Livre Du Professeur: Anglais 2 A2/B1

Let’s
Meet
up!
LIVRE DU PR
OFESSEUR
ANGLAIS 2de A2/B1
DIRECTION D’OUVRAGE ET AUTEUR :

Erwan GOURAUD
FORMATEUR
ENSEIGNANT AU LYCÉE JEAN-JACQUES ROUSSEAU, SARCELLES (95)
AUTEUR·E·S :
Hugues AZAïS
ENSEIGNANT AU LYCÉE DÉODAT DE SÉVERAC, TOULOUSE (31)
Véronique DORGET
ENSEIGNANTE AU LYCÉE LOUIS LAPICQUE, ÉPINAL (88)
Sylvie DOUGLADE-VAL
FORMATRICE
ENSEIGNANTE AU LYCÉE CLAUDE GELLÉE, ÉPINAL (88)
Françoise DU
FORMATRICE
ENSEIGNANTE AU LYCÉE BREQUIGNY, RENNES (35)
Pierre GUENDOUZ
FORMATEUR
ENSEIGNANT AU LYCÉE JACQUES DUHAMEL, DOLE (39)
Axel JACOBIN
FORMATEUR
ENSEIGNANT AU LYCÉE MONTALEMBERT, COURBEVOIE (92)
Isabelle VALENTIN
FORMATRICE
ENSEIGNANTE AU LYCÉE DES MÉTIERS PIERRE DORIOLE, LA ROCHELLE (17)
Fatima ZAÂZOUI
ENSEIGNANTE AU LYCÉE LÉO LAGRANGE, BONDY (93)
Édition : Annika Sanchez, Anne-Laure Culière
Conception graphique : Christine Masson, Gudrun Challe
Mise en page : Gudrun Challe, Atelier Causse
Iconographie : Hatier illustration
Droits : Andréa Freire
© Éditions Hatier, Paris, 2018

ISBN : 978-2-401-04622-1
Toute représentation, traduction, adaptation ou reproduction, même partielle, par tous procédés, en tous
pays, faite sans autorisation préalable est illicite et exposerait le contrevenant à des poursuites judiciaires.
Réf. : loi du 11 mars 1957, alinéas 2 et 3 de l’article 41. Une représentation ou reproduction sans autorisation
de l’éditeur ou du Centre français d’exploitation du droit de Copie (20, rue des Grand-Augustins, 75006 Paris
constituerait une contrefaçon sanctionnée par les articles 425 et suivants du Code pénal.
Avant-propos
Let’s Meet Up! est le fruit du travail d’une équipe d’enseignant·e·s aux horizons et aux
parcours divers dans des régions et des établissements différents. Les séquences du manuel
ont été testées en classe et les documents ont été choisis afin de créer des parcours d’appren-
tissage qui permettront à tou·te·s les élèves de progresser au cours de l’année.
Let’s Meet Up! Anglais 2de s’articule autour de nombreux axes essentiels pour l’enseignement
de l’anglais : ancrage culturel, construction de compétences, différenciation, mémorisation…
L’équipe s’est attachée à proposer des thématiques variées, au cœur des centres d’intérêt de
nos élèves, qui permettent d’assurer un lien collège-lycée rassurant tout en s’écartant des thé-
matiques habituellement traitées en collège pour les amener à découvrir d’autres horizons.
1 La transition collège-lycée
La première unité Join the club? est une unité de transition, qui permet de commencer l’année
en s’appuyant sur les acquis des élèves.
L’ancrage culturel autour des high school clubs dans les lycées anglo-saxons est adapté au dé-
but d’année et les documents proposés, de niveau A2 vers B1, donnent l’occasion de découvrir
progressivement le niveau d’exigence visé en classe de seconde.
Chaque Act est construit autour de guidages méthodologiques, lexicaux, grammaticaux et prag-
matiques. Les encadrés Remember how to ont pour but de réactiver les acquis des élèves et de
leur (re)donner confiance. L’accent est mis sur les activités de réception et de production orales,
qui facilitent les échanges et délient les langues en début d’année.
Cette unité, plus courte que les autres et organisée différemment, a été conçue pour prendre
contact avec vos élèves et mettre en place une ambiance et une méthode de travail que vous
pourrez poursuivre avec Let’s Meet Up!
2 Le fort ancrage civilisationnel

Toutes les unités de Let’s Meet Up! sont ancrées dans la civilisation anglo-saxonne. Dans ce ma-
nuel de seconde, nous vous proposons de (re)découvrir l’Irlande, les États-Unis, le Royaume-Uni
et l’Afrique du Sud sous un angle différent, original et parfois même unique !
Les problématiques proposées, exprimées par la question du titre de chaque unité, font réflé-
chir les élèves afin qu’ils·elles s’approprient les contenus culturels.
Nous avons sélectionné les documents pour leur accessibilité, leurs natures diverses et surtout
leur authenticité. Il s’agissait aussi de susciter la curiosité des élèves avec des thèmes variés
qui vont leur plaire, mais également d’ouvrir leur horizon culturel : du thé, en passant par les
pirates, ou encore les comédies musicales !
Les unités que vous choisirez de traiter vous permettront ainsi de mettre la culture
anglo-saxonne au centre de vos enseignements.
3
3 La problématisation des notions du programme
Les unités de Let’s Meet Up! s’appuient sur les trois notions de l’entrée culturelle l’art de vivre
ensemble :
• mémoire : héritages et ruptures y unités 1, 2, 3, 5, 6, 7, 8, 10 et 11 ;
• sentiment d’appartenance : singularités et solidarités y unités de transition, 1, 2, 4, 5,
6, 7, 10 et 11 ;
• visions d’avenir : créations et adaptations y unités 4, 9 et 10.
Nous avons problématisé ces notions et vous proposons parfois d’ancrer certaines unités dans
plusieurs notions. Le questionnement apparait dès le titre de l’unité et la pluralité des interpré-
tations sera facilitée par les trois documents qui permettront aux élèves de trouver, seul·e·s
ou avec nous, la question centrale posée dans l’unité. C’est aussi un premier pas vers le cycle
terminal et les épreuves du baccalauréat, qui demandent cette gymnastique intellectuelle.
4 La différenciation
Nos élèves ont tou·te·s des parcours d’apprentissage différents et la classe de seconde doit
permettre à chacun·e d’atteindre le niveau seuil B1 du CECRL en fin d’année. Nous pouvons
tou·te·s constater que le niveau des élèves est hétérogène lorsqu’ils·elles font leur arrivée au
lycée. Nous avons donc conçu des parcours différenciés dans le manuel, afin de permettre à
tou·te·s nos élèves d’atteindre le niveau ciblé, à leur rythme.
Nous avons créé deux types de parcours de différenciation :
• un même document et deux parcours différents : les trails TRAIL A TRAIL B
• plusieurs documents de niveaux différents avec un questionnement commun : les group work.
a. Un même document (écrit ou oral) et deux parcours : les trails.

TRAIL A Nous cherchons à aider les élèves à repérer ce qui est le plus évident, le plus
concret et le plus explicite. On les aide à articuler leurs repérages pour réussir à créer du sens et
donc à comprendre le contenu du document. Ils·elles vont tout d’abord repérer des éléments
pour ensuite manipuler leurs repérages grâce à des activités de production, afin d’accéder au
sens. L’accompagnement est plus fort et la méthodologie de réception plus guidée.
TRAIL B Les élèves vont aller davantage dans le détail et dans l’implicite du document.
Les activités de repérage sont moins guidées et laissent plus de place à l’autonomie dans la
construction du sens.
Meet up! est l’objectif commun : à la fin des deux trails, les élèves ont une même question de
production finale. Chaque élève aura ainsi en main les outils pour répondre à la question finale,
avec un niveau de maîtrise des nuances du document différent, mais suffisant.
Un fonctionnement souple : vous pouvez décider d’utiliser un seul parcours pour la classe, ou
personnaliser votre approche auprès de chaque élève, ou encore laisser le choix aux élèves…
Il ne s’agit pas de stigmatiser, mais bien de s’adapter au potentiel des élèves. Un·e élève pourra
faire le Trail A en compréhension écrite et le Trail B en compréhension orale, car les élèves sont
parfois plus à l’aise avec une activité langagière qu’avec une autre, mais aussi passer du Trail A
au Trail B selon ses progrès pendant l’année. Ainsi, suivant les documents, les thèmes, les mo-
ments de l’année, ces parcours différenciés accompagneront chacun·e de vos élèves.
4 Avant-propos
b. Plusieurs documents et un questionnement commun :
les group work PÉDAGOGIE DIFFÉRENCIÉE
Tous les group work ne sont pas différenciés, mais les group work siglés « Pédagogie différen-
b. Indian humour
c. The voice ciée »of le thesont. Avec ce mode de différenciation, nous vous proposons des documents (écrits
voiceless
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sheIndian Affairs. Rather the image of
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ght I knewregard.
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Zanele Muholi for www.lensculture.com March 2017
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owns3.astop working when getting old 4. take care of 5. survive financially
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(adresses Internet courtes).2 Explain what is meant by “the granite-faced grunting redskin” (l. 5).
ing
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PARCOURS
3 Say what1surprised
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Pick out the elements showing how
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dress5 La mémorisation
is used by some people. 4 Pair work Using the text, discuss how Curtis’s photographs misrepresented Native Americans.
1 Look at the photograph. Describe what the model is 1 Look at the photograph and
A
4 words n Books and articles
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use work
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2 How Long John
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and symbolical the lthough we may
describe it. Comment not know
on the model’ the
s symbolic meaning The Absolutely True
your drawingheaddress
to your partner.
in Native American culture? look.
of Indian headdresses, many people find them to
peg doormat headdress shawl coat Diary of a Part-Time
Medicine Crow, c. 19083 Would you say the feather is ac. How to be abe real Indian?
beautiful works of art. It is believed that the Sioux Indian, S
symbol
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2 Describe the use of light, of unity or division?
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model represents in the photograph.
Comment on the model’s look. L S, 2002
d’activités pour favoriser le travail de mémorisation des apports nouveaux de chaque unité,
often seen on warriors and chiefs in
Explain who inspired the artist and why. Everything You
3 InWHEN
the firstYOU'RE NATIVE pick out the different people paintings and pictures. Only the Need to Know About
two paragraphs, 1 Describe the Native American
Indigenousin the screenshot
mentioned AND qu’ils soient lexicaux, culturels, grammaticaux ou pragmatiques.
SOMEONE,
by the artist. Explain the link between the people
3 Focus mostonbrave and powerful
the materials worn
the tribe wore headdresses.
of by the
and compare it with the pictures
Peoples
on the
Day, ., left page.
2017
model. Using the text, show that art has http://ti.me/2goNzMw
and the model in the picture.Don’t mess with 10 […]
the powerPeople
of transformation.
always asso- 2 Watch the video and make a list of photographers
Native American
the clichés
ate the headdress!
4 inObserve
the list the everyday objects used in the photograph. How respond to Edward Curtis’ images 100
Manipuler les nouvelles informations en contexte pour les mémoriser.

does art transform them?
ciate Indian headdress
4 Explain the artist’s intentions with
with feathers, but do
Sherman Alexie uses to
make fun of Native
years later, .
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Art has transformed…• Memory challenge : à la Byfiusing…
nfeathers
de the chaque double-page
is to… 3 de cours, lesSherman
Americans.
élèves sont invi-
Edward Curtis’ Epic Project to
you know what the
15 artist's aim
represent?
Photograph Native Americans,
Joseph Alexie, Jr. S., 2012
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ils·elles les
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http://bit.ly/2qDUSZ8
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.
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Meet up! a brave act. Many times, the first writing is inspired by his
John Silver and Captain Flint in Black Sails, could sum up the point
Create the museum label souvenir” ! art with theSmoke
for this work of elements of the featherAlexie,
bycaption andearned
20 by a warrior was given
the text. of view developed in the
experiences as a Native
YOUR FAMILY
Signals Sherman 1998 American with ancestry
to him for being seen as an adult member of the tribe.
video. from several tribes.
However, the warrior was not just given the feather.
The warrior had to prepare himself to receive such
Prepare your Project
Memory Prepare your Project
Memory Memory
an honor and that often required days of fasting1 and
25 meditation.
Discuss≠photographic
colourful black and white art.
e
Challenge e
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Each time the warrior earned a feather, he would
Debate, don’t hate. either wear it (but he only wore a couple2 into battle) Ch e
n allenge
Videos
laid-back: relaxed or put it on a pole3 used for special occasions. Once he
film realistic.
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At a contemporary art exhibition, you and Group a friend
work
Redskin – Native Americans – One
withdrawn: reserved Make aexplained
list. Write down as many Spell it out!
had collected enough feathers,asthey
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headdress.concerning
referring to South
Because each Africa
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6 misconceptions About Native
Muholi’s ates. photographs. Describe the picture(s),
pirates. interpret it
Native Americans. possible,
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spell
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together infor
a headdress made American People, T V
Indian, American.
http://bit.ly/2jKyPXU
(them) and give your opinion. your partner.
that Indian headdress even more special. Only the
Unit 5 59 men, closest friends of the warrior, were involved in 91
Unit 4 hatier-clic.fr/lmu2034 making the headdress. The Indian chiefs also 77“earned” n Website
Native American Heritage, N
35 each of their feathers. The most prized of all feathers to
ing in this direction
ed up about two things
All Native ve Americans
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Rebrasser les acquis en jouant pour favoriser la mémorisation.
eaddr
d
wear headdresses. feather. Because the Indians saw the eagle as a messen-
ger of God, this feather could only be earned through
remember
• Quiz : dans la double-page Spot on, un lien vers un quiz interac- Quiz your
hardship, loyalty, and strength.
knowledge!
lished rules and codes
ws social status
tif de 10 questions permet le rebrassage des contenus lexicaux, www.indians.org (adapted)
1. not eating intentionally 2. two 3. totem 4. putting them together
culturels et phonétiques de l’unité. Les questions peuvent com-

Teen Vogue, 2016
Quiz
hatier-clic.fr/lmu2035
porter des images pour varier les méthodes

Unit 5
de mémorisation. 93
Ces quiz sont également disponibles en version imprimable dans le livre du professeur.
5
there are only two spots left, convince the president Remember how to
of the club to choose you. Talk about your personality
Student A You want to join the club. Explain outgoing: extrovert
the reasons why. sociable: friendly
Créer des liens entre les apports nouveauxshy:
Student B You are the president, select the
etintrovert,
les acquis.
reserved
amusing: funny
• Remember
best howclub.
students to join your to: dans l’unité de transition Joinpragmatic
down-to-earth: the club?, ces encarts visent à réactiver
lesRemember
acquis du collège,how to qui sont parfois lointains
creative pour les élèves après les vacances d’été !
clever: smart, intelligent, bright
Organise your thoughts
Remember how to
Improve
Structurer first/firstly, second/secondly,
Be more precise
Les verbes àyour pronunciation
third/thirdly, then…
particules z précis de phonétique, p. 248
Expliciter because, that’s why… On peut utiliser des adverbes pour
4 Dans
varier les degrés un dictionnaire,
d’intensité : vérifiez le sens des verbes
L’accent
Donner américain
des exemples for example, for instance…
Ces verbes sont suivis d’une préposition qui modifie a bit • a little
à particules suivants
• quite • rather • very •puis
reallycomplétez les phrases
Conclure to conclude, all in all…
leur sens initial de ces verbes. La préposition n’indiqueI am veryci-dessous
funny! au temps qui convient.
5 Lanilettre « t » dans cette phrase est-elle
un lieu ni un moment. 6 Écoutez ces mots prononcés par
CD1 PISTE 12 take off • blow up • set up • touch down • give up •
prononcée /t/ ou /d/? MP3 n° 16 la présentatrice américaine dans la vidéo
laybillet
out de 20 dollars. 19
“I want The astronauts
a letter toset
theup several experiments. CD1 PISTE 14
to quote editors of the Times- à propos du nouveau MP3 n° 18
• Quizlet• : nous avons créé des quizletmorning basés sur le lexique des rubriques Word spot et
. a. They• over
plan• to … a •colony on Mars.
Picayune, a writer,
set: go down a citizen named Charles Foy of
(se coucher) • former • pouring leaders better
Madisonville.” Cornish b. They … this plan years ago, as it was too expensive.
Build up your
≠
Maintenant,
set up: vocabulary.
les mots suivantsIlqui
install
écoutez
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sont ra à vos élèves de
Maintenant
c. Intaper
essayez de trouver la mini-url
si
his speech,
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CD1 PISTE 13 britannique. MP3 n° 19
précisez watch
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avec l’accent américain. MP3 n° 17
originale deafter:
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a. effort d. The rocket … just before landing. It was a terrible
d. ordered
a. better≠ look take care (s’occuper b. protesters accident. e. board
gratuite, les élèves pourront suivre des
b. quarterback
c. supporting
étapes d’e.aWhen
c. workers pprentissage,
the capsule …, the puis dewas
crowd mémorisation,
thrilled to
grâce à des activités ludiques déjà préparées, dont
d. voted see theils·elles
crew comepourront
back safe. choisir la difficul-
f. When the spacecraft …, there was a loud noise but
…
té, ce qui permettra à la fois la différenciation et l’everything autonomie !
went well.
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your pronunciation
CD1 PISTE 16
Quizlet
z précis de phonétique, p. 248
Les groupes de
Valuessouffle MP3 n° 20
b. There it is! The red planet Mars. For over two
thousand years, a symbol of war.
independence
Catégoriser le lexique pour faciliter la mémorisation.
Les mots sont prononcés
unity en groupes appelés « groupes
6
Money MP3 n° 21 Découpez les phrases suivantes en groupes
de souffle ». justice
• Build up your vocabulary : les élèves retrouveront, dans les pages Tools in the spotlight,
freedom of speech
Lorsqu’il y a des marques de
trust: confidence ≠
US Department of the Treasury
ponctuation, il faut s’en
Secretary of the Treasury
de souffle et prononcez-les. Écoutez
CD2 PISTE 23
l’enregistrement pour vérifier vos réponses.
tout le lexique des rubriques Word spot de l’unité, ainsi que d’autres mots et expressions,
distrust
servir afin de marquer currency:
ces groupes de souffl
fairness: justice coin
e. money used in a country MP3 n° 80
a. All of this led to an early twentieth century sense

afinReasons
de5construire
Prononcez lesleur compétence lexicale au fur
that et à mesure des unités. Le vocabulaire
fair: just ≠ unfair (bank)note (UK): bill (US): paper money
phrases suivantes there’s probably something out there.
MP3 n° 22 CD2 PISTE 22
… voters est également disponible à l’é

en vous appuyant sur la ponctuation.
outstanding: exceptional coute, ce qui facilitera sa
b. The public mémorisation
perception
MP3 n° 79
pour
of going to Mars and certain·e·s
going to
historical a. As soon as people understood what planets were, the Moon is what pushed us to go there.
élèves et permettra
celebrate some de diffitérencier
of them said: ‘Wouldn’t les
be neat to go approches.
there?’
Physical symbols MP3 n° 24
commemorate the Founding Fathers

figures: important people
Build up
represent: characterise
Symbols
people
deserve: merit, be worthy of symbol: emblem
your vocabulary
ou praise: acclaim landmark: symbolic monument / place Quizlet
stand out: be different from statue
CD2 PISTE 24 hatier-clic.fr/lmu2064
embody: represent pedestal
symbolise
Space travel MP3 n° 83
Speeches and news MP3 n° 81 spacecraft, spaceship:

Challenging symbols MP3 n° 23 headline: title of an article Slavery
crowded /MP3
packed:
n° 25
(place) with a space vehicle / vessel
Danger MP3 n° 82 front page: cover lot of people rocket: fast space
crowd: group of people memory: common knowledge Confederacy: Confederate states:
activist: militant of history crowd: group of people wealthy:
slave states rich vehicle
ight? uninterested: indifferent
demonstration: march dubious: ambiguous
mankind: humanity abolitionist: person who wanted
utter: pronounce the blue planet: Earth
scary:
opponentfrightening
≠ supporter protest to end slavery aerial view: view from
pride threatening:
value menacing remove: take down / away slave owner: someone who space/above
far-fetched:
significance exaggerated be opposed to ≠ be in favour of possesses slaves landing: touchdown
conflicting
daring: views: diverging
audacious gather: assemble freedom: liberty
countdown: count
opinions
wiped out: disappeared right a wrong: correct sthg bad struggle: fight
Space
down to zero
. forever remote: distant
obliterate: remove all reach (a destination)
signs of sthg launch: send
Unit 2 51 transport
convey:
Discoveries and progress MP3 n° 84
pioneer: first to do sthg puzzled: perplexed forecast / foresee: predict /

achievement: success neat (US): great, fantastic anticipate
milestone, breakthrough: momentous: significant perform
major change or innovation be proud of: be very satisfied complete: achieve: succeed in doing
pride: honour take over: control shortly: soon
thrilled: over the moon, excited appeal to sb: attract look forward to (V-ing): wait in
unbelievable: incredible show off: be pretentious anticipation
Unit 10 171
6 Avant-propos
6 La variété des supports
Nous savons à quel point nos élèves ont besoin de diversité, dans le type de documents comme
dans le style d’activités proposées pour les exploiter.
Let’s Meet Up! propose une grande variété de documents authentiques, que vous sélection-
nerez en fonction de votre public :
• Des supports de compréhension écrite : textes journalistiques, littéraires (poésie,
fiction), historiques, critiques, scientifiques et artistiques, bandes dessinées, chansons…
• Des supports de compréhension orale : bande-annonces, interviews, vlogs, vidéos
humoristiques, extraits de films et de documentaires, chansons, poèmes, extraits de
journaux télévisés…
• Des images culturellement fortes : cartes, infographies, monuments, peintures,
sculptures, posters, affiches de film, portraits, couvertures de magazines…
7 La diversité des approches

Nous avons choisi de varier les approches pédagogiques et les exploitations, tout en gardant
une structure fixe qui permettra aux élèves de construire efficacement leur apprentissage au
fil des unités.
• La double-page d’ouverture : une image au format XXL, une courte vidéo et une cita-
tion – trois activités langagières et surtout trois directions qui vont permettre aux élèves
de problématiser l’unité. Le titre sous forme de question mettra les élèves sur la piste de
la problématisation de l’unité.
• L’exploitation des documents : les élèves travaillent seul·e·s ou en binômes quand
l’exploitation s’y prête, ou encore en groupes, différenciés ou non selon la difficulté des
documents.
• E-workbook : une vingtaine de fiches d’exploitation prêtes à l’emploi permettent aux
élèves d’être davantage guidé·e·s ou d’aller plus loin, et nous font gagner du temps ! Les
quiz de chaque unité sont aussi disponibles à l’impression : à donner en classe, indivi-
duellement ou en équipe, ou encore en devoir à la maison pour vérifier et/ou réviser les
acquis à la fin de l’unité !
• Spot on : cette double-page, qui permet de développer le thème de l’unité, vise à
favoriser l’autonomie de l’élève et à l’emmener vers la méthodologie du baccalauréat.
C’est en croisant les trois documents que l’élève pourra répondre aux questions l’incitant
à approfondir sa réflexion. Chaque document a une forme différente (une vidéo, une
image artistique et un texte), ce qui permet d’explorer un aspect du thème de manière
différente et originale.
8 La grammaire et la phonétique au centre des apprentissages

La grammaire est un outil indispensable à la réalisation des tâches par les élèves. Vous trou-
verez dans chaque unité deux ou trois points de grammaire qui sont clés pour la réussite des
tâches finales. Ces points de grammaire, présentés dans les rubriques Grammar spot, sont issus
des documents, oraux ou écrits et sont donc authentiques et contextualisés, ce qui en facilitera
l’assimilation par les élèves.
7
Les élèves retrouveront ces points de grammaire sur la double-page Tools in the spotlight et
pourront (re)découvrir les règles de leur utilisation dans la rubrique Practise your grammar.
Ils·elles trouveront également des exercices d’application de la règle, tous contextualisés dans
le thème de l’unité, afin que la mise en pratique prenne du sens.
Les renvois au précis grammatical donneront aux élèves la possibilité d’aller plus loin, avec une
présentation de la règle plus poussée, accompagnée d’exercices d’application supplémentaires
pour favoriser la manipulation.
La phonétique occupe une place essentielle dans Let’s Meet Up! L’accentuation du lexique est
indiquée en gras dans les rubriques Word spot de chaque double-page, mais aussi dans la
partie Build up your vocabulary des pages Tools in the spotlight. Tout le lexique du manuel a été
enregistré et il est disponible à l’écoute d’un simple clic !
La rubrique Improve your pronunciation des pages Tools in the spotlight aborde un point de pho-
nétique précis : la prononciation d’un son, celle d’un type d’énoncé, etc. Quand cela s’y prête,
les élèves sont amené·e·s à réfléchir à la règle de phonétique, ce qui leur permettra de l’inté-
grer plus facilement ! Des exercices d’application sont également proposés, toujours dans le
contexte culturel de l’unité, afin de favoriser la construction du sens.
9 La construction de projets motivants et cohérents

Nous avons pris le parti de proposer deux tâches finales pour chaque unité : une à l’oral, en
continu ou en interaction, et une à l’écrit, afin de vous donner le choix dans le type de produc-
tion, suivant le moment de l’année, les tâches finales précédemment choisies et les documents
que vous avez choisi de travailler au cours de l’unité. Si les grandes lignes de la tâche sont don-
nées en anglais, les élèves trouveront des précisions et des conseils en français pour les aider
à réussir au mieux.
Dans chaque double-page de l’unité, les élèves trouveront une tâche intermédiaire, Prepare your
project, qui les entrainera à la tâche finale, sur les plans pragmatique, grammatical, lexical et cultu-
rel. Chaque tâche intermédiaire est prévue pour que les élèves puissent la réussir sans avoir tra-
vaillé sur tous les documents de la double-page, ce qui nous donne à la fois souplesse et liberté.
Tous les Final Projects et la plupart des Prepare your project des unités sont proposés avec
une forte scénarisation pour donner du sens aux apprentissages. Les élèves comprennent
les attentes car le scénario pédagogique leur donne une finalité concrète et vraisemblable. La
contextualisation des tâches favorise la manipulation des compétences linguistiques (lexique,
phonologie, grammaire), culturelles, sociolinguistiques et pragmatiques.
10 Méthodologie
• Les fiches méthodologie axées sur les stratégies visent à préparer les élèves à atteindre le
niveau B1. Ils·elles doivent, en fin de seconde, être capables de :
• s’exprimer de manière simple, donner leur opinion ;
• comprendre les points essentiels d’une intervention en anglais ;
• comprendre des textes rédigés dans une langue courante ;
• rédiger un texte articulé et cohérent sur des domaines familiers ;
• faire face à la majorité des situations en interaction.
Ces fiches les aideront à atteindre ce niveau dans toutes les activités langagières.
8 Avant-propos
• Les fiches méthodologie axées sur les aides pour mieux travailler ont pour but d’ac-
compagner les élèves dans leur processus d’acquisition de l’autonomie. Elles vont les guider
dans l’utilisation des outils indispensables pour étudier une langue étrangère, mais aussi leur
expliquer avec des mots simples comment mieux apprendre et comprendre.
Les élèves doivent être accompagné·e·s du début à la fin de l’unité. Ils·elles trouveront donc des
aides pour réaliser leur projet final. Ces fiches les guideront et les rendront autonomes dans
leur usage des outils numériques. De plus, ils·elles retrouveront la méthodologie de la produc-
tion orale et écrite dans les fiches stratégies.
Les pages Countries ID et les frises chronologiques, très aérées et illustrées présentent les pays
qui ont été étudiés dans Let’s Meet Up! Elles permettront aux élèves d’en savoir plus sur les
pays et leur histoire et d’assimiler les repères temporels grâce aux frises chronologiques com-
portant les évènements et personnages majeurs des unités.
Tous ces outils ont pour but de préparer les élèves pour le cycle terminal.
11 Les évaluations
Vous trouverez dans le livre du professeur des fiches d’évaluation pour les tâches finales de
chaque unité. Elles sont adossées au CECRL et la note maximale est logiquement associée
au niveau B1. Elles sont critériées et vous permettront donc, si vous le souhaitez, d’évaluer au
mieux toutes les compétences mobilisées pour ces tâches.
Des grilles d’évaluation critériées et adossées au CECRL sont également proposées pour deux
Prepare your project dans chaque unité, afin de vous donner l’opportunité d’évaluer et de noter
éventuellement les tâches intermédiaires.
334
© Hatier 2018 - Fiche photocopiable.
Nom : .......................................................................... Classe : . . . . . . . . . . . . . . Date : ...............................

arème
B
Space: the new frontier?
Expression orale en interaction – Speak to an astronaut.

Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont simples, apprises par cœur. Il y a J’ai pris soin d’inclure des remarques personnelles, Mes interventions sont variées ; je tâche d’évoquer
très peu de références à la conquête ou l’explora- de faire quelques recherches pour enrichir le le passé et l’avenir de la recherche spatiale. Je
tion de l’espace. contenu. nomme aussi des personnes clefs qui ont montré
la voie.
0-1 2-3 4
Pragmatique et Je communique de façon simple. Je lis un texte sans Je m’aide peu de mes notes. Il y a quelques hésita- C’est une réelle situation de communication. Je
socio-linguistique en faire sens. De trop longues pauses nuisent à tions parfois longues pour répondre. parle de façon spontanée, avec très peu de notes.
l’authenticité du dialogue. Mes phrases sont très Mon discours est structuré.
simples.
0-1 2-3 4
Phonétique Je prononce correctement des mots isolés. L’ensemble du discours est compréhensible. Il y a Il peut y avoir des petites erreurs de prononciation,
quelques petites erreurs de prononciation. mais il y a un bon effort au niveau de l’intonation et
de l’articulation.
0-1 2-3 4
Grammaire Les phrases sont très simples. Il y a des erreurs de Les phrases sont simples et courtes. La syntaxe est Les phrases sont plus longues et correctes. Je fais
grammaire (verbe manquant, etc.) ou de syntaxe respectée. peu d’erreurs de grammaire. Je mobilise les élé-
(ordre des mots). ments vus dans ce chapitre (parler du futur).
0-1 2-3 4
Lexique Les mots de vocabulaire sont très simples, appris Le vocabulaire est simple mais plus riche et j’utilise J’emploie un vocabulaire précis relatif à l’espace, aux
par cœur. quelques variantes. véhicules, à l’intérêt que ce domaine suscite.
0-1 2-3 4
Total : . . . . . . . . . . . . . . . . . . . . /20
Le livre du professeur contient aussi des évaluations supplémentaires qui vous permettront de
compléter votre séquence et d’évaluer les connaissances de vos élèves, grâce à des documents
authentiques en lien avec le thème de la séquence. Une compréhension orale et une compré-
hension écrite sont proposées pour chacune des unités, avec un barème de notation.
Pour toute question ou remarque sur Let’s Meet Up!, n’hésitez pas à nous écrire via le service
« Relations enseignants » à infoprofs@editions-hatier.fr .
Vous trouverez des articles autour de thèmes sur la méthode tout au long de l’année sur notre
page Facebook Let’s Meet Up!
Toute l’équipe de Let’s Meet Up!

vous souhaite une très bonne année scolaire !
9
Sommaire
Join the club? �� 011
Unit
1 The importance of being Irish? �� 025

Évaluations �� 053
Unit
2 The United Symbols of America? �� 059

Unit
3 Golden Age of Piracy: a British fiction? �� 083

Unit
4 South Art-frica? �� 117

Unit
5 Native Americans: twice upon a time? �� 145

Unit
6 Does rap rhyme with poetry? �� 175

Unit
7 Angel Island: welcome to the USA? �� 211

Unit
8 Musicals: mirrors of society? �� 247

Unit
9 Can cli-fi save the world? �� 283

Unit
10 Space: the new frontier? �� 311

Unit
11 British identi-tea? �� 341

CORRIGÉ DU E-workbook �� 371
CORRIGÉ des annexes �� 396
10
Join the club?
Introduction
Cette séquence permettra de faire un lien entre le collège et la classe de seconde à travers de
nombreuses activités où la difficulté des documents varie entre les niveaux A2 et B1. Vous y
trouverez également de multiples activités qui favorisent la prise de parole en continu ou en
interaction afin de délier les langues, chose parfois peu aisée lorsque l’on intègre une nouvelle
classe et surtout un nouvel établissement ! L’entrée culturelle par les clubs – très présents au
Royaume-Uni et aux États-Unis – permettra aussi de ne pas s’éloigner trop de l’environnement
des élèves en ce début d’année scolaire.
Notion(s) mémoire : héritages et ruptures Thème les clubs dans les lycées
anglo-saxons
Problématique(s) suggérée(s) To what extent do clubs in
American and British high schools help pupils feel integrated? Projets finaux
Objectif(s) culturel(s) les clubs dans les lycées anglo-saxons

PRO
JECT
1 You are the president
of two clubs in either an American or
British high school. Present them in a
Objectif(s) pragmatique(s) savoir convaincre video.
Objectif(s) sociolinguistique(s) savoir s’adresser à un public PRO

JECT
2 You are a student in
an American or British high school. You
write an email to the school’s headmas-
Objectif(s) citoyen(s) le key club, les charities
ter/mistress to create a new club.
Objectif(s) méthodologique(s) apprendre son cours (p. 255), Let’s practise!

relire un devoir écrit (p. 264), créer une affiche ou un dépliant L1 Write a short paragraph where you
(p. 267), expression orale (p. 280, 282), expression écrite (p. 284) describe one of your classmates and
introduce a lie.
Objectifs Lexique : se présenter (verbes, adjectifs), L2 You are the president of the film club
linguistiques présenter des activités, les clubs, dire ses at the British School of Paris, present
goûts your club.
L3 Choose the club you would like to
Grammaire : présent simple, modalité join. Knowing there are only two spots
radicale left, convince the president of the club to
choose you.
Phonétique : intonation des questions L4 Write an email to the president of the
British School of Paris’s video game club.
Médias utilisés
CD DVD Quizlet
CD 1 pistes 02 à 04 Clubs at the British School of Paris hatier-clic.fr/lmu2004
Choir club,
MP3 E-workbook
Drama club,
n°02 à 08 Act 1: hatier-clic.fr/lmu2001
Book club,
Act 2: hatier-clic.fr/lmu2002
Math club
Act 4: hatier-clic.fr/lmu2003
11
Ouverture
Join the club? p. 14-15
L’attention des élèves sera attirée sur les Un·e de vos élèves connaîtra sûre-
détails de la photo (les micros, le poster ment le jeu Dungeons and Dragons,
de Juliet and Romeo et le titre de l’unité si ce n’est pas le cas, vous pourrez
afin de leur faire deviner le thème. montrer la page du jeu sur Internet.
TRANSITION
COLLÈGE/L
COLLÈGE/LYCÉE
I was a founding member of the
‘Dungeons and DrDragons’ club at my
high school. I was an outcast but
I was an outcast among a gr group
of outcasts. John C. Reilly
Reilly, American actor
JOIN
CLUB?
the
ama club at the British School
Up
What can you do in a drama club?
• Watch. What type of activities do student
Make a video! Y You are the pr Write an email. YYou are a student do in these clubs? Which one would you
of two clubs in either an American or in an American or British high like to join?
British high school. Present them in school. Y
You write an email to the • Read. According to the video, photograph
a video. school’s headmaster/mistress to and quote, do you need to be an outcast
create a new club. (marginal) to be part of a club?
Clubs at the British School of Paris
14 15
La vidéo peut être montrée en dernier ou en pre-

mier afin de lancer la discussion (en groupes ou en
classe entière) suite à la consigne de read.
12 Join the club?

1 Let’s meet up!
Speed class meeting
En apprendre plus sur ses camarades de classe p. 16
Cette double-page vise à délier les langues et à réactiver les acquis du collège en ce début d’année.
Les consignes courtes et l’accompagnement progressif des élèves dans la complexification des
tâches leur permettront de débuter cette nouvelle année en douceur.
Ces courts rappels lexicaux, grammaticaux et

phonétiques visent à donner les outils, rappeler
certains acquis aux élèves afin qu’ils ou elles
puissent faire les tâches demandées de façon
autonome.
Le tableau d’expression orale en interaction

facilitera la mise en œuvre de l’activité et guide-
ra les élèves afin qu’ils ou elles aient en main
tous les éléments nécessaires à la réussite de
la tâche.
Cette tâche reprend les informations qui auront

été glanées par les élèves tout en scénarisant la
tâche de production pour qu’elle soit ludique et
ait du sens.
Mise en place et corrigé

1 Group work Find five questions you would ask someone you meet for the first time. Then
select your group’s best three questions.
Pour cette activité, vous pouvez former des binômes ou des groupes plus grands, des groupes
de quatre élèves vous faciliteront la mise en œuvre de l’activité ensuite. Il est important que vous
précisiez que certaines des questions doivent être complexes (au passé, avec ever…) ou originales
afin d’avoir un large éventail duquel faire les choix ensuite. Il vous est possible de vous appuyer sur la
fiche du E-workbook pour un guidage plus appuyé.
E-workbook hatier-clic.fr/lmu2001
y E-workbook corrigé, p. 372
2 As a class, select the best ten questions.

Ici, les groupes proposent les trois questions qu’ils ont choisies au préalable et pensent être les
meilleures. Vous pouvez les écrire au tableau ou alors un·e élève de chaque groupe vient les écrire.
13
Choisissez les 10 meilleures questions avec la classe, veillez à avoir des questions complexes qui
les pousseront à utiliser le passé par exemple. Il vous faudra ensuite les corriger avant qu’ils·elles
puissent les écrire sur leur fiche d’expression orale en interaction.
3 Write down the questions chosen with the class and answer them for yourself.
Vous pouvez faire passer deux élèves devant la classe pour les questions qui seraient difficiles afin de
vous assurer que les élèves y répondront correctement.
4 Ask four classmates ten questions and write down their answers.
Si vous avez formé des groupes de 4 alors les élèves peuvent rester dans leur groupe, ou bien en
changer. Le but est qu’ils ou elles aillent vers les élèves qu’ils ou elles connaissent moins.
5 Let’s practise. Pair work Write a short paragraph where you describe one of your
classmates and introduce a lie. Then, read your description to a classmate and make him/her
guess what the lie is.
Pour cette variante de two truths and a lie, vous pouvez donner un exemple avec une fiche remplie
par un·e élève pour qu’ils ou elles comprennent le jeu.
Production possible
His / her name is …, he / she’s 15, he / she likes chocolate and he / she rode an ele-
phant in July.
14 Join the club?

2 Discover the clubs of
the British School of Paris
À la découverte des clubs de la British School of Paris p. 17
Info+
La British School of Paris est située en région parisienne et offre la possibilité de suivre tout le
cursus scolaire britannique en France, dès la preschool jusqu’au A Levels. Comme dans toutes
les écoles britanniques, l’uniforme y est obligatoire même s’il n’est plus porté par les élèves en
dernière année (Year 13).
Les élèves plus fragiles en compréhension orale

pourront s’appuyer sur les nuages de mots afin
de repérer certains mots de l’enregistrement.
Vous pourrez présenter la British School of Paris

à vos élèves, qui l’auront déjà découverte lors
de la double page d’ouverture, afin d’ajouter
du contenu culturel (uniforme, clubs…).
Cette fiche de compréhension orale et

d’expression écrite vous facilitera la mise en
œuvre de l’activité.

Vous pouvez vous appuyer sur la fiche du E-workbook pour davantage de guidage.
1 Write down the words you can hear for each club. Bonus: some words are in the word cloud!
Les vidéos sont courtes et le débit des élèves permettra une prise de note facile. Vous pouvez choisir
de d’abord mettre en bouche et en oreille les mots du nuage avant chaque écoute, en répétition
chorale par exemple, afin de faciliter le repérage des mots lors des écoutes.
2 Watch the video again and complete your notes.

Les élèves pourront s’assurer d’avoir bien compris les différents éléments présents dans les
vidéos et ajouter les informations qui leur manquaient.
15
3 Group work In groups, write a short description of one club. Report to the class.
Faites en sorte que la classe soit divisée en 4 groupes (un par club) ou qu’autant d’élèves travaillent
sur chaque club afin de rendre la restitution et la correction plus équilibrée.
4 Let’s practise You are the president of the film club at the British School of Paris, present
your club.
Au niveau pragmatique, les élèves auront maintenant compris la façon dont on présente un club
suite au visionnage des présentations. Vous pourrez insister sur les points de grammaire et de
lexique abordés et les Remember how to afin que les élèves aient les outils pour réussir cette produc-
tion écrite.
Production possible
At film club, we are crazy about films! We meet up in Mr Sanchez’s room every Tuesday to talk about the
latest trailers and releases. Everyone is welcome, even if you are not a cinema nerd!! Every two years, we
organise a trip to the Cannes film festival in France and we always have a blast!!
Script
Drama Club in our music room from 1 to 1:30 every Thurs-
– Well, I joined because I really enjoy acting and day and it’s run by our music teachers Mr and
performing and it’s an opportunity to meet new Mrs Calvert.
people who have the same interests as I do. – We’re about 50 in the group and one of the
– Yeah, I’ve kind of the same reasons. I joined, main reasons why I joined is because I really
I’ve been in Drama since like Year 2 so I just enjoy singing. I started when I was around 4
continued and it felt natural to be in the dra- years old and I actually take singing lessons so
ma club, so I just… yeah, and I’ve been in it for it was just a way for me to continue singing
about 5 years. and hum we also have a lot of chances to per-
– ‘cause there are a lot of us who will do the form so it was good to sing to a public.
plays every year, so we’re almost a family, like – I joined Choir club for mostly the same rea-
we all know each other from the previous sons as Kate, I really like singing but also I learn
plays we’ve done. other instruments but I don’t have lessons for
Math Club singing so I wanted to have the chance to take
– So I go to Math club every Wednesday lunch- part in something to do with singing.
time hum and it’s run by Mr Shepherd. I go to Book Club
Math club because Math is like my thing, that’s – So Book Club happens in the library every
what I really enjoy doing, hum and this is the Tuesday at lunchtime.
first place I’ve been where we’ve been… had – We do it with an English teacher from our
this great opportunity to be able to go out and school, his name is Mr Brown and there’s
do competitions and we train for them most about 5 of us I think.
weeks. I don’t know, I just really like Math. – Yeah, there’s 5 of us and we go there to dis-
– I enjoy Math club; I think it’s an interesting cuss the books that we read this week or we
way to see the subject. My friends told me just go there to read.
about this when I was in Year 7 and since I’ve – When we discuss the books we usually sum
come it’s been a really amazing experience. It’s them up a bit and then we just talk about what
a way to open up Math for those who don’t we thought about them without spoiling them
usually understand it. for the people who haven’t read them.
Choir Club – And sometimes we do quizzes and things
– So, Choir club takes place in the music block like that.
16 Join the club?

3 Let’s learn more about
clubs in American high schools
À la découverte des clubs aux États-Unis p. 18-19
Il pourrait être intéressant d’expliquer, a fortiori, les symboles des partis

politiques aux États-Unis. The Grand Old Party (GOP) avec l’éléphant et le
Democratic Party avec l’âne. Plus d’informations sur ce point ici :
https://www.cbsnews.com/news/how-the-parties-got-their-animal-symbols/
3 Let’ learn more about

Let’s
clubs in American high schools!
1 Match each image with the correct club name.

3 Match each description with a club.
Discuss new political events, nts, volunteer

nt teer ffor a campaign,
1 ho t a public viewin
hos
politicall r
rally,, g
ew g o
ewin of a political debate, plan a
gather signatures so
of supportt ffor a bill.
Key club • Video Games club • Anime club • Democrats/Republicans/Independents club • Chess club
Hos
Ho t a chess competition between members, bring iin
ween member
2 chess
es
ess master
chess
es
ters to discuss chess strategy
ess movie
ov s and documentaries.
teg
tegy, watch
tch ffamous
amous
Perf
Perform act
ctsso
off service in your community ity such
it uc
as cleaning
eaning up pa
parks,
rk
rks, collecting clothing and
3 organizing ffood
servi
rvi
ood drives. Join the oldestt and large
rv ce program ffor
or high school students
nt
nts
largest
s ffounded
ounded in
a 1925.
Ho t a video game competition, discuss the evolution

Hos
4 of technology
o
works
rk
ogy in this industry
og
rks at a video
tr , bring in
try
deo game compan
n a per
person w
who
company to discuss possible
careers in the gaming world.
career
Learn speak some

arn to s Japanese, read anime and discuss
ome Japan
5 it as a group, watch animeeT

TVV show
ows and movie
ov s, plan
a club trip to an anime convention or draw your own
anime character!
b c
4 Let’s practise
Choose the club you would like to join. Knowing
there are only two spots left, convince the president Remember how to
of the club to choose you. Talk about your personality
T
Student A YYou want to join the club. Explain outgoing: extrovert
the reasons why. sociable: friendly
shy: introvert, reserved
Student B Y You are the president, select the amusing: funny
best students to join your club.
down-to-earth: pragmatic
creative
d e Remember how to clever: smart, intelligent, bright
Organise your thoughts
2 VVocabulary competition! In the texts, find the words corresponding to the equivalents or definitions Remember how to
Structurer first/firstly
first/fi
rst/firstly
rstly,, second/secondly
second/secondly,,
below. May the best team win!
third/thirdly
third/thir
d/thirdly
dly,, then… Be more precise
Team 1 Team 2 Expliciter because, that’s why… On peut utiliser des adverbes pour
outing ❋ help the people y
you live with ❋ a game with a king and a queen ❋ Donner des exemples for eexample, for instance… varier les degrés d’intensité :
a bit • a little • quite • rather
r • very • rreally
gathering things that people wear ❋ an assembly ❋ taking the food people Conclure to conclude, all in all… I am very funny!
picking up litter/rubbish ❋ talk / chat about bring for charity ❋ organise
18 Join the club? 19
Cette activité ludique favorisera l’en- Il s’agit d’une activité facile à mettre
traide au sein de la classe et donnera en place qui permet de manipuler les
l’opportunité à chacun de participer acquis lexicaux et culturels de la double
étant donné la difficulté variable des page tout en s’appuyant sur les Remem-
équivalents et expressions. ber how to pour les mettre en voix.
17
1 Match each image with the correct club name.
Si les élèves vous posent des questions sur les images en a., demandez-leur d’être stratégiques et de
se concentrer d’abord sur ce qu’ils ou elles connaissent.
a: Democrats /Republicans /Independents club
b: Key club
c: Anime club
d: Chess club
e: Video Games club
2 Vocabulary competition! In the texts, find the words corresponding to the equivalents or
definitions below. May the best team win!
Afin de rendre le jeu plus ludique, n’hésitez pas à fixer un temps précis (3 minutes, par exemple) et à
l’indiquer au tableau avec un minuteur (par exemple www.timer-tab.com).
Team 1
outing: trip
help the people you live with: perform acts of services in your community
gathering things that people wear: collect clothing
picking up litter/rubbish: clean up
talk / chat about: discuss
Team 2
a game with a king and a queen: chess
an assembly: a rally
taking the food people bring for charity: organise food drives
organise: plan
3 Match each description with a club.

Cette activité peut être donnée en binômes, en groupes ou encore à faire seul·e.
1. Democrats/Republicans/Independents club
2. Chess club
3. Key club
4. Video Games club
5. Anime club
4 Let’s practise. Choose the club you would like to join. Knowing there are only two spots
left, convince the president of the club to choose you.
Vous pourrez revenir sur les outils nécessaires à cette activité en amont grâce aux Remember how to,
tant au niveau pragmatique, lexical que grammatical. Les élèves pourront donc enrichir leur produc-
tion. On peut imaginer faire un exemple avec la classe en amont pour modéliser les productions.
18 Join the club?

4 Let’s practise and get better S’entraîner pour réussir les tâches finales p. 20-21
La différenciation se fera sur la difficulté Cette aide méthodologique donne-

des documents : Group 1 (B1), Group 2 (B1), ra les moyens aux élèves de réussir
Group 3 (A2-B1), Group 4 (A2), Group 5 (A2). l’activité Let’s practise mais aussi de
Vous pouvez former des groupes homo- connaître la méthodologie de l’écri-
gènes ou hétérogènes, ou même ne faire ture d’un email si vous choisissez la
travailler qu’un·e élève sur chaque document. tâche finale d’expression écrite.
4 Let’s practise and get better!

Let’
E-workbook
3
Drama club
1 Write down the following

wing information about your club:
vents. Then, describe
name, time, place, goal, trips and events.
your group’s poster. Participate in various UNICEF
campaigns likee TTrick-or-Treat
-Treat for
-T
2 Prepare questions to ask the other groups
oups (name of the club, UNICEF or Live Below the Line!
PÉDAGOGIE
time, place, goal, trips and events). Prepare fun fundraising events!
Help raise awareness about KEEP
C LM
CA
DIFFÉRENCIÉE 3 Talk
Talk to your classmates to find
nd information about the other clubs.
children’s issues around the world.
4 Choose the club you would like
lik to join and explain why.
AND
Let’ss meet up everyy Monday
Monday
at 4:30 PM in Mr Perrez’s
JOIN THE
Remember how to room 106 (next to the IT room).
Describe a document
Pour décrire, je peux utiliser les formules suivantes :
there is + singulier
I can see / ther DRAMA CLUB!
Theree ar
Ther aree + pluriel
It is written… Let’s prepare a great
The diff
differ
erent
erent char
characters
acters depicted ar
are…
e… Math club end-of-year show!
It shows / indicates / suggests that… First meeting September
4
s all around
It mak
makes us feel that...
What I fi find
nd the most striking / incr
incredible
edible / inter
interesting
esting / impr
impressive
essive is that... then every TTuesday
from 3 to 4 pm in the
hi
I can see a computer on the poster, ther
theree is a bo
boyy standing. It is written drama studio.
that the club starts at 4 pm. Email brendanmc@highsc
hoolmeetup.com to join
the club!
t
us
Ma
1
!
STEAM club Key club

K Remember how to
Write an email/a letter
We collect keys… Commencez par Hi ou Hello + le prénom ou Dear
or not! + Mr/Mrs + nom, pour quelqu’un que vous ne

connaissez pas.
Pour demander des informations, vous pouvez
utiliser: I would lik
like to know if… / Could I have mor
more
information about… / Can you please tell me if…
ho: Everyone!
Who:
When: Thur sda
Thursda ys after school
sdays Si vous écrivez à vos ami·e·s, vous pouvez utiliser
les contractions (you’
(you’
you’rrre,
e, I’I’m,
m, don’t, ther
there’
e’
e’s…
s…).
Ruby’s
Where: Mrss Ruby ’s room
for tests, help Pour conclure, écrivez : I hope to hear frfrom you
Why: Do homework, prepare
other students, fun math problems, take soon ou I’I’m
m looking forwar
soon + Take car
forwardd to hearing fr
from
om you
care / See you soon ou Kind rregar
egards pour
egards
part in math competitions! être plus formel·le.
We are counting on you! Pour finir, n’oubliez pas de signer en écrivant votre
prénom ou votre nom et prénom pour quelqu’un
que vous ne connaissez pas.
4 Let
Join our club to make new Weekly meeting on

W Write an email to the president of the British School of Paris’s video game club.
friends and help the Fridays
F at lunch time You should: – introduce yourself (hobbies, dislikes…),
Y
communit
community at the same time! Keller’s room
Mrs K
– ask for more information about the club (day/time, members, events, trips…),
Volunteering together is fun!
V (304)
– ask howw to join.
20 Join the club? 21
La scénarisation avec la British School

of Paris de cette tâche donnera du
sens à cette activité.
19
Pour un guidage plus précis de l’ensemble des questions du group work, vous pouvez utiliser la fiche
du E-workbook.
1 Write down the following information about your club: name, time, place, goal, trips and
events. Then, describe your group’s poster.
Vous pourrez vous appuyer sur le Remember how to describe a document afin d’aider les élèves à dé-
crire les posters. La description pourra être notée sur le cahier et corrigée à la fin de l’activité.
2 Prepare questions to ask the other groups (name of the club, time, place, goal, trips and
events).
Vous avez la possibilité de renvoyer les élèves vers le Remember how to ask questions de la page 16
afin de leur montrer à nouveau comment construire des questions.
3 Talk to your classmates to find information about the other clubs.

Les élèves devront trouver quatre camarades de classe avec des groupes différents pour compléter
leur fiche d’expression orale en interaction sur la fiche du E-workbook. Cette étape sera sûrement un
peu bruyante, si vous disposez d’un vidéo projecteur, d’un micro et d’un accès internet, vous pouvez
utiliser https://bouncyballs.org ou https://classroomscreen.com pour réguler le bruit ambiant.
4 Choose the club you would like to join and explain why.
Cette activité sera l’occasion de manipuler les acquis de la leçon précédente dans le contexte des
clubs de l’Act 4.
5 Let’s practise. Write an email to the president of the British School of Paris’s video game
club. You should:
- introduce yourself (hobbies, dislikes...),
- ask for more information about the club (day/time, members, events, trips...),
- ask how to join.
Production possible
Hello, my name is …, I am fifteen and I would like to join your club. I really like video
games, but I also like drawing and play football. When does the club take place? Are there
any members I know? Do you organise any events this years? How can I join your club?
20 Join the club?

Too ls
in the Spotlight Corrigés p. 22-23
Practise your grammar z précis grammatical, p. 198
1 a. How are you? and Key club is a good way to do it. It

b. Did you join the video games club? helps people take responsibilities. When
c. Do you like serving your community? you’re a member of Key club, you clean
d. Are you good at arithmetic? parks and take part in a collective work.
To be in this club, you must be very gene-
2 a. Which club is she joining? rous.
b. When is Spanish club held?
c. Who is the president of the Democrats 6 This is a poster for the chess club. It
club? represents a chess board with pawns. The
d. Where does film club take place? chess club takes place on Wednesdays at
lunch time in Mr Singh’s room, in room101.
3 a. He / She doesn’t like swimming. Anyone can join, beginners or experts.
b. He / She understands math better when There is a medal that indicates that there
he / she goes to math club. are chess competitions.
c. Does he / she watch cool movies during
film club? 7 a. Film club is really / very / rather
d. He / She loves romance anime and he / interesting if you love to go to the cinema.
she hosts a festival each year. b. It is really / very / quite / rather cool
to be part of the debate team.
4 My sports teacher encourages us to c. If you love anime, then you are quite /
join the chess club because he believes rather / very / really interested in
that it will help us focus when we are in Japanese culture.
class. But my friend thinks it doesn’t d. I am not part of the drama club as I’m
sound cool enough. She says this club is quite / a bit / a little / very / rather /
too nerdy. really shy.
e. What we do at the science club is
5 It is important to help your community
rather / very / really surprising.
Improve your pronunciation z précis de phonétique, p. 248
8
CD1 PISTE 03
MP3 n° 03 9 On retrouve l’intonation descendante
a. What are your hobbies? (descendante) dans les questions ouvertes (introduites
b. Do you like playing video games? par un interrogatif souvent en wh-).
(ascendante) On retrouve l’intonation ascendante dans
c. Where does the book club take place? les questions fermées (réponse par oui ou
(descendante) non).
d. Did you write to the president of Key
club? (ascendante)
e. Are you a member of the maths club?
(ascendante)
21
PRO
JECT
1 Make a video! You are the president of two clubs in either an American
or British high school. Present them in a video.
Mise en place :
• Ce travail peut être réalisé de diverses manières : baladodiffusion avec des MP3 sur lesquels les
élèves s’enregistrent (si pas de caméra), avec une caméra, devant vous, devant la classe. Il peut aussi
être réalisé à la maison par les élèves s’ils ou elles se filment afin de faciliter la correction.
• Les élèves ont vu un certain nombre de clubs dans cette unité mais il serait tout à fait acceptable
qu’ils ou elles fassent des recherches et proposent d’autres clubs. On peut imaginer qu’ils ou elles
proposent des clubs de sport par exemple.
• Les élèves ne devront disposer que d’une liste de mots (vous pouvez les limiter à 10) afin d’éviter
la lecture de phrases préparées à l’avance. Si certain·e·s élèves ne sont pas suffisamment à l’aise ou
autonome dans l’usage de la langue, vous pouvez adapter ces consignes en les laissant utiliser davan-
tage de mots ou des débuts de phrases.
• Les productions des élèves qui essayent d’être un peu originaux·ales (par exemple en ajoutant des
nouvelles informations, en racontant une petite anecdote…) pourront être bonifiées.
z Fiche méthodo N°12. Réaliser une vidéo p. 272

Fiche méthodo N°17. Expression orale en continu p. 282
PRO
JECT
2 Write an email. You are a student in an American or British high school.
You write an email to the school’s headmaster/ mistress to create a new club.
Mise en place :
• On peut imaginer cette tâche finale faite sur table, toutefois les attentes devront correspondre à ce
qui a été fait en cours.
• Les élèves devront faire des recherches pour trouver un lycée américain ou britannique ou encore
en inventer un.
• Vous pouvez pousser les élèves à chercher seul·e·s de nouveaux clubs pas vus dans l’unité à travers
des recherches sur Internet. Ils·elles pourront aussi y trouver des idées d’activités, de sorties, d’événe-
ments.
• Ils·elles devront créer un email personnel et non un patchwork d’informations glanées sur le web,
d’autant plus que leur proposition doit être adaptée au lycée qu’ils·elles auront choisi.
• Expliquez bien qu’il s’agit de convaincre et que l’organisation de leur discours sera clé, d’où l’impor-
tance de les renvoyer vers Remember how to organise your thoughts.
• Il ne faut pas hésiter à pousser les élèves à dessiner ou trouver des affiches afin de les inclure à leur
email.
z Fiche méthodo N°18. Expression écrite p. 284
22 Join the club?

arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression orale en continu – Make a video!

Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont simples, apprises par Mon discours correspond bien aux clubs britan- Mes arguments et mes exemples sont variés (sorties, évène-
cœur. Il y a très peu de références aux dif- niques ou américains et je propose un point de vue ments…).
férents clubs britanniques ou américains. informé. Je reprends des choses vues et ajoute des
petites variantes et mon point de vue personnel.
0-1 2-3 4
Pragmatique et Je communique de façon simple. Je lis un Je m’aide peu de mes notes. J’utilise quelques mots C’est une réelle situation de communication. Je parle de façon
socio-linguistique texte sans en faire sens. Mes phrases sont de liaison, mes phrases sont construites. spontanée, avec très peu de notes. Mon discours est structu-
très simples. ré, j’ai utilisé le Remember how to organise your thoughts.
0-1 2-3 4
Phonétique Je prononce correctement des mots isolés. L’ensemble du discours est compréhensible. Il y a Il peut y avoir des petites erreurs de prononciation, mais il y a
quelques petites erreurs de prononciation. un bon effort au niveau de l’intonation et de l’articulation.
0-1 2-3 4
Grammaire Les phrases sont très simples. Il y a des Les phrases sont simples et courtes. La syntaxe est Les phrases sont plus longues et correctes. Je fais peu
erreurs de grammaire (verbe manquant, respectée. d’erreurs de grammaire. Je prends en compte les points de
etc.) ou de syntaxe (ordre des mots). grammaire vus dans l’unité : Remember how to ask questions,
use the simple present, be more precise.
0-1 2-3 4
Lexique Les mots de vocabulaire sont très simples, Le vocabulaire est simple mais plus riche et j’utilise Les mots de vocabulaire sont différents et plus variés. Je
appris par cœur. quelques variantes. prends en compte les apports lexicaux des Remember how to:
talk about yourself, about school, about your personality.
0-1 2-3 4
Total : ��/20
23
24
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression écrite – Write an email.

Niveaux du CECRL
Join the club?

Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont simples, apprises par cœur. Il y a Mon discours correspond bien aux clubs britan- Mes arguments et mes exemples sont variés (sor-
très peu de références aux différents clubs britanniques ou américains et je propose un point de vue ties, évènements…).
niques ou américains. informé. Je reprends des choses vues et ajoute des
petites variantes et mon point de vue personnel.
0-1 2-3 4-5
Pragmatique et Mes phrases sont très simples. J’utilise quelques mots de liaison, mes phrases sont Mon discours est structuré, j’ai utilisé le Remember
socio-linguistique J’ai très peu d’éléments liés à la rédaction d’un email. construites. how to organise your thoughts.
Mon email manque de structure. Mon email est bien structuré, j’ai respecté la mé-
thode donnée dans Remember how to write an email.
0-1 2-3 4-5
grammaire (verbe manquant, etc.) ou de syntaxe respectée. peu d’erreurs de grammaire. Je prends en compte
(ordre des mots). les points de grammaire vus dans l’unité : Remember
how to ask questions, use the simple present, be more
precise.
0-1 2-3 4-5
Lexique Les mots de vocabulaire sont très simples, appris Le vocabulaire est simple mais plus riche et j’utilise Les mots de vocabulaire sont différents et plus va-
par cœur. quelques variantes. riés. Je prends en compte les apports lexicaux des
Remember how to: talk about yourself, about school,
about your personality.
0-1 2-3 4-5
Total : ��/20
1 The importance of being Irish?
Introduction
Cette unité permet de percevoir les différents enjeux historiques sociaux et culturels spéci-
fiques à l’Irlande et offre une entrée dans ce qui a contribué à construire l’identité culturelle de
l’Irlande pour les Irlandais·e·s et les immigrant·e·s venu·e·s d’autres pays. Les problématiques
liées à l’errance et la diaspora seront aussi évoquées dans un pays qui a connu un destin
complexe et tragique au fil des siècles mais qui a toujours surmonté les obstacles à son déve-
loppement.
Notion(s) mémoire : héritages et ruptures • sentiment d’ap- Thème questionner l’identité irlandaise
partenance : singularités et solidarités
Projets finaux
Problématique(s) suggérée(s) How important is it to be Irish?
What does it mean to be Irish today? PRO
JECT
1 You are invited to de-
bate of Raidió Teilifís Éireann, to talk about
Objectif(s) culturel(s) l’histoire, les arts, l’émigration, l’identité “what is great about being Irish”.
culturelle
PRO
JECT
2 To celebrate Irishness,
create an infographic related to Irish
Objectif(s) pragmatique(s) participer à un débat, structurer culture, emigration and identity.
son argumentation, témoigner, argumenter s’engager
Projets intermédiaires
Objectif(s) sociolinguistique(s) respecter les règles de Prepare your Project
politesses lors d’un débat L1 Act out an interview on heritage
between an American journalist and
Objectif(s) citoyen(s) respecter l’opinion d’autrui dans un débat someone who is passionate about Ireland.
Objectif(s) méthodologique(s) faire une recherche internet

(p. 260), créer une affiche ou un dépliant (p. 267), créer un L2 Participate in a one-minute speaking
PowerPoint (p. 268), réaliser une vidéo (p. 272) challenge of The Irish Times. Explain in a
video how the Irish travelled the world.
Talk about the Irish diaspora.
Objectifs Lexique : l’héritage et la culture, les émo-
linguistiques tions, l’immigration, l’identité, l’indépendance Prepare your Project
L3 You are an Irish person posting on a
Grammaire : le génitif, la proposition infi- blog about your Irish identity. Relate a part
nitive en to, la place des adjectifs qualificatifs of your story and say why you are proud
to be Irish.
Phonétique : prononciation du –s à la fin
d’un mot.
Médias utilisés
CD DVD Quizlet hatier-clic.fr/lmu2010

CD 1 pistes 05 à 10 • What it means to be Irish,
E-workbook
CD 2 piste 46 Charlotte Ryan, 2017
Leçon 1 : hatier-clic.fr/lmu2006
• Isle of Hope, Isle of Tears, B. Graham • Sing Street by John Carney, 2016
• I am Irish, BBC
Quiz hatier-clic.fr/lmu2009 Leçon 2 : hatier-clic.fr/lmu2008
MP3 N°09 à 15
25
Ouverture
The importance of being Irish? p. 26-27
Il semble judicieux de commencer par la lecture d’image. La mosaïque permet de (re)découvrir de
nombreux symboles officiels ou informels de l’Irlande tandis que le visionnage de la vidéo rend
compte de la spécificité de sa culture. Enfin, la lecture de la citation permet d’introduire la question
identitaire en Irlande. L’association de ces trois documents amènera ainsi à réfléchir à la probléma-
tique introduite par le titre qui fait référence au poète et dramaturge irlandais Oscar Wilde.
Les éléments de l’image représentent 15 symboles de l’Irlande et de la

culture irlandaise (populaires, celtiques, nationaux...). Ils sont présentés de
haut en bas et de gauche à droite.
· Le panneau routier rappelle la coexistence de deux langues officielles en
Irlande : l’anglais et le gaélique.
· Le Book of Kells, un trésor d’enluminures, est conservé à Trinity College à
Dublin.
· Le shamrock ou trèfle stylisé est devenu un symbole de l’Irlande.
· The Tara Brooch date du VIIe siècle et est l’une des plus belles pièces d’or-
fèvrerie d’Irlande.
· À l’origine, la croix celtique était un ornement ou un objet liturgique. Elle
est le symbole du christianisme celtique.
· Le mouton à tête noire est l’une des mascottes du pays.
· La harpe celtique représente l’identité irlandaise depuis le XIXe siècle.
· C’est un site mégalithique situé près de Cork.
· Il s’agit de deux photos du Trinity College.
· Le hurling est un vieux sport gaélique. Cette citation
· La célébration de la Saint Patrick est un jour de fête depuis le XVIIe siècle. d’Oscar Wilde
· La danse Siamsa Tíre (prononciation irlandaise : [ˊʃiəmsˠə ˈtʲiːrʲə]) est une fait allusion
danse traditionnelle. à l’histoire
· Le triskell est un autre symbole celtique. torturée de
· Le drapeau national, créé en 1916, devient l’emblème du pays en 1922. l’Irlande souvent
piétinée par les
La lecture des images pourra être faite en classe en groupes ou en bi- envahisseurs, ici
nômes et sera suivie d’une mise en commun. les Anglais.
1 I am not English.
I am Irish, which is quite
another thing.
Oscar Wilde, Irish author
The
IMPORTTANCE
ANCE
IMPORTANCE
IMPORT Dans cette publicité faisant
la promotion du tourisme
of en Irlande, on pourra
relever les éléments qui
BEING
IRISH?
évoquent le dynamisme et
la richesse de l’Irlande en
particulier : les activités à
faire, les lieux à découvrir,
Symbols of Irishness le paysage et la nature
g Up à explorer, la culture, la
In teams, try to name as
qualité de vie.
many Irish elements as possible.
List the activities you can do
Create
eate an infographic!
infographic! Celebrate
Irishness by creating an infographic
erence between
related to Irish culture, emigration eland and the United Kingdom?
and identity.
Jump into Ir
Ireland, Discover Ireland, 2014
27

1 Ireland: a shared heritage
L’Irlande à travers son histoire et ses légendes p. 28-29
Cette double-page présente un survol géographique, historique et culturel de l’Irlande qui montre
la richesse de sa culture façonnée par les nombreux mouvements de population et les invasions
qui ont marqué son histoire. La compréhension des événements historiques donne un éclairage
particulier sur la culture irlandaise et permet de mieux comprendre les enjeux inhérents à la culture
irlandaise contemporaine.
L’anticipation à partir de la carte permet d’em- Les amorces des réponses sont
blée de saisir la singularité géographique de l’Ir- une aide supplémentaire dans
lande et de découvrir des éléments historiques la rédaction de la synthèse de
et culturels caractéristiques. l’histoire de l’Irlande.
1 IrIreland:
eland: a shar
shared
ed heritage 1 In the first two paragraphs, identify the invaders, the dates, the territories and the verbs of movement.
Use the information to create a timeline.
2 Pick out the verbs referring to conquest, invasion and migration. Comment on the evolution of the island.
3 Classify the following words into two categories: unity and division. Complete your timeline with the perti-
a. Discov
Discover a shared island nent information.
part of the Act of Union war independence the United Kingdom “Ourselves
“Ourselv Alone” freedom divided
1 Identify the two
parts of Ireland. 4 Tr
Try
y to explain to an American friend visiting Europe why the Isle of Ireland has two currencies: the pound
and the euro. Sum up the history of Ireland using the following words.
2 YYou work for inv
invade
vade independence fight migration divide
Ireland’s tourism
agency. Use the map T he history of Ireland is quite complicated, fifirst...
The rst...
to create the best The
T he Irish started to claim their independence and...
itinerary to visit Ireland.
c. Share the legendary heritage
1 Describe the ring. Guess what each element of the ring represents.
2 Pair work Find out what the Claddagh ring symbolises and its origins
using the two different documents. Then share your findings
ndings with your partner.
E-workbook E-workbook
Student A CD1 PISTE 05 hatier-clic.fr/lmu2006
Student B hatier-clic.fr/lmu2007 The Claddagh ring
Growing up in a veryry Irish ffamily, Claddaghs about his true love back ack home. He craft
fted2 a
were everywhere. My M dad’sd’ wedding ring is
d’s 20 ring that he hoped to eventually3 return home
a Claddagh. Almost every ry anniversary gift ft and give to the love of his life. This ring is
that my dad got for my mom was fro f m the now called the Claddagh. He was eventually
b. Explore the historical heritage of Ireland 5 Irish shop, and consisted of some for f m of a freed fro
f m slavery, and was able to return
Claddagh. My grandma had the Claddagh in home. When he got home he fou f nd his love
The Irish people are mainly of Celtic origin. 15 and man
manyy emigra
emigrate
ted to the U
United Stat
ta es.
tat various forms. It was a symbol that was part 25 and gagave her the ring. After receiving
ceiving the
The Celts arrived in the 5th centuryry BC1. They In the late 1800s and early 1900s, the Irish of my family,
family and from a young age I fell f in ring, they got married
rried and their love lasted4
in
invaded Ireland along with Great Britain and began to want their independence from the love with the story and symbolism behind it. forever. [...] The Claddagh has been such
other areas of Europe. In 432 AD St. Patrick United Kingdom. Sinn Fein, which means 10 I would like to share that story with you. an important part of my heritage, and I am
5 arrived on the island and began to work ork to “Ourselves Alone”,
e” became a political mo-
e”, In Claddagh, Ireland, a fishing village, there excited to share it with my children in the
convert the locals to Christianity. 20 vement for
f frf eedom. From 1919 until 1921, was a young man and woman who were just 30 future. It is one of the most beautiful symbols
Starting in the 9th century,
ry the Vikings regularly
ry, egularl
egularly Ireland and England went to war. AtA the end a weekek awa
away
way from being married. Pirates Pira of love. I hope that you will go out and share
in
invaded and pillaged
ed Ireland. They would do of the war the Irish Free State was formed. came into their village and took ok the men to this story with other people!
this for
for nearly 200 years. In the 12th century,
ry
ry, Ireland was divided into the Republic of Ire- 15 sell them into slave
la ry.
lavery Mr. Richard Joyce, Shannan McQuade
10 the Normans
mans in
invaded and conquered the land. land, which is an independent country, and the young man who was to be married, was www.theodysseyonline.com Oct 11, 2016
Ireland became part of the United Kingdom in 25 Northern Ireland, which is still a part of the sold to a Turkish
T goldsmith1. While he was 1. jewellery maker and seller 2. created 3. finally
1800 with the signing of the Act of Union. In United Kingdom. working for this goldsmith, he never forgot 4. continued
1845, Ireland was hit by a great famine. More www.ducksters.com (adapted)

than a million Irish people left the country 1. BC = Before Christ ≠ AD = Anno Domini ering a Claddagh ring on Valentine’
alentine’s day is symbolic.
Word
Memory
ge
Gramma
Grammar
family tradition
landscape: scenery
natural
diverse
celebrate:
commemorate llen
Chaalle
Ch nge
Genitive To
oo ls p. 36 heritage: patrimony troubled fight for independence
“My dad’s wedding ring is a custom: tradition pass along: transmit be culturally rich Explain it to me. Choose a word
Student A Y
You are an American journalist writing about Ireland.
Claddagh.” proud: showing pride emigrate have a strong significance: about Irish heritage and ask your
respectful divide: separate mean sthg important Student B Y
You are passionate about Irish culture and heritage. classmate to explain it.
28 The importance of being Irish? Unit 1 29
Les élèves pourront se Un travail en binôme sur deux documents diffé-

servir du Word spot dans les rents, l’un audio et l’autre écrit, permet de diffé-
activités de production de rencier la pédagogie d’apprentissage. Pour faciliter
la leçon. l’accès au sens de chacun des documents, des fiches
d’activités sont accessibles dans le E-workbook.
27
a. Discover a shared island p. 28

1 Identify the two parts of Ireland.
Les élèves devront repérer la division de l’île en deux entités nationales. On pourra distinguer ensuite
les quatre provinces qui composent la République d’Irlande.
Ireland is divided between the Republic of Ireland and Northern Ireland, which is part of
the United Kingdom.
2 You work for Ireland’s tourism agency. Use the map to create the best itinerary to visit Ireland.
Cet itinéraire fournit une bonne entrée en matière pour faire connaître les sites historiques les plus
visités en Irlande. Les élèves pourront utiliser la carte et les éléments donnés ou faire une recherche
sur Internet. Cette activité peut être réalisée en binômes avec une présentation du travail à l’oral ou
sous forme d’un dépliant. Il sera utile de faire un rappel lexical sur les moyens de transport.
Production possible
The best way to visit Ireland and see the main sights is to rent a car from Dublin Airport
and start your tour to the west to visit the Connemara National Park and see Kylemore Ab-
bey. Then go south to discover the famous Cliffs of Moher. Don’t miss the Rock of Cashel
on your way to Dublin. To conclude don’t forget to visit Dublinia the Viking and Medieval
Dublin museum to enjoy a flashback on Ireland’s past. There here is so much to see and
do that you will have to come back another time!
Info+
La République d’Irlande est un état souverain. L’Ulster dépend de la Grande Bretagne. La signa-
ture en 1998 de l’accord de Belfast, aussi appelé l’accord du Vendredi saint (The Good Friday
Agreement), a vu Dublin, Londres et Belfast se mettre d’accord pour donner une certaine autono-
mie à l’Irlande du Nord. Vous pourrez exploiter les pages 196 et 197 pour élargir la perspective
politique et culturelle du l’unité.
b. Explore the historical heritage of Ireland p. 28

1 In the first two paragraphs identify the invaders, the dates, the territories and the verbs of
movement. Use the information to create a timeline.
Après avoir repérer des éléments clés, les élèves dessineront une frise sur leur cahier. Ensuite la
classe pourra comparer et commenter les résultats et tirer des conclusions sur l’histoire de l’Irlande.
The great famine
5th century BC 9th century 12th century 1 million migrated to US
400 500 600 700 800 900 1000 1100 1200 1300 1400 1500 1600 1700 1800 1900 2000
St Patrick arrived Viking invaded Normans invaded Ireland part

Ireland + conquered Ireland of UK
Cells arrived

“The Celts” l.2 “the Vikings” l.7
Invaders
“St. Patrick” l.4 “the Normans” l.10
“5th century BC” l.2 “In the 12th century” l.9
“In 432 AD” l.4 “1800” l.12
Dates
“in the 9th century” l.7 “1845” l.13
“for nearly 200 years” l.9
“Ireland” l.3 “on the island” l.5
Territories “Great Britain” l.3 “the United Kingdom” l.11
“other areas of Europe” l.4 “the United States” l.15
“arrived” l.5 “conquered” l.10
Verbs of
“invaded” l. 8, 10 “left” l.14
movement
“emigrated” l.15
2 Pick out the verbs referring to conquest, invasion and migration. Comment on the evolu-
tion of the island.
Conquest / Invasion: “conquered”, “pillaged”, “went to war”, “arrived”, “invaded”.
Migration: “left”, “emigrated”.
Ireland had always been a land of invasion and more recently a land of emigration. First-
ly, it was invaded many times over the centuries. Secondly, the Irish migrated massively
over the last 200 years.
3 Classify the following words into two categories: unity and division. Complete your time-
line with the pertinent information.
Certains éléments peuvent se trouver dans les deux catégories.
Unity: the United Kingdom • independence • “Ourselves Alone” • freedom • part of the Act
of Union
Division: war • divided • the United Kingdom • “Ourselves Alone” • independence
4 Try to explain to an American friend visiting Europe why the Isle of Ireland has two curren-
cies: the pound and the euro. Sum up the history of Ireland using the following words.
Production possible
The history of Ireland is complicated. First the island was invaded by many peoples over
the centuries. In the 1840s, Ireland experienced a high level of migration as a conse-
quence of the potato famine. In the early 1900s the Irish started to claim their indepen-
dence and fought for it. It ended up in a war from 1919 to 1921. After the war, the island
was divided into two countries: Northern Ireland and the Irish Free State. Since then Nor-
thern Ireland has been part of the UK; that’s why they use the pound. As an independent
country, the Republic of Ireland, an EU member state, has used the euro since 2002.
Info+
La République d’Irlande a rejoint l’union européenne en 1973.
29
c. Share the legendary heritage p. 29
Script CD1 PISTE 05
The Claddagh ring, fáinne Chladaigh loyalty, and the hands stands for friendship. To
The Claddagh ring is an Irish symbol of love, show that your heart is taken wear your Clad-
loyalty and friendship. The Gaelic word Clad- dagh ring with the heart pointing toward your
dagh means “rocky beach” or “shore”. The ring body. If you are looking for love, wear your ring
was first made in Galway over 400 hundreds with the heart pointing outward. The meaning
years ago, in a small fishing village called Clad- of the Claddagh also depends on the person
dagh. who wears it.
Love, loyalty and friendship or in Gaelic grá, Wear the Claddagh to celebrate romance, to
dílseacht, cairdeas. The Claddagh design is a mark a special friendship, or to celebrate your
unique combination of three symbols. The heritage.
heart stands for love, the crown stands for An Irish promise of love, loyalty and friendship.

1 Describe the ring. Guess what each element of the ring represents.
L’observation de la bague Claddagh donne accès à un symbole irlandais célèbre. Les élèves émettent
des hypothèses avant d’aborder le texte et le document audio.
We can see three parts: a heart, a crown and two hands around it.
The heart may stand for love / friendship / life / health, the crown for loyalty / royalty /
high rank, the hands for sharing / friendship / generosity.
2 Pair work Find out what the Claddagh ring symbolises and its origins using the two diffe-
rent documents. Then share your findings with your partner.
Pour réaliser cette activité de compréhension orale et écrite les élèves sont en binômes. Le docu-
ment audio, d’un accès de compréhension plus simple, convient davantage à un·e élève d’un niveau
A2 en compréhension orale. Chaque élève doit repérer les éléments clés pour partager ensuite leur
compréhension, comparer les différentes versions de la légende et écrire une synthèse de leur docu-
ment. Il sera possible d’attirer l’attention sur la forme du génitif (Grammar spot p. 28). Il est possible de
faire travailler les documents avec un guidage plus poussé avec les fiches du E-workbook.
The legend says that pirates took Irishmen from a small village and sold them into slave-
ry. One of the Irishmen, named Richard Joyce, was going to get married when he was
captured and sold. As he worked for a goldsmith, he crafted a ring for his true love. When
he was freed and came back to Ireland, he gave the ring to his lover who had stayed in
Ireland in the village of Claddagh and married her. Later the ring was named Claddagh
after the name of the village.

3 Pair work Explain in a short paragraph why offering a Claddagh ring on Valentine’s day is
symbolic. Use the legend!
Production possible
Valentine day has become a symbol of love. In the same way the Claddagh has become
a symbol of loyalty or love, and many Irish wear it as a token of friendship or love. It is
a nice present which tells a story. The first Claddagh ring was brought in a small fishing
village called Claddagh, in Galway, by Richard Joyce 400 hundred years ago. The ring
was named Claddagh after the name of the village.
Info+
Il existe plusieurs interprétations à propos de l’origine du Claddagh et son introduction sur le sol
irlandais. L’usage du Claddagh doit obéir à des règles : on ne doit pas s’acheter de Claddagh ni le
vendre. On ne peut que l’échanger contre un autre objet.
Prepare your Project p. 29
Pair work Act out an interview!

Student A You are an American journalist writing about Ireland.
Student B You are passionate about Irish culture and heritage.
Dans ce jeu de rôles, vous pourrez intervenir dans la construction des binômes afin de favoriser
l’hétérogénéité ou l’homogénéité. Les élèves se mettront d’accord dans le choix des personnages
interprétés.
Les élèves pourront s’appuyer sur les acquis culturels, lexicaux et linguistiques de la leçon et, si
besoin, effectuer des recherches supplémentaires sur d’autres thèmes en lien avec la culture et l’héri-
tage irlandais. Cette activité peut être improvisée ou préparée en classe ou en dehors de la classe. On
pourra prévoir des accessoires et un aménagement de la classe pour favoriser l’adhésion des élèves.
Elle peut être réalisée en tâche intermédiaire évaluée, auto-évaluée ou non évaluée (barème page
suivante). Une interaction orale totale d’une durée de 3 minutes peut être attendue.
Memory Challenge p. 29
Explain it to me. Choose a word about Irish heritage and ask your classmate to explain it.
En binômes, un·e élève choisit un mot nouveau de la leçon et demande à son·sa partenaire de l’expli-
quer avec ses propres mots et de manière simple. Celui ou celle-ci pourra l’inclure dans une phrase
contextualisée pour montrer sa maîtrise du vocabulaire nouveau. L’activité pourra durer environ
5 minutes avec plusieurs mots de la leçon par exemple.
31
32
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : �� P
yourrepare
Proje
ct
Expression orale en interaction
Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont très simples. Je reprends seulement Mes interventions sont simples et brèves. Je Mon discours est détaillé. Mes questions/réponses
The importance of being Irish?

des choses vues. Mes questions/réponses sur la reprends des choses vues et apporte de nouveaux sont variées et nombreuses. Mes informations sur
culture irlandaise sont très limitées. éléments. la culture irlandaise sont claires et plus précises.
Mes questions/réponses sur la culture irlandaise
sont simples.
0-1 2-3 4
Pragmatique et Je communique de façon simple. Mes phrases sont Je m’aide peu de mes notes. J’utilise quelques mots C’est une réelle situation de communication. Je
socio-linguistique très simples. Il n’y a pas de véritable interaction. de liaison, mes phrases sont construites. L’interac- m’aide très peu de mes notes. Mon discours est
tion est limitée et peu naturelle. structuré. Je suis capable d’interagir spontanément.
0-1 2-3 4
0-1 2-3 4
grammaire (verbe manquant, etc…) ou de syntaxe respectée. peu d’erreurs de grammaire.
(ordre des mots).
0-1 2-3 4
Lexique Les mots de vocabulaire sont très simples, appris Le vocabulaire est simple mais plus riche et j’utilise Les mots de vocabulaire sont différents et plus
par cœur. quelques variantes. variés.
0-1 2-3 4
Total : ��/20
2 The Irish diaspora
Quand les Irlandais·e·s émigrent p. 30-31
Cette double-page fait un focus sur la diaspora irlandaise, épisode marquant de l’histoire de l’Irlande
et phénomène influençant la construction de l’identité irlandaise. Chaque document met en lumière
un angle spécifique : une infographie avec des repères historiques et géographiques, une chanson
sur une immigrée représentant la diaspora irlandaise qui est devenue le symbole de l’immigration et
du rêve américain, et un témoignage personnel et authentique d’une Américano-irlandaise.
Le Culture tip met l’accent sur le centre d’immi-

gration, porte d’entrée aux Etats-Unis pour les
L’infographie donne des informations clés émigrants étrangers. On estime que 40 % des
sur la dispersion des membres de la com- Américain·e·s ont au moins un·e ancêtre entré·e
munauté irlandaise à travers le monde. aux USA par cette porte.
2 The Irish diaspora b. Isle of Hope, Isle of Tears
1 Look at the photo and describe the statues (gesture, looks, E-w
expressions). Show w that the title of the song “Isle of Hope, hatier-clic.fr/lmu2008
Isle of TTears” gives a meaning to the monument.

a. The impact of the Irish Cul
Culture tip
2 Listen to the song. Pick out
information about Annie Moore. CD1 PISTE 06
Ellis Island is an immigration station which
3 WWrite a Y
YouTube post about the song opened in 1892 and closed in 1954. It is located
between New York and New Jersey. More than
in which you help people around the 12 million immigrants passed through Ellis
world understand its true meaning. Island before entering the USA legally.
An estimate indicates that almost up to 40
per cent of all current US citizens can trace at
least one of their ancestors to Ellis Island.
c. An Irish w
woman
oman in N
New
ew Y
York
ork
Mélanie Irwin is an Irish woman who grewgr up in IrIreland and emigrate
ig
igrated to the USA 8 years
ar ago.
ars ag She is a
design entrepreneur who is telling her friend about her new life in the United Stat
St es.
Hi Fiona,
1 Pick out the names of cities and
Lovely to hear from you! All is well here, I am just back from a weekend
countries. Recap the author’s move-
in Washington, DC. I am sorry for not having written to you earlier; we
ments.
really need to catch up on our news.
Things have not been too bad since I moved to New York. Y I wanted to 2 Note down the expressions
spread my wings1 and it was one of the best things that has happened related to the author’s active life and
to me, the first months were fantastic. Irish culture.
I have decided to immerse myself here and make the best of it. It takes
time but now I have a hectic2 social life. I keep meeting many people and 3 Select in the list below the adjec-
new friends who help me develop my design business over here. tives that describe her feelings. Justify
YYou can’t imagine how great it is to live in this city! I even manage to do your answers by quoting from the
gigs3 and sing at the pub The Crock of Gold in New York
Y on Friday nights. text.
That keeps me connected with the Irish culture. enthusiastic • sad • angry • sorry • funny
What I miss most is the Irish sense of humour, the easy-going4 outlook5 • nostalgic
on life which makes Ireland special. Though there is a lot to do here,
1 Look at the content and the flags used in the 3 Look at the dates. Specify the cause of the Irish Ireland will always be on my mind. 4 Pair work Act out a phone call
Let me know when you’re coming to the States! You’re
Y always welcome! between the two women catching up.
infographic and guess the topic. mass migration.
Slan agus bennacht leat! 6
2 Look at the numbers and the countries on the 4 Barack Obama visited Ireland in 2011. Use Mélanie, your dear friend.
map. Explain what they reveal about the population of elements from the infographic to write the speech
Ireland. he delivered when he arrived. Deliver your speech to 1. become independent 2. very busy 3. concerts 4. relaxed 5. vision
the class explaining why Ireland is important in the 6. Goodbye and blessings
English-speaking world.
Word
Memory
homeland: country of origin go abroad: go to another
confident country
ge
Gramma
Grammar
homesick: unhappy because you
way from home
are away
move: move house
spread: disperse llen
Chaalle
Ch nge
Verbs + to + infinitive To
oo ls p. 36 hopeful hope: want sthg to happen
fearful: scared look backwar
back d ≠ look forward Explain in a video how the Irish travelled
avelled the world. T
Talk about Word association. Say all the words
“70 million people claim to have Irish
settle: start living somewhere nowadays: present times, today the Irish diaspora: migration periods, causes, destinations, that come to your mind when you think
ancestry around the world.”
permanently toward: in the direction of impacts, feelings... about the Irish diaspora.
La production écrite permettra La tâche intermédiaire permettra de

aux élèves de manipuler l’info- préparer la tâche finale en réalisant
graphie et de s’approprier les une vidéo.
informations.
33
a. The impact of the Irish p. 30

Pour réussir ces activités, il sera utile de faire un rappel à l’oral pour s’assurer que les élèves maîtrisent
l’utilisation des chiffres, des pourcentages et des quantifieurs (voir précis grammatical p. 208 -209 et
p. 215- 216).
1 Look at the content and the flags used in the infographic and guess the topic.
We can see arrows going from Ireland to different countries, statistics and a podium with
three countries. There are also the faces of two American Presidents. This infographic
must be about Irish immigration.
2 Look at the numbers and the countries on the map. Explain what they reveal about the
population of Ireland.
Cette question sera l’occasion de se pencher sur le point de grammaire du Grammar spot.
These statistics confirm that the Irish have emigrated and are scattered all over the
planet. The population of Ireland moved and settled mainly in English-speaking countries
to avoid the language barrier or to meet family members. One million people left Ireland
between 1845 and 1852 and at least 8 million people emigrated from Ireland to different
countries between 1801 and 1921.
3 Look at the dates. Specify the cause of the Irish mass migration.
Il faudra faire repérer les dates pour identifier et expliquer la cause de la grande émigration des Irlan-
dais·e·s.
1801, 1921, 1845 to 1852, “because of the Irish Potato Famine”.
There are several Irish emigration waves but the mass emigration happened from 1845 to
1852 because of the famine.
4 Barack Obama visited Ireland in 2011. Use elements from the infographic to write the
speech he delivered when he arrived. […]
Vous devrez inciter les élèves à utiliser les éléments de l’infographie voire de s’inspirer des
discours authentiques disponibles sur Internet. Le discours devra être bref et efficace : il faut
séduire le public, utiliser des phrases courtes, être convaincant·e et ne pas lire son texte. On
insistera sur l’emploi du point grammatical de la leçon : la proposition infinitive en to.
Production possible
Dear Irish friends and citizens
I have come here to Ireland to celebrate the bonds between two great countries, America
and Ireland. And I would like to thank you for your generous hospitality.
You may know me as the President of the USA, but I’m also the descendant of Irish immi-
grants. I feel welcome here in Ireland, my second home, as I am the 22nd President to be
of Irish descent.
The story of America and Ireland is a common heritage. We share the same blood. I know
that many of you have family who emigrated to America to live the American Dream and
your ancestors passed on their heritage to the next generation.
Thank you again for your kindness and your generosity.
Barack Obama

b. Isle of Hope, Isle of Tears p. 31
Script CD1 PISTE 06
On the first day of January 1892 15 years

They opened Ellis Island and they let the Isle of hope, isle of tears
people through Isle of freedom, isle of fears
And the first to cross the threshold of that isle But it’s not the isle you left behind
of hope and tears That isle of hunger, isle of pain
Was Annie Moore from Ireland who was all of Isle you’ll never see again
15 years But the isle of home is always on your mind
Isle of hope, isle of tears When they closed down Ellis Island in 1943
Isle of freedom, isle of fears 17 million people had come there for sanctuary
But it’s not the isle you left behind And in springtime when I came here and I ste-
That isle of hunger, isle of pain pped onto its piers
Isle you’ll never see again I thought of how it must have been when
But the isle of home is always on your mind you’re 15 years
In a little bag, she carried all her past and history Isle of hope, isle of tears
And her dreams for the future in the land of Isle of freedom, isle of fears
liberty But it’s not the isle you left behind
And courage is the passport when your old That isle of hunger, isle of pain
world disappears Isle you’ll never see again
But there’s no future in the past when you’re But the isle of home is always on your mind (x2)

1 Look at the photo and describe the statues (gesture, looks, expressions). Show that the
title of the song “Isle of Hopes, Isle of Tears” gives a meaning to the monument.
The girl seems to be very close to her two brothers as she protects them. One of her bro-
thers points his arm toward the open sea, looking in the distance before leaving Ireland
full of hopes. This justifies the allusion to the song “Isle of hope and tears” because they
must feel very sad to leave Ireland and at the same time they are excited to start a new
life. The song’s title reflects the state of mind of an emigrant leaving his native land.
2 Listen to the song. Pick out information about Annie Moore.

Pour un repérage et un guidage plus progressif de la chanson, vous pouvez utiliser la fiche du
E-workbook. Il est également possible de fractionner l‘écoute par couplet. Vous pouvez donner plus
de précisions dans le repérage des mots-clés. Si l’écoute est faite en autonomie, il convient de laisser
les élèves écouter plusieurs fois.
Annie Moore came from Ireland and was the first person to enter Ellis island immigration
station. She was only 15. She had hopes for the future to start her life. She had fears and
she was scared too because she was leaving her native land and she knew she wouldn’t
come back.
35
3 Write a YouTube post about the song in which you help people around the world to un-
derstand its true meaning.
Pour favoriser la motivation, les élèves pourront publier le commentaire directement en ligne
sur une des pages YouTube de la chanson et pourront consulter la fiche méthodologie n°13
(Poster sur les réseaux sociaux).
Production possible
This heart-breaking song about emigration tells the story of the first person to enter Ameri-
ca through Ellis Island. She was a young Irish girl named Annie Moore who left everything
behind to start over in a new place because Ireland was a very poor country at the time.
Annie Moore knew that the USA was a land of liberty where she would enjoy a new life in
a land of opportunities. The song has become a symbol for the Irish people who left Ireland
back in those days.
Info+
Ellis Island a officiellement ouvert le 1er janvier 1892 et la première personne à y entrer était
Annie Moore, une adolescente irlandaise. Elle voyageait avec ses deux jeunes frères, Anthony
et Phillip. Après douze jours de traversée en bateau depuis Queenstown, près de Cork, les trois
enfants ont finalement été reçus au centre d’immigration d’Ellis Island, puis ont été réunis avec
leurs parents déjà présents à New York.
c. An Irish woman in New York p. 31

1 Pick out the names of cities and countries. Recap the author’s movements.
Ireland / Washington DC, New-York, the United States / the States
The author has travelled the world from Ireland to the USA and she has visited different
places in the USA.
2 Note down the expressions related to the author’s active life and Irish culture.
She is a design entrepreneur. She loves New York where she can “spread her wings”. She
has a “hectic social life”: she makes new friends all the time. She goes to “gigs” and she
sings in a pub, “she makes the best of it”.
3 Select in the list below the adjectives that describe her feelings. Justify your answer by
quoting from the text.
Fiona is very enthusiastic when she says “how great it is to live in this city”. But she also
says that “she misses the Irish sense of humour” and “the easy going outlook on life”.
These elements show that she is sometimes nostalgic about her past life in Ireland.
4 Pair work Act out a phone call between the two women catching up.
Cette activité en binômes se prête à une conversation informelle et spontanée.

Participate in the one-minute speaking challenge of The Irish Times!

Explain in a video how the Irish travelled the world. Talk about the Irish diaspora: migrations
periods, causes, destinations, impacts, feelings...
Vous pourrez envisager un travail en groupes, en binômes ou individuel. Il faudra encourager les
recherches en amont et veiller à ce que des sujets différents soient choisis afin d’avoir une vision
panoramique et documentée de la diaspora irlandaise.
La réalisation de la vidéo pourra se faire en cours ou en dehors de la classe ; à cet effet, la lecture de
la fiche méthodologique « Réaliser une vidéo » (p. 272) sera fortement recommandée. Vous pourrez
valoriser la réussite du travail technique sans négliger la prestation orale, par exemple en attribuant
un bonus de 1 point.
Les élèves devront apprendre leur production afin d’être le plus naturel·le et dynamique à l’oral.
On peut attendre une production de 1 minute 30 environ.
Word association. Say all the words that come to your mind when you think about the Irish
diaspora.
Dans cette activité ludique, les élèves établissent des associations de mots liés au thème de la dias-
pora irlandaise.
En fin de leçon, cette activité permettra aux élèves de mémoriser et de rebrasser des mots ou
expressions acquis durant la leçon. Elle peut aussi être mise en œuvre à deux moments distincts de
la leçon : au début pour diagnostiquer les connaissances des élèves et/ou à la fin pour évaluer les
acquis et la marge d’acquisition. L’activité peut durer environ cinq minutes.
Au début de la leçon, le livre fermé, vous demandez ce que les élèves savent de la diaspora irlandaise.
Les élèves peuvent répondre à la question en binômes ou vous pouvez le faire en classe entière.
Ainsi, notez les propositions au tableau sous forme de carte heuristique, tout en gardant l’ensemble
sur un autre support. À la fin de la leçon, le cahier et le livre fermé, vous demandez à l’oral ce que les
élèves ont retenu de la diaspora irlandaise et notez les nouvelles propositions de la même manière.
À l’aide de la première carte heuristique, vous pouvez souligner les nouvelles acquisitions de la leçon.
Les élèves recopient ensuite la carte.
37
3 Irish identities
L’identité irlandaise, une identité plurielle p. 32-33
Cette double-page aborde le sujet de l’appartenance et invite les élèves à réfléchir sur la représenta-
tion contemporaine de l’identité irlandaise : qu’est-ce qu’être Irlandais·e au XXIe siècle ? Les docu-
ments sélectionnés montreront que la notion de Irishness reste difficile à définir, c’est une question
complexe et intime. Encore plus aujourd’hui qu’hier, l’identité irlandaise, qu’elle soit collective ou
individuelle, est plurielle et singulière.
L’anticipation par l’image introduit Le Memory Challenge permettra de

le concept d’Irishness à partir des faire le point sur les connaissances
hypothèses des élèves. des élèves de façon ludique.
3 Irish identities c. Embracing div

diversity
This October in Axis Ballymun1, #IamIr
bition and series of events exploring Identity,ty Race, Culture
ty,
and Heritage.
a. Irishness Inspired
spired by a persisting lack2 of representation of the Black
5 Irish experience, Lorraine Maher launched3 the project to
1 Read the caption and describe the back- celebrate a more diverse representation of Irish identityty and
ground and the people. Find elements which
to question the concept of ‘Irishness’ and what that means for
make you think about Ireland.
Irish communities today. da This project maps4 the roots5, the
day.
2 Guess the topics adressed by the people in lives and experiences of Irish people of mixed heritage
the documentary. 10 creating a unique opportunity ty to challenge perceptions of
culture • emigration • heritage • music • identity what it looks like to be Irish and open up people’s e’ minds to
e’s
Gareth Alcorn and Trish Archer
cher in the documentary the di
diversity of Irish people. […]
I am Irish by journalist Una Mullally for RTÉ 2, April 2016 Maher collaborated with photographer Tracey
T Anderson to make an intimate study of the faces, lives
and experiences of 22 mixed race Irish people living in the UK.
www.totallydublin.ie,
totallydublin.ie, Oct
Oct, 2017
b. Irish pride 1. Art Centre in Dublin 2. absence 3. started 4. explores 5. origins
Trail A
PARCOURS
PARCOURS 1 Observe the girl’s attitudes and select adjec- 4 Explain “mixed heritage” in your own words.
DIFFÉRENCIÉS
tives from the following list to describe them. Find Find what the project wants to challenge and its
1 Watch the video without what unites them. ultimate goal (l. 8 -12).
the sound. happy • serious • united • shy • proud
5 YYou are in Dublin, write a short text message to
Select the words you can link to the video and guess what 2 Say how these teenagers represent the hash- a friend to tell him/her briefly what the exhibition is
the video is about. tag on their TT-shirt. about and advise him/her to go and see it.
instrument • definition • words • leprechaun • sport • photos •
competition • sea • sheep 3 Read the text. Pick out the sentence explaining
ds of Charlotte’s the goal of the exhibition (l. 1- 8).
2 Watch the video with the sound. nition of being Irish and
a. Pick out the keywords in the definition of “Irish”.
d. Questioning cultural identity
b. Select Charlotte Ryan’s opinion about it. elements she associates with
Being Irish is strictly about a defi
definition. the images and her 1 Look at the photo and the title of the activity what this document
Being Irish is more tthan just a definition. ver (symbols, history...). could be about.
3 Focus on images, verbs of action and the words that refer w on Irish culture 2 Listen to the recording and choose
to the Irish. Show
w that Charlotte’s heritage is her guiding force. and the ways she illustrates her love Lorraine Maher adresses. CD1 PISTE 07
of Irish culture (events, people…). heritage • places of origin and living • childhood • future • history • Irish identity • politics
4 List the words showing she is proud of her culture.
5 Express Charlotte’s opinion about 3 Focus on Lorraine’s story of emigration and write down the verbs of
5 List the forms Irish music takes in the video. Irish music. movement, places and feelings. Narrate her journey in your own words.
How important is music for her and for the Irish?
4 Find elements Lorraine connects to her Irish heritage.
Meet up!
Define the concept of Irishness according to Charlotte Ryan in a one-minute presentation. 5 Describe Lorraine’s experience of Irishness as a mixed-race person.
Would you say it was positive? Justify your answer.
Word Memory
llen
Chaalle
Ch ge
nge
unity ≠ separation Celtic consist in
Gramma
Grammar diversity ≠ similarity unrivalled: with no embrace your culture: Play Chinese whispers. Say one
speech: language equal welcome your sentence about Irish identities and
native: person who is unmistakable culture whisper it to your neighbour as clearly as
The adjectives To
oo ls p. 36 born in a country proud national music possible. Then your neighbour repeats
ancestors ≠ descen- maintain: keep in feet aching to dance: Y are an Irish person posting on a blog to talk about your
You it to another student and adds his / her
“I grew up in a very strong proud
Irish household.” dants existence feet wanting to dance Irish identity. Relate a part of your story and say why you are own sentence. The last student repeats
loneliness symbolise proud to be Irish. all the sentences aloud.
Dans ce parcours différencié, L’activité finale de production de ce parcours

les consignes sont adaptées au permet aux élèves de se retrouver et de
niveau des élèves afin de mieux partager leur compréhension.
les accompagner dans l’accès au
sens du document audio.

a. Irishness p. 32

1 Read the caption and describe the background and the people. Find elements which make
you think about Ireland.
Dans cette lecture d’image, les élèves pourront s’appuyer sur la légende. On pourra à l’oral amener
les élèves à rapprocher et à opposer les deux photographies.
This is an advertisement for “I am Irish”, a TV documentary broadcasted by RTÉ in April
2016. There are pictures featuring two people. On the left picture we can see a white man,
Gareth Alcorn, who is wearing a typical Irish tweed cap, and in the background a farm
with animals. On the other picture a black woman, Trish Archer, is standing in front of a
lake or the sea. She has long black hair. They both hold in their hands a small board with
a fingerprint and the hastagh “# I am Irish” on it.
2 Guess the topics addressed by the people in the documentary.

This documentary must be dealing with heritage and identity in a diverse Ireland.
b. Irish pride p. 32
Script
Irish lates internationally and is loved by many. I
Defined as natives of Ireland or their descen- embrace my culture spending most of my life
dants, especially when of Celtic speech or participating in our national dance and after
culture. But there’s a lot of more behind this 16 years my feet are still itching to dance.
definition. Music
Heritage Being Irish means that you can’t deny the un-
Being Irish means that my entire heritage de- mistakable sound of our national music. As
rives from this small island. We as a nation a self-proclaimed trot head there is no bad
have triumphed and maintained our heritage, mood that can’t be resolved by listening to
always bearing it in mind. It is my heritage that Irish music. It just brings me happiness.
makes me proud. “Is mise Charlotte. Is duine Eireannach mé
Culture Agus taim Bródúil as!” (I am Charlotte. I am an
Being Irish means that we have an unrivaled Irish woman and I’m proud of it!)
and evolving culture. It is a culture that trans- But to me being Irish is everything!

Le guidage différencié va permettre aux élèves de travailler à leur rythme. Après un visionnage de la
vidéo sans le son afin de travailler (avec vous) sur le thème de la vidéo, les élèves entreront graduel-
lement dans la phase de compréhension détaillée. Vous pourrez choisir les modalités de la compré-
hension orale : 2 ou 3 écoutes, travail sur un ou deux trails, seul·e·s, en binômes ou en groupes. Pour
faciliter l’accès à celle-ci, on pourra découper le visionnage de la vidéo selon les 4 parties suivantes :
Irish, Heritage, Culture et Music et demander aux élèves de lire le Word spot.
39
TRAIL A TRAIL B
1 Watch the video without the sound. 1 Watch the video without the sound.
Select the words you can link to the video Write down what you can see and guess
and guess what the video is about. what the video is about.
The video is about a girl who speaks about People: a girl, parades, viewers, soldiers,
Irishness / Irish pride (culture, music, athletes
history, family, heritage, way of life...). She Places: city, bus, sea, seashore, street
expresses her feelings, gives her opinion, Objects: frame, light, words in English and
gives her own definition of being Irish and in Gaelic, clovers, file footage, family and
what it means for her to be Irish. personal pictures
Actions: holding a frame, playing games,
dancing, playing music, competing, singing
The video is about a girl who speaks about
Irishness / Irish pride (culture, music,
history, family, heritage, way of life...).
She expresses her feelings, gives her own
definition of being Irish and what it means
for her.
2 Watch the video with the sound. 2 Watch the video with the sound.
Try to catch some words of Charlotte’s per-
a. Pick out the keywords of the definition of
sonal definition of being Irish and rewrite it.
“Irish”.
“as natives of Ireland”, “their descen-
“natives of Ireland or their descendants”,
dants”, “Celtic speech or culture”, “a lot of
“Celtic speech or culture”, “a lot of more
more behind this definition”.
behind this definition”.
Being Irish is not only about being a native
b. Select Charlotte Ryan’s opinion about it. of Ireland, of Irish descent, of Celtic speech
“Being Irish is more than just a definition.” or Celtic culture. Being Irish is more than
just a definition.
3 Focus on images, verbs of action and 3 Find elements she associates with her
the words that refer to the Irish. Show that heritage. Use the images and her voice over
Charlotte’s heritage is her guiding force. (symbols, history...).
Images: continuous movements, a flag is Images: national events / symbols /
floating, a bus and cars are moving, people places (flags, monuments, avenue and
are walking and in motion, the pictures are historical buildings, parades, celebrations)
scrolled quickly. personal celebrations / events (childhood,
Verbs of action: “drives”, “triumphed”, family, school photo, graduation, travel,
“maintained”, “bearing”. friends)
Words referring to the Irish: “small island”, Voice over: “derives from this small is-
“nation”. land”, “we as a nation”, “triumphed and
Her heritage is in the centre of her life and maintained”, “always bearing it in mind”,
essential for her. She - and the Irish nation “makes me proud”.
- manages to keep it alive. It is always in
her mind and she is proud of it.

4 List the words showing she is proud of 4 Identify her view on Irish culture and the
her culture. way she illustrates her love of Irish culture
“unrivaled and evolving culture”, “trans- (events, people...).
lates internationally”, “loved by many”, Events: celebrations of Saint Patrick’s Day,
“embrace my culture” games, competitions
People: athletes, musicians and dancers
She thinks that the Irish culture is unique
and evolving, has an international impact
and is loved by a lot of people. She does
traditional dance and embraces her culture.
5 List the forms Irish music takes in the 5 Express Charlotte’s opinion about Irish
video. How important is music for her and music.
for the Irish? Charlotte thinks that Irish music is unique,
Instruments: fiddle, accordion, guitar, per- it has an unmistakable sound. It can solve
cussion, synthesizer, flute, all her problems and brings her happiness.
Songs: a man is singing
Listening: She is listening to music using
her phone and headphones
Dance: step dancing, traditional dance,
“trot head”
Irish music has an unmistakable sound
and is unique. Music is everything for her
and it brings her happiness.
Meet up!
Define the concept of Irishness according to Charlotte Ryan in a one-minute presentation.
Production possible
To Charlotte Ryan, Irishness manifests itself in different ways. Irishness is also about
being proud and happy of the Irish heritage, culture and music. It is about being able to
keep them alive, to share and pass them on. It is also being aware that they contribute
to forge the Irish identity. Charlotte Ryan experiences the Irish culture by doing traditio-
nal dance and listening to Irish music.
c. Embracing diversity p. 33

1 Observe the girl’s attitude and select adjectives in the following list to describe them. Find
what unites them.
They can be described as happy, united and proud. They are united by friendship, their
youth, Irishness and Irish culture.
2 Say how these teenagers represent the hashtag on their T-shirt.

The hashtag “#IamIrish” on their T-shirt shows how all of them are proudly Irish. There is
a sense of belonging to the same community. The girls represent, claim and celebrate the
diversity of Ireland.
41
3 Read the text. Pick out the sentence explaining the goal of the exhibition (l. 1-8).
“Inspired by a persisting lack of representation of the Black Irish experience, Lorraine
Maher launched the project to celebrate a more diverse presentation of Irish identity and to
question the concept of Irishness and what that means for Irish communities today.” l. 4-8
4 Explain “mixed heritage” in your own words. Find what the project wants to challenge and
its ultimate goal (l. 8-12)
Mixed heritage means your parents come from different racial and/or cultural back-
grounds. She wants to challenge the idea people have of what the average Irish person
looks like.
5 You are in Dublin, write a short text message to a friend to tell him/her briefly what the
exhibition is about and advise him/her to go and see it.
Dans cette phase de réinvestissement, l’activité à caractère réel permet de synthétiser l’essentiel du
texte en quelques phrases.
Production possible
“Today is your last chance to see #IAmIrish, the fantastic and free photographic exhibition
at Alix Ballymun which celebrates Irish people of mixed heritage and tries to make people
think about what it means to be Irish.”
“Come and see the #IAmIrish the photographic exhibition at Alix Ballymun, where L.
Maher collaborated with photographer T. Anderson to challenge our concepts of Irish iden-
tity. Just great!”
d. Questioning cultural identity p. 33
Script CD1 PISTE 07
Hi my name is Lorraine Maher, I come from I belonged.

Carrick-on-Shannon, County Tipperary. I’m massively proud of my Irish heritage, I grew
My Irishness was questioned many times up in a very strong proud Irish household, I
over the years and by the time I was a teena- have always loved the Irish culture, the music.
ger I didn’t feel like Ireland was a place for me When I was a child I used to do Irish dancing,
anymore. So I left and came to England and in school learn all the Irish songs. I have taught
I moved to a predominantly black area where, them to my children, trying to teach my child-
I suppose for the first time in my life, I felt like ren Gaelic.

1 Look at the photo and the title of the activity. Guess what this document could be about.
Cette anticipation par l’image et le titre Questioning cultural identity donne l’occasion d’amener les
élèves à émettre des hypothèses sur le document audio. La légende de l’image permet de mettre en
lien ce document avec le texte précédent et guidera les élèves dans leurs hypothèses.
The document could be about Lorraine Maher, identity, Irishness, race, diversity racism,
mixed origins / heritage and roots, questioning the Irish cultural identity.

2 Listen to the recording and choose the subjects that Lorraine Maher addresses.
Vous inviterez les élèves à lire les thèmes puis à écouter une première fois le document dans sa
globalité.
heritage • places of origin and living • childhood • Irish identity
3 Focus on Lorraine’s story of emigration and write down the verbs of movement, places
and feelings. Narrate her journey in your own words.
Il s’agit de proposer une ou plusieurs écoutes du document afin de repérer et de s’appuyer sur
des mots-clés connus et inconnus (des verbes de mouvement, des lieux et des sentiments) afin de
construire du sens et de réexpliquer le parcours de Lorraine Maher.
Verbs of movement: “come from”, “left”, “came to”, “moved”.
Places: “Carrick on Shannon”, “County Tipperary”, “Ireland”, “England”, “a black area”.
Feelings: “I didn’t feel like...”, “I felt like I belonged”, “massively proud”, “a very strong
proud”, “loved”.
Lorraine Maher comes from Carrick-on-Shannon, County Tipperary, in Ireland and she
moved to England in a mostly black area because she felt like she didn’t really belong in
Ireland.
4 Find elements Lorraine connects to her Irish heritage.

Vous pourrez proposer une ou plusieurs écoutes du document. Les élèves devront repérer des
mots-clés connus afin de rendre compte les manières dont l’héritage culturel de Lorraine se mani-
feste. Ce sera aussi l’occasion d’analyser la place des adjectifs qualificatifs dans la phrase (Grammar
spot p. 32).
“proud of my Irish heritage”, “ a very strong proud Irish household”, “loved the Irish
culture, the music”, “do Irish dancing, in school”, “learn all the Irish songs”. “I have taught
them to my children”, “trying to teach my children Gaelic”.
Lorraine Maher is proud of her Irish heritage. She grew up in an extremely proud Irish
family, she has always loved the Irish culture and music. When she was a child, she used
to do Irish dancing classes in school and she learnt all the Irish songs. She taught them to
her children and tried to teach them Gaelic.
5 Describe Lorraine’s experience of Irishness as a mixed-raced person. Would you say it was
positive? Justify your answer.
Le résumé de l’expérience de Lorraine Maher et l’expression du point de vue permettront aux élèves
de s’approprier les informations du texte et de favoriser la discussion en classe. Les réponses devront
s’appuyer sur le document et les élèves pourront s’aider du lexique dans le Word spot.
Production possible
Although Lorraine Maher grew up in a family proud to be Irish, her overall experience as
a mixed-race person in Ireland was not always positive. Being Irish is still an important
part of her life because she teaches her children about the language and the culture, but
she moved to England, to a more diverse area, because people had often questioned her
identity as an Irish woman.
43
Invent a short testimony of Irishness.

You are an Irish person posting on a blog to talk about your Irish identity. Relate a part of your
story and say why you are proud to be Irish.
Les élèves pourront s’inspirer des différents témoignages vus dans la leçon, imaginer totalement leur
témoignage voire inventer celui de personnes irlandaises (fictives ou réelles) ; ils·elles devront bien
entendu garder une cohérence avec la notion de Irishness et ancrer le témoignage dans la société
contemporaine.
On attendra deux visées principales dans le témoignage : informative et argumentative. Les élèves
devront mobiliser l’ensemble des acquis culturels, lexicaux et linguistiques de la leçon.
On pourra utiliser Internet pour effectuer des recherches si besoin en amont et créer un blog pour
publier les productions finales des élèves afin d’inscrire cette tâche dans un contexte réel et de ren-
forcer la motivation des élèves.
Cette activité peut être réalisée en tâche intermédiaire évaluée ou non (barème page suivante). On
peut attendre une production de 100 à 150 mots environ.
Production possible
Being Irish means belonging to Ireland wherever you are. It doesn’t matter what your
heritage is, when you have lived in Ireland long enough, deep down in your heart you are
and always will be Irish. This is a heritage you received, that you will always keep deep
inside and that you will be able to share with others. Being Irish means remembering the
past and also thinking of the future. It is also about sharing good moments with friends
and enjoying the feeling of being part of a great community.
Play Chinese whispers. Say one sentence about Irish identifies and whisper it to your
neighbour as clearly as possible. Then your neighbour repeats it to another student and adds
his / her own sentence. The last student repeats all the sentences aloud.
L’objectif de cette activité ludique est de faire travailler la mémorisation, la prononciation et l’écoute
attentive. Pour cette activité de « téléphone sans fil », il faudra prévoir que chaque élève invente et
écrive sur un papier libre une phrase qu’il ou elle dira à son·sa voisin·e, et que le·la dernier·ère élève
écrive ce qu’il ou elle a entendu pour en vérifier la justesse. On pourra envisager de diviser la classe
en deux ou plusieurs groupes si besoin.

arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : �� P
yourrepare
Proje
ct
Expression écrite
Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Ma production est très brève et propose des La récit que j’ai proposé donne des informations Mon témoignage de blog présente des informations
informations très simples sur l’identité irlandaise. Je simples et brèves sur l’identité irlandaise. Je plus précises et détaillées sur l’identité irlandaise.
reprends seulement des choses vues. Mon avis est reprends des choses vues et apporte de nouveaux Les arguments utilisés sont variés et nombreux.
très limité. éléments. Mon point de vue est simple. Mon point de vue est clair et plus précis.
0-1 2-3 4-5

Pragmatique et Mon témoignage est peu clair et organisé. Mes Mon témoignage est clair. J’utilise quelques mots de Mes phrases sont complexes. Mon témoignage est
socio-linguistique phrases sont très simples. liaison, mes phrases sont construites. structuré en paragraphes clairs.
0-1 2-3 4-5

grammaire (verbe manquant, etc.) ou de syntaxe respectée. peu d’erreurs de grammaire.
(ordre des mots).
0-1 2-3 4-5

Lexique Les mots de vocabulaire sont très simples. Le vocabulaire est simple mais plus riche et j’utilise Les mots de vocabulaire sont différents et plus
quelques variantes. variés.
0-1 2-3 4-5
Total : ��/20
45
on Arts and Irish identity p. 34-35
Les trois documents de cette page vont permettre aux élèves de voir comment l’identité irlandaise
est abordée à travers trois formes d’expression artistique de différentes époques.
Le tableau Children Dancing at the Crossroads (1835) du peintre irlandais Trevor Fowler (1810-1881)
représente une scène de la vie quotidienne à la campagne. L’extrait du roman en partie autobio-
graphique de James Joyce, A Portrait of the Artist as a Young Man (1916), évoque les préoccupations
politiques du jeune Stephen Dedalus, l’alter-ego du romancier. Sing Street (2016) est une comédie
dramatique musicale réalisée par J. Carney qui raconte les rêves et idéaux d’une bande de jeunes
dans le Dublin des années 80.
Script
Robert. Your mother and I really are under a Brendan. It’s all about the girl, isn’t it?
lot of pressure at the moment. Conor. What’s this?
Penny. We had to look at our accounts and… Brendan. Homework.
Brendan. They’re taking you out of school. Conor. I’ve school in the morning.
Robert. We’re not taking you out of school, Brendan. This is school. Rock and roll is a risk.
we’re transferring you. You risk being ridiculed.
Brother Baxter. You’ll be new, then. What’s Raphina. Jesus, what are you all wearing?
your name? Conor. Yeah, we’re just working that out.
Conor. Conor Lawlor. Conor. That was great fun.
Pupils. Ooh. Raphina. Yeah, it was really fun!
Brother Baxter. Shut up! Brendan. Have you kissed her yet?
Brother Baxter. We have a black shoe policy Conor. She’s got a boyfriend, pulled off in his
here, Mr. Lawlor. car, music blaring.
Conor. They’re brown, they’re quite sensible. Brendan. What was he listening to?
Brother Baxter. They’re not black. Conor. Genesis.
Brendan. Who knows what this new prison Brendan. No woman can truly love a man
will do for you. This is your time. who listens to Phil Collins.
Conor. Who’s she? She’s beautiful. Conor. So the guy with the car?
Conor. How come you’re not in school? Raphina. It’s complicated.
Raphina. I’m a model. Conor. As long as you’re happy.
Conor. Cool. Do you want to be in a video for Brendan. You are truly on a hero’s journey.
my band? Are you up to that?
Raphina. So if you’re in a band, sing me a song. Conor. I think she’s just an amazing human
Conor. Take on me! being.
Conor. We need to form a band! Brendan. Think big, Conor.
Darren. What? Conor. End-of-term disco at the School Hall.
Darren. Conor’s putting a band together. I say we ask if we can play there.
Mother. Oh, good Jesus! Conor. It’s our first gig. It’s gonna be amazing.
Darren. You can play every instrument known Raphina. I’ll try to come.
to mankind? Conor. You have to come!
Eamon. Probably. Robert. Not exactly the Beatles, is it?
Darren. Show him. Darren. I actually love this band.

Corrigé
1 What aspect of Irish culture do these documents focus on?

The three documents tackle different aspects of the Irish culture at different periods:
dancing, identity and music.
The first document is a painting by Trevor Thomas Fowler. It features a group of young
Irish people who are playing music and dancing at a crossroad in the countryside. It is a
lively scene and they seem to enjoy it even though they look deprived.
The second document is an excerpt taken from James Joyce’s first novel: A portrait of the
Artist as a young man. It shows how the young Stephen Dedalus develops a strong perso-
nality and a passion for justice and freedom of speech.
The third document is a film trailer about teenagers, who create a band in a school.
2 What do they say about Irish identity through the centuries?

These documents are examples of the energy Irish people can develop. We can feel a
passion for enjoying life whatever happens, especially with art. The film Sing Street is
another way to show the capacity the Irish have to create something new and to overcome
many obstacles to succeed.
3 Say which form of art is the most powerful for you.

I think the most powerful form of art is cinema because today everybody watches films.
This film also deals with intergenerational issues and talks about the way of life and the
evolution of society in Ireland. I like the film because it is a recreation of the 1980s atmos-
phere.
Quiz your knowledge !
Corrigé quiz hatier-clic.fr/lmu2009

1. Photo 1: Trinity College; Photo 3: Celtic cross. 2. True. 3. four 4. Map 3: border
between Northern Ireland and the Republic of Ireland. 5. loyalty, love and friendship.
6. People spreading around the world. 7. Ellis Island. 8. 1 million Irish people.
9. diversity in Ireland. 10. A Portrait of the Artist as a Young Man.
47
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��

1. Choose the monuments that are in Ireland. �� /2
❑ ❑ ❑ ❑
2. Ireland became part of the United Kingdom in 1800. �� /2

❑ true ❑ false
3. How many provinces are there in the Republic of Ireland? �� /2

❑ two ❑ three ❑ four
4. Choose the correct map of Ireland. �� /2
❑ ❑ ❑
5. What does the Claddagh ring symbolise? �� /2

❑ loyalty ❑ betrayal ❑ love ❑ friendship
6. What does diaspora mean? �� /2

❑ People changing town in the same country.
❑ People from one country living around the world.
❑ People spreading around the world.
7. To go to the United States, Irish immigrant went through… �� /2

❑ Ellis Island. ❑ Rhode Island. ❑ Angel Island.
8. From 1845 to 1952, the Irish Potato Famine caused the emigration of… �� /2
❑ 1 million Irish people. ❑ 6 million Irish people. ❑ 8 million Irish people.
9. What does #iamirish stand for? �� /2

❑ culture in Ireland ❑ tourism in Ireland ❑ diversity in Ireland
10. James Joyce, a famous Irish writer, is the author of… �� /2
❑ Sing Street. ❑ A Portrait of the Artist as a Young Man.
❑ Children Dancing at the Crossroads.
Total : �� /20

Too ls
1 a. Most of Ireland’s sheep have a f. The Irish Prime Minister would like to
black head. unite Ireland and Northern Ireland.
b. During the conference, the President’s
action was praised. 4 a. Ireland has always enjoyed a dyna-
c. This Book of Kell was Frank and Mar- mic culture. (épithète)
garet’s copy. b. Irish music sounds so unique to me.
d. Jeanne Rynhart’s sculpture was inau- (épithète / attribut)
gurated in 1992. c. The Irish culture became internationally
famous. (épithète / attribut)
2 a. The Dublin museum presents the d. To me it’s an instinctive identification
Celts’ most beautiful treasures. with the history of the country. (épithète)
b. The parade’s success was fantastic.
c. Ireland’s independence began in 1922. 5 a. For many, Ireland is a beautiful
small island.
3 a. I want you to share your heritage b. The country has also large green fields.
with tourists. c. I’m definitely a happy young Irish
b. Many Irish preferred to leave their person.
country for better opportunities. d. I think it’s a brilliant short documenta-
c. Everyone loves to celebrate Saint Pa- ry about Irishness.
trick’s Day. e. It contributes to fighting against harm-
d. The citizens expect the government to ful racial stereotypes.
change the law. f. Contrary to popular opinion only a few
e. The teacher asked his students to read Irish men have short curly red hair.
an Irish fantasy novel.
CD1 PISTE 08
6 MP3 n° 09
Vous pouvez faire remarquer la présence de plusieurs sons dans les mots listés.
/s/ : d. pirates e. hopes i. crops
/z/ : a. fears b. tears f. woes g. Paul’s
/ɪz/ : c. faces h. bridges j. promises
CD1 PISTE 09
7 MP3 n° 10
/s/ /z/ /ɪz/

après /p/, /t/, /k/, /f/, après /b/, /d/, /l/, /m/, après /s/, /z/, /ʃ/, /ʒ/, /
/θ/ /n/, /v/, /r/ dʒ/, /tʃ/
Voyelles
d. plants e. Celtics b. dreams h. moves a. boxes c. dances
g. emigrants i. cliffs f. causes j. passages
49
p. 38-39
PRO
JECT
1 Participate in a talk show. You are invited to debate on Raidió Teilifís
Éireann, to talk about “what is great about being Irish”.
Mise en place
• Vous pourrez intervenir dans la constitution des groupes et favoriser une certaine hétérogénéité
ou homogénéité. Les élèves, de leur côté, se mettront d’accord dans le choix de leur profil (Student A,
Student B ou Student C, le·la présentateur·trice).
• Les profils inventés par les student A et B devront rester vraisemblables. Les questions du·de la jour-
naliste devront être variées, nombreuses et ouvertes afin de créer un échange riche et intéressant.
• Les élèves prendront appui sur les acquis culturels, lexicaux et linguistiques de l’unité et pourront
s’ils ou elles le souhaitent compléter leurs connaissances par d’autres recherches.
• Cette tâche finale pourra se dérouler en classe ou en dehors de la classe. Dans le premier cas, on
pourra mettre en place un cadre se rapprochant d’un plateau télé ou radio et utiliser les TICE pour
rendre cela plus réaliste (par exemple diffuser la musique d’un programme TV anglo-saxon).
• La grille proposée à la page suivante évalue le travail individuel des élèves. Vous pourrez accorder
1 point de bonus pour la réactivité des propos de l’élève et son attitude.
z Fiche méthodo N° 16. Expression orale en interaction p. 280
PRO
JECT
2 Create an infographic! To celebrate Irishness create an infographic
related to Irish culture, emigration and identity.
Mise en place
• Les élèves pourront mener cette tâche individuellement, en binômes ou en groupes restreints.
Vous pourrez intervenir dans la constitution des groupes et favoriser une certaine hétérogénéité ou
homogénéité.
• Il faudra veiller à ce que les élèves choisissent des sujets variés et singuliers.
• Les TICE seront des outils à privilégier pour mener la recherche d’informations, favoriser le travail
collaboratif et mettre en valeur l’aspect esthétique du projet.
• La préparation de cette tâche pourra se dérouler en classe ou en dehors de la classe. Les produc-
tions finales pourront faire l’objet d’une exposition au sein de l’établissement ou d’une présentation à
l’oral.
• La grille proposée p. 52 évalue le travail individuel des élèves. Vous pourrez accorder un point de
bonus aux infographies riches et visuellement attractives.
z Fiche méthodo N°5. Faire une recherche internet p. 260

Fiche méthodo N°9. Créer une affiche ou un dépliant p. 267
Fiche méthodo N°10. Créer un PowerPoint p. 268

arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression orale en interaction – Participate in a talk show.

Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Ma part dans la discussion est très limitée. Mes Ma part dans l’interaction est simple et brève. Je Ma part dans l’échange est importante et détaillée.
énoncés sont très simples et brefs. Je reprends seu- reprends des choses vues et apporte de nouveaux Mes interventions sont précises, variées et nom-
lement des choses vues. Mes réponses/questions éléments. Mes réponses/questions sur l’identité breuses. Mes réponses/questions sur l’identité
sur l’identité irlandaise sont imprécises. irlandaise sont simples. irlandaise sont pertinentes.
0-1 2-3 4
Pragmatique et Je communique de façon simple. Je lis un texte sans Je m’aide peu de mes notes. J’utilise quelques mots C’est une réelle situation de communication. Je
socio-linguistique en faire sens. Mes phrases sont très simples. Il n’y a de liaison, mes phrases sont construites. L’interac- m’aide très peu de mes notes. Mon discours est
pas de véritable interaction. tion est limitée et peu naturelle. structuré. Je suis capable d’interagir spontanément.
0-1 2-3 4
0-1 2-3 4
grammaire (verbe manquant etc) ou de syntaxe respectée. peu d’erreurs de grammaire.
(ordre des mots).
0-1 2-3 4
0-1 2-3 4
Total : ��/20
51
52
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression écrite – Create an infographic!

Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Ma production est très simple et brève. Mon sujet Ma production est simple et brève. Les éléments Mon infographie est détaillée. Les éléments
The importance of being Irish?

lié à l’identité irlandaise est imprécis. Les éléments informatifs sur le sujet lié à l’identité irlandaise sont informatifs sur le sujet lié à l’identité irlandaise sont
informatifs sont rares. peu nombreux et simples. nombreux, variés et plus précis.
0-1 2-3 4-5

Pragmatique et Ma production est peu claire et organisée. Mes Ma production est claire. J’utilise quelques mots de Ma production est bien organisée. Mon discours
socio-linguistique phrases sont très simples. liaison, mes phrases sont construites. est structuré.
0-1 2-3 4-5

(ordre des mots).
0-1 2-3 4-5

0-1 2-3 4-5
Total : ��/20
n Let’s Meet Up! n fiches d’évaluation n Let’s Meet Up! n fiches d’évaluation n
Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Class: . . . . . . . . Date: �� Note: ��/20
Compréhension écrite
The Irish Travelers: A Nomadic Culture of Yore1

Throughout my life I have regularly Travellers’ encampment and became
traveled to my mother’s home city of fascinated with their way of life. He spent
Dublin. During these trips I would the next six years making photographs
regularly see groups of people living in and recording their stories and music.
5 caravans on the sides of the road, and 30 Despite shooting the photos in the late
I always wondered who they were and ‘60s, it wasn’t until 2007 that he found a
what their lives were like. publisher for his work. […]
I later found out they belonged to a MacWeeney shows us a gritty4, intimate
small ethnic minority called “Travellers” portrait of the people he eventually
10 — nomads who spend most of their life, 35 came to call friends. He compares the
literally on the road. While their history Travellers to the migrant farmers of the
has been hard to document — they have American Depression: “poor, white, and
no written records — they are thought dispossessed.”
to have separated from the settled Irish “Theirs was a bigger way of life than
15 community at least 1,000 years ago. 40
mine, with its daily struggle for survival,
The Travellers (until recently also compared to my struggle to find images
called “tinkers” or “gypsies”) often live symbolic and representative of that life,”
in encampments, in direct contrast to he said in his book. […]
“settled” people in Ireland. They are Today, however, the Traveller lifestyle
20 thought to be descended from a group 45
has changed dramatically from even a
of nomadic craftsmen, with the name few decades ago. Many have embraced
“tinker” a reference to the sound of a modern culture and become “settled,”
hammer2 hitting an anvil3. […] no longer living apart from the
In 1965 Dublin-born photographer mainstream.
25 Alen MacWeeney stumbled across a www.npr.org, Nov, 2012
1. jadis 2. marteau 3. enclume 4. (ici) réaliste
1 How did the narrator meet the Travellers? �� /2
��
��
2 What makes the Irish travellers different from the rest of the Irish? �� /4
��
��
��
1/2
53
Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Class: . . . . . . . . Date: ��
3 Give their two other names. �� /2
��
��
4 What was Alen MacWeeney’s work about? �� /4
��
��
5 Describe the relation he shared with the Travellers. �� /3
��
��
6 What do the Travellers have in common with the farmers of the American
Depression? �� /3
��
��
7 True or false: the Travellers have now settled to modern culture. Justify with
quotes from the text. �� /2
��
��
2/2

Compréhension orale CD2 PISTE 46
Part one �� /12 points
1 What event is celebrated? �� /1
��
��
2 Name two typical ways of celebrating St Patrick’s Day. �� /2
��
��
3 What is the goal of the Gaelic Club? �� /2
��
��
4 What activity do Emily and Erin practise? �� /1
��
��
5 When do they train? �� /2
��
��
6 Where are the two girls going to fly soon? �� /2
��
��
7 What are they going to do there? �� /2
��
��
1/2
55
Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Class: . . . . . . . . Date: ��
Part two �� /8 points
8 Name the instruments played by Art and his wife. �� /2
��
��
9 What instrument creates emotion and sorrow? �� /2
��
��
10 What do they do to keep the traditions alive? �� /4
��
��
2/2

Corrigés des fiches d’évaluation

1 The narrator used to see the Travellers when he was on his way to visit his mother
in Dublin. �� 2 points
2 �� 4 points
They are a small ethnic minority who spends most of their life on the road. (1 point)
There is no written trace of their history. (1 point)
They separated from the settled Irish 1,000 years ago. (1 point)
They lived in encampments in caravans on the side of the roads. (1 point)
3 These nomads are called ‘Gypsies’ or ‘tinkers’. �� 2 points
4 �� 4 points
Alan MacWeeney is a photographer. (1 point)
He decided to document Travellers. (1 point)
He shared their life for six years. (1 point)
He took photos and recorded their music. (1 point)
5 The photographer was fascinated with the Travellers’ way of life and considered
them as friends. �� 3 points
6 The Travellers are “poor”, “white” and “dispossessed”, just like the poor American farmers
during the Depression. �� 3 points
7 True: “Many have embraced modern culture and become “settled”, no longer living apart
from the mainstream.” �� 2 points
Compréhension orale
Script CD2 PISTE 46
Part one competing with dozens of other countries.

BW. To many on St Patrick’s Day, it’s about They show us the basic steps.
the green beer and a hat. But at the Fairfield BW. Look at those calf muscles… they are
Gaelic American club it’s about much more. like ripped… you lift weights.
It’s about celebrating their history and heri- EG. Yes, you have to. It’s got ten so much
tage and passing it from generation to gen- more athletic over the past couple of years
eration. that to be at this level you really have to do
BW. You are practicing a lot! How do you a lot of cross training. It’s become more like
an Olympic sport than it ever was.
practice?
EG. We practice at least five times a week Part two
and about a couple of hours a day. So we BW. Dancing and music are at the core of
are pretty dedicated. the Irish spirit. The pipes and drums gained
BW. Emily and Erin are flying to Ireland to popularity through the military but its ori-
the World championship of step dancing. gins are obscure.
They qualified earlier this year and will be AB. The bagpipes just have a kind of allure to
57
them. You know at the start as a young per- or they can be an emotion of dance...”Amaz-
son if you really want to play them. And you ing Grace” is probably the best representa-
have to want to play them to get good at it. tion...
BW. Art plays the pipes, his wife plays the BW. Try a look past the glitter of the holiday
drums. They have been doing it for nearly and take a listen to the sounds, to the lan-
20 years, sharing the sounds and traditions guage of the proud rich Irish culture of the
at weddings and funerals and celebrations Irish.
across the country Names: Bob Wilson, Erin Duffy, Emily Grady,
AB. The pipes can be an emotion of sorrow Art Beagan
Part one (12 points)
1 The video is about St Patrick’s Day and how people celebrate it. �� 2 points
2 Drinking green beer or dancing and singing. �� 2 points
3 They make people dance and play music. �� 2 points
4 They do step-dancing. �� 2 points
5 They practise 5 times a week and a couple of hours a day. �� 2 points
6 They will fly to Dublin. �� 2 points
7 They qualified for the World championship of step dancing. �� 2 points
Part two (8 points)
8 Art plays the pipes (bagpipes) and his wife plays the drums. �� 2 points
9 The bagpipes create emotion and sorrow. �� 2 points
10 They play music at weddings, funerals and celebration to keep traditions alive from
generation to generation. �� 4 points

2 The United Symbols of America?
Introduction
Cette unité vise à confronter les visions que peuvent avoir les élèves de certains symboles
américains (basées sur des intuitions ou généralités) avec des symboles plus hégémoniques.
Nous étudierons leur ancrage dans la culture, leur prépondérance, leur origine mais aussi leur
constante évolution, voire leur remise en question.
Notion(s) sentiment d’appartenance : singularités et Thème symboles américains

solidarités • mémoire : héritages et ruptures
Projets finaux
Problématique(s) suggérée (s) How are American
symbols evolving ? To what extent is the evolution of American PRO
JECT
1 Participate in a radio
symbols a good representation of American values? debate. Discuss American symbols in a radio
debate on the National Public Radio.
Objectif(s) culturel(s) les différents symboles PRO
JECT
2 Create a poster for the hall
américains, Harriet Tubman, Andrew Jackson, la destitution of fame of American symbols.
des statues des confédérés, Alexander Hamilton
Objectif(s) pragmatique(s) participer à un débat,
structurer son argumentation Prepare your Project
L1 Choose the symbol that you believe best
represents the USA and write a paragraph to
Objectif(s) sociolinguistique(s) adapter son discours à
explain your choice.
son auditoire
Objectif(s) citoyen(s) questionner des symboles natio- L2 Which famous American would you
naux issus d’un passé ségrégationniste choose for the $10 bill? Choose one person
and look up his/her biography online. Post a
Objectif(s) méthodologique(s) relire un devoir écrit (p. video on YouTube explaining why they should
264), expression orale en continu (p. 282), expression écrite be picked.
(p. 284)
Objectifs Lexique : symboles, valeurs, l’esclavage L3 Pair work Act out the interview with the
mayor following the demonstration.
linguistiques
Grammaire : le passif, la détermination
Phonétique : l’accent américain
Médias utilisés
CD DVD Quizlet
CD 1 pistes 11 à 16 • A Harriet Tubman bill, Good hatier-clic.fr/lmu2016
CD 2 piste 47 Morning America, ABC, 2016
E-workbook
• The mayor’s speech, All Things
Quiz Leçon 1: hatier-clic.fr/lmu2012
Considered, NPR, 2017
hatier-clic.fr/lmu2015 Leçon 2: hatier-clic.fr/lmu2013
MP3 n°16 à 25
59
Ouverture
The United Symbols of America? p. 40-41
Pour cette double page, il semble opportun de débuter par la description de l’image et sa mise en rela-
tion avec le titre afin de faire ressortir encore davantage de symboles. Ensuite, le visionnage permettra
de faire émerger de nouveaux symboles, plus régaliens. La citation pourra permettre de faire dégager
la problématique par les élèves. Cette première approche des symboles s’appuiera sur du connu pour
progressivement aborder des éléments moins célèbres ou étrangers à la sphère des élèves.
Avec cette image, les élèves peuvent repérer les

symboles suivants :
· Uncle Sam
· les couleurs du drapeau US Si Ronald Reagan n’est pas connu des
· une grande ville américaine élèves, rappeler brièvement les années
· Mount Rushmore de ses mandats.
· personnes déguisées en Pilgrim Fathers
Faire repérer les mots-clés et les faire
Insister sur la foule, les couleurs, la liesse populaire résonner avec la vidéo, l’image et le titre
et l’attachement manifeste pour ces symboles. pour faire ressortir la problématique.
2 When we honor our fl
freedom,
flag we
honor what we stand for as
a Nation – fr eedom, equality
justice, and hope.
equality,,
Ronald Reagan, 40th President

of the United States of America
The
UNITED
SYMBOLS
AMERICA?
of
Thanksgiving Parade: the most
popular holiday parade
par in the USA
Up
List all the American symbols
you recognise in the picture.
• Watch. Try and pick out as many words
linked to the USA as possible.
Create
eate a poster! Create a poster
• Read. Find the values mentioned in the
for the hall of fame of American quote and examples of them in the picture
symbols. and the video.
The Words
rrds That Built America
41
Cette vidéo invitera les élèves à identifier des Américain·e·s

plus ou moins connu·e·s, de s’appuyer sur ce qui est écrit
mais aussi sur ce qui est dit. Il parait important d’insister
sur tous les présidents à la fin de la vidéo en les nommant.

1 American symbols
À la découverte de quelques symboles incontournables p. 42-43
PÉDAGOGIE DIFFÉRENCIÉE : les 4 documents de cette double page Niveau des textes :
sont de niveaux différents. Chaque élève pourra découvrir un symbole
• Group 1 : Niveau A2+
américain en détail avec des textes dont le niveau de lexique et dont
le contenu culturel varient. L’unité s’attachera à faire découvrir un large • Group 2 : Niveau A2
éventail de ce qui constitue un socle culturel pour les Américain·e·s. • Group 3 : Niveau B1
• Group 4 : Niveau B1+
Le questionnement identique permet à tous les

élèves d’avoir les mêmes éléments de discussion
lors de l’activité d’expression orale en interaction.
1 American symbols Chaque élève devra repérer les informations puis
3 compléter son tableau afin de pouvoir échanger
Independence Day
avec 3 autres élèves qui ont glané des informations

The Fourth of July – also known as
Independence Day or July 4th –
Describe your group’s picture.
has been a federal holiday in the
United States since 1941, but the
the text and take notes about the symbols, their
sur les autres symboles.

tradition of Independence Day
meaning and history. celebrations goes back to the
18th century and the American
your grid to exchange
change information about your Revolution. On July 2nd, 1776, the
symbol with other groups. Continental Congress voted in
favor of independence, and two
orkbook days later delegates from the 13
hatier-clic.fr/lmu2012 colonies adopted the Declaration of
Independence, a historic document
4 Be ready
eady to answer your classmates’ questions. drafted1 by Thomas Jefferson. From
1776 to the present day
day, July 4th
has been celebrated as the birth
1
of American independence, with
The Great Seal festivities ranging from fireworks,
parades and concerts to more casual2
family gatherings and barbecues.
The most prominent feature is the some form on coins, postage stamps, www.history.com, 2009
American bald eagle supporting stationery2, publications, flags, 1. written 2. informal
the shield1 […] which is composed military uniforms, public
of 13 red and white stripes, monuments, public buildings,
representing the original States, passports. […] In full color it is
and a blue top which unites the displayed3 above the doors to all
shield and represents Congress. US embassies […] throughout the The Star-
Star-Spangled
Spangled Banner: the American anthem
The motto, E Pluribus Unum world.
(Out of many
many, one), alludes to this www.state.gov, 2003
union. The olive branch and
13 arrows denote the power of peace 1. a piece of metal used for protection The Star-Spangled Banner1 with its emotional description of
and war. […] [The Great Seal] appears in 2. writing materials especially paper is the name given to the the enduring2 national flag. […]
3. shown national anthem of the USA. The national anthem is
The music was adapted traditionally sung at the
Les élèves trouveront

from the anthem of a start of major sporting
singing club and the events and it introduced
The American flag: the Stars and Stripes words were written by numerous diverse and
Francis Scott Key. After memorable renditions3
dans le Word spot du

a century of general of The Star-Spangled
The Flag of the United States of America is a symbol use, the four-stanza Banner.
of freedom and liberty to which Americans pledge1 song was officially www.britannica.com,
their allegiance2 by standing at attention, facing the adopted as the national
lexique de production
Feb 8, 2018 (adapted)
flag with their right hand over the heart […]. The flag anthem by an act of
Congress in 1931. […] 1. flag 2. long existing
consists of 13 alternating red and white stripes that
Key’s song became 3. interpretations
represent the 13 original colonies, and 50 white stars
on a blue field, with each star representing a state. The especially popular and a
pour les aider à décrire

colors on the flag represent: powerful expression of
• Red: valor and bravery patriotism during the Civil War,
• White: purity and innocence
• Blue: vigilance, perseverance, and justice.
Memory
l’image de leur groupe
Lady Gaga sings the National Anthem
www.usa.gov,
.gov,, July
.gov July,, 17, 2017 before the Super Bowl, 2016
1. promise 2. loyalty
Ch alle
Chal e
nge
leng
ainsi que pour répondre

Grammar Word
T
Taboo! Choose one symbol and
describe it to a classmate without
Passive Form To
oo ls p. 50 unity independence using its name or any of the
aux questions.
“The four-stanza song was offi
officially adopted as value celebrate following words: the USA, freedom,
freedom: liberty commemorate esents the USA stripes, stars, president, hymn and
the national anthem.”
symbol: emblem represent: stand for song.
42 The United Symbols of America? 43
Group work
Afin de différencier votre approche, vous pouvez choisir de mettre les élèves au travail en groupe sur
un texte, en binômes ou seul·e·s. Vous pouvez aussi choisir de former des groupes homogènes ou
hétérogènes sur chaque texte. Vous pouvez encore proposer à certains bon·ne·s lecteur·rice·s de
faire plusieurs textes.
Les élèves pourront s’appuyer sur les repérages faits lors de la description (le lexique et les éléments
culturels) et les réutiliser lors de la compréhension écrite. De plus, les élèves disposent de notes en
bas des textes et de lexique de production dans le Word spot pour mener à bien ces activités.
1 Describe your group’s picture.

Group 1 In the center, there is a bird / an eagle. Above its head, words in Latin probably
stand for a (political/ philosophical/ historical) message.
A shield has / bears the same colors / patterns as the flag: red and white stripes.
The olive branch has been a symbol for peace for centuries. On the other side, the ea-
gle holds arrows / weapons, which represent war. The eagle guarantees some balance
between war and peace, maybe. Around the circle, stars are displayed that could stand
for the 50 states and words showing that it is the symbol used by the US President.
61
Group 2 In front of several houses, on the same street, we can see American flags flying /
fluttering / flapping.
These residents are proud to show the Stars and Stripes. It might be a national holiday /
celebration.
The colours and the patterns are easy to spot / the flag is the same across the American
territory, so this photo could have been taken anywhere.
Group 3 There is a family celebrating the Fourth of July with a big meal. Some wear hats
with the colours of the American flag. They are probably celebrating the national holiday,
Independence Day.
Group 4 The singer Lady Gaga is singing with the American flag behind her. She is
wearing a red suit and holding a mic. She looks very passionate while she sings. She is
probably singing the American Anthem.
Pour ce group work, il s’agit de faire réutiliser les contenus culturels et lexicaux de chaque texte
dans une activité d’interaction afin de les faire manipuler et ainsi renforcer la compréhension. Les
échanges entre les élèves permettront d’apporter un éclairage sur les autres symboles.
Chaque groupe complétera la fiche du E-workbook selon le document qu’il aura lu. Vous trouverez
dans le corrigé de la fiche d’activité la correction du tableau d’expression orale en interaction qui
pourrait aussi servir comme base pour la trace écrite à faire construire par les élèves.
Choose the symbol that you believe best represents the USA and write a paragraph to explain
your choice.
Tâche d’expression écrite qui permet de rebrasser les nouveautés de la leçon et de se préparer aux
deux projets finaux au niveau pragmatique (argumenter), culturel, lexical et grammatical.
On peut imaginer la donner en devoir à la maison, en rituel en début de cours (expliquer à la classe/à
un·e élève/groupe d’élèves) ou encore en évaluation formative (notée ou non) ou de connaissances.
Le nombre de mots pourrait être de 100 (+/- 10%). Cette évaluation pourrait être notée sur 10 (voir
barème page suivante).
Production possible
To my mind, the presidential seal is the best American symbol because it contains several
symbols which represent the USA: the elements composing the flag like the stars and
stripes, we can also read the motto. In addition, the eagle featuring at the centre of the
seal is a well-known American symbol and I feel it stands for freedom and independence.
Taboo! Choose one symbol and describe it to a classmate without using its name or any of the
following words: the USA, freedom, stripes, stars, president, hymn and song.
Il faut mettre les élèves au défi pour que la dimension ludique encourage la manipulation du nou-
veau lexique. Il serait préférable de limiter l’activité dans le temps (2 minutes/élève) afin de ne pas
provoquer de lassitude chez les élèves.

arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : �� P
yourrepare
Proje
ct
Expression écrite
Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont simples, il y a très peu de références Le symbole que j’ai choisi représente bien les Etats- Mon symbole prend en considération différents
aux différents symboles américains. Unis. J’ajoute des informations pertinentes. points de vue sur les symboles américains.
0-1 2-3 4-5

Pragmatique et Mes phrases sont très simples. J’utilise quelques mots de liaison, mes phrases sont Mon discours est structuré.
socio-linguistique construites.
0-1 2-3 4-5

(ordre des mots).
0-1 2-3 4-5

0-1 2-3 4-5
Total : ��/20
63
2 Evolving symbols
La controverse autour d’Harriet Tubman p. 44-45
Une anticipation sur l’image avec le Culture tip 2 Evolving symbols

favorisera l’accès au sens du document.
a. A Harriet Tubman bill
Cul
Culture tip
Harriet Tubman was born as a

slave. She escaped to freedom and
then returned to where she grew
up to lead other slaves to freedom.
She also became a great advocate
for giving women the right to vote.
Harriet Tubman to replace Andrew Jackson on $20 bill, ABC, 2016
(Photo by Women On 20s)
1 Look at the picture and guess what the video could be about.
2 W Watch the video once. Match the names

of these historical figures and the dollar bills
they appear on.
Harriet Tubman
Martin Luther King
Alexander Hamilton
Ale
Sufffragists
Suff ragists and female
civil rights leaders
Andrew Jackson
kson
3 Find the common points between the historical figures on the American
Tâche de production ancrée dans le présent et
Word
bills above.
4 Associate as many names and words as you can to the $5, $10 and
dans l’environnement anglo-saxon immédiat
struggle: fight
$20 bills. Explain why Harriet Tubman is not on the $10 bill. slave owner: sb who
possesses slaves
5 Pick out information about Andrew
rew Jackson and find the opposition the US Department of the
des élèves. En effet, vous pouvez leur proposer between him and Harriet Tubman.
6 W Watch the second part. Listen to a feww people’s reactions

Treasury
abolitionist: person who
wanted to end slavery
de choisir des célébrités comme des chan- to the news. Use at least one of the following adjectives and describe their
reactions in a complete sentence.
outstanding: exceptional
deserve: merit, be worthy of
stand out: be differ
diff ent from
teur·euse·s, acteur·rice·s afin de les motiver à

furious happy proud upset indifferent embody: represent
symbolise
7 Choose an iconic celebrity
celebrity, and write the messages he/she posted on struggle: face difficulties
accomplir la tâche.
social media commenting an Harriet Tubman on the $20 bill. fight for (a cause)
a. A Harriet Tubman bill p. 44
Script
Presenter. Now to that big change coming to The former slave and abolitionist ousting the
your money: after pressure from the Broad- former slave-owning president. And she’s not
way show Hamilton. The US Treasury announ- alone: suffragists and female rights leaders
cing that the Founding Father will stay on the are also being added to the backs of the 5
front of the 10 dollar bill and that it will be the and 10 dollar bills. The sweeping changes are
20 getting a facelift. not what was originally expected. A woman
Good-bye Andrew Jackson, Hello Harriet Tub- was supposed to replace Alexander Hamil-
man! ABC’s Mary Bruce is at the Treasury De- ton as the face of the 10 but that all changed
partment with more. with this. The Broadway hit bearing his last
Good morning, Mary. name bringing new popularity to the nation’s
Mary Bruce. Hi good morning. Well, this has first Treasury Secretary. And it turns out our
been over a century in the making but this current Treasury Secretary is a big fan of the
morning Officials at the treasury are finally gi- Founding Father.
ving women top billing on these US bills. Mary Bruce. Why keep Hamilton in place?
Voice-over. Step aside Andrew Jackson. Har- Treasury secretary. You know, Hamilton’s
riet Tubman is headed for the 20 dollar bill. always been one of my heroes. So you can’t

work in the Treasury Department without fee- is somehow the most familiar now, because
ling like you stand on his shoulders. of that.
Voice-over. Excitement pouring in from Mary Bruce. Now, the new designs will be re-
around the world. From fellow politician Hillary leased in 2020, the 100th anniversary of wo-
Clinton tweeting ‘I can’t think of a better choice men’s suffrage. But officials here say it is too
for the 20’ to celebrities: Steve Harvey writing soon to know when the bills will actually hit
‘I’m gonna need my pockets full of Tubmans’. your wallet. Lara.
And while some are disappointed that a wo- Presenter. Mary, thank you so much. And
man will not be front and centre on the 10, the Oprah also weighing in, she gave Tubman
secretary says he chose the 10 instead with her seal of approval saying that was her first
good reason. choice. It’s also the right choice for America
Treasury secretary. That’s the bill that people because now people will know more about
get at the money machine, that’s the bill that her important role in history.
Info+
Women on 20S est une organisation à but non lucratif qui se mobilise pour faire figurer une
femme sur le billet de 20 dollars. Le vote pour déterminer quelle femme figurerait sur le billet
s’est fait en plusieurs étapes et comportait notamment Eleanor Roosevelt, Rosa Parks, Wilma
Mankiller, ainsi que de nombreuses militantes et femmes politiques américaines. Le dernier tour
a finalement vu l’abolitionniste Harriet Tubman remporter le suffrage : c’est elle qui a donc été
choisie pour figurer sur le nouveau billet de 20 dollars.
Pour aller plus loin http://www.womenon20s.org/

1 Look at the picture and guess what the video could be about.
This video may talk about Harriet Tubman who was famous for her fight against slavery.
Also, she might replace Andrew Jackson on the $20 bill. Apparently, there are few women
on dollar bills.
2 Watch the video once. Match the names of these historical figures and the dollar bills they
appear on.
$20 y Harriet Tubman, Andrew Jackson
$10 y Alexander Hamilton, Suffragists and female civil rights leaders
$5 y Suffragists and female civil rights leaders
Intrus y M. Luther King
3 Find the common points between the historical figures on the American bills above.
All the historical figures are white men.
4 Associate as many names and words as you can to the $5, $10 and $20 bills. Explain why
Harriet Tubman will not be on the $10 bill.
Harriet Tubman was supposed to replace Alexander Hamilton on the $10 bill but a very
popular Broadway musical brought new popularity to Hamilton who was a Founding
Father. Hamilton’s face is going to stay on the same bill.
65
5 Pick out information about Andrew Jackson and find the opposition between him and
Harriet Tubman.
Andrew Jackson possessed slaves / was a slave owner whereas Harriet Tubman was a
slave and escaped slavery. One fought for freedom while the other supported slavery.
6 Watch the second part. Listen to a few people’s reactions to the news. Use at least one of
the following adjectives and describe their reactions in a complete sentence.
People are very happy that Tubman is going to make it / appear / feature on the face of
the $20 bill, they are proud of this change.
7 Choose an iconic celebrity, and write the messages he/she posted on social media com-
menting on Harriet Tubman on the $20 bill.
Production possible
“I am immensely proud that Harriet Tubman who led an exceptional fight against slavery.
She was an abolitionist and she deserves to be represented and the $20 bill”. #Barack
Obama
b. Tubman on the $20 bill? p. 45
b. Tubman on the 20 bill?
The Tru
T mp administra
administration signaled 20 Jacksoson […]” he said in
on Thursdayda that the
day he black
lack aboli- April 2016, after the deci-
tionist Harriet Tubmanbman may ay not sionn was announced.
ann
replace President Andr
Andrewew Jackson At thehe time, Mr. Tru T mp
5 on the $20 bill after
er all.
all mentio ioned the $2 bill for f
Treasury
ry Secretary
ry Ste
teven Mnuchin
declined to endorse1 tthe plan for a
25 Tubma
bman. It circulates in
the smallest
smalles volume me of anany Culture tip sur Andrew Jackson afin d’apporter
2020 redesign of the $20 bill that bill, ab
about seven times less than an the Cul
Culture tip
10
was announced by the Obama
administration n last year.
yea
$20. “I think it would be mor
propriariate,
te,” he said.
ore ap-
Andrew Jackson was
un éclairage sur la controverse autour de ce
“People have
ha been on the bills for a Mr. Trump […] traveled eled to
personnage historique.
30 the seventh president
of the United States. He
long period of time,” Mr. Mnuchin Tennessee in March to celebra
Tennessee elebra
elebrate founded the Democra-
told CNBC. “This is som omething we’ll Jacksoson’s
n’s 250th birthday
n’ ay […] at The tic Party and he signed
consider.
nsider Right now we
nsider. we’ve got a lot Hermrmitage, the plantation wh where the Indian Removal Act
of 1830, which resulted
15 more im
impo
port
rtant
ant issues to ffocu
ocus on.
on.” Jack
Ja ckso
son
so n kept mmororee th
than
an 100 slslaves. in the displacement of
President Trump […] made clear 35 […] Mr. Trump also p put a por
ortrait thousands of Native
Americans from their
as a candidate that he didn didn’t like of Jackson in the Oval val Office. ancestral homelands.
the proposal to replace Jack ckson. www.nytimes.com,
.nytimes.com, Aug 31, 2017 He also owned slaves
“I would love to leave Andr Andrew who worked on his
1. refused to support
Parcours différenciés : les élèves du Trail A vont être

plantation.
davantage guidés afin de comprendre de quoi parle

PARCOURS
PARCOURS
Trail A DIFFÉRENCIÉS Trail B
1 Read the first paragraph of the text and the Culture 1 Find the political actions Tubman and Jackson
tip. Identify the man on the $20 bill (his name, his r
US history).
emembered for.
Explain the connection between the $20 bill,

le texte grâce aux repérages : noms propres, chiffres.
2 Find what these numbers refer to: 2, 20, 2020.
3 “the smallest volume”, ““seven times less”
rump, Tubman, Jackson and Mnuchin.
Explain the disadvantages of choosing the

Les élèves du Trail B pourront aller plus loin dans les
Explain the consequence on Tubman’
Americans with the $2 bill.
ubman’s visibility for $2 bill in a sentence.
Name the two symbolic acts President Trump

détails : actions liées aux personnages, actions et
conséquences des choix du gouvernement Trump.
4 egard to Jackson.
rump administrations and show

w that
Prep
Prepar
epar t
Which famous American would you choose for the $10 bill?
Choose one person and look up his/her biography online. Memory Tâche de production ancrée qui permet aux
llen
Chaalle
Ch ge
nge
élèves de s’approprier les contenus culturels,
Post a video on Y xplaining why they should be picked. Use
images linked to the lives of these celebrated American citizens.
Sum up! Look at the Culture tip on
p. 44 for 2 minutes then close your
book. Explain to a classmate who
Harriet Tubman was and why she
d’approfondir la problématique et de se prépa-
rer aux projets finaux.
Martin Marilyn Steve
ev Jobs
eve
Luther King
ng Monroe
nr
nroe should be on the $20 bill.
Unit 2 45

TRAIL A TRAIL B
1 Read the first paragraph of the text and 1 Find the political actions Tubman and
the Culture tip. Identify the man on the $20 Jackson are remembered for.
bill (his name, his role in US history). In the Culture tip, we learn that Jackson
It is President Andrew Jackson, who was a US president who removed Native
founded the Democratic Party and allowed Americans from the lands they owned.
thousands of Native Americans to be dis- He also owned slaves on his plantation;
placed / removed from their land. He also on the other hand, we know that Tubman
owned slaves. helped slaves escape to the North.
2 Find what these numbers refer to: 2, 20, 2 Explain the connection between the $20
2020. bill, Obama, Trump, Tubman, Jackson and
“2” refers to the two-dollar bill: President Mnuchin.
Trump believes it would be the best for Obama wanted to change the face on this
Tubman. dollar bill: he wanted to replace Jackson
“20” stands for the dollar bill which was with Tubman.
supposed to be redesigned with Tubman’s Trump did not want to make changes to
face, before / prior to the success of the the $20 bill and suggested Tubman could
Broadway musical. appear on the $2 bill. Since he is the
“2020” is the year when Tubman’s face Treasury Secretary, Mnuchin declined to
was supposed to appear on $20 bills (Oba- endorse the change for the $20.
ma’s decision).
3 “the smallest volume”, “seven times less” 3 Explain the disadvantages of choosing
the $2 bill in a sentence.
Explain the consequences on Tubman’s visi-
bility for Americans with the $2 bill. A $2 bill means that fewer people will see
Tubman’s face as / since / because this
A $2 bill means that fewer people will see
bill is seldom used. The point / goal was to
Tubman’s face as / since / because this
give her credit for what she had done. Her
bill is seldom used. The point / goal was to
legacy will not be recognised.
give her credit for what she had done. Her
legacy will not be recognised.
4 In the last paragraph, find at least one 4 Name the two symbolic acts President
element showing that Donald Trump res- Trump did in regard to Jackson.
pects President Jackson. President Trump went to Jackson’s plan-
President Trump went to Jackson’s plantation to celebrate his 250th birthday and
tation to celebrate his 250th birthday. He put a portrait of the former president in his
put a portrait of the former president in his office in the White House.
office in the White House.
Meet up!
Explain the differences between the decisions of the Obama and Trump administrations
and show that American symbols are evolving.
Production possible
The Trump administration is taking decisions that are radically different from Obama’s.
They cancelled the design with Tubman’s face, but also, they claim that a president who
took controversial decisions (the displacement of Native Americans) and who owned
slaves should remain a symbol of the nation. We can conclude that symbols seemed to
evolve more during Obama’s presidency than during Trump’s.
67
Which famous American would you choose for the $10 bill?
Choose one person and look up his/her biography online. Post a video on YouTube explaining
why they should be picked. Use images linked to the lives of these celebrated
American citizens.
Vous pouvez guider les élèves vers les fiches méthodologie 5, 6 et 13 afin de réussir au mieux cette
tâche. Il faudra veiller à ce que les élèves ne fassent pas seulement du plagiat de sites faciles d’accès
(un copier/coller de Wikipedia), d’où l’importance de l’argumentation. Cette activité peut être réalisée
en tâche intermédiaire évaluée ou non (barème page suivante). On peut attendre une production
d’environ 1 minute 30.
Les élèves devront choisir une personne américaine décédée car seules ces dernières figurent sur les
billets.
Production possible
I would choose Martin Luther King because he contributed tremendously to end segrega-
tion in the USA. He was the most famous leader in the civil rights movement from 1954
until his death in 1968, when he was assassinated. What is even more commendable is
that he preached for non-violence, a movement inspired by Ghandi in India. I believe this
helped create the right conditions to change America for the better.
In addition, he led the 1955 Montgomery bus boycott initiated by Rosa Parks.
Hence, I think these are all extremely good reasons to have MLK on an American dollar bill.
Sum up! Look at the Culture tip on p. 44 for 2 minutes then close your book. Explain to a class-
mate who Harriet Tubman was and why she should be on the $20 bill.
Cet exercice ludique se prête à une mise en œuvre en binômes ou encore en petits groupes pour
favoriser la collaboration.

arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : �� P
yourrepare
Proje
ct
Expression orale en continu
Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont simples, apprises par cœur. Mes interventions correspondent à différents symboles Mes arguments et interventions sont variés et je
Il y a très peu de références aux différents et mon travail témoigne d’une recherche documen- prends en considération différents points de vue sur
symboles américains. taire. Je reprends des choses vues et ajoute des petites les symboles américains.
variantes et mon point de vue personnel.
0-1 2-3 4
Pragmatique et Je communique de façon simple. Mes phrases Je m’aide peu de mes notes. J’utilise quelques mots de C’est une réelle situation de communication. Je parle
socio-linguistique sont très simples. liaison, mes phrases sont construites. de façon spontanée, avec très peu de notes. Mon
discours est structuré.
0-1 2-3 4
Phonétique Je prononce correctement des mots isolés. L’ensemble de mon discours est compréhensible. Il y Il peut y avoir des petites erreurs de prononciation,
a quelques petites erreurs de prononciation. mais il y a un bon effort au niveau de l’intonation et de
l’articulation.
0-1 2-3 4
Grammaire Les phrases sont très simples. Il y a des erreurs Les phrases sont simples et courtes. La syntaxe est Les phrases sont plus longues et correctes. Je fais
de grammaire (verbe manquant, etc.) ou de respectée. peu d’erreurs de grammaire. Je fais attention lorsque
syntaxe (ordre des mots). j’utilise des articles.
0-1 2-3 4
Lexique Les mots de vocabulaire sont très simples, Le vocabulaire est simple mais plus riche et j’utilise Les mots de vocabulaire sont différents et plus variés.
appris par cœur. quelques variantes.
0-1 2-3 4
Total : ��/20
69
3 Questioning symbols
Quand les anciens symboles des confédérés tombent p. 46-47
3 Questioning symbols
La lecture combinée du Culture tip
c. The final Conf
Confederate statue
Sign in Sections
Final Confederate st
et de la carte guidera les élèves et

a. Conf
Confederate monuments down in New Orleans
It is the fourth, and final, Civil
New Orleans mayor’s speech on race the city has removed since
May 26, 2017 · 4:32 PM ET Heard on All Things Considered remove New Orleans’ mo
leur donnera les outils culturels

Cul
Culture tip
of a nationwide debate
deba over Confederate symbols,
5 which some argue represent slavery and injust
in ice
A confederate statue
is taken off in
The Confederate States of America and others
hers sa
say represent history and heritage.
was the government of 11 Southern
New Orleans states which separated from the “Na na na na, hey, hey, hey, goodbye!” some in the crowd cheered1 as the statue was lowered
onto a flatbed trailer2. […]
nécessaires afin de comprendre

Union in 1860–61. They left the
L’image va
Union as they believed that their In a speech about the removal of the monuments, the mayor ma said they were landmarks that
way of life, based on slavery
slavery,
was in danger with the election 10 were not a true reflection of the city.
ty “To
ty. “T literally put the Confederacy on a pedestal in our more
of Abraham Lincoln in 1860. The prominent places – in honor – […] is a bad prescription for our future,” said Landrieu. […]
war between the northern and
southern states, also known as the A small crowd – including some supporting the removal and those opposing it – gathered
le document audio. aider les élèves

Civil War,
rr, started in 1861 and ended outside the barricaded area throughout the morning. A few men had a heated exchange after
in 1865 when all the Confederate someone took an American flag from a Lee3 monument supporter […].
forces surrendered and the Confe-
deracy
acy ended. 15 The statues were erecte
erec d decades after the Civil War to celebratee the “lost ca
cause of the Confederacy”.
y”
y”.
www.editions.cnn.com, May 20, 2017
1 Look at the title of the photograph. Guess what happened in New Orleans.
en particulier
1. shouted encouragement 2. truck General of the Confederate Army
2 Focus on the title of the document. What do you think a mayor (pronounced “mayor” /mɛə/) is?
the name of a city • the person elected to manage a city
Trail Trail B
1 Choose the words you could use to describe the pictur words in the text that describe
en Trail A à
b. The may
mayor’
or’s
or’s speech mayor • tombs • symbols • statues • Democr e.
heritage
Identify the historical references.
E-workbook 2 Find two words beginning with capital letters which ar
hatier-clic.frlmu2013
repeated. eate a two-column chart (for and
Identify the people and groups
accéder au
1 Read the Culture tip and
3 WWrite a sentence expressing the mayor mentioned and their opinions.
Explain what was wrong with the Confeder
and use the following words:
In your own words, explain why they
2 Match the words with their equivalent. symbols argue
ar slavery
slav
very monuments
remembrances sanitized
4 Focus on the end of the first par
sens du texte.
ensla ement kno
the information you have with your about what happened (you can also draw a map).
write a short paragraph about the
Memory
alle
Chal
Ch e
nge
leng
gather: assemble ds to recap. Write these 5 words on
remove: take down / a piece of paper, close your textbook and
away tell your classmate what happened in
icance be opposed to ≠ w Orleans.
be in favour of landmark remove opponents
the Civil War.” crowd: group of people dubious: ambiguous right a wrong: correct
landmark: symbol remember sthg bad Student B Y
You are the journalist. Confederate debate
46 The United Symbols of America? Unit 2 47
La fiche du E-workbook pour

que les élèves aillent plus Scénarisation de la tâche pour
loin dans les repérages. aider l’élève à contextualiser.
a. Confederate monuments p. 46
Corrigé
1 Look at the title of the photograph. Guess what happened in New Orleans.
In 2017, the mayor of New Orleans decided to remove / take off statues of soldiers who
had fought during the Civil War.
2 Focus on the title of the document. What do you think a mayor (pronounced “mayor” /mɛə/) is?
the name of a city • the person elected to manage a city
b. The mayor’s speech p. 46
Script CD1 PISTE 11
Audie Cornish, host. Speeches by mayors Robert E. Lee was the final one to go. It was an
talking about monuments don’t usually go vi- address about the decision, about the history
ral, but this one has. of slavery in the city. It was an address about
Mitch Landrieu. These statues are not just race. A week later, people are still talking about
stone and metal. They’re not just innocent it, dissecting sections of the speech.
remembrances of a benign history. These Landrieu. This is not about a naive quest
monuments celebrate a fictional sanitized to solve all of our problems at once. This is,
Confederacy, ignoring the death, ignoring the however, about showing the whole world that
enslavement, ignoring the terror that it actual- we as a city, that we as a people are able to
ly stood for. acknowledge, to understand, to reconcile and,
Cornish. New Orleans Mayor Mitch Landrieu more importantly, choose a better future for
spoke last Friday after the city took down the ourselves, making straight what has been
last of four Confederate monuments. General oked and making right what was wrong.

1 Read the Culture tip and look at the map. Explain what was wrong with the Confederacy.
The Confederate states were mainly in the south of the USA and they separated from the
Union because they supported slavery which was in danger with the election of A. Lincoln
in 1860.
2 Match the words with their equivalent.
remembrances : commemorations – sanitized : disinfected – benign : not serious – enslave-
ment : turn into a slave – acknowledge : recognise – crooked : not straight
3 Listen to the interview and write down as much information as you can. Focus on repeti-
tions, proper names and stressed words.
Cette compréhension orale se fait en binômes. À cette étape l’élève prend des notes seul·e
puis il·elle les mettra en commun avec son·sa partenaire.
4 Compare the information you have with your partner and write a short paragraph about
the recording.
Production possible
In this recording, Mitch Landrieu, New Orleans’s mayor, explains why he has decided
to remove statues representing the Confederate past of the city. He links the statues
to death, terror, slavery and he wants the population to move forward, right what was
wrong, reconcile and choose a better future.
c. The final Confederate statue p. 47
TRAIL A TRAIL B
1 Choose the words you could use to des- 1 Find words in the text that describe the
cribe the picture. picture.
symbols • statues • Confederate “Confederate statue”, “Civil war-era land-
mark”, “removed”
2 Find two words beginning with capital 2 Identify the historical references.
letters which are repeated. There are historical references to the
“Confederate” and “Civil War” are re- “Confederacy” and the “Civil War”. The
peated. They are a reference to the war statues are reminders of the war that op-
that opposed slave states to Union states. posed the Confederate States to the Union
States on the matter of slavery.
3 Write a sentence expressing the mayor’s 3 Create a two-column chart (for and
opinion (l.10-11) and use the following against). Identify the people and groups
words. mentioned and their opinions.
The mayor argues that the monuments For Against
celebrating the Confederacy are symbols
The mayor Lee monument
and represent the history of slavery and
It glorifies slavery supporters
injustice in New Orleans and that they
It must be removed It is part of the
shouldn’t be honoured.
for the city to move on American heritage
71
TRAIL A TRAIL B
4 Focus on the end of the first paragraph 4 In your own words, explain why they
and rephrase the two points of view on disagree.
Confederate statues. They disagree because some people be-
On one hand, people believe that the lieve that there should not be statues to
Confederate statues celebrate the history commemorate the Confederacy, which was
of slavery; on the other hand, people think a system based on slavery, while other
that the Confederacy should be remembe- people believe that it is part of the history
red as a part of history and culture. and heritage of the Southern states.
Meet up!
You are a journalist on the scene. Write about what happened (you can also draw a map).
Production possible
The last Confederate statue in New Orleans was finally removed, but not without
reaction. Two groups gathered, some celebrating, even chanting; the others protesting
the removal of what they think is a symbol of their heritage. The two ideologically-
opposed groups remained there while the statue was being taken off. There was a
moment during which people became a bit aggressive after someone took the Stars and
Stripes from a man opposed to the statue being removed. In the end, nobody was hurt
and the statue was gone by the end of the day.
Covering the event.

Pair work Act out an interview with the mayor following
the demonstration.
Student A You are the mayor. Student B You are the journalist.
Les élèves pourront travailler en groupes de personnes ayant le même rôle. On peut imaginer des
groupes de 2 ou 4 élèves Student A qui préparent les réponses ensemble et la même chose pour les
groupes Student B. Les élèves peuvent avoir un temps de préparation de 10 minutes environ mais
ils·elles ne sont autorisé·e·s à n’avoir qu’une liste de 10 mots isolés une fois face à leur interlocu-
teur·rice. La scénarisation de la saynète et la compréhension orale leur donneront les outils prag-
matiques et les contenus des documents de la leçon leur apporteront les outils culturels et lexicaux.
Deux élèves peuvent montrer l’exemple tout d’abord devant la classe, puis chaque groupe (Students A
+ B) pourront travailler en autonomie.
Words to recap. Write these 5 words on a piece of paper, close your textbook and tell your
classmate what happened in New Orleans.
landmark remove opponents Confederate debate
Cette activité de mémorisation et de manipulation des contenus culturels peut être faite en rituel de
début d’heure, en classe entière (vous pourrez choisir plusieurs élèves alternativement), en autono-
mie ou en binômes.

on Singing symbols p. 48-49
Les trois documents de cette page vont permettre aux élèves de se concentrer sur une forme de
représentation des symboles bien particulière : la comédie musicale historique.
hatier-clic.fr/lmu2014 (du début à 2’01)
Le succès que connait Hamilton souligne la popularité de ce spectacle auprès d’un public de
connaisseurs ou de novices. Il est particulièrement intéressant de voir comment Lin-Manuel Miranda a
réussi à incarner Hamilton et a réussi à rendre cette comédie musicale éponyme moderne via le rap.
Info+
La comédie musicale Hamilton – An American Musical a débuté off-Broadway au Public Theater
le 20 janvier 2015. Ayant connu un grand succès elle a été transférée à Broadway au Richard
Rodgers Theater où elle a été jouée pour la première fois en juillet 2015.
Hamilton a connu un succès phénoménal puisque que la comédie musicale a remporté 11 Tony
Awards sur 16 nominations. Maintenant devenue culte, elle est souvent mentionnée dans les
séries américaines.
C’est le croisement des trois documents qui permettra aux élèves de répondre aux questions au
mieux. Vous trouverez ci-dessous des pistes qui restent peu exhaustives mais qui permettent de
donner des éléments de réponses possibles.
Corrigé
1 What makes Hamilton, the musical, modern?
The cast is highly diverse and this underlines the modernity of the play as the audience is
not used to seeing so much diversity on stage. Also, the use of hip hop, mixing history with
modern music modernises the whole concept of history musical.
2 What do Hamilton and modern Americans have in common?

Like many Americans today such as Jay Z and Eminem, Hamilton started his life in Ame-
rica penniless but went from rags to riches and became one of the Founding Fathers.
3 Why is rap a good way to talk about history today?

Rap can be efficient when addressing younger generations to target / reach a wider
public. With this music, messages about American history can be passed on and com-
plex historical questions can be explained and made more interesting. Besides, a country
learns from mistakes made in the past.

1. Photo 1: Mount Rushmore; Photo 3: Statue of Liberty. 2. the thirteen colonies.
3. 4th of July 4. Real American values are represented by Harriet Tubman. 5. Peace.
6. a slogan. 7. $20. 8. Andrew Jackson. 9. being taken off pedestals. 10. /ˈwɔːdə(r)/
73
Nom : ............................................... Classe : . . . . . . . . . . . . . . Date : ...............................

1. Which pictures represent the USA? ........ /2
❑ ❑
❑ ❑ ❑
2. The thirteen stripes on the American flag represent... . . . . . . . . /2

❑ bad luck. ❑ the thirteen colonies. ❑ the number of presidents.
3. Independence day is on... ........ /2

❑ 4th August. ❑ 4th June. ❑ 4th July.
4. What is the correct version of the passive voice of the following sentence:
Harriet Tubman represents real American values. ........ /2
❑ Harriet was represented by real American values.
❑ Real American values were represented by Harriet Tubman.
❑ Real American values are represented by Harriet Tubman.
5. What is the meaning of the olive branch? ........ /2

❑ Peace ❑ War ❑ Americans love olive oil
6. What is the synonym of motto? ........ /2

❑ a scooter ❑ a slogan ❑ a sentence
7. Which dollar bill might Harriet Tubman be present on? ........ /2
❑ ❑ ❑
8. Who is on the $20 bill today? ........ /2

❑ Alexander Hamilton ❑ Andrew Jackson ❑ Marilyn Monroe
9. Confederate statues are… ........ /2

❑ being taken off pedestals. ❑ being set on pedestals.
10. How do Americans pronounce the word “water”? ........ /2

❑ /ˈwɔːtə(r)/ ❑ /ˈwɔːdə(r)/
Total : .................... /20

Too ls
1 a. Four statues were removed by New War. The law would let Ø local govern-
Orleans Council. ments take down a statue, for example, if
b. The removal of four monuments was Ø voters approved it during an election.
ordered by the mayor of Baltimore. In Ø South Carolina, a Confederate flag
c. A / The statue of a Confederate soldier was removed from the statehouse’s
was taken down by protesters in Durham. grounds after Ø people protested for Ø de-
d. A proposal to remove two statues was cades because it is a symbol of the Confe-
approved by the City Council in Lexington. deracy. The activists were happy with the
removal. The flag had been placed on the
2 The statue of Robert E. Lee was set up Capitol dome in the 1960s.
/ installed / built in 1923 in Bronx Com-
munity College. 4 Harriet Tubman may become the new
Relief was expressed when authorities face on the $10 bill because:
said the statue would / was going to be – she helped slaves run away to the North.
removed. – she fought for freedom / against slave-
But anger was expressed too (by some ry / she fought for the abolition of
supporters / fans). slavery.
– in Southern states, slavery was legal
3 The state of Lousiana in the USA is until 1865.
considering a measure to remove Ø war – Today, she stands for freedom.
memorials including those from the Civil
CD1 PISTE 12 CD1 PISTE 14

5 MP3 n° 16 6 MP3 n° 18
“I want to quote a letter /d/ to the editors Faire remarquer la différence de prononciation
/d/ of the Times-Picayune, a writer /d/, autour de la lettre < r > entre les accents améri-
a citizen named Charles Foy of Madison- cains et britanniques.
ville.” Cornish CD1 PISTE 15
7 MP3 n° 19
CD1 PISTE 13
MP3 n° 17 a. effort: American
a. better /d/ b. protesters: British
b. quarterback /t/ c. workers: American
c. supporting /d/ d. ordered: American
d. voted /d/ e. board: American
75
p. 52-53
PRO
JECT
1 articipate in a radio debate. Discuss American symbols in a radio
P
debate on the National Public Radio.
Mise en place :
• Ce travail peut être réalisé de diverses manières : ballado-diffusion avec des MP3 sur lesquels les
élèves s’enregistrent, avec une caméra, devant vous, devant la classe. Il peut aussi être réalisé à la
maison par les élèves s’ils·elles se filment afin de faciliter la correction.
• Il faut donner un temps de préparation d’environ 10 minutes aux élèves, qui ne prépareront pas
ensemble pour favoriser la spontanéité dans les échanges.
• Les élèves ne devront disposer que d’une liste de mots (vous pouvez les limiter à 10-15) afin d’éviter
la lecture de phrases préparées à l’avance. Si certain·e·s élèves ne sont pas suffisamment à l’aise
ou autonomes dans l’usage de la langue, vous pouvez adapter ces consignes en les laissant utiliser
davantage de mots ou des débuts de phrases.
• Vous pouvez informer les élèves de leur rôle au dernier moment pour favoriser l’improvisation et un
travail de préparation plus complet à la maison.
• Vous pouvez bonifier les élèves qui essaient d’être un peu originaux·ales (par exemple en ajoutant
des nouvelles informations, en racontant une petite anecdote…) et qui jouent le rôle du débat d’idées.
z Fiche méthodo N°16. Expression orale en interaction p. 280
PRO
JECT
2 Create a poster. Create a poster for the hall of fame of American symbols.
Mise en place :
• Vous pouvez pousser les élèves à l’autonomie et les faire réfléchir seul·e·s à des symboles améri-
cains ou encore leur en proposer de nouveaux qui n’auront pas été vus dans l’unité (certains sports
typiques, Halloween, Thanksgiving, the White House…).
• Il ne faut pas hésiter à pousser les élèves à dessiner/découper des symboles afin de personnaliser
leur affiche.
• Libre à vous d’organiser une exposition au CDI ou bien encore au sein même d’une salle de classe.
• Les productions plus originales et qui ajoutent par exemples des anecdotes non vues en cours
pourront être bonifiées.


arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression orale en interaction – Participate in a radio debate.

Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont simples, apprises par cœur. Il y a Mes interventions correspondent à différents Mes arguments et interventions sont variés et je
très peu de références aux différents symboles symboles et je propose un point de vue informé. prends en considération différents points de vue
américains. Je reprends des choses vues et ajoute des petites sur les symboles américains.
0-1 2-3 4
0-1 2-3 4
0-1 2-3 4
grammaire (verbe manquant, etc.) ou de syntaxe respectée. peu d’erreurs de grammaire. Je fais particulièrement
(ordre des mots). attention lorsque j’utilise des articles et le passif.
0-1 2-3 4
0-1 2-3 4
Total : ��/20
77
78
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression écrite – Create a poster!

Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont simples, il y a très peu de références Le symbole que j’ai choisi représente bien les États- Mon symbole prend en considération différents
The United Symbols of America?

aux différents symboles américains. Unis. J’ajoute des informations pertinentes. points de vue sur les symboles américains.
0-1 2-3 4-5

Pragmatique et Mon affiche est peu claire et organisée. Mon affiche est claire. J’utilise quelques mots de Mon affiche est bien organisée. Mon discours est
socio-linguistique Mes phrases sont très simples. liaison, mes phrases sont construites. structuré.
0-1 2-3 4-5

(ordre des mots).
0-1 2-3 4-5

Lexique Les mots de vocabulaire sont très simples. Le vocabulaire est simple mais plus riche et j’utilise Les mots de vocabulaire sont variés et empruntent
quelques variantes. à divers domaines et champs lexicaux.
0-1 2-3 4-5
Total : ��/20
Michael Bennett sits for anthem with more NFL players set to follow
The Seattle Seahawks defensive end, who is “First of all, I want to make sure that people
known for his strong views, sat with a towel understand I love the military. My father
draped over his head during the anthem be- 25 was in the military. I love hot dogs, like any
fore Sunday’s game against the Los Angeles other American. I love football like any other
5 Chargers. Bennett said he plans to continue American,” he said. “But I don’t love segre-
the protest for the rest of the season, and that gation. I don’t love riots. I don’t love oppre
his stance was influenced by the far-right ssion. I don’t love gender slander. And I just
violence in Charlottesville over the weekend. 30 want to see people have equality that they
Colin Kaepernick attracted attention when deserve.” [...]
10 he chose to kneel for the anthem last season Bennett has spoken out about political iss
as a protest at racial injustice in the US. ues in the past. Kaepernick has yet to find
“The last week, with everything that’s been a new team following his season of protest,
going on in the last couple months – espec 35 and Bennett says the former San Francisco
ially after the last couple days seeing every- 49ers quarterback’s story highlights the ra-
15 thing in [Charlottesville] Virginia ... I just cial divide in the NFL. “Obviously, there’s the
wanted to be able to continue to use my elephant in the room why Kaepernick isn’t
platform to be able to speak on injustice,” signed, and most people know why,” Bennett
Bennett said after Sunday’s game. 40 said in June.
Kaepernick was accused by some of dis- www.theguardian.com, Tom Lutz,
20 respecting the military when he refused to August, 2017
stand, but Bennett emphasized he respected
the armed forces.
1 Introduce Michael Bennett (job, team) and Colin Kaepernick (job, former team). �� /6
��
��
2 Are they politically engaged? Quote the text to justify your answer. �� /2
��
3 How and why did Bennett and Kaepernick protest? Quote the text. �� /5
��
��
4 Did Bennett want to show his disrespect of the armed forces? Justify your answer. �� /3
��
��
5 Explain “why Kaepernick isn’t signed” in your own words. �� /4
��
79
CD2 PISTE 47
1 Where does the story take place? �� /1
��
2 Which decision was taken? �� /3
��
��
3 Which names are quoted in the recording? �� /3
��
��
4 How did the people react to this decision? Quote the recording. �� /2
��
5 What are the arguments of the Superintendent in favour of the change? �� /3
��
��
6 Who was against the change? �� /2
��
7 How much will this decision cost? �� /2
��
8 Who will pay for the changes? �� /2
��
9 Who will choose the new names? �� /2
��

Corrigés des fiches d'évaluation

1 �� 6 points
Michael Bennett is an NFL player / a football player / an athlete / a defensive end. (2 points)
His team is Seattle Seahawks. (1 point)
Colin Kaepernick is an NFL player / a football player / an athlete / a quarterback. (2 points)
His former team is the San Francisco’s 49ers (but he isn’t in a team at the moment). (1 point)
2 Yes, they are. They have “strong views” / protested “at racial injustice” / “spoke
on injustice” / spoke “out several times about political issues”.�� 2 points

3 �� 5 points
– Bennett “sat with a towel draped over his head during the anthem”. (1 point)
– Kaepernick “chose to kneel for the anthem”. (1 point)
– Bennett wanted to protest against “the far-right violence in Charlottesville”. (1 point)
– He also protested because he doesn’t like segregation, oppression and gender slander (1 point)
– Kaepernick wanted to protest against “racial injustice in the US”. (1 point)
4 �� 3 points
No, he didn’t. (1 point)
He loves the military and his father was in the military. (2 points)
(Bonus: He loves and respects American symbols (hot dogs, football) / his country.)
5 Kaepernick decided to kneel during the national anthem (instead of standing) during a whole
season. He was blamed for this. / his team did not sign him again after that.�� 4 points
81
Script CD2 PISTE 47
After weeks of discussion, the Oklahoma City changed and claimed that it would not dimini-
School Board has voted to change the names sh the heritage of the Confederacy.
of three elementary schools, which were pre- On the other hand, the people who praised
viously named after famous Confederate ge- the name change argued that they are glad to
nerals: Robert E. Lee, Stonewall Jackson and see schools leaving their ties to people who
Stand Watie. represent hate. They believe that school is
Though the vote was unanimous at the School meant to be a place where all children feel
Board, the decision sparked mixed reactions. safe.
According to the Superintendent of the It is estimated that the name changes will cost
Oklahoma City Public Schools, most people about $40,000, and several board members
believe that changing the names will set an agreed that most of the cost will have to fall
example for the children and will allow the to private donors. The Superintendent hopes
community to have a sense of pride through a that now that this decision had been named,
new positive image, but also to move forward the communities of the schools, such as
regarding this part of history. students, parents and staff, even the rest of
There were still people who protested the de- Oklahoma City, will take part in the choice of
cision of the board: the representative of the the new names for these three schools.
Sons of Confederate Veterans deplored the The whole process is going to take at least a
fact that the school names were going to be year to complete.
1 In Oklahoma City. �� 1 point

2 �� 3 points
School board members for Oklahoma City Public Schools voted (unanimously) (1 point)
to change the names of three (elementary) schools (1 point)
which were previously named after Confederate generals. (1 point)
3 Robert E. Lee, Stonewall Jackson and Stand Watie. �� 3 points

4 “The decision sparked mixed reactions.” �� 2 points
5 �� 3 points
It will set an example for the children. (1 point)
It will allow the community to have a sense of pride through a new positive image. (1 point)
It will allow the community to move forward (regarding this part of history). (1 point)
6 The (representative of the Sons of) Confederate Veterans. �� 2 points

7 About $40,000. �� 2 points
8 Mostly private donors. �� 2 points
9 �� 2 points
The communities of the schools / students, parents and staff (1 point)
and the rest / inhabitants of Oklahoma City. (1 point)

3 Golden Age of Piracy: a British fiction?
Introduction
Les figures légendaires des cruel·le·s pirates de l’âge d’or de la piraterie (de 1680 à 1730
environ) , comme Edward Teach dit « Barbe Noire », ont été la principale source d’inspiration
des écrivain·e·s britanniques qui ont façonné une certaine représentation des pirates dans
la littérature puis dans l’imaginaire collectif. Ils·elles ont transformé la réalité de la piraterie en
thème de fiction privilégié.
Notion mémoire : héritages et ruptures • sentiments Thème la piraterie et sa place dans

d’appartenance : singularités et solidarités l’imaginaire anglo-saxon, entre mythes
et réalités
Problématiques suggérées How did the Golden Age help British
writers fictionalise pirates? To what extent can it be said that pirates are
Projets finaux
a British fiction created during the Golden Age of Piracy?
PRO
JECT
1 Give a tour! You work
Objectif(s) culturel(s) les pirates : leur représentation dans la for the Pirates of Nassau Museum as a
fiction / littérature de l’époque, le quotidien et les activités d’un·e guide.
pirate, portraits de pirates anglo-saxon·e·s
PRO
JECT
2 Create a leaflet to ad-
Objectif(s) pragmatique(s) réguler et organiser son propos, vertise the annual Pirates Week Festival
utiliser des stratégies pour expliquer et convaincre in the Cayman Islands.
Objectif(s) sociolinguistique(s) adapter son discours à son Projets intermédiaires

auditoire en tant que guide Prepare your Project
L1 Pirates Week Festival is beginning!
Objectif(s) citoyen(s) travailler en équipe, voir comment une You make the opening speech for the
forme de démocratie s’était mise en place sur les navires Pirates Week in the Cayman Islands!
Objectif(s) méthodologiques apprendre son cours (p. 255), Prepare your Project
relire un devoir écrit (p. 264), créer une affiche ou un dépliant L2 New pirate film out soon. Interview
(p. 267), expression orale (p. 282), expression écrite (p. 284) between a film director and a historian.
Objectifs Lexique : caractéristiques, crimes, quotidien Prepare your Project

linguistiques et condition de vie L3 Create a “Wanted” poster of a real or
fictional pirate.
Grammaire : le prétérit, les adjectifs composés
L4 Write an entry of a pirate’s journal.
Phonétique : la terminaison -ed
Médias utilisés
CD MP3 n°23 à 33 E-workbook

CD 1 pistes 17 à 22 Leçon 1: hatier-clic.fr/lmu2018
Quiz
CD 2 piste 48 hatier-clic.fr/lmu2019
• Various pirates presentations, Leçon 3: hatier-clic.fr/lmu2021
BBC, Watchings Quizlet
83
Ouverture
Golden age of piracy: a British fiction? p. 54-55
Pour cette double-page, il serait logique de débuter par la description de l’image et sa mise en rela-
tion avec le titre puis avec la citation afin de faire ressortir les caractéristiques généralement asso-
ciées aux pirates ainsi qu’à la violence de leurs actes lors de scènes d’abordage. Enfin, le visionnage
permettra d’affiner le portrait des pirates de l’âge d’or de la piraterie.
Vous pourrez insister sur les couleurs, l’aspect violent et Faire repérer les mots-clés et les
chaotique et la place centrale du capitaine. utiliser pour compléter l’image.
Characteristics: ferocious, evil, ruthless, terrifying, typical Puis travailler sur le titre pour
pirate clothing, weapons, captain faire ressortir la perception
des pirates dans l’imaginaire
Action: board and attack, use weapons, go into a fight collectif.
3 Let’s board,
’s jump on board,
and cut them to pieces.
Blackbeard, English pirate
GOLDEN AGE
of PIRACY
PIRACY::
a
FICTION?
BRITISH
e of the Pir
Pirate
ate Blackbear
Blackbeard,
d, 1718 hatier-clic.fr/lmu2017
ome Ferris, 1920
Up
oj Describe the scene.
• Watch. How are pirates represented?
Give a tour! Y
You work for the Pir Create a leaflet. In November the • Read. In your own words express the
of Nassau Museum as a guide. Cayman Islands celebrate Pirates vision of pirates suggested through the
Show visitors around the museum Week! Prepare a leaflet to advertise video, the quote and the image.
and tell them about the Golden Age the annual Pirates Week Festival.
of Piracy.
TTrue
rue Caribbean Pir
Pirates,
ates, The History Channel, 2006
54 55
Indiquez aux élèves d’être attentif·ve·s aux actions, de s’appuyer sur la

façon dont les pirates sont représentés et les aider à repérer les dates,
les mots-clés qui leur permettront d’affiner le portrait des pirates de
cette époque. Vous pouvez insister sur la façon dont ils sont décrits
(scourge, most infamous cutthroats, boarded, ships, sacked, cities, violently,
stolen treasures, murder, revenge, captured the imagination, fearsome
chapter, etc.).
84 Golden age of piracy: a British fiction?

1 What is a pirate?
Définir qui sont les pirates de l’âge d’or de la piraterie p. 56-57
Les élèves pourront découvrir l’époque de l’âge d’or de la piraterie, apprendre qui étaient réellement
les pirates des Caraïbes et les raisons qui ont entraîné la présence de ces pirates dans cette région.
Le questionnement commun permet à chaque élève

de repérer les éléments pertinents pour définir ce
Une anticipation sur l’image favori- qu’était un privateer et un buccaneer. Chaque élève
sera l’accès au sens du document de devra repérer les informations puis répondre aux
compréhension orale par les élèves. questions de la fiche du E-workbook afin de pouvoir
Observe and read the caption below the expliquer à son·sa binôme puis éventuellement à la
image. Describe the scene. classe les caractéristiques de chaque type de pirate.
1 What is a pirate? 1 Pair work Read your document and explain to your partner what a privateer/bucaneer was.
Student A E-workbook Student B E-workbook

hatier-clic.fr/lmu2018 hatier-clic.fr/lmu2019
2 Sum up the diff

differences and similarities between privateers, buccaneers and pirates.
a. The Golden Age of Piracy
1 Listen and pick out information about the

periods, the places and the nations mentioned. CD1 PISTE 17
c. The Caribbean, a hiding place ffor pirates
2 Explain the relations between the countries mentioned.
3 Find information about their exchanges (places and goods). 1
Draw
aw a triangle to show the exchange between the continents.
4 W
Write the name and characteristics of the pirate described.
5 W Write down the following summary and complete it in your

copybook.
At that time, the Caribbean was the big … area of the world eco-
nomy. And so it became the … place for … .
Pirates dividing the booty, National

Geographic Creative 2
b. Pirates, privateers and buccaneers
Student A Privateers Student B Buccaneers

Privateers were pirates authorised by The buccaneers were a motley1 group of French, English,
their government to attack
ck and pillage Dutch, and even Spanish and Portuguese renegades
ships of enemymy nations. They shared and misfits, whose prime targets were Spanish ships
their profits with the government. and towns in the Caribbean. Buccaneers were the first
5 Between the sixteenth and eighteenth 5 maritime raiders2 in the Americas to be universally 3
centuries governments issued ‘letters recognized as pirates. Y Yet they were distinct fro
f m other
1. sorts of birds 2. a ship which has been captured 3. passage between islands
of marque’ which licenced these pirates in that they generally limited their attacks to the
sailors to plunder1 for
f eign ships. This Spanish, whereas most pirates attacked everyone. Also Captain Charles Johnson (aka Daniel Defoe), A General History of the Pyrates,
tes
tes, 1724 (adapted)
letter prevented privateers fro f m2 unlike the earlier pirates who usually returned
rned to Europe
at the end of a raid, the buccaneers preferred to remain 1 Read the text. In frame 2, find a synonym for these words: “small islands”, “ports”, and “ships.”
10 being charged with3 piracy, an offence 10
punishable by death. Francis Drake in the Caribbean. […] 2 Focus on frames 2, 3 and 6 and explain the advantages of those islands.
was England’sd’s most famous privateer.
d’ Originally buccaneers were not pirates. They were rugged
backwoodsmen3 who lived off ff the land by hunting feral 3 Focus on frames 4 and 5. List the countries where ships came from. Say why they are there and their
In the sixteenth century,
ry
ry, he attacked
connection with pirates.
Spanish treasure ships returning cattle4 and pigs for survival; they acquired the name bou-
15 from the newew world sharing his pro- 15 canier or buccaneers fro
caniers f m their method of roasting5 and 4 Focus on frame 6 and mention one danger that pirates faced.
fits with Queen Elizabeth I. preserving the meat.
5 Recap why pirates chose this area.
www.nmrn.org.uk Antony, Pirates
Robert J. Antony ates in the Age of Sail, 2007
1. steal using violence 2. stopped them from 1. diverse 2. attackers 3. rugged backwoodsmen: robust but austere
3. accused of people living in an isolated area 4. feral cattle: wild cows 5. cooking
Memory
Word
ge
Gramma
Grammar
trade route safe: in security trade: buy and sell goods Ch llen
Chaalle nge
The preterit To
oo ls p. 66 hideout, haven: refuge noble make it easier for sb to
booty: stolen goods heroic be described as: be Y make the opening speech to explain why this festival
You Define pirates! Close your books
“They limited their attacks to
thief: person who steals w sb to
allow regarded as takes place every year in the Caribbean islands and why and give a definition for a privateer,
the Spanish.”
growth: expansion plunder, loot: pillage they were a hiding place for pirates. a buccaneer and a pirate.
56 Golden Age of Piracy: a British fiction? Unit 3 57
Les élèves trouveront dans le Word spot du lexique Document extrait de A General History of
de production pour les aider à répondre aux the Pyrates signé Charles Johnson dont
questions des différents documents et à enrichir l’identité est toujours un mystère mais
la langue. On pourrait insister sur l’acquisition des qui ne serait autre que Daniel Defoe
différents synonymes de piller ou refuge que l’on d’après de récentes études. L’adaptation
retrouvent dans la littérature comme plunder, loot en BD facilitera l’accès au sens du
mais aussi hideout et haven. document original qui est d’un niveau
élevé.
85
a. The Golden Age of Piracy p. 56
Script CD1 PISTE 17
In 1713, for the first time in more than a cen- In the Caribbean, those precious resources at-
tury, the nations of Spain, England, France and tracted former privateers who had chosen to
Holland were at peace in the Caribbean. With become real pirates.
the end of the war came the most lucrative By 1717, more than 2,000 pirates had made
trading triangle the world has ever seen: sugar their base in the Caribbean. Among them was
to Europe, guns and trade goods to Africa and an ex-privateer named Edward Teach. At six
slaves to America and the Caribbean. feet four inches tall, Teach was an intimida-
The Caribbean was the big growth area in the ting giant of a man who would later become
world economy in the 17th and 18th centu- known as Blackbeard.
ries. Sugar was the big new produce and, in
some ways, the most important one for the
whole North Atlantic economy.

Après une première écoute globale vous pouvez repasser la première partie du document (jusqu’à
and the Caribbean) une ou deux fois selon le niveau de la classe et demander aux élèves de répondre
aux questions 1 et 2. Puis, vous pouvez passer la suite de l’enregistrement afin que les élèves com-
plètent la suite des questions.
1 Listen and pick out information about the periods, the places and the nations mentioned.
1713 / Spain / England / France / Holland / Europe / Africa / America / the Carib-
bean / the world (economy) / 1717 / the North Atlantic (economy)
The document tells us about the situation in the Caribbean in the 17th and 18th century
(1713, 1717). Three nations are mentioned: Spain, France and Holland. The other places
mentioned are Europe, Africa and America.
2 Explain the relations between the countries mentioned.

Spain, France, Holland and England were at peace in 1713 but we understand that those
countries had been at war before. Once the war was over, they started to trade goods.
3 Find information about their exchanges (places and goods). Draw a triangle to show the
exchange between the continents.
The four European nations were involved in a trade bringing sugar to Europe, guns and
trade goods to Africa and slaves to America and the Caribbean.
America Europe
Caribbean
Africa

4 Write the name and characteristics of the pirate described.
The pirate mentioned was called Edward Teach but was referred to as Blackbeard. He
was an ex-privateer and was very tall (he was 6 feet 4 inches tall, that is to say about
1.93m tall). He was intimidating.
5 Write down the following summary and complete it in your copybook.

In the 17th and 18th century, the Caribbean was the big growth area of the world eco-
nomy. And so it became an ideal place for pirates.
b. Pirates, privateers and buccaneers p. 56
1 Pair work Read your document and explain to your partner what a privateer buccaneer
was.
Les questions des fiches du E-workbook seront utilisées pour aider les élèves à repérer les caractéris-
tiques de chaque catégorie de pirates et à commencer à construire du sens à partir de ces indices. Il
est nécessaire de bien faire ressortir le fait qu’un privateer recevait un document officiel de son gou-
vernement qui l’autorisait à piller les bateaux des ennemis de son pays en toute légalité et était de ce
fait instrumentalisé pour servir les intérêts de ce gouvernement alors que le simple pirate, aventurier
qui parcourait les mers, risquait la mort.
Les élèves travaillent en binômes. Chaque élève remplit sa fiche, puis présente le type de pirate qui lui
a été attribué à son·sa partenaire.
Ce pair work peut déboucher sur une mise en commun à l’oral des caractéristiques de chaque type
de pirates.
2 Sum up the differences and similarities between privateers, buccaneers and pirates.
Production possible
Contrary to privateers, who were given official documents called “letters of marque”
which allowed them to plunder enemy ships, pirates were not officially allowed to attack
and pillage ships. As a consequence, they could be sentenced to death. Buccaneers and
pirates were outlaws, but buccaneers generally only attacked Spanish ships. Contrary to
Buccaneers, pirates attacked everyone and pillaged all the ships they wanted.
87
c. The Caribbean, a hiding place for pirates p. 57

Ce document présente de nombreuses difficultés liées notamment à la syntaxe et à la richesse
lexicale. Le découpage sur le principe d’une bande dessinée permet de faciliter l’accès au sens. Il
serait intéressant d’exploiter chaque image afin d’en faire ressortir l’idée principale. Ensuite, les élèves
pourront commencer les questions qui permettent un repérage précis de l’information. Ce repérage
conduira à un compte-rendu des avantages que ces îles représentaient pour les pirates
1 Read the text. In frame 2, find a synonym for these words: “small islands”, “ports”, and
“ships.”
small islands: keys – ports: harbours – ship: vessels
2 Focus on frames 2, 3 and 6 and explain the advantages of those islands.

There were so many islands that it was easy for pirates to hide and make a surprise
attack to plunder ships passing by. The numerous islands also offered a safe haven to
pirates. It was the ideal hideout! They could rest there and clean their ships. What’s more
they were uninhabited, and pirates could easily find water and food such as turtle, fish,
sea-fowl and shells.
3 Focus on frames 4 and 5. List the countries where ships came from. Say why they are
there and their connection with pirates.
Ships came from France, Spain, Holland and England. They sailed in this area and they
were loaded with goods. They carried clothes, food, naval items and sometimes money. So
pirates were on the lookout / ready to attack them.
4 Focus on frame 6 and mention one danger that pirates faced.

They were regarded as criminals and therefore pursued by the British Navy.
5 Recap why pirates chose this area.

Pirates chose this area because they could easily hide there thanks to the numerous
islands / keys and they could attack trading vessels / merchant ships to plunder / loot /
pillage them. What’s more those islands provided them with water and food. They could
have a rest there and clean their vessels. On top of that, they were safe from Royal Navy
pirate hunters.
Pirates Week Festival is beginning!

You make the opening speech to explain why this festival takes place every year in the Carib-
bean islands and why they were a hiding place for pirates.
Cette tâche d’expression orale permet de rebrasser les nouveautés de la leçon et de se préparer aux
deux projets finaux en travaillant l’aspect pragmatique (prononcer un discours), culturel, lexical et
grammatical.
Vous pouvez préciser au préalable que le discours est fait par l’organisateur·rice du festival qui
s’adresse au public.

Dans ce jeu de rôle, les élèves prennent quelques notes individuellement sur ce qu’ils·elles peuvent
dire (sans écrire de phrases). Ils·elles peuvent éventuellement procéder à un brainstorming avec
leur voisin·e pour lister les différents points pertinents, puis se préparer à prendre la parole
individuellement. Vous pourrez proposer aux élèves de s’aider de la fiche méthodologique sur
l’expression orale en continu (fiche méthodologie N°17, p.282). Ensuite, les élèves improvisent le
dialogue à partir de leurs notes. Quelques élèves peuvent alors présenter leur travail à la classe. Cela
est l’occasion de donner un feed-back sur les points positifs et ceux à améliorer. Si vous souhaitez
noter cette tâche (barème page suivante), vous pouvez utiliser la baladodiffusion, une caméra ou
demander aux élèves de s’enregistrer sur un MP3 ou sur leur portable. Vous pourrez valoriser les
productions des élèves qui ajoutent de nouvelles informations, racontent une petite anecdote et
jouent leur rôle avec conviction. La durée pourrait être de 1 à 2 minutes.
Production possible
Ladies and Gentlemen, welcome to Pirates Week Festival!
From x November to x November 20xx., we will celebrate pirates. Let me explain why!
In the Golden Age of Piracy, many pirates lived in the Caribbean. They were there to
attack merchant ships from France, England, Spain or Holland sailing in this area. There
are so many little islands there that they could easily hide, attack trading vessels by
surprise and plunder them. They were safe there, protected from naval officers looking for
them, to kill them. They had enough to drink and eat: a lot of fish, shells, turtle meat… It
was the ideal hideout for them, right on the trading route to America.
All sorts of pirates were sailing the high seas: privateers who were allowed by their
governments to attack ships from enemy nations, or buccaneers who principally attacked
Spanish ships, or simply pirates.
So now I guess you understand why we celebrate pirates in this area, they are part of our
culture and heritage and are now on the lookout for you! Ready? Enjoy this celebration!
Define pirates! Close your books and give a definition for a privateer, a buccaneer and a
pirate.
Le but de cette activité est de mémoriser les caractéristiques de chaque pirate et de les restituer avec
des phrases plus ou moins longues et complexes en fonction du niveau des élèves. L’activité doit être
menée rapidement sous forme de jeu et aboutir à une définition complète même si la langue est
moins complexe.
A privateer was allowed to attack ships contrary to a pirate
A privateer was a pirate who was allowed to attack and plunder ships thanks to a letter
of marque given by the Queen or King.
89
90
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : �� P
yourrepare
Proje
ct
Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont simples, il y a très peu de références Mon discours rend compte du contexte historique Mon discours présente avec précisions le contexte
au contexte historique. de l’âge d’or de la piraterie. Les différences entre les historique, économique de l’âge d’or de la piraterie.
Golden age of piracy: a British fiction?

différents pirates sont connues. Les différences entre les différents pirates sont
utilisées avec pertinence.
0-1 2-3 4
socio-linguistique en faire sens. Mes phrases sont très simples. de liaison, mes phrases sont construites. parle de façon spontanée, avec très peu de notes.
Mon discours est structuré.
0-1 2-3 4
0-1 2-3 4
(ordre des mots).
0-1 2-3 4
0-1 2-3 4
Total : ��/20
2 When reality inspires fiction
Le mythe fondateur p. 58-59
Le passage par le dessin est

L’image va aider les élèves à ludique et permettra de vérifier
accéder au sens du texte. le degré de compréhension.
2 When rreality
eality inspir
inspires
es fiction b. Long John Silv
Silver
As I was waiting, a man came out of a side room, and at a glance1
I was sure he must be Long John. Hiss left leg was cut off close by
the hip2, and under the left shoulder he carried a crutch3, which
a. Printing the legend he managed with wonderful dexterity, hopping4 about upon it
5 like a bird. He was very
ry tall and strong, with a face as big as a
How pirates slipped into1 popular legend suffer
ff ed to grow of an
ffer
ham – plain and pale, but intelligent and smiling. Indeed, he see-
is easy to trace. Just as the Golden Age was 25 extra
extravaga nt length; as
med in the most cheerful spirits, whistling as he moved about
coming to an end, a certain Captain Charles to breadth it came up to
among the tables, with a merry5 word or a slap on the shoulder
Johnson (a pseudonym that no one has his eyes.
ey He was accus-
for the more favour
fa ed of his guests.
5 cracked) published a famous compendium2 tomed to twist it with
10 Now, to tell you the truth, from the very first mention of Long
of the biographies of these desperados […]. ribbons,s, in small tails.”
John in Squire Trelawney’s
y’ letter I had taken a fear in my mind
y’s
It was full of bloodthirsty details, breathlessly 30 Going into battle,
that he might prove to be the very
ry one-legged sailor whom I had
narrated, and secured the legends of Black- Johnson n sa
says, Blackbeard
watched for so long at the old Benbow.ow. But one look at the man
ow
beard, Black Bart and a host of 3 others. [...] adorned his beard with
before me was enough. I had seen the captain, and Black Dog,
lit matches to make
10 Johnson’s
n’ book has been the source of near-
n’s 15 and the blind man, Pew, and I thought I knew what a buccaneer
himself appear “like a fury,ry, from hell.”
ry hell.
ly every cultural representation of the pirate was like – a very differ
diff ent creature, according to me, from this
35 Brutal punishment and death is of course the
ever since. It is easy to see why,
wh from pas- clean and pleasant-tempered landlord6. Map from the first edition of
outcome of his rogue5 adventures, but even Treasure
reasure Island, 1883
sages like this: “He assumed the cognomen4 Robert Louis Stevenson, Treasure
reasure Island, 1883
Johnson ambiguously declares the murderous
of Blackbeard from that large quantity of 1. quick look 2. part between the top of the leg and the waist 3. wooden stick
Blackbeard a “courageous Brute”. e”
e”.
15 hair which, like a frightful meteor, covered to help someone walk 4. jumping on one leg 5. kind 6. a person who owns a
www.bbc.com, June 21, 2017 place to stay
his whole face and frightened America more
1. arrived in 2. summary 3. a lot of 4. nickname
than any comet that has appeared there a
long time. The beard was black, which he had
5. criminal 1 Read the text. Pick out words describing Long 3 Say what surprised the narrator about Long
John Silver’s physical appearance and personality. John Silver.
PARCOURS
PARCOURS
Trail A DIFFÉRENCIÉS Trail B 2 Pick out two compound adjectives and use 4 Pair work Draw
aw Long John Silver and describe
them in a sentence describing Long John Silver. awing to your partner.
1 Look at the picture and give three scary char how you feel when looking at the portrait
teristics of this pirate.
2 Read paragraph 1 (l. 1-9) and find information Read paragraph 1 (l. 1-9).
c. Black Sails
about the book mentioned: author, genr on the word “bloodthirsty” (l. 7), analyse it
impact on pirate fiction. guess its meaning. 1 Watch the video and guess
Explain what genre of book it is and its impact on what type of document Black Sails is.
3 Read paragraph 2 (l. 10-29). Pick out
fiction. 2 Choose the adjectives used for each pirate in the list
describing the portrait. Show
w Blackbeard inspir
fear. Read paragraph 2 (l. 10-29) and explain what below. Write down other adjectives you hear.
made Blackbeard impressive. intelligent • charismatic • smiling • historical • well-known •
4 Focus on paragraphs 2 and 3. Pick out ruthless • real • calculating • feared • strong
which contributed to establishing his legend. Focus on paragraph 2 and 3. Explain why Captain
Charles Johnson chose to write about this pirate. 3 Show w that Black Sails was inspired by characters from
literature and history.
Meet up! John Silver and Captain Flint in Black Sails,
2017
Discuss how this book contributed to the vision of pirates that we have today.
Word
Memory
ge
Gramma
Grammar
pistol holster
peg leg: wooden leg
hard-hearted: merciless,
pitiless llen
Chaalle
Ch nge
Compound adjectives To
oo ls p. 66 fierce look: ferocious look commit a crime
“He might prove to be the very one- evil-looking: terrifying portray: illustrate Make a list. Write down as many
infamous ≠ famous for a bad quality set on fire: start a fire Student B Y You are a historian. Y
You answer the film adjectives as you can to characterise
legged sailor whom I had watched.”
cold-blooded: callous, cruel larger than life: impressive director’s questions and give details on famous pirates. pirates.
Les élèves du Trail A vont être davantage Tâche de production scénarisée qui
guidé·e·s afin de les aider à trouver les permet aux élèves de s’approprier
informations : noms propres, caractéris- les contenus culturels, d’approfondir
tiques... la problématique et de se préparer
aux projets finaux, plus particulière-
Les élèves du Trail B pourront aller plus
ment au premier projet.
dans les détails : inférence, explication des
raisons de l’impact du livre, etc.
Ensuite, une tâche dialoguée commune ai-
dera les élèves à s’approprier le document.
La discussion permettra à chaque élève de
vérifier et éventuellement compléter ce qu’il
ou elle a compris.
91
a. Printing the legend p. 58

Vous pouvez demander aux élèves de se positionner sur le Trail A ou le Trail B en fonction de leur ai-
sance. Ils·elles peuvent travailler seul·e·s ou à deux avec un·e camarade qui fait le même parcours en
prenant des notes pour répondre à chaque question avant la question de synthèse dans le Meet up!.
Ensuite un binôme volontaire pourrait présenter le résultat de son échange devant la classe, ce qui
donnera lieu à la trace écrite.
TRAIL A TRAIL B
1 Look at the picture and give three scary 1 Say how you feel when looking at the
characteristics of this pirate. portrait and why.
He has a fierce look and is both evil- The portrait is scary. I feel frightened /
looking and terrifying. scared when I look at it principally be-
There’s some smoke coming out of his cause of his fierce look / ferocious look. He
beard, which makes him look ferocious. He looks terrifying. He is evil-looking. He must
seems to be cruel. He has pistols. be hard-hearted and cold-blooded.
2 Read paragraph 1 (l. 1-9) and find infor- 2 Read paragraph 1 (l. 1-9).
mation about the book mentioned: author,
a. Focus on the word “bloodthirsty” (l. 7),
genre of stories,impact on pirate fiction.
analyse it and guess its meaning.
Captain Charles Johnson / Biographies of
Blackbeard is described as cruel and evil-
pirates / influence on fiction, those pirates
looking, so we can imagine that the word
have become legends.
“bloodthirsty” has a negative connotation.
The book mentioned was written by Cap-
This word is made up of “blood” and
tain Charles Johnson. It deals with the
“thirst” (when you want to drink), I guess it
lives of many famous pirates (like Black-
means he loves blood, he loves to kill.
beard or Black Bart). The biographies of
those famous pirates have helped turn b. Explain what genre of book it is and its
them into legends. impact on pirate fiction.
The book written by Captain Charles John-
son deals with the lives of many famous
pirates. The biographies of those famous
pirates have helped turn them into le-
gends. It gave a description of Blackbeard
which established his legend. Consequent-
ly many writers used the characteristics
mentioned in that book to describe pirates
and create their own fictional pirates.

3 Read paragraph 2 (l. 10-29). Pick out 3 Read paragraph 2 (l. 10-29) and explain
adjectives describing the portrait. Show what made Blackbeard impressive.
Blackbeard inspired fear. What made Blackbeard impressive was
“large”, “frightful”, “black”, “extravagant”, his hair and his long black beard which
“small” covered his whole face. But it was also the
He inspired fear because he had a lot of fact that he put lit matches in his beard (so
hair and a long black beard. You couldn’t came out of it) which terrified people.
see his face very well and he twisted his
beard with ribbons in small tails.
4 Focus on paragraphs 2 and 3. Pick out 4 Focus on paragraph 2 and 3. Explain
aspects which contributed to establishing why Captain Charles Johnson chose to write
his legend. about this pirate.
His hair, the long black beard which Captain Charles Johnson chose to write
covered his face and the fact that he put lit about Blackbeard because he looked
matches in his beard (so smoke came out different and really scary / frightening. He
of it) frightened people. He is described as attracted people’s attention because his
murderous and courageous. appearance was more terrifying than most
pirates’. He was larger than life.
Meet up!
Discuss how this book contributed to the vision of pirates that we have today.
Production possible
This book contributed to the vision of pirates we have today because it provided the
audience with a lot of details about the lives and adventures of pirates. Moreover, it por-
trayed Blackbeard, who was highly charismatic and was described as murderous and
courageous. The book gives “bloodthirsty details”, making the story more realistic.
b. Long John Silver p. 59

Vous pouvez demander si les élèves connaissent Robert Louis Stevenson ainsi que son roman Trea-
sure Island puis mettre en relation le titre du document et le titre du roman afin de leur faire deviner
qui peut être Long John Silver. Les élèves pourront produire une phrase du type : He must be a pirate
looking for a treasure on a desert island.
1 Read the text. Pick out words describing Long John Silver’s physical appearance and perso-
nality.
“left leg cut off close by the hip”, “crutch”, “wonderful dexterity”, “very tall and strong”, “a
face as big as a ham”, “plain and pale”, “intelligent and smiling”, “one-legged”, “clean and
pleasant-tempered”
2 Pick out two compound adjectives and use them in a sentence describing Long John Silver.
“one-legged” (l.12): Long John Silver was a one-legged man.
“pleasant-tempered” (l.17): Long John Silver was pleasant-tempered.
93
3 Say what surprised the narrator about Long John Silver.
The narrator was surprised to see a cheerful, pleasant-tempered man. The buccaneers he
knew were not as pleasant as this man.
4 Pair work Draw Long John Silver and describe your drawing to your partner.
Un dessin oblige l’élève à s’interroger davantage sur ce qu’il·elle a compris pour que son dessin repro-
duise fidèlement le portrait fait par l’auteur.
Vous pouvez organiser un concours entre les binômes. Laissez aux élèves une dizaine de minutes
pour dessiner, puis demander à un·e volontaire de venir dessiner Long John Silver au tableau et
inciter les autres binômes à réagir. Il est aussi possible d’écouter un binôme décrire son dessin puis
de demander aux autres de réagir. Les élèves doivent justifier ce qu’ils·elles ont fait et expliquer
pourquoi ils·elles sont d’accord ou pas avec tel choix. Vous pouvez aussi élire le meilleur dessin en
insistant sur le fait que c’est le niveau de détail qui fait la différence.
c. Black Sails p. 59

Pour étudier l’influence des pirates de l’âge d’or dans les œuvres littéraires, cinématographiques
ou télévisées, visionnez la vidéo du début à 00’16 puis deux autres portraits de pirates de la série.
Nous avons choisi deux pirates de fiction créés par Robert Louis Stevenson dans Treasure Island,
Captain Flint (00’16 à 0’48) et John Silver (1’15 à 1’39), mais il est possible de choisir d’autres pirates
comme par exemple Charles Vane (1’40 à 1’55) ou Jack Rackham (1’58 à 2’17). Vous trouverez dans la
question 2 au moins un adjectif qui peut être associé à chaque pirate de la vidéo et pouvez donc faire
cette activité avec le pirate de votre choix.
• Pirates de fiction : Billy Bones (0’50 à 1’15), Captain Flint, John Silver,
• Pirates réels : Charles Vane, Jack Rackham, Anne Bonny (2’17 à 2’38)
1 Watch the video and guess what type of document Black Sails is.
It is a television series about pirates.
2 Choose the adjectives used for each pirate in the list below. Write down other adjectives
you hear.
Captain Flint: charismatic – calculating – cunning – brutal.
John Silver: intelligent – smiling – well-known
3 Show that Black Sails was inspired by characters from literature and history.
Pour aider les élèves, on peut faire une pause sur les deux premières légendes écrites de la vidéo.
To create their fictional characters, the authors of Black Sails, drew their inspiration from
Robert Louis Stevenson’s novel Treasure Island. In Black Sails, John Silver has the same
characteristics as Robert Louis Stevenson’s character: he is intelligent and smiling. Like
John Silver, Captain Flint hails from Treasure Island but he is compared to a real Carib-
bean pirate nicknamed Blackbeard. He is bloodthirsty and feared as Blackbeard was.

New pirate film out soon!

Pair work
Student A You are a film director and you want to have more information on pirates to keep
your film realistic.
Student B You are a historian. You answer the film director’s questions and give details on
famous pirates.
À partir de cette tâche, les élèves doivent trier les informations, les organiser et les relier, ce qui facilite
la mémorisation (voir fiche méthodologique p. 256). Ils·elles peuvent par exemple commencer à éla-
borer une carte mentale qui récapitule les diverses informations apprises sur l’univers des pirates, ce
qui leur permettra de fixer ce qui a été travaillé, aidera à la prise de parole en interaction et favorisera
la réalisation du projet oral final.
Le·la réalisateur·rice devra connaître les différents types de pirates de l’époque, où ils étaient implan-
tés et pourquoi, les raisons (réelles ou fictives) pour lesquelles les pirates sont souvent dépeints d’une
certaine manière, et le nom du pirate de référence. Cette activité entraînera une réactivation des
wh-questions, basiques ou complexifiées comme par exemple : where did they live ? Why did they live
there? What sort of pirates could you find in the Caribbean? Why did they choose to settle there?
Les élèves trouveront du vocabulaire utile dans le Word spot.
Les élèves pourront travailler en groupes de personnes ayant le même rôle. On peut imaginer des
groupes de 2 ou 4 élèves Student A qui préparent les réponses ensemble et la même chose pour les
groupes Student B. Les élèves peuvent avoir un temps de préparation de 10 à 15 minutes environ
avec un maximum de 10 à 15 mots isolés une fois face à leur partenaire. Tout d’abord deux élèves
peuvent être pris en exemple devant la classe, puis chaque groupe (Students A + B) pourra travailler
en autonomie quelques minutes avant de passer devant la classe.
Cette prise de parole peut être réalisée en utilisant la baladodiffusion, une caméra ou en demandant
aux élèves de s’enregistrer sur MP3 ou sur leur portable.
La durée du dialogue pourra aller de 2 à 3 minutes.
Make a list. Write down as many adjectives as you can to characterise pirates.
Le but de cette activité est de mémoriser et de réutiliser les adjectifs utilisés dans la leçon pour parler
des pirates. On pourrait imaginer une compétition entre les élèves pour qu’ils·elles en citent le plus
possible. On peut aussi demander aux élèves de s’appuyer sur le Word spot.
95
3 Real Caribbean pirates
Connaître les vrais pirates des Caraïbes, p. 60-61
leur vie et leur réputation
Cette double-page met en avant des pirates haut·e·s en couleur qui restent dans les annales de la pi-
raterie du fait de leurs actes, leurs missions ou leur singularité. Les images choisies laissent entrevoir
les caractéristiques de chacun·e.
La fiche méthodologie n°14 p. 276 et 277 pourra aider les élèves à appliquer les stratégies à adopter
pour comprendre un document en autonomie.
Le questionnement commun permet Niveau des documents :

à tous les élèves d’avoir les mêmes • Group 1 : Niveau A2
éléments de discussion lors de l’activité
d’expression orale en interaction. Chaque • Group 2 : Niveau B1+
élève devra repérer les informations puis • Group 3 : Niveau B1+
compléter son tableau afin de pouvoir
échanger avec 4 autres élèves qui ont les • Group 4 : Niveau B1
informations sur les autres pirates.
3 Real Caribbean pirates

3 Henry Morgan
1 Describe the picture assigned to your group.

CD1 PISTE 20
2 Listen to the audio document. Concentrate on your
pirate’s characteristics and crimes. Write them down.
do
3 Prepare questions to ask the other groups

oups (characteristics,
(char
PÉDAGOGIE crimes, elements from the pirate’s biogr
biography…).
aphy…).
DIFFÉRENCIÉE
4 Listen to your classmates and fill in your grid E-workbook

with information about other pirates.
pir hatier-clic.fr/lmu2021
Anne Bonny
Blackbeard: Te
Terror
rror at Sea, 2006
1 Blackbeard
CD1 PISTE 18
Mary Read
Anne Bonny in Black Sails CD1 PISTE 21
Bartholomew Roberts
Word
violence
sling of pistol
cap: a sort of hat
sword: weapon with a long metal
blade
fearsome: terrifying
wild: ferocious Memory
huge: gigantic
dressed up as: disguised as
llen
Chaalle
Ch ge
nge
richly dressed
pirate.
ate. Describe the bad deeds he/she committed last May
May, Word association game. In pairs,
attack
break the law: do sthg illegal / commit where he/she was last seen, the rewards for his/her capture give the name of a pirate.
ate. Y
Your
CD1 PISTE 19 ff
ffence
an offence and give a detailed description. partner must say the first three
foot (pl. feet) = 30.48 cm Draw your pirate or add a photo. words that come to his/her mind.
Deux documents qui présentent

moins de difficultés de
compréhension. L’exploitation de
l’image favorisera la compréhension.

PÉDAGOGIE DIFFÉRENCIÉE : Il s’agit de faire réutiliser les contenus culturels et lexicaux de chaque
document par les élèves dans une activité d’interaction afin de les faire manipuler et ainsi renforcer la
compréhension. Chaque groupe complétera la fiche du E-workbook avec les informations concernant
le pirate choisi.
Vous trouverez en fin d’ouvrage la correction de cette fiche qui peut vous servir comme base pour la trace
écrite à faire construire par les élèves.
Group work Afin de différencier votre approche, vous pouvez choisir de mettre les élèves au travail
en groupes, en binômes ou seul·e·s. Vous pouvez aussi choisir de former des groupes homogènes
ou hétérogènes sur chaque document. Vous pouvez aussi choisir de limiter le nombre de pirates à 3
et garder les autres pour une évaluation.
Les élèves pourront s’appuyer sur les repérages faits lors de la description, le lexique et les éléments
culturels déjà acquis, et les réutiliser lors de la restitution. De plus, les élèves disposent du lexique de
production dans le Word Spot pour faire ces activités.
Script CD1 PISTES 18-22
piste 18 piste 20
We’re not sure what he looks like, but he’s Though he was actually a British privateer,
reported to have been over six feet tall, unu- Sir Henry Morgan was such a fearsome and
sually large for the age. The documents that successful raider that the Spanish called him
do describe him paint the picture of a larger- a pirate. Throughout his career, he attacked
than-life character, a man capable of extreme ships all through the Caribbean and eventual-
and unpredictable violence. ly fought in an epic battle to capture Panama
In time of action, he wore a sling over his City commanding 1,200 buccaneers and 30
shoulders, with a brace of pistols hanging in ships. The battle led Morgan to be arrested
holsters like bandoliers. He wore a fur-cap and and dragged back to England, but the British
stuck a lighted match in each side under it. His King reacted by knighting him and making him
eyes, naturally looking fierce and wild, made Deputy Governor of Jamaica.
him look altogether such a figure.
Blackbeard had a fearsome reputation and piste 21
that was the key to his success. Anne Bonnie was only around sixteen when
she ran away with her pirate lover, the in-
piste 19 famous Calico Jack, while still married to
At a time when women were seen as little small-time pirate James Bonnie. Dressed as
more than property, Mary Read wasn’t gonna a man, she terrorized the Caribbean at his
let that stop her. Being used to dressing up side, having divorced her husband and mar-
as a boy for various reasons throughout her ried her new lover. She was apparently more
childhood, Read disguised herself as a male bloodthirsty and better at holding her liquor
to join the British military and built a reputa- than most of the crew, which included the pre-
tion for herself as fierce and skilled in battle. viously mentioned Mary Read. Though they
When peacetime stilted her life in the military, were eventually arrested and sentenced to
Read quit and became a pirate instead. Well, hang, it seems that Anne managed to escape
more like she was forced to after the ship she that fate. No one knows if she returned to her
boarded was captured. family of if she took up a new identity and set
But from then on, she sailed, fought and drank back out to sea.
as hard as the male pirates. Pretty hardcore
for a 17th century girl.
97
piste 22 lating and shrewdly practical and he plunde-
Bartholomew Roberts, or Black Bart as he red over 470 ships during his reign, an all-time
posthumously became known, sailed during record for pirates. Though his crew called him
the Golden Age of piracy and he was the most pistol-proof, he did eventually die in battle and
successful pirate of his time. Though not ter- his death is set to mark the end of the Golden
ribly bloodthirsty, he was cold-blooded, calcu- Age.
1 Describe the picture assigned to your group.

Vous passerez dans les groupes et veillerez à ce que chaque groupe exploite bien l’image attribuée
en utilisant le vocabulaire fourni dans le Word Spot, avec éventuellement le vocabulaire du Build up
your vocabulary p. 67 (characteristics, characters et weapons). Les élèves insisteront sur la description et
l’impression donnée par chaque pirate. Cette exploitation favorisera la compréhension.
Vous pouvez donner une aide lexicale pour complexifier la langue et inciter les élèves à utiliser des
adjectifs composés.
Group 1: Blackbeard is standing aboard a pirate ship facing us. There’s no doubt he is
the captain of this ship. He is staring into the distance as if he were looking for a new ship
to plunder. He looks confident. He has a long black beard. He is wearing a black pirate
hat which is called a tricorn hat, a knee-length red coat, and a belt around his waist with
a brace of pistols hanging in holsters. He also has a sword on one side and a cutlass on
the other side. He’s wearing many rings.
Group 2: Mary Read has long dark hair. She is wearing men’s clothes. She is wearing
a long-sleeved white shirt, a long waist coat, a red sash around her waist, long trousers
tucked into boots that are knee-high. A red kerchief / bandana is tied around her head.
A pistol is tucked into her red sash and she is wearing a sword sling over her shoulder.
She is holding an axe in her right hand and is standing upright with one foot on a treasure
chest. She looks determined.
Group 3: Henry Morgan is wearing a sort of short embroidered jacket. He is wearing a

lace cravat and his ammunition belt over his shoulder. He has long wavy brown hair, a
small growth of beard under his lip and a moustache. He is well-dressed and seems to be
rich. In the background, a naval battle is raging. Some ships are on fire.
Group 4: Anne Bonny has long straight light brown hair and is wearing a wide-brimmed
black pirate hat, a long brown coat and a brown sash around her waist. She is on board
a pirate ship that she must have attacked with her crew and they are fighting to take it
over. She is using a dagger to fight against a man, which shows that she must be violent.
She also has a sword and another dagger. She looks ferocious.
Group 5: Bartholomew Roberts is dressed like an elegant gentleman. He is wearing a

wig, a hat with a blue feather in it and buckled shoes. Maybe he’s wearing those expen-
sive chains to show off his successful plunders. He is holding a sword in his right hand
and two pairs of pistols are tucked into his coat. In the background, there’s a fleet of
ships. He must be the captain of the one depicted next to him and which is flying the Jolly
Roger. It was his personal flag. He seems to be proud.

2 Listen to the audio document. Concentrate on your pirate’s characteristics and crimes.
Write them down.
Cette activité pourrait être faite soit en salle informatique ou bien en baladodiffusion, chaque élève
pouvant travailler en autonomie puis mettre en commun les points relevés lors de l’écoute avec les
membres de son groupe.
L’anticipation à partir de l’image devrait permettre aux élèves d’établir un lien entre ce qu’ils·elles
entendent et l’image sur laquelle ils·elles viennent de travailler. Pour assister les élèves en difficultés,
vous pouvez soit introduire les mots susceptibles de poser problème lors de l’aide à chaque groupe
ou donner une petite fiche avec la prononciation phonétique et un équivalent.
3 Prepare questions to ask the other groups (characteristics, crimes, elements from the
pirate’s biography).
What was is he /she like? Which adjectives would you use to describe her /him? Could
you describe him /her? What was his/her nickname? How did he /she die? Could you
give me more information about his /her life /the way he /she was depicted?
4 Listen to your classmates and fill in your grid with information about other pirates.
Les élèves complètent ensuite la fiche du E-workbook prévue dont le corrigé se trouve p. 380.
Vous pouvez demander à quelques représentant·e·s de chaque groupe de mettre en commun
devant la classe ce qu’ils·elles ont appris en veillant à ce qu’ils·elles réutilisent les structures vues en
amont (Word spot p.56). Cette mise en commun pourra donner lieu à une trace écrite.
He/she is described as … He/she is regarded as …
Imagine a “Wanted” poster!

It’s June 1707. Create a “Wanted” poster of a real or fictional pirate. Describe the bad deeds
he/she committed last May, where he/she was last seen, the rewards for his/her capture and
give a detailed description.
Draw your pirate or add a photo.
Il serait souhaitable de fixer un nombre de mots (120 à 150) et d’inciter les élèves à réutiliser les
adjectifs composés déjà travaillés (one-legged, pleasant-tempered) et / ou les encourager à en créer de
nouveaux. Ils·elles peuvent pour cela s’appuyer sur la page Tools in the spotlight p.66
Les élèves peuvent soit dessiner l’affiche et écrire ces affiches au stylo ou les taper sur ordinateur et
utiliser des photos prises sur Internet, ils·elles pourraient adopter le format des affiches utilisées pour
les hors-la-loi de l’Ouest américain en mentionnant la récompense qui serait en doubloon (ancienne
monnaie d’or d’Espagne et des colonies espagnoles).
À la suite de ce travail, vous pourrez organiser une galerie de pirates à afficher dans la classe ou lors
des portes ouvertes.
Vous trouverez à la page suivante un barème dans le cas d’une évaluation formative.
99
Production possible
WANTED
Jack Hamrack
He is over 6 feet tall and strong. He is
black-haired with fierce and wild eyes
and has a long braided beard. He wears
an eyepatch over his left eye. He has
a pistol and a cutlass tucked into his
belt. He is strategic and cold-blooded.
He is described as so dangerous that
his enemies generally surrender without
fighting.
Last year, he attacked and plundered
more than 100 ships and killed all the
sailors. He stole everything he could find
on board those ships. He sometimes
dresses like a gentleman. Don’t be
mistaken, he is bloodthirsty.
He was last seen in Nassau with the
infamous Blackbeard. Beware!
Reward: 8,000,000 doubloons
Word association game. In pairs, give the name of a pirate. Your partner must say the first
three words that come to his/her mind.
Il faut mettre les élèves au défi pour que la dimension ludique permette la manipulation du nouveau
lexique. Il serait préférable d’avoir une liste de pirates étudié·e·s et d’introduire des pirates connu·e·s
mais qui n’ont pas été étudié·e·s comme Jack Sparrow ou Hector Barbossa par exemple afin de gar-
der l’intérêt des élèves.

arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : �� P
yourrepare
Proje
ct
Expression écrite
Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont simples, il y a très peu de références Le·la pirate réel·le ou fictif·ve que j’ai choisi repré- La description de mon·ma pirate reprend un maxi-
aux différentes caractéristiques des pirates de l’âge sente bien les pirates de cette époque. J’ajoute des mum de caractéristiques, ce qui en fait une fidèle
d’or de la piraterie. informations pertinentes. représentation des pirates de cette époque.
0-1 2-3 4-5

Pragmatique et Mon affiche est peu claire et organisée. Mon affiche est claire. J’utilise quelques mots de Mon affiche est claire, logique et structurée.
socio-linguistique Mes phrases sont très simples. liaison, mes phrases sont construites.
0-1 2-3 4-5

(ordre des mots).
0-1 2-3 4-5

0-1 2-3 4-5
Total : ��/20
101
4 Life as a pirate
Connaître la vie des pirates à bord, leur code de conduite p. 62-63
et leur mode de fonctionnement démocratique
Les quelques 700 îles des Bahamas dans les Caraïbes occupent une position stratégique. À l’époque
de l’âge d’or de la piraterie, la capitale Nassau sur l’île de New Providence était un repaire de pirates
où s’établit « la République des pirates ». Le musée des pirates de Nassau plonge le·la visiteur·euse
dans l’ambiance d’un port en 1716 et déroule l’histoire des authentiques pirates des Caraïbes.
Dans les pas des vrais pirates des Caraïbes : Une image qui facilite l’accès au document. Les
ce texte nous en apprend plus sur le quoti- pirates assemblés autour d’une table sont prêts
dien des pirates ! à prendre une importante décision et voter.
4 Life as a pirate b. A republic of pirates?
a. Conditions at sea
Life on board a ship

consisted of long periods of calm
and brief periods of violent action.
When the sea was calm, the pirates
repaired their ships and cleaned their
weapons. They spent most of their time
drinking huge quantities of alcohol
and playing games for money. This
peaceful existence changed when the
Pirates of the Caribbean: At World’s End, 2007
sea became agitated or when a possible
victim was seen. Then the pirates While most pirates were English or Irish, They ran their ships democratically, electing
hurried to prepare the sails, guns and there were large numbers of Scots, French, and deposing2 their captains by popular vote,
ammunitions. and Africa
Af ns as well as a smattering1 of other 15 sharing plunder equally —and making im-
They were nationalities: Dutch, Danes, Swedes, and portant decisions in an open council— all in
ready for 5 Native Americans. Despite differ diff ences in sharp contrast to the dictatorial regimes in
action… nation, race, religion, and even language, they place aboard other ships. At a time when or-
forged a common culture. When meeting at dinary sailors received no social protections
sea, pirate vessels frequently joined forces 20 of any kind, the Bahamian pirates provided
and came to one another’s her’ aid, even when
her’s disa
disability benefits3 for their crews.
10 one crew was largely French and the other oodard, The Republic of Pirates,
Colin Woodard ates 2004
ates,
dominated by their traditional enemies, the 1. a very small number 2. removing them from their
English. position 3. money for pirates who were injured/ill
Cul
Culture tip
1 Read paragraph 1. Find two expressions showing solidarity among pirates.
2 Read paragraph 2. Find examples of To be marooned was “a
how pirate ships were organised. horrible kind of punishment
common enough among the
The Pirates of Nassau Museum (adapted) buccaneers, in which the
offender is put ashore with
Word a little powder and shot and
1 Describe the photos and the aspects of pirate’s life they show. left behind on some desolate
and distant island.”
2 Complete the spidergr ybook with words from the solidarity Robert Louis Stevenson, Treasure
text. crew: sailors Island, 1883
The Jolly Roger: skull and
crossbones, the pirates‘
Everyday work hings pirates liked flag
discipline
galleon: Spanish ship
harsh: hard
helpful Write an entry about life on a pirate ship and the election Memory
crowded
lazy
of a new captain. Complete the following prompt. Chal
Ch leng
alle e
nge
Enemy ship in the distance respectful T he date is J
The January
anuary 7th 1718. We are aboard the
Be the fastest! Give four facts about
vote
pursue: chase
Queen Anne’s R Revenge
evenge in the LLesser
esser Antilles life as a pirate in the Caribbean!
3 Write a par d a ship. endure: suff
suffer near S
St.t. Vincent. T
The
he sea is calm… Ready,, steady
Ready steady,, go!
62 Golden Age of Piracy: a British Unit 3 63
Culture tip sur l’expression to be marooned afin que cette cruelle sanction ins-
crite dans le code de conduite des pirates soit connue des élèves pour mieux
comprendre cet univers sans pitié qui cependant était régi de façon démocra-
tique. Tout manquement à ces règles était puni par diverses sanctions (avoir
les oreilles et le nez coupés, l’abandon sur une île déserte et la mort).
a. Conditions at sea p. 62

Vous pouvez diviser la classe en 3 groupes. En groupes, en binômes ou seul·e·s, les élèves prennent
des notes sur une des 3 photos. Un·e élève de chaque groupe présente sa photo à la classe ou à son
groupe.

1 Describe the photos and explain the aspects of pirate’s life they show.
The first picture shows a wooden ship docked in the harbour of a small town. Many
barrels, probably stocking food and fresh water, and bales of cotton are lined up along
the quay, ready to be loaded into the ship. The second picture shows the inside of a pirate
ship. This place is probably the galley where pirates stocked up their supplies. There’s a
goat for the crew to have milk or meat, and eating utensils. Goods wrapped in cloth are
piled up in the background. Right in the middle, there’s a cannon, so we can guess that
gunpowder and other weapons may be stored nearby too.
2 Complete the spidergram below in your copybook with words from the text.
Chaque élève complète le diagramme individuellement pour prendre connaissance du texte.
Everyday work Things pirates liked

- Repaired their ships - Drank a lot of alcohol
- Cleaned their weapons
boat - Played games for money
Enemy ship in the distance

- Hurried and got ready for action
- Prepared the sails, guns and ammunitions
3 Write a paragraph about pirate life on board a ship.

Cette activité peut être faite à deux en mettant en commun les informations trouvées à l’aide du
diagramme. Si possible, un binôme peut saisir son paragraphe sur l’ordinateur. Sous votre égide, la
classe retravaille le paragraphe projeté et cela pourra vous servir de trace écrite.
Life aboard a pirate ship was dull / not thrilling. It was probably difficult when the
weather was bad. Sometimes, weeks went by without any battles / assaults and pirates
spent their time repairing their ship and cleaning their weapons. They loved to spend their
time gambling and being drunk. However, when a ship was spotted in the distance /
came into sight, they jumped into action, got the guns and cannons ready and started cha-
sing their preys.
b. A republic of pirates? p. 63

Vous pouvez faire une anticipation sur l’image qui pourra donner une trace écrite :
This is a still from a film entitled Pirates of the Caribbean: At World’s End released in
2007. A group of pirates are gathered around a table. One of them seems to be in com-
mand but they are all discussing something, probably making a decision or voting for or
against something. It shows that everyone can have their say / can say what they want
and make decisions.
1 Read paragraph 1. Find two expressions showing solidarity among pirates.

“joined forces”, “came to one another’s aid”
103
2 Read paragraph 2. Find examples of how pirate ships were organised.
Après avoir repéré les informations dans le texte, les élèves peuvent arriver à une production orale
plus poussée.
Pirates ran their ships democratically. They elected and deposed their captains by popular
vote; shared the booty equally and made important decisions together. Moreover, they
provided disability benefits for the crew.
Les deux questions suivantes peuvent être traitées à l’oral, soit après une brève prise de notes ou
spontanément suivant le niveau de la classe.
3 Explain if pirates were different from what you had imagined.

I thought that a pirate ship was a place where the strongest pirates could do what they
wanted / I thought that aboard a pirate ship “might was right”. I didn’t know that pirates
elected their captain by popular vote. I thought that the captain was all-powerful and took
all the decisions aboard a ship. I thought pirates took all the money they wanted.
4 Now show that pirates established a form of democracy.
Production possible
Pirates were allowed to choose their captain and to remove him / her from his / her position
and choose someone else if they were not satisfied. All the pirates formed an open council
and made all important decisions that applied to the ship together. Whenever they plundered
a ship, the booty was divided up equally. That was a democratic organisation. They also got
compensation when they were injured, which is a form of health care system like ours.
Write an entry of a pirate’s journal.

Write an entry about life on a pirate ship and the election of a new captain. Complete the
following prompt.
The date is January 7th 1718. We are aboard the Queen Anne’s Revenge in the Lesser
Antilles near St. Vincent. The sea is calm…
Cette tâche permet aux élèves de s’entraîner à compléter un récit au passé. Ils·elles peuvent travailler
individuellement ou en binômes pour s’entraider et pourront prendre appui sur la rubrique Build up
your vocabulary p. 67 et les fiches méthodologie n°18 p. 284 et n°7 p. 264 et 265.
Ils·elles pourront de mémoire ou avec leurs cours lister les informations pertinentes relevées dans les
leçons ou bien faire une carte mentale, puis organiser ces idées. Vous veillerez à ce que le vocabu-
laire et les structures travaillées en classe soient ré-utilisées ainsi que le prétérit. (Tools in the spotlight
p.66, précis grammatical p.227)
Be the fastest! Give four facts about life as a pirate in the Caribbean! Ready, steady, go!
Cette activité aura pour but de se dérouler rapidement : les élèves devront énumérer les éléments
évoqués dans la double page.
Pirates had a difficult life onboard their ships. There was a democratic system on board
pirate ships. They had a sort of social protection. They could be marooned if they had com-
mitted an offence to the pirate code of conduct.

on Captain Hook across the ages p. 64-65
Cette double-page met en avant l’évolution du Capitaine Crochet, personnage crée par James Mat-
thew Barrie, écrivain et dramaturge écossais (1860-1937). Dépeint comme machiavélique et dange-
reux, mais cependant terrorisé par le tic-tac qui signale l’arrivée du crocodile, le Capitaine Crochet est
tourné en ridicule dans certaines scènes de Disney, dans lesquelles il apparaît geignard et comique,
ou encore dans le film de Steven Spielberg.
Les documents comprennent :
• un extrait du livre de J.M. Barrie,
• une photo lors de la première représentation de Peter Pan; or, The Boy Who Wouldn’t Grow Up en 1904,
• une photo du personnage joué par l’acteur Anthony Head au Savoy à Londres en 2003 ainsi qu’une
image tirée du dessin animé de Disney,
• une vidéo qui propose un extrait du film Hook de Steven Spielberg sorti en 1991 (hatier-clic.fr/lmu2022).
Ce Spot on a donc pour but de montrer comment ce personnage correspond à la représentation du
pirate telle qu’elle apparaît dans l’imaginaire collectif. Une image traditionnelle que les formes d’ex-
pression artistique modernes ont adaptée et recyclée en fonction de l’époque, laissant ici apparaître
un pirate de comédie.
Corrigé
1 Which characteristics of the Golden Age pirates can you find in Hook?
Captain Hook is well-dressed like Henry Morgan or Bartholomew Roberts. Like some
privateers, he looks like a gentleman. He is evil, murderous, merciless, cruel, fearsome /
ferocious and cunning. Like many pirates, he got into fights, his right hand was cut off.
2 Explain how Captain Hook has progressively been transformed into a comical character.
On all the photos, Captain Hook is well-dressed, sophisticated and seems to be educated.
On the first photos, he is depicted crossing swords with his enemies and on the others
either threatening Peter Pan or protecting himself with his hook. In the Disney film, he is
portrayed as a callous captain who turns into a childish fearful coward when he hears the
tick-tock made by the arrival of the crocodile. He was portrayed in a more comical manner
than he was in Barrie’s book. He is now often portrayed as a cowardly dandy buffoon. In
Steven Spielberg’s film, he has thick bushy eyebrows and a moustache, he’s bald when
he takes off his wig. He is exuberant and ridiculous / preposterous. He’s mean, treache-
rous and ludicrous at the same time, which makes him a comical character.
3 What makes Hook a popular character?

Captain Hook has become popular because he is portrayed as a somewhat pathetic character.
He makes a fool of himself. People laugh at him. This ridiculous villain has become popular.

1. in the 17th and early 18th centuries. 2. a privateer. 3. a major trade route, food supplies
and security. 4. Sugar, tobacco and cotton to Europe, Slaves to the Americas, textiles and
manufactured goods to Africa. 5. Spain and England; France and the Netherlands.
6. /t/ 7. Photo 1: Bartholomew Roberts; Photo 2: Anne Bonny ; Photo 3: Blackbeard.
8. left on a desert island. 9. A General History of the Pyrates. 10. democracy.
105
Nom : ............................................... Classe : . . . . . . . . . . . . . . Date : ...............................

1. When was the Golden Age of Piracy? ........ /2
❑ in the 15th century ❑ in the 17th and early 18th centuries ❑ in the 19th century
2. How do you call a pirate who had a “letter of marque”? ........ /2

❑ a privateer ❑ a volunteer ❑ a buccaneer
3. What were the 3 reasons why they chose to plunder ships in the Caribbean? ........ /2
❑ hot weather, many beautiful islands, and official navies
❑ a major trade route, food supplies and security
❑ war between Spain and England, slavery, and Captain Hook
4. What were the stages of the Triangular Trade? . . . . . . . . /2

❑ Sugar, tobacco and cotton to Europe, Slaves to the Americas, textiles
and manufactured goods to Africa.
❑ Sugar, tobacco and cotton to the Americas, textiles and manufactured goods to Africa,
slaves to Europe.
❑ Slaves to the Americas, textiles and manufactured goods to Europe, sugar, tobacco
and cotton to Africa.
5. Which nations had ships sailing in this area? ........ /2

❑ Spain and England ❑ Italy and Germany ❑ France and the Netherlands
6. How do you pronounce the ‘ed’ ending in ‘attacked’, ‘talked’ and ‘helped’? ........ /2
❑ /ed/ ❑ /d/ ❑ /t/
7. Match the names of these pirates with the corresponding image. ........ /2
• • •
• Anne Bonny • Bartholomew Roberts • Blackbeard
8. A pirate who was marooned was a pirate who was… ........ /2

❑ walking the plank. ❑ left on a desert island. ❑ drunk.
9. Which book influenced the representation of pirates in many films? . . . . . . . . /2

❑ A General History of the Pyrates ❑ Treasure Island ❑ The Buccaneers of America
10. Aboard their ships, pirates created a form of… ........ /2

❑ dictatorship. ❑ monarchy. ❑ democracy.
Total : .................... /20

Too ls
1 a. Did Blackbeard capture merchant ship and killed all the sailors on board.
ships? He captured the captain and left the ship.
b. Why did the pirates of the Golden Age Later he came back to look for the treasure
choose the Caribbean? hidden by the captain.
c. Pirates did not want to work on mer-
chant ships. 4 a. The Bahamas is a country where
d. What did captains do to thieves? people / its inhabitants speak English.
b. Can you name a pirate who works
2 a. In the West Indies, merchant ships hard?
carried a lot of goods and the colonial c. I have seen a galleon which looks
powers did not control the region. (very) old.
b. It made it easier for pirates to attack d. Some pirate stories break your heart/
ships. Buccaneers launched raids on people’s hearts.
Spanish galleons.
c. They even invaded Jamaica and 5 a. Black Beard was a wild-eyed pirate.
turned it into an English colony. b. Henry Morgan was a long-haired pi-
d. Blackbeard plundered many ships and rate.
killed many victims in the early 1700s. c. Do you know a one-handed pirate?
d. Long John Silver was a one-legged
3 Suddenly Blackbeard saw a Spanish pirate.
galleon on the horizon and decided to e. I have seen the picture of a one-eyed
attack it. With his crew, he plundered the pirate!
6
CD1 PISTE 23
MP3 n° 26 8 Bartholomew Roberts plundered (/d/)
hundreds of ships.
/t/ /ɪd/ /d/
Anne Bonny terrorised (/d/) sailors.
slipped decided shared Blackbeard attacked (/t/) and pillaged
faced divided changed (/d/) many ships but I don’t know if he
attacked raided captured divided up (/ɪd/) the booty!
hopped plundered A Royal Navy pirate hunter captured (/d/)
sailed Calico Jack Rackham.
terrorised Pirates of the Golden Age raided (/ɪd/) and
sacked (/t/) many towns and ships. They
7 La terminaison –ed des verbes au prété- always helped (/t/) each other.
rit se prononce /d/ en règle générale.
Cependant, si le verbe se termine par le
son /p/, /k/, /f/, /s/, /ʃ/, ou /tʃ/, cette
terminaison se prononce /t/ et si le verbe
se termine par le son /d/ et /t/, elle se
prononce /ɪd/.
107
p. 68-69
PRO
JECT
1 Give a tour ! You work for the Pirates of Nassau Museum as a guide.
Show a group of teenagers around the museum and tell them about the Golden Age of Piracy.
Mise en place :
• Ce travail peut être réalisé de diverses manières : en baladodiffusion avec des MP3 sur lesquels les
élèves s’enregistrent en classe ou à la maison, les élèves peuvent aussi se filmer en classe ou à la mai-
son avec leur téléphone portable. Ils·elles peuvent aussi préparer un diaporama qui correspondrait
au contenu du musée afin de faciliter la présentation devant vous, devant la classe ou chez eux·elles.
• Il serait souhaitable de donner un temps de préparation d’environ 15-20 minutes aux élèves.
• Les élèves pourraient disposer d’une liste de mots (entre 10 et 15) afin d’éviter la lecture de phrases
préparées à l’avance. Si certain·e·s élèves ne sont pas suffisamment à l’aise ou autonome dans l’usage
de la langue, vous pouvez adapter ces consignes en les laissant utiliser davantage de mots ou des
débuts de phrases. Toutefois ils·elles ne pourront pas bénéficier de tous les points pour les compé-
tences pragmatique et sociolinguistique.
• Vous pouvez attribuer un point de bonus aux élèves dont la production est crédible et originale.
z Fiche méthodo N°2. Apprendre son cours p. 255

PRO
JECT
2 Create a leaflet: In November the Cayman Islands celebrate Pirates
Week! Prepare a leaflet to advertise the annual Pirates Week Festival.
Mise en place :
• Vous pouvez faire travailler vos élèves par groupes de 2 ou 3 élèves ou les élèves peuvent travailler
seul·e·s.
• Les élèves peuvent faire cette brochure sur feuille et l’illustrer à l’aide de dessins ou photos afin de
personnaliser leur affiche. Si une salle informatique est disponible, les élèves peuvent la réaliser sur
Word ou Publisher.
• Il serait possible d’organiser une exposition au CDI ou bien encore au sein même d’une salle de
classe.
• Attirez l’attention sur les temps utilisés, présent pour la présentation et prétérit, principal temps qui
sera utilisé pour rendre compte du passé. Incitez les élèves à utiliser les adjectifs composés.
• Avant qu’ils·elles se mettent au travail, vous pouvez faire trouver quelques exemples de slogans
avec un impératif comme Come and enjoy this Pirates Week Festival, ou Dress up as a pirate and have fun,
ou bien Come and learn about the best-known pirates.
• Vous pouvez attribuer un point de bonus aux dépliants les plus originaux.
z Fiche méthodo N°7. Relire un devoir écrit p. 264

Fiche méthodo N°18. Expression écrite p. 284

arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression orale en continu – Give a tour!

Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont simples, apprises par cœur. Il y a Ma présentation rend bien compte de la période. Ma présentation explique avec précisions le
très peu de références au contexte historique. Je reprends des choses vues et ajoute des petites contexte historique et économique de l’âge d’or de
variantes et mon point de vue personnel. la piraterie. Les différences entre les différent·e·s
pirates sont utilisées avec pertinence et les princi-
paux·ales pirates sont connu·e·s.
0-1 2-3 4
sociolinguistique en faire sens. Mes phrases sont très simples. de liaison, mes phrases sont construites. parle de façon spontanée, avec très peu de notes.
0-1 2-3 4
0-1 2-3 4
(ordre des mots).
0-1 2-3 4
0-1 2-3 4
Total : ��/20
109
110
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression écrite – Create a leaflet!

Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont simples. Il y a très peu de références Ma présentation rend bien compte de la période. Je Mon travail présente avec précisions le contexte
au contexte historique. reprends des choses vues et ajoute des connais- historique, économique de l’âge d’or de la piraterie.
Golden age of piracy: a British fiction?

sances personnelles. Les différences entre les différent·e·s pirates sont
utilisées avec pertinence et les principaux·ales
pirates sont connu·e·s.
0-1 2-3 4-5

Pragmatique et Mon dépliant est peu clair et organisé. Mon dépliant est clair. J’utilise quelques mots de Mon dépliant est bien organisé. Mon discours est
sociolinguistique Mes phrases sont très simples. liaison, mes phrases sont construites. structuré.
0-1 2-3 4-5

(ordre des mots).
0-1 2-3 4-5

0-1 2-3 4-5
Total : ��/20
Benjamin Hornigold was a privateer Blackbeard. Hornigold got his share of

who became a pirate when the War of the booty. However, that was Hornigold’s
the Spanish Succession came to an end. last prey3. He had never attacked British
He is regarded as a successful captain ships before but was now forced to.
5 who didn’t treat prisoners as badly as 25 He decided to quit piracy. Pirates were
other captains. At the beginning he was ruling over and terrorizing the high seas,
an influential pirate and he attacked they were the scourge4 of the Caribbean.
merchant vessels off the coast of New King George I appointed Woodes
Providence in the Caribbean. Rogers governor of the Bahamas and his
10 He is said to have been very successful 30 mission was to commission reformed
and is famous for having notorious pirates to put an end to piracy. A Royal
pirates like Sam Bellamy among his crew Pardon was offered to those who agreed
members and for being Blackbeard’s to stop piracy.
mentor. In 1717, the two partners in Hornigold agreed and started hunting
15 crime sailed together wreaking havoc1 35 down pirates - even his former
and plundering many ships in the area. associates – and many of them were
They captured and looted2 a rich Dutch hanged because of him. He tried to
Flute called the Concorde which was capture Charles Vane but failed. In 1719,
later to become one of the most powerful Hornigold died at sea.
20 ships under the command of the vicious
1. causer des ravages 2. piller 3. victime 4. fléau
1 Who was Benjamin Hornigold? �� /1
��
��
2 Where did he attack ships? �� /1
��
��
3 What do we learn about Benjamin Hornigold’s reputation? �� /2
��
��
1/2
111
Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Class: . . . . . . . . Date: ��
4 Why are Sam Bellamy and Blackbeard mentioned? �� /2
��
��
5 Why was the Concorde important for Blackbeard? What about for Hornigold? �� /4
��
..........................................................................................................................
��
6 How powerful were pirates at that time? Justify your answer by quoting from
the text. �� /2
��
��
7 Who was Woodes Rogers and what did he do? �� /3
��
��
8 What contributed to the end of the Golden Age of Piracy? �� /2
��
��
9 What did Hornigold do once he was pardoned?

Gives three elements in your own word. �� /3
��
..........................................................................................................................
..........................................................................................................................
��
2/2

Part 1
1 Present Black Sam Bellamy: personality, occupation, life. �� /3
��
..........................................................................................................................
��
2 Why did he become a pirate? �� /2
��
��
3 Where did he go? What was he looking for? �� /2
��
��
4 True or false: he was a violent pirate? �� /1
��
5 Explain in your own words what he did with the slave ship. �� /3
��
��
..........................................................................................................................
Part 2
1 What was the other name of Long Ben? �� /1
��
2 What was his first occupation? �� /1
��
1/2
113
Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Class: . . . . . . . . Date: ��
3 How did he become a pirate? �� /2
��
4 How long was he a pirate for? �� /1
��
5 Give two places where he sailed? �� /2
��
..........................................................................................................................
6 What did he do when he retired? �� /2
��
..........................................................................................................................
..........................................................................................................................
2/2


1 He was a privateer who became pirate. �� 1 point
2 He attacked ships in the Caribbean (off the coast of New Providence). �� 1 point
3 He was successful and influential. �� 2 points
4 At one time, they were members of his crew. (He was Blackbeard’s mentor). �� 2 points
5 Blackbeard became captain of the ship and Benjamin Hornigold became wealthy
(had a share of the booty) thanks to it. �� 4 points
6 They were very powerful: “Pirates were ruling over and terrorizing the high seas,
they were the scourge of the Caribbean”. �� 2 points
7 King George I chose Woodes Rogers to become governor of the Bahamas.

Woodes Rogers asked some notorious pirates to stop plundering ships in exchange for
a Royal Pardon and to hunt down pirates instead. �� 3 points
8 King George I decided to offer a Royal pardon to convince pirates to quit piracy. �� 2 points
9 He ended up his career as a pirate hunter in order to end piracy.

He tried to capture Charles Vane.�� 3 points
Script CD2 PISTE 48
Part 1 slaves giving them the option to join his crew

Black Sam Bellamy wasn’t just a pirate, he was if they wanted.
a romantic. He started out as a poor sailor but Part 2
when he fell in love with the beautiful Maria The man they called Long Ben was also known
Hallett, he turned to piracy in the hopes that as the King of the Pirates. He started out in the
riches would win her parents over. But Ma- British Royal Navy and later staged a mutiny
ria’s parents were wary of Bellamy’s ability to while working on a warship and became a pi-
earn a decent living. So when Bellamy heard rate captain. Even though he was a pirate for
of sunken Spanish treasure in Florida, he set only two years, he amassed incredible wealth
sails with hopes of returning as a respected and was feared all across the Red Sea and the
and rich captain. Even when he crossed over Indian Ocean. After two years, he was so rich
to the wrong side of the law, he was never a he retired and spent the rest of his life in hi-
violent bloodthirsty buccaneer, he once cap- ding, probably living it up on an island drinking
tured a slave ship and proceeded to free the rum out of a coconut or perhaps a skull.
115
Part 1
1 He was romantic. He was a (poor) sailor. He was in love with (the beautiful)
Maria Hallett.�� 3 points
2 He turned to piracy because Maria Hallett’s parents were worried about his situation. They
wanted him to earn more money. �� 2 points
3 He heard about sunken Spanish treasure in Florida and decided to go there

and find the treasure to become rich.�� 2 points
4 False, he was not violent.�� 1 points
5 Instead of selling or killing the slaves, he told them they could be free or
join his crew as pirates.�� 3 points
Part 2
1 He was nicknamed Long Ben or King of the Pirates. . �� 1 points
2 He was in the British Royal Navy. �� 1 points
3 He was working on a warship and started a mutiny. . �� 2 points
4 He was a pirate for 2 years. .�� 1 points
5 He sailed across the Red Sea and the Indian Ocean.. �� 2 points
6 He was so rich, he spent the rest of his life hiding. (bonus: probably on an island
drinking rum out of a coconut or perhaps a skull) �� 2 points

4 South Art-frica?
Introduction
Cette séquence a un double objectif. Elle vise tout d’abord à porter un regard l’Afrique du Sud
d’aujourd’hui et plus particulièrement sur la génération née durant la démocratie, communé-
ment appelée the born-free generation. Le deuxième objectif est de chercher à montrer les liens
étroits entre l’art et la société sud-africaine. Pour cela, on explorera les nouvelles cultures de
cette génération puis on s’intéressera au rôle de l’art dans la société aujourd’hui.
Notion(s) visions d’avenir : créations et adaptations • Thème les formes d’art en Afrique du Sud
sentiment d’appartenance : singularités et solidarités
Projets finaux
Problématique(s) suggérée(s) To what extent do the arts
enable the born-free generation to hope for a better future?
PRO
JECT
1 Choose a South African
artwork presenting the art scene in post-apar-
Objectif(s) culturel(s) la génération des “born-free” theid South Africa. Convince your teacher to
en Afrique du sud, artistes contemporains, formes d’art select it for the exhibition in your school.
contemporaines
PRO
JECT
2 Write an article. In groups,
Objectif(s) pragmatique(s) convaincre une personne create a special edition of a youth art and
et argumenter, écrire un article culture magazine to showcase the new face of
post-apartheid South Africa.
Objectif(s) sociolinguistique(s) adapter son discours
à son auditoire Projets intermédiaires
Objectif(s) citoyen(s) l’art engagé L1 Create the cover of a magazine about
the born-free generation. Find a title and the
topics discussed in the magazine.
Objectif(s) méthodologique(s) analyser une image
(p. 270), travailler en groupe (p. 266) Prepare your Project
L2 Convince your classmates that your
Objectifs Lexique : la politique, les formes d’art, group’s subculture best represents South
linguistiques la culture, les difficultés et succès Africa today.
Grammaire : le présent simple, la pro- L3 At a contemporary art exhibition, you and a
position relative, some, any, no, every friend are talking about Alexia Webster’s pho-
to essay and/or Zanele Muholi’s photographs.
Phonétique : Prononcer /ʊ/ et /u:/
Médias utilisés
CD DVD Quizlet
CD 1 pistes 25 à 29 South Africa’s Post-Apartheid genera- hatier-clic.fr/lmu2029
CD 2 piste 49 tion, Journeyman, 2014
E-workbook
Interview of Sharlote Mona, AFP Trailer for “Bayeza”,10and5, 2017
Leçon 2: hatier-clic.fr/lmu2025
Interview of Zanele Muholi, BBC
Quiz hatier-clic.fr/lmu2028 Leçon 3 : hatier-clic.fr/lmu2026
MP3 n°34 à 40
117
Ouverture
South Art-frica? p. 70-71
Pour lire cette image, les élèves peuvent prendre

appui sur :
– la jeune fille en premier plan (son style vesti-
mentaire et son look branché), Cette célèbre citation de Nelson Mandela
est un message d’espoir pour la jeunesse
– la référence à la nation sud-africaine avec les
sud-africaine. Elle répond implicite-
lunettes aux couleurs du drapeau sud-africain,
ment à la vidéo en suggérant que l’art
– les peintures au dernier plan (une ville et des est le chemin que les born-free doivent
portraits féminins). emprunter.
4 If ther
there
e ar
are
e dr
dreams
eams about a
beautiful South Africa, ther
theree ar
are
e
also rroads that lead to their goal.
Nelson Mandela, first Black South African president
SOUTH
?
AR
ARTT-T-
ART-
FRICA
apher
g Up
Spot all the elements
related to art and South Africa.
Defend your artwork! Choose a rite an article. In groups, create Comment on their looks.
South African artwork presenting a special edition of a youth art and
the art scene in post-apartheid e magazine to showcase • Watch. Say what you learnt about the
South Africa. Convince your teacher w face of post-apartheid born-free generation.
to select it for an exhibition in your South Africa. • Read. How do the video and the
school. photograph illustrate the quote?
South Africa’s’s Post Apartheid Gener
Generation
ation, Journeyman Pictures, 2014
70 71
Cette vidéo permettra aux élèves d’identifier brièvement la

génération des born-free et de saisir son contexte général. Face à la
politique, celle-ci aspire, par l’art, trouver des réponses à sa situation.
Script
Meet Mandela’s legacy, South Africa’s youth. election what does it mean to them to be a
Born young enough to not know the extreme born-free.
and legalised racism during Apartheid or see Today’s generation as filmed here by a local
hundreds die in the struggle for equality and photographer may be finding answers in pop
freedom. So, as they head toward a national culture rather than politics.
118 South Art-frica?

1 The born-free generation
Introduction à la génération des born-free p. 72-73
Cette double-page vise à poser les bases pour appréhender la notion culturelle des born-free en
Afrique du Sud.
Forte en symboles, l’image permettra Le Culture tip donne l’occasion de développer

aux élèves d’entrer facilement dans les compétences culturelles en revenant sur
les notions culturelles de la leçon. l’histoire de l’apartheid en Afrique du Sud.
1 The born-free
n-free generation
n-fr c. Being part of a new generation
Ballet dancer Thabang Mabaso grew ew up 15 has been en prof
profession
in Orange Farm, a poor township1 outside closer to h
Johannesburg, befor
ef e going to art school.
efor “M mum never saw
“My sa my ballet as a proper5
a. Born-free There he started to train as a dancer and is now job or career, she would always wa sa
ways say: ‘Oh
5 a prof
professional dancer in the Johannesburg you’re goingng to go pla
play ballet now?’”
1 Describe the scene, the ballet company. 20 However,
ver Thabang believes that South Africa
ver,
people and the atmosphere.
He gives ballet lessons in the townships and has the diversity and the potential to develop
2 Identify the elements that knows his life would
uld ha
have been veryy different like the United States.
refer to unity. under apartheid. “I think we have similar histories and I believe
10 “If we hadn’t
adn gained democracy in 1994,” he
adn’t that South Africa definitely could become
3 Say how this photograph
portrays South Africa’s youth and
sa “I’d have been perhaps a gardener but
says, 25 like America.”
imagine what the event could be. definitely not a ballet dancer.” www.bbc.com April 25, 2014
He readily2 acknowledges3 that few blacks 1. segregated area for non-white people during
4 Create a caption for the attend4 his performances and adds that there Apartheid 2. easily 3. admits 4. go to 5. real
photograph using the following
words.
1 Identify the words related to dance. Complete the sentences to sum up Thabang’s experience.
Soweto
ow
oweto march anniversary
anniv
Thabang Mabaso studied in … . After having started as … , he became … and now teaches … .
2 In the following list, select the challenges that Thabang faced. Make a sentence explaining how Thabang’s
b. Betw
Between opportunities and challenges life became a success story.
people’s opinion • previous political context • career • economic background • current political context
1 Match the words to their equivalents: 3 Pick out verbs describing speech and opinion. Focus on what comes after them and show
w that Thabang
is optimistic.
fulfil line up on average counterpart
satisfy hopes / eexpectations 4 W
Write a short paragraph to conclude the article.
usually queue equivalent
equiv In the next few years T
Thabang hopes…
2 Listen and note down the
information about Sharlote Mona.
Introduce her.
d. Portraying the South African y
youth
CD1 PISTE 25
3 List the words related to politics in the video without the sound. Identify the
South Africa. Explain why the majority of the places, the actions and the people. Guess what the video is
population has hopes.
Smarteez girl, Chris Saunders
4 Pick out numbers and words describing Culture
Cul tip
the adjectives that describe the South African
the current situation of employment in the youth in the video. Justify your answers.
country. Comment on the situation for black Apartheid was a system that legally separated people pessimistic • cool • conscious • diverse • rebellious
South Africans today. on the basis of their skin colour. It started in 1948 and
ended in 1991. The elections of 1994, which saw the video with the sound. List the adjectives the
5 Use all the information in the recording Nelson Mandela become the first president, changed
young South Africans use to describe themselves.
and list the opportunities and challenges of the the history of the country. Since then, South Africa has
born-free generation in South Africa. been called the “Rainbow Nation” to promote a free,
multiracial democratic
atic society.
society
a one-minute video about the born-free
ation which would follow these portraits.
Word
Gramma
Grammar
apartheid
youth: youngsters
discrimination
(un)employment Memory
Rainbow Nation
post-apartheid
disillusion: disappointment
optimistic ≠ pessimistic Create the cover of a magazine about the llen
Chaalle
Ch ge
nge
Present simple To
oo ls p. 80 hopeful
democracy born-free generation.
“I feel like it’s continuing what the opportunities ≠ challenges happy ≠ dissatisfiisfied Symbols of the born-free generation. In
youth of 1976 started.” equality ≠ inequality hope Find a title and the topics discussed in the magazine. pairs, select five words that best symbolise
freedom dream Use a powerful photograph. the South African born-free generation.
72 South Art-frica? Unit 4 73
Voici quelques événements pouvant être reliés à la photo : Human Rights Day,
Freedom Day, Youth Day, Heritage Day, The Day of Reconciliation.
a. Born-free p. 72

1 Describe the scene, the people and the atmosphere.
L’anticipation par l’image amène à émettre des hypothèses sur la singularité de la jeunesse
sud-africaine actuelle. À ce stade, on attendra des élèves de courts énoncés descriptifs.
We can see a gathering of teenagers, maybe at a school. Two pupils are holding a South
African flag. The teenagers are from different origins (black people, some Asian people and
119
a white person). Most of them are wearing a school uniform (jacket) and they are wearing
an identical t-shirt on which we can read “South Africa... we pr...”. They all seem happy
as they are smiling, they must be celebrating.
2 Identify the elements that refer to unity.

Different elements can refer to unity, they fact that they are all the same age, wear the
same uniforms and T-shirts. Their nationality also unites them, some are holding the
South African flag.
3 Say how this photograph portrays South Africa’s youth and imagine what the event could be.
Vous trouverez à la page précédente quelques évènements pouvant correspondre à la photo. Vous
pourrez aussi proposer aux élèves de faire une courte et rapide recherche sur Internet pour lister les
jours fériés en Afrique du Sud s’ils ne sont pas connus.
The youth are portrayed as being happy, equal, diverse, free, educated, united, proud of
their country, etc. They may be celebrating a public holiday/national commemoration/his-
torical event.
4 Create a caption for the photograph using the following words.

Les mots de l’amorce guideront les élèves dans leur sélection d’un jour férié. Il est attendu une phrase
plus ou moins détaillée qui permet d’expliquer la photographie.
Production possible
March of students for the 42nd anniversary of the Soweto Uprising.
South African students gather in Soweto on 11 June 2016 at a march held to commemo-
rate the 40th anniversary of the Soweto Uprising.
b. Between opportunities and challenges p. 72
Script CD1 PISTE 25
Voice-over. Sharlote Mona was born on the sible. Millions of South African queued to vote
27th of April 1994, the day of South Africa first to the country first non-racial elections. Nelson
democratic elections. As a born-free Shar- Mandela was elected the country first black
lote escaped life under apartheid which kept president, assuring in a period of a man’s hope
blacks poor and uneducated. She grew up in for the new Rainbow nation. Those hopes
a different South Africa full of opportunity and couldn’t all be fulfilled. Today, almost thirty
potential. percents of blacks are unemployed compared
Sharlote Mona. I just see myself driving a to just seven percents of whites, who earn on
luxury car, having a big house and family, living average six times as much as their black coun-
a good life. terparts.
Voice-over. These were the scenes twenty But historians say the past two decades have
years ago which made Sharlote’s dreams pos- seen profound and positive change.

Ce document de l’AFP date de 2014, année célébrant les 20 ans de démocratie en Afrique du Sud et
correspondant à la première participation de la génération des born-free aux élections générales du
pays.
1 Match the words to their equivalents.

Vous pourrez, une fois les équivalents trouvés, proposer aux élèves de manipuler les nouveaux mots
dans des phrases inventées. Ces mots pourront les amener à faire émerger des hypothèses sur le
document.
fulfil: satisfy hopes/expectations – line up: queue – on average: usually – counterpart:
equivalent
2 Listen and note down the information about Sharlote Mona. Introduce her.
Sharlote Mona is part of the born-free generation since she was born April 27, 1994.
3 List the words related to politics in South Africa. Explain why the majority of the popula-
tion has hopes.
Vous pourrez faire distinguer deux périodes historiques, avant et après 1994, afin que les élèves
puissent commencer une analyse de la situation actuelle. En parallèle, la lecture du Culture tip pren-
dra tout son sens dans la phase d’explication.
The first democratic elections in South Africa gave hope to the majority of the population. A
new era started with the end /fall of apartheid and the birth of a new nation / the Rain-
bow nation.
4 Pick out numbers and words describing the current situation of employment in the
country. Comment on the situation for black South Africans today.
Le relevé d’éléments variés permettra de nuancer la réponse précédente en précisant la situation
économique actuelle du pays.
“thirty percent of blacks”, “unemployed”, “just 7 percent of whites”, “on average six times
as much as their black counterparts”
Black South Africans face higher unemployment rates than their white counterparts (30%
vs. 7%) while they represent the majority of South Africa’s population. In South Africa,
whites earn on average six times as much as blacks.
5 Use all the information in the recording and list the opportunities and challenges of the
born-free generation in South Africa.
Cette activité pourra prendre diverses formes : liste, tableau, carte heuristique, texte, etc.
Production possible
Opportunities: hopes for the majority of the population, potential, opportunity
Challenges: high unemployment rate for black South Africans, difference in pay between
black and white South Africans.
121
c. Being part of a new generation p. 73

1 Identify the words related to dance. Complete the sentences to sum up Thabang’s expe-
rience.
“Ballet dancer”, “art school”, “a dancer’, “a professional dancer”, “ballet company”, “ballet
lessons”, “performances”, “ballet”
Thabang Mabaso studied in an Art School in Johannesburg. After having started as a
trainee dancer, he became a professional dancer in the Johannesburg ballet company and
now teaches ballet in the townships.
2 In the following list, select the challenges that Thabang faced. Make a sentence explaining
how Thabang’s life became a success story.
Les expressions proposées vont orienter la lecture et permettre d’identifier des éléments précis du
texte. Les élèves pourront alors relier les informations entre elles pour créer du sens puis procéder à
la phase d’explicitation.
Thabang’s life became a real success story because he managed to have a career as a
professional ballet dancer, though he comes from a poor economic background and people
close to him did not consider dance as a career. He also says that he would not have been
able to be a ballet dancer in the previous political context.
3 Pick out verbs describing speech and opinion. Focus on what comes after them and show
that Thabang is optimistic.
“‘If we hadn’t gained democracy in 1994,’” he says, “‘I’d have been perhaps a gardener
but definitely not a ballet dancer.’”
“Thabang believes that South Africa has the diversity and the potential to develop like the
United States.”
“I think we have similar histories and I believe that South Africa definitely could become
like America.”
Thabang is optimistic because he realises that being a ballet dancer is an opportunity that
could not have been possible under apartheid. He also compares South Africa to America
saying that South Africa could, like America, become a land of opportunities.
4 Write a short paragraph to conclude the article.

Cette tâche de production sera l’occasion d’employer le présent simple qui est abordé dans le Gram-
mar spot.
Production possible
Within the next few years Thabang hopes to become the director of the most famous ballet
school in Orange Farm. He believes that townships are full of talented and dedicated young
people who need more support from their community and the government. He knows that
South Africa has come a long way and he wants the country to keep on moving forward.

d. Portraying the South-African youth p. 73
Script
– Young South Africa is hungry. neration out there but the coolest one.
– Very enthusiastic. – Young South Africa is full of opportunities.
– Yeah, we are, we are. It’s changing. It’s evolving.
– Free and diverse. – Young South Africa is revolutionary and I
– It’s woke, like that’s just what it is. feel like it’s continuing what the youth of 1976
– Our generation is probably the weirdest ge- started.
Info+
Cette vidéo est la bande-annonce de « Bayeza 2017 – 10and5 Top 10 », une rencontre annuelle
organisée par le magazine digital Between 10and5 qui explore le monde de la mode, de l’art, du
design et de la photographie. À travers le prisme de l’échange et du dialogue, des créateurs·rices
expriment ce que signifie être jeunes et créatifs·ves en Afrique du Sud et expliquent leurs
œuvres.
1 Watch the video without the sound. Identify the places, the actions and the people. Guess
what the video is about.
Places: city / Johannesburg, street, buildings, bridge / Nelson Mandela Bridge, square,
Gandhi Square Precinct, bar, restaurant.
Actions: talking, sitting, making hand gestures, walking, step dancing, listening to music,
eating /drinking.
People: boys and girls, friends, a couple, students, born-frees, young, blacks, whites,
coloureds.
We can see various young people interviewed in different places in a city. The video might
be about young people in South Africa.
2 Choose the adjectives that describe the South African youth in the video. Justify your
answers.
Pour guider les élèves dans leurs hypothèses et anticiper les obstacles lexicaux, vous vous assurerez
en amont de la compréhension des adjectifs donnés. Dans la phase de justification, les élèves inter-
préteront les attitudes et gestes des locuteurs. Vous pourrez faire remarquer l’emploi nécessaire du
présent simple avec les verbes d’état.
I would choose joyful because the people interviewed are smiling, and diverse because
they all look different. I would also choose the adjective cool, because I think they all look
stylish.
3 Watch the video with the sound. List the adjectives the young South Africans use to des-
cribe themselves.
Lors de l’écoute, on amènera les élèves à repérer les mots porteurs de sens : les adjectifs qualificatifs
et les mots accentués.
123
“hungry”, “enthusiastic”, “free”, “diverse”, “woke”, “the weirdest generation”, “the coolest
one”, “full of opportunities”, “changing”, “evolving, “revolutionary”
4 Record a one-minute video about the born-free generation which would follow these portraits.
Vous pourrez au préalable inviter les élèves à lire le Word spot et à proposer d’autres adjectifs pour
qualifier la génération des born-free. Vous pourrez également les renvoyer p.80 pour l’utilisation du
présent simple. Les élèves pourront travailler seul·e·s ou en binômes.
Production possible
Hi everyone! It is really good to see so many positive portraits on the South African born-
free generation. I enjoyed the video very much and I also wanted to share my views on
“Young South Africa”. It is great that the born-free generation can celebrate their diversity
and be optimistic about the future. No one can take their freedom back! I feel that they can
be defined by their open-mindedness, tolerance and respect.
Create the cover of a magazine about the born-free generation.

Find a title and the topics discussed in the magazine. Use a powerful photograph.
Cette tâche de production écrite pourra être faite en petits groupes ou en binômes selon les modali-
tés envisagées.
Pour rendre cette tâche intermédiaire plus stimulante, on encouragera l’utilisation des TICE, par
exemple avec l’utilisation d’un site de création de magazines. Cela permettra de créer une couverture
de magazine captivante et d’accomplir une tâche réelle en publiant la couverture.
Les élèves pourront en amont réfléchir à la mise en page et au contenu de la couverture en passant
par une phase de brouillon qui sera bénéfique afin d’avoir une idée de la composition de la page.
Ils·elles choisiront avec soin le graphisme, des polices adaptées, une image libre de droits,
l’arrière-plan, les couleurs, etc.
À titre indicatif, on pourra retrouver sur la couverture les éléments suivants : le titre du magazine avec
un slogan, un bandeau sommaire ou des rubriques, l’annonce de quelques articles phares suivis
d’une accroche, un code barre et la date de parution.
Vous pourrez évaluer ou non cette tâche (barème page suivante).
Symbols of the born-free generation. In pairs, select five words that best symbolise the South
African born-free generation.
Cette activité ludique permettra aux élèves de faire état de leur perception concernant la génération
des born-free. Elle pourra se dérouler entre cinq et dix minutes de manière autonome. On pourra
demander aux élèves de justifier leur choix à l’oral.

arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : �� P
yourrepare
Proje
ct
Expression écrite
Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Ma couverture est très simple et propose quelques La couverture que j’ai proposée donne des infor- Ma couverture présente un contenu précis, détaillé
éléments très basiques et très courts sur la généra- mations simples et brèves sur la génération des et cohérent sur la génération des born-free.
tion des born-free. born-free.
0-1 2-3 4-5

Pragmatique et Ma couverture est peu claire et organisée. Ma couverture est claire. J’utilise quelques mots de Ma couverture est claire et organisée.
socio-linguistique Mes phrases sont très simples. liaison, mes phrases sont construites. Mon discours est structuré.
0-1 2-3 4-5

Grammaire Les phrases sont très simples. Il y a des erreurs de Les phrases sont simples et courtes. La syntaxe est Les phrases sont plus longues et correctes.
grammaire (verbe manquant, etc.) ou de syntaxe respectée. Je fais peu d’erreurs de grammaire.
(ordre des mots).
0-1 2-3 4-5

0-1 2-3 4-5
Total : ��/20
125
2 South Africa’s new culture
À la rencontre de la nouvelle culture d’Afrique du Sud p. 74-75
PÉDAGOGIE DIFFÉRENCIÉE : Cette leçon vise à initier les élèves à la Niveau des textes :
nouvelle culture populaire urbaine et contemporaine en Afrique du
• Group 1 : Niveau A2
Sud. La danse, la mode et la musique sont des domaines qui
témoignent de l’investissement des jeunes sud africain·e·s et bénéfi- • Group 2 : Niveau A2+
cient d’une reconnaissance internationale. Soulignons aussi les liens • Group 3 : Niveau B1
étroits que partage cette culture avec la réalité quotidienne et l’histoire
du pays.
Les textes de niveaux différents vous

permettront de différencier le travail
pour vos élèves.
2 South Africa’ss new cultur

culture The Smarteez
E-workbook [The Smarteez are] part of a young generation of
hatier-clic.fr/lmu2025 South Africans who were born after the struggles
against apartheid. [They] admit to being different
from the preceding generation; they are less
1 Describe your group’s image.
committed1 to political issues2 and instead
struggle3 against blandness4 and conformity
2 Read your group’s text. Show how
w the South African youth by fighting for self-expression and challenging
expresses itself. stereotypes. In their refusal to be defined by roots
or race,
ace, the Smarteez take control of their identity
identity,
PÉDAGOGIE 3 Prepare questions for the other groups
groups (origins of the repositioning themselves as bold5, original and
DIFFÉRENCIÉE creative in their approach to fashion and style,
movement,
vement, dates, form of art...). the makers of a whole new fashion scene in South
Africa.
4 Note down information about the other groups’
gr art form. makingafrica.net April, 2015 (adapted) Y
Young designers in Soweto, Per-Anders Pettersson
1. dedicated 2. problems 3. fight 4. monotony 5. audacious
1 Pantsula
3 Gqom
Gqom, A New Generation of House Music
From South Africa’s Townships
Gqom, which originally came out of
the townships of Durban and made
popular by the city’s taxi drivers
blasting it out1 of their cars when
taking clients to parties – just might
be the most exciting type of South
African house2 yet. […] Gqom gets its
name from the Zulu word for hit or
noise. […]
The sound of gqom becomes all the
more interesting when you look at
the inspiration behind it and the
social setting in which it was born. […]
Inspired by feelings of anger3 about
Pantsula dancers outside the Thusong Youth Centre in Alexandra the lack4 of opportunities for young
people and their exclusion from
Pantsula is South Africa’s predominant township of the land and the ancestors, oror, in the case the country’s development, these
subculture. From its roots1 in the Sophiatown jazz of Pantsula, stories of the living conditions in musicians turned to the Internet to
culture of the 1950s, it developed in the 1970s to the cities. The dance form itself is a storytelling rebel and get their sound heard by the Bhejane Gqom music producer
producer, Chris Saunders
become the main expression of youth culture in platform that relates to and reflects historical and world […].
the townships2. It is both a mindset3 and lifestyle, present-day situations. theculturetrip.com July 28, 2017 Cul
Culture tip
expressed through language, music, dress code, www.chrissaunders.co
and a narrative dance form: Pantsula.[…] 1. blasting it out: playing it loudly 2. also house music
Historically, traditional South African cultures
Historically 1. origins 2. segregated area for non-white people during
Apartheid 3. mentality The Zulu are the largest ethnic group in South Africa,
have told stories through song and dance – stories composing more than 20% of its population with 10 million
people. Their language is one of South Africa’s eleven official
Word languages, and it is understood by half of its population.
Memory
Grammar cultural mix: fusion of cultures mass culture ≠ subculture
fashion: trend means of expression
Relative clauses To
oo ls p. 80
style
dungarees: pair of trousers
popular
original
ep yo oj Ch llen
Chaalle ge
nge
“The dance form itself is a with an extra piece of cloth that modern
storytelling platform that relates covers the chest in the foreground ≠ in the back- South African subcultures! One minute challenge. Find as many
to and reflects historical and creative / creativity ground words as you can that you associate with
colourfulness: bright colours outdoors: outside Convince your classmates that your group’s subculture the South African subcultures.
es. YYou just
present-day situations.”
new generation ≠ old generation ≠ indoors: inside best represents South Africa today. have 1 minute, ready,
eady,, steady
eady steady,, go!
Le Word spot met en avant le Cette photo a été prise par Chris Saunders, cé-
lexique que les élèves peuvent lèbre photographe sud-africain. On retrouve ses
utiliser pour la description des photos dans la vidéo d’ouverture ainsi que dans
images, l’interaction orale ainsi la double page précédente. Il a également fait
que pour la tâche intermédiaire. une exposition sur les danseurs de Pantsula.

Group work
La mise en œuvre de la pédagogie différenciée sera adaptée au contexte d’enseignement. Vous pour-
rez envisager un travail en groupes restreints, en binômes ou individuel. Il est possible de favoriser
l’homogénéité ou l’hétérogénéité au sein des groupes. Ceux-ci pourront être constitués après la prise
de connaissance des consignes générales qui annoncent le travail attendu : une lecture d’image et
de texte, une production de questions pour préparer l’échange oral et une prise de note lors des
interventions des groupes.
La fiche d’activité du E-workbook guidera les élèves pas à pas vers une compréhension détaillée des
documents. Elle sera aussi le support principal de l’interaction orale sur lequel les élèves rédigeront
avec soin leurs questions et leur prise de notes.
South African subcultures!

Convince your classmates that your group’s subculture best represents South Africa today.
Il s’agit pour chaque élève de convaincre les autres que la culture qu’il·elle a découverte représente le
mieux l’Afrique du Sud d’aujourd’hui.
On attendra un discours argumentatif construit contenant une prise de position claire, des argu-
ments et des exemples.
Chaque élève pourra se servir des informations assimilées sur son sujet ainsi que des informations
recueillies sur les autres sujets. Vous vous serez assuré·e au préalable que les élèves auront pris
suffisamment de notes lors des échanges.
Les élèves pourront aussi s’appuyer sur les acquis de la première leçon voire effectuer des re-
cherches supplémentaires si besoin afin de mieux développer leur argumentation.
One minute challenge. Find as many words as you can that you associate with the South Afri-
can subcultures. You just have 1 minute, ready, steady, go!
Les élèves pourront noter les mots sur leur cahier ou sur papier libre de manière individuelle puis
énonceront tour à tour leurs propositions à l’oral. On pourra aussi revenir dessus en demandant
aux élèves de les définir, de les classer, de comparer leurs propositions avec leurs camarades ou de
justifier leurs choix par exemple. Cette activité pourra durer entre 5 et 10 minutes.
127
3 Finding a voice with art
Quand l’art est au service de la société p. 76-77
Cette double-page s’intéresse au rôle essentiel et pluriel de l’art dans la société post-apartheid.
Cette activité invite les élèves à Les deux photographies proposées sont issues de
découvrir de manière autonome l’exposition photographique Somnyama Ngonyama
et individuelle deux points de vue (Hail, the Dark Lioness en zoulou) de l’activiste visuelle
différents puis à interagir à l’oral en Zanele Muholi. Le document audio et le texte
binômes. permettent de découvrir et de comprendre son
engagement à travers son œuvre.
3 Finding a voice with art c. The v

voice
oice of the v
voiceless
oiceless
This self-portrait is a special tribute1 to my lat
passed on2 in 2009. She worked as a domestic worker
a. Expressing the born-frees’ freedom and was forced to retire3 due to ill health. After
never lived long enough to enjoy oy her life at h
In her photo essay,ay,, Alexia W
ay Webster
ebster looks at the lives of some young South Africans born in the 5 family and grandchildren.
veryy first years of democracyy and asks them about wha what it means to be free. This photo is also a dedication to all the domestic workers
around the globe who are able to fendf for4 their families des-
Asandiswa Makapela, 20 years old - Brode Gleeson, 17 years old -
pite meagre salaries and make ends meet5.
Langa, Capee T
Town Camps Bay, ay,
ay Capee T Town
With this image I looked at how different people can use the
“I feel
f like a lot of change has been brought “In certain ways
10 materials of daily life for multiple purposes. The pegs6 lend
about since apartheid […]. Black kids can go the term freedom
an unexpected aesthetic to this photo and allow ow it to be read
to white schools and we can even communi- has changed. My
differently in the fashion world; the same goes for the striped
cate with white people but it was hard back parents were able
mat. The pegs themselves can be seen as functional art in this
5 then1. But […] 5 t o w a l k a rou n d
regard. The striped doormat can also o be used as sha
shawl7, but in
p e o p l e d o n’ t f r e e l y at n i g ht , Zanele Muholi, Bester I
15 this case it was meant for something else. Mayotte 2015
Mayotte,
have opportu- w here as 2 nowa-
[…] I looked directly at the camera in order to create a sense
nities, they are da we don’t
days on
on’t have
of questioning or confront
nf
nfrontation which could be read byy viewers in differentt wa
ways.
s t i l l p o or a n d the same fr f eedom. But our parents had to
Zanele Muholi for www.lensculture.com March 2017
10 don’t even have ha a 10 follow
ow what their parents said or go into the
1. homage 2. died 3. stop working when getting old 4. take care of 5. survive financially
good education”. on
on”. army
my and I dondon’t’t have that […]. I wish I could 6. objects used to hang clothes 7. scarf
1. in those days be more safe, like in other countries”.
www.alexiawebster.com, 2012 PARCOURS
PARCOURS
2. while on the contrary
1 Look at the photograph. Describe what the model is 1 Look at the photograph and
1 Read the testimonies. Identify the nouns and pronouns that refer to people. wearing using the words below. Comment on the model’s
Show that the testimonies are not just about Asandiswa and Brode.
peg doormat headdress sha
shawl coat
2 Focus on the time indications and verbs in present and past tenses. Describe the changes in South Africa. Identify who the
2 Describe the use of light, and black and white contrasts.
3 Pair Workork Note down words referring to freedom. Discuss the meaning esents in the photograph.
Comment on the model’s look.
of freedom for the two young people and what it means for you. ed the artist and why.
3 In the first two paragraphs, pick out the diff
different people
on the materials worn by the
mentioned by the artist. Explain the link between the people
show that art has
and the model in the picture.
b. The art of self-expression ansformation.
4 Observe the everyday objects used in the photograph. Ho
4 Explain the artist’s intentions with
1 Describe the model : her clothes, attitude E-workbook does art transform them?
the photograph.
and expressions. hatier-clic.fr/lmu2026
By using… the artist's aim is to…
2 Say what Zanele Muholi’s artwork deals with. completing the sentence.
CD1 PISTE 26
3 Give her definition of her job by completing the sentence.

Being a … means that … . Meet up!
the museum label for this work of art with the elements of the caption and the text.
4 As a guide for a gallery
gallery, explain how Zanele Muholi’s art shows
her social engagement.
Prep
Prepar
ep e yo
are your
ur Pr
Proj
ojec
ect
t
Zanele Muholi, Ntozakhe II
Word Parktown,
arktown, 2016
Memory
Gramma
Grammar
self-portrait inspired by: influenced by Discuss photographic art. Ch leng
alle
Chal e
nge
artwork: work af art engaged
Pair work At a contemporary art exhibition, you and a friend
Some, any
any, no, every and black and white photo ≠ colour photo powerful Spell it out! Memorise as many
are talking about Alexia Webster’s photo essay and/or Zanele
their compounds To oo ls p. 80 free expression depict: represent, portray words referring to South Africa as
activism convey y a message Muholi’s photographs. Describe the picture(s), interpret it possible, then spell them out for
“It was meant for something else.”
living conditions raise awareness: show that sthg exists (them) and give your opinion. your partner.
La fiche du E-workbook permet d’intro- La scénarisation de la tâche intermédiaire a pour

duire, si besoin, la pédagogie différen- but la manipulation des apports culturels de la
ciée en accompagnant de manière plus leçon mais aussi lexicaux avec le vocabulaire du
guidée les élèves qui le nécessitent. Word spot qui pourra être utilisé.
a. Expressing the born-frees’ freedom p. 76

1 Read the testimonies. Identify the nouns and pronouns that refer to people. Show that the
testimonies are not just about Asandiswa and Brode.
Le relevé des noms et des pronoms permet de saisir la polyphonie des témoignages. Vous pourrez
mettre en parallèle les textes et les photographies illustratives.
Nouns: “Asandiswa Makapela”, “black kids”, “white people”, “people”, “Brode Gleeson”
“My parents”, “our parents”, “their parents”, “the army”.

Pronouns: “I”, “we”, “they”.
The testimonies are not just about them, they share the same feelings as their peers. The
pronoun “we” refers to them and their communities.
2 Focus on the time indications and verbs in present and past tenses. Describe the changes
in South Africa.
Le repérage de mots-clés permet d’inférer le sens du texte. Les élèves pourront développer leur
description en paraphrasant ou en citant des extraits de texte.
Time indications: “since apartheid”, “back then”, “still”, “nowadays”
Verbs in present and past tenses: “feel”, “has been brought”, “can”, “was”, “don’t have”,
“are, “don’t even have”, “has changed”, “were able”, ‘don’t have”, “had to”, “said”, “wish”
The South African way of life, mentality and security have evolved tremendously of late.
Black and white South Africans have the same rights, but many black people still face so-
cial and economic issues like poverty, a certain lack of opportunities and a bad education.
South Africa is not as safe as it used to be.
3 Pair Work Note down words referring to freedom. Discuss the meaning of freedom for
the two young people and what it means for you.
Après avoir synthétisé les réponses d’Asandiswa et de Brode, les élèves proposeront leur propre
interprétation de la liberté. On attendra un sens général suivi d’au moins un exemple. Vous pourrez
aussi souligner la comparaison passé/présent et les marques d’opposition pour mieux faire saisir la
réalité recouverte par ce terme.
Production possible
Freedom: “can”, “freedom”, “were able”, “freely”, “the same freedom”
According to Asandiswa, freedom is about the possibility to do things that were forbidden /
impossible /difficult during apartheid. For instance, now black kids can go to white schools
and can communicate with white people whereas before it was not possible /hard.
According to Brode, the word freedom has changed: the type of freedom his parents had is
different to his. For instance, his parents could walk around freely at night and he cannot
because it isn’t safe anymore. However, he doesn’t have to join the army whereas his
father had to.
To me freedom means being able to do what I want, whenever and wherever I want to, as
long as I respect the law and other people.
b. The art of self-expression p. 76
Info+
L’auto-portrait Ntozakhe II date de 2016, année commémorant les quarante ans des émeutes de
Soweto et les soixante ans de la marche des femmes contre l’apartheid.

Vous pourrez conseiller aux élèves de s’aider du Word spot pour décrire cette image.
129
Script CD1 PISTE 26
Zanele Muholi. It talks about race, it talks Zanele Muholi. I believe that I cannot just use
about asexuality, it talks about presence and photography just only for fine arts. It should
existence. It talks about a number of people go deeper and we should speak and express
that I honour and pay tribute to, like my mo- ourselves or respond to different events using
ther, my late mum, who passed in 2009 and our– our arts or using whatever material that
she worked as domestic worker. is there to be– to speak on anything that is
Host. You call yourself a visual activist. Why unjust that happens in our spaces or in our
do you choose this term rather than artist or communities.
photographer?
1 Describe the model: her clothes, attitude and expressions.

Dans cette phase d’anticipation par l’image, on identifiera d’abord les éléments de description de la
photographie pour émettre ensuite des hypothèses sur le document audio. Pour aider les élèves,
vous pourrez les inviter à établir des rapprochements avec des sculptures ou monuments connus, en
effet cette œuvre est une réinterprétation de la Statue de la Liberté.
We can see a woman with a sort of crown on her head made of donut buns and a
headband. She is wearing some kind of drapery. She is not facing the camera but is stan-
ding still and straight. She is looking upwards. She looks sad / full of sorrows.
2 Say what Zanele Muholi’s artwork deals with.

Les élèves doivent identifier des mots-clés pour la plupart connus afin de présenter les sujets
abordés par l’artiste. Pour accompagner les élèves, vous pourrez distribuer ou vous appuyer sur les
activités de la fiche du E-workbook.
Her work deals with race, asexuality, presence and existence. She honours and pays
tribute to some particular people in her art, like her mother for example.
3 Give her definition of her job by completing the sentence.

On attendra une reformulation afin que les élèves s’approprient les éléments clés identifiés.
Being a visual activist means that she uses photography not only for fine arts but she
uses her artwork to expresses herself and to speak about injustice.
4 As a guide for a gallery, explain how Zanele Muholi’s art shows her social engagement.
Les élèves pourront écrire un monologue ou un dialogue, travailler seul·e ou en binômes.
Production possible
Now I would like to present the art of Zanele Muholi. Zanele Muholi is an activist and a
photographer. This photograph is a good example of her social engagement. It is a beau-
tiful and powerful self-portrait, entitled Ntozakhe II. The grim-faced model is wearing a
sort of black crown on her head and is wearing revealing black drapery. She seems to be
standing still and straight. She is looking upwards and has a sad and fearful expression.
In fact, the photo is an allusion to the Statue of Liberty in New York but in this portrait,
Zanele Muholi conveys a different message about liberty. Indeed she speaks about the

lack of freedom for women, maybe especially among black women in South Africa, and
wants to draw attention to this social injustice.
c. The voice of the voiceless p. 77

Zanele Muholi offre aux lecteur·rice·s du magazine digital Lensculture l’explication d’une de ses pho-
tographies préférées, issue de l’exposition Somnyama Ngonyama. Si l’artiste est à la fois auteure et
sujet de l’image, la lecture du texte permet de comprendre qu’elle se met en scène à travers diffé-
rents archétypes et personnages pour s’interroger sur des questions fondamentales pour la société
sud-africaine.
Le Word spot donnera des outils lexicaux précieux aux élèves.
TRAIL A TRAIL B
1 Look at the photograph. Describe what 1 Look at the photograph and describe it.
the model is wearing using the words below. Comment on the model’s look.
The model is wearing pegs as a headdress The model is wearing pegs as a headdress
and earrings. She is wearing a striped and earrings. She is wearing a striped
doormat as a coat or a shawl. It is doormat as a coat or a shawl. It is
fastened by a peg. fastened by a peg.
2 Describe the use of light, and black and 2 Read the text. Identify who the model
white contrasts. Comment on the model’s represents in the photograph. Explain who
look. inspired the artist and why.
The face of the model is lit up which draws The model represents a domestic worker
the viewer’s attention to her appearance. inspired by her mother who worked as
The contrasts are caused by the use of a domestic worker for 42 years. Zanele
shades of black and white. The grey Muholi also pays tributes to all the
background brings to the fore the model domestic workers who strive to live and
and the black and white colours. There is support their families.
an opposition between white and black in
each and every detail of the photograph:
the headdress, the eyelids, the mouth, the
earrings and the striped shawl. It creates a
strong contrast especially since the model
has a serious, fixed and intense look. She
is frowning and is looking directly at the
camera and at the viewer.
131
TRAIL A TRAIL B
3 In the first two paragraphs, pick out the 3 Focus on the materials worn by the
different people mentioned by the artist. model. Using the text, show that art has the
Explain the link between the people and the power of transformation.
model in the picture. Art has transformed everyday objects
“my late mother”, “a domestic worker”, because they are used for a different pur-
“her family and grandchildren”, “the do- pose. They are transformed into fashion
mestic workers”, “their families”. accessories and clothing.
The model represents a domestic worker.
The artists seems to dedicate this portrait
to her mother who worked as a domestic
worker and to all domestic workers.
4 Observe the everyday objects used in the 4 Explain the artist’s intentions with the
photograph. How does art transform them? photograph.
Art transforms everyday objects because First, the artist wants to pay tribute to her
they are used for a different purpose, they mother and all the domestic workers. She
are transformed into fashion accessories also intends to make people realise that
and clothing. objects can be used differently in order
to prove that beauty can be found eve-
rywhere. Lastly, maybe the artist wants to
question viewers’ first impressions to make
them think about appearances in a society
where people tend to believe you are what
you look like.
5 Express the artist’s intentions by comple-
ting the sentence.
The artist wants to pay homage to her
mother and all domestic workers by chan-
ging the use of everyday objects and thus
questioning the establishment.
Meet up!
Create the museum label for this work of art with the elements of the caption and the
text.
Production possible
Zanele MUHOLI (1975-present) - Bester I - 2015 - 80 x 60.5 cm - Silver gelatin print -
From Somnyama Gonyama photographic series.
This is a black and white self-portrait probably representing a domestic worker. The
photograph is a tribute to the artist’s mother and to all domestic workers. The artist
uses everyday objects to convey her message and show that they beauty can be found
everywhere. Here, they become fashion accessories and bring an unexpected aesthetic
to the photograph and the model.
The woman is standing still with a stern and provocative look and with a frown on her
face. She is looking straight into the lens of the camera to make eye contact with the
viewer. As she wrote: “By exaggerating the darkness of my skin tone, I’m reclaiming my
blackness”. The photograph is a powerful self-portrait addressing the issues of race and
beauty.

Discuss photographic art.

Pair work At a contemporary art exhibition, you and a friend are talking about Alexia We-
bster’s photo essay and/or Zanele Muholi’s photographs. Describe the picture(s), interpret it
(them) and give your opinion.
Il s’agit pour chaque binôme d’imaginer un dialogue autour d’au moins une photographie d’Alexia We-
bster et/ou de Zanele Muholi. Les élèves pourront utiliser les photographies de la double-page ou en
chercher d’autres sur Internet. L’activité pourra être préparée en classe ou en dehors de la classe. Le
dialogue pourra se dérouler en classe, être enregistré en classe ou à la maison. Cette tâche intermé-
diaire, de 3 minutes environ, peut être évaluée ou non (barème page suivante).
Production possible
A. Please come closer to the photograph.
B. Sure, what is it about?
A. It is about the born-free generation. It portrays a young girl in a street in the township
of Langa. She is 20 years old and her name is Asandiswa Makapela. Focus your attention
on the feelings you can associate to the expression on her face.
B. Well, she is looking in the distance. Her arms are folded across her chest and she is
standing just in the middle of a road and she seems to be staring at something. I wonder
what is happening out of the range of the camera.
A. Actually she might be thinking about her life or her future. Look at the background, it
could be a slum: the greenish house behind her is made of wood, the window is broken,
we can see potholes on the damaged road, and there is no pavement.
B. You are probably right.
A. Indeed the young girl contrasts with the rest of the photo. She looks rather hopeful.
A. Yes, she also looks confident.
B. We can imagine than the artists included the clouds in the light blue sky to represent
the challenges she is facing. Since they are being blown away and the sky is getting clear,
it could be a metaphor for her situation getting better.
A. I love this picture, the message and the emotions that it conveys.
B. I also love the intimacy that it is created with the viewer. I believe the photographer
succeeded in highlighting the confidence of the born-free generations in the future.
Spell it out! Memorise as many words referring to South Africa as possible, then spell them
out for your partner.
Dans ce défi mémoire, les élèves ont deux objectifs : se rappeler d’un maximum de mots en lien avec
l’Afrique du Sud et les épeler correctement. Un·e élève propose et épèle un mot, chaque réponse cor-
recte rapporte un point, chaque erreur fait perdre un point. Les élèves comptabilisent le nombre de
points à la fin. Pour rendre l’activité plus difficile, les élèves ont un droit de réponse de 15 secondes
maximum. Cette activité pourra durer entre 5 et 10 minutes.
133
134
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : �� P
yourrepare
Proje
ct
Niveaux du CECRL
South Art-frica?
Critères évalués
A1 A2 B1
Contenu culturel Mes énoncés sont très simples. Je reprends seu- Mes interventions sont simples et brèves. Je Mon discours est détaillé. Mes répliques sont
lement des choses étudiées en classe. Ma part de reprends des étudiées en classe et apporte de variées, et nombreuses. Ma description photogra-
dialogue sur la photographie choisie est essentielle- nouveaux éléments. Ma description photographique, mon interprétation et mon point de vue
ment descriptive et très limitée. phique, mon interprétation et mon point de vue sont clairs et plus précis.
sont simples.
0-1 2-3 4
Pragmatique et Je communique de façon simple et brève. Mes Je m’aide peu de mes notes. J’utilise quelques mots C’est une réelle situation de communication. Je
socio-linguistique phrases sont très simples. Il n’y a pas de véritable de liaison, mes phrases sont construites. L’interac- m’aide très peu de mes notes. Mon discours est
interaction. tion est limitée et peu naturelle. structuré. Je suis capable d’interagir spontanément.
0-1 2-3 4
0-1 2-3 4
(ordre des mots).
0-1 2-3 4
0-1 2-3 4
Total : ��/20
on The Art of a Nation p. 78-79
Les trois documents de cette page vont permettre aux élèves de découvrir la longue et riche histoire
de l’art en Afrique du Sud à partir de l’exposition du British Museum The Art of a Nation. Cette exposi-
tion explore 100 000 ans d’histoire sud-africaine à travers 200 œuvres d’art archéologiques, histo-
riques et contemporaines.
Le texte Art through the ages donne des repères historiques et artistiques sur le parcours de l’expo-
sition tandis que chaque iconographie, accompagnée d’un texte de présentation, met en avant une
œuvre d’art d’une époque et d’une variété différentes. Dans le document vidéo l’artiste contempo-
raine Mary Sibande parle de l’héroïne de ses œuvres, une domestique noire prénommée Sophie, et
explique ses intentions.
Corrigé
1 What do these documents say about art in South Africa?
Art has a very long and rich history in South Africa. It started with the earliest human
societies. It has a key role in the history of the country and as regards the South African
society. It has always been a powerful means of expression for example, against the apar-
theid regime.
2 Show how art tells the story of the nation.

Art tells the story of the nation as it has changed with the different generations. Art helps
people know more about one’s society at a given time and it can help people retrace the
history of their country.
3 Which artwork best represents South Africa according to you? Why?

I think the artwork that best represents South Africa today is BMW Art Car because it
represents the cultural and ethnic diversity in the country. It shows that identity is still an
issue in South Africa. This piece of art is a mix of tradition and modernity.

1. after 1994. 2. True. 3. has more opportunities than during apartheid. 4. Photo 2.
5. fashion 6. house music. 7. the Zulu. 8. a photo essay about the born-free generation.
9. make people think about South Africa’s society today. 10. Women who are domestic
workers.
135
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��

1. The born free generation represents the youth born… �� /2
❑ before 1948. ❑ after 1948. ❑ after 1994.
2. South Africa has been nicknamed the Rainbow Nation after the first free democratic
elections. �� /2
❑ True ❑ False
3. Today the South African youth… �� /2

❑ has more opportunities than during apartheid.
❑ faces more challenges than during apartheid.
4. Which picture represents a group of Pantsula dancers? �� /2
❑ ❑
5. The Smarteez are a movement in… �� /2

❑ fashion. ❑ music. ❑ dance.
6. What kind of music is Gqom? �� /2

❑ house music ❑ metal ❑ rap
7. The largest ethnic group in South Africa is… �� /2

❑ the Afrikaans. ❑ the Zulu.
8. What does the work of Alexia Webster consist in? �� /2

❑ a film about the Smarteez
❑ a photo essay about the born-free generation
9. With her art, Zanele Muholi tries to… �� /2

❑ make people think about South Africa’s society today.
❑ make people think about apartheid.
❑ make fun of South Africa’s youth.
10. Who does Zanele Muholi pay tribute to in her photographs? �� /2
❑ People who fought to end apartheid.
❑ Women who are domestic workers.
Total : �� /20

Too ls
1 a. The teenager hopes to have a better c. The teen that / Ø I met adores the
future. (caractérisation) Smarteez.
b. South African citizens vote for the natio- d. They are finishing the recording of a
nal elections every 5 years. (répétition) song, which / that will be out in a month.
c. Carla studies at the School of Food in
Cape Town. (caractérisation) 4 a. Some talented artists become cele-
d. I often travel to Durban because of my brities very fast.
work. (habitude) b. We can’t wait any longer for our country
e. More and more young people matricu- to be developed.
late at university each year. (répétition) c. Each and every minute of free time I
f. We prefer not to look at the past. (ca- have, I paint.
ractérisation) d. Do you play any traditional musical
g. You look very disappointed. (caractéri- instruments?
sation) e. Every week I go to a gallery or a mu-
seum.
2 a. Maramza is another artist who
became famous very fast. (détermine le 5 a. Like everything / anything in life,
nom) democracy comes with a negative side.
b. She also has a second name, Fikile, b. The exhibition tells something /
which she never uses. (précise le nom) nothing about the history of the city of
c. Gqom is a music that emerged from Johannesburg.
Durban. (détermine le nom) c. Everyone / Everybody wants Nelson
d. The new sound that the young listened Mandela’s dream to become true.
to is different from house music. (déter- d. Leave this topic, it won’t get you
mine le nom) anywhere.
e. To me nothing has really changed here.
3 a. I am working on a project that / f. If there’s a party somewhere, there isn’t
which portrays the youth. always going to be someone famous.
b. One musician who conveys a construc- g. He plays music anywhere he can.
tive message is Mandoza. h. No one / Nobody can ignore the past.

6 MP3 n° 34 7 MP3 n° 35
Faire remarquer la présence des deux /ʊ/ /uː/

sons /ʊ/ et /uː/ dans les mots listés.
book Zulu produce
/ʊ/ : full – could – put
woman student opportunity
/uː/ : fool – school – rule – cool – youth –
look queue who
truth – root
foot move improve
would through lose
good
137
p. 82-83
PRO
JECT
1 Defend your artwork! Choose a South African artwork presenting the
art scene in post-apartheid South Africa. Convince your teacher to select it for an exhibition in
your school.
Mise en place :
• Vous pourrez guider ou faciliter le choix des formes et œuvres d’art afin d’avoir un panel riche et
représentant la dynamique culturelle et artistique de l’Afrique du Sud d’aujourd’hui.
• Les élèves prendront le soin de préparer un discours personnel, détaillé, structuré et argumenté.
• La tâche finale pourra avoir lieu en classe ou en dehors de la classe, les élèves pourront en effet
enregistrer leur production grâce à la ballado-diffusion ou sur leur portable.
• Il sera préférable que les élèves s’entraînent à l’oral et n’aient qu’une liste d’une dizaine de mots lors
de leur présentation afin d’éviter toute lecture oralisée.
• Vous pourrez bonifier toute production où l’élève est convaincant·e et original·e dans ses propos.
z Fiche méthodo N°5. Faire une recherche Internet p. 260

Fiche méthodo N°11. Analyser une image p. 270
PRO
JECT
2 Write an article. In groups, create a special edition of a youth art and
culture magazine to showcase the new face of post-apartheid South Africa.
Mise en place :
• Cette tâche collaborative demandera un travail de concertation initial nécessaire pour la création
du magazine : choix des sujets, rubriques, couverture... Vous vous assurerez de la cohérence et de
l’évolution du projet.
• Les élèves mèneront des recherches sur leur sujet afin de sélectionner des informations et images
pertinentes. Ils·elles veilleront à rédiger des articles personnels, informé et structuré.
• Les TICE seront des outils à privilégier pour favoriser le travail collaboratif et mettre en valeur l’as-
pect esthétique du projet. À cette fin, la fiche méthodologie N°9 sera d’une grande aide.
• La grille proposée évalue le travail individuel des élèves.
• Vous pourrez bonifier les articles originaux et riches dans leur présentation visuelle.
z Fiche méthodo N°5. Faire une recherche Internet p. 260

Fiche méthodo N°8. Travailler en groupe p. 266

arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression orale en continu – Defend your artwork!

Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Ma présentation est très simple et brève. Je Mon intervention est simple et brève. Je reprends Mon discours est détaillé. La description de la
reprends uniquement des éléments étudiés en des éléments étudiés en classe auxquels j’ajoute forme / œuvre d’art informée et précise. Mes argu-
classe. La description de la forme/œuvre d’art et les de nouveaux éléments. La description de la forme / ments sont pertinents, variés et nombreux.
raisons de mon choix sont limitées et imprécises. œuvre d’art et mes justifications sont simples.
0-1 2-3 4
0-1 2-3 4
0-1 2-3 4
(ordre des mots).
0-1 2-3 4
0-1 2-3 4
Total : ��/20
139
140
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression écrite – Write an article.

Niveaux du CECRL
South Art-frica?
Critères évalués
A1 A2 B1
Contenu culturel Ma production est très simple et brève. Les Ma production est simple et brève. Les intentions Mon article est informé et détaillé. Les intentions
intentions visées (décrire, raconter, informer...) visées (décrire, raconter, informer...) sont claires. Le visées (décrire, raconter, informer...) sont plus pré-
sont imprécises. Le sujet choisi est très simple et sujet choisi et le contenu sont simples. Les mots de cises. Le sujet choisi et le contenu sont pertinents.
le contenu est très limité. Les mots de vocabulaire vocabulaire sont différents et plus variés. Les mots de vocabulaire sont différents et plus
sont différents et plus variés. variés.
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0-1 2-3 4-5

(ordre des mots).
0-1 2-3 4-5

0-1 2-3 4-5
Total : ��/20
I am a 22 year old South African and re- being taught about it in High School and
sident of Cape Town. I am a member of accepted that white people lived better
the first generation of born-frees in my off because it was normal. It was nor-
country’s recently achieved democratic 25 mal, but I knew it was not right. School
5 status. taught me about Apartheid and that we
Despite the occasional urge to gener were only a democratic nation since
alise, I can only give you a perspective 1994, the same year that I was born in.
of how we are affected by this going Personally, I had always felt a bit more
forward from my personal experiences 30 privileged and entitled because of this.
10 and those of my peers. Growing up in Of course to me it would be natural that
Eersterivier where most people are col all of my peers feel this way too. The
oured, I was lucky enough that a vast fact that we would have the opportu-
amount of black people lived there too. nity to grow up as the first generation
Being a 10-year-old at the time, one ba- 35 of born-frees and could either be the
15 rely notices race or racism apart from driving force that steers this nation into
what you’re taught in school or what greatness, or let those that sacrificed so
you see happening on television. To much for us down. I began thinking
see these black kids speak Xhosa was about what I would like to achieve and
understandable and hearing them speak 40 do when I grow up.
20 Afrikaans better than me, was normal. I Keanu Daniels, www.iol.co.za,
had not known about segregation until April, 2017
1 Introduce the narrator (age, nationality…). �� /4
��
��
2 Describe his neighbourhood. �� /3
��
��
3 Where did he first hear about racism and segregation? �� /2
��
��
1/2
141
Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Class: . . . . . . . . Date: ��
4 Which languages did black children speak in his neighbourhood? �� /4
��
5 True or false? He thought it was normal white people lived better off. �� /1
��
6 What happened in 1994? Give two pieces of information. �� /4
��
7 Match the quotes with their meaning �� /2
a. « Personally, I had always ❑ ❑ 1. The narrators feels lucky to be part of

felt a bit more privileged and the born-free generation.
entitled because of this. »
(l. 29-30).
b. « The fact that we would ❑ ❑ 2.This generation could change the
have the opportunity to grow South African society or fail to do so
up as the first generation
of born-frees and could
either be the driving force
that steers this nation into
greatness, or let those that
sacrificed so much for us
down.» (l. 32-38).
2/2

1 Where does Mpho live? �� /2
��
2 What is Mpho doing at the beginning of the news report? �� /3
��
��
3 Introduce Mpho’s family. �� /4
��
��
4 What is Mpho’s grandmother relying on? �� /3
��
��
5 Why and how often was Mpho arrested? �� /2
��
6 What is Mpho’s passion? �� /2
��
7 Where is he working? �� /2
��
��
8 Why doesn’t Mpho want to vote? �� /2
��
��
143

1 He is 22 year old. He is South African. He lives in Cape Town and he is part of
the born-free generation. �� 4 points
2 In his neighbourhood called Eersterivier, most people were coloured but there were also
a lot of black people. �� 3 points
3 He learnt about it in (high) school and because of what he saw on TV. �� 2 points
4 Black children spoke Xhosa as well as Afrikaans. �� 4 points
5 True. (l. 23-25) �� 1 point
6 South Africa became a democratic nation in 1994. It was also the year he was born. �� 4 points
7 a. 1 – b. 2 �� 2 points
Script CD2 PISTE 49
Mpho. The legacy of Apartheid is nothing tan- on my ambition and the passion that I have: be
gible, it’s something inside me, something in- successful person beyond the opportunities of
side everybody else who lived throughout the the born-frees, that they say are there.
era of Apartheid. Narrator. Mpho has been arrested four times
Narrator. In Meadowlands, Soweto, Mpho is for drugs. Now he’s trying to follow his passion
collecting water from the outside yard. They as a writer. He’s been given the chance to be
don’t have running water in the house and he an intern at an initiative called Live Magazine.
wants to make a cup of tea for his grandmother. Everyone working in this room has the right to
Mpho lost both his parents as a child; his father vote next week, but it’s a right Mpho may not
was murdered. He was raised by his grandmo- be exercising.
ther and aunties in a pro-ANC household. But Mpho. The main reason behind me not wan-
optimism for the future is still alive in this house. ting to vote is because I’ve seen my grandmo-
Mpho. She’s not relying on the opportunities of ther vote so many times for change and no-
me becoming something, you know. She’s relying thing has came.
1 Mpho lives in in Meadowlands in Soweto. �� 2 points

2 Mpho is collecting water from the outside yard because he doesn’t have running water
in his house and he wants to make a cup of tea for his grandmother. �� 3 points
3 Mpho is an orphan (he lost both his parents as a child). His father was murdered,
and he was raised by his grandmother and his aunts. (bonus: in a pro-ANC household) �� 4 points
4 She’s relying on Mpho’s ambition and his passion to be a successful person.
(bonus: beyond the opportunities of the born-frees) �� 3 points
5 Mpho has been arrested four times for drugs. �� 2 points
6 His passion is writing. �� 2 points
7 He is working (bonus: interning) at an initiative called Live Magazine. �� 2 points
8 Because he has seen his grandmother vote many times for change, but he feels
nothing has changed. �� 2 points

5 Native Americans: twice upon a time?
Introduction
Lorsqu’il découvre le nouveau monde, Christophe Colomb pense fouler le sol des Indes orien-
tales, alors qu’il vient de débarquer en Amérique.
Le chapitre a pour vocation de montrer comment les colons se sont approprié les terres et les
autochtones à la fois, en niant l’histoire pour créer la leur.
Notion(s) mémoire : héritages et ruptures • sentiment d’apparte- Thème les Amérindiens dans l’his-
nance : singularités et solidarités toire des USA
Problématique(s) suggérée(s) Hyphenated Americans: the Indian

Projets finaux
Dream? • The United States: a tale of two stories? • Were (are) Indians
naïve natives or daring Americans?
PRO
JECT
1 Choose a mis-
conception about Native Americans
Objectif(s) culturel(s) le réel héritage de Thanksgiving, à la dé- and explain why it is wrong in a
couverte des histoires relatives à Pocahontas, l’humour indien d’hier 90-second speech.
et d’aujourd’hui, les symboles et codes du headdress
PRO
JECT
2 Rewrite history
Objectif(s) pragmatique(s) utiliser la langue pour débattre giving a Native American point view
et confronter les points de vue, organiser son discours pour and elements showing how impor-
convaincre et défendre un point de vue tant the Native American heritage is.
Objectif(s) sociolinguistique(s) adapter son discours à son au- Projets intermédiaires

ditoire et intégrer les conventions de prise de parole dans un débat Prepare your Project
L1 Participate in a chain storytelling
Objectif(s) citoyen(s) appréhender le traitement de l’information about Native Americans, by passing
en le confrontant à l’histoire the speechball around.
Objectif(s) méthodologiques(s) travailler en groupe (p. 166), Prepare your Project

expression écrite (p. 284), expression orale (p. 282) L2 Write the story from Pocahontas’s
point of view, imagining a page of her
Objectifs Lexique : l’histoire, les époques, les activités diary, and making a choice between
linguistiques agricoles, les Native Americans et leur quotidien. ceremony and execution.
Grammaire : l’adverbe, l’hypothèse au passé, le Prepare your Project

gérondif L3 In groups of four, debate the
clichés concerning Native Americans.
Phonétique : les sons θ et ð
Médias utilisés
CD • Decoded, MTV , 2015 E-workbook

CD 1 pistes 30 à 32 • Smoke signals, Sherman Alexie, Leçon 1(b) : hatier-clic.fr/lmu2030
CD 2 piste 50 1998 Leçon 1(c) : hatier-clic.fr/lmu2031
Leçon 1(c) : hatier-clic.fr/lmu2032
MP3 n°42 à 47 Quiz hatier-clic.fr/lmu2035
DVD Quizlet hatier-clic.fr/lmu2036
• The story of Thanksgiving,
Zebtoonz, 2012
145
Ouverture
Native Americans: twice upon a time? p. 84-85
Sur cette image, les élèves peuvent repérer les élé-

La citation invite à un contraste
ments suivants : les Native Americans, le bateau à quai,
entre Mère Nature et la nature
la division claire entre la nature sauvage (sombre) et le
humaine (avide de conquête), ce
settlement (dans la lumière).
qui crée des inégalités. L’emploi
Ici le travail sur les différents plans et leur identification
de l’auxiliaire de modalité should
est primordial. En effet, chaque plan révèle à l’élève une
et la source de la citation consti-
information différente, sur le moment représenté et la
tuent deux points d’appui pour
situation, ce qui sera facilitateur pour la prise de parole.
en guider l’accès au sens. Inviter
On pourra commencer l’exploitation avec un travail lexi-
les élèves à consulter le précis
cal préliminaire sur les antonymes afin de faire dégager
grammatical (p. 224 et 233) peut
les contrastes de l’œuvre.
s’avérer utile.
Par exemple : darkness ≠ light / forest ≠ town, village / half-
naked ≠ dressed – Le lien entre la citation et la
Il est possible de les faire travailler en groupes ou bi- peinture permettra de mieux cer-
nômes : foreground / background. ner l’expression de l’Amérindien
Le travail sur le titre viendra en dernier afin de valider de droite qui se sent impuissant
(ou non) les hypothèses formulées par les élèves. face à cette cohabitation forcée.
5 The earth is the mother

of all people, and all people
should have equal rights
upon it.
Chief Joseph, Nez Percé chief
NATIVE
NATIVE Le document est extrait d’un
AMERICANS
AMERICANS: documentaire diffusé sur la
TWICE
BBC en 2017 sur la condition
?
actuelle des Indiens d’Amé-
UPON
rique aux USA. Le travail
pourra être différencié. Les
a TIME élèves les plus en difficulté

pourront insister sur les
W
Watching the Colonists Construct James
Fort (1607), Sidney E. King, 1956-57 images et la représentation
in Up des Indiens, d’autres plus
Rewrite
write history.
history Y Your school is
organising Native American Day.
Rewrite history giving a Native Ame-
à l’aise sur les faits donnés
dans la vidéo.
rican’s point of view, and elements
showing how important the Native
American heritage is.
The Natives: This is Our America, 2017
Script
Man. Hello United Kingdom. Greetings from of the richest nation on Earth, many of the
the Pine Ridge Indian Reservation. Lakota live in striking poverty, struggling with
Voice over. Pine Ridge, home to 40,000 Native drugs, alcohol, and illness. But something is
Americans. Once, the Sioux tribe roamed the changing.
Great Plains. But after generations of war with Man. They tried to bury us. We’re like seeds.
the US government and decades of broken They didn’t realize it. They buried us, we’re only
agreements and promises, they are left here growing back, stronger and better.
on the place they call “the rez”. In the heart

1 Giving thanks
L’histoire de Thanksgiving p. 86-87
Cette double-page met en relief la conception moderne de Thanksgiving et les faits importants de
cette célébration « enfouis » au fil du temps.
Cette première vidéo sera l’occasion pour les élèves

se remémorer l’histoire populaire de Thanksgiving.
1 Giving thanks c. Can we trust History?
What we really
allyy know
all
a. Thanksgiving tale
the first Thanksgivin
ksgiving
eenshot and what the charac- M uch is unknown ab

corded feast between
about the first re-
een the Pilgrims
and Native Americans in the New World at
Plymouth in 1621, as histor orians have
ha heavily
if Thanksgiving usually happens during the 5 relied on only two primar imary eyewitness1
winter or the summer. Is anything surprising?
accounts.
ts. […]
3 Group work Watch the video. TTeam up and The Wampanoag Indians dians who attended2 the
collaborate to understand the video. first Thanksgiving had occ occupied the land
Saint & Strangers,
St National Geographic
Group 1 Explain the problem of the two men for thousands of years and were key to the
Channels, 2015
wearing hats. Give their names. 10 survival of the colonists
nists during the first
year they arrived in 1620, according to the Jacqueline
acqueline Keeler,
eler a member of the Dineh
eler,
Group 2 Comment on the role of the Native
American character. Give his name. National Museum of the American Indian. Nation and the Yankton nk
nkton Dakota Sioux who
The story of Thanksgiving, Zebtoonz, 2012
After the Pilgrims successfully harvested3 30 lives in Or
Oregon, observes9 Thanksgiving with
Group 3 Identify the key words pronounced by
their first crops4 in autumn
umn 1621, at least her family but doesn
doesn’t think of it as a nati
tional
the person telling the story.
15 140 people gathered5 to ea eat and partake6 in holidayay the way
wa the rest of the country does.
4 Mix the groups! Write a short review about the video and what it shows about Thanksgiving. games, histor
historia
ians
ns sa
say. […] “Than
“Th anksgiving
ksgiving tetells
lls a stor
story th
that
at is coconve-
Early European colonizers
nizers and Native Ame- nientt for
for Americans,
Americans,” Keeler said. “[But] t] it’s
ricans lived in peace thro rough a symbiotic7 35 a celebr
bration of our survival. I recognize
cognize it
relationship for about 10 years until thou- as a chance for my family to come toge together
b. The real Thanksgiving 20 sands of additional settlers
lers arrived. […] Up as survivors,
ivors, pretty much in defiance10.”
to 25,000 Englishmen landed nded in the New www..time.com, Nov 22, 2016
World between 1630 and 1642, after a 1. someone who saw what happened 2. were present
plague drastically cut the native population
8 for 3. collected 4. plants you grow in a field
1 Look at this screenshot and describe what by what’s believed to be more than half. […]
5. assembled 6. participate 7. mutually interesting
8. epidemic disease 9. (here) celebrate 10. as a
you can see: moment, people, and accessories. 25 Many Native Americans ha have long marked challenge
2 WWatch the video. Confront what is sometimes Than

Th anksgiving
ksgiving as a day
day of sosomb
mber
er re
remem-
mem-
taught at school to what really E-workbook
brance.
happened using the chart. hatier-clic.fr/lmu2030
3 Pick out elements about the relationships

1 Pair work
between the Pilgrims and Native Americans.
4 Compare what you learnt about Student A Student B

Thanksgiving in this video with what you learnt orkbook Focus on Jacqueline Keeler’s E-workbook
in the previous one.
hatier-clic.fr/lmu2031 point of view. hatier-clic.fr/lmu2032
Decoded, MTV
MTV,, 2015
nal quote (l. 33-37), concerning Thanksgiving’s cohesion and unity.
the truth about Thanksgiving for your school newspaper.

Word
Memory
Pilgrims epidemic: disease that spreads rapidly
Prep
Prepar
ep e yo
are your
ur Proj
Projec
ect
t
Gramma
Grammar
settlers: colonists star tion: famine
starva
Adverbs To
oo ls p. 94
turkey: poultry cooked for Thanksgiving
eel: snake-like fish
buckle hats: hats typically worn by settlers
death ≠ life llen
Chaalle
Ch ge
nge
“They were constantly at venison: deer meat accurate facts: precise facts Chain storytelling about Thanksgiving!
war with the Indigenous fowl: poultry true ≠ false Liar – Liar. T
Tell one truth and two lies
feast: (festive) meal (deeply) rooted: part of a culture Pass the speechball around. When you are holding it you about Thanksgiving.
people.”
farming: agriculture lie: tell false stories must say something to complete what has been said before. The class must say which one is true.
86 Native Americans: twice upon a time? Unit 5 87
Cette vidéo humoristique au ton Les deux fiches du E-workbook permettront à chaque
ironique sera l’occasion de remettre élève de se concentrer sur un aspect du texte. Elles
en cause la conception populaire de seront également l’occasion de différencier au sein de
la fête de Thanksgiving. la classe.
a. Thanksgiving tale p. 86
Le document est un dessin animé de Zebtoonz intitulé The story of Thanksgiving relatant le premier
Thanksgiving avec humour, voire dérision. En effet, la vision proposée semble enjolivée, édulcorée. Il
s’agira, en partant de la conception moderne qu’ont les élèves de cette célébration, de non seulement
leur donner matière à en comprendre les origines mais aussi de les accompagner dans la critique du
point de vue utilisé dans le document.
147
Script
Voice-over. Spring came, my favourite time Squanto. Would you like some help?
of year. The sun was shining, the grass was Pilgrim 1. Yes, please.
growing, the birds were singing and the Pil-
Voice-over. So, with lots of hard work and
grims went out to plant.
working together with their new friends the
Pilgrim 1. Number one: dig hole. Check. Indians by the end of the season they had an
Number two. abundant harvest.
Pilgrim 2. You don’t really know what you are Pilgrim 1. God we thank you for our families
doing, do you? and friends and for thy many blessings.
Pilgrim 1. I admit it. I am not much of a farmer. Squanto. Amen to that.
Voice-over. But God had heard their prayers Pilgrim 2. Hey, we should do this every year.
and sent along one of the locals to help them.
An English-speaking Indian by the name of
Squanto.

1 Describe the screenshot and what the characters are doing.
Il s’agit d’une phase d’anticipation : les élèves sont ici invités à identifier ce qu’ils·elles connaissent et
ainsi rebrasser le lexique spécifique. Pour ce faire, les encourager à utiliser le Word spot en bas de
page.
We can see three characters (one Native American and two Pilgrims), who are sitting out-
side to eat.
They are about to feast / to eat the feast in front of them. They look happy.
We can recognise Thanksgiving traditional meals: turkey, pumpkin pie, beans, cabbage, bread.
2 Say if Thanksgiving usually happens during the winter or the summer. Is anything surprising?
Il s’agit ici de montrer aux élèves que tout est mis en scène, afin qu’ils·elles puissent percevoir l’ironie,
une des caractéristiques nécessaires à l’accès au sens du document, lors de l’écoute. Cela permettra
également d’élucider le titre donné au document : Thanksgiving tale.
Thanksgiving usually happens during the winter whereas the scene is set in the summer.
The video is probably embellished.
3 Group work Team up and collaborate to understand the video.

Group 1. Explain the problem of the two men wearing hats. Give their names.
The two men with the hat do not know anything / the first thing about agriculture, and
they need it to survive. They seem to be new in the area, so they must be settlers / Pilgrims.
Group 2. Comment on the role of the Native American character. Give his name.
The Native American character is presented as a hero, he comes to help the Pilgrims to
survive. He is said to be an English-speaking Indian whose name is Squanto.
Group 3. Identify key words pronounced by the person telling the story.
“spring” / “sun” / “shining” / “grass” / “growing” / “birds” / “singing English speaking”
/ “abundant harvest” / “Squanto”

4 Mix the groups! Write a short review about the video and what it shows about Thanksgiving.
L’idée est de rassembler un·e membre de chaque groupe de travail précédent, afin de garantir l’in-
teraction et la réussite de l’activité. En effet, chacun ira de son commentaire à partir de ses observa-
tions.
Production possible
The document is a romanticised version of the first Thanksgiving. We have different signs
that lead us to this conclusion: the fact the celebration takes place outside in the summer,
the Indian is left out by the two Pilgrims, the voice over / storyteller exaggerates the joyous
intonations, the coincidence of the Indian passing by precisely when the two men face
starvation… It makes us doubt the story is completely true. In fact, it is an adaptation of the
story maybe it is destined for children.
b. The real Thanksgiving p. 86
Script
Woman. And I am thankful for my kinder- Man 2. But they did celebrate it every year,
garten class who made these wonderful crafts right?
to celebrate Thanksgiving. Franchesca. Not exactly the next one was
Man. After the Native Americans helped the sixteen years later. And, unfortunately it was
Pilgrims survive their first winter in America, because the puritans were celebrating the
the puritans invited them to share their first massacre of the Pequot tribe. Back then
Thanksgiving. Thanksgiving was also for families. Specifically,
Franchesca. Aw, these are adorably wrong. murdering them.
Woman. A five-year-old made that. Woman 2. Ok. We get it. History is awful. The
puritans were terrible and now we have to let
Franchesca. Based off of the lies you taught
our children know that the holiday started with
them.
tons of killings. Happy?
Woman. Excuse me!
Franchesca. Well, we actually have just about
Franchesca. Oh, it’s not your fault. These are everything wrong with the Thanksgiving myth.
full of half-truths and historical propaganda. Definitely did not wear these buckle hats,
Man. But what about Squanto, the Native didn’t land on Plymouth Rock and as for that
American who learned English to help out the turkey.
Pilgrims. Man 2. No, no not the turkey.
Franchesca. He was actually a slave that was Franchesca. More like venison, fowl and eel.
hauled off to Europe and then he learned En-
glish so that he could escape.
Cette vidéo est un extrait de la série Decoded diffusée sur MTV depuis 2015 avec la comédienne et
activiste Franchesca Ramsey. Il s’agit ici de l’épisode sur Thanksgiving, où une famille noire Américaine,
discute des Amérindiens (une autre minorité) et de leur histoire. Elle y dénonce les clichés récurrents
sur Thanksgiving, et défend les oubliés que sont les Indiens.
149
1 Look at this screenshot and describe what you see: moment, people, and accessories.
Les élèves sont appelé·e·s à rebrasser, voire fixer, le lexique alimentaire et vestimentaire travaillé
sur le document a. Une fois de plus le Word spot est utile pour s’exprimer en autonomie, avec cette
fois en plus trois références importantes pour comprendre le document : venison, fowl and eel qui
risquent de ne pas être connus des élèves (utiles pour la question 2).
We can see six people seated around / sharing their Thanksgiving dinner. They seem to
be part of the same family and are all African-Americans. We cannot really see the feast.
Some of them are wearing buckle hats. They look happy and are enjoying the moment
they spend together.
2 Watch the video. Confront what is sometimes taught at school to what really happened
using the chart.
Il est conseillé d’utiliser la fiche du E-workbook afin de donner un support et un guidage plus poussé
aux élèves.
We learn that some facts about Thanksgiving that are sometimes taught at school are
false or romanticised. Indeed, Squanto did not learn English to help the Pilgrims but was
a slave in Europe and learnt English to escape. Moreover, it is commonly thought that
Thanksgiving was celebrated every year since which wasn’t the case the next one being
celebrated sixteen years later.
3 Pick out elements about the relationships between the Pilgrims and Native Americans.
Les élèves pourront se baser sur les citations suivantes dans la vidéo : the Native Americans helped the
Pilgrims, the puritans invited them, the massacre of the Pequot tribe, murdering families.
4 Compare what you learnt about Thanksgiving in this video with what you learnt in the
previous one.
Production possible
The previous video depicts / shows a peaceful relationship between the Pilgrims and
Squanto while this one insists on the misconception it represents because Squanto was
kept as a slave. At the end of the previous document, one of the Pilgrims suggests they
should celebrate it every year, however, as shown in Decoded, it took sixteen years before
it started. Document a. shows the actual traditional Thanksgiving feast, whereas docu-
ment b. emphasises on what they ate at the time.
c. Can we trust History? p. 87
En anticipation demandez aux élèves de lier unknown (l. 1) et only two primary eye witnesses (l. 5) au
titre du texte pour faire émerger des hypothèses qui faciliteront l’accès au sens.
1 Pairwork
Student A. Focus on the positive meaning of the celebration.

Student B. Focus on Jacqueline Keeler’s point of view.
Pour ce travail en binômes, chaque élève trouvera un guidage sur la fiche du E-workbook.
2 Share your opinion about the final quote (l.33-37), concerning Thanksgiving’s cohesion and
unity.
She considers Thanksgiving as a celebration of a convenient story, far from the truth of
her people. Therefore, it’s neither coherent nor a symbol of unity: it divides the country.
3 Pair work Write the truth about Thanksgiving for your school newspaper.
Les élèves pourront s’aider de la fiche méthodologie pour la rédaction d’un article p. 286.
Chain storytelling about Thanksgiving!

Pass the speechball around. When you are holding it you must say something to complete
what has been said before.
Il s’agit de créer une histoire collaborative à l’aide d’une balle qui distribue la parole. Les élèves doivent
nommer le nom du·de la camarade à qui ils·elles envoient la balle.
Des landmarks pourront être projetés :
- structure: Once upon a time there was / there were - A long time ago - When they conquered America,
- link: One day - All of a sudden - Afterwards - The next day - A moment later,
- tense: Past simple - Past Continuous,
- characters: Native Americans - Settlers - Squanto - etc.
Production possible
Once upon a time, there were Native Americans in Plymouth. They were living in harmo-
ny with Nature, riding their horses, breathing fresh air and running in the reservation for
hours. One day, they saw a big ship coming, and they began to feel uncomfortable: it was
the first time they were seeing such a big vessel. In fact, what frightened them the most
was the fact they did not expect anyone to come. They stayed hidden in the forest after
the ship docked. Few months later, the settlers were still building their settlement, a forti-
fied village kept by a watchman. The doors kept close until they ran out of food.
As Squanto was the only one who could speak English, he went to help them. They were
so happy to have someone who could help them harvest their land…
Liar - Liar. Tell one truth and two lies about Thanksgiving. The class must say which one is true.
Celui·celle qui parle ne devra pas intervenir plus d’une minute pour que l’activité reste ludique. Distri-
buez aux élèves un morceau de papier afin qu’ils·elles écrivent des mots-clés pour faciliter la prise de
parole tout en évitant l’écrit oralisé.
151
2 Representing Pocahontas
Une princesse, plusieurs histoires p. 88-89
Cette double-page permet de réfléchir aux différentes (re)présentations (plastique, culturelle et his-
torique) du personnage de Pocahontas. Écrire le nom de la princesse au tableau devrait déjà susciter
des réactions spontanées.
Le document a. est une lithographie, œuvre obtenue en Ce portrait original de Pocahon-

reproduisant par impression les dessins tracés avec une tas pourra mener à une réflexion
encre ou un crayon gras sur une pierre calcaire, éditée autour de la représentation de
en couleur environ en 1870. celle-ci dans l’imaginaire collectif.
2 Repr
Representing Pocahontas ... /...
Years later –after no one was able to dispute the facts– John
Years
Smith wroteote about how she, the beautiful daughter of a
powerful native leader
leader, rescued him, an English adventurer,
er
er,
a. Glamorous princess or courageous rebel? from being executed
ecuted by her father
father.
20 This narrative of Pocahontas turning her back on her own
people and allying with the English, thereby4 finding common
1 Pair work Look at the
ground between the two cultures, has endured for centuries.
lithograph and describe
the scene in detail. But in actuality, Pocahontas’s life
lif was much differ
diff ent than
how Smith or mainstream5 culture tells it. It’s even disputed
Student A Focus on 25 whether or not Pocahontas, age 11 or 12, even rescued the
the background
mercantile6 soldier and explorer at all, as Smith might have
(atmosphere, elements,
organisation). misinterpreted what was actually a ritual ceremony or even
just lifted the tale from
om a popular Scottish ballad.
Student B Focus on
www.smithsonian.com, March 23, 2017
the foreground (people, eye
1. a famous name worldwide 2. undisciplined 3. leader 4. and so 5. conventional 6. who did commerce
contact, origins, physical
position).
2 Share your views and 1 Focus on the title and make suppositions about what you are about to read.
deduce what the painter
2 List the diff
different names given to Pocahontas. Explain them. Cul
Culture tip
wanted to insist on in his
artwork. 3 Pick out elements mentioning the diff
different sources of information and the
contradictions in the text. John Smith was an English
3 Prepare an audio- soldier, explorer and colonial
soldier
guide of the lithograph. 4 W Write down notes about facts and fiction in a two-column chart. Then, governor who played an
important role in the
Coloured lithograph, c. 1870
create a newsflash about the true story of Pocahontas. Get ready
eady to tell the rest establishment of Jamestown,
of the class about it. the first
rst English colony.
colony
b. The true story of Pocahontas

c. A bridge betw
between
een tw
two
o cultures
Vous trouverez l’exploi-

Historian Camilla Townsend gives
es her point of view about the American Indian princess.
1 Look again at the lithograph on p. 88 and identify what the man next to Pocahontas is holding.
Pocahontas might be a household name1, but nickname, which depending on who you ask Keep this image in mind when listening to the recording.
tation du document
the true story of her short but powerful life
lif 10 means “playful one” or “ill-behaved2 child.”
has been buried in myths that have persisted Pocahontas was the favorite daughter of 2 Listen to the sentence, repeat it and put the stress on important words. CD1 PISTE 30
since the 17th century. Powhatan, the formidable

f ruler3 of the more “For throwing herself between an Englishman and a warrior’s weapon, Pocahontas
audio sur la fiche du

5 To start with, Pocahontas wasn’t even her than 30 Algonquian-speaking tribes in and becomes a bridge between cultures.”
actual name. Born about 1596, her real name around the area that the early English settlers E-workbook
3 YYou will have three tries to understand the document. hatier-clic.fr/lmu2033
was Amonute, and she also had the more 15 would claim as Jamestown, Virginia.
After each of the first two tries, you will have one minute to take notes.
E-workbook.
private name Matoaka. Pocahontas was her ... /...
Take notes in English or in French about what you understand. Do it your way!
Word this quote.

ept the life-saving story hidden for decades.”
club: heav
heavy stick used as weapon ambiguous
Memory
representative: person misleading: causing sb to
who represents a group believe sthg not true
tepee: Native American tent unlikely: improbable
Chaalle
Ch e
nge
lleng
Gramma
Grammar
garments: clothes
peaceful ≠ tense (atmosphere)
interpose
step in: inter
intervene
Pr
foreground / backgr
back ound stare: look at sb, The weakest link. Split up into two
twilight: light at the end of the day sthg fixedly Spoken words fly
y away
away, written words remain. groups. One group asks the other
Hypotheses in the past To
oo ls p. 94 self-mockery: capacity to make fun hold: have in your hand(s) group
oup about Pocahontas. YYou must
of oneself actually: in fact Write the story from Pocahontas’s point of view, imagining give as many right answers as
“Smith might have misinterpreted.”
bold: courageous, brave a page of her diary. Ceremony or execution?
ecution? YYour choice! possible to win.
a. Glamorous princess or courageous rebel p. 88

L’illustration représente Pocahontas qui s’interpose entre les siens (plus précisément son père) réunis
en conseil et un colon au sol (supposément John Smith, voir Culture tip p. 89).
1 Pair work Look at the lithograph and describe the scene in detail.
Student A. In the background, we can see the sky and mountains, showing that the
scene we witness took place outside. It is obviously daytime, but the twilight shows it is
the end of the day. We can also see tepees which shows the characters are standing on
Native American territory. Considering the background, we understand that we are at a
certain height, and the atmosphere is peaceful.

Student B. In the foreground, we can see Native Americans wearing their official cos-
tumes, which gives the impression of an official ceremony. One of them, who seems to be
a representative of the group, is holding a club, and looks angry / furious / mad. A young
woman is stepping in, to protect the man on the floor (probably a settler). All the Natives
are staring at Pocahontas in shock.
2 Share your views and deduce what the painter wanted to insist on in his artwork.
Maybe the lithographer / painter / artist wanted to stage this ceremony. In fact,
the peaceful atmosphere in the background contrasts with the violent scene in the
foreground. Pocahontas is shown as a bold woman who dared to step in to protect a
settler, who might be John Smith. It might have been a difficult decision to make in
front of the rest of the tribe, that is to say, those who were part of the council, because
we can see that not every member of the tribe is present.
3 Prepare an audio-guide of the lithograph.

Cette dernière phase est une phase de synthèse et pourra faire l’objet d’une correction en ayant
recours à la baladodiffusion, si vous disposez de tels outils. Une autre alternative sera, dans le cadre
d’une supposée exposition, l’audition de plusieurs audio-guides joués en live par les élèves, le reste
de la classe leur donnant le dos. Il s’agira alors de se retourner quand ils·elles seront convaincu·e·s. Le
groupe qui réussit à convaincre le maximum de camarades et son audio-guide sera retenu.
b. The true story of Pocahontas p. 88

Ce document est un article publié sur le site Internet du Smithsonian, dans lequel Camilla Towsend,
fournit des détails éclairants sur la princesse. Elle y mentionne notamment la théorie selon laquelle
Pocahontas aurait trahi les siens en s’alliant aux Anglais, faisant écho à la lithographie.
Pour aborder ce document authentique et sa charge lexicale, la fiche méthodologie sur la compré-
hension écrite p. 278 est très utile.
1 Focus on the title and make suppositions about what you are about to read.
The text may refer to true facts about Pocahontas, it could be a biography, or may include
biographical information. It could be inspired by documents from the 17th century that
were recently found. It might be full of anecdotes about the princess.
2 List the different names given to Pocahontas. Explain them.

Pocahontas was also called Amonute and Matoaka, her more private name meaning
“playful on” or “ill-behaved child”. The first name was her real name and the second a
nickname she was given because she was the favorite daughter of Powhatan.
3 Pick out elements mentioning the different sources of information and the contradictions
in the text.
The first source that is mentioned is “depending on who you ask” (l.9) which is vague and
leads to confusions: the two translations are different. (playful ≠ ill-behaved) Then, the
Professor refers to John Smith who wrote the story of his encounter with Pocahontas and
how she saved him, but she also states he did so “after no one was able to dispute the
facts” (l.16). Last but not least, she also mentions “a popular Scottish ballad” (l.28), while
the story “finds common ground” in both cultures. The two cultures themselves or “mains-
tream culture” (l.24) can be considered a source, but “her life was much different” (l.23)
153
4 Write down notes about facts and fiction in a two-column chart. Then, create a newsflash
about the true story of Pocahontas. Get ready to tell the rest of the class about it.
Les outils qui garantissent la réussite de la tâche sont : le vocabulaire de l’expression du contraste
p. 143, le Grammar spot p. 94 sur les hypothèses au passé, le précis phonétique p. 251.
FACTS FICTION
– Born about 1596 – Pocahontas: turned her back to her people
– Real name: Amonute – Stepped in (ally of the English side)
– Nickname: Matoaka – Might have never been present on that day
– Daughter of Powhatan (leader of more – May have been 11 or 12 at the time
than 30 Algonquian-speaking tribes) – Scene: may have just been a ritual ceremony
– Lived in Jamestown area (Virginia)
c. A bridge between two cultures p. 89
Script CD1 PISTE 30
For throwing herself between an Englishman ty tribes, was trying to take control of James-
and a warrior’s weapon, Pocahontas becomes town.
a bridge between cultures and saves the fu- Ceremony or attempted execution? Historians
ture nation. Well, this is how the story goes believe Pocahontas would not have been
in the movies in any case. This version of the present at either event. Indeed, experts insist
story is part of the USA’s DNA, but did it really that she was far too young to participate in ce-
happen this way or did it even happen at all? remonies like these. So very likely, from their
Another theory is that John Smith – the English perspective, she wouldn’t have been there.
soldier protected by Pocahontas in many li- If it really happened, John Smith kept the
thographs and paintings – had been captured life-saving story hidden for decades. Although
and was being tested by Native American he published the account of his Virginia ad-
priests to see if he was an honorable man and venture in 1608 and 1612, this story didn’t
should be kept alive. appear in any of his publications until his 1624
In fact, Powhatan, the leader of more than thir- book: General History of Virginia.

1 Look again at the lithograph on p. 88 and identify what the man next to Pocahontas is
holding. Keep this image in mind when listening to the recording.
The Man next to Pocahontas is holding a club / a thick stick / a weapon.
2 Listen to the sentence, repeat it and put the stress on important words.
Throwing herself / English man / warrior’s weapon /Pocahontas / bridge / cultures
3 You will have three tries to understand the document. After each of the first two tries, you
will have one minute to take notes. Take notes in English or in French about what you unders-
tand. Do it your way!
Il vous sera également possible d’exploiter le document audio à l’aide de la fiche du E-workbook
offrant un questionnement plus guidé.

4 Compare your notes to your neighbour’s and explain this quote.
Production possible
The journalist might have meant that it is likely John Smith modified the real story during
this decade.
John Smith may have been too proud as a soldier to confess he was saved by a young
princess; and the journalist, as a woman, might have found this unfair.
The voice over / the journalist must have wanted to make people doubt about the time it
took to John Smith to publish the story. She may have though there was something fishy /
suspicious about it.
Spoken words fly away, written words remain.

Write the story from Pocahontas’s point of view, imagining a page of her diary. Ceremony or
execution? Your choice!
Il faudra accompagner les élèves dans le décodage de la consigne et ce qu’elle implique :
• une page du journal de Pocahontas qui raconte l’histoire de son point de vue,
• c’est un exercice d’expression écrite, il est donc important d’encourager les élèves à rédiger en 50-80
mots, tout en leur inculquant les codes de l’écriture d’un journal,
• pour valoriser la tâche et pouvoir relire les productions d’élèves que vous savez en difficulté, vous
pouvez envisager de leur demander de les poster sur padlet.com.
Vous trouverez un barème pour cette tâche intermédiaire à la page suivante.
Production possible
Ceremony: Dear Grandmother Willow,
Today was a day that I will never forget. It was the day of the ceremony. Powathan final-
ly accepted John Smith in our tribe after a series of tests and interviews to make sure we
could trust him. What a relief! I don’t like to see our people act like savages we are not.
Even if we were here first there is room for everyone…
The weakest link. Split up into two groups. One group asks the other group about Pocahontas.
You must give as many right answers as possible to win.
Il est possible de leur donner des rôles :
- time keeper: who is in charge of the stopwatch,
- noise checker: who makes sure the class is not too noisy,
- referee: who has the last word in case of disagreement.
155
156
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : �� P
yourrepare
Proje
ct
Expression écrite
Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Les références culturelles sont floues et ou en Recours à des références culturelles précises mal- Les références culturelles sont maîtrisées et utili-
partie erronées (date, lieu, personne). gré des maladresses. sées avec pertinence, dans une histoire inventée.
Native Americans: twice upon a time?

0-1 2-3 4-5
Pragmatique et La langue est utilisée pour transmettre une infor- Les mots de liaison sont utilisés correctement Le discours est structuré et rythmé par des péripé-
socio-linguistique mation sans rendre le message interactif. la plupart du temps, malgré des répétitions ou ties introduites par des mots de liaison adaptés.
confusions auto-corrigées. Le registre de langue est Le registre de langue est très adapté à la situation.
adapté à la situation. Le résultat est réaliste.
0-1 2-3 4-5

Grammaire Les phrases sont très simples et la syntaxe peu au- Les phrases sont simples et courtes. La syntaxe Les phrases sont plus longues et correctes. Les
thentique. Certaines erreurs de grammaire gênent est respectée malgré une influence de la langue rares erreurs sont auto-corrigées ou très mineures.
la compréhension. maternelle qui ne fausse pas le sens. Le résultat s’approche de l’authentique.
0-1 2-3 4-5

Lexique Les mots de vocabulaire sont très simples. Cer- Le vocabulaire est simple mais plus riche et l’emploi Le lexique est plus authentique et adapté à la
taines inventions de mots nuisent au sens. de synonymes amorcé. Des efforts pour être précis situation de communication. Des propositions
malgré des maladresses. authentiques et à propos.
0-1 2-3 4-5
Total : ��/20
3 Laughing out loud
L’humour dans la culture des Amérindiens p. 90-91
Ces deux pages prennent le parti de montrer les Indiens d’Amérique sous un autre angle. En effet,
souvent décrit·e·s ou représenté·e·s comme des personnes austères, les Native Americans savent faire
preuve d’un humour qui semble bel et bien ancré dans des codes sociaux qui leurs sont propres, et
garants de la préservation de leur sens du vivre ensemble.
Les photographies classiques d’Edward Curtis seront Un extrait littéraire du roman Custer
confrontées à des mèmes, documents visuels appré- died for your sins, écrit en 1969 par
ciés et connus des élèves en termes de forme. Une Vine Deloria Jr (historien, théologien,
biographie très intéressante d’Edward Curtis pourra militant et écrivain amérindien), dans
être lue en amont par tout enseignant·e désireux·se lequel l’auteur explique la symbolique
de mieux connaître l’artiste : donnée à l’humour avant et depuis
https://www.smithsonianmag.com/history/ la colonisation. Il y explique en effet,
edward-curtis-epic-project-to-photograph- en quoi l’humour fait partie inhérente
native-americans-162523282/ d’un héritage.
3 Laughing out loud b. Indian humour

It has always
lwa been a great disapp
lways disa ointment to
Indian people that the humorous side of In-
dian life has not
ot been mentioned by professed
a. Portraying N
Nativ
ative
ative Americans experts on Indian Affairs. Rather the image of
5 the granite-faced grunting1 redskin has been
1 Group work c. Explain
might have been. perpetuated byy American m mythologyy. [...]
a. Describe your group’s pictures and give your The Indian people are exactly opposite of the
impressions about these Native Americans: mood, 2 Read popular stereotype. [...] Indians have found a
setting, facial expressions. meaning of humorous side of nearly every problem and
“popular oup considered out of step4 with the consensus of
b. Indicate if this type of representation is a typical 10 the experiences of life have
ha generally been so
tribal opinion. In this way
wa egos were preser-
way of portraying Native Americans. Give your opi- well defined through jokes and stories that
nion about its impact on the viewer.
20 ved and disputes within the tribe of a perso-
they have become a thing in themselves.
nal nature were held to a minimum.
Group 1 Photographs by Edward Curtis “It’s
’’s suc
uch a big dream, I can’t see it all.” For centuries before the white invasion,
Jr., Custer Died for Y
Vine DeLoria Jr Your Sins: An
teasing2 was a method of control of social Indian Manifesto, 1969
15 situations by Indian people. Rather than
1. making a low sound instead of speaking
embarrass3 members of the tribe publi- 2. mocking 3. instead of embarrassing 4. in disagree-
cly, people used to tease individuals they ment
1 Read the text and say which illustrations on the opposite page correspond to the “popular stereotype”.
2 Explain what is meant by “the granite-faced grunting redskin” (l. 5).
3 Pick out the elements showing how important humour is in Native Americans’ day-to-day lives.
4 Pair work Using the text, discuss how Curtis’s photographs misrepresented Native Americans.
Chief Joseph, Nez Per Little Hawk, 1907 Medicine C c. How to be a real Indian?
Group 2
I LIKED AMERICA VEGAN WHEN YOU'RE NA Describe the Native American in the screenshot
AND SOMEONE, compare it with the pictures on the left page.
2 WWatch the video and make a list of the clichés

Sherman Alexie uses to
Cul
Culture tip
make fun of Native
Americans.
Sherman Joseph Alexie, Jr.
3 Transform one of is an American novelist,
Edward Curtis’s photo- writer, poet,
short story writer
graphs into a meme that and filmmaker. Much of his
BEFORE IT WAS
WAS could sum up the point
writing is inspired by his
experiences as a Native
LEAVE
LEAVE OUR L
of view developed in the
POPULAR
POPUL AR YOUR FFAMIL
AMILY
AMILY
Smoke Signals by Sherman Alexie, 1998 American with ancestry
from several tribes.
Memory
≠ black and white llen
Chaalle
Ch ge
nge
laxed
served T
Taboo! Talk about Indian humour without
T
so-called: named like that chill out: relax In groups of four, debate the clichés concerning using the following words: humour,
“Quit grinning”
austere: stern, severe, serious Native Americans. Indian, American.
Ce document met en scène deux Amérindiens, dans un film dont le

scénario est écrit par Sherman Alexie, connu pour sa propension à
l’auto-dérision. Le lien entre le titre et la capture d’écran ainsi que le
Culture tip p. 91 peuvent également contribuer à la réflexion.
157
a. Portraying Native Americans p. 90

1 Group work
a. Describe your group’s pictures and give your impressions about theses Native Americans:
mood, setting, facial expressions.
b. Indicate if this type of representation is a typical way of portraying Native Americans. Give
your opinion about its impact on the viewer.
c. Explain what the goals of the artist / meme creator might have been.
Les fiches méthodologie p. 266 et p. 270 devraient être utiles, il sera donc judicieux de les indiquer de
nouveau aux élèves en début d’activité. Les élèves peuvent s’aider du Word spot.
L’activité peut être envisagée en plusieurs phases au sein de chacun des groupes :
• phase 1 (2 min) : les élèves observent juste la photo qui leur est attribuée ;
• phase 2 (5-10 min) : en s’aidant des activités proposées (voir question 1 p. 90) chaque élève
répond en fonction du document qu’il a en charge ;
• phase 3 (5 min) : mise en commun par groupe ;
• phase 4 : les élèves mettent en commun leurs réponses. Pour cette phase, noter les informations
dans un tableau est préférable pour faire ressortir les choses récurrentes.
Group 1
a b c
The man looks sad and This is usually how The goal of the
Chief Joseph, seems to be thinking about Native Americans artist might have
Nez Percé, something. He also looks are portrayed. been to bring to the
1903 indifferent and stern. The They almost never fore how miserable
setting is grey and sad. smile, and rarely some Native
The woman looks old and look at us. Americans could
tired. She is staring at us. The characters are have been.
Hupa woman all dressed in a tra- The photographer
The picture is in black and
c.1924 ditional costume. may have felt
white. She seems to be
lonely. As a consequence, angry and wanted
the viewer feels to denounce the
The man is austere and
empathetic / has a Native Americans
Little Hawk is opening his eyes in a
feeling of empathy, situation.
1907 weird way. He looks dis-
because their mood The artist might
turbed or lost in thought.
is communicative. have wanted to
The man is staring into sensitise people to
Medicine
space and is wrinkled. the cause of Native
Crow
He looks exhausted and Americans.
c.1908
severe.

Group 2 From left to right
a b c
The man looks at us and has a This is not a typical The aim of the meme
normal face. He wears typical way of representing creator might have
Meme 1 Indian clothes. The image is Native Americans. been to create a
colourful. In the background we The captions are makeover of the vi-
can see mountains. written with a lot of sual representation
The man is staring into space. irony, and contrast of Native Americans.
He seems to be thinking but his with the serious He might have
Meme 2 facial expression is rather neu- situations they illus- wanted to show that
tral. The background is fuzzy. trate. Native Americans
He seems to be posing. There are a lot of also had a sense of
puns. (words with a humour.
The man is riding a horse, in a
double meaning). He must have
natural setting. The background
For example “popu- wanted to help them
is smoky and rocky. He is scan-
Meme 3 lar” is an implicit look more relaxed
ning the horizon and holding a
reference to coloni- and laid-back.
spear. He seems to be hunting
sation. The aim might have
or fighting.
We do not know been to show that
This is the only meme with a who did the memes Native Americans do
group of people, they are all but the effect is still not live in the past.
Meme 4 armed. They seem angry and immediate. They
ready to fire their weapons. make us smile or
even laugh.
2 Read the quotes and explain the double meaning of “dream” in the quote (group 1) and of
“popular” in the first meme (group 2).
Group 1. It must be a reference to the American Dream, something imaginary, not real.
Group 2. In other words famous, that a lot of people know about.
Dans un second temps, vous pouvez inviter les élèves à réfléchir sur le contexte qui peut s’avérer éclai-
rant (les autres mots de la phrase (groupe 1) ainsi que sur l’image et les temps de la légende (groupe 2)).
Group 1. There is an opposition between “such a big” and “I can’t see”. Curtis might have
meant that the so-called American Dream did not read /sound the same for Natives. The
different ways people are looking at things in his photograph must have been representa-
tive of that.
Group 2. The man in the picture also looks dumb founded. In the past he liked America,
he stopped when the country became popular. Something might have changed. We know
Native Americans were there first (voir illustration p.84-85). He must have referred to the
invasion of settlers.
b. Indian humour p. 91

1 Read the text and say which illustrations on the opposite page correspond to the “popular
stereotype”.
The photograph / illustration that represents best the “popular stereotype” is the one entit-
led “Chief Joseph Nez Percé”. Indeed, the man fits the description given in the text.
159
2 Explain what is meant by “the granite-faced grunting redskin” (l.5).
Curtis’s photograph shows a man who remains unmoved / impassive. It corresponds to
the metaphor of the granite used in the text. His facial expression is frozen. In addition,
even if we cannot hear the sounds we can imagine him grunting, as people imagine so-
called “redskins”.
3 Pick out the elements showing how important humour is in Native Americans’ day-to-day
lives.
Firstly, humour is mentioned as a way not to dramatise problems / as a way to see life on
the bright side. [“a humourous side of nearly every problem”, l.8-9]
Humour is also described as a state of mind, the narrator says jokes have become part of
their lives. [“they have become a thing in themselves”, l.12]
To finish, it was also a way to preserve good social relationships, a way to keep your self-
control. [“a method of control of social situation”, l.14-15]
4 Pair work Using the text, discuss how Curtis’s photographs misrepresented Native
Americans.
Pour aider les élèves à s’en rendre compte, vous pourrez projeter des éléments biographiques sur les
artistes.
Edward Curtis Vine DeLoria

– February 16, 1868 – October 19, 1952 – March 26, 1933 – November 13, 2005
– American photographer – Native American author, theologian, his-
– Focused on the West and Native Ameri- torian, and activist
can peoples. – From 1964 to 1967, he had served as
– He was deeply moved by Native Ameri- executive director of the National Congress
cans’ living conditions. of American Indians, increasing tribal
membership from 19 to 156
Production possible
Though Curtis depicted austere and lonely Native Americans DeLoria underlines that their
sense of humour helped tribes get on well.
In Curtis’s work, Natives didn’t look very hopeful while DeLoria stated they usually looked
on the bright side of things.
Curtis showed Native Americans as withdrawn people whereas they were laid-back and
liked having fun.
Curtis’s empathy may have made him a bit pessimistic. On the contrary, DeLoria’s
experience, made him really active in promoting the real image of the Native Americans:
cheerful and loving people.

c. How to be a real Indian? p. 91
Script
Victor Joseph. Don’t you even know how to be Thomas. But our tribe never hunted buffalo
a real Indian? we were fisherman.
Thomas. I guess not. Victor Joseph. What? You want to look like
Victor Joseph. Oh shit, no wonder. Jeez. I you just came back from catching a fish?! This
guess I will have to teach then, ain’t it? ain’t “Dances with salmons” you know. Thomas
you gotta look like a warrior. There, that’s bet-
Victor Joseph. First of all, quit grinning like an
ter. And second you gotta know how to use
idiot. Indians are not supposed to smile like
your hair.
that. Get stoic! No, like this. You got to look
mean or people won’t respect you. White Thomas. My hair?
people will run all over you if you don’t look Victor Joseph. Yeah, I mean, look at your hair
mean. You gotta look like a warrior. You got- it’s all breaded up and stuff. You gotta free it.
ta look like you just came back from killing a An Indian man ain’t nothing without his hair.
buffalo. And last, you gotta get rid of that suit Thomas.
You just have to.
1 Describe the Native American in the screenshot and compare it with the pictures on the
left page.
He is wearing a chequered shirt (similar to the one cowboys wear) and glasses. He is also
wearing his hair in plaits. The young man is smiling in an exaggerated way and his face
is lit by the sun, which creates a shadow around him. He looks happier than the Native
Americans Curtis showed, probably because he looks neither alone nor lonely. We do not
have a full view of his face, but just his profile.
2 Watch the video and make a list of clichés Sherman Alexie uses to make fun of Native
Americans.
Cette question peut nécessiter plusieurs visionnages de la scène pour une classe en difficulté.
Quoiqu’il en soit, il est préférable de ne pas fragmenter la projection, afin de ne pas fausser l’activité
de visionnage cinématographique.
En prolongement de ce repérage, il serait intéressant de replacer les informations glanées dans un
tableau à deux entrées, qui nécessiterait l’emploi du gérondif (Grammar spot p. 90). Le personnage
de Victor Joseph fait visiblement référence à des expériences déjà vécues, ce que les Tools p. 94
explicitent comme une condition de l’emploi du gérondif. Ainsi, trier les informations relevées par les
élèves dans un tableau de type Dos and don’ts permettra de reformuler en nominalisant.
– Native Americans don’t smile / stay stoic instead.

– Look mean to be respected.
– Look like a warrior.
– Hunters are more respected than fishermen.
– Indians free their hair.
– Indians do not wear fancy clothes.
161
Dos Don’ts
– Pretending to be mean – Smiling / Grinning
– Looking like a warrior – Looking too kind or dumb
–… –…
3 Transform one of Edwards Curtis’s photographs into a meme that could sum up the point
of view developed in the video.
Si vous avez accès à une salle informatique ; il est envisageable d’imprimer les photos modifiées en
passant par un site Internet du type : www.memecreator.org. D’un point de vue linguistique, les
outils à dispositions sont les Word spots de l’unité, complétés par le Build up your vocabulary p. 95.
Production possible
Chief Joseph, Nez Percé, 1903 “The day I decided to look like an Indian”
Group work Debate, don’t hate. In groups of four, debate the clichés concerning Native Ame-
ricans.
Vous pouvez diriger les élèves vers la fiche méthodologie portant sur l’expression orale en interaction
p. 280.
Le code de mission LRP: Listen – React – Pick up on what is said pourra être noté ou projeté au tableau.
Il est également envisageable d’investir chacun d’un rôle pour garantir que le débat fonctionne, en
autonomie. Ainsi, pourront être désignés : a time keeper, a secretary, a moderator, a sound checker.
Cette tâche intermédiaire, de 3 minutes environ, peut être évaluée ou non (barème page suivante).
Taboo! Talk about Indian humour without using the following words: humour, Indian,
American.
Dans ce type d’exercice, il est préférable que la priorité soit donnée à la dimension communicative,
plutôt que de se focaliser sur l’aspect linguistique. In fine, le but est de toute façon que l’élève mobilise
les connaissances lexicales cumulées.

arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : �� P
yourrepare
Proje
ct
Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Les références culturelles sont floues et/ou en Recours à des références culturelles précises Des références culturelles maîtrisées et utilisées
partie erronées (date, lieu, personne). malgré des maladresses. Les références au cours avec pertinence. Les connaissances nourrissent
se substituent parfois aux arguments. les arguments.
0-1 2-3 4
Pragmatique et La langue est utilisée pour transmettre une infor- Les gap fillers, et le lexique conversationnel sont Le discours est structuré et clair. Le registre
socio-linguistique mation sans rendre le message interactif. utilisés correctement la plupart du temps, malgré de langue est en général adapté à la situation
des répétitions ou confusions auto-corrigées. de communication. Je suis capable d’interagir
spontanément.
0-1 2-3 4
Phonétique Je prononce correctement des mots isolés. L’ensemble du discours est compréhensible. Il y Il peut y avoir de petites erreurs de prononciation,
Certaines prononciations erronées peuvent a quelques petites erreurs de prononciation qui mais il y a un bon effort au niveau de l’intonation et
conduire à des incompréhensions. n’affectent pas la compréhension. de l’articulation.
0-1 2-3 4
Grammaire Les phrases sont très simples et la syntaxe peu au- Les phrases sont simples et courtes. La syntaxe Les phrases sont plus longues et correctes. Les
thentique. Certaines erreurs de grammaire gênent est respectée malgré une influence de la langue rares erreurs sont auto-corrigées ou très mineures.
la compréhension. maternelle qui ne fausse pas le sens. Le résultat s’approche de l’authentique..
0-1 2-3 4
Lexique Les mots de vocabulaire sont très simples. Cer- Le vocabulaire est simple mais plus riche et l’emploi Le lexique est plus authentique et adapté à la
taines inventions de mots nuisent au sens. de synonymes amorcé. Des efforts pour être précis situation de communication. Des propositions
malgré des maladresses. authentiques et à propos..
0-1 2-3 4
Total : ��/20
163
on Wearing the headdress p. 92-93
Ce Spot on invite les élèves à se pencher sur le port du headdress, devenu un accessoire de mode utili-
sé par certain·e·s artistes, niant ainsi toute attache à la culture qu’il est censé représenter, au grand
regret des Native Americans. Ces documents permettront aux élèves de revenir à l’histoire de cette
coiffe typique, pour mieux comprendre les conflits qu’elle a pu susciter sur les réseaux sociaux, entre
des Amérindien·e·s vexé·e·s et des artistes déconcerté·e·s.
• La capture d’écran d’un tweet incluant une couverture du magazine ELLE où figure le chanteur Phar-
rel Williams coiffé d’un headdress. Comme l’indique la note explicative, le tweet a été posté par une
journaliste amérindienne, ce qui la rend légitime dans ce qu’elle dénonce par ce médium.
• Une vidéo où des jeunes filles amérindiennes répondent aux clichés et idées reçues sur les amé-
rindien·e·s. La vidéo est à visionner de 1’28 à 1’57 (hatier-clic.fr/lmu2034), dans ce passage une des
jeunes filles explique en quoi l’image moderne donnée aux headdress est en rupture avec l’héritage
laissé par les anciens.
• Un texte qui revient sur l’héritage ancestral des Indiens d’Amérique quant à la signification donnée
au symbole du headdress dans leur communauté.
Il est possible d’imaginer des groupes de trois élèves (chacun en charge d’un des trois documents)
qui travailleront ensuite ensemble à accomplir les trois tâches proposées, dans une interaction natu-
rellement crée par le déficit informationnel.
Corrigé
1 Explain the reasons why Native Americans criticise the way the headdress is used by some people.
In the screenshot of the tweet, the Native American journalist criticises the fact Phar-
rell Williams uses the headdress as a hat / a fancy accessory. She blames him for not
knowing what it really represents (by inviting him to try again) and feels offended by the
magazine cover. Moreover, he has an eye to the West, which can seem provocative to her.
This idea is also shown in the video, when the girl says wearing a headdress implies
knowing the meaning behind it. Pharrell Williams might have mistaken fashion for tradition.
2 How important and symbolical is the headdress in Native American culture?
In the text, taken from a Native American website, we learn that the headdress is like an
award given to people who deserve it. In other words, it rewards human qualities like
being brave or powerful. It goes beyond the colours of the feathers, and should not be
mistaken for a simple work of art.
In both the video and the text, they insist on the fact the feathers should not be bought but earned.
The notion of merit is really important and makes the headdress as important as a treasure.
3 Would you say the feather is a symbol of unity or division?
To our mind / As we see it / In our opinion, the feather is more a symbol of unity because
we understand in the text that it is a symbol of pride for the nation. On the other hand, it
must create divisions because everyone would like to be the most powerful, so it must create
a competition. In addition, women are not mentioned at all, it’s a male / man’s world.

1. Autumn 2. eel and venison 3. Squanto; Plymouth; Harvest; Settlers; New world.
4. True. 5. False. 6. A stern vision. 7. austere; granite-faced. 8. Smoke Signals
9. a symbol of pride 10. Hard sound: this, that; Soft Sound: think, threat

Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��

1. When is Thanksgiving celebrated in the USA? �� /2
❑ Spring ❑ Autumn ❑ Summer
2. During the first Thanksgiving, the settlers ate... �� /2

❑ eel and venison. ❑ turkey and cranberries.
3. Tick the words that are linked to the first Thanksgiving. �� /2
❑ Squanto ❑ Settlers
❑ Plymouth ❑ Cop
❑ Harvest ❑ New world
4. True or false? Pocahontas was the nickname of a Powhatan princess. �� /2

❑ True
❑ False
5. True or false? Pocahontas was twenty when she met John Smith. �� /2
❑ True
❑ False
6. What did Edward Curtis show about Native Americans? �� /2

❑ A stern vision
❑ A comic vision
7. His photographs represent Native Americans as... �� /2

❑ austere. ❑ granite-faced.
❑ happy. ❑ laid-back.
8. What is the name of Sherman Alexie’s film? �� /2

❑ Hunting Bisons
❑ Smoke Signals
9. The Native American Headdress is in fact... �� /2

❑ a symbol of pride.
❑ shame in disguise.
10. Match each word with the appropriate way to pronounce <th>. �� /2
Think •
Threat • • hard sound
This • • soft sound

That •
Total : �� /20
165
Too ls
1 a. The family finally admits that the 3 a. Settling in America was tough. (ex-
woman is right. périence vécue)
b. According to the speaker history books b. People should stop making fun of In-
rarely tell the truth. dians. (action déjà commencée, et que
c. She reveals Squanto’s story has defini- l’on souhaite voir cesser)
tely been transformed over time. c. Finding the truth about Thanksgiving is
d. Today’s Thanksgiving dinner is not far from easy. (projet déjà envisagé)
exactly what the Pilgrims and Squanto d. Pocahontas could not help standing
ate at the time. between her father and John Smith. (expé-
e. What people know about Thanksgiving rience déjà vécue, structure appelée ici
undeniably changes the real story. aussi par l’expression could not help)
e. Identifying Squanto’s role in the legend
2 a. Pocahontas may have not thought is no easy. (projet déjà envisagé)
about reconciliation when she intervened.
b. Her people must have been surprised 4 a. Wearing a headdress is highly
by her reaction. symbolic.
c. Native Americans and John Smith must b. Indians prefer laughing / to laugh off
have met in Jamestown. problems.
Accepter aussi might. c. Settlers forced indians to leave their
d. The story written by John Smith may territories.
have been kept under wraps because d. Americans should stop presenting Po-
nothing was proved. cahontas as a Walt Disney character.
5
CD1 PISTE 31
MP3 n° 41 7
Voisé (hard) /ð/ Non voisé (soft) /θ/ Voisé (hard) /ð/ Non voisé (soft) /θ/
this think their both
they Both with truth
their Thanksgiving the thought
either there threatened
another
6 « th » dans the, this, that, there, et then they
est un hard sound. Il se prononce /ð/.
« th » à la fin d’un mot comme dans both,
math, north correspond à un soft sound.
Il en va de même pour think, through,
threatened. Il se prononce /θ/.

PRO
JECT
1 Tell the truth! Choose a misconception about Native Americans and
explain why that it is wrong in a 90-second speech.
Mise en place :
• Vous pouvez indiquer aux élèves de travailler l’accent de mot et la phrase à l’aide du précis phoné-
tique p. 251.
• La tâche finale peut se dérouler en deux étapes complémentaires :
1. les élèves devront mobiliser leurs connaissances sur une liste d’idées reçues fournie par l’ensei-
gnant·e, et inscrire leurs idées sur leur brouillon en temps limité (15 min maximum) ;
2. afin d’éviter l’écueil de l’écrit oralisé, l’enseignant·e pourra encourager les élèves à n’utiliser que des
mots-clés.
• Vous pouvez valoriser la prise de risque, pour les élèves qui joueront le jeu de la spontanéité sans
utiliser leur brouillon.
z Fiche méthodo N°17. Expression orale en continu p. 282
PRO
JECT
2 Rewrite history. Your school is organising Native American Day. Rewrite
history giving a Native American’s point of view, and elements showing how important the
Native American heritage is.
Mise en place :
• Il s’agit ici d’inviter les élèves à remobiliser les connaissances culturelles acquises au cours de cette
séquence en les confrontant aux idées reçues partagées et cultivées aux États-Unis.
• Vous pouvez inviter les élèves à s’aider de la liste des verbes irréguliers p. 237-239.
• La tâche finale peut se dérouler en deux étapes consécutives :
1. les élèves renseignent leurs idées sur un brouillon afin de planifier leur écrit et de le structurer (20
à 30 minutes maximum) ;
2. les élèves rédigent leur histoire avec leur brouillon.
• Une autre séance serait nécessaire à cette phase d’inter-correction et pourrait se conclure par 10
minutes supplémentaires où chaque élève corrigerait sa propre histoire.
• Vous pourrez bonifier les productions qui ont une mise en garde accrocheuse en fin d’histoire qui
donne à réfléchir.
z Fiche méthodo N°18. Expression écrite p. 284
167
168
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression orale en continue – Tell the truth!

Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Des idées simples, apprises par cœur, qui ne Des connaissances culturelles en lien avec l’idée Des connaissances culturelles maîtrisées et enri-
servent pas le propos. reçue choisie. Quelques imprécisions ou incohé- chies de recherches personnelles. Des références
Native Americans: twice upon a time?

rences cependant. cohérentes avec l’idée reçue choisie.
0-1 2-3 4
Pragmatique et Ma communication est faussée par une utilisation J’ai une utilisation modérée des notes. Ma commu- Des qualités communicatives mises en avant dans
socio-linguistique exclusive des notes. Beaucoup de silences et de nication est adaptée mais peu structurée. un exposé clair et structuré. Mon utilisation des
faux démarrages. notes est adaptée.
0-1 2-3 4
Phonétique Je prononce correctement des mots isolés. L’ensemble du discours est compréhensible. Il y a De rares erreurs de prononciation, mais il y a un
Discours difficilement intelligible car la prononcia- quelques erreurs de prononciation qui ne gênent bon effort au niveau de l’intonation et de l’articu-
tion fausse le sens. pas à la compréhension. lation.
Résultat proche de l’authentique.
0-1 2-3 4
Grammaire Les phrases sont très simples. Il y a des erreurs Les phrases sont simples et courtes. La syntaxe est Les phrases sont plus longues et correctes avec
de grammaire (verbe manquant...) ou de syntaxe respectée et les structures travaillées réutilisées peu d’erreurs de grammaire. Les éléments vus dans
(ordre des mots). même avec maladresse. ce chapitre sont réutilisés avec maladresse.
0-1 2-3 4
Lexique Les mots de vocabulaire sont très simples. Le vocabulaire est simple mais plus riche avec une J’utilise du vocabulaire précis relatif aux champs lexi-
Je fais des néologismes (inventions de mots à partir utilisation de synonymes quand cela est possible. caux étudiés (idées reçues, culture amérindienne).
du français).
0-1 2-3 4
Total : ��/20
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression écrite – Rewrite history.

Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Des références rares ou erronées au personnage Des connaissances sur le personnage sont utilisées Une bonne mise en regard des idées reçues et des
choisi faussent la dimension culturelle de l’histoire. seules et pas confrontées aux idées reçues corres- connaissances culturelles du cours. Des recherches
pondantes dans la réalité. supplémentaires ont été effectuées.
0-1 2-3 4-5

Pragmatique et Je produis un texte qui n’a pas les caractéristiques La forme de l’histoire est respectée et les mots L’histoire produite est proche de l’authentique. L’em-
socio-linguistique d’une histoire. de liaison utilisés sont plus élaborés malgré des ploi de mots de liaison précis en facilitent la lecture.
J’utilise seulement des mots de liaison simples tels maladresses.
que and, but et so.
0-1 2-3 4-5

Grammaire Les phrases sont très simples. Il y a des erreurs Les phrases sont simples et courtes. La syntaxe est Les phrases sont plus longues et correctes. Peu
de grammaire (verbe manquant...) ou de syntaxe respectée. d’erreurs de grammaire compte tenu de la prise de
(ordre des mots). risque.
0-1 2-3 4-5

Lexique Les mots de vocabulaire sont très simples. Le vocabulaire est simple mais plus riche avec une J’utilise du vocabulaire précis relatif aux champs lexi-
Je fais des néologismes (inventions de mots à partir utilisation de synonymes quand cela est possible. caux étudiés (idées reçues, culture amérindienne).
du français).
0-1 2-3 4-5
Total : ��/20
169
I draw all the time.
I draw cartoons of my mother and attention to me.
father; my sister and grandmother; my 25 I feel important with a pen in my hand.
best friend Rowdy; and everybody else I feel like I might grow up to be some-
on the rez. body important. An artist. Maybe a fa-
5 I draw because words are too unpredic- mous artist. Maybe a rich artist.
table1. That’s the only way I can become rich
I draw because words are too limited. 30 and famous.
If you speak and write in English, or Just take a look at the world. Almost all of
Spanish, or Chinese, or any other lan- the rich and famous brown people are ar-
10 guage, then only a certain percentage of tists. They’re singers and actors and wri-
human beings will get your meaning. ters and dancers and directors and poets.
But when you draw a picture, everybody 35 So I draw because I feel like it might be my
can understand it. only real chance to escape the reservation.
If I draw a cartoon of a flower, then eve- I think the world is a series of broken
15 ry man, woman, and child in the world dams2 and floods3, and my cartoons are
can look at it and say, “That’s a flower.” tiny little lifeboats.
So I draw because I want to talk to the Sherman Alexie, The Absolutely True Diary
world. And I want the world to pay of a Part-time Indian, 2007
1. imprévisible 2. barrages 3. inondations
1 Identify the kind of document and justify your choice. �� /2
❑ an excerpt from a novel ❑ an article ❑ a poem
��
��
2 Who is the speaker (origins, pastime)? �� /3
��
��
��
3 Who is he talking to? Pick out one quote to justify your answer. �� /3
��
��
��
1/2

Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Class: . . . . . . . . Date: ��
4 Would you say the speaker is optimistic or pessimistic about his future?
Justify your answer in your own words. �� /3
��
��
��
5 True or false? Justify by quoting from the text (one quote = one answer). �� /5
a. Drawing is a way to avoid misconceptions.
❑ True ❑ False ��
b. The narrator draws because he can’t speak.
c. According to the narrator, the codes of images are universal.
d. The narrator feels more important when he draws.
e. The narrator does not want to stay in the reservation forever.
6 Tick the feeling the speaker expresses in the last sentence and explain your
answer in your own words. �� /4
❑ sadness ❑ happiness ❑ hope ❑ anger
��
��
��
2/2
171
1 Answer the following questions with key words only. �� /3
a. When was the ceremony held? ��
b. Which award did Marlon Brando win? ��
c. Which movie was he awarded the prize for? ��
2 What happened during the 45th annual Academy Awards ceremony?

Tick the right answer. �� /2
❑ He didn’t come.

❑ He came dressed as a native American.
❑ He sent a Native American to make the speech.
3 Which tribe does Sacheen Little feather belong to? �� /1
..........................................................................................................................
4 Complete the sentence with the correct words. �� /2
She runs the American. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Image ��
5 Listen again and complete the following summary with words from the recording. �� /6
Sacheen Little Feather was supposed to ��
on behalf of Marlon brando who �� (adverb) could not
accept this . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . award. The reasons for this ��
are the . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . of American Indians today by the ��
6 Sum up the rest of the audio in French. �� /6

��
��
��
..........................................................................................................................
��


1 This document is a poem which is part of a novel (accepter les deux réponses). We can tell,
because of the numerous repetitions. �� 2 points
2 The speaker is Native American, probably a teenager, who likes drawing.�� 3 points
3 �� 3 points
He is speaking to himself, even if he uses “you” several times. We have the impression he is
thinking out loud. (2 points)
“just take a look at the world”(l.31). There is no other character. (1 point)
Accepter : He speaks to the world avec une citation qui inclut you.
4 The narrator is optimistic about his future, and that is the reason why he keeps on
drawing. He is rather pessimistic about the present.�� 3 points
5 �� 5 points
a. T: “I draw because words are too unpredictable” (l.5-6) (1 point)
b. F: “I draw because words are too limited” (l.7) (1 point)
c. T: “But when you draw a picture, everybody can understand it” (l.12-13) (1 point)
d. T: “I feel important with a pen in my hand” (l.25) (1 point)
e. T: “So I draw because I feel like it might be my only real chance to escape
the reservation”.(l.35-36) (1 point)
6 hope�� 4 points
Here, the narrator expresses his hope for a better future. He uses the metaphors of broken
dams and floods to explain that nothing is going to be easy, but as long as his “tiny little boat”
floats, he will be fine.
173
Script CD2 PISTE 50
At the 45th Annual Academy Awards in 1973, sently because of time but I will be glad to
Marlon Brando was awarded the Best Actor share with the press afterwards, that he very
Oscar for his role as Vito Corleone in the cult regretfully cannot accept this very generous
film The Godfather. However, he did not attend award. And the reasons for this being are the
the ceremony and sent Sacheen Littlefeather, treatment of American Indians today by the
a Native American woman, to deliver an unex- film industry – excuse me – and on television
pected speech. These were her words: in movie reruns, and also with recent happe-
“Hello. My name is Sacheen Littlefeather. I’m nings at Wounded Knee. I beg at this time that
Apache and I am president of the National Na- I have not intruded upon this evening and that
tive American Affirmative Image Committee. we will in the future, our hearts and our un-
I’m representing Marlon Brando this evening derstandings will meet with love and genero-
and he has asked me to tell you in a very long sity. Thank you on behalf of Marlon Brando.”
speech, which I cannot share with you pre-
1 a. 1973 b. Best Actor c. The Godfather�� 3 points
2 He didn’t come. He sent a Native American to make the speech. �� 2 points
3 She belong to the Apache. �� 1 point
4 Affirmative – Committee �� 2 points
5 �� 6 points
Sacheen Little Feather was supposed to read a very long speech on behalf of Marlon brando who
regretfully (adverb) could not accept this generous award. The reasons for this being are the treat-
ment of American Indians today by the film industry.
6 �� 6 points
L’Amérindienne insiste sur le fait que ce mauvais traitement est aussi valable pour la télévision,
et les évènements récents de Wounded Knee. Elle conclut, en s’excusant pour son intrusion à cette
soirée, avant de poursuivre sur une note d’espoir, prônant l’amour et la générosité. Elle remercie
le public de la part de l’acteur.

6 Does rap rhyme with poetry?
Introduction
Cette séquence vise à explorer le rap, forme artistique contemporaine de la culture populaire
américaine. Elle invite aussi les élèves à s’interroger sur ce qui constitue un obstacle à consi-
dérer le rap comme un nouveau genre poétique. Pour cela, elle reviendra sur ses caractéris-
tiques et sur les signes d’intertextualité avec la poésie, notamment celle de Shakespeare.
Notion(s) sentiment d’appartenance : singularités et Thème rap, poésie

solidarités • mémoire : héritages et ruptures
Projets finaux
Problématique(s) suggérée(s) To what extent can rap
be considered as poetry?
PRO
JECT
1 Make a video/audio recording
of a 90-second speech to convince your teacher
Objectif(s) culturel(s) histoire du rap et sa genèse, to include a rap artist in a poetry project.
poète·sse·s classiques, Shakespeare, rappeur·se·s
connu·e·s PRO
JECT
2 Create a rap anthology with
your class to present various English-speaking
Objectif(s) pragmatique(s) convaincre une rap artists.
personne et présenter un·e artist·e de rap
Objectif(s) sociolinguistique(s) utiliser un registre Prepare your Project
neutre, adapter son discours à son auditoire L1 Defining rap. Write a definition of rap music
for an online encyclopedia.
Objectif(s) citoyen(s) travailler en équipe avec Prepare your Project
l’ensemble de la classe. L2 Choose a rap song and show its poetic
interest.
Objectifs Lexique : rap, styles, artiste, dé-
linguistiques battre, sentiments, message, outils Prepare your Project
littéraires, rythme et sonorité L3 You are invited to debate whether rap is
poetry. Defend your point of view.
Grammaire : can et may, l’expres-
sion du but, les mots de liaison Prepare your Project
L4 Act out an interview between a journalist and
a specialist of the Bard who promotes the asso-
Phonétique : diphtongue /eɪ/ et /aɪ/
ciation of Shakespeare and rap in schools.
Médias utilisés
CD MP3 n°48 à 57 Quiz hatier-clic.fr/lmu2039

CD 2 pistes 01 à 08
CD 2 piste 51
• Meaning of the word “rap”,
• Rap styles, Howcast E-workbook
smartrapper.com
• The Rose That Grew from Concrete, Leçon 1: hatier-clic.fr/lmu2038
• Shakespeare in rap
Tupac Shakur
• “Hip-hop flair in Southern Boule-
• Michelle Obama, Kurtis Blow
vard, Bronx”, The New York Times,
talking about rap
2014
• Interview of Devon Glover, BBC
175
Ouverture
Does rap rhyme with poetry? p. 98-99
La citation établit une analogie entre

Pour lire cette image, les élèves peuvent prendre
Shakespeare, l’un des plus grands poètes
appui sur :
de la littérature anglo-saxonne, et les
– la personne, l’action et le lieu : un graffeur pei- rappeur·euse·s, considéré·e·s comme les
gnant, une valise remplie de matériels, un mur, à poète·sse·s contemporain·e s.
l’extérieur ;
Après avoir expliqué la citation, les
– le graffiti principal : les couleurs, les formes, élèves donnent et justifient leur opinion.
l’identification du personnage ;
Vous pourrez terminer cette interaction
– les impressions : les goûts, les opinions, les orale en amenant les élèves à discuter
hypothèses, les interprétations. de leurs pratiques culturelles.
6 r
The closest to Shak
in contempor
contemporary
rappers.
Michael Bo
Shakespear
espeare
espeare
ary times ar
are
e
Boyd, Director of the Ro

Shakespeare Company
Royal
DOES
RAP
RHYME
POETRYY?
with
POETR al on Clink Street, London, by graffi
affiti hatier-clic.fr/lmu2037
Up
oj impressions.
e. Express your
• Watch. Identify elements referring to rap

Convince your teacher! Mak Create a rap
ap anthology! With your
music. Explain the goal of this documentary.
video/audio recording of a class, create a rap anthology to
90-second speech to convince your present various English-speaking rap • Read. Link the quote with the other
teacher to include a rap artist of artists. documents. Do you agree with the quote?
your choice in a poetry pr Give your opinion.
Something fr
from Nothing: The Art of Rap by Ice-T,
Ice-T, 2012
98 99
Cette vidéo permet d’entrer dans l’univers musical du rap. En s’ap-

puyant sur de nombreux éléments visuels, scripturaux et sonores,
les élèves pourront ainsi identifier le but du documentaire : faire
découvrir cette forme artistique et lui rendre hommage.
hatier-clic.fr/lmu2017 (0'12 à 1'44)

1 Let’s chat about rap
À la découverte du rap p. 100-101
Cette double-page a pour but de poser les premiers jalons de l’unité afin que les élèves soient ca-
pables, à la fin de la leçon, de définir le rap avec précision.
Pour aider les élèves à repérer plus Les parcours différenciés favorisent la
facilement les informations significatives, prise en compte de l’hétérogénéité et
les élèves pourront utiliser la fiche du contribuent à renforcer la motivation
E-workbook. et l’autonomie des élèves.
1 Let’s chat about rap NW surfaced, and rap’s

NWA,
swell2. It wasn’t
p’ audience began to
p’s
wasn just Africa
Af n American male
lyrics. Artists such as The Notorious B.I.G.,
Snoop Dogg and Tupac ruled the charts3
25 rappers getting in on the act, either: by the 35 during this time, as did Eminem – one of the
1980s, whitee ra
rap bands such as the Beastie Boys most popular white rappers of all time.
and female rap bands such as Salt-n-Pepa Rap has stood the test of time4 and its popu-
a. What does rap mean? were reaching the top of the charts. larity rages on.
By the 1990s, rap mature d from an www.plasticlittleraps.com
30 old-school-style – which was based on rela- 1. unconventional 2. grow 3. was at the top of the hit
tively simple lyrics – to a new-school-style, parade 4. has crossed time
which was louder and included more complex
1 Note down the dates and expressions of time, the nouns and names
referring to artists and the words related to countries and nationalities.
2 Create a timeline to recap the evolution of rap using your notes.
3 Use the timeline and words referring to sound and music. Write a
paragraph about the evolution of rap music.
1 Guess what the letters R, A, and P could stand for. Justify 4 WWrite a “Did you know?” article about the history of rap for a teen music
Rapid Arti
Ar stic Performance Rhythm And Poetry And Power magazine.
orkbook
2 W
Watch the video and say what you learned about the wor hatier-clic.fr/lmu2038
3 Leave a comment on Smart Rapper’s video and write what R, A, and P could stand for if it was an acronym.
c. History of rap through its styles

b. Brief history of rap music
M
PARCOURS
PARCOURS
ore than a century before rap exploded Th nsidered Trail A DIFFÉRENCIÉS Trail B
onto the American music scene, West by many to be one of the most sophisticated
Af
African musicians were telling stories rhyth-
rh styles of poetry. […] 1 Listen to the person talking about egions of
mically, with just the beat of a drum. […] 15 Rapping first gained popularity in the US in rap. Pick out the regions that are the distinctions. CD2 PISTE 01
5 Meanwhile, folk artists from the Caribbean the 1970s as a kind of street art, especially mentioned. Present the first category. CD2
the adjectives that describe the rap-

Islands were also telling stories in rhyme.
rh among Africa
Af n American teenagers. But it 2 Identify the two distinct tempos in rap mu- eason of the distinct
Indeed, these singing poets from Africa Af wasn until 1979, when the Sugarhill Gang
wasn’t sic. Link the tempos to the places where rappers
and the Caribbean lay la the foundation for released their breakawa
eakaway
eakawa
way1 hit, ‘Rapper’sr’
r’s live.
ap content. For each
modern-day ay American rap music. 20 Delight’, that record producers took notice of
3 Spot words referring to politics, entertain- its topics and aims.
10 Rapping essentially involves
in the speaking or this emerging musical genre. Once they did,
ment, violence and creation. List the four types
chanting of rhyming
rh lyrics, often set to a beat. numerous rap acts, including
uding R
Run-DMC and of rap content. Then describe them.
Word
style: type, kind conscious

theme political
phenomenon meaningful
slang
tempo: rhythm
entertaining
violent: vehement Memory
e
Gramma
Grammar
crew: team
rhythm: a pattern of
old school ≠ new school
gain popularity
nge
alleng
alle
can / may To
oo ls p. 110 beats and sounds evolve
“These styles of rap can be categorized in many ways. famous: well-known up ≠ down eate a word cloud. Use all you
You have what some may call conscious rap.”
Y popular: hype pace of life: rhyth w about rap to create a word
slow ≠ fast tempo of life
100 Does rap rhyme with poetry? 101
L’interaction dans un contexte semi- Les élèves pourront réinvestir leurs

authentique sera un moyen de rendre acquis dans la réalisation d’une tâche
les élèves actif·ve·s et de les motiver intermédiaire réaliste.
dans leur apprentissage.
a. What does rap mean? p. 100
Script
Whaddup Smart Rapper? Today we talk about: hear a lot more acronym ideas for it. Alright.
does Rap stand for Rhythm and Poetry? I have Here is the thing. The word rap itself, the ori-
the answer for you. I’m Rob Level and this is gins of the word come from, the creation of the
SmartRapper.com. word “rap” which started getting used between
Okay, so... does “rap” stand for Rhythm and 1300 and 1600 AD and “rap” means to chat-
Poetry? ter, alright, or to converse and because rap
music as a genre is typically spoken word or
Actually it doesn’t. Now that is a really cool
chatter or storytelling which is also conversing
acronym but the thing is that the word “rap”
that is where rap started to stick as a genre.
isn’t an acronym. Okay. If it was, you would
177
1 Guess what the letters R, A, and P could stand for. Justify your choice.
L’anticipation par l’image met en évidence la typographie usuelle d’un acronyme et permet d’introduire
l’activité. Il n’y a pas de réponse correcte attendue, si ce n’est que les élèves doivent justifier leur choix.
The letters could stand for “Rhythm And Poetry” because rhythm is essential in rap and
because rap could be considered as a form of poetry.
2 Watch the video and say what you learned about the word “rap”.
Dans cette phase de synthèse, les élèves doivent reformuler les informations principales du docu-
ment. Pour les aider dans leur démarche de compréhension et de production, ils ont à disposition
une fiche d’activités de repérage dans le E-workbook.
The word rap isn’t an acronym as a lot of people might believe. In fact the word appeared
between 1300 and 1600 AD and means “chatter”, “converse”.
3 Leave a comment on Smart Rapper’s video and write what R, A, and P could stand for if it
was an acronym.
Production possible
Thanks Smart Rapper for this awesome video. I really enjoyed it and I learned many
interesting things about the word rap. To me RAP could stand for Real Art Performance
because it is more about the live shows, the way rappers perform on stage and connect
with their audience.
b. Brief history of rap music p. 100

1 Note down the dates and expressions of time, the nouns and names referring to artists
and the words related to countries and nationalities.
Notes en fonction du repérage des élèves.
2 Create a timeline to recap the evolution of rap.

Release of “Rapper’s Delight”
Growth of rap’s audience
Storytelling by African and Caribbean artists First popularity of rap Appearance of a new-school-style
1850 1860 1870 1880 1890 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000 2010
Emergence of white and female rap bands Rap is still on

3 Use the timeline and words referring to sound and music. Write a paragraph about the
evolution of rap music.
Rap can be traced back to the 19th century with storytelling by African and Caribbean ar-
tists telling stories rhythmically or with the beat of a drum. Rap music became popular in
the 1970’s among the African American youth. Rap audience started to grow in 1979 after
the release of ‘Rapper’s Delight’ by Sugarhill Gang. Then in the 1980’s white and female
rap bands emerged and reached the top of the charts. A new-school-style, based on more
complex lyrics and louder sound, appeared in the 1990’s.
4 Write a “Did you know?” article about the history of rap for a teen music magazine.
Cette phase peut être menée en groupes ou individuellement. Vous pouvez inviter les élèves à
s’appuyer sur la frise chronologique et à développer la structure des phrases en transformant les
affirmations en questions.
Production possible
Did you know rap had African and Caribbean roots?
Did you know it was considered a street art by African American teens before becoming a
music genre?
Did you know that the year 1979 marked a turning point in the history of rap with the
release of “Rapper’s Delight” by Sugarhill Gang, after that hit, rap music started to grow?
You didn't? Well, now, you do!
c. History of rap through its styles p. 101
Script CD2 PISTE 01
So, like anything – you know: martial arts, conscious rappers, who are politically aware,
dance – there are styles of rap and these that are activists in the community, so they rap
styles of rap can be categorized in many ways. specifically about what’s going on in the com-
One way they can be categorized is in regions. munity to create awareness.
So, rappers from the East coast rap differently Another style or category of rap style is the
from rappers from the West coast, also rap- party MC, who is not particularly talking about
pers from the Midwest or rappers from Down anything in particular. Their subject matter
South. So that’s first. Because the slang, the can go anywhere, from fashion to lifestyle, to
dialect, the cadence, it’s very much connected having fun, to dance. So their whole focus is to
to the region in which you live. just make people have a good time. Another
Another way to categorize rap styles is in rap style is one that some may call gangsta
tempo. Some rappers rap slower and some or street rap, that is all about confrontation.
rappers are more up-tempo. You find more It’s all about being hard, about gang culture,
up-tempo rappers in regions like cities, where it’s about fighting against other crews and the
the pace of life is very fast and in regions like purpose of it is to degrade and break down
the South, you have rappers who rap much somebody else, but on the street level. Be-
slower because the tempo of life is much cause also, you have a battle rap style that’s
slower. more about word play and the way of being
Another way to categorize styles is specifical- super creative about oneself and how incre-
ly in content. You have what some may call dible that person is.
179
TRAIL A TRAIL B
1 Listen to the person talking about rap. 1 Identify the different regions of the
Pick out the regions that are mentioned. American rap. Justify the distinctions.
Present the first category. Rap styles can be categorised in regions
“the West coast”, “the Midwest”, “Down such as the Midwest, the South or the
South”. Rap styles can be categorised in West coast. They differ according to the
regions. Depending on the region in the rapper’s home region as it influences her/
USA, you have different styles of rap be- his rap style.
cause the rapper’s home region influences
his/her rap.
2 Identify the two distinct tempos in rap 2 Spot the adjectives that describe the
music. Link the tempos and the places rappers’ rhythm. Explain the reason of the
where rappers live. distinct rhythms.
The words “slower” and “up-tempo” in- The adjectives are “lower” and “up-tempo”.
dicate two different tempos in rap music. Rap tempo depends on where rappers
Rap tempo depends on where rappers live. The tempo is faster when rappers live
live. The tempo is faster when rappers live in a city because of the fast pace of life
in a city because of the fast pace of life whereas it’s slower when rappers live in a
whereas it’s slower when rappers live in a region where life is more relaxed.
region where life is more relaxed.
3 Spot words referring to politics, enter- 3 Find the categories of rap contents. For
tainment, violence and creation. List the each of them, write down its topics and aims.
four types of rap contents. Then describe Category
them. Conscious rap Gangsta rap
Conscious rap is about community life and Party rap Battle rap
politics. It aims at making the audience Content
politically aware. community and politics
Party rap is about entertainment. It intends entertainment
to make people dance and have a good gangs and violent lifestyles
time. verbal confrontation between rappers
Gangsta rap deals with gangs and
violence in the streets. Its purpose is to Aim
degrade other crews. making the audience politically aware
Battle rap is a verbal confrontation between making people dance and enjoy themselves
rappers. Its aim is to beat the opponent degrading other crews
using language skills and creativity. winning the battle by using language skills
and creativity
Meet up!
List the different ways rap can be categorised.
Production possible
Rap can be categorised in many ways that can cross over one another. One way to
categorise rap is in region. You can find East coast, West coast, Midwest or Down South
rap. A second way to classify rap genres is with their tempo. There are up-tempo and
slow-tempo raps. A third form of classification is with their content where you find
conscious rap, party rap, gangsta rap and battle rap.

Defining rap.
Write a definition of rap music for an online encyclopedia.
Cette tâche de production écrite pourra être faite à la maison ou en classe, en groupes ou indivi-
duellement, selon les modalités envisagées. Les élèves pourront ainsi réinvestir les acquis culturels,
lexicaux et grammaticaux de la leçon. Pour cela, vous pourrez leur conseiller de relire la production
finale de chaque document et de prendre appui sur le Word spot et les pages Tools in the spotlight p.
110 ou encore les exercices du précis grammatical p. 224.
Vous pourrez aussi les aider dans la structure de la définition de manière à ce qu’elle soit suffisam-
ment cohérente et organisée, par exemple en respectant l’ordre suivant : signification et origine du
mot, histoire du genre et catégories de styles de rap.
Enfin, vous encouragerez les élèves qui le souhaitent à poursuivre des recherches pour développer la
définition encyclopédique en ajoutant d’autres catégories ou en proposant de nouvelles entrées.
peut attendre une production de 100 à 150 mots environ.
Production possible
The origin
Verb. Synonyms: “chatter”, “converse”.
Appearance: between 1300 and 1600 AD.
The history
Noun. A musical genre in which rhythmic and/or rhyming speech is chanted to musical
accompaniment. It emerged in the US in the 70’s among young African-Americans but it
has African and Caribbean roots from the 19th century. The release of “Rapper’s Delight”
by Sugarhill Gang marked a turning point in the history of rap. From that time, the rap
audience started to grow. Ever since it has gone beyond borders and has been popular.
The styles
Rap evolved over the years and was categorised in several styles such as in region (East
coast, West coast, Midwest or Down South rap), in tempo (up-tempo and slow-tempo) and
in content (conscious rap, party rap, gangsta rap and battle rap).
The rappers
The genre is mostly dominated by male artists such as “NWA”, Beastie Boys, Eminem,
Tupac... Female artists include Salt-n-Pepa, Missy Elliott, Queen Latifah....
Create a word cloud. Use all you know about rap to create a word cloud.
Cette activité peut être faite en groupe classe, en groupes ou individuellement. Il est préférable de
fixer un temps limité. Voici une possibilité d’exploitation en groupe classe : les élèves ont à dispo-
sition des post-it et notent tous les mots qui leur viennent en tête en deux minutes. Ensuite, tour
à tour, ils déposent un Post-it® à la fois au tableau en le prononçant à voix haute. Les élèves ayant
écrit des mots identiques ne pourront plus proposer le même mot. Une fois tous les Post-it® placés,
vous relirez tous les termes et avec les élèves, puis, vous (ou les élèves) construisez un classement
pertinent sous forme de carte heuristique. Les élèves sont invités à recopier la carte sur leur cahier.
Vous pourrez demander aux élèves d’apprendre par cœur les mots pour la prochaine séance pour
en vérifier l’acquisition.
181
182
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : �� P
yourrepare
Proje
ct
Expression écrite
Niveaux du CECRL
Critères évalués
A1 A2 B1
Ma définition est très brève et propose des informa- La définition que j’ai proposée donne des informa- Ma définition présente des informations plus pré-
Does rap rhyme with poetry?

Contenu culturel
tions très simples sur le rap. tions simples et brèves sur le rap. cises, détaillées et cohérentes sur le rap.
0-1 2-3 4-5

Pragmatique et Ma définition est peu claire et organisée. Ma définition est claire. J’utilise quelques mots de Ma définition est claire. Mon discours est structuré.
socio-linguistique Mes phrases sont très simples. liaison, mes phrases sont construites.
0-1 2-3 4-5

grammaire (verbe manquant, etc.) ou de syntaxe respectée. Les auxiliaires modaux can / may sont peu d’erreurs de grammaire. Les auxiliaires modaux
(ordre des mots). Les auxiliaires modaux can / may employés avec une certaine maladresse. can / may sont employés avec une bonne maîtrise.
sont mal employés ou absents.
0-1 2-3 4-5

0-1 2-3 4-5
Total : ��/20
2 To rap or not to rap…
L’art du rap p. 102-103
Cette double-page met en regard le rap et la poésie afin de permettre aux élèves de mieux identifier
ce qui les caractérise et de mettre en évidence les éléments poétiques dans le rap. Dans cette pers-
pective, chaque document aborde un aspect particulier : le rythme, les émotions et le message.
Le Culture tip met en avant une courte bio-

graphie de Tupac Shakur grâce à laquelle
les élèves pourront interpréter le poème.
2 To rap or not to rap… c. Get the message

I used to be jealous of Arronn Afflalo (x2)
He was the one to follow
He was the only leader foreseeing1 brighter tomorrows
a. Rap or poetry? He would live in the gym
Group 1 Group 2 5 We was2 living in sorrow
There are words like Freedom Now I may have faith to make mountains fall Total envy of him
Sweet and wonderful to say, But if I lack love then I am nothin’ at all He made a dream become a reality
On my heartstrings1 freedom sings I can give away everything I possess Actually making it possible to swim
All day everyday. But left without love then I have no happiness Hiss wa
way out of Compton with further more to accomplish
10 Graduate3 with honors, a sponsor of basketball scholars4
Group 3 Group 4
It’s 2004 and I’m watching him score thirty
I start to think, and then I sink3 I’m nobody! Who are you? Remember vividly how them victory points had hurt me
Into the pa
paper
per like I was ink4
like Are you nobody, too? Cause every basket was a reaction or a reminder
When I’m writing, I’m tra
W trapped in between the lines Then there’s a pair of us – don’t tell!
They’d banish us, you know. That we was just moving backwards
I esca
escape when I finish the rh
rhyme.
15 The bungalowow where you find us
1. strong feelings of love or sympathy 2. confidence 3. move to a lower level 4. fluid used for writing The art of us ditching5 classes heading nowhere fast
Stick my head inside the study hall, he focused on math
1 Group
oup work Read out loud or even sing your group’s lines. Say what creates musicality in the verse (use Determination ambition, plus dedication and wisdom
the Word Spot).
Black Boy Fly by Kendrick Lamar, 2012
2 Focus on the syllables of each line and the punctuation. Comment on the rhythm of your verse. 1. predicting 2. normally were 3. someone who has a diploma
4. students 5. quitting
3 Convince your classmates about the genre of your verse: rap or poetry. Argue using your previous answers.
4 Show
w that rap and poetry are all about rhythm.
Cul
Culture tip Trail A
PARCOURS
PARCOURS
Trail B
DIFFÉRENCIÉS
b. It’
It’s all about emotion 1 Link the image to the people in line 1. Spot the story: the characters, places and time.
down the personal pronouns, the places and the it in your own words.
1 Match the words with their equivalent. date of the story.
Pick out the words associated to Arron
on Afflalo.
Affl
crack concrete funny 2 Link the personal pronoun referring to Arr how he is described by the singer.
Afflalo to his actions. Use them to describe
Affl
strange fissure end of the legs cement the oppositions between Arron’s actions
3 Classify the characters’ actions into positive and the rapper’s ones. Explain why the two were
2 Listen to the poem. Note down the actions linked to the flower Tupac Shakur was one of the and negative actions. Show
w that the characters are opposed.
and the obstacles encountered. CD2 PISTE 02
greatest rappers ever. He grew opposed.
up in Harlem, one of the poorest 4 Identify the words expressing what the rapper
3 Find out what the flower achieved. neighborhoods in New York. 4 Pick out the words expressing the rapper’s felt then. Find the reason.
He moved to California in 1988,
negative feelings at that time. Explain them.
4 Guess what the rose and the concrete symbolise. where he became passionate
about rap in a poetry class in Meet up!
5 Listen again and focus on the poet’s intonation. Describe his emotions. high school.
He died in Las Vegas
egas in 1996. Use your notes to sum up the message of the song and explain the title.
6 Rewrite the poem in form of a fairy tale:
Once upon a time… Give it a new title.
Word
setup: pattern, arrangement personification

line: verse personify
stanza: multiple verse alliteration: repetition of
Gramma
Grammar
tone: mood
ff
musicality: musical effect
ffect similar consonant sounds
assonance: repetitàion of Memory
Expression of purpose To
oo ls p. 110
flow
literary devices
vowel sounds
pride llen
Chaalle
Ch ge
nge
“Now I may have faith to make rhyme perseverance
wordplay fearless Y
You can talk about the rhythm, the emotions of the author Play hangman. Use words related
mountains fall.”
comparison compare and the ones you feel, and the message that is expressed. to the theme of rap and poetry.
102 Does rap rhyme with poetry? Unit 6 103
Le Word spot cible le vocabulaire tech- La production intermédiaire donnera

nique propre à la poésie et au rap et l’occasion aux élèves de mobiliser les
permettra aux élèves d’accomplir des acquis de la leçon en vue de rapprocher
activités de manière autonome. la poésie et le rap.
a. Rap or poetry? p. 102

Les courts extraits choisis proviennent d’auteur·e·s contemporain·e·s qui utilisent des procédés iden-
tiques pour créer le rythme. On pourra prévoir dans ce travail de groupe deux phases : une phase
183
d’analyse au sein du groupe et une phase de restitution sous forme argumentée auprès des autres
groupes. Le poème du groupe 2 donnera l’occasion d’aborder l’expression du but. Cette leçon pourra
être l’occasion de travailler la mémorisation de texte par la récitation ou le chant.
1 Group work Read out loud or even sing your group’s lines. Say what creates musicality in
the verse (use the Word Spot).
Les élèves doivent s’aider du Word spot afin de trouver le lexique technique nécessaire et citent des
exemples de leur strophe. Ils·elles pourront s’appuyer sur la longueur des vers, la structure des
strophes, les rimes (externes, internes, riches, imparfaites...) ainsi que les répétitions de sons et de
mots.
Group 1 Group 2 Group 3 Group 4

Freedom Tell him I know you got soul I’m nobody, who are
Hughes Langston Lauryn Hill Eric B. & Rakim you?
Poème Rap Rap Emily Dickinson
Poème
Rhyme scheme: Rhyme scheme: Rhyme scheme: Rhyme scheme:
ABCB AABB AABB AABC
External rhymes: External rhymes: External rhymes: External rhymes:
say / everyday fall / all, possess / sink / ink; lines / you / too
Internal rhymes: happiness, rhymes, Internal rhymes:
heartstrings / sings Repetition of words: Internal rhymes: you / too, there /
day / everyday I, but, love think / sink pair (slant rhymes)
Repetition of words: Repetition of Repetition of words: Repetition of words:
freedom sounds: [m] may, I, when nobody, you, us
Repetition of make, mountains; [l] Repetition of Repetition of
sounds: [i:] freedom, fall, lack, love, all, sounds: sounds: [u] who,
sweet; [w] words, left; [ei] may, faith, [in] think, sink, into, you, too; [ð] then,
sweet, wonderful; make, away ink, in; [w] was, there, they
[ei] say, day, eve- Long lines when, writing, Short lines and one
ryday between long line
Short lines Short lines and one
long line
2 Focus on the syllables of each line and the punctuation. Comment on the rhythm of your
verse.
Une aide pour la prononciation, la décomposition des syllabes et le repérage de la ponctuation peut
s’avérer nécessaire pour permettre aux élèves de commenter leur strophe.

Poème
6/7/7/6 10 / 12 / 12 / 12 8 / 9 / 12 / 9 7/6/8/6
Stressed and Stressed and Stressed and Stressed and
unstressed syl- unstressed syl- unstressed syl- unstressed syl-
lables and words lables and words lables and words. lables and words

Poème
One comma line 2 One apostrophe Two commas: line 1 Two question marks:
One full-stop line 4 and line 3 lines 1 and 2
A full stop line 4 Two exclamation
marks: lines 1 and 3
Two commas: lines
2 and 4
An em dash
Regular line length Regular line length Irregular line length Irregular line length
Short sound words Short and long Short sound words Short sound words
Dramatic rhythm sound words Slow rhythm Several pauses
Slow and dynamic Fast, dynamic
rhythm intense rhythm
3 Convince your classmates about the genre of your verse: rap or poetry. Argue using your
previous answers.
L’emploi de l’expression du but sera particulièrement pertinent dans l’argumentation, celui-ci est pré-
sent dans l’extrait du groupe 2 et présenté dans le Grammar spot au bas de la page.
We think that our verse is rap / poetry because it has / doesn’t have a rhyme scheme.
There also are a few / many rhymes such as... This is typical / usual of rap / poetry.
The repetitions of words and sounds are frequent / numerous in order to create musica-
lity / a rhythmic effect / emphasise key words.
The number of syllables is regular / irregular. The slow / dynamic / fast rhythm suits
rap / poetry better to emphasise the words / reflect the mood.
4 Show that rap and poetry are all about rhythm.

Just like poetry, hip-hop is about rhythm. Identical devices are used: rhyme schemes, ex-
ternal and internal rhymes, repetitions of words and sounds, regular or irregular patterns,
punctuation... The rhythm can be dynamic, energetic, slow, fast, dramatic, calm...
b. It’s all about emotion p. 102
Script CD2 PISTE 02
The Rose That Grew from Concrete

Did you hear about the rose that grew from a crack
in the concrete
Proving nature’s laws wrong it learned 2 walk
without having feet
Funny it seems but, by keeping its dreams
it learned 2 breathe fresh air
Long live the rose that grew from concrete
when no one else even cared!
185
1 Match the words with their equivalent.
crack: fissure – concrete: cement – feet: end of the legs – grow: flourish – funny: strange
2 Listen to the poem. Note down the actions linked to the flower and the obstacles
encountered.
Actions: “grew”, “it learned how to walk”, “It learned to breathe fresh air”
Obstacles: “in the concrete”, “without having feet”, “no one else even cared”
3 Find out what the flower achieved.

The flower proved that nature’s laws were wrong, it learned to walk without having feet
and to breath fresh air, and it kept its dreams.
4 Guess what the rose and the concrete symbolise.

Si cela n’a pas été fait auparavant vous pouvez suggérer la lecture du Culture tip aux élèves.
The rose symbolises the poet, Tupac Shakur, and the concrete the area where he grew up.
5 Listen again and focus on the poet’s intonation. Describe his emotions.
Les élèves pourront repérer des indices extra-linguistiques pour interpréter les émotions du poète :
intonation (claire, calme, correcte, emphatique...), schéma intonatif (montant ou descendant), accen-
tuation, débit de parole, souffle et voix (profonde et forte).
The poet feels calm and obstinate.
6 Rewrite the poem in form of a fairy tale: Once upon a time… Give it a new title.
Ce travail de réécriture consiste à adapter le poème à une nouvelle situation de communication et un
autre genre pour mieux s’approprier le message.
Production possible
Once upon a time, in a region far away a rose grew from a crack in the cement. Days
would go by, but nobody would care about it. Thanks to its determination and optimism,
the independent and neglected flower managed to stay strong and survive.
Info+
L’écriture de ce poème a donné naissance à une version rap interprétée par Tupac Shakur et
Nikki Giovanni. Pour poursuivre l’activité, vous pourrez faire écouter aux élèves un extrait de cette
interprétation et leur demander de comparer les deux versions et de donner leurs impressions.

c. Get the message p. 103

Ce texte de Kendrick Lamar illustre l’essence même du rap, à savoir l’expression d’un message à tra-
vers le récit d’une histoire. Dans ce couplet, Kendrick met son mode de vie en perspective avec celui
d’Arron Afflalo. Si Kendrick exprime avec sincérité sa jalousie passée face à la réussite d’Arron, c’est en
réalité par peur de ne pouvoir quitter le ghetto comme Arron.
TRAIL A TRAIL B
1 Link the image to the people in line 1. 1 Spot the story: the characters, places
Note down the personal pronouns, the and time. Present it in your own words.
places and the date of the story. This rap song tells the story of Arron
The image represents the rapper Kendrick Afflalo, Kendrick’s peer, at high school in
Lamar, the “I” in line 1. Compton in 2004.
Personal pronouns: “I”, “me” y Kendrick
Lamar
• “He”, “him”, “his” y Arron Afflalo
• “We”, “us” y Kendrick and his friends
• “Them” y basketball scholars (should
be their)
• “You” y Arron, people
• “It” y dream
Places: “In the gym”, “out of Compton”,
“The bungalow”, “The study hall” l.17
Date: “2004”
2 Link the personal pronoun referring to 2 Pick out the words associated to Arron
Arron Afflalo to his actions. Use them to Afflalo. Explain how he is described by the
describe him. singer.
Arron Afflalo was a bright student and Kendrick gives him a positive image. Arron
basketball player. In fact he was a role stands as a role model for his peers. He
model for other students: he was res- was a bright student who did, and knew,
ponsible, determined, ambitious, dedicated what he had to do for a better future,
and wise. He knew what he had to do for either in the gym or in the class. He is
a better future, either in the gym or in the described as a young man with many
class. qualities: he was responsible, determined,
ambitious, dedicated and wise.
3 Classify the characters’ actions into 3 Find the oppositions between Arron’s
positive and negative actions. Show that the actions and the rapper’s ones. Explain why
characters are opposed. the two were opposed.
Arron and Kendrick are opposed through Kendrick Lamar and Arron Afflalo are
their attitudes and actions. On the one opposed through their attitudes and
hand, Arron Afflalo was a successful and actions. Kendrick wasn’t a rigorous
hardworking student at school and in student at school: he avoided classes and
the gym. He realised his dream and did didn’t move forwards in his life at that
things that were impossible for most of his time. On the opposite side, Arron Afflalo
peers. Kendrick, on the other hand, wasn’t was a hardworking student at school and
rigorous at all. He didn’t do the right thing succeeded: he left the city of Compton
to succeed at that time: he avoided classes (California), could go to university and
and couldn’t move forwards. graduated.
187
TRAIL A TRAIL B
4 Pick out the words expressing the rap- 4 Identify the words expressing what the
per’s negative feelings at that time. Explain rapper felt then. Find the reason.
them. At that time Kendrick felt bitter and hurt
“I used to be jealous” l.1, “in sorrow” l.5, because Arron’s success reflected his own
“total envy of him” l.6, “had hurt me” l.12. failing. Thus this rap song is a means of
At that time Kendrick felt jealous and hurt expression.
because Arron’s success reflected his own
failing. Thus this rap song is a means of
expression.
Meet up!
Use your notes to sum up the message of the song and explain the title.
Production possible
Arron is described as an example to follow, while Kendrick spends his time ditching
class. But with the benefit of hindsight, Kendrick celebrates Arron’s success, motivation
and obstination to move forward.
Black Boy Fly is a metaphor. “Black Boy” can refer to any African-American male and
“fly” can be interpreted in many ways. First, the verb creates a visual image that is
appropriate to Arron Afflalo. As a NBA basketball player, he can jump in the air. Second,
there is the idea of success: Arron surpassed other people and was successful. Finally
it can be interpreted as the fact of getting out of the ghetto. Arron managed to move from
Compton.
Choose a rap song and show its poetic interest.

You can talk about the rhythm, the emotions of the author and the ones you feel, and the
message that is expressed.
Les élèves devront sélectionner un extrait de rap bien évidemment en anglais mais aussi éviter toute
vulgarité dans les paroles.
Les élèves mobiliseront l’ensemble des acquis culturels, lexicaux et linguistiques de la leçon. L’emploi
de l’expression du but (p. 110) prendra tout son sens pour rendre compte de manière simple de
l’effet visé par l’auteur.
L’usage du dictionnaire en ligne www.urbandictionary.com pourra s’avérer précieux pour éluder
l’argot de rue et faciliter la compréhension des textes de rap.
L’activité pourra être préparée en classe ou à la maison et être enregistrée.
Cette tâche intermédiaire pourra durer 1 minute 30 environ.
Play hangman. Use words related to the theme of rap and poetry.
Cette activité est un outil efficace pour aider à mémoriser le vocabulaire de l’unité et à revoir la pro-
nonciation des lettres de l’alphabet. Elle peut être mise en route en fin de séance ou au début de la
séance suivante comme outil d’entraînement ou de vérification. Elle peut durer environ cinq minutes.

3 Is rap poetry?
Le rap, une nouvelle forme poétique ? p. 104-105
L’anticipation par l’image fait d’emblée Cette consigne permet de vérifier

percevoir aux élèves la distinction géné- la réception du texte et de favoriser
ralement établie entre la poésie et le rap. l’expression personnelle des élèves.
3 Is rap poetry? c. Definitely not!

Josh is a memb at a writing workshop in New York City.
Cit Here are
ar his
views on poetr
a. F
Feel the beat! Poetry is diffi you, even if the person reading it is
It can mean so many differ diff ent not putting emotion in it.
1 Identify the different elements of the poster. things to young people today.
da
day. 15 Rap on the other hand is not like
Some think it’s uninteresting poetry. It is more about just
2 Find out what the poster is for. 5 and boring while it actually using words. It is less intimate
3 Invent a short radio ad to promote the event. is very moving1. They don’t in ra
rap. If people really listened
know the “real deal”2 about to the words and looked less at
Ma e you need to see
it. Mayb 20 the image, then people would see
someone amazing reading it the message. People ha have to listen

10 to understand the power of to the lyrics…
Cul
Culture tip poetry. In fact, it is an explo- 1. full of emotions 2. what’s so special
sion of words that should move3 3. affect emotionally
A Rap battle is when two

rappers go head to head.
They may use metaphors
or word play.
1 Identify the words reflecting a negative image 3 Focus on the expressions describing rap.
www.urbandictionary
.urbandictionary.com
of poetry. Express Josh’s reason for it. Explain what makes rap
ap different from poetry.
2 Spot the expressions defining poetry. 4 Sum up Josh’s definitions of poetry and rap.
Show that poetry is something personal. Give your own definition of poetry and rap.
d. A liv
lively debate
The short answer is Both use words. Both are spoken. But rap is
obvious1, things a musical-verbal art and poetry is a verbal-
b. Sure, it is! and not be the sa musical-typographical one.
whether2 rap is poetr So wh
why make the comparison?
1 Pair work as a useless questio www.theamericanconservative.com, July 1, 2014
literary devices4 like 1. say what is evident 2. if 3. appeared to 4. tools
Student A Student B CD2 PISTE 04
a. Listen to Michelle Obama. List the words linked a. Listen to Kurtis Blow. List the words linked to
to poetry. Comment on the eff
effects on people. poetry. Showw the similarities between rap and poe- 1 Find the question to the answer “no”.
b. Report Michelle Obama’s opinion on rap. try. Explain what his definition of rap is.
b. Sum up Kurtis Blow’s opinion on rappers and rap. 2 Identify the expressions referring to the idea of similarity. Present the common points between poetry
and rap.
2 W
Write a short speech defending the idea that rap is poetry.
3 Define the difference between rap and poetry in your own words.
Word 4 Recap briefly the author’s opinion on rap and poetry.
battle: fight, competition declaim: say out loud

metaphor: a comparison defy
Gramma
Grammar without using the words
‘’like’’’’ or ‘’‘’as’’
share your feelings
move people: touch Memory
Linking words To
oo ls p. 111
simile: comparison
meter: rhythmic patterns
people’s heart/soul
have a point: have a solid Ch alle
Chal e
nge
leng
“Some think it’s uninteresting and boring while it of syllables in poetry ar ument
arg
nuanced opinion ≠ strict both ap is poetry. Make a bullet point list. Make a
actually is very moving.”
“So why make the comparison?” opinion for instance: for example aditional list of the similarities and differences
arg
ar ument between rap and poetry.
104 Does rap rhyme with poetry? 105
Le Culture tip revient sur un style de rap L’activité en binôme donnera l’occa-
qui succède à la tradition de l’affron- sion aux élèves d’être plus actif·ve·s
tement oratoire à travers lequel les dans leur apprentissage en choisis-
poète·esse·s révélaient eux aussi leurs sant leur support et en travaillant de
talents. manière autonome.
a. Feel the beat! p. 104

L’affiche fait la promotion d’un évènement culturel Poets versus Rappers pour le Cambridge Festival of
Ideas. L’anticipation par l’image pourra servir à poser le débat de cette leçon.
1 Identify the different elements of the poster.

There are two parts, a black background in the upper level and a white background in the
lower level of the poster. In the black background, we can read a catchphrase, black and
white photos of the artists with their names, a colourful slogan in capital letters and the
name of the musician and of the hosts. In the white stripe at the bottom, we can find more
information about the shows: place, date, hours, website, age, price, area, contact number
and partners.
189
2 Find out what the poster is for.
The poster is an advertisement for a battle show between rappers and poets. For each
performance the public votes for the best artist.
3 Invent a short radio ad to promote the event.

Les élèves produisent un énoncé personnel afin de mobiliser les éléments importants du document.
Les fonctions informative et incitative de l’image devront ressortir dans le texte produit.
Production possible
You are over 14 and you love rap or poetry more than anything. Come and vote for the
best rap and poetry performers at Cambridge Junction on 24th October from 7:30pm to
10:00pm. Book now at www.junction.co.uk and make your voice heard!
b. Sure, it is! p. 104
Script CD2 PISTES 03, 04
Student A Student B
Michelle Obama. When you are working Presenter. Did you think of yourself as a poet?
through those words and those rhythms and Kurtis Blow. Of course. Yes, definitely. And
those rhymes, you’re also working through you know, we write our raps with meters and
those emotions. And when you’re finished, in poetry you have to have a meter, you know,
it’s amazing how liberating you can feel. And your A-A, your A-B, your B-B, and then you re-
that’s true no matter what kind of writing that peat these meters, and when you continue rap
you do, whether it’s poetry or journaling, or as you are writing. So the rhythm – or we call
short stories, even rap! Yes rap! Because rap is it the flow – is so very very important, but it is
definitely poetry snap-snap-snap. just like poetry. And actually, it is one of my de-
finitions for rap. Rap is simply poetry in motion.
Presenter. Poetry in motion.
Kurtis Blow. Mh-mh.

Les deux documents audio ont une visée argumentative. Les énonciateurs identifient le rap à de la
poésie. Invitée pour célébrer le mois de la poésie en 2015 (National Poetry Month), Michèle Obama
affirme qu’ils sont tous deux marqués par le rythme. Kurtis Blow, artiste emblématique du rap améri-
cain, définit le rap en termes poétiques.
Le niveau des documents est similaire. Néanmoins, le message du document du Student A est
davantage implicite et le lexique relativement simple et connu des élèves. Le document du Student B
rend compte d’un message clair et utilise un vocabulaire connu mais plus technique. Vous pourrez
constituer les groupes pour vous assurer de la compréhension des documents.
1 Pair work Listen to your audio recording.

Student A
a. Listen to Michelle Obama. List the words linked to poetry. Comment on the effects on people.
Writing poetry makes people connect with their emotions and can make them feel free.

b. Report Michelle’s opinion on rap.
Michelle Obama thinks that rap is poetry because it is about rhythm and emotions.
Student B
a. Listen to Kurtis Blow. List the words linked to poetry. Show the similarities between rap and
poetry. Explain what his definition of rap is.
Kurtis Blow underlines that rap and poetry are highly similar, meters and rhythm are key
to both of them.
b. Sum up Kurtis Blow’s opinion on rappers and rap.
According to Kurtis Blow, rappers are poets and he believes that rap is poetry in motion.
2 Write a short speech defending the idea that rap is poetry.

Thank you for listening to me and giving me the opportunity to defend my point of view.
Rap is obviously poetry and it is if you listen carefully. You can see that it uses rhymes
and other literary devices common to poetry. You need a good flow when you rap but also
when reading poetry out loud.
c. Definitely not! p. 105

Le rôle prépondérant des mots de liaison est à faire ressortir à chaque étape de l’analyse du texte.
Vous pourrez ensuite amener les élèves à s’approprier ce point de grammaire à l’aide de la leçon et
d’un exercice de manipulation p. 111.
1 Identify the words reflecting a negative image of poetry. Express Josh’s reason to it.
“difficult to explain”, “uninteresting and boring”, “they don’t know”.
Poetry has a negative image because it is misunderstood, poorly perceived or mis-
conceived.
2 Spot the expressions defining poetry. Show that poetry is something personal.
“many different things”, “very moving”, “an explosion of words that should move you”
Poetry is something personal because when someone reads, recites or listens to poetry
they can feel the emotions expressed by the poet.
3 Focus on the expressions describing rap. Explain what makes rap different from poetry.
“Is not like poetry”, “just using words”, “less intimate”, “would see the message”, “listen to
the lyrics”.
For Josh, what characterises rap is that it can’t move the audience as much as poetry, it is
less personal than poetry.
4 Sum up Josh’s definitions of poetry and rap. Give your own definition of poetry and rap.
According to the author, poetry is intimate and connects words with emotions whereas rap
is more about the message it tries to convey.
I would define poetry as a literary genre based on emotions and rhythm. The rhythm must
serve and highlight the emotions expressed. Rap is a hybrid genre which mixes poetry
and music. Words as well as rhythm are very important to convey the rapper’s message.
191
d. A lively debate p. 105

1 Find the question to the answer “no”.
The question to the answer no is: “Is rap poetry?”
2 Identify the expressions referring to the idea of similarity. Present the common points
between poetry and rap.
Le repérage du champ lexical de la ressemblance permet de dégager la première idée du texte et
d’apporter une nuance à la réponse négative de l’auteur.
Idea of similarity: “share certain attributes”, “Both rap and poetry”, “Both”.
Rap and poetry have common characteristics: they both use literary devices, words and
both of them are spoken forms of art.
3 Define the difference between rap and poetry in your own words.
Rap is a musical art which is meant be spoken whereas poetry can be understood as a
musical art intended to be written.
4 Recap briefly the author’s opinion on rap and poetry.

The author thinks that rap and poetry certainly have common points, but he believes that
rap is definitely not poetry even if they both use literary devices.
Debate: is rap poetry?

Pair work You are invited to debate the question whether rap is poetry. Defend your point of
view. One has a more traditional opinion and the other a modern one.
Il s’agit de faire pratiquer un jeu de rôle aux élèves sous forme de débat. Il est préférable que cette
activité d’interaction orale se fasse de manière assez autonome et spontanée. Vous pourrez attribuer
un rôle et un point de vue spécifique aux élèves.
La fiche méthode n°16 sur l'expression orale en interaction pourra être conseillée. Vous insisterez sur
la pertinence de l’emploi des mots de liaison dans le discours argumentatif (p. 111).
Chaque élève prépare entre cinq et dix arguments sans rédiger l’intégralité du débat.
Cette activité peut être réalisée en tâche intermédiaire évaluée, auto-évaluée ou non évaluée (barème
à la page suivante). On peut attendre une production de 2 à 3 minutes environ.
Make a bullet point list. Make a list and note down the similarities and differences between
rap and poetry.
Ce défi de mémorisation peut être mené dans un premier temps individuellement ou en binômes
puis dans un second temps en groupe classe. Il peut se dérouler avant la tâche intermédiaire pour
la préparer ou après pour vérifier les acquis culturels de la leçon. Elle dure entre cinq et dix minutes
et permettra aux élèves de synthétiser ce qu’ils·elles ont appris dans la double page, de plus, c’est un
processus qu’ils·elles peuvent réutiliser dans leurs apprentissages.

arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : �� P
yourrepare
Proje
ct
Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont très simples. Je reprends seulement Mes interventions sont simples et brèves. Je Mon argumentation est détaillée. Mes arguments
des choses vues. Mon discours sur la poésie et le reprends des choses vues et apporte de nouveaux sont variés, et nombreux. Mon point de vue sur la
rap est très limité. éléments. Mon point de vue sur la poésie et le rap poésie et le rap est clair et plus précis.
est simple.
0-1 2-3 4
Pragmatique et Je communique de façon simple et brève. Mes Je m’aide peu de mes notes. J’utilise quelques mots C’est une réelle situation de communication. Je
socio-linguistique phrases sont très simples. Les mots de liaison sont de liaison, mes phrases sont construites. m'aide très peu de mes notes.
mal employés ou absents. Il n'y a pas de véritable Les mots de liaison sont employés avec une Mon discours est structuré.
interaction. certaine maladresse. L'interaction est limitée et peu Les mots de liaison sont employés avec une bonne
naturelle. maîtrise. Je suis capable d'interagir spontanément.
0-1 2-3 4
0-1 2-3 4
(ordre des mots).
0-1 2-3 4
par cœur. quelques variantes.a variés.
0-1 2-3 4
Total : ��/20
193
4 From Bard to MC Shakespeare
W. Shakespeare, un maître immortel et moderne p. 106-107
Le portrait parodique de Shakespeare est commun dans le rap

tellement il est devenu une figure emblématique. Ces portraits
sont facilement trouvables sur Internet et on peut imaginer
que les élèves en fassent un également ou encore qu’ils·elles
prennent des rappeurs et les mettent en Bard !
4 Fr
From
om Bar
Bard
d to MC Shakespear
Shakespearee d. The Bard vs. Rappers
T
he Oxford English Dictionar le Shakespeare
William Shakespeare with co John Keats,
up to 2,000 words we use today. da But
day. as examples, may
a. Shakespearean swag linguists from Manchester have ha found that 15 have had a b etter
5 rappers, such as Eminem and London-based style when it came
1 Spot the traditional and modern elements on William Akala, are actually more adept at creating ly- to rhyming
rh couplets
Shakespeare’s portrait.
rics and prose than the 16th century poet. By and more traditio-
2 Find the resemblance. What are your impressions? studying rap lyrics, the experts said that tra- nal verse, modern
ditional and complex rhyming comes so easy 20 rappers excel at rear-
3 W Write a speech bubble in which Shakespeare explains
10 to hip-hop artists, the skill3 is almost ‘second ranging sentences to
his look.
nature’ to them. […] make them fit. This
Culture tip
Cul includes creating
[…] half rhymes 4 ,
William Shakespeare was born in 1564 in 25 which are typical-
Stratford-upon-Avon.
atford-upon-Avon. He was an English actor
actor, ly much harder to
playwright and poet. He died in 1616. He wrote
about 154 sonnets and 37 plays, the major
create because tradi-
ones being Romeo and Juliet
Juliet, Othello, Hamlet tionalists view them
and Macbeth. as incorrect. […]
30 [ T h e re s e a r c h e r ]
thinks that hip-hop has the most sophisti-
cated use of rhyme
rh of any genre and when
b. Shakespeare in rap written down it reads just like poetry.
www.dailymail.co.uk, February 11, 2015
1 W
Watch the video. Identify the topics (adapted)
1. attribute to 2. inventing as many as 3. ability 4. see
2 Select the literary devices that made Shak culture tip
personification • metaphor • rhyme • comparison
3 List the diff

different ways rappers refer to Shakespear ap.
4 Name the plays that inspire rap songs.

1 Pick out the names referring to artists and classify them into two Cul
Culture tip
5 W
Write a blog post to convince a rapper that he/she can refer to Shakespeare in his/her songs. categories.
Half rhyme, also called imperfect rhyme,
2 Spot the words related to poetry. Present the subject of the study. are words that have only their final
Word consonant sounds in common (such
c. Refreshing Shakespeare 3 List the words expressing comparison and talent. Explain the as “stopped” and “wept”, or “parable”
and “shell”). The device was common in
results of the research in your own words. Welsh, Irish, and Icelandic verse years
clothing style
before it was first used in English by
1 Before listening, match the synonyms. cap
Henry Vaughan.
earphones ch in your high school gazette.
v
verbatim suppose argot
ar compel pioneer
It was not used regularly in English until
Gerard Manley Hopkins and William
slang oblige figure word for word rhyming couplet: two lines that Butler Yeats began to do so.
rhyme with the same rhythm
www.britannica.com
2 Listen to Devon Glover. Note in two columns the words creative: inventive
sophisticated, complex ≠ simple
related to transformation and music.
inaccessible
Memory
Explain how and why Devon Glover uses Shakespeare’s work.
oj
CD2 PISTE 05 modern ≠ old-fashioned
make refer
fference to: make an
llen ge
nge
3 Spot the similarities between rap and Shakespeare’s work.
Show
w how rappers relate to Shakespeare.
allusion to
inspire Chaalle
Ch
denounce Interview time!
4 Identify the popular opinion about Shakespeare. Explain what modernise Create a rotating battle. Build
Devon Glover wants to prove. transpose
Pair work Act out an interview between a journalist and small teams and ask your opponents
wear a specialist of the Bard who promotes the association of questions about the relation between
5 Convince your teacher to invite the Sonnet Man to your school. compare oneselfself to sb or sthg Shakespeare and rap in schools. Shakespeare and rappers.
106 Does rap rhyme with poetry? Unit 6 107
L’entrée par le vocabulaire facilitera la Les Cultures tip de cette double page
compréhension du document. renforcent les connaissances culturelles
et littéraires des élèves.
a. Shakespearean swag p. 106

1 Spot the traditional and modern elements on William Shakespeare’s portrait.
Après l’identification des vêtements et accessoires du personnage, les élèves les classeront selon leur
degré de modernité.

Traditional elements: clothes - the buttoned doublet with sleeves (long-sleeved gilet) and
the ruff.
Modern elements: the cap/hat, the earphones and the badge “LOL”.
2 Find the resemblance. What are your impressions?

With the cap back to front, the earphones and the LOL pin, Shakespeare looks like a rap-
per / a young of today’s generation / a trendy person / someone who listens to music...
3 Write a speech bubble in which Shakespeare explains his look.
Production possible
“I have come back from the dead: I am MC Shakespeare.”
“Some people say I am old-fashioned! Well, I'm proving them wrong! Check out my style /
swag.”
“I have always wanted to explore the future and see who the poets of the 21st century
would be. Here I am!”
b. Shakespeare in rap p. 106

1 Watch the video. Identify the topics in Shakespeare’s plays.
Vous pourrez proposer plusieurs écoutes du document : globales et ciblées. La première permettra
d’élaborer des hypothèses et d’identifier les étapes du document. Les élèves prendront appui sur des
éléments visuels, écrits et sonores. À la deuxième écoute, les élèves repèreront des mots connus qui
se trouvent au début de la vidéo.
Sex, money, power, violence and ambition.
2 Select the literary devices that made Shakespeare a master.

metaphor • rhyme • punchline
3 List the different ways rappers refer to Shakespeare in their rap.

Dans cette partie de la vidéo, les élèves repèrent les informations mises en exergue par les
citations entre chaque œuvre.
Some rappers compare themselves to Shakespeare, others quote his lines and plays, and
some are inspired by his plays, the plots and the topics.
4 Name the plays that inspire rap songs.

Romeo and Juliet, Othello, Macbeth.
5 Write a blog post to convince a rapper that he/she can refer to Shakespeare in his/her songs.
Production possible
Hey guys, so you think you can’t combine rap and Shakespearian sonnets, you believe
Shakespeare is too old-fashioned to be used in rap music... well you are wrong! So watch
195
carefully this video and I’m sure you will change your mind. Did you know that many rap
artists quote the Bard in their songs like Nas, the Tribe called Quest and Jay-Z? Still not
convinced? Why don’t you try quoting some of Shakespeare’s lines in your lyrics? You
may use some of his famous punchlines or metaphors. If you find it too hard then use
the topics of his works, they are the same as in rap: sex, money, violence and ambition.
Convinced you can do it now? Then just do it!
c. Refreshing Shakespeare p. 106
Script CD2 PISTE 05
Hello, my name is Devon Glover, I am known to I realized, when I was asked to help out with
the world as the Sonnet Man. The Sonnet Man a class reading Shakespeare, I started reading
is teacher/poet. I take Shakespeare’s words Shakespeare’s words out loud – which you’re
verbatim and I put it behind a contemporary supposed to do, he’s meant to be heard,
hip-hop beat and then I translate it in my own not meant to be read – and I noticed the
words, modernizing Shakespeare’s words, connection to hip-hop in terms of– a lot of his
showing the transformation from, the bridge words were in rhyme, there’s a lot of literary
from the late 1600s to 2016, from Stratford- device that a lot of rappers probably took from
upon-Avon to Brooklyn, New York. him, and a lot of creative words and creative
We live in a world where, to me, I believe the slang that we – I mean, not only just rappers
world revolves around music and in the past – but just us as humans have adapted from
10-15 years, the number one genre, especially Shakespeare’s works.
to the population twenty-one and under, has There’s a myth that Shakespeare’s difficult.
been hip-hop. And it’s been very prevalent in I heard that all my life, before I even picked
the media, and especially in my neighborhood, up a book. So, I would go to a class and we
but in the media worldwide. I use music as would start all casual: I would give them books.
a mnemonic device, I noticed while I was And usually teachers say “hey, we’re gonna
teaching, that when you like a good song, the learn Shakespeare” and you know, in the US,
first thing you do is repeat it and then you especially in Brooklyn, there is no filter, so the
suddenly learn this music, and so I figured: students would go “ugh, we’re gonna read”. So
why not put education in a cool melody to then I pass out a few sonnets, they think we’re
make students feel compelled to listen to it gonna read the sonnets, or I’m just gonna read
again. You know, they’re dancing and learning the sonnets out loud, but then I transform.
subtly, it makes education more entertaining.
1 Before listening, match the synonyms.

Les entraves lexicales sont levées en amont de l’écoute à l’aide de cet exercice d’appareillage et éven-
tuellement à l’aide d’un dictionnaire si besoin. Pour vérifier leur acquisition, encouragez les élèves à
les manipuler dans une phrase contextualisée qu’ils·elles inventent. Il·elle peut aussi faire émettre des
hypothèses à partir du titre.
verbatim: word for word – argot: slang – compel: oblige – suppose: figure
2 Listen to Devon Glover. Note in two columns the words related to transformation and
music. Explain how and why Devon Glover uses Shakespeare’s work.
Transformation: “put it behind”, “translate”, “modernize”, “transformation”, “creative”,
“adapted”, “transform”.

Music: “hip hop beat”, “genre”, “hip-hop”, “music”, “songs”, “melody”, “listen”, “dance”,
“entertaining”, “rhyme”, “rappers”.
The Sonnet Man brings about a modern twist to Shakespeare’s work. Since he raps his
plays and sonnets, students can listen to Shakespeare’s work several times and memo-
rise the words as if they were song lyrics. Devon Glover thus manages to make reading
Shakespeare more entertaining.
3 Spot the similarities between rap and Shakespeare’s work. Show how rappers relate to
Shakespeare.
Il s’agit de repérer des mots porteurs de cohérence pour dégager une idée essentielle du document.
Étant donné le début et comme le document le permet, vous pouvez proposer une écoute fragmen-
tée qui facilitera la prise de note des élèves.
Both rap and Shakespeare’s work are meant to be spoken. They use rhymes, literary
devices and creative words as well as slang. Many rappers are probably influenced by
Shakespeare as they took literary devices and adapted creative words and slang from him.
4 Identify the popular opinion about Shakespeare. Explain what Devon Glover wants to prove.
On attendra des élèves d’entrer davantage dans l’implicite du témoignage et de reformuler le point
de vue et l’intention du rappeur.
“There is a myth that Shakespeare is difficult. I heard that all my life before I even picked
up a book.” People think that Shakespeare is difficult to teach and study but Devon Glover
wants to prove people wrong.
5 Convince your teacher to invite the Sonnet Man to your school.

Cette activité peut être proposée en expression orale en continu afin de travailler la fluidité des énon-
cés dans le discours.
Production possible
Hi Sir/Mrs,
We have a request... we would like to invite the Sonnet Man to our school for the celebra-
tion of World Poetry Day on 21st March / National Poetry Day on 28th October / for the
commemoration of Shakespeare’s birthday / for our school project.
The Sonnet Man is an American poet, rapper and a school teacher. We like the fact that he
uses Shakespeare’s work to get his students interested. He turns sonnets and plays into
rap songs and we believe it would make us read the Bard. We could memorise the words
easily since it would be a song. His work highlights the similarities between rap and poe-
try: both are meant to be spoken and they use rhymes and literary devices. In addition,
this will help everyone understand that Shakespeare isn’t difficult, that’s only a myth.
And like rappers, they will start to be influenced by the Bard.
Thank you for considering our request!
Best wishes
197
d. The Bard vs. Rappers p. 107

Dans ce texte à dominante informative et argumentative, le journaliste rapporte une étude
menée par des linguistes de l’Université de Manchester démontrant que, pour la création des
rimes, les rappeurs ont une habileté supérieure à celle de Shakespeare.
1 Pick out the names referring to artists and classify them into two categories.
William Shakespeare - John Keats Akala - Eminem

Poets Rappers / hip-hop artists
2 Spot the words related to poetry. Present the subject of the study.
Le repérage d’un lexique poétique permettra aux élèves d’identifier et de présenter l’objet principal
de la recherche.
Poetry: “traditional and complex rhyming” l.8-9, “rhyming couplets” l.17, “traditional
verse” l.18-19, “half rhymes” l.24, “rhyme” l.32.
The study compares the way Shakespeare and rappers use rhymes.
3 List the words expressing comparison and talent. Explain the results of the research in
your own words.
Comparison and talent: “more adept at creating lyrics and prose than” l.6-7, “comes so
easy to” l.9-10, “the skill is almost ‘second nature’” l.10-11, “ a better style” l.15-16, “more
traditional verse” l.18-19, “excel at rearranging sentences to make them fit” l.20-22, “much
harder” l.26, “the most sophisticated use of rhyme of any genre” l.31-32, “just like” l.33.
This research shows that rappers are better at creating lyrics and prose than Shakes-
peare. They are also skilled in traditional and complex rhyming and even half-rhyming.
But poets are better at rhyming couplets as well as inventing more traditional verse.
According to the researcher hip-hop surpasses all genres in the use of rhymes and more
importantly, rap then reads like poetry!
4 Write a review about the research in your high school gazette. Justify your rating.
Production possible
So who is winning the poetry competition? The Bard or Rappers? After reading with great
care the Manchester University research, I am now convinced that the study proves that
rappers are better skilled at creating lyrics and prose than Shakespeare. In addition it
was shown that rappers excel at rhyming and rearranging sentences. No one can deny
that anymore. But at the same time the research shows that the Bard excelled at rhyming
couplets. Therefore, to me, whether it’s poetry or rap, artists have to master the art of
rhyming. That’s why I came to the conclusion that rappers are greater than Shakespeare.
This review really helped me and as far as I'm concerned it’s brilliant! Five stars *****

Info+
Une autre recherche linguistique montre que les rappeur·euse·s ont une étendue de vocabulaire
supérieure à celle de Shakespeare. Elle a fait l’objet d’une émission radio sur la BBC et est dispo-
nible en podcast. https://www.bbc.co.uk/programmes/p0262nmk
Interview time!
Act out an interview between a journalist and a specialist of the Bard who promotes the asso-
ciation of Shakespeare and rap in schools.
Student A You are the journalist.
Student B You are the specialist of the Bard.
Cette tâche intermédiaire propose aux élèves de se mettre dans la peau d’un·e journaliste et d’un·e
spécialiste de Shakespeare et est en lien direct avec le premier projet final.
Le discours, principalement explicatif et argumentatif, permettra de mobiliser les différents acquis de
l’ensemble de l’unité.
Il est plus judicieux de préparer cette activité en classe afin d’accompagner les élèves si nécessaire.
Vous pourrez donner leur role aux élèves au moment de la préparation pour éviter une rédaction en
amont qui priverait le dialogue de naturel.
Memory
l
Challenge p. 107
Create a rotating battle. Build small teams and ask your opponents questions about the rela-
tion between Shakespeare and rappers.
Cette activité prend la forme du rap battle. Les livres et cahiers fermés, un groupe d’élèves posent des
questions au groupe adversaire. Vous pourrez comptabiliser les points voire être le jury. Les élèves
seront en situation d’autonomie et d’auto-évaluation des acquis culturels de la leçon. Ce défi ludique
pourra durer entre 5 et 10 minutes.
199
Script
The style in Southern Boulevard, I would say is I have this hat on and my glasses and in my
definitely hip-hop, Bronx, true to it... You won’t style, and in my persona, the way I carry my-
find it any real and anywhere else that you go. self. My personal style would be illuminating,
It’s really a melting-pot, you come across His- astonishing. My favorite piece today is denim.
panics, African-Americans or Caucasians and I love to wear funky socks just to stand out.
everybody just kind of gets along, they like to
party, they like to have fun and shop. My style? My style icon is my mother. When she was
I would describe it as comfortable, somewhat younger she used to design her own clothing,
from the city, Soho, with a little bit of Bronx in wear pants. She would color them, and design
it and hip-hop, to just be more comfortable, them, and make her own new wear. I would
not so tight. My necklace says my nickname, describe my style as quirky, I like colorful snea-
which is Nani, N.A.N.I. It was custom-made in kers and I use simple clothing to make it pop
Australia. I got this sweater from my boyfriend out. My necklace, my grandmother passed it
actually I kind of stole it out of his closet. down to me, and I kind of have it backwards
figuring to see who would notice, what does
I do poetry for several churches. Many people it say.
would say I do look like a poet, especially when
on Hip-hop Culture p. 108-109
Les trois documents de cette page vont permettre aux élèves de découvrir la culture hip-hop origi-
naire de New York, et qui s’est rapidement répandue dans l’ensemble des États-Unis d’Amérique (ainsi
que le reste du monde) et dont le rap est issu.
Celui-ci fait partie d’un des quatre éléments essentiels de ce mouvement culturel aux côtés du break-
dancing, du graffiti et du DJing.
La pochette de disque rappelle les liens entre le hip-hop et Jean-Michel Basquiat (1960-1988),
graffeur et peintre né à Brooklyn. De nombreux rappeurs comme Jay-Z font aussi référence à l’artiste
dans leur musique.
Enfin, le reportage vidéo montre l’influence du hip-hop sur la mode vestimentaire dans les rues du
Bronx. On peut le considérer comme un autre élément de la culture hip-hop.
Info+
Pour célébrer le 44ème anniversaire du hip-hop Google a créé des animations interactives avec
Doodle et des vidéos intéressantes.
https://www.google.com/doodles/44th-anniversary-of-the-birth-of-hip-hop

Corrigé
1 What do these documents say about hip-hop?

These documents say that hip-hop is a cultural movement which originated among NYC's
youth. It refers to a multifaceted culture comprising several subcultures: graffiti-writing,
breakdancing, deejaying and emceeing as well as fashion.
2 Show that hip-hop is a popular culture today.

Nowadays hip-hop is widespread in society and is part of pop culture. It consists of many
popular forms of art, but music might be the most evident aspect of this culture today. It
influences different generations and opens up to different cultures. We can also say that
some rap songs have become anthems and are popular amongst all generations, so is the
hip-hop clothing style, just think about baseball hats!
3 Choose the element you like the most. Justify your choice.
I prefer graffiti because I love art especially painting and drawing. I love to see original
and colourful graffiti embellishing the streets, the buildings... What’s more it provides
access to art for everyone and for free!

1. False. 2. in the 1970’s. 3. Gangsta rap. 4. False. 5. rhyme. 6. Michelle Obama;
Kurtis Blow. 7. He teaches Shakespeare’s works through rap. 8. 2,000. 9. the Bard.
10. Photo 2: emceeing; Photo 4: graffiting; Photo 5: breakdancing; Photo 6: deejaying.
201
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��

1. Rap is the acronym for Rhythm And Poetry. �� /2
❑ True ❑ False
2. Rap music was born... �� /2

❑ in the 1960’s. ❑ in the 1970’s. ❑ in the 1980’s.
3. If a rap song talks about violence, it is categorized as… �� /2

❑ Old-school rap. ❑ West Coast rap. ❑ Gangsta rap.
4. The author of The Rose That Grew From Concrete is Kendrick Lamar. �� /2
❑ True ❑ False
5. In the line “His palms are sweaty, knees weak, arms are heavy”. The words “sweaty”
and “heavy” are a… �� /2
❑ wordplay. ❑ rhyme. ❑ personification.
6. Rap is poetry according to… �� /2

❑ Michelle Obama. ❑ Kurtis Blow. ❑ The American Conservative.
7. Why is Devon Glover known as the Sonnet Man? �� /2

❑ He enjoys writing poetry like Shakespeare.
❑ He teaches Shakespeare’s works through rap.
❑ He is a specialist of literary devices used by Shakespeare.
8. How many words, that we still use today, did Shakespeare invent? �� /2
❑ 500 ❑ 2,000 ❑ 6,000
9. What is the nickname often given to William Shakespeare? �� /2

❑ the Bard ❑ the Poet ❑ the Playwright
10. Which pictures represent the four elements of hip-hop? �� /2
❑ ❑ ❑
❑ ❑ ❑
Total : �� /20

Too ls
1 a. Can hip-hop values influence young b. She bought the MP3 to / in order to
people? (capacité) learn the song.
b. It may seem awkward to ask rappers to c. They had to hurry in order not to miss
rap slower but it’s useful. (éventualité) the concert.
c. You may use rap songs to write your d. In order not to offend people, we as-
essay. (permission) ked the poet to avoid vulgar language.
d. You can find rap beats online. (capaci- e. Jay Z visited the school to / in order to
té) listen to students’ presentations.
e. They may not have seen me on TV, but
they all know my voice. (éventualité) 4 Do you consider yourself as a poet?
Of course, I am a poet. If you first look at
2 a. She is worried about her outdoor gig the definition of a poet, it is someone who
because it may rain. (éventualité) uses the art of rhythmical composition. So
b. They have no musician in the crew that’s what all rappers do every time they
therefore they can’t / may not perform compose a rap song. Rap is still poetry,
tonight. (capacité/éventualité) although it is only spoken. Rappers also
c. As a journalist, he may interview poets like to play on words and to use language
and rappers after the battle. (permission) to strike the imagination. Obviously, it has
d. His sister is a great graffiti artist and some specificities like any other poetic
she can prove it. (capacité) genres. For instance, a rap song must
e. Can Shakespeare enrich children’s tell a story. It all depends on the poet’s
lives? (capacité) mood because when he writes, he has an
intention. I think the image of the poet has
3 a. He sang the tune softly in order not changed over time. To conclude, I would
to wake her up. say that rappers are the poets of today.

5 MP3 n° 48 6 MP3 n° 49
Faire remarquer la présence des deux /eɪ/ /aɪ/

sons /eɪ/ et /aɪ/ dans les mots listés.
a. made b. night
/eɪ/ : male, Deejay, vain, rave, lane
c. lay d. why
/aɪ/ : mile, gyre, vibe, rhyme, line
f. grade e. final
h. tasty g. side
i. plain j. lie
203
PRO
JECT
1 Convince your teacher! Make a video/audio recording of a 90-second
speech to convince your teacher to include a rap artist of your choice in a poetry project.
Mise en place :
• Au préalable, les élèves auront fait une recherche sur des artistes de rap et ils·elles auront proposé
leur choix en classe. Ceci permettra notamment aux élèves d’avoir des artistes différents et à vous de
valider la sélection.
• Les élèves prendront le soin de choisir un ou plusieurs morceaux. Ils·elles pourront par ailleurs
faire des recherches autour de l’artiste de rap et des extraits choisis. ils·elles seront encouragé·e·s à
prendre appui sur les acquis culturels de l’unité.
• Pour montrer la pertinence des choix, la carte heuristique récapitulant le lexique de l’unité sera
d’une grande utilité. De même, pour bâtir et structurer l’argumentation, l’emploi des acquis linguis-
tiques sera attendu.
• La tâche finale pourra avoir lieu en classe ou à la maison. Il sera préférable que les élèves s’en-
traînent à l’oral avec une liste de mots avant de s’enregistrer afin d’éviter toute lecture oralisée et un
oral monotone.
• Vous pourrez bonifier les productions des élèves qui seront convaincant·e·s dans leurs propos,
leurs gestes et leur attitude.
z Fiche méthodo N°12. Réaliser une vidéo p. 272

PRO
JECT
2 Create a rap anthology! With your class, create a rap anthology to pre-
sent various English-speaking rap artists.
Mise en place :
• Cette tâche collaborative et collective demandera un travail de concertation initial nécessaire pour
la création de l’anthologie : choix des artistes, catégories, couverture... Vous vous assurerez de la
cohérence et de l’évolution du projet. Ce projet mettra en avant l’objectif citoyen de la séquence.
• Les élèves se documenteront sur le·la rappeur·euse sélectionné·e et sur son œuvre pour appréhen-
der et faire comprendre leur présentation ainsi que pour défendre leur opinion. La mobilisation des
acquis culturels, lexicaux et linguistiques de l’unité les aidera à effectuer chaque étape du projet.
• Les TICE seront des outils à privilégier pour favoriser le travail collaboratif et mettre en valeur l’as-
pect esthétique du projet.
• La grille proposée évalue le travail individuel des élèves.
• Vous pourrez bonifier les articles originaux et riches dans leur présentation visuelle.
z Fiche méthodo N°8. Travailler en groupe p. 266


arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression orale en continu – Convince your teacher!

Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Ma présentation est très simple et brève. Je Mon intervention est simple et brève. Je reprends Mon discours est détaillé. Mes arguments sont
reprends seulement des choses vues. Le choix de des choses vues et apporte de nouveaux éléments. précis, variés et nombreux. Le choix de l’artiste
l’artiste dans le projet poétique est imprécis. Le choix de l’artiste dans le projet poétique est dans le projet poétique est motivé et pertinent.
relativement motivé.
0-1 2-3 4
0-1 2-3 4
0-1 2-3 4
grammaire (verbe manquant, etc.) ou de syntaxe respectée. Les points grammaticaux de l’unité sont peu d’erreurs de grammaire. Les points gramma-
(ordre des mots). Les points grammaticaux de employés avec une certaine maladresse. ticaux de l’unité sont employés avec une bonne
l’unité sont mal employés ou absents. maîtrise.
0-1 2-3 4
0-1 2-3 4
Total : ��/20
205
206
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression écrite – Create a rap anthology!

Niveaux du CECRL
Critères évalués
A1 A2 B1
Ma production est très simple et brève. Mon point Ma présentation et mon point de vue sont simples Mon article et mon point de vue sont détaillés. Les
Does rap rhyme with poetry?

Contenu culturel
de vue est imprécis. Les éléments informatifs et et brefs. Les éléments informatifs et argumentatifs éléments informatifs et argumentatifs sur l'artiste et
argumentatifs sur l'artiste et l’œuvre choisis sont sur l'artiste et l’œuvre choisis sont simples. l’œuvre choisie sont nombreux, variés et plus précis.
rares.
0-1 2-3 4-5
0-1 2-3 4-5

grammaire (verbe manquant, etc.) ou de syntaxe respectée. Les points grammaticaux de l’unité sont peu d’erreurs de grammaire. Les points gramma-
(ordre des mots). Les points grammaticaux de employés avec une certaine maladresse. ticaux de l’unité sont employés avec une bonne
l’unité sont mal employés ou absents. maîtrise.
0-1 2-3 4-5
0-1 2-3 4-5
Total : ��/20
Jay Z & Jean-Michel Basquiat as poets

Back when Jay Z was promoting the re- manifest in these notebooks,” explains
lease of his memoir Decoded (2010), he Sante. I don’t doubt that Basquiat was a
made the recurring point, which was poet or that Jay Z is a poet. Yet, I sense
also included throughout his book, that that something else is also at work when
5 rap is poetry. The publicity surrounding 30 we announce these and other figures as
Jay Z’s comments, along with the release poets. The designation “poet” apparent-
of Adam Bradley and Andrew DuBois’s ly confers a valued status beyond the
The Anthology of Rap (2010), further in- field of rap or painting.
tensified the idea and debate of rappers Sometimes when I hear “he’s a poet too”
10 as poets. What is it about the notion of 35 or “she’s a poet too,” I wonder: which
non-poets or non-conventional poets kind of poet? But maybe that’s be-
being presented as poets? side the point. It’s the idea of poet that
The other day, I was reading an article matters.
“The Unknown Notebooks of Jean-Mi- In a review-essay on Decoded, Kele-
15 chel Basquiat” by Luc Sante. The article 40 fa Sanneh gave some push-back to the
mentions an upcoming exhibit at the view of Jay Z as a poet. “Sure, he’s a
Brooklyn Museum that will showcase poet,” wrote Sanneh. “And, while we’re
Basquiat’s writings. Sante points out that at it, a singer and percussionist, too. But
although Basquiat was widely known as why should any of these titles be more
20 a painter; he was also a writer: “he dealt 45 impressive than ‘rapper’?”
in words, artfully executed with marker That got me to thinking. What happens
or spray can, to be sure, but neverthe- when we begin complimenting poets we
less words intended to convey meaning, like by noting that they also rap?
slantwise — that is to say, poetry.” www.culturalfront.org , H. Rambsy,
25 That Basquiat was “already a poet is March 7, 2015
1 Give the authors and titles of the two books mentioned in the text. �� /2
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2 Which idea do the books have in common? �� /2

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1/2
207
Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Class: . . . . . . . . Date: ��
3 What is the exhibition at the Brooklyn Museum about? �� /2
��
��
4 What were Jean-Michel Basquiat’s jobs? �� /3
��
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5 How did J-M Basquiat use words in his artwork? �� /2
��
��
6 Present Luc Sante’s argument in your own words. �� /2
��
��
7 What is the author’s opinion? �� /3
��
��
8 In your own words, explain the status of “rapper” according to Kelefa Sanneh. �� /2
��
��
9 True or false. Quote the text to justify your answer. �� /2

H. Rambsy would like to see the reaction of poets we like if they are called rappers.
��
��
2/2

1 What does Jay Z think about rap? �� /3
��
��
2 True or false: Jay Z thinks rap is only thought-provoking. Justify your answer. �� /3
��
��
3 What does Jay Z suggest to do to realise some rap songs are genius? �� /3
��
��
4 What should people do when they listen to rap? �� /3
��
..........................................................................................................................
��
5 Pay attention on what is said about the song “Meet the Parents”.
What can you say about its rap style and meaning? �� /4
��
..........................................................................................................................
��
6 What does he want people to realise? List 4 elements in your own words. �� /4
��
��
209

1 Jay Z - Decoded - 2010. Adam Bradley and Andrew DuBois - The Anthology of Rap - 2010.��2 points
2 The two books share the idea that rap is poetry and that rappers are therefore poets. � 2 points
3 The exhibition is about J-M Basquiat’s writings. �� 2 points
4 Jean-Michel Basquiat was not only a painter and a writer but also a poet. �� 3 points
5 Words were artfully executed with marker or spray can and were intended to convey
meaning slantwise. �� 2 points
6 He says that Jean-Michel used words in his artwork and they convey a message indirectly. �� 2 points
7 He doesn’t question the fact that Jay Z and Jean-Michel Basquiat are considered poets.
But he points out that when artists and people are called poets they apparently get
an esteemed status that neither rap nor painting ensure. �� 3 points
8 She shows that it is not impressive, it’s less impressive than a singer or a percussionist. �� 2 points
9 True: “What happens when we begin complimenting poets we like by noting
that they also rap?” �� 2 points
Script CD2 PISTE 51

“Our readers take away from this book that rap I want people to also take away the quick judg-
is poetry. And it is, it isn’t just, you know, it is ments. Listen to the song, listen to its intent.
thought-provoking and there is thought behind Try to figure out why a song like ‘Big Pimpin’ can
it... And there’s great writing in rap as well. You exist. The same way that you try to figure out
know, you never hear rappers being compared a song why ‘Meet the Parents’ exists. I mean
for like the greatest rap writers of all time. You it’s clearly obvious this has different meaning,
hear Bob Dylan. So is Biggie Smalls in a Hit- but this, on the surface, is just fun and party
chcock way..., you know, some of the things that music but there’s reasons behind that as well.
Biggie wrote… Rakim, I mean, listen to some of So I really wanted to lay this out in a clear and
the things he wrote, I mean if you take those concise way so people could look at it and say,
lyrics and you pull them away from the music OK, if there’s thought and there’s intelligence
and put them up on the wall somewhere and and there’s reason and logic behind it, then
someone had to look at them, they would say, maybe you have to deal with everything like
‘This is genius! This is genius work!’ So I want that.”
people to take that away.
1 He thinks that rap is poetry and there is great writing in rap. �� 3 points
2 False. There is also thought behind it. �� 3 points
3 To take the music away and put the lyrics on a wall so people can have a look at them. 3 points
4 They should take away the quick judgments, listen to the song and its intent and
figure out why a song (bonus: like big pimpant) can exist. �� 3 points
5 It has different meaning, but it's fun and party music (bonus: on the surface),
there are some reasons behind it. �� 4 points
6 They would realise that there is thought, intelligence, reason and logic behind the music. �� 4 points

7 Angel Island: welcome to the USA?
Introduction
Cette séquence invite les élèves à une réflexion sur la société américaine et sur la manière dont
elle s’est construite par les vagues successives d’immigration en provenance d’Asie et du rôle
majeur de ces immigrant·e·s dans la construction des infrastructures ferroviaires ainsi que dans
l’économie du pays.
Notion(s) mémoire : héritages et ruptures • sentiment Thème la construction des États-Unis par les
d’appartenance : singularités et solidarités vagues d’immigration successives, ici celle de la
population asiatique
Problématique(s) suggérée(s) Angel Island, Welcome
to the USA? • How has Angel Island shaped the history of the Projets finaux
USA?
PRO
JECT
1 To celebrate Immigrant
Day, make a speech to pay tribute to Asian
Objectif(s) culturel(s) l’immigration asiatique aux États-
immigrants who came to the USA.
Unis et le rôle joué par ces immigré·e·s dans la construc-
tion du pays • Angel Island et les “Paper sons” PRO
CT
JE
2 In your school newspaper,
write an article to commemorate Asian immi-
Objectif(s) pragmatique(s) structurer un article, rela- gration in the USA.
ter des faits de manière précise et documentée
Objectif(s) sociolinguistique(s) adapter son discours Prepare your Project
L1 You are working for a history talk show on a US
Objectif(s) citoyen(s) prendre conscience des enjeux radio. Record a short podcast explaining the role
sociétaux de l’immigration dans la construction des États- and importance of Asian immigration in the USA.
Unis et rendre hommage aux populations asiatiques
immigrées au XIXe siècle
L2 Write 6 to 10 tweets (280 characters) about
Objectif(s) méthodologique(s) faire une recherche two of the children’s stories to create a padlet
internet (p. 260), créer une affiche ou un dépliant (p. 267), memory wall with your classmates.
expression orale (p. 280, 282), expression écrite (p. 284) Prepare your Project
L3 Angel Island. Convince a friend to come visit
Objectifs Lexique : l’immigration, ses bénéfices the Immigration Station with you.
linguistiques et les obstacles, le travail, les sentiments
L4 Write a short article about a person who
Grammaire : le discours indirect, le
came to the United States as a “paper son /
prétérit be + V-ing, le present perfect
daughter”.
Phonétique : les sons /ɪ/ et /iː/
Médias utilisés
CD DVD Quiz hatier-clic.fr/lmu2044

CD2 pistes 09 à 12 • US immigration history preserved
Quizlet hatier-clic.fr/lmu2045
CD2 piste 52 on Angel Island, AP Archive, 2009
• The making of Asian America, Sachi • Chinese Railroad Workers Memorial E-workbook
Koto Project, Stanford, 2014 Leçon 2 : hatier-clic.fr/lmu2041
• “Paper sons”, CNN • Preserving Angel Island’s role in USA Leçon 3 : hatier-clic.fr/lmu2042
immigration history, Assembly CA, 2016 Leçon 4 : hatier-clic.fr/lmu2043
MP3 N°58 à 65
• Discovering Angel Island: The Story
Behind the Poems, KQED, 2010
211
Ouverture
Angel Island: welcome to the USA? p. 114-115
Pour cette double-page, il semble opportun de débuter par la description factuelle des éléments de
l’image puis de les mettre en relation avec le titre afin que les élèves soient en mesure d’identifier un
lieu (California), une catégorie de population (Asian people ou Asian-American people) et progressent
vers un questionnement sur l’arrivée des populations asiatiques aux États-Unis.
Le visionnage permettra ensuite de placer la réflexion des élèves sur l’histoire de cette arrivée dans
un lieu précis (Angel Island).
La citation pourra permettre de faire dégager la problématique par les élèves.
Avec cette image, les élèves peuvent repérer les

éléments suivants :
· la californie ;
· une rue commerçante décorée de manière Si les élèves ont des difficultés à trouver le
très dense avec des guirlandes ; mot Chinatown, évoquer d’autres grandes
· les enseignes des magasins rédigées avec des villes comme New York ou Londres avec
signes chinois et en anglais ; Soho.
· peut-être des restaurants asiatiques ;
· un drapeau américain sur un toit et l’enseigne Faire repérer les mots-clés et les faire
de la Bank of America ; résonner avec la vidéo, l’image et le titre
· la signalisation routière en anglais. pour faire ressortir la problématique.
7
The land fl
flourished because it
was fed fr
from
om so many sour
sources
ces –
because it was nourished bby so
many cultur
cultures
es and tr
traditions
aditions
and peoples.
Lyndon B. Johnson,
ANGEL
36th President of the United States
ISLAND:
WELCOME
USA?
to the
Street view of San Francisco’s
Chinatown
in Up
Write an article. In your school

newspaper, write an article to com-
memorate Asian immigration in the
USA.
US immigration history preserved on Angel Island, AP Archive, 2009
Cette vidéo permettra aux élèves de cibler une catégorie d’immigrant·e·s plus an-
cienne que celle de maintenant et de placer la réflexion sur les circonstances et les
conditions de l’arrivée des immigrant·e·s asiatiques au XIXe siècle aux États-Unis.
– Éléments à repérer :
· Person’s name and information: Don Lee, 11 years old,
· Places: China, Pacific Ocean, in California, in San Francisco Bay in Angel Island,
· Dates: 1939, 1910-1940,
· Means of transport: by ship,
· Numbers of people concerned: 1 million immigrants from 90 countries.

Script
Voice-over. Looking at old photographs Don when he spent a month detained on Angel
Lee remembers how he left his village in China Island where he endured long hours of ques-
to join his father in America seventy years ago. tioning by immigration officials trying to verify
The year was 1939 and he crossed the Pacific his identity.
Ocean by ship with his grandfather. Like hun- Don Lee. It’s their job as the gate keeper you
dreds of thousands of immigrants arriving in know, they don’t want to let you through. I
California, his first stop was the Angel Island mean you have to prove yourself, really, that’s,
Immigration Station in San Francisco Bay. that’s the key here.
Don Lee. The whole place is really congested Voice-over. From 1910 to 1940 about one
and full of strangers so I was more scared than million immigrants from ninety countries were
anything else you know, intimidated. processed at Angel Island sometimes known
Voice-over. Lee was just eleven years old as the Ellis Island of the West.
213
1 The origins of Asian immigration
À la découverte des causes de l’immigration asiatique p. 116-117
Le Culture tip est à placer en anticipation

de l’activité pour lever les difficultés de
compréhension sur le premier chemin de fer
Une anticipation sur l’image en lien avec le transcontinental est-ouest des États-Unis. Il
titre de l’activité favorisera l’accès au sens de serait intéressant d’interroger les élèves sur
l’audio. le lien à faire entre les deux documents. Puis
Describe the picture and give as many Asian le repérage des données kilométriques, des
nationalities as you can. lieux et des années permettra aux élèves en
liant ces éléments de saisir l’ampleur gigan-
Ce faisant, écrire au tableau les adjectifs de tesque de cette construction.
nationalité cités par les élèves pour qu’ils·elles Une carte des États-Unis (sur les rabats du
les repèrent facilement dans l’enregistrement manuel) pourra servir de point d’appui pour
pour la question 1. tracer l’itinéraire du chemin de fer.
1 The origins of Asian immigration ... /...

During the late 1800s and early 1900s, many immigrants from Japan, Korea, and the Philippines
10 settled on the West Coast. Smaller numbers came from India. Many Asian immigrants worked
on farms in Calif
California.
Encyclopedia Britannica
a. The making of Asian America 1. that goes from the West to the East of the USA
1 Match the following dates to a group of immigrants.

the 1880s • 1820 • the mid-1800s • the 1860s • the late 1800s • early 1900s
2 For each date, find out the place they migrated to.
3 Note down what they did in the United States of America.
4 Draw a timeline including all your answers. it to speak about early Asian immigration.
c. Chinese railroad w
workers
Culture tip
Cul
The Great Transcontinental Railroad was a

1 Listen to the recording. Pick out the “racial categories” used by the US Census Bureau train line that connected California to Nebraska
to include Asian groups. CD2 PISTE 09 and that was 1,868 miles (3,007 km) long. The
construction started in 1863 and it took six
2 Pick out the regions where these people come from. Explain what is specific about them. years to be completed. Two companies built
it: the Central Pacific Railroad Company which
started in Sacramento and the Union Pacific
3 Pick out the diff
different ways Chinese immigrants contributed to the economy of the United States. Railroad which started in Omaha. The two
railroads were connected in 1869 in Utah,
4 W
Write a short paragraph to illustrate the making of Asian America. after an intense competition between the two
companies. Nowadays, there are still important
parts of the Transcontinental Railroad that are
used, but the tracks
tr have been modernised.
Chinese Railroad Workers Memorial Project, Stanford, 2014
b. Early Asian immigrants
1 W
Watch part one. Pick out a number and a date and say what they correspond to.
Asians did not start immigrating to the United States until
the 1800s. Workers from China began arriving in the United 2 Pick out words connected to trains and places.
States in about 1820. A gold rush in Califor
Calif nia in the mid-
3 Explain the connection between the Chinese workers and the transcontinental railroad.
1800s brought manyny more Chinese people to the West Coast.
5 In the 1860s about 15,000 Chinese workers helped to build the 4 Pick out words used by newspapers at the time to talk about Chinese people. Explain how they were perceived.
transcontinental1 […] railroad. Almost all the early Chinese
5 W
Watch part two. Pick out the number of victims and list the diff
different dangers they faced.
immigrants were young men. Many came to earn money but
planned to return to China. Others decided to stay.
ay. […]
ay 6 Explain the statement “History has rendered them almost invisible”. Find reasons to justify it.
... /...
Word
islander labourers: workers earn money: make a Memory

Gramma
Grammar descent: origins
tunnels
waves of immigration
agricultural
living
participate in llen
Chaalle
Ch ge
nge
railroad: train line manual join forces
The indirect speech To
oo ls p. 126 track bed scientific lay tracks Name as many as you can.
foundation structure cheap acknowledge: recognise Y are working for a history talk show on a US radio. Record
You Name as many Asian contributions
“They said they wouldn’t trade the
Chinese work force for any other.” for train tracks help to do sthg set off: start a short podcast explaining the role and importance of Asian to the construction of America as
work ce
workfor build: construct blast: explode immigration in the USA. you can.
116 Angel Island: welcome to the USA? Unit 7 117
L’étude de ce document peut néces- Le repérage des mots transparents (Asians, immi-
siter qu’une carte soit projetée pour grating, China, arriving, West Coast) et des adjectifs
montrer aux élèves où se situent les de nationalité facilitera l’accès au sens du docu-
pays mentionnés et de quel côté des ment. L’apport de lexique de production permettra
États-Unis les immigré·e·s arrivaient. aux élèves d’élaborer leurs réponses notamment
pour les élèves de niveau A2.

a. The making of Asian America p. 116
Script CD2 PISTE 09
Once called the exotic Orientals, the US Cen- common Asian language and no one major
sus Bureau currently uses the terms: Asian, religious tradition.
Native Hawaiian and Pacific Islander as racial The Chinese represent the first large-scale
categories to include more than 100 different migration to America which took place in the
ethnic and linguistic groups. Asian-American mid-1800s to work in the sugar plantations in
ancestries can be traced to northeast and Hawaii and in the late 1800s in California to
southeast Asia, South Asia, the Pacific Islands build America’s first transcontinental railroad.
and the Middle East. People of Asian and Pa-
Filipinos and Chinese were the first Asians to
cific Islander descent make up more than one
settle in the US back in the 1700s.
half of the world’s population. They share no

1 Listen to the recording. Pick out the “racial categories” used by the US Census Bureau to
include Asian Groups.
Faire observer par les élèves que les catégories à repérer dans la question sont celles données par le
Bureau du Recensement Américain, éventuellement l’expliquer.
The “racial categories” include Asian, Native Hawaiian and Pacific Islander. More than
100 different ethnic and linguistic groups are included.
2 Pick out the regions where these people came from. Explain what is specific about them.
These people came from northeast and southeast Asia, South Asia, the Pacific Islands and
the Middle East. They had no common languages and no common religions.
3 Pick out the different ways Chinese immigrants contributed to the economy of the United
States.
In the late 1800s in California, Chinese helped build America’s first transcontinental
railroad. They also worked in the sugar plantations in Hawaii.
4 Write a short paragraph to illustrate the making of Asian America.
Production possible
Asian immigrants are a very diverse group whose ancestors came from all over Asia. They
make up half the world’s population and have no common language and no common reli-
gion. In the mid-1800s, many Asians emigrated to the USA in order to work in the sugar
plantations in Hawaii. A few years later, in the late 1880s, many Asians went to Califor-
nia in order to help build the first transcontinental railroad. Yet, the first Asians to settle in
the US were the Filipinos and the Chinese in the 1700s.
215
b. Early Asian immigrants p. 116

Pour l’étude de ce texte, on peut imaginer un tableau dans lequel les informations seraient recen-
sées. De cette façon, les élèves pourraient être amené·e·s à produire des énoncés complets à partir
de leurs réponses.
La question 1 sera l’occasion de rebrasser les noms et adjectifs de nationalité, si besoin (précis gram-
matical p. 205).
1 Match the following dates to a 2 For each date, 3 Note down what they
group of immigrants. find out the place did in the United States of
they migrated to. America
the 1800s Asians (in general) not mentioned not mentioned
1820 Chinese not mentioned not mentioned
the mid-1800s Chinese on the West Coast, to find gold / to dig gold /
in California to become gold-diggers
the 1860s Chinese (workers) the West Coast helped build the trans-
continental railroad
the late 1800s Introduire les adjectifs de West Coast many worked on farms
early 1900s nationalités. Japanese, California labourers
Korean people, Fili-
pinos, some Indian
people
4 Draw a timeline including all your answers. Use it to speak about early Asian immigration.
Pour faciliter la construction des réponses, il est possible de proposer aux élèves d’élaborer leur
propre timeline en utilisant un traitement de texte sur Word (par exemple : insérer puis SmartArt).
Un exemple de réalisation est proposé ci-dessous.
1800s-1860s
yAt first Chinese then Asians in general
y
on the West coast in California
y
Gold diggers, Transcontinental railroad workers
Puis à partir de leur timeline, donner pour consignes aux élèves de produire des énoncés complets
avec du chain talking en groupes. Un·e membre de groupe produit un énoncé complet puis un·e
autre deux et ainsi de suite jusqu’à ce que tout le groupe ait une production orale.
c. Chinese railroad workers p. 117
Script
Part 1 and lay a track bed through the treacherous
Voice-over. Built in the 1860s the Transcon- Sierra Nevada mountains.
tinental Railroad was one of the most ambi- Sue Lee. There are many accounts in news-
tious construction projects in US history. For papers where they are quoted saying they
it to be completed more than ten thousand wouldn’t trade the Chinese workforce for
Chinese laborers had to carve out tunnels any other workforce because they were

reliable, they worked hard, they also worked the granite, powder, nitroglycerine and dy-
cheap and they really were the backbone of namite were used and set off by hand. While
the Central Pacific. the Chinese came to be appreciated by
Part 2 their employers the public at large did not
want to acknowledge their achievements.
Voice-over. It’s estimated about twelve hun-
dred Chinese died building the Central Pa- Phil Joy. History have rendered them almost
cific. Harsh weather and dangerous work invisible.
conditions took their toll. To blast through

1 Watch part one. Pick out a number and a date and say what they correspond to.
A number: 10,000 y number of Chinese laborers who had to came out dig in the Sierra
Nevada
A date: 1860s y When the transcontinental railroad was built
2 Pick out words connected to trains and places.

Railroad, tunnels, Sierra Nevada mountains, transcontinental (from one coast to the other),
The Central Pacific (= the Central Pacific Railroad)
3 Explain the connection between the Chinese workers and the transcontinental railroad.
There were 10,000 Chinese workers who helped build the first transcontinental railroad
in American history. They had to carve out / dig tunnels through the Sierra Nevada Moun-
tain. / 10,000 Chinese workers took part in the construction of the transcontinental railroad.
4 Pick out words used by newspapers at the time to talk about Chinese people. Explain how
they were perceived.
the Chinese workforce y reliable they worked hard, they worked cheap, backbone
Chinese people were perceived as the most important workforce (backbone) of the trans-
continental railroad. They were considered as reliable. They could work hard for little
money /low wages.
We may deduce that American people saw them as a cheap workforce in the 1860s.
5 Watch part two. Pick out the number of victims and list the different dangers they faced.
Number of dead: 1,200 Chinese people
Dangers they faced:
- difficult weather and work conditions
- black powder, nitroglycerine, dynamite used by hand
They risked their lives to build the railroad.
6 Explain the statement “History has rendered them almost invisible”. Find reasons to justify it.
I think that “History has rendered them almost invisible” because Chinese immigrants
came to work for the first US transcontinental railroad, a national and important achieve-
ment for the USA. They were the most important workforce for that construction and a lot
of them died working on it. However, they were neither accepted nor recognized by the
American population for their contribution to the modernisation of the USA’s infrastruc-
tures.
217
Do your podcast!
You are working for a history talk show on a US radio. Record a short podcast explaining the
role and importance of Asian immigration in the USA.
La tâche de production orale permet de rebrasser l’ensemble des informations de la première
double-page et de les ordonner de manière cohérente pour réaliser un enregistrement audio.
Celui-ci d’une durée de 1 à 2 minutes pourra être réalisé sur des lecteurs MP3 ou leur téléphone
portable, en classe ou à la maison. Cette activité peut être réalisée en tâche intermédiaire évaluée
ou non (barème page suivante).
Il est attendu des élèves qu’ils·elles racontent l’histoire de l’arrivée des immigrant·e·s asiatiques aux
États-Unis en mentionnant :
- les différentes dates de leur arrivée ;
- les lieux d’arrivée ;
- leurs pays d’origine ;
- leur implication dans la construction du premier chemin de fer transcontinental est-ouest ;
- le nombre de victimes et les conditions de travail inhumaines ;
- ce qui était dit d’eux dans la presse ;
- ce que pensait la population américaine de leur présence ;
- combien il est important de réhabiliter leur mémoire ou de s’en souvenir.
Proposée en évaluation formative notée sur 20, la production orale pourra prendre appui sur une
carte mentale ou heuristique sur laquelle les élèves auront porté des informations factuelles (dates,
années, nombre de personnes, pays d’origine, lieux) sans énoncés complets.
Production possible
Hello everyone, you are listening to Radio 1 and I’m going to tell you about the story
of Asian immigration in the USA.
First of all, Asian immigration started in the 1700s. But most immigrants came from
China in the 1800s for the gold rush. They traveled by boat and arrived in California,
they were gold-diggers. They lived in poor conditions in China and needed money for
their family back home.
Then in the 1860s, other immigrants came and contributed to the construction of
the first transcontinental railroad from the east coast to the west coast. It still exists
today. On the one hand, they were considered as a reliable workforce, they were
very important for the transcontinental railroad but on the other hand, some American
people disapproved of their presence. In the early 1900s, Japanese, Korean, Filipinos
and Indian immigrants came to the USA.
As a conclusion, I would say that it’s a shame that “History has rendered them invisi-
ble”, we should pay tribute to their contribution to the construction of the USA.
Name as many as you can. Name as many Asian contributions to the construction of America
as you can.
Cette activité permettra de récapituler rapidement ce que les élèves auront appris dans cette leçon.
They worked in sugar plantations in Hawaii.
They helped build the transcontinental railroad.
They worked on farms in California

arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : �� P
yourrepare
Proje
ct
Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont simples, j’ai pu délivrer quelques J’ai pu délivrer quelques informations pertinentes J’ai réussi à délivrer un discours contenant l’en-
dates et une ou deux nationalités. sur l’arrivée des immigré·e·s asiatiques avec des semble des informations demandées.
dates, des lieux et des faits précis.
0-1 2-3 4
socio-linguistique en faire sens. Mes phrases sont très simples. de liaison. Mes phrases sont construites. parle de façon spontanée avec très peu de notes.
0-1 2-3 4
0-1 2-3 4
Grammaire Mes phrases sont très simples. Il y a des erreurs de Mes phrases sont simples et courtes. La syntaxe est Mes phrases sont plus longues et correctes. Je fais
(ordre des mots).
Les mots de vocabulaire sont très simples. 0-1 2-3

Le vocabulaire est simple mais plus riche et j’utilise Les mots de vocabulaire que j’utilise sont différents4
Lexique
quelques variantes. et plus variés.
0-1 2-3 4
Total : ��/20
219
2 Witnessing Angel Island
Angel Island à travers le regard de jeunes détenu·e·s p. 118-119
PÉDAGOGIE DIFFÉRENCIÉE : Cette double-page pourra Niveau des textes :

faire l’objet d’un travail de pédagogie différenciée en plusieurs
groupes. Il est possible de répartir les élèves en trois groupes
équilibrés selon leur niveau de compétences. • Group 2 : Niveau B1
Group work À titre d’indication, sur un groupe classe de 24 • Group 3 : Niveau A2

élèves, on pourrait fonctionner de la manière suivante :
– texte 1 : 2 groupes de 4 élèves ;
– texte 2 : 2 groupes de 4 élèves ;
– texte 3 : 2 groupes de 4 élèves.
Cette répartition pourra être adaptée en fonction des niveaux de compétences des élèves.
Il est tout à fait possible de traiter la photographie en classe entière avant de répartir les élèves en
groupes. Cela permettra aux élèves d’aborder les textes avec les mêmes hypothèses et de faciliter
l’entrée dans les documents.
Un seul questionnement destiné

Une anticipation avec l’image aux élèves, avec des attentes
favorisera l’accès au sens du différentes selon le niveau des
document par les élèves. groupes.
2 Witnessing Angel Island Paul Zane Wong’

Wong’
ong’s
s experience on Angel Island
sea 11-year-old
After 23 days at sea, know.. A couple of days later
later,
Observe the picture with your group, describe the situation and
Paul Zane Wong finally arrived the lady custodian came and
say what you think is happening. in the United States at Angel motioned5 to my aunt to pack
Island on February 5, 1924, her belongings and to follow
testimony pick out information about the person
In your group’s testimony, alongside his aunt and her.”
who is telling his/her story. younger cousin. […]
[…] Then slowly all those
E-workbook “Because I was a young boy familiar faces who came over
and came with a woman, on my same ship were gone
they let us stay together and and new arrivals came in. I had
PÉDAGOGIE 3 Pick out expressions of feelings and show
w that the time spent on no friends or anyone to talk
DIFFÉRENCIÉE assigned us to a large wing of
Angel Island was difficult.
diffi [the administration] building to. I felt very lonely and lost.
with iron bars and metal gates. […] There were times I felt so
4 Prepare questions about your classmates’ texts.
te […] There were other women miserable, I didn’t even want to
and children there from earlier go to the dining room. […]
5 Write a few
w notes about the story you have read
r and answer ships. There were no greetings “After spending 25 miserable
classmate’s questions. Then, switch roles.
your classmate’s or friendly hellos. […] They and lonely days there, the
were nervous and kept pretty custodian finally came and
much to themselves1. We slept led me down the hall to a big
in bunk beds2 and washed in a room. As I entered, the first
common room. With my aunt and my cousin […], I thing I noticed were three giant white men. I had
felt rather comfortable except for a feeling like the never seen anyone so large before and with their
rest of the people—wondering whether we will uniforms on, they looked so stern and scary.”
make it to go ashore3 or be rejected and sent back
www.aiisf.org (adapted)
to China.
1. kept to themselves: did not tell people about their feelings
“As the days passed, I noticed my aunt and her 2. two beds, one above the other 3. land/go to the American
son had been summoned out4 for what, I didn’t mainland 4. called 5. showed with her hands / gestured
3 Ken’
Li Ken’
en’s
s experience
We arrived in high hopes but we worried about separately.. Mother was questioned for one dayday,
not being able to answer the many questions that my older sister Li Hong was questioned for half a
the authorities were to ask us. We were scared of day,
day and I was questioned for two hours. My father
getting deported. […] had to make the trip from Oakland4, taking the
ferry to Angel Island, where he was questioned for
1
Women and men were segregated in Angel Island, two days. […] I was so upset by my experience that
Don Lee: my arrival and
1
and while we were there, we were locked up2 in the for 50 years I refused to talk about Angel Island. It
Word
my interrogation women’s barracks. The barracks had barred doors
and windows. Guards wearing green uniforms
was not until 1985 that I was able to talk and write
about it.
interrogation www.teacherscholastic.com
While I was at the Angel Island Immigration Station, I went for detention conditions separated 2. imprisoned 3. rarely 4. Oakland is a city
interrogations. […] I know I gave wrong answers and all that. relatives: family in San Francisco
ancisco Bay,
Bay California
That’s why they kept me there 28 days. […] intimidated
worried: concerned
I was interrogated maybe three or four times. They lasted up to
afraid: scared
half an hour. I was intimidated because I was only 11 years old.
embarrassed: ashamed
[…] There was an official
cial sitting there, with a secretary
secretary, typing.
alone
There was a translator,
anslator, and there was a guard. […] The Chinese
anslator
miserable: sad
Memory
interpreter was pretty much professional. He wasn’t smiling.
wait for sb / sthg
He didn’t try to help me. […] There was a blackboard with the
endure
e
Tweet their experience!
T
alle
Chal
Ch nge
leng
numbers on it. Everybody’s got a number. I think my number
be interrogated / questioned
— I wrote it down — is 80340. They would put your number
be detained / be imprisoned Pair work
up there on the blackboard, and you know you have to go to
come over by ship: cross by ship Write 6 to 10 tweets (280 characters) about two of the
interrogation. They didn’t use names. […] The only other thing I
be processed (through Angel Detention on Angel Island.
remember is that on the day they let you go, your number is on children’s stories to create a padlet memory wall with your Choose each 5 adjectives to describe
Island)
the blackboard and it says “San Francisco”.
befriend classmates. Use hashtags (#) to link your tweets to other detention on Angel Island. Compare
www.aiisf.org prove yourself immigrants’ stories. your choices.
118 Angel Island: welcome to the USA? Unit 7 119
Le lexique pourra aider les élèves dans

les activités de production.

1 Observe the picture with your group, describe the situation and say what you think is
happening.
Cette activité peut se faire également en classe entière et dans ce cas nécessitera de prendre appui
sur un brainstorming. L’objectif de cette question est d’anticiper les trois textes et permettre d’aborder
la situation à Angel Island et le lexique des sentiments.
There are four people sitting around a table in an empty room, three adults and one Asian
child. The man facing the child seems to be talking to him. The adults may be immigration
officers / guards / custodians. One of the men is probably an interpreter. The child is
probably / must be a newcomer / an immigrant.
The officer is probably interrogating the young man.
De façon à préparer la lecture des textes, on s’intéressera aux sentiments probables du jeune
homme en guidant les élèves :
– Imagine his feelings.
– He probably feels scared / afraid / frightened / terrified.
Maybe he is intimidated by the officers.
He probably feels lost and embarrassed / ashamed / uncomfortable.
He is probably very sad / miserable.
2 In your group’s testimony, pick out information about the person who is telling his / her
story.
GROUP 1 GROUP 2 GROUP 3

Don Lee Paul Zane Wong Li Ken
11 years old 11 years old Arrived in 1935
Chinese Chinese Arrived with her mother and
Detained for 28 days Arrived on February 5, 1924 her older sister
Felt intimidated Arrived with his aunt and a Stayed in the women’s bar-
Interrogated 3 or 4 younger cousin racks
times Detained for 25 days Felt worried, scared and upset
Felt lonely and lost Interrogated for two hours
3 Pick out expressions of feelings and show that the time spent on Angel Island was difficult.
Expressions of Elements that show that the time spent on Angel Island was
feelings difficult
Group 1 “I was intimidated” He was surrounded by many officials.
Don Lee The interpreter wasn’t smiling. He didn’t try to help him.
Group 2 “lonely and lost” He spent time in a building with iron bars and metal gates.
Paul “25 miserable and “no greetings or friendly hellos” y people were unwelcoming
Zane lonely days” They washed in common rooms. y lack of intimacy / privacy
Wong “wondering whether we will make it to go ashore or be rejected
and sent back” y uncertain future
“for what, I didn’t know” y uncertainty
“I had no friends or anyone to talk to” y isolation
“I had never seen anyone so large” y impressed and scared
221
Expressions of Elements that show that the time spent on Angel Island was
feelings difficult
Group 3 “high hopes” First: hopeful
Li Ken “I was worried” Then: disappointed and worried / concerned
“I was so upset” upset / angry
4 Prepare questions about your classmates’ texts.

What is his or her name?
How old was he or she?
What nationality is he or she?
When did he or she arrive?
Who did he or she come with? Who came whith him /her?
How did he or she travel?
Where was he or she detained?
How long did he or she stay?
How did he or she feel?
How many times was he or she interrogated?
5 Write a few notes about the story you have read and answer your classmates’ questions.
Then, switch roles.
Les élèves pourront engager un dialogue avec leurs camarades, croiser les informations issues des
différents textes et compléter leur réflexion sur Angel Island au travers de ces témoignages.
Info+
De nombreuses personnes connaissent l’histoire d’Ellis Island, station d’immigration de la côte
est des États-Unis où les immigrant·e·s étaient contrôlé·e·s après leur traversée de l’Atlantique.
Cependant, l’histoire de son équivalent sur la côte ouest, la station d’immigration d’Angel Island,
est moins connue. Située dans la baie de San Francisco, l’île a servi de lieu de contrôle pour plus
de 500 000 immigrant·e·s entre 1910 et 1940. Les lois limitant l’immigration en provenance des
pays d’Asie ont causé la détention de nombreux immigrant·e·s de quelques jours jusqu’à deux
ans. À titre de comparaison, Ellis Island a été le lieu d’arrivée de 12 millions de personnes qui y
restaient de quelques heures à plusieurs mois.
Tweet their experience!

Pair work Write 6 to 10 tweets (280 characters) about two of the children’s stories to create
a padlet memory wall with your classmates. Use hashtags (#) to link your tweets to other
immigrants’ stories.
Cette tâche intermédiaire permet aux élèves de s’exprimer sur un support, qu’ils·elles connaissent
peut-être déjà, avec certaines contraintes et certains codes. Ils·elles doivent ainsi exploiter et lier les
documents vus dans la double-page et les exposer de façon claire et succincte.

Production possible
Paul Zane Wong traveled with his family to America, but soon he was alone on #AngelIs-
land because his aunt and cousin were released earlier than him.
Paul felt very lonely during his #detention and he wondered if he was going to be de-
ported.
The officials were not very nice to Li Ken and her family #AngelIsland #detention #USgo-
vernment
The detention lasted very long and the interrogations were very long and hard. The child-
ren were interrogated without their parents #AngelIsland #interrogation
While she was in the Angel Island Immigration Station with her mother and sister they
were interrogated for several hours, and her father was interrogated as well when he
came from Oakland #AngelIsland #interrogation #USimmigrationhistory
Li Ken’s experience at the Immigration Station was very difficult, it is still hard for her to
talk about it #AngelIsland #USimmigration #history
Detention on Angel Island.

Choose each 5 adjectives to describe detention on Angel Island. Compare your choices.
difficult, hard, tough, rough, unbearable, inhumane, unfair
223
3 History doesn’t belong to the past
Comment la mémoire est-elle conservée ? p. 120-121
Une anticipation avec l’image favorisera l’accès 3 History doesn’t belong to the past
au sens du document par les élèves. Faire
décrire aux élèves l’image (fiche méthodolo- a. Angel Island Immigration Station
gique : analyser une image p. 270).
Les titres des deux documents proposés

permettent d’orienter la réflexion des élèves
et de faire émerger la problématique de la
double-page.
The Angel Island Immigration Station today
1 Pair work Divide the picture in two parts (right and left) and describe your part to your classmate.
2 Pick out the words carved on the steps on your part and guess what or who they refer to.
Le lexique – lié à la mémoire – facilite la 3 Make suppositions about the presence of the carved words on the stairs.
compréhension des documents et permettra b. Recognising Asian immigration history

d’enrichir les propositions des élèves lors des The beginning of the recognition of Asian immigrant history
phases de production écrite ou orale. A fter the war1, the Immigration Station
now abandoned, fell into disrepair2. Like
5
I n 1970, Park Ranger Alexander Weiss

toured the building with flashlight in hand
many other unused buildings on the Island, and noted the Chinese characters carved4
the Station was scheduled3 to be demolished. into the walls. Through his effor
eff ts, those of
Word
steps: stairs interesting remember
Le point de grammaire sur le present perfect Gramma

Grammar preserva
eser tion
eserva enriching pay tribute: pay your
protection carved: engraved respect
restoration moving: provoking symbolise
The present perfect To
oo ls
serait idéalement à placer après les activités de
p. 126 barracks: buildings emotions preserve
“ of us who have immigrated from
“All historical commemorate immigrate
the Pacific Rim.” relevant: true for the descend from sb: be
situation related to sb
compréhension orale du document c. : Memo- 120 Angel Island: welcome to the USA?
ries of all Asian immigrants.
Info+
L’histoire de la station d’immigration d’Angel Island a longtemps souffert de voir son rôle éclipsé
par celui d’Ellis Island. Depuis les années 1970, à l’initiative d’un groupe de personnes convain-
cues de son importance, des travaux de réhabilitation ont pu être entrepris sous l’impulsion d’un
garde. Un travail de réappropriation de son histoire a été également lancé pour faire d’Angel
Island, un lieu de mémoire notamment grâce à l’implication des descendant·e·s d’immigré·e·s
asiatiques riche d’une histoire prête à être partagée.
a. Angel Island Immigration Station p. 120

L’activité peut démarrer par une description globale du document iconographique en lien avec le
titre. Il serait possible de faire formuler des hypothèses aux élèves pour lancer l’activité.

1 Pair work Divide the picture in two parts (right and left) and describe your part to your
classmate.
Chaque élève réfléchit à la description de la partie de l’image qui lui revient
Puis ils·elles décrivent à leur voisin·e leur partie et émettent des hypothèses de compréhension.
2 Pick out the words carved on the steps on your part and guess what or who they refer to.
Courage, segregation and loneliness on the left part.
Sacrifice, confinement and frustration on the right part.
I think that all the words carved on the steps refer to what the immigrants went through /
experienced during their stay on Angel Island.
3 Make suppositions about the presence of the carved words on the stairs.
Production possible
The words may symbolise the immigrants’ feelings as they went up the stairs.
They felt lonely, segregated. They were probably frustrated because they were not al-
lowed to do what they wanted and not all of them spoke English.
En regardant de près, les élèves repèrent les 10

Paul Chow and the Angel Island Immigra-
tion Station Historical Advisory Committee
éléments factuels (nombre d’immigrant·e·s, (AIISHAC), special legislation was passed

in 1976 providing $250,000 for preservation
années, le nom d’une personne, ses papiers

and restoration: the detention barracks, and
its Chinese poetryy sa
saved.
d’identité et effets personnels). Les élèves ont

15
A IISHAC created the Angel Island Immi-

gration Station Foundati
unda on (AIISF) to
undati
continue preservation and educational effor
eff ts
la possibilité d’inférer du sens sur la personne regarding the site. AIISF is the non-profit
partner of Califor
lif nia State Parks and the Na-
tion of the site and education about the role
of Pacific Rim5 immigration in U.S. history.
représentée par les éléments :

20 tional Park Service in the work to restore the www.angelisland.org
historic Immigration Station at Angel Island. 1. WWII 2. fell into disrepair: began to deteriorate
AIISF’s
F’ mission includes both the preserva-
F’s 3. programmed 4. cut into the surface of a material
5. countries around the Pacific Ocean
– Glasses case, glasses / spectacles / keys / identity 1 Read the text and find out what the numbers correspond to. Cul
Culture tip
250,000 • 1970 • 1976
papers 2 Match each title with a paragraph. The Angel Island Immi-
gration Station opened
Creation of tthe museum Years of abandonment
Y in 1910 and closed in
Decision to restore tthe building 1940. During these thirty
It is a representation of personal belongings that 3 Find the meaning of AIISHAC and AIISF and explain why they were important for
the Angel Island Immigration Station.
years, a total of 500,000
immigrants were pro-
cessed through the Immi-
are real and that makes us identify with a person

gration Station. Most of
them were Chinese and
4 YYou are Park Ranger Alexander Weiss. Write the story of the discovery of the were detained for weeks,
Chinese characters on the walls and how they helped save the immigration station. even months.
of the time.
c. Memories of all Asian immigrants
E-workbook
Describe the image (foreground and back-

ground) and read the title. Guess the topic of the
speech and where it’s given from.
2 W Watch the video. Focus on nationalities and

places and try to deduct the goal of this speech.
3 Pick out information and visual details explaining

why the speaker compares Angel Island to Ellis Island.
Le titre permet d’identifier le processus de 4 Explain why it is important to celebrate Angel

Island as a historical spot.
reconnaissance de l’histoire de l’immigration Memory

llen
Chaalle
Ch ge
nge
asiatique par la réhabilitation du lieu emblé- Powerful words. Close your
matique qu’est le centre d’immigration sur Convince a friend to come visit the Immigration Station with
books and give as many words
as you can that could be carved
on the steps in front of the Angel
Angel Island. you. Explain why it is interesting and important to go there.
Unit 7
Island Immigration Station.
121
Ce Culture tip donne aux élèves de manière lisible les éléments essentiels pour comprendre le
support de compréhension écrite : dates de fonctionnement, nombre de personnes qui y ont été
détenues, le temps qu’elles y ont passé ainsi que leur pays d’origine. On pourra commencer l’étude
de cette double-page par la lecture du Culture tip afin de faciliter l’accès au sens des documents.
225
b. Recognising Asian immigration history p. 120

1 Read the text and find out what the numbers correspond to.
250,000 corresponds to the money given to restore the building.
1970 is the year when Park Ranger Alexander Weiss discovered the carvings on the walls
inside the buildings.
1976 corresponds to the year when a special legislation was passed to give $250,000 to
renovate the Angel Island immigration station.
2 Match each title with a paragraph.

Creation of the museum: paragraph 3
Years of abandonment: paragraph 1
Decision to restore the building: paragraph 2
3 Find the meaning of AIISHAC and AIISF and explain why they were important for the Angel
Island Immigration Station.
AIISHAC: Angel Island Immigration Station Historical Advisory Committee.
AIISF: Angel Island Immigration Station Foundation, it’s a non-profit partner of California
State Parks and the National Park Service in the work to restore the historic Immigration
Station at Angel Island.
The AIISHAC created the AIISF. They both played an important role in the preservation of
Angel Island buildings and gave back its American historical dimension to the site.
4 You are Park Ranger Alexander Weiss. Write the story of the discovery of the Chinese cha-
racters on the walls and how they helped save the immigration station.
La production écrite attendue doit être d’une dizaine de ligne, écrites à la première personne et doit
raconter les grandes étapes de la découverte des gravures sur les murs. L’emploi du prétérit simple
et du prétérit en be + V-ing est attendu.
Production possible
I am Alexander Weiss. I’m going to tell you how I discovered the carvings on the walls in-
side the buildings of Angel Island centre. It was in 1970. I was working as a Park Ranger
in the state of California for a while and watched over the site and its natural park. The
buildings were abandoned and fell into disrepair since it was closed in 1940. They were
supposed to be demolished. But I had always been fascinated with the site. That’s why, I
liked visiting the site regularly.
One night, as I was walking through the centre, I came into a dormitory and pointed the
light onto the opposite wall.
At first, I thought that what I could see were drawings on a wall, but, as I came closer, I
noticed that there were carved Chinese characters. There were more on other walls and
I decided to show them to Paul Chow. That was the beginning of the rehabilitation of the
Angel Island Immigration Station.

c. Memories of all Asian immigrants p. 121
Script
We are talking about a historic place for our the tribulations, the trials of our community
community. From a very historic time, that’s through that important site. And so, it’s so im-
incredibly important to our Chinese American portant to so many of us that Angel Island be
community as well as all of us that have immi- the site that really commemorates the strug-
grated from the Pacific Rim. gles and the triumphs of our community. It
This spot, Angel Island, has personal relevance, really ought to be the Ellis Island of the West,
I think, for all of us of Chinese descent. My but we all know that it has not been that. And
wife’s family had members who came through I want to thank the Angel Island Station Foun-
and all of us have known stories, are related to, dation for your decades of work to really put
are descendant from individuals that passed Angel Island on the map, put it as a destination
through Angel Island. And we all know that An- for not just our community but for all of our
gel Island was the site of not just a celebration citizens here in the United States to really un-
of our immigration story but of the challenges, derstand and appreciate.

Le point de grammaire sur le present perfect serait idéalement à placer après les activités sur ce
document.
Pour un guidage plus précis vous pouvez utiliser la fiche du E-workbook.
1 Describe the image (foreground and background) and read the title. Guess the topic of the
speech and where it’s given from.
In the background, there seems to be the ocean. We can see the coast a little far off. I
can see a bridge (maybe the Golden Gate bridge) on the Californian coast. The title of
the document indicates that the scene is set in Angel island.
In the foreground, I can see a bell. It looks old and rusty. It is carved with writings
reading: Immigration Angel Island 1910.
2 Watch the video. Focus on nationalities and places and try to deduce the goal of this
speech.
David Chiu is speaking about the importance of Angel Island in the story of every descen-
dant of the Pacific Rim immigration waves and more specifically of Chinese descent. He is
a member of the American assembly and his speech intends to emphasise the symbol of
this place for all the communities that have immigrated to the USA.
3 Pick out information and visual details explaining why the speaker compares Angel Island
to Ellis Island.
David Chiu is inside one of the rooms of Angel Island’s Immigration Station that has been
renovated. I think it’s a dormitory because there is a bed (bunk beds).
Behind him, there are personal belongings that have been displayed, they look authentic /
genuine:
227
– a suitcase,
– clothes on a bed,
– carvings on the wall.
He speaks about Ellis Island because it is an emblematic place which symbolises immi-
gration to the USA, but it is located on the east coast (close to New York City). Ellis Island
is often the only immigration station that is mentioned when immigration is touched on in
the USA, and this has to change now.
4 Explain why it is important to celebrate Angel Island as a historical spot.
Production possible
Angel Island must be celebrated as an important historical spot in the USA because many
American families descend from Asian immigrants. They often came to the USA via Califor-
nia and from 1910 until 1940 most of them had to stop at Angel Island. Those personal
stories also echo all immigrants’ stories and the USA has been peopled by immigrants
from all over the world.
You want to visit the Angel Island Immigration Station.

Convince a friend to come visit the Immigration Station with you. Explain why it is interesting
and important to go there.
On attend des élèves qu’ils·elles préparent leurs idées sous forme d’une liste de points ou encore
dans une carte mentale. Ils·elles peuvent ensuite s’enregistrer (lecteur MP3 / MP4, téléphone por-
table) et envoyer le fichier son par mail ou le partager sur l’ENT de l’établissement.
Dans les productions des élèves, de 1 à 2 minutes, on attend que soient réutilisés les éléments de la
double-page pour servir d’arguments pour convaincre le partenaire.
Un mini-contest peut être organisé pour distinguer les productions les plus convaincantes. Ce sont les
élèves qui évaluent la justesse des arguments de leur camarade et décernent la meilleure note ou
mention.
Avec des élèves particulièrement réservé·e·s ou en difficultés, l’enseignant·e pourra recourir à un
travail en groupe où les productions élaborées seront le résultat d’un travail commun. Le·la rappor-
teur·euse présentera le travail du groupe.
Production possible
I think we should visit the Angel Island Immigration Station when we visit the US. It is a
place that carries a lot of heritage and it needs to be preserved. I think the stories of the
people who went through the immigration station are very moving, and it is important to
acknowledge the struggles of the Asian immigrants. The poems on the walls make the
place unique and we should pay tribute to this community. Also, the history of Angel Is-
land is very relevant nowadays, and it can only be enriching to learn about it.
Powerful words. Close your books and give as many words as you can that could be carved on
the steps in front of Angel Island Immigration Station.
Cet exercice se prête à une mise en œuvre en binômes ou encore en petits groupes pour favori-
ser la réflexion et le partage des réponses.
anger – despair – hope – strength – sadness – disappointment – boldness – expectations

4 Consequences of their acts
La loi et son contournement par les immigré·e·s asiatiques p. 122-123
4 Consequences of their acts Une anticipation avec l’image permettra aux

élèves de mieux comprendre le texte et le re-
a. Chinese Exclusion Act cours au Word spot permettra de lever l’obstacle
de la charge lexicale.
1
2
Describe the picture. Use the Word spot and ima-
gine what the text is about? Look at the expressions
on the characters’ faces, what situation can you
3
imagine? What is happening?

4
Le texte a une charge lexicale importante

mais on encouragera les élèves à observer sa
Andy Warner,
rner KQED,
rner, ED, Sept 12, 2016
ED
1. people who always gets accused of something they
didn’t do 2. steady stream: regular number of people 2 Read the text. In each paragraph pick out a
structure et à se fier aux mots transparents, aux

3. rare 4. stopping 5. abolished
date or expression of time, find out what it corres-
ponds to and create a timeline.
1 Describe the drawing and
chiffres et aux noms propres afin d’en com-

look at the title. Guess what E-workbook 3 Explain the reasons and the consequences
the text is going to be about. hatier-clic.fr/lmu2043 of the Chinese Exclusion Act.
prendre le sens global dans un premier temps.

b. “Paper sons” Word
1 Listen to the recording. Pick 4 Explain the consequences this last name: family name
lonely
out who is speaking and revelation has on their descendants
lost
about which family member. CD2 PISTE 10 today. surprised
Tâche de production ancrée dans le présent et

2 Explain what the interviewee 5 Give the reasons why the crowded: with a lot of
people
has discovered about her family. “paper sons system” was invented. illegally
dans l’environnement anglo-saxon immédiat des

disembark
3 Find information showing
spend time + V-ing
what a “paper son” is. recall: remember
Gramma
Grammar
banish
Preterit V+-ing To
oo ls p. 126
outlaw: make sthg
illegal
assume / take a new
élèves. Il sera indispensable pour les élèves de
bien cerner les problématiques soulevées par
“where he was living”
“I was wondering
ing if we would get deported.” identity
learn off by heart
le Chinese Exclusion Act afin de comprendre les

documents sur les “paper sons”.
c. David, 8 y
years old: “paper son”
Alone on Angel Island

David Leong’
Da ong’s story
His [family] put eight-year-old David
Da on the
La mise en regard du titre et de boat for America to join his father who was
already in the United States. […]
l’image permettra aux élèves de

Da
David came to the United States in 1940 as
5 a paper son, the son of a son of a native. He
used false papers his father had purchased1, 25 interrogator, assisted by an interpreter,
cerner la notion de “paper son” et and he had to familiarize himself with his
fake2 story and family history. He also had
peppered5 him with questions about his
parents, siblings, and birthplace. […] On
d’identifier l’identité de la personne.

a set of “coaching papers,” which described paper, Davi
Da d’s
d’ name was Chan Way Wa Tong.
10 where he was living, how many siblings3 he The initial interrogation lasted just thirty to
had, his father’s name, and other basic family 30 forty-five minutes, although David Da under-
inf mation. […]
infor went two or three interrogations before
While Davi
Da d’s
d’ aunt and cousins – Ameri- leaving Angel Island. When DavidDa learned he
can citizens – disembarked at San Francisco, passed6 the interrogation process, he remem-
15 David was sent on to Angel Island. […]
Da bers feeling proud. But reuniting with his
35 father was a somewhat strange experience, as
Les élèves du Trail A vont être davan- Three to four weeks after arriving at Angel Is-
land, it was finally time for Davi
Da d’s
d’ interroga-
his father felt like a stranger
www.aiisf.org (adapted)
ranger to Da
David.
tion. He entered a small […] room with just

tage guidé·e·s afin de comprendre de
1. bought 2. not true 3. brothers and sisters 4. white
a desk and several chairs. There, a Caucasian4 person 5. (here) asked him many questions 6. succeeded
quoi parle le texte grâce aux repé- Trail A

PARCOURS
PARCOURS
DIFFÉRENCIÉS Trail B
rages : noms propres, mots-clés à 1 Pick out information about David (names and
family).
1 Find as much information as possible about
David.
utiliser, etc. Les élèves du Trail B vont

2 In the second paragraph, use the words “fake” 2 In the second paragraph, pick out elements
and “false” to describe what a “paper son” was. showing what a ”paper son“ was. Write a definition.
être moins guidé·e·s et pourront aller

3 Focus on the type of information on coaching on the type of information on coaching
papers and create an empty one. Explain papers and create one. Try
Try to complete it for David.
were used. why they were used.
plus dans les détails. 4 In the last paragraph, pick out information
about the interrogations and showw they wer
some words taken from the text and form a
sentence to show why interrogations were
e difficult.
diffi
cult for an 8-year-old.
Explain why David was happy when he succee-
5 Explain what the role of interrogations was. ded the interrogation process.
xperience as a paper son and his passage on Angel Island.
Cette tâche de production ancrée

Memory
permet aux élèves de s’approprier les llen
Chaalle
Ch ge
nge
Tell the story of a “paper son / daughter”.
T
contenus culturels et de s’entraîner à Y are a journalist for the San Francisco Chronicle.
You
Write a short article about a person who came to the
T
Taboo. Talk about the “paper son /
T
daughter system” without using the words
immigration, Chinese, detention, USA and
la tâche finale écrite. United States as a “paper son / daughter”.
Unit 7
exclusion.
123
229
a. Chinese Exclusion Act p. 122

Pour l’exploitation de ce document vous pouvez suivre le questionnement du manuel et/ou utiliser la
fiche du E-workbook pour un questionnement plus guidé.
1 Describe the drawing and look at the title. Guess what the text is going to be about.
This picture shows some people, probably American, who are pursuing / chasing Chinese
people. They are holding a sign on which “MUST GO” is written. They look aggressive.
In the foreground, the Chinese people seem / look scared / frightened and are running away.
I suppose the text will deal with / be about the persecution of Chinese immigrants / the
tensions between American and Chinese people.
2 Read the text. In each paragraph pick out a date or expression of time, find out what it
corresponds to and create a timeline.
the early 1880s: economic downturn

y 1882: Chinese Exclusion Act
y
1943: Chinese Exclusion Act repeal
3 Explain the reasons and the consequences of the Chinese Exclusion Act.
D’autres structures telles que be allowed to / be forbidden to peuvent être utilisées.
Production possible
In the 1880s, the economic situation in the USA was dire. As a consequence, there was a
high level of unemployment.
Tensions emerged and a few Americans blamed Chinese immigrants for the situation /
accused Chinese immigrants of stealing jobs.
As a consequence, the American Congress passed the Chinese Exclusion Act which pre-
vented Chinese immigrants from becoming American citizens.
b. “Papers sons” p. 122
Script CD2 PISTE 10
Journalist. Erika Gee grew up like any other ther family.

Los Angeles kid, playing with Barbie and clut- Erika Gee. So I found out in high school. I was
ching on to Pooh Bear for dear life. But she pretty surprised and the legacy is that, you
was different: her grandfather was not who he know, in some way our family came in illegally
said he was. He’d come to the United States and I was wondering, you know, are we gonna
from China illegally as a paper son, paying get deported?
about 1,800 dollars to attach himself to ano-

Journalist. Now thirty-five years old, Erika Daphne Kwok. We have to remember the
Gee is with the Angel Island Immigration Sta- times: it was during the Chinese Exclusion Act
tion Foundation, an organization that has re- and at that time, and still as to today, the only
searched paper sons. law in the US immigration history books that
Erika Gee. Who are these people? They don’t specifically uh, excluded a specific group of
have the same last name as us, you know, how people and those were Chinese laborers.
could they be related to us? Journalist. 125 years ago this month, the
Journalist. One scholar estimates 150,000 Chinese Exclusion Act was approved by
paper sons and daughters committed this Congress.
crime to navigate around the Chinese Exclu-
sion Act of 1882.

1 Listen to the recording. Pick out who is speaking and about which family member.
Erika Gee is speaking about her grandfather who emigrated to the USA from China.
2 Explain what the interviewee has discovered about her family.

She has discovered that her grandfather immigrated illegally. He came to the USA as a
“paper son”.
3 Find information showing what a “paper son” is.

A paper son is a person who claims to have family in the USA in order to emigrate. When
you had family / relatives in the USA, it was possible to join them.
4 Explain the consequences this revelation has on their descendants today.

Erika Gee was very surprised / stunned / astounded to discover that her grandfather had
come to the USA illegally. She even thought that her family could be deported / sent back
to China.
5 Give the reasons why the “paper sons system” was invented.
Production possible
The “paper sons system” was invented to get around the Chinese Exclusion Act of 1882,
a racist law which excluded a specific group of people. No new Chinese immigrant was
allowed into American territory, so you had to prove that your relatives were already in
America in order to be able to enter.
231
c. David, 8 years old: “paper son” p. 123
TRAIL A TRAIL B
1 Pick out information about David (names 1 Find as much information as possible
and family). about David.
His name was David Leong but on paper, David Leong came to the US with his aunt
his name was Chan Way Tong. He tra- and cousins, who were American citizens.
velled to the US with his aunt and cousins. He was joining his father in America. On
paper, his name was Chan Way Tong.
David was a “paper son”.
2 In the second paragraph, use the words 2 In the second paragraph, pick out
“fake” and “false” to describe what a “paper elements showing what a “paper son” was.
son” was. Write a definition.
A “paper son” is a boy who uses fake A “paper son” is a boy who uses fake
papers and assumes a false identity as papers to immigrate to the USA to join one
the descendant of a Chinese American or a member of his /her family. For David, his
Chinese who has the American citizenship. father had bought false papers and he had
to learn this new identity in order to be
able to enter American soil.
3 Focus on the type of information on 3 Focus on the type of information on
coaching papers and create an empty one. coaching papers and create one. Try to
Explain why they were used. complete it for David. Explain why they were
On coaching papers there was information used.
about your address, your family, your Family name: Way Tong
father’s names. These papers were used to Name: Chan Way Tong
create a credible / convincing identity. Age: 8
Address: e.g. Beijing in China
Birth place: China
Siblings: 2
The coaching papers included informa-
tion about where you lived, who your
family members were, etc. They were
used in order to build a new identity.
They were used to coordinate stories.

TRAIL A TRAIL B
4 In the last paragraph, pick out informa- 4 Use some words taken from the text and
tion about the interrogations and show they form a sentence to show why interrogations
were difficult for an 8-year-old. were difficult.
David had to wait for three or four weeks The interrogations could happen long
before his interrogation. He was in a room after your arrival (three to four weeks
with two men who interrogated him about for David) and they took place in a small
his family and birthplace. The interrogation room which was almost empty. A Cau-
lasted between 30 and 45 minutes but casian interrogator would ask questions
then he was interrogated again. which were translated by an interpreter.
They would ask you questions about
your family, your birthplace, etc. in order
to check your identity before allowing
you to enter the USA. The interrogation
could last up to 45 minutes and you
could be interrogated several times.
5 Explain what the role of interrogations 5 Explain why David was happy when he
was. succeeded the interrogation process.
The interrogations aimed at making sure David was happy and proud of himself
that David was not an illegal immigrant when he succeeded the interrogation
/ a “paper son”. The goal of the inter- process because he was not sure he
rogations was to verify / check David’s would be successful. He managed to
identity. memorise all the information from his
papers and successfully answered the
interrogator’s questions.
Meet up!
You are David’s biographer. Write about his experience as a paper son and his passage
on Angel Island.
Une production de 4 à 6 lignes est attendue ici reprenant les éléments d’informations des ques-
tions précédentes : nom, âge lorsqu’il est arrivé aux États-Unis, conditions d’arrivée sur Angel
Island, la mention des faux papiers, les interrogatoires et le délai avant de pouvoir rejoindre son
père.
Production possible
When he was a child, David Leong immigrated to the United Stated to join his father. In
order to be allowed to enter the United States, he had to be processed through the Angel
Island Immigration Station like many other Chinese immigrants. He was only eight
years old and he waited for three of four weeks before being interrogated by officials.
For up to 45 minutes, they asked him questions about his life and his family. But as a
“paper son”, David had learnt a fake family history. He was interrogated two or three
times, but he succeeded and was finally reunited with his father.
233
Tell the story of a “paper son / daughter”.

You are a journalist for the San Francisco Chronicle. Write a short article about a person who
came to the United States as a “paper son / daughter”
On pourra guider les élèves vers les fiches méthodologie : 5, 6 et 13 afin de réussir au mieux cette
tâche. Il faudra veiller à ce que les élèves ne fassent pas seulement un copier/coller du texte étudié.
peut attendre une production d’environ 150 mots.
Production possible
In the early twentieth century, Chinese immigrants found a way to get around the Chinese
Exclusion Act. The newly-arrived immigrants would carry fake documents and attach
themselves to a Chinese family who had already settled in the US. This was the case
of Jing Mi. She came as a child, travelling by boat with distant family, and arrived on
Angel Island in 1940. She was interrogated many times, for several hours, but she had
been coached to answer all the questions of the officials and hide her true identity. She
repeated that she was part of an American family. She was detained for three weeks, but
finally, they let her enter the US.
Taboo. Talk about the “paper son / daughter system” without using the words immigration,
Chinese, detention, USA and exclusion.
L’élève doit mobiliser sa mémoire pour expliquer la situation des “paper sons / daughters” en faisant
appel à du lexique et des expressions qui lui permettent de répondre à la consigne.
Par exemple :
Immigration: to come to live to the USA
Chinese: from Asian origins
Detention: imprisoned, jailed
USA: America, California…
Exclusion: being rejected

arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : �� P
yourrepare
Proje
ct
Expression écrite
Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont simples, il y a très peu de références Mon article est cohérent avec l’histoire des “paper Mon récit prend en compte les nombreuses difficul-
aux “paper sons / daughters”. sons / daughters”. J’ajoute des informations perti- tés rencontrées par les “paper sons / daughters”.
nentes.
0-1 2-3 4-5

Pragmatique et Mon article est peu clair et organisé. Mon article est clair. J’utilise quelques mots de Mon article est structuré en paragraphes clairs.
socio-linguistique Mes phrases sont très simples. liaison, mes phrases sont construites. J’adopte un style journalistique.
0-1 2-3 4-5

(ordre des mots).
0-1 2-3 4-5

Lexique Les mots de vocabulaire sont très simples et/ou Le vocabulaire est simple mais plus riche et j’utilise Les mots de vocabulaire sont différents et plus
uniquement repris du texte. quelques variantes. variés.
0-1 2-3 4-5
Total : ��/20
235
on Traces from the past p. 124-125
L’étude des trois documents de cette page a pour objectif de permettre aux élèves de se concentrer
sur la découverte des poèmes gravés sur les murs du centre de détention d’Angel Island, à l’origine
de la réhabilitation du site et du travail de mémoire de l’histoire de l’immigration asiatique aux États-
Unis.
Le croisement des trois documents permettra aux élèves de répondre aux questions au mieux.
Script
From 1910 to 1940, tens of thousands of im- nearly lost until California State Park Ranger
migrants entered the United States through Alexander Weiss rediscovered it in 1970. That
the Angel Island Immigration Station which is moment began the long journey to save the
located near San Francisco. All over its walls, Immigration Station, to preserve the stories
carvings in many languages reveal a unique that the carvings tell. And to help us remem-
story about those who came through it. ber their sad but important place in American
The building and its history was forgotten and history.
Corrigé
1 Indicate the connection between the title and the following documents.
The poems that have been found by the Park Ranger, are the elements that started the work of
restoration and commemoration of the Asian immigration history. They really are traces from
the past both physical and spiritual: they are a living testimony of the past of Angel Island.
2 Explain why the poems mentioned in the three documents are important traces from the
past in US history.
In the first document, the poems mentioned are very important, they are at the start of
the renovation. There are 135 poems, they were made of simple sentences (“I was here”)
to complex literary forms. Their authors were multiple and well-educated. The emotions ex-
pressed are strong and compelling (frustration, anger, sorrow and despair). Above all, they
all have been concealed / covered / hidden by American officials.
In the second document, there is also the expression of frustration, sadness and anger in the
poem.
The last document is a video telling the story of the immigration centre from 1910 to 1940
and the important role of Alexander Weiss in 1970 from whom everything started.
3 In your opinion, is it important to keep traces from the past? Explain why or why not.
Les élèves émettent ici une opinion personnelle qui devra être étayée par des arguments. On peut
choisir d’élargir son questionnement à des questions d’actualités contemporaines concernant l’immi-
gration aux USA.

1. in the mid 1800s 2. railroads 3. miserable 4. on the West Coast. 5. an immigration
station. 6. Photo 2 7. fear, isolation and sadness 8. Alexander Weiss 9. Chinese, cheap,
descent 10. going through an interrogation

Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��

1. When did the Gold Rush start in the US? �� /2
❑ in the mid 1800s ❑ in the late 1800s ❑ in the early 1900s
2. What did the Chinese help build? �� /2

❑ airports ❑ railroads ❑ motorways
3. Which word is a synonym of very sad? �� /2

❑ miserable ❑ worried ❑ angry
4. Angel Island is located... �� /2

❑ on the West Coast. ❑ on the East Coast.
5. What was Angel Island? �� /2

❑ a holiday resort ❑ an immigration station ❑ an island with angels
6. Which of these photos shows Angel Island? �� /2
❑ ❑
7. Which list of words could be written on Angel Island stairs? �� /2

❑ joy, peace and freedom
❑ fear, isolation and sadness
❑ surprise, shock and excitement
8. Who discovered the carvings on the walls? �� /2

❑ Alexander Weiss ❑ David Leong ❑ Don Lee
9. Which list includes the /i:/ sound in all its words? �� /2
❑ Chinese, family, sea
❑ Chinese, cheap, descent
❑ Pacific, community, immigration
10. What was obligatory for Asian immigrants when they arrived? �� /2
❑ going through an interrogation
❑ marrying an American citizen
❑ finding a job
Total : �� /20
237
Too ls
1 a. He said he would make Angel Is- g. When we arrived on Angel Island, the
land an immigration Foundation. sun was shining.
b. He thought he would become an Ameri-
can citizen. 3 a. He has not visited the Angel Island
c. He /she said that people couldn’t ignore museum.
the contribution of Asian immigration. b. Have they left?
d. He asked if I knew when the immigra- c. He has spent days on Angel Island.
tion station closed. d. We have not forgotten.
e. Have you thought about your family?
2 a. You looked scared when the official
was asking you questions. 4 a. I did not read about Angel Island
b. I last saw him in Japan. He told me he last year.
was taking a boat to America and was b. I travelled to the USA and settled
trying to achieve the American dream. down in California fifteen years ago.
c. Who was talking to you when I met c. I have recently travelled the world to
you at the airport? see the differences with my homeland.
d. She was thinking about her new life (Preterit possible)
when the boat arrived in America. d. Have you ever seen so many people on
e. The immigrants were going to America a boat?
when a storm slowed them down. e. I have already bought my plane ticket
f. While the officer was interviewing me, to go back to Japan and see my family
I began to panic. during the holiday.
CD2 PISTE 11
5 MP3 n° 58
/ɪ/ /i…/
immigration Chinese sea cheap
Pacific speak uneasy see
descent speech

p. 128-129
PRO
JECT
1 To celebrate Immigrant Day, make a speech to pay tribute to Asian
immigrants who came to the USA.
Mise en place :
• Ce travail peut être finalisé de diverses manières : ballado-diffusion avec des MP3 sur lesquels les
élèves s’enregistrent, avec une caméra, devant vous, devant la classe. Il peut aussi être réalisé à la
maison par les élèves s’ils·elles se filment afin de faciliter la correction.
• La préparation écrite de cette production est indispensable car il s’agit d’un écrit oralisé. Néanmoins
on attend des élèves qu’ils·elles délivrent un discours à partir d’une prise de notes. Celle-ci prendra la
forme avec laquelle ils seront le plus à l’aide : liste ou cartes mentales.
• Un temps de préparation d’environ 10 minutes serait nécessaire aux élèves.
• Les élèves ne devront disposer que d’une liste de mots (vous pouvez les limiter à 10-15) afin d’éviter
la lecture de phrases préparées à l’avance. Si certain·e·s élèves ne sont pas suffisamment à l’aise ou
autonome dans l’usage de la langue, vous pouvez adapter ces consignes en les laissant utiliser davan-
tage de mots ou des débuts de phrases.
• Les élèves peuvent choisir de s’appuyer sur un témoignage de l’unité s’ils·elles le désirent. En effet,
s’ils·elles ont été touché·e·s par une histoire en particulier, leurs propos seront plus intéressants et
mieux structurés.
La durée sera d’environ 1 minute 30 et pourra aller jusqu’à 3 minutes pour un·e élève à l’aise. La
réalisation de cette tâche finale pourra donner lieu à une note sur 20 en utilisant le barème à la page
suivante.
• Vous pourrez donner un point de bonus pour récompenser la prise de risque.
z Fiche méthodo N°3. Mémoriser p. 256

PRO
JECT
2 In your school newspaper, write an article to present Asian immigration
in the USA.
Mise en place :
• On encouragera les élèves à être autonomes et à réfléchir seul·e·s aux aspects qui pourront être
développés dans l’article. Il ne s’agira pas de traiter tous les points qui figurent dans l’unité, mais d’être
capable de s’approprier un contenu culturel et de le développer.
• On invitera les élèves à respecter la structure d’un article de presse et à sélectionner une image
susceptible d’illustrer l’article de manière efficace.
• On peut également envisager la création d’un magazine dans lequel figureraient plusieurs articles
rédigés par les élèves.

Fiche méthodo N°7. Relire un devoir écrit p. 264
239
240
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression orale – Make a speech.

Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont simples, apprises par Mes interventions correspondent à différents éléments qui Mes arguments sont variés, ordonnés et cohérents. Je
cœur. Il y a très peu de références à ont capté mon attention dans l’histoire d’Angel Island et je reprends à mon compte plusieurs témoignages pour
l’histoire d’Angel Island. propose un point de vue informé. Je reprends des choses appuyer mes idées.
Angel Island: welcome to the USA?

vues et ajoute des variantes et mon point de vue personnel.
0-1 2-3 4
Pragmatique et Je communique de façon simple. Je Je m’aide peu de mes notes. J’utilise quelques mots de C’est une réelle situation de communication. Je parle
socio-linguistique lis un texte sans en faire sens. Mes liaison, mes phrases sont construites. de façon spontanée, avec très peu de notes. Mon
phrases sont très simples. discours est structuré.
0-1 2-3 4
Phonétique Je prononce correctement des mots L’ensemble de mon discours est compréhensible. Il y a Il peut y avoir des petites erreurs de prononciation,
isolés. quelques petites erreurs de prononciation. mais il y a un bon effort au niveau de l’intonation et de
l’articulation.
0-1 2-3 4
Grammaire Les phrases sont très simples. Il y a des Les phrases sont simples et courtes. La syntaxe est respec- Les phrases sont plus longues et correctes. Je fais peu
erreurs de grammaire (verbe manquant, tée. d’erreurs de grammaire.
etc.) ou de syntaxe (ordre des mots).
0-1 2-3 4
Lexique Les mots de vocabulaire sont très Le vocabulaire est simple mais plus riche et j’utilise quelques Les mots de vocabulaire sont différents et plus variés.
simples, appris par cœur. variantes.
0-1 2-3 4
Total : ��/20
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression écrite – Write an article.

Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont simples, il y a très peu de références Le point que j’ai choisi représente bien l’immigration Mon sujet est traité de façon complète et j’établis
aux aspects culturels de l’immigration asiatique. asiatique. J’ajoute des informations pertinentes. des parallèles avec d’autres aspects.
0 -1 2-3 4-5
Pragmatique et Mon article est peu clair et organisé. Mon article est clair. J’utilise quelques mots de Mon article est structuré en paragraphes clairs.
socio-linguistique Mes phrases sont très simples. liaison, mes phrases sont construites. J’adopte un style journalistique.
0 -1 2-3 4-5
Grammaire Les phrases sont très simples. Il y a des erreurs de Les phrases sont simples et courtes et la syntaxe Les phrases sont plus longues et correctes. Je fais
grammaire (verbe manquant, etc.) ou de syntaxe est respectée. peu d’erreurs de grammaire.
(ordre des mots).
0 -1 2-3 4-5
quelques variantes. variés. Je me suis approprié le lexique de l’unité.
0 -1 2-3 4-5
Total : ��/20
241
At age 17, Henry S.H. Gee immigrated my uncle’s hand and description of his
in 1940 with a cousin to the United moles and marks.”
States. He was detained for more than “We studied about an hour a day. We
a month at Angel Island. He and his studied on the ship (across the Pacific
5 father, who was waiting in San Francis- 25 Ocean) and we kept studying once we
co, went to Mississippi but later moved got to Angel Island, too. I was nervous.”
to Houston to join other relatives. “The questions were tough. Not just
After returning from World War II naval how many people were in my family,
service in 1946, Gee ran into “Number but where do they sleep? What picture is
10 One” on a San Francisco street. The man 30 hanging on which room of the house?”
had been detained at least four years and “I met an older man in the barrack, he
was finally released when war broke out. was in his 30s or 40s. He seemed well-
Now 74, Gee is a retired engineering su- educated and articulate but he had
pervisor in Houston. gotten stuck at Angel Island because he
*** 35 didn’t have the right papers. We called
him “Number One” because he knew
15 “My cousin and I had spent at least a year the guards really well.”
practicing for the interrogation even be- “All of us -- all we wanted was to stay in
fore we left for America. My father had this country.”
written a book of questions and answers 40 - Henry S. H. Gee
for me. There were diagrams of our vil- Story by Lydia Lum,
20 lage, our house. It even had a drawing of www.angel-island.com, 1998
1 Find information about Henry S.H. Gee (age when he arrived in the US,
how long he was detained, family). �� /4
��
��
2 True or false? Justify by quoting from the text. �� /6
a. Henry S.H. Gee stayed in San Francisco after his arrival.

❑ True ❑ False
��
b. He was alone on Angel Island.

❑ True ❑ False
��
1/2

Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Class: . . . . . . . . Date: ��
c. The book of questions only included text.

❑ True ❑ False
��
d. The questions were easy to answer.

❑ True ❑ False
��
3 Write a paragraph with the information you picked out about the man called
“Number One”. �� /5
��
��
��
4 Explain why he was called “Number One”. �� /5
��
��
2/2
243
1 What places or locations are mentioned in this recording? �� /3
��
��
2 Who is it about? Mention every member of the family and their job, if mentioned. �� /4
��
..........................................................................................................................
..........................................................................................................................
��
3 Explain the situation. Give details (dates, place etc.). �� /6
��
..........................................................................................................................
��
4 Explain what bribery is, in the context of Angel Island. �� /3
��
��
5 How long did they stay in Angel Island? �� /2
��
��
6 When did The Chinese Exlusion Act end and why? �� /2
��
..........................................................................................................................
��


1 �� 4 points
Henry S.H. Gee was 17 when he arrived in the US. (1 point)
He was detained for more than a month. (1 point)
He travelled with his cousin. (1 point)
His father had written a book of questions and answers. (1 point)
2 �� 6 points (1.5 points par réponse)

a. False: “He and his father […] went to Mississippi but later moved to Houston to join other relatives”.
b. False: “My cousin and I spent at least a year practising for the interrogation” “we kept studying once
we got to Angel Island, too.”
c. False: “It even had drawings of my uncle’s hand”.
d. False: “The questions were tough”.
3 He was detained at least 4 years and was released / freed when war broke out. He was an older
man who was well-educated / well-read and articulate yet he was detained because he didn’t have
the right papers.�� 5 points
4 �� 5 points
He was called “Number One” because he knew the guards very well. (2 points)
This means that they believed he was the first detainee, that he had been detained
for so long that he knew all the guards on Angel Island. (3 points)
245
Script CD2 PISTE 52
Perched in San Francisco Bay, Angel Island the son and mother were detained on Angel
was opened in 1910. For the next thirty years, Island for 18 months, fighting a legal battle to
it was the point entry for the hundred and se- prove they were in fact related to the Chinese
venty-five thousand Chinese who immigrated merchant. Bribery was common at that time
to the United States. When then detained at and Lee said he and his mother could have
Angel Island, Chow Nam Lee, who is now 91 avoided their legal ordeal by handling five hun-
shared with the China Daily his memories of dred dollars to the authorities.
the time. On February 5th 1935, the fourteen- But Lee’s father refused to bribe the officers
year-old Lee and his mother Ohso Kyung and the family decided to take their case to
docked at a pier in San Francisco, having tra- court. After 18 months, including a trial, the
veled from China aboard the steamship Pre- US government’s still refused to grant Lee and
sident Taft a twenty-four-day journey that left his mother US immigration documents. The
them seasick. They came to join Lee’s father federal government repealed the Chinese Ex-
Lambu, who ran in a poultry business and de- clusion Acts in 1943 when China was an ally of
licatessen in Oakland’s Chinatown. However, the US in World War ΙI.”
1 �� 3 points
Angel Island (1 point)
San Francisco Bay (1 point)
Oakland, Chinatown (1 point)
2 �� 4 points
It’s about Chow Nam Lee. (1 point)
Lee’s mother. (1 point)
Lee’s father already in America who was working in a deli in Oakland’s Chinatown. (2 points)
3 They wanted to join Lee’s father, but he refused to give money to avoid the stay at
Angel Island and put the case to court. �� 6 points
4 A bribe is money given to authorities or administration in some countries to avoid

too long legal procedures. �� 3 points
5 They stayed 18 months. �� 2 points
6 It was reviewed or changed when China and the USA became ally for World War ΙΙ
in 1943. �� 2 points

8 Musicals: mirrors of society?
Introduction
Cette séquence montre comment les comédies musicales reflètent les sociétés américaines et
britanniques de par leurs thématiques sociales, politiques et culturelles. Un tour d’horizon du
West End et de Broadway permet également de comparer les deux lieux emblématiques.
Notion(s) mémoire : héritages et ruptures Thème les comédies musicales du West

End et de Broadway
Problématique(s) suggérée(s) To what extent are musicals
an appropriate reflection of American / British society ? Projets finaux
PRO
JE CT
1 Make a vlog post on the
Objectif(s) culturel(s) les thématiques sociales, culturelles, website of the magazine telling foreign
politiques évoquées au travers des comédies musicales aux tourists why it is great to see a live musical.
USA ou au Royaume-Uni, la comparaison entre le West End
et Broadway PRO
CT
JE
2 Write a blog entry re-
commending a musical and explaining how
it reflects American or British society.
Objectif(s) pragmatique(s) structurer son argumentation,
convaincre un auditoire. Projets intermédiaires
Objectif(s) sociolinguistique(s) adapter son discours L1 You are two friends, one from London
à son auditoire dans un vlog, respecter les conventions de and one from New York. You are talking
présentation d’une page de blog. about the next musical you want to see.
You discuss which theatre district is better:
Objectif(s) citoyen(s) réfléchir à des problèmes sociaux, Broadway or the West End?
politiques et culturels à travers le prisme d’un divertissement
typiquement anglo-saxon (la comédie musicale). Prepare your Project
L2 Write a satisfaction survey about every-
Objectif(s) méthodologique(s) Faire une recherche thing people may like in a Broadway musical.
internet (p. 260), Réaliser une vidéo (p. 272), Expression orale
en continu (p. 282) Prepare your Project
L3 You are a theatre critic for your high
school gazette. Publish a vlog post of
Objectifs Lexique : le spectacle, le succès, les
your review of Rent or Hair to encourage
linguistiques messages et conflits sociaux
students to go and see them.
Grammaire : le comparatif et le superlatif Prepare your Project

de supériorité, l’expression du contraste L4 Create a flyer of a new British musical
with an illustration, some information about
Phonétique : les énoncés emphatiques the musical, its topic and positive reviews.
Médias utilisés

CD 2 pistes 13 à 17 • Top 10 musicals in London, visitlon-
Quizlet hatier-clic.fr/lmu2051
CD 2 piste 53 don.com
• Vlog post about theatre runs • “Rent”, the Smash Hit Musical, E-workbook
broadway.com Page d’ouverture : hatier-clic.fr/lmu2046
MP3 N°66 à 71 Leçon 1 : hatier-clic.fr/lmu2047
247
Ouverture
Musicals: mirrors of society? p. 130-131
Vous pouvez faire

Vous pouvez commencer par la description de l’image et le repé- expliciter rapidement la
rage des titres de comédies musicales qui y apparaissent. Vous citation et mettre l’accent
pouvez ensuite demander aux élèves s’ils·elles les connaissent sur le côté positif (idée de
ou en connaissent d’autres. Il peut être utile de leur faire définir liberté, de relaxation, de
le terme musical (a play or film that uses singing and dancing in the plaisir ressenti grâce à la
story) et les caractéristiques du genre. musique).
8 Close your e
eyes and let
the music set you fr
free.
The Phantom of the Oper
rew Llo
Lloyd
Opera,
musical by English composer
Andrew yd Webber
MUSICALS:
MIRRORS
SOCIETY?
of
oadway theaters near Times Square,

ork City
Up
Find some common points and
Vlog a speech! Y You are a journalist Write

rite a blog entry! Y
You have seen a West End and Broadway E-workbook
for Time Out in London or Playbill in musical on Broadway or in the West on the maps. hatier-clic.fr/lmu2046
New wYYork.
ork. Y
You
ou make a vlog post on End. Write a blog entry recommen- • Watch. List some elements which make these
the website of the magazine telling ding this musical and explaining how musicals energetic, eye-catching, and unique.
foreign tourists why it is great to see it reflects American or British society.
a live musical. • Read. How does the quote apply to musicals?
Top 10 London Musicals, Visit London, 2015
T
130 131
Faire repérer de quelle ville et quel quartier il s’agit dans La fiche du E-workbook, sur la-
la vidéo (le West End à Londres). Puis faire noter les quelle vous trouverez deux cartes
éléments qui contribuent au plaisir évoqué plus haut représentant les theatre districts
(colours, set, characters, music, dancing, special effects, du West End et de Broadway, vous
costumes…). Enfin, faire réécouter le commentaire et permettra de comparer les deux
noter les mots positifs. lieux emblématiques des comédies
musicales.
Vous pouvez faire remarquer que la plupart des œuvres
à l’origine des comédies musicales citées dans la vidéo hatier-clic.fr/lmu2046
sont anglo-saxonnes (à l’exception des Misérables et y E-workbook corrigé, p. 390
du Fantôme de l’Opéra) et que le genre des musicals est
particulièrement prisé dans les pays anglo-saxons (qui
en sont la source).

Script
You haven’t truly experienced the magic of of a boy’s struggle against the odds, to beco-
musical theatre until you’ve enjoyed a West me a ballet star.
End show. Here is the visitlondon.com guide In the fifth spot: Thriller Live. This spectacu-
to the top ten musicals in town. lar show takes you on an electrifying journey
At number ten: Charlie and the Chocolate Fac- through Michael Jackson’s musical legacy.
tory. Grab your own golden ticket and step At number four: Mamma Mia. Abba’s timeless
inside the weird and wonderful Wonka choco- songs create the ultimate feel good tale of
late factory. love, laughter and friendship.
Number nine: The Commitments. Originally Wicked is at number three. The untold story of
a novel, then a hit movie, this musical is jam- the witches of Oz has won ninety international
packed with classic soul hits. awards and is loved by audiences and critics.
In number eight: The Book of Mormon. From In number two: The Phantom of the Opera.
the creators of South Park, this outrageously Andrew Lloyd Weber’s musical masterpiece
funny musical is not for the fainthearted. continues to captivate audiences.
Number seven: Les Misérables. An epic tale And sitting majestically in the top spot is The
of broken dreams, passion, sacrifice and re- Lion King. Set in the Serengeti, this epic show
demption. explodes with glorious colours, stunning ef-
Billy Elliot is at number six. The inspiring story fects and enchanting music.
249
1 Broadway vs. the West End
Comparaison entre Broadway et le West End pp. 132-133
La fiche du E-workbook permet aux élèves

d’aller plus loin dans la compréhension
Trois extraits qui se complètent pour du lexique, le repérage des différences
pouvoir comparer les deux quartiers. entre les deux districts, la manipulation du
Ce découpage permet également de comparatif. Tout cela afin de les amener à
traiter ces trois textes en travail de répondre à la question initiale : which one
groupe si vous le souhaitez. is on top?
1 Br
Broadway vs. the West End 1 Read the introduction of the first text and find out who goes to the West End and Broadway to see musicals.
2 In texts 1 and 2, find the opposites of the following words.
victory • stay behind • optional • stay on his / her seat
3 Find out how to get cheap tickets in the West End and on Broadway.
a. Which one is on top?
4 Read the three texts again. In each paragraph, pick out a keyword which could be used as a title for the
1 paragraph.
aph. e. g. ““capacity” for the second paragraph of text 1.
London’s West End and New York’s
5 Compare and contrast the West End and Broadway. E-workbook
Broadway ay pull in1 tourists and locals hatier-clic.fr/lmu2047
alike, but which one is the best? A bit B
Both
oth B
Broadway
roadway and the West End are…
of healthy
health competi
com tion never hurt T
They both…
5 an
anyone, so let’s look at the facts and
find out who’s
o’
o’s the winner once and for 6 Broadway vs. the West End, say which one is on top. Explain your choice.
all. […] The Americans are ahead when it
comes to capacity. ty On a daily basis the
ty.
numbers aren’t
aren so differ
diff ent, but over a
10 year Broadway can cater2 to an extra three
b. What about running times?
million people.
It’s not a complete loss for the West End 1 Choose the correct meaning for “a long-running musical”.
though, as it has bigger theatr
thea es. The West The Lyceum Theatre, Manhattan A musical that lasts more than 2 hours 30 minutes. • A musical that has been performed for a long time. •
End’s
d’ biggest five theatr
d’s thea es can hold more A musical about athletics.
3
15 people than any Broadway ay theatr
theatre. […] The prices between Broadway and West 2 Listen to part one.
Both the West End and Broadway ay pull in End tickets vary dramaticall
drama y. Both have
ha a. Write down the topic(s) of the
their fair share of big movie and TV stars excellent last minute rushes, standing teen’s research and the
to act in their plays.
pla […] It’s a fairly close room and ticket lotteries but West End question he asks. CD2 PISTE 13
call overall but the West End edges ahead3. 5 tickets are considerably cheaper than those b. Write down the number of shows
www.theatrefullstop.wordpress.com and the number of running years for
on Broadway. ay. […]
ay
1. attract 2. welcome 3. edges ahead: comes first, The theatr
thea es are vastly differ
diff ent too. The Broadway and the West End.
but only just
West End is much older than Broadway and c. Say which musical is mentioned and
as a consequence generally has beautiful why.
2 10 thea es with significant historical value
theatr 3 Listen to part two and write down:
In general, British audiences are more
and more ornate1 decorations. On the a. three reasons why Broadway
sophisticate
tica d: a lot of theat
ticate thea er regulars with
other side of the Atlantic the newer and the West End are
e diff
different.
some tourists mixed in. A standing ovation
thea es on Broadway generally have
theatr ha better
is not mandatory1 in London. In New York, b. two numbers and what they
facilities2 including more toilets, more leg correspond to.
5 you can’t attend a matine
ma e2 without seeing
15 room and better disabled access. If walking
everyone leap3 to his or her feet during c. the conclusion the teenager makes
is not your thing you might prefer New out of these numbers.
curtain call.
York. Broadway is more condensed with the
www.mystatesman.com 4 Note down the two questions
thea es located in a much smaller area and
theatr Piccadilly Theatre, London
1. obligatory 2. an afternoon show 3. jump
the discount ticket booth very conveniently that the teenager asks you.
20 centrally located in Times Square. 5 Post a comment answering the two questions with the information you have heard.
www.theatrepeople.com.au
1. highly decorated 2. equipment
Memory
ge
nge
Word
llen
Chaalle
Ch
Gramma
Grammar theatre (UK) / theater (US): perform a musical: act out a
playhouse musical Vocab Battle. Look at the lesson and try to
location: geographic situation be on (show): be performed memorise as many words linked to theatre
The comparative To
oo ls p. 142 borough: area, district at the moment as possible. Y
You have 3 minutes to memo-
expensive ≠ cheap draw: attract want to see. Y
You discuss which theatre district is rise them. Then have a vocab battle with a
“The West End is much older than Broadway.”
enthusiastic / excited better: Broadway or the West End? classmate.
132 Musicals: mirrors of society? Unit 8 133
Une mini-tâche scénarisée qui permet de

faire la synthèse de ce que les élèves ont
appris sur cette double-page, en utilisant
le comparatif de supériorité.
Vous pourrez commencer par faire expliciter le titre de la double-page et plus particulièrement l’abré-
viation vs : Broadway versus the West End à la lumière des photos. Puis vous pouvez faire reformuler la
question en disant which one is on top? which one is better? Cela permettra aux élèves d’anticiper l’ob-
jectif (compare the two districts) et les points probables de comparaison (location, number of theatres,
actors, audiences, prices …). Faites ensuite découvrir le texte pour confirmer / infirmer ces hypothèses
de lecture avant d’entreprendre la compréhension écrite détaillée.

a. Which one is on top? p.132

1 Read the introduction of the first text and find out who goes to the West End and Broad-
way to see musicals.
Tourists and locals go to the West End and Broadway to see musicals.
2 In texts 1 and 2, find the opposites of the following words.

victory ≠ loss
stay behind ≠ edge ahead
optional ≠ mandatory
stay on his / her seat ≠ leap to his / her feet
3 Find out how to get cheap tickets in the West End and on Broadway.
You can find ‘last-minute rushes’, tickets for ‘standing room’ or take part in ‘ticket lotteries’.
4 Read the three texts again. In each paragraph, pick out a keyword which could be used as
a title for the paragraph.
Text 1: Paragraph 1 (introduction): competition – Paragraph 2: capacity – Paragraph 3:
(bigger) theatres – Paragraph 4: movie and TV stars
Text 2: audiences
Text 3: Paragraph 1: prices – Paragraph 2: (older/newer) theatres and areas
5 Compare and contrast the West End and Broadway.

Cette question est l’occasion de pratiquer la comparaison que vous aurez préalablement abordée
durant la lecture des textes et du Grammar spot p. 132. Vous pouvez également renvoyer les élèves à
la page Tools in the spotlight p. 142 ou encore au précis grammatical p. 213-214 afin de les aider dans
leur production.
Pour un guidage, plus précis vous pouvez travailler à partir de la fiche du E-workbook.
Both Broadway and the West End are popular with tourists and local people. Both attract
movie and TV stars but the West End has a little more. Broadway has a higher capacity
over all while the West End has bigger theatres. Audiences are more sophisticated in
the West End. Both districts have good value last-minute tickets. Yet, tickets are usually
cheaper in London. Broadway theatres usually have better facilities whereas West End
theatres have more ornate decorations as they are older. Finally, Broadway is much smal-
ler than the West End.
6 Broadway vs. the West End, say which one is on top. Explain your choice.
It is hard to say which of Broadway or the West End is on top. Indeed, they each have
advantages and disadvantages. It also depends what you are looking for in a theatre dis-
trict. For me, the West End is on top because the tickets are cheaper than on Broadway.
Another important reason why I prefer the West End, is the fact that the theatre buildings
are more ornate in the West End.
251
b. What about running times? p.133
Script CD2 PISTE 13
Part 1 longer runs in London? Er, maybe they have

Hi everyone! So, lately, I’ve been doing a lot of lower running costs, maybe there’s a diffe-
research into London’s West End theatre dis- rence in ticket prices, maybe it’s the theatre
trict, taking a look at their different shows and size. And then I was thinking: maybe it has so-
different theatres and one of the things that I mething to do with the competition of shows
kept finding intriguing as I was going through playing there, because, you know, for every
my research is the number of shows that have show playing in Broadway, they’re competing
had incredibly long runs there. And I was won- against every other show for an audience. But
dering to myself: why hasn’t Broadway [had] London has forty-one theatres in their com-
shows that have run this long? To give you a mercial theatre district and Broadway has for-
sense: eleven shows in Broadway history have ty. So it’s not like there is any less competition
had runs that have been ten years or more, as among shows in London, if not there is more.
compared to fourteen shows in London that So, it’s definitely a really interesting thing to
have run for ten years of more. And of these think about. I’m not exactly sure, so I’m kind
fourteen shows in London, six have had runs of throwing it out there to you. Why do you
that are twenty years or more, I mean, that’s guys think that some of these shows have had
pretty incredible! On Broadway we have one: incredibly long runs in London? I don’t know,
we have Phantom of the Opera. post your comments: have you seen any of
these shows? Em, yeah, let me know your
Part 2 thoughts, I’d love to hear them. Alright, I’ll talk
So, I started thinking: why are shows having to you soon, bye!

Ce document est extrait d’un vlog post d’un adolescent américain passionné de musicals. Il s’agit ici de
comparer les durées de représentation dans les deux quartiers de théâtre.
1 Choose the correct meaning for “a long-running musical”.

A musical that has been performed for a long time.
2 Listen to part one.

a. Write down the topic(s) of the teen’s research and the question he asks.
He’s been doing research into London’s West End theatre district (shows and their runs, theatres).
He wonders why Broadway hasn’t had shows that have run as long as in the West End.
b. Write down the number of shows and the number of running years for Broadway and the
West End.
Pour cette question, plusieurs écoutes peuvent être nécessaires.
Number of Broadway shows that have had 10 running years: 11
Number of Broadway shows that have had 20 running years: 1
Number of West End shows that have had 10 running years: 14
Number of West End shows that have had 20 running years: 6

c. Say which musical is mentioned and why.
Phantom of the Opera is mentioned because it is the only Broadway show that has run
for 20 years or more.
3 Listen to part two and write down:

a. three reasons why Broadway and the West End are different.
They have lower running costs in London, there’s a difference in ticket prices and the
theatre size is different.
b. two numbers and what they correspond to.

41: the number of theatres in London commercial theatre district
40: the number of theatres on Broadway
c. the conclusion the teenager makes out of these numbers.

There is no real difference in competition amongst shows in London and on Broadway
because the number of theatres is almost the same.
4 Note down the two questions that the teenager asks you.
Why do you think that some of these shows have had incredibly long runs in London?
Have you seen any of these shows?
5 Post a comment answering the two questions with the information you have heard.
Production possible
Hi, I have thought about the reason why shows usually have longer runs in the West End
than on Broadway and I think you make a point, maybe it’s because tickets are cheaper
in London. Maybe it’s also due to capacity: Broadway can welcome more people than the
West End so shows don’t need to run for so long. As for seeing some musicals either in
London or on Broadway, unfortunately I haven’t been to either Broadway or the West End
but I would definitely love to!
Which is better? You are two friends, one from London and one from New York. You are
talking about the next musical you want to see. You discuss which theatre district is better:
Broadway or the West End?
Cette tâche d’expression orale en interaction permet de mobiliser les éléments culturels vus dans la
double-page en mobilisant certains objectifs de la séquence nécessaires pour la tâche finale tels que
la connaissance des lieux et pièces jouées mais également l’utilisation du comparatif.
Au préalable, vous pouvez renvoyer les élèves aux fiches méthodologiques pour les expressions
d’opinion, accord / désaccord et l’expression orale en interaction (fiche méthodologie p. 280-281).
Il est préférable de donner un temps limité pour la préparation et la réalisation de cette tâche (envi-
ron 20-25 minutes).
Les élèves se mettent en binômes. Pour ce pair work, ils·elles ne doivent pas rédiger de script
mais juste prendre quelques notes individuellement, sur ce qu’ils·elles peuvent dire (sans écrire
de phrases). Vous pourrez proposer à certain·e·s élèves de s’aider de la grille de comparaison du
E-workbook dans le cadre d’une évaluation non notée.
Ensuite, ils·elles improvisent le dialogue à partir de leurs notes / la grille du E-workbook. Quelques
253
binômes peuvent alors présenter leur pair work à la classe. Cela est l’occasion de faire un feed-back
sur les points positifs / à améliorer.
Si vous souhaitez noter cette tâche, vous pouvez utiliser la ballado-diffusion, une caméra ou deman-
der aux élèves de faire le pair work en s’enregistrant sur MP3 ou sur leur téléphone portable.
Vous pourrez valoriser les productions des élèves qui essayent d’être un peu originaux·ales (par
exemple en ajoutant de nouvelles informations, en racontant une petite anecdote…) et de jouer leur
rôle avec conviction.
Vocab Battle. Look at the lesson and try to memorise as many words linked to theatre as
possible. You have 3 minutes to memorise them. Then have a vocab battle with a classmate.
Cette activité ludique facilite la mémorisation en associant les canaux visuels, auditif et kinesthésique.
Le geste du whizz sert à impulser un rythme soutenu au jeu et à indiquer de façon claire à qui l’on
s’adresse.
La liste des mots à mémoriser aura été établie au préalable à partir du vocabulaire des documents
de la double-page : act ; perform ; play ; run ; running costs ; show ; musical ; star ; audience ; regular ;
standing ovation ; matinee ; curtain call ; standing room ; ticket ; ticket booth.
Après la phase de mémorisation, les élèves se mettent par quatre en se faisant face. Vous annoncez
le thème (theatre). Dans chaque groupe, un élève « envoie » un mot sur ce thème à un·e camarade
tout en faisant le geste du whizz (qui consiste à faire glisser sa main droite sur la paume de son autre
main vers la personne concernée). Le·la destinataire doit immédiatement répéter le mot en faisant
le geste du whizz inversé ; ensuite, il·elle lance un autre mot en anglais en faisant le whizz en direction
d’un·e nouvel·le élève qui devra le répéter puis en donner un nouveau… et ainsi de suite. Il est interdit
de reprendre le même terme deux fois. Si un·e élève n’a pas de nouveau mot à proposer, il·elle ne
joue plus. Vous pouvez décider de donner un joker aux perdant·e·s.

arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : �� P
yourrepare
Proje
ct
Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont simples, apprises par cœur. Il y a Je reprends des choses vues et ajoute des petites Mes arguments et interventions sont variés et je
peu de références aux éléments culturels vus sur variantes et mon point de vue personnel. prends en considération les éléments culturels vus
Broadway / le West End. sur Broadway / le West End de façon pertinente et
personnalisée.
0-1 2-3 4
Pragmatique et Je communique de façon simple. Mes phrases sont Je m’aide peu de mes notes. Je rebondis assez C’est une réelle situation de communication. Je
socio-linguistique très simples. Je réponds aux sollicitations et argu- souvent sur les arguments et sollicitations parle de façon spontanée, avec très peu de notes.
ments de mon·ma partenaire sans développer. de mon·ma partenaire et essaie de le relancer Je réagis avec pertinence et vivacité et relance la
à mon tour. conversation avec naturel.
0-1 2-3 4
0-1 2-3 4
grammaire (verbe manquant, etc.) ou de syntaxe respectée. J’utilise quelques comparatifs. peu d’erreurs de grammaire. J’utilise des compara-
(ordre des mots). tifs variés et corrects.
0-1 2-3 4
0-1 2-3 4
Total : ��/20
255
2 Meaningful entertainment
Apprendre en s’amusant grâce aux comédies musicales p. 134-135
Le document est un article tiré d’un blog, nous 2 Meaningful entertainment

retrouvons donc une adresse et une mise en
page typique d’une page de blog. Cette page Why y
you should see a Broadway musical
peut servir de document modélisant pour le www.blog.ambient-mixer.com
projet de fin d’unité. Reasons why Br

Broadway
oadway musicals ar
Do you think
aree gr
grea
eat
thatt Bro
tha Broadwa
adway musicals
adwa
are not for you?
Do you prefer
p seeing
a movie? Then, you
don’tt know what
wha you are
missing… However, er, these
er
reasons why Broadway
adwa
adway
L’illustration de la page de blog peut faire l’objet musicals are so great,

may change your mind.
ma
d’activité d’anticipation. Vous pouvez demander They teach history

A lot of the current popular musicals you
Live musicals remind people of how
it used to be
aux élèves de décrire l’image, d’identifier les can see on Broadway or in theater
thea are
based on historical events. Others may
ma be
[…]People often want to be reminded
of times when things were easier to deal
shows, etc. Cela permettra d’élargir le lexique

based on characters or figures from the 20 with. There were fewer social injust
in ices,
5 past. For the most part, the vast majo
ma rity strife3 and chaos going on. The musicals
of them remain closely true to the facts
1
based on past events often take you back
des spectacles : spots, colourful, eye-catching, or original story. You and your family can
en y a musical, while learning about im-
enjo
to an era when things were great. Or at
least easier to deal with.
neons, advertisement, official poster…

portant events in history. […] 4
They engross you in the story
Musicals tackle social and political 25 Broadway musicals or live theater
thea haveha a
issues wa of immersing you in the stor
way story right
10 Anyone who wants to watch social and away.
ay That is part of their secr
ay. secret
et power
political issues being tackled in a lig
light- since you become engr
engrossed
ossed in the story
hearted way,
wa should watch a musical. instantly. The costumes, sosongs,
ngs, dialogue,
Broadway shows take on2 social and poli- 30 music, sets, choreogr
eograp
aphy
hy, lig
hy, light
hting,
ing, and
tical issues, without being too controver- cast will grab your atatte
tent
ntio
ion.
n. And they
15 sial. The majo
ma rity of musicals will engage will keep you on the edge5 of your seat
you in the story, without being too biased until it is over..
Vous trouverez ici du lexique qui permet de or insensitive. www.blog.ambient-mixer.com,
.blog.ambient-mixer.com, July 1, 2017
.blog.ambient-mixer
s’exprimer sur le thème de la double-page :

1. stay 2. deal with 3. conflict 4. absorb 5. keep you on the edge of the seat: captivate
Word
synonymes, structures verbales et leurs captivating: extremely interesting tackle: deal with, be about a problem / an issue
constructions, antonymes…
entertaining I would like / love to + V
informative: enlightening I feel like + V-ing ≠ I don’t fancy + V-ing
educational I dream of + V-ing ≠ I am not keen on + V-ing
Deux parcours qui débouchent sur la même

activité de synthèse dans le Meet up! Le
Trail A donne des indications lexicales, des
Trail A
PARCOURS
PARCOURS
Trail B amorces de production, des choix de réponses
1 Look at the source and the title. Present the ce, the title and the introduc- possibles afin de guider les élèves dans leur
document. the objective of this text and who it
T his document is… T
This
convince…
The
he author tries to two reasons why some people do
oadway musicals.
compréhension du texte. Le Trail B mise sur
2 Read the subtitles of the diff
different parts. Explain
the reasons to go and see a Broadway musical using
rst paragraph. List the three
elements that can be historical in musicals.
une plus grande autonomie des élèves dans
the following adjectives.
social historical captiv
captivating nostalgic political
the advantage of seeing a historical musical
les capacités de repérage, d’inférence, de refor-
We go to see musicals because…
3 Read the first paragraph. Pick out three
the second paragraph and deduce the
ds that are underlined. Use the
mulation, de production.
elements that can be historical and then make a
sentence starting with the following prompt. controversy:
ov
oversy: dispute,
e, disagreement
subjecti
subjective opinion
Musicals teach history because/as/since… showing understanding
sho
4 Read the second paragraph and use the
following words to sum it up in a sentence. ect statement.
Vous pouvez proposer cette tâche intermé-

Musicals deal with social and political problems
social political engaged
d, subjective and very serious way.
5 Read the third paragraph and say how the •
diaire comme synthèse des éléments vus

past is represented in musicals. Use some of the Musicals deal with social and political problems
following words to make a sentence. yful, compassionate and rather objective way.
the past better worse harder nicer
dans la double-page (intérêts des comédies
d paragraph and say how the past
the present musicals esented in musicals.
6 Read the last paragraph. Choose from the list
below the elements that make musicals captivating
and make a sentence.
essions that mean “to captivate”
aph four. Then, list the elements that make
musicals captivating in a short paragraph.
musicales) sous forme de questionnaire de
satisfaction.
the singing • the suspense • the special eff
effects •
the decor • the dancing • the actors • the snacks
Meet up
Explain why people like Broadway musicals.
Memory
llen
Chaalle
Ch ge
nge
Remember why musicals are
Ce défi mémoire peut être proposé en activité
You enjoy B
Broadway musicals because…
Give a choice with three boxes for each item.
great. Read the text carefully for
3 minutes. Then, close your book
and write down the four reasons why
récapitulative. Il permet de mettre en évidence
■ yes ■ no ■ I don’t know
Unit 8
Broadway musicals are great.
135
l’essentiel du texte.

Ce guidage différencié apporte des appuis afin de décortiquer le document et de s’exprimer de façon
autonome.
Vous pouvez inviter les élèves à s’aider du Word spot pour enrichir leur production tout au long
des trails.
TRAIL A TRAIL B
1 Look at the source and the title. Present 1 Read the source, the title and the intro-
the document. duction. Identify the objective of this text
Vous pourrez vous appuyer sur la charge and who it addresses. Find two reasons why
lexicale très faible du titre du document et du some people do not see Broadway musicals.
titre de la double-page pour aider les élèves en This text is a blog page which aims to
difficulté. convince readers to go and see musicals.
This document is a blog page dated July, It addresses people who don’t normally
1st 2017. fancy seeing musicals as they believe that
The author tries to convince the reader that they are not their type of show and they
it’s great to go and see musicals / they prefer watching films.
should go and see musicals.
2 Read the subtitles of the different parts. 2 Read the first paragraph. List the three
Explain the reasons to go and see a Broad- elements that can be historical in musicals.
way musical using the following adjectives. Explain the advantage of seeing a historical
We go to see musicals because they deal musical in your own words.
with historical, social or political The three elements that can be historical
topics. Many people are nostalgic so they in musicals are the events, the characters
feel like seeing musicals about the past. / figures from the past, the facts / the
Finally, one of the reasons people watch original story.
musicals is the story which is often capti- It’s great to see a historical musical as it is
vating. enlightening and entertaining at the same
time: it allows the audience to learn about
history while having fun.
3 Read the first paragraph. Pick out three 3 Read the second paragraph and deduce
elements that can be historical and then the meaning of the words that are under-
make a sentence starting with the following lined. Use the following elements.
prompt. Vous pouvez attirer l’attention sur la nature des
Three elements that can be historical: mots : il s’agit d’adjectifs – dont un est composé.
events, characters / figures from the past, light-hearted : with a light heart, in a way
facts / original story. that is not too heavy / serious
Musicals teach history because / as / controversial : causing disagreement
since they are often based on historical biased : subjective, partial
events, characters and facts. insensitive : not showing understanding,
showing a lack of understanding
4 Read the second paragraph and use the 4 Choose the correct statement.
following words to sum it up in a sentence. Musicals deal with social and political
Musicals are often engaged as they deal problems in a joyful, compassionate and
with social and political problems / rather objective way.
issues / topics.
257
5 Read the third paragraph and say how 5 Read the third paragraph and say how
the past is represented in musicals. Use the past is represented in musicals.
some of the following words to make a sen- The past is represented as a time when life
tence. was easier / less difficult and nicer than
Pour les élèves qui ne connaîtront pas certains today.
superlatifs, vous pouvez les renvoyer à la page
Tools in the spotlight p. 142.
In musicals, the past is often shown in a
better light and sounds nicer than the
present.
6 Read the last paragraph. Choose from 6 Find three expressions that mean “to
the list below the elements that make musi- captivate” in paragraph four. Then, list the
cals captivating and make a sentence. elements that make musicals captivating in
Musicals are captivating because / since / a short paragraph.
as the singing and dancing, the actors Pour les élèves qui auraient des difficultés, il est
and the decor are outstanding / fabu- tout à fait possible de leur dire de lire les propo-
lous / fantastic. sitions du Trail A.
captivate y engross, immerse, grab your
attention, keep you on the edge of your seat
What makes musicals captivating is the
mix of several elements like the costumes,
decor (sets) and lights (lighting) ; the dia-
logue, music, singing (songs) and dancing
(choreography) ; and finally the actors
(cast).
Meet up!
Explain why people like Broadway musicals.
Production possible
People are keen on seeing Broadway musicals for different reasons: first, musicals are
both entertaining and enlightening since they often deal with historical, social and poli-
tical topics. Then many people feel nostalgic and musicals make them remember a time
when life sounded nicer than today. Finally, the story is gripping and everything in the
show is made to keep you captivated / on the edge of your seat.
Write a satisfaction survey.

Write a survey about everything people may like in a Broadway musical.
Cette activité d’expression écrite peut être faite individuellement ou en binômes, voire en groupes.
Vous pouvez indiquer un nombre de questions à formuler (5 à 10). Bien sûr les élèves peuvent
ensuite échanger leur questionnaire avec un·e camarade de classe et y répondre ou faire remplir
leur questionnaire par deux ou trois personnes de leur connaissance. On obtiendra ainsi une sorte
de sondage qui permet de tirer des conclusions sur la façon dont les gens perçoivent les comédies
musicales. Pour ce faire, vous pouvez former des groupes qui analysent tous les résultats ou encore

diviser les rôles : certain·e·s analysent et traitent les résultats et le reste se charge de la présentation
des résultats à la classe.
Production possible
1. You enjoy Broadway musicals because they deal with historical events.
2. Do you like the fact that they are about historical topics?
3. Do you like the music and songs?

4. Musicals deal with a period of time that is easier than today, do you agree?
Remember why musicals are great. Read the text carefully for 3 minutes. Then, close your
book and write down the four reasons why Broadway musicals are great.
Cette activité peut être proposée en fin de séance ou au début du cours suivant comme réactivation.
259
3 Portraying American society
Peinture de la société américaine p. 136-137
Vous pourrez utiliser l’affiche en anticipation car Le Culture tip donne un éclairage sur le
elle donne d’emblée le ton de la comédie musicale contexte géographique, culturel, artis-
(sombre, moderne, engagée…) et permet aux tique et social de la comédie musicale
élèves de réagir en utilisant leur ressenti. Rent et permet de comprendre son titre.
3 Portraying American society b. Hair,

Hair the 60s
It is hard to believe that it has been over 50
years since “the American Tribal Love-Rock
AIR came alive […]. Hair was a
Musical HAIR”
AIR”
a. Rent, the NY
NYC musical
concept that was a sign of the times. Viet Nam
5 was “happening” despite the protests of those
Cul
Culture tip
who were facing a war that was not wanted,
young men were being drafted1 […] and
Rent was created in 1996 and takes place in the many got married and had a child to avoid2
East Village, a neighbourhood in Manhattan,
New York City. By the late 1960s, many artists, the draft, while others enrolled in school to about all the great progress our world has
musicians, students and hippies began to move 10 further3 their education […]. 20 made, and yet, look at the racial situations as
into the area
area, attracted by cheap apartment rents.
The East Village is known as the birthplace and
This was the 1960s. […] Our set4 indicates well as the treatment of those who are “diff
“diffe-
diffe-
historical home of many artistic movements, inclu- that we are in Greenwich Village, a hippie rent”. Can one sasay that our eyes are open
ding punk rock. It has also been the site of protests. hangout5 in New York. […] Hair is a passionate wider than they were back then?
1 List the striking elements in the poster. cry for help from those who were facing www.aroundthetownchicago.com
15 the future and what this war was about to August 4th, 2017
2 Guess what type of musical Rent is: a comedy
comedy,,
a musical with a social message or a historical
bring. While it was a defining moment in our 1. be forced to serve in the army 2. escape 3. continue
4. decor 5. place to meet your friends
musical? Justify your answer with elements from history for the teens and young adults of that
the poster. period, it is still an inspiration today.
da Think
day.
3 W Watch the video and write do 1 Look at the following slogans from the picture and match them with the correct meaning.
you can hear. Some words are
in the word cloud below! a. I sa
saw God and she’s black. b. Resist the draft. c. Lay,
Lay, don’t sla
slay. d. Peaceful power.
1. Makee lo
love, not war. 2. Don’t join the
he arm
army. 3. Non-violence is more effecti
ffective.
ffecti
ective.
a year 4. Be ffeminist and anti-racist.
apartment
artis 2 Look at the photograph. Guess who the people are, judging from their clothes, hairstyle, age, etc.
AIDS
East Villa 3 Sum up all that you have anticipated about Hair with the photo and tell a classmate about it.
New
wY ork ga
Yor
ork gay
rock
4 Look at the source and the first line and deduce the date that Hair was created.
die pay
pa 5 Focus on lines 1 to 10.
youngg junkies a. Find the historical event that marked that period.
4 Pair work b. Identify the two solutions young men had if they didn’t want to be drafted and go to war.
Student A Watch the video again and concentrate on the introduction and the people who are inter- 6 Focus on line 11 to the end.
viewed. Write down the adjectives describing the musical. a. Explain why Hair was “a passionate cry for help” (l. 11-16).
Student B Watch the video again and concentrate on the singer and the last girl who is interviewed. b. Complete the summary with words from the paragraph:
Write down information about the story and explain why “real” is used many times. for young people because of the … problems and the fact that some people
5 Pair work Share what you have found out about Rent with your partner and discuss why it portrayed eated well.
American society at the time.
ation today”.
Memory
Word
llen
Chaalle ge
nge
Gramma
Grammar
authority
street protest: demonstration
conveyy a message
expose: denounce
t Ch
Expressing contrast To
oo ls p. 142 poor: destitute ob
object to: oppose
controversial stand up for one’s rights: fight Complete the following
wing starters mentally
mentally.
“Many got married and had a child, Remember one item for each starter and then
revolutionary for one’s rights
while others enrolled in school.” tell your neighbour about it.
breathtaking go to war
“Think about all the great progress our e critic for your high school gazette.
anxious: worried look forward to sthg I saw… I read… I heard…
world has made, and yet, look at the
topical, current: related to the Rent or Hair to
racial situations.”
present time I was surprised by… I didn’t understand…
136 Musicals: mirrors of society? 137
Une ouverture qui fait la jonction entre les années Ce Memory Challenge fait appel au
soixante et aujourd’hui pour souligner l’actualité du ressenti des élèves (leurs souvenirs
propos (lutte contre la guerre, le racisme, le sexisme, visuels, auditifs et leurs impressions).
l’environnement…).
a. Rent, the NYC musical p. 136
Script
Voice-over. Winner of the Tony Award for their voices and find love in today’s tough wor-
best musical and the Pulitzer Prize, Rent is the ld. With a talented young cast singing one of
joyous, breathtaking and inspiring story of a Broadway’s most powerful songs, this dynamic
group of East Village artists struggling to find rock musical has thrilled audiences of all ages.

Woman 1. You leave completely inspired. You general can watch ‘cause it has a really strong
walk out the door and you want to go like live message.
a life that’s like incredible. Woman 3. I have seen the show twenty-four
Woman 2. The music, the songs, the energy. times and it’s really inspirational to a lot of
I think it’s the most energetic show on Broad- people because it deals with real life issues
way. and things that people are facing today and it
Man. I think it’s a really good show for young kind of helps people cope with hard times and
people, you know teenagers or anybody in realities that they have to face.
Info+
Rent a été jouée à Broadway entre 1996 et 2008 et adaptée au cinéma en 2005. Cette comédie
musicale est inspirée de l’opéra de Puccini La Bohème. Elle retrace la vie tragique d’artistes venus
à New York pour s’épanouir mais y trouvent une vie misérable, menacée par la pauvreté et le sida.
L’histoire commence la veille de Noël, lorsque deux colocataires, Mark et Roger, sont sur le point
de se faire expulser. Mimi, une toxicomane séropositive, débarque alors dans la vie de Roger…
1 List the striking elements in the poster.

Vous pourrez attirer l’attention des élèves vers la forme, les couleurs et les expressions du visage.
Tous les élèves pourront trouver quelque chose à dire sur cette affiche et cela permettra de valoriser
les productions plus ou moins complexes en vue de la trace écrite.
The striking elements are: the patchwork effect, the dark colours (green and black, red,
orange) ; the title in the centre of the poster ; the different characters trapped in squares all
around the title ; the expressions on their faces (thoughtful, serious, painful); their actions
(screaming, thinking, hiding, jumping…).
2 Guess what type of musical Rent is: a comedy, a musical with a social message or a histori-
cal musical? Justify your answer with elements from the poster.
Rent is probably a musical with a social message as the poster shows / features dark ele-
ments (of society). It looks a bit /somewhat violent and pessimistic because of the colours
and the characters’ expressions.
3 Watch the video and write down the words you can hear. Some words are in the word
cloud below!
Tout au long de l’écoute vous pouvez faire des pauses pour laisser le temps aux élèves de prendre
des notes. Les élèves ayant plus de difficultés à la prise de notes pourront noter les mots du word
cloud qu’ils·elles entendent.
4 Pair work
Student A Watch the video again and concentrate on the introduction and the people
who are interviewed. Write down the adjectives describing the musical.
Student B Watch the video again and concentrate on the singer and the last girl who is in-
terviewed. Write down information about the story and explain why “real” is used many times.
261
Après l’anticipation à partir de l’affiche et l’approche de compréhension globale de la vidéo de la ques-
tion précédente, vous pouvez mettre en place un travail en binômes : indiquez aux élèves leur rôle
respectif (Student A, Student B) puis demandez à chacun·e de lire les instructions le·la concernant. Il peut
être utile d’insister sur la partie de la vidéo qui concerne chacun·e – voire de s’arrêter lors du visionnage.
Student A: best, joyous, breathtaking, talented (cast), inspiring, most powerful, dynamic,
incredible, energetic, good, strong (message).
Student B: singer(s): real life, fiction, deadline, eviction or pay, rent, a year in the life, love,
we’re not gonna pay.
Last interview: real life issues, things that people are facing, today, help people, hard
times, realities.
The musical is about people who must pay their rent or they risk eviction, but they can’t
because of hard times. It also deals with a year in their life and more particularly their
love life.
“Real” is used several times because the musical is about real life and the problems
people have to face every day.
5 Pair work
Share what you have found out about Rent with your partner and discuss why it portrayed
American society at the time.
Pour cette question de synthèse, les élèves se serviront dans un premier temps de ce qu’ils·elles ont
noté de la vidéo lors de la question 4 puis de tous les éléments vus sur cette page (affiche, extrait du
nuage de mots, vidéo).
Production possible
The musical portrayed a group of young artists in East Village in the 1990s. It portrayed
American society at the time as it showed their hard life, their love stories and the money
problems they had to face (the fact they couldn’t pay their rent).
b. Hair, the 60s p. 137
Info+
La comédie musicale Hair a été créée « off-Broadway » en octobre 1967, jouée à Broadway de
1968 à 1972 puis reprise plusieurs fois par la suite. La version cinématographique de Milos
Forman date de 1979.
Hair est un produit de la contre-culture hippie, de la révolution sexuelle et des mouvements pa-
cifistes contre la guerre du Vietnam des années 1960. Hair raconte l’histoire de Claude Bukowski,
jeune fermier de l’Oklahoma forcé de quitter son ranch pour combattre au Vietnam. De passage
à New York, il rencontre Berger et sa bande de jeunes hippies qui va bouleverser sa manière de
voir le monde. Pourtant, Claude refuse de déserter et décide d’embarquer pour le Vietnam, où il
mourra probablement.
1 Look at the following slogans from the picture and match them with the correct meaning.
Dans un premier temps vous pouvez demander aux élèves de se concentrer uniquement sur les
pancartes, la description de l’image venant à la question 2.

a. I saw God and she’s black. y 4. Be feminist and anti-racist.
b. Resist the draft. y 2. Don’t join the army.
c. Lay, don’t slay. y 1. Make love, not war.
d. Peaceful power. y 3. Non-violence is more effective.
2 Look at the photograph. Guess who the people are, judging from their clothes, hairstyles,
age, etc.
Ce travail pourra être mené seul·e, en binômes ou en groupes et la mise en commun pourrait per-
mettre d’apporter du lexique, des éléments culturels clés pour la compréhension écrite. On peut aller
plus loin dans l’analyse de la photo en faisant repérer les différents symboles visuels sur les affiches: a
drop of water, a rainbow, a flower on a black and white background, a stop sign, the symbol of peace. Puis
vous pourrez faire expliciter ce que représentent ces images : nature, the environment, unity / living
together, happiness / optimism, peace, etc.
Enfin il sera possible d’en déduire les thématiques liées aux années soixante et aux hippies : hippies
wanted peace, freedom, love; they stood up for women’s and black people’s rights. They denounced war and
the army and praised a simple lifestyle based on a return to nature.
On peut aussi faire expliquer le titre de la comédie musicale : “the American Tribal Love-Rock Musical
HAIR”
These people are probably hippies from the 60s, judging from their colourful clothes,
long dresses and torn-up jeans. Quite a few of them have long hair and are wearing hair
bands or hats. They all look young and seem to be protesting in the street against the
establishment as well as for their rights.
3 Sum up all that you have anticipated about Hair with the photo and tell a classmate about it.
Hair is probably about a group of young hippies in the sixties and their protest to defend some
rights (peace, love, freedom, equality, lifestyle close to nature) and oppose war and racism.
4 Look at the source and the first line and deduce the date that Hair was created.
The source indicates that the text was written in 2017 and that the text mentions that the
show was created over 50 years ago so it must have been created in 1967.
5 Focus on lines 1 to 10.

a. Find the historical event that marked that period.
The Vietnam war is the historical event which marked that period.
b. Identify the two solutions young men had if they didn’t want to be drafted and go to war.
Young men could get married and have a child or they could enrol in school.
6 Focus on line 10 to the end.

a. Explain why Hair was “a passionate cry for help” (l. 11-16).
Hair was a passionate cry for help because it was a means for people to know what was
happening and to show that the youth of Greenwhich Village wanted things to change and
were scared of the consequences of the Vietnam war.
b. Complete the summary with words from the paragraph:
Now as in the past, Hair is an inspiration for young people because of the racial pro-
blems and the fact that some people are considered as different and not treated well.
263
7 Say why Hair is “still an inspiration today”.
Cette question de production permet de faire le lien entre le passé et le présent en reprenant les
éléments de la question précédente tout en allant plus loin dans la réfléxion. Pour cela, il peut être
intéressant de faire un brainstorming en classe entière ou en groupes.
Production possible
Hair is still inspiring today as some people are still discriminated against because of their
ethnic origins or different lifestyles. People do not seem to be any more open-minded today
than back in the 1960s.
Be a theatre vlogger! You are a theatre critic for your high school gazette. Publish a vlog post
of your review of Rent or Hair to encourage students to go and see them.
Cette activité est directement liée à la tâche finale de l’unité (présentation d’un vlog). Les élèves
peuvent s’inspirer de l’audio p. 133 et en observer les codes (adresse directe à l’auditeur·rice, présen-
tation du sujet, débit clair et naturel, ton alerte, conviction et enthousiasme…).
Il est indispensable qu’ils·elles ne parlent qu’à partir de mots-clés, au lieu de lire. Pour cela, ils
prennent juste quelques notes (pas de phrases !) sur ce qu’ils·elles peuvent dire de positif sur la
comédie musicale choisie.
Les élèves peuvent disposer de 15 minutes de préparation. Puis, éventuellement, un ou deux
volontaires passent devant la classe, afin de proposer un modèle pour leurs camarades. Cette
présentation peut être suivie d’un feed back mettant en valeur les points positifs et les possibilités
d’amélioration. Vous pourrez alors mettre en place une intercorrection et valoriser les productions
des volontaires. Ensuite, les élèves peuvent peaufiner leur travail en suivant les conseils donnés et se
filmer (ballado-diffusion, caméra ou téléphone portable) en cours. Vous pourrez aussi donner cette
tâche à faire à la maison et la noter ou non. Certains vlogs, sélectionnés par les élèves et/ou par
vous-même, pourront éventuellement être mis en ligne sur le site du lycée.
Production possible
Yesterday, I went and saw Rent for the first time with my parents. I loved the show! I
thought that it was still very relevant today. Indeed, people are still struggling to make
ends meet, especially in big cities like New York or Paris. I also really enjoyed the songs,
they are so catchy! I loved the musical so much that I watched the film as well and I loved
it just as much. You should watch the film or see the musical as it has an international
message of love and acceptance.
Complete the following starters mentally.

Remember one item for each starter and then tell your neighbour about it.
Vous pourrez lancer cette activité à la fin de l’étude de la double-page, ou d’une seule des deux
pages. Elle permet à l’élève de mobiliser ce dont il·elle se souvient grâce à des sensations et impres-
sions personnelles combinées à un effort intellectuel. L’échange avec le·la camarade permet de
confronter ses souvenirs et impressions.

4 Depicting British society
Peinture de la société britannique p. 138-139
Deux photos à mettre en regard pour comprendre

le contexte de Billy Elliot. Une photo tirée du Billy
Elliot Tour au Theatre Royal Plymouth le 24.02.2016, L’explication de la vraie histoire des
et une image d’archive du mouvement de grève des Glasgow Girls qui a inspiré la comédie
mineurs. musicale éponyme.
4 Depicting British society b. Glasgow Girls
a. Billy Elliot, a sign of the times
Cul
Culture tip
Many coal mines were closed down

Cul
Culture tip
in the mid-80s, especially in the North
East of England and in Wales. Hun-
dreds of workers lost their jobs. They Written by Cora Bissett, the musical
went on strike to get them back. The Glasgow Girls is based on the true
1984-85 strike was the height of the story of a tenacious and loyal group of
protest movement. schoolgirls. Together with members of
their community
community, they fought to stop
one of their friends being deported
back to Kosovo. Their action changed
the way that child refugees are treated
in Britain.
1 Observe the girls’ hands and faces on the poster and explain what these elements symbolise.
2 Choose three different adjectives in the reviews of the musicals on the poster and write your own
ee diff
one-sentence review.
1 Look at both photographs and find the similarities. Guess Word 3 Listen and pick out the words that are repeated and link them to the title of the musical.
what Billy Elliot is about. CD2 PISTE 14
Guess what the musical is about. Check your answer with the Culture tip.
2 WWatch the video. Identify and oppose signs
batons
4 Listen to the first part and choose the elements that people liked in the musical from the following list:
the three main groups in the video.
asylum seekers the characters • the songs • the setting • the actors • the special eff
effects • the accent • the humour
3 Make a drawing
awing of the groups’ positions in this scene. How is triumph: victory
the opposition between the diff
different gr social classes: working class – middle 5 Listen to the second part and write a paragraph with the information you noted about the play (topics,
class – upper class message…).
4 Note the name of two objects the policemen sho clash: conflict
Associate them with four of the follo w in a short relevant: appropriate to the time, 6 A spectator say’s “I think it’s very relevant”. Use this adjective to explain why people should see
paragraph. period, circumstances Glasgow Girls
united
power • peace • violence • salary • solidarity • social status political
Memory
go on strike: stop working to protest
5 Read the Culture tip and explain the title of the song
stand up for a cause: defend a cause
llen ge
nge
Solidarity.
Chaalle
Ch
show solidarity
Grammar support / help sb
move forward
hold a sign Mime! In pairs, make a gesture that you
The superlative To
oo ls p. 142 raise your fist associate with Glasgow Girls or Billy Elliot.
shout: scream also invent another title. Create a flyer with an illustration, Keep still in that position for 3 seconds
“The most polically engaged […] British musical.”
face to face / opposite one another some information about the musical, its topic and positive and then explain to your partner why you
“The best musical I have seen in a long time.”
between reviews. chose this gesture.
138 Musicals: mirrors of society? Unit 8 139
Une vidéo à exploiter surtout pour ses Un Memory Challenge qui fait
aspects visuels et chorégraphiques (qui appel à la gestuelle comme
aident à comprendre les thèmes de la support de mémorisation.
comédie musicale).
265
a. Billy Elliot, a sign of the times p. 138
Info+
Billy Elliot, the Musical a été composée par Elton John et est basée sur le film éponyme réalisé en
2000. La première a eu lieu en 2005 à Londres. L’histoire se passe dans le nord de l’Angleterre,
sur fond de grève des mineurs en 1984 et 1985. Billy Elliot, un jeune garçon âgé de 11 ans,
apprend à boxer, sous la houlette de son père qui travaille à la mine. Un jour, il s’attarde dans
le gymnase et participe à un cours de danse classique. Par la suite, il se prend de passion pour
la danse et arrête la boxe, en cachette de son père. Pensant qu’il a du talent, la professeure de
danse l’encourage à auditionner à la Royal Ballet School de Londres.
1 Look at both photographs and find the similarities. Guess what Billy Elliot is about.
Vous pouvez inviter les élèves à comparer les deux images, puis les diriger vers le Culture tip afin
qu’ils·elles puissent répondre à la seconde partie de la question.
In both photos, we can see a crowd of people who are protesting in support of miners. We
can see a lot of men who may be miners as well as women and even children (the youn-
gest protesters are barely 10). They are holding signs that mention the words “miners”,
“jobs” and “victory”. Both scenes seem to be set in cities in the north of England (Sheffield
and Durham).
Billy Elliot must be a musical about a mining town that tries to save its jobs and its com-
munity life through protest.
2 Watch the video. Identify and oppose the three main groups in the video.
Avant de montrer l’extrait vidéo, vous pouvez demander aux élèves s’ils·elles connaissent l’histoire de
Billy Elliot. Sinon, vous pouvez leur apporter quelques précisions (en particulier le fait que le jeune
garçon est attiré par la danse, contre la volonté de son père).
Vous pouvez ensuite leur demander de regarder la vidéo en se focalisant sur le repérage des trois
groupes (différenciés sur le plan identitaire mais aussi dans l’espace scénique). Pour répondre à cette
question nous vous conseillons de montrer la vidéo du début à 1’20’’.
The three groups are: first, the dancers (mainly the girls and their teacher, later joined by
the boy); second, the miners on the right-hand side, and third, the policemen on the left.
3 Make a drawing of the groups’ positions in this scene. How is the opposition between the
different groups expressed visually?
Vous pouvez proposer aux élèves un plan vidéoprojeté de l’espace scénique avec les repère suivants :
stage (scène), stage right (côté jardin, à droite du point de vue des comédiens) et stage left (côté cour, à
gauche du point de vue des comédiens). Vous pouvez leur demander de reproduire ce plan sur leur
cahier et de le compléter avec les trois noms de groupes identifiés ainsi que le mouvement effectué
par les uns et les autres sous forme de flèches.
The miners and the policemen are standing face to face while the girls are dancing right
in the middle of the two groups and moving from one to the other. As the two adult groups
are getting closer, the dancers try to separate them by pushing them back.
266 The
Musicals:
United Symbols
mirrors ofofsociety?
America?
ht e lef
t
e rig Stag
e
Stag
Stag
P DANCING M
O I
L GIRLS AND BOY N
I E
C R
E S
4 Note the name of two objects the policemen show. Associate them with four of the fol-
lowing notions below in a short paragraph.
The policemen show some banknotes / money, which represent(s) their salary and their
social status (that the miners don’t have).
Then they use their batons, which symbolise power and violence.
5 Read the Culture tip and explain the title of the song Solidarity.
Si vous avez déjà fait lire le Culture tip à vos élèves, vous pouvez leur demander de rappeler le
contexte historique et de le lier au titre de la chanson. Si vous souhaitez aller plus loin sur la question
de l’opposition entre les classes sociales et le clivage géographique nord / sud, vous pouvez étudier
la chanson Solidarity avec vos élèves.
Production possible
The song Solidarity is inspired by the protest movement that took place in the mid-80s
to support the miners who had lost their jobs because of the closing down of mines. The
community helped them in their fight.
b. Glasgow Girls p. 139
Script CD2 PISTE 14
Part 1 Part 2
Woman 1. Oh wow! That was really an ama- Woman 2. And this is one of many stories
zing play! I mean, what I loved was the cha- around the UK that shows asylum seekers and
racters, they were really authentic. And so, refugees wanting justice. It’s not just in the po-
I’ve lived in Glasgow for years and hum, you litical sphere that justice can be done. We can
know, the flavour’s really good and the way use so many media, such as theatre, to make
they speak, they’ve really sort of recreated the a change.
city for me. Man 1. Yeah, I think it’s very relevant. I think
Man 1. Yeah, I loved the energy. Very vibrant! I it’s an issue that’s still very, very relevant today.
just got sucked in with the characters and the We still have to hear about it because some-
story! times people think with those issues we can’t
Man 2. So relevant. It hits the nail on the do anything. It’s a great play, that shows that
head. It sent me back to my youth, I think. It re- people coming together can really make a
minded me of being young and high-spirited difference and that voice needs to be heard
and saving the world and making a difference. today – especially now more than ever!
267
1 Observe the girls’ hands and faces on the poster and explain what these elements symbolise.
Voici des pistes pour aborder l’affiche en faisant ressortir les différentes composantes et symboles.
L’objectif est d’anticiper le thème de Glasgow Girls et de faciliter la tâche intermédiaire de fin de page.
Ce travail peut éventuellement être divisé en deux parties, confiées à différents groupes : certain·e·s
travaillent sur le symbolisme des mains, et d’autres travaillent sur l’expression des visages et sa signi-
fication.
Ensuite vous pouvez faire identifier les différentes composantes de l’affiche, si besoin en donnant une
liste et en faisant venir au tableau un·e ou plusieurs élèves pour indiquer les items correspondants :
title, reviews, sponsors, catchphrase, production details, performance date, ratings with stars. Enfin vous
pouvez faire expliciter le titre (What is Glasgow? Where is it?).
Groups A: The raised fists represent struggle, victory, triumph. The fact that they are hol-
ding a girl up represents solidarity, unity and sisterhood.
Groupes B : The broad smiles and screams y exhilaration, extreme joy, happiness
The look upwards y victory, optimism, hopefulness
2 Choose three different adjectives in the reviews of the musical on the poster and write
your own one-sentence review.
Pour la réalisation de cette question, vous pouvez identifier les superlatifs avec vos élèves et les
encourager à en utiliser. Afin de s’entraîner vous pourrez les renvoyer à la double-page Tools in the
spotlight p. 142 ainsi qu’au précis grammatical p. 213-215.
Adjectives: Inspiring, great, popular, engaged, enraged, significant, empassioned,
humbling
This is the greatest show dealing with political issues I have ever seen. This is the most
inspiring story I have heard about. That is the most engaged musical in the last 10 years.
3 Listen and pick out the words that are repeated and link them to the title of the
musical. Guess what the musical is about. Check your answer with the Culture tip.
Vous procéderez à une première écoute, vous pouvez préciser aux élèves qu’ils·elles vont entendre des
commentaires de spectateur·rice·s à la sortie du théâtre, après la représentation de Glasgow Girls.
Words repeated: loved, characters, relevant, story / stories, justice, issue(s), make a diffe-
rence.
This musical must take place in Glasgow according to the title and the recording. It is an
enjoyable show that is probably about issues concerning justice. The story features cha-
racters that try and make a difference in our world. It is highly relevant to today’s situa-
tion. (They talk about asylum and refugees who face issues of injustice.)
4 Listen to the first part and choose the elements that people liked in the musical from the
following list.
Vous pouvez faire réécouter la première partie du document audio du début à making a difference
00’41.
People especially liked the characters and the accent.
5 Listen to the second part and write a paragraph with the information you noted about the
play (topics, message).
Vous ferez réécouter la fin du document de 00’42 à la fin.

The musical is about asylum seekers / refugees in the UK, a question that is still relevant
today. It focuses on the topics of justice and solidarity / people coming together to make a
difference.
6 A spectator say’s “I think it’s very relevant”. Use this adjective to explain why people
should see Glasgow Girls.
Production possible
People should see Glasgow Girls as it is totally relevant given today’s societal issues
(justice and solidarity to help refugees). It can help understand what is at stake for the
students that are refugees in the UK.
Make a flyer! Create the flyer of a new British musical, its name could be: Girl power, Money, All
the same, Today and Yesterday. You can also invent another title. Create a flyer with an illustra-
tion, some information about the musical, its topic and positive reviews.
Pour cette activité, les élèves pourront s’aider de l’affiche de Glasgow Girls et ses différentes compo-
santes (image, titre, critiques, logos des sponsors, dates de représentations, informations sur la pro-
duction, phrase d’accroche). Ils·elles ajouteront quelques mots sur le thème (comme dans le Culture
tip mais en plus succinct). Les critiques devront si possible comprendre des superlatifs. Vous pouvez
renvoyer vos élèves p. 142 et p. 213.
Les titres suggérés ne manqueront pas de susciter leur imaginaire mais ils·elles peuvent aussi en
inventer d’autres. Bien entendu, il faut privilégier les contenus à ancrage culturel. Ce qui compte,
c’est que les élèves ne reprennent pas une comédie musicale existante, au risque de faire un simple
copier-coller sur Internet. Les apprenti·e·s artistes pourront bien sûr réaliser leur propre illustration à
la main ou sur support numérique.
Ce flyer peut tenir sur une feuille A4 pour rester lisible.
Vous trouverez un barème ci-après. On pourra ajouter un bonus de 1 ou 2 points pour les flyers
particulièrement réussis sur le plan artistique.
Mime! In pairs, make a gesture that you associate with Glasgow Girls or Billy Elliot. Keep still in
that position for 3 seconds and then explain to your partner why you chose this gesture.
Préciser aux élèves qu’ils·elles doivent trouver des gestes différents et être capables de justifier.
Pour rendre l’activité plus interactive, on peut aussi changer la dernière partie de la consigne pour :
your partner must try and explain what this gesture symbolises and why you chose it. You confirm or infirm
his / her guess.
Les trois ou quatre gestes les plus probants / réprésentatifs / pertinents pourront être retenus pour
être présentés à la classe, qui les commentera. Cela permet d’instaurer un petit défi et de faire une
mise en commun des idées ayant émergé lors du pair work.
269
270
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : �� P
yourrepare
Proje
ct
Expression écrite
Niveaux du CECRL
Critères évalués
A1 A2 B1
Mes idées sont simples, il y a peu de références à Le titre que j’ai choisi est bien illustré par une thé- J’ai choisi un contenu social, culturel, historique
Musicals: mirrors of society?

Contenu culturel
une thématique sociale, culturelle, historique en matique sociale, culturelle, historique. Je fournis des pertinent, original et intéressant.
rapport avec mon titre. informations pertinentes.
0-1 2-3 4-5

Pragmatique et Je respecte certains codes de l’affiche. Mes phrases Je respecte une majorité des codes de l’affiche. Mon flyer est tout à fait conforme à une affiche
socio-linguistique sont très simples. J’utilise quelques mots de liaison, mes phrases sont réelle. Mon discours est structuré.
construites.
0-1 2-3 4-5

grammaire ou de syntaxe (ordre des mots). respectée. Les superlatifs sont corrects. peu d’erreurs de grammaire et j’emploie des super-
latifs variés et corrects.
0-1 2-3 4-5

0-1 2-3 4-5
Total : ��/20
on Dance-style evolution p. 140-141
Info+
Top Hat réalisée en 1935 est emblématique de l’âge d’or d’Hollywood ; elle rassemble le couple
d’acteurs, danseurs, chanteurs mythiques, Ginger Rogers et Fred Astaire. L’intrigue est fondée sur une
suite de quiproquos amoureux ponctués çà et là par des numéros de danse.
West Side Story réalisée en 1957 sur une musique du célèbre compositeur Leonard Bernstein,
transpose l’histoire de Roméo et Juliette aux années 50 à New York avec deux bandes rivales, les
Jets et les Sharks.
La La Land est un film écrit et réalisé par Damien Chazelle en 2016. L’expression La La Land dé-
signe le quartier d’Hollywood à Los Angeles, de même qu’une situation déconnectée de la réalité.
L’histoire est celle d’une actrice en devenir et d’un passionné de jazz qui tombent amoureux. Plus
leurs rêves d’artistes se réalisent, plus ils s’éloignent l’un de l’autre.
Les trois documents de cette page vont permettre aux élèves de se concentrer sur l’aspect le plus
caractéristique de la comédie musicale - la chorégraphie - et voir comment celle-ci a évolué à travers
trois œuvres de périodes différentes : Top Hat (1935), West Side Story (1957) et La La Land (2016). Il
s’agit de comédies musicales filmées par Hollywood, par opposition aux spectacles de Broadway et
du West End. Il est important d’aborder cet aspect cinématographique car la plupart des élèves ont
accès aux comédies musicales sur les écrans et rarement sur les planches.
hatier-clic.fr/lmu2049 (conseillé : du début à 0’33, de 9’36 à 10’33 et de 11’07 à 11’49)
Corrigé
1 Say what these three documents show about the role of choreographers in musicals.
They underline how central the role of choreographers is to the success of the musical.
They need to make the transition from everyday gestures and actions to dancing that is
natural and acceptable to the audience.
2 How is choreography used to mirror the society of the time?
To each period corresponds one type of dancing that reflects the society of the time: for
example, in Top Hat, the dances are classical ballroom dances that were trendy in high
society at the time. Then with West Side Story, we move on to a type of choreography that
was much more modern and even revolutionary as it featured gangs dancing in an urban
setting. Finally, La La Land is typical of today with modern and acrobatic moves and
freestyle dance which reflect a young, dynamic and modern lifestyle.
3 Find reasons for the success of those two old-school musicals and this modern musical.
They match the expectations and evolution of society and address audiences that like to
see a reflection of themselves as well as a dream-like life in musical films.

1. the most well-known theatre district in the US 2. Photo 1: Broadway; Photo 2: the West
End 3. False 4. True 5. Hair 6. Billy Elliot 7. Photo 1: Billy Elliot; Photo 2: Glasgow Girls;
Photo 3 : Hair; Photo 4: Top Hat 8. Hair: the 1960s; Rent: the 1990s; West Side Story: the
1950s 9. Unlike 10. spectators
271
Nom : ............................................... Classe : . . . . . . . . . . . . . . Date : ...............................

1. Broadway refers to… ........ /2
❑ the theatre district in London. ❑ a square in Manhattan.
❑ the most well-known theatre district in the US.
2. Match the photo and the district. ........ /2
Broadway •
the West End •
• •
3. The West End can welcome more theatre-goers than Broadway. ........ /2
❑ True ❑ False
4. True or false? The tickets for musicals in the West End are generally
cheaper than in Broadway. ........ /2
❑ True ❑ False
5. Which musical deals with political issues in the USA? ........ /2

❑ Glasgow Girls ❑ Hair ❑ La La Land
6. Which musical deals with political issues in the UK? ........ /2

❑ Rent ❑ West Side Story ❑ Billy Elliot
7. Match the names of the musicals and the photos. ........ /2
• • • •
• Top Hat • Billy Elliott • Glasgow Girls • Hair
8. Match the musical and the period it refers to. ........ /2

Hair • • the 1950s
Rent • • the 1960s
West Side Story • • the 1990s
9. Choose the correct linking word. . . . . . . . . /2
❑ Unlike ❑ Whereas
❑ However . . . . . . . . . . . . . . . . . . . . . . . Broadway, the West End has many old theatres.
10. What is an “audience”? ........ /2

❑ public success ❑ spectators
Total : .................... /20

Too ls
1 – Her Majesty’s Theatre is older than d. Musicals can give you the best buzz of
the Theatre Royal, Drury Lane. / The all.
Theatre Royal is more recent than Her e. Florenz Ziegfeld was one of the
Majesty’s Theatre. wealthiest New York producers in the
– Theatre Royal is nearer Covent Gar- early 19th century.
den than Her Majesty’s Theatre is. / Her f. The child actors of Billy Elliot were the
Majesty’s Theatre is farther from Covent most adorable on stage.
Garden than the Theatre Royal is. g. Not being able to go see Glasgow Girls
– Her Majesty’s Theatre is smaller than because I was sick was the worst expe-
Theatre Royal. / Theatre Royal is bigger rience of my holidays.
than Her Majesty’s.
– 42nd Street (which is performed in Drury 3 a. Unlike older musicals, West Side
Lane) is more recent than The Phantom of Story was filmed in a realistic urban
the Opera. setting.
Tickets for The Phantom of the Opera are b. London audiences rarely give a standing
more expensive than those for 42nd Street. ovation while / whereas New Yorkers are
usually more demonstrative.
2 a. Leonard Bernstein was the most c. The quality of theatre is comparable.
talented composer of his generation. And yet, I prefer the West End.
b. The Phantom of the Opera is the lon- d. Broadway looks to Hollywood for hit mo-
gest-running show in Broadway history. vies. However, adaptations can be risky.
c. Billy Elliot is one of the most cele- e. La La Land is a film while / whereas
brated musicals of the early 21st century. Hair is an on stage musical.
4
CD2 PISTE 15
MP3 n° 66 6 Faire remarquer que l’intonation est toujours
Faire remarquer que l’on doit faire attention à descendante à partir du dernier mot / de la
l’intonation (montante ou descendante) à partir dernière syllabe accentuée dans ces phrases.
du dernier mot / de la dernière syllabe accentuée.
7 a. All the songs are brilliant.
a. It’s so exciting. (montante)
b. It’s definitely a great show.
b. I really like the characters. (descen-
c. I just adore it!
dante)
d. What a wonderful time we’ve had!
c. It’s the best musical I have seen. (des-
cendante)
CD2 PISTE 16
5 MP3 n° 67
a. I really loved the accent.

b. The actors are so energetic.
c. They’re incredible.
d. Those girls are just awesome.
273
p. 144-145
PRO
JECT
1 You are a journalist for Time Out in London or Playbill in New York. You
make a vlog post on the website of the magazine telling foreign tourists why it is great to see
a live musical.
Mise en place :
• Ce travail peut être réalisé de diverses manières : les élèves peuvent s’enregistrer en MP3 (balla-
do-diffusion) mais idéalement, il faudrait qu’ils·elles se filment avec une caméra, une tablette (balla-
do-diffusion) ou leur téléphone portable, comme pour un véritable vlog. Cela permettra d’évaluer
leur degré d’aisance à l’oral, leur aptitude à s’adresser à un auditoire – même virtuel - et de s’assurer
qu’ils·elles ne lisent pas.
• Ce travail peut être fait à la maison pour plus de facilité mais les élèves doivent parler à partir de
simples notes (10-15 mots maximum). Leur présentation ne doit être ni un écrit oralisé ni une récita-
tion par cœur. Il doit y avoir une part de spontanéité.
Indiquer une durée pour le vlog : environ 1 minute 30.
• Vous pourrez préciser aux élèves ce que vous attendez d’eux, c’est à dire qu’ils·elles utilisent les
connaissances culturelles, lexicales, grammaticales (ex : comparatif, superlatif, contraste) et phonolo-
giques abordées dans l’unité en y mettant leur touche personnelle.
Il est possible de donner le barème d’évaluation aux élèves avant.
• Vous pourrez bonifier les productions où les élèves essayent d’être originaux·ales (par exemple en
ajoutant des nouvelles informations, en choisissant une nouvelle comédie musicale, en racontant
une petite anecdote…) et en parlent avec conviction et enthousiasme de sorte que leur vlog donne
envie d’aller voir une comédie musicale.
z Fiche méthodo N° 5. Faire une recherche internet p. 260

Fiche méthodo N° 12 Réaliser une vidéo p. 272
Fiche méthodo N° 17. Expression orale en continu p. 282

PRO
JECT
2 Write a blog entry. You have seen a musical on Broadway or in the West
End. Write a blog entry recommending this musical and explaining how it reflects American or
British society.
Mise en place :
• Cette tâche finale doit permettre d’éclairer la problématique de l’unité, d’où l’importance de choisir
une comédie musicale qui a un ancrage culturel réel (ce qui exclut les productions de type dessin
animé). Le lexique indiqué p. 143 pourra permettre de développer les thèmes sociaux / culturels /
politiques… Les élèves seront amené·e·s à manipuler les comparatifs pour répondre à la quatrième
étape (comparer Broadway et le West End). Quant à la forme, elle doit s’inspirer de l’article de blog
présenté p. 134.
• Cette tâche finale peut être donnée en classe ou comme travail à la maison. Dans le premier cas, on
peut réduire le choix aux comédies musicales principales vues en cours.
• Insister sur le fait que, pour bien parler d’une comédie musicale, il faut en avoir au moins vu des
extraits. Les élèves pourront en trouver en ligne (bandes annonces par exemple) ou visionner l’inté-
gralité de certaines comédies musicales sur Internet ou dans des médiathèques.
• La page de blog présentée p. 134 sert de modèle mais les élèves peuvent laisser libre cours à leur
fibre artistique / leur originalité en faisant une présentation personnalisée, surtout si le travail est à
faire à la maison sur feuille libre ou sur fichier Word.
z Fiche méthodo N°7 Relire un devoir écrit p. 264

275
276
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression orale en continu – Vlog a speech!

Niveaux du CECRL
Critères évalués
A1 A2 B1
Mes idées sont simples, apprises par cœur. Il y a Je reprends des choses vues sur le plan culturel et Mes arguments et commentaires sont variés. Je
Musicals: mirrors of society?

Contenu culturel
peu de références aux éléments culturels vus sur je donne une amorce de point de vue personnel. prends en considération les éléments culturels vus
les comédies musicales / Broadway / le West End. sur les comédies musicales / Broadway / le West
End. Je donne mon point de vue de façon perti-
nente et personnalisée.
0-1 2-3 4
socio-linguistique très simples. Je lis mes notes sans m’en détacher. de liaison, mes phrases sont construites. parle de façon spontanée, avec très peu de notes.
Mon discours est structuré et clair.
0-1 2-3 4
0-1 2-3 4
grammaire (verbe manquant, etc.) ou de syntaxe respectée. J’utilise quelques comparatifs, superlatifs, peu d’erreurs de grammaire. J’utilise des compara-
(ordre des mots). expressions du contraste. tifs, superlatifs, expressions du contraste variés et
corrects.
0-1 2-3 4
0-1 2-3 4
Total : ��/20
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression écrite – Write a blog entry!

Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont simples, il y a peu de références à La comédie musicale que j’ai choisie est reliée à une Mon choix de comédie musicale est bien relié à
une thématique sociale, culturelle, historique en thématique sociale, culturelle, historique. Je fournis un contenu social, culturel, historique. Je donne
rapport avec mon choix de comédie musicale. aussi quelques informations sur Broadway / the des informations utiles sur Broadway / the West
West End. End et j’argumente le tout de façon pertinente et
intéressante.
0-1 2-3 4-5

Pragmatique et Je respecte certains codes du blog. Mes phrases Je respecte une majorité des codes propres au blog. Ma production est tout à fait conforme à une page
socio-linguistique sont très simples. J’utilise quelques mots de liaison, mes phrases sont de blog.
construites.
0-1 2-3 4-5

Grammaire Les phrases sont très simples. Il y a des erreurs de Les phrases sont simples et courtes. La syntaxe est Les phrases sont plus longues et correctes. Je
grammaire ou de syntaxe (ordre des mots). respectée. J’utilise quelques comparatifs, superlatifs, fais peu d’erreurs de grammaire et j’emploie des
expressions du contraste. comparatifs, superlatifs, expressions du contraste
variés et corrects.
0-1 2-3 4-5

0-1 2-3 4-5
Total : ��/20
277
Sydney’s child stars juggle life and stage pressures
to perform in big musicals
By Elissa Blake to laugh. But when I’m singing on stage,
Sydney Morning Herald, 30/11/15 25 I feel so free.”
Acting, singing and dancing in front of Levi MacKee, 13, is playing Friedrich.
an audience might not seem like work to It’s his first “big show” and when he
5 a child. Most stage kids will tell you it’s grows up, he wants to be a singer, the
the best fun they’ve ever had. next Will.i.Am. “The show is like setting
30 up a path to that,” he says.
“Some people might think it’s a bit weird
just going from musical to musical ins- Right now, though, he’s juggling1 year
tead of having a normal life,” says Ma- 7 homework with an intense rehear-
10 dison Russo, 11, who plays Brigitta von sal2 schedule3. “I’m pretty crammed4,”
Trappin the upcoming The Sound of he admits. “I still have to turn up at
Music. “But I really enjoy it. I’m really 35 school with all my homework done.”
passionate about it. I did have to give up Madison, Harriet and Levi form part of
some dance classes to fit it all in and I’ll a small army of child performers wor-
15 be missing quite a bit of school. But it’s king on Sydney’s stages. […]
totally worth it.” There have never been more opportuni-
The show’s Gretl, Harriet Turnbull, 7, is 40 ties for young actors, says music theatre
already a West End veteran, having ap- performer and acting coach Queenie
peared in a stage adaptation of George van de Zandt. “Producers have cot-
20 Orwell’s 1984. “It feels really fun to per- toned on to the idea that the market for
form for other people; it makes me hap- music theatre has changed and that fa-
py,” she says. “Sometimes it makes me 45 mily oriented musicals are real money-
scared and sometimes I have to try not spinners these days,” she says. […]
1. jongler 2. répétition 3. planning 4. débordé
1 This text is (choose the correct answer). �� /1

❑ a blog page ❑ a press article ❑ an extract from a biography
2 How many child actors are mentioned in the text? Give their names, ages, roles and / or
titles of the shows they played in. �� /5
��
��
..........................................................................................................................
..........................................................................................................................
��
1/2

Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Class: . . . . . . . . Date: ��
3 According to Madison, what are the advantages and disadvantages of being

a child actor in a musical? �� /4
��
..........................................................................................................................
��
4 How does Harriet feel on stage? �� /4
��
..........................................................................................................................
��
5 Explain “He’s juggling year 7 homework with an intense rehearsal �� /4

schedule.” in your own words.
��
..........................................................................................................................
..........................................................................................................................
��
6 Explain in your own words how the market for music theatre has �� /2
changed recently.
��
..........................................................................................................................
..........................................................................................................................
��
2/2
279
1 Who is Damien Chazelle? �� /3
��
2 How many Golden Globe nominations has La La Land received? �� /5

Mention 4 of those.
��
��
3 What is the film Whiplash about? �� /2
��
��
4 Which parts do Emma Stone and Ryan Gosling play in La La Land? Give details. �� /5
��
��
5 Where do they meet again in the film? What happens there? �� /4
��
��
6 Complete the lyrics of the song. �� /1
“What a waste of a .............................. night”.


Corrigé des fiches d’évaluation

1 This text is a press article. �� 1 point
2 3 child actors are mentioned: �� 5 points

- Madison Russo, aged 11, plays in The Sound of Music (Brigitta von Trapp); (1.5 points)
- Harriet Turnbull, aged 7, acts in The Sound of Music (Gretl) and also played in 1984; (2 points)
- Levi Mackee, 13, acts in The Sound of Music (Friedrich). (1.5 points)
3 Advantages : �� 4 points (1 point par élément)

– it’s great fun. (Accepter : she really enjoys it.)
Disadvantages:
– you don’t have a normal life;
– she had to give up some dance classes because of her schedule;
– she will miss some school classes.
4 She feels happy to perform for the audience. �� 4 points (1 point par élément)
She feels scared.
She feels free.
She tries not to laugh.
5 Levi is finding it hard / difficult to combine his school work / homework �� 4 points
and his acting job as he has many rehearsal sessions before the show while he is in year 7 at school.
6 �� 2 points (1 point parmi les éléments soulignés)

The market has changed / now audiences are interested in seeing musicals for the family / family
oriented musicals so that type of show has become very profitable these days.
281
Script CD2 PISTE 53
This is FRESH AIR. I’m Terry Gross. My guest “La La Land” stars Emma Stone as an aspiring
Damien Chazelle wrote and directed the new actress who keeps going to auditions and get-
movie musical “La La Land”, which is firmly set ting rejected. Ryan Gosling plays a jazz pianist
in the present but pays loving tribute to movie who wants to open his own club in order to
musicals of the past. The New York Film Critics do his part to keep jazz alive, but he’s usual-
Circle named it the Best Picture of 2016 and ly stuck playing awful gigs at restaurants and
so did our film critic, David Edelstein. “La La parties. They have two brief unfortunate en-
Land” has received seven Golden Globe no- counters with each other and then meet again
minations - that’s more than any other film - at a party in which he’s playing synthesizer in a
including Best Musical or Comedy, Best Direc- cover band. They leave at the same time. She
tor, Actor, Actress, Song and Score. Chazelle can’t find her car, and he helps her look for
also wrote and directed the 2014 film “Whi- it. They obviously like each other, but neither
plash” about a jazz student and his sadistically is willing to admit it, which leads them to sing
demanding teacher. “What A Waste Of A Lovely Night.”
1 He is the man who wrote and directed the musical movie La La Land. �� 3 points
2 �� 5 points
It has 7 nominations. 1 point
Best Musical or Comedy / Best Director / Best Actor / Best Actress /
Best Song / Best Score. 4 points (1 point pour chaque élément ; 4 éléments suffisent)
3 It is about a jazz student and his sadistic / demanding teacher. �� 2 point
4 �� 5 points
Emma Stone is an aspiring actress. (1 point)
Ryan Gosling plays a jazz pianist. (1 point)
Emma Stone goes to auditions and gets rejected. Ryan Gosling wants to open his own club
and meanwhile, plays awful gigs at restaurants and parties. (3 points, 1 point par élément parmi ceux
soulignés)
5 �� 4 point
They meet at a party. (1 point)
They leave at the same time. He helps her find her car. They fall in love but can’t admit it and so, they
start singing. (3 points, 1 point par élément parmi ceux soulignés)
6 What a waste of a lovely night. �� 1 point

9 Can cli-fi save the world?
Introduction
L’observation des phénomènes climatiques et de l’impact du rôle de l’homme sur l’environnement
soulève interrogations et inquiétudes. Des artistes anglophones proposent, par leurs œuvres,
de susciter chez leurs lecteur·rice·s ou spectateur·rice·s une réflexion sur ce thème. C’est par la
découverte de cette production artistique que les élèves contribueront aux questions environ-
nementales par leur réflexion avec les références et repères culturels du monde anglophone.
Notion(s) visions d’avenir : créations et adaptations Thème le rôle de la création artistique

et particulièrement de l’émergence de
Problématique(s) suggérée(s) Can cli-fi save the world? la littérature et du cinéma cli-fi dans la
How can cli-fi art interact with our daily concerns? sensibilisation du public anglophone
aux questions du changements
Objectif(s) culturel(s) climate fiction, Al Gore : Truth to power climatiques
Objectif(s) pragmatique(s) organiser et structurer ses argu-

Projets finaux
ments, respecter la mise en page d’une 4ème de couverture
PRO
JECT
1 Take part in The Big
Objectif(s) sociolinguistique(s) s’exprimer dans un registre de Question debate on BBC2: “Can cli-fi
langue adapté, s’appuyer sur ses connaissances pour alimenter sa renew the way people think about
réflexion et faciliter l’adhésion et la compréhension climate change?”
Objectif(s) citoyen(s) être sensibilisé·e aux enjeux des ques-

PRO
JECT
2 Write the back
cover for a cli-fi story taking place in an
tions climatiques actuelles, prendre conscience du rôle majeur de
English-speaking country.
la création artistique anglophone pour susciter questionnement
et réflexion sur les questions environnementales
Objectif(s) méthodologique(s) s’organiser (p. 254), faire une Prepare your Project
recherche internet (p. 260), créer une affiche ou un dépliant (p. L1 Explain to your friend what cli-fi is
267), analyser une image (p. 270), expression orale (p. 280, 282), about and why it is worth reading.
expression écrite (p. 284)
Objectifs Lexique : livres et littérature, la science, L2 Imagine the following day’s entry of
linguistiques changements climatiques, solutions et Laura’s diary.
réactions
Grammaire : le présent be + V-ing, can et L3 Choose a climate change docu-
could, l’hypothèse avec if, la projection mentary or a cli-fi film. Explain your
choice and why it is a good way to raise
Phonétique : le suffixe -ion awareness.
Médias utilisés
CD DVD Quizlet hatier-clic.fr/lmu2058

CD2 pistes 18-20 Al Gore Truth to power, 2017
E-workbook
CD2 piste 54
Quiz Leçon 1 : hatier-clic.fr/lmu2054
hatier-clic.fr/lmu2057 Leçon 3 : hatier-clic.fr/lmu2055
MP3 n°72 à 78 hatier-clic.fr/lmu2056
283
Ouverture
Can cli-fi save the world? p. 146-147
Pour cette double-page, la description factuelle des éléments de l’image semble être une bonne
porte d’entrée pour faire exprimer aux élèves leur étonnement. Il est ensuite nécessaire de mettre
ces éléments en relation avec le titre du chapitre afin que les élèves soient en mesure d’identifier le
thème des questions climatiques ainsi que le lieu (London, The Parliament) et progressent vers un
questionnement que des activités de repérage de mots-clés de la citation mettra en évidence : fiction,
truth, lie. À ce stade, il peut être judicieux de demander aux élèves de proposer d’autres mots qui leur
viennent : reality, creation, work of art, artwork… Le visionnage de la vidéo permettra ensuite de placer
la réflexion des élèves sur les images d’une histoire se passant dans un avenir proche.
Une carte mentale projetée au tableau avec les propositions de lexique des élèves pourra les aider à
se faire une « image mentale » de ce qu’est le genre cli-fi et permettre d’aborder la double-page.
Avec cette image, les élèves peuvent repérer les éléments Faire repérer les mots-clés :
suivants : polar bear, ice / iceberg, London, River Thames. fiction, truth et lie, puis interroger
sur le lien que ces mots entre-
Faire relever rapidement aux élèves le thème des
tiennent entre eux (opposition ?).
questions climatiques, puis les amener à exprimer leur
On peut éventuellement utiliser
surprise par un questionnement : do you think it is reality
un questionnement : how can
or a representation of art? Is it realistic / plausible?
fiction and truth be linked? How
Ce travail peut également être proposé en groupes pour about with lie?
laisser la possibilité aux élèves d’élaborer leurs réponses :
Faire résonner avec la vidéo,
· un groupe sur la ville de Londres (River Thames, Parlia-
l’image et le titre pour faire émer-
ment, water),
ger la problématique.
· un groupe sur ce qui a trait au climat (sky, polar bear, ice
floe). Faire reformuler par les élèves.
9 Fiction is the truth

inside the lie.
Stephen King, American writer
CAN
CLI-FI
SASAVEVE
WORLD?
the
Polar bear and cub floating
rming Up
on an iceberg in London
rmin
ing
rite the back cover! Create the
back cover for a cli-fi story taking
place in an English-speaking country.
Interstellar by Christopher Nolan, 2014
Cette vidéo permettra aux élèves de comprendre d’une part

que la création artistique sur les questions environnementales
comprend les productions cinématographiques, et d’autre part,
que les intrigues ou récits de cli-fi prennent appui sur un futur
proche (éloignant ainsi la cli-fi de la sci-fi), voire le présent.

1 Cli-fi : definition of a genre
À la découverte d’un nouveau genre p. 148-149
PÉDAGOGIE DIFFÉRENCIÉE : les 4 documents de cette Niveau des textes :

double-page sont de niveaux différents. Chaque élève
• Group 1 : Niveau A2 + (également
pourra découvrir un synopsis de livre à travers des
plus court, il s’adresse plus particu-
textes dont le niveau de lexique varie. On gardera à lièrement à des élèves de niveau A2.)
l’esprit qu’il ne s’agit pas de comprendre les textes de
manière exhaustive mais de se fonder sur quelques • Group 2 : Niveau A2 +
éléments clés afin de réussir l’activité. • Group 3 : Niveau B1
• Group 4 : Niveau B1 +
Le questionnement commun permet à tou·te·s les élèves d’avoir

les mêmes éléments de discussion lors de l’activité d’expression
orale en interaction. Chaque élève devra repérer les informations
afin de pouvoir échanger avec les trois autres groupes.
1 Cli-fi: definition of a genre

3 It is 2099, and the world is gradually
drowning1. As Arctic ice melts, the seas rise
and land disappears forever under waves
caused by storms. For fifteen-year-old Mara,
city of Glasgow. But even here there is no
city, Mara realizes
safety and, shut out of the city
they are asylum-seekers […]. To save her
people, Mara must not only find a way into
her family and community
community, assembled on the the city
city, but also search for a new land and a
fast-disappearing island of Wing, the new new home…
1 Observe all the covers and describe them in groups
oups (colours, century brings flight2. Packed into tiny boats,
1. going under water 2. people leaving 3. trip
natural elements, buildings…). a terrifying journey3 begins to a bizarre city
city,
built on the drowned remains of the ancient
2 Read your group’s text and pick out information about the
following elements if they are mentioned. New York
ork City
City, in the near future: Mitchell Just as Mitchell’s predictions are reaching
natural elements weat
w her characters means of transport Zukor, a talented young mathematician, is
Zukor a nightmarish crescendo, a real worst-case
natural disasters time location employed by a mysterious new financial scenario happens in Manhattan, in the form
consulting firm: FutureWorld. His job is to of a hurricane. Mitchell realizes he is uniquely
calculate worst-case scenarios in the most prepared to profit. But at what cost? The
3 Find the book cover corresponding
esponding to your text.
te precise details, and his calculations are sold future is not quite what it used to be.
to companies for money compensation to
4 In groups, explain the story in your own wor and share it with
wn words indemnify1 them against future disasters.
1. to give money for/ to compensate financially
the class.
5 Stephanie LeMenager is going to give a defi Note

PÉDAGOGIE down words you expect
xpect to hear.
DIFFÉRENCIÉE
Listen to her and check
check. hatier-clic.fr/lmu2053
E-workbook
1 It’s spring in New York

ork City
City, the waves shine
in the sunlight. In the morning, workers
are boarding a crosstown boat. Out on the
canal, finance guys in speedboats try to
dock; a manager is checking his buildings for
leaks1. The super-rich live uptown, in a forest
of skyscrapers. The poor live downtown, in
Chelsea, which is half-submerged.
move between the bigger ships. Workers in
1. when water is escaping/is dripping.
an inflatable raft are repairing the Flatiron
By the time Phil Chase is elected president, doesn’t intend to abandon without a fight. In
the world’s climate is on its way to a world where time is running out as quickly
irreversible change. The lack1 of food, as its natural resources, where surveillance is
housing shortages, diminishing medical almost total and freedom nearly non-existent,
care, and vanishing species are just some of the forecast2 for the Chase administration
the consequences. The changeable winter looks darker every day. As the last – and most
the Washington, D.C. area is experiencing is terrible – of natural disasters is imminent, it
another sign of a dramatic change of weather: will take a miracle to stop the clock…
extreme cold one day
day, warm weather the
1. insufficiency/ absence 2. prediction
next. But the president-elect is optimistic and
Word
climate change tornado

fiction: no
novels, short stories…
YA: young adults
Y
plausible: possible, realistic
incredible: unbelievable Memory
ge
Grammar
literary genre
thriller
thrilling: exciting
catastrophic llen
Chaalle
Ch nge
Present be + V-ing To
oo ls p. 156 poetry unprecedented
“Workers are boarding
ing a crosstown essays fictional ≠ non-fi fictional Give your definition
nition of cli-fi! Climate change possibilities. In
boat.” memoirs melt: turn ice into water groups of three you have 1 minute to
emphasis: insistence deal with: be about Now that you have discovered what it means, explain to name as many different climate change
“Time is running out.”
flood: inundation for example: for instance your friend what cli-fi is about and why it is worth reading. scenarios as possible.
148 Can cli-fi save the world? Unit 9 149
Les élèves trouveront dans le Word spot du lexique de

production pour les aider à décrire l’image de leur groupe,
à caractériser le genre des romans et à en spécifier les
caractéristiques. Ils·elles pourront s’appuyer sur des mots-
clés pour construire leurs réponses aux questions.
285
Group work
Dans la sélection des couvertures, deux documents font figure d’intrus (The Islands at the End of
the World et The Drowned World), ceci pour permettre aux élèves les plus en avance d’ajouter de la
discrimination à leurs activités de compréhension. En outre, une compréhension exhaustive n’est pas
attendue des élèves.
Afin de différencier votre approche, vous pouvez choisir de mettre les élèves au travail en groupes
sur un texte. Vous pouvez aussi choisir de former des groupes homogènes ou hétérogènes sur
chaque texte. Vous pouvez encore proposer à certain·e·s de travailler sur plusieurs textes. Choisissez
le fonctionnement qui vous paraît le plus pertinent avec vos élèves.
Les élèves pourront s’appuyer sur les repérages faits lors de la description (le lexique et les éléments
culturels) et les réutiliser lors de la compréhension écrite. De plus, les élèves disposent de notes en
bas des textes et de lexique de production dans le Word spot pour faire ces activités.
Un repérage des mots transparents pourra aider les élèves à comprendre l’essentiel des textes.
Au niveau culturel, on pourra faire émerger lors de la description le nom de certaines villes : New York
(couvertures 1 et 6), Washington, D.C. (couverture 2) pour faciliter l’entrée dans le travail.

1 Observe all the covers and describe them in groups (colours, natural elements, buildings...).
L’une des formes verbales étudiées dans cette unité, be + V-ing, fait l’objet d’une explicitation dans
le Tools in the spotlight p. 156. Elle permet aux élèves d’effectuer la description des couvertures des
romans proposés.
There are six book covers.
Colours: Hot and cold colours have been used to emphasise the connection to climate.
They refer to hot and cold weather.
Natural elements: You can see some natural disasters, such as floods, heatwaves or
droughts, storms…
Buildings: Some book covers feature cityscapes, you can recognise New York or Washing-
ton, D.C.
Except for one book cover (Exodus) there are no humans. Nature has overwhelmed the
world.
2 Read your group’s text and pick out information about the following elements if they are
mentioned.
natural elements – weather – characters – means of transport – natural disasters – time-location
GROUP 1 GROUP 2 GROUP 3 GROUP 4

natural waves, the sun- climate, vanishing Arctic ice,
elements light, the Canal species, natural the seas, land,
resources waves, storms,
island
weather the sunlight changeable win- storms
ter, extreme cold,
warm weather
characters workers, finance Phil Chase (pre- fifteen-year-old Mitchell Zukor,
guys, a manager, sident), the Chase Mara and her fa- a talented
the super-rich, administration mily and commu- young mathe-
the poor nity, her people matician

GROUP 1 GROUP 2 GROUP 3 GROUP 4
means of a crosstown boat, tiny boats
transport speedboats,
bigger ships, an
inflatable raft
natural half-submerged irreversible the world is gra- future disas-
disasters y flood weather change, dually drowning ters, hurricane
changeable y flood, Arctic
weather, dra- ice melts, seas
matic change of rise because of
weather: extreme waves caused by
cold VS warm storms
weather,
natural resources
running out, the
last and most
terrible of natural
disasters
time spring winter 2099, the new in the near
century future
location New York City, Washington, D.C. the island of New York City,
the Flatiron area Wing, a bizarre Manhattan
dock, uptown, city built on the
skyscrapers, drowned remains
downtown, in of Glasgow, a
Chelsea new land
3 Find the book cover corresponding to your text.

Group 1: New York 2140
Group 2: Sixty Days and Counting
Group 3: Exodus
Group 4: Odds Against Tomorrow
4 In groups, explain the story in your own words and share it with the class.
Réponses libres des élèves qui pourront se faire à partir des éléments repérés en question 2.
Avant de passer à la question 5, il conviendra de s’assurer que l’expression cli-fi a bien été comprise par
les élèves, en se fondant par exemple sur les livres étudiés dans cette double-page et sur le trailer vu en
double-page d’ouverture et en soulignant l’idée que ce sont des œuvres de fiction au sujet du climat.
5 Stephanie LeMenager is going to give a definition of cli-fi. Note down words you expect to
hear. Listen to her and check.
Cette compréhension orale peut se faire avec la vidéo ou le son uniquement. L’extrait nécessaire pour
répondre à la fiche du E-workbook est du début à 01’00. Cette fiche offre un guidage plus détaillé afin
d’aider les élèves à faire émerger une définition de cli-fi qui sera essentielle à la bonne compréhen-
sion du reste des documents de l’unité.
287
Give your definition of cli-fi!

Now that you have discovered what it means, explain to your friend what cli-fi is about and
why it is worth reading.
Cette tâche d’expression orale permet de rebrasser les nouveautés de la leçon et de se préparer
aux deux projets finaux, particulièrement au projet oral. Il est essentiel que les élèves aient perçu les
spécificités de ce genre afin de réussir la tâche finale orale.
On peut imaginer donner ce travail en devoir à la maison, en rituel en début de cours (expliquer à
la classe, à un·e élève ou un groupe d’élèves). Avec une classe plus à l’aise, on pourra demander aux
élèves d’inclure le synopsis de l’œuvre étudiée lors du travail en groupes.
Production possible
Cli-fi means climate-fiction / is a new genre of fiction which is about climate, more pre-
cisely about natural disasters, such as floods, or hurricanes. It is different from sci-fi
because there are no supernatural elements in cli-fi. The goal of cli-fi is to tell the story
of climate change through fictive books, such as novels or poems, but there are also cli-fi
films. It always deals with the impact of climate change and global warming as in The
Carbon diaries 2015 by Saci Lloyd (2009) which tells about a year of the life of Laura, a
sixteen-year-old student in London, as the UK imposes carbon rationing in the wake of
weather-related disasters.
Climate change possibilities. In groups of three you have 1 minute to name as many different
climate change scenarios as possible.
Il faut mettre les élèves au défi pour que la dimension ludique permette la manipulation du nouveau
lexique. L’activité peut être proposée sous la forme d’un jeu avec une modalité de travail en groupes
et comme règles :
– manuel et cahier / trieur fermés,
– une durée limitée (1 minute par groupe) afin de garder l’intérêt des élèves,
– des amorces à partir de modaux may, could, might et will,
– désignation du meilleur groupe qui a produit des énoncés simples ou complexes dans lesquels il a
décrit le plus de conséquences climatiques possibles.

2 The Carbon Diaries
La cli-fi à travers un exemple concret p. 150-151
a. Carbon rations p. 150
Info+
Saci Lloyd est une auteure et enseignante britannique qui a publié des romans jeunesse : The
Carbon Diaries 2015, en 2009, et en 2010, The Carbon Diaries 2017. Ce sont deux romans de cli-fi.
Une anticipation sur l’image et notam-

ment sur la carte des îles britanniques
et les chiffres (dates, pourcentages, prix)
favorisera l’accès au sens du document
par les élèves.
2 The Carbon Diaries Cette illustration est issue du roman The Carbon
Diaries, 2015. Il s’agit d’une coupure de journal
a. Carbon rations que la narratrice, Laura Brown, insère dans son
journal intime probablement pour expliquer
la situation climatique et le rationnement mis
en place par le gouvernement britannique. Ce
document permettra d’aborder le texte qui va
suivre afin de mieux comprendre le contexte de
production du document : en Grande -Bretagne
après la grande tempête du 12 décembre 2010,
des mesures gouvernementales sont prises
Saci Lloyd, The Carbon Diaries 2015
2015, 2009
concernant la réduction de l’énergie consommée
1 In pairs, list all the diff
par foyer dans tout le pays.
different causes of pollution
you know.
2 Look at the first document and match

numbers and facts.
12/12/2010 8/01/2015 60% 200
The date an obligatory carbon card is

3 Look at the green card and explain what it could
implemented for all British citizens. be using elements of the newspaper article.
The date of the Great Storm in the UK 4 Focus on the map. Guess why British people were
given a card.
Il s’agira pour les élèves de
créer des liens entre les do-
The number of points British citizens
are limited to each month. 5 Look at the document on the right page and ima-
gine who Laura Brown is in the story.
The percentage of reduction
imposed by the government Word
cuments étudiés en page de
Gramma
Grammar powercut: blackout
CO2: carbon dioxide
pollution damage
obligatory: compulsory
bored
be fed up with: have enough of, be
gauche et le texte de la page
de droite afin d’entrer plus
Can/Could + V To
oo ls p. 156 carbon emission tired of
“I never knew that cold could kill people energy consumption be obliged to: be forced / have to
like that.” angry be allowed to: be authorised to
facilement dans le texte.

anxious: worried be freezing cold: be extremely cold
289
b. Laura’
Laura’s diary Extrait de The Carbon Diaries 2015, roman mettant en
Weds, Jan 14th avant une adolescente, un personnage proche des élèves.
I woke up this morning and it was freezing, freezing cold. I’m only
allowed heat on in my room between 7 and 8. I went and looked at the
Smart Meter in the hall. It’s this thing that tells you everything
that’s going on with energy in the house. Even for our one hour of heat
Dad’s locked the bedroom temp at 15°C. What a joke – it’s not even
On suit les aventures de Laura, une adolescente qui vit
enough to melt the frost on the windows. […]
Fri, Jan 16th
à Londres avec sa famille alors que le gouvernement
britannique a mis en place un système de rationnement
I’ve been given an essay to write by next Friday for AS Critical
Thinking: Write an informal personal review of an aspect of your
home-life environment in the light of the new carbon rationing system. […]
Tues, Jan 20th
We had a powercut1 in the night. The house is so cold now, it feels de l’énergie. L’extrait met en lumière les conséquences de
like 200 years of evil chill2 creeping into my bones. Reminds me of the
Great Storm. Cuts give me the creeps3 – you know when you go to switch
the light on and it’s dead? It was so freezing I went shopping to cette restriction d’énergie en plein hiver et l’impact sur la
vie de la jeune Laura.
Waitrose with Mum and Dad just to keep my blood moving. […]
Thurs, Jan 22nd
Italy has only just got its power back. They’ve found out the cause
of the blackout – a tree fell on a live cable on the Swiss border.
A bloody plant wiped out a whole country for 60 hours. Loads of old
people have died. So strange. I never knew that cold could kill people
like that. France is under deep snow now, and it’s coming our way.
Saci Lloyd, The Carbon Diaries 2015
2015, 2009
1. when the electricity supply stops 2. extreme cold 3. give the creeps: terrify
PARCOURS
PARCOURS
1 Read the text and note down the words

describing the weather. Do they refer to hot or cold
1 Read the text and pick out words referring to
weather.
Tâche de production scénarisée qui permet aux
élèves de s’approprier les contenus culturels,
weather? Justify.
2 Pick out the consequences of the carbon
2 Explain the connection between the temperature restrictions on the narrator’s life and explain in your
d’approfondir la problématique et de se pré-

Laura mentions and the UK CO2 card on p. 150. own words how w her life is aff
affected.
3 Explain how the narrator feels about the situation. the highlighted expressions and explain
parer aux projets finaux. Les élèves pourront

Choose one or more of these adjectives and s feelings.
annoyed • surprised • concerned • scared
why the last paragraph is important for
prendre appui sur cette tâche intermédiaire

4 Read the last paragraph again and sum up xt of the story.
climate situation using the following words.
terrible electricity snowing
sno cold
aph to describe the impact of climate change on Europeans in the story.

pour créer leur quatrième de couverture de la
tâche finale dans la mesure où ils·elles devront
Memory
llen
Chaalle
Ch ge
nge imaginer une histoire reprenant les codes de la
Continue the diary!
Imagine the following day’s entry of Laura’s diary.
Numbers to remember. Write down 3 numbers
or dates that you remember from that double
page. Ask your partner what they correspond to.
cli-fi.
Unit 9 151

1 In pairs, list all the different causes of pollution you know.
Cette activité peut se faire également en classe entière et dans ce cas nécessitera de prendre appui
sur un brainstorming.
CO2 emission, burning of fuel, smoke from cars, factories, greenhouse gas, industrial
wastes, insecticides… (All are caused by humans).
2 Look at the first document and match numbers and facts.

12/12/2010: The date of the Great Storm in the UK
8/01/2015: The date an obligatory carbon card is implemented for all British citizens.
60%: The percentage of reduction imposed by the government
200: The number of points British citizens are limited to each month.
3 Look at the green card and explain what it could be using elements of the newspaper article.
Donner si nécessaire : electricity, energy consumption, limits.
This may be the green card which includes 200 points for British citizens. It is a sort of
credit card which allows citizens to spend 200 points per month (only).
4 Focus on the map. Guess why British people were given a card.
On pourra guider les élèves avec les consignes suivantes :
- Imagine what the Great Storm is.
- Imagine the consequences of the Great Storm.
After the Great Storm, British people were given a card in order to limit their energy
consumption. They are allowed only 200 points a/per month.

5 Look at the document on the right page and imagine who Laura Brown is in the story.
Laura Brown may be a British girl who lives in the UK and who will tell readers about her
life under the new carbon rations.
b. Laura’s diary p. 151

Ce guidage différencié apporte des appuis aux élèves qui en ont le plus besoin (Trail A). On adoptera
une démarche progressive qui encouragera dans un premier temps les élèves à effectuer des repé-
rages qui seront mis au service de la construction du sens. Ils·elles disposeront en outre d’une liste
d’adjectifs pour comprendre les sentiments de la narratrice. Les élèves du Trail B pourront aller plus
dans le détail sans avoir nécessairement besoin d’un guidage supplémentaire. Ce trail s’adressera
donc davantage à des élèves de niveau B1.
Enfin, les deux trails se rejoindront et amèneront les élèves à construire sur les savoirs prélevés dans
une activité d’expression écrite.
TRAIL A TRAIL B
1 Read the text and note down the words 1 Read the text and pick out words
describing the weather. Do they refer to hot or referring to weather.
cold weather? Justify. Voir les réponses à la question 1 du Trail
Freezing, freezing cold, temp at 15°C, the A. On attend des élèves qu’ils·elles fassent
frost, so cold, evil chill creeping into my naturellement le lien avec le froid, sans être
bones, Great Storm, so freezing, under deep guidé·e·s.
snow
These words are all related to cold weather.
2 Explain the connection between the tempe- 2 Pick out the consequences of the car-
rature Laura mentions and the UK CO2 card p. bon restrictions on the narrator’s life and
150. explain in your own words how her life is
The bedroom temperature is very cold be- affected.
cause of the carbon restrictions. People are Because of the carbon restrictions, the
not allowed much energy. For example, Lau- narrator feels extremely cold. She is only
ra says that she is allowed heat one hour per allowed heat in her room an hour a day.
day only, therefore she’s freezing because it / She is forbidden to heat her room over
is winter. an hour a day, therefore she is chilled to
the bone / she is freezing.
3 Explain how the narrator feels about the 3 Read the highlighted expressions and
situation. Choose one or more of these adjec- explain Laura’s feelings.
tives and justify. Laura feels tired of the cold / fed up
Laura feels annoyed because of the cold. with the cold / has enough of the cold.
She emphasizes the cold in each entry. She She can no longer put up with the cold.
is fed up / tired of the cold. The situation is unbearable. She’s
On pourra accepter scared (ou toute autre expres- scared.
sion de la peur) avec la justification Cuts give me the
creeps.
291
4 Read the last paragraph again and sum up 4 Explain why the last paragraph is
the climate situation using the following words. important for the context of the story.
A tree fell on a cable, therefore there was a The last paragraph emphasises the
terrible blackout / power cut. There was idea that this is not only a UK-related
no electricity. It was snowing, and it was situation. Indeed, we are told about the
so cold that people died, and Laura realised situation in other European countries
that people were dying from the cold, which (Italy, France), which indicates that the
was unimaginable. problem is becoming alarming.
Meet up!
Write a short paragraph to describe the impact of climate change on Europeans in the story.
Production possible
Climate change is making people’s lives more and more difficult. Winters are becoming
extremely cold and, due to the carbon restrictions, people are not allowed to heat their
houses or flats as much as they would need to. This passage underlines the fact that
the cold is overwhelming human life. Nature is stronger than Man. The excerpt also im-
plies that this phenomenon is not only related to the UK because the blackout caused by
the falling tree on the Swiss border has an impact on the UK and all over Europe.
Continue the diary! Imagine the following day’s entry of Laura’s diary.
Vous pouvez guider les élèves en leur demandant quels critères seront pris en compte dans cette
tâche intermédiaire. Il est fort probable qu’ils·elles mentionnent ceux qui figurent dans le barème,
c’est-à-dire l’idée de raconter des événements quotidiens, de mentionner la présence toute puissante
du froid et enfin d’exprimer des sentiments. Il est également possible de leur proposer de réaliser
l’activité en binômes. En classe entière, un brainstorming trouvera toute son utilité.
Production possible
Fri Jan 23rd,
Snow kept falling all night. It’s freezing cold in here. For now, we are all stuck in our apartment. I heard
that another storm is coming in the next days. Snow has made commuting impossible. No means of
transport is working. We are just waiting for news to come, that’s scary. We were so cold last night that
we have used more energy than we should. I am afraid there might be another power cut because we
know now that cold can kill, it has already. I hope to go for a walk to Waitrose later when it’s a little
warmer, maybe I will know more about what is happening.
Numbers to remember. Write down 3 numbers or dates that you remember from that double
page. Ask your partner what they correspond to.
08/01/2015: beginning of the carbon restrictions
December 12th: the Great Storm
2009: publication of The Carbon Diaries 2015

arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : �� P
yourrepare
Proje
ct
Expression écrite
Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont simples, il y a très peu de références Le passage rédigé représente bien la cli-fi. Le passage rédigé est très complet. Tous les
aux éléments attendus (le climat au Royaume-Uni, J’ajoute des informations pertinentes (le climat au éléments attendus sont présents (le climat au
les conditions de vie de Laura, etc.). Royaume-Uni, les conditions de vie de Laura, etc.). Royaume-Uni, les conditions de vie de Laura, etc.).
0-1 2-3 4-5

Pragmatique et On ne voit pas clairement qu’il s’agit d’un journal Ce que j’ai rédigé ressemble vraiment à une page J’ai rédigé ma page de journal intime en intégrant
socio-linguistique intime. Mes phrases sont très simples. de journal intime. J’utilise quelques mots de liaison, des éléments authentiques sur le quotidien de
mes phrases sont construites. Laura. Mon discours est structuré.
0-1 2-3 4-5

(ordre des mots).
0-1 2-3 4-5

0-1 2-3 4-5
Total : ��/20
293
3 Fiction to serve facts?
La fiction au service de l’environnement p. 152-153
Ces deux pages ont pour objectif de sensibiliser les élèves au rôle de la fiction dans la prise de
conscience des problèmes liés à l’environnement.
Pour le document a., une anticipation sur La fiche du E-workbook disponible via hatier-clic
le Culture tip en lien avec l’image favorise- sera l’occasion d’approfondir le travail sur la vidéo
ra l’accès au sens de la vidéo et permettra à travers davantage de questions de repérage. On
aux élèves d’identifier Al Gore. pourra également revenir sur l’identité et le rôle
d’Al Gore au sein du gouvernement américain et
Puis une activité de description de l’image
éventuellement faire le lien avec le film documen-
pourra permettre aux élèves de repérer
taire An Inconvenient Truth, sorti en 2006, dans lequel
l’affiche de son film à gauche et d’antici-
il joue un rôle de premier plan pour dénoncer les
per sur les arguments qu’il défend.
conséquences du changement climatique.
3 Fiction to serve facts? care about and individually connect to

climate change, it can motivate them to seek
30 because of how overwhelming5 the
seem. […]
he issue ma
may
out the scientifi

fic evidence for themselves. To this audience, cli-fi also has an impor-
[…] In the long run, cli-fi might encourage tant message to deliver – that of hope. That
25 audiences to modify
odif
odify their everyday
ay lives (and it is not, or will it be ever, too late to combat
a. Al Gore’s
e’s hope to raise awareness ma e even who they vote for) to reduce
mayb 35 human-caused climate change.
their own carbon footprint. www.theconversation.com, Sept 5, 2017
E-workbook From personal experience, some audiences 1. numbers or statistics 2. tapping into previously
tend to disengage from climate change unreached audiences: convincing people who were
unconvinced 3. consequences 4. fascinating 5. enormous
the type of film:
1 Pick out vocabulary linked to the results of scientific studies.
2 Pick out elements showing the reasons behind 2 Explain why scientists use facts and statistics and the impact they have on the public. Justify by quoting
Al Gore’s film and give its objective. the text.
3 Explain what strate- 3 Pick out characteristics of cli-fi (three elements). Then explain the impact of cli-fi on people’s minds.
gies Al Gore uses to Culture
Cul tip
make his film convincing. 4 Say what you think is more convincing when talking about climate change issues: scientificc facts or cli-fi?
4 WWrite a review of his Al Gore was Vice-President of

the USA during Bill Clinton’s
Al Gore talks about Truth to Power
ower, IMDb, 2017 film showing why it is a presidency from 1993 to
good way to face climate 2001. He received the c. Fiction vs. reality
change. Nobel Peace
Peace Prize in 2007.
b. From cli-fi to change
Can
n ‘‘cli-fi’ actually make a difference?
Climate scientists […] tend to bombard fiction. Cli-fi explores how the world mayma
their audiences with facts and figures1 - to look in the process or aftftermath3 of dealing
convince them how rapidly our planet is with climate change, and not just that caused
warming. […] A classic example is Al Gore’s by burning fossil fuels.
f […] Climate scientists
5 An Inco
I nvenient Truthut , and its sequel, which
uth 15 should not expect everyone to be as concerned
are loaded with graphs and statistics. However, as they are when they show a plot of
it is becoming ever clearer that these methods increasing global temperatures. Cli-fi has the
don’t workk as well as we
we’d like. […] potential to work in the exact opposite way,ay
ay,
One waywa of potentially tapping into previously through compelling4 storylines, dramatic
drama
10 unreached audiences2 is via cli-fi
li-fi, or climate- 20 visuals, and characters. By making people
Word
E-workbook 1 Pair work Describe your 2 Discuss which poster you would choose to
hatier-clic.fr/lmu2056 poster to your partner. denounce climate change. Explain why.
stakes: risks credible
visual / special effects
ff
ffects scientific
hourglass: ob
object with sand to
measure time
hopeful ≠ pessimistic
ly on / upon sthg / sb
rely Memory
facts
crisis
touch people’s hearts
raise awareness Ch llen
Chaalle ge
nge
Gramma
Grammar public opinion rescue: save
fact-based information appeal to: attract Challenge a classmate! Look at this
destroyed: devastated this is the story of… lesson for 2 minutes and close your
If-clauses To
oo ls p. 157 nightmarish it takes place in / happens in… textbook. Make a list of elements
frightening it represents / shows / Choose a climate change documentary or a cli-fi film. you can remember, count them and
“If you save the planet, who will play
you in the superhero movie?” awesome ≠ terrible features… Explain your choice and why it is a good way to raise aware- challenge someone to have more
accurate: correct a mix between… ness about climate change. than you. Then compare your lists!
152 Can cli-fi save the world? Unit 9 153
L’apport de lexique On pourra se contenter de Cette tâche intermédiaire d’expres-

peut faciliter l’accès travailler sur les affiches à sion orale permettra aux élèves de
au sens de ce partir des guidages propo- s’entraîner au premier projet final.
document. Il peut sés par le manuel, mais si Lors de ce projet final, les élèves
également enrichir vous souhaitez procéder à pourront réinvestir des éléments
les productions des un travail plus approfon- précis de cette tâche intermé-
élèves. di, une fiche E-Workbook diaire (exemples de films ou de docu-
en hatier-clic est à votre mentaires) afin d’enrichir l’argumen-
disposition. tation de la tâche finale.

a. Al Gore’s hope to raise awareness p. 152
Script
Al Gore. It is right to save humanity. It is wrong or of your credit on IMDb in Thirty Rock.
to pollute this Earth. It is right to give hope to Al Gore. Well, there are lots of people who
the future generations. know the latter more than the former that’s
Al Gore. There are millions of people in the US for sure.
who understand that the climate crisis is real But it was, it was certainly an honor to receive
and that we have the solutions now. that award in, in Oslo. And it gave me a bet-
And this movie will tell you everything you ter chance to communicate with more people
need to know about the crisis and the solu- around the world.
tions. Lindsay Campbell. If you and all of the people
Lindsay Campbell. I was actually surprised at that you have trained do in fact save the pla-
what a hopeful movie it is. Would you describe net, who will play you in the super hero movie?
it that way? Al Gore. Well, thank you very much. My cape is
Al Gore. Absolutely and people come away out at the dry cleaner.
from the movie feeling incredibly hopeful even Lindsay Campbell. Go get that back.
though they have an increased awareness of
Al Gore. Maybe Morgan Freeman, I don’t
how high the stakes are.
know.
Lindsay Campbell. I am curious if you are
Lindsay Campbell. Excellent choice.
more proud of being a Nobel Prize recipient

Pour l’exploitation de ce document vous pouvez suivre le questionnement du manuel et/ou utiliser la
fiche du E-workbook pour un questionnement plus guidé.
1 Watch the video. Name the type of film: fictional or non-fictional?

Cette entrée dans le document a pour but de distinguer la nature documentaire du film d’Al Gore des
autres œuvres de l’unité (films de cli-fi).
It’s a film but it’s non-fictional. It focuses on the world climate crisis. It says that it is real
and that there are solutions nowadays to stop it.
2 Pick out elements showing the reasons behind Al Gore’s film and give its objective.
Cette question permettra également d’aborder la nature documentaire du film, mais aussi son objec-
tif, à savoir faire prendre conscience aux citoyen·ne·s de l’importance de la question de l’environne-
ment.
“Millions of people in the US who understand that the climate crisis is real”, “we have the
solutions now”, “everything, you need to know about the crisis and the solutions”.
His reasons behind the film are to show American audience that there are solutions to
fight climate change. His objective is to raise people’s awareness on climate issues. His
Nobel Prize gave him the necessary credibility to communicate to a larger audience about
climate issues.
295
3 Explain what strategies Al Gore uses to make his film convincing.
Cette question sera l’occasion de voir que malgré la différence de genre entre les films appartenant
au genre cli-fi et le documentaire, des techniques similaires sont mises en avant / exploitées.
The repetition (anaphora) of “It’s right to… / it’s wrong to …” at the beginning is easy to
understand and efficient. He resorts to classical Hollywood techniques (camera shots,
representation of natural disasters, etc.). He wants his film to be hopeful, to touch as many
people as possible without frightening them. Therefore, he relies on accessible and common
references as opposed to specialist and scientific references that are not easily understood.
4 Write a review of his film showing why it is a good way to face climate change.
Cette mini-tâche permettra aux élèves de manipuler le lexique de production dans le Word spot et
les structures vues dans les questions précédentes et de réfléchir à la question centrale du rôle de la
fiction dans la sensibilisation aux questions relatives au changement climatique.
Production possible
Al Gore’s film is certainly a good way to face climate change. Everyone knows now that
it has already started but nobody knows how to act or where to get reliable information.
His documentary gives a lot of information to understand climate issues. It is educational.
But it doesn’t aim at scaring people. Often, documentaries give you the feeling that nothing
can be done because it is too late. On the contrary, Al Gore’s film is hopeful as it shows
what can be done and how to make it happen.
b. From cli-fi to change p. 152

1 Pick out vocabulary linked to the results of scientific studies.
“Facts and figures”, “graphs and statistics”, “plot of increasing global temperatures”.
2 Explain why scientists use facts and statistics and the impact they have on the public.
Justify by quoting the text.
Scientists use facts and statistics to convince and illustrate precisely the process of global
warming. Facts have a real impact on people because they believe in them.
“to convince them how rapidly our planet is warming” (l. 2-4)
3 Pick out characteristics of cli-fi (three elements). Then explain the impact of cli-fi on
people’s minds.
– “Cli-fi explores how the world may look in the process or aftermath of dealing with cli-
mate change, and not just that caused by burning fossil fuels.” (l.11-14)
– “Cli-fi has the potential to work in the exact opposite way, through compelling storylines,
dramatic visuals, and characters.” (l.17-20)
– “By making people care about and individually connect to climate change, it can moti-
vate them to seek out the scientific evidence for themselves.” (l.20-23)
y “In the long run, cli-fi might encourage audiences to modify their everyday lives (and
maybe even who they vote for) to reduce their own carbon footprint.” (l.24-27)
Cli-fi allows people to imagine the consequences of climate change. The audience can
identify with the characters that are close to them and feel really concerned about the is-
sues the hero is going through. People moved by a story and characters can develop a real
interest in climate issues.

4 Say what you think is more convincing when talking about climate change issues: scienti-
fic facts or cli-fi?
Les élèves expriment un avis personnel qu’ils·elles peuvent étayer par les éléments du document étudié
ainsi que ceux du document a. s’ils·elles le souhaitent. Cette mini tâche permet d’anticiper sur l’un des
projets finaux.
– In my view, scientific facts are more reliable to raise awareness about climate change be-
cause they are trustworthy, measurable and precise. Without precise and detailed informa-
tion, we wouldn’t be able to understand and anticipate the real impacts of global change.
– I strongly believe that only climate fiction can make people feel concerned about climate
issues. Scientific facts and figures are too complicated to be fully understood. They are
abstract and don’t say anything about everyday life. I personally think that stories like
Interstellar, which deals with a relation between a father and a daughter, are more
convincing and make us think about the potential dangers of global warming.
c. Fiction vs. reality p. 153

1 Pair work Describe your poster to your partner.
La fiche méthodologie sur l’analyse d’une image (N°11) permettra aux élèves de réactualiser leur
connaissance du vocabulaire de la description et de l’analyse d’un document iconographique.
Les élèves doivent localiser les éléments sur l’affiche que vous leur aurez attribuée (at the top, bottom,
on the right / left, at the top left / right, I can see / there is / are) puis expliquer, à partir des éléments
relevés, le ou les messages véhiculés par cette affiche.
Il sera pertinent de pousser les élèves à mentionner le rôle des couleurs (natural elements, create
drama, make the audience focus on…) ainsi que la taille des éléments et le rapport entre eux (avion
minuscule comparé à la vague sur la première affiche).
Vous pouvez distribuer à vos élèves la fiche du E-Workbook qui les guidera dans leur discussion et les
obligera à prendre des notes.
– On the poster for the movie Geostorm, the image is divided into three parts: the bottom
part with a tiny characters, the top part with a huge blue wave and the left and right parts
showing buildings. A man is holding girl in his arms. For me, it shows the disproportion
between the mighty strength of nature and the fragility of humans. Apparently, the story
is about a giant wave / a tsunami endangering a major city. It looks terrifying. It looks like
a disaster movie.
– On the poster of An Inconvenient Sequel: Truth to Power, we can see a big sand glass
in the foreground. The name of the film is written below in red and black letters. The back-
ground is light blue or grey. The sentence “Fight like your world depends on it” is written
on the top. In the sand glass, at the top, we can see the Earth which seems to be melting
and at the bottom of the sand glass, there is a dark city with chimneys smoking represen-
ting pollution. I think the message conveyed is that pollution is destroying the Earth.
2 Discuss which poster you would choose to denounce climate change. Explain why.
Dans le Grammar tools, p.157, If+présent simple ou If +will/won’t + base verbale permettront aux élèves
d’exprimer l’hypothèse.
Les élèves choisissent l’une des affiches et expliquent pourquoi ils·elles pensent que l’une ou l’autre
est plus à même de dénoncer les changements climatiques. Les réponses aux questions sur les
297
documents précédents peuvent les aider à étayer leurs réponses. On peut imaginer mettre en
place auprès d’élèves de niveau B1 à B1+ un débat pour expliquer en quoi l’une ou l’autre est la plus
convaincante pour dénoncer les changements climatiques.
Production possible
For me, the Geostorm poster best denounces climate change because we can identify with
the feelings of the tiny character in front of a huge wave.
The Truth to Power poster is the most efficient at denouncing climate change because it
makes you think about the message. The sand glass underlines time is running out and
also highlights that the planet is dissolving because of pollution emissions.
Films to change public opinion. Choose a climate change documentary or a cli-fi film. Explain
your choice and why it is a good way to raise awareness about climate change.
Cette tâche de production orale permet aux élèves de s’approprier les éléments culturels et lexicaux
de la double-page. Ce projet pourra prendre appui sur les connaissances des élèves ainsi que sur
une recherche sur Internet (fiche méthodologie N° 15 p.260). Ils·elles pourront par exemple illustrer
leur propos en montrant la bande annonce du film documentaire ou du film choisi et justifier leur
choix.
Un oral de 1 minute 30 environ pourrait être attendu avec d’abord la présentation rapide de la bande
annonce choisie puis la justification de leur choix à l’aide d’expression de l’opinion et de connecteurs
pour faire des énoncés complexes.
Si nécessaire, il est possible d’orienter la recherche des élèves en leur proposant d’utiliser An
Inconvenient Truth d’Al Gore pour le documentaire. Cette production pourra faire l’objet d’une
notation (barème page suivante).
Production possible
– As I see it, the most efficient way to raise awareness is fiction and I’m going to explain my
view with an example, the film The Day After Tomorrow. When I watched it I thought the
film was very powerful and the fact that it was set in a real city and not a fictional country
made it easy to relate to the characters. It got me thinking that something like this could
happen if we don’t take care of our planet. Since then I try to recycle as much as possible.
– For me, it is clear that documentaries are the best films that make people aware about
climate issues. Indeed, cli-fi films are not very realistic, they are more spectacular in a Hol-
lywood kind of way. Documentaries like The Year Before the Flood, show you the actual
consequences of climate change. It is not about fiction but about what is really happening
around the globe. To see, real people, touches my heart more than a exaggerated Hol-
lywood films. Climate change can have disastrous consequences but they won’t necessa-
rily be “spectacular”.
Challenge a classmate! Look at this lesson for 2 minutes and close your textbook. Make a list
of elements you can remember, count them and challenge someone to have more than you.
Then compare your lists!
Vous pouvez afficher un chronomètre au tableau (https://classroomscreen.com/ ou www.timer-tab.
com). Au bout des deux minutes, demandez s’il y a un·e volontaire, puis le·la laisser désigner un·e
camarade. Il est également possible de faire cette activité en groupes afin de s’assurer que même les
élèves les plus timides puissent s’exprimer.

arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : �� P
yourrepare
Proje
ct
Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont simples, je n’ai parlé que très briève- J’ai choisi un film / documentaire que j’ai présenté Mon choix de film / documentaire est judicieux et
ment d’un film / documentaire et de son impact sur simplement et j’ai ajouté des informations perti- rend parfaitement compte de mon point de vue.
les questions environnementales. nentes.
0-1 2-3 4
Pragmatique et Je communique de façon simple. Mes phrases sont J’utilise quelques mots de liaison, mes phrases sont Mon discours est structuré.
socio-linguistique très simples. construites.
0-1 2-3 4
0-1 2-3 4
(ordre des mots).
0-1 2-3 4
0-1 2-3 4
Total : ��/20
299
on Picturing cli-fi p. 154-155
Les trois documents de cette page vont permettre aux élèves d’aborder la question de la création
artistique face aux changements climatiques. Il s’agit de trois œuvres originales des artistes britan-
niques Robert Graves et Didier Madoc-Jones pour l’exposition Postcard From The Future et d’un texte
qui explique la démarche des artistes.
Info+
Il sera intéressant pour approfondir ou compléter les activités sur ce Spot on de consulter le site
du projet : www.london-futures.com/the-project/
Les œuvres ont été exposées au musée de la ville de Londres d’octobre 2010 à mars 2011.
C’est le croisement des trois documents qui permettra aux élèves de répondre aux questions au
mieux. Vous trouverez ci-dessous des pistes qui restent peu exhaustives mais qui permettent de
donner des éléments de réponses possibles.
Corrigé
1 Look at the photos and imagine what the text is going to be about.
I think the text is going to be about the impact of climate change in London.
2 Guess why the artists used the city of London.

The city of London is a very famous city with monuments easy to identify. Anyone can
guess where the pictures are from. The montages are realistic and striking.
Besides, London is a very important city so what happens there could happen anywhere.
The fact that London has been chosen also points to the possibility of such disasters hap-
pening far away from the seaside.
3 Explain the role of art in dealing with climate change.

Art can certainly play a crucial role in denouncing and therefore fighting climate change.
Indeed, showing its impact visually through shocking and alarming images, even if fictio-
nal, can surprise spectators and trigger a sense of responsibility, a reflection as well as
making them identify with a scene or a situation.

1. climate fiction 2. Because the story takes place in the present or near future with every
day characters. 3. A natural disaster; Protagonists trying to survive in their new environ-
ment. 4. flood; Arctic ice melting; hurricanes. 5. England. 6. a storm. 7. extremely cold
temperatures and they have a restriction card to use carbon to heat themselves. 8. Al
Gore, Vice-President of Bill Clinton. 9. Because fiction engages people in a story and
touches their hearts. 10. New York 2140: novel; Truth to Power: documentary; The Day
After Tomorrow: film; Postcard From The Future: photography exhibition

Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��

1. What does cli-fi stand for? �� /2
❑ climate filmography ❑ clinically finished ❑ climate fiction
2. Why is climate fiction different from science fiction? �� /2
❑ Because there are zombies or horror elements.
❑ Because the story takes place in the present or near future with every day characters.
❑ Because there are superheroes with supernatural powers.
3. Which elements are usually present in cli-fi? �� /2
❑ Statistics about climate change. ❑ Protagonists trying to survive in their new environment.
❑ A romance between the main characters. ❑ A natural disaster.
4. Choose the natural disasters mentioned in the cli-fi novels in the first lesson. �� /2
❑ flood ❑ drought ❑ pollution ❑ Arctic ice melting ❑ hurricanes

5. In The Carbon Diaries by Saci Lloyd, the story takes place in... �� /2
❑ India. ❑ the USA. ❑ England.
6. The natural catastrophe that has changed the protagonists’ way of life is... �� /2
❑ a storm. ❑ a flood. ❑ a drought.
7. The climate issue that the characters are facing... �� /2
❑ extremely cold temperatures and they have a restriction card to use carbon to heat themselves.
❑ hot and cold and it’s difficult to cope with it.
❑ flood has changed the way they move to one place to another.
8. Which Vice-President of the US made two successful documentaries about
climate change? �� /2
❑ Joe Biden, Vice-President of Barrack Obama. ❑ Al Gore, Vice-President of Bill Clinton.
❑ Mike Pence, Vice-President of Donald Trump.
9. Why could cli-fi be a better way to raise awareness than non-fiction works about
climate change? �� /2
❑ Because people don’t believe in scientific facts.
❑ Because fiction makes climate change not real to the audience.
❑ Because fiction engages people in a story and touches their hearts.
10. Match these cli-fi works with their art forms. �� /2
New York 2140 • • photography exhibition

Truth to Power • • film
The Day After Tomorrow • • novel
Postcard From The Future • • documentary
Total : �� /20
301
Too ls
1 a. The ice cap is melting and polar c. You can demonstrate to fight for a better
bears do not have enough space to hunt. world. (capacité /permission)
b. Are governments acting to change d. The weather could get a whole lot worse
things today? in the years to come. (probabilité)
c. Scientists are proving the reality of e. Our grand-parents could live their life
climate change more than ever. without thinking about climate change.
d. Cli-fi books are offering a dark future if (possibilité dans le passé)
nothing changes.
e. Today, Laura is feeling / feels very 4 a. (Due to climate change), the UK
cold, but she is trying to keep warm. could also face threats to its water secu-
rity and supply.
Les deux formulations avec be + V-ing ou le pré- b. The government estimates that 27-59
sent simple sont acceptables suivant le point de million people could be living in areas
vue de l’énonciateur. Avec be + V-ing on insiste affected by water supply deficits by the
sur l’action et commente le processus tandis 2050s (source: theguardian.com).
qu’avec le présent simple, on relate un fait sans c. Hurricanes cannot destroy entire cities.
le commenter. d. Cli-fi can / could help people become
aware of global warming.
2 Buildings are burning. Water is flowing
e. I didn’t know that climate change could
into the city and destroying the buildings.
affect the planet so rapidly.
The waves are submerging the city.
Gigantic waves are destroying cars and 5 If we do nothing…
buses. People are probably drowning. Cars – the earth’s temperature will rise / in-
are floating in the foreground. crease.
– the ozone layer will be destroyed.
3 a. Politicians can’t lie about climate
– the Antarctic ice sheet will melt.
change, we can see it happening. (impos-
– Polar bears won’t be able to survive
sibilité / capacité)
anymore.
b. Limiting carbon emissions could slow
down the melting of the ice cap. (probabi-
lité)

6 MP3 n° 72 8 MP3 n° 73
deforestation • condition • emission • a. Living conditions are becoming more

station • solution • restriction • pollution • and more difficult due to the pollution
prediction • nation • corporation caused by greenhouse gas emissions.
b. One solution would be to implement
7 Les mots terminés par -ion sont accen- restrictions, but the government could be
tués sur la première syllabe avant cette faced with the opposition of the population.
terminaison. c. The destruction of forests is called
deforestation.

p. 158-159
PRO
JECT
1 Take part in The Big Question on BBC2. Today the big question is: “Can
cli-fi renew the way people think about climate change ?”
Mise en place :
• Ce travail peut être réalisé de diverses manières : ballado-diffusion avec des MP3 ou des téléphones
portables sur lesquels les élèves s’enregistrent, avec une caméra, devant vous et devant la classe. Il
peut aussi être réalisé à la maison par les élèves s’ils·elles se filment. Ceci facilitera la correction.
• Pour ceux qui souhaitent mettre en scène leur débat devant la classe, il est nécessaire de donner
un temps de préparation d’environ 10 minutes aux élèves, qui ne travailleront pas ensemble pour
favoriser la spontanéité dans les échanges. Autre option : vous pourrez proposer aux élèves qui ont
le même rôle de préparer en groupes.
• Les élèves pourront prendre appui sur une liste de mots (vous pouvez les limiter à 10-15) afin
d’éviter la lecture de phrases préparées à l’avance. Si certain·e·s élèves ne sont pas suffisamment à
l’aise ou autonomes dans l’usage de la langue, vous pouvez adapter ces consignes en les laissant
utiliser davantage de mots ou des débuts de phrases ; toutefois la notation sera différente avec une
minoration des points de la compétence pragmatique (jusqu’à 3 points).
• Vous pouvez informer les élèves de leur rôle au dernier moment pour favoriser l’improvisation et un
travail de préparation plus complet à la maison dans tous les rôles possibles.
• La prise de risque des élèves sera favorisée par l’obtention de points bonus. Par exemple, si l’élève
s’applique à jouer son personnage dans le débat en prenant un ton particulier, vous pouvez valoriser
son travail de 0.5 à 1 point notamment si celui ou celle-ci a réussi à ajouter de nouvelles informations
ou des anecdotes propres à donner du crédit à son rôle dans le débat d’idées.
z Fiche méthodo N°3 : Mémoriser p.256

Fiche méthodo N°8 : Travailler en groupe p. 266
Fiche méthodo N°12 : Réaliser une vidéo p.272
Fiche méthodo N°16 : Expression orale en interaction p. 280
303
PRO
JECT
2 Create the back cover for a cli-fi story taking place in an English-speaking
country.
Mise en place :
• On cherchera à pousser les élèves à l’autonomie et les faire réfléchir seul·e·s à des intrigues pos-
sibles. Ils·elles pourront prendre des phénomènes étudiés dans l’unité ou s’inspirer d’autres phéno-
mènes climatiques qui les intéressent.
• Il ne faut pas hésiter à pousser les élèves à dessiner ou utiliser des images libres de droits afin de
personnaliser leur couverture.
• Il faut rappeler aux élèves que l’objectif de la couverture et des informations données sur la qua-
trième de couverture est de donner envie de lire le livre.
• Les élèves qui auront produit des quatrièmes de couverture particulièrement réussies pourront voir
leurs réalisations gratifiées d’un bonus de 0.5 point pour une couverture qui attire le regard à 1 point
pour un travail original avec l’ajout de nouvelles informations.
z Fiche méthodo N°5 : Faire une recherche internet p.260

Fiche méthodo N°7 : Relire un devoir écrit p.264
Fiche méthodo N°9 : Créer une affiche ou un dépliant p. 267
Fiche méthodo N°18 : Expression écrite p. 284

arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression orale en interaction – Take part in a debate!

Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont simples, apprises par cœur. J’ai pu Je propose un point de vue informé. Je reprends Mes arguments et interventions sont variés et je
communiquer une ou deux idées. des choses vues et ajoute des petites variantes et prends en considération différents points de vue.
mon point de vue personnel.
0-1 2-3 4
Pragmatique et Je me suis exprimé·e à l’aide de phrases très Je m’aide peu de mes notes. J’utilise quelques mots C’est une réelle situation de communication. Je
socio-linguistique simples. Je lis un texte sans en saisir le sens. Il n’y a de liaison, mes phrases sont construites. J’essaie parle de façon spontanée, avec très peu de notes.
pas de véritable interaction. d’adapter mon discours à mon auditoire. Mon discours est structuré. J’adapte parfaitement
mon discours à mon auditoire.
0-1 2-3 4
0-1 2-3 4
(ordre des mots).
0-1 2-3 4
0-1 2-3 4
Total : ��/20
305
306
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression écrite – Write the back cover!

Niveaux du CECRL
Critères évalués
A1 A2 B1
Can cli-fi save the world?

Contenu culturel Mes idées sont simples, il y a très peu de références J’utilise un phénomène étudié. J’ajoute des informa- Mon travail prend clairement en compte un pays
aux phénomènes étudiés. Je ne mentionne pas tions pertinentes. Je mentionne brièvement un pays anglophone et j’utilise différents éléments étudiés.
clairement un pays anglo-saxon. anglo-saxon.
0-1 2-3 4-5

Pragmatique et Ma 4e de couverture est peu claire et organisée. Ma 4e de couverture est claire. J’utilise quelques Ma 4e de couverture est bien organisée. Mon
socio-linguistique Mes phrases sont très simples et ne s’adressent pas mots de liaison. Mes phrases sont construites et discours est structuré et clairement adressé aux
aux lecteur·rice·s. s’adressent parfois aux lecteur·rice·s. lecteur·rice·s.
0-1 2-3 4-5

(ordre des mots).
0-1 2-3 4-5

0-1 2-3 4-5
Total : ��/20
People need stories
Ellen Meeropol began writing cli-fi until generous to characters who do not share
after first grandchild was born. A politi- our authorial point of view,” she says.
cal activist for almost her entire life, she “Instead of adding to the polarization
began thinking about the kind of world 25 in our fiction, we can look for ways
5 adults were going to leave to children. that people can talk to each other about
She began working with a local group in these things about which we disagree so
Massachusetts to study issues surroun- strongly. Jeremy’s brother comes to his
ding fossil fuels and ice melt and rising aid when most needed. He’s politically
seas. Much of that information found 30 opposite, but he’s not a bad guy.” […]
10 its way into her novel, Kinship of Clo- She believes facts are not enough to
ver, which explores some of the ways in change minds regarding climate change;
which people have decided to fight back people need stories. “We can access the
against climate change with a range of facts about the risk of fossil fuels and the
political strategies. […] 35 tipping point of CO2,” she says, “but un-
15 In Kinship, Jeremy is a college botany less someone brings those facts to life,
major obsessed with disappearing plant neither our politics nor our behavior
species. His twin brother is a climate will change. Stories are a way to make
change denier. “In our incredibly po- those facts come alive, to make us care
larized political climate right now, it’s 40 enough to do something about it.”
20 really important in writing work that Melissa Hart, www.writermag.com,
could be considered partisan to be April 11, 2018
1 In your own words (don’t copy the text), give as much information as you can
about Ellen Meeropol. �� /7
��
..........................................................................................................................
..........................................................................................................................
��
��
2 Find information about her novel: name of the main character,

what he is interested in, his relatives. �� /3
��
��
1/2
307
Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Class: . . . . . . . . Date: ��
3 True or false. Justify with a quote from the text. �� /2

Jeremy’s brother is worried about climate change.
��
..........................................................................................................................
��
4 What does Meeropol think about scientific evidence? �� /3
��
..........................................................................................................................
��
5 According to Meeropol, what is the role of fiction? �� /5
��
..........................................................................................................................
..........................................................................................................................
..........................................................................................................................
��
2/2

1 What is the name of the film at the beginning of the recording?

What type of film is it? �� /2
��
��
2 When was the film released? �� /1
��
3 What type of films did it inspire? �� /2
��
4 Give the definition of a cli-fi movie. �� /2
��
��
5 Give the names of two other films mentioned in this recording. �� /4
��
��
6 True or false. Cli-fi movies always inspire people to fight climate change. �� /1
��
7 Write one disadvantage of climate fiction films given by Michael Svoboda. �� /4
��
..........................................................................................................................
..........................................................................................................................
8 How can climate fiction films have more impact on the audience? �� /4
��
..........................................................................................................................
..........................................................................................................................
309

1 Ellen Meeropol is an activist and a writer who lives in Massachusetts. She started writing after her
first grandchild was born. Her novel is entitled Kinship of Clover. She is interested in issues such as
fossil fuels, ice melt and rising seas. �� 7 points
2 The main character is Jeremy. He is a botany student / he studies plants and especially disappea-
ring plant species. He has a twin brother. �� 3 points
3 False. “His brother is a climate change denier.” (l.17) �� 2 points
4 She believes facts are / scientific evidence is not enough to change people’s minds.
She says everyone can access facts. �� 3 points
5 �� 5 points
According to her, fiction is a way to make those facts come alive / fiction is meant to give
life to facts. (2 points)
Besides, the role of fiction is to make us care enough to do something / to sensitise us /
make us aware of the problem. (3 points)
Script CD2 PISTE 54
Waves smash through cities, tornadoes rip buil- such as Interstellar and Snowpiercer.
dings apart, and people scramble to survive in Svoboda: “You make climate change seem
The Day After Tomorrow, a disaster film about overwhelming, or unreal, and I think you also
a sudden ice age triggered by climate change. make the present seem kind of inept in dealing
The movie hit theaters in 2004 and inspired a with the problem.”
new film genre - cli-fi - movies that depict a fu- But Svoboda says more regionally focused
ture radically altered by human-caused climate films could make a bigger impact:
change. Svoboda: “I think extreme weather and how
But cli-fi movies do not necessarily inspire that can impact more local, rather than global
people to fight climate change in real life. Mi- communities, is one way that Hollywood could
chael Svoboda, at George Washington Univer- make an exciting film that has implications for
sity, points to the extreme circumstances and climate change and doesn’t oversell the pro-
futuristic technology portrayed in cli-fi movies blem or undersell our capacity to deal with it.”
1 The Day After Tomorrow, it is a cli-fi/disaster film. �� 2 points

2 It was released in 2004. �� 1 point
3 It inspired cli-fi films. �� 2 points
4 A cli-fi film is a film that depicts a future radically altered by human-caused climate change. �� 2 points
5 Interstellar and Snowpiercer are mentioned as well. �� 4 points
6 False. �� 1 point
7 “You make climate change seem overwhelming, or unreal, and I think you also make
the present seem kind of inept in dealing with the problem”. The films are too complex and
far from reality that the audience can’t connect it to present events and find solutions. �� 4 points
8 They can have more impact if they focus more on communities and local ways of living. �� 4 points

10 Space: the new frontier?
Introduction
La conquête de l’espace est un enjeu qui a structuré l’histoire des États-Unis pendant plusieurs
décennies, en particulier durant la Guerre Froide. Après avoir conquis l’intégralité du territoire
- jusqu’au Pacifique - repousser les frontières signifiait aller au-delà.
Le chapitre propose d’entrevoir quel était le terreau (politique, scientifique, culturel) qui a permis
que la recherche spatiale se développe et que les expéditions se multiplient, mais aussi les
germes que cela a semés dans l’imaginaire collectif et chez les scientifiques.
Notion(s) visions d’avenir : créations et adaptations• mémoire • Thème la conquête de l’espace

sentiment d’appartenance : singularités et solidarités
Projets finaux
Problématique(s) suggérée(s) How has the space race shaped
the history of the USA since the 1950s? To what extent does the future of PRO
JECT
1 Speak to an
the country rely on future missions? astronaut on the International Space
Station.
Objectif(s) culturel(s) les figures américaines importantes des PRO

JECT
2 Write a diary entry
années 50, 60 et d’aujourd’hui dans les domaines scientifiques et in the shoes of an astronaut.
politiques; la conquête comme axe structurant de l’histoire du pays
Objectif(s) pragmatique(s) participer à une interview Prepare your Project
L1 Write a letter to the editor of
Objectif(s) sociolinguistique(s) adapter son discours à son Collier’s describing your dreams and
auditoire your feelings after reading an article.

Objectif(s) citoyen(s) envisager l’avenir de la planète en termes L2 Act out a conversation between
technologiques, humains, écologiques an astronaut on his way back to Earth
and a US president. Imagine the ques-
Objectif(s) méthodologique(s) faire une recherche Internet tions the president would ask and the
(p. 260), travailler en groupe (p. 266), expression orale (p. 280) details the astronaut could provide.

Objectifs Lexique : l’espace, les dangers, les innovations
L3 Imagine you have just spent a day
linguistiques et le progrès
with your school at a space base and
launch site for Mars. When you get
Grammaire : parler du futur, les verbes à parti- home, write in your diary what you
cule, la capacité, la possibilité et l’obligation au futur discovered about space, Mars and
spacecraft.
Phonétique : les groupes de souffle
Médias utilisés
CD MP3 n°79 à 84 Quiz hatier-clic.fr/lmu2063

CD 2 pistes 21 à 23
CD 2 piste 55
• Star Trek, opening credits, 1966
• President Kennedy’s Moon speech, E-workbook
1962 Leçon 2 : hatier-clic.fr/lmu2059
311
Ouverture
Space: the new Frontier? p. 160-161
Avant d’aborder cette analyse graphique et afin de faci- La citation de Stephen Hawking
liter la communication, on pourra procéder à un brains- invite à se poser la question de la
torming en groupes où les élèves doivent recenser 4 ou 5 quête dans laquelle l’humanité s’est
mots en lien avec l’espace et les noter sur une feuille. engagée ces dernières décennies
Avec cette image, les élèves peuvent repérer les élé- mais aussi celles, plus récentes
ments suivants : comme les missions vers Mars.
· les lieux, Sa longueur ainsi que le lexique
· l’astronaute, pourront être un obstacle. Il
· les couleurs et l’atmosphère. conviendra d’en faciliter l’accès en
mettant en relief la récurrence de
Cette étape pourra être décomposée pour faciliter la prise
we / us et de faire relever les adjectifs
de parole en répartissant des sections de l’image : un groupe
(ceux qualifiant notre espèce, ceux
se concentrant sur les lieux, l’autre sur le personnage.
attribués à notre système solaire).
Pour la mise en commun, on veillera à structurer à l’aide Ainsi on pourra souligner ce qui
de in the background / in the foreground (qui pourront caractérise l’homme et sa quête, en
être rappelés au tableau avant la mise en activité). particulier sa soif d’explorer l’espace.
10 br
breed
are
We ar e just an advanced
of monke keys on a minor
planet of a very aver
average star.
But we can understand the
Universe. That mak
makes us
something very special.
SP
SPACE:
ACE:
Stephen Hawking, British physicist
the
FRONTIER?
NEW
Matt Damon in The Martian, 2015
in Up
Write
rite a diary entry.
entry YYour school is
organising a writing contest based
on astronauts’ diaries. Write an entry
in the shoes of an astronaut.
Star Trek
Trek
ek,, Opening Credits, 1966
Le document est le générique d’ouverture (opening credits) de la première saison de Star Trek, série
rapidement devenue culte aux États-Unis. Le commentaire en voice-over est relativement bref, ce
qui invitera les élèves à se focaliser sur d’autres aspects de la vidéo.
Le travail pourra être réparti entre plusieurs groupes : les repérages musicaux et visuels confiés à
l’un et les éléments relatifs à la notion à l’autre. Par ailleurs un troisième groupe pourra se concen-
trer sur les mots (fortement) accentués.
Script
Space, the final frontier. These are the voyagers of the Starship Entreprise. Its five-year mission:
to explore strange new worlds, to seek out new life and new civilizations, to boldly go where no
man has gone before.

1 Creating new frontiers
L’espace dans l’Amérique des années 50 p. 162-163
PÉDAGOGIE DIFFÉRENCIÉE : Cette double-page se propose d’exposer Niveau des textes :

certains repères historiques concernant la conquête de l’espace par les
• Group 1 : Niveau A2
Américains dans les années 50. Les documents sont d’une longueur
sensiblement identique, en revanche certains présentent des obstacles • Group 2 : Niveau B1
lexicaux ou grammaticaux. • Group 3 : Niveau A2+
Le propos d’introduction contextualise les quatre extraits ainsi que les couvertures
s’y rapportant. Comme l’introduit le paragraphe en préambule, les scientifiques
commencèrent à échafauder divers scénarios pour les décennies à venir, certains
plus ambitieux ou invraisemblables que d’autres. Ces éléments graphiques et
textuels devraient permettre aux élèves de se façonner certains repères quant aux
avancées de la science au début de la guerre froide.
1 Cr
Creating
eating new fr
frontiers
ontiers 1 Scientists and engineers working towards
man’s exploration of the great new frontier
know now that they are going to send aloft1 a
robot laboratory as the first step – a … which
hour
hour, serving as scout for the human pioneers
to follow. [...] Three more cameras, located
inside the cone, will transmit equally exciting
pictures: the first sustained view of life in space.
for 60 days will circle the earth at an altitude 1. into space
of 200 miles and a speed of 17,200 miles an
1 Read the introductory paragraph below and observe the
magazine covers. Make a list of what you expect
xpect to read
r in each A rocket1 ship is cruising serenely through vacuum of space. [...] What can men do when
space at 15,000 miles an hour
hour, its crew disaster threatens their rocket ship during a
magazine issue.
relaxing within the pressurized cabin. supersonic dash2 through the atmosphere,
Suddenly the calm is shattered by an or in the strange, airless environment of
2 Read your group’s text and match it with the corresponding
corr explosion: [...] in an instant the artificial space? If the crew is well trained, there are …
magazine cover. atmosphere has vanished and the five men situations that can’t be licked3.
PÉDAGOGIE are exposed to the blood-boiling, suffocating 1. spacecraft 2. a very fast trip 3. surmounted/beaten
DIFFÉRENCIÉE 3 Try to fill in the gaps with words
ds from
from the covers.
co
4 In groups, present your group’s

gr
the class. Justify your choice.
text and the cover you chose to
3 The difficulties of a trip to … are formidable.
The outbound journey1 [...] will take eight
months – even with rocket ships that travel
many thousands of miles an hour. For more
months will pass before the 70 members
of the pioneer expedition set foot on earth
again. All during this time, they will be
exposed to a multitude of dangers.
than a year
year, the explorers will have to live 1. trip into space
on the great red planet [...]. Another eight
From March 22, 1952 to April 30, 1954, Collier’s magazine published a series of articles that predicted
some aspects of the future with disturbing precision. The articles were written by members of a
We will go to the … in the next 25 years. We permanent station erected2 in space. […] The
panel of experts brought together to discuss
have the knowledge and the tools1 to do it station will be built of materials carried to the
space realistically and to offer a project for
now, but years of preparation and detailed
now two-hour orbit by great rocket ships – called
space exploration.
planning are needed first. What we can do three-stage rockets because they will have
now is get the project started. […] Within the three separate batteries of motors.
next 10 or 15 years, we can expect to see a 1. technology 2. built
Word
headline: title of an puzzled: perplexed

article annoyed
Grammar front page: cover diff ent
differ
uninterested: indiffer
rocket: fast space
vehicle
unbelievable: incredible
scary: frightening Memory
The future
“It will take eight months.”
To
oo ls p. 170 spaceship: spacecraft
space vehicle: space
threatening: menacing
remote: distant Write a letter as a space fan! llen
Chaalle
Ch ge
nge
vessel far-fetched: exaggerated
Obligation in the future To
oo ls Y are an American teenager growing up in the 1950s who
You Guess the cover! Choose a cover,
p. 170 aerial view: view from forecast, foresee:
space / above predict, anticipate is fascinated by space. Write a letter to the editor of Collier’s look at it for 2 minutes then close
“The explorers will have to live on the great
red planet.” blue planet: Earth look forward to + V-ing: thanking him for the magazine and describing your feelings you book. Describe it to a classmate
thrilled: excited wait in anticipation after reading an article. who has to guess which cover it is.
162 Space: the new frontier? Unit 10 163
Un des mots des couvertures viendra compléter le déficit d’information

du texte. Les titres, mais également les images, aideront les élèves dans
leur compréhension, mais aussi au matching couverture/texte.
Il est possible en amont de travailler les couvertures avec les élèves afin
d’élucider de possibles difficultés lexicales.
313
1 Read the introductory paragraph below and observe the magazine covers. Make a list of
what you expect to read in each magazine issue.
Tout d’abord, une phase d’anticipation est proposée. Le brainstorming pourra donner lieu à une carte
mentale (mindmap) ou à une liste d’idées.
These covers are about space / the space race (back) in the 1950s / during the Cold War.
The rockets / spaceships look like projects.
They built strange shuttles / space stations.
They imagined lots of missions would explore space.
2 Read your group’s text and match it with the corresponding magazine cover.
La phase suivante nécessite l’attribution d’une tâche de lecture à quatre groupes différents que vous
aurez constitués au préalable. Des aides lexicales sont fournies et chacun des textes comporte un
gap (déficit d’information) que la lecture du document et l’observation conjointe des couvertures
permettra de combler.
En ce qui concerne les groupes 1 et 2, ils devront s’attacher à des indices tels que les mots cameras
ou cone pour les premiers et serenely, relaxing, suddenly, shattered, explosion, vanished, suffocating, disa
ster, threatens, airless… pour le groupe 2.
Les nuances entre les documents des groupes 3 et 4 pourront être élucidées par une mise en regard
avec les couvertures : on pourra attirer l’attention sur we can de la seconde couverture (accessible,
à la portée de l’homme) alors que la première couverture s’interroge sur la faisabilité de l’entreprise
(Can we?). Cette première couverture fournit aussi un indice précieux : la couleur de la planète.
Group 1: cover number 3 – Group 2: cover number 4 – Group 3: cover number 1 – Group 4:
cover number 2
3 Try to fill in the gaps with words from the covers.

Group 1: baby space station
Group 2: emergency
Group 3: Mars
Group 4: Moon
4 In groups, present your group’s text and the cover you chose to the class. Justify your
choice.
À cette étape, les productions orales risquent de s’apparenter à une paraphrase des documents, on
pourra laisser un peu de temps afin que les groupes s’approprient le lexique fourni dans le Word spot
et qu’ils procèdent à une mise en commun au sein de chacun des groupes.
Si certains groupes ont des difficultés à amorcer une explication complète, vous pourrez encourager
les autres à leur poser des questions.
De même, si certain·e·s élèves en confiance ont déjà terminé le travail sur leur texte, ils·elles pourront
venir en aide à ceux·celles en difficulté.
Dans le cas où les élèves seraient très en confiance, on pourrait envisager que parmi des groupes de
quatre, chacun·e présente un texte différent.
Sur le plan linguistique, il conviendra de mettre en évidence l’emploi répété de l’auxiliaire will dans
trois des textes, d’en distinguer la fonction dans ces contextes.
Les occurrences sont nombreuses : will circle, will transmit (group 1) – will take, will have to, will pass, will
be exposed (group 3) – will go, will be built, will have (group 4).

La p. 170 des Tools in the spotlight propose des rappels et explications ainsi que des exercices.
Group 1: The first text deals with a project that was supposed to send a robot shaped like
a cone, fitted / equipped with cameras. The goal / purpose of the mission is to explore
space and to take pictures (probably for future missions). They sound excited about
pushing the boundaries.
Group 2: The second text is about: the dangers of space missions and the emergency /
safety measures that will be taken / the disasters that could happen / occur / how dan-
gerous this mission is.
Group 3: The third text highlights how difficult travelling to Mars will be, how long it will
take to come back, how dangerous living there will be.
Group 4: The fourth / last focuses on the hopes / expectations for future missions to the
Moon, what is needed to complete / achieve the mission (the spaceship, etc), the plans for
a space station on the Moon.
Write a letter as a space fan!

You are an American teenager growing up in th 1950s who is fascinated by space. Write a let-
ter to the editor of Collier’s thanking him for the magazine and describing your feelings after
reading an article.
Afin de réaliser au mieux cette tâche d’entraînement, vous pouvez accompagner les élèves dans le
décodage de la consigne et ce qu’elle sous-tend :
– le climat des années 1950 et la curiosité que la conquête de l’espace suscitait ;
– le format : courrier à la fois admiratif (de fan) mais qui est informé ; à ce propos, les élèves seront
encouragé·e·s à mener une recherche individuelle afin d’enrichir leurs connaissances sur l’état des
expéditions, la chronologie des lancements, la technologie développée pendant la Space Race.
https://www.nasa.gov/audience/forstudents/index.html
http://www.aerospace.org/education/stem-outreach/space-primer/a-brief-history-of-space-explo-
ration/
https://www.space.com/4422-timeline-50-years-spaceflight.html
Les productions pourront tourner autour des pistes suivantes :

– teenager y who dreams of travelling / becoming an astronaut: I wish I could … one day …
– in the 1950s y during the Cold War / the early stages of the Space Race / the first flights / launche s…
– thanking y showing gratitude / for what you could learn (one of the only ways to learn about it) …
– fascinated + feelings y showing your admiration, your hopes, maybe your fears too.
Ce type de découpage permettra à la classe à la fois de mieux cerner les attendus de la consigne et
d’éviter le hors-sujet.
Par ailleurs, le courrier est censé établir les prémices d’une correspondance ; il semblerait donc perti-
nent qu’il se termine par des questions pour initier ces échanges à venir.
Pour enrichir les productions des élèves, le renvoi aux pages Tools in the spotlight p. 170 pourra me-
ner à la réalisation d’exercices sur la manipulation du futur et de l’obligation au futur. Ici, vous pourrez
évoquer dans son guidage les obstacles que le·la fan pourrait rencontrer sur son parcours avant de
devenir astronaute ou chercheur·euse dans ce domaine : Is it going to be easy for him / her?
315
Production possible
To the attention of the editor of Collier’s magazine
Dear Madam or Sir
I was amazed / impressed / blown away by the article I read in your magazine (‘s latest
issue).
Travelling to the Moon seemed impossible / unthinkable to me before.
I’ve always dreamt of going to space / building a spaceship / knowing about planets.
I wish I could / I would love to learn more / to meet scientists / to become an astronaut /
to take part in science fairs where I can meet other / fellow enthusiasts / fans.
I know I will have to study hard to become an astronaut. I will have to train a lot too.
What do you foresee / predict for future trips / launches? Do you think we will be able to
walk on the Moon / to settle on Mars?
Will we be able to find other planets and other species? Will we meet other kinds of humans?
I look forward to hearing from you soon.
Kind regards
[First name Last name]
Guess the cover! Choose a cover, look at it for 2 minutes then close your book. Describe it to a
classmate who has to guess which cover it is.
La manipulation du nouveau lexique devra permettre d’établir des nuances. On pensera à limiter
l’activité dans le temps (pour donner aux élèves le goût du défi).

2 Landing on the Moon
L’atterrissage sur la Lune p. 164-165
Les pages précédentes donnaient à entrevoir l’état de la recherche spatiale dans les années 1950,
celles-ci vont amorcer la concrétisation de ces projets. Les documents fournissent des éléments
contextuels sur les projets à l’aube et à la fin des années 60.
2 Landing on the Moon

a. “W
“We choose to go to the Moon”
La phase d’anticipation élucidera le rôle du

Président Kennedy dans l’impulsion donnée.
Cul
Culture tip
During the Cold War,rr, the

United States and the Soviet
Ceci donnera les clés des raisons qui Union began the “Space
Race” to make their nuclear
weapons more powerful
poussèrent JFK à prononcer ce discours et

and demonstrate their
power. In 1961, the USSR
sent the first man in space,
Yuri Gagarin, but the first
préparera à la lecture du texte p. 165. men to walk on the Moon

in 1969, Neil Armstrong and
Edwin “Buzz” Aldrin, were
American.
John F. Kennedy
Kennedy, US President from 1961 to 1963, E-workbook
delivered a speech at Rice University in 1962. hatier-clic.fr/lmu2059
1 Look at the photograph. Find elements showing it was an

important speech. Word
2 Listen to the beginning of President Kennedy’s speech.
La tâche d’écriture est censée reprendre l’es- Pick out the words President Kennedy opposes and stresses.
What does it say about the world at the time?
CD2 PISTE 21 crowd: group of people
pride: honour
pioneer: who goes there first
sentiel de ce qui aura été compris du discours 3 Listen to the second part of his speech. He compares going to
space to other exploits. Identify these two challenges.
milestone, breakthr
eak ough: major
eakthr
change / innovation
mankind: humanity
et de ces enjeux, mais aussi imaginer l’impact 4 Listen to the last part. Choose in the list below what the goals achievement: success
countdown: count backwar
back ds as
of President Kennedy’s speech were, then justify.
far as zero
qu’il a pu avoir chez les contemporain·e·s.

criticise people • attract attention • convince people crowded, packed: place with a lot
of people
5 Many students sat in the stadium on that day. Write the article proud of: very satisfied with
that student reporters wrote for Rice University’s newspaper. daring: audacious
momentous: significant
show off: be pretentious
Gramma
Grammar take over: control
perform: complete
achieve: succeed in doing sthg
Phrasal verbs To
oo ls p. 170 utter: pronounce
“The lunar module touched down.” reach a destination / a goal:
“The astronauts set up several experiments.” get to your destination / achieve
a goal
a. “We choose to go to the Moon” p. 164
Info+
Le premier document est un discours prononcé par John Fitzgerald Kennedy à Rice University
en septembre 1962. Après une décennie où l’URSS est parvenue à dominer en particulier avec
le lancement du vol habité (Yuri Gagarin) en 1961 (comme ceci est indiqué dans le Culture tip), les
USA tentent de se fixer des objectifs ambitieux pour la décennie à venir.
317
Script CD2 PISTE 21
Part 1 Part 2
We meet in an hour of change and challenge, But why, some say, the Moon? Why choose
in a decade of hope and fear, in an age of both this as our goal? And they may well ask why
knowledge and ignorance. The greater our climb the highest mountain? Why, 35 years
knowledge increases, the greater our igno- ago, fly the Atlantic?
rance unfolds. Despite the striking fact that
most of the scientists that the world has ever Part 3
known are alive and working today the vast We choose to go to the Moon. We choose
stretches of the unknown and the unanswe- to go to the Moon in this decade and do the
red and the unfinished still far outstrip our other things, not because they are easy, but
collective comprehension. There is no strife, because they are hard, because that goal will
no prejudice, no national conflict in outer serve to organize and measure the best of our
space as yet. Its hazards are hostile to us all. energies and skills, because that challenge is
It’s conquest the best of all mankind, and it’s one that we are willing to accept, one we are
opportunity for peaceful cooperation may ne- unwilling to postpone, and one which we in-
ver comme again. tend to win.
1 Look at the photograph. Find elements showing it was an important speech.

Cette phase pourra tout d’abord s’articuler autour d’une description d’éléments factuels.
Plenty / lots of people / large crowds are sat / gathered in the bleachers / in the stadium.
On the left (-hand side) we can see the star-spangled banner / flag.
The president is standing in front of a lectern / delivering a speech, it is like a ceremony.
Security guards / policemen can be seen patrolling the stadium.
Ces remarques pourront mener à d’autres observations (liées aux connaissances des élèves).
It takes place after Gagarin’s flight, it must be a project to send men in space / orbit.
He probably plans to send missions to the Moon / he hopes to / expects to succeed.
He wants Americans to believe they can win the Space Race / beat / outrun the USSR.
2 Listen to the beginning of President Kennedy’s speech. Pick out the words President
Kennedy opposes and stresses. What does it say about the world at the time?
Cette phase d’écoute tentera de sensibiliser la classe aux mots fortement accentués et porteurs
de sens. Ici, ce sont principalement ces substantifs qui sont mis en évidence sous forme de réseau
par le président : hope ≠ fear, knowledge ≠ ignorance.
Vous pouvez utiliser la fiche du E-workbook avec vos élèves si vous souhaitez un guidage plus
progressif du document.
3 Listen to the second part of the speech. He compares going to space to other exploits.
Identify these two challenges.
Vous pourrez guider les élèves en montrant la répétition des questions rhétoriques.
Les deux exploits correspondent à des actions mais aussi au franchissement de seuils liés à des
espaces géographiques (What places does he mention?).
“why climb the highest mountain? Why, 35 years ago, fly the Atlantic?”

4 Listen to the last part. Choose in the list below what the goals of President’s Kennedy’s
speech were, then justify.
La réponse est convince people. La rhétorique employée ici est celle d’un argumentaire politique.
5 Many students sat in the stadium on that day. Write the article that student reporters
wrote for Rice University’s newspaper.
Cette tâche d’écriture, in the shoes of, a pour but de s’assurer de la portée du discours, pour son
contenu mais également son importance historique (l’écho qu’il a pu avoir chez ses auditeur·rice·s).
Le Word spot fournira des synonymes qui permettront d’éviter la lourdeur des répétitions. Il faudra
rappeler qu’il ne s’agit pas d’un compte rendu littéral mais d’une réécriture. Le travail pourra d’ailleurs
s’appuyer sur la tâche qui aura été réalisée à l’issue de la double-page précédente (rédaction d’un
courrier de fan adressé à un journal) ; en effet, les journalistes en herbe peuvent intégrer dans leur
rapport des marques d’étonnement, de contentement, d’engouement, etc.
Les conventions voudraient que le discours rapporté (reported speech) s’articule autour du prétérit, mais
on peut imaginer l’emploi du présent (comme saisie sur l’instant, pour rendre le caractère politique).
Pour motiver la classe, on pourra procéder à un concours des meilleurs titres qui pourront être
projetés.
La mise en commun pourra donner lieu à une écriture collaborative avec clavier nomade par exemple.
Production possible
“We choose to go to the Moon”/ “Going further than ever”/ “Stepping into the unknown” /
“Let’s take up another challenge”/ “Let’s beat the Russians /Soviets”/ ...
Yesterday President Kennedy came to Houston to present / lay out the plans he wants to
achieve for the decade to come.
A large crowd was gathered to listen to his bold / daring / ambitious projects / plans. We suc-
ceeded in having the first man fly the Atlantic, so we should be the first to land on the Moon.
In the last few years, mankind has made major breakthroughs in space research. He
believes we can go further than ever.
It is a milestone moment in the history of our country: in an age of fear, President Kennedy
thinks we have to be confident.
b. Apollo 11: the first men on the Moon p. 165
Le second document est un texte factuel qui relate b. Apollo 11: the first men on the Moon
The historic launch1 of the Apollo 11 mission televised broadcasts3 fro
f m the interior of the
l’alunissage de la mission Apollo 11 en 1969.

carried2 three astronauts toward the moon. ship, and a third transmission as they drew
Two of them would set foot on the lunar sur- closer to the moon, revealing the lunar sur-
face for the first time in human history as 15 face and the intended approach path.4 […]
5 millions of people around the world followed The lunar module touched down on the moon’s on
on’s
their steps on television. The crew of Apo
Apollo Sea of Tranquili
Tranquility.
ty […] A camera in the Eagle
11 were all experienced astronauts. All three provided live coverage as Armstrong descended
had flown missions intoto space bef
before. […] down a ladder5 at
a 11:56 p.m. on July
ul 20, 1969,
uly
Apollo 11 launched fro f m Kennedy Space 20 and uttered the words, “That’at’s
t’s one small step
10 Center in Florida at 9:32 a.m. […] on July for man, one giant leap for
for mankind.” Aldrin
16, 1969. While in flight, the crew
ew made two followed twenty minutes later […].
While on the surface, the astronauts set up
Cette iconographie montre l’alunissage et le 25

several experiments, collected samples6 of
lunar soil and rock to bring home, erected
a United States flag, and took core samples
drapeau planté, images qui sont gravées dans from the crust. They spoke with US President
Richard Nixon, whose voice was transmitted
from the White House.
l’imaginaire collectif. Elle indiquera aux élèves www.space.com December 19, 2017
1. departure 2. transported 3. television programmes
4. itinerary 5. object you use to go up and down
le seuil qui a été franchi depuis l’allocution de

6. fragments
First men on the Moon, NASA
Kennedy en 1962 et facilitera leur lecture du

PARCOURS
PARCOURS
1 Look at the photograph and read the text. Spot 1 Look at the photograph and the title and read
document.
the names of the astronauts in this list. the text. Identify the “first men on the Moon”.
the text is about.
Spot the references to the media and explain
Apollo • Kennedy • Aldrin • Nix
their presence.
2 Pay attention to all the wor
In the following list, identify the words that des-
Guess why so many are mentioned.
cribe the movements of the astronauts and those of
3 Read from l. 16 to l. 27. Mak the spacecraft.
the series of events. launch • carried • set foot • flown • touched down •
step out • bring
4 Focus on the last paragraph.
Explain why this mission was important in terms
of geology and communication.
Ce guidage différencié apportera des appuis the goals of the mission and why this was a “historic” mission.
conséquents afin de comprendre le document

Memory
et de s’exprimer de façon autonome. Talk
T to the sky! Chal
Ch e
nge
leng
alle
Pair work Act out a conversation between an astronaut on T
Taboo. Talk about the USA ’s first
T
his way back to Earth and a US president. Imagine the ques- steps on the Moon without saying
tions the president would ask and the details the astronaut the words: moon, astronaut, USA,
could provide. Apollo, Neil Armstrong.
Unit 10 165
319
TRAIL A TRAIL B
1 Look at the photograph and read 1 Look at the photograph and the title and read
the text. Spot the names of the as- the text. Identify the “first men on the Moon”.
tronauts in this list. Explain what the The first crew on the Moon were American (Apollo
text is about. 11). Armstrong (l. 18) and Aldrin (l. 21) were two
Aldrin and Armstrong are the astro- of the three members of the crew.
nauts mentioned.
The text is about the first Moon
landing and a successful manned
flight to the Moon.
2 Pay attention to all the words 2 Spot the references to the media and explain
linked to the media. Guess why so their presence.
many are mentioned. – There were several broadcasts of the Apollo 11
There were several broadcasts of crew because it was a milestone in American /
the astronauts because it was a mankind’s history: no one had ever landed / set
milestone in American / mankind’s foot / stepped / walked on the Moon.
history: no one had ever landed / – NASA wanted to broadcast what was happe-
set foot / stepped / walked on the ning inside the spaceship, they wanted Ameri-
Moon. cans to share this experience.
3 Read from l. 16 to l. 27. Make a 3 In the following list, identify the words that des-
quick drawing of the series of events. cribe the movements of the astronauts and those
Ici, le croquis devra faire apparaître of the spacecraft.
la surface de la lune, une capsule qui – The astronauts set foot on the Moon, they
se pose, deux hommes en train de stepped out of the spacecraft; they brought home
marcher et éventuellement de planter le samples of lunar soil.
drapeau américain. – Apollo 11 / The spacecraft was launched in
1969. It carried three astronauts. It touched down
on the Moon on July 20, 1969.
4 Focus on the last paragraph. 4 Explain why this mission was important in
Gather details about scientific experi- terms of geology and communication.
ments. – The astronauts had to / were supposed to collect
– They had to collect rock sam- minerals / rocks from the surface of the Moon - NASA
ples, soil and core samples from thought they would find interesting / valuable
the crust to bring them home / to resources (that they could mine / tap / exploit)
Earth. during future missions.
– All these experiments were – They erected a flag and talked to President
linked to the study of the surface Nixon and to TV crews. It meant a lot for the USA
of the Moon. as President Kennedy had promised they would
land on the Moon in the 1960s.

Meet up!
Explain the goals of the mission and why this was a ‘historic’ mission.
Production possible
– The main goal of the launch was to send men to the Moon, which JFK had pledged
would happen before the end of the 1960s.
– These men were supposed to walk on the Moon; this was a major breakthrough too.
– The interviews were broadcasted on TV, to show American citizens what the crew had
accomplished.
– The crew managed to collect core samples and soil for American scientist to study the
Moon’s geology. They planned to maybe use these resources.
– They talked to President Nixon right after erecting the Star-Spangled Banner. The USA
wanted to show how important it was to outdo / outrun the USSR during the Space Race.
Talk to the sky!

Act out a conversation between an astronaut on his way back to Earth and a US president.
Imagine the questions the president would ask and the details the astronaut could provide.
Cette tâche intermédiaire vise à préparer la tâche finale d’interaction.
Ici, la consigne laisse de l’autonomie aux élèves. En effet, s’ils·elles souhaitent calquer leur dialogue
sur le document p. 165, ils·elles pourront s’appuyer sur le travail réalisé en classe. En revanche, il leur
sera possible d’imaginer une conversation à la suite d’une autre mission ; cela pourra être l’occasion
d’une recherche documentaire pour certains binômes qui pourra être bonifiée si vous choisissez
d’évaluer cette tâche (voir barème page suivante).
Comme il s’agit d’une interaction où des questions seront posées, vous pourrez renvoyer les élèves
au précis grammatical (p. 200-222) afin qu’ils·elles se remémorent les principes syntaxiques.
Taboo. Talk about the USA’s first steps on the Moon without saying the words: Moon, astro-
naut, USA, Apollo, Neil Armstrong.
L’activité sera menée rapidement. Les élèves devront s’appuyer sur un réseau solide de synonymes
(Moon y the Earth’s satellite, astronaut y crew / space travellers / NASA employees…)
Le but n’est pas de composer des phrases forcément complexes mais de rebrasser un large éventail
de formules.
321
322
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : �� P
yourrepare
Proje
ct
Niveaux du CECRL
Critères évalués
A1 A2 B1

Contenu culturel Mes idées sont simples, apprises par cœur. Il y a J’ai pris soin d’inclure des remarques personnelles, Mes interventions sont variées. J’utilise de
très peu de références à l’exploration de l’espace et de faire quelques recherches pour enrichir le nombreuses références à l’exploration de l’espace
à sa conquête. contenu. J’utilise des références à l’exploration de et à sa conquête. Je nomme aussi des personnes
l’espace et à sa conquête. clés qui ont montré la voie.
0-1 2-3 4
Pragmatique et Je communique de façon simple. Je lis un texte sans Je m’aide peu de mes notes. L’interaction est limitée C’est une réelle situation de communication. Je
socio-linguistique en faire sens. Mes phrases sont très simples. Il n’y a et peu naturelle. m’aide très peu de mes notes. Mon discours est
pas de véritable interaction. structuré. Je suis capable d’interagir spontanément.
0-1 2-3 4
quelques petites erreurs de prononciation mais un mais je fais un effort au niveau de l’intonation et de
effort au niveau de l’intonation. l’articulation.
0-1 2-3 4
Grammaire Les phrases sont très simples. Il y a des erreurs de Les phrases sont simples et courtes mais je fais un Les phrases sont plus longues et correctes. Je varie
grammaire (verbe manquant, etc.) ou de syntaxe effort dans la formulation de questions / réponses. le type de questions / réponses. Je fais peu d’erreurs
(ordre des mots). Mes questions ne sont pas La syntaxe est respectée. de grammaire. J’utilise le futur.
toujours correctes.
0-1 2-3 4
Lexique Les mots de vocabulaire sont très simples, appris Le vocabulaire est simple mais plus riche et j’utilise J’emploie un vocabulaire précis relatif à l’espace, aux
par cœur. quelques variantes. véhicules, etc.
0-1 2-3 4
Total : ��/20
3 Beyond and over the Moon
Toujours plus loin et ravi d’y aller p. 166-167
Ces deux pages ont pour objectif de sensibiliser à la conquête récente de l’espace et plus précisé-
ment celle de Mars. Le titre montre qu’une fois le seuil de la lune atteint, les USA ont souhaité repous-
ser les limites et les frontières tant technologiques que spatiales.
Le court trailer d’un documentaire réalisé par le National

Geographic comprend une série d’interviews d’expert·e·s
ainsi qu’une multitude d’extraits de footage de diverses
sources, cinématographiques en particulier, tous censés
expliquer en quoi Mars a toujours fasciné l’homme.
3 Beyond and over the Moon c. SpaceX
Mars City:
Human missions
a. The red planet to space colony
ny will
start in 2024,
hatier-clic.fr/lmu2060 Look at the photograph of Percival Lowell. Elon Musk sk sa
says
Guess who he was and what he was observing.
Humans could travel to
Pair work Choose a subject below and Mars as early as 2024 with
focus on it when watching the video. the aim of building a colo-
the people interviewed
erview
erviewed ny on the red planet, Elon
the music and the visual elements 5 Musk has claimed.
Musk’s
sk space exploration
sk’s
3 Watch the video. Describe what you saw or company SpaceX has laid
d to your classmate. TTogether, write a short
heard out1 ambitious plans to
paragraph about the video.
establish a base on Mars
At the end, the music sounds... 10 after it unve
un iled a reusable
Fascination for Mars, National Geographic, 2016
Obviously, all the people interviewed are... rocket that it said could
travel at speeds of up to
Elon Musk, the South African billionaire
4 W
Watch the first half again and match an action with the following words. 27,000 kilometres per hour.
hour and engineer who founded SpaceX in 2002.
alwa
always ancestors as soon as modern shortly after SpaceX said it would be
… … … … … 15 able to establish a base on the moon and would land vertically, meaning they can be
5 W
Watch the second half. Name the diff
different forms of art used to talk about Mars in the past and the reason for fly two cargo missions to Mars in 2022 re-used for other missions. [...]
this passion. that would be able to find water and place 25 Over time a habitable space city would evolve
power and life support infrastructure. The on the planet, that would become “a really
6 Pair work Using colours, memorise what you have learnt about Mars. One of them is not really useful!
first human travellers would depart in 2024, nice place to be”, he said.
Compare it with your neighbour and justify your choices.
20 where they would be able to set up a solar- www.telegraph.co.uk, September 29, 2017
white blue green red powered plant2 that would produce propellant3 1. explained 2. place where energy is produced 3. fuel
to return them to earth. Crucially, the rockets
b. We’re going to Mars!

1 Focus on the picture and the title of the text. Identify Musk’s goals.
1 Look at the cover image and at the 4 Pick out, the reasons why Petranek 2 Read the text. “Would”
ould” and ““could” are used several times. Make suppositions on what they indicate.
title of the activity ds thinks we should go to Mars.
you may hear in the speech. 3 Look for all the words and numbers linked to Elon Musk’s goals. List them in your copybook and use
5 Petranek tells us about the history of
them in a short paragraph.
2 Listen wn mankind. Find out what his opinion is.
the predictions Petr 4 Draw
aw a simple diagram. Specify the destinations, the dates, the vehicles and what they transport.
6 YYou are a reporter for space.com.
Report on this speech and explain why 5 In your opinion, say what SpaceX will be able to do. Explain what will be easy and what will be harder
you find it audacious, exciting or boring. to accomplish.
3 Spot as- NASA’s Journey
Memory
teroids” and “tragedy” and associate to Mars: Pioneering
them with either Mars or the Earth in a Next Steps in Space
sentence.
Word
Explorationn, 2015
Ch llen
Chaalle ge
nge
Gramma
Grammar T
Two truths and a lie. Say two
ambition: drive launch: send things that will be possible on
astronomer convey: transport Mars and one thing that will be
Capacity in the future To
oo ls p. 170 explorer obliterate: remove all signs of sthg impossible based on the
neat (US): great, fantastic push the limits
space base and launch site for Mars. When you get home, documents you studied in class.
SpaceX will be able to establish a base write in your diary what you discovered about space, Mars
on the moon. wealthy: rich shortly: soon Your classmate has to find the lie!!
Y
wiped out: disappeared forever over the moon: thrilled, excited and spacecraft. Take turns.
166 Space: the new frontier? Unit 10 167
Le deuxième est l’introduction Le dernier document donne à entrevoir l’état de la recherche

d’une conférence (TED talk) dans le domaine de l’exploration. Il ne s’agit plus de projec-
donnée par Stephen Petranek tions dans un avenir lointain, mais un plongeon dans ce qui
en 2016. Dans cet extrait, ce attend les astronautes ou les (riches et) intrépides ama-
journaliste scientifique ex- teur·rice·s dans les années qui viennent.
prime (avec un enthousiasme
Elon Musk, entrepreneur dans divers domaines (Paypal, les vé-
évident) les raisons pour
hicules électriques Tesla) se lance à l’assaut de la planète rouge.
lesquelles l’humanité doit envi-
sager la colonisation de Mars. L’éventail des sources de ces deux pages devrait permettre
Cette vidéo peut également aux élèves de comprendre comment l’homme est passé de
être exploitée sans l’image. l’état de fascination à la concrétisation de son rêve.
323
a. The red planet p. 166
Mise en place et corrigés

1 Look at the photograph of Percival Lowell. Guess who he was and what he was observing.
L’étape d’anticipation vise à évoquer le destin peu commun d’un riche Américain passionné par l’es-
pace et en particulier par Mars qui consacra une partie de sa vie et de sa fortune à approfondir nos
connaissances dès la fin du XIXe siècle.
Lowell was / may have been an astronomer / a scientist / a researcher who observed Mars.
It is an old picture, so we can presume that he was one of the first to explore this field.
Also, he seemed to have (state-of-the-art) equipment / observation tools.
2 Pair work Choose a subject below and focus on it when watching the video.
hatier-clic.fr/lmu2060 (à visionner en entier)
– The people interviewed: All of them are experts: either working in planetariums space
institutes, or astrophysicists, or even authors who wrote about Mars.
– The music and the visual elements: The music sounds a little mysterious at first, as if
there was suspense. Then there are some strange noises, like in sci-fi movies, when aliens
land on the Earth.
3 Watch the video. Describe what you saw or heard to your classmate. Together, write a
short paragraph about the video.
Several experts are interviewed and explain why Mars has always fascinated mankind.
They talk about history. A few scenes from movies show that cinema has also often used
Mars as an inspiration too.
4 Watch the first half again and match an action with the following words.
La première partie de la vidéo s’étend du début à 00’56 minutes (where do these aliens come from? Mars).
always ancestors as soon as modern shortly after

hoped / looked at (the sky) / understood / began / (his books) were
aspired (to saw that red dot / (wanted) to started with published, (War of the
go to Mars) wondered go there (Lowell) Worlds) came out
5 Watch the second half. Name the different forms of art used to talk about Mars in the
past and the reason for this passion.
La seconde partie de la vidéo s’étend de 00’56 (For whatever reason) à la fin.
films / movies (and TV series), Shows / TV programmes, Literature (novels). The female
astrophysicist says we don’t really know the reason for this passion. Maybe it is because
Mars is very far away and the idea to go on it is cool.
6 Pair work Using colours, memorise what you have learnt about Mars. One of them is not
really useful! Compare it with your neighbour and justify your choices.
White is not useful.
Blue is the colour of the Earth, because most of the planet is made up of oceans
The little men that are supposed to come from Mars and invade the Earth are green.
Red is the colour of the surface of Mars.

b. We’re going to Mars! p. 166
1 Look at the cover image and at the title of the activity. Write a list of words you may hear
in the speech.
Cette phase d’anticipation devra orienter les élèves vers une nouvelle étape vers Mars. On passe du
rêve à l’imminence de la concrétisation.
a settlement / a colony – an astronaut who is sent by NASA to explore – the title suggests
going to Mars will happen / occur soon(er than expected)
Avant d’aborder le document, et de preparer à la question 2, vous pouvez poser les questions suivantes
aux élèves : Do you think we are going to go to Mars soon?, Do you believe we will/ are going to travel there?,
Would you like to live/settle on and explore this planet? Cela permettra de mobiliser will et be going to.
2 Listen to the speech. Note down the predictions Petranek suggests.

hatier-clic.fr/lmu2061 (du début à 1’40”)
À ce stade, les restitutions des élèves pourront être littérales, sans reformulations, issues d’une prise
de notes rapide.
“We’re going to Mars. Not just a few astronauts. Thousands of people are going to colonise
Mars and I am telling you that they’re going to do this soon.”
3 Spot the words “vulnerable”, “asteroids” and “tragedy” and associate them with either
Mars or Earth in a sentence.
Cette étape nécessite d’établir des liens de causalité mais également de construire un réseau d’hypo-
thèses. Il sera peut-être nécessaire de décomposer les liens de cause à effet.
De même, l’identification des pronoms we et us sera essentielle afin de construire du sens.
All these words are linked to Earth: our planet is vulnerable because if a single asteroid
actually hit us, mankind could disappear / vanish / be wiped out, which would be a
tragedy / disaster.
If such a disaster were to happen, men would have to go to Mars before.
4 Pick out the reasons why Petranek thinks we should go to Mars.

First, he thinks we need a solution / to escape if there is a disaster on Earth.
Second, man has always explored (uncharted / unknown) territories, it is in our DNA /
nature.
5 Petranek tells us about the history of mankind. Find out what his opinion is.
Man is meant / supposed to travel and explore Earth, but also other planets. Curiosity is
part of our identity.
6 You are a reporter for space.com. Report on this speech and explain why you find it auda-
cious, exciting or boring.
Ce point sera l’occasion de reprendre les éléments clés du discours de Petranek. Il pourra intégrer
des indices prélevés dans le précédent pour formuler une introduction ou une conclusion.
Production possible
Today, many people were gathered to attend journalist Stephen Petranek’s TED talk.
325
He started his lecture / conference / talk by promising / predicting / foreseeing that
men / mankind would travel / go / fly to / settle on Mars soon / in the next few years.
He sounded really enthusiastic / excited about it.
– audacious / bold /daring / it’s a challenge…

– exciting y man has always dreamt of / experts believe we should / it’s thrilling to
imagine
– boring y it was disappointing: we didn’t learn much / it is mostly about predictions; Petranek
gave very little scientific data / evidence / proof / it was neither convincing nor exciting
c. SpaceX p. 167
1 Focus on the picture and the title of the text. Identify Musk’s goals.
He aims to start a colony on the red planet. He has built spacecraft to travel there. He
wants to send missions but also people to settle there.
2 Read the text. “Would” and “could” are used several times. Make suppositions on what
they indicate.
“Could” is used to explain what could possibly happen / take place in the next few years.
“Would” also refers to what will probably happen / occur if Musk’s plans succeed.
3 Look for all the words and numbers linked to Elon Musk’s goals. List them in your copy-
book and use them in a short paragraph.
Repérages : Paragraphe :
– 2024: year when colony will start / first Elon Musk believes that his company will
human travellers will leave Earth / will soon be able to send men to Mars. He
build a solar-powered plant thinks he will also be able to build a settle-
– 27,000 kilometres per hour: speed his ment / colony. His spacecraft / rocket will
rocket can fly be able to travel very fast. In his opinion,
– 2022: base built on the moon and cargo cargo will be able to travel from the moon
sent to Mars to Mars to carry / transport resources.
4 Draw a simple diagram. Specify the destinations, the dates, the vehicles and what they
transport.
À cette étape, le schéma attendu sera relativement simple. Il devrait en principe inclure :
– la Terre, la Lune et Mars,
– les véhicules utilisés (rocket and cargo),
– les distances ou vitesse seront simplifiées,
– les années indiqueront une sorte de chronologie.
Cette activité peut être chronométrée selon le degré d’accès au sens des étapes précédentes. Plu-
sieurs élèves peuvent passer au tableau expliquer ce qu’ils·elles ont compris des objectifs de Musk en
commentant leur croquis.
5 In your opinion, say what SpaceX will be able to do. Explain what will be easy and what will
be harder to accomplish.
Au préalable vous pourrez faire un rappel du fonctionnement de will be able to et will have to et/ou
renvoyer à la p. 170 (si cela n’a déjà été fait lors de la première double-page).

Production possible
What will be easy…
The technology will be able to send men to Mars soon. Musk’s rockets are very fast.
Space X will allow astronauts to travel through Space for a longer period of time.
SpaceX will reduce the costs of travelling to Mars.
What will be harder to accomplish…

Settlers will have to adapt / adjust to living conditions on Mars.
They will have to train before the flight to be fit and ready to stay there.
Travelling there will take months, in cramped conditions. People will have to get used to
that.
Recap a school visit.

Imagine you have just spent a day with your school at a space base and launch site for Mars.
When you get home, write in your diary what you have discovered about space, Mars and
spacecraft.
Cette tâche intermédiaire pourra être éventuellement évaluée (barème page suivante).
Production possible
Today, our science teacher took us on a tour of a space base. We had worked on this
space project for a few weeks and he had promised we would get to see an actual / a real
spacecraft.
Before entering the base / compound, you have to show an ID. The place is very secure.
They are afraid you might be a spy for another space firm. Surveillance cameras film
everything.
The buildings where they store the spacecraft are huge / massive. About one hundred
people work on that site. They are designing the shuttle that will be sent into space next
year. It is not the same they plan to send to Mars but it uses the same technology, except
this one is much smaller.
Last month, they launched one but it crashed. We asked questions to the guide but he
didn’t (care to) elaborate.
We were really impressed by the tools and the computers they use to design those shutt-
les. We could not take any photos, of course. It’s a shame.
Two truths and a lie. Say two things that will be possible on Mars and one thing that will be
possible based on the documents you studied in class. Your classmate has to find the lie! Take
turns.
Ce défi pourra s’articuler après la réalisation des exercices p. 170 afin de faciliter la manipulation du
futur ainsi que des arguments.
On pourra s’attendre à ce type de productions.
a) They will be able to jog. b) They will be able to grow plants. c) They will learn more
science.
327
328
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : �� P
yourrepare
Proje
ct
Expression écrite
Niveaux du CECRL
Critères évalués
A1 A2 B1

Contenu culturel Les éléments comportent peu de référence à Je reprends des points abordés dans les documents Les idées font appel à un large éventail : science,
l’univers de la recherche spatiale. et rajoute quelques détails. histoire des USA, innovations contemporaines dans
ce domaine.
0-1 2-3 4-5

Pragmatique et Mes phrases sont très courtes et sans réel lien avec Mes phrases sont construites mais ne sont pas Mon récit est structuré. Il fait appel à de nombreux
socio-linguistique l’expérience en question (la visite d’une base). toujours coordonnées. J’aurais pu mieux structurer détails pertinents.
mon récit.
0-1 2-3 4-5

Grammaire Les phrases sont très simples. Il y a des erreurs de Les phrases sont simples et courtes. Cependant, la Les phrases sont plus longues et correctes. Je
grammaire (verbe manquant, etc.) ou de syntaxe syntaxe rend le compte rendu clair. fais peu d’erreurs de grammaire. Je mobilise des
(ordre des mots). constructions complexes (je parle aussi bien de tout
ce que j’ai vu que de ce qui va se passer dans les
décennies à venir).
0-1 2-3 4-5

Lexique La palette lexicale est peu étendue. Le vocabulaire est simple mais je parviens à utiliser Le vocabulaire est varié. J’intègre aussi bien des
quelques variantes pertinentes dans le contexte. éléments factuels que mes propres impressions
sur la visite.
0-1 2-3 4-5
Total : ��/20
on Being a trekker p. 168-169
Cette double-page invite à concevoir toute la culture qui s’est construite autour de la conquête de
l’espace, notamment par le vecteur des séries télé ; celles-ci ont permis l’éclosion d’une culture chez
les adolescent·e·s américain·e·s, tout particulièrement Star Trek dont les fans (trekker fandom) n’ont
cessé de croître à travers les décennies (et ce depuis la diffusion de la série dans les années 60). Ce
phénomène sociologique transcende les générations, les classes sociales et les genres.
– un texte publié au terme de son second mandat qui décrit l’engouement de l’ancien président,
Barack Obama pour cette série ;
– une photo où il apparaît en compagnie d’une des actrices de la série qu’il a reçue à la Maison
Blanche. Il effectue le signe de ralliement des fans avec elle, symbole de son appartenance à la
sphère des admirateur·rice·s ;
– deux photos de fans déguisé·e·s pour des rassemblements ainsi qu’un des acteurs phares de la série ;
– une vidéo où Rihanna exprime sa vénération pour la série depuis son plus jeune âge (hatier-clic.fr/
lmu2062).
Ce Spot on sur Being a trekker a donc pour but de montrer le rassemblement de toutes les générati
ons autour de ce phénomène au-delà des clivages. Cela suggère également l’idée que les voyages
dans l’espace, aussi futuristes soient-ils, font partie du destin des USA.
Corrigé
1 Identify the reasons why Obama and Rihanna watched Star Trek and what they were fasci-
nated by.
For Obama:
– he was not really fascinated by the gadgets, the technology or space travel ;
– he was interested in problem-solving and teamwork ;
– he was fond of the series mostly because of the values and relationships.
For Rihanna:
– she has always loved it because her Dad introduced her to Star Trek as a kid / when
she was young ;
– she fell in love at once with this other world (that she couldn’t understand but she could
relate to) ;
– she was particularly interested in the characters and the storyline. She felt emotionally
connected to the characters ;
– since her childhood, it has always been a part of her.
2 Explain what made this series a classic.

This series has become a classic because it appeals to a wide range of fans / variety of
spectators: some people watched it because they were enthralled by the technology and
space travel, while others loved the characters, their relationships and the values they
promoted / stood for.
3 Define what a trekker is.

A trekker is someone who:
– watches the TV series / has seen all the episodes ;
329
– knows a lot about the characters and the storyline / plot of each season ;
– wears costumes / spacesuits (that look like the characters’) (costume ≠ suit à mettre en
exergue) ;
– wears make-up (like the girl in the picture) ;
– attends conventions / gatherings with bunches /loads / lots of other fans ;
– reads / writes fanzines / blogs about the upcoming episodes or reviews about movies.

1. the 1950s 2. True. 3. John Fitzgerald Kennedy (JFK) 4. the Soviet Union 5. The Cold
War 6. Kennedy Space Center; TV; 1969; Flag; President Nixon. 7. Elon Musk. 8. Percival
Lowell: astronomer; HG Wells: writer; Elon Musk: businessman and engineer. 9. /mɑː(r)z/
10. Rihanna
330 The Space:

United Symbols
the new frontier?
of America?
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��

1. Collier’s showed Americans were already fascinated about exploring space in... �� /2
❑ the 1940s. ❑ the 1950s. ❑ the 1960s.
2. In Collier’s magazine, scientists wondered if life on Mars was possible. �� /2

❑ True ❑ False
3. Which President gave the Moon Speech in 1962? �� /2

❑ Dwight David “Ike” Eisenhower
❑ Franklin Delano Roosevelt (FDR)
❑ John Fitzgerald Kennedy (JFK)
4. The Space Race happened between the USA and... �� /2

❑ the Soviet Union. ❑ the UK. ❑ France.
5. Why were they trying to outrank (be better than) each other? Because of... �� /2
❑ the Secession War.
❑ the North War.
❑ the Cold War.
6. Tick everything that reminds you of the Apollo 11 Mission. �� /2

❑ Kennedy Space Center ❑ Louis Armstrong
❑ California ❑ Flag
❑ TV ❑ President Nixon
❑ 1969
7. What’s the name of the billionaire and engineer who founded SpaceX? �� /2
❑ Elon Musk
❑ Sir Richard Branson
8. Who are the icons of mankind’s modern fascination with Mars? Match each of them
with their job. �� /2
Percival Lowell • • businessman and engineer

HG Wells • • writer
Elon Musk • • astronomer
9. How do you pronounce Mars in English? �� /2
❑ /mɑː(r)z/
❑ /mɑː(r)s/
10. Which singer has been a trekkie since her childhood? �� /2
❑ Beyoncé Knowles
❑ Sia
❑ Rihanna
Total : �� /20
331
Too ls
1 a. Many people watched the first Moon 3 Passengers will have to travel light / to
landing on TV; more will watch the Mars carry the bare necessities.
mission online. They won’t be able to take lots of belon-
b. NASA spent billions to explore the Moon gings: a headset to listen to music or a
but they will spend less to go to Mars. diary to write a record. They will be able to
c. Virgin Galactic sent men into orbit and take pictures of their relatives, though.
they will send tourists to space too. They will be able to pack one book only.
d. Astronauts trained before the flight and They will have to read on tablets, it’s much
they will train onboard the shuttle. lighter.
e. Will Musk succeed as much as he suc- They won’t have to take lots of clothes as
ceeded with Tesla? they will have to wear a spacesuit.
f. But going to Mars will not / won’t be
possible in 2020, it wasn’t in 2015 and 4 a. They plan to set up a colony on
nothing has changed. Mars.
b. They gave up this plan years ago, as it
2 a. Space travellers will not / won’t be was too expensive.
able to watch meteors. c. In his speech, he laid out what they
b. The crew will have to wear oxygen will do in the years to come.
masks. d. The rocket blew up just before landing.
c. Astronauts will be able to learn a lot It was a terrible accident.
about planets. e. When the capsule touched down, the
d. On Mars, they will have to eat bad crowd was thrilled to see the crew come
food. back safe.
e. Will the space crew be able to watch f. When the spacecraft took off, there was
TV during the flight? a loud noise but everything went well.

5 MP3 n° 79 6 MP3 n° 80
a. As soon as people understood what a. All of this led to an early twentieth
planets were, // some of them said //: century sense // that there’s probably
‘Wouldn’t it be neat to go there?’// something there. //
b. There it is! // The red planet Mars. // b. The public perception of going to Mars
For over two thousand years, // a symbol and going to the Moon // is what pushed
for war.// us to go there.

p. 172-173
PRO
JECT
1 peak to an astronaut. You will be doing a role play with astronauts on
S
the International Space Station. You may be an astronaut, a student or
a journalist.
Mise en place :
• Le tirage au sort d’un rôle devra mener rapidement à la mobilisation des connaissances les plus
pertinentes (époque, type de mission) mais aussi à adapter son discours à l’interlocuteur·rice.
• Sur le plan linguistique, il conviendra de se remémorer la syntaxe des questions. Ceci devra mener
les élèves à une réflexion autour de l’authenticité de leur interaction (longues pauses ou hésitations
avant de répondre). Afin de pallier ces écueils, on pourra entraîner à l’identification de types de ques-
tions (yes/no ou wh- questions) pour mieux cibler le genre de réponse à fournir.
• Vous pourrez inciter les élèves à consulter des interviews d’astronautes, d’hommes politiques
évoquant les objectifs des programmes spatiaux, de chercheur·euse·s ou d’entrepreneur·e·s comme
Elon Musk. Ainsi, ils·elles seront sensibilisés au format, au ton et au rythme d’une interview. Les élèves
seront conscient·e·s que ces critères feront partie d’un bonus (la ferveur des personnes investies
dans ce domaine doit émerger).

Fiche méthodo N°8. Travailler en groupe p. 266
Fiche méthodo N°16. Expression orale en interaction p. 280
PRO
JECT
2 rite a diary entry. Your school is organising a writing contest based on
W
astronauts’ diaries. Write an entry in the shoes of an astronaut.
Mise en place :
• Vous pourrez encourager les élèves à façonner un récit à la 1ère personne / autobiographique qui
résume soit le quotidien d’un·e astronaute anglo-saxon·ne contemporain·e, soit qui narre un épisode
particulièrement marquant de l’épopée spatiale. On pourra les encourager à faire des recherches sur
des astronautes actuelles telles que la britannique Helen Sharman ou l’américaine Peggy Whitson (en
photo en p. 172).
• Des recherches pourront être menées afin de varier les angles, les perceptions, les enjeux (pour
un·e astronaute des années 1960, la lune sera l’objectif ; pour celui·celle de notre siècle, Mars ou
d’autres horizons seront envisagés).
• Les inter-corrections seront possibles : les élèves pourront échanger leur travail en cours d’élabora-
tion afin de recentrer le contenu et d’enrichir (mode de recherche, événements marquants diffé-
rents). De même, les élèves pourront visionner de brefs documents (interviews ou documentaires)
retraçant des étapes majeures de l’exploration de l’espace.
• La lecture d’une confession d’astronaute pourra mener à un travail par mimétisme pour les élèves
rencontrant le plus de difficultés. Le site www.nasa.gov propose des entretiens où des profession-
nel·le·s confient leurs expériences.

Fiche méthodo N°7. Relire un devoir écrit p. 264
333
334
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression orale en interaction – Speak to an astronaut.

Niveaux du CECRL
Critères évalués
A1 A2 B1

Contenu culturel Mes idées sont simples, apprises par cœur. Il y a J’ai pris soin d’inclure des remarques personnelles, Mes interventions sont variées ; je tâche d’évoquer
très peu de références à la conquête ou l’explora- de faire quelques recherches pour enrichir le le passé et l’avenir de la recherche spatiale. Je
tion de l’espace. contenu. nomme aussi des personnes clefs qui ont montré
la voie.
0-1 2-3 4
0-1 2-3 4
0-1 2-3 4
grammaire (verbe manquant, etc.) ou de syntaxe respectée. peu d’erreurs de grammaire. Je mobilise les élé-
(ordre des mots). ments vus dans ce chapitre (parler du futur).
0-1 2-3 4
Lexique Les mots de vocabulaire sont très simples, appris Le vocabulaire est simple mais plus riche et j’utilise J’emploie un vocabulaire précis relatif à l’espace,
par cœur. quelques variantes. aux véhicules, etc.
0-1 2-3 4
Total : ��/20
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression écrite – Write a diary entry.

Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont simples, il y a très peu de références J’ai mis en lumière les enjeux de la vie d’un as- Mon journal comprend à la fois des références
à la conquête de l’espace et aux personnages qui tronaute ainsi qu’un ou des moment(s) clef(s) de culturelles sur la conquête de l’espace mais aussi
ont façonné cette histoire. l’exploration de l’espace. imagine ce qui se trame pour l’avenir.
0-1 2-3 4-5

Pragmatique et La page est confuse, on ne voit pas clairement qu’il Ce que j’ai rédigé ressemble vraiment à une page de Je parviens à intégrer des éléments authentiques
socio-linguistique s’agit d’un journal intime / de bord. Mes phrases journal. J’ai réussi à lui donner un côté authentique. sur le quotidien d’un·e astronaute (craintes, espoirs,
sont très simples. J’utilise quelques mots de liaison, mes phrases sont défis), pas uniquement des données scientifiques
construites. ou historiques. Mon discours est structuré.
0-1 2-3 4-5

(ordre des mots).
0-1 2-3 4-5

quelques variantes. variés. Je m’appuie sur le lexique pertinent du do-
maine pour ancrer mon journal dans le réel.
0-1 2-3 4-5
Total : ��/20
335
Mars, Our First Outpost on the Final Frontier
In 1998, two years after graduating from 30 JF: I have to ask—really? This will really
college, Eric Anderson co-founded Space happen?
Adventures. Which, for ticket prices of EA: I really do believe it will. First of all,
$20 million, sold seats aboard Russian the key to making it happen is to reduce
5 space flights. Today, he also heads a pro- the cost of transportation into space.
gramming company, Intentional Soft 35 My colleague Elon Musk is aiming to
ware, and a third company called Pla- get the cost of a flight to Mars down to
netary Resources, which plans to extract half a million dollars a person. I think
minerals from near-Earth asteroids. that even if it costs maybe a few million
10 James Fallows: Space exploration seems dollars a person to launch to Mars, a
to have lost its hold on the public imagi 40 colony could be feasible. [...]
nation, compared with a generation ago. JF: Apart from the cost of transport,
Why should people be excited about what are the challenges in making that
what lies ahead? a reality? [...]
15 Eric Anderson: In the next generation EA: [...]One key to making all this ha
or two—say the next 30 to 60 years— 45 ppen is that we need to use the re
there will be an irreversible human sources of space to help us colonize
migration to a permanent space colo space. It would have been pretty tough
ny. Some people will tell you that this for the settlers who went to California
20 new colony will be on the moon, or an if they’d had to bring every supply they
asteroid. In my opinion asteroids are a 50 would ever need along with them from
great place to go, but mostly for mining. the East Coast. [...] The near-Earth as
I think the location is likely to be Mars. teroids, which are very, very close to
This Mars colony will start off with a few the Earth, are filled with resources that
25 thousand people, and then it may grow would be useful for people wanting to
over 100 years to a few million people, 55 go to Mars, or anywhere else in the solar
but it will be there permanently. That system. They contain precious resources
should be really exciting, to be alive du like water, rocket fuel, strategic metals.
ring that stage of humanity’s history. James Fallows, The Atlantic, April 2013
1 Identify the kind of document and justify your choice. �� /1
❑ an opinion poll (with statistics) ❑ an interview ❑ a police interrogation

��
��
2 Introduce Eric Anderson. �� /4
��
1/2

Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Class: . . . . . . . . Date: ��
��
��
3 Find the synonyms of the following expressions in the text. �� /2
a. not fascinating anymore: ��
b. happens in the future: ��
4 What does Eric Anderson think will happen over the next 30-60 years.
Quote the text. �� /1
��
��
5 Is Anderson optimistic or pessimistic about going to Mars? Explain his views. �� /3
��
��
6 According to Eric Anderson, what could be the maximum price per person to settle
a colony on Mars? �� /2
��
..........................................................................................................................
7 Why does Anderson compare Mars to settling in California? �� /4
��
..........................................................................................................................
8 What will have to be done to make settling to Mars possible? Find

two arguments. �� /3
��
..........................................................................................................................
..........................................................................................................................
2/2
337
1 The topic of this document is … �� /2
❑ Mars. ❑ Earth. ❑ the Moon. ❑ another planet. ❑ stars.
2 What do all the planet listed by Nell Greenfieldboyce have in common? �� /3
��
��
3 Thanks to Kepler missions, what did NASA find? �� /3
��
��
4 What were scientists happy to discover? �� /3
��
��
5 But according to George Ricker, what was frustrating? �� /3
��
..........................................................................................................................
��
6 What is scientists’ ultimate goal? �� /3
��
��
7 According to Sara Seager, will scientists achieve that goal in the coming years? �� /3
��
..........................................................................................................................
��


1 An interview. Anderson answers questions asked by James Fallows, a journalist
probably. �� 1 point
2 He co-founded Space Adventures in 1998 which sold tickets to board Russian space flights.
Now, he is also the director of the programming company Intentional Software and
Planetary Resources. �� 4 points
3 a. not fascinating anymore: “lost its hold”

b. happens in the future: “lies ahead” �� 2 points
4 “there will be an irreversible human migration to a permanent space colony.”

(“I think the location is likely to be Mars.”) �� 1 point
5 He is very / really optimistic. He believes the colony would start of with thousands
of people and that millions of people could settle on Mars / migrate there within a century /
in one hundred years. He sounds excited about this. �� 3 points
6 It could be feasible for a few million dollars per person. �� 2 points
7 Anderson compares Mars to settling in California because he thinks settlers won’t be able
to transport / carry everything from Earth, they will have to use the resources they find in space.
If settlers had had to transport everything to California, it would have been impossible /
pretty tough / hard. �� 4 points
8 First, they will have to reduce the cost of transportation. Then, they will have to use the
resources of space, for example resources of (near-Earth) asteroids (to find water, rocket
fuel and strategic metals). �� 3 points
339
Script CD2 PISTE 55
Tomorrow a rocket is scheduled to blast off planets in the Milky Way than there are stars. “
with a NASA satellite: it’s a planet hunter that Nell Greenfieldboyce: “That’s George Ricker,
will spend two years looking for alien worlds. an astronomer at MIT. He says Kepler was
NPR’s Nell Greenfieldboyce reports on how it really good at finding planets, but not ones
will help scientists in their quest to find ano- that scientists could study in detail.”
ther Earth. George Ricker: “There is really not that much
Nell Greenfieldboyce: “Mercury, Venus, Earth, more we can say other than that they exist.”
Mars, Jupiter, Saturn, Neptune, Uranus. For a Nell Greenfieldboyce: “And that is very unsa-
long time, those were the only planets scien- tisfying. Because after all, what scientists really
tists knew about. In recent years, beyond our want to do is find another planet like our own,
solar system, they’ve discovered over three one that some form of life could call home. I
thousand more, thanks in a large part to a asked Sara Seager, also at MIT, how close we
NASA mission called Kepler.” are to finding Earth’s twin.”
George Ricker: “The most exciting thing we’ve Sara Seager: “Far. We’re very far from knowing
learned from Kepler has been that planets are that something is like ourselves there.”
extremely common. And there are far more
1 The topic of this document is another planet. �� 2 points
2 All these planets were the only ones scientists knew about for a long time /
for many centuries. �� 3 points
3 They have discovered 3,000 more planets. �� 3 points
4 They found that planets are very common, more so than stars. �� 3 points
5 With Kepler, they could not study these planets in detail, they could only find out
about their existence / find that they existed. �� 3 points
6 They would like to find a planet that is like our own/ that looks like Earth /
where humans could live. �� 3 points
7 No, she believes we are far from finding / knowing something like ourselves is there /
a planet like Earth exists. �� 3 points

11 British identi-tea?
Introduction
Ce projet pédagogique aborde la place primordiale de l’exploration dans l’histoire de l’Empire
britannique et ses liens avec l’exploitation du thé. Cette séquence montrera que le thé et ses
secrets sont une preuve de ce passé de conquête et comment l’Empire a contourné les obsta-
cles pour mettre en place l’un des premiers espionnages industriels du XIXe siècle.
Notion(s) mémoire : héritages et ruptures • senti- Thème le thé et la culture britannique

ment d’appartenance
Projets finaux
Problématique(s) suggérée(s) To what extent did
tea contribute to shaping the British society?
PRO
JECT
1 Advertise a new brand of tea. In
groups, compete to find the best way to advertise
Objectif(s) culturel(s) thé symbole de l’Empire a new brand of tea.
britannique et de sa culture
PRO
JECT
2 You are the owner of a new
Objectif(s) pragmatique(s) prendre la parole en tearoom in London. Create an original “tea menu”
continu, lire et comprendre un texte et une vidéo presenting your products and facts about tea.
Objectif(s) sociolinguistique(s) adapter son dis- Projets intermédiaires

cours à son auditoire, les traditions, la vie britannique Prepare your Project
L1 Pair work You want to know more about the
Objectif(s) citoyen(s) connaître les différentes importance of tea in British culture. Prepare an
classes sociales dans une société interview with Kate Arnell or Kate Fox!
Objectif(s) méthodologique(s) créer une affiche L2 You are working for a museum preparing an
ou un dépliant (p.267), créer un PowerPoint (p.268) exhibition about the British Empire. Prepare a
presentation on the connection between the
Objectifs Lexique : la colonisation, le voyage, British Empire and tea.
linguistiques les habitudes et coutumes, le Prepare your Project
commerce, les classes sociales, la L3 You are Robert Fortune, after a long day wor-
nourriture. king as a spy you write an entry in your diary.
Grammaire : structures causatives,

past perfect
Phonétique : la prononciation de
la lettre <i>
Médias utilisés

CD 2 pistes 25 à 28 • Why do British people drink tea?,
Quizlet
CD 2 piste 56 George AVG, 2006
• Tea war: The Adventures of Robert
MP3 n°85 à 94
Fortune, 2015 E-workbook
341
Ouverture
British identi-tea? p. 174-175
Par le biais de cette image les élèves citeront

différent symboles britanniques. Pour la mise
en œuvre, un brainstorming ou un travail en Demandez aux élèves de lire la citation
binômes permettra de recenser l’ensemble vous pouvez leur poser les questions sui-
des éléments plus rapidement. Vous pourrez vantes pour les aider à faire le lien entre les
accorder du temps à chacun des groupes/ bi- différents éléments de la page :
nômes pour recenser tous les symboles avant
– What does it suggest? Can You link the
de procéder à la une mise en commun. Celle-ci
quote and the other elements?
permettra de guider les élèves vers le rôle
central du thé dans la culture britannique et de – How do the photograph and the quote
comprendre l’importance de ces symboles. illustrate the topic of the unit?
11 Where
Wher
there’
there’s
there’
e ther
e’s hope.
e’ss tea,
e’
Sir Arthur Wing Pinero,

English playwright and actor
BRITISH
IDENTI-
TEA?
Keep calm and drink tea
you recognise. What strikes you about

this image?
Advertise a new brand of tea! oom menu. Y You are the
In groups, compete to find the best w tearoom in London. • Watch. Explain what tea time is and
way to launch a new brand of tea eate an original “tea menu” why it is important for British people.
named “Heritage”. esenting your products and facts • Read. How important is tea in the UK?
“Why do British people drink tea?”

tea?”, George AVG, 2016
174 175
Dans cette vidéo le vlogger démontre et analyse les vertus

du thé et la philosophie qui en découle pour les britanniques.
Faites décrire la capture d’écran, lire le titre, puis faites
écouter la première phrase pour situer le sujet. Ensuite
passer le reste de la vidéo en continu pour repérer les points
importants. Le repérage des mots-clés permettra aux élèves
de découvrir pourquoi quoi le thé est associé à une forme de
philosophie de vie.

Script
Now I have always wondered why do the Briti- deeper meaning behind it. It is philosophical.
sh… Why do we drink so much tea? Why do we You know what I am saying. Tea time is philo-
have this time of the day that we call tea time. sophical, the very act of taking a moment in
It’s a good question, nay? the day to pause, to relax and to reflect upon
our lives, is actually very healthy for the brain,
British people have this stereotype of drinking
the human body. It’s very philosophical. These
a lot of tea. Now I don’t really put myself in this
days we have such busy lives with so much
group of tea drinkers because I myself don’t
going on. We’re constantly doing stuff, we’re
actually drink that much tea. But, at some
constantly on the move, we’re constantly ac-
point this summer I was feeling tired one day
tive.
and it was around tea time so I decided to
have a cup of tea and just sit down and drink It’s like psh psh psh psh boom!
it. And, in doing this I realised the importance Things move so quickly and to take a moment
of drinking tea. in the day to just sit, drink some tea and re-
The importance of tea time. It’s not just the act lax and reflect is actually very important these
of taking a cup of tea and drinking a little bit. days. So that was my discovery this summer.
It’s not just the good taste of tea. I realised that Conclusion of this video blog: tea time is phi-
taking a moment in the day to drink tea has a losophical.
343
1 Tea, à British love story
Le thé dans la société britannique p. 176-177
Cette double-page vise à mettre en place des repères en lien avec le thé. Quelles sont les différentes
réalités auxquelles réfère le mot « thé » pour un Britannique ? On propose également de faire un lien
civilisationnel entre le thé et les classes sociales en Grande-Bretagne. Qui boit du thé ? Comment ?
Les images permettront aux élèves d’anticiper le

texte et de mieux en comprendre les enjeux. On
pourra partir d’une description formelle avant de
Une anticipation sur l’image s’interroger sur l’apposition de ces deux images.
permettra aux élèves d’aborder On pourra mettre en avant les points communs
le principe de low tea et high tea. avant de s’intéresser aux différences.
1 TTea, a British love story b. The tea ladder
a. T
Tea time(s)
Anthropologist Kate Fox writes in her book than one and you are lower-middle at best;
Watching the Engl
En ish that there are several more than two and you are definitely working
clear messages sent whenev
whenever1 a Brit makes a class,” she writes. Other rules in
involve when
cuppa2. She observes that the strongest brews3 15 and how milk is added, if any. […]
5 of black tea […] are typi
ty cally drunk by the Fox writes, “[…] whenever the English feel
1 2
working class. The brew gets progressively awkward6 or uncomformf table in a social situa-
mfor
weaker4 as one goes up the social ladder
ladder. tion (that is, almost all the time), they make
Milk and sweetener5 have
ha their own codes. tea.”
1 Look at the photographs. Say what you can see.
“Takin
“T g sugar in your tea is regarded by www.bbc.com, 3 June 2016
2 Match “low tea” and “high tea” to the corr Justify your choice. 10 many as an infallible lower-class indicator: 1. each time 2. + 3. cup(s) of tea 4. less strong 5. sugar
even one spoonful is a bit suspect […]; more or aspartame 6. embarrassed
3 W
Watch part one of the video.
a. Explain the goal of this video.
1 Draw aw the ladder in your notebook and complete it with the different … …
b. Pick out the three situations wher
social classes.
c. Write down the number from the video and why we can say that the British drink a lot of tea. lower middle class • upper class • working class • upper middle class …
4 W
Watch part two of the video. 2 Pick out words connected to tea and match them to a social class. …
Explain Kate Fox’s observation about the use of sugar and complete the
a. Note down as much information as you can on low tea and high tea.
ladder with the correct amount of sugar. … …
b. Find out the other name for low tea and high tea. Say which name is used nowadays. Was your more than one spoonful • no sugar • more than two spoonfuls
matching in question 2 correct?
3 YYou are in London and you see someone adding a lot of sugar in a very … …
5 Prepare a short speech to convince your teacher
strong cup of tea. Explain how this could be interpreted.
to organise an afternoon tea.
Word
pastries: cakes soothing: make sb feel

Pr ar Pr t
scones
dish: starter, main
calm
lifting: make sb feel
lif
uplifting: w with Kate Arnell or Kate Fox! Memory
course, dessert
meal: lunch, dinner
better
add Ch llen
Chaalle ge
nge
Grammar institution depend on (social class) e about the importance
tradition climb the social ladder: xpert questions. Find them all! YYou have 30 seconds
habit go from a lower class to find as many elements of low or
Causative verbs To
oo ls p. 184 strong ≠ sweet to an upper class
e Kate Arnell (video a) or Kate Fox (text b). high tea as you can. Write them on
cultural the British way of life Answer the questions. YYou can use the following words: a piece of paper and compare with
“T makes people feel better.”
“Tea
convivial afternoon tea, high tea, social ladder, habits… your partner.
176 British identi-tea? Unit 11 177
Les questions permettront L’article de la BBC permettra Cette échelle sensibilisera

une entrée progressive d’aller au-delà de la simple les élèves aux différentes
dans le document vidéo. association du thé aux classes de la société
anglais mais de découvrir britannique et le visuel
qu’il s’agit d’une question favorisera les repérages à
sociétale. faire dans le texte.

a. Tea time(s) p. 176
1 Look at the photographs. Say what you can see.

L’observation de ces photos permettra d’anticiper le contenu de la vidéo. L’utilisation du Word spot en
amont facilitera l’entrée dans le document vidéo. Il est possible également d’anticiper la question 2
car les élèves se tromperont peut-être à propos de l’interprétation du sens pour low tea and high tea.
Cette question de distinction sera essentielle à la bonne compréhension du document vidéo.
On the left, someone is pouring tea in a teacup. There is a cake platter on which we can
see little cakes, scones and pastries. On the right, some people are gathered around a
table. They are having tea with meat, vegetables. It looks like a complete meal.
2 Match “low tea” and “high tea” to the correct photograph. Justify your choice.
Si les élèves se trompent il ne faudra pas les corriger car ils·elles en découvriront le sens lors du
visionnage de la vidéo. Les élèves pourront vérifier leurs hypothèses lors de la question 4 b.
The picture on the left shows low tea, or afternoon tea.
The picture on the right shows high tea.
3 Watch part one of the video.

a. Explain the goal of this video.

The goal of the video is to inform people about the close relationship between tea and the
British.
b. Pick out the three situations where tea is important.
Cette phase de compréhension détaillée encouragera les élèves à se servir des mots accentués et
porteurs de sens afin de reconstituer le message global de la vidéo. Les mots friends, work et sad ne
devraient pas poser de problème aux élèves et leur permettront d’inférer le sens des autres mots.
- when you gossip/ talk with your friends
- when you have a builder/ a worker doing some work
- when you feel sad/ go through a personal drama
c. Write down the number from the video and justify why we can say that the British drink a
lot of tea.
The British drink 165 million cups of tea every/each day.
4 Watch part two of the video.

hatier-clic.fr/lmu2065 (de 1’50 à 3’07)
Il semble essentiel d’avoir clarifié les éléments de la première partie afin d’aborder la seconde. En
effet, on part ici des informations connues des élèves et des repérages des indices et mots porteurs
de sens pour trouver le sens global, puis détaillé du document.
a. Note down as much information as you can on low tea and high tea.
Avec des élèves qui connaissent des difficultés en compréhension orale, il conviendra de les guider
en créant un tableau à deux colonnes et de leur demander de repérer les mots-clés associés à ces
moments.
345
Information
LOW TEA - served on low tables
- 1841
- thanks to Anna Russell, the Duchess of Bedford
- tea pot + light snack
- became a social event/ fashionable
- Queen Victoria formalised afternoon tea at Buckingham Palace
today
- at about 4 p.m
- finger sandwiches, scones, pastries and homemade cakes
- cream tea is another version (simplet)
HIGH TEA - hot meal: meat pies, vegetables and bread meat tea
- at the end of the day
- by factory workers during the Industrial Revolution
- served on high tables (regular tables)
today
- evening meal = called tea in some parts of the UK
b. Find out the other name for low tea and high tea. Say which name is used nowadays. Was
your matching in question 2 correct?
On acceptera toutes les productions d’élèves si celles-ci sont cohérentes et ne produisent pas de
contresens.
The other name for low tea is “afternoon tea” and the other name for high tea is “meat
tea”. Today we talk about afternoon tea and tea.
My matching in question 2 was correct / incorrect. High tea is the meal served at a high
table with the family
Low tea is more sophisticated and is not a real meal.
5 Prepare a short speech to convince your teacher to organise an afternoon tea.

Vous pouvez inviter les élèves à consulter la fiche méthodologie p. 282-283 pour préparer ce discours.
Production possible
Dear Mr/Mrs …,
We know how much you love British culture, so to celebrate Britain and its exceptional
love for tea, we would like to organise an afternoon tea during one of our classes. We
would cook scones, pastries, bring jam and of course we will bring a selection of tea! Don’t
you think this would help us understand the British culture better? And you could show
us the way people drink tea in Britain!
We look forward to your reply.
Best regards
b. The tea ladder p. 177

Cette activité permettra aux élèves de faire des liens entre classe sociale et consommation de thé en
Grande-Bretagne. Il ne s’agit pas de diffuser des stéréotypes, aussi il sera nécessaire de mettre en

avant l’idée qu’il s’agit d’une étude anthropologique et non pas d’une vérité universelle.
On encouragera les élèves à se positionner sur cette étude et à donner leur avis.
Dans une démarche de progressivité, il sera souhaitable de partir du paratexte afin d’utiliser les
images pour comprendre le contexte et les éléments clés du document : article de BBC / la consom-
mation de thé serait en lien avec la classe sociale.
Ensuite les élèves effectueront les repérages qui leur permettront de comprendre les liens entre
image et texte afin de créer du sens.
1 Draw the ladder in your notebook and complete it with the different social classes.
Les élèves devront recopier l’échelle dans leur cahier et compléter les pointillés noirs avec les classes
sociales.
De haut en bas upper class • upper middle class • lower middle class • working class.
2 Pick out words connected to tea and match them to a social class. Explain Kate Fox’s ob-
servation about the use of sugar and complete the ladder with the correct amount of sugar.
Les élèves devront maintenant compléter les pointillés verts.
De haut en bas no sugar • one spoonful/more than a spoonful • more than two spoonfuls
According to Kate Fox, there is a correlation between your social class and the way you
drink your tea. The more sugar you add, the lower you are on the social ladder.
People who do not add sugar and who drink weaker brews of black tea are more likely to
belong to the upper classes.
3 You are in London and you see someone adding a lot of sugar in a very strong cup of tea.
Explain how this could be interpreted.
Production possible
This person is likely to belong to a lower social class if we believe what Kate Fox says. It
can also mean that this person has a sweet tooth which means she/him likes sweet food
and drinks.
Pair work Prepare and act out an interview with Kate Arnell or Kate Fox!
Un renvoi à la fiche méthode N°16 p. 280 permettra d’aider les élèves à la réalisation de cette tâche. Il
faudra veiller à ce que les élèves ne se contentent pas de lire leurs notes et qu’ils·elles justifient leurs
interventions. On valorisera l’originalité : ajout de nouvelles informations, raconter une anecdote, jouer
le jeu du débat d’idées.
Cette activité peut être réalisée en tâche intermédiaire évaluée ou non (barème page suivante). La
production attendue est d’environ 3 minutes.
Find them all! You have 30 seconds to find as many elements of low or high tea as you can.
Write them on a piece of paper and compare with your partner.
Cet exercice ludique se prête à une mise en œuvre en binômes ou en petits groupes pour favoriser
la collaboration. On pourra s’attendre à ce que les élèves mentionnent des éléments en lien avec la
boisson elle-même (sugar, spoonful, teabag, brew, cuppa, etc.) ou des éléments culturels en lien avec
elle (high tea / low tea : meal, pastries, scones, cakes, cream tea, clotted cream, etc.).
347
348
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : �� P
yourrepare
Proje
ct
Niveaux du CECRL
Critères évalués
British identi-tea?
A1 A2 B1
Contenu culturel Mes idées sont simples, apprises par cœur. Il y a Mes interventions correspondent à différents as- Mes arguments et interventions sont variés et je
très peu de références aux différents aspects du pects du thé et je propose un point de vue informé. prends en considération différents points de vue
thé. Je reprends des choses vues et ajoute des petites sur le thé.
0-1 2-3 4
socio-linguistique très simples. Il n’y a pas de véritable interaction. de liaison, mes phrases sont construites. L’interac- m’aide très peu de mes notes. Mon discours est
tion est limitée et peu naturelle. structuré.
2-3 4
0-1 2-3 4
(ordre des mots).
0-1 2-3 4
0-1 2-3 4
Total : ��/20
2 How tea shaped the British Empire
L’influence du thé dans la construction p. 178-179
de l’Empire britannique
L’objectif de cette double-page est d’aller au-delà des liens établis dans la première partie de l’unité
en s’intéressant à la façon dont le thé est un élément constitutif de l’histoire britannique. Ce sera
l’occasion d’aborder l’Empire et son étendue. L’histoire de l’Empire sera perçue à travers l’histoire du
thé, jusqu’à la naissance d’une économie mondiale.
Le texte offre une occasion supplémentaire d’approfondir

l’objectif culturel au cœur de l’unité.
Il s’agit d’un texte factuel qui aborde la compétition entre le
thé et le café, et la naissance d’une économie mondiale qui a
La carte permettra aux
stabilisé la position du thé dans cette course.
élèves de prendre en
compte l’étendue de Un travail d’anticipation avec la description de l’image est pos-
l’Empire britannique dans sible afin de repérer les détails relatifs au commerce du thé :
le monde au XIXe siècle. clipper, British people, probably officers, cup of tea.
2 How tea shaped the British Empir

Empire c. Tea
T trade
The birth of a global eco

Professor W Woodruff Smith,
a. Where the sun nev
never sets there’s
e’ evidence1 that much of the same
e’s
health claims2 about tea – that it cleared
the head and improved spirits3, without the
5 debauchery ry of alcohol – were also being made
about coff ffee around the turn of the 18th
century.
ry But coff
ry. ffee came fro
f m countries like
Yemen and Eritrea – “places beyond European
control and with little capacity ty to expand
10 production,” Smith writes. So when demand
for coffffee rose, prices did, too.
Tea, on the other hand, came fro f m China –
popular fad8 – and beyond a fad.”
which had in place a sophisticate tica d com-
ticate
“What you’re seeing is the global economy
merce system that could respond quickly to
25 being constructed,
d,” Smith says. […]
15 rising demand, Smith th sa
says. That demand was
As Lord Beckett, the villainous, tea-and-
coming from the British and Dutch East
sugar-sipping agent of the British East India
India companies, which were already in
Company in the Pirates of Caribbean movies
China buying spices, silks4 and other goods
might have put it, “it’s’’s just good business.”
for trade. As interest in tea grew ew back home,
www.npr.org, April 7, 2015
20 Smith says,
sa the companies were in good
1. proof 2. affirmations 3. moods, attitudes 4. precious
position to ship5 large, reliable6 quantities at textile fabric 5. send by boat 6. here: enough 7. reaso-
affordable7 prices “and therefore make tea a nable 8. popular trend
PARCOURS
PARCOURS
The Imperial Federation League map was published at the time of the Colonial and Indian Exhibition
on 24th July 1886 1 Read the first paragraph. Find the drinks the 1 Read the first paragraph. List the eff
effects of
1 Group work Focus on the picture. Group 4 In the bottom part, find three symbols professor talks about. drinking tea or coff
coffee.
representing authority and power.
Group 1 List the names of the countries in red on 2 Pick out the names of countries that produced 2 Explain the quote. “So, when demand for coff
coffee
the map and say what they are a part of. 2 Mix your groups! Exchange the information coff Use the expression “little capacity
coffee. ose, prices did, too” (l. 10-11).
about your section with the other groups. Use all the explain why it was expensive.
Group 2 List as many elements as you can on the the second paragraph. Explain the advan-
information to show the geographical importance of
left and on the right sides of the map from top to 3 Read from l. 12 to l. 19. List all the goods tr tage of the Chinese commerce system and list the
Great Britain in 1886.
bottom. from China. Explain why China was a gr oducts traded.
partner.
Group 3 Read the words written at the top of the Explain the causes and the consequences of
map. Find their meaning. 4 Read from l. 19 to l. 23. Pick out adjectives the success of the tea trade.
showing that Chinese commerce made tea popular
in Britain. Explain this popularity.
b. RoyalTEA Word
fleet of boats: group of xplain the last paragraph.

1 WWatch the video. ships
of Braganza’s shield: part of an armour
Memory
making tea popular. trading company
traditional
2 Find information about the importance
of Great Britain at the time.
colonial
lucrative: profitable Ch lleng
Chaalle e
nge
colonise
3 Explain the diff invade, invaders Remember them all. Name all
and coff
coffee. do business the proper nouns (people and
expand: get bigger Prepare a presentation on the connection between the British places) you have studied in this
4 Find out why the sail boat (clipper) was created. maximise ≠ minimise Empire
e and tea: economically
economically, geographically and culturally. lesson and say what they refer to.
Les travaux de groupe vous Le document permettra aux Le Trail A concerne

permettront de gagner du temps. élèves de cerner un person- les lieux, les activités
Cette activité aidera les élèves nage clé dans le développe- et les produits
à confronter leurs idées et à les ment du thé en Grande-Bre- négociés. Le Trail
partager ensuite avec les autres tagne et de comprendre B focalise sur la
groupes de la façon la plus fiable en quoi le thé fait partie de nouvelle économie
possible. l’identité britannique (par basée sur l’offre et
opposition au café). la demande.
349
a. Where the sun never sets p. 178

Cette activité se prête à la différenciation. En effet, les questions qui s’adressent aux groupes 1 et 2
font appel à des éléments plus factuels que celles destinées aux groupes 3 et 4.
La richesse thématique de ce document peut permettre de lancer une recherche documentaire
plus approfondie dans la classe pour présenter une exposition, faire des exposés ou imaginer une
dramatisation de la scène avec texte.
1 Group 1. List the names of the countries in red on the map and say what they are part of.
Vous pouvez à la suite du travail de groupe, expliquer aux élèves ce qui faisait qu’un pays appartenait
à l’Empire britannique.
The British Empire was the name of all the territories under British control including dominions and colonies.
At the height of its power in the late 19th and early 20th century the Empire encompassed about one quarter
of the world’s land area. / The Empire imposed its rule over a quarter of the world population when it was at
its highest. The prestige of the Empire coincides with the reign of Queen Victoria (from 1837 to 1901).
Canada, Newfoundland, Australia, New Zealand, South Africa, India, West Indies, Fiji.
These countries were all part of the British Empire.
Group 2. List as many elements as you can on the left and on the right sides of the map from
top to bottom.
On the left different peoples from the Empire are represented: a Native American,
an Indian chief, below a trapper from Canada,a well-dressed lady, two men are standing,
a policeman in uniform with a helmet, and a sailor wearing a white and blue outfit. They
seem to stage a celebration to the glory of the Empire.
On the right side of the map: some women wearing exotic clothes seem to be enjoying
different types of food.
Around them bunches of grapes and flowers and drinks may suggest abundance.
Two men and a lady are standing in the bottom right corner. They represent the workers
as we can see with the shovel. An Aboriginal lady standing near a kangaroo represents
Australia.
Group 3. Read the words written at the top of the map. Find their meaning.
Freedom means liberty. Fraternity refers to being brothers, so this is an ideal place to live.
This suggest an idealistic view on life. Federation is another word for unity. So, these
three words suggest an ideal place where everyone can enjoy life.
Group 4. In the bottom part, find three symbols representing authority and power.
Il serait intéressant d’expliquer aux élèves de ce groupe qui sont Britannia et Atlas afin qu’ils·elles
répondent à la question avec leurs propres mots.
Britannia is sitting on the world. She is holding a trident which is a symbol of power. She
also has a shield bearing the colours of the British flag. Atlas, the Titan, is holding the
world on his back.
Info+
Britannia est une personnification des îles Britanniques. Au premier siècle après J-C, elle était
considérée comme une déesse. Elle est symbole de liberté, force et d’unité britannique. Atlas,
dans la mythologie grecque, est un Titan condamné par le Dieu Zeus à soutenir la voûte céleste
pour l’éternité.

2 Mix your groups! Exchange the information about your section with the other groups. Use
all the information to show the geographical importance of Great Britain in 1886.
Dans la perspective de l’étude du document suivant : RoyalTEA, on pourra mettre en évidence les
termes suivants : expanding colonial influence, colonial power, spread around the world, tea trade. Ces
termes pourront alors servir de leviers pour aider les élèves à entrer dans la vidéo dont la charge
culturelle est assez lourde.
Production possible
In 1886, the British Empire spread over all the continents. Britain is right in the middle of
the map, which shows it had a powerful and central position. The countries in red on the
map were all part of the British Empire.
Britannia is the personification of Britain. She was used as symbol of the British Empire
under the reign of Queen Victoria. She is depicted as a character who is powerful, she
seems to reign over all the peoples around her. The map also shows economic flows of
trade between Britain and its colonies.
b. RoyalTEA p. 178

Vous pourrez utiliser l’image pour faciliter la compréhension du document vidéo. Celui-ci a pour but
de souligner le rôle de la reine Catherine de Bragance dans la popularisation du thé en Grande-Bre-
tagne à travers son mariage avec le roi Charles II.
L’entrée dans le document sera facilitée par le lexique vu et appris à l’étape précédente.
1 Watch the video. Describe Catherine of Braganza’s role in making tea popular.
hatier-clic.fr/lmu2066 (de 2’25 à 3’09)
Catherine of Braganza, a Portuguese noblewoman helped make tea popular when she
married King Charles II in 1661.
2 Find information about the importance Great Britain at that time.

At that time Great Britain was expanding its colonial influence and becoming more and
more powerful.
3 Explain the difference between tea and coffee.

Tea was sold ten times the price of coffee so tea was much more expensive than coffee.
Besides as tea was only grown in China, it was a lucrative / profitable business.
4 Find out why the sail boat (clipper) was created.

The clipper was created to face the competition between Western companies which
wanted to bring tea to Europe as fast as they could in order to increase their profits.
351
c. Tea trade p. 179
TRAIL A TRAIL B
1 Read the first paragraph. Find the drinks 1 Read the first paragraph. List the effects
the professor talks about. of drinking tea or coffee.
The professor talks about tea, alcohol and Tea and coffee were said to have the same
coffee. benefits. They were said to clear the head
and improve spirits. In other words, people
who drank tea were thought to think
clearly. Another advantage was that these
drinks did not have the negative effects
that alcoholic drinks had.
2 Pick out the names of countries that 2 Explain the quote. “So, when demand for
produced coffee. Use the expression “little coffee rose, prices did, too” (l. 10-11).
capacity” (l. 9) to explain why it was expen- The more coffee people needed, the higher
sive. the price was since they could not produce
The countries that produced coffee were more coffee. This is the law of supply and
Yemen and Eritrea. These countries had demand. In order to sell the product at a
little capacity to expand production which correct price they needed to control the
means that they could not produce /sell demand.
more coffee. Since they produced limited
quantities coffee was more expensive.
3 Read from l. 12 to l. 19. List all the goods 3 Read the second paragraph. Explain the
traded from China. Explain why China was a advantage of the Chinese commerce system
great trading partner. and list the products traded.
The goods traded from China included The Chinese commerce system had many
tea, spices and silks. China was a great advantages at that time. It was so effective
trading partner because it had a sophisti- that it could respond to the rising demand.
cated trading system which could respond The Chinese traded tea, spices, silks and
to rising demand. In other words, they other goods.
could adapt very quickly to the Empire’s
trade requests.
4 Read from l. 19 to l. 23. Pick out adjec- 4 Explain the causes and the conse-
tives showing that Chinese commerce made quences of the success of the tea trade.
tea popular in Britain. Explain this popula- People were more and more interested in
rity. drinking and trading tea, consequently
good (position) – large – reliable – affor- companies had to ship tea in satisfying
dable (prices) quantities at affordable prices. Tea circu-
The companies could / were able to ship lated more easily and was becoming a key
/ send tea in big / large quantities on re- commodity (= merchandise).
liable ships. Besides the tea they sold was
high quality and it was not expensive / not
costly / it was cheap.

Meet up!
Using all the information you have gathered from the text, explain the last paragraph.
Production possible
The last paragraph insists on how profitable this trade had become for Britain and the
central place it now had in the world economy at the time. Lord Beckett’s line “It’s just
good business” sums up the fact that the tea trade with China enabled Britain to beco-
me more and more powerful. The British Empire could expand its economic power all
over the world thanks to the success of the tea trade.
You are working for a museum preparing an exhibition about the British Empire. Prepare a
presentation on the connection between the British Empire and tea: economically, geographi-
cally and culturally.
Les élèves sont libres d’utiliser les informations de cette double-page. Ils·elles peuvent aussi faire des
recherches (fiche méthodologie n°5 p. 260) afin de réaliser un travail personnel et original. Pour bien
préparer cette tâche, les élèves pourront utiliser les fiches méthodolgie : 9, 10, 11 ou 17 selon les
choix opérés. La prosodie du message pourra être travaillée en utilisant le précis phonétique p. 248.
Cette activité peut être réalisée en tâche intermédiaire évaluée ou non (barème page suivante). La
production attendue est d’environ 1 minute 30.
Les élèves qui rentrent dans leur personnage, ajoutent des infos pertinentes et originales, pourront
voir leur note bonifiée.
Production possible
We have decided to make an exhibition about the British Empire and how it was
connected to tea.
When Catherine Braganza popularised tea in Great Britain in 1661 the British Empire
was starting to expand its colonial influence. Within the two following centuries, it
became the world dominant trading power. Furthermore, with the expansion of the
Empire tea became a drink of choice around the world. Since tea was becoming more
and more expensive, the British Empire had to find ways to maximise their profit so
they decided to shorten the journeys, for this reason, clippers were built. Tea trade
had become quite important for the British Empire and was starting to become more
than a social marker: a common culture in the Empire.
Remember them all. Name all the proper nouns (people and places) that you have studied in
this lesson and say what they refer to.
On veillera à guider les élèves dans la prononciation des noms propres. Des noms de personnes et/
ou de nationalités pourront bien sûr venir compléter la liste proposée par les élèves : Catherine of
Braganza, Charles II, Woodruff Smith, Lord Beckett, the Dutch, the British.
353
3 The dark side of tea
L’histoire inavouable du thé p. 180-181
Ici, on s’intéressera à la façon dont les Britanniques ont usé de différents stratagèmes afin de garantir
l’approvisionnement en thé.
Ce texte permettra aux élèves de partir sur

les traces de Robert Fortune. Ce voyage
Le pair work proposé pour la descrip- anecdotique favorisera la mise en avant
tion de l’image permettra de faciliter de l’objectif culturel de l’unité à travers le
une entrée dans le document audio. portrait d’un botaniste devenu espion.
3 The dark side of tea to China’s

a’ green-tea
a’s een-tea regions. It was a labo-
rious three-month trek southwest by river
10,000 seeds but it was now ow winter and the
fragile and vulnerable tea seeds had to be
junk2, sedan chair and foot, accompanied by transported to the Indian Himalayas
mala
malayas via
two trusty servants. On their recommenda- 25 Hong Kong and Calcutta. Fortune organised
15 tion, Fortune had his hair shaved off ff, had a the recruitment of experienced tea growers
a. Courting China faux queue attached to the backck of his head and producers who would manage produc-
and wore the clothes of a local nobleman tion in India. Fortune left Shanghai for
f Hong
1 Pair work or wealthy
hy merchant. “I am Chinese from a Kong with his mission accomplished.
distant province beyond the Great Wall
W ,” he www.teawhisperer.co.uk, May 29, 2017
Student A Describe the left-hand side
of the engraving. 20 would say
sa to local people in hesitant Chinese. (adapted)
Fortune had collected 13,000 plants and 1. grain 2. chinese sailing boat
Student B Describe the right-hand side
of the engraving.
1 Observe the book cover, read the title of the text and guess what the book
In pairs, imagine what is written in the letter is about.
in the middle of the picture.
2 Match the words to their equivalent.
2 Listen to the first sentence and explain
why China was important steal chair carried by two people
for Great Britain. CD2 PISTE 25 thief take away illegally
sedan chair rich
3 Listen again and note down the w hy
wealt person who takes things illegally
problem encountered by the British and the
solution they found. Describe the problem 3 Focus on the introduction and the first paragraph. Find as many elements
between China and Britain. as possible on Fortune, then write a short description.
4 Explain what the British proposed and 4 In the second paragraph, pick out elements linked to travelling and disguise
pick out adjectives referring to the empe- The Reception of the Diplomatique & his Suite at the Court
and write a short paragraph about the conditions of Fortune’s excursion.
ror’s reaction. of Pekin
n by James Gillray
ay, 1792
5 In the last paragraphs, pick out numbers, nationalities and places and
5 Pick out words referring to addiction and explain the solution found by the British. describe what Fortune did with his plants.
6 W
Write a short paragraph to sum up the tea trading problems between Great Britain and China. 6 Explain why Fortune was an early James Bond (mission, disguise…).
c. A dangerous mission
b. The tea spy
The great tea robbery: how the British stole China’s

a’s secrets and seeds1
a’ the beginning of the video without the sound.
China dominated the tea trade until the East India Company an sent
any nt Scottish botanist Robert Fortune the environment and the people. Guess where
on a secr
secret mission to steal its plants and tea-processing technique. Robert Fortune is and what he is doing.
The East India Company believed that with a thief, a spy,

y,” writes Sarah Rose in her book the full video with the sound. E-workbook
the best Chinese seeds, together with the For All the Tea in China. your guesses.
secrets of production, it could growow precious The East India Company gavega Fortune his mis- his appearance and explain the reasons of his
tea in the British colony of India. sion impossible in MayMa 1848. By September ansformation.
5 “The task
task required a plant
plant hunter,
hunter, a gardener
gardener,, 10 1848, Fortune was travelling from Shanghai
Describe the role of Fortune for the British Empire and
T why he is a legend.
Word
delegation: group of people

manufactured products
influence
travel
Pr Memory
e
Gramma
Grammar
seeds: grain
achievements: incredible actions
keep a diary
wear a disguise: wear a costume You are Robert Fortune.
Y Chaalle
Ch nge
lleng
The past perfect To
oo ls p. 184 unnoticed: undetected complete a mission
steal: rob, take away illegally pply and demand: economic
supply After a long day working as a spy, you write an entry in your diary. All for tea, and tea for all.
“Fortune had collected 13,000 plants and
10,000 seeds.” exchange: trade (buying and rule, the more you demand a pro- Make it personal and lively to reflect the type of situation and the Choose 5 words that sum up what
selling) duct, the more the product costs adventurous nature of the mission you have been given. Great Britain did to bring tea home.
On peut proposer cette tâche réca- Cette vidéo offre une vision plus réaliste de la
pitulative à l’écrit mais il est égale- situation de Robert Fortune et de son action.
ment possible de l’adapter et d’en Il sera facile de consolider les connaissances
attendre un compte-rendu oral. acquises sur Robert Fortune et son parcours.
a. Courting China p. 180
Script CD2 PISTE 25
At the beginning of the 19th century, Chi- na had reduced trade with the West. As
na was the only country where tea could a consequence, Britain sent a group of
be found. But there was a problem. Chi- people to China and asked the emperor

to accept trading again. The British wanted British were disappointed, but they found a
the Chinese to accept their products in ex- solution to their problem. Indeed, they pos-
change for tea. They had tried to show the sessed something that the Chinese really
Chinese emperor many objects in order to loved. Opium. Opium was not legal in China,
persuade him to accept trading. But the but many people use it anyway. Approxi-
emperor was not interested. He explained mately 12 million people were addicted to
that they had everything they wanted and opium. The British grew opium and made it
the British products were not needed. The in factories.

L’étude de la peinture permettra d’anticiper plusieurs informations. Tout d’abord, la situation et
l’identité des personnes présentes. Le lexique – associé à sa prononciation – sera travaillé en amont
afin d’aider les élèves à repérer certaines informations de l’extrait : China, the Chinese, persuade, trade,
products. Une fois le repérage de ces éléments concrets effectué, on pourra s’intéresser aux senti-
ments des personnes présentes : scorn, scornful, disappointed, etc.
1 Pair work
Student A Describe the left-hand side of the engraving.
Student B Describe the right-hand of the engraving.
Comme suggéré dans le manuel, on peut demander à certain·e·s élèves de décrire une partie de
l’image pendant qu’un autre groupe procède à la description de la seconde partie, mais il est égale-
ment possible d’opérer différemment, par exemple en demandant à une partie de la classe de garder
le manuel fermé pour pouvoir prendre des notes, alors que l’autre partie de la classe gardera son
manuel ouvert et décrira la scène. Pour s’assurera que la méthodologie de la description d’une image
fixe est maîtrisée et on peut renvoyer les élèves p. 270 et 271 du manuel.
Student A. There are Chinese men wearing traditional clothes. They look stern, severe,
unhappy. One man is sitting on a mattress on a low dais, he might be the emperor. He
is smoking a pipe and he looks scornful. Behind him, you can see two mandarins and a
soldier in armour carrying a sword. Some objects are lying on the floor: games, trinkets.
Student B. Some British men occupy the left part of the painting, one lord is kneeling
down in front of the emperor. He is showing presents / gifts which are placed at the empe-
ror’s feet. He is accompanied by other people who are prostrating themselves.
They seem to be asking for something. They look inferior. Maybe they want to exchange /
to trade something.
2 Listen to the first sentence and explain why China was important for Great Britain.
China was important for Great Britain because it was the only country where tea could be
found at the beginning of the nineteenth century.
3 Listen again and note down the problem encountered by the British and the solution they
found. Describe the problem between China and Britain.
China had reduced / slowed down / limited trade / commerce with the West / Europe.
Therefore, Britain sent a delegation / a group of people to ask and even to beg the emperor
to accept trading again.
4 Explain what the British proposed and pick out adjectives referring to the emperor’s reaction.
To convince / persuade the emperor to accept, the British presented him with many
355
presents however the emperor didn’t care / remained unimpressed / was uninterested
because he had everything he needed. The British were disappointed with the emperor’s
reaction, but they found another way out of the situation.
5 Pick out words referring to addiction and explain the solution found by the British.
Les élèves pourront s’appuyer sur les mots liés à l’addiction : addiction, opium, addicted to opium.
The British had opium and many Chinese men were addicted to opium, so they decided to
trade opium against tea.
6 Write a short paragraph to sum up the tea trading problems between Great Britain and China.
On rappellera aux élèves d’utiliser des mots de liaison.
Production possible
The British needed tea, consequently they had decided to trade with the only country
where it was grown, China. Yet, the Chinese emperor was not really interested in trading
with the West and did not care about the presents from Britain. So, the British found a
solution. As they knew that many Chinese people were addicted to opium they decided to
trade opium against tea.
b. The tea spy p. 180

Les deux documents qui suivent ont pour rôle de souligner l’importance fondamentale de Robert
Fortune, un espion à la solde du gouvernement britannique dont la mission était de dérober le secret
du thé aux Chinois. Ces documents retracent l’étonnante aventure de ce botaniste Britannique.
1 Observe the book cover, read the title of the text and guess what the book is about.
Un brainstorming de 5 minutes permettra de lister les hypothèses.
This book may be a history book about tea or maybe this is a novel. It may deal with how
tea was imported to Britain. The boat is a clipper which was used to trade products from
Britain to exchange goods with China and other distant countries. The man on the cover
may be a spy or / and an adventurer looking for the secrets of growing tea. He looks like
a noble person dressed up to the nines / well-dressed.
2 Match the words to their equivalent.

steal: take away illegally – thief: person who takes things illegally – sedan chair: chair
carried by two people – wealthy: rich
3 Focus on the introduction and the first paragraph. Find as many elements as possible on
Fortune, then write a short description.
Robert Fortune was a Scottish botanist who was sent on a secret mission by the Queen
via the East India Company to steal the secret of tea and bring back tea seeds. The British
thought that if they had seeds and if they mastered the tea-processing technique, they
would be able to grow tea.
4 In the second paragraph, pick out elements linked to travelling and disguise and write a
short paragraph about the conditions of Fortune’s excursion.
Robert Fortune decided to travel from Shanghai to China on foot and on a sedan-chair

carried by two men. He also had to travel on a local boat because the journey was long
and perilous. He had to have his hair shaved and attach a faux queue to pass himself off
as a Chinese man. To top it off he had to wear a traditional outfit to look like a noble man
from a distant province.
5 In the last paragraphs, pick out numbers, nationalities and places and describe what For-
tune did with his plants.
Vous pourrez profiter du repérage de ces chiffres pour travailler le Grammar spot sur le past
perfect.
Fortune had managed to collect 13,000 plants and 10,000 seeds but due to the weather –
it was winter – he had to send them to the Indian Himalayas through Hong Kong and Cal-
cutta. He recruited experienced tea growers and producers in order to grow tea in India.
Eventually, he left Shanghai and went to Hong Kong.
6 Explain why Fortune was an early James Bond (mission, disguise…).
Production possible
Fortune could be compared to James Bond because both men have been on secret mis-
sions in hard conditions. Fortune accepted a mission from the Crown just like James
Bond. He went to a distant land with a highly different culture. Both men have had to face
life in fairly hostile places. Fortune had to adapt and choose trustworthy people. Thus, we
could say he was an early James Bond.
c. A dangerous mission p. 181
Script
This man Robert Fortune is said to be one Robert Fortune, his boldness and the dangers
of those who, in the nineteenth century, he braved, about his crime, often considered
contributed to make Great Britain the world’s as the first industrial theft in history, about the
greatest power. This discreet man, commis- trades he witnessed that were operated by
sioned by the honourable East India Com- the British Empire to ensure its monopoly.
pany, is said to have simply changed the world Robert Fortune was at the heart of an adven-
by stealing one of Imperial China’s most pre- ture that changed the world. Here is his story.
cious secrets. Many things were said about Here is his legend.
1 Watch the beginning of the video without the sound. Observe the environment and the
people. Guess where Robert Fortune is and what he is doing.
Vous pouvez, pour un guidage plus précis utiliser la fiche d’activité du E-workbook.
Robert Fortune is on a boat. He is probably sailing from Britain to China in order to steal
tea for his secret mission.
357
2 Watch the full video with the sound.
a. Check your guesses.
b. Focus on his appearance and explain the reasons of his transformation.
Robert Fortune travelled in his usual clothes, but once in China, he had to pass himself off
as a Chinese man, that’s why he had to wear tradition clothes.
3 Describe the role of Fortune for the British Empire and show why he is a legend.
Production possible
Robert Fortune may be seen as the first industrial thief in history, yet he was an extre-
mely important figure in British history. He stole the secret of tea and enabled Britain to
use the recipe for what would become the most popular drink in Britain.
You are Robert Fortune.

After a long day working as a spy, you write an entry in your diary. Make it personal and lively
to reflect the type of situation and the adventurous nature of the mission you have been
given.
On pourra guider les élèves vers la fiche méthode N°18 afin de réussir au mieux cette tâche. Il faudra
veiller à éviter un copier/coller des traces écrites du cours. Cette activité peut être évaluée ou non
(barème à la page suivante). La production attendue est d’environ 150 mots.
Le journal de bord est un récit personnel à rédiger à la première personne. Il peut évoquer des faits
anecdotiques ou des rencontres, des notes personnelles. Il faut que les élèves ajoutent des éléments
authentiques vus dans la vidéo par exemple le brassage du thé, les coutumes, etc.
Production possible
October 1st 1848,
I have been in China for a few weeks now. It is strange but in most places I go they do not
suspect that I am undercover. I try to speak as little as possible for fear that my accent
will give me away. Sometimes, dogs bark at me and I get scared that people will notice
and question my presence here.
I have started studying more closely how the Chinese grow and prepare tea. I met an
old man today whom I think will be able to help me. I never thought I would embark on a
secret mission to steal China’s tea! It is exciting but also quite dangerous. The other day
while I tried to pick something up from the ground my faux queue almost fell off! If they
discover who I am I could be killed, I need to stay careful.
All for tea and tea for all.

Choose 5 words that sum up what Great Britain did to bring tea home.
Cet exercice ludique se prête à une mise en œuvre en rituel, en classe entière, en binômes ou encore
en petits groupes pour favoriser la cohésion du groupe et le travail collectif. On pourra s’attendre à
des productions incluant les termes suivants : colonise, spread, conquer, bring, travel, sail, trade, steal,
spy.

arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : �� P
yourrepare
Proje
ct
Expression écrite
Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont simples, il y a très peu de références Le texte rédigé représente bien la mission de For- L’entrée de journal prend en compte différents
à la mission secrète. tune. J’ajoute des informations pertinentes. aspects de la mission de Fortune.
0-1 2-3 4-5

Pragmatique et La page est confuse, on ne voit pas clairement qu’il Ce que j’ai rédigé ressemble vraiment à une page Je parviens à intégrer des éléments authentiques
socio-linguistique s’agit d’un journal intime / de bord. Mes phrases de journal intime / de bord. J’utilise quelques mots sur le quotidien de Robert Fortune. Mon discours
sont très simples. de liaison, mes phrases sont construites. est structuré.
0-1 2-3 4-5

(ordre des mots).
0-1 2-3 4-5

0-1 2-3 4-5
Total : ��/20
359
on Tea land p. 182-183
Les trois documents de cette page proposent trois situations liées au thé et au roman de Lewis Caroll
dont vous trouverez un extrait. L’illustration de John Teniel est celle de la première édition d’ Alice in
Wonderland en 1865. La vidéo publicitaire réalisée pour les thés Twinings réinterprète le thème de la
Tea Party d’Alice et du Chapelier fou.
Corrigé
1 Comment on the Britishness of the environment in the three documents (clothes, charac-
ters, food…).
Signs of Britishness can be seen in the illustration as the Mad Hatter has a top-hat and a
bow-tie and so has the Hare. The table is set with tea cups and a teapot. In the text The
March Hare offers some tea to Alice, a typical British sign of politeness. Alice takes some
bread-and-butter which often comes together with tea.
The garden party guests in the video are wearing elegant clothes: tuxedoes and bow-ties
for the men whereas the ladies are wearing long silky cocktail dresses. They seem to be
having their afternoon tea around small tables. The tables are set with teapots and a large
assortment of cakes and sweet dishes.
2 How is the text interpreted in the video and the drawing?

The text stands in sharp contrast with the video as it shows an absurd situation: the table
is set but there is nothing in the plates, and Alice ends up helping herself to some tea and
bread-and-butter.
The video uses the elements taken from the original text: there is a white rabbit showing
the way to the place where the party happens. The tea party is different; it is a sort of
phantasmagory. The video is catchy as it shows very eccentric people disguised who seem
to be enjoying themselves.
3 Can you find examples of absurdity in these documents?

The text is based on nonsense. Also, in the drawing there is a tea party with no tea. In the
text the animals complain to have no room whereas Alice says there is “plenty of room”.
The animals are mimicking human situations whereas in the video the guests are enjoying
a revival of the tale.

1. China 2. 165 million 3. Scotland 4. a botanist. 5. opium 6. eye, spy, pie 7. True
8. social class. 9. True 10. Alice in Wonderland

Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��

1. Pick the country where tea was first cultivated.... �� /2
❑ India ❑ Australia ❑ Japan
❑ China ❑ England
2. How many cups of tea are drunk by the British every day ? ... �� /2
❑ 165 million ❑ 100 million ❑ 65 million
3. Where was Robert Fortune born? ... �� /2

❑ England ❑ Wales ❑ Scotland
4. For his first job, Robert Fortune was...... �� /2

❑ a diplomat. ❑ a spy. ❑ a botanist.
5. What did the British want to trade for tea?... �� /2

❑ opium ❑ weapons ❑ money
6. Spot the list made only of words with /aɪ/. ... �� /2
❑ eye, spy, pie ❑ sign, milk, mind ❑ ship, tired, China
7. This picture represents low tea.... �� /2
❑ True
❑ False
8. Some studies have shown that tea is connected to...... �� /2

❑ social class. ❑ intelligence. ❑ dress code.
9. Tea can refer to a meal.... �� /2

❑ True ❑ False
10. Who drinks tea with the Mad Hatter?... �� /2

❑ Alice in Wonderland ❑ Kate Fox ❑ Robert Fortune
Total : �� /20
361
Too ls
1 a. Robert Fortune didn’t understand 3 a. In the 1880s drinking tea had beco-
Chinese very well so he had them repeat me fashionable in the high society and it
their sentences. continued after that.
b. The Queen made Robert Fortune steal b. The British did not try to talk to the
the secret of tea from Imperial China. Emperor because they had tried before.
c. My mother had us prepare high tea for c. Robert had already shaved his head
the guests. when he started working as a spy.
d. The refusal by the Emperor made the d. Juliet had visited / visited the best
British look for another solution to get the tearooms in London in 2013, then she dis-
secret of tea. covered a new one in 2017.
e. Yesterday I refused to take sugar with
2 a. Studies make Kate Fox think that my tea because I had already taken two
tea has its own codes. spoonfuls.
b. Five trips to China made Robert Fortune
familiar with Chinese culture. 4 a. When he arrived in India, Robert
c. They had Fortune look like a Chinese Fortune had already stolen the secret
man. of tea.
d. Opium made / makes people addicted b. The Chinese Emperor wished he had
quite rapidly. accepted to trade with the British.
e. The British had Fortune go to China to c. Had Alice drunk a cup of tea when she
steal tea. met the Hatter?
d. By the time I got to the tea room, eve-
ryone had left.

5 MP3 n° 85 6 MP3 n° 86
/ɪ/ /aɪ/ Faire repérer les sons /ɪ/ et /aɪ/ dans les
mots enregistrés.
scientific mind
/ɪ/ : fill, bit, kit, fit, lick, knit
instrument tired
/aɪ/ : file, bite, kite, fight, like, knight
finger China
ship sign
milk disguised
drink

PRO
JECT
1 Advertise a new brand of tea! In groups, compete to find the best way
to launch a new brand of tea named “Heritage”.
Mise en place :
• Les élèves pourront s’enregistrer en MP3, se filmer, s’enregistrer en voix off d’un diaporama, ou le
présenter. Cette activité pourra être faite en cours ou à la maison.
• Vous pourrez conseiller aux élèves de détourner une publicité existante et consulter des sites publi-
citaires britanniques sur le thé.
• Vous inciterez les élèves à se partager les tâches et à travailler à partir d’éléments du cours et de
recherches personnelles.
• Les élèves devront réfléchir aux caractéristiques du produit, lier le thé à son histoire.
• L’originalité de la proposition pourra faire l’objet d’un bonus.

Fiche méthodo N° 8. Travailler en groupe p. 266
Fiche méthodo N° 9. Créer une affiche ou un dépliant p. 267
Fiche méthodo N°10. Créer un PowerPoint p. 268
PRO
JECT
2 Write a tea room menu. You are the owner of a new tearoom in London.
Create an original “tea menu” presenting your products and facts about tea.
Mise en place :
• Vous encouragerez les élèves à être autonomes et à réfléchir à des combinaisons de menus à partir
d’éléments étudiés dans le cours ou de recherches personnelles.
• Il ne faut pas hésiter à pousser les élèves à dessiner/découper des images afin de personnaliser
leur menu et de le rendre attractif.
• Les élèves devront privilégier l’originalité par exemple en ajoutant des nouvelles informations, en
racontant une petite anecdote pour créer un menu qui attire le regard et se démarque. Ces produc-
tions pourront être bonifiées.
z Fiche méthodo N° 9. Créer une affiche ou un dépliant p. 267

Fiche méthodo N°5. Faire une recherche internet p. 260
363
364
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression orale en continu – Advertise a new brand of tea!

Niveaux du CECRL
Critères évalués
British identi-tea?
A1 A2 B1
Contenu culturel Mes idées sont simples, il y a très peu de références L’aspect qualité et le respect du produit créé est Le lien entre le nom du produit et son histoire est
à l’histoire du thé. pertinent. montré.
0-1 2-3 4
Pragmatique et Ma présentation est peu claire et organisée. Je lis Ma présentation est claire. Je m’aide peu de mes Je parle de façon spontanée avec très peu de notes.
socio-linguistique un texte sans en faire sens. Mes phrases sont très notes. J’utilise quelques mots de liaison et mes Le produit est bien présenté. Les arguments sont
simples. phrases sont construites. pertinents. Le discours est structuré.
0-1 2-3 4
Phonétique Je prononce correctement des mots isolés. L’ensemble du discours est compréhensible. Il y a Il peut y avoir des petites erreurs de pronociation,
0-1 2-3 4
(ordre des mots).
0-1 2-3 4
0-1 2-3 4
Total : ��/20
arème
B
Nom : . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Classe : . . . . . . . . . . . . . . . Date : ��
Expression écrite – Write a tearoom menu.

Niveaux du CECRL
Critères évalués
A1 A2 B1
Contenu culturel Mes idées sont simples, il y a très peu de références Mon menu incorpore quelques faits sur le thé et L’aspect historique ou sociologique du thé est
à l’histoire du thé. son histoire. expliqué dans mon menu.
0-1 2-3 4-5

Pragmatique et Mon menu est peu clair et organisé. Mes phrases Mon menu est assez organisé les phrases sont Mon menu est bien présenté. Les arguments sont
socio-linguistique sont très simples. construites et contiennent plusieurs mots de pertinents. Mon discours est structuré.
liaison.
0-1 2-3 4-5

(ordre des mots).
0-1 2-3 4-5

0-1 2-3 4-5
Total : ��/20
365
The oldest tea in Britain

The oldest tea in Britain, a box of leaves touch the tea. Instead, the glass lid of the
and flowers neatly labelled1 “a sort of tea small cardboard box was lifted, and they
from China” more than 300 years ago, were permitted to sniff the contents.
has turned up in the stores of the Natu- “It had a very faint scent of hay3,” one of
5 ral History Museum in London. 30 the academics, Matthew Mauger, said.
When it was brought back by James “In the 18th century, writers struggling
Cuninghame, a Scottish surgeon and to describe this exotic new drink do
amateur naturalist in the late 17th refer to the smell of hay,” his co-author
century, tea was still a fabulous rarity, Richard Coulton said. However, he
10 sold at between six and 60 shillings 35 added: “Fresh tea really doesn’t last very
a pound, 10 times the price of even long – I doubt very much that it would
the best coffee. Cuninghame was a be drinkable.”
passionate plant hunter and may have Cuninghame corresponded with an
collected his samples at Amoy in Fujian even more passionate and far wealthier4
15 province, or on the island of Chusan 40 medicine man and plant collector, Hans
where he described tea growing wild Sloane. Sloane had introduced England
and the local farmers preparing the to another exotic brew. By adding milk
leaves for the drink. to ground cocoa beans from Jamaica he
Academics from Queen Mary Univer- reduced the bitterness and gave birth to
20 sity London uncovered his samples 45 drinking chocolate. Like chocolate, tea
while researching the history of the was first promoted for its medicinal value.
exotic import which rapidly became the
Maev Kennedy, www.theguardian.com,
British national drink, for a book to be May, 2015
published this summer. They yearned2
25 to taste it but were not even allowed to 1. étiqueté 2. aspirait 3. foin 4. plus riche
1 Find information about the oldest tea in Britain (age, origin, precise place now). �� /3
��
..........................................................................................................................
��
2 Who brought it back (name, occupation, nationality)? When? �� /4
��
..........................................................................................................................
��
1/2

Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Class: . . . . . . . . Date: ��
3 Are the following statements true or false? Answer true or false and justify
with a quote from the article. �� /6
a. In the late 17th century, coffee was cheaper than tea.
��
b. Academics had the right to touch the oldest tea in Britain.
��
c. The tea didn’t smell of anything when they tried to sniff it.
��
d. Coulton thinks it is not possible to drink it.
��
4 Who is Sloane (social class, job, hobby)? What did he introduce England to? �� /5
��
..........................................................................................................................
��
5 What benefits of that drink are mentioned? �� /2
��
��
2/2
367
Name: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Class: . . . . . . . . Date: ��
1 The topic is: �� /2
❏ a. tea business ❏ b. England ❏ c. China
2 Choose the right statement. �� /2
❏ a. The Chinese bought tea from Britain.
❏ b. Britain sold opium to the Chinese.
3 True or false. The Chinese Emperor approve of this situation. �� /1
��
��
4 What did he do about it? Find 2 elements. �� /2
��
5 What was the reaction of England? �� /1
..........................................................................................................................
6 Give as many elements you can about Robert Fortune’s life: nationality, family,
type of training occupation. �� /4
��
7 When did he go to China and why did he go there? �� /2
��
8 How long did he stay there? �� /2

��
9 What made him famous in Victorian society? Answer in your own words. �� /4
��
��


1 The oldest tea in Britain is more than 300 years. It comes from China. It is now located in the
stores of the Natural History Museum in London. �� 3 points (1 point par réponse)
2 James Cuninghame, a Scottish surgeon and amateur naturalist brought it back in the late 17th
century. �� 4 points (1 point par élément de réponse)
3 �� 6 points (0,5 point par réponse vrai/faux, 1 point par justification)
a. False (l. 9-11) “tea was still a fabulous rarity, sold at between six and 60 shillings a pound, 10 times
the price of even the best coffee”.
b. False. (l. 24-26) “They yearned to taste it but were not even allowed to touch the tea”.
c. False. (l. 29) “It had a very very faint scent of hay”.
d. True. (l. 36-37) “I doubt very much that it would be drinkable”.
4 �� 5 points (1 point par réponse mais 2 points pour l’élément souligné)
Sloane was a passionate wealthy medicine man and a plant collector who introduced England to
drinking chocolate.
5 Chocolate was said to have medicinal values, like tea. �� 2 points
369
Script CD2 PISTE 56
RAZ. So basically, you had this system where Ms. Rose. Robert Fortune was a botanist, a
Britain was shipping opium to China. China horticulturalist, at a time when botany and the
was shipping tea back. Why did Britain feel like natural sciences were on the ascent in Britain.
it had to get into the tea business? A great deal of them had university educations
Ms. Rose. The Chinese emperor hated that and were trained as doctors.
opium was the medium of exchange because Robert Fortune was Scottish but grew up quite
a nation of drug addicts was being created. So, poor, and so he kind of worked his way through
the emperor confiscated all the opium, des- the ranks of professional botany, learning with
troyed it all. England sent warships. At the end hands-on training instead of book training.
of the day, they realized that if they were going RAZ. And by the time he reaches his early 30s,
to keep pace with the British tea consumption he goes on a trip to China. This is around 1845.
and not deal with the Chinese, they had to It’s a two-year trip, just in search of plants. You
own it for themselves. talk about how he then publishes a travelogue
RAZ. This is where Robert Fortune comes in, of his adventures, where he sort of fights off
and he is the one who sort of guides the nar- pirates, and it kind of captures the imagination
rative here. Tell us who Robert Fortune was. of Victorian society.
1 The topic tea business. 2 points
2 Britain sold opium to the Chinese. �� 2 points
3 False. �� 1 point
4 He confiscated the opium and burnt it. �� 2 points
5 England sent warships. �� 1 point
6 �� 4 points (1 point par élément souligné, 1 point de bonus possible)

Robert Fortune was from Scotland and grew up quite poor. He became a botanist, a horticulturalist
by working his way through botany with hands-on training and not book training.
7 He went to China in 1845 to collect new plants. �� 2 points
8 He stayed there for 2 years. �� 2 points
9 �� 4 points (2 points par réponse, 2 réponses suffisent)

He was famous in Victorian society because:
– he had worked his way up to become a professional botanist;
– he published a travelogue;
– he fought off pirates;
– was an adventurer.

CORRIGÉ E-workbook
Let’s meet up! Speed class meeting �� 372

Discover the clubs of the British School of Paris! �� 373
Let’s practise and get better! �� 374
Unit
Ireland, a shared heritage �� 375
1
The Irish diaspora �� 376
Unit
American symbols �� 377
2
Questioning symbols �� 378
Unit
What is a pirate? �� 379
3
Real Caribbean pirates �� 380
Unit
South Africa’s new culture �� 381
4
Finding a voice with art �� 382
Unit
Giving thanks b. �� 383
5
Giving thanks c. �� 384
Representing Pocahontas �� 385
Unit
6 Let’s chat about rap �� 386

Unit
Witnessing Angel Island �� 387
7
History doesn’t belong to the past�� 388
Consequences of their acts �� 389
Unit
Musicals: mirrors of society? �� 390
8
Broadway vs. the West End �� 391
Unit
Cli-fi: definition of a genre �� 392
9
Fiction to serve facts? a. �� 393
Fiction to serve facts? b. �� 393
Unit
10 Landing on the Moon �� 394

Unit
11 The dark side of tea �� 395
CORRIGÉ des annexes �� 396
371
Let’s meet up! Speed class meeting p. 16
1 Production possible
1. How old are you?
2. Do you have any brothers and sisters?
3. Do you have any pets?
4. What are your hobbies?
5. What is your favourite school subject?
6. What is your least favourite school subject?
7. Are you a member of a club?
8. What sports do you like?
9. What kind of music do you like?
10. What is your best quality?
1. I am fifteen.
2. I have one sister.
3. I don’t have any pets.
4. I like drawing.
5. My favourite school subject is history.
6. My least favourite school subject is physics.
7. Yes, I am part of a drama club.
8. I don’t really like sports.
9. I like rap music.
10. I am very funny.
She is fifteen and she has two brothers. She has three cats. She likes reading. Her favourite
school subject is Spanish, but she doesn’t like math. She is not part of any club, but she would
like to join a book club. She likes football and house music. She is very hardworking.
The lie is that she has three cats.
372 Corrigé E-workbook

Discover the clubs of the British School of Paris! p. 17
1
Book Club Drama club Math club Choir club
Time Tuesday Wednesday Wednesday
Lunch time Lunch time 1 to 1:30
Place Library Music room, music
block
Teacher Mr Brown Mr Shepherd Mr and Mrs Calvert
Activities Read Acting Do competitions Singing lessons
Discuss the books Performing Train for competi- Perform
Quizzes Do the plays tions
2 Book club: sum up the books, what we thought about them…

Drama club: enjoy, opportunity, meet new people, know each other…
Math club: interesting way to see the subject, open up Math…
Choir club: singing lessons, take part in something…
3 a. The Drama club is a club in which the pupils prepare for a play and perform it.
b. The Book club is a club where pupils read books, discuss them and do quizzes about them.
The film club takes place every Monday after school. It takes place under the supervision of
our English Teacher, Mrs. Smith, who chooses films for us to watch. After watching the films,
we discuss them. We have a project to make a short film by the end of the year, so we also
make the preparation for it.
373
Let’s practise and get better! p. 20-21
1
Group 1 Group 2 Group 3 Group 4 Group 5
name STEAM club Key club Unicef club Drama club Math club
time Weekly mee- Fridays, lunch Every Monday Every Thurs- Thursdays
tings time day from 3 to after school
4 pm
place Science lab Mrs Kellers’ Mr Perrez’s Drama studio Mrs Ruby’s
room (304) room (106) room
Goal(s) Take part in Volunteer Prepare Prepare the Do homework,
science projects to help the fundraising end-of-year prepare for
and scientific community, events, raise show tests, resolve
experiments organise com- awareness math problems
munity service about child-
projects ren’s issues
Trip STEAM compe- Cake sales Fundraising End-of-year Math competi-
and titions events play tions
events
2 Name of the club: What is the name of the club?

Time: When does the club take place?
Place: Where does the club take place?
Goal(s): What are your club’s goals?
Trips and events: Does your club organise trips and events?
I would like to join the STEAM club because I am interested in science like chemistry and tech-
nology, but also in arts. I like doing experiments and they seem to do a lot of them. I also enjoy
competitions and I think we could win the end of year state competition if I joined because I
am very passionate.

Unit
1 Ireland, a shared heritage p.29
c. Share the legendary heritage

Student A hatier-clic.fr/lmu2006
1 Language: Gaelic Time: 400 years ago

English meaning of “Claddagh”: rocky beach, shore Place: Galway, in Ireland
2 Heart: love Crown: loyalty Hands: friendship
3
When the ring points inward • • in love
When the ring points outwardt • • in search for love
4 The Claddagh ring can be worn as an engagement ring, to celebrate a special friendship,
or to show your Irish heritage.
The Claddagh ring is an Irish jewel that was created in Galway 400 years ago. It is composed
of a heart representing love, hands representing friendship and a crown representing loyalty.
These are the three symbols of the ring, and the different reasons why people wear it. Depen-
ding on how you wear it, and who you wear it for, it can bear different meanings.
Student B hatier-clic.fr/lmu2007
1 This family is a very Irish family and they love Claddagh. They offer them as gifts for anni-
versaries and they keep them in the family from generation to generation.
2
Characters Actions Places
A young man named Joyce About to get married Man worked for Goldsmith Ireland
His fiancée Man sold as a slave Made a ring Fishing village
Pirates Goldsmith Turkey
3 1 In Claddagh, a couple in love are about to get married.

2 One day, all the fishermen are captured by corsairs.
3 The hero becomes the slave of a goldsmith.
4 Then, he creates the Claddagh ring.
5 Then, he creates the Claddagh ring.
6 At the end, the two lovers get married.
7 He gives the Claddagh ring to his love as a present
4 heritage, share with her children, symbol of love.

She feels the Claddagh is meaningful to her and she is very keen on keeping the family tradition.
5 Part 1: A jewel to share Part 2: A family treasure Part 3: Back to the legend
The narrator is fascinated by the ring and the various forms the Claddagh can take. She is
very excited to have an Irish family with a strong sense of tradition and transmission of heri-
tage. She also hopes to share this tradition with her children in the future.
375
Unit
1 The Irish diaspora p.31

b. Isle of Hope, Isle of Tears

1 The monument is in the town, on a pedestal, on the pier near the harbour.
2 Isle, hope, tears, first day January, opened Ellis Island, let the people through, Annie
Moore from Ireland, fifteen years, freedom, hunger, isle of pain, isle of home, always on your
mind, dreams for the future, land of liberty, courage is the passport, old world disappears…
3 When I listen to the song, I feel sad because the girl is leaving her country, Ireland, to go to
Ellis Island and start a new life in the USA.
4 Starting date: on the First of January 1892 place of arrival: Ellis Island
Production possible
The Ellis Island immigration station opened in 1892. We learn that 12 million immigrants
passed through the immigration station before being admitted to the USA. The station closed
its gates in 1954.
5 Annie Moore was the first immigrant to pass through the American immigration station. She was
a poor girl but she was very brave and optimistic about the future.
6
• that land of hope and fears
• isle of hope, isle of tears,
• Isle of freedom, isle of fears
Ireland •
• that isle of hunger, isle of pain
• Isle you’ll never see again
• the isle you’ve left behind
Ellis Island •
• the isle of home is always on your mind
• the land of liberty
• your old world disappears
Ireland is the isle of tears and Ellis Island is the isle of hopes.
7 Production possible This heartbreaking song about emigration tells the story of the
first person to enter America through Ellis Island in the early 20th century. She was a young
Irish girl named Annie Moore who left everything behind to start over in a new place because
Ireland was a very poor country at the time and she had no hope to get a job and have a life
there. The song compares Ireland to the isle of tears - and the Isle of Manhattan to the isle of
hope.
Annie Moore knew that the USA was the land of Liberty where she would enjoy a new life
in a land of freedom. She had to leave her native country to survive but she knew she would
always keep the Isle of Ireland on her mind. The song has become a symbol for the Irish
people who left Ireland in those days.

Unit
2 American symbols p. 42-43

1 2 3 4
Description The picture repre- The pictures The picture repre- The picture repre-
sents the Great Seal presents an alley sents a family cele- sented Lady Gaga
of the President of of houses with the brating the Fourth of singing the national
the US: an eagle that American flag on July with a big meal, anthem of the United
hops an olive branch display on the front. flags and hats. States at the Super
and arrows, with a Bowl in 2016.
shield and the motto.
Relation to The Great Seal is The flag is very The Fourth of July The national anthem
the USA used for a variety important to the is a federal holiday is sung at the begin-
of things, like Americans, who known as Indepen- ning of sport games,
passports, uniforms, pledge allegiance to dence Day that cele- as well as during
public buildings and it and to the freedom brates the creation of official events.
ambassies. it symbolises. the country.
Reason The different ele- It is the symbol of It is a symbol It is a symbol be-
why it is a ments of the Great the country: the because on the cause it was a song
Seal are linked thirteen red and 4th of July, 1776, to show patriotism
symbol
to US history and white stripes repre- the Declaration of for the Union during
values (the eagle, sent the thirteen Independence of the the Civil War.
the thirteen stripes, colonies (which thirteen colonies was
the olive branch and became states), the signed.
arrows, the motto). fifty stars represent
the current states.
Extra The motto of the US The different colours The celebrations of The song became the
information is E Pluribus Unum of the flag repre- Independence Day anthem in 1931 by
and means: Out of sent the values the includes fireworks, an act of Congress
many, one. country wishes to parades, concerts It was written by
defend. and family gathe- Francis Scott Key.
rings.
5 Description of the images: What is represented on the image related to your symbol?
Its relation to the USA: What is the relation between your symbol and the USA?
The reason why it is a symbol: Why is it a symbol of the USA?
Extra information: Can you tell me any extra information about your symbol?
377
Unit
2 Questioning symbols p. 46-47

b. The mayor’s speech

1 Speeches, mayor, monuments, viral, fictional, Confederacy, death, enslavement, terror,
history, slavery, race, city, people, acknowledge, understand, straight, crooked, right, wrong,
etc.
2
Vocabulary linked to US history
slavery in the city, former Confederate
state, choose a better future, making right
what was wrong
Vocabulary linked
Vocabulary linked to monuments to the Confederacy
not just stone and metal, not innocent death, enslavement, terror
remembrances of a benign history,
symbols of a fictional glory
The mayor’s speech

Proper names
Mitch Landrieu, New Orleans,
People’s reactions General Robert E. Lee
speech go viral, people
analyse the speech
3 Production possible This recording is about the New Orleans mayor, who decided
to take down the monuments celebrating the Confederacy in his city. He took this decision
because he thought that these monuments showed a fictional and glorified Confederacy and
ignored the fact that it defended slavery and its horrors. He believes that taking these monu-
ments down will be the first step to right the wrong made by the Confederacy.

Unit
3 What is a pirate? p. 56-57
c. Pirates, privateers and buccaneers
Pair work
Student A: Privateers hatier-clic.fr/lmu2018
1 There were privateers between the 16th and 18th centuries.
2 Both pirates and privateers attacked and pillaged ships.
3
– “letters of marque”
– licensed these sailors to plunder foreign ships
– prevented privateers from being charged with piracy
4 Queen Elizabeth I gave him the right to plunder Spanish ships.

He attacked Spanish treasure ships returning from the New World, came back with his booty
and shared his profits with Queen Elizabeth I.
5 Production possible Privateers were regarded as pirates. However, the King or Queen
of the time gave them the right to plunder ships on the condition that they shared their profits
with them. They gave those pirates a ‘letter of marque’ which was a document which gave
pirates the right to attack and loot ships. Thanks to this document, they were not arrested
and sentenced to death because piracy was a crime punishable by death. Privateers were
regarded as assets for their countries.
Student B: buccaneers hatier-clic.fr/lmu2019
1 Buccaneers could be French, English, Dutch or Spanish.
2 They were renegades, misfits, that is to say outlaws who attacked Spanish ships and
towns in the Caribbean. They were maritime raiders and were the first to become known as
pirates.
3 A pirate was a maritime raider who attacked everyone, all the ships regardless of their
nationalities.
4 Pirates attacked everyone and pillaged all the ships they wanted whereas buccaneers
only attacked Spanish ships. They stayed in the Caribbean whereas pirates usually returned
to Europe after plundering ships.
5 Before being pirates, buccaneers were rugged backwoodsmen who hunted cows and pigs
for survival. Their name comes from the method they used to roast and preserve meat.
6 Production possible Buccaneers were regarded as thieves, outlaws who plundered

Spanish ships. Buccaneers came from different countries. They attacked Spanish ships as
well as towns in the Caribbean. Before being pirates, they were hunters living in isolated
areas in the Caribbean. They hunted wild cows and pigs and found a way to preserve the
meat, that’s where their name comes from.
379
380
3
Blackbeard Mary Read Henry Morgan Anne Bonny Bartholomew Roberts
Unit
Adjectives unusually large for his fierce and skilled (in (A) fearsome and suc- bloodthirsty successful (the most suc-
to characterise age battle) cessful (raider) cessful pirate of his time)
larger than life not terribly bloodthirsty
him/her
extreme and unpredic- cold-blooded, calculating
table violence and shrewdly practical
fierce and wild (eyes) (his crew called him)
frightening pistol-proof
fearsome (reputation)
Corrigé E-workbook
Other over 6 feet tall dressed as a boy a British privateer ran away with her pi- Nickname: Black Bart
characteristics a sling over his shoul- throughout her child- called a pirate by the rate lover, the infamous
ders with a brace of pis- hood, Spanish Calico Jack at around
tols hanging in holsters disguised herself as a commanded 1,200 buc- 16
like bandoliers male to join the caneers and 30 ships still married to small-
a fur cap British military time pirate James
a lighted match in each When peace, quit the Bonny
Real Caribbean pirates
side under his fur cap Military and became a Dressed as a man
pirate divorced her husband
sailed, fought and drank and married her new
as hard as a male pirate lover
p.58-59
heavy drinker /drank

liquor
sailed with Mary Read
Crimes plundering ships boarded ships attacked ships terrorised the Caribbean plundered over 470 ships
committed fought in an epic battle with Calico Jack (a record)
to capture Panama City
Elements success her ship was captured. arrested and dragged With Mary Read: was died in battle
from his/her back to England arrested and sentenced his death marks the end
knighted and made to hang of the Golden Age.
biography
deputy governor of She escaped that fate
Jamaica by the British No one knows what she
King did after
Unit
4 South Africa’s new culture p. 74-75

6 Description: What do the people on the picture look like? What is in the background of the
picture?
Origins: Where does this form of art come from?
Form of art: What are the characteristics of this art form?
Inspiration: What is the inspiration behind this art form?
7
Group 1 Group 2 Group 3
Look: smiling, happy, having Look: happy, laughing, smiling, in Look: enjoying the music, focused.
fun. a good mood. Clothes: t-shirt, winter jacket,
Clothes: same outfit, black Clothes: shirts, jacket, green coat, trousers, pair of jeans.
dungarees, colored long-sleeved green short, brown and yellow Attitudes: energetic, vibrant,
t-shirts, hat and sneakers. striped skirt, tights, hats, sun- passionate.
Attitudes: jovial, joyful, plea- glasses, tie, pink scarf, colorful / Background: Spotlights, deejay,
sant, energetic. original clothes. turntables, a woman who is taking
Description
Background: Street, road, Attitudes: jovial, humorous, photos, audience, outside, sky,
cars, city / township. joyful, friendly, relaxed. corrugated iron roof.
The boys love dancing. Background: Portraits (of South The singer is rapping / is playing
They are not professional African activists) and graffitis on house / gqom music. He gives
dancers. The dancers perform the wall, houses. They are young / concerts in a township. It’s a party
in cities. They do street urban designers. They work in in a township.
performances for their living. the fashion industry. The young
They entertain motorists and men are original / extravagant.
passers-by. They found a way of expressing
It is a street culture perfor- themselves in a colorful way. They
mance. design male / urban style clothing.
“Pantsula”, “Sophiatown”, “after the struggles against apar- “Gqom”, “New generation”, “South
“1950s”, “1970s”, “South theid”, “young generation of South Africa’s Townships”, “Durban”,
African”. Africans”, “South Africa” “South African”, “Zulu”, “ Internet”
Origins
Pantsula has its origins in the The Smarteez are born-free / new Gqom is a new generation of music
Sophiatown jazz culture of the designers from South Africa. that comes from the townships of
1950s and developed in the Durban. Its name is a Zulu word
townships in the 1970s. that means hit or noise.
“Pantsula”, “subculture”, “original”, “creative”, “fashion”, “Gqom”, “House Music”, “blasting
“jazz culture”, “youth culture”, “style”, “new fashion scene” it out”, “parties”, “house”, “sound”,
“language”, “narrative dance The Smarteez are original, uncon- “musicians”
form”, “traditional South Afri- ventional and creative designers. Gqom is the new generation - and
Form of art
can culture”, “storytelling”. the most exciting type - of South

Pantsula is part of the African house music characterised
township subculture and is by specific sounds.
the main expression of the
youth culture. It a form of art
that mixes dance, music and
language to tell stories.
Performers get inspired by the They get their inspiration from their The inspiration comes from the so-
Inspiration
living conditions in the cities originality. They claim their diffe- cial setting in which the music was
and the history of the country. rence from the previous generation born: the lack of opportunities for
and struggle against conformity the young and their exclusion from
and blandness in the society. the country’s development.
381
Unit
4 Finding a voice with art p. 76

b. The art of self-expression

1
pay tribute to • • person who defends a cause
activist • • visual arts that are admired for their beauty and have no practical use
fine arts • • die
material • • pay homage to someone or something
pass on • • physical substance that things can be made from
2 Clothes: donut buns and a headband as a crown, a drapery slightly revealing her bust
with short sleeves and a knot on the right side, all in black.
Attitude: looking upwards, in profile, standing still and straight.
Expressions: angst / being anxious, anger / being enraged, fear / being afraid, sorrow / being
sad, dissatisfaction / being unhappy, docility / being submissive.
3 Her work deals with race, asexuality, presence and existence, and heritage by paying
tribute to people, such as her mother.
4 The journalist asks a question about Zanele Muholi being a “visual activist”, an “artist”
and a “photographer”. The words that refer to Zanele Muholi are “visual activist”.
5 Art: “photography”, “fine arts”, “our art”, “whatever material”.

Verb of speech: “speak”, “express ourselves”, “respond”, “speak on”.
Production possible
Her artwork is also an instrument because she uses it to express herself, to respond to events
and to speak on things that are unfair. Her art is part of her activism.

Unit
5 Giving thanks p.86

b. The real Thanksgiving explained

1
What is taught at school What really happened
(Items and Heritage) (The reasons why the narrator is upset)
– Doing crafts every year to celebrate (buckle – Squanto was actually a slave that was hauled
hats/drawings etc.) off to Europe and then he learned English so
– Native Americans helping the Pilgrims that he could escape.
during their first winter in America – After the first Thanksgiving, 16 years passed
– Squanto learning English to help them before it became an annual / yearly celebration.
– Pilgrims / Puritans inviting the Natives to – Thanksgiving was for families, murdering
share their first Thanksgiving meal them. (She refers to all the massacres expe-
– From this moment on, celebrating Thanksgi- rienced by Indians.)
ving became annual. – They did not wear buckle hats, did not land
– Referring to textbooks to learn history (called on Plymouth Rock nor eat turkey. They had
historical propaganda) venison, fowl and eel instead.
2 ❑ It is ironic and makes the audience understand what they know is probably false.
❑ It is normal. It is just a title after all.
✔ It echoes the message of the lady who gives explanations about the real story.
❑
Indeed, her aim is to reveal the truth about what Thanksgiving really means.
3 Production possible I hold some teachers responsible for not telling the truth about the
origins of Thanksgiving.
I hold society responsible for still celebrating Thanksgiving without addressing the issues
faced by Native Americans then and now.
I hold students responsible for not looking for more information about the holiday.
383
Unit
5 Giving thanks p.87
c. Can we trust history?
Pair work
Student A hatier-clic.fr/lmu2031
1 Historians agree despite only two people initially confirmed it happened like this. In addi-
tion, the National Museum of the American Indian attests to the dates and numbers concer-
ning the first feast.
2 1620: arrival of the colonists.

1621: first crop ever harvested.
Between 1630 and 1642: thousands of additional settlers came.
3 The symbiotic relationship lasted until 1631, when new settlers started to arrive.
Student B hatier-clic.fr/lmu2032
1 In this article, Jacqueline Keeler is the representative of the Native American community.
2 In her opinion, Thanksgiving is far from being a celebration in remembrance of something

positive. On the contrary, it represents a proof of her community’s survival.
3 (According) to her, Thanksgiving cannot be a national holiday because she makes a diffe-
rence between the experience of her people and any other random American’s.

Unit
5 Representing Pocahontas p. 89
c. A bridge between two cultures

1 Pocahontas: bridge (between cultures) – saves the nation – protected Smith
John Smith: English soldier – protected – captured – tested – honorable man – kept alive
2 For decades: John Smith kept the (life-saving) story hidden.

Between 1608 and 1612: John Smith published the account / the story of his Virginia adventure
1624: First time people could read about it in one of his books / Release of “General History of
Virginia” where his version of the story was officially revealed for the first time
a. False: The story has become part of the country’s DNA.

b. True.
c. False: He may have interpreted it as an execution, when in fact it was an adoption ceremo-
ny.
d. False: They wanted to make sure he was someone they could trust.
4 ❑✔ The journalist is doubtful about the fact this story really happened.
❑ The journalist says the same happened to all.
Throughout her explanation, the journalist cannot stop using “if” which shows there is no
certitude about the story.
Pocahontas must have never participated in this ceremony, because she was too young at the
time.
Pocahontas might not have been old enough to participate in such a ceremony.
It’s not likely that Pocahontas participated in this ceremony, because of her young age.
The journalist might have meant that it is likely John Smith modified the real story during this
decade.
John Smith may have been too proud as a soldier to confess he was saved by a young prin-
cess; and the journalist, as a woman, might have found this unfair.
The voice-over/the journalist must have wanted to make people doubt about the time it took to
John Smith to publish the story. She may have though there was something fishy about it.
385
Unit
6 Let’s chat about rap p. 100

a. What does rap mean?

1 Some people believe that R.A.P. stands for Rhythm And Poetry, but “rap” isn’t actually an
acronym.
2 It comes from Middle English and it started to get used between 1300 and 1600 AD.
3 Two synonyms of “rap” are given: “chatter” and “converse”. It means “talking” and can be
used telling a story.
4 Production possible The word became the name of a genre because it is a spoken art
and rappers tell stories.
Rap differs from other genres because the singing almost sounds like talking.
5 Production possible Rap isn’t an acronym. The word appeared between 1300 and
1600 AD and means “chatter”, “converse”. The acronym, Rhythm And Poetry, was used after
the creation of the word. The reason why R.A.P. seems to be this acronym is understandable
because the musical genre relies a lot on rhythm and that the lyrics can be considered as
poetry.

Unit
7 Witnessing Angel Island p.118-119

1
Group 1 Group 2 Group 3
Name Don Lee Paul Zane Li Ken
Age 11 years old 11 years old
Nationality Chinese Chinese
Date if mentioned February 5, 1924 1935
Family members if his aunt and a youn- mother, father and
mentioned ger cousin older sister
Means of transport By boat / by ship
to come to the USA
if mentioned
Place of detention Angel Island the administration the women’s barracks
Immigration Station building Angel Island
Angel Island Immigration Station
Immigration Station
Length of stay 28 days 25 days
Feelings intimidated lonely and lost (+ tout worried, scared, upset
autre adjectif cohérent)
Number of 3 or 4 times one for each family
interrogations member
2 Name: What is his or her name?

Age: How old was he or she?
Nationality: What nationality is he or she?
Date if mentioned: When did he or she arrive?
Family members: Who did he or she come with? How many family members did he or she come
with?
Means of transport to come to the USA: How did he or she travel?
Place of detention: Where was he or she detained?
Length of stay: How long did he or she stay?
Feelings: How did he or she feel?
Number of interrogations: How many times was he or she interrogated?
3 Production possible In my text, the child doesn’t speak about his family whereas in
yours he speaks about the member of his family he came with.
Both narrators express their feelings. One says he was intimidated and the other that he felt
lonely and miserable.
387
Unit
7 History doesn’t belong to the past p.121

c. Angel Island, memories of all Asian immigrants

1 A man / assembly member / 2016 / David Chiu
I can see a man speaking. He looks Asian and speaks English. He is an assembly member.
2
Place Angel Island, California
Date 2016
People David Chiu
David Chiu, an assembly member, is giving a speech on 18th October 2016 in Angel island to
commemorate the site.
3
Travelling an opened suitcase
photographs
books
Remembering photographs
a bell
Being detained bunk beds
barracks
Expressing suffer carvings on the walls
and emotions pieces of paper with one on which the word sacrifice is written
carved steps
4 Production possible All these things are displayed / shown behind him because they
are real objects that Asian immigrants took with them to immigrate to the USA. They are sym-
bols of the time they had to spent on Angel Island and what also represent their feelings.
5 ❑✔ Chinese American
✔ all immigrants from the Pacific rim
❑
❑ Chinese people
6 Production possible David Chiu speaks for the Chinese American community that came
from the Pacific Rim. He explains that this place has a personal connection /relevance to all
people of Chinese origins. He gives the example of his wife who has family who also passed
to Angel Island.
7 Angel island is a symbol of…
❑ immigration to the USA at the beginning of the 19th century
✔ the tribulations, trials, and challenges Asian community had to face to come to the USA
❑
✔ interesting and emotional stories every American had to face to come to the USA
❑
8 Production possible He also talks about Ellis Island, the other very symbolic place for
immigration place to the USA. He says that Angel Island ought to be / should be considered
as the Ellis Island of the west but has never been so far.
9 Production possible Now it’s important to preserve Angel Island because it is a his-
torical site that is part of the American immigration history and that it commemorates the
struggles of the Asian American people who came from the Pacific Rim at the beginning of the
twentieth century.

Unit
7 Consequences of their acts p.122

a. Chinese Exclusion Act

1 The picture shows some people, probably American who are chasing Chinese people.
2 a. The white Americans are wearing old-fashioned hats and jackets. They look/ seem
angry/ upset due to the presence of the Chinese.
b. The white Americans are demonstrating against the presence of Chinese. One has his arms
raised. One is holding a sign with “… must go” on it.
The Chinese are running to escape the situation.
c. The white Americans look angry and threatening. They are looking down on the Chinese
immigrants.
3 a. They are wearing traditional Chinese jackets (tangzhuangs) and they seem to be bald.
They look scared / terrified / frightened. The characters in the foreground are in yellow whe-
reas the background is red.
b. They are running away. They are trying to escape from the white Americans.
The two Chinese immigrants look harmless and afraid / terrified. They are trying to get away
from the demonstration against their presence.
4 In 1880, there was an economic recession and some Americans blamed it on the Chinese.
(blame, reproach, accuse, put the blame on)
5
a downturn • • 10 years
cheap labourers • • stopping
amid • • crisis
halting • • obtaining
decade • • during
gaining • • people who work for low salaries
6 American economy declined, and jobs went missing: the early 1880s
Chinese Exclusion Act was voted: 1882
The end of the Chinese Exclusion Act: 1943
7
Before 1880 … … 1943
Before 1880: There was no problem.

In the early 1880s: There was the economic recession, jobs grew scarce.
1882: The Chinese Exclusion Act was implemented.
1943: The Chinese Exclusion Act was repealed.
8 The Chinese Exclusion Act was the first law to prevent / stop a particular ethnic group
from entering the U.S.A.
389
Unit
8 Musicals: mirrors of society? p.131

Warming up
1 In London, the theatre district is located on the left side of the river Thames so to the west
of the city centre. In New York, the theatre district is right in the heart of Manhattan, near Cen-
tral Park.
2
Common points between the West End and Broadway
Location in the city In the heart of the city
Number of theatres 40
Similar names of theatres Lyric
Lyceum
Ambassador(s)
Palace
Similar musicals The Lion King
Cats
They both have 40 theatres.

They both have a Lyric theatre.
The Lion King is performed both on Broadway and in the West End.

Unit
8 Broadway vs. the West End p.134-135

a. Which one in on top?

1
standing ovation • • Where people with a handicap can go
curtain call • • Where you can buy tickets
standing room • • When the spectators stand up to applaud the actors
leg room • • When people buy tickets just before the show starts
last minute rush • • Where you have enough space to stretch
disabled access • • Where the spectators can stand when all the seats are occupied
ticket booth • • When the actors come to the front of the stage after a show to
be applauded
2
The West End Broadway
Size of theatres bigger
Actors more big movie and TV stars
Ticket prices more sophisticated

Age of theatre district older
Decorations of theatres cheaper

Facilities better
Location more condensed
3 Production possible Broadway is more recent than the West End.

Theatres are smaller on Broadway than in the West End.
Audiences are more relaxed on Broadway than in the West End.
Tickets are more expensive on Broadway than in the West End.
Theatres have more ordinary decorations on Broadway.
Facilities are worse in the West End.
The theatre district is wider in the West End.
4 Production possible It seems that the West End is on top since it has better features
than Broadway in many respects:
– It is larger.
– It has bigger and more beautiful theatres.
– It has more stars.
– Tickets are cheaper.
391
Unit
9 Cli-fi: definition of a genre p.148

1 novels, films, writers, authors, fictive, fiction
2 fictive, novels, fictions, film, multimedia, multigenre, story
3 Stephanie LeMenager is hoping to learn:

✔ if cli-fi can bring actual solutions to climate change.
❑
❑ if cli-fi can give unrealistic solutions to climate change.
4 poetry • plays • news • novels • philosophy • blogs

Her examples for cli-fi productions are memoirs, novels and youth fictions.
5 Production possible Cli-Fi stands for climate fiction: a large group of multimedia fictional
works about climate change.
6 They all attempt to tell the story of climate change.

Unit
9 Fiction to serve facts? p.152-153
a. Al Gore’s hope to raise awareness hatier-clic.fr/lmu2055

1 It is right to save humanity.
It is wrong to pollute this Earth.
2 Production possible Right from the beginning, we can see images of people from diffe-
rent countries.
Some people are demonstrating in the streets.
Some people in Asia are wearing masks to walk in the streets.
Other people seem to live in underdeveloped countries.
His message is obviously addressed to all of us.
3 Millions of American citizens know that the climate crisis is real and that there are solu-
tions now. And this movie informs people about both the crisis and the solutions.
4 Production possible We can see him receiving the Nobel Peace Prize, which is an inter-
national prize.
He was President Clinton’s vice president from 1993 to 2001 so we can think that he is highly
reliable on this subject.
5 Production possible First, there is a scene with him in a previous TV Show / Thirty
Rock. He plays the role of a superhero but does not take himself seriously. People may be able
to identify with him. He brought a touch of humour to a worrying situation.
We could also say that he plays the role of a “fake” hero but that he actually is a real hero
inasmuch as he tries to help save the planet.
This question allows people to identify with him because he is only human, and it adds some
humour too. It plays down the situation.
c. Fiction vs. reality hatier-clic.fr/lmu2056

Geostorm An inconvenient sequel: Truth to Power
Type /nature of film poster for a fiction film poster for a documentary
the documents
Natural disaster tsunami / giant wave pollution
shown or identified
Natural elements water the Earth
Urban elements city buildings / skyscrapers a city with buildings / factories /
skyscrapers
Predominant shades of blue (from dark light blue and blue
colours to light) Red letters that contrast with the rest
Red letters that contrast of the poster.
with the rest of the poster.
Compare natural predominance of the water predominance of urban elements at
and urban elements element and very little hu- the bottom
man characters
Your impressions It looks scary. It is not scary at first, until you realise
the poster represents an hourglass.
It makes people think.
393
Unit
10 Landing on the Moon p.165

a. “We choose to go to the Moon”

1 fear ≠ courage, bravery, daring
knowledge ≠ ignorance
easy ≠ hard, difficult, tough
the worst ≠ the best
incompetence ≠ skill, competence
refuse ≠ agree, accept
lose ≠ win, defeat
2 change • children • challenge • laissez-faire • hope • fear • knowledge •

presence • ignorance
3 ❑ Scientists know more and more about the universe.

✔ Scientists’ discoveries do not help to understand everything about the universe well.
❑
❑ Scientists are not interested in discovering the universe.
4 Production possible Today it is a challenge for scientists because everything changes

very fast.
Even though / if knowledge about the world / science is improving, the more we learn, the
greater / worse our ignorance about the universe.
5 The unknown and the unanswered and the unfinished
6 President Kennedy refers to:

– unknown territories,
– unanswered questions / mysteries that man has never solved,
– unfinished: he believed there was a lot more to discover / explore.
7 a. Climbing the highest mountain

b. Flying the Atlantic
8 thanks • Earth • Moon • Sun • fly • danger • because • without
9 Production possible President Kennedy wanted to draw attention to / insist on his

goals / aims / to show his determination / his political agenda for the next week / coming
years. He wished to justify these missions, even though / although people may have criticised
them.
10
JFK The mission(s) The crowd
proud of pioneer challenging pride
daring milestone momentous packed
achievement perform mankind
daring
11 Production possible In this speech, JFK wanted to show that he was a daring president
who wanted to launch pioneering missions. It was a momentous event because the stadium
was packed with a large crowd. People felt pride in their country. They knew going to the
Moon would be challenging / an achievement, but they believed that NASA could do it. This
was milestone in the history of the USA and in the history of mankind too.

Unit
11 The dark side of tea p.181

1 The man on the still is Robert Fortune as we can see from the clothes he is wearing and
the tea plant he is carrying.
2 We can guess we are in a harbour, we can see a boat and people gathered around big
boxes (crates). People seem to be working there. We can see dried plants which look like tea
leaves.
3 At the very beginning of the video Robert Fortune is preparing his mission to sail to China.
4 We can see he travelled on a clipper on a rough sea. The environment is wild, and we no-
tice a large river and high rocky mountains. Large baskets of tea leaves are spread, and they
seem to be for sale.
5 He travelled by boat (clipper) to go to China, then he went by foot and he also used a se-
dan chair carried by two servants to travel inland in the forbidden areas.
6 He wore Chinese clothes and had his hair shaved to look like the local people. He also had
a faux-queue which made him look like a real Chinese noble man.
7 Production possible He disguised himself as a wealthy Chinese man in order to gain

the trust of the people he met while travelling, so that he could learn the secrets of growing
tea. The means of transportation he chose were meant to be discreet. He collected samples of
tea shrubs in a small leather pouch.
8 He was discreet because he knew it was bold to travel inside China. He was brave
because he ran many risks before succeeding in his mission.
9 Production possible The soundtrack is lively, and we can feel a lot of energy in it. It is
at the same time relaxing with a taste of adventure and a form of romanticism. We can hear
some drums in the background which add dramatic intensity to the story.
11 Production possible He was sent on a secret mission to China by the East India
Company. His goal was to bring back the secrets of growing tea in China and bring back
seeds and shrubs. He was one part of the British strategy, and he witnessed the other part:
the opium trades made by the Empire. As the secrets of growing tea were well kept, Fortune
became a legend because his work in China was successful in spite of all the dangers he met
and the risks he took. He is considered to have committed the first industrial theft in history.
395
Précis grammatical – corrigés
Le groupe nominal
1 a. the // Ø // a b. Ø c. an // a // the she was mending the car. d. My brother
// Ø d. Ø e. Ø prepared a meal tray for this evening
2 a. men b. mice c. knives // thieves match. e. I always thought he dressed well.
d. children // teeth e. deer // fields 14 a. one another b. each other c. each
3 a. swimming-pool b. birthday c. horse other d. one another
race d. bus driver e. bookshop 15 a. the most expensive b. the largest
4 a. the baker’s cakes b. the end of the c. the greatest d. more spectacular e. the
book c. the students’ pens d. yesterday’s most well-known f. better g. cheaper
world e. a cup of tea f. my brother’s bike 16 a. as fast as b. as expensive as c. as
g. Shakespeare’s plays h. the children’s busy as d. as big as e. as close as
friends 17 a. One thousand four hundred and
5 a. this b. these c. that d. that e. this fifty-five b. five million three hundred and
6 a. brilliant recent American b. huge thirty-three thousand two hundred and
wooden c. wonderful Chinese d. small me- fifty-eight c. the twenty-first of February
tal e. attractive young Canadian f. boring twenty eighteen d. two fourths e. two-nil
old English g. beautiful German sports 18 a. no (more) b. none c. never d. not
h. stupid old [happen] anymore e. never
7 a. boring b. amazing c. embarrassed 19 William Shakespeare was a playwright,
d. disgusting e. shocked f. surprised g. an- an actor and a poet. He was born on April
noying 26, 1564 and he was baptized in Strat-
8 a. some // some b. any c. any d. some ford-upon-Avon, England on April 23rd.
e. any f. some g. any h. any i. no He died on April 23rd 1616 in Stratford-
upon-Avon, England.He is best known for
9 a. many b. much c. many d. a lot of
writing plays such as Romeo and Juliet,
e. much f. a lot of g. many h. a lot of // many
Hamlet and Macbeth.
10 a. few b. a few c. a little d. little e. few
20 six o’clock // quarter past six / six fif-
f. a little g. little h. a few
teen // twenty past seven / seven twenty
11 you // she // she // them // she // // half past seven / seven thirty // quar-
she // he // he // she // her // it ter past eight / eight fifteen // twenty-five
12 a. her // yours // mine b. his c. her past nine / nine twenty-five // twenty-five
d. his e. yours f. its past eleven / eleven twenty-five // twenty
13 a. Apologize when you swear/ past three / three twenty
when you’re swearing. b. I drew it by 21 a. thirty-four year-old b. thirteen year-
myself. c. My mother hurt herself while old c. twenty-one d. was thirty (years old)
e. was thirty (years old)
Le groupe verbal
22 a. did b. didn’t c. don’t //doesn’t // are watching d. are [you] doing // am
d. isn’t e. do working
23 a. must b. can c. might d. would e. allow 26 a. missed // was b. sent c. read //
24 a. never b. sometimes c. always was d. flew // landed e. admitted
d. usually e. often 27 lived // knew // was // burnt // built
25 a. is playing b. are playing c. are not // knew // went
396 Corrigés des annexes

28 a. were [you] doing b. were watching to enjoy their holidays. Anticipation : “It
c. was drinking // was eating d. were [not] should snow soon.” said the weatherman
working 35 a. If I could be an animal, I would
29 a. has been working b. have been wri- be a cat. b. If they practiced more often
ting // have managed c. have [you] been as a band, they would have more suc-
playing // have [you] done d. have been cess. c. He would be happy if he had
studying better marks at school. d. She would go to
London if her dad agreed. e. My favourite
30 a. have lived b. have [you] done // has
team would win if they could afford better
disappeared c. haven’t seen // left d. met
players.
e. have been f. followed
36 a. Hurry up! b. Call me soon! c. Do
31 a. had [already] rung b. had had c. had
believe me I’m not joking. d. Stop it now!
cried d. had not woken
e. Open the window!
32 a. are you doing b. will be feeling c. will
37 a. The letters are collected by the post-
feel d. won’t come e. is f. gets married
man letters every evening. b. My car was
33 a. conseil b. conseil c. anticipation stolen. c. A decision should be made. d. I
d. conseil e. regret / reproche f. conseil was given a bike by my uncle. / A bike
34 Devoir : You should do your homework was given to me. e. The house is being
now. Conseil : You should not give your flooded by the river.
password to anyone. Reproche : They 38 a. thinks b. is enjoying c. do not like
shouldn’t have been so noisy. Regret : d. feel e. remains
They should have stayed longer by the sea
Banque d’exercices – corrigés

Le groupe nominal
1 a. an // a // an // a b. a // the c. the 9 a. Doctor Kamal’s medicine b. Cape
// the // a d. Ø // the // Ø e. Ø // the // Town’s tallest building c. the artist’s concert
Ø f. the // the // the // Ø // Ø d. Martin’s steak e. Moira’s house f. Chris-
2 a. Ø // Ø // Ø b. the // Ø c. Ø // Ø topher’s ideas g. J.K. Rowling’s wizard
d. Ø // the e. the // Ø f. Ø // Ø 10 a. this b. this c. these d. this e. those
3 a. Ø b. an // a c. an d. Ø e. the f. an f. these g. these
4 a. Ø // Ø b. the // an c. Ø // Ø d. an 11 a. Polish b. German c. Jamaican d. Bri-
e. a f. a tish e. Spanish f. the Scots // British //
English g. Scottish
5 Dénombrables : solutions, wishes, trip,
books, dollars, euros, coins, bills, currency, 12 a. energetic young French // small bul-
child, piece, TV, set, shop, office. ging blue b. new municipal brick c. large
Indénombrables : advice, happiness, love, soft blue woolen d. short dark // wavy
health, food, water, music, cash, milk, black glossy e. famous narrow old f. un-
coffee, furniture, information healthy giant chocolate
6 a. feet b. teeth c. thieves d. wolves 13 a. undiscovered b. revolting c. shocked
e. series f. countries // fascinated d. promised e. amusing f. ho-
noured
7 a. haircut b. mother-in-law c. fingerprints
d. typing errors e. fireworks f. grown-up 14 a. any b. some c. each d. no e. every
8 a. a farm-labourer’s cottage b. Diana’s 15 a. everyone b. sometime c. nobody
necklace c. the little boy’s cycle d. the hus- d. anything e. nowhere f. someone // so-
band’s mother e. Chief Krotoa’s successor mething
f. Mrs Turner’s lips g. Charles’s sons 16 a. a lot of b. a lot of c. many // much
397
d. much e. many // many f. many score of the game was three-nil. c. Anna
17 a. a little b. a few c. a few d. little e. a ranked first and her brother ranked
few f. a little second. d. George W. Bush was the for-
ty-third president of the United States.
18 a. she // him b. they // it c. her // it
d. he e. it f. they 27 a. never b. anymore c. no more d. never
19 a. his b. their c. my d. her e. his // his 28 “Is there some milk left? No, there is
f. your no milk anymore.” “Do we still have eggs?
Yes, there are still some eggs left.” “Is
20 a. theirs b. mine c. hers d. yours e. his
there any orange juice left? There is no
f. ours // mine
more orange juice.” “Is there any butter
21 a. yourself b. themselves c. myself left? No, there is none.” “Are there any
d. ourselves e. herself f. himself cookies in this house? There are never
22 a. each other b. each other c. one ano- cookies in this house.”
ther d. one another 29 a. September the third two thousand
23 a. angrier // angrier b. less fortunate and eighteen b. August the first nineteen
than c. harder d. as lazy as e. shorter ninety c. the nineteen seventies. d. quarter
f. less healthy than to six pm e. one fifty-eight am f. seven pm
24 a. the most extraordinary b. the least 30 a. Stephen Hawking died in March
interesting c. the greatest d. the longest two thousand and eighteen, he was born
e. the least talented f. the oldest in nineteen forty-two, so he was se-
25 a. two hundred and forty b. two hun- venty-six. b. Zaman is in his thirties. c. I
dred and fifteen thousand nine hundred am sixteen, I was born on a Monday, in
and ninety-nine c. twelve point fourteen March, in the morning, at quarter past ten
d. one fifth e. one quarter f. two thirds to be precise.d. The film starts at twenty
past four in the afternoon, then we’ll go to
26 a. Hundreds of people came, three hun-
the restaurant, I can go home at midnight!
dred and fifty-eight to be precise. b. The
Le groupe verbal
1 a. are b. are c. does d. have e. is f. do 11 a. forgets b. is [Lilly] working c. am
g. am h. has coming d. do [poets] get e. don’t download
2 a. did b. was c. had d. had e. did f. were f. are studying g. seem h. am not enjoying
i. are [the clients] reconsidering
3 a. is b. had c. did d. have e. was f. do
12 a. are [they] talking b. visits c. loves
4 a. am b. had c. is d. did e. does f. are
d. is running e. is working f. take g. are
5 a. hypothèse b. permission c. conseil [you] crying h. are singing i. don’t like j. is
d. incertitude e. futur f. volonté g. capacité making // seems k. eat // look
6 a. can b. could c. should d. will 13 a. wanted b. spent c. took d. had
e. mustn’t f. may g. must h. would e. fought f. was
7 a. may b. can’t c. might d. should 14 a. Where did you go in April? b. Why
e. may f. can g. mustn’t h. must did he become famous? c. What did Charles
8 a. will be able to b. didn’t have to give to his mother for her birthday? d. When
c. will have to d. was allowed to e. will not did you see me with my friends? e. How
be allowed to f. was able to many miles did you run within 3 hours?
9 a. does [life] exist b. frighten c. want f. Who left home without his keys?
d. doesn’t care e. do [you usually] do 15 a. could // was avoiding b. was dri-
f. sound ving // fell out c. shouted // was running
10 a. is asking b. am writing c. is looking d. said // was doing e. were eating //
d. are coming e. are [we] celebrating f. are spilled f. was // went
not goint 16 a. were falling b. were sitting c. was
398 Corrigés des annexes

catching d. was wearing e. was taking off 31 a. He would come to see you if he had
f. was hiding time. b. She would go more often on holi-
17 a. was having // rang b. escaped day if she could afford it. c. They would
// was opening c. were playing // came let you in if they had the key. d. If I won
d. cooked // was having e. ran away // the lottery I would buy a new house. e. We
was walking would go to the seaside if the weather
18 a. have [you] seen b. have finished improved. f. I would invite you if I had
c. has moved d. has just opened e. have more time. g. He would pass the exam if he
not bought f. has changed worked more.
19 a. admitted b. have [you] ever watched 32 a. would b. should c. should d. would
c. joined d. have moved // hasn’t begun e. would f. should
e. had already locked f. have learnt // said 33 a. don’t swear b. let’s imagine c. open
20 a. have been following b. have not been // give d. don’t be e. don’t harm f. stand up
thinking c. has been living d. have [you] 34 a. Gaelic football is played by a lot of
been feeling e. has been studying f. have Irish people. b. A new album will be re-
been writing leased in October by Madonna. c. America
21 a. has eaten b. has been happening wasn’t discovered by Columbus. d. Thou-
c. have been watching d. have [you] been sands of American cars were bought by
driving e. has shopped f. have not replied yet Cuba. e. The man was declared innocent
by the court. f. Nice music is being played
22 a. has been swimming b. has never outside by young artists. g. An Oscar was
been // has already visited c. has not said
won by George Clooney. h. Tea was stolen
d. has [Tiffany] been waiting e. has never
from China by Robert Fortune.
managed // has she ever hurried f. did
[you] spend g. started // has been playing 35 a. The pirates found the treasure
under a tree in a tropical forest. b. Please
23 a. had happened b. had walked c. had wait a few minutes, the technician is
finished d. had already gone e. had said
still repairing your computer. c. Publi-
f. had met
shing houses print most of the books in a
24 a. had been snowing b. had [Chris] European country. d. Someone ate all the
been having c. had been collecting d. had sweets. e. We will play the 2024 Olympics
been arguing e. had been travelling f. had in Paris. f. The security guards caught the
been thinking thief before the police arrived.
25 a. had won b. had [you] been waiting 36 a. They opened a new museum re-
c. had washed d. had stayed e. had been cently. b. He was seen in the swimming
wondering f. had not expected pool last week. c. Every year thousands
26 a. saw // had lost b. had left // of people are injured by motorists on
stayed c. had gone //asked d. called // roads. d. Someone had stolen Dany’s
had payed e. had hoped // could f. knew car. e. The next poetry festival will be
// had made welcomed by everyone. f. The laptops are
27 a. Probabilité b. Fait anticipé/organisé being used by the students.
à l’avance c. Action imminente d. Certitude 37 a. hear b. seems c. are having d. unders-
e. Fait date inévitable f. Fait anticipé/orga- tand // means e. remember f. am imagining
nisé à l’avance g. Suggestion 38 a. is having b. has c. care d. is caring
28 a. is about to leave b. will go c. is going e. are feeling f. feel
to rain d. start e. will try f. is happening 39 a. Let’s wear school uniforms at school!
29 a. am not coming back b. is going to de- b. Don’t forget your umbrella! c. Call your
liver c. will send d. will [future generations] parents now! d. Let’s not damage the
say e. will show f. is [the author] going to walls! e. Finish the book before tomorrow!
manage f. Let’s open the window to get fresh air!
30 a. are b. have c. will be able d. will g. Protect the environment for future gene-
effortlessly pass e. fetch f. lands rations! h. Don’t drive too fast!
399
Let’s Meet Up! - Anglais 2de Éd. 2018 - Livre du professeur
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106 b2 National Maritime Museum, Greenwich 272 h1 ablokhin - iStockphoto
106 b3 AF archive / Alamy Stock Photo 272 h2 marcduf - iStockphoto
CRÉDITS TEXTE
35 Isle of Hope, Isle of Tears. Paroles et Musique de Brendan 185
ROSE THAT GREW FROM CONCRETE (BAYYAN ROYAL 307
The rising tide of “cli-fi,” or climate fiction, by Melissa Hart,
Graham © Peermusic (UK) Ltd. Représenté par SEMI pour IMAN/ BAYYAN TARIK H JACKSON /GRAHAM SAMARIA / April 11, 2018 © 2018 Madavor Media. www.writermag.
la France et les territoires Sacem. JOSEPH JAMAL /OJETUNDE FEMI /SHAKUR TUPAC AMA- com. D.R.
53 Documenting The Irish Travellers: A Nomadic Culture of RU) © Hal Leonard Europe Limited/ Hal Leonard LLC © 336
Mars, Our First Outpost on the Final Frontier, James Fal-
Yore, November 28, 2012, by LAUREN ROCK. © NPR, D.R. 2018 BMG Rights Management GmbH. lows, April 2013 © 2018 by The Atlantic Monthly Group.
79 Michael Bennett sits for anthem with more NFL players set 207
Jay Z & Jean-Michel Basquiat as poets, March 7, 2015 © D.R.
to follow, Tom Lutz, Monday 14 Aug 2017 © 2018 Guar- The Culture Trip Ltd. D.R. 366
Pot luck: tea researchers find Britain’s oldest cuppa, Maev
dian News and Media Limited. All rights reserved. 242
© Lydia Lum, 1998, www.angel-island.com, D.R. Kennedy, Tuesday 26 May 2015 © 2018 Guardian News
141
What being a born-free means to me, by Keanu Daniels, 27 278
Sydney’s child stars juggle life and stage pressures to per- and Media Limited. All rights reserved.
April 2017,© iol.co.za, D.R. form in big musicals, by Elissa Blake, 30 November 2015
170
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man Alexie © Little, Brown and Company
CRÉDITS VIDÉO
16 The clubs at the British School of Paris © BeKind Prod 148 The Story of Thanksgiving © 2016 Zebtoonz Produc- 227 Preserving Angel Island’s Role in U.S. Immigration His-
16 Drama club © BeKind Prod tions tory, by David Chiu, Assembly Democratic Caucus ©
16 Maths club© BeKind Prod 149 Everything you know about Thanksgiving is WRONG State of California, D.R.
16 Choir club © BeKind Prod Decoded © MTV News, D.R. 236 Discovering Angel Island: The Story Behind the Poems
16 Book club © BeKind Prod 161 Smoke Signals Courtesy of Miramax © KQED Inc. D.R.
39 What it means to be Irish © Charlotte Ryan 177 What does rap mean? Does Rap Stand For Rhythm 249 Top 10 London Musicals © visitlondon.com
46 Sing street © 2015 Cosmo Films Limited. All Rights And Poetry? By Rob Level, www.SmartRapper.com 260-61
“Rent,” the Smash Hit Rock Musical © Broadway.com.
Reserved (https://www.youtube.com/watch?v=gNWOxIZUc7I) D.R.
64 Harriet Tubman to replace Andrew Jackson on $20 bill 200 Hip-Hop Flair in Southern Boulevard, Bronx, Intersec- 295 Al Gore Talks ‘Truth to Power,’ His Dream Superhero
“Good Morning America: Harriet Tubman to Replace tion 12th July 2014 © The New York Times Casting, and More © IMDb, D.R.
Andrew Jackson on the $20 Bill: 4/21/16 © ABC 213 US immigration history preserved on Angel Island Ellis 312 Star Trek Original Series - Opening Credits, D.R.
News” Island West© AP archive 343 Why do the British drink Tea? © George AvG, D.R.
118
South Africa’s Post-Apartheid Generation 12 mai 2014 216-17
Chinese Railroad Workers Memorial Project The CRRW 357 Tea Wars: The Adventures of Robert Fortune « Les
© Journeyman Pictures Memorial Project © Chinese Railroad Workers Memo- aventures de Robert Fortune ou comment le thé
123
Trailer for “Bayeza” Bayeza - 10and5 Top 10 © 2018 rial Project, 2018. http://www.crrwmemorialproject. fut volé aux chinois » Un film de Charles-Antoine de
Between 10 and 5 com/about/project-overview/ Rouvre & Jérôme Scemla ©ARTE France - La Compa-
146
The Natives: This is Our America The Natives: This is gnie des Taxi-Brousse - 2016
Our America, 2017 © ITV Archive
CRÉDITS AUDIO
CD 1 piste 05 30 Claddagh Ring Meaning & History © My Shakur CD 2 piste 03 190 The President and First Lady at the 2 piste 49 144 South Africa’s Post Apartheid Generation, 12 mai
Irish Jeweler Ltd, D.R. CD 1 piste 06 35 Isle of Hope, Isle of White House Poetry Workshop. April 17, 2015. © The Obama 2014 © Journeyman Pictures CD 2 piste 51 210 JAY-Z speaks
Tears. Paroles et Musique de Brendan Graham © Peermusic White House, 2015 CD 2 piste 04 190 Conversation: Kurtis on his best selling book, “Decoded”. D.R. CD 2 piste 52 246
(UK) Ltd. Représenté par SEMI pour la France et les territoires Blow on ‘The Anthology of Rap’ © PBS, D.R. CD 2 piste 05 196 Angel Island’s painful legacy, Reporter: Chen Jia, Video : Yuhan
Sacem. © Paul Gerrard CD 1 piste 07 42 IamIrish, BBC News. Setting Shakespeare To Hip-Hop Beats © BBC. This audio was Liu, Supervising Producer: Calvin Zhou, Senior Producer: Larry
© BBC. This audio was supplied by the BBC CD 1 piste 11 70 supplied by the BBC CD 2 piste 09 215 The Making of Asian Lee & Ji Tao © Chinadaily.com.cn, D.R.CD 2 piste 53 282 La
New Orleans Mayor Delivers Message On Race In Monuments America - 2011 Who’s Who in Asian American Communities Mini La Land’ Director Aimed To Make A Film Even Musical Skeptics
Speech, All Things Considered, May 26, 2017, © 2018 npr, D.R. Documentary. Produced by Sachi Koto Communications, Inc. CD Would Love, February 3, 2017 © NPR, D.R. CD 2 piste 54 310
CD 1 piste 18 97 The Most Terrifying Pirate in History, THE REAL 2 piste 10 230-231 “Paper Sons”: Chinese American illegal “Cli-Fi” Joining “Sci-Fi” as Movie Venue © Yale Climate Connec-
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19 à 22 97-98 Top 10 Famous Pirates in History © Watchmojo. 2007 © Courtesy CNN CD 2 piste 13 252 Broadway vs. West NASA’s Search For Earth’s Twin, by NELL GREENFIELDBOYCE,
com CD 1 piste 25 120 After 20 years of democracy, S. Africa’s End Run Lengths by Michael Perkins, 25 february 2011. D.R. CD April 15, 2018 © NPR, D.R. CD 2 piste 56 369 “The Tea Thieves:
‘born frees’ dream on, 24 avril 2014 © AFP CD 1 piste 26 130 2 piste 21 318 President John F. Kennedy Moon Shot Speech How A Drink Shaped An Empire, by GUY RAZ, March 28, 2010
Zanele Muholi on BBC Focus on Africa © BBC CD 2 piste 01 to Congress, May 25, 1961 CD 2 piste 46 57-58 Celebrating © NPR, D.R.”
179 Rap Styles/Rap Music, Chris Kazi Rolle © Howcast, D.R. CD Irish culture © WTNH News8, 9 march 2017. D.R. CD 2 piste
2 piste 02 185 The Rose that Grew from Concrete by Tupac 48 115 Top 10 Famous Pirates in History © Watchmojo.com CD

Livre Du Professeur: Anglais 2 A2/B1

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Let’s

DIRECTION D’OUVRAGE ET AUTEUR :

© Éditions Hatier, Paris, 2018

2 Le fort ancrage civilisationnel

a. Un même document (écrit ou oral) et deux parcours : les trails.

never lived long

Manipuler les nouvelles informations en contexte pour les mémoriser.

plus ils·elles maitriseront

MESSES 2017 WITH revealed

culturels et phonétiques de l’unité. Les questions peuvent com-

porter des images pour varier les méthodes

esla? Build up your vocabulary

a. All of this led to an early twentieth century sense

… voters est également disponible à l’é

commemorate the Founding Fathers

Speeches and news MP3 n° 81 spacecraft, spaceship:

pioneer: ﬁrst to do sthg puzzled: perplexed forecast / foresee: predict /

7 La diversité des approches

8 La grammaire et la phonétique au centre des apprentissages

9 La construction de projets motivants et cohérents

© Hatier 2018 - Fiche photocopiable.

Nom : .......................................................................... Classe : . . . . . . . . . . . . . . Date : ...............................

Expression orale en interaction – Speak to an astronaut.

Toute l’équipe de Let’s Meet Up!

1 The importance of being Irish? ����������������������������������������������������������������������������������� 025

2 The United Symbols of America? ������������������������������������������������������������������������� 059

3 Golden Age of Piracy: a British fiction? ��������������������������������������������� 083

5 Native Americans: twice upon a time? ����������������������������������������������� 145

7 Angel Island: welcome to the USA? ��������������������������������������������������������������� 211

Objectif(s) culturel(s) les clubs dans les lycées anglo-saxons

Objectif(s) sociolinguistique(s) savoir s’adresser à un public PRO

Objectif(s) méthodologique(s) apprendre son cours (p. 255), Let’s practise!

ama club at the British School

La vidéo peut être montrée en dernier ou en pre-

12 Join the club?

Ces courts rappels lexicaux, grammaticaux et

Le tableau d’expression orale en interaction

Cette tâche reprend les informations qui auront

Mise en place et corrigé

2 As a class, select the best ten questions.

14 Join the club?

Les élèves plus fragiles en compréhension orale

Vous pourrez présenter la British School of Paris

Cette ﬁche de compréhension orale et

Mise en place et corrigé

2 Watch the video again and complete your notes.

16 Join the club?

Il pourrait être intéressant d’expliquer, a fortiori, les symboles des partis

3 Let’ learn more about

1 Match each image with the correct club name.

Discuss new political events, nts, volunteer

Ho t a video game competition, discuss the evolution

Learn speak some

5 it as a group, watch animeeT

3 Match each description with a club.

18 Join the club?

La différenciation se fera sur la diﬃculté Cette aide méthodologique donne-

4 Let’s practise and get better!

1 Write down the following

STEAM club Key club

or not! + Mr/Mrs + nom, pour quelqu’un que vous ne

Join our club to make new Weekly meeting on

20 Join the club? 21

1 The importance of being Irish? �� 025

2 The United Symbols of America? �� 059

3 Golden Age of Piracy: a British fiction? �� 083

5 Native Americans: twice upon a time? �� 145

7 Angel Island: welcome to the USA? �� 211

z Fiche méthodo N°12. Réaliser une vidéo p. 272

z Fiche méthodo N°18. Expression écrite p. 284

1845, Ireland was hit by a great famine. More www.ducksters.com (adapted)