Identity and

Exchanges
Identités et Echanges
Quel rôle joue la mondialisation dans le dynamisme de la vie sociale, culturelle et économique dans chaque aire
géographique ? Favorise-t-elle la diversité ou la menace-t-elle ? Entraîne-t-elle une affirmation de la particularité ?
Modifie-t-elle la particularité locale ou individuelle au profit d’une « citoyenneté mondiale » ? La mobilité
(intellectuelle, physique…) caractérise le monde actuel et implique la multiplication des contacts, des échanges, des
partenariats tout en posant les questions de l’acculturation, de l’intégration, de l’adaptation, de l’inclusion, etc. Cette
mobilité suppose le franchissement de frontières géographiques et politiques. Les questions liées à l’ouverture et à la
fermeture des frontières sont à la source de nombreuses tensions qui sont traitées différemment selon l’histoire et
la culture des zones géographiques concernées. Le terme de frontière est appréhendé dans ses différentes
acceptions (frontière historique, culturelle, linguistique, etc.). Les élèves réfléchissent en particulier aux frontières
qui existent au sein d’une société entre des groupes différents (entre générations, groupes sociaux, quartiers,
clans…). La perception de la mondialisation comme le sentiment de frontière, la réalité des échanges et de la mobilité
dépendent de la culture et de l’aire géographique étudiées et il conviendra de les aborder dans ce cadre spécifique.

Question : Who do the English think they are?

SEQUENCE 1 England your England Tâches
OBJECTIVES At the end of this chapter students
should understand
 What is the national identity of Record a message to react
England to a roundtable

 The importance of the accent in

England Write an email to a singer

 If English people are on an equal

footing

Culture  The Brexit

 The social culture
 Regional accents
Communication  Talking about a film
 Present statistic data
Grammar  The article “the”
Phonology  Compound nouns
 The vowel “i”
Vocabulary  National identity
 Accents
 The social economy
Tâche finale: Write a letter to a president
 Today is …………………………………………………………………………………………………………………

Look at the picture below and answer the following questions

Questions
1. Who do you see on the picture? Describe the person as detailed as possible.
2. In which occasion do you think this picture was taken? Why?
3. What feeling does the picture create in you?

Speaking (Expression Orale en Continu: EOC):

Prepare a brief presentation to talk about the Queen of England.
 Today is ………………………………………………………………………………………………………………

Pride and Prejudice

Look at this map

Questions
1. Look at the map.
a. What can you say about it?
b. Why do you think it was made?
2. Pick out stereotypes associated with language and the economic situation
3. What do you think “Brexitland” mean?
4. English Identity: Do people feel English?
Watch the BBC interviews and say how the English view themselves
https://www.youtube.com/results?search_query=do+people+feel+english

Margaret Thatcher was a British Prime Minister

Vocabulary : a border une frontière a flat cap une (1979-1990). She was the first woman to hold that
casquette moat les douves a pie une tarte bloody (UK office and she became the longest-serving British
slang, vulgaire) vachement crippled paralysé(e) Prime Minister of the 20th century.
freezing glacial(e) proud fier (fière to improve améliorer She was called the Iron Lady, a nickname
to shape [sth] déterminer [qqch] painfully douloureusement associated with her uncompromising politics and
leadership style.
 Today is ………………………………………………………………………………………………………………

The Quest for National Identity

When you come back to England from
any foreign country, you have immediately the
sensation of breathing a different air. The
beer is bitterer, the coins are heavier, the
5 grass is greener. The crowds in the big towns,
with their mild knobby faces, their bad teeth
and gentle manners, are different from a
European crowd. Then the vastness of England
swallows you up, and you lose for a while your
10 feeling that the whole nation has a single
identifiable character. Are there really such
things as nations? Are we not forty-six million
individuals, all different?
But talk to foreigners, read foreign
15 books or newspapers, and you are brought back
to the same thought. Yes, there is something
distinctive and recognizable in English
civilization. It is a culture as individual as that
of Spain. It is somehow bound up with solid
20 breakfasts and gloomy Sundays, smoky towns
and winding roads, green fields and red pillar-boxes.
Moreover it is continuous, it stretches into the future and the past, there is something in it that persists.
Meanwhile England, together with the rest of the world, is changing. And like everything else it can change only in
certain directions, which up to a point can be foreseen. That is not to say that the future is fixed, merely that certain
alternatives
25 are possible and others not. A seed may grow or not grow, but at any rate a turnip seed never grows into a parsnip.
It is therefore of the deepest importance to try and determine what England is, before guessing what part England can play in
the huge events that are happening.
National characteristics are not easy to pin down, and when pinned down they often turn out to be trivialities or seem
to have no connexion with one another. Here are a couple of generalizations about England that would be accepted by almost
30 all observers. One is that the English are not gifted artistically. They are not as musical as the Germans or Italians, painting
and sculpture have never flourished in England as they have in France.
But here it is worth noting a minor English trait which is extremely well marked though not often commented on, and
that is a love of flowers. This is one of the first things that one notices when one reaches England from abroad, especially if
one is coming from southern Europe. Does it not contradict the English indifference to the arts? Not really, because it is
35 found in people who have no aesthetic feelings whatever. What it does link up with, however, is another English characteristic
which is so much a part of us that we barely notice it, and that is the addiction to hobbies and spare-time occupations,
the privateness of English life. We are a nation of flower-lovers, but also a nation of stamp-collectors, pigeon-fanciers,
amateur carpenters, coupon-snippers, darts-players, crossword-puzzle fans. All the culture that is most truly native centres
round things which even when they are communal are not official – the pub, the football match, the back garden, the fireside
40 and the ‘nice cup of tea’.
England your England, George Orwell, 1941

Questions
1. Read the title: Who is the writer speaking to?
2. How do English people feel when they return home from abroad?
a. What strike them first?
b. How does that feeling evolve?
3. Look at the dates of the text.
a. Which “huge event” is Orwell referring to?
b. Why is it “of the deepest importance to try and determine what England is”
(l.26)?
4. Pick out what sets the English apart from their neighbours. Do you agree that
national characteristics “are not easy to pin down”?
5. Describe the crowd in Lowry’s painting. In what ways do they have a common
identity?
 Today is ………………………………………………………………………………………………………………

Talking Proper
How does accent determine social status?

1. Read the extract from Pies and Prejudice.

a. Focus on what the North of England represents for northerners and how Londoners see the
North.
b. Is the author from the North or from London? Justify by quoting from the text.

2. Now look at the map and watch the first minute of the news report.
a. List the accents that are mentioned and the adjectives used to describe them.
b. Locate them on the map.

3. Watch the rest of the video.

a. How does having a strong regional accent affect people’s job prospects?
b. Why does Caroline regret changing the way she speaks?
Caroline regrets changing the way she speaks because she says it’s disrupted her sense of who
she is. She has lost part of her identity.

4. Conclude.
Who is the reporter referring to when she says “ They’ve been accused repeatedly of not
speaking the same language as the rest of the country”? What does this mean?
 Today is ……………………………………………………………………………………………………………………

Mind the gap

Is everyone’s voice heard?

A poignant snapshot of life in modern Britain

Despite repeated claims by politicians that Britain is booming, the view from the street is a very different one.
I, Daniel Blake was based on research and interviews by screenwriter Paul Laverty, who spent months meeting
people in towns and cities across the UK. Laverty told the BBC: “We met a young lad there who was sleeping on a
mattress in a charity home. He’d given up on benefits – he said it was too humiliating – and the week before he
hadn’t eaten for four days. I opened his fridge and there was nothing in it. “
The government is committed to its programme of austerity, inflicting painful cuts upon society’s poorest
individuals. The effects of austerity are visible throughout I, Daniel Blake, and are reflective of real-life Britain.
Ken Loach himself has said: “The world we live in is at a dangerous point right now.”
I, Daniel Blake offers a poignant snapshot of life in modern Britain. One of the more shocking scenes features
single mum Katie (played by Hayley Squires) visiting a food bank for the first time and becoming overwhelmed by
her difficult circumstances. Sadly, the real life picture is even bleaker, with food bank usage on the rise in the
UK. In the last year alone, food banks run by the Trussell Trust charity provided well over a million emergency
packages to people in crisis.
The film confronts unpleasant truths about our own society, and forces you to conclude: “we are all Daniel Blake”.

Poster of the movie

I, Daniel Blake by Ken Loch, 2016
Katie Morgan (played by Hayley Squire), her children and Daniel Blake (played by Dave Johns)

Meet Katie and Daniel

1. Look at the still from the film. HOW TO TALK ABOUT A FILM
What can you imagine about the main characters? The film was directed by…
Le fim a été réalisé par…
2. Watch the video report and explain their situations
It was released in…
a. What have Daniel and Katie got in common?
Il fut présenté au public en …
Where did they meet? The screenplay was written by…
b. Is their situation depicted as unusual? Le scenario a été écrit par …
3. Describe Ken Loach’s opinion on the subject.
According to the director of this film, who is to blame for their misery?
4. Read the article and debate together.
a. What is Ken Loach trying to denounce? How successful is he?
b. Do you agree that “we are all Daniel Blake”?
 Today is ………………………………………………………………………………………………………………

Brexit: a Divided Nation

“We are embarrassingly
unaware of how divided
Video: What can we learn from Brexit? our societies are, and
1. Look at the title of the video. What do you think the video is about? Brexit grew out of a
2. Now look at the map. What do you observe? deep, unexamined divide
3. When did the Brexit referendum take place? What was the result? between those that fear
4. What did the voting patterns reveal? globalization and those
5. How did A. Betts react to the result? Why? that embrace it”.
Alexander Betts

Answer the questions about this video using what

you’ve learnt in each feed.
“UK chooses Brexit: EU referendum results by region”, satista, 2016
 Compare and contrast Orwell and Betts’ visions of England.
What do you think the future holds?
 Do you agree that the divisions in British society exist in societies around the world, as Betts suggests? Are we equally unaware of them?
 In your opinion, would Daniel and Katie have voted leave or remain? Justify.

STUFF YOU SHOULD KNOW: Globalisation

Vocabulary It’s the process of and integration between nations. These
Nouns interactions happen on a political, social and economic level. They
 voting patterns la répartition du vote encourage the growth of international trade, culture and ideas.
Adjectives Twentieth century advances in transport and communication have
 committed to [sth]attaché à[qqch] boosted the process of globalisation.
 unpersuaded pas convaincu(e)
Verbs GRAMMAIRE: The ou Ø
 to leave partir The English love Ø tea and the royal family .
 to leave behind oublier, délaisser Despite Ø claims by Ø politicians that Ø Britain is booming, the view
 to remain rester from the street is a very different one.
 to split diviser Ø Screenwriter Paul Laverty spent Ø months meeting Ø people in Ø
towns and Ø cities across the UK.
Dans quels cas utilise-t-on the ou Ø ?
On utilise…
 Pour désigner quelque chose de clairement défini, unique ou spécifique
The   Pour évoquer des idées générale (que le nom soit indénombrable singulier ou dénombrable pluriel)
Ø   Pour un élément nouveau

The ou Ø ? - Retiens la règle

L’utilisation de l’article défini the dépend du contexte dans lequel il est employé :
On utilise the
• quand on parle de quelque chose en particulier I gave a speech at the European Youth Parliament.
• quand un nom de pays contient un nom commun France and Germany are part of the European Union, but the United States isn’t.
• quand on parle d’une forme particulière de sport. I think the football they play in Spain is exciting.
On utilise pas the
• quand on parle d’une catégorie générale I like all kinds of music: Ø classical, Ø rock, and Ø pop
• devant les noms de pays I went on holiday to Ø Italy last year.
• avec un sport My sister likes to play Ø tennis in summer.
• devant une langue I would like to learn Ø Japanese one day.
• devant une matière scolaire Today I have Ø maths after lunch. I will probably fall asleep!
 The ou Ø ? - Entraîne-toi
1. Complète cette description de Londres avec the ou Ø.
a. ……… London is ……… capital of ……… United Kingdom. It is located in ……… southeast of ……… England.
b. ……… river Thames flows through … city.
c. ……… Houses of Parliament and ……… Buckingham Palace are ……… famous landmarks.
d. ……… Tourists visit ……… London from all over ……… world.
e. ……… London is often considered as ……… world’s leading global city.
f. ……… city is home to a diverse range of ……… people and ……… cultures.
g. ……… Mayor of London is committed to improving ……… life for ……… Londoners. His priorities include
……… employment, ……… housing and ……… environment.
2. Voici un texte sur l’histoire de l’Europe. Complète-le avec the ou Ø.
a. ……… Europe is a continent located in ……… northern hemisphere.
b. In 1949 ……… Council of Europe was founded with ……… idea of unifying ……… Europe to achieve ………
common goals.
c. ……… France and ……… Germany were founding members of ……… European Economic Community.
d. ……… gold stars on ……… European flag stand for ……… ideals of ……… unity, ……… solidarity and ………
harmony among ……… people of ……… Europe.
e. ……… European citizens can live, work, travel and study in another EU country, and have access to …
healthcare.
f. ……… Euro was adopted by 19 EU member states in 2002.
g. In 2012 ……… European Union was awarded ……… Nobel Peace Prize.
3. Traduis les phrases suivantes.
a. Aimes-tu les films engagés ?
b. Je ne comprends pas l’accent écossais.
c. Le Brexit montre les divisions qui existent dans la société britannique.
d. Ces derniers temps, la question sur l’identité a occupé le débat public.

The ou Ø ? - Entraîne-toi
1. Complète cette description de Londres avec the ou Ø.
a. ……… London is ……… capital of ……… United Kingdom. It is located in ……… southeast of ……… England.
b. ……… river Thames flows through … city.
c. ……… Houses of Parliament and ……… Buckingham Palace are ……… famous landmarks.
d. ……… Tourists visit ……… London from all over ……… world.
e. ……… London is often considered as ……… world’s leading global city.
f. ……… city is home to a diverse range of ……… people and ……… cultures.
g. ……… Mayor of London is committed to improving ……… life for ……… Londoners. His priorities include
……… employment, ……… housing and ……… environment.
2. Voici un texte sur l’histoire de l’Europe. Complète-le avec the ou Ø.
a. ……… Europe is a continent located in ……… northern hemisphere.
b. In 1949 ……… Council of Europe was founded with ……… idea of unifying ……… Europe to achieve ………
common goals.
c. ……… France and ……… Germany were founding members of ……… European Economic Community.
d. ……… gold stars on ……… European flag stand for ……… ideals of ……… unity, ……… solidarity and ………
harmony among ……… people of ……… Europe.
e. ……… European citizens can live, work, travel and study in another EU country, and have access to …
healthcare.
f. ……… Euro was adopted by 19 EU member states in 2002.
g. In 2012 ……… European Union was awarded ……… Nobel Peace Prize.
3. Traduis les phrases suivantes.
a. Aimes-tu les films engagés ?
b. Je ne comprends pas l’accent écossais.
c. Le Brexit montre les divisions qui existent dans la société britannique.
d. Ces derniers temps, la question sur l’identité a occupé le débat public.
 Brexit: a Divided Nation
Answers
1. The title let us think that the video will be about what we can understand from Brexit.
2. On the map we can observe two distinct group created by Brexit: those who want to leave and those who
want to remain.
3. The referendum took place on the 23 rd June 2016. With a Turnout of 72.2% and 53.4% of those casting
their ballots voted to leave the European Union.
4. The voting pattern showed that the North with Ireland and London in the south wanted to remain in the EU.
5. Alexander Betts reacted by being immensely shocked by the result, and so were many people. He thought he
was open and tolerant, but Brexit made him realise that he doesn’t know his country. For example, he has spent
very little time in the North.

Brexit: a Divided Nation

Answers
1. The title let us think that the video will be about what we can understand from Brexit.
2. On the map we can observe two distinct group created by Brexit: those who want to leave and those who
want to remain.
3. The referendum took place on the 23 rd June 2016. With a Turnout of 72.2% and 53.4% of those casting
their ballots voted to leave the European Union.
4. The voting pattern showed that the North with Ireland and London in the south wanted to remain in the EU.
5. Alexander Betts reacted by being immensely shocked by the result, and so were many people. He thought he
was open and tolerant, but Brexit made him realise that he doesn’t know his country. For example, he has spent
very little time in the North.

Brexit: a Divided Nation

Answers
1. The title let us think that the video will be about what we can understand from Brexit.
2. On the map we can observe two distinct group created by Brexit: those who want to leave and those who
want to remain.
3. The referendum took place on the 23 rd June 2016. With a Turnout of 72.2% and 53.4% of those casting
their ballots voted to leave the European Union.
4. The voting pattern showed that the North with Ireland and London in the south wanted to remain in the EU.
5. Alexander Betts reacted by being immensely shocked by the result, and so were many people. He thought he
was open and tolerant, but Brexit made him realise that he doesn’t know his country. For example, he has spent
very little time in the North.

Brexit: a Divided Nation

Answers
6. The title let us think that the video will be about what we can understand from Brexit.
7. On the map we can observe two distinct group created by Brexit: those who want to leave and those who
want to remain.
8. The referendum took place on the 23rd June 2016. With a Turnout of 72.2% and 53.4% of those casting
their ballots voted to leave the European Union.
9. The voting pattern showed that the North with Ireland and London in the south wanted to remain in the EU.
Alexander Betts reacted by being immensely shocked by the result, and so were many people. He
thought he was open and tolerant, but Brexit made him realise that he doesn’t know his country. For
example, he has spent very little time in the North.
 Fictions and
Realities
Fictions et Réalités
Quels sont les modèles historiques, sociaux ou artistiques dont chaque population a hérité et quels sont
ceux qu’elle recherche ? Pourquoi se reconnait-on dans une telle représentation et comment reconstruit-
on son propre modèle éthique, esthétique, politique ? Les récits, qu’ils soient réels ou fictifs, écrits ou
oraux, sont à la base du patrimoine culturel des individus et nourrissent l’imaginaire collectif. Comment
sont véhiculés les croyances, mythes, légendes qui constituent le fondement des civilisations et
transcendent parfois les cultures ? Les figures du passe demeurent-elles des sources d’inspiration et de
création ? Comment les icones modernes deviennent-elles l’incarnation de nouvelles valeurs ? Les mondes
imaginaires offrent a chacun l’occasion de s’évader de la réalité tout en invitant a une réflexion sur le
monde réel : comment la réalité nourrit-elle la fiction et comment, à son tour, la fiction éclaire-t-elle ou
fait-elle évoluer la réalité dans une aire culturelle donnée ?

Question_ Guns in the USA: delusion or necessity?

SEQUENCE 1 Guns Tasks
OBJECTIVES At the end of this chapter students
should be able to understand
 The importance of gun in the USA  Presentation: Give a
presentation about the
 Comment and discuss about guns in the history of guns in the USA
USA

 Americans position about bearing an arm  Writing: Write an article

summarizing Ice-T’s opinion
Culture  The Second Amendment on guns
 The NRA
Communication  Commenting and analysing
 Expressing opposition  Group work: Debate on the
 Expressing purpose issue of gun in the US.
Grammar  Direct and Indirect speech - Journalist
Phonology  Question Intonation - An expert of gun issue
 Direct and Indirect speech - Pro-gun member
- Anti-gun member
Vocabulary  Violence
 Mass shooting
 Protest movement
Tâche finale: Prepare a documentary TV show about guns in the USA
 Today is …………………………………………………………………………………………………………………

Look at the picture below and answer the questions

Questions
1. What do you see on the picture? Describe it as detailed as possible.
2. What feeling does the picture create in you?
3. What is your personal opinion about guns? Do you like them or not? Why?

Speaking (Expression Orale en Continu: EOC): Date ……………/……………/……………………

Should populations in your country have the right to bear an arm? Why?

Critère de notation de l’Expression Orale

Rubriques Points
1. Je parle audiblement et distinctement ……………/2
2. Je prononce bien ……………/2
3. Je ne lis aucun document ……………/2
4. Mes propos sont bien organisés (Intro – Dev. – Con.) ……………/4
5. Je réponds bien à la question ……………/4
6. Je donne les raisons de ma position ……………/4
7. J’utilise des connections pour rendre mon discours fluide ……………/2
Total ……………/20
What is NRA ? The National Rifle Association (NRA) advocates for gun rights. It was
created in 1871 and it is still a very influential lobbying group. As gun right supporters, its members
are in favor of the use of firearms for hunting, self-defence or sport.