Chers élèves,

J’espère que vous et vos proches vous portez bien. Pour éviter d’oublier ce que vous avez vu
durant l’année, je vous propose de revoir, d’entretenir, ou même d’améliorer vos acquis. Tout
d’abord en revoyant le vocabulaire et la grammaire qui se trouvent dans votre cahier. Ensuite,
vous avez la possibilité de travailler en ligne sur les sites suivants :

www.anglaisfacile.com
http://learnenglishteens.britishcouncil.org/
https://www.duolingo.com/
https://englishlive.ef.com/fr-fr/cours-d-anglais-en-ligne/
https://kids.englishforschools.fr/home
https://www.anglaiscours.fr/

Enfin, je vous propose les fiches et exercices en annexe.

Il y a beaucoup d’exercices. La plupart des exercices sont accompagnés de correctifs. Je vous

conseille de travailler un petit peu chaque jour. Le but est d’éviter que vous ne passiez toute la
journée à ne rien faire ou à jouer sur une console de jeu … Voici mon adresse e-mail au cas
où vous auriez des questions : alaouimm69@gmail.com

Bon travail,

Take care of yourself and of your relatives and …. STAY HOME !!

1.1 Le présent simple

Une habitude, une répétition He smokes 20 cigarettes a day..

Un état ou une vérité générale The sun rises in the East.

Une action future présentée de manière certaine,

The plane leaves at 7 p.m. tomorrow.
officielle

Emplois principaux Exemples

1.2 Le prétérit (ou past simple)
C'est le temps de la narration au passé, employé notamment avec des indications datées comme yesterday,
ago, when....

Une action passée achevée qui s'est déroulée à un

I went to the post office yesterday.
moment précis.

Une habitude passée sans aucun rapport avec le

I lived in Britain before my moving to France.
présent

Emplois principaux Exemples

2 L'ASPECT PROGRESSIF
Il souligne que l'action est en progrès: elle a déjà commencé mais n'est pas encore terminée au moment de
l'énoncé. La durée de l'action est en outre limitée. Notons que certains verbes n'acceptent pas de forme
progressive: to know, to understand, to mean, to see, to hear, to like, to prefer, to hate, to believe, ...
2.1 Le présent continu

Une action en cours, non achevée The children are playing football in the park.

Une description dans le présent She is wearing a blue dress.

Un futur proche avec une nuance d'intention I am leaving to the USA tomorrow.

Emplois principaux Exemples

2.2 Le passé continu

Une action dans le passé en déroulement, souvent I was having a bath when someone knocked at my
interrompue par une action plus brève au prétérit. door.
 Une description dans le passé Many people were sitting in the street.

Emplois principaux Exemples

3 L'ASPECT PROGRESSIF
L'action s'est déroulée avant le moment indiqué par la situation et l'action a un résultat qui est important au
moment de l'énoncé.
3.1 Le present perfect

Lien résultatif entre le passé et l'instant présent I have bought you a little something.

I have never seen him before.

Constructions avec EVER/NEVER,
He has not paid the bill yet.
ALREADY/YET, IT IS THE FIRST TIME
I swear, it's the first time I've met this guy.

Constructions avec FOR / SINCE dans un sens I have lived in France since I was born.
temporel I have waited you for a long time.

Constructions avec JUST précisant que l'action vient

I have just finished doing my homework.
de se dérouler.

Emplois principaux Exemples

3.2 Le past perfect
Il s'emploie pour une action qui s'est déroulée antérieurement au passé exprimé généralement par un
prétérit (on le rapprochera de notre passé antérieur).
The thieves had disappeared when the police arrived.
3.3 Le present perfect progressif / le past perfect progressif
On emploie principalement ces temps pour exprimer une action commencée avant le moment de l'énoncé
(présent ou passé) et non encore terminée.
How long have you been waiting us ?
When it began to rain, we had been walking in the mountains for 5 hours.
4 L'EXPRESSION DU FUTUR

Décision instantanée au moment de We will go to the sea this afternoon,

l'énoncé. OK ?
Futur en WILL / SHALL
Prédiction: Some day, we will be rich

Marquer la détermination: I will pass this exam.

Are you going to tell him your secret

Intention générale:
?
GOING TO
Prédiction à partir d'une observation: Look at the sky ! It is going to rain..
 Futur proche avec notion d'intention: I am leaving on Monday.
Présent progressif
Refuser une invitation: Sorry, I am babysitting tonight.

Action absolument certaine,

Présent simple Our train leaves at 7 p.m.
officielle:

Action prévue soit par la volonté I am to pick you up at 5.

TO TO BE d'autrui, soit parce qu'elle s'inscrit Napoléon was to become a
dans un mouvement du destin: conqueror.

TO BE ABOUT TO Futur immédiat: I am about to go to bed.

Formes grammaticales Utilisations Exemples

5 CONDITIONNEL ET IRRÉEL
5.1 Les trois structures conditionnelles avec IF

Présent + Futur If you hurry, you will catch your train.

Prétérit + conditionnel présent If I were rich, I would buy a cottage.

If you had not left, you would have spent a very good
Past perfect + conditionnel passé
time.

Forme grammaticale Exemples

5.2 Utilisation du prétérit et past perfect modaux
On utilise l'aspect modal du prétérit et du past perfect pour rapporter des faits que l'on aimerait voir
(souhait) ou que l'on aurait aimé voir se réaliser (regret). On l'associe aux expressions ci-dessous.

IF ONLY If only I was not so shy.

TO WISH I wish you had come to our party.

I WOULD RATHER I would rather we did not go to the movies tonight.

IT IS (HIGH) TIME It is high time we came back home.

Forme grammaticale Exemples

5.3 Le subjonctif
Le "vrai" subjonctif n'est utilisé que dans des expressions figées (dont une liste non exhaustive est donnée
dans le chapitre "Conditionnel et irréel") et en américain principalement après les verbes: to ask, on urge, to
demand, to insist to propose, to recommend, to request, to require, to rule, to suggest.
SHOULD à valeur de subjonctif s'utilise dans les cas suivants:

Expression de la crainte après IN CASE, FOR FEAR

Take warm clothes in case the weather should be cold.
THAT, LEST.

Hypothèse très peu vraisemblable dans les

If he should come at last, call me !
constructions avec IF

Tournures impersonnelles: IT IS + adj. + THAT et

après
It is incredible that you should love so stupid a man !
It is a pity, I do not see why, There is no reason why, I
am surprised that

Forme grammaticale Exemples

 F IC H E S
COM PÉTENCES

ANGLAIS
 Table des matières des fiches

1. Compréhension à l’audition et expression écrite

a. Jodie ( CD Piste 25)

2. Compréhension à la lecture
a. Silence ! We’re Playing

3. Compréhension à la lecture et expression écrite

a. A Scottish Girl
b. Do You Like Fashion ?
c. A Penfriend for Jodie

4. Expression orale
a. A Friends’ Book
b. Family Tree
c. To Have & To Be

d. What did they do Last Saturday?

 1/2

Listening and writing: “A Penfriend for Jodie”

Exercice d’audition et d’écriture

CE SONT LES VACANCES, ET TU TRAVAILLES POUR UNE ASSOCIATION QUI

AIDE LES JEUNES À TROUVER UN CORRESPONDANT. AUJOURD’HUI TU
ÉCOUTES LE MESSAGE VOCAL DE JODIE, UNE ANGLAISE. ELLE AIMERAIT
AVOIR UN CORRESPONDANT OU UNE CORRESPONDANTE. ÉCOUTE-LA ET
ESSAYE DE TROUVER UN(E) CORRESPONDANT(E) POUR ELLE.

1. Listen to Jodie and write down the pieces of information she gives
about herself. Answer in French (Ecoute Jodie et note les éléments qu’elle
donne à propos d’elle. Réponds en français)

Jodie

2. Find one or several people who could be Jodie’s penfriend(s).

Underline the items IN COMMON (Repère une ou plusieurs personne(s) qui
pourrai(en)t être un(e) correspondant(e) pour Jodie. Souligne les éléments
COMMUNS)

Anna
Âge : 12 ans.
Elle a un chien et un chat.
Elle n’a pas d’amis.
Elle a deux sœurs.
Elle a des cheveux bruns.
Grégory
Âge : 14 ans.
Il a un bon ami et de nombreux cousins.
Il a un frère et une sœur.
Il a un chat.
Il est toujours de bonne humeur.

Jérôme Laetitia
Âge : 14 ans. Âge : 15 ans.
Il a de nombreux amis. Elle a de nombreux amis.
Il a un frère. Elle n’a pas de frères et sœurs.
Il a plusieurs animaux. Elle a un chien.
Il a des yeux bleus. Elle a une grande famille.
 A Penfriend for Jodie 2/2
3. Write now a letter to Jodie to introduce to her one penfriend you
have chosen for her. Write in English (À présent, rédige une petite lettre à
Jodie pour lui présenter un(e) correspondant(e) que tu as choisi(e) pour
elle. Écris en anglais)

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
___________________________________________________________________________
 1/2

READING COMPREHENSION : « SILENCE ! WE’RE PLAYING »1

1
Easy Going, décembre 2008.
 Silence ! We’re Playing 2/2
Some vocabulary to help you
• almost : nearly.
• bell : object that makes a « ding-dong » sound.
• disabled : correct term for handicapped.
• partly-sighted : people can see a little, not everything.
• was invented : a été inventé (voix passive).
__________________________________________________________________________________________
Tu as pris comme option un cours de sport. Ton professeur a demandé à chaque
élève de présenter un nouveau sport au groupe : il te demande d’expliquer le but du
jeu, de dire à qui le sport s’adresse, le matériel nécessaire, les règles du jeu mais
aussi l’origine du sport. Tu trouves un texte qui parle du « goalball ». Tu
es intéressé(e) et tu le lis. N’oublie pas que tu dois le présenter aux
autres élèves de ta classe. Synthétise ton travail ci-dessous.

LE « GOALBALL »
 1/2

READING COMPREHENSION: A SCOTTISH GIRL2

Some vocabulary to help you

• a rabbit : Bugs Bunny is a rabbit.
1. READING TASK (lecture)
a. Read the text “A Scottish Girl” and complete this form in
French (Lis le texte “A Scottish Girl” et complète ce formulaire en français)
Nom
Prénom
Âge
Nationalité
Ville
Famille

Animaux
Amis
Loisirs

2
Easy Street, septembre 2008
 A Scottish Girl 2/2
b. What is Ailsa’s typical school day like? Answer in French (Décris la
journée type d’Ailsa. Réponds en français)

L’heure L’activité

2. WRITING (Expression écrite)

Now, it is your turn. Write a text about you. Use Aila’s text as an
example (A ton tour de parler de toi. Prends exemple sur le texte d’Ailsa et
rédige un texte en anglais !)

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
 1/4
Objectifs des exercices : tu vas apprendre à donner ton avis sur la mode. Pour y
arriver, tu vas d’abord lire l’avis de jeunes anglais sur la mode, ensuite faire
quelques exercices, et, finalement, t’exprimer sur le sujet.
1. READING (Lecture)
Voici un article à propos de la mode. Plusieurs jeunes donnent leur avis
sur la mode.
Lis l’article et réponds aux questions en français.
a. Choose the right answer(s) (Choisis la ou les bonne(s) réponse(s))
Anya Izzy Saff Stefan
1. Qui est intéressé par la mode ?
2. Qui dépense beaucoup d’argent pour ses
vêtements ?
3. Qui aime porter des vêtements de sport ?
4. Qui aimerait travailler dans la mode plus tard ?
b. Answer the following questions in French (Réponds aux questions
suivantes en français)
1. Que pense Anya des uniformes ?
……………………………………………………………………………………………………………
……………………………………………………………………………………………………………
2. Comment Izzy choisit-elle ses vêtements ?
……………………………………………………………………………………………………………
……………………………………………………………………...……………………………………
3. Que pense Stefan des vêtements chers ?
………………………….………………………..………………………………………………………
………………………………………………………………………………………………………….
Vocabulary to help you
a designer = un styliste to try to find = essayer de trouver
a teenager = un adolescent Saff
a teen = un ado a brand = une marque
to wear= porter (un vêtement) I’m into trainers = je suis intéressé par,
Anya j’aime les baskets.
we have to wear = nous devons porter Stefan
I don’t mind = ça ne me dérange pas I’m going = je vais…
to hate= détester I’d like to = j’aimerais…
a skirt = une jupe It has to be = ça doit être
a stripy tie = cravate lignée cheap = bon marché
a jumper = pull over expensive = cher
I would be fine with it = ça me to look good = avoir l’air bien, avoir belle
conviendrait allure
Izz a jacket = une veste
most of = la plupart
to spend = dépenser
Do You Like Fashion°? 2/4
 Do You Like Fashion? 3/4
2. EXERCISES (Exercices)
a. Match each word with the right picture (Associe chaque mot à son image)
D.

A E.
C.
B.
F. I.

G. J.
H.

T- jacket boots skirt belt earrings jumper trousers trainers dress

shirt

b. Complete the sentences using ‘to be’ (Complète les phrases avec une
forme du verbe “to be”)
1. A skirt ……………………….for boys. 4. I ………………….a fashion victim.
2. Fashion …………………important for Izzy. 5. ………….……….you interested in
3. Anya …………….……..interested in fashion.
fashion.

c. What do these phrases mean? (Que veulent dire ces expressions ?)

I like = …………………………………………………………………………………............

I don’t like = ……………………………………………………………………………...........

I’m interested in… = ……………………………………………………………….............

I’m not interested in… =…………………………………………………………................

d. Look at the chart and write a short text about Jessica (Observe le
tableau et écris un petit texte à propos de Jessica)

aime X X
n’aime pas X X
est intéressé par X
n’est pas intéressé X
par
 Do You Like Fashion? 4/4

I……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
……………………………………………………………………………
…………………………………………………………………………… Jessica
……………………………………………………………………………
……………………………………………………………………………

e. What do you think about fashion ? Write a short text and give your
opinion (Que penses-tu de la mode ? Ecris un petit texte et donne ton avis)

Comme Anya, Izzy, Saff et Stefan, donne ton avis en quelques lignes. T’intéresses-
tu à la mode ? Qu’aimes-tu ? Que n’aimes-tu pas ? Que portes-tu ?

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………….…………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………

……………………………………………………………………………………………………………
 1/3

READING AND WRITING: “FIND A PENFRIEND FOR JODIE”

(Exercice de lecture et d’écriture:
trouve un(e) correspondant(e) pour Jodie)
Ce sont les vacances, et tu travailles pour une association qui aide les jeunes à
trouver un correspondant. Aujourd’hui tu reçois la lettre de Jodie, une anglaise. Elle
aimerait avoir un correspondant ou une correspondante. Lis sa lettre et essaye de
trouver un(e) correspondant(e) pour elle.

Hello,

I’m Jodie McDonald and I’m English. I’m twelve years old. I’ve got
two brothers, Rick and Jack. They are older than me. Rick is twenty years
old and studies at university. Jack, my other brother, is twenty-five years
old and is a police officer. We really get on well. My mother, Suzanne,
works half-time as a nurse and my father, Luka, works for a building
company. He works forty hours a week. I’ve got a very large family : three
aunts, four uncles and twenty cousins.

I’m tall and thin. I’ve got brown hair and blue eyes.

I’m usually nice and in a good mood. I’ve got many friends in my
school and in my sport club. I play tennis twice a week. I really like this
sport. I often play with my best friend, Nina.

My school is near my house. I go on foot to school. That’s really

cool! There are eighteen pupils in my class: ten girls and eight boys. My
favourite courses are French and maths. I would like to go to France
during the holidays to improve my French.

I’ve got a dog and a cat. I’m really happy to have these animals at
home. I feed them everyday and I walk the dog every evening.

Everyday, before going to school, I have breakfast with my family. I

have a croissant and a big bowl of milk.
 Find a Penfriend for Jodie 2/3
1. READING (Lecture)
a. Read the letter and fill in Jodie’s admission form (Lis la lettre et
complète la fiche d’inscription de Jodie)

a. Nom : _________________________________________
b. Prénom : ______________________________________
c. Âge : __________________________________________
d. Frères et sœurs : ____________________________________________________
____________________________________________________________________________________
e. Parents (noms + métiers) ________________________________________________________
____________________________________________________________________________________
f. Animaux : ______________________________________________________________________
g. Loisirs : ________________________________________________________________________
h. Cours préférés : _________________________________________________________________
i. Physique : _______________________________________________________________________

b. Find in the letter how Jodie says these different words (Repère dans la
lettre comment Jodie dit les mots suivants)
1. nourrir le chien : ___________________________________________
2. promener le chien : ___________________________________________
3. nous nous entendons bien : ___________________________________________
4. ils sont plus âgés que moi : ___________________________________________

c. Look at the different ID cards below. Which one is the best penfriend
for Jodie ? Underline the elements Jodie and her penfriend have in
common (Regarde les cartes d’identité ci-dessous. Quel(le) est le (la) meilleur(e)
correspondant(e) pour Jodie ? Souligne les éléments que Jodie et son/sa
correspondant(e) ont en commun)
Grégory
Âge : 14 ans.
Laura Il a un frère et une sœur.
Âge : 12 ans. Il a un chat.
Elle a un chien et un chat. Il est toujours de bonne humeur.
Elle a deux sœurs. Il aime les maths et la physique.
Elle a des cheveux bruns. Il fait de la natation et il adore les
Elle aime l’histoire et le français. jeux vidéos.
Elle adore la musique et dessiner.

Laetitia
Jérôme Âge : 15 ans.
Âge : 14 ans. Elle n’a pas de frères et sœurs.
Il a un frère. Elle n’a pas d’animaux.
Il a plusieurs animaux. Elle aime les maths et le
Il a les yeux bleus. français.
Il adore le vélo et la natation. Elle n’aime pas le sport mais
Il aime bien l’histoire et la bio. elle aime bien la musique.
 Find a Penfriend for Jodie 3/3
2. WRITING (Exercice d’écriture)

Now, write a letter in English to Jodie and introduce the penfriend

you’ve chosen for her (À présent, rédige une lettre en anglais à Jodie où tu lui
lui présentes le/la correspondant(e) que tu as choisi(e) pour elle)

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
 1/2

SPEAKING : A Friends’ Book (Exercice oral : Un livre d’amis)

Elève A
1. You have a new friends’ book. You would like to complete it. Ask
questions to your partner to fill in his form (Tu as un nouveau livre d’amis.
Tu voudrais le compléter. Pose des questions à ton partenaire pour pouvoir
remplir sa fiche)
Nom : …………………………………………………………………………………………………..
Prénom : …………………………………………….………………………………………………..
Nationalité : …………………………………………...………………………………………………
Lieu d’habitation : ……………………………………….………………………………………….
Âge : ……………………………………………………………………………………………………
Famille : ……………………………………………………………………………………………….
Animaux : …………………………………………………….……………………………………….
Loisirs : ……………………………………………………….………………………………………..
Langue(s) maternelle(s) : ………………………….………………………………………………..
Langue(s) apprise(s) : ……………………………………………..…………………..……………
Cours préférés : ………………………………………………………………………..…………….
Plats préférés : ………………………………………………………………………………………..

2. Now read your form and answer your partner’s questions (Lis ensuite ta
fiche d’identité, pour répondre aux questions de ton partenaire)
Nom : Sanchez.
Prénom : Pedro.
Nationalité : espagnol.
Lieu d’habitation : Madrid.
Âge : 13.
Famille : un frère (9 ans), deux sœurs (14 – 16 ans).
Animaux : un chat, un lapin, pas de chien.
Loisirs : le vélo et le piano.
Langue(s) maternelle(s) : espagnol.
Langue(s) apprise(s) : français, néerlandais, anglais.
Cours préférés : français et math.
Plats préférés : poisson avec carottes.
 A Friends’ Book 2/2

Elève B

1. Read your form and answer your partner’s questions because he

would like to fill in his new friends’ book (Lis ta fiche d’identité, ton
partenaire va te poser des questions car il voudrait remplir son nouveau livre
d’amis)

Nom : Vandepoorte.
Prénom : Michiel.
Nationalité : néerlandais.
Lieu d’habitation : Rotterdam.
Âge : 14.
Famille : un frère (7 ans), un sœur (16 ans).
Animaux : un chien, un poisson.
Loisirs : lecture, musique, gymnastique.
Langue(s) maternelle(s) : néerlandais.
Langue(s) apprise(s) : français, allemand.
Cours préférés : histoire et géographie.
Plats préférés : riz et viande.

2. It’s your turn to fill in your friends’ book. Ask questions to your
partner and fill in his form (A ton tour de compléter ton livre d’amis. Pose
des questions à ton partenaire pour pouvoir remplir sa fiche d’identité)

Nom : …………………………………………………………………………………………………..
Prénom : ………………………………………………..……………………………………………..
Nationalité : ……………………………………………………………..……………………………
Lieu d’habitation : ……………………………………………………………………….………….
Age : …………………………………………………………………………………………………….
Famille : ………………………………………………………………………………………………..
Animaux : ……………………………………………………………………………………………..
Loisirs : …………………………………………………………………………………………..…….
Langue(s) maternelle(s) : …………………………………………………………………………...
Langue(s) apprise(s) : ……………………………………………………………………………..
Cours préférés : ………………………………………………………………………………………
Plats préférés : ………………………………………………………………………………………..
 1/2

ORAL EXERCISE : FAMILY TREE

STUDENT A
Tu assistes à un cours d’anglais pour étrangers dans une école à
Londres. Aujourd’hui vous parlez de vos familles d’accueil. Tu dois
compléter l’arbre généalogique de la famille d’accueil de ton voisin de
classe. Pose-lui des questions pour obtenir les informations
manquantes. Ensuite, écoute ses questions car il doit aussi compléter
l’arbre généalogique de ta famille d’accueil.

Denise __________________
grandmother grandfather
_____________________ 08/08/1933

__________________ John Lucie Jim

aunt __________________ __________________ __________________
01/12/1965 __________________ __________________ __________________

Elisa Rebecca
Peter ___________
__________________ __________________
__________________ ___________
__________________ __________________
__________________ 04/07/1985

Here is your guest family tree (Voici l’arbre généalogique de ta famille d’accueil)

Fiona Mark
grandmother grandfather
06/10/1928 23/07/1927

Andy Helen Jake Jane

uncle aunt father mother
04/04/1951 12/09/1954 09/08/1950 26/06/1956

Andy Paul Andrew Sue

cousin cousin brother Sister
11/05/1986 12/04/1987 19/12/1985 03/02/1983
 Family Tree 2/2

ORAL EXERCISE : FAMILY TREE

STUDENT B
Tu assistes à un cours d’anglais pour étrangers dans une école à
Londres. Aujourd’hui vous parlez de vos familles d’accueil. Tu dois
compléter l’arbre généalogique de la famille d’accueil de ton voisin de
classe. Pose-lui des questions pour obtenir les informations
manquantes. Ensuite, écoute ses questions car il doit aussi compléter
l’arbre généalogique de ta famille d’accueil.

__________________ Mark
grandmother grandfather
_____________________ _____________________

__________________ Helen Jake Jane

uncle __________________ __________________ __________________
04/04/1951 __________________ __________________ __________________

Andy
__________________ Paul Andrew ___________
__________________ __________________ __________________ ___________
__________________ __________________ 03/02/1983

Here is your guest family tree (Voici l’arbre généalogique de ta famille d’accueil)

Denise Georges
grandmother grandfather
16/08/1934 08/08/1933

Anna John Lucie Jim

aunt uncle mother father
01/12/1965 25/11/1960 03/03/1966 08/09/1959

Elisa Rebecca Peter Louise

cousin cousin brother sister
04/04/1990 05/05/1992 02/06/1989 04/07/1985
 1/2

TO HAVE & TO BE
ÉLÈVE A
Introduce Lisa to your partner. Look at the pictures… (Présente Lisa à
ton/ta partenaire. Regarde les images)

Lisa triste
Cheveux blonds

28 ans

John, son fils Yeux bleus

Now, listen to your partner describing Margareth… Tick the right

answers (À présent, écoute ton/ta partenaire, il décrit Margareth… Coche les
réponses correctes)

to have grey hair to be seventy-three years old

= avoir des cheveux gris = avoir septante-trois ans
to have a fish to be Lucida’s mother
= avoir un poisson = être la maman de Lucida
to have glasses to be Edward’s mother
= avoir des lunettes = être la maman d’Edward
to have blue eyes to be a teacher
= avoir des yeux bleus = être enseignant
to have a white handbag to be happy
= avoir un sac à main blanc = être heureux
to have a house to be a grandfather
= avoir une maison = être un grand-père
to have a cat to be a grandmother
= avoir un chat = être une grand-mère
to have a long nose to be old
= avoir un long nez = être vieille
to have black shoes to be rich
= avoir des chaussures noires = être riche
 To Have & To Be 2/2

TO HAVE & TO BE
ÉLÈVE B
Listen to your partner describing Lisa… Tick the right answers
(À présent, écoute ton/ta partenaire, il décrit Lisa… Coche les réponses correctes)

to have blond hair to be twenty-eight years old

= avoir des cheveux blonds = avoir vingt-huit ans
to have a dog to be John’s mother
= avoir un chien = être la maman de John
to have a cat to be tired
= avoir un chat = être fatigué
to have blue eyes to be a teacher
= avoir des yeux bleus = être enseignant
to have black shoes to be sad
= avoir des chaussures noires = être triste
to have a house to be an architect
= avoir une maison = être architecte
to have a duck to have a long nose
= avoir un canard = avoir un long nez
to have green eyes to be thirty-eight years old
= avoir des yeux verts = avoir trente-huit ans
to have a bike to be happy
= avoir un vélo = être heureux

Now, introduce Margareth to your partner. Look at the pictures…

(Présente Lisa à ton/ta partenaire. Regarde les images)

lunettes Margareth,
sac à main blanc Lucida’s mother

long
73 ans nez

Edward
Lucida

chaussures petits-
etits-enfants
noires
 1/2
WHAT DID THEY DO LAST SATURDAY?
a. Read the text about JENNY’s day and complete the chart below (Lis le texte à propos de la journée de
JENNY et complète le tableau ci-dessous)
Last Saturday Jenny woke up really early. First she had breakfast because she was hungry. She ate two
pieces of toast with jam and drank a cup of coffee. Then she had a shower and brushed her teeth. At 10 a.m. she
went to the gym and trained for two hours. Around midday she helped her mother to prepare fish and chips for
lunch. After lunch she did the washing-up. In the afternoon she did her homework: first she studied French
vocabulary with one of her friends and then she did maths exercises. At 5 p.m. she visited her grandmother. She
played a board game with her. She went back home two hours later. For supper she ate chicken with salad. In the evening she
watched TV and then went to bed at 10 p.m.
JENNY JOHN
She ate………………………………………………………….…. He ate………………………………………………………………….
For breakfast
She drank ………………………………………………………… He drank ……………………..………….………………………….

She …………………………………………………...……………… He …………………………..…………………………………………

In the She …………………………………………………….…………… He …………………………..…………………………………………
morning She …………………………………………………….…………… He …………………………..…………………………………………
She …………………………………………………….…………… He …………………………..…………………………………………

For lunch She …………………………………………………………...……… He ………………………..……………………………………………

She …………………………………………………………………... He …………………………..…………………………………………

In the She ………………………………………………………………… He ……………………………..………………………………………
afternoon She …………………………………………………………………... He ………………………………..……………………………………
She …………………………………………………………………... He …………………………………..…………………………………

For supper ........................................................................................ ........................................................................................

In the evening ........................................................................................ .........................................................................................

b. Now ask questions to your partner to complete John’s timetable (Pose maintenant des questions à ton partenaire
pour pouvoir compléter l’emploi du temps de John)
What did John eat for breakfast ? What did he do in the morning°?
 2/2
WHAT DID THEY DO LAST SATURDAY?
a. Read the text about JOHN’s day and complete the chart below (Lis le texte à propos de la journée de JOHN et
complète le tableau ci-dessous)
On Saturday John slept in. He got up around 10 a.m. He ate cereal with milk and drank a big cup of hot
chocolate. In the morning he did his homework. He tidied up and cleaned his bedroom. For lunch, he
prepared some toast with eggs and bacon for parents and himself. After lunch he took the bus to the city
centre to go to football training. Afterwards he went to his aunt’s house. They made some pancakes
together. At 6 p.m. his aunt took him back home. For supper the whole family had a barbecue. Afterwards he
played on the computer and surfed the Internet.
JOHN JENNY
He ate………………………………………………………….…. She ate……………………………………………………………….
For breakfast
He drank ………………………………………………………… She drank …………………..………….………………………….

He …………………………………………………...……………… She ………………………..…………………………………………

In the He …………………………………………………….…………… She ………………………..…………………………………………
morning He …………………………………………………….…………… She ………………………..…………………………………………
He …………………………………………………….…………… She ………………………..…………………………………………

For lunch He …………………………………………………………...……… She ……………………..……………………………………………

He …………………………………………………………………... She ………………………..…………………………………………

In the He ………………………………………………………………… She …………………………..………………………………………
afternoon He …………………………………………………………………... She ……………………………..……………………………………
He …………………………………………………………………... She ………………………………..…………………………………

For supper ........................................................................................ ........................................................................................

In the evening ........................................................................................ .........................................................................................

b. Now ask questions to your partner to complete John’s timetable (Pose maintenant des questions à ton partenaire
pour pouvoir compléter l’emploi du temps de John)
What did Jenny eat for breakfast ? What did she do in the morning°?
 F IC H E S
COM PÉTENCES

ANGLAIS
C OR R I GÉ S
 Table des matières des corrigés des fiches

1. Compréhension à l’audition et expression écrite

a. Jodie ( CD Piste 25)

2. Compréhension à la lecture
a. Silence ! We’re Playing

3. Compréhension à la lecture et expression écrite

a. A Scottish Girl
b. Do You Like Fashion ?
c. A Penfriend for Jodie (CD piste n°25)

4. Expression orale
a. What Did They Do Last Saturday?
 1/2

Listening and writing: “A Penfriend for Jodie”: CORRIGÉ

Exercice d’audition et d’écriture : Trouve un(e) correspondant(e) pour Jodie

CD Piste n°25

1. Listen to Jodie and write down the pieces of information she gives
about herself. Answer in French (Ecoute Jodie et note les éléments qu’elle
donne à propos d’elle. Réponds en français)

Elle déjeune avec sa 12 ans, anglaise 2 frères : Rick et Jack.

famille avant d’aller à Ses parents s’appellent
l’école : un croissant, Suzanne et Lucas.
un bol de lait.

Elle a une grande

Elle a beaucoup Jodie famille : 3 tantes, 4
d’amis à l’école et oncles et 22 cousins.
au club de sport
Elle a un chien et un
Elle est sympa et Elle est grande et chat
souvent de bonne mince. Elle a les
humeur. cheveux bruns et les
yeux bleus.

2. Find one or several people who could be Jodie’s penfriend(s).

Underline the items IN COMMON. (Repère une ou plusieurs personne(s) qui
pourrai(en)t être un(e) correspondant(e) pour Jodie. Souligne les éléments
COMMUNS)

Grégory
Anna Âge : 14 ans.
Âge : 12 ans. Il a un bon ami et de nombreux
Elle a un chien et un chat. cousins.
Elle n’a pas d’amis. Il a un frère et une sœur.
Elle a deux sœurs. Il a un chat.
Elle a des cheveux bruns. Il est toujours de bonne humeur.

Jérôme Laetitia
Âge : 14 ans. Âge : 15 ans.
Il a de nombreux amis. Elle a de nombreux amis.
Il a un frère. Elle n’a pas de frères et
Il a plusieurs animaux. sœurs.
Il a des yeux bleus. Elle a un chien.
Elle a une grande famille.
 A Penfriend for Jodie : corrigé 2/2
3. Script (Transcription)

Hello,

I’m Jodie and I’m English. I’m twelve years old. I’ve got
two brothers, Rick and Jack, and two parents, Susanne and
Luka. I’ve got a very large family : three aunts, four uncles and
twenty cousins.

I’m tall and thin. I’ve got brown hair and blue eyes.

I’m usually nice and in a good mood. I’ve got a lot of

friends at my school and in my sport club.

I’ve got a dog and a cat. I’m really happy to have these
pets at home.

Everyday, before going to school, I have breakfast with my

family. I have a croissant and a big bowl of milk.
 1/1
« SILENCE ! WE’RE PLAYING » : CORRIGÉ
Easy going, décembre 2008

! Origine

Ce jeu a été créé pour des soldats ayant perdu la vue lors de la Seconde Guerre
mondiale.

! Public

Tout un chacun peut jouer à ce jeu : des personnes handicapées tout comme des
personnes valides.
Le public qui regarde le jeu doit être silencieux.

! But du jeu

Le but du jeu est de récolter un maximum de points en faisant passer la balle

derrière une ligne de but.

! Matériel nécessaire

- une balle avec des clochettes à l’intérieur ;

- des masques ;
- un terrain de volley-ball avec des lignes que l’on peut distinguer au toucher
(limites tactiles).

! Règles du jeu

- il y a différentes équipes (deux par déduction) de trois joueurs ;

- il y a deux périodes de 7 minutes dans un jeu ;
- la balle doit toucher le sol lorsque les joueurs se la passent, ainsi les joueurs
la font souvent rouler sur le sol ;
- un joueur doit passer la balle à un autre endéans les 8 secondes.
 1/1
READING COMPREHENSION: A SCOTTISH GIRL: CORRIGÉ
Easy Street, septembre 2008

a. Read the text “A Scottish Girl” and complete this form (Lis le texte “A
Scottish Girl” et complète ce formulaire)

Nom /
Prénom Ailsa
Âge 12 ans
Nationalité écossaise
Ville Cupar
Famille Le prénom de sa maman : Pamela
Le prénom de son papa : Philip
Le prénom de sa sœur : Sophie
Animaux Un poisson : Bubbles
Un lapin : Poppet
Amis Jay et Julia
Loisirs Aller au cinéma
Faire du shopping à Dundee

b. What is Ailsa’s typical school day like? Answer in French (Décris la journée
type d’Ailsa. Réponds en français)

L’heure Activité
7h00 Elle se lève.
8h20’ Elle prend le bus pour aller à l’école.
8h40’ L’école commence.
12h C’est le temps de midi. Elle mange soit à la cantine soit avec
des amis dans un café.
15h30’ L’école se termine.
 1/1
DO YOU LIKE FASHION ? - CORRIGÉ
1. READING (Lecture)
a. Choose the right answer(s) (Choisis la ou les bonne(s) réponse(s))
Anya Izzy Saff Stefan
Qui est intéressé par la mode°? X X X
Qui dépense beaucoup d’argent pour ses X X
vêtements ?
Qui aime porter des vêtements de sport ? X
Qui aimerait travailler dans la mode plus tard ? X

b. Answer the following questions in French (Réponds aux questions suivantes

en français)

1. Que pense Anya des uniformes ?

Le port de l’uniforme n’est pas un problème pour elle. L’idée ne la dérange
pas.
2. Comment Izzy choisit-elle ses vêtements ?
Elle regarde dans les magasines ce que les célébrités (stars) portent.
3. Que pense Stefan des vêtements chers ?
Les vêtements ne doivent pas nécessairement être chers pour être beaux,
pour être bien.

2. EXERCISES (Exercices)
a. Match each word with the right picture (Associe chaque mot à son image)

f g c d i j h a b e
T-shirt jacket boots skirt belt earrings jumper trousers trainers dress

b. Complete the sentences using ‘to be’ (Complète les phrases avec une forme
du verbe “to be”)
1. A skirt isn’t for boys. 4. I’m a fashion victim.
2. Fashion is important for Izzy. 5. Are you interested in fashion ?
3. Anya isn’t interested in fashion.

c. What do these phrases mean°? (Que veulent dire ces expressions ?)

I like = j’aime
I don’t like = je n’aime pas
I’m interested in… = je suis intéressé(e) par…
I’m not interested in…= je ne suis pas intéressé(e) par…

d. Look at the chart and write a short text about Jessica (Observe le tableau et
écris un petit texte à propos de Jessica)

“I like skirts and bags but I don’t like trainers and trousers. I’m interested in music
but I’m not interested in cinema.”
 1/1
READING AND WRITING: “FIND A PENFRIEND FOR JODIE”:
CORRIGÉ
a. Read the letter and fill in Jodie’s admission form (Lis la lettre et complète la
fiche d’inscription de Jodie)

a. Nom : _ McDonald_________________________
b. Prénom :__ Jodie __________________________
c. Âge : _____12 ans__________________________
d. Frères et sœurs : _2 frères : Rick (20 ans, étudie à l’université)
Jack (25 ans, agent de police) _______________________________________________
e. Parents (noms + métiers) __Suzanne, infirmière à mi-temps. Luka, travaille
pour une entreprise de construction___________________________________________
f. Animaux : _______un chat et un chien__________________________________________
g. Loisirs : _________tennis (deux fois par semaine)________________________________
h. Cours préférés : __ français et math_____________________________________________
i. Physique : grande, mince, cheveux bruns, yeux bleus __________________________

b. Find in the letter how Jodie says these different words (Repère dans la
lettre comment Jodie dit les mots suivants)
a. nourrir le chien __feed the dog__________________________
b. promener le chien __walk the dog_________________________
c. nous nous entendons bien __we get on well_______________________
d. ils sont plus âgés que moi __they are older than me______________

c. Look at the different ID cards below. Which one is the best penfriend for
Jodie ? Underline the elements Jodie and her penfriend have in common
(Regarde les cartes d’identité ci-dessous. Quel(le) est le/la meilleur(e)
correspondant(e) pour Jodie ? Souligne les éléments que Jodie et son/sa
correspondant(e) ont en commun) Grégory
Âge : 14 ans.
Laura Il a un frère et une sœur.
Âge : 12 ans. Il a un chat.
Elle a un chien et un chat. Il est toujours de bonne humeur.
Elle a deux sœurs. Il aime les maths et la physique.
Elle a des cheveux bruns. Il fait de la natation et il adore les
Elle aime l’histoire et le français. jeux vidéos.
Elle adore la musique et dessiner.

Laetitia
Jérôme Âge : 15 ans.
Âge : 14 ans. Elle n’a pas de frères et sœurs.
Il a un frère. Elle n’a pas d’animaux.
Il a plusieurs animaux. Elle aime les maths et le
Il a les yeux bleus. français.
Il adore le vélo et la natation. Elle n’aime pas le sport mais
Il aime bien l’histoire et la bio. elle aime bien la musique.
 1/2
WHAT DID THEY DO LAST SATURDAY? CORRIGÉ
a. Read the text about JENNY’s day and complete the chart below (Lis le texte à propos de la journée de JENNY et
complète le tableau ci-dessous)

Last Saturday Jenny woke up really early. First she had breakfast because she was hungry. She ate two pieces of toast with jam
and drank a cup of coffee. Then she had a shower and brushed her teeth. At 10 a.m. she went to the gym and trained for two
hours. Around midday she helped her mother to prepare fish and chips for lunch. After lunch she did the washing-up. In the
afternoon she did her homework: first she studied French vocabulary with one of her friends and then she did maths exercises.
At 5 p.m. she visited her grandmother. She played a board game with her. She went back home two hours later. For supper she
ate chicken with salad. In the evening she watched TV and then went to bed at 10 p.m.
Jenny John
She ate two pieces of toast with jam. He ate cereal with milk.
For breakfast
She drank a cup of coffee. He drank a big cup of hot chocolate.
She had a shower. He did his homework.
In the She brushed her teeth. He tidied up and cleaned his bedroom.
morning She went to the gym. /
She trained for two hours. /
For lunch She ate fish and chips. He ate some toast with eggs and bacon.
She did the washing-up. He took the bus to go to his football training.
In the She did her homework. He went to his aunt’s house.
afternoon She visited her grandmother. They made some pancakes.
She played a board game. She took him back home.
For supper She ate chicken with salad. The whole family had a barbecue.
In the evening She watched TV and went to bed at 10 p.m. He played on the computer and surfed the Internet.

b. Now ask questions to your partner to complete John’s timetable (Pose maintenant des questions à ton partenaire
pour pouvoir compléter l’emploi du temps de John)

What did John eat for breakfast ? What did he do in the morning°?
 2/2
WHAT DID THEY DO LAST SATURDAY? CORRIGÉ
a. Read the text about JOHN’s day and complete the chart below (Lis le texte à propos de la journée de JOHN et
complète le tableau ci-dessous)

On Saturday John slept in. He got up around 10 a.m. He ate cereal with milk and drank a big cup of hot chocolate. In the
morning he did his homework. He tidied up and cleaned his bedroom. For lunch, he prepared some toast with eggs and bacon for
parents and himself. After lunch he took the bus to the city centre to go to football training. Afterwards he went to his aunt’s
house. They made some pancakes together. At 6 p.m. his aunt took him back home. For supper the whole family had a barbecue.
Afterwards he played on the computer and surfed the Internet.
Jenny John
She ate two pieces of toast with jam. He ate cereal with milk.
For breakfast
She drank a cup of coffee. He drank a big cup of hot chocolate.
She had a shower. He did his homework.
In the She brushed her teeth. He tidied up and cleaned his bedroom.
morning She went to the gym. /
She trained two hours. /
For lunch She ate fish and chips. He ate some toast with eggs and bacon.
She did the washing-up. He took the bus to go to football training.
In the She did her homework. He went to his aunt’s house.
afternoon She visited her grandmother. They made some pancakes.
She played a board game. She took him back home.
For supper She ate chicken with salad. The whole family had a barbecue.
She watched TV and went to bed at 10 p.m. He played on the computer and surfed the
In the evening
Internet.
b. Now ask questions to your partner to complete John’s timetable (Pose maintenant des questions à ton partenaire
pour pouvoir compléter l’emploi du temps de John)
What did Jenny eat for breakfast ? What did she do in the morning?
 Exercises about Present Tenses
A .Conjugate in the Present Continuous

1.We (to fly) over Paris at the moment .

2. The air hostess (to serve) drinks and dinner .
3. All the passengers (to eat and drink )
4. She (not to look) through the window .
5. (not to read) he a newspaper ?
6. Mary ( to write) a letter to her boy-friend .
7. (to play) I the piano ?
8. The teenagers (to listen) to the radio
9. She (not to swim) in the river .
10. Look ! The dog (to run) very fast .

B. Conjugate in the Simple Present

1. He ( not to know) the answers

2. She( to like) some apple juice .
3. They ( not to have ) some ice cream .
4. ( to work) she at the airport ?
5. What time ( to start ) the film ?
6. Whose car ( to use) she ?
7. I (to drive) my car every day .
8. Mr Garret ( to teach) English in France .
9. I ( not to want ) to miss the bus .
10. They always (to travel) by plane .

C. Simple Present or Present Continuous ?

1. She (to go) away every weekend .

2. Look ! There he is .He(to sit) outside a café .
3. He’s busy now ; he (to write ) a letter .
4. He (to write ) her every week .
5. I usually ( not to take) sugar in my coffee.
6. I ( to suppose ) you know me .
7. In Spain women usually ( not to wear) hats
8. ( to rain) it often in the desert ?
9. My mother usually (to cook) dinner in the morning .
10. What’s your mother doing ? She (to wash) my clothes .

D. Make negative .

1. She wants some coffee . 2. I know somebody . 3 . She’s opening the red box .
4. I’m sorry ; I can help you . 5 We’re watching television . 6. The boy throws a ball .
7She tells us a story . 8. They can come this evening . 9. He’s trying to be a good boy .
10. I’m studying Russian .

Exercises about Past Tenses

PAST SIMPLE & PAST CONTINUOUS - Exercice 1

Example : 1. He (sit) in a pub when I (see) him. He was sitting in a pub when he saw me.
2. The boy (fall) down while he (run).
3. The light (go) out while I (have) tea.
4. My neighbours (sing) when I (go) into their house.
5. When I (be) at school I (learn) Greek.
6. I (wash) the van when I (receive) the bad news.
7. When the phone (ring) , I (have) a bath.
8. Large crowds (wait) at the station when the pop singer (arrive) .
9. When I (have) a dog I always (take) him out for a walk in the evening.
10. We (drink) wine every day when we (be) in France.

PAST SIMPLE & PAST CONTINUOUS - Exercice 2

1. He (eat) his supper when I (go) to see him.

2. When I (go) out the sun (not shine) .

3. I (have) coffee when the light in the house (go) out.

4. When I (see) her, she (speak) to the waiter.

5. When their teacher of German (ask) them a question, they (not know) the answer because they (talk) .

6. The moment he (hear) the good news, he (phone) me.

7. When the bell (ring) we (do) a test.

8. I (do) my homework before I (go) to bed.

9. When we (arrive) at the theatre, some other people (sit) in our seats.

10. Every day I (catch) the number 15 bus to work.

PAST SIMPLE & PAST CONTINUOUS - Exercice 3

1. They (arrive) while we (have) lunch.

2. Who (tell) you to come and see me here in my office?

3. They (talk) about him when he (come) in.

4. The housewife (find) EUR 10 while she (sweep) her house.

5. He (come) in while I (work) .

6. He (smoke) his usual Burmese cheroot when I (enter) .

7. I (read) the newspaper when he (ring) .

8. The postman (come) as I (leave) the house.

9. The family (seem) very busy. They (collect) shells along the riverbank.

10. The clock (strike) midnight while the guests (dance) .

PAST SIMPLE & PAST CONTINUOUS - Exercice 4

1. I (have) supper when the robbers (break) into my house.

2. When I (come in) , the cat (sleep) in the armchair.

3. We (swim) down at the beach when they (arrive) .

4. My friends (come) to see me at 6 o'clock.

5. What (you, do) yesterday at this time?

6. On our holiday this summer, we (swim) every day.

7. Where (you, go) when I (see) you yesterday?

8. He (ask) me who I (wait) for.

9. He (lose) the keys of his car while he (see) the sights of the city.

10. Sandra (cook) vegetables when I first (ask) her to marry me.

PAST SIMPLE & PAST CONTINUOUS - Exercice 5

1. My father (drop) 4 plates while he (wash up) last night; none of them (break) .

2. He (think) of something else all the time you (talk) to him.

3. When I (see) him, he (sing) and (smoke) a cigar at the same time.

4. The dog (bite) her on the ankle while she (try) to catch it.

5. He (lean) against the door and (listen) to the radio when I first (try) to speak to him.

6. Scenes from the whole of his past life (flash) through his mind as the plane (crash) .

7. She (remember) the day she first (go) to school.

8. When he had left school and (look) for a job, he (meet) a school-friend of his.

9. The director of the prison (discover) that he was expected to treat prisoners equally.

10. The child (take) another cake when its parents (not look) .

PAST SIMPLE & PAST CONTINUOUS - Exercice 6

When I was in Turkey last year, I (have) my first experience of an earthquake. It (be) about 11 o'clock at
night. I (be) in my hotel room and (take) off my clothes when I (think) I (hear) someone banging in the
room below. Suddenly the whole room (begin) to shake. It wasn't the person underneath! The hotel (shake)
because of an earthquake! My first thought was to get out, but I (stay) on the 3rd floor! So I (run) out of the
room and started to go down the stairs.

PAST SIMPLE & PAST CONTINUOUS - Exercice 7

Suddenly all the lights (go) out. While I (go) down the stairs, I (meet) someone who (shout) "Get down to
the bottom of the stairs as fast as you can, and hide underneath." I (do) as he (say) . When I (get) there,
there were several other people. They (tell) me to stay under the stairs and we (not come) out until we
(think) the earthquake was over.
Put the verbs in the present perfect

1. She (to stop) smoking since the birth of her baby.

2. He (to be) in the Army for two years.

3. She (to become) more jealous since the birth of her brother.

4. They (never / tell) the truth.

5. My teacher (always / help) me to improve my level.

6. I (just / receive) a new message.

7. He (already / finish) reading the novel.

8. The plane (not / land) yet.

9. She (always / respect) his point of view

10. He (just / find) a title for his new book.

11. We (never / come) late.

12. (you / finish) eating yet?

13. I (just / see) a meteor.

Put the verbs in the present perfect

1. I (visit) London

2. Ron (never/ride) a motorbike.

3. Ted (write) a play.

4. I (not/eat) this Chinese food.

5. (you/make) a cake ?

6. (you /be) to Paris?

7. She (never/make) a cake.

8. (you/meet) a V.I.P ?

9. What (you /do) ?

10. I (not/visit) Rome.

Exercises : Simple Past
A. Put the verbs in the simple past

1. ……………………………….. (you/go) to London yesterday?

2. Yes, I ……………………………….. (réponse courte),
3. I ……………………………….. (not take) the Eurostar
4. and I ……………………………….. (arrive) at Waterloo Station.
5. I ……………………………….. (meet) old friends there.
6. They ……………………………….. (not be) all very happy to see me.
7. I ……………………………….. (visit) the town with them.
8. I even ……………………………….. (see) Prince Charles!
9. I ……………………………….. (go) to Buckingham Palace too!
10. It ……………………………….. (be) a wonderful journey!

B. Same exercise

1. She ……………………………….. (to come) to school later than I did.

2. He told me that he ……………………………….. (may) come today.
3. I ……………………………….. (not to make) a mistake.
4. He ……………………………….. (to be) in another school last year.
5. Many years ago, China ……………………………….. (to be) a poor country.
6. It's high time you ……………………………….. (to work) hard.
7. She wishes she ……………………………….. (to become) rich.
8. When I was a child I often ……………………………….. (to play) with Kelly.
9. She ……………………………….. (not to leave) two days ago.

C. Same exercise

1. I ……………………………….. (go) to Brighton last year.

2. She ……………………………….. (write) to her friend Kevin.
3. Yesterday, he ……………………………….. (play) football with Julien.
4. I ……………………………….. (speak) to my uncle on the phone.
5. Mary ……………………………….. (buy) a present for Camilla 2 days ago.
6. My mother ……………………………….. (be) there yesterday.
7. You ……………………………….. (see) Maeva too when you went shopping.
8. Did your mother ……………………………….. (drive) you to school?
9. He ……………………………….. (bring) sweets for the pupils.
10. I ……………………………….. (work) in this supermarket when I was 16.
11. He ……………………………….. (leave) five minutes ago.
12. Sylvia ……………………………….. (teach) Spanish some years ago.
 Exercise about the FUTURE
LE FUTUR - ( WILL / ‘LL + INFINITIF )

1. A: Did you water the plants?

B: No, I forgot. I (water) them now. I’ll water
2. A: Can you help me with this report?
B: Not now, I’m afraid. I (meet) the CEO in five minutes.
3. A: Would you like red or white wine?
B: I (have) red, please.
4. A: Would you like to join us for dinner, Mr Myoto?
B: That’s very kind of you but my wife and I (leave) for Geneva at 5pm .
5. A: The ink cartridge in the printer has run out. Hmm, how do you change it?
B: I (do) it for you. It’s the same model as mine.
6. Travel agent: There’s a morning flight at 7.50 which gets you there at 9.35, or there’s a later one at
12.05 arriving at 14.25.
Customer: I (take) the 7.50.
7. A: What about meeting on Tuesday morning at 10.
B: I (show) some visitors around the factory at 8.30, but 10 o’clock is fine.
8. A: Jack and I (go) for a drink after work. Would you like to come?
B: OK, yes, I’ d like that.
9. A: Can you help me with this report?
B: Not now, I’m afraid – important meeting with the boss! But I (help) you later.
10. A: It’s very stuffy in this room.
B: Yes, you’re right. I (open) the window.

Simple past and present perfect

Form

Write down the correct form (pronoun + verb).

Simple Past Present Perfect Simple

I / open

he / write

they / do

you / swim

she / give

Positive Sentences

Put the verbs into the correct tense (simple past or present perfect simple).

1. Mary (win) the lottery last year.

2. We (prepare / already) dinner.

3. James (find) your ring in the garden yesterday.

4. He (come / just) home.

5. They (buy) their car two years ago.

Negative Sentences

Put the verbs into the correct tense (simple past or present perfect simple).

1. I (see / not) anyone yet.

2. Phil (go / not) to the cinema last night.

3. We (be / not) to the zoo so far.

4. She (arrive / not) yet.

5. Emily (visit / not) me last week.

Questions

Put the verbs into the correct tense (simple past or present perfect simple).

1. (you / read) the book yet?

2. How many letters (they / write) so far?

3. When (he / tell) you that?

4. (you / be) at home last night?

5. How often (you / travel) abroad till now?

Text

Put the verbs into the correct tense (simple past or present perfect simple).

1. A: (you / taste / ever) sushi?

2. B: Yes, I (eat) sushi at least five times so far.

3. A: When (you / eat) sushi for the first time?

4. B: I (eat) sushi for the first time on my dad's 50th birthday. He (invite) the whole family to a
Japanese restaurant.

5. A: (you / like) it?

6. B: Absolutely. In fact, it (be) so good that we (be) to that restaurant three times yet. And on

my mum's birthday, we (order) some sushi and (have) it at home.

Form

Write down the correct form (pronoun + verb).

Simple Past Present Perfect Simple

 he / listen

they / speak

I / watch

she / grow

you / fall

Positive Sentences

Put the verbs into the correct tense (simple past or present perfect simple).

1. He (leave / just) his house.

2. We (build) a tree house last week.

3. Two years ago, Fiona (break) her leg.

4. I (wash / already) the dishes.

5. The other day, our cat (bring) home a mouse.

Negative Sentences

Put the verbs into the correct tense (simple past or present perfect simple).

1. We (empty / not) the bin last week.

2. She (be / not) there an hour ago.

3. He (lose / not) any game so far.

4. My brother (pick / not) me up at 8 o'clock.

5. I (make / not) up my mind yet.

Questions

Put the verbs into the correct tense (simple past or present perfect simple).

1. (you / see) Bob recently?

2. Who (switch) off the lights a minute ago?

3. When (she / become) a teacher?

4. (you / ride / ever) an elephant?

5. (you / hurt) your knee when you were playing football?

Text
 Put the verbs into the correct tense (simple past or present perfect simple).

1. Last week I (be) very busy and I (have not) the time to do a lot in the household.

2. On Monday I (work) three hours overtime and (come) home very late in the evening.

3. From Tuesday to Thursday I (be) on a business trip.

4. On Friday I (go) to a friend's birthday party and at the weekend I (visit) my grandparents.

5. Tomorrow some friends are coming over. I (see / not) them for ages and they (be / never) at
my place before.

6. I (clean / just) my house so I can show them around. Now everything is perfect.

SOLUTIONS: PAST SIMPLE & PAST CONTINUOUS - Exercice 1

1. He (sit) was sitting in a pub when I (see) saw him.
2. The boy (fall) fell down while he (run) was running.
3. The light (go) went out while I (have) was having tea.
4. My neighbours (sing) were singing when I (go) went into their house.
5. When I (be) was at school I (learn) learnt Greek.
6. I (wash) was washing the van when I (receive) received the bad news.
7. When the phone (ring) rang, I (have) was having a bath.
8. Large crowds (wait) were waiting at the station when the pop singer (arrive) arrived.
9. When I (have) had a dog I always (take) took him out for a walk in the evening.
10. We (drink) drank wine every day when we (be) were in France

SOLUTIONS: PAST SIMPLE & PAST CONTINUOUS - Exercice 2

1. He (eat) was eating his supper when I (go) went to see him.
2. When I (go) went out the sun (not shine) wasn't shining.
3. I (have) was having coffee when the light in the house (go) went out.
4. When I (see) saw her, she (speak) was speaking to the waiter.
5. When their teacher of German (ask) asked them a question, they (not know) didn't know the answer because
they (talk) were talking.
6. The moment he (hear) heard the good news, he (phone) phoned me.
7. When the bell (ring) rang we (do) were doing a test.
8. I (do) did my homework before I (go) went to bed.
9. When we (arrive) arrived at the theatre, some other people (sit) were sitting in our seats.
10. Every day I (catch) caught the number 15 bus to work.

SOLUTIONS: PAST SIMPLE & PAST CONTINUOUS - Exercice 3

1. They (arrive) arrived while we (have) were having lunch.
2. Who (tell) told you to come and see me here in my office?
3. They (talk) were talking about him when he (come) came in.
4. The housewife (find) found EUR 10 when she (sweep) was sweeping her house.
5. He (come) came in while I (work) was working.
6. He (smoke) was smoking his usual Burmese cheroot when I (enter) entered.
7. I (read) was reading the newspaper when he (ring) rang.
8. The postman (come) came as I (leave) was leaving the house.
9. The family (seem) seemed very busy. They (collect) were collecting shells along the riverbank.
10. The clock (strike) struck midnight while the guests (dance) were dancing.

SOLUTIONS: PAST SIMPLE & PAST CONTINUOUS - Exercice 4

 1. I (have) was having supper when the robbers (break) broke into my house.
2. When I (come in) came in, the cat (sleep) was sleeping in the armchair.
3. We (swim) were swimming down at the beach when they (arrive) arrived.
4. My friends (come) came to see me at 6 o'clock.
5. What (you, do) were you doing yesterday at this time?
6. On our holiday this summer, we (swim) swam every day.
7. Where (you, go) were you going when I (see) saw you yesterday?
8. He (ask) asked me who I (wait) was waiting for.
9. He (lose) lost the keys of his car while he (see) was seeing the sights of the city.
10. Sandra (cook) was cooking vegetables when I first (ask) asked her to marry me.

SOLUTIONS: PAST SIMPLE & PAST CONTINUOUS - Exercice 5

1. My father (drop) dropped 4 plates while he (wash up) was washing up last night; none of them (break) broke.
2. He (think) was thinking of something else all the time you (talk) were talking to him.
3. When I (see) saw him, he (sing) was singing and (smoke) was smoking a cigar at the same time.
4. The dog (bite) bit her on the ankle while she (try) was trying to catch it.
5. He (lean) was leaning against the door and (listen) was listening to the radio when I first (try) tried to speak to
him.
6. Scenes from the whole of his past life (flash) flashed through his mind as the plane (crash) crashed.
7. She (remember) remembered the day she first (go) went to school.
8. When he had left school and (look) was looking for a job, he (meet) met a school-friend of his.
9. The director of the prison (discover) discovered that he was expected to treat prisoners equally.
10. The child (take) took another cake when its parents (not look) were not looking.

SOLUTIONS: PAST SIMPLE & PAST CONTINUOUS - Exercice 6

When I was in Turkey last year, I (have) had my first experience of an earthquake. It (be) was about 11
o'clock at night. I (be) was in my hotel room and (take) was taking off my clothes when I (think) thought I
(hear) heard someone banging in the room below. Suddenly the whole room (begin) began to shake. It
wasn't the person underneath! The hotel (shake) was shaking because of an earthquake! My first thought
was to get out, but I (stay) was staying on the 3rd floor! So I (run) ran out of the room and started to go
down the stairs.

SOLUTIONS: PAST SIMPLE & PAST CONTINUOUS - Exercice 7

Suddenly all the lights (go) went out. While I (go) was going down the stairs, I (meet) met someone who
(shout) shouted "Get down to the bottom of the stairs as fast as you can, and hide underneath." I (do) did as
he (say) said. When I (get) got there, there were several other people. They (tell) told me to stay under the
stairs and we (not come) didn't come out until we (think) thought the earthquake was over.

FUTURE

SOLUTIONS: LE FUTUR - Exercice 1

1. A: Did you water the plants?
B: No, I forgot. I’ll water them now.
2. A: Can you help me with this report?
B: Not now, I’m afraid. I’m meeting the CEO in five minutes.
3. A: Would you like red or white wine?
B: I’ll have red, please.
4. A: Would you like to join us for dinner, Mr Myoto?
B: That’s very kind of you but my wife and I are leaving for Geneva at 5pm .
5. A: The ink cartridge in the printer has run out. Hmm, how do you change it?
B: I’ll do it for you. It’s the same model as mine.
6. Travel agent: There’s a morning flight at 7.50 which gets you there at 9.35, or there’s a later one at 12.05 arriving at
14.25.
Customer: I’ll take the 7.50.
7. A: What about meeting on Tuesday morning at 10.
B: I’m showing some visitors around the factory at 8.30, but 10 o’clock is fine.
8. A: Jack and I are going for a drink after work. Would you like to come?
B: OK, yes, I’ d like that.
9. A: Can you help me with this report?
B: Not now, I’m afraid – important meeting with the boss! But I’ll help you later.
10. A: It’s very stuffy in this room.
B: Yes, you’re right. I’ll open the window.
CL : A long story 3 to 5
Read the 3 parts of the story and answer the questions in English

1. How is Judy's flat ?

………………………………………………………………………………………………………….
2. What's Judy doing ?
………………………………………………………………………………………………………….
3. Why is she worried ?
……………………………………………………………………………………………………….
4. Who does she call ?
………………………………………………………………………………………………………….
5. Where are Judy and Dr Wagner going to ?
………………………………………………………………………………………………………….
6. What does Dr Wagner say about Sam ?
………………………………………………………………………………………………………….
7. What does Judy say about Sam ?
………………………………………………………………………………………………………….
CL : A long story 6-7

Answer these questions in English

1. What does Judy buy at the airport ?

………………………………………………………
………………………………………………………
2. Where does she go through in the airport ?
………………………………………………………
………………………………………………………
3. What’s the man like ? Describe him precisely !
………………………………………………………
………………………………………………………
………………………………………………………
………………………………………………………

True, false or not mentioned ?

……………1. The man offers her a soft drink.

……………2. He’s a doctor.
……………3. Judy thought he was nice.
……………4. The time was 3.25.
……………5. Judy walked to the front of the plane.
……………6. The man was armed.
……………7. He wanted to kill someone.
remparts

Answer these questions in English

Reading Comprehension Level 6
Read the passage. Then answer the questions below.

When we are young, we learn that tigers and sharks are dangerous animals. We might be scared of
them because they are big and powerful. As we get older, however, we learn that sometimes the most
dangerous animals are also the smallest animals. In fact, the animal that kills the most people every
year is one that you have probably killed yourself many times: the mosquito.
While it may seem that all mosquitoes are biters, this is not actually the case. Male mosquitoes eat
plant nectar. On the other hand, female mosquitoes feed on animal blood. They need this blood to live
and produce eggs. When a female mosquito bites a human being, it transmits a small amount of saliva
into the blood. This saliva may or may not contain a deadly disease. The result of the bite can be as
minor as an itchy bump or as serious as death.
Because a mosquito can bite many people in the course of its life, it can carry diseases from one
person to another very easily. Two of the most deadly diseases carried by mosquitoes are malaria and
yellow fever. More than 700 million people become sick from these diseases every year. At least 2
million of these people will die from these diseases.
Many scientists are working on safer and better ways to kill mosquitoes, but so far, there is no sure
way to protect everyone in the world from their deadly bites. Mosquito nets can be placed over beds to
protect people against being bitten. These nets help people stay safe at night, but they do not kill any
mosquitoes. Mosquitoes have many natural enemies like bats, birds, dragonflies, and certain kinds of
fish. Bringing more of these animals into places where mosquitoes live might help to cut down the
amount of mosquitoes in that area. This is a natural solution, but it does not always work very well.
Mosquitoes can also be killed with poisons or sprays. Even though these sprays kill mosquitoes, they
may also harm other plants or animals.
Although mosquitoes may not seem as scary as larger, more powerful animals, they are far more
dangerous to human beings. But things are changing. It is highly likely that one day scientists will find
a way to keep everyone safe from mosquitoes and the diseases they carry.

Questions
1) According to the author, some people are more afraid of tigers and sharks than mosquitoes
because tigers and sharks

A. kill more people than mosquitoes

B. are big and powerful
C. are found all over the world
D. have no natural enemies

2) Based on the information in paragraph 2, we can understand that

I. male mosquitoes and female mosquitoes have different eating habits

II. male mosquitoes are harmless to humans
III. female mosquitoes are responsible for transmitting diseases to humans

A. I only
B. I and II only
C. II and III only
D. I, II, and III

3) In paragraph 2 the author writes, "This saliva may or may not contain a deadly disease." The
purpose of this statement is to

A. oppose a previous argument

B. question an upcoming conclusion
C. confirm a hypothesis
D. support a later statement

4) As used in paragraph 2, minor most nearly means

A. insignificant
B. deadly
C. frustrating
D. dangerous

5) Based on information in paragraph 3, it can be understood that if you get sick with malaria or yellow
fever, your chances of survival are

A. terrible
B. mediocre
C. good
D. excellent

6) It can be understood that the introduction of dragonflies might reduce the number of flies in a given
area because dragonflies

A. work together with mosquitoes

B. kill mosquitoes
C. cannot be killed by poisons or sprays
D. attract bats

7) Which of the following best summarizes the information in paragraph 4?

A. Mosquito nets provide adequate protection from deadly mosquitoes.

B. Poisons and sprays provide adequate protection from deadly mosquitoes.
C. The introduction of the mosquito's natural enemies provides adequate protection from deadly
mosquitoes.
D. There is no perfect solution to the mosquito problem.

8) Which of the following words best describes the author's overall attitude towards the prospect of
solving the mosquito problem?

A. despondent, meaning hopeless or dejected

B. exasperated, meaning extremely irritated or annoyed
C. equivocal, meaning doubtful or uncertain
D. optimistic, meaning hopeful or taking a favorable view
Answers and Explanations
1) B

In the first paragraph the author says, "We might be scared of them because they are big and powerful." In the last paragraph,
the author says that we might be more afraid of tigers and sharks than we are of mosquitoes because tigers and sharks are
"larger, and more powerful." This lets us know that (B) is correct. In paragraph 1, the author tells us that of all animals, the
mosquito "kills the most people every year." This eliminates (A). The passage does not contain information to support choices
(C) and (D). Therefore they are incorrect.
2) D

In paragraph 2 the author writes, "Male mosquitoes eat plant nectar. On the other hand, female mosquitoes feed on animal
blood." Using this information, we can understand that male mosquitoes and female mosquitoes have different eating habits.
This supports option (I). In paragraph 2 the author writes, "Male mosquitoes eat plant nectar. On the other hand, female
mosquitoes feed on animal blood. They need this blood to live and produce eggs. When a female mosquito bites a human
being, it transmits a small amount of saliva into the blood. This saliva may or may not contain a deadly disease." Since male
mosquitoes eat plant nectar (and not animal blood), and it is the bite that causes the transmission of diseases, we can
understand that male mosquitoes do not bite humans. Therefore they are harmless to humans. This supports option (II). In
paragraph 2 the author writes, "Male mosquitoes eat plant nectar. On the other hand, female mosquitoes feed on animal blood.
They need this blood to live and produce eggs. When a female mosquito bites a human being, it transmits a small amount of
saliva into the blood. This saliva may or may not contain a deadly disease." Since male mosquitoes eat plant nectar (and not
animal blood), and it is the bite that causes the transmission of diseases, we can understand that female mosquitoes are
responsible for transmitting diseases to humans. This supports option (III). Therefore (D) is correct.
3) D

To answer this question correctly, it helps to use context. At the end of paragraph 2 the author writes, "This saliva may or may
not contain a deadly disease." In the next sentence the author writes, "The result of the bite can be as minor as an itchy bump or
as serious as death." Using this information, we can understand that the reason why the result of the bite can be as minor as an
itchy bump or as serious as death is because the mosquito's saliva may or may not contain a deadly disease. This lets us know
that the purpose of the statement in question is to support a later statement, which, in this case, is the next sentence. Choice (D)
is correct. The passage does not provide information to support choices (A), (B). and (C). Therefore they are incorrect.
4) A

minor (adjective): relatively small in size, quantity, or degree.

In paragraph 2, the author says that when a mosquito bites a person, “The result of the bite can be as minor as an itchy bump or
as serious as death.” Here, the author contrasts an itchy bump with death. An itchy bump is not very serious when compared to
death. An itchy bump is a small, insignificant problem, while death is aptly described as "serious." This makes (A) the correct
choice. Although itchy bumps can be frustrating, this is not as good a contrast for "serious" as insignificant. Therefore (C) is
incorrect. (B) and (D) are incorrect because the author contrasts the itchy bumps with deadly ones. The author means to show
that an itchy bump is harmless, not deadly or dangerous.
5) D

At the end of paragraph 3 the author writes, "More than 700 million people become sick from these diseases every year. At least
2 million of these people will die from these diseases." This lets us know that of the 700 million people who become sick, only
around 2 million do not survive. Because 2 million is an extremely small percentage of 700 million (2/700 or .002%), we can
understand that if you get sick with malaria or yellow fever, your chances of survival are excellent. This means (D) is correct.
The passage does not provide information to support choices (A), (B). and (C). Therefore they are incorrect.
6) B

In paragraph 4, the author says that, “Mosquitoes have many natural enemies like bats, birds, dragonflies, and certain kinds of
fish. Bringing more of these animals into places where mosquitoes live might help to cut down the amount of mosquitoes in that
area.” (B) is the only choice that uses information supported by the passage to provide a reason why dragonflies would reduce
(or make less) the number of mosquitoes in a given area. Therefore it is correct. The passage does not provide information to
support choices (A), (C), and (D). Therefore they are incorrect.
7) D

In paragraph 4, the author writes, "Many scientists are working on safer and better ways to kill mosquitoes, but so far, there is
no sure way to protect everyone in the world from their deadly bites." The author continues to discuss possible solutions and
their respective drawbacks. This lets us know there is not perfect solution to the mosquito problem. Choice (D) is correct. The
passage does not provide information to support choices (A), (B), and (C). Therefore they are incorrect.
8) D

In the final paragraph the author concludes the passage by saying, "But things are changing. It is highly likely that one day scientists will
find a way to keep everyone safe from mosquitoes and the diseases they carry." This lets us know that although the problem may look grim
now, there is a good chance that scientists will be able to solve it in the future. Thus, the author's attitude towards the prospect of solving
the mosquito problem can best be described as optimistic. Therefore (D) is correct. Despondent and exasperated are too negative to
accurately describe the author's attitude. Therefore choices (A) and (B) are incorrect. The author does not express uncertainty about the
prospect of solving the mosquito problem. Therefore the author is not equivocal. Choice (C) is incorrect.