Workbook Corrigé 4ème

AVERTISSEMENT
Vous venez de télécharger gratuitement les corrigés du Workbook What’s on … 4e

– Edition 2017.
Nous vous rappelons qu’ils sont destinés à un usage strictement personnel.

Ils ne peuvent ni être reproduits ni être mutualisés sur aucun site (site
d’établissement, site enseignant, blog ou site de peer to peer), même à titre
grâcieux.
Deux raisons principales :

• Eviter de rendre le fichier accessible aux élèves dans les moteurs de
recherche.
• Respecter pleinement le droit d’auteurs : en effet, l’ensemble des fichiers
mis à votre disposition sont des œuvres de l’esprit protégées par le droit de
la propriété littéraire et artistique.
Nous vous rappelons que selon les articles L 331-1 et L 335-4 du Code de la
propriété intellectuelle, toute exploitation non autorisée de ces œuvres
constitue un délit de contrefaçon passible de sanctions de natures pénale
et civile, soit trois ans d’emprisonnement et 300 000 euros d’amende.
E 4
CL
4
CY
e
au
Nouvaemme
progr
What’s A2
B1
workbook Version corrigée pour l’enseignant

on
MP
AG N E M 2 exploitations différenciées par leçon !
AP
O
Un support idéal pour l’accompagnement

EN
A CC
personnalisé.
ER
S O N N A LI S
É
P
E4
CL
CY
e
au
Nouvaemme
pro g r
What’s A2
B1
workbook on
Sous la direction de
James WINDSOR
IA-IPR Académie de Bordeaux
Peter CHILVERS
Professeur certifié
Cité scolaire Stendhal, Aiguillon (47)
Nathalie FEYBESSE
Collège Théophile de Viau, Le Passage (47)
Davy VAN DER PEIJL

Collège Eugène-Atget, Libourne (33)
Bienvenue dans ton workbook
What’s on… 4e !
Grâce à la collection What’s on…, tu vas enfin pouvoir apprendre l’anglais :
• à ton propre rythme puisque deux questionnements te sont proposés dans ton
workbook pour chacun des documents que tu vas étudier avec ton professeur
en classe ;
AG N E M
MP
AP
O
DIFFÉRENCIATION
EN
A CC
Choose between the following exercises (A or B).
T
ER
S O N N A LI S
É
P
• en étant acteur de ton apprentissage puisque tu vas choisir le questionnement,
A ou B, le mieux adapté à ta compréhension et/ou à ta perception du document,
et cela sans aucun jugement sur ton niveau d’anglais ;
• en bénéficiant de conseils dans ta découverte de cette langue étrangère pour
te permettre d’aborder de manière méthodique tout document, écrit ou oral ;
• en enrichissant ton vocabulaire grâce à des boîtes d’aide et à des exercices
ludiques sur le thème de la séquence ;
• en perfectionnant ta grammaire et ta prononciation à l’aide d’exercices te
permettant notamment de comprendre les mécanismes de l’anglais ;
• en t’auto-évaluant pour constater que le travail réalisé t’a permis de progresser.
What’s on… : à toi de le découvrir !
Les auteurs
Couverture : Anne-Danielle Naname

Maquette intérieure : Anne-Danielle Naname
Mise en page : Anne-Danielle Naname, Juliette Lancien
Recherche iconographique : Laetitia Guillemin
Relecture ortho-typographique : Nadine Lucas
www.hachette-education.com
© Hachette Livre, 2017, 58, rue Jean-Bleuzen, CS 70007, 92178 Vanves Cedex 550 g éq. CO2
ISBN : 978-2-01-462725-1
L’usage de la photocopie des ouvrages scolaires est encadré par la loi www.cfcopies.com
Enseignants, dans quel cadre pouvez-vous réaliser des COPIES DE MANUELS SCOLAIRES pour vos élèves ?
Grâce aux différents accords signés entre le CFC, votre établissement et le ministère de l’Éducation nationale :
– vous pouvez réaliser des photocopies d’extraits de manuels (maximum 10 % du livre) ;
– vous pouvez diffuser des copies numériques d’extraits de manuels dans le cadre d’une projection en classe (au moyen d’un vidéoprojecteur, d’un TBI-TNI…)
ou d’une mise en ligne sur l’intranet de votre établissement, tel que l’ent (maximum 4 pages consécutives dans la limite de 5 % du livre) ; n’oubliez pas d’indiquer
les références bibliographiques des ouvrages utilisés.
Tous droits de traduction, de reproduction et d’adaptation réservés pour tous pays.
Le Code de la propriété intellectuelle n’autorisant, aux termes des articles L. 122-4 et L. 122-5, d’une part, que les « copies ou reproductions strictement
réservées à l’usage privé du copiste et non destinées à une utilisation collective » et, d’autre part, que « les analyses et les courtes citations » dans un but
d’exemple et d’illustration, « toute représentation ou reproduction intégrale ou partielle, faite sans le consentement de l’auteur ou de ses ayants droit ou
ayants cause, est illicite ».
Cette représentation ou reproduction, par quelque procédé que ce soit, sans autorisation de l’éditeur ou du Centre français de l’exploitation du droit de
copie (20, rue des Grands-Augustins – 75006 Paris), constitueraient donc une contrefaçon sanctionnée par les articles 425 et suivants du Code pénal.
2
Sommaire
1 Schools in Kenya pp. 4-30 5 West Coast music pp. 107-135
Lesson 1 A Kenyan schoolchild p. 5 Lesson 1 California dreaming p. 108
Lesson 2 An exhausting day p. 8 Lesson 2 The California way of life p. 112
Lesson 3 Getting to school p. 12 Lesson 3 West Coast rap p. 116
Lesson 4 Money problems p. 15 Lesson 4 Rhythm and poetry p. 120
Lesson 5 Going places p. 18 Lesson 5 The world famous Coachella Festival p. 125
Lesson 6 Opportunities for girls p. 21 Lesson 6 Music under the skin p. 127
Language practice p. 131
Language practice p. 25
Auto-évaluation p. 135
6 The Commonwealth:
2 Eat well, live well pp. 31-55 stronger together pp. 136-159
Lesson 1 Fast food for kids p. 32 Lesson 1 The Commonwealth is all around
Lesson 2 Eating healthy p. 34
the world p. 137
Lesson 2 Privileged club of nation p. 140
Lesson 3 Daily diet for a champion p. 37
Lesson 3 From the smallest island… p. 142
Lesson 4 Food for the Olympics p. 41
Lesson 4 …To the largest democracy
Lesson 5 Slow down, slow food p. 44
in the world p. 145
Lesson 6 Eat what nature provides p. 46
Lesson 5 Commonwealth sport: uniting a city p. 148
Language practice p. 49 Lesson 6 Stronger together p. 152
Auto-évaluation p. 55 Language practice p. 156
3 City landscapes: Sydney pp. 56-77

7 Tudor fashion pp. 160-187
Lesson 1 Sydney facts and figures p. 57
Lesson 1 Henry VIII: the legendary King p. 161
Lesson 2 A tour of Sydney p. 60
Lesson 2 Elizabeth I: the glorious Queen p. 164
Lesson 3 Aboriginal art p. 63
Lesson 3 Clothing for the rich p. 168
Lesson 4 Sydney in lights p. 65
Lesson 4 Clothing for the poor p. 171
Lesson 5 Getting the best view p. 69
Lesson 5 Tudor fashion: war and peace p. 174
Lesson 6 Only for the brave p. 71
Lesson 6 Tudors on screen p. 179
Language practice p. 74 Language practice p. 183
Auto-évaluation p. 77 Auto-évaluation p. 187
4 Forever young? pp. 78-106

8 New Zealand : the land
of the long white cloud pp. 188-215
Lesson 1 Peter Pan: the story p. 78
Lesson 1 Mythic film, mythic land p. 189
Lesson 2 A modern version of Peter Pan p. 82 Lesson 2 Land of Middle-earth p. 193
Lesson 3 Peter Pan: the magic boy p. 87 Lesson 3 Why is New Zealand so spectacular? p. 196
Lesson 4 Meet Horrid Henry p. 90 Lesson 4 Land of the extreme p. 199
Lesson 5 “Some stay young…” p. 94 Lesson 5 A Kiwi life p. 203
Lesson 6 “…but sometimes they do grow up” p. 97 Lesson 6 Maori art p. 207
Language practice p. 102 Language practice p. 210
Auto-évaluation p. 106 Auto-évaluation p. 215
MP3
Retrouve les pistes indiquées dans le workbook sur le site http://complements-eleves.hachette-education.com 1
CD1
(ou sur le CD classe 1 ).
3
1 Schools in Kenya
brainstorming ➔ Book, p. 17
Complète la carte mentale avec le vocabulaire que tu connais.
Books Training
Paper Salaries
Chalk Volunteers
Markers
Blackboard
Equipment Teachers
Repairs Transport
Renovation Meals
New construction Uniform

School
Boarders
Buildings Pupils
Literacy Primary
Numeracy Secondary
Exams University
Qualifications / Diplomas
Graduation
Achievements Levels
4
1 A Kenyan schoolchild
get ready! ➔ Book, p. 18
A Charles, ready for school in Kenya

1. Say as much as you can about the image.
a. Identify the document. An advertisement A painting A photo A book cover
b. What is the boy’s first name? (Title) The boy’s first name is Charles.
c. What is he wearing? He is wearing a green shirt.
d. What is he doing? He is posing for the photo. / He is smiling.
2. Describe the boy’s living environment.

Describe the houses behind the boy. (Use the vocabulary toolbox.)
They are poor / with corrugated roofs / mud walls / in a slum.
3. How do you think he is feeling?

a. The boy looks: happy. anxious. angry. sad. joyful. desperate. relaxed. dreamy.
b. He is going: to church. to school. to the village. to visit his family.
GO! ➔ Book, p. 18
B The daily routine MP

AG N E M
AP
O
DIFFÉRENCIATION
EN
A CC
Choose between the following exercises (A or B). ER

S O N N A LI S
É
P
Hello! My name is Charles Ispwapwa. I’m 11 years old. 12:30 P.M. Now it’s time for either arts and crafts3 or
I live in Kibera, a neighbourhood in Nairobi, with my French lessons.
aunt and cousins. 15 1:30 P.M. For lunch, my teacher serves me a big bowl
7:15 A.M. I arrive at school. The students are supposed of mixed beans and corn. I, and others, pay extra to stay
5 to get to school early to get organised before the teacher at school until 3:10 to get help from my teacher.
arrives at 8:00. We pray and sing songs before our first 4:00 P.M. When I get home from school, I do my chores.
lesson, which is math. We are learning multiplication. I walk to a well to collect water. I also shop for dinner
9:30 A.M. We take our first break. I run around and 20 and wash dishes. When I’m done4, I play soccer with
play tag1 with my friends. Then, it’s back to class for our my friends.
10 English lesson. After, we take another 15-minute break. Adapted from www.timeforkids.com.
11:45 A.M. Today, instead of our usual Swahili2 lesson, 1. play tag: jouer à chat. 2. Swahili = a language of the eastern
coast of Africa. 3. arts and crafts = making objects by hand. 4. I’m
my class is learning about hygiene. done = I have finished.
1 Schools in Kenya 5
A
Read the text as many times as you need and answer these questions.
1. Who is the text about?
a. Identify the document.
A magazine article A page from a website A newspaper article A letter
b. What do you learn about the boy? Highlight the name of the boy, his age, where he lives and who he lives with.
2. W hat do you learn about his timetable?

a. Read the title. What is it about? It is about his daily routine (activities, timetable).
b. Read the text and title, circle the times of the day.
c. Underline in blue the school subjects.
d. Underline in black the other activities.
e. Complete the boy’s timetable with the underlined elements. (Write “?” when you don’t know the time.)
Starts at Activity or subject
7:15 Arrival at school / Getting organised
8:00 Teacher’s arrival / Praying / Singing songs / maths
9:30 Break / Running / Playing tag

A. M.
9:45 English
Time of the day
? Break
11:45 Swahili or hygiene
12:30 Arts and crafts or French
1:30 Lunch
P. M.
? Extra school help
4:00 Back home / Chores / Play soccer
3. W hat is surprising in his daily life? Tick the correct answers.

a. School: starts early. starts late. finishes early. finishes late.
b. Lunch is: early. late.
c. School subjects: He has a lot. He doesn’t have a lot.
d. Chores are: unpleasant. heavy. not too difficult.
6
B
1. Who is the text about?
a. What sort of document is it? It’s a page from a website.
b. What do you learn about the boy in the first sentences? His name is Charles Isapwapwa. He’s eleven years
old. He lives in Kibera with his aunt and cousins.
2. W hat do you learn about his timetable?

a. Read the title. What is it about? It is about his daily routine (activities, timetable).
b. Read the text and title, circle the times of the day. Underline in green the time markers (ex.: before, etc.).
c. Underline in blue the school subjects.
d. Underline in black the other activities.
e. Complete the boy’s timetable with the underlined elements. (Write “?” when you don’t know the time.)
Starts at Until Activity or subject
7:15 8:00 Arrival at school / Getting organised
8:00 9:30 Teacher’s arrival / Praying / Singing songs / maths
9:30 9:45 Break / Running / Playing tag

A. M.
9:45 ? English
Time of the day
? ? Break
11:45 12:30 Swahili or hygiene
12:30 1:30 Arts and crafts or French
1:30 ? Lunch
P. M.
? 3:10 Extra school help
4:00 Back home / Chores / Play soccer
3. W hat is surprising in his daily life?

Write one or two sentences to describe:
a. The boy’s school day: It starts early. / It finishes early.
b. His school subjects: He doesn’t have a lot of subjects.
c. His daily chores: He has a lot of unpleasant, difficult, heavy chores to do.
go further!
Compare Charles’s school with yours. Write two or three sentences using comparatives.
Ex.: I don’t sing or pray before the first lesson. I finish school later than Charles does.
Charles’s school starts earlier than mine. I think it’s too early!
Their lunch is lighter. After school, I have fewer chores than Charles.
2 An exhausting day
A A typical school in Kenya

1. Look at the picture and react.
An advertisement A photo A magazine cover A book cover
b. Where does the scene take place?
Country: In Kenya
Place: In the country (in a rural area)
c. Who can you see? I can see schoolboys, schoolgirls (schoolchildren, pupils).
d. How are they dressed? They are wearing uniforms.
e. What are their clothes like? Their clothes are old and coloured.
2. What are the children doing?

a. Where are the children? In class In the playground In the street
b. Are they all doing the same thing?
No, some are standing around, some are sitting down, some are chatting.
3. What can you say about their school?

The building looks: modern. simple. poor. damaged. in ruins. old.
clean. dirty.
The playground: is well-equipped. has a dirt floor. is surrounded by a fence.
has a tree trunk to sit on. has no games equipment.
8
GO! ➔ Book, p. 19
B A hard day for Omissale MP

AG N E M
AP
O
DIFFÉRENCIATION
EN
A CC
T
S O N N A LI S
É
P
A
Watch the video as many times as you need and answer these questions.
1. Listen and say who and what the document is about.
a. Who is speaking? Omissale, a girl, is speaking.
b. What country is she from? She’s from Kenya.
c. How do you know? I know because of her name, her accent, the background music.
d. Where does she live? In a city In a town In a village
e. What is she speaking about? Her timetable at school Her chores at home Her morning routine
2. What are the girl’s activities every morning?

a. Write the activity under each image.
Drink tea • Ride my bike • Get dressed • Have breakfast • Play video games • Send texts • Wake up •
Have a shower • Play ball with a friend • Go on Facebook • Watch TV • Listen to music • Walk to school •
Take the bus • Brush my teeth
Listen to music Drink tea Have a shower Ride my bike Play ball with a friend
Go on Facebook Get dressed Watch TV Have breakfast Wake up
Walk to school Play video games Take the bus Send texts Brush my teeth
b. Listen and circle the activities you can hear.
c. The girl says, “I prepared”. Write what you think it means.
It means she got washed and dressed.
3. What makes her life difficult?

a. How far is her home from school? One kilometre One and a half kilometres Half a kilometre
b. How does she go to school? She walks.
c. How long does it take? 30 minutes 50 minutes 40 minutes
d. What does she say about her shoes? They have some holes.
e. How many pairs of shoes does she have? She only has one pair.
f. What’s the consequence? The water gets in the shoes.
CONSEILS
Les questions avec How
How employé seul signifie « comment », il interroge sur la manière.
De nombreuses questions sont formées avec How suivi d’un adjectif ou d’un adverbe.
Elles interrogent, par exemple, sur le degré, la mesure ou la quantité :
How long (combien de temps), How far (à quelle distance), How many (combien).
1. Listen and say who and what the document is about.
a. Who is speaking? Omissale, a girl, is speaking.
b. What country is she from? She’s from Kenya.
c. How do you know? I know because of her name, her accent, the background music.
d. Where does she live? She lives in a village.
e. What is she speaking about? She’s speaking about her morning routine.
2. What are the girl’s activities every morning?

a. Write the activity under each image.
Listen to music Drink tea Have a shower Ride my bike Play ball with a friend
10
Go on Facebook Get dressed Watch TV Have breakfast Wake up
Walk to school Play video games Take the bus Send texts Brush my teeth
b. Listen and circle the activities you can hear.
c. The girl says, “I prepared”. Write what you think it means.
She means she got washed and dressed.
d. What does she only sometimes do? She sometimes has breakfast.
e. Imagine why? Maybe her family can’t afford to pay for breakfast every day. Maybe she is not hungry.
3. What makes her life difficult?

a. How far is her home from school? Her home is about one and a half kilometres from school.
b. How does she go to school? She walks.
c. How long does it take? It takes forty minutes.
d. Describe the girl’s shoes. They have some holes.
e. How many pair of shoes does she have? She has only one pair of shoes.
f. What’s the consequence? The water gets in the shoes.
CONSEILS
Les questions avec How
How employé seul signifie « comment », il interroge sur la manière.
De nombreuses questions sont formées avec How suivi d’un adjectif ou d’un adverbe.
Elles interrogent, par exemple, sur le degré, la mesure ou la quantité :
How long (combien de temps), How far (à quelle distance), How many (combien).
GO FURTHER!
When she speaks about some of her morning activities, Omissale uses the preterit or the present. Explain why.
She uses the preterit to speak about what she did in the morning (it’s finished). She uses the present
to speak about what she usually does.
prepare your final tasks ➔ Book, p. 19

S
In the evening, Omissale tells her parents about her afternoon CONSEIL
activities. Imagine what she says. Write about five sentences. Lorsque tu présentes une liste
Then, present her activities to the class. chronologique, n’oublie pas
1. List two or three school subjects Omissale had in the afternoon. d’utiliser des mots de liaison.
(Use Charles’ timetable, lesson 1.) Ex.: first, then, next, firstly,
secondly, finally...
2. List one or two activities she did at school.
(Use Charles’ timetable, lesson 1.)
3. Write how she came back from school.
4. List one or two chores she did at home.
5. You are ready to write your paragraph. Don’t forget to use the preterit (Grammar, book p. 25).
6. Now you can present her activities to your class. Try not to read your notes and don’t forget to speak loud
enough!
3 Getting to school
A Walking to school
1. Look at the picture and comment on what you see.
a. Identify the situation. A family outing A walk in the country A trip to the doctor’s
b. What is the title? The title is “Walking to school”.
c. Look at the people and circle the words corresponding to the picture.
They are dressed… They look… They are…
Formally • Casually • Relaxed • Stressed • Arguing • Refusing to talk •
In uniform • In their own clothes Happy • Angry Talking in a friendly way • Laughing and joking
12
2. How is this school journey different from yours?
a. What means of transport are usually used to go to school in your area?
Bus Car Boat Train Plane
b. How do pupils in your school come to school?

Alone With friends With a parent In family group
c. How long does it take you to get to school?

15 minutes 30 minutes 45 minutes More than one hour
d. What option do you have if you live a long way from your school?
Change schools Stay at home Become a weekly boarder Walk to school
GO! ➔ Book, p. 20
B Barefoot to school MP
AG N E M
AP
O
DIFFÉRENCIATION
EN
A CC
T
S O N N A LI S
É
P
A
1. What is unusual about the Kenyan school uniform?
a. What are the children wearing? Shorts Socks Hats Shirts
b. What do you notice about their clothes?

They are colourful. They are dirty. They are the same.
c. What surprising item are they not wearing? Shorts Shoes Coats Shirts
2. What hardships do the children face?

a. What type of document is it? An advertisement A documentary A TV series A movie
b. What are the children’s names? The children’s names are Isabelle and Dixon.
c. How old are they? They are eleven and thirteen.
d. What problems do they face on the journey to school?

Muddy roads Being bullied Injuring themselves
e. What problems do they have before they leave home?

They have no food. They have to do homework. They get up too late.
3. What unexpected advantage comes from the school journey?

a. What sport would be encouraged by the way the children come to school?
Football Sprinting Long-distance running Cycling
b. How do you know that the exercise helps?
The children are fitter. Kenyans win gold medals for long distance running.
The schools are successful. We can’t be sure.
B
1. What is unusual about the Kenyan school uniform?
a. Describe the uniform you see in the video.
They are wearing orange shirts, purple sweaters and grey shorts or skirts.
b. What can you say about the way the young schoolchildren are dressed?
They are wearing uniforms but no shoes or socks.
2. W hat hardships do the children face?

a. What is the first part of the video about?
The first part of the video is about problems and hardships which the children face.
b. What do the children tell us about life in Kenya?
It is hard for the children and everyday life is really difficult.
c. List at least three surprising things you’ve seen in the video.
The children don’t wear shoes or socks to school. / The roads are so bad children injure themselves. /
Children often go to school hungry.
3. W hat unexpected advantage comes from the school journey?

a. What can you also say about Kenyan children?
They like school. They do well in school subjects.
They have problems because of poverty. They are often very fit because they have to walk to school.
b. Give an example from the video which shows that:
Children are often poor. They don’t have breakfast.
The children really suffer from poverty.
They have permanent injuries through lack of money.
Some children are potential world class athletes.
Kenyan athletes who went to local schools have won Olympic medals.
14
4 Money problems
A Kenyan schools run out of supplies

a. Look at the photograph and tick what it is trying to show.
How hard teachers work in Africa. How difficult the lessons are.
How African schools lack resources. How overcrowded the classrooms are.
b. What is the title? Kenyan schools run out of supplies.
2. What can you see that shows that money can be a problem in Kenyan schools?
a. Describe the classroom. Tick the words corresponding to the picture.
Blackboard: New Unused Modern Overused Hard to read Crammed
Books: Brand new Tatty Well-used Overused Depressing
Furniture: Luxurious Modern Basic Sparse Comfortable Expensive
b. What does it say about the books and equipment?

They are very basic. It incorporates modern technology.
They don’t look very interesting. They are all in bad condition.
c. Why could this be?

Lack of money Too many pupils
The teacher doesn’t do his job. The pupils don’t look after them.
GO! ➔ Book, p. 21
B A teacher’s account
Most rural schools in Kenya do not have a lot of money. […] can say is that the headmaster had a pretty nice house.
Toward the end of each trimester, the school would begin 10 Kenya has some very hard working students and teachers
to run out of1 money for supplies2. The paper, exercise who do their best with the few resources they have. I
books and chalk would run out. When this happened, enjoyed teaching in Kenya even if the rain came down so
5 the trimester would end a little earlier than expected. I hard and loud on the corrugated tin roof that sometimes
bought and kept my own chalk, marker and paper supply I had to stop teaching my class.
at my house so I could keep teaching as long as I could. www.allthingskenyan.com, December 26, 2015.
Unfortunately, things can tend to be corrupt, and all I 1. run out of: être en rupture de. 2. supplies (pl.): fournitures.
AG N E M
MP
AP
O
DIFFÉRENCIATION
EN
A CC
T
S O N N A LI S
É
P
A
1. What sort of problems did the school often have?
a. What verb is repeated twice to indicate a lack of money? Run out
b. Why did the school term sometimes end early?

The school would sometimes run out of equipment. The buildings were in a dangerous state.
2. How did the teacher solve this problem?

a. Highlight the sentence which indicates the unusual action the teacher took when he was a teacher
in Kenya.
b. Underline in red the things which the teacher bought.
c. Underline in blue the words which explain his reason.
d. Which item that the teacher bought shows that he is not used to the sort of classroom we see in photo?
He bought a marker whereas we see that the school in the picture has a blackboard.
3. Why did the teacher sometimes stop the lessons?

a. What do you learn from the text about the weather?
It is too hot to have lessons in the afternoon. The children need to take regular showers.
It gets dark early. It sometimes rains very hard.
b. What do you learn from the text about the school buildings?
They are old and dangerous. They have tin roofs.
The lessons take place outside. They are in good condition.
B
1. What sort of problems did the school often have?
a. Who is mentioned in the article and what is said about them?
Who is mentioned What is said about them
The students They are hard-working.
The teachers They are hard-working.
The headmaster He may be corrupt.
16
b. What is mentioned in the article and what is said about it?
What is mentioned What is said about them
The school buildings They have a tin roof.
School equipment It is in short supply.
The headmaster’s house It is very nice.
c. Why did the school term sometimes end early? The school ran out of basic equipment.
d. What are the essentials for classroom teaching?
The essentials for classroom teaching are books, paper and chalk.
2. How did the teacher solve this problem?

a. Highlight in the text what the teacher did.
b. What can you guess about the person who is writing this article?
He is a teacher, probably from a rich country.
c. What are the usual options for supplying equipment for western schools?
The children pay. The government pays. The teachers pay. The parents pay school fees.
3. Why did the teacher sometimes stop the lessons?

a. What does the text tell you about the weather in Kenya? It rains very hard.
b. What does the text tell you about the school buildings? They have tin roofs.
c. What else did he discover in Kenya that surprised him? The rain could sometimes end a lesson.

In pairs. A school inspector is visiting your school. Make a list of arguments to support your case
and persuade him to give your school more funding to improve learning conditions.
1. Draw a chart using the following categories: buildings, school equipment, personal belongings, school
facilities. For each category add at least three things you consider would improve your learning.
Ex.: School equipment: enough desks and chairs / text books…
2. Discuss which items are priorities and why.
Ex.: I think having enough desks and chairs is a priority because you can’t concentrate or write properly if
you sit on the floor.
3. Then, consider which items would have most impact on the inspector.
5 Going places
A On track to become a world marathon champion

a. Where are the kids? Link the picture to its name.
• Dirt / Muddy running track •

• •
• Stadium running track •
b. What are they doing exactly? They’re running. .
c. How are the runners dressed?

Tracksuit (jogging) Dress T-shirt Pullover/Sweater Shorts Shirt
Trainers/Sneakers Boots Barefoot Hat Scarf
d. Why are they all dressed differently? The kids are probably wearing their regular clothes for running.
The man is wearing sport clothes. Perhaps he’s a professional runner.
e. Why are the kids running? They are going to school. They are training.
2. Do they all have running shoes? Does it seem to be difficult?

a. Out of the six children, how many run barefoot? Probably all of them run barefoot.
b. Does it seem difficult for them? Why? Why not? No, they seem used to it and run like the adult in trainers.
c. Could you run like them on that running track? Why? Why not? No. I’m not used to it. I usually run in shoes.
GO! ➔ Book, p. 22
B Born to run MP
AG N E M
AP
O
DIFFÉRENCIATION
EN
A CC

S O N N A LI S
É
P
A
1. Comment on the video.
a. What are the children doing? Running Learning lessons Cycling
18
b. What is the main sport at school? Football Handball Running Swimming
c. Do you think it is a Kenyan speciality to take part in this sport?
Yes. It looks like everyone runs, and they have champions too.
2. What is a distance runner?

a. Among the following Olympic disciplines, in which one is there a distance runner?
Cycling track Swimming Football Athletics
b. What is the distance the Kenyans are best known for?

100 m 5,000 m
400 m hurdles (course de haies) 10,000 m
c. What is a distance runner?
He or she is an athlete who runs long distances. Kenyans seem to be good at this sport.
3. Why are Kenyans among the best runners in the world?

The following synopsis comes from the movie On the Way to School.
With few cars, no school bus and often muddy paths, there are few options but to walk or run to school in
the Mount Elgon region in Kenya. Some pupils travel up to 15 km per day without shoes.
a. How are the roads to go to school? Underline the answer.
b. Do Kenyan schoolkids go to school by bus or car? Why?
There are not many cars and no bus. They have to go to school on foot.
c. What do you understand in the last sentence?
Kids go to school on foot and walk very long distances. Up to 15 km.
d. What is special about the training conditions in the video?

Trainers are tough. There’s a stadium running track. The altitude is high.
B
a. What are the children doing? The kids are running and many run barefoot.
b. What is the main sport at school? Running seems to be the main sport.
c. Do you think it is a Kenyan speciality to take part in this sport? To what level?
Yes. We saw Olympic champions that had won medals. It looks like everyone runs.
2. What is a distance runner?

a. Among the following Olympic disciplines, in which one is there a distance runner?
Cycling track Swimming Football Athletics
b. Choose the distance the Kenyans are best known for.

100 m 400 m hurdles 5,000 m. 10,000 m
c. What is a distance runner?
He or she is an athlete who runs long distances. Kenyans seem to be good at this sport.
3. Why are Kenyans among the best runners in the world?

The following synopsis comes from the movie On the Way to School.
With few cars, no school bus and often muddy paths, there are few options but to walk or run to school
in the Mount Elgon region in Kenya. Some pupils travel up to 15 km per day without shoes.
a. What is transport like in Kenya?
There are few cars so probably few roads. The roads are often muddy.
b. How do Kenyan schoolkids go to school? Why?
There are not many cars and no bus. They have to go to school on foot.
c. What do you understand in the last sentence?
Kids go to school on foot and walk very long distances. Up to 15 km.
20
d. What is special about the training conditions in the video?
The altitude is high because the school is at the high plains regions.
e. What does it mean for the body to train in high altitudes?

There is less oxygen. It’s easy to run in these conditions.
There is more oxygen. It’s difficult to run in these conditions.
GO FURTHER!
These kids show extraordinary motivation. Would you be able to run to school every day? Why? Why not?
I live too far from my school to walk there but I guess I could use my bicycle more often.
6 Opportunities for girls

A Girls in robes
a. What sort of document is this? Who wrote it?
A message sent on Twitter. Perhaps a school or an organisation.
b. Who can you see in the picture? I can see women all dressed in the same robes/dresses.
c. How do they look? Angry Proud Happy Scared
2. Why are the girls wearing these robes?

a. Where do you wear the same outfit? At school At work In the army
b. When do you wear the same outfit? On a usual day On a special day
c. Why do they wear these special robes?

For graduation or for official occasions For the first day of term For school sports day
3. What is the objective of the school? Read the Tweet message. Explain what the school wants in the future.
We celebrate expansion to our 2nd graduation knowing in years to come 2x as many girls will wear those robes.
The school wants to educate twice as many young women next year.
GO! ➔ Book, p. 23
B Improving girls’ education MP

AG N E M
AP
O
DIFFÉRENCIATION
EN
A CC
T
S O N N A LI S
É
P
A
a. Where does the scene take place?
The scene takes place in a school. We see children in a classroom.
b. Who are the people present? Pupils/Students Mayor Teacher Foundation representative
c. What is the name of the foundation? Girls’ Education Foundation
d. The program of the foundation is to: increase the number of schools. decrease the number of schools.
2. What are the particularities of that school?

a. What outfits are the pupils wearing?
School uniforms Usual clothes Mainly girls’ clothes Mainly boys’ clothes
b. What posters or quotes did you see in the video? Tick the correct answers.
c. Why do you think there are these quotes everywhere? To motivate people mainly.
3. Why does the foundation help these girls?

a. What does the foundation achieve? Who for and how? Tick the correct answers.
Success Who for? How?
They create a safety net. Foundation representatives With posters

They make motivating quotes. Orphans and girls in particular With local partnerships
They lower the mortality rate. Children at risk Thanks to education
They are good in English. Every child in Kenya Thanks to sports
b. Complete the sentence.
Thanks to all these successes, the GE Foundation manages to deal with
poverty and food shortages .
22
B
a. Where does the scene take place?
The scene takes place in a school. We see children in a classroom.
b. Who are the people present?

Pupils/Students Mayor Teacher Foundation representative
c. What is the name of the foundation? And the program?
GE Foundation created the Four Pillars Plus program.
d. The program of the foundation is to:

increase the number of schools. decrease the number of schools.
e. How many schools were created? Eighteen schools were created.
2. W hat are the particularities of that school?

a. What outfits are the pupils wearing?
School uniforms Usual clothes Mainly girls’ clothes Mainly boys’ clothes
b. Tick the posters or quotes you saw in the video. Translate them if you can.
Qu’as-tu appris aujourd’hui ?
Il n’y a rien qui ne soit hors d’atteinte pour celui
qui s’entraîne. Mark Twain
c. Why do you think there are these quotes everywhere? To motivate people mainly.
d. What is the approach of GE Foundation stated by Deb Elam?
Their approach is to take complex problems and break them down into simple interventions.
3. Why does the foundation help these girls?

a. What does the foundation achieve? Who for and how? Tick the correct answers.
Success Who for? How?
They create a safety net. Foundation representatives With posters

They make motivating quotes. Orphans and girls in particular With local partnerships
They lower the mortality rate. Children at risk Thanks to education
They are good in English. Every child in Kenya Thanks to sports
b. In your opinion, what does “create a safety net for children at risk” mean?
The school is the safety net. In case of a problem (family, food, violence…) the school helps and
provides protection.
c. Complete the sentence.
Thanks to a mentoring network, the GE foundation manages to deal with
poverty and food shortages .
S
prepare your final tasks CONSEIL
➔ Book, p. 23
Comment prendre des notes
The Unicef ambassador asked you to help him/her prepare cepts
Concentre-toi sur les mots et con
the speech he/she will give soon about the advantages imp orta nts que tu rech erch es.
tes.
of education for Kenyan girls. As his/her assistant, – Identifie les informations pertinen
you are in charge of making a memo. Make notes using – Ordonn e tes idée s.
ething,
the lesson and present the main arguments you found. – Utilise des abréviations (sth = som
1. First, look once more at the previous documents and list the w/ = with...).
tion...).
arguments you heard or saw about the advantages of girls’ – Utilise des signes (+ = and, ? = ques
et faci le à lire
education. – Rends ta page agréable
tout l’esp ace, en soul igna nt
en utilisant
2. Organise your arguments by categories (Current situation / ou surlignant.
Risks / Solutions / Benefits). Then give details in sub-
categories. Don’t forget to give examples if possible.
Ex.: Risks: Hunger, violence… Higher mortality rate under five years old.
3. Put your notes down on a sheet of paper. Make it simple, clear and easy to read by writing big enough and
underlining the most important parts with a colour code (categories in green, examples in yellow, etc.).
4. Rehearse orally using your notes and keywords. Then, you can make your presentation.
24
Language practice VOCABULARY ➔ Book, p. 24
Kenyan schools
1 Trouve huit mots relatifs à l’école dans la grille suivante et entoure-les.
M J G H S I L G N E X E
W I R P S I Y Y O L Z T
X Z G L F A Q J K C I E
L Q R A D A Q A O M L A
A U K Y E Q E T V E J C
B U H G Q R G H S O U H
L F O R B T G S E D N E
U I N O P Y O E S Y I R
N V G U L N V B V Z F S
C O V N B Q P J G V O Q
H V B D E O H J R P R W
T I M E T A B L E G M N
2 Remets les lettres dans l’ordre pour trouver les mots.
a. Kyaen Kenya d. Nbiorai Nairobi
b. rafciA Africa e. uSml Slum
c. lSiaihw Swahili f. yreJuno Journey
3 Complète le tableau.
order • in short supply • don’t have funds to • run out of • supply • are in need of • supply
We’ve run out of We don’t have Pencils are in short We are in need of
books. Let’s order funds to order more. supply . Ask the new books.
some more. I will supply children to supply Let’s end the term!
my own. their own.
4 Utilise les mots que tu as appris pour décrire ces coureurs et leur environnement.
Type of runner Endurance
They are long-distance runners. They are resilient.
Physical effort Track
They have good stamina. It is a muddy / dirt track.
5 Complète le texte avec les mots que tu as appris.
orphans strengthened poverty proud graduated graduation robe hope safety net
As I had graduated , I had finally my diploma. There was a ceremony where I wore my
graduation robe . I was beautiful and my parents were proud .
Some have no parents, they are orphans . But it doesn’t mean they suffer from
poverty or hunger. The GE foundation brought hope
to so many kids here. They built a safety net and strengthened
our minds thanks to the education they gave us.
26
Language practice GRAMMAR
A. Le présent simple et le présent en be + V-ing ➔ Book, p. 25
1 Voici les activités quotidiennes de Thabiti, un écolier kenyan. Rédige une phrase pour chaque image
au présent simple.
a b c d e f g
Ex.: a. Every day, Thabiti walks to school.
b. Every day, Thabiti plays football.
c. Every day, Thabiti sends texts.
d. Every day, Thabiti does maths.
e. Every day, Thabiti does English.
f. Every day, Thabiti gets water.
g. Every day, Thabiti washes up.
2 Il est 9h30. À l’école de Thabiti, c’est l’heure de la récréation. Imagine ce que les élèves font (ou ne font pas).
Rédige cinq phrases.
Ex.: They are playing football.
They are chatting with their friends. They are running. They are playing tag. They are drinking water.
They are not praying and singing.
B. Le prétérit simple ➔ Book, p. 25
3 Hier, Thabiti a un peu changé ses habitudes. Rédige une phrase pour chaque image au prétérit.
a b c d e f g
Ex.: a. Yesterday, Thabiti didn’t go to school.
b. Yesterday, Thabiti played football. .
c. Yesterday, Thabiti sent texts.
d. Yesterday, Thabiti did maths.
e. Yesterday, Thabiti didn’t do English.
f. Yesterday, Thabiti got water.
g. Yesterday, Thabiti didn’t wash up.
C. La comparaison avec more, less, fewer ➔ Book, p. 26
4 Observe les phrases suivantes. Understanding grammar

He runs faster than me.
There is less oxygen to breath at high altitude.
There are more athletes running barefoot in Kenya.
There are fewer gold medals in other countries.
a. Dans quel exemple la comparaison se fait-elle avec un adjectif ?
He runs faster than me.
b. Souligne les mots après less, more et fewer. Ce sont des noms et un groupe nominal .
c. La comparaison ne se fait pas qu’avec les adjectifs mais aussi avec les noms .
5 Lis les phrases suivantes et complète la règle. Understanding grammar

a. There are more champions in Kenya.
Pour dire « plus de » suivi d’un nom pluriel , j’utilise more.
b. There are fewer sports shoes for kids in the high plains.
Pour dire « moins de » suivi d’un nom pluriel , j’utilise fewer.
c. There is less difficulty for Kenyans to run long distances.
Pour dire « moins de » suivi d’un nom singulier , j’utilise less.
28
Language practice PHONOLOGY
A. Le son [u:] et le son [əʊ]

2 Souligne en rouge les mots qui contiennent le son [u:] et en bleu celles qui contiennent le son [əʊ].
When you start senior school you will find there are rules to obey. Firstly the clothes you wear should conform to
the dress code. Although some schools allow food to be brought in they are often strict about mobiles.
Maintenant entraîne-toi en lisant les phrases à haute voix.
CD1 MP3
B. L’accent de phrase ➔ Book, p. 26
11 11
2 Écoute les phrases suivantes et repère l’accent de phrase. Souligne les mots accentués et répète ensuite
chaque phrase en respectant l’intonation.
It has given orphans and vulnerable children,girls in particular, a chance at an education.
The mortality rate for children under the age of five falls by about fifty percent when they are born to mothers
with at least a primary school education.
It’s created a lasting mentoring network while tackling poverty and food shortages.
Pourquoi ces mots sont-ils accentués ? Les mots accentués sont les plus importants dans la phrase et ils
permettent de mieux comprendre le sens de ce qui est dit.
Auto-évaluation
Connaissances et compétences linguistiques
Vocabulary
c J’ai mémorisé le vocabulaire sur la scolarité au Kenya.

c J’ai mémorisé le vocabulaire des conditions de vie difficiles et des opportunités d’amélioration.
Grammar
c Je sais parler d’une action ou d’un état passé.

c Je sais utiliser le présent simple et le présent en be + V-ing.
c Je sais exprimer la comparaison avec des noms.
Compétences langagières et domaines du socle commun
Culture
PC et Parcours c J’ai découvert le monde éducatif et sportif au Kenya.
Domaines 1, 2, 3, 5
Écouter et c Je sais écouter et comprendre les informations

comprendre d’un enregistrement sur la vie quotidienne.
Domaines 1, 2 c Je sais écouter et comprendre un discours pour convaincre.
Parler c Je
sais me détacher de mes notes pour réaliser un discours.
en continu c Je
sais m’exprimer pour décrire une situation et argumenter
Domaines 1, 2, 3 pour convaincre.
Réagir et
dialoguer c Je sais réagir avec une certaine aisance pour argumenter.
Domaines 1, 2
Lire et c Jesais comprendre les informations essentielles d’un texte

comprendre
Domaines 1, 2 court sur le monde éducatif et sportif.
Écrire
c Je sais prendre des notes et structurer mes idées.
Domaines 1, 2, 5
30
2 Eat well, live well
Snack Steamed food
Hot dog Low fat
Burger Wholemeal
Fries Home-made
Sweets Local food
Soft drink/Soda
Not healthy Good habits
Eat well,
Go/Be on a diet Takeaway
live well
Organic food Frozen meals
Vegetarian Processed food
Slow food Fast/Junk food
Skip lunch
Diet Bad habits
Vegetables Seafood
Fruit White meat
Fish
Healthy
2 Eat well, live well 31

1 Fast food for kids
A What about fast food?

An advertisement A painting A magazine cover A video screenshot
b. What is the title? The title is ̋What about fast food? .̋
c. On the picture you can see two:
babies. mothers. burgers. highchairs.
2. What are the babies trying to do?

Smell the cheese Swim in ketchup Grab the burger
GO! ➔ Book, p. 32
AG N E M
MP
B Chips with everything
AP
O
DIFFÉRENCIATION
EN
A CC

S O N N A LI S
É
P
A
1. What is the video about?

a. What type of document is it?
An advertisement A documentary A TV series A movie
b. The main character in the video is:
the father. the mother. the daughters. the youngest child.
c. What are the strange things you’ve seen in the video?
A baby sings. A baby eats chips. A dad puts a lot of salt on the baby’s chips.
The family cooks. A baby reads a book. A baby eats a burger.
2. What do fast food babies eat?

Tick the food and drinks you’ve seen.
Soda Sparkling water Sausage Salad Bread Candy
Cereal Potato chips Burger Fruit Chicken nuggets
3. How does the family get their food?

In the video, you saw the family:
cook their food. get takeaway food. go to the restaurant. take lessons with a cook.
32
B

a. What type of document is it? It’s a documentary.
b. Who is the main character? The baby is the main character.
c. List at least three strange things you’ve seen in the video.
They eat takeaway meals every day.
They eat sitting on the floor.
The baby eats fast food and consumes half a litre of oil a week.
2. What do fast food babies eat?

a. Tick the food and drinks you’ve seen.
Soda Sparkling water Sausage Salad Bread Candy
Cereal Potato chips Burger Fruit Chicken nuggets
b. In fact, fast food babies eat: healthy food. junk food.

c. Define healthy and junk food in your own words.
Healthy food: Healthy food is a balanced diet with meat, fruit, vegetables and dairy products.
Junk food: Junk food is full of fat and is not nutritious.
3. How does the family get its food?

a. In the video, you saw the family:
cook their food. get takeaway food. go to the restaurant. take lessons with a cook.
b. How often do they get food like this?
Once a week Twice a week
Every weekend Five times a week
c. For how long does the deliveryman say that they have been ordering?
The deliveryman said they had been ordering for years.
go further!
Why is takeaway food not healthy?
It’s not nutritious. There are no fruit and vegetables and it’s high in fat.

2 Eating healthy
A Getting it right
1. Say what you can about the picture.
A photograph A painting A drawing A sculpture
b. What is the title? The title is “Getting it right”.
c. What food do you recognise?
An apple Chips A slice of bread A salad
A burger An egg Dairy (yoghurt, cheese) Some fish or chicken
d. What drinks do you recognise?
A glass of cola A glass of water A glass of olive oil
2. Why is the “Stay active” logo next to the plate?

a. What can you see in the “Stay active” logo next to the plate?
A pair of boots A pair of trainers
b. What is the link between the food and the “Stay active” logo?
Physical activity and healthy food work together. Healthy food is more important than physical activity.
GO! ➔ Book, p. 33
B Eating tips to improve your diet
– Cut back on sugary drinks like soft drinks and energy healthy meals. Make recipes lower in fat by changing
drinks. Sugar-free versions are okay to drink sometimes. the cooking method – for example, grill, stir-fry2, bake,
Water is the healthiest drink. Try adding a slice of lemon 15 boil or microwave, instead of deep frying3.
or orange for flavour. – Reduce the size of your meals.
5 – Keep a fruit bowl stocked at home for fast and low- – Don’t add salt to your food.
kilojoule1 snacks. – Change your meeting place. Rather than meeting up
– Eat breakfast every day so you’re less likely to snack with your friends at a takeaway shop, suggest a food
on junk food at morning tea. A wholegrain breakfast 20 outlet4 that serves healthier foods, such as wholemeal
cereal that is low in sugar served with low-fat milk can rolls with vegetable fillings or sushi.
10 provide plenty of vitamins, mineral and fibre. Adapted from www.betterhealth.vic.gov.
– Don’t skip lunch or dinner either.
1. low-kilojoule=low-calorie. 2. stir-fry: cuisson à la poêle. 3. frying:
– Help with the cooking and think up new ways to create friture. 4. outlet: magasin.
34
AG N E M
MP
AP
O
DIFFÉRENCIATION
EN
A CC
T
ER
S O N N A LI S
É
P
A
1. Find the healthy and less healthy food.
a. Link the correct word with healthy or unhealthy food.
Sugary drinks • • Sugar-free drinks
Water • • Slice of lemon or orange
• Healthy food •
Fruit • • Junk food
Energy drinks • • Unhealthy food • • Sushi
Low-fat milk • • Soft drinks
b. Underline in the text in green the healthy food and in red the unhealthy food.
c. Did you underline the following words in green or in red?
Wholegrain breakfast cereal and Wholemeal rolls with vegetable fillings
In green because it’s healthy food. In red because it’s unhealthy food.
2. What does the author recommend you to do?

a. Now complete the chart below with the good and bad habits you find in the text.
Good habits Bad habits
Adding a slice of lemon or orange for flavour / Snacking / Skip lunch or dinner / Deep frying /
Eat breakfast every day / Create healthy meals / Add salt / Meeting up with your friends at
Changing the cooking method / Grill, stir-fry, a takeaway shop
bake, boil or microwave / Reduce the size of
your meals / Change your meeting place
b. How do you start your sentence to recommend something?

You have to… You could… You must… You should…
3. Why could it help your diet to change where you usually meet your friends?
a. What sort of places do friends often meet after school?
Friends often meet at: a takeaway shop. the gym. a fast food shop.
b. What kind of place could you meet in to improve your diet?
In a shop that serves healthier food At the cinema At the supermarket

B
1. Find the healthy and less healthy food.
Underline in the text in green the healthy food and in red the unhealthy food.
2. What does the author recommend you to do?

a. Complete the chart below with good and bad habits you find in the text.
Good habits Bad habits
Adding a slice of lemon or orange for flavour / Snacking / Skip lunch or dinner/Deep frying /
Eat breakfast every day / Create healthy meals / Add salt / Meeting up with your friends at
Changing the cooking method / Grill, stir-fry, a takeaway shop
bake, boil or microwave / Reduce the size of
your meals / Change your meeting place
b. How do you start your sentence to recommend something?

I have to… I could… I must… I should…
3. Why could it help your diet to change where you usually meet your friends?
a. What sort of places do friends often meet after school?
Friends often meet at a takeaway shop.
b. Why would it be better to meet in a shop that serves healthy food?
Because it would improve our diet and our health.
go further!
What food habits do you have that you should change? Say why.
Ex.: I put too much salt in my food. I should try to put less and less salt until I have the real taste of what I eat.
I think I eat too many snacks and too much junk food in general. We all know that it’s not healthy but it’s
difficult not to eat it. It always tastes so good. Of course, things should change because obesity is a real
problem. We just have to look at what is happening in the US. I’ll try to be more careful in the future.
36
Present a particularly healthy dish you like. Choose a dish and prepare your presentation.
Ex.: I decided to present you with my healthiest burger. I love it. It contains some salad, tomatoes and a slice of…
1. Look at these pictures and connect the dishes to their description. Circle those that you prefer.
Green dragon sushi roll Mexican tortilla wrap with chicken Thai chicken burger
with eel, avocado, cucumber, breast and avocado, cucumber with cucumber
wasabi and ginger and tomato and sweet chilli sauce
• • •
• • •
2. Write why you particularly like this dish. Give your three main reasons.
3. To prepare your oral presentation, practise giving your opinion of the dish: I like… I prefer…
I think… In my opinion...
4. It’s now time to present your favourite dish to the class. Remember it’s the dish you like most!
3 Daily diet for a champion
A Mo Farah’s Mobot
1. Say everything you can about the picture.
An advertisement A painting A photo A book cover
b. Who is in the picture? Mo Farah is in the picture.

c. Where does it take place?
In the street On a running track On a football field
d. When does it take place?
After a competition Before a competition During a competition

2. What is the character doing?
a. Look at the character and tick the correct answer.
He is dancing. He is showing a heart. He is doing a special victory sign.
b. So, what is the “mobot”? It’s a gesture Mo Farah makes when he’s won a race.
3. Imagine what he does to stay on top.

a. To stay on top:
he trains every day. he goes to bed early. he has the best training shoes. he has a special diet.
b. When you are not certain, you can use:
I imagine. I think. maybe. moreover. perhaps.
c. Write two or three sentences using your answers (a. and b.).
I think he trains every day.
GO! ➔ Book, p. 34
B Mo’s secret: a strict diet
[…] What was your typical daily diet when training it doesn’t sound too exciting, but for someone doing
for the Olympics? my pursuit4 it was absolutely the right thing to eat. It’s
Breakfast (7 a.m.): Breakfast was coffee and cereal, 15 an exciting life I lead!
normally Frosties, as I really like them probably a little How did you celebrate your epic victory
5 too much! However they gave me my much needed once the competition was over?
sugar rush1 to get me through2 the early part of each day. I ate my first burger in a year! It was a delicious Byron burger,
Lunch (12 p.m.): I’m not really a big eater of large I think. It really felt like a prize in itself but I only
meals – more several small little plates during the day. 20 allowed5 myself one hamburger because it was back
to the regular diet very quickly. […]
But if I had a lunch, it tended to be pasta, steamed3
Roxanne Fisher, www.bbcgoodfood.com.
10 vegetables and grilled chicken.
Dinner (8 p.m.): Dinner would be the same again – 1. sugar rush =energy from sugar. 2. get through =finish.
3. steamed =cooked with vapour. 4. pursuit =activity. 5. allowed =
pasta, steamed vegetables and grilled chicken. I realise authorized.
AG N E M
MP
AP
O
DIFFÉRENCIATION
EN
A CC

T
ER
S O N N A LI S
É
P
A
1. What is the document about?
a. Read the title. Who is it about? It is about Mo Farah.
38
b. What does he do? He has a special diet.
c. How often? Every day
d. What for? While he is training for the Olympics.
2. What did Mo Farah eat for each meal?

Read the text. Look at the images below and answer the questions.
a. What did Mo Farah have for breakfast? Circle the corresponding images in red.
b. What did he have for lunch? Circle the corresponding images in blue.
c. What did he have for dinner? Circle the corresponding images in black.
1 2 3 4
Cereal Orange juice Burger Coffee
5 6 7 8
Cola Pasta Fish and chips Fruit
9 10 11 12
Steamed vegetables Grilled chicken Toast Omelette
3. What did Mo Farah do after his last competition and did he like it?
Read the last paragraph and answer the questions.
a. What did Mo Farah eat after his competition? Highlight your answer in blue in the text.
b. How many did he eat? Highlight your answer in green in the text.
c. What did he think about it? Highlight the adjective in yellow in the text. Explain in your own words.
Mo Farah ate a Byron burger. He thought it was good, tasty.
d. Imagine why.
The season was not finished. He is not greedy. It is not healthy. He didn’t like it.

B
a. Read the title. What is it about? Mo Farah’s strict diet.
b. What does he do? He eats a special diet.
c. How often? Why? Every day while he’s training for the Olympics.
2. What did Mo Farah eat for each meal?

a. For breakfast: Cereal and coffee
b. For lunch: Pasta, steamed vegetables and grilled chicken
c. For dinner: Pasta, steamed vegetables and grilled chicken
d. Compare his lunch and his dinner. They are the same.
3. What did Mo Farah do after his last competition and did he like it?
a. What did Mo Farah eat after his competition? Highlight your answer in blue in the text.
b. How many did he eat? Highlight your answer in green in the text.
c. What did he think about it? Highlight the adjective in yellow in the text. Explain with your own words.
Mo Farah thought it was good, tasty.
d. Imagine why.
The season was not finished and burgers are not very healthy.
go further!
Why does Mo Farah accept a very strict diet? Find elements in the text and write two or three sentences.
Mo Farah has adopted a typical training diet to stay on top.
A long-distance runner needs healthy and balanced food, that’s why Mo prefers eating pasta to hamburgers.
40
4 Food for the Olympics
A Eat more, swim faster

1. Describe picture 1.
1 2
a. Identify document 1.
An advertisement A photo A photo from a magazine A book cover
b. Who is in the picture? (Read the caption and answer.)
Michael Phelps is in the picture.

c. How can you tell he is successful?
He looks healthy. He is diving. He has won a gold medal.
d. Identify document 2.
A screenshot A magazine cover An advertisement A photo
e. What sort of food do you recognise? Circle them in the list.
chips cheese pizza toast sandwiches chicken
meat salad mayonnaise beans coffee bread cakes
omelettes ketchup fish pasta tea soda pancakes
2. Imagine what the link between the two pictures is.

Look at the title Eat more, swim faster.
a. Who swims faster ? Michael Phelps does.

b. How would you qualify his diet?
Balanced Rich Heavy Poor Strict

GO! ➔ Book, p. 35
B Diet for an Olympian MP

AG N E M
AP
O
DIFFÉRENCIATION
EN
A CC
T
S O N N A LI S
É
P
A
Listen to the audio document as many times as you need and answer these questions.
1. Listen to the dialogue. What does Michael Phelps eat every day?
a. How many people are speaking? Two people are speaking.
b. Who do you think they are? A journalist is speaking with a nutritionist.
c. Who are they speaking about? They are speaking about Michael Phelps.
d. What are they speaking about? They are speaking about his diet.
e. Listen to the audio document from 0:34 to 0:50 and circle the words you hear.
a lot of heavy food diet carbohydrates strict calories
average a fifth a sixth small huge amount recommend command
f. Now complete the sentences with the words. (Some words are used twice.)
I guess it’s a lot of food and it’s a lot of carbohydrates . Looking at this, what
an average person eats in a day is probably a fifth of the
total amount . We would recommend people to eat. It’s such
a huge amount of carbohydrates .
2. Listen to the beginning: compare the diet of an average person with Michael Phelps’ diet.
a. Listen to the beginning and link the elements.
An average person • • 10,000 calories a day.

• needs •
Michael Phelps • • 2,000 calories a day.
b. Cross out the wrong answers.
So, Michael Phelps has a high calorie diet a low calorie diet.
His diet is five times poorer five times richer than the diet of an average person.
3. Why does he need this diet?

a. Listen to the audio document from 1:01 to 1:17. What are the benefits of carbohydrates in a diet?
They are easy to find. They give instant energy. They are cheap.
They are fast. They fuel the energy source. They are good.
42
b. How many calories does an Olympic swimmer burn per hour during training?
Between 100 and 150 Between 1,000 and 1,500 Between 10,000 and 15,000
B
1. Listen to the dialogue. What does Michael Phelps eat every day?
a. Who is speaking and what are they speaking about?
A journalist and a nutritionist are talking about Michael Phelps’ diet.

b. Listen to the audio document from 0:34 to 0:50 and complete the sentences with the words you hear.
(Some words are used twice.)
I guess it’s a lot of food and it’s a lot of carbohydrates . Looking at this,
what an average person eats in a day is probably a fifth of
the total amount we would recommend people to eat. It’s such
a huge amount of carbohydrates .
2. Listen to the beginning: compare the diet of an average person with Michael Phelps’ diet.
10,000: Michael Phelps needs to eat about 10,000 calories a day.
2,000: An average person needs only 2,000 calories a day.
3. Why does he need this diet?

a. Listen to the audio document from 1:01 to the end. What are the benefits of carbohydrates in a diet? Write
three answers.
Carbohydrates are the energy source. / They’re quick. / You have instant energy.
b. How many calories does an Olympic swimmer burn per hour during training?
Between 1000 and 1500 an hour.

In groups. Describe a menu with a total of about 10,000 calories suitable for an Olympic athlete.
1. With your partners, list the foods for breakfast, lunch, dinner.
2. Add the calories on your list. You can use the Internet to find out more about food and calories.
3. Discuss your choices together: I agree..., I prefer..., I would like..., Why don’t we...?
4. Present your menu to the class. Each person presents a part of the menu.

5 Slow down, slow food
A Quality food makes sense

1. What are the main differences in the two types of food?
a. Identify the document. An advertisement A cartoon A magazine cover A video screenshot
b. What two types of food does it compare? It compares slow food and fast food.
c. In the picture you can see two: families. lists. burgers. menus.
d. What two things do the lists describe?
The advantages of slow food How to cook hamburgers
The best places to eat The disadvantages of fast food
2. What do you think the cartoon is trying to tell us?

a. How can you describe the attitude of the family?
They look relaxed and happy.
b. How does the cartoon try to persuade us to eat slow food?

The boy doesn’t look happy. There’s a family argument about food.
It lists the bad points of fast food. The parents look unhappy.
GO! ➔ Book, p. 36
B Slow-food’s best MP
AG N E M
AP
O
DIFFÉRENCIATION
EN
A CC

T
ER
S O N N A LI S
É
P
A
a. Identify the document. A TV report A documentary A radio advert A radio series
b. What is its main subject? The main subject is slow food.
c. What are the best descriptions of slow food? (two answers)
It is very tasty. It is more traditional.
It is the opposite of fast food. It is easy to cook.
It’s expensive. It is a way of enjoying your food.
2. How does shopping at a farmers’ market make cooking easier?

a. Where does Anne like to shop for her food?
At the supermarket At the grocery store At a farmer’s market Online
44
b. How does Anne recommend cooking her food?
Prepare a nice sauce Cook it for a long time Add salt and pepper Cook it simply
3. Why is the narrator proud of her home city of Toronto in regards to food?
It is the capital of Canada. It offers a big choice of food.
The food is not too expensive. It is difficult to find a good restaurant.
B
Listen to the audio as many times as you need and answer these questions.
1. How is slow food different from fast food?

a. What type of recording is it? It’s a documentary.
b. The main theme in the audio is:
a good way of eating. where to shop in Toronto. Anne’s favourite restaurant.
c. List at least two advantages of slow food mentioned in the recording.
It’s the opposite of fast food. / It’s a way of enjoying food.
2. How does shopping at a farmers’ market make cooking easier?

a. Tick the cooking method recommended in the recording.
Adding a sauce Using a casserole Cooking simply Serving with a salad
b. Why does this method make cooking simpler?
The products are good, you don’t need to do too much to the food.
3. Why is the narrator proud of her home city in regards to food?

a. What does Anne say about her city? In Toronto you can:
eat cheap and good food. get takeaway food.
eat a variety of foods. take cooking lessons with a top chef.
b. What single word best sums up Toronto’s food?
Cheap Delicious Multicultural Overcooked
go further!
You are visiting Toronto and you are writing a postcard to a friend. Describe your visit to a farmers’ market.
When I visited the farmers’ market I was surprised to see so much variety of food. Everything looked
so fresh and healthy.

6 Eat what nature provides
A Be a beekeeper
1. What is happening in the picture?
A photograph A painting A drawing A sculpture
b. What is the title of the document? The title of the document is ̋B e a beekeeper”.
c. What is the girl doing?
Collecting honey Looking after her bees Painting the hive Protecting herself
2. What do you find surprising about the way the beekeeper is dressed?
a. What is the girl wearing? Gloves A hat A protective mask A sweater
b. What can you guess about the way the beekeeper is dressed?
The bees are small. The bees produce honey. The bees don’t sting.
GO! ➔ Book, p. 37
B Digging for honey MP

AG N E M
AP
O
DIFFÉRENCIATION
EN
A CC

T
ER
S O N N A LI S
É
P
A
1. Why has the man gone to the forest? What is he looking for?
a. He has gone to the forest to: hunt. find natural food. workout.
b. He is: looking for honey. looking for rare animals. exploring new countryside.
2. What is special about the type of bees which you see in the video?
Listen carefully to what the Aborigine says about the bees. He is talking about:
diseases of bees. the quality of the honey.
the way bees fly. the fact that they don’t sting.
3. How does the man obtain the honey?

a. Underline the words which refer to what he does to the tree.
b. Circle the word which refers to the item he uses to get the honey.
To obtain the honeybag, a tree could be cut down or a hole could be cut in the tree under the hive.
A stick could then be poked into the hive to collect the honey.
46
B
1. Why has the man gone to the forest? What is he looking for?
The man has gone to the forest to find natural food. He is looking for honey.
2. What is special about the type of bees which you see in the video?
a. Listen to the man talking. What won’t the bees do?
Sting Make honey Fly away Produce young
b. Listen to the man at the end of the video. What do lots of bees get?
Honey Bad diseases Too cold in winter
3. How does the man obtain the honey?

a. Write what is happening in the pictures.
He is locating the hive.
He is poking a stick to collect honey.
He is looking at the bees.
He is drilling a hole.
She is tasting the honey.

go further!
Tick the items a conventional beekeeper needs to collect honey. Look up on the Internet!
Now explain how a beekeeper gets honey from a hive.
First, the beekeeper must put on his special clothing to protect himself.
Next, he uses a smoker to remove the frames of the hive. Then he must remove the wax using a special
knife. Finally, he uses an extractor to collect the honey.
CONSEILS
Pour expliquer un processus, qu’il soit écrit ou oralisé, il est important d’utiliser
des mots de liaison. Pour la chronologie des étapes, utiliser :
first ou first of all (tout d’abord), then (puis), once (une fois que), until (jusqu’à),
after that ou afterwards (après), finally (finalement).

Producing your own food is part of slow-food lifestyle. Explain to your friends the advantages of slow food
and suggest a recipe which follows this approach.
1. Think of some words to define slow food. Ex.: good, fair…
2. Sum up the slow-food approach.
3. In your copybook, list the advantages of slow food. Find at least five advantages.
4. Finally, imagine a recipe which follows slow-food lifestyle.
5. Now you can make your presentation. Try not to read your notes!
48
Choose your diet

1 Trouve, dans les phrases ci-dessous, les expressions correspondant aux traductions suivantes et complète.
The takeaways are soaked in harmful saturated fat.
Kuba is consuming the equivalent of ½ a litre of oil every week.
• Graisse saturée Saturated fat • Nocif / Néfaste Harmful
• Trempé dans Soaked in • Consomme Consuming
2 Relie les images aux modes de cuisson qui conviennent.
• • • • • •
• • • • • •
Stir-fry Bake Microwave Deep frying Grill Boil
3 Complète les mots croisés avec les mots suivants.
1 2 Fuel
W 4 5 H
Heavy
3 C A R B O H Y D R A T E
O R I V A Average
N K E E V Workout
S O T R Y
Carbohydrate
U 6 F U E L A
M T G Consume
E E Diet

4 Observe l’illustration et réponds aux questions.
For about $20, you could buy…
• 8 pieces of fried chicken

• 1 hot dog
• 1 sandwich
• 2 sausages
• 1 hamburger
TOTAL: $19.61
or
• 2 pounds of chicken breast
• 2 pounds of fruits
• 1 gallon of sugar-free drinks
• 35 ounce tub of fat-free yoghurt
• 1,5 pound of fresh fish
• 1 pound of cheese
• 1 can of tuna
• 1 packet of biscuits
• Fresh herbs
TOTAL: $19.61
a. Crée un menu avec les ingrédients de la deuxième liste.
I would choose to start with a tuna salad, followed by grilled chicken with fresh herbs for the main
course and then cheese and fruit or yoghurt to finish.
b. Quel est le message de ce document ?
This poster shows that healthy food is not more expensive than fast food. In fact, you can buy more
food for the same price.
c. À quoi correspondent les mesures américaines : pound, gallon, ounce ? Regarde sur Internet si tu as besoin d’aide.
Pound = 450 g / Gallon = 3.8 litres / Ounce = 28 g
d. Pourquoi l’option 2 est-elle meilleure pour la santé ?
It is healthier because it’s more balanced with fruit and vegetables, meat and dairy products.
50
A. Les verbes de goût ➔ Book, p. 39
1 Parmi les verbes suivants, lesquels sont des verbes de goût ?

Like Care Hate
Be fond of Taste Enjoy
Sweep Smell
2 Lis l’exemple suivant. Understanding grammar

She loves eating cheeseburgers.
Quelle est la nature du mot qui suit le verbe de goût ?
Un nom Un adverbe
Un adjectif Un verbe
3 Complète la règle. Understanding grammar
Si le verbe de goût est suivi d’un verbe , ce dernier prend la terminaison -ing.
4 Réponds aux questions suivantes.
a. What do you like? (to eat chicken nuggets) I like eating chicken nuggets.
b. What do they enjoy? (to order fast food) They enjoy ordering fast food.
c. What do families love? (to invite neighbours) Families love inviting neighbours.
d. What does she like? (to run before breakfast) She likes running before breakfast.
e. What do you hate? (to drink cherry cola) I hate drinking cherry cola.
5 Les verbes de goût permettent de graduer l’appréciation. Complète le tableau avec les mots ci-dessous.
Be fond of • Dislike • Enjoy • Can’t bear • Be keen on • Love • Can’t stand • Like • Hate
Ce que j’aime Ce que j’apprécie Ce que je n’apprécie pas Ce que je déteste
Be fond of / Love Enjoy / Be keen on / Like Dislike Can’t bear /
Can’t stand / Hate

B. Les quantifieurs et les nombres indéfinis ➔ Book, p. 39
6 Complète les règles suivantes. Understanding grammar

a. Les noms salad, milk, sugar, oil, bread sont des noms : dénombrables. indénombrables :
il s’agit d’une certaine quantité d’aliment qu’on ne peut pas compter.
b. En général, devant les noms indénombrables, il est nécessaire d’ajouter un autre élément pour quantifier.
Relie les quantifieurs suivants à leur signification.
Some A lot of A piece of A great deal of A bit / Little of Some
• • • • • •
• •
• • • •
Un morceau / Une grande
Du / De la Un peu de Beaucoup de Un peu de
Une partie quantité de
c. Coche puis complète les phrases.

Pour des aliments liquides, on utilise... Pour du pain en tranches ou une rondelle de citron, on utilise…
A glass of... A glass of...
A drop of... A drop of...
A slice... A slice...
A piece of... A piece of...
Some... Some...
I asked for a drop of salad sauce. I cut a slice of bread.
C. L’expression de la permission et de l’interdiction ➔ Book, p. 39
7 Coche les cases qui conviennent dans le tableau.
Permission Interdiction
He can drink coffee.
His coach will permit him to eat steamed vegetables.
I was not allowed to drink soda.
It’s forbidden to buy cakes.
You mustn’t drink milk.
We were allowed to have grilled chicken.
52
8 Complète les phrases suivantes avec les verbes qui conviennent. Understanding grammar
a. Pour exprimer une permission, je peux utiliser le modal can + BV.
b. Pour exprimer une interdiction, je peux utiliser le modal mustn’t + BV.
c. Pour exprimer une permission, je peux aussi utiliser les verbes équivalents allowed
+ to + BV ou can afford + to + BV.
d. Pour exprimer une interdiction, je peux aussi utiliser les verbes équivalents forbidden
+ to + BV ou not allowed + to + BV.
9 Écris deux phrases pour dire ce que tu as la permission de manger et deux phrases pour dire ce que tu n’as
pas la permission de manger au petit déjeuner. (Utilise be allowed to / be not allowed to.)
For breakfast I am allowed to eat bread and butter. I am allowed to eat cereal.
I am not allowed to eat hamburgers for breakfast. I am not allowed to eat chips.
D. L’expression du besoin ➔ Book, p. 40
10 Conjugue need à la forme qui convient.
a. She needs to work harder if she wants to be a top athlete.
b. I don’t need more than 7 hours’ sleep a night.
c. Michael Phelps needs over 10,000 calories when he’s training.
d. When collecting the honey she doesn’t need to wear protection.
e. Do you need anything else to eat?

CD1 MP3
25 22
A. L’exagération ➔ Book, p. 40
Pour exprimer l’exagération ou l’étonnement, j’accentue le mot qui porte l’appréciation.
1 Écoute les phrases suivantes et entoure le mot accentué. Entraîne-toi ensuite à répéter ces phrases
de manière expressive.
a. How can one person possibly eat that ?
b. He is doing ten hours of training a day.
c. I couldn’t eat 10,000 calories daily.
d. He swims so fast.
2 Lis ces phrases à haute voix et accentue les mots qui portent l’appréciation.
a. Food from the farmers’ market is great. It’s really fresh.
b. Slow food is amazingly popular now, there is so much variety.
c. I’ve completely changed my diet since I read about slow food. I feel incredibly healthier.
d. I saw a absolutely shocking documentary about fast food. You wouldn’t believe the amount of fat in it.
CD1 MP3
27 24
B. La prononciation de la lettre « i » [ɪ] / [aɪ] ➔ Book, p. 40
3 Lis les mots suivants en tenant compte de l’accent tonique et du symbole phonétique.
a. To live [i] / Alive [ai]
b. Cooking [i] / High [ai]
c. Visit [i] / Surprising [ai] [i]
d. Provide [ai] / City [i]
e. Filling [i] / In spite of [ai]
f. Desire [ai] / Right [ai]
4 Vérifie ensuite la prononciation en écoutant le modèle.
54
Auto-évaluation

Vocabulary
c J’ai mémorisé le vocabulaire de la nourriture.

c J’ai mémorisé le vocabulaire des habitudes alimentaires.
Grammar
c Je sais utiliser les verbes d’appréciation.

c Je sais utiliser les quantifieurs.
c Je sais exprimer la permission et l’interdiction.
c Je sais exprimer un besoin avec le verbe need.
Culture c J’ai découvert le monde de la gastronomie équilibrée

PES et Parcours au travers d’exemples anglo-saxons.
Domaines 1, 2, 3, 5 c J’ai travaillé mon esprit critique sur l’alimentation.
Écouter et c Je sais comprendre les informations essentielles

comprendre d’une publicité radio ou d’une interview.
Domaines 1, 2 c Je sais écouter et comprendre les informations d’une vidéo
ou d’un reportage.
Parler c Je sais présenter un menu ou un plat.

en continu c Je sais exprimer les avantages de la nourriture saine.
Domaines 1, 2, 3 c Je sais décrire les images présentant des aliments.
c Je sais rendre compte d’une interview ou d’un reportage.
Réagir et
c Je sais communiquer en groupe pour élaborer
dialoguer
Domaines 1, 2 une production commune.
Lire et c Je sais comprendre les informations essentielles d’un texte

comprendre
Domaines 1, 2 court.
Écrire c Je sais écrire des phrases simples pour décrire un menu

Domaines 1, 2, 5 sensibilisant à l’écogastronomie (slow food)

3 City landscapes: Sydney
Festival of Vivid Light and Music

Colonial buildings / Victorian
squares / “British” houses in
elegant squares / Industrial /

Festival
Sydney Harbour Bridge
Heritage
100 beaches
Sydney Opera House roofs All year round sun
Sydney Harbour Bridge
Sun and sea
Architectural masterpiece Sydney

Landscapes
The Sydney Tower Eye

Olympic Park
The Opera House
The Sydney Harbour Bridge
Sightseeing
Sports stadium
Sydney Tower Eye City murals
Concrete / Steel Distinctive images
External walkway
Futuristic Aboriginal legacy
56
1 Sydney facts and figures
A A bird’s-eye view of Sydney

1. Comment on what you see in the picture.
a. Identify the document. An advertisement A photograph A magazine cover A book cover
b. Look at the picture and tick the words corresponding to what you see.
A harbour Skyscrapers Moorings Motorways
Liners Railways Sydney Opera House Boats
c. What can you deduce?

Sydney is an important commercial harbour. Sydney’s iconic buildings are close to each other.
Sydney is an important pleasure harbour. Sydney is a multicultural city.
2. How can we be sure that this is Sydney?

S
a. What can you see in the picture that we already know is in Sydney? CONSEIL
Sydney Opera House Sydney Olympic Park En anglais, on utilise must
ou has to pour indiquer une
Sydney Cricket Ground Sydney Harbour Bridge certitude :
I can see the Opera House so it
b. Name the other landmark which helps us recognise Sydney. must be Sydney.
En français, on utilise souvent
Sydney Tower Eye.
les adverbes « forcément »
ou « logiquement ».
GO! ➔ Book, p. 46
B Sydney – What you need to know!
Sydney and its surrounds contain around 20% of the 1973, taking 16 years and 10,000 construction workers to
entire population of Australia at about 4.6 million people. 15 build, with a final total cost of $102 million – more than
It is an extremely diverse city, with a huge number of 14 times the originally intended price.
ethnic and cultural groups living there – the largest of Its “sister landmark”, the Sydney Harbour Bridge, was finished
5 which include British (4.3%), Chinese (3.5%), New in 1932 and took 272,000 litres of paint to cover – just for
Zealanders (2%), Vietnamese (1.5%), Lebanese (1.3%), the first coat3. You can climb the Sydney Harbour Bridge.
Filipinos (1.3%) and Italians (1.1%). 20 The best views of Sydney and its surrounds can be had
Sydney was the site of the first British colony in Australia, from atop4 Sydney Tower Eye in the heart of the city. The
which was set up in 1788. Someone who lives in Sydney tower allows you to stand 250 metres above sea level
with 360 degree views of the Sydney skyline, Darling
10 and its suburbs is colloquially1 known as a “Sydneysider”.
Harbour and the Blue Mountains in the distance.
Many foreigners think that Sydney is Australia’s capital;
www.experienceoz.com.
however that distinction goes to Canberra. Sydney’s most
1. colloquially: familièrement. 2. icon: icône, image. 3. coat: (ici)
famous icon2, the Sydney Opera House, was completed in couche. 4. atop=on top of.
3 City landscapes: Sydney 57

AG N E M
MP
AP
O
DIFFÉRENCIATION
EN
A CC
T
ER
S O N N A LI S
É
P
A
1. Which information can help you to understand how cosmopolitan Sydney is?
a. Identify the nationalities and complete.
Ex.: British Great Britain
Chinese China Lebanese Lebanon
Vietnamese Vietnam New Zealander New Zealand
Filipinos Philippines Italian Italy
b. Underline the words in the article that suggest that Australians include people from many other countries.
2. Name the two main landmarks you can visit in Sydney.

a. Complete the following table. Use facts from the article and complete.
Building Completed Fact one Fact two
Sydney Harbour Bridge 1932 272,000 litres of paint You can climb to the top.
Sydney Opera House 1973 10,000 workers Cost $102 million
Sydney Tower Eye We don’t know. 250 metres high 360 degree views
b. Find the three phrases which make it clear that at least two of these buildings are open to the public.
Is located at Allows you to stand The best views can be had.
Was completed You can climb. To cover
3. Why would the tourists find the Sydney Tower Eye particularly attractive?
You can see a long way.
S
You can see the layout of a city. CONSEIL
de take.
You can see the landmarks in detail. Fais attention aux différents sens
me 20 minutes to get to wor k.
It takes
You don’t see the people. d‘all er au travail.)
(Cela me prend 20 minutes
It is less expensive. s of wor kers to finish the
It took thousand
. (Il fallu t des mill iers d’ou vrie rs pour
task
terminer le projet.)
58
B
1. Which information can help you to understand how cosmopolitan Sydney is?
a. Take a quick look at this chart which has information on Sydney.
1.1%
Italians
1.3% 4.3%
Filipinos British
1.3%
Lebanese
1.5%
Vietnamese
2% 3.5%
New Zealanders Chinese
b. What information does this chart give you which you didn’t learn from the article?
Sydney is a multicultural city. The details of all the ethnic groups in Sydney.
People from many nationalities live in Sydney. There is a wide cultural diversity in Sydney.
c. How do you change the name of a country into the name of its people? You add:
-er. -zed. -ese. -y. -ian. -ish.
2. Name the two main landmarks you can visit in Sydney.

a. Which of these words can be used to describe an important place to visit in a city?
Site Landmark Monument
Location Attraction Millennium
b. Name Sydney’s major landmarks.
The Sydney Tower Eye, the Sydney Opera House, the Sydney Harbour Bridge.
3. Why would the tourists find the Sydney Tower Eye particularly attractive?
a. What do tourists most often want to see in a city?
Tourists most often want to see well-known buildings and museums, famous landmarks.

b. What do the Eiffel Tower, the London Eye and the Sydney Tower Eye have in common?
They all offer a panoramic view of the city which means the tourists can see the whole city from one
viewing place.
GO FURTHER!
Write two or three sentences to sum up what you have learnt about Sydney.
I have learnt that Sydney is a multicultural city. It has many beautiful buildings and sites which the tourists
can enjoy.
2 A tour of Sydney
A A majestic city
1. Comment on this picture of Sydney.
a. Identify the document. An advertisement A photograph A magazine cover A book cover
b. What is the title? The title is “A majestic city”.
c. Describe the picture. Look at the photograph and tick the words corresponding to the picture.
Colours: Natural Soft Artificial Pastel Colourful
Time of day and weather: Calm Evening Midday Rainy Night
Impression of the city: Beautiful Eventful Calm Exotic Multicultural
2. What image of Sydney does the photographer wish to portray and what is your reaction?
a. Where might you see a photograph like this?
Holiday brochure Postcard Teen magazine Nightclub advertisement
b. Who would most likely be attracted by the photograph?

Teenagers Parents with children Tourists Everybody Children
c. What might be the main purpose of the photograph?

To attract tourists To demonstrate Sydney’s architecture
To sell a photograph to a magazine To put a photo on Facebook
d. What are your feelings about the picture?
It looks attractive. / It looks exciting. / It puts you in the party mood. / It looks pleasant. / It looks peaceful.
60
GO! ➔ Book, p. 47
B Sydney lifestyle MP
AG N E M
AP
O
DIFFÉRENCIATION
EN
A CC
T
ER
S O N N A LI S
É
P
A
1. Where is Sydney situated geographically?
a. How many people are speaking? There’s one person speaking.
b. What is he speaking about? He is speaking about Sydney.
c. What does the narrator say about its geographical position?

It is near the coast. There is a lot of water around Sydney.
It’s on the east coast of Australia. It’s in the centre of Australia.
It’s the capital of Australia. It’s the capital of New South Wales.
2. What examples does the narrator give of Sydney’s “good life”?

a. What does Sydney have to offer? Listen and circle the words you hear.
The good life Discotheques Iconic buildings Peaceful surroundings Sporting facilities
Year-round sunshine Hard to top Youthful vitality Over 100 beaches
b. Complete the sentences with the circled words.
Blessed with over 100 beaches , bathed in year-round sunshine and
buzzing with a youthful vitality , when it comes to the good life ,
Sydney is hard to top .
3. Explain how the harbour became a symbol of Sydney transformation over the years.
a. What was Sydney originally? Listen and choose the correct answer.
A tourist destination A trading centre A prison colony
An agricultural centre A harbour A military base
b. How long did it take for Sydney to change its character? Listen and tick the right answer.
Between 100 and 150 years 50 years It doesn’t say. 100 years
c. What do we find now in the harbour area?

Beautiful buildings Good residential neighbourhoods
Large ocean liners Industrial buildings
Prisoners

B
1. Where is Sydney situated geographically?
Complete the following table.
Country Australia Population 4.5 million
State New South Wales Status State capital
Nearest ocean Pacific Location Southeast Australia
2. What examples does the narrator give of Sydney’s “good life”?

a. Thanks to its position on the coast Sydney has many beaches.
b. Thanks to its geographical position Sydney enjoys year-round sunshine.
c. Thanks to its people Sydney has a youthful vitality.
3. Explain how the harbour became a symbol of Sydney transformation over the years.
Complete this paragraph on the history of Sydney harbour. Use the words below.
century prisoners relax penal colony public gardens residential neighbourhood Victorian
Sydney harbour was first used to bring prisoners from Great Britain
to spend their time in a penal colony .However, within a century ,
the harbour area was a centre of beautiful Victorian buildings. Lately, it has become a
good residential neighbourhood where people can visit the public gardens
or relax on the beaches.
You are on holiday in Australia. You send a postcard with the scene in Document A above to a friend.
Write a few sentences to say how excited you are to be in Sydney.
1. Select a list of the sentences you might need to write a short postcard.
2. Think of some adjectives to describe the view.
Ex.: The place is amazing and astonishing.
3. Complete with a personal message to your friend.
62
3 Aboriginal art
A Aboriginal inspiration in Sydney

1. Describe what you see in the picture.
a. Identify the document. An artwork A photograph A magazine cover A book cover
b. What is the title?
The title is “Aboriginal inspiration in Sydney”.
c. Look at the artwork and tick the words corresponding to the picture.
Situation: On a wall In an art gallery In the countryside
In a city In a residential area
Appearance: Modern Traditional Symbolic Colourful Realistic Dark
Depicts: A portrait Nature Stories History People Hunting
2. What symbols of Australia’s natural life are represented in the mural?

a. What exactly do you see in the picture?
Birds Kangaroo Hands Stars
Domestic animals People Trees A river
b. What else can you say about the painting?

It is a modern scene. It shows a primitive culture.
It shows an urban scene. It respects nature.
Nature is very important. The forests are very extensive.
3. Why do they seem strange in the context of the picture?

a. Focus on the location of the artwork. Why does it seem out of place?
There is a natural scene in a city environment. It shows art from different cultures.
There are scenes of freedom next to an enclosed estate. The art style is too modern.
b. What does the fence represent?
It is a symbol of the separation of art from practical buildings like apartment blocks. A barrier between
nature and man-made objects.

GO! ➔ Book, p. 48
B Aboriginal art on show
“What we’d like to achieve1 by dedicating an artwork is It is hoped that the artwork will become a meeting place
an opportunity to give thanks, to pay homage to the Eora, for the Indigenous community offering recognition in the
the traditional custodians2 of the land.” public domain to the Aboriginal community’s continued
Lachlan McDaniel. 15 presence in Sydney.
5 The City of Sydney asked artists to submit proposals for a In November a shortlist of artists were selected by an
major public artwork to honour the Eora, the Aboriginal evaluation panel that included members of the City
people of Sydney, and recognise the Gadigal clan as the of Sydney’s Aboriginal community and other cultural
traditional guardians of the City of Sydney. experts. As part of the selection process artists were
The intention for the commission is to symbolically paid a fee3 to develop their proposals.
10 represent or evoke the complex histories and diverse Adapted from www.cityartsydney.com.au.
stories of Sydney. 1. achieve: atteindre. 2. custodians: gardiens. 3. fee: (ici) subventions.
AG N E M
MP
AP
O
DIFFÉRENCIATION
EN
A CC

ER T
S O N N A LI S
É
P
A
1. Why is Lachlan McDaniel pleased to present Aboriginal art?
a. Which would be an alternative title for this article?
Sydney attracts tourists to its cultural events. Sydney is proud of its Aboriginal art.
Art is a central part of the Sydney scene.
b. Underline in green the words and sentences which indicate that the artwork is a tribute to honour a culture.
c. Underline in red the words which indicate a link to Aboriginal culture?
d. Which of the following phrases can be used to express a sense of gratitude.
He was delighted. He was afraid. He said thank you.
He was hopeful. He was appreciative. He boasted that…
2. Why has Sydney chosen to stage this exhibition?

a. What connection does Sydney have with the Eora people?
Sydney was the Aboriginal capital of Australia. The Eora made Sydney their main base.
The Eora people were based around the Sydney area. There is no special connection.
b. Why was Sydney a good place to host the exhibition?

It is an international city. The people of Sydney have an affinity with the Eora people.
Sydney is rich enough to hold an exhibition. The climate of Sydney is especially good for exhibitions.
3. What did the city do for new artists?

They gave them a space to work in. They paid them some money to produce their work.
They gave them materials to work with. They gave them some advice.
64
B
1. Why is Lachlan McDaniel pleased to present Aboriginal art?
a. What is the article mainly about? Think of a new title.
Sydney celebrates its Aboriginal art.
b. How can you tell from the document that the artwork was a tribute to the Aborigines?
Lachlan McDaniel says he wanted to pay homage to the Eora people.
c. How does he express a sense of gratitude?
He says he was appreciative and says thank you to the Eora people.
2. Why has Sydney chosen to stage this exhibition?

a. Find the sentence in the text which makes a link between Sydney and the Eora people.
…the Eora, the Aboriginal people of Sydney, and recognise the Gadigal clan as the traditional
guardians of the City of Sydney…
b. Why was Sydney a good place to host the exhibition?
It is an international city and the people of Sydney have an affinity with the Eora people.
3. What did the city do for new artists?

How could Sydney be sure that they had many propositions from a wide range of artists?
Sydney paid the artists to present their propositions.
4 Sydney in lights
A The vivid festival: light and music

1. Give your reactions to this picture.
An advertisement A painting A magazine cover A photograph

b. What is the title? The vivid festival: light and music
c. Identify the building.

Sydney Harbour Bridge Sydney Opera House Sydney Tower Eye Sydney Olympic Stadium
d. Look at the picture and circle the words corresponding to what you see.
Building Colours
Rectangular shape • Elegant architecture Bright • Artificial
Curved roofs • Natural shapes Primary • Pale
Tall tower Natural
2. What do you see as the main theme of the picture?

a. What can you say from the title of the picture?
The Opera House is always lit up this way. It is a special event.
The Opera House is the only building lit up this way. The festival included music as well.
b. What can you guess is the theme of the festival?

We can’t be sure. It is a music festival.
It is about light and colour. It highlights Sydney’s iconic buildings.
GO! ➔ Book, p. 49
B Festival of lights returns to brighten winter nights

Sydney put on its most spectacularly colourful display last The most photographed sites were the incredible birds
night when the city’s Vivid Light and Music show began. on the Opera House sails, the purple trees projected on
From today until June 8th, Sydney will come alive to 15 Customs House and the multicoloured sky rise buildings
the sights and sounds of this award-winning festival at Circular Quay.
5 which, this year, is bigger and better than ever before More than 1.4 million people swarmed around2 the light
with more than 60 light art installations, the coolest displays last year, and this year again artists, designers
new musical sounds and some of the most inspirational and manufacturers from around Australia and the world
new ideas. 20 will illuminate, interpret and transform Sydney’s urban
Despite the wet weather for last night’s opening, spaces for 18 nights through their creative vision.
10 there were still crowds of people present with the most Adapted from The Daily Telegraph, May 23, 2015.
talked about1 destinations being around the Opera House
1. most talked about=many people talked about it. 2. swarmed
and the Chatswood district. around: ont afflué.
66
AG N E M
MP
AP
O
DIFFÉRENCIATION
EN
A CC
T
ER
S O N N A LI S
É
P
A
1. In what season of the year is the festival organised? Why?
a. Identify the article and its date.
The article was first printed in The Daily Telegraph , a British national newspaper.
It dates from May 23rd, 2015
b. In which season was the festival held?

Summer Spring Autumn Winter We can’t tell.
c. Why might they choose this season for a festival of light?

It is cold. It is dark. There are more visitors in Sydney.
It is Christmas time. The nights are longer.
2. What could have been a problem on the opening night?

a. What could be a disadvantage at this time of year?
The weather is variable. People stay at home more. It is cold.
It is Christmas time. There are more visitors in Sydney.
b. What did you learn about the opening night?

It was cold. No one came to see the lights. People stayed at home.
It rained. There were a lot of visitors.
3. Which iconic building formed part of the exhibition?

Which of the locations in the article is:
a. An iconic building? Sydney Opera House
b. A district of the city? Chatswood District
c. A part of Sydney Harbour? Circular Quay
B
1. In what season of the year is the festival organised? Why?
a. Identify the article and its date.
The article was first printed in The Daily Telegraph , a British national newspaper.
It dates from May 23rd, 2015 .

b. Identify the event, its date and where it is held.
Event Date Location
Vivid Light and Music Show May–June 2015 Sydney
c. How are Australia’s seasons different from those in Europe?
The seasons are reversed. Winter is in June, July and August and summer is in December, January
and February.
2. What could have been a problem on the opening night?

a. What could be a disadvantage at this time of year?
The weather could be a disadvantage.
b. How could the season affect the number of people who attend the festival?
At this time of year the weather could be a problem and prevent people from attending an outdoor
event.
c. Write the word which describes the weather on the opening night. Wet
3. Which iconic building formed part of the exhibition?

a. Underline in red the locations mentioned in the text.
Which one is an iconic building? The Opera House is an iconic building.
b. Explain the words “sails” line 14.

It refers to a sailing ship in the harbour.
It refers to the colours used in the festival.
The Opera House roofs look like sails.
c. Find the word in the text which tells you the design used on the Opera House display. Bird
Imagine you are a Sydney citizen inviting a friend to visit the festival of light for the first time.
Describe the festival highlighting its artistic quality, colour, design, etc., and explain why it is important
to the city of Sydney.
1. Find out the practical details of the festival. When, where, how to get there, etc.?
2. Describe your visit to the festival last year. What impressed you?
3. Think of reasons why tourist city wants to stage big events.
68
5 Getting the best view
A The high point of Sydney

1. Comment on this picture.
a. Identify the document. A photograph A painting A magazine cover A book cover
b. What is the caption?
The caption is “Ancient and modern side by side”.
2. How does the picture contrast old and new Sydney?

a. Look at the modern building. What might be the purpose of the building?
Airport control tower Telecommunications tower Tourist attraction
Observation tower Restaurant Apartments
b. Look at the traditional building. What can you say about it?
Purpose: It’s a church.
Date: It perhaps dates from the 19th century.
Style: It is in the medieval European style.
c. What word links the two buildings?

Iconic Conventional Tower Commercial Practical
d. Tick the construction features which do not apply to the modern tower.
Spire Concrete Steeple Steel Observation platform
GO! ➔ Book, p. 50
B On top of Tower Eye MP

AG N E M
AP
O
DIFFÉRENCIATION
EN
A CC

T
ER
S O N N A LI S
É
P
A
Watch the video as many times as you need and answer the questions.
1. What reason might you have not to want the view from the Sydney Tower Eye?
a. How many people are speaking? There are two people speaking.
b. What do you think are their jobs?
The man is a reporter and the woman is a tour guide for the Skywalk.

c. What type of document is it?
An advertisement A documentary A TV series A personal video
d. Listen to what the narrator says at the beginning. What could you write after “but”?
You get a very good view of Sydney from the Tower Eye but…
it is expensive. you mustn’t suffer from vertigo. the Bridge is a better view. it takes a long time.
2. W hat’s the man’s first concern?

a. What is the subject of the narrator’s first question to his guide?
The cost of his visit The weather The glass floor The height of the Tower
b. What exactly does he want to know?

How thick it is. How safe it is. Where it was made. What it is made of.
3. How does the height of the Tower Eye compare with the height of the Sydney Harbour Bridge?
a. What numbers do you hear mentioned in the video?
268 216 134 144
b. What do they refer to?
The height of 134 metres is: The Sydney Harbour Bridge.
The height of 268 metres is: The Sydney Tower Eye.
c. What word is used to describe the ratio 2:1? Double Triple Half A quarter
B
1. What reason might you have not to want the view from the Sydney Tower Eye?
a. What type of document is it? It is a documentary.
b. Who is the woman in the video? She’s a tourist guide.
c. Listen to what the narrator says at the beginning and complete this sentence.
Unless of course, you are afraid of heights.
2. W hat’s the man’s first concern?

a. What is the floor made of? It’s made of glass.
b. Why? It’s made of glass to give a view of what’s below.
c. Why does the man not feel comfortable on the glass?
He’s not comfortable because glass is normally thin and can break.
70
d. List at least two times when the man indicates he is afraid.
He asks about the thickness of the glass. He says he feels better when further from the edge.
3. How does the height of the Sydney Tower Eye compare with the height of the Sydney Harbour Bridge?
Answer these questions using words not figures.
a. What is the height at the top of the Harbour Bridge?
The height is one hundred and thirty-four.
b. What is the height of the Sydney Tower Eye? The height is two hundred and sixty-eight.
c. What is the unit of measurement? Feet Metres Miles Inches
6 Only for the brave

A Climbing Sydney Harbour Bridge

1. Comment on this picture.
a. Look at the picture and identify the document.
An advertisement A painting A photograph A book cover
b. What is the caption?
The caption is “They’ve reached the top of Sydney Harbour Bridge”.
c. Look at the picture and tick the words corresponding to the picture.
You can see: people. the sea. skyscrapers. traffic. girders. floodlights.
The picture is from: high up. underground. an aeroplane/helicopter. space. inside a building.
d. Which famous Sydney icon is the subject of the photo?

Opera House Sydney Harbour Bridge Sydney Tower Eye
2. Why do you think the people are celebrating?

a. What are the people doing?
Waving to the photographer Asking for help Inviting us to join them Celebrating something
b. How do they appear? Happy Proud Scared Relaxed
c. What have they probably just done?

Climbed to the top of the Bridge Made a recording for TV Landed by parachute Won the lotto

GO! ➔ Book, p. 51
B The Bridge experience MP

AG N E M
AP
O
DIFFÉRENCIATION
EN
A CC
T
ER
S O N N A LI S
É
P
A
1. What does the narrator say about his job?
a. How many people are speaking? One person is speaking.
b. Who do you think he is? He is the Bridge climb leader.
c. What is he speaking about? He is speaking about his job and the climb.
d. What does he actually do?
“I take people up the Sydney Harbour Bridge.”
e. What does he think about his job?
It’s one of the best jobs in the world.
f. How does he describe his “office”?

Stunning Astounding Spectacular Relaxing
2. What large figures does he quote about the bridge?

a. What numbers does he say? Underline the words you hear.
fifty • fifteen • two • twenty • thousand • million • eight • eighteen • hundred • hundreds
six • sixty • sixteen • thousand • million
b. Write in words the number of tonnes of steel.
Fifty-two thousand eight hundred
c. Write in words the number of rivets.
Six million
3. What sensations of the climb does he describe?

a. How does he describe the climb?
He describes what you touch. He talks about the fear. He talks about what you see.
He talks about how small things look. He describes the panic you feel.
b. What is the only adjective he uses to describe it?

Energetic Exhausted Thrilling Small Scary
72
B
1. What does the narrator say about his job?
a. Who is speaking and what are they speaking about?
A man is speaking. He is a climb leader and he takes people up Sydney Harbour Bridge.
b. Listen to the beginning and explain:
What he does: He leads tourists on a climb of the Bridge.
What he thinks about his job: He thinks it is the best job in the world.
What he thinks about his office: He thinks his office is stunning.
2. What large figures does he quote about the bridge?

a. Listen to the beginning and say what the number represents.
52,800: There are 52,800 tonnes of steel.
6,000,000: There are 6,000,000 rivets.
b. Write these numbers in words.
52,800: Fifty-two thousand eight hundred
6,000,000: Six million
3. What sensations of the climb does he describe?

Listen and fill in the blanks.
“To climb to the top of the Bridge is just such a sensory experience, it’s so
thrilling . I mean, you’re up close with all of the steel and you’re
climbing up all of these steps, holding onto the handrails and looking out over the
edge as large things become smaller and smaller and smaller and all of the traffic’s
streaming across the Bridge…”
You are hired by the Sydney Harbour Bridge company as an “eyewitness” to talk about your climb for their
new advertising leaflet. Describe your experience.
1. Describe the steps of your climb. Ex.: First we had to put on a safety harness...
2. Describe your feelings during the climb. Ex.: I was petrified. / I was ecstatic.
3. Say what you enjoyed about the climb. Ex.: The view is so beautiful, you can see all the city.

Architecture in Sydney
1 Complète le texte suivant en écrivant les dates en toutes lettres.
nineteen fifty-six • two thousand and three • nineteen fifty-seven • nineteen eighty-six •
two thousand and seven • nineteen seventy-three
Sydney Opera House, begun in 1957, nineteen fifty-seven is a masterpiece
of late modern architecture. It was inscribed on the World Heritage List in June 2007
two thousand and seven . In 1956 nineteen fifty-six the New
South Wales Government called an open-ended international design competition and appointed an
independent jury. Opened by Queen Elizabeth II in 1973 nineteen seventy-three ,
new works were undertaken in 1986 nineteen eighty-six . In 2003
two thousand and three Utzon, architect of the Opera House, received the Pritzker Prize,
the international architecture’s highest honour.
2 Complète le texte ci-dessous avec les mots suivants.

contemporary • mural • mythical • fence • urban landscape • out of place
At first sight, the Aboriginal mural seems out of place in its
position underneath a fence which separates an urban landscape
from its surroundings. However, the mythical elements and design motifs represent
a tradition which has contemporary significance.
3 Relie chaque mot à la définition qui convient.
Rivets • • Something to hold on to on your climb.

Handrail • • Used to join two pieces of steel.
Safety harness • • To help you climb up to another level.
Steps • • The distance between two bridge supports.
Span • • Where you stand to enjoy the view.
Platform • • A belt to protect you from falling.
74
A. Le pronom relatif which ➔ Book, p. 53
1 Réécris les phrases suivantes en utilisant which.

Ex. : Welcome to the iconic Sydney Harbour Bridge. It was constructed in the 1920s.
Welcome to the iconic Sydney Harbour Bridge which was constructed in the 1920s
a. It is a steel arch bridge. It carries road and rail traffic across its span. The span is 503 metres long.
It is a steel arch bridge which carries road and rail traffic across its span which is 503 metres long.
b. There is also a cycle track. The cycle track allows cyclists to cross Port Jackson. Port Jackson is another
name for Sydney Harbour.
There is also a cycle track which allows cyclists to cross Port Jackson which is another name for
Sydney Harbour.
c. The summit of the bridge is 134 m (440 ft) above sea level. You can climb to the top of the bridge. This means
you have a spectacular view of the city and the Blue Mountains. The Blue Mountains are in the distance.
The summit of the bridge is 134 m (440 ft) above sea level. You can climb to the top of the bridge
which means you have a spectacular view of the city and the Blue Mountains which are in the distance.
2 Souligne en vert lorsque tu peux omettre which, en rouge lorsque tu ne peux pas omettre which.
The sky walk on the outside of the Sydney Tower which is now called the Eye is the scariest thing which I have
ever done. The tower, which is 268 metres high, is the tallest building in Sydney. I was okay on the Harbour
Bridge climb which is the second highest climb which you can do in Sydney which I thought was the capital of
Australia until my guide told me that it was Canberra which was the capital.
B. Le superlatif ➔ Book, p. 53
3 Réécris les phrases suivantes en utilisant le superlatif.
a. Aboriginal art is (old) the oldest in Australia.
b. The exhibition of Aboriginal art was (good) the best I can remember.
c. This year’s festival of lights was (colourful) the most colourful I’ve ever seen.
d. Deciding to go on the Bridge Climb was (crazy) the craziest idea he’d ever had.

C. L’exclamation avec so et such ➔ Book, p. 54
4 Complète le texte avec so ou such.
I am so glad you could come. It’s such a nice day for a walk. I thought we would go
down the harbour. It’s so cool down there and there’s such a nice atmosphere. It’s
such a clear day that I thought we’d climb the Bridge. You can see such a long way from
the top. The Blue Mountains seem so near you could almost touch them. What? You don’t like
heights? You really are such a coward!
B. La prononciation australienne ➔ Book, p. 54
Réécris le dialogue suivant en anglais conventionnel. Lis ensuite le dialogue à voix haute en prenant l’accent
britannique pour le personnage du touriste anglais et l’accent australien pour le chauffeur de taxi.
British person: Good morning.
Taxi driver: G’day, mate! How ya doin’?
British person: I’m fine thank you and you?
Taxi driver: I’m good. You oright?
British person: I’m very well, thank you. Good of you to pick me up.
Taxi driver: Nah worries.
British person: I wanted to ask you, what’s the best place to visit in Sydney?
Taxi driver: No doubt about it, mate. Climb the Harbour Bridge.
British Person: Can you take me there?
Taxi driver: Nah worries.
British person: Thanks a lot (pays the taxi). Keep the change.
Taxi driver: Cheers! G’bye!
76
Auto-évaluation

Vocabulary
c J’ai mémorisé le vocabulaire lié à la ville de Sydney.

c J’ai mémorisé le vocabulaire lié aux événements culturels et aux sites touristiques.
Grammar
c Je sais utiliser le pronom relatif which.

c Je sais utiliser l’exclamation so et such.
c Je sais utiliser le superlatif avec un adverbe et un adjectif.
Culture c J’ai découvert les monuments et l’architecture de Sydney.

PEAC et Parcours
c J’ai découvert des œuvres d’art.
Domaines 1, 2, 3, 5
Écouter et c Je sais écouter et comprendre les informations d’un

comprendre document audio sur le mode de vie à Sydney.
sur Sydney Harbour Bridge et Sydney Tower Eye.
Parler en continu c Je sais décrire un événement culturel.

Domaines 1, 2, 3 c Je sais faire une promotion touristique autour des monuments.
Réagir et
c Jesais dialoguer sur les avantages et les inconvénients
dialoguer
Domaines 1, 2 de monter sur Sydney Tower Eye.
Lire et
comprendre c Je sais comprendre les informations essentielles d’un texte court.
Domaines 1, 2
Écrire c Je sais réaliser un dépliant touristique.

Domaines 1, 2, 5 c Je sais écrire un mail en anglais.

4 Forever young?
Imagination / Reality Magic
Imaginary / Real Transformation
Modern / Traditional Fairy
Era / Time Elf
Past / Future
Tales Legends
Forever
young
Art World
Fiction Realm
Literature Land
Cinema
Cartoon
Stories Other worlds
1 Peter Pan: the story

A Peter Pan, by J. M. Barrie

1. What sort of document is it?
a. Look at the picture and identify the document.
An advertisement A painting A magazine cover A book cover
78
b. What is the title? The title is Peter Pan. .
c. Who is the writer? The writer is J. M. Barrie. .
2. Identify the people and the place.

Complete with the following words.
Peter Pan The Darling children Rooftop London The moon Stars
The moon Stars
Rooftop Peter Pan
London The Darling children
3. Describe the situation.

a. Tick the three right answers.
Peter Pan and the Darling children are:
arriving in Neverland. over New York. in a magical world.
flying in the sky. over London. in a real world.
b. Tick the nouns and adjectives that correspond to the picture.

Night Bridge Sun Forest Rooftops
Stardust Sparkling The moon Bright Daytime
GO! ➔ Book, p. 60
B The Darlings’ adventure

Peter Pan drops in1 on the Darling children. In spite of the 10 the Captain. There is desperate war between the children
efforts of their nurse, the dog Nana, he teaches Wendy and the pirates. Peter’s friend, the fairy Tinker Bell – visible
and her brothers to fly. They soar2 with him to Neverland, only as a dancing light – swallows the poison Hook has
where Wendy becomes the mother of the Lost Boys who live prepared for Peter. To save her life, Peter appeals to the
5 underground and in the hollow trunks3 of trees. Adventures audience: Do you believe in fairies? […]
with Indians and pirates follow. The pirate chief, Captain www.questia.com.
Hook, is followed by a crocodile that, having devoured the
Captain’s hand, seeks the remainder4 of his meal; but the 1. drops in= visits. 2. soar= fly high. 3. hollow trunks: troncs
ticking of a clock the crocodile has swallowed always warns creux. 4. the remainder= the rest.
4 Forever young? 79
AG N E M
MP
AP
O
DIFFÉRENCIATION
EN
A CC
T
S O N N A LI S
É
P
A
1. What does Peter Pan teach the Darling children to do?
a. What do you know about Peter Pan?
He is an ordinary boy. He has magical powers.
b. What can the children do thanks to Peter Pan’s qualities?

Stay at home Fly Go to school Obey their parents
c. Now write a sentence for your answer.
Peter Pan teaches the Darling children how to fly using his magical powers.
2. Where do they fly to? What do they do there?

a. The children’s destination is: London. The moon. The stars. Neverland.
b. Tick the three correct answers. When they are there, the children:
fight the pirates. chase the crocodile. meet the Lost Boys. have adventures.
make friends with Captain Hook.
c. Now write a sentence for your answer.
The children fly to Neverland. When they arrive, they have adventures: for example, they fight
the pirates or meet the Lost Boys.
3. What are the magical elements in the story?

a. Magic or not magic? Tick the right answer for each of these sentences.
MAGIC NOT MAGIC

The children’s nanny is a dog.
The children can fly.
The Lost Boys live in hollow trunks.
The crocodile has a clock inside it.
Tinker Bell is a fairy.
Tinker Bell is only visible as a light.
b. Now write a sentence for your answer.
In the story, there are a lot of magical elements: the children can fly, Tinker Bell is a fairy who is
only visible as a light.
80
B
1. What does Peter Pan teach the Darling children to do?
a. Is Peter Pan an ordinary boy? No, he isn’t.
b. Explain your answer. He has magical powers. He can fly.
c. So, what can the children do thanks to Peter Pan? They can fly too.
d. Who is not happy with it? The dog Nana, their nurse, was not happy.
e. Explain why. Because Nana’s job is to keep the children safe and flying could be dangerous.
2. Where do they fly to? What do they do there?

a. The children’s destination is: London. The moon. The stars. Neverland.
b. Complete this text using the verbs from the list.

visits wants to helps teaches battle meet asks
Peter Pan visits the Darling children and teaches them to fly. They all go to
Neverland where they meet the Lost Boys and battle the pirates led by
Captain Hook. The captain is pursued by a crocodile who wants to eat him. The fairy Tinker Bell
helps them in the fight but she is accidentally poisoned. Peter asks the
audience to save her.
3. What are the magical elements in the story?

a. In the text some things are just part of the story. Others are really magical. Which ones of these
are really magical?
Peter Pan visits the Darlings. Captain Hook is the chief pirate.
The children’s nanny is a dog. The crocodile has a clock inside it.
The children can fly. Tinker Bell is a fairy.
The Lost Boys live in hollow trunks. Tinker Bell is only visible as a light.
b. Which ones did you decide were magic? Write a sentence for each one to say why.
I think “The children can fly” is about magic because magic is necessary for people to fly.
In my opinion “Tinker Bell is a fairy” is magic because fairies can only exist in a magical world.
I believe that “Tinker Bell is only visible as a light” is magic because normally we can see things as
they really are.
4 Forever young? 81
GO FURTHER!
Do you know other fantasy stories? What are the similarities with the story of Peter Pan? Give two examples.
I know The Chronicles of Narnia and Alice in Wonderland. Like Peter Pan, the stories take place in
a magical world, the hero is a child (or children), it makes us dream and it is not very violent.
2 A modern version of Peter Pan

A Peter Pan: the movie

1. Look at the picture: what sort of document is it?
a. Look at the picture and identify the document. A book cover A painting The poster of a film
b. What is the title of the document?
The title of the document is “Peter Pan, the movie”.
2. Say who you recognise.

a. Tick the elements that you can see in the picture.
Hook Gun Earring Island Adults Stardust Pirate
Crocodile Sword Children Castle Telescope Fairy Ship
b. Tick the characters you can see.

Mrs Darling Wendy Peter Pan Captain Hook
Mr Darling The Lost Boys Tinker Bell The pirates
c. Where you can, link your replies in b. to your replies in a.
Captain Hook • • Pirate ship, adults

The Lost Boys • • Telescope, children
The pirates • • Fairy, stardust
Tinker Bell • • Hook, sword, earring, pirate ship
3. Guess who the leaders are.

a. Which ones are bigger?
Peter Pan The Lost Boys Wendy The pirates Captain Hook Tinker Bell
82
b. Which ones are smaller?
Peter Pan The Lost Boys Wendy The pirates Captain Hook Tinker Bell
c. Who are on the left of the poster? Captain Hook and the pirates are on the left. .
d. Who are on the right of the poster? Wendy and the Lost Boys are on the right. .
e. Who do you think is the leader of the pirates? Captain Hook is the leader of the pirates. .
f. Who do you think is the leader of the Lost Boys? Wendy/Peter is the leader of the Lost Boys. .
g. Who is the most important character? Peter Pan is the most important character. .
GO! ➔ Book, p. 61
B Introducing Neverland MP
AG N E M
O
AP DIFFÉRENCIATION
EN
Choose between the following exercises (A or B). A CC
T
ER
S O N N A LI S
É
P
A
1. Watch the video and identify the people and the places.
a. Number these characters from 1 to 9 by order of appearance.
6 Peter Pan 5 Wendy 4 The Darling parents
8 The pirates 1 Tinker Bell 7 The Darling boys
3 The Lost Boys 2 Captain Hook 9 Indian girl
b. Circle the places you see.
Paris Pirate ship London Park Neverland
Space Ferry The Darlings’ house Castle
2. What sort of place do you think Neverland is?

a. This world seems to be:
extraordinary. awful. ordinary. marvellous.
wonderful. terrible. frightening.
4 Forever young? 83
b. Circle the words you can use to describe the landscape.
Tropical Desert Jungle Colourful Dry
Flowers Dark Humid Luminous
c. Now write your answer.
Neverland seems to be a wonderful place: the landscape is an extraordinary tropical jungle.
Marvellous and colourful flowers grow in this luminous and humid forest.
3. How do the good people show themselves to be different from the bad?
a. How do the characters look? Link these characters to the adjectives. Use a dictionary if you need.
• Scruffy/dirty
• Smooth/beardless
Peter Pan •
• Bearded
Wendy •
• Clean
Captain Hook •
• Young
The Lost Boys •
• Unattractive/ugly
The pirates •
• Attractive/good-looking
The Darling boys •
• Dirty
• Well-dressed
b. What are their qualities? Link these characters to the adjectives.
• Wicked
Peter Pan •
• Vengeful
Wendy •
• Helpful
Captain Hook •
• Aggressive
The Lost Boys •
• Courageous
The pirates •
• Frightening
The Darling boys •
• Innocent
84
c. List the characters you think are good or bad.
Good characters Bad characters
Peter Pan/Wendy Captain Hook
The Lost Boys/The Darling boys The pirates
d. Now write your answer. Use the adjectives. Use but or whereas to compare.
The physical appearance of the good characters is the opposite of the way the bad characters look:
all of them are young. Wendy is clean and attractive; Peter Pan is clean, good-looking and
beardless like the Lost Boys and the Darling boys, but Captain Hook and the Pirates are bearded.
The pirates are frightening and aggressive whereas the Darling boys and the Lost Boys are
innocent.
B
1. Watch the video and identify the people and the places.
a. Watch the trailer and write the names of the people you recognise.
Tinker Bell, Hook, Lost Boys, parents, Wendy, Peter Pan, the Darling boys, the pirates,
the Indian girl.
b. What is the name of this new world? Neverland.
2. What sort of place do you think Neverland is?

a. Listen to the beginning again and complete the sentence.
It is a world like nothing you’ve ever seen , where every day is an adventure and
where you’ll never have to grow up or grow old.
b. (1:05) Describe the landscape. Use the following words.

tropical • plants • leaves • colourful flowers • dark • humid
It is a tropical jungle with huge leaves, colourful flowers and the sound of tropical birds. It is dark
and humid.
3. How do the good people show themselves to be different from the bad?
a. How do the characters look? Write the opposite of the following adjectives.
• Bearded ≠ Smooth/Beardless • Well-dressed ≠ Scruffy
4 Forever young? 85
• Young ≠ Old • Dirty ≠ Clean
• Unattractive ≠ Attractive
Which adjectives would you use to describe the appearance of the main characters of the trailer?
Ex.: Wendy is young, clean and attractive.
Peter Pan is smooth, clean, young and attractive. / Captain Hook is bearded, old and well-dressed. /
The Lost Boys are dirty, young and smooth. / The pirates are unattractive, old, bearded and dirty. /
The Darling boys are smooth and young.
b. What are their qualities? Circle the positive adjectives in the following list.
Wicked Vengeful Helpful Aggressive Courageous Frightening Innocent
Which adjectives would you use to describe the personality of the main characters of the trailer?
Ex.: Peter Pan is courageous.
Wendy is helpful. / Captain Hook is vengeful. / The Lost Boys are innocent. / The Pirates are wicked,
aggressive and frightening. / The Darling boys are innocent.
c. Now write your answer. Use your answers in the previous exercises. Add but or whereas to compare what
the good and bad characters look like and how they behave.
The physical appearance of the good characters is the opposite of the way the bad characters
look: all of them are young. Wendy is clean and attractive; Peter Pan is clean, good-looking and
smooth like the Lost Boys and the Darling boys, but Captain Hook and the pirates are bearded. The
Pirates are frightening and aggressive whereas the Darling boys and the Lost Boys are innocent.
In groups. Prepare a poster or a collage and present together one character from this page.
1. Work in groups. Make sure everyone has a role.
2. Choose the character you want.
3. Make lists of nouns, adjectives, verbs, adverbs and expression that you will use. Check the pronunciation.
4. Use the words to help your presentation.
5. Don’t write full sentences. Try to learn the beginning by heart to help you.
Make sure everyone in your group speaks.
86
3 Peter Pan: the magic boy
A In the world of wonder

1. Who can you see in the picture?
A magazine cover A painting A still from a movie A poster
b. Circle the characters you can see.
Captain Hook Peter Pan Tinker Bell the Lost Boys Wendy
2. Describe where they are.

a. Choose from these possibilities.
A house in London An empty castle The pirate ship The entrance to a bedroom
b. What is behind them? Choose two of these.

A city landscape The beach The rooftops of London A stained-glass window
c. What can you see in front of them? Circle what you can see.
Tables and chair Kitchen Curtains Desk
Lamps Computer Toys School bag
3. What does the picture tell us about their relationship?

a. They are: close. apart. touching. not touching. attentive. inattentive.
b. What can you say about their relationship? They are: friends. more than friends.
GO! ➔ Book, p. 62
B First flight MP
AG N E M
AP
O
DIFFÉRENCIATION
EN
A CC

T
ER
S O N N A LI S
É
P
A
1. How does Peter persuade Wendy to go with him?
a. What type of document is it? An extract from a cartoon A TV advertisement An extract from a movie
4 Forever young? 87
b. What does Peter Pan say to Wendy?
We’ll never have to:
come home again. go to school again. worry about grown-up things again.
2. W hat happens on the adventure?

a. Concentrate on the first part of the adventure. What happens first?
The children go with Peter Pan. They tell him to go away.
b. What do they learn?

To do magic tricks. To fly. To speak fairy language. To hide from their parents.
3. Where does he take the children? Describe their journey.

a. What is the route to their destination? Choose two elements.
Over a bridge Over the rooftops of London Through space Through a tunnel
b. Put these events in the correct order.
4 They fly through space. 3 John takes a top hat from a man.
2 He teaches them to fly in London. 1 Peter persuades Wendy and the children to go with him.
5 They arrive at Neverland.
c. He takes them to: New York. London. Paris. Neverland.
d. What do you imagine the name of this place means?

Never arrive there Never survive there Never grow up there
e. Tick two boxes. This place is:

real. imaginary. ordinary. magic.
B
1. How does Peter persuade Wendy to go with him?
An extract from a cartoon A TV advertisement An extract from a movie
b. What does Peter Pan say to Wendy at the beginning?

We’ll never have to:
come home again. go to school again. worry about grown-up things again.
88
c. What appeals to Wendy about Peter? Complete the sentence with words from this list.
Stability • Adventure • Safety • Excitement • Freedom • New experiences • The same old life
Peter appeals to Wendy because he offers her adventure, excitement, freedom and new experiences.
2. What happens on the adventure?

a. What do the children learn?
They learn to fly.
b. How is it possible?
Because Peter Pan has magic powers.
3. Where does he take the children? Describe their journey.

a. Put these events in the correct order.
4 They fly through space. 3 John takes a top hat from a man.
2 He teaches them to fly in London. 1 Peter persuades Wendy and the children to go with him.
5 They arrive at Neverland.
b. What is the name of the place? What does the name of this place mean?
The name of the place is Neverland. It means that you never grow up there.
c. What kind of place is it?
This is an imaginary place, a magic place.
d. Now write a sentence for your answer.
He takes them to Neverland. They fly over the rooftops of London and through space.
GO FURTHER!
In pairs write a commentary for the video. Take it in turns to say what happens.
Record yourselves and give your recording to your teacher.
Peter and Wendy are standing at the window. / Wendy is not sure she wants to go. / Peter persuades her. /
The family and the dog try to stop them but they are too late. / Peter, Wendy and the children fly over
London’s rooftops. / They fly over a group of rich people and John takes one man’s hat. / They go into space.
Peter introduces John to Tinker Bell and tells John to hold on to his ankle. / All the children do the same and
make a line. / Peter leads them through space. / Finally they reach Neverland.
4 Forever young? 89
4 Meet Horrid Henry
A A very different boy!

a. What sort of document is it?
A photo A poster
A portrait An illustration
b. Look at the picture and underline the words Nice Fearless Young Polite Old
that describe Horrid Henry.
Childish Naughty Innocent Horrible
2. Say why the boy is called Horrid Henry.
a. Draw an arrow to show Horrid Henry in the picture.
b. Draw another arrow to show Perfect Peter.
c. What is Henry’s intention?
To help Peter.
To frighten Peter with a spider.
d. Describe his expression.

Malicious
Benevolent
GO! ➔ Book, p. 63
B Horrid Henry eats a vegetable

Perfect Peter speared1 several beans. “Look out, Peter, there’s a spider on your leg.”
“Great string beans, Dad,” said Peter. “So crispy and “Where?” squealed4 Peter, looking under the table.
crunchy.” Leap! Plop! Henry’s beans hopped onto Peter’s plate.
“Have mine if you like them so much,” muttered2 Henry. 15 Peter raised his head.
5 “I want to see you eat every one of those string beans,” “I don’t see any spider,” said Peter. “I knocked it off,”
said Dad. “Or no Gobble and Go.” mumbled Henry. Then Peter saw his plate.
Horrid Henry scowled3. No way was he eating another “Ooh,” said Peter, “lucky me! I thought I’d finished!”
mouthful. The taste was too horrible. But, oh, Gobble and Tee hee, thought Horrid Henry.
Adapted from Horrid Henry’s Underpants,
Go. Those burgers! Those chips! Those TVs!
Francesca Simon, Orion Books, 2009.
10 There had to be another way. Horrid Henry stretched out
1. spear: (ici) piquer avec une fourchette. 2. mutter: marmonner.
his foot under the table and lightly tickled Peter’s leg. 3. scowl: grimacer. 4. squeal=cry.
90
AG N E M
MP
AP
O
DIFFÉRENCIATION
EN
A CC
T
ER
S O N N A LI S
É
P
A
1. Who are the three characters? How are they related?
a. Tick the family members you can find in the text.
Cousin Brother Aunt Father Son
Mother Grandparents Uncle Daughter Sister
b. Fill in these sentences with word groups from the list.
Henry’s father Peter’s brother Dad’s son Henry’s brother Peter’s father
Henry is Peter’s brother and Dad’s son .
Peter is Henry’s brother and Dad’s son .
Dad is Henry’s father and Peter’s father .
2. Why does Henry love Gobble and Go?

a. Underline in the text the words concerning Gobble and Go.
b. Make five sentences using one element from each column.
loves / adores / really likes / gorgeous baked beans / delicious chips / scrumptious burgers /
is mad about the mesmerizing TV
Henry really likes the mesmerizing TV.
Henry adores delicious chips.
Henry loves gorgeous baked beans.
Henry is mad about scrumptious burgers.
3. Describe Henry’s plan in your own words.

a. Read the story again. Put these sentences in chronological order.
He diverts Peter’s attention. 6 Henry has green beans on his plate. 1
Or he will not go to Gobble and Go. 4 Henry has a plan. 5
His Dad says he has to eat them. 3 He hates green beans. 2
Peter eats Henry’s beans. 8 He transfers the beans onto Peter’s plate. 7
4 Forever young? 91
b. Write Henry’s plan in your own words.
There are some green beans on Henry’s plate. / Henry really dislikes them. / His dad wants him to
eat them or he can’t go to Gobble and Go. / So Henry decides to distract Peter. / He puts his beans
onto Peter’s plate and Peter eats them.
B
1. Who are the three characters? How are they related?
a. Circle the family members you can find in the text.
Cousin Mother Brother Grandparents Aunt
Uncle Father Daughter Son Sister
b. Write down how they are related.
Henry is Peter’s brother and... Dad’s son. Peter is Henry’s brother and Dad’s son.
Dad is Henry’s father and Peter’s father.
c. Translate this sentence into English.

Henry est le frère du fils du fils de ses grands-parents et le fils du père de son frère.
Henry is his grandparents’ son’s son’s brother and his brother’s father’s son.
2. Why does Henry love Gobble and Go?

a. Underline in the text the words concerning Gobble and Go.
b. Make five sentences using one element from each column.
loves / adores / really likes / gorgeous baked beans / delicious chips / scrumptious burgers /
is mad about the mesmerizing TV
Henry really likes the mesmerizing TV.
Henry adores delicious chips.
Henry loves gorgeous baked beans.
Henry is mad about scrumptious burgers.
92
c. Use your answer b. to explain why Henry loves Gobble and Go.
Henry loves Gobble and Go because he likes the mesmerizing TV and he is mad about delicious burgers
and chips.
3. Describe Henry’s plan in your own words.

a. Read the story again. Now put these sentences in chronological order.
He diverts Peter’s attention. 6 Henry has green beans on his plate. 1
Or he will not go to Gobble and Go. 4 Henry has a plan. 5
His Dad says he has to eat them. 3 He hates green beans. 2
Peter eats Henry’s beans. 8 He transfers the beans onto Peter’s plate. 7
b. Now take your eight sentences in order and use the vocabulary you have learned to write your own summary.
Henry discovers horrible, disgusting green beans on his plate...
Henry really dislikes them but his dad wants him to eat them or he can’t go to Gobble and Go.
So Henry decides to distract Peter by putting his scrumptious beans onto Peter’s plate, and Peter
eats them all up.
Think of another character who never grows up and describe him/her. Bart Simpson is a good example,
but you can choose another one.
1. Decide on your character.
2. Make a list of adjectives to describe him/her.
3. Make a list of verbs to describe what he/she does.
4. Don’t forget the adverbs always and never. They could be useful.
5. You will need to use the present simple to describe his/her habits: He never eats…
She always teases…
6. Try to write between five and ten sentences.
4 Forever young? 93
5 “Some stay young...”
A Watch out! Horrid Henry’s about!
1. Who is in the picture?

a. Identify the picture.
A portrait A photo A still from a film A cartoon
b. What might the boy’s identity be? What clues can you see?
He is: young. old. bad. good.
He has: a naughty plan. good intentions.
His expression is: evil. kind.
c. Who do you think it might be? Why?
I think it is probably Horrid Henry because he is young and obviously bad.
He has a naughty plan and his expression is evil.
2. What is he holding and what do you think is his plan?

a. What is in his hand? A rugby ball A football A basketball A balloon
b. What do you think could be in it? Air Water Helium
c. What do you think he will do? Throw it Keep it Drop it
3. What does the skull and crossbones tell us about his character?
a. What does the skull and crossbones represent? Circle two elements.
Security Danger Life Death
b. The skull and crossbones is associated with:

pirates. angels. soldiers. firemen.
c. What qualities do pirates have? Remember Captain Hook! Underline the adjectives that apply to pirates.
Dangerous Gentle Aggressive Humble Violent Well-intentioned
d. Complete the text with the previous answers in a., b., c. and guess who it is about.
My character acts like a pirate . He has an evil expression on his face. He can
be dangerous or aggressive and be sure he is never well-
intentioned. No, it’s not Captain Hook, it’s Horrid Henry !
94
GO! ➔ Book, p. 64
B About Horrid Henry

Horrid Henry isn’t unique as a literary child who never
Francesca Simon,
author of the Horrid Henry books ages. Like Horrid Henry, the others also have qualities
10 that make them original, imaginative and fearless 2.
“Will Horrid Henry ever grow up?”, “What will Horrid Henry
They are tied up with3 both youth and the constraints4
be like when he’s an adult?”, “No” and “I don’t know” is
of youth – fighting against conformity and the adult
how I answer these questions when children ask, which
world they all reject. […]
they do, frequently. When you create a character, you may
5 know him well, but you don’t know everything. What I do Adapted from www.theguardian.com, 2016.
know is that Henry’s magic is his youth. Lose that and you
1. appealing: attrayant, plaisant. 2. fearless: intrépide. 3. tied up
lose everything that makes him appealing1 and funny. […] with: être pris entre. 4. constraints: contraintes.
AG N E M
MP
O
AP DIFFÉRENCIATION
EN
A CC
T
ER
S O N N A LI S
É
P
A
1. Who does Francesca Simon write about?
a. What type of document is it? A novel An article A biography
b. What is the name of the book? The name of the book is Horrid Henry. .
c. Is it also the name of the main character? Yes No
2. What is the special characteristic of Horrid Henry?

a. Circle the adjectives that define the character.
Horrid Appealing Funny Unique Original Imaginative Fearless
b. Look at lines 9-10. Horrid Henry “never ages” means he:

doesn’t grow old. grows old.
3. Why does Horrid Henry reject the adult world?

a. Cross the words which describe conformity and circle the words which describe nonconformity.
The same Different Original Unique Cautious
Audacious Careful Fearless Daring Boring
b. Now write a sentence.

Henry rejects the adult world because he does not want to be the same, cautious, careful and boring.
He prefers to be different, original, unique, audacious, fearless and daring.
4 Forever young? 95
B
1. Who does Francesca Simon write about?
a. What type of document is it? A novel An article A biography
b. What is the name of the book? The name of the book is Horrid Henry. .
c. Is it also the name of the main character? Yes No
d. Who is the author of this book? The author of this book is Francesca Simon.
e. Using a. to d. write a sentence to describe the book and its author.
In this article we learn that Francesca Simon is the author of a book named after the main character
Horrid Henry.
2. What is the special characteristic of Horrid Henry?

a. Find the adjectives that define the character.
horrid / appealing / funny / original / imaginative / fearless.
b. As a literary character, why isn’t Horrid Henry a unique character?
He isn’t unique because there are other characters in books who don’t grow old.
c. Underline in red in the text the sentence where Francesca Simon talks about Henry’s special magic.
Circle the word that defines his magic.
d. Look at the last paragraph. Underline in blue the two constraints that Francesca gives.
e. Now complete the portrait of Horrid Henry with the following words.
funny • adult • original • reject • unique • conformity • youth • ages • young
Horrid Henry has many qualities as a character. He can be funny , original
or even fearless but he is not unique . His magic is his youth and that’s
why he remains young . As he never ages , he can perpetually fight
conformity and reject the adult world.
3. Why does Horrid Henry reject the adult world?

a. Henry is “fighting against conformity”. Underline in red the adjectives and expressions which describe
conformity. Underline in blue the words which describe nonconformity. Use a dictionary if you need.
The same Different Original Unique Cautious
Audacious Careful Fearless Daring Boring
96
b. Now write three sentences to explain why you think that Henry does not want to be part of the adult world.
I believe that Henry does not want to be part of the adult world because the adult world is cautious
and boring. I think that he is young and fearless and wants to be different, not the same. In my
opinion he will always be original and daring because he is a character in a book and he will never
grow old.
6 “…but sometimes they do grow up”

A Harry Potter: from one generation to the next

a. Identify the document. A portrait A photo A still from a film A poster
b. Where are the people?

At an airport At a train station At a motorway service station At a bus stop
c. What does the boy have in front of him? A bicycle Bags A cage A dog
2. Say which characters you recognise. Who is new?

a. Describe the three characters in the middle of the image.
Two adults and one boy Three children Three adults
4 Forever young? 97
b. What is the man wearing? A hat Glasses Sunglasses
c. What colour is the woman’s hair? Black Blond Red
d. Who do you think they probably are?

Harry Potter Hermione Ron Weasley Ginny Weasley
e. What do you think happened to these two people?

They died. They got older. They became station employees. They had children.
f. Who do you think the boy could be?

Their grandson Their friend Their son
3. What do you think has happened since the last Potter book was produced?
a. Look again at the present perfect on page 67 of your book.
b. Now make sentences using this grid.
grown up.
had a son.
Harry has / have lost his glasses.
Harry and the boy has not / have not come to the station.
decided to send his son to Hogwarts.
brought a ferret with them.
Harry has grown up and has had a son. Harry has not lost his glasses.
Harry and the boy have brought a ferret with them. They have come to the station.
GO! ➔ Book, p. 65
B Ready to go to Hogwarts? MP
AG N E M
AP
O
DIFFÉRENCIATION
EN
A CC

T
ER
S O N N A LI S
É
P
A
1. Why is Albus worried?
a. Circle the question that Albus asks his father.
Will I be in Slytherin? Will I be happy? Will I have to play Quidditch?
Will I come home soon? Will I be a wizard?
98
b. Change the questions into sentences using this model.
Ex.: Will I be a wizard? Albus is worried that he will/will not be a wizard.
Will I be happy?
Albus is worried that he will not be happy.
Will I have to play Quidditch?
Albus is worried that he will have to play Quidditch.
Will I be in Slytherin?
Albus is worried that he will be in Slytherin.
Will I come home soon?
Albus is worried that he will not come home soon.
2. Why was the boy given the names Albus Severus?

a. Listen again to the recording. How many first names does Albus have? Two first names.
b. What are they? Albus Severus.
c. Who were the inspiration for the names? Circle the right answer.
Two sports coaches Two elves Two schoolboys Two giants Two headmasters
d. What was special about one of these two people? He was:

the oldest. the bravest. the most intelligent. the most handsome.
3. How does Harry reassure Albus?

a. Listen again. How does Harry describe Albus? Find two adjectives and one noun.
w wonderful •y young •w wizard
b. Now finish this sentence.
If Slytherin gets Albus it will benefit because he is a wonderful young wizard.
c. True or false? (Listen again if you need to.)

Pupils can express their preference. True False
The pupils’ wishes are taken into consideration. True False
4 Forever young? 99
B
1. Why is Albus worried?
a. Listen to the recording as often as you need then circle the question that Albus asks his father.
Will I be a success? Will I be happy? Will I be in Slytherin?
Will I have to play Quidditch? Will I come home soon? Will I be a wizard?
b. Change the questions into sentences using this model.

Ex.: Will I be a wizard? Albus is worried that he will/will not be a wizard.
Will I be happy? Albus is worried that he will not be happy.
Will I have to play Quidditch? Albus is worried that he will have to play Quidditch.
Will I be in Slytherin? Albus is worried that he will be in Slytherin.
Will I come home soon? Albus is worried that he will not come home soon.
Will I be a success? Albus is worried that he will not be a success.
c. Match the words in column 1 with their synonyms in column 2.

Unhappy • • Hesitant
Unsure • • Despondent
Worried • • Perturbed
Unconfident • • Apprehensive
Troubled • • Disturbed
Now write a paragraph to say why Albus is concerned. Use as many of the synonyms as you can.
Albus seems disturbed and hesitant when he asks his father the question about Slytherin. He is
worried his father may be unhappy with the result. Indeed, the results given by the hat are unsure
but there is no need to be so apprehensive since the hat chooses for the best.
2. Why was the boy given the names Albus Severus?

a. Listen again to the recording. How many first names does Albus have? two first names.
b. What are they? The names are Albus and Severus.
c. Who were the inspiration for the names? Circle the right answer.
Two sports coaches Two elves Two schoolboys Two giants Two headmasters
100
d. What was special about one of these two people? He was:
the oldest. the bravest. the most intelligent. the most handsome.
e. Do some research, choose three important informations and write a short biography on one of the two
wizards Albus or Severus.
Albus was the headmaster of Hogwarts School. He was a half-blood but was considered to be the
most powerful wizard of his time.
Professor Severus was a half-blood. During his lifetime, Severus was Potions Master, Defence
Against the Dark Arts professor and headmaster. He was also a member of the Order of the Phoenix.
3. How does Harry reassure Albus?

a. Listen again. How does Harry describe Albus? Find two adjectives and one noun.
w wonderful •y young •w wizard
b. Now complete this sentence.
If Slytherin gets Albus it will benefit because he is a wonderful young wizard.
c. True or false? Listen again if you need to.

Pupils can express their preference. True False
The pupils’ wishes are taken into consideration. True False
d. Write a short paragraph to describe Albus’ situation and how his father reacts. Albus is going to Hogwarts
for the first time.
He is worried because he thinks he will be in Slytherin. His father tells him not to worry.
He was named after two headmasters. One was from Slytherin and he was the bravest man.
But Harry says Albus’ choice is taken into account. So he can say that he prefers Gryffindor.
Imagine you have a magic power. Write about what your power can do in a few sentences.
1. Decide on your power. Is it a power for good or evil?
2. How can you influence people or events with this power?
3. Do people know you have this power or is it a secret?
4. Imagine an occasion when you used the power. Say what happened.
5. Try to write between five and ten sentences.
4 Forever young? 101

Famous characters
1 Utilise le lexique du manuel et ta carte mentale. Écris cinq phrases sur Peter Pan, Wendy ou les autres
personnages figurant dans l’histoire. Conjugue les verbes si nécessaire et utilise le present perfect si possible.
Ex.: Wendy and Peter are now in Neverland.
Wendy has learnt to fly. / Peter has come to London. / Captain Hook has lost a hand. / The children
have arrived in Neverland. / Peter and Tinker Bell have fought Captain Hook.
2 Entoure l’intrus.
a. Worried / Happy / Anxious / Concerned / Parents
b. Wendy / Kind / Courageous / Timid / Adventurous
c. Inspiring / Magical / Vicious / Peter Pan / Impish
3 Complète la carte mentale. Utilise les mots ci-dessous pour commencer (certains peuvent être utilisés
deux fois). Ajoute ensuite tes propres mots en t’aidant du manuel.
Adventurous Loving Irritating Naughty Wizard
Brave Magical Fearless Kind Loyal
Adventurous / Brave Wizard / Magical
Fearless / Daring Courageous / Imaginative
Peter Pan Harry Potter

Forever
young
Loving / Kind Irritating / Naughty
Loyal / Caring Horrible / Wicked
Wendy Horrid Henry
102
A. Le present perfect ➔ Book, p. 67
1 Lis les phrases suivantes. Understanding grammar
a. The crocodile has swallowed a clock.

b. She has flown to Neverland.
Ces propositions indiquent:

que l’action passée a des conséquences dans le présent.
que l’action passée n’a pas de conséquences dans le présent.
Dans ces phrases, le sujet est suivi de l’auxiliaire have conjugué au présent ,
et du participe passé du verbe .
Le participe passé des verbes réguliers se forme en ajoutant -ed à la base verbale.
Pour les verbes irréguliers, il faut se référer à la 3e colonne de la liste des verbes irréguliers sur la couverture
arrière du manuel.
2 Present perfect ou prétérit ? Relis le texte de la leçon 1 The Darlings’ adventure puis mets ces verbes à la
forme correcte. Pour t’aider, pose-toi la question suivante : y a-t-il eu des conséquences sur le présent ?
a. Peter Pan and the children have arrived (arrive) in Neverland.
b. He has taken (take) the three children on a magical flight to Neverland.
c. Nana the dog acted (act) as the children’s nanny.
d. The clock ticked (tick) inside the crocodile.
3 Traduis les phrases suivantes en anglais. Regarde la liste des verbes irréguliers sur la couverture
arrière du manuel.
a. Peter Pan est arrivé chez Wendy et il va lui apprendre à voler.
Peter Pan has arrived at Wendy’s house and he will teach her to fly.
b. Wendy est devenue la mère des Garçons perdus et elle les protège.
Wendy has become the Lost Boys’ mother and she protects them.
c. Le crocodile a chassé Hook partout, mais il ne l’a pas encore attrapé.
The crocodile has chased Hook everywhere, but it hasn’t caught him yet.

d. Tinker Bell et Peter Pan ont battu les pirates, et les Garçons perdus sont heureux.
Tinker Bell and Peter have beaten the pirates and the Lost Boys are happy.
B. Le participe présent – forme verbale ➔ Book, p. 67
4 Traduis les phrases suivantes en utilisant le participe présent. Tu peux t’aider du dictionnaire.
a. Henry a dupé Peter en lui chatouillant la jambe. (en lui = by)
Henry tricked Peter by tickling his leg.
b. Henry adore les chaînes qui proposent des séries fantastiques.
Henry adores the TV channels showing fantasy series.
c. Aimant les haricots verts, Peter est parfait pour le plan.
Liking green beans Peter is perfect for the plan.
d. Henry regarde les gens qui mangent chez Gobble and Go.
Henry watches the people eating at Gobble and Go.
e. Ne voulant pas manger les haricots, Henry n’obéit pas à son père.
By not wanting to eat the green beans Henry does not obey his father.
C. Les subordonnées relatives ➔ Book, p. 68
5 Entoure les pronoms relatifs qui conviennent.
a. Bart is the naughty boy who which that put chewing gum under the table.
b. The place who which that makes Henry happy is the fast food restaurant.
c. Peter Pan helped Wendy who which that that was reluctant to fly out of the window.
d. The character who which that fails to defeat Peter Pan is called Captain Hook.
e. The crocodile who which that ate the Captain’s hand has a clock inside it.
104
A. L’accent de phrase : le mode impératif ➔ Book, p. 68
1 Lis à haute voix ces phrases en accentuant le verbe.
• Stop doing that!
• Look out, Peter!
• Fly away with me!
• Take your time!
• Get that bag off your head, Charlie Brown!
B. Le son [ə] ➔ Book, p. 68
2 Souligne les mots qui contiennent le son [ə].
Wendy Garden Teenager Balloon
Forever Charlie Henry Adventurous

Auto-évaluation

Vocabulary
c J’ai mémorisé le vocabulaire du monde imaginaire et magique.

c J’ai mémorisé le vocabulaire des qualités humaines positives et négatives.
Grammar
c Je sais utiliser le present perfect.

c Je sais exprimer l’obligation avec have to.
c Je sais utiliser le participe présent forme verbale.
c Je sais utiliser les subordonnées relatives.
Culture c J’ai approfondi mes connaissances des personnages fictifs

PEAC et Parcours de la littérature traditionnelle britannique.
Domaines 1, 2, 3, 5 c J’ai travaillé la même thématique à travers les différents
modes d’expression artistique.
Écouter et c Je sais écouter et comprendre un court dialogue.

comprendre c Je sais écouter et comprendre les informations
Domaines 1, 2 d’un clip vidéo.
Parler
en continu c Je sais parler d’un personnage et de ses qualités.
Domaines 1, 2, 3
Réagir et
c Jesais communiquer en groupe pour élaborer
dialoguer
Domaines 1, 2 une production commune.
Lire et c Je sais comprendre les informations essentielles

comprendre
Domaines 1, 2 d’un texte court.
Écrire c Jesais écrire des phrases pour décrire un personnage.

Domaines 1, 2, 5 c Jesais écrire quelques phrases plus complexes avec
des subordonnées relatives.
106
5 West Coast music
Concrete High-tech
Inner city, hood Hologram
Rap 3D image
Social problems Projection
Violence, guns, drugs, gangs Living canvas
Digital skin
Ghetto Technology
California Artist / Singer / Musician / Rapper
Los Angeles Songwriter / Lyricist / Poet
Compton Screenwriter
West Coast
Coachella Valley music Surfer / Police officer (cop)
Colorado desert Presenter / Journalist
Famous beaches Director
Places Job / Activity
Surf / Surfboard Graffiti, Stencil, Tag
Sunbathing Painting / Water illustration
Beach / Waves / Ocean / Shore Poem / Song / Music
Sunset / Palm tree Film, Trailer
Surf rock Live performance
Summertime Art installation
California myth Art forms
5 West Coast music 107

1 California dreaming
A I lost my heart in California

a. What elements can you see in the picture?
The sea / waves – Surfboard – Palm trees – California.
b. What is the general impression when looking at the picture? In California, you:
work hard. enjoy life. go to the sea. go to the forest. are cold. are warm.
c. What can you say about the pictures used for the collage?
They are modern. They are old fashioned.
Why? Probably because there are good memories from that period (50s / 60s).
2. What characterises California in the document?

a. What can you see in the picture?
Surfers Cross Boat Deer Circle Heart Travel bus
b. What do you think they symbolise?
1. Surfers The sea
2. Deer The mountains / nature
3. Heart Love of California
4. Travel bus California lifestyle
c. Find the definition of “nest”.

The home that birds make to lay their eggs in.
A piece of netting which is used for catching fish, insects or animals.
The same definition as the Internet.
d. Why is California compared to the green nest?
“Green” because California has lots of forests and has lots of national parks.
“Nest” because a nest is warm and is seen as home.
108
GO! ➔ Book, p. 74
B The California Myth

As soon as one reads or even hears the word “surf”, I, who was born and raised in Northern California and
it triggers1 the imagination to daydream of fantastical personally know that these myths are sometimes far from
images of the Eden that is California. Beautiful, soft sand factual, find myself succumbing to this universal fantasy
beaches; foamy2 waves ridden by handsome, talented, 15 occasionally. The California Myth was celebrated by the
5 tanned3 surfers; gorgeous, golden-skinned women sun- 1960’s surf rock craze5 and then carried on by the surf
bathing in bikinis; beach boardwalks4 with their attrac- music revival that began in the 1980s and continues on
tions, rides, and ice cream; as well as heavenly scarlet through the present.
and gold sunsets that give way to clear, starlit skies and Robin Perry, www.americanpopularculture.com,
warm summer nights are just a handful of the visions October 2016.
10 people have – for decades now – related to the “Cali-

1. trigger: déclencher. 2. foamy: écumeuses. 3. tanned: bronzés.
fornia Myth” – the fantasy of the endless summer. Even 4. boardwalks: chemins faits de planches. 5. craze=popularity.
AG N E M
MP
AP
O
DIFFÉRENCIATION
EN
A CC

S O N N A LI S
É
P
1. Find the elements describing the California Myth.
a. Highlight the elements you found in the text and put them in the table below, linked to the correct theme.
Themes Elements from the text
Sea Surf / Soft sand beaches / Foamy waves
Sun / Heat Women sunbathing in bikinis / Heavenly scarlet and gold sunsets / Starlit skies
and warm summer nights / The endless summer
Fun Eden / Boardwalks with their attractions / Rides / Ice cream
Beauty Handsome, talented, tanned surfers / Gorgeous, golden-skinned women

b. Complete the sentences below and say what the California Myth is about. Use the following words.
sea fun sunny beauties
The California Myth is linked to the sea that borders California and to the sunny
weather. People enjoy the beach and the beauties that come with it (sunsets, tanned people, etc.).
In fact, it all comes down to having fun in California.
c. Find the expression that summarises the California Myth. The endless summer.
2. What is the author’s opinion about it?

a. How well does the author know the region? Circle the correct ideas.
he lived there his whole life.
The author knows California well he was born and raised there.
because
The author knows California a little he travelled there in his childhood.
he learnt a lot about California at school.
b. What does the expression “far from factual” mean?

Everything is true. Not all facts are true. Everything is a lie.
c. In the end, the author “occasionally” believes in the endless summer fantasy. Find the equivalent.
Sometimes Never Always
3. What can you say about California surf rock?

a. Put information about California surf rock on the timeline below.
Surf rock craze It continues.
1960s Present
1980s
Surf music revival
1. Find the elements describing the California Myth.
a. Highlight the elements you found describing the California Myth.
b. Find the four themes and put the elements from the text in the correct column.
110
Themes Elements from the text
Surf / Soft sand beaches / Foamy waves

Sea

Women sunbathing in bikinis / Heavenly scarlet and gold sunsets / Starlit skies
Sun / Heat
and warm summer nights / The endless summer
Eden / Boardwalks with their attractions / Rides / Ice cream

Fun

Handsome, talented, tanned surfers / Gorgeous, golden-skinned women

Beauty

c. Complete the sentences below and say what the California Myth is about.
The California Myth is linked to the sea that borders California and to the sunny
weather. People enjoy the beach and the beauties that come with it (sunsets, tanned people, etc.).
In fact, it all comes down to having fun in California.
d. Find the expression that summarises the California Myth. The endless summer.
2. W hat is the author’s opinion about it?

a. How well does the author know the region? Why?
He knows it well since he was born and raised in Northern California.
b. Write the expression “far from factual” in your own words to give its meaning.
The expression means not all facts are true.
c. Does the author believe in the endless summer fantasy?
Sometimes / occasionally he believes it is true.
3. W hat can you say about California surf rock?

Put information about California surf rock on the timeline below.
Surf rock craze It continues.
1960s Present
Past
Surf music revival / 1980s

GO FURTHER!
What Californian surf rock music bands do you know today? Do you listen to them? Why?
I used to listen to Blink-182 or Sublime a few years ago. They are still very active and popular. You should try
to listen to “Santeria”, a song from Sublime. I love its slow ska rhythm and the awesome melody which makes
me think of the beautiful Californian sunny weather.
2 The California way of life
A Let’s go surfing
a. Where is the pickup truck? The pickup truck is on the sand / beach.
b. What can you see on the truck?
People: I can see five young men.
Objects: I can see a surfboard and palm tree leaves.
c. Why are they dressed the same way? It’s their surf suit. They are all in the same music band.
d. They all form a music band. Can you guess its name? All the elements you need are in the picture.
Surf Boys Sand Boys Beach Boys
2. What makes you think it’s a paradise for surfers?
a. What are the five guys looking at? The five guys are looking at the sea / waves.
They are here to surf since they are looking at the sea and one of them has a surfboard .
c. As they are in California, can you guess what ocean they are looking at?
They are looking at the Pacific Ocean.
112
GO! ➔ Book, p. 75
B Good vibrations
If everybody had an ocean Australia’s Narrabeen Tell the teacher we’re surfin’
Across the U.S.A. All over Manhattan Surfin’ U.S.A.
Then everybody’d be surfin’ And down Doheny Way
25 Haggerties and Swamies
Like Californi-a
15 Everybody’s gone surfin’ Pacific Palisades
5 You’d see “em wearing their baggies
Surfin’ U.S.A. San Onofre and Sunset
Huarachi sandals too
Redondo Beach L.A.
A bushy bushy1 blonde hairdo2 We’ll all be planning that route
All over La Jolla
Surfin” U.S.A. We’re gonna take real soon
30 At Wa’imea Bay.
We’re waxing down3 our surfboards
You’d catch “em surfin” at Del Mar
20 We can’t wait for June Everybody’s gone surfin’
10 Ventura County line
We’ll all be gone for the summer Surfin’ U.S.A.
Santa Cruz and Trestle
We’re on surfari to stay
The Beach Boys, Surfin’ U.S.A., 1963.
1. bushy: (ici) cheveux en bataille. 2. hairdo: coiffure. 3. waxing down: cirer, farter.
AG N E M
MP
AP
O
DIFFÉRENCIATION
EN
A CC

S O N N A LI S
É
P
A
1. Listen to the music. How do you feel?
a. What emotions do you feel?
Excited Relaxed It makes you more alert.
Focused Invigorated (revigoré) The music lifts your spirits.
Stimulated Frightened Exhilarated (euphorique)
b. In general, what kind of emotion did you feel?
It can bring about practically any emotion but mostly you feel very positive and full of energy.
c. How do you explain these feelings when listening to the music?

The rhythm is: invigorating. stimulating. calming. stressful.
The lyrics are: serious. positive.
d. What does it make you think about?
It makes me think about summer, holidays, the sea, etc.

2. What’s the Californian surfers’ style?
a. Find elements from the lyrics about:
Clothing Hairstyle Accessories
Baggies, sandals Bushy blonde hairdo Waxed surfboards
b. What is the only thing they want to do?

Sunbath Surf Go to school Wax surfboards
3. Who is the song addressed to? Why?

a. List the places named in the lyrics and fill in the chart. Search the states on the web.
Place name State / country
Del Mar California, US
Ventura County line California, US
Santa Cruz California, US
Narrabeen Australia
Manhattan New York , US
Waimea Bay Hawaii , US
b. How many surf spots are given for California? There are twelve spots.
c. Who are all these places dedicated to? Complete the text with the following words.
waves California lyrics surfing beaches surfers
Most of the places cited in the song are in California , US. We know the Beach Boys’ song is
about surfing , so they are certainly addressing surfers .
California’s West Coast is a nice place to surf and there seem to be so many beaches there. In the
lyrics , they are probably asking everyone to come and try the Californian waves .
114
B
1. Listen to the music. How do you feel?
a. What emotions do you feel? You feel:
Excited Relaxed Stimulated
Calm Frightened Focused
Invigorated (revigoré) Happy The music lifts your spirits.
It makes you more alert. Exhilarated (euphorique)
b. In general, what kind of emotions did you feel?
It can bring about practically any emotion but mostly you feel very positive and full of energy.
c. How do you explain these feelings when listening to the music?
The rhythm is invigorating, stimulating. The lyrics are about a positive subject. It makes us think
about summer, holiday, the sea, etc.
2. W hat’s the Californian surfers’ style?

a. Find elements from the lyrics about:
Clothing Hairstyle Accessories Attitude / Behaviour
Baggies, sandals Bushy blonde hairdo Waxed surfboards Doesn’t go to school
go surfing
b. What is the only thing they want to do? They only want to go surfing.
3. W ho is the song addressed to? Why?

a. List the places named in the lyrics and fill in the chart. Search the states on the web.
Place name State / country
Del Mar California, US
Ventura County line California, US
Santa Cruz California, US
Narrabeen Australia
Manhattan New York , US
Waimea Bay Hawaii , US
b. How many surf spots are given for California? There are twelve spots.
c. Who are all these places dedicated to? The places are dedicated to surfers.

d. Where should all these surfers go to? All these surfers should go to California, US.
e. Can you guess how old the surfers are in the lyrics?
They may be students because they say they are planning to go surfing on a school day.
In pairs. You are at a song blind-test party. With one of your friends you listen carefully to three different
extracts on the Internet and try to find who the singer is and what the title of the song is.
1. Use the Internet and go on YouTube or Dailymotion to find three different songs of anglophone singers.
Look for famous songs only.
2. Do your blind test. Get your partner to listen to your music extracts and listen to his / hers.
Take some time, if you need to, to search the web to find the artist’s name and song’s name.
3. Check your answers with your partner. Who found the most?
3 West Coast rap

A West Coast ghettos

1. Say what you can about the graffiti.
a. Where was the graffiti made?
In the street On a rooftop In a basement (sous-sol)
In the countryside In a city On a house wall
What kind of place is it? It is a ghetto.
b. Look at the letters on the graffiti. What pictures represent the W, C and T?
The W represents a hand with middle fingers crossed.
The C represents a wave.
The T represents a palm tree.
116
c. Why these pictures? What is the message? Complete the text with the following words.
positive • proud • Californian • iconic
These pictures represent Californian values. The hand sign is to show
you are proud of where you came from. The wave and the palm tree
are iconic representations of the sea and beaches you can find on the West
side of California. All three have positive connotations.
2. W hat is the contrast with the ghetto?

a. What kind of graffiti is it? Circle the graffiti style which is the closest to the picture.
A piece (short Stencils are a quick

for masterpiece) and effective way
is a graffiti to put up
painting, much somewhat
more complex complicated pieces
than a tag and very quickly.
having at least Banksy made this
three colours. technique famous
by holding the
stencil against the
wall and spraying.
Tagging is
Stickers are a the simplest
quick and easy type of graffiti,
(some say lazy) consisting of the
way to throw up writer’s street
a tag quickly. name in one colour.
b. What is a ghetto? Complete the Collins Dictionary’s definition with the following words.
separately • poor • city • ghetto
A ghetto is a part of a city in which many poor people or
many people of a particular race, religion or nationality live separately from everyone else.
c. Does it look like a nice place? Why?
It doesn’t look like a nice place to live. Living separately from others doesn’t seem fair.

GO! ➔ Book, p. 76
B Straight Outta Compton MP

AG N E M
AP
O
DIFFÉRENCIATION
EN
A CC
T
ER
S O N N A LI S
É
P
A
1. Say what you can about the living conditions in Compton.
a. Circle the elements that show:
the way people live the relationship with the police the problems in Compton
Hardship Respectful Violence

Wealth Bad Hunger
Underprivileged Calm Guns
Luxury Ruthless Drugs
Black people together No respect Gangs
b. How would you define the Compton neighbourhood?

A nice place A peaceful place A dangerous place The police keep the neighbourhood safe.
The police bully people. A rich neighbourhood A poor neighbourhood
2. How did the five young men change their life?

a. Focus on the main characters. What are their skills?
They sing. They bully. They dance. They write lyrics.
b. What element triggered the change in their life?
They used their skills to create a band / N.W.A.
3. How successful did they become?

a. How can you tell that they became successful? Link the caption to the correct picture.
1 2 3
Huge pool parties: 3 People dancing in the streets: 1 Crowds at concerts: 2
b. What does it mean if they can hold huge parties in a stylish villa?
They were probably successfull and became rich.
118
B
1. Say what you can about the living conditions in Compton.
a. Find the elements that show:
the way people live the relationship with the police the problems in Compton
Hardship Bad Violence
Underprivileged Ruthless Guns
Black people together No respect Drugs / Gangs
b. How would you define the Compton neighbourhood?
It doesn’t look like a nice place to live. Living separately from others doesn’t seem fair.
2. How did the five young men change their life?

a. Focus on the main characters. What are their skills? They sing and they write lyrics.
b. What element triggered the change in their life? They used their skills to create a band / N.W.A.
c. What is the band’s name and what kind of music do they play?
The band’s name is N.W.A. and it’s an R&B / rap music band.
3. How successful did they become?

a. How can you tell that they became successful? Put a caption under the correct pictures.
People dancing in the Crowds Huge pool
streets at concerts parties
b. What does it mean if they can hold huge parties in a stylish villa?
They were probably successfull and became rich.
c. Why are N.W.A.’s lyrics so successful? What do they refer to?
They used their daily life experience of the neighbourhood and told the reality of the hard life
they faced there.

S
GO FURTHER! CONSEIL
Pour exprimer une probabilité,
How do you think the story will continue for the rappers? je peux utiliser des auxiliaires
modaux comme can ou may.
We know that Dr. Dre is now rich. So probably they will all become Ex. : They may become rich.
Je peux aussi employer des
rich. But sometimes, changing so suddenly and adverbes comme probably,
perhaps ou maybe qui se
becoming so rich can be difficult to handle.
placent en début de phrase.
Rhythm and poetry

4
A 2Pac: the rose that grew from concrete

1. Say everything you can about the picture. What about the colours?
a. Whose portrait is it? (Read the caption.) Tupac Shakur / 2Pac.
b. What are the main colours of this portrait? Circle your answers.
red yellow-red
red-purple yellow
pink green-yellow
purple green
purple-blue blue-green
blue
c. The colours used by the artist are mainly: cool. neutral. warm.
120
2. What is the link between 2Pac and the rose?
a. Which colour is different? Grey (cool and sad colour).
b. What does it represent? (Read the title.) It represents concrete.
c. What is the link with 2Pac?

His favourite colour was grey. He grew up in a ghetto. He liked concrete buildings.
d. On the portrait, where does the rose grow? (Use the title.)
It grows on Tupac’s skull from a crack in the concrete.
e. What does the rose symbolise?

It symbolises: beauty. freedom. power. inspiration. dream.
f. What does the artist want to show?
Beauty can grow from concrete. / You can be an artist even if you come from a ghetto. /
Dreams can come true even if you have obstacles.
GO! ➔ Book, p. 77
B “Ghetto Gospel”
If I could recollect1 before my hood days
I’d sit and reminisce1 thinkin of bliss2 of the good days
I stop and stare at the younger my heart goes to ’em
They tested with stress that they’re under
5 And nowadays things change
Everyone’s ashamed of the youth, cuz the truth looks strange
And for me it’s reversed, we left them a world that’s cursed3 and it hurts
Cuz any day they’ll push the button
And all good men like Malcolm X and Bobby Hutton4 died for nothin
10 Don’t it make you get teary5, the world looks dreary6
When you wipe7 your eyes see it clearly
There’s no need for you to fear me
If you take your time to hear me, maybe you can learn to cheer me
It ain’t about black or white, cuz we’re human
15 I hope we see the light before it’s ruined
My Ghetto Gospel8 […]
2Pac, Ghetto Gospel, 2004 (posthumous release).
1. recollect / reminisce=remember. 2. bliss=happiness. 3. cursed: maudit. 4. Malcom X

and Bobby Hutton=members of the Black Panthers. 5. teary: en larmes. 6. dreary=sad.
7. wipe: essuyer. 8. Ghetto Gospel=the truth about the ghetto.

AG N E M
MP
AP
O
DIFFÉRENCIATION
EN
A CC
T
S O N N A LI S
É
P
A
1. From the beginning to “hurts”: what is the contrast between past and present?
a. Who is the songwriter?
Tupac wrote the lyrics of this song.
b. Read the title. What is the song about?
It is about the truth about the ghetto.
c. Read line 2 and highlight in blue the words which qualify the past.
So, what does Tupac think of his past?
His past was: positive. neutral. negative.
d. Highlight in yellow the sentence which shows that things are different now.
e. Read line 7 and line 10 and highlight in pink the words which decribe the world.
Explain in your own words.
The world is awful (bad), it looks sad.
So, what does Tupac think about young people’s lives today?
His point of view is: positive. neutral. negative.
f. What does “Everyone’s ashamed of the youth” mean?

People are proud of teenagers. People feel bad about teenagers.
2. From “Cuz any day” to the end: does 2Pac have hope for the future?
a. What does “When you wipe your eyes see it clearly” suggest?
People don’t see the reality of the ghetto. People see the reality of the ghetto.
b. So, what must they do?

They must keep their eyes shut. They must open their eyes to see the reality.
c. What does the light (line 15) symbolise?

Nature Truth Reality Fire
d. What does “before it’s ruined” (line 15) mean?
It means “before it’s too late”.
e. Now explain in your own words: “I hope we see the light before it’s ruined.”
He hopes that people will open their eyes to see the truth before it’s too late. He dreams of a better
world.
122
3. W hat should people do to change life in the ghetto?
a. “There’s no need for you to fear me if you take your time to hear me,
maybe you can learn to cheer me” (lines 12 and 13). What does Tupac mean?
People shouldn’t be afraid and should follow his advice.
People should be afraid and shouldn’t trust anyone.
b. What line shows his message? Underline it in the text.
c. Explain it in your own words. He believes that we are all equal.
1. From the beginning to “hurts”: what is the contrast between past and present?
a. Who is the songwriter?
Tupac wrote the lyrics of this song.
b. Read the title. What is the song about?
It is the truth about the ghetto.
c. Read line 2 and highlight in blue the words which qualify the past.
So, what does Tupac think of his past?
He has positive memories.
d. Highlight in yellow the sentence which shows that things are different now.
e. Read line 7 and line 10, and highlight in pink the words which decribe the world.
Explain in your own words.
The world is awful (bad), it looks sad.
So, what does Tupac think about young people’s lives today?
He thinks life in the ghetto is more difficult now.
f. What does “Eveyone’s ashamed of the youth” mean?
People feel bad about teenagers.
2. From “Cuz any day” to the end: Does 2Pac have hope for the future?
a. How does Tupac feel about young people?
He feels close to them (“My heart goes to ’em”).
He feels compassion / empathy (“It hurts”).

b. What does “When you wipe your eyes see it clearly” suggest?
People don’t see the reality of the ghetto.
So, what must they do?
They must open their eyes to see the reality.
c. Read “I hope we see the light before it’s ruined” (line 15).
What does the “light” symbolise? It symbolises the truth.
What does “before it’s ruined” mean? Before it’s too late.
Now explain in your own words: “I hope we see the light before it’s ruined.”
He hopes that people will open their eyes to see the truth before it’s too late. He dreams of
a better world.
3. What should people do to change life in the ghetto?

Read: “There’s no need for you to fear me if you take your time to hear me, maybe you can learn
to cheer me.” (lines 12 and 13)
a. In this quotation, “cheer me” means: agree with his advice. disagree with his advice.
b. What does Tupac mean?
People shouldn’t be afraid and should follow / agree with his advice. / They should listen to him.
c. Which line shows his message? Underline it in the text. Explain it in your own words.
He believes that we are all equal.
Read the lyrics of the first verse of the song Ghetto Gospel by Tupak again. Create the CD cover
for this song. Be inventive!
1. Read the lyrics of the first verse of the song “Ghetto Gospel” by Tupac again.
2. List some keywords (Ex.: hope, etc.).
3. Add some important ideas. Ex.: Life in the ghetto is difficult…
4. Create the CD cover for this song. You need to cut the cover to the correct size to fit in the CD case:
12 cm x 12 cm.
5. You can use symbols (a flower, a dove, etc.), drawings (a street art stencil, a graffiti, etc.), a word cloud.
124
5 The world famous Coachella Festival
A The place to be
1. What are the people doing?
b. Where is it? (Read the title and the culture box.)
The photo was taken at Coachella in the Californian desert.
c. The people are: playing music. jumping for joy. dancing.

doing sports. listening to music. having fun.
2. What is surprising? Why?
a. What can you see in the background? (Read the caption.) There is an astronaut.
b. How tall is he? (Read the caption.) He (it) is 11 meters tall.
c. Why is it there? Because the leaders of the Coachella Festival want:

to be inventive. to show a spectacular art piece.
to honour the founders. to use modern technology.
to create a buzz. to get support from NASA.
GO! ➔ Book, p. 78
B An unexpected guest MP
AG N E M
AP
O
DIFFÉRENCIATION
EN
A CC

T
ER
S O N N A LI S
É
P
A
1. Say what you can about the guest.
a. Who is this woman?
She is a news presenter for CNN.
b. What is she speaking about?
She is speaking about the Coachella Music Festival in California.
c. Who is she speaking about?
She is speaking about Tupac.

d. Why is she speaking about him?
Because he performed on stage.
2. W hat was unexpected? Why?

a. What did the artist do on stage?
He appeared and he sang his greatest hits.
He disappeared when he sang his greatest hits.
b. Watch the video from 0:23 to 0:34. What can you see?
Tupac: is dancing. is moving. is speaking. is singing. is crying.
c. Why is it surprising? It is incredible because he died in 1996.
d. How could he possibly do that?

People could see him thanks to hologram technology.
People could see him because he was resurrected (ressuscité).
e. So, was he real? No, it was his hologram. No, it was his ghost.
3. Describe the technology used for the performance.

a. Give precisions about the technology used for the performance.
It was a high-tech 3D image.
b. How much did the performance cost? It cost: $10 billion. $ 1million. $10 million.
B
1. Say what you can about the guest.
a. Who is this woman?
She is a news presenter for CNN.
b. What is she speaking about?
She is speaking about the Coachella Music Festival in California.
c. Who is she speaking about?
She is speaking about Tupac.
d. How does she describe him? She says he is a rap legend.
e. When was it?

The show was the day before the news (“last night”). The show was the week before the news.
126
2. What was unexpected? Why?
a. What did the artist do on stage?
He appeared and he sang his greatest hits.
b. Watch the video from 0:09 to 0:19: How is the surprise expressed?
With the repetition of words With the tone of voice With superlatives
c. Watch the video from 0:23 to 0:34: What can you see?
Tupac is dancing, is moving and is singing.
d. Why is it surprising? It is incredible because he died in 1996.
e. How could he possibly do that? People could see him thanks to hologram technology.
f. So, was he real? No, it was his hologram.
3. Describe the technology used for the performance.

a. What was the technology used for the performance?
It was a high-tech 3D image.
b. How much did the performance cost? It cost $10 billion.
c. Why did the fans go crazy when they saw the performance?
Tupac looked real. He seemed to be alive thanks to technology.
6 Music under the skin

A L.A.’s Grammys: an American show for Bowie

1. Say what you can about the two characters.
a. Identity the documents. Advertisements Paintings Photos Book covers
b. Whose portrait are these? (Read the caption.)
On the left we can see Lady Gaga and on the right it is a photo of David Bowie.

c. What can you say about their faces? They look similar.
2. Watch the video. What do you notice about the singer’s transformation?
a. Where does the video take place?
The video takes place in Los Angeles at the Grammy Awards ceremony.
b. Who is the performer? Lady Gaga is on stage.
c. What is she doing? She is singing David Bowie’s songs.
d. Who does she look like? She looks like David Bowie.
e. What do you notice about her appearance? Her make-up is: melting. moving. changing.
f. Is it real?
No, it is technology creating the look. Yes, she has the best make-up artists.
No, it is a projection of images on her face.
GO! ➔ Book, p. 79
B A tribute with high-tech make-up

Lady Gaga paid tribute to David Bowie with an performance. The digital skin was projected onto Gaga
unbelievable1 performance at Monday’s 2016 Grammys. as she performed so that it looked like her “make-up”
Bowie died on January 10, 2016. Gaga explained that 15 was changing instantaneously throughout her six-song
Bowie was one of her musical inspirations. performance.
5 It was announced on February 2 that Gaga would take After Gaga’s performance, the pop star spoke about
the stage at the 58th annual Grammy Awards in his bridging music and technology at the Grammys. “I like
memory. Her powerful2 medley3 included such songs to do things that integrate technology and art with
as Space Oddity, Let’s Dance or Heroes. powerful experiences”, she said.
“Bowie had tons of iconic looks,” Paul Tapp4 said. We Adapted from www.vanityfair.com.
10 introduced “living canvas” technology to her, which
1. unbelievable: incroyable. 2. powerful: puissant. 3. medley=musical
allowed her to have digital skin — which has been selection of different songs. 4. Paul Tapp=Intel’s Director of
used in tech art installations, but never before for a live technology.
AG N E M
MP
AP
O
DIFFÉRENCIATION
EN
A CC

S O N N A LI S
É
P
A
1. Comment on Lady Gaga’s link with David Bowie.
a. Underline the sentence which shows the link between David Bowie and Lady Gaga.
So, David Bowie was: very important to her. quite important. not important at all.
128
b. Why?
Because they were friends. Because he was a major source of creativity for her.
2. How did she pay tribute to him?

a. What did she decide to do for him?
She decided to watch the Grammy Awards ceremony.
She decided to give a performance at the Grammy Awards ceremony.
b. What adjective defines it? Highlight it in yellow and explain with a synonym.
The show was: exceptional. romantic. incredible. comical.
c. When was it announced? It was announced on February the 2nd.
d. How many songs did she sing? She sang six songs.
e. Which songs did she sing for example? Highlight the titles in blue.
3. W hy did she use technology?

a. How many famous looks did David Bowie have? Underline your answer in red.
Why? He had many different costumes and make-up changes. His costumes were heavy.
b. How did Lady Gaga manage to imitate David Bowie’s looks?

She had a digital skin. A lot of people helped her.
c. What is it? Images are projected on the skin.
d. What are the advantages of this technique?

It looks like make-up. It is not expensive. It can change immediately.
1. Comment on Lady Gaga’s link with David Bowie.
a. Underline the sentence which shows the link between David Bowie and Lady Gaga.
So, David Bowie was: very important to her. quite important. not important at all.
b. Why? Because he was a major source of creativity for her.
2. How did she pay tribute to him?

a. What did she decide to do for him?
She decided to give a performance at the Grammy Awards ceremony.
b. What adjective defines it? Highlight it in yellow and explain with a synonym.
The show was exceptional / incredible.

c. When was it announced? It was announced on February the 2nd.
d. How many songs did she sing? She sang six songs.
e. Which songs did she sing for example? Highlight the titles in blue.
3. Why did she use technology?

a. How many famous looks did David Bowie have? Underline your answer in red.
b. Why? He had many different costumes and make-up changes.
c. How did Lady Gaga manage to imitate David Bowie’s looks? She had a digital skin.
d. What is it? Images are projected on the skin.
e. Has it been used before?
It has never been used in a live performance before.
f. What are the advantages of this technique?
It looks like make-up and it can change immediately.
GO FURTHER!
After her performance, Lady Gaga said, “I like to do things that integrate technology and art with powerful
experiences”. Imagine what she could do. Write one or two examples.
She could appear on stage in different cities at the same time thanks to hologram technology.
We also could imagine a digital liquid light show changing colours with the reactions of the spectators.
You are a journalist for a music magazine. You write a short article about a young
singer or musician you have discovered recently. Give your opinion.
1. Find a headline: it must be short and catchy.
Ex.: The unique sound of W. Jay’s music.
2. Search the web to find details about young singer or musician. (You can use famous music magazines:
rollingstone.com or billboard.com.)
3. Answer the five W- questions about him or her: Who? What? Where? When? Why?
4. Write your short article from the most important information to the least important.
5. As a conclusion, write a sentence to give your opinion.
Ex.: You should listen to her wonderful crystal voice.
130
Music and lifestyle

1 Complète ces paroles de chanson avec les mots suivants.
bikini palm tree sunshine tanned
The West Coast has the sunshine
And the girls all get so tanned
I dig a French bikini on Hawaii island
Dolls by a palm tree in the sand
Beach Boys – California Girls
shore California beach waves
Love California nights
When I’m walkin’ with you hand in hand by the shore ,
Yes, I love California nights,
At the beach where we’d swim with the waves rolling in
Lesley Gore – California Nights
2 Trouve dans la leçon 3 le mot qui correspond à chaque définition.
• A district where people live = neighbourhood
• Regular rhythmic movements = beat / flow / rhythm
• Living conditions that are difficult to endure = hardship
• People who have less money and fewer possessions = underprivileged
• To be very harsh or cruel = ruthless
• To hurt, intimidate or persecute a weaker person = to bully
3 Écris le contraire des mots suivants.
• To be discouraged: to hope • Sadness: bliss

• To close: to open • Happy: dreary
• To be fearless: to be afraid • A rich neighbourhood: a ghetto
• To forget: to recollect • Unbroken: ruined
4 En une minute et sans regarder le manuel, écris le plus de mots possibles en relation avec la musique
et la technologie. Compare avec ton camarade.
Music Technology
To perform… High-tech…
On stage Hologram
Beat / flow Digital technology
Live performance Projection

A. Le futur en will + be + V-ing ➔ Book, p. 81

a. I’ll be going to Santa Cruz beach this afternoon.
b. I think you’ll be asking for surf lessons soon.
Dans les deux cas, nous parlons d’événements qui auront lieu dans le futur .
Le futur en will + be + V-ing permet de parler d’événements prévus ou même, dans le deuxième exemple,
de prédire une action à venir.
Le futur se forme ainsi : sujet + will + be + verbe en –ing .
À la forme négative, la forme contractée de will + not est won’t .
Ex.: He didn’t wax his board so he won’t be surfing (not surf) this afternoon.
132
B. Les structures hypothétiques ➔ Book, p. 81

a. If you are ruthless cuz’, you will have problems.
b. If you were rich, would you stay in the neighbourhood?
Dans ces deux exemples, l’utilisation de if implique une condition pour que l’action se réalise.
Cependant, en fonction du temps utilisé, cette action aura plus ou moins de chances de se réaliser.
Dans l’exemple a. , l’action a de grandes chances de se réaliser.
J’utilise donc if + verbe conjugué au présent , will + base verbale.
Dans l’exemple b. , l’action a peu de chances de se réaliser. Le conditionnel avec if permet d’exprimer
l’irréel ou l’imaginaire.
J’utilise donc if + verbe conjugué au prétérit , would + base verbale.
C. Le discours direct et indirect ➔ Book, p. 82
3 Observe les phrases ci-dessous. Understanding grammar
1. a. Lady Gaga explains: “Bowie is one of my musical inspirations.”

b. Lady Gaga explains that Bowie is one of her musical inspirations.
2. a. “I like to integrate technology in my work,” she said.
b. She said she liked to integrate technology in her work.
Le narrateur rapporte les paroles dans les phrases : 1. a. 1. b. 2. a. 2. b.
Ces phrases sont au discours : direct. indirect.
4 Observe les changements.

a. Souligne en rouge les formes verbales qui sont différentes dans les phrases b..
b. À quel temps est le verbe introducteur dans la phrase 1. b. ? Au présent.
c. Le verbe qui suit a-t-il changé ? Oui Non
d. À quel temps est le verbe introducteur dans la phrase 2. b. ? Au prétérit.
e. Le verbe qui suit a-t-il changé ? Oui Non
f. Souligne en bleu les pronoms et déterminants qui sont différents dans les phrases b..
g. Dans la phrase 1. b., le déterminant possessif my est devenu her .
h. Dans la phrase 2. b., le pronom personnel I est devenu she .

5 Voici les commentaires d’un fan de Lady Gaga après sa performance à la cérémonie des Grammy Awards.
Mets ces phrases au discours indirect avec un verbe introducteur au prétérit. Tu pourras utiliser les verbes
introducteurs suivants : say – explain – announce – reply.
Ex.: She is my favourite star. He said she was his favourite star.
I am extremely lucky.
He said he was extremely lucky.
Lady Gaga has many different costumes.
He explained that Lady Gaga had many different costumes.
The fans want to meet her after the show.
He announced that the fans wanted to meet her after the show.
It is the most extraordinary tribute I can imagine.
He replied that it was the most extraordinary tribute he could imagine.
Le rap américain ➔ Book, p. 82
1 Dans les phrases suivantes extraites de la chanson Ghetto Gospel, souligne les formes typiques
du rap américain et entraîne-toi à les dire le plus rapidement possible.
• Ain’t it sad? • We gotta find peace.
• Livin outta bags. • My heart goes to ’em.
2 Corrige les éléments soulignés en anglais conventionnel.
Ain’t it sad? Isn’t We gotta find peace have got to
Livin outta bags Living out of My heart goes to ’em them
3 Écoute les paroles suivantes. 11 CD2

56
MP3
Everyone’s ashamed of the youth, cuz the truth looks strange.
a. Souligne les mots accentués.

b. Écoute à nouveau en te concentrant sur la musique et note un slash (/) chaque fois que tu entends un clap.
c. Entraîne-toi à les dire ou à les chanter à la manière de Tupac. N’oublie pas que chaque intervalle a la même
durée quel que soit le nombre de mots.
134
Auto-évaluation
Vocabulary
c J’ai mémorisé le vocabulaire lié à la musique.

c J’ai mémorisé le vocabulaire lié à la côte ouest des États-Unis.
c J’ai mémorisé le vocabulaire lié aux nouvelles technologies dans les spectacles.
Grammar
c Je sais parler d’événements prévus dans le futur avec le futur en will + be + V-ing.
c Je sais utiliser les structures hypothétiques avec if.
c Je sais utiliser le discours indirect pour rapporter les paroles de quelqu’un.

Culture c Je découvre la musique de la côte ouest des États-Unis.
PEAC et Parcours c Je découvre l’influence de la société américaine sur la musique.
Domaines 1, 2, 3, 5 c Jedécouvre l’utilisation des nouvelles technologies de mise
en scène.
Écouter et c Je sais écouter et comprendre l’essentiel des paroles

comprendre d’une chanson.
Domaines 1, 2 c Je sais écouter et comprendre une bande-annonce de film.
c Je sais écouter et comprendre les informations d’un extrait
de journal télévisé.
Parler c Je sais présenter un artiste de façon attractive.

en continu
c Je sais lire les paroles d’une chanson en respectant le rythme.
Domaines 1, 2, 3
Réagir et
c Je sais communiquer en groupe pour élaborer une production.
dialoguer
c Je sais respecter le point de vue d’autrui.
Domaines 1, 2
Lire et c Je sais comprendre les informations essentielles d’un texte

comprendre court sur le mythe californien.
Domaines 1, 2 c Je sais comprendre les informations essentielles d’un texte
court sur les nouvelles technologies.
c Je sais lire et comprendre l’essentiel des paroles d’une chanson.
Écrire c Jesais rédiger un court article de presse pour présenter

Domaines 1, 2, 5 un artiste.

6 The Commonwealth: stronger together
Freedom Queen
Democracy
Equality
Respect
Common values Common head

of the Commonwealth
Commonwealth Conference British Empire
Commonwealth Youth Conference Soldiers fighting together

The
Commonwealth Games Commonwealth in WW1 and WW2
Common events Common history
English Promote Friendship
Cooperation and Development
Common language Common aims
136
1 The Commonwealth is all around the world
A The Commonwealth family

a. Identify the document. An advertisement A map A magazine cover A book cover
b. What is the title? The title is “The Commonwealth family”.
c. Look at the map and tick the correct sentences.

The map covers the entire world. The US is not coloured but is part of the Commonwealth.
Only Commonwealth countries are in colour. African Commonwealth countries are mainly in West Africa.
d. Look at the characters and tick the correct sentences.

The people represent young people from the Commonwealth.
The people are from countries outside the Commonwealth.
The people represent cultural diversity in the Commonwealth.
The characters are from Great Britain.
2. Where are most Commonwealth countries situated?

a. In which continent are the majority of Commonwealth countries?
Africa North America South America Asia
b. Which continent has no Commonwealth countries?

Africa North America Asia Australia There is none.
GO! ➔ Book, p. 88
18
B All different, but all together MP

AG N E M
AP
O
DIFFÉRENCIATION
EN
A CC

S O N N A LI S
É
P
1. What do you notice about the Commonwealth countries in terms of size and population?
a. What is the main subject of the documentary? The main subject is the Commonwealth.
b. What does the narrator say about the size of the Commonwealth countries?
The countries are big. The size varies a lot. He doesn’t mention size.
The countries are small. He gives exact details. The countries are all the same size.
c. What does he say about the population?
It is mainly young. It varies from country to country. Together it is a very big total.
He gives exact details on total population. He doesn’t mention population.
6 Commonwealth 137
2. What proportion of the world’s population lives in Commonwealth countries?
What do these figures represent? S
CONSEIL
2.2 billion: Number of Commonwealth citizens
En anglais, les décimaux sont
Population of India séparés par un point.
Number of young people in the Commonwealth Ex. : 2.2 million.
Pour un nombre élevé, on met
1.1 billion: Number of Commonwealth citizens une virgule tous les trois chiffres.
Population of India Ex. : 2,200,000.
Number of young people in the Commonwealth
A third: Proportion of the world’s population living in the Commonwealth
Proportion of the world’s population living in India
Proportion of Commonwealth citizens living in India
A half: Proportion of the world’s population living in the Commonwealth
Proportion of the world’s population living in India
Proportion of Commonwealth citizens living in India
3. What do the countries have in common?

a. Which sentences are true?
Nearly all Commonwealth countries were once part of the British Empire.
The Commonwealth countries share a common language.
The Commonwealth countries share a national anthem.
The Commonwealth countries have the same head of state.
b. How are decisions made within the Commonwealth?

They have a vote and the majority decides. They reach a consensus.
They have a vote but Britain has a veto. Britain makes the decisions.
1. What do you notice about the Commonwealth countries in terms of size and population?
a. What is the main subject of the documentary? It’s the Commonwealth.
b. What does the narrator say about the size of the Commonwealth countries?
It varies a lot, some countries are very big and others very small.
c. What does he say about the population?
It varies from 1.1 billion down to 10,000.
d. Complete this chart about the Commonwealth countries.
Largest country in size Canada
138
Largest country in population India
Smallest country Tuvalu
Smallest population Tuvalu (10,000)
Total number of countries 53
2. W hat proportion of the world’s population live in Commonwealth countries?

a. What do these figures represent?
Number in figures Number in words Represents
10,000 Ten thousand Smallest population in Commonwealth
Commonwealth citizens
2,200,000,000 Two point two billion

Population of India
1,100,000,000 One point one billion

Number of Commonwealth countries

53 Fifty-three

Proportion of Commonwealth citizens

1/3 One third
in the world
Proportion of Commonwealth
1/2 A half
citizens living in India.
3. W hat do the countries have in common?

a. List the things which the narrator says Commonwealth countries share.
They share a common language and the head of the Commonwealth, the Queen.
b. How can we tell that the Commonwealth is not the same as the British Empire?
There are some countries that were not part of the British Empire, for example Rwanda.
6 Commonwealth 139
2 Privileged club of nation
A Visiting a member of the Commonwealth

1. Describe who and what you see in the picture.
a. Identify the document. A photograph A painting A magazine cover A book cover
b. What is the caption? The Queen on a visit to Nigeria
c. Underline in red the words that correspond to the Queen and circle in blue those that correspond to the women.
Headgear Clothes and accessories Expression
Hat Headband None Colourful dress Gloves Laughing Sad Smiling
Crown Scarf Scarf Necklace Watch Happy Angry
Handbag
2. What words could you use to describe the Nigerian women and the Queen?
a. What is the feeling between the Queen and her guests?
Formal Informal Friendly Antagonistic Polite
b. What are they probably doing?

Sharing a joke Discussing politics Arguing
Talking about a mutual interest Talking about family Comparing outfits
GO! ➔ Book, p. 89
B So what is the Commonwealth?

The Commonwealth is a voluntary association put these decisions and plans into action.
of 53 independent countries. It is home to 2.2 billion The modern Commonwealth began in 1949 and included
citizens and over 60% of these are under the age of 30. UK, Australia, Canada, South Africa, New Zealand,
The Commonwealth includes some of the world’s largest, Pakistan, India and Sri Lanka. Membership is based on
5 smallest, richest and poorest countries, spanning1 five 15 free and equal voluntary cooperation for the advance-
regions. Thirty-one of its members are small states, many ment of Commonwealth values. There are a number of
of them island nations. The Commonwealth’s guiding Commonwealth countries that have no colonial roots to
principles are in its charter. Commonwealth policies are Britain including the newest member Rwanda (2009).
shaped2 by member countries, who have an equal say on www.mycommonwealth.org.
10 decisions affecting them. Commonwealth organisations 1. spanning: qui couvrent. 2. policies are shaped: (ici) sont créées.
140
AG N E M
MP
AP
O
DIFFÉRENCIATION
EN
A CC
T
S O N N A LI S
É
P
A
1. What can we say about the age of Commonwealth citizens?
a. Underline the numbers which relate to the population in red.
b. Underline the numbers which are dates in green.
2. How can we tell that the bigger states cannot dominate the smaller ones?
a. Tick the adjectives in the article that refer to the size of the countries.
Largest Poorest Smallest Small Richest
b. Find a synonym to mean “same”. Free Equal Newest Unequal Independent
c. Tick which words in the text show that all countries have the same status.
Independent Voluntary Equal Association Membership
3. In what way is Rwanda different from most other members?

a. What do we learn about Rwanda in the article?
It’s a former French colony. It was not a member of the British Empire.
It is in Africa. It has left the Commonwealth.
b. What else do we learn about Rwanda?
Why it joined the Commonwealth. When it joined the Commonwealth.
It’s the most recent member. Where it’s situated.
B
1. What can we say about the age of Commonwealth citizens?
a. Underline the numbers which relate to the population in red.
b. Underline the numbers which are dates in green.
c. Underline in blue the number which relates to age.
2. How can we tell that the bigger states cannot dominate the smaller ones?
a. Highlight in yellow all the words which refer to the freedom of Commonwealth countries.
b. Highlight in green in the text the sentence that says countries have the same decision power.
3. In what way is Rwanda different from most other members?
a. What do we learn about Rwanda in the article? It was not a member of the British Empire.
b. What else do we learn about Rwanda? When it joined the Commonwealth, in 2009.
6 Commonwealth 141
In groups. Use the website to find out what values the Young Commonwealth promotes.
Try to find a picture on the Internet to illustrate each of these values.
1. Divide into groups and select images which reflect the following words: loyalty, self-respect,
cooperation, helpfulness, initiative.
2. See if another group can guess correctly which picture you have placed with which words.
3. Discuss and compare your choices.
4. Combine your pictures with those of another group and select the best to make a collage.
3 From the smallest island…

A Welcome to Tuvalu
a. Look at the girl in the foreground (premier plan). What is she wearing on her head?
Straw hat Golden crown Crown of tropical leaves
b. What is she doing?

Sunbathing Fishing Swimming
How do you know? Because she's got a fishing hook next to her.
c. Compare the colour of the sky and the sea. Find another way to define the colour of the sea? Sky blue
d. What kind of tree can you see on the beach? Circle the correct answer.
Poplar Maple Palm tree
2. Can you guess where Tuvalu is?

a. In what ocean would you find such an island? Atlantic Ocean Arctic Ocean Pacific Ocean
b. Check with the Culture Box. What famous Commonwealth countries are near Tuvalu?
Australia and New Zealand .
142
GO! ➔ Book, p. 90
B Paradise-island.tv
The nation of Tuvalu is ticking along1 thanks to millions With some of the money earned in the deal, Tuvalu
in revenue from two tiny letters: .tv. was finally able to afford5 the $100,000 it cost to join
Tuvalu’s unique country code domain name, “.tv”, attracts 15 the United Nations.
interest from many individuals and television companies The payment also increased the country’s gross domestic
5 around the world.
product6 by 50 percent and allowed the government to
Some have been willing to pay big bucks for Internet
put electricity on the outer islands and create scholar-
addresses such as pedestrian.tv or Hollywood.tv. The
scheme2 got off to a rough start3, but it’s now the South ships for its citizens.
Pacific nation’s largest source of income4. Samantha Beech, www.news.com.au, March 2016.
10 In 1998 an American start-up known as DotTV paid 1. ticking along: prospère. 2. scheme: plan. 3. rough start: début
Tuvalu $50 million over 12 years for the right to sell .tv difficile. 4. income: revenus. 5. afford: (ici) se payer. 6. gross domestic
to other companies. product: produit intérieur brut (richesses générées par le pays).
AG N E M
MP
AP
O
EN DIFFÉRENCIATION
A CC

T
S O N N A LI S
É
P
A
1. What is the good news for the Tuvalu nation?
a. Do you know other country code domain names? Link the correct answers.
France • • .eu
Belgium • • .fr
Europe • • .ca
Canada • • .be
United Kingdom • • .uk
b. What is Tuvalu’s country code domain name?
Tuvalu’s Internet country code domain name is .tv.
c. Who is attracted by this domain name?

Individuals Phone companies Television companies Radio companies
d. Find three words or expressions referring to money in the text. Revenue, big bucks, income
e. Why, in your opinion, is it good news for Tuvalu?

Tuvalu will have a lot of tourists. A new television company opens on Tuvalu.
If many people want the .tv, Tuvalu gets a lot of money.
6 Commonwealth 143
2. W hat deal was signed with an American company?
a. What is the name of the company that made a deal with Tuvalu? The name of the company is DotTV.
b. How much money did Tuvalu earn with the contract?
DotTV paid Tuvalu $US 50 million over twelve years.
c. What was the company able to do in 1998 with the .tv?

To buy .tv for its company To sell .tv to other companies
3. W hat benefits did Tuvalu obtain?

a. Link the words to the corresponding definition.
membership • • a gift of money to help a student with his or her studies.

scholarship • • the state of being a member of a society or club.
b. Tick the three things that Tuvalu got with all that money.
A new island United Nations' membership A trip to Hollywood
Electricity for everyone Scholarships Free Internet
B
1. What is the good news for the Tuvalu nation?
a. Do you know other country code domain names? Complete the chart.
France Belgium Europe Canada United Kingdom
.fr .be .eu .ca .uk
b. What is Tuvalu’s country code domain name? .tv .
c. Who is attracted by this domain name? Individuals and television companies .
d. Find the five words or expressions referring to money in the text.
Revenue, big bucks, income, money, gross domestic product.
e. Why, in your opinion, is it good news for Tuvalu?
If many people want the .tv, Tuvalu gets a lot of money.
2. W hat deal was signed with an American company?

a. What is the name of the company that made a deal with Tuvalu? The name of the company is DotTV.
b. How much money did Tuvalu earn with the contract?
DotTV paid Tuvalu $US 50 million over twelve years.
144
c. What was the company able to do in 1998 with the .tv?
They had the right to sell .tv to other companies.
3. What benefits did Tuvalu obtain?

a. Find the words corresponding to the definitions.
Scholarship A gift of money to help a student with his or her studies
Membership The state of being a member of a society or a club
b. What are the three things that Tuvalu got with all that money?
United Nations’ membership / Electricity for everyone / Scholarships
GO FURTHER!
Hopefully Tuvalu is now getting richer thanks to the .tv, but what challenges is this small island
of the Pacific Ocean facing?
An island is isolated from other countries and so it must be difficult to get energy or even drinking water.
In fact, many facilities we take for granted today like cars, smartphones, universities,... aren’t so common
there.
4 …To the largest democracy in the world

A On your marks, get set, vote!

1. Say what you can about these people in line.
a. What is the name of the women’s traditional dress? Women’s traditional dress in India is a sari.
b. What are some of the women showing for the picture? Some women are showing their ID card.
2. Why do they look so happy?

a. Look at the caption of the picture. Why are these people standing in line?
To eat To renew their ID card To vote To buy a sari
6 Commonwealth 145
b. Why do you think it is so special to have a national election in India? Find a clue in the Culture Box
about India’s population.
The country is huge.
The Indians have the second largest population in the world.
Making it possible for everyone to vote must be easy to organise.
Making it possible for everyone to vote must be challenging.
GO! ➔ Book, p. 18
91
B World’s biggest election MP

AG N E M
AP
O
DIFFÉRENCIATION
EN
A CC
T
S O N N A LI S
É
P
A
1. What is the document’s main subject?
a. What can you hear at the beginning of the audio?
The reporter A singer A crowd The president
b. Why are there so many people shouting?

It’s a huge election. It’s not an important election. There are a lot of people.
c. What does the reporter say about this election? Why?

People are used to voting. It’s the first time for an election like this.
It’s the largest democratic election in the world. It’s a normal democratic election.
2. Comment on the number of people.

a. How many people will be able to vote? 1.2 billion 830 million
b. This number is equivalent to the population of… Circle the correct answers.
Europe North America New Zealand
Asia + South America + Australia
Russia Central America South Africa
3. How was the election organised?

a. Do you believe the election took place in a day? Why? Why not?
Yes No, because it’s impossible due to the size of the population .
b. Complete with the following words.

longest election • four months • nine different phases
The election was organised in nine different phases over a period of four months .
This has been the longest election in Indian history.
146
c. What is the “commission” or the “workforce”? Link the word to the correct definition.
Workforce • • People who organise the national election.

Commission • • People in polling stations guiding the citizens in the voting process.
d. Check what the reporter says about the workforce.
It is huge. The commission made a collection.
They were trained. The commission hired them.
1. What is the document’s main subject?
a. Who do you hear at the beginning of the audio? We hear a reporter and a crowd.
b. Why are there so many people shouting? It’s a huge election.
c. What does the reporter say about this election? Why? It’s the first time for an election like this because
it’s the largest democratic election in the world.
2. Comment on the number of people.
a. How many people will be able to vote? 830 million people will be able to vote.
b. This number is equivalent to the population of Europe + South and Central America + Australia.
3. How was the election organised?

a. Do you believe the election took place in a day? Why? Why not?
No, it’s impossible due to the size of the population.
b. Complete with the information you heard about the organisation.
The election was organised in nine different phases over a period of
four months . This has been the longest election in Indian history.
c. What are the commission and the workforce? Write the correct definition next to the name.
Commission People who organise the national election.
Workforce People in polling stations guiding the citizens in the voting process.
6 Commonwealth 147
d. What does the reporter say about the workforce?
It is huge. The commission hired them and they were trained for the election.
e. What does the Indian man say about the election?
This is one thing that unites an entire country.
In pairs. Find information on New Delhi and list all its advantages. Compare your list with another group.
1. In groups of two, use the Internet to find more information about the capital city.
2. Write a list of what you think is positive about the city (places to visit, transport, proximity to places
of interest, cityscape, activities, weather…). Draw a chart with as many columns as you have topics
(chosen in the previous step) and complete it.
Ex.: Close to New Delhi is “Akshardham Temple” which is a testimony of a 10,000-year-old culture.
3. Now compare your list with another group. Check what you or the other groups missed and complete
your list.
5 Commonwealth sport: uniting a city

A Belfast 2021: ready to believe in youth

b. Where is it? (Read the title.) It is in Belfast (Northern Ireland).
c. Who are the young people? They are young athletes.
d. What are they doing?

They are: jumping for joy. dancing. supporting their school team.
2. Why are the people so happy?

a. What have they learned? (Read the caption.)
Belfast has been chosen to host the Commonwealth Youth Games.
148
b. Why is it important to them?
It is a great opportunity. They will earn more money.
Different communities will come together. It is a famous competition.
GO! ➔ Book, p. 92
B Belfast: Host of the VII Commonwealth Youth Games in 2021

On the 1st February 2016, at Belfast City Hall, The Com- and Samoa (2015) with the 2017 Games due to be hosted
monwealth Games Federation (CGF) and Northern Ireland in The Bahamas. The Games, aimed at3 14-18 years,
Commonwealth Games Council (NICGC) announced 15 have featured4 Commonwealth, World and Olympic
Belfast as host City for the VII Commonwealth Youth champions athletes including Jessica Ennis-Hill, Beth
5 Games in 2021. The Games, which will be held1 from Tweddle, Geraint Thomas, Caster Semenya and our own
27th July to 1st August 2021, hope to welcome 1,000 Carl Frampton and Michael Conlan.
young athletes from 71 nations and territories within The Youth Games will involve5 up to nine sports which
the Commonwealth of Nations to venues2 across Belfast
20 will be announced in Edmonton, Canada, in October
and surrounding areas.
2016 at the CGF’s General Assembly.
10 The Commonwealth Youth Games started in Edinburgh www.nicgc.org.
in 2000 and since then have taken place in Bendigo, 1. hold: (se) tenir. 2. venue: site. 3. aimed at: destiné à. 4. feature:
Australia (2004), Pune, India (2008), Isle of Man (2011) promouvoir. 5. involve: comporter.
AG N E M
MP
AP
O
DIFFÉRENCIATION
EN
A CC

S O N N A LI S
É
P
1. What will take place in Belfast in 2021? Give details.
a. Read the first paragraph. What was announced on the 1st of February? Highlight your answer in blue.
b. When will this event take place? Highlight your answer in yellow.
2. What are the Commonwealth Youth Games?

Link the elements of the text with the correct dates or numbers.
Date of the first Commonwealth Youth Games • • 1,000

Host cities before Belfast • • 9
Expected number of athletes in Belfast • • 14
Expected nations and territories • • 2,000
Minimum age to be a competitor • • 6
Maximum age to be a competitor • • 71
Sports involved • • 18
6 Commonwealth 149
3. W hy are they important?
a. Underline the name of the athletes who have participated in the Commonwealth Youth Games.
b. Where do the athletes come from?

Great Britain South-Africa Bahamas
Brasil Northern Ireland Portugal
c. Tick the correct answers.

The Commonwealth The Games involve: It is:
Youth Games is: the greatest athletes a high-level competition.
a national competition. of their generation. a low-level competition.
an international t he worst athletes
competition. of their generation.
1. What will take place in Belfast in 2021? Give details.
a. Read the first paragraph. What was announced on the 1st of February? Highlight your answer in blue.
b. When will this event take place? Highlight your answer in yellow.
2. W hat are the Commonwealth Youth Games?

What do the following numbers correspond to?
2000 Date of the first Commonwealth Youth Games
14 Minimum age to be a competitor
18 Maximum age to be a competitor
9 Number of sports involved
1,000 Expected number of athletes in Belfast
3. W hy are they important?

a. Who are Jessica Ennis-Hill, Beth Tweddle, Geraint Thomas, Caster Semenya, Carl Frampton
and Michael Conlan? They are world and Olympic champion athletes.
150
b. Look at their photos. Where do they come from? They come from different countries of the
Commonwealth: Great Britain, South Africa, Northern Ireland.
c. Fill in the blanks to explain what sort of competition the Commonwealth Youth Games are.
The Commonwealth Youth Games are an international competition. The Youth Games involve
the greatest athletes of their generation. It is a high-level competition.
GO FURTHER!
Write two or three sentences to explain this quotation:
“Hosting the Games will provide a boost for Northern Ireland.” Belfast Telegraph
There are various advantages of hosting the Commonwealth Youth Games. For example, it will have
a positive economic impact on Northern Ireland thanks to the foreign tourists. It is an international event
so, it will highlight the culture of Northern Ireland around the world.
6 Commonwealth 151
6 Stronger together
A Let the Commonwealth Games begin!

A photo A book cover An advertisement A painting
b. When was the photo taken?

before the Commonwealth Games during the Commonwealth Games after the Commonwealth Games
c. Who can you see?

Top models Athletes Supporters Journalists
2. What is the nationality of the athletes? How do you know?

a. What is the nationality of the young athletes? They are Scottish.
b. On the picture below, circle what the male athletes are wearing.
Belt and Buckle Argyll Jacket
Kilt
Sporran
Kilt pin
Hose
Sgain Dubh
Flashes Ghillie Brogues
3. What are they doing?

Complete the sentences with the following words.
the stadium track • cheering • parading • Scottish
The Scottish delegation is parading around
the stadium track . The supporters are cheering .
152
GO! ➔ Book, p. 93
18
AG N E M
MP
B We reflect on the Youth Games
AP
O
DIFFÉRENCIATION
EN
A CC
T
S O N N A LI S
É
P
A
a. How many people are speaking?
Three people are speaking.
b. Who are they?

Officials Sportsmen Journalists
c. Where are they?
They are in a stadium.
d. What are they speaking about?

Sports in the programme of the Commonwealth Youth Games
The spirit of the Commonwealth Youth Games
The organisation of the Commonwealth Youth Games
2. Why is it a wonderful event?

Watch the video from 1:00 to 1:14 and answer the questions.
a. Who participates? Young athletes participate.
b. Where are they from? They come from all over the Commonwealth .
c. What sort of competition is it? It is a major sporting competition.
d. Who can they meet? They can meet new friends .
e. What do they improve? They improve their sporting level .
3. What is more important than medals during this competition?

Watch the video again (no sound).
a. What are the athletes doing?
They are doing different sports (athletics, team sports).
b. Where are they from?
They come from different countries of the Commonwealth.
6 Commonwealth 153
c. What does this image show?
It shows people together,
friendship (the comradery of
sport).
d. Watch the video with the sound from 1:20 to 1:22 to check your answer.
e. What is the “overall experience” of the Youth Games? Explain using your answers a., b., c..
The Commonwealth Youth Games are more than a sporting competition:
young athletes who come from different countries of the Commonwealth do
different sports and also experience the comradery of sport.
B
a. How many people are speaking? Three people are speaking.
b. Who are they? They are officials.
c. Where are they? They are in a stadium.
d. What are they speaking about?
They are speaking about the spirit of the Commonwealth Youth Games.
2. W hy is it a wonderful event?
a. Who participates? Young athletes participate.
b. Where are they from? They are from different countries of the Commonwealth.
c. What sort of competition is it? It is a major sporting competition (event).
d. Who can they meet? They can meet new friends.
e. What do they improve? They improve their sporting level.
154
3. What is more important than medals during this competition?
Watch the video again (no sound).
a. What are the athletes doing? They are doing different sports (athletics, team sports).
b. Where are they from?
They come from different countries of the Commonwealth.
c. What does this image show?
It shows friendship (the
comradery of sport), people
together.
d. Watch the video with the sound from 1:20 to 1:22 to check your answer.
e. How is this event described?
This event is the warmest and friendliest.
f. What is the “overall experience” of the Youth Games? Explain using your answers a., b., c., d., e..
The Commonwealth Youth Games are more than a sporting competition: young athletes who come
from different countries of the Commonwealth do different sports and experience the comradery of
sport. It is the warmest and the friendliest event.

S
You are a journalist at a local newspaper, you write a short article CONSEIL
to explain why, in your opinion, the Commonwealth Youth Games Pour exprimer un point de vue
in the Samoa Islands were so successful. personnel :
1. List some important numbers (of athletes, countries, sports). In my opinion… / Personally,
You can find information on the Internet. I think… / I’d like to point out
that… / What I mean is… /
2. Write one or two sentences about the spirit of the Youth Games
I’m convinced that… / I’m sure
during the competition. You can watch the video again.
that… / I believe that…
3. Write a few lines about the Samoa Islands (the warm weather,
the water activities...).
4. Order your article from the most important information to the least important.
5. Don’t forget to write a title.
6 Commonwealth 155
Commonwealth citizenship
1 Complète le paragraphe avec les mots suivants.
join • become a member • membership • on an equal footing • are bound by • common values •
equal status • adhere to
Some people think that it is enough to join a club or an association and then enjoy
its benefits. The Commonwealth is not like that. Any country is free to become a member .
But membership brings responsibilities. You are bound by
the rules of the Commonwealth and you are expected to adhere to its traditions.
There are common values shared by all members. Above all, you must remember that
everyone is on an equal footing . You all have equal status . So don’t
try to throw your weight around!
2 Réponds aux questions en utilisant le vocabulaire de la leçon 4.
a. What do you call a person who has the right to vote? A citizen
b. What are the women holding? A voting card
c. Where are they exactly? At a polling station
d. What is the small place used to cast your vote in? A voting booth
e. What verb is used to describe waiting in a line? To queue up
3 Retrouve les mots mêlés en utilisant le vocabulaire de la leçon 5 et de la leçon 6.
K G D A L C O M M O N W E A L T H C Ç E
W F N O K B A W O V K M J G C N D P A W
N D N N Y T T E M E D A L Ç D R J E A J
P F M T N X H E E Y T Q G C E O Ç D R X
X L Q J X K L C O M R A D E R Y G T S T
S E B T J V E S X M V J X D G C H Ç Y I
N V N U I H T U T H E M N T Q A X K B Ç
V E B F F H E W K J N V N W N U M B H R
V N Y O U T H L U V U D P O E F J E U J
C T P B R K C O M P E T I T I O N Ç S O
156
A. La voix passive ➔ Book, p. 95
1 Mets ces phrases à la voix passive.

a. The King appointed a Governor General to rule his dominions.
A Governor General was appointed by the King to rule his dominions.
b. The British parliament gave India her independence after WW2.
India was given her independence by the British parliament after WW2.
c. Each member of the Commonwealth sent congratulations to the Queen on her 90th birthday.
The Queen was sent congratulations on her 90th birthday by each member of the Commonwealth.
d. The Commonwealth asked Zimbabwe to withdraw its membership.
Zimbabwe was asked to withdraw its membership by the Commonwealth.
B. Le present perfect en be + V-ing ➔ Book, p. 95
2 Observe l’exemple suivant et complète. Understanding grammar

Ex.: The .tv has been increasing the country’s revenues.
Pour former le present perfect en be + V-ing, on emploie le present perfect simple de be suivi
du verbe auquel on ajoute -ing : have been + BV + -ing.
On l’utilise pour évoquer un résultat / bilan présent, mais aussi pour
insister sur le déroulement de l’action, sur l’activité nécessaire pour en arriver là.
C. L’expression du futur ➔ Book, p. 96
3 Relie les éléments afin de construire des phrases cohérentes.

When she is fourteen, • • when we arrive in Belfast.
As soon as they vote, • • that Belfast will host the Games.
We will get a hotel room • • who will represent their countries.
Belfast will host 1000 athletes • • she will take part in the Games.
The Federation announced • • we will know the next host city.
6 Commonwealth 157
Language practice PHONOLOGY ➔ Book, p. 96
A. L’accentuation des noms de pays

1 Relie le pays à l’adjectif qui convient, puis souligne la syllabe accentuée.
Country Adjective
Rwanda • • Maltese
Malta • • Bahamian
United Kingdom • • Indian
South Africa • • Australian
Bahamas • • Singaporean
Canada • • Canadian
Jamaica • • Fijian
Singapore • • Rwandan
Fiji • • South African
Nigeria • • Nigerian
India • • British
Australia • • Jamaican
CD2 MP3
25 67
B. La prononciation des deux « -th »
2 Écoute les phrases suivantes et complète le tableau avec les mots qui contiennent les lettres « -th ».
Northern Ireland will host the Commonwealth Youth Games on the 27th of July.
During three days, a thousand athletes will compete for their countries.
[ð] [θ]
Son qui vibre, comme dans the Son qui ne vibre pas, comme dans think
Northern Commonwealth / Youth
The 27th / Three
Their Thousand / Athletes
158
Auto-évaluation

Vocabulary
c J’ai mémorisé le vocabulaire lié au Commonwealth.

c J’ai mémorisé le vocabulaire lié aux noms de pays et aux adjectifs correspondants.
c J’ai mémorisé le pluriel des nombres.
Grammar
c Je sais utiliser la voix passive.

c Je sais utiliser le present perfect en be + V-ing
c Je sais utiliser l’expression du futur avec will + BV et be going to + BV.
Culture
PC et Parcours c J’ai découvert les informations sur le Commonwealth.
Domaines 1, 2, 3, 5
Écouter et c Jesais écouter et comprendre les informations

comprendre
Domaines 1, 2 d’un document audio sur le Commonwealth.
Parler
en continu c Je sais faire un discours.
Domaines 1, 2, 3
Réagir et
c Jesais dialoguer au sujet du lieu où se déroulent
dialoguer
Domaines 1, 2 les Commonwealth Games.
Lire et c Jesais comprendre les informations essentielles d’un texte

comprendre
Domaines 1, 2 court sur le Commonwealth.
Écrire
c Je sais exprimer mon point de vue et le justifier.
Domaines 1, 2, 5
6 Commonwealth 159
7 Tudor fashion
Jewellery Wool
Ring Sheepskin
Diamond Linen
Pearl, ruby Gold thread
Fur
Accessories Differences rich / poor
Hat / Cap Helmet
Ruff / Cloak Chainmail

House of
Robe / Crown Armour
Tudors
Gown Sword
Sleeve Haleberd
Clothes and headgear On the battlefield
Pinafore Palace
Woollen cap Court
Lace shirt Nobleman
Knight
Coat of arms
Children’s clothes The King’s presence
160
1 Henry VIII: the legendary King
A The magnificent King

b. Whose portrait is it? (Read the caption and answer.) It is a portrait of King Henry VIII.
c. Who is the artist? The artist is Hans Holbein.
d. When was it created? It was painted in 1540.
2. How is the character dressed?

a. Write the correct word under each image.
A ring • A fur coat • Jewellery • A jacket • A shirt • A beret • A necklace
A beret A jacket A necklace
A ring Jewellery A fur coat
b. What are the main colours of the King’s clothes? His clothes are mainly red, golden and black.
3. What do his clothes and attitude show?

a. What are his clothes like? Luxurious Poor Expensive Splendid Simple
b. What does the title “The magnificent King” mean?

He is: proud. modest. imposing. superior. humble. glorious.
7 Tudor fashion 161

GO! ➔ Book, p. 102
AG N E M
B A guide to Tudor fashion MP
AP
O
DIFFÉRENCIATION
EN
A CC
T
S O N N A LI S
É
P
A
1. What could only the King wear? Watch the video and answer.
a. Who can you see in the documentary?
A King King Henry VIII An actor playing the role of Henry VIII

In the Royal Chapel In a museum In the King’s private apartment
c. Watch the video from the beginning to 0:26 and circle the words you hear.
A crown Gold thread Gold fabric Fur A gown A ring
d. What colour is mentioned? Purple is mentioned.
2. Can you describe his jewellery?

a. Watch the video from 0:27 to 0:41 and circle the jewels of the King.
Emerald Diamond Pearl Yellow sapphire
Ruby Cat’s eye Blue sapphire Gomedagam
b. Which ones were the largest? Diamonds were the largest.
3. Who helped the King to get dressed and why?

a. How many people can you see in the video? There are three people.
b. What are they doing? They are helping him to get dressed.
c. Watch the video from 0:41 to 0:53. Who are they?

Friends Ambassadors Secretaries Gentlemen of the Privy chamber
d. Why are they helping the King?

In the 16th century, it was: impossible to dress yourself. possible to dress yourself.
162
B
1. What could only the King wear?
a. Watch the video and answer. Who can you see in the documentary?
It is an actor playing the role of Henry VIII.
It takes place in the King’s private apartment.
c. Watch the video and list what only the King could wear.
Details
Fabric and material Gold thread, Gold fabric
Accessories Garters
Colour Purple
d. Watch the video from 1:10 to 1:17. Listen and explain why “only the King could wear a hat”.
Everyone in his presence needed to have their head bared as a sign of deference to the King.
2. Can you describe his jewellery?

a. Watch the video again and circle the jewels of the King.
Emerald Diamond Pearl Yellow sapphire
Ruby Cat’s eye Blue sapphire Gomedagam
b. Which ones were the largest? Diamonds were the largest.
c. Watch the video from 1:05 to 1:36. What other pieces of jewellery did he wear? He wore rings.
d. How do you know they were precious? One of these rings was a salary for a labourer for a year.
7 Tudor fashion 163

3. Who helped the King to get dressed and why?
a. How many people can you see? There are three people.
b. What are they doing? They are helping the King to get dressed.
c. Watch the video from 0:41 to 0:53. Who are they?

Friends Ambassadors Secretaries Gentlemen of the Privy chamber
d. Why are they helping the King? In the 16th century, it was impossible to dress yourself.
GO FURTHER!
Explain why Henry VIII was described as the best-dressed sovereign in the world.
Henry VIII had luxurious clothes. They were made with gold thread from the richest fabric. He also wore
jewellery of outstanding beauty.
2 Elizabeth I: the glorious Queen

A Queen Elizabeth dressed to impress

1. Say everything you can about Queen Elizabeth’s appearance.
An advertisement A painting A photo A book cover
b. Whose portrait is it? (Read the title and the caption and answer.)
It is a portrait of Queen Elizabeth I.
c. Who is the artist? It was painted by George Gower.
d. When was it created? It was painted in 1588.
164
e. Label this portrait with the following words.
Ruff • Skirt • Necklace • Coat • Sleeves • Pearls
Sleeves Ruff
Pearls Coat
Skirt Necklace
2. W hat did the artist want to show?
a. Write two adjectives to describe her clothes and accessories. Sumptuous, magnificent
b. What does it show? Her wealth Her power Her poverty Her superiority Her kindness
3. W hat other elements illustrate his intentions?

a. Look at some details of the painting. Write the correct words under each image.
A crown • The English fleet • A globe
A globe A crown The English fleet
b. What did the painter want to show? Use the following sentences.
She protects England with her fleet. • She is the empress of the world. • She is a powerful monarch.
A globe: She is the empress of the world.
A crown: She is a powerful monarch.
The English fleet: She protects England with her fleet.
c. In the Elizabethan times, colours had a precise meaning. Look at the main colours of the painting.
Link each colour with its symbol.
Black • • Wealth
Red • • Courage (and fire)
Gold • • Purity
White • • Control (and death)
7 Tudor fashion 165

GO! ➔ Book, p. 103
B Dressing within a budget
Queen Elizabeth knew how to impress. Rich gowns 10 sums on personal adornment. People referred to Queen
impress people; this is an obvious1 fact. So Elizabeth’s Bess as a goddess, as queen of heaven, and she certainly
wardrobe was designed, first and foremost, to impress- dressed the part4.
and to be suitable2 to her station as ruling monarch. The In reality however she had limited funds so she had to
5 rich fabrics and jewels convinced people of her wealth, be careful to keep to a budget and use resources and
power and prestige. materials to the best effect.
Elizabeth’s grandfather Henry the VIIth had been accused Adapted from www.elizabethancostume.net.
of being too austere and mean3 so Elizabeth chose the
1. obvious= evident. 2. suitable= appropriate. 3. mean= not generous.
opposite, to be generous and to be willing to spend vast 4. dress the part= wear the appropriate clothes.
AG N E M
MP
AP
O
DIFFÉRENCIATION
EN
A CC

T
ER
S O N N A LI S
É
P
A
1. How did Queen Elizabeth impress people?
b. Who is it about? It is about Queen Elizabeth I.
c. Read the first paragraph. Highlight in blue the words linked to her resources and influence.
Highlight in yellow the words linked to Queen Elizabeth’s wardrobe.
2. Why did she want to impress them?

a. Read the second paragraph. Underline in red the name of Queen Elizabeth’s grandfather.
Underline in blue his characteristics (two adjectives).
b. Why did she decide “to spend vast sums on personal adornment”?
She wanted to do the opposite of her grandfather.
3. What obstacles did she have to face?

a. Read the third paragraph. What does “She had limited funds” mean?
She had a big reserve of money. She had a small reserve of money.
b. What does “to keep to a budget” mean?

To control your finances To accumulate money
166
B
1. How did Queen Elizabeth impress people?
b. Who is it about? It is about Queen Elizabeth I.
c. What is it about? It is about the way the Queen dressed.
d. Read the first paragraph. Highlight in blue the words linked to her resources and influence.
Highlight in yellow the words linked to Queen Elizabeth’s wardrobe.
e. Complete the sentence using the highlighted words.
So, Queen Elizabeth wore: rich gowns and fabrics with jewels to show her power, her wealth and
her prestige.
2. Why did she want to impress them?

a. Read the second paragraph. Underline in red the name of Queen Elizabeth’s grandfather.
Underline in blue his characteristics. Underline in black the words showing Queen Elizabeth’s reaction.
b. Explain Queen Elizabeth’s reaction in your own words.
She wanted to be more impressive than her grandfather, that’s why she decided to do the opposite.
She spent a lot of money on clothes. She also became more generous.
3. What obstacles did she have to face?

a. Read the third paragraph and explain: “She had limited funds.”
She had a small reserve of money.
b. So, what did she have to do?
She had to control her finances.
go further!
Write two or three sentences to explain this quotation: “Elizabeth was perhaps the first monarch to understand
the importance of public relations.”
Elizabeth wanted to be glorified and admired. In her portraits she was represented as an icon of beauty
and power. She knew how to use symbols. It was a sort of propaganda. Nobody could imagine she had
limited funds.
7 Tudor fashion 167

Describe the portrait which is hanging in your local museum. You

should describe what the Queen looks like and comment on her
costume.
1. Write a sentence to introduce the portrait (the name of
the artist, the date, who is represented).
2. Describe the Queen’s appearance (clothes, jewels).
3. Describe some elements of the scenery.
4. Imagine the colours. (You can colour the drawing.)
5. Explain the artist’s intention (symbolism of colours,
objects, power, wealth…).
This art print shows a black and white portrait

of Queen Elizabeth I (1533-1603), standing
between two columns holding an orb and sceptre.
Engraving, 1596.
CONSEILS
• Pour dire ce que tu vois : • Pour situer les éléments :
There is…. In the background…
There are… On the right, on the left…
I can see…
• Pour décrire ce qu’une personne porte ou ce qu’elle fait : • Pour exprimer une supposition :
She is wearing… It looks like…
She is holding... Maybe it’s…
She is not smiling…
3 Clothing for the rich

A A Tudor costume for girls

1. Say everything you can about this picture.
An advertisement A painting A magazine cover A poster for an exhibition
168
b. What is the title? The title is “Tudor costumes for girls”.
c. Look at the girls and tick the words corresponding to the picture.
Expression : Hair : Clothes and accessories :
Happy Attractive Short Wavy Cloak Trousers

Serious Playful Long Fair Tunic Tights
Expressionless Obedient Straight Dark Ruff Headpiece
2. Describe what the girls are wearing.

a. What period are the clothes from?
The Middle Ages XVIIIth century Tudor times
b. Tick the clothes you see.

A cap A tunic Shoes A ruff A cloak Trousers A pinafore
3. How do the clothes compare with today’s fashion for practicality?

a. What can we say about their clothes?
They are very formal. They are comfortable.
They seem uncomfortable. They are very practical.
b. Why might these clothes not be suitable for today’s young people?
They’re not attractive. They would be expensive to make.
The material may be difficult to clean. They would restrict movement.
GO! ➔ Book, p. 104
B What the children wore MP

AG N E M
AP
O
DIFFÉRENCIATION
EN
A CC

T
ER
S O N N A LI S
É
P
A
1. How does the painting help us understand what children wore?
a. How many people are speaking? Two people are speaking.
b. Who do you think they are? They are TV presenters.

c. Comment on the video. What type of document is it?
An advertisement A documentary A TV series A movie
d. What is the main subject? The main subject is Tudor life.
e. What historical elements are used to help you understand the subject?
A biography Archaeological objects A painting Archive records Tombs
7 Tudor fashion 169

f. What sort of evidence gives you the best information on this subject?
Pictures Words Objects
2. Describe how the girls are dressed.

Tick the types of clothing mentioned in the first part of the video (the painting).
A shirt A head dress A pinafore dress Shirts
Shoes Stockings Garters Ruff
3. W hat extra information does the tomb in St Andrew’s church give us about girls’ clothing? And about
the boys’ clothing?
a. What do we see on the tomb in the church?
A member of Parliament A King and Queen A wife and children
Carvings in stone A message about Tudor England Important dates in English history
b. What extra item of children’s clothing is shown?

Long skirts Shoes Underwear Hats
c. What did we learn about what boys wore?
They didn’t wear trousers like nowadays.
B
1. How does the painting help us understand what children wore?
a. What type of document is it? It is a TV documentary.
b. What is the main subject of the video? What children wore in Tudor times.
c. Tick the different types of evidence historians/specialists of the 16th century use about the past.
Coins Photos Tombstones Tombs Websites
Paintings Films Diaries Archeology
2. Describe how the girls are dressed.

What are the children wearing in the painting?
They are wearing pinafore dresses, shirts and ruffs.
3. W hat extra information do you get from the tomb about what children wore?
And about the boys’ clothing?
a. What were the girls wearing? They were wearing long skirts.
What did you find surprising about the boys’ clothes?
The boys didn’t wear trousers like nowadays.
170
b. Why could we say that neither the painting nor the video tell you what children wore day to day?
They show formal occasions.
They are not accurate.
They are just for decoration.
go further!
How do you feel about the children we saw? Would you like to have worn those clothes?
Not really. They seem to be uncomfortable and restrictive.
4 Clothing for the poor

A A simple wardrobe
1. Say everything you can about the children in the picture.
A historical photograph A photograph from a historical drama
A magazine cover An advertisement for a new style of clothes
b. What could they be doing?

Playing games Watching a show
Waiting for food Attending an execution
c. Look at the children and circle the words corresponding to the picture.
Expression : Hair : Clothes and accessories :
Happy Disappointed Short Wavy Hat Trousers
Curious Anxious Long Fair T-shirt Ruff
Hopeful Straight Dark Tunic Jewellery
7 Tudor fashion 171

2. How are their clothes different from those you saw in lesson 3?
a. What can we guess about who they are?
Part of the royal family Children of nobles Ordinary Tudor children
b. In what ways do their clothes differ from the clothes of rich children?
The colours are not so bright. They are made of different materials.
They are not so warm. They are different from the adults.
3. Do they wear these clothes to be fashionable?

Yes, they follow the fashion. Yes, they have a choice of styles.
No, they wear what they can afford. No, they have very few clothes.
GO! ➔ Book, p. 105
B Warm clothing at affordable prices
Tudor clothes and fashion depended on the class of to low status clothing of poor Tudor men. In 1571 a law
person. Colours, styles and materials were dictated was passed which said that everyone over the age of
by class and rank. The higher the rank the more choice 6 years old had to wear a woollen cap on Sundays and
of materials, styles and colours that could be worn. 10 on holidays. Of course, royalty and the nobility were
5 Wool, linen and sheepskin were the most inexpensive excused from obeying this law.
materials and fabrics to produce and therefore limited www.sixwives.info.
AG N E M
MP
AP
O
Choose between the following exercises (A or B). DIFFÉRENCIATION

EN
A CC
ER
S O N N A LI S
É
P
1. What could you say about a person by looking at what he/she wore?
Link the correct word with the clothing of poor people, rich people and everybody in Tudor times.
More style • • Bright colours

• Everybody •
Choice of clothing • • Linen clothing
• Rich people •
Jewellery • • Woollen clothes
• Poor people •
Headgear • • Tunic
2. What sort of materials did the poorer Tudor people use for their clothes?
Underline in the text in green the names of materials and in red the words which relate to status.
3. Why do you think they passed a law to say what people must wear?
a. What are the advantages of a law compelling people to wear a woollen hat?
172
Complete the table below indicating why wool was used and who benefited from the law.
Advantages Who benefits?
The King The poor people

Wool is warm.
Everybody The sheep farmers Artisans
The King The poor people Everybody

Wool is cheap.
The sheep farmers Artisans

Wool makes money for farmers.

Wool makes money for artisans.
b. What reasons can you give for a king to make a law?

To make people happier To make money by taxes
To support the local woollen industry To make people obey him
B
1. What could you say about a person by looking at what he/she wore?
What were the main differences between the clothes of the rich and poor?
The rich had a greater choice of material, colour and style.
2. What sort of materials did the poorer Tudor people use for their clothes?
Underline in the text in green the names of material and in red the words which relate to status.
3. Why do you think they passed a law to say what people must wear?
a. What are the advantages of wool? It is warm and cheap.
b. Who makes money from wool? The farmers and artisans make money from wool.
c. What reason can you give for a king to make a law to wear wool?
He would make the law to support the local woollen industry.
go further!
What do you think life was like for poor children in Tudor times? Use the Internet to help you.
I think that life was hard because food was often short, there were many illnesses and no home comforts.
7 Tudor fashion 173

Imagine you are a guide at Longleat House. You are taking visitors to show them the portrait you saw on the
video in lesson 3. Use what you have learnt about clothing to make your own presentation of the painting.
1. Describe the children, what they are wearing and their expressions.
S
2. How are the adults dressed differently from the children? CONSEIL
3. Describe what’s on the table. En anglais, les dates se lisent
4. What impression of the family does the artist want to give? par groupe de deux chiffres.
1569 = 15 + 69
5. Make notes and practise your presentation. Ex.: fifteen sixty-nine.
William Brooke, 10th Lord of Cobham

and his family, by an artist of the British
School, 1567.
5 Tudor fashion: war and peace

A The calm before the storm

a. Identify the document. A drawing A painting A photograph
b. Where would you see this picture? In an advertisement In a painting In a magazine cover
c. Where was it taken from? A movie A TV series A theatre play
d. Look at the picture and tick the words corresponding to the characters.
Expressions: Serious Happy Crying Proud Relaxed
174
Clothes and accessories: Gold necklace T-shirt Rich clothes
Trousers Sword Crown
Poor clothes Armour Woollen cap
2. Do you recognise some characters?

Find in the picture the corresponding characters and add their name.
King Henry VIII King of England from 1509 to 1547
Anne Boleyn Second wife of King Henry VIII (young with dark hair)
Queen Catherine of Aragon First wife of King Henry VIII. They had only a daughter together.
Mary Only child of the King’s wife. Would be the future Mary I of England.
Charles Brandon A favourite (close friend) of Henry VIII
Margaret Tudor The elder sister of Henry VIII (in Charles’ arms)
Important counselor to Henry VIII.

Sir Thomas More
Before being executed he was Lord Chancellor (next to the Cardinal).
Extremely powerful within the Church.

Cardinal Wolsey
He became Lord Chancellor, the King's chief adviser.
Sir Thomas More Cardinal Wolsey Charles Brandon
Queen Catherine Margaret Tudor
of Aragon
Mary
King Henry VIII Anne Boleyn
3. W hy do they pose like this?

a. Posing like this, they look like: a class picture. a family portrait.
b. Is it realistic? Yes, all the characters love each other. No, some characters hate each other.
7 Tudor fashion 175

c. Look at the title of the document. What could be the “storm” about?
Some of the historical characters are in conflict and they pose like this for the TV series advertisement
only to show all the characters.
GO! ➔ Book, p. 106
B Dressed to kill MP
AG N E M
AP
O
DIFFÉRENCIATION
EN
A CC
T
ER
S O N N A LI S
É
P
A
1. Identify the people and places.
a. Who is the main character?
The Captain of the King’s guard A soldier King Henry VIII
b. What is he doing?
Giving a speech Teaching a lesson Giving a medal
c. What are the other soldiers wearing?

Golden gloves Leather armour Royal Coat of Arms of England
Woollen cap Golden chainmail Sword
Simple clothing Plate armour Helmet
d. When the camera changes to an aerial view, what can you see?
Boulogne’s fortified city The siege camp The battleships on the sea
e. Where is the King exactly?

He is… In Boulogne. At siege camp. Outside the city. Inside the city.
2. How is the King dressed? Why?

a. What is the King wearing?
Plate armour Helmet Crown
b. Why is the King dressed differently from the other soldiers? Complete the sentences.
He is the King, he must show his power / difference / rank.
And on the battlefield he has to be visible / recognized.
c. How can you recognise the King on the battlefield?

He shouts very loud. He wears bright or colourful armour. He wears simple clothing.
176
3. W hy is the King giving a speech?
a. Usually a King on a battlefield gives a speech to:
sell cheap swords. galvanize (motivate) the troops. make sure everyone is there.
b. Do soldiers need motivation to go to battle?

No, soldiers know their job. Yes, the presence of the King gives them more courage.
c. How is the presence of the King motivating his troops?

The King takes the same risks as the soldiers.
The King is a symbol of courage and strength.
The soldiers love shiny plate armours.
1. Identify the people and places.
a. Who is the main character? The main character is King Henry VIII.
b. What is he doing? He is giving a speech. / He is motivating the troops.

c. What are the other soldiers wearing?
Golden chainmail Sword Simple clothing
Plate armour Helmet Woollen cap
d. When the camera changes to an aerial view, what can you see?
Boulogne’s fortified city The siege camp The battleships on the sea
e. Where is the King exactly? Explain why.

Outside the city Inside the city
The English have encircled / besieged the city of Boulogne.
2. How is the King dressed? Why?

a. What is the King wearing?
Plate armour Crown Simple clothing
b. Why is the King dressed differently from the other soldiers?
He is the King, he must show his power / difference / rank. And on the battlefield, he has to be
visible / recognised.
c. What weapons can you see? Swords Lances Halberds Cannons
7 Tudor fashion 177

d. How can you recognize the King on the battlefield?
He shouts very loud. He wears bright or colourful armour. He wears simple clothing.
3. Why is the King giving a speech?

a. Usually a king on a battlefield gives a speech to:
sell cheap swords. galvanise (motivate) the troops. make sure everyone is there.
b. Describe the voice and tone used by the King.

A fierce voice A loud voice
A sad tone An angry tone
A soft voice A proud tone
c. Why do you think the King takes the same risks as the soldiers?
The presence of the King is motivating since he is as vulnerable as the soldiers. He then shows
his courage.
d. Is the King a symbol of courage and strength? Why?
The King is the most powerful man in the country. For all soldiers he must be courageous
and strong.
e. Why is the King at war in Boulogne?

The French refused to give back the city of Boulogne.
The French took the lands from the English.
The King is very proud of the campaign.
go further!
Do you believe the King’s presence and speech are motivating? Say why.
The King’s presence is motivating the soldiers because he acts himself as a soldier and is the most powerful
man among them. His speech is fierce and galvanizes the motivation of the soldiers fighting for their king,
their country. Their mission is important.
178
6 Tudors on screen
A Wolf Hall: birthplace of a queen

a. Identify the document. A drawing A painting A photograph
b. Where was it taken from? A movie A TV series A theatre play
c. What is the name of the TV series? The name of the TV series is Wolf Hall.
d. Look at the characters’ appearance and tick the words corresponding to the picture.
The King: Tall Small Weak
Thin Broad (large) shoulders Athletic
Anne Boleyn: Tall Small Weak
Athletic Thin Broad (large) shoulders
All characters: Beret T-shirt Tunic
Coat Dress Chainmail
Plate armour Sword Halberd
Lance Crown Headpiece (serre-tête)
e. What can you see in the background? A church Wolf Hall Buckingham Palace
2. Why do Anne Boleyn and Henry VIII seem so happy?

a. What is the expression of the King and Anne Boleyn? Link the characters to the correct answers.
Proud
• •
• Happy •
Anne Boleyn • • Serious • • Henry VIII
• Sad •
• •
Angry
b. Read the caption of the picture. How did Anne Boleyn succeed?
They are having a baby. She made a present for the King. She will marry the King soon.
3. Is Anne Boleyn dressed as a queen then? Why?

a. What is her dress like?
Luxurious (pearls) Poor (dirty) Expensive (colourful) Simple (one or two parts)
b. Does Anne Boleyn look like a queen? Why? Yes No
She wears a simple dress even if it’s probably expensive.
7 Tudor fashion 179

GO! ➔ Book, p. 107
B Authentic costumes MP
AG N E M
AP
O
DIFFÉRENCIATION
EN
A CC
T
ER
S O N N A LI S
É
P
A
1. What are the two men talking about?
a. What is the title? The title is “Authentic costumes”.
b. Now listen to the audio and identify the document.

A discussion between friends on a TV series A medieval song A documentary on Wolf Hall
c. What is the general subject? Eating well Painting portraits Making costumes Writing books
d. Who’s who in the TV series Wolf Hall? Link the correct answers.
Damian Lewis • • Actor (Henry VIII)

Joanna Eatwell • • TV series director
Peter Kosminsky • • Costume designer
2. What can’t you find on Wolf Hall’s costumes?

a. Listen carefully to the audio for what you can’t find on a Wolf Hall costume. Link it to its picture and translation.
• • Velcro • • Fermeture Éclair
• • Hooks and eyes • • Bande Velcro
Fermoirs à crochet
• • Zippers • •
et œillet
b. Without these objects, the costumes look more: authentic. modern.
3. Why is the costume designer so appreciated?

a. What did Joanna Eatwell do to make costumes look so authentic?
She learnt to sew in two weeks. She used her imagination.
She spent weeks studying costumes.
b. Where can you see real costumes from the period in London?
At the Victoria and Albert Museum At Madame Tussauds Wax Museum
180
c. Are her costumes realistic?
No, there is too much Velcro. Yes, they look like the originals.
d. At the end of the audio, why is Damian Lewis so happy with the costume designer?
She made him look as broad as Henry VIII.
She wasn’t bored when she watched the TV series.
B
1. What are the two men talking about?
a. What is the title? The title is “Authentic costumes”.
b. Now listen to the audio and identify the document.

A discussion between friends on a TV series A medieval song A documentary on Wolf Hall
c. What is the general subject? Making costumes.
d. Find who’s who in the TV series Wolf Hall. Link and complete.
Damian Lewis • • Actor (Henry VIII)

Joanna Eatwell • • TV series director
Peter Kosminsky • • Costume designer
e. Who speaks in the document? What are they talking about? Link the correct answers.
Damian Lewis • • First speaker • • About his own costume

Peter Kosminsky • • Second speaker • • About the actors’ costumes
2. W hat can’t you find on Wolf Hall’s costumes?

a. Listen carefully to the audio for what you can’t find on a Wolf Hall costume. Link it to its picture and translation.
• • Velcro • • Fermeture Éclair
• • Hooks and eyes • • Bande Velcro
Fermoirs à crochet
• • Zippers • •
et œillet
7 Tudor fashion 181

Without these objects, the costumes look more authentic. .
3. Why is the costume designer so appreciated?

a. What did Joanna Eatwell do to make costumes look so authentic?
She used her imagination. She learnt to sew in two weeks.
She spent weeks studying costumes.
b. Where can you see real costumes from the period in London?
At the Victoria and Albert Museum. At Madame Tussauds Wax Museum.
c. Are her costumes realistic? No, there is too much Velcro. Yes, they look like the originals.
d. At the end of the audio, what does Damian Lewis say about Joanna Eatwell?
She lacks imagination. She is talented. She is shiny. She is brilliant.
e. Why is Damian Lewis so happy with the costume designer?

She made him look as broad as Henry VIII. She wasn’t bored when she watched the TV series.
f. Explain why Damian Lewis says that.
She made costumes that look like the originals. It made the actor broader and look exactly like
Henry VIII.
You are one of the court nobles and you make some secret remarks
on what you see as the unsuitable dress style of the count or
countess of Wessex at a court Ball.
Ex.: Oh my dear, look at the count of Wessex, his tailor (tailleur)
mustn’t be as brilliant and talented as yours. His clothes are so
colourful and striped he looks like a rainbow.
1. Get your inspiration from the picture or imagine the outfit of
the count or the countess of Wessex. Some of its details shock
your Highness’ expert eye (colours, stripes, accessories...).
S
2. Use “should” seen in lesson 5 to give advice and find inspiration CONSEIL
in the words seen to congratulate (or criticise).
Utilise too pour enrichir
3. Now make a quick monologue (or dialogue) to make discreet ton expression et so pour
comments to your neighbour. You are at the court’s ball, remain intensifier tes remarques.
courteous and do not forget humour is a weapon in a noble’s Ex.: He is so ugly dressed like
hands. that! She looks too large in
Ex.: The clothes suit her perfectly (compliment)... but why come that dress!
to a ball wearing pyjamas? (humour)
182
What the Tudors wore

1 Observe les costumes d’Elizabeth et complète le tableau.
1546 1560 1575 1588
Date Her age Your comment
1546 13 Simple, elegant
1560 27 Stylish
1575 42 Delicate
1588 55 Ornate and very elaborate
2 Complète le tableau avec :

– les adjectifs : tight • loose fitting • decorative • elaborate • short-sleeved • delicate
– les adverbes : certainly • probably • maybe • unlikely • certainly not
Description Comfortable
Sleeve Loose fitting Yes
Robe Elaborate Maybe
Tunic Short-sleeved Probably
Collar Tight Unlikely
Ruff Decorative Certainly not
Headband Delicate Maybe
3 urligne les mots cachés (vêtements et accessoires). Avec les lettres non surlignées, retrouve le prénom de
S
la première femme d’Henry VIII.
Cringnenecklacetpearlhgownicoateshirtar Catherine
7 Tudor fashion 183

4 Retrouve le contraire des mots suivants dans le texte Dressing within a budget, p. 103.
Noms Adjectifs
Poverty ≠ Wealth Poor ≠ Rich
Weakness ≠ Power Luxurious ≠ Austere
Humility ≠ Prestige Unrestricted ≠ Limited
Hell ≠ Heaven Little ≠ Vast
5 Décris l’évolution des costumes d’Elizabeth.
As she got older and became more important her dress became more elaborate.
6 Relie chaque mot à un élément de l’image et compare avec ton voisin. Décris la tenue du roi et son
expression avec autant de détails que possible.
Golden crown Resolute,

proud,
fierce
Plate armour Chainmail
Golden gloves Coat of arms
The King looks resolute and proud. This fierce warrior is ready for battle! He is wearing armour with
golden gloves and chainmail. Everything is shiny like the crown he has on his head. It replaces for the
moment his battle helmet. On his chest we can see the Royal coat of arms in blue and red embroidered
with golden fleur de lys and lions.
184
A. La voix passive au prétérit ➔ Book, p. 109
1 Écris des phrases au passif en utilisant les éléments suivants.

a. He / by / help / the gentlemen of the Privy chamber
He was helped by the gentlemen of the Privy chamber.
b. The gentlemen of the Privy chamber / choose / the King / by
The gentlemen of the Privy chamber were chosen by the King.
c. Queen Elizabeth I / as / consider / a goddess
Queen Elizabeth I was considered as a goddess.
d. An unknown artist / her portrait / paint / by
Her portrait was painted by an unknown artist.
B. Les adverbes too et so Understanding grammar ➔ Book, p. 109
2 Observe les phrases suivantes et coche la réponse qui convient.

a. Henry VII was too austere.
Too austere signifie : trop austère. aussi austère.
b. She had to be so careful to keep to a budget.

So careful signifie : aussi prudente. tellement prudente.
c. Les adverbes too et so se placent : devant le verbe de la phrase. devant les adjectifs qu’ils nuancent.
C. L’obligation avec have to / had to

et l’interdiction avec cannot / could not ➔ Book, p. 109
3 Réécris ce rapport pour le magazine de ton collège sur les lois des Tudors en utilisant had to.
HERE ARE SOME TUDOR LAWS WRITTEN AT THE TIME.

– Each village must look after the poor people in that village.
– If anyone is found without money in another village, he must return to his home village.
– The village must collect special taxes to help pay for the poor people.
– Everyone who is capable must work.
– Anybody who breaks these laws must be punished.
7 Tudor fashion 185

Each village had to look after the poor people in its village. If anyone was found without money in
another village, he had to return to his home village. Each village had to collect special taxes to help pay
for the poor people. Everyone who could work had to. Anyone who broke these laws had to be punished.
D. Les modaux should et must ➔ Book, p. 110
4 Observe les phrases suivantes, traduis-les et complète. Understanding grammar
They should give our land back. Should permet de donner un conseil ,
Ils devraient nous rendre nos terres. il s’agit donc d’une possibilité .
They must give our land back. Must permet de donner un ordre ,
Ils doivent nous rendre nos terres. il s’agit donc d’une obligation .
You mustn’t make fun of your King. Dans le cas de la forme négative de must, il s’agit
Il ne faut pas vous moquer du roi. alors d’une interdiction .

A. Les paires minimales
CD2 MP3
38 78
1 Écoute les mots une première fois, puis répète-les deux par deux.
gown / gone • fur / far • wear / were • red / read • reach / rich
2 Écoute à nouveau les mots deux par deux. Entoure, pour chaque paire, le mot que tu entends en premier.
Amuse-toi ensuite à les prononcer plusieurs fois.
B. La prononciation du « i », placé entre une consonne et -ght

3 Observe les mots suivants (tu connais leur prononciation). Entoure ceux qui contiennent le son [aɪ] comme dans
fight.
rights • might • body weight • tonight • straight • knight
186
Auto-évaluation

Vocabulary
c J’ai mémorisé le vocabulaire lié aux vêtements des Tudors des riches et des pauvres.
Grammar
c Je sais utiliser la voix passive au prétérit.

c Je sais utiliser les adverbes too et so.
c Je sais utiliser l’obligation et l’interdiction au présent et au prétérit.
c Je sais utiliser les modaux should et must.
Culture c J’aidécouvert la mode des Tudors, des enfants

PEAC et Parcours
et des adultes.
Domaines 1, 2, 3, 5
Écouter et
comprendre c Je sais écouter et comprendre les informations d’une vidéo.
Domaines 1, 2
Parler
en continu c Je sais expliquer la mode des Tudors et donner des conseils.
Domaines 1, 2, 3
Réagir et
c Je sais dialoguer au sujet de la mode.
dialoguer
c Je sais respecter le point de vue d’autrui.
Domaines 1, 2
Lire et c Je
sais comprendre les informations essentielles d’un texte
comprendre
Domaines 1, 2 court sur la mode des Tudors, riches et pauvres.
Écrire
c Je sais décrire un tableau.
Domaines 1, 2, 5
7 Tudor fashion 187

8 New Zealand: the land
of the long white cloud
Maori
Artefacts
Traditions
Beliefs Volcanoes
Myths Hot springs
Geysers
Ancient culture
Lava
Tectonic plates
Mountains
Beaches
Geology
Whitewaters
New Zealand
Lakes
Movie director
Scenery
Landscapes
Shoot a movie
Film crew
Tracks/Paths Film set
Map Location
Adventurer
In movies
Discovery
On a guided tour
188
1 Mythic film, mythic land
A Characters from The Lord of the Rings

1. Say all you can about the three characters.
a. What movie do these characters come from? The Lord of The Rings The Hobbit
b. Circle the group of three characters you recognise in the picture.
Name Description Name Description

A powerful wizard that looks
Frodo Baggins A Hobbit. Bearer of the One Ring. Gandalf
like a human.
Samwise Gamgee A Hobbit. A human.

Aragorn
(Sam) Frodo's friend. Heir to the throne of Gondor.
Meriadoc Brandybuck A Hobbit.

Legolas An elf prince.
(Merry) Frodo’s cousin and friend.
c. These characters are… hobbits. heroes. bad guys.
2. Where are they in the film? And in reality?

a. Read the culture box and find the different places. What is the name of the land in the story?
The name of the land in the story is Middle-earth.
b. Where was the movie shot in reality?
It was shot in New Zealand.
c. Link the map to its name.
• •
• •
New Zealand Middle-earth
8 New Zealand: the land of the long white cloud 189

GO! ➔ Book, p. 116
B New Zealand: The Lord of the Rings set MP

AG N E M
AP
O
DIFFÉRENCIATION
EN
A CC
T
ER
S O N N A LI S
É
P
A
1. What landscapes have you seen in the extract?
a. Before you watch the video, let’s imagine the places you could see. You know The Lord of the Rings (LOTR)
is a fantasy story. Circle the place you could see in the video.
b. Describe the places you see in the video.

A cityscape A countryside landscape A huge futuristic building
Mountains in the background Huge plains and hills Grass everywhere
c. What is the name of the valley? It is Paradise Valley.
2. How does Tolkien describe the landscape?

a. Peter Jackson tried to make the film look exactly like readers would imagine it in the books.
In your opinion, how precise is Tolkien in his descriptions? Circle the column corresponding to the amount
of details you think Tolkien has given and then check in the video.
Basic details More details A lot of details

Bad weather Heavy rain A shower of huge drops of crystal-clear water
Green plains Plains covered with grass Large plains covered with thick deep-green grass
b. Link the two equivalents for each word.

• Lifeless
Vivid • • Realistic
Dull • • Boring
• Rich
c. What does Peter Jackson say about Tolkien’s descriptions of landscapes?

They are too long. They are lacking details. They are full of details.
They are vivid. They are dull. They are lifeless.
190
3. Did Peter Jackson respect Tolkien’s books? Why?
a. Compare the description of a Hobbit-hole made by Tolkien in his book The Hobbit and the picture from
the movie next to it. Do you think Peter Jackson tried to respect the details of Tolkien’s story? Link the
highlighted lines to the corresponding element in the picture.
In a hole in the ground there lived a hobbit.

Not a nasty, dirty, wet hole, […] it was a
Hobbit-hole, and that means comfort. It
had a perfectly round door like a porthole,
5 painted […], with a shiny yellow brass
knob in the exact middle. It had deep-set
round windows looking over his garden
and meadows beyond.
J. R. R. Tolkien, The Hobbit, Ballantine Books, Picture from a Hobbit house which
New York, 1966. was created for the movie.
b. What does Peter Jackson say about him respecting the books? Why?
He is proud… He is ashamed… …because he did it the right way.
B
1. What landscapes have you seen in the extract?
a. Before you watch the video, let’s imagine the places you could see. You know The Lord of the Rings (LOTR)
is a fantasy story. Imagine what places you could see in the video.
I imagine medieval castles with dragons and wild landscapes with plains or mountains.
b. Describe the places you see in the video.
I saw a countryside landscape with mountains in the background. There are also huge plains and
hills with grass everywhere.
c. What is the name of the valley? The name of the valley is Paradise Valley.
d. Why did Peter Jackson choose this valley in particular?
The view is beautiful and it’s close to cities for crew accommodation.
2. How does Tolkien describe the landscape?

a. In your opinion, how precise is Tolkien in his descriptions? Complete the chart below to progressively give
more details. Circle the column corresponding to the amount of details you think Tolkien has given and
then check in the video.

Basic details More details A lot of details
Bad weather Heavy rain A shower of huge drops of crystal-clear water
Green plains Plains covered with grass Large plains covered with thick deep-green grass
Strong wind A sudden powerful wind Terrible whistling wind rushing through the trees
b. Find a synonym and antonym of “vivid”.
Synonym Antonym
Vivid Intense/Realistic Dull/Boring
c. What does Peter Jackson say about Tolkien’s descriptions of landscapes?
Tolkien is vivid in the way he describes landscapes in his books.
3. Did Peter Jackson respect Tolkien’s books? Why?

a. Look at the picture below and compare it to the description of a Hobbit-hole made by Tolkien.
Do you think Peter Jackson tried to respect the details of Tolkien’s story?
In a hole in the ground there lived a hobbit. Not a nasty, dirty,

wet hole, […] it was a Hobbit-hole, and that means comfort. It
had a perfectly round door like a porthole, painted […], with
a shiny yellow brass knob in the exact middle. It had deep-set
5 round windows looking over his garden and meadows beyond.
J. R. R. Tolkien, The Hobbit, Ballantine Books, New York, 1966.
Picture from a Hobbit house

The Hobbit-hole made for the movie which was created for the movie.
seems to respect the description made by Tolkien in his book.
b. What does Peter Jackson say about respecting the books?
He is proud of having been able to produce a movie respecting Tolkien’s books.
go further!
Describe the Hobbit house above with as many details as possible.
The Hobbit house is built inside a small hill. It is completely covered with grass. The door is round and
painted in bright green. The window is a half-circle with a view onto a nice garden. Everything seems really
authentic.
192
2 Land of Middle-earth
A The Lord of the Rings trail

1. Look at the map and react.
a. What does this map look like? It looks like a pirate/treasure map.
b. What different elements do you recognise on it?

Wind rose Whale Galleon / sailing boat Map name
Land Sea Title of the map A path
c. Which country is it the map of?
Fictional country: Middle-earth (created by Tolkien). Real country: New Zealand.
2. Do you recognise the places on the map?

a. Link each place or the characters to its/their description.
The Shire • • Wargs are evil wolves of Middle-earth who lived in the
Misty Mountains used especially by Orcs of Isengard and Mordor.
Rivendell,
Fords of Isen and River • • The Shire refers to an area settled exclusively by Hobbits.
Anduin
• Rivendell is an Elven (Elf) realm in Middle-earth ruled by Elrond.
Orcs and Wargs • It is set next to a river.
hunt the company
• The Eagles helped the Elves of Rivendell in gathering news
Isengard and Lothlórien • about the Orcs. They live in the Misty Mountains.
Eagles sour past • • The first is the fortress of Saruman and the second is a forest
Mountain Tops and elven realm located next to the lower Misty Mountains.
b. Look at the travel agency map below and compare it to the one in your book. Link the places from the movie
to their real name.
North Island
The Shire • Matamata
Rivendell, Fords of Isen and River Anduin •
Orcs and Wargs hunt the company •
Isengard and Lothlórien •

Lake Tekapo
Eagles sour past Mountain Tops •

GO! ➔ Book, p. 117
B The Lord of the Rings safari MP

AG N E M
AP
O
DIFFÉRENCIATION
EN
A CC
T
ER
S O N N A LI S
É
P
A
1. Say all you can about the guided tour.
a. Who are the people you hear in the audio?
Two boys Two girls A guide A boy and a girl
b. How are they travelling? By train By car By boat
c. They are on the scene of what movie?

1st movie: The Fellowship of the Ring
2nd movie: The Two Towers
3rd movie: The Return of the King
2. Where has the tour guide taken the fans?

a. Give the name of the place in the scene being shot. The name of the place is Isengard.
b. How did the two passengers recognise the place?

They know the river. They have already been there. They are fans of LOTR.
They recognised the mountains in the background. They were lucky.
3. What is the guide proposing for the adventurers?

a. The guide showed his passengers a place. What is the name?
Return Valley Routeburn Valley Saruman’s Valley
b. What can you do there exactly? You can walk./go hiking.
c. What did the adventurers say about it?
It’s got to be the number one of the most scenic walks in the world!
B
1. Say all you can about the guided tour.
a. Who are the people you hear in the audio? A guide and two fans (a boy and a girl).
b. How are they travelling? They are travelling by car.
194
c. They are on the scene of what movie? Link the propositions and circle the correct answer.
1st movie • • The Two Towers

2nd movie • • The Return of the King
3rd movie • • The Fellowship of the Ring
2. Where has the tour guide taken the fans?

a. Give the name of the place in the scene being shot. The name of the place is Isengard.
b. How did the two passengers recognise the place?
They are fans of LOTR. They recognised the mountains in the backgrounds.
3. What is the guide proposing for the adventurers?

a. The guide showed his passengers a place. What is the name?
The name of the place is the Routeburn Valley.
b. What can you do there exactly? You can walk./go hiking.
c. What do the guide and the fans say about it?
The guide says it’s a very famous place. The fans think it’s got to be the number one of the most
scenic walks in the world!
go further!
Have you ever wondered what the movie sets were like in reality? Which scene/place of which movie
would you like to visit? Say why.
I like the Elven forests and I’d love to see where the crew shot these scenes. Most of it was probably
made by computer but even so the scenery looks incredible in New Zealand. Visiting New Zealand
is now on my To-do list.
S
CONSEIL
prepare your final tasks ➔ Book, p. 117 Utilise des gap fillers pour rendre
la discussion plus fluide et plus
In pairs. You finished visiting a beautiful site in New Zealand with
naturelle.
a friend of yours. Decide where your next stop will be. Discuss
your preferences.
1. Look at the map of New Zealand with the LOTR places for popular Middle-earth experiences.
2. Choose two different locations. Each of you will write down separately why you like your place.
Make notes only, don’t write a paragraph to read.
3. Act it out! Discuss your preferences and say why you prefer your place. Then decide where your
next stop will be!

3 Why is New Zealand so spectacular?
A From the centre of the Earth

1. Describe the picture and react.
a. Identify the subject.
An island A comet A volcanic crater An abstract painting
b. What is the title? The title is “From the centre of the Earth”.
2. Describe what you can see.

a. Look at the picture and tick the words corresponding to what you see in the picture.
Background: Sky A desert storm Grasslands Mountains Clouds Cities
Foreground: Crater Molten lava Smoke Rocks Mountain Snow
Location: A volcanic region A mountainous area An arctic wasteland A tropical region
b. Look at this diagram of a volcano and tick the correct answers.

A volcano is: a sort of chimney through which molten rocks can reach the surface of the Earth.
an earthquake under a mountain.
a nuclear explosion caused by intense heat.
The name given to the rocks which are in liquid form is: Lava. Ashes. Crust. Tsunami.
Around the crater of the volcano we can see: Lava. Ashes. Crust. Debris.
Ashes, gases and cinders
Vent
Crater
Lava flow
Layers of ashes and lava
Secondary vent
Magma chamber
Rock layers in Earth crust
3. What do you think is rising out the ground?

a. What escapes through the vent? Lava Ashes Crust Gases
b. What would we see looking from a distance at the mountain? Cloud Flash Nothing Lava
c. What is in the cloud that comes out of the crater? Gases Smoke Ashes Steam
196
GO! ➔ Book, p. 118
B How it began
New Zealand’s oldest rocks are over 500 million years This subterranean activity blesses New Zealand with some
old and were once part of Gondwanaland. This massive 15 spectacular geothermal areas and relaxing hot springs, as
super-continent started to split up about 160 million well as providing electricity and heating in some areas. Roto-
years ago, and New Zealand separated from it about rua is the main hub3 for geothermal attractions, with plenty
5 85 million years ago. of mud pools, geysers and hot springs in its active thermal
New Zealand sits on two tectonic plates — the Pacific areas — not to mention its trademark ‘Sulphur City’ smell.
and the Australian. Fifteen of these gigantic moving 20 First settled by Maori who used the hot springs for cooking
chunks1 of crust make up the Earth’s surface. The North and bathing, Rotorua soon attracted European residents.
Island and some parts of the South Island sit on the Aus- The reputed health benefits of its hot pools quickly earned
10 tralian Plate2, while the rest of the South Island sits on the area the name of ‘Cureland4’.
the Pacific. Because these plates are constantly shifting www.newzealand.com.
and grinding into each other, New Zealand gets a lot 1. chunk: gros morceau. 2. plate: plaque. 3. hub: centre.
of geological action, geothermal areas and hot springs. 4. Cureland: terre des remèdes.
AG N E M
MP
AP
O
DIFFÉRENCIATION
EN
A CC

T
ER
S O N N A LI S
É
P
A
1. What is the subject of the article?
a. What can you say about some of New Zealand’s rocks? How old are the oldest rocks?
They are over 500 million years old.
When did New Zealand begin to become a separate landmass? 85 million years ago.
b. Why is the land of New Zealand’s South Island unstable?

It sits on two plates. It is part of two continents. It is much colder than the North Island.
c. What effects do the tectonic plates have on present-day New Zealand?

They make it very hot. They create volcanoes. They make it a more spectacular landscape.
2. What are the three features of the geothermal areas? S

a. In paragraph 3 underline in red the physical features you CONSEIL
find in the Rotorua area. En anglais, il y a beaucoup plus de
n français.
b. Underline in green the advantages which these majuscules au début d’un mot qu’e
élém ents géog raphique s
features offer. Les noms des
men cent toujours par une majuscule.
com
c. What is the other name for the area, a name which
highlights one of these advantages? Cureland

3. What did the Maori use this area for and how is it different today?
a. Which of these activities did the Maori use the area for? Cross out the actions which are not in the text.
Cooking Having religious ceremonies Making war Bathing Curing their diseases
b. What is it used for today? Cooking Tourism Making war Bathing Curing diseases
c. Complete this table with information about these geological features.
Features Effects Consequences
Rub against each other. Beneficial

Two plates Neutral
Make the island unstable.
Negative
Provide bathing facilities. Beneficial

Hot springs Neutral
Cure for some diseases.
Negative
B
1. What is the subject of the article?
a. The article is mainly concerned with New Zealand’s:
history. tourism. geology. geography. languages.
b. What geological features are mentioned in the article? Complete the following summary.
The articles explains how there are two plates which shift and produce
geothermal activity. As a result of these factors the South Island is very spectacular.
2. What are the three features of the geothermal areas?

a. What features would a present-day tourist notice if travelling in the Rotorua area?
He would see mud pools, geysers and hot springs, and notice a sulphur smell.
b. Which of these features would have a direct advantage for the tourists?
The hot springs would be great for the tourists, for bathing.
3. What did the Maori use this area for and how is it different today?
a. What were the two activities which the Maori undertook when they moved to the Rotorua area?
They used the geysers for bathing and cooking.
b. What extra benefits have more recent visitors found? Health benefits.
198
4 Land of the extreme
A Cooling down!
a. Identify the document (two possible answers).
An advertisement A painting A photograph A book cover
b. What is the title? The title is “Cooling down!”
c. Look at the picture and tick the words corresponding to it.

Background: Mountains Caves Rocks Bridge Film crew
Foreground: Water Speedboat Tourists Climbers Bridge
2. What are the people doing and why?

a. Who are the people in the boat? Tourists Adventurers Sportsmen Celebrities
b. How can you tell that the boat is going fast?

The water spray The expression on the people’s faces The name of the boat
c. What expressions do they have?

Excited Absorbed Afraid Suspicious Confident
d. Why do you think they do this? Excitement Money Fun Exercise
3. Would you like to try? Why?

a. How might you feel on to the boat trip?
Exhilarated Depressed Excited Thrilled Jealous Frightened Scared
b. What reasons could you give? Put the reasons in the correct column.
I can’t swim. • I am always cautious. • I enjoy danger. • I have a fear of water. • I like going fast. • I like taking
risks. • I hate people screaming. • I hate getting wet. • I love trying new experiences. • I like making memories.
Reasons for liking it Reasons for hating it
I enjoy danger. I can’t swim.
I like going fast. I am always cautious.
I like taking risks. I have a fear of water.
I love trying new experiences. I hate getting wet.
I like making memories. I hate people screaming.

GO! ➔ Book, p. 119
B Hotting up!
Hikers in New Zealand are being urged to stay away “We recommend climbers, trampers3 and walkers [not to]
from the crater lake of a volcano featured in the Lord of enter the zone”, said Paul Carr, an operations manager
the Rings trilogy because of increased activity. 15 at Tongariro National Park, in a press release. “Guiding
GNS Science has raised the volcanic alert level of Mount companies should also heed the advice4 and not take
5 Ruapehu to level two, which stands for “moderate to people into the zone.”
heightened1 volcanic unrest2.” Level three indicates In the past two and a half weeks, the temperature of
a small eruption. the crater lake at Mount Ruapehu has increased by 25
“We have many episodes of unrest but very few erup- 20 degrees, from 20 to 45 degrees Celsius (68 to 113 degrees
tions,” Brad Scott, a volcanologist at GNS Science, told Fahrenheit).
10 CNN. Claire Moran, edition.cnn.com, May 12, 2016.
Hikers are being told to keep at least two kilometers 1. heightened: augmenté. 2. unrest: activité. 3. trampers:
away from the crater’s center. randonneurs. 4. heed the advice: faire attention aux conseils.
AG N E M
MP
AP
O
DIFFÉRENCIATION
EN
A CC

S O N N A LI S
É
P
A
1. What geographic feature is the subject of the article?
a. Why are people being advised not to visit the area of the volcano?
The volcano contains poisonous gases. The volcano could erupt.
The weather is particularly bad. They could damage the environment.
b. Which words suggest danger relating to the volcano?
Danger
Alert
Unrest
Moderate to heightened
2. Who is being advised to keep away/not to go near it?

a. Underline the words which give an order in red and those which are just suggestions, in green.
Recommend • Insist • Advice • Tell • Suggest • Forbid
200
b. Who gives the advice? Who takes the advice?
GNS Science gives the advice.
Climbers, trampers and walkers are asked to take the advice.
c. Now complete the chart below concerning the advice you find in the text.
Giving advice Taking advice
Told to stay away. Hikers are being urged.
Raise the alert level. Heed the advice.
Recommend not to enter the zone.
d. How do you start a sentence giving an order?

You have to You could You must You should
e. How do you start a sentence giving advice? I say… S

I urge I hope I expect I recommend
CONSEIL
Lorsque tu recommandes
3. What is the reason for this? quelque chose (comme l’auteur
dans le texte), tu donnes un
Explain the danger that exists.
conseil (pas un ordre).
The volcano could erupt. Ex.: I recommend / I suggest /
I advise / that you take care
when you visit the volcano.
B
1. What geographic feature is the subject of the article?
a. What is the cause of the danger which is the subject of this article?
The volcano is active and could erupt.
b. How can we tell that there is a danger?
The temperature around the volcano is increasing.
2. Who is being advised to keep away/not to go near it?

a. Pick out the different people who might be in danger.
Hikers, walkers and trampers might be in danger.
b. What do they have in common?
They often visit the site of the volcano.

c. How do you start your sentence to give advice?
You have to… You could… You must… You should…
3. What is the reason for this?

a. How can you know when the volcano will erupt?
The sulphur smell will increase. The weather will change dramatically.
Scientists can calculate it. We can’t know for certain.
Such events are unpredictable. It gets very windy.
b. What could be the result of ignoring the advice?
If the volcano starts to erupt, people would be in great danger from the molten lava.
go further!
Try to find some photographs of yourself and some friends at an adventure park or go to the site of your local
theme park. Look carefully at the faces and try to describe the emotions they show.
Look, our hair is standing on end! We were terrified!
That’s Brian on the roller coaster. He seems surprisingly calm.
In groups. Talk about what other extreme sport or activity you would like to try in New Zealand. Explain why.
1. Make a list of extreme sports you would like to try in New Zealand (where bungee jumping started).
2. Divide the activities into winter, summer, land and water sports.
3. Explain why you've chosen these and imagine how you'd feel doing them.
202
5 A Kiwi life
A Maori fashion: a timeless expression of identity

1. Say everything you can about the pictures.
a. Identify the documents.
Two advertisements Two paintings Two photos Two book covers
b. Who are the characters? They are Maori.
c. Are they from New Zealand? (Caption) Yes, they are New Zealanders.
d. What sort of clothes are they wearing? (Caption/picture) They are wearing traditional clothes.
2. Describe the characters’ clothes and adornments.

Underline in red what the man is wearing and in blue what the woman is wearing.
A shark tooth earring • A greenstone pendant • A feather cloak (cape) • A feather dress •
A shark tooth pendant • Tattoos • A head adornment
3. What does their appearance show?

a. Do the characters wear these sorts of clothes every day? (Caption)
No, they don’t wear these sorts of clothes every day.
b. When do they wear them? (Caption)
They wear them for special occasions.
c. How do the characters look?

Proud Nice Sad Satisfied Unhappy
GO! ➔ Book, p. 120
B A unique cultural heritage MP

AG N E M
AP
O
DIFFÉRENCIATION
EN
A CC

T
ER
S O N N A LI S
É
P
A
1. Who is the document about? Give details.
Watch the video from the beginning to 0:14 and answer the questions.

1. 2. 3.
a. Who is this woman (1.)? She is a news presenter (a journalist).
b. Who is she speaking about (2.)? She is speaking about the Maori.
c. Why (3.)?
Because Prince Harry was in New Zealand. (During his first visit to New Zealand Prince Harry met
some Maori people.)
2. How was their culture protected?

a. When did they arrive in New Zealand?
They immigrated in the 1200s (in the 13th century).
b. What name did they give to this land?
The land of the long white cloud (Aotearoa).
c. Where did they come from?

Indonesia Asia Polynesia Australia
d. What facilitated the protection of their culture?
They were isolated for centuries.
3. How do they express their culture?

Watch the video with no sound and answer the questions.
a. Tick the elements of the Maori culture you can see in the video.
Iwi (a tribe) Sacred mountains and rivers Hongi (a way of greeting)
204
Ta moko (a facial tattoo) aka (traditional canoes
W Maori legends and stories
and paddles)
Korowai (a feather cloak) Kapa haka (a war dance) Maori arts and crafts
b. W
atch the video from the beginning to the end. Underline in blue the elements of the Maori culture you
can hear in the video.
B
1. Who is the document about? Give details.
Watch the video from the beginning to 0:14 and answer the questions.
1. 2. 3.
a. Who is this woman (1.)? She is a news presenter (a journalist).
b. Who is she speaking about (2.)? She is speaking about the Maori.
c. Why (3.)? Because Prince Harry was in New Zealand. (During his first visit to New Zealand
Prince Harry met some Maori people.)
d. How important are the Maori to New Zealand culture? They are central.

2. How was their culture protected?
a. When did they arrive in New Zealand? They immigrated in the 1200s (in the 13th century).
b. What name did they give to this land? They called it the land of the long white cloud (Aotearoa).
c. Where did they come from? They came from Polynesia.
d. What facilitated the protection of their culture?
They were isolated for centuries (they had no contacts with other people).
3. How do they express their culture?

a. Wath the video with no sound. Under each photo, write what they represent using the following list.
Ta moko (facial tattoo) • Korowai (a feather cloak = cape) • Hongi (a way of greeting) • Iwi (a tribe) •
Kapa haka (war dance) • Sacred mountains and rivers • Waka (traditional canoes and paddles) •
Maori legends and stories • Maori arts and crafts
Iwi (a tribe) Sacred mountains Hongi (a way of
and rivers greeting)
Ta moko (a facial Waka (traditional Maori legends
tattoo) canoes and paddles) and stories
Korowai Kapa haka Maori arts
(a feather cloak) (a war dance) and crafts
206
b. Highlight in yellow the elements of the Maori culture you can see in the video.
c. Watch the video and underline in blue the elements of the Maori culture you can hear in the video.
d. Watch the video from 0:45 to 1:06. What sort of language do the Maori have? Why?
They have a secret language. They use symbols (body tattoos / carved language).
Tattoos communicate about the past and the future.
6 Maori art
A Maori carver at work

An advertisement A photo A magazine cover A book cover
b. Where does the scene take place? (Caption)
Country: in New Zealand
Place: at Te Puia in Rotorua
c. Who can you see? (Photo and title) I can see a man (a Maori).
2. What is the man doing?

a. The character is: at home. in an artist's studio. in a shop.
b. He is: carving wood. carving stone. painting on wood. drawing on stone.
3. What makes his art special?

a. What does it represent?
I can see a large figure, a strange body with swirls, spirals and symbols (a fantastic creature).
b. This artwork is: rich. symbolic. mysterious. strange.

beautiful. modern. traditional. ugly.

GO! ➔ Book, p. 121
B Whakairo – Maori carving
Before 1500, Maori carving shared common characteristics canoes) showed a tribe’s mana5 and wealth.
with Polynesian carving. However, over time Maori In the 19th century, European colonisation had a big impact
developed their own unique carving styles. The wood on Maori culture, including carving. Large carved
15 whakairo
they used for carving symbolised Tane, the god of the (meeting houses) became more common. However, by the
5 forest. Stone or greenstone1 were traditionally used in 1970s, many Maori lived in cities, and new urban marae6
carving. After Europeans brought metal to New Zealand, were constructed. In 2013 carving is taught at the New
carvers began to use sharper2 metal tools3. Zealand Maori Arts and Crafts Institute.
In the 1500s Maori carving began to develop its own Brett Graham, www.teara.govt.nz.
unique style, including the curved patterns and spirals
1. greenstone= sort of jade. 2. sharp= pointed. 3. tool=
10 inspired by New Zealand plants such as ferns. Elaborately instrument. 4. storehouse= depot. 5. mana= power. 6. marae=
carved pataka (food storehouses4) and waka taua (war communal centre where meetings and ceremonies take place.
AG N E M
MP
AP
O
DIFFÉRENCIATION
EN
A CC
T
ER
S O N N A LI S
É
P
A
1. What materials and techniques did Maori carvers use?
a. What materials did they use? Highlight your answers in blue.
b. What sort of tools did they use? Highlight your answer in yellow.
c. When did they begin to use them? Underline your answer in black.
2. How did their carvings become unique?

a. What inspired carvers? Nature, plants (ferns) were a source of inspiration.
b. How was it represented? It was symbolised by curved patterns and spirals.
c. What was carved? pātaka (food storehouses) and waka taua (war canoes).
3. How did they evolve from the 19th to the 21st century?
a. Underline the dates in red.
b. Fill in the chart below with elements from the last paragraph.
Dates What happened to carvings?
19th century Large carved whakairo became more common.
By the 1970s New urban marae were constructed.
2013 Creation of an arts and crafts school.
208
B
1. What materials and techniques did Maori carvers use?
a. What materials did they use? Highlight your answers in blue.
b. Which one represented a god? The wood they used represented the god of the forest.
c. What sort of tools did they use? Highlight your answer in yellow.
d. When did they begin to use them? Underline your answer in black.
2. How did their carvings become unique?

a. What inspired carvers? Nature, plants (ferns) were a source of inspiration.
b. How was it represented? It was symbolised by curved patterns and spirals.
c. What was carved? pātaka (food storehouses) and waka taua (war canoes).
d. Why? It had a social importance: to show how rich and powerful the tribe was.
3. How did they evolve from the 19th to the 21st century?
a. Underline the dates in red in the text.
b. Complete the following timeline representing the evolution of Maori carvings. Write the centuries
in the middle, the dates under the arrow and the corresponding keywords above.
Carving became more common Creation of an arts and
because of the European colonisation. crafts school
19th 20th 21st
century century century
Urban marae were constructed. 1970s 2013
Many Maori moved to cities. (1970-1979)
go further!
The Maori lived in New Zealand before its colonisation by the Europeans. Do you know another native
people (in Australia, the US, etc.)? Write one or two sentences about it.
The Aborigines from Australia, the Inuit from Canada or the Native Americans are also native people who
have tried to keep their culture and traditions in spite of European colonisation.

In pairs. You are a journalist. You interview a Maori artist about his work for a local newspaper.
The artist can be a carver, a tattoo artist, a fashion designer, a jeweller, etc.
1. With your partner, choose if the artist is a carver, a tattoo artist, a Maori fashion designer, a jeweller, etc.
Write two questions about his past (beginning of career, etc.), two questions about his present (inspiration,
technique, etc.), two questions about his future (plans, etc.).
2. Write your answers. You can find more information about Maori symbolism on the Internet.
3. Act out the interview. Use Comment réaliser une interview, p. 126.
New Zealand: land of arts and nature

1 Décris ces photos. Utilise le vocabulaire des leçons 1 et 2.
I can see a film crew shooting a movie.
The beautiful landscape is surrounded
by rocks and wild grass.
It looks like a guided visit of LOTR's
scenery. There is a guide with
adventurers or fans of the movies.
210
2 Trouve les mots qui correspondent à chaque définition.
a. To relax in water: Bathing
b. A source of warm water: Hot spring
c. To divide in two: Split up
d. A pond with a lot of sludge: Mud pool
3 Écris en dessous de chaque image de quoi il s’agit en utilisant les mots suivants.
A canoe • A feather cloak • A fern • A Kiwi • A shark tooth pendant • Carving tools •
A greenstone earring • A paddle
A Kiwi A feather cloak A paddle A fern

A shark tooth pendant A greenstone earring Carving tools A canoe

4 Choisis une image parmi celles ci-dessus. Demande à ton camarade de te poser des questions
pour deviner de quelle photo il s’agit.
Ex.: What colour is it? Does it represent a man?

A. Les gap fillers ➔ Book, p. 123
1 Dans le texte suivant, souligne les gap fillers.
“Yes, you can make all sorts of great memories on our guided tour, especially in … what do you call it… Hold
on… I have it right there… Yes! It’s called ‘Paradise’, a small village. It’s located… Well… errr… ah yes! … North of
Glenorchy on the South Island of New Zealand!”
B. Les adjectifs formés à partir de verbes ➔ Book, p. 123
2 Transforme les propositions subordonnées relatives du texte suivant en utilisant des adjectifs en -ing.
Ex.:The first thing you notice in the Rotorua area are the springs which bubble and the geysers which steam.
The first thing you notice in the Rotorua area are the bubbling springs and the steaming geysers.
a. You can’t feel the tectonic plates which move nor the rocks which grind together.
You can’t feel the moving tectonic plates nor the grinding rocks.
b. It is an experience which moves you and a landscape which amazes you.
It is an moving experience and an amazing landscape.
c. No one can believe the effects which give health or the sulphur which smells foul until they experience it
for themselves.
The health-giving effects or the foul smelling sulphur until they experience it for themselves.
C. L’expression de la durée avec for ➔ Book, p. 124

The Maori were isolated for centuries.
They have existed in New Zealand for centuries.
a. Souligne en bleu les expressions relatives à une durée, puis complète.
Les expressions relatives à une durée sont introduites par for .
b. Souligne en rouge les verbes conjugués, puis complète la phrase suivante.
Were isolated est conjugué au prétérit et have existed est conjugué au present perfect .
212
c. Que remarques-tu ? Complète les phrases suivantes.
Après were isolated, for centuries exprime :
une notion de durée achevée au moment où je parle.
une notion de durée encore en cours (non achevée).
Après have existed, for centuries exprime :
une notion de durée achevée au moment où je parle.
une notion de durée encore en cours (non achevée).
d. Que conclus-tu ? Complète.
For sert à exprimer une durée .
Si l’action est achevée au moment où je parle, j’utilise le prétérit .
Si l’action est encore valable ou encore en cours au moment où je parle, j’utilise le present perfect .
4 Conjugue le verbe au prétérit ou au present perfect selon le sens.
a. Maori (use) have used tattoos for ages.
b. They (build) built fortified villages for many years.
c. They (tell) have told their legends about Waikiki for a thousand years.
d. They (hunt) hunted the moa bird for a long time.
D. Les adverbes en -ly ➔ Book, p. 124
5 Écris les adverbes en -ly qui correspondent aux adjectifs.
Nice: nicely Technical: technically
Beautiful: beautifully Precise: precisely
6 Utilise ces adverbes pour nuancer les phrases suivantes.
a. They built beautifully decorated houses.
b. Canoes were technically sophisticated.
c. Waikiki was not precisely located.
d. She is wearing a nicely carved pendant.

A. La prononciation néo-zélandaise ➔ Book, p. 124
1 Les Néo-Zélandais ont tendance à monter la voix d’un ton en fin de phrase comme dans une phrase
interrogative. Entraîne-toi à prononcer les phrases suivantes avec l’accent néo-zélandais.
a. We visited Mount Aspiring last year. It’s where they filmed scenes from The Lord of the Rings.
b. There are parts of the park you should not visit. The volcanoes are still very active.
c. The South Island is ideal for people who love adventure. You should try the Shotover Jet ride.
d. The Maori are famous for their tattoos. They showed them to Prince Harry on a recent visit.
B. La non-accentuation des mots grammaticaux ➔ Book, p. 124
MP3
2 Écoute la phrase suivante. 52 CD2
90
The Maori are central to New Zealand’s culture and identity.
a. Souligne les mots accentués (ceux que tu entends le mieux).

Les mots accentués sont :
ceux qui portent le sens de la phrase. les mots grammaticaux.
b. Quels mots ne sont pas accentués ?
The/are/to/‘s/and
Les mots non accentués sont :

ceux qui portent le sens de la phrase. les mots grammaticaux.
3 Écoute les phrases suivantes. Repère les mots accentués et non accentués, 53 CD2
91
MP3
et entraîne-toi à les lire.

They were isolated for centuries. Their crafts are imbued* with stories.
(*imbued = imprégnés)
214
Auto-évaluation
Vocabulary
c J’ai mémorisé le vocabulaire lié aux volcans et à l'activité sismique.

c J’ai mémorisé le vocabulaire lié aux objets culturels.
c J’ai mémorisé le vocabulaire lié à la cinématographie.
c J’ai mémorisé le vocabulaire lié aux paysages.
c J’ai mémorisé le vocabulaire lié à la culture maorie.
Grammar
c Je sais utiliser les gap fillers.

c Je sais utiliser les adjectifs formés à partir de -ing.
c Je sais utiliser la durée avec for.
c Je sais utiliser les adverbes en -ly.
Culture c J’ai découvert la culture des Maoris.

PEAC et parcours c J’ai découvert des aspects de la cinématographie.
Domaines 1, 2, 3, 5 c J’ai découvert la géologie de Nouvelle-Zélande.
Écouter et c Je sais écouter et comprendre les informations d’une vidéo

comprendre sur les Maoris.
sur le tournage de The Lord of the Rings.
Parler c Je sais parler de la culture maorie.

en continu
c Je sais parler comme un guide touristique.
Domaines 1, 2, 3
Réagir et
c Je sais interroger de manière naturelle lors d'une discussion
dialoguer
c Je sais réaliser une interview.
Domaines 1, 2
Lire et c Jesais comprendre les informations essentielles d'un texte

comprendre
Domaines 1, 2 court sur l'évolution du tourisme de Nouvelle-Zélande.
Écrire
c Je sais préparer une interview à l’aide de notes.
Domaines 1, 2, 5

Crédits iconographiques
Couverture : © Sean Pavone/Shutterstock
p. 9 et 10 musique © Vmaster/Shutterstock ; p. 9 et 10 thé © AijaK/Shutterstock ; p. 9 et 10 douche © gst/Shutterstock ; p. 9 et 10 vélo © AF

studio/Shutterstock ; p. 9 et 10 foot © Hibrida/Shutterstock ; p. 9 et 11 Facebook © fotoscool/Shutterstock ; p. 9 et 11 habillage © Comodo777/
Shutterstock ; p. 9 et 11 TV © vectorisland/Shutterstock ; p. 9 et 11 petit déjeuner © Spreadthesign/Shutterstock ; p. 9 et 11 réveil © AVS-
Images/Shutterstock ; p. 9 et 11 école © Telman Bagirov/Shutterstock ; p. 9 et 11 jeu vidéo © karawan/Shutterstock ; p. 9 et 11 bus © Studio_G/
Shutterstock ; p. 9 et 11 textos © Jane Kelly/Shutterstock ; p. 9 et 11 brosse à dents © veronchick84/Shutterstock ; p. 18 droite dirty track © EMJAY
SMITH/Shutterstock ; gauche stadium track © jorgen mcleman/Shutterstock ; p. 19 et 20 cycling, swimming, football, athletics © Jollanda/
Shutterstock ; p. 22 capture what did you learn © source: www.fhi360.org/DR ; p. 22 capture mark twain © source: www.fhi360.org/DR ; p. 22 You
can © Krasimira Nevenova/Shutterstock ; p. 25 étagère © Zonda/Shutterstock ; coffre © Doremi/Shutterstock ; crayons © zzveillust/Shutterstock ;
livres © INSAGO/Shutterstock ; p. 26 © Michael Steele/Getty Images/Afp ; p. 27 école © Telman Bagirov/Shutterstock ; p. 27 ballon foot © tabako_
ua/Shutterstock ; p. 27 textos © Jane Kelly/Shutterstock ; p. 27 maths © Tomacco/Shutterstock ; english © karen roach/Shutterstock ; puit © nld/
Shutterstock ; vaiselle © Jane Kelly/Shutterstock ; p. 37 tacos © Olga Miltsova/Shutterstock ; burgers © sarsmis/Shutterstock ; sushis © GreenArt/
Shutterstock ; p. 39 céréales © Oliver Hoffmann/Shutterstock ; jus orange © Pixel Embargo/Shutterstock ; p. 39 burger © Hans Geel/Shutterstock ;
p. 39 café © Peter Kotoff/Shutterstock ; p. 39 soda © Kues/Shutterstock ; pâtes © Viktor1/Shutterstock ; fish and chips © gkrphoto/Shutterstock ;
fruits © Elena Itsenko/Shutterstock ; légumes © margouillat photo/Shutterstock ; poulet © Tim UR/Shutterstock ; toasts © Volodymyr Krasyuk/
Shutterstock ; omelette © paulista/Shutterstock ; p. 41 A © David Gray/Reuters ; p. 41 B © plats Nitr/Shutterstock ; pizza © Fanfo/Shutterstock ; 1
© source: www.sbs.com.au/DR ; 2 © source: www.sbs.com.au/DR ; 3 © source: www.sbs.com.au/DR ; 4 © source: www.sbs.com.au/DR ; 5 © source:
www.sbs.com.au/DR ; smoker © Rvector/Shutterstock ; filet © terekhov igor/Shutterstock ; perceuse © ByoungJoo Yi/Shutterstock ; extracteur
miel © J. Lekavicius/Shutterstock ; casque © Panda Vector/Shutterstock ; lampe-torche © Moises Fernandez Acosta/Shutterstock ; bee brush
© Mountain Brothers/Shutterstock ; baton © Africa Studio/Shutterstock ; gants © Florin Burlan/Shutterstock ; marteau © revers/Shutterstock ;
p. 49 friteuse © olegtoka/Shutterstock ; micro-ondes © Kit8.net/Shutterstock ; poele © Vasilyeva Larisa/Shutterstock ; casserole © Natykach
Nataliia/Shutterstock ; four © Thitipat Vatanasirithum/Shutterstock ; barbecue © alejik/Shutterstock ; p. 50 fast food © GraphicsRF/Shutterstock ;
healthy © moonkin/Shutterstock ; p. 79 © penguin random house ; p. 90 A Illustrations © Tony Ross 2013 from the Horrid Henry series by Francesca
Simon. Reproduced by permission of Orion Children’s Books, an imprint of Hachette Children’s Group, London.; B © DR ; p. 97 © Collection
Christophel/Warner Bros ; West Coast p. 117 A © EQRoy/Shutterstock ; B © 1000 Words/Shutterstock ; C © meunierd/Shutterstock ; D © A_Lesik/
Shutterstock ; p. 118 et 119 1 source: Universal Pictures France/DR ; p. 118 et 119 2 source: Universal Pictures France/DR ; p. 118 et 119 3 source:
Universal Pictures France/DR ; p. 120 © Albachiaraa/Shutterstock ; p. 125 et 126 présentatrice © Courtesy CNN ; p. 126 et 127 2Pac © Courtesy
CNN ; p. 142 A © Zerbor/Shutterstock ; B © BONEVOYAGE/Shutterstock ; C © slonme/Shutterstock ; p. 151 Jessica Ennis-Hill © Buda Mendes /
Getty Images/Afp ; Beth Tweddle © Ryan Pierse/Getty Images/Afp ; Geraint Thomas © Bryn Lennon/Getty Images/Afp ; Caster Semeya © Dylan
Martinez/Reuters ; Carl Frampton © Press Eye Ltd/Shutterst/Sipa ; Michael Conlan © Warren Little/Getty Images/Afp ; p. 152 © Anton V.
Tokarev/Shutterstock ; p. 154 et 155 © The Reporters’Academy ; Tudors p. 161 beret © Saiana/Shutterstock ; veste © Kiselev Andrey Valerevich/
Shutterstock ; collier © Alexandr III/Shutterstock ; bague © chotwit piyapramote/Shutterstock ; bijoux © Alexandr III/Shutterstock ; manteau
© notkoo/Shutterstock ; p. 162-163 © andkuch/Shutterstock ; p. 165 © The Armada Portrait, c.1588 (oil on panel), Gower, George (1540-96)
(attr. to) / Woburn Abbey, Bedfordshire, UK / Bridgeman Images ; p. 168 © Bibliotheque Nationale, Paris, France / Bridgeman Images ; p. 174
© Eileen Tweedy/Aurimages ; p. 175 © Archives du 7eme Art / Photo12/Afp ; p. 180 et 181 hook © ajt/Shutterstock ; p. 180 et 181 zip © ulia_color/
Shutterstock ; p. 180 et 181 velcro © Josep Curto/Shutterstock ; p. 182 © MediaWorldImages / Alamy Stock Photo/photo12 ; p. 183 A © Her
Majesty Queen Elizabeth II, 2016 / Bridgeman Images ; B © Her Majesty Queen Elizabeth II, 2016 / Bridgeman Images ; C © De Agostini Picture
Library / Bridgeman Images ; D © The Armada Portrait, c.1588 (oil on panel), Gower, George (1540-96) (attr. to) / Woburn Abbey, Bedfordshire, UK /
Bridgeman Images ; p. 184 King heny Tudor series © Collection Christophel © TM Productions Limited ; p. 189 A © Karl Denham / Alamy Stock
Photo/Photo12 ; p. 189 B © JBOY/Shutterstock ; p. 190 A © EpicStockMedia/Shutterstock ; B © Mark_and_Anna_Wilson/Shutterstock ; C © Patryk
Kosmider/Shutterstock ; p. 191 et 192 hobbitown © Sorajack Mongkolsri / Alamy Stock Photo ; p. 193 © Tourism New Zealand ; p. 196 © Azuzl/
Shutterstock ; p. 204 et 205 présentatrice source: www.seeker.com/DR ; p. 204 et 205 tatouage source: www.seeker.com/DR ; p. 204 et 205 hongi
source: www.seeker.com/DR ; p. 204 et 206 iwi source: www.seeker.com/DR ; p. 204 et 206 montagnes © wolfmaster13/Shutterstock ; p. 205
et 206 ta moko source: www.seeker.com/DR ; p. 205 et 206 waka source: www.seeker.com/DR ; p. 205 et 206 légendes © neftali/Shutterstock ;
p. 205 et 206 korowai source: www.seeker.com/DR ; p. 205 et 206 kapa haka source: www.seeker.com/DR ; p. 205 et 206 art maori source:
www.seeker.com/DR ; p. 210 A © Heyday films / LBO Productions /Collection ChristopheL/Afp ; B source: newzealand.com/DR ; p. 211 kiwi © Eric
Isselee/Shutterstock ; cape plumes © Gina Smith/Shutterstock ; rame © marekuliasz/Shutterstock ; fougère © vendor/Shutterstock ; dent requin
© daulon/Shutterstock ; greenstone © Lakeview Images/Shutterstock ; outils © revoltan/Shutterstock ; canoe © Patricia Hofmeester/Shutterstock
Nous avons fait notre possible pour obtenir les autorisations de reproduction des textes et des documents publiés dans cet ouvrage.
Dans le cas où des omissions ou des erreurs se seraient glissées dans nos références, nous y remédierons dans les éditions à venir.
Dans certains cas, en l’absence des réponses des ayants droit ou lorsque nous n’avons pu trouver les ayants droit, la mention DR
a été retenue. Leurs droits sont réservés aux éditions Hachette.
E4
CL
CY
e
What’s
workbook on
Le workbook
Pour travailler en
eurs pour vous
Un workbook en coul classe et à la maison.
long de l’année.
accompagner tout au Prix public 2017 : 7,95 €.
rique
le numérique
mé
Plan nu
Le parcours digital
Une alternative numérique au workbook : des exercices interactifs
pour s’entraîner tout au long de l’année.
Disponible à la rentrée 2017.
À commander chez le libraire adjudicataire
ou sur www.kiosque-edu.com
La version numérique enseignant du workbook
OFFERTE
Adoptez le workbook dans votre classe et nous vous offrons la version numérique
enseignant.
Vidéoprojetez les activités et affichez la correction en un clic !
Pour en savoir plus, rendez-vous sur www.hachette-education.com
96/6590/6 (36 1257 7)
SPÉCIMEN
COMMERCIALISATION INTERDITE

Workbook Corrigé 4ème

Transféré par

Informations du document

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Workbook Corrigé 4ème

Transféré par

Droits d'auteur :

Formats disponibles

AVERTISSEMENT

Vous venez de télécharger gratuitement les corrigés du Workbook What’s on … 4e

Nous vous rappelons qu’ils sont destinés à un usage strictement personnel.

Deux raisons principales :

workbook Version corrigée pour l’enseignant

Un support idéal pour l’accompagnement

Davy VAN DER PEIJL

Couverture : Anne-Danielle Naname

3 City landscapes: Sydney pp. 56-77

4 Forever young? pp. 78-106

Complète la carte mentale avec le vocabulaire que tu connais.

New construction Uniform

A Charles, ready for school in Kenya

c. What is he wearing? He is wearing a green shirt.

d. What is he doing? He is posing for the photo. / He is smiling.

2. Describe the boy’s living environment.

They are poor / with corrugated roofs / mud walls / in a slum.

3. How do you think he is feeling?

b. He is going: to church. to school. to the village. to visit his family.

B The daily routine MP

Choose between the following exercises (A or B). ER

2. W hat do you learn about his timetable?

Starts at Activity or subject

7:15 Arrival at school / Getting organised

8:00 Teacher’s arrival / Praying / Singing songs / maths

9:30 Break / Running / Playing tag

11:45 Swahili or hygiene

12:30 Arts and crafts or French

4:00 Back home / Chores / Play soccer

3. W hat is surprising in his daily life? Tick the correct answers.

old. He lives in Kibera with his aunt and cousins.

2. W hat do you learn about his timetable?

Starts at Until Activity or subject

7:15 8:00 Arrival at school / Getting organised

8:00 9:30 Teacher’s arrival / Praying / Singing songs / maths

9:30 9:45 Break / Running / Playing tag

11:45 12:30 Swahili or hygiene

12:30 1:30 Arts and crafts or French

4:00  Back home / Chores / Play soccer

3. W hat is surprising in his daily life?

a. The boy’s school day: It starts early. / It finishes early.

b. His school subjects: He doesn’t have a lot of subjects.

A A typical school in Kenya

b. Where does the scene take place?

Place: In the country (in a rural area)

d. How are they dressed? They are wearing uniforms.

2. What are the children doing?

3. What can you say about their school?

B A hard day for Omissale MP

b. What country is she from? She’s from Kenya.

d. Where does she live? In a city In a town In a village

2. What are the girl’s activities every morning?

Go on Facebook Get dressed Watch TV Have breakfast Wake up

It means she got washed and dressed.

3. What makes her life difficult?

b. How does she go to school? She walks.

c. How long does it take? 30 minutes 50 minutes 40 minutes

f. What’s the consequence? The water gets in the shoes.

b. What country is she from? She’s from Kenya.

d. Where does she live? She lives in a village.

2. What are the girl’s activities every morning?

b. Listen and circle the activities you can hear.

c. The girl says, “I prepared”. Write what you think it means.

She means she got washed and dressed.

2. W hat do you learn about his timetable?

3. W hat is surprising in his daily life? Tick the correct answers.

2. W hat do you learn about his timetable?

4:00 Back home / Chores / Play soccer

3. W hat is surprising in his daily life?

2. W hat hardships do the children face?

b. What do the children tell us about life in Kenya?

c. List at least three surprising things you’ve seen in the video.

3. W hat unexpected advantage comes from the school journey?

b. Give an example from the video which shows that: