Deux Mondes 8Th Edition Full Chapter

(eBook PDF) Deux mondes 8th Edition
Visit to download the full and correct content document:

https://ebooksecure.com/download/ebook-pdf-deux-mondes-8th-edition/
EIGHTH EDITION
DEUX MONDES
A Communicative Approach
Tracy D. Terrell
Late, University of California, San Diego
Mary B. Rogers
Betsy J. Kerr
Retired, University of Minnesota, Minneapolis
Guy Spielmann
Georgetown University
Consultant: Françoise Santore

Retired, University of California, San Diego
ter26951_fm_SE_i_xxii.indd 1 27/06/20 6:15 PM

Chagnon/age fotostock viii | Contents
CHAPITRE 9
L’enseignement, les carrières et l’avenir 293
Activités et lectures 294 Grammaire et exercices 315

Tranche de vie: Petites annonces 294 9.1 Other uses of y: J’y pense 315
L’enseignement et la formation 9.2 Emphatic pronouns 315
professionnelle 296 9.3 Identifying and describing:
À propos… Passe ton bac d’abord! 299 C’est vs. il/elle est 317
Le travail et les métiers 301 9.4 Saying how long you’ve been doing
La langue en mouvement: La féminisation des something: Present tense + depuis 318
noms de métier 303 9.5 Saying what you will do:
Les francophones sur le vif: Flavien Puig 305 The future tense 319
L’avenir 306
À propos… Le foulard islamique à l’école 309
À vous de lire: Premier boulot 310
Gerald Haenel/laif/Redux
CHAPITRE 10
Les voyages 323
Pictures

Tranche de vie: Voyager ensemble 10.1 Expressing obligation:
en train 324 Il faut que + subjunctive 343
Voyages à l’étranger 326 10.2 More about the subjunctive:
À la rencontre des arts: Irregular-stem verbs 345
Le train et les artistes 329 10.3 Verbs for traveling:
En voiture! 329 Conduire and suivre 347
Micro-trottoir: Au sujet du transport 331 10.4 Double object pronouns 349
Comment se débrouiller 333 10.5 Expressing extremes: The

superlative 350
À propos… Se loger en voyage 335
10.6 Making distinctions: Lequel and celui 352
Les achats, les produits et les matières 336
La langue en mouvement:
Le français dans le monde 338
À vous de lire: «L’arrivée en ville» 339

Contents | ix
DiversityStudio/Shutterstock
CHAPITRE 11
Les moyens de communication 355

Tranche de vie: Il était une fois... une campagne 11.1 Saying what you would do:
de pub 356 The conditional 375
Mon électronique 358 11.2 The relative pronoun dont 377
La langue en mouvement: 11.3 More on relative pronouns:
Le langage SMS 360 Ce qui, ce que, ce dont 378
À propos… La France high-tech 362 11.4 Giving orders: Commands with
On se distrait, on s’informe 362 pronouns 379
À propos… L’amour en texto 364 11.5 Talking about hypothetical situations:

More on the imparfait 382
Les pièges de l’internet 366
Micro-trottoir: Au sujet de la technologie 368
À vous de lire: Mon amie Juliette 370
Guillaume Souvant/AFP/
CHAPITRE 12
Getty Images
La santé et les urgences 383

Tranche de vie: Les bons réflexes en temps 12.1 Saying what you want others to do:
de chaleur 384 More on the subjunctive 403
La santé et le bien-être 386 12.2 Changes of state: Passé composé vs.
La langue en mouvement: Le latin: imparfait 405
lien entre le français et l’anglais 387 12.3 The present participle 406
Les maladies et les traitements 390 12.4 Expressing events in the recent past:
À propos… Vivre bien, vivre bio 391 Venir de + infinitive 407
Les francophones sur le vif: 12.5 Narrating in the past: Passé composé vs.
Anne-Claire Allard 393 imparfait 407
À propos… Le vaudou 394

Les accidents et les urgences 395
À vous de lire: Le Malade imaginaire 398

x | Contents
Godong/Alamy Stock
CHAPITRE 13
La famille et les valeurs en société 409
Photo

Tranche de vie: Le français en partage 410 13.1 Reciprocal actions: More on reflexive
L’amour, l’amitié et la famille 412 pronouns 430
Les francophones sur le vif: 13.2 Describing actions: Adverbs 431
Jérôme Dubois 415 13.3 Expressing feelings: More on the
La vie de famille 416 subjunctive 432
À propos… Au pays où MacDo est roi 420 13.4 A past in the past: The plus-que-
Valeurs et décisions 421 parfait 434
La langue en mouvement: Le langage des 13.5 More on expressing possession:
jeunes et le verlan 422 Possessive pronouns 435
À propos… L’exclusion et la solidarité 424
À vous de lire: «Le Monde de Baptiste» 425
Thierry Orban/Sygma/
CHAPITRE 14
Getty Images
Les enjeux du présent et de l’avenir 437

Tranche de vie: La grogne des Français 438 14.1
Should have: The past conditional
L’intégration sociale 440 of devoir 455
À propos… Le «Printemps arabe» a commencé 14.2 Saying what you would have done:
en Tunisie 443 The past conditional 455
L’héritage du passé 444 14.3 Conjunctions: More on the
La langue en mouvement: Le français subjunctive 457
en Louisiane 446 14.4 Expressing doubt and uncertainty:
À propos… Femmes en vue 448 More on the subjunctive 458
e
Les enjeux du XXI siècle 448
Micro-trottoir: Au sujet des enjeux du XXIe
siècle 451
À vous de lire: Le voyageur du temps 452
Appendix A: Verbs ending in -er with spelling changes A-1
Appendix B: Verb + verb constructions A-2
Appendix C: Conjugations of regular and irregular verbs A-3
Appendix D: Answers to grammar exercises A-11
Lexique Vocabulaire français-anglais V-1
Index I-1

To the Instructor
Deux mondes, 8th edition, continues to offer a natural Here are the key changes in the 8th edition:
approach to language learning that fosters
• Tranche de vie: Each chapter frontloads
communicative and cultural competence in the

cultural content in the new Tranche de vie
introductory classroom while responding to the

feature, a brief activity inspired by authentic
changing needs of students and instructors with

documents that introduces students to the
digital resources to support them.
theme of the chapter.
The Deux mondes program is built around the
• Vocabulaire: Following a corpus analysis,
following principles:
the vocabulary in Deux mondes has been
• emphasizing cultural competency and completely overhauled, reducing the number
authentic contexts of words on active vocabulary lists by 10% and
• fostering community through group work ensuring that we included the most frequently
• focusing on communication rather than form used words in French today.
• creating a low-anxiety environment • La nouvelle orthographe: In order to simplify
student learning and follow the most recent
Firmly grounded in research on second-language
practices in France, key recommendations
learning, the 8th edition of Deux mondes supports the
from Les Rectifications de l’orthographe (1990)
ACTFL National Standards, as outlined in the five “C”
have been implemented in this edition.
goal areas—Communication, Cultures, Connections,
• À propos… and À la rencontre des arts feature
Comparisons, and Communities—of the World-
boxes: Updates include recent popular sports
Readiness Standards for Learning Languages, and
stars and artists like Kylian Mbappé (Chapter 2)
provides a strong foundation for meeting those

and Stromae (Chapter 6) as well as cultural
standards.
symbols like Marianne (Chapter 5).
In response to extensive reviewer feedback, the
• Micro-trottoir videos: New video segments of
main goal of L’enfance
this revision was to modernize the cultural
208 | Chapitre 6 et la jeunesse
authentic, on-the-street interviews related to
elements of the program and to make it even more
Activité 7 Entretien: La vie au lycée
Act. 7. (partners) During the follow-up
each chapter’s theme are now available.
diverse, inclusive, and engaging. To that end, we have
discussion, bring in specific questions
about activities and mention your own
experiences: Quel sport faisiez-vous?
1. Au lycée, est-ce que tu arrivais normalement à l’heure ou en retard le
Combien de fois par mois est-ce que vos • On Connect, the 8th edition features a new
updated language, matin? images,
Pourquoi?
parents vous donnaient de l’argent de
and cultural information
eBook with embedded audio and video—
poche? Où est-ce que vous travailliez
2. Tu lisais beaucoup? Qu’est-ce que tu aimais lire?
après les cours? Combien d’argent
throughout the program. These and other substantial

3. Tu passais beaucoup de temps sur internet? Est-ce que tu rouspétais si
gagniez-vous? New vocabulary: club,
équipe, normalement, orchestre,
rouspéter, souvenir. tes parents voulaient contrôler les sites où tu surfais?
accessible via the ReadAnywhere app—as well
changes will enhance the user experience and bring
4. Qu’est-ce que tu faisais le weekend? (Tu allais au cinéma? Tu faisais
du sport?)
5. Tu étais membre d’une organisation? de l’orchestre? d’un club? d’une as two new communication tools—powered by
the program solidly équipe?up to date.
Qu’est-ce que tu faisais exactement?
6. Tu travaillais après les cours? (Où? Combien d’heures par semaine?)
7. Quels sont tes meilleurs souvenirs de tes années au lycée?
GoReact—so students can easily interact in the
target language with their classmates and
Pre-reading activity. Using a world map, have students locate both Belgium and Rwanda, a Belgian colony until 1961. Explain that Stromae’s father was a member
of the Tutsi, one of three population groups in Rwanda. The Tutsi were targeted in the genocidal civil war of 1994. instructors online:
• Recordable Video Chat is a chat tool that
À la rencontre des arts
Daniel Boczarski/Redferns/Getty Images
allows students to practice live, synchronous

Stromae, un chanteur entre tradition et
musiques actuelles communication. Up to six students can
Né à Bruxelles (Belgique) en 1985, Paul Van Haver est devenu
participate in a recorded conversation and
célèbre en 2009 sous le nom Stromae—«maestro» en verlan1—
avec le tube2 «Alors on danse», un texte sérieux sur de la
instructors can provide personalized and
musique électro, que le rappeur américain Kanye West a
adapté en anglais. L’année suivante, son album Cheese a • Stromae en concert à Chicago on-the-spot feedback. Instructors can
remporté3 une Victoire de la musique, une distinction impor-
tante pour un jeune artiste. Stromae offrait un style original, où se mêlaient4 plusieurs influences: la chanson française choose from a wide variety of pre-built
«à texte», la musique électronique et les rythmiques africaines. Le public a alors découvert que Van Haver avait une
histoire personnelle douloureuse:5 son père vivait au Rwanda, et il est mort durant la guerre civile qui déchirait6 le pays
dans les années 90. La chanson «Papaoutai», autre immense succès en 2013, évoque la détresse d’un jeune enfant
activities or create their own.
qui ne sait pas où se trouve son père. En 2014–2015, Stromae a effectué une tournée mondiale terminée par un
concert au Madison Square Garden, de New York, ce qui constituait une performance exceptionnelle pour un chanteur
• Voice Board is our new asynchronous voice
francophone. Star internationale, Stromae a pourtant annoncé en 2016 qu’il arrêtait de chanter en scène et qu’il prenait
deux années sabbatiques.
tool that gives students the ability to post
2
3
1
argot où les syllabes sont inversées: «mae-stro» devient «stro-mae»
chanson qui a beaucoup de succès
video, audio, or text comments related to
obtenu, reçu
4
5
6
combinaient
malheureuse, tragique
divisait avec violence
the topic and respond to their classmates’
posts.
À la rencontre des arts. In just a few years, the Belgian singer Stromae has become one of the best-selling singers in the French language and Europe’s biggest
pop star.
Post-reading activity. Play the video clip for «Papaoutai» for your students and guide them through a reflection on what the song might mean based on the lyrics
and what they have learned about Stromae and his background.
ter26951_ch06_201_232.indd 208 08/06/20 4:17 PM

xi

xii | To the Instructor
104 | Chapitre 3 En ville Tranche de vie | 105
TRANCHE DE VIE Il y a de quoi dire

Se repérer en ville
Vous êtes à Marrakech avec votre famille. Personne ne connait la ville, mais
vous avez un plan et vous parlez français! C’est donc vous qui allez aider la
Une ville du Maghreb, Marrakech famille à se repérer. Trouvez les bonnes réponses dans la colonne de droite.
1. On arrive en bus: où se trouve la a. Dans le quartier de Safi, au nord

Marrakech est une des grandes villes du Maroc, avec Tanger, Fez, Casablanca et Rabat (la capitale). gare routière? de la ville.
Ancienne cité impériale, elle est aujourd’hui un centre économique majeur où vivent près d’un million 2. Faisons un piquenique à midi! Tu b. Pas du tout! Elle est en plein
d’habitants. Au cœur de la ville se trouve la médina, cité médiévale fortifiée et densément peuplée; c’est connais un espace vert? centre-ville, voyons…
un véritable labyrinthe! Dans les souks (marchés) de la médina, on vend des étoffes, des poteries et des 3. Allons d’abord à l’endroit le plus c. Rassure-toi, il y en a trois, dont
bijoux traditionnels. Symbole de la ville, le minaret de la mosquée de Koutoubia (XIIe siècle) est visible à animé de la ville. Tu vois comment un à proximité des tombeaux
des kilomètres. y aller? Saadiens.
ROUTE PRINCIPALE VERS CIRCUIT & GOLF
4. Le jardin Majorelle est incontour- d. Si! L’oued Issil, juste à l’extérieur
VERS CASABLANCA
DE CASABLANCA SAFI - EL JADIDA DE LA PALMERAIE
nable, parait-il; tu vois où c’est? de la ville, à l’est.
t
TIER
JBEL FACULTÉ
DAO Ci rc ui AI E 5. La fameuse mosquée de la e. D’accord, le Théâtre Royal se

DES SCIENCES
QUARSAFI UDIA
GUELIZ VERS
A v e n u e A l l a l E l F a s s i
LM ER
FACULTÉ DE
TE
LANGUE ARABE
Avenue
DE LA PA Koutoubia est à côté de l’aéroport, trouve en face du lycée Hassan II,

SAMLALIA
Bo
ul
DOUAR PROVINCE
n’est-ce pas? tout près de la gare.

ev
EL MAKHZEN
Rue
DAOUDIATE
HôPITAL
ar
JARDIN our
FES - OUARZAZATE
ans
IBN TOFAIL
d
LYCÉE Rue Abd MAJORELLE

El M
VERS MEKNES
de
6. Le Maghreb est désertique, alors f. Au coin de l’avenue du 11 janvier

VICTOR HUGO elouhab
Erra
Derraq b
cou
Sa
Ya
Ru
ue EL MECHRA
Ro
fi
en
e
oud
Av
je suppose qu’il n’y a pas de et du boulevard de Safi.
O
ute
Av Ibn Sina Bab El
CAMP Rue Bab
ue
Rue Ibn Khémis
TARGA
en ur
r
VERS
Mo
nso
vie
Aich DIOUR Kechiche
a
HUL El Ma
de
a
d
C A P I TA I N E G ue
rivière? g. Mais bien sûr, le magnifique
Bo
jan
oub JDAD
ha
s
A. Yac ule
11
va Is
me
uni
du
Kh
rd
to ZAOUIA si
IZ
de
Zerk
7. Et si on allait voir un spectacle parc botanique des jardins de
ue
alid
dA
l
SIDI GHALEM
Re
GUEL
oue
Sa
amed
en
GARE ARSET
Rue
ya fi
m
M
Ru
Av
r
bd
oh ROUTIÈRE
IHIRI
rd M
pa
oh ou
Ass
e
e S
ce soir? l’Aguedal, au sud de la médina.
va
Bab
rts
elk
Ba
HôPITAL
MILITAIRE Boule am Ru
RIAD
Rue
Ben
b
Bou lik
rim
lev
ed Ma LAAROUS
Ta
ard
EI Khém
am e EI Gza
ma Man Ru ASSOUEL
gh
Im
oua V
8. Si on est malade, il y a un hôpital, h. Évidemment, c’est la place
sou l Bab
El
e E
zo
a r Ed
Ru
ouq d ahb Bab MÉDERSA Debbagh
ut
II
Kh
O
El M san
i s
e Ha Doukkala BEN YOUSSEF EL MOUKEF
Rue
ue
enu
ata
au moins? Jemaa-el-Fna. On prend la porte

LA M
is
Boulevard Moulay R’chid PLACE DU A v
Oua
PLACE Debbagh
d
16 NOVEMBRE DERB Rue
bi
RMILA
ala
GARE TRAIN du Sou EL MOUKEF Rue Bab

II Av TIZOUGARINE
me Ouaq
san
k des Fassis
Is
MUSÉE DE
QU Has en
Doukkala et on suit la rue
EDIN
PLACE DE
lid
si
MARRAKECH
nue
d
AR L’EMPEREUR
Ave
Avenue ue
TIE
l
MOUASSINE
Ya
Ah
R
co
a n II
PLACE DE
Fatima Zohra, c’est facile.

e
i
Rue Moussine
PLACE
A
ub
Ru
ass
Ru
LA LIBERTÉ
Ru
Mo mam
STADE BEN SALEH
ue H
EI
e
e Jn
EL HARTI
M
ha
Aven
l Ya
Bo
lan
ar
THÉÂTRE
n iE b Ay Bab
in
Fatim
a Sid
i
INDUSTRIEL e Ba
ane
ROYAL LYCÉE Aylan

HASSAN II ss Me Rue
ue LES SOUKS Ru
ul
Ha
R
d V
B o
Bab EI chi
VERS AGADIR
El H
K so
Rue Daba
ESSAOUIRA
ur
El
Nkob ARSAT ARSET EL HOUTA
Rue Achouhad
KSOUR
ev
ia
Rue Djane
Zohra
ub
AR
arti
y MOULAY ABDESSALAM uto

u l
DOUAR
OU la Sebti Ko PLACE
Ru
EIJEMAA EL-FNA
ou
ar
Z bes GRAOUA
VERS GOLF
R.
ME
D’AMELKIS
e
EI Ab
e v
PALAIS
M AGUEDAL
Ru
ail
ou
Rue
DES MOSQUÉE DE
d
N e MUSÉE DAR RIAD

e
Ah
R. Ab
AI
Ben Chegra
Ism
Ru
CONGRÈS
Rue
LA KOUTOUBIA
E
SI SAÏD ZITOUN JDID
BA-HMAD
Rlad
m
Ru
Mo
a r
lay
Bab
RNAG
ed
El Ken
ou
RIAD Ghmat
e J
Ex Sta
Zito
Bab El
eM
Av.
C
ZITOUN EL KEDIM li
El
de périm tion
MUSÉE
d
haza
ha
Jdid Hom
ha
un El
Ru
n
naria
TISKIWIN
HIVE
PLACE DE Avenue Homman El Fetouaki El G
an
ou
m
la en an
Ad
PALAIS BAHIA
Mé ta am
Rue
Ked
BAB JDID
qu
El
e E
me
DOUAR LAARBI na le Fe
e Im
ar
ES SAADA
l
to
im
ra Ru
Sidi
ua
is
ki PLACE DES
sa
Ha
FERBLANTIERS MELLAH
d
Mim
id
E l
h
ch t El Maâc
rti
Cimetière de
Rue Arse PALAIS
ou
Ra
GOLF ROYAL
Bab Ghmat
n
y Bab
ula
HÔPITAL EL BADI
Ya
BERRIMA
VERS
VI
SAHRU IBN ZOHR Agnaou

JARDINS DE
EL BARANI
Mo TOMBEAUX
Rue
r m
LA MÉNARA Cimetière Sidi SAADIENS JNANE

nce J d id
Es Souhaili
de
PALAIS EL AFIA
Pri
o u
Av
ROYAL
Bab
la ka
KASBAH UAR
UCHO Bab
ue r
de EL MO
en
ARST
sbah
Ahma
en
Bab Ahmar
Av Ksiba Bab
BAB-AROB Rue
ue
de
FOURRIÈRE
LA MÉNARA O li v
e r ie
MUNICIPALE
Ja
r
la
Bab
L΄A dins
Irhli
Mé
Matej Kastelic/Shutterstock
Jnane gu d
ed e
a
na
AÉROPORT DE MARRAKECH LA MÉNARA

ass
em
Gu Reddouane
al
ra
nue
Ave
VERS ZONE
L’MHAMID
VERS ASNI VERS VALLÉE DE L'OURIKA VERS CIRCUIT

TAROUDANT - AGADIR OUKAIMEDEN DE L’AGUEDAL
• La place Jemaa-el-Fna à Marrakech
Emphasizing Cultural The 8th edition of Deux mondes offers three types
ter26951_ch03_103_134.indd 105 25/06/20 4:30 PM
ter26951_ch03_103_134.indd 104 25/06/20 4:30 PM

of videos that showcase Francophone culture in dif-
Competency and ferent ways, all of which are viewable and assignable
Authentic Contexts with related activities on Connect:
• Micro-trottoir: Filmed in the summer of 2017 in
The authors of Deux mondes consider cultural Aix-en-Provence, France, these videos feature
competence to be an integral part of language
a charming presenter who interviews native
learning and believe that competent speakers must speakers on the street about topics related to
have an a ppropriate background knowledge of the the theme of each chapter.
communicative and cultural contexts in which • Les Francophones sur le vif: These videos
language occurs. Deux mondes helps students to feature contextualized interviews with a variety
develop communicative competence by providing for of native speakers of French. The participants
meaningful and comprehensible input and offering are not actors; they are simply French people
many perspectives on Francophone culture through who allowed us to film them as they went
readings and authentic materials. about their daily activities. The unscripted,
In the 8th edition, we updated culture in every documentary style of the videos allows
possible way, using real-life, up-to-date, authentic
students to experience what native speakers
data, content, and sources to give students access to actually sound and look like, enabling them to
the French-speaking world as it is today. become comfortable with authentic language
The newest cultural feature is a chapter-opening beyond their level of linguistic mastery.
section called Tranche de vie, which uses authentic • Le Chemin du retour: This feature-length film
documents (or replicas of authentic documents) to
presents an intriguing mystery story, introducing
introduce students to the theme of the chapter. The focus another rich source of authentic language,
of each Tranche de vie is a large, easy-to-read version of history, and culture that holds students’ interest
a cultural document (photographs, brochures, or other and draws them into discussion.
realia) with one activity designed to be completed prior
to the full introduction of the chapter vocabulary.

To the Instructor | xiii
Fostering Community Focusing on Communication

Through Group Work Rather than Form
Deux mondes emphasizes communication in Deux mondes seeks to create an atmosphere where
meaningful contexts in the target language. Throughout students will want to communicate by offering them
the program, students have ample opportunities to use the opportunity to do so in relation to stimulating
French in interview, information gap, role-play, and subject matter. By focusing on interactive practice,
other personalized activities that are theme-based, not the program strives to minimize obstacles to self-
grammar-driven. expression and to accommodate the complex nature
Most of the communicative activities in Deux of communication.
mondes are meant to be conducted by a group of two Grammar study is a useful part of language
or more students and can be done in a face-to-face acquisition but is not the primary goal of the course.
classroom. Many of these activities can also be Improvement in speech takes place primarily as the
assigned on Connect using the new Recordable Video result of an increased ability to comprehend input.

Chat tool (powered by GoReact). Students can now However, the study of g
rammar improves c omprehension
have conversations and complete assignments in real by focusing attention on specific linguistic markers, and
time with up to five classmates. Within the tool, it provides forms and rules useful for self-monitoring.
instructors can provide personalized and on-the-spot Deux mondes offers a complete grammar syllabus,
feedback. minimally changed in the 8th edition, arranged to
For additional interactive practice and group work, coordinate functionally with the Activités et lectures.
each chapter includes one or more Cliquez-là internet Many grammar points are spiraled, that is, reentered
exercises, which have been reviewed for the 8th e dition and developed after the initial presentation. It is our
to ensure that they are workable and relevant. These belief that most grammar lessons do not need to be
activities can be used to encourage students to explicitly presented in class, but that grammar should
research a topic independently or as a group. You may be clarified as necessary to facilitate comprehension
choose to assign these activities, use them for special and communication. However, the grammar treatment
reports or class presentations, or have them serve as of Deux mondes is entirely flexible, so that you, the
the basis for small-group discussions. instructor, can choose the best way to introduce
grammar in your own classroom.
46 | Chapitre 1 Ma famille et moi
Tranche de vie | 47

Qui est-ce?
A. Trouvez le membre de la famille royale qui correspond à la description.
La famille royale belge
1. Elle est juste à côté du roi. Elle a 40 ans. a. la reine Paola
2. Elle est assise au premier rang. Elle a 5 ans. b. le prince Emmanuel
La Belgique est une monarchie depuis 1830. Dans ce pays, on parle deux langues: le français dans la 3. Elle n’a plus de mari. Elle a 85 ans. c. la princesse Astrid
région de Wallonie au sud et le flamand dans la région des Flandres au nord. 4. C’est le beau-frère du roi. Il a 57 ans. d. la princesse Éléonore
5. C’est le neveu de Laurent. Il a 7 ans. e. le prince Laurent
6. C’est l’oncle d’Élisabeth. Il a 49 ans. f. le prince Lorenz
7. C’est la tante de Gabriel. Elle a 51 ans. g. la reine Fabiola
8. C’est la belle-sœur du roi. Elle a 39 ans. h. la reine Mathilde
9. C’est la grand-mère d’Éléonore. Elle a i. la princesse Claire
75 ans.
B. Regardez la photo et associez la personne / les personnes avec la

description.
1. Cette personne porte un costume bleu et a. Ce sont Gabriel et

une cravate bleue. Emmanuel.
2. Cette personne est habillée en vert. b. C’est le prince Lorenz.
3. Ces personnes sont petites et elles c. Ce sont les deux filles
portent un costume. et les deux garçons.
4. Ces personnes portent un chapeau. d. Ce sont Mathilde, Claire
Michel Gronemberger
5. Ces personnes sont petites et elles et Astrid.

portent des chaussures blanches. e. C’est la reine Fabiola.
6. Ces personnes sont habillées en blanc. f. C’est Paola.
7. Ces personnes sont assises sur des g. Ce sont Élisabeth et
chaises. Éléonore.
8. Cette personne est adulte, et elle est h. Ce sont Mathilde et
petite. Astrid.
Photo de la famille royale belge prise par Michel Gronemberger le 21 juillet 2013 au Palais Royal de
Bruxelles. Ce jour-là, Philippe de Saxe-Cobourg devient le 7e roi de Belgique. Sur cette photo, le roi Philippe
est au centre, en uniforme. Il y a aussi… Allons plus loin!
• sa femme, la reine Mathilde En groupes, inventez toutes les descriptions possibles de la personne nom-
• leurs deux filles, les princesses Élisabeth (l’ainée, 11 ans) et Éléonore mée par votre professeur.
• leurs deux fils, les princes Gabriel (9 ans) et Emmanuel modèle: votre professeur: La reine Fabiola
• son père, l’ancien roi Albert II, avec sa femme, Paola vous: C’est la doyenne de la famille.
• son frère, le prince Laurent (il porte des lunettes) avec sa femme, la princesse Claire Elle est vieille.
• sa sœur, la princesse Astrid, avec son mari, le prince Lorenz Elle est petite.
• sa tante, la reine Fabiola, veuve du roi Baudouin et la doyenne de la famille Elle a les cheveux gris.
Elle porte une veste rose.
... ?
ter26951_ch01_044_074.indd 47 25/06/20 4:37 PM

ter26951_ch01_044_074.indd 46 25/06/20 4:37 PM

xiv | To the Instructor
384 | Chapitre 12 La santé et les urgences

Tranche de vie | 385

Canicule: les précautions à prendre
Voici quelques photos des villes à travers la France pendant la canicule de
Les bons réflexes en temps de chaleur juin 2019. Lisez les conseils de l’affiche ci-contre et observez attentivement les
photos. Ensuite, décrivez chaque situation en disant si les recommandations
du ministère sont suivies ou pas.
À cause du changement climatique, les vagues de chaleur vont être plus fréquentes et plus intenses.
Pour cette raison, en France, le Ministère des Solidarités et de la Santé informe les gens sur les bons
réflexes qu’il faut adopter en temps de canicule—un épisode de températures élevées, de jour comme
de nuit, sur une période prolongée. Quand les températures nocturnes sont élevées pendant plusieurs
jours consécutifs, le risque de mortalité augmente chez les personnes fragiles. Comme le grand froid,
la canicule représente un danger pour la santé. Voici quelques conseils pratiques pour éviter les coups
de chaleur et autres problèmes liés à la chaleur:
Philippe Desmazes/AFP/Getty Images
Pascal Guyot/AFP/Getty Images

CANICULE, FORTES CHALEURS
Les bons gestes pour éviter la surchauffe
1. Lyon 2. Montpellier
Se ventiler avec un À l’extérieur, porter

éventail ou un petit un chapeau ou une
ventilateur casquette
Zakaria Abdelkafi/AFP/Getty Images

Valery Hache/AFP/Getty Images
Éviter les efforts Modérer l’absorption
physiques prolongés d’alcool et de caféine
3. Nice 4. Paris
Rechercher les Maintenir sa maison

endroits frais et au frais (fermer les
à l’ombre BOIRE TRÈS volets dans la journée)
Guillaume Souvant/AFP/Getty Images

RÉGULIÈREMENT DE L’EAU
Patrick Hertzog/AFP/Getty Images

S’habiller de vêtements aux tissus clairs et légers
Bertrand Guay/AFP/Getty Images
Mouiller son corps (plusieurs fois par jour)

Aider les gens âgés autour de soi (amis, parents, voisins) à s’hydrater
Tenez-vous informés sur les conditions

climatiques sur le site de météo France ou
en suivant le hashtag #canicule sur les
réseaux sociaux. En cas de probléme,
consultez un pharmacien ou appelez le 15.
5. Souffelweyersheim (Strasbourg) 6. Tours
ter26951_ch12_383_408.indd 385 25/06/20 4:41 PM

ter26951_ch12_383_408.indd 384 25/06/20 4:41 PM
Creating a Low-Anxiety We also applied changes recommended by the

Conseil supérieur de la langue française in their 1990
Environment report, Les Rectifications de l’orthographe, commonly
known as la nouvelle orthographe, and approved for
A low-anxiety atmosphere is easily created when the usage by the Académie française. Namely, in order to
instructor provides students with interesting, culturally simplify students’ learning of the spelling of certain words
authentic, comprehensible input, along with and follow the most recent practices in France, this
communicative activities, and does not place an
edition removes the circumflex from the letters i and u
excessive emphasis on form. Deux mondes helps
when they are not necessary to distinguish words (e.g.,
create a p ositive atmosphere by encouraging student du and dû) and hyphens are removed from compound
involvement in activities relating to their own lives and words of foreign origin (e.g., piquenique, weekend).
to the French-speaking world. Certain new phonetic spellings have also been

In this edition, we eliminated excessive vocabulary implemented (e.g., évènement, ognon, shampoing).
so that the total number of words on the active Deux mondes continues to be available on
vocabulary lists was reduced by 10%. Now, the
Connect, a student-friendly, digital learning environment
Vocabulaire section in the middle of each chapter is that allows students to engage in their course material
limited to only those words that should be learned via the devices they use every day. The digital tools
deliberately. We also performed an analysis of all of available on the Connect platform include LearnSmart®,
the vocabulary i ncluded in the program and c ompared a revolutionary adaptive technology that builds a
it to the most frequently used words in French to learning experience unique to each student’s needs.
ensure that we included more of the words in the top These powerful tools support the goals of the Deux
1,000 words and excluding more words that aren’t in mondes program and facilitate student progress by
the top 4,000. This should make the vocabulary in providing extensive opportunities for students to
this edition much more manageable and useful for practice and hone their developing skills so that they
students. come to class ready to communicate.

To the Instructor | xv
For Instructors
The Deux mondes
• Annotated Instructor’s Edition: The print textbook
Program contains marginal notes with suggestions for using
and expanding most of the Activités and Exercices
in the text. These notes offer additional cultural
For Instructors and information; teaching hints for using readings,
Students photos, and realia; and tips on teaching selected
grammar points. These annotations are visible to
• Student Edition: The full-color textbook contains instructors in the eBook using the instructor view.
80 | Chapitre 2 La vie quotidienne et les loisirs
vocabulary presentations and practice activities, Pre-reading activity. Have students name sports they believe France is (or is not)
particularly strong in, or traditionally known for. If they have trouble coming up with
enough sports, feed them some vocabulary like athlétisme, course automobile,
realia, grammar explanations and exercises, and cyclisme, équitation, escrime, natation...
Christian Charisius/dpa/Alamy Stock Photo

À propos...
for the stronger sports, and then baseball,
basket, football américain, gymnastique.
helpful appendices. It is available in print and also Sport: La France dans sa diversité
as a digital ebook on Connect. au sommet
• Workbook/Laboratory Manual / Cahier d’exercices: Aujourd’hui, le football est de toute évidence le sport préféré
au niveau international. L’Équipe1 de France («les Bleus») est
devenue championne du monde en 1998, puis de nouveau
This combined workbook/laboratory manual en 2018 lors du Mondial en Russie. Victorieux de la Croatie
en finale (quatre buts à deux), les Français ont aussi triomphé • Kylian Mbappé en finale de la Coupe du monde à
Moscou le 15 juillet 2018.
contains both acquisition activities and practice

des Belges et des Argentins, favoris de la compétition. De
nombreux commentateurs ont remarqué, dans un sens positif
ou négatif, la diversité de cette équipe, par contraste avec la majorité des autres formations européennes. Il y a plusieurs
activities for use outside the classroom. It also joueurs d’origine africaine: Adil Rami (Maroc), Samuel Umtiti (Cameroun), Djibril Sidibé (Mali) et le héros de l’équipe, Kylian
Mbappé. Né à Paris en 1998, Mbappé est d’origine camerounaise par son père et algérienne par sa mère. Auteur de
deux buts en finale, il obtient le trophée de meilleur jeune joueur de la Coupe du monde 2018.
contains the activities for the film, Le Chemin du 1

groupe de joueurs
Post-reading activity. Ask students to identify sporting events that France is known for, such as Roland Garros (the
French Open, one of the tennis Grand Slam events, held in June), le Tour de France (July), les 24 Heures du Mans
car race (June), and le marathon de Paris (April).
retour. The Answer Key at the end of the print Cahier Pour résumer | 121
À propos... The French soccer team has won the World Cup twice: in 1998 (when it was held in France) and more recently in 2018—they lost in the finals in 2006.
Since the 1980s, many of the major French figures in sports—Zinedine Zidane in soccer, Nikola Karabatić in handball, Yannick Noah in tennis—have been of foreign
origin or are the children of recent immigrants, evidence of the diversity of French society. Note that the soccer players named here are neither foreigners (or they
allows students to correct many of the activities would not play on the French national team) nor naturalized immigrants: They were all born in France, although their parents were not.
themselves.
Avez-vous compris? The Cahier activities and the related Avez-vous compris? Answers: 1. tchendoh;
2. perplexeetsigne; 3. Julie A-B; 4. gara-
Instructor resources available on Connect:
Cliquez là! Activité 3 Échanges: Mes activités préférées
audio
Déterminez quirecordings are also
exprime les opinions accessible
suivantes oncontributeurs
parmi les Connect. au mond335; 5. L’Ange Vagabond; 6. Joanie
Cherchez un site sur la modèle: é1: Tu aimes mieux danser ou faire une promenade?
• de
forum PatrickProgram:
Dion: • Instructor’s Manual: This guide offers more
Fédération de tennis ou
Audio This audio program contains sur le Tour de France.
Qui sont les derniers 1.
é2: Moi, j’aime mieux… Et toi?
aller à la plage ou aller à la montagne?
Act. 3. (partners) Be sure students under-
pronunciation practice,delistening comprehension detailed teaching suggestions and theoretical

2. surfer sur l’internet ou faire du sport?
1. estime que l’expérience la ville diffère selon le quartier où on champions et de
quelle(s) nationalité(s) 3. lire un bon livre ou regarder la télé?
stand the vocabulary before assigning to
partners. Explain that tu aimes mieux = tu
préfères. Those who finish early should
habite. sont-ils? Est-ce qu’il y a 4. faire du sport ou faire la sieste? think up other choice questions to ask their
texts, recorded dialogues, narratives, and the background on the Natural Approach, including a
des participants qui
viennent de votre pays?
5.
6.
faire du vélo ou faire une promenade?
diner au restaurant ou diner à la maison?
partners. New vocabulary: bavarder, faire
du sport, faire la sieste.
2. adore la diversité qu’offre une grande ville. La Francophonie en chansons. Songs you 7. danser ou bavarder avec des amis?
Vocabulaire lists. The audio files are available on
Quels sont leurs noms?
may wish fully illustrated
to use with your class include:guided tour of the Première étape
8.
9.
écouter de la musique ou aller au cinéma?
faire des courses ou sortir avec tes amis?
3. pense qu’on idéalise un peu trop Montréal. • Joe Dassin, «Bip bip.» A fanciful song
Connect as well as on the Online Learning Center. about and Chapitre
a man caught in traffic while Also included are two useful
1.trying
Cliquez là! For skiers, sailors, soccer
enthusiasts, and others, you might allow
students to research their favorite sport
AS 6. Do an autograph activity about favorite activities. Besides the activities taught in the book so far, here are a
few others you might add: écouter de la musique folklorique, faire de la photo, jouer au billard, jouer du violon,
regarder les informations, voyager en hiver.
4. • trouve qu’on ne peut pas comparer la vie dans la métropole et to get to a lunch appointment in Paris.
using la coupe de + the name of their
Video Program: The video series Micro-Trottoir,

dans une petite ville.
• Roberthandouts (Tips à for Effective
4 Associations:Learning
sport. Have them use the information they
Charlebois, «Je reviendrai Activité
gather for small-group discussions in class
or assign as a written report. Les endroits et les and
activités Getting
Montréal». A tribute to the city by one
Les Francophones sur le vif, and Le Chemin du Started
of Québec’s with
most original the Étapes) that will introduce
singers. Cherchez les endroits logiques.
5. apprécie surtout la richesse culturelle de Montréal. modèle: Nous y voyons des films. →
retour are all viewable and assignable with related students to language learning in general and help Nous voyons des films au cinéma.
6. déteste la banlieue. Act. 4. (whole class) (See IM, Associations.) Be sure that students recognize all the places. Read each statement
activities on Connect.
aloud and have the class state the place. While doing so, point out the locative y as referring to places: Oui, on fait
orient them to the Deux mondes program. du ski à la montagne. On y fait du ski. Write On y fait du ski on the board and point to y: Qu’est-ce que c’est, le
mot y? C’est l’équivalent de l’expression à la montagne. For each place, ask students to mention other activities
done there. Point out a few other examples of y as you go through the remaining statements. New vocabulary:
• Grammar Tutorials: These animated tutorials allow • Instructor’s Resource Kit: This kit provides
centre commercial, rivière, saumon, truite.
À vous d’écrire
students to brush up on a wide range of grammar supplementary communicative activities, games,
Écrivez une publicité pour la firme Taxi Champlain à Montréal. Utilisez votre
points
imagination, maisonn’oubliez
their own. They
pas de can
donner be accessed
certains and les avan-
renseignements: and other resources that correspond to the
ter26951_ch02_075_102.indd 80 07/04/20 7:57 PM
assigned
tages de prendre lewith
taxi, related activities
la compétence on Connect.
des chauffeurs, les tarifs, les heures themes in the student text.
À vous d’écrire. Explain that Taxi
et, bien sûr, pourquoi les taxis Champlain sont supérieurs aux autres taxis. •
ChamplainTesting
is a companyProgram:
located in
Montreal, and discuss the information in the
This program offers a variety of
test
ad: les services, components
les applis, le numéro de emphasizing listening, speaking,
téléphone. Find out if students take taxis or
reading, writing, vocabulary, and grammar. Available
use other ride-sharing services often, when,
and where. Have them give some qualities
as a Word document, the Testing Program gives
of good cab service and some things that
can be bad about using taxis. Write interest-
instructors the ability
ing or useful items on the board. Assign
as a written composition for homework or to modify or adapt the tests to
suit the particular
as a group project in class. Groups might
exchange papers and do peer editing needs of their class.
• Remote Proctoring
before completing a final draft to hand in.
New vocabulary (for recognition only): & Browser-Locking Capabilities:
Seamlessly integrated within Connect, these s ervices,
propre, publicité.
hosted by Proctorio within Connect, provide control

of the assessment environment by enabling security
options and verifying the identity of the student. They
allow instructors to control students’ assessment
experience by restricting browser activity, recording
students’ activity, and verifying students are doing
their own work. Instant and
detailed reporting gives
Taxi Champlain
instructors an at-a-glance view of potential academic

integrity concerns, thereby avoiding personal bias
and supporting evidence-based claims.
Suggestions
Vous allez trouver (admirer, arriver, rencontrer)...
Vous n’allez pas payer...
Nos taxis sont propres (très confortables)...
Les chauffeurs sont/savent...

Acknowledgments
|
xvi Chapitre 12 Chapter title
The authors would like to express their gratitude to the following members
of the language-teaching profession whose valuable suggestions contributed to
the preparation of this revised edition. The appearance of these names does
not necessarily constitute an endorsement of Deux mondes or its methodology:
Aims Community College Providence College

David Olson Nathan Germain
Chapman University St. John’s University

John Boitano Steve Puig
Allan MacVicar
Tarrant County College
Dickinson College Floreen Henry
Lucille Duperron
Trinity College
Gonzaga University Isabel Evelein
Benjamin Semple
University of Miami
Kent State University—Salem Catalina Quesada Gómez
MaryAnn Weber Amine Zidouh
Liberty University University of Pittsburgh at Greensburg

Annik Miller Stacey Triplette
Norwalk Community College University of Saint Francis

Pascale van Tulder Gregory Smith
Pennsylvania State University University of South Florida

Zohra Melaouah-Shaffer Sandrine Savona
Pikes Peak Community College University of Southern California

Amy Cornish Julia Chamberlin
Atiyeh Showrai
xvi

About the Authors
Tracy D. Terrell, late of the University of California, San Diego, received

his Ph.D. in Spanish Linguistics from the University of Texas at Austin. His
extensive research publications were in the area of Spanish dialectology,
with a particular focus on the sociolinguistics of Caribbean Spanish. Professor
Terrell’s publications on second-language acquisition and on the Natural
Approach are widely known in the United States.
Mary Bassett Rogers holds her undergraduate and graduate degrees

in French from Vanderbilt University. She was a faculty member at Wichita
State University for many years, where she taught French and served as
coordinator for foreign language education and supervision of student
teachers in that field. Rogers is a past president and board member of the
Kansas Foreign Language Association and was twice certified as tester for
the ACTFL Oral Proficiency Interview. She has given numerous presentations
and workshops on second-language teaching and also taught French and
second-language pedagogy at Friends University (Kansas), where she was
Research Fellow in Second-Language Acquisition. Professor Rogers is
co-author of ¡Bravo!, a Natural Approach program for teaching Spanish in
secondary and middle schools.
Betsy J. Kerr is Professor Emerita of French at the University of Minnesota,

Twin Cities. She received her Ph.D. in French linguistics from Indiana
University and has published in the areas of French syntax and pragmatics,
specializing in the analysis of spoken French discourse, and in applications
of corpus linguistics to second-language education. At the University of
Minnesota, Professor Kerr served as both Director of the Lower Division
French Program and Director of Undergraduate Studies in French.
Born and raised in Marseille, Guy Spielmann (Ph.D., Vanderbilt University)

is Associate Professor of French at Georgetown University. He was also
Associate Director, then Director, of the French School, Middlebury College.
He has done research, lectured, and published extensively on second-
language acquisition and performing arts in Early Modern Europe. He has
also pioneered work in the scholarly and pedagogical use of information
technology. Visit La Page de Guy at Georgetown University.
xvii

To the Student
Getting to Know the Characters

You will get to know a number of characters in the Deux mondes textbook
and Cahier and in other components of the program. They include people in
North America and in France.
First you’ll meet a group of young people from the University of Louisiana
at New Orleans. They are students in Professor Anne Martin’s 8:00 a.m.
beginning French class: Albert Boucher, Barbara Denny, Daniel Moninger,
Denise Allman, Jacqueline Roberts, and Louis Thibaudet. Louis is very proud
of his Acadian ancestry. (The Acadians were French-speaking colonists who
came to Louisiana from Acadie, now Nova Scotia.) Professor Martin was born
in Montreal and is completely bilingual in French and English.
You will also meet two international students from French-speaking countries
who are studying at the University of Louisiana. Raoul Durand, a doctoral student
in mechanical engineering, is a Quebecois from Montreal. Caroline Njanga
comes from Yaoundé in Cameroon and is working on a master’s degree in
American Studies. Both Raoul and Caroline were pleased to meet Professor
Martin, and they have visited her class and gotten to know her students.
In Paris are Sarah Thomas, an American exchange student, Agnès Rouet,

and Jean-Yves Lescart, friends at the Université Paris Diderot (Paris 7).
Julien Leroux is a native of Brussels who has lived in Paris for several years
and who works in news broadcasting at Télévision Française 1 (TF1). Adrienne
Petit lives in Marseille. She works as a human resources manager in an import-
export firm and loves to travel. She is an active person with a lively social life.
xviii

To the Student | xix
The Lasalle-Colin family has three branches. The grandparents, Francis and
Marie Lasalle, have always lived in Lyon, where they are now retired.
Claudine Colin is the daughter of Francis and Marie Lasalle. She teaches
at a lycée (high school). She and her husband, Victor Colin, live in Clermont-
Ferrand with their five children. Marise and Clarisse (19) are twins; Marise
is studying French literature at the Université Blaise-Pascal in Clermont-
Ferrand, and Clarisse is taking courses in hotel management at the École
Victor Hugo. Charles (17) and Emmanuel (14) are both lycée students, and
their brother, Joël (8), is in primary school.
Bernard Lasalle is the son of Francis and Marie. He and his wife, Christine, live
near Bernard’s parents in Lyon. Bernard is an engineer, and Christine works in a
hospital as a nurse. They have three daughters, Camille (11), Marie-Christine (8),
and Nathalie (6).
Édouard and Florence Vincent are old friends of Francis and Marie Lasalle
and live nearby in Lyon. They are an interesting couple, though somewhat old-
fashioned in some of their views.
You will enjoy meeting these characters and learning more about their
ersonalities, their daily lives, and the French-speaking regions they are from.
p
And now . . . Au boulot! Let’s get to work! Enjoy learning French and working
with Deux mondes.

DEUX MONDES
A Communicative Approach

PREMIÈRE
ÉTAPE
PhotoAlto/Getty Images
Deux amies se font la bise.
Premières
rencontres
Objectifs
In the Première Étape, you will learn to understand a good deal of spoken French and get to know your
classmates. The listening skills you develop will enhance your ability to understand and speak French.
ACTIVITÉS GRAMMAIRE
La communication en classe A.1 G iving instructions: Commands with
Qui est-ce? Les camarades de vous
classe A.2 Identifying people: C’est… ,
Comment sont-ils? La description je m’appelle…
des personnes A.3 Gender and articles
Les vêtements et les couleurs A.4 Describing people: Être, subject
Les nombres (0–39) pronouns, and ne… pas
Rencontres A.5 Plural nouns and articles
À voir en vidéo Micro-trottoir: A.6 Addressing others: Tu and vous
Au sujet des rencontres
ter26951_ch00_pe_001_019.indd 1 30/03/20 10:33 AM

Activités
La communication en classe
★ Attention! Étudier Grammaire A.1
Activité 1 Associations: Les ordres
3.
1. 2. 4.
6.
5. 7.
a. Tournez la page! d. Regardez le tableau! f. Levez la main!

b. Ouvrez le livre! e. Écrivez votre nom! g. Prenez un stylo!
c. Fermez le livre!
ter26951_ch00_pe_001_019.indd 2 30/03/20 10:33 AM

Activités | 3
Qui est-ce? Les camarades de classe
★ Attention! Étudier Grammaire A.2
Activité 2 Dialogues: Les amis
—Comment s’appelle l’ami de ? —Comment s’appelle l’amie de ?

—Il s’appelle . —Elle s’appelle .
—Qui est-ce? —Qui est-ce?

—C’est . —C’est .
ter26951_ch00_pe_001_019.indd 3 30/03/20 10:33 AM

4 | Première étape Premières rencontres
Comment sont-ils? La description des personnes
★ Attention! Étudier Grammaire A.3 et A.4
Activité 3 Discussion: Comment sont les camarades de classe?
1. Dans la classe de français, qui est ?

a. grand et blond (grande et blonde)
b. jeune et brun (jeune et brune)
c. intelligent et beau (intelligente et belle)
2. Dans la classe de français, qui n’est pas ?
a. petit et brun (petite et brune)
b. vieux (vieille)
c. riche et célèbre
Activité 4 Associations: Images stéréotypées
Voici des personnages célèbres. Comment sont-ils?

modèle: Kylie Jenner est belle. Elle n’est pas forte.
1. Céline Dion a. laid/laide ≠ beau/belle
2. Cléopâtre b. vieux/vieille ≠ jeune
3. Lin-Manuel Miranda c. fort/forte ≠ mince
4. Chrissy Teigen d. grand/grande ≠ petit/petite
5. Dwayne “The Rock” Johnson e. riche ≠ pauvre
6. le monstre de Frankenstein f. ?
7. Serena Williams
8. Taylor Swift
9. Bill Gates
10. Emmanuel Macron
ter26951_ch00_pe_001_019.indd 4 30/03/20 10:33 AM

Another random document with
no related content on Scribd:
THE “LAURENTIC” ON THE STOCKS.
From a Photograph. By permission of Messrs. Harland & Wolff.
Two interesting new ships were commissioned in 1909 by the

White Star Line, for the Liverpool-Quebec service, named
respectively the Laurentic and Megantic. An illustration, showing the
former on the stocks at Harland and Wolff’s yard, Belfast, is given
opposite page 210. The Laurentic and Megantic are, as to hulls,
sister ships, and each has a tonnage of 14,900, thus being among
the largest steamers in the Canadian trade. But whilst the latter is a
twin-screw ship propelled by reciprocating engines, the former has
three screws and a combination of reciprocating engines and a low-
pressure turbine, being the first large passenger steamship to be
designed with this ultra-modern method. Each of the “wing”
propellers is driven by four-crank triple balanced engines, the central
propeller, however, being driven by the turbine. The object aimed at
by this novel hybrid method was to retain the advantages of the
carefully balanced reciprocating engines, but at the same time to
obtain the benefit of the further expansion of steam in a low-pressure
turbine, without having to employ a turbine specially for going astern.
The reciprocating engines of the Laurentic are adequate for
manœuvring in and out of port, and for going astern, since they
develop more than three-quarters of the total combined horse-power.
This steamship, single-funnelled and two-masted, measures 565 feet
in length, and 67 feet 4 inches in width, and besides having
accommodation for 1,690 passengers, carries a large quantity of
cargo. Like many other big steamships that we have noted in the
course of our story, she has a double cellular-bottom which extends
the whole length of the ship, being specially strengthened under the
engines. Her nine bulkheads divide her up into ten water-tight
compartments. It will be noticed that the rudder has gone back to the
ordinary type common before the introduction of the balance
method. Notice, too, that the blades of the propeller are each bolted
to the shaft, and that the latter terminates in a conical shape now so
common on screw-ships. This is called the “boss,” and was invented
by Robert Griffiths in 1849. It was introduced in order to reduce the
pressure of the water towards the centre. This method was first tried
on a steamer in the following year at Bristol and afterwards on
H.M.S. Fairy. By reason of its shape, it naturally causes less
resistance through the water.
Whilst these lines are being written, there are building at Harland
and Wolff’s yard still another couple of ships for the White Star flag,
which, if not in speed, will be the most wonderful, and certainly the
largest ships in the world. After the Baltics and Mauretanias one
feels inclined to ask in amazement: “What next, indeed?” They will
measure 850 feet long, 90 feet broad, and be fitted with such
luxuries as roller-skating rinks and other novelties. They will each
possess a gross register of 45,000 tons. (By way of comparison we
might remind the reader that the Mauretania has a gross register of
33,000 tons.) Named respectively the Olympic and Titanic, they will
be propelled by three screws, and have a speed of 21 knots, so that
besides being leviathans, they will also be greyhounds, and are
destined for the Southampton-New York route. The first of these, the
Olympic, will take the water in October, 1910, and some idea of her
appearance may be gathered from the illustration which forms our
frontispiece. Like the Laurentic, these ships will be fitted with a
combination of the turbine and reciprocating engines, and will thus
be the first ships running on the New York route to have this system.
Their builders estimate that the displacement of each of these mighty
creatures will be about 60,000 tons, which is about half as much
again as that of the Baltic. Each ship will cost at least a million and a
half of money, and it will be necessary for each of those harbours
which they are to visit to be dredged to a depth of 35 feet. It is a
complaint put forward by both ship-builders and owners of modern
leviathans that the governing bodies of ports have not shown the
same spirit of enterprise which the former have exhibited. To
handicap the progress of shipping by hesitating to give the harbours
a required depth, they say, is neither fair nor conducive to the
advance of the prosperity of the ports in question, and on the face of
it, it would seem to be but reasonable that if the honour of receiving
a mammoth liner means anything at all, it should be appreciated by
responding in a practical manner. In New York Harbour this fact is
already recognised, for dredging is being undertaken so as to
provide a depth of 40 feet.
At the present moment the Cunard Company are also engaged
in replenishing their fleet, consequent on the removal from service of
the Lucania, the Umbria, the Etruria, and the Slavonia. An 18,000
ton steamship, to be called the Franconia, is being built by Messrs.
Swan, Hunter and Wigham Richardson, Ltd., the firm which turned
out the Mauretania, and will be ready some time in 1911. This latest
addition will not, it is understood, be a “flyer,” for her speed is
believed to be less than 20 knots, and it is therefore probable that
she is intended to replace the Slavonia. But it is supposed that
another vessel is to be built presently to relieve the Mauretania and
Lusitania, or to co-operate with them, and that her speed will be 23
knots, though it must not be forgotten that this ship will not be built
with the help of Government money, but will be purely and solely a
commercial transaction.
In the meantime German enterprise shows but little signs of
lagging. The Hamburg-American Line are understood to have
ordered from the Vulcan Yards at Hamburg a new passenger liner of
more than 800 feet in length and a displacement of between 45,000
and 50,000 tons. Her speed is to be 21 knots. Herr Ballin a couple of
years ago had a similar project in view, and entered into a contract
with Harland and Wolff for building the largest ship in the world, to be
called the Europa. But the condition of the Atlantic passenger trade
became unfavourable for the enterprise, and the contract was
annulled. The contract now goes, not to Belfast, but to Hamburg, for
the Belfast yard has no slip vacant for several months to come. It will
mean, therefore, that this Europa, which is destined to excel the big
Cunarders in size though not in speed, will be the largest
undertaking that German ship-building yards have yet had to face,
for the biggest merchant ship which up till now they have turned out
is the George Washington, of 26,000 tons. Since the Deutschland
lost the honour of holding the “blue ribbon,” the Hamburg-American
Line have not worried much about recapturing the first position in
speed. Economy plus a first-class service would seem to be the
modern combination of influence that is dominating the great
steamship lines. Speed is a great deal, but it is not everything in a
passenger steamship, and whether the limits have not already been
surpassed, and the Mauretania and Lusitania with their high speeds
and enormous cost of running will presently be regarded rather as
belonging to the category of white elephants than of practical
commercial steamships, time alone can show.
After all, the Atlantic and the other oceans were made by the
Great Designer as barriers between separate continents, and
although we speak of them casually as rather of the nature of a
herring-pond, and build our big ships to act as ferries, yet are we not
flying in the face of Nature, and asking for trouble? In the fight
between Man and Nature, it is fairly plain on which side victory will
eventually come, in spite of a series of clever dodges which
throughout history man has conceived and put into practice for
outwitting her. You can fool her very well in many ways for part of the
time; but you cannot do this for ever in every sphere. When we read
of fine, handsome, well-found modern liners going astray in the
broad ocean, or of excellent, capable little cross-channel steamships
foundering between port and port, without any living witnesses to tell
how it all happened, we have a reminder that the ways of man are
clever beyond all words, but that Nature is cleverer still. What the
future of the steamship will be no one can tell. Already ship-builders
profess themselves capable of turning out a monster up to 1,000 feet
in length. But whether this will come about depends on the courage
of the great steamship lines, the state of the financial barometer, and
any improvements and inventions which the marine engineer may
introduce in the meantime. Perhaps the future rests not with the
steam, but the gas engine: we cannot say. It is sufficient that we
have endeavoured to show what a century and but little longer has
done in that short time for the steamship. Sufficient for the century is
the progress thereof.
CHAPTER VIII
SMALLER OCEAN CARRIERS AND CROSS-
CHANNEL STEAMERS
Although it is true, as I have already pointed out, that the North

Atlantic has been the cockpit wherein the great steamship
competition has been fought out, yet it is not to that ocean alone that
all the activity has been confined. Because of the limitations which
the Suez Canal imposes it is not possible to build steamships for the
Eastern routes of such enormous tonnage as are customary for the
North American passages.
In the course of our story we have seen the beginnings of the
principal steamship companies trading not merely to the west, but in
many other spheres. In tracing the history of steamship companies
as distinct from that of the steamship herself, we are immediately
confronted with difficulties, for the company may be older than
steamships of any sort; or, again, the company may be of
comparatively modern origin, yet from the first possessed of the
finest steamships, of a character surpassing their contemporaries.
For instance, one of the very oldest lines is the Bibby Line to
Rangoon. This was founded as far back as 1807, yet it was not until
1851 that it adopted steam. The White Star Line, as we have seen,
was previously composed of sailing vessels, and its first steamship,
the Oceanic, did not appear until 1870, but when she did make her
appearance, she surpassed anything else afloat by her superior
virtues. To take, therefore, a chronological survey of the
establishment of the steamship organisations would be to convey
nothing satisfactory to us in our study of the evolution of the
steamship, but nevertheless, we may pertinently set forth some of
the more venerable but no less active steamship lines of the present
day.
THE “MOOLTAN.”
From a Photograph. By permission of the Peninsular & Oriental Steam Navigation Co.
In addition to those already mentioned whose coming certainly

was intimately connected with the evolution of the steamship, we
might mention Messrs. George Thompson and Company’s Aberdeen
Line, which at one time was famous for its fine fleet of sailing ships.
This line was established in 1824, the year of incorporation of the
General Steam Navigation Co. Six years later the Harrison Line
arose, though the Allan Line, which dates back to 1820, did not run
its first steamer until 1854. The well-known Hull firm of Messrs.
Thomas Wilson and Sons appeared in 1835, and the African
Steamship Company three years earlier. In 1849 the City Line, now
amalgamated with the Ellerman Line, was founded, as also were
Messrs. Houlder Brothers. The Anchor Line came in 1852, and the
Castle Mail Packets Company, which is now amalgamated with the
Union Line to form the Union-Castle Line. The British East India
Company dates from 1855, and the Donaldson Line a year earlier.
The year 1856 saw the inauguration of Messrs. J. T. Rennie and
Sons’ Aberdeen Line to South Africa, and in 1866 the Booth Line
was first started, whilst the Collins Line had been formed in 1850, the
Inman Line the same year, the North German Lloyd in 1858, the
Compagnie Transatlantique in 1861, the National Line in 1863, and
the Guion Line (originally Williams and Guion) in 1866. Some of the
last-mentioned are now extinct, and have been dealt with in another
chapter. Within the last few months the P. and O. Company have
absorbed the Lund Line, and the shipping interests of the late Sir
Alfred Jones have been consolidated by Lord Pirrie, whose name is
so well known by his close connection with the firm of Harland and
Wolff. During 1910 another Atlantic service was inaugurated by the
appearance of the Royal Line, which the Canadian Northern Railway
Company is running between Bristol and the Dominion. Their two
ships the Royal Edward and the Royal George were originally built
under different names for an express service between Marseilles
and Alexandria, but that venture was not found profitable. They have
recently been modified to suit the North Atlantic route and are
representative of the finest examples of the modern steamship,
though not so large as the biggest liners. Propelled by turbines
driving triple screws, they have all the luxury of the most up-to-date
ships, with lifts, wireless telegraphy, special dining-room for children,
cafés and many other up-to-date features. The Royal Line is thus
another instance of a new steamship organisation stepping right into
the front rank at the first effort. If it is alleged that some of the older
lines engaged on the South Atlantic and Eastern routes have not
shown that same progressive spirit which the North Atlantic
companies have exhibited, at least recent ships have shown that
everything is being done which can be expected, short of reaching
the mammoth dimensions of the Atlantic liners. Passengers
voyaging to Australia, India, South Africa, and South America, for
example, realise that they are destined to remain at sea for a long
period, and the question of the utmost speed is not of primary
importance. Owing partly to the American spirit of speed and the
much shorter distance which separates the two continents, the
voyage between England and New York has become rather an
elongated channel passage than a journey in which one settles
oneself down for weeks, and the incentives to make it shorter still are
never for a moment wanting.
The recent additions to the P. and O. fleet are indicative that
progress is not confined to any one route. A new epoch in the history
of this company began when the first of their “M” class was added.
Reckoning them historically from 1903 these are the Moldavia,
Marmora, Mongolia, Macedonia, Mooltan, Malwa, Mantua, and the
Morea. The smallest of these, the Moldavia, is of 9,500 tons; the
largest are the last three mentioned, which are of 11,000 tons, and
though wireless telegraphy has not played the same conspicuous
part as on the Atlantic, yet this is now being installed in all the P. and
O. mail steamers on the Bombay and Australian routes. Two new
steamers, also of the “M” class, are being built, to be called
respectively the Medina and the Maloja, which will be thus fitted. It is
no doubt owing to the slowness with which Australia, India, and
Ceylon have adopted land installations that a corresponding
reluctance has been found in the case of the steamships to adopt
what is so significant a feature of the modern steamship. The
illustration facing page 216 shows one of this “M” class, the Mooltan,
coming to her berth in the Tilbury Dock, whilst the opposite
illustration will afford some idea of the starting platform in her engine
room. Her measurements are: length 520·4 feet, beam 58·3 feet,
and depth 33·2 feet; her tonnage is 9,621, with an indicated horse-
power of 15,000. She was built in 1905 by Messrs. Caird and
Company, of Greenock. It was owing to the increase in size of the
new P. and O. ships that the comparatively recent transfer was made
of the company’s mail and passenger steamers from the Royal
Albert Dock to Tilbury.
THE STARTING PLATFORM IN THE ENGINE ROOM OF THE “MOOLTAN.”
From a Photograph. By permission of the Peninsular & Oriental Steam Navigation Co.
The Union-Castle fleet is composed partly of those ships which

belonged at the time of amalgamation to the old Castle Line, and
partly of those which were of the Union Line. In addition to these,
new steamships have been since brought out to swell the list. The
depression in South Africa consequent on the Boer War
necessitated a careful consideration before the addition of other mail
steamers, but the Balmoral Castle (see opposite page 220), which
was completed in 1910, and her sister the Edinburgh Castle, are the
largest and most powerful vessels employed in the South African
trade. This Balmoral Castle has a gross tonnage of about 13,000,
with an indicated horse-power of 12,500, and is fitted with twin-
screws. Fitted, of course, with water-tight bulkheads and cellular
bottom, every modern improvement has been taken advantage of in
her internal arrangement with regard to the service for which she
was built. The Balmoral Castle has a deck space larger than that
usually given in this line, the first and second class having practically
the whole of the boat deck; whilst by joining the poop and
promenade deck the third class have their deck space doubled. She
is installed with the modern loud-speaking telephones between the
bridge and engine-room and the extremities of the ship. Wireless
telegraphy has not been installed, but a room has been specially
built and equipped if it is decided hereafter to adopt this apparatus.
On the fore-mast head a Morse signalling lamp has been placed for
long distance signalling, and a semaphore after the Admiralty pattern
on the bridge for short distance signalling. She is propelled by two
sets of quadruple-expansion engines, and has ten boilers.
The White Star Line, in addition to their regular mail and
passenger service across the North Atlantic, have three special
freight and live-stock steamers—viz. the Georgic, of 10,077 tons, the
Cevic of 8,301 tons, and the Bovic of 6,583 tons—all of these having
twin-screws. Besides these they possess four ships engaged on the
New Zealand route, five on the Australian trade, besides two smaller
ships for freight.
We have already mentioned the Ivernia and Saxonia as
belonging to the intermediate, economical types which the Cunard
Company own in addition to their bigger liners. They also carry on a
Mediterranean service from New York to Gibraltar, the Italian and
Adriatic ports, to Algiers and Alexandria. The North German Lloyd
Company also own a number of smaller steamships employed in
intermediate service to ports other than those served by their fast
liners, the largest being of about 6,000 tons.
The American Line, which was formerly the old Inman
organisation, own besides the Philadelphia, already discussed, the
New York, the St. Louis, and St. Paul, but the last two, each being
only 11,629 tons, are the largest of their small fleet. Besides the
Anchor and the Allan Lines and the new Royal Line the Canadian
Pacific Railway now maintains a long connection by steamship and
railway from Liverpool right away to Hong Kong through Canada.
The Empress of Britain, with her quadruple-expansion engines and
twin-screws, is one of the finest steamships on the Canadian route.
THE “BALMORAL CASTLE.”
From a Photograph. By permission of the Union-Castle Mail Steamship Co.
We could continue to deal singly with all the steamship lines

which have now sprung into existence, with the fine ships of the
Atlantic Transport Line, whose Minnehaha, in the spring of 1910, had
the misfortune to run on to the Scillies during her voyage from
America to this country. We might instance the Holt Line, the Nelson
Line, and other enterprising organisations, but such matter would
hardly come within the scope of our subject, which shows the
manner in which the steamship has developed into so useful an
institution. Since we have now been able to witness the manner in
which the steamship has been adapted for service across the deep,
wide ocean, let us, before we close this chapter, take a glance at the
way in which she has also become so indispensable for those
shorter but no less important cross-channel passages.
THE “CAMBRIA” (1848).
From a Painting. By Permission of the London & North Western Railway.
ENGINES OF THE “LEINSTER” (1860).

From the Model in the Victoria and Albert Museum.
At an earlier stage we saw that the cross-channel steamship
service owed its inauguration almost exclusively to that shrewd
Scotsman, Napier, who, after devoting a great amount of patient
study to the subject, evolved the Rob Roy. But we must not omit to
give credit also to others whose work in this connection has been of
such historic importance. From about the second decade of the
eighteenth century there had been a service between Holyhead and
Dublin, carried on by means of sailing packets, as there was, indeed,
between Scotland and Ireland, as well as England and the
Continent. Then had come the first steam service when the Talbot, of
156 tons, built in 1818 at Port Glasgow, for David Napier, began
running in the following year between Holyhead and Dublin. In 1819,
also, was inaugurated the Liverpool and Dublin service, and in 1823
one of the oldest steamship companies still in existence, the Dublin
Steam Packet Company, was formed. It must be recollected that the
journey between London and Dublin was a long and tedious one, for
there was no railway, and considerable sums of money were
expended in order to improve the road between Holyhead and the
English capital. The sailing packets took on the average about
twenty hours to cross the Irish Channel. The Royal William, already
alluded to when we discussed the first Atlantic steamers, was one of
the early steamships of this City of Dublin fleet. In 1836, when
George Stephenson proposed the construction of the Chester and
Holyhead Railway, he intended that the company should also
provide ships between the latter port and Ireland, but the various
steamship companies opposed this until 1848. The London to
Liverpool railway was opened in 1838, and so, since the Liverpool to
Dublin route was the quickest way to get from London to Ireland,
Holyhead was given the cold shoulder for the next ten years. But
when the continuous railway was opened between London and
Holyhead, the popularity of the Welsh port returned, and the
directors and principal shareholders of the Chester and Holyhead
Company, who had formed themselves into a small independent
company, ordered four new vessels, the Cambria, the Anglia, the
Hibernia, and the Scotia. Of these the first is illustrated herewith.
These ships were 207 feet long, 26 feet wide, and 14 feet deep, with
a draught of 8 feet 10 inches. They had a gross tonnage of 589,
carried 535 passengers, and possessed the remarkable speed of 14
knots. Instead of the slow passages of the old sailing packets these
four ships lowered the average voyage to 3 hours 34 minutes. In
1859 this Chester-Holyhead railway was amalgamated with the
London and North Western Railway, and in 1863 the latter
introduced a new type of craft, with the same speed as before, but of
700 tons. Both a day and a night service were presently instituted,
and this service has continued to be one of the most efficient and the
fastest of all the cross-channel ferries from this country. Of four new
vessels which were built for the Holyhead-Kingstown service in 1860
we may mention the Leinster. She was a large vessel for those
times, with a displacement of 2,000 tons, and constructed of iron.
The illustration facing this page shows a capital model of her
engines, which were of the oscillating type, and since we have
previously described this kind it is hardly necessary to deal with them
now, further than to remark that they gave the ship a speed of nearly
18 knots.
Coming now further south, it will be remembered that Napier’s
Rob Roy, which had first plied between Greenock and Belfast in
1818, was in the following year transferred to the Dover and Calais
route, and was thus the first regular steamship to open the mail and
passenger service between these ports. This was followed for a long
time by other steam “ferries,” some of which were Government mail
packets, and others were privately owned. The General Steam
Navigation Company, which had been formed in 1820, and
commenced its steam coastal trade, was not long before it had
inaugurated a service between London and Hamburg, and by 1847 it
had steamships running between London and the following ports:—
Hamburg, Rotterdam, Ostend, Leith, Calais, Havre, as well as from
Brighton to Dieppe, and Dover to Boulogne. These were all paddle-
steamers until the screw was introduced in 1854. In April of 1844
their paddle-steamer Menai was advertised to leave Shoreham
Harbour, calling at Brighton Chain Pier—or rather Brighthelmstone,
as it was then still known—and thence proceeding to Dieppe. She
was thus the first channel steamer to run between these places.
It was not until the old stage-coach had given way to the railroad
that the numbers of travellers between England and the Continent
increased. By June of 1843 the South Eastern Railway had reached
Folkestone, and in February of the following year it had also joined
Dover. The London, Chatham, and Dover Line was of later date, and
did not reach Dover until 1860, where they were able to put to the
best use their capable fleet of passenger boats which steamed to
Calais. But in 1845 the South Eastern Railway had, like the Chester
and Holyhead Line, formed themselves into a separate company, to
run a line of steam packets, owing to the fact that the successors to
the Rob Roy were deemed unsatisfactory, and endless objections
were made by the complaining passengers who reluctantly crossed
the choppy waters of the English Channel. Previous to this date the
South Eastern Railway were wont to hire steamships to carry their
passengers between England and the Continent to Boulogne,
Calais, and Ostend. When their line had joined up Dover they started
running from there to Calais with their own boats in two hours,
twenty-eight minutes, calling at Folkestone on the way for twenty-
eight minutes. The first of these steamboats were the Princess Maud
and the Princess Mary. The run from Dover to Ostend took four and
a half hours.
In 1848 the Admiralty, which had been responsible for the steam
mail packets service (as also we have seen earlier in this book they
had charge of the transatlantic mails), handed over their charge to
the Post Office. But neither of these Governmental branches was
able to make a success of this, and after a time the Post Office
withdrew their mail packets and in 1854 put the carrying out to
contract. A Mr. Churchyard was accepted as the contractor, and his
agreement continued until 1862. It will be recollected that two years
previous to the latter date the London, Chatham and Dover
Company had connected their line to Dover, and they obtained the
contract in succession to Churchyard for carrying the mails from
Dover to Calais. At the same time the South Eastern Railway
Company withdrew their steamboat service to Folkestone. It should
be mentioned that the General Steam Navigation Company had also
withdrawn from this route owing to the competition on the part of the
railway companies, who were in a superior position by being able to
run their passengers on both their own railways and their own
steamboats.
The general character of these early cross-channel steam-craft
was very similar to that of the Cambria. Some of the steamboats
employed on this Dover-Calais route have been marked by the
possession of exceptional features. It was in 1875 that the Bessemer
was designed with the object of making the dreaded passage across
the Straits of Dover less disagreeable and free from the infliction of
sea-sickness. To this end she was given a unique apparatus which
was to swing with the motion of the vessel, and in such a manner
that the passengers would always be kept on a level, however much
the ship might roll. She was built double-ended, so that she would
not have to be turned round when she reached the French port. But
emphatically she resulted in a complete failure, for not only was this
ingenious deck found to be unworkable, and had to be fixed, but the
Bessemer collided with Calais Pier, and succeeded in knocking away
about fifty yards thereof.
THE “ATALANTA” (1841).

From a Painting. By permission of the London and South Western Railway
Co.
THE “LYONS” (1856).
From the Model in the Victoria and Albert Museum.
THE “EMPRESS” LEAVING DOVER HARBOUR.

From a Photograph. By permission of the South Eastern and Chatham
Railway Co.
Another ingenious vessel on this service was the Castalia. She

was a twin-ship composed of a couple of hulls. Those who crossed
in her about the year 1876 found her very comfortable, and she was
so steady that comparatively few of her passengers were sea-sick,
but her drawback was that she was not fast. The genesis of this
double-hulled ship was in order to obtain greater steadiness, and the
experiment was first tried by fastening two Woolwich steamers
together, having first removed the inside paddle-wheels. Following
up this, the same principle was exemplified in a ship called the
Express, which had been constructed for a firm that became
financially embarrassed, and she was accordingly taken over instead
by the owners of the Castalia, and became the famous Calais-
Douvres, which most of my readers will well remember. She was
certainly a fast ship, but her life was not devoid of adventures. In
May, 1878, she collided with Dover Pier through her steering-gear
going wrong, her main engines having previously broken down. She
was subsequently repaired and did well until 1887, when, worn out
by active service, she was withdrawn, having proved an expensive
boat to run, and obtained an unenviable reputation for a large coal
consumption. The Castalia was withdrawn in 1878, and became a
floating small-pox hospital on the Thames, where she remained for
about twenty years, and was finally towed therefrom to Dordrecht by
one of that fleet of Dutch tugs which we shall mention in a later
chapter as being famous for the towage of big docks. In the course
of time new and improved Channel steamers continued to be put on
this Dover-Calais route, and in 1899 an amalgamation of interests
owned by the South Eastern and the London, Chatham and Dover
Railways took place, so that now the two fleets are under one
management. Within recent years they have shown a very
enterprising spirit by leading the way in placing turbine steamers on
their route, and the illustration on the opposite page shows their
turbine steamer Empress clearing out of Dover Harbour. In general
character we may take the appearance of this vessel as typical of
the more modern cross-channel steamers which now ply also on
other routes owned by the various railway companies. The fine
service of steamboats, for instance, possessed by the Great
Western, Great Eastern, the Midland, the London and North
Western, the Great Central, and the London and South Western
consists rather of miniature liners of a very up-to-date type. Not
merely wireless telegraphy and turbines have been introduced into
the cross-channel steamers, but every conceivable regard for the
comfort of the passengers has been taken commensurate with the
size of the ships, and the special work which they are called upon to
perform.
We have addressed ourselves especially to the services
between Dover and Calais and between Holyhead and Dublin, for,
owing to their geographical character, these two are naturally the
most important and the most historic. The custom of railways being
owners of steamships has continued, the chief exception being the
Great Northern Railway. The Newhaven to Dieppe route is of
comparatively modern origin, and it was not until 1847 that the
London to Newhaven line was completed. During the following year
there were three steamers running to Dieppe from this port, but at
first the London, Brighton and South Coast Railway was thwarted
owing to legal difficulties, and properly their service dates from 1856,
for at one time they were compelled to run a service under different
ownership from their own. The model shown opposite page 226
shows the packet steamer Lyons, which was built in 1856 for the
Newhaven-Dieppe service. She was a paddle-boat of 315 tons
displacement.
Between England and the Channel Isles connection in the pre-
steamship days was kept up by sailing cutters. After that the
Admiralty conveyed the mails from Weymouth to Jersey and
Guernsey by ships of the Royal Navy, and one of these—the Dasher
—was until recent years employed in watching the oyster fisheries
off Jersey. But in 1835 a steam packet service was started from
Southampton to Havre, twice a week, and between the Hampshire
port and the Channel Islands, which was owned by the South of
England Steam Navigation Company, while a rival came forward in
the British and Foreign Steam Navigation Company, which ran to the
Channel Isles. One of the earliest steamers belonging to the former
company was the Atalanta, of which we give an illustration opposite
page 226. She was afterwards lengthened, and as thus altered she
appears in our illustration. Her days were ended as a coal hulk in
Jersey.
From 1838 to 1845 the mail service between England and the
Channel Isles was carried on from Weymouth, but in the latter year
this service was transferred to the South Western Steam Packet
Company, and remained exclusively with the Southampton steamers
until 1899, when the joint running of the Channel Islands service by

Deux Mondes 8Th Edition Full Chapter

Transféré par

Informations du document

Titre original

Copyright

Formats disponibles

Partager ce document

Partager ou intégrer le document

Options de partage

Avez-vous trouvé ce document utile ?

Ce contenu est-il inapproprié ?

Droits d'auteur :

Formats disponibles

Deux Mondes 8Th Edition Full Chapter

Transféré par

Droits d'auteur :

Formats disponibles

(eBook PDF) Deux mondes 8th Edition

Visit to download the full and correct content document:

Consultant: Françoise Santore

ter26951_fm_SE_i_xxii.indd 1 27/06/20 6:15 PM

Activités et lectures 294 Grammaire et exercices 315

Activités et lectures 324 Grammaire et exercices 343

Micro-trottoir: Au sujet du transport 331 10.4 Double object pronouns 349

Comment se débrouiller 333 10.5 Expressing extremes: The

ter26951_fm_SE_i_xxii.indd 8 27/06/20 6:15 PM

Activités et lectures 356 Grammaire et exercices 375

À propos… L’amour en texto 364 11.5 Talking about hypothetical situations:

La santé et les urgences 383

Activités et lectures 384 Grammaire et exercices 403

À propos… Le vaudou 394

ter26951_fm_SE_i_xxii.indd 9 27/06/20 6:15 PM

Activités et lectures 410 Grammaire et exercices 430

Les enjeux du présent et de l’avenir 437

Activités et lectures 438 Grammaire et exercices 455

ter26951_fm_SE_i_xxii.indd 10 27/06/20 6:15 PM

throughout the program. These and other substantial

allows students to practice live, synchronous

ter26951_ch06_201_232.indd 208 08/06/20 4:17 PM

ter26951_fm_SE_i_xxii.indd 11 29/06/20 12:53 PM

104 | Chapitre 3 En ville Tranche de vie | 105

TRANCHE DE VIE Il y a de quoi dire

1. On arrive en bus: où se trouve la a. Dans le quartier de Safi, au nord

DAO Ci rc ui AI E 5. La fameuse mosquée de la e. D’accord, le Théâtre Royal se

DE LA PA Koutoubia est à côté de l’aéroport, trouve en face du lycée Hassan II,

n’est-ce pas? tout près de la gare.

LYCÉE Rue Abd MAJORELLE

6. Le Maghreb est désertique, alors f. Au coin de l’avenue du 11 janvier

au moins? Jemaa-el-Fna. On prend la porte

GARE TRAIN du Sou EL MOUKEF Rue Bab

Fatima Zohra, c’est facile.

ROYAL LYCÉE Aylan

y MOULAY ABDESSALAM uto

N e MUSÉE DAR RIAD

SAHRU IBN ZOHR Agnaou

LA MÉNARA Cimetière Sidi SAADIENS JNANE

AÉROPORT DE MARRAKECH LA MÉNARA

VERS ASNI VERS VALLÉE DE L'OURIKA VERS CIRCUIT

• La place Jemaa-el-Fna à Marrakech

ter26951_ch03_103_134.indd 104 25/06/20 4:30 PM

ter26951_fm_SE_i_xxii.indd 12 27/06/20 6:15 PM

Fostering Community Focusing on Communication

TRANCHE DE VIE Il y a de quoi dire

B. Regardez la photo et associez la personne / les personnes avec la

1. Cette personne porte un costume bleu et a. Ce sont Gabriel et

5. Ces personnes sont petites et elles et Astrid.

ter26951_ch01_044_074.indd 47 25/06/20 4:37 PM

ter26951_fm_SE_i_xxii.indd 13 27/06/20 6:15 PM

384 | Chapitre 12 La santé et les urgences

TRANCHE DE VIE Il y a de quoi dire

Philippe Desmazes/AFP/Getty Images

Pascal Guyot/AFP/Getty Images

Se ventiler avec un À l’extérieur, porter

Zakaria Abdelkafi/AFP/Getty Images

Rechercher les Maintenir sa maison

Guillaume Souvant/AFP/Getty Images

Patrick Hertzog/AFP/Getty Images

Mouiller son corps (plusieurs fois par jour)

Tenez-vous informés sur les conditions

5. Souffelweyersheim (Strasbourg) 6. Tours

Micro-trottoir: Au sujet du transport 331 10.4 Double object pronouns 349

Comment se débrouiller 333 10.5 Expressing extremes: The

À propos… L’amour en texto 364 11.5 Talking about hypothetical situations: