
Jane: Well then, just accept Mr Stanley’s idea, and start looking for texts to read!
2- Graham is very angry and resentful. He produces arguments to defend his point of view.
But Jane is clever, she immediately finds counter-arguments to make Graham change his
mind. Find for each argument its counter argument. (Graham est très fâché et rancunier.
Il émet des arguments pour défendre son point de vue. Mais Jane est intelligente, elle trouve
immédiatement des contre-arguments pour le faire changer d’idée. Trouve pour chaque
argument son contre-argument.)
Arguments Counter-arguments
1- I certainly don’t want to look stupid 1-
disguised as a famous explorer!
2- Have you seen pictures of Magellan with 2-

this silly hat?
3- Have you seen pictures of Magellan with 3-

that silly hat and that ridiculous long
beard?
4- Pity there is no text to read! 4-
Check and correct.
Underline in each argument and its counter argument the words in common.
(Souligne dans chaque argument et son contre-argument les mots en commun.)
Sometimes words are not exactly the same in the argument and in its counter-argument
but refer to the same thing, for example: canoes and horses/means of transportation. Can
you find such words in n°3 and 4? (Parfois les mots ne sont pas exactement les mêmes dans
l’argument que dans le contre-argument, mais se réfèrent à la même chose, par exemple canoës et
chevaux/moyens de transport. Peux-tu trouver de tels mots dans les N° 3 et 4 ?)
Check and correct.
j e retiens
Si je veux convaincre quelqu’un, je dois bien écouter ce qu’il dit.
Je dois réutiliser certains de ses termes ou des synonymes.
Ex: a famous explorer, a silly hat, texts/extracts, Magellan and Amundsen/famous people.
Je dois trouver un côté positif et l’exposer.
Ex: it would be great for children to see famous people they heard about at school.
Je dois être capable d’émettre des suggestions.
Ex: You could read extracts from The Journals of Lewis and Clark!
Exercise 15
Jane is depressed. She is working a lot for you, Graham is often in a bad mood and she is
not very happy with this idea of the web quest she has to prepare. Try to convince her that
Mr Stanley’s idea is a good one.
Here are Jane’s arguments. Match the arguments and the appropriate counter-arguments.
Be careful, one counter-argument is missing, you will have to find it.
(Jane est déprimée. Elle travaille beaucoup pour toi, Graham est souvent de mauvaise humeur,
et l’idée de la web quest qu’elle doit préparer ne la tente pas du tout. Essaie de la convaincre que
l’idée de M. Stanley est bonne. Voici les arguments de Jane. Associe à chaque argument un contre
argument. Fais attention, il manque un contre-argument, c’est à toi de le trouver.)
1- I’m so tired, all these books to read, all a- Well, you know young people love web
these websites to visit, I’m fed up! quests, they think it’s a sort of game,
don’t forget we are an educational TV
Channel!
2- This idea of a web quest is ridiculous. b- Don’t worry. I will ask the
We are not a museum, we are a TV communication department to take
Channel for God’s sake! care of it, it is their business.
3- And Mr Stanley is very nervous at the c- I know you are tired, I give you too
moment. He keeps phoning me to ask if much work to do. Why don’t you
we are ready for our next program. take your afternoon off, and do some
shopping.
4- I know how to use a computer but I d-
don’t know how to organize this online
webquest. I’m no technician!
Answers
1- 2- 3- 4-
Write your suggestion for counter-argument "d-"
.........................................................................................................................................
jdans
e sais repérer des informations simples
un document historique authentique
Exercise 16
1- Would you be a good adventurer? How many boats would you take for such an
expedition? How would you get organized? To have a better idea of the practical
organization of the journey, read this very short first extract from The Journals and
indicate the exact number of each object represented by a picture.(Serais-tu un bon
aventurier ? Combien de bateaux emmènerais-tu pour une telle expédition ? Comment
t’organiserais-tu ? Pour avoir une meilleure idée de l’organisation pratique d’un tel voyage,
lis ce premier très court extrait de The Journals et indique le nombre exact de chaque objet
représenté par une illustration.)
The party was to embark on board of three boats; the first was a keelboat fifty-five
feet long, drawing three feet of water, carrying one large squaresail and twenty-two
oars. […] This was accompanied by two perioques or open boats, one of six and the
other of seven oars. Two horses were at the same time to be led among the banks of
the river for the purpose of bringing home game or hunting in case of scarcity.
The party consisted of …
with and
42 ..................... .....................
The three boats were …
with and
..................... ..................... .....................
with
..................... .....................
2- Use the previous elements as a rebus and write two complete sentences.
The party consisted of ...................................................................................................
The three boats were .....................................................................................................
je découvre un autre document historique authentique

Step 17
1- Graham has selected three extracts he would like to present to the spectators. Listen to
him on your CD, he is reading the first of this extract. You can read it at the same time.
[Clark ] MONDAY MAY 14th1804
Rained the fore part of the day I determined to go as far as St Charles a

french Village 7 Leags. up the Missourie, and wait at that place until Capt. Lewis
could finish the business in which he was obliged to attend to at St Louis and join
me by Land from that place 24 miles
I set out at 4 oClock P.M, in the presence of many of the neighbouring inhabitents,
and proceeded on under a jentle brease up the Missouri to the upper Point of the
1st Island 4 Miles and camped on the Island […]
2- Who wrote this extract?

.........................................................................................................................................
3- How do you know it is a journal? Give two justifications.

.........................................................................................................................................
.........................................................................................................................................
4- Read the date. What important event took place on that day that is recorded in The
Journal?
.........................................................................................................................................
Relis ce texte en silence et observe bien les mots. Il s’agit du texte original de William Clark,
un lieutenant de l’armée. Dis en français ce qui te surprend quand tu lis ce texte.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Séance 7
Je sais parler pour réagir
Je parle pour décrire
Je découvre un troisième document historique authentique
je sais parler pour réagir

Step 18
You have learnt in Séance 1 and 2 to react expressing admiration, sadness, amazement and
pride. What about anger?
1- Read these three extracts that you know well and underline all the words or expressions
of anger.
Extract n°1:
Graham: Out of the question! I don’t like this idea at all, I don’t want to be disguised
and play Marco Polo, it isn’t my idea of acting.
Extract n°2:
Extract n°3:
long beard?
2- Classify the words or expressions you have underlined in the three columns of the
following grid.
3- What title could you give to each of the column? Choose and tick. Then, write the
appropriate title at the top of each of the columns.
nouns r
adjectives r
verbs in the negative form r
proper nouns r
exclamations and questions r
numbers r
Check and correct.
4- Listen to these three exclamations and questions on your CD. Indicate the intonation at
the end of each sentence.
1) Out of the question!
2) Did you hear that?
3) Have you seen pictures of Magellan with that silly hat and that ridiculous long beard?
je parle pour décrire

Step 19
1- Look at these four pictures
a b c d
2- You have already learnt how to describe a picture orally from notes. First, take notes
about those four pictures.
Picture Describe what Describe your What do you Give a title to the
you see on the personal feelings, already know picture
picture. Someone opinions and about the subject
who has never connections to of the picture,
seen it should be the picture. (It based on personal
able to visualize makes me think experience or
it. (I can see…) of…) from studying?
(I already know
that…) Que sais-tu
du sujet de cette
image ?
3- Describe each picture orally using your notes. Record yourself if possible. If you can’t
record yourself, write down the description of each picture.
a) .................................................................................................................................
b) .................................................................................................................................
c) .................................................................................................................................
d) .................................................................................................................................
je découvre un troisième document historique authentique

Step 20
Here are the last two extracts Graham has chosen for the next program about famous
explorers.
1- Read the introduction to Extract n°2.
Extract n°2:
Winter 1804. In October when he sees herds of buffaloes cross the river to find warmer
places in the South, Lewis understands. He must find his winter quarters now. And they
establish their fort near a Mandan village. Mandans are friendly Indians.
2- Look at your map (Séance 5, exercise 14). There is a red spot locating the place of the
Mandan Village. Indicate the date.
3- Listen to Graham reading this extract on your CD.
[Clark] 7th OF DECEMBER FRIDAY 1804
the Big White Grand Chief of the 1st Village, came in informed us that a large Drove
of buffalo w was near and his people was wating for us to join them in a chase Capt.
Lewis took 15 men and went out joined the Indians, who were at the time he got up,
Killing the Buffalow on Horseback with arrows which they done with great dexterity,
his party killed 10 Buffalow, five of which we got to the fort by the assistance of a
horse in addition to what the men Packed on their backs.

Extract n°3
Spring 1805. They arrive at the Missouri Falls. Lewis is attacked by a grizzly.
5- Look at your map (Séance 5, exercise 14). There is a red spot locating the place of the
Missouri Falls. Indicate the date.
6- Listen to Graham on your CD.
[Lewis]
A most tremendious looking animal, and extremely hard to kill notwithstanding

he had five balls through his lungs and five others in various parts he swam more
than half the distance across the river to a sandbar & it was at least twenty minutes
before he died, [he] made the most tremendous roaring from the moment he was
shot.
Exercise 17
1- Match the texts with the pictures. Use quotations from the extracts and the introductions
to justify your choice.
Extract n° Pictures n° Justification
2- Buffaloes were extremely useful animals to the Indians who ate their meat, of course, but
also made jackets, gloves, trousers and moccasins from their skin. Colour on the picture
all the elements of the outfit which were made out of buffalo skin. (Les bisons étaient des
animaux extrêmement utiles aux Indiens qui mangeaient leur viande, bien sûr, mais les squaws
faisaient également des vestes, des gants, des pantalons et des mocassins avec la peau de bison.
Colorie, sur l’image, tous les éléments du costume qui étaient faits en peau de bison.)
3- Bears were also useful animals to the Indians who ate their meat. But Indians also used
other parts of the animals.
Match the parts of the animal with the use Indians made of them.
Animal’s part Use

Used to make their hair shine or to soothe mosquitoes’
The pelt (la fourrure)
bites and cactus scratches
The claws (griffes) and the
Used to make blankets and coats
teeth
The animal’s oil Used as a sign of great bravery
Recapitulate in three sentences.

a) The pelt was used to .................................................................................................
b) .................................................................................................................................
c) .................................................................................................................................
Chez les Mandans, Lewis et Clark rencontrent Charbonneau.

Il sait parler de nombreux dialectes indiens et leur servira
désormais d’interprète. Sa femme, qui attend un enfant, est une
jeune Shoshone. Elle est prisonnière de guerre des Mandans. Elle
s’appelle Sacagawea et leur apprend à faire des mocassins, des
vestes, des pantalons avec de la peau de bison. Tous deux, avec
leur bébé, accompagneront l’expédition. Sacagawea, grâce à ses
connaissances des ressources de la nature tant pour la nourriture
Pièce de 1 dollar à que pour les soins médicaux, grâce à son intelligence et à sa
l’effigie de Sacagawea. générosité, contribuera largement à la réussite de l’expédition.
Séance 8
j e m’évalue
Cette séquence est consacrée à la production orale, il est donc normal qu’une partie du
travail se fasse à l’oral. Si toutefois tu ne peux pas t’enregistrer, fais les exercices marqués de
ce symbole à l’écrit. Une note précédée du logo "micro" t’expliquera comment faire pour
chacun d’eux.
D’autre part, tu feras aujourd’hui tes révisions par activité langagière. Cela veut dire que
tu ne réviseras pas les séances les unes après les autres, mais il te sera demandé de revoir
des éléments de plusieurs séances afin de faire le travail demandé. Cela t’aidera à mieux
préparer la tâche finale. Souviens-toi, tu es le journaliste qui anime le deuxième volet de
l’émission Hi Story, qui sera cette fois-ci consacrée aux explorateurs célèbres. Le jour de
l’émission. Tu devras être capable
- de répondre à la webquest de Jane
- d’interviewer Mary Mac Grip, la célèbre navigatrice en solitaire : lui demander des
informations, exprimer tes réactions, et la convaincre de lire en direct un extrait des
Journals de Lewis et Clark
- de deviner qui sont les explorateurs célèbres incarnés par Graham
- d’aider le journaliste venu t’interviewer à rédiger son article.
Compréhension écrite
Exercise 1
Sais-tu repérer tous les faits de langue étudiés ?
Relis attentivement les steps 2 (séance 1), 9 (séance 3) et 12 (séance 4) et refais les exercices
qui les accompagnent.
Lis le script de la conversation entre Graham and Jane.
Graham: Did you hear that? Mr. Stanley wants me to play the role of famous explorers!
Jane: Graham, come on! Stop complaining! Listen, viewers loved it when you read
the poem, they will love it when you play a famous explorer.
long beard?
Jane: You don’t have to wear a silly hat, but even if you had to wear such a disguise,
it would be great for children to see famous people they heard about at school.
Graham: Well, yes, maybe. I have no script ready yet, I will have to improvise. Pity there is
no text to read!
Jane: You know what? You could read extracts from The Journals of Lewis and Clark!
Graham: Oh, I like this idea. Jane, you are the best friend I ever had, and I want you to be
proud of me!
Jane: Well then, just accept Mr Stanley’s idea, and start looking for texts to read!
Relève deux phrases contenant une proposition infinitive.

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.........................................................................................................................................
1- Traduis : Elle aimerait que tu acceptes l’idée de M. Stanley.
.........................................................................................................................................
2- Relève une phrase avec une proposition subordonnée de concession.
.........................................................................................................................................
3- Traduis : Bien que Graham soit fâché, il accepte d’incarner des explorateurs célèbres.
.........................................................................................................................................
4- Souviens-toi de la séquence précédente, relève une phrase avec une expression

d’obligation future.
.........................................................................................................................................
Exercise 2
Sais-tu rechercher des informations dans des textes aux thématiques connues ?
Relis attentivement le step 10 (séance 3), et l’exercice 8 (séance 4)

You forgot to do some research about James Cook. Fortunately, Jane has found this
document for you.
Captain James Cook, a British sailor, went in search of

the mythical « Southern Continent » or Terra Australis
in 1772. Cook sailed around the globe, becoming one
of the first to cross the Antarctic Circle on 17 January
1773. Although he didn’t find the Southern Continent,
Cook was one of the first men to map the east coast
of Australia and the Islands of the Pacific Ocean. Upon
his return, in 1775, Cook was promoted to the rank of
Captain.
Underline the names of places in red, the proper names in blue and the numbers in black

Explorer
Production écrite
Exercise 3
Sais-tu mettre en forme à partir de tes notes ?
Relis attentivement le step 11 (séance 3), et je retiens -
Write a short paragraph about James Cook using your notes of Exercise 2.
Exercise 4
Sais-tu retrouver les grandes lignes d’un article de presse ?
Indicate in each box the letter corresponding to the text which should be written inside.
(Indique dans chaque case la lettre correspondant au texte qui devrait être écrit à l’intérieur.)
A- Even if the subject was not an
easy one, the young journalist
in charge of the program did
wonderfully: the interviews, the
headline documents, everything concurred
to make of this new series of
programs a huge success.
Introductory
B- The Other Side of the Fence
sentence
Longer § to C- We must also mention a young
explain the British actor, Graham Tell, whose
introductory performance in reading the
sentence poem amazed all viewers.
D- Mr. Stanley, the director of Ilook4
Detail of Channel, when asked about this
description popular acclaim commented
E- We have to thank Ilook4

Quotation
from the
Channel for a very moving and
challenging program offered last
people involved
night to our young public
Conclusion F- Long live Hi Story!
Compréhension orale
Exercise 5
Sais-tu comprendre les sentiments traduits par les réactions que tu vas entendre ?
Relis attentivement les steps 3 et 4 (séance 1), 5 (séance 2), 18 (séance 7) et refais les exercices
qui les accompagnent.
Listen to your CD and indicate the feeling expressed. Is it admiration, sadness, pride,
amazement or anger?
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Expression orale
Exercise 6
Sais-tu réagir en exprimant des sentiments ?
Listen to five extracts of conversation and react. Record yourself.
Si tu ne peux pas t’enregistrer, écris tes réactions.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Exercise 7
Sais-tu lire en continu un résumé ?
Relis attentivement le step 13 et l’exercise 12 (séance 4)
Here is the summary you could have written of the paragraph about James Cook.
James Cook sailed around the globe from 1772 to 1775, he was the first man to map the
East coast of Australia and the Islands of the Pacific Ocean.
1- Underline the stressed words, circle the stressed syllables inside these words and indicate
the intonation at each punctuation sign but don’t listen to your CD yet. Try to follow the
same logic as for the lesson.
2- Once you have finished, listen to your CD, check and correct.
Si tu ne peux pas t’enregistrer, lis quand même à voix haute.
Exercise 8
Sais-tu parler pour demander des informations ?
Relis attentivement le step 15 (séance 5), réécoute ton cd et refais les exercices qui
l’accompagnent.
1- You will have to interview a famous solo navigator. What sort of questions can you ask
her? Choose 5 questions among the following list. Take your pencil and tick them.
1) When did you start sailing? r
2) What sort of food do you like? r
3) What sort of diplomas have you got? r
4) Did you do other sports as a kid? r
5) Do you enjoy reading? r
6) Why do you like sailing solo? r
7) How do you train for your competitions? r
8) What’s your favorite colour? r
9) What is the secret of your success? r
10) How often do you go to the cinema in a month? r
2- Read five extracts of Mary Mc Grip’s answers and change the selected questions if
necessary. (Écoute un extrait des réponses de Mary Mc Grip et change ta selection de
questions si nécessaire.)
1) I was five when I started sailing with my father.
2) I used to play tennis.
3) I love boats, I love being on the water.
4) Well, I sail a lot.
5) I’m a very determined sort of person.
Exercise 9
Sais-tu parler pour convaincre ?
Relis attentivement le step 16 (séance 6), reécoute ton cd et refais les exercices qui
l’accompagnent.
You will ask Mary Mac Grip to read an extract from the Journals of Lewis and Clark on line.
She will refuse, giving these two arguments. Think of two counter-arguments you will give
her to make her change her mind. (Tu vas demander à Mary Mac Grip de lire un extrait des
Journals de Lewis et Clark en direct. Elle refusera en avançant ces deux arguments. Pense à deux
contre-arguments que tu luis donneras pour la faire changer d’avis.)
I’m very timid, I don’t want to read in front of
millions of viewers.
Graham is a real actor, I am just a navigator!
NOTES
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Sommaire
Séquence 9
Séance 1 Localiser un pays Pays d’Amérique Pays d’Amérique Reproduire à
Pays d’Amérique dans un continent : Latine Latine l’identique des
Latine sur une carte Points cardinaux noms de pays
Séance 2 Apparier un terme à Afrique Formes Les sons

Cartes, géométrie sa définition géométriques proches : tray /
Émettre des Futur (WILL) so that trade / train
hypothèses Mots
transparents à
l’écrit, opaques
à l’oral
Séance 3 Résumer une Commerce Continents, océans, Repérer et
Interview conversation triangulaire pays, villes identifier les
entendue mots clés dans un
document sonore
Séance 4 Rapporter Styles direct et

Interview les propos de indirect
quelqu’un
Séance 5 Synthétiser des L’esclavage Commerce Enrichir des
L’esclavage informations le prétérite énoncés simples
recueillies be eager to+ V
oralement be willing to+V
La voix passive
Pronoms relatifs
WHO, WHERE
Séance 6 Synthétiser des Les acteurs Verbes spécifiques Repérer et

Les acteurs informations écrites du commerce au commerce identifier les
du commerce triangulaire prépositions : mots clés dans un
triangulaire Rôle de la from - to - across to document écrit
Grande-Bretagne - back - on
Séance 1
J’apprends quelques pays d’Amérique latine
J’apprends des termes géographiques
Je situe des pays sur une carte
j’apprends quelques pays d’Amérique latine

Step 1
Test your Geography knowledge!
Let us revise South American countries.
You will have to locate the following countries of South America on a map (below).
Bolivia Brazil Chile Colombia Ecuador French Guiana
Paraguay Peru Suriname Uruguay
First learn a few geographical terms.
Exercise 1
1- Write the names of the following directions. : ...................... West – East – North – South
...................................
................................... ...................................
...................................
2- Fill in the blanks.

a) A country which is located in the South of a continent is a ............................ country.
b) A country located in the North is a ..............................................................country.
c) A country ........................................ West is a ...............................................country.
d) A country ........................................ is ..................................................................... .
The westernmost country is the country that is farthest (most distant) to the .................
The easternmost country is the country that is farthest to the .........................................
The ................................................. country is the country that is farthest to the North.
The ................................................... country is ................................................. South.
4- Definitions: learn new words.

- A landlocked country is a country that doesn’t border an ocean.
- Overseas (à l’étranger, outre-mer)
Exercise 2
Before reading the following indications that can help you locate the countries of South
America, listen to the names of the countries.
Exercise 3
Read the following definitions and locate the countries of South America on a map (see
below).
Bolivia The westernmost of the two landlocked countries in South America.
Brazil The biggest country in South America.
Chile A long, thin country in southwestern South America.
Colombia A country in the far northwest of South America.
A country in northwestern South America; the equator passes through
Ecuador northern Ecuador. Ecuador borders the Pacific Ocean, is south of
Colombia, and north of Peru.
French An overseas ‘départment’ of France that is located in northern South
Guiana America. It borders the Atlantic Ocean, Brazil, and Suriname.
Paraguay The easternmost of the two landlocked countries in South America.
Peru It borders the Pacific Ocean.
A small country in northern South America. It borders the Atlantic Ocean,
Suriname
Brazil, Guyana, and French Guiana.
A small country in southeastern South America that is bordered by Brazil,
Uruguay
Argentina and the Atlantic Ocean.
Atlantic ocean
The West Indies
Caribbean sea
......................... .........................
.........................
.........................
.........................
.........................
.........................
......................... .........................
.........................
Exercise 4
Listen to the names of the following countries in the Caribbean Islands. As soon as you hear
them, locate the countries on the map below.
Cuba Dominican republic Puerto Rico Jamaica Barbados
Trinidad and Tobago The Bahamas
Exercise 5
When you are finished, listen to those names once again and repeat them.
Séance 2
J’apprends les formes géométriques
Je m’entraîne à reconnaître à l’oral des mots transparents
à l’écrit
Je découvre le continent africain
Je me prépare à l’écoute d’un document sonore
j’apprends les formes géométriques

Step 2
Exercise 6
Learn the geometrical shapes. Match each shape to the appropriate word.
Triangle Rectangle Square Circle Pentagon Hexagon
........................... ........................... ...........................
........................... ........................... ...........................
Check and correct.

Now try and memorize the various geometrical shapes Take your time!
Exercise 7
Are you ready?
Let us check.
1- Label the following shapes.
........................... ........................... ........................... ...........................
2- Read the following definitions and guess what shape they correspond to.
a) It is a three-sided polygon and it has got three legs:
....................................................................................................................................
b) It is a six-sided polygon. It is the name given to France:
....................................................................................................................................
c) It is an ellipse in which the two axes are of equal length:
....................................................................................................................................
d) It is a five-sided polygon and it is also a government building with five sides that serves
as the headquarters of the United States Department of Defense:
....................................................................................................................................
Step 3
Exercise 8
1- This is a map of ………………………………… .................................................................... .

2- Is this a sea or an ocean? .............................. It is called the ..........................................
3- This is the .....................................................………………………… part of this continent.
4- What countries corresponding to the red part can you think of?
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Check and correct.
Step 4
Consider what you learnt in the previous lesson and the present one.
Note down words or ideas that come to your mind, that held your attention or that struck
you.
Now don‘t you wonder why you were made to learn these particular words, get information
about these particular countries and why the geometrical shapes?
r No, I don’t r I think this was on purpose (exprès)
If you have ticked the box ‘on purpose’, then you need the following expressions to make
suppositions about the reason why you have learnt these particular facts and words.
I think I was asked to learn .................................. because in the next lesson we’ll most
probably read ...............................or listen to ................................................... or study
I think I was told to .................... so that in the next lesson I’ll be familiar with ..................
Can you think of anything else?
.........................................................................................................................................
O So that could be translated (tick one or several boxes):

r de sorte que r parce que r afin que r tandis que
Check and correct.
Step 5
Exercise 9
Listen to the following sentences.
In each sentence, circle one of the words suggested you were able to identify.
1- train – trade – tray –
Check and correct. Listen to your CD one more time.

If you weren’t able to identify the words, listen to the sentences again and spot the words
you had to identify.
Exercise 10
Repeat the following words, which are very close and thus are difficult to catch.
Train trade tray
What expressions do you know with the word ‘trade’?
1- ....................................................................................................................................
2- ....................................................................................................................................
3- ....................................................................................................................................
Check and correct.
‘Trade’ is another word for commerce as in ‘fair trade’ or The World Trade Centre -
the Twin Towers that collapsed after the terrorist attack on September 11, 2001
Now listen to the following words and repeat them:
O Rectangle – circle – triangle.

Méthodologie
Les mots ‘rectangle’, ‘circle’ et ‘triangle’ sont transparents à l’écrit mais ils le sont beaucoup
moins à l’oral !
On dit qu’ils peuvent se révéler « opaques » à l’oral c’est-à-dire qu’ils sont difficiles à
reconnaître dans la chaîne sonore. En les répétant avant de procéder à l’écoute, tu seras
ainsi en mesure de mieux les reconnaître.
Séance 3
Je repère des noms de lieux
J’apprends à comprendre l’essentiel d’une interview
Step 6
Exercise 11
You are going to listen to a conversation between two people.
What they are talking about is the reason why you were told to learn names of various
countries, geographical terms and geometrical shapes.
Who are these people?
Listen to your CD once (one time) or twice (two times) if necessary.
The people are:

1- a politician and a journalist r
2- a teacher and a writer r
3- the curator of a museum and a journalist r
Check and correct.
Step 7
Je repère les mots-clés, par thèmes.
Exercise 12
Listen to the whole dialogue and focus only on names of continents, countries, seas,
oceans and cities.
Write them down as soon as you have identified them.

1- Continents: ...................................................................................................................
2- Seas, oceans: ................................................................................................................
3- Countries: .....................................................................................................................
4- Cities: ...........................................................................................................................
Once you have identified the places, write them at the correct places on the maps below.
Use arrows!
Check and correct.
Exercise 13
1- Now listen to the recording once again and write down all the words related to the
following topics:
Commerce :
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
Dates (years - centuries) :
....................................................................................................................................
Figures (numbers) :
....................................................................................................................................
Check and correct.
What geometrical shape is mentioned several times in the recording?
.............................. .............................. .............................. ..............................
Give its name in English: ....................................................................................................

Check and correct.
Is it difficult for you? Listen to your CD and try and get the name of the shape mentioned.
Check and correct.
Congratulations! You have identified the word ‘triangle’.
Exercise 14
Can you label the places at the three corners? Listen to the following extract from the
dialogue.
..............................
..............................
..............................
Check and correct.
Exercise 15
What does ‘ triangle trade’ mean? Make hypotheses as to what it may mean.
k Express probabilities.
You can use the geometrical shape and the three names of countries you have identified.
Check and correct.
Step 8
Let us focus on all the places you have probably identified in the recording.
Continents (West) Africa – South America – the USA –– Western Europe
Seas, oceans The Caribbean Sea, the Atlantic Ocean
Countries England, France, Spain, Portugal, the Netherlands, Denmark, Sweden.
London, Bristol, Liverpool, Nantes, Bordeaux, Amsterdam, Cadiz, Lisbon,
Cities
Barcelona.
Dates
(years – 1994 – 18th century – 17th century – in the 1730s – in the 1740s -
centuries)
Figures
2,600,000
(numbers)
triangular trade, triangle trade, in exchange for, market, slave trade, to

Commerce
trade with, goods
Exercise 16
Summarize what you have already understood about the recording.
I heard a conversation between...
Séance 4
Je sais rapporter les paroles de quelqu’un
Step 9
Read the transcript of the questions asked by the journalist with the Guardian, Tim Bakland,
in the interview about the Triangle Trade:
1- Paul Deen: So what can you tell us about the museum’s exhibition and highlights?
2- Paul Deen: What can you tell us about the European traders? Who were they?
3- Paul Deen: What part did Britain play in the triangle trade?
4- Paul Deen: What else is there to know about the triangle trade?
5- Paul Deen: Can you explain the term ‘triangle trade’ or ‘triangular trade’ for us?
6- Paul Deen: How did it all start?
Exercise 17
Fill in the blanks with the numbers of the corresponding questions.
In question 1, the journalist wanted the curator to tell him more about the museum’s
exhibitions.
In question .......... he wanted her to tell him what else there was to know about the
triangle trade.
In question .......... the journalist wanted the curator to tell him what part Britain played in
the triangle trade.
In question .......... he wanted to know how it (the slave trade) all started.
In question .......... the journalist wanted to know who the European traders were.
In question .......... he wanted to know if the curator could explain the term ‘triangle
trade’.
Check and correct.
Comment appelle-t-on la transformation qui a été effectuée dans l'exercice ci-dessus ?
Check and correct.
En effet, comme en français, lorsque l'on rapporte des paroles, on passe au style indirect.
Observe les phrases et indique (entre parenthèses) le numéro de la question dont on parle :
Observe la façon dont la transformation s’est opérée :
Paul Deen: What part did Britain play in the triangle trade?
k He wanted to know what part Britain played in the triangle trade.
Paul Deen: What else is there to know about the triangle trade?
k He wanted her to tell him what else there was to know about the triangle trade.
Quelles remarques peux-tu faire ?

1- .....................................................................................................................................
2- .....................................................................................................................................
Check and correct.
j e retiens
On utilise le discours indirect (‘reported speech’) pour rapporter les paroles de
quelqu’un.
On doit veiller à la concordance des temps : quand le verbe introducteur est au passé
(ici : wanted), tous les verbes de la phrase au discours indirect sont au passé.
k He wanted to know what part Britain played in the triangle trade.
Paul Deen: What else is there to know about the triangle trade?
k He wanted her to tell him what else there was to know about the triangle trade.
D’autre part, il convient de ne pas procéder à l’inversion sujet/verbe, car la phrase au
discours indirect n’est pas une question.
‘What is there to know?’ k he wanted her to tell him what else there was to know.
Practise!
Exercise 18
What other questions would you have liked to ask the curator of The Slavery Museum in
Liverpool about the Triangle Trade?
1- Write them down.
2- Then imagine your questions were asked to the curator by the journalist. Turn them into
reported speech.
a) Your questions to the curator:
- ................................................................................................................................
- ................................................................................................................................
- ................................................................................................................................
- ................................................................................................................................
- ................................................................................................................................
- ................................................................................................................................
- ................................................................................................................................
b) Your questions turned into reported speech.
Start your sentences with:
- The journalist wanted the curator to tell him .............................................................
- He wanted to know ..................................................................................................
As-tu appliqué les règles expliquées dans « Je Retiens » ?
k Concordance des temps (présent dans les questions directes k passé au discours indirect
parce que le verbe introducteur est au passé.)
k Pas d’inversion sujet / verbe (ce ne sont plus des questions).
Consulte le corrigé proposé.
Séance 5
Je construis le sens d’un document oral
à partir des indices relevés puis traités
Je revois la forme passive
Step 10
Exercise 19
In the recording, you came across the following words (left column):
1- Match each English word with its translation.
2- Write the answers in the right column of the grid.
guns • • perles
swords • • armes à feu
beads • • épées
Metalware, iron products • • rhum
rum • • alcool
alcohol • • objets en métal
Listen to the following extract from the recording and tick the objects whose names you
hear.
r r r r r r
r r r

Exercise 20
Listen to the following extract and fill in the boxes.
Then listen to another extract and fill in the boxes that remained empty.
Answer the question:
What did the following people expect from the Triangle Trade?
Europeans wanted:
.....................................
.....................................
.....................................
.....................................
.....................................
Americans wanted: African chiefs wanted:
..................................... .....................................
..................................... .....................................
.....................................
Exercise 21
Now recap what you understood and say who bought what and who sold what.
1- bought ................................................ and
sold ..............................................................................................................................
2- bought ................................................ and
sold ..............................................................................................................................
3- bought .................................................................................................................... and
sold ..............................................................................................................................
Check and correct.
Step 11
Read the following sentence again.
African kings bought guns from Europeans.
You can also say: African kings were eager to buy guns from Europeans.
Meaning: They were very much interested in buying guns.
Translate the sentence African kings were eager to buy guns from Europeans into French:
.........................................................................................................................................
Translate the sentence Europeans were willing to sell guns to African kings into French:
.........................................................................................................................................

Méthodologie
Tu viens de voir comment on peut enrichir des énoncés simples.
k African kings bought guns from Europeans est devenu African kings were eager to buy
guns from Europeans.
Tu as enrichi le verbe ‘buy’ en insistant sur le fait que des rois africains cherchaient à tout
prix à acquérir des armes (pour asseoir leur pouvoir dans leur propre pays). Retiens cette
expression : to be eager to do something (être avide de faire quelque chose)
k Europeans sold guns to African kings est devenu Europeans were willing to sell guns to
African kings.
Dans cette phrase, tu as enrichi le verbe ‘sell en insistant cette fois sur le fait que les
Européens étaient bien disposés/prêts à vendre des armes aux rois africains.
Retiens cette expression : to be willing to do something (être disposé / prêt à faire quelque
chose)
Exercise 22
1- Complete the following sentences:
The ....................... bought the slaves from .................... in exchange for .....................
Give more examples and write them down:
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
2- Who were those ‘slaves’? Can you give a definition?
Slaves were people who ……………… by …………………… in exchange for .........................
Check and correct.
Aren’t you a little surprised by the fact that African slaves were sold by their own people to
Europeans and Americans? (N'es-tu pas un peu surpris(e) par le fait que les esclaves africains
étaient vendus par leur propre peuple aux américains et européens ?)
You are? Listen carefully to the following sentence, taken from the dialogue.
Exercise 23
1- Listen to the following extract from the dialogue and answer the question:
Why did some African people become slaves and why were they sold by their chiefs to
American and European traders?
฀ Tick one box.
r Some people were born slaves.
r Under African law, people who committed crimes were sentenced to slavery.
r They were not really slaves. They agreed to be sold as slaves.
2- Listen to the sentence once again:
Try and pick out one word that justifies your answer (the most important word).
Write it down: ...............................................................................................................
Check and correct.

3- Now listen to another extract and complete the sentence below.

Liverpool was a .................................. port where ......................................... were built,
with a considerable ................................ trade with ship .............................................
and ship ........................................................................................................................
Check and correct.
Grammaire
Observe attentivement les phrases :
A- Slaves were people who were sold by African kings in exchange for guns.
B- Liverpool was a slave port where ships were built.
1- Quelle est la nature des mots en gras ? ...........................................................................
Nomme l'antécédent pour chaque phrase :
....................................................................................................................................
....................................................................................................................................
2- Observe les formes verbales soulignées.
a) African kings sold slaves in exchange for guns.
b) Slaves were sold by African kings in exchange for guns.
Quelle différence fais-tu entre les 2 phrases ?
Dans la phrase a), ....................................................................... sont mis en valeur.
Dans la phrase b), ....................................................................... sont mis en valeur.
Dans le contexte du dialogue sur le commerce triangulaire, trouves-tu logique que la
phrase b) ait été prononcée plutôt que la phrase a) ? r oui r non
Si oui, pour quelle raison selon toi ?
................................................................................................................................
Reconnais-tu cette forme : ‘were sold’ ? r oui, il s’agit d’un(e) ..................................
Dans la phrase B : Liverpool was a slave port where ships were built.
Y a-t-il une forme passive ? r oui rnon
Si oui inscris-la ici : ...................................................................................................
Pour terminer, traduis en français les deux phrases

A- ............................................................................................................................
B- .............................................................................................................................

Séance 6
J’apprends à synthétiser des informations écrites
Step 12
Exercise 24
1- Play the recording again and read the transcript of the dialogue you have been working
on at the same time. (Réécoute le dialogue en entier qui correspond à l’exercice 12 sur ton
CD).
2- Then, concentrate on the paragraphs in blue. Underline the verbs corresponding to the
goods bought/sold by the triangle traders.
3- Write them down in the relevant arrows.
M.H.: In 1994, National Museums Liverpool opened the Transatlantic Slavery Gallery,
the first of its kind in the world. Our aim was to look at the deep impact
of slavery and the slave trade on Africa, South America and the Caribbean
(Suriname, Puerto Rico, Cuba, Ecuador, Peru, Colombia, Brazil and Jamaica),
the USA and Western Europe.
Paul Deen: So what can you tell us about the museum’s exhibition?
M.H.: The Slavery Museum has three main galleries on the following themes: Life in
West Africa - Enslavement and the Middle Passage and Legacies of slavery
Paul Deen: Can you explain the term ‘triangle trade’ or ‘triangular trade’ for us? How did it
all start?
M.H.: Well, from trading with the Africans, Europeans knew that slavery was used as
a punishment for serious crimes in Africa. They began to ask for slaves, rather
than African goods, in exchange for the guns and alcohol that the African chiefs
wanted. Guns, swords, beads, metalware, iron products, rum, yes, those sorts
of things. The African chiefs agreed and so the Triangular Trade was developed.
M.H.: Britain was a major player in the transatlantic slave trade. Yes, Britain realized
there was a market out there in Africa. British ships carried 2,600,000 enslaved
Africans in the 18th century to the Caribbean and the Americas. London was
the leading British slaving port in the 17th century. Then Bristol overtook
London in the 1730s, and Liverpool overtook Bristol in the 1740s. So, Liverpool
from that point of view became a major slaving port.
Paul Deen: What else is there to know about the triangle trade ?
M.H.: Liverpool had a lot of shipbuilders, shipowners and they all benefited from
the slave trade. So goods left Liverpool, all the things they needed to trade
with African kings left Liverpool. And when it got to Africa, it offloaded those
goods for trading and took on the slaves, and then made their journey to the
Caribbean. Which then offloaded the slaves, and took on all the sugar, tea,
coffee, tobacco, cotton, rum, and then brought it back to places like Bristol
and Liverpool and London. The ships followed a route from England to Africa,
from Africa to the Americas and back to Europe. The route formed a triangle
with three legs.
Paul Deen: What can you tell us about the European traders? Who were they?

M.H.: Well…. The main European nations involved in slaving were Portugal, Spain,
Britain, France, the Netherlands, Denmark and Sweden. The main British ports
that were involved in the slave trade were as I said Liverpool, London, Bristol
and the other European ports were Amsterdam, Barcelona, Bordeaux, Cadiz,
Lisbon and Nantes.
Goods that were needed to trade with African kings ......................... k Liverpool.
The British ships......................... k those goods for trading when they got to
Africa and......................... k the slaves.
Then the ships......................... k to the Caribbean.
They......................... k the slaves there and......................... k all the sugar, tea, coffee,
tobacco, cotton, rum.
British ships ......................... k 2,600,000 enslaved Africans in the 18th century to the
Caribbean and the Americas.
The ships ......................... k those goods back to Liverpool or Bristol.
Check and correct.
Exercise 25
Write down the verbs you have identified in the previous exercise.
Then match them to the appropriate translation.
1- ....................................................................................................................................
2- ....................................................................................................................................
3- ....................................................................................................................................
4- ....................................................................................................................................
5- ....................................................................................................................................
6- ....................................................................................................................................
7- ....................................................................................................................................
Décharger transporter quitter arriver prendre charger rapporter
Exercise 26
Now recap what the slave trade was.
1- Complete the following text with the appropriate prepositions:
from to across to back on
The ships left Bristol and sailed …………… Africa. The British bought slaves ……………
the king, then sailed …………… the Caribbean. There they offloaded the slaves, took
…………… sugar, tea, coffee, tobacco, cotton and rum and went …………… to Liverpool
or Bristol.
2- Complete with the appropriate passive forms.
Slaves …………………….. for beads and guns, then ………………….. across the Atlantic to
the plantations and …………………….. by the planters.
Sugar and cotton …………………….. to Liverpool or Bristol.

Sommaire
Séquence 10

Séance 1 Vérifier ses acquis Le commerce Esclavage
Quiz sur le culturels triangulaire et servitude
commerce l’esclavage aux plantations-
triangulaire USA cultures voix
passive
Séance 2 Restituer ce que Le personnage de Used to V
Portrait de Jim l’on a compris d’un Jim Crow aux USA Be used as use to/
Crow document sonore in order to V
Utiliser ses acquis
pour décrire
un document
iconographique
Séance 3 Restituer l’essentiel Les lois « Jim Would
Dialogue grand- d’un document Crow » aux USA fréquentatif
père et petit-fils sonore à partir de Martin Luther
notes King
Restituer les
informations
spécifiques à partir
d’un script
Séance 4 Décrire un Ségrégation et Discrimination Appliquer la
Photographies : document discrimination L’école méthodologie
Ségrégation dans iconographique : aux USA dans les de description
les lieux publics ce que l’on voit, ce années 60 d’un document
aux USA que l’on ressent Ruby Bridges iconographique
Utiliser ses La déségrégation
L’histoire de
connaissances dans les écoles
Rudy Bridges culturelles pour
mieux comprendre
un document
iconographique
Séance 5 Décrire un Le peintre Descrimination Le mot La prise de parole
Tableau de document Normann Expression du « contrast » en continu
Normann iconographique : Rockwell contraste Analyser un
Rockwell ce que l’on voit, ce « The problem we document
que l’on ressent all live with » iconographique

Séance 1
Je revois la thématique du commerce triangulaire
et de l’esclavage aux États-Unis
Je revois la structure appropriée pour décrire la servitude
Step 1
Use what you have learnt about the Triangular Trade in the previous “séquence”:
Exercise 1
First recap what you know about The Atlantic slave trade:
 Tick the right boxes (Several boxes can be ticked)
1- Also known as:

r the Triangle Trade r the Triangular Trade r the African Trade,
the Atlantic slave trade was the trading of mostly:

r African people r Spanish people r European people,
to the colonies of: r the New World r the Americas r South America
that occurred in and around the Atlantic Ocean.
2- It lasted from the: r 16th r 15th r 18th century
to the: r 17th r 18th r 19th century
3- Most enslaved people were shipped from:

r Europe r North Africa r West Africa r Central Africa
and taken to: r Africa r North America r South America
to work as unpaid slaves on:

r sugar plantations r coffee plantations
r pepper plantations r tea plantations
r cocoa plantations r cotton plantations,
r in gold and silver mines r in houses to work as servants.
4- Most contemporary historians estimate that between:

r 2 million r 5 million r 9 million
and: r 5 million r 9 million r 2 million Africans
arrived in the New World.

5- The slave-trade is sometimes called the Triangular Trade
and its: r Middle Passage r Third Passage r Slave Passage
which ultimately involved:
r two r three r four continents,
r two r three r four centuries and millions of people.
Check and correct.
Exercise 2
Match the words or expressions (in italics in the above exercise) with the appropriate
synonym or equivalent.
also known as…   finally, in the end

mostly   placed on board a ship
it lasted   mainly
enslaved people   it persisted
shipped   called…
ultimately   held in slavery
Exercise 3
Now recap orally what you know about the Triangular Trade and slavery.
You can either:
- read the whole sentences from the above exercise aloud
- make your own sentences.
Exercise 4
Tool box
crops (récoltes)
(on) a plantation (dans une plantation)
grow/grew/grown (cultiver, faire pousser)
work hard
field (champs)
sugar cane (sucre de canne)

Look at the picture below and react:
Use what you know and describe the picture :
Tobacco, cotton and …………………. were ………………….. on farms called ………………
This picture shows …………………….
Step 2
Je revois la structure appropriée pour décrire la servitude.
Exercise 5
Read the following text:
80 % of all slaves shipped to the Americas were put to work on plantations. They worked
long hours in the fields and were punished if they did not work hard enough.
Other slaves worked in the house as servants, or were used to do other jobs around the
plantation.
Most slaves worked on plantations in the southern states.
Slaves were used on plantations for a variety of tasks: picking cotton, harvesting tobacco,
working in the dairy, washing clothes, planting and harvesting rice, building railroads,
carpentry, harvesting sugar cane, cooking, weaving, growing and harvesting coffee.

1- Here are a few words that may be useful to understand the text:
a) pick: cueillir
b) harvest: récolter
c) the dairy: la laiterie
d) rice: riz
e) railroads: voies ferrées
f) weave: tisser
2- Find the English equivalent in the text of the following expressions:
a) Ils étaient utilisés : ..................................................................................................
b) Ils travaillaient de longues heures : ...........................................................................
c) Ils étaient punis : .....................................................................................................
d) Ils travaillaient comme domestiques : ......................................................................
e) On les mettait au travail dans les plantations : ........................................................
3- Focus on the following sentence:
Slaves were put to work on plantations.
a) What is the name of the verbal form that is used in this sentence (were put):
....................................................................................................................................
b) Look for its French translation in the above exercise and write it down:
....................................................................................................................................
c) What personal pronoun is used in French?
....................................................................................................................................
d) In English can you see any difference between the underlined expressions?
- They were put to work on plantations.
- Slaves were punished if they did not work enough.
- They were used as servants.
- Slaves were used on plantations.
Your answer: ...........................................................................................................
e) Who ‘put the slaves to work’? ................................................................................
f) Are they mentioned in the above sentences? r yes r no
g) Why? Why not? ......................................................................................................
h) Any idea? ................................................................................................................

Grammaire
Tu as reconnu la voix passive dans les phrases ci-dessus.
Tu sais que lorsque l’on emploie le passif l’expression de l’agent de l’action peut ne pas être
ressentie comme nécessaire, car son identité est évidente ou représente peu d’intérêt.
Dans la phrase : Slaves were put to work, l’agent n’est pas mentionné car il est évident.
Ce sont les …………………………………… qui mettaient au travail les esclaves.
On sait parfaitement qui employait les esclaves dans les plantations.
Recopie à nouveau la traduction en français de la phrase : slaves were put to work on
plantations.
………………………………………………………………………………………… .................................
Tu as remarqué le recours au pronom personnel « on ».
En français, on utilise « on » car on ne définit pas de qui il s’agit.
- Slaves were put to work k on mettait les esclaves au travail.
- Slaves were used as servants k …………………………………………………………… ................
- They were used on plantations k ………………………………………………………… ................
- They were punished if they did not work hard enough k ................................................
Lorsque le complément d’agent est nécessaire, on l’introduit par by :
Rappelle-toi l’histoire d’Olaudah (séquence 9 – séance 7)
Olaudah was very well treated by the sea Captain, who allowed the sailors on board the
ship to teach him to read and to write. (Olaudah était très bien traité par le capitaine du
bateau, qui autorisait les marins à lui apprendre à lire et à écrire.)
Exercise 6
Translate into English the following sentences.
1- On vendit Olaudah à un autre marchand d’esclaves.
....................................................................................................................................
2- On n’attacha (chain) pas Olaudah comme les hommes et femmes parce qu’il était jeune
(en raison de sa jeunesse).
....................................................................................................................................
3- On l’autorisa à s’asseoir sur le pont (deck) le jour, mais pas la nuit.
....................................................................................................................................
4- On emmena Olaudah dans une grande plantation.
....................................................................................................................................
5- On fouettait (whip k whipped) les esclaves qui ne voulaient pas obéir.
....................................................................................................................................
Check and correct.
Get ready for the next lesson :
Learn the new words or expressions
Revise the passive voice
Talk about the slaves’ living conditions (in general and on plantations.)

Séance 2
Je découvre le personnage Jim Crow
Je m’entraîne à comprendre un document sonore
Je revois différentes expressions avec le verbe ‘use’
Step 3
Have you learnt the new words and expressions from lesson 1?
r yes, I have r No, I haven’t
Have you revised the passive voice?
Have you worked on an oral presentation of the slaves’ living conditions on plantations?
Exercise 7
Do you know what the following words or expressions mean?
Match the French words or expressions with the appropriate English translations.
a character   habillé de haillons

a palm tree   un personnage
made up as   un palmier
wear blackface makeup   noirci au bouchon de liège brûlé
darkened with burnt cork   porter un maquillage noir
dressed in rags   maquillé/grimé en
Exercise 8
Describe the picture.
This picture shows a ....................................................................
It is probably located....................................................................
as (because) we can see .................................... in the foreground.
The character ...............................................................................

(physical appearance/clothes) ......................................................
Jim Crow He makes me think of ..................................................................

original print (1822)
Check and correct.

Step 4
Exercise 9
1- In a few minutes, you are going to listen to a conversation.
- What was the topic of the previous lesson (séance 1)? .................................................
- The conversation will deal with that topic, so what words do you expect to hear?
k Write them down before listening to the dialogue.
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
2- Now listen to the dialogue between two people.
k While listening, tick the words from above (part 1) you actually heard
k Write down important words you have identified:
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
Exercise 10
Now answer the questions: Tick the boxes.
1- Who are the two people talking?
r father and son r uncle and nephew r grandfather and grandson
2- About their origins (ethnicity):
They are :
r African Americans (citizens of the United States descending from West African slaves)
r White Americans (“Caucasian Americans”)
r Asian Americans (Americans of Asian descent)
r Native Americans (indigenous peoples from North America)
r Native Hawaiians
r Hispanic /Latino Americans

3- About the context:
r The conversation started after a documentary they had just watched on TV
r It all started with an object that belonged to one of the two protagonists
r It started out of the blue (it came from nowhere, it was unexpected)
4- The names of two famous people are mentioned at the end of the dialogue.
Write their names down.
Person # 1: .................................................................................................................
Person # 2: .................................................................................................................
Check and correct.
Exercise 11
Now listen to the following extracts.
You will have to justify your answers
1- Extract # 1: Who are the two people talking?
Justify your answer by picking out one word, which is repeated twice (two times):
…………………………………………………………………………………………………………………
How does the character called Willy sound?
r rather young r middle-aged r rather old
So what can you assume?
…………………………………………………………………………………………………………………
2- Extract # 2: About their origins (ethnicity):
Justify your answer by picking out the right words or expressions.
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
3- Extract # 3: About the context:
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
Check and correct. Read the transcript of the extracts you heard.

Step 5
Exercise 12
About JIM CROW :
Listen to the following extract, which deals with the character of Jim Crow.
1- After listening, you will have to answer the following questions:
a) Where did the character of Jim Crow appear for the first time?
b) When did it appear?
c) Who was Jim Crow?
d) Why did this minor character become so important in the history of the United
States?
k Take notes:
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
k Then write your answers down (in full sentences if you can):
a) ……………………………………………………………………………………………………….........…
b) …………………………………………………………………………………………………….........……
c) …………………………………………………………………………………………………….........……
d) …………………………………………………………………………………………………….........……
Exercise 13
Check your answers by listening to the following extracts.
Question a: Where did the character of Jim Crow appear for the first time?
Listen.
Pick out the name of the state mentioned: ........................................................................
Listen to the extract several times if necessary.
Question b: When did the character of Jim Crow appear?
Listen.
Pick out the date mentioned: ...........................................................................................

Question c: Who was Jim Crow?
Listen.
Pick out the relevant words or expressions: .......................................................................
Listen to the extracts several times if necessary.
Question d: Why did this minor character start to become important in the history of the
United States?
Listen.
Pick out the relevant words or expressions: .......................................................................
Check and correct by reading the transcript of the extracts you have heard.
Exercise 14
Read the transcript of the following extract:
Jim Crow used to be (1) a character in an old song, a long long time ago. It came from
a song in a minstrel show in the 1830s, when grandpa’s ancestors were still used (1) as
slaves.
A white comedian from Virginia, called ‘Daddy’ Rice, used (3) the character of Jim Crow
to make fun of black people.
He wore blackface makeup to resemble an African-American. He gained success around

the country imitating how African-Americans sang and danced.
Jim Crow soon came to be used as (4) an insult against black people. And it came to stand
for segregation and discrimination against African-Americans.
That was in the late 19th century.
Focus on the underlined words (1-4).
They all have a verb in common: ......................................................................................
Which expression, among those underlined, expresses the idea that something stopped in
the past and is not usually the case now? ........................................................................
Which verb means ‘utiliser’ in the above text? ..................................................................
Which expression means ‘être utilisé’? ...............................................................................

j e retiens
Les différentes expressions avec le verbe USE :
Used to bv :
k Jim Crow used to be a character...: Jim Crow était jadis un personnage... (qui n’a plus
cours maintenant)
Use… as (Be used as) :
k They were used as slaves.(Ils étaient utilisés comme esclaves/ On les utilisait comme
esclaves >> voir séance 1) Il s’agit d’une forme passive. Use… to /in order to:
k Daddy Rice used the character of Jim Crow to/in order to make fun of black people.
(D Rice utilisa le personnage de Jim Crow pour se moquer des noirs).
Get ready for the next lesson :
Learn the new words or expressions
Revise the different expressions with USE
Talk about Jim Crow (Use the transcript from exercise 14.)

Séance 3
Je découvre les lois ‘Jim Crow’ aux États-Unis
Je revois l’expression ‘used to’
Step 6
Exercise 15
Recap what you have learnt about the character called Jim Crow, thanks to Willy’s grandpa:
Write sentences, using the following elements.
character old song the 1830s ‘Daddy’ Rice Virginia make fun blackface
makeup imitate an insult segregation discrimination the late 19th century
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
........................................................................................................................................
Exercise 16
The Jim Crow Laws: Read the transcript of the dialogue from the previous lesson.
Grandpa: Jim Crow…The term eventually came to mean a “Negro”, Sonny. Do you know
anything about the “Jim Crow” laws?
Willy: No, Grandpa….Tell me all about those laws….
Grandpa: Well….Hmmmm….the Jim Crow laws were passed in the late 1800s by
the legislatures of the Southern states. They deprived African Americans of
their civil rights and defined blacks as inferior. Negroes gradually lost their jobs,
which they gained after the Civil War. Blacks were even denied the right to vote.
Willy: How unfair!
Grandpa: Yeah, it was actually, it really was…. You know, what happened was: after
the Civil War, which ended in 1865, about 4 million slaves were freed by
the Thirteenth Amendment, which abolished slavery in the United States.
So many former slaves, like my ancestors, left the rural areas to live in towns
and cities.
Willy: Yes, Grandpa, I see…..
Grandpa: ….and blacks and whites often rode the same buses together; they would eat in
the same restaurants, and they’d use the same public facilities, like drinking
fountains. But the white southerners you know, they couldn’t control these new
communities the same way they had been able to control the blacks on
plantations, for instance…

Willy: White people were frightened, right?
Grandpa: Yes, they were! By 1914, every southern state had passed laws that created
two separate societies: one black, the other white. Ironically there was a set
phrase that described systems of segregation: ‘Separate, but equal’! Blacks and
whites could not ride the same sections of buses, nor sit in the same waiting
rooms, use the same washrooms, eat in the same restaurants, nor sit in the same
theaters. Black pupils weren’t allowed to attend the same schools as the whites.
Signs were put up to separate facilities saying “whites only” and “coloured” or
“Negroes”. They appeared everywhere on parks, toilets, waiting rooms, theaters,
and water fountains. Newspaper and magazine writers began to refer to blacks
as ‘niggers’, ‘coons’, and ‘darkies’.Our society remained totally segregated….
until the 1970s…..
Willy: I can’t believe that Grandpa! When I think of Barak Obama’s election…..
Grandpa: I know how you feel my boy…..With Barak Obama’s election as president of
the United States, Dr King’s dream has come true….
Willy: You mean the famous speech he made in Washington, ‘I Have a Dream’?
Grandpa: Yes my boy, I can still hear Martin Luther King’s unique voice claiming
‘Free at last….’
Willy: And I can hear Obama’s voice telling the world ‘Yes, we can’!
Fill in the chart with information from the transcript.
The JIM CROW laws

Dates When the laws were passed:
..........................................................................
When segregation ended:
..........................................................................
Other name given to ‘Jim Crow
laws’
Location
Examples of Jim Crow laws -

-
-
-
-
-
-
-
-

Origin of Jim Crow laws: after the civil war

Date
Number of slaves freed
Reference in the american constitution
Reaction of white southerners
Grammaire
Relis les phrases suivantes, extraites du script :
Blacks and whites often rode the same buses together ; they would eat in the same
restaurants, and they’d use the same public facilities, like drinking fountains.
1- Quelle forme verbale indique une habitude passée (revois séquence 7, séance 5) ?
........................................................................................................................................
2- Quelle en est la forme contractée ?
........................................................................................................................................
Check and correct.
Exercise 17
Relis le script du dialogue entre Willy et son grand-père et écris d’autres phrases, avec
cette forme (Utilise la forme pleine, car il s’agit d’un travail écrit).
Ex : After the Civil War, in Southern states, black people would ride on separate buses.
1- …………………………………………………………………………………………………………………
2- …………………………………………………………………………………………………………………
3- …………………………………………………………………………………………………………………
4- …………………………………………………………………………………………………………………
5- …………………………………………………………………………………………………………………

le coin des curieux
Read about the prominent leader of the Civil Rights Movement, Dr Martin Luther King.
Dr. Martin Luther King, Jr. was born in Atlanta, Georgia in the
United States in 1929. At that time in America, black people
didn’t have equal rights with white people. Black people had to
sit in the back of buses. The schools were segregated and there
were even separate public restrooms for black people and white
people. Black people’s lives were not a bed of roses.
Martin Luther King, Jr. was a minister in the Baptist Church. He

fought against racial segregation. He wanted equal rights for all
people. But he didn’t use violence in his fight. He asked people
to fight peacefully. For example, he asked black people to ride
in the front of buses1. On August 28, 1963 more than 200,000
people went to Washington D.C. to listen to him speak and ask
the government to change unfair laws. There he delivered his
Martin Luther King famous speech, ‘I Have a Dream’.
en 1965
(1929-1968) Because of Martin Luther King, Jr., many laws began to change
in the United States. But many white people disagreed with him
©Ullstein Bild/Roger-Viollet
Cote Inv.ULL-00074935 n°36699-2 and his ways. In 1968, Martin Luther King, Jr. was assassinated
by a white man.
Every year on the third Monday of January, Americans remember

Martin Luther King, Jr. They remember how much America has
changed.
1- For further reading, google : Rosa Parks, the black woman who refused to give up her
seat on a bus to make room for a white passenger in Montgomery, Alabama -1955

Séance 4
Je découvre le personnage de Ruby Bridges et son histoire
Step 7
Exercise 18
Use what you have learnt in the previous lessons:
Describe the following picture and comment on it. Don’t forget to talk about the historical
context!
A washbasin
Segregated Water Fountains Elliott Erwitt [1950]

© Magnum Photos
1- Describe it you can use the word mentioned above as a help!
I can see...

Example of an answer: It makes me think of ………………… because ………………….
3- What does it make you feel like? Why? (Quel sentiment cela éveille-t-il en toi? Pourquoi ?)
Example of answer: It makes me feel unconfortable because I don’t understand why there
are two washbasins.
It makes me feel...
Step 8
Exercise 19
Read the following statements. Do you think these sentences are true or false?
 Tick the boxes.
1- A six-year-old girl can make a crowd of 100 people be silent.
r True r False

2- A six-year-old can be in a classroom without other children.
r True r False
3- There was a time when black children were walked to school by police officers.
r True r False
Help
A crowd: a large number of people
without ≠ with
be walked to school: être conduit(e) à l’école
Exercise 20
Now look at the following pictures.
Describe what you can see and say what you assume these
pictures show.
k Follow the same steps as in exercise 18!
a) I can see….
b) It makes me think of…
c) It makes me feel…
©AP/SIPA PRESS
Read the statements from exercise 19 once again:
What else can you add? Make suppositions.
………………………………………………………………………………………………........……………….
........................................................................................................................................
........................................................................................................................................

Exercise 21
Look at this second picture. Read the caption (la légende).
U.S Deputy Marshals escort six-year-old Ruby

Bridges from William Frantz Elementary School in
New Orleans, Louisiana, in 1960.
©AP/SIPA PRESS
 Tick the boxes.
1- Where is Louisiana located in the United States?
r in the North r in the West r in the South r in the East
2- What was the historical context in that part of the U.S.A. in the 1960s? (Tick one or
several boxes).
r There were still racial tensions
r Some public schools were forced to desegregate
r Integration was still illegal
3- Why do you think young Ruby had to be escorted to school by US marshals?
…………………………………………………………………………………………………………………
Check and correct by reading an extract of Ruby Bridges’ story, told by herself:
A federal judge decreed that Monday, November 14, 1960 would be the day black
children in New Orleans would go to school with white children. There were six
of us chosen to integrate the city’s public school system. Two decided to stay in
their old schools. The other three were assigned to another school, McDonough.
I would be going to William Frantz alone.
People shouted and shook their fist when we got out of the car.
A young white woman met us inside the building. She smiled at me. “Good morning,
Ruby,” she said. “Welcome, I’m your new teacher, Mrs. Henry.” She seemed nice, but I
wasn’t sure how to feel about her. I’d never been taught by a white teacher before.
Mrs. Henry took my mother and me to her second-floor classroom. All the desks were
empty and she asked me to choose a seat. I picked one up front, and Mrs. Henry started
teaching me the letters of the alphabet.

Exercise 22
Answer the questions (write full sentences).
1- Why is the date Monday, November 14, 1960, important in the history of black people
and the United States?
…………………………………………………………………………………………………………………
k Quote the words from the text that justify your answer
…………………………………………………………………………………………………………………
2- How many children were concerned?
…………………………………………………………………………………………………………………
3- Was it their own decision?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
4- Who was supposed to integrate William Frantz school?
…………………………………………………………………………………………………………………
5- People’s reaction: quote 2 examples
- .……………………………………………………………………………………………………….…………
- .…………………………………………………………………………………………………….……………
6- Who was Mrs Henry?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
7- Mrs Henry: pick out words that characterize her.
- .…………………………………………………………………………………………………….……………
- .………………………………………………………………………………………….………………………
- .……………………………………………………………………………………….…………………………
Are they rather…? r positive ones r negative ones
So what can you infer about Mrs Henry’s personality? Make suppositions/hypotheses.
- .…………………………….……………………………………………………………………………………
- .……………………………………………………………….…………………………………………………
8- Ruby’s reaction: how does she feel in front of Mrs Henry?
…………………………………………………………………………………………………………………
…………………………………………………………………………………………………………………
9- The classroom: What is it like?
…………………………………………………………………………………………………………………
Check and correct

le coin des curieux
Do you want to know more about Ruby?

k Visit her site: http://www.rubybridges.com
Do you want to learn more about desegregation?
k Visit wikipedia.org and type ‘desegregation’.

Séance 5
Je revois la méthodologie pour présenter et analyser
un document iconographique (visuel)
Je découvre le tableau d’un célèbre peintre américain
Step 9
Exercise 23
Say what you know about Ruby Bridges: who was she? What happened to her? Why was
that event so important in the history of black people?
k Feel free to revise the previous lessons! You might want to take notes, in order not to
forget anything. In that case, take down only key words, don’t write full sentences.
Méthodologie
Tu as appris tout au long de l’année à prendre la parole en continu.
Toutes les stratégies et techniques nécessaires à la prise de parole en continu t’ont été
expliquées en séquences 7 et 8.
Si tu as un doute ou si tu ne te souviens plus très bien, revois les séquences concernées.
Ready to speak about Ruby?
Give it a try!
Exercise 24
Look at the following document very carefully.

1- Describe it
The following words may help you!
– a cartoon (un dessin humoristique)...
– a painting (une peinture)
– an advertisement / an advert / an ad (Une publicité) / a full page advertisement...
– a photograph / A photo / A snapshot / A shot of...
– a strip cartoon / A comic strip ... (Une bande dessinée).
– a drawing (Un dessin)...
A pleated skirt a suit sneakers
socks an armband an outfit (une tenue)
I can see...

Example of an answer: It makes me think of ……………………… because ……………………….
I makes me think of...
Example of an answer: It makes me feel ………………..……… because …………………...…….
I makes me feel...
Your History teacher asked you to choose a photograph or a painting, which could illustrate
an article about ‘School Segregation in the US in the 1950s’ on the Internet website ‘Civil
Rights for Kids’. (Ton professeur d’Histoire t’a demandé de choisir une photo ou un tableau pour
illustrer un article sur “La ségrégation dans les écoles américaines dans les années 50” sur un site
internet : « Des Droits Civiques pour les enfants ».)
As you liked the painting, showing Ruby being escorted to school by U.S. marshalls very
much, you have decided to talk your teacher into choosing it to incorporate the website.
(Comme tu as beaucoup aimé le tableau représentant Ruby, escortée jusqu’à son école par des
policiers, tu as décidé de convaincre ton professeur de le choisir pour illustrer le site.)

But you know your classmates really want their own illustrations to be picked out! (Mais
tu sais bien que tes camarades de classe veulent vraiment que leurs propres illustrations soient
choisies !)
You really want to convince your teacher your painting is the best choice.
First you have to make sure you understood it very well. (Tu veux vraiment convaincre ton
professeur que ton tableau est le meilleur choix. Tu dois tout d’abord t’assurer d’avoir bien
compris le tableau.)
Before you start, read the following advice and tick the elements that apply to the painting
you want to analyze.
Méthodologie
How to analyze a document
Identify the nature of the document:
This document is a ...
It is ...
– a cartoon (un dessin humoristique) drawn by .................................................................
– a painting (une peinture) painted by ..............................................................................
– an advertisement / an advert / an ad (une publicité) / a full page advertisement .............
– a photograph / a photo / A snapshot / A shot of ........................................................
– a strip cartoon / a comic strip... (une bande dessinée).
– a drawing (un dessin) drawn by (dessiné par) ..................................................................
Recap what you can already say about the nature of this document.
Identify its origin:
r The document dates from the 1940s/the 1960s ...
r It is a shot from a film entitled .........., directed by .........., starring ..........,set in ..........
r It was drawn by .......... / painted by .......... / taken by .......... / made by ..........
a painter / a photographer / a cartoonist / an advertiser
Recap what you can say about the origin of your document.
Analyze its composition:
To begin with (pour commencer), I’ll briefly describe the layout (Organisation) of the
document:
r It consists of ........../ It is composed of .......... / It is made up of ..........
r It shows .......... / It represents .......... / in this .........., we are shown ..........
r The scene takes place in .......... /may have taken place in..........
r It is seen..........
– from a distance (Vu de loin)
– from above (De dessus)
– from below (Par en dessous)
– from the rear (De derrière)

r It is a close-up (Un gros plan) on
r At the top of the page (En haut)......... / at the bottom of the painting (En bas),
we can see.........
r In the foreground (Premier plan)…. / in the background (Arrière plan / Second plan),
we can see.........
r In the top right-hand corner / In the top left-hand corner (En haut à droite / En haut à
gauche).
r To the right hand side / To the left hand side ... there is ...
r In the middle, between, behind, in front of, to the right, to the left, above, under.
Recap what you can say about the layout of the document.
The characters:
r There is one ......... there are 2,3 ......... characters
r Age : The girl/woman /the man is about 12 .........40 .........
.........The men are probably in their forties (dans les 40 ans) / in their mid-forties / in their
late forties (proche de la cinquantaine)...
r Clothes/accessories: the girl ......... is wearing ........./ is dressed in white/blue/ ......... whereas
(tandis que) the men ......... are wearing…
r Objects hold: The girl has got/is holding ......... in her left/right hand
r Activity: The girl is walking behind/following/running after/....... is being ....... (p. passé
by ........
Recap what you can say about the characters present in your document.
Exercise 25
Now focus on the following elements of the painting. Answer the questions.
1- The little girl
Who is she?
Write down her name: .................................................................................................
What happened to her and how old was she? ..............................................................
2- The tomato
Why is it on the ground?
Because someone has probably ………..….. It has been thrown and splattered (éclaboussé)
against the wall because ………..…..
Why should people have acted that way? Maybe because they
r approved of the girl’s Ving
r disapproved of the girl’s …./ they were full of……./ because of the colour of……./
To protest against…..

3- The word on the wall
What word can you see scrawled (griffonné) on the wall? ……………………………..
What sort of term is it? (tick several boxes)
r a pejorative term r a positive term r a slur (insulte)
r a racist insult to black people
Why should people have written such a word on the wall?
It was written by people who …………………
4- The four men
– Who are they? .............................................................................................................
– What are they doing? ..................................................................................................
– Why are they around the little girl? ..............................................................................
– Where are they going? .................................................................................................
– Why can’t we see their faces, do you think?
– Because the artist, Norman Rockwell, wanted us to focus on:
r the tomato
r the little girl, as the central character or focus of the painting
r the girl’s dress
5- The contrasts (Tick the boxes or fill in the blanks)
When we view the painting, our eyes are immediately drawn to:
– the young girl because her dress, socks and sneakers are
r dark............................................................................ r bright ……………. (colour),
which provides a strong contrast to the ………………………. of her skin.
– the colours of the marshals’ skin and ………………….. which provide r little contrast
r a strong contrast to the young girl, consequently blend (se fondent) r more
r less with the background.
– the bright ………….(colour) of the tomato splattered against the wall which provides a
r strong ....................................................... r little contrast to the colour of the wall.
– the bright ………….(colour) of the marshals’ armbands contrasts with the

r muted (adoucie) r bright colour of their clothes and skin tones.
The contrast r captures our attention r suggests danger
r creates a weak emotional content r creates a strong emotional content.
The marshals’ faces are r included r not included in the painting and only the girl’s
body is r fully visible r invisible, which increases our sense of emotional connection with
r the girl r the marshals.

O To express contrast:
The colour of the girl’s dress provides a strong contrast to the colour of her skin.
The colour of the marshals’ armbands contrasts with the colour of their clothes.
To express the effects of contrast:
– The colours of the marshals’ skin contrast to the girl and consequently blend more with
the background.
– The contrast captures our attention.
– It suggests danger/fear/hate…
– It creates a strong emotional content.
– The contrast increases our sense of emotional connection with the girl.
Phonologie
O à l’accentuation du mot contrast.
Le nom contrast est accentué sur la 1re syllabe : [‘contrast] tandis que le verbe est
accentué sur la seconde syllabe : [con’trast]
Rappelle-toi :
There is a contrast between …..
The colours contrast with the background.
Give a title to this painting: ..............................................................................................
Now you feel ready to answer your teacher’s questions on the painting.
Keep your fingers crossed until she finally makes her decision!

NOTES
.........................................................................................................................................
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.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................

Sommaire
Séquence 11
Séance 1 Prendre Expression de Réactivation : Savoir organiser un
Règle de jeu vidéo connaissance des l’obligation : must Intonation des interview
règles de jeu Le questionnement questions en WH
Interviewer un et des yes-no
personnage célèbre questions
Séance 2 Interviewer un Les hommes Lexique de la nouvelle Idem Savoir anticiper un
Première mission du personnage célèbres Léonard de thématique contexte historique à
jeu vidéo historique Vinci : sa vie et son Les mots de liaison qui partir de sons
Documents sonores : Produire un discours œuvre permettent d’articuler Savoir synthétiser
- bruitages cohérent à partir de un dicsours : first, des informations
- Interview de Léonard notes then, in conclusion... sous forme de notes
de Vinci
Séance 3 Produire un discours Idem Lexique de la Savoir accéder à
Biographie de cohérent à partir de thématique l’implicite en créant
Léonard de Vinci dans notes Les marqueurs des liens entre
le désordre temporels : ago, ten des objets et des
years later, in 1452... références culturelles
Savoir repérer les
éléments importants
d’une biographie
Séance 4 Interviewer Thomas Edison Lexique de la Emploi des Savoir rendre

Deuxième mission du un deuxième thématique gapfillers pour son discours
jeu vidéo personnage célèbre Les gapfillers introduire une plus authentique
Script de l’interview question en utilisant des
de Léonard de Vinci gapfillers
Interview de Thomas
Edison
Séance 5 Produire un discours Idem Lexique de la La syllabe Savoir accéder à
Le script de cohérent à partir de thématique accentuée dans l’implicite en créant
l’interview de Thomas notes Autres marqueurs les mots de trois des liens entre
Edison Utiliser des temporels : by the syllabes ou plus des objets et des
marqueurs time... de la thématique références culturelles
chronologiques La forme had+V-en abordée
et le had+V-en
pour articuler mon
discours de façon
chronologique
Séance 6 Rédiger la biographie Idem Lexique de la Savoir rédiger une
Biographie de d’un personnage thématique biographie à partir
Léonard de Vinci célèbre de notes
Séance 7 Faire le bilan des Le Duc de Lexique de la La prononciation Savoir dresser un

Troisième mission du deux premières Wellington thématique de [D] et [T] bilan
jeu vidéo épreuves du jeu La forme had+V-en
Interview du Duc de Découvrir un dans le discours
Wellington nouveau personnage indirect
historique
Reformuler l’élément
d’une conversation
pour quelqu’un qui
n’a pas compris
Séance 8 Réactivation des Rebrassage des Réactivation Être capable de
Documents travaillés outils langagiers de thèmes culturels vérifier que l’on
lors de la séquence la séquence abordés a tous les outils
nécessaires pour
aborder l’évaluation

Séance 1
Je prépare l’interview d’un personnage célèbre
You have been offered a new video game for your birthday. It is called TT. You have never heard of
it. You open the plastic box, wondering what this mysterious game is about.

Step 1
1- Think of the name of the game T.T. What can these two letters mean? Have a guess.
Think of words beginning with the letter T.
T.T ? .............................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
Well, the best thing to do now is to install your game on your computer. A man with a
long white beard appears on the screen.
2- Listen to Wisenby, your guide for the game. Listen to Part 1 on your CD.
What do these two T.T letters mean? Choose between those words.
table- time- ticket- tear- to- teach-

tube- ten- today- tin- through-
then- though- traveler- tomato-
thanks- tool k T.T are for…

3- Listen again to Part 1.What will the game consist in? Tick the correct answer.
a) You will meet

three famous people r
three dangerous people r
three monsters r
b) You will have to bring back to the present

three objects r
six objects r
4- Listen again to Part 1 and complete the definition.
A T ..................... T.............................. is someone who ...............................................
Check and correct.
Step 2
1- Listen to Part 2 on your CD. Wisenby gives you the rules of the game. Number the
pictures in the correct order.
Name of Family name

object
2- You want to win this game. You decide to write a memo of the rules of the games.
a) Read Wisenby’s instructions. Check your answers in Step 2. Correct if necessary.

- click on the time travel logo to start
- listen to a sound recording which will give you a clue about the celebrity you will meet
- A silhouette of the celebrity will then appear on the screen. Interview him or her.
It is strictly forbidden
- to ask his or her name
- to ask what objects you can bring back

b) Write your memo, so don’t forget to change the words in bold letters in Wisenby’s
instructions.
I must… I mustn’t….
Check and correct.
je prépare l’interview d’un personnage célèbre

Step 3
1- You want to be ready for the game, so you decide to write another memo for the
interviews. Listen again to Wisenby and make a list of the different pieces of information
you need to get. Remember, it is thanks to the answers you will be given that you will
be able to identify the objects you will have to bring back to the present. (Pour être
totalement prêt à jouer, tu décides d’écrire un nouveau mémo pour tes interviews. Écoute à
nouveau Wisenby dans Part 2 et fais une liste des différentes sortes d’information que tu dois
demander. Souviens-toi, c’est grâce aux réponses que tu pourras identifier les objets que tu
devras ramener dans le présent.)
Interview
- ................................................................................................................................
- ................................................................................................................................
- ................................................................................................................................
- ................................................................................................................................
- ................................................................................................................................
2- You have done pretty well. Why not try to organize your notes into two parts: the private
life and the professional life of the person you meet. Complete your notepad classifying
the following items.
- date of birth
- occupation
- different events in the person’s professional life
- family
- place of birth
- reason for reputation
- age
Private life
- ................................................................................................................................
- ................................................................................................................................
- ................................................................................................................................
- ................................................................................................................................

Professional life
- ................................................................................................................................
- ................................................................................................................................
- ................................................................................................................................
3- You will have to interview the celebrity. What questions could you ask to get the required
information?
Sort of information Questions

Date of birth
Occupation
Different events in the person’s
professional life
Family
Place of birth
Reason for reputation
Age
Check and correct.
Exercise 1
Tu as déjà travaillé l’intonation des questions, cela ne devrait donc plus te poser de
problèmes. Tu vas pouvoir interviewer les personnages mystérieux en utilisant l’intonation
qui convient.
1- Listen to some of the questions you can ask and complete the grid above if necessary.
2- Repeat these questions. Make sure to use the correct intonation.
a) Indicate the intonation used for WH- questions. Is it a rising ( ⎠ ) or a falling (⎞ )
intonation?
Ex: What are you famous for?
b) Indicate the intonation used for a yes-no question.
Ex: Are you married?
Check and correct.
Are you ready to start the game? See you next lesson!

Séance 2
J’anticipe une situation et la découverte
d’un personnage célèbre à partir de sons
J’interviewe un personnage historique
Je synthétise des informations sous forme de notes
Je produis un discours cohérent à partir de notes
j’anticipe une situation et la découverte d’un personnage

célèbre à partir de sons
Step 4
1- Click on the time travel logo.
2- Well done! You have travelled through time! What century are you visiting? Who are you
going to meet? What objects are you going to bring back to the present?
Listen to sound track n° 1 on your CD. What does it sound like? Have a guess. Use a
modal auxiliary expressing a hypothesis. (Écoute la bande son n°1 sur ton CD. À quoi est-ce
que ça ressemble ? Émets une supposition en utilisant un auxiliaire modal.)
.........................................................................................................................................
.........................................................................................................................................
3- Listen to sound track n°2 on your CD.
a) What language does it sound like?
k It sounds like ...........................................................................................................
b) What words can you hear?
k
4- Recapitulate what you have guessed about the mysterious person you are going to meet.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Check and correct.

j’interviewe un personnage célèbre

Je synthétise des informations sous forme de notes
Step 5
1- Rehearse the questions you are going to ask. Use this list of the first words of the
questions as a prompt. Make sure you use the right intonation. (Entraîne-toi à poser les
questions. Utilise la liste de ces débuts de question comme déclencheur. Assure-toi d’utiliser
l’intonation appropriée.)
When ..........................................................................................................................?
Where .........................................................................................................................?
What … .......................................................................................................................?
Are you … ....................................................................................................................?
Do you have ….............................................................................................................?
How … ........................................................................................................................?
What’s … .....................................................................................................................?
Can you tell me about … ..............................................................................................?
2- Take your note pad so as to take notes when you interview your first celebrity.
IntervIew memo
PRIVATE LIFE
Date and place of birth: ..........................................................................
Age at the time of the meeting: ................................................................
Family: ....................................................................................................
PROFESSIONAL LIFE
Occupation: ............................................................................................
Important events: ....................................................................................
Famous for: ............................................................................................
3- You have successfully travelled through time. You are now ready for your first meeting.
A male silhouette appears on the screen.

Listen to him on your CD and ask your questions about his private life. Follow the order
of your Interview Memo. Don’t forget to take notes on your note pad.
4- Repeat this conversation several times and record yourself if possible.
5- Who is the mysterious silhouette? Have a guess. Give two reasons to justify your choice.
I suppose the mysterious celebrity may be

- first of all because .......................................................................................................
- and also because ..................................................................................................
Step 6
1- You can now ask your questions about his professional life. Follow the order of your
Interview Memo. Don’t forget to take notes. Listen to your CD and ask your questions.
Don’t forget to take notes on your note pad.
2- Who is this mysterious man? You must be pretty sure now. Write the necessary
modifications to give your answer as well as two other reasons to justify your decision.
I the mysterious celebrity ..........................................................................................

- first of all because ................................................................................................
- and also because ..................................................................................................
Check and correct.
je produis un discours cohérent à partir de notes

Step 7
Tu es à peu près sûr du nom de ton interlocuteur du XVIe siècle. Mais pour en être sûr, tu
dresses le bilan à voix haute de tout ce que tu sais de lui.
1- Use this guide to recapitulate orally everything you know. One piece of information has
been left out by your interlocutor.
a) First of all, he was born on ................................... in ..............................................
b) And then I know that he ...................................... years old, so that means that
I travelled back to the year 15 ...................................................................................
c) He is not married, but he had ..................................................................................
d) As for his professional life, I know that he is a ...........................................................
e) In conclusion, he says that he is famous for ..............................................................

2- Your report is excellent.

Match the different underlined expressions with their use in a report.
Expressions Use
First of all • • You give a conclusion
And then • • You express a contrast/contradiction
So • • You express a consequence
But • • You give another element
As for • • You change the subject
In conclusion • • You introduce the subject
Check and correct.
j e retiens
Pour faire un récapitulatif, j’utilise :
- des expressions ou des mots de liaison indiquant une chronologie.
- first, first of all
- then, and then
- finally, in conclusion
- des mots permettant d’articuler les différentes informations.
- but qui exprime le contraste
- so qui exprime la conséquence
- as for qui permet de passer à un autre sujet de discussion

Séance 3
Je repère les éléments importants d’une biographie
J’accède à l’implicite en créant des liens entre des objets
et des références culturelles

Exercise 2
In the previous lesson, you travelled back to the 16th century to meet a very famous painter
and inventor. Use your notes to recapitulate orally what you know about him. Don’t forget
to use words and expressions to organize your report.
IntervIew memo
PRIVATE LIFE
Date and place of birth: April 15, 1452 in vinci, Italy, not far from Florence.
Age at the time of the meeting: 65
Family: not married, 17 half brothers and sisters
PROFESSIONAL LIFE
Occupation: painter, sculptor, inventor, architec
Important events:
Famous for: his portrait of mona Lisa
Check and correct.
je repère les éléments importants d’une biographie

Step 8
The silhouette disappears from your computer screen and is replaced by this logo.
You click on it.
1- Listen to the soundtrack on your CD

2- Take your pencil, read the biography below and underline everything you understand.

3- One time marker has been highlighted. Highlight the other twelve time markers. (Un
marqueur de temps a été surligné. Surligne les douze autres marqueurs de temps.)
4- Put the paragraphs back in the right order (write numbers in the bubbles on the left of
the text)
5- Underline in black what you already know.
6- Underline in blue the most important events in Leonardo’s professional life.
Leonardo was born on April 15, 1452, in Vinci, Italy, just outside Florence. He had
(__) 17 half sisters and brothers.
Although suffering from paralysis of the right hand, he was still able to draw and
(__) teach. Leonardo died on May 2, 1519 in Cloux, France.
Growing up in his father’s home, Leonardo was exposed to Vinci’s painting
tradition, and when he was about 15 his father apprenticed him as a painter to
(__) the famous workshop of Andrea del Verrochio in Florence. Even as an apprentice,
Leonardo demonstrated his colossal talent. Leonardo stayed in the Verrocchio
workshop until 1477.
About 1503, Leonardo reportedly began work on the “Mona Lisa.” From 1513
(__) to 1516, he worked in Rome, maintaining a workshop and undertaking a variety of
projects for the Pope.
The Duke kept Leonardo busy painting and sculpting. From 1485 to 1490,
(__) Leonardo also designed weapons (tanks, submarines), flying machines, buildings
and machinery.
In 1499, Leonardo had to search for a new patron. Over the next 16 years,
(__) Leonardo worked and traveled throughout Italy for a number of employers,
including the cruel Cesare Borgia.
In search of new challenges, he entered the service of the Duke of Milan in 1482.
(__) He spent 17 years in Milan, leaving only after Duke Ludovico Sforza’s fall from
power in 1499.
Following the death of his patron1 Giuliano de’ Medici in March of 1516, he was
offered the title of Premier Painter and Engineer and Architect of the King by
(__) Francis I2 in France. His last and perhaps most generous patron, Francis I provided
Leonardo with a comfortable manor house near the royal chateau at Amboise.
1- a patron : un mécène 2- Francis I: François 1er
Exercise 3
You have discovered new pieces of information in Leonardo’s biography. Complete this
identity card.
Name: ......................................................................................
Date and place of birth: ...........................................................
Date and place of death: ..........................................................
Family: .....................................................................................
Jobs: ........................................................................................
Important professional dates and events: ..................................
.................................................................................................

Step 9
In Step 8 you had to underline all the time markers of the text. As you have noticed, time
markers are not only dates but also expressions which give us an indication about the
chronology of events. (Au cours du Step 8, tu as dû souligner les marqueurs de temps. Comme
tu l’as remarqué, les marqueurs de temps ne sont pas toujours des dates, mais également des
expressions qui nous donnent des indications quant à la chronologie des événements.)
1- Give an example of a time marker indicating
a) a date (date, month, year)
....................................................................................................................................
b) a date (month, year)
....................................................................................................................................
c) a precise year
....................................................................................................................................
d) an approximate year
....................................................................................................................................
2- Give four different examples of time markers indicating a length of time. (Donne quatre
exemples de marqueurs de temps qui renseignent sur la durée d’un évènement.)
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
3- Give an example of a time marker expressing the beginning of a period.
.........................................................................................................................................
4- Give an example of a time marker expressing the end of a period.
.........................................................................................................................................
Check and correct.
j e retiens
Dans une biographie ou un récit historique décrivant des successions d’évènements,
j’utilise des marqueurs de temps pour en indiquer la chronologie.
On + date (date, month, year)
Ex: Leonardo was born on April 15, 1452.
In + date (year)
Ex: He entered the service of the Duke of Milan in 1482
In +month+(of)+year
Ex: In March of 1516,…
From… to…
Ex: From 1513 to 1516, he worked in Rome.
During this period….
Over the next three years
He spent three years in…

When…
Ex: When he was about 15, his father apprenticed him in a workshop in Florence.
Until + date (year)
Ex: Leonardo stayed in this workshop until 1477.
j’accède à l’implicite en créant des liens entre des objets

Step 10
The biography disappears from your computer screen and is replaced again by this logo.
You click on it.

2- Give the name of the person you have met in the 16th century.
3- These objects appear on your screen. Click on the two objects which are the most
representative of this very famous person.
r r r r r r
4- You had the choice between a book, a light bulb, a mirror, a paint brush, a crown and a
flying machine. Give the names of the two objects you have chosen to bring back to the
present and justify your choice.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Check and correct.

5- As soon as you have clicked on the two objects, this sign appears on your screen
Well done, dear Time Traveler,

you have accomplished your first mission!
See you next time for a new adventure!

Séance 4
Je découvre un autre personnage historique
Je rends mon interview plus authentique
en utilisant des gap fillers
je découvre un autre personnage historique

Exercise 4
Are you ready for a new adventure? Get inside the time machine and click on the right
logo… Here you are, back through time, but which century are you visiting, who are you
going to meet, what objects are you going to bring back?
You click on it.
1- Listen to sound track n°1. What does it sound like? Have a guess. Use a modal auxiliary
to express a hypothesis.
.........................................................................................................................................
2- Listen to sound track n°2. What words can you hear?
.........................................................................................................................................
3- Sum up everything you know about the person you are going to meet.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Check and correct.
jdes
e rends mon interview plus authentique en utilisant
gap fillers
Exercise 5
1- You are going to meet another icon of the millenium. Remember the 8 questions you can
ask. Put the words back into order and dismiss the odd man out.
a) were/when/was/ born/you/?/
....................................................................................................................................
b) were/where/when/ born/ you/?/
....................................................................................................................................

c) famous/what/you/at/for/are/?/
....................................................................................................................................
d) marry/are/married/you/?/
....................................................................................................................................
e) does/any/do/brothers/ sisters/you/have/and/?/
....................................................................................................................................
f) you/how/age/are/old/?/
....................................................................................................................................
g) your/what/a/is/job/?/
....................................................................................................................................
h) about/can/professional/important/tell/you/me/some/events/life/in/his/ your/?/
....................................................................................................................................
2- Listen to the questions. Correct your Exercise 5 if necessary. Repeat the questions, make
sure you respect the intonation as mentioned in Séance 1.
Check and correct.
Step 11
1- During your last adventure in the 16th century, you interviewed Leonardo Da Vinci. You
did very well, but your questions did not sound really authentic because you just asked
your questions and probably did not use gap fillers.
Read the script of Leonardo.
Leonardo: Welcome to the 16th century, my dear Time Traveler. I am very happy to make
your acquaintance. I am sure you have a lot of questions to ask me if you want
to discover which objects you are going to bring back to the present, so please,
do ask your first question.
[Time Traveler]
Leonardo: Let’s see… I was born in the 15th century, more exactly on April 15, 1452. That
was a long time ago, April 15, 1452… What else would you like to know?
[Time Traveler]
Leonardo: Now then… Listen to my pronunciation of the English language. You have
probably guessed. I’m Italian. I was born in Vinci, in Italy, not far from
Florence. I’m sure you would like to know my age.
[Time Traveler]
Leonardo: Well, I’m 65 years old. I am quite old and I suffer from paralysis of the right
hand. But that’s not the point. What is your next question, my dear Time
Traveler?
[Time Traveler]
Leonardo: Oh dear! No, I never married, I made the portrait of a very beautiful lady,
though. Would you like to know something else about my family?
[Time Traveler]
Leonardo: Er…, I had 17 half brothers and sisters. Just imagine, 17 half brothers and
sisters! But most of them are dead now.

All the highlighted sentences of the script convey a message. The words or expressions
which have not been highlighted are gap fillers, that is to say, they do not convey a
message but are very useful to articulate an oral message. They can:
a) give you time to think
Ex: Er…. / Let’s see…
b) announce a new subject of conversation
Ex: Well… / Now then,…
c) express surprise
Ex: Oh dear!
2- Get used to pronouncing these gap fillers. Listen to Leonardo and repeat.
Step12
A silhouette appears on your screen.
1- Get ready for your interview.

- Remember your eight questions
- Remember to use gap fillers
- Have your interview memo ready
- Remember to take notes
2- Listen to your CD and discover a new mystery voice. Start the interview. Be careful, you
might have a few surprises!
IntervIew memo
PRIVATE LIFE
Date and place of birth: ..........................................................................
Age at the time of the meeting: ................................................................
Family: ....................................................................................................
PROFESSIONAL LIFE
Occupation: ............................................................................................
Important events: ....................................................................................
Famous for: ............................................................................................
3- Have you been able to answer your mystery genius’s questions? Rehearse your
conversation several times. Check and correct your notes. When you think the
conversation is quite fluent, record yourself.

4- Who is this mystery inventor? Have a guess. Give two reasons to justify your choice.
I suppose the mysterious celebrity may be ...............................................................

- first of all because ................................................................................................
- and also because ..................................................................................................
j e retiens
Pour rendre mon discours plus authentique, j’utilise des gap fillers.
Ce sont des mots ou expressions qui permettent de « boucher les trous » du discours.
Non seulement ils permettent de rendre un discours plus authentique et fluide, mais ils
permettent également :
- de gagner du temps pendant que l’on réfléchit
Ex: Er… / Let me see…
- d’introduire un nouveau sujet de conversation
Ex: Well…/ Now then…
- d’exprimer la surprise
Ex: Oh dear,…

Séance 5
J’utilise des marqueurs chronologiques et had V-en pour
articuler mon discours de façon chronologique

Exercise 6
The silhouette disappears from your computer screen and is replaced again by this logo.
You click on it.
r r r r r r
4- Give the names of the two objects you have chosen to bring back to the present and
justify your choice.
.........................................................................................................................................
.........................................................................................................................................


Exercise 7
During your last physics lesson your teacher asked the class to make oral reports about
famous inventors. Fabulous! You know who you are going to talk about!
1- Use linkwords and expressions to organize your report. Do you remember what
expressions you can use? Complete the grid.
Expressions Use
You introduce the subject
You give another element
You express a consequence
You express a contrast
You change the subject
You give a conclusion
2- Use your notes to give your report.
IntervIew memo
PRIVATE LIFE
Date and place of birth: February 11, 1847 in milan, ohio
Family: married, 3 children
PROFESSIONAL LIFE
Occupation: inventor
Important events:
- before 1863: learned telegraphy, worked as a telegraph operator
- from 1863 to 1876: invented many devices (quadruplex telegraph)
- 1876: industrial research laboratory built in menlo Park, new Jersey
- 1877: invented the phonograph
- 1879: invented the light bulb
- 1882: opened the first electric station in manhattan
Famous for: all these inventions
3- You want your report to be perfect but many words are difficult to pronounce. Listen to
your CD and underline the stressed syllable in each of the following words.
February inventor invention telegraphy telegraph phonograph
operator industrial research laboratory electric Manhattan
February inventor invention telegraphy telegraph phonograph
operator industrial research laboratory electric Manhattan
5- Rehearse your report several times. When you think it is fluent, record yourself.

j’utilise des marqueurs chronologiques et had + V-en

pour articuler mon discours de façon chronologique
Step13
1- Read this part of the script of Edison:
By the time I was 16, I had learned telegraphy and I worked as a telegraph operator.
From 1863 to 1876, I invented many devices, among which a quadruplex telegraph.
With the money I got from this invention I had an industrial research laboratory built
in Menlo Park, New Jersey in 1876. One year later, the phonograph was born. In 1879,
I created the light bulb and this year I opened the first commercial electric station in
Manhattan, providing electricity to several street lamps and private houses.
2- Match the dates in your notes with the time markers of the script. Remember, your
meeting with Edison takes place in 1882.
Dates Time markers

Before 1863
From 1863 to 1876
1876
1877
1879
1882
Check and correct.

3- Read this sentence
Place the different underlined elements in the appropriate box of this time line.
1863 1882
1 2 3
a) Do actions 1 and 2 take place

- in the present r
- in the past r
- in the future? r
b) What is the tense of the verb in “I worked as a telegraph operator”
....................................................................................................................................

c) What is the form of the verb learn in “I had learned telegraphy”?

- have + V-en r
- had + V-en r
d) How do you write a verb in this form?
- auxiliary have in the present + past participle of the verb r
- auxiliary have in the preterit + past participle of the verb r
- auxiliary be in the present + V-ing r
Tu as déjà rencontré cette forme had + V-en au cours de la séquence 8, séance 9.
Souviens-toi, tu découvrais des explorateurs célèbres :
Ex: By the time Scott arrived at the Pole, Amundsen had already beaten him.
(Le temps que Scott arrive au Pole, Amundsen l’avait déjà battu.)
Dans cette leçon, le point de repère dans le passé est l’âge d’Edison, 16 ans. Je peux
faire le bilan de ce que je sais de sa vie à ce moment-là :
- He had learned telegraphy.
- He worked as a telegraph operator.
Tu pourrais traduire la phrase par :
À 16 ans, il avait déjà appris la télégraphie et travaillait comme opérateur.
Exercise 8
Use the expression by the time to write about Edison’s professional life.
Ex: learn telegraphy/ be 16
By the time Edison was 16, he had learned telegraphy.
1- invent many devices/ build the industrial research laboratory in Menlo Park.
.........................................................................................................................................
2- build the industrial research laboratory in Menlo Park/ invent the phonograph
.........................................................................................................................................
3- invent the phonograph/ invent the light bulb
.........................................................................................................................................
4- invent the light bulb/ open the first electric station in Manhattan
.........................................................................................................................................
Check and correct.

Séance 6
Je rédige une biographie à partir de notes
Ta présentation orale est presque prête. Tu souhaiterais donner à tes camarades de classe une
biographie de Thomas Edison, afin qu’ils aient une trace écrite de ton exposé. Tu reprends la
biographie de Léonard de Vinci qui est dans ton jeu et observes sa construction afin de t’en inspirer.
je rédige une biographie

Step 14
1- Read the biography of Leonardo da Vinci.
Leonardo was born on April 15, 1452, in Vinci, Italy, just outside Florence.
He had 17 half brothers and sisters.
Growing up in his father’s home, Leonardo was exposed to Vinci’s
tradition, and he was about 15 when his father apprenticed him as a
painter to the famous workshop of Andrea del Verrochio in Florence. Even
as an apprentice, Leonard demonstrated his colossal talent.Leonardo
stayed in Verrochio workshop until 1477.
In search of new talents, he entered the service of the Duke of Milan in
1482. He spent 17 years in Milan, leaving only after Duke Ludoviko Sforza’s
fall from power in 1499. The Duke kept Leonardo busy painting and
sculpting. From 1485 to 1490, Leonardo also designed weapons (tanks,
submarines), flying machines, buildings and machinery.
In 1499, Leonardo was left to search for a new patron. Over the next
16 years, Leonardo worked and traveled throughout Italy for a number
of employers, including the cruel Cesare Borgia. About 1503, Leonardo
reportedly worked on the “Mona Lisa”. From 1513 to 1516, he worked in
Rome, maintaining a workshop and undertaking a variety of projects for
the Pope.
Following the death of his patron Guiliano de’ Medici in March of 1516,
he was offered the title of Premier Painter and engineer and architect of
the king by Francis I in France. His last and perhaps most generous patron,
Francis I provided Leonardo with a comfortable manor house near the
royal chateau in Amboise.
Although suffering from paralysis of the right hand, he was still able to
draw and teach. Leonardo died on May 2, 1519 in Cloux, France.
2- Indicate in each box the sort of data given using the following titles (Indique dans chaque
case le type d’information donné en utilisant les titres suivants) :
- date and place of death
- date and place of birth
- important events in professional life
- early professional life
- family life

3- You already have a lot of data about Thomas Edison’s life. Check your notes. Have you
got all the necessary pieces of information?
IntervIew memo
PRIVATE LIFE
PROFESSIONAL LIFE
Important events:
Remember, you met Thomas Edison in 1882. He was not dead yet. You should look for
two very important pieces of information if you want your biography to be complete.
Which ones? (Souviens-toi, tu as rencontré Thomas Edison en 1882. Il n’était pas encore
mort. Tu devrais aller à la recherche de deux informations importantes pour compléter ta
biographie. Lesquelles ?)
....................................................................................................................................
....................................................................................................................................
4- Log on to the Internet to find the missing data. You can type Thomas Edison and
choose the Wikipedia site. Apart from the necessary data, you will find on the site
a very interesting sound document: you can listen to Thomas Edison reciting a poem.
He made this first recording on the phonograph he had invented in 1877. (Va sur
l’Internet pour trouver les informations qui te manquent. Tu peux taper Thomas Edison et
choisir le site Wikipedia. À part les informations que tu recherches tu peux trouver aussi un
très bon document sonore : c’est le premier enregistrement de la voix de Thomas Edison sur le
phonographe qu’il a inventé en 1877.)
Check and correct.

Step 15
Write the biography following the five steps you studied previously in STEP 14. Indicate each
step in the and write your text next to it. Use different time markers. Don’t forget to
use the expression By the time…
Great! Now look for photos to illustrate your biography and everything will be perfect!
Your classmates will be very happy to stick this document in their files. And you will certainly get
a good mark. Don’t forget to include the new pieces of information in your oral report.

Séance 7
Je fais le bilan des deux premières épreuves du jeu
Je découvre un nouveau personnage historique
Je reformule l’élément d’une conversation
pour quelqu’un qui n’a pas compris
je fais le bilan des deux premières épreuves du jeu

Step 16
You have invited your best friend to play with you. He wants to know who you have met and
what objects you have brought back.
1- Complete the following grid.
Century Name Objects
2- Get ready. Imagine his questions.

.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
3- Listen to your friend’s questions and answer them. Use gap fillers to give you time to
think.
4- Some words in your answers are difficult to pronounce. Work on the [D] sound like in the
and the [T] sound like in sixteenth.
Listen and repeat:
sixteenth fifteenth through the this three brother them
Listen and write these words in the appropriate column
[D] [T]
5- Listen again to your friend’s questions. React. Use gap fillers and respect the correct
pronunciation for the words with–th. Record yourself if possible.
Check and correct.

je découvre un nouveau personnage historique

Exercise 9
This is your last mission if you want to win the game. It’s going to be a difficult one. Your
best friend is here to help you. Ready?
Click ……. Click again
1- Listen to sound track n°1 on your CD. What does it sound like? What does it make you
think of?
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
2- Listen to sound track n° 2 on your CD. What language is it? What words can you hear?
Who does it make you think of? Have a guess!
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Your friend heard something like Luke, duke, dune. Does it help?
Exercise 10
A silhouette now appears on the screen.

Who is it, which century is it, what objects
are you going to bring back to the present?
You will be in charge of the interview, you give your note pad to your
friend. He or she will take notes.
1- Remember the five questions you have to ask about the private life of your mystery
character.
2- Remember the three questions you have to ask about his or her professional life.
3- Listen to your CD. Ready to start? Remember, use gap fillers. And be ready to meet a
very authoritative sort of person.

jquelqu’un
e reformule l’élément d’une conversation pour
qui n’a pas compris
Step 17
The silhouette disappears from your computer screen. Read the notes your friend took
during the interview.
IntervIew memo
PRIVATE LIFE
Date and place of birth: may 1, 1769 – Dublin, Ireland
Family:
PROFESSIONAL LIFE
Occupation: Prime minister
Important events:
- 1777: entered the army
- until 1796: served in the British parliament
- 1803: won the maratha war
- 1815: lost the Battle of waterloo
Famous for: His most famous enemy was napoleon.
Some data look strange. Apparently, your friend did not understand the messages properly.
This is a real problem. If the data are wrong, you won’t be able to discover the name of the
person you have met and you won’t be able to discover the two objects to bring back to the
present.
1- Click on the sound logo again
Listen to the part of the mystery character on your CD. Underline the wrong data on
your note pad.
2- Give the note pad back to your friend and ask him or her to change the elements you
have underlined. Justify by reporting what the character said.
Ex: He said he had entered the army in 1787, not in 1777.
Check and correct.

Séance 8
j e m’évalue
It seems to be very difficult to find out who this third mystery character is. Here is a clue.
Compréhension écrite
Exercise 1
Two biographies have been mixed up. You know one of the characters mentioned.
(Deux biographies ont été mélangées. Tu connais l’un des personnages.)
1- Read the text
2- Give the name of the character you met during one of the previous lessons.
.........................................................................................................................................
3- Highlight all the elements corresponding to the second biography.
4- Give the name of this very famous person who was an enemy of the third mystery
character you met in your game. (Donne le nom de cette personne très célèbre qui était un
ennemi du troisième personnage que tu as rencontré au cours du jeu.)
.........................................................................................................................................
17 half brothers and sisters. He was born on 15 August 1769 in Corsica into the
gentry. Educated at military school, he was rapidly promoted and in 1796, was made
commander of the French army in Italy. Growing up in his father’s home, Leonardo
was exposed to Vinci’s tradition, and he was about 15 when his father apprenticed him
as a painter to the famous workshop of Andrea del Verrochio in Florence. Even as an
apprentice, Leonard demonstrated his colossal talent.Leonardo stayed in Verrochio
In search of new talents, he entered the service of the Duke of Milan in 1482. He spent
17 years in Milan, leaving only after Duke Ludovico Sforza’s fall from power in 1499. The
Duke kept Leonardo busy painting and sculpting. From 1485 to 1490, Leonardo also
designed weapons (tanks, submarines), flying machines, buildings and machinery. In a
coup d’état in November 1799, he became first consul. In 1802, he was made consul for
life and two years later, emperor.
In 1499, Leonardo was left to search for a new patron. Over the next 16 years, Leonardo
worked and traveled throughout Italy for a number of employers, including the cruel
Cesare Borgia. In 1800, he defeated the Austrians at Marengo. Britain inflicted a naval
defeat on the French at Trafalgar (1805) so he abandoned plans to invade England and
turned on the Austro-Russian forces, defeating them at Austerlitz later the same year.
About 1503, Leonardo reportedly worked on the “Mona Lisa”. From 1513 to 1516, he
worked in Rome, maintaining a workshop and undertaking a variety of projects for the
Pope. Following the death of his patron Guiliano de’ Medici in March of 1516, he was
offered the title of Premier Painter and engineer and architect of the king by Francis I in
France. His last and perhaps most generous patron, Francis I provided Leonardo with a
comfortable manor house near the royal chateau in Amboise.
Although suffering from paralysis of the right hand, he was still able to draw and teach.
Leonardo died on May 2, 1519 in Cloux, France. His invasion of Russia in 1812 resulted in
a disastrous retreat. The Battle of Waterloo ended his brief reign. The British imprisoned
him on the remote Atlantic island of St. Helena where he died on 5 May 1821.

Au cours de quelles séances as-tu travaillé la lecture et l’écriture d’une biographie ?

.........................................................................................................................................
Au cours de quelles séances as-tu découvert la vie d’un des personnages dont tu viens de
relire la biographie ?
.........................................................................................................................................
Relis ces séances afin de poursuivre ton jeu, et surtout de le gagner.
Production orale
Exercise 2
Your friend has corrected his notes but history is not your favourite subject! You decide to
ask one of your parents. Take your notes and tell him/her everything you know about your
mystery person. Don’t forget to add the last piece of information you found out in the
previous exercise.
IntervIew memo
PRIVATE LIFE
Date and place of birth: may 1, 1769 – Dublin, Ireland
Family:
PROFESSIONAL LIFE
Occupation: Prime minister
Important events:
- 1777: entered the army
- until 1796: served in the British parliament
- 1803: won the maratha war
- 1815: lost the Battle of waterloo
Famous for: His most famous enemy was napoleon.
Remember to organize your report with link words as well as time markers. (Au cours de
quelles séances as-tu travaillé la production d’un discours cohérent à partir de notes ?)
.........................................................................................................................................
Relis ces séances pour vérifier que tu as utilisé tous les mots de liaison et tous les marqueurs de
temps possible pour articuler ton discours.
Production écrite
Your mother/father has guessed who it is, but she/he refuses to give you the answer, she/he
thinks you have to find out, she/he gives you just one more clue: the first letter of his family
name is a W.

Exercise 3
1- Recapitulate the three clues from the previous lessons:
a) His nickname: ..........................................................................................................
b) His enemy: ..............................................................................................................
c) the first letter of his family name: .............................................................................
2- Have a guess. Use a modal auxiliary to express your opinion.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
3- Your friend wishes to finish the game. Maybe you are going to win, one never knows! This
logo appears once more on your computer screen.
You click on it
Listen to the sound track on your CD. Write the name of the person you think you have met
in the 19th century.
r r r r r r
5- You had the choice between a horse, a light bulb, a dog, a candle, a pair of boots and a
ship. Give the names of the two objects you have chosen to bring back to the present and
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Once you have clicked on the two objects, a light flashes on your screen and the following
message appears
Too bad!
This third mission is not a success!
You have not won the game!
But as you have found out who the first two famous
persons were,
you are allowed to play one more time!

Sommaire
Séquence 12
Séance 1 Découvrir un tableau Associer des Lexique de la Analyser la structure
Tableau de Norman artistes à leurs thématique : les d’un tableau
Rockwell, Triple créations différents domaines
Self-Portrait des arts, l’atelier d’un
peintre
Séance 2 Enrichir une Découvrir Localiser (Verbes + Utiliser des

Tableau de Norman description en l’autoportrait prépositions) informations
Rockwell, Triple localisant les Lexique de la périphériques pour
Self-Portrait accessoires thématique : les déduire des éléments
Exprimer des accessoires d’un biographiques
hypothèses à partir peintre
d’indices
Séance 3 Dresser un bilan Découvrir la Se justifier, expliquer Être capable de faire
Biographie de des éléments biographie d’un un choix : Let me tell des repérages dans
Norman Rockwell biographiques connus peintre américain you why... / To tell you une biographie et de
Faire un choix et célèbre the truth, I’ve always prendre des notes (1)
justifier les raisons de wanted...
ce choix
Séance 4 Émettre des Découvrir un texte Lexique de la Utiliser les références
Document hypothèses quant à la autobiographique thématique : les implicites d’un objet
iconographique : vie d’un personnage d’un écrivain accessoires d’un pour découvrir son
représentation célèbre britannique célèbre écrivain propriétaire
du bureau d’un Justifier ces Exprimer une
personnage célèbre hypothèses en hypothèse
Extrait d’une utilisant des éléments
autobiographie extraits d’un texte
autobiographique
Séance 5 Exprimer des Découvrir ce qu’est Exprimer des Être capable
Tableau certitudes et les un thésaurus certitudes (No doubt de croiser des
récapitulatif justifier he was, I’m certain informations pour
d’information sur Exprimer un choix he was...) et les établir des certitudes
l’écrivain célèbre justifier (thanks to...,
it corroborates the fact
that...)
Séance 6 Raconter une Découvrir un texte Raconter une Être capable de faire
Deux anecdotes expérience autobiographique anecdote : gap fillers, des repérages dans
autobiographiques personnelle en lien d’un célèbre feelings, preterit une autobiographie
avec un objet personnage et de prendre des
américain notes (2)
Séance 7 Établir des différences Découvrir un extrait Le questionnement L’intonation des Repérer les
Tableau de Norman entre deux de Through the WH-questions caractéristiques
Rockwell, Triple autoportraits Looking-Glass, de et des yes-no d’une autobiographie
Self-Portrait Poser et se poser Lewis Carroll questions
des questions avant
de dessiner un
autoportrait
Séance 8 Réactivation des Rebrassage des Réactivation Prise de Être capable de
Documents outils langagiers de la thèmes culturels conscience vérifier que l’on
travaillés lors de la séquence abordés des critères a tous les outils
séquence à respecter nécessaires pour
pour réussir aborder l’évaluation
l’évaluation

Séance 1
Je découvre le lexique associé à cette thématique
Je découvre un tableau célèbre, j’analyse sa structure
Tu as découvert, lors de la séquence 10, une œuvre intitulée The Problem We All Live With.
Tu t’es rendu compte qu’à travers un tableau, on pouvait faire passer un message, créer une
atmosphère, raconter une histoire. Ta mission finale, à la fin de cette séquence, consistera à créer
un tableau. Tu devras, en tant qu’artiste, le commenter, et l’accompagner d’un texte. Quel sera le
thème de ce tableau, comment vas-tu t’y prendre ? Procède étape par étape. Première étape : va à
la rencontre d’un artiste dans son studio, de façon originale.

Step 1
1- Think of «visual arts» (arts, architecture, sculpture, cinema, photography). Write all
the words which come to your mind. (Pense aux “arts visuels” et écris tous les mots qui te
viennent à l’esprit.)
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
2- Think of some of the masterpieces you have already seen in museums, in art books, in
school books, on television. Write down some of the names of these masterpieces as well
as some of the names of famous artists you know. (Pense à tous les chefs-d’œuvre que tu as
déjà vus dans des musées, des livres d’art, des manuels scolaires, à la télévision. Écris les noms
de certains de ces chefs-d’œuvre ainsi que des noms d’artistes célèbres que tu connais.)
masterpieces artists
Think of an American painter you discovered in Séquence 10. Remember the title of the
painting you studied.

3- Are you an art expert? Here is a list of five of the ten most valuable works of art sold at
auctions or at private sales. How well do you know paintings and painters? (Es-tu un
expert en matière d’art ? Voici une liste de cinq des dix œuvres d’art vendues les plus chères
lors de ventes aux enchères ou de ventes privées. Connais-tu bien ces peintures et ces peintres ?)
List the masterpieces in the grid starting from the most valuable one.
Then, match the name of the artist with the title of his masterpiece. The dates should
help you to find out.
Garçon à la pipe (1905),
$104.2 million • • Auguste Renoir (1841-1919)
Bal au Moulin de la Galette (1876),
$78.1 million • • Francis Bacon (1909-1992)
Portrait of Adèle Bloch-Bauer
(1907), • • Gustav Klimt (1862-1918)
$135 million
Portrait of Dr. Gachet (1890),
$82.5 million • • Pablo Picasso (1881-1973)
Triptych (1976),
$86.3 million • • Vincent Van Gogh (1853-1890)
N’hésite pas à inscrire le titre des tableaux sur un moteur de recherche pour les découvrir.
Lequel préfères-tu ?
Check and correct.
je découvre le lexique associé à cette thématique

Step 2
1- Read this paragraph:
The artist is in his workshop. He is not sitting on his stool, he is standing, painting on his
canvas. He is holding a paintbrush in his right hand and a palette in his left hand. There
are different colours of paint on his palette. The canvas is propped up on an easel.
2- Write the underlined words in the appropriate box.
Check and correct.

je découvre un tableau célèbre, j’analyse sa structure (1)

Step 3
1- Here is one of the most famous paintings by an American painter you have already heard
about. Look closely at this painting.
Write everything you can about this painting using the vocabulary used in the previous
activity.
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
2- Have a look at the lines made by the paintbrushes on the painting.
The paintbrushes draw lines

attracting your eyes to three different
places on the painting.
Describe what your eyes can see in…
1- ...................................................
2 2- ...................................................
1 3- ...................................................
© Works by Norman Rockwell

Printed by permission of the Norman Rockwell
Family Agency
Copyright © (Year of Book’s publication) The
Norman Rockwell Family Entities
3- What are the common points between 1, 2 and 3?

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

4- What are the differences between 1 and 2?

.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
5- Read the signature at the bottom of the canvas. Write the name of the artist.
.........................................................................................................................................
6- Imagine a title for this painting.
.........................................................................................................................................
Check and correct.

Séance 2
J’associe le titre d’un tableau à sa structure
J’enrichis une illustration en localisant les accessoires
Je formule des hypothèses quant au contexte
du tableau et à la vie de l’artiste
Je sais faire des repérages dans une biographie
et prendre des notes
j’associe le titre d’un tableau à sa structure

Step 4
1- Give the name of the artist who painted this very famous portrait.
.........................................................................................................................................
2- Look carefully at the painting. Imagine the artist painting this portrait.
Match the number with the action
The artist is peeking over

the canvas at his own
Step 1
reflection in the looking-
glass.
You are looking over the
Step 2
artist’s shoulder.
2 The artist is looking over
his shoulder at you, but in
1 Step 3
fact at himself because he
is painting.
Apart from the paintbrushes, what
is the object which guides your eyes
through these three steps?
3
......................................................
......................................................

Printed by permission of the Norman
Rockwell Family Agency

3- Think of the structure of the painting and choose the title given to this very famous
painting.
a) Self-Portrait r
b) Portrait of An Artist r
c) Triple Self-Portrait r
Justify your choice.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Check and correct.
j’enrichis une illustration en localisant les accessoires

Step 5
1- Look at all the props (accessoires), or objects surrounding Norman Rockwell in his
workshop. Write a caption in the appropriate box using the following words or
expressions.
a helmet, 4 self-portraits, a pipe, a glass of coke, an art book,
a looking-glass, a trash can with smoke coming out of it.

Printed by permission of the Norman Rockwell Family Agency
Copyright © (Year of Book’s publication) The Norman Rockwell Family Entities

2- Situate the different props. First, remember the prepositions you can use to situate
things.
On, in ..........................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
3- Then, complete the following sentences.
a) The glass of coke is .................................................... the art book.
b) The art book is .................................................................. the seat.
c) The trash can is ............................ to Norman Rockwell’s right foot.
d) The self-portraits are ................................................. of the canvas.
e) The helmet is ................................................................... the easel.
f) The pipe is ............................................ Norman Rockwell’s mouth.
g) The looking-glass is ........................................ the back of the chair.
4- You did very well, but read the last seven sentences again. What is the verb used in every
sentence?
.........................................................................................................................................
This is not a very descriptive verb. Give the same sort of information but choose more
descriptive verbs to convey a better idea of the way the props are situated on the painting.
Match each prop with the appropriate verb. Then write the complete sentences. Don’t
forget to use the passive voice.
Props Verbs
1- The glass of coke clipped to the top right hand-side of…
2- The art book propped up against…
3- The trash can thrust in…
4- The four self-portraits perched on top of…
5- The helmet placed precariously on…
6- The pipe spread open on…
7- The looking-glass positioned next to…
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Check and correct.

j e retiens
Un peintre utilise des techniques pour rendre son tableau plus lisible : il trace des lignes
invisibles pour guider les yeux du spectateur, il utilise des accessoires pour créer une
atmosphère… De la même façon, pour rendre ta description plus accessible à celui
qui te lit ou t’écoute, tu dois toujours essayer de trouver le vocabulaire le plus précis
possible. Pour t’y aider, tu peux bien sûr utiliser un dictionnaire, mais tu peux aussi
utiliser un thesaurus. C’est un répertoire alphabétique du vocabulaire approprié au
classement documentaire qui facilite l’accès à l’information. Les mots sont classés par
thème. L’intérêt est qu’il permet d’accéder au lexique inhérent à la thématique abordée.
Tu verras lors de la séance 5 un exemple de recherche menée avec un thesaurus.
jete formule des hypothèses quant au contexte du tableau

de la vie de l’artiste
Step 6
1- Not only are you an art expert but you are also a good detective. The props give us a lot
of information about Norman Rockwell. Use them as clues and answer the following
questions.
Are you ready to play the detective?
a) What do we know about Rockwell thanks to the glass of coke?
................................................................................................................................
b) What about the pipe?
................................................................................................................................
c) The trash can with smoke coming out of it is a reference to an accident that occurred
17 years before this painting was made. What happened? Have a guess.
................................................................................................................................
d) Rockwell loved to buy antiques but he was fooled once. He thought he had bought
an antique but in fact, it was just part of a fireman uniform. He decided to keep this
object as a souvenir in his studio. What is this object?
................................................................................................................................
e) The self-portraits are tributes to the great artists he admired. Match their names and
short biographies with their self-portrait.
................................................................................................................................

1 a) Vincent Van Gogh (1853-1890) is generally considered the

2 greatest Dutch painter after Rembrandt. Van Gogh produced
all of his work (some 900 paintings and 1100 drawings)
during a period of only 10 years before he succumbed to
mental illness and committed suicide. Self-Portrait, 1889,
Orsay Museum, Paris.
b) Rembrandt (1606-1669) is one of the Netherlands
most famous 17th-century painters. Self-Portrait, 1652,
Kunsthistoriches Museum, Vienna.
4
c) Albrecht Dürer (1471-1528) was a German painter, wood
carver and engraver. Self-Portrait, 1498, Prado Museum,
Madrid.
3 d) ? Give the name of the artist who painted this masterpiece.
Number Name of the artist

1
2
3
4
Check and correct.

Séance 3
Je sais faire des repérages dans une biographie
et prendre des notes
Je dresse un bilan de ce que je connais
Je justifie un choix
Par l’intermédiaire du tableau de Norman Rockwell, Triple Self-Portrait, tu as pénétré à l’intérieur
de l’atelier d’un peintre célèbre. C’était la première étape de ton apprentissage d’artiste. Tu as
découvert, lors de la précédente leçon, que de nombreux objets ou accessoires décoraient cet atelier.
Ils sont tous représentatifs de l’artiste, de ses goûts, de ses habitudes, d’évènements marquants de
sa vie. Apprends à décrypter ces objets. Toi aussi tu devras choisir des objets ou des accessoires que
tu incluras dans ton tableau et qui transmettront des informations à ton sujet à celui qui admirera
ton œuvre.
jete sais faire des repérages dans une biographie

prendre des notes
Exercise 1
1- Read the biography of Rockwell.
Born in New York City in 1894, Norman Rockwell always wanted to be an artist. At
age 14, Rockwell enrolled in art classes at The New York School of Art. Two years later,
in 1910, he left high school to study art at The National Academy of Design. Rockwell
found success early. He painted his first commission of four Christmas cards before his
sixteenth birthday. While still in his teens, he was hired as art director of Boys’ Life, the
official publication of the Boy Scouts of America.
In 1916, the 22-year-old Rockwell painted his first cover for The Saturday Evening Post
magazine. Over the next 47 years, another 321 Rockwell covers would appear on the
cover of the Post. Also in 1916, Rockwell married Irene O’Connor; they divorced in 1930.
The 1930s and 1940s are generally considered to be the most fruitful decades of
Rockwell’s career. In 1930 he married Mary Barstow, a schoolteacher, and the couple had
three sons, Jarvis, Thomas, and Peter. The family moved to Arlington, Vermont, in 1939.
In 1943, inspired by President Franklin Roosevelt’s address to Congress, Rockwell painted
the Four Freedoms paintings. They were reproduced in four consecutive issues of The
Saturday Evening Post with essays by contemporary writers. Rockwell’s interpretations
of Freedom of Speech, Freedom to Worship, Freedom from Want, and Freedom from Fear
proved to be enormously popular. Although the Four Freedoms series was a great success,
1943 also brought Rockwell an enormous loss. A fire destroyed his Arlington studio as
well as numerous paintings and his collection of historical costumes and props.
In 1953, the Rockwell family moved from Arlington, Vermont, to Stockbridge,
Massachusetts. Six years later, Mary Barstow Rockwell died unexpectedly. In
collaboration with his son Thomas, Rockwell published his autobiography, My Adventures
as an Illustrator, in 1960. The Saturday Evening Post carried excerpts from the best-selling
book in eight consecutive issues, with Rockwell’s Triple Self-Portrait on the cover of
the first.

In 1961, Rockwell married Molly Punderson, a retired teacher. Two years later, he ended
his 47-year association with The Saturday Evening Post and began to work for Look
magazine.
In 1973, Rockwell established a trust to preserve his artistic legacy by placing his works
in the custodianship of the Old Corner House Stockbridge Historical Society, later to
become Norman Rockwell Museum at Stockbridge.
2- Highlight all the elements related to “Triple Self-Portrait”. Don’t forget the elements
related to props.
3- You know more details about this famous painting which was in fact a magazine cover.
Complete the identity card of the painting.
Title: .........................................................................................................................
Artist: .......................................................................................................................
Date: ........................................................................................................................
Age of the artist at the time: ......................................................................................
Name of the magazine: ..............................................................................................
Title of the artist’s autobiography: .............................................................................
Reference to an accident: ...........................................................................................
Check and correct.
je dresse un bilan de ce que je connais

Exercise 2
1- Write a list of the seven props in Rockwell’s studio. Use the Pictionary to help your
memory.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................

2- Recap what you have learned about what he liked doing when painting, what he liked
looking at on his easel when painting, and why. (Souviens-toi de la construction que tu as
apprise lors de la Séquence 7 pour parler d’habitudes passées.)
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
3- Explain why Rockwell painted smoke coming out from his trash can. What important
event does it refer to?
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
4- This accident is related to one of Rockwell’s routine. Have a guess.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Check and correct.
je justifie un choix
Step 7
1- Your visit of Rockwell’s studio is coming to an end. Before you leave, Mr Rockwell wants
to talk to you.
Listen to Norman Rockwell on your CD.
2- Norman Rockwell is very generous. What does he want you to do? Tick the correct
answer:
a) Choose an object from his painting and take it back with you r
b) Choose an object in your room and paint it r
c) Choose an object in a shop and buy it r
3- But on two conditions. Tick these two conditions.
a) You must tell him why you chose this object r
b) You must not choose the helmet r
c) You must insert it in your future painting r
d) You must put it in your bedroom r
e) You must give him another object in return r
4- Make up your mind, what object are you going to choose?
.........................................................................................................................................
.........................................................................................................................................

5- Why? Give three reasons.

.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Norman Rockwell wants you to give him the reasons for your choice. Prepare your
speech.
a) Thank Norman Rockwell for his offer. Give the name of the object you have chosen.
.................................................................................................................................
b) Think of link words to order your reasons.
.................................................................................................................................
c) Think of words or expressions introducing an explanation.
.................................................................................................................................
Think of expressions such as…
I chose ................. as I have always admired those painters.
I will explain why I chose ................. In fact, .................
Let me tell you why I chose .................
I chose ....... To tell you the truth (A dire vrai), I have always wanted to have such a
nice...
Are you ready to answer Norman Rockwell? Rehearse several times, then record yourself.
? If you can’t record yourself, write your script.
Check and correct.
le coin des curieux
Le Saturday Evening Post est un journal américain. Initialement composé de quatre pages
de type journal sans illustration, il a pris par la suite la forme d’un magazine. Aujourd’hui
encore il revendique sa création en 1728 par Benjamin Franklin. Or, il semble que The
Saturday Evening Post ait réellement vu le jour le 4 août 1821 (soit plus de 30 ans après
la mort de Franklin) sous forme d’un hebdomadaire, forme qu’il conservera jusqu’au
8 février 1969. Dès le début du XXe siècle, le Post offre systématiquement à ses lecteurs
une couverture illustrée présentant une scène de la vie quotidienne. Les plus connues des
couvertures du journal sont celles du peintre Norman Rockwell. Dans les années 1920 et
1930, le journal publie des nouvelles de certains grands auteurs comme Agatha Christie,
Francis Scott Fitzgerald ou John Steinbeck. De nos jours, le Saturday Evening Post est publié
six fois par an par la «Saturday Evening Post Society».

Séance 4
Je découvre un personnage célèbre
grâce aux objets qui l’entourent
J’émets des hypothèses et je les justifie
Je confirme des hypothèses en recherchant des informations
dans un texte autobiographique
Je comprends les points essentiels d’un bref message oral
Tu as déjà pénétré dans le studio de Rockwell par l’intermédiaire de son tableau. Souviens-toi,
la deuxième étape de ton apprentissage d’artiste consiste à analyser les objets, les accessoires, à les
faire parler. Un autre personnage célèbre du monde des arts accepte de te recevoir dans son atelier
de travail. Quels objets vas-tu découvrir, que vont-ils te révéler sur leur propriétaire ? Ouvre l’œil
et… bonne visite !
jequidécouvre un personnage célèbre grâce aux objets

l’entourent
Step 8
Your host died in 1990, but he used to keep these objects on his or her desk in the 1980s.
Draw them on his or her desk. (Ton hôte est mort en 1990. Voici une liste des objets qu’il
conservait sur son bureau dans les années 80. Dessine-les.)
a paper knife- two model Hurricanes (war planes during World War 2)
a mug full of pencils- a saucer filled with paper clips (trombones) and English stamps-
a pair of glasses- two rubbers- the famous person’s hip (la hanche) bone- a notebook-
a gypsum flower (rose des sables)

2- Are you ready to play the detective again?
What can you guess about this famous person, just looking at his or her desk? Complete
this information sheet.
Nationality?: .................................................................................................................
Old or young?: ..............................................................................................................
Job?: .............................................................................................................................
Activity during World War 2?: .......................................................................................
Important event(s) in his or her life?: .............................................................................
Personality?: .................................................................................................................
Name?: .........................................................................................................................
Check and correct.
j’émets des hypothèses et je les justifie

Step 9
Explain your answers, using expressions such as:
1- I think/suppose that ......... because (of) .........
2- The ….(name of the object) makes me think of .........
3- The ......... (name of the object) reminds me of .........
4- He could have been a/an ......... during World War 2 because of the .........
5- The ......... (name of the object) could mean that .........
6- Maybe he had a/an ......... on his desk because .........
7- He may have been a ......... (adjective) sort of person as he had chosen to have a/an/ his/
......... on his desk.
8- He probably was a ......... (adjective) sort of person .........
(nationality) o
(old or young) o
(job) o
(activity during World War 2) o
(Important event in his life) o
(Personality) o
(Name) o
Check and correct.

jrecherchées
e confirme des hypothèses en trouvant les informations
dans un texte autobiographique
Step 10
This very famous artist began writing in 1942, after he was transferred to Washington as
Assistant Air Attaché. His first published work was a short story published in the Saturday
Evening Post, in the August 1, 1942 issue.
1- Take your pencil and read the editors’ introduction to his short story. Underline all the
words you understand.
Introduction:
The author of this factual report on Libyan air fighting is an RAF pilot at present in this
country for medical reasons.
2- Take your pencil again and read an extract from your host’s short story entitled Shot
Down Over Lybia. Underline all the words you understand.
Extract:
Then it happened. I don’t know what it was that had jammed the elevators on my tail
plane, but it had suddenly been shaken loose, and there they were, flapping in the slip
stream, completely disconnected. The Hurricane dipped its nose and dived toward the
ground, and there wasn’t a thing I could do. Pulling the stick back made no difference, but
I closed the throttle as soon as possible, in an effort to slow down the dive a little. I was
doing about 250 miles an hour, so I suppose it took, roughly, two seconds to hit the deck,
but it seemed a long two seconds. I remember looking down the nose of the machine at the
ground and seeing a little clump of camel thorn growing there all by itself, and my stomach
felt as though someone were using it as a pincushion for rusty hatpins.
And then I knew I was still alive, because I could feel the heat around my legs, but I couldn’t
see a thing.
3- Highlight the words or sentences corroborating some of your hypotheses (nationality,
job, activity during World War 2, important event in his life) in the introduction as well
as in the extract. (Souligne dans l’introduction et dans l’extrait les mots ou les phrases qui
confirment certaines de tes hypothèses.)
4- Read this sentence: my stomach felt as though someone were using it as a pincushion
for rusty hatpins.
Choose the correct translation:
a) On aurait dit qu’on prenait mon ventre pour un coussin à épingles à chapeau
rouillées. r
b) Mon estomac ressemblait à un chapeau avec des épingles rouillées. r
c) J’avais posé un chapeau sur mon ventre pour me protéger des épingles rouillées. r
What does this comparison indicate about this writer’s moral traits?
a) A sense of melodrama r
b) A sense of humour r
c) A sense of criticism r

5- This extract illustrates an important event in this well-known writer’s life. What event?
.................................................................................................................................
a) When?
.................................................................................................................................
b) What objects did he keep to remind him of this event?
.................................................................................................................................
Check and correct.
je comprends les points essentiels d’un bref message oral

Exercise 3
1- Some objects sitting on the desk remain mysterious. What objects?
.........................................................................................................................................
2- Listen to your host on your CD. He will tell you all about one of these objects. Write
down all the words you understand.
.........................................................................................................................................
3- Listen again. What object is your host talking about?
.........................................................................................................................................
4- Why has he got this object on his desk?
.........................................................................................................................................
le coin des curieux
Do you know what these three letters RAF stand for?

The Royal Air Force (RAF) is the United Kingdom’s air force, the oldest independent air force
in the world. Formed on 1 April 1918, the RAF has taken a significant role in British military
history ever since, playing a large part in World War II and in more recent conflicts.
The RAF operates almost 1,100 aircraft and, as of 31 March 2008, had a projected trained
strength of 41,440 regular personnel. The majority of the RAF’s aircraft and personnel
are based in the UK with many others serving on operations (principally Afghanistan, the
Middle East and the Balkans) or at long-established overseas bases (Ascension Island,
Canada, Cyprus, Diego Garcia, Gibraltar, the Falkland Islands and Germany).

Séance 5
Je confirme mes hypothèses et les justifie
à l’aide d’informations prélevées
dans des documents iconographiques, sonores et écrits
Je justifie mes choix
Tu arrives à la troisième étape de ton apprentissage d’artiste. Tu dois maintenant choisir les
accessoires ou objets que tu intégreras à ton tableau et qui, accompagnés de tes commentaires et de
ton texte, permettront au spectateur de mieux faire ta connaissance.
jd’informations
e confirme mes hypothèses et les justifie à l’aide
prélevées dans des documents
iconographiques, sonores et écrits
Step11
1- Some of your hypotheses have been corroborated. What do you know for sure now?
Recapitulate everything you know, indicate where you found the information (the editors’
introduction, the extract from the report, the oral message from your host). Quote from
the texts or from the script of the oral message. Write the name of the object which gave
you a clue.
One has been completed as an example
Sort of
Information Justification Quotation Object
information
Nationality British The Saturday An RAF pilot English stamps
Evening
Post editors’
introduction
Old or young
Job
Activity during
WW2
Important
event in his life
Personality

2- Write a paragraph to sum up everything you know. You can no longer use the same
expressions as in STEP 9 because at that time you were not sure of your answers. Cross
out all the words expressing doubt and modify the sentences.
a) I think/ suppose that ............ because (of) ............
b) The ............ (name of the object) makes me think of ............
c) The ............ (name of the object) reminds me of ............
d) He could have been a/an ............ during World War 2 because of the ............
e) The ............ (name of the object) could mean that ............
f) Maybe he had a/an ............ on his desk because ............
g) He may have been a/an ............ (adjective) sort of person as he had chosen to have
a/an/his/ ............ on his desk.
h) He probably was a/an ............ (adjective) sort of person ............
You can also use expressions like:
i) Thanks to the (sort of document, object) ..... , I know that/I am certain that ......
j) The (sort of document, object) ............ proves that ............
k) The (sort of document, object) ............ corroborates the fact that ............
l) No doubt he was ............
m) The (sort of document) ....... shows that he definitely/undoubtedly was ............
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
3- Did you find who this very famous writer is? Here are two clues to help you.
- You can visit the museum dedicated to this famous person in Great Missenden.
- Use all these letters to write his first name and his family name: DHOLLARAD
So, whose desk did you discover?
.........................................................................................................................................
.........................................................................................................................................
Check and correct.

j e retiens
Je sais exprimer des doutes. Pour rendre mon discours plus riche, j’apprends à varier les
formes d’expression d’hypothèses. Je peux utiliser :
des verbes : Ex: I suppose/think that…
des auxiliaires de modalité : Ex: It could mean that…/He could have been../He may have
been…
des adverbes : Ex: probably, maybe…
Je sais aussi exprimer des certitudes. Il est important que je puisse comprendre et
utiliser des expressions variées. Je peux employer :
des verbes : Ex: I know that…/I am certain that…
des adverbes : Ex: definitely/undoubtedly
des expressions : Ex: No doubt he was….
Si j’exprime des certitudes, je dois aussi les justifier. J’utiliserai :
des verbes tels que : Ex: It corroborates the fact that…/It proves that…/It shows that..
des expressions telles que : Ex: Thanks to…
je justifie mes choix

Step 12
1- You are the artist. So what about you? What favourite objects would you keep on your
desk? What posters would you stick on your bedroom wall? Make a list. If you don’t
know a word in English, don’t hesitate to look it up in the dictionary.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
2- Among this list, choose props which will be part of your painting.
a) Choose two objects symbolising what you like.
................................................................................................................................
................................................................................................................................
b) Choose two objects symbolising what you like doing.
................................................................................................................................
................................................................................................................................
c) Choose one object symbolising someone you admire or something you really like.
................................................................................................................................
d) Choose one object referring to an important event of your life.
................................................................................................................................

3- Explain your choice for 1), 2) and 3).
Souviens-toi, lors de la Séance 2, tu as découvert que l’on pouvait rechercher des synonymes grâce
à un thesaurus. Pour expliquer tes choix, tu peux bien sûr utiliser pour chaque objet “I have
chosen… because…”. Mais ce serait bien d’essayer de varier l’expression et d’utiliser d’autres
verbes.
a) Quel mot vas-tu chercher sur le thesaurus ?
................................................................................................................................
b) Connais-tu la nature de ce mot ? Est-ce un verbe, un nom, un adjectif, un adverbe ?

................................................................................................................................
Voilà l’entrée que tu peux trouver

CHOOSE, vb, adopt, co-opt, cull, designate, elect, pick, predestine, prefer, select.
Tous ces mots représentent l’idée de choisir, mais tu ne pourras pas tous les utiliser dans
le contexte présent. Si tu hésites, tu peux chercher leur définition dans un dictionnaire
unilingue ou chercher leur traduction dans un dictionnaire bilingue.
Exemple : -cull
On pourra trouver la définition suivante dans un dictionnaire unilingue :
vb-to select, to pick out, gather
n- the selection of certain animals with the intention of killing them
On pourra trouver les traductions suivantes dans un dictionnaire bilingue
- réformer (bétail), faire une battue à (renard)
- massacrer (phoques, baleines)
- puiser (informations, détails) - from something (dans quelque chose)
Choisis parmi la liste proposée par le thesaurus, les verbes les plus appropriés pour expliciter
ton choix.
You can explain your choice. Use different expressions.
Two objects representing what I like.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Two objects symbolizing what I like doing.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
One object symbolizing someone I admire or something I really like.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................

le coin des curieux
Tu as sans doute remarqué, lors de ta dernière leçon, que le premier texte publié par
Roald Dahl est paru dans le Saturday Evening Post, le même magazine que celui dont
Norman Rockwell dessinait la couverture.
Roald Dahl a publié deux autobiographies, l’une, Boy, raconte ses années d’enfance, la
seconde, Going Solo, raconte ses activités pendant la seconde guerre mondiale. On peut
d’ailleurs les trouver regroupées sous un seul volume. Elles sont toutes deux écrites avec
beaucoup d’humour.
C’est d’ailleurs son sens de l’humour qui lui faisait garder en souvenir de son opération de la
hanche l’os que lui avait donné son chirurgien en lui disant que c’était le plus gros qu’il ait
jamais vu !

Séance 6
Je raconte une expérience personnelle en lien avec un objet
Je découvre un genre littéraire
Tu as passé avec succès les trois premières étapes qui font de toi un artiste. Prépare-toi à
la quatrième étape. Tu as choisi un objet qui te rappelle un évènement important de ta vie
personnelle. Tu devras raconter cette anecdote par écrit. Ce texte accompagnera ton tableau. Mais
aujourd’hui, entraîne-toi à l’oral. Cela te donnera des éléments que tu pourras ensuite exploiter
dans ton texte.
je raconte une expérience personnelle en lien avec un objet

Step 13
1- Read these two anecdotes again.
Shot down over lybia
ground, and there wasn’t a thing I could do. Pulling the stick back made no difference,
but I closed the throttle as soon as possible, in an effort to slow down the dive a little.
I was doing about 250 miles an hour, so I suppose it took, roughly, two seconds to hit
the deck, but it seemed a long two seconds. I remember looking down the nose of the
machine at the ground and seeing a little clump of camel thorn growing there all by itself,
and my stomach felt as though someone were using it as a pincushion for rusty hatpins.
And then I knew I was still alive, because I could feel the heat around my legs, but I
couldn’t see a thing.
Hello, my dear friend. You must wonder why my hip bone is sitting on my desk! I’m sure
you don’t have any bone on your desk! Anyway, let me tell you why. As you know, I am
getting old and I seemed to have problems with my hip. I couldn’t fly a Hurricane these
days, mind you! So, my doctor decided to have me operated on. I was feeling quite
anxious about it, but everything went well and I came home safely after the operation. A
few days later, I received a parcel. I wondered who it was from. It was from the surgeon
who had operated on my hip. And you know what, inside the parcel was this beautiful
hip bone, with a message from my surgeon: “This is the biggest hip bone I have ever seen!
Wishing you all the best with the new one!”.
Now you know why this bone is decorating my desk! I thought it was a funny sort of
trophy!
What about you? What object have you got on your desk which reminds you of an
important event in your life? I love stories, you know, so please, tell me all about it!

2- The underlined words or expressions indicate common points between the ways the two
anecdotes are told. Tick these common points and write a quotation from one of the
anecdotes.
Common points  or  Quotations

The narrator is I
The narrator is he
Use of gap fillers
Use of the preterit
Expression of a feeling
Use of the preterit be-ing
Use of had+V-en
Use of direct speech
3- The highlighted words or expressions indicate differences between the two forms of
anecdotes.
Differences  or  In the text/ In the script Quotations

The narrator is I
Use of gap fillers
Use of the preterit
A title
Il est tout à fait possible d’utiliser le discours direct dans la présentation rédigée de
l’anecdote. Cela la rendra justement plus vivante aux yeux du lecteur.
Check and correct.
Exercice 4
1- Write the name of the object that refers to an important event in your life.
.........................................................................................................................................
2- Listen to Roald Dahl again. He would like you to tell the anecdote. Before you speak,
draw the object and take a few notes about the circumstances of the event (when, where,
who, what…).

Drawing Notes:
3- Get ready to tell your anecdote. You have to use all the elements you have ticked in
Step 13 b- as well as all the elements related to the script that you have ticked in
Step 13c-
Write your check list.
Checklist
- ...................................................................................................................................
- ...................................................................................................................................
- ...................................................................................................................................
- ...................................................................................................................................
- ...................................................................................................................................
- ...................................................................................................................................
- ...................................................................................................................................
- ...................................................................................................................................
4- Have a go! Roald Dahl is listening to you! Rehearse several times, then record yourself.
Check and correct.
je découvre un genre littéraire

Step 14
1- Read this extract from a book.
From a child I was fond of reading, and all the little money that came into my hands was
ever laid out in books. Pleased with the Pilgrim’s Progress, my first collection was of John
Bunyan’s works in separate little volumes. I afterward sold them to enable me to buy
R. Burton’s Historical Collections; they were small chapmen’s books, and cheap, 40 or
50 in all. My father’s little library consisted chiefly of books in polemic divinity, most of

which I read, and have since often regretted that, at a time when I had such a thirst for
knowledge, more proper books had not fallen in my way since it was now resolved I should
not be a clergyman. Plutarch’s Lives there was in which I read abundantly and I still think
that time spent to great advantage. There was also a book of De Foe’s, called an Essay on
Projects, and another of Dr. Mather’s, called Essays to do Good, which perhaps gave me a
turn of thinking that had an influence on some of the principal future events of my life.
This bookish inclination at length determined my father to make me a printer, though he

had already one son (James) of that profession. In 1717 my brother James returned from
England with a press and letters to set up his business in Boston.
2- What is this extract about? Tick the correct answer.
a) The description of an incident which happened during World War 2. r
b) The narrator’s childhood. r
c) A political event in the United States during the 19th century. r
d) A story told to little children. r
3- Underline all the information you can get about the narrator.
4- Fill the narrator’s identity card in.
- male or female: .........................................................................

- century: ....................................................................................
- nationality: ...............................................................................
- family: ......................................................................................
- hobby: ......................................................................................
- future job: .................................................................................
5- When a painter paints his own portrait, it is called a self-portrait. When someone tells
the story of his or her life, what is it called?
It is called an ................................................................................................................
This is just what you did when you told your anecdote.
This is a famous literary genre. Do you know other writers who have written about their
own life?
.....................................................................................................................................
6- By the way, did you guess who wrote the extract you have just read? If you need a clue, go
back to Le coin des curieux in Séance 3.
Check and correct.

le coin des curieux
The extract you have read is from The Autobiography

of Benjamin Franklin: Poor Richard’s Almanac and other
papers, Franklin, Benjamin.
The Autobiography of Benjamin Franklin is the traditional
name for the unfinished record of his own life written by
Benjamin Franklin from 1771 to 1790; however, Franklin
himself appears to have called the work his Memoirs.
Although it had a very complex publication history after
Franklin’s death, this work has become one of the most
famous and influential examples of autobiography ever
written.
Franklin’s account of his life is divided into four parts,
reflecting the different periods in which he wrote them.
The Autobiography remained unpublished during
Franklin’s lifetime. In 1791, the first edition appeared, in
French rather than English, as Mémoires de la vie privée de
Benjamin Franklin, published in Paris.

Séance 7
Je me pose des questions
Je découvre une œuvre littéraire en lien avec la thématique
Tu as découvert lors de la précédente leçon que l’autoportrait d’un peintre était une sorte
d’autobiographie mise en image. Tu as déjà choisi les objets qui vont révéler ta personnalité
dans ton tableau. Tu as déjà réfléchi à l’anecdote que tu allais raconter. Mais avant que tu ne
te transformes complètement en artiste, retourne une dernière fois dans le studio de Norman
Rockwell.
je me pose des questions

Step 15
1- Describe portrait 1 :
1 ...................................................................
...................................................................
2 ...................................................................
...................................................................
...................................................................
...................................................................
2- Describe portrait 2 :
...................................................................
...................................................................
...................................................................
...................................................................
...................................................................
...................................................................

Printed by permission of the Norman Rockwell Family
Agency
Copyright © (Year of Book’s publication) The Norman
Rockwell Family Entities

3- List the differences you have noticed between portrait 1 and 2. You are now an artist.
Suggest reasons for these differences if you can.
Differences Reasons
.................................................... ....................................................
.................................................... ....................................................
....................................................
.................................................... k ....................................................
....................................................
.................................................... ....................................................
.................................................... ....................................................
4- Are there any differences you cannot explain? In that case, highlight them. Norman
Rockwell is ready to take your questions.
Prepare your questions.
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
....................................................................................................................................
Check and correct.
Exercice 5
1- Listen to Norman Rockwell and ask your questions. Don’t forget to respect the
appropriate intonation.
a) Can you indicate what sort of intonation is used for WH-questions?
....................................................................................................................................
b) What about yes-no questions?
....................................................................................................................................
c) You can now listen to Norman Rockwell on your CD and ask all your questions.
....................................................................................................................................
2- Norman Rockwell has got questions to ask you. He wants to help you with your own
painting. Write down your answers on your notepad. They will help you to draw your self-
portrait.
Question 1: ...................................................................................................................
Question 2: ...................................................................................................................
Question 3: ...................................................................................................................
Check and correct.

je découvre une œuvre littéraire en lien avec la thématique

Step 16
The book you have received from Norman Rockwell is beautifully wrapped in paper. You are
very impatient to open your present. You tear off the paper and discover a part of the book
cover. Here is what you can see.
Through the looki
1- You look at the drawing. What is the book about? Have a guess.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
2- You can read a part of the title. Try to give the complete title. It is made of three words,
one of which is a compound noun.
.........................................................................................................................................
3- In your opinion, why did Norman Rockwell give you this book? Remember, he said it
would give you the answer to his third question.
.........................................................................................................................................
4- At last, you can have a look at the book. It’s an illustrated book. You open it and are
surprised by the text…
There was a book lying near Alice on the table […], she turned over the leaves, to find some
part that she could read, “for it’s all in some language I don’t know”, she said to herself.
It was like this.
JABBERWOCKY
‘Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
She puzzled over this for some time, but at last a bright thought struck her. “Why, it’s a
Looking-glass book, of course! And, if I hold it up to a glass, the words will go the right
way again”.

5- You can probably answer Rockwell’s third question:

My third and last question: What is the object in the painting which transformed the
vision I had of myself?
.........................................................................................................................................
6- Alice has gone through the looking-glass and she has found a Looking-glass book. What
is special about this book?
.........................................................................................................................................
7- What is special about Rockwell’s looking-glass?
.........................................................................................................................................
Will your looking-glass be special, too? You will have to make up your mind about this. You are now
a full-fledged artist!
le coin des curieux
Through the Looking-Glass, and What Alice Found There (1871) was written by Lewis Carroll.
It is the sequel to Alice’s Adventures in Wonderland (1865). The themes and settings of
Through the Looking-Glass make it a kind of mirror image of Wonderland: the first book
begins outdoors, in the warm month of May, on Alice’s birthday (May 4) and draws imagery
of playing-cards. The second opens indoors on a snowy, wintry night exactly six months later
and uses imagery based on chess. In it, there are many mirror themes, including opposites
and time running backwards.

Séance 8
j e m’évalue
Voici la dernière séquence de ce Palier 2. Tu dois être capable de réviser et de t’auto-évaluer de
façon plus autonome. La tâche finale de cette séquence est particulière. Les différentes activités
proposées lors de cette séance vont te permettre de faire le point sur tes connaissances et tes savoir-
faire pour t’aider à te situer par rapport à la réalisation de cette tâche finale.
Exercise 1
Fais le bilan des différentes étapes de cette séquence. Définis de façon précise ce qui sera
attendu de toi à la séance 9.
1- Bilan des différentes étapes : tu as découvert progressivement en quoi consistait un
autoportrait. Explique, avec tes mots à toi, les différentes étapes qui t’y ont mené.
À chaque fois, un mot ou un nom t’aidera à te remémorer ces étapes.
- Étape 1 (studio):
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
- Étape 2 (desk):
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
- Étape 3 (model Hurricane and hip bone):
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
- Étape 4 (looking-glass):
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................

2- Surligne les éléments constitutifs de la tâche finale que tu auras à réaliser. Numérote-les
de 1 à 3.
- Rédiger un article de journal sur Norman Rockwell.
- Interroger un peintre célèbre.
- Dessiner ton triple autoportrait.
- Décrire la vie de Roald Dahl.
- Répondre à une interview de critiques d’art en commentant ton œuvre et en justifiant tes
choix.
- Lister les objets qui sont sur ton bureau quand tu travailles.
- Rédiger un texte racontant l’anecdote à laquelle se réfère un des objets du tableau.
Exercise 2
You will have to comment your work to art critics. You need to use the appropriate words.
1- Write the captions.
2- List the objects you will include in your painting. Check their spelling and their
pronunciation in a dictionary on line.
a) two objects representing what you like.
................................................................................................................................
b) two objects representing what you like doing.
................................................................................................................................
c) one object representing someone or something you admire.
d) one object refering to an important event in your life.

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

3- When you present your painting to the journalists, you will have to locate the different
personal objects you are talking about, so check your verbs and your prepositions.
Complete the picture of exercise 2 respecting the following description.
- A photo is clipped to the top left hand-side of the canvas.
- Another painting is propped up against the easel
- A cigarette is thrust in the painter’s mouth.
- A parrot is perched on one of the painter’s shoulder.
- A book is spread open on the stool.
- A bottle of water is placed precariously on top of the book.
- A trash can is positioned next to the stool.
Exercise 3
You will also have to justify the choice of your objects and of their location on your painting.
1- Draw a rough sketch of your future painting
- Draw three portraits of yourself: one from behind, one through the mirror and a pencil
sketch on the canvas. Have you made up your mind? Because of the looking glass, the
portrait you will draw of yourself on the canvas will be different from the others. But how
different? Make up your mind.
- Include the objects you have chosen.
- Don’t forget your signature.

2- Justify the choice you made for your self-portrait on the canvas. Go back to Séance 5 if
you need any help.
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
.........................................................................................................................................
Exercise 4
You will have to tell the story of an important event in your life. How did Roald Dahl go
about it?
Fill in the gaps respecting the appropriate form of the verb.
My doctor ................... (decide) to have me operated on. I ................... (feel) quite anxious
about it, but everything ................... (go) well and I ................... (come) home safely after
the operation. A few days later, I ................... (receive) a parcel. I ................... (wonder)
who it ................... (be) from. It ................... (be) from the surgeon who ...................
(operate) on my hip.
Lors de la prochaine séance, ce sera vraiment toi l’artiste. Prépare crayon de papier, crayons de
couleurs, feutres ou peintures si tu le souhaites.

ministère de l’éducation nationale
ANGLAIS
PALIER 2 / ANNÉE 2
Livret de corrigés
3e LV 1
Sylvie Beuzon
Paul Cody
Frédéric Duc
Odile Malavaux
Olivier Immoune
© Cned – 2009
Directeur de la publication Serge Bergamelli

Achevé d’imprimer le 31 décembre 2012
Dépôt légal 1er trimestre 2013
3, rue Marconi - 76130 Mont-Saint-Aignan
c
c Séquence 7
Séquence 7
Séance 1
Step 1
Watch this picture very carefully
Describe it
I can see a very strange eye. The iris is blue and the pupil is an apple. The eyelashes are quite
long.
What does it make you think of? Why?
- It makes me think of Snow White because of the poisonous apple. It is as if Snow White
was looking at the apple.
Toutes les propositions sont acceptables du moment
- qu’elles commencent par It makes me think of…
- que la présence de la pomme est justifiée d’une manière ou d’une autre.
What does it make you feel like? Why?
- It makes me feel strange because I have never seen an iris looking like an apple.
Toutes les propositions sont acceptables du moment
- qu’elles commencent par It makes me feel…
- que le sentiment est exprimé par un adjectif et qu’il est justifié.
Step 2
2- Example: I can see a very strange eye. The iris is blue and the pupil is an apple. The eye-
lashes are quite long.
lashes are quite long. It makes me think of Snow White because of the poisonous apple. It
is as if Snow White was looking at the apple.
lashes are quite long. It makes me think of Snow White because of the poisonous apple. It
is as if Snow White was looking at the apple. It makes me feel strange because I have never
seen an iris looking like an apple.
Step 3
1- Look at the picture again. It illustrates a metaphor. Which one? Tick the correct answer.
I laughed my socks off r
We had a real pig of a day r
She was the apple of his eye 
2- What do these metaphors mean? Choose the correct meaning for each of them.
a) I laughed my socks off
- I took my clothes off before going to bed r
- It was extremely funny 
- My feet stink r
b) We had a real pig of a day
- We had pork for lunch
- We ate a lot that day
- We spent a horrible day
c) She was the apple of his eye
- He liked her a lot
r
r


c
Séquence 7 c
- She liked him a lot r

- She made apple pies r
Exercise 1
Can you give two other examples of metaphors in French?
En voici deux exemples, mais tu en auras certainement trouvé d’autres.
- Il pleut des cordes
- c’est une poule mouillée
Exercise 2
2- True or false?
Christopher likes metaphors. r true  false
Christopher says that metaphors are lies.  true r false
A lie is when you tell the truth r true  false
3- Which metaphor does Christopher refer to when he says “I think it should be called a lie
because a pig is not like a day…”
We had a real pig of a day.
4- Christopher refers to this metaphor: “They had a skeleton in their cupboard”. Can you
guess its meaning?
- They are keeping secret a bad or embarrassing fact about themselves 
- They have killed someone and hidden his body in a cupboard. r
- They are fans of the television serial The Experts. r
Séance 2
Exercise 3
You will have to present it orally the way you did in Séance 1. Don’t write your text. Just take
notes.
Here is a word bank to help you, but you need to match each English word or expression with
its French equivalent. Write down the answers in the grid on the right. Use your logic!
english words French equivalent

Barbed wire Fil de fer barbelé
Stripes Rayures
Fence Barrière
Prison Prison
Field Champ
c
c Séquence 7
To protect
To prevent…from+V-ing
To escape from
Prisoner
Protéger
Empêcher de…
S’échapper de…
Prisonnier
Prison warden Gardien de prison
Ill at ease Mal à l’aise
Scared Effrayé
Safe En sécurité
Sad Triste
Soldier Soldat
Farmer Fermier
Listen and repeat the words of the word bank.
Write your notes. Just write keywords.
I can see a fence. It makes me think of It makes me feel ill
a prison at ease and sad
because of the barbed because it means
wires. there are prisoners
behind the fence.
Example: I can see a fence. It makes me think of a prison because of the barbed wires. It
makes me feel ill at ease and sad because it means there are prisoners behind the fence.
Step 4
1- Tu auras souligné tous les mots que tu comprends dans le texte.
Shmuel reached down and lifted the base of the fence, but it only lifted to a certain height
and Bruno had no choice but to roll under it, getting his striped pyjamas completely
covered in mud as he did so.
2- Write the appropriate caption
boy’s name:
boy’s name: Shmuel
Bruno
mud
the fence
3- Read another excerpt from the next page of the book
[…]there were crowds of people sitting together in groups, staring at the ground, looking
horribly sad ; they all had one thing in common: they were all terribly skinny and their eyes
were sunken and they all had shaved heads[…]
a) Underline the four adjectives of the paragraph in blue. They all begin with the letter “S”
c
Séquence 7 c
b) Copy them: sad, skinny, sunken, shaved

c) Underline the two adverbs of the paragraph in red
d) Copy them: horribly, terribly
4- Read the last extract.
In one corner Bruno could see three soldiers who seemed to be in charge of a group of
about twenty men.
Sum up everything you know about the characters in these excerpts
Shmuel is behind the fence. He is wearing striped pyjamas. His

Shmuel
head is shaved.
Bruno is rolling under the fence. He wants to join Shmuel. He is
Bruno
wearing striped pyjamas, too. His head is not shaved.
They are behind the fence. They sit together, looking horribly sad.
Crowds of people They are all terribly skinny and their eyes are sunken. They all have
shaved heads.
Soldiers Three soldiers are in charge of a group of about twenty men.
5- You have many pieces of information about the characters of the story. You can now
express hypotheses about the context of the story. In your opinion,
a) where does the action take place?
k It must be in a prison or a camp because there is a fence with barbed wires, and
soldiers in charge of crowds of people.
b) when does the action take place?
k It must be during World War II because there are soldiers, and people wearing
“striped pyjamas”. They look sad, they are skinny and their eyes are sunken. They all
have shaved heads. Perhaps they are prisoners in a concentration camp.
c) who do you think Shmuel is?
k Shmuel must be a young prisoner in a concentration camp because he is wearing
“striped pyjamas” and his head is shaved.
d) who do you think Bruno is? Justify your opinion.
k Bruno must be a friend of Shmuel but not a prisoner.
Step 5
1- Read this sentence:
The soldiers must be German soldiers in charge of the prisoners in the concentration
camp.
Must be indicates that…
a) we know that the soldiers are German soldiers r
b) we are quite sure that the soldiers are German soldiers 
c) we are not sure at all that the soldiers are German soldiers r
c
c Séquence 7
2- What would you say if you were not sure at all that the soldiers are German soldiers?
The soldiers may be German soldiers in charge of the prisoners in the concentration camp.
Exercise 4
a) It must be the rain falling: 5
b) It must be a car starting: 2
c) It must be a storm raging: 3
d) It must be people walking: 4
e) It must be a bird singing: 1
Exercise 5
1- Shmuel and Bruno must be in a concentration camp because they are both wearing striped
pyjamas.
2- Shmuel must be a prisoner because his head is shaved and he is horribly skinny.
Séance 3
Step 6
A-
Files questions number
Reception and selection 2- 3- 6-
The prisoner’s day 1- 7-
Housing conditions 4-
Food 5-
B- Open the Reception and selection file
Reception Transports often arrived at the camps carrying prisoners who had
and selection traveled for days with nothing to eat and nothing to drink. Trains were
filled with people herded into cattle wagons so tightly that there was
only room to stand.
In every concentration camp, the newly arrived were subjected to the
ritual of reception. Doctors sat behind a table. The doctor would
raise his thumb and point to the right or to the left. To the left meant
immediate death in the gas chamber. That concerned almost all
children, women with children, all the elderly. For those who looked
stronger, and were sent to the right, there was the concentration camp.
1- Read the file, underline all the words you understand.
2- Read the first question: How were they transported to the camp?
a) Means of transport: trains - cattle wagons
People transported: prisoners-people-the living- the dead-children-women
conditions of transport: prisoners herded into cattle wagons, unable to move, with
nothing to eat and nothing to drink.
b) The prisoners were transported by trains. They were packed in cattle wagons, with
nothing to eat and nothing to drink.
3- Read the second question (N°3): What happened when they arrived in the camp?
In every concentration camp, the newly arrived were subjected to the ritual of reception.
4- Read the third question (N°6): What happened to the children?
a) Les phrases ont été soulignées dans le texte.
b) Children were sent to immediate death in the gas chamber, together with the women
c
Séquence 7 c
and the elderly.

c- Open the prisoner’s day file
1- Tu auras souligné tous les mots que tu as compris.
2- Read the first question (N°1): What time did prisoners have to get up in the morning?
The prisoners had to get up at 4 a.m or 5 a.m depending on the season.
3- Read the second question (N°7): How long could a roll call last?
The evening roll call could last for two or three hours, and was especially long if a
prisoner escaped.
D- Open the FOOD file
1- Tu auras souligné tous les mots que tu as compris dans le texte.
2- Read the question (N°5): What did they eat for “lunch”?
“Lunch” consisted of three quarters of a litre of soup made of turnip, rotten potatoes,
and dried cabbage leaves, and from the spring of 1942 of weeds growing wild within the
camp.
Step 7
The prisoners had to get up at 4 a.m or 5 a.m depending on the season. They had to get dressed
quickly, make the bunks, go to the latrine, drink the morning coffee and clean the barracks.
1- What do the words in bold letters express?
a) a probability r
b) an obligation in the present r
c) a capacity r
d) an obligation in the preterit 
2- How would you translate into French “The prisoners had to get up at 4 am”?
Tick all the correct answers.
a) Les prisonniers devaient se lever à 4 heures du matin 
b) Les prisonniers pouvaient se lever à 4 heures du matin r
c) Il fallait que les prisonniers se lèvent à 4 heures du matin 
d) Les prisonniers doivent se lever à 4 heures du matin r
Exercise 6
1- Prisoners employed in the electric workshop had to repair electrical wiring, as well as
2- Prisoners employed in the shoemaker’s shop had to repair prisoners’ and soldiers’ shoes.
3- Prisoners employed in building work had to build barracks, watch towers and fences.
4- Prisoners employed in the Feldkolonne had to remove the snow in winter.
5- Prisoners employed in the cleaning work gang had to clean the latrines and remove garbage
from the Camp Command.
c
c Séquence 7
Exercise 7
Files
Reception and selection
Answers
The prisoners were transported by train. They were packed in
cattle wagons, with nothing to eat and nothing to drink.
together with the women and the elderly.
The prisoner’s day The prisoners had to get up at 4.00 a.m or 5.00 a.m depending
on the season.
The evening roll call could last for two or three hours, and was
especially long if a prisoner escaped.
Housing conditions They lived in primitive wooden barracks with elementary
(à compléter à la furnishings.
prochaine séance)
Food “Lunch” consisted of three quarters of a litre of soup made of
turnip, rotten potatoes, and dried cabbage leaves, and from
the spring of 1942 of weeds growing wild within the camp.
Séance 4
Exercise 8
They lived in primitive wooden barracks with elementary furnishings.
Assure-toi que tu as bien complété le tableau de l’exercice 7, séance 3.
Step 8
Script part 1
Ilook4 Channel, I would like to say how grateful we are.
Mrs Spencer: Well, don’t mention it. It is my duty to tell young people what happened at that
time. I am 85 years old today but in 1942, when I arrived in Auschwitz, I was
18. I am Polish, you see, although I married an English man.
Journalist: I see. Mrs Spencer, would you mind answering a few questions about the
reception and the selection of the prisoners?
2- Listen to the journalist’s part and underline all the words that are stressed.
Ilook4 channel, I would like to say how grateful we are.
Journalist: I see. Mrs Spencer, would you mind answering a few questions about the
reception and the selection of the prisoners?
3- Les syllabes accentuées ont été mises en caractères gras.

4- Les intonations ont été indiquées dans 2.
Step 9
2- Read the journalist’s part.
and the living were packed in cattle wagons with no food to eat and no water to
drink. Is that right?
c
Séquence 7 c
prisoners were subjected to the ritual of reception. Could you tell me a little bit
more about it?
Journalist: [pause] Thank you, Mrs Spencer…Er… According to a site about concentration
camps, prisoners had to get up at 4 am and the roll call could last for two or
three hours. Could you explain?
expressions used to ask for further

expressions used to report information
information
- I have read that… - Is that right?
- I know that… - Could you tell me a little bit more about it?
-According to a site about… - Could you explain?
3- Listen and indicate the intonation for each question. (Use the symbols seen in Step 8 d-)
1) Is that right?
2) Could you tell me a little bit more about it?
3) Could you explain?
Exercise 9
Listen to Part 1 and 2. Complete your summary file with the new elements given by Mrs
Spencer.
Files Answers
Reception and selection The prisoners were transported by train packed in cattle
wagons, with nothing to eat and nothing to drink.
these cattle cars were deprived of any sanitary facilities,
One by one, the prisoners, fresh off the train, were
brought up to a doctor… three quarters of the prisoners
sent to death were the women with the children and the
elderly.
together with the women with children and the elderly.
c
c Séquence 7
The prisoner’s day The prisoners had to get up at 4am or 5am depending on the
season.
The evening roll call could last for two or three hours, and
were especially long if a prisoner escaped.
the prisoners standing in the roll call yard could not move
and were not given anything to eat.
Exercise 10
1-
Journalist: Mrs Spencer/Mr Bachstein, thank you so much for accepting this interview. In
the name of Ilook4 Channel, I would like to say how grateful we are.
Journalist: I see. Mrs Spencer/Mr Bachstein, would you mind answering a few questions
about the reception and the selection of the prisoners / the housing conditions
and food?
Part 2
Journalist: Mr Bachstein, thank you so much for accepting this interview. In the name of
Ilook4 Channel, I would like to say how grateful we are.]
Mrs Spencer: You’re welcome. As I said on the phone, I’m very happy to talk with you. I’m
feeling quite lonely in this home for elderly people and I’m glad to have some
visits. I’m 92, you know, and I was 24 when I was deported in 1941.
[Journalist: I see. Mr Bachstein, would you mind answering a few questions about the hou-
sing conditions of the prisoners?]
3- Now Part 2 of the interview.
Files Answers
Housing conditions Prisoners lived in primitive wooden barracks with
elementary furnishings such as tables, stools and bunks.
horrible blue and white blankets on the bunks.
in Dachau, 12,000 prisoners who had to live in barracks
designed for only 5,000 men.
Food Lunch consisted of three quarters of a litre of soup made
of turnip, rotten potatoes, and dried cabbage leaves, and
from the spring of 1942 of weeds growing wild within the
camp.
a man needs an average of 2500 calories a day. At that
time, the prisoners’ daily diet contained less than 1000
calories, well below the norm for people undertaking hard
labour. A very large number of prisoners died within a
short space of time.
Script part 2
Mrs Spencer: Please, do ask your questions.
and the living were packed in cattle cars with no food to eat and no water
to drink. Is that right?
Mrs Spencer: That is correct, unfortunately. Something else that you didn’t mention,
Journalist:
and there were no toilets.
That must have been terrible! I know that when they arrived in the camp,
prisoners were subjected to the ritual of reception. Could you tell me a little bit
more about it?
c
Séquence 7
these cattle cars were deprived of any sanitary facilities, people couldn’t wash
c
Mrs Spencer: One by one, the prisoners, fresh off the train, were brought up to a doctor. The
doctor used to examine them rapidly, then he would raise his thumb and point
to the right or to the left. To the left meant immediate death: three quarters of
the prisoners sent to death were the women with the children and the elderly.
Journalist: Thank you so much, Mrs Spencer... Er… According to a site about
concentration camps, prisoners had to get up at 4 am and the roll call could
last for two or three hours. Could you explain?
Mrs Spencer: Of course. Whenever a prisoner was missing, there used to be a search which
could last several hours, during which the prisoners standing in the roll call
yard could not move and were not given anything to eat.
Journalist: Thank you, Mrs Spencer.
Script part 3
Journalist: Well, I have read that Prisoners lived in primitive wooden barracks with
elementary furnishings such as tables, stools and bunks. Is that right?
Mr Bachstein: Yes, that’s right. But you know what, we used to remove our shoes before
entering our barrack, and …Oh yes, I remember, we had those horrible
blue and white blankets on our bunks. But in Dachau, where I was in 1942,
there were 12,000 prisoners who had to live in barracks designed for only
5,000 men. It was terribly overcrowded.
Journalist: That must have been terrible! I know that “lunch” consisted of three quarters
of a litre of soup made of turnip, rotten potatoes, and dried cabbage leaves,
and from the spring of 1942 of weeds growing wild within the camp. Could
you tell me a little bit more about it?
Mr Bachstein: Well, a man needs an average of 2500 calories a day. At that time, the
prisoners’ daily diet contained less than 1000 calories, well below the norm
for people undertaking hard labour. Due to the poor food rations both in
terms of quality and quantity, a very large number of prisoners died within a
short space of time.
Journalist: Thank you, Mr Bachstein.
Exercise 11
Vérifier les réponses dans l’exercice 10
Séance 5
Step 10
1- Read the following sentences:
- In concentration camps, the prisoners used to live in barracks.
- The doctor examined them rapidly, then he would raise his thumb…
- Whenever a prisoner was missing, there would be a search which could last several
hours…
c
c Séquence 7
2- What does “used to” express? Tick the correct answer

a) An action people did in the past but that they no longer do
b) An action people do regularly
c) An action people did regularly in the past and still do in the present

r
r
3- How would you translate In concentration camps the prisoners used to live in barracks. Tick
the correct translation.
a) Dans les camps de concentration, les prisonniers vivaient dans des baraquements. 
b) Dans les camps de concentration, les prisonniers vivent dans des baraquements r
4- What does « would » express?
a) An action people did regularly in the past and still do in the present r
c) An action people did regularly in the past 
5- How would you translate Whenever a prisoner was missing, there would be a search which
could last several hours? Tick the correct translation.
a) Chaque fois qu’il manque un prisonnier, il y a une fouille qui peut durer plusieurs
heures. r
b) chaque fois qu’il manquait un prisonnier, il y avait une fouille qui pouvait durer
plusieurs heures 
Exercise 12
People Tasks
electrical workshop • • would remove snow in winter
would clean the latrines and

shoemaker’s shop • • remove garbage from the
Camp Command
would repair electrical wiring
Those employed in building
work • • as well as loudspeakers and
radio sets
Those employed in the would repair prisoners’ and
cleaning work gang • • soldiers’ shoes
Those employed in the would build barracks, watch
Feldkolonne • • towers and fences
Step 11
1)
k Nous, mais pas les autres, pas les soldats par exemple.
k Mais maintenant, c’est fini, on ne le fait plus, soit parce que le règlement a changé, soit
parce que la situation a changé.
k On enlevait les chaussures, on ne les mettait pas.
k Ce sont les chaussures qu’on enlevait avant d’entrer, pas autre chose.
k C’est avant d’entrer qu’on enlevait les chaussures, pas après.
k C’est avant d’entrer dans le baraquement qu’on enlevait les chaussures, pas avant d’en
sortir.
c
Séquence 7 c

k Nous enlevions nos chaussures avant d’entrer dans notre baraquement, pas dans ceux des
autres.
Exercise 13
1- So, you mean you used to remove your shoes after entering your barracks.
k No, Peter, we used to remove our shoes before entering our barracks.
2- So, you mean soldiers used to remove their shoes before entering your barracks.
3- So, you mean you used to remove your shoes before going out of your barracks.
4- So, you mean you used to remove your shoes before entering other prisoners’ barracks.
Step 12
Listen to the conversation on your CD.
Script
Jane: Mr Stanley, this is Jane on the phone.
Mr Stanley: Oh yes, Jane. Are you phoning to tell me the first episode is ready to be
recorded in the studios?
Jane: Er… Well, not yet, sir. But it should be ready in no time.
Mr Stanley: Good, good, so, what has this boss of yours been doing these last days?
Jane: Well, sir, he has read a book entitled The Boy in the Striped Pyjamas and
watched the film.
Mr Stanley: Has he read The Diary of a Young Girl, by Anne Frank?
Jane: Er… not yet, sir, but I’m sure he will read it soon.
Mr Stanley: Has he watched The Pianist and … what else, oh yes, Schindler’s List?
Jane: Well, no, sir. But he has done a lot of research. He has contacted survivors
of the holocaust, he has also interviewed them. They have given him some
unpublished photographs.
Mr Stanley: Hum, hum,… Let me tell you a lot remains to be done. He will have to read
other books, watch other films. He will also have to contact a museum to get
some more specific educational kits. Finally, I would like him to find a logo for
this first episode of our new concept. And why not find a text or a poem which
could be read by an actor.
Jane: That is a very good idea, sir. I have taken down all your instructions. Good bye,
sir.
Mr Stanley: Good bye, Jane, and do tell your boss to hurry up!
Jane: I will, sir, good-bye, sir.
c
c Séquence 7
2- Mr Stanley has made a list of actions he would like you to undertake. He listens to your
secretary and ticks what you have already done.
new series of programs « Hi Story! »

- find unpublished photos or documents 
- contact Shoah survivors 
- interview survivors 
3- Jane is the perfect secretary. She has drawn up two lists: what you have already done, what
you haven’t done yet. Complete her lists.
Verb Preterit Past participle

find found found
read read read
What you have already done What you haven’t done yet
- You have already contacted Holocaust - You haven’t read enough* books yet
survivors - You haven’t watched enough films yet
- You have already interviewed survivors - You haven’t found a logo yet
- You have already found unpublished - You haven’t found a text yet
photos or documents
*enough: assez
Step 13
You have just assessed your different courses of action.
1- What did you use?
a) the preterit r
b) the simple present r
c) he present perfect = have+V-en 
2- Which adverb did you use for what you have done?
a) already 
b) yet r
c) never r
3- Which adverb did you use for what you have not done?
a) already r
b) yet 
c) never r
Step 14
Séance 6
2- What will you have to do in the next few days?

c
Séquence 7 c
k I will have to find a logo for the episode.
I will have to read more books about the theme.
I will have to watch more films about the theme.
I will have to contact a museum for educational material.
I will have to find a text to be read by an actor.
Exercise 14
1- Jane is a fantastic secretary. You desperately need her help. What can she do to help you?
Tick the best solution to each problem.
a) Find a logo
- She can phone a friend to make suggestions r
- She can select different pictures symbolizing life in concentration camps 
b) Read several books, watch several films

- She can surf the Internet and draw a list of books and films about the theme 
- She can ask Mr Stanley to make other suggestions r
c) Contact a museum
- She can look for the telephone number of the War Museum 
- She can look for the telephone number of the Louvre in Paris r
d) Find a text to be read by an actor

- She can buy books and read them r
- She can surf on a Memorial site 
2- You leave her 4 post-it notes on her desk expressing future obligations.
Jane, you will have You will have to surf You will have to look You will have to surf
to select different the Internet and for the telephone on a Memorial site to
pictures symbolizing draw a list of books number of the War find a text to be read
life in concentration and films about the museum by an actor
camps theme
c
c Séquence 7
Step 15
Jane has found the telephone number of the War Museum. Before phoning the curator of the
museum, you make a list of your enquiries.
Phone the curator of the War Museum
- Introduce myself (4)
- Give the reasons of my phone call (7)
- Ask for online learning resource (3)
- Ask for temporary exhibitions (2)
- Ask for educational packs, facsimiles, handbooks available for teachers and pupils (6)
shown to the viewers (5)
- Thank the curator (1)
1- Script
number 1: Thank you so much, sir, you have been very helpful.
number 2: Would you mind telling me if there are any temporary exhibitions classes can visit
this year?
number 3: Could you tell me if you have any online resources which could be of interest for
both teachers and pupils?
number 4: Good morning, sir? My name is … I’m a journalist for Ilook4 Channel.
number 5: Would it be possible to send a few samples of your educational resources to the
Channel studios?
number 6: Could you tell me if you have any educational packs, facsimiles or handbooks
available for teachers and pupils?
number 7: We are launching a new series of programs called “Hi Story”. The first one will be
dedicated to the life in the concentration camps. I know that the collections of the
museum are incredible resources for learning.
2- Read some of your lines:
Version 1
Would you mind telling me if there are any temporary exhibitions classes can visit this year?
Could you tell me if you have any online resources which could be of interest to both
Would it be possible to send a few samples of your educational resources to the Channel
studios?
Could you tell me if you have any educational packs, facsimiles or handbooks available for
3- Les expressions utilisées pour solliciter de l’aide ou une information ont été soulignées dans
le Step 15
4- Compare with:
Version 2
Can you tell me if there are any temporary exhibitions classes can visit this year?
Can you tell me if you have any online resources which could be of interest for both
Can you send a few examples of your educational resources to the Channel studios?
Can you tell me if you have any educational packs, facsimiles or handbooks available for
5- Which one is more polite, more formal?
Version 1
Step 16
1- Listen to the four questions you will have to ask.
c
Séquence 7 c
- Would you mind telling me if there are any temporary exhibitions classes can visit this year?
- Could you tell me if you have any online resources which could be of interest for both
studios?
2- Les intonations sont indiquées en dessous des phrases précédentes.

3- Les mots accentués ont été soulignés.
4- Les syllabes accentuées ont été soulignées.
temporary - exhibitions - resources - examples - educational resources
Exercise 15
2- Script
Journalist: Good morning, sir. My name is … I’m a journalist for Ilook4 Channel.
curator: Oh, good morning. May I ask what you are looking for?
Journalist: Well,er… yes, of course. We are launching a new series of programs called “Hi
Story”. The first one will be dedicated to life in concentration camps. I know that
the collections of the museum are incredible resources for learning.
curator: Yes, you are quite right. We certainly possess invaluable collections.
Journalist: Could you tell me if you have any online resources which could be of interest for
both teachers and pupils?
curator: We do have online resources, both for teachers and pupils. For instance, we have
webquests on the different collections of the museum.
Journalist: That’s great! Would you mind telling me if there are any temporary exhibitions
classes can visit this year?
curator: Actually, you are very lucky, there is one about the Shoah. We tend to resource
the school curriculum as best we can.
Journalist: That is an excellent idea! Could you tell me if you have any educational packs,
fac similes or handbooks available for teachers and pupils?
curator: Of course, yes, we do. We have resources about daily life in war time: children
War replica packs, Escape kits, Secret Codes kits; we also have fac similes of
Food ration booklets and Ration clothing booklets.
Journalist: Marvelous! Would it be possible to send a few samples of your educational
resources to the Channel studios?
curator: Of course, with pleasure, as long as you mention the name of the museum in
your program.
Journalist: We will do that, sir. Thank you so much, sir, you have been very helpful.
c
c Séquence 7
Exercise 16
Look at your list of things to be done in Step 14.
1- What haven’t you done yet?
- I haven’t found a logo for the episode yet.
- I haven’t read enough books yet.
- I haven’t watched enough films yet.
- I haven’t found a text to be read by an actor yet.
2- So, what will you have to do in the next few days?
- I will have to find a logo for the episode.
- I will have to read more books.
- I will have to watch more films.
- I will have to find a text to be read by an actor.
Séance 7
Step 17
2- 3- 4- 6-
expression of expression of
You agree You Accept
admiration horror
- That’s great ! - That must have - You are quite - Of course, with
- That is an been terrible! right. pleasure.
excellent idea! - That is correct.
- Marvellous! - That’s right.
Intonation Intonation Intonation Intonation
Exercise 17
You are going to listen to five short extracts from all the conversations of the Séquence. Just
react, using one of the expressions we have seen above. Express admiration or horror, agree or
accept. Record yourself if possible.
Number 1 – Journalist: Would it be possible to send a few samples of your educational
resources to the Channel studios?
Of course, with pleasure.
Number 2 – Mrs Spencer: Something else that you didn’t mention, these cattle cars were
deprived of any sanitary facilities, people couldn’t wash and there were no toilets.
That must have been terrible!
Number 3 – Journalist: Well, I have read the prisoners lived in primitive wooden barracks with
elementary furnishings such as tables, stools and bunks. Is that right?
Yes, that’s right.
Number 4 – curator: We do have online resources, both for teachers and pupils. For instance,
we have webquests on the different collections of the museum.
That’s great!
Number five – Journalist: Well, I have read that Jews were transported in trains and that the
dead and the living were packed in cattle cars with no food to eat and no water to drink. Is
that right?
That is correct.
c
Séquence 7 c
Step 18
1- Read the following sentences
a) Can you tell me if there are any temporary exhibitions classes can visit this year?
b) Can you answer a few questions about the housing conditions of the prisoners?
c) Can you send me a few samples of your educational resources to the Channel studios?
d) Can you tell me if you have any online resources which could be of interest for both
2- What sort of language is it?

a) formal r
b) informal 
3- As a journalist, you have to meet VIPs. That means your English has to be formal in certain
circumstances. Transform these informal questions into formal ones using the following
expressions:
a) Could you tell me if there are any temporary exhibitions classes can visit this year?
b) Would you mind answering a few questions about the housing conditions of the
prisoners?
c) Would it be possible to send me a few samples of your educational resources to the

Channel studio?
d) Could you tell me if you have any online resources which could be of interest for both
Step19
1- Listen and read the poem.
Shoes
All in a heap
2- Les mots accentués ont été soulignés dans le poème.
c
c Séquence 7
je m’évalue
Séance 8
Exercise 1
2- Describe it
- I can see…skeleton/ cupboard/door/chair/sitting/behind
3- What does it make you think of ? Why ?
- It makes me think of…death/ something bad/ funny
4- What does it make you feel like? Why?
- It makes me feel…strange/skeleton
5- Present the picture orally. Record yourself if you can or present the document to someone
who can listen to you.
- I can see a skeleton sitting on a chair in a cupboard behind a door. It makes me think of
death, of something bad, and yet I think it is funny. It makes me feel strange because of
the skeleton.
Exercise 2
1- This picture illustrates a metaphor.
- It must be “They had a skeleton in their cupboard”.
2- Give another example of a metaphor in English
- I laughed my socks off/We had a real pig of a day/She was the apple of his eye
3- Give an example of a metaphor in French.
- Il pleut des cordes.
Exercise 3
2- Give the title of the book as well as the author’s name
- The Boy in the Striped Pyjamas.
- John Boyne
Exercise 4
1- The prisoners had to get up at 4 a.m.
2- They had to remove their shoes before entering their barrack.
3- They had to remove the snow in winter.
Exercise 5
- Mrs Spencer, thank you so much for accepting this interview.
- In the name of Ilook4 Channel, I would like to say how grateful we are.
Exercise 6
expressions used to report information
- I have read that…

- I know that…
- Is that right?
information
- Could you tell me a little bit more about it?

c
Séquence 7
expressions used to ask for further

c
- According to a site… - Could you explain?
Exercise 7
- They would buy food with ration tickets.
- They would use a bike instead of a car because they had to save petrol.
- They would switch off the lights at night because they had to respect the curfew.
- They would listen to the radio to get news from the war.
Exercise 8
- She has already surfed the Internet to find a poem.
- She has already looked for the phone number of the War museum.
- She hasn’t selected different pictures to find a logo yet.
- She has already phoned Mr Stanley.
- She hasn’t found titles of books and films about WW2 yet.
Exercise 9
Mrs Spencer has got a friend, Sally, who, like Peter, is quite deaf. She does not understand very
well what Mrs Spencer tells her. Correct what she says. Record yourself.
Tu écriras tes réponses et tu souligneras dans chaque phrase le mot sur lequel porterait
l’accent de phrase si tu les prononçais.
Sally: You mean that these cattle wagons were deprived of any military facilities,
Mrs Spencer: These cattle wagons were deprived of any sanitary facilities, people couldn’t
wash and there were no toilets.
Sally: You mean that these cattle wagons were deprived of any sanitary facilities,
people couldn’t walk and there were no toilets.
Mrs Spencer: These cattle wagons were deprived of any sanitary facilities, people couldn’t
wash and there were no toilets.
Exercise 10
- She will have to select different pictures to find a logo.
- She will have to find titles of books and films about WW2.
c
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Séquence 7
Exercise 11
- Could you tell me if you have any online resources available? / Would you mind telling me
if you have any online resources available?
Would you mind sending me a few samples of your educational packs? / Would it be
possible to send me a few samples of your educational packs?
Exercise 12
ScRIPT:
number 1: Journalist: Well,er… yes, of course. We are launching a new series of programs
called “Hi Story”. The first one will be dedicated to life in the concentration
camps. I know that the collections of the museum are incredible resources for
learning.
Yes, you are quite right.
number 2: curator: Actually, you are very lucky, there is one about the holocaust. We tend to
resource the school curriculum as best we can.
That is an excellent idea!
Exercise 13
Shoes
All in a heap
Step 1
Séquence 8
Séance 1
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Séquence 8 c
2- Write the correct labels from the newspaper article checklist in the boxes.
newspaper article Boxes

The Other Side of the Fence Headline
We have to thank Ilook4 Channel for a very moving and
challenging program offered last night to our young pu- Introductory sentence
blic.
Even if the subject was not an easy one, the young journa-
Longer paragraph to
list in charge of the program did wonderfully: the inter-
explain the introductory
views, the documents, everything concurred to make of
sentence
this new series of programs a huge success.
We must also mention a young British actor, Graham
Tell, whose performance in reading the poem amazed all Detail of description
viewers.
Mr Stanley, the director of Ilook4 Channel, when asked
Quotation from the people
about this popular acclaim commented “I am proud of
involved
our new team.”
Long live Hi Story! Conclusion
3- Read the highlighted expressions of the article. Match them with their translations.
english/French
Moving/émouvant
Challenging/motivant
Wonderfully/merveilleusement
A huge success/un immense succès
To amaze/épater
A popular acclaim/un avis favorable du
public
To be proud of/être fier de…
Long live/longue vie à…
4- What do they express?
a) jealousy r b) regret r c) admiration 
d) pride (think of “proud”)  e) amazement  f) sadness 
g) hatred (think of hate) r
Step 2
1- Read this sentence from the article:
- Even if the subject was not an easy one, the young journalist in charge of the program
did wonderfully.
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c Séquence 8
2- What does it mean? Choose between these two solutions:

a) The subject was not easy but the journalist did wonderfully
b) Because the subject was not easy, the journalist did wonderfully
3- What does even if express? Choose between these three solutions:
a) cause r

r
b) consequence r
c) concession 
Exercise 1
Express concessions
1- Even if Mr Stanley is not a very friendly sort of person, he congratulated his team.
2- Even if Graham Tell is young, he impressed the viewers.
3- Even if the viewers were young, they appreciated the program.
Exercise 2
1- Although Mr Stanley is not a very friendly sort of person, he congratulated his team.
2- Although Graham Tell is young, he impressed his viewers.
3- Although the viewers were young, they appreciated the program.
Step 3
Admiration Pride
- I am filled with admiration for you. - I am proud of you.
- You did wonderfully. - I’m proud of what you did.
- You really are the best. - I’m proud of myself.
Sadness Amazement
- That was very moving. - That was amazing!
- You nearly made me cry. - That’s incredible!
- That was so sad! - You really amazed me!
Step 4
1- Script
Admiration:
I am filled with admiration for you.
You did wonderfully.
You really are the best
Pride:
I am proud of you.
I’m proud of what you did.
I’m proud of myself.
Sadness:
That was so moving!
You nearly made me cry!
That was so sad!
Amazement:
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Séquence 8 c
That was amazing!

That’s incredible!
You really amazed me!
2- Les mots accentués ont été soulignés dans la partie 1 de la correction de l’exercice.
3- Les intonations ont été indiquées dans la partie 1 de l’exercice.
Séance 2
Step 5
1- Listen to five extracts from conversations between the members of the Hi Story team and
say whether they express admiration, pride, sadness or amazement.
extract n°1: pride
Mr Stanley: Well, congratulations to you all. I am very proud of what you did.
And now, get ready to prepare for the next program!
extract n°2: sadness
Jane: Oh Graham, when you read that poem, you nearly made me cry!
extract n°3: admiration
Journalist: Jane, thank you for your collaboration. You did wonderfully.
Jane: Graham, you are a fantastic actor, you really are the best.
extract n°5: amazement
Graham: Did you hear what Mr Stanley just said, “Get ready to prepare
the next program”, hey that’s amazing! Does he mean I am a member
of the Hi Story team?
2- Now it is your turn to react to what people tell you. For the first part of this activity, you
will be given the sort of reaction you will have to express. Your best friend is talking to you.
Listen to her and react orally.
extract n°1: sadness
Do you remember when we went to the cinema to watch The Boy in the Striped Pyjamas.
The moment when Bruno passes under the fence and sees all the prisoners in the camp?
k That was so moving!
Hey, you know what, I won the tennis competition!
k You really are the best!
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extract n°3: pride

You know how I hate hospitals, but I still went to visit my grandmother yesterday. She was
so glad to see me!
k I’m proud of you! /I’m proud of what you did.
extract n°4: amazement
You won’t believe it! For the holidays, Dad is taking me for a five-day trip to Kenya, we are
going on a safari!
k That’s incredible!
3- It is still your turn to react to what people tell you. For the second part of this activity, you
will not be given the sort of reaction you will have to express. Another friend of yours is
talking to you. Listen to him and react orally. Then record yourself if possible.
extract n°1:
I have to thank you. Do you remember, you helped me with my Maths revisions? Well I got
the results today, and I’ve got an A+.
k Pride: I’m proud of you/ I’m proud of what you did.
extract n°2:
So, did you say good bye to your brother at the airport? That must have been sad to see
him go. Australia is nice, but you won’t be seeing him for a whole year!
k Sadness: Yes, that was so sad! It nearly made me cry.
extract n°3:
Gosh, I never thought that would happen! My sister bought me a present for my birthday!
k Amazement: That’s incredible! /That’s amazing!
extract n°4:
I have a big piece of news! Guess what? I‘ve been chosen to play in the school football
team next year.
k Admiration: You really are the best/ I’m filled with admiration for you./ You did
wonderfully this year.
Exercise 3
1- Listen to a native British speaker who reads the same sentence differently four times to
simulate the four reactions we have seen above plus a new one. The sentence will be:
In 1519 Magellan set out from Spain with five ships.
Say which reaction he simulates at each reading, try to find the new one.
Reading n°1: Pride
Reading n°2: Sadness
Reading n°3: Amazement
Reading n°4: Admiration
Reading n°5: Anger
2- What is the new reaction you have heard? If you don’t know the noun, you can write the
adjective.
- anger (adjective:angry)
Step 6
1- Mr Stanley, the director of Ilook4 Channel, is holding a meeting with his team to discuss
the next Hi Story program. They are all feeling very excited and impatient. Imagine the
questions the journalist, Jane the secretary and Graham the actor wish to ask him.
Remember they are talking about the future program.
-
-
-
What will I have to do?
questions
Voici quelques questions que tu as pu imaginer toi aussi…
What theme will the next program be about?

Will I have to read a poem?



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Séquence 8 c
- What sort of research will I have to do? 

- Who will I have to interview? 
- Will I read an extract from a famous play? 
2- Listen to their questions on your CD. Tick your questions when they deal with the same
sort of information.
Script
Journalist: What will it be about, sir?
Jane: Who are we going to talk about?
Journalist: Who am I going to interview?
Graham: What will I do? Will I read a poem?
Jane: What else can I do to help?
Tu auras coché dans la partie a- de l’exercice toutes les questions qui correspondaient aux
questions posées par nos trois héros.
3- Listen again to their questions. Tick the five pieces of information they would like to have.
a) The title of the next program r
b) The subject of the next program 
c) The logo of the next program r
d) What Jane will have to do 
e) What the journalist will have to do 
f) What Graham will have to do 
g) The musical theme of the program r
h) The famous people they are going to talk about 
4- Complete this listening frame with the five labels required. Use the keywords in bold letters
of c). One sort of information has already been written.
SUBJECT
JANE famous explorers
convince Graham of (expeditions, adventures,
playing the role of famous discoveries)
explorers Future
prepare a webquest online Hi Story
program GRAHAM
JOURNALIST
play the role
do some research about of the famous explorers
Lewis and Clark,
read their Journals, FAMOUS PEOPLE ANGER
interview M. Mac Grip Magellan, J. Cook,
Amundsen, Lewis
and Clark
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Step 7
1- Listen to Part 1 and complete the SUBJECT box
Script
Mr Stanley: Well, as I told you this morning, congratulations! I’m very proud of you.
But our next program has to be even better than the first one.
Journalist: What will it be about, sir?
Mr Stanley: I was thinking of a program dedicated to famous explorers. Children should
love that, they adore stories about expeditions, adventures and discoveries.
We’ll give them all that, thanks to you.
2- Listen to Part 2 and complete the FAMOUS PEOPLE box
Script
Jane: Who are we going to talk about?
Mr Stanley: Well, I thought of Magellan, of course, Amundsen is another one, and
also James Cook. But most of all, I would like you to present the fabulous
adventures of Lewis and Clark.
3- Listen to Part 3 and complete the JOURNALIST box.
Journalist: Lewis and Clark, you mean Superman?
Mr Stanley: Not at all, I can see you will have to do a lot of research about them. Jane,
I want him to read The Journals of Lewis and Clark. That is essential.
Jane: Yes, sir.
Journalist: Who am I going to interview?
Jane: Why not interview Mary Mac Grip, one of the fastest people to sail solo
around the world, that should be interesting?
Mr Stanley: That’s an excellent idea, Jane. Any more questions?
4- Listen to Part 4 and complete the GRAHAM box.
Script:
Graham: Yes, sir, what will I do? Will I read a poem?
Mr Stanley: Actually, I had another idea in mind, I would like you to incarnate
our famous explorers, and the public could play a game and guess who
you are incarnating.
5- Listen to Part 5 and complete the JANE box.
Script:
Jane: Graham…What else can I can do to help, sir?
Mr Stanley: You’d better try to convince this young man, Jane! Oh and one last thing,
Jane, I want you to prepare a web quest online with some prize to win!
That should be an excellent motivation for our young spectators!
Step 8
1- Use your notes to complete this summary of the meeting.
The next Hi Story program will be dedicated to (subject) famous explorers and more
particularly to (famous people) Magellan, James cook, Amundsen and Lewis and clark.
Mr Stanley wants the journalist to (journalist) do some research about Lewis and clark,
read their Journals and interview Mary Mac Grip.
He also wants Graham to (Graham) play the part of famous explorers but Graham refuses
and reacts angrily.
As for Jane, the director would like her to (Jane) convince Graham of playing the role of the
famous explorers and to prepare webquest online.
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Séquence 8 c
Séance 3
Exercise 4
1- Jane writes a report after every meeting so as to keep a record of what has been said
and what has to be done. Help her to remember the order of the five different sorts of
information given. Number them from 1 to 5.
a) Jane (5)
b) Graham (4)
c) Famous people (2)
d) Subject (1)
e) Journalist (3)
2- Write Jane’s report.
The next Hi Story program will be dedicated to famous explorers and more particularly to
Magellan, James Cook, Amundsen and Lewis and Clark.
My boss will have to make some research about Lewis and Clark, read their Journals and
interview Mary Mac Grip.
Graham will have to play the role of famous explorers.
I will have to convince Graham of playing the role of famous explorers, I will also have to
prepare a webquest online.
Step 9
2- Who pronounces these sentences?
a) Graham r
b) Jane r
c) the journalist r
d) Mr Stanley 
What for? (Pour quoi faire ?)
a) to give instructions 
b) to congratulate r
c) to present excuses r
c
c Séquence 8
3- Complete the following grid with the four sentences of Step 9-b. One has already been
used as an example.
Nature
Proposition principale
Pronom
sujet
Verbe de
souhait ou
Pronom
Proposition infinitive
Verbe à
complément l’infinitif
Groupe nominal
de volonté
Sujet de la Sujet de la Verbe de la
COD de la proposition
Fonction proposition proposition proposition
infinitive
principale infinitive infinitive
the fabulous adventures
Phrase 1 I would like you to present
of Lewis and Clark
The Journals of Lewis
Phrase 2 I want him to read
and Clark
the role of the famous

Phrase 3 I want you to play
explorers
a webquest
Phrase 4 I want you to prepare
online
Exercise 5
Put the words of each of these three sentences back into order.
1- He wants her to prepare a web quest.
2- She would like them to work.
3- Mr Stanley wants Jane to convince Graham of changing his mind.
Exercise 6
1- He wants you to do some research.
2- They would like her to phone the curator of the museum.
3- We would like him to play the role of famous explorers
Step 10
1- Tu auras dessiné ta silhouette dans le cadre proposé.
2- Remember your meeting with Mr Stanley, Jane and Graham. You will have three tasks to
accomplish. Which ones?
- I will have to make some research about Lewis and Clark.
- I will have to read their Journals.
- I will have to interview Mary Mac Grip.
3- Jane has already done some research for you and has found some information about the
famous explorers mentioned by Mr Stanley. Read the document she gave you. Underline
the names of places in red, the proper names in blue and the numbers in black.
In 1519 Ferdinand Magellan, the Portuguese explorer, led five
Spanish ships in what was to become the first voyage around the
world. He wanted to reach the Spice Islands in the Far East. King
Charles I of Spain had promised Magellan one-fifth of the profits
from the voyage to the Spice Islands. One year later he entered
the straits which would be named the Magellan Straits – he was
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Séquence 8 c
to be the first European ever to sail across the Pacific. It took just
over two years to reach the Spice Islands. Magellan himself was
killed by natives in the Philippines. By the time the Victoria, the
only ship left, returned to Spain, 1,082 days after leaving, 233
members of the crew had died.
4- Use the words and the numbers you have underlined to complete this grid.
explorer
From Spain to the He was the first European
Magellan Between 1519 and 1521
Spice Islands to sail across the Pacific.
Step 11
Use the elements of your grid from left to right to make a complete sentence. You have a
picture of Magellan’s boat, it was not a motor boat, but a sailing boat, so you are going to use
the verb to sail.
Magellan sailed from Spain to the Spice Islands between 1519 and 1521, he was the first
european to sail across the Pacific.
Séance 4
Exercise 7
You are the journalist. You have read the document Jane gave you about Magellan. You
decide to write quick notes on your notepad about this famous explorer to prepare your next
program.
Magellan sailed from Spain to the Spice Islands between 1519 and 1521, he was the first
european to sail across the Pacific.
Exercise 8
1- Jane has found a second document for you. Read this second document.
The Norwegian Roald Amundsen was the first person to

reach the South Pole. Amundsen and his team started their
expedition in 1911 from the Bay of Whales with four sledges
and 52 husky dogs. It was a technical challenge but also a well-
planned campaign. He was racing against a rival team led by
Robert Scott. By the time Scott arrived at the Pole, Amundsen
had already beaten him. Amundsen and his team had reached
the South Pole on January 25th, 1912 after a journey of 2,824
km whereas Scott arrived 30 days later. On their way back, Scott
and his team died in a blizzard.
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2- Underline the names of places in red, the proper names in blue and the numbers in black
explorer
Roald
Places
from… to
From the Bay of
Dates
between… and…
Discovery
He was the first to…
He was the first person to

Amundsen Whales to the South Between 1911 and 1912
reach the South Pole.
Pole
Exercise 9
Amundsen traveled from the Bay of Whales to the South Pole on skis and on a sledge pulled
by husky dogs between 1911 and 1912, he was the first person to reach the South Pole.
Step 12
1- Read the following sentence
By the time Scott arrived at the Pole, Amundsen had already beaten him.
Use your logic, do you think Scott arrived at the Pole,
a) before Amundsen r
b) after Amundsen 
Write the two actions “Scott arrived at the Pole” and “Amundsen had already beaten
him” on the time line, add the missing indication of date.
January 25th, 1912 30 days later
1- Amundsen had 2- Scott arrived at the

already beaten him Pole
2- Do both actions take place
a) in the present r
b) in the past 
c) in the future r
3- What is the tense of the verb in “Scott arrived at the Pole”
the preterit
4- What is the form of the verb in “Amundsen had already beaten him”?
a) have +V-en r
b) had + V-en 
5- How do you write a verb in this form?
a) auxiliary have at the present+ past participle of the verb r
b) auxiliary have at the preterit + past participle of the verb 
c) auxiliary be at the present + V-ing r
Exercise 10
1- Read again the text about Magellan in Séance 3 Step10. Two sentences use the past-
perfect. Copy them and underline the verbs in the past-perfect.
King charles I of Spain had promised Magellan one-fifth of the profits from the voyage
to the Spice Islands.
2- Read again the text about Amundsen. Another sentence uses the past-perfect. Copy it and
underline the verb in the past-perfect.
Amundsen and his team had reached the South Pole on January 25th, 1912 after a
journey of 2,824 km whereas Scott arrived 30 days later.
Exercise 11
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Séquence 8 c
1- Amundsen had arrived before Scott.

2- Even if the King of Spain had promised him one-fifth of the profits from the voyage to the
Spice Islands, Magellan never came back to Spain to enjoy them.
3- By the time the journalist wrote the article about the first Hi Story program, Mr Stanley
had already found a new idea for the second program.
4- Jane had already given you a text about Magellan to read before giving you the document
about Amundsen.
5- By the time you read the document about Amundsen, Jane had already found texts about
Lewis and Clark.
Step 13
2- Listen again and underline the stressed words of the sentence.
Magellan sailed from Spain to the Spice Islands between 1519 and 1521,
he was the first European to sail across the Pacific.
3- Les syllabes accentuées ont été mises en caractère gras.
Exercise 12
1- Amundsen traveled from the Bay of Whales to the South Pole on skis and on a sledge pulled
by husky dogs between 1911 and 1912, he was the first person to reach the South Pole.
Séance 5
Exercise 13
What does the title A Voyage of Discovery make you think of?
1- A voyage
Underline six synonyms for voyage in the following list.
journey - explorer - scientist- trip - ship - expedition - places - passage- people -
animals - flora - adventurer - travel- fauna - crossing-plants
List different means of transportation:
car, plane, boat, on foot, bike, train, shuttle, ship, motorbike, …
2- Discovery:
Who makes discoveries? Find three categories of persons likely to make discoveries in the
list of exercise 13-a
- an explorer
- a scientist
- an adventurer
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What can they discover during a voyage? Complete, using words in the same list as before.
- unknown places
- unidentified flora (plants), fauna (animals)
Step 14
Jane is very efficient but she gives you a lot of work to do. She has given you two files about
Lewis and Clark to take home for the week-end.
1- Open the first file, look at the photos and read the document. Underline every word you
understand.
Answers Justifications
The Lewis and Clark expedition
Meriwether Lewis and William Clark
Who A personal project of President
President Jefferson
Jefferson
A discovery mission to explore vast
What An expedition
newly-acquired territories
The vast territories newly acquired
From St Louis (Missouri) to the Pacific
Where between the Mississippi and the
Ocean
Pacific Ocean
They left St Louis on May 14th, 1804 seven months after the American
When and returned on September 23rd, government had bought Louisiana
1806. from the French
To discover unidentified flora and
Intellectual interest in its discoveries
fauna
What for Economic benefit
To make money
Political ambition
To become a famous president
They canoed, they walked, they went
How
on horseback.
2- You already have some information about this Lewis and Clark Expedition but not enough
to complete the grid. You need to know more. For which sort of information do you need
more elements?
a) who  b) when 
c) what r d) what for r
e ) where  f) how 
Step 15
1- Here are four questions you could ask Jane. Put the words back into order.
a) Who participated in this expedition?
b) Where did they leave from?
c) When did they leave and when did they come back?
d) What means of transportation did they use?
5- Read the script and correct or complete your grid.
- Les informations complémentaires apparaissent en caractères gras et soulignés dans le
tableau du step 14.
Script part 5
Jane:
[Journalist:
Jane:
That’s OK, you know I photocopy everything, just to make sure, so just shoot!
Who participated to this expedition?]
Well, President Jefferson chose his private secretary, Meriwether Lewis. That’s a
strange first name, isn’t it? I’ll spell it for you Meriwether M-E-R-I-W-E-T-H-E-R,
Meriwether Lewis. He also chose an army Lieutenant, William Clark. They both
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Séquence 8 c
led a group of 42 men for this expedition. Any other questions?

[Journalist: Where did they leave from?]
Jane: Ah, they left from St Louis, in the state of Missouri, you know, St Louis, like
Saint Louis in French. Anything else you would like to know?
[Journalist]: Yes, When did they leave and when did they come back?
Jane: It was a long and difficult journey, full of fantastic adventures. They met
Indians, they were attacked by wild animals…. Anyway, they left St Louis on
May 14th, 1804 and returned on September 23rd, 1806. They were away for
more than two years! Any more questions?
[Journalist]: What means of transportation did they use?
Jane: They used different means of transportation according to the place they were:
mountains, plains, rivers to cross. So, they canoed, they walked, they went on
horseback.
[Journalist: Thank you very much, Jane.]
Jane: You’re welcome!
6- Pick out in the script the three different questions Jane asks you and write them down.
- Any other questions?
- Anything else you would like to know?
- Any more questions?
Exercise 14
Jane has sent you by fax this map which dates back from the expedition of Lewis and Clark. It
was accompanied by this note. Read it. Take a red pen and draw the itinerary followed by the
expedition from St Louis to the Atlantic Ocean. Follow the red dots on the map.
spring 1805 winter 1804
Fort Catslop
St Louis
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Step16
Séance 6
2- Graham is very angry and resentful. He produces arguments to defend his point of view.
But Jane is clever, she immediately finds counter-arguments to make Graham change his
mind. Find for each argument its counter argument.
Arguments counter-arguments
1- I certainly don’t want to look stupid 1- Viewers will love it when you play a
disguised as a famous explorer! famous explorer.
2- Have you seen pictures of Magellan with 2- You don’t have to wear a silly hat.
this silly hat?
3- Have you seen pictures of Magellan with 3- It would be great for children to see
that silly hat and that ridiculous long famous people they heard about at
beard? school.
4- Pity there is no text to read! 4- You could read extracts from The
Journals of Lewis and clark.
3- Les mots en commun ont été soulignés dans les arguments et contre-arguments 1 et 2.
4- Sometimes words are not exactly the same in the argument and in its counter-argument
but refer to the same thing (for example: canoes and horses/means of transportation).
Can you find such words in n°3 and 4?
- Magellan/famous people
- text/extract
Exercise 15
Jane is depressed. She is working a lot for you, Graham is often in a bad mood and she is not
very happy with this idea of the web quest she has to prepare. Try to convince her that Mr
Stanley’s idea is a good one.
Here are Jane’s arguments. Match the arguments and the appropriate counter-arguments. Be
careful, one counter-argument is missing, you will have to find it.
Arguments counter-arguments
1- I’m so tired, all these books to read, all a- Well, you know young people love web
these websites to visit, I’m fed up! quests, they think it’s a sort of game,
don’t forget we are an educational TV
Channel!
2- This idea of a web quest is ridiculous. We b- Don’t worry. I will ask the
are not a museum, we are a TV Channel communication department to take care
for God’s sake! of it, it is their business.
3- And Mr Stanley is very nervous at the c- I know you are tired, I give you too much
moment. He keeps phoning me to ask if work to do. Why don’t you take your
we are ready for our next program. afternoon off, and do some shopping
4- I know how to use a computer but I d-
don’t know how to organize this online
webquest. I’m no technician!
1: c 2: a
Answers
Write your suggestion for counter-argument d-

-
3: d
Don’t worry, I will phone him and tell him that we are all doing our best.
4: b
c
Séquence 8 c
Exercise 16
1- Would you be a good adventurer? How many boats would you take for such an
expedition? How would you get organized? To have a better idea of the practical
organization of the journey, read this very short first extract from The Journals and
indicate the exact number of each object represented by a picture.
with and
42 three two
The three boats were …
with and
one twenty-two
with
2 twenty-two
2- Use the previous elements as a rebus and write two complete sentences.
- The party consisted of 42 men, three boats and two horses.
- The three boats were a keelboat with one square sail and twenty-two oars and two
open boats with thirteen oars.
Step 17
2- Who wrote this extract?
- William clark
3- How do you know it is a journal? Give two justifications
- the date
- The writer says “I”.
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4- Read the date. What important event took place on that day that is recorded in The
Journal?
- The party left St Louis. It was the first day of the expedition.
- Il n’y a pas de ponctuation
- Certains mots sont bizarrement orthographiés : inhabitents, jentle, french, Missourie…
Séance 7
Step 18
You have learnt in Séance 1 and 2 to react expressing admiration, sadness, amazement and
pride. What about anger?
1- Read these three extracts that you know well and underline all the words or expressions of
anger.
extract n°1:
extract n°2:
extract n°3:
Graham: Have you seen pictures of Magellan with that silly hat and that ridiculous l
ong beard?
2- Classify the words or expressions you have underlined in the three columns of the following
grid.
exclamations and questions Verbs in the negative form Adjectives
Out of the question! I don’t want to be Ridiculous
Did you hear that? disguised Stupid
How ridiculous! It isn’t my idea of acting. Silly
Have you seen pictures of Magellan I certainly don’t want to
with that silly hat and that ridiculous look stupid …
long beard?
3- What title could you give to each of the column? Choose and tick. Then, write the
appropriate title at the top of each of the columns.
nouns r
adjectives 
verbs in the negative form 
proper nouns r
exclamations and questions 
numbers r
4- Listen to these three exclamations and questions on your CD. Indicate the intonation at
the end of each sentence.
1) Out of the question!
2) Did you hear that?
3) Have you seen pictures of Magellan with that silly hat and that ridiculous long beard?
Step 19
1- Look at these four pictures
a b c d
c
Séquence 8 c
2- You have already learnt how to describe a picture orally from notes. First, take notes about
those four pictures.
Picture Describe what Describe your What do you already Give a title to
you see on the personal feelings, know about the subject the picture
picture. Someone opinions and of the picture, based
who has never connections to on personal experience
seen it should be the picture. (It or from studying? (I
able to visualize makes me think already know that…)
it. (I can see…) of…) Que sais-tu du sujet de
cette image ?
Buffaloes hidden Indians killing Indians used to eat Buffaloes
in high grass buffaloes with buffalo meat, they
a
arrows would also make
objects out of buffaloes
A bear roaring, A bear attacking a Bears are dangerous A dangerous
b splashing water hunter animals, they can kill bear
hunters
falls The Niagara Falls Lewis and Clark crossed The Missouri
c the Missouri Falls Falls
An Indian woman Women making Indian families used to Inside a tipi

d inside a tepee clothes out of live in tipis
buffalo skin
Step 20
Here are the last two extracts Graham has chosen for the next program about famous
explorers.
2- La date est indiquée sur la carte. (Séance 5, exercice 14).
3- Listen to Graham reading this extract on your CD.
4- [Clark] 7th of december friday 1804

The Big White Grand Chief of the 1st Village, came in informed us that a large Drove of
buffalow was near and his people was wating for us to join them in a chase Capt. Lewis
took 15 men and went out joined the Indians, who were at the time he got up, Killing
the Buffalow on Horseback with arrows which they done with great dexterity, his party
killed 10 Buffalow, five of which we got to the fort by the assistance of a horse in addition
to what the men Packed on their backs.
c
c Séquence 8

extract n°3
Spring 1805. They arrive at the Missouri Falls. Lewis is attacked by a grizzly.
6- La date est indiquée sur la carte (Séance 5, exercice 14).
7- f- Listen to Graham on your CD.
[Lewis]
A most tremendious looking animal, and extremely hard to kill notwithstanding he had
five balls through his lungs and five others in various parts he swam more than half the
distance across the river to a sandbar & it was at least twenty minutes before he died, [he]
made the most tremendous roaring from the moment he was shot.
Exercise 17
1- Match the texts with the pictures. Use quotations from the extracts and the introductions
to justify your choice.
extract n° Picturesn° Justification

2 1 “A large drove of buffalow”
“A most tremendious looking animal”…”he swam”…
3 2
”roaring”
2- Tu auras colorié la veste, les gants, le pantalon et les mocassins, tous les éléments du
costume qui étaient faits en peau de bison.
3- Bears were also useful animals to the Indians who ate their meat. But Indians also used
other parts of the animals.
Recapitulate in three sentences.
a) The pelt was used to make blankets and coats.
b) The claws and the teeth were used as a sign of great bravery.
c) The animal’s oil was used to make your hair shine or to soothe mosquitoes’ bites and
cactus scratches.
Séance 8
je m’évalue
Exercise 1
Relève deux phrases contenant une proposition infinitive.
- Mr Stanley wants me to play the role of famous explorers!
- I want you to be proud of me.
1- Traduis : Elle aimerait que tu acceptes l’idée de M. Stanley.
- She would like you to accept Mr Stanley’s idea.
2- Relève une phrase avec une proposition subordonnée de concession
- even if you had to wear such a disguise, it would be great for children to see famous
people they heard about at school
3- Traduis : Bien que Graham soit fâché, il accepte d’incarner des explorateurs célèbres.
- even if Graham is angry, he accepts to play the part of famous explorers.
- Although Graham is angry, he accepts to play the part of famous explorers.
4- Souviens-toi de la séquence précédente, relève une phrase avec une expression d’obligation
future.
- I will have to improvise
Exercise 2
c
Séquence 8 c
You forgot to do some research about James Cook. Fortunately, Jane has found this document
for you.
Captain James Cook, a British sailor, went in search of the
mythical « Southern Continent » or Terra Australis in 1772.
Cook sailed around the globe, becoming one of the first to
cross the Antarctic Circle on 17 January 1773. Although he
didn’t find the Southern Continent, Cook was one of the
first men to map the east coast of Australia and the Islands
of the Pacific Ocean. Upon his return, in 1775, Cook was
promoted to the rank of Captain.
Underline the names of places in red, the proper names in blue and the numbers in black and
complete the grid.
explorer
James Cook From England to Between 1772 and He was the first man to cross
Australia and back 1775 the Antarctic Circle, he was
also the first man to map the
east coast of Australia.
Exercise 3
James cook sailed from england to Australia and back between 1772 and 1775. He was the
first man to cross the Antarctic circle, he was also the first man to map the east coast of
Australia.
Exercise 4
Indicate in each box the letter corresponding to the text which should be written inside.
A- Even if the subject was not an
easy one, the young journalist
in charge of the program did
B headline wonderfully: the interviews, the
documents, everything concurred
to make of this new series of
programs a huge success.
Introductory
e B- The Other Side of the Fence
sentence
Longer § to c- We must also mention a young
explain the British actor, Graham Tell, whose
A
introductory performance in reading the
sentence poem amazed all viewers.
D- Mr. Stanley, the director of Ilook4
c
Detail of Channel, when asked about this
description popular acclaim commented
c
c Séquence 8
F
Quotation
from the
people involved
Conclusion
e- We have to thank Ilook4
Channel for a very moving and
challenging program offered last
night to our young public
F- Long live Hi Story!
Exercise 5
1- Out of the question! I refuse to wear such a stupid and ridiculous costume!: anger
2- Oh no, don’t say that, you’re going to make me cry!: sadness
3- My dear boy, I’m really proud of you!: pride
4- Gosh, that’s a fantastic car you’ve got, it’s beautiful!: admiration
5- I won! I won! My horse arrived first! It’s incredible: amazement
Exercise 6
1- My adorable cat is dead! I loved her so much!
k Sadness: That’s so sad!
2- You are not going out tonight! You’re staying at home: no television, no video game.
k Anger: out of the question!
3- Well, I did my best!
k Pride: I’m proud of you!
4- That was the first time American people discovered these unchartered territories!
k Amazement: How amazing!
5- Here is my new motorbike. I changed the engine and repaired everything. Look, isn’t it
nice?
k Admiration: You did wonderfully!
Exercise 7
Here is the summary you could have written of the paragraph about James Cook
James Cook sailed around the globe from 1772 to 1775, he was the first man to map the
East coast of Australia and the Islands of the Pacific Ocean.
Exercise 8
1- 1) When did you start sailing? 
2) What sort of food do you like? r
3) What sort of diplomas have you got? r
4) Did you do other sports as a kid? 
5) Do you enjoy reading? r
6) Why do you like sailing solo? 
7) How do you train for your competitions? 
8) What’s your favorite colour? r
9) What is the secret of your success? 
10) How often do you go to the cinema in a month? r
Exercise 9
Arguments
I’m very timid, I don’t want to read in front

of millions of viewers.
counter-arguments
The viewers, specially the children will be
happy to listen to you reading extracts from
The Journals.
c
Séquence 8 c
You don’t have to be an actor to read a text!

Graham is a real actor, I am just a navigator! You are a courageous sort of person, so
please, read for us!
c
c Séquence 9
Step 1
Séquence 9
Séance 1
Exercise 1
1-
north
West east
South

a) A country which is located in the South of a continent is a Southern country.
b) A country located in the North is a northern country.
c) A country located in the West is a Western country.
d) A country located in the east is an eastern country.
a) The westernmost country is the country that is farthest (most distant) to the West.
b) The easternmost country is the country that is farthest to the east.
c) The northernmost country is the country that is farthest to the North.
d) The southernmost country is the country that is farthest to the South.
Exercise 3
South america
The West Indies

Atlantic ocean
Séquence 9
c c
Caribbean sea
Suriname
colombia French Guiana
ecuador
Peru Brazil
Bolivia
chile
Paraguay
uruguay
Exercise 5
The Bahamas the Dominican Republic
Puerto Rico
cuba
Jamaica Barbados
Trinidad
c
c Séquence 9
Step 2
Exercise 6
Séance 2
Square Triangle Rectangle
Hexagon circle Pentagon
Exercise 7
2- Read the following definitions and guess what shape they correspond to.
a) It is a three-sided polygon and it has got three legs: triangle.
b) It is a six-sided polygon. It is the name given to France: Hexagon.
c) It is an ellipse in which the two axes are of equal length: circle.
d) It is a five-sided polygon and it is also a government building with five sides that serves
as the headquarters of the United States Department of Defense: Pentagon.
Step 3
Exercise 8
1- This is a map of Africa.
2- Is this a sea or an ocean? It is an Ocean. It is called the Atlantic Ocean.
3- This is the Western part of this continent.
4- What countries corresponding to the red part can you think of? Senegal, Guinea, Sierra
Leon, Liberia, Mali, Burkina, Nigeria, Ghana, Benin, Cameroon, Togo, Gabon, Niger, ….
Step 4
So that could be translated (tick one or several boxes) :
 de sorte que r parce que r afin que r tandis que
Step 5
Exercise 9
script
1- The voluntary exchange of goods, services, or both is called Trade. Trade is also called
commerce.
2- During the seventies France developed a high-speed train that could connect cities across
the country.
3- A cafeteria tray is used for carrying items in a cafeteria. It is typically made of plastic.
Exercise 10
What expressions do you know with the word ‘trade’?
1- fair trade
2- Triangle Trade
c
Séquence 9 c
3- Slave trade
Séance 3
Step 6
Exercise 11
Who are these people?
The people are:
1- a politician and a journalist r
2- a teacher and a writer r
3- the curator of a museum and a journalist 
Step 7
Exercise 12
1- continents: Africa, South America, the Americas
2- Seas, oceans: the Atlantic
3- countries: the Caribbean (Suriname, Puerto Rico, Cuba Ecuador, Peru, Colombia,
Brazil and Jamaica), the USA, England, Portugal, Spain, Britain, France, the Netherlands,
Denmark and Sweden
4- cities: Liverpool, London, Bristol, Amsterdam, Barcelona, Bordeaux, Cadiz, Lisbon and
Nantes.
c
c Séquence 9
Liverpool
Amsterdam
Bristol
London
nantes
Bordeaux
Lisbon
cadiz
Exercise 13
1- commerce: the slave trade -‘triangle trade’ - ‘triangular trade’ – trading - guns, swords, beads,
metalware, iron products, rum - the transatlantic slave trade - slaving port - to trade with
African kings – goods for trading - the European traders - in exchange for – market - to
trade with
Dates (years – centuries): 1994 - in the 18th century - in the 17th century - in the 1730s -
in the 1740s
Figures (numbers): 2,600,000 enslaved Africans
2- What geometric shape is mentioned several times in the recording?
The triangle
Exercise 14
england (europe)
The Americas
Africa
Exercise 15
The triangle trade may mean the trade of goods between Europe, Africa and the Americas du-
ring the 17th, 18th and 19th centuries.
The triangular trade may have consisted in 3 routes: from Europe (England) to Africa; from
Africa to the Americas and from the Americas to Europe.
c
Séquence 9 c
The Triangular Trade may be (may have been) a route that got its name from the three routes
that formed a triangle.
Step 8
Exercise 16
We heard a conversation between the curator of the Slavery Museum in Liverpool, England and
Paul Deen, a journalist from The Guardian.
During the interview, the curator described the museum’s exhibits and explained what the
Triangle trade or ‘triangular trade’ was/consisted in.
We learnt that Britain played a major part in the slave trade and that London used to be the
most important British slaving port in the 17th century.
The trade consisted in 3 routes or legs that formed a triangle. Ships loaded with goods like
guns, iron products and alcohol would leave England and would offload them in Africa. Then
they would take on African slaves and make their journey to the Caribbean and the Americas.
Finally the ships offloaded the slaves there and then took on sugar, tea, coffee, tobacco, cotton
and rum and brought these goods back to Europe.
Séance 4
Step 9
Exercise 17
In question 1, the journalist wanted the curator to tell him more about the museum’s exhibi-
tions.
In question …4… he wanted her to tell him what else there was to know about the triangle
trade.
In question …3… the journalist wanted the curator to tell him what part Britain played in the
triangle trade.
In question …6… he wanted to know how it (the slave trade) all started.
In question …2… the journalist wanted to know who the european traders were.
In question …5… he wanted to know if the curator could explain the term ‘triangle trade’.
Comment appelle-t-on la transformation qui a été effectuée dans l’exercice ci-dessus ?
Dans l’exercice précédent, on est passé du style direct (les questions du journaliste à la conser-
vatrice du musée) au style indirect.
Quelles remarques peux-tu faire ?
La concordance des temps : quand le verbe introducteur est au passé (ici : wanted), tous les
verbes de la phrase au discours indirect sont au passé.
Il n’y a pas d’inversion sujet/verbe.
Lis attentivement « Je retiens ».
c
c Séquence 9
Exercise 18
What other questions would you have liked to ask the curator of The Slavery Museum in Liv-
erpool about the Triangle Trade?
1- Exemples de questions possibles:
- How did African slaves feel when they arrived in America?
- How was the voyage (the ocean trip) from Africa to the Americas?
- Were families separated when they arrived in America?
- When were those slaves freed?
2- Au style indirect:
- The journalist wanted the curator to tell him how the slaves felt when they arrived in
America.
- He wanted to know how the voyage from Africa to the Americas was.
- He wanted the curator to tell him if the slaves’ families were separated when they arrived in
America.
- He wanted to know when the slaves were freed.
Séance 5
Step 10
Exercise 19
guns, weapons • • perles
swords • • armes à feu
beads • • épées
Metalware, iron products • • rhum
rum • • alcool
alcohol • • objets en métal
r r  r r r
r  r
Exercise 20
europeans wanted:
…slaves……………
… sugar ……………
c
Séquence 9 c
………tea……………
………tobacco……
…………cotton……
……..rum………….
Americans wanted: African chiefs wanted:

… slaves …………… …guns……………………
……alcohol……….……
……swords………….…
………beads…………..
………metalware……
………iron products…
…….rum………………...
Exercise 21
1- Europeans bought slaves and sold guns, alcohol, swords, beads, metalware, iron products
and rum.
2- African chiefs bought guns, alcohol, swords, beads, metalware, iron products and rum and
sold slaves.
3- Americans bought slaves and sold sugar, tea, tobacco, cotton and rum.
Step 11
Translate the sentence African kings were eager to buy guns from europeans into French:
Les rois africains étaient avides d’acheter des armes aux européens.
Translate the sentence europeans were willing to sell guns to African kings into French:
Les européens étaient bien disposés/prêts à vendre des armes aux rois africains.
Exercise 22
1- Complete the following sentences:
The Europeans bought the slaves from African kings in exchange for goods like metalware,
guns, alcohol, swords, beads, iron products and rum.
Give more examples and write them down:
African kings bought alcohol, swords and beads from the Europeans in exchange for slaves.
Americans bought slaves from the Europeans in exchange for sugar, tea, tobacco and rum.
2- Who were those ‘slaves’? Can you give a definition?
Slaves were people who were sold by African kings in exchange for goods like iron products
or rum.
c
c Séquence 9
Exercise 23
1- Why did some African people become slaves and why were they sold by their chiefs to
American and European traders?
r Some people were born slaves.
 Under African law, people who committed crimes were sentenced to slavery.
r They were not really slaves. They agreed to be sold as slaves.
2- Listen to the sentence once again:
Try and pick out one word that justifies your answer (the most important word).
Write it down: punishment.
Extrait du script: Europeans knew that slavery was used as a punishment in Africa.
3- Now listen to another extract and complete the sentence below.
Liverpool was a slaving port where ships were built, with a considerable slave trade with
shipbuilders and shipowners.
Grammaire
Slaves were people who were sold by African kings in exchange for guns.
Liverpool was a slave port where ships were built.
Quelle est la nature des mots encadrés ? ce sont des pronoms relatifs.
Nomme l’antécédent pour chaque phrase :
people port
Observe les formes verbales soulignées.
African kings sold slaves in exchange for guns.
Slaves were sold by African kings in exchange for guns.
Quelle différence fais-tu entre les 2 phrases ?
Dans la phrase a), les rois africains sont mis en valeur.
Dans la phrase b), les esclaves sont mis en valeur.
Dans le contexte du dialogue sur le commerce triangulaire, trouves-tu logique que la phrase b)
ait été prononcée plutôt que la phrase a) ? oui
Si oui, pour quelle raison selon toi ? Au cours du dialogue, l’accent est mis sur les esclaves, qui
furent au centre du commerce triangulaire.
Reconnais-tu cette forme : ‘were sold’ ?  oui, il s’agit d’une forme passive.
Dans la phrase : Liverpool was a slave port where ships were built.
Y a-t-il une forme passive ?  oui r non
Si oui inscris-la ici : ……………… were built ………………………………….
Pour terminer, traduis en français les deux phrases
Slaves were people who were sold by African kings in exchange for guns.
Les esclaves étaient des personnes qui étaient vendues par des rois africains en échange d’ar-
mes à feu.
Liverpool was a slave port where ships were built.
Liverpool était un port négrier où des bateaux étaient construits (où l’on construisait des
bateaux).
Step 12
Exercise 24
Séance 6 c
Séquence 9 c
Goods that were needed to trade with African kings left k Liverpool.
The British ships offloaded k those goods for trading when they got to
Africa and took on k the slaves.
Then the ships made their journey k to the Caribbean.
They offloaded k the slaves there and took on k all the sugar, tea, coffee, tobacco, cotton,
rum.
British ships carried k 2,600,000 enslaved Africans in the 18th century to the Caribbean and
the Americas.
The ships brought k those goods back to Liverpool or
Exercise 25
1- Offload: décharger
2- Carry: transporter
3- Leave: quitter
4- Arrive: arriver
5- Take on: prendre
6- Load: charger
7- Bring back: rapporter
Exercise 26
1- Complete the following text with the appropriate prepositions:
From - To - Across to - Back - On
The ships left Bristol and sailed to Africa. The British bought slaves from the kings,
then sailed to the Caribbean. There they offloaded the slaves, took on sugar, tea, coffee,
tobacco, cotton and rum and went back to Liverpool or Bristol.
2- Complete with the appropriate passive forms.
Slaves were sold in exchange for beads and guns, then were taken across the Atlantic to the
plantations and they were bought by the planters. Sugar and cotton were brought back to
Liverpool or Bristol.
c
c Séquence 10
Séquence 10
Séance 1
Step 1
Exercise 1
1- Also known as:
 the Triangle Trade  the Triangular Trade r the African Trade,
the Atlantic slave trade was the trading of mostly:
 African people r Spanish people r European people,
to the colonies of:  the New World  the Americas r South America
that occurred in and around the Atlantic Ocean.
2- It lasted from the:  16th r 15th r 18th century
to the: r 17th r 18th  19th century
3- Most enslaved people were shipped from:
r Europe r North Africa  West Africa r Central Africa
and taken to: r Africa  North America  South America
to work as unpaid slaves on:
 sugar plantations  coffee plantations
r pepper plantations r tea plantations
r cocoa plantations  cotton plantations,
 in gold and silver mines (slaves were used in the northern states in factories to produce
manufactured goods)  in houses to work as servants.
4- Most contemporary historians estimate that between:
r 2 million r 5 million  9 million
and: r 5 million r 9 million  12 million Africans
arrived in the New World.
5- The slave-trade is sometimes called the Triangular Trade
and its:  Middle Passage r Third Passage r Slave Passage
which ultimately involved:
r two  three r four continents,
r two r three  four centuries and millions of people.
Exercise 2
also known as…

mostly
it lasted






finally, in the end
placed on board a ship
mainly
c
Séquence 10 c
enslaved people   it persisted

shipped   called…
ultimately   held in slavery
Exercise 4
Tobacco, cotton and sugar cane were grown on farms called plantations.
This picture shows slaves working hard on a plantation. They are probably harvesting crops in
fields.
Step 2
Exercise 5
2- Find the English equivalent in the text of the following expressions:
a) Ils étaient utilisés : They were used
b) Ils travaillaient de longues heures : They worked long hours
c) Ils étaient punis : They were punished
d) Ils travaillaient comme domestiques : They worked as servants
e) On les mettait au travail dans les plantations : They were put to work on plantations.
3- Focus on the following sentence:
a) What is the name of the verbal form that is used in this sentence (were put): the passive
form
b) Look for its French translation in the above exercise and write it down: On les mettait
au travail.
c) What personal pronoun is used in French? The personal pronoun ‘on’.
d) In English can you see any difference between the underlined expressions?
- They were put to work on plantations.
- Slaves were punished if they did not work enough.
- They were used as servants.
- Slaves were used on plantations.
Your answer: I can’t see any difference.
e) Who ‘put the slaves to work’? The slave owners did.
f) Are they mentioned in the above sentences? r yes  no
c
c
-
-
Séquence 10
Grammaire
Slaves were put to work k On mettait les esclaves au travail.
Slaves were used as servants k On utilisait les esclaves comme domestiques.
They were used on plantations k On les utilisait dans des plantations.
- They were punished if they did not work hard enough k On les punissait s’ils ne
travaillaient pas assez dur.
Exercise 6
Translate into English the following sentences.
1- On vendit Olaudah à un autre marchand d’esclaves.
Olaudah was sold to another slave trader.
2- On n’attacha (chain) pas Olaudah comme les hommes et femmes parce qu’il était jeune
(en raison de sa jeunesse).
Because of his youth Olaudah was not chained like the men and women.
3- On l’autorisa à s’asseoir sur le pont (deck) le jour, mais pas la nuit.
He was allowed to sit on deck during the day, but not during the night.
4- On emmena Olaudah dans une grande plantation.
Olaudah was taken to a big plantation.
5- On fouettait (whip k whipped) les esclaves qui ne voulaient pas obéir.
The slaves who did not want to obey were whipped.
Séance 2
Step 3
Exercise 7
a character   habillé de haillons

a palm tree   un personnage
made up as   un palmier
wear blackface makeup   noirci au bouchon de liège brûlé
darkened with burnt cork   porter un maquillage noir
dressed in rags   maquillé/grimé en
Exercise 8
Describe the picture.
This picture shows a a strange/weird character, who may be

dancing.
c
Séquence 10 c
It is probably located in a Southern country/ a distant country as

(because) we can see palm trees in the foreground. It was drawn
in 1822.
The character is dressed in rags and he wears blackface makeup.

He has probably darkened his face with burnt cork. Why did he
do that? (physical appearance/clothes)
Jim Crow He makes me think of a clown, who is playing the fool. He is

original print (1822) behaving comically, like a clown.
He may be an actor/ a comedian.
Step 4
Exercise 9
1- In a few minutes, you are going to listen to a conversation.
- What was the topic of the previous lesson (séance 1)? The previous lesson was about
the triangle trade.
- The conversation will deal with that topic, so what words do you expect to hear?
Exemples de mots possibles :
Slaves – triangle trade – triangular trade – slave owners – slave traders – ships –
the Americas – plantations – Africans -
Exercise 10
Now answer the questions: Tick the boxes.
1- Who are the two people talking?
r father and son r uncle and nephew  grandfather and grandson
2- About their origins (ethnicity):
They are :
 African Americans (citizens of the United States descending from West African slaves)
r White Americans (“Caucasian Americans”)
r Asian Americans (Americans of Asian descent)
r Native Americans (indigenous peoples from North America)
r Native Hawaiians
r Hispanic /Latino Americans
c
c Séquence 10
3- About the context:

r The conversation started after a documentary they had just watched on TV
 It all started with an object that belonged to one of the two protagonists
r It started out of the blue (it came from nowhere, it was unexpected)
4- The names of two famous people are mentioned at the end of the dialogue.
Write their names down.
Person # 1: Martin Luther King
Person # 2: Barack Obama
Exercise 11
You will have to justify your answers
1- Extract # 1: Who are the two people talking?
They are grandfather and grandson.
Extrait du script:
Willy: Hey grandpa, I’ve found this picture in your photo album. What is it?
Grandpa: Well Willy, this picture has a long history….
Willy: Tell me, grandpa! I want to know all about it. What does it show?
Justify your answer by picking out one word, which is repeated twice (two times): Grandpa.
How does the character called Willy sound?
 rather young r middle-aged r rather old
So what can you assume?
Willy must be the old man’s grandson. The old man must be his grandfather.
2- Extract # 2: About their origins (ethnicity):
 African Americans (citizens of the United States descending from West African slaves)
Extrait du script:
Grandpa: He is actually!….This picture represents Jim Crow. He used to be a character in an
old song, a long long time ago, when grandpa’s ancestors were still used as slaves
in this country….
Rice used the character of Jim Crow to make fun of black people, you see, people
like you and me
He wore blackface makeup to resemble an African American.
3- Extract # 3: About the context:
 It all started with an object that belonged to one of the two protagonists
Extrait du script:
Willy: Hey grandpa, I’ve found this picture in your photo album. What is it?
Willy: Tell me , grandpa! I want to know all about it. What does it show? The character
looks so weird….
Step 5
Exercise 13
Check your answers by listening to the following extracts.
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Séquence 10 c
question a: Where did the character of Jim Crow appear for the first time?
Listen.
Extrait du script:
Grandpa: Well… it came from a song in a minstrel show in the 1830s. A white comedian from
Virginia, called ‘Daddy’ Rice, used the character of Jim Crow to make fun of black
people, you see, people like you and me….. He wore blackface makeup to resemble
an African American and he danced and he made fun of a silly black person called
‘Jim Crow’.
Pick out the name of the state mentioned: Virginia
question b: When did the character of Jim Crow appear?
Listen.
Extrait du script:
Grandpa: Well… it came from a song in a minstrel show in the 1830s.
Pick out the date mentioned: in the 1830s
question c: Who was Jim Crow?
Listen.
Extraits du script:
This picture represents Jim Crow. He used to be a character in an old song, a long long time
ago,
it came from a song in a minstrel show in the 1830s. A white comedian from Virginia, called
‘Daddy’ Rice, used the character of Jim Crow to make fun of black people, you see, people like
you and me….. He wore blackface makeup to resemble an African American and he danced
and he made fun of a silly black person called ‘Jim Crow’.
Daddy Rice gained success around the country imitating how African-Americans sang and
danced, you see…
Pick out the relevant words or expressions:
a character in an old song
A white comedian from Virginia
called ‘Daddy’ Rice
make fun of black people
He wore blackface makeup
he danced and he made fun of Jim Crow
Daddy Rice gained success
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question d: Why did this minor character start to become important in the history of the
United States?
Listen.
Extrait du script:
This name, Jim Crow soon came to be used as an insult against black people, against your
ancestors my boy…. And it came to stand for segregation and discrimination against African
Americans…. That was in the late 19th century…
Willy: An insult? Why was that so?
Grandpa: The term eventually came to mean a “negro”, sonny.
Pick out the relevant words or expressions:

an insult against black people
stand for segregation and discrimination against African Americans
came to mean a “Negro”
Exercise 14
Focus on the underlined words (1-4).
They all have a verb in common: used
Which expression, among those underlined, expresses the idea that something stopped in the
past and is not usually the case now? used to.
Which verb means ‘utiliser’ in the above text? use.
Which expression means ‘être utilisé’? Be used.
Séance 3
Step 6
Exercise 15
Recap what you have learnt about the character called Jim Crow, thanks to Willy’s grandpa:
Write sentences, using the following elements.

Jim Crow was a character from an old American song. In the 1830s, a white comedian from Vir-
ginia called Daddy Rice used the character of Jim Crow to make fun/laugh at black people. He
wore blackface makeup to imitate an African American. He made fun of the way black people
danced and talked. The name Jim Crow soon became an insult and in the late 19th century, it
came to stand for discrimination and segregation.
Exercise 16
Fill in the chart with information from the transcript.
Dates
The JIM cROW laws
When the laws were passed: in the late 1800s
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When segregation ended: in the 1970s

Other name given to ‘Jim crow Segregation laws
laws’
Location in the South/in Southern states
examples of Jim crow laws - Blacks and whites could not ride the same
sections of buses,
- They couldn’t sit in the same waiting rooms
- They couldn’t use the same washrooms
- They couldn’t eat in the same restaurants
- They couldn’t sit in the same theaters
- Black pupils weren’t allowed to attend the same
schools as the whites
Origin of Jim crow laws: after the civil war

Date 1865
number of slaves freed about 4 million slaves
Reference in the american constitution the Thirteenth Amendment
Reaction of white southerners They were frightened.
They couldn’t control these new communities.
Grammaire
Relis les phrases suivantes, extraites du script :
Blacks and whites often rode the same buses together ; they would eat in the same
restaurants, and they’d use the same public facilities, like drinking fountains.
1- Quelle forme verbale indique une habitude passée (revois séquence 7, séance 5) ? Would.
2- Quelle en est la forme contractée ? La forme contractée de would est : ‘d.
Exercise 17
Exemples de phrases possibles :
1- After the Civil War, Blacks and whites would eat in the same restaurants.
2- They would use the same public facilities, like drinking fountains.
3- After 1914, Blacks and whites would ride in different buses.
4- Black pupils would attend different schools.
5- After 1914, Blacks and whites would use separate facilities.
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Scripts
Willy:
Willy:
Hey grandpa, I’ve found this picture in your photo album. What is it?
Tell me, grandpa! I want to know all about it. What does it show? The character
looks so weird….
Grandpa: He is actually!…. This picture represents Jim Crow. He used to be a character in an
old song, a long long time ago, when grandpa’s ancestors were still used as slaves
in this country….
Willy: A song?? I don’t understand….
Grandpa: Well… it came from a song in a minstrel show in the 1830s. A white comedian
from Virginia, called ‘Daddy’ Rice, used the character of Jim Crow to make fun
of black people, you see, people like you and me….. He wore blackface makeup
to resemble an African American and he danced and he made fun of a silly black
person called ‘Jim Crow’.
Willy: It must have been real funny!
Grandpa: Well that man, Daddy Rice, gained success around the country, imitating how
African-Americans sang and danced, you see….. that name, Jim Crow, soon came
to be used as an insult against black people, against our ancestors my boy…. And
it came to stand for segregation and discrimination against African Americans….
That was in the late 19th century…
Willy: An insult? Why was that so?
Grandpa: The term eventually came to mean a «Negro», sonny. Do you know anything about
the «Jim Crow» laws?
Willy: No, grandpa….Tell me all about those laws….
Grandpa: Well…. Hmmmm…. the Jim Crow laws were passed in the late 1800s by the
legislatures of the Southern states. They deprived African Americans of their civil
rights and defined blacks as inferior. Negroes gradually lost their jobs, which they
gained after the Civil War. Blacks were even denied the right to vote.
Willy: How unfair!
Grandpa: Yeah, It was actually, it really was…. You know, what happened was: after the Civil
War, many former slaves, like my ancestors, left the rural areas to live in towns
and cities.
Willy: Yes, grandpa, you’ve told me many times…
Grandpa: …and blacks and whites often sat together in the same buses; they would eat
in the same restaurants, and they’d use the same public facilities, like drinking
fountains. The white southerners you know, they couldn’t control these
new communities the same way they had been able to control the blacks on
plantations, for instance…
Willy: White people were frightened, right?
Grandpa: Yes, they were. By 1914 every southern state had passed laws that created two
separate societies: one black, the other white. Blacks and whites could not ride in
the same buses, nor sit in the same waiting rooms, use the same washrooms, eat
in the same restaurants, nor sit in the same theaters. Black pupils weren’t allowed
to attend the same schools as the whites. Signs were put up to separate facilities
saying «whites only» and «coloured» or «Negroes». They appeared everywhere
in parks, toilets, waiting rooms, theatres, and water fountains. Newspaper and
magazine writers began to refer to blacks as ‘niggers’, ‘coons’, and ‘darkies’.
Our society remained totally segregated…. until the 1970s…..
Willy: I can’t believe that Grandpa! When I think of Barak Obama’s election…..
Grandpa: I know how you feel my boy….. With Barak Obama’s election as president of the
Willy:
United States, Dr King’s dream has come true….
You mean the famous speech he made in Washington, ‘I Have a Dream’?
Grandpa: Yes my boy, I can still hear Martin Luther King’s unique voice claiming ‘Free at
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last….’
Willy: And I can hear Obama’s voice telling the world ‘Yes, we can’!
Séance 4
Step 7
Exercise 18
1- Describe it you can use the word mentioned above as a help!
I can see a black man, leaning* (lean: se pencher ) on a wash-basin. He is probably going to
wash his hands or drink some water. Or he has just washed his hands/drunk some water.
There are two wash-basins: one for white people and one for black people. Black people are
referred to as ‘colored’.
It makes me think of Jim Crow Laws (or segregation laws) as the two different wash-basins
show that segregation between black people and white people existed. (the facilities are
separated).
It makes me feel uncomfortable/sad/bad/awful/terrible/upset because I can’t realise segre-
gation really/actually existed in America/because I am totally against racism, segregation
and discrimination.
Step 8
Exercise 19
Lorsque tu auras lu l’histoire de Ruby Bridges, tu pourras vérifier tes réponses.
Exercise 20
What else can you add? Make suppositions.
a) I can see a small black girl who is entering a school. She must be very young – maybe 6 or 7
as she goes to an elementary school. She is escorted by three policemen.
b) It makes me think of segregation and racism. I don’t understand why the little girl had to
be escorted to school by policemen. Maybe her parents feared that she could be attacked
or insulted by other pupils. Maybe she needed protection. Why that particular girl? What
did she do to deserve (mériter) that?
c) It makes me feel unconfortable/bad because I wonder why that poor little girl had to be
protected by the police. Maybe she had witnessed a crime.
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Exercise 21
1- Where is Louisiana located in the United States?
r in the North r in the West  in the South r in the East
2- What was the historical context in that part of the U.S.A. in the 1960s? (Tick one or several
boxes).
 There were still racial tensions
 Some public schools were forced to desegregate
r Integration was still illegal
3- Why do you think young Ruby had to be escorted to school by uS marshals?
Read the extract of Ruby Bridges’ story.
Exercise 22
Answer the questions (write full sentences).
1- Why is the date Monday, November 14, 1960, important in the history of black people and
the United States?
On that particular day, black children in new Orleans went to school with white children.
It marked the end of school segregation there.
2- How many children were concerned?
Six children were concerned.
3- Was it their own decision?
It was not their own decision. A federal judge decreed it.
4- Who was supposed to integrate William Frantz school?
Ruby was. Among the six pupils chosen to integrate the city’s public school system, two
decided to stay in their old schools. The other three were assigned to another school, Mc-
Donough. Ruby went to William Frantz school alone.
5- People’s reaction: quote 2 examples
- People shouted
- They shook their fist when Ruby got out of the car.
6- Who was Mrs Henry?
The new teacher.
7- Mrs Henry: pick out words that characterize her.
- She was young
- She was white
- She seemed nice
Are they rather…?  positive ones r negative ones
So what can you infer about Mrs Henry’s personality? Make suppositions/hypotheses.
Mrs Henry must have been a nice and kind person. She must have been very comforting/
understanding.
8- Ruby’s reaction: how does she feel in front of Mrs Henry?
She felt a little unconfortable because she had never been taught by a white teacher be-
fore.
9- The classroom: What is it like?
It is located on the second floor. All the desks are empty.
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There were no pupils. All the children had probably been taken out of the school, and the
school was boycotted. The white pupils’parents pulled their children out of school to pro-
test the integration of Ruby.
Séance 5
Step 9
Exercise 23
Relis la séance précédente.
Exercise 24
1- Describe it
I can see a painting. It shows a small black girl, wearing a white pleated skirt, a white
blouse, white sneakers and white socks. She is dressed in white.
She is escorted by three policemen, who are wearing grey costumes and armbands.
It makes me think of the story of Ruby Bridges, that young girl from New Orleans who was
the first black pupil who integrated a white school.
On the one hand*, It makes me feel sad because the young girl’s innocence contrasts with
the presence of the policemen around her. On the other hand*, I feel optimistic because
even at that age, the young girl showed a lot of courage. She did not cry. She just did the
right thing*.
*On the one hand: d’une part
*On the other hand: d’autre part
* She did the right thing: elle fit ce qu’il fallait
Exercise 24
Méthodologie
Recap what you can already say about the nature of this document.
The document is a painting, painted by Norman Rockwell.
To begin with, I’ll briefly describe the layout of the document.
It shows a young black girl, being escorted by policemen.
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The scene may have taken place in the 1960s in America, at a time when schools were segrega-
ted in Southern states.
It is a close-up on the little girl. Only the little girl’s body is fully visible.
In the background, in the top right-hand corner, a splattered wall can be seen. A tomato has
been thrown against the wall/it.
The word ‘nigger’ has been written on the wall as well.
Recap what you can say about the characters.
There is one small girl and 3 policemen. So there are 4 characters altogether.
The girl is about/must be around 6. The men are probably in their forties.
The girl is wearing a white pleated skirt, a white blouse, white sneakers and white socks. She is
dressed in white whereas the three policemen are wearing grey costumes and armbands.
The girl is holding a textbook/a notebook/a ruler/pencils in her left hand.
She is walking beside three policemen, who are escorting her.
Exercise 25
Now focus on the following elements of the painting. Answer the questions.
1- The little girl
Who is she?
Write down her name: Ruby Bridges
What happened to her and how old was she? She was a six-year-old black girl who was
the first to integrate a school reserved for white pupils. She was the first black child to
enter an all-white school in the history of the American South.
2- The tomato:
Why is it on the ground?
Because someone has probably thrown it against the wall as a sign of protest. It has been
thrown and splattered (éclaboussé) against the wall because...
Why should people have acted that way? Maybe because they
r approved of the girl’s Ving
 disapproved of the girl’s integration/ they were full of hatred/fear because of the colour
of the girl’s skin. People wanted to protest against the judge’s decision.
3- The word on the wall
What word can you see scrawled (griffonné) on the wall? ‘nigger’
What sort of term is it? (tick several boxes)
r a pejorative term r a positive term  a slur (insulte)
 a racist insult to black people
Why should people have written such a word on the wall?
It was written by people who disapproved of integration/desegregation.
4- The four men
-
-
-
Who are they? Three policemen/ uS marshals.
What are they doing? They are escorting Ruby.
Why are they around the little girl? They are there to protect her.
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- Where are they going? They are escorting Ruby to school. They are walking beside her to
make sure she arrives at school safely.
- Why can’t we see their faces, do you think?
- Because the artist, norman Rockwell, wanted us to focus on:
r the tomato
 the little girl, as the central character or focus of the painting
r the girl’s dress
5- The contrasts (Tick the boxes or fill in the blanks)
When we view the painting, our eyes are immediately drawn to:
- the young girl because her dress, socks and sneakers are bright/white, which provides a
strong contrast to the colour of her skin.
- the colours of the marshals’ skin and suits provide little contrast
- r strong contrast to the young girl, consequently blend (se fondent) more with the
background.
- the bright red of the tomato splattered against the wall which provides a strong contrast
to the colour of the wall.
- the bright yellow of the marshals’ armbands which contrasts with the r muted (adoucie)
 bright colour of their clothes and skin tones. The contrast  captures our attention, it
suggests danger and creates a strong emotional content.
- The marshals’ faces are not included in the painting and only the girl’s body is fully visible,
which increases our sense of emotional connection with the girl.
exemples de titres possibles :
- The black girl in a white school
- The brave black girl
- On her way to school
- Three policemen and a black girl
- Young and innocent
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Séquence 11
Séance 1
Step 1
1- Think of the name of the game T.T. What can these two letters mean? Have a guess. Think
of words beginning with the letter T.
Tu auras suggéré des mots commençant par la lettre T et pouvant suggérer le thème d’un
jeu.
Time table - Tick tack - Tennis team - Trekking - Tourism...
2- Listen to Wisenby, your guide for the game. Listen to Part 1 on your CD.
Script:
Wisenby: Welcome to you, dear Time Traveler! I am Wisenby, your guide through the game.
You have been entrusted with a mission of the greatest importance. To carry it off
you will have to travel through time and meet three people who have been icons of
their century. You will have to bring back from your three visits six objects symbolizing
the life of these famous people, two for each of them.
What do these two T.T letters mean?
- The two letters T.T stand for “Time Traveler”
3- Listen again to Part 1.What will the game consist in? Tick the correct answer.
a) You will meet
three famous people 
three dangerous people r
three monsters r
b) You will have to bring back to the present
three objects r
six objects 
4- Listen again to Part 1 and complete the definition.
A Time Traveler is someone who travels through time.
Step 2
1- Listen to Part 2 on your CD. Wisenby gives you the rules of the game. Number the pictures
in the correct order.
Script:
Wisenby: Before setting off on your adventure, here are a few rules to follow:
k click on the time travel logo to start
k listen to a sound recording which will give you a clue about the celebrity you will meet.
k A silhouette of the celebrity will then appear on the screen.
k Interview him or her. You will want to find out
k when and where he or she was born
k what his or her private life was like
k what his or her occupation was
k what he or she was famous for
k to ask his or her name
k to ask what objects you can bring back
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Séquence 11 c
k A fantastic journey through time is in store! Good luck, dear Time Traveler.
Name of Familyname
object
6 5 1 4 2 3
2- You want to win this game. You decide to write a memo of the rules of the games.
a) Read Wisenby’s instructions. Check your answers in STEP 2 a). Correct if necessary.
- click on the time travel logo to start
- listen to a sound recording which will give you a clue about the celebrity you will meet
- A silhouette of the celebrity will then appear on the screen. Interview him or her.
- to ask his or her name
- to ask what objects you can bring back
b) Write your memo, so don’t forget to change the words in bold letters in Wisenby’s
instructions.
I must… I mustn’t….
- click on the time travel logo to start - ask his or her name
- listen to the sound recording which - ask what objects I can bring back
will give me a clue about the celebrity I
will meet
- interview him or her
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Step 3
2- You have done pretty well. Why not try to organize your notes into two parts: the private
life and the professional life of the person you meet.
date of birth
Private life
place of birth
family
age
Professional life
occupation
important events
reason for reputation
3- You will have to interview the celebrity. What questions could you ask to get the required
information?
Sort of information questions
Date of birth When were you born?
Occupation What’s your job?
Different events in the Can you tell me about some important events in your
person’s professional life professional life?
Family Are you married? Do you have any brothers and sisters?
Place of birth Where were you born?
Reason for reputation What are you famous for?
Age How old are you?
 Interview him or her. You will want to find out
 when and where he was born
 what his private life was like
 what his occupation was
 what he was famous for
Exercise 1
2- Repeat these questions. Make sure to use the correct intonation.
- The intonation used for WH- questions: it generally is a falling intonation.
Ex: What are you famous for?
- The intonation used for a yes-no question: it generally is a rising intonation.
Ex: Are you married?
Script:
1- When were you born?
2- Where were you born?
3- What are you famous for?
4- Are you married?
5- Do you have any brothers and sisters?
6- How old are you?
7- What’s your job?
8- Can you tell me about some important events in your professional life?
Step 4
Séance 2
2- Listen to sound track n° 1 on your CD. What does it sound like? Have a guess. Use a
modal auxiliary expressing a hypothesis.
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Séquence 11 c
- It may be the sound of a brush on a canvas.

3- Listen to sound track n°2 on your CD.
Script:
Ma que bella, senora, si bellissima, senora de Gioconda.
a) What language does it sound like?
k It sounds like Italian.
b) What words can you hear?
k I can hear bella, senora, bellissima.
4- Recapitulate what you have guessed about the mysterious person you are going to meet.
I think it is an Italian painter because he speaks Italian, and I can hear the sound of a
brush on a canvas.
Step 5
1- Rehearse the questions you are going to ask. Use this list of the first words of the questions
as a prompt. Make sure you use the right intonation.
- When were you born ?
- Where were you born ?
- What are you famous for?
- Are you married?
- Do you have any brothers and sisters?
- How old are you?
- What’s your job?
- Can you tell me about some important events in your professional life?
2- Take your note pad so as to take notes when you interview your first celebrity.
IntervIew memo
PRIVATe LIFe
Date and place of birth: 15th century- April 15th 1452- Italy- vinci, not far
from Florence
Family: not married- 17 half brothers and sisters
PROFeSSIOnAL LIFe
Occupation: painter, sculptor, inventor, architect
Important events:
Famous for: painted the mona Lisa
3- You have successfully travelled through time. You are now ready for your first meeting.
A male silhouette appears on the screen.
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Script:
Leonardo: Welcome to the 16th century, my dear Time Traveler. I am very happy to make
your acquaintance. I am sure you have a lot of questions to ask me if you want
to discover which objects you are going to bring back to the present, so please,
do ask your first question.
Time Traveler: When were you born?
Leonardo: Let’s see… I was born in the 15th century, more exactly on April 15, 1452. That
was a long time ago, April 15, 1452… What else would you like to know?
Time Traveler: Where were you born?
Leonardo: Now… Listen to my pronunciation of the English language. You have probably
guessed. I’m Italian. I was born in Vinci, in Italy, not far from Florence. I’m sure
you would like to know my age.
Time Traveler: How old are you?
Leonardo: Well, I’m 65 years old. I am quite old and I suffer from paralysis of the right
hand. But that’s not the point. What is your next question, my dear Time
Traveler?
Time Traveler: Are you married?
Leonardo: My God! No, I never married, I made the portrait of a very beautiful lady,
though. Would you like to know something else about my family?
Time Traveler: Do you have any brothers or sisters?
Leonardo: Er…, I had 17 half brothers and sisters. Just imagine, 17 half brothers and
sisters! But most of them are dead now.
4- Who is the mysterious silhouette? Have a guess. Give two reasons to justify your choice.
I suppose the mysterious celebrity may be Leonardo Da Vinci
- first of all because he was born in the 15th century
- and also because he speaks with an Italian accent.
Step 6
1- You can now ask your questions about his professional life. Follow the order of your
Interview Memo. Don’t forget to take notes. Listen to your CD and ask your questions.
Don’t forget to take notes on your note pad.
Script:
Leonardo: My dear Time Traveler. I am sure you have guessed who I am but ask questions
about my professional life, just to confirm your opinion.
Time Traveler: What’s your occupation?
Leonardo: Well, my dear, I have practiced so many jobs: I have been a painter, a sculp-
tor, an inventor, an architect, and now I am an old man, protected by Francis
I, King of France. Please, do ask your second question, I am getting tired and
I will soon have to take my leave.
Time Traveler: Can you tell me about some important events of your professional life?
Leonardo: That would be too long to tell you all the great events of my life! But I can tell
you what I am most famous for. I am the one who painted the most fantastic
portrait of all times, the Mona Lisa.
2- Who is this mysterious man? You must be pretty sure now. Write the necessary
modifications to give your answer as well as two other reasons to justify your decision.
I know that the mysterious celebrity is Leonardo Da Vinci.
- first of all because he says that he is an Italian painter, sculptor, inventor and architect.
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Séquence 11 c
- and also because he says that he painted the Mona Lisa.
Step 7
1- Use this guide to recapitulate orally everything you know. One piece of information has
been left out by your interlocutor.
a) First of all, he was born on April 15th, 1452 in Vinci, in Italy.
b) And then I know that he is 65 years old, so that means that
I travelled back to the year 1517.
c) He is not married, but he had 17 brothers and sisters.
d) As for his professional life, I know that he is a painter, a sculptor, an inventor and an
architect.
e) In conclusion, he says that he is famous for his painting of the Mona Lisa.
2- Your report is excellent.
Match the different underlined expressions with their use in a report.
expressions use
First of all • • You give a conclusion
And then • • You express a contrast/contradiction
So • • You express a consequence
But • • You give another element
As for • • You change the subject
In conclusion • • You introduce the subject
Séance 3
Exercise 2
First of all, he was born on April 15th, 1452 in Vinci, in Italy. And then I know that he is 65 years
old, so that means that I travelled back to the year 1517. He is not married but he had 17 bro-
thers and sisters. As for his professional life, I know that he is a painter, a sculptor, an inventor
and an architect. In conclusion, he says that he is famous for his painting of the Mona Lisa.
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Step 8
Script:
Leonardo: My dear visitor, sorry to interrupt our meeting but I am an old man now and
I must take a rest. Why don’t you read my biography to complete your notes?
This will help you to find out the two objects you will have to bring back to the
present.
(1) 17 half sisters and brothers.
Although suffering from paralysis of the right hand, he was still able to draw and
(8) teach. Leonardo died on May 2, 1519 in Cloux, France.
Growing up in his father’s home, Leonardo was exposed to Vinci’s painting
tradition, and when he was about 15 his father apprenticed him as a painter to
(2) the famous workshop of Andrea del Verrochio in Florence. Even as an apprentice,
Leonardo demonstrated his colossal talent. Leonardo stayed in the Verrocchio
About 1503, Leonardo reportedly began work on the “Mona Lisa”.
(6) From 1513 to 1516, he worked in Rome, maintaining a workshop and undertaking
a variety of projects for the Pope.
The Duke kept Leonardo busy painting and sculpting. From 1485 to 1490,
(4) Leonardo also designed weapons (tanks, submarines), flying machines, buildings
and machinery.
In 1499, Leonardo had to search for a new patron. Over the next 16 years,
(5) Leonardo worked and traveled throughout Italy for a number of employers,
including the cruel Cesare Borgia.
In search of new challenges, he entered the service of the Duke of Milan in 1482.
(3) He spent 17 years in Milan, leaving only after Duke Ludovico Sforza’s fall from
power in 1499.
Following the death of his patron1 Giuliano de’ Medici in March of 1516, he was
offered the title of Premier Painter and Engineer and Architect of the King by
(7) Francis I2 in France. His last and perhaps most generous patron, Francis I provided
Leonardo with a comfortable manor house near the royal chateau at Amboise.
1- a patron : un mécène 2- Francis I : François 1er
Exercise 3
You have discovered new pieces of information in Leonardo’s biography. Complete this identity
card.
Date and place of birth: April 15, 1452, Vinci, Italy
Date and place of death: May 2, 1519, Cloux, France
Family: not married, 17 brothers and sisters
Jobs: painter, sculptor, inventor, architect
Important professional dates and events:
1482-1499: worked for the Duke of Milan
1503: began work on the Mona Lisa
1513 -1516: worked in Rome
1516: was offered the title of Premier Painter and Engineer and Archi-
tect of the King Francis I in France
Step 9
1- Give an example of a time marker indicating
a) a date (date, month, year)
- on April 15, 1452
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Séquence 11 c
b) a date (month, year)

- in March of 1516
c) a precise year
- in 1482
d) an approximate year
- about 1503
2- Give four different examples of time markers indicating a length of time.
- From 1513 to 1516 he worked in Rome.
- During this period…
- Over the next three years…
- He spent three years in…
3- Give an example of a time marker expressing the beginning of a period.
- When he was about 15…
4- Give an example of a time marker expressing the end of a period.
- Leonardo stayed in this workshop until 1477.
Step 10
1- Listen to the soundtrack on your CD.
- Leonardo Da Vinci
r r r  r 
4- You had the choice between a book, a light bulb, a mirror, a paint brush, a crown and a
flying machine. Give the names of the two objects you have chosen to bring back to the
present and justify your choice.
I have chosen to bring back a paint brush and a flying machine.
Script:
Leonardo: Well done, my dear friend, I am sure that you have now discovered who I am. To
succeed in your first mission you have to find out two objects symbolizing my life
and work. Be wise and choose the right objects.
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Exercise 4
Séance 4
1- Listen to sound track n°1. What does it sound like? Have a guess. Use a modal auxiliary to
express a hypothesis.
…---…---.-.- it may be a message in Morse.
2- Listen to sound track n°2. What words can you hear?
- Switch on the light, dear!
Sum up everything you know about the person you are going to meet.
I know that it is a person who can write a message in Morse and that he or she would
like the light to be switched on.
Exercise 5
1- You are going to meet another icon of the millennium. Remember the 8 questions you can
ask. Put the words back into order and dismiss the odd man out.
1) When were you born?
2) Where were you born?
3) What are you famous for?
4) Are you married?
5) Do you have any brothers and sisters?
6) How old are you?
7) What is your job?
8) Can you tell me about some important events in your professional life?
Step 11
2- Get used to pronouncing these gap fillers. Listen to Leonardo and repeat.
Script:
Leonardo: Let’s see…I was born in the 15th century.
Leonardo: Now then…Listen to my pronunciation of the English language.
Leonardo: Well, I’m 65 years old.
Leonardo: Oh dear! No, I never married.
Leonardo: Er…, I had 17 half brothers and sisters.
Step 12
2- Listen to your CD and discover a new mystery voice. Start the interview. Be careful, you
might have a few surprises!
Script:
edison: Hi, my dear Time Traveler. I hear it is your second adventure, I hope you will
succeed in your second mission. Are you ready to ask your questions? Please,
do start!
Time Traveler: When were you born?
edison: I was born on February 11, 1847. What century is that? Do you know?
Time Traveler: Er… I think it is the 19th century, is that right? And where were you born?
edison: Well, I was born in Milan, Ohio. Which country is it? Do you know?
Time Traveler: Let’s see, I believe it is in the USA. And… how old are you?
edison: Er… I am 35 years old, that is to say we are in 1882. What else would you like
to know?
Time Traveler: Yes, of course. Are you married?
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edison: Yes, I am married and we have three children. Anything else about my family
life?
Time Traveler: Well, yes, do you have any brothers and sisters?
edison: Yes, I have 6 brothers and sisters. But enough about my private life. I am sure
you have some questions about my professional life.
Time Traveler: Now then, what is your job?
edison: OK, well, I am mostly an inventor. I love working on new inventions. My favo-
rite moto is “Genius is about 2% inspiration and 98% perspiration”. Do you
agree with me?
Time Traveler: Er… well, I suppose so. Can you tell me about important events in your profes-
sional life?
edison: Er… let me see… By the time I was 16, I had learned telegraphy and I worked
as a telegraph operator. From 1863 to 1876, I invented many devices,
including a quadruplex telegraph. With the money I got from this invention
I had an industrial research laboratory built in Menlo Park, New Jersey in 1876.
One year later, the phonograph was born. In 1879, I created the light bulb
and this year I opened the first commercial electric station in Manhattan,
providing electricity to several street lamps and private houses. I think I will be
famous for all these inventions, the telegraph, the phonograph, the light bulb,
and… Oh sorry, I must go now, an idea is coming into my mind, bye!
IntervIew memo
PRIVATe LIFe
Date and place of birth: February 11, 1847 in milan, ohio, United States
Family: married, 3 children, 6 brothers and sisters
PROFeSSIOnAL LIFe
Occupation: an inventor
Important events:
- by the time he was 16: worked as a telegraph operator
- from 1863 to 1876: invented many devices (the quadruplex telegraph)
- 1876: created an industrial research laboratory in menlo Park, new Jersey
- 1879: created the light bulb
- 1882: opened the first commercial electric station in manhattan
Famous for: the invention of the quadruplex telegraph, the phonograph and
the light bulb
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Séquence 11
4- Who is this mystery inventor? Have a guess. Give two reasons to justify your choice.
I think the mysterious inventor is Thomas edison
first of all because he invented the phonograph
and also because he created the light bulb.
Séance 5
Exercise 6
Script:
edison: Well now, have you guessed my name? Shall I give you a hint and spell my family
name? It is E-D-I-S-O-N. I’m sure you know what my first name is. To succeed in
your second mission you have to find two objects symbolizing my life and work.
Have a look and choose the right objects.
- Thomas eDISOn
r   r r r
4- Give the names of the two objects you have chosen to bring back to the present and justify
your choice.
- I have chosen the light bulb and the phonograph.
Exercise 7
1- Use linkwords and expressions to organize your report. Do you remember what expressions
you can use? Complete the grid.
expressions use
FIRST OF ALL You introduce the subject
AND THEN You give another element
SO You express a consequence
BUT You express a contrast
AS FOR You change the subject
IN CONLUSION You give a conclusion
2- Use your notes to give your report.
PRIVATe LIFe
IntervIew memo
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Family: married, 3 children, 6 brothers and sisters
PROFeSSIOnAL LIFe
Occupation: telegraph operator, inventor
Important events:
3- You want your report to be perfect but many words are difficult to pronounce. Listen to
your CD and underline the stressed syllable in each of the following words.
February - inventor-invention - telegraphy - telegraph - phonograph - operator -

industrial - research - laboratory - electric - Manhattan
February - inventor -invention - telegraphy - telegraph - phonograph - operator -

industrial- research - laboratory - electric - Manhattan
5- Rehearse your report several times. When you think it is fluent, record yourself.
First of all, he was born on February 11, 1847 in Milan, Ohio. And then I know that he is
35 years old, so that means that I travelled back to the year 1882. He is married, he has
three children and he has 6 brothers and sisters. As for his professional life, I know that he
is a telegraph operator and an inventor. He works in his industrial research laboratory in
Menlo Park. In conclusion, he says that he is famous for his inventions of the quadruplex
telegraph, the phonograph and the light bulb. He is opening the first electric station in
Manhattan.
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Step 13
2- Match the dates in your notes with the time markers of the script. Remember, your meeting
with Edison takes place in 1882.
Dates Time markers

Before 1863 By the time I was 16
From 1863 to 1876 From 1863 to 1876
1876 In 1876
1877 One year later
1879 In 1879
1882 This year
3- Read this sentence
Place the different underlined elements in the appropriate box of this time line.
1863 1882
1- I had 2- I wor- 3- I was 16

learned ked as a
telegraphy telegraph
operator
a) Actions 1 and 2 take place

- in the present r
- in the past 
- in the future? r
b) The tense of the verb in “I worked as a telegraph operator” is
- the preterit
c) The form of the verb learn in “I had learned telegraphy” is
- have +V-en r
- had+V-en 
d) To write a verb in this form, you use the
- auxiliary have in the present + past participle of the verb r
- auxiliary have in the preterit + past participle of the verb 
- auxiliary be in the present + V-ing r
Exercise 8
use the expression by the time to write about edison’s professional life.
ex: learn telegraphy/be 16
By the time edison was 16, he had learned telegraphy.
1- By the time Edison built the industrial research laboratory in Menlo Park, he had invented
many devices.
2- By the time Edison invented the phonograph, he had built the industrial research
laboratory in Menlo Park.
3- By the time Edison invented the light bulb, he had invented the phonograph.
4- By the time Edison opened the first electric station in Manhattan, he had invented the light
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bulb.
Séance 6
Step 14
1- Read the biography of Leonardo da Vinci.
2- Indicate in each box the sort of data given using the following titles
Leonardo was born on April 15, 1452, in Vinci, Italy, just outside Florence. date and
place
of birth
He had 17 half brothers and sisters. family life
Growing up in his father’s home, Leonardo was exposed to Vinci’s early
tradition, and he was about 15 when his father apprenticed him as a professional
painter to the famous workshop of Andrea del Verrochio in Florence. Even life
as an apprentice, Leonard demonstrated his colossal talent.Leonardo
stayed in Verrochio workshop until 1477.
In search of new talents, he entered the service of the Duke of Milan important
in 1482. He spent 17 years in Milan, leaving only after Duke Ludoviko events in
Sforza’s fall from power in 1499. The Duke kept Leonardo busy painting professional
and sculpting. From 1485 to 1490, Leonardo also designed weapons life
(tanks, submarines), flying machines, buildings and machinery.
In 1499, Leonardo was left to search for a new patron. Over the next
16 years, Leonardo worked and traveled throughout Italy for a number
of employers, including the cruel Cesare Borgia. About 1503, Leonardo
reportedly worked on the “Mona Lisa”. From 1513 to 1516, he worked in
Rome, maintaining a workshop and undertaking a variety of projects for
the Pope.
Following the death of his patron Guiliano de’ Medici in March of 1516,
he was offered the title of Premier Painter and engineer and architect
of the king by Francis I in France. His last and perhaps most generous
patron, Francis I provided Leonardo with a comfortable manor house
near the royal chateau in Amboise.
Although suffering from paralysis of the right hand, he was still able to date and
draw and teach. Leonardo died on May 2, 1519 in Cloux, France. place of
death
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3- You already have a lot of data about Thomas Edison’s life. Check your notes. Have you got
all the necessary pieces of information?
PRIVATe LIFe
IntervIew memo

PROFeSSIOnAL LIFe
Important events:
Remember, you met Thomas Edison in 1882. He was not dead yet. You should look for two very
important pieces of information if you want your biography to be complete. Which ones?
- date of death: October 18, 1931
- place of death: West Orange, new Jersey
Step 15
Write the biography following the five steps you studied previously in Step 14. Indicate each
step in the box and write your text next to it. Use different time markers. Don’t forget to use
the expression By the time…
date and place First of all, he was born on February 11, 1847 in Milan, Ohio.
of birth
He was married and had three children. He also had six brothers
family life
and sisters.
early By the time he was 16 he had learned telegraphy and worked as a

professional life telegraph operator.
important
events
And then, from 1863 to 1876, he became an inventor and
laboratory in Menlo Park, New Jersey. So, this is where he invented

the phonograph and the light bulb. In 1882, he opened the first
electric station in Manhattan.
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invented many devices. In 1876, he built an industrial research

c
date and place

He died on October 18, 1931 in Orange, New Jersey.
of death
Séance 7
Step 16
1- Complete the following grid.
century name Objects

16th century Leonardo Da Vinci A paint brush - a flying machine
19th century Thomas Edison A light bulb - a phonograph
3- Listen to your friend’s questions and answer them. Use gap fillers to give you time to think.
Script:
Your friend: Gosh, travel through time! That’s terrific! I’m dying to play with you. So how
many missions have you had yet?
Time Traveler: Well, I’ve already been on two missions.
Your friend: What objects have you brought back?
Time Traveler: Let’s see…, I ‘ve brought back a paint brush and a flying machine.
Your friend: Why a paint brush?
Time Traveler: Well, because I met Leonardo Da Vinci and he was a famous painter from the
16th century, he painted the Mona Lisa. I‘ve also brought back a light bulb and a
phonograph.
Your friend: Why an electric bulb?
Time Traveler: Now, this is because I met Thomas Edison, the inventor of the light bulb.
Your friend: Leonardo Da Vinci, that must be a long time ago! Which century, do you re-
member?
Time Traveler: Er… I met him when he was 65, that was in the 16th century.
Your friend: What about Thomas Edison, when was he born?
Time Traveler: My God! Let me see… I think it was in 1847.
Your friend: Can I play with you now? I would love to go on the third mission with you!
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4- Some words in your answers are difficult to pronounce. Work on the [D] sound like in the
and the [T] sound like in sixteenth.
Listen and repeat:
sixteenth fifteenth through the
Listen and write these words in the appropriate column
this three brother them
[D] [T]
The - this - brother - them Sixteenth - fifteenth - through - three
Exercise 9
1- Listen to sound track n°1 on your CD. What does it sound like? What does it make you
think of?
It makes me think of a battle, of a war. People are shouting, I can also hear horses.
2- Listen to sound track n° 2 on your CD. What language is it? What words can you hear?
Who does it make you think of? Have a guess!
Script:
My nickname is the Iron Duke.
Exercise 10
1- Remember the five questions you have to ask about the private life of your mystery
character.
- When were you born?
- Where were you born?
- Are you married?
- Do you have any brothers and sisters?
- How old are you?
2- Remember the three questions you have to ask about his or her professional life.
- What’s your job?
- can you tell me about some important events in your professional life?
- What are you famous for?
3- Ready to start? Remember, use gap fillers. And be ready to meet a very authoritative sort
of person.
Script:
Wellington: Hello, dear Time Traveler. Be quick, I have no time to lose. Ask your question!
Time Traveler: Er… When were you born?
Wellington: As you should know, I was born on May 1, 1769. What else?
Time Traveler: Yes, well,… Where were you born?
Wellington: Well, I was born in Dublin, Ireland. Anything else?
Time Traveler: How old are you?
Wellington: I am sixty-one. You are being very inquisitive, I won’t answer any more ques-
tions about my private life. I would rather talk about my great professional life.
So, please, let’s start!
Time Traveler: So, now, what’s your job?
Wellington: At the moment, that is to say in the year 1830 I have the honour of serving
my country as a Prime minister. In fact, I entered the army in 1787 and served
in the Irish Parliament until 1796. Then I was sent to India and commanded
troops to the victories in the Maratha War in 1803. That same year England
resumed war with France and in 1815 I commanded the Allied armies to victory
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at the Battle of Waterloo. Well, I think this is enough for now, good bye!
Step 17
2- Give the note pad back to your friend and ask him or her to change the elements you have
underlined. Justify by reporting what the character said.
ex: He said he had entered the army in 1787, not in 1777.
He said he had served in the Irish parliament, not the British parliament!
He said he won the battle of Waterloo, he didn’t lose it!
Séance 8
je m’évalue
Exercise 1
2- Give the name of the character you met during one of the previous lessons.
- Leonardo Da Vinci
3- Highlight all the elements corresponding to the second biography.
4- Give the name of this very famous person who was an enemy of the third mystery character
you met in your game.
- napoleon
Leonardo was born on April 15, 1452, in Vinci, Italy, just outside Florence. He had 17 half
brothers and sisters. He was born on 15 August 1769 in Corsica into the gentry. Educated
at military school, he was rapidly promoted and in 1796, was made commander of the
French army in Italy. Growing up in his father’s home, Leonardo was exposed to Vinci’s tra-
dition, and he was about 15 when his father apprenticed him as a painter to the
famous workshop of Andrea del Verrochio in Florence. Even as an apprentice, Leonard
demonstrated his colossal talent. Leonardo stayed in Verrochio workshop until 1477.
In search of new talents, he entered the service of the Duke of Milan in 1482. He spent
17 years in Milan, leaving only after Duke Ludovico Sforza’s fall from power in 1499.
The Duke kept Leonardo busy painting and sculpting. From 1485 to 1490, Leonardo also
designed weapons (tanks, submarines), flying machines, buildings and machinery. In a coup
d’état in November 1799, he became first consul. In 1802, he was made consul for life and
two years later, emperor.
In 1499, Leonardo was left to search for a new patron. Over the next 16 years, Leonardo
worked and traveled throughout Italy for a number of employers, including the cruel Cesare
Borgia. In 1800, he defeated the Austrians at Marengo. Britain inflicted a naval defeat on
the French at Trafalgar (1805) so he abandoned plans to invade England and turned on
the Austro-Russian forces, defeating them at Austerlitz later the same year. About 1503,
Leonardo reportedly worked on the “Mona Lisa”. From 1513 to 1516, he worked in Rome,
maintaining a workshop and undertaking a variety of projects for the Pope. Following the
death of his patron Guiliano de’ Medici in March of 1516, he was offered the title of Premier
Painter and engineer and architect of the king by Francis I in France. His last and perhaps
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most generous patron, Francis I provided Leonardo with a comfortable manor house near
the royal chateau in Amboise.
Although suffering from paralysis of the right hand, he was still able to draw and teach.
Leonardo died on May 2, 1519 in Cloux, France. His invasion of Russia in 1812 resulted in a
disastrous retreat. The Battle of Waterloo ended his brief reign. The British imprisoned him
on the remote Atlantic island of St. Helena where he died on 5 May 1821.
Au cours de quelles séances as-tu travaillé la lecture et l’écriture d’une biographie ?

- les séances 3 et 6
Au cours de quelles séances as-tu découvert la vie d’un des personnages dont tu viens de relire
la biographie ?
- les séances 3, 4 et 6
Exercise 2
Au cours de quelles séances as-tu travaillé la production d’un discours cohérent à partir de
notes ?
- Séance 2, séance 5
Relis ces séances pour vérifier que tu as utilisé tous les mots de liaison et tous les marqueurs de
temps possible pour articuler ton discours.
First of all, he was born on May 1, 1769 in Dublin, in Ireland. And then I know that he is 61
years old, so that means that I travelled back to the year 1730. I have no information about his
family life. As for his professional life, I know that he is a Prime Minister. By the time he became
a Prime Minister, he had already served in the Irish parliament, won the Maratha war, and won
the Battle of Waterloo. Er…In conclusion, I also know that his most famous enemy was Napo-
leon.
Exercise 3
1- Recapitulate the three clues from the previous lessons:
a) His nickname: the Iron Duke

b) His enemy: napoleon
c) the first letter of his family name: W
2- Have a guess. Use a modal auxiliary to express your opinion.

- It may be…
Listen to the sound track on your CD. Write the name of the person you think you have met in
the 19th century.
Script:
Well, my dear friend, please, give my title and my name before choosing the two objects repre-
senting my very successful life! Hurry up!
the… of W…
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3- Click on the two objects which are the most representative of this very famous person.
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r r r r  
4- You had the choice between a horse, a light bulb, a dog, a candle, a pair of boots and a
ship. Give the names of the two objects you have chosen to bring back to the present and
- I’ve chosen to bring back a pair of boots and a ship.
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Séquence 12
Séance 1
Step 1
1- Think of « visual arts » (arts, architecture, sculpture, cinema, photography). Write all the
words which come to your mind.
drawing, picture, painting, sculpture, painter, photographer, films, photos, artist…
2- Think of some of the masterpieces you have already seen in museums, in art books, in
school books, on television. Write down some of the names of these masterpieces as well
as some of the names of famous artists you know.
3- Are you an art expert? Here is a list of five of the ten most valuable works of art sold at
auctions or at private sales. How well do you know paintings and painters?
Garçon à la pipe (1905), Auguste Renoir (1841-1919)

$104.2 million • •
Bal au Moulin de la Galette (1876), Francis Bacon (1909-1992)
$78.1 million • •
Portrait of Adèle Bloch-Bauer
(1907), • • Gustav Klimt (1862-1918)
$135 million
Portrait of Dr. Gachet (1890), Pablo Picasso (1881-1973)
Triptych (1976), Vincent Van Gogh (1853-1890)
Step 2
2- Write the underlined words in the appropriate box.
paintbrush artist
canvas paint
palette
easel
stool
workshop
Step 3
1- This is the painting of a man painting a portrait of himself. He is sitting on a stool in front
of an easel and looking at himself in a mirror propped up on a chair. He is holding his
palette in his left hand. He is smoking a pipe and probably drinking coke, because there
is a glass of coke next to the mirror. On the top of the canvas, there is a strange helmet.
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There are some paintbrushes on the floor. The scene takes place in the artist’s workshop.
2- Have a look at the lines made by the paintbrushes on the painting.
The paintbrushes draw lines

attracting your eyes to three different
places on the painting.
Describe what your eyes can see in…
1- The portrait of the painter on the

canvas
2
2- the image of the painter in the
1 mirror
3- the painter himself, but it is also
part of the painting

Printed by permission of the Norman Rockwell
Family Agency
3- What are the common points between 1, 2 and 3?
- It is always the painter who is represented.
4- What are the differences between 1 and 2?
- In 1, it is a portrait of the painter drawn or painted on the canvas. In 2, this is the image
of the painter’s face reflected in the mirror.
5- Read the signature at the bottom of the canvas. Write the name of the artist.
- norman Rockwell
6- Imagine a title for this painting.
- Self-Portrait
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Step 4
Séance 2
1- Give the name of the artist who painted this very famous portrait.
- norman Rockwell
2- Look carefully at the painting. Imagine the artist painting this portrait.
Match the number with the action

You are looking over the
Step 1
artist’s shoulder.
The artist is peeking
over the canvas at his own
Step 2
reflection in the looking-
glass.
2 The artist is looking over
his shoulder at you, but in
Step 3
1 fact at himself because he
is painting.
Apart from the paintbrushes, what
is the object which guides your eyes
through these three steps?
3 the painter’s pipe

Printed by permission of the Norman
Rockwell Family Agency
3- Think of the structure of the painting and choose the title given to this very famous
painting.
- Triple Self-Portrait
Justify your choice.

There is a triple image of the portrait of norman Rockwell: one on the canvas, one in the
mirror, and one “for real” although it is also part of the painting which focuses on these
three images.
Step 5
1- Look at all the props, or objects surrounding Norman Rockwell in his workshop. Write a
caption in the appropriate box using the following words or expressions.
a helmet, 4 self-portraits, a pipe, a glass of coke, an art book, a looking-glass, a trash
can with smoke coming out of it.
a pipe
a helmet
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4 self-portraits
c
a looking-
glass
a glass of
coke
an art book
a trash can
with smoke

Printed by permission of the Norman Rockwell Family Agency
Copyright © (Year of Book’s publication) The Norman Rockwell Family Entities
2- Situate the different props. First, remember the prepositions you can use to situate things.
On, in, under, next to, behind, between, in front of, near, at the top of, on the right, on
the left, against, …
3- Then, complete the following sentences.
a) The glass of coke is on the art book.
b) The art book is on the seat.
c) The trash can is next to Norman Rockwell’s right foot.
d) The self-portraits are on the right of the canvas.
e) The helmet is at the top of the easel.
f) The pipe is in Norman Rockwell’s mouth.
g) The looking-glass is against the back of the chair.
4- You did very well, but read the last seven sentences again. What is the verb used in every
sentence?
- be
Props Verbs
1- The glass of coke placed precariously on…
2- The art book spread open on…
3- The trash can positioned next to…
4- The four self-portraits clipped to the top right hand-side of…
5- The helmet perched on top of…
6- The pipe thrust in…
7- The looking-glass propped up against…
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1- The glass of coke is placed precariously on the art book.

2- The art book is spread open on the seat.
3- The trash can is positioned next to Norman Rockwell’s right foot.
4- The four self-portraits are clipped to the top right-hand side of the canvas.
5- The helmet is perched on top of the canvas.
6- The pipe is thrust in Norman Rockwell’s mouth.
7- The looking-glass is propped up against the back of the chair.
Step 6
1- Not only are you an art expert but you are also a good detective. The props give us a lot
of information about Norman Rockwell. Use them as clues and answer the following
questions.
a) We know that he likes coke and that he drinks coke while painting.
b) We know that he is a pipe smoker.
c) Perhaps the trash can caught fire and his workshop was destroyed.
d) It must be the helmet perched on top of the canvas.
e) number name of the artist

1 Albrecht Dürer
2 Rembrandt
3 Vincent Van Gogh
4 Picasso
Séance 3
Exercise 1
1- Read the biography of Rockwell.
Born in New York City in 1894, Norman Rockwell always wanted to be an artist. At age
14, Rockwell enrolled in art classes at The New York School of Art. Two years later, in
1910, he left high school to study art at The National Academy of Design. Rockwell found
success early. He painted his first commission of four Christmas cards before his sixteenth
birthday. While still in his teens, he was hired as art director of Boys’ Life, the official
publication of the Boy Scouts of America.
In 1916, the 22-year-old Rockwell painted his first cover for The Saturday Evening Post
magazine. Over the next 47 years, another 321 Rockwell covers would appear on the cover
of the Post. Also in 1916, Rockwell married Irene O’Connor; they divorced in 1930.
The 1930s and 1940s are generally considered to be the most fruitful decades of Rockwell’s
career. In 1930 he married Mary Barstow, a schoolteacher, and the couple had three sons,
Jarvis, Thomas, and Peter. The family moved to Arlington, Vermont, in 1939.
In 1943, inspired by President Franklin Roosevelt’s address to Congress, Rockwell painted
the Four Freedoms paintings. They were reproduced in four consecutive issues of The
Saturday Evening Post with essays by contemporary writers. Rockwell’s interpretations of
Freedom of Speech, Freedom to Worship, Freedom from Want, and Freedom from Fear
proved to be enormously popular. Although the Four Freedoms series was a great success,
1943 also brought Rockwell an enormous loss. A fire destroyed his Arlington studio as well
as numerous paintings and his collection of historical costumes and props.
In 1953, the Rockwell family moved from Arlington, Vermont, to Stockbridge,
Massachusetts. Six years later, Mary Barstow Rockwell died unexpectedly. In collaboration
with his son Thomas, Rockwell published his autobiography, My Adventures as an
Illustrator, in 1960. The Saturday Evening Post carried excerpts from the best-selling book
in eight consecutive issues, with Rockwell’s Triple Self-Portrait on the cover of the first.
In 1961, Rockwell married Molly Punderson, a retired teacher. Two years later, he ended
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his 47-year association with The Saturday Evening Post and began to work for Look
magazine.
In 1973, Rockwell established a trust to preserve his artistic legacy by placing his works in
the custodianship of the Old Corner House Stockbridge Historical Society, later to become
Norman Rockwell Museum at Stockbridge.
2- Les éléments ont été surlignés dans la biographie.
3- You know more details about this famous painting which was in fact a magazine cover.
Complete the identity card of the painting.
Title: Triple Self-Portrait

Artist: Norman Rockwell
Date: 1960
Age of the artist at the time: 66
Name of the magazine: The Saturday Evening Post
Title of the artist’s autobiography: My Adventures as an Illustrator
Reference to an accident: A fire destroyed his Arlington studio as well as numerous
paintings and his collection of historical costumes and props.
Exercise 2
1- Write a list of the seven props in Rockwell’s studio. Use the Pictionary to help your
memory.
a glass of coke, a pipe, a helmet, an art book, a trash can with smoke coming out of it,
self-portraits, a looking-glass
2- Recap what you have learned about what he liked doing when painting, what he liked
looking at on his easel when painting, and why.
When Norman Rockwell worked in his studio, he would drink coke and smoke his pipe. He
would also keep props to remind him of important events in his life or also to inspire him.
3- Explain why Rockwell painted smoke coming out from his trash can. What important
event does it refer to?
The smoke coming out of the trash can refers to the fire which destroyed his Arlington
studio as well as numerous paintings and his collection of historical costumes and props.
That was a terrible loss.
4- This accident is related to one of Rockwell’s routine. Have a guess.

This must be related to the fact that Rockwell likes smoking the pipe while painting.
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Step 7
1- Your visit of Rockwell’s studio is coming to an end. Before you leave, Mr Rockwell wants to
talk to you.
Script:
Rockwell: Hey, young artist. I really appreciated your visit inside my Triple Self-Portrait, or
should I say, in my studio. I wouldn’t like you to leave without giving you something
as a souvenir. So, please, as a gift, select any prop you want from my painting, just
tell me why you choose this object, and promise me to insert it in your future work
of art!
2- Norman Rockwell is very generous. What does he want you to do?
a) choose an object from his painting and take it back with you 
b) Choose an object in your room and paint it r
c) Choose an object in a shop and buy it r
3- But on two conditions. Tick these two conditions.
a) You must tell him why you chose this object 
b) You must not choose the helmet r
c) You must insert it in your future painting 
d) You must put it in your bedroom r
e) You must give him another object in return r
4- Make up your mind, what object are you going to choose?
- I would like to take the helmet.
Ceci est un exemple. Tu auras choisi l’objet qui te plaît et que tu souhaites insérer dans ta
prochaine œuvre.
5- Why? Give three reasons.
Voici des exemples de raisons données. Tu auras justifié ton choix de façon personnelle.
- I like this object, it is a nice antique.
- I believe this object refers to an important event in your life.
- I think it will look nice in my future painting, although I don’t know how I will use it.
Norman Rockwell wants you to give him the reasons for your choice. Prepare your speech.
a) Thank Norman Rockwell for his offer. Give the name of the object you have chosen.
I have chosen the helmet
b) Think of link words to order your reasons.
first of all, then, finally
c) Think of words or expressions introducing an explanation.
because…, the reason why…, as…, one of the reasons I chose this object is that…
I will explain why…, to tell you the truth…, let me tell you why…
Are you ready to answer Norman Rockwell? Rehearse several times, then record yourself.
Let me tell you why I chose the helmet. First of all, because I like this object, I think it is a nice
antique. Then, the second reason why I chose this helmet is that I believe it refers to an im-
portant event in your life. Finally, I think it will look nice in my future painting but to tell you
the truth I don’t know how I will use it yet.
Step 8
Séance 4
1- Your host died in 1990, but he used to keep these objects on his or her desk in the 1980s.
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Draw them on his or her desk.
Tu auras dessiné sur le bureau : un coupe papier, deux modèles réduits d’avions datant de
la seconde guerre mondiale (des Hurricanes), un mug rempli de crayons de papier, une
soucoupe remplie de trombones et de timbres anglais, une paire de lunettes, deux gommes,
l’os de la hanche de notre personne célèbre, un carnet, une rose des sables.
2- Are you ready to play the detective again?
What can you guess about this famous person, just looking at his or her desk? Complete
this information sheet.
Nationality?: British
Old or young?: Old
Job?: Writer
Activity during World War 2?: pilot
Important event(s) in his or her life?: World War 2, a journey somewhere in Africa, a hip
operation…
Personality?: likes having fun, likes keeping odd objects for the sake of remembrance,
easy-going sort of person…
Name?:
Step 9
Explain your answers, using expressions such as:
1- I think/suppose that …. because (of)….
2- The ….(name of the object) makes me think of …
3- The … (name of the object) reminds me of …
4- He could have been a/an….. during World War 2 because of the …
5- The… (name of the object) could mean that….
6- Maybe he had a/an … on his desk because …..
7- He may have been a ….(adjective) sort of person as he had chosen to have a/an/ his/…
on his desk.
8- He probably was a …(adjective) sort of person….
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(nationality) o I think that the person is British because of the English stamps in the
saucer, and also because of the Hurricanes.
(old or young) o The hip bone makes me think of a hip operation. So, this person must
be quite old. Moreover, we know that this person did something during World War 2.
(job) o The pencils in the mug, the notebook, the paper clips, the paper knife make
me think of someone who uses paper a lot, who likes paper, and who probably uses paper
and pencils. So this person must be a writer.
(activity during World War 2) o He could have been a pilot during World War 2
because of the two plane models on his desk.
(Important event in his life) o The model planes could mean that he was a pilot in
the RAF during World War 2. The gypsum flower could mean that he visited countries in
Africa or that he traveled through the desert.
(Personality) o He probably was an easy-going sort of person who liked to have fun
and to remember good times…or bad times.
(Name) o
Step 10
This very famous artist began writing in 1942, after he was transferred to Washington as Assis-
tant Air Attaché. His first published work was a short story published in the Saturday Evening
Post, in the August 1, 1942 issue.
1- Take your pencil and read the editors’ introduction to his short story. Underline all the
words you understand.
Introduction:
The author of this factual report on Libyan air fighting is an RAF pilot at present in this
country for medical reasons.
2- Take your pencil again and read an extract from your host’s short story entitled Shot Down
Over Lybia. Underline all the words you understand.
Extract:
ground, and there wasn’t a thing I could do. Pulling the stick back made no difference,
but I closed the throttle as soon as possible, in an effort to slow down the dive a little. I
was doing about 250 miles an hour, so I suppose it took, roughly, two seconds to hit the
deck, but it seemed a long two seconds. I remember looking down the nose of the machine
at the ground and seeing a little clump of camel thorn growing there all by itself, and my
stomach felt as though someone were using it as a pincushion for rusty hatpins.
And then I knew I was still alive, because I could feel the heat around my legs, but I
couldn’t see a thing.
3- Les mots, expressions ou phrases confirmant les hypothèses ont été soulignées dans
l’introduction et l’extrait.
4- Read this sentence: my stomach felt as though someone were using it as a pincushion for
rusty hatpins.
Choose the correct translation:
a) On aurait dit qu’on prenait mon ventre pour un coussin à épingles à chapeau
rouillées.
b) Mon estomac ressemblait à un chapeau avec des épingles rouillées.
c) J’avais posé un chapeau sur mon ventre pour me protéger des épingles rouillées.
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
r
r
c
What does this comparison indicate about this writer’s moral traits?
a) A sense of melodrama r
b) A sense of humour 
c) A sense of criticism r
5- This extract illustrates an important event in this well-known writer’s life. What event?
- a plane crash during one of his air-fighting mission in Libya during World War 2.
a) When?
- more exactly in 1942.
b) What objects did he keep to remind him of this event?
- He kept model planes to remind him of his Hurricane when he was a pilot in the RAF.
He also kept the gypsum flower because it reminded him of the Libyan desert.
Exercise 3
1- Some objects sitting on the desk remain mysterious. What objects?
- the hip bone, the paper knife
2- Listen to your host on your CD. He will tell you all about one of these objects. Write down
all the words you understand.
Script:
Dahl: Hello, my dear friend. You must wonder why my hip bone is sitting on my desk! I’m sure
hip bone, with a message from my surgeon: “This is the biggest hip bone I have ever
seen! Wishing you all the best with the new one!”.
trophy! What about you? What object have you got on your desk which reminds you of
an important event in your life? I love stories, you know, so please, tell me all about it!
3- Listen again. What object is your host talking about?
- the hip bone
4- Why has he got this object on his desk?
- He has got his hip bone on his desk because his surgeon sent it to him after the
operation. It was the biggest hip bone he had ever seen. He thinks it is a funny sort of
trophy!
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Step 11
Séance 5
1- Some of your hypotheses have been corroborated. What do you know for sure now?
Sort of
Information Justification quotation Object
information
Nationality British The Saturday Evening An RAF pilot English stamps
Post editors’ introduc-
tion
Old or young Old The Saturday Evening 1942 The hip bone
Post , August 1, 1942
issue
I’m getting old
Oral message
Job A writer The Saturday Evening The author Notebook, pen-
Post editors’ introduc- cils, desk
tion
I love stories
Oral message
Activity An RAF pilot The Saturday Evening An RAF pilot Model planes
during WW2 Post editors’introduc-
tion
Important Plane crash The title of the short Shot Down in Model planes,
event in his life during WW2 story Lybia the gypsum
flower
The extract The Hurricane
dipped its nose
[…] I could do.
Personality Easy-going Oral message I thought it was The hip bone
with a sense of a funny sort of
humour trophy!
2- Write a paragraph to sum up everything you know. You can no longer use the same
expressions as in STEP 9 because at that time you were not sure of your answers. Cross out
all the words expressing doubt and modify the sentences.
a) I think/ suppose know that …. because (of)….
b) The ….(name of the object) makes me think of …
c) The … (name of the object) reminds me of …
d) He could have been was a/an….. during World War 2 because of the…
e) The… (name of the object) could mean means that….
f) Maybe he He had a/an … on his desk because …..
g) He may have been was a/an ….(adjective) sort of person as he had chosen to have a/
an/ his/… on his desk.
h) He probably was a/an…(adjective) sort of person…
I know that he was British because he was an RAF pilot during WW2, he also hadBritish
stamps in a saucer on his desk. Thanks to the hip bone, I am sure that he was quite old at
the time I visited him. No doubt that he was a writer, the note book as well as the pencils
corroborate this fact. He was undoubtedly a RAF pilot during WW2 and the gypsum
flower refers to the fact that he was shot down over Libya. He was an easy-going sort of
person with a sense of humour, which is why he kept his hip bone on his desk.
3- Whose desk did you discover?
- Roald Dahl’s desk.
Step 12
1- Tu auras dressé une liste des objets posés sur ton bureau, des posters affichés au mur de ta
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chambre ou que tu souhaiterais voir affichés dans ta chambre.

2- Tous les objets que tu as cité dans cette partie de l’exercice apparaîtront dans ton tableau.
a) Tu as choisi deux objets représentant ce que tu aimes.
b) Tu as choisi deux objets représentant ce que tu aimes faire.
c) Tu as choisi un objet représentant quelqu’un que tu admires ou quelque chose que tu
apprécies beaucoup.
d) Tu as choisi un objet qui te rappelle un évènement important de ta vie.
3- Explain your choice for 1), 2) and 3).
You can explain your choice. Use different expressions.
I have chosen/selected/adopted/picked out…. because….
Séance 6
Step 13
2- The underlined words or expressions indicate common points between the ways the two
anecdotes are told. Tick these common points and write a quotation from one of the
anecdotes.
common points  or  quotations
The narrator is I  I was doing…
The narrator is he 
Use of gap fillers 
Use of the preterit  …it happened…
Expression of a feeling  I was feeling…anxious…
Use of the preterit be-ing  I was doing…
Use of had+V-en  …had jammed…
Use of direct speech 

3- The highlighted words or expressions indicate differences between the two forms of
anecdotes.
Differences  or  In the text/ In the script quotations
The narrator is I 
Use of gap fillers  In the script As you know, …
Use of the preterit 
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A title



In the script
In the script
What about you, …
Shot Down Over
Libya
Exercise 4
1- Write the name of the object that refers to an important event in your life.
- Tu auras écrit le nom de l’objet qui se rapporte à un évènement important de ta vie.
2- Listen to Roald Dahl again.
Script:
Dahl: Hello, my dear friend. You must wonder why my hip bone is sitting on my desk! I’m sure
hip bone, with a message from my surgeon: “This is the biggest hip bone I have ever
seen! Wishing you all the best with the new one!”.
trophy! What about you? What object have you got on your desk which reminds you of
an important event in your life? I love stories, you know, so please, tell me all about it!
Drawing notes
tu auras dessiné l’objet qui se Tu auras pris des notes quant aux circonstances de
réfère à un évènement impor- l’évènement que tu vas devoir raconter : quand, où, qui,
tant de ta vie quoi…
3- checklist
- The narrator is « I »
- Use of the preterit
- expression of a feeling
- use of the preterit be-ing
- use of had + V-en
- use of gap fillers
- use of direct speech
4- Have a go! Roald Dahl is listening to you! Rehearse several times, then record yourself.
Tu auras été attentif(ve) à utiliser tous les éléments que tu as listés sur ton mémo.
Step 14
1- Read this extract from a book.
From a child I was fond of reading, and all the little money that came into my hands was
ever laid out in books. Pleased with the Pilgrim’s Progress, my first collection was of John
Bunyan’s works in separate little volumes. I afterward sold them to enable me to buy R.
Burton’s Historical Collections; they were small chapmen’s books, and cheap, 40 or 50 in
all. My father’s little library consisted chiefly of books in polemic divinity, most of which I
read, and have since often regretted that, at a time when I had such a thirst for knowledge,

clergyman. Plutarch’s Lives there was in which I read abundantly and I still think that time
spent to great advantage. There was also a book of De Foe’s, called an Essay on Projects,
and another of Dr. Mather’s, called Essays to do Good, which perhaps gave me a turn of
thinking that had an influence on some of the principal future events of my life.
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more proper books had not fallen in my way since it was now resolved I should not be a
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This bookish inclination at length determined my father to make me a printer, though he

had already one son (James) of that profession. In 1717 my brother James returned from
England with a press and letters to set up his business in Boston.
2- What is this extract about? Tick the correct answer.
a) The description of an incident which happened during World War 2. r
b) The narrator’s childhood. 
c) A political event in the United States during the 19th century. r
d) A story told to little children. r
3- Des informations concernant l’auteur de la biographie ont été soulignées dans l’extrait.
4- Fill the narrator’s identity card in.
- male or female: male

- century: 18th
- nationality: American
- family: a father, a brother (James)
- hobby: reading
- future job: a printer
5- When a painter paints his own portrait, it is called a self-portrait. When someone tells the
story of his or her life, what is it called?
- It is called an autobiography
This is just what you did when you told your anecdote.
This is a famous literary genre. Do you know other writers who have written about their
own life?
Jean-Jacques Rousseau (Les confessions), chateaubriand (Mémoires d’Outre-Tombe),

Marcel Pagnol (La gloire de mon père), colette (Sido)…
6- By the way, did you guess who wrote the extract you have just read? If you need a clue, go
back to Le coin des curieux in Séance 3.
- This is an extract from the Autobiography of Benjamin Franklin.

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Step 15
Séance 7
1- Describe portrait 1:
1 This is a black and white sketch. Norman
Rockwell looks younger. He is wearing no
glasses but he is smoking the pipe. He is loo-
2 king at me looking at him.
2- Describe portrait 2:
This is the image of Norman Rockwell looking
at himself in the mirror. Norman Rockwell
looks his age. His hair is grey, he is wearing
glasses and yet it is impossible to see his eyes
through the glasses. He is smoking the pipe.
He is looking at me looking at him. He is also
looking at himself in order to paint his self-
portrait on the canvas.

Printed by permission of the Norman Rockwell Family
Agency
Copyright © (Year of Book’s publication) The Norman
Rockwell Family Entities
3- List the differences you have noticed between portrait 1 and 2. You are now an artist.
Suggest reasons for these differences if you can.
Differences Reasons
- Rockwell looks younger in - It is as if the mirror changed the
portrait 1. way Norman Rockwell sees himself.
- Portrait 1 is in black and white
whereas portrait 2 in in colour.
- There is just the face in portrait 1
k It makes him look younger as if
the mirror helped him to go back
through time.
whereas in portrait 2 I can see part - The colours as well as the clothes
of his shirt and part of the palette. give a sense of reality to portrait 2.
4- Are there any differences you cannot explain? In that case, highlight them. Norman
Rockwell is ready to take your questions.
Prepare your questions.
Tu auras listé tes questions. Par exemple :
- How old were you when you painted the Triple Self-Portrait?
- Why do you look younger in Portrait 1?

Exercise 5
1- Listen to Norman Rockwell and ask your questions. Don’t forget to respect the appropriate
intonation.
Script:
Rockwell: Now then, welcome back. I have been very attentive to the way you improved your
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knowledge about self-portraits and autobiographies. I knew you would have ques-
tions to ask me before you start painting. So, please, do ask all your questions, and
then it will be my turn to ask you some questions.
a) Can you indicate what sort of intonation is used for WH-questions?
- A falling intonation
b) What about yes-no questions?
- A rising intonation
2- Norman Rockwell has got questions to ask you. He wants to help you with your own
painting. Write down your answers on your notepad. They will help you to draw your self-
portrait.
Script:
Rockwell: Well, your questions show that you are becoming a real expert. Now it’s my turn to
ask questions. Be very careful. Take your time to think and write down your answers
on your notepad.
My first question is: Imagine you are me in 1960 when I painted this Triple Self-Portrait. I was
66 at that time. How would you have chosen to draw yourself on the canvas?/
Can you justify your choice?/
My second question is: You have already seen a lot of paintings. Where does a painter usually
write his signature?/
Where is my signature on my Triple Self-Portrait?/
My third and last question is: What is the object in the painting which transformed the vision
I had of myself?/
I wish you good luck with your painting. Last time, you chose a prop from my painting. This
time, as a farewell gift, here is a book. It will probably give you a hint about question 3. Bye-
bye!
Question 1: Imagine you are me in 1960 when I painted this Triple Self-Portrait. I was 66
at that time. How would you have chosen to draw yourself on the canvas? Can you justify
your choice?
Question 2: You have already seen a lot of paintings. Where does a painter usually write his
signature?
Question 3: What is the object in the painting which transformed the vision I had of my-
self?
Step 16
The book you have received from Norman Rockwell is beautifully wrapped in paper. You are
very impatient to open your present. You tear off the paper and discover a part of the book
cover. Here is what you can see.
1- You look at the drawing. What is the book about? Have a guess.
It must be the story of the little girl who is on the picture. She can do strange things like
for example come out of a looking-glass.

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2- You can read a part of the title. Try to give the complete title. It is made of three words,
one of which is a compound noun.
- Through the Looking-Glass
3- In your opinion, why did Norman Rockwell give you this book? Remember, he said it would
give you the answer to his third question.
The story of the book may explain the role of the looking-glass in the painting. It is the
looking-glass which transformed the vision norman Rockwell had of himself. It helped
him change the turn of time. He can see himself the way he looked when he was young.
4- At last, you can have a look at the book. It’s an illustrated book. You open it and are
surprised by the text…
There was a book lying near Alice on the table […], she turned over the leaves, to find
some part that she could read, “for it’s all in some language I don’t know”, she said to
herself.
It was like this.
JABBERWOCKY
‘Twas brillig, and the slithy toves
Did gyre and gimble in the wabe:
All mimsy were the borogoves,
And the mome raths outgrabe.
She puzzled over this for some time, but at last a bright thought struck her. “Why, it’s a
Looking-glass book, of course! And, if I hold it up to a glass, the words will go the right
way again”.
5- You can probably answer Rockwell’s third question:
My third and last question: What is the object in the painting which transformed the vision
I had of myself?
- the looking-glass
6- Alice has gone through the looking-glass and she has found a Looking-glass book. What is
special about this book?
- She thinks that the words are written backwards and that if she holds the book up to
a glass, the words will be the right way again. The looking-glass would put the letters
back into order again. It would transform the vision she has of the words.
7- What is special about Rockwell’s looking-glass?
- It transforms the vision he has of himself and makes him look younger.
Séance 8
j e m’évalue
Exercise 1
1- Bilan des différentes étapes : tu as découvert progressivement en quoi consistait un
autoportrait. Explique, avec tes mots à toi, les différentes étapes qui t’y ont mené.
À chaque fois, un mot ou un nom t’aidera à te remémorer ces étapes.

etape 1 (studio):
J’ai visité le studio de Norman Rockwell en entrant dans un de ses tableaux les plus célèbres,
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The Triple Self-Portrait. Grâce aux accessoires représentés dans le tableau, j’ai découvert des élé-
ments de sa vie : les œuvres qu’il aime (autoportraits), des évènements marquants de sa vie (le
casque, la fumée sortant de la poubelle), certaines de ses habitudes (la boisson dans le verre,
la pipe).
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etape 2 (desk):
J’ai identifié un personnage célèbre grâce aux objets posés sur sa table de travail. Ce personnage
est un écrivain, Roald Dahl.
etape 3 (model Hurricane and hip bone):
Les objets posés sur son bureau sont autant d’indices quant à sa vie : ils font référence à son
métier (carnet), à son passé (les modèles réduits d’avions), à sa nationalité (les timbres), à son
sens de l’humour (l’os de sa hanche).
etape 4 (looking-glass):
Le miroir est l’objet qui permet à Norman Rockwell d’avoir une vision différente de lui-même.
En l’occurrence, le miroir lui permet de remonter le temps et de se voir plus jeune qu’il n’est en
réalité.
2- Surligne les éléments constitutifs de la tâche finale que tu auras à réaliser. Numérote-les
de 1 à 3.
- Rédiger un article de journal sur Norman Rockwell.
- Interroger un peintre célèbre.
- Dessiner ton triple autoportrait.
- Décrire la vie de Roald Dahl.
- Répondre à une interview de critiques d’art en commentant ton œuvre et en justifiant tes
choix.
- Lister les objets qui sont sur ton bureau quand tu travailles.
- Rédiger un texte racontant l’anecdote à laquelle se réfère un des objets du tableau.
Exercise 2
1- Write the captions.
paintbrush artist
canvas paint
palette
easel
stool
workshop

c
c Séquence 12
2- List the objects you will include in your painting. Check their spelling and their
pronunciation in a dictionary on line.
a) tu auras indiqué deux objets qui représentent ce que tu aimes.
b) tu auras indiqué deux objets qui représentent ce que tu aimes faire.
c) tu auras indiqué un objet représentant quelqu’un ou quelque chose que tu admires.
d) tu auras indiqué un objet qui fait référence à un évènement important de ta vie.
3- When you present your painting to the journalists, you will have to locate the different
personal objects you are talking about, so check your verbs and your prepositions.
complete the picture of exercise 2a- respecting the following description.
Tu auras dessiné
- Une photo accrochée en haut à gauche de la toile.
- Un autre tableau appuyé contre le chevalet.
- Une cigarette dans la bouche du peintre.
- Un perroquet perché sur l’une des épaules du peintre.
- Un livre ouvert sur le tabouret.
- Une bouteille d’eau posée en équilibre sur le livre.
- Une poubelle posée près du tabouret.
Exercise 3
1- Tu auras dessiné une esquisse de ton futur tableau.
Tu auras dessiné trois portraits de toi: un vu de dos, un représentant ton reflet dans le
miroir, un au crayon de papier sur la toile. Par l’intermédiaire du miroir, le portrait que tu
as dessiné de toi sur la toile est différent des autres.
Tu as inclus dans ton tableau les objets que tu as choisis.
Tu as apposé ta signature en bas à droite du tableau.
2- Justify the choice you made for your self-portrait on the canvas.
I have chosen/selected/adopted/picked out…. because….
Exercise 4
My doctor decided to have me operated on. I was feeling quite anxious about it, but everything
went well and I came home safely after the operation. A few days later, I received a parcel.
I wondered who it was from. It was from the surgeon who had operated on my hip.

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Anglais 3e

Rédaction et Relecture pédagogique

Le caractère rigoureux et méthodique de l’entraînement dans chacune des activités langagières,

On voit là l’importance attachée par les concepteurs à la construction des compétences

Directeur de la publication Serge Bergamelli

Séance 3 Remplir une fiche Littérature Lexique de la peur,

Séance 6 Parler d’habitudes Le vampire : mythe Les vampires

Dialogue reprenant l’ensemble des points étudiés.

 Write the answers in the grid on the right.

English words French translation Possible French translations

 romance novels  adventure novels  detective fiction

 fairytale fantasy  gothic fiction

Check and correct

Test your cultural knowledge!!!!

Test your memory!!!!

GLOOM and HORROR

pouring… • • …of buildings

doors… • • …trapped in a room

gusts of wind… • • …rain

doors… • • …suddenly slamming shut

baying of… • • …blowing out lights

Check and correct

Je m'entraîne à suivre une ou plusieurs stratégies d'écoute

1- What literary categories do you know?

Book Report: Key Facts

Look at the map below carefully:

The country has changed since the 19th century.

What personal pronoun is used at the beginning of the excerpt?

le coin des curieux

Here is a map of present day Romania

Look at a map of Moldavia, Wallachia

Dracula, Bram Stoker (1897)

1- What is the name of the narrator in this excerpt?

Fill in the blanks.

It consists of a collection of..................................... and .................................................,

written by various ………………………………………, so no one but the ………………. ..............

has the full story.

DRACULA TABLE OF CONTENTS

1- Jonathan Harker’s Journal 14- Mina Harker's Journal

Dracula, Bram Stoker (1897)

le coin des curieux

1. Nosferatu has been presented as a Romanian word, synonymous with “vampire”.

J’apprends (ou je revois) le discours direct et indirect

Dracula, Bram Stoker (1897)

In Bram Stoker's Dracula, Jonathan Harker keeps a journal.

Jonathan Harker said interrogatively, “Count Dracula?”

Mr. Harker, to my house.”

Indirect speech (or reported speech):

Jonathan Harker said interrogatively, “Count Dracula?”

Tick the appropriate boxes:

1-  direct speech  indirect speech

2-  direct speech  indirect speech

3-  direct speech  indirect speech

4-  direct speech  indirect speech

5-  direct speech  indirect speech

6-  direct speech  indirect speech

Check and correct

2. Bid (bid-bid) somebody welcome : souhaiter la bienvenue à quelqu’un

Observe les deux formes de discours :

 On reprend les paroles telles qu’elles sont prononcées.

Quelles différences notes-tu entre les styles direct et indirect ?

Pronoms personnels : .........................................................................................................

Check and correct

Les verbes introducteurs (discours indirect) : ‘Reporting verbs’